endowments of nature and character were employed, in the wise selection of teachers for the leading chairs of instruction; in the adjustment of the respective claims of the various departments of learning; in the tactful, orderly, efficient conduct of business; in the elimination. from the common life of petty motives and ignoble personal differences: all this is abundantly known to those familiar with the history of the past years.

Those who served as teachers under Mr. Gilman's presidency remember with keen pleasure the relations of confidence and kindness which he always maintained with them. Quick to commend anything that deserved commendation; scrupulous in his regard for individual feelings and rights; conceding all reasonable liberty of opinion and action; capable of understanding and of making allowance for exceptional gifts; under no stress of occupation or anxiety, betrayed into petulance, or injustice, or discourtesy; employing rarely the language of authority, assuming rather the attitude of co-operation and comradeship; rejoicing in the successful work or the well-won honor of one of his colleagues-to use the word which he always applied to those subordinate to him as heartily as though the work or the reward had been his own; in time of trouble the tenderest and most sympathizing of friends:-it is no wonder that these admirable and delightful traits secured for President Gilman, from the beginning to the end, the united and enthusiastic support of his faculty, and enabled him to secure from them a kind of service to the University which cannot be commanded and which cannot be bought.

The relations of the president of a university to the students under his care are, in our day, less immediate and personal than was the case a generation ago. The demands upon time and thought, from within and from without, are so constant and so exacting that he is deprived of that means of influence which the great col

lege presidents of the past made so potent-the intercourse of teacher with pupil. In our leading institutions the president is necessarily an administrator rather than a teacher. The larger conception of the presidential office appealed strongly to Mr. Gilman. He did not desire to withdraw into impersonal isolation. He often addressed the students, more or less formally, upon educational, literary, or practical themes. He made himself accessible to them during his working hours, and entertained them hospitably at his home. For many years he took personal charge of the daily religious service. Never did he lose sight of the responsibility of an institution for the development of character, in those subjected to its influence, as well as for the communication of knowledge.

Epoch-making as was the work of Mr. Gilman in educational lines in the development of the Johns Hopkins University, his services in a wholly different field of activity, in the organization, equipment, and opening of the Johns Hopkins Hospital, are no less worthy of mention. Called by an unexpected train of events to undertake this novel task, he formulated for this Hospital a system of medical and surgical attendance and adminis tration with unusual features, which has continued in force for nearly twenty years. He selected the heads of important departments, established a training school for nurses, and inaugurated systematic medical teaching in the Hospital prior to the establishment of the medical department of the University. He also devised the subdivision and departmental independence of important branches of internal administration in the Hospital, and their effective co-ordination through a single executive head responsible for the work of all branches-a system which remains unchanged to-day.

Later, upon the establishment of the medical department of the University, he beheld the full realization of

far-seeing plans formed at the time he came to Baltimore. So wisely were they originally made that they required no changes, and after the lapse of many years he had the satisfaction of seeing them brought to fruition in an institution which has powerfully influenced medical teaching throughout the country. During the remainder of his life he continued in close relation with the Medical School and the Hospital, and his constant interest and frequent presence were ever an inspiration to officers, teachers, and students.

It may be safely said that no one of us has known a more public-spirited citizen, a more devoted supporter of every good cause, one more ready to expend labor and accept sacrifice for the sake of the higher interests of society. In him appeared-to quote language which Lord Morley applies to John Stuart Mill-"that combination of an ardent interest in human improvement with a reasoned attention to the law of its conditions which alone deserves to be honored with the high name of wisdom." Mr. Gilman was indifferent to nothing which has to do with human welfare. He was an attentive and serious student of the problems which press so insistently upon philanthropists and reformers-problems of poverty and crime and disease; he was constantly in search of better methods in education, in the adminis tration of government, in the ordering of municipal life; he had an enlightened interest in many subjects less directly connected with immediate utility-geographical exploration, archaeological research, biographical and historical inquiry. It was he who first called the attention of the citizens of Baltimore to the movement for associated charities, bringing about the formation in this city of the Charity Organization Society. It was he who preserved from extinction the Mercantile Library. He served as a member of the Board of School Commissioners, and as one of the Commission which framed the

present charter of the city of Baltimore. As a trustee of the Peabody Institute, of the Pratt Library, of the Samuel Ready School, as one of the council of the Municipal Art Society, he showed his readiness to take part in all efforts for the betterment of the community in which he lived. For many years he was actively concerned with the work of Southern education, as one of the trustees of the Peabody Education Fund and of the Slater Fund for the Education of the Freedmen. He was long the president of the American Oriental Society. During recent years he was the president of the American Bible Society. He succeeded the Hon. Carl Schurz in the presidency of the National Civil Service Reform League. By invitation of the President of the United States, he served as a member of the Venezuelan Commission in 1896-7. He was a member of the General Education Board, and one of the trustees of the Russell Sage Foundation. On his retirement from this University he became the first president of the Carnegie Institution-thus called for the second time in his life to the arduous task of leadership in an unexplored field. This incomplete enumeration of the undertakings in which he co-operated, and of the interests which he labored to promote, bears impressive testimony to his alert intelligence and to the catholicity of his social feelings.

Our grief at the removal from the earthly scene of a friend so honored and cherished, and our well-nigh overwhelming sense of the loss inflicted upon many a worthy cause in the withdrawal from the ranks of its supporters of so vital and forceful a personality, are tempered and assuaged when we consider how perfectly in accord with what he would himself have desired was the manner of his departure. The life which had traversed so wide a circuit of labor and duty returned to the home of its youth, and, laden with honors, with unabated energy of mind, without pain, in the serenity of the religious faith

which had been its mainstay through the long years, passed into the life immortal.

"that force,

Surely, has not been left vain!
Somewhere, surely, afar,

In the sounding labor-house vast
Of being, is practised that strength,
Zealous, beneficent, firm."

ADDRESS

R. BRENT KEYSER, ESQ.

PRESIDENT OF THE TRUSTEES OF THE UNIVERSITY

When we read of men erecting monuments to themselves, we are apt to think of pyramids and temples and shafts of stone, forgetting that there are monuments which are of the intellect and of the spirit, even more enduring and more impressive. And, as in all times, men have stood before these monuments of stone to gather inspiration from the examples of those who erected them, so, in this day, do men gather to admire the example of those whose deeds and works remain with us in the intangible but impressive evidence of the spirit.

Of all the many such monuments created by Mr. Gilman, in the varied interests to which he gave his energies, the Johns Hopkins University stands greatest, and may best be called his life-work. It is therefore most proper that the Trustees of this University should pay their tribute of admiration, and it is my privilege to bring to you this afternoon their testimony.

When Johns Hopkins died, he not only left to the Trustees of his University the care of its physical well-being, but he imposed upon them the much more important function of giving to the earthly body which he had provided, a spiritual and intellectual character that should be to that earthly body what the inherited instincts and spiritual yearnings are to the child. He charged them with