These institutions of learning are not results of accident, or accretions of church reverences and purposes, like the great universities of older lands. Most of them were founded and have been maintained by the people at large, and these, until recent times, were very poor. They are testimonials to the level-head and tenacity of purpose of the American people. Says President Gilman, of Johns Hopkins University: “That tenacity of purpose with which a few settlers in the wilderness held on to the idea of a liberal education, in spite of their scanty crops and scantier libraries, their wide separation from the old-world seats of learning, and their lack of professional teachers, is one of the noblest of many noble traits possessed by our forefathers, who were never so weary or so poor that they could not keep alive the altar-fires in the temples of religion and of learning. Their primitive foundations did not depend on royal bounty or on feudal liens; they were supported by free-will offerings from men and women in moderate circumstances, by the minister’s savings and the widow’s portion. It is only within the present generation that large donations have reached their coffers. The good and the bad we inherit in our collegiate systems were alike developed in the straitened school of necessity. “The founders of the original colleges were not only high-minded and self-sacrificing, but they were devoted to an ideal. They believed in the doctrine that intellectual power is worth more than intellectual acquisitions; that an education of all the mental faculties is better for the happiness of individual scholars and for the advancement of the community than a narrow training for a special pursuit. Accordingly, their educational system did not begin with professional seminaries, for the special training of any one class, but with schools of general culture, colleges of the liberal arts, as good as could be made with their resources and in that age. Instead of an academic staff made up of those who professed to teach some special branch of knowledge, these colleges had a master and fellows (or tutors), men who were fit to teach others those rudiments of higher learning in which they had themselves been taught. Moreover, as years rolled on, instead of concentrating personal and pecuniary support upon a few of the oldest and most promising foundations, far-sighted men built up in every portion of the land colleges corresponding in their principal features with the original foundations, and depending for maintenance on the beneficence of individuals.