Part 6

The degree of Doctor of Philosophy is offered to those who continue their studies in a university for three years or more after having attained the baccalaureate degree. Their attention must be given to studies which are included in the faculty of philosophy and the liberal arts, and not to the professional faculties of Law, Medicine, and Theology. Students who have graduated in other institutions of repute may offer themselves as candidates for this degree. In addition to the requirements above mentioned, the student must show his proficiency in one principal subject and in two that are secondary, and must submit himself to rigid examinations, first written and then oral. He must also present a thesis which must gain the approval of the special committee to which it may be referred, and must subsequently be printed. All these requisitions are enforced by a faculty which is known as the Board of University Studies.

As an encouragement to the systematic prosecution of university studies, the degree of Doctor of Philosophy in this University is offered under the following conditions.

A Board of University Studies is constituted for the purpose of guiding the work of those who may become candidates for this degree. The time of study is a period of at least three years of distinctive university work in the philosophical Faculty. It is desirable that the student accepted as a candidate should reside here continuously until his final examinations are passed, and he is required to spend the last year before he is graduated in definite courses of study at this University. Before he can be accepted as a candidate, he must satisfy the examiners that he has received a good collegiate education, that he has a reading knowledge of French and German, and that he has a good command of literary expression. He must also name his principal subject of study and the two subordinate subjects.

The Board reserves the right to say in each case whether the antecedent training has been satisfactory, and, if any of the years of advanced work have been passed by the candidate away from this University, whether they may be regarded as spent in university studies under suitable guidance and favorable conditions. Such studies must have been pursued without serious distractions and under qualified teachers.

Private study, or study pursued at a distance from libraries and laboratories and other facilities, will not be considered as equivalent to university study.

In the conditions which are stated below, it will appear that there are several tests of the proficiency of the candidate, in addition to the constant observation of his instructors. A carefully prepared thesis must be presented by the candidate on a subject approved by his chief adviser, and this thesis must receive the approbation of the Board. There are private examinations of the candidate, both in his chief subject and in the subordinate subjects. If these tests are successfully passed, there is a final oral examination in the presence of the Board.

As an indication of the possible combinations which may be made by those who are studying for the degree of Doctor of Philosophy, the following schedule is presented:

Physics, Mathematics, and Chemistry; Animal Physiology, Animal Morphology, and Chemistry; Chemistry, Mineralogy, and Geology; Mathematics, Astronomy, and Physics; Sanskrit, Greek, and Latin; History, Political Economy, and International Law; Greek, Sanskrit, and Latin; French, Italian and Spanish, and German; Latin, Sanskrit, and Roman Law; Latin, Sanskrit, and German; Assyriology, Ethiopic and Arabic, and Greek; Political Economy, History, and Administration; English, German, and Old Norse; Inorganic Geology and Petrography, Mineralogy, and Chemistry; Geology and Mineralogy, Chemistry, and Physics; Romance Languages, German, and English; Latin, Greek, and Sanskrit; German, English, and Sanskrit.

While students are encouraged to proceed to academic degrees, the authorities have always borne in mind the needs of those who could not, for one reason or another, remain in the university for more than a year or two, and who might wish to prosecute their studies in a particular direction without any reference to academic honors. Such students have always been welcome, especially those who have been mature enough to know their own requirements and to follow their chosen courses, without the incentive of examinations and diplomas.

PUBLICATIONS, SEMINARIES, SOCIETIES.

The Johns Hopkins University has encouraged publication. In addition to the annual Register or Catalogue, the report of the President is annually published, and from time to time during the year "Circulars" are printed, in which the progress of investigations, the proceedings of societies, reports of lectures, and the appearance of books and essays are recorded. Encouragement is also given by the Trustees to the publication of literary and scientific periodicals and occasionally of learned essays and books. The journals regularly issued are:

I. _American Journal of Mathematics_. S. Newcomb, Editor, and T. Craig, Associate Editor. Quarterly. 4to. Volume XIII in progress.

II. _American Chemical Journal_. I. Remsen, Editor. 8 nos. yearly. 8vo. Volume XIII in progress.

III. _American Journal of Philology_. B.L. Gildersleeve, Editor. Quarterly, 8vo. Volume XI in progress.

IV. _Studies from the Biological Laboratory_. II. N. Martin, Editor, and W.K. Brooks, Associate Editor. 8vo. Volume V in progress.

