A large proportion of the schools referred to have done, and are still doing, acceptable work and from year to year are sending out men excellently equipped for their beneficent calling, and many of these have attained more than local reputation and honor. It would, of course, be impossible to compress within the narrow limits assigned to this sketch any sort of detailed history either of the institutions themselves or of their alumni.

In estimating the Southern schools of medicine, and their value to the nation, mainly, of course, by the accomplishment of the men whom they have sent out, one is disposed to marvel that they have done so much with the means at their command and, bearing the conditions constantly in mind, to adjudge them a most honorable place among the great agencies to which the real advancement of America is due. But all the sentiments of the investigator must be tinged with regret for the loss of the higher accomplishment which has been denied by poverty. By the consent of every thinking man it is agreed that no worthy sort of advanced teaching may be done at the cost of university fees. The interest on splendid endowments and liberal incidental gifts are needed to supplement the teaching income of all the great colleges; and medical schools, from the extraordinary cost of their upkeep, are particularly subject to this rule. Had the medical colleges of the South enjoyed-as pro bono publico they certainly should have had-an income commensurate with their needs and guaranteed by the states of their location, they would by now have proved incalculable boons to humanity and would have attained that place of usefulness, the ideal, to which liberal and wisely directed state appropriation may bring them still.

BIBLIOGRAPHY.-Adolphus, J.: Medical Teaching and Medical Colleges in the United States (Medical Times, Vol. XXXIII, p. 348, Chicago, 1900); Baker, H. R.: Evolution of the American Medical College (Bulletin of the American Academy of Medicine, Vol. V, p. 489, 1901); Bevan, A. D.: Medical Education in the United States (American Medical Association Journal, Vol. LI, p. 566, 1908); Billings, F.: Medical Education in the United States (Journal of the American Medical Association, Vol. XL, p. 1271, 1903; also in Boston Medical and Surgical Journal, Vol. CXLVIII, p. 487; also in New York Medical Journal, Vol. LXXVI, p. 817, 1903; Dabney, S. G.: Medical Education in the United States (Louisville Monthly Journal of Medicine and Surgery, Vol. XI, p. 378, 1904); Davis, N. S.: Contributions to the History of Medical Education, 1776-1876; Medical Schools and Medical Teachers Sixty Years Ago (Medical Standard, Vol. XXV, p. 463, 1902), and Requirements for Admission to Medical Schools (New York Medical Journal, Vol. LXXVIII, p. 205, 1903; Dodson, J. M.: The Medical Department of Tulane University (Medical News, Vol. LXXX, p. 481, 1902); Elkin, W. S.: A Plea for Higher Medical Education in the South (Atlanta Medical and Surgical Journal, New Ser., Vol. XI, p. 531, 1894-95); F. G. B.: List and Standing of Medical Schools in the United States (Medical Notes and Queries, Vol. III, p. 163, Lancaster, Pa., 1907); Grandy, L. B.: The Present Demand for Better Medical Education in the South (Atlanta Medical and Surgical Journal, New Ser., Vol. IX, p. 513, 1893; Hardwecke, H. J.: Medical Education and Practice, 1880, Illinois State Board of Health (Report on Medical Education, etc., 1891); Jordon, D. S.: The American Medical College and Its Requirements (Bulletin American Academy of Medicine, Vol. for 1908, p. 29, Easton, Pa.), and Medical Schools of the United States (Journal of the American Medical Association, Vol. XLIX, p. 576, 1907); Osler, Wm.: The Functions of a State Faculty (Transactions of the Medical Chirurgical Faculty of Maryland, 1897); Paine, J. F. Y.: History of Medical Teaching in Texas (Texas Medical Journal, Vol. XXII, p. 173, 1906) and Status of Medical Education in the United States (Transactions of the Texas Medical Associations for 1892, p. 235); Pearce, S.: Comparison of Medical Examinations in Different States (Philadelphia Medical Journal, Vol. V, p. 546, 1900); Peter, R.: History of the Medical Department of Transylvania University, 1905 (Filson Club Publications, No. 20); Puschmann, T.: History of Medical Education from the Most Remote to the Most Recent Times (1891); Warren, J. C.: Medical Education in the United States (Boston Medical and Surgical Journal, Vol CXXIX, p. 285, 1893; also in Journal of the American Medical Association, Vol. XXI, p. 375, 1893); Webster, G. W.: Report on the Curricula of American Medical Colleges (New York Medical Journal, Vol. LXXX, pp. 145, 205, 1904); Whitehead, R. H.: Evolution of Medical Education in America (Bulletin of the University of Virginia, Vol. VII, p. 1, 1907).

