that their significance is liable to be confounded; and it may be worth while, once more at least, to call attention to the distinction which is here made.

The college is understood to be a place for the orderly training of youth in those elements of learning which should underlie all liberal and professional culture. The ordinary conclusion of a college course is the bachelor's degree. Often, but not necessarily, the college provides for the ecclesiastical and religious as well as the intellectual training of its scholars. Its scheme admits but little choice. Frequent daily drill in languages, mathematics, and science, with compulsory attendance and repeated formal examinations, is the discipline to which each student is submitted. This work is simple, methodical, and comparatively inexpensive. It is understood and appreciated in every part of this country.

In the university more advanced and special instruction is given to those who have already received a college training or its equivalent, and who now desire to concentrate their attention upon special departments of learning and research. Libraries, laboratories, and apparatus require to be liberally provided and maintained. The holders of professorial chairs must be expected and encouraged to advance by positive researches the sciences to which they are devoted; and arrangements must be made in some way to publish and bring before the criticism of the world the results of such investigations. Primarily, instruction is the duty of the professor in a university as it is in a college; but university students should be so mature and so well trained as to exact from their teachers the most advanced instruction, and even to quicken and inspire by their appreciative responses the new investigations which their professors undertake. Such work is costly and complex; it varies with time, place, and teacher; it is always somewhat remote from popular sympathy, and liable to be depreciated by the ignorant and thoughtless. But it is by the influence of universities, with their comprehensive libraries, their costly instruments, their stimulating associations and helpful criticisms, and especially their great professors, indifferent to popular applause, superior to authoritative dicta, devoted to the discovery and revelation of truth, that knowledge has been promoted and society released from the fetters of superstition and the trammels of ignorance, ever since the revival of letters.

In accordance with the plans thus formulated, the students have included those who have already taken an academic degree and have here engaged in advanced studies, those who have entered as candidates for the bachelor's degree, and those who have pursued special courses without reference to degrees. The whole number of persons enrolled in these three classes from the opening of the university to the end of the seventeenth academic year (June, 1893) is 2,246. Nine hundred and forty-seven persons have pursued undergraduate courses,

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and 1,519 have followed graduate studies. Many of those who entered as undergraduates have continued as graduates, and have proceeded to the degree of doctor of philosophy. These students have come from nearly every State in the Union, and not a few of them have come here were graduates of the principal institutions of this country. The from foreign lands. Many of those who received degrees before coming degree of doctor of philosophy has been awarded after three years or more of graduate study to 277 persons, and that of bachelor of arts to 381 persons at the end of their collegiate course.

Only these two degrees have been offered to the students of this university. Believing that the manifold forms in which the baccalanreate degree is conferred are confusing to the public, and that they Johns Hopkins University determined to bestow upon all those who tend to lessen the respect for academic titles, the authorities of the degree is intended to indicate that its possessor has received a liberal complete their collegiate courses the title of bachelor of arts. This education, or, in other words, that he has completed a prolonged and systematic course of studies in which languages, mathematics, sciences, history, and philosophy have been included. The amount of time devoted to each of these various subjects varies according to individual needs and preference, but all the combinations are supposed to be equally difficult and honorable. Seven such combinations or groups introduced, combines many of the advantages of the elective system, of studies have been definitely arranged, and "the group system," thus with many of the advantages of a fixed curriculum. The undergraduthis determination he is expected to follow the sequence prescribed ate has his choice among many different lines of study, but having made for him by his teachers. He may follow the old classical course; or he may give decided preference to mathematics and physics; or he may select a group of studies antecedent to the studies of a medical school; or he may pursue a scientific course in which chemistry predomin tes; or he may lay a foundation for the profession of law by the study of istory and political science; or he may give to modern languages the preference accorded in the first group to the ancient classics. In making his selection, and, indeed, in prosecuting the career of an undergraduate, he has the counsel of some member of the faculty who is called his adviser. While each course has its predominant studies, each comprises, in addition, the study of French and German and at least one branch of science, usually chemistry or physics, with laboratory exercises.

The degree of doctor of philosophy is offered to those who continue their university studies 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 in the professional faculties of law, medicine, and theology. Students who have graduated in other institutions of repuce may offer