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Johns Hopkins University. 
 
 INAUGURATION OF 
 
 PRESIDENT GILMAN, 
 
 JF'ebruarj' 22d, 7876. 
 
TRUSTEES. 
 
 'President : 
 
 GALLOWAY CHESTON. 
 
 2reasurer: 
 
 FKANCIS WHITE. 
 
 Secreia?y: 
 
 WILLIAM HOPKINS. 
 
 Soard of Trustees: 
 
 GALLOWAY CHESTON, 
 FRANCIS T. KING, . 
 LEWIS N. HOPKINS, 
 THOMAS M. SMITH, 
 WILLIAM HOPKINS, 
 JOHN W. GARRETT, 
 Jttdgk GEORGE W. DOBBIN, 
 JuDQK GEORGE W. VI. BROWN, 
 
 Dr. JAMES C. THO'MAS, 
 
 CHARLES J. M. GWINN, 
 
 KEVERDY JOHNSON, 
 
 FRANCIS WHITE. 
 
ADDRESSES 
 
 AT THE INAUGURATION OF 
 
 DANIEL C. GILMAN. 
 
 President of the Johns Hopkins University, 
 
 Baltimore, I'ebruary 22, 7876. 
 
 u. b. 
 
 BALTIMORE: 
 Printed by John Murphy & Co. 
 
 182 Baltimore Street. 
 18U. 
 
 <lr 
 

INTRODUCTION. 
 
 The public exercises connected with the Inauguration of the 
 first President of the Johns Hopkins University, were held in the 
 Academy of Music, in Baltimore, Tuesday, February 22d, 1876. 
 His Excellency, the Governor of Maryland ; his Honor, the Mayor 
 of Baltimore ; the Presidents and representative Professors of 
 a large Dumber of Universities and Colleges ; the Trustees and 
 other officers of the scientific, literary and educational institutions 
 of Baltimore ; the State and City officers of public instruction 
 and other invited guests, together with the Trustees of Johns Hop- 
 kins, occupied the platform. The house was filled with an atten- 
 tive audience. 
 
 At eleven o'clock, the chair was taken by the President of the 
 Trustees, Mr. Galloway Cheston. The orchestra of the Peabody 
 Institute, directed by Professor Asger Hamerik, gave the Over- 
 ture to "Aloeste,^' by Gluck. 
 
 A prayer was then offered up by Rev. Alfred M. Randolph, 
 D. D., of Emmanuel Church ; after which the Chairman of the 
 Executive Committee, Mr. Reverdy Johnson, Jr., said : 
 
 " Our gathering to-day is one of no ordinary interest. From 
 all sections of our State, from varied sections of our land, we have 
 met at the opening of another avenue to social progress and 
 national renown. After two years of pressing responsibility 
 and anxious care the Trustees of the Johns Hopkins University, 
 present the first detailed account of their trust. Of the difficul- 
 ties attending the discharge of their duty ; of the nice balancing 
 of judgment; of the careful investigation and continued labor 
 called for in the organization of the University, this is not the 
 place to speak ; but for the Board of Trustees, I may be allowed 
 to claim the credit of entire devotion to the work, and a sincere 
 
desire to make of the UnivevBity all that the public could expect 
 from the generous foundation. Happily, our action is unfettered, 
 and where mistakes occur, as occur they must, the will and power 
 are at hand to correct them. We may say that the University's 
 birth takes place today, and I do not think it mere sentiment, 
 should we dwell with interest upon its concurrence with the 
 centennial year of our national birth, and the birth day of him who 
 led the nation from the throes of battle to maturity and peace. 
 But it is not my province to detain you from the exercises which 
 are to follow. I am happy to state that we have among us to- 
 day one who represents the highest type of American education, 
 and one who, from the beginning has sympathized with, coun- 
 selled and aided us. I know you anticipate me, as I announce 
 the distinguished name, from the most distinguished seat of 
 learning in our land — President Eliot, of Harvard University." 
 
 President Eliot next delivered a Congratulatory Address, 
 
 Beethoven's Concert Overture, " The Consecration of the 
 House,'''' (C maj., op. 124,) having been performed by the Orches- 
 tra, Mr. Reverdy Johnson, Jr., introduced President Oilman, re- 
 marking, as he did so, that the University now stands forth 
 baptized with ancient Harvard as its sponsor. 
 
 President Oilman then delivered the Inaugural Address. 
 
 At its conclusion, the Orchestra gave Weber's "Jubilee Over- 
 ture,^^ (E maj., op. 59.) 
 
 The benediction was pronounced, and at half past one, the 
 assembly dispersed. 
 
CONGRATULATORY ADDRESS 
 
 BY 
 
 CHARLES W. ELIOT, LL.D., 
 
 ^7^eside?ii of Jfarrai'd IIniye7'sity. 
 
PRESIDENT ELIOT'S ADDRESS. 
 
 THE oldest University of the country cordially 
 greets the youngest, and welcomes a worthy 
 ally — an ally strong in material resources 
 and in high purpose. 
 
 I congratulate you, gentlemen, Trustees of 
 THE Johns Hopkins University, upon the noble 
 work which is before you. A great property, an 
 important part of the fruit of a long life devoted 
 with energy and sagacity to the accumulation of 
 riches, has been placed in your hands, upon con- 
 ditions as magnanimous as they are wise, to be 
 used for the public benefit in providing for coming 
 generations the precious means of liberal culture. 
 Your Board has great powers. It must hold and 
 manage the property of the University, make all 
 appointments, fix all salaries, and, while leaving 
 both legislative and administrative details to the 
 several faculties which it will create, it must also 
 prescribe the general laws of the University. 
 Your cares and labor will grow heavy as time 
 goes on ; but in accordance with an admirable 
 usage, fortunately established in this country, you 
 will serve without other compensation than the 
 
 7 
 
8 
 
 public consideration which will justly attach to 
 your office, and the happy sense of being useful. 
 The actuating spirit of your Board will be a spirit 
 of scrupulous fidelity to every trust reposed in 
 you, and of untiring zeal in promoting the welfare 
 of the University and the advancement of learn- 
 ing. Judged by its disinterestedness, its benefi- 
 cence, and its permanence, your function is as pure 
 and high as any that the world knows, or in all 
 time has known. May the work which you do in 
 the discharge of your sacred trust be regarded with 
 sympathetic and expectant forbearance by the pre- 
 sent generation, and with admiration and gratitude 
 by posterity. 
 
 The University which is to take its rise in the 
 splendid benefaction of Johns Hopkins must be 
 unsectarian. None other could as appropriately 
 be established in the city named for the Catholic 
 founder of a colony to which all Christian sects 
 were welcomed, or in the State in which religious 
 toleration was expressly declared in the name of 
 the Government for the first time in the history of 
 the Christian world. There is a too common 
 opinion that a college or university which is not 
 denominational must therefore be irreligious; but 
 the absence of sectarian control should not be con- 
 founded with lack of piety. A university whose 
 officers and students are divided among many 
 sects need no more be irreverent and irreligious 
 
than the community which in respect to diversity 
 of creeds it resembles. It would be a fearful por- 
 tent if thorough study of nature and of man in all 
 his attributes and works, such as befits a univer- 
 sity, led scholars to impiety. But it does not; on 
 the contrary, such study fills men with humility 
 and awe, by bringing them on every hand face to 
 face with inscrutable mystery and infinite power. 
 The whole work of a university is uplifting, re- 
 fining and spiritualizing : it embraces 
 
 " Avhatsoever touches life 
 With upward impulse ; bo He nowhere else, 
 God is in all that liberates and lifts ; 
 In all that humbles, sweetens and consoles." 
 
 A university cannot be built upon a sect, unless, 
 indeed, it be a sect which includes the whole of the 
 educated portion of the nation. This University 
 will not demand of its officers and students the 
 creed, or press upon them the doctrine of any par- 
 ticular religious organization ; but none the less — 
 I should better say, all the more — it can exert 
 through high-minded teachers a strong moral and 
 religious infl.uence. It can implant in the young- 
 breasts of its students exalted sentiments and a 
 worthy ambition ; it can infuse into their hearts 
 the sense of honor, of duty, and of responsibility. 
 
 I congratulate the city of Baltimore. Mr. Mayor, 
 that in a few generations she will be the seat of a 
 rich and powerful university. To her citizens its 
 
10 
 
 grounds and buildings will in time become objects 
 of interest and pride. The libraries and other col- 
 lections of a university are storehouses of the know- 
 ledge already acquired by mankind, from which 
 further invention and improvement proceed. They 
 are great possessions for any intelligent commu- 
 nity. The tone of society will be sensibly aifected 
 by the presence of a considerable number of highly 
 educated men, whose quiet and simple lives are 
 devoted to philosophy and teaching, to the exclu- 
 sion of the common objects of human pursuit. The 
 University will hold high the standards of public 
 duty and public spirit, and will enlarge that culti- 
 vated class which is distinguished, not by wealth 
 merely, but by refinement and spirituality. 
 
