I 4104z([- Joo alary. The tunivers,ity shall consist of three departments: I. Tlie deplirteinnt of literature, science atid the arts. '. The department of law. The department of nmedicinle. Ln the department of literature, science i-nid the arts, thre,hould u.timatflyI be established the followiig professoriships: One of Ancient Languag,es. MAodern Languages. Rhletoric and Oratory. Philosophy of History and Logic. Philosophy of the Human Mlind. Moral Philosophy. Theolo,gy. P Political Eeonnv. Mathematics. Natural IPhilosopiiy. " Chemistry. Geologv and Mineiralo,,'-. Botany and Zoology. Fine arts. " Civil Engineering and Drawing. The department of law should consist of the following professor...~l * One of International Law. I Common Law and Equityv 07 One of Constitutional and Statute Law. " Commnercial and Maritime Law. " JuTisprudence. In the department of medicine there should be the following profe,sorships: One of Anatomy. ' Surgery. " Pathology. " Plractice of Physic. Obstetrics. 4 Ma-teria Medica. The immediate government of the several departments must neessarily be intrusted to their respective faculties. The Regents shall have the power to regulate the course of instruction, and prescribe, uinder the advisementl of the professorships, the books and authorities to be used in the several departments. And it shall be the duty of the Board of Regents to report annually to the board of visitors, the condition of the University, the amount of its expenditures, the number of its professors and tutors, the number ol' students in the several departments, and in the different classes, and textbooks used, to be accompanied with an estimate of expenses for the coming year. The board of visitors, to consist of five, shall be appointed annually by the Superintendent of Public Instruction. ButL the question will arise, and it is an import,ant one and must be met, can an institution on a scale thus magnificent be sustained? It is confidently believed that tlhe day is not distant, when the wants of the State will require such an institution, and when its resources will be amiply sufficient to sustain it. W itl-i a population already exceeding' two hundred thousand souls, and floods of immigration of intelligent. enterprising and educated men. pouring in upon us, it cannot be otherwise. To suppose that the wants of the State will not soon require a superstructure of fair proportions. on a foundation thus broad, would be a severe reflection upon the foresig,ht and patriotism ot the age. And to suppose that such an institution cannot be sustained, woul( seem to be a contradiction of the known laws by which lhumatn affatirs are governed. Let the State move forward as prosperously, for a few years to come, as it has for a few years pist, and one-h1alf of the revenue arisinu from the University fund, will sust,ii an institution on a scale more magnificent than the one proposed, and sustain it too. with only a mere nominal admittance fee; a consummation most (devoutly to be desired. And this fee, say $10 from each student, may be applied to the increase of the library. The institution would then present an anomaly in the history of learning, an university of the first order, open to all, tuition free. It is not to be expected, nor will it be necessary, that all the professorships should be filled at the commencement of its career. e One-half the numrnber judiciously appointed and arranged could ad interimi discharge the duties of the whole; they could do so withlout difficulty, until the wants of the, institution ad the state of its funds should warrant the completion of the plan. 28 But in lay;ing the foundiations of a supeitrcture to le'aised in just and equal proportions, and to be continued, as we trust, through all succeeding ages, liberal and ample provisious should bc made for the anticipated wants of a Pigbh minded ianid glowing, people. Present appearances warrant the belief that the inmcome of the University fund cannot fall short of'50,000 per annunm. One-half of this sum will be amply sufficient to give life and vigor to the several academies as branches of the l niverisity, and the remaining half will be fully adequate to sustain the parent institution on a scale as grand and nagnificent as that proposed. But there is another question to be considered, and one which requires a more detailed examination than can now be given to it. It is the propriety of enigrafting upon an institution destined for public edueation in the higher branches of literature, science and the arts, the departments of law and medicine. Lord Bacon, one of the great master-spirits of the human race, states the true doctrine on this subject, and gives a conclusive reason for it. HIe says-" to disincorporate any particular science from general knowledge is one great impediment to its advancement. For there is a supply of light and information, which the particulars and instances of one science do yield and present for the framing and correcting the axioms of another science, in their very truth and notion. For each particular science has a dependence upon universal knowledge, to be augmented and rectified by the supelior light thereof." In an address delivered on occasion of the dedication of Dane Law College, as a departmnent of H-arvard University, 1President Quincy made the following lucid remarks:-" In no way, perhaps, can the trutlh of this doctrine be better illustrated, than by the history of the progress of the English law, from its ancient, barbarous, and perplexed, to its present cultivated and lucid state. So long as it was disincorporated from general knowledge, and pursued exclusively under the guidance of professional men, in the Inns of Courts, or in offices of practitioners, its outline was obscure, its aspect forbidding and mysterious; none dared to pretend to master it, except the regularly initiated; and to some of these, its reason was a closed book, which they had not the strength or patience to open. No sooner. however, was the common law introduced among the branches of University education, than it became liberalized and refined. Its particular light was augmented and rectified by the superior light of universal knowledge. Its foreign jargon was abandoned. Its technicalities were diminished- by the labors of Blackstone the rough scene was changed. After the publication of his work, men of general science began to think and to speak of the English law, as of a subject which could be understood without the exclusive devotion of a whole life to it. Professional men also, their progress thus facilitated, found more leisure themselves to pursue general science. From the hour when the great magician, Blackstone, standing in the halls of Oxford, stretched his scientifico wand over the'illimitable ocean, without bound,' where, to the uninstructed eye,'cold, hot, moist, dry, in their pregnant causes mixed, seemed to striv-e for thie mastery,' colIfLsioll (.disappeared(i. II iLs stead was seen a well proportioned, ell cemented fabric, pleasing to the sight, s,tisfactory to the taste. approved.by the judgment, its architectural principles just, its parts oiderly and harmonoiouis, in whioe justice was found consorting with reason, and controversy guided by the spirit of truth, and not by the spirit of victory. Thus, under the joint influences of a thorough legal education and of general science, it may confidently be anticipated, that the destinies of the profession of the law will daily become more and more elevated and refined." What the learned President here affirms in regard to the science of law, and its corresponding art and profession, is equally true, wi+.h some slight modifications, of' the science of medicine, and its corresponding art and profession. The science has been enlarged and rectified, and the profession elevated and rendered mole permanently beneficial to the human family, by its connection with general kn'owedge. It is not easy to imagine a more appropriate place for the investigation of the sciences of law and of medicine, and the study of the professions thereunto belonging, than at the fountain head of light and intelligence.'['he advantages resulting to each profession, from this connection with general literature and science, must be strikingly obvious. So much so indeed as to excite wonder, on the slightest reflection, that a disconnection should ever have been tolerated. But whlatewvfir may be the advantages of such a connection, it is not to be expected that the study of theology, as a profession, car ever be made a separate department of the University. There is no connection, and it is devoutly to be hoped there never will be, between church and State under our government. We have therefore no establishment, and consequently no ministry to provide for it. The diiferent denominations, being left free in the exercise of their religion, are at liberty to adopt such measures for the training of the ministry of their respective churches as they may deem most advisable. The control and management of this business of right belongs to them; and it would be usurpation on the part of the State to assume to interfere in its direction. But so far as the great principles of the science of theology are concerned, they necessarily come within the compas of that general knowledge, with which every well educated young man ought to be acquainted. The mighty evidences of the divine existence, resulting from the unnumbered manifestations of contrivance and design throughout the universe of matter and of mind; and the basis, on which christianity has reared its stupendous fabric, and founds its claims to the confidence and affection of the world, would be fruitful topics for the predilections of such a professorship as is proposed to be established. Besides, it will be found to be essential to the prosperity of the University. Without something of the kind it would be abandoned by all religious denominations. We shiould then have presented to our view the spectacle of an University, on the broadest foundation, and splendidly endowed, but without students; while private institutions, struggling for existence, with comparatively few advantages, would be filled to overflowing. A christianitvy is the religion of our people, it must be recognized as coming, within tie cireie of general knowledge, tihough they will suf fer no interference in the formation of their religious opinions. It is all important to secure the interest of the great body of the people in the welfare of the University. But the great mass of them will be found attached to the different denominations of christians. Noth ing, therefore, should be done to excite jealousy, or create alarm. And it is equally important that no religious test be introduced, but that every individual be left firee in the exercise of his religion, and to worship as his conscience shall dictate. No flourishing institution can be found. which does not embrace as much as is here proposed; every atteimpt on a different plan hitherto made, h-is proved an entire failure. The University lately established in the city of New York, has at professorship of the character here contemplated; and as the first fruit of it, a splendid production has recently been presented to the public in a volume of lectures, written in the most captivating style, and filled with the clearest logical argumentation, and abound ing in the most enlarged and liberal views. Such a professorship, thus filled, would secure to any institution unbounded confidence. And the men who founded that seat of learning are to be numbered among the most talented of our country, enlirghltened and liberal in their views, and belonging to the different religious persuasions. We find among themn an ex-president of the United States, and the Hon. Benjamin F. Butler-the present distinguished attorney-general, who is now one of the council of the University, and who has recently been appointed to a professorship ii, the department of law. The fact is not to be concealed, that there is a strong prejudice in the minds of many worthy and enlightened men, against state institutions. And it is often said of late, that State institutions do not flourish. This feeling has originated from the attempt of two or three States to exclude everything in the form of religion from their Universities. The moral sense of the community was found to be against the plan, and the institutions could not flourish; for they were abandoned by the great majority of those who patronize the higher seminaries of learning. And the consequence was, difficulties ensued, and private institutions rose up around them and prospered. The truth is, the nature of man is such, that the result might have been anticipated. There is a medium between bigotry on the one hand, and atheism on the other. And the success of the University, its life, energy, character and usefulness, will essentially depend on the adoption of that medium course In Brown University, the different denominations have ever been conjointly engaged in promoting the cause of letters. Difficulties may be created in anticipation, but they will generally be found on a nearer inspection to be imaginary. Some may complain if they cannot have the entire control, but the great body of the people will be satisfied. In respect to the assertion that state institutions do not, and cannot flourish, it may safely be affirmed that the history of the past proves directly the reverse. The oldest and most venerable institutions in our land are emphatically state institutions; they were planted, came up, increased in stature, and attained to the maturity and vigor of manhood, under the gui(anec ard peiur, nage of the state. There have been no failures, except in the cases named, and obviously for the reason aLssignc-. Tlhe samIe is true of nearly all the celebr ated European Universities; thev aric state institutions, founded, sustained and directed by the state. It is all impiortant that the Unive-rsity of Michigan, in its constitution and order, be such as to secure the confidence of the liberal minded of all denominations, and then it nmay be expected that thev will g ive it coruntenance and support. PRIVATE INSTITUTION-. But there is another question, involving important considerations, which is intimately connected with the subject that has just now been discussed, and it is one that justly demands the exercise of the soundest discretion. It is the granting to private associations, acts of incorporation withli university powers. Such corporations, if the filling of all vacancies is vested in themselves, contain within their own body, the principle of self-preservation and perpetual existence. Thus far, they are independent of the government, and cannot be reached by any power in the state; because the charter is held to be sacred. It is true, the rig,ht of supervision may be retained, and also the right of repeal. The principle adopted in New York is to grant university powers only on condition that the company applyino shall have 025,000 in appropriate building's, and $100,000 in funds, secured in double the amount, for the use of the institution; the state reserving to icseif the right of visitation. The object of this rule is to prevent tihe multiplication of such institutions, without any fair prospect of peirmaiinent usefulness; and where the practice of ,rantirn ucl chartelrs his obtained, the propriety of the rule cannot reasonably be questioned. \With us, as a stite, ill is new; and we are at liberty to adopt such principles, and form such rules of action, as on mature reflection the great interests of learning may seem to require. It is respectfully suggested to the consideration of the leg islature, whether it will be desirable to incorporate suchl a number of private associations for the purposes of education, as will have the effect to draw off the attention and interest of any considerable portions of the public from the institution founded by the State. SUPERINTENIDENT OF PUBLIC INSTRUCTION. The duties of this officer were proposed to be as follows: 1. To submit to the Legislature an ainnual report exhibitibiig thie condition of the University and priimary school funds; also of the primary schools and of the University and its branches, and all such matters relating to his office and the public schools as he may think proper to communicate. 2. To prepare suitable forms for making all reports which may be required of the district, township, academic and university boards, and suitable regulations for conducting all proceedings under the law relating to public instruction, and transmit the same with such instructions as he may deem proper for the organization and government of the public schools, with such directions as to the course of I , studies as he may judge advisable, to the several officers intrusted with their management and care. 3. To appoint the prescribed number of trustees and visitors in the different academic boards, and the annual board of visitors to the University. 4. To take charge of all University and school lands and all other property reserved to the State for the purposes of education, and dispose of the same according to law. 5. To invest all moneys arising from sale of such lands and property as directed by law. 6. To apportion the income of thie University fund among its branches and the parent institution, and also the income of the primary school fund among the several townships and cities of the State, on such principles as shall be sanctioned by the Legislature. 7. To prepare annually a table of the amount to be paid to the University and each of its branches; also the amount in the aggregate to be paid to the different counties of the State from the income af the University and primary school funds respectively, and present the same to the State Treasurer. 8. To notify the treasurers of the several counties of the amounts to be disbursed. 9. To hear and decide all questio?ls arising under the p1oblic school system. This was designed to give him the power of putting at rest all controversies arising in the administration of the system of which he has the supervision. The provision was intended to guard against the difficulties which had arisen under the administration of the school system in New York, and in relation to which, the Superintendent of that State, Mr. Dix, had said-"if the system has any defect, it is that the Superintendent has no power by law to enforce the execution of his own decisions." The report, of which the above is a synopsis, was laid before the legislature on the 5th day of January, 1837. On the 18th day of February, Mr. Ward, from the committee on education, submitted a report concurring in the views presented by the Superintendent, and also a bill authorizing the Superintendent to sell the lands set apart for educational purposes, both school and University, and to invest the proceeds in the manner pointed out by law, and to give him the care and disposition of all the lands and other property reserved and granted to the State for educational purposes. A law was also pawed giving to the Superintendent generally, the powers specified il his plan, with the exception of that which related to the decision of 5 33 34 questions arising under the school laws, and on the 20tlh day of March of this year, was approved the " act to provide for the organizationi and support of schools." This law also carried out in its details the views of the Superintendent, but did not give to Michigan a system of FREE SCROOLS. It provided for the establishment of school districts, with the offices of moderator, director and assessor, and defined their duties; for the appropriation of a share of the proceeds arising from "fines, breaches of penal laws and exemption from military duty." to every district in which the inhabitants voted a tax for a suitable library case, and a sum not to exceed ten dollars annually, for the purchase of books; it established a board of school inspectors, defined the duties of township clerks relative to schools, and provided for the distribution of the income of the school fund among the school districts, in proportion to the number of scholars in each, between the ages of five and seventeen years, and required a report from the inspectors to the county clerk, annually, of the whole number of districts in the township, the number fiom which reports were received for the year, the length of time a school had been taught for the year by a qualified teacher, the amount of public money belonging to each district, the number of children taught in each, and the number belonging to each between the ages of five and seventeen, the amount of public moneys, the amount raised in the township for schools, and the manner of its appropliation. The method of supporting the schools was by the levy of a tax upon the taxable property of the district, in proportion to its valuation, which was to be obtained by a transcript of the township assessment roll. The districts had authority to levy and assess upon the taxable property of the district, all moneys voted by the district, the necessary sums for appendages and fuel, and for purchasing and leasing a site and building, hiring or purchasing a school house-a fund to be raised for this purpose, specially. It was made the duty of the board of supervisors to add to the sums to be raised in each township a sum equal to that apportioned to the townships from the income of the shool fund. THE UNIVERSIT. The first law under State legislation, establishing this institution, wi approvel March'S, 1837. Its name and style was to be "T UNIvk..,:('I-O OF MNICHIGAN;" its objects defined to be "to provide the inhabitants of the State with the means of acquiring a thorough knowledge of the various branches of literature, science and the arts." Its government was vested in a Board of Regents to consist of twelve members and the Chancellor, which member were to be appointed by the Governor, by and with the advice and consent of the Senate. The Governor, Lieutenant Governor, Judges of the Supreme Court and Chancellor of the State were ex-officio members. It was made the duty of the Regents "to enact laws for the government of the University; to appoint the prescribed number of professors and tutors; to determine the amount of their salaries." The University was to consist of three departments-literature, science and the arts; law, and medicine. The professorships to be established under the law, to be appointed as the wants of the institution might require, were as follows: In the department of literature, science and the arts, one of ancient language, one of modern languages, one of rhetoric and oratory, one of philosophy, of history, logic and philosophy of the human mind, one of moral philosophy and natural theology, including he histor of all r'eligions, one of political economy, one of mathlematics, one of natural philosophy, one of chemistry and pharmacy, one of geology and mineralogy, one of botany and zoology, one of the fine arts, and one of civil engineering and architecture In the department of law, one of natural, international and constitutional law, one of common and statute law, and equity, and one of commercial and maritime law. In the department of medicine, one of anatomy, one of surgery, one of physiology and pathology, one of practice of physic, one of obstetrics and diseases of women and children, and one of materisa medica and medical jurisprudence. The government of these departments was entrusted to their reqpective faculties, but the Regents had power to regulate the course of instruotion, and prescribe, under the advice of the professors, the books and authorities to be used in the several departments; also to confer degrees and grant diplomas. The fee of admission was never to exceed ten dollars, and the institution was to be " open to all persons, resident in the State, who might wish to avail themselves of its advantages, without charye of tuition; and to all others, under such regulations and restrictions as might be prescribed by the Regents. A board of visitors, five in number, were to be appointed by the Superintendent of Public Instruction, whose duty it was "to make a Ili 13 personal examination into the state of the Universitsy, in all its departments, and report the result to the Superintendent, suggesting such improvements as they deemed important." It was made the duty of the Regents to make an exhibit of the affairs of the University; the amounts of expenditure; the number of professors and tutors, and their salaries; the numbelr of students ia the several departments and in the different classes; the books of instruction used and such other information as the.Boaid(l m't rebquire, with an estimate of expenses for the ensuing year. As soon as the State should provide funds for that purpose, the Regents were to proceed to the erection of the necessary buildings for the University on the ground to be designated by the Legislature. It was made their duty, togetler with the Superintendent of Publie Instruction, to ESTABLISH SUcu BRAX.CIIES in the different parts of the State as should be authorized by the Legislature, and to prescribe needful rules and regulations. The branches were excluded fom the right to confer degrees. In connection with every such branch, there was to be an institution for the EDUCATION OF FEMALES in the higher branches of knowledge, whenever suitable buildings should be prepared. In each of the branches there was to be a DEPARTMENT OF AGRICULTURE, with competent instructors in the theory of agriculture, including vegetable physiolgy and agricutural chemistry, and experimental and practical farming and a,griculture.'" Whenever such branch was formed, there was to be in each a department especially appropriated to the EDUCATION OF TEACHE.S FOR TIHE PRIMARY SCHOOLS, and such other departments as the Regents deemed necessary. Whenever the branches were established, or any of them, there was to be apportioned to each, in proportion to the number of scholars therein, for the support of its professors and teachers, such sums as the state of the University fund should allow, and also such sums for the purchase of books and apparatus. The Board were required to procure the best and most appropriate plan for the University building, which, if approved by the Governor and Superintendent of Public Instruction, was to be adopted. By an act approved March 20, 1S37, the University was to be located in or near the village of Ann Arbor, in tile State of Michigan, upon such site as the Regents should select, which site was to be 36 37' conveyed to the Regents, for the use of the State, and for that express purpose free of cost, and the site was to include not less than forty acres. At the extra session of this year, Gov. Mason, in behalf of the Regents, transmitted to the House of Representati ves a communication, asking for the following amendments, which were passed, and became a law on the 21st of June, viz: an amendment to invest the board with power to elect a chancellor, and prescribe his duties-to make the Governor president of the board, and provision authorizing t.he Regents to create such professorships in the University as they might deem proper, and to establish branches at discretion. Authority was given to the Regents to expend so much of the in. terest arising from the University fund, as may be necessary for the purchase of philosophical and other apparatus, a library, and cabinet of natural history. It had, by the previous law of March 21, 1837, been made the duty of the Superintendent to apply the income of the University fund to the payment of such debts as should accrue from the operation of the law establishing the University. During the year, as an auxiliary to the cause of education, the "Journal of Education" was established in Detroit, under the auspices of the late Senator Lyon, Dr. Pitcher, and H. R. Schoolcraft; and on motion of Hon. J. M. Howard, the Superintendent was instructed to furnish one copy to each board of inspectors, and one to each director of a school district. 1853. EXTRACT FROM GOV. MASOi'S THIRD MESSAGE. From the report of the Superintendent, you will receive all the necessary information connected with our schools and University. He will present to you the general condition of the common schools, and will at the same time, suggest to your consideration such amendments to our existing school laws, as may appear to him expedient and desirable. I would, however, recommend, by the appointment of an assistant, the separation of thefinancial departmentfromn tle or.dinary duties of the office of Superintendent, so as to relieve that officer from duties too onerous, and in thmselves inconsistent. I have so often referred to the subject of education in my former communications, that important as the subject is, I feel indisposed to dwell on it at any great length, sensible that your feelings and interests are alive to its success, and that your most unremitting ex 38 ertions will be directed to its advancement throughout the State. Every free government is called on by a principle of self-preservation, to afford every facility for the education of the people. The liberty of a people cannot be forced beyond its intelligence. The South American Republics exhibit but alternate scenes of anarchy and despotism. France, in the day of her bloody struggles for freedom, was overwhelmed and plunged in misery, by the very attempt to make her free. In the United States we witness the advantages of education, in the virtue, intelligence and liberty of the people. History points out the ignorance and degradation of other countries, and we are admonished of the duties before us. If our own country is ever to fall from her hiolgh position before the world, the cause will be found in the ignorance of the people-if she is to remain where she now stands, with her glory undimmed, educate eztey child in the land. Whilst the fund will be sufficiently great for tie support of the University, on the broad scale intended by the Legislature, if applied to that object alone, it may fall short of that purpose when directed to the numerous branches which seem to be demanded by the people. I would therefore suggest that portions of the seventytwo sections of the salt spring lands be set apart by the Legislature as an exclusive fund for the support of the branches of the University. SUPERINTENDENT'S REPORT. The Superintendent refers to the following acts as comprising what might be termed the "MICHIGAN SCHOOL SYSTEM," viz: the act to provide for the disposition of the University and primary school lands; the act to provide for the organization and government of the University with branches; and the act for the establishment and support of the primary schools. No change was recommended in the system of primary schools. The previous laws were during this year prepared and arranged into a code. The commissioners were not authorized to make alterations, however, and the school laws, with all other laws, were consolidated in the revised statutes of 1838. A question of great important was brought before the Legislature, by the Superintendent, relating to the policy of granting CHARTERS FOR PRIVATE COLLEGES. This question, in the view of the Superint'endent, involved the highest considerations of sound public policy as affecting the State in all time to come. ,,When this decision is finally made," says the report, " it will not reqlire the inspiration of a prophet to determine whether the State shall 39 eventually assume the first rank in the Republic of Letters, by foundiag and rearing up an institution of noble stature and just proportions, worthy alike of the State and of learning, and equally worthy the name of University, or whether the State shall ultimately sink to a low level in the world of knowledge, having institutions under the imposing name of colleges, scattered through the length and breadth of the land, without funds, without cabinets, without apparatus, without libraries, without talents, without character and without the ability of ever maintaining them. If one is granted, others must be, and there is no limit. If one village obtains a charter for a college, all others must have the same favor. In proportion as they increase in number, just in that proportion will be their decrease of power to be useful." In aid of this view of the question, the opinions of distinguished scholars were obtained, among whom were the names of Dr. Wayland, Edward Everett, President Humphrey, President M~Ilvaine and others. The question was submitted to these distinguished gentlemen in a letter of the Superintendent requesting "the result of their observations as to the effect produced on the higher branches of literature and science by the multiplication of universities and colleges in the United States. In the creation of the higher institutions a question has arisen, in the commencement of our existence as a State, whether we shall grant to an indefinite number of private associations the right of conferring degrees, or for the present concentrate our energies in one university." To this, President Wayland replied: "that so far as he was qualified to judge, the plan of concentrating your energies in one university, is incomparably preferable to that of granting university charters to an indefinite number of private institutions. By a great number of small and badly appointed colleges you will increase the nominally educated men, but you will decrease the power of education, because it will be little else but the name." The reply of Mr. Everett was in substance, that supposing the condition of Michigan to be the same as most other infant political communities, he should think that one institution of a high order would be as much as we could expect to found and sustain at the first. "You will not understand me," says Mr. Everett, "as at all underrating the importance of acadamies and schools. I deem them quite as important as colleges. Good common schools are the basis of every wise system of popular education. But it is not useful to grant to academie4 and schools the privilege of conferring degrees. Marvard college in Massachusetts, was founded in 1636. There was no other college in New England till 1700, when Yale was founded. If the question is between one well endowed and amply provided institution, and several languishing on an inadequate public and pri. rate patronage-which, if several are attempted, will be apt to be their condition-it is scarcely necessary to say the decision must be for the former." President Brown, of Pennsylvania, was of the opinion that much depended on circumstances-the public fund, the character and number of the inhabitants, the probability of unitikq in the patronage of one-people of different talents, prejudices, literary taste, and especially different moral and religious sentiments. If all these could be concentrated harmoniously, it might be best to confine their energies to one, for a time-that if all religious men were excluded, the institution would become infidel. Serious people would not send their sons to such an institution; that no amount of funds per se created a college, and that any amount of talent would not alone command success-that there must be harmony and co-operation, and he suggested "that the Legislature should, for the present, look to the formation of only one State University, to receive the ample endowments the State is able to afford; that they should, from the commencement, guard against the evils of an undue multiptication of colleges, and in order to do this, that no charter should be granted to any association, only on the condition of having procured such an amount of funds as will secure respectability by supplying able professors, and the proper college accommodations. President Mcllvaine considered that with the property devoted to college education in Michigan, the State had a noble opportunity of taking and holding dignified ground on this subject: of building a breakwater against the winds and waves, by which other less independent institutions are in danger of being overwhelmed, and recommended that it be improved by having but o2e place of degrees in Michigan. From these opinions and others similar, the Sul,enatendent expressed the opinion that "the multiplication of institutions under the imposing name of universities and colleges, was to be regarded as an evil of great magnitude, as exceedingly detrimental to the interests of literature, science and the arts," and recommended that the Re 40 41 gents of the -Univetsitv be empowered to grant charters for colleges only on condition that the association applying shall have actually secmed for the use of the institution the sum of two hundred thousand dollars; that of this sum, fifty thousand, at least, should be invested in suitable buildings and other accommnodationlls, and the balance secured so that the full amount of the interest arising therefrom should be yearly available for the support of the college, so long as it should continue in operation, reserviny to the Sate the rigl of tvisitation, and requiring an annual?report. On the 19th of January, of this year, a petition was presented to the House of Representatives, by Hon. J. M. HOWARD, "to incorporate the Trustees of Michigan College." The petition was referred to a committee, of which Mr. HOWARD was chairman, who made a majority report, and also reported a bill to incorporate the institution. The majority of the committee did not agree in opinion with the Superintendent, or see the propriety of restricting the power in question, exclusively to the State institution. The institution proposed to be incorporated, in its inception, had contemplated a school, to be organized on the manual labor plan, and was designed ultimately as a college. Owing to financial embarrassments, the "colony scheme" was abandoned. A subscription of about eighteen thousand dollars had been raised and applied to the purchase of a farm of three hundred and seventy-five acres, near Marshall, in the county of Calhloun. In addition to this the trustees had become the owners of a landed interest on Grand River, with a mill privilege upon it, which was estimated at ten thousand dollars, and friends of the enterprise in New Tork had conditionally invested for the benefit of the college, five thousand dollars. Buildings were proposed to be commenced, to accommodate one hundred and fifty or two hundred students-a preparatory school opened, and a president of the college appointed, who was seeking further pecuniary aid for the institution. The value of the property owned by the trustees, the committee were assured, was not less than fiom $60,000 to $100,0()00. It was announced to be the settled determination of its founders "to establish it on a broad and liberal scale-one which would make it an ornament and honor to the State-an efficient means of diffusing the benefits of general and classical education-to open its doors for the instruction 6 42 of youth of all classes, sects and conditions, and dispense to the indigent as well as to the wealthy, the charities of an ever-wakeful benevolence-the means of solid and useful leirning, and the constant healthful influence of religious precept and example." The following extracts from the report of the majority of the committee, substantially develope their views of the subject. The committee cannot appreciate the force of the objection, that by granting the franchises asked for, we encourage others to make like requests. We are of opinion that in this, as well as in other matters coming before the Legislature, it is to be governed by a sound discretion, neither granting nor withholding, without sufficient reason, and keepino constantly in view the general good of community. They deem it the duty of the legislature, not only to prevent all impediments, but to afford facilities to the progress of general education; to speak in words of encouragement rather than of restraint, to those who volunteer to aid it, and not from an overweeningfondness for one particular institution, or one particular system, place all others under the ban of power. As to the fear expressed, that "to permit the establishment of this or other institutions of the kind, would distract public attention and avert patronage from the State University," the committee did not participate in it, but maintained That an institution, under the immediate supervision and control of the government, with an endowment of one million of dollars, and all the attendant patronage, cannot be prostrated or impeded in its progress by any voluntary association, founded upon individual munificence. The true secret of the success of every such institution, is found in the enterprise, learning and capacity of those at its head; and where these are wanting, the interests of education, like those of commerce and other branches of business, will assuredly decline." It is also urged that by confining the power of granting diplomas to the State University, and withholding its exercise from all other institutions, the State ensures to that University, at all times, a number of students corresponding to its high literary claims, and the wealth of its endowment. We are at a loss to discover the propriety of this restrictive and exclusive principle. * *. It is certainly at war with the well known freedom of American Institutions and American character. * * * We claim that the ancient and time honored system of New England, now extending over almost the whole country, is more in accordance with the genius of the Amerean people than any known system of foreign nations. We are not to suppose that the settled feelings, habits and opinions of a people *an be safely disregarded by their rulers, nor that they can be made to bend and quadrate to any and every innovation, which those in authority may dignify with the name of improvements. Still less 43 can freemen be compelled to countenance a monopoly of those benefits which they have been taught to regard as the gift of God.* * * In our own community, there exists every variety of religious and political opinion, and so strong are men's attachments to their own particular creeds, that any legislative attempt to change or modify them by the course of instruction or otherwise; any systemf which seeks to make all coalesce in one set of opinions, or to inculcate indifference to all, or which erects a ba,rrier to even the caprices of men, must necessarily prove odious and unavailing. Whatever may be the theories of philosophers and speculatists, amonlg the mass of mankind, religion is not supposed to exist without creed, and to use the -language of another, "he is a rash man, indeed, and little conversant with human nature, and especially has he a very erroneous estimate of the character of the people of this country, who supposes that a feeling of this kind is either to be trifled with or despised; it will assuredly cause itself to be respected. One obvious effect of the system recommended will be to drive from the State every young man wishing to obtain a degree, but unwilling from whatever cause to prosecute his studies in the University. The majority of the committee deem it unjust to individuals and the State, to confer on the State University a monopoly of college honors. It is the right of every parent and guardian. and one which we may be assured will be insisted on, to educate his child or ward in his own way; and it is furthermore the right of the student himself, that the road to literary honors should be opened to him by his own State, in a manner accordant with his own feelings and prin ciples; and it is the correspondent duty of the State, to cherish and encourage all her sons in the way to distinction and usefulness, in order that she may reap her just share of the glory of their achieve ments. It is made the duty of the Legislature "to encourage by ill suitable means. the promotion of intellectual and scientific im provements." It is conceived that the policy proposed is in conflict with the spirit of this provision, inasmuch as it in a manner disfran chises a large portion of the community. We predict that if it be adopted as the governing rule of the Legislature, it will drive from among us a large number of young men, seeking a liberal education, and the usual honors by which it is and ever ought to be distin guished, will engender hatred, rather than create respect for the State institution, and ultimately leave it deserted by all but its immediate government patrons-a place where the idle and curious may find gratification, but devoid of that active, vital energy, which is ever kept awake by peaceful and salutary competition. Another, and with many a weighty objection, is the fear that the institution [proposed to be established] will be sectarian.* * * Hu min nature cannot, however, be changed, and religious partialities will exist as long as man is a religious animal. * * * The constitu tion declares'-that the civil and political rights, privileges and ca pacities of no individual shall be diminished or enlarged on account of his opinions or belief concerning matters of religion;" and it seems unfair and extra legislative to anticipate, and use as an objection, a 44 state of facts against which the constitution requires us to close our eyes. The majority report was signed by Hons. J. M. Howard, S. Vickery, Wm. P. Draper, and Jer. R. Smith. A minority report was made, signed by Hons. D. B. Wakefield, John Ball, and Wm. H. Montgomery. The report of the minority was in accordance generally with the views of the Superintendent. They regarded the petition referred to them as asking an infraction of a general system adopted by the State; as a precedent, drawing after it all the weight and authority necessary to give it effect and cogency in argument, in favor of further infractions, which as friends of the system establ'ished they were bound to look upon with caution and distrust. The decision upon this question was made by the Legislature in 1839, when a charter was granted, the provisions of which are stated hereafter. TIHE UNIVERSITY. The fund of this institution, at this time, was estimated by the Superintendent at one million of dollars, and the interest arising therefr om, at $70,000; yet he suggests that it will not be sufficient i o pu t t he present institution, with such a number of branches as it wou ld b e desirable to create, into immediate and successful operation. Buildings were to be erected, a library to be procured, a philosophical and chemical apparatus to be purchased, and a cabinet of natural history to be selected, besides the yearly payment of salaries, when the University should have commenced operations; and for years to come, it was suggested the University would need evei-y dollar of the income of its fund to give it a vigorous and manly existence. To relieve the University fund, therefore, for the time being, it was recommended that the income of the salt spring lands be devoted, for a limited number of years, to support the branches. The object and importance of the BRANCHES of the University are set forth in the following extract from this year's report: It is certainly of much consequence to the public interests that these branches be pushed forward with vigor, and be adequately sustained. They form the all-important connecting link between the primary schools and the University. They are specially intended to it such young men for the regular classical course of the University, as wish to enter the institution; also to prepare some for the PRoFE-SION OF TEACHING, that the primary schools may be fully suppli 4.5 ed with competent instructors; and to qualifv others for those numerous employments of life, which require a more extended education than is usually to be obtained at the district school. Unquestionably, then, they are essential to the successful and harmonious action of the system. Without them, every part of it must suffer, and every department languish. Without teachers, thoroughly educated and bred to the profession, what essential benefit can rationally be expected to result from the general establisment of primary schools? But where can we find such teachers, without furnishing the necessary means to fit them for the work, and where can we better do it than in the contemplated branches of the University? It is indeed of the first importance to the great interests of education in our own State, that these branches be well appointed and vigorously sustained. For the purpose of supporting the department for the education of teachers, it is suggested whether a small amount might not be appropriated to this object, from the income of the school fund? The proposed branches occupy the middle ground, being colpnected on the one hand with the primary schools, by the establishment of a department in each, for the education of teachers; and on tle other with the University itself. by the establishment in each of them, of a preparatory course, and being thus equally designed for the benefit of both the University and district schools, it seems no more than right and just that they should be supported from the funds of each. On the 8th day of March, of this year, the Governor transmitted to the Legislature a resolution ot the 1Board of Regents, requesting that the President of the Board might be authorized to ascertain whether a loan of State bonds, to the amount of $150,000 might be obtained for the University, during the term of twenty years, the interest and principal of which, to be secured to the Treasurer of the State, and to be paid out of any moneys belonging to the University, or which might be applicable to such purpose. The application Was commended to the favorable consideration of the Legislature, on the ground that it would enable the Regents to open the institution at an early day-that it would provide the necessary library and apparatus required-and that without the loan, the opening of the institutiod must await the tardy process of realizing a fund by the sale of University lands, whilst the lands themselves must be disposed of at an immense sacrifice, if sold under the existing financial embarrassments of the country. The committee of the House reported favorably upon the proposition, and an act was passed authorizing the loan, and the same approved April 6, 1838. An interesting and useful object of the law in relation to the Uni versity, was to secure zoological specimens for that institution. A 46 report was this year made by Dr. Pitcher, on the part of a committee of the Regents, stating that from an estimate made on data furnished by the State Geologist, they had come to the conclusion that in the section of ornithology alone, the State of Michigan would yield from three hundred and fifty to four hundred species, and that a complete collection of Michigan birds would contain, at the lowest estimate, one thousand specimens, one-fourth of that number having been already obtained. An appropriation was urged for this purpose to prepare specimens, provide cases, and to go on with the collection of quadrupeds, fishes and reptiles; to provide the University with a complete collection of the subjects of natural science, and especially such as were indigenous to the State. No change in legislation was made this year, in relation to the primary schools. A resolution was introduced into the House ot Representatives and passed, requesting the Superintendent to recommeand to the several school districts in the State, such elementary books to be used in the schools, as he might think best calculated for that purpose. Before the sales ot the school lands commenced, they were estimlated to amount in all, to 1,148,000 acres. In this estimate was included all lands lying within the boundaries of the State at that time, 704,000 acres being situated within the peninsula portion, and 444,160 on the west of Lake Michigan. Under the act for the disposition of the lands, 34,399 acres had been sold already, at an averae price of nearly $12 per acre, amounting to $411,794.33, the interest of which, was $28,825.60. The amount for distribution, adding the amount to be raised by supervisors for that purpose for the year, amounted to $57,651.20. 1839. EXTRACT FROM GOYERNOR MASON'S MESSAGE. The Governor announced the sales of primary school lands, in addition to the sales of previous years, to amount to $55,650, and those of the University, to $10,104; renews his recommendation for a separation of the fiscal from the other duties of the Superinteadent's office, and says: I have so often referred to the subject of EDUCATION, in my former communications to the Legislature, and its importance to the per manent prosperity and happiness of the Amecrican people is so manifest, that I shall refrain firom its repetition. In a government like ours, which emanates from the people, and where the entire administration of its affairs is submitted to their supervision and control, no other subject can equal in2 imnportance that of Public Instruction. As the friends of civil liberty, it becomes our duty to provide for the education of the rising generation. To the intelligence of those who preceded us, we ieC indebted for our admirable system of government, and it is only upon the intelligence of those who are to come after us, that we can hope for the preservation and perpetuation of that system. Our own State has been highly favored. The Federal Government has secured us an ample fund for all the purposes of a liberal system of education; and it only remains for us to foster it with a scrupulous regard to the important object for which it is assigrned. O'r system of education as adopted has not yet had sufficient time to develope its defect,, if any exist. It would not be advisable, perhaps, to attempt any material change, for the present. SUPERINTENDENT S REPORT. The Superintendent, in his report, remarks: The progress of the school system has been as rapid as could rationally have been anticipated. Scarcely two years and a half have elapsed since the first movement was made. In 1836, thirty-nine townships reported fifty-five districts, having two thousand, three hundred and thirty-seven children, between the ages of five and seventeen. In 1837, one hundred and nine townships reported three hundred and eighty-two districts, having fifteen thousand, four hundred and forty-one between those ages. In 1838, two hundred and forty-five townships reported fifteen hundred and nine districts, with rising TuIRTY-FOUR TIIOUS.AND between those ages. The importance of statistical knowledge was urged, as becoming every year more and more apparent, it being by such information as statistics furnish, that the wants of a community can be ascertained, and its progress in improvement determined. Several amendments were proposed in the report to the existing school laws, the enumeration of private schools, and the requiring from them annual reports. Defects were found to exist in regard to the collection of taxes for school districts, there being no provision in relation to the sale of any lands or tenements for the collection of taxes. The establishment of DISTRICT LIBRARIES was recommended, and, m the opinion of the Superintendent, too much value could hardly be attached to this essential agency of Public Instruction. The Superintendent urged anew the importance of making more ample provision for BRAN,CHE:S, again expressing the opinion "that 47t 4S without the aid of these, the University itself could not be expected to prosper,' an- that they were equally important to the success of the primary schools being the sole means of obtaining a full supply of competent teachers. He again recommends the appropriation of the salt spring lands to this object. The AGRICULTURAL DEPARTMENT, yet to be es'ablished in one of the branches, was also deemed an object of great interest and importance. FIRST REPORT OF THE REGENTS. The Regents report that under the act of March 20, 1837, they had selected a site for the University buildings, and obtained a satisfactory title to forty acres of land. At their first meeting they resolved to establish branches as soon as could conveniently be done; one in the first Senatorial district, one in the second, two in the third, one in the fourth, and three in the fifth, making eight branches inR all; and $8,000 was appropriated to aid in the payment of teachers to be employed in them, when they were organized. Five of these they organized and put in operation; one at Pontiac, one at Monroe, one at Kalamazoo, one at Detroit, and one at Niles; for all of which principal instructors were appointed. The number of pupils in all of the several branches, was reported to be 161, ten of whom were qualifying themselves as teachers for common schools, and six for the University. It was estimated that in 1840 thirty students would be ready to enter the Freshman, or Sophomore classes; in 1841, thirty-five; in 1342, forty; and that the total number of students, whom parents designed for a liberal education, was 101. The Regents anticipated great accessions to this number. They remark, as a matter of congratulation to the State at large, that " wherever a branch has been established, it has not only received the decided approbation and support of the inhabitants, in its immediate vicinity, but has continued regularly to increase in the number of students, from term to term." A uniform system of studies had been adopted, subject to such alterations as experience might suggest. The Regents further remark, "that the system of branches, their organization, board of visitors, support of instructors, and, in a word, every thing connected therewith, being a new and untried experiment in our country, they feel the necessity and importance of proceeding with caution and deliberation." The branches establishlaed did not include any department for Female education. 49 The loan authorized under the act of April 6, 1838, had been negotiated; a valuable cabinet of minerals from European and other localities of the old world had been purchased, $4,000 having been appropriated for this purpose, $1,000 of which had been already expended. The first professor chosen was Dr. Asa Gray, in the department of Botany and Zoology. As Dr. Gray was about to visit Europe, the sum of $5,000 was placed at his disposal, for the purchase of books, as the commencement of a University Library. Arrangements had also been made for obtaining such information as was desirable, in procuring the most modern and approved apparatus for the departments of natural science. With the approbation of the Governor and Superintendent of Public Instruction, in pursuance of the act of March 18, 1837, the Regents had adopted the plan of the University buildings, determined upon the materials to be used in their construction, and taken such other measures for prosecuting the work as they deemed advisable. The expenditures on Branches during the past year, amounted to $7,800. The estimate for the expenses of the University for the current year, for salaries to professors, principals and tutors of Branches, was $10,000; for buildings, $35,000. The sum of $9,171 42, was reported by the Superintendent, as subject to be drawn in favor of the board, being the interest of the University fund. At this session, Mr. ADAM reported a bill to create a fund for the branches of the University, which did not, however, become a law; and also a joint resolution, which was approved March 4th, 1839, authorizing and making it the duty of the Superintendent to make out and cause to be published, a catalogue of school books, to be recommended by him to be used in the several classes in the primary schools throughout the State, and a list of books to be recommended as suitable for school district libraries; and making it also his duty to report what provision, in his opinion, could or ought to be made, by law, to ensure a regular and sufficient supply of such books to every school district, on the most economical terms, or what other provision, if any, should be made to insure uniformity, as near as may be, in the books to be used in the primary schools. An act was 7 also approved March 4th, of this year, requiring the president of the board of trustees of every organized acadenmy, or literary or collegiate institution heretofore incorporated, or hereafter to be incorporated, to cause to be made out and forwarded to the office of Superintendent of Public Instruction, between the first and fifteenth days of December, in each'year, a report, setting forth the amount and estimated value of real estate owned by such corporation, the amount of other funds and endowments, the yearly income from all sources, the number of students in the different classes, the studies pursued, and the books used, the course of instruction, terms of tuition, and such other matters as may be requested by the Superintendent, or deemed proper by the president or principal of such academies or institutes, to enable the Superintendent to lay before the Legislature a full and fair exhibit of the affairs and condition of such institutions. Mr. GIBBs ofered a resolution, instructing the committee on education to enquire into the expediency of authorizing an appeal in all cases from decisions of school inspectors to the Superintendent. On the 23d day of March, Mr. ADAM reported a bill to incorporate the trustees of Marshall College, and the same became a law, and was approved April 16, 1839. The principle suggested by the Superintendent was carried out, in relation to the right of visitation, and the institution was made subject to the visitation of a board of three persons, to be appointed by the Governor and Legislature. During the same year, an act was passed, incorporating the MARSHALL FEMALE SEMINARY. The charter to Spring Arbor Seminary was amended; the act to incorporate ST. PHILIP'S COLLEGE AT DETROIT, was passed; and also an act to amend the chapter of the Revised Statutes relative to primary schools. The petition of John R. Williams, J. McDonnel, John Biddle, and others, was presented to the Legislature, to constitute the colored citizens of Detroit into a school district by themselves. During the year, a resolution was introduced to effect a change in the constitutional provisions, relating to the disposition of the moneys arising from exemptions friom military duty. It was proposed that the funds thus arising, should not be appropriated to libraries, but the proposition did not meet with success. 