nj 1, ! Qass, Book. [ Whole yitmier 174 BUREAU OF EDUCATION CIRCULAR OF INFORMATION NO. 4, 1891 CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY EDITED BY HERBERT B. ADAMS No. 11. HISTORY OF HIGHER EDUCATION MICHIGAIsr BY ANDRE^v c. McLaughlin ASSISTANT PROFESSOR OF HISTORY IN THE UNIVERSITY OF MICHIGAN. WASHINGTON GOVERNMENT PBI.nTI^S'G OFFICE 1891 / / [ Uhole *N lonber li\ BUREAU OF EDUCATION CIRCULAR OF INFORMATION NO. 4, 1891 CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY EDITED BY HERBERT B. ADAMS No. 11. HISTORY OF HIGHER EDUCATION IN Act ■ / ^ "ff^-" MICHIG-AN BY ANDREW c. McLaughlin ASSISTANT PROFESSOR OF HISTORY IN THE UNIVERSITY OF MICHIGAN. WASHINGTON GO,VERNMENT PRINTING OIFIOE 1891 Ct '¥ iM., ^ A '^6 1456? :J?^.Q. CONTENTS. Chapter I.— Early History of Michigan. Pag& Character of Early Inhabitants 9 New Englanders in Michigan 11 Newspapers 1^ Early Schools — Father Richard's School 14 Continued Ignorance of the French 15 State Schools 17 Chapter, II.— Land Grants and their Disposition. National Aid 18 Michigan Territory Established 19 Treaty of Fort Meigs 20 Selection of Lands under Act of 1804 20 Act of 1826 21 Disposition of Lands 22 Superintendent's Report 24 Sales 24 Crisis of 1837 and Results 25 Legislative Acts 25 Fund Received from Sales 1 26 $100,000 Loan '. 27 Chapter III.— Organization and Progress of University in Terri- torial Period. Judge Woodward 29 Catholepistemiad 29 Gabriel Richard and John Monteith 31 The Plan 32 Early Regulations 32 Act of 1821 32 Chapter IV.— Organization of the State University, Mr. Crary 34 The State Constitution 34 Mr. Pierce 35 The Uuiversity 35 Comprehcusiveness of the Plan 38 Branches ' 37 Abolishment of Branches 38 Distribution of Money 38 3 4 CONTENTS. Chapter V.— The University fkom 1837 to 1852. Page. The Location, etc 39 Collection of Minerals, Library, etc 40 Appointments 41 Eequirements for Admission 41 Course of Study 41- Advancement 42 Medical School 42 "Society War" 44 Legislature or Eegents 44 The New Constitution 45 Last Days under Old Constitution 45 Chapter VL— President Tappan's Administration. President elected 47 Schoolmaster Methods Give Place to University Methods 48 Faculty Chosen 49 Observatory 50 New Professors ,. 50 Dormitories Abolished, etc 52 Students not a Distinct and Privileged Order .52 Scientific Course 52 People's University 53 Chemical Laboratory 54 Law Department 54 Rotation in Office Poor Principle for the Government of University 55 Resignation of President Tappan 56 Chapter VIL — President Haven's Administration. Difficulties in Administration 59 Medical Department Assisted 60 Prosperity of the Institution 60 Needs of the University 60 Attempts to obtain Assistance from the Legislature 61 The Homeopathic Q uestion 61 Latin and Scientific Course 62 President Haven's Resignation 63 Progress of the University during His Administration 63 Chapter VIIL— Administration or Acting President Frieze. His Broad Conception of University Methods and Development 65 Admission of Women (56 The Prussian System Realized 70 The " Diploma Schools " 71 Gift from Legislature 72 Chapter IX. — President Angell's Administration. Progress of University during this Administration '73 Financial Aid 74 School of Mines 75 Homeopathic College 75 Dental College 76 Eequirements for Graduation .....,..,,.„....„.„ , 78 CONTENTS. 5 rage. Elective System ''^ Select Students ''^ How the Elective System is Applied 78 The Credit System .--- 79 English Course ^ The "University System " 80 The School of Political Science 81 Science and Art of Teaching 81 Library Building ^- Library °^ Fine Arts and History Collection ^'^ Studies for Advanced Degrees '^^ Income °^ Courses Offered ^^ Chapter X.— Laboratories of the University of Michigan. The Hygienic Laboratory ' 86 The Physical Laboratory 88 The Engineering Laboratorj^ 90 Chapter XL— Bibliography 96 The State Normal School, by J. M. B. Sill, principal ^^ The State Agricultural College, by President O. Clnte 105 Michigan Mining School, by M. E. Wadsworth, director * 116 Hillsdale College, by Prof. S. W. Norton 124 Kalamazoo College, by Rev. Samuel Haskell 133 Olivet College, bj»Prof. J. S. Daniels 138 Albion College, by Rev. L. R. Fiske, president 145 Adrian College, by G. B. McElroy, acting presidi-nt 157 Hope College, by Rev. Charles Scott, president. 160 Alma College, by Rev. George F. Hunting, president 164 Detroit College, by Prof. B.J. Otting 166 Battle Creek College 171 Common Schools and Secondary Education - - 175 ILLUSTRATIONS. Page. University of Michigan : The Universitj-^ as it appeared iu 1865 1 Observatory 50 Ciieiiiical laboratory .54 Law building 56 Medical building 60 University hall 76 Library building 82 Museum building 82 Art gallery 84 Physical and hygienic laboratory 88 Engineering laboratory 92 State Norn)al School, Ypsilanti 100 Hillsdale College, Hillsdale 120 Olivet College, Olivet 140 Albion College 146 Astronomical observatory of Albion College 148 Central building of Albion College 152 Adrian College If 8 Hope College, Holland 162 Detroit College : First building used for class purposes 1G7 New building, erected iu 1889-90 168 Main entrance of new building, chapel, and library - 168 7 CHAPTER I. EARLY HISTORY OF MICHIGAN. The history of Micbigau begins with the early exploration of the bold French traders and missionaries who were acqnainted with the West many years before the English had left the sound of the sea be- hind them. Settlements of wandering bushrangers and lawless, rollick- ing furtraders were scattered through the Northern Lake region even as early as the latter half of the seventeenth century. But Michigan was not permanently colonized by responsible settlers in a manner to come directly under the influence and control of Cana- dian authority until 1701, when La Motte Cadillac brought to the straits a company of gentlemen, traders and artisans, and founded Fort Poiitchartrain, an outpost against British aggression and a real colony for the advancement of French interests. His quick eye had caught the military advantages of the location and his broad comprehension had compassed ideas of the spread of French influence from Detroit as a center. He seems to have had the thought of establishing a colony on English principles, one to a great extent independent, self-sufficient, a center for influence, a self-developing, subordinate state. He desired to lead the Indians to civilization by example and precept, to accustom them to French habits of life, to organize them into companies of soldiers, and subject them to military discipline. He urged that an expedition be sent out to look for minerals, suggested the raising of silkworms and the beginning of the silk trade, and offered to provide the means of establishing a seminary where Indians as well as French could receive instruction. But Cadillac was a man of too much comprehension and of too liberal ideas quietly to succeed and to harmonize with narrower minds in the settlement. He was ahead of his time, and if we are to judge from the history of French colonization on this continent his ideas of common popular education were at least ultra patriotic. And yet we can imagine what were the needs of a school system when we are told of the magnificent proportions of some of the Detroit families of those primitive days. Though in after days there was at times a dearth of women and many were the calls for wives from the bachelor settlers, the first settlers seem to have come with their faffiilies. One habitant is reported to have had a family of thirty children, some of whom one would think might have been called by Cadillac's proposed seminary 9 10 HIGHER EDUCATION IN MICHIGAN. from the ways of mischief to those of usefulness. But })opular educa- tion was an unknown condition in the days of the French occupancy. The bushranger and voyagenr did not form the only element in Detroit as tliey did in many of the settlements of the IlJ^ovthwest, nor was the direction of the city's development marked out by the lawless and de- graded. The first settlers of Detroit were probably of good blood, with some little capacity for governmental affairs and a readiness in industry. Doubtless the coureur des hois often fouiul his way into Detroit, and the watermen settled near the stockade or took up some straggling farm in the vicinity. There were uncouth and rough elements at all times that were not softened or soothed by the charms of the French village. Often the lutlians were shouting in drunken exaltation in the streets. Often the trader was spending in profusion his winter's gains as he did at Montreal, in the fashion so graphically described by Parkman. A few Dutch came in after 1763 and some English traders also. The frugal and thrifty Scotch, who soon made their way into the Western country, seem strangely enough to have found points of contact with the French and to have come into a more friendly relation Avith them than the other nationalities did. When the Americans became possessed of the country in 1796 their ways in law and government were dark to the Frenchman, who had been used to unquestioning obedience to ab- solution. The fuss and flourish over legal procedure and popular gov- ernment seemed vain indeed to the plain habitant, unconscious of the legislationenacted by his new governor in an unknown tongue. Although the Frenchman retained his hatred for the English and could usually be counted on as a symi)athizer with the Americans in the troubles between the two nations, the American push and scramble were always incom- prehensible to him, while the American often roughly disi^egarded the conservative tendencies of the early inhabitants of Detroit. It was of course annoying to the energetic citizens of a growing city to be obliged to carry on unnecessary negotiations for a farm that lay as an obstruc- tion to a desired street and a barrier to business extension. The con- tented French farmer, scarcely raising enough from his farm to keep him from want, ignorant of his poverty, refused to sell his farm for twice or thrice its value, and often remained through life utterly without com- prehension of what commercial development signified. Public lands were kept from the market till 1818, and for various reasons, one of which was the old French conservatism and another an absurd and truthless description of the lands given by Government surveyors, Michigan did not become prosperously American till the fourth decade of the century, though there are indications of prosperity and consid- erable immigration in the third. In fact it may well be kept in mind in studying the history of education in Michigan that the State did not begin a very rapid ni^arch in population or business enterprise until about 1850. The history of Michigan thus presents rather a stumbling, halting progress, and we may expect to see the same phases in educa- EARLY HISTORY OF MICHIGAN. 11 tional development, and to find early events forming- a restraining or fashioning influence. The century- was well on before the Indian title had been extin- guished to more than a strip of land near Detroit. By the treaty of Saginaw, 1819, Governor Cass opened up a large portion for settle- ment, and at Chicago, in 1821, he obtained for the Government lands in the South and West that were slowly taken up by the bold Ameri- can farmers, who with characteristic self-reliance made their way into the Western country', taking with them, however weather-stained and rough they seem, the institutional instinct of the Englishman, an ap- l)reciation of American citizenship, and a respect for education and the educated. Not till after the opening of the Erie Canal did Michigan begin to fill up in the least after the manner of her sister States of the Northwest Territory, to which the broad Ohio oflered a natural high- way for the emigrant. But through the Erie Canal came the New Englander, whose ideas of local self-government can be seen in the Michigan township, and the New Yorker, whose stirring i)resence is evident in school and State. The Frenchmen wondered at this close business method that characterized the shrewd Yankee, and even the conservative Scotch often opened their eyes. We may expect, consider- ing these facts, to see New England methods in education and New England desire for its utilitarian presence. We shall find that the New Englander in Michigan (and the emigrants from New York were often New England people who had settled previously in the Empire State) evinced, as did tbe early settlers in Massachusetts, a desire that learn- ing should not be " buried in the graves of their fathers." It is worth while noting the characteristics of Michigan settlement, for the com- parison between Michigan and Massachusetts in educational matters, so often made in these days, is not entirely fanciful and without foundation. As the New England ideas of local self-government, however great maj' have been their influence throughout the country, have best developed westward, following the parallels of latitude, so New England educa- tion has permeated along the same lines of sectional progress. About 1830 immigration began in earnest. Gazetteers and maps had done their work. Fifteen thousand immigrants were estimated to have come in during that year,^ and in the years that followed, till the crash of 1837 stopped the wheels of progress, numbers do not seem to have fallen be- low this figure. The writers who visited Michigan during those years speak of the crowds that filled steamboat and stage. To say uotbiiig of those who have arrived by land, aud through Lake Erie by sail vessel, the following steamboats arrived here within the last week: The Enterprise, with 250 passengers; tbe Jfin. Pchh, 150; the OAio, 350; the Henrif Clay, 480; the Su- jjerior, 550; tbe Sheldon Thompson, '200; tbe Niagara, 200 ; amounting to more than 2,000, and nearly all in tbe prime of life, mostly heads of families who have come for tbe purpose of purchasing land and settling in Michigan.— [Free Press, May 19, 1831, (|uoted in Farmer's History of Detroit aud Michigan, p. 335. ' Farmer's Hist, of Detroit and Michigan, p. 385. 12 PlIOHER EDUCATION IN MICITiaAN. Settlors with their wagons crowded tlie western roads or forced their way through the forests to establish themselves alone. Michigan, with its pine woods, was the western haven for consumptiveSj and indeed general good health seemed to prevail, despite the fact that we read of ague and malarial fevers and that he was considered fortunate in parts of the country who escaped with only one '' shake" per day. Young l)rofessional men of good education, allured by tales of healthy breezes or attracted by the stir and excitement of western settlement, some- times found their way to a cabin in Michigan. During 1837 the immi- gration continued from New York and New England especiallj', so that Michigan probably has a larger percentage of people from those parts of the country than has nuj other of the Vrestern States. At one time we are told that it seemed as if all New England were on the point of moving westward. A Michigan fever threatened to become fatally epidemic in every New England town. Various songs, of doubtful poetic merit, were used to incite the timid "to have mettle hearts." The following stanza will illustrate their cheering quality : Come all ye Yankee farmers who wish to change your lot, Who've spunk enough to travel beyond your native spot, And leave behind tlio village where pa and nia do stay, Come follow me and settle in Michigania — Yea, yea, yea; in Michigania. This tide of immigration, of course, soon swept Michigan into the Union. Though the basis of a liberal superstructure for education had been laid in the days of uncertain and unorganized territorial existence, when half or more of the population was French, we must remember this influx from the East and notice that the real plan and scope of the work was outlined and the structure begun in the days of early statehood, or at least in response to the energetic call which came from the pushing eastern immigrants. Michigan was then puffed up with grand ideas and inflated with prospects which have indeed been realized, but which required vigorous faith or a reckless hope that is not always prophetic. We may remember that the University was born in the very heyday of Michigan's youth, when all her veins were full of new blood, and she was unwearied and was not despondent because of hope deferred. In the 20 years that followed the treaty of Ghent the change in Mich- igan was from a wilderness to a prosperous State. One can scarcely exaggerate the change of those years in manners and customs, in busi- ness enterprise, in governmental methods, and even in the physical condition of the country. The territorial government in its first stage gives little opportunity for individual expression or popular control. But Governor Cass, during an administration of some 18 years — from 1813 to 1831 — gave to the people, at various times and as the opportunity offered, chances to express preferences in matters of state, and thus pre- pared them for the complete self-government that would come with EARLY HISTORY OF MiCillGAN. 13 statehood. Michigan long remained in a condition of tutelage, but the apprenticeship was a necessary one, and happily her second governor was filled with ideas of popular sovereignty and possessed of a wide sympathy. ' The beginnings of general education in Michigan might well be traced perhaps To the printing press. Various papers were published through- out the Northwest before 1800. Cincinnati and Chillicothe early had this means of enlightenment. But in early Detroit the town-crier was the onVr publisher, and seems to have done his work satisfactorily to the French for years. The church, the center of Koman Catholic life, was the center for news distribution, and at the close of the weekly services the familiar notices were read to the waiting congregation. We are told that even auction sales and the horse races were thus announced, and as time went on an Episcopal lay reader published the time of the next fox hunt or like interesting event. Printing found its way but slowly among a people who had been accustomed to repres- sion The first newspaper that held up its ambitious head in Detroit was The Michigan Essay or Impartial Observer, first published August 31 1809. The printing and publishing of the paper have generally been credited to good Father Richard, who was prominent in those days in many things of interest to the Territory. He probably brought to Detroit the printing press on which the paper was printed, but he was not the publisher; for it appears on the paper that it was printed and published by James M. Miller.^ The paper, to say the least, had a short life. Tiiere seems to be no positive proof that more than one number was issued, though there is no proof that there was no more. Part of it was printed in French and it had various pretenses to literary flavor, with extracts from Young's Night Thoughts and from Ossian. The Detroit Gazette, that lived some 13 years, had rather a prosperous existence under the patronage of Governor Cass, at whose suggestion it seems to have been established. The type was often poorly set and its turbulent condition often sug- gested an unsteady compositor, but withal it was an educating and ele- vating presence in the Territory. Occasionally it dropped into personal abuse and became somewhat too trenchant for the pleasure of all con- cerned, so that Mr. Sheldon, the editor, at one time found himself in the Wayne County jail as a penalty for criticising somewhat too freely the action of the Supreme Court. Detroit, however, was found sympa- thetic in the extreme and he was toasted and feasted to his eminent satisfaction. But advertising even of this popular nature failed to bring sufficient funds into the editorial till, and he complains bitterly that " Sometimes we get a pig or a load of pumpkins, and once in a great ' Recent inveatigations by Mr. Farmer substantiate this statement, altbougli Judge Campbell, in bis History of Michigan, states that Gabriel Richard was the publisher, as does also Mr. Andrew Ten Brook in his book entitled American State Uuiversities, etc., to both of which works I often refer in this sketch. 14 HIGHER EDUCATION IN MICHIGAN while there ia a inaa who pays cash for his paper," Under these cir- cumstauces the aggressive paper came to its end April 22, 1830. The Michigan Herald was issued between 1825 and 1829. A few issues of the Gazette Fran9ais appeared from the Michigan Gazette Office, as an appeal to the French of the province, and some other papers led feeble lives of a few years, before Michigan entered into statehood, when a whole crop seemed suddenly to rise from the ground. But these, too, lasted but a short time. The Democratic Free Press and Michigan In- telligencer, however, appeared in May, 1831, and have maintained a vig- orous life ever since. With this sketch of Michigan's early condition and settlement, and the means offered for general circulation of news and for popular en- lightenment, let us see a little more definitely what was the condition of popular education, what schools or seminaries, if any, existed in the few years before the establishment of the university and the more vigorous and generous efforts for the distribution of learning. Illiterate doubtless the many French citizens of Detroit were, as has been suggested, and so they continued to be in the years of American domination. But we must not be carried away by the sweeping generalities of writers anxious to send back to the East picturesque sketches of Western life. An examination of public records' of Michigan will indicate that writ- ing was not an unknown art and many signatures argue a familiarity with the pen. French words are often misspelt, as if there were numer- ous advocates of a more recent spelling reform movement, but he who has looked at the letters of some of our early statesmen will not hasten to proclaim utter incapacity as a result of orthographical ignorance. Montreal and Quebec sometimes received for education the children of the more prosperous French settlers or of those unusually ambitious.^ Occasionally the English settlers sent their children to the East. Research has discovered traces of a school which seems to have existed at Detroit as early as 1775. There was evidently one as early as 1790, and after the Americans began to come in, when the English gave up the western forts, several schools appeared. In 1707, Miss Pattison and John Burrell appear as teachers. The latter taught for several years. Matthew Donovan and Monsieur Serrier are names of others of that period, the latter gentleman being an irresponsible erratic fellow, who was often in an indeterminate state between drunkenness and insanity. At the beginning of the century Rev. David Bacon opened a school and his wife offered the benefit of an education to girls. But we are told that the prejudice against the Yankees reached even to a Yankee education and the venture did not thrive. For some 10 years from 1800 John Goff, a sour, drunken Orbilius, carried on a disorderly school, his success, if he had any, being due in great measure to the wifely assistance of Mrs. Goff", who seems to have had a more sober disposition and a much sweeter 'Campbell, History of Michigan, p. 2^)4. •Farmer, Hist, of Detroit and Michigan, p. 715. EARLY HISTORY OF MICHIGAN. 15 temper. Something like higher education maybe seen to emerge from this humble chaos in a certain classical school that was kept up by Mr. Payne in the years between 1812 and 1818. But from our knowl- edge of the disorderly condition of Michigan in the first half of that period, one feels like predicating an unsatisfactory curriculum and like hinting at the lack of very profound classical erudition. But these are all stepping stones to better things, and possibly one may even make the stony metaphor apply to tlie school of a certain Mr. Danforth,who oi)ened a school on June 10, 181G, and is reported to have had 40 scholars soon after. The violence of his temper will bear a close comparison with some of the schoolmasters already mentioned, and for brutal exhibitions per- haps he may be given the front rank. Throwing a ruler across the schoolroom at the head of a pupil was varied on one occasion by the use of an open jackknife as a missile, and we are somewhat relieved to learn that indignant parents finally wearied of his brutalities and drove him across the river, where it may be hoped he found more useful occu- pation and one better suited to his virile nature. Church schools were perhaps somewhat more vigorous than the pri- vate schools above described. Even in 1755 we find that there was a director of the Christian school, and in 1804 Father Richard estab- lished a ladies' academy, and about the same time a school for young men, where Latin and history, as well as geographj^ and music, ap- l)ear as subjects of study. If one realizes the utter incompetence of many of the French settlers of Michigan, their ignorance of the com mou trades or the duties of the home, their entire lack of appreciation of the necessary methods of obtaining fair returns from their farms, their content often with semi-poverty when competence awaited thrift or a reasonable acquaintance with the means and methods which an intel- ligent American farmer seemed to know without learning; if one real- izes how great a proportion of the population the French Canadians were, and that their descendants, even in later days, were noticeable material in the superstructure of a prosperous State, he will ask no ex- cuse for the introduction of even the first portion of the following report from the watchful priest, showing the beginnings of an industrial and literary education, which are necessary for the existence of a higher education in our modern sense : Besides the English schools in the towu of Detroit there are four primary schools for hoys and two for our young Ladies, either in town or at Spring Hill, at Grand Marais, even at River Hurons. Three of these schools are kept by the natives of the country, who have received their first education by the Reverend Mr. Dilhet. At Spring Hill, under the direction of Angclique Campau and Elizabeth Lyons, as early as September last, the number of scholars has been augmented by four young Indians, headed by an old matron, their grandmother, of the Pottawatomie tribe. lu Detroit, in the house lately the property of Captain Elliott, purchased by the sub- scriber for the very purpose of establishing an academy for young ladies under the direction of Miss Elizabeth Williams, there are better than thirty young girls who are taught, as at Spring Hill, reading, writing, arithmetic, knitting, sewing, spin- ning, etc. lu these two schools there are already three dozen of spinning wheels 16 HIGHER EDUCATION IN MICHIGAN. andoue loom, ou which four pieces of linen or woolen cloth have been made this last spring or summer. To encourage the young students by the allowment of pleasure and amusements, the undersigned have these three months past sent orders to New York for a spinning machine of about 100 spindles, an air-pump, an electric apparatus, etc. As they could not be found he is to receive .them this fall, also an electrical machine, a number of cards, and a few colors for dyeing the stuff already made or to be made in this academy. It would be very necessary to have in Detroit a public building for a similar academy, in which the higher branches of mathematics, most important languages, geography, history, natural and moral philosophy should bo taught to young gen- tlemen of our country, and in which should be kept the machines the most necessary for the improvement of useful arts, for making the most necessary phj-sical experi- ments, and framing a beginning of a Public Library. The undersigned, acting as administrator for the said academies, further prays that one of the four Lotteries authorized by the Hon. Leg. ou the t»th day of 7 her (Sept.), 1806, be left to the management of the subscriber. Gabriel Richard. Detroit, « ber (Oct.) 18, N. S. 1808. The plans for industrial education may have accomplished something, though we are disappointed in discovering, 10 years later, a lameutable ignorance of loom and spinning wheel among a great number of the French in theTerritory. But in the latter part of this letter is shadowed forth a true college, with legislative support, which the writer seems to honor by the capital letter with wliich he begins " lotteries," even if he does abbreviate the legislature and give the date of the act establishing the lotteries one year too late. For one of the first things done by the governor and judges who alternately governed and quarreled during the first 8 years of the Territory was to auth orize the establishment of four lotteries for the raising of $20,000 for the promotion of literature and the improvement of Detroit. The lotteries, however, were never estab- lished, and Detroit, which then, of course, was essentially Michigan, lacked this means of "improvement." A church school seems to have been located at an early day in Hanitramck, on the church farm, and this school, after some vicissitudes, developed into St. Philips College,^ and yet these early efforts at education were not entirely successful, if we judge by an editorial which appeared in the Gazette of August 8, 1817 : Frenchmen of the Territory of Mi chigan ! You ought to begin immediately to give an education to your children. In a little while there will be in this Territory as many Yankees as French, and if you do not have your children educated the situa- tions will all bo given to the Yankees. No man is capable of serving as a civil and military officer unless he can, at least, read and write. There are many young peo- ple of from 18 to 20 years who have not learned to read, but they are not yet too old to learn. I have known those who have learned to read at the age of 40 years. Various schools appeared in the next 20 years, some of which re. ceived public aid and encouragement, but the first school called semi- • In Farmer's History of Detroit and Michigan are collected many interesting de- tails regarding the growth of private and church schools. The writer of this mono- graph has found great assistance from the details there given with so much care, after great painstaking and research, EARLY HISTORY OF MICHIGAN. 17 nary that really had a corporate existence was a young ladies' seminary, incorporated in March, 1830, with Governor Lewis Cass as president and his friend and companion, C. C. Trowbridge, as treasurer. It is no- ticeable that this seminary received governmental aid, for the governor and judges granted a great portion of the ground on which the Detroit City Hall is now located on condition that a suitable building should be erected before 1835. A building was erected within the stated time and a school was kept there until 1842, when the building was trans- ferred to the State in trust for the university. As early as 1802 there was a request before Congress for aid in es- tablishing common schools, and possibly this petition encouraged Con- gress to the notable act of giving section sixteen in every townsfiip for school purposes, as had been done previously in grants to the Ohio Company. The act of March 26, 1804, was the foundation of the pri- mary school fund of the State. Sunday, February 26, 1809, the gov- ernor and judges of Michigan Territory framed "An act concerning schools," providing for the division of poor districts into school dis- tricts, and the laying of public taxes for their support. But the act is interesting rather as a step toward public education than because of any immediate result. Not until 1827 were there any vigorous efforts in the direction of popular education, at which time an act authorized each township to determine by a two-thirds vote whether it would support a school, and if tlie vote was favorable the township was authorized to secure the services of a " grammar school master of good morals." And from this time on we find various acts for the encouragement of general education, and there are indications of some zeal in car- rying out the purpose of the acts. But beyond showing the extent of early popular interest in educational matters and suggesting a popular basis for higher education, it is not the intention here to give a general description of the growth of tlie common school system in the States. But this substratum so necessary for the proper support of institutions of higher education we must pass with a word of con- gratulation and an acknowledgment of the debt the university and colleges in the State owe to those who have so wisely built uj) and so carefully managed the common and secondary schools of Michigan. With this outline of the settlement and growth of the Territory and State, its peculiar conditions, and the difficulties of early years in the way of progress in education, we may perhai)s more clearly perceive the immense advance of Michigan ; how remarkable in many ways has been lier progress upward and onward in ottering means for popular enlightenment and furnishing opportunity to all to acquire a superior education under the best of circumstances. 713— No. 4 2 CHAPTER II. LAND GRANTS AND THEIR DISPOSITION. All accounts of the development of higher education in any State formed from the old Northwest Territory must begin with quoting the famous Ordinance of 1787, which has iuHuenced in so many ways the growth and development of the country for which it was a charter. "Eeligion, morality, and knowledge, being necessary to good govern- ment and the happiness of mankind, schools and the means of educa- tion shall forever be encouraged." We can hardly doubt that these words stimulated Congressional action. The grant made this same year to the New England Ohio Company contained many reservations in the spirit of this provision, and these became precedents for future action by Congress in reference to lands within newly formed terri- tories. There have been many controversies regarding the justice of giving to a new State land owned by the United States, when the funds from the sale of the land were to be used for purposes of education withui the State itself. An article in the New Englander as late as August, 1854, will show that not yet were the old States reconciled to this generosity : Of late the Western States claim thn entire rijjht to these lands, and the liastera States, partners in the firm of States, and originally constitnting the entire lirm, are smiled at for their superannuated simplicity when they assert that these lands belong to the United States, and not to the West alone. This treatment of the old thirteen States is neither just nor honorable. Happily this narrow feeling is now a mark of " superannuated sim- plicity." There is a broader conception of the term United States citi- zenship that covers over such limited views of sectional i)atriotism, and it is well realized that opportunities ottered by one State for per- sons to become enlightened citizens are a benefit to a common country. And yet such claims as these were not uncommon, nor, narrow as they were, are they entirely without foundation in reason or justice. State universities in the West may well keep in mind that they are reared on national grants and that no restricted or selfish policy is worthy of their origin ; that the land grants were made because of a generous patriotism, and that for that end must State universities strive, and not merely for State aggrandizement and glorification, if they do not intend to be unfilial and ungrateful. An examination of the careers of West- ern universities will show that they have appreciated their debts, and 18 LAND GRANTS AND THEIR DISPOSITION. 19 that, while uuder State auspices aud generously aided by State grants, tbey have not lost sight of their national origin or suffered their national duties to become obscured or their national characteristics to disappear. In spite of man}' objections from some of the citizens of the East, Congress continued the liberal aud generous policy begun in its act of July 27, 1787, aud no Territory has been organized or State admitted to the Union since that date that like action has not been taken. March 26, ]804, Congress in accord with this policy, on making arrangements for disposal of public lands in Indiana Territory, reserved a township in each of the three divisions of that Territory, in which were their land offices. Michigan was thus included, for it will be remembered that after the 30th of April, 1802, until June 30, 1805, Michigan was included in Indiana Territory. January 11, 1805, Congress passed an act to take effect June 20, whereby Michigan Territory was thus defined : All that part of ludiana Territory wbich lies north of a line drawn east irom the southerly bend, or extreme of Lake Michigan until it shall intersect Lake Eiic, and east of a line drawn from the said southerly bend through the middle of said lake to its northern extremity ; and thence due north to the northern boundary of the United States. However, this reservation never became part of the resources of the Territory, but may be considered as another indication of a national policy. But, by a substitution in later years, from this grant came the basis of the present endowment of the university. It is quite evident that for some years after the War of 1812 the gov- ernor and the people of Michigan Territory were occupied with more substantial interests than university education. Nothing had been done for the selection of the lands before the war. Everything was in con- fusion during the first few years of Cass's governorship. The Indians were nominally friendly, but inclined to be intolerably insolent; the territory but slowly recovered from the terrible devastation that had resulted from a war carried on by savages instigated to cruelty by an implacable enemy. Many of the inhabitants were without homes aud were dependent on the General Government for support, and so not until about 1817 does there appear any striving for general education, at which time there seems to have been a good deal of agitation of the sub- ject among all classes of the people. The land titles in the territory were until that time scarcely less confused tlian they were 15 years before. Many of the records had been destroyed during the British oc- cupancy of Detroit, and the public lands were not opened for sale until 1818. It may perhaps be fortunate that attempts were not made ear- lier to select university lands. When the selection was made it was a good one, and with more conservative management an immense return might have been gained from the sale. The aborigines can not be left out of consideration in a discussion of land grants for education. Judge Cooley in his " Michigan " has com- 20 HIGHER EDUCATION IN MICHIGAN. pared tbe generositj' of tbe Indians to that of Nicholas Brown, Elihu Yale, ?nd John Harvard, and tbe comparison, if we jud^fe by the amount given and not by the sacrifice implied, is to the advantage of tbe un- tutored sivage. In tbe treaty of Fort Meigs, negotiated September 29, 1817, where Lewis Cass appeared as commissioner on part of tbe Gov- ernment, tbe Ottawas, Pottawatomies, and Chippewas, Indian tribes of the Northwest, granted six sections of laud for purposes of education, half of this grant to be given to tbe College at Detroit, which was a branch of tbe Catbolepistemiad to be described hereafter, and tbe immediate forerunner of the university, and the other half to St. Anne's Church, which had been interested in educational matters for years. It will be noticed that this stipulation in the treaty was secured just as the people of Detroit were beginning to arouse themselves to tbe necessity of furnishing educational advantages. There is something pathetic [writes President Angell] in this gift of tlie Indians who^Tere even then so rapidly fading away. They doubtless hoped that some of their descendants might attain to the knowledge which the white nianlearncd in hisschools, and which gave him such wonderful power and nkill. This hope has never been re- alized, so far as I know, by the education of any full-blooded Indian at the university.' Neither this grant nor the one of 1804 was made complete by tbe selection of tbe lauds until some time after the date of the treaty just mentioned. June 20, 1821, Hon. Austin E. Wing, in tbe meeting of the governing board of tbe new " University of Michigan," introduced the following resolution, which was carried : Resolved, That his excellency, Lewis Cass, and Mr. Sil)ley be a committee whose duty it shall bo to communicate with the Secretary of the Treasury of the United States on the subject of the location of the college townships in this Territory, and that he be urged to hasten the location of the same. This resolution did not include tbe selection of tbe sections granted in the treaty of Fort Meigs. But Governor Cass, authorized by the Secretary of tbe Treasury, commissioned Mr. Wing and Mr. Lecuyer to select these lands. An examination of tbe country resulted in the choice of lands a little below Detroit, and also in Oakland County, and pat- ents were issued for these by the Government May 15, 1824, some seven years after the treaty was signed. Without referring to these lauds again it may be well to say that funds from the sale of them were used for educational work in tbe city of Detroit in accordance with the intent of tbe grant. Part of this was probably retained in Detroit w ithout transfer at the time of the establishment of tbe university in 1837. Part, doubtless, went to the Detroit building, which was used under various conditions until 1837, when it was tendered to the regents free of rent as an inducement to the establishment of a Detroit branch of the university. This building was used for the purposes of that branch until 1842, and in 1844 the board of education of the city began making use of it for school purposes. ' University of Michigan, Somicoulounial, page 155. LAND GRANTS AND THEIR DISPOSITION. 