 I felicitate the State of Maryland, whose 
 Chief Magistrate honors this assembly with 
 his presence, upon the establishment within her 
 borders of an independent institution of the high- 
 est education. The elementary school is not more 
 necessary to the existence of a free State than the 
 University. The public school system depends 
 upon the institutions of higher education, and 
 could not be maintained in real efficiency with- 
 out them. The function of colleges, universities 
 and professional schools, is largely a public func- 
 tion ; their work is done j^rimarily, indeed, upon 
 individuals, but ultimately for the public good. 
 They help powerfully to form and mould aright 
 
11 
 
 the public character; and that public character 
 is the foundation of everything which is precious 
 in the State, including even its material prosperity. 
 In training men thoroughly for the learned pro- 
 fessions of law and medicine, this University will 
 be of great service to Maryland and the neighbor- 
 ing States. During the past forty years the rules 
 which governed admission to these honorable and 
 confidential professions have been carelessly re- 
 laxed in most of the States of the Union, and we 
 are now suffering great losses and injuries, both 
 material and moral, in consequence of thus thought- 
 lessly abandoning the safer ways of our fathers. 
 It is for the strong universities of the country to 
 provide adequate means of training young men 
 well for the learned professions, and to set a 
 high standard for professional degrees. 
 
 President Gilman, this distinguished assembly 
 has come together to give you God-speed. I wel- 
 come you to arduous duties and grave responsi- 
 bilities. In the natural course of life you will not 
 see any large part of the real fruits of your labors ; 
 for to build a university needs not years only, but 
 generations; but though "deeds unfinished will 
 weigh on the doer," and anxieties will sometimes 
 oppress you, great privileges are nevertheless 
 attached to your office. It is a precious privilege 
 that in your ordinary work you will have to do 
 onlv with men of refinement and honor; it is a 
 
12 
 
 glad and animating sight to see successive ranks 
 of young men pressing year by year into the battle 
 of life, full of hope and courage, and each 3'ear 
 better armed and equipped for the strife ; it is a 
 privilege to serve society and the country by in- 
 creasing the means of culture; but, above all, you 
 will have the great happiness of devoting yourself 
 for life to a noble public work without reserve, or 
 stint, or thought of self, looking for no advance- 
 ment, "hoping for nothing again." Knowing well 
 by experience the nature of the charge which you 
 this day publicly assume, familiar with its cares 
 and labors, its hopes and fears, its trials and its 
 triumphs, I give you joy of the work to which you 
 are called, and welcome you to a service which will 
 task your every power. 
 
 The true greatness of States lies not in territory, 
 revenue, population, commerce, crops or manufac- 
 tures, but in immaterial or spiritual things ; in the 
 purity, fortitude and uprightness of their people, 
 in the poetry, literature, science and art which they 
 give birth to, in the moral worth of their history 
 and life. With nations, as with individuals, none 
 but moral supremacy is immutable and forever 
 beneficent. Universities, wisely directed, store up 
 the intellectual capital of the race, and become 
 fountains of spiritual and moral power. Therefore 
 our whole country may well rejoice with you, that 
 you are auspiciously founding here a worthy seat 
 
13 
 
 of learning and piety. Here may young feet, 
 shunning the sordid paths of low desire and 
 worldly ambition, walk humbly in the steps of the 
 illustrious dead — the poets, artists, philosophers 
 and statesmen of the past ; here may fresh minds 
 explore new fields and increase the sum of know- 
 ledge: here from time to time may great men be 
 trained up to be leaders of the people; here may 
 the irradiating light of genius sometimes flash out 
 to rejoice mankind; above all, here may many 
 generations of manly youth learn righteousness. 
 
INAUGURAL ADDRESS. 
 
 IF this assembly, with one voice, could utter 
 the thought now uppermost, there would be 
 a deep, quick, hearty acknowledgment of the 
 bounty of Johns Hopkins. 
 
 His beneficence, so free, so great, so wise, pro- 
 moting at once the physical, intellectual and moral 
 welfare of his fellow-men, awakens universal sur- 
 prise and admiration, and calls for our perpetual 
 thanks. 
 
 In respect to the giver, I can say but little to 
 you, the citizens of Baltimore, who knew him so 
 well ; who remember his industry, sagacity and 
 intellectual force ; who have tested his integrity, 
 and found that his word was as good as his bond ; 
 who recall his fore-sight, his enterprise, and his 
 belief in the future of this city and state ; who 
 recollect that more than once in financial crises 
 he hazarded his own fortune for the protection of 
 others ; who heard, it may be from his own lips, 
 2 17 
 
18 
 
 the motives and hopes which prompted these royal 
 gifts ; who believe that great acquisitions involve 
 great responsibilities, but who know how hard it 
 was for one long accustomed to power to yield that 
 power to others ; to you, his fellow-citizens, who 
 saw the steps by which this benefactor toiled 
 upwiird to the temple of Fortune, and there un- 
 satisfied, went higher, by more arduous steps, to 
 the temple of Charity, where he bestow^ed his 
 gifts. 
 
 While I leave to others the commemoration of 
 our founder, you must let me refer to the tributes 
 of admiration which his generosity has called out 
 on the remotest shores of our own land, and in 
 the most venerable shrines of European learning. 
 The Berkeley laurel and the Oxford ivy may well 
 be carved upon his brow when the sculptor shapes 
 his likeness ; for by wise men in the east and by 
 rich men in the w^est, his gifts are praised as 
 among the most timely, the most generous, and 
 the most noble ever bestowed by one, for all. 
 
 The genesis of American munificence is a bright 
 chapter of our history. From the days of the 
 Puritan minister, who gave his name to our oldest 
 University, and the days of the London merchant, 
 who endowed the second college in JSTew England, 
 each generation has surpassed its predecessors. 
 It is a striking coincidence that among the very 
 earliest names on this heraldic roll, is that which 
 
19 
 
 our foundation bears. The schools which Edward 
 Hopkins, a colonial governor, established in 1660, 
 by his will, and his gifts to Harvard, still keep 
 alive his name and influence. So may the name 
 of our founder live for more than two hundred 
 years to come, and his gifts be immortal. Johns 
 Hopkins might have used the very words of 
 Edward Hopkins, who desired to bestow " some 
 encouragement for the breeding up of hopeful 
 youths, for the public service of the country in 
 future times." 
 
 We may conjecture a spiritual if not a j^hysical 
 descent in the line of Hopkins. In 1676, the 
 name is written on the door of an endowed gram- 
 mar school at A^ew Haven, older than Yale, and 
 second onl}^ to Harvard ; in 1776, the name is 
 signed to the Declaration of Independence; in 
 1876, it distinguishes a University foundation. 
 To our cotemporary, we may apply the words 
 with which the deeds of the colonial governor 
 are recounted. After saying that his last will 
 is an interesting monument of private friendship 
 and public spirit, that friends and domestics were 
 not forgotten, that his public gifts were " for the 
 promotion of religion, science and charity," the 
 historian adds this eulogy: "I%ws did this lofty 
 and intellectual spirit devise and distribute blessings 
 in his own age, and by his ivisdom, prepare and make 
 them perpetual for succeeding times y 
 
20 
 
 The Endowment. 
 
 The total amount of the public gifts of Johns 
 Hopkins, is more than seven million dolhirs. The 
 sum of $3,500,000 is appropriated to a university; 
 a like sum to a hospital ; and the rest to local 
 institutions of education and charity. Let us com- 
 pare these benefactions with some others. Thirty 
 years ago, when the gift of Abbott Lawrence to 
 Harvard College was made known it was said to 
 be " the largest amount ever given at one time 
 during the life time of the donor to any public 
 institution in this country," — the amount was 
 $50,000 ; the gift of Smithson, so well adminis- 
 tered in Washington, amounted to over half a 
 million ; the foundation of Stephen Girard sur- 
 passed two million dollars. 
 
 You may see from these figures what great 
 munificence has brought us together. So far as 
 I can learn, the Hopkins foundation, coming from 
 a single giver, is without a parallel in terms or in 
 amount in this or anv land. But beware of exaji- 
 geration. These gifts are often spoken of as if the 
 whole, instead of the half, was intended for the 
 university, and then as if an equal amount was 
 given to the hospital ; and so it happens that 
 dreams of monumental structures and splendid 
 piles and munificent salaries flit through the mind 
 
21 
 
 which can never become real. Do not forget how 
 much wealth is accumulated by older colleges — 
 in repute, experience and influence, and also in 
 material things. The property of Harvard Col- 
 lege is more than five million dollars ; that of 
 Yale must equal our endowment. The land invest- 
 ments of a university in the Northwest are said to 
 exceed these values ; and Ezra Cornell, while he 
 lived, expected that the endowments at Ithaca 
 would approach, if not surpass, the funds of Har- 
 vard. The income yielding funds of Harvard in 
 1875 were over three millions ; those of Yale near 
 a million and a half. Even these figures look small 
 compared with the accumulations of Oxford and 
 Cambridge. 
 