50 51 In 1839 thie first provisions appear tor a rate bill. The counlty commissioners, (in lieu of supervisors,) were required to add to the tax roll of each township, such sum as the inhabitants at their annual meeting, directed to be raised for the purpose of purchasing a site, and building a school house, for the year. A meeting of the inhabitants was to be called, to make provisions for the continuance of the school, after the apportionment of the school moneys was exhausted. The expenses of the school thus continued, was to be assessed upon, and paid by parents or guardians of the scholars, in proportion to the time they were sent to school. No tax could be levied without the consent of two-thirds of the voters, at a regular meeting, and no school district was to be deprived of its proper proportion of any school or library fund, by reason of its not having collected a district tax within and for such district, nor incur any penalty. The directors were required, for the first time, to report the number of scholars attending private schools in the district, between the ages of fivne and seventeen years inclusive; the number residing therein and the number out of the district, as near as it could be ascertained. Every school district was entitled to demand its proper proportion of library and school monoey, notwithstanding by reason of accident, negligence, or any other cause, the proper officers may not have exercised their powers fully and regularly; or may not have made their returns regularly in time; provided, there ha(l been a school kept in the district, at least tiree months in thle vear Go,,-. WYOOIBRI)u(E assumed the duties of his office on the first of of January of this year. The Governor in his message, stated the embarrassments which existed, in communicating the "condition of the State," the reports and public offices not having been accessible to his inspection till he assumed the gubernatorial chair. For this reason, the subject of education and its condition, was not presented. THEI REPORT OF TiHE SUPERINTENDENT again presents the importance of a full and thorough course in the UNIVERSITry. The Superintendent says, "nothing short of this can satisfy the demands of the public, and the general expectation of its numerous friends. The branches should fill up the intermediate space between the parent institution and the primary schools. In no circumstances should the appropriate ground of these schools be occupied by the branches. The primary schools are the all important institutions of our country; and hence in carrying out the system, nothing should be tolerated which may have the remotest tendency to endanger their usefulness." THE*EPORT OF THE REGENTS for this year, announces the discortinuance of the branch established at Kalamazoo, and the establishment of one at White Pigeon, and one at Tecumseh. Six teachers were now employed as principals of branches, and six tutors, two of whom were females. The average number of pupils under instruction was two hundred and twenty-two. With a view to ensure uniformity in the system of instruction, in the discipline, and books used, the principals of the branches were convened, and a uniform system adopted. Onetenth of the funds arising from tuition was pledged for the establishment of a library in each of these institutions. The Board state that from communications received by them, they learn with regret, that many young men who have sought admission into the branches have been turned away for want of appropriate places of study, and of boarding houses adapted to the wants and and pecuniary abilities of the applicants for admission. The report of the Regents was accompanied by the code of laws adopted for the government of branches, which may be found at length in documentNo. I, of the Senate, or No. II, of the House, for this year, as well also as a detailed report of the financial affairs of the University. Dr. Houghton had been also appointed Professor of geology, mineralogy, &c. Four buildings had been erected and completed, designed ultimately for the residence of the Professors; but for the time being, two were appropriated for recitation rooms, for specimens in zoology, mineralogy, botany, &c. The Regents remark that "they have great satisfaction in view of the onward course of education, as well in our common schools as in the branches of the University." They report, however, that they were much embarrassed on account of want of funds. During this session, on motion of Mr. Turner, a select committee was appointed, consisting of Messrs. Turner, Renwick, Hammond, 52 53 Brown and Miller, to enquire into the condition of the University, and to ascertain what steps were necessary, if any, to ensure its full and permanent success. The majority of this committee reported: first, that the system established, contemplated one University: second, that having but one, it might make the standard of education and the course of instruction, the best: third, that the plan of having BRANCHES, conducted on a uniform system, training youth expressly for one institution, was unlike, and better, than any thiing else in the Union. The committee say: If the system is carried out as commenced, the Regents will command the services of the ablest men in the country, to conduct these branches. In other States, preparation for college is left to voluntary, independent academies, no two following the same course of instruction, nor preparing students for any institution in particular. * * * Michigan, by putting the BRANCHES on the same footing of permanence and respectability with its University, and by enforcing uniformity of studies, has the advantage of having the best things taught, and from first to last, taught in the best manner. The multiplication of colleges beyond what is needed, multiplies the expense of education to the State, and in the same proportion, diminishes the value of the institution, The UNivERSITY of OXFORD had at one time, ten thousand students. If these had been distributed in separate colleges, containing two hundred each, with its separate faculty, libraries, apparatus, building, &c., and if these were to be as perfect in all its parts, the expense would have increased beyond calculation; but no one of them could be as perfect as the University. The working of the system, the committee maintained, was watched with interest by men of learning, for the following reasons: because 1. No STATE INSTITUTION in America has prospered as well as Independent Colleges, with equal, and often with less means; and the reasons why they have not, the committee ascribed to the following causes, viz: that they had not been guided by that oneness of purlpose, and singleness of aimn, (essential to their prosperity,) that others, whose trustees are a permanent body-men chosen for their supposed fitness for that very office-and who having become acquainted with their duties-can and are disposed to pursue, viz: a steady course, which inspires confidence and ensures success. The following extract is from their report: STATE INSTITUTIONS have fallen into the hands of the several Legislatures. —fluctuating bodies, chosen with reference to their supposed qualifications for other duties than cherishing literary institutions. Where Legislatures have legislated directly for colleges, their measures have been as fluctuating as the changing materials of which they are composed. When they have acted through a board of trustees, under the show of giving a representation to all, they have appointed men of such discordant and dissimilar views, that they never could act in concert; so that whilst supposed to act for, and represent every body, they, in fact, have not, and could not act for any body. Again, legislatures wishing to retain the power of the State in their own hands, have not been willing to appoint trustees for a length of time, sufficient for them to become acquainted with their duties; to become interested in the cause, which they were appointed to watch over, and to feel the deep responsibility of the trust. A new board of trustees not knowing well what to do, generally begins by undoing and disorganizing all that has been done before. At first they dig up the seed a few times, to see that it is going to come up, and after it appears above the surface, they must pull it up to see that the roots are sound, and they pull it up again to see if there is sufficient root to support so vigorous branches, then lop off the branches for fear they will exhaust the root, and then pull it up again to see why it looks so sickly and pining, and finally to see if they can discover what made it die. And as these several operations are performed by successive hands, no one can be charged with the guilt of destroying the tree. * * * Thus has State after State, in this American Union, endowed universities, and then by repeated contradictory and over legislation, torn them to pieces with the same facility as they do the statute book, and for the same reason, because they have the right. Whilst State institutions have not flourished hitherto, from the causes mentioned, the University of Michigan has one point of exposure peculiar to itself; its greatest danger arises from its greatest excellence; its system of BRANCHIES connected with the University and training students for it. These are destined to accomplish more good than the University itself, for all students must pass through them, and great numbers will be educated there who will never go to the higher University, as thousands will be educated in the common schools who will never enter the branches. They form a dependent and connected series, the number of students necessarily diminishing as they rise from the schools to the branches, and from the branches to the University. As soon as these branches are fully appreciated, every village will desire and feel itself entitled to one; and members will come to the Legislature pledged to their constituents to use their efforts to get a branch of the University in the immediate neiWhborhood of all. Such universal importunity will at first cause perplexity and embarrassment to the Regents, and as they cannot support such branches as are best, and locate them everywhere, members will come pledged to get a branch, or depose or change the Regents, or break up the University. Whilst there are many who would hope to profit by despoiling the University of its land, and its funds which are loan ;4 55 ed, it would not be difficult to get up a cry against it. As these dangers are less, and can be more easily guarded than at any future day, they should be met immediately, before it is too late-before the ignorant and interested shall combine against it, and ensure its desti uction. The University is a trust too sacred to be made the foot-ball of party. If it sinks once, life will be extinct before it will rise again. To secure to the University and thereby to the State, the benefit of a Board of Regents having experience and enjoying the confidence of the entire community, and having time and opportunity to carry out the noble plan that has been devised, the committee herewith submit a bill. It proposes to exempt this subject from becoming the prey of politics; to give permanence and thereby efficiency to the Board charged with executing the great work of rearing a University with dependent branches; and to put upon this permanent board of well known individuals the entire responsibility of accomplishing this work and that to secure these ends, does not require any Regent to be displaced, any plan to be changed, or any deed to be undlone. This report is of great length, and discusses many subjects of importance. The committee suggest that if any change had been contemplated, they would have recommended a reduction of the Board, but this they did not deem expedient; that if they could undo, they would perhaps substitute less expensive buildings. The amendments which they proposed, were to give the power to the Regents instead of a Governor, to appoint members of their own Board, that the existing Regents be continued, and to provide against the annihilation of the Board from the action of legislatures. It was proposed that the Chancellor and Judges should continue members of the Board; that the Lieutenant Governor should not be a member-that tthepresiding offcer of the college should be President of the Board-that as tutors were not permanent officers, the Chancellor of the University may know what particular qualifications are desired; that the several faculties be made the judges of the qualification of candidates for degrees; that the Regents should be cautious in the appoinment of professors, and thatthe Superintendent of Public Instruction might perplex butnever benefit the Regents. The report concludes with the following remarks: What the legislature should attempt in reference to the University, is in the opinion of the committee, to put the whole subject into the hands of competent men, leaving it with undivided responsibility on their shoulders, and then the legislature not meddle with it again except to protect as guardians, not to destroy as capricious despots. Repeated legislative interference, known by experience to be the ruin of a cause like this, would soon dishearten every Regent who takes 56 an interest or active part in the duties of his office. * * The duties of the Regents in their turn, will be mostly to provide the means and apparatus, and the like, and fill the several faculties with able men, and throw thIe undivided responsibility of carrying on the work of education on ithes. The further duties of the Regents are only to watch and defend, and not to interfere with the growth of what they have planted. A Board of experienced Regents can manage the funds and machinery of a University better than any Legislature; and the faculty can manage the business of education —the interior of a college, better than any Regents. The report of the minority of the committee, [Joseph Miller, Jr.,] embraced suggestions in opposition to the views of the majority, from which the following is an extract: 1. That any new modeling of the plan is not called for by experience. 2. The new plan proposes giving the direction of literature to the Regents. Good-but so does the old. It also proposes to give the direction of the funds to the Regents. Bad-as chosen for their science only, they are usually the worst men to manage the concerns of practical business. 3. The new plan proposes making tile office of Regent for life, except he may be removed for cause. Bad-for the term is too long. The course of education would fall behind the irnprovements of the age. Old men do not like the idea of change. 4. The old plan is that the Regents be appointed by the Governor, by and with the advice and consent of the Senate, for three years, &c. If this mode is not wise, (as it exposes the University to the conflicting influences of State and national politics,) and if it would be better, were the period longer, yet a plan to shut out change, and to provide for superannuated control, would be a remedy worse than the disease. Again, if a different mode of appointment, viz: by Regents, might to some seem to be expedient, as the choice would be guided by literary capacity and merit of candidates, yet more might be lost, by the want of practical wisdom and experience. 5. The new plan excludes lrom certain professions of business life, self-made men, on the ground that incompetency must be found in those not educated in Universities. It is not true that our selfmade men are behind their compeers because they have not seen the inside of a college; nor is it true, that our collegians are inferior because they have been so educated. But it is true that where indolence attaches, inferiority will exist; and that where zeal, industry and perseverence exist, united with good sense, eminence will be attained. No further action was had at this session upon this subject, except the passage of a joint resolution, approved March 25, 1840, which required the Regents to report to the next Legislature, at the commencement of their session, if any changes, and what, are necessary 57 to be made in the organic law of the University, in order to secure more effectually the objects of the same. PRIMARY SCHOOLS. The idea of abolishing all fees to inspectors was presented by res olution, and referred to committee on education. A petition was also presented, in relation to a common school, established by the Irish adopted citizens in the city of Detroit, under the care of the Pastor of Trinity church, praying the "interposition of the Legislature." The committee of the Senate to whom it was referred, reported by their chairman, D. G. Jones, and the following is extracted from the report, as showing the substance of the petition: The petitioners are compelled, under the general law, regulating common schools in the city, to pay each one his proportion of all the expenses of oryaizin,q, maintaining and supporting tle common school in the district where he may reside. Does he derive from that school tisp roportionz of the benefits and privileges arising from its existence and continuance, fot which hlie is annually subjected to a tax? The petition declares that he does not. But it will be asserted tihat it is at his option-that he rejects the privileges that are offered under the general plan-that his children, with those of his neighbors, are amply provided for, by the means afforded, and that they are rejected by no one, except by the dictate of his own peculiar prejudices. Your committee cannot and do not deem this an answer to the proposition stated. I hey know and feel that upon the subject of the education of our children, our institutions, our liberal sentiments, our past and present history forbid for a moment, the thought of dictation and control. If the petitioners desire that those who are to come after them should have the benefit of pastoral instruction from persons educated with the same views and feelings of themselves, it is their rigldt, nay, their sacred duty, to seek such instruction; and it is our privilege to see that the taxes paid by them for education should be appropriated to their own use, and subject to their own control. By denyiing them these privileges, you subject them to a double tax, the first of which is expended upon schools, from which, either from prejudices or religious principles, they cannot derive any benefit; and the last is produced by supporting such institutions as may best accord with their early education and be under the direct charge of those entertaining the same religious views as themselves. Your committee cannot assent to such a course inasmuch as they believe it to be duty of the Legislature to further by every means in their power the education and well being of the rising generation, and that special care sh,uld be taken that no odious distinctions of a sectarian or political character should be permitted to exist, and that te sons of every native and naturalized citizen, of the catholic and protestant, should be placed in every respect upon an equal footing. 8 So far from discouraging, they feel it their duty to encourage here and elsewhere, the organization of schools among our adopted fellowcitizens; and they believe that the stability of our schools can in no event be more certainly increased than by diffusing learning and knowledge over the whole mass. They further believe, that sound policy demands that every inducement to foreigfn immigration should be held out to the oppressed of other nations, and that the mass of our people should be thoroughly enlightened and qualified for the important duties of American citizens by the influence of education, and that no barrier to the diffusion of knowledge should ever be erected. Believing therefore that the school referred to in the petition should be encouraged and sustained; that the taxes the petitioners pay for the support of schools should be expended for the benefit of their children, under their own control, and belleving also that the petitioners are prevented bv the most conscientious and pure motives from embracing the advantages offered in the schools in the city, they recommend that an act be passed providing that froiii the common school fund distributed in the city, there shall be paid towards the support of the school referred to, an annual sum equal to the amount that the petitioners would be entitled to as component parts of the several districts in which they reside. No innovation was made, however, upon the system as established, and no further action had upon the subject before the Legislature. This year an act was passed to amend the revised statutes relative to primary schools. This law provided that the amount of tax to be raised in any one year to purchase or lease a site and build a school house, should not exceed the sum of one hundred dollars, unless the inspectors certified in writin(, that a larger sum was needed, and no larger amount could be raised; and provided, tlhat not more than three hundred dol lars should be raised in any one year. All expense for fuel was to be paid by a tax upon tlhose who sent to school. It was the duty of the assessor to obtain a transcript of the last assessment roll of the township, and having added to it all the property of persons who had since become residents, all property purchased by non-residents, and all property both personal and real, omitted by the township assessor, to assess and collect the tax upon the taxable property of the district in proportion to its valuation on the township assessment roll 1841. EXTRACT FROM GOVERNOR WOODBRIDGE'S MESSAGE. In any attempt to review "the condition of the State," the attention of the observer is first, very properly directed to the considera .58 .59 tion of the moral and intellectual character, actual and prospective, of its people. Civil commotions and wars have an end; the evils of misgovernment are temporary in their nature, and may be corrected; the chastisements of heaven, even, throuo'h the merciful Providence of God, are, in this world, of short duration. But who can measure the extent, or see the end, or estimate thle intensity, of the evils which flow to a people, from ignorance and vice? If any political axiom be better established than another, it is this, that no republie can long exist, unless intelligence and virtue predominate among, and characterize the great. body of its people. Gathered principally from the older States of this happy Union, ouri fellow citizens have, for the most part; participated, more or less, in the benefits of their excellent and long established institutions-their common schools, and all their highly improved literary and religious establishments. We may, therefore, justly claim for them the present possession, in equal degree with our fellow citizens of the older and more favored States, of those hiIgh and ennobling attributes of human natture, intelligence and viiue. But in so far as we may justly claim this high distinction, in the same proportion are the motives stronger and the obligation more imperative, to secure to those who shal! come after us-to our own children-at least, an equally elevated rank in the scale of intellectutl beingo. But, have we been sufficiently mindful of this gieit duty? Not experiencing in our own person, perhaps, or but in a sliglt degree, the itmmeasurable evils likely to result from a deprivation, in early lifer of the benefits of such institutions, have we not accustomed ourselves to think but sel]dom, and then with too much indifference upon the vital importance of the esttablishment, multiplication and perfection of similar systems, in our own beautiful, but recently reclaimed. peninsula? The character of our State, the happiness and the destinies of our people. are fast passing into the custody of those who shall come after us; and shall it in future times be said of them, that through the improvidence of their fathers, it was their unspeakable misfortune, to be deprived of those advantages of early menltal, moral and religious education, that we ourselves have possessed? The importance of the early and methodical development and culture of the intellectual faculties of man; the influences which habits formed, and knowledge attained in early life, (through a general and judicious system of education,) cannot fail to exert, not only upon individual happiness. but upon the political institutions of our country, have been too frequently the topics of discussion among the learned, the wise and the eloquent of the land, to render it necessary or proper for me to delay you by further comments upon the subject. I recommend a careful review of all existing statutory enactments, relative to the system of education heretofore adopted in the State, and especially relative to that part of it, which concerns the broad basis of the whole-the common schools. I know of no section of the Union, in which the subject of educa tion, (comprehending a system of common schools,) has engaged more the attention of the public authorities, or for a longer time, or 60 mere successfully, than in Connecticut. And appreciating very highly the benefits to be derived from long-tried experience, I respectfully lay before you some well reasoned reports, made to the Legislature of that State, exhibiting the present condition and the leading features of their system. I am not in favor of a literal and too servile adoption of the legislation of other States; our system should, in general, be our own, and be made to accord with whatsoever may be peculiar in our circumstances, or in the condition of society among us. But considering the success which has attended the efforts of our fellow citizens of that State, in the great cause of education, I have supposed that an attentive examination of their greatly perfected plans, might suggest important improvements in our own. That our system is susceptible of amelioration in many particulars, I have little doubt; while at the same time, it is proper to remark, that in this, as in all other matters of legislation, no innovation sh,ould be made, but with great caution, and the more especially, because its establishment has been so recent, that its merits can scarcely yet have, in all things, been fully tested. For reasons, however, which heretofore I have had the honor to communicate to your immediate predecessors, and which I propose again to advert to, I do not hesitate to recommend, that a more equal and just mode of taxation for the sustainment of common schools, be substituted in lieu of the existing provisions of the law in that respect. And also, that the fiscal arrangements and pecuniary affairs of the system be either separated entirely from the other more intellectual functions of the Superintendent of Public Instruction, or els(,, that bv some other appropriate modification of the law, the existing powers and duties of the Superintendent, relative to pecuniary affairs, may be made more entirely subject to the direct control of the head of the financial department. The revenues necessary for the erection of school houses, and the sustainment of the system generally, are derivable, first and principally, from a course of taxation provided for by existing laws. The entire plan upon which this course of taxation is founded, seems to me obnoxious to the most serious objections. The legislation of last year, though beneficial, in no wise removed the evil. Every system of taxation, to be just, should be reasonable, equal and uniform. It is a proposition as notorious as it is lamentable, that the assessments of taxes for school purposes as well as for highways, are neither uniform nor equal, and in some instances have been most highly unreasonable. The Legislature has prescribed no uniform standard by which assessments are made; the same species of property, and of the same estimated value, may be taxed a hundred fold more in one district than in another bordering upon it; and every little neighborhood may be erected into a separate school or road district, with power to tax almost at pleasure. But the power of taxation is one of the highest attributes of sovereignty. It should never be exercised but with much caution-the most mature consideration, and the most scrupulous regard to justice, uniformity and equality. If otherwise exercised, it becomes unIjust and oppressive. No tax, I amn persuaded, would be paid by the people of Michigan, with more cheerfulness, if it be just, equal and uniform, than a tax for the hallowed purposes of education. But it deeply concerns the honor and good faith of the State, that the practical injustice of our present system should be avoided, and the evils I have alluded to, promptly corrected. The remaining source of revenue, applicable to the support of our common schools, consists in the annual interest accruing upon the purchase money; for which sales of school lands may have been, or may be effected; and the rest reserved for the use and occupation of such as may be leased. This resource, upon which so much expectation was founded, seems toolikely, for present purposes, in a great measure, to fail us. The overthrow of the general currency of the nation, which has produced so much distress, and the continuing process by which, what little remains available, seems rapidly passing out of the State, have already prostrated all uniform standard of value; and the ruinous diminution in the prices of agricultural products, have rendered all real estate of little present worth. School lands, therefore, are no longer sought after by purchasers; and, hitherto, in: times of so great pressure and general distress, the legislature have found it difficult to resist applications for relief, and delay of payment on the part of those who have heretofore purchased these lands. From this source, therefore, little, comparatively, has been realized, and the sanguine hopes of the friends of education have been thus far disappointed. The same general cause, very materially affects also the present condition, and, for a time, the future capacities of the University. SUPERINTENDENT'S REPORT. This document was the last annual report of the first Superintend ent, to whom had been entrusted the high responsibility of reporting a system, adapted to the constitutional provisions and the wants of the State; and in presenting the subject of education to the Legislature, he urges anew the importance of adapting the system to the entire wants of the great mass of community. He says: We must multiply our school houses, educate teachers, procure libraries. and provide indeed all the necessary means of instruction for the whole population, or increase greatly the number of our jails, penitentiaries, and standing armies. * * * We must EDUCATE, or forge bars, bolts and chains. One system or the other we must adopt-there is, and can be no alternative. Besides the experience of all the past-of all ages and nations, demonstrates that is more economical, much less expensive to educate the young, and form them to high moral principle and honorable conduct, than to support paupers, restrain, imprison and punish aged criminals. If the people of Michigan, instead of bequeathing to their children, the noble inheritance derived from a high mninded, intelligent, 0 6 1 62 moral and relig'ious atncestry wish to see them casti down i from that proud elevation on which they have stood, and become ignorant, debased and poverty-stricken, the dupes of a selfish priesthood, or the serfs of an avaricious olig,archy, or the fit instruments of an ambi tious military disposition, they have only to dismiss their teachers, burn up theiri books and school houses, and abrogate all laws for the support of schools, and in a few short years, the work is done. As a State we are but of vesterd~iy; and on the day of our coming into being, we were thrown entirely upon our own resources. We inherited no richly endowed establishments, or time honored institutions; all was to be formed-to be created anew. True, Congress reserved from sale and granted to the State a certain amount of wild land for the support of schools. It is our labor and our capital, expended in the cultivation of the soil, in the general improvement of the country, in the formation of republican institutions, and the support of government, which has given to that ]Lnd its present value. The circumstances of the times lhave been exceedingly adverse. tVe commenced our career when the whole country was in the midst of the wildest scene of speculation, and have seen it sunk in three short years, to the lowest state of depression. Howbeit for the time, much has been done towards promoting the great cause of education within our borders-more indeed than could be expected. But though much has been achieved, much remains to be accomplished; and having put ous/ lands to tlte plow, we cannot go back if we would. In a pecuniary point of view, it is cheaper to educate the young than to support multitudes of paupers and an increased number of criminals. Few indeed are the men thait have ever become paupers or criminals, who in early life were brought within the reach and under the salutary influence of schools, boolks and teachers. It follows therefore that the RI)nPERTY- OF THE: STATE ought to be held liable for the education of all within its borders, and on this principle every school system should be based. As already intimated much has been done, anrid it is obvious that the people of the State are determined upon the education of their children. No sooner is a settlement formed than a district is organized and a school commenced. The reports of the past year show that large sums have been voluntarily raised for the erection of SCIHOOL HOUSES. True many of them are of logs and might be taken by an unreflecting passerby, as evidence that little or no interest was felt in the subject of schools; but these buildings, though rude they may be, are as good as the circumstances of a people in their infancy, will allow-good indeed as their own dwellings. * * * They entitle the newly formed settlements to the highest commendation. They betoken a zeal worthy of all praise. * * * The present population are generally well educated-Intt howv will it be with those who are immediately to take our places? who are soon to succeed us in all the departments and responsibilities of life? True, a good beginning has been made, but unexpected difficulties have arisen. These must be met and overcome, or we are thrown back in our course, time only ,an tell how long. Should there be any relaxation of efforts, or 63 suspension in the course of instruction, cwho can calculate the loss, or assess the amount of damages to those immediately concerned? It depends solely upon us, upon our action at the present time, whether a race of men are to come after us and occupy our places, well qualified for a faithful discharge of the high trusts committed to them, or be ignorant, debased or degraded. Five years of the system have now elapsed, and it is in the tide of successful experincut. The work of organization is still progcrressing. No system iii thle Union, with the exception of that of Massachusetts, is now more complete in its organization, or perfect in its parts. The following table shows the increase of school districts and the number of children reported during this period, between the ages of five and seventeen: In il36, 39 townships, 55 districts, 2,337 scholars. 1837, 109 382 " 15,441 " 1,020' 34,000 1,325 " 45,892 " i' 1,506 "i 49,850 S3RANOlIES. The Superintendent in this, his last communication, expressed his deep conviction of the importance of this part of our system. The parent institution, he maintained, as heretofore, could not succeed without them. Its main dependence from year to year, must be up on the branches; and it was deemed to be equally important to the primary schools, as a source for educated, well-qualified and competent teachers. It was again recommended that the lands granted to the State, in connection with salt springs, be appropriated for the sup port of these institutions. REPORT OF RESGENTS. The following is an extract from the report of the committee of Regents to the Superintendent consisting of Henry R. Schooloraft, Dr. Pitcher, and Rev. George Duffield. In organizing a Board of Regents to carry out the views of the Legislature, in the establishment of a University, it is conceived to have been the primary object of this body to extend its benefits as widely, and at as early a period, throughout the State, as the wants of the community, and the means at their disposal would permit. Their attention was therefore called, at an early day as possible, to the location and establishment of branches of the University, at suitable points, where the branches of a classical and English education, preparatory to the entrance of the students into the parent institution, should be taught. This object has been steadily pursued, not only from its being the appointed means for preparing classes i., 1838, 245 11 I- 1839, 302 1; 11 li IS40, 324 11 64 for the final collegiate course, but from the additional consideration that in a new and hastily settled community it woulcd be one of the best and most practicial means of arousing attention to the value and importance of the plan of education, submitted to the people in the organic act, and of thus preparing the public mind to appreciate and foster it * The committee on branches, charged with this duty, have encountered an arduous task in the management of the correspondence, the selection of principals, and the pecuniary ques. tions which required decision and adjustment; and the Board owe to it much of the success which has attended that effort. Of the seven branches established, five are under the direction of clergymen, and two of laymen, of various religious denominations. The Board cannot, they believe, be mistaken in the importance they attach to the connection between learning and morals, science and religion, and at any rate, would be unjust to themselves, not to express the belief that success cannot permanently crown the institution committed to their management, after this ligament is severed. Twenty teachers and professors of all grades have been employed, who have instructed an average number of two hundred and thirtysix scholars. A steady increase of number has taken place in the respective terms for the year. At four of the branches, namely, at Monroe, White Pigeon, Niles and Tecumseh, there have been female departments under appropriate instructors, where only English branches have been taught. The effect of home schools in this department has been propitious, and they constitute a branch of higher instruction, contemplated by the act which has been appreciated by the inhabitants. In view of the whole amount of instruction furnished-its character and distribution, it may be asserted that in no previous year has the institution, through its branches, rendered equally important services to the State. THE UNIVERSITY. The Regents report the main building to be in process of completion, and the grounds enclosed. The collections in natural history were about to be arranged by Dr. Houghton. To these mineralogical collections, purchased of Baron Lederer, of Austria, had been added the extensive and valuable collections in geology, mineralogy, botany and zoology made within the geographical area of Michigan, by the State Geologist and his exploratory corps. This collection was due to the forecast of the Legislature, who directed their attention to the subject at one of their earliest sessions after the admission of the State into the Union. Dr. Gray had expended the five thousand dollars placed at his disposal, and three thousand seven hundred and seven volumes had been re ceived, a catalogue of which was transmitted with the report of the Regents, and will be found in House I 65 document 9 of this session, or in the samne number of thie *ente document In relation to tile fiscal affairs of the University and he policy pursued by the Regents, the committee say: That they would not fully acquit themselves of their duty to the board or the community, in closing this report, without adverting to the fact that the receipts for lands sold, and the instalments and interest, accruing thereon, have fallen short of the estimates. Acting on the principle, which is believed to be true, that intellectual labor, in all the departments of instruction should be well paid and encouraged in carrying it out, by the actual condition of the permanent funds of the institution, liberal salaries were awarded to the principals of the branches and professors, (so far as appointed,) and have been paid without delay or deduction to the present time. And they cannot but regard this course of policy as one of the causes of the actual efficiency and success which has marked the course of instruction generally at the branches. * * * That the branches, although affording a sound and reputable description of instruction, have been maintained at a comparatively high expense, to the parent institution is not to be denied, andit is a question, in view of the prospective and diminishing state of the funds, and the increasing demands of the University at its central point, whether the same system should be indefinitely continued, or a connection established between the amount of salary paid and the numbers taught. Disconnected with the principle of finance, sound principle is taught to forbid any respect to this relation. A teacher's best abilities are as fully required to teach a few as many. We have arrived at a point in the establishment of the institution, when the organization of a Faculty and the opening of the UNIvER-v srrY proper is a consideration of moment, and the hope is entertained that this may be brought about before the close of another year. A limited number of professors would temporarily answer all the purposes of the incipient and limited classes, and the duties of Chancellor could be performed ex-officio. * * * To accomplish this, however, with our present funds without crippling the branches. or devising some additional means for their support from the surroundming communities, will not be of easy attainment While the permanent funds of the institution are of undiminished intrinsic value, and confidence is felt in the final ability of the purchasers of Uni. versity lands, there need be no well grounded apprehension that the present annual receipts from these sources will be eventually diminished. Whether sources thus really ample, and which may be eventually relied on without fallacy, constitute grounds in the present state of the institution to justify the anticipation of their proceeds by a further loan, in order to consummate an object so closelyv identified with the cause of education, is a question that has suggested itself to the Board. 9 66 T'he total expenditures for the University proper, during the year past, were $41,852 43. The cost of sustaining thl branches for the same period, $10,185 33. The Regents, in obedience to the joint resolution approved March 25, 1840, reported to the Legislature, through A. Ten Eyck, Esq., their Secretary, that, having duly considered the subject, their views were that "the first change in the organic law deemed essential, is the proper restriction of responsibility to the Board of Regents. At pre sent the responsibility is divided, and the Board would be greatly facilitated in their action, were such amendments made as would throw entire responsibility on them, and require them to report their annual proceedings to the Legislature. "The second change relates to the trust and mzanagyenent of e fuieds of the University. Under the existing law it is impossible for the Board to adopt their measures to their means, to project or execute such plans as the interests of education, the wants of the state and the resources of the University demand. The duties of Superintendent in connection with the University, are unnecessary and onerous." A report was made by Mr. ADAM, as chairmain of the committee of the Senate, in reply to certain queries regarding the branches. The resolution of the Senate directed the committee to enquire and report, what number of branches of the University had been established, and at what places-how many scholars had attended each during the past year-what limitations as to age, sex and acquire. ments, had been imposed by the Regents, regulating the admission of students —what amount of charges for tuition, &c., had been received by the Regents, at the several branches-what number had been taught gratis-how many teachers had been employed in each branch, and what regtllation had been adopted in relation to compensation of teachers. The committee reported that there were seven branches established, viz: at Detroit, Monroe, Tecumseh, Pontiac. White Pigeon, Niles and Kalamazco, with female departments at Monroe, Tecunmseb, White Pigeon and Niles. That there were in all these branches during the the first term of the year, 222 scholars; during the second, 233; and during the third, 247. t That in the code of laws for the government of tl.e branches, the committee found no limitation as to the age of the students, at their admission, and that in regard to acquirements, each applicant for admission had to undergo an examination satisfactory to the principal, in reading, writing, spelling and arithmetic. For admission to the female department, there was required a satisfactory examination in "reading, writing, spelling, and the rudiments of geography." That the tuition fees, as established in the code of laws, were in Detroit and Monroe for the first year, $19 50; second year. $18 00; third, and each succeeding year, $12 00. One-tenth of tuition fees was to be appli';d to the purchase of books for the branch library. That the committee had no means of stating positively, the number taught gratis, at any of the branches; but that it might not be irrelevant to s'ate, that one of the laws for the branches, provided for refunding to each student, one year's salary for each year he might be engaged in teaching primary schools, until the whole should be refunded. That it appeared there had been emuployed during the year, at the branches at Pontiac and Kalamazoo, each one principal, at a salary of $1,200; at Detroit, Monroe, Tecumseh and Niles, each, one principal and one assistant, the salary of the principals bping as follows: at Detroit, i1,5-)00 a year; at Monroe, $1,300; at Tecumseh and Niles, each,.1,20(). In the branch at White Pigeon there appeared te have been employed, one principal, one tutor, and one assistant tutor: the principal at a salary of,91,200. The assistants and tutors received from $300 to 8600 al year. In the female department of the branch at Monroe, two, and at Tecumseh and Niles, one each. The total salaries for the y-ear amount to $10,300. Receipts of tuition estimated at'$2,460. The balance of estimated LUitionIl fees amounted to 82,348 33, to be reimbursed to the Board of Regents. The committee also reported that at the first establishment and organization of the branches, a resolution was adopted by the Board of Regents, appropriating $1,000() for every branch in operation, to be divided and apportioned as follows: $.00) to each one and the remaining $50 in proportion to the numbcr of scholars. This rule did not however appear to have been adhered to. The committee f), -1 not having been so instruilwt, i,miae no further rcc mmnrdutionN or suggestions. In the House, the committe to whom was referred so much of the Governor's message and report of Superintendent a> relates to education, made a lengthy report through their chairman, Mr. William Sprague. They remark, "that they have been led to'believe that the imposition of all the fiscal duties connected with the educational fund, and the general care and superintendence of education itself, where one and the same obtain, is one of those defects which were connected with our generally excellent laws on this s'abject; that they were strengthened in this belief by the fact, that both the former Executive officers of this State have brought the subject before the Legislature and recommended a change; and the committee believe such a change necessary because the duties themselves are incompatible with each other and because it was impossible to find the requisite qualifications for their performance united in one man; that let whoever may be called upon to fill the station, while the law remains as it is, it would be found that while the duties for which his habits and taste best fit him, may be well performed, the other duties imposed on him would be immeasurably neglected, and that it was not in the nature of things to be other'wise." Complaint is made in this report of the want of statit"~l knowledge; of the insufficiency of the returns, to show' the state of education; that they did not show whether the teachers were male or female, good or poor, well or illy paid; whether the couarse of studies was wise or unwise; whether the government was tyrannical or parental; whether school houses were conveniently or inconveniently constructed; whether parents were interested in the education of their children and in the success of the schools or not. The committee believed that in no way could the Superintendent so well devote his time as to these subjects and to making the primary schools the object of his chief care. They also were in favor of introducing into the bill proposed on this subject, a provision that so far as coancerned the'sale of University lands-the investment of the proceeds — the Treasurer, be required to act with the advice and consent of the Board of Regents. The gen era] legislation on this subject remained unchanged. A ~58~' ac wa passed approved April 13th, reducing the price of University lands and establishing it at fifteen dollars per acre, and the minimum prie at not less than five dollars. An act was passed incorporating the Wesleyan Seminary, and also an act providing for the organizatioft of a district in the city of Detroit for colored children. An act was passed to amend the revised statutes relative to primary schools. An amendatory act to the law of 1840, was passed in 1841, but without any other alteration of the system of taxation except that the electors of any township, at the annual meeting, might raise such sum of money for the support of common schools in their township as they shall deem expedient, provided that such sum did not exceed one dollar for each child in the township between the ages of five and seventeen years. A provision was enacted requiring the directors to ascertain the number of children between those ages, belonging to families habitually using the French, German or other language than the English, and the children attending the districts schools and he number of such, if any, attending schools where the schools books in any other than the English language are used; also the number of adults, above the age of seventeen, who can read the Frenoh, German or other language and cannot read the English, together with such other facts and statistics in regard to schools and the subje:t of education as the Superintendent might direct. 11'2l. EXTRACT FROM GOVERNOR BARRY'S ME/SAGE. The universal education of all classes of our citizens is so necessary, and its propriety so generally conceded, that I need hardly urge upon you its importance. By reference to history we learn, and from observation we know, that, just in proportion as the masses have been enlightened, in the same proportion have their rights as men been protected. The rights of personal liberty and of personal security, were never conceded by lords to their vassals, until the latter, after ages of galling oppression and ignominious servitude, by degrees, obtained a hold on the foufntain of knowledge. The moral and political condition of a people depends, in the main, upon the degree of knowledge and amount of useful information diffused abroad among the mass. Within our own recollection, other republics have risen and fallen, and the scenes of intestine commotion which they have constantly exhibited, and which, sooner or laer, have caused their overthrow, resulted from a want of general education, and the consequent destitution of virtue in their inhabi $9 70 tants. The democracy of learning, if I may be permitted to use thi expression, is, then, essential to the permanency of a republican government, and we can transmit to the rising generation the happy political freedom which we enjoy, only by granting them the benefits of education. They are committed to our keeping, and without our fostering care, will grow up in ignorance and vice. The revenue for the support of common sclhools, not derived from taxation, consists, mainly, in the interest arising from the proceeds of the sale of school lands, and the rents of such portions of them as may have been leased. If a judicious and proper use be made of this revenue, it is probable that, at a period not very remote, if not sufficient to educate all the youth of the State, it will at least contribute much towards that desirable object. Above all others, the laws on the subject of common schools should be plain, simple, and easy to be understood. I hey should be as independent of all other enactments, as the nature of the case admits, and, to a proper understanding of them, it should not be necessary to refer to legislation on other subjects. Such, however, is not the present condition of our legislation on this important subject. The enactments are various and are scattered through many volumes, and it is with difficulty that even their meaning can, in all cases, be ascertained. To obviate these objections, I respectfully recommend their entire revision. All the various enactments on the subject, should be condensed into one, and published in such convenient form as will insure a circulation in every neighborhood and district in the State. The lights of experience, and a reference to common school systems of other States, may enable you to make such improvements as, by giving a new impulse to education, will result in general and permanent good. I am, however, induced to believe, that the main provisions of the system, as it now exists upon our statute books, should be retained, as far as you think the best interests of the public will permit. Innovations should not be admitted, but with abundant caution, and after the most careful examination. Servile adherence to ancient precedents and long established customs, should not, however, be permitted to take such entire possession of our minds, as thereby to induce us to reject the benefits resulting from an adop. tion of the improvements of the age. Among the alterations you may deem advisable to make, perhaps none is more worthy of your consideration, than the subject of taxation necessary for the support of the system. The right to impose taxes, is one of the highest pre. rogatives of sovereignty, and the delegation of that right should be made with the greatest caution. Complaints have been made, perhaps in some degree well founded, that, in the assessment and collection of taxes, for the erection and repair of school houses, great injustice has been done from the unequal manner in which such taxes have been levied. If, after inquiring into the causes of such cornplaints, you find they really have foundation in truth, you will doubtjess correct the evil, by interposing such legislation as the exigency of the case may require. The office of Superintendent of Public Instruction, is established by the constitution itself, and cannot be abolished by law were it even deemed advisable. I cannot, however, refrain from calling your attention to the fact that the duties of a fiscal character, by law imposed upon that officer, are in no wise consistent with the duties of a literary character, which it is more particularly his province to perform, and to which end the office itself was constituted. The annual report of the Regents of the University of Michigan, will, doubtless, be transmitted to you by the Superintendent of Pubhe Instruction. The usefulness of that institution has. hitherto, been restricted to its branches. In them have been taught the elements of knowledge and science usually taught in high schools and academies in the eastern States of this Union. iNext to common schools, the branches of the University are destined to be of the greatest importrnce to the people of the State. In the year 1840, the number of students was two hundred and forty-seven. During that year, seven branches were in operation, and the sum of $10,188 37, was expended in the payment of salaries of teachers. The two preceding years, the sum of $13, 1.50 09, wvas expended for that purpose in the same number of branches. In making these large and apparently enormous expenditures, the motives of the Regents are above suspicion. They were, beyoiid all doubt, actuated by no other than motives of public good. It is, however, respectfully submitted to your consideration. whether the interests of education would not be more eminently promoted by some provision of law, having for its object the increase of the number of branches, if available funds for that purpose be at command, and the limitation of the amount to be appropriated to each. It is believed that a sum of from three to five hundred dollars, appropriated by the board, together with such sums as should be received for tuition, superadded to such other encouragement as would, of course, be voluntarily afforded at the places of location, would secure the services of persons well qualified to teach, and every way competent to take charge of the branches. If such be the case, of which there can be little doubt, then, with a mnuch less expenditure in the aggregate. the number of branches might be greatly increased and the benefits of education more extensively diffused. I press the subject upon your attention with great earnestness8 because I am of opinion, that the usefulness of the University will be incalculably greater to the people of the.State through its branches, than through the mother institution itself. By means of its branches, the blessings of a high grade of education will be brought within the reach of nearly all the rising generation, while the number to be instructed in the University proper, must comparatively speaking, be necessarily few. Keeping always in view, then, the object for which the fund was granted, and in no degree departing from the intentions of the grantors. it is our duty to give such direction to the control of this important institution as will result in the greatest good to our fellow citizens and best insure the extension of the cause of science. By a joint resolution relative to the University of Michigan, approved March 25, 1l40, it is made the duty of the Board of Regents 71 to rept to you such alteration as they deem necessary to be made in tie laws of the State relative to the University. The only report, made in compliance with this resolution, may be found in the joint documents of the last session, and to which I respectfully invite your attention. In that report, the Regents recommend such alteration min the law on that subject, as will give to them the entire trust and management of the funds, and in all other respects, the absolute control of the institution, subject and responsible only to the Legislature, to which body they wish to make all reports of their proceedings. I respectfully recommend this proposition to your serious and attentive consideration. The high character of the Regents, and their experience, derived from long exercise of the functions of their offloe, give additional weight to their recommendation, and will, I am certain ensure that attention from you, which the importance of the subject demands. It is greatlv to be desired, that the true and exact condition of the University fund be made known to the public, in order that its capacity for usefulness may be fully understood. The public have an intense anxiety to be informed of its ability to give assistance to education, as well by means of its branches already in operation, as by others desired in various portions of the State. Such a knowledge of the condition of the fund, is also indispensably necessary to such ulterior legislation as, in your wisdom, may be deemed expedient. I therefore respectfully reccommend, that you give the subject in charge to some appropriate committee, accompanied with the instriction, that, after having made the inquiry and investigation, they report the result of their labors for the use of the public. REPORT OF SUPERINTENDENT OF PUBLIC INSTRUCTION. The term of the Rev. John D. Pierce having expired, FRANlKLIN SAEwsR, jr., was appointed at the last previous session of the Legis. lature, to succeed him. This report unfolds in an interesting and minute manner, the condition of the primary schools at this time, and gives in fact, the first full and detailed account of the operation of the laws in the practical working of the system. The documents accompanying it, showed the whole number of districts integral and fractional, in the State to be two thousand, three hundred. Of them 1,486 embraced in 330 townships, reported 47,066 scholars, between the ages of five and seventeen, and 8,757 under five and over seventeen, making an aggregate of 55,823. The whole number reported at school, 51,254. The Superintendent was of opinion that of this number, too many reported as attending school, passed most of their hours elsewhere than at school, and suggested, that if by the law, the diretors were required to report as carefully, as the teather 72 73 i to note the time of attendance ot each aud every schoitar, the real amount would be known. The average number of months schools had been kept, were reported in twenty-eight counties, at 4 4-7; most of them being kopt up only for the constitutional time of three months. The amount apportioned in 1839, was $18,360 86, being several thousand dollars ls than the year previous. The Superintendent admonishes those who rely chiekfy on the fund as a means of supporting their schools, not to be too sanguine-that the true policy was to rely mainly upon their own available resources to advance the cause of popular education The number of scholars attending private schools was reported at 2,807, which was thought to be below the real number. The returns are complained of, as being doubtful and contradictory. It was suggested that directors be required to report on oath, as being likely to ensure greater fidelity in matters of detail, and preventing a practice, reprehensible in the extreme, and unjust towards other districts, of reporting more scholars of legal age, than were to be found within the district, for the purpose of augmenting its ap. portionment of funds. In opposition to the views of the legislative committee of the Senate, of the year previous, the Superintendent says, It is the undoubted policy of every State in the Union, so to frame its system of public instruction, as not only to educate its own native born children, but to Americanize, both in intellect and feeling, every child of a foreign stock, that in the Providence of God, is brought to our shores, to become a part of its society. No encouragement should be given to parents, constituting portions of our Republic, under such circumstances, to educate their offspring through any other medium than the common language; but on the contrary, all conceivable inducements should be held out for them to keep their children at the public schools, where they m-ty learn to think in that language,. and by a frequent intercourse with their fellow citizens, f6rget, not the land of their nativity, but the necessity of the mother tongue. as a medium of communication between man and man, in a country which they'have adopted for life, and whose institutions thev wish to leave safely in the hands of their posterity. It was mentioned as a gratifying fact, that only eighty-eight, out of two thousand attending schools, were reported as using other books than the English. Under the act of 1840, giving authority to require such facts and statistics as the superintendent might di Mr. S,w&r,R addressed interrogatories to every shool director, 10 74 requiring reports in relation to the working of the system-suggest ions for its improvement-the general operation of the laws-the difficulties encountered in its administration-the frequency of visit ation by inspectors and others-the general character, deportment and qualifications of teachers-the discipline of the schools-the system of rewards and punishments-the punctuality of the scholars-the amount paid to teachers-the methods of teaching-the uniformity of books-the religious instruction, and branches taught in the schools-the kinds of school houses, and their situation and loca tion-the common diseases prevalent-the kind of books in the li braries, forfeitures incurred, and the amount of proceeds from fines or military exemptions, &c., &c. To these queries the Superintend ent remarks, some paid attention, others, none; by a few, they were deemed inquisitorial, and in three or four cases, uncivil answers re turned. Many of them, however, were prepared with a minuteness of detail, creditable to the head and heart of the officer, the facts sought to be elicited, furnished with promptitude and good will, suggestions, made with a frankness becoming the dispenser and recipient of common school education, and pledges of co-operation so amply given as to compensate for any amount of labor bestowed upon the subject by the department. The substance of all the facts thus accumulated, arc condensed under the following heads; parents and teachers, duties of inspectors, male and female teachers, government of the schools, character of instruction, uniformity of school books, school houses, libraries, and the working of the system. The Superintendent recommends however, that the board of inspectors be exempted from transmitting to the county clerks, all the particulars set forth in their reports. His conclusions were, from all these reports, that while the facts showed that in many districts sufficient interest on the part of parents -was manifested, they also demonstrated the general indifference felt in others-that although the law requiring visitation by the inspectors had been unfortunately repealed, inspectors in many instances, had continued to visit the schools-that an improvement might be made in our system, by the appointment for each county, of a deputy superintendent, whose duties of supervision should be co-extensive with the schools of hig eircuit-that to his care might be committed the examination of teach 7.;5 ers, the visitation of schools, the collection of statistics, the qxecution of the laws, and the duty of ascertaining their defects, and suggesting plans for improvement-that in relation to teachers, it appeared that while the ages of male teachers ranged from seventeen to twenty, those of females ranged from fourteen to eighteen-that few of the males, made teaching a business-that one obstacle to good teaching was the want of adequate compensation. The average pay of male teachers was shown to be $15 61 per month, and that of females, $1 27 per week-that as to the government of the schools the reports evinced that the old fashioned mode of "beating knowledge into the brain," was yet kept up-that the usual appliances were pinching, cuffing, pulling hair and noses, throwing books and rulers at the heads of unruly urchins, compelling them to stand, un. til fatigued into submission, and locking up in dark places to scare away the evil genius that possessed them shaming, and other varieties of torture-that the character of instruction in some districts, was unexceptionable; but in too many schools, behind the improvement of the age-that sectariani.rism was not taught, while a certain amount of religious instruction was encouraged-that in relation to uniformity of books, it was the great burthen of complaint, and that the variety was almost endless-that if a general uniformity could be brought about, the responsibility should not be imposed upon any ow individual-that it might be accomplished under a system of county superintendents, or that the plan adopted in some other State, of leaving the work to the township committees, might perhaps be found useful-that as to school houses, the object of the circular addressed to officers, had not been attained-that the replies were not full, and that no judgment could be formed, of their accommodations, yet there was enough to show that many of the houses were good, substantial, comfortable frame builditngs-that the disposition was to make the improvements of the school house keep pace with the dwelling house and barn-that a gratifying indication was shown in the location of the school house upon elevated ground, away from marshes, and the salubrity of their position was inferred from the general health of the scholars, and that the people were attentive to the subject-that as to LIBRARIES, only $170 86 had been raised in the State-that nothing as yet, had been received, either fromn afines, for breaches of the penal laws, or from the equivalents fom military exemption-that whether any fines had been collected, was a matter of conjecture, as the county clerks had made no re ports on the subject. In consequence of this, it was suggested that they should be required by law, to state the amount of fines imposd by the courts, the amounts collected, and the clear proceeds of such Lin the Treasury. In relation to the working of the system, the Superintendent believed that as a whole it was giving satisfaction-that theprtwitle embodied in it-the education of all-elicited general admiration, while its practical operation, seen and felt only in its details, developed faults of no ordinary- magnitude. The frequent change of the law was deprecated, not because the system could become perfect without many modifications, but because it seemed to be impossible under the existing circumstances, for districts and township officers to keep pace with such alterations. "A law," says the Superintendent, "is hardly known in many disticts before it is repealed or amended, and it not unfrequently happens that while the original law governs the official acts of one portion of a township, amendments to it, or even amendments to the amendments, regulate the conduct of another portion of the same township or county. Strange as it may appear to those not familiar with the reasons, some of the reports just received comply only with the requisitions of the revised statutes; others with the law of 1840; and others with the law of last session. The school laws are not promulgated seasonably and extensively enough. The remedy proposed i,- not to stint the system, in its proper growth, by warring against further modifications, amendments or repeals, whenever or wherever necessary, but to provide that a printed copy of everj netM 8choo ad be?ent to each district as soon as possible after its approval. Then may line hand of legislation be applied without hesitation or danger to our school system; uniformity in returns and fidelity in details be exacted to the letter, and districts will then cease to be agitated by dissensions, springing, in nine cases out of ten, from imperfectly understood school laws." The repealing act of 1840,,substituted a new system for that contained in the revised statutes, and subsequent amendments made thereto. The Superintendent says that the most striking defect of the new system, as contended in the reports made to him, consted ill ITS INADFUATE PROVISION FOR TIIE SUPPORT OF SCHOOLS. A limited tax for a school house, its repairs and appendages, and for a library case and books, might be imposed by the qualified voters 7 ci and assessed upon the proierty of the district, buat no; a dollar ifr the support of the teacher. The amendatory act of 1841, provided that the organized townships miqht, if they deemed expedient, ras a sum not to exceed a (ollar a scholar, fbor each child, for the support of the school, but made no adequate provision to secure its vote. There was a general complaint on account of the ambiguity of the law, the inconsistency of one provision withl another, and sometimes apparent contradictions. The difficulties and their remedies, which were presented in the correspondence of the office, were various, and too lengthy for enumeration. Recommendations were made to amend the laws, most of which were subsequently adopted, and one of them was the exemption of indigent parents from all charges for tuition of their children. The Superintendent also referred to the necessity of some publication as an organ of communication between the numerous districts and his office. Such necessity was daily felt, and it was reommended that a definite amount of the school moneys should be appropriated to secure its establishment and existence. Reference wae made to the establishment of such an organ in other States. Among the uses of such a publication, the following were enumerated: To urge the supremacy of common schools over all others, as upon them depend the very existence of higher seminaries, colleges and universities. To keep the people of the State familiar with the condition and prospects of primary school education everywhere, and follow up the improvements in school houses, books, apparatus, mode of teach ing, &c. To publish and explain the school laws, answer the numerous questions growing out of them, and enable the officers under them, more readily to perform their many important duties. To record the vast variety of valuable statistical matter, accumulating from time to time, in the several townships, and condense and arrange it systematically for common use, and especially to have the best portions of the school reports that come in at the end of the year. During the administration of Mr. Sawyer, he delivered addresses upon the subject of education in variouas counts, and though crowd 77 ed houses did not greet him, in all cases, hlie says that "at these popular gatherings were found individuals of all political parties and representatives of most religious sects, and their zeal for com mon schools, and pledges of co-operation to advance them beyond their present standard, are ample guarantees that hereafter the great work of educational reform will not rest exclusively upon one indi vidual. Incipient measures were taken at these meetings to estab lish county associations, for frequent and unreserved interchange of sentiment, touching the various branches of common school educa tion." One thing, he remarks as attracting his painful attention, and that was to see how neglectful, with few qualifyingcr exceptions, the populous, and in every other respect, thriving villages, had been of their common schools; but as exhibiting the relative condition of children in the villages, he alludes to the statistics furnished by the praise-worthy efforts of the Common Council of the city of Detroit, to provide the means of full and general instruction in that city. Mr. Sawyer says: "the Common Council of Detroit, impressed with the necessity of moving to the rescue of its character from imputa. tions of neglect in matters of public education, appointed a committee with the AIayor as chairman, to examine into the operation of the common school system of that city. The committee went to their work, gathered up all the materials within its reach, and finally reported an array of facts that mig,ht well startle from their slumbers the most apathetic. The following extract from the report speaks trumpet-tongued to the citizens of our large villages, and in favor of taxation to support public schools: "From the examination of returns so far as they have been made, and from careful estimates where the returns are defective or wanting, the committee had confidence in the opinion that there are in the city of Detroit, eighteen hundred and fifty children who ought to be at school at least one half of the year. Your committee have also from personal enquiry ascertained that there are within the corporate limits of the city twenty-seven schools in operati(on, in which are taught seven hundred and fourteen children and youth, at an ag,rrergate sum of twelve thousand six hundred dollars per annum, averaging nearly eighteen dollars a piece. Yet more than half of our youth are coming up in ignorance, the offspring of which 78 79 autarily levied and paid by our fellow citizens" The iecommendation of the committee, based upon such facts, was that the Common Ccuncil, with the assent of the freemen, ask for a grant of power to raise a school fund by direct taxation. This was in 1841, and subsequtent and successive legislation was had, corn mensurate with the importance of the subject. A sketch of the establishment, rise, and progress of the schools of the city, prepared by D. BETIUU-E DUFFIELD, Esq., a gentleman whose interest in the subject of education has been devoted and unceasing, will be found in a subsequent part of this document. It will be read with interest, not only as a faithful and eloquent exposition of the facts connected with the schools, and for its high moral tone and sentiment, but as a tribute justly due to the public spirit and philanthropic feeling of those whose early and continued efforts laid the foundation of the present system of free schools in that city. The report of the Superintendent further presents the necessity of a system of free education, based upon taxation of the property of the State. From this portion of the report, as evincing the estimation in which this policy was held, the following extract is taken: Education is a common right-the exclusive property of no man, of no set of men. The great fountain which supplies one portion of society, should be accessible to all-not monopolized by the few or an engine of power-even the many. Our Pilgrim Fathers understood the value of this right. Here, though faulty in other respects, the puritan character developed its true greatness. In the eloquent language of Bancroft, "every child, as it was born into the world, was lifted from the earth by the genius of the country, and in the statutes of the land, received as its birth right, a pledge of public care for its morals and its mind." The principle of popular education was adopted as fundamental. It was imbedded in their public acts, and sacredly cherished through all the trying vicis. itudes of their moral and eventful career. In their code, as it ought ever to be in ours, it was the principle without which liberty could not exist, and with which no people could be slaves. Next to the erection of altars for the worship of God, they took care that school houses should be built. The common schools should be as accessible as the mountain spring tha.t gurgles joyously forth to meet and bless a.l1 who approach it. E TH E UNIVEPSITY. The Superintendent reports that notwithstanding the embarrss ments under which this institution is destined to sLrugglc for some i, ciiornious tax vol time, every citizen of Michigan must rejoice that the main institutek is now fairly in operation, and endorses the views of his predess, in relation to the importance of sustaining the branches, as the soe means of a full supply of competent teachers. He says: This is conceived to be one of the most cogent reasons thau c be adduced, in favor of the branch system. Mberely as preparatory seminaries for an admission to the main University, branches could hardly claim an expensive support out of the public fund; but as the means of giving to the State qualified teachers for the common schools, every consideration unites to have them sustained. Are the branches made to subserve this double purpose? The art of teachin is not adequately taught. Until a regular school for teachers shall be established in the State, it is right that one or more of the branches make teaching a part of its instruction. Having capable teachers, our schools will begin to flourish. When the schools nourish the University will flourish. The organic law requires in each branch " a department especially appropriated to the education of teachers of the primary schools." A MODEL SCHOOL connected with this department, would afford all the aid that a young man or woman could want to perfect him or her, in the practice, as well as theory of teaching. He also says: A department of agriculture in at least one of the branches, is required by the organic law, with competent instructors in the theory of agriculture, including vegetable physiology, agricultural chemistry and experimental farming, and practical farming and agriculture. If, as the late Judge Buel assures us, in his admirable work on American Husbandry, " the great objects of the farmer should be to obtain the greatest returns for his labor without deteriorating the fertility of the soil, and to restore fertility in the most economical way, where it has been impaired or destroyed by bad husbandry," how indispensable to success is a knowledge of the principles upon which these practical results depend! The Superintendent also remarks in relation to the report of the Regents, that their views in reference to sectarian influence commend themselves to the feeling, and enlightened judgment of all true christians; and that it was a matter of no ordinary gratification, that sentiments so in unison with the liberal spirit of the age, should exist with such perfect unanimity, throughout all our departments of Public Instruction-that the precincts of the University, as well as the school room of the districts, should be effectually barred through the oeration of a wholesome public opinion, from all intrusions of a setarian or partisan nature. To the attention of the Legislature was commended the appeal f So 81 the Board of Regents for such legislation as would render them the responsible guardians of the University, and more practically masters of their own movements; but whether the power asked for could be consistently granted, was considered to be a question which should not be hastily decided. The separation of the fiscal from the more legitimate duties of the Superintendent was also recommended. The relation between the progress of the schools and University, and the condition of their respective funds, at this time, is shown by the following statement, the value of the lands being fixed, at their minimum price, as established by law: University lands-45,440 acres at $15, -------- $691,600 00 Amount sold by trustees of old University, -....5,000 00 Primary school lands-1,148,160 acres, at $5 ---—. 