21 When the triLstees turned over to the regents of the university the propei t}' in their possession, 1837, they failed to account for the lots on Bates street, in Detroit. Action was brought to recover them, and in 1856 the Supreme Court decided that the two boards were practically the same, and directed the transfer. The lots were sold to the Young Men's Society of Detroit, but they were unable to pay, and after other difficulties the regents consented to cancel the contract. The lots were then sold for $22,010. This money was used for buildings, and though the board resolved to set aside a certain amount each year, to be known as " reserve fund," their well-meant efforts were unsuccessful. The sum of $19,000 so set aside, the interest of which was to increase the library, was used up in building the university hall and in making up certain deficits of the years 1874 and 1875. The selection of lands under the act of .1804 provred no easy task. It was discovered that the choice must be made from lands to which the Indian title had been extinguished at the time of the grant j and as it was diflflcult to ascertain just what those lands were, and as it seemed quite evident that such a choice must almost necessarily result in the securing of undesirable portions, it was decided to apply to Congress for relief, rather than be content with inferior townships of insignificant or uncertain value. A committee, comprising Messrs. Woodbridge, Sibley, and Williams, was appointed by the board to take the necessary measures for the attainment of the desired end. This committee drew up a memorial to Congress, which was read to the board, approved December 10, 1823, and sent to W^ashiugton, in company with a bill drafted to include the substance of the memorial.^ Congress took action May 20, 1820, giving to Michigan for a " seminary of learning " two townships of laud in lieu of the one given in the act of 1801.^ In accordance with this act it was possible to locate lands in various parts of the country as might seem best, and to select them from any part of the public domain not appropriated at the time of the selection. This privilege proved a great advantage, for lands were wisely chosen in parts of the country where they were sure to be of permanent and increas- ing value. The act was read in a meeting of the board August 1, 1826, and was received with approbation and even enthusiasm, and steps were at once taken toward having the laud selected. Mr. Wing and Dr. Brown were appointed a committee to take the matter in charge, and were authorized to secure the services of a surveyor, who might act with them as one of the committee. May 11, 1827, the board passed the following resolution in regard to the locating of the two townships : Resolved, That the committee appointed to examine aud report their opinion in regard to the two townships of land granted by the United States to this institution, be authorized to locate such tracts at the mouth of Swan Creek, on the Miami River, in this Territory, as may seem to them expedient. 1 Ten Brook, p. lOG. « Statutes at Large, Vol. iv, p. 180. 22 HIGHER EDUCATION IN MICHIGAN. The Miami of the Lakes, now knowu as the Mauinee, ami Swan Creek meet where the city of Toledo now stands, on laud then claimed by the Territorial government of Michigan, but which was afterwards given up grumblingly to Ohio, Michigan receiving in its place tlie Up- per Peninsula which was then considered little more than a barren wil- derness. So wisely did this committee act, therefore, that if this property had remained in the hands of the university it would be possessed of an en- dowment sur[)assing that of any similar institution in the United States. The 7th of July, 1827, a letter from the General Land Oflice declared river lots 1, 2, 7, 8, 9, and 10 reserved and appropriated as university lands. The two towuships of land conveyed by Congress to Michigan as au endowment for a university, when compared with amounts since granted to other States, were by no means exceptional in iiuautity. Oil the contrary, very many of the States now occu- pying the place of the old Northwestern Territory have received much larger appro- priations for the same i)urpose. If the grant to Michigan has been productive of ex- ceptional results it is owing to the fact that lauds were selected of exceptional value. With so much wisdom, indeed, had the lands beeu chosen, that in ten years from the time the grant had been made, they were estimated by the superintendent of public instruction to have attained an average value of twenty dollars per acre.' Unfortunately, the lands first selected were not as productive of ex- ceptional results as they might have been under ditierent management. Of course, to blame a board for every false step is to impose censure for lack of prophetic insight. We have every reason to congratulate our- selves that so much prudence was manifested, even if the powers of the prophet would have secured to the university an endowment that, how- ever large, could scarcely be too large for present necessities. Speculators soon turned tbeir eager faces to the country of the Mau- mee. After various solicitations the board decided to exchange lots 1 and 2, containing some 401i acres, for lots 3 and 4, containing about 777 acres, and the conveyances were delivered February 7, 1830. In 1834 the board consented to sell these lots 3 and 4 and some other land for $5,0UO to Mr. Oliver. An act of Congress was considered necessary to assure the validity of the transfer. The desired legisiation was se- cured, and one of the last acts of the board before it gave up control to the new authorities of the State University was to authorize the sale of these two lots, as decided by previous vote.^ By this action did the university, for the sum of $5,000, dispose of lands which are now in the very best part of the city of Toledo, and one can scarcely resist the temptation to i)onder on what might have been had the university trus- tees possessed the cunning insight of the land speculator. The sum of $5,000 and a little more was transferred in 1837 to the regents of the new university, and described as funds received from the sale of lands to Mr. Oliver.^ The remaining Toledo lands were estimated in a survey ■ C. K. Adams' sketch of University of Michigan. 2 U. S. Statutes at Large, Vol. vi, pp. 615, 628. "Ten Brook, p. 109. LAND GRANTS AND THEIR DISPOSITION. 23 of 1848 to coiitaiu (J21 acios, and all ol' these now lie witliin (be pres- ent corporate limits of the city of Toledo. Most of this property was sold in 1849 and 1850, and some as late as 1855, bringing- in, with the snm before received from the Oliver transactions, a total of something- like $17,000. Thus ends the history of the Toledo lands. No one has hinted at anything worse than a lack of faitli and foresight on the part of those who were administering afiairs, and there is no desire now to linger over an unpleasant recital. , It will probably be conducive to clearness and precision if the whole subject of the university lands be disposed of in the same chapter. It may be well to preface further accounts with the statement already suggested, that the board which had charge of the university funds before 1837 gave up in that year their control of all university matters to the board of regents, which was constituted after the manner laid down in the new State constitution, as will more clearly appear in a succeeding chapter on the organization and control of the university. A great work had been done iu selecting lands under the law of 1820, and affairs by this early board had in general been wisely managed. Twenty-three selections were reported as already made, leaving about two-thirds of the two townships yet to be chosen by the new board. Michigan began even before 1835 to force her way into the Union, but various reasons prevented her recognition, among them the unfor- tunate controversy with Ohio over the possession of certain lands sit- uated along the border line. But in 1837 Michigan was received into fel- lowship, and certain clauses of the acts of Congress then passed are of interest in this connection. By one provision section sixteen in every township of the public lands, or an equivalent if such section had been ])reviousl3' dis[)osed of, was granted to the State for the use of schools. By another the seventy- two sections set apart for the support of a uni- versity by the act of 1826 were granted to the State to be appropriated solely to the use and support of the university, iu such manner as the legislature might prescribe. This legislation, it will be noticed, gave the control of the university lands to the legislature of the State, whereas the board iu charge of university afiairs had before this used its discre- tion in all such matters. The history of legislative management in the ensuing 20 years pre- sents another gloomy recital. We cau not prophesy what might have been the results of management by the board or how large a fund might have been obtained by more conservative manipulation. Of the actual results we are sorrowfully certain. It will not do to forget, however, that Michigan was sorely troubled for some years after 1837. The finan- cial difficulties of the country were accentuated in the West, and Mich- igan came in for a full share of burdens and scourgiugs caused by reck- less investments and a wild improvement policy. The unsettled lands all through the West had been held at fictitious prices, and it could hardly be hoped that under the wisest management any great return 24 UrOJlKK EDUCATION IN MICHiaAN. could be obtained from the sale of the university lands in accordance with the policy entered upon in the very first days of statehood. Wo are obliged to consider that puzzled legislators, dazed by the (lisasters of the times, scarcely saw with clearness of vision or looked into the future with hope; and we may content ourselves with the soothing re- flection that after all, coTisidering everything, affairs might have turned out much more uu fortunately. Here, again, inquiry can discover no dastardly yiotive for the course taken, and traces of corruption will prob- ably be sought for in vain. • The superintendent of public instruction of the new State, in his first report, entered into some elaborate calculations with regard to the value and the sale of the university lands. It was one of the duties of Ihis ofiQcer to make an inventory of all lands and other property re- served in the State for school purposes, to report to the legislature on the location and condition of such property, and to give his views rela- tive to its disposal. He estimated in this report that the first 20,000 acres would in all probability sell for $20 per acre, giving a fund of $400,000 ; and even at $15 an acre, a sum of $.300,000 would be received from which the university could expect to obtain an annual income of $21,000. With such an income, how easy to lay the foundation of a university on the hroad- est scale and place it on high and elevated ground at the very commeuceiuent of its career of light, usefulness, and glory. What remained of the 72 sections he thought would undoubtedly sell, as soon as the fund should be needed, at the same rate. At the lowest estimate, he expected from the sale of all the university lands a fund of $601,200, yielding $48,384 per annum, and from a sale at the expected figure he anticipated $921,000, as Inch might be expected to give an income of $64,912. "Judging from the decisions of the past" he believed that the amount received would exceed the highest computation. The legislature adopted this view, not too san- guine in consideration of the condition of Michigan property at that time, but unfortunately not to be fully realized. An act approved March 21, 1837, authorized the superintendent of public instruction to sell at public auction a portion of the university lands sufficient to amount to $500,000, provided none were sold lower than $20 per acre. Successful sales were made in this year. An average price of $22.85 was received and a total of $150,447.90. This was of course an encouraging beginning, and it was largely due to this encouragement and to the fact that the legislature seemed to have adopted the policy of not sell- ing for less than $20 per acre, that steps were at once taken for the establishment of the university. The prospects were certainly bright. There was every reasonable ground for expectation that at no distant day the principal sum of $921,600 would be secured, which would yield an income sufficient fo"r the needs of the university for many years to come. But there were soon clouds in the sky, darkening this bright LAND (4RANTS AND THEIR DISPOSITION. 25 outlook. There remains to be told ii tale of hasty legislation and egregious mismanagenieut, which ended in the receipt of a sum small iu comparison with the one so confidently expected. Even without the stimulant to hasty sale and legislation, it is quite probable that the lands wouhl not have brought in what the superintendent had estimated. The crisis of 1837 caused a general drop in prices for wild lands and the speculation that had been rife for some years before dis- appeared, to give place to an inactive market and business depression. The despondency of the years between 1837 and 1840 was but slowly thrown off, for the disastrous consequences had not been confined to a section, but depressed the whole country. Almost immediately after the organization of the State government there were troubles with "squatters" who had settled on the university lands and did not desire to give up their claims. The legislature was appealed to and entered upon a course of unwise legislation by releas- ing the university claims to some IG sections that had been chosen by the university on the Niles and Nottawaspe reserves in 1836.^ This act of March 20, 1838, contained the provision that Congress should consent and grant an amount of land in the place of these sections, judged to be of equal value to those given up. This indicates a state of mind toward the university fund which may give ground for expect- ing other legislation, even less considerate and wholesome. There could be no reason or justice in thus preferring the settler to the university, and the subsequent legislation shows that the process was begun of shunting the university from pillar to post in a manner that bade fair to allow no certain standing ground. Congress seems not to have granted the permission, but pressure was brought to bear upon the legislature by other settlers, and in 1839 an act was passed whereby settlers on the university lands who could prove that they had occu- pied and cultivated their farms in accordance with the preiimption law of Congress before their location by the State were allowed to obtain lawful title by the payment of $1.25 per acre. The remonstrance of the board against this disregard of their rights was without effect at first. Resolutions were introduced into the board to discontinue work on the buildings at Ann Arbor and for the curtailment of other expenses. Fortunately, however. Governor Mason vetoed the bill. The grandilo- quent message of the young governor discloses among its intricate and ambitious sentences that he suspected the land-speculator of attempt- ing to masquerade as a poverty-stricken squatter. This may not have been the reason for the passage of the act, but there is good ground for suspicion. The time of payment for the university lands was extended iu 1838 and 1839. In 1840 4,743.12 acres were sold at an average price of $6.21. The superintendent of public instruction ^ iu 1837 had confidently ' See Laws of Mich., 18:?8, p. Uo. ^ Snperinteiulent's Report, 1841. 26 HIGHER EDUCATION IN MICHIGAN. reported that $15 per acre was the lowest i)rice for which the lands would be sold, and the price established by the legislature was $20 per acre. But by this sale the fund expected was considerably diminished. Had this land been sold for $15 per acre the university would have re- ceived some $40,000 more than it thus received, and a sale at the price first established by the legislature would have yielded nearly $G5,000 more than the sale thus ordered. Again and again from this time on sales were made at less than $20, and finally, in 1842, the price was set at $12 per acre, and by a species of retroactive le gisiation ^ lands here- tofore sold at $20 per acre or over might be reappraised, and if the board of appraisement decided that the lands were worth less than the price at which they were sold, the superintendent of public instruc- tion was instructed to give credit for the balance. Of course, the board of ai)praisement, which was composed of the county judges and the county surveyor, must have been influenced often by personal and local considerations, and the result was very much the same as if all the lands had been sold at $ 13.42 per acre.^ The rei)ort of the superintendent for 1843 shows that $34,051 had thus been deducted from the funds of the university. Up to this time sales had been made to the amount of $220,000. But by such untoward legislation as this the sum was reduced to about $137,000 — a loss of $83,000. Although the legislature in 1837 had directed that the lands should be sold for not less than $20 per acre, there seems no just reason for considering this a contract, morally inviolable by that body. The board of regents were doubtless induced by this action of the legislature, as well as by the high price obtained for the first land placed on the mar- ket, to take steps at once for the broad and liberal establishment of the university. But the inevitable decline in values throughout the West was not due to legislative action, and to argue that a legislature by a mere act of a directive nature restricts its own action for the future under all circumstances, and in spite of all exigencies and popular needs, is to argue that a legislature is morally' powerless to exercise its authority, and is bound perpetually by its every action. Much of this legislation was unfortunate, possibly some of it was due to un- worthy motive. But the burden of the difficulty came not so much from the fact that the price was lowered, as that special legislative action continually interfered in an apparently thoughtless manner with the wise and conservative management of the superintendent. The various acts of reappraisal gave opportunity for the reduction of the price because of the testimony of prejudiced witnesses and inter- ested judges. One instance is given us of the sale of land at $2 an acre. The judgment of President Angell in this matter is entirely just : We cau see now that it would have beeu far better for the university and perfectly just to tbo purchasers to extend the time of payment, but not to reduce the price. The general result of the management of our lauds has been that instead of obtaining for ^Laws of 1842, p. 45. ^ ggg Keport of Snperintendent, 1843. LAND GRANTS AND THEIR DISPOSITION. 27 theui $921,000, which at $20 an acre Mr. Pierce iu his first report showed they would briug, they have yielded $547,8.7.51, and 125 acres remain unsold. It is not easy to guess how much more the Toledo lands would have added to our fuud if they had been retained for some years, but certainly some huudreds of thousands of dollars. Still, we may at least temper our regret at the sacrifice which was made by remem- bering that no other one of the five States formed out of the Northwest Territory made the land grant of the United States yield so much to its university as Michigan did.' Ill 1838, the board of regents of the university, desiring to proceed rapidly witli the buikliugs, and relying upon the large funds still con- fidently expected, obtained from the legislature a loan of $100,000. The history of the whole transaction is a curious one, and a rare example of the eifects of disorganization. The loan was negotiated July 1, 1838. The legislature soon exhibited its interest in the university by relieving the board from the direct payment of the interest and in other ways assisting the institution. The message of Governor Felch, iu 181G, shows the method of relief and how the principal of the loan was rapidly diminished. The university fuud, at an early day of its existence, becauie indebted to the State for a loan of $100,000, and the interest of this debt has been liquidated from the in- terest received annually on the fund. The acts of the legislature, approved February 28, 1844, and Marcli 11, 1844, authorized the State treasurer to receive certain prop- erty and State warrauts belougiugto the university fund, and to credit the same on this loan, and also authorized the sale of university lands for internal improvement wai'rauts, which were to be paid into the State treasury and credited in like manner. The efl'ect of these provisions has been materially to aid iu relieving the fund from its embarrassments. The amount received from the State under these provisions and credited to the university fund is $56,774.15, leaving due to the State from that fund for principal $43,222.60.^ Governor Eansome, in a message two years later, stated that the debt had been reduced to about 820,000. in 1850, the finance committee of the board announced that the debt had been practically liquidated in this manner. For some years following there was discussion about the matter, and it has resolved itself into aijuestion of bookkeeping on which iliflerent experts have had differing opinions. Doubtless the system of rotation in office, put into full career by the constitution of 1851, had the effect of obscuring matters of detail in the financial status of the university. Information was not inheritable, and the anomalous gov- ernment of the university before the adoption of the new constitution left many matters in a somewhat unintelligible plight. There is no need of discussing the arithmetical problem as to how much was gained or lost by the university in the transaction. That the debt was obliterated by the university seems tolerably clear. In 1855 President Tappan memorialized the legislature in his own vigorous fashion and pleaded a remission of the debt. Governor Bingham in his message, 1857, recom- ' University of Michigan, Semicentennial, p. U5G. ^ Joint documents, 184(i, p. 15 ; see, also, Ten Brook, Am. State Uni., etc. ; Knight, Laud Grants, etc., p. 143. Ten Brook gives statement of the State officer. 28 IIIGIIEK EDUCATION IN MICHIGAN. mended that the principal then becoming due bo paid by the State "so that the noble institution, in the prosperity of which every citizen of Michigan feels a deep interest and pride, shall be entirely relieved from embarrassment and debt." The course of legislation in regard to this somewhat obscure matter can be traced through the State laws. Feb- ruary 12, lS5.'i, the auditor-general was required to credit the university fund with the entire interest uj)on the whole amount of university land sold — the act to be limited in operation to two years.' Like measures were passed in 1855 and 1857, and in 1859 2 the limitatiou of 2 years was omitted from a similar act. The result is that at the present time the university receives interest from the State upon a fund equal to the whole amount received from the sale of the university laud. ' Michigan Laws, 1853, p. 85. * Ibid., 1855, p. i:!i»; 1857, p. 154 ; 1859, p. 397. CHAPTER III. ORGANIZATION AND PROGRESS OF THE UNIVERSITY IN TERRITORIAL PERIOD. It was suggested in the first chapter that the people of Michigan seemed suddenly to awaken to their educational necessities about 1817. Various articles in the Gazette called the attention of American and Frenchmen to the subject of schools aud colleges. The Territory then had within its limits some six or seven thousand people; but the im- agination of Judge Woodward was at no time limited by present appear- ances or restrained by present necessities. It was he who devised the wondrous cobweb arrangement of the Detroit streets, a plan that is a weariness to the feet of the stranger and a perplexing problem to his mind ; and of like wondrous formation was his plan for a university. His curious nature certainly caused him to give utterance to the va- garies of apparent aberration. But no one who looks into his career with care can see aught but a stubborn aud arrogant disposition, lighted up with flashes of a too brilliant imagination. And yet, in spite of a facetiousness which was often untimely, he had, witlial, a grasp of aftairs aud a dignity and pose in his position which made him at times invaluable in the history of the Territory. No one but sturdy, stub- born, fanciful and wise old Judge Woodward could have maintained with so much persistence the rights of the citizens during Proctor's command of Detroit in the dreary days of the War of 1812, and no one but he, on the other hand, could hav'e continued the disgraceful bickerings of Governor Hull's administration. And so the man, with his curious combination of wisdom and folly, proposed the following astounding scheme for a university. One sometimes thinks that his love of drollery must have proved too much for his discretion. But undoubtedly he presented the plan in good faith, and on the 26th of August, 1817, the governor and Judges, in the plenitudeof their wisdom, arose to the following pitch of legislation. AN ACT to establish the Cattaolepistemiad, ur ITuiversity of Michigania. Be it enacted by the Governor and Judges of the Territory of Michigan, That there Bhall bo in the said Territory a catholepistomiad, or university, denominated the catholepistciniad, or university of Michijfania. The catholepistemiad, or university of Michigania, sliall lit- composed of thirteen didaxum or professorships: Tirsf, a di- 2y 30 HIGHER EDUCATION IN MICHIGAN. daxia, or professorship, of catholepistemia, or universal science, the didactor, or pro- fessor, of which shall be president of the Institution; second, a didaxia, or profes- sorship, of anthropoglossica, or literature, embracing all the epistemiun, or sciences relative to language; third, a didaxia, or professorship, of niathematica, or mathe- matics; fourth, a didaxia, or professorship, of physiognostica, or natural history; fifth, a didaxia, or professorship, of physiosophica, or natural philosophy; sixth, a didaxia, or professorship, of asfcronomia, or astronomy ; seventh, a didaxia, or profes- sorship, of chymia, or chemistry ; eighth, a didaxia, or professorship, of iatuca, ormed- ical sciences; ninth, a didaxia, or professorship, of ceconoraica, or economical sciences; tenth, a didaxia, or professorship, of cthica, or ethical sciences; eleventh, a didaxia, or professorship, of polemitactica, or military sciences; twelfth, a didaxia, or profes- sorship, of diegitica, or historical sciences ; and thirteenth, a didaxia, or professorship, of ennocica, or intellectual sciences, embracing all the epistemum, or sciences, rela- tive to the minds of animals, to the human mind, to spiritual existences, to the deity, and to religion, the didactor, or professor, ^f which shall be Vice-President of the Institution. The (didactors, or) professors, shall be appointed and commissioned by the Governor. There shall be paid from the treasury of Michigan, in quarterly pay- ments, to the President of the Institution, and to the Vice-President, and to each di- dactor, or professor, an annual salary, to be fixed by law. More than one didaxia, or professorship, may be conferred upon the same person. The president and didactors, or professors, or a majority of them assembled, shall have |)ower to regulate all the concerns of the institution, to enact laws for that purpose, to sue, to bo sued, to ac- quire, to hold, and alien, property, real, mixed, and personal, to make, to nse, and to alter a seal, to provide for and appoint all such officers and teachers under them as they maj' deem necessary and expedient ; to establish colleges, academies, schools, libraries, mu8;«nms, athenanims, botanic gardens, laboratories, and other usefnl liter- ary and scientific institutions consonant to the laws of the United States of America andof Michigan; and to provide for and appoint directors, visitors, curators, libra- rians, instructors, and instructrixes, in, among, and throughout the various counties, cities, towns, townships, and other geographical divisions of Michigan. Their name and style as a corporation shall bo " The Catholepisteniiad, or University of Michigania." To every subordinate instructor and instrnctrix appointed by the catholepistemiad, or university, there shall bo paid from the treasury of Michigan, in quarterly payments, an ainuial salary to bo fixed by law. The present public taxes are hereby increased fifteen percent., and from the proceeds of the present and all future public taxes fifteen per cent, is appropriated for the benefit of the catho- lepistemiad, or university. The Treasurer of Michigan shall keep a separate account of the university fund. The catholepistemiad, or university, may propose and draw four successive lotteries, deducting from the prizes in the same fifteen per centum, for the benefit of the institution. .The proceeds of the preceding sources of revenue, and of all subsequent, shall be applied in the first instance, to the procurement of suitable lands and buildings, and to the establishment of a library, or libraries, and afterward to such purposes as shall bo by law provided for and required. The honorarium for a course of lectures shall not exceed fifteen dollars, for classical in- struction ten dollars a quarter, for ordinary instruction six dollars a quarter. If the judges of the court of any county, or a majority of them, shall certify that the parent, or guardian, of any person has not adequate means to defray the expense of suitable instruction, and that the same ought to be a public charge, the honorarium shall be paid from the treasury of Michigan. This law, or any part of it, may be repealed by the legislative power for the time being. An annual report of the state, concerns, and transactions of the institution shall be laid before the legislative power for the time being. The same being adopted from the laws of seven of the original States, to wit, the States of Connecticut, Massachusetts, New Jersey, New York, Ohio, Pennsylvania, UNIVERSITY OF MICHIGAN IN TERRITORIAL PERIOD. 31 and Virginia, as far as uecessary, aud snitable to the circumstances of Michigan, at Detroit, ou Tuesday, the 26th day of August, in the year of our Lord one thousand eight hundred and seventeen. William Woodbridge, Secretary of Michigan and at present Acting Governor thereof. A. B. Woodward, Presiding Judge of the Supreme Court of the Territory of Michigan. John Griffin, One of the Judges of the Territory of Michigan. This seems to us now simply a historic cnriositj'. Of course the direct Influence of sucli legislation can not be traced with exactness. Yet one may say with confidence that this broad conception of edu- cation and the means of its best advancement had its influence 20 years later, when the more definite plans were drawn and more definite steps taken for the establishment of the university. This " Catho- lepistemiad" was too'noblein its breadth and comprehensiveness to be entirely disfigured by the fiintastic additions of an inexplicable pedan- try. The closing sentence, to the effect that the act was adopted from those of sevend States, illustrates how easily that mandatory provision of the ordinance was avoided. Governor Cass, it will be noticed, did not sign the act. He seems at that date to have been absent on a journey to Washington accompanying President Monroe, who had vis- ited Detroit on a tour of inspection of the northern fortifications. The two persons to whom were intrusted the fortunes of this embry- onic institution, already christened with such an overwhelming name, were two clergymen of different and often antagonistic denominations. There is no evidence of anything except harmony iu their relations with each other. Father Richard, already mentioned, was a devout priest of the Koman Catholic Church, who, iu various worksof religious and secular nature, endeared hiuiself to the people of the Territory and won their confidence and esteem. Ue was born in France in 1704; before the end of the century lie came to the United States, and soon to De- troit, where he remained, doing good in various directions and interest- ing himself coutinually in the affairs of the people around him. He was one of the victims of the cholera of 1832. With characteristic courage and compassion lie visited tlic bedsides of the sick, alleviating sufter- iugs as best he might, until he fell himself under the scourge. John IMonteith was the Presbyteriau minister of Detroit, a man of culture and of general education. Flis training had well adapted him for the duties of his profession, and his iulluenco is discernible in the organization and development of educational affairs in the Territory. He afterwards held a professorshii) at Hamilton College. This union of two ecclesiastical faiths, their representatives working together in harmony and wisely, is perhaps, as has been suggested, " a happy prophecy of the truly liberal spirit which was subsequently to guide iu the conduct of the university.*" ' University of Michigan, Soinicentcnnial, p. 157. 32 HIGHER EDUCATION IN MICHIGAN. The "Catbolepistemiad" had neither students nor endowment, in- deed little save a wordy plan for a wonderful organism ; but something of a practical nature was accomplished. Mr. Mouteith was made presi- dent of the institution and given seven jirofessorships, and Father Rich- ard was honored with six others. The salary for a professorship was fixed at $12.50 a year, and so the president would have the magnificent income of $87.50 per year, not counting the suras he might receive as honoraria from possible students. The other i)rofessor of six branches would have $75 per year. The corporation secured a site for a school in Detroit, let a contract for the erection of a building, and in a year from the date of the statute of organization had the lower story occupied with a systematic English school, and a portion of the second story with a clas- sical school, and another with a library.' It will be noticed that the plan included the establishment of schools and other sources of popular enlightenment and education. Judge Woodward first put into this grotesque statute the idea that has had so much influence in the State — that the system of education should be one system ; that there should be an organic connection between the primary and secondary schools and the university ; that the whole structure should be symmetrical. He saw clearly the truth that there is no need of a superstructure with- out a foundation, and of little comparative use is a foundation without a superstructure. In accord with this comprehensive plan the president and professor set about establishing branch schools and variously building up the educational facilities of the Territory. Several regulations were made and promulgated as decrees by this small but energetic faculty. Pri- mary schools were instructed as to subjects to be taught, and schools w^ere established in Detroit, Mackinaw, and Monroe. It was enacted that the French, Latin, and Greek languages, anti(|uities, English gram- mar, composition, elocution, mathematics, geography, morals, and orna- mental accomplishments be the curriculum of the classical schools ; and this same faculty, so diversely constituted religiously-, one might think, enacted that the Scriptures should be read throughout the course. In October, 1817, there was established in Detroit a college known as the " First College of Michigania." Aid was received for the work from voluntary subscriptions by the citizens of Detroit, and the funds at the disposal of the faculty were increased by the transference of a consid- erable sum which had been originally sent from Montreal and Macki- naw for the relief of the sufferers by the lire of 1805. By the law of 1821 the Catholepistemiad became the University of Michigan. Other changes were made superseding the nomenclature and the system contained in the wordy, but far from useless, statute of 1817. The general impression that this statute of Judge Woodward was sim- ply a verbal monstrosity containing more sound than sense, and to be called to mind as a mere historic curiosity, which had no intiuence and 'From MS. of John Mouteith, quoted iu "American State Universities," p. 98. UNIVERSITY OF MICHIGAN IN TERRITORIAL PERIOD. 33 traiismitteil no mouieiituui, is au impression to be forgotten, dne, as it is in most instances, to a lack of appreciation of the scope of the plan and of the fact that the University of Michigan, established by the act. of 1821, was only the transformed Catholepistemiad, and indeed not so much transformed as merely rcclothed and rechristened. The act of April 30, 1821, repealed the act of 1817 and gave into the hands of a new board, composed of twenty-one trustees, of whom the governor was to be one, the control of the funds in the possession of its predecessor. It continued the comprehensive scheme of general control and common organization of educational matters, and, moreover, intrusted to the board the management of land grants, already mentioned, of 1804 and of the treaty at Fort Meigs in 1817. During the 16 years that followed very little was done in the direc- tion of higher education. The land grants were cared for, as has been shown in the preceding chapters, and the board continued a supervising care over the schools and academies already organized under the direc- tion of the faculty of the Catholepistemiad. But the " Lancasterian" school in Detroit, as well as the classical school, soon became dej)endent for its support upon fees received from the pupils. The importance of this intermediate existence is apparent from the ff^ct that when the university began an actual existence good schools were preparing suit- able students. The organizati(jn of the university upon the entrance of Michigan , into the Union will next claim our attention. It may be well, however, to state clearly here the fact already suggested, that the University of Michigan has had a continuous corporate existence since 1817. So the supreme court decided, in a decision rendered in 1856 on an action of ejectment brought by the regents, the validity of whose claim depended upon their identity with the board of 1821. And above all, it is worth while again to state that the system of education which has done so much for Michigan, contemplating an organic connection between high and low, between primary school and university, has been in existence ever since it took form in the unique, absurd, admirable statute of 1817.' ' While wo are celebrating to-ilay the seinicontenuial of the present form of the orj^anizatiou of the university, let n6 not forget that, without impropriety, a semi- centennial celebration might have been held 20 years ago ; that a Just conception of the functions of a university was at least 70 years ago matlo familiar to the citizens of Micliigau; that what may be tcrnuMl the Michigan i. 161.) 36 HIGHER EDUCATION IN MICHIGAN. The university shall consist of three departments— 1. The department of literature, scieuce, and the arts. 2. The department of law. 3. The department of medicine. In the several departments there shall be established the following professorships: In the department of literature, science, and the arts, one of ancient languages; one of rhetoric and oratory ; one of philosophy and history, logic, and the philoso- phy of the human mind; one of moral philosophy and natural theology, including the history of all religious; one of political economy; one of mathematics; one of natural philosophy ; one of chemistry and pharmacy ; oue of geology and miueralogy ; one of botany and zoology ; one of fine arts ; one of civil engineering and architec- ture. In the department of law, one of national, international, and constitutional law; one of common and statute law and equity: one of commercial and maritime law. In the department of medicine, one of anatomy; oue of surgery; one of physiologj' and pathology ; one of practice of physic ; oue of obstetrics and diseases of women and children ; one of materia medica and medical jnrisprndence: Provided, That in the first organization of the university the regents of the university shall so arrange the professorships as to appoint such a number only as the wants of the iu- stittition shall require, and to increase them from time to time as the income of the fund shall warrant and the public interests demand: Provided aluaya, That no new professorships shall be established without the consent of the legislature. By succeeding- sections the government of the internal affairs of the university was laid down, in most respects such as it still continues to be. The regents were given power to regulate the course of instruction and prescribe, under the advice of the i)rofessors, the books to be used in the various departments and to give api)ropriate degrees. And they had power also to remove any professor or tutor if they deemed such removal for the best interests of the university. The act likewise pre- scribed that the fee of admission should never exceed 8l<>, while tuition should be entirely free to residents of the State. The regents, with the superintendent of public instruction, were authoiized to establish branches of the university, and it is noteworthy that this act made it incumbent on the board to establish, in connection with every such' branch, "an institution for the education of females in the higher branches of knowledge," whenever suitable buildings were in readi- ness. It appears, therefore, that the idea of coeducation had its well- developed germ in the first act passed by the State legislature for the establishment and organization of the university. The board of regents at their first meeting asked for several amend- ments to the act, and such amendments were made. By the amended act, the board was authorized to elect a chancellor not a member of the board, and to prescribe his duties.' The governor of the State was made ex-officio president of the board, and the board were allowed to establish branches without obtaining further authority from the legis- lature. It was also made permissible to expend at once, from the interest arising from the university fund, as much as might be neces- sary to purchase philosophical and other ap])aratus, a library, and cabi- net of natural historv.^ » Michigan Laws, 1837, p. 308. ^Jbid., p. 309. ORGANIZATION OF THE STATE UNIVERSITY. 