 Now turn our capital into income. Our univer- 
 sity fund yields a revenue of nearly $200,000. Let 
 us compare this amount with the resources of our 
 two richest colleges. Harvard, in 1874-5, (in all 
 departments), received from tuition $168,541.72; 
 from property, $218,715.30 ; a total of $387,257.02. 
 The college alone, not including the library, the 
 general administration, or any of the special de- 
 partments, cost $187,713.20, which is nearly our 
 whole income. Yale College reports its academical 
 expenses (i. e., exclusive of those in the scientific, 
 theological, law, medical and art departments), in 
 1874-5, as $126,073.56. 
 
22 
 
 But all our revenue is not at once available ; for, 
 as the capital cannot be spent for buildings, some 
 income must be reserved for this. Of course, the 
 buildings will be good and costl3^ If now we 
 deduct from our income, as a building fund, one 
 hundred thousand dollars annually, it will take 
 several years to accumulate the requisite amount. 
 Of that which remains a large sum will be absorbed 
 by taxation, administration and the purchase of 
 books, instruments and collections. Thus it is 
 evident that the educational income at present is 
 not large. Its expenditure requires great discretion 
 and prudence. The trustees are men of liberal 
 views in respect to professional salaries, but they 
 see as clearly as a schoolboy sees through a problem 
 in short division that the larger the divisor, the 
 less the quotient ; the more salary, the less chairs ; 
 the more eminent and costly the teachers, the fewer 
 can be secured. I wish that every one who sees 
 the need of a great university, and who knows the 
 range of human science, would take a pencil and 
 distribute our income in the departments which he 
 would like to see promoted here. If his experience 
 is like mine, he will find that before his pencil has 
 half gone down the column of the sciences, the in- 
 come has been twice expended. 
 
 I fear that these remarks are a little ungracious, 
 and I would gladly repress them ; but the private 
 and public utterances of thoughtful men have been 
 
23 
 
 so vague as to what it is possible for the trustees 
 of this university to accomplish at once, and our 
 friends are so very generous in their expectations 
 that I feel compelled, at the very outset, to utter a 
 word of caution. If our physicists could bring us 
 "Aladdin's lamp," or our chemists produce "the 
 philosopher's stone," or our merchants give us 
 "the widow's cruse," our aspirations should not 
 be checked by our restricted means ; but, till the 
 original benefaction is supplemented by other gifts, 
 or the growth of Baltimore increases the value of 
 our present investments, we must be contented with 
 good work in a limited field. 
 
 Its Five-Fold Advantages. 
 
 To many the magnitude of our founder's bounty 
 seems its principal value ; that is, in fact, but half 
 its glory. With a self-renunciation which is rare 
 and noble, he attached to the gift no burdensome 
 condition or personal whim. The almoners of his 
 bounty are restrained by no ♦shackles bequeathed 
 by a departed benefactor, as they enter upon their 
 course bearing in the one hand the ointment of 
 charity and in the other the lamp of science. His 
 trustees are free — free to determine principles, to 
 decide upon methods, to distribute income, to select 
 professors, to summon students, and even to alter. 
 
24 
 
 from time to time, their own plans — as the enlight- 
 enment of the world bestows its radiance upon 
 their undertaking. 
 
 In selecting trustees the choice of our founder 
 fell upon those of his friends and acquaintances 
 whom he believed would be free from a desire to 
 promote, in their official action, the special tenets 
 of any denomination or the platform of any polit- 
 ical party. In a land where almost every strong- 
 institution of learning is either "a child of the 
 church" or "a child of the state," and is thus 
 liable to political or ecclesiastical control, he has 
 planted the germ of a university which will doubt- 
 less serve both church and state the better because 
 it is free from the guardianship of either. It was 
 his wish — it is our wish — that here should be a 
 seat of learning so attractive that at its threshold 
 students would gladly cease to discuss sectarian 
 animosities and political prejudices, in their eager- 
 ness for the acquisition of Knowledge and their 
 search for Eternal Truth. As in olden time the 
 courtier's and the peasant's, sons laid aside their 
 distinctive costumea when they donned the aca- 
 demic dress, let us hoi^e that here the onl}^ badges 
 will be those which mark the scholar. 
 
 Another advantage attends our foundation. It 
 is established in a large town, in an old state, near 
 to the financial and the political Capitals of the 
 Republic; and at the junction of national high- 
 
25 
 
 ways which connect the North and the South, the 
 East and the West. This is in fact a metropolis 
 or middle city. Such geographical considerations 
 will surely aifect our future. Baltimore, more- 
 over, is prepared for this foundation. Professional 
 schools of law, medicine and theology already 
 attract large numbers of students. Technical in- 
 struction in the useful arts is to some extent pro- 
 vided in the Maryland Institute. The votaries of 
 the natural sciences are associated in an Academy, 
 which only needs an endowment to enable it to 
 take rank with kindred societies elsewhere. The 
 city, with a liberality which is praised at home 
 and abroad, maintains two excellent high schools 
 for young ladies, and for young men a City Col- 
 lege, so well organized, so well taught and so well 
 supported, that it relieves our foundation of doing- 
 much which is called "collegiate" in distinction 
 from "university" work. There are good private 
 schools. There are excellent collections of paint- 
 ings and rare opportunities for the study of music, 
 both as a science and an art. More than all this 
 the foundation of George Peabody, in which a 
 capital of a million and a quarter of dollars is 
 forever set apart for the promotion of culture, has 
 now, with increasing strength, survived the perils 
 of infancy, and gained a place among the very 
 best establishments to be found in any part of our 
 land. Its library is extraordinary for our country; 
 
26 
 
 not because of its size, (some 60,000 volumes) but 
 because it has been selected with an experienced 
 eye, among the most modern and most useful of 
 the publications of the world. 
 
 The advantage which will come to the new 
 University in its medical department from the 
 establishment of a hospital, on a separate but allied 
 foundation, is most obvious. Obvious though it is, 
 the most enlightened can not over-estimate its 
 value. If so large a sum as the hospital fund 
 ($3,500,000) \vere consecrated under any circum- 
 stances to the relief of suffering, the promotion of 
 health, and the preservation of life — humanity 
 would rejoice; but when such a foundation is con- 
 nected with a university, so that on the one hand it 
 commands all the resources of human learning, 
 and on the other makes known through accom- 
 plished teachers the results of its experience, we 
 may confidently expect that its influence for good 
 will be more than doubled ; that its immediate 
 work in the care of the sick and wounded will be 
 better done than would otherwise be possible; and 
 that its remedial and preventive agencies will 
 extend to thousands who may never come within 
 its walls, but whose ills will be relieved by those 
 taught here. 
 
 The timeliness of our foundation is the last of 
 the advantages which I shall name. We begin 
 our work after discussions lasting for a generation 
 
27 
 
 respecting the aims, methods, deficiencies, and pos- 
 sibilities of higher education in this country ; after 
 numerous experiments, some with oil in the lamps 
 and some without ; after costly ventures of which 
 we reap the lessons, while others bear the loss ; 
 after Jefferson, Nott, Wayland, Quincy, Agassiz, 
 Tappan, Mark Hopkins, Woolsey, have completed 
 their official services and have given us their 
 supreme decisions ; while the strong successors of 
 these strong men, Eliot, Porter, Barnard, White, 
 Angell and McOosh, are still upon the controversial 
 platform ; we begin after the national bounty has 
 for fourteen years, under the far-reaching bill of 
 Senator Morrill of Vermont, promoted scientific 
 education ; and after scores of wealthy men have 
 bestowed many million dollars for the foundation 
 of new institutions of the highest sort. 
 
 Discussions Elsewhere. 
 
 Educational discussions and movements are not 
 restricted to our new country. In old England, 
 questions like these are constantly rife, (in addition 
 to many of purely local interest) : How may pro- 
 fessorships in the old universities be restored to 
 the dignity or influence, of which they have been 
 in part deprived by the excessive prej^onderance of 
 collegiate instruction ; how may the university in- 
 
28 
 
 fluences be extended to all the large towns ; how 
 may science gain a more generous recognition in 
 the ancient seats of learning ; how may endowments 
 for research be established without leadins- to sine- 
 cure fellowships ; how may ecclesiastical fetters be 
 removed from academic institutions ; how may the 
 universities, by their systems of local examinations, 
 best promote the welfare of the preparatory schools, 
 or the training of young persons who are not likely 
 to enter the university ; how may the university 
 better provide for the innumerable modern callings, 
 which lie outside of the old "professions" but 
 require an equal culture. 
 
