In Canada there is a University of Bishop's College, a title that to us seems strange, but one that is logical and correct, for the university of a college is a college that has the power of a university, that is, a college that confers academic degrees. The university has no etymological connotation of universality of instruction; it is emphatically not a place where everything is taught; it does not necessarily include several faculties: it is merely a corporation whose function is the fostering of learning and the granting of degrees; it is a literary corporation, universitas litteraria; it can confer any degree whatsoever, and many a university has created doctors of law and divinity that has never given instruction in such subjects. The college was a guild of learned men who lived together for mutual convenience. The instruction in the university was given by professors and ordinarily through lectures; strictly speaking a college could not have a professor, for the professor was a public teacher like a preacher. But the university might do no teaching whatever, as is the case with the Royal University of Ireland at present and of London University at one time. It is interesting to note that Harvard from the earliest times has been described indifferently as a university and a college. It was a university because it granted degrees, although its corporate name was the President and Fellows of Harvard College.

With the growth of the country, new educational foundations were rapidly established; but, instead of organizing on the English model, the corporation that owned the property and was clothed with the government of the college was often called a Board of Trustees, as the fiduciary character was most prominent in the public mind. Just as in medieval times the legal college was the corporation made up of head and fellows, so the legal entity in America was known as the "Board." These trustees constituted in effect as well as in law a university, for they alone had the power of conferring degrees.

The measure of control actually exercised by such boards varied from a merely nominal ascendancy, such as is said to exist at present at Oberlin College, to a detailed and minute oversight that left little independence to the faculty.

The college in the United States was primarily a studium generale, that is, a place open to all qualified students, and general and not local in respect to their place of residence and their studies. The first and foremost need was a seminary for providing a supply of adequately trained clergy, and, as at Oxford, no special theological instruction was given elsewhere. Teaching was a privilege of the Church, and the education desirable for clergymen did not differ materially from that suitable for future teachers. But, as society developed, preparation for other professions became necessary. The training of future lawyers and physicians was at first irregular: one learned his trade by practicing it in a lawyer's or physician's office and by following his preceptor on his rounds; and soon this was supplemented by a brief course of lectures in schools that were independent and were unconnected with colleges. For many years the college confined itself to a course of study that was general in its nature and whose end was literary and philosophical culture. It was thought, strangely enough, that the future lawyer, minister, or doctor should be trained in polite learning, and that the future professional man should be first of all an educated gentleman: the preparation was aristocratic because the learned professions constituted an intellectual aristocracy.

The internal government of the college was very simple. The students pursued the same curriculum that was minutely prescribed for all, and they never exceeded a few hundreds in number. Consequently they were known personally to one another and to the members of the teaching force. The faculty was small, counting

anywhere from two to a dozen members. The president was the father of the students and elder brother of the professors, and exercised parental discipline. The little business that came before the faculty was simple and speedily transacted. There was no problem of internal government any more than there was in the average private family. Indeed the chief burden of both president and faculty was the begging of money and winning of friends and supporters for a struggling institution.

Meanwhile, as time went on, the colleges began to grow in the numbers of faculty and students and new types of instruction were introduced in subjects previously excluded from the early curriculum. And with the introduction of new subjects and new men to teach them the unity of the faculty was threatened. No longer had all professors been subjected to identical intellectual influences. No longer was it possible for the faculty to be of one mind in regard to collegiate problems that were continually emerging as the variations in the students' intellectual condition and in their future vocations became more and more apparent. The classics, mathematics, and Scotch metaphysics, with what was called natural philosophy, no longer satisfied students nor commanded the support of the entire faculty. Hebrew was the first to go; then there was the long contest between the ancient classics and natural science, followed by the aggressiveness of the historians, economists, and sociologists. The college curriculum was progressively broadened; and finally anything that anyone wished to study or to teach that did not fit into a professional curriculum was added to the educational menu. During this period of development the faculty continued to conduct the internal government, and even if the routine administration was given over to committees, the faculty held the committees responsible to itself, as it also was responsible to the "Board." The family was large, yet settled its own family quarrels.

In various parts of the country, especially beyond New England, the name university came into use as new establishments were erected. Without doubt, the term university was regarded as having greater significance than that of college, and not a few of the new academies were called universities in the hope that in time they would become strong and dignified foundations. But another principle was at work that probably can be traced back to continental and especially French influence. This was manifested particularly by Thomas Jefferson and the University of Virginia. It is not an accident that the influence of the Old Dominion on the West and Northwest should be shown in educational as well as in other policies. The Scotch-Irish stock regarded rather the Scotch universities than the English foundations as precursors, and the Scotch universities resembled the universities of the continent of Europe to a greater degree than did Oxford and Cambridge. The fully developed continental university had at least four faculties -the superior faculties of Theology, regina scientiarum, Law, and Medicine; and the inferior faculty of Arts or Philosophy. The Arts faculty was inferior because it was "below" the others in point of time so far as the student was concerned; in our academic jargon, graduation by the Arts faculty was a prerequisite to admission to instruction by a superior faculty. This conception of a university as an institution containing more than one faculty spread rapidly; and little by little the independent schools of Law and Medicine were attached to universities, at first by a merely nominal bond, for the degree was conferred by the university; but in all other respects the professional schools were independent, and (this is most important) had no claim on the university funds. The foundation of new state universities and colleges under the Morrill Act of 1862 gave a great impetus to this movement. The Morrill Act placed Agriculture and Mechanic Arts in the first rank of

importance, and many of the new institutions found themselves at the start confronted with the task of providing for two different classes of students, namely, the agriculturists and the college students of the old order. Too often the problem was solved by ignoring the agriculturists, but their influence was so strong and their cause so just that in time their interests received due consideration. The university faculty was composed of people with little intellectual sympathy and understanding with one another. In the larger universities there was not only the strife between the agriculturists and the "artists," but Engineering, Architecture, Mathematics, Law, Medicine, Music, Fine Arts, Commerce, and even Theology were represented by their ardent partisans, all convinced of the importance, nay the supremacy of their subjects, and all determined that adequate financial support should be provided for them in the division of spoils. The ultimate governing board for these new universities was usually called by the name of Regents, for in the medieval university the government resided in the regent masters of arts, that is, in those who were resident and teaching in the university in distinction from the nonresident masters. The University of Michigan had adopted this title for its governing board long before the foundation of the state institutions under the Morrill Act, and not only in this but in many other ways its influence on higher education in the West has been profound.

The problem of internal government had now become complex. How could the professor of Sanskrit, the professor of Music, and the professor of Veterinary Science be expected to agree in matters of educational policy? And to what extent should the professor of Hebrew dictate the method and conditions of teaching Domestic Science, and how far may the professor of Engineering go in controlling the professor of Medicine? Whatever unity was possible in the university as a whole was found