37 Noiliiiig is more apparent iu all this legislatiou than the breadth and comprehensiveness of the plan. Some ciiauges iu detail have been made as developments made them necessary, but the university is still going forward and upward, under the guidance of this noble ordiuauce which has continually served to guide and direct rather than to limit or prescribe. To^suppose [said Mr. Pierce] that the wants of the State will uot soon require a supcrritrnchire of fair proportions, on a foundation thus broad, would be a severe retlectiou on the foresight and patriotism of the ago. * * » Let the State move forward as inosperously for a few years to come as it has for a few years past, and one-half of the revenue arisinj? from the university fund will sustain an institution on a scale more magnificent than the one proi)Osed, and sustain it too with only a merely nominal admittance fee. * * » t[h. iustitntiou then would present an anomaly iu the history of learning — a university of the first order, open to all, tuition free.' In regard to the advisability of establishing a State university he thus speaks : In respect to the assertions that State institutions do not and can not flourish, it may safely be afidrmed that the history of the past proves directly the reverse. The oldest and most venerable institutions iu our laud are emphatically State institu- tions; they were planted, came up, increased in stature, and attained to the maturity and vigor of manhood under the guidance and patronage of the State. The same is true of nearly all European universities; they are State institutions, founded, sus- tained, and directed by the State. It would be interesting and instructive to give all the statements and arguments of this wise educator, but that can not be done here. His efiorts are clearly enough seen in the university as it now stands, its breadth and capabilities largely due to his generous comprehension. It will be noticed that the plan of the statute above mentioned in- cluded the founding of various branches throughout the State. Such schools were to serve as preparatory schools and as normal schools for the training and education of teachers. The superintendent, with his optimistic view of the university fund, recommended that a branch be established in every county, each branch to have means for giving ;in education of some thoroughness iu literature and science, besides having a department of agriculture and a female seminary as soon as practicable. It is apparent that had it been possible to carry out this scheme there would have been a college in each county iu the State, its affairs i)resided over by a central university, and all this main- tained on the interest of a fund ot $1,000,000, which Mr. Pierce still fully believed would, be realized from the sale of lands. Steps were taken June 21, 1837, to start eight of these branches, and nine seem to have been established in all, before the board decided on their discon- tinuance entirely. It was seen that the university would be hampered in its development by attempts to support subordinate schools in va- rious parts of the State, and after 1849 they disappeared from the Senate documents, 1837, p. 61. 38 • HIGHER EDUCATION IN MICHIGAN. arena of university interests. The regents asserted, and the reasoning seems good, that it was beyond even the power of the legislature to authorize the use for intermediate schools of funds granted by Congress for the support of a seminary of learning. Not oidy were they a burden on the university because of the expense in providing for them, but there was danger at one time that the branches would absorb the inter- est of the people and be considered the end rather than the approaches to a college education. Many gravely asserted that they did more good than the university itself, and that every reasonable effort should be made to extend them and to increase their means of usefulness. It is with the feeling that a great danger has been escaped that we read of the action of the regents between 184G and 1840, and we feel relieved when we hear no more of these branches, which threatened to sap the very life-blood of the university, and to give Michigan a host of rival acephalous colleges rather than one large and comprehensive univer- sity. And yet these branches did a good work of preparation, and the towns and cities where they had not been established hastened, when there was no hope of such aid, to establish high schools, which have now become the great feeders of the university. They are in- timately connected with that institution ; not so closely that all local pride and generous emulations are unknown stimulants; not so closely that local peculiarities and (k'siral)le individualities are unknown, and yet so closely that there is an evident connection between them, and a division of labor for the best interests of both. A peril akin to the one arising from the establishment of branches was involved in a plan for the distribution of the income of the funds among various colleges, which were to be planted in different i)arts of the State. Such a bill at one time actually passed the senate and was defeated in the house by only one vote. The efforts of Mr. Pierce may be credited with averting destruction from the university, for he had obtained from leading educators of the country statements strongly in favor of concentration as opposed to distribution and consecpient dissipation. CHAPTER V. THE UNIVERSITY FROM 1837 TO 1852. March 18. 1837, the act establishing- the uuiversity was approved. Oq the 20th of that mouth an act locating the university at Ann Arbor was approved. The Ann Arbor Land Company had granted gratuitously 40 acres of land as an inducement for settlement there. On the oth of June the first meeting of the board of regents was held in Ann Arbor.^ A great deal of discussion and planning and devising seems to have occupied the attention of the board at this meeting. Schemes were spoken of which could not be put into being for many years to come, and various were the devices for the future. The regents began their duties with commendable zeal, their enthusiasm indeed carrying them to the very verge of destructive legislation. The board was composed of men who had little or no experience in educational matters. Mr. Crary was perhaps the only one who had ever studied the subject of education. Mr. Schoolcraft was a man of literary and scientific train- ing. The influence of Mr. Pierce is again discernible in tempering with wisdom the hasty and overambitions designs of tlie board. This first board determined u[)on the erection of a building, which was, as Mr. Pierce tells us, of a " truly magnificent design, and would in that day have involved an expenditure of half a million dollars." Had it not been for the refusal of the superintendent to agree to these plans the board would have committed itself to the expenditure of one-half the sum hoped for and of the wholc! sum actually realized from the sale of the university lands. Great excitement and even anger were the results of Mr. Pierce's refusal, but he remained steadfast in his o[)posi- tiou, and new plans were agreed ui)on. He insisted that able teachers, scientific collections, museums, and libraries were the essentials of a great university, not monstrous buildings of bricks and mortar. With the $100,000 loaned to the board by the State, four professors' houses were built on the campus,, which are now used for various purposes, one 'Tliatilay may, perhaps with aa uiucU ])i()prioty as any, be considercil tbo uatal day of the present organization of tlie nniversity, (University of Michigan, Semi- centennial, p. KJl.) 39 40 HIGHER EDUCATION IN MICHIGAN. of them ouly being used as a 'dwelling. About the same time the building now known as the north wing was completed. There is no need of suggesting that these buihliugs were not of a "truly magnificent design," yet thus with the expenditure of a reasonable amount of money suitable buildings were finished and the doors of the university were opened for students in September, 1841. One of the very first acts of the board was to secure a collection of minerals offered for sale by Baron Lederer and now known as the Led- erer Collection. For this collection was paid the sum of $4,000; and this expenditure, the first of the university, was soon followed by the purchase for $970 of four folio volumes and four octavo volumes com- posing Audubon's Ornithology. These purchases were made before a building was read;y to receive the collection, before, in fact, a building- committee was so much as appointed. Br. Houghton, the State geol- ogist, sent specimens secured by him in his researches, as did Ur. Sager and Dr. Wright, who represented the botanical and zoological departments of the State survey; and so, before there were students, the university had in its possession a number of valuable collections, which formed the basis of the present museum of so much importance iu later collegiate work. The books which the university should have inherited from its former self at Detroit were not transferred until 1809, but in 1840 some 3,700 voUiuies arrived iu Ann Arbor and formed t'ho nucleus of the present library. This was undoubtedly a valuable col- lection, selected with rare discrimination and judgment. July 17, 1838, the board of regents bestowed the first professorship on Dr. Asa Gray, who afterwards, iu Harvard University, added so much to scien- tific knowledge. He was at that date made professor of botany and zoology, and a little later he was given by the board the sum of $0,500, of which he was to spend $5,000 in books for the university while absent in Europe on a contemplated visit. The 3,700 volumes were the fruits of his purchase. In April of 1842 the board, by a committee, inquired of Dr. Gray if he wouhl consent to a suspension of his sahiiy for a year. He agreed to the request and his connection with the Uni- versity of Michigan was ended. To him may justly be given the credit of beginning the library of the university. Because of many interruptions and financial difficulties the board was unable to open the university for students before the autumn of 1841. There were various complaints and reproaches because of this delay. Students who had been prepared in the branches and other schools of the State went elsewhere for their college course and there was a popu- lar demand for the opening at Ann Arbor. July 22, 1841, the following resolutiou was passed : Resolved, That the resolution adopted on the 8th instant, in reference to the organ- ization of a hrauch at Ann Arbor be so far modified as to authorize the organization of the university at Ann Arbor by the appointment of a professor of languages, who shall perform the additional duties prescribed iu the resolution hereby uioditied. THE UNIVERSITY PROM 1837 TO 1852. 41 George P. Williams was given the professorship here mentioned, but he was soon removed to the chair of mathematics and Rev. Joseph Whiting Avas made professor of languages. The former of these men was at that time principal of the Poutiac branch and the latter princi- pal of the Niles branch. Mr. Colclazer, who had been appointed libra- rian by the board at its first meeting, was also now on hand, ready for the performance of his duties. In August of this year the requirements for admission were published, as follows : Applicants for admission must adduce satisfactory evidence of good moral character and sustain an examination in geograph3% arithmetic, the elements of algebra, the gram'^iiar of the English, Latin, and Greek languages, the exercise and reader of An- drews, Cornelius Nepos, Vita Washingtonii, Sallust, Cicero's Orations, Jacob's Greek Reader, and the evangelists. The faculty of two received in September six students, and the Uni- versity of Michigan began its actual work. It is perfectly evident from the requirements for admission that the " department of literature and science and the arts" began as a college, and did not, as many others, struggle upward to collegiate standing. Greek and Latin, mathematics, astronomy, physics, and metaphysics constituted, with little besides, the typical course of the typical Eastern college. Almost immediately a broader course was offered in the new university. The faculty announced that they could see no reason in confining all students to precisely the same a^thors. A course of study was prepared which certainly had the attribute " disciplinary." Course of study pahlislied in the catalogue of 1843-'44. Year. Term . Language and literature. MatKematics and physics. Intellectual and moral science. ' 1 Folsom's Livy, Xenophon'.s Uyropat'dia and Anabasi.s. Bourdon's Algebra i 1 ■; 2 Livy finished, Horace, Tbucydides, Herodotus, Roman antiquities. Alffcbra, Legendre'a , Geometry, botany. , 1 3 Horace iinished. Homer's Odyssey. Geometry, mensuration, applicatiense of about $22,000, the regents making api)ropriations to cover the expenses not met by the gift of the Detroit citizens, who, as the work progressed, increased the sum given to $15,000. Professor Brunnow, an assistant of Professor Encke, of Berlin, was called to the directorship of the observatory. His most eminent pupil was James C. Watson, who afterwards became known wherever astronomy was studied as a science, and whose brilliant discoveries added so much to the sum of astronomical knowledge, as well as to the fame of the university with which he was connected for so many years in the capac- ity of i)rofessor of astronomy and director of the observatory. Steadily, during President Tappan's time, the faculty was increased as the increased needs of the growing university demanded. In the autumn of 1854 Henry S. Frieze, of Providence, R. I., was elected to the chair of Latin, a position he continued to till until his death in December, 1889. The influence of Dr. Frieze in i^opularizing classical learning in the West, and in bringing the commou schools of the Western States to a proper appreciation and recognition of sound literary and classical Education, has been gracefully stated in a recent article by one who in his younger days was Dr. Frieze's familiar friend and col- league. Andrew D. White, since president of Cornell University, be- came professor of history and English literature in the autumn of 1857. Under the enthusiastic direction of the first professor of history that department of the university took abiding form. A.t a time, therefore, when scarcely a university or collge in the country was graced with such a professorship, precedents of sound learning and enthusiastic re- search were ectablished. These were carried out in the spirit of their founder, and widely and generously developed by Charles K. Adams, who in 1867 succeeded Mr. White in the chair of history, and has more rece.itly succeeded him in the work of managing the affairs of the young and vigorous university in western New York. In 1854, Alexander Winchell was made professor of engineering and Corydou L. Ford became i)rofessor of anatomy. Such a list of addi- tions to the faculty as were made during President Tajjpan's adminis- tration gives the ring of truth to the saying that not stones and mortar but teachers and students make the great university. In all these No. 5. OBSERVATORY, UNIVERSITY OF MICHIGAN. PRESIDENT TAPPAN's ADMINISTRATION. 51 iiI»i)oiutiueiits the president endeavored to express the principles he had advocated from the beginning : (1) A chair must be filled with the best possible men. (li) The idea which has prevailed in the university that the prof'essor- sliips should be divided withsorae equality and fairness among different denominations was entirely a wrong one; tbe only proper tests for fitness being neither political bias nor sectarian affiliations, but simply good character and intellectual superiority. He thus solved the sectarian problem. Had the old idea of division among different sects been ad- hered to, the difficulties arising from necessarily uneven distribution would have been endless, and the result would have been a stultifica- tion of the whole State university system. Since President Tappan's day occasional jealousies have appeared, but only as transitory phases scarcely noticeable in the general progress of liberal views. In these later days it may be said that when a person is api)ointed to a profes- sorship the last qualification thought of is denominational connection. More properly, denominational connections are not considered in the list of qualifications. This does not mean that a candidate's attitude toward Christianity and morality is. not considered of any importance. In the very earliest years of the university it was announced that there was danger in sectarian prejudices, and equal danger in an entire disre- gard, for the professed religion of the people, who as a free people had almost with unanimity avowed themselves Christians. In the wise administration of affairs by successive presidents since 1852 an evident care has been taken to call to positions of trust in the university men whose morality is unquestionable, and whose Christian principles fur- nish worthy exain[)les to pupils intrusted to their charge.' All through the university was felt the (piickening intiuence of the president's faith and hope. Professors and students seemed to catch the tire of euthnsiasiu and all entereeued. The lectures were first delivered in the old cbapel. An appropriation of $2,000 was made for books, and there was scarcely a place to ])at them when purchased. The general library was in need of room and a chapel of larger capacity was needed. The plan was therefore hit upon of erecting a building which would accommodate the law school and the general library and furnish besides a room for the holding of devotional exercises. In 18G3 such a building was completed, which continued to be used for these various purposes for many years, not being devoted exclusively to the law department until the completion of the general library building in the No. G. CHEMICAL LABORATORY, UNIVERSITY OF MICHIGAN. PRESIDENT TAPPAN's ADMINISTRATION. 55 latter part of 1883. The law ^lepartment was especially fortunate in its faculty. The fame of the whole university was increased by the well- known reputation of the members of the law faculty. Indeed the establishment of the medical and law schools in various ways benefited the whole university and even increased the number of students in the literary department. Every graduate from any department of the uni- versity became instrumental in turning thither students who were in search of collegiate training.' There is very little to be said of the law department from the day of its foundation, save that without a momen- tous crisis it has steadily developed until now its course embraces almost every branch of jurisprudence. Its library, from appropriations aided by the generous gifts of Judge Fletcher of Boston and of Mr. Buell, of Detroit, has nearly reached the number of 10,000 volumes, and now occupies the room which was used for the pur[)oses of a general library during the first 20 years of the building's existence. The three men who constituted the first law faculty are no longer connected with the school. Judges Campbell and Cooley remained members of the faculty for about a quarter of a century, and Judge Walker for scarcel3' a shorter period. The broad learning and profound scholarship of these men have been of inestimable influence, not only in spreading abroad the fame of the uni- versity, but in inculcating in the minds of successive generations of students sound legal doctrine and sound legal ethics, with a respect for the law in its nobleness and dignity. The constitution of 185L provided for the election of a board of re- gents all the members of which were elected and all retired from office at the same time, making it possible that an entirely new board shouUl have direction of affairs as the result of a regular election. Such an event was the result of the election of 1857; aboard entirely* unacquainted with the i)roceedings of the former board, its aims and ideas, ignorant of the progress and development of the university under its manage- ment, with no symi)athetic appreciation of the plans of the president who had worked in complete harmony with the board which had elected him — a board, therefore, unless fortified by superior discretion and consideration, absolutely disqualified for the immediate control of the affairs of a great university — took the reins of the institution into its hands January 1, 1858. ' A feeling of self-confidence inuuediately dis- played itself in a board only two of whose members were college grad- uates, and who therefore might be expected to approach educational subjects with becoming hesitation and pay a modest deference to the head of the university, under whose administration the university had ])rospered so admirably. There is no need of going into the details of the difficulties and controversies that ensued. Part of the difficulty was of a personal nature, of no general interest as a problem of educatioQ and collegiate government. The lesson chiefly to be learned is the dan- ' University of Michigan, Semicentennial, p. 194. 56 HIGHER EDUCATION IN MICHIGAN. ger of complete rotation or rather rev^plution in office, and, possibly, also tlie danger of electing to such offices men whose edncation and training have not adapted them to an intelligent appreciation of the duties of the office. The outgoing board had pointed with pride to the success of their endeavors and called attention to the fact that for the first time in the history of any State or nation the experiment had been tried as to whether or not it is safe to intrust the highest educational interests in the country to a body of men elected directly by the people. The history of the next few years threw a somewhat different light on this important question, and yet it would be hard to say that the action of the board was entirely without provocation or excuse. President Tappan was possessed of a lofty dignity that possibly made it difficult for him to appreciate or overlook events or attempts which a more plia- ble or malleable disposition would have helped him to disregard. He could not brook the efforts of the regents to deprive him of the com- plete control and direction of affairs which the other board had in- trusted to him. It will be remembered that the presidency of the university is a con- stitutional office, of equal dignity therefore with that of regent, and any attempt to make the president the mere employe of the1)oard is on the face of it contrary to the spirit and interest of the constitution. The university senate, a body composed of the professorsof thedifferent faculties of the univ^ersity, and probably constituted about 1852, took cognizance of the disagreement between president and regents, and deprecated any ill feeling or lack of harmony. F>ut the arrangement that was agreed upon, partly at least at the solicitation of the senate, proved of temporary efficacy only, and it soon became evident that disagreements were developing into open hostility. The ])resident was used with scant courtesy by some members of the board. Indeed, if we judge from the words of one member and consider the arrogant and domineering tone of his orders, given with all the vigor of a master reprimanding an incompetent" servant or slave, there seems reason for the statement that he entered upon his official duties with the express intention of driving the president from his position. No man could quietly submit to the insulting domination of inferiority, uuich less a man constituted as was President Tappan. And though, in viewing one side of the case, we have been led to remark, as above, that a more malleable disposition might have insured j)eace, we can not help feeling that it would have been the peace of desolation. At the June meeting in 18G3, after the transaction of other business, the following resolution was introduced: Whereas it is deemed expedient and for the interests of the nuiversity that .sundry changes be made in tlie officers and corps of professors : Therefore, liesohed, That Dr. Henry P. Tappan be and he is hereby removed from the offices and duties of president of the University of Michigan and professor of philosophy therein. No. 7. LAW BUILDING, UNIVERSITY OF MICHIGAN. PRESIDt>NT TAPPAN's ADMINISTRATION. 57 Dr. Tappaii withdrew and tbe resolution was at once passed, as well as a number of others, making extensive changes in the faculty. The board was on the very eve of dissolution. Their duties closed Decem- ber 31, 1863, and their action was all the more spiteful and malicious, that, at the very last moment, actuated almost entirely by personal motives, they removed from ofiBce him who had done so much for the university, him who had founded a college and created a university, who, with constant care, had nourished and protected the interests com- mitted to him until he could well say : This matter belongs to history ; the pen of history is held by Almighty Justice aud I fear not the record it will make of my conduct, whether private or public, in relation to the affairs of the university. The pen of history can find no easier task than to write in commenda- tion of an administration, the propelling power of which is still felt in the whole mechanism of the university. Tiie traditions of an institu- tion, which, though young in years, is old in achievement, cherisli the memory of its first president with a tenacity and a reverence that insure continuous devotion and place beyond peradventure the seal of permanent approval on his work. At the same meeting of the board Erastus O. Haven, d. d,, was made professor of rhetoric aud English literature and president of the uni- versity. The removal of Dr. Tappan caused a great deal of excitement and engendered controversies without, which had their agitating effect on the next administration. There is no need, however, of detailing here the disturbance which ensued. Townspeople and students and alumni and citizens of the State wlio were interested in the university and wiio appreciated how the president had found the university -of brick and left it of marble, all arose in opjwsition, the alumni going so far as to publish an address to the citizens of Michigan, which set forth in plain terms the ignorance, malice, and discourtesy of the board.' When Dr. Tappan closed his official career, after years of service, the literary de- partment had more than quadrupled the number of students it hail on his accession tooflice; the medical department had 250 students ; the law school 1:54. Th ■ total attendance was (552, and the university was recognized on both sides of the Atlantic as a great and worthy school of liberal learning.' In 1874, and again in 1876, the board of regents passed resolutions commendatory in the highest degree of Dr. Tappan's efforts in behalf of the university, attributing to him the honor of " organizing and con- structing this institution of learning upon the basis from which its pres- ent prosperity has grown," and repealing and withdrawing "any cen- sure, expressed or implied, contained in the resolutions which severed his connection with the university." And so official action echoes the verdict of memory and tradition. 'History of the University of Michigan, Farraud, p. 158. ^University of Michigan, Semicentennial, p. 174. From President Angell's oration. 58 HIGHER EDUCATION m MICHIGAN. One of the great difficulties ia the management of university interests had been that all the members of the board were elected at the same time and for the same term. But in 1863 a system of election was begun which is still in vogue and which has proved successful in obviating the evil which complete rotation in office is sure to cause. Eight regents were then elected. Two for two years, two for four years, two for six years, and two for eight. Elections have been held every two years since that time lor the choosing of two regents, whose terms are of eight years' duration. CHAPTER VII. PEESIDENT HAVEN'S ADMmiSTRATION. President Haven was inaugnrated October 1, 1803. His position was necessarily an embarrassing one, for tlie smoke of the battle had not yet cleared away, and he seemed at times to be enveloped in its folds so thoroughly that all outlook was cut off, and he could oidy await a lifting of the cloud. A history of his administration must have this fact remaining as its undercurrent. It will be seen that President Haven's administration was far from a failure, and yet it was not to be expected that it would be completely successful in all respects, troubled as he was by a feeling of insecurity and the consciousness that his every action was subject to severe criticism by a portion of the board for some time, and during his whole administration by a goodly num- ber of persons in the State who were anxious to visit the sins of the last board upon him who had received oftice at its hands. The efforts ty reinstate Dr. Tappan will not be recounted here. SuIiJce it to say that they were not successful, and that they proved only the prevailing admir- ation for the man and his work. President Haven's conduct toward those opposed to him and in favor of his predecessor won by its frank- ness and its gentleness. He was devoid of petty jealousies and smali- ness. Working steadily for what he considered the highest and best, with a true regard for the interests of the institution committed to his (;harge, he had a successful administration of G years at a critical period m the history of the university. Had he been less tactful, less geuerous, less devoted to high aims and duties, less imbued with Christian prin- ciple, his administration would, without doubt, have redounded but lit- tle to his credit, while the consequences to the university would have been disastrous.^ I Erastus Otis Haven was born in Boston November 1, 1820. His father was a Metho- dist clergyman. Tlie family lived for some time at Falmouth, ou Cajjc Cod. The boy secured the best education possible from the intermediate schools, and in 1838 entered VVesleyau University and received the degree of A. B. at the end of a 4 years' course. He began teaching as the principal of a private academy at Sudbury, Mass., but in September, 1843, he became professor of natural science in Amenia Seminary, Dutchess County, N. Y. In 1846, after 3 years of successful teaching in that position, he became principal of the academy. In 1848 he left his position to connect himself with the New York Conference of the Methodist Church. He continued in pastoral work until 1853, when he accepted a call to the professorship of Latin in the Univer- sity of Michigan. lu 1834 he was transferred to tlie chair of history and English lit- erature, and he was this year honored with the degree of Doctor of Divinity from Union 59 60' HIGHER EDUCATION IN MICHIGAN. Prediction bad not been wanting that the university would go to ruin under the new administration. The fall of 1803, however, saw more students enrolled than ever before. In 18G4 the new board of regents at their first meeting considered the necessities of the medical department, which was crowded for room. But the university was unable to tind the funds for erecting an addi- tion. The citizens of Ann Arbor again generously responded to the calls for assistance and gave $10,000, raised by a general tax upon city, property. An addition was then made to the medical building at the cost of $20,000. The laboratory and the observatory were also en- larged in the next few years, and the professor's house, occupying the northeast portion of the campus, was given to the medical department. The number of students in various years of President Haven's ad- ministration well indicates the prosperity of the institution. In 18GC- '07 there were in the medical department alone 525 students, a larger number than was in attendance during tiie year 18S8-'8t). There were 395 in the law department, while in 1808-'09 the students in the literary department reached the number of 422. In 18G3-'G1 there were alto- gether 85G students in the university ; three years later there were 1,255.1 And yet this very increase in the number of students had, as usual, its accompanying embarrassments. The university was in need of money to provide for more instruction and to erect and eare for the uecessarv buildings. Moreover, prices, advanced by the war, had reached suclf a pitch that the salary of $1,500, which had seemed amply remunerative College. Professor Haven had already appeared before the reading world in pub- lished addresses and speeches. In 1856 be published a l)ook entitled "The Yonii" Man Advised." He resigned his position in the university in this year and took the editorship of Zion's Plerald, a Methodist newspaper published in iiostoii. During part of the time he was in charge of the paper ho had also a church at Mahlen. From IdaCi to 18G:'. lie was a member of the Massachusetts State board of education and of the State board of overseers of Harvard College. In 1SG:2 and 18015 he was a memb'^r of the Massachusetts senate and chairman of the committee on education. In 180:3 he becauu) president of the University of Michigan. His work in this office is given in the text. In 1800 he published a series of sermons on the decalogue under the name of "The Pillars of Truth." In 1809 he resigned his position as president. lathe autumn of that year he assumed the presidency of Northwestern University, at Ev- auston, 111. He published at this time a school rhetoric, which has had high com- mendation. He gave up his position as president of Northwestern University in 187-2 and became at once secretary of the board of education of the Methodist Epis- copal Church. In 1874 he was elected to the chaucellorship of Syracuse University, and in 1880 the General Conference at Cincinnati created him bishop of the Methodist Episcopal Church. His official residence was assigned to San Francisco. He had for some time been in failing health, and was unable for some weeks before his death to perform the duties of his office. He died August 2, 1881. He was a man of sound learning and broad sympathies. His career as educator, editor, and minister was one of usefulness and righteous influence. (The foregoing sketch is taken princi- pally from a memorial address delivered by Dr. Alexander Wiuchell, November G, 1881.) 'Miss Farrand's History of the Univ. of Mich., p. 172. No. 9. MEDICAL BUILDING, UNIVERSITY OF MICHIGAN. PRESIDENT haven's ADMINISTRATION. 61 a few jours before, now proved absolutely inadequate to tlui demands made upon it. The salaries were consequently raised, reaching? $2,000 for a full xirofessor in 1869-'70. The fees for students had in the mean time been increased. Th'ese had been until 1865 for all students alike a matriculation fee of $10 and an annual fee of $5. In 186G-'G7 nonresident students were required to pay a matriculation fee of $25, and all students alike were expected to pay a tax of $10 for annual dues. Tbis, of course, helped the university to meet the inci'easing demands upon its funds. Attemi)ts were made to secure assistance from the legislature. But the relief granted by the legislature was, for the time being, uo relief tit all ; it seemed indeed to be the application of a powerful and even dangerous counter-irritant. An act was passed granting iJermaneutly to the uni- versity a tax of a twentieth of a mill on the assessed value of property within the State. But attached to this liberal arrangement was a pro- vision that the regents establish in the medical dei)artment at least one professorship of homeopathy. Excitement in the university was in- tense. Several membersof the medical faculty handed in their resigna- tions, and it appeared as if the whole department would go to pieces in the storm. It would not do, of course, to let a matter comparatively so trifling destroy the usefulness of a school which had by this time become one of the best known and most successful schools of medicine in the country. A year of agitation followed. At the end of that time the matter was again approached by the regents. They could ill afford to lose the advantage of the act, and finally i»roposed the establishment of a school in the department of medicine to be known as the " Michigan School of Homeopathy," the lectures to be delivered " at such a jdace other than Ann Arbor as should pledge to the Board of Kegents the greatest amount for the building and eiulowment of such school." They even went to the extent of a[)pointing a professor of the theory and practice of homeopathic medicine, and of ai^propriating $3,000 to be ex- pended in the organization of the school. The supreme court, however, declared that such an arrangement was an evasion of the law, and in consequence such circuitous efforts at compliance were abandoned. At the session of tlie legislature held in 1868-'69, President Haven appeared before that body and set forth the needs and the difficulties of the university. He pleaded for a removal of the imi)racticable condi- tion offered by the preceding legislature. The legislators had assembled in a critical mood, but by the persuasive and simi)le eloijuence of the president they were brought to see the straits of the board and to real- ize that a compliance with the conditions of the grant would have been clestructive of the best interests of the university. Tbey therefore, in response to his appeals, not only gave the sum which had accumulated under the law of two years before, but settled an annuity of $15,000 on the university. The board of regents was of course jubilant, and all deeply interested in the success of the univ^ersity breathed a sigh of relief upon seeing that the inscitution had, for the tinie being at least, avoided being wrecked on this rock of dissension. 62 IIIGIIEK EDUCATION -IN MICHIGAN. More iiiiiK)ita!it than temporary assistauce or tlie temporary j»ost- ponement of the homeopathic questiou, was the fact tliat by granting this aid tlie State recognized the principle of State assistance and es- tablished a precedent which has been of incalculable benefit to the university. I^o doubt the people of Michigan were always ready to give any needed assistance to higher education iu the State. But this direct aid recognized the university as a State institution, dependent on State assistance — a portion of the school system of the State. This may seem to the reader an imaginary benefit, iuasiunch as from the beginning the university was a State institution. There was, however, in the early days altogether too much of a tendency to s])eak of tlie "Ann Arbor College." Indeed, it has not been many years that the people of Michigan have whollyrealized that the University of Michigan is their university to cherish, protect, and be proud of. Everything whicli caused the people to recognize their own cliild, everything which stiu)- ulated parental pride, was of immense importance for its growth and development. In consequence of tliis assistance the professors' salaries were raised, as already stated, to $2,000 per annum. The wise and ac- ceptable conclusion of this controversy was largely due to the politic conduct of the president and to his conciliatory and unbigoted wisdom. In the six years of Dr. Haven's administration the university saw many developments. A school of mines was established in 18G5 and tluMb'greeof mining engineer was conferred at two or three commence- ments after that date. A new course known as the Latin and scientific course was estab- lished in 18G7, a forerunner of the ''modern classical" course in the University of Wisconsin, and a model for colleges and academies in the West. The characteristic of this course is that French or Gernuui is required for admittance instead of Greek. French and German, without Greek, are requisite studies for graduation. The design of this course was to offer the advantages of the university to a greater num- ber of students, to furnish a line of studies neitlier so strictly literary and disciplinary as the old classical course, nor so limited to strictly scientific and technical work as were the scientific and engineering courses. The continuous popularity of this course and its success in furnishing graduates well disciplined and equipped attest the wisdom of its establishment. The degree of Bachelor of Philosophy, first given iu 1870, has since that time been annually conferred in token of honorable completion of this course. In 1868 a course of pharmacy was drawn up offering advantages to those desiring to become skilled druggists and pharmaceutical chemists. The degree of pharmaceutical chemist was first conferred in 1869. The school of pharmacy was not organized as a distinct department of the university until 1876, and it may be said, though partly in anticipation of succeeding administrations, that since the time of its organization there have been in attendance upon the department from 75 to 100 stu- PRESIDENT haven's ADMINISTRATION. 63 dents, all of whom ^re eugajijed most of their time in acitiial practical in. vestigation in the chemical laboratory. Constant additions to the bnild- ing have been necessary, until now it covers a large areaofgionnd, offer- ing with its annexed stories, its added wings, and its appended additions a very good illustration of the expansion of the whole university from its humble beginnings. In various other ways did the university develop during the years of President Haven's administration. The library gradually increased. Inl8G5, byan actual count, the library consisted of something like 13,500 volumes ; in 1869 there were some 17,000 volumes. During these years only about $1,500 was spent for i)eriodicals and new books. A number of gifts added to the wealth of the institution. Mrs. R. R. Richards gave the " Houghton Herbarium," being a collection of plants prepared by Dr. Douglas Houghton. Dr. Sager gave to the museum acolle(;tion of 5,000 specimens, and Mrs. Ames, of Niles, presented 22,500 specimens of plants, the collection of her husband, Dr. George L. Ames, In 1801 Dr. Rominger placed in the museum a collection of European fossils, numbering about 0,000, and in 1869 the regents purchased the collection for $1,500. The mineralogical and geological collections were much enriched by the addition of a number of specimens collected in the Upper Peninsula by a party under the charge of Professor Winchell. President Haven resigned the presidency of the university at the June meeting of the regents in 1869. The board was unwilling to accept the re-signation, but did so. He was offered the presidency of the new Northwestern University at Evanston, and decided to acce[)t the position. His administration was a successful one. He worked harmoniously with the regents, won the respect of the faculties, and inliuenced for good the students and others connected with the ihstitu- lion. His policy was a conciliatory one, and it is doubtful if any other would have succeeded quite so well at that time. He felt a good por- tion of the time as if he presided by sufferance, and many rigorous nu-as- uresof order and discipline and general management had to beeschew ed, and annoying but not destructive practices overlooked. He was possi- bly fortunate in being able to connive at many customs and habits among the students which have disappeared umler the stronger, more systematic, and more assured rule of the present incumbent of the presi- dency.