 In France, there has not been since the Revolu- 
 tion, I presume, such interest in the promotion of 
 universities as now. I pronounce no opinions, but 
 I call attention to the remarkable law which was 
 passed last year, relinquishing the exclusiveness of 
 a State foundation, and declaring university instruc- 
 tion to be free. Those who have hitherto been 
 oppressed, as they have thought, by a hard law, 
 now seize with alacrity the opportunity to found 
 new institutions, and the offerings of the faithful 
 are freely poured out to restore to the Church those 
 intellectual agencies from which she has been 
 cut off. 
 
 At a distance, Germany seems the one country 
 where educational problems are determined ; not 
 so, on a nearer look. The thoroughness of the 
 
29 
 
 German mind, its desire for perfection in every 
 detail, and its philosophical aptitudes are well illus- 
 trated by the controversies now in vogue in the 
 land of universities. In following, as we are prone 
 to do in educational matters, the example of Ger- 
 many, we must beware lest we accept what is there 
 cast off; lest we introduce faults as well as virtues, 
 defects with excellence. Some of the ablest men in 
 the new empire are now questioning whether " the 
 Real School " system, after a trial of so many 
 years, is justified of its works- — and whether "the 
 gymnasium," somewhat modified, should not be 
 the training place of all who seek a higher culture. 
 Others are questioning whether it is not a mistake 
 to maintain polytechnic schools, and special schools 
 of agriculture, forestry, mining, etc., apart from 
 the universities ; and whether it would not be 
 better to combine the higher educational founda- 
 tions under one direction and in one centre. Some 
 of the best scientific men declare their belief that 
 the university instruction in science, following the 
 gymnastic discipline, is better far as a preparation 
 for what are called the modern pursuits, than the 
 training which is given by the Beal school and the 
 Polytechnic, and so they assert that an exaggerated 
 value has been attached to technical training-. 
 
 I only allude to these discussions in passing. It 
 would take many hours to unfold them. But it is 
 well to bear in mind that the most enlightened 
 
30 
 
 institutions in our country, and the most enlight- 
 ened countries in Europe, are those in which edu- 
 cational discussions are now most lively ; and it 
 behooves us, as we engage in a new undertaking, 
 to listen, ponder, and observe ; and above all to be 
 modest in the announcement of our plans. It 
 should make the authorities cautious in oifering, 
 and the public cautious in demanding a completed 
 scheme for the establishment of a university in 
 Baltimore. 
 
 Our caution is none the less needed when we 
 remember that at the present moment Americans 
 are engaged in promoting the institutions of higher 
 education in Tokio, Peking and Beirout^ in Egypt 
 and the Hawaiian Isles. The oldest and the re- 
 motest nations are lookino; here for lio-ht. 
 
 What is the significance of all this activity ? It 
 is a reaching out for a better state of society than 
 now exists 5 it is a dim but an indelible imi:>ression 
 of the value of learning ; it is a craving for intel- 
 lectual and moral growth ; it is a longing to inter- 
 pret the laws of creation ; it means a wish for less 
 misery among the poor, less ignorance in schools, 
 less bigotry in the temple, less suffering in the 
 hospital, less fraud in business, less folly in pol- 
 itics ; it means more study of nature, more love of 
 art, more lessons from history, more security in 
 property, more health in cities, more virtue in the 
 country, more wisdom in legislation, more intelli- 
 gence, more happiness, more religion. 
 
31 
 
 The Higher Education. 
 
 The institutions which are founded in modern 
 society for the promotion of superior education 
 may be grouped in five classes :— 1, Universi- 
 ties; 2, Learned Societies; 3, Colleges; 4, 
 Technical Schools ; and 5, Museums, (including 
 literary and scientific collections). It is important 
 that the fundamental ideas of these various insti- 
 tutions should be borne in mind. 
 
 The University is a place for the advanced spe- 
 cial education of youth who have been prepared 
 for its freedom by the discipline of a lower school. 
 Its form varies in diff'erent countries. Oxford and 
 Cambridge universities, are quite unlike the Scotch, 
 and still more unlike the Queen's University in 
 Ireland ; the University of France has no counter- 
 part in Germany ; the typical German universities 
 difi*er much from one another. But while forms 
 and methods vary, the freedom to investigate, the 
 obligation to teach, and the careful bestowal of 
 academic honors are always understood to be 
 among the university functions. The pupils are 
 supposed to be wise enough to select, and mature 
 enough to follow the courses they pursue. 
 
 The Academy, or Learned Society, of which the 
 Institute of France, with its five academies, and the 
 Royal Society of London, are typical examples — 
 
32 
 
 is an association of learned men, selected for their 
 real or reputed merits, who assemble for mutual 
 instruction and attrition, and who publish from 
 time to time the papers they have received and 
 the proceedings in which they have engaged. The 
 University is also an association of learned men, 
 but the bond which holds them together differs 
 essentially from that of the academy. In the uni- 
 versities teaching is essential, research important; 
 in academies of science research is indispensable, 
 tuition rarely thought of. 
 
 The College implies, as a general rule, restriction 
 rather than freedom ; tutorial rather than professo- 
 rial guidance ; residence within appointed bounds ; 
 the chapel, the dining hall, and the daily inspec- 
 tion. The college theoretically stands in loco pa- 
 rentis; it does not afford a very wide scope; it 
 gives a liberal and substantial foundation on which 
 the university instruction may be wisely built. 
 
 The Technical Schools present the idea of prepa- 
 ration for a specific calling, rather than the notion 
 of a liberal culture. They have in view the im- 
 parting of knowledge which will be useful in the 
 practice of a profession, and often set forward as a 
 motive, an assured introduction to the openings 
 which are ready for those who have received their 
 training. 
 
 Museums, Galleries and Libraries, (of which the 
 British Museum is the grandest type), are indeed 
 
33 
 
 connected with the other agencies we have named, 
 but they often have an independent existence. 
 They fulfil a two-fold purpose. They preserve 
 and store away the treasures of art, literature and 
 science ; and they distribute widely among the 
 people those seeds of culture which are developed 
 by artistic, historic and scientific acquisitions. 
 
 Thus we say that the Academy of Sciences pro- 
 motes the intellectual attrition of the most learned 
 men ; the University favors the liberal and special 
 culture of advanced students ; the College trains 
 aspiring youth for their future intellectual freedom ; 
 the Technical School affords a good preparation for 
 a specific vocation ; and the Museum provides ma- 
 terials for study, adapted like the world itself, to 
 interest the most profound and the most superficial. 
 
 K^ow it is clear that we mio-ht have a Universitv 
 without the four adjuncts I have named; and we 
 might have the four accessories without the Univer- 
 sity, but practically wherever a strong University 
 is maintained, these four-fold agencies revolve 
 around it. It is the sun and they are the planets. 
 In Baltimore you have hitherto had a College, an 
 Academy of Sciences, Professional Schools and a 
 Scholars' Library, but you have not had such an 
 endowed University as that which is now inaugu- 
 rated. 
 
 Indeed this new foundation might almost adopt 
 the preamble which John Calvin prefixed to the 
 3 
 
34 
 
 statutes of the Academy of Geneva: " Yerily hath 
 God heretofore endowed our commonwealth with 
 many and notable adornments, yet hath it to this 
 day had to seek abroad for instruction in good arts 
 and disciplines for its youth, with many lets and 
 hindrances." 
 
 But soon I hope we may add what Erasmus said 
 at Oxford : " It is wonderful what a harvest of old 
 volumes is flourishing here on every side ; there is 
 so much of erudition, not common and trivial, but 
 recondite, accurate and ancient, both Greek and 
 Latin, that I should not wish to visit Italy, except 
 for the gratification of traveling." 
 
 The earliest foundations in our country were 
 colleges, not universities. Scholars were often 
 graduated early in this century at the age when 
 now they enter. Earnest efforts are now making 
 to establish universities. Harvard, with a boldness 
 which is remarkable, has essentially given up its 
 collegiate "restrictions and introduced the benefits 
 of university freedom ; Yale preserves its college 
 course intact, but has added a school of science and 
 developed a strong graduate department ; the Uni- 
 versity of Michigan and Cornell University quite 
 early adopted the discipline of universities, and 
 already equal or surpass not a few of their elder 
 sisters ; the University of Virginia from its founda- 
 tion has upheld the university in distinction from 
 the college idea. The cry all over the land is for 
 
35 
 
 university advantages, not as superseding but as 
 sui:>plementing collegiate discij^line. 
 
 As we, my friends, are called upon to develop a 
 university, it becomes important not only to dis- 
 tinguish its essential idea from that of any other 
 institution, but also to form a clear concej^tion of 
 its special province; of various plans which have 
 governed its organization ; of the good which it 
 promotes ; of the questions which are settled ; of 
 the questions which are not settled ; and especially 
 of the bearing of all these points on our land, our 
 times, our foundation. Thus only shall we make a 
 contribution to the intellectual agencies of this 
 country, and add a positive gain to American 
 learning and education in the second century of 
 the Republic. 
 