V. _Studies in Historical and Political Science_, II. B. Adams, Editor. Monthly. 8vo. Vol. IX in progress.

VI. _Contributions to Assyriology, etc_. Fr. Delitzsch and Paul Haupt, Editors. Vol. II in progress.

VII. _Johns Hopkins University Circulars_. 85 numbers issued.

Another form of intellectual activity is shown in the seminaries and scientific associations which have more or less of an official character. In the seminary, the professor engages with a small company of advanced students, in some line of investigation--the results of which, if found important, are often published. The relations of the head of a seminary to those whom he admits to this advanced work, are very close. The younger men have an opportunity of seeing the methods by which older men work. The sources of knowledge, the so-called authorities, are constantly examined. The drift of modern discussions is followed. Investigations, sometimes of a very special character, are carefully prosecuted. All this is done upon a plan, and with the incessant supervision of the director, upon whose learning, enthusiasm, and suggestiveness, the success of the seminary depends. Each such seminary among us has its own collection of books.

The associations or societies serve a different purpose. They bring together larger companies of professors and graduate students, who hear and discuss such papers as the members may present. These papers are not connected by one thread like those which come before the seminaries. They are usually of more general interest, and they often present the results of long continued thought and investigation.

BUILDINGS, LIBRARIES, AND COLLECTIONS.

The site selected when the University was opened in the heart of Baltimore, near the corner of Howard and Monument streets, has proved so convenient, that from time to time additional property in that neighborhood has been secured and the buildings thus purchased have either been modified so as to meet the academic needs, or have given place to new and commodious edifices.

The principal buildings now in use are these:

(1). A central administration building, in which are the class-rooms for classical and oriental studies.

(2). A library building, in which are also rooms devoted especially to history and political science.

(3). A chemical laboratory well equipped for the service of more than a hundred workers.

(4). A biological laboratory, with excellent arrangements for physiological and morphological investigations.

(5). A physical laboratory--the latest and best of the laboratories--with excellent accommodations for physical research and instruction.

(6). A gymnasium for bodily exercise.

(7). Two dwelling houses, appropriated to the collections in mineralogy and geology until a suitable museum and laboratory can be constructed.

(8). Levering Hall, constructed for the uses of the Young Men's Christian Association, and containing a large hall which may be used for general purpeses.

(9). Smaller buildings used for the smaller classes.

(10). An official residence of the President, which came to the University as a part of the bequest of the late John W. McCoy, Esq.

The library of the university numbers nearly 45,000 well selected volumes,--including "the McCoy library" not yet incorporated with the other books, and numbering 8,000 volumes. Not far from 1,000 periodicals are received, from every part of the civilized world. Quite near to the university is the Library of the Peabody Institute, a large, well-chosen, well-arranged, and well-catalogued collection. It numbers more than one hundred thousand volumes.

The university has extensive collections of minerals and fossils, a select zoological and botanical museum, a valuable collection of ancient coins, a remarkable collection of Egyptian antiquities (formed by Col. Mendes I. Cohen, of Baltimore), a bureau of maps and charts, a number of noteworthy autographs and literary manuscripts of modern date, and a large amount of the latest and best scientific apparatus--astronomical, physical, chemical, biological, photographical, and petrographical.

STATISTICS.

_Summary of Attendance_, 1876-90.

Total Enrolled Years. Teachers. Students. Graduates. Matriculates. Special. 1876-77 29 89 54 12 23 1877-78 34 104 58 24 22 1878-79 25 123 63 25 35 1879-80 33 159 79 32 48 1880-81 39 176 102 37 37 1881-82 43 175 99 45 31 1882-83 41 204 125 49 30 1883-84 49 249 159 53 37 1884-85 52 290 174 69 47 1885-86 49 314 184 96 34 1886-87 51 378 228 108 42 1887-88 57 420 231 127 62 1888-89 55 394 216 129 49 1889-90 58 404 229 130 45 1890-91 64 427 231 142 54

_Summary of Attendance_, 1876-90 (continued).

Degrees Conferred. Years. A.B. Ph.D. 1876-77 -- -- 1877-78 -- 4 1878-79 3 6 1879-80 16 5 1880-81 12 9 1881-82 15 9 1882-83 10 6 1883-84 23 15 1884-85 9 13 1885-86 31 17 1886-87 24 20 1887-88 34 27 1888-89 36 20 1889-90 37 33 1890-91 -- --

TRUSTEES.