^ ' The progress of the university dnriiig President Haven's administration was further shown by the follow ing cousnniruation, which I name in the order of time: The office of the steward was located npon the gronnds, and he was required to devote his whole time to the duiies of the position (March 30, 1864) The Rominger collec- tion of European fossils was purchased (March 30, 1864). The Houghton Herbarium was received (.June 2S, 1864). A reserve fund for the endowment of the library was created, v\hich, in August, 1869, amounted to $17,166. A schoolof mines wasinaugu- rated (March 28, 1865.) The astrouomical observatory was enlarged (September 26, 1865). The Sager botanical collection was received (March 29, 1866). The policy of conferring honorary degrees was adopted (June 26, 1866). The Fletcher law library 64 HIGHER EDUCATION IN MICHIGAN. was received (March 27, 1866). The Fletcher Professorship of Law was (established (Jiiue 28, 1866). State aid was obtained (1869). The luedical college buildiug was eolargod (April 3, 1867). The P^ord anatomical collection was purchased (March 25, 1868). A course in mechanical engineering was organized (December 22, 1868). The university hospital was established (March 31, 1869). The Sager anatomical collection was purchased (April 1, 1869). Steam heating apparatus was introduced (April 1, 1869).— [From "A memorial discourse on the life and services of Eev. Eras- tus Otis Haven, etc.," by Prof. Alexander Winchell.] It is to be noticed that the course in mechanical eugineering here mentioned by Professor Winchell was established, but quickly given up. There were no stu- dents in the course. — A. C. M. CHAPTER VIII. ADMINISTRATION OF ACTING PRESIDENT FRIEZE. Immediately on President Haven's resignation, steps were taken to fill the chair, a committee of the regents visiting the East for the pur- pose of coming into communication with suitable persons. Professor J. H. Seelye, of Amherst, and James B, Angell, then president of the university of Vermont, were offered the presidency, but both, after vis- iting the university, declined to accept. President Angell was induced to this decision by the importunities of his friends in Vermont, and at the solicitation of the authorities of that university. A special meet- ing of the board of regents, held in August 18G9, made Henry S. Frieze, who then occupied the chair of Latin, acting president of the university.^ " He at no time seeus to have been desirous of holding that 'Heury Simmons Frieze was boru in Boston, September 15, 1817. His father, Jacob Frieze, was a minister of the Unitarian church, and afterward a writer of consider- able power for the newspapers of New England. Henry S. Frieze was prepared for college iu Newport, K. I. He entered Brown Uuiversiiy and graduated at the age of 24, valedictorian of his class. During the 13 years following he was an instructor iu Brown University, and in the grammar school in connection with it. In 1854 he was called to the chair of Latin language and literature iu the University of Michigan. He held that position until his death. Immediately upon his appointment, cooper- ating with Professor Boise, he made strenuous efforts to establish a high standard of classical learning in the university. The intlueuce of his constant efforts is clearly Been iu the strength of the classical course. Iu spite of " Western" tendencies toward "practical" studies, students in the early history of the State naturally incliuin<»' toward the material and the tinanciaJ, the classical course has been and continues to- be the most popular course iu the university. In 1855 Dr. Frieze traveled in Europe and began the art collection which so developed under his curatorship. In 1860 he issued an edition of Virgil, and in 18G5 one of Quintiliau. In 18S3 he published a revised edition of the Virgil, with a Virgiliau dictionary — a revised edition of Quin- tiliau was issued later. He was acting president, as recounted above, from 1869 to the fall of 1871. He was again acting president, during the absence of President Angell iu China, in 1880-81. In 1886 appeared a short biography, from the pen of Dr. Frieze of Giovanni Dupr6, the Italian artist, and two dialogues ou art from the Italian of Auguslo Couti. This book is a valuable contribution to the literature of art, and is written in a graceful, musical style characteristic of all the literary work of the author. At various times lectures and memorial addresses have been delivered ; one of the ])est known of his addresses being on the Eelations of the State University to Religion, delivered at the semicentennial celebration in 1887. Dr. P'rieze died December 8, 18bi.>, while in active service at the university. His broad and accurate scholarship, his generous enthusiasm, his devotion to the university, his originality and liberality in all questions of its advancement or management, made him a power iu its councils, while his noble gentleness and the beauty of his Christian character endeared him to faculty and students and to all friends of the university. 713— No. i 5 65 66 HIGHER EDUCATION IN MICHIGAN. position, nor did successful administration encourage his love of ad- ministering. The committee whose duty it was to find a successor to Dr. Haven were induced by the eminent success of Dr. Frieze to oifer him the permanent presidency', and it is stated that the board were unanimously in favor of erasing the " acting" from his title. But he would not consent to have his name go before the board for that pur- pose. His short administration was an eventful one for the univer- sity — full of progress, full of development along the old generous lines. Dr. Frieze was a great admirer of ex-President Tappan, and it was to be expected that under his guidance affairs would be limited by no nar- 1 ow or short sighted policy. His influence, both as acting i^resident and as professor in the university, was continually for growth; for reach- ing not only upward but outward, in order that those still untouched by college influences might feel their i)resence ; that the whole people might be elevated by the existence of a State institution. Not only the college students themselves were to be permeated with educational doctrines and elevated by communion with the educational spirit ; the schools of the State were to feel the presence of the university-, and the atmosphere of the whole commonwealth was to be clarified by the work of a great State institution, whose work was high and noble and yet not beyond the sympathy and appreciation of even the untutored. There is no doubt that in his whole career Dr. Frieze was inspired with such ideas. The people were to be elevated not by seeing above them and beyond them a mighty institution whose portals could not receive them and whose ambitious designs were unintelligible, but he felt that the university must come in contact with the whole people of the State, maintaining that contact until the people should see in the advancement of the college their own advancement and their own progress. This sketch can not include the marks of development shown by vari- ous additions to the faculty, nor mention the names or suggest the work of those whose literary and scientific reputations and careful class-room work have added to the fame and usefulness of the university. The two years from 18(39 to 1871 saw many names placed on the faculty list which have remained there to this day, a sufficient surety in them- selves of accurate scholarship and wholesome i)ersoiial influence. The question of the admission of women to the privileges of the uni- versity was long a mooted one. The branch schools, it will be remem- bered, were to have departments for theeducatiou of women. This idea was not realized in the early days, and when the branches disappeared and high schools took their place there was no reason for the establish- ment of such departments. Applications were, however, occasionally made to the legislature in the succeeding years. There are, even, in- stances of personal application on the part of women who desired the privileges of the university. The first report made by a committee of the regents, appointed to look into the subject, was fair and judicial. ADMINISTRATION OF ACTING PRESIDENT FRIEZE. 67 It granted the first great claim that womeu as well as men had a right to expect from the State opportunities for general culture and for bigher education. But the committee were opposed to coeducation. The two sexes could not associate together frankly and freely, as would be nec- essary if the university should open its doors to women. It was a question of moral and social advisability. This was iu 1858, The battle was already half won. President Tappau was not in favor of coeduca- tion. In this one respect the university has taken a step which he did not foresee, and for which his administration made no intentional prepa- ration. Dr. Haven, as early as 1855, eight years before he becauie presi- dent, advocated the principle of higher education for women, and urged that the doors be thrown open for their admittance to college classes. From this time on the subject was mildly but intelligently discussed in the newspapers of the State, until, in 1867, the legislature advised that the regents take action for the admission of womeu. The regents were not yet ready to give up their opinions and try the experiment, while Dr. Haven, now in his official position, insisted that such action would involve great expense, and give such a radically new character to the iustitution that there would infallibly be a temporary breaking up of Its prosperity and success. But public demand for the innovation was becoming unmistakable, and in 1868 he consented to make a recom- mendation to the regents, who were, however, not overcome by the mild statement of the necessities for the innovation. The legislature at its next session adopted a long resolution urging the board to act in accord- ance with the recommendations of the president. Action correspond- ing to the popular desires thus fully expressed by two different legisla- tures was not immediately taken. January 5, 1870, the regents passed, almost unanimously, the follow- ing resolution : Resolved, That the Board of Regents recognize the right of every resident of Mich- igan to the enjoyment of the privileges aftbrded by the university, and that no rule exists in any of the university statutes for the exclusion of any person from the uni- versity who possesses the requisite literary and moral qualifications. February 2, 1870, Miss Madalon A. Stockwell entered the literary department, and in the autumn of that year the university received in its various departments 34 women students, 11 of whom entered the literary department, 3 the pharmacy department, 18 the medical, and 2 the law department. From that time to this the number of female students has continually increased. Especially in the literary department have the women students come to vie on equal terms with the male students in the various studies that form a college curriculum. It is still often said by persons interested in educational matters, that the educators of the country are looking to the University of Michigan to solve the problem of coeducation. The only answer to such an interrogative statement is that the authorities in the university, the professors, the students, the 68 HIGHER EDUCATION IN MICHIGAN. people of the State cau discover uo problem to solve. Au experience of 19 years has left coeducation a fact and simply a fact, undiscussed, uuanalyzed, and above all unregretted. The hypothetical or problem- atical stage of the accepted fact is forgotten. The chief objections to coeducation were three: (1) The social diffi- culty — it being considered a foregone conclusion by many that young women could not take their places in a college class in competition with young men without losing their modesty, their maidenly reserve, and their womanly dignity. (2) The mental inequality. (3) The physical inequality. The tirst objection time has answ ered. The objectors have found no ground for their objections. There was no problem to be solved. The American girl has outside of college a fearless freedom of action, which repels the Idea of close surveillance and distrust. In college she is quite able to take care of herself with modesty and grace. The second objection was urged with great force. It is certainly true that the mind of man and that of woman are not identical in their constitution. They are similar, perhaps equal, but not the same. Statistics, the writer believes, would show that women have excelled men in some branches, while in others the women competitors have been ontstripped, and from these statistics a table of intellectual fitness could be mathematically placed be- fore us. But there is uo need of such a table or of such a statistical argu- ment. As a matter of i^sychological curiosity it would be interesting ; as a practical guide in the management of a great educational institution it would be useless and of uo value to the student in search of suitable courses of study. The young lady student would scarcely content her- self with pursuing the particular study in which, as statistics prove, her sex had best succeeded. Certainly the young mau would not be fright- ened by a statistical " spook" from entering into competition with the women. In reality there is no branch taught in the university which women have not pursued with marked credit with the exception of forge practice, which does not seem to be attractive to feminine taste. The system of free election in vogue in the university brings it about that a thoughtful and ambitious student, whatever be the sex, discovers the studies for which he may be adapted and succeeds in them. The third objection — physical inequality — may be similarly disposed of. Here again the elective system has helped the arrangement of matters. A young lady student cau elect an amount of work suited to her physical abilities. Nor is she forced by a hard and fast law of the university to be present at every recitation lest the heavens fall. A certain sensible latitude and a respectable freedom are allowed young men and women who have come to a great university to get university training and cul- ture. It is expected that they have alread3'^ ])ut away childish things and reached the manhood and womanhood of their education. Tlie authorities do not insist that a student be present in the class room on all occasions, however great maybe the physical objections. The women are not spurred on to struggle for honors, for there are no honors to be ADMINISTRATION OF ACTING PRESIDENT FRIEZE. 69 struggled for. It is the policy of the university to imbue the student with a love of knowledge for the sake of knowledge, and not for honors or meritorious mention ; to till them with the idea that solid attainment is a i)ersonal advantage uueonnected with diplomatic commendation. But the above argument under this objection has been carried on with the supposition that women were confessedly unable to give the regular attendance to recitations, or regular and constant attention to as great an amount of work as are men under similar circumstances. As far as the history of coeducation in the university goes, such a sup- position is an unnecessary one. The women are at least as regular iu attendance as the men ; they are at least as successful iu their recita- tions and examinations; they have proved themselves entirely compe- tent to graduate with their classes, haviugelected the prescribed number of courses requisite for a degree. Can there be other objections? The objection of prominent edu- cators of the country was a conclusion deduced, from the sum of these three— coeducation would inevitably lower the standard of schol- arship and degrade the university into a second-rate college or board- ing school. Has that been the result ? A study of the calendars which have appeared in the last 19 years will show that the work offered has more and more partaken of the character of true university work. The requirements for admission have been lowered neither in the amount nor in the rigidity with which examinations are conducted. A personal knowledge of the affairs of which he speaks prompts the writer to as- sert that in all that constitutes a higher and deeper education the uni- versity has been steadily advancing since 1870. But there is no need of further statement. In the University of Michigan coeducation is an established fact. It is not regarded a prob- lem. Its existence is scarcely noticed, because there is no reason for noticing it. What the future may bring forth it is not the province of the historian to state. It may be that events will again change an established fact into a problem, but there is no occasion at present for peering into the future with anxiety.' The success of the principle and the fact is seen by the steady in- crease in the number of women in attendance. In the winter of 1870 one woman entered the university; in 187G there were 117 in attend- ance; in 1884 there were 170; in 1887 and 1888 there were 284. The following from the report of President Augell to the regents for the year ending September 30, 1888, gives the condition of the coeducational "problem" at that time: ' The experiment has proved a complete success. No distinction is made in college discipline between women and men. They lodge with families in town ; they influ- ence the manners of the university for the better ; their scholarship is on an average above rather than equal to that of the men ; their health has been excellent to a de- gree uuexpected and positively alarming; and it is not apparent that, in point of refinement, they suiier for lack of any social advantages. In all classes, except cer- tain in medicine, the women recite witii tiie men. — (University of Michigan. Sketch by Professor Gayley. Descriptive America. August, 1884.) 70 HIGHER EDUCATION IN MICHIGAN. The relative as well as the absolute number of womeu in the university continues to increase very slowly. Last year they formed 16.8 per cent. ; this year they form 16.9 per cent, of the total attendance. Last year they constituted 25 per cent, of the entire attendance in the literary department ; this year they constitute 25.7 per cent Twelve of the fifty- three graduates studying for higher degrees are women. It may be of interest to see in what proportions the men and in what proportions the women choose the different courses. The following table shows the percentage of the men and the percentage of the women, in both cases candidates for degrees in the lit- erary department, who chose each course during the lasi year : Course. Men. "Women. A.B Per cent. 30.7 16.3 13 15 25 Per cent. 32.3 31.4 9.3 27 None. Pb.B B.S B.L Engineering 100 100 The women have, of course, no practical inducement to enter on the engineering courses, though in years past now and theu one has completed one of those courses. It will be observed that a larger proportion of women thau of men are taking by choice the full classical course. They are led to this not alone by their literary taste, but also by the consideration that there is a demand for their services in teach- ing Greek in preparatory schools.. As one-fourth of the men are drawn to the engi- neering work, the women naturally form a larger proportion than the men of the students pursuing the Ph. B. course, which contains Latin and the modern languages and of the B. L. course, which also contains the modern languages and allows large liberty of choice in English literature, history, and the sciences. The B. S. course, which is planned to train teachers of science and scientific experts, attracts a larger proportion of men than of women. Another innovation of great importance may be credited to the short administration of Dr. Frieze. The Prussian system had been taken as a model by the early founders of the university, and President Tappan had continually drawn inspiration from the same source. But in one respect the Michigan system did not at all approach its Teutonic ideal. The German universities preserve an organic connection with the gymnasia by admitting to their privileges students who have completed the prescribed course of the lower schools. But the graduate from a Michigan high school had no privileges; the university stood to him as did any other college and peered into his past record and present attainments with the same unpleasant care that was given to pupils prepared in unknown and unheard of places. It seems to have been the idea of the founders of the institution that the dividing line be- tween gymnasia and university should be in the university itself, while President Tappan hoped that the college course of 4 years would be- come simply a preparation for broader post-graduate studies, and that from such students might ultimately be formed the real university. But the high schools were increasing in amount of work offered and in general proficiency, the preparation required for admittance to the university had been added to, and as yet there was no evidence of any movement in the direction of graduate work sufficient to warrant the liope that such studies would soon be considered a customary and useful ADMINISTRATION OF ACTING PRESIDENT FRIEZE. 71 iKldition to a four years' curriculum. Much more reasonable was it to form an intimate connection with the high schools of the State, in order that they might be encouraged to progress while the university also raised the standard of proficiency for admission and the standard of scholarship until, at least in the latter years of the course, studies in original research and individual investigation should find students pre- pared to pursue them, giving to the institution a curious form — a Ger- man university and a New England college mixed in very nearly equal proportions. The plan and its results have proved successful. The university catalogue for 1870 contained the following : Whenever the faculty shall be satisfied that the preparatory course in auy school is conducted by a sufficient number of competent instructors and has been brought up fully to the foregoing requirement, the diploma of such scliools, certifying that the holder has completed the preparatory course and sustained the examination iu thesame, shall entitle the candidate to be admitted to the university without further examination. The privilege here granted was at once taken advantage of by a number of high schools in the State, who applied for a committee of the faculty to look into their work and its results. In other States and by other colleges this plan has since been adopted, and thus far has operated satisfactorily for the best interests of higher education. The high schools, feeling themselves part of the educational system of the State and engaged in the actual work of preparation for university studies, have been stimulated to conform themselves to university needs and have prided themselves in generous rivalry upon their success in graduating students well prei)ared for higher studies. In President Angell's administration the faculty encouraged by this success an- nounced (1883-'84) that academies and preparatory schools in other States may be placed on the same footing as the schools of Michigan, and if the schools on examination showed themselves specially com- petent, well founded on true principles, and in trustworthy hands, they may be placed for three years on the list of " dioploma schools.'' This system has, as intimated, proved more than satisfactory. Many educators of the country, instead of turning to Germany to investigate the actual results, contented themselves with prophesying on a priori grounds results most dire and woeful. But the standard of scholarship has been raised rather than lowered by the plau.^ 'Experience, however, just as iu the case of the admission of women to the uni- versity, an innovation made at the same period, has proved that there was no ground for fear, except that the thing was new and not practiced in the mother colleges. Two facts are to be noted among the results : First, the standard of preparation in the high schools, if affected at all, has been elevated rather than lowered ; second, the State system of education has become a reality. It is obvious that there can be no system, properlj' so called, without an actual and living connection and communi- cation among its members. By calling for the visiting or examining committees of the faculty, the high schools have been brought into that vital connection with the university which makes them part of an actual organism, and, so far as concerns these schools, our State system no longer exists merely on paper. — (From President Angell's report to the board of regents for year ending June 30, 1880.) 72 HIGHER EDUCATION IN MICHIGAN. The admission of women made new demands on the already over- burdeued treasury. In tlie medical department w'omeu and men were to be taught in different classes and tbis increased the work of the pro- fessors of the school, who, in consequence, expected increased salaries. Moreover, the literary department needed more room and new equip- ment and greater facilities. The homeopathic question was yet unset- tled to the satisfaction of the legislature, but the regents, made bold by their acquiescence to the wish of the lawmakers in one respect, now asked for an appropriation for new buildings and were rewarded by the grant of $75,000. Of course such a gift had great significance outside of the fact that it provided the university with the needed accommodations. It was looked upon as the beginning of a policy of complete recognition and support by the State. During the years of President Frieze's administration several val- uable gifts added to the material wealth and increased the equipment of the university. In 1870 Mr. Philo Parsons, of Detroit, purchased for the library the collection of books and pamphlets belonging to Professor Rau, of Heidelberg University. This library of some 4,000 volumes and 5,000 pamphlets is a very valuable collection of material for work in political economy and social science. The art gallery, which had been founded and furnished about 1856 chiefly through the instru- mentality of Dr. Frieze, and which had prospered under his generous care, now received several gifts of value. A second application to Dr. J. B. Angell was more successful than the first, and he was induced to accept the presidency of the university in 1871. He was inaugurated in June of that year, and in the autumn following entered upon the active discharge of the duties of the office. Dr. Frieze's administration was a successful one. The two years during which the university had an acting j)resident were active and progressive ones for the institu- tion. CHAPTER IX PRESIDENT ANGELL'S ADMINTSTRA.TION, AS FAR AS JUNE, 1891. President Aogell's' adininistratioii began August 1, 1871, and has continued to the present time. He entered upon liis duties at a time critical in the develop ment of the university, for the institution was beginning a new era. The diploma system and coeducation involved new problems, and the recent gift to the university from the legisla- ture foreshadowed a wonderful and glorious career for a real State institution, if, in the years which followed, affairs were conducted in a bold yet couciliatory spirit, calculated to make the most of opportunities and to lead to the highest ideals. Such in a word has been the history 'James BurrillAngell was borninScituate, R. I., January 7, 1829. He entered Brown University in 1845, and graduated with tbe bigbest bonors of his class four years later. For some years after gradnati on lie wasengaged in teacbingand in traveling in the south as well as in cnntiuuiug to pursue bis studies. In 1851 be went to Europe and spent two years in travel and stndj'. Thence he was recalled to take the chair of modern languages and literature in Brown University. This post he filled with gratifying success. In 1860 he resigned bis professorship and became editor of the Providence Journal. Hon. Henry B. Autbony bad been elected United States Senator in 1858 and for two j'ears Mr. Augell iiad written leading articles for the paper while carrying on bis college work. But in 18G0 he took entire editorial charge and con- ducted tbe journal during tbe whole period of tbe war, throughout which tbe paper was an active and cheerful supporter of the Government. His keen love of literary pursuits was mingled with a capacity for affairs which enabled him to make tbe paper a literary as well as a financial success. In 18G6 be accepted the presidency of tbe University of Vermont. He was offered the presidency of the University of Michigan in 1869 and refused it, but accepted in 1871 a second call to tbe position , which he still holds. In 1880 he was appointed by President Hayes minister plenipotentiary to Cbina and president of a commission of three sent out for tbe purpose of making a treaty with tbe Chinese Government. This they succeeded iu doing to tbe satisfaction of our own Government and he returned to bis duties in the university in February, 1882. Again intheautumu of 1887 be was called to other than academic duties, and was appointed a commissioner to act with Secretary Bayard and Hon. W. L. Putnam in negotiating with the commissioners of Great Britain a treaty for tbe settlement of the fishery troubles which bad been agitating tbe country intermittently since tbe foundation of the Government. President Angell has delivered numerous lectures and addresses, most of them iu relation to college topics or in connection with his university duties. Articles from his pen have appeared in many of the leading periodicals of tbe conn- try. In 1888 he wrote for tbe Critical and Narrative History of America, edited by Justin Winsor, a " History of diplomacy" covering the period of our history from 1789 to 1850. 73 74 HIGHER EDUCATION IN MICHIGAN. of the university siuce 1871. A firm grasp of affairs, a progressive tendency which has known no backward step, have been coupled with a wise conservatism and consideration which have made friends of foes and in every particular dignified the university in the eyes of the coun- try and endeared it to the hearts of the citizens of the State. One feels in attempting to recount the history ot the past 20 years like simply drawing a comparison between the condition of things at the beginning and the end of that period ; but such a course, while it would fitly present results, would omit the element of slow, continuous labor which after all has been the glory of the present administration. Briefly, therefore, the progress will be given with some regard for chro- nological sequence. The success of the diploma system and its good influence on scholar- ship in collegiate work have been suggested in the preceding chapter. A careful watch over the admission of students and a careful balancing of requirement and preparation have been necessary, and the needed care has been given.^ The admission of women to the privileges of the university was also spoken of in the preceding chapter, and the results of that innovation were given somewhat in detail. But it must be remembered that the good results have come largely as a direct consequence of the wise management of the present administration, which has removed difli- culties and incumbrances by tactful appreciation of their presence. Since the gift above mentioned was made hy the legislature to the uni- versity, aid has been given generously. It is not necessary in this sketch to recount in detail every item of financial assistance thus received. Sufiice it to give a general ^dea of the amounts an^l the manner of the gifts. Since 1867 the university has received from the State not far from $1,800,000, All of this has not been given by special acts of legisla- tion. In 1873 the legislature repealed the act heretofore mentioned, whereby an auuual sum of $15,000 was granted, and enacted that there- after the university should receive one-twentieth of a mill on each dollar of taxable property in the State, Of course this sum has increased as the State has increased in wealth. For instance, in the year ending June 30, 1874, there was received on account of State aid, act of 1873, the sum of $23,250. For the year ending June 30, 1889, there was received ' In the year 1888 the number of diploma schools was as follows : 1. For courses leading to all degrees— '22, including 5 not in the State of Michigan. 2. For courses leading to A. B., B. S., and B. L. — 2, both not in the State of Mich- igan. 3. For courses leading to Ph. B., B. S., and B. L. — 14, including 3 in Chicago and 3 others not in the State of Michigan 4. For courses leading to A. B. and Ph. B. — 1, not in the State of Michigan. 5. For courses leading to A. B. and B. L. — 2, including 1 not in the State of Mich- igan. 6. For courses leading to Ph. B. and B. L. — 2. 7. For courses leading to B. S. and B. L. — 3. PRESIDENT ANGELL's ADMINISTRATION. 75 the sain of $47,272.50. The legislature has been requested at various times so to alter this act that the receipts will be one-tenth instead of one-twentieth of a mill. But it has been urged in opposition to this that the regents ought annually to appear before the people's repre- sentatives, state their condition, and make known their wants. To this it may be answered that there is no likelihood that the gift of one-tenth of a mill will obviate the desired necessity of such appeals, and more- over, as a matter of economy and business interest, it is plain that the university would prosper better by having its income sure and subject to as few caprices and fluctuations as possible. The regents as well as the faculty have always heartily desired to keep in sym- pathetic contact with the people of the State. It is for the best interest of all and there is no fear that any aid in the establishment of a permanent fund will tempt the authorities to blind their eyes to the advantages of that for which they have been continuously and earnestly striving since the foundation of the university. In 1873 the legislature granted $25,000 for the completion of Univer- sity Hall and $13,000 to cover a deficit for that year. In 1875 the uni- versity was given, by special legislation, the sum of $59,000, designated for different purposes, hereafter discussed, and the same general course of legislation has continued to the present time, the legislature at each biennial session looking carefully into the needs of the university, at times visiting the institution in a body, the better to become acquainted with its capacities and its limitations, and giving without stint when it seemed necessary. A committee of each house is appointed at each regular session whose special business it is to take into consideration the needs of the university. In 1875 the regents were authorized to establish a school of mines and a professorship of architecture ; and in order to enable the board to put such an idea into execution the sum of $21,000 was voted for the two college years 1875-'76, 1 876-'77. Such a school was organized by the board. Special appropriation for its support was not made, however, in 1877, and after an uncertain existence for a year or two, during which time a few students were graduated, it had to be abandoned for want of funds to carry it on. Various efforts on the part of the legislature, as well as of many peo- ple in the State, to induce the board to establish a professorship of homeopathy in the medical school have already been mentioned. The question was one of more or less vitality after 1855, the regents persist- ing in their refusal to attempt anything like a coalition of the different schools of medicine. Agitation succeeded agitation. The courts were appealed to. Writs of mandamus were demanded. There were peti- tions in great number. But the regents stood fast in opposition. Their constant answer was : " No professor of the old school can teach in a school where homeopathy is taught, without absolute professional ostracism." " No student who believes in the regular system, so 76 HIGHER EDUCATION IN MICHIGAN. called, will attend such a school." The end of the matter was that in 1875 the legislature, which had been asked to inalie appropriations for other purposes, yielding to these requests, passed also a law author- izing the board to establish a homeopathic college, a branch or depart- ment of the university, for the support of which the treasurer of the State was ordered to jwy out of the general fund the sum of $G,000 each year, beginning January 1, 187G. In accordance with this act, steps were immediately taken for the founding of such a school, and it was opened for the reception of stu- dents October 1, 1875, 22 students entering upon their work at that time. The school at present is in a flourishing condition, with a faculty of 5 active professors, besides assistants, and having 73 students iu attendance for the college year 1888-'81). A hospital building, erected in 1879, gives facilities for practical work and insight into actual practice. A hospital for the use of the medical schools was erected in 1875, the citizens of Ann Arbor once more generously contributing for that purpo.se, in addition to the sums granted by the legislature. Each of the schools of medicine has now an amphitheater for clinical purposes in connection with its own hospital building. There are now iu process of construction two new hospitals, built at an expense of not far from $90,000. In 1875 money was granted the board for the purpose of founding a dental dei)artment, and students were received lor the college year 1875-'7G, 20 students being then enrolled. The school has continu- ously developed in popularity ai'din thorough and complete instruction. In the college year 1890-91 there were in attendance 132 students. The school has a reputation for giving thorough instruction, annually drawing a number of students from England, where its diploma is re- ceived as proof of thorough professional training. In June, 1884, the terms of instruction were made nine months each. But to meet the requirements of the constantly increasing demands of dental science and to accommodate students who desire a thorough dental education, the course of instruction was extended to three full college years of nine mouths each, to take effect on and from October 1, 1889. Another department of the university was established in 1876. The school of pharmacy was organized as a separate department. There has been a continuous demand for more room and greater facilities. Besides the students who are pursuing their professional work in the department, the laboratory is used by students of the literary depart- ment who are carrying on courses of individual and original research, anil by the medical and dental students. Additions have been made at various times. A large addition has just been completed, making the laboratory one of the very largest in the country. In the year 1888-'89 there were lOG students in the department of pharmacy. No. 11. UNIVERSITY HALL, UNIVERSITY OF MICHIGAN. PRESIDENT ANGELl's ADMINISTRATION. 77 During the years of President Angell's admiuistration not only have buildings been erected and new facilities offered, but in every depart- ment of the university the requirements for graduation have been in- creased and the standard of scholarship bas been raised. The course of study in the law department was lengthened by action of the board at its July meeting, 1883, to two terms of nine months each, instead of six months each. In the medical department the requirements for graduation have greatly increased. At first, to obtain the degree of doctor of medicine, the student was required to have studieel for a term of three years and to have attended two full courses of lectures, the courses being of six months each. In 1877 the term was lengthened to nine mouths, and the calendar for 1879-80 announced that the term had been extended to three years of nine months each. The announcement for 1889-'90 in- cludes this statement : All stiuleuts euteriug after July 1, 1890, will be required to spoud 4 years iu pro- fessional study, iucludiug the time spent iu atteu dance upou lectures, before pre- senting themselves as candidates for the degree of doctor of medicine. In the literary department many advances have been made in ex- tending courses of study and offering new facilities to students. Larger tields were opened and a greater choice of studies was allowed to the seniors early in the history of this admiuistration. The follow- ing account, taken parth' verbatim from the president's report to the board of regents for the year ending June 30, 1878, includes the main changes of this nature. From the beginning of the life of the univer- sity its authorities seem to have been distinguished for boldness and originality. They have aimed not so much to follow blindly the tradi- tionary course of older colleges as to seek with wisdom to make the institution do the largest and best work possible. Animated by this spirit the faculty diligently inquired into the advisability of making many useful changes in the plans of the curriculum of the literary department. The happy results which had followed from opening elective studies to the senior class impressed them with the belief that some liberty of choice might properly be extended to all students. Again they had long felt that, while the university courses were coordinate with most of tlie courses iu certain prominent high schools, still the so-called English course, which was i)rolouged and thorough, iu many schools covering the same perfod of study as the preparatory classical course, had no sequel here. Ought not the university, the laculty inquired, to try, without sacrificing the interests of good scholar- ship, to bring itself into some harmonious relationship with that large number of high schools which provide no classical course, but do pro- vide a thorough English course of instruction ? The faculty inspired by this same independent spirit considered the question of time in college education. The regular four-years' course, then in vogue in all colleges of the country, entailed as a necessity four 78 HIGHER EDUCATION IN MICHIGAN. years of residence for allotted work, no matter what might be the aptitude of the student; and where electives were not freely offered the brightest students with acquisitive minds were kept back in marching order with the average of the class and no stimulant was offered to jiress on to greater attainment or to further proiiciency. Leisure time was spent in idleness. The faculty saw the danger which unlimited election would involve, a danger of cramming without digesting or assimilating. But with precautions against that danger they advocated a free elec- tive system which would permit the diligent and unusually capable student to complete a course of study in less than four years, or which would permit such a student to pursue more studies and accomplish more in the four years of his collegiate residence. It will be observed that this plan, which has been in operation in the University of Michi- gan lor thirteen years, has within the last two years occasioned a great deal of discussion in connection with proposed changes in the curricu- lum of Harvard College. Another innovation contemplated by the faculty' at the same time was to allow persons of maturity, who gave evidence of an ability to pursue studies in the university to their advantage in certain lines of work, to enter upon such studies without having passed the regular examinations required for admission. The idea was that there were many men and women, especially school teachers, who have had a good deal of intellectual training, who, while not in condition to pass the somewhat minute and technical examination for admittance, would profit by a residence at the university without detracting from its scholarship. It will be seen that these contemplated iunovations were comprehen- sive and radical. The university was at once to be broadened from its old '"college" foundations, on which the literary department still in general stood, till it not only comprehended in its generosity diversified courses of study, but offered those courses freely and openly with as few restrictions as good scholarship could tolerate. These changes meant the establishment of the "elective system," the "credit system," the "English course," and the "special course" opened to students without examination. Each of these will be briefly describetl in order. The elective system gives to the student the privilege of selecting the course of study which he wishes to pursue in each semester of his resi- dence at the university. Thtre are, however, certain limitations and restrictions, which regulate rather than confine. In general he is required to elect at some time during his residence at the university the courses requisite for the degree tor which he is a candidate. For instance, if he is a candidate for the degree of A. B., he is required to complete at least a certain amount of Greek, and a certain amount of Latin, French, mathematics, English, and philosophy, and enough other work elected to equal 120 "hours" during his college course, an " hour " beiug 1 hour per week during a semester. But the PRESIDENT ANGELL'S ADMINISTRATION. 