sonment which followed. He brought with him from
Scotland a valuable library which he gave to the college, and, finding
the college treasury empty, he undertook a vigorous campaign to
replenish it, making a tour of New England, and even extending his quest
as far as Jamaica and the West Indies. Through his administrative
ability and the changes and additions which he made in the course of
study, the college received a great impetus.

The service to his adopted country by which Witherspoon will be longest
remembered, was the course he followed at the beginning of the
Revolution. From the first, he took the side of the colonies, and by
precept and example, held not only the great body of Presbyterians true
to that cause, but also the Scotch and Scotch-Irish, who were naturally
Tories by sympathy. He was a member of the Continental Congress, urged
ceaselessly the passage of the Declaration of Independence, was one of
its signers, and as a member of succeeding Congresses, distinguished
himself by his services. After the close of the war, he returned to
Princeton and devoted the remainder of his life to its administration.

Greatest of the three as an educator was James McCosh. A Scotchman, like
Witherspoon, a student of the Universities of Glasgow and Edinburgh, a
pupil of Thomas Chalmers, he was ordained to the ministry in 1835, and
was a leading spirit in the movement which culminated in the
establishment of the Free Church of Scotland. His publications on
philosophical subjects brought him the appointment as professor of logic
and metaphysics in Queen's College, Belfast, where he remained for
sixteen years, drawing to the college a large body of students, and
publishing other philosophical works of the first importance. In 1868,
he was chosen president of Princeton, and his administration, lasting
for nearly a quarter of a century, was remarkably successful. Under him,
the student attendance nearly doubled, the teaching staff was more than
doubled, and the resources of the college enormously increased. During
these years, too, he continued his philosophical work, publishing a
series of volumes which are the most noteworthy of their kind ever
produced in America.

The temptation is great to dwell upon other educators connected with the
great universities: Ira Remsen, and his contributions to chemistry;
David Starr Jordan, and his great work on American fishes; Woodrow
Wilson, and his contributions to the study of Americ