5,740,800 O0 $6,427,400 06 The total number of acres sold, up to this time, was 75,463.87of University lands, 12,585.03-of school lands, 62,878.84. The aggregate amount of sales, $824,609 09. The amount distributed to the districts, $13,239 32. A reduction of the price of these lands was recommended. REPORT OF THE REGENTS. In the fourth annual report the Regents announce that as their attention had been previously directed to the branches, and through them to the means of much higher instruction than could be had in primary schools and private academies, they had seduously bestowed their attention also on the necessary means and preparation for the organization of a Faculty and the opening of the institution. During the past year the main edifice had been completed; the cabinet of natural history and the library transferred to the main building and put under care of a librarian, where they were to be arranged by Dr. Houghton, who had not yet commenced a course of lectures, and who had generously tendered his services to the institution free of charge. Valuable additions had been made to the library, the mineralogical cabinet increased by a donation of Baron Lederer, and by specimens collected by the gentlemen engaged in the geological survey. The collection purchased of Baron L. contained almost every known mineral, with the greater portion of the 11 82 varieties, and was estimated to equal, if not to excel any collection of foreign minerals in the United States. In addition to this, the entire cabinet of minerals of the University now comprehended a very extensive collection of rock specimens, fossils, American minerals, together with a zoological collection of great value, altogether forming greater facilities and inducements for study in natural history than could be found in any institution in this country. The necessary expenses incurred in the erection of buildings, in the procuring of a library and cabinet, and the support of seven branches were so great, that the sum of $100,000, obtained oa loan, was reported to be so far expended as to embarrass the further operations of the Board, unless there should be a greater amount of interest and instalments paid in by purchasers than it was feared would be realized. The reduction of the price of the lands by the Legislature of 1840-41, it was believed by the Board; would have a contrary effect to that intended, and cause much less money to be received during the coming year, instead of replenishing the means of the Board. It was therefore stated to be foreseen by the Board, that to continue the branches on the systemi originally established would be impracticable without further resources, and that those at command of the Board would not be sufficient to continue them for more than a year or eighteen months at furthest. The value of the brand was felt to be great, and the importance of opening the main institution still greater, inasmuch as the interests of education called for it, and all the necessary buildings and preparations had been completed. The idea was conceived, that possibly now, since the branches had been established and were in successful operation, a chanye?nght be made in the system, which would subject the Board to less expense, continue to foster the branches, and afford means to justify the opening of the University. A change therefore was resolved upon, and instead of the Board undertaking to support the branches by paying the principals' and teachers' salaries, and receiving the avails of tuition, it was determined that from and after the 19th of August, there should be the sum of $500 only appropriated to each branch, the principal to be allowed to appropriate the proceeds of tuition to his own use, and to be at the expense of employing and paying ne cessaryl assistants, as well as of meeting all expenses for repairing buildings. The effe(,t of this change was the cessation of the branches at Pontiac, Monroe and Wiles. The remainder continued to flourish and extend their advantages to the places where they were situated. The change, however, enabled the Board to organize a Faculty, and open the main institution. It was not deemed prudent to appoint a full Faculty, and it was not thought to be necessary. A professor of laiguages and a professor of mathematics it was thought, would perform all the duties required for the present, and thus save the Board the expense of the salaries of a chancellor, and other professors. The expense for the support of a full Faculty, was represented to be so disproportionate to the limited number of students at this time, and the expenditure so great, that jealousies might arise and destroy confidence in the Regents. The Regents also doubted whether, with so much uncertainty as to the future means of the Board, under the existing state of things, and with no power whatever, possessed by the Board, to collect actd rmanaye the retenue of the University, or to urge the fiscal officers to expedite or coerce the collection of taxes, it would be possible to induce any gentleman, fully qualified for the office of chancellor, or persons selected for their attainments and worth for the different professorships, to accept of appointments, should they be tendered to them. The Board remark that, The disastrous history of universities and colleges in different States, where the appropriations for their support were dependent on legislative bodies, changing with every year, and no permanent body of trustees or Regents held responsible, and furnished with competent power for the collection and management of the revenue, we fear would have been appealed to, in opposition to all our most sanguine hopes, that such would not be the history of the University. These, and such like considerations, induced the Board to adopt the most cautious and prudent plan, and one which would not be so likely to end in disappointment, and in the rejection of their invitations. Mr. George P. Williams, and Rev. Joseph Whiting, both having been principals of branches, were appointed to the professorships, the former of mathematics, and the latter of Latin and Greek languages; and the 20th of September, of this year, was ordained for the opening of the collegiate department of the University. A preparatory school was also opened, for the reception of such as might wish to qualify themselves to enter the University. The sum of 83 84 $500 was voted to each of the professors, and the use bv each of one of the houses built as residences for the professors, and they were allowed to appropriate to their own use the moneys received for tuition in the preparatory school. The committee of the Board remark, that the affairs of the University had reached a crisis, and one which had been looked forward to by the Board with much anxiety-that it was hoped by them the Legislature of 1840 would have made such changes in the organic law of the University as would have rendered the collection of the funds of the institution more efficient, and given the Board, who had to bear all the responsibility for the well and faithful management of the trust, the powers absolutely necessary for the prompt and punctual discharge of their duties that a communication on this subject, being the unanimous expression of the views of the Board, was submitted at that time to the appropriate officers of government-that they were disappointed in not having action then taken, and that when the Legislature of 1841 required from the Board a prompt report, it was again hoped that the subject would not be lost sight of, but that the Board would have the powers conferred on them, which they deemed so indispensable to the welfare and permanent prosperity of the University. In this too, they were disappointed; and being utterly destitute of all power to look after moneys due to the University, and having but little put into their hands for the last two years, by the payment of interest, the Board had no other means than the proceeds of the loan, negotiated by authority of the Legislature of 18:38. It is due to the Board that their views should be here given in their own language.'Ihey remark that The public expected, and the state of things called for, the opening of the University at the earliest possible period. This could not be done without appropriate and necessary buildings. The board lost no time, therefore, in constructing what, in the commencing of the University, might be necessary. These have been finished, in a style which does credit to the State, and at a very reasonable cost, compared with the excellence, durability and classic taste of the workmanship, and the value of the materials. Moreover, it was required that branches should be organized and supported, and the wants and demands of several interesting sections of the State called for it. The board endeavored, in both respects. to meet the wishes of the Legislature and the expectations of the public. They did not anticipate any embarrassment from the want of means necessary for I 85 the carrying on of the University, until it was ascertained that the interest due on the sales of land, would not be paid, and the action of the Legislature, reducing the minimum price of lands and delay ing the payment of the interest, excited the fears of the Board, that there would not be money enough collected to meet the current ex penses, to pay the interest on the loan, and to liquidate it when it became due. The Board are confident, that had the changes in the organic law, whichl were asked for in 1840 and again in 1841, been authorized, the affairs of the University would have been, not only at this time but prospectively, as prosperous as could be desired. There is much to encourage the Board, and to give the prospect of permanent success, could they but realize the moneys due to the University, and receive the interest regularly accruing from the sales of lands. Should their plans be defeated, to this source only may that defeat be traced. It appears from the statement of the committee of finance, that the resources of the Board for moneys due and receivable during 1842, without reference to the interest due on Uni. versity lands sold during the year 1841, amount to $58,210.62. This sum would be more than adequate to meet all the necessary expenses of the University and branches, to increase the Faculty, if the number of students should require it, to pay the interest due on the State bonds for the loan of $100,000, to purchase a philosophical apparatus, to commence the botanical garden, to erect a laboratory, to contribute to a sinking fund, as well as to meet such unforeseen and contingent expenses as are incident to the commencement of such an institution. The Board fee] a deep solicitude on this subject; for judging from the experience of the two past years, there is but little reason to believe that even the amount necessary to prevent the actual suspension of all appropriations to branches, and the dismission of the Faculty, will be collected during the coming year. Nor can the Board, according to the existing laws, move in the matter, or employ any means, or influence, or agency whatever, for the collection of the funds of the University. It is judged but reasonable, that they who are held responsible to the public, and will be looked to by the Legislature for the faithful discharge of their trust, would be able to know what are their means and resources, and what they may reasonably expect and calculate upon from year to year. It is impossible to give any thing like consistency and permanency to their plans without this.' Already have they been necessitated to derange their plans, and to adopt measures which have involved them in unpleasant difficulties with some in their employ, and which have given occasion to others, unacquainted with the facts, to reproach the integrity and rectitude of the Board. It is understood that payments of money due to the University, are, and will be made in State scrip, a depreciated currency, which, in their judgment, is in violation of the sacred trust reposed in the guardians of education in this State, by the splendid gift of the donors, and which if not arrested and prevented, cannot fail to subject ,the Board to the most ruinous embarrassments. The committee of finance have made some suggestions on the subject of relieving the debtors of the University from a portion of the burthen, resulting from the extravagance of former years, as an expedient tor increasing the annual receipts. But the Board think that the experiments already made on this subject, afford no ground for such a hope, and that the trust reposed in them and in this State, by the government of the United States, as well as their obligations to the community at large, the interests of science, the welfare of our entire population, and the character of Michigan hereafter, and of unborn generations, require a sacred adherence to existing engagements, which may be done without diminishing the resources of the University, or perpetrating injustice or oppression toward any of its debtors. The Board deprecate Legislative action in this matter, and feel persuaded, that a judicious investigation of the entire relations and responsibilities of the Regents, of the claims of the community for the best disposal of the munificent grant of the United States for the purposes intended, and of the immense importance and necessity for such a trust to be totally disconnected from and unembarrassed by any party political action whatever, will convince every unprejudiced mind, that these funds should be deemed sacred; and while the Board should be held, at all times, fully responsible for the right and best management of them, in carrying out the design of the donor, they should be furnished with the powers essential to the discharge of such duties and responsibilities. The history of all collegiate institutions, in this country, dependent immediately on the State, has shown, that they have never prospered, as long as they have been subjected to the influence of desultory legislation, of the uncertainty from year to year, whether any system adopted by one Legislature might not be changed by the next, and of the want of an efficient board of trustees or Regents, of sufficient permanence, and possessed of adequate powers, for the responsible care and management of their interests, both literary and pecuniary. The establishment of a collegiate institution in a free State, and the conducting of its interests, should ever be upon liberal principles, and irrespective of all sectarian predilections and prejudices. Whatever varieties of sect exist in these United States, the great mass of the population profess an attachment to CHRISTIANITY, and, as a people, avow themselves to be CHRISTIAN. There is common ground occupied by them all, sufficient for co-operation in an institution of learning, and for the presence of a religious influence, devoid of any sectarian forms and peculiarities, so essential, not only as the most efficient police, but also for the development and formation of the most valuable traits of youthful character, and of qualifications for future usefulness. Experiments, made in other States, by catering to the morbid prejudices of sectarians, have only embarrassed the institutions of the State, and matured the growth of numerous and rival colleges, avowedly sectarian. Attempts made to exclude all religious influence whatever from the college, have only rendered them the sectarian engines of an atheistical or infidel party or faction, and so offended and disgusted the majority of the population, agreeing in their re 8 6 87 spect tbr a common christianity, that they have withdrawn theirsupport, confidence and patronage and left them to drag a miserable existence, till they invoked the presence and influence of the christian religion in them. The only security that can be had for the avoidance of sectarianism, and the necessary and desirable influence of christianity, in the conduct of a collegiate institution, intended to be the common property of the State, is to be sought in the character and principles of the men who are placed over it, and held responsible for its administration. There are men to be found in all the different christian sects, of sufficiently expanded views and liberal spirit, and enlightened minds, devoid of the spirit of bigotry, and narrow prejudices of sect and of party, that can be selected and deputed to such a work, whose public spirit and philanthropy, and whose love of country, and attachments to the interests of their State and its entire population, will always furnish the best and only true guaranty against the evils of sectarianism. The Board are happy to state the fact, without meaning, in the least to commend themselves, that while they consist of gentlemen from almost, if not all, the principal christian sects in our State, there has nothing occurred, in their individual intercourse, their deliberations or debates, or any of their official acts, which hlas ever elicited occasion for the expression, or even the existence of jealousy and suspicions, growing out of sectarian prejudices or attachments. As to the local policy and administration of the University, it was judged best by the Regents to avail themselves of the advantage of experience, and not to draft any very extensive code of laws, such as the University might need, when its course became more extended. A few general laws, capable of application by the Faculty to all the exigencies of the government of the institution, in its incipient condition, were thought to be preferable in every respect, to more detailed and mirute legislation, prospectively to meet contingencies which might not be realized, and which experience, ere they would arise, would require to be modified. "Much," say the committee, "in the early age of the institution will depend on the wisdom and fidelity, the prudence and zeal, the vigilance and energy, the industry and discernment of the Faculty." The schedule of studies adopted, may be found on page 388, of Joint Documents of 1852. The report of the Faculty shows that there had been, during the current term, thirty-one students, pursuing studies preparatory to the University course. The amount of previous attainment required as much as was required by the best colleges in the United States. In relation to this subject, the Faculty makes the following remarks.: 88 Assuming that the object of the Board of Regents is to furnish to the youth of our State an opportunity of acquiring a superior education, we have considered mental disctpvline and mental furniture as the two great points to be kept in view in the arrangement of studies, the selection of text books and the method of instruction. Although the latter of these two points may never be lost sight of, yet the former seems to require special attention in the early part of the academic course.. In this part, therefore, those branches of stud are prescribed, and those methods of instruction pursued, which seem best adapted to form in the student habits of fixing the attention, directing the train of thought, analyzing with nice discrimination, balancing carefully evidence presented to the judgment, and arranging and systematizing the knowledge acquired by the memory. The study of ancient languages and of pure mathematics, therefore, occupy the greater part of the first two years of the course. The recitations and exercises in these branches are conducted in a manner that is designed to throw the student as much as possible upon the resources of his own mind to rouse his individual energy, and to give those habits of mental activity without which the best apparatus of libraries and scientific collections can do little more than afford the means of idle amusement. We are of opinion that the text books named in our schedue of studies for the first two years, should, so far as the department of languages is concerned, be regarded as indicating rather the amount of such languages to be read in the proposed time, than the authors whose works are to be read. For, while there are certain authors of such acknowledged excellence in both the Lstin and Greek languages, that no man of liberal education should be unacquainted with their writings, there are others among those ordinarily read in colleges in this country, whose claim to preference is by no means such as to warrant their exclusive use. Nor do we see any sufficient reason for requiring each class to read precisely the same authors, whilst some variety in this respect might promote the taste for classical learning. We, therefore, respectfully suggest to the committee that this matter be left subject to such arrangements, from year to year, as the progressive standard of liberal education in the country shall require. Natural history has been inserted in the list of studies of the first two years, under the impression that, with the means provided for this purpose, the subject might be commenced early in the course, with advantage. Besides the knowledge that would be acquired, it would serve to vary the objects of attention for the student, and could be made valuable as a means of forming habits of classification and arrangement. We are aware, however, that a knowledge of the principles of chemistry must precede any attempt to give thorough instruction in natural science. The University lands remaining unsold at this date amounted to 36,000 acres. The COMMITTEE ON EDUCATION of the House of Representatives, through Mr. CRARY, reported during the session of the Legislature 89 of this year, in relation to that part of the Governor's message and report of the Regents under the joint resolution of the Legislature of 1840, which related to changes in the organic law establishing the University. In relation to the care and disposition of the lands granted to the State for the support of the University and of moneys accruing from their sale, the committee reported that by present laws they were to be deposited in the treasury and then loaned by the Superintendent; that the accruing interest was paid into the treasury and passed to the credit of the University fund; that the Regents from year to year had had the avails of the intqrest and the rents of the land, and that if these were not sufficient to furnish the necessary means for putting the University into operation, it was better that present embarrassments should be submitted to rather than any change be made in the law; that the change proposed would give the Regents power to expend not only the interest and rents. but also the principal of the fund. The second change proposed by the Regents related to the Superintendent of Public Instruction, and proposed to strike out those sections of the law which connects his duties with those of the Regents, viz: that of appointing a committee of visitors to make an examination into the condition and state of the University, and reporting to him, suggesting such improvements as they might deem proper, &e.; and also proposed that instead of making their annual report to the Superintendent, exhibiting the affairs of the University, it should be made directly to the Legislature. The committee upon this subject remark: That they see no good reason for the change. The law places the Superintendent at the head of Public Instruction. He is as much the Superintendent of the University and its branches, as of the primary schools. This was the design of the constitution, and if carried out by legislation, will make our system of Public Instruction one of harmony in all its parts. With these views, the committee do not deem it advisable to concur in the recommendation of the Regents. The report was adopted and the committee discharged from the further consideration of the subject. Mr. FEssENDEN, from the educational committee of the House, made a report upon the subject of the primary schools, announcing that the committee had given the subject full consideration, and were 12 unaninously of the opinion that an entire revision abed condensation of the ennactments relating to primary schools was imperiously demanded by the wants, if not the wishes, of the people. Of the report of the Superintendent they say that " it contains many valuable hints and suggestions, while it abounads with statements showing how obnoxious the whole system, as it now stands, is to ths censure and complaint of all interested in the success of schools." The commnittee were anxious to revise the law, and to incorporate in it the system of taxation, but despairing of success in perfecting it at this session, tiey concluded to propose but few changes in existing enactments, indulging the hope that a succeeding Legislature would carry out their views, and mature a system, the leading features of which should be TIE TAXATION 0' PPRORER.TY for their support. An act was passed this year making the schools of the city of De troit public and free. It provided for a consolidation of the city, into one district, and placed all the schools under the direction and regulations of a Board of Education. The school inspectors, twelve in number, elected under it, together with the mayor and recorder, were created a body corporate, under the name of the Board of Education of the city of Detroit. It had power and authority to purchase school houses, apply for all moneys appropriated for school and library purposes, to make by-laws and regulations relative to all subjects connected with the schools, or to any thing whatever which might relate to the interest of education in the city. It had authority to levy a tax not exceeding $200, to be collected like other city taxes, for the purposes of a library. The Board was authorized also to levy a tax on the real and personal property of the city, not to exoeed a dollar a scholar, for every child ia the city between the ages of five and seventeen years. 1843. EXTRACT FROM GOV. BARRY'S SECOND MESSAGE. . The promotion of science and literature deserves your fostering support. The happiness of all political communities, in an eminent degree, depends upon the intelligence of their inhabitants. Where ignorance prevails, vice and misery predominate. In a free govern 90 91 ment, if rulers be abandoned and profligate, it is because vice reigns among the people. Universal education is the only sure basis on which republican institutions can permanently exist. If we recur to history, whether of ancient or modern times, the examples we there find confirm this important truth. An ignorant, a degraded and an immoral people would be neither prosperous nor happy under a free constitution. Their ignorance would prevent them from understanding, and appreciating their rights, and their degradation and immorality would make them fit tobls for demagogues more wicked than themselves. ~ * * Education should not be restricted toafew, or to a favored class-the mass of the people produce the wealth and constitute the strength of the body politic, and to them should instruction in all useful branches of knowledge be extended. * * * Among the subjects theft are likely to engage your attention during the comning session, that of COIMON SCHOOLS is, perhaps, second in importance to no other. These primary institutions constitute the only sure medium by which the education of all can be secured. The enactments on this subject, ab(,ve all other subjects, should be certain. definite, and easy to be understood. Such, however, is not their condition, and an entire revision is required. * * Without assuming to dictate in regard to the details necessary to give efficiency to the system you may adopt, I may be permitted to suggest that provision should be made for the establishment of SCHOOL LIBRARIES, as numerous and extensive as the means devoted to that purpose will permit. The IUniversity] fund is embarrassed by anticipation of its revenue. A loan ol $100,000 has been made on its account, for the payment of which and accruing interest, the fund is pledged; and this is calculated greatly to impair the present usefulness of the institution. The money has been expended, and except the buildings at Ann Arbor, and the library and apparatus they contain, little or nothing remains to show the usefulness or beneficial results of its expenditure. The facilities and inducements for study at the University are not excelled by those of any other similar institution of so recent establiohment, and in some of the sciences, particularly that of natural history. greater advantages are afforded than elsewhere can be had in the United States. The office of Superintendent of Public Instruction is created by the constitution, and if the obvious meaning of that instrument be carried into effect, its incumbent should be required exclusively to devote his attention to the superintendence of public education, while duties, wholly fiscal in their character, should be assigned to other officers, to be designated by law. REPORT OF SUPERIMNDENT. The report of this officer, [Franklin Sawyer, Jr.,J embraces the fol'owing account of the condition of the school and University funds. 92 From the time of the first sales, July 5, 1837, to the first of December, 1842, five years and five months, 78,436.76 acres of school land have been sold, at an average price of nine dollars and a few cents per acre, for $711,404 85; and 13,0i3.53 acres of University lands, at an average of $16 94 and a fraction, fom$220,496 05. Of school lands, 19,328.09 acres, which sold originally for $240,004 35, or $12 43 and a fraction per acre, have been forfeited for non-fulfillment of contract; also 3,422.10 acres of University lands, which sold originally for $77,293 92, or an average of $22 29 and a fraction. Of the perfected school lands, 10,202.57 acres have been resold, at an average price of $7 52 and a fraction, for $76,769 54; and of the forfeited University lands, 969,38 acres have been resold, at an average of $14 35 and a fraction, for $13,914 95. By virtue of the appraisement, or reduction act of 1842, 26,117.38 acres of school lands, which originally sold for $287,930 87, or an average per acre of $11 02; and 3,936.91 acres of University lands, which originally sold for $87,504 59, or $22 22 and a fraction per acre, have been reduced in price. Purchasers of the former have already been credited $101,770 47, and of the latter $34,651 17. The reduction in school lands has averaged about thirtysix per cent., and on University lands, very nearly fifty per cent. of the price contracted to be paid. At the present minimum, the unsold school lands are worth $5,000,000, and the unsold University lands, $418,550 28. Added to present amounts, the result stands as follows: School lands sold ------------------------ -..$474,632 73 unsold --------------------------— 5,000,600 00 University lands sold,.......... 137,167 74 .'unsold, -----------------------— 418,550 28 Total, —-- -----------------------------— $6,030,350 75 School fund. —------------------------------ $5,474,632 73 Interest at 7 per cent., -------------------------— 383,224 29 University fund, --------------------------- -— 555,718 02 Interest at 7 per cent., --------------------------- 38,900 26 The Superintendent remarks, in relation to the above, that these are results on paper-that it was not expected the school fund will realize what it thus exhibits, and yet that it was a singular fact, connected with these chance locations, that a very large proportion, as examination had proved, belonged to the choice lands of the State. As the University lands were selected, they were not expected tolfall much below the estimate. 93 The agcrregate amount originally contracted to be paid for school lands, had been reduced by forfeitures and relief-legislation, from $711,000 to $474,000; and for University lands from $220,000 to $137,*0, The interest on the former, which upon the certificates issued would have amounted to nearly $50,000 annually, was sunk to $33,000, and on the latter, from $15,000 to $9,000. The 78,000 acres of school lands, once sold at an average price of $9 an acre, and the 13.000 acres of University lands once sold for nearly $i7, had thus dwindled down to $69,000 and $10,500, at average prices of less than $7 and $12 50. The too high prices of other years, sad reverses of fortune, and the consequent failure to fulfil contracts, encouraged by hopes of annual relief, were the causes which, in, the opinion of the Superintendent, had placed our educational funds in their present condition. The attention of the Legislature was called to the report of the Regents, and to the first report of the BOARD OF VISITORs appoindte by the Superintendent. The policy of their views touching the, finances, and the power asked for by them of controlling the fiscal operations of the University, met with his unqualified confirmation. In his opinion the Regents were not merely the immediate guardians of the University, but in the enlightened estimation of many, virtually the trustees of its fund's. It was argued that they were a corporation, and as such subject to responsibilities that ought by no means to exceed the resources within their own control; that if more immediately connected with the finances of the University, they could act more' understandingly, more economically, and consequently with greater satisfaction to themselves and the public. The first BOARD or VISITORS appointed, consisted of the following gentlemen: Hon. Samuel W. Dexter, Samuel Denton, M. D., Rev. F. H. Cumming, Hon. Henry Chipman, and John L. Talbot, Esq. The recommendation by this board of the immediate appointment of a chancellor, accorded with the views of the Superintendent, and of this he observes, that "if for the contemplated appointment of a nlew professor, that of chancellor were to be substituted, the peculiar qualifications required for that station would enable him to take charge, for some time at'least, of the department of bellesletters and: moral science. This course would fully organize the institution, give it the appearance and dignity of a University, contribute to its stand ing abroad, concentrate its means of usefulness, and obviate the ne cessity and expense of a new professorship at this time." THE PRIMARY SCHOOLS. Reports were received from twenty-nine counties, embodying re ports from 355 townships The township reports returned 2,312 districts; and of this number, 1,656 reported, leaving 656 from which the school inspectors received no reports. The whole num ber of children between the ages of five and seventeen, was reported to be 54,790; under five and over seventeen, 10,081; attending dis trict school, 56,173; private schools, 3,196. The number between five and seventeen, belonging to families, using habitually any other than the English, was 1,019; and the number of all, ages belonging to such families reported at the district schools, was given at 7,665. The number attending school, where books not in the English language were used, was 160. The French and German adults who could read their own, but not the English language, were reported to number 26(). The amount of money actually raised in the districts was $38,259 61-received from the school inspectors, 813,396 26; for libraries, $101 96. A table, showing. the returns of the previous year with those of the present, was prepared by the Superintendent, the- inportance of which will be appreciated upon examination, as furnishing material and valuable data to the Legislatures, to the office of Superintendent especially, and to the public generally. The preparation of this table was the means of discovering serious defects in the system, among which was the partial and unequal distribution of the income of the school fund. The table itself, and the conclusions of the Superintendent, are therefore given at length, as follows. YEARS..X Z X _ 1841. 28 209422,330 2300 1486 470661 42497 8757 2807, 4569 1762 1842. 29 210345135r,231211656 547901 460921 10081 31961. 86985502 Difference 923 25. 12 170 77241 3595 1324 389! 41293740 1, 94 4 VI 95 The foregoing table presents many important facts, from which inferences no less important may be deduced. But the first thing worthy of notice is an apparent disproportion between the population as given by the national census and that in the table between 5 and 17 years. This 4may accord with fact; but as returns are not under oath, and powerful inducements exist to swell the number between those ages which determine the amount of public money going to a district, it may do no harm to inquire into its probability in all cases. The population in 2,300 districts is, in round numbers, 210,000. The children between 5 and 17 in 1,650 districts is reported at 54,400. In the 650 districts not reporting, being more than one-third of the number reporting, must number, even after making proper allowances for sparse population, at least one-fourth as many, or 13,500. But put it at one-fifth, or 10,800, and we have, in the 2,300 districts, 64,800 children between 5 and 17, or nearly one-third of the entire population, youthful and adult. Can this be so? A table has been carefully compiled from the national census returns for the purpose of showing, at least, good reasons for doubt. The 29 counties reporting were taken. And, supposing the 2,300 districts to include all in those counties, they contain 54,400 persons between the ages of 5 and 15, and 21,600 between 15 and 20. If we take two-fifths of these last, or 8,600 as the probable number between 15 and 17 we shall arrive at something like the following result: Children between 5 and 17 in 1,650 districts, as reported, ----------......... 54,700 Children between 5 and 17 in 650 districts, as estimated, —-------- --— 10,800 Children between 5 and 17 by the U. S. census, 54,400 "6 i" 15and 17,as estimated,.. 8,600 63,000 Difference, ----------—... 2,50) Now, this result will not appear very strange, when it is stated, as a fact susceptible of proof, that the entire number of children between five and seventeen, residing in a fractional district composed of parts of adjoining townships, have, in more than one instance, been returned to the inspectors of each township, thus doublingt trebling, or quadrupling the aggregates in that district, and in this way laying the foundation of a most unequal and unjust apportionment in the particular district or township. An alteration of the law, requiring every director to return his census under oath, to the district board, long enough, say five days before the annual meeting, to have it read and corrected at such meeting, and the annexation of every fractional district, for all school purposes, to the township having the school house, or in which a majority of the district board reside, will preclude all possibility of the glaring injustice alluded to. The above table also pr esent s fact s to chee r the hearts, a nd, at the same time, to mortify the pride, but, in each case, to stimulate 65 i 509 I the zeal of all who seek to exalt the character of the State by means of its common schools. It is cheering to know that even one county has come up to the work since last year; still more cheering to find twenty-five additional towns in the field; and most cheering to hail an accession, in a single twelve month, of 170 districts, organized for vigorous and permanent action. All this is cheering; for every new influence, however silent in its approach, or imperceptible in its operation, becomes, like unseen particles of heat falling upon the cold earth, appreciable in the power of its great results. It is gratifying, moreover, to be able to say, as the above table authorizes us to say, that, in addition to the number reported last year, more than 3,000 children of legal age, and one thousand and three hundred under and over that age, have found their way to school. But there is also something in that table to mortify State pride-something to chill the public heart for a moment at least. Notwithstanding this proud array of counties, towns and districts, standing at the outposts of our school system, like sentinels on duty, we have only to pass watchword, and cross the lines, to find mutiny glorying in its partial success. For what but mutiny among the people shall we call that state of things, which prevents 5,000 children or more from ever looking into a school house? Yet that table exhibits such a state of things. Last year, in the districts reporting, only 4,500 children were kept from the district schools, and only 1,700 from any school; but this year, with an increase of 170 districts, while 8,600 have not entered a district school, 5,500 have been permitted to run wild in the street, or to vegetate, like so many noxious weeds, at home. This is the dark side of the picture; and is held up to view, that in admiring the brighter side, on which are painted the happy and almost speaking countenances of 59,000 children at school, other thousands, with destinies as immortal as their prospects are forbidding, may not be forgQotten. Another subject to which the Superintendent bestowed his atten. tion was the irregularity of attendance of scholars at the schools. In his opinion, correctly formed, next to the establishment of schools and employment of teachers, was' the great object of securing the greatest amount of attendance, compatible with the means attained. Occasional attendance can never meet the intentions of any system. Local statistics were not at hand, to furnish correct informa tion on this point, but the Superintendent inferred a necessary state of things in our own State, from data furnished by other States, that made daily registers as indispensable in their schools, as books, blackboards or other things of utility. The annual report of the Secretary of State of OHIO, represented this.year 137,870 children as enrolled in the public schools. Of these, only 51,514, or less than two-fifths, on an average, attended school daily, for the term of three and a half months. 96 97 CoNNECTICUT, in 1840, had 85,000 children between the ages of four and sixteen. Of these, only 65,000 attended the common schools. To these were added about 6,000 under and over the legal age, making 71,000 in attendance. On careful examination of the register, it was found that of this number, only about 44,505, a little over three-fifths, attended regularly during an average term of eight months. MASSACHUSETTS, acknowledged on all hands to have a better system of Public Instruction, and more good schools than any other State, in 1842 reported 171,000 children of the legal age. And even in that State, the average attendance in summer schools was only 89,000, and in winter schools only 107,000-being an average during eight months of 98,000, or a little more than one half. NEW YORK, whose school children alone doubled our entire population, cannot be cited, because the reports from that State do not embrace the requisite statistics. The city of New York, in 1841, reported 40,000 children, and an average quarterly attendance of 25,000, and 16,000 during the year. In view of these facts, the Superintendent asks, if it is a concession on the altar of State pride, after making allowances of any and every sort, to say that not more than one half of our school-attending children are in the habit of attending regularly, summer and winter? Another subject of importance to the progress of education, and the present and future wants of the school system, was presented in relation to the distribution of the income of the fund. The Superin. tendent says: It certainly was an object of the constitution, in emphatically enjoining upon the Legislature the establishment of three months' school in every district. and in appropriating funds for that purpose, to secure to every child in the State, the best common school education attainable in that time, and with that money. It never was desed that such money should be scattered broadcast, over the State, and left to fall indiscriminately upon the deserving and the undeserving. Nor is it just that those who neglect to provide schools, or having provided them, to secure thle greatest amount of attendance, should have an equal share of the fund with those who do their whole duty in the matter. Take two adjoining districts, for instance: In one the children attend school punctually and regularly-in the other the reverse. Each exhibits a census of fifty children, between the legal ages, and each keeps a school open three months. The teacher registers the daily attendance, strikes the weekly average, and at the close, that for the term. In one district the average is fifty-in the other twenty-five; yet by the present ratio of distribution, every child reported in each district, gets fifty cents. In one case, $25 has gone to educate fifty children-in the other, only twenty-five children. Those who, by an effort worthy of all praise, have done what 13 98 the constitution exacted of them, draw only the amount awarded to the neglectful district. Suppose the district sending scholars only one-half the time, had drawn but $12 50? The other $12 50 wrongfully withheld from the faithful district, would have enabled it, by continued fidelity, to prolong its school six weeks. Apply the principal generally. The 8,000 children who never go near a school house, draw into their respective districts just as much of the $33,000 in proportion to their numbers, as the 46,000 who attend; and of these, the 23,000 irregular scholars draw just as much as the 23,000 regular ones. Such is the picture drawn of the injustice that any considerable degree of non-attendance, or irregular attendance, works to the deserving districts, to say nothing of the injustice of a higher and more intellectual character. Of course, allowance must be made for the embarrassments of a new State-but this necessity is of itself a monitor of our increased responsibilities. Notwithstanding this, there was a brighter side. This year had a decided advantage over those that preceded it. Twenty-two districts had kept up schools over ten months, and forty-eight about nine months; in addition to the public moneys they had raised upwards of $5,000. Of 3,629 children living in the districts between the ages of five and seventeen, 3,437 had attended public schools, and the rest private schools. From a second table prepared this year by the Superintendent, it appears that out of 958 districts, 583 had supported schools only three months, fifteen less than three months, and ninety-seven had hlead no schools. Up to this year, the condition of our primary schools had only been ascertained by the legal returns. Entertaining the idea that barren statistics but partially facilitated investigation, the Superintendent issued a circular to the school inspectors, similar to that sent to districts the previous year, asking for detailed information. The object was to obtain, by a more familiar process, as exact a picture of the operation of the system and the condition and prospect of the schools as could be drawn by officers executing the one, and more or less in contact with the others. The object was accomplished but partially. Many inspectors neglected to furnish the information sought, probably deeming the labor extra official, or the solicitations too unimportant. The replies which were received were full of detail and to the point. Many inspectors not satisfied with mere cate 99 gorical replies, enlarged upon the subject, with good feeling, clear ness and force. The materials thus furnished develope the conflict ing no less than the coincident views of the people. The topics dis cussed were, generally, teachers' wages, school houses, black board exercises, the comparative economy of public and private instruction, moral training and religious culture, uniformity of books, the operation of the system, and the policy of taxation to support schools. Tke highest monthly wages paid to male teachers in 44 townships was $14 28; the lowest $11 53; the highest monthly wages paid to female teachers, $5 72; the lowest, $4 29. "It may be asked emphatically," says the Superintendent, wvhat man will think of qualifying himself to become permanently a school teacher with such prospects ahead, or what female, with visions of usefulness and happiness painted upon her imagination, can be induced to study teaching as an art? Is it true that in Michigan, liberal wages make good schools?" To test the question, the Superintendent referred to the statistical information derived from answers to his circular. It was ascertained that the highest amount paid for teachers was $19 per month. Of this district, the school inspectors said: The condition of our schools is probably better than most of the other towns in this county, having had for the most part, teachers very well qualified-instruction and discipline good. The next highest amount paid was $18 per month and board, to males, and $6 to $7 to females. This district was in a new county, (county of Shlliawassee,) sparsely settled, but in spite of the embarrassments incident to their position, the school inspectors said: Notwithstanding all the obstacles, we have some good schools, and many are beginning to see the difference between a good and a poor school. The children attend regularly and punctually. Another township, in a more densely settled county, paid its teachers from $10 to 816, and from $4 to $6 to females. The inspectors said: There is not much improvement, either in the qualification of teachers, kind of instruction, discipline, nor in any other respect. Another township, nearly at the foot of the table, paid to male teachers $9 per month. The inspectors said: The failure has been in a want of ability, either to govern or instruct. Services of teachers are not sufficiently estimated. 100 The inspectors of another district, paying $i I per monthl, said: The remark will hardly admit of an exception, that all, who are in fact most interested in schools, are governed by mistaken and shortsighted views of economy-cheapness or low wages, too firequently constituting the principal qualification of teachers employed. * * Persons employed as teachers, with hardly anl exception. are persons who engage in teaching as a present expedient, not as a permanent business. They are, as a consequence, but little interested in anything but the receipt of their wages. These are solitary extracts from a large amounL of information, verifying the aphorism, that p' as is the teacher, so is the school-and as is the pay, so is the teacher.', "It is enough," says the Superintendent. in concluding this subject, " to say, that however gratifying may be the fact of an average increase in the number of schools, and of the length of time they have been kept, the average reduction of teachers' wages indicates a gain of amount, not of the quality given." IPRIVATE SCHIIOOLS. Five thousand nine hundred and sixty-seven children were reported at this time as attending private schools. Of these the Sn perintendent observes: It is altogether fair to presume that, if the public schools could be forced up to the standard of the private odles, the latter would, as a general thing, cease. Such an event has actually happened in some towns of this Union, and there is no very cogent reason why, under like circumstances, it might not in Michigan. So long as the people neglect their own schools, they have no right to complain, if those, who now sustain private schools, continue to contribute largely to that purpose. In this country, notwithstanding schools may be and are supported by the government, there can be no law compelling parents to educate their children in them. Such a law would violate individual rights. At the same time, it cannot be doubted that the distinction between public and private schools generates other and more odious distinctions; and, where that distinction becomes marked and permanent, that it occasions those grades in society which result in so many evils, both of feeling and conduct. No engine of despotism is so potent as that of knowledge over ignorance; and, on the other hand, there exists no surer indication of freedom among the people, than the universality of education, vigorously sustained. The kingdom of Prussia, so much exalted at the present day, for its en. lightened population, is'no exception to this remark. The monarch now upon the throne, is as enlightened as he would make his people; but it is well known, that the character of the instruction given to them, is, in its details, nicely adapted to their condition as the subjects of a despot. Even if it were true, as many suppose, that hiL 101 thousands of teachers are free to educate freemen, yet continued ac quiescence in the existing form of government, proves only their at: tachment to the despot, not to his despotism, and that any attempt by future kings to exercise powers, now merely on parchment, will develope in the people an energy and concentration of resistance that universal education alone can prepare them for. No people on the face of the earth can be so free as those among whom education, rightly conducted and rightly valued, is most equally and generally diffused. It becomes, then, a question of intense moment, how far the people of Michigan, in withholding the proper stimulus from their own schools, and thus giving it to their more successful rivals, are sapping the foundation of that very liberty and equality in which they glory. Another consideration, in this connection, is the comparative economy of public and private instruction. On this point, one or two facts must be conclusive. Last year, it was ascertained that at least 1,850 children resided within the corporation limits of Detroit; and 27 private schools were then in operation. These schools educated 714 children only, at an average price of $18 each, and an aggregate of $12,600 a year! Between four and five hundred children attended no school. Then, no public school in fact existed. Last winter, an act was passed, giving the Common Council power to raise an annual tax of one dollar for every child, between 5 and 17. The amount realized under that act, says the Secretary of the board of Education, is $1,800. This liberal sum, paid by a people whose taxes otherwise amount to one-half of one per cent upon their assessments, with $530 apportioned to the city out of the school fund, educates, at least six months in the year, more than 1,000 children, who, before the establishment of free schools, were dependent upon high priced private schools, generally beyond their reach, or upon the precarious means afforded by the poorest kind of district schools, open but a small portion of the year in some wards, and in others not open at all. The six summer schools, under the new system, taught by females, registered nearly 700 children, and the winter schools at the time the board made the report, had registerd about 400, with a prospect of 600., Better still, nearly that number was in regular attendance. Last year, as appears from the returns in this office, only 418 children of the legal ages attended the district schools! Here, then, is the astonishing fact, that, in the city of Detroit, while only 418 children between 5 and 17 years, or only 687 of all ages, attended the district schools under the present State system, not less than 1,100, certainly, and 1,300, probably, have been educated injiee schools. But, more astounding still, while it costs nearly $13,000 to educate 700 children in private schools, it has only cost $2,300 for six months, or $4,600 for a year, to educate at least 1,000 in the public schools!.~ow, every child in the city can be educated; then, only 700! and it costs $8,000 less to educate the whole than it did to educate oie-third! Taking the 5,867 resident children of the State who had attended primate schools, the average tuition out of Detroit and Ann Arbor 102 was estimated at about $6,000. This sum would have supported, at $13 each, about FOUR HUNDRED AND SIXTY primary school teachers for one month, or one hundred and fifty-three for three months. And taking as many districts, with an average of fifty scholars each, it would have educated nearly EIGHT THOUSAND CHILDREN in them, three months. It was the opinion of the Superintendent, supported by facts, that the entire population could be educated in common at far less expense than any portion of them could be in select schools, and that it was time that public opinion should set itself in that direction, which could alone exalt the people's schools to the position usurped and held by intelligent and hence more dangerous rivals. A draft of the revision of the school laws, embodying what was believed to be the necessary provisions, was submitted to the Legislature. It provided that common schools should be supported by the income of the school fund, a State tax of one mill on the dollar, and such other sums as might be voted in the district meetings; it prescribed the branches that should be taught, the books that should be excluded, defined the mode of distributing the public money; provided for county Superintendents; devolved the duty of examining teachers upon the inspectors, and regulated the reports from fractional districts by directing their annual reports to the township where the school house was situated. Sites were proposed to be selected by the inspectors; their financial duties thrown upon the township treasurer; and made it the duty of the inspectors, in conjunction with county superintendent, to select and purchase books for the libraries. The possible dissolution of a district was carefully guarded against, the qualifications of voters prescribed, and also penalties for neglect of duty on the part of officers. The school laws of different States had been consulted in making the draft and such provisions adopted as seemed to be adapted to our,circumstances. The Superintendent concludes his remarks by suggesting that school laws to be popular and permanent should be sent in pamphlet, and with every requisite form in blank, to the officers of districts, and that all amendments from time to time, indispensable to meet unforeseen difficulties, should be made known in the district as soon as may be after their adoption, laws becoming in this way intelligible and easy of execution and a vast amount of litigation and expense avoided. 103 In reviewing the labors of the first two Superintendents, to whom had been confided not only the duties which pertained to the system of Public Instruction, but the management of the educational funds, it is apparent that the complete accomplishment of all the labor devolving upon them, was accompanied with unceasing diligence and devotion on their part, and their literary labors distracted by duties inconsistent with their performance. It devolved upon the first of these to devise and prepare a system of Public Instruction and put it into operation. This was a great and responsible task, to the performance of which, it may be seen by a review of his labors, he devoted himself with assiduity, care and judgment. That it was, or could be perfect, no one-not even he-ventured to expect. His successor [FRANKLIN SAWYER, JR., a summary of whose last annual report is now just concluded,] entered upon his duties, comprehending the vastness of the educational scheme laid out by the framers of the constitution-the wide and varied scope of the system devised by his predecessor and adopted by the Legislature; conceiving the immense importance of a thorough acquaintance with the nature of that system, its adaptation to our wants and its power to produce the greatest amount of good results, and bestow most widely the greatest amount of benefits; appreciating the necessity of a supervision embracing the whole system, in its general and widest sense, and in the minute details of its practical operations through all its various agencies, and in all its different channels. The work of his hands was all important in its bearings upon the future educational career of Michigan, and conceiving it to be so, it occupies no small space in the present compilation of the origin, progress and condition of our system of Public Instruction. He has been the first among those who have been successively placed at the head of that system, who has been called by Providence from the scene of his earthly labors. He is beyond the reach of worldly praise or blame; but it is conceived to be due to his memory, that his untiring industry and unchanging fidelity to the interests of education in our own State, should be made the subject of faithful record —a source of gratification to those who cherish the recollection of his services in life, and a memorial as well as an example to those who have been and who will continue to be recipients of the benefit derived from the faithful performance of his PUBLICDUTIES. 