79 faculty does not state the order in which these studies shall be taken ; it suggests the studies for the freshman year, and its suggestion has proved to be for the most part equivalent to a command. The professors of the different branches of study hedge about their special courses by this or that prerequisite, which results in the student's selecting the studies in each department to his best advantage, without being re- strained from following the guidance of his taste and his proclivities. Various changes in the system have been made as experience dictated. But they have been slight, and have not been opposed to the underlying principle. The elective system has not been carried to the extent of allowing a student to get the degree of A. b. without first doing work that has in the past generally been considered the prerequisite for that degree. Each of the several degrees offered in the literary department must be earned by the completion of a certain amount of work, in- cluding studies especially designated. The " credit system " has been touched upon ex necessitate in the discussion of the foregoing topi j. It is, however, a distinct system, though it works with and assists the elective system. By adopting the system of credits the university discarded the plan of making time a qualification for obtaining a degree. When a student has completed a certain amount of ivork he has earned the degree, even if he has spent but 6 years in residence at the university. Under the credit system the faculty recommend for graduation stu- dents who have completed a stated number of " full courses " of study. A "full course "of study comprises five exercises a week during a semester, whether in recitations, laboratory work, or lectures. It is not essential that the exercises constituting a " full course" shall be in one and the same branch of study. Thus a part (two, for instance, a " two-tifths course," being 2 hours per week for a semester) may be in mathematics and a part (say two) in Greek, and a part (say one, a " one- fifth course") in Latin. The results of these two systems have been to stimulate students to more continuous industry and greater interest in their work. Occa- sionally a student completes his course in 3 years and a half and severs his connection with the university. In rare cases an unusually capable student entering slightly in advance of his comrades finishes in 3 years. More often the amount of required work has been so reduced by the beginning of the fourth year, that the student has an opportunity of beginning his professional studies in connection with his academical work. Much more often still the student spends the whole 4 years in collegiate studies, getting as much done as possible, nearly every student doing something more in the 4 years than if the course had been cut and dried and fitted to him without volition on his part. An earnest attention to duty during the first 3 years enables him to enter upon courses of individual research and of general read- ing in the fourth year, and this conduces much to broad and liberal culture, the desideratum of university residence. 80 HIGHER EDUCATION IN MICHIGAN. It is not oecessary to say much of the " English course" which first appeared in the catalogue for the year 187S-'7{). It has proved itself useful in bringing the university into connection with many schools w hich are not ready to offer preparation for other courses and with the larger high schools, where students entering upon a course of study without languages had hitherto found themselves debarred the privi- leges of higher education from the State. In 1890, 20 students grad- uated from this course, receiving the degree of bachelor of letters, while 51 took the degree of A. b. The special course of study allowed students over 21 years of age without examination has not been detrimental to the university. Such students have proved themselves with few exceptions thorough students, at times almost too desirous to work, tilled with a thirst for knowledge which needs no artificial condiments. It is sometimes asked what has been the effect of all this on the life and literary atmosphere of the university ? The answer must be the effect has been greater and more beneficial than was hoped. The elective and credit systems have abolished class distinctions. Petty class rivalries are unknown, and have given place to personal zeal for knowledge, stimulated by neither prize nor " honor. " There has beeu, and there still is a danger arising from the elective and credit system — students are tempted to undertake too much. It is the earnest desire of the faculty to imi)ress upon students that their college course is for themselves, that it is a period of growth in the direction toward which individual aptitude leads, that thorough knowledge is preferable to superficial acquaintance, and that " cramming " is not assimilation and growth. There was introduced in 1882 a new scheme of collegiate study known distinctively as the " university system." By this method of work a student, after completing 2 years of residence and after obtaining credit for the certain specified studies necessary for his degree, is no longer obliged to attend any fixed number of courses, but may concen- trate his energies upon one major and two minor studies, which he pursues under the direction of a committee of the faculty. At the end of his fourth year he is called ui^on to pass an examination in the studies so chosen. In this way " men of decided taste and ability may by assiduous cultivation of a specialty" acquire more than ordinary proficiency, and a freer, deeper, and broader spirit of research is encour- aged. The system has adapted itself well to the university needs. In June, 1888, thirteen students presented themselves for examination before their respective committees. In 1871 -'72 Professor Adams introduced the "seminary" method of studying history. Students electing history in their senior year were grouped in sections of twelve to fourteen students each, for the purpose of historical investigation. At the first meeting of the class a series of historical questions was assigned for special investigation and numerous PRESIDENT ANGELL's ADMINISTKATION. 81 references to historical authorities were given. This system, altered as occasion suggested in its details, has been adopted in other departments of study, until now nearly all branches of work can be thus pursued by proficient students after they have completed certain studies qualify- ing them thus to be thrown on their own resources. The English de- partment, profiting by the experieuce of the historical depa-rtmeut, adopted the seminary or individual method of studying English mas- terpieces; and here also it has been a complete success. It is the lab- oratory method, the scientific method, the modern method of studying history, language, and philosophy. The University of Michigan was the first institution in America to introduce this method of work. In accordance with the provisions made by the regents in June, 1881, the school of political science was organized and woi k begun in the autumn of that year, with Prof. C. K. Adams as dean. The course of study in the school covered a period of 3 years, to be entered upon at the end of the second year of residence at the university or at some other respectable American college or university. The degree offered at the expiration and completion of the course was doctor of philos- ophy. Various courses in political and social science were at once offered, including political and constitutional history, international law, political economy, sanitary science, etc. The president reported for the year ending June 30, 1883, that fifteen undergraduates and three graduates were in attendance and that the following courses of study were offered: Political aud constitutional history, twelve courses; economic sciences, eight courses; social, sanitary, and educational science, three courses; constitutional administration and international law, six courses. Excellent results were for some time obtained; various interesting and valuable papers on historical and political sub- jects were written by the students in tbe school. The catalogue of 1887-'88, however, includes this statement, which may be taken as the close of the history of this school : Experience has sbowu that under the tlexible elective syatetu now in force in this department instruction in the sludies peculiar to such a school may be provided without maintaining any sharply defined independent organization. Courses are now freely offered to be freely chosen, covering the branches above mentioned, in social, political, educational, and eco- nomic sciences, and the degree of Ph. D. can be obtained by study, in course, in the branches so offered for election. In addition to the other numerous innovations which gave the uni- versity a new aspect at the beginning of the collegiate year of 1879-'80 there were for the first time offered courses in the science and art of teaching. The faculty of the literary department desired that courses of this kind be offered, which would enable students to become familiar with the principles which should govern the administration of graded schools. With no desire to invade the territory of the normal school, tiie faculty did desire to aid undergraduates wlio came for collegiate 713— No. 4 6 82 HIGHER EDUCATION IN MICHIGAN. study in order to prepare tlieiuselves for the work of teacbing and su- perintending schools, work which they were certain to undertake whether the chair existed or not. A number of students annually leave the uni- versity to teach, and many intend to adopt that work as a profession. They have, since 1879, had the opportunity, in connection with their studies in other lines of culture, to become acquainted with the philos- ophy and science of education. In his report to the board of regents for the year ending June 30, 1880, Acting President Frieze called attention to the necessity of hav- ing greater accommodations for the general library. Statements and arguments were collected to show to the legislature the needs of the university in that respect, and in the session of 1881 there was granted, in response to the requests of the regents, $159,000, of which $100,000 was appropriated for the i)urpose of erecting a new fireproof library building. Plans were soon adopted, presented by Ware & Van Brunt, of Boston. The building wasaccepted as finished by the building com- mittee of the board November 22, 1883. December 12 the building was dedicated by appropriate exercises. The building is somewhat unique in general plan and arrangement, and has proved itself admirably adapted to the needs of the students of the university. It contains a semicircular reading room, with seating capacity for 210 readers, afire- proof stack for about 100,000 volumes, and as a special feature it also contains "senjinary rooms," where students engaged in courses of indi- vidual research may have beside them original documents and books of reference and have ready access to the materials in the library.^ From 185G to 1877 the average annual additions to the library were about 800 volumes, and in June of the latter year there were on the shelves 23,909 volumes and 8,000 pamphlets. Since 1877 the rate of increase has been about 3,000 volumes per year. In that year the leg- islature began a series of special appropriations for the purchase of books. The libraries of the university are the general library, the medical library, the law library, and the library of the college of dental surgery. They contained, September 30, 1890, 74,599 volumes, 14,907 pamphlets, and 571 maj/S and charts. The general library contained, September 30, 1890, including the special collections known as the Par- sons library, the MciNIillan Shakespeare library, the Hagermau collec- tion of history and political science, the German- American Goethe library, and the Dorsch library, 59,735 volumes, 14,708 unbound pamphlets, and 571 maps. The legislature gives from $10,000 to $15,000 to be spent in two years for the purchase of books, and this furnishes the means of increase. The regents were granted, in 1879, the sum of $40,000 for a museum building, and one was erected costing slightly more than the appropria- ' See for acconut of library building, iuchuling description of tbe building, as well as exercises on completion, Public Exercises ou the Completion of Library Building <>r the University of Michigan. No. 8. LIBRARY BUILDING, UNIVERSITY OF IMICHIGAN. Nu. 10. MUSEUM BUILDING, UNIVERSITY OF MICHIGAN. PRESIDENT ANGELL'S ADMINISTRATION. 83 tioa. It contaius large and valuable mineralogical and geological col- lections, an extensive collection of zoological specimens — about 110,000 in number, amoug which are the specimens forming the Beal-Steere col- lection. A botanical collection received from various sources also adds to the value of the museum and offers opportunities for botanical study. Industrial collections have also been made, chief among which is the gift received from the Chinese Government in 1885, of the exhibit which it sent to the Xew Orleans exposition. Numerous gifts received during the preseut administration have much enriched the university and added to its usefulness. The gallery of fine arts and history, begun in 1855, has been especially benefited. Henry C. Lewis, of Coldwater, dying August 18, 1883, bequeathed to the university — the bequest to take effect in possession on the death of his widow — his valuable collection of pictures and statuary,' consisting of nearly 700 paintings and about 35 pieces of statuary.' The collection contains a number of copies of the chief works of old masters and some of the finest pictures of a number of the best modern artists. The following year the distinguished sculptor, Randolph Rogers, of Rome, presented to the university a complete collection of the models and casts of his works, more than 100 in number.^ The reception of these two gifts encouraged the president to suggest the propriety of the establishment of a school of fine arts, as no other college in the country has a gallery comparable to the one now in the possession of the university. It is not improbable that the suggestion will be acted upon. Courses in art are now offered in the college cur- riculum and illustrated by the specimens which the gallery contains. In 1882, Mr. James J. Ilagerman, of the class of 18C1, presented to the university a collection of serial publications of value in the study of political science, containing about 2,600 volumes ; and the same year the McMillan Shakespeare library was presented by lion. James McMil- lan, now United States Senator from Michigan. Some 750 volumes were thus added to the general library, making it very strong in Shak- speareana. There are now some 3,300 volumes of Shakespearean text and criticism. Other gifts of somewhat less importance, butfor which the university is grateful, were received during these years. In 1889 there was established in the university the first fellowship, known as the Elisha Jones classical fellowship. This was done by Mrs. Jones in commemoration of her husband, who for many years was a professor in the university, and died in the summer of 1888 while occupying the chair of associate professor of Latin. His thorough scholarship and his frank and generous nature endeared him to all who knew him, and it was ' See, for full statement, President Angell's report to board of regents for year end- ing June :50, 1884. -They include busts and full-length statues of many eminent men ; monuments in commemoration of events in our history, especially the civil war; the bronze doors of the Capitol, and ideal Hgnres, which have given the artist a world-wide reputation. 84 HIGHER EDUCATION IN MICHIGAN. with especial feeliugs of gratitude tbat the authorities and students saw- such a commemorative fellowship established. Perhaps one of the best proofs of the progress of the university siuce 1871 is in the number of students who come annually to the university as candidates for advanced degrees. President Angell has well said that one of the tests of a successful teacher is found in his power to stimulate pupils to push their studies beyond the limits of an under- graduate course. It is undoubtedly one of the tests with which to measure the success of a university. Ito facilities for graduate work and its powers of attraction over earnest students may well be taken into consideration in discussing development. In the calendar of 1871- '72 it is stated that nine resident graduates were in attendance at the university. The calendar for 1890-91 includes the names of ninety- five candidates for higher degrees. After the commencement of 1877 the university ceased to give the master's degree " in course," or rather, " of course.'' Previous to that time here, as in most of the other col- leges of the country, graduates of three years' standing had conferred upon them a master's degree — which was no token of greater scholar- ship, but simply a proof of longer life. It is not within the province of this sketch minutely to state the tiuan- cial condition of the university, especially since there is nothing to be learned by such minuteness concerning the progress or the embarrass- ments of the university. Its fund and the interest received have already been spoken of. The interest on the university fund is not far from $38,000 per year; the one-twentieth mill tax will net for the next few years $47,272.50 per year. In 1887-'88 there was received from stu- dents' fees a net income of $72,235.25. Special aid is given by the leg- islature when there is need. The university rests securely on the generosity of the State, which has not failed to appreciate its greatness and respond to its calls for assistance. Private endowments of fellow- ships and professorships, and private gifts for buildings, will much augment the usefulness of the university and add to its capacity for doing good. But the university is now tirmly placed on the most se- cure of rock foundations ; on the pride and affection of the citizens of the State. There is no longer danger from passing storms. A retro- spect of tifty years gives good reason for the most sanguine hope. The founders of the university had a far-seeing vision, and prepared by word and deed for the future. Michigan has often been looked to for a solution of a problem which she seems now to have solved. It has been the intent of this sketch to show the progress of the uni- versity especially as a State institution resting on National land grants. If its progress has here been adecjuately portrayed, there seems ample ground for saying that the task of higher education and of professional training can be profitably performed by a public and popuhir university largely dependent for its success on popular appreciation, popular sym- pathy, and poimlar generosity. The calendar lor 1890-91 shows that PRESIDENT ANGELL's ADMINISTRATION. 85 Michigau alone sent to the halls of her owuuuiveisit.y 1,102 of her sous and daughters for education and culture. The institution has lead in certain important particulars the educa- tion of the country. It lias introduced the "seminary method," the " credit system," the " diploma relation," the " teachers' special sys- tem." Its special courses in pedagogy were an innovation, as elective studies side by side with the studies of the old college system. It will be seen from this list alone, how much the University of Michigan has influenced the development of educational methods in the United States, and how it has been instrumental in introducing German methods and arrangements. Especially during the last ten years has the university struck out into the deep with a fearlessness which is still astonishing. The result of its boldness has justified the seeming temerit}^ — for courage has been tempered with discretion and restrained by wisdom* A fitting conclu- sion to the history of the present administration, as far as it has now progressed, and a fitting conclusion to a sketch of the university is an indication of its present facilities. Has not the idea of John D. Pierce, or Judge Woodward, or Mauasseh Cutler, grown into a noble institu- tion ? In 189l-'92 the department of literature, science, and the arts offers for the election of students not far from 400 courses, under the direction of about 70 instructors. These courses included Greek, Latin, Sanscrit,- Hebrew, Assyrian, mathematics, French, Italian, Spanish, Ger- man, Swedish, old Icelandic, Gothic, English and rhetoric, elocution and oratory, history, philosophy, pedagogy, political economj^, international law, physics, general chemistry, analytic and organic chemistry, hygiene and physiological chemistry, astronomy, mineralogy, geology, biology, zoology, botanj", physiology, drawing, surveying, civil engineering, mechanical engineering, mining engineering, metallurgy, music, bibliog- raphy. In June, 1887, the university celebrated its semicentennial. Addresses were debvered by President Angell, Professor Frieze, Principal Sill, ex Governor Blair, Justice Samuel F. Miller, and Hon. T. W. Palmer. Congratulatory letters were read from leading colleges and universities in the world. Congratulatory addresses were made by representatives of some of the leading universities in the United States. The pro- ceedings have been jiublished, and the publication is mentioned in the bibliography appended to this sketch. The writer of this report has not gone into the question of religion in the State University. It is a question which must be treated exhaustively, if at all. Those who are looking for a . A .subslantial pier has been brought up Hush with the tioor at the eud of the lecture table to secure the neces- sary stal)ilitj for delicate iustruuients. Doable doors iuiaiediately be- hind the lecture table lead to the apparatus room, and from this en- trance may be had to the general elementary laboratory. This is ac- cessible also from the corridor. Heavy wood tables are i)laced in the middle of this room, and slate tables, supported on stone corbels, run along one side and one end. Connected with this room are a balance room and a mercurial room. The balances rest on slate slabs attached to an independent wall, and are thus nearly or quite free from the vibrations of the floor. A pier in the mercurial room furnishes a sup- port for the cathctomcter. The instruction in physics includes, first, a course of illustrated lec- tures running through the entire year four times a week, one day a week additional being devoted to quiz work; second, a course of elementary laboratory work, tobefollowed on election by more advanced work; third, a course iu theoretical physics, and special courses in mathematical elec- tricity, geometrical optics, etc. ; fourth, a course of lectures and labora- tory work in electrical measurements, and a short course on batteries ; fifth, a course, partly class work and partly practical work, in dynamo- electric machinery; and sixth, a course in photometry of electric lamps and electric distribution. Special attention is paid to electricity iu con- nection with the course of study in electrical engineering, which the regents authorized in June, 1889. The collection of apparatus already offers good facilities, especially in mechanical measurements, iu sound and light, and in electricity. Much new apparatus for quantitative work in this last subject has been added with the new building, including a complete electric lighting i)lant of fifty incandescent lamps, with the usual instruments for making tests of the same. While more interest attaches to the study of electricity at present than to the other branches of physics, yet the other subjects will not be neg- lected, and facilities will be offered for advanced work in other direc- tions than in electricity. It is proposed, however, to meet all reasona- ble demands for facilities and appliances to carry on sucsessfully the electrical part of the course in electrical engineering. The high schools of the State are now prepared everywhere to teach elementary physics. It seemed wise, therefore, to leave to them this elementary work and to devote the time of the instructors in the uni- versity to more advanced courses which presuppose acknowledge of elementary principles. This plau would exclude from university in- struction in physics all students who have not had the preliminary study of the subject in their preparatory training. In order to avoid this difficulty it was proposed to make elementary physics a part of the requirement for admission of candidates for all degrees alike in the de- partment of literature, science, and the arts. It was also urged that it was highly desirable to introduce the student to scientific study at a 90 HIGHER EDUCATION IN MICHIGAN. imicli earlier period than lieretol'ore, so that he mi^ht cultivate his taste lor science along with languages, history, and mathematics. It was also thought that the early oj)i)ortunity to begin the study of science along with the classics would work rather to the advantage than to the disadvantage of the latter, and would retain many students in classical courses of training who could otherwise seek courses of preparation in which science receives its due share of attention. The question was carefully and exhaustively considered by the faculty of the university for more than a year before deciding unanimously to require a year's study in physics as a condition of entering upon any course of study leading to a degree in the literary department. This requirement will go into effect in ISOO. Since practical laboratory work has become suck a prominent feature in modern physics-teaching it may be well to say that physical labora- tory practice in tlie university is confined entirely to quantitative exer- cises. Qualitative experiments for purposes of illustration only are performed before the class in the lectures. The laboratory student is always exi)ected to do his work in the most accurate manner that his instruments will aduiit of. He thus secures a training in carefulness and attention to imi)ortant details that no amount of didactic teaching can imi)art. lie learns also that our very best efforts enable us to ap- proach only more or less nearly to the ideals expressed in the laws of l)hysical action ; that every determination is attended with more or less uncertainty, due to inevitable instrumental errors and to errors of observation. When he has become skillful in the use of instruments and has learned to reduce the errors to a minimum, he can then take up some independent investigation with a fair prospect of success. Every physical laboratory of university grade should aim to add some, thing to that great stock of the knowledge of nature by wliich science is constantly advancing. Science is .thus not a thing of the past only, but also of the present and the future.* Perhaps no field offers more problems for solution than are to be found in physics. It is earnestly hoped that some of them may be solved in the new phj'sical laboratory of the University of Michigan. ENGINEERING LABORATORY AND MECHANICAL ENGINEERING. [Prepared Ity Prof. :Mortiiiit>r !•:. Coolej', December, 1H89.] A course of mechanical engineering, parallel with the courses in civil and mining engineering, was established in the university in 1881. The addition of this course had been desired for many years in order to round out and complete the work of the university in engi- neering. The question of expense, an important one up to that time, stood in the way, however, and it was not until the services of an engineer of the U. S. Navy, detailed by the Navj^ Department under an act of Congress of 1879, were secured without expense to the uni- versity that the mechanical course was found practicable. LABORATORIES OP THE UNIVERSITY OF MICHIGAN. 91 Assi-staut Eugiueer Mortimer E. Ooolcy, U. S. Navy, reported for duty to Acting- President Henry S. Frieze, August 9, 1881, and imme- diately entered upon the work of organizing a course in mechanical engineering. A special announcement was issued, and the worls was blocked out in such a way as to meet immediate demands on the part of students and at the same time to provide for any probable future development. Such a course would not have been possible except for the hearty cooperation of the departments of civil and mining engineer- ing, to which the new course was in fact supplementary. A demand for the advanced courses in mechanical engineering was not expected for at least two years, and no provision was made to offer them, as the teaching force was inadequate. The opening of college disclosed a much greater demand for the courses offered than was anticipated, even for the advanced courses, which latter demand was of course necessarily refused. The work thus commenced under the most favorable auspices has co,ntinued without interruption to the present time, and has given encouragement to new development in special lines of work now open to all students in engineering. The following list comprises the courses offered at that timo, together with the number of students electing same : 1. Workshop appliances and processes, pattern-making, molding, and founding, !i 2-5 course - "' 2. Mechanical laboratory work (not given this year). 3. Mechanical laboratory work, a 2-5 coarse 5 4 Machinery, machine construction, and drawing, a 3-5 course 5 5. Mechanism and machine drawing, a 2-5 course 10 G. Machinery and prime movers, a 8-5 course C 7. Machine design, a 3-5 cou.se 1 8. Thermodynamics (not given this year). 9. Original design, estimates, specifications, and contracts, a 2-5 course 1 10. Naval architecture (not given this year). 11. Naval architecture, a 2-5 course .., 1 Total number of students '^^ Courses 5 and G are identical with the courses of the same number in civil engi- neering, and the students taking them were mostly civil engineering students. Soon after the opening of college the question of a mechanical labora- tory for practical work in engineering arose. Dr. Frieze urged the expenditure of $2,500 that had been appropriated by the legislature for the department of civil engineering, and which that department was not prepared to make immediate use of, for the purpose of making a beginning. While it did not appear possible to do much with so small a sum, it was finally concluded to expend it, and a two-story brick and wood building, 24 by 36 feet, was erected at a cost of $1,500, leaving $1,000 for the equipment, which consisted x)f two sets of woodworking tools, a wood-turning lathe, an old iron lathe, a forge and set of black- smith tools, a small cupola furnace, a brass furnace, a blower (donated by Mr. Sturtevant, of Boston), and shafting. Power was furnished by a 4-horse-power engine and boiler combined. 92 HIGHER EDUCATION IN MICHIGAN. The building, couinienced late in the fall, was tinislied and ready to be occupied the second semester, and t> students, the limit, were accomo- dated to work, many more being refused. Although no regular course of shop instruction could be followed at first, still the results accom- l)lisbed were sufficient to show conclusively that there was a demand for such instruction on the campus, and that the uuiversity regents would be warranted in increasing liberally the facilities for work in this direction. For the first tw^o years laboratory work was offered during the second semester only, the time of the instructor, Mr. Cooley, being fully occu- pied during the first semester with other courses. Mr. Robert AVinslow was employed to instruct in the foundry, giv- ing a i^art ot two daj'S per week to this work. The r^'geuts, in their memorial to the legislature in 1883, asked for an appropriation of 11,500 for apparatus and equipment and $1,000 per year for two years to secure additional skilled assistance. Clarence G. Taylor, a graduate of the Worcester Free Institute, was in the fall of 1883 appointed assistant in the mechanical laboratory. At this time also the regents turned over for temporary use of the department an unused wooden one-story building about 30 by 70 feet, which was moved alongside the first structure and connected with it. This addition, with its woodworking machinery and engine, together with the new tools purchased with the $1,500, more than trebled the capacity of the labo- ratory. The following comprised the equipment in 1883-'84. The icood room, 30 by 70 feet, contained 13 benches, 13 complete sets of tools, 3 wood-turning lathes, 1 chuck-lathe, 1 jig-saw, a universal saw- bench, a molding mac hine, a mortiser, and a power grindstone. The engine was also placed in this shop. Two of the wood-turning lathes, the chuck-lathe and jigsaw were designed and built in the laboratory by students. The iron room, 21 by 36 feet, contained 8 vises, 2 ironlathes, 1 speed- lathe, 1 iron planer, 2 drill-presses, an emery grinding machine and a grindstone. The forge shop, 24 b^' 3G feet, contained 5 forges, with jiower blast, and 5 complete sets of tools, including 2 vises. The foundry took the place of tiie forge shop during the second se- mester, and contained a molding tlooi' with 1 foot of molding sand, the necessary molders' tools, a cni)ola 18 inches inside diameter and GO inches high ; also a brass furnace. The capacities of the various shops were as follows : Wood room, 14 students; iron room, G; forge shop, 18, in three sections; foundry, 12; total, 38 the first semester and 32 the second semester. Up to this time the demand for admission to the laboratory courses was about twice the capacity of the shops to accommodate ; it therefore became necessary to limit the admission to engineering students. The original idea had been, however, to open the mechanical laboratory to No. 3. ENGINEERING LABORATORY, UNIVERSITY OF MICHIGAN. LABORATORIES OF THE UNIVERSITY OF MICHIGAN. 93 all classes of students ; aud it is believed that sucli a course would be productive of the greatest good. Not only is this practical education useful to the young engineer; it is also useful to the metallurgist aud manufacturing chemist, to the teacherof sciences who has occasiou to improvise apparatus, to the lawyer making a specialty of patent law. In no walk of life will such a practical training as may be acquired in the mechanical laboratory come amiss. In 1881-85 the regents went to the legislature, asking for an appro- priation of $25,000 for new aud larger buildings and equipment and $4,000 additional for salaries of instructors. Owing to a similar request on the part of the agricultural college, which had concluded to establish a similar department, the sum asked for was cut down to $15,000 for building and equipment and $1,000 for instructors' salary. With this sum a suitable buildiug, with two stories above the basement, 40 by 80 feet, was erected and partially ecjuipped. The old wooden carpenter shop, loaned by the regents, was removed, its machinery being transferred to the new building. This gave a wood room 40 fi et by 80 feet, an iron room 40 feet by 80 feet, a a large pattern and lumber loft, and a roomy basement, the forge shop and foundry remaining unchanged. The equipment receiving but little increase, however, left the capacity of the laboratory about the same as before. At this time a skilled machinist was employed to give in- struction in iron work, making three instructors in shop work. The name was changed from mechanical laboratory to engineering labora- tory to avoid confusion with the similar departmement at the Agricul- tural College, aud also because the laboratory was for the benefit of all classes of engineers, not being confined to one class alone. Further, it was designed to have the terra embrace the various shops, and also a department of investigation or experiments, which properly would be a mechanical laboratory. In 1886-'87 the legislature made an appropriation of $16,000, with which to complete the engineering laboratory according to the original plans, which had been made in full two years before, aud to provide addi- tional equipment; but owing to labor troubles and increase in cost of materials and building the sum was found insufficient. It was found possible, however, to finish all except a portion of the central wing aud to add somewhat to the equipment. The additions comprised a forge and foundry buildiug of one story 32 by 80 feet, and a central building of two stories above a basement, connecting the two wings, 34 by 54 feet. A tower contains an iron tank of 100 barrels capacity at an elevation of 75 feet for hydraulic experiments. The forge shop, 30 by 40 feet, now contains 12 forges witii anvils and complete sets of tools, supplied by power blast, the smoke being removed by an exhaust fan. The foundry, oO by 40 feet, contains an 18 Inch by 6-foot cupola, two brass furnaces, a core oven, and a hydraulic elevator. Provision has been made for a larger cupola and a 94 HIGHER EDUCATION IN MICHIGAN. traveliug crane. The central building contains a basement for storage purposes ; the first floor contains a large washroom with lockers, clos- ets, engine room with a 50-horse-power Reynold's Corliss engine, and superintendent's office 5 the second floor contains well-lighted drawing- rooms and a blue-print room. With the $9,500 appropriated in 1888-'89 the laboratory has been fin- ished and is no\V receiving additional equipment. An instructor in forging has been added, so that now in addition to the superintendent there is a skilled mechanic in each of the four shojjs. The capacity of each of the shops is approximately as follows : Wood room, 18 at onetime, two sections 36 Iron room, 12 at one time, two sections 24 Forge shop, 12 at one time, six sections 72 Fouuclry, 12 at one time, three sections 36 Total 158 The experimental or mechanical laboratory is being fitted up with special reference to steam engineering, hydraulic and pneumatic work, and to tests of various kinds of machiuer}^ for capacity and efficiency. Standard instruments are being provided, so that the university may possess the means of correcting any apparatus sent to it for that pur- pose. Manufacturers have been most liberal in making the university donations, the total now received aggregating some $7,000 or $8,000, or nearly $1,000 per year for this department alone. Although considerable space has been devoted to the laboratory, it must not be inferred that the theoretical work is sacrificed to the prac- tical work. The laboratory courses constitute only one portion of the engineer's education as received in the university, as will appear from an inspection of the technical courses as ofl:ered in the calendar. Lectures on naval architecture were given the second semester of the first two years, but owing to a greater demand in other directions were dropped for the next four years. They were again taken up the first se- mester of 1888, and with the addition of a course on shipbuildiug and one on marine engines are now offered regularly in the university as an alternative part of the work leading to the degree of b. s. in mechan- ical engineering. LABORATORIES OF THE UNIVERSITY OF MICHIGAN. 95 Summary of students in attendance at the Unwersity of Mich'ujan from its organization to the prtsent time. Years. 184t... 1845 . . . 1846... 1847 ... 1848... 1849... 1850... 1851 ... 1852... 1853 ... 1854... 1855 . . . 1856... 1857... 1858... 1859... 1860 . . . 1861... 1862... 1863 ... 1864 . . . 1865... 1866... 1867... 1868... 1869 . . . 1870... 1871... 1872... 1873... 1874 . . . 1875-76 1876-77 1877-78 1878-79 1879-80 1880-81 1881-82 1882-83 1883-84 1884-85 1885-86 1886-S7 1887-88 1888-89 1889-90 1890-91 Departments. Science, literature, and tlie arts. 53 53 70 72 89 77 72 64 57 CO 93 155 223 285 276 287 265 273 270 266 295 279 354 335 418 422 477 488 509 476 484 452 369 365 441 448 521 513 524 .539 524 596 693 748 824 1,001 1,170 Medicine. 95 159 162 151 133 152 167 137 143 164 242 216 252 340 414 467 5i5 418 358 340 315 350 357 314 312 285 296 329 350 380 380 369 332 334 327 321 310 371 372 375 Law. 90 159 119 134 221 260 385 395 387 342 309 307 348 331 314 321 309 384 406 395 371 395 333 306 262 286 338 341 400 522 581 Homeo- pathic. Dental. 