was not until 1872 that coeducation was introduced there by President White, formerly of the University of Michigan.

The State Universities and other institutions have imitated one another until now they are in most respects very much alike. Nor can any sharp distinction be drawn between them on the grounds that one class is supported by the State and the other by endowments and tuition. Cornell University, for instance, receives the Federal and State funds for agriculture and mechanic arts and is a State University in type though on a private foundation. The University of Michigan, which is here used as a type of the State University, did not receive a penny from the State until 1867, fifty years after its foundation. On the other hand, the appropriations of the General Court of Massachusetts to Harvard College from its founding in 1636 to 1786 reached a total of $115,797, an amount equal to half a million dollars at the present time.

CHAPTER XIII

CATHOLIC EDUCATION IN AMERICA

The greatest religious fact in the United States today is the Catholic School System, maintained without any aid except from the people who love it. — Archbishop Spalding.

A SEPARATE chapter in this survey of American education must be devoted to the training carried on by the Roman Catholic Church, for its history has been distinct and its course of development in one respect the opposite from that of the rest of the country. Most American colleges were started under the auspices of some particular religious denomination. Those that were Protestant, however, have in the majority of cases become free from church control and usually retain little to distinguish them from those of other sects or from government institutions. The elementary and secondary education of Protestant children is now almost wholly carried on by public schools or by private institutions having no sectarian affiliations. But while this change has taken place the Roman

Catholics have been developing in the last fifty years an independent school system of their own, entirely under ecclesiastical control and covering all grades from the kindergarten to the university and professional schools.

The Catholic population of the United States, scanty at first, has been largely increased by annexation and by immigration. When Father Jogues, the illustrious French Jesuit of Canada, visited Manhattan Island in 1644, he found only two Catholics-an Irishman and a Portuguese woman. In 1789, when the hierarchy was constituted in the United States by the consecration of the Right Reverend John Carroll as Bishop of the See of Baltimore, there were about 15,800 Catholics in Maryland, 7,000 in Pennsylvania, and a few thousand scattered among the other States. But the territories subsequently annexed — Florida, Louisiana, Texas, Arizona, New Mexico, California, Porto Rico, and the Philippines were Catholic in so far as they had been settled or christianized at all. Of the immigrants who poured into the country in a swelling stream up to the outbreak of the Great War the Irish, Germans, Poles, Italians, Czechs, Croats, and Lithuanians were largely Catholic. In 1919, according to the

Official Catholic Directory, the Catholic population of the United States numbered 17,549,324.

Catholic education in America antedates Protestant. Before schools were opened in New England, the Franciscans had missions in Florida and New Mexico. The Florida church dates back to 1565, almost to the time of the Council of Trent. By 1634 there were 35 Franciscan priests conducting 44 missions, with 30,000 Indian converts, some of whom were taught reading and writing. There is some record of a classical school for Spanish children at St. Augustine as early as 1606. But the Apalachees went on the warpath in 1703 and wiped out the missions. In 1736 Bishop Tejada reopened the seminary at St. Augustine, but again there came Indian wars, and at the time when Florida was annexed by the United States there was little left of the Catholic colony.

The Indians of New Mexico were of a more tractable type than those in Florida. They were already settled in pueblos when the white man entered and had developed simple forms of agriculture and domestic arts. With the expedition of Don Juan de Oñate in 1598 into what is now the State of New Mexico went several Franciscan friars. Others followed, settling in the pueblos

and teaching the natives to sing and to pray and to work. Under such direction they developed not a little skill at brickmaking and carpentry, and built their own churches with curiously carved roofs and painted walls. By 1630 missions had been established in 90 pueblos comprising a population of 60,000. There were fifty Franciscans in New Mexico, and many of their convents had schools attached where the sacristan of the church served as schoolmaster. But in 1680 the Indians revolted, determined to root out the Spanish civilization. They massacred the friars and demolished the churches and schools. Ten years later there was not a Spaniard left within the limits of

New Mexico.

In the north the Catholic missionaries were no less courageous and enterprising. As early as 1635 the Jesuits at Quebec had founded a college which the great Bishop Laval a few years later declared to be almost the equal of similar institutions in France. Soon other schools followed, among which the Ursuline convent was particularly noteworthy for devotion and efficiency. Laval sought to civilize the Indians by educating their children with those of the French. With this end in view he founded the Quebec Seminary in 1663. Besides