econstruction from the foundation." The result has amply proved the
worth of the venture.

As has been seen, the University was to be but a part of a complete
state system. As a corollary in the minds of its sponsors private
institutions were to be discouraged. Superintendent Pierce even queried
whether it would not be wise to forbid them altogether. That proving
entirely impracticable, the alternative was to make the University and
the branches so good that private schools could not meet their
competition. He first endeavored to prevent the chartering of private
colleges; later he sought to deny them the privilege of conferring
degrees. In this he asked the advice of Eastern educators, among them
President Wayland, of Brown, who wrote him, "By a great number of small
and badly appointed colleges you will increase the nominally educated
men, but you will decrease the power of education because it will be
little else but the name."

In spite of this support his efforts, however, were not effective and in
1839 the Legislature in the name of freedom and opposition to monopoly
passed an Act to incorporate the Trustees of Marshall College, in
Pierce's own home town. By 1850 several such charters were granted and
in 1855 the degree conferring power was given these institutions. It is
doubtless true that at least some of the opposition with which the
University had to contend during her early years may be traced to this
first policy, which aroused the sectarian spirit behind the smaller
colleges and it was important to that extent; but far more significant
was the alternative of concentrating all the energies of the State in
the one great institution. Events have proved this the wise course. We
have had the example of less wise counsel in neighboring commonwealths
where the state universities have suffered from a multiplication of
small schools and have only recently been able to acquire their full
stature as true universities.

The establishment of the branches, which preceded the opening of the
University by several years, and their quick discontinuance, is an
interesting episode connected with the University's early years. They
formed the necessary preparatory schools for the coming University, and
furnished the first instruction under its auspices in the new State. By
the end of 1838 five branches with 161 students had been established
with the "decided approbation and support of the inhabitants." For some
years these a