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* COLLEGE. 144 COLLEGES. BRIDGE, University of; Oxfokd; Paris, Unh^er- SITY OF, etc. In this relation, the college becomes a sub- corporation. The English universities hold the examinations and grant the degrees, while the colleges provide for the lodging of the students, to a certain extent for their support, and for their instruction. Students in one college may receive instruction in other colleges. In Scotland and in America the distinction between the col- lege as the member and the university as the body has been neglected ; and we consequently hear of the one and the other indiscriminately granting degrees, a function which in the Eng- lish and in the original European view of the matter belonged exclusively to the university. Barnard College, Columbia, and Sibley College, Cornell, however, besides many correlated pro- fessional colleges, may be said to illustrate the older usage. Where there is but one college in a vniiversity, as is the case in the universities of Scotland, the two bodies are of course identical, though the functions which they perform are dif- ferent. The University of Dublin and Trinity College are also virtiially the same. In Ger- many there are no colleges in the English sense: and the verljal confusion between the college and the university is avoided by the latter's perform- ing the functions of both in its own name, as two separate parts of its proper duties. In France, college has a meaning totally different from that which we attach to the word; it is a school, corresponding, however, more to the gymnasia (q.v.) of Germany than to the grammar schools of this country. All the colleges are placed un- der the University of France, to which the cen- tralizing tendencies of that country have given a meaning which also differs widely from that which the term university bears in England. See also CoEDUc.vTioN ; Colleges, American ; Col- legiate Education for Women ; Degree ; Dub- lin. I'XIVERSITY OF; EDINBURGH UNIVERSITY; Harvard UNi-ERsiTy ; Sorbonne ; Yale Univer- sity': and the names of individual colleges, uni- versities, and other higher institutions. COLLEGE DE FRANCE, ko'lezh' de frliNs (Fr., College of France). A college in Paris, founded between 1.518 and 154.5 by Francis I., who tried in vain to secure Erasmus for its head. From the beginning, it has been autono- mous. The successive kings upheld its indepen- dence, notwithstanding the vigorous efforts of the University of Paris to secure control : this independence has been maintained, and though now under the charge of the Minister of Public Instruction, it has no connection with the Uni- versity of France. From this has resulted its distinguishing characteristic: freedom of teach- ing and the encouragement of scientific research. The eoll&ge has had varying fortunes, but its activity has been continuous; even during the Revolution, although it had been the royal col- lege, its reputation saved it from suspension. Originally founded for the teaching of Hebrew, Greek, and Latin only, it has now forty different chairs. Instruction is gratuitous, no examina- tions are held, no diplomas given. The coll&ge is specially designed to attract pupils other than the ordinary ^miversity students. In its long roll of illustrious teachers are included the names of Ramus, Gassendi, Rollin, Sylvestre de Sacy. Bartheleniy Saint-Hilaire, Laboulaye, Re- nan, Michelet, and Gaston. Consult: Goujet, Le College Royal de France (Paris, 1758) ; Bou- clion-Brandely, Le ColU-ge de France (Paris, 1873) ; Lefranc, Histoire de College de France (Paris, 1892) ; Renan, Questions contemporaines (Paris, 1808). COLLEGE JOURNALISM. See Journal- ism, Colij;ge. COLLEGE OF ARMS. See Heralds College. COLLEGE OF ELECTORS. See Electoral College. COLLEGE OF HERALDS. See Heralds' College. COLLEGE OF THE FOUR NATIONS (Fr. College des Quaire Xations). An appellation given to the College Mazarin, founded IGUl, from the fact that that university was founded for the free education and support of sixty sons of gen- tlemen residing in tlie provinces of Pignerol, Alsace, Flanders, and Roussillon. COLLEGE PARK. A village in Prince George County, Md., 8 miles northeast of Wash- ington, D. C, on the Baltimore and Ohio Rail- road. It has a tine situation, as a suburb of the capital, and is the seat of, the Maryland Agricultural College and Experiment Station, established 1850. Population, in 1900, about 300. COLLEGES, American. The offspring of European colleges, and possessing at first the same general form of organization, American colleges have gradually luidergone changes which make them distinctive. Harvard (q.v.), the oldest, was founded in 1636, under the influ- ence of men who for the most part had received their education at Emmanuel College, Cambridge University, The second American college, Wil- liam and Mary (q.v.), founded in 1003, and the third, Yale (q.v.), founded in 1701, were mod- eled on similar lines. The numerous institutions founded since then have followed very closely the same traditions. During the eighteenth cen- tury there were 21 such institutions founded, 9 before the Revolution and 12 afterwards. From 1800 to 1830 there were 33 such founda- tions; from 1830 to 1863 there were 180: from 1805 to moo there were 244, making a total of 480 degree-conferring institutions of college rank. The early colleges were separate institutions of learning, each offering a single prescribed course of study leading to the degree of A.B., and, with some additional work, to that of A.M. This course was intended to furnish a. liberal education, and to prepare the student for the Christian ministry or other learned profession. Both Harvard and Yale came under the control of self-perpetuating corporations, and relied for their support on tuition and private endow- ments, ilost of the earlier and many of the later colleges were controlled in the interest of certain religious denominations, it being frequently part of the organic law of such institutions that the president and trustees should be members of the Church that dominated the school. The leading changes in the early college sys- tem have been the outcome of a demand for a wider circle of studies in the liberal programme : the development of better systems of secondary instruction, to which could be intrusted a large part of the work formerly done by the college; the growth of specialized instruction preparatory to the various professions not only of law, medi- cine, and theology, but also of the various fields