May 13, 1869, and passed. In Select Council it was passed finally only on November 25, 1869, with an amendment that the price should be $15,000 instead of $8,000 per acre and that the area should be 10 acres instead of 19. Common Council amended in turn by fixing the price at $8,000, and in this shape it finally passed councils on December 9, and was signed a few days after by the mayor. In May, 1870, the deed was finally executed, and in June, 1871, the corner-stone of the new building was laid. In July, 1872, the property at Ninth and Chestnut streets, occupied by the University since 1800, was sold to the United States and the money was used to pay for the new building. In September, 1872, work was begun there. The number of students in the Undergraduate Department was nearly doubled, and money gifts amounting to $580,500 made to the Collegiate Department between 1868 and 1880 have shown the new spirit with which the city and the citizens of Philadelphia were helping to strengthen the University.

More than fifty years ago, and before the establishment of the Philadelphia High School, it had been proposed to establish a large number of scholarships in the Collegiate Department of the University for boys of the grammar schools, and negotiations were carried on between the Board of Education and the Trustees of the University, but nothing came of the proposal at that time. In 1874 forty free scholarships were by resolution of the trustees established in the Towne Scientific School, of which ten should be filled each year by pupils from the public schools, who should be able to pass a satisfactory examination. This action was subject to revocation, and was not based upon any consideration given to the University by the city in return. In June, 1877, the Charity Schools, dating from 1749, were abolished, and the income of the fund hitherto devoted to their use was appropriated to provide in the Towne School instruction for children in indigent circumstances. The proposal to open the University to pupils who had been trained at the public schools, mooted long before, was thus made one of the conditions of a reunion between the city and the University, and it marks the effort of the University under the management of the late John Welsh and of Frederick Fraley and their associates in the board of trustees, and especially of the provost, Dr. William Pepper, to keep touch with the great scholastic population of the city. By ordinance of January 24, 1883, the city conveyed to the University a large additional tract of land, embracing almost 14 acres. This acquisition was effected by the strenuous efforts of Provost Pepper, who succeeded in impressing the City Council so deeply with the necessity of ample space for the development of a great University and with the importance of the University to the city that not a single vote was cast in either branch against the ordinance which conveyed the fine territory for the valuable consideration of $10,000 and the establishment in perpetuity of fifty prize scholarships, in lieu of the forty free scholarships which had previously existed solely by resolution of the Board of Trustees. The

organic connection thus created between the University and the public school system of the city, realizes the ideal so long cherished of having a continuous course of education open freely to ambitious students from the lowest class in the grammar school through the high school and the manual training school, to the highest honors of the University. These city prize scholarships are regarded as great rewards for years of faithful effort, and the establishment has served as a powerful incentive to the entire public school system of Philadelphia.

Penns' original Frame of Government promised public schools, and as early as 1683 a school was planned, and in 1689 the William Penn Charter School was organized. It is in active and successful operation to-day, and is one of the preparatory schools for the University. The proposal made in 1740 to establish a charity school was realized in 1749. The city, by its grant in 1750, gave its first official recognition of the University, and, after a long lapse of years, the city and the University have finally been brought into close and indissoluble relations.

In 1888 tlie city made a further conveyance of more land to the University, on the condition that a free public library should be erected and maintained by the University as a free library of reference, open to the entire community. The formal opening of the splendid Library Building on February 7, 1890, testifies the success with which this pledge has been kept, by the help of citizens who have contributed the sum needed to erect this magnificent addition to the University and its work. This building is considered fireproof, has a capacity for 350,000 volumes, and cost $200,000, which was secured by subscriptions from friends of the University.

A further gift of land by the city had occurred in 1872, when city councils, chiefly through the earnest exertions of Dr. William Pepper, granted nearly 6 acres of land, contiguous to the other property of the University, upon the condition that a general hospital should be erected thereon in which 50 free beds for the poor of the city of Philadelphia should be forever maintained. Finally, in 1889, the remaining 10 acres of the Blakley property were sold by the city at public auction, and were secured by the University for the sum of $150,000. By these successive steps the property of the University has been increased to 40 acres in an unbroken stretch. The situation is one of admirable vantage. It requires but a glance at the numerous stately buildings already erected to carry conviction of the wisdom of the city's policy in aiding the University in her determination to secure ample territory for the largest expansion of her educational facilities and for the accommodation of the swelling thousands of her students.

It is confidently hoped that the cordial relations between the city and the University, thus reëstablished after an interval of one hundred and thirty years, indicate that in all future time the city will be ready to respond to any proper demand from the University.

Under the inspiration given by Provost Stillé and by Provost Pepper, and by the trustees, the list of individual benefactions to the Uni

versity has been a rapidly growing one, and the citizens of Philadelphia have kept far ahead of the city in the splendor of their gifts.

As the result of the efforts of the alumni of the medical department of the University, culminating in 1871 in a formal appeal on behalf of its society to the trustees, not only were the funds secured from the legislature to build the hospital in compliance with the pledge given to the city, but an endowment fund which now amounts to over $600,000 has been obtained.

