104 THE ROYAL SOCIETY OF CANADA 



tional institutions fashioned for the few and controlled in the interests 

 of caste or creed. 



In the Imperial University of France, Napoleon, in 1808, presented 

 a highly centralized organization of State instruction. Through the 

 influence of Hamilton and Jay a similar idea was expressed in the 

 University of the State of New York, which took over King's College 

 in 1784, and controlled public education in that State. 



In the Territory of Michigan in 1817 the same idea was expressed 

 in that fantastic Catholepistemiad, with its thirteen Didaxiim or 

 professorships, embracing all knowledge. Before the Territory 

 reached the dignity of a State the Catholepstemiad had disappeared, 

 but its fundamental idea of a "system of education supported by the 

 people, and for the people, crowned by the University and providing 

 for elementary training in all grades," reappeared in the Constitution 

 of the New State, and in the "Organic Act" of the University of 

 Michigan, both adopted in 1837.^^ 



In these enactments the State assumed responsibility for the 

 control of its university no less than for its establishment and support. 

 Pierce, the father of the university, urged the State^^ to exercise its 

 control by withholding charters from private colleges and denying 

 them the privilege of conferring degrees. What he advocated in 

 18,37 the Canadian Northwest Territories adopted in 1903. 



The State of Michigan governed its University through a Board 

 of Regents, of whom twelve were nominated by the Governor, with 

 the approval of the Senate, and five were members ex-officio. The 

 appointed Board has in several states been replaced by a Board 

 elected by the people.^'' 



In the Canadian State Universities the Boards are usually 

 appointed by the Lieutenant-Governor-in-Council, though in Sask- 

 atchewan five out of eight Governors are elected by the University 

 Senate, and in New Brunswick four are elected by the Alumni. 

 Notwithstanding these exceptions it is universally recognized that the 

 university is responsible either directly to the people or to their 

 elected representatives. 



From the colleges founded by the Churches primarily for religious 

 purposes, university development in Canada has been traced to 

 universities established, supported and controlled by the Provinces 

 for public purposes. The main trend of this development has been 

 from Church to State control and support. The one obvious 



*°Sha\v: University of Michigan, p. 6. 

 ^^Educational Problems, p. 6. 

 "Shaw, p. 20. 