104 ITPORT OF T{B REGE-T5;. The condition of the University at this time was the subject of deep and painful interest. In their last report, the Regents had announced the organization of a Faculty, and the commencement of a collegiate department, with the prospect of as large a share of success as could rightfully have been anticipated during the first year of a new institution. That prospect, the Regents remark, has been fully realized; but they also say, That for several months after the commencement of the year just expiring, there seemed to settle around the affairs of the University a deep and thickening gloom. The circumstances of the Board were made known to the gentlemen appointed professors, and also to the principals of the branches; and they have cheerfully and promptly expressed a willingness to endure privations and hardships, as long as there might be hopes of ultimate success, in getting the University under way; yet the moneyed concerns of the Board became much more embarrassing and perplexed than they anticipated, insomuch, that for a season it seemed as if the entire and absolute cessation of all instruction in the University proper, and in its several branches, must speedily take place, and the gentlemen employed by the Board, be advised of the necessity of seeking some other sphere fortheir useful labors. The'circumstances which had brought about this result, it is due to the Regents and the people, should be detailed at length, and they are given in the following extract from the report of the Board: The amount of available funds in the treasury, at the time of the last report, was but $1,721 91 in State scrip, nominally equal to the amount of outstanding warrants, and proved by subsequent settlement to be less by one-half The moneys due for interest on lands 0sold previous to 1841, amounted to $58,210 62, a sum far more than adequate to meet all the necessary and contingent expenses of the University and of its branches, to pay the interest on the loan of $100,000, to purchase philosophical and other apparatus, to commnence a botanical garden, to erect a laboratory, and additional buildings, now imperiously needed, and to contribute to a sinking fund. The fear was expressed that, judging from the experience of the two preceding years, there would scarcely be received an amount sufficient to prevent the suspension of the bianches, and the dismission of the Faculty. Still, it was hoped, if we could struggle through a few months, the treasury would be so far replecnished as to prevent such a result. The legislature designed to administer relief to the purchasers and settlers of the University lands, postponed the period for the payment of interest due till March, 1842, before which, it was intimated, the Superintendent would not collect, and would be unable to pay, 105 any thing to the relief of the board. It was also thought doubtful, whether, even after that date, there would be sufficient collected and paid over to the board, to meet the interest on the loan, viz: $3 000, flling due in January last, and the farther sum of $3,000, falling due in July last, besides the necessary current expenses. Under the influence of such prospects and fears, the board ear nestly desired that the attention of the Le,gislature should be given to the subject, and that such changes might be made in the organic law as would secure more efficiency, and are indispensable to the permanently successful discharg& of the duties devolving on them, and to the management of the interests of education entrusted to them, especially as the subject had been brought before the Legisla ture, both of 1840 and 1841, with hope of more definite action. The board are under the necessity of again calling the attention of the Legislature to the subject, and of urging such further legislation as may be necessary to give the requisite powers and efficiency to the Regents that they may mneet the expectations which the public enter tain from them. It is owing to the zeal and measurable success of the Superintendent of Public Instruction, beyond what was anticipa ted, that the institution has been enabled to continue, during the past year. Of the $58,210 62, due and reeivable, during the past year, there have been but $9,946 45, received by the Treasurer of the State, leaving a balance from the last year yet due, of $48,264 17, whichl, in addition to the amount of $14,000 00 more, falling due in 1843, will make the total sum due to the University for interest $64,264 17., Of the sum of $10,146 45, received during the past year by the treasurer of the board, there have been paid six thousand one hundred and fifty dollars, for interest and expenses of transmission, due on the loan of $100,000. Three thousand nine hundred and ninety-two dollars and ninety-six cents for the necessary and contingent expenses of the University and its branches. The expenses of the board for the ensuing year will be, interest on loan and expenses of transmission, $6,150 00. Expenses of University including Professors' salaries, preparatory department at Ann Arbor, and estimated contingencies of the University, and of its branches, $2,550 00; total, $8,700 00. The expenses of the University proper, at present, for the support of Professors, amount to $1,260 per annum. The services of Doct. Abraham Sager were secured, in place of Doet. Grey, who had resigned the professorship of botany and zoology, and who, while rendering Doct. Houghton important aid in opening and arranging the mineralogical and zoological cabinet, did not expect to recei7e any salary until his services were wanted in the actual instruction in the classes. A small chemical and philosophical apparatus, sufficient for immediate demands, had been proer ed The report of the Faculty showed ten students in the soph 14 106 omore, and thirteen in the freshman class. The annual necessary expenses of the students ranged from $80 to $100. The Faculty reported, in regard to the local government of the institution, that they had "kept it in mind, that most of the students were of an age which rendered absolutely necessary some substitute for paternal superintendence-that no college in this country could secure public confidence without carefully watching over the morals of its students, and making strict propriety of conduct, as well as diligent application to study, a condition of membership-that considering the government of the students as a substitute for the regulations of home, they had endeavored to bring it as near to the character of paternal control as the nature of the case would admit, and to attain the end not wholly, nor chiefly, by restraint and dread of penalty, but by the influence of persuasion and kindness." The Board conclude their report by the following appeal to the Legislature, which, as it embraces valuable imformation for reference, is here inserted in full: It is sincerely hoped that the attention and wisdom of the Legislature will be given to the subject of the resources of the board, and the powers necessary to the permanent and successful prosecution of the interests of education. Of so large a sum as $64,246 17, now due, it is impossible to conjecture what amount will be paid during the ensuing year. Uncertainty attendant on the collection of the revenue, postponement of the times for the payment of interest, liquidation of claims, and any other measures which might excite a hope of successful delay of payment on the part of debtors, it is obvious cannot fail to prove disastrous to an institution on its annual income. The Board of Regents do not impeach the wisdom or motives which have influenced the legislation for several years, relative to the sale of University lands and the collection of thle proceeds thence arising. Having the immediate responsibility for the welfare and success of the University, however, devolved on them, they feel it due to themselves, to the Legislature, and to the community at large, whose interests are to be subserved by the faithful discharge of their duties, when making their annual report, once more, under circumstances embarrassing and perplexing, and while soliciting such Legislation as may be necessary to give efficiency to the Board, to present the following brief historical statement of the Legislative enactments on the subject: 1. An act to provide for the organization and government of the University of Michigan, approved March 18, 1837. 2. An act to locate the University of Michigan, approved Marclh 20, 1837. 107 3. An act to provide for the disposition of the University and primary school lands, approved March 21, 1837. 4. An act to amend an act entitled an act to provide for the organization and government of the University of Michigan, approved June 21, 1837. 5. An act to amend an act entitled an act to provide for the disposition of the University and school lands, approved June 22, 1837. 6. An act releasing to the United States fourteen sections on the Niles, and sections twenty-five and twenty-six on the Nottawasepie reserves, upon certain conditions, approved March 20, 1838, 7. An act to extend the time of payment of the University and school moneys, approved April 6, 1838. 8. An act to authorize a loan of a certain sum of money to the University of Michigan, approved April 6, 1838. 9. An act to provide for the payment of the expenses of the Regents of the University in certain eases, approved February 14, 1839. 10. An act to extend the time of payment of the University and school moneys, approved March 4, 1839. 11. An act to provide for the sale of certain lands to settlers thereon, approved March 25, 1840. 12. An act to amend an act to extend the time of pavment for the University and school lands, approved March 30, 1840. 13. An act to reduce the price of the Univelsity and school lands, and for other purposes, approved April 13, 1841. 14. An act to reduce the price of University and school lands, ap.. proved April 15, 1842. 15. An act to provide for the sale of certain lands to the persons therein named, approved February 9, 1842. Besides these acts, two joint resolutions have been adopted by the Legislature relative to the University; one relating to public documents, and the other requires the Board of Regents to report to the Legislature convened in 1841, "what changes were necessary to be made in the organic law relative to said University, in order to secure more effectually the objects of the same." By the act of March 21, 1837, the Superintendent of Public Instruction was authorized to sell at public auction, so much of the University lands as shall amount to the sum of $500,000, at the minimum price of twenty dollars per acre; one-f urth of the purchase money to be paid down, the remainder in annual instalments of five per cent., to be paid annually. In June of that year, this act was so amended as to require only one-tenth of the purchase money to be paid at the time of sale, and one-tenth annually thereafter, with interest on the amount unpaid, and when, in the opinion of the Superintendent of Public Instruction, one-tenth of the purchase money did not sufficiently secure the interest of the State, he was authorized to require additional security of the purchaser. The act of March 20, 1838, was never carried into effect, the person named therein as the executor of the law declining, for obvious reasons, to perform the duties required of him. 108 From -iie ireport of the Rev. J. D. Pierce, Superintendent of Public Instruction, it appears that there were University lands sold in 1837, amounting to $150,447 90, at the average price of $22 85/l per acre; subsequently, sales were reported to have been made, amounting, in all, to upwards of $200,000. In April (the sixth) of 1838, the time of payment of the University and school moneys was extended to December next ensuing, upon conditions to be, in the opinion of the Superintendent, not prejudicial to the said funds res'ectively. By the act of March 4, 1839, all delinquencies were cured which took place in December, 1838, if the delinquent made payment by the first dav of May, 1839. All further payments were extended to the first dav of December, 1839, "at which time, on the payment of all interest then due, and enough of the principal to make twenty per cent, with what shall have been overpaid heretofore, the said Superintendent may suspend the further payments one year from that time, at which he may receive the interest. and five per cent of the principal, to be paid by the first day of December, 1840." ~ Up to this period in the history of the University, its resources had not been diminished. Embarrassments had been experienced, growing out of the delay in the payment of the interest due on the University fund, upon the regular receipt of which, obviously, the success of the University essentially depends. Under the act of March 25, 1840, which provides for the sale of certain lands to the settlers thereon, 4,743.12 acres of ap)raised University lands were sold, at the average price of six dollars and twenty-one cents an acre. In the year 1841, 367.66 acres of University lands were sold at an average price of seventeen dollars per acre. During the same year, as appears from the report of F. Sawyer, Jr., Esq., Superintendent of Public Instruction, there were sold 160 acres of appraised University lands at eight dollars per acre, and of the forfeited lands, resold, 168.32 acres, at an average price of $1 52 per acre. The agent appointed by the Legislature to re-locate sixteen sections of University lands, in lieu of those proposed to be relinquished to the United States by the act of March 20, 1838, found the faithful execution of his trust to be impracticable, because there were no lands unlocated as valuable as those already selected. The average price of lands sold in 1840, was seventeen dollars; that of appraised lands, sold the same year, was six dollars and twenty-one cents, and in 184 1, eight dollars per acre. Forfeited lands were rc-soldin 1841, at $19 52 per acre. In March, 1840, the time of payment fbr University and school lands was extended. In 1841, the minimum price of University lands was reduced to fifteen dollars per acre, and in 1842, to twelve ,dollars per acre. In review, therefore, the Board of Regents, on whom the actual and ostensible responsibility for the successful establishment of the University, and for the distribution of its branches, rests, respectfully submit to the consideration of the Superintendent of Public Instruction, to the Legislature, and to their fellow citizens, the embarrass 109 ments attendant on their effobrts, which must shortly prove disastrous and ruinous to the interests of education in the State, unless some permanent and stable measures can be adopted for the management and collection of the revenue of the University. The Board do not wish to shrink fromn responsibility. They are ardently devoted to the trust which has been devolved upon them, and ambitious to prosecute and discharge it in such a way as to render the munificent appropriation of the United States, for the purpose of an University, most efficient and diffusive, and so as to accomplish the intent of the donors, do credit to their munificence, and to render it a blessing to the State, and the State conspicuous for its advantages and facilities for education. All they desire is the necessary powers to accomplish their trust, and measures to render the revenue of the University regularly and permanently available. TlHE BRANCHIES. The committee reported branches in continuance at Detroit, Kalamazoo, White Pigeon, Tecumseh and Ann Arbor, with a total number of scholars of 174. Pecuniary considerations had induced the Board to reduce the appropriations for sustaining them, to $200 to each branch, exclusive of tuition fees. The principals at Tecumseh and White Pigeon resigned, and two olers were appointed. REPORT OF VISITORS. Thie provision of law establishing this board was founded upon the principle that the selection of such a number of gentlemen from among the body of tlhe people, to examine into the state of the University in all its departments, and to suggest such improvements as they might deem important would be likely to secure the views and opinions of competent and able men, (disconnected otherwise with the system,) as to its wants and requirements, and its adaptation to the circumstances of the public. The Superintendent, the Regents and the Faculty, are the active agents in the system, in carrying out the laws, and government of the institution-the visitors, sentinels of the people, who not being in any way connected with the administration of affairs, are to be presumed to be unbiased and unprejudiced witnesses of the actual state of things, and better able to judge of their operation and effects. The board, after examination of the plan and buildings, pronounced them worthy of the great objects for which they were designed, and believed that the exigencies of the institution would, before the lapse of many years, demand the completion of the buildings, and more than had been contemplated. They were satisfied with the examination of the students, mode of 110 instruction, and competency of the professors, who consisted at this time, of Rev. ~oseph Whiting, George I. Wi iams, Douglas Houghton, and Abram Sager. They were of opinion that the opening of the University had given a new impetus to the cause of education in the State, and that the number of students would soon create a necessity for multiplying the professorships, and for an extension of the building accommodations, to a degree equal to, if not exceeding the means which the best and most rigid administration of the funds would permit-that while they appreciated the reasons assigned by the Board of Regents, they could not withhold the opinion that the interests of the institution would be greatly promoted by the appointment of a chancellor, and that it ought not to be delayed-tha the duties of the two acting professors would soon become too labo. rious, and render necessary the appointment of a tutor or additional professor-that a spacious and appropriate place for specimens in geology, botany and natural history, should be provided. These specimens were reported to be as follows: and shells. ——............... 5,500 Specimens of plants, about............ 15,000 " "minerals, ——............. 8,000 " " geological, ——... 10,000 Total, —--...............38,500 Five thousand five hundred and fifty of these were classed and arranged, and occupied the entire space of a room 25 feet by 44. The visitors expressed the belief that no institution ill the United States could boast of a similar collection, of greater number, value and variety. The scientific arrangement of them was due to Dr. Houghton, and the board expressed their acknowledgement of the great value of his gratuitous and invaluable services. His labors were conducted under the eyes and with the assistance of the students, the effect of which had infused into them a spirit of enquiry, and awakened a lively interest in the study of natural science. The library, which consisted of nearly 4,000 volumes of well selected standard works, formed the basis for further enlargement, and the board recommended an addition of all the classical writers in the original, and a larger portion of American and modern works. l111 They represent that the Superintendent and Regents had seemed to have appreciated the importance of establishing branches, as the means of a more general diffusion of the benefits of education, and of preparing students for the University, and regretted that it should have been necessary from the want of means, to have made a retrograde movement in regard to them, by discontinuing those at Monroe, Pontiac and Niles, though they concurred in the prudential reasons which induced the step. They recommended as early a resuscitation and extension of the system, as an improvement in the financial condition of the University would admit. They represent the resources of the University, if they could be realized, as abuzndantly sufficient to meet the expenditures further needed, after paying the interest on the loan, and defraying all the current expenses of the institution and its branches, the balance due the fund, after deducting estimated current expenses, being $48,980 63. But they express regret in learning, that out of such abundant means, barely sufficient had been collected for the current yearly expenses, and even that, only by the great energy and exertion of the Superintendent of Public Instruction, without which aid, the U2iversity and its branches must have been suspended. The board were of opinion that so long as the Legislature permitted those indebted to the fund to look to them, as virtually invested with the character of creditor, and with the power of relief, the legislative halls would be crowded with applications to the prejudice of the fund, and they sustain the views of the Regents in their application for the management of the fund, the duties of the Superintendent being substituted in this respect, by the Regents, without other change in the laws. LEGISLATION. A report was made to the Senate by Hon. E. A. Warner, chairman of committee of Public Instruction, in which it is stated that the committee believed the great defect of the law to be in not providing for the education of every child in the State, of proper age. The objection to taxation for this purpose was the great pecuniary embarrassment of the State and people. The means of education, however, it was asserted, must be furnished lo children of indigent parents. The committee adopted the township library system, and I i proposed a change in the mnode of assessing school district taxes by requiring the supervisor of the township to place them upon the township roll, and reported a bill to amend the laws. The committee on education in the House, also reported that they had carefully examined into the system of primary schools, and compared it with that of other States; that they find much wanting; that direct taxation to a limited extent would have to be resorted to, and also reported a bill. The committee believing that the House bill was more systematic and shorter, decided to incorporate into their bill such portions of the Senate bill as was deemed advisable. The ALLE(GAN ACADEMY was incorporated this year. A joint resolution was passed requiring the Secretary of State to furnish annually one hundred copies of the printed annual report of the Superintendent, for the purpose of being by him distributed into the several States. On the 6th day of March, the act was passed to organize the LAND OFFICE-the Commissioner of which was hereafter to have charge and supervision of all lands belonging to or which might become the property of the State, or held in trust by the State for any purpose. All the books and papers connected with the subject, in the office of the Superintendent, were to be transferred to the Land Office. Thus the separation of the fiscal duties of the office of Sperintendent was accomplished, and the office restored to the proper sphere contemplated in its creation by the framers of the constitution. Dr. O. C. COMSTOCK was nominated and confirmed as Superintendent of Public Instruction; and the following abstract embraces the substance of the school law which was the result of this year's legislation. The act of 1840, the act of 1841, the act amendatory thereto, and all acts and parts of acts contravening the law of 1843, were repealed. A new law was passed, providing for the formation of districts, and the holding of district meetings, with power to locate site, purchase, build or lease school house, and to impose a tax not to exceed, in any one year, two hundred dollars, unless the inspectors certified as in the previous law; in which case a sum not to exceed the amount so certified, and in no case more than $300 for one ye 113 could be raised. A tax could be voted in addition, to keep the school house in repair, and for necessary appendages; to determine the length of time a school should be kept, when the moneys should be applied, and various other provisions similar in many respects to the general provisions of the other laws. A rate bill was to be made out, containing the names of every person liable for tuition and fuel, for attendance of children. The inhabitants of the district were empowered to make such provision as they deemed proper to raise the school money, necessary for the town, in addition to the moneys apportioned, and any money received from other sources appropriated to maintain the school. The amount so received was to be as. sessed upon and paid by the parents or guardians of scholars, not exempted from payment for tuition and fuel, in proportion to the number of such scholars, and the length of time for which the parents or guardians have sent to school. The district board made out and delivered to the supervisor a report of all taxes voted by the district during the year preceding the second Monday in October, to be raised on the taxable property of the district, and of all taxes which the board were authorized to impose on such property. It was made the duty of the supervisor to assess the taxes so voted, and all other taxes provided for in the act on the taxable property of the district, and for the year 1S43, to assess twenty-five dollars; for 1844, a tax of one-half of a mill upon each dollar of the taxable property of the township, one mill upon each dollar for 1845; and annually thereafter one mill on each dollar of the total valuation of the taxable property of the townships; and of the amount so received $25 was to be applied to the township libraries, and any sum not so applied, was to be apportioned to the several school districts. Not less than this sum was to be assessed in a township in any one year, and when the library contained two hundred volumes, the qualified electors might vote to reduce the amount to any sum not less than ten dollars. The Superintendent was required to make out a full set of forms under the act, and cause a sufficient number to be printed to furnish all the State and school officers with one copy. It was also made his duty to publish a list of such books of instruction as he shall deem best adapted for the use of schools; a list containing not less than one hundred volumes for township libraries, with such 15 114 rules as he thought proper to recommend. He was further to publish in each annual report hereafter, a list of such text books as in his opinion should be used in the schools, and a list for township libraries. A tax not exceeding $50, in addition to the sum required for libraries, could be voted for the purchase of books for the use of Ve adult residents o! the township, or for their children. District libraries, already established, were not subject to the law relating to township libraries without the assent of the district and townships which adopted the district system-the entire amount of money raised by township tax for this purpose should be applied to the support of schools. The school moneys were to be apportioned in proportion to the number of children between the ages of five and eighteen years. Boards of inspectors and other officers were liable to a penalty for neglect, as well as refusal to deliver their report in time. 1844. EXTRACT FROM GOVERNOR, BARRY'S SECOND MESSAGE. The amount received into the treasury the last fiscal year, to the credit of the common school interest fund, was $19,418 39, and during the same period, $20,890 09 was distributed for the support of common schools throughout the State. The amount received to the credit of the University interest fund, was $7,284 32. Of this sum, $6,000 was appropriated to the payment of interest due on the loan made for the University, and the remainder expended by the Regents for the beneficial purposes of the institution. Of this fund, $6,000, and the difierence of exchange between Detroit and New York, is annually required to pay interest, and the balance, under existing circumstances, cannot be estimated much above $1.000, which is insufficient to render the University, in any consideratble degree, useful, and scarcely sufficient to contiuue it in operation. You will, therefore, see the necessity of adopting measures, at the present session, for its relief. Of the seventy-two sections of land, which constituted its endowmnent, about one fourth part has been sold. The minimum price now fixed by law, is twelve dollars an acre; and, as this sum exceeds the present value of the unsold land, it will depend on you to decide whether a reduction may now be made with advantage to the permanent prosperity of the University. Large quantities of other public lands are in market, and may be purchased at rates so low that sales of University lands mighrt not be made, even at a minimum corresponding with their true value. On the other hand. the institution is now in its infncy,ev and the present use of the funds with which it is 115 endowed, is required to ensure its permanence. The lands cannot be sold at their present estimated value for many years to come, and, in the meantime, the University may cease to exist for want of adequate support. The subject commends itself to your serious consideration. At the time of the adoption of the organic law of the University, its anticipated revenue was expected to be much greater than it has subsequently proved, and the Legislature, actuated by a laudable desire to promote knowledge and extend science, offered, without charge, the means of a collegiate education to all the youth of Michigan. No fees for tuition were permitted to be charged to any student resident in the State. This was a liberal provision, but, unhappily, subsequent events render it uncertain whether the original design, so munificent and worthy of commendation, can be carried out to the full extent intended by its generous projectors; and for the removal, at least in part, of the pecuniary embarrassments of the institution, I would respectfully call your attention to the propriety of authorizing the board of Regents to charge the students in attendance such reasonable fees for tuition, as, with other accruing means, will secure the services of the necessary professors and teachers, in the various departments. If you should deem it expedient to confer this authority upon the board, I would respectfully suggest that while you fix a maximum which should not exceed the charge for similar purposes in other seminaries of learning, you leave to the Regents a discretion in regard to the subject, and authorize them to make discrimination in the exercise of the power granted. Five professors have been appointed, of whom two only have entered upon the dischari-e of their duties.'The number of students in the main institution is about fifty. Branches at Tecumseh, White Pioeon, Katlamazoo and Romeo, are continued in operation at an annual expense of two hundred dollars for each. since the issue cf State scrip. the sum of $32,226'23, in that species or State indebtedness, has been received for sales of school lands, an the fulrthler sum of $6,484 36, for the sale of University lands, which,,mounting altogethle(r to $:38,710 59, remains in the State Treasury-. As scrip cannot be re-issued but for claims against the general fund, the above sum shlould properly be considered as a loan and accruing interest p)aid thereon, as upon other claims against the State. REPORT OF SUPERINTENDENT. The Superintendent announces to the Legislature the publication of the school laws in pamphlet form. The school law being a new one, and considerably extended, embracing many principles and objects, and prescribing to numerous officers multifarious duties, accu mulated the correspondence of the office and augmented its labor. The following is an extract from the report: 116 ,rhe undersigned is happy in the conviction, that it no former period, have the high interests of popular education, been so justly and generally appreciated in this State, as at the present time. The disposition of the public mind in favor of the universal diffutsion of the blessings of knowledge and virtue, must be peculi.rly gratifying to your honorable body. It is, moreover, inspiring to the feelings, and animating to the hopes of the friends of education of the country and of man. In view of the ample and enduring foundation, laid in the magnificent grants by the general government, of the University and school lands, grants, the proceeds of which are inviolably secured by the constitution and laws of the State, to the high and holy objects for which they were intended-and in view of the fa.ct, now admitted by most of the civilized world, that mind is public property, and should be educated at the public expense, all must perceive the facility with which the rising generation, with the innumerable multitudes who shatll succeed them on our lovely peninsula may acquire an education, which shall develope and discipline all their intellectual faculties-unfold and refine all their moral sentiments-an education, which shall enable them to enjoy and aceco.plish al! that a beneficent Creator designed in their being. * * Michigan seems ordained to have her full sla're of population. Her physical advantages, rapidly unfolding,,are surpassed by no State in the Union. \Ve trust she will ever shine among the brightest stars in the national constellaticn. l!ut ends involve means. Without a due regard to education,,ill our fair prospects will be biasted-our bright star of hope will set in thick darkness. We have now many immortal minds to educate. Their numbers will vastly increase with the revolution of years. To education so fundamental to the prosperity and glory of States and empires, the general and State governments lhave benignly turned their attention. To educate all the rising generation however, not only requires the liberality and fostering care of governments but the cordial and vigorous co-operation of the whole community. Public opinion, feeling and conduct are powerful and prevailing. Teachers and scholars should be universally encouraged and animated in the glorious career of mental and moral improvement.'I'heir attainments-power of accomplishment and usefulness, are identical with the highest interests and honor of the country. By far the greatest portion of our youth will receive e11 their scholastic education in our primary institutions of learning. These should afford every practical facility for the acquisition of this great object. The Superintendent adds his testimony to the value of the branches, believing "the interests of the Universitv-its branchl-es and the primary schools, to be one and indivisible." The whole number of children between 4 and 18, residing-, in the districts, wasv 66,756. The whole number that hlad attended school, 55,555. School s had been taught upon an averag,e fotur months of the year. The a-mount I 117 of money raised in the district was $44,705 90. A list of books was recommended for the schools. REPORT OF REGENTS. The Board represent the embarrassments heretofore reported as still existing- in relation to the University. The number of students had increased, and another professorship was established. There were at this time but three branches in existence. The unavoidable expenditures for the coming year were estimated aIt $2,922 )55. A further cause of pecuniary embarrassment was stated to be the failure of the Michigan State Bank, which found the University fund its depository to the amount of $6,000, and the Bank of Michigan more than $9,000. To liquidate these debts the Board had been obliged to take real estate or mortgages thereon. The deficit of revenue thus arising, would lhave to be provided for, and the committee of Regents, consisting of J. Kearsley, Lewis Cass and Dr. Pitcher, remark: That to do this, several expedients had claimed the attention of the Board. Shall the parent institution be closed? The Board answer no. The condition of the University, both as to reputation and aumbers, had exceeded the expectations of the most sanguine, and it is confidently believed that it will afford the means of a most thorough education to the solns of our own and other States who may appreciate its advantage. If once closed, even for the shortest period., years must elapse before it could regain the confidence and prosperity it now possesses. A reduction of the number of professors was impracticable, but the increase of one necessary. Shall all appropriations to the branches be suspended? T'lhe Board would adopt this measure with great reluctance, and only under a conviction of its imperious necessity. The manifest intention however of the original grant of the two townships of land (the basis of the University fund) and the ultimate advantages to be attained, indicate to the Regents that should necessity compel the adoption of one or the other of these measures, the bratches must be the sacrifice. The Board yet cherish the hope that such Legislative aid may be extended to the institution as will meet the demands upon its treasury. To effect this object, the Regents recommend such alteration in the organic law as shlall provide for the assessment of such tuition fees, to be paid by the students individually, as the Board may deem reasonable. The report of the executive committee announce the appointment of Rev. Edward Thompson as professor of moral and mental philosophy; and of Mr. J. Beach as tutor to relieve the professor of math. ematics; and that the appointment of a professor of chemistry and 118 also of natural philosophy should be made at an early day. The Faculty consisted of the following gentlemen: Rev. Joseph Whiting, George J. Williams, Abram Sager and Rev. Edward Thompson. The report of the Faculty showed the whole number of students to be fifty-three. The report of the committee on branches showed 174 students in attendance. A branch was organized at Romeo. The board of visitors, consisting of Rev. George t)duffield, Hon. Robert McClelland, Hon. E. M. Cust, Hon. J. Wright Gordon, and Hon. Franklin Sawyer, Jr., announced that they had inspected and examined into the general affairs of the University —that a majority attended the examinations and were satisfied with the progress made by the students, and the diligence, zeal and faithfulness of the professors, and that the present organization of the Faculty, if fostered by the Legislature, would render the institution a blessing and an honor to the State. The question of the expediency and policy of reducing the price of school and University lands, again presented itself to the Legislature, in connection with the subject of education. Mr. Henry N. Walker, as chairman of the committee on public lands, made a report to the House of Representatives, in which it was urged that, A forced sale now, before they have acquired their proper value, would be sacrificing for the present advanttage, the future prosperity of our schools and University; and it is well worthy of the enquiry of every one, whether the object in view would justify the sacrifice which must be submitted to if we undertake to force a sale of the lands. So far as the University is interested, it would be, in the opinion of your committee, of doubtful policy to offer for sale more than sufficient to relieve the parent institution from embarrassment. It was conceived by those who furnished the means to endow our University, that it would be a long period before the wants of the country would require the institution to be fully organized in all its various departments. All establishments of this kind must depend for their maturity and success upon the advancement made in society. It is not wealth alone which keeps an institution like our University, in a prosperous and flourishing condition. The common schools must first be organized, for they are the ever living springs which furnish the pupils to the University. History and experience teaches us that in the early settlement of a country, there is little time or opportunity for the pioneer to devote to the higher branches of edution. It is n)t until the wants and necessaries of life are furnished, that time and money can thus be expended. In the present situation and condition of our State, it is extremely doubtful whether our 119 University could take and maintain a high rank and standing at once, even though it had an income equal to the interest on the sum at which the entire of these lands are held. It would be a premature existence, and we should greatly fear that the fund itself would be diverted to some other purpose, which would place it beyond our reach when required, if not endanger its existence. In answer to the argument attempted to be drawn from the supposed increase of interest equal to the amount of difference between the present minimum price and the one proposed, your committee would say, that they might admit the proposition, and still find sufficient reasons for doubting the policy of reducing the price. It would be far better to hold the lands, and thus secure the increased value to the fund, than to sell them now, though we might derive the amount of interest assumed. In one case we have the increase as a paramount fund for all future time. In the other, it is received as interest, and distributed throughout the State as fast as received. But the position we do not believe tenable. The reduction, if made, takes place on all the unsold lands, and the interest is only received upon such amounts as may be disposed of. If we could sell at once all the lands, and recover the pay therefor, then there might be some more reason for the assuimption. There is one evil complained of, which your committee have not referred to, and it is the one, we Regret to say, which seems to have an overpowering influence. We allude to the complaint, that it is a great injury to the townships, because the lands are unsettled. and not liable to taxation It is undoubtedly an evil, but one of small magnitude, when placed beside the welfare of our schools and University. The argument, so far as it is valid, wou,, stop at nothing short of sale, and that at once. A sale is the only remedylv; and if we act upon this principle, it must be birought about at a fair price, if we can obtain it; if not, then at such price and on sutil terms as can be obtained. We should lookl upon the adoption of such a course as an evil of a thousand times more magnitude than the one complained of. Entertaiiiing these views, your committee cannot consistently, with their sense of duty, recommend a general reduction in the price of the University and school lands. But while your committee cannot believe it expedient to reduce the price of their lands, we do believe it would be both wise and politic to receive in p yment of the unsold lands, to a limited amount,;I11 the outstanding obligations drawing interest. It will be remembered, that to anticipate the sale of the University lands, the Regents procured a loan of the bonds of this State, to the amount of $ 100,000. I'The University pays interest on this sum annually. and it absorbs nearly the entire income of the University fund. Now, if we could sell sufficient of the University lands for this class of our State indebtedness, to cancel these bonds, or as the University would have due it an amount of interest equal to that which it owes the State, it would be all the relief the University requires. It is well known that one class of oar State warrants on the Treasury are worth only about fifty cents on the dollar. This is their market value. They bear in. 120 terest at the" rate of seven per cent. per annum. The reception of these in payment of the University and school lands would be to the purchaser equivalent to a reduction equal to the discount on the warrants, while to the fund itself, and as an offset against the claim of the State, they would count as money at their face. No injury could possibly occur,to the State or University by an exchange of the lands for this class of our State indebtedness. The State honestly owe the warrants-it has bound itself to pay them, and the faith of the State is pledged to that effect. Why then should the University and school fund, when anl"opportunity is presented, (of making a good bargain by the exchange,) be prevented from availing themselves of it? Capitalists from other States have invested money in the purchase of these warrants, and if it is an object for them to pay money for them, it is certainly an object for the University and school funds to part with their lands for them. A large increase of sales might be relied upon if this course should be adopted, and probably to the extent, it would be desirable to sell at present. Your committee would, however, limit the amount to be received for University lands, to *100,000. This sum would cancel the bonds received from the State, and thus leave the entire of the interest moneys now annually due, to be applied to the support of the University. This sum would be as great as could be judiciously expended at this stage of its existence if proper discretionary powers were placed in the hands of the Regents as to the charges for tuition. An important item in the history of our educational affairs, was the'prescntation during this session of a PETITION purporting to be signed by one hundred and fifty citizens of the county of Berrien. It was referred to the commite( on education, who, through their chairman, William N. McLeod, made a report which is here introduced at length, not only as showing its substance, but also as furnishing general legal information in relation to the establislhment of the University and schools: The petitioners vouchsafe the information that, in their belief, "the University is of little or no benefit to the State, or the people generally, and that if its fund was added to the common school fund, it would prove of great and lasting benefit to the State and the whole people." They therefore most earnestly and respectfully petition the Legislature "to adopt measures to brin,u about such an event as early as possible." The subjoined reasons hlave influenced your committee, in instructing me, as their chairman, to return the petition with the recommendation that its prayer be not granted. First. The object sought to be attained is repugnant to the educational policy which hlas obtained since the organization of our State. That a public provision for scientific, as well as elementary education, should be made by governments professedly republican, was 1Q1 a maxim incorporated with the earliest efforts of our State legislation. Republics modified, if not dependent upon popular sentiments and impulses, require the restraints of enlightened education as a mean of prosperity, and indeed of self preservation. So obvious was this principle that the firamers of our State constitution. incorporated in that instrument an injunction upon the legisiative department of government, to "encourage, by all suitable means, the promotion of intellectual, scientifical and agricultural improvement. Not only common education, or that elementary instruction which is limited to that humble knowledge which is necessary in the pursuit of the ordinary avoca'tions of life, but the cultivation and diffusion of scientific knowledge was duly inculcated and judiciously enjoined. A common school system was established through the State, libraries in every district were maintained by the appropriation of fines and penalties exclusively for their support, the government, in this manner, subserving thle wellfare of the whole by the commutation money paid for thie vices of the few; a University, nobly endowed by the munificence of the central government, was founded and protected( bv wise and liberal legislation; departments of geolo(vy, zoologyr anat topo,iaphy were maintained by the public purse, and the State lent, at once, the sanction of her name and the protection of her laws to the encouragement of science and the diffusion of intelligelnce and knowledge. Second. Your committee have been induced to report adversely to the prayer of the petitioners from the further consideration that it is limited to a very small number of the citizens of a single county, and is whlolly unprecedented in the history of the State. Out of a population of 5,011, only one hundred and fifty have been found to memorialize the Legislature on this subject.''The represent,ation in the judoment of your committee, is not sufficiently general to warrant so important a change as would be effected by conceding to the prayer. Third. The petitioners haive furnished no facts, statistics or assert' !ions by which vour committee can guide their opinion in concluding on so momentous a change. They have deigned only to favor us with their belief, "that the University is of little or no benefit to the State, or the people generally." The dcta on which this opinion is based is confined to the bosoms of the petitioners. l,iuchl therefore, as your committee desire to quadrate their faith by any article which the citizens of Berrien may incorporate in their creed, they are yet unwilling to recommend to the House a course so precipitous and unadvised as that embraced in the prayer of the petitioners. Fourth. The Legislature of Michigan lhave no power to grant the petition in matter or in form. In the constitution of the State, article 10, section 5, it is declared that " the funds accruing for the rents or sale of lands reserved or granted by the United States to this State for the support of a Uni 16 122 versity, shall be anzd;remain a PERMANENT FUND, for the support of said University, and such branches as the public convenience may here after demand, for the promotion of literature, the arts and sciences, and as may be authorized by the terms of such grant." The Legislature is further enjoined "to provide effectual means for the improvement and peerizanent seczrity of the funds of said Uni versity." If, therefore, your committee were disposed to concede to the modest wishes of the petitioners, they would hesitate lest, peradventure, some doubt might arise as to the authority of a Legislature to dissolve so solemn an injunction, or to violate so palpable a mandate of the constitution they are sworn to support. Fifth. If the proposition of the petitioners wvere submitted, by resolution of the Legislature, to the people of Michigan, or by memorial to the Congress of the United ttates, there is no authority vested either in the people or in Congoiess to accede to its terms. By the provisions of an act "concerning a seminary of learning in the territory of lichbigbin," approved May 20, 1826, the secretary of the treasury of the United States is authorized to set apart and reserve from sale a quantity of land, not exceeding two entire townships, for the use andl supp)ort of a UVi-veisity within the territory aforesaid, azldyfor No OTHER USE OR PURPOSE WHATSOEVER. By a further act of Congress, approved June 23, 1q;6, "supplementary to the act entitled'an act to establish the northern boundary line of the State of Ohio), a-d to provide for the adnmission of the State of Miclhigan into the Union, o~n certain conditions,"' it is provide4i in section second,;"tht the seventy-two (7 2) sections of land set p irt and reserved for the uae aLlid support of a Univerlsity, are gr-anted and conveyed to thle ta.te to be aswl,i-rated l s 1(e1 to the use ande' st,!"i.' t Ocf sucO U3iZnivrsity, in such imanner as the Legislature may prescribe." 'IThe acceptance or rejection of this donation, under the restriction specified in the grant, was submitted propositionally to the Legislature of Michig,an, and by them was accepted; thus, by the terms of the act, making it A obligatory upon the United States." Sixth. The inhabitants of Berrien county h-ve no just cause of complaint, under the present organization of the educational system of the State. From the' abstract of school returns," accompanying the report of the Superinltendent of Public Ins;triuction, it appears that out of 1,z78 children between the ages of four and eighteen years, 1,167 have attended school four months on an average, in the year. The amount of money received firom the treasurer and inspectors of school districts in the county, is $583 92; amounting to a little more than forty-nine cents for each scholar, for the attendance on school onethird of the year, or about tuelve and one-fourth cents per month. To estimate the cheapness taed universality of the educational advantages enjoyed by this county, your committee would institute a comparison between it and the county least favored in both these particulars, to wit: the county of Michilimackinac. 123 The whole number of children between the ages of four and eighteen years, in this county, is one hundred and four, (104) as stated in the'. abstract of school returns," althou,gh undoubtedly under-estimated. Of this number but eighteen have attended school, and that too, on an average of only three months in the year. The amount of money received from the treasurer and( inspectors is thirty-five dollars ($t35) as stated in the " abstract," manifesting that the county of Michilimackinac pays an average of two dollars ($2) per quarter of a year for every child attending school, or about sixty-six cents per month, which is more than quintuple the price paid by the inhabitants of Berrien county for the same amount of instruction. In addition to this, the subjects of instruction as compared with the total number of children in the last mentioned county, are more numeroun than the like subjects compared with the total number of children in Michilimackinac county, in the ratio of six to one. So that the educational advantages of the former, c(ompared with the like advantages of the latter, are, in reference to the price of instruction. five-fold. and in regard to the subject of instruction, six-fold. Your committee have set forth thus at large the reasons of their adverse report, not so much with a view to satisfy the petitioners as to afford the House an opportunity, by endorsing their opinions, of vindicating, the sacredness of the trust commnitted to their keeping, and ot cherishing the high purposes for which that trust was created. In one word, your committee are unan,imously of the opinion that the object soug,ht by the prayer of the petitioners is unnecessary, unprecedented and unconstitutional; that there is no wisdom in the chalnge desired, and no power in the Le,gislature or tlhe people to comply with their wishes; and that, under this state of facts, no lcg islative action is either necessary or practicable. The committee on education also reported, that the school law was still liable to many objections, yet they were of opinion that it. was preferable to submit to temporary difficulties rather than to le gislate anew upon a subject in which a permianent a,,-d settled _policy is as much to be consulted as correctness of principle and propriety of detail; that the only change which appeared to be called for under this view, was in the basis of class'ification when parity of age, and not advancement in knowledge, had been unfortunately adopted. To, remedy this evil a bill was reported. On the 12th of March an act was approved providing for the more faithful collection of fines and penalties, which were appropriated by the constitution to the township libraries. Grand Rapids academy was incorporated. An act was approved March 9th, requiring mo — 124 neys paid into any township, village or city treasury under the pro visions of an act approved Febuary 17, 1842, where there was no township, city or village poor recognized, to be appropriated to the purchase of libraries. By an act approved February 2d, the Uni versity fund was relieved from the payment of interest on an amount of bonds loaned from the State by the passage of a law authorizing the receipt of obligations of the State in payment of University lands, not to exceed $100,000. On the 11thl of March, another act was passed for the relief of this institution, providing that upon the Regents conveying to the State by deed their interest in the lot of ground and building in Detroit known as the female seminary, the Treasurer of the State should credit the Regents wvithl $8,095, as so much money paid by them on the principal of the University State stock, issued under the act of April 6, 183S. The minimum price of the unsold unimproved Ulniversity lands was fixed at $12 per acre, and the same description of school lands at,$'5 per acre. The Utica female seminary was incorporated. During this sbssion an act was passed providing for the re' vision ani( consolidation of the laws of the State. ItS5. EXTRACT FROMT (,'OVERNOR BARRY'S MESSAGE. Durino the last fiscal year, the amount received into the treasury, to the credit of the common school interest fund, being the revenue of the common school fund for that year, was $20,989 41 and during the same period i,28,076 06 were distributed in accordance with existing provisions of law for support of schools. The revenue of the University fund, the last year, was 89,703 52. In accordance with the provisions of "an act authorizing the receipt of obligations of this State in payment of University lands," approved February 28, 1844, and of "an act for the relief of the University of Michigan," approved Nlarch 11, 1844; the indebtedness of the University, on account of the money borrowed for its use, is reduced to $60,787 52. This diminution of its debt, will greatly relieve the institution from its previous embarrassments. I am not aware that any legislative action is expected or required at the present session, essentially altering the system of education, now existing in the State. If any change be deemed necessary, it is believed that it should be restricted to the management of the funds devoted to that purpose. The strictest accountability should be required of all in any way intrusted with the sale of school and University lands, or with the investment of their proceeds. Losses in 125 some instances have already been sustained, and the utmost caution should be observed to prevent their recurrence. TIhe number of students in the University is about fifty; and the number in its branches, though varying at different periods of the year, exceeds one hundred and fifty. The numbel of children in the State, between the ages of four and ei,ghteen years, reported to the Superintendent of Public Instruction, is eighty thousand tour hundred and seventy-five; and the number taught in common schools, seventy thousand two hundred and twenty-seven. The low standard of the qualification of teachers in these primary institutions, is found to be one of the greatest impediments to the advancement of education. The interest, however, that seems recently awakened, and the increased attention that is every where paid to the subject will, it is believed, correct this evil. EXTRACTS FROM REPORT OF THE SUPERINTENDENT. Authority of law will be required to empower a district to raise by taxation upon its property, an amount of money considerably larger than it is now authorized to raise upon any occasion. Furthler —No authority now exists to enable a district to tax itself, for the purpose of raising a sum of money, however small, to purchase some philosophical apparatus, and other appliances in the acquisition of learningr. A portion of the tax-payers in some districts have expressed a wish that such authority might be granted. It is gratifying to know that more general attention is now being paid to popular education and to witness the rapid increase of the number of scholars, taught in the primary schools. It will be seen by adverting to the statistics of the past, and present years, that there were reported last year, sixty-six thousand eight hundred and eighteen scholars, between the ages of 4 and 18 years: and that there were taught of these, in the public schools, fifty-five thousand five hundred and fifty-five. And that, in the present year, there were reported eighty thousand four hundred and seventy-five scholars between the ages of 4 and IS years; and that of these, seventy thousand two hundred and seventy-seven have been taught in the public schools. Besides, there has been, it is believed, a proportionate increase in the number of pupils instructed in the various grades of private schools. The undersigned is happy to report, that the township libraries are generally considered eminently important and useful. They are rapidly multiplying. The selection of books has been very judicious. For various valuable matter, adapted to readers of all ages, they may be justly esteemed a rich treasure. They are an ample source of general knowledge, and of rational pleasure and amusement. A fondness for books is a very great blessing. One who enjoys it is rarely inclined to spend his leisure hours in the haunts of idleness and folly-dissipation and gambling, with all their kindred vices. Home, retirement and study, have for him superior interests and attractions. Reading affords him topics of profitable thought andeconversation. It exerts a salutary influence on his taste, moral senti 126 ments and manners. It enables many to improve the arits-to enlarge the circle of learning and science. Such are happy and honored while they live-and after they have gone to repose, they shall be long and gratefully remembered as the benefactors of mankind, A studious disposition, like all other propensities is strengthened by indulgence. A capacity for lofty achievement, in any department of valuable science, is augmented by all wisely directed efforts of the mind in the investigation of truth. This is the food of the soul, and the more it is fed upon, the more its abundance and delicacies are seen and enjoyed. The condition of the University is sufficiently communicated in the reports of the Regents and visitors of that noble institution. The Faculty continue, of course. to sustain their high reputation for learning, instruction and faithfiulness. The proficiency of the students, with their exemplary deportment, command esteem, and inspire a hope of their future usefulness and honor. The branches exhibit renewed evidence of their great utility and success. Their able and laborious teachers, have a strong hold on the respect and confidence of their patrons and of society. Many cogent reasons induce the hope that the branches of the University, as circumstances shall permit, may be multiplied and fostered. REPORT OF REGENTS. A brighter day appeared to be dawning in the history of the University. The Regents say: It affords the Board the greatest pleasure, to express the deep and gratetul sense of obligation under which they feel themselves placed by the very efficient and opportune aid extended to them by the last Legislature. For the two previous years, it has been their painful task and duty, to set forth the embarrassments already experienced, and vet further anLticipated in sustaining' the Universily and its branches. HaIppily, all goround of fear and cause of complaint have been removed by the Legislative enactments. during' the last session of the Le gislatur, which have enabled the Board of Re(gents to reduce their perminnent debt. nearly forty thousand dollars, and their floating incidental debt one-half. Nor, is it the least gratifying circumstance, that the arrangements, by which this has been effected, hlas operated as propitiously to the interests of the State as to the Board, by putting the former in possession of a valuable lot and building adjacent to the railroad depot-which, while it furnishes convenient offices for the various functionaries of the government, affords peculiar advantagaes from its location, to citizens from the interior of the State who have business to tranact with them. Thefears once entertained have given place to sang,tii4e Iope, and the Board take special satisftaction, in the assurance, thus given by the Legislature, that they feel a deep interest in the success and prosperity of the University. and are determined to render it, what its 127 ample resources are abundantly capable of making it, an ornament, as well as a blessing, to the State. The number of students in the University has increased during the past year, so much as to bring into requisition the whole of the dormitories in the large and commodious building erected for their use, which now, is insufficient for the accommodation of all. An extension of these edifices for this purpose, and the erection of a chemical library, will very shortly become necessary. The entire classes, commonly organized in collegiate institutions, are now formed, and making progress in their studies in the University. During the coming year, the first class will be graduated, which from past examinations, may be confidently anticipated, will prove the first fruits and pledge of yet greater numbers of the youth of our State, to be introduced to the different professions, through the instrumentality of the University. The services of a gentleman having been secured,for a season, without expense to the Board, in the professorship of chemistry, so as to meet the reasonable expectations and demands of the class to be graduated, and leave the professorship open for the appointment of a permanent professor when the funds of the institution will justify it, and the number of the students render it necessary. The report of the committee of finance, with its appended documents, shows the amount by which the permanent debt has been reduced to be 839,212 48. The disbursements of the Board, during the past year, will be seen ili the documents of the finance committee hereto appended, to have been less than the receipts, and to have extinguished about one-half of the incidental debt of last year, thus affording hope, that at the expiration of the present year, the Board will be able to meet all its outstanding liabilities, after paying the current expenses. The EXECUTIVE COMMITTEE of the board, gives an assurance of the fidelity of the professors and the proo-ress of the students. The Rev. Mr. Thompson hald resigned, and was succeeded by Rev. Andrew Ten Brook. The preparatory department was discontinued, and a tutor of languages appointed. Silas H. Douglass was also appointed assistant to the professor of Geology and Mineralogy. The report of the FACULTY announced the aggregate number of students to be fifty-two, and suggested to the Regents that their representatives, in the form of a visiting committee, should attend at all examinations. The committee reported the number of students in attendance at the branches, to be 133. The Academy at Romeo had been made a branch, and the branch at Monroe had been revived under the direction of Mr. Mayhew, but without the aid of an appropria tioR. 128 The BOARD OF VISITORS appointed by the Sup-rintendent, consisting of the following gentlemen, Rev. Chauncey W. Fitch, Rev. Andrew Ten Brook, C. N. Ormsby, Esq., and Dr. Samuel Denton, had attended the examinations and expressed their satisfaction at the results they had witnessed. They remark that the State has reason to be more than satisfied with the fidelity with which the professors had attended to the duties of their own appointments, and the general interests of the University. The public buildings were found in excellent order-especially that which was appropriated to the students. The library was well kept and in good preservation. The cabinet of natural history was likewise in a perfect state. The public grounds were under cultivation, preparatory to further improvements. There was a deficiency in philosophical apparatus, which the visitors recommended should be supplied. They remark further, that the measures adopted by the last Legislature, were designed to benefit the interests of education; that they were wisely planned for the purpose, and secured the objects to the full extent that was sought. They conclude by saying', teat "greatly to the relief of the Regents and the j(,y of those who wish well to the rising generation, the legislation of the last winter, without taxirng, the State, saved the UNIVERSITY from beiny closed-enabled it to go on with fair prospects of ultimate success, and to liquidate, in a few months, $30,000 of its debt. The hope may now be reasonably indulged, that the action of the Legislature, for some time to come will be favorable, and that a few more years of that prudent and liberal spirit, which devised and matured the measures of last winter, will accomplish most of those objects which the founders of the institution contemplated, the best interests of education demand, and the Regents have been laboring to effect." LIB RPARIES. The committee on education, through Hon. ANDREw HARVIE, their chairman, reported that they had had under consideration, a petition praying an alteration of the primary school laws, so that the assessment, levy and collection of money for the purchase of books for the township libraries might be optional with the qualified electors. They did not think expwlient to grant the prayer of the petitioners, because, 129 1. The school law of 1843, had, in the opinion of the committee, not been in operation a length of time sufficient to test its merits, and the provisions of the law were believed to be well adapted to the wants of the State. 