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NOV I 1919
THE UNIVERSITY OF THE
STATE OF NEW YORK AND
ITS FRENCH INSPIRATION
By Charles Beatty Alexander, LL.D., Litt.D., a Regent
of the University of the State of New York. An
address delivered at the Luncheon Given in Honor of
Monsieur André Tardieu, French High Commissioner
to the United States, by the French Institute in the
United States on the 6th of April, 1918, at the
Ritz-Carlton Hotel, New York
THE UNIVERSITY OF THE STATE OF NEW YORK
I919
THE UNIVERSITY OF THE STATE OF NEW
YORK AND ITS FRENCH INSPIRATION
Mr Chairman, Mr President, Your Excellencies, Ladies and
Gentlemen: I am instructed to present to you the following resolu-
tion adopted on the 28th of March last by the Regents of the Uni-
versity of the State of New York, and I am much honored in
conveying this message to you:
" It having come to the knowledge of the Board of Regents that
the French Institute in the United States, lately chartered by the
University, is giving a luncheon on the 6th of April in the City of
New York in honor of Monsieur André Tardieu, French High Com-
missioner to the United States, and that an invitation has been kindly
extended to the Regents to be present, it was voted that the Regents
desire to express their gratification that Monsieur Tardieu is to be
received and entertained by one of the institutions of the University,
and that they authorize Regent Alexander, who has announced that
he intends to be present, and who has been asked to speak on that
occasion by the Institute, to convey to Monsieur Tardieu a welcome
on behalf of the University, and an expression to the Institute of the
satisfaction of the Regents."
The University desires also to welcome Sir Henry Babbington
Smith, K.C.B., C.S.I., Minister Plenipotentiary, Assistant Commis-
sioner for Great Britain, representing Lord Reading, who comes to
us from a nation bound to us by an ancestral language, reverence for
the common law, and love of liberty.
The University rejoices to see the representatives of Italy present.
America has looked upon all of the magnificent fighting, which seems
to have been done by supermen, on the heights of the Alps for the
last three years.
As you all know, the Regents are the governing body of the Uni-
versity of the State of New York. This university, unique in its
organization and methods of work, is not an educational super-
structure; it is not a teaching institution. It is the embodiment of
the educational agencies of the commonwealth, the incorporated
intelligence and the assimilating bond of its elemnets, and a state
department of education, with certain large legislative powers and
legal functions in regard to state educational policies and laws. Its
R 39r-Ag 19-2500
Ro-classed
4
province is the entire range of public education. It embraces the
membership and the work of the public schools, academies, colleges,
professional and technical schools, universities, libraries and
museums. It provides opportunity for cooperation and understand-
ing among its members while diminishing or adjudicating occasions
of friction and conflict; adapts educational policy to varying needs;
and indicates and provides a continuity of knowledge. It accumu-
lates books, and manuscripts, supervises the public archives, collects
valuable natural objects, and may prosecute scientific work directly
on behalf of the State; grants all educational charters in the State,
confers honorary degrees, establishes examinations, and bestows
certificates, diplomas and degrees; admits to certain professions
and occupations, and regulates the certification of public account-
ants and nurses. It apportions state educational funds. It fosters
all forms of cultural work; recognizes local associations of an edu-
cational character, distributes printed matter, encourages civic im-
provement work-in fact, does everything it can to stimulate the
intellectual life of the people. Its annual convocation for the
consideration of important educational matters enjoys a notable
reputation. This occasion convenes not only the Regents and
officers of its institutions, but also many eminent educators from
outside the State who are cordially welcomed and share fully in
all discussions. Its proceedings, issued annually, are of much
value to educational libraries.
The State does not exercise a complete monopoly of education.
Private institutions exist, subject to no public authority, which do
good work. But it is the policy of the State to bring all chartered
educational institutions into the University and, while allowing them
virtually complete self-government in internal administration, to
hold them accountable for the proper performance of their duties.
These chartered institutions are subject to the inspection of the
Regents, who may require annual reports of them.
The power of granting educational charters has always been
conservatively exercised, the Regents insisting that the body to be
incorporated shall be composed of people of the highest character,
that the object shall be a highly educational one, as distinguished
from commercial, and that the institution shall be of a kind which
will guarantee a wise management and a stable existence. The
conditions they believe to be amply fulfilled in the case of the
French Institute.
