covered from the great cataclysm, notwithstanding twenty years have elapsed, and a new generation has come on the scene. The University of Virginia is certainly now much better equipped for its work than ever before. Its thirteen schools of 1860 have expanded to nineteen; it possesses a chemical laboratory and a museum of natural history and geology of extraordinary value; its gifts, endowments, and appropriations are greater than at any former period; and it has just been provided with an endowed observatory, and a refracting telescope equal to any in this country and excelled by few in Europe. That its students are not as numerous as formerly, is due, in my opinion, to two causesthe one, perfectly just in itself and not to be regretted but in its effect, that other Southern States are building up their own institutions, and are educating for themselves the students whom Virginia formerly educated for them; in this they are wise, and are to be congratulated, and no lover of education would wish to see them take one step backward; the other cause is, I fear, not so creditable to our people as a whole, and here I include Virginia, as well as other Southern States; it is, that there is not as great desire for higher education as there once was; our people have been occupied with their material interests, and have starved their minds; young men are growing up all around us with a mere smattering of education, but as it is sufficient to enable them to enter upon an agricultural, manufacturing, mercantile, or commercial life, they are satisfied; education costs money and postpones the time for making money, and we are content to do without it. But "the three R's" will not suffice; the education given in our public schools is very desirable as far as it goes, and these schools should, by all means, be extended; but, if we are content to stop there, it will not answer; we can never rear a cultured community on the rudiments of learning; we can never take the position we once occupied in the statesmanship of this great country, nor even hold our own, if our higher institutions of learning are neglected.

The so-called "New South" has developed in many ways, has expanded prodigiously, from a material point of view, and has extended the blessings of elementary education to a much larger number than ever before. But I question seriously whether, in proportion to the population, there are as many young men now seeking a higher educa tion as there were in 1860.1 Some who write about the condition of education in the South previous to 1860 do not know what was the real condition of affairs. They do not reflect that the higher institutions of learning in each State, and the private schools preparatory to them, were generally well attended, and that the character of the liberal education supplied by them was in no whit inferior, if it was not supe

This view is expressed also in two thoughtful and well-written articles on "Education in the South," which appeared in the Nashville Christian Advocate of January 24 and 31, 1885, but the anonymous writer is rather pessimistic in regard to education not only in the South, but in the whole country.

rior, to what it is now. While we have broadened, we have not deepened. Lack of private means, doubtless, has had much to do with this, but as material interests have progressed, this lack is being gradually supplied. The caution which, it seems to me, is now most needed by the people of the South is not to let regard for material interests override consideration of intellectual growth. Mind must rule, and mind must have the opportunity of being developed to its highest capacity if we would keep pace with the intellectual progress of the world. Our higher institutions of learning must be cherished, not only supported from the public funds, but aided by private benefactions, and especially sustained by receiving for education the sons of all who can afford to send their sons to be educated. With much increased facilities for instruction, the colleges and universities should not lack students, for whom these facilities are provided. Higher education should be at least as highly appreciated now as it was by our fathers, or the result will inevitably be seen in the career of our sons. We can not afford to neglect the higher education, for, if we do, it will undoubtedly react upon the lower, and we shall stand before the world a half-educated people, regardless of our most important interests. Moreover, we can never contribute our share to the literature of the world unless we lay the foundation broad and deep. Writing novels and works in the negro dialect is not contributing to the highest forms of literature. Does any of this ephemeral literature, or all of it together, deserve to be placed beside the papers which emanated from the statesmen of the past, or the speeches with which the halls of legislation once resounded? Let us not deceive ourselves. Let us realize that the higher education must be maintained, and that we must take advantage of it if we would be an educated people; that there is a higher life than the mere material, and that making money is not the chief end of man.

This sketch of the way in which the University of Virginia is endeavoring to do its part towards securing that thoroughness in the higher education which is so essential to success, is offered as a contribution to the general educational work in this country, and especially as a plain description of one modest phase of that work.

CHAPTER XIV.

A BIBLIOGRAPHY1 OF THE HISTORY OF THE UNIVERSITY OF VIRGINIA.

BY THE EDITOR.

ORIGINAL SOURCES.

Memoir, Correspondence, etc., from the papers of Thomas Jefferson, edited by Thomas Jefferson Randolph. 4 volumes, Svo. Charlottesville, 1829.

The Writings of Thomas Jefferson, being his Autobiography, Correspondence, etc. Published by order of the Joint Committee of Congress on the Library. From the original manuscripts in the Department of State, edited by H. A. Washington. 9 volumes, 8vo. Washington, 1853-54.

The above are the best sources of information concerning the origin of Jefferson's educational ideas and his early plans for the development of a university in his native State. Here will be found his correspondence with M. Pictet upon the project of transferring the Geneva faculty to Virginia; also his letters to M. Dupont de Nemours, Dr. Priestley, Dr. Cooper, and many other gentlemen, whose advice Jefferson sought upon educational questions. In Jefferson's complete works will be found his Notes on Virginia, which contain valuable historical references to his first plans for transforming William and Mary College into a university, and to his original bills for the establishment of a system of public education.

The Writings of George Washington, edited by Jared Sparks. These contain the interesting correspondence between Washington and Jefferson respecting the project for a French-Swiss university in Virginia, a project which undoubtedly had great influence upon both of these Virginians in shaping their schemes for national and State education.

The writer had substantially completed this bibliography when that excellent bibliographical work appeared, the Bibliotheca Jeffersoniana: A List of Books Written by or Relating to Thomas Jefferson, by Hamilton Bullock Tompkins (New York and London: G. P. Putnam's Sons). 350 copies printed. The writer's purpose in the present Bibliography is educational, and specifically concerns the University of Virginia, but he gladly expresses his gratitude to Mr. Tompkins for so comprehensive and complete a Bibliotheca Jeffersoniana. Such collections of historical material with regard to other American statesmen would prove of great service to students and specialists.