2. While the township libraries are intended for the use of all the inhabitants of the township, there could be no doubt but that the youth who have not reached the age of qualified electors, would, for the most part, avail themselves of and derive the principal benefit from these libraries, and the exclusion of that portion of the inhabitants from any voice in the establishment of these libraries, seemed unjust. 3. The committee were aware of the general truth, that mental indolence, and a reluctance to the acquisition of knowledge, are inherent vices of the human mind; and therefore they were of opinion that all proper means, consistent with the spirit of our institutions, should be devised and adopted, to stimulate the public mind to rational exertion, and to furnish means for the action of that stimulated mental exertion, and this opinion was the more strengthened by the reflection that as public opinion is the only basis of our government, in proportion as public opinion was informed and enlightened, would the government become more stable and respectable. 4. The amount required for the libraries was utterly insignificant, compared with the vast general benefit which would flow from their establishment. The question of conferring upon incorporated literary institutions the powers of conferring degrees, was again presented to the consideration of he Legislature, and Mr. HARVIE made a report in relation thereto. The committee on education have had under consideration a petition of the Trustees of the Kalamazoo Literary Institute, prayin that their charter may be so amended as to give them the power of conferring the honors and degrees, usually conferred by collegiate institutions, on such students as may have completed the ordinary course of studies in that institution, and have instructed me to report, that, in the opinion of your committee, the usefulness and reputation of a seminary of learning, depend on the excellence of the system of instruction adopted and pursued therein, and not on any power possessed by the managers thereof, of conferring empty degrees and diplomas. If a young man has undergone a mental discipline which has aroused his intellect, fortified his virtue, stored his memory with useful knowledge, and induced habits of application and thought, he will enter the world with a, certainty of attaining, in due time, to a respectable position among his fellow men, and this without Be aid of a parchment certificate, and an idle "A. B." or "A. M." attached to his name. The institution where such a discipline prevails will not depend for patronage and success on its power of conferring literary degrees and honors, but on the recognized excellence of its system. When the trustees of an institution of learning ask 17 130 for, and urge the necessity of receiving, the power of conferring degrees, "to enable them to adapt the institution to the present time and circumstances, to carry out its original design, and to promote the interests of education generally," a suspicion is engendered that the trustees are laboring under a slight misapprehension of the true objects and aims of, and the internal economy adapted to, such an institution. Your committee are of opinion that this power should be exercised by those institutions alone, which, by the possession and control of ample means, the employment of distinguished and well known professors, and the enjoyment of a wide spread and deserved reputation, will afford a guarantee against the abuse of the power. Experience teaches us that colleges in some of the States have been so reckless and indiscreet in conferring honors on unworthy subjects, that it is not uncommon to encounter an A. B. or an A. M. incapable of construing and translating his own diploma. Though your committee apprehend no such foolish consequences from granting the prayer of this petition, yet, they think that great caution should be used, lest the standard of education be lowered. Former legislatures have been laudably careful in bestowing this power on chartered schools, and the only two instances in which it has been extended, are so guarded and restricted, that the clause is little better than a dead letter in the acts of incorporation. But your committee doubt the policy of conferring these degrees at all. They are inconsistent with the spirit of our institutions, and a vestige of the aristocratical distinctions of monarchical Europe. The hope of attaining them is a motive addressed not to the reason or generous emulation of youth, but merely to their vanity. Intellect, morality and knowledge, confer a patent in their possessor universally recognized and respected-a patent which schools can neither give nor take away. And it is a remarkable fact in our nation's annals, that while a majority of those great and good men, whose names are identified with the national glory, were ardent and untiring devotees at the shrine of knowledge, still thev never attained the distinction of an academical degree. Mr. CARTER, from the committee to whom the subject was refer red, reported against a bill to incorporate seminaries of learning, on the ground, mainly, that all general incorporation laws were unconstitutional. During the year, an act was passed incorporating Ann Arbor Female Seminary; the Michigan Central College, at Spring Arbor; the charter of the Wesleyan Seminary amended, and the Ypsilanti Sem inary incorporated; a further act for the relief of purchasers of University and school lands. Misses Clarks' school, at Ann Arbor, was incorporated. An act was passed relative to primary schools, providing for the organization of districts; and that whenever any school district should 13! be so large as to contain more than one hundred scholars, between four and eighteen years of age, the district might raise a sum of money from the taxable property, for leasing and purchasing a site and building a school house, not to exceed in any one year, four dollars a scholar. It enacted that in no case should the school house be connected with anv other building; and further provided that a majority of two-thirds of the voters voting at a school district meeting, called for that purpose, should vote for such tax. It gave power to the inspectors, annually to appoint a librarian; and took the charge of the library from the township clerk, as provided by a prior law. Ira Mayhew, of Monroe, was nominated and confirmed as Superiatendent of Public Instruction. 1846. EXTRACT FROM GOV. FELCH S FIRST MESSAGE. The subject of common schools is universally acknowledged to be one of vital interest in every free government. The liberal reservation by the general government of section sixteen in each of the townships of the State, for that purpose, has enabled us to secure a fund that will do much in support of our common schools, and for the diffusion of knowledge among the youth of the State. The report of the Superintendent of Public Instruction, will give the necessary information on the important subjects coming within his supervision. The whole number of scholars that have attended the common schools during the past year, is 75,770. Of these, 69,253 are between the ages of four and eighteen years, 2,289 under four years, and 4,228 over eighteen years. There are also in the State 20,752 persons between the ages of four and eighteen years, who have not attended the common schools; the whole number of children between four and eighteen, being 90,006. The amount of school interest money distributed in the last year, for the support of the schools, was $22,113. A provision having been made by Congress, May 20, 1826, by which the State wits authorized, when the school section in a township was fractional merely, or entirely wanting, to select other lands to supply the deficiency, the State geologist was, by act of March 1, 1845, anthorized anid required to ascertain the quantity thus deficient, and to report the same to the Legislature, at the present session. This duty has been performed under the direction of the State Geologist, and the result will be reported to you by the Topographer, to whose chlarge, since the death of the Geologist, the documents relating to the same were committed. These returns contain maps, and complete descriptions of all the fractional sections of common school lands in the lower peninsula, and of lands which have been 132 located to supply such deficiency. The quantity of land to which the State is entitled, for such deficiency in the lower peninsula, is 20,729.68 acres. This, added to the quantity of entire sections in the several townships, and also of the fractional sections, gives for the whole amount of school lands in the lower peninsula, 759,518.69 acres. The quantity of school lands in the upper peninsula is estimated at 380,481.31 acres. The whole number of acres of school lands in the State, is 1,140,000. The minimum value of these lands, as fixed by law, would be $.5,70),000, yielding an annual interest, at seven per cent., of $399,000. A sale of all these lands, at the present minimum price of five dollars per acre, is certainly not at present anticipated, and may not take place for many years; yet the statement exhibits a noble fund, from which the amount actually realized is now very considerable, and must continue greatly to increase. A wise provision of the school law, in connection with a requirement of the constitution, designed to promote the same object, has laid the foundation for valuable township and district school libraries, and during the past year many such libraries have been established. A more effectual method of fostering A taste for reading, and a thirst for knowledge, and of diffusing intelligence and enlarged views of morals and patriotism, could scarcely be devised.'heir influence is at the fire-side, and in silence, yet it is,In influence that will do much to elevate the people of Michigan. Our State University, although it has been in a,ctual operation less than five years, has already given promise of g-reat usefulness, and assumed a rank as a literary institution, of whlich Mvichigan may well be proud. There are now connected with the University, seventy students. The ability of its professors. the extensive library and cabinets, and the liberal principles upon which it is conducted, are constantly attracting students to its hllls. The fact that no tuition fee is charged to any resident of the State opens its door to all, and makes knowledge literally free. The University fund, at an early day of its existence, became indebted to the State for loan of $100,000, and the interest of this debt has been liquidated from the interest received annually on the fund. The acts of the Legislature, approved February 28, 1844, and March 11, 1844, authorized the State Treasurer to receive certain property and State warrants belonging to the University fund, and to credit the same on this loan, and also authorized the sale of University lands for internal improvement warrants, which were to be paid into the State treasury, and credited in like mannier.'The effect of these provisions have been materially to aid in relieving the fund from its embarrassments. The amount received by the State, under these provisions, and credited to the University fund, is $56,774 14, leaving due to the State from that fund, for principle, $43.225 86. The amount received on this fund durting the past fiscal year, for interest on account of lands sold, and on loans, was $9,724 74. Deducting from this sum the interest due the State on the loan before mentioned, above the interest allowed on warrants paid in, the available 133 income for the past year is found to be $6,138 39, while in 1843, it was but little over $1,100. The embarrassment of the fund has occasioned a withdrawal of pecuniary aid from most of the branches of the University. Six of these branches have been continued in operation, three of which are supported entirely by the avails of private tuition; to each of the others, the sum of $200 has been allowed during the year. The number of students in these branches, and in the preparatory department of the University, is 396. It is to be hoped that returning prosperity may again enable the Regents to afford them such aid as necessity and good policy shall demand. REPORT OF SUPERINTENDENT. The Superintendent embraces in his report the following subjects: the duty of States in relation to education; the condition of the pub. lic schools, visitation of schools, libraries, school houses, the condition of the University and its branches; the system of public schools, proposed modifications of the school law, teachers' associations, female influence, and o'her subjects of interest and practical impor tance. His appreciation of the important duty devolved upon the State, in the work of education, is manifested in the following extract from his report: The education of children in a manner suitable to their station and calling is generally conceived a branch of parental duty of very great importance to the welfare of the State. -Education, (as here used,) implies every prearation that is made in youth for after life. This parental duty is strongly and persuasively inculcated by writers on national law. Says Kent, "a parent who sends his son into the world uneducated, and without skill in any art or science, does a great injury to mankind, as well as to his own family, for he defrauds the community of a useful citizen, and bequeaths to it a nuisance." Paley says, "to send an uneducated child into the world, is a public injury, and little better than to turn a mad dog or a wild beast into the streets." Solon, the great Athenian lawgiver, was so deeply impressed with this obligation, that he even excused the children of Athens from maintaining their parents if they had neglected to train them to some art or profession. Enlightened and liberal minded individuals of every age and nation have regarded it the duty of State to provide for the education of the children of the poor. Distinguished exertions have been made in several parts of modern Europe, for the introduction of elementary instruction accessible to the young of all classes. This has been the case particularly in Denmark, Prussia, and some parts of Germany and Switzerland. In this branch of political economy, Scotland attained to early and very honorable pre-eminence. More than two centuries ago, the Scottish parliament adopted measures for settling and supporting a common school in each parish at the expense of the 134 landed proprietors. And what has been the result? The Scotch are, as a nation, better instructed, and more moral and religious in their habits, than any other people in Europe. * * 1 * * * Great pains have been taken, and munificent provision has been made, in this country, to diffuse the means of knowledge, and to ren. der elementary instruction accessible to all. The first legal provision for sustaining free public schools was in 1647, and Massachusetts has the honor of taking the lead in this country, in this great and wise policy. In the colonies of New Haven and Connecticut, early provision was made for the establishment and maintainance of common schools, which were placed upon a permanent foundation a century before the Revolution. The State of Connecticut has, by its constitution, declared the school fund to be perpetual and inviolate. Ordinary education is so far enforced, (and indeed was long prior to the Revolution,) that if parents will not teach their children the elements of knowledge, by causing them to read the English tongue well, and to know the laws against capital offences, the select men of the town are enjoined to take their children from such parents, and bind them out to proper masters, where they will be educated to some useful employment, and be taught to read and write, and the rules of arithmetic necessary to transact ordinary business. This regulation, said the late chief justice Reeve, has produced very astonishing effects, and to it is to be attributed the knowledge of reading and writing so universal among the people of that State. During the twenty-seven years in which that distinguished lawyer was in extensive practice, he informs us he never found but one person in Connecticut who could not read and write. The total number of scholars that had attended common schools during the year was 75,770. The number that had not attended school, 20,753. The Superintendent says: There is one entire county fiom which no returns have been received. There are, also, in the twenty-nine counties from which reports have been received, eighteen entire towns that have made no report. There are, in addition to these, in the three hundred and ninety.nine towns from which reports have been received, 588 districts from which reports have not been received. This is, indeed, alarming. But what adds to the darkness of the picture, there are in the 2,095 districts from which reports have been received, 4,578 children between the ages of four and eighteen years, who have not attended any school during the year, and who cannot read, write and cipher. This is by no means a favorable omen: But are there no schools in those townships and districts friom which no reports have been received? In many cases there are. They are not, however, common schools. They are not entitled to participate in the avails of the school fund. They are private schools, or what are ordinarily denominated select schools. The average length of time scholars between the ages of four and eighteen years have attended school, was a fraction less than four 136 months. The average wages per month paid male teachers in the State, $11 98. The average monthly wages paid female teachers, exclusive of board, $5 24. The Superintendent remarks: For such compensation it is not reasonable to expect that a high degree of literary attainment, coupled with professional skill, would be called into service. The wages and qualifications of teachers must be proportional. The payment of high salaries to inferior teachers will not insure good schools. The tendency, however, of paying higher wages will be to direct the attention of a greater number of persons to the profession of teaching. A competition will thus be created, and soon higher literary attainments and greater professional skill will be brought into the service. Neither will the payment of moderate or low salaries to good teachers necessarily produce poor schools. It will not, however, long secure the services of good teachers. As is the demand, so will be the supply. If a reasonable compensation is offered for the services of good teachers, young ladies and gentlemen of the first order of talent will attain the requisite qualifications, and cheerfully tax their best capabilities in the interesting though arduous duties of this profession. He who can teach a good school can engage with proportionate success in other pursuits. If he is not reasonably compensated for teaching, he will seek a more lucrative employment. It is the opinion of some that a second or third order of intellect is all that is desirable to constitute a successful common school teacher. This is evidently erroneous. It may be all that the present compensation will long retain in the service. But it is notaall that its importance claims. As is the teacher, so will be the school. And as are our common schools, so will be our future legislators and statesmen. The total amount of school money received in the several districts, as reported, was -----------------------------— $23,293 33 Amount raised by tax, - ------------------------ 59,931 62 I. received from local funds, ----------------- 1,649 58 " paid unqualified teachers, —----------- --- 5,880 75 Total, ------------------------------------— $90,775 28 The total amount for building and repairing school houses, and for the payment of tea,hers qualified and unqualified, embracing the public money, was only one dollar a scholar for each child between the ages of four and eighteen years. Four thousand four hundred and ninety-two children had been taught in select schools, at an average of $2 64 per quarter, and 3,013 of these were between the ages of four and eighteen. The Superintendent says: 136 A simple arithmetical calculation, based upon these data, sho,)ws that the expense of teaching a given number of scholars in select schools, is more than three times as much as common schools, embracing the amount paid for building and repairing school houses. In relation to visitation, the report shows that the inspectors had paid 1,956 visits to the schools, deducting 274 for the city of Detroit. On this subject the Superintendent says: The several district boards have visited their schools a less number of times than the inspectors; the entire number of visits being less than half the number of schools. Parents are the natural guardians and teachers of their children. The work of education cannot safely be conducted exclusively by delegation. Indeed, were it safe, it would seem as though parents who are properly interested in the education of their offspring would esteem it a privilege to visit their schools at least once a month. But the district officers have not, on an average, visited them once in eighteen months! Frequent visits to the school by inspectors and parents, encourage both teacher and scholars. The teacher will pursue his labor of love with a lighter heart, and with increased devotion, feeling that he has the countenance and co-operation of the parents of his charge. Children, too, will be inspired to redouble their diligence in climbing the rugged hill of science. A useful purpose was accomplished by the Superintendent, in di recting his efforts to apply to the purposes to which they had been devoted by the constitution and laws, the moneys arising from fines, penalties andforfeitures. He addressed a letter of inquiry to the Attorney General, who re plied that the board of supervisors had no power to remit fines imposed by courts of law, and that all money collected or received by the county treasurers, on fines, penalties, or forfeiture of recognizances, must be paid to the school inspectors, and by them invested in a township library, and also that a neglect of the supervisor to assess the half mill tax, rendered him liable for neglect of official duty. The amount of money apportioned for this year, was $22,113 00. Under the head of "examination of our system of public schools," ,the Superintendent says: Our system of education possesses many admirable features. Any child residing within an organized district is entitled to attend the common school, whether his parents are able to pay his tuition or not. The law also provides for supplying the children of indigent parents with such books as they may need. Our system of township libraries is an admirable one, and is par-ticeularly adapted to the wants of townships with a sparse population. 137 It is superior to the district system, inasmuch as it enables the township to purchase a greater number of more valuable books, to which, also, each individual of the township is enabled in due time to have access. The principal impediment to the usefulness of these libraries lies in the circumstance that directors are trequently remiss in the discharge of their duties. For the manner in which it is thought this impediment may be removed, see the sequel of this report. The total number of volumes in all of the township and school district libraries of the State does not yet equal one-third of the number of children between the ages of four and eighteen years. Statutory provision is also made for the establishment of union schools in cities, villages and densely settled townships. In this manner the advantages of the common school, and the highest order of select schools may be happily combined, without any of the mischievous consequences resulting from an inviduous distinction. It is hoped that villages generally in which there are two or three districts, will avail themselves of the provision of the 37th section of the school law. Our University system, with branches in different parts of the State, is justly entitled to the commendation which it has so generally received wherever it is known. Our common schools, the branches of the University and the parent institution, are intimately connected. If properly conducted the success of each will exert a healthful irfluence upon both of the others. Each should hold its own appropriate place in our system of public instruction, and neither should attempt to do the legitimate work of another. Our system will thus be prosperous and efficient. Otherwise, it will suffer in all its departments. For example, if a branch attempts to do the appropriate work of the common school, and opens wide its doors for the reception of scholars in the common English branches, the common schools in the vicinity will manifestly be weakened, and sustain sensible loss. The branch itself will be injured as such, and become a semi-common school. It will hence prepare a less number of students for the University than it would otherwise be likely to do. There seems to be a deficiency in the supervision exercised over our schools-particularly our common schools. Our district officers have each their particular work assigaed them. T'rhe duties of the moderator are not arduous. His office is rather an honorary one than otherwise. The assessor is required to collect rate-bills for teachers' wages, for which he is allowed his regular per centage. The director is charged with more important and responsible duties than either of the other members of the district board. It is his duty to keep a record of the proceedings of the district, with the consent of the moderator or assessor to employ a teacher, to call district meetings under certain circumstances, to take the census, to furnish the teacher with a copy of the same, to make out a rate bill, and annex thereto a warrant for its collection, to provide the necessary appendages for the school house, to give notice of the annual meeting, to draw books from the township library, and act as 18 138 district librarian, to make an annual report, &c., for all of which he is allowed nothing. This seems, in many instances, to operate injuriously upon the schools, particularly when we take into account the fact that the man who is best qualified to officiate as director, has frequently no personal interest in the school. This service is too arduous to be well performed gratuitously. There are other duties also, that the director should perform, which will be considered in part four of this report. It is believed our system of school inspectors might be rendered more efficient, and at the same time less expensive. At present, a meeting of the board is necessary to examine teachers, and indeed, to transact any business. - It takes time to assemble the board, and is also attended with expense. When met for the examination of teachers, generally the person who is regarded as the literary member of the board, conducts the examination chiefly. The certificate is made out and signed by all the members of the board. If their action proves to be unwise, each member being a minority, the responsibility is thrown upon the other two. Thus, one man labors, three men are paid for it, and nobody is responsible for what they do. It is respectfully suggested that it would be better to elect one inspector in each town, pay him for what he does, and hold him responsible for it. As the board is now constituted, the Legislature have regarded it necessary to limit the number of meetings in a year at the expense of the township. Thlis limitation is thought by many to operate injuriously to the interests of schools. Complaint is made of the general incorrectness of the reports of the county clerks. Less time also remained in which to make out the annual report of the Superintendent, than the law allowed for coun ty clerks to make out their reports, While the labor of making it, was, in the opinion of that officer, not less than thirty times as much as that of the clerks. The Superintendent proposed various modifications of the school law; the two leading features of which were to incorporate into the law the establishment of common schools, to which every child of the State should have access-and to secure a more efficient supervision of the schools. He estimated that there were in the State, at a mod erate calculation, 15,000 children between the ages of four and eighteen years, whose parents did not reside in any organized districts, and who were cut off from access to the primary schools, and suggested, among others, the following provisions of law: In case any district neglects to organize, or if organized, neglects or refuses to open a school, according to the provisions of law, until the o10th day of May, in any school year, it shall be the duty of the 139 inspector to open a school in said district, for three months at least, and longer at his discretion; to rent or provide a room, in case the district has not a school house; to take the census, and discharge all the duties required by law of the district board, and apply the public money to which the district is entitled, towards defraying the expense of the school. The residue of the expense, which shall not exceed fifty dollars, any one year, together with the salary of the inspector, while engaged in the discharge of the legitimate duties of the district board, shall be assessed by the supervisor upon the taxable property of the district, to be collected in the same manner, anrid for the same compensation as other taxes, and to be drawn on the order of the instructor; Provided, That no school district shall contain less than fifteen children within the legal ages, unless the territory of the district shall embrace nine sections, or its equivalent; And provided also, That no district shall contain less than twenty-five children within the legal ages, unless the territory of the district shall embrace four sections, or its equivalent. At the next annual township meeting, and annually thereafter, one school inspector shall1 be elected in each township of the State, who, shall discharge all the duties hitherto devolving upon the board of school inspectors. The school inspectors of every county shall meet at the office of the county clerk the third iaonday in April, and elect, by ballot, one of their number as president of the board. They shall also elect a vice president and corresponding secretary. The county clerk shall be ex-oq,cio recording secretary of the county board of school inspectors. Directors shall be allowed a day for their services. Their account shall be audited at the annual district meeting, and paid on the presentation of a certiucate from the school inspector signifying that they have discharged their duty and made their report according to law. Inspectors shall be entitled to a compensation of a day, for their services. Their account shall be audited by the township board, and paid on the preselxtationof a certificate from the Superintendent of Public Instruction, signifying that they have discharged their duty, and made their report according to law. * * * The provision of the 78th section of the school law operates injuriously upon the interests of weak districts in many instances; and the propriety of its repeal is respectfully suggested. The statutes define the word "monith" to mean a calendar month, which, exclusive of Sundays, is twenty-six days, or four and one-third weeks. In many parts of the State, four weeks are, by common consent, considered a school month. I would suggest the propriety of defining a school month to signify four weeks, and allow the teacher to dismiss. school Saturday afternoon, without losing time. This would be merely lending the sanctions of law to a time honored usage. A quarter, or three months, in a common school, would still be one week more than according to common usage it now is in our higher institutions of learning. 140 Tihe following, suggestion was made to the Superintendent by a i-board of school inspectors, relating to LIBRARIES in fractional dis -districts: "The law appears to be deficient in regard to fractional districts, there being no way for such districts to obtain their books. It should be the duty of the inspectors to attach fractional districts to whole districts when necessary, for library purposes." I think the change suggested would render the 31st section of the school law more simple and equitable. One part of a fractional district is frequently situated in a township possessing a library, while the other part is in a township possessing no library. Each part of fractional districts might be attached to an adjacent whole district, in the same town, for library purposes; and the director of the whole district might be authorized to draw from the township library the equitable proportion of books for his own district, and the fraction attached thereto. In case of joint districts, teachers are sometimes rejected by the inspectors of one town in which a district is in part situated, and subsequently certified by the inspectors of the town in which the other part of the district lies. To obviate this difficulty, the teacher should receive his certificate from the inspectors of the township to which the director is required by law to make his annual report. The following means of increasing the usefulness of the public schools were suggested as among the most important, viz: TEACHERs' ASSOCIATIO.,s-TEACcHERS' INSTITUTEs-an educational journal, and female influence-and the organization of a college of teachers. NORMAL schools were considered indispensable to the perfection of the .system. " TEACHERS' INSTITUTES," says Mr. MAYtIEW, "are teachers' associations with protracted sessions. Where teachers' institutes have been established, the teachers of a county usually spend almost two weeks in session, fall and spring, with a competent principal and experienced board of instruction, employed by a committee provided for that purpose. The several branches of study ordinarily pursued in our common schools are reviewed; the different methods of instruction ard modes of government are discussed, and plans are laid for concert of action. Lectures are generally delivered before these institutes by professional gentlemen and others, who, from their devotion to the great work of popular education, might appropriately be denominated common school missionaries. Teachers' institutes are of recent origin. They were first established in New York, in 1843. * * * * * Would it not be well to encourage their establishment by legislation? I entertain the opinion, that if the State has $25,000 to appropriate annually to the promotion of common school education, it would be productive of a greater good to apply one or two thousand dollars, or even five thousand dollars, to assist in defraying the necessary expense of 141 maintaining, teachers' institutes in the different counties, and the residue to the support of schools, than to apply the whole to the payment of unqualified teachers, or even to those of ordinary attainments." From the suggestions made by school inspectors, the propriety of placing a copy of the annual reports of the Superintendent into the hands of school inspectors and school directors, was submitted. REPORT OF THE REGENTS. The Board congratulated themselves and the firiends of literature and science in our State, in view of the continued and increased prosperity of the University, whose interests have been by law confided to their management. They pay the following marked but merited tribute to the memory of Prof. Whiting, whose death had but recently occurred: In the death of Professor Whiting, the University has sustained a severe loss. He had been with us from the beginning, had been thoroughly acquainted with the history, cares, interests and condition of the University; participated with earnest and zealous effort in the Board's desire to promote the usefulness of the institution; and was particularly qualified for his station, not only by his classical attainments and aptness to teach, but by his urbanity and;entleness of manners, by his knowledge of character and other properties which especially fitted him to act the part of a governor and counsellor of youth. A fourth professor had been appointed, viz: the Rev. D. D. Whedon, who had accepted the appointment, and was discharging the duties of professor of logic, rhetoric and the philosophy of history. The annual meetings of the Regents was fixed in August: and the report of this year was brought down only to that period, instead of December. The amount of warrants drawn for the past year was reported at $10,162 33, leaving a balance in the treasury of over $1,000. The board of visitors consisted of the following gentlemen, viz. Heniiry Smith, Andrew Harvie, John R. Finley, George W. Wisner, and F. J. Littlejohn. They say: In general the affairs of the institution appear to be well managed, and their immediate guidance in competent, safe and skillful hands. So far as could be judged, the instruction in the various branches is thorough and efficient. The board were highly pleased with the portion of the examinations witnessed, and consider them very credi table to the students themselves, as well as to their instructors. In the conduct of the studies of the senior year, especially, the plan of instruction and examination to a considerable extent by means of 142 essays written by members of the class, has been very successfully adopted, and is worthy of strong commendation. It is a subject of great satisfaction to be able to say that the Uni versity is generally and manifestly in a flourishing condition, the num ber of students annually increasing, and every department bearing evidence of competency, efficiency and fidelity in its management; yet, the board of visitors cannot close their report without once more calling the attention of the proper authorities to a portion of the very able report of the visitors in the year 1842, as contained in the "joint documents" of the legislature for 1843, page 377, and following. The want of additional buildings for the Universitv is much more strongly felt at this time than in 1842. It is only by great exertion, and by crowding the rooms to excess, that the faculty have been able to pro vide for the present number of students (about seventy) during the last term, and in the very probable, nay almost certain event of the increase of this number, at the beginning of the coming year, it will be necessary to refuse admittance (at least as residents of the college buildings) to new comers, an event greatly to be deprecated by all well-wishers to the institution. Another very serious evil resulting from the want of a proper edi fice is the great danger of loss or irremediable injury to the very valu able specimens of zoology and botany of Michigan, collected and prepared at very great expense to the State, by the late and lamented State Geologist, Dr. Houghton. There being no room in which to place these valuable preparations in natural history, they remain in a state liable to destruction by vermin, and in which, even natural decay can hardly be averted. It is believed that more than 4,000 zoological specimens, and many thousand specimens of plants remain in this condition, the value of which may very fairly be set down as greater than the probable cost of a chapel, which should not only contain the rooms requisite for the reception, safe keeping and exhibition of this collection, and the library and cabinets belonging to the institution, but also contain the necessary recitation and lecture rooms for the University, thus restoring nearly one-half of the present building to the use for which it was intended, namely, dormitories; and rendering it capable of accommodating nearly double the present number of students. A chemical laboratory building, detached from any other, should also be erected; its cost would be very small. The soundest economy would be consulted in the immediate erection of these buildings. An increase to a moderate extent, of the philosophical and astronomical apparatus is greatly required; of the latter, particularly, there is hardly enough to deserve the name. The professor of languages recently appointed, had not arrived, and his duties were of necessity discharged, and his place, so far as possible, supplied by the other professors, whose duties, from the smallness of the number of the faculty of the institution, were already onerous and severe. If the resources of the University will justify an addition to the number of professorships, such increase is respectfully suggested-particularly in reference to greater attention 143 to RHETORIC and ORATORY, to MODERN LANGUAGES, and to BELLES LETTREs-branches of education more necessary, perhaps, in this country than in any other country in the world. The system established in almost every collegiate institution in the United States, of graduating the merit of the senior class, and awarding collegiate honors at commencement, seems to have been abolished in the University of Michigan. The board of visitors cannot -lose this report, without respectfully suggesting a doubt, as to the good results froiii abandoning the well tried and time honored mode of exciting emulation amongst the students in an institution like ours. Perhaps the present system has not had a fair trial, but one class having as yet taken their diplomas, without a special graduation; yet it is believed that in the end it will be found wise to restore the old order of things in this respect. For the purpose of a reference to those who may wish to enquire into the location of the school sections and the subject generally, it may be stated that in the joint documents for this year (1846) a report will be found which comprises the following statements: Theregstes f al shol lndsinhlillian The registers of all school lands in Michigan. The maps of fractional sections. A tabular statement of the townships, with reference to section six teen A tabular statement of all the available school lands of the lower peninsula. A condensed and tabular statement of the quantity of land the State is entitled to, in lieu of fractional section sixteen, and for town ships deficient. A statement of the same in detail, and also letters of the Commis stoner of the General Land Office, &c., &c. From this document the following is extracted as containing the result of the labors of the State Geologist and his corps, and their general conclusions: It will be seen that the whole amount of school lands of the lower peninsula, is seven hundred and fifty-nine thousand five hundred and eighteen acres, and 69-lOrths, and when those of the upper peninsula, which are estimated at fully one half as much, or about three hundrod and eighty thousand, four hundred and eighty-oue acres, andut 31100ths, are added, we have for the total school lands of the State, one million, one hundred and forty thousand acres, (1,140,000,) which, at the minimum price, as fixed by law, of five dollars per acre, would produce the sum of five millions and seven hundred thousand dollars, and that again at the legal interest of seven per cent. would yield an auoal income of three hundred and ninety-nine thousand dollars. Al 144 though these lands may not all bring the fixed price of five dollars per acre, yet as nearly all of them are of the first quality for agricultural purposes, or valuable for their timber or mineral resources, their product may be anticipated to approximate very nearly to the sum named, and it must afford high satisfaction to the hardy pioneers who first reared their cabins amidst the uncultivated wilds of the "beautiful Peninsula," and endured all the hardships and privations incident to new settlements, to see their children thus amply provided for in that great essential under a free governinent-education; and the enterprising emigrant from the eastern States, accustomed to look upon the advantages of school house and academy as more than counterbalancing the disadvantages of a stubborn soil and rigorous climate, may turn with confidence to Michigan, satisfied that from her prolific and easily tilled soil, he will receive an abundant return for his labor-that in her richly endowed schools and University, means of education are provided for all. A resolution of the Senate was passed relative to the geological, mineralogical, zoological and botanical department of the University, in reply to which, Major Kearsley reported that the Regents had not had in their charge and custody, any of the specimens collected for the State, except one full suit in geology and mineralogy-that the mass of these collections had been under the control of the State Ge ologist; —that in the department of geology every specimen had been enclosed in paper, and labelled, and the hope was expressed, that the representatives of a people determined to perpetuate the blessings of enlightened freedom, would not suffer these depositories of knowledge, valuable in every pursuit and condition of life, to be lost through the ravage of time, or their developments postponed until too late for the instruction and self-interest of those who must soon take their places upon the theatre of self-government. In reply to a resolution of the Senate, the same gentleman, in behalf of the Regents, made the following statement in relation to the views of the Regents, as to whether the interests of the University would be promoted by a reduction of the price of the lands: The undersigned, to whom the resolution was transmitted, as chairman of the executive committee of the Board of Regents, having consulted with two others, members of that committee, who alone reside at Detroit, and whose views he could at this time obtain, submits the following facts and results, from the past history relative to the legislation upon the subject of University lands: The act of congress, approved May 20th, 1826, provides that the secretary of the treasury be authorized to set apart and reserve from sale a quantity of land not exceeding two entire townships, (46,080 145 acres) for the use and support of an University within the then terri tory of Michigan, and for no other use or purpose whatever. This may be termed the fandimental law upon which the present Univer sity is based. In pursuance to this act of Congress, the secretary of the treasury addressed a letter to General CAss, then Governor of the territory of Michigan, requesting him to designate the selections. Governor Cass convened a meeting of the trustees of the then existing Uni versity of MNichigan, and submitting to them the letter of the secre tary, requested that said trustees would adopt measures for making said selections. A committee was accordingly appointed, to whom this matter was confided. That committee employed a suitable per son, who selected and reported a large portion of said two townships. This committee subsequently transmitted to Governor Cass, then temporarily at WVashington, a list of these selections, which it is believed were confirmed by the secretary. Congress so far recognized the control of the trustees of the former University of Michigan over part of these lands as to pass an act, approved March 3, 1835, authorizing a committee of that board to offer at public auction, and to sell certain selections previously made. The trustees declining to sell or carry out the provisions of that act, congress, through the importunity of a certain Ohio land company, who held lands in the vicinity, was induced to repeal this act, to give authority, or rather require said trustees to sell these same lands to William Oliver, agent of said Ohio company, under the allegoation that the trustees had made contract with said Oliver for such sale; this zct was approved March 22, 18:36. A conveyance was executed in compliance with this act, and thus the University fund was divested of that portion of land selected, embracing the mouth of Swan Creek, upon which Toledo, now in Ohio, is built, and where, it is understood, the canal terminates. For this land the trustees received about a section of land in that vicinity, and $5,000 in cash. These lands were not disposed of by the trustees and formed part of the fund of the present University, and the $5,000, with the interest thereon, were transferred by a committee of the board of trustees to the treasurer of the present Board of Regents. The next legislation, it is believed, was the act of Congress, approved June 23, 1836, being supplementary to an act for the admission of Michigan, upon certain conditions, the second proposition whereof is as follows: That the seventy-two sections of land set apart and reserved for the use and support of a University, &c., are hereby granted and conveyed to the State, to be appropriated solely to the use and support of such University in such manner as the Legislature may prescribe: And provided also, that nothing herein contained shall be so construed as to impair or effect in any way the rights of any person or persons claiming any of said seventy-two sections of land, under contract or grant from said University. It miy here be proper to remirk, that the constitutioin of the State of Michigan hid been previously submitted to Congress for their action, (see article X, section 5.) This act provides- the Legislature shall 19 146 take measures for the protection, improvement, or other disposition of such lands as have been, or may hereafter be reserved or granted by the United States to this State, for the support of a University; and the funds accruing from the rents or sale of such lands, or from any other source for the purpose aforesaid, shall be and remain a permanent fund for the support of said University, with such branches as the public convenience may hereafter demand for the promotion of literature, the arts and sciences, as may be authorized by the terms of such grant. And it shall be the duty of the Legislature, as soon as may be, to provide effectual means for the improvement and permanent security of the funds of said University. How far the terms of the constitution relative to beanc/kes conflict with the provisions of the subsequent act of Congress, limiting the grant "solely to the use and support of a University," is left for others to discuss, deliberate and determine. * e I By reference to the annual reports of the Superintendent of Pub,lie Instruction, embracing the report of the Board of Regents to him, much important information may be obtained, as well as admonition gleaned from past legislation. The Superintendent, under date of Dec. 27th, 1837, (see House Document No. 5, dated January 9th, 1838,) shows that the interest which fell daue and was p yable in July and August, 1838, amounted to the sum of $10,8ri 32; the Legislature, however, of 1838, relieved the debtors of Lhis interest fund, and notwithstanding the large amount of sales since that period, there has never been paid as large a sum for interest in liny one year since. It may be said that interest would not have been paid; but the only answer that can be given to this, is, that the Legislature did not allow time to prove the positive of this negation. Six thousand five hundred and eighty-three acres of University land were sold prior to 27th December, 1837, at an average price of $22 85-.,- per acre. In the year ending December 31st, 1838, 527.72 acres were sold at an average price of $20 29 per acre, showing manifestly that the Legislature of 1838, releasing lands upon which there were settlers and improvements, on favorable conditions, held out the expectation and cherished the hope of others that some more favorable terms would be thereafter provided for them. In both the years 1837 and 1838, it will be observed, that, notwithstanding the minimum price, $20 per acre. subsequently deemed so extravagantly high, all the University land offered at auction, brought an average above that minimum. Notwithstanding the diminished sales for 1838, we find by the report of the Superintendent of Public Instruction that interest amounting to $9,171 42, had been actually paid by purchasers, and the further sum of $2,000 or $3,000 more, was by him expected to be paid as interest for that year. 1839. By the report of the Superintendent for this year, it appears that, although the total amount, being ten per cent. instalments, paid as principal, was only $1,607 90, yet the interest paid that year was $6,402 91. 147 1840. During this year the Superintendent reports only 43.70 acres sold, and $763 61 as interest. To account for this extraordinary diminution as well in sales as in receipt of interest due, it may be well to observe the effect of the acts of March 25th and March 30th, 1840. From the provisions of these acts, purchasers were induced to defer further payment, under the expectation that their interested petitions and applications for relief would be granted; nor were they disappointed in their calculations, as appears by the enactment of 1841, by which University lands were reduced to $15 per acre, and interest reduced in like proportion. To advert to the several and various provisions of the continued annual legislation on this subject from 1837 to 1844 inclusive, would swell this communication, and render it alike tedious to the writer and the Senate. It may, therefore, suffice to remark, that the continued legislation has most naturally induced and encouraged continued application on the part of individuals interested for relief. In the opinion of the undersigned, this legislation has been not only inexpedient but u)?just. Inexpedient, because thereby purchasers have been induced to postpone payment agreeably to their contracts with the State, and thus introducing by the example a like disregard to punctuality in the observance of contracts between individuals. Unjust, because the Board of Regents make contracts with professors and principals of branches, relying upon existing provisions of law to furnish the means for fulfilling on their part. But another act is passed-a new provision introduced-perhaps the payment of interest deferred-and thus, the professor with his family, is turned outt, if not to starve, certainly with sufficient cause to complain of gioss injustice somewhere. Men qualified for the chair of a professor in the University, who have devoted as well the *elastic energies of youth, as the matured development of the judgment and understanding, in the pursuit of science and intellectual attainment, are rarely equal to a successful combat with the vicissitudes of a mercurial life. Possessing,r the "ingenii benigna vena," they are content with a comparatively small pecuniary reward, even a bare sufficiency to meet the frugal and necessary dlemands of life. Justice demands that this should be certain, and specially does she expect at the hands of the representatives of honorable and enlightened freemen that this just compensation should not be dependent upon a contingency so vacillating and temporary as annual enactments. Sed ino s immeensum spatit s confecimus equor, Et jam tempus eqtium fomantia solvere colia. Yet the undersigned cannot close without remarking, that owing to the Legislative enactment prior to 1844, the Board of Regents, in the early part of that year, were so far as within their means or power of redress, inextricably involved in financial embarrassment. Recourse was had to the only source competent to relieve, the Legislature-representatives worthy of their free and intelligent constituents. That Legislature more than responded to the call of the Regents, inr the act for the relief of the University of Michigan, approved March 1 lth, 1844. This act, while it enabled the Regents to meet 148 their contracts with professors and others, and thus saved the professors from great difficulty, and the Regents from bankruptcy, avoided the train of evils consequent upon the great precedent, the general bankrupt law of Congress. A repetition of either law would be calamitous and uncalled for. The act of February 28th, 1844, provides for the receipt of State Treasury notes and warrants bearing interest in payment of principal on purchases of University lands, and had the two-fold beneficial effect upon the purchaser and the University-of enabling the former to pay, if hle so elected, the entire debt due by him, and secured to the latter the payment of the interest thereon. The same act had the further indirect effect to lessen the price of University lands, and yet not detract from the amount of the interest fund. Upon careful elnquiry, it may be assumed, beyond contradiction, that the cash price of University lands during the year 1 845, did not exceed 5-8 of sl2-tht is $7 50 per acre. A review of past legislation and its effects, must convince that legislation, whether for bank charters or for other individual and sinister objects, does not promote the g,eneral public welfare. Every ac t relating to a trust so highly beneficial and so sacred as the cause o f education, it is hoped will be approached with the greaitest circumspect ion, and will be consunmimated only afteri the assiduous deliberation recommended in the accomplishmen-t of nothler object Vos exel,-lalriaNocturnia vets ate iian',' vcsate ditiria. From the best sourc(es of infofmation, of rentlcen whlose judgment may be confided in, it is estimated that internal improvement warrants, bearing interest, will prorbably, for the (current year, not command bevond seventy-tive cents in cai, for the dollar; it follows thit University lands may be purchased, in cash, for nine dollars per acre. The experience of the past sufficiently demonstrates that reduction in the price of University lands, where these lands are designed only for agricultural purposes, cannot greatly increase the sales, unless indeed the reduction should be such as to bring these lands into competition with those of the United States or of the nonresident land holder. But such a policy, all will agree, would be suicidal, alike to the University and to every benefit anticipated from its present fund. If the Regents of the University be permitted to rely upon the resources now provide(l by law, and those provisions be complied with by purchasers, which it is confidently thought they will do, if no hope is extended to them of future enactments for their special and individual benefit, the Regents, having, as is hoped, profited by their past errors, will take care to limit their appropriations to their receipts, and thus the necessity of a sale of University lands, beyond the exigencies of ordinary increase of population in this State, and for the purpose of revenue only be obviated. Thus, this munificent fund, while it shall furnish the means for educating the youth of our State, who, at present, may appreciate its benefits and desire to participate them, may be handed over unimpaired to endless generations of the sons of Michigan. 14;) Belie-ving that the Board of Regents, if convened, would accord in sentiment with the foregoing, howmuchlsoever they might have regretted that it could not have been placed in abler hands for digestion and arrangement; the undersigned, with those whom he has opportunity to consult, is of the opinion that the reduction of the price of University lands is at this time inexpedient, and would result in the lasting diminution of the fund. In conclusion, therefore, and having the best interests of that State in view, in which, for weal or woe, he anticipates the residence of his descendants-he closes with the liberty of repeating the admonition: Parce-stimulis; et fortius utere loris, medio tutissimus ibis. This year, Adrian Seminary was incorporated, also the Clinton Institute; the charter of Michigan Central College, at Spring Arbor, amended; the Owosso Literary Institute incorporated and the Vermontville Academical Association; the law relating to the Board of eductaion of the city of Detroit amended; an act was passed providing that the various specimens pertaining to mineralogy, zoology, botany, and all other specimens pertaining to natural history, be transferred to the Board of Regents, to be held in trust for the use and benefit of the University and its branches; and by a subsequent joint resolution they were authorized to take possession of them, and to cause them to be properly arranged into perfect suits (and fractional suits) and report the number, quality, character and condition thereof to the Legislature, and to exchange specimens (in case there were over ten suits) with any other government, institution or individuals. The PRIMARY SCHOOL LAW was amended by adding a provision that the district board should not in any case build a brick or stone school house upon any site, without having obtained a title in fee, or a lease of ninety-nine years; and should not build a frame school house for which they had not the title in fee or a lease for fifty years, without reserving the privilege of removing the house, &c. The school laws were revised as they are found in the revised statutes of 1846. They were changed in several important particulars. The revised law allowed every white male inhabitant of the age of twenty-one years residing in the distrist, liable to pay a school dis. trict tax, to vote at any district meeting. The previous law gave the right to any person to vote, if he was liable to pay a school tax, 150 without confining it to thie district; it provided that whenever a district was without officers, or neglected or refused to hold two suc cessive annual meetings, the district was dissolved. It did make the request of five legal voters necessary to call a special meeting. The code reported provided for the enumeration of children at the county poor houses, in taking the census of the district, but the Legislature struck out the provision. The clause authorizing the raising of the fifty cent tax, was not in the reported code, but was re-established by the Legislature. 1~47. EXTRACT FROM THE MESSAGE OF GOV. FELCH. The total amount of money distributed among the several townships, during the year, for the support of primary schools, is $27,925 72, being thirty-one cents to every child between the ages of four and eighteen years, and exceeding the amount of last year's distribution, bv the sum of $5,812 72. The number of scholars in the State, between the ages last mentioned, is reported at 97,658. The whole number of children that have attended the common schools during the year is 77,807. This number is greater by 7,037 than during the preceding year. The number of volumes in the township libraries in the State, are, according to the returns 36,998. The laws on the subject of common schools, it is believed, are such, when faithfully executed, as generally to secure, in a manner highly satisfactory, the great interests of education. The chief obstacles to the realization of all the benefits of our noble school system, are found in the want of punctual attendance on the part of scholars, and deficiency in the qualifications of teachers. To correct the former, rests principally with parents and guardians. The latter is an evil, deplorable in its consequences, and difficult of correction. Voluntary associations of teachers for mutual instruction, have given an earnest of much improvement in this respect. In several of the States, Normal schools, having for their object the qualification of instructors for the great work of education, have been fostered by private munificence and legislative aid, and have been attended with the most beneficial results. Teaching, itself an art, is properly made a subject of instruction. The mission of the teacher demands high qualifications. As the object of his profession is of the greatest importance, so his employment should be considered most honorable, and his efforts be seconded by every friend of the rising generation. It is difficult to say, what method, if any of a public character, should be adopted to raise the standard of excellence in this important department, but I cannot refrain from recommend 151 ing it to your consideration as a subject in which the interests of the public are deeply involved. The number of students in the University of Michigan, is seventy. The Faculty consists of seven professors. By the assiduous labors of all connected with the several departments of instruction. the advantages pertaining to education in the higher departments of literature, the arts and the sciences, have been enjoyed to a degree highly creditable to the State and useful to the community. The rare example of the principle of free schools applied to an institution of the highest order, is here presented. Without charge for tuition, every citizen of the State is entitled to the benefits of a liberal education. The nett proceeds of the University fund, applicable to the support of the institution, have been, during the year, $7,993 02. REPORT OF SUPERINTENDENT. The annual report of the Superintendent announced that within the last year he had made an educational tour through eighteen counties of the State, embracing chiefly the more northern organized counties, and had delivered lectures, attended public meetings, participated in public discussions and co-operated with the friends of education in every possible manner. The result of his convictions, derived from these labors, was that "we might reasonably hope to achieve what had been accomplished in other States, and more; and that all we had to do, was to adapt the means to the end and difficulties would disappear, and ere long our brightest hopes be realized." The formation of the first TEACIIERS' ASSOCIATION was announced under his auspices, being in Lenawee county. Another was formed in the county of Macomb. A TEACHERS' INSTITUTE, the first held in the State, was held in the county of Jackson, under the auspices of the Jackson County Teachers' Association, at which about thirty teachers attended. He recommended, in order to awaken a more general interest among all classes of citizens, and lead them to feel the necessity of improving the primary schools, the formation of county educational societies, the object of which he explained to be, to awaken the community to a sense of the real condition of the schools, and to point them to the means of removing the great and alarming evils that existed, and to the means of improvement in the schools. All the organized counties of the State were visited by him with the exception of four, and these he proposed to visit during the 1i52 winter. In most instances, the result of these visitations was the organization of county societies. Of these, he says: In many of the counties auxiliary town societies have been organ ized in most of the towns, and in some counties, in all of them Althoug,h in a few instances there has been much to discourage, no proper notice of the proposed meetings having been given, and no suitable arrangements having been made; in short, nobody appearing to be interested in the subject, yet in the majority of cases it has been far otherwise. In several instances I have been greatly encouraged, finding many worthy citizens ready to co-operate in this work, and disposed to second any efforts that might be proposed for the improvement of teachers and schools. All we want is to have community awake to the interests of this subject and possess a zeal that is according to knowledge, and the work is half accomplished. It should not be disguised that for want of this interest some of these societies have not held a regular meeting since their organization. This will generally be the case where too much reliance is placed upon foreign aid. Their permanency and usefulness must depend upon the activity, zeal and discretion of the friends of education in the different counties. * - * Public attention, in many parts of the State, seems to be somewhat awakened in relation to the interests of common schools. Many causes have tended to bring about this desirable state of things. The work of reform, however, has scarcely commenced. These societies should continue to hold frequent meetings, and thus keep the subject before the people. By this means the growing interest will oontinue to increase, and a better organization of our schools, and a general improvement in all that pertains to them will be the result. It has been specially gratifyving to see not only clergymen, but members of all the learned professions, and men in public life. in attendance at a great majority of the educational meetings I have attended. And not only to see them there, but to see them, in many instances, actively at work with their fellow citizens in a cause upon which dedend more, perhaps, than upon all other causes combined, the improvemIent -and permanency of our domestic, social and political institutions. Among the causes which had contributed to advance the subject of education, the Superintendent mentioned particularly the INFLUBNCE OF THE PREss. The propriety of establishing an educational journal was again suggested. Of this, the S'perintendent says: Should such a periodical be issued monthly, or only quarterly, and be forwarded officially to the school inspectors of every town in the State, or to every director of a school district to be by them preserved among the papers of their office and transmitted to their successors, with instructions to have them bound at the end of,he year and placed into the township libraries for general circulation, I have no doubt it would soon be regarded a very profitable investment. 