GEORGE BEN JOHNSTON,

Formerly President Richmond Academy of Medicine and Surgery, President of American Surgical Association, 1904.

CHAPTER XI.

THEOLOGICAL EDUCATION IN THE SOUTH.

HEOLOGICAL education in the South originally consisted of courses of study pursued by individuals from among the young men of the churches preparing for the ministry, under the direction of older men in the ministry. The second stage was the establishment of colleges or secondary schools for the education of the ministry. The majority of denominational colleges in the South were founded chiefly to educate ministers of the Gospel. In the earlier days industrial features were quite common in these denominational colleges. The third stage was the coming of the theological seminary.

Theological Schools.

The pioneers in the establishment of theological seminaries were the Presbyterians. The oldest distinctively theological seminary in the South among the numerous Protestant denominations is Union Theological Seminary of Richmond, Va., which was founded in 1812. Its present faculty numbers seven and its student body seventy-five. Another Presbyterian school is the Columbia Theological Seminary at Columbia, S. C., which was founded in 1828. Its faculty numbers four and its student body twenty-seven. The Presbyterians of the South have, including institutions for the education of colored students, a total of seven schools for theological training. There is a school for colored students at Tuscaloosa, Ala., and another supported by northern Presbyterians at Charlotte, N. C.

Besides the schools named in the above list there is a theological department in the Southwestern Presbyterian University at Clarksville, Tenn., and a Presbyterian Theological Seminary at Austin, Tex. The last organized and one of the most important of the Presbyterian schools is the Presbyterian Seminary of Kentucky, founded in 1901. This school was consolidated out of the Louisville Presbyterian Seminary, founded in 1890, and the Danville Presbyterian Seminary, founded in 1853, and is jointly maintained by the Northern and Southern churches.

The Cumberland Presbyterians maintain a theological seminary at Lebanon, Tenn. This school was founded in 1852. It has six in its faculty and in the session of 1907-08 its student body numbered thirty-nine.

The Evangelical Lutherans have two theological schools in the South. Concordia Seminary, in St. Louis, Mo., with 185 students and seven teachers, was founded in 1839.

One of the earliest of the Southern schools is the Lutheran Theological Seminary at Mount Pleasant, S. C. It was founded in 1830; its faculty numbers five and its student body sixteen. Southern Baptists were among the early arrivals in the field of theological education. They founded a school known as the Western Baptist Theological Institute at Covington, Ky., in the year 1839. This school was jointly supported by Northern and Southern Baptists, but owing to the controversies growing out of the slavery question its career was brief. When its doors were closed its remaining assets were turned over to Georgetown College at Georgetown, Ky.

The Southern Baptist Theological Seminary was founded in 1859 at Greenville, S. C., and was

removed to Louisville in 1878. This school from the date of its origin has been notable for several features which mark it as a pioneer in theological education. It was the first theological seminary to adopt the elective system in its courses of study. It has been notable from the outset for its thorough courses in the English Bible. These are taught by the professors of Hebrew and Greek and are given a most conspicuous place in the seminary work. All other theological schools which have English Bible courses, have adopted them in recent years. The school at Louisville has had them from the beginning. A third characteristic of this school is that it has from its inception welcomed students of different grades of preparation. This arrangement has worked well, although an increasing ratio of the men enrolled has been college men. At present between 85 and 90 per cent. of the total enrollment is of college men. This school is also remarkable for the large student body, which numbers usually between 275 and 300 men. In the session of 1906-07 the enrollment was 294. The faculty numbers nine. Southern Baptists have pursued the policy of concentration rather than diffusion in theological education. Hence the strength and influence of the Louisville school.

The Southwestern Baptist Theological Seminary at Waco, Texas, was originally the Bible department of Baylor University. It became a seminary in the complete sense about three years ago and finds that in the great state of Texas, which equals in area that of many other states, there is a wide field of usefulness. Its faculty numbers seven and its student body varies from 100 to 200 men. Some of these also pursue undergraduate work in Baylor University.