91 104 108 103 132 Phar- macy. 64 69 71 81 88 100 87 77 61 61 67 90 lOil 83 9.1 Total. 53 53 70 72 89 77 72 159 216 222 244 288 375 452 413 430 519 674 605 652 856 952 1,206 1,255 1,223 1,122 1,126 1,110 1,207 1,104 1,112 *1, 127 tl, 110 1, 230 1,372 1,427 1, 534 1,534 1,440 1,377 1,295 1,401 1,572 1,667 1,882 2, 153 2,420 ■ Two counted twice. tOnocouLte'd twice. CHAPTER XI. BIBLIOGKAPHY. Micbigan, by Thomas M. Cooley, Bostou, Houghton, JM., & Co., " Ameri- can Commonwealth." Outlines of Political History of Michigan, b}' James V. Campbell. History of Detroit and Michigan, by Silas Farmer. Early History of Michigan, by Mrs. Sheldon. Michigan Pioneer Collection, especially centennial volume, which con. tains address on the university, by President Augell, and article by Principal Sill on formal School. History and Management of Land Grants (or Education in the North- west Territory, by George W. Knight, pii. d., Papers of Amer. Hist. Assoc, vol. I, New York, Putnam's Sous, 1885. History of University of Michigan, by Elizabeth M. Farraud. Ann Arbor, 1S85. Historical Sketch of the University of Michigan, by Charles Kendall Adams. Ann Arbor, 187G. An article on the University of Michigan, by Moses Coit Tyler, in Scribner's Magazine, 1870. American State Universities and the University of Michigan, by An- drew Ten Brook. Cincinnati, 1875. The Semi-Centennial Celebration of the Organization of the University of Michigan, June 26-30, 1887 ; Ann Arbor, 1888. The University of Michigan : A historical and descriptive account, by Charles Mills Gayley, in " Descriptive America."' August, 1884. The University of Michigan, by Calvin Thomas, in the Western Maga- zine, June, 1880. University of Michigan, by C. \V. Buttertield, Magazine of Western History, December, 1880. Memorial addresses, delivered in University Hall, by Henry S. Frieze, Charles K. Adams, Alexander Winchell, Thomas M. Cooley, Ann Arbor, 1882. School Laws and School Funds of Michigan, John M, Gregory, Super- intendent of Public Instruction, Lansing, LS5!). Memorial address on Henry S. Frieze, by President Angell. A sketch ot the life of Henry S. Frieze in Palladium for 1885. A short history of the University of Michigan by Calvin Thomas, I'alladium, 1887. 96 BIBLIOGRAPHY. 97 The Study of History ia American. Colleges and Universities (chapter on University of Michigan), by H. B. Adams, Bureau of Educa- tion, Washington, D. 0. Catalogues and calendars published by the university. Proceedings of board of regents, including reports of i^resident and the reports of the treasurer. Published by the university. Annual anuounceineuts of the difierent departments of the university. Published by the university. Public exercises on the completion of the library building, which includes an address by Justin Win- sor, an address by President Angell, a report by the committee, and a historical account of the growth of the library by Librarian Davis. Education in Michigan during the Territorial period, by Lucy M. Salmon, A. M., Lansing, 1885. Laws of the State. Reports of superintendent of public instruction. Proceedings of constitutional conventions. The early condition of Michigan cau be adequately studied only by reference to contemporaneous records and publications, including gaz- eteers and travelers' journals. The first part of this history has been written from reference to many such documents which need not be here stated. The History of Detroit and Michigan, by Mr. Farmer, has much of valne in this connection, as before suggested in note to first chapter. Memorials of a Half Century, by Bela Hubbard, and the arti- cles by Judge C. L Walker, in Michigan Pioneer Collection, will throw light on the condition of Michigan during the territorial period and before. 713— No. 4 7 THE MICHIGAN STATE NORMAL SCHOOL, YPSILANTI, MICHIGAN. By Principal J. M. B. Sill. ITS SCOPE AND PURPOSE. The field which this iustitutioii occupies lies largely within the limits of secondary education. In several of its dei)aittnents, however, in- struction goes beyond the lower boundary line of higher education and enters fairly into the area of collegiate work. The dividing line be- tween primary and secondary and that between secondary and higher education are not, as yet, accurately and absolutely determined. In the foregoing statement concerning the ground covered by the academic courses offered in the normal school, the line established by the Uni- versity of ^Michigan in the requirements which it makes upon the best high schools as preparation for entry into its regular courses has been regarded as the upper or higher limit of secondary education. In other words, the point at which in any line of studies the accepted preparatory schools close their work and at which the university begins its courses is, for the purposes of this paper, taken as the divid- ing place between secondary and higher education, and it has been deemed proper to regard such portions of courses of study as are regu- larly pursued in the normal school beyond this point as pertaining to higher education. Judged by this criterion, the department of mathematics in the normal school goes beyond the line of secondary instruction when it offers to its students in the scientific courses tuition in higher algebra, trigonometry, and surveying. In history this line is passed by the offer of courses in English con- stitutional history, in institutes of history, and in the history of edu- cation. In the same higher field are ofiered, in English, an advanced course in American literature, a course in masterpieces, and a course in history of the English language and Anglo-Saxon ; in physical science, a course in physical technics, an advanced course in chemistry, another in physics, and a course in astronomy ; in natural science, a course in comparative zoology and another in geology; and in philosophy, two courses in psychology. A course in advanced drawing carries the student considerably beyond the university requirements for admission, 98 MICHIGAN STATE NORMAL SCHOOL. 99 Fairly witliiu the field of higher ecliicatiou, as hereiu defined, are also one advanced course in French, three in German, and studies in German and French literature. The courses in Latin and Greek also exceed somewhat those offered in schools which are strictl^"^ secondary. Of the advanced courses specially noted above, those in American literature, history of education, physical technics, chemistry, astronomy, and comparative zoology cover, each, fifty recitations or lectures; all others are full half-year courses. To the extent indicated above, then, the normal school concerns itself with the higher education of its pupils. Its other work is purely secondary or else technical. Its advance into higher work — into the fields of higher education — has been gradual and by slow steps. It has thus far hardly kept pace with the needs and demands of the public schools. The highest judicial State authority has, in effect, decided that public common-school education in Michigan extends beyond mere elementary tuition, that to it rightfully belongs the whole ground occu- pied by our best high schools, and that its upper limits extend at least far enough to include all that is generally conceded as pertaining to sec- ondary education. The function of the normal school is to equip teachers, botli profes- sionally and academically, for duty in any place in these public schools to which they may be called, whether such schools are primary or secondary in the character of the instruction offered by them. No teacher is so equipped unless his own studies have been carried con- siderably beyond the limit to which he is required to conduct his own pupils. It follows, then, that the normal school graduate ought to be furnished with an education that carries him considerably beyond the limits of any secondary instruction that he may be calknl upon to give. In other words, he ought to pursue his own course of training so far that there shall be an ample margin between what he knows and what he may at any time be called upon to teach. The extent of this margin is a matter upon which opinions Mill differ, but the State board of edu- cation, with which rests the responsibility of the conduct of the normal school and its policy, have taken steps in the direction of so. enlarging some of the present courses of study that students who satisfactorily complete them shall fairly earn the honors that are usually awarded to those who finish a complete collegiate course. The margin of knowl- edge alluded to above, in case of those who complete advanced courses in this normal school, comprises a liberal course in literature, art, and science. OUTLINE OF HISTORY. The buildiug originally erected for the purposes of this institution was dedicated with appropriate ceremonies on the 5th day of October, 1852. As early as 1836, Hon. John D. Pierce, then recently chosen 100 HIGHER EDUCATION IN MICHIGAN. State superintendent of public instruction and the first incumbent of that office in Michigan, gave, in his first report to the legishiture, an able review of the Prussian normal schools and urgently recommended the adoption of a similar plan for the advantage of free schools in Michigan. In subsequent reports he kept this subject, which he deemed of prime importance, before the people and the legislature. His immediate suc- cessors in the State superintendency, Hon. Franklin Sawyer and Hon. Oliver C. Comstock, were equally urgent in presenting the necessity for the establishment of a normal school and in setting forth the ad- vantages to popular education that such a step would secure. Hon. Ira Mayhew, the fourth in the line of State superintendents, pressed the subject upon public attention with characteristic zeal and persever- ance. The result of these many years of earnest advocacy by a succession of able and devoted State superintendents was the enactment in 1849 of a law providing for the establishment of a State Normal School. This new educational enterprise was placed in charge of a State board of education consisting of three j)ersons appointed by the^overnov, the lieutenant governor, and the superintendent of public instruction, who was ex officio secretary of the board. The legislature of 1850 added to these the State treasurer, who was ex officio treasurer of the board. During the same year the new constitution was adopted. This provided for a board of four persons, three of whom are electcped building for its purposes. HILLSDALE COLLEGE, HILLSDALE, MICHIGAN. Sketch prepared, December, 1^89, by Prof. S. W. Norton, Acting Alumni Professor Rhetoric, Belles-lettres and German, in Hillsdale College. Hillsilate, tlie site of Hillsdale College, is a city of 4,000 inhabitants, in southern Michigan, 80 miles southwest of Detroit and 380 east of Chicago. It is situated on the main line of the Lake Shore and Michi- gan Southern Eailroad, and is the headquarters for the Ypsilanti, Lan- sing, and Fort Wayne and Jackson divisions of the same road. The college buildings are located on College Hill, and command a view of the city and surrounding country.^ The college had its beginnings in the Michigan Free Baptist yearly meeting, held at Franklin, Lenawee County, in June, 1844, and has since been under the auspices of that denomination. The history of its establishment and growth will indicate its educational influence within the denomination, and a review of its courses of study as they have been developed, together with the attitude which the college itself and its alumni have assumed in the world of letters, will show its influence in wider educational circles. The Free Baptist denomination was founded by Benjamin Eandall, ■who organized the first church therein on the 30th day of June, 1780, at New Durham, N. H. Freedom of the will, immersion as the only form of baptism, and open communion were the essential parts of its creed. Its ministry were composed of earnest, zealous, self sacrificing, but uneducated men. Indeed, a strong prejudice against an educated ministry seemed to exist throughout the denomination. Owing to this reason no institution of learning was established during those days. However, on the 16th day of January, 1840, about GO years after the founding of the denomination, an educational society was organized at Acton, Me., "to provide means for the intellectual and moral improve- ment of young ministers." The first Free Baptist church in the Terri- tory of Michigan was organized near Ypsilanti, Washtenaw County, March 14, 1831. During the years immediately succeding other churches ■were organized, notably in Oakland, Jackson, and Calhoun Counties. ' Tlie -writer of this sketch is especially indebted to a paper written by Hon. J. C. Patterson, of Marshall, and read by him before the Pioneer Society of the State. 124 HILLSDALE COLLEGE. 125 In these churches the movement began which led to the founding of Michigan (Central College, afterwards Hillsdale College. As early as 1835 Elders Samuel Whitcomb, Elijah Cook, and Henry S. Limbocker, the founders of the denomination within the Territory, took a stand in favor of an educated ministry, and began to agitate the need of an educational in.stitutiou. Their etforts were ably seconded by Hon. Daniel Dunakin, Eli T. Chase, of Eckford ; Thomas Dunton and Herman Cowles, of Battle Creek ; Joseph Blaisdell, of Assyria; Rosevelt Davis, of Blackman; Jonathan Videto, Joseph Bailey, and William Smith, of Spring Arbor. At the Michigan yearly meeting mentioned above a resolution, sub- stantially as follows, was passed : Resolved, That a denominational school be established within the Territorial limits of the yearly meeting; that a committee of three be appointed to draft a constitution and by-laws; and that a convention be called at the village of Jackson to consider and adopt such constitution and by-laws and to. take such other measures as shall be necessary to establish the school. Lewis J. Thompson, of Oakland County ; Henry S. Limbocker and Rosevelt Davis, of Jackson County, constituted the committee. The convention, provided for in the resolution convened at the village of Jackson in July or August, 1844. The constitution and bylaws re- ported by the committee were adopted. Cyrus Coltrin, of Oberlin, Ohio, was authorized to solicit subscriptions and to collect means to establish the school. The convention determined to locate the institu- tion at the place where the most liberal inducements were offered, hav- ing due regard for the healthfulness of the locality. Spring Arbor, having raised the largest subscription, secured the location. The churches throughout the State were vigorously canvassed and subscrip- tions were taken during the summer and fall of 1844. These subscrip- tions were of small amounts ; the largest being that of Elder Chauncey Reynolds, who agreed to convey 80 acres of land to the institution as soon as it could be sold for $600. The board of trustees met at Spring Arbor in October, 1844. The name of the institution was changed from Spring Arbor Seminary to Michigan Central College, and a committee was appointed to secure a charter from the legislature. Daniel M. Graham was elected president, and the 4th day of December following was appointed on which to open the institution. Accordingly, on the day designated Daniel M. Gra- ham, president and sole member of the faculty, opened college in a small wooden story-and-a-half building, which had formerly been occupied as a store. Five students were enrolled. Other students came in during the term. Two college buildings were commenced in 1845. These buildings were of wood, two stories in height, and plain in architecture. The l)lau was to connect them as wings to a main building to be erected 126 HIGHER EDUCATION IN MICHIGAN. . subsequently. They were alike, each being about 35 feet wide by 60 feet long. The first floors were used as recitation rooms; the second for dormitories. These buildings were occupied in the fall of 1845. The trustees were unable to secure a charter for the granting of degrees from the legislature of 1845. It had been the settled policy of the State Government to give the State University the exclusive power of conferring collegiate degrees, and no college charter had as yet been granted. An act was passed, however, which was approved on the 19th of March, 1845, enacting — That Elijah Cook, Drusus Hodges, Jouathau L. Videto, Justus H. Cole, Joseph C. Bailey, Henry S. Lirabocker, Lemuel W. Douglass, Lewis J. Thompson, and Enos W. Packard, and their successors in office, shall be, aud they are hereby, constituted and deemed a body corporate, by the name and title of The Michigan Central College at Spring Arbor, and shall be trustees of said college, with the power to hold property to the amount of ^30,000, to sue aud be sued, to have a seal, with power to appoint and remove teachers, and to admit aud dismiss students. An act of the legislature was approved March 20, 1850, amending the above act, by granting the power " to confer such degrees and grant such diplomas as are usually conferred and granted by other colleges, providing the course of study ])ursued in said college shall be in all respects as comprehensive as that required, or shall be hereafter re- quired, in the University of Michigan." This act also granted author- ity to hold property to the amount of $100,000. In accordance with the privilege granted by the act, the college conferred its first degree in 1851 upon Elizabeth D. Camp, who was graduated from the scientific course. Classes were graduated also in the years 1852 and 1853. Livo- nia E. Benedict, afterward wife of Kev. Wm. H. Perrine, d. d,, of Albion, received the degree of A. b. in 1852, and was the first lady classical graduate from a Michigan college. In the mean time the institution had been growing. An able faculty of active, progressive men had been secured whose presence aud elibrts brought increased numbers of students. Greater and better facilities were needed. To meet these demands the trustees appealed to the local community for a building fund, and to the denomination at large for an endowment fund. To this appeal the community made no re- sponse, and it soon became evident tliat to continue the operation of the institution at Spring Arbor would eflectually check its progress. At the meeting of the trustees in January, 1853, the expediency of a removal was discussed, resulting in the appointment of a committee to confer with the citizens of different towns and ascertain what in- ducements would be offered the college by way of buildings and grounds. Of the places visited by this committee, Hillsdale offered the largest inducements and secured the site of what is now Hillsdale College. Michigan Central College opened December 4, 1844, and closed July 6, 1853. During this time it graduated 13 students, 9 from the scientific and 4 from the classical course. It received under its instruction about I HILLSDALE COLLEGE. 127 700 stadents. Its buildings consisted of tlie two already mentioned, and a smaller one subsequently constructed as a dormitory. It pos- sessed about $500 worth of apparatus, and a library of about 2,000 volumes, which had been collected by individual contributions. About one-half of the latter were given by Amos Lawrence, of Boston, and Edward Everett, of Harvard College. At the time of its removal the faculty consisted of Eev. Edmund B. Fairfield, who had been elected to succeed President Graham in 1848, Profs. Eansom Dunn, Henry E. Whipple, and Charles H. Churchill, and Miss Mary E. Williams. Much of the teaching in the lower branches was done by advanced students. By the conditions under which the college was located at Hillsdale, the citizens agreed to raise $15,000 within the township, and the college $15,000 more in the remaining part of the county, the entire sum to be devoted to building i)urposes. Within 3 montlis, $37,500 were sub- scribed witliiu the county. The trustees also determined to raise an endowment fund of $100,000, and $10,000 more for manual labor pur- poses. During the next year, while the college buildings were being erected, the faculty canvassed the denomination and succeeded in secur- ing i^ledges to the abov^e-named amount. In the mean time, negotia- tions were on foot which resulted in the sale of Geauga Seminary, located at Chester Cross Roads, Ohio, and the transfer of its effects to Hillsdale College. The above steps were taken before the closing of Michigan Central College. When the time for removal came many difficulties arose. The corx)oratiou under its charter had no authority to receive the subscrip- tion to build a college at Hillsdale and no authority to remove to Hills- dale. By the State constitution of 1850 the granting of special charters to educational institutions was prohibited, and no general statute ex- isted whereby a college coukl be incorporated. Moreover, it had been contrary to the fixed policy of the State fo grant college charters, that of Michigan Central College being the only one in the State. It was decided to use all honorable means to procure the passage of a general college law. Dr. Alouzo Cressy was elected to the senate from Hills- dale and Daniel Dunakin, of Calhoun County, to the house of repre- sentatives, in that interest. This was in 1851, the year in which the Eepublicans came into power in the State. The friends of the institution and the denomination had claims upon the new i)arty which they strongly urged. A general college law was agitated throughout the State. Other denominational schools supported the measure, and as a result our present college law, under which the numerous denomina- tional colleges of the State have been incorporated, was approved on the 19th day of February, 1855. This law was introduced and passed to meet the peculiar wants of Hillsdale College. Its history is a chapter in the history of the college. The citizens of Spring Arbor bitterly opposed the removal to Hillsdale. Suits were brought against 128 HIGHER EDUCATION IN MICHIGAN. the trustees, both iu their corporate capacity and as iadiviiluals. Bar- ing the pendency of these suits the efforts at Hillsdale seemed almost futile. Parties refused to pay their pledges; work upon the buildings progressed but slowly, and linally ceased altogether. The enterprise must have failed utterly but for the determination and energy of its leading spirits and the continued support of many of Hillsdale's lead- ing citizens. Tlie suits were iu general decided favorably to the college, and with the passage of the general college law mentioned above pros- pects became brighter. Ground was broken for the new buildings on the 13th day of June, 1853, and on the 4th day of J uly following the cornerstone was laid. The plans provided for one large building, or rather a group of five connected buildings, 2G3 feet long by 00 feet deep. The edifice was built of brick, four stories high above the basement, and was comi)leted in the fall of 1855. The central portion contained the chapel, the treasurer's office, two society halls, and five recitation rooms, and was surmounted by a symmetrical dome. The basement of the eastern portion was used for a dmiug hall ; on the first floor were the j^arlors, steward's rcom, and the halls of the ladies' literary societies; the remaind01 students enrolled. Of fhcso 90 are in the academic departnjcut. Others arc iu the theological, normal, nintjic, art, .and pre- paratory departments. Several changes have been made iu facultj' list since the above article was prepared. William F. Tibbetts lias become professor of Latin and Charles H. Gurney professor-elect of rhetoric and belles-lettrcSi 132 HIGHER EDUCATION IN MICHIGAN. Table of studies — Literary course. Jnuior Preparatory : Fall— Latin grammar, 9, XXI, F. ; ancient iiistory, 10, V, C. ; U. S. hiatory, 3, XXI, F. Winter— Latin lessons, 9, XXI, F.; llouian history, 3, VII, C. ; cleniontary philosophy, 2, XX, F. Spring— First CiBsai', 9, XXI, F. ; composition and rhetoric, 11, XXI, F. ; olemeutary botany, 3, XXI, F. Middle Preparatory: Fall— Second Csesar, 9, V, C. ; arithmetic, 8, VII, C; pliysical geography, 11, XXI, F. ; elonitutary zoology, 3, Lab., E. "Winter- Sallust, 9, V, C. ; arithmetic, 8, VII, C; elementary physiology, 3, Lab., E. Spring— First Cicero, 9, V, C. ; civil government, 2, XXI, F, ; elementary algebra, 10, VII, C. Senior Preparatory : Fall— Second Cicero, II, V, C. ; French, 10, XXI, F. ; nniversity algebra I, 2, VII, C. Winter— First Virgil, 1 1, V, (J. ; French, 10, XXI, F. ; university algebra II, 2, VU, C. Spring— Second Virgil, 11, V, C. ; French, 10, XXI, F. ; plane geometry, 2, VII, C. Freshman: Fall- Do Senectute, 3, V. C. ; German, 10, XVI, K. ; solid geometry, 9, XX, F. Winter— Livy, 3, V, C. ; German, It), XVI, IC. ; university algebra III, 9, XX, F. Spring— English Bible, 10, X, C. ; German, 11, XVI, K. ; trigonometry, 9, XX, F. Sophomore: Fall— Chemistry, 11, XV, K. ; advanced French, 9. XXI, F. ; advanced German, 3, XVI, K. Winter— Chemistry, 11, XV, K. ; advanced French, 9, XXI, F. ; advanced German, 3, XVI, K. Spring— Botany, 9, Lab., E. ; advanced Fiench, 1, V, C. ; advanced German, 3, XVI, K. Junior: Fall— Zoology, 9, Lab., E. ; mechanics', 3, XX, F. ; history France, 2, XXI, F. ; Anglo Saxon, 3-5, 8, XVI, K.; deductive logic, 2-5, 8, XVI, K. Winter— Physiology, 9, Lab., E.; physics, 3, XX, F.; history Germany, 2, V, C; translating English, 3-5, 8, XVL K. ; inductive logic and rhetoric, 2-5, 8, XVI, K. Spring— Geology, 1], XV, K. ; astronomy, 3. XX, F. ; history England, 2, V, C. ; Chaucer, 3-5, 8, XVI, K. ; rhetoric, 2-5, 8, XVI, K. Senior: Fall— History English literature, 3-5, English masters, 2-!5, 9, XVI, K. ; mental philosophy, 10, IX, C. ; history of civilization, 11, IX, C. Winter— Hi.story English literature, 3-5, English masters, 2-5, 9, XVI, K.; evidences, 10, IX, C. ; international law, 11, IX, C. Spring— History English literature, 3-5, Englisli masters, 2-5, 9, XVI, K. ; moral philosophy, 10, IX, C. ; political economy, 11, IX, C. Note. — Fractional marks indicate number of hours of recitation per week. Those studies marked 3-5, recite Tuesdays, Thursdays, and Saturdays ; those marked 2-5, recite Wednesdays and Fridays. One year extra of English may bo taken as optional study in the classical and philosophical and ecientific courses. KALAMAZOO COLLEGE, KALAMAZOO, MICH. Sketch prepared in December, 1889, bj^ Rev. Samuel Haskell, D. D., one of board of trustees of Kalumazoo College. This institntion is the denominational one of the Baptists of Michi- gan. Kalamazoo, its seat, is a rapidly growino- city of abont 2(),()00 inhabitants, midway between Detroit and Chicago, on the Michigan Central Railroad. The natural beauty of the place has received rare adornment from the refined taste and wealth of the citizens. Tbe col- lege site is an elevated, undulating grove of some 20 acres, centrally situated inside of the west line of the corporation and commanding a fine prospect of the city and the valley of -the Kalamazoo River. The college has three commodious and substantial brick buildings, one of which in addition to its public rooms afi'yrds dormitory privileges for male students, and another is a boarding home for girls under the superintendence of the lady principal. To the table of the latter students of the other sex are also received. The departments of the institution are both preparatory and colle- giate, open in all their courses alike to students of either sex. The history of this educational interest dates from the coming of Rev. Thomas W. Merrill into theTerritory of Michigan in 1829. On tlie23d of November in that year he commenced in Ann Arbor a preparatory school, both in English and the ancient languages, hoping as he wrote, " that God would oi)en the way for the enlargement of his effort until it should become a literary and theological institution, under the intluence of the Baptists of Michigan," the Baptists of Michigan being then, of course, chiefly objects of percei)tion to faith. Mr. Merrill was a native of Maine, just graduated from the college at Waterviile and the Newton Theological Institution. His school at Ann Arbor, being as is supposed the only one of the kind in the Territory, ■was patronized from Detroit and the other early settlements, and en- joyed an interesting prosperity. In July, 1830, Mr. Merrill prepared and circulated a petition asking the Territorial legislature to change his school by charter into such an institution as he had conceived, under the name of the Michigan and Huron Institute, securing its control to the Baptists by prescribing 133 134 HIGHER EDUCATION IN MICHIGAN. that three-fifths of its trustees should be of that faith. The object of the petition was favorably considered by the legislature, but as tbere were members who objected to its denominational features the bill failed to pass, being laid over to the next session. Meanwhile, under the influence of those who opposed this bill, au academy at Ann Arbor was incorporated, of which Mr. Merrill was urged to take charge, but feeling that his Christian aims and hopes would thus be compromised, he declined. The same season, resolving to transfer his cherished enterprise to the western part of the Territory, he made his way to where Kalamazoo now stands, then the beautiful burr-oak openings in which the smoke of but a single log cabin arose, and passed south to the older settlement of Prairie Konde. Here he assisted in building a log house for school and meeting purposes, a nd occupied it as designed during the winter of 18;30-'31. The plan of manual-labor schools was then coming into experiment, and Mr. Merrill was fitted to accept the theory. The questions before him, therefore, were how to purchase lands for the school, and how to reappear before the legislature and secure its incorporation. Fortunately the practical wisdom, the generous liberality, and the intelligent Christian citizenship of Judge-Caleb Eldred, of Climax, stood now waiting to ally themselves with the high aims and the unconquer- able tenacity of Thomas W. Merrill. Mr. Eldred was then dragging his surveyor's chain through the untrodden grasses of the lovely prai- ries and openings of Southwestern INlichigan, and encamping with en- thusiastic admiration in its majestic forests and beside its rivers and lakes. And among the way marks which he was setting up were those which in his pious thought designated the places where his children and fellow settlers should have their worship and ordinances, and his denomination their Hamilton of Christian learning; for he had come from where the long shadow of the sacred school of Hascall and Kend- rick had swept over him. In the autumn of 1831 the traces appear of these two pioneers plan- ning together the methods by which to raise money for the projected school. An appeal to the Baptists of the Eastern States was agreed upon, and with Judge Eldred's commendation Mr. Merrill visited the Michigan Baptist Association at Pontiac in September and secured their approval of his agency. A month later he was at the Baptist Con- vention of the State of New York, and received a hearty commendation of his object, signed by Elon Galusha, John Peck, William Colgate, and others. Except what Mr. Merrill paid in bearing his own expenses, the first subscriptions for the institution appear to have been seven ten-dollar ones from these ever-to-be-remembered Baptists of New York City: Jonathan Going, Nathan Caswell, James Wilson, John H. Harris, Bynan Green, William Colgate and E. Withingtoa. Dr. Going was an originator and the first secretary of the American Baptist Home kala:\iazoo college. 135 Mission Society, and the deep imprint of his hand is on the fonndations of our colleges in Ohio, Michigan, Indiana, and Illinois. Returning from this agency in 1832, Mr. Merrill with Judge Eklred and others renewed their petition for incorporation. No provision for denominational control was now asked except bj^ suggesting as trustees the early Baptists, ministers and others, then resident in the Territory, The bill again had to work its way through objections, but was helped over them by Judge Manning and Mr. F. P. Browning, of Detroit, and the date of its approval by Governor Porter was April 22, 1833. As Mr. Merrill paused here to take breath he wrote : The Micliigau and Huron Institute is the school upon which I have had my eye since I came into this Territory ; the one for which I drew a petition, gave it circu- lation and presented it to the legislative council 2 years ago ; for which I have peti- tioned thrice (once to Congress for a grant of land) ; for which I took up a suhscrip- tion in the city of New York in May, 1832. This institution I trust will exert a most salutary influence upon the Baptist cause, and shed an enlightening, reforming, and sanctifying influence upon the citizens of this Territory. May our anticipations bo more than realized. Judge Eldred was elected president of the board of trustees, and for 25 years was annually reelected, filling the office with loving devotion and eminent ability. The charter did not locate the institute, and for more than 2 years the weary fledgling was kept upon its wings between rival proffers for furnishing it a place to alight. In the autumn of 1835 citizens of Kal- amazoo gave the sum of $2,500, and a tract of land which is now the south part of the city was purchased, a building secured, and the school opened. An exchange of property afterwards gave the present most eligible site for permanent occupancy. An addition to the lands, ex- tending farther into the city, with its building for chapel and recita- tion rooms, gives still easier access to the residents of the place. For this the college was made specially indebted to Mrs. Huldah E. Thomp- son, of Connecticut, Hon. C. Van llusan, of Detroit, aud citizens of Kalamazoo. The school was adopted for a short period as a branch of the Uni- versity of Michigan. Amendments were secured to the charter changing the name and enlarging the privileges of the institution, but for the last 35 years it has borne its i)resent college title and exercised full college powers. A charter provision has also recently been obtained providing that the pres- ident and a majority of the trustees shall always be members in Bap- tist churches. The names most permanently identified with the faculties have been William Dutton, A. b., as principal from 1840 to 1843, when death cut short his most promising career; James A. B. Stone, D. D., principal from 1843 to 1855, and, upon the entrance into college powers, president from 1855 to 18G4, William L. Eaton, being his associate in the earlier period. The leading associate professors and teachers up to 18G4 were 136 HIGHER EDUCATION IN MICHIGAN. Mrs. L, H. Stone, principal of the female department; Eev. Samuel Graves, P. d., Edward Olney, ll. d., Daniel Putnam, A. M., Edward An- derson, D. D., M. A. Page, A. m., Allen J. Curtiss, A. B., and Mrs. Martha L. Osborn. From 18G4 to 1867 Jolm M. Gregory, ll. d,, was president, and Heman Lincoln Waylaud, d. d,. and Silas Bailey, D. d., were additions to the faculty. From 1808 to 1886, Kendall Brooks, D. d., was president, Samuel Brooks, D.D.,aiid Professors Stuart, Iladlock, Haskell, and Montgomery, were assistants, with Misses King, Chase, and other lady principals and teachers. Kev. Monson A. Willcox, d. d. was elected president in 1887, and with him have served as new professors G. W. Botsford, a. m., C J. Galpiu, A. M., and as lady principal Miss Mary A. Sawtelle. The number of students last year was 181, of whom 39 were in college studies. Something over 150 students for the Christian ministry have been connected with the institution ; and large numbers of both sexes have there become Christians afld devoted their lives to consecrated service in this and in other lands. The original policy of the Baptists of the State was to have a theologi- cal seminary at Kalamazoo, associated with the college. A large por- tion of the property, including the first building, was given with this design and had its title in the Baptist Convention of the State. Theo- logical courses of study and classes therein were maintained for suc- cessive years. More recently this policy has been relinquished and the property is transferred in trust to the college on condition that certain advantages shall be extended to students for the ministry ; and biblical instruction in same form is provided for in connection with the courses of literature and science. Theological courses proper are expected to be pursued in seminaries elsewhere, and assistance to students therein is given by the convention. The financial condition of the college is one of entire freedom from indebtedness, witli a temporary provision that keeps it thus free. In view of the time when this temporary iirovision against deficiencies will be exhausted, and to improve facilities, movements are going for- ward to increase the endowments to at least a quarter of a million of dollars. The president of the board of trustees, Mr. C. C. Bowen, of Detroit, is generously leading these movements. The college has a field that is full of promise, a location and property for its seat almost unexampled iu the West, and a homogeneous and united Christian body of supporters committed to its maintenance. NEW BUILDINGS. The college is now receiving the benefits of the Ladies' Hall, a new building recently added to the college, this being but the second year of its occupancy. It is not simply a dormitory for young women, but, KALAMAZOO COLLEGE. 137 undef the supervision of Miss Mary A. Sawtelle, the principal lady teacher in the college, it aflorus all the advantages of a cultured, Chris- tian home. Youjig men may also avail themselves of the privilege of boarding at the hall, and thus come within the circle of its refining in- fluences. But here, again, while we congratulate ourselves on the suc- cesses of the past, we ought not to be satisfied with what we have al- ready achieved. The college grounds are spacious and beautiful, sus- ceptible of being made unexceptionally fine. May it be a part of our larger plan to hasten the day when they shall be adorned with new buildings, suitable for class room and chapel, library, laboratory, and other purposes; in a word, with all the buildings which a great and thoroughly equipped college demands. INCREASED ATTENDANCE. One of the brightest features in the present condition of the college is the increase in the number of students. Between 80 and 90 new stu- dents have come to us the present term, against about 50 during the whole of last year, while the increase in the whole number of students this term over the number for the first term of last year is about 30 per cent., against a corresponding increase of 10 per cent, last year. This is all the more cheering because so closely connected with the very ob- ject for which the college exists. It is intended to train and educate these young minds and hearts soon to share so largely in shaping, di- recting and controlling the social, moral, and religious life of the world. Therefore a college with unlimited resources but with only a handful of students would be a miserable failure. Hence we are especially re- joiced over this increased attendance.^ ' Dr. Willcox resigned the presidency April 30, le9L Rev. Theodore Nelson, at one time superintendent of public instruction of the State, was appointed to succeed him. Several changes have been made in the faculty. Samuel Haskell, D. D., has been appointed instructor in the English Bible. OLIVET COLLEGE, OLIVET, MICHIGAN. By Rev. JosKPn S. Daniels, A. M., Parsons Professor of Greek Language and Literature, Olivet College. On the morning of Febrnarv 14, 1844, a little company left Oberlin, Ohio, and slowly moved westward and northward toward Michigan. On the evening of the 24th of the same month they reached their des- tination. There were thirty-nine persons, including youth and children, in this little company. Their combined resources were not over $10,000, Their leader was the Eev. John J. Shipherd, the founder of Oberlin Col- lege. Having more than realized his anticipations in the marvelous success and growth of Oberlin, which was then but eleven years old, and desiring to repeat its history in the States west of Ohio, he had gathered this group of families and friends with the design of planting a Christian colony and a Christian college in Michigan. Mr. Shipherd had visited the State the previous year, selected the site and christened it Olivet. It was then but a wooded hilltop, the home of the wild deer, with a beautiful lakelet on its western outlook, a winding stream skirting its eastern slope, a village of the Pottawattomie Indians near by, and only five families of white settlers within a radius of 3 miles. No highway as yet led to the place, and the last 5 miles of the wearisome journey were over an Indian trail marked by the blazing of trees. This colony laid the foundations of Olivet College. Their first work was to clear an opening in the forest, to build themselves homes, to construct a mill, and a building for the opening of the school. They were beset with many trials. The first year the floods swept away the dam they had built, the fire consumed their school edifice before it was finished, their leader sickened and died, and more than half the colony were prostrate with malarial diseases incident to the new coun- try. Many of the colonists were discouraged and returned to their old homes. The few, w ith a sublime faith in the work they had undertaken, persevered and triumphed over all obstacles. Mr. Shipherd's purpose in selecting such a place was that the colony should be the nucleus for the college— that the two should grow up in harmony and mutually support and mold each other. He led hither a 138 OLIVET COLLEGE. 