802 
of all charters, that of 1810 for Columbia 
College, the provisions of which are as fol- 
lows: 
The said trustees, and their successors, shall 
forever hereafter have full power and authority 
to direct and prescribe the course of study and 
the discipline to be observed in the said college, 
and also to select and appoint by ballot or other- 
wise, a president of the said college, who shall 
hold his office during good behaviour; and such 
professor or professors, tutor or tutors, to assist 
the president in the government and education of 
the students belonging to the said college, and 
such other officer or officers, as to the said trustees 
shall seem meet, all of whom shall hold their offices 
during the pleasure of the trustees. Provided 
always, That no such professor, tutor, or other 
assistant officer shall be a trustee. 
The careers of our colleges were check- 
ered by political and church dissensions; 
thus, in the case of Columbia, the subordi- 
nation of the professors is in part ex- 
plained by distrust of their episcopalian 
tendencies. It seems that the organization 
of our colleges was influenced not only by 
the college of the English universities, but 
also by the English endowed public school, 
to which it came to bear a greater resemb- 
lance. 
The University of Virginia was estab- 
lished as a state institution by the legisla- 
ture in 1819. Under the influence of Jef- 
ferson the continental university was to a 
certain extent followed; and both in edu- 
cational and administrative methods there 
was much that was admirable—at least 
from my point of view. Under the general 
control of a board, the affairs of the uni- 
versity were administered by the faculty 
and its elected chairman, until after eighty 
years souls were once more sold for gold. 
The University of Indiana was established 
in 1820, the University of Michigan in 
1837, as part of the public educational 
system of those states, the governing bodies 
being elected boards. Here was inaugu- 
rated a new movement in higher educa- 
SCIENCE 
[N.S. Vou. XXXV. No. 908 
tion, destined, I trust, to parallel the great 
performance of the medieval university 
and of the German university. The insti- 
tutions of the Atlantic seaboard having 
slid into capitalistic control, there has 
arisen in the central west asystem of higher 
education directly responsive to the will 
of the people on whose support it depends. 
Prior to the last quarter of the nine- 
teenth century, we had colleges and pro- 
fessional schools, but no university. Yale, 
it is true, first offered the doctorate of phi- 
losophy in 1860, and in the early seventies 
the degree was given by Harvard, Colum- 
bia and Cornell. But the graduate work 
of a faculty of philosophy was not organ- 
ized or emphasized until the opening of 
the Johns Hopkins University in 1876, 
when there arose an institution nearer to 
my conception of what a university should 
be than any elsewhere in this country or 
than it has been able to remain. Build- 
ings, administration and routine instruc- 
tion were subordinated to great men who 
attracted from the whole country the stu- 
dents who were to be the future leaders. 
In the organization of the Johns Hopkins 
Medical School in 1893 a contribution of 
nearly equal significance was made in 
placing the professional school on a uni- 
versity basis. The past two or three de- 
cades have witnessed an almost incredible 
growth of our universities. Columbia has 
now 700 instructors, 7,000 students, fifty 
million dollars. In spite of the material- 
istic standards and autocratic methods of 
control which this paper emphasizes—per- 
haps overemphasizes with a view to their 
correction—the development of the Amer- 
ican university, especially of the state uni- 
versity, is one of the greatest achievements 
of our people, promising moral, social and 
intellectual leadership and supremacy in 
the course of the present century. 
If here or elsewhere I have expressed 