It is a matter of interest to the Regents to learn among other
things that the president of this institute is the great-grandson of
5
John Lawrance, who was one of the early Regents of the Univer-
sity. Incidentally, as judge advocate of the continental army, he
officiated in the court that tried Major André. While thus refer-
ring to the president, let me say that while I know that there are
many reasons for his deep and persistent interest in France, yet
I can not, as a vice president of the Society of the Cincinnati, refrain
from hoping and believing that he has been greatly inspired in his
interest in French art and letters in this country by his membership
in that society, with its magnificent record of the mutual service
performed by its original members and that gallant body of French
officers who came to the rescue of this country in the War of the
Revolution.
It is also a matter of great interest, when we are united with our
traditional ally in a war for the freedom of the world, that the
French Institute should be one of those chartered by the Regents,
thus forming a part of the University; for the parent institution,
the University of the State of New York, apparently derived much
of its inspiration from French sources and from early lovers of
France.
The historic University of the State of New York was founded
immediately after the achievement of American independence. In
January 1784, two months after the British left New York,
Governor George Clinton embodied in his message to the Legis-
lature an earnest recommendation for the encouragement of edu-
cation. The matter was taken up by the Legislature and James
Duane brought in a bill entitled, "An act for establishing a univer-
sity within this State.” Nothing definite is known of the origin of
this idea of a university nor of the provisions of the bill. The
friends and governors of King's College, within and without the
Legislature, immediately made a determined and successful effort
to revive that institution and make it the head of a university
system. Thus there was created by act, May 1, 1784, a corporation
designated as “The Regents of the University of the State of New
York" in which were vested all the former rights, privileges and
immunities of the government of King's College — thereafter
Columbia College and now Columbia University -- together with
the power to found and endow schools and colleges throughout the
State. While it was in a certain sense a state department of edu-
cation, it also included all the chartered, teaching institutions of
academic and collegiate rank; it was in form a private corporation.
Aristocratic ideas of education had prevailed in the establishment
of King's College and the leaders of 1784 were too much in
6
sympathy with the spirit of conservatism to have much faith in the
radical innovations such as were proposed by educational reformers
in the France of their time. Yet the law of May 1, 1784, was a
compromise, for there was a strong democratic element in favor
of a state system not centered around the old college, but identified
with state life and controlled by the people. These opponents, who
represented the popular party of the American Revolution and who
later had French sympathies, adopted the new philosophy of free-
dom and self-government in church and state, and favored positive
and practical education--the kind which would best fit men for
service in the state.
In November 1784 the control of Columbia was strengthened by
an amendment to the law. Able men worked for Columbia, such as
James Duane, the first mayor of the city of New York, Alexander
Hamilton and John Jay. They preferred centralization in the estab-
lished corporation rather than a new and problematical university
controlled by the communities of the State. The laudable ambition
of Columbia men seemed to them to accord with expediency.
The Regents, during the first three years of their being, confined
their activities to those of trustees of Columbia College. The gen-
eral educational interests of the State suffered and there was dis-
satisfaction. The popular opposition found a leader in the Legis-
lature in Ezra L'Hommedieu of Suffolk county, who was also a
member of the Board of Regents. In 1786 he fathered a copyright
law which had a rider permitting the establishment of an academy.
This, the first academy incorporated by the Regents, marked the
successful beginning of a wide movement for such institutions, and
a growing menace to the then predominance of Columbia.
The split came in the Legislature of 1787, over the granting of a
charter to an academy which had applied to the Legislature rather
than to the University. L'Hommedieu seized the opportunity to
prepare a bill to reorganize the University upon a broader basis.
He became the champion of the interests of the State as a whole --
of a widely spread education that should serve local needs while
unified in a state system. The Regents saw the need of reform.
In February 1787 Hamilton proposed a bill which had as its prin-
cipal object the improvement of the condition of Columbia. Hamil-
ton's committee appears to have ignored the academies and schools
until L'Hommedieu's activity began. Hamilton favored a more
effectual working of the existing acts, L'Hommedieu, a new and
broader foundation. It seemed that neither side could prevail and
both appeared willing to compromise. An arbitration committee
7
was appointed by the Regents, opportune concessions were made by
Columbia, the two parties united, and a law, satisfactory on the
whole, was framed, and was passed by the Legislature. The Regents
were reorganized. Their general powers were continued, but the
property and the direct management of the affairs of Columbia
College were restored to a local board of trustees. The essential
features of this system remained the same for more than a hundred
years. In 1895, the Regents became a constitutional body under the
name of “The University of the State of New York.”
