almost simultaneously in 1846-47; and this purpose characterizes the great endowed institutions to-day quite as strongly as it does the state universities. To this general proposition there is only one important exception; the state universities and many of the endowed institutions give no direct training for the ministry. For law, medicine, teaching, engineering of all sorts, mining, agriculture, manufacturing, the mechanic arts, and business, the American universities, so far as they discern the needs of the country, make the amplest provision which their rescurces permit. Several of them have lately added architecture to the list of their professional subjects. The training of professional musicians in a large sense has been taken up by a few universities. So soon as forestry was recognized as a needed profession in the United States, several universities began to provide instruction in that great subject. It is obviously the purpose of the American institutions of learning to train young men for all intellectual callings, making no distinction among them as regards their dignity and serviceableness.

"The one exception has been made by the state authorities in the case of the ministry; because the states cannot well admit single denominations to the control of theological instruction in their universities, and until recently undenominational theological instruction has not been recognized as a possibility. Many of the endowed institutions have so dreaded denominational control that they have preferred to omit altogether the department of divinity from their organization. Even institutions expressly created to spread a knowledge of the Gospel and to prepare missionaries and schoolmasters, like Dartmouth College, for example, have omitted to establish a school or department of theology, preferring to send their graduates in search of theological training to special schools, or to other colleges which maintain a department of divinity. In this respect the case of Dartmouth College is particularly interesting, for it maintains a medical school, a school of science and the arts, a school of civil engineering, and a school of administration and finance, but no school of theology.

"The University of California very well illustrates the comprehensive purpose of American universities with regard to pro

fessional training. In addition to colleges of letters, of social science, and of natural science, it maintains colleges of commerce, agriculture, mechanics, mining, civil engineering, and chemistry, an institute of art, a college of law, a medical department, a dental department, and a college of pharmacy. This purely state university is well matched by Cornell University on the other side of the country, a University governed by a Board of Trustees, and enriched by many private benefactions, but also by the bounty of the United States and the State of New York. This institution comprehends, in addition to the College of Arts and Sciences, a Graduate Department, the College of Law, the Medical College, the New York State Veterinary College, the College of Agriculture, the College of Architecture, the College of Civil Engineering, and the College of Mechanical Engineering and Mechanic Arts. It is clear, therefore, that the American universities intend not only to train men for the professions long called learned, but to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life,' to quote the Act of Congress approved July 2d, 1862, granting to the several states public lands for educational purposes. Of course, many American colleges and universities are at present unable to furnish this great variety of professional instruction; but they all wish to do so, and all press that way as fast as possible. It is also true that separate schools have been set up in many parts of the country to train young men for the technical and scientific professions; but in time these schools are likely to be transferred to neighboring universities, or to content themselves with training men for the lower grades of these professions, the universities all over the country being sure to appropriate the training of young men for the higher walks of the scientific professions and of business. The same forces which have carried the separate law schools and medical schools into the universities will carry the technical schools in the same direction, unless indeed these schools accept a lower function, like the training of foremen, draughtsmen, surveyors, assayers, and the like. In respect to this comprehensiveness the American universities differ widely from the English Oxford and Cam

bridge, in which training for the professions has always had but a small place, unless indeed such preparation as these universities have long given for admission to orders in the Anglican church can by courtesy be called professional training. It is obvious that the policy of the American universities now under consideration has had, and is going to have, a strong effect to uplift the relatively new professions, like those of engineering, applied chemistry, architecture, music, mining, forestry, the public service, transportation, and large-scale manufacturing. These are highly intellectual occupations not yet universally recognized as on a level with divinity, law, and medicine. The American universities will, in a few generations, put them all in their higher grades absolutely on a level with the older callings.