 The tenor of my remarks has implied perhaps 
 more diversity of opinion than really exists in 
 respect to universities. The truth is, most institu- 
 tions are not free to build anew ; they can only 
 readjust. It has been playfully said that "tradi- 
 tions and conditions" impede their progress. But 
 whatever may be the concrete difficulties, on many 
 abstract principles there is little need of contro- 
 versy. Our effort will be to accept that which is 
 determined, — to avoid that which is obsolescent, 
 to study that which is doubtful, — "slowly making- 
 haste." 
 
36 
 
 Twelve Points Determined. 
 
 Is, then, anything settled in respect to university 
 education? Much, very much. Can we draw a 
 statement of what is agreed upon ? At any rate 
 we can try. 
 
 The schedule will include twelve points on which 
 there seems to be a general agreement. 
 
 1. All sciences are worthy of promotion ; or in 
 other words, it is useless to dispute whether litera- 
 ture or science should receive most attention, or 
 whether there is any essential diflference between 
 the old and the new education. 
 
 2. Religion has nothing to fear from science, and 
 science need not be afraid of religion. Religion 
 claims to interpret the word of God, and science 
 to reveal the laws of God. The interpreters may 
 blunder, but truths are immutable, eternal and 
 never in conflict. 
 
 3. Remote utility is quite as worthy to be thought 
 of as immediate advantage. Those ventures are 
 not always most sagacious that expect a return on 
 the morrow. It sometimes i)ays to send our 
 argosies across the seas ; to make investments with 
 an eye to slow but sure returns. So is it always in 
 the promotion of science. 
 
 4. As it is impossible for any university to 
 encourage with equal freedom all branches of 
 
37 
 
 learning, a selection must be made by enlightened 
 governors, and that selection must depend on the 
 requirements and deficiencies of a given people, in 
 a given period. There is no absolute standard of 
 preference. What is more important at one time 
 or in one place may be less needed elsewhere and 
 otherwise. 
 
 5. Individual students cannot pursue all branches 
 of learning, and must be allowed to select, under 
 the guidance of those who are appointed to counsel 
 them. Nor can able professors be governed by 
 routine. Teachers and pupils must be allowed 
 great freedom in their method of work. Recita- 
 tions, lectures, examinations, laboratories, libra- 
 ries, field exercises, travels, are all legitimate 
 means of culture. 
 
 6. The best scholars will almost invariably be 
 those who make special attainments on the founda- 
 tion of a broad and liberal culture. 
 
 7. The best teachers are usually those who are 
 free, competent and willing to make original re- 
 searches in the library and the laboratory. 
 
 8. The best investigators are usually those who 
 have also the responsibilities of instruction, gaining 
 thus the incitement of colleagues, the encourage- 
 ment of pupils, the observation of the public. 
 
 9. Universities should bestow their honors with 
 a sparing hand; their benefits most freely. 
 
38 
 
 10. A university cannot be created in a clay ; it 
 is a slow growth. The University of Berlin has 
 been quoted as a proof of the contrary. That was" 
 indeed a quick success, but in an old, compact 
 country, crowded with learned men eager to assem- 
 ble at the Prussian court. It was a chani2:e of base 
 rather than a sudden development. 
 
 11. The object of the university is to develop 
 character — to make men. It misses its aim if it 
 produces learned pedants, or simple artisans, or 
 cunning sophists, or pretentious practitioners. Its 
 purport is not so much to impart knowledge to the 
 pupils, as to whet the appetite, exhibit methods, 
 develop powers, strengthen judgment, and invig- 
 orate the intellectual and moral forces. It should 
 prepare for the service of society a class of students 
 who will be wise, thoughtful, progressive guides in 
 whatever de2:)artment of work or thought they may 
 be engaged. 
 
 12. Universities easily fall into ruts. Almost 
 every epoch requires a fresh start. 
 
 If these twelve points are conceded, our task is 
 simplified, though it is still difficult. It is to apply 
 these principles to Baltimore in 1876. 
 
 We are trying to do this with no controversy as 
 to the relative importance of letters and science, 
 the conflicts of religion and science, or the relation 
 of abstractions and utilities ; our simple aim is to 
 make scholars, strong, bright, useful and true. 
 
39 
 
 This brings me to the question which has brought 
 you here. 
 
 The Johns Hopkins University : what idll he 
 its scope"? The Trustees have decided to begin 
 with those things which are fundamental and move 
 gradually forward to those which are accessory. 
 
 They will institute at first those chairs of lan- 
 guage, mathematics, ethics, history and science 
 which are commonly grouped under the name of 
 the Department of Philosophy. 
 
 The Medical Faculty will not long be delayed ; 
 that of Jurisprudence will come in time; that of 
 Theology is not now proposed. 
 
 I have lately met with an ancient saying in 
 respect to the development of a youth. "At five," 
 the precept read, " he was to study the Scriptures ; 
 at ten, the Mishna ; at thirteen, the Talmud ; at 
 eighteen, to marry ; at twenty, to attain riches ; at 
 thirty, strength ; at forty, prudence, and so on to 
 the end." So we begin with the essential, proceed 
 to the important, expect enlarged endowments, and 
 look for strength, prudence and the other virtues 
 as we grow in years. 
 
 In organizing a faculty, the first chairs to be 
 filled are those which everywhere, always and by 
 all people in the modern Republic of Letters, are 
 Vegarded as needful. We must provide for the 
 study of languages, ancient and modern ; math- 
 ematics, pure and applied ; science, natural and 
 
40 
 
 physical. All this is assumed as granted. But if 
 we should do all this well and do nothing more, we 
 should not add much to the intellectual resources 
 of the country. We must ask ourselves other 
 questions : What special departments of learning- 
 are now neglected in the higher institutions of this 
 country? What can we provide for? In what 
 order shall we proceed ? 
 
 These problems require profound consideration; 
 their answer must depend on manifold conditions ; 
 their solution will doubtless be the result of many 
 counsels. Partly to elicit the suggestions of other 
 teachers, and partly to exhibit what seem to me 
 the inevitable demands of this place, I shall sug- 
 gest some of the departments of higher education 
 which seem to require attention from us, I can- 
 not now tell all I think and hope. 
 
 As a fundamental proposition, bear in mind that 
 we shall aim to choose the fittest teachers, and 
 shall then expect them to do their very best work. 
 None but a college officer will appreciate all that 
 this brief sentence carries with it. 
 
 The Medical Sciences and Biology. 
 
 When we turn to the existing provisions fof 
 medical instruction in this land and compare them 
 with those of Euroj)ean universities; when we see 
 what inadequate endowments have been provided 
 
41 
 
 for our medical schools, and to what abuses the 
 system of fees for tuition has led; when we see 
 that in some of our very best colleges the degree 
 of Doctor of Medicine can be won in half the time 
 required to win the degree of Bachelor of Arts ; 
 when we see a disposition to treat diplomas as 
 blank paper by the civilians at home and the pro- 
 fession abroad ; when we read the reports of the 
 medical faculty in their own professional journals; 
 when we see the difficulties which have been en- 
 countered at Harvard, Yale, and elsewhere, in 
 late attempts to reorganize the medical schools; 
 when we see the prevalence of quackery vaunting 
 its diplomas, it is clear that something should be 
 done. Then, turning to the other side of the pic- 
 ture, when we see what admirable teachers have 
 given instruction among us in medicine and sur- 
 gery ; what noble hospitals have been created ; 
 what marvellous discoveries in surgery have been 
 made by our countrymen ; what ingenious instru- 
 ments they have contrived ; what humane and 
 skillful appliances they have provided on the bat- 
 tlefield ; what admirable measures are in progress 
 for the advancement of hygiene and the promotion 
 of public health ; when we see what success has 
 attended recent efforts to reform the system of 
 medical instruction ; when we observe all this, we 
 need not fear that the day is distant — we may 
 rather rejoice that the morning has dawned which 
 
42 
 
 will see endownents for medical science as munifi- 
 cent as those now jirovided for any branch of learn- 
 ing, and schools as good as those which are now 
 provided in any other land. 
 
 It will doubtless be long, after the opening of 
 the University, before the opening of the Hospital, 
 and this interval may be spent in forming plans 
 for the department of Medicine. 
 
 But in the meantime we have an excellent 
 opportunity to provide instruction antecedent to 
 the professional study of medicine. At the pre- 
 sent moment medical students avoid the ordinary 
 colleges. A glance at the catalogues is enough 
 to show that the usual classical or academic course 
 is unattractive to such scholars. The reasons need 
 not be given here. But who can doubt that a 
 course may be maintained, like that already begun 
 in the Sheffield School at 'New Haven, which shall 
 train the eye, the hand and the brain, for the later 
 study of medicine ? Such a course should include 
 abundant practice in the laboratories of chemistry, 
 zoology and physics ; the study of the anatomy, 
 physiology, and pathology of the lower forms of 
 life ; an investigation of the elements of physics 
 and mechanics, and of climatic and meteorlogical 
 laws ; the geographical distribution of disease ; the 
 remedial agencies of nature and art; and, besides 
 these scientific studies, the student should acquire 
 enough of French and German to follow with ease 
 
43 
 
 European science, and enough of Latin for his 
 professional needs. In other words, in our scheme 
 of a university, great prominence should be given 
 to the studies which bear upon Life, — the group 
 now called Biological Sciences. 
 