The founders of the University may have supposed that the
Regents would have the oversight of all the school interests of the
State, but the Regents did not press any claims for their own con-
trol of the common schools so that for a time two state educational
systems, one in control of academic and higher education and the
other in control of common schools, resulted. The Regents' con-
trol would have produced early a symmetrical and coordinated
system of education, from the lowest to the highest grades, with
unified administration and supervision, but it was only after nearly
a century of contention that the two systems were united under the
Board of Regents in 1904.
Thus it was that in New York City this University had its origin;
and thus also that early dissension displaced Columbia as the head
of the system and resulted in the establishment of a University
which became the mother, not of students, but of corporations - of
universities, colleges, academies, schools, libraries, museums, scien-
tific associations, and other educational agencies.
The following is a statement of the work of the University:
0
.
.
0
.
3 734 106
8 125
.
.
SCHOOLS
ATTENDANCE NET PROPERTY
Common elementary schools..
I 454 514
$202 922 359
Special elementary schools..
940
Common high schools.
171 263
41 817 557
Special high schools.
4152
2 578 652
Academies.
53 461
32 559 445
Normal schools.
3 261 681
Teachers training classes and schools.
4 422
Universities, colleges, professional schools and
other higher institutions..
56 116
173 041 375
Private schools of all grades, exclusive of
academies as enumerated above, as shown
by reports and best available information
(estimated)
275 000
Indian schools.
842
33 500
Evening schools
Evening vocational schools..
Trades and vocational schools.
173 878
27 688
17 861
.
.
2 750 168
2 248 262
$462 698 843
8
The total number of University scholarship holders in the State
is 3000.
The total number of Cornell scholarship holders in the State is 600.
Three hundred and fifty-six (356) holders of University scholar-
ships are also holders of the state scholarship in Cornell University.
In three of the colleges of the State - The College of the City
of New York, Hunter College, and the State College for Teachers
the tuition is free. To this extent all the students in these col-
leges may be said to be enjoying scholarships.
Nearly 600 libraries and museums are registered with the Uni-
versity, enjoying the benefits of educational extension work and
the resources and services of the great State Library and the mag-
nificent State Museum at Albany. The University embraces also
many institutions and associations devoted to science, literature, art,
history and other subjects.
The University has often been called imperial in character, an
analogy being drawn between its system and that of Great Britain
and her colonies. There is a persistent tradition that it was con-
ceived and founded by Alexander Hamilton, and the great reputa-
tion of that statesman for plans of a profound and imperial nature
has led many to lend a willing ear to the tradition. Hamilton's
share in the definitive reorganization, so far as university and col-
lege education is concerned, was undoubtedly large; but the pro-
visions for academies and colleges throughout the State - the care
of local educational interests — are chiefly due to Ezra L'Homme-
dieu. Neither appears to have been active in the passage of the
original law of 1784. Hamilton was not then a member of the
Legislature. In the reorganized system of 1787, both were active
and were advocates of riyal bills. A compromise resulted and it
can not be truthfully said that either, or even both together were
the sole authors of the educational system, which had assumed
many of its permanent features in the earlier legislation. The
University has a manifold authorship.
It is to France that we owe the conception and the best features
of our educational system. It was idealistic France, the France of
the encyclopedists and the Revolution, that furnished the inspiration
of the new educational ideas. France was awakening to new life
during the latter half of the eighteenth century and was casting off
the shackles of medievalism which fettered the world. Educational
revolution was but a part of the same awakening which found
expression in the growth of science and in political upheaval. The
educational revolution in France quite significantly preceded the
9
political. This liberal movement in France, based on naturalism,
harked back to the ideals of ancient Greece and Rome. Greek ideals
of the physical, mental and political virtues were revived and the
idea of the imperial organization of old Rome. Rousseau and his
followers opposed arbitrary authority and favored the seculariza-
tion of schools. In education, freedom of thought, state control and
a centralized form of administration were advocated. The reaction
against clericalism enthroned the state. In the secularization of
learning and the revival of state education, France achieved a great
triumph. The medieval University of Paris was the parent and
model of the chief universities of Great Britain and Germany. Its
early tendency toward centralization grew. Though educational
matters in France were in a state of ferment and revolution for
some fifty years - until Napoleon established his university in 1808
the new current of thought flowed from France to the world,
and prevented ecclesiastical and aristocratic dominance in the
establishment of the University of the State of New York.