"VI. The American colleges and universities are alike again in their confident expectation of gratitude and support from their graduates; and the American public cordially sympathizes in this expectation on the part of the institutions, and in the grateful and affectionate feelings of the graduates. For example, the public expects its own servants to exhibit a frank affection for the places of their education, and to show partiality for the graduates of their own particular institutions. It rather likes this partiality, as the natural result of youthful friendship and association. Every American institution of higher education counts on services to be rendered to it by its graduates, when they have come to places of influence and power, and esteems the success of its graduates in after life its own best asset, and its surest ground for public confidence and Support. The endowed institutions rely on pecuniary support from most of their graduates who prosper in business or in the professions; and this reliance seems to be sound, in proportion to the age and merit of the respective institutions. The older

they

grow, and the greater their success in teaching and in scientific and literary production, the surer is their reliance on the disposition of the alumni to contribute substantially to the enlargement and improvement of their resources. of the reasons that the American colleges and universities are so eager to train young men for the highest efficiency in all the

This is one

professions and other intellectual occupations. Efficiency leads to success in all walks of life; and the success of its graduates is sure to contribute to the prestige and prosperity of any institution of the higher education, and to improve its material

resources.

"It is now time to consider briefly some of the differences among the American colleges and universities. It is certain that they have many strong and deep resemblances. What are their differences; and are they as well marked as the resemblances? The resemblances spring from a similar historical development of policies and ideals; the differences are largely external, tho not without importance. Thus, the sites of the American colleges and universities vary greatly in their natural beauty and their artificial surroundings. Some, like Columbia, Pennsylvania, Tulane, and Chicago, have thoroly urban sites, and those unlovely surroundings which are inevitable in the midst of a dense population. Others have suburban sites, capable of presenting some pleasant aspects of trees, shrubs, and flowers, and lying within easy reach of the real country, or public parks and forests. Others again are situated in small towns or villages where they possess considerable estates of their own, and are surrounded by the open country. These small college or university towns sometimes possess great natural beauties, such as hills, lakes, or wooded glens near by, or mountains in the distance, can give; while others have been placed on sites singularly devoid of natural beauty, or of interesting objects in their landscape. These differences of situation undoubtedly affect considerably the sentiments of the students towards their respective colleges, and in some degree the turn of their minds towards natural beauty. One cannot but believe that such a prospect as that which the University of Virginia commands towards the Blue Ridge, or the University of California thru the Golden Gate, must have a life-long effect on the mental habits and outlook of the young men and women who learn to love it. The ideal university ought to have a seat as beautiful as that of the Academy of Athens.

"The American colleges and universities are situated in

very different climates as regards summer heat, winter cold, dryness or dampness, and exposure to malarial influences; and those most favorably situated for the promotion of health and hard work at all seasons of the year will doubtless prove to possess some permanent advantages over those whose situations are less desirable in this respect; but after all the main differences among these institutions as regards situation will in the long run be found to consist in their relative detachment or isolation from large concentrations of population. There will probably always be families or parents who think that young students should be separated from the temptations and distractions of city life, while other equally careful and conscientious people will think that music, the theater, the pleasant activities of polite society, and the artistic interests which cities develop are essential accompaniments of the higher education.

"The colleges differ widely in the use of dormitories, or halls of chambers, for the students. In an institution like Harvard or Yale, where these halls of chambers are numerous and large, the student life differs somewhat from the student life of a university like Michigan, where there are no such buildings; but the fraternity houses, which have become common in most of the American institutions, diminish considerably this difference in college life which results from the use or non-use of dormitories. The social student life in the different institutions is also affected by the homogeneousness, or heterogeneousness of the students. In most of the Eastern institutions the students represent a great variety of family conditions. Some are rich men's sons; and some are poor men's sons; but the majority come from families that are neither rich nor poor. The bread-winners of the families follow an extraordinary variety of occupations. The Eastern colleges in general-particularly those that are urban-have therefore very heterogeneous bodies of students. On the other hand, some of the newer colleges and universities, situated in regions where agriculture is the principal occupation of the people, have remarkably homogeneous bodies of students, the fathers of the students being for the most part independent farmers, mechan