Individual benefactions have also supplied the Gibson Ward, the Home for Nurses, the Mortuary Building, and various specific funds for the noble work so well carried on by the hospital staff. The Towne Scientific School, the Wharton School, the Veterinary Department, the Biological Department, the Library, the Department of Hygiene, the Archæological Museum, the Sommerville Collection of Glyptic Art all show the generous interest manifested by citizens of Philadelphia in the work of the University. Each of these departments is described in detail in this volume, but in speaking of the relations of the city and the University it is only right that reference should be made to the support given by individual citizens to the University. Not only was a large sum of money subscribed for the Library Building, but a number of smaller subscriptions have supplied some of the special collections now housed within its spacious quarters; noteworthy among these are the Allen, Library, the menorial of Prof. George Allen, one of the best scholars and teachers in the long roll of the University; the Pott Classical Library bought at the suggestion of Prof. John G. R. McElroy (what better monument could there be to that able and energetic student, graduate, and teacher, whose whole adult life was spent in and for the University); the Leutsch Classical Library, secured by the exertions of Prof. F. A. Jackson and serving to fittingly commemorate his long service in the chair of Latin; the Library of Semitic Languages, procured mainly through Prof. Jastrow; the Library of German literature, due to the efforts of Prof. Seidensticker, who felt the need of such a collection to supplement the work of his chair of German; the Biddle Law Library, the gift of the family of the late George Biddle, esq., one of the brilliant juniors of the profession, cut off in his early prime, just as he was winning those honors which his great abilities and noble ambition promised him; the Evans Rogers Library of Mechanics; the Stephen Colwell Economical Library, and the special collections bearing the names of Seybert, McCartee, Krauth, Crawford, Hayden, Alfred Stillé, William Pepper, Wetherill, Henry C. Carey, Pemberton Morris. All of these are but part of the many gifts that show what the citizens of Philadelphia have done and are doing for the University, atoning thus for the neglect of the city during many years. The chairs endowed as memorials of individual citizens are significant, too, of this revived interest in the work of the University. These are the John Welsh Centennial Chair of History and English Literature; the Whitney Chair of Dynamical Engineering; the Adam Seybert Chair of Intellectual and Moral Philosophy; the

Pepper Chair of Hygiene; the Thomas A. Scott Chair of Mathematics; the John Rhea Barton Professorship of Surgery; then there are the John F. Frazer Memorial; the Hector Tyndale Fellowship, the gift of the great English physicist; the Thomas A. Scott Fellowship in Physics; the Francis Sergeant Pepper Fellowship in the Graduate Department for Women; and a long and lengthening list of prizes; the Henry Reed, the Charles P. Krauth, the Sharswood, Meredith, and Pemberton Morris prizes in the Law School; the Henry La Barre Jayne prize; the George W. Childs and Anthony J. Drexel prizes; the Yardley prize; the Van Nostrand prize; the Society of the Alumni prizes; the Phi Kappa Sigma prizes; the prizes given and awarded by the Faculties of the Medical School, the Law School, and the College Department. All of these emphasize the names of those whose work in and for the University is gratefully remembered. Special mention must be made of the pioneer gift in behalf of the higher education of women made by Mrs. Bloomfield Moore; and of the liberal benefactions, both in money and buildings, made by Joseph M. Bennett, esq., to the graduate department for women. Students, instructors, professors, trustees, and others whose interest and substantial sympathy in the work of the University, are thus borne on the honor roll of the University, and it serves alike to attest what it has done in the past, and what it needs to carry on its work to-day, and what are its possibilities of growth in the future, if only it is supplied liberally with the means of advancing its teaching in all directions. Each new branch of its work is supported by contributions from citizens. The dynamical laboratory owes its existence to the gifts of those whose names represent the great industrial establishments of Philadelphia, thus attesting their interest in the higher education which the University now offers to the students of mechanical and industrial arts. The contributors to the laboratory of experimental psychology show by their gifts that the work of the University is thus by public support of individual citizens enabled to keep touch with the latest developments of purely scientific inquiry. The maternity hospital fund, the contributions to the hospital, to the Dr. William Pepper Medical Library, for the physiological laboratory for plants, and for a chair of Christian ethics, all go to show that while the needs of the University are growing, so, too, is the recognition of its claims alike upon the city and its citizens. To them it must look for that impulse which alone can keep it supplied with the means of carrying on its work. The latest plan calls for a liberal endowment of a school and library of American history, and the very fact that the teachers of that important subject are the authors of this appeal, gives it a strong foundation, for who better than they can know the needs of their own students and of the public for the means and opportunities of instruction on a subject of such vital importance? A successful answer will be the best test of the establishment of the right relation of the University and the city and citizens of Philadelphia.

CHAPTER VII.

THE DEPARTMENT OF ARTS.

As the history of the University is the subject of a distinct paper in this volume, in which are rehearsed in proper detail all matters of fact and date, I do not propose here to set them forth again, but rather to determine, if possible, the purpose with which the foundation of this department of the University system was undertaken, the principles that guided its founders and first administrators in arranging and adjusting its educational machinery, the influence of these principles in shaping the after course of the institution, and the new developments and wider scope given them in these later years. Naturally our chief interest fixes itself upon the opening and closing periods of the University's history, because in the first of these there is the spectacle of a great and inevitable need making itself felt and calling forth the best efforts of earnest, thoughtful men to supply it; and of such men with only the traditions of the Old World to guide them, grappling with this problem, and endeavoring to work out a solution of it that should take into account the new conditions and altered circumstances of the young and growing colony (and it seems hardly necessary to say that these new conditions and altered circumstances presented a more serious difficulty in matters educational than in things material or economic), and because in the latter of these periods we have to trace the introduction of new processes incident partly upon the large and sudden development of physical science, and partly upon the closer study of proper educational methods. This latter I have called the closing period. It is so, of course, only in a chronological sense, because it has extended up to the moment of this writing. Strictly and historically it is only a beginning, the beginning of a new period in the course of the University not to be defined by the present moment, but to extend beyond it until some new development gives us a new date. Nor must it be supposed that such division into periods marks any real break in the continuity of history. We shall find, I think, that every genuine educational theory and the practice of it bears within it two elementsa permanent, based upon the unchanging facts of human nature, and a variable, the outcome of the circumstances of a particular period. Of these the permanent persists and forms the cord that binds the total history into a unity, but the variable with its changes marks off the dates by which we reckon. It is only when this variable element has outlived the