The political leaders of the American Revolution were close
students of the new French philosophy. The New York constitu-
tion of 1777 shows the influence of French thought in its conception
of the state. The similarity of the French' plans for national edu-
cation and those of the new American states leaves no doubt that
the French schemes had been carefully studied. Nor is there lack-
ing evidence of particular and concrete influences. The two great
Americans most conspicuously in sympathy with French philosophy,
Jefferson and Franklin, both planned systems of education according
to the French ideas. Franklin wrote from France to friends in
New York about educational matters. John Jay returned from
Paris to New York in 1784, expressing French educational ideas.
French sympathy and alliance in the American Revolution brought
more than material support. After Yorktown, Rochambeau and his
army waited in this country the final decision of peace. Among the
many addresses which he then received from legislatures, institu-
tions of learning, etc., was one from the ancient College of William
and Mary, at Williamsburg, Virginia, where he had established his
headquarters: "Among the many substantial advantages which this
country has already derived and which must ever continue to flow
from its connection with France, we are persuaded that the improve-
ment of useful knowledge will not be the least. A number of dis-
tinguished characters in your army afford us the happiest presage
that science as well as liberty will acquire vigor from the fostering
hand of your nation.”
IO
Following the Revolutionary War, and growing out of our French
alliance, a remarkable attempt was made to establish in the United
States a grand system of higher education. The projector was a
veteran of the war, the Chevalier Quesnay de Beaurepaire, grandson
of the famous French philosopher and economist, Doctor Quesnay,
who was court physician to Louis XV. He planned to found in
Richmond, the new capital of Virginia, an academy of the arts and
sciences. This institution was to be national and international,
with branch academies in Baltimore, Philadelphia and New York,
and affiliations with the royal societies of London, Paris and Brus-
sels, and other learned bodies of Europe. The best talent of the
Old and New World was to be enlisted in its service. The academy
was to teach the youth of America, to form scientific commissions,
to investigate our natural resources and products, to communicate
to Europe a knowledge of America, etc.; it was to issue its proceed-
ings yearly, from its own press in Paris, and to distribute such
publications to the learned societies of Europe. Quesnay conducted
a diligent propaganda in Virginia and other states and secured the
approval and support of many distinguished men. The foundation
of the academy was laid in Richmond, June 24, 1786. Having
organized his academy, Quesnay returned to Paris and set to work
actively in the interest of his grand project for the intellectual union
of France and America. He gained the favor of men of the most
cultured taste and of the highest rank in France. His list of
“foreign associates” comprises the most distinguished French
names in art, science, literature and politics: Beaumarchais, secre-
tary to the king; Malesherbes, minister of state; the Comte de La
Luzerne, minister and secretary of state; the Marquis de La
Luzerne, royal ambassador to Great Britain; the Marquis de
La Fayette, then a marshal of the armies of the king; the Abbé
de Bevi, historiographer of France; Condorcet, secretary of the
Royal Academy of Science; Dacier, secretary of the Royal Academy
of Art; Houdon, the sculptor; the Marquis de Montalembert; the
Duc de La Rochefoucauld; Vernet; and many others. Supported
largely by French capital, strengthened by French prestige, by lit-
erary, scientific and artistic associations with Paris, the intellectual
capital of the world, the Academy of the United States of America
at Richmond might have become a center of a higher education.
But circumstances were against it. France, on the eve of revolution,
was in no condition to foster an educational system in the United
States. Jefferson, the first conspicuous advocate in this country of
II
centralization in university education, was living in France from
1784 to 1789 and knew and favored Quesnay's project. His ideas,
stimulated by such suggestions, found later expression in the estab-
lishment of the University of Virginia, which is his immortal
monument.