 Such facilities as are now afforded under Huxley 
 in London, and Rolleston at Oxford, and Foster 
 at Cambridge, and in the best German universities, 
 should here be introduced. They would serve us 
 in the training of naturalists, but they would serve 
 us still more in the training of physicians. By the 
 time we are ready to open a school of medicine, we 
 might hope to have a superior, if not a numerous, 
 body of aspirants for one of the noblest callings to 
 which the heart and head can be devoted. 
 
 When the medical department is organized, it 
 should be independent of the income derived from 
 student fees, so that there may not be the slightest 
 temptation to bestow the diploma on an unworthy 
 candidate ; or rather let me say, so that the Johns 
 Hopkins diploma will not be a greenback, but will 
 be worth its face in the currency of the world. 
 
 The Modern Humanities. 
 
 Next to the study of Man, in his relations to 
 Nature, comes the study of Man in his relations to 
 Society. By this I mean his history, as exemplified 
 
44 
 
 in the monuments of literature and art, in lan- 
 guage, laws and institutions, in manners, morals 
 and religion. More particularly still I refer to the 
 principles of good government, including jurispru- 
 dence on the one hand, and political economy on 
 the other. Legislation, taxation^ finance, crime, 
 pauperism, municipal government, morality in 
 public and private affairs, are among the special 
 topics. The civil law, international law, the early 
 history of institutions, in short, the history of civil- 
 ization and the requirements of a modern State 
 come under this department. If we may judge from 
 what is said by some of the best publicists, the 
 United States, at this moment, is suffering from 
 the neglect of these studies. There is a call for 
 men who have been trained by other agencies than 
 the caucus for the discussion of public affairs ; men 
 who know what the experience of the world has 
 been in the development of institutions, and are 
 prepared by intellectual and moral discipline to 
 advance the public interests, irrespective of party, 
 indifferent to the attainment of official stations. 
 To this end our plans converge. 
 
 National Surveys. 
 
 It is generally conceded by our most influ- 
 ential men of science and of affairs, that before 
 
45 
 
 many years have passed, an accurate survey of 
 the area of the United States, corresponding with 
 the ordnance and geographical surveys of Great 
 Britain, France, Switzerland and German}'^, must 
 be undertaken. Under what auspices and upon 
 what plan remains to be determined. At present 
 the heads of all the governmental surveys acknow- 
 ledge the difficulty of finding men enough, qualified 
 enough, to carry forward efficiently such work in 
 all its manifold departments, astronomical, geodet- 
 ical, topographical, meteorological, geological, zoo- 
 logical, botanical, economical. If our University 
 can provide instructions in these departments of 
 physical research, looking forward to the future 
 development, not only of Maryland and the Atlantic 
 seaboard, but also of the entire land, it will do a 
 good service. 
 
 Applied Mathematics. 
 
 There is a department of engineering which ma}* 
 also receive special attention here. The needs of 
 cities or large towns are such in our day that every 
 centre of population, where fifteen or twenty 
 thousand persons are assembled, should have the 
 services of a competent scientific engineer. He 
 must of course have a aeneral mathematical tr^iin- 
 ing ; but he should also know how to use these 
 fundamental principles in municipal affairs, in the 
 
46 
 
 preparation of exact maps, in the determination of 
 the supplies of water, and the methods of drainage, 
 in the construction of roads, boulevards, pleasure 
 grounds and parks, the building of wharves and 
 docks, the supervision of gas works and fire 
 engines, the erection of public buildings, monu- 
 ments and places of assembly. There should be a 
 recognized j^reparation for this work of civic or 
 municipal engineering — in distinction from civil 
 engineering, which is a more vague and general 
 term, including perhaps the subordinate branches 
 to which I have referred. 
 
 Architecture is closely connected with this de- 
 partment. So far as I am aware there are now, in 
 this new country where so much building is in 
 progress, but two schools for the professional study 
 of this, the first of arts. 
 
 I can hardly doubt that such arrangements as 
 we are maturing will cause this institution to be a 
 place for the training of professors and teachers for 
 the highest academic posts ; and I hope in time to 
 see arrangement made for the unfolding of the 
 philosophy, princij^les and methods of education 
 in a way which will be of service to those who 
 mean to devote their lives to the highest depart- 
 ments of instruction. 
 
 But in forming all these plans we must beware 
 lest we are led away from our foundations ; lest we 
 make our schools technical instead of liberal ; and 
 
47 
 
 impart a knowledge of methods rather than of 
 principles. If we make this mistake, we may have 
 an excellent Polytechnicum but not a University. 
 
 The Faculty and Students. 
 
 Who shall our teachers be 9 
 
 This question the public has answered for us ; 
 for I believe there is scarcely a preeminent man of 
 science or letters, at home or abroad, who has not 
 received a popular nomination for the vacant pro- 
 fessorships. Some of these candidates we shall 
 certainly secure, and their names will be one by 
 one made known. But I must tell you, in domestic 
 confidence, that it is not an easy task to transplant 
 a tree which is deeply rooted. It is especially 
 hard to do so in our soil and climate. Though a 
 migratory people, our college professors are fix- 
 tures. Such local college attachments are not 
 known in Germany ; and the promotions which 
 are frequent in Germany are less thought of here. 
 When we think of calling foreign teachers, we 
 encounter other difficulties. Many are reluctant 
 to cross the sea ; and others are, by reason of 
 their lack of acquaintance with our language and 
 ways, unavailable. Besides we may as well admit 
 that London, Paris, Leipsic, Berlin and Vienna, 
 afford facilities for literary and scientific growth 
 
48 
 
 and influence, far beyond what our country affords. 
 Hence, it is probable that among our own country- 
 men, our faculty will be chiefly found. 
 
 I wrote, not long ago, to an eminent physicist, 
 presenting this problem in social mechanics, for 
 which I asked his solution. " We cannot have a 
 great university without great professors ; we can- 
 not have great professors till we have a great 
 university: help us from the dilemma." Let me 
 tell his answer : " Your difficulty," he says, 
 "applies only to old men who are great; these 
 you can rarely move; but the young men of 
 I genius, talent, learning and promise, you can 
 draw. They should be your strength." 
 
 The young Americans of talent and promise — 
 there is our strength, and a noble company they 
 are! We do not ask from what college, or what 
 state, or what church they come ; but what do they 
 know, and what can they do, and what do they 
 want to find out. 
 
 In the biographies of eminent scholars, it is 
 curious to observe how many indicated in youth 
 preeminent ability. Isaac Casaubon, whose name 
 in the sixteenth century shed lustre on the learned 
 circles of Geneva, Montpellier, Paris, London and 
 Oxford, began as professor of Greek, at the age of 
 twenty-two; and Heinsius, his Leyden cotemporary, 
 at eighteen. It was at the age of twenty-eight, 
 that Linnaeus first published his Systema Naturae. 
 
 ^ 
 
49 
 
 Cuvier was appointed a professor in Paris at 
 twenty-six, and, a few months later, a member of 
 the Institute. James Kent, the great commentator 
 on American law, began his lectures in Columbia 
 College at the age of thirty-one. Henry was not 
 far from thirty years of age when he made his 
 world-renowned researches in electro-magnetism ; 
 and Dana's great work on mineralogy was first 
 published before he was twenty-five years old, and 
 about four years after he graduated at Xew Haven. 
 Look at the Harvard lists: — Everett was appointed 
 Professor of Greek at twenty-one; Benjamin Peirce 
 of Mathematics at twenty-four; and Agassiz was 
 not yet forty when he came to this country. For 
 fifty years Yale College rested on three men selected 
 in their youth by Dr. Dwight, and almost simul- 
 taneously set at work; Day was twenty-eight, Silli- 
 man, twenty-three, and Kingsley, twenty-seven, 
 when they began their professorial lives. The 
 University of Virginia, early in its history, at- 
 tracted foreign teachers, who were all young men. 
 We shall hope to secure a strong staff of young 
 men, appointing them because they have twenty 
 years before them ; selecting them on evidence 
 of their ability; increasing constantly their emolu- 
 ments, and promoting them because of their merit 
 to successive posts, as scholars, fellows, assistants, 
 adjuncts, professors and university professors. This 
 plan will give us an opportunity to introduce some 
 4 
 
50 
 
 of the features of the English fellowship and the 
 German system of privat-docents ; or in other 
 words, to furnish positions where young men desi- 
 rous of a university career may have a chance to 
 begin, sure at least of a support while waiting for 
 promotion. 
 
