genial climate of the South. Yale appeared in 1701 and repeated the studies of Harvard with increased severity. In these two colleges the leaders of New England in Church and State were trained. Princeton, Pennsylvania and King's College, New York, followed in quick succession. Hitherto the primary aim of the colleges had been to educate men for the ministry of the churches, but Pennsylvania, under the influence of Benjamin Franklin, whose ideas were amplified by its president, Dr William Smith, a graduate of Aberdeen, departed from previous ideals. It was connected with no Church and its purpose was to afford a broad education "in manners and rectitude through instruction in languages, the mother tongue and all useful branches of arts and sciences." On the outbreak of the Revolutionary War the overwhelming majority of the graduates of the colleges threw themselves into the national cause, of whom such men as John Adams, Otis, Jay, Hamilton, Jefferson, Marshall, Witherspoon, were only the most outstanding. Other colleges in the north, now of established fame, such as Brown, Williams, Dartmouth, Bowdoin and Amherst, with small revenues and staffs, though occasionally distinguished by some national figure, filled well their purpose of forming the character, on a definitely traditional type, of those who were to lead the democracy. A new spirit showed itself most distinctly in the charter of Virginia, founded by Jefferson

in 1819. Without ecclesiastical affiliation and inspired by French influence, it was intended "to form the statesmen, legislators and judges, on whom public prosperity and individual happiness are so much to depend"; also to provide for education in agriculture, manufacture and commerce.

From the beginning of the nineteenth century the old conviction of the eastern puritan that education and religion should go hand in hand, took active form in the establishment of small colleges in the opening West. Often they were at first little more than highschools, but they followed the stream of settlement and enriched western New York, Ohio, Indiana, Illinois, Iowa and distant territories. Many of them are to-day flourishing institutions, the spirit of which is traceable in the high purpose and intelligent character of their graduates.

The American college embodies a distinctive ideal. It professes to afford a liberal education by means of discipline in time-honoured subjects adapted to and modified by modern experience, and to provide a wholesome moral atmosphere in which the character of undergraduates who are in residence may be fashioned to American standards. It must be admitted that in many of these colleges the social has displaced the religious influence, and in some the tone is set by the sons of the wealthier classes. The contrast between the meagre equipment and frugal days

of their origin and their present amenity and opulence is at once an indication of the material prosperity of the United States and of the change of view as regards the social advantage of a college education. But the tradition of the original purpose persists, and is the same mutatis mutandis as was created and lives in the colleges of Oxford and Cambridge which were their exemplars.

A second line of academic development is traceable from the spirit embodied in this provision of the North West Ordinance of 1787: "That religion, morals and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged." This encouragement was to be effected by grants of land from the public domain for the support of education and religion in frontier settlements. The germ of the principle is found in the seventeenth century in Massachusetts, but great extension was given to it by this ordinance, according to which the sixteenth lot in each township was to be devoted to the support of education and the twentyninth lot to religion, and not more than two complete townships to the establishment of a university. This has proved to be a momentous policy for the development of higher education in the newer parts of the country.

The State University now comes upon the scene.

In

process of time through private benefaction several of the oldest colleges have grown into universities which in all essentials compare with the historic European centres of learning. Other new universities of the same class have been established and splendidly equipped both in East and West; but the distinctive American institution is the State University, which in many instances developed out of the land-grant colleges established through the aid of the Federal Government. Of these the oldest, as it still is the most typical, is that of Michigan. Though its origin was made possible by the Ordinance of 1787, the Michigan Act of 1817

marks the formal beginning of the public educational movement in Michigan, the birth of what may without impropriety be called the Michigan idea, because first practically developed here, namely, a system of education supported by the people for the people, crowned by the university and providing for elementary training of all grades1.

It was further enacted that "there shall be no discrimination against trustee, president, professor, instructor or pupil on the ground of religious belief or affiliation." Thus the charter of Michigan marked a point of transition from the sectarian college to the university which to-day is open on equal terms to all

1 H. B. Hutchins, Educational Problems in College and University, p. 6.

2 Op. cit. p. 10.

the people. Other states followed rapidly on its lines; and the vast expenditures voted by their legislatures for the equipment and annual support of their universities, together with the multitudes of students who throng their halls, are the proof of the fundamental conviction of the American people, as expressed by Webster, that "on the diffusion of education among the people rests the preservation and perpetuation of our free institutions."

The rise and growth of Canadian universities have been characteristically different from the American, until the appearance of the new universities in the western provinces. There have been in Canada three King's colleges, two of them the earliest institutions of all, which were called into being partly to provide a ministry for the Church of England, established, as it was to all intents and purposes, in the Englishspeaking provinces; and partly to create an educated class who would resist republican ideas. They were under the control of Anglicans, old colonial or British, who wished to keep the higher education of the country in their own hands and to use it for promoting protective loyalty. The first half of the nineteenth century therefore witnessed a two-fold process: the founding by the non-episcopal churches of schools which soon developed into colleges for providing a liberal education for their people; and the gradual secularization of the state institutions. McGill uni