The comprehensive plan of Quesnay may have had a decided
influence upon the system adopted by New York. He visited here
about the time of the establishment of 1784 and secured for his
project the approval and support of many distinguished and influen-
tial men, among them being Governor Clinton, Mayor Duane, and
the Livingstons — the very men who were then considering and
debating the problem of a general system of education for New
York.
It has been seen that, upon the reorganization of the University in
1787, the man who was the most conspicuous advocate of the
broader, and now dominant, educational ideas, was not Hamilton,
but L'Hommedieu. The latter was the descendant of Benjamin
L'Hommedieu, a Huguenot, who came to New York from Rochelle,
France, after the revocation of the edict of Nantes, and settled in
Southold, Long Island. Ezra L'Hommedieu was graduated from
Yale in 1754 and completed his education by travel and study in
France. A portrait of him, in the possession of the Regents, shows
a fine classic head and vivacious and intelligent expression. It can
readily be seen how the French blood and training of L'Hommedieu
may have influenced the organization of the University.
I am, however, much tempted to feel that the real father of the
University was William Livingston, the scholar, the vigorous writer,
the cultured and able lawyer, and the brilliant and versatile New
Yorker, who afterwards became governor of New Jersey. He was
an early exponent of revolutionary ideas in New York and a
determined opponent of the founding of King's College under the
domination of the Church influence. He wrote with the fervor of
the French reformers of that period about the divinity of
and the bane of ecclesiasticism. His arguments contain the germ
of the whole modern educational reform. He was an ardent student
of Montesquieu, and his words, like those of the French philosopher,
revive the Hellenistic spirit as the source of new educational inspira-
tion an education free from all traditional bondage, organized
upon state foundations, and which seeks a knowledge positive and
practical rather than scholastic. His plan for the proposed college
contained several provisions which, ignored in its establishment,
reason
I2
were triumphant later in the organization of the University. The
chief practical features of his plan, some of which strongly resemble
French schemes, won a triumph in the final establishment of the
University. There can be little doubt that the founders of the Uni-
versity were familiar with his plans. His distinguished family con-
nections assured an added influence. Henry Brockholst Livingston,
one of the first Regents, was his son; John Jay married his eldest
daughter; Chancellor Robert R. Livingston was a cousin.
Further evidence of the comprehensive and imperial character of
French ideas of education and of the influence which such ideas
must have exerted in the United States is found in the plans of
Dupont de Nemours, the distinguished French economist and philos-
opher, and the ancestor of our eminent family of that name. A
friend of Turgot, he was of that group of French economists who
tried, by economic measures, to avert the French Revolution. A
member of the Assemblée des Notables and an influential writer
upon social and philosophical subjects, he was one of the best
examples of educated men under the old regime. Before the French
Revolution he had made the acquaintance of Jefferson in Paris.
He came to this country, visited Jefferson in Philadelphia, and
interested himself in education in the United States. At the behest
of Jefferson, he wrote a treatise on "National Education in the
United States " which set forth a plan for a general system of
popular education for the whole country. His university idea
included not only the higher but also secondary and primary educa-
tion; in fact his plan embraced the whole educational field and was
described as the University of North America. Intentionally he
broke away from the historic constitution of universities; but he
considered that America and European countries required a national
system of education, beginning with the common schools and cul-
minating in special, professional and technical institutions. He pro-
posed that the city of Washington should be made the educational
as well as the political capital. Here his brilliant imagination pic-
tured and planned a magnificent palace of education, dedicated to
the enduring progress and enlightenment of the American people.
It is interesting to note that one of his family is today one of those
much interested in this French Institute. I allude to General T.
Coleman du Pont.
The idea developed by Dupont de Nemours was not peculiar to
him. It originated in the schools of Paris, the oldest university in
Europe. The thought of state education was abroad in the land.
13
George Washington's scheme for a national university, to be estab-
lished at the capital, was generally known. He had announced it to
Congress and had provided for it in his will. But such schemes
were too grand for the new republic with its feeble national life.
It may be that the magnificent palace dedicated to education
which has been erected by the State of New York in Albany is a
realization of the dreams and visions of Quesnay and Dupont de
Nemours, but I venture to suggest that those dreams and visions
will be more completely fulfilled when the magnificent new building
of the French Institute to house its collections and as a place for
the association of its members has been completed in the City of
New York.