 Our plans begin but do not end here. As men 
 of distinction, who have won the highest rank in 
 their callings, are known to be free, we shall invite 
 them to come among us. 
 
 For a time, at least, we shall also look to the 
 faculties of other colleges for occasional help. 
 Many years ago, among the plans for establishing 
 a university, in distinction from a college, at Cam- 
 bridge, Professor Peirce proposed that various col- 
 leges should send up for a portion of the year, and 
 for a term of years, their best professors, who 
 should receive a generous acknowledgment for 
 this service, and good opportunities for work, but 
 should not renounce their college homes. With- 
 out having heard of his plan, which I think had 
 not been made public, the Trustees of the Johns 
 Hopkins University have worked out a kindred 
 scheme. They propose to ask distinguished pro- 
 fessors from other colleges to come to us during a 
 term of years, each to reside here for an appointed 
 time, and be accessible, publlce et privatim, both in 
 the lecture room and the study. 
 
51 
 
 Where do we look for students f 
 
 At first, at home, in Baltimore and Maryland ; 
 then, in the States adjacent ; then, in the regions 
 of our country where, by the desolations of war, 
 educational foundations have been impaired ; and 
 presently, according to the renown of the faculty, 
 which we are able to bring here, and the complete- 
 ness of the establishment, we hope that our influ- 
 ence will be national. 
 
 Of what grade will they be? Mature enough to 
 be profited by university education. The exact 
 standard is not yet fixed. It must depend on the 
 colleges and schools around us; there must be no 
 gap in the system, and w^e must keep ahead, but 
 the discussions now in progress, respecting the City 
 College, Agricultural College and St. John's College, 
 must delay our announcements. Our standard will 
 doubtless be as high as the community requires. 
 
 What imll the buildings he 1 
 
 At first, temporary, but commodious; in the 
 heart of the city, accessible to all ; and fitted for 
 lectures, laboratories, library and collections. At 
 length, permanent, on the site at Clifton ; not a 
 mediaeval pile, I hope, but a series of modern 
 institutions ; not a monumental, but a serviceable 
 group of structures. The middle ages have not 
 built any cloisters for us ; why should we build for 
 the middle ages? In these days laboratories are 
 

 demanded on a scale and in a variety hitherto 
 unknown, for chemistry, physics, geology and 
 mineralogy, comparative anatomy, physiology, 
 pathology. Oxford with its IN'ew Museum ; Cam- 
 bridge with its Cavendish laboratory; Owens Col- 
 lege with its excellent work-rooms ; South Ken- 
 sington with the new apartments of Huxley and 
 Frankland ; Leipsic, Vienna, Berlin, all afford 
 illustrations of the kind of structures we shall 
 need. Already measures have been initiated for 
 the improvement of Clifton as a university site. 
 Although it will take time to develop the plans, I 
 hope that we shall all live to see the day when the 
 simplicity, the timeliness, and the strength which 
 characterized our founder's gift, will be also appa- 
 rent in the structures which his trustees erect ; 
 and when that site, beautiful in itself and already 
 well planted, may be, in fact, an academic grove, 
 with temples of learning, so appropriate, so true, 
 and so well built that no other ornament will be 
 essential for beauty, and yet that in their neigh- 
 borhood no work of art will be out of place. 
 
 Our affiliations deserve mention. Already harmo- 
 nious relations have been established between this 
 University and the Peabody Institute, the Academy 
 of Sciences, and the City College, and the depart- 
 ments of State and City Education. I may also 
 add that the authorities of the scientific institutions 
 in Washington have evinced in many ways good 
 
53 
 
 will toward their new ally in Baltimore. As this 
 University grows, we may anticipate perpetual 
 advantages from its proximity to the national 
 caj^ital, where the Smithsonian Institution, the 
 Engineer Corps, the Naval Observatory, the Coast 
 Survey, the Signal Service, the Botanical Gardens, 
 the Congressional Library, the T^ational Museum, 
 the Territorial Surveys, the Army Medical and 
 Surgical Collections, and the Corcoran Art Gallery 
 are such powerful instruments for the advancement 
 of science, literature and art. 
 
 The relation of this University to the higher 
 education of women has not been as yet discussed 
 by the Trustees, and doubtless their future conclu- 
 sions will depend very much upon the way in 
 which the subject is brought forward. I am not at 
 liberty to speak for them, but personally have no 
 hesitation in saying that the plans pursued in the 
 University of Cambridge (England), especially in 
 the encouragement of Girton College, seem likely 
 to afford a o;ood solution of a loroblem which is 
 not without difficulty, however it is approached. 
 Of this I am certain, that they are not among the 
 wise, who depreciate the intellectual capacity of 
 women, and they are not among the prudent, who 
 would deny to women the best opportunities for 
 education and culture. 
 
 I trust the day is near when some one, following 
 the succession of Peabody and Hopkins, will insti- 
 
54 
 
 tute here a "Girton College," which may avail 
 itself of the advantages of the Peabody and 
 Hopkins foundations, without obliging the pupils 
 to give up the advantages of a home, or exposing 
 them to the rougher influences which I am sorry 
 to confess are still to be found in colleges and 
 universities where young men resort. For the 
 establishment in Baltimore of such a hall as Girton 
 I shall confidentlv look. 
 
 The University Freedom. 
 
 If we would maintain a university, great freedom 
 must be allowed both to teachers and scholars. 
 This involves freedom of methods to be employed 
 by the instructors on the one hand, and on the 
 other, freedom of courses to be selected by the 
 students. 
 
 But this freedom is based on laws, — two of which 
 cannot be too distinctly or too often enunciated. 
 A law which should govern the admission of pupils 
 is this, that before they win this privilege they 
 must have been matured by the long, preparatory 
 discipline of superior teachers, and by the sys- 
 tematic, laborious, and persistent pursuit of funda- 
 mental knowledge; and a second law, which sliould 
 govern the work of professors, is this, that with 
 unselfish devotion to the discoverv and advance- 
 
55 
 
 ment of truth and righteousness, they renounce 
 all other preferment, so that, like the greatest 
 of all teachers, they may promote the good of 
 mankind. 
 
 I see no advantage' in our attempting to main- 
 tain the traditional four-year class-system of the 
 American colleges. It has never existed in the 
 University of Virginia; it is modified, though not 
 nominally given up at Harvard ; it is not an im- 
 portant characteristic of Michigan and Cornell ; it 
 is not known in the English, French or German 
 universities. It is a collegiate rather than a uni- 
 versity method. If parents or students desire us 
 to mark out prescribed courses, either classical or 
 scientific, lasting four years, it will' be easy to do 
 so. But I apprehend that many students will 
 come to us excellent in some branches of a liberal 
 education and deficient in others — good perhaps in 
 Greek, Latin and mathematics ; deficient in chem- 
 istry, physics, zoology, history, political economy, 
 and other progressive sciences. I would give to 
 such candidates on examination, credit for their 
 attainments, and assign them in each study the 
 place for which they are fitted. A proficient in 
 Plato may be a tyro in Euclid. Moreover, I would 
 make attainments rather than time the condition 
 of promotion ; and I would encourage every scholar 
 to go forward rapidly or go forward slowly, accord- 
 ing to the fleetness of his foot and his freedom from 
 
56 
 
 impediment. In other words, I would have our 
 University seek the good of individuals rather 
 than of classes. 
 
 The sphere of a university is sometimes re- 
 stricted by its walls, or is limited to those who are 
 enrolled on its lists. There are three particulars 
 in which we shall aim at extra-mural influence : 
 first, as an examining body, ready to examine and 
 confer degrees or other academic honors on those 
 who are trained elsewhere; next, as a teaching 
 body, by opening to educated persons (whether 
 enrolled as students or not) such lectures as they 
 may wish to attend, under certain restrictions — on 
 the plan of the lectures in the high seminaries of 
 Paris; and, finally, as in some degree at least a 
 publishing body, by encouraging professors and 
 lecturers to give to the world in print the results 
 of their researches. 
 
 Conclusion. 
 
 Let us now, as we draw near the close of this 
 allotted hour, turn from details and recur to gen- 
 eral principles. 
 
 What are we aiming at ? 
 
 An enduring foundation ; a slow development ; 
 first local, then regional, then national influence ; 
 
57 
 
 the most liberal promotion of all useful knowledge ; 
 the special provision of such departments as are 
 elsewhere neglected in the country ; a generous 
 affiliation with all other institutions, avoiding inter- 
 ferences, and engaging in no rivalry ; the encour- 
 agement of research ; the promotion of young men ; 
 and the advancement of individual scholars, who 
 by their excellence will advance the sciences they 
 pursue, and the society where they dwell. 
 
 No words could indicate our aim more fitly than 
 those by which John Henry Newman expresses his 
 " Idea of the University," in a page burning w^th 
 enthusiasm, to which I delight to revert. 
 
 What will be our agencies ? 
 
