$1,393,100, of which $1,038,000 was contributed by people living north of the Potomac River; $207,600 by people living south of the Potomac River, and $135,500 by general contributors from different parts of the country who cannot be located. The most generous benefactors have been Mr. Arthur W. Austin, of Dedham, Massachusetts ($470,000); D. B. Fayerweather, of New York ($250,000); W. W. Corcoran, of Washington ($106,000); Leander J. McCormick, of Chicago ($68,000); Louis Brooks, of Rochester, New York ($68,000); Mrs. Linden Kent, of Washington ($55,000), and Charles Broadway Rouse, of New York ($35,000). The only man in the South who has given any considerable sum of money to the institution was the late Samuel Miller, of Campbell County, Virginia. He endowed a department of scientific and practical agriculture with the sum of $100,000. None of these benefactors were graduates in the institution.

The University of Virginia has been and still is the most popular and influential educational institution in the South. It has a larger alumni than any other. Many of the prominent men in the Southern States were educated there; as a rule, it has had more graduates in the Senate and House of Representatives than any other institution in the country, more than Yale or Harvard or Princeton. But the people of Virginia have done little for it. They have treated Jefferson as they have treated the rest of the famous sons of the State, permitting their monuments to be erected by admirers in other parts of the country.

Although the Father of Democracy, Jefferson was the first conspicuous advocate in this country of centralization in education, being a thorough believer in state aid to higher institutions of learn

ing and free education in the common schools supported by local taxation. To him the schoolhouse was the fountain-head of happiness, prosperity, and good government, and education was "a holy cause:"

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(1) To give to every citizen the information he needs for the transaction of his own business; (2) To enable him to calculate for himself, and to express and preserve his ideas, his contracts and accounts, in writing;

"(3) To improve, by reading, his morals and faculties;

"(4) To understand his duties to his neighbors and country, and to discharge with competence the functions confided to him by either;

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(5) To know his rights; to exercise with order and justice those he retains; to choose with discretion the fiduciary of those he delegates; and to notice their conduct with diligence, with candor and judgement;

"(6) And, in general, to observe with intelligence and faithfulness all the social relations under which he shall be placed."

He was an advocate of practical learning, and, when appointed a visitor to William and Mary College in 1779, endeavored to lop off the dead branches that hindered, as he thought, its useful operation. He caused the grammar-school to be abolished and the two professorships of divinity and Hebrew to be suppressed. In place of these he made provision for the instruction of the students in chemistry, natural history, anatomy, medicine, law, modern languages, the fine arts, justice, and the laws of nations.

It

Jefferson's educational plan, which he prepared for the State of Virginia, was comprehensive. provided first for elementary schools in every

county," which will place every householder within three miles of a school; district schools which will place every father within a day's ride of a college where he may dispose of his son; a university in a healthy and central situation. In the elementary schools will be taught reading, writing, common arithmetic, and general notions of geography. In the second, ancient and modern languages, etc., mensuration and the elementary principles of navigation, and in the third, all the useful sciences in their highest degree."

He laid off every county into districts five or six miles square, called "hundreds," the teacher to be supported by the people within that limit; every family to send their children free for three years, and as much longer as they pleased, provided they paid for it; these schools to be under the charge of "a visitor, who is annually to select the boy of the best genius in the school, whose parents are too poor to give him an education, and send him to a grammar school," of which twenty were to be erected in different parts of Virginia; "and of the boys in each grammar school the best is to be selected to be sent to the University free of cost."

Jefferson's first idea of a university for Virginia was to transform his venerable alma mater, William and Mary College, which was under the care of the church, into a non-sectarian State institution, and in 1795 he corresponded with Washington on the subject. He also asked Washington's coöperation in bringing the faculty of the Calvinistic Seminary of Geneva en masse to the United States, and proposed the plan to the Legislature. It was considered too grand and expensive an enterprise for the feeble colony, and Washington's practical mind questioned the expediency of im