Part 71 (2/2)

1636 Harvard College Massachusetts Puritan 1693 Williae Connecticut Congregational 1746 Princeton New Jersey Presbyterian 1753-55 Acade's College (Colulican 1764 Brown Rhode Island Baptist 1765 Rutgers New Jersey Reforational

The religious purpose had been doh there was a gradual shading-off in strict denoious conformity in the foundations after 1750 Still the pri of each was to train up a learned and Godly body ofto leave an illiterate ministry to the churches when our present ministers shall lie in the dust” In a pamphlet, published in 1754, President Clap of Yale declared that ”Colleges are _Societies of Ministers_, for training up Persons for the Work of the _Ministry_” and that ”The great design of founding this School (Yale), was to Educate Ministers in our _own Way_” In the advertise of King's College, in 1754, it was stated that:

IV The chief Thing that is aie the Children _to know God in Jesus Christ_, and to love and serve him in all _Sobriety, Godliness_, and _Richness of Life_, with a perfect Heart and a Willing Mind: and to train thee as may render them creditable to their Families and Friends, Ornaments to their Country, and useful to the Public Weal in their generation

These colonial institutions were all small For the first fifty years of Harvard's history the attendance at the college seldo The first assistant teacher (tutor) was not appointed until 1699, and the first professor not until 1721, when a professorshi+p of divinity was endowed By 1800 the instruction was conducted by the President and three professors--divinity, es”--assisted by a few tutors who received only class fees, and the graduating classes seldoth, and all students studied the saely to the so-called ”Oriental languages” Hebrew, Greek, and Latin In addition, Fresheoonoiven eneral history was added The Senior year was given mainly to ethics, philosophy, and Christian evidences [16] The instruction in the eight other older colleges, before 1800, was not materially different

[Illustration: FIG 208 COLLEGES AND UNIVERSITIES ESTABLISHED BY 1860 Coiven in the _Reports of the United States Coes shown on the map, but 17 were state institutions, and but two or three others had any state connections]

GROWTH OF COLLEGES BY 1860 Fifteen additional colleges were founded before 1800, and it has been esties then existing did not have all told over one hundred professors and instructors, not less than one thousand nor more than two thousand students, or property worth over oneclasses were small No one of the twenty-four ades After 1820, with the fir of a new national consciousness, the developer national wealth, and a court decision which safeguarded the endowes perceptibly quickened, astable, and between 1820 and 1880 careat period of denoes established by 1860, froe a part the denoher education in the United States Up to about 1870 the provision of higher education, as had been the case earlier with the provision of secondary education by the acadeely to private effort There were, to be sure, a few state universities before 1870, though usually these were not better than the denoes around them, and often theya proper balance between the different denoenerally, higher education in the United States before 1870 was provided very largely in the tuitional colleges of the different religious denoes founded by the close of the year 1860, as shown on the map, but 17 were state institutions, and but two or three others had any state connections

COLLEGES FOUNDED UP TO 1900

Before 1780 10 1780-89 7 1790-99 7 1800-09 9 1810-19 5 1820-29 22 1830-39 38 1840-49 42 1850-59 92 1860-69 73 1870-79 61 1880-89 74 1890-99 54 --- Total 494

(After a table by Dexter corrected by US Comr Educ data Only approximately correct)

THE NEW NATIONAL ATtitUDE TOWARD THE COLLEGES After the corew up a widespread dissatisfaction with the colleges as then conducted, because they were aristocratic in tendency, because they devoted themselves so exclusively to the needs of a class, and because they failed to answer the needs of the States in the in, and the common requirement that the president and trustees must be mearded as representing the interests of some one sect or faction within the State rather than the interests of the State itself With the rise of the new democratic spirit after about 1820 there caland and most in the South and the new States in the West, for institutions of higher learning which should represent the State It was argued that colleges were i the future, that the kind of education given in them must ultiher education cannot be regarded as a private her institutions, it was argued, ”will appear on the bench, at the bar, in the pulpit, and in the senate, and will unavoidably affect our civil and religious principles” For these reasons, as well as to crown our state school systees for its leaders, it was argued that the State should exercise control over the colleges