In 1808, the Emperor Napoleon founded a University of France,
comprising a system of secondary schools, and university centers,
each with its local government, in the chief towns. This university
absorbed and controlled the entire educational system of France.
It was substantially the New York plan, carried out by a ruler with
supreme power and resources and under different national circum-
stances. That there were many opportunities for an interchange
of ideas and the exercise of mutual influences is indicated in many
ways. Quesnay's plan provided a “committee of correspondence, ”
formed at Paris and charged with the international work of the
Academy. A councillor of this committee, Fourcroy, was the
adviser of Napoleon in the establishment of his university. And
Condorcet, whose plan for a national system of education con-
tains most of the modern reforms, was one of the “ foreign asso-
ciates," as were La Fayette and Jefferson -- then minister at Paris.
Thus there were men who had an early and intimate knowledge of
educational affairs in America, It is sometimes suggested that
Napoleon obtained and made good use of the charter of the Uni-
versity of the State of New York. Unfortunately proof is lacking.
What a source of gratification it would be if some day one of our
students delving in the archives of France were to discover the
material which would prove the truth of that which is now only
a supposition. Certain it is, however, that if France gave New
York the ideal of a symmetrical state system of secular education,
New York in turn, in its comprehensive university corporation, was
the precursor of France in giving practical form to such a system.
During a century and more of national growth France has modi-
fied her university by according greater liberty to institutions; and
by providing educational facilities not found in the original system,
such as elementary, technical and normal schools, and schools for
14
girls. This plan approximates the New York idea of a university
as including all education. Meanwhile, the Empire State has con-
stantly tended to centralization and has unified her dual system.
The intervention of the State, exercised through the Regents and
their special agent, the President of the University of the State of
New York, who is also Commissioner of Education, has its counter-
part in France in the ministry of public instruction. In both the
state regulates the general rules of discipline and the general order
of work; yet liberty is respected — freedom of thought and methods.
These two great educational systems developed by democratic influ-
ence are today the most complete, the most logical and the most
closely related in the world.
France and America have a glorious inheritance of common
memories and historic associations. France assured our independ-
ence and embodied the ideal in the Statue of Liberty in the great
gateway of the western world; she ceded us Louisiana that we
might be great; she was the first nation of the world to accord
recognition to our national emblem; she gave us the plan of our
national capital. Though very different in many ways, France and
America have the same ideals of freedom and justice; the same
striving for better conditions and a greater share of happiness for
the many. And this presage of a closer union is being fulfilled.
There has been a constant exchange of thoughts and views; and, in
late years, of books and men. And the French Institute is con-
summating this normal, peaceful and enduring alliance by its great
work of instructing the people of this State and of the United States
in the treasures of learning and art which France has placed at the
disposal of civilization,
This meeting today at the exalted behest of the French Institute
enables us to recall especially the debt of gratitude which we owe to
France for the imperial organization which now dominates education
in this State, and which has done so much to advance its interests;
and it is only a very small return for what the State owes France
that it should grant great and important powers to the French Insti-
tute to carry on its grand work. The Regents believe that a great
future awaits this relatively new institution and they desire to
express their profound gratitude that an eminent citizen of France
should have left his engrossing and patriotic duties and come into
the portals of the University, for his presence within this great
spiritual and practical structure expresses to those laboring in this
noble cause his appreciation of the work which is being done.
15
We like to let our minds run back and to think how gratifying it
would have been to Livingston and Hamilton and L'Hommedieu
and Duane to see that the institution which they with such deep
consideration and solicitude created has chartered, in this late day
and at a time when the very foundations of justice and humanity
are being shaken, a body destined to unite still more closely the two
great nations of France and America; and to increase, if it were
possible to do so, the enthusiasm with which America has entered
into the vast struggle. Mr Hawkes and his associates built better
than they knew when they founded the French Institute, for they
did not anticipate that it should be a power and a rendezvous in
these days of turmoil and stress for the lovers of the glorious France
that has saved the soul of the world.
Gaylord Bros.
Makers
Syracuse, N. Y.
PAT. JAN. 21, 1908
:
UNIVERSITY OF MICHIGAN
3 9015 07654 9321
+
1.
ana