New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1876-09-13
TlP kDDREcS

OF THE BOARD OF TRUSTEES or THE JOHNS
HOPKINS UNIVERSITY The actual work Of the univer
sty founded in this city by the weconsidered munir
eenee Of Johns Hopkins commences tomorrow, ana
among the many marks Of confidence AMI good Wlh
which have been bestowed upon mein the United States
there is ncnc which value highly than that con-
frred by the authorities of the university when they IN
yted Iue 70 deliver address on such an occasions or
tho event which has brought together Is In many re-
speets unique property is handed over to an at
ministIatye body, haInpered by no conditions save
these; That the principal shall not be en-
ployed in buildings; that the funds shall
be appropriated ia equal proportions TO the promotion
OF natural ledge ana TO the alienation OF the
bodily sufTerrgs manknd and, finally, that neither
political ecclesiastical sectarianism shall DC per
mtted to disturb the impartial distribution OF tho tesla
tors benefactions. IL my experience OF he uutA
which sounds very much like a paradox has often
asserted itself VIZ That mans worst difficulties begin
when be ia able TO do no likes so long as man Is
stggng with obstacles nc has excuse for failure or
Shortcomings but when fortune removes them AL, ana
gives him the power OF doing he thinks beat, then
comes the time OF trial. There is but one night, and the
possibilities OF wrong are infinite doubt not that the
trustees OF the Johns Hopkins University felt
the full force this truth when they entered On the adj
Inlnstralion OF their trust year and half ago; and
can but admire the activity and resolution which nave
enabled then aided by tho able President whom they
have selected 10 lay down the great Cunts of their
plan and carry it into execution 1t is impo2si
bic 10 Study plan without pcTceving that great care
forethOught and sagacity have been bestowed npon ~
and that II demands the most respectful consideration
have endeayoTiug to see how far the principles
which underlie IL arc IN accordance with those which
have been established inmy ownniLd by much and long
continued tsOugat YpOn educational questions. Permit
NE to place before YOU the result of my rciicctions
ELEMENTARY EDUCATION.
think there two aspects under which we may con-
sidor university. II Is, in the first place, teaching IN
,.toga inc ri ian IA
advancement ami increase OF knowledge. Under the
first aspect Il IL obviously and clearly connected with
the general system OF edu alton; and II stands IN some
dcfuite relation or should stand IN some definite rea-
tion, with the primary school, with tho elemcntag
school and therefore It may bebooye Us TO consider IN
the first place, what elementary education should be
taught For in tho view which hold tho university as
n department Of tire primary school, simply places
crown and gunm.t upon the education which Is given
IN the primary school AS 20 what should be the nature
OF elementary education, have long held opinions
which are ! am happy TO say, becoming mere
popular than they we're, but wneh stu
may diycree good deal from ordinarily received ideas.
! am OF opinions that elementary education should
discipline all sides OF the mind aud should leave i'm
portaut faculty uucutya:ed. at its foundation lies
KNOWLEDGE OF the English language, the tongue we
speak power OF reading power Of whiting with accuracy
and ease, and finally that amomt OF cultivation Of
taste aud Judgment which Is 10 be derived FROM the
atidy Of the higher English authors ! think again
that It is an essential part OF elementary edu-
cation that the scholar should learn at any rate
the cemeuts Of the history OF his country. IL is
hard any boy any gdrl who has lived life TO
understand history perhaps impossible but nevertheless
st useful the nind should be furnished those fund
aEental facts. look again upon the elements of the
physical sciences a fundamental part Of elementary
education, the elements Of physical geography The
elmucnts OF physics, the elements of chemistry the ele
mcnts Of human Psychological these ere matters OF
great and increasing moment and there no why
they should taught IN elementary schools
we'll as the things which taught in inst
tutions-elementsry Eathcmatlcs arithmetic aud
geometry shonid be Gisposod TO think that archeOl
Osy best taught practealynot much theoretically
practically.
And finally conceive that IL is essential part OF
elementary education that tie aesthetic faculty should
se trained that knowledge OF music should be
given and that every should be taught to draw
eogliing to mis- capacity. In these matters OF art
people vary indefinitely in their individual capacity.
Yon make an artist Of anybody who is not born
one You may make an appreciation Of art, and useful
knowledge Of art may be acquired BY those who poe
scss bat very small innate capacity. Such education
shoud enable an average boy of 10 or 10 years to read
with Of literary excellence derived from the study
81 classic writer's; to have general acquaintance