153 This. would open a readv means of communicationl beLtwveen the head of the school department and the county, township and district officers, -whereas we have now to rely solely upon a laborious correspondence and the issue of circulars. With our school law as it now is, should a journal be published devoted exclusively to the cause of education, as has been proposed by an association of two or three individuals, it must depend solely upon individual subsciption for support, like any other periodical. With the apathy on this subject which is everywhere too manifest, we could hardly hope for the continuance of such a journal should its publication be commenced. But even should it be sustained it could not be relied upon as a medium of official communication, unless brought so far under the patronage of the Legislature as to insure its regular receipt by school inspectors. STATISTICAL INFORMATION. The report says: The number of scholars reported within the legal ages, (between 4 and 18,) is 97,658, or 7,652 more than were reported last year. Twenty-one more towns have reported this year than did last, and 177 more districts; the entire number of districts reporting the present year, being 2,272. The whole number of children that have attended primary or common schools during the year is 77,807, or 7,037 more than attended the preceding year. Two thousand. two hundred and sixty-three male teachers, (26 less than last year,) have been employed at an average compensation of $12 71 per month, exclusive of board, being 73 cents more than was paid the preceeding year; 4,336 female teachers, (108 more than last year,) have been employed at an average compensation of $5 36 per month, exclusive of board, the same being twelve cents more than was paid last year. The average number of months schools have been taught by qualified teachers is five, the same as reported last year. Last year the primary school interest fund apportioned among the several counties and towns of the State was $22,113 00, the same being 28 cents to every child between the ages of 4 and 18 years. The amount apportioned the present year is $27,925 72, or 31 cents to every child within the legal ages, the same being $5,812 72 more than the amount apportioned last year. The late tabular returns show a large increase alike in the nlumber of township libraries, the number of volumes they contain, and the number of districts that draw regularly therefrom. According to the returns received at this office, last year there were only 203 township libraries of the State. Two hundred and seventy two are reported the present year, showing an increase of 69. The last year's report represents that there were 24,905 volumes in said libraries. According to the report for the current year there are 36,9-8, showing an increase of nearly 50 per cent. These books are circulated and read in 230 more school districts the current year tlaa they were the preceding one. * * * 20 0 154 The law has for several years made it the duty of the Supervisor to assess a half mill tax upon each dollar of the taxable property of his township for the purchase of a township library, a portion of which tax may, when certain conditions are complied with, be applied to the support of schools. This tax has been raised in only 220 of the 420 towns from which reports have been received, a fraction more than one half of the entire number. The constitution of the State provides that "the clear proceeds of all fines assessed in the several counties for any breach of the penal laws, shall be exclusively applied to the support of said libraries." In consequence of a misapplication of these fines, the Legislature, in 1844. passed "an act to provide more effectually for the completion and disposition of fines, penalties and forfeitures of recognizances." Notwithstanding the passage of this act there are 360 townships which hare received n.thing from this source for libraries, and only 46 that have. Lenawee, Oakland and Washtenaw, are the only counties that report any receipts in more than four towns, and neither of these counties reports receipts in one half of their towns, when these moneys should be distributed equally among them all. The recommendations made in the report of the previous year were renewed, and especially as to that portion which proposed the election of only one school inspector, in each township, and the system of county and town superintendents. Maternal co-operation was invoked, for the purpose of supplying the immediate wants of destitute children, and cooperating with teachers, encouraging scholars, &c. Common school celebrations were held, and in the opinion of the Superintendent, were the means of much good. It was also deemed, thus far, to be impracticable to do much in this State, in the formation of TEACHERs' ASSOCIATIONS, or the establishment of TEAcHERs' INSTITUTES, for general reasons, alluded to in his report, yet, he observes that much had been accomplished by the extensive organization of educational societies, a deeper and more general interest awakened, not only with teachers, but among all classes of citizens. The main design of teachers' institutes, the Superintendent states, was to impart professional instruction; to consider and discuss the best means of interesting and governing children in our primary schools, and the most approved and successful methods of imparting instruction in the several branches of study ordinarily pursued therein; and he entertained the conviction, that with the interest already begotten, should a series of institutes, five or six in number, be held in different parts of the State, they would be well sustained, numer 0 155 ously attended, and prove highly beneficial in their influence. The organization of a State educational society was urged. The friends of education had met at Chicago and organized the NORTH WESTErN EDUCATIONAL SOCIETY, the design of which was to embrace in its operations the States of Ohio, Michigan, Indiana, Illinois, Wisconsin and Iowa, and such other States as might be represented. The Superintendent announces that during the past year, UrIom SCHOOLS had been organized in several villages, and in some instances, large and commodious school houses had been erected, which constituted the pride and ornament of the village. He speaks of this form of common school organization as admirably adapted to villages and densely settled neighborhoods; that they combined, when properly conducted, all the advantages of the ordinary primary school and the academy for young gentlemen and the seminary for young ladies. To the statistical tables attached to his report, the Superintendent prepared notes which developed the facts that the returns of school officers, and reports of county clerks, were incorrect in many or all of the most important particulars. Columns were not footed, or erroneously footed, requiring great labor in re-examination; averages were incorrectly given, or not given at all; important portions of the school blanks were not filled; in many instances reports from counties were so erroneous or unintelligible that they had to be returned;. directors fromn fractional districts made reports wrongfully, showing. in short that the school returns were in almost all cases so inaccurately made out that it was impossible to arrive at general conclusions with any degree of correctness or justice. NINTHI ANNUAL REPORT OF REGENTS. During the past year, Rev. J. Holmes Agnew had been appointed professor of the Latin and Greek languages in the place of Rev. Joseph Whiting, deceased, Doctor Silas H. Douglass, professor of chemistry, and C. Fasquelle, of modern languages. The $100,000 debt had been reduced $66,150, and the resources of the interest fund had been adequate to meet the current demands on the treasury of the University. The Regents in their report, which is short, express the hope that the system relative to the University fund, may be considered 156 as permianrently settled, and that future legislation may not again disturb the finainces, upon which alone they must rely for the advancement of that literature designed bv the original grant of Con gress. BRANCHES. Ther-e welre this year reports from four branches, viz: those at White Pigeon, Romeo, Kalamazoo and Tecumseh, in which were 287 scholars, 126 of which were females. REPORT OF VISITORS. 'The report of this board, consisting of the following gentlemen, viz: Rev. James Inglis, Hons. Charles Noble, Wm. T. Howell, Samuel W. Dexter, and Samuel Denton, was as follows: The board of visitors appointed by you for the current year, present their report with much satisfaction, in view of the whole circumstances and prospects of the University. In particular, the efficiency of the Faculty, and the conduct and progress of the students, are such as to inspire public confidence and courage-high hopes of the future standing of the institution. It is to the credit of the Board of Regents, and matter of congratulation to the friends of learning and education, that in every appointment, professors have been secured so well qualified, and so well disposed to foster its infant interests. The zeal and devotion of its early professors to the promotion of these interests, demand the grateful acknowledgment of the public. Since the last board of visitors reported, two members of the present Faculty have entered upon their important functions. One, the successor of the lamented professor Whiting, and the other, a professor of Logic and Rhetoric; both eminently qualified to carry out the objects of the University A variety of circumstances prevented a majority of the board from being present during the whole of the minute and thorough examination which preceded the last commencement. So far as it can be reported upon, it was satisfactory. It is not to be expected that in the circumstances in which students are here collected, the studies of the several classes should be of so advanced a character as those of corresponding classes in older institutions. But in nearly every class, the examination gave evidence of a thoroughness and exactness of teaching, which would bear a comparison with those of any college. It is important to notice, that one of the greatest disadvantages under which these classes seem to labor, is the great variety and inequality of attainments with which students enter. The consequences of this were apperent during the examination in almost every department of study. Doubtless it will, for some time be difficult, if not impracticable, to maintain a high standard of admission to an institution circumstanced as this is, but the importance ,of a more thorough preparatory course ought to be kept before the public. A more liberal encouragement of public schools and acad 157 emies of tile higher order is demanded, and probably a revival and reinforcement of the branches would prove the most effectual means of promoting this object. A comparison of the qualifications of students at present in the University, would afford unequivocal testimony to the past utility of this part of our University system. It would be unjust to omit to express the gratification with which the commencement exercises were witnessed. The large attendance of citizens-many of them from distant parts of the State-gave encouraging evidence of a growing interest in the fortunes of the University; and there was probably not an individual of the many who left the scene of this literary exhibition, disappointed or dissatisfied. A gentleman, whose opinion is valuable, remarked that he had rarely heard the exercises surpassed in point of thought or composition at any of the eastern colleges, although in those, the commencement exercises are by selected speakers, while in this case they were by all the members of the graduating class without distinction. This was probably the conviction of all present, whose opportunity enabled them to make the comparison. The condition of the buildings and grounds calls for no remarks further than the repetition of the well known and urgent need of increased accommodations. The library and museum were found ill good order. The latter is being improved by the addition of the remainder of the State collection, when under the superintendence of Prof. Doul-ss, in accordance with the provisions of an act of last legislative session. Tile value and interest of the collection will also be incireased by an exchange of duplicate specimens, which is being arrang ed by Dr. Z. Pitcher. The entire manag'ement of this important interest is in the highest degree creditable to all connected with it. The character of the tuition and discipline within-the judicious and frugal administration of its affairs without-the prog,ress and promise of students who have enjoyed its advantages-and the increasing number of its classes-all speak encouragingly of its future prosperity and influer.ce. It is thus commended to the confidence and the fostering care of the State. LEGISLATION. The committee on public instruction of the Senate, reported a joint resolution, for adoption by the Legislature, requiring the Board of Regents to cause so much of the journal of their proceedings to be published as the public good might require, to be printed as soon as practicable after each session of the Board, and that at the opening of each session of the Legislature, they should report their full proceedings for the year, including the names of all the Faculty-their salaries and duties-the number of students and their classes, and all such other incidental matters and subjects as might be necessary to enable the Legislature to determine with accuracy the propriety of 158 the course pursued by the said Board, and the people at large properly to appreciate the character and importance of the University. The reasons which led to this resolution, as thus detailed by the committee, through their chairman, Hon. N. A. BALCII: 1. Your committee feel that there is an unwarrantable prejudice existing in the minds of many good and intelligent citizens of this State agriinst the University, which it is in the power of the Regents to utterly dissipate and banish, by properly laying before the public the facilities and advantages that institution afforls for a thorough education, and the efforts the Board and the Fiaculty have made and are making to render it not only popular, but useful. 2. In view of the rising importance and ultimate effect of our University, not solely upon those who may pass their halcyon days within its consecrated walls and be made the recipients of its final honors, not alone upon the sons of the affluent, or those for whom genius selects a high station and marks a bright career, as many suppose, but upon the entire character of the whole people of this State and surrounding country. It seems to your committee that in advancing that progress, and in widening that influence, a labored and learned report of the honorable Board of Regents annualuly, would be of immense utility. 3. If the University of Michigan ever arises to that proud eminence which those who originated it designed, and which your committee verily believe it will ultimately attain among kindred institutions in our land, it seems to them of vital importance that such at report should be annually made, and carefully preserved in the archives of the University, as the best chronicler of its origin and progress; and no other course, in the opinion of your committee, can preserve for posterity many important facts which it is certain will fall into oblivion and perish, when the memorv of those who now watch with anxious care the interests of that institution, shall cease to record them. 4. Your committee ale of opinion, that the course recommended by the resolutions offered, would be not only a source of present, but of ulterior benefit to the people at large, and to the University itself. It would disarm jealousy of its sting, and suspicion of its malice. It would place the requisite knowledge within the reach of all, and thereby cause them to know and feel that the rights of the people and the University are secure and inviolate, and that all its affairs are transacted with skill and fidelity; that wisdom presides in its halls, and integrity in its councils. 5. Your committee, while they disclaim all idea of censure, respectfully submit whether the last annual report of the Board of Regents is of that character that will best subserve the rights and interests of the University or such an one as the people might have reasonably expected. Your committee, deeply feeling as they do, that the interests of education in a free government, and to a free people, are paramount to all others, and that those interests will always find favor and support, in the bosoms of philanthropic, patriotic and 159 christian statesmen, and believing as they do the members of the honorable Board of Regents, to be such, humbly hope the foregoing resolutions will be adopted, and that the beneficial results designed to be obtained by the resources, may, thereby be fully realized. During this session, Hon. R. P. ELDREDGE, chairman of a select committeec of the Senate upon the subject, made a report in favor of electing the officers of State, including the Superintendent of Public Instruction, by the suffrages of the people. A majority of a select committee appointed in relation to a further reduction of the price of University lands, reported that the existing laws did not discriminate in price as well as value; that they considered the fund a sacred one, and the interests of the University a paramount object of legislation, but that at the same time the interests of all-the poor man struggling to make a comfortable home in a new country, as well of him whose previous efforts, or hereditary property have enabled him to give his offspring a collegiate education, should be promoted; that it was urged that enough was already realized for the competent support of the University, but that the committee knew nothing of the facts from the competent authority, as the report of the Regents had not been definite on the subject. They proposed an act authorizing an appraisment of the lands with reference to soil, situation, timber, &c. The memorial of SAMUEL BARISTOW, GEORGE ROBB and L. BisIIop, a committee of the BOARD OF EDUCATION of the city of Detroit, was laid before the Legislature, respecting an amendment of the law rel ative to the public schools of that city. From this memorial, the following extract is subjoined: The board of education of the city of Detroit was organized by a law passed in February, 1842, upon the petition of a large majority of the freemen of said city. By this law the whole city of Detroit was organized into a single school district, and the common council of said city was invested with the power to assess and levy a tax not exceeding one dollar for each child in the city, between the ages of five and seventeen years, for the support of free schools in said city. Previous to the passage of this law the city was divided into eight school districts, and was in all respects, subject to the general school law of the State then in force. There was no power vested in the said city to levy any tax whatever for the support of schools, and the only fund for that purpose, was the proportion of the income of the State school fund, annually apportioned to this city, which up to that time had in no year exceeded $900, and had generally been 0 160 under that sum. Besides. even this small sum hlad for a year or two previous been almost entirely lost by failures of banks with which it had been deposited. The consequence of this state of things was, that for several years previous, our city may almost literally be said to have been without common schools, or any public provision whatever for the education of its children. For two years previous to 1842, during a great portion of the time, no conmmon schools were open in the city. In a portion of the eight districts, schools were kept open from four to six months in the year, but in some of them district schools were not opened at all. The schools they opened were kept in hired rooms by very incompetent teachers, and from the shortness of the time they were kept open, and their inadequate support, were almost worthless. Such was the state of things when the law of February, 1842, was passed. In March of that year, the board of education was organized under it, and entered upon its duties. It was found by said board that they had every thing to create, and that a degree of neglect beyond what they imagined possible, had existed, from the earliest period in the history of said city with reogard to the all important subject of education It was found by them that in a city where Congress had given the most unlimited power of disposition and arrangement, where in fact every foot of ground had been disposed of by the public authorities, and where the most unlimited power had existed to appropriate ground for public purposes-in a citv which contained 10,000 people, which embraced great w:ealth, and whlich had been in existence nearly half a century, there was not a single lot reserved and vested in the public or district authorities for the purposes of education; that in the whole city there was but one school house, and that was a small and inconvenient building not worth over $400, erected upon a leased lot. Besides, there was no furniture, except a lot of old benches and desks not fit for the uses for which they were intended. A lot of depreciated bank paper, and a very poor school house on a leased lotcompleted all the provisions which the city of Detroit in this enlightened age had provided for the support of public schools, and which came into the hands of the board of education from the old districts. It became therefore at once necessary not only to establish and support schools, but to build school houses, and not only to build school houses, but to purchase lots on which to erect them. In short not only schools were wanting, but all the apparatus, furniture, build. ings and property of every kind necessary to a system which should be adequate to the wants of so large a city. * The number of children in the city of Detroit between the ages of five and seventeen, is 3, 506, as shown by the last school census. The city tax for the coming year willtherefore be $:3.506. If to this be added our portion of the income of the State school fund, which may be estimated at $1.000, the whole income of ~he board will be $4,506. Of this sum $500 will be required to close up the building 161 and other accounts for the past year, leaving 84,006 as the net amount applicable to the support of the system for the next year. In order to show how inadequate this amount is to support the schools, and also to appropriate any considerable amount to the purchase of lots and building of school houses, we state the following facts and estimates: During the last year we have supported twelve schools at an expense of $2,800 for wages of teachers, of $250 for rents and insurance, of $150 for fuel, and an estimated sum of $200 for repairs, seats, and other school furniture and apparatus, making in all, $3,400. These schools during the last quarter show a school list of 1,286, or about 107 for each school taught by a single teacher, a number entirely too great; thus showing the absolute necessity of increasing their number. But admitting that they are not too crowded, the increase in the city, which is over 200 per year, requires at least the addition of two schools, the expense of which will be, basing the estimate upon the same data with schools now in existence, $566 66, thus making an aggregate of $3,966 66, which will be required to keep up 6ur system during the coming year, without appropriating a single dollar to school houses, or adding anything to the salaries of our teachers. Of these twelve schools, four have been kept in hired rooms, very small and inconvenient indeed entirely unfit for school houses; one has been kept in a room in an old market house, which had been abandoned by the city as a market house and had been fitted up with benches in order to use it as a school room; one in the building owned by the branch university, of the use of which the board may at any time be deprived; one in the basement of a church, the use of which is gratuitously given, and five in school houses erected for that purpose, there being at this time but four school houses in the city besides one now nearly finished, which will accommodate the two additional schools contemplated for the coming year. The above facts are stated to show that the board of education has not and cannot have under the present laws the means to buy lots or build school houses at all adequate to the wants of the city, and the necessity of providing an additional fund for that purpose. If, in addition, we consider the rapid increase of our city-that in the course of five years to come an increase of 1,200 to 1,500 will probably take place in the number of its children of school ages, which must render necessary a great increase in the number of our schools, and of course of houses for them to occupy, and recollect that the increase of tax on these 1,200 or 1,500 children would only be a sum sufficient to build school houses for two schools, even if it could be all applied for that purpose-it is apparent that our situation with regard to school houses will be constantly growing worse and worse, unless we resort to some other mode of getting them. Another important view of this matter is, that vacant lots are becoming scarce and are increasing in value in the city, so that if school 21 152 lots are not soon obtained, there will be great difficulty in getting them in convenient locations, and much higher prices will have to be paid. The experience of all who have reflected upon this subject, will convince them that the goodness and efficacy of a school depends very much upon the convenience and comfort of the school house. This is particularly the case in cities; crowded rooms without yards or good ventilation, in buildings erected for other purposes, where boys and girls are thrown together without even the conveniences which decency requires, are not only unfit for the ordinary purposes of the school room, but they have a most injurious effect upon both the health and morals of children. We can never have a system of schools worthy of our city, so long as we are forced to occupy hired rooms instead of good, well ventilated and comfortable school houses, with convenient yards and out buildings attached. In view of the facts above stated, we recommend that application be made to the Legislature, for the passage of a law authorizing the freemen of the city of Detroit to vote, and the common council to assess and collect a tax, not exceeding $1,500 in any one year, to be expended in the purchase of lots and the erection of school-houses in said city, and also authorizing the board of education to borrow a sum not exceeding $5,000 to be expended for the same purposes. We can see no objection to vesting such a power in the people to tax themselves for an object not surpassed in importance by any other, and we are satisfied that it is the most sacied duty of the LegiAlature to co-operate with the people in the great work of universal education. As a matter embraced within the department of literature, a letter of Mons. Vattemare was laid before the Legislature, suggesting "the indispensableness of placing the management of international exchanges in the hands of the Regents of the University." A bill was reported in the House of Representatives to provide for teachers' institutes, and the committee on education were instructed to enquire into the expediency of imposing a penalty on Supervisors who neglected or refused to assess school, township and library taxes; but these subjects received no further action. Acts were passsed incorporating Adrian Seminary, White Pigeon Academy, and the Raisin Institute. An act was passed providing that in addition to the taxes already authorized, the common council of Detroit were em powered to levy and collect a tax, not exceeding $1,500 in any one year, to be expended in the purchase of lots in the city, for the use of the PUnLIC SCHOOLS, and in the erection and building a schoo1 house or houses, with the necessary out-buildings and fixtures on any lot or lots which may be so purchased, or any other lots owned 163 by the board of education, or wlichl they might acquire, the said tax to be devoted to no other purpose, and to be paid to the treasurer of the board of education. The board were authorized also to borrow such sums as they deemed proper, not to exceed $5,000 for the purposes above specified. This act was approved Marcli'12, 1847. The statutes of 1846, relating to schools were amended, so that the distribution of tie income of the fund should be made by the first of May, or a soon.'hereafter as practicable. A joint resolution was passed authorizing, the Superintendent of Public Instruction to compile so much of his annual reports for 1845 and 1846, as he deemed necessary for the purpose of giving general information relative to common schools and to distribute the same. An act was passed and approved, providing that so mutch of thle annual State tax, on the several rail io'ad companies. within the State, as might be necessary, should be specifically set apart and appropriated for the payment of interest on such sums as are nIow due from the State, or hereafter may be due to thlle U!NIvlRSITv and PRIMARY ScooeL funds. A joint resolution was passed and approved March 16, in relation to loans from tlie Uiniversitv and] school funds.. EXTRt A CT It 0OM GOV. RA iSOM S MESSAG(E', 'tii-ee is no subject paranmount in importance to that of common school educaition —none that has a higher claim to the fostering care of the government. I am not aware that further legislation is necessary in relation to our common school system, unless it be deemed expedient to provide for the establishment of Normal schools for the education and qualification of teachers. Such institutions when properly conducted, have been productive of great good, and no doubt is entertained but such would be the result of their introduction into our State, on being(r made to form a part of our educational system. By a joint resolution of the Legislature, approved March 4, 1847, the Superintendent of Public Instruction was required to compile so much of his annual reports for the years 1845 and 1846, as he should deem necessary for the purpose of giving general information relative to common schools That duty has been performed, and the "compilation" contemplated by the resolution has been made by that officer, and will be laid before you. The number of townships from which reports have been received pursuant to law, is 425, somewhat exceeding the number by which reports were made last year. itli4s. 164 The number of school districts, fiorom which reports have been received, is two thousand nine hundred and fifty-being eighty.one more than reported last year; and the number of chlildren reported, between the ages of four and eighlteen vears. is oie hundred and eight thousand one hundred and thirty-shiowing(- an increase of ten thousand four hundred and seventy-two, upon the nunmber returned in any former year. The whole number that have attended common schools during the past year, as shown by the returns from the several counties, is eighty eight thousand and eighty; ten thousand two hundred and seventythree more than are reported to have received such instruction the previous year. For the year 1846, the primary school interest fund apportioned among the several counties and townships of the State. was 827,925 72 —thirty-one cents to every child reported between the ages before mentioned. The amount divided the present year is $31,250 54-thirty-two cents to each child entitled, by law, to participate in the distribution of the fund. The amount expended in the State, dutring the year, for the support of common schools, was,130,53 A 8SO; 3(;,54:3 75 of which was applied to the building and repairing of school houses. There are three hundred township libraries in the State. containing forty-three thousand nine hundred and twenty-six volumes, according, to the returns of the past year, being thirty more libraries and six thousand nine hundred and thirty-eight volumes of bookls, more than were reported in 1846. These libraries circulate through one thousand three hundred and forty-nine school districts, two hundred and sixty-ei,ght more than have participated in their benefits in any former year. The returns evince an increasing interest in all parts of the State, in behalf of common schools, and of education generally. In several villages, union schools houses have been erected at an expense varying from $800 to $3,000, and a greater willingness is manifested to employ competent teachers, and to pay an adequate compensation for their services. The increasing usefulness and prosperity of the University cannot fail to be a source of gratification to every citizen of Michigan. Of the twenty-six professorships contemplated by the organic law of the institution, seven have been already established by the Board of Regents and their chairs filled, by whom instruction is given in all all the branches of literature and science usually tau,ght in collegiate institutions of the highest grade. Of the seven professors appointed, there is one of the ancient languages-one of the modern languages-one of mathemat ics and natural philosophy-one of moral and intellectual philosophy-one of logic, rhetoric and the philosophy of history-one of botany and zoology, and one of chemistry and geology. The library, consisting of about five thousand volumes, is believed to be one of the most valuable, of its extent, in the United States, 165 embracing as it does, the most approved foreign works in the several departments of literature, science and the arts. Its cabinet of natural history is, also, of great extent and value. The cabinet purchased of Baron Liederer, is a rare and rich collec. of foreign minerals. Besides which, it has an extensive collection of American minerals and fossils, together with suits of specimens, illustrative of the geology, zoology and botany of Michigan, affording altogether greater advantages to the student in natural history, than any similar institution in this country. The success of the University thus far has exceeded the expectations of its most sanguine friends. The number of students now belonging' to the several classes is, eighty-three, and that the number will be largely increased at the commencement of each succeeding collegiate year, there is every reason to expect. The professors have been selected for their ability, learning, and high moral qualities, and, that they possess them all, in an eminent degree, is demonstrated by the manner in which they have discharged the varied, arduous and responsible duties of their respective stations. The finances of this favored institution, are also upon a most satisfactory footing. A debt was early contracted in its behalf, for a loan of $100,000 of the bonds of the State, which has been reduced, from time to time, by the sale of portions of its lands for warrants drawn upon the internal improvement fund, to $20,628 01, and the net amount of revenue derived from all sources. during the past year, and made available for its general use, after deducting interest due on the balance of its debt, will exceed $15.000, about half of which has been expended in the erection of an additional building for dormitories and lecture rooms. Appropriations are no longer made by the Regents for the support of branches of the University, and instruction is continued only in those at Kalamazoo and Romeo. REPORT OF SUPERINTENDENT. In connection with the annual report, (being the twelfth annual report from the office,) the Superintendent laid before the Legislature the compilation of his previous reports relating to the condition of primary schools. The report announces the formation of a State educational society, and includes its constitution and forms for county and township societies. Hie reports these associations as having been the means of doing much good. The incorrectness of the reports of school officers and county clerks is again alluded to, and explanations and instructions again given in relation to them. In relation to the relative progress of the primary and select schools, the Superintendent remarks: 166 While there has been a large i7zre(tse in the number of scholars attending common schools, there has been a corresponding decrease, in the number attending select schools. Many parents who are anxious to afford their children every facility for improvement, have withdrawn their patronage firom select schools, having become satisfied that under existing laws, with a proper interest intheir behalf, common schools may be made both better and cheaper than select schools generally are. The report dwells at great length upon various important topicsUnion schools, school houses, their location, architecture, size, con struction, ventilation, furniture, seats, desks, and everything that relates to their external and internal arrangement. From the compilation is extracted the following interesting comparison, between the population of Michigan and other States of the Union, in regard to individual attainments in certain particulars, &c.: According to the census of 1840, the total population of the United States, was, in round numbers, 17,000,000. Of this number, 550,000 were whites over twenty years of age, who could not read and write. This gives one white person over the age of twenty, to every thirty-one of the entire population of the United States, that is unable to read and write. The proportion varies in different states, from one in five hundred and eighty-nine in Connecticut, to one in eleven in North Carolina. If we exclude all colored persons, and whites under twenty years of age, the proportion will stand thus: In the United States, one to every twelve is unable to read and write. The proportion varies from one in two hundred and ninety-four, in Connecticut, which stands the highest, to one in three in North Carolina, which stands the lowest. In Tennessee, the proportion is one in four. In Kentucky, Virginia, Georgia, South Carolina, and Arkansas, each, one in five. In Delaware and Alabama, each, one in six. In Indiana, one in seven. In Illinois and Wisconsin, each, one in eight. On the brighter end of the scale, next to Connecticut, in which the proportion is one in two hundred and ninety-four, is New Hampshire, in which the proportion is one in one hundred and fifty-nine. In Massachusetts, it is one in ninety. In Maine, one in seventy-two. In Vermont, one in sixty-three. Next in order comes Michigan, in which the proportion is one in thirty-nine. There are twenty states below Michigan, and only five above her. But even this estimate, favorable as it is, does not allow our own State an opportunity to appear in her true light. It is well known that a great proportion of the illiterate population of this State, is confined to a few counties. In Mackinaw and Chippewa counties, there is one white person over twenty years of age to every five of the entire population that is unable to read and write. In Ottawa, one in fourteen. In Cass, 167 one in twenty-two. In Wayne and Saginaw, each, one in thirty six. On the other hand, there are eight entire counties in the State, in which, according to the census referred to, there was not a single white inhabitant over twenty years of age, that was iunible to read and write. It is an interesting fact, that in Ohio, also, there are seven such counties, making fifteen in these two States, while in all New England there are but two-(Franklin in Massachusetts, and Essex in Vermont.) There may also be selected, in this State, thirteen counties, viz: Allegan, Barry, Branch, Clinton, Eaton, Genesee, Ingham, Ionia, Kalamazoo, Lapeer, Livingston, Oakland and Oceana, in which, collectively, there is only one white person over twenty, in four thousand six hundred and five of the entire population, that caunot read and write. This is seven hundred and eighty-one per cent higher than the highest entire State in the Union. In addition to these, in the three counties of Hillsdale, Jackson and Kent, there is but one in four hundred and twenty-five that is unable to read and write, which is forty per cent higher than any entire State in the Union, with the single exception of ConnecLicut. But let us make the comparison in another respect, and see what proportion of the population of different States are receiving instruction in schools. Here to do justice to Michiffan, we ought to take the census of 1845, and the school returns for that year, inasmuch as our school system had had in 1840, hardly an opportunity of go. ing into operation since its adoption. In 1840, one in seven of the entire population of the State attended school a portion of the year. In 1845, the proportion had increased, taking the census and school returns for that year, to one in four. In this respect, there are but three States in the Union, that, according to the census of 1840, rank higher than Michigan stood in 1845. Their names in order are Maine, New Hampshire and Vermont. In round numbers, the proportion of the entire population that attended school in each of these States, is one in three. In Michigan, Massachusetts, Connecticut, and New York, it is one in four. In Rhode Island, one in five. In Ohio and New Jersey, each, one in six. In Pennsylvania, one in eight. In no other State is the proportion more than one in ten; while in ten States, it is less than one in twenty.five. Here, again, we see that Michigan stands high on the list of States. In two of the New England States, nineteen-twentieths of the scholars taught, are instructed in common schools. In New York, fourteen-fifteenths. In one of the New England States, only fourfifths, the remainder being instructed in academies and select or high schools. In some of the Southern States, only two-thirds or three-fourths of the entire number in school, attend common schools. In Michigan, forty-six forty-sevenths of all scholars attending school, receivo their instruction in common schools. This is a greater proportion 168 than in any other State of the Union. Ohio ranks next, in this respect, thirty-six thirty-sevenths of her scholars being taught in common schools. In the three thousand school districts of this State, there are upwards of one hundred thousand children to be instructed. The question naturally arises, How shall we provide competent teachers for this army of youth, to whom are to be entrusted the future destinies of the Peninsular State? Two methods have been proposed. One is, to invite the redundancy of teachers at the East, and especially those of New England, to supply the educational wants of destitute portions of our State, through the agency of the "board of national popular education." The other method is to train up a supply of com?petent teachers at home. Upon this, only, can we safely rely. THE UNIVERSITY AND) BRANCHES. At a meeting of the Board of Regents in August of this year, the report of the committee on the branches showed but four of them in existence and they had, after a careful examination, come to the con. clusion that appropriations could not be made for such as were in existence, or for the establishment of others, without seriously trenching upon the resources, and limiting, in a great degree, the usefulness, and even endangering the success, of the parent institution. Since this period, no appropriations have been made to any of the branches, with the exception of $10 00 to the Romeo branch, for the purpose of raising a question before the supreme court, as to the constitutionality of such appropriations. The reports of the State Treasurer and Commissioner of Land Office showed that on the o30th day of the preceding November, the debt of $100,000 had been diminished $79,371 99, leaving the sum of $20,62- only remaining of that debt. It was found that the estimated income of the University, after payment of the regular current expenses, would leave a probable surplus of five thousand dollars, which could be applied to the erection of an additional building. More accommodation was needed for students, and a laboratory and recitation rooms. Urged by this necessity, the board resolved to commence the construction of a building similar to the one in use, and $5,000 was appropriated for that purpose, and Major Kearsley and John Owen, Esq., appointed to carry the resolution into effect. This had been done, the walls were up, the building enclosed, roofed, and covered with tin and otherwise 169 compieted at a cost not varying far from tl(he.ppropriation. T'ihe funds justifying, an additional appropriation of 8$2,000 was made to cover other expenditures connected with the building. A superintendent of repairs was appointed, who was to have genera! superintendence of the buildings and grounds. The Board announced that the institution was fulfilling its duties in a mianner creditable to the Faculty, and highly useful to the public, and they looked forward with-confidence to its increasing usefulness and future eminence. REPORT OF VISITORS. Th,e report of this board, consisting of Rev. JouIIN D. PIEsCE, Hon. J. GOODWIN, Rev. C. T. HINMAN, and GEO-RGE E. HAND, having been made, in common with the other gentlemen, by the Rev. Mr. Pierce, (first Superintendent,) who had incorporated into the organic law, the provision for the appointment of such a board annually, it may be jtustly presumed to present a mnore perfect idea of the outline of their intended duties than had thus far been given to the public. For this reason, and for important suggestions it contains, which may be useful in the future, it is here given in full: To the Suterinitezdent of Public izsttuction: SIR-The board of visitors respectfully report that thev assembled at the University in August last, for the purpose of being present at the public examination of the classes, preceding the commencement, and of examining into the state of the University, its wants, its progress and its prospects. The site of the University, being, as it is, a fine, high table of land, commanding varied and beautiful landscape views, with a fertile, dry soil, is well chosen.' Unfortunately, the noble forest trees which formerly tenanted these grounds, (the only connection between the present and the past, in this new world,) had all beer destroyed before the land was appropriated to its present use, and their stately compeers, a little way remote, only seem to admonish us of how much we have lost by their untimely fate. That which first most strongly arrests one's attention upon approachng the University grounds, is the almost total absence of shade and ornamental trees. This is not surprising in a new institution, but it demands immediate attention-prompt action. The soil is strong, and well adapted to the production and growth of trees, as the neighboring forests attest. In the same forests, and in convenient proximity, are found in almost every variety, the trees indigenous to the climate. A little considerate attention now given to ornamenting the grounds with trees will, in a few years, yield an ample harvest of security, comfort and protection, A considerable number of trees have been recently planted, but we were sorry to observe that nearly 22 170 all of them were comprised in two or three varieties, more distin guished for their rapid growth and precocious development, than for symmetry of proportions, beauty or permanence, and which will in regular course reach the "sere and yellow leaf" of their existence, sooner than the youth who assisted to plant them. A portion, at least, of the trees planted, should be of the most durable, stable and stately kinds. Hlow much of interest, comfort and enjoyment, trees grown venerable with the Universities they surround and protect, add to college grounds and college life, all can attest who are con versant with the older and more eligible literary institutions of the country. Cambridge and Yale, stript of their fine old shade trees, would be shorn of half their attractions. The pursuit of learning, science and literature, much of which is laborious and exhausting, should be made attractive by the highest garniture of nature and of art. The highway of thought, and intellectual development and progress, much of which is parched and rugged, should, so far as may be, be refreshed with fountains and strewn with flowers. One of the appended resolutions of the board, embodies their views on this not unimportant subject. The philosophical and chemical apparatus are evidently quite inadequate to the wants of those departments. Some of the most common and important experiments cannot be made for want of suitable apparatus. This deficit should, we think, receive early attention and remedy. However important buildings may seem, needful apparatus and bookls are even more so. rhe brick and mortar, of which are reared the state.ly walls, can be of little avail, without intelligent minds within, and the proper appliances for communicating that intelligence to others. The library, very considerable and creditable in extent, is valuable and excellent-but further additions are needed to keep pace with the rapid progwress of the age. The suits of specimens in mineralogy and geology are uincommonly full and splendid, and the other departments of natural science are very rich in preparations and specimens. The board have the satisfaction of saying that the examination was generally well sustained, and the performances on the day of commencement, were in most instances of a high order, creditable alike to the young gentlemen who participated in them, andthe professors who had been charged with their education and instruction. The board had of course but little opportunity to know or judge of the discipline or details of the government of the University; but have reason to believe that it is discreet, prudent and salutary. In every institution of learning, there must be system, order, rule, subordination, compliance with the regulations, cheerful acquiescence in what is enjoined. Whilst there is much occasion for watch-' ful solicitude, considerate kindness and charitable forbearance on the part of those who are charged with the immediate administration of the affairs of a College or University, they are also sometimes required by a duty which their responsible position imposes, a duty which they owe to the public, to the parents who have entrusted to 171 them the education of their sons, and to the youth, whose future hopes and prospects greatly depend upon their careful training at this period of life-to adopt strong measures, and perhaps, in some rare instances, almost bordering on severity. Men who are fit to be placed in such highly responsible stations, themselves, upon the grounld, will act wisely, and a healthy public sentiment will sustain them in their action. The young gentlemen gathered into an institution of learning, should feel that they also have duties and responsibilities; their own sense of propriety will dictate consideration and regard for thlle hopes and expectations of their parents and fiiends, and gratitude for the sacrifices and exertions of those who are expending their hard earned money on their education, wvill prompt them to peaceful and quiet demeanor, to punctuality and promptness in their lessons and recitations, to deference and respect for their teachers, and to a general and cordial cooperation in sustaining a wholesome police and good order, so essential to the well being of every community, whether social, civil or literary. Anarchy in State is worse than the worst government; anarchy in institutions of learning is more destructive, more fatal to progress, than any other, we had almost said, than all other evils put together. These remarks might seem uncalled for, but can scarcely be deemed out of place when it is remembered that every institution is liable to such trying exigencies, that almost all have encountered them to a greater or less extent, and it is well to promote a healthful public sentiment on a subject so intimately connected with the weltfare, not only of our University, but also of our seminaries, academies and common schools. The board wish to call attention to the great importance which they attach to the rank which our University shall take and maintain amongst like institutions in our country. That its rank and position should be high amongst the highest, all will admnit; to that proposition every man will assent. State pride, our personal wishes, the interest which all must feel in the training and development of those who are to become our religious teachers, who are relied upon to heal our bodily ailments, who are to make and administer our laws who are soon to manage our public affairs, all combine with oppressive force to show the great and absorbing importance of this matter. Why, then, it may be asked, do we dwell upon it? Because, that though theoretically admitted by all, it is, we fear, practically overlooked by many. On the one hand, we wish to call the attention of all who are immediately connected with the University, to the fact that we expect much, very much, from them. The institution is well endowed, if not just now, certainly prospectively, with moderately good management of its funds. It is eligibly situated; it has started in its eventful career under favorable auspices; its position is in a fine region of country, in a temperate latitude, in a healthful climate. What Yale is to the States east of the mountains, the University of Michigan should be to the Western States. We hope for much, we expect much-have we not a right to expect much? Let the standard be fixed at once, so that the proudest in. 12i stitution in the country shai] not be ashamed to fraternize with- us as equals; so that our sons shall have no occasion, through aspirations for higher attainments or higher honors, to leave the halls of our own University for those of alny other whatever. We call upon the Regents, the F'aculky, thc professors, to make it such an institution. But to make it and keep it such, much care and attention are requisite. The Regents must be vigilant in looking to the capacity, the attainments, the reputation, the character, the manners, the habits, the physical vigor, the intellectual development, of those whom they shall select for instructors. We call upon the Faculty and professors in the University, and doubt not that our appeal will meet a cordial response, to bear in mind the important position they have taken, the duties of vital interest which they have assumed to discharge, the intimate relations they bear to the honor or dishonor, the weal or woe. of this commonwealth. It is but reasonable to presume, when such momentous results hinge on their action, that they will cheerfully devote their whole time, their best energies, their undivided attention, to instructing, enlarging, developing, giving energy to the minds and intellects of those plaiced in their charge. WVe expect them to make our University a uistinguished seat of science, learnitng, literature, refinement and taste- a blessing to our people, a proud monument to themselves —an honor to the State and Nation. But to have the University accomplish all its high destinies. the State also has solemn duties to perform; it must faithfully discharge the solemn trust committed to it by the general government; it must preserve strict good faith with the Universityv', it must husband its resources and revenues; it must, in no case, allow political considerations to make merchandize of the interests of the University, and of the people's birthright, the privilege of a free and gratuitous education of their sons in its halls. For that purpose the people of the nation have nobly endowed the University; for that purpose and that only, let that endowment be appropriated and stand. Let the hand that for sinister purposes would lay hold of that or any otherI fund set apart to the education of our youth, be palsied in the touch; let the tongue of him who would thus betray his trust and his country, cleave to the roof of his mouth. The board take occasion to remark upon the great importance of a full and thorough preliminary preparation of the students before being entered at the University, and that the standard of scholarship required of those who enter the University, should be elevated, as a prominent means of elevating, not only the character of the University itself, but also that of inferior schools throughout the State, which look to it as a model, and grade their literary character according to the rank of this, the leading institution of the State. It was very apparent from the examination of the lower classes, that the young gentlemen composing those classes, had entered upon their common career at the University, with very unequal degrees of preparation. Some evidently had been but ill prepared to enter upon their college course, and encounter its severe and rigid routine of study, and 173 in addition to the discouragement and mortification ever attendant upon inferior scholarship, and the danger of overtasking themselves to malke up their deficiencies, would realize in but an imperfect degree, tihe benefit and advantages of a +lhorough education. This subject can hlardly receive too much attention. It enters largely into the essence of the lives and fortunes of educated men. A crude and imperfect preliminary education, of which the student is himself probably ignorant at thie first, is often the occasion of embittering; his houis of study, breaking' his spirits, and in long after years is fruitful of vain regrets that his happiness and fortunes for life, have been marred through the ignorance or stupidity of his early instructors. The evil of which we are speaking is wide-spread in th e Western >tates. It is a matter of common remark in the Eastern Colleges, in reference to students fiom the west. It is an evil which cannot be too promptly remedied. In vain do you fill your professors' chairs with men of the highest eminence, if the youth who resort to them for instruction, must be fed with milk instead of meat. In vain may we look for a high standard of attainment in the graduating classes, if the standard of preparation for entering upon the college course is a low one-in vain shall we expect to set the Alumni of our University, when they meet and mingle with, or confront those of other Universities, stand erect with arched brow and bold front, conscious of the plentitude of their intellectual stature and developement-if the student is to spend half his time at the University, in learningq what he should have known when hle entered it. Let parents and guardians, if they wish their sons and wards to reap the full benefit of a liberal education, see well to it that they are properly and sufficiently prepared at the outset, and that they lose as little time as possible by absence during the colleg-e course It is said, and without doubt, truly, that many portions of the State!,re destitute of proper schools and seminaries for training and preparing students for the University. But the absence of such schools and seminaries. however prejudicial and deeply felt in the University, has much more wide spread and deplorable results, in the destitute districts themselves; and it is seen in the very imperfect education and lack of intelligence in the more favored, and almost absence of education among the less favored, in such communities. There, also, the common school, (that nursery of thought and intellect, which we should all assiduously cherish,) droops and languishes, and the munificent provision made by the State, for the education of the whole rising generation, serves little other purpose than to pay blockhead teachers for entailing their own ignorance and stupidity upon their pupils. What an evil-what a calamity-how widespread-how diffusive-how frightful. How can it be remedied-how prevented? If our common schools are to work their perfect work in rearing up generation after generation of intelligent, educated and virtuous men and women, who shall be ornaments to society. and appreciate and perpetuate the blessings and privileges which they enjoy, the teachers in those schools must be themselves intelligent and properly educated. The teachers cannot be so educa 174 ted withouL the aid of good grammar schools, academies, seminaries, or branches of the Universit-y, to fill the wide inteivening space between the common slchool and the University. Sch'ools of this high order should be found in every county —yea,- as far as may be, in every town-that thiey may be accessible to the vwhole population, male and femi.le. In lNew England, such schools and seminaries are fould in almost every town and village. Is it wonderful that a population, r-cared runder ucl auspices, should bh itnelligent, efIectivre and prosp)erous? New York has for manv past, mutemulatcd New England, in its liberal and varied provisions for (diffusing education lall 1inowledge among the masses ot her multitudinous populaition. She has also within a few years past, estalblished a State Nornmal School, which has excited the stLronoest interest and countenance throughout that State. {i iei1o: ieed not be far behind her elter anl more advanced, but not more forward sisters. She has accessile a,nd quite within hier reach, an ample fund to supply the wide calism in her educational system, now found to exist between oier co)molL schools and the University. It is not by abstractin(r from either the common school or the University funds; neither of these( are more ample than are needed in their appropriate and respective sp)eres, anid to accomplish the objects for which they have been respectively appropriated and designated by the munificent donor, the General Government. But we have certain salt sprintg lands, which though not now subject to sale, no doubt Congiess would cheerfully authorize us to sell and appropriate fori this purpose. We confidently believe that in no other way could those lands be so wisely or usefully appropriated; and in that fiwith e have, in a subjoined resolution, recoimmended that the Legislature takle immediate measures to appropriate the State salt spring lands to that object. No other appropriation of those lands could effect such wide-spread and continuing results-could do so much to humanize and elevate society in our midst-to give a healthful and vigorous tone to the intellectual development of the masses of our community. We propose that they should be appropriated to tle support and assistance of a State normal school, branches of the University, academies, high schools and other seminaries of learning, of a high order, throughout the State. A large find in the State of New York, is so distributed and appropriated annually, and with the best results. The normal school should be a model institution, for the training and preparation of teachers for the inferior schools. With this assistance and encouragement, the branches of the University which have languished or become dormant, would be speedily revived-high schools, academies, and other seminaries for instruction in the higher branches would spring up, and give a new impulse to education and mind, throughout the State. There would be no lack of suitable schools and seminaries for training and preparing the sons of our soil for the University, in such manner that they may there pursue the liberal arts, with pleasure to themselves and credit to the State; and thus shall a race of men spring up from our midst, who, whether in the.pulpit or at the 175 bar, or in the professor's cllair, or in the halls of Congress, shall sustain the honor of the State, and proudly manifest the high tone and character of our institutions of learning. Such demnonstrations can never fail of producing conviction. And it is thus we must raise up, educate and qualify our youth for public life, if we would be re spected by others. or successfully maintain our own rights and dig nity. And while these branrches of the University, high schiools and seminaries, would spri-ng up thickly throughoutt the State, supplying the Universitv lib-rally with students, the University on its part, would filrnish its supply of finished schlolars for preceptors and instructors in those branches. Sem ries and hi,lh slchools, which in their time, would raise up, train and prepare large numbers of coinpetent and hig-hly educated teachers for the common schools, which would constantly keep that first and most important department of popular education, in healthftil activity and vigor. Thus the reflex influence of the common schools on the University, and the University on the common schools, would be beautifully illustrated, and constantly seen and felt. LNo one, because his son was not at the University, would feel that lihe was not receiving any benefit from it, since any man who had children in the common scho ol, would be receiving an annual installment from the University fund. In the intermediate schools and seminaries, also, our youth in large numbers, whose circumstances would not permit them to enjoy the higher instruction of the University, (Scot-free, as it is to all the sons of Michigian, who will come and partake of it,) might obtain, if not a finished, certainly a highly valuable and practical education in almost all departments of instruction-and these privileges would be extended alike to male and female. Education of a higher order and refinement would thus be diffused through our whole population. What a contrast would such a picture present to the state of things we now see around us. Then might the Peninsular State boast a system of public and popular education within her limits more perfect in itself, more munificently endowed and more liberally administered than any other in these United States. A few years of progress and development, under such a system, would make Michigan one of the noblest States of the Union. LEGISLATION. Various propositions came before the Legislature for legislation relating to schools, among which was one for establishing a separate department at the University for teachers; also for providing for the instruction of the deaf, dumb afid blind; also for amending tie laws so as take off all restrictions as to the raising of money for building school houses; for establishing temporary Normal schools or teachers' institutes; for a change of the law so that the mill tax might be raised by vote of townships. The Senate passed a bill pro. 176 viding that one of the branches of the University should be estab lished as a State Normal school; but none of these became laws, ex cept that providing for an asylum for the deaf and dumb. A charter was granted to Howell Academy; to Leoni theological institute; to Leoni semina,ry; to Olivet institute. The school law was amended so that the qualified voters of any district might, at their annual meeting, raise by tax upon the taxable property of the district, a sum not exceeding a dollar a scholar for every scholar in the district between the ages of four and eighteen year, for the support of schools, to be levied and collected like other township taxes. 