Part 4 (1/2)

2 Religion has nothing to fear froion 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 Reht of as iacious that expect a return on the osies across the seas,--to make investments with an eye to slow but sure returns So it is always in the promotion of science

4 As it is ie with equal freedohtened governors, and that selection iven 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 uidance of those who are appointed to counsel theoverned by routine Teachers and pupils reat freedom in their method of work

Recitations, lectures, examinations, laboratories, libraries, field exercises, travel, are all legitimate means of culture

6 The best scholars will almost invariably be those who make special attainments on the foundation of a broad and liberal culture

7 The best teachers are usually those who are free, coinal researches in the library and the laboratory

8 The best investigators are usually those who have also the responsibilities of instruction, gaining thus the inciteement of pupils, the observation of the public

9 Universities should bestow their honors with a sparing hand; their benefits most freely

10 A university cannot be created in a day; it is a sloth The University of Berlin has been quoted as a proof of the contrary That was indeed a quick success, but in an old, coer to assee 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 si sophists, or pretentious practitioners Its purport is not so e to the pupils, as to whet the appetite, exhibit orate the intellectual and moral forces It should prepare for the service of society a class of students ill be wise, thoughtful, progressive guides in whatever departed

12 Universities easily fall into ruts Almost every epoch requires a fresh start

If these twelve points are conceded, our task is sih it is still difficult It is to apply these principles to Balti to do this with no controversy as to the relative iion and science, or the relation of abstractions and utilities; our siht, useful and true

Proceeding to speak of the Johns Hopkins University, the speaker then announced that at first the Faculty of Philosophy would alone be organized, where instruction would be given in language, mathematics, ethics, history and science The Medical Faculty would not long be delayed That of Jurisprudence would coy is not now proposed

The next paragraphs of the address will be given without abbreviation

Who shall our teachers be?

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 professorshi+ps

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 clie professors are fixtures Such local college attachments are not known in Germany; and the proht 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 and influence, far beyond what our country affords Hence, it is probable that a our own countrymen, our faculty will be chiefly found

I wrote, not long ago, to an e this problem in social reat university without great professors; we cannot get 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 oldand proth”

The young Ath, and a noble coe, 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 conteht, that Linnaeus first published his _Systema Naturae_ Cuvier was appointed a professor in Paris at twenty-six, and, a few reat coan his lectures in Colue of thirty-one Henry was not far froe when he netisy was first published before he enty-five years old, and about four years after he graduated at New Haven Look at the Harvard lists:--Everett was appointed Professor of Greek at twenty-one; Benjaassiz was not yet forty when he cae rested on three ht, and alht, Sillian their professorial lives The University of Virginia, early in its history, attracted foreign teachers, ere all youngthe the constantly their e 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 solish fellowshi+p and the German system of privat-docents; or in other words, to furnish positions where young in, sure at least of a support while waiting for proin but do not end here As hest rank in their callings, are known to be free, we shall invite thereat 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