This new national spirit manifested itself in a nuanization of King's College, the rechristening of the institution as Colu of it under at least the no educational body of the State In Pennsylvania an atte the university into closer connection with the State, but this failed In New Haislature tried, in 1816, to transfore into a state institution This act was contested in the courts, and the case was finally carried to the Supreme Court of the United States There it was decided, in 1819, that the charter of a college was a contract, the obligation of which a legislature could not impair

EFFECT OF THE DARTMOUTH COLLEGE DECISION The effect of this decision uaranteed the perpetuity of endowreat period of private and denominational effort (see table) now followed On the other hand, since the States could not change charters and transforan to turn to the creation of new state universities of their own

Virginia created its state university the same year as the Dartmouth case decision The University of North Carolina, which had been established in 1789, and which began to give instruction in 1795, but which had never been under direct state control, was taken over by the State in 1821 The University of Verinally chartered in 1791, was rechartered as a state university in 1838 The University of Indiana was established in 1820 Alabama provided for a state university in its first constitution, in 1819, and the institution opened for instruction in 1831 Michigan, in fra the Union, in 1835,of the state university and for establishi+ng it as an integral part of its state school system, as Indiana had done in 1816 Wisconsin provided for the creation of a state university in 1836, and embodied the idea in its first constitution when it entered the Union in 1848, and Missouri provided for a state university in 1839, Mississippi in 1844, Iowa in 1847, and Florida in 1856 The state university is today found in every ”new” State and in soinal” States, and practically every new Western and Southern State followed the patterns set by Indiana, Michigan, and Wisconsin and made careful provision for the establishment and maintenance of a state university in its first state constitution

There was thus quietly added another new section to the American educational ladder, and the free public-school systereat period of state university foundation careat period of state university expansion after 1885, the beginnings were clearly marked early in our national history Of the sixteen States having state universities by 1860 (see Figure 208), all except Florida had established the time small, poorly supported by the States, es about them in character and often inferior in quality, one by one the state universities have freed themselves alike from denominational restrictions on the one hand and political control on the other, and have set about rendering the service to the State which a state university ought to render Michigan, the first of our state universities to free itself, take its proper place, and set an example for others to follow, opened in 1841 with two professors and six students In 1844 it was a little institution of three professors, one tutor, one assistant, and one visiting lecturer, had but fifty-three students, and offered but a single course of study, consisting chiefly of Greek, Latin, mathematics, and intellectual and moral science (R 331) As late as 1852 it had but seventy-two students, but by 1860, when it had largely freed itself froational Greek, Methodist intellectual philosophy, Presbyterian astronorowth as a state university had begun, it enrolled five hundred and nineteen

THE AMERICAN FREE PUBLIC-SCHOOL SYSTEM NOW ESTABLISHED By the close of the second quarter of the nineteenth century, certainly by 1860, we find the American public-school system fully established, in principle at least, in all our Northern States (R 332) Much yet remained to be done to carry into full effect what had been established in principle, but everywhere deht, and the Aeneral taxation, freed from the pauper-school taint, free and equally open to all, under the direction of representatives of the people, free from sectarian control, and coh school, and in the Western States through the university as well, was established permanently in American public policy It was a real democratic educational ladder that had been created, and not the typical two-class school system of continental European States The establishh school and the state university represent the crowning achieveled to found a state-supported educational systereat democratic States Probably no other influences have done more to unify the American People, reconcile diverse points of view, eliminate state jealousies, set ideals for the people, and train leaders for the service of the States and of the Nation than the acadees scattered over the land They have educated but a se of the people, to be sure, but they have trained uided the American democracy since its birth

[Illustration: FIG 209 THE AMERICAN EDUCATIONAL LADDER Coe 577, and the democratic nature of the American school system will be apparent]

QUESTIONS FOR DISCUSSION

1 Explain the theory of ”vested rights” as applied to private and parochial schools

2 Does every great advance in provisions for huanda? Illustrate

3 Explain just what is meant by ”the wealth of the State must educate the children of the State”

4 Sho the retention of the pauper-school idea would have been dangerous to the life of the Republic

5 Why were the cities more anxious to escape from the operation of the pauper-school law than were the towns and rural districts?