have passed the French and the English. But for the threequarters of the century in which it was dominant its worth in the development of America was great.

Yet one should not omit to say that men whose studies, though not carried on in Germany, were yet carried on in German, have had a large influence in developing the higher education. This influence has at times been professional and theological, as it was in the case of Moses Stuart. For a decade in the beginning of the century, Professor Stuart at Andover did the work of a pioneer. The opposition to him, on the ground of heresy, was bitter. But he endured, and late in life he entered into the promised land of large scholarship and hearty appreciation.1 Another man at Andover as a student was fitting himself in the same period for a large service in the introduction of the German language and literature. In the first year of the third decade James Marsh had made himself an excellent student of German, was writing German books, and was, in the light of the training, criticising English literature. Soon after leaving Andover, he entered upon his scholastic career, covering the three colleges of Dartmouth, Hampden-Sidney, and the University of Vermont. While president and professor at the University of Vermont he came to be recognized as the head of the school of Coleridge in the United States. To Marsh and to Stuart, who were Germans without ever having been in Germany, scholarship is vastly in debt, as it is to the men who went to Göttingen in the second decade of the century and to the hundreds of men who followed them in the succeeding years.

lish is indicated in a letter which Edward Everett wrote from Oxford in the year 1818. "I have been over two months in England, and am now visiting Oxford, having passed a Week in Cambridge. There is more teaching and more learning in our American Cambridge than there is in both the English Universities together, tho' between them they have four times Our number of Students."-Article by Thomas Wentworth Higginson, “Göttingen and Harvard Eighty Years Ago," Harvard Graduates' Magazine, September, 1897, pp. 6-18.

1 Address on Moses Stuart, by Prof. Edwards A. Park, "Memorial Collection of Sermons," p. 199.

CHAPTER XIV

FINANCIAL HISTORY

THE financial history of the higher education is akin at least in one significant respect to the scholastic: it represents responsiveness to the conditions obtaining in the community. The property possessed by the colleges and the amount of benefactions received by them represent the pecuniary condition of the country. In the poverty of the community the colleges were poor; and in the enlargement of the people in their basket and their store the college chest also enlarged.

In their financial relations all colleges are so similar that the record seems to be rather a history of a movement than a history of several different institutions. The financial history of the single New England college of the seventeenth century is like the history of a college in the Mississippi Valley in the middle of the nineteenth century, or of a college on the northern Pacific Coast in the last decades of the same century. As the infant child passes through, in its development, all the phases of the development of the race, so every college seems to begin in poverty and to grow through penury unto competency or even affluence. Their history is a story of small beginnings made in poverty; of hard struggles to secure funds for either endowment or immediate expenditure; of a success usually moderate in such endeavors; of expenses frequently exceeding income; of economies at times foolish in method, at times wise, but usually necessary; of constant anxieties borne by officers-anxieties at times which crush; of inability to keep covenants, either expressed or implied; and of consequent suffering of teachers sufferings under which teachers find the support in the value of the high commissions entrusted to them. Such is the outline of the financial history of the American college.

The early benefactions of the first college included such offer

ings as sheep, cotton cloth worth nine shillings, a pewter flagon worth ten, and such silver goods as fruit dishes, silver spoons and jugs. The gifts or legacies were measured by shillings as well as by pounds.

The early history of Harvard is repeated in the history of almost every college founded in the Mississippi Valley in the middle decades of the last century. It is a record of great sacri fices nobly rendered, joyously endured. In the year 1849, the Congregational ministers of Iowa gave $452.65 to the college which bears the name of the State. The wives of the ministers resolved to raise $100 out of their own resources, and at one meeting fourteen persons subscribed $70. In the year 1852, $153 were raised; in the next year $711.

One of the later colleges founded on or near the banks of the Mississippi was Carleton of Minnesota. The history of Carleton College is in essence the history of the first decades of Harvard, of Yale, and of Princeton. Ministers, missionaries, of small salaries, in part unpaid, gave, year by year, no small share of their stipends. Indians contributed their offerings. One missionary who had no money gave a colt which was entered as having a value of forty dollars. Such records are found in the history of hundreds of colleges from Pomona and Pacific Grove to Colby on the Kennebec. They represent the noblest type of human and humane patriotism and of Christian idealism.