It should never be forgotten in considering the history of such a foundation that the ultimate responsibility for its organization and government rests upon the Board of Trustees. If they are enlightened and high-minded men, devoted to the advancement of education, their influence will be felt in every department of instruction. The Johns Hopkins University has been exceptionally favored in this respect. Mr. Hopkins chose the original body with the same sagacity that he showed in all his career as a business man; and as, one by one, vacancies have occurred, men of the same type have been selected, by coöptation, for these important positions. The names of the Trustees from the beginning are as follows:

*1867 GEORGE WILLIAM BROWN. *1867 GALLOWAY CHESTON. 1867 GEORGE W. DOBBIN. *1867 JOHN FONERDEN. *1867 JOHN W. GARRETT. 1867 CHARLES J.M. GWINN. 1867 LEWIS N. HOPKINS. *1867 WILLIAM HOPKINS. 1867 REVERDY JOHNSON, JR. 1867 FRANCIS T. KING. *1867 THOMAS M. SMITH. 1867 FRANCIS WHITE. 1870 JAMES CAREY THOMAS. 1878 C. MORTON STEWART. 1881 JOSEPH P. ELLIOTT. 1881 J. HALL PLEASANTS. 1881 ALAN P. SMITH. 1886 ROBERT GARRETT. 1891 JAMES L. McLANE.

* Deceased.

Notes supplementary to the Johns Hopkins University Studies in Historical and Political Science, 1891, No. 1.

UNIVERSITY EXTENSION AND THE UNIVERSITY OF THE FUTURE.

THE SUBSTANCE OF ADDRESSES DELIVERED BEFORE THE JOHNS HOPKINS AND OTHER UNIVERSITY AUDIENCES.

BY RICHARD G. MOULTON, A.M.,

_Of Cambridge University, England_.

I am requested to furnish information with reference to the University Extension Movement in England. It will be desirable that side by side with the facts I should put the ideas of the movement, for, in matters like these, the ideas are the inspiration of the work; the ideas, moreover, are the same for all, whereas the detailed methods must vary with different localities. The idea of the movement is its soul; the practical working is no more than the body. But body and soul alike are subject to growth, and so it has been in the present case. The English University Extension Movement was in no sense a carefully planned scheme, put forward as a feat of institutional symmetry; it was the product of a simple purpose pursued through many years, amid varying external conditions, in which each modification was suggested by circumstances and tested by experience. And with the complexity of our operations our animating ideas have been striking deeper and growing bolder. Speaking then up to date, I would define the root idea of 'University Extension' in the following simple formula: University Education for the Whole Nation organized on a basis of Itinerant Teachers.

But every clause in this defining formula will need explanation and defence.

The term 'University' Extension has no doubt grown up from the circumstance that the movement in England was started and directed by the universities, which have controlled its operations by precisely the same machinery by which they manage every other department of university business. I do not know that this is an essential feature of the movement. The London branch presents an example of a flourishing organization directed by a committee formed for the purpose, though this committee at present acts in concert with three universities. I can conceive the new type of education managed apart from any university superintendence; only I should look upon such severance as a far more serious evil for the universities than for the popular movement.

But I use the term 'university education' for the further purpose of defining the type of instruction offered. It is thus distinguished from school education, being moulded to meet the wants of adults. It is distinguished from the technical training necessary for the higher handicrafts or for the learned professions. It is no doubt to the busy classes that the movement addresses itself, but we make no secret of the fact that our education will not help them in their business, except that, the mind not being built in water-tight compartments, it is impossible to stimulate one set of faculties without the stimulus reacting upon all the rest. The education that is properly associated with universities is not to be regarded as leading up to anything beyond, but is an end in itself, and applies to life as a whole. And the foundation for university extension is a change, subtle but clear, that may be seen to be coming over the attitude of the public mind to higher education, varying in intensity in different localities, but capable of being encouraged where it is least perceptible,--a change by which education is ceasing to be regarded as a thing proper to particular classes of society or particular periods of life, and is coming to be recognized as one of the permanent interests of life, side by side with such universal interests as religion and politics. For persons of leisure and means such growing demand can be met by increased activity of the universities. University Extension is to be the university of the busy.

My definition puts the hope of extending university education in this sense to the whole nation without exception. I am aware that to some minds such indiscriminate extension will seem like an educational communism, on a par with benevolent schemes for redistributing the wealth of society so as to give everybody a comfortable income all round. But it surely ought not to be necessary to explain that in proposing a universal system of education we are not meaning that what each individual draws from the system will be the same in all cases. In this as in every other public benefit that which each person draws from it must depend upon that which he brings to it. University Extension may be conceived as a stream flowing from the high ground of universities through the length and breadth of the country; from this stream each individual helps himself according to his means and his needs; one takes but a cupful, another uses a bucket, a third claims to have a cistern to himself: every one suits his own capacity, while our duty is to see that the stream is pure and that it is kept running.

