Colonial education and colonial science were likewise chiefly indebted to London, but by 1751 Franklin's papers on electricity began to repay the loan. A university club in New York in 1745 could have had but fifteen members at most, for these were all the "academics" in town. Yet Harvard had then been sending forth her graduates for more than a century. William and Mary was founded in 1693, Yale in 1701, Princeton in 1746, King's (now Columbia) in 1754, the University of Pennsylvania in 1755, and Brown in 1764. These colonial colleges were mainly in the hands of clergymen. They tended to reproduce a type of scholarship based upon the ancient languages. The curriculum varied but little in the different colonies, and this fact helped to produce a feeling of fellowship among all members of the republic of letters. The men who debated the Stamp Act were, with a few striking exceptions, men trained in Latin and Greek, familiar with the great outlines of human history, accustomed to the discipline of academic disputation. They knew the ideas and the vocabulary of cultivated Europe and were conscious of no provincial inferiority. In the study of the physical sciences, likewise, the colonials were but little behind the mother country. The Royal Society had its distinguished members here. The Mathers, the Dudleys, John Winthrop of Connecticut, John Bartram, James Logan, James Godfrey, Cadwallader Colden, and above all, Franklin himself, were winning the respect of European students, and were teaching Americans to use their eyes and their minds not merely upon the records of the past but in searching out the inexhaustible meanings of the present. There is no more fascinating story than that of the beginnings of American science in and outside of the colleges, and this movement, like the influence of journalism and of the higher education, counted for colonial union.