The increase in the funds of the American colleges until the middle of the nineteenth century was slow, and the resulting amount was small. On the fourth of July, 1776, when Massachusetts ceased to be a province, the total amount of the funds of Harvard College was between sixteen thousand and seventeen thousand pounds. This sum represented the gifts and legacies of one hundred and forty years. In the year 1840, the funds amounted to six hundred and forty-six thousand dollars. This sum, however, did not include many college buildings to which no value was attached in the college accounts.

At the beginning of the nineteenth century the whole amount of the productive funds of all the colleges was probably less than five hundred thousand dollars. Their property, in buildings, apparatus, and endowment, was the result of more than a hun

dred and fifty years' accumulation. The increment of each decade was small. Throughout the seventeenth century Harvard received in money about seven thousand pounds, and during the eighteenth century, down to 1780, about thirty thousand pounds. Up to the beginning, therefore, of the last century, the amount received in money, both for capital account and for immediate expenditure, was hardly in excess of two hundred thousand dollars. In the great administration of Kirkland about four hundred thousand dollars were received. But even as late

as the year 1840 the productive property of the oldest and the wealthiest college which could be used for college purposes was only a hundred and fifty-six thousand dollars. It should be added that the University possessed almost four hundred thousand dollars for use in departments outside of the collegiate.

At the beginning of the fourth decade the total productive funds of Yale College were less than thirty thousand dollars. Against this sum were to be charged debts of about thirteen thousand. The total income of the funds of the year 1830 did not amount to three thousand dollars.

The entire receipts from all sources, including tuition, in the year 1831 were slightly less than twenty thousand dollars, and the expenses were slightly more. These conditions embodied the result of a hundred and thirty years of private beneficence, of public grant, and of constant and careful economy. Between its foundation and the year 1792 Yale received from the State of Connecticut twenty-four thousand dollars; in that year it received a grant of taxes which yielded forty thousand dollars. In 1816 and 1831 fifteen thousand dollars was paid by the State. The donations of individuals had not in their amount approached the sums given by the Commonwealth. In addition to books, Governor Yale had given goods which yielded four hundred pounds sterling; Dr. Daniel Lathrop, who died in 1782, made a bequest of five hundred pounds. Oliver Wolcott, who had been governor of the State, as well as his father and grandfather, gave two thousand dollars in 1807. A graduate of the Class of 1791 gave three thousand dollars at his death in 1814 through his will for the library, and Whitney, the inventor of the cotton gin,

of the Class of 1792, gave in 1822 five hundred dollars for purchasing books in mechanical and physical science. These and smaller sums given by Governor Saltonstall and Philip Livingston, represent the chief donations received by the College down to the year 1830.

At the same period, near the close of the third decade, the annual income of the permanent funds of Princeton was less than two thousand dollars; and the total resources of the College for the year were less than seven thousand.

Columbia College began its great career under hopeful pecuniary conditions, which presently, however, became clouded. After almost a century of existence its annual income from all sources was less than two thousand dollars, and its annual expenses more. Deficits were constant, and although absolutely small, were relatively large and always annoying. As late as the year 1850 its debt had grown to be sixty-eight thousand dollars.

Brown University had been in existence more than fifty years when its permanent funds amounted to thirty-one thousand dol lars. The progress in the next thirty years was more significant. In that period the College added about a hundred and seventy thousand dollars to its productive assets.

At the beginning of the decade in 1831 large additions were made to the productive funds of most colleges. The fourth decade was in its first years a period of great financial as well as of educational and ecclesiastical enthusiasm. The effect of the opening of the Erie Canal in 1825 in the development of material resources was becoming manifest. The value of the Mississippi Valley to the nation was beginning to be largely appreciated. The belief that steam could be used in navigation was passing into an assured conviction. The colleges were quick to take advantage of these inspiring conditions. At this time a hundred thousand dollars were raised through the labor and sacrifice on the part of many donors to the funds of Yale College. Princeton also made a large addition. Harvard received as a bequest from Christopher Gore, who died in 1829, a hundred thousand dollars. His beneficence to Harvard was the greatest of any benefactor up to the close of the first third of the nineteenth cen