139 baud of devoted Christian ineii and women, who weretolay foundations and leave their impress upon the school. Its doors were open from the first to colored students as well as white, to both sexes, and to the poorer classes, who had not means to secure an education elsewhere. Manual labor was to be a feature of the institution. Thougli this never became an orgauicpart of the colleg'o curriculum, yet the idea of the founder has virtually been realized. Olivet has ever been an attractive place for those who are compelled to work out their own education. The idea has brought to the college hundreds and thousands of those robust and earnest men and women who have to make their own way in life and who hunger and thirst after a higher education. The object of the college and the purpose of its founders is well set forth in their first annual catalogue in 1846 : We wish to have it distinctly unflerstoorl that the whole object of this institution is, has been, and we hope ever will be, the odncation of young men and womeu-^ especially such as are not rich in this world's goods, but heirs of the Kingdom of God— for the glory of God and the salvation of a dying world. * * * We have no partisan or sectarian interests to subserve and desire to have none. We wish simply to do good to oar students by placing in their hands tbe means of intellectual, moral, and spiritual improvement, and to teach them the divine art of doing good to others. With poverty as their "endowment" they began their self-denying work. The school opened in December, 1844, with nine stndents. They however rapidly increased and for many years the facilities were inadequate for the numbers who thronged the place for an education. Having made repeated applications in vain to the legislature for a college charter, they wrought patiently for 15 years under the name of " Olivet Institute." They were no more successful in their attempts at recognition by religious bodies. They were therefore compelled by force of circumstances to be independent both of church and State, and to develop that type of institution which they believe to be the best— an undenominational Christian college. Finally in 1859 they secured a charter under a general law of the State, and the institute was merged into the college. Its first board of trustees consisted of 14 members, four of whom belonged to the original colony from Oberlin. These were William Hosford, Oramel IIos- ford, Albertus L. Green, and Fitz L. Reed. Rev. M. W. Fairfield was chosen as the first president of the college. In 18G3 Rev. N. J. Morrison became his successor, and served until 1872. After an interregnum of three years. Rev. H. Q. Butterfield was elected in 1875, and still con- tinues in office. While Olivet College is undenominational iu its charac- ter and aims, yet its chief support and patronage has come from Cou- gregationalists. The Presbyterians also have contributed to its funds, sent many of their children to its halls for education, and had a large representation upon its board of trustees. This board consists of 24 members, fourof whomare elected annually 140 IIIGHEli EiHJCATION IN iMICHIGAX. for a term of six years. The president of the college is ex officio a mem- ber of the board. Ic is indepeiulent and self-perpetiiatiug. The aUiunii of the college are represented by four members, who are elected by the board on the nomination of the alumni association. The trustees meet annually on the third Tuesday in June, fill vacan- cies, transact general business, and appoint an executive committee and other officers necessary for the administration of the college during the year. The government of the college is vested in its board of trustees. They control its finances, appoint its fixculty, and are responsible for its entire administration. By the terms of its charter the president is required to make an annual report of the condition and work of the college to the State superintendent of public instruction. The faculty have the immediate charge of the instruction and disci- pline of the students and .tlie making of all regulations necessary for the same, subject to the approval of the board of trustees. They meet regularly once a month, or oftener, at the call of the president. The board is made up largely of graduates of the best Eastern colleges, who impart to it the breadth of view and varied usages of their own iusti- tutions. The aim has ever been to make this board the representative of Christian character as well as of the best culture. The growth of the college h is been slow but healthful. Enlargement and expansion have come from time to time according to the demands made upon it. It began in poverty, it has always been poor, and ever struggling for something larger and better. But it began wisely with a high standard of scholarship and a high moral aim. Even in the days of its deepest poverty and its smallest classes it was unwilling to lower its standard tQ increase its numbers. Its earliest graduates therefore rank among its best scholars and reflect upon their alma mater the twofold luster of culture and character. These are its richest treasures to-day. For the wealth of the college consists not in its buildings, library, and museum, but in its men — both the men who make it and the men whom it makes. Preeminently is this triie of Olivet. For while the college has ni-ver been able to pay adequate salaries, it has never fiiiled to secure able instructors, who are attracted by the character of the work and the ai?ns of the college. It has also attracted that most valuable class of students for whom the attainment of an edu- cation has meant an earnest struggle, and this very struggle has united faculty and students in common bonds of sympathy and made their work a delight rather than a task, and this feature of the college has won for it many friends who have generously aided it in its times of need. Indeed the college is both happy and rich in its many and liberal benefactors. To name them would be impossible, and yet many of them have built their names into the very structure of the college. Indeed they mark its historic growth. They are graven on its buildings, i^ro- fessorships, and scholarships. Shipherd, Drury, Palmer, Parsons, l:: { l">-')'^4'.„ 1. BuRNAGE Hall (upper oue in the group). 2. Parson's Haxx>. 3. Shipherd Hall. 4. Mather Hall. OLIVET COLLEGE. 141 Kutaii, BrowD, Tattle, Stone, Mather, aud Barrage are bouseliokl words in the college to-day. And each name is a way-mark in the growth of the institation. The scope of the college has also been modified with its expansion and growth. In the days of the institute and the entire years of the college its chief work was i!i furnishing teachers for the schools of the State. Bat more and more its students are enrolled in regular courses and remain for graduation. From the first a classical coarse of 4 years has been maintained. This requires two full years of Greek, Latin, and mathematics, with many electives in the junior and senior years. Parallel to this is a literary course, omitting the Greek, aud requir- ing the French aud German. A third course, the scientific, emphasizes the mathematics and nat- ural sciences, with electives in the other studies. These three courses constitute the college department. Under the same board of trustees and as a part of the college, is the preparatory department with its principal and assistant teachers. This has three •courses: a classical, with three years of Latin and two of Greek; a literary and scientific course of two years, including one year of Latin but no Greek ; and an English course of four years, which furnishes a good business education. Two normal courses also are maintained: an English, of three years, which qualifies for the third grade certificate, and a language coarse, which secures a higher grade certificate in the public schools. An efficient art department furnishes without charge freehand and mechauical drawing to every student in the college; aud also, for extra tuition, studies in crayon, china painting, oil, and water colors. There is also connected with the college as a department, the Olivet conser- vatory of music, with able instructors — instrumental, theoretical and vocal. The conservatory otters full courses of study in each branch, and is empowered by its charter to confer diplomas and degrees upon its graduates. In all departments of the college students have frequent practical rhetorical exercises to develop their powers of expression. The culture of the moral and religious natare is also regarded of the highest importance, so that systematic study of the Bible is made a part of the curriculum, and regular attendance upon church is a requirement of the college. Among the resources of the college we nuiy mention first its grounds. These consist of four entire blocks or squares, with three ample lots adjoining, on tbe summit of the hill that crowns the village of Olivet. One of these blocks is an open park, with several fine specimens of the giant oaks — the monarchs of the native forest. One is a beautiful grove, densely shaded by the second growth of forest trees, and the others are the sites tor the group of nine buildings belonging to the 142 HIGHER EDUCATION IN M1CH[GAN. college. The whole area is from 12 to 15 acres. The oldest building:, kuowu for many years as " Colonial Hall," is now enlarged and con- verted into a gymnasium. For this the college furnishes a piofessor, and the work of physical training is now a prominent feature of the education at Olivet. Next in order of time is the college church. This furnishes a chapel iu the lower story for morning prayers, and also an audience room above for worship on the Sabbath. A distinctive feature of the institution is this : That the Congregational church of the village and the college churcli are one, and from the very beginning the colony and the college, the citizens, and the students have worshipi)ed to- gether, and for the greater part of the whole period some of the college l^rofessors have been pastors and j^reachers for the chuich. This has served in no small degree to make and keep the unity and harmony of town and college which has been so remarkable at Olivet. Shipherd JIall, so named in honor of Uev. John J, Shipherd, is the home of the young women of the college, and contains rooms also for the principal matron and teachers in that department, besides the rooms of the Soronian societj', and a large dining hall which furnishes board to students of both sexes at cost. Farsons Holl, so named for Hon. Philo Parsons, of Detroit, its chief donor and also the founder of the Greek professorship, contains dormi- tories for young men, also the college ofhce, recitation rooms, and the rooms of the Young Men's Christian Association. The PresidenVs House is an elegant and spacious mansion, owned by the college, occui)ied by the president, and affording a place for trus- tee and faculty meetings, as well as class and other receptions of the college. Mather llalU bearing the honored name of Roland Mather, of Hart- ford, Conn., is devoted to the natural sciences. It contains the chem- ical, botanical, and biological laboratories, the museum, the signal-ser- vice station, and several recitation rooms. Music Rail was formerly a private dwelling fronting on the college park, but recently purchased and remodeled for the work of the con- servatory. Burrage Memorial Hall, so named from its chief donor, the late Leonard Burrage of North Leominster, Mass., who bequeathed $20,000 for its erection, is an elegant building of Iowa sandstone, fireproof, and with a capacity of about 100,000 volumes. Besides its capacious stack room it contains an ample reading room, also reference rooms for quiet study and class work in the various departments. The Adelphic Hall, though not strictly a college building, but the property of the literary society whose name it bears, yet properly be- longs to the college group and represents a prominent part of the col- lege work. It is a beautiful structure, made of the field stone — granite boulders — which abound in this region, and well illustrates the good taste and enterprise of its builders. OLIVET COLLEGE. 143 Ground has already been broken and work begun on a similar edifice by the Plii Alpha Pi society, with the hope of completing their new hall during the coming year (1890). In this connection it is but just to make mention of the character and the work of the literary societies of Olivet College. They are a unique feature of the institution and a prominent part of its work.- They were not transplanted from without, but are the native and spontaneous growth of the soil. They happily supplement the class-room work. They are open societies, and always welcome their fellow-students and teachers to their exercises. Hence they are rigid with themselves, and always maintain a high standard for character in their membership and excellence in their exercises. Some of the best literary work of the college is done in their halls. Among the resources of the college should be mentioned its museum and library. The Museum, the nucleus of wliich were the valuable collections of William B. Palmer and Rev. William B. Brown, has been greatly en- larged and enriched by special appropriations of the trustees, and is now one of the finest in the West for the purposes of instruction. It is a typical collection, and so arranged as to be itself an object lesson in the natural sciences. The Library contains 17,000 volumes and almost as many pamphlets. It is classified according to the Dewey system, furnished with card catalogue of both authors and subjects, and allows both free access to its shelves and the privilege of drawing books for general reading as well as for class-room work. Its books have been selected with care and witlj special reference to the work of both professors and students. Its income is derived from a small incidental fee from each student, and from the Willie Sage Tuttle fund, $15,000, the gift of the late Mrs. Lucy E. Tuttle, of Guilford, Conn. The annual increase for the last nine years has been 1,000 volumes. A general summary of the re- sources of the college is as follows : Grounds and bnildinj^s $135,000 Librarj', musenm, and apparatus 35,000 Productive assets 163,000 Total 333,000 N unibcr of graduates 255 Number of students in attendance' during tlio year 1888 323 Bim.IOGRAPnY OF THK COLLEGE. Memorial address, Olivet College and its History, June 28, 18G6, by President N. J. Morrison. Inaugural address, June 21, 1876, by President 11. Q. Butterfield. Baccalaureate sermon, June 15, 1879, by President II. Q. Butterfield. ' In 1830-'91 the number of students was as follows: College course, 179; prepara- tory, 149; normal and elective, 50; music course, 55; art, 55. Deducting 10 for names counted twice leaves total, 376, 144 HIGHER EDUCATION IN MICHIGAN. Twenty-fifth anniversary of Olivet Colloge, 1834, containing baccalaureate sermon by President H. Q. Butteriield. History of Olivet Institute, by Prof. Orarael Hosford. History of Olivet College, by Prof. .Joseph L. Daniels. Ought we to have a Department of Biblical Instruction arttached to Olivet College ? May 15, 1889, by Rev. W. B. Williams. Catalogues from 1846-1889. Treasurer's annual reports. Also the following college papers: Olivet Express. Olivet Olio. Olivet Olio and Folio. Olivet Echo. Also, correspondence in the Olivet News, Olivet Obiter, and Olivet Optic, and other State papers. HISTORY OF ALBION COLLEGE, ALBION, MICHIGAN, By L. R. FiSKE, D. D , LL. D.. President of Albion College. In the 3'ear 1833, Eev\ Heury Colclazer, Rev. Elijah H. Pilcher, and Dr. Benjamin H. Packard united in an eft'ort to secure the establish- ment of an institution of learning in the Territory of Michigan, the same to be under the control of the Methodist Episcopal church. Sev- eral places competed for the location of the proposed seminary by the offer of sums regarded as liberal. Encouraged by these offers the sub- ject was submitted to the Ohio Annual Conference of the Methodist Episcopal Church, which had ecclesiastical jurisdiction over this Terri- tory. The project of founding an academy was indorsed by that body, and a committee appointed to determine the location and to use measures to obtain an act of incorporation from the legislative branch of the Terri- tory. The charter was secured in March, 1835, and the school was located at an old Indian village in Spring Arbor, Jackson County. The school was never opened at that place, and no buildings even were erected. The outlook came to be so discouraging that many friends of the enterprise were ready to abandon it. But the village of Albion in the meantime had sprung into existence, and some of its enterprising citi- zens made a proposition for the removal of the location to that place, accompanying this with liberal subscriptions. This proposition was accepted by the Michigan Annual Conference, which had been created since the movement for a seminary was projected, and the legislature of the State, in 1830, amended the charter, making the proposed change of location and reconstructing the board of trustees. ERECTION OF BUILDINGS. In the autumn of the same year, 1830, Rev. Loring Grant was ap- pointed agent, and commenced soliciting funds for the erection of build- ings. A system of scholarship was at this time devised which was an im- portant aid in raising money, but as this money was used for building purposes, and the scholarshij^s guaranteed free tuition to parties hold- 145 713— No. 4. 10 Ii6 HIGHER EDUCATION IN MICHIGAN. iiig the same, tliey iutroduced serious embairasstneut when the school was opeued and the salaries of instructors became due. The coruer stone of the first building was laid in June, 1841, and the structure, 50 by 100 feet, and four stories high, was completed in time for the opening of the institution in November, 1843. The second building, of about the same size, was finished in 1853, but was consumed by fire within a year after its completion. The year following it was rebuilt, but somewhat reduced in size. The third buildiug was erected iu 1857. The last building constructed up to the present time is au astronomical observatory, which was completed and equipped iu 1884. GROUNDS AND VALUE OF PROPERTY. The college grounds comprise about 20 acres in the city of Albion, the principal portion of the same lying w^est of the buildings towards the business part of the city. Tiie.se grounds, the four buildings, to- gether with the contents of said buildings, are valued at $100,000. If located in a large city the valuation would be much higher. THREE PERIODS. Educationally, there have been three distinct periods in the life of the institution. It was first chartered as a seminary, to supply instruc- tion above that which could be obtained in the public schools, but was not authorized to confer degrees. In this sphere it had a vigorous ex- istence. It was widely patronized within the State of Michigan, and to a considerable extent from other States. It then did a work w^hich, since that time, has been done by our best high schools. But as the graded schools came into existence anrl increased in number and in t|ie quality of the work done, the demand for an academy became less gen- eral; hence, the legislature of 1849, on application, amended the charter creating a female college, giving to the institution the corporate name of " Wesleyan Seminary and Female Collegiate Institute," authorizing the conferring of degrees on women. In 18G1 the charter was again amended, granting general college powers, and changing the corporate name to "Albion College.'' The grade of work in the female college was about on the i)lane of the sophomore year in institutions for young men. When the charter of 1861 was obtained a complete reconstruc- tion of courses took i)lace, to make the same equal to the standard in our best American institutions. Since the general college charter was secured there have been added a conservatory of music, granting the degree of B. M., and a school of painting in which the degree of U. C. is granted. TJie conservatory of music has reached large proportions, and now employs 7 teachers. There has been a further enlargement by the erection of a commercial department. In 1888 the foundation of a school of oratory, preparatory to a general college of oratory, was laid. Plans are formed to develop this school as rapidly as the funds will admit. ALBION COLLEGE, 147 MIXED CHARACTER. As Albion Colleg:e was fouudetl as a seiuiDary, it was natural tbat with the grant of college powers the academy should be retained as a preparatory school; hence the 4 years' courses of study in the college of liberal arts rest upon preparatory^ courses, all of which are under the same general supervision. These preparatory courses for some time included 3 years of work. In 1883 they were extended so as to cover 4 years. The institution from the first admitted students without distinction of sex, and has conferred its honors alike on both since it gained gen- eral college powers. The prevailing judgment of those in authority favors the coeducation of the sexes, as giving better preparation for the social life of coining years, while it does not lessen the inspiration for studj^, and in many cases increases it. FINANCIAL HISTORY. An effort was made in 1830 to provide for current expenses by issuing scholarships of $ 100, each guaranteeing free tuitio!i, as heretofore stated, for 4 years. Many of these were used up in meeting the expense attend- ing the erection of the first building. Then the conditions made the sale limited, and the resources were found to be quite inadequate to meet the needs of the institution. In 1849 another scholarshii) plan was adopted, making the tenure of scholarships perpetual, and putting the same on the market at $100. Considerable money was raised, but as Michigan University made no charge for instruction and a growing tendency towards free schools ex- isted, the scheme in a few years was wiiolly abandoned. In 1805 a plan was made by which the people of Albion and vicinity were to raise $J5,000, and the Methodist public in the balance of the State $75,000, thus providing $100,000 in all. The greater part of this sum was realized. In 1870 at a Methodist State convention, held at Albion, David Pres- ton, of Detroit, submitted the proposition that if 50 persons would give in the aggregate $50,000 witliin 2 years, he would within the space of lyear thereafter raise $00,000 more from the people. This otter was joyfully accepted, and the whole amount of $110,000 was subscribed before September L5, 1873. The entire sum was paid in with the ex- ception of a subscription of $10,000 of the first $50,000, the subscriber meeting with pecuniary embarrassment, which rendered the fulfillment of his pledge at the time impossible. This subscription has never been canceled. In 1883 another mo\'ement to increase the endowment was made, and about $30,000 of productive funds was secured, and $100,000 in lauds and other property, which, for the time being, are unproductive, Kev. John Morrison Keid, d. d., of New York City, in 1887 gave to 148 HIGHER EDUCATION IN MICHIGAN. the college lauils ill Chicago and on the shore of Lake Michigan, just north of the city, valued at $30,000, to endow the chair of Greek. This is as yet unproductive, but its value will in a few years, it is believed, be greatly enhanced. The alumni of the college a short time ago entered upon the work of endowing a professorship, and subscriptions amounting to $8,000 have been made. It is expected that this movement will speedily be pushed to a completion. In September, 1889, Hon. Henry M. Loud, of Oscoda, Michigan, made a gift of $30,000 to endow the chair of history. The interest on this is immediately available. As the result of all of this the institution has at the i)resent time about $230,000 of productive endowment, and $150,000 of unproductive endowment, aside from some bequests amount- ing to a considerable sum not yet available. Only the interest from the endowment fund of the college can be used or controlled by the board of trustees. The principal is held by an en- dowment fund committee possessing corporate powers, and created by act of the legislature in 1805. The income from the fund held as principal is paid over to the trustees once in three months, to provide for current expenses. GOVERNMENT OF TUE INSTITUTION. The general government of the institution was at first vested in a board of trustees of twelve persons, appointed by the Michigan An- nual Conference of the Church. In 1856 the Michigan Conference was divided, the same becoming the Michigan Conference and the Detroit Conference, and the charter was so changed as to empower each of these conferences to appoint six trustees. The charter was still further amended in 1882 so as to authorize the society of alumni to elect three of its number members of the board of trustees, thus enlarging the board to fifteen. But the president of the college is ex officio a trustee, so that the board is (constituted of sixteen persons. In order to secure thorough inspection of the work done, the State ap- points annually a board of visitors and examiners, which board makes a report to the Superintendent of Public Instruction. The Detroit and Michigan Conferences and the Society of Alumni appoint similar boards. In the interim of the meeting of tliti board of trustees a certain meas- ure of power is vested in an executive committee consisting of the offi- cers of the board, who are also constituted an auditing committee. The immediate educational government of the college is in the hands of the president and faculty. COLLEGE APPLIANCES. The gathering of appliances and material for work and illustration has been accomplished principally within the last ten years. ALBION COLLEGE. 149 Library. — The library contains 7,150 bound volumes and a little more than 2,000 unbound volumes and pamphlets. The policy pursued in selecting books has been to procure, first, such books as relate directly to the studies pursued in the several departments, purchasing books of a more general character only when the former want was j)retty well supplied. Hence many of the volumes are expensive, as an extensive range of reference books has been procured. In some of the depart- ments, especially that of philosophy, the collection is very complete. The nucleus of a literary museum has been formed by placing in the library a glass case for books especially notable on account of age, rare- ness, ownership, etc. Maps and charts. — Of apparatus for illustrating the work in language, literature, and history the institution has probably as large a collection as any school in the United States. Both the Latin and Greek depart- ments are provided with full sets of classical maps. The Greek depart- ment has large materials for the illustration of Greek archieology, and also a complete set of charts for exhibiting in detail the topography of ancient Athens. The head of this department is working out, on an original plan a series of language charts, which, when completed, will present to the eye a full outline of the leading facts of Greek grammar. The historj" department, where the "layer map" plan, devised by Prof. F. M. Taylor, who is at the head of the dei)artment of his- tory, has been introduced, has at its command about 180 maps, repre- senting successive stages in territorial history. If every change which can be represented singly be counted, the total number of possible maps would aggregate about 800. In addition to the series formerly prepared, showing the development and break-up of the Roman Empire, the formation of the new nations up to 1843 A.D., the break-up of the Ottoman Empire from 1699 to 1885, the development of Prussia to 186G, the growth and dissolution of the Napoleonic empire, and the unification of Italy, there has just been i)repared a set of "layer maps "for the United States, showing every territorial change in its history from 1763 to 1876 — changes the number of which falls but little short of 100. As new maps are being constantly added, the college hopes to be able in a few years to exhibit every important territorial transfer appearing in the course of history. The advantages of the layer map over others are important. It is superior to the series of maps, because, (1) it changes with history; (2) a more definite concept of the changed territory is obtained when it can be taken off and han- dled as a piece of cloth ; (3) the student can be set to work out the changes for himself, to build up or take to pieces the map ; and (4) it is less expensive, involving but one or two full-sized maps. It is superior to the blackboard scheme, because, (1) it is clearer; (2) it is more ac- curate; (3) it is easier to reproduce, and so not too diificult for the student and the overworked teacher ; and (4) it preserves both the original condition of things and the changed order, each of which can 150 HIGHER EDUCATION IN MICHIGAN. be reproduced iu turn, and tlius the exact nature and extent of the change can be clearly and definitely seen. Laboratories. — These occupy the two stories of what is called the cen- tral building-, with a ground floor of 50 by 50 feet, the same being divided up into a general lecture room, working laboratories, and rooms for apparatus and chemicals. The chemical laboratory contains tables for 35 students, fully fur- nished with reagents and all api)aratus required for the thorough demon- stration of the facts and principles of the sciences. The biological laboratory containstables for 40 students, 13 compound microscopes, several hundred mounted objects, and all necessary appli- ances for preparing and mounting specimens in all departments of bio- logical research. Tiie institution has secured an ordinary supply of apparatus to meet the wants of the general physical laboratory in the study of electricity, galvanism, mechanics, hydrostatics, acoustics, etc. In connection with these laboratories, and easy of access by the students, is a chemical and a biological working library of about 500 volumes. Astronomical observatory. — The observatory stands on the campus, on high ground, aifording an uninterrupted view in all directions. The building is of brick, two stories high, with a round tower which rises to three stories, and is surmounted by a dome. On the lower floor is the lecture room of the department of astronomy and api)lied mathematics, and the pier rooms, through which pass the brick supports for the fixed instruments. These are also utilized for containing the apparatus em- ployed in the study of physics. On the second floor are the transit room, containing the transit circle, clock and chronograph, a computing room, a room for i)ortable instruments, used also as a workshop for the nmnufacture of such ai>par.\tus as can be here constructed" for the illus- tration of i)hysical problems, and a room containing the astronomical and meteorological library. Here are also kept the meteorological iiistrnuients, observations of which are taken three tinu\s a day, and forwarded to the officers of the State board of health and the United States Signal Service. In the round tower is placed the equatorial. The instruments are of the best class. Excellent instruments are also provided for practical work in field surveying. Aluscnm.—Yery early in ihe history of the college a beginning for a museum of natural history was made by the gift of a valuable box of copper specimens by the Kevs. W. H. Brockway and J. H. Pitezel. Later on Dr. Alexander Winchell, then State geologist, presented the institution with a collection of 1,000 specimens of named and mounted minerals. Little use was made of these till about the year 1880. The year previous to this the college sent one of its faculty to Brazil for the purpose of makiug collections of the remarkable fauna and flqra of that ALBION COLLKGE. 151 region. Tin's expedition was bighly successful, resulting in the collec- tion of several liuntlied specimens of birds and animals. These were immediately put to use in the regular work of instruction. Many addi- tions have since been made by other travelers in South America, Mexico, Africa, Japan, China, and other countries. The collections are located in the second and third stories of what is known as the central building in large well lighted rooms, 50 by 50 feet, and comprising two stories. All departments of natural history are represented. In zoology there are 1,500 type specimens; in botany 700 mounted and named speci- mens, about half of these being from the flora of Michigan and the remainder from South America, Mexico, and Japan; in mineralogy and paleontology, 3,000 specimens; in ethnology and archaeology, 200; in numismatics, 200 or 300 coins, medals, etc. In all this special efforts are constantly being made to completely represent the fauna and tlora of our State. The collections will thus be seen to be not large, and yet perhaps as large as can well be used for the main purpose for which a museum should exist, viz, as a valuable and necessary adjunct to the work of instruction and the researches of the students. This service th ) museum of Albion College performs. Its specimens are daily broug.it to the laboratory and class room for dissection and observation, and the student is thereby able to study the fauna and flora of the distant por- tions of the earth. Besides- the mounted specimens displayed in the cases, the college keeps constantly on hand many hundred specimens of type forms preserved in alcohol, in order that when a given subject is reached every member of the class may be supplied with a stud}'^ specimen. In this way the work of acquiring knowledge of a subject, such as botany, zoology, or mineralogy, does not consist in the mere acceptance on faith of the statements of the author, but it is the privilege of the student to challenge those statements by a practical appeal to the natural object. Quite recently large collections of objects, representing the condition of pagan lands in matters of religion, have been received as donations of special interest in the line of missions. Conservatory of Mnsic. — The institution has a full equipment for in- struction in music. The conservatory has a valuable musical library which is being enlarged as desirable publications make their appearance. It is also in receipt of the best musical papers and journals. School of Paintbig. — This school occupies a suite of rooms in the north college building, both as working rooms and for an art gallery. The gallery contains a large number of studies covering a great variety of subjects. Of these some are fine imported studies— copies from cele- brated i)ai liters — which represent the various schools of art. A com- plete set of models for drawing, consisting of cubes, cones, etc., are provided for use; also models of different parts of the human figure. 152 HIGHER EDUCATION IN MICHIGAN. The art rooDi is supplied with a somewhat extensive collection of heads and busts of distinguished men of the past. Provision has lately been made for the study of decorative art. RADICAL REORGANIZATION OF ORDER AND METHODS OF WORK. Early in the year 1882 the faculty took up, as a special subject for consideration, the character and order of work in the college. The institution had up to that 'period pursued the time-honored method of the older colleges in this country and England. The study of the lan- guages began with the Latin and Greek, the modern languages coming later. In history the student commenced with the most ancient times and worked gradually up to the present. The study of the development of the sciences preceded the enunciation of the true theory of the sci- ences as finally determined. It was the starting with that which had been initial historically in the development of civilization, in the order of work, carrying, somewhat darkly, the mind of the pupil along the same track which the race has pursued in coming up to the present status of scholarship. It did not utilize the knowledge which to-day is the product of the past in order to study the past, but it ])lunged the pupil at once into the far-oft ages of antiquity that he might work his way home again. Many learned men, especially on the other side of tlie ocean, had come to the conclusion that this method was unphilosophical, but none of our colleges had ventured to break with the customs which were gray with age. Particularly was it true that a good many philologists had reached the conclusion that there were reasons for the study of modern lan- guages aside from their nlations to ancient tongues ; that of themselves these languages possessed merit, and should be pursued because of their intrinsic worth. The reasons for a radical change in methods seemed to be so weighty that AlI)ion College in 18S'J resolved to try the experiment, and at that time inaugurated "The New Movement, " as it has been commonly called. As the institution had a preparatory school to fit students for the College of Liberal Arts, the principle it was thought desirable to ado])t could easily" be employed. The changes made were substantially the following: The study of the modern was put prior to the study of the ancient languages. This order was ado[)ted for the following, among other reasons: (1) No system of college work is carried forward to the best advantage which does not bring to the student, to a large extent, re- sources of learning found in several of the European languages of to- day. During the first years of his college course, not less than the last years, the student needs to be able to read readily the French and German languages; (2) in many respects the modern spoken languages can be more easily learned that the ancient unspoken languages. In ALBION COLLKGE. 153 its structure tiie English more nearly resembles the other modern lan- guages than it does the ancient languages. Instead of making the violent leap from English to Latin some of the living European lan- guages are first studied, by means of which the student fits himself, to a considerable extent, to grapple with the difficulties he must en- counter. The Latin and the Greek are prei?miuently inflectional. In pursuing these branches the student must for a long time occupy himself with that which to him seems almost wholly arbitrary. The lack of interest in his work, which is quite sure lo appear, dulls his powers of percep- tion. The result is, his progress is less rapid than it ought to be, and the prosi)€ct of his becoming a profound scholar is greatly impaired. Such a state of intellectual life, produced just as young people enter upon a pre[)aration for college in many cases, causes them to abandon the plans formed to reach a high plane of scholarship long before any large acquisitions hav3 been made. By taking up a modern language first the student finds himself quite at home. His previous study of English lias prepared him to master this new tongue. He is also living in the world of today. He is in- spired by the fact that this is a spoken language; that it puts him in cominuidcation with his neighbors. He iiears the heart beats of the present day, and is thus aroused by the discussion of themes of living interest. And having gained the mastery of one or two livinglanguages he findshimself half way back, in the scholarship acquired, to the Latin and Greek. Latin and Greek are more easily learne 1 after the student has gained a comparatively good knowledge of French and German. And before commencing the study of such languages as the Latin and Greek, it is held that a person needs to be accustomed to the study of languages where there are fewer difficulties to overcome. In this reconstruction of the courses of study the pupil takes up mod- ern history before the ancient. The plan is for him to survey, first, the condition of the world historically as it is to day. Having determined the status, the character, the civilizations of the nations of the earth at the present time — knowing what the past has produced — the student is set at work to find the causes of these historical results. He is now able intelligently to work toward a perceived end. The problem is a definite one. The reasoning which brought the fiiculty to establish this order in that portion of the curriculum given to history led to the adoption of the same order in scientific studies. In the reorganization of the curriculum another principle was con- sulted and emphasized, that the reasons of things could not be deter- mined until a knowledge of the things themselves had been gained. In other words, knowledge is at first largely empirical. Intellectual oper- ations in early life are predominantly perceptional, gradually becoming 154 HIGHER EDUCATION IN MICHIGAN. more and more reflective. In the broadening and deepening of scholar- ship there is increasingly the employment of the nnderstanding and the reason. In early life the pupil must, to gain the largest results, employ l)rincipally the faculty of perception, his line of work should call this energy of the intellect specially into use. But still further, in the na- ture of the case, chronologically the empirical must precede the rational. It is the what and then the ichy. We must know the what before we can explain it. It is wholly irrational in the process of gaining knowl- edge to begin with abstractions. Abstractions are meaningless only as they are preceded by the concrete object. There can be no such thing as the discovery of the laws of nature without a previous familiarity with nature. rrincii)les are determined by the study and comparison of objects which illustrate the principles. In looking for the philoso- phy of things the problem to be solved must be perceived before the solution can be given. And the student will have a better understand- ing of the principle if familiar with the conditions and modeof determi- nations. Therefore, it is held that in the order of work the pupil in col- lege should traverse more or less fully the ground traveled over by the discoverer. The methods should be inductive rather than deductive. Thus the j)upil will proceed from the simple to the complex, from the near to the remote, from the concrete to the abstract. His life is not that of a l)ui)il so much as that of a student. He reaches out for truth, aided, as may be found Jiecessary, by the professor. He is more than a learner; he is an investigator. In this way he becomes a real, independent thinker, taking as little on authority as the nature of the study will admit. In this new movement an effort has been made to utilize, more generally than was usual, the philosphical principle here enunciated. The method employed in the teaching of science has been made distinctly inductive. Tlie claims urged by those who were the most ardent suiiporters of the new movement are (I) that this method is natural, the old method unnatural ; (2) that better scholarship will be gained ; (3) that U more living interest will be felt in college work ; (4) that the scholarship acquired will be in fullest harmony with the progressive civilization of the present day. It is now seven years since the college entered on this experiment. The time is too brief to demonstrate its entire success. Professors also must become used to a new order, and it requires time to secure prepa- ration to follow it to the best advantage. Also, in view of the relations of the college to high schools and preparatory schools in which this method is not pursued, a great many difticulties have been in the way of a fair trial. This, however, is true: The attendance has increased yearly since the order was adopted much more rapidly than before, the si)irit of scholarship has become much more marked; and the college has gained in standing and influence among the peoifle; but it is ditticult to say to what extent other factors may have entered into the problem. ALBION COLLEGE. 