level of uniformity that had left little room for individual preference or talent. By introducing new schools and providing new facilities in the way of libraries and laboratories he added to the efficiency of the institution. More far-reaching still was his creation and differentiation of the graduate school for the making of specialists. Six years after his inauguration as president, Johns Hopkins University began the first real graduate school in this country. Too much cannot be said by way of commendation of that university for its pioneer work in behalf of university training. But President Eliot, quick to profit by the experience of Hopkins and better acquainted with German universities than President Gilman, began to develop graduate work; by reason of her constantly increasing wealth Harvard forged far to the front of all sister institutions and stands there to-day.

Before all this work was accomplished President Eliot had seen that he must take up the whole question of secondary education, both as it was related to the private academy and the public high school. A notable address at the National Education Association in 1892 resulted in the appointment of the famous Committee of Ten whose report is the working basis of every school in this country to-day. With the comprehensive grasp of a great statesman he has seemed in these later days to have his eye on our whole educational system. He is not a popular speaker like Mann but by his appeals to good sense and reason and by the admirable poise of his personality he has had an unprecedented influence over the thoughful men of the country. As President Hadley said in 1900, "I wish to propose the health of President Eliot, who, by his work, his example, his thought, and his fearlessness, has given every institution the right to claim him." Recent celebrations at Yale, John Hopkins, and Columbia have been noteworthy evidences of his unquestioned leadership. If I have spoken somewhat at length of Dr. Eliot, it is because I have desired to represent through him one of the most significant educational movements that we have had. For many a year to come the institutions of this country will follow in the lines marked out by Eliot.

Not the least of all his services is that he has nationalized and democratized provincial and conservative Harvard. In address after address he has expressed the need of connecting all university

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progress with the needs of a democracy. If his most significant book from an educational point of view is Educational Reform, his most notable book from a political standpoint is America's Contribution to Civilization, in which he states with remarkable lucidity his views of some of the problems of the nation. Like President Hadley's recently published book, it is a recognition of the fact that the university must be of the nation. In Dr. Eliot's inaugural address in 1869 after outlining his policy as president he concluded by saying, "And what will the university do for the community? First, it will make a rich return of learning, poetry and piety. Secondly, it will foster the sense of public duty-that great virtue which makes republics possible." There have been doubts, in times yet recent, whether culture were not selfish: whether men of refined tastes and manners could really love liberty, and be ready to endure hardness for her sake. In yonder old playground, fit spot whereon to commemorate the manliness which there was nurtured, shall soon rise a noble movement which for generations will give convincing answer to such shallow doubts; for over its gates will be written, 'In memory of the sons of Harvard who died for their country.' The future of the university will not be unworthy of its past."

Southern History in American Universities

BY WILLIAM Kenneth BoYD, A. M.

The efforts made to preserve the sources and to write the annals of the South have been determined by the same forces which shape the historiography of any people, the sense of nationality and the prevailing ideals of education. In the colonial era few attempts were made at comprehensive historical writing and these abound in a wit and raciness which smack of the soil and a local pride characteristic of all provincial communities. It was not till the close of the second war with England and the rapid growth of nationality which followed, that Americans manitested much interest in their antecedents. This took the form of an ardent hero-worship. Weems, the parson, peddler, and biographer, well represents the nature of the awakening historic sense of the American people of that day. In time, however, this vigorous self-consciousness produced more scholarly results, and in the South, during the generation preceding the war, a number of State histories were published which have not yet been surpassed as secondary authorities. The names of McMahon and Bozman, Campbell and Howison, Hawks and Rivers, and Stevens and McCall are familiar to the students of Maryland, Virginia, Carolina, and Georgia history. There is this criticism to be offered on all authors of the ante-bellum school; they neglected social and economic development and made history serve some moral end. The relation of industrial and social forces to political life was rarely considered, never to any marked degree, and it remains for the modern investigator to reconstruct from sources often meagre and unsatisfactory those phases of our past.

The Civil War and the passions it engendered were no more conducive to a sane and rational attitude toward the problems of the past than to those of the present. In a few years after the end of the struggle the market was full of biographies, memoirs, and "pictorial histories" written by participants in the events. described and worthless as adequate estimates of the period. But the altered industrial and social conditions which were the permanent results of the war, made possible new ideals of educa

tion and scholarship. The contrast between the old and the new civilization cannot be better illustrated than by the change in the study and writing of history. Some excellent work is still done by authors of general histories, especially by Mr. McCrady on South Carolina. But gradually historical research and teaching are being carried on by an increasing number of professional scholars, men who have the spirit and methods of the modern university. Their writings are intensive, they deal with some special subject or phase of political or economic development and are usually published in some series of university monographs. An investigation of the growth and extent of this new study of Southern history has well repaid the time the writer has given to it and the results are here presented.

First in time and influence on scholarship in the South has been the work done at the Johns Hopkins University. Its place in the educational history of America is too well known to be dealt with here. At one time it had a monopoly of all graduate instruction. But as other institutions have developed schools of advanced research, a change has taken place in the personnel of the Hopkins student body. Eastern students have come to look to their own section for instruction, and because of its location in Baltimore, Hopkins is gradually becoming a distinctly Southern institution. The president's report for 1901 makes the following statement:

"During the past year 236 out of a total of 465 advanced students have been enrolled from the South. The benefits of 45 scholarships out of a total of 70 are limited to the South, and the other 25 and also 20 fellowships are open to the competition of Southern students."

From the beginning American institutional and economic his. tory has been emphasized by the Department of History and along with the change in the personnel of the student body, an increasing tendency toward research and advanced instruction in Southern history has been a marked feature of work in the university. The "Studies in Historical and Political Science" has a larger number of Southern subjects than any other series of uni versity publications. The library of Hopkins in connection with the libraries of Baltimore and Washington offer the best material for the use of the investigator, and at present this is the only

institution which offers systematic instruction in Southern his. tory. The first step toward this intensive study of the South was the acquisition of books and manuscripts. In 1891 there was presented to the university a large number of books and pamphlets relating to slavery collected by General J. G. Birney, a presidential candidate in 1844, and continued by his son, General William Birney, of Washington City. This is the largest and most complete collection on the subject in existence. In April of the same year Colonel Thomas Scharf, of Baltimore, donated to the University his large collection of manuscripts, pamphlets, autographs, and other historical material, dating from colonial times to the close of the Civil War. This collection, said the donor, "embodies the result of thirty years' systematic research and a large expenditure of money, and was accumulated with the view of carrying out certain work, both that which I have already completed, and other designs which the pressure of other duties now compels me definitely to abandon." The purpose in making the gifts was that which alone could prompt the action "I have long noted with regret how imperfectly the history' general and local, of the Southern States has been written, and' the fact that this imperfection has been largely due to the absence or inaccessibility of material. No great collection of Southern historical documents exists. It is my hope that the Johns Hopkins University, founded by a Southern man in a Southern city, may see the way to do for the South what the Northern univer. sities have done for the North, and become the general repository for Southern history."

A third collection of books is that begun by the late Professor Adams in 1898 of recent publications by Southern authors or books relating to the South. At the time of his death, in the summerof 1901, between two and three hundred volumes had been brought together.

After the acquisition of such sources it was only natural that instruction in the field should be offered. Since 1896 systematic class work in Southern history has been given by Dr. J. C. Ballagh, Associate in History. The course is arranged to cover three years of graduate instruction; the work of each year supplements that of the preceding, but may also be taken as a unit in itself. Among the topics treated in 1900-1901 were the colonial land and labor