The truth is that the wide-reaching purpose of University Extension will seem visionary or practicable according to the conception formed of education, as to what in education is essential and what accidental. If I am asked whether I think of shop-assistants, porters, factory-hands, miners, dock or agricultural laborers, women with families and constant home duties, as classes of people who can be turned into economists, physicists, literary critics, art connoisseurs,--I admit that I have no such idea. But I do believe, or rather, from my experience in England I know, that all such classes can be _interested_ in economic, scientific, literary and artistic questions. And I say boldly that to interest in intellectual pursuits is the essential of education, in comparison with which all other educational purposes must be called secondary. I do not consider that a child has been taught to read unless he has been made to like reading; I find it difficult to think of a man as having received a classical education if the man, however scholarly, leaves college with no interest in classical literature such as will lead him to go on reading for himself. In education the interest is the life. If a system of instruction gives discipline, method, and even originating power, without rousing a lasting love for the subject studied, the whole process is but a mental galvanism, generating a delusive activity that ceases when the connection between instructor and pupil is broken off. But if a teacher makes it his first business to stir up an interest in the matter of study, the education becomes self-continuing when teacher and pupil have parted, and the subject becomes its own educator. If then it be conceded that the essence of education is to interest, does it not seem a soberly practical purpose that we should open up to the whole nation without exception an interest in intellectual pursuits?

I take my stand on the broad moral ground that every human being, from the highest to the lowest, has two sides to his life--his work and his leisure. To be without work in life is selfishness and sloth. But if a man or woman is so entangled in routine duties as never to command leisure, we have a right to say to such persons that they are leading an immoral life. Such an individual has no claim to the title of a working man, he is a slave. It may be cruel circumstances that have thus absorbed him in business, but that does not alter the fact: slavery was a misfortune rather than a fault to those who suffered it, but in any case to be content with slavery is a crime. Once get society to recognize the duty of leisure, and there is immediately a scope for such institutions as University Extension that exist for the purpose of giving intellectual interests for such leisure time. The movement is thus one of the greatest movements for the 'raising of the masses.' With a large section of the people there is, at the present moment, no conception of 'rising' in life, except that of rising out of one social rank into another. This last is of course a perfectly legitimate ambition, but it is outside the present discussion: University Extension knows nothing of social distinctions. It has to do with a far more important mode of 'rising' in life,--that of rising in the rank to which a man happens to belong at the moment, whether it be the rank in which he started or any other. There is a saying that all men are equal after dinner: and it is true that, while in the material wealth we seek in our working hours equality is a chimera, yet in the intellectual pursuits that belong to leisure there is no bar to the equality of all, except the difference of individual capacity and desire. Macaulay tells of the Dutch farmers who worked in the fields all day, and at night read the Georgics in the original. Scotch and American universities are largely attended by students who have had to engage in menial duties all the summer in order to gain funds for their high education during the winter. And every University Extension lecturer, highly trained specialist as he is, will testify how his work has continually brought him into contact with persons of the humblest social condition whom a moment's conversation has made him recognize as his intellectual equals. No one has any difficulty in understanding that in religious intercourse and experience all classes stand upon an equality; and I have spoken of the foundation for the University Extension movement as being the growing recognition of education as a permanent human interest akin to religion. The experience of a few years has sufficiently demonstrated the possibility of arousing such interest: to make it universal is no more than a practical question of time, money and methods.

But no doubt when we come to _modus operandi_ the main difficulty of the movement is the diversity of the classes it seeks to approach--diversity in individual capacity, in leisure, means, and previous training. Opposite policies have been urged upon us. Some have said: Whatever you do, you must never lower the standard; let the Extension movement present outside the universities precisely the same education as the universities themselves are giving, however long you may have to wait for its acceptance. On the other hand, it has been urged: You must go first where you are most needed; be content with a makeshift education until the people are ready for something better. The movement has accepted neither of these policies, but has made a distinction between two elements of university training--method and curriculum. So far as method is concerned we have considered that we are bound to be not less thorough, but more thorough, if possible, than the universities themselves, in proportion as our clients work under peculiar difficulties. But in the matter of curriculum we have felt it our first duty to be elastic, and to offer little or much as may in each case be desired. Accordingly, we have elaborated an educational unit--the three months' course of instruction in a single subject: this unit course we have used all the resources we could command for making as thorough in method as possible; where more than this is desired, we arrange that more in a combination or series of such unit courses. The instruction can thus be taken by retail or wholesale: but in all cases it, must be administered on the same rigorous method.