155 OTHER CHANGES. It is proper here to state that since the foregoing* movement was in- augurated two other important changes have been made : First, a wide range of electives has been provided. These electives cover both the junior and senior years, except three studies. Some studies in the sopho- more year Iiave also been made elective. This liberal movement has not broken down tlie distinctions in lines of work pursued for the degrees. The degrees A. B., B. Ph., B. S., and B. L. are given in courses which are distinguished by marked and characteristic differences. The other important feature referred to is the introduction of a scheme of research work, carried forward in the several departments, as the students may choose. This has proven to be of great value to those who have entered upon it. It has been confined to the junior and senior years. ATTENDANCE. ''' The attendance has considerably more than doubled in eight years. In L880-'8l it was 217, in I888-'89 it was 460.' The opening'of the year 1880-'1)0 gives ])romise of an enrollment of 40 or 50 more than during the preceding year.^ In tlie college of liberal arts there are 115, of whom 45 are in the freshman class. By these figures it appears that in the college proper the attendance has doubled in five years. PRESIDENTS. The institution, as seminary, female college, and college of liberal arts, has had eight principals and presidents, as follows : Rev. Charles F. Stockwell, A. M. ; Kev. Clark T. Hinman, I). D. ; Hon. Ira Mayhew, LL. D. ; liev. Thomas II. Sinex, D. D,, duriiig whose incumbency the school became a college of liberal arts; liev, (ieorge B. Jocelyu, D. D.; Rev. J. L. G. McKeown, D. D.; Rev. William B. Silber, Ph. D.; Rev. L. R. Fiske, D. D., LL. I). ENDOWED DEPARTMENTS. The chairs designated as endow^ed have been named in honor of bene- factors of the institution who have generously contributed of their means to broaden its endowments. In some instances the amounts given are considerably larger than the sums usually ])rovided as the foundation of professorships. In three cases however, these endowments have not been converted into money, and therefore are as yet unproductive. ' This inchiiles 102 in college departmeut, 185 in preparatory scbools, 108 in con- servatory of music, 9 in school of painting, 34 in commercial department, 22 in de- partment of oratory. — A. C. M. 2 The Year Book of 1890-'i)l shows 529 students, distributed as follows: Collegiate department, 142 ; preparatory department. 167 ; school of oratory, 53 ; conservatory of music, 204; school of painting, .53; commercial department, 72; 19 unclassified students of orchestra music. The above analysis includes 181 counted twice. 156 HIGHER EDUCATION IN MICHIGAN. RELIGIOUS CHARACTER OF THE SCHOOL. Altlioiigli under the auspices of a church this is not a theological school. Tliere are a few elective Biblical studies, but the institution was established i n the interest of general educatiou. There are no theo- logical tests and no religious exactions, beyond regular attendance at chapel exercises during school days and attendance on church ou the Sabbath, giving the students their choice of place of "worshij). The college was not founded in antagonism to State schools, but to do a work for the church which, in tlie judgment of its originators, the State could not do, that is, to give the church more efficiency than it would otherwise possess, and also to meet an obligation to aid in the general culture of the public. The census has shown that usually more than two-thirds of the stu- dents are church members, the most of these belonging to the Methodist church, but nearly all religious bodies have representatives here. The atmosphere, as might be supposed, is decidedly religious, and many young people enter ou a Christian life while connected with the college. There are at present 24 members of the faculty, and the subjects taught embrace phik)sophy, Greek, Latin, biology, chemistry, history, belles-lettres, music, French, Crermau, English language and literature, astronomy, mathematics, oratory, musical history, drawing, penman- ship and shorthand, oratory, bookkeeping. ADRIAN COLLEGE. Sketch furnished December, 1889, by G. B. McElisoy, D. D., Ph.D. Adrian College was organized March 22, 1859, in accordance with the provisions of an act passed by the legislature of the State of Michigan entitled ''An act to ])rovide for the incorporation of institutions of learning." This institution comprises several distinct schools, each having its own faculty of instructors and distinct course of study, leading to ap- propriate degrees. These several schools, while individual in their functions, are under the common management of the trustees of Adrian College. Students in any one of these schools may, under certain con- ditions, enjoy the advantages of the other schools. At present six schools are included under the government of Adrian College : The college of literature and arts, the school of music, the school of theology, the normal school, the jireparatory school, the school of commerce. A full description of each of these schools, with course of study, conditions for entrance, etc., may be found in the college catalogues, under appropriate headings. The associated schools of the college are under the control of a board of 30 trustees, 24 of whom are elected by the general conference of the Methodist Protestant Church and 6 by the Alumni Association of the college. The assets of the institution, including endowment, grounds, build- ings, furniture, apparatus, musical instruments, outlying lands, etc., amount to more than $300,000. The i)rincipal donors to the endowment fund are Joseph J. Amos, of Kushville, Ind. ; William M. Hamilton, of Wenona, 111., and Calvin Tomkins, of Tomkins Cove, N. Y. The first has endowed the chair of systematic theology in the sum of $20,000, the second has given $11,230 toward the endowment of another chair, and the third has con- tributed $10,000 to the general fund. These sums, as well as a portion of the endowment fund obtained by general subscription, are now in- vested in real-estate securities and yielding income. The institution is slowly but steadily growing in the number of stu- dents and in its denominational influence. 157 158 HIGHER EDUCATION IN MICHIGAN. Its appliances for toacliiug are very full and good, and its faculty, consisting- for tlie most part of young men, are earnest and enthusi- astic. The library contains about 4,000 volumes and the reading-room is well supplied with papers and magazines. [Added by Prof. A. C. McLaughlin.] In 1890-'91 there were some 75 students in the college of literature. Joseph F. McCuUocli, M. A., is at present i)resideut of the college. The library now contains some 6,000 volumes. It has been greatly en- riched recently by addition of works in philosophy. Several thousand dollars liave beeu added to the endowment fund in 1S90-'91. An ex- amination of the college course and the requirements for admission shows a curriculum much the same as that of the University of IMichi- gan. The requirements for admission to the A. 1j. course are almost identical. THE MUSEUM. The collection illustrative of Zoology, Geology, Mineralogy, Archaeo- logy, and nearly all departments of Natural History, is a very large one, numbering many thousand specimens. Besides numerous i)nr- chases, it includes valuable donations from Dr. John Kost, Kev. I. Dun- ham, of Massachusetts, Maj. J. H. Cole, of Adrian, and Kev. I. C. Billman. I. The zoological collection is quite large, comprising animals and birds from all ]»arts of the world. A large number of these si)eci- mens was included in the cabinet purchased from Dr. John Kost. Among several thousand specinu?ns may be mentioned an African lion, an elk from the liocky Mountains, a gorilla from Aftica, an eland, a zebra, a crocodile from the Nile, a polar bear, a black bear, an African antelope, a cassowary, etc. Kev. Mr. I^illman has donated a collection of birds, including nearly all that visit Michigan and Ohio. Fourteen large cases of birds and smaller animals, grouped according to the- localities they inhabit, are to be found in the gallery. Among these the arctic; and tro[)ical cases are especially attractive. II. The mineralogical collection includes a very complete list of ores and minerals. A great variety of co[)per, iron, silver, gold, zinc;, and other ores, may be found in the museum. A valuable collection of precious stones, and specimens of a great variety of minerals, from different parts of the world, are in the possessio of the college. A large section from one of the basaltic cohunns of Giant's Causeway, in Ireland, and a very great variety of silicilied wood and other petrifac- tions, are interesting specimens for the student. III. The geological collection comprehends specimens from nearly all the nu)re important formations. A large collection of fossils from the Lower Silurian, Devonian, Carboniferous, Jurassic, Cretaceous, and Tertiary formations are arranged in cases in the order of their de- ADRIAN COLLEGE. 159 posit. Several valuable casts of extiuct animals are in the possession of the college ; among these, a large Icthyosaur, purchased from Pro- fessor Ward, New York, and a cast of a Plesiosaur, about 20 feet in length, made by Dr. Kost. The skeleton of a large mastodon found in Lenawee County, Mich., has been mounted and is nearly complete. A very comprehensive collection of corals and sponges has been re- cently donated to the college by Dr. John Kost. These specimens have been handsomely mounted by him, and placed in the new cases pro- vided for the purpose. This addition giv'es an unusual completeness to the collection in this direction. IV. The archaeological department includes various articles used by the North American Indians and mound-builders, among which are pottery, hatchets, Hint arrowheac^s, etc., with domestic utensils and articles of war, clothing, etc., from other parts of the world. V-. Miscellaneous collections include a collection of skulls for the study of comparative anatomy; a collection of fishes; a collection of marine and fresh- water shells; a collection of models illustrating the various parts of the eye, ear, heart, lungs, etc.; a human skeleton; a manikin ; charts, etc. HOPE COLLEGE, HOLLAND, MICHIGAN. By Charles Scott, D.D., President of Hope College. Traders from the Netherlands began to locate their posts upon the Hndson in 1G14 and were followed soon after by farmers and other per- manent settlers. Thus, from Manhattan as a center a colony of increas- ing promise fixed the name of the " New Netherlands" upon the fair re- gion between the Connecticut ami the Delaware. After 50 years this Holland plantation came under the sway of lingland, but the old Dutch settlements spread with the usual thrift of that nation, until, in 1789, their 20,000 families, mainly in New York and New Jersey, added a most valued quota to the population of the American Union. These immigrants were the best educated that came from Europe to the colonies. True, they did not begin a college like Harvard, for their ministers were called from the grand universities of the Netherlands, but they failed not to plant the church and the school in every suitable locality where the Dutch language had predominated. The oldest school in the United States is probably that of the Collegiate Church in New York, and in the same city a '" Latin school " was long fostered with the object of making it a provincial college or university, after the model of Leyden. Lieutenant-Governor De Lancey in 1753 chartered said college {now Columbia), as " Episcopal," and thus forced the Ke- formed or Holland congregations, or a part of them (for they were divided on the subject), to establish institutions of their own. As a result Queens (now Kutgers) was chartered by the governor of New Jersey in 17()G, and again in 1770, followed by a theological seminary in 1784, and thus the oldest in the United States. After the lapse of 183 years began another era of Dutch colonization in America. In 1847-48 many from the Netherlands settled in western Michigan and in parts of New York, Wisconsin, and Iowa, and their settlements have greatly multiplied and become a pojjulation of o\er 75,000 souls. It is said that the city of Grand Kapids numbers 20,000 of Holland birth or origin. And have these people lost the religious and educational spirit of the older knickerbockers! By no means. Erecting the same banners they seek in the 'same way the welfare of the republic. As early as 1850 160 HOPE COLLEGE. 161 the Michigan colony desired a classical academy — a " seiuinarie" fur the training of their ministers. Dr. A. 0. Van Eaalte, their leader, donated, in the village of Holland, a fine tract of five acres as a campus for the purpose, and deeded it to the general synod of the Reformed Church in America. In 1851 the school was opened and in 1855 was placed under the care of Rev. John Van Vleck, A. M., an appointee of the board of education, R. C. A., and an excellent scholar. He gave it the name of " Holland Academy," and in 1857 moved to what is now Van Vleck Hall. This was a new edifice of brick, 40 by 50 feet on the ground ; three stories high above a finished basement of stone, finely situated upon a hill of the five-acre campus and costing over $13,000. The state of his health caused Mr. Van Vleck to resign in 1859, and he was succeeded by Rev. Philip Phelps, jr., who carried on the academy most eflQciently until 1865-'66, when the catalogue sTiowed 3 teachers and 48 students in the academy. Meantime the campus had been enlarged to 10 acres, much beautified with a good two-story dwelling, and a gymnasium added to the buildings. Up to this date no endow- ment funds had been raised, nor did any incumbrances rest upon the school. In 1863, the idea of a college first began to assume form. The general synod appointed a "board of superintendents" and suggested an endowment of $30,000. The next year a "plan" was referred to and adopted by the synod with a proposed endowment of $85,000, The work of raising funds went on through 18G5, mainly by the agency of Dr. Phelps, resulting in cash, notes, and promises to the amount, less expenses, of $48,340.93. Of this sum $30,000 were donated to the superintendents of the academy for the purpose of securing a college incorporation, while $18,340.93 continued to be held intrust by the synod. "Articles of association" were duly filed in May, 1866, and thereafter the "Council of Hope College" had its record among the corporations of Michigan. The council held its first meeting in July, 1866, ap- pointed and inaugurated Rev. P. Phelps, jr., D. D., as president of the college, and added a faculty of four professors and one tutor. A commencement was held July 17, when the first class of eight young men received the degree of A. B., and Holland Academy, as such, came to an honorable end. The following steps were taken : (1) The council was composed of nineteen members, viz: The presi- dent of the college, the secretary of the board of education, R. C. A., one permanent member (Dr. A. C. Van Raalte), and four members each from the four classes of presbyteries of the particular synod of Chicago. The regular meetings were to be biennial, in April and June. (2) Holland Academy became the primary department of the college. A theological department was also to be added as soon as the general synod should authorize the same and provide for its instruction. (3) The course of study as adopted was distinctly classical, but gen- eral and complete. In the opinion of many it became most truly the expression of a liberal education, and has so continued, 713— No. 4 11 162 HIGHER EDUCATION IN MICHIGAN. (4) Besides the $30,000 already meutioued, the free use of the grounds and buildings of the synod at Holland, valued at $25,000, was vested in the council. The history of the institution since 1866 may be sketched briefl}' under the following heads : THE SEMINARY. Theological instruction began with the opening of the college in Sep- tember, 1806. A professor of systematic theology was elected by the general synod in 1867, and provision made for four "lectors" from the college. This arrangement continued until 1877, when the department was suspended. The suspension being removed in 1884, the seminary has since been conducted with a professor and a lector or with two pro- fessors, and und^ a distinct board of superintendents. A theological professorship was endowed 1875-1884. ORGANIZATION. In 1869 the Department of Theology was regularly organized and committed to the council. In 1871 a constitution was adopted and printed in full somewhat changing the corporation. Each department had its own faculty and dean, while the i)resident of the college exer- cised a general oversight. In 1869, another constitution was adoi)ted, changing the structure of the council and making the president head of all the faculties and leaving his election to the general synod. Women have been admitted since 1878, and in 1887 a normal department was opened. FACULTY AND STUDENTS. Dr. Phelpsresigned the presidency in 1878, and was succeeded by Eev. G. H. Mandeville, d. d. of New York, for 2 years the administration be- ing in the hands of Prof. Chas. Scott as vice-president. Kev. Charles Scott, D. D., has held the office since 1880. The catalogue of 1888-'cS9 gives 2 professors in the seminary, 8 professors in the college, 1 tutor in the grammar school, 1 lady assistant and matron. All the depart ments of study are in charge of experienced instructors, but there is not space for their names and chairs. Two of them have been in the institution since its incorporation in 1866. In 1866-'67 the number of students was : theological, 7 ; collegiate, 19; preparatory, 38 ; total, 64. In 1888-'89 the number became— theologi- cal, 8; collegiate, 39; preparatory, 100; normal, 93; total, 240. The current year, 1889, brings 47 into the college classes.' In all, 37 have graduated from the seminary, 134 from the college, 89 of whom have studied for the ministry, and 351 from the grammar school. In active life the alumni of Ilope honor their citizenship and retlect credit on their alma mater. 'In the year 1S90-'91 ilto. c(>lle<;e catalogue shows 44 Htudents iu tho collegiate de- partment, and 205 in the grammar school department, the latter including 105 sum- mer normal students. HOPE COLLEGE. 163 PERMANENT FUNDS. 1. Held by the general syuod in trust : Original amount $18,346.93 Since added 52, 204. 82 Total 70,551.75 2. Received by the council : Original donation for endowment 30, 000. 00 Donations and legacies added 32, 030. 33 Donations and legacies for aiding students for the ministry 8, .325. 00 For property purposes 74, 424. 00 Total 144,779.33 3.' The "Ebenezer fund," held by a ''board of benevolence," $36,573, only part of which is invested. The property has depreciated, and some endowment "notes" have been lost. As yet the college has never been self-supporting, but has yearly depended on contingent donations, which have been very liberally be- stowed. No bnrdensome debts rest on the council, and financial agents are now soliciting an addition of $80,000 to the endowment. GROUNDS AND BUILDINGS. The campus has been enlarged to 18 acres, and five new buildings have been erected, among them the president's house. The gymnasium has been turned into a neat and commodious chapel. The council is striving to secure a recitation hall and a library. The number of bound volumes on hand has reached 7,000. Hope College being the only incorporated college on the east shore of Lake Michigan will, if properly encouraged and developed, become an incalculable blessing to this growing section of the Peninsular State. ALMA COLLEGE, ALMA, MICHIGAN. Prepared in December, 1889, by Rev. Geokgk T. Hunting, D. D,, rresidtnt of Alma College. This iiistitatiou is the outgrowth ofa feeling among- the Presbyterians of Michigan that they nuist have an institution of learning distinctively their own and equal to the best. While it was founded by and is under the care of the Synod of Mich- igan, it is not with any narrow meaning a sectarian school, but in the broadest sense consistent with high moral and religious culture, a Christian college. A paragraph or two from its first records will suf- ficiently explain how the college came to be. At a meeting of the Synod of Michigan held in Grand Kapids, Otober 14, 1886, the follow- ing resolution was adopted : liesolvcdr That in view of all the facts brought before uh, we will with God's help establish and endow a college within our bounds. A. board of fifteen trustees was at this time elected, to whom the power was given to till vacancies until the meeting of Synod, and of adding to its number not to exceed five persons. The number of trustees is now twenty. Two notable gifts decided the matter of estab- lishing' a college aud fixing its location ; the first of $50,000 from Alex- ander Folsom, esq., of Bay City, and the second of land and buildings valued at $40,000, situated near the village of Alma, Gratiot County, Mich., the gift of Mr. A. W. Wright, and the peoj»le of Alma. The doors of the college were opened for the admission of students on the 14th day of September, 1887. There were present at the opening 35 students, a freshman class of 2 young ladies, and the remainder divided between the several classes of a 3 years' preparatory course. The preparatory course has since been extended to 4 years, and at the opening of the year, September 11, 1880, there were present 142 stu- dents; a Junior class of 2, a Sophomore class of 4, aud a Freshman class of 10. During the year 1888, funds to a considerable amount were added to the permanent endowment of the institution. The more important items are, a bequest of $30,000 by the late Alexander Folsom, and a ])ledge of $10,000 to the library by A. W. Wright. The income from the entire gift of Mr. Folsom, $80,000, is devoted to the endowment of the chairs of the president and two professors. Three 164 ALMA COLLEGE. 165 other chairs are endowed for a limited uiimber of years by the j^eii- erosity of J. M. Longyear, of Marquette, and Messrs. Wells, Stone, and Davis, of Saginaw. Liberal gifts from Hon. Thomas Merrill, Hon. N. B. Bradley, Hon. F. W. Wheeler, T. F. Richards, H. P. Christy, and others have enabled the college to meet current expenses, and the insti- tution is in a flourishing condition. Rev. J. Pierson, d. d., has been engaged to serve as librarian, and is now at his post busily engaged in the purchase and arrangement of books, and the promise of a good working library in the near future is very encouraging. The friends of this new educational enterprise are fully aware that a college is not the growth of a day, but they are hopeful, and indeed well persuaded that the success of Alma College, so far as man may forecast the future, is assured. Toward such success they labor, and for it expectant wait. HISTORY OF DETROIT COLLEGE. By Prof. B. J. Ottixg. To tliose who know the importance attached by Catholics to the union of a strictly Catholic training- with secular education, it may appear matter of wonder that no Catholic college for young men ex- isted in so old a Catholic center as Detroit until very recent years, when the institution which is the subject of this brief sketch was established. There were various reasons for this delay. Men of means, who for a long i)eriod formed but a small minority of the Catho- lic body, sent their boys to other Catholic centers of learning. Their brethren in the faith fully appreciated the advantages of a thorough education, but individually they were too poor to send their children abroad and collectively they were too few to support a college of their own. Compelled by conscientious motives to build and maintain their own common schools, their slender means forbade all thought of further outlay. But the rapid increase of their numbers and the im- provement of their condition gradually removed this obstacle. The question which now remairied to be solved was, ''Whence shall we secure a competent body of educators? " Not Detroit alone, but the whole great West as well as the older East, had seen Catholic communities spring up, grow, and flourish with a rapidity which taxed all the resources of the church to meet even the most pressing wants. Though the various religious orders whose special object is the education of the young developed with almost unprecedented rapidity, they found it difficult to keei) pace with the rai)id onward march of the church's organization throughout the land. Hence the serious question of Detroit's Catholic population, " Whence shall we secure our educators?" The late Bishop Borgess, with his usual energy, set to work to solve this question. In 1877 his eflbrts were crowned with success. In the spring of that year the Society of Jesus took charge of the then cathedral parish, as a preparatory step to the opening of a college. Preliminary measures were at once taken to begin classes in the following September. ISTo small enterprise this, without a single cent of endowment. But courage and perseverance bridged over the steuiatically all the student's knowledge aud to furnish the key to all true science. Whatever is important in natural science is taken into the course and taught with a philosophical analysis, intended to guard the student against that confounding of mere information with learning, which is the danger of modern educa- tion. Physics, mechanics, geology, general aud analytical chemistry, all form iu)portant parts of the regular obligatory series of studies. This course is calculated to develop and train all the powers of the mind, rendering it capable of understanding aud appreciating all branches of learning. It serves as a foundation for special training in any branch which the student, with his mind matured aud trained, may decide to take up. As, however, there are always some who either can not or will not avail themselves of this regular classical training, another course has been added, which offers facilities for acquiring a good English or commercial education. It is called the commercial course, and is completed in four years. It embraces stenography, book- keeping, an ample course of arithmetic, geometry, and the elements of algebra; and to a complete grammar course it adds the study of style, the principles and practice of the minor species of comj^osition, especially letter writing, and a course of religious instruction. French, German, aud typewriting are elective both in the regular or classical course and in the commercial course. Eeligious instruction is considered of the first importance in the edu- cation which Detroit College aims to impart. Hence Christian doctrine forms one of the regular class recitations, and weekly catechetical lectures are attended by all. The prize in this braiich is awarded to the author of the- best paper upon the matter of these lectures. Further instruction is given to such as have need of it, or are preparing for the sacraments. For the development of piety there is a sodality, which meets weekly. All Catholic students are expected to approach the sacraments at least once a month. Special attention is given to the study and practice of elocution*. Early in the history of the college an association, known as the Philo- mathic Society, was organized by the older members of the collegiate department. Its object is to promote a taste for literary study and to afford practice in debate and declamation. The exercises at the weekly meetings include dramatic readings, declamations, original essays on subjects selected by a committee, and carefully prepared debates on questions of historical, literary, aud philosophical interest. BATTLE CREEK COLLEGE. The college is under the direction of the Seventh Day Adventist Educational Society. Nearly all of its energy is given to preparatory work and to manual training. Its establishment was proposed by Mr. James White in 1872, and .it was founded and incorporated under State law in 1874. The sum of $54,000 was pledged for its support and encouragement. Battle Creek was selected as the site for the college, and a campus of beauty and attractiveness was purchased at an ex- l)ense of $16,000. A handsome structure was built at once. The college haS prospered materially since its foundation. Its courses as first offered did not include studies much in advance of the ordinary high school, but within the last few years the curriculum has been some- what extended. The college has good facilities for manual training, and has a culinary department in which students are given regular in- struction and have practice in the art of cookery. The president has apparently not made annual reports to the State In his report for 1885 the estimated value of the property of the college was $65,011.94. 171 COMJVIO:^^ SCHOOLS SECONDARY EDUCATION IVLICHiaA^N. 173 .•!'f»?g'''"' COMMON SCHOOLS AND SECONDARY EDUCATION. It has uot been the intention of the preceding sketch to give in any detail a history of the common schools or of secondary education in Michigan. Snch a task would demand much greater space and a dif- ferent system of treatment. But Michigan has been so fortunate in its common- school system, the broad foundation for higher education is so securely laid, that a word in conclusion seems appropriate. Judge Thomas M. Cooley, in his "Michigan," thus fitly refers to the early preparation for present conditions: If the general education of the people is important to the State, Michigan was for- tunate in the persons to whom the destinies of the Territory were committed in its early days. In their minds, as wo find them expressed in the laws they adopted and the institutions they founded, two ideas appear to have been douiinaut from the earliest period. These were, that the means of rudimentary education should be placed within the reach of every child in the political society, and that the oppor- tunity for thorough culture should be given as speedily and as completely as the cir- cumstances of the people would permit. And these ideas were never lost sight of until effect was given to them after the admission of the State to the Union. After tracing- the development of the educational fiicilities of the State, and giving credit to General Cass for his broad and advanced suggestions of free education and to Mr. Crary and Mr. Pierce for their labors, Judge Cooley concludes : Such is the educational system of Michigan. Its founders took i>osition in advance of the thought of the day, and those who followed them have endeavored to give effect in full measure to their views. No commonwealth in the world makes provision more broad, complete, or thorough for the general education of the people, and very few for that which is equal. It has been the settled conviction of the peo- ple for many years that there can be no more worthy expenditure of public moneys than in the training of men and women in useful knowledge, and they have acted upon that conviction. The newer States of the Union, in framing their educa- tional systems, have been glad to follow the example of Michigan, and have had fruit- ful and satisfactory success in proportion as they have adhered to it. And for all that has been accon)plished, Michigan is indebted to the intelligence, the unselfish- ness, and the farseeing wisdom of some of its own eminent citizens, who, with the public confidence for their support, have not waited for older but more provincial States to point the way, but have trustfully moved on from step to step in the direc- tion of an ideal excellence, which was early in their minds and has been steadily adhered to since.' Michigan has slowly developed her educational system. At first giving few opportunities for common education, her laws now make • See " Michigan," hy Thomas Mclntyre Cooley, pp. 306-7 and 328-9. 175 176 COMMON SCHOOLS AND SECONDARY EDUCATION. education compulsory, on the theory that enlightenment is not only a privilege but a duty, and th at citizens of a free country must be intel- ligent. The history of the common- school system goes back to the famous law of 1787. By the act of 1804 Congress reserved section IG in each township for the support of schools. In 1805 Michigan was organized as a Territory, and in 1828 these lands were placed under the charge of the Territorial government. The law admitting Michigan confirmed this reservation. These lands, like the university lands, were not always disposed of to best advantage. In 1829 a department of education was established in the Territory, and thus Michigan gave evidence again of a reatliness to acknowledge the public interest in education and to prepare for the proper use of the funds arising from the sale of these school lands. Mr. Pierce, the first superintendent of public instruction in the new State (1837), had the interests of the common schools at heart and breathed into them much of his own enthusiasm and courage. But as yet the schools were poor, weak things, only i)artly assisted by public taxes. The children of the poor were educated at public expense, even during the Territorial period, after 1827; but it was more than 40 years after this «late that tlieold rating system entirely disappeared. Principal Sill well says: ' The present condition of the primary school fund and the history of its helpftiluess to free education in our State are a splendid and endnrinjj memorial to the farseeing wisdom of the men who framed this proposition to Conf;reKs and gained its assent thereto. All the States since admitted have seen the wisdom of adopting the plan first devised and put in practice in Michigan. We can not enter into a detailed account of the vicissitudes of the fund derived from the sale of section 16. The money derived from the sale of school lands and from escheats to the State, which by law go to swell the primary fund, amounteii June 30, 1889, to $3,722,286.06. This sum includes $190,284.38 due from purchasers: for the State credits immediately to the school fund the price at which lands have been sold, even before all has been paid in. The State has become a permanent borrower of the money received from the sale of school and university lands, paying 7 per cent, interest. The interest and the principal are thus secure, and while acknowledg- ment is made for the principal received from the General Government, it must not be forgotten that this large interest is i)aid annually by State taxation. Moreover, in 1858 the primary school 5 per cent, fund was established. In accord with this act the State pays to the school districts 5 per cent, on one half of the money received from sale of State swamp lands. University of Michigan, Semicentennial, p. iJOO. COMMON SCHOOLS AND SECONDARY EDUCATION 177 Another very important addition to the State school fund became available for the first time in 1881. Section 1, Article XIV of the con- stitution of Michigan provides as follows: All specific taxes, except those received from the raiuing companies of the Upper Peninsula, shall be applied in paying the interest of the primary school. University, and other educational funds, and the interest and principal of the State debt in order herein i-ecited, until the extinguishment of the State debt, other than the amounts due to educational funds, when such specific taxes shall be added to and constitute a part of the Primary School Interest Fund. In 1881 it was decided that the debt was paid, and the school districts began to receive the income from these specific taxes. The first year in which this increase came the school districts received $1.06 for each child of school age, whereas the previous year they had received but 47 cents. This money is divided among the school districts in proportion to school population, each person between the ages of 5 and 20 being enumerated to determine that population. The following tables, taken from the report of the superintendent of public instruction for 1889, will show how much money is expended directly by the State for common-school education and the amount held by the State for permanent funds. It must be understood that this does not include local taxation for school support : The Primary School Funds. Primary school 7 per cent, fund : In the hands of the State June ;}0, 188'.) $3,526,001.68 Due from purchasers of lands June 30, 1889 196,284.38 Total 7 per cent, fund June 30, 1889 3,722,286.06 Primary school .^> per cent, fnnd : — - In the hands of the State June 30,1889 793,358.42 Due from purchasers of lands Juno 30, 1889 14,032.96 Total 5 per cent, fund June 30, 1889 807,391.38 Total school funds June 30, 1889 4,529,677.44 rrimary School Interest Fund. Interest paid by the State on 7 per cent, fnnd 244,292. 35 Interest paid by holders of lauds on 7 per cent, fund 16, 456. 46 Total interest on 7 per cent, fund 260,748. 81 Interest [laid by State on 5 per cent, fund 39,434. 15 Total income from both funds 300,182.96 Surplus of specific taxes transferred 522,200.33 Rent of land 1.00 Paid bj' trespassers on school lands 15. 00 Total primary school interest fund 822, 399. 29 In 1889 the school districts received from the State $1.47 per child of school age. In that same year the school districts ex])ended for all purposes $5,280,409.08, or something over $12 for every child enrolled. It will thus be seen that despite the magnificent fund which Michigan holds for the support of her common schools a much greater amount is 713— No. 4 12 178 COMMON SCHOOLS AND SECONDARY EDUCATION. given by direct taxation. From the time the school system of Michigan was organized a township tax for school purposes has been levied. At the present time this is a one-mill tax. COMPULSORY EDUCATION. The preceding figures are only roughly suggestive of what the State has been willing to do for common education. Just a word concerning the efficacy of the compulsory law may be of interest. Not until 1869 did the legislature carry into effect the provisions of the constitution of 1851, abolish the old and abominable rate-bill system, and establish completely free education. Since that time there has been absolute freedom. In 1883 the State went further, and passed an act requiring that parents or guardians of children between the ages of 8 and 14 should be required to send such children to a public school for at least four months in each school year. The school public throughout the United States is interested in this problem, and a few figures and state- ments of Michigan's success or failure may be helpful. In the first place it may be stated that a law merely declaratory, as is the act of 188;3, is of little value. In the second place it is apparent that a mere tentative law, unsupported by awakened public opinion, is of little value. Principal Sill proclaimed (1880) in his address above referred to, "compulsory laws are, in this State, a dead letter." He called for the vivifying of them, for the arousing of the people to the situa- tion. The problem is no easy one, and figures fail to show the exact condition. The superintendent of public instruction estimated in his report for 1889 that not far from 91 per cent, of the children from 8 to 14 were receiving some kind of instruction. Between 1880 and 1889 there has been an evident decrease in the percentage of pupils attend- ing public schools, reckoned on the basis of the school census, which includes all children between 5 and 20 years of age. There was a decrease of 5.4 per cent, in schools of all kinds in these years ; and this in spite of the fact that the compulsory law was passed in this decade. In the fifty incorporated cities in the State, according to the report of the superintendent of public instruction (1889), the average decrease in attendance is 14.5 per cent. This, it must bo remembered, does not include simply those to whom the compulsory law applies. And it must be remembered also that apparently there has been a small in crease in the attendance at private schools; a result quite to be expected as the State develops in wealth and in density of population. Michi- gan, boasting justly of its liberality and means of education, has still a task before it in overcoming ignorance and making its spirit felt among the thousands of foreign immigrants — Hollanders, and Germans, and especially Poles, Swedes, and Norwegians— who pour into the State. Statistics show that efforts to accomplish this end and to train up American citizens are not wanting. The people of the State have not let COMMON SCHOOLS AND SECONDARY EDUCATION. 179 their euergies flag. Schoolhouses increased G5 in number in 1889, making 7,493 bouses in all. The school districts of the State owned in 1889 property worth $13,386,637, an increase of over $500,000 in a year. I should gladly add to tbis sketch an account of the various private seminaries and academies in the State. The people willingly support- ing the public school have never done aught but encourage the private institution where work is faithfully done. The University of Michi- gan stands ready to add to its diploma lists private schools whose cur- ricula and methods win fair and candid approbation. The Michigan Military Academy, at Orchard Lake, has by its high grade of scholar- ship and its strenuous efforts for the best success achieved a place second to none in the country. Col. J. Sumner Kogers, the superin- tendent has given rare executive force to the building up and equip- ment of the school, and Prof. W. H. Butts, the principal, a teacher of rare ability, has shown marked skill and tact as an organizer. The Raisin Valley Seminary and the Michigan Female Seminary are on the diploma list of the university. Other seminaries of this same grade are doing good work. The report of the superintendent of pub- lic instruction for 1889 includes reports from the Detroit Homo and Day School, The German American Seminary, and the Spring Arbor Seminarv. Contributions to American Educational History - F.DirKI) i;V lIKlIIiKK'j; l:. ADAMS. I'll. I). .Xo. 1. Till: COLI.KiJK OF WILi.lAM ANJ) MARY. I'.v IIki;mi:im' M. Adams. (PuhJixhrd ^>^A-.) >'o. 2. THOMAS .11:1 I-KIJSO.N AM) TlIE I'MN KlfSlTV OF VIl.MMXIA. I'.v IlKiMtKKT I!. Adams. ( /'/(/*/j.s/»(W IHXn. 1 :\o. :t. Illsrol.'V (.|- i;i.l ( AIION J\ NOIMII (AJ»'0|.I.\A. ^.^ ( '(lAIM.lN I.. .'S.\HTi|. ( I'llhlixlnd \SHS.^ .\o. I. IIISI'OI.'N ol' llK.IIKi; i;j)l('ATIO.\ l.\ ,>t)l 111 ( Al.ol.lNA. \'>y ('. .Mi:i:i\vi:Tiii:i:. (i'lthlislnd \xs\K' .\o. .». 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