The Writings of James Madison.

The third and fourth volumes of these writings are very important for an understanding of the historical and political significance of the University of Virginia. Madison was one of the original board of visitors and one of Jefferson's most valued advisers in the direction of the institution, especially in the matter of political education. He and Jefferson agreed upon and prescribed text-books upon the science of government. Both men wished to keep the University out of the hands of the Federalists.

Sundry Documents on the Subject of Public Education for the State of Virginia. Published by the President and Directors of the Literary Fund. Richmond, 1817.

With this invaluable publication the documentary history of the University of Virginia begins. It was the discovery and acquisition of this pamphlet of 78 pages in an antiquarian book-store at Baltimore which first led the writer to an interest in the educational history of Virginia. The collection of "Sundry Documents" was issued through the political influence of Cabell as a means of propaganda for the university idea, which, in the year 1817, first began to influence the Virginia Legislature. The collection contains Jefferson's bill for the more general diffusion of knowledge, proposed by the committee of revisers of the laws of Virginia, appointed by the General Assembly in the year 1776. This is the historical corner-stone of Jefferson's university. The writer has called particular attention to this bill in the preceding monograph. Note also Jefferson's original bill for amending the constitution of William and Mary College, which was to be the roof and crown of a system of popular education. The next great land-mark in the history of the University of Virginia is Jefferson's letter to Peter Carr, September 7, 1814. It represents a complete break from the idea of transforming William and Mary College into a State university, and takes a fresh departure in the proposed development of Albemarle Academy into a college or university. This letter, which contains Jefferson's educational platform, was published by Cabell in the Richmond Enquirer, and marks the first introduction of the new idea into the public mind. Then follow all the legislative documents, such as the report of the president and directors of the literary fund to the General Assembly in December, 1816, a report which marks the entrance of Jefferson's educational ideas into politics. The correspondence between Governor Nicholas and the leading educators of the country upon a system of public education for Virginia, and also Mercer's bill "for the establishment of primary schools, academies, colleges, and an university," are of considerable historical interest. All of these Sundry Documents have been digested in the preceding monograph. Although the pamphlet was printed by the managers of the literary fund and "distributed among the citizens of this Commonwealth" of Virginia, yet it is not likely to have survived in any considerable number of copies. Friends of education in Virginia who happen to own these "Sundry Documents," one of the primary sources of the higher educational history of that State, would do well to present the pamphlet to public libraries and institutions of learning for preservation.

Proceedings and Report of the Commissioners, for the University of Virginia, presented December 8, 1818. Richmond, 1818.

This document is quite as important as the one just mentioned, for it is the report of the Rockfish Gap Commission, which decided that the University of Virginia should be established upon the site of Jefferson's "Central College." The commission was a brilliant idea, first suggested to the Leg

islature by Mr. Cabell. It was appointed by the Governor, who favored Jefferson's project, from the senatorial districts of the State. Some of the best men in Virginia assembled at Rockfish Gap, a pass through the Blue Ridge to the Valley of Virginia, in August, 1818, and there came under the persuasive influence of Mr. Jefferson. He convinced the commission, by maps and ingenious diagrams, that, of all competitors for the University, the region of Charlottesville was nearest the geographical centre and nearest the centre of white population. The idea of centrality and the educational foundations already laid by Jefferson carried the day in opposition to Lexington and Staunton. Jefferson prepared a most elaborate report, containing his entire philosophy of education, from the primary school to the university. The original printed document has never come to the eye of the present writer, but he has found a printed copy in the Analectic Magazine, Vol. XIII, pp. 103-116, Philadelphia, 1819. To this magazine Jefferson's friend Dr. Cooper, the first professor in the University of Virginia, was a contributor. For example, see his review of Count Destutt Tracy's Political Economy, in the March number, 1819, pp. 177-191. The book was a translation from the French, which Jefferson had caused to be made and published. This Analectic Magazine was evidently one of the means of contemporary propaganda for Jefferson's ideas. The report of the Rockfish Gap Commission is also reprinted in the Early History of the University of Virginia, a valuable documentary collection described below.

Early History of the University of Virginia, as contained in the Letters of Thomas Jefferson and Joseph C. Cabell, hitherto unpublished, etc. Richmond: J. W. Randolph. 1856.

This is a documentary history of the University, and by far the most important work which has ever appeared upon the subject. The work contains Jefferson's extensive correspondence with Cabell, some of which "unpublished" material may also be found in Jefferson's Writings, with Cabell's name unfortunately omitted. The above volume contains also the published records of the trustees of Albemarle Academy, of the visitors of Central College, and to a limited extent of the visitors of the University of Virginia. Jefferson's most important educational reports and the early acts of legislation for the University are also to be found in this invaluable collection, for the use of which the writer is indebted to the courtesy of Professor B. L. Gildersleeve, formerly of the University of Virginia,

Session Acts of the Assembly of the State of Virginia.

These contain, in the most authentic form, the fundamental law and subsequent legislation of Virginia with respect to her University. The legal regulations of the institution and the various appropriations made from time to time for its benefit, are all recorded here, and are indexed under the head of 66 University."

Codes of the State of Virginia.

The various codified editions of the statutes of Virginia afford the student a convenient résumé of the permanent law affecting the University and the interests of higher education.

The Annual Reports of the Board of Visitors, published by the State of Virginia.

Sets may be found in Richmond and in the library of the University.

Catalogues of the University of Virginia.

A bound set, from the first session in 1825 down to the present, is preserved in the University library.