from hundreds of donors. This, too, it has been already said, includes only the moneys for colleges and universities, excluding secondary schools, medical and theological schools, special large benefactions to the South, etc. : Table of Benefactions.* Hearts 1. Asa Packer..... Lehigh University, Pa $3,500,000 2. Johns Hopkins....Johns Hopkins University, Md. 3,500,000 3. Isaac Rich. Boston University, Mass 2,000,000 4. Leonard Case.. .....School of Applied Science, Ohio.. 1,200,000 1,775,000 2,500,000 1,500,000 6. Peter Cooper 7. Ezra Cornell.. . Cooper Union, N. Y.. 8. The Vanderbilts... Vanderbilt University, Tenn.. 10. W. C. De Pauw...De Pauw University, Ind... 11. Leland Stanford...Leland Stanford, Jr., University, Cal... 5,000,000 Without elaborating, it may be noted that there is an evident tendency, both in the older institutions and the later founded, toward non-sectarian education; this, in face of the fact that two hundred and fifty-nine of the three hundred and forty-six colleges are denominational, and that four fifths of those founded since 1850 are more or less under the control of church organizations. Within the last twenty *Of course many millions have been given for secondary education also, attention being called here to superior institutions only. years, church enterprise has been especially active in the introduction of higher education into parts of the West, and into the reconstructing States of the South; nearly three fourths of the denominational colleges founded in the period, being in the South, and in the States bordering upon the Mississippi River. Beside this is put the fact that, while seven of the thirteen original States have no State-maintained colleges, every State admitted since 1790 has assumed the responsibility of providing collegiate training along with elementary. Out of a total attendance of less than fifty thousand in superior institutions, those supported by the State enroll about ten thousand; or eight per cent of the institutions (State) instruct twenty per cent of the students. In West Virginia the proportion is sixty per cent, Colorado twentynine per cent, Michigan twenty-five per cent, Nebraska twenty-two per cent. The table appended exhibits the relative endowments of representative institutions of the three classes, private, ecclesiastical, and State foundations. There are a few State institutions that rank well with the majority of those from other classes—a fact which will appear more to their credit when the comparatively recent foundation of most of the former is noted: The current literature on this section is very extensive, and the following selections are made more because they are generally available, than that others are inferior. In general, consult: "The College of Today," by R. R. Bowker, "Princeton Review," 1884, p. 89; "Our Colleges before the Country," by W. G. Sumner, "Princeton Review," 1884, p. 127; "Aspects of College Training," D. C. Gilman, "North American Review," 1883; "The True Ideal of an American University," J. Dwight, 1871; "What an American University should be," James McCosh, "Education," vol. vi, p. 35; the "University of the Future," Hiram Corson, 1875. Also, "Student Freedom in Colleges," Presidents Eliot and McCosh, before the Nineteenth Century Club, New York, February, 1885, and the discussion of this by Dr. F. Patton, "Presbyterian Review," April, 1885; the "Elective System in Harvard College," Samuel Brearly, 1886; "Electives," "Education," vol. v, p. 473; "Elective System in Education," ," "Our Continent," February 22, 1882; the "Early History of the University of Virginia," Jefferson and Cabell, 1860; "Academic Freedom in Germany," H. W. Farnam, "Yale Review," January, 1887; Discussion of President Eliot's "Annual Report" for 1884-'85, in "New York Independent," May 6 and 13, 1886; "Should Colleges give the B. A. where Greek is omitted?" "New York University Convocation," 1886, p. 105; "Post-Graduate Degrees," ," "Proceedings of the University Convocation," 1884, p. 251; the "Place of Original Research in College Education," J. H. Wright, "Proceedings of the National Educational Association," 1882 (includes an exposition of the German seminary idea); “Original Research as a Means of Education," H. E. Roscoe, 1884; "Handbook of Requirements for admission to American Colleges," A. F. Nightingale, 1879; the "Question of a Division of the Philosophical Faculty," A. W. Hoffman, 1882; the "Organization of University Education," in Conference on Education ("International Health Exhibition Literature," vol. xv.); "University Corporations," J. L. Diman, 1882; "College Endowments," Rossiter Johnson, "North American Review," May, 1883. CHAPTER XII. THE PROFESSIONS. NEXT to the universities, both in time and in importance, are those institutions providing for what are known as the learned professions-theology, law, and medicine. Among every civilized people these professions have been recognized as the conservators of learning, and the most efficient connecting links between school and life. Whatever their limitations, their dogmatism and pedantry and quackery, they have been from early history the best representatives in society of the culture of the university. Until recent years, for them were taught science, history, and philosophy. Their attitude has determined courses of study, and fields of investigation, and schools of literature, historical interpretations and standards of culture. That they have lost much of this almost absolute control over the means and standards of general culture, neither detracts from their historical signifi cance, nor depreciates their present eminent social importance, or their contributions to the general welfare. 1. Theological Education. From the nature of American institutions, theological education, of course, has no organic connection with the general system. No State institution supports such a department; though Straight University, Louisiana (founded by the Congregationalists), Livingstone College, North Carolina (of the African Methodist Episcopal Zion's Church), Howard University, District of Columbia, Harvard, and Yale, all claiming to be non-sectarian, maintain theological courses. With these exceptions the current education of the profession is denominational, though variously liberal as to sectarianism. The Roman Catholic Theological Seminary of St. Sulpice and St. Mary's University, Baltimore (1791) has been claimed as the oldest institution of the kind in the United States, though it seems that the Reformed (Dutch) Church had established one at New Brunswick, New Jersey, seven years before. The only other school of the kind belonging to the last century is the United Presbyterian Theological Seminary of Xenia, Ohio, founded in 1794. Among the colleges, Harvard was first to establish a separate department of theology (1817), Yale following after ten years. The instruction in both of them, as well as in William and Mary College, had been given since their foundation with more or less of ecclesiastical bias. In Yale it is said, under Dr. Dwight (1795-1817), students received in the Sunday sermons a somewhat complete course in divinity; so that graduates frequently went at once into the pulpit without further special studies. Even before this the Moravians had opened a seminary at Bethlehem, Pennsylvania (1807); the Congregationalists, at Andover (1808), and Bangor, Maine (1816); the Presbyterians, at Princeton (1812); and the Lutherans, Hartwick Seminary, New York (1815). Besides those named, there were established twenty-eight schools before the middle of |