Max Axelrood

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In their Curriculum;

Sixth:- The immediate authority that manages and controls them, respectively state, corporation or individuals; who has the visitorial power, to whom they report, and where is lodged the power of settling disputes among faculty, trustees or regents;

Seventh:- The qualification for the admission of students, the term of study preceding graduation, the expense of attendance per annum, etc.

Eighth:- The medical department; its divisions; clinical rooms, lecture rooms; medical, anatomo-pathological, orthopedical, surgical, anatomical, zoological, comparative-anatomical and different other museums; arrangement of dissecting rooms, museums, and labratories for teaching other important branches of the medical science, without which knowledge it is utterly impossible to become a good physician, and which branches are greatly neglected, or not taught at all in the medical schools of our city.

Ninth:- The philosophical, chemical and astronomical apparatus of each and the plan and facilities characterizing the administration of the same.

Tenth:- To report the prevailing opinions of the advanced thinkers, philosophers, teachers and scholars upon the new and mooted questions of the day, and amny more matters in the same line of inquiry which will suggest themselves to your minds.

Much of the knowledge proposed to be obtained by such inquiry and report would be useful if not indispensable in framing the plan and fixing the relative locality of the buildings you propose to erect.

With the best ability, advantage and zeal in one intrusted with this great mission, it would require some time to gather the information, and in order to avoid missteps, the inquiry should commence as soon as possible among the schools, academies, conservatories, polytechnical high-schools, agronomical institutions, universities, etc., of the world, as for instance, those of Paris,

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London, Vienna, St. Petersburg, Moscow, Helsingfors, Stockhom, Berlin, Heidelberg, Bonn, Leipzig, Strassburg, Dublin, etc., any or all of them, as might be found practicable or advisable.

I have a personal acquaintance with several of the Universities abovementioned and the professors thereof, and I am possessed of with a knowledge of the following languages, viz. Russian, Polish, German, French, English, some Spanish and Italian which would facilitate my intercourse and correspondence with them should I be entrusted with such mission from the honored founders of the Leland Stanford, Jr., University.

With my best wishes for the success of this great school during the lives of its founders, and for their continued health and happiness, and that they may live to see it flourish, I am,

With profound respect,

Very truly,

Max Axelrood M.D.

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To Governor and Mrs. Stanford

Founders of the "Leland Stanford Jr." University

Dear Sir and Madame,

I beg leave to submit for your consideration the following suggestions, touching the success of the great school of learning, wich your beneficence is about to inaugurate.

As it is designed to be as lasting as the national and State governements, and as the munificence of its endowment promises a growth of the university commensurate with that of the American population, the extent of its growth and influences will depend largely upon the wisdom of its early directions.

A grateful people hope to see this university fruitfull of happy results during the lives of its honored founders. In order to avoid mistakes, as well as to profit by the experience of other universities, those having the practical direction of the building and conduct of the "Leland Stanford Jr." University might profitably be

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possesed of the experience of centuries, to serve as hints for their guidance in adapting this new institution to the spirit of the age and to the wants of the American people, according to the wishes of its founders.

To this end I beg leave respectfully to suggest, that inquiry be made into and report made upon the history and present condition of the leading Universities, Academies, Conservatories, Polytechnical high-schools, Agronomical institutions and various other institutions of learning in America and Europe, as to such matters, for instance, as:

1 / The style, size, plans and relative situations of the buildings and their various appurtenances.

2 / Their libraries, extent, variety and character of books and their modes of administering them.

3 / The value or extent of their respective funds, incomes and revenues, mode of investments

4 / The number of professors and teachers; their salaries and compensation.

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5 / The branches of learning taught in each, and the ones most prominent in their curriculum.

6 / The immediate authority that manages and controls them respectively: state, corporation, or individuals; who has the visitorial power, to whom they report, and where is lodged the power of settling disputes among faculty, trustees or regents.

7 / The qualification for the admission of students, the term of study preceeding graduation, the expense of attendance per annum etc.

8 / The medical department; its divisions: clinical rooms, lecture rooms; medical, anatomo-pathological, orthopedical, surgical, anatomical, zoological, comparative-anatomical and different other museums; arrangement of dissecting rooms; chemical and microscopical laboritories as well as many other lecture-rooms, museums and laboratories for teaching other important branches of the medical science, without which knowledge it is utterly impossible to become a good physician, and which

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