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[MURRAY] UNIVERSITY DEVELOPMENT IN CANADA 103 



Livingston that "instead of incorporating the college by Royal 

 Charter it should be founded and incorporated by Act of Assembly, 

 and that not only because it ought to be under the inspection of the 

 civil authority, but also because such a constitution will be more 

 permanent, better endowed, less liable to abuse and more capable 

 of answering its true end." ^^ 



North Carolina in 1776 included in its State constitution the 

 provision that "all useful learning shall be duly encouraged 

 and promoted in one or more universities." In 1789 the State Legis- 

 lature erected a university, which, however, did not come under direct 

 State control until 1821. South Carolina, in 1801, erected a university 

 under full State control. Brown, in his Origin of the American State 

 Universities,^''' says that when "the; repeated attempts to transform 

 William and Mary College into an institution, which might fairly 

 serve as the crowning member of a State system of education, had 

 failed," Jefferson established the University of Virginia in 1819. 



The action of Jefferson in turning from his old Alma Mater is 

 significant. The College of William and Mary was the second of the 

 nine pre-revolutionary colleges. Organized in 1693 by James Blair, 

 who for fifty years fashioned it according to the best traditions of 

 England and Scotland, it was for "eighty years the most civilized 

 force in Virginia society." 



"In the influences which helped to make Virginia a great State, 

 the College of William and Mary, from its foundation to the 

 outbreak of the Revolutionary War, filled a noble place. The 

 personalities which prepared for that war, which carried it on, and 

 which after the war helped to constitute a great Commonwealth, were 

 largely graduates of William and Mary."^^ 



In government, by president and professors, in the regulation of 

 the life of its scholars, in the requirements of subscription to the 

 XXXIX Articles, in the curriculum, and in the learning and character 

 of its teachers, it "embodied the English tradition impre fully than 

 any other college. "^^ 



In wealth, in buildings, in teachers and in graduates, it was first 

 among the pre-revolutionary colleges, and yet its inability or dis- 

 inclination to respond to the new spirit of the age was responsible for 

 its failure to retain the intellectual leadership of the nation. 



Jefferson felt that the new spirit which animated the democracies 

 of France and of America could not find expression in the old educa- 



s^Brown, p. 23. 

 ^^Brown, p. 35. 

 "Thwing, pp. 58, 64. 