 A large staff of teachers ; abundance of instru- 
 ments, apparatus, diagrams, books, and other 
 means of research and instruction ; good labora- 
 tories, with all the requisite facilities ; accessory 
 influences, coming both from Baltimore and Wash- 
 ington ; funds so unrestricted, charter so free, 
 schemes so elastic, that as the world goes forward, 
 our plans will be adjusted to its new requirements. 
 
 What will he our methods ? 
 
 Liberal advanced instruction for those who want 
 it ; distinctive honors for those who win them ; 
 appointed courses for those who need them ; special 
 courses for those who can take no other ; a combi- 
 
58 
 
 nation of lectures, recitations, laboratory practice, 
 field work and private instruction ; the largest dis- 
 cretion allowed to the Faculty consistent with the 
 purposes in view; and, finally, an appeal to the 
 community to increase our means, to strengthen 
 our hands, to supplement our deficiencies, and espe- 
 cially to surround our scholars with those social, 
 domestic and religious influences which a corpora- 
 tion can at best imperfectly provide, but which 
 may be abundantly enjoyed in the homes, the 
 churches and the private associations of an enlight- 
 ened Christian city. 
 
 Citizens of Baltimoee and Maryland : — 
 This great undertaking does not rest upon the 
 Trustees alone ; the whole community has a share 
 in it. However strong our purposes, they will be 
 modified, inevitably, by the opinions of enlightened 
 men ; so let parents and teachers incite the youth 
 of this commonwealth to high aspirations ; let wise 
 and judicious counsellors continue their helpful 
 suggestions, sure of being heard with grateful con- 
 sideration ; let skillful writers, avoiding captious- 
 ness on the one hand and compliment on the other, 
 uphold or refute or amend the tenets here an- 
 nounced ; let the guardians of the press diffuse 
 widelv a knowled2:e of the benefits which are here 
 provided ; let men of means largely increase the 
 usefulness of this woi'k by their timely gifts. 
 
59 
 
 At the moment there is nothing which seems to 
 me so important, in this region, and indeed in the 
 entire land, as the promotion of good secondary 
 schools, preparatory to the universities. There are 
 old foundations in Maryland which require to be 
 made strong, and there is room for newer enter- 
 prises, of various forms. Every large town should 
 have an efficient academy or high school ; and men 
 of wealth can do no greater service to the public 
 than by liberally encouraging, in their various 
 places of abode, the advanced instruction of the 
 young. None can estimate too highly the good 
 which came to England from the endowment of 
 Lawrence Sheriff at Rugby, and of Queen Eliza- 
 beth's school at Westminster, or the value to IN'ew 
 England of the Phillips foundations in Exeter and 
 Andover. 
 
 Every contribution made by others to this new 
 University will enable the Trustees to administer 
 with greater liberality their present funds. Special 
 foundations may be affiliated with our trust, for 
 the encouragement of particular branches of know- 
 ledge, for the reward of merit, for the construction 
 of buildings ; and each gift, like the new recruits 
 of an army, will be the more efficient because of the 
 place it takes in an organized and efficient com- 
 pany. It is a great satisfaction in this world of 
 changes and pecuniary loss to remember what safe 
 investments have been made at Harvard and Yale, 
 
60 
 
 and other old colleges, where dollar for dollar is 
 still shown for every gift. 
 
 The atmosi^here of Maryland seems favorable to 
 such deeds of piety, hospitality and " good-will to 
 men." George Calvert, the first Lord Baltimore, 
 comes here, returns to England and draws up a 
 charter which becomes memorable in the annals of 
 civil and religious liberty, for which, " he deserves 
 to be ranked," (as Bancroft says), " among the 
 most wise and benevolent lawo-ivers of all au'es ; " 
 among the liberals of 1776 none was bolder 
 than Charles Carroll of Carrollton ; John Ea^^er 
 Howard, the hero of Cowpens, is almost equally 
 worthy of gratitude for the liberality of his public 
 gifts ; John McDonogh, of Baltimore birth, be- 
 stows his fortune upon two cities for the instruction 
 of their youth ; George Peabody, resident here in 
 early life, comes bcick in old age to endow an 
 Athenaeum, and begins that outpouring of munifi- 
 cence which gives him a noble rank among modern 
 philanthropists ; Moses Sheppard bequeaths more 
 than half a million for the relief of mental disease ; 
 Binehart, the teamster boy, attains distinction as 
 a sculptor, and bestows his well-won acquisitions 
 for the encouragement of art in the city of his 
 residence ; and a Baltimorean still living, provides 
 for the foundation of an astronomical observatory 
 in Yale College ; while Johns Hopkins lays a foun- 
 
61 
 
 dation for learning and charity, which we celebrate 
 to-day. 
 
 Let me enlist attention from the youth of Bal- 
 timore. For you, my young friends, these great 
 advantages are provided. What will be your 
 response? Is there not among you some book- 
 binder's boy, like Michael Faraday, who will be 
 led by our Royal Institution to a line of research 
 for which the w^orld will be better; is there not 
 here some private teacher, like Cuvier, or some 
 minister's son, like Agassiz, burning with a desire 
 to pursue the study of natural history; is there not 
 some sophomore in college, like Alexander Hamil- 
 ton, ready to discuss the questions of public finance, 
 eager to be trained by a master economist; is there 
 not in Baltimore a genius in mathematics, like 
 Gauss, who at three years old corrected his father's 
 arithmetic, at eighteen entered the University of 
 Gottingen where he made a discovery which had 
 puzzled geometers "from the days of Euclid," and 
 who died at seventy-seven, among the most emi- 
 nent of his time? If so, I say it is for you, bright 
 youths, that these doors are opened. Enter the 
 armory and equip yourselves. 
 
 Gentlemen OF the Board of Trustees:— The 
 duty you assigned me of unfolding your plans is 
 now imperfectly discharged. I hope that I have 
 
62 
 
 not struck too low a key in speaking of the oppor- 
 tunities, and on the contrary, that I have not said 
 anything in rivalry or boast. If I have seemed 
 cautious, you are sanguine, invigorated by the 
 force of a lofty purpose, and the comforting con- 
 sciousness of ample means. If I have seemed 
 sanguine, you are cautious, aware that there are 
 other institutions, older, richer, and more expe- 
 rienced than this, whose example we must study, 
 and whose help we must seek. 
 
 Before concluding, I repeat in public the assent 
 which I have privately made to your official over- 
 tures. In speaking of your freedom from sectarian 
 and political control, you expressed to me a hope 
 that this foundation should be pervaded by the 
 spirit of an enlightened Christianity ; while you 
 proposed to train young men for the service of the 
 State and the responsibilities of public life, you 
 hoped the University would never engage in sec- 
 tional, partisan and provincial animosities. In 
 both these propositions I now as then express my 
 cordial and entire concurrence. 
 
 Our work now begins. This place is felicitous, 
 midway between the extremes of Ts^orth and South, 
 and redolent of memories of men and women 
 whose names the world will never forget. This 
 day is suggestive, reminding us of one whose wise 
 
63 
 
 moderation wrought great achievements. This year 
 is auspicious, inviting us to sink political animosi- 
 ties in sentiments of fraternal good will, and of 
 patriotic regard for a re-united republic. This 
 company is inspiring ; the city, the state, and the 
 older seats of learning, far and near, here express 
 their good will. Most welcome among their utter- 
 ances are the words with which the oldest college 
 in the land extends its fellowship to the youngest 
 of the band. 
 
 So, friends and colleagues, we launch our bark 
 upon the Patapsco, and send it forth to unknown 
 seas. May its course be guided by looking to the 
 heavens and the voyage promote the glory of God 
 and the good of Mankind. 
 
 Permit one word of a personal character before 
 I take my seat. My life thus far has been spent 
 in two universities, one full of honors, the other of 
 hopes ; one led by experience, the other by expecta- 
 tions. May the lessons of both, the old and the 
 new, be wisely blended here. There is not a place 
 in all the land which I should be so glad to fill as 
 that in which I have been placed by your favorable 
 consideration ; but the burdens will be heavy unless 
 your kind indulgence is continued. Standing 
 almost within sight of the monument which has 
 given a name to this city, do not deem it pre- 
 sumptous if I adopt the words which Washington 
 
64 
 
 addressed to the citizens of Baltimore in 1789, and 
 say on his memorial day, as he said then : 
 
 "I know the delicate nature of the duties incident to the part 
 I am called to perform, and I feel my incompetence without the 
 singular assistance of Providence to discharge them in a satisfac- 
 tory manner; but having undertaken the task from a sense of 
 duty, no fear of encountering difficulties, and no dread of losing 
 popularity shall ever deter me from pursuing what I take to be 
 the true interests of mv countrv." 
 
The Instructions op the Johns Hopkins TJniversity Will 
 commence in baltimore, october 3, 1876. a prospectus 
 will be sent on application. 
 

 
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