1519. EXTRACT FROMNI GOV. R.ANSOM'S MESSAGE The laws by which our common schools are regulated, it is believed, require no change. None perhaps could be devised which would more effectually secure the great object in view. than those now in force. The report of the Superintendent of Public Instruction, in which most of the important and interesting topics connected with our educational system are fully discussed, will be laid before you in due time. No subject should more earnestly engage your Lattention than that of common school education. The number of children reported between the ages of four and eighteen years, is 117,95S, being 9,822 more than have been returned in any previous year. The whole number that have attended common schools during the year is 98,044, nine thousand nine hundred and sixty-four more than attended last year. The amount of the primary school interest fund apportioned among the several counties and townships of the State for the past year, was $32,605 20, thirty cents to each child reported between the ages of four and eighteen years. The amount of the mill tax for the township libraries, and the support of schools, was $15,020 44, which is more than double the amount heretofore raised for that purpose in any one year. The amount of money raised by vote of the people for the support of schools at the last annual township meetings was $11,346 11, nearly three times the amount hitherto raised for such purposes. The amount of money actually distributed among the several counties and townships of the State, for the support of schools during the past year, from the three sources mentioned, was $11,970 14 more than for any preceeding year. 177 The sum total of all school lands sold up to this time, reported by the Commissioner of the Land Office, was 111,126 acres. Over one-fourth of this had been sold during the last two years. The total amount of all University lands sold up to this date was 20,309.54 acres, which taken from the whole amount selected (44,416.31 acres,) left a balance on hand subject to sale of 24,106.77 acres. REPORT OF SUPERINTENDENT. The report of the Superintendent states that during the current year, he had spent the greater portion of the time in active labors abroad, attending educational meetings, conducting teachers' institutes, and co-operating with the friends of education. He speaks of these labors as being highly useful, and that increased interest had been aroused by these means, by the labors and zeal of the christian ministry, by educational societies, and by the influence of the press. He again recommends the establishment of an educational journal. In relation to that part of the system which embraces the duties of county clerks, he observes that these officers have repeatedly expressed the hope that the Legislature would provide for the regular annual distribution of the reports of this office, to county clerks school inspectors, and directors of school districts. It was thought to be more necessary inasmuch as in the absence of an educational periodical, the annual reports constitute the principal and well nigh the only medium through which the Superintendent could communicate with local officers, as well as the source from which they hope to derive information in relation to the wishes and recommendations of the Superintendent, and the progress of education in different parts of the State. The following extract shows the progress of the schools. STATISTICAL INFORMATION., Under this head, in the reports from this department for former years, are statements which show a marked improvement, from year to year, in the condition of our schools, the number of scholars that attend them, the number of visits they receive from district and township school officers, the number and size of township libraries, the extent of their circulation, etc., etc. By examining the reports received at this office for the last school year, and comparing them with the reports for preceeding years, it will be seen that our system of public instruction is still gaining upon the confidence of the public and rapidly increasing in usefulness. 23 178 The number of townships from which reports have been recerved for the past school year, is 442-17 more than reported the preceeding year. The number of school districts reported, is 3,671, which is 129 more than have reported in any former year. 1Of this number, 2,548 have maintained schools taught by qualified teachers. the constitutional term. This shows an increase of 177 over former years. The number of children reported between the ages of four and eighteen years, is 117,952, the same being 9,822 more than have been reported for any former year. The whole number that have attended school during the year, is 98,044, which shows an advance of 9,964 over all former years. While there has been an increase in the wages paid "qualified teachers,", there has, at the same time, been a decrease in the number of months the schools of the State have been taugnt by unqualified teachers, amounting, in the aggregate, to more than eleven years; and a corresponding decrease in the wages paid them. The interest of the primary school fund apportioned to the several counties and townships of the State in May last, was $32,605 20, the same being 30 cents to every child reported within the legal ages, and an increase over former years of $1,330 46. For the preceding year, the apportionment was 33 cents to every child reported between the ages of four and eighteen years. This shows a falling off of two cents in the amount apportioned to each scholar, which was caused by a greater proportionate increase in the number of scholars, than in the amount apportioned from this fund-a circumstance which it is not probable will ever occur again; for there can be but little doubt that the annual increase of the primary school interest fund will be eight or ten thousand dollars a year for several years to come. The amount of the mill tax for township libraries and the support of schools, is 815,020 44, which is more than twice the amount heretofore raised in any one year. The amount of tax voted by the people for the support of schools, at the last annual township meetings, is $11,346 11, which is nearly three times the amount heretofore raised for said purpose. The amount of public money actually distributed among the several counties and townships of the State for the support of schools during the past year, from the three sources just named, is $11,97014 more than for any former year. It was stated in the last annual report from this Department, that while there had been a large increase in the number of scholars attending common schools, there had been a corresponding decrease in the number attending select schools. This fact shows that while our oommon schools are gaining rapidly upon the confidence of the public, our select schools are losing patronage. This two-fold method of showing the superiority of common schools when judiciously managed and properly improved, over select schools as they ordinarily exist, is now still more manifest than ever bofore. 179 During the last year, the increase in the number attending common sohools has been nearly ten thiousand, as we have already seen; and the decrease in the number attending select schools, has been upwards of one hundred. The reports show that there are 245 township libraries in the States eontaining in all, 58,203 volumes, which is an increase of 45 townships, and 14,277 volumes, during the past year. Amendments to the school laws were proposed, in relation to the supply of fuel, so as to authorize the districts to vote a tax therefor; it was recommended that districts should be authorized, where there were one hundred or more scholars, to raise any amount of tax they please for the purchase of apparatus, such a provision being, in the opinion of the Superintendent, necessary to meet the wants of UNION SoCHeOOLs. It was further recommended that section 137 of the law, should be repealed. It was also the recommendation of the Super intendent, that with our age as a Stale, and the advancement we had made in the department of Public Instruction, that teachers' institutes, under the circumstances, were preferable, to the establishment of a single State normal school. For the holding of such institutes, it was stuggrested that the expenses attending them should be provided for. The Superintendent (Mr. Mayhew,) says: Some have proposed raising it by contributions from the citizens of places where sessions may be held. But this would be a heavy tax; and especially where the citizens of a place offer to board the teachers in attendance. Gratuitous board, as has been offered in several places, is all that could be desired, and more than could ordinarily be expected. Others have proposed that the teachers in attendance be required to pay a specific sum. But this might exclude many worthy persons who are unable to spare the necessary amount from the small sum they have:received for their services as teachers. Others still propose to raise the necessary sum to meet the expense of maintaining an Institute in each county, by a county tax. But if this method were desirable, it is not practicable. The number of teachers that would attend would be hardly sufficient to justify such an undertaking in some of the new counties. It would moreover be difficult, if not impossible to secure the services of a sufficient number of competent persons to carry forward so many Institutes at the same time. The plan proposed is a medium between county' institutes and a State normal school, combining to a great degree the advantages of both, without the inconveniences of either. I would recommend that the expense of providing a board of instruction, be met in this way: Authorize the Superintendent of Public Instruction to draw a warrant upon the State Treasurer, for the necessary sum, to be paid from the annual income of the primary school fund. 180 A circular was issued, proposing the holding of a series of institutes very nearly on this plan, in reply to which, the Superintendent received very encouraging communications. Several sessions were subsequently held. The Superintendent thus speaks of Uwiov SCHOOLS: This deservedly popular, and eminently useful form of common school organization, was dwelt upon at considerable length, in the last annual report from this department, commencing at the one hundred and first page. Their nature and advantages are there somewhat fully presented. This class of institutions, which may be made to constitute a connecting link between the ordinary common school and the State University, is fast gaining upon the confidence of the public. Those already established, have generally surpassed the expec'ations of their founders. Some of them have already attained a standing rarely equalled by the academical institutions of the older States. Large, commodious, and beautiful edifices have been erected, in quite a number of villages, for the accommodation of these schools. These school houses frequently occupy the most eligible sites in the villages where they are located. I am happy in being able to state, in this connection, that the late capitol of our State having been fitted up at much expense, was, in June last, opened as a common school house; and that, in that house, is maintained a free school, which constitutes the pride and ornament of the city of the Straits. The Superintendent concludes this, his last report to the Legislature, as follows: The citizens of our State may well be proud of the unparalleled su~cess of our system of public instruction. The doors of our improved, and rapidly improving common schools, are open to all. The number in attendance at these institutions, increases several thousand from year to year. In round numbers, ten thousand more of the youth of our State drank at these fountains of intellectual and moral culture-of domestic and social happiness-of State and national prosperity-during the last year, than in any former year. At the same time, the blessings of our State University, which, like our common schools is alike open to all, are sought and enjoyed by an increasing number of the young men of our State, who may, at home, enjoy well-nigh all the literary privileges afforded in the older States. REPORT OF REGENTS. This report embraced the condition of the UNIVERSITY, as to its expenditures, in detailed nnd tabular form, the whole amount expended for building purposes, from January 8th, 1S47, to October 3d, 1848, being $16,350 00. 181 MEDICAL DEPARTMENT. The Board announce that incipient measures had been adopted for the organization of a MEDICAL DEPARTMENT, by constituting three professorships, viz: one of ANATOMY, charged with the duties also ap pertaining, to special and surgical ANATOMY-one of MATERIA MEDICA, charged also with the duties appertaining to PHARMACY and MEDICAL JURIsPRuDENcE-and one of the PRACTICE OF PHYSIC, charged also with recitations in obstetrics and diseases of women and children. Dr. DOUGLASS had been designated to fill the professorship of MATE RIA MEDICA, and Dr. ABRAM SAGER that of the theory and practice of medicine, but without any additional expense to the University. The number of students in the department of literature, was thir ty-eight. The estimated receipts of the University were $13,000 00 for the next year. The Board remark that the financial system of the University had been matured by the experience of past years, and seemed now to be conducted with as rigid a regard to economy as the interests of the several departments will allow. The report of the FACULTY embraced a new code of laws for the local government. They say: On the introduction and enforcement of a new code of laws, there might naturally be expected some friction, yet the Faculty are happy in being able to assure the Board that the enforcement of these laws has been wholesome, and unattended by any serious difficulty. Although one dismission, and a few cases of suspension have occurred during the year, our quiet has not been disturbed by any rebellious spirit, nor by any very high misdemeanors. The Faculty will, however, take the liberty of suggesting a few amendments of the existing code of laws, principally the result of experience. They beg leave, also, to recommend a slightly modified course of studies. The suggested amendments will be found in the accompanying copies of the catalogue and statutes. As some difference of opinion has existed in the Board, in respect to the propriety of a law prohibiting certain societies in the University, the Faculty herewith present for your consideration a special report on that subject, accompanied by a correspondence with the presidents of the principal colleges in our country. If the Board will appropriate means for carrying out their intentions in regard to prizes, as expressed in the last section of the laws, the Faculty will announce the subjects for the present graduating class. We also ask to be authorized by the Board to expend the whole amount of the special appropriation of one hundred dollars, to be made this year, we presume, as last, in the increase of the library, in 182 the departments belonging,to the several professors; except so much as shall be necessary for the purchase of Silliman's Journal, and of the four reprints of foreign journals. 'I'he course of study h:is been pursued and accomplished in the several departments, except that of languages. Here, the filure has resulted from thie impossibility of accomplishing the whole, under the existing arrangement. REPORT OF BOARD OF VISITORS. This report, signed by Rev. Dr. DUFFIELD, aS chairman of the board, is so valuable in its suggestions and statements, that notwithstanding, its length, it is deemed essential to the objects of this historical sketch of the affairs of the University to give it in full: The organic law "of the University (of the State of Michigan) and its branches," agreeably to whose provisions we have been appointed by you, during this current year, as "a board of visitors, declares, that our "duty shall be, to make a personal examination into the State of the Utniversity in all its departments, and report the result to the Superintendent. suggesting such improvements as (we) may deem important."-Sec. 15. In pursuance of your request, a majority of the board of visitors repaired, in July last, at the time named, to the University in Ann Arbor; and, having made their examination to some extent, in the absence of two members of the same, adjourned to hold a future meeting in the same place; which, after due notice given, was aocording,ly done; and the following report adopted, by the members present: The departments of the University, as prescribed by the organic law, are-FIRST, "of literature, science, and arts; SECOND, "of law;" and THIRD, "of medicine." In the first department, the law contemplates FIFTEEN professorships, viz: one each, and severally-Ist, of ancient languages; 2d, of modern languages; 3d, of rhetoric and oratory; 4th, of the philosophy of history and logic; 5th, of the philosophy of the human mind; 6th, of moral philosophy; 7th of natural theology; 9th of mathematics; l0th of natural philosophy; 11th, of chemistry: 12th, of geology and mineralogy; 13th of botany and zoology; 14th, of fine arts; 15th of civil engineering and drawing. This department has been organized since 1841, and has not yet been perfected; but agreeably to the provisions of the organic law, the professorships have been created, as the number of students, their progress in study, and other exigencies required. Seven professors have been appointed, who discharge the duties of eleven professorships; viz: 1. G(O. P. WILLIAMS, professor of natural philosophy and mathematics. 2. ABRAHAM SAOER. professor of botany and zoology. 3. ANDREW TEN BROOK, professor of moral and intellectual philosophy. 183 4. DANIEL D. WHEEDON, professor of logic, rhetoric and history. 5. JOHN iHOLMEs AGNEW, professor of Latin and Greek linguages. 6. SILAs H DOUGLASS, professor of chemistry, mineralogry and geology. 7. I,oUIs FARQUELLE, professor of modern languages. The examination of the students, which we witnessed to some extent, on two different occasions, furnished evidence of the zeal, fidelity and ability of the professors, in their respective departments of science, and of the success and diligence of the students, generally. The resources of the University, and the pressing exigencies in this early stage of its organization, will not admit, at present, of the appointment of any greater number of professors; nor is it, with the present number of students, at all necessary-that number ranging somewhere between eighty and ninety. The Regents have wisely arranged the combination of protessorships, and distributed the duties of the same among the existing professors, so as to embrace the entire range of studies pursued in our best conducted eastern colleges, with the exception of the subject of political economy. It deserves to be particularly noticed. that they have introduced a system of extensive and efficient study in the modern languages, running through the whole course, which will make all the students aequainted with most of the modern languages of continental Europe, and particularly the French, Spanish, Italian and German. In eastern colleges, the modern languages are but an incidental study, during one or two terms of certain classes; and that. by students only who elect them in preference to other branches. In this respect our University possesses superior privileges; and meets, more extensively and efficiently, the wants of our educated youth, than any of our older colleges. It is a new feature in college studies, and particularly appropriate to our Western States, filling up with a foreign population from nearly all the different nations of Europe. It is suggested, whether amuch more practicable and economical permanent arran(gement, than that contemplated by the organic law, and that which the Regents have thus far, " in the irst org,?nization" adopted, is not in every way preferable; and therefore, whlether such amendments might not be made to the statute, as shall give to them full power to provide, at any time. hereafter, for the full range of study contemplated in it, without employing more professors than ma'y be actua.lly needed. The duties of several of the professorships, may occasionally be better distributed and provided for, at the discretion of the Board of Regents, who may consult the convenience, qualifications and taste of the different professors whom they may elect, and the relative importance and value of the branches of study, than by beidg required to appoint so many distinct pro. fessors, and one severally for each. It is suggested. also, whether the employment of tutors might not be provided for, so as to meet certain interests of education and government, as efficiently, and more economically than by the multiplication of professors. Where the duties of instructors mlust be dis 184 charged by means of public lectures, it is essential that competent professors should be secured for that purpose. But where the nature and routine of study require a closer inspection, and severer drill and discipline of mind, than are requisite in the natural sciences, as in the languages and mathematics, somewhat of the labor, especially in the inferior classes, may be wisely and advaltagcreously allotted to tutors, while the professors' time may be occupied with the higher, more difficult, more erudite, and more abstruse studies, ap. propriate to the more matured years and judgment of the superior classes. The general experience of Colleges, if not the universal voice of those whose students reside not in parent's houses, commends, both for economy and efficiency, the employment of young unmarried men, recently graduated, who, being associated with the professors, may render important services, in various departments of science, and for general purposes of necessary government. There is no tutor at present associated with the Faculty. The consequence is, that the professors, having families, and separated in their dwellings from the students, are totally unable to exercise the necessary surveillance for all purposes of moral and physical safety and welfare. The Board of Regents have wisely abstained from requiring, as is done in other colleges, the students to board in commons. They have left each at liberty to procure, in respectable families in the village, such accommodations in this respect, as may best suit their means and inclinations. When students come from abroad, and have no guardians and friends with whom to lodge, in the village, they are congregated in buildings erected for the purpose of affording conveniences for dormitories and studies. Two large edifices, four stories high, have been constructed for this purpose, and the great body of the students are lodged in them. These buildings are without any officer of college residing or lodging in them. There is no one whatever, dwelling in any of the suites of dormitories, to watch over and guard, during the hours of evening and night, the general interests of a large number of youth. In all colleges there are many young men, especially in the two superior classes, whose sense of propriety, honor and duty, will always be sufficient to restrain and direct them. But perhaps a large number will most frequently be found in the inferior classes, whose tender years and limited experience, often render them liable to imposition and severities attempted by others older than themselves. Moreover, there is a ready, easy and frequent opportunity of access to instructors, both for purposes of directing and facilitating study, and of consultation in other matters, which it is important should be furnished in official guardians, and not be left at hazzard, and which can only be fully secured by the appointment of suitable tutors to take cognizance night and day, of the youth lodging in the several sections of the dormitory buildings subjected to their care. The buildings which have been erected by the Regents for dormitory purposes, are admirably finished, after the most approved plan, the result of long experience and observation on the part of college officers,. 185 Should the appropriate buildings be erected for lecture and recitation rooms, agreeably to the plan of the Regents, and the present edifices, conformably with the original design of their construction, be wholly occupied for dormitory uses, each of the two stately edifices now on the ground, would afford just such ranges or suites of rooms as four double four story houses would furnish, viz: 16 study rooms, and 32 separate chambers-in all, 64 of the former, and 128 of the latter, with necessary wood, and other closets. One-fburth of each building, however, of necessity has been appropriated for lecture rooms, recitation rooms, chapel library, mineralogical cabinet, and society.halls. The buildings have been so constructed, that there is no possible communication from one section to the other, although both are included under the same roof, without having to pass outside. The studies and chambers in each section all communicate with one common stair-way, commencing on the entry of the lower floor. A tutor for each section containing 16 studies and 32 chambers- should he take a student into his own apartment with him, and having his room on the first floor, at the commencement of the stair-way, would have the watch and guard of thirty-one young men. He would thus prevent the ingress of improper persons to the building, and the egress of the students at improper hours and for improper purposes, while a much more efficient drilling in their studies, of the inferior classes might be secured. The want of such a class of offices, must necessarily operate to the detriment of the stu. dents, both in respect of study and the necessary surveillance. The Faculty have earnestly recomrnpded to the Board the adoption of this feature into their system, anclwe accord with them in their suggestions in this respect. If the Regents have not power, under the existing organic law, to appoint such officers, it would be proper that it be so amended as to authorize them to make such arrangements, economical and otherwise, as may in this respect be found most advantageous. Beside the fifteen professorships contemplated in the organic law, it provides also for the appointment of a chancellor. This officer has not been appointed, and for reasons which we deem abundantly sufficient. The law defines not, nor in any degree aids in determining what are the powers and duties of the chancellor. If the import of the name and the usages of the English institutions, whence the title has been borrowed, or the nature of courts of chancery, in which the chief judge is called chancellor, are to be taken into view in estimating his duties, there appears to be no ground of analogy that would enable us to do so. A chancellor is supposed to have originally been a notary or scribe under the Roman Emperor, named CANciCELLARIUS, because hle sat behind a lattice, balister or railing, called CANCELLUS, to avoid being crowded by the people. Naude says it was the Emperor himself who sat in the " (tancel," and rendered justice from within, while the chancellor attended at the door of the same, and thence obtained his title. Others allege that it is derived from the word CANOcELLARE, signifying to erase or cross out, and that he took his name from the 24 186 fact, that, through him, all letters, addresses, petitions, are passed to the king, and being first examined, were cancelledl by him, if amiss Coke says he had his title, because all patents, commissions and warrants coming from the king were examined and cancelled by him, when granted contrary to law. Others, bec'iusc he cancelled and annulled the sentences of other courts. Others, still, have conjeetured different reasons for the appellation; but it is certain that the name of chancellor was known in the courts of the Roman Emperors, and denoted a chief scribe or secretary, invested with judiciary powers, and a general superintendency over the other officers. Gibbon has noticed that under the Emperor Carinus, one of his door-keepers, with whom he entrusted the government of the city, was denominated Caiwellarius, from which humble original, he says, the appellation of chancellor, has, by a singular fortune, risen into the title of the first great office of state in the monarchies of Europe. From the Roman Empire it passed into the Roman church, and hence every bishop has his chancellor, the principal judge of his consistory. The modern nations of Europe, which grew up on the ruins of the Roman empire, have nearly all preserved its chancellor, with different jurisdictions and dignities, according to their constitutions. In all he seems to have had supervision of all charters, letters patent, and such other instruments of the crown, as were authenticated in the most solemn manner; and from the time that seals came into use, to have had the custody of "the king's seal," just as he was said, while an ecclesiastical officer near his person, for his aid in casuistry, to have had "the keeping of the keg's cop science." The Lord High Chancellor of Engrland is the first dignitary after the king and princes of the realm, being the chief administrator of justice near the sovereign, judge of the court of chancery, having the appointing poweri of all the justices of the peace in the kingdom, being general guardian of all infants, idiots, and lunatics, and having the general superintendence of charitable uses, and being assisted by twelve coadjutors, or inferior officers, once called Clerici, as being in "holy orders." but were masters in chancery, and the nit,ster of the rolls. The chancellor of an University, is he who seals the diplomas or letters of degrees, provisions, &c., given the University. The chancellor of Oxford is their chief magistrate, elected by the students themselves. His office durante vita is, to govern the University, preserve and defend its rights and privileges, convoke assemblies, and do justice among the members of his jurisdiction. Under him is the vice chancellor, nominated by him, and elected by the University in convocation, whose business is strictly?icarious-acting in the absence of the principal. Four por vice chancellors are cliosen by him out of the heads of colleges, to one of whom he deputes his power in his.absence. The chancellor of Cambridge is in most respects like that of Oxford, only he holds not his office durante vitas but may be elected every two years. The vice chancellor is chosen annually, by the collegiate sen-ite, out of two persons nominated by the heads of tho several colleges and halls. The word University, is a collective term a,ppied to an assemblage of several colleges established in a city or town, hlaving faculties of theology, law, medicine and the arts and sciences. In Oxford there are twenty distinct endowed corporations, termed colleges, and five are called lialls, or buildings appropriated for the residence of students. In Cambridge there are thirteen colleges, and four halls. Over the several faculties and officers of these different colleges, the officer called chancelior, is the supreme judge and administrator in the University, or cluster of colleges. There is nothing answerable to this state of things in our American institutions, and the word University is used rather by accommodation or anticipation, where separate faculties for law, medicine, theology and science exist, or may be contemplated. The original law of our institution contemplates the organization of three distinct colleges. The government of our American colleges needs no such office as a chancellor. It is a title totally unsuited to democratic simplicity. Such an officer, to be appointed by the Regents, with such a title and no well defined duties, would either be a perfect sinecure, or excite jealousies and prove a cumbrous clog in the operations of our Unisity. We cordially approve of the policy and views of the Board, therefore, in abstaining from the appointment of a chancellor. The Faculty of the arts and sciences, comprises the existing professors actually engaged in the business of instruction; several of the same being occupied in this way only a portion of each year. From the professors engaged regularly in the business of instruction during the whole year, one, according to an established law of rotation, becomes the president of the Faculty, and the acting principal of tle University for one year; performing all the duties-in the way of convoking the Faculty, presiding at its meetings and administering the government-which are commonly discharged by what are called the president of the college. Thus far, the experience of our University commends the wisdom of the Regents. A similar arrangement, we understand, exists in the University of Virgilnia. We therefore suggest, that the organic law be amended so as to strike from it the exceptionable, and somewhat monarchical feature of a chancellor, as contemplated by its existing,rovision. and extend to the Regents the appointment of officers, and the arriangement and distribution of their duties. The direct responsibilities and practical wisdom, the constant watch and minute knowledge of the wants and interest of the institution, which pertains to the Regents, qualify them for this much better than, any theoretic legislation can do. At the same time, and appropriately in this connection, we take occasion to suggest a general relision of the organic law, and such further legislation as may have been rendered necessary or desirable by the past experience of the Board, and m,y be best ciculated to promote and secure the uniform, persevering and reg(rular administration of a system thus far so happily desig,ed. and developing itself so advantageously and successfully. The knowledge which, through'their observations and experience the Regents-who have been constant]ly and actively engaged in the management and pro 187 188 secution of the interests of the University, and thus better enabled to acquire-will possess a practical value superior to all that may be had by those who merely look on from a distance, and are not particularly and personally conversant with its affairs. The University is a blessing and an honor to our State. We may well be proud of it. It gives us a name abroad, and is already affording rich hopes of promised good to be very speedily reaped among' ourselves, in the high tone of education, that will characterize, at no distant day, the young men passing from it into actual life. Its influence is already felt on the other side of the globe. We know not that there is, in any other State in the confederacy, an institution which furnishes, as does our University, such an amount and means of instruction, free of all charge, As in our admirable system of free schools, so is it in our University, instruction "without money and without price" is provided for any and every youth that enters it. While the price of board, which varies from $1 25 to $1 75 per week, can be had in families in the village, and opportunities are afforded to those that are necessitated to teach, or labor, or industriously occupy themselves for a portion of their time, in order to meet their expenses of boarding and clothing, &c., few, if any of our young men, desirous of receiving a liberal education. need be deterred from seeking it. If the standard of education in our schools should be elevated, so as to embrace the full course of ordinary high schools or academical study, comprising the Latin and Greek languages, and such branches of mathematics as are included in the preparations for entering college-which extension and improvement we hope shortly to see accomplished by means of "Union Schools," and of the interest that you, sir, as Superintendent of Public Instruction have been instrumental in exciting-we may expect verv soon to see a much larger proportion of our youth availing themselves of the advantages afforded by the University for the procurement of a liberal education. A monopoly of learning should, by all means be guarded against, and that as seduously as any of the monopolies toward which the tide of popular prejudice is justly directed. But this can only be done by fostering our University, and endeavoring to diffuse the benefits it affords, and place them equally within the reach of all. May nothing occur to embarrass or frustrate the plans of the Regents thus far so successfully prosecuted. It is a happy circumstance, that since the commencement of the labors of the Regents, nearly cotemporaneously with the organization of our State itself, there has not been any thing to distract public attention, to excite political or denominational jealousies, or to secure unwise interference with the management of its concerns by its officially constituted guardians. The transactions of the Board have been free from sectarian influences, and the wise and judicious course pursued by the Regents, in selecting, as far as possible, their professors from different religious denominations, and in appointing those who would be generally acceptable to the community, has conciliated general confidence. It is also a theme for congratulation, that-while in other States, where Legislative interference, prompted by political 189 and religious jealousies, has- dictated to and controlled those who have been immediately and personally responsible as Regents or di rectors, or trustees of some institutions receiving State patronage, and while the history of such colleges has been but a series of dis asters and confusion, revolution and disorganization, rendering them sometimes a by-word and reproach, and necessitating religious de nominations to organize, endow and patronize their own peculiar means for the education and preservation of their youth-the Uni versity of Michigan has been subjected to no such hostile influences, The guardian genius of Christianity, broad and free-noble and grand as the Bible. has nevertheless been cherished and appreciated; and the Regents have been permitted, unmolested, to develope\their measures for the education of our youth. The several chief magistrates of our commonwealth, who, by the organic law, are ex-officio presidents of the Board of Regents, have manifested a liberal and disinterested regard for the best welfare of the interests of education, following the example of Governor Mason, who devoted much of his time and thought to the University, and contributed, by his zeal and his enlarged views of the wants of our State in this respect, to give character and shape to the early movements, and the very laborious efforts of the Regrents in the initiatory processes of its organization. The relation of our University to the State is somewhat peculiar, and different from some of the State institutions whose history has been so disastrous. The State being constituted( the trustees in fact, to promote the great ends of the Federal Government, in their liberal endowment of the University, by the grant of sevetity-two sections of land, have endeavored to execute that trust, agreeably to the provisions of the organic law enacted for this purpose, by means of a certain number of gentlemen, twelve in all, to be appointed by the Governor, with the consent and approba. tion of the Senate, associating with them the Governor, Lieutenant Governor, the chancellor of the State, and the presiding judges of the several district courts as ex-officio members of the Board. The members of the Board of Regents, appointed by the Governor and Senate, serve for four years, three only being appointed each year. Their duties have been discharged without fee or reward; and on them mainly has been devolved the chief care and labor of carrying out the necessary details, and of executing the plans of the Board. The sale of the lands, the investing of the proceeds, the collecting the interest, and the general management of its fiscal concerns, are confided by existing laws to the commissioner of the State land office and the Superintendent of Public Instruction, and the avails thereof reach the Board through the State Treasurer. What the resources of the Board will be, from year to year, they can never tell directly themselves, having no officer of their own, or responsible to them, whom they may direct, to give them information, they are, always and wholly dependent for it on the State officers, viz: the Treasurer and Superintendent, who by writing furnish it. This has been, and may yet be more seriously, the occasion of embarrassment. The Board having sometimes been led to expect that means would be at their 190 disposal, sufficient to justify them in incurring various expenses necessary for the extension of their system of instruction, eventually. have been disappointed. There is a building necessary for a laboratory and the delivery of chemical and other lectures, which it was supposed, a year ago, the funds available would be adequate to meet; and an appropriation was prospectively made accordingly. But the actual state of the finances, as paid into the treasury of the Board rendered it necessary to suspend furtaer operations. Happily, the prospective deficiency was suspected and discovered by the fiscal officers of the Board, before the contracts authorized had been made by the committee appointed for the purpose. It is greatly to the credit of the Board, that, placed as they are by the organic law, in this anomalous, and sometimes perplexing condition, they have, nevertheless, thus far, so judiciously conducted the disbursement of moneys put into their hands-that they have erected four houses for professors' dwellings, two large, handsome and commodious halls, four stories high, for dormitory purposes and for students-for a season, reared and fostered branches, till they were able to sustain themselves,-organized a Faculty, and sustained the professors-while the debt incurred in 1838, by the loan of $100,000 on State bonds granted for that purpose by the Legislature, has been so far reduced, by the payment and discharge of principal, agreeably to a wise specific legislation for the redemption of said bonds, so as to leave but about -''20,000 remaining, to be liquidated. It is suggested whether some change in the organic laws, on the subject of the University funds, might not be beneficially made on a revision of the same, by the competent authorities. The future and permanent welfare of the University depends upon the prudent and careful management of its funds. It would seem but reasonable, that the Regecnts, who are held immediately responsible to the public in all matters pertaining to the interests of the University, should have some way of being heard and acting in relation to the preservation and promotion of its financial interests. There are certain interests of the University that require speedy attention. There is no philosophical apparatus, nor are there any mathematical instruments at all appropriate to the wants of the institution. There is not a telescope, or sextant, or orrery, or transit instrument, or any whatever for astronomical uses or celestial observations, belonging to the Board; nor have they any of the important and necessary means and facilities for demonstrating and illustrating the great laws of electricity, of galvanism, of magnetism, of pneumatics, of hydraulics, of hydrostatics, of optics, and of the mechanic powers, except a few limited appliances, that have been picked up by the merest accident. Not an instrument, even, "or meteorological purposes, is to be found in their inventory, notwithstanding the subject is becoming every year one of increasing interest to the scholar and practical man, and awakens the attention of our national and other Legislatures. The organic law authorizes the Board " to expend as much of the 191 interest arising from the University fund, as may be necessary for-the purchase of philosophical and other apparatus, a library, and cabinet of natural history," &c.-Sec. 18. A mineralogical cabinet, and to some extent, geological collection, of great value, have been procured. There is also a tolerable collection in other departments of natural history; and especially of the birds, animals, reptiles and flowers of our own State. A valuable and extensive library, too, has been procured, which is rich in historical collections, but which is deficient in classical literature, in that of the modern languages of' Europe, in standard works of philosophy, and of the various exact and physical sciences, with the exception of geology and mineralogy, and in other important, especially modern publications, that should be within the precincts of every college. The organic law provides for the appropriation of the initiatory fees of the students, which is the only charge allowed to be made of thenm, for the necessary repairs of buildings, and for the increase of the library. Hitherto, little or nothing available, or of much account, has been derived. from this source, for the increase of the library. The surplusage of the last two vears in the revenue of the Board, has been absorbed by the erection of an additional suite of dormitories, which had become indispensably necessary for the accommodation of students, and which has been provided in a new symmetrical, substantially built, and well finished edifice, corresponding with the one previously on the ground. That of the coming year will be absorbed, in all probability, by the erection of a chemical laboratory, and lecture rooms, connected with it, which have become as indispensably necessary. But it is suggested, that however imnportant such demands may be, the interests of the University require the procurement of a phlilosophical and other apparatus as speedily as possible. The building about to be erected is intended to afford acconmmodations for, and facilitate the operations of a Faculty for a medical school or college, which, during this current year the Board have undertaken to organize. In as economical a method as practicable, the professors of chemistry and geology, mineralogy, and of botany and zoology, in the college of literature, science and arts, have been appointed to professorships in the medical college, of which they now form the Faculty. The former assumes the title, and performs the duties also, of professor of mnateria medica, of professor of pharmacy and medical jurisprudence; the latter. of professor of the theory and practice of medicine, and performs the duties also, of professor of obstetrics,' and the diseases of women and children. A third, it is expected will be appointed as soon as arrangements can be completed for opening, this department. The organic law contemplates 8ix professorships in this college: 1st, one of anatomy; 2d, of surgery; 3d, of pathology and physiology; 4th, of the practice of pbysic; 5th, of obstetrics and the diseases of women and children; 6th, of materia mnedica and pharmacy, and medical jurisprudence. The professor to be appointed next will assume the title of professor of 192 anatomy and discharge the duties of professor of spinal and surgial anatomy. The Regents have had regard to the provision of the organic law, in this as well as the other department, which directs them so to arrange the professorships as to appoint such a number only as the wants of the institution shall require. By the organization of this department, it is expected at an early period to afford advantages at home, to at least one hundred youth of our own State, who it is estimated have to seek them annually abroad in the prosecution of their medical studies. The board ot visitors are happy, in the conclusion of their report, to express their entire approbation of the zeal and fidelity with which the Regents and Faculty execute the high trusts reposed in them. The watchful preservation of its funds-the prudent management of its affairs, by gentlemen that appreciate the value of a liberal education, and in their patriotism and religion rise above the jealousies and prejudices of sect and party, the steady and uniform perseverance in carrying out and perfecting the system already adopted-and the blessing of a benignant Providence, will not fail, at no distant day, not only to render the University of Michigan, of inestimable benefit to our State, but to make it rank among the highest and oldest of the literary institutions of our country, in respect to the extent, liberality, elevated standard and efficiency of its course of study, the talent and reputation of its Faculty, the character and usefulness of its students, the industry and disinterestedness of its Regents, and the wisdom and care of a fostering legislature. INCORPORATED INSTITUTIONS. This class of literary institutions had not previously received the notices of the Superintendents in their annual reports. The Super intendent this year, says of them: "that by examining the session laws as far back as 1841, there appears to beseventeen in number." Five of them were subject to visitation by the Superintendent, and were required to make an annual report to him. Three were required to make an annual report, and eight neither subject to visita tion nor required by their charters to make a report. One it was made the duty of the Superintendent once in each year, to attend the examinations of, and to report its condition and prospects to the Legislature. No reports had been received from any of them, with the exception of Michigan Central College, which institution was represented to be in a flourishing condition, owning real estate, with two college buildings substantially built of two stories, containing rooms for recitations, apparatus, libraries &c., and for the accommodation of from forty to fifty students, and possessing a library of 193 1,500 volumes valued at 81,200, and a chemical and philosophical apparatus worth $1,000. The course of study embraced college, preparatory, English or teacher's course, and ladies course. The plan of the institution embraced sooner or later the following professorships: a president and professor of moral philosophy, a professor of philosophy and logic, one of ancient languages, one of modern, one of mathematics and natural philosophy, one of rhetoric and belles letters, one of political economy, one of chemistry, botany and physiology, one of geology and mineralogy, and a principal of the preparatory department. Of these, six had been chosen and accepted their appointments, and a lady eminently qualified was at the head of the female department. LEGISLATION. A petition was presented to the Legislature from an incorporated institution asking a loan from the school fund, and a report adverse to the prayer of the petitioners, was made by the chairman of the committee on education, Dr. O.C. COMSTOCK, stating the settled policy of the State to be against the principle of loaning the fund or rev enue derived from it. A communication was received from the Regents through the executive committee, J. Kearsley, Esq., Hon. E. Farnsworth, H[on. J. Goodwin and Dr. Pitcher, asking the passage of a law requiring the commissioner of the land office to report the sales of the University lands. They say: The Regents are required by law to make an annual report, and the public has a right to expect a correct account of the University receipts and expenditures, in such report. Yet under existing laws, the Regents have no official information of what University lands have been located-whether the whole of the grant or not-how much has been sold and at what prices-how the money has been disposed of, and what may be expected or relied upon in future. The Regents now receive, like a child under guardianship, what the State authorities give them, and are compelled for want of anything else, to make this the basis of action, without knowing officially how the fund itself is managed or the income derived, and without the information that is necessary to make the financial entries of the State and University treasury a counter-check and corrective of each other. We believe that we should have the means always within our own control of showing to the country what has been done with the University lands. We believe it was the purpose of the law to confer 25 194 upon the Regents a higher and more important trust than the mere expenditure of money placed in their hands by the State. We feel that it is required of us to know the actual income and insist upon its rightful appropriation, and we then ask the means of doing accurately and authoritatively our whole duty as Regents. This cannou be done, as we believe, under existing laws, and we therefore present our views to the Legislature, and ask such action as will best secure the faithful execution of the important trust committed to the government of Regents in making the University grant most available to the cause of education. At this session, the present incumbent was nominated and confirmed as Superintendent of Public Instruction. Its legislation gave to Michigan an act for the establishment of a STATE NORMAL SCHOOL, providing for its endowment, and building and other purposes, twentyfive sections of salt spring lands. Its object was defined to be the instruction of persons, both male and female, in the ART OF TEACHING, and in all the various branches that pertain to a good common school education; also to give instruction in the MECHANIC ARTS, and in the ARTS OF HUSBANDRY and AGRICULTURAL CHEMISTRY, in the FUNDAMENTAL LAWS OF THE UNITED STATES, and in what regards THE RIGHTS AND DUTIES OF CITIZENS. It was placed under the direction of a BOARD OF EDUCATION, three of whom were to be appointed by the Governor by and with the advice and consent of the Senate. The Lieut. Governor and Superintendent were to be members by virtue of their office, and the latter to be Secretary of the Board, and to communicate such reports to the Legislature as were required. This act was subsequently amended and consolidated. The powers of school district boards were enlarged by an act approved March 31, 1839. OAKLAND FEMALE SEMINARY was incorporated; also the Tecumseh Literary Institute. A joint resolution was passed authorizing a sufficient number of the last report of the Superintendent to be printed to enable the county clerks to distribute copies to the boards of school inspectors and directors of districts. Two fractional school districts were dissolved, and local legislation had for various separate school districts. The primary school law, in its general provisions, remained unaltered. 195 1S50. EXTRACT FROM GOV. BARRY'S MESSAGE. The University is represented to be in a prosperous condition. Its catalogue presents a list of 7 professors and 72 students. In addition to the department of science and arts, the board of regents have organized a department of medicine, in which a course of in struction will commence in the Autumn of the present year. A laboratory has been built on the eastern side of the University grounds, and is designed to accommodate the medical department, for which purpose it is amply sufficient. The receipts for the pres ent year are estimated at $12,000 00, of which $1,000 are from room rents and admission fees, and $11,000 00 from the University interest fund. The board of visitors recommend the re-establish ment of branches as soon as the condition of the funds will permit. The whole necessary annual expense of a student in this institu tion does not exceed $100, and by practice of strict economy, may be reduced to $70. Tuition is gratuitous, and a small sum only required for room rent and admission fees. While the expenses are so moderate, it is believed the advantages offered to students in the University of Michigan are scarcely excelled in similar institutions, longer established and more favorably known. The system of common school educationi, adopted in the State, continues to produce favorable results. No essential change in its provisions are at this time deemed necessary or advisable. The number of children reported, between the ages of four and eighteen years, is 125,218, and the whole number that have attend ed primary schools the past year is 102,871. The amount of money appropriated from the primary school interest fund, is $39,382 95, and the amount of mill tax, $17,830 13. The whole amount raised for all purposes, including the mill tax and taxes for the construction and repair of school houses, was $73,804 97, which added to the sum distributed from the school intesest fund, makes the large amount of $113,187 92 expended in the State the past year for the promotion of common' school education. The board of trustees of the Michigan asylum for the education of the deaf and dumb and blind, and of the asylum for the insane, report that they have located the former at Flint, in the county of Genesee, and the latter at Kalamazoo, in the county of Kalamazoo, and from the citizens of those counties respectively, have received donations of $3,000 and $1,500 in aid of the institutions, and also lands suitable for the erection of requisite buildings. The board of trustees also report that as the proceeds of the sale of the salt spring lands granted, and the donations made, will all be required for the erection of necessary buildings, these institutions, having strong claims upon public bounty, will still be destitute of sufficient endowments to afford that degree of usefulness desired and expected from their establishment. 196 The government of these asylums is vested in a board of trustees consisting of five members elected annually by the legislature in Joint convention. The board of education, under the law establishing a State Normal school, early in the year, selected twenty-five sections of land granted for that purpose, but of the selections made twelve sections were lands erroneously confirmed to the State. * * The Normal school has been located at Ypsilanti, in the county of Washtenaw, upon condition that the sum of $17,000, subscribed by its citizens, be satisfactorily secured; of which sum $7,000 may be discharged by conveyance in trust to the board of a site and building thereon, designed and deemed suitable for the purpose of the school. REPORT OF SUPERINTENDENT. This report embraces the following subjects: the condition of the University, the statute duties of the office, a list of the literary institutions incorporated since the organization of the State government, the correspondence of the the office, the Normal school, free schools, and a partial sketch of the history of the school fund, and the usual reports of the Regents and visitors for the year. The branches were commended to the Legislature as an important part of our educational system. The great defect of the system was believed to be the want of an intermediate grade of institutions between the University and the primary schools. It was suggested whether some aid might not be afforded to incorporated literary institutions, without detriment to the University, upon their preparing students for admission to it. It was also believed that UNION SCHOOLS might probably at a future time supply in some degree the deficiency now felt in the system. As an important object connected with the promotion of science, it was recommended that METEOROGICAL OBSERVATIONS under the system adopted by the Smithsonian institute, should be made at the University. A system of observations had been established in the University of the State of New York and in their academies. It was conceived to be an object of importance to the State, situated as it was, in a region of country bordering upon the great Lakes, where such observations would add to the common stock of knowledge and lead to important results connected with agriculture and commerce, and it had been enjoined upon the Legislature to foster scientifical improvement. 197 The amount of school moneys apportioned to the townships this year, was $39,057 67. The whole number of children apportioned to, 118,223. The official correspondence of the office was reported as increasing in volume and importance, and it was urgently recommended to the Legislature to make the decisions of the Superintendent in cases arising under the school law, final. The importance of teachers' institutes was acknowledged as an efficient means of improvement among teachers. A list of books which formed the nucleus of a library for the office of Superinten dent was reported, and a list of text and library books recommended to schools and school districts. A change was recommended in the system of reports-providing for the transmission of the reports of school inspectors directly to the Superintendent. Previous to this time, the reports of these officers were transmitted to the county clerks, whose duty it was to make abstracts of the same and forward to the Superintendent. This officer had no means heretofore of inspecting them, while for years complaint had been general, that they were defective and loosely made out. Errors of magnitude were discovered relating to reports of fractional districts, which had been alluded to during the administration of the office by Franklin Sawyer, Jr., but for which no remedy had been provided. Instances were given showing the practical operation of the law, and as nearly as could be ascertained an inequality in the distribution was unjustly taking place to the amount of over $2,000 annually. Although the doctrine had been substantially recognized in the State that the "property of the citizens should educate its children," the expediency of adopting a system of FREE SCHOOLS was suggested as a subject for consideration. The whole number of townships reporting was 448 ~" " districts " 2,536 ' " children attending school ----------— 102,871 ......1 A drawing public money...125,218 Number of volumes in township libraries- 67,877 " of qualified male teachers....1,435 "s'~ female "...2,618 Average wages to male teachers-. e.....$14 00 198 Average wagesto female "......-.. ------------— $6 00 " months schools taught ----------------------. 5 Amount paid in rate bills ----------------------— $29,717 88 " raised for school houses, repairs and sites, ----- 51,085 26 REPORT OF THE REGENTS. The number of students in the University was 84. The estimated expenses for the year, $11,289 41. Estimated receipts, $12,000. The Regents announced that the edifice designed for a MEDICAL DiPARTMENT was nearly completed, so that at no distant period the pressing claims and necessities of the State in this respect would be supplied. The building committee report outstanding items of indebtedness amounting to $700. UNIVERSITY INTEREST FUND. There was received to the credit of the University interest fund for the last six fiscal years, as follows: In 1843 —------. —---------------------- $5,427 03 1844 —-------------------------------------- 8,752 90 "1845 ---------------------------------------- 9,467 99 " 1846 --------------------------------------— 10,013 51 1 1847 1 —-------------------------------------- 1,077 19 "1848 —-------------------------------------- 10,829 44 REPORT OF BOARD OF VISITORS. This board consisted of the following gentlemen: Isaac E. Crary, A. M., Ross Wilkins, A. M., David Noble, A. M., Rev. Joseph Penney, D. D., Rev. Samuel J. Graves, A. M. The following extract embraces their views in relation to the University: To FRANCIS W. SHEARMAN, Esq., Superintendent of Public Instruction: SIR-The undersigned, a majority of the board of visitors, appointed by you to make a personal examination into the state of the University in all its departments, for the year 1849, respectfully report, that they as aboard, visited the University on the 18th and 19th days of August last. One of their number was in attendance on the 15th and 17th of the month, and witnessed the examination of the sophomore and freshman classes in a portion of their studies for the year. The Rev. Mr. Graves was present at the commencement of the examination of the senior and junior classes-but was unable to remain in attendance, on account of ill health. The examination as far as attended, and the commencement exercises of the graduating class, afforded evidence of skill and fidelity in the professors as well as of diligence and talent in the students. 199 The aim of both evidently had been the cultivation of a vigorous intellect. The compositions and elocution were characterized by good taste, and a methodical mental discipline. They were free from the mannerism of mechanical drill, and preserved under the uniform that assimilates educated men, the distinctive qualities of the individual mind. Bdt on no other point were the visitors more highly gratified than the noble sentiments of morality and religion with which the students seem to be imbued, and considering that these are not elicited by the requirements of an institution expressly religious, and therefore de7oted to some one denomination-but the spontaneous fruits of the re-union of all, under the impartial protection of the civil government, they cannot but regard it as a strong presumption in favor of the principles on which the University is founded as well as a merited testimonial to the character of its present instructors. The library is a valuable collection, and seems to be kept with care. The cabinets of natural history are excelled but by few in the U. States. In the departments of geology and zoology an appropriation is needed for the arrangement and better preservation of a vast collection of valuable specimens. The apparatus for chemical illustration, and still more for the various branches of natural philosophy, require many additions. The imperative demands of the age have placed all the higher institutions of education, into a perplexing dilemma. The natural and mathematical sciences in their present extensive applications to agriculture, manufactures, and the mechanic arts, together with the political and economical sciences in aid of our free institutions, make so large and so just a claim on academic time, as is hard to reconcile with the acknowledged rights of classical and belles letters studies. The only safe and practical expedient that presents itself to the board, is transferring a part of what is now included in the college course, to the requirements of the preparatory course. Many advantages, besides the one chiefly contemplated, would result from the measure. A higher standard, and a more elevated character would be given to the preparatory schools, and their sympathy with the University increased. The age at which students would enter the University and consequently leave it, would be more advanced, and thus would be secured a maturity of mind more favorable to a thorough and permanent education. An order of studies which necessity originated, and custom has continued in many of our older colleges is happily in part corrected, and should be wholly so, in the University. We refer to the arrangement whereby rhetoric and logic, which should be practically applied in every composition and debate, during the whole course, are placed at the end of the course in the senior year. The design of diffusing the stimulus as.well as the benefits of education, among the whole people by branches of the University in differents parts of the State, embodies a principle which neither justice nor good policy will permit to be abandoned or neglected. The 200 organic law of the University makes it the duty of the Regents to establish such branches; and although their efforts have heretofore been unsuccessful, from the immaturity of the settlements and a badly devised system of rules and regulations, yet the best interests of the whole people call for further effort and renewed exertion on the part of those to whom is entrusted in an especial manner "the promotion of literature, the arts and the sciences." The fund at their control may not be sufficient to accomplish the whole design. But something should be done that the University may represent itself in the different sections of the State. Branches should be established and fostered, or their places will soon be supplied by sectarian colleges. In the opinion of the board, it would conduce to the best interests of education, and the usefulness of the University to confer its honors in all their grades, from the lowest to the highest, upon all candidates who, wherever and however prepared, pass a good examination before the officers of the University, at an appointed time and place on the corresponding parts of the University course; and to recognize in each organized county, or senatorial or judicial district of the State, as a branch of the University, that institution which actually prepares the greatest number of such candidates, and at the same time yields a strict compliance with such requisitions as may be prescribed by the Regents for the promotion of some one or more of the natural sciences. The board are not satisfied that the government of the University act wisely in withholding all inducements to application, except such as arise from the love of books and the hope of future usefulness. Many a student may "trim his midnight lamp and watch his lone taper till the stars go out" from such high incentives-but many more will be found to flag in their onward course to the summit of the hill of science. To many of the latter, competition for the prizes of a college course furnishes constant stimulus to honorable action, and when those prizes are won, the distinction feeds ambition with further desire. Such prizes may have been improperly bestowed in other literary institutions-but this furnishes no good reason for their entire omission. Only let the Regents devise a judicious system for the distribution of such prizes, an! they will soon discover their salutary effects upon the students, by a more peculiar attendance at the University, and general application to study. The object of the University is to provide the inhabitants of this State with the means of acquiring a thorough knowledge of the various branches of literature, science and the arts. In the main this object seems to have been kept in view, as well by the Regents in most of their enactments as by the Faculty, to whom is entrusted the immediate government. A portion of the board, however, think that there has been a departure from the strict line of duty, both by 'the Regents and the Faculty, in attempting to proscribe the existence of secret societies among the students. Some of these societies have a name coming down from a remote antiquity; and all of them are designed to promote either intellectual. moral or social improvement. 201 Their proscription at this late day, can be attended with no good results, and may be fraught with evil consequences. If the Legislature of the State not only suffers societies of like character to exist, but gives them charters of incorporation, it behooves the government of a University, founded upon the principles of that of Michigan, to deliberate with great care, before they issue an ukase proscribing any set of students for belonging to secret societies. In the opinion of some of the board, it would be such an encroachment upon privileges that ought to belong to individuals, as should not be made, unless such privileges are clearly shown to be detrimental to the literary pursuits of the students, and subversive of their good morals. The board made no examination of the books and papers of the secretary of the Regents. No opportunity was presented while they were in session; the office of the Secretary being at Detroit, and his books and papers, while at the University, not convenient for inspection and examination. By attendance at one of the meetings of the Regents, the board came to the conclusion that the affairs of the University for the past year, had been managed so as to promote the best interest of the institution. REPORTS OF INCORPORATED LITERARY INSTITUTIONS. Under a law of 1837 in force, reports were received from several of these institutions. The trustees of OLIVET INSTITUTE reported That the patronage the Institute has received during the past year, and its present prospects, afford them much encouragement to persevere in their efforts to promote the cause of popular education. During the year ending July 1st, above one hundred youth, of both sexes, received instruction in the Institute. Of these, two have entered the University of our State, as members of the present junior class; one has entered college in Ohio; and some fifteen others have pursued the classical course of the Institute to some extent, several of whom contemplate a collegiate course. Four instructors have been regularly employed in the Institute, and an additional assistant during part of the year. Instruction has been given to classes in the ancient classics, and in all the higher branches of mathematics, including natural philosophy and astronomy. Physiology, and intellectual and moral philosophy have also received some share of attention. A teachers' class was formed at the beginning of the fall term, and continued for seven weeks, during which the members were taken through a thorough course in all the branches usually taught in common schools, accompanied with lectures on various practical topics connected with school teaching. Such a class will be formed at the commencement of the fall term each year, and is designed especially to fit teachers of common schools for their employment. The Institute has no endowments, and no permanent source of revenue. The trustees are in possession of about 150 acres of land, of which only a few acres are under improvement. The building hitherto occupied for school purposes, is owned partly by the district, and affords but two rooms for the use of the Institute. The 26 202 part thus occupied is valued at about $300. We have now in pro cess of completion, a three story edifice, designed to accommodate nearly forty students, and furnish four convenient rooms for recita tions, library, apparatus, &c. A part of this will soon be ready for occupancy. The cost, thus far, is near $2,000. The library of the Institute consists of about 700 volumes, many of which are of an excellent character, and of considerable value. The whole may be valued perhaps at $500. The Institute is but partially supplied with apparatus for illustra ting the various branches of natural science-a lack which the in structors deeply feel, but have not the means of supplying, without aid from some legislative or charitable source. The founders of the Institute, seeing the embarrassment to which the incurring of large debts has subjected many other similar institutions, adopted the principle of incurring no debts beyond their visible means. In consequence of adhering to this policy, and of receiving very little aid beyond the contributions from the few who compose our own community, our buildings and other improvements have progressed very slowly-too slowly for the accommodation of the large number who have applied for instruction. We have deemed it better and safer, however, to adhere to this policy and suffer the inconvenience, than to encumber ourselves with debt. One feature of our Institute commends it to the indigent and self. dependent youth of our State, viz: the incorporation of manual labor with intellectual training. By the pecuniary advantage thus offered, many of our students have been able to continue their studies a great portion of the year, who otherwise would have remained only a few months, or perhaps would not have entered the Institute at all. In conclusion, we would respectfully suggest, whether a small portion of the ample school fund of our State can be more judiciously applied for the promotion of education, than in furnishing such auxiliaries as ours throughout the State, with a suitable outfit of maps, charts and apparatus. Such a grant, though small in value, would greatly encourage such institutions, and essentially enhance the interest among the hundreds of youth annually assembled in them for instruction. The VERMONTVILLE ACADEMICAL ASSOCIATION, reported 36 scholars. The WOODSTOCK MANUAL LABOR SEMINARY, reported between 60 and 70 students. The property of this institution was reported to be estimated at $5,000. Its indebtedness about $2,000. Its library consisted of 1,500 volumes. Buildings partially completed. The BOARD OF EDUCATION of the city of Detroit, reported 18 schools in operation, four of which were under charge of teachers at the rate of $400 per year, each; twelve under female teachers at $200 per year, each; and a colored school under charge of a female 203 teacher, at the rate of $200 per year. These schools had been open, during the year, with the exception of four weeks in summer. STATE NORMAL SCHOOL. In accordance with the act establishing this institution, the following members of the board of education were nominated by the governor and confirmed by the Senate, viz: SAMUEL BARSTOW, RANDOLPII MANNING, and REV. SAMUEL NEWBURY, who constituted the board, together with the LIEUTENANT GOVERNOR and SUPERINTENDENT OF PUBLIC INSTRUCTION, the latter of whom transmitted, in behalf of the board, their first report to the Legislature. The following extract gives their proceedings up to this time: The board organized and held their first meeting in the month of Mlay last, at the city of Detroit, and appointed Samuel Newbury president. Provision was made', for carrying the law'into effect, by the location of lands granted for the purposes mentioned therein; and the president was directed to discharge the duties enjoined upon him, in visiting various places of importance in the State, by receiving donations and obtaining propositions for the establishment of then school at an early day as practicable, and report to the Board. The second meeting of the Board was held in the month of September last, at which time the report of the president, embracing the propositions received from various villages, and of the committee to locate the lands required in the act, was submitted. Propositions for the location of the school were received from Ypsilanti, Jackson, Marshall, Gull Prairie and Niles. The location of the school has been a duty of great delicacy and no small difficulty. Each of the places mentioned proposed to furnish a site for the building, and tendered large subscriptions in aid of' the institution, to be paid in money. After a full investigation and examination of the various proposals, and taking into view all the objects to be attained by the location, the board'finally fixed upon the village of Ypsilanti, which was conditionally designated as the location of the Normal school. The condition was the furnishing satisfactory security to the board for the performance of the terms offered by the citizens of that place. The advantage of this site, in point of" health, accessibility and locality, were deemed, under all the circumstances, not second to any other, while the proposition to the board was by far the most liberal. In view of the limited means, also, at the disposal of the board, and its small prospective income from a speedy sale of the land, the proposition was of such a character as. to furnish decisive reason for its action. The proposition made by the citizens of that place included the offer of an eligible lot of ground for the site of the proposed school, a subscription of $13,500, well secured, payable one third September 1, 1850, and the balance in one and two years thereafter, the use of temporary buildings for' the Normal and Model schools, until a suitable building could be 204 erected, and the payment of the salary of the teacher of the model school for five years. Such a proposition was deemed by the board satifactory evidence not only of the liberality and public spirit of that place, but of the existence ol interest in the general subject of education, which can not be less important to the institution in the future, than the liberal offer which it induced. The places in com petition for its location, exhibited a like enlightened and generous liberality, which, while it increased the difficulty of action on the part of the board, finally induced them, while there seemed to be in fact so little choice of locality between the various places, so far as the interests of the State were to be subserved in the location of the school, to yield a preference to that place whose offer was the most liberal and advantageous. The site selected is convenient of access to all parts of the State, The village of Ypsilanti is sufficiently large to furnish every facility for boarding pupils, and the character of its population, and the deep interest manifested by them upon the subject of education, cannot fail to surround the institution with good influences. A selection has been made for the site of the building, situate on a rise of ground on the north western border of the corporate limits of the village-a deed of which has been executed and delivered, free of expense, to the board. A guarantee, the draft of which, was submitted to the Attorney General, securing the payment of $13,500, has been executed and delivered to the board. There has been a compliance with the terms submitted by the citizens to the board, by the execution of the additional securities and agreements, which, together with the guarantee above mentioned have been received by the board as the fulfilment of the condition upon which the State Normal school was located at that place. The location of the lands required by the act, was made at an early day after the organization of the board. They were made from the descriptions of salt spring lands as shown on the books of the State Land Office to be the property of the State. Due notice was given to the Commissioner, and a proper description of the lands so located, delivered to him to be filed in his office. After the locations were made and notice given to the Commissioner of the State Land Office, the board were notified by the Commissioner that it had been ascertained that a portion of the lands were not the property of the State and that they had been erroneously confirmed to the State by the general government; and that said lands had in fact been sold or disposed of by the United States previous to the confirmation of them by the secretary of the treasury. Accompanying this report, in joint document No. 14, is to be found a list of the lands selected by the board, laying in the counties of Macomb, Kent, Ottowa, Washtenaw and Ionia. LEGISLATION. The MEMORIAL of ANDREW M. FITCH, JOHN A.'BAUGHMAN, CLARK T. HINMAN and ELIJAH H. PItCHER, was presented to the Legisla 205) ture, petitioning for the grant of a charter for a FEMALE COLLEGIATI INSTITUTION, in connection with the Wesleyan Seminary, at Albion. The application is briefly set forth, as follows: We would respectfully set forth that the said Seminary has now been in successful operation for more than five years, and' has sent forth a large and healthful influence in the cause of education. Still there is wanting an institution in this State, which will meet the highest wishes and literary aspirations of the females of our growing and highly prosperous State. In granting what is here prayed for, you will in no manner interfere with any institution now established under your fostering care. Comparatively nothing has been done to cultivate, enlarge and properly direct the intellectual powers of those who are to give the first direction to the thoughts of those who are to succeed us on the great theatre of life, and to whom is to be entrusted the perpetuation of our free institutions. What is petitioned for, is properly an enlargement of an existing charter, so as to meet the exigency of the case. By granting our petition we are fully persuaded you will confer a great public benefit. A MEMORIAL was presented relative to agriculture, by Bela Hubbard, Titus Dort and J. O. Holmes. representing that the committee of the State Agricultural Society had had in consideration a subject of great importance, viz: the establishment of a CENTRAL AGRICULTURAL OFFICE, and an appropriation was deemed desirable for a LiBRARY. Of this subject, in connection with the UNIVERSITY, the agricultural committee say: In the organization of our State University, it was contemplated, (as appears by section twenty-six of the act,) that "in one of the branches there should be a department of agriculture, with competent instructors in the theorv of agriculture, including vegetable physiology, agricultural chemistry, and experimental and practical farming and agriculture." Such a department, it is plain, to be vigorously and practically carried out, must have its more immediate and vital connection with the State Agricultural Society and its institutions. With an agricultural college should also be associated a model and experimental farm, a botanical garden, and perhaps a veterinary establishment. By these means will the farmers of our State-its great leading class-be furnished with institutions peculiarly theirs. They will be provided with the means of educating their youth in every practical and scientific detail necessary or useful to that most important of all occupations, to as full an extent as is now afforded by the higher colleges of our land, to candidates for the so-called "learned professions." 206 On the 21st of January, the Senate adopted a resolution in rela. tion to the management of the loan of $100,000 and to a certain claim, arising out of the same, which it is only deemed necessary here to refer to, and which is to be found in Senate document No. 11, of the session, (1850.) This document contains the reply of the Secretary of the Board, extracts from the journal of the Regents, copy of the bond given by Major Kearsley, and also by the Bank of Michigan, the report made by Major K. of his proceedings in July, 1838, and also a statement -of his claim. The memorial of G. M. Barber and other students, relative to the proceedings of the Regents and Faculty as to secret societies, was presented to the Senate. A report was made in relation to the same subject by a committee of the Board of Regents, and also by the Faculty. All the documents relating to the controversy may be found in the journal of the Senatc, being documents number 15, 16, 11, 37 and 38. As they do not relate to the legitimate object of this compilation, they are here referred to, simply as a matter of refer ence to those whose duty it may be to examine them, if a similar question should be raised in the future, in the local government of the University. As this is not anticipated, the subject is not of im portance otherwise, in the history of its affairs. Another memorial from the State Agricultural Society was presented to the Legislature, praying for the establishment of a STATE AG aICULTURAL COLLEGE. As to the character and scope of such an institution, the memorial says: The first and most important consideration is, that the institution would be a labor school; in which the actual work performed by the pupils would be passed to their credit, in the account for their instruction. Thus the expense would be greatly diminished if not altogether paid. The very act of labor would be a practicable application of the precepts taught, and the poor would enjoy equal priv. ileges with the rich. The institution should be attached to, or form a branch of the State University, as is contemplated by the charter of that institution, and having the benefit of lectures from the professors, and such other sources as may be expedient, resident professors, with expensive salaries, would not be necessary. There should belong to the institution a Farm, of sufficient capacity to embrace a variety of soil and surface, upon which all the operations of agriculture, connected with tillage, the culture of all the useful grains, grapes and roots, the raising of stock, &c., could be conducted to the best advantage, and where the operations of draining, and the treatment of different soils, could be thoroughly exhibited-in fact, a farm which, under the superintendence of practical and scientific masters, should becomne a Model for the farms of our State. There should also be attached a Botanical Garden, to be under the charge of the professor of Botany of the University, in which should be cultivated specimens of the trees, shrubs and plants indigenous to our State, as well as all plants and weeds, a knowledge of the properties and habits of which is useful to the farmer. The studies taught at this college should be of an eminently practical kind. Bende's agriculture in its details, mathematics and the keeping of accounts, mechanics, natural philosophy and the natural sciences, with their applications to agriculture. With these could be profitably associated Anatomy, so far as connected with the structure and diseases of animals, and the study of insects and their habits, and, to some extent, engineering, architecture, and landscape gardening. Nor should the claimnis of literature and the fine arts be wholly neglected, as tending to polish the mind and manners, refine the taste, and add greater lustre and dignity to life. In fine, those branches of education which will tend to render agriculture not only a useful, but a learned an4 liberal profession, and its cultivators not the "bone and sinew" merely, but the ornaments of society. One prominent advantage possessed by the pupil in such an institution should not be overlooked, in the judicious combination of labor and study; resulting in confirmed health, and thence increased mental as well as bodily vigor. But the importance of the plan proposed will weigh little, unless it shall be proved to be practicable. The only obstacle that can be reasonably supposed to exist, is the expense of founding and conducting such an establishment. In the communities of the old world, this obstacle, serious as it is under their circumstances, has been overcome, and with triumphant results. Probably no community in the world possesses greater facilities for the experiment, if it be deemed such, than ours. On the plan suggested, no large endow. merit is necessary. The connection with the University would furnish a large part of the means for instruction, at comparatively littlo cost to the institution. No where, in a settled community, is land so cheap, at the present moment, as in this State. No State is more amply provided with landed and other means for the promotion of education. May not a part of this fund be as legitimately applied to this object as to other plans of educational improvement? In the HousE OF REPRESENTATIVES, the committee on education, through Hon. HOVEY K. CLARKE, their chairman, made a report in relation to the establishment of FREE SCHOOLS and other matters 207 embraced in the report of the Superintendent. The following ex tract contains substantially the views of the committee: The committee on education, to whom was referred the annual report of the Superintendent of Public Instruction, respectfully re port: That in the judgment of your committee none of the topics pre sented in the report of the Superintendent which would seem to invite the action of the Legislature, can be considered of greater importance than that which relates to the establishment of FREE ScHooLs throughout the State.'rhe voice of the public press, the petitions which hlave been presented to the Legislature at the present session, and the generally expressed desire in many parts of the State, that the public should assume in practice the duty, which in theory has long been acknowledged, namely, the education at the public cost of the children of the State, have induced your committee to examine this question with a view to ascertain its present prac ticability. The example of other States is undoubtedly operating extensively among the people of this State as a stimulus to the establishment of free schools. And the fact, that three of the States formed out of the ancient North-West Territory, have already preceded us in this step upon a higher level of educational effort than we have yet attained, ought to commend our earnest attention to a subject of such paramount importance. Michigan has thus far maintained an honorable pre-eminence in the education, intelligence and general cultivation of its people. But these qualities will cease to be our characteristics, unless earnest and well directed efforts be made to extend the influence, and to elevate the standard of education among us. As a means of elevating this standard, the recent legislation of the State, providing for a supply of competent teachers, through the agency of the Normal school, may be regarded as a measnre at once liberal and wise. And as a means of extending the influence of education, a system of free schools, if conducted by competent teachers, will undoubtedly be found to be the wisest and most efficient policy. Yet all this involves an inquiry into the present ability of the State to sustain them without imposing an onerous burden of taxation upon the people. This question is obviously one which should be carefully pondered; for there is, perhaps, some danger that a premature effort to accomplish an object so eminently desirable might react with mischievous effect This danger should be considered, that it may be well understood, and the means to avoid it may be wisely chosen. It is very much to be regretted that the only means we have to ascertain the present,expense of supporting our common schools, do not afford perfectly reliable data. The provision of law which requires the annual levy of a tax of one mill upon the assessors' valuation for the increase of township libraries and the support of schools, ought to have produced for these objects, for the year 1849, upon the valuation of 1848, the sum of $29,908 76. Yet the returns to the Su '208 209 perintendent of Public Instruction show an aggregate of only $17, 830 13 for this purpose, by which it would appear that the school funds were deprived of over $12,000 for the last year. The law which requires the levying of this tax is positive in its terms-abso lutely requiring the supervisors to levy it; and yet it seems to have been disregarded, to a certain extent, in all parts of the State alike. A comparison of the aggregate valuations of the counties, as exhib ited on page 43 of the Auditor General's report, with the amount of the mill tax, as appears on pages 72 and 73 of the Superintendent's report, shows to what extent this duty has been neglected by the supervisors of townships. So also the attempt to ascertain the amount raised by tax which the districts are authorized to raise per capita, is baffled by the neg lect of some six or seven counties to make any return under this head; and many others, and some of them large counties, return such inconsiderable sums, that great doubts are suggested of the accuracy of the reports. Taking these reports, however, an true, it would appear that the amounts actually expended for tuition in the primary schools during the past year, are as follows: . Raised by tax: The mill tax ----------------------- $17,830 13 Deduct for library purposes in 448 town ships, reporting at $25 each ------— 11,200 00 Leaving of this tax applicable to the pay ment for tuition, —------------------------ . Per capita tax, not exceeding $1 per scholar. —----- ment for tuition, -----------------------— $6,630 13 .Per capita tax, not exceeding $1 per scholar,. -- - 4,624 56 Total raised by tax for tuition ---------------— $11,254 69 Distributed from primary school fund,.......39,052 67 Total of public moneys.........-.$50,312 36 Collected upon rate bills, _.......29,717 88 Total cost of tuition in primary schools....$80,030 24 The sum of eighty thousand dollars must be assumed as the nearest approximation we can make from the reports to the actual cost of tuition in the primary schools during the past year. It is not unlikely, however, that a much larger sum was collected upon the rate bills than the reports exhibit. And it is possible that this sum should be fuirther increased, in fact, by the portion of the mill tax levied and collected but not reported. It is quite impossible to ascertain the degree of allowance which should be made for such inaccuracies; your committee are therefore obliged to assume from the returns to the Superintendent, that the tuition of 102,871 scholars for five months in the year, has cost an average of about eighty cents each. 27 210 Your committee, however, desire to repeat, that they are by no means satisfied that the conclusion thus announced may be relied on as true. It is the nearest approach to truth which, under the circumstances, they can make. If it could with certainty be relied upon, your committee would not hesitate to recommend, and rejoice in the recommendation that the school houses of Michigan should be declared "open to all who may choose to enter." But, while they dale not do this upon such imperfect data as they have by which to ascertain the expense that would thus be cast upon the people, they feel bound to recommend some action looking to the same desirable end. And they believe that if the present law, which allows the levying, by the vote of any school district, of a tax not exceeding one dollar for each scholar within the required ages, upon the property of the district, be repealed, and the present mill tax be increased to two mills, that greater equality in the assessment of school taxes will be secured, and it is hoped, a fund sufficiently large will be obtained to make the primary schools of the State substantially free. At any rate, if this much desired object be not the result, the increase of taxation thus provided for, of a known and limited amount, cannot be regarded as oppressive, and future legislation upon more accurate data, may complete the work, towards which, we now desire by cautious and prudent measures to advance. The prosperous condition of the University, as appears from the report, and the report of the board of visitors, annexed thereto, attracts the notice of your committee, who rejoice to learn that this institution is laying a foundation for the highest usefulness of the rising generation of our State. The establishing upon a basis, indicating present and increasing prosperity, of a collegiate institution, even when sustained by an ample endowment, is ordinarily the slow and toilsome work of years. And the establishment of such an institution, under the control of the public authorities of a State government, has been a problem of so much difficulty and doubt, that even a moderate degree of success affords ample occasion for grateful remembrance of the labors and services of those by whose care and watchfulness such a measure of success has been achieved. And perhaps no higher praise can be awarded to the management of the University, than is borne by the universal testimony to the character and scholarship of the classes which have thus far been graduated. On this point the report of the board of Visitors holds the most unequivocal language of approbation of the "skill and fidelity in the professors, as well as of diligence and talent in the student. * * The department of Public Inotruction ought to be regarded as second to none in the State government. The duties of it follow every family in the State to its very fireside, and invite them to an interested co.operation in labors of great importance to the well being of the State. The performance of such duties by the head of such a department, demands the employment of talents of a high order and of the utmost business activity. The report of the Superintendent shows a diligent attention to a great variety of duties, and which must have involved an amount of labor for which the compensation 211. allowed by law is a most inadequate remuneration. Your committee therefore take leave to express the hope that this injustice will be suffered to exist no longer; but that a greater efficiency in the office may be secured by placing it, in regard to compensation of the incumbent, on tLe same level with other State officers, whose duties are neither more important nor onerous. It is hoped that the head of a department so important as this will no longer be regarded as a clerkship, of little responsibility and but inconsiderable labor. Such an increase of compensation is, moreover, urged in view of a proposed increase in the duties of the Superintendent's office. The mischiefs which arise from the present mode of reportino the annual statistics of the school districts are forcibly set forth in hid report, and the means to obviate them are there suggested. Your committee agree entirely in the recommendation, that the township inspectors be required to transmit directly to the Superintendent their annual reports, and thus dispense with the abstracts which the county clerks are now required by law to make. This recommendation is made not only as a matter of economy, which will effect a considerable saving in the sums paid to the county clerks for making these reports, but because the labor of arranging and combining them may be done in the Superintendent's office with much greater certainty of its correctness in view of all the interests to be affected by it. To carry into effect the foregoing recommendations, I am instructed by the committee to report a bill to amend chapter fifty-six of the revised statutes, and a bill to amend chapter fifty-eight of the revised statutes. LEGISLATI6N. The school law was amended, in pursuance of the recommendations of the Superintendent, so as to bring the report of the school inspectors directly to his office, and the duties heretofore devolving upon the county clerks, so far as the making of abstracts and returns were concerned, abolished. Yarious other amendments were made, which, as they are now in force, will be found in the primary school law, as published in this document. The law regulating the duties of Superintendent was also changed, and will be found in a subse quent part hereof. The mode of electing members of the board of education was changed by an act of March 29, 1850. An act was passed, enlarging the powers of the trustees of the Wesleyan Seminary, at Albion, and authorizing them to establish at Albion, a FMALE COLLEGE, as a branch of the Seminary. It was made subject to visitation by a board, to be appointed by the Superintendent, and the trustees required to make a report annually to that officer. An act was passed to incorporate the Young Ladies' Seminary of the city of Monroe. It was made the duty of the trustees to sub f12 mit to the Superintendent an annual report, exhibiting its condition in all its departments. The St. Mary's Academy, at Bertrand, in Berrien county, was incorporated; also, the Clarkston Academical Institute; also, the Clinton Institute; the Lawrence Literary Institute Association; the Michigan Central College, at Spring Arbor; St. Mark's College, at Grand Rapids. An act was passed and approved April 2, relative to the support of schools, and the custody of township libraries. The free schli)ol law of the city of Detroit was also amended. THE CONSTITUTIONAL CONVENTION. This was an important year in the history of public instruction in Michigan, inasmuch as the act was passed by this Legislature, in conformity with the previous votes of the people, to provide for a REVISION OF THE CONSTITUTION. For fifteen years the provisions of the first constitution, relating to education, had stood the test of time and trial-had been the means of securing constant progress, and achieved for Michigan, what had not been accomnplished by the provisions of the constitution of any other State of the Union, for the same length of time. The history of our educational affairs, as detailed in this document, presents an array of facts, and develops marks of constant improvement, which, while it exhibits the struggles through which we have passed, must be a source of gratifica tion to every citizen of the State. Upon the subject of education, none can accuse the State of Michigan of apathy or indifference. It is a subject that has been constantly kept before the people, and appreciated by them; and amidst vicisitudes of no ordinary character, its educational resources and institutions have been secured, preserved and cherished. The first fifteen years of our educational history, under the first constitution adopted by our people, constitutes an epoch, to which we may proudly look back and refer, and from which may be derived a light and a lesson for the future. But with a knowledge of what had been thus far achieved, and with a consciousness of attaining a yet higher standard of improvement, the organic law was cheerfully and with hope, subjected to a revision, from which it was believed still higher and greater results were yet to be accomplished. The article upon education proposed to the convention, was submitted on the 15th day of June, by Mr. Walker, of Mlacomb. The 213 committee consisted of the following gentlemen, viz: Messrs. Walker, Van Valkenburg, Butterfield, Eastman, Desnoyer, J. D. Pierce, Barnard, Williams and Edmunds. Section 1 provided for the election of a Superintendent of Public Instruction, by the electors, who should have general supervision of public instruction, whose duties should be prescribed by law, and whose term of office should be two years. Section 2 provided that the proceeds of the sales of all lands granted for school purposes, should remain a perpetual fund, the in terest of which, with the rents of all unsold lands should be inviolably appropriated to the support of primary schools throughout the State, and distributed annually on such fair and equitable terms as should be provided by law. Section 3 provided that the Legislature should establish by law, a system of primary schools, by which such schools should be kept in each and every district for at least three months in evely year, FREX AND WITHOUT CHARGFE FOR TUITION, to all children between the ages of four and eighteen years, and should provide that any deficiency that may exist after the distribution of the primary school interest fund, shall be raised in the several townships and cities, by a tax upon the whole taxable property in such townships and cities respectively. The Engisk language and no other should be taught in such schools. Section 4 provided for the election by the people of six Regents of the University-two for six years, two for' four, and two for two years; after which there was to be two Regents, elected at each subsequent eleotion, to hold their offices for six years. Section 5 made it the duty of the Regents at their first meeting, to elect a PRESIDENT of the UNrIVERSITY, who was to be a member of the Board, and the principal executive of the University. The Board to have direction and control of all its expenditures, and general supervision of the institution. Section 6 appropriated the sales of all lands granted, or to be granted for University purposes, as a perpetual fund, the interest of which, with the rents, should be inviolably appropriated to the support of the University, and with such branches as the public good required, for the promotion of literature, science and the arts. Section 7 provided for the election of three members of the board of education, who, together with the Superintendent of Public In 214 struction, were to have general supervision of the STATE NORMAL SCHOOL. Section 8 secured the proceeds of sales of lands appropriated to the normal school, in the same manner as University and school lands. Section 9 provided for the encouragement and promotion by the Legislature, of intellectual, scientifical and agricultural improvement, and for the establishment of an agricultural school, with a model farm; also for the establishment of libraries, one at least in each township, to the support of which, moneys paid for exemptions from military duty, and all fines assessed for breach of penal laws, were to be exclusively applied. The article as reported, was taken up in convention, on the 26th of June. A substitute for section 3, was offered by Mr. FRALICEK, of Wayne county, who was in favor of raising a tax upon the property, regulated by the number of scholars, if there was a deficiency after the distribution of the income of the school fund-that the Legislature should levy a tax on the whole taxable property of the township or city. Mr. MORRISON, of Calhoun, also proposed a substitute-that the Legislature should provide by law, that in the year 1855, and every year thereafter, a general tax should be levied in the State, for the support of primary schools, not exceeding three mills upon each dollar of the valuation of the taxable property of the State; such tax to be levied and collected in the same manner as the State tax for State purposes. Mr. LEACH, of Genesee, also proposed a substitute, which was as follows: A primary school shall be kept in each school district in the State, at least months in each year. The right to attend such schools is guarantied to all persons between the ages of four and twenty-one years. For the support of primary schools there shall be raised annually, a State tax of not less than cents per scholar for each scholar returned to the office of the Superintendent of Public Instruction, and such tax and also the interest of the primary school fund shall be annually distributed among the several school districts in this State, in proportion to the number of scholars in each, as shown by their returns to the office of Superintendent of Public Instruction; and any deficiency that may exist in the districts, after the distribution of said moneys, shall be raised by tax on all the taxable property in such districts. 215 The substitute was opposed by Mr. J. D. PIERCE, for the reason that it would be found difficult to levy a tax upon the districts. It had been attempted and failed. He was in favor of free schools, and a State tax. Mr. RAYNALE was also opposed to the section and the amendments, being of opinion that it was safer left with the Legislature to establish by law a system of common schools. Mr. BAGG was in favor of free schools-free as the air we breathe-and proposed a further amendment, providing that the Legislature should establish a system of primary schools, such schools to be kept up at least three months free, without charge of tuition, to all children between the ages of four and twenty-one years. Mr. ALVORD thought that the spirit of the age made it obligatory on the convention to provide that schools should be kept up, and was in favor of a tax to pay for free schools. Mr. HANscoM was in favor of obliging the Legislature to provide for a system of free schools, and of leaving the details to it. Mr. VAN VALEENBURG believed that the Convention was called upon to establish a system of free schools-was unwilling to leave it with the Legislature, except to manage the details. The chairman of the committee, Mr. WALKER, said the committee had discussed the proposition to raise a definite sum per scholar, throughout the State, but the difficulty was, if the sum was fixed, it must-remain so until the constitution was amended. Mr. CORNELL offered an amendment, providing that the Legislature should establish free schools throughout the State and provide for their support, and that after applying the school and such other funds as shall be set apart for the support of such schools, the balance should be raised by a tax upon the taxable property of the State. Mr. WHIPPLE regarded this question as the most important one that had come before the Convention, and was of the opinion that the people were prepared for and wished a free school system. The chairman of the committee thought the proposition of Mr. Leach, of Genesee, was of the same character as that adopted in New York, and which contained the elements of discord. He had been advised by a letter of the Superintendent of schools of that State, that if any attempt should be made to change the school system of Michigan, we should avoid raising any portion of the tax in the school districts. 216 Another amendment was offered by Mr. FRALICK, as follows: Sec. 3. The Legislature shall provide by law for a system of primary schools, by which such schools shal be kept up and supported in each school district, at least three months in every year; and any schook district neglecting to keep up and support such a school, may be deprived of its proportion of the public funds; and a tax shall be levied on the several townships and cities of the State, upon the whole taxable property in such townships and cities respectively, for the support of such schools, provided such tax shall not exceed the amount of -, in any one year, for all children between the ages of four and eighteen years, in any township or city, and the amount of such tax in each township or city shall be distributed to the several districts therein, keeping a three months' school, in proportion to the number of children between the ages of four and eighteen years, returned from said districts respectively. The amendment was opposed by Mr. N. PIERCE, who believed the greatest difficulty in New York had arisen from authority given to districts. He was in favor of imposing a tax upon the taxable property of the State, but that it should be limited to two mills upon the dollar, and the remainder should be collected by a tax on the district, or the persons sending to school, or the property of the town or district. Mr. CRARY said, substantially, that the school system now in operation was as good a system as ever was devised, and had been copied by several States. It took from 1843 to the present time to perfect it, and the Convention had better leave it to the action of the Legislature, to provide for free schools by such a system or mode as it thought best, either by general taxation, or tax levied in districts, counties or township. The difficulty in New York was the inequality of taxation. The committee on education had, however, neglected an important feature-they made no provision for a forfeiture of the public money, if a district neglected to keep:a school for a certain time. If we were going to have a system of free schools, there should not only be a forfeiture of public money, but a penalty for neglecting to comply with the law. He was willing to leave it to the Legislature, as long as a public officer was kept, whose business it was to attend to the cause of education-he believed that such an officer was requisite to sustain and forward the cause of education, and that it was necessary that each State should employ one; but that if such officer was dispensed with, he should consider the cause of education in danger; 217 while with such an officer, the subject would be kept before the people, and the cause would flourish. Mr. MooRE was in favor of establishing the system of free schools upon a thorough basis, and wished to see it immediately adopted. Mr. TIFFANY thought-the Legislature would adopt the system when the people demanded it. The question being taken on Mr. LEAcH's substitute as amended, it was not sustained. Mr. Busu was in favor of leaving the establishment of a system of free schools to the Legislature, and was opposed to the provision reported by the committee. The following extract contains the substance of his argument: The provision as reported gives the power to raise revenue sufficient to make schools free: first, to the township, and in case of defi. eiency, the deficit to be raised by the school district. Experience has shown us that great inequality in taxation will exist in different locations of the State; it but proposes to make permanent in the constitution the system that was commenced under the liberal provisions of our present constitution by the statutes. of 1838. The Legislature then, actuated by the purest patriotism, provided that any deficiency that might exist, after using their proportion of the primary school interest fund, might be raised upon the taxable property of the school district. The inequality that existed in the districts was so great, and so apparent, that the system fell at once into disrepute. One district would, by economy, cause a school to be kept up without resorting to oppressive taxation; another, perhaps in the same township, by prodigality ana extravagance, levied a tax upon the property of their district, ostensibly for the support of schools, which the property holders were neither able nor willing to bear. This evil existed in some portions of the State to so great an extent as to affect the relative value of real estate, and necessarily led to a modification of the law. I therefore am opposed to the provision as reported, believing that the same evils would result from its operation, and the consequences would be more disastrous from a constitutional provision, in consequence of permanency, than from a repealable law. The amendment provides that a tax shall be levied upon the whole taxable property of the State, and shall, when collected, be distributed among the districts, in proportion to the number of scholars, in the same manner as the primary school fund is now distributed. As a friend of universal education, [ go for this measure, believing that the whole property of the State should be taxed for the education of the children of the State. Under this system, schools may be free, and will be free, if wisdom characterize the action of those whose duty it becomes to carry out this principle. Tile only question with me is this: the amendment provides that the Legislature shall provide for levying a tax, &c. I would prefer the word may to the word shal, although probably the effect will be abort the same. Action cannot be enforced until it is deemed expedient-an imperious mandate 28 218 is no more important than a mere permission, unless sanctioned by the public will, and when so sanctioned, either is effectual. Mr. Fralick moved to amend the section as follows: Strike out all after "shall," in first line, and insert "provide for a system of primary schools, by which a school shall be kept up and supported in eachl school district, at least three months in every year; and any school district neglecting to keep up and support such a school, may be deprived of its equal proportion of the interest of the public fund. And the Legislature may levy a tax on the whole taxable property of the several townships or cities of this State for the support of said schools." The amendment was opposed by Mr. Britain, whose views are evinced in the following extract from his remarks: We should provide for two things: one is equal taxation-the other, that the rising generation shall be instructed. But it has been said that the Legislature had the power, and we are asked why they did not exercise that right. I answer. that the will of the people has been defeated by the talents of men like the gentleman from Wayne. Numerous petitions were received last winter by the Legislature, praying for free schools. Why was it not granted? Not because there was a feelingo against it, but because those opposed to it pointed to the assembling of this Convention-that it had better be left until that time. I am not satisfied with this amendment, because it surrenders the principle. If it cannot be established for six months, let it be for three; but I hope that we shall not be satisfied with any anmeidment short of that. Every collection of taxes by a district, is liable to be unequal. This would be extremely unwise and unjust. The true theory of government, as understood at the present day, requires the whole property of the State to support the government of the State, instituted for the protection of said propetrty. And no fact has been more satisfactorily established than the fact that the property of the State can more cheaply educate thle people of the State, and maintain the government over an educated people, than it can support a government over an uneducated people; and that a tax for educational purposes is but an interest tax for the protection of property, and should be paid equally by all taxable property protected. If these premises be true, the duty of this Convention must be apparent. It is alike bound by justice and sound policy toprovide by a tax upon the whole people, for the most economical and perfect protection of the whole property, instead of leaving it subject to the payment of onerous taxes for the support of government, over a population but half educated by the limited means heretofore drawn with so much injustice from parents and guardians, who possess comparatively but a small share of the property of the State. There is another argument in favor of free schools, which addresses itself to higher motives, and the soundness of which is perhaps quite 219 as well established as the former. It is this: the children of the State are the property of the State, and entitled to support, education and occupation, whether their immediate guardians are able to give it to them or not. This theory, resting upon the character, and resulting from the obligations of our civil compact, formed for the purpose of supporting, protecting and benefitting each other, claims that the present generation is bound by the strongest obligations of duty, to support, educate and qualify for self-government, the rising generation; and so many means are already provided by law for the accomplishment of these desirable ends, that to a discriminating mind, the only wonder is, that more direct, just and efficient means have not been adopted for the accomplishment of so desirable an object. But, Mr. Ch,-irman, the most difficult questions connected with this subject are, the best method of raising the mea,ns, and of insuring their economical expenditure. If you raise the whole amount by a State tax, there may be difficulty in securing an economical expenditure, as the immediate interests of persons interested with the expenditure, will be to, draw as copiously from the fund as practicable. If you raise a part of it by State tax, and permit the districts or townships to raise the balance by district or township tax, or a capitation tax, or by rate bills, as they may deem expedient, some will raise by district, some by township, and some by capitation tax, while others will collect by rate bills, from parents and guardians. The property of a district supporting its schools exclusively by a tax upon property, would pay a higher tax than that of a township supporting its schools in part upon rate bills; dissatisfaction would inevitably be the consequence, and the system might be broken down by the crafty property-holder, before it received a fatir trial. I think that all the burdens we impose should be imposed equally'. That the best method of accomplishing this will be to raise a large portion of the school moneys by a State tax, and the balance by a uniform tax, as far as the interests of education will permit, beyond the control of the district. A school in every district should be free during a part of each year, to all scholars residing in the district, and made free from expense to all who are unable to pay; and also made as nearly free from expense to all as shall be consistent with a guaranty of an economical expenditure of the public moneys; and the tax forthe support of such schools should, as far as practicable, be a State tax. Mr. CRARY said by the present system we have about 33 cents per scholar-the tax upon the district-the residue raised by a rate bill, We have thus three sources of revenue at the present time, and many persons are not prepared to go further than the method suggested by the substitute. Some wish to make it imperative, but I do not think that it is desirable to levy a tax, and I will give my rea sons. It is a pretty thing to have a beautiful theory, but sometimes the practice is very different. Difficulties will arise under the general tax system. If you levy a tax-a tax for the whole State-who 220 will regulate the prices to be paid for teachers in the districts? If left to the district, what will they make the expenditure? They may pay their teacher forty;dollars per month and have but a few scholars. There will not be that care which is required at present, and the chief expense will be thrown upon the more wealthy portion of the State. It would be best to leave it open; let the Legislature say whether it shall be by towns or counties, or by districts; making it imperative that in two, four or six years, a free system of schools shall be established. If we embody in the constitution, to take irnmediate effect, the substitute of the gentleman from Genesee, we shall not convince the people that we have done one thing towards lessening the expense, for we cannot carry his proposition into effect short of a tax of $100,000 for the State; it will probably be more, but I am taking a low estimate. Now, if in this constitution you impose a tax upon the people of this magnitude, how much wi'.l they thank you for it? They will say, we sent you to lighten our burdens; you have made them greater. I think that it must be left to the Legislature. It is, I think, the voice of the Convention to have a free school system-it is my wishbut we must not impose too heavy a burthen to accomplish this object; for if we do, the people will not sustain our action. Mr. C. moved to amend the amendment so as to provide that any school district neglecting to keep up and support a school wherein instruction in the English language is conducted for three months in each year, should be deprived of its equal proportion of the income of the fund, and the motion was agreed to. Mr. WORDEN moved to amend by striking out of the amendment of Mr. FRALICK the words "several townships and cities of the State." Mr WALKER thought the principle would operate very unjustly to the new portions of the State. He had made an examination in regard to the amount of the school fund distributed in the different counties in the year 1849, and of the amount required to be raised for school purposes. By an examination of the tables it would be found as an almost universal rule that the new counties would have to raise by taxation much more than the amount to be distributed to them out of the school fund. In some counties they would be obliged to tax two cents on the dollar on the basis of the distribution. On that account he thought there was something due to that section of the State. From the many inconveniences to which the new counties were subjected, by the sparseness of their population, and the great expense which was attendant on the support of their schools, he considered it but just that that they should have the benefit of the tax upon non-resident lands. It was known that a larger number could be educated in a thickly populated portion of the State, and for a longer period, than in those parts which were thinly settled. He would state, however, that the county of Wayne would 221 raise by taxation more than it would receive from the general fund. It resulted from taxation on the increased valuation of property in the city of Detroit, over the farming sections of the country. Macomb county, on the other hand, would receive three or four hundred dollars more, under the distribution of the general fund, than she would be obliged to raise by taxation. The new counties oughtto have the benefit of the tax on the non-resident lands, to be applied to the support of their schools.'They would necessarily have to undergo many inconveniences from their situation-their schools would be small, and consequently would require much more to educate their scholars than in the older settled counties. Mr. N. PIERCE did not agree with the gentleman last up in what he said relative to the hardships to which new settled counties were subject. He thought such inconveniences as were alluded to, merely temporary. He wanted to know why a county with five hundred inhabitants must tax the whole non-resident land. He would like to be informed why a county should take his land, for instance, and tax it when he sent no children to school. He had yet to learn that the children of one county could not be as well educated as another. If Macomb county could not raise sufficient money, he would say take it from the State tax; so in regard to Calhoun or any other county It was a State policy he desired to see adopted in this matter; one by which the blessings of education would be diffused amongst all. Mr. STURGIS was in favor of raising a State tax for educational purposes, and not a county or township tax. There were many counties possessing a large amount of taxable property, that had in reality no more scholars to educate than those not possessing one-half that amount. Mr. WILLIAMS desired to observe all courtesytowards gentlemen on this floor. He would be allowed to say, however, that there was such a thing as theory, and such a thing as practice. He desired to have a State tax, in order to have justice done to both the settled and the unsettled portions of the State. He would put it to gentlemen and ask, if we enjoined the people of the counties to assess themselves, would they get anything more than they would get under a State assessment? The people of each county sparsely populated would assess themselves just enough to educate their own children, and would let an immense amount of property go untaxed. Thus the whole State must lose. There was one difficulty which occurred to him as conclusive on this whole matter of putting this tax upon any smaller district than the entire State. The matter was very fully discussed in committee of the whole. The difficulty was in effect this: in New York the system which was adopted, required that the schools should be supported largely by taxation of the individual, and enough raised to( keep up a school for a given number of months in the year. What was the result? Simply this: the rich and the poor were arrayed against each other, and the childless were opposed to those who had children. How much money should be raised was a subject of fierce contention; sometimes one kind, and sometimes another kind of peo, ple resisting. Those who paid the least, generally resisted the most. As well as he recollected, the gentleman from Calhoun, [Mr. J. D. Pierce,] had had a letter from a distinguished friend of education, in which he referred to the difficulty then existing in the State of New York, in relation to this school question, and stated that the whole State was rife with these difficulties, creating almost universal excite ment. Here, then, were two objections fatal to the views advanced by the chairman of the committee on education. Any plan that was impracticable was not only unjust to that portion of the State for which all his sympathies were excited, but was also an injury to the whole state. He believed that the whole State should support ev ery portion of its government, and necessarily to educate the whole people. He laid it down as an axiom that the whole property should educate the whole people. Again, we could probably tax the whole property of the State on some uniform and general plan more economically, and distribute it in the already necessary distribution of the primary school fund, with less waste than upon any other plan whatever. Not only so, but if we left it to townships and counties, the administration would be always conflicting and unsatisfactory. If we had forty assessments, by forty counties for the school tax, we should have just as many different school systems. He would go for any uniform system that reached every person in the State, and taxed equally all the property of the.'tate; and in his opinion it was the duty of the committee to construct and organize a system that was efficient, just, comprehensive and more than all, perfectly practicable. Mr. FRALICK said, it appeared to him that the gentleman had misconceived the question. It appeared by his argument that this matter of taxation was to be left to the counties or townships. The gentleman was wrong there. It was to be a tax levied by the Legislature. Mr. WILLIAMS-I was arguing a different question. The question now under consideration is whether you make it a local or a State tax. Mr. FRALICK (continuing )-thought he understood the gentleman's argument. It amounted to the same thing, for it was still a State tax; the only difference was as to the distribution of the money in the township. He did not desire to make a great State system whereby the money would have to go through a dozen toll gates, every man having something off it. He wanted to have the money available whenever it was required, for in fact the school fund went through so many operations now, that we got it when the teacher should have been paid five months previous. Instead of getting it in the winter, they did not receive it until June. What he particularly desired was, that the money raised in a township remain in it, so that it might be always available. Mr. HANSCOM was of opinion that both the systems proposed were wrong. He was in favor of leaving the Legislature to determine 222 223 how this tax should be raised. Let them try one mode of taxation first, and if that did not work well, they could then try another. Mr. BUSH was in favor of having a tax imposed upon all the taxable property of the State, to be fairly and equitably distributed, so that every scholar should have his quota. The amendment of Mr. Fralick was finally disagreed to. The question recurring upon the substitute of Mr. Cornell, providing that after the applicatiol of school moneys, and other funds set apart, the balance should be raised by a State tax. To this, amendments were offered by Mr. GALE and Mr. HANSCOM. A substitute was offered by the chairman of the committee providing for free schools to be kept for three months of each year, and for making up any deficiency by a tax upon the whole taxable property of the State. This proposition was advocated by Mr. VAN VALKENBURG, who said that No time is limited when the Legislature shall carry it into effect. The committee thought it best to leave the subject to them. If limited, and the time passed, they might say that the question is put to rest; therefore we thought it the best to leave it an open question, and thus meet the views as expressed in committee of the whole yesterday, and we were anxious to meet the views of the delegates and the requirements of the people. It is conceded that free schools are wanted, and should be supported by a universal tax throughout the State, and that free schools should be instituted as soon as practicable. It has been remarked that schools should be free to all-that the children of the State were the property of the State-that the State was responsible for the education of its children. For that reason we think a State tax is the most proper, and would avoid many difficulties that would grow out of the levying of taxes on the towns and cities. It has been said that schools should be as free as the air we breathe, or the water we drink. Our sources of education should be like the rays of light, penetrating the darkness. If we adopt this system we shall see our State take an exalted position among our sister States of the Union. It was opposed by Mr. HANSCOM as being subject to two objec tions: First, it says that all deficicncies that exist after the distribution of the income, shall be raised by a State tax. Now, sir, I would leave the Legislature to provide the taxation in the manner they deem best. We may get a donation of land from Congress; if so, it might be applied instead of a State tax. If they think that it is the best way, they will do it; but I do not think they should be bound or limited in the mode of raising a tax. It imposes no imperative duty upon the Legislature at all; it merely requires them to do it, without fixing a limitation when it shall be done. 224 Mr. MOORE advocated the adoption of the clause, engrafting the principles of free schools in the constitution. Hle said: Mr. Chairman, this subject is one of the first importance, and I hope we shall not differ in principle or in the detail. The details I am not so particular about, if the result is arrived at. The grand effort for us, is to establish schools free or nearly so. The way or the details of the system 1 care little about, so the thing itself is accomplished. I would engraft in this constitution the principle of free schools. I would leave it to the Legislature to fix it at some fiuture day. It is practicable now for us to lay the plan whereby the children of the State can be educated. I have no objection to the amendment sent up by the gentleman from Calhoun, [Mir. Morrison.] It contemplates five years before this system can be brought about, and I have no disposition to delay this effort a day. This is the place and the time to provide for the system. I would not adopt the system of New England, although there, it is the best, and no other, perhaps, would do so well; but our country is new, and things are not yet regulated. We have many new and thinly settled districts, where town taxes could not be raised, and of course it would be unequal. New England raises her fund by a town