Their Relation to Higher Educational Finance 
19 
ment, all secondary and higher education. It is conspicuous that financial 
support was given to the state university and secondary education twenty- 
seven years before it was extended to elementary education in France. 6 
Here, as in Germany, it was the development of the feeling that it was to 
the ad van tage of the state to educate its citizens that brought about state 
support. It was part of the scheme of Nationalism. 
England and Its Philanthropic-Religious Institutions 
A different development is to be found in England. The close Con 
nection between church and state which is still to be found, implies that 
support for a large part of higher education is not yet entirely divorced 
from that of religion. It was this close Connection which is found 
between state, church, and higher education that prompted a more liberal 
group to found the London School of Economics. By far the largest Pro 
portion of financial support for higher education in England, therefore, 
first came from philanthropic-religious organizations. Even those insti- 
tutions not connected with the church of England were at first religious 
in character. Later, religious and Philanthropie support was supplemented 
by forms of land grants to those institutions already in existence. 7 This 
was the beginning of direct state support for higher education in England. 
Additional state help was given later but even at the present time no 
state institution for higher learning has been established as such. 
The Early Colonial Period in America 
In America as in European countries, the institutions of higher learn 
ing were philanthropic-religious. This was inevitable, due to European 
influence during the early development. The Philanthropie sources, how- 
ever, differed; mostly religious at first in a population where no great 
fortunes had as yet been amassed, the contributions were numerous and 
varied. There were a large number of small gifts and no small amount 
came from England, due for the most part, to the influence of religious 
organizations. This applies to the entire history of American College 
building and it was not until recently that large sums were given by one 
donor. Many of the gifts were for specific purposes such as libraries, 
professorships, scholarships, and buildings, but a relatively large per cent. 
of these were made to the Colleges unconditionally. 8 
During these years America contributed little to theoretical discussions 
of higher education and its financial support. As time went on, the idea 
6 Monroe—Op. Cit., p. 732. 
Ubid., p. 733. 
8 J. B. Sears—“Philanthropy in American Higher Education”, U. S. Bureau of Education 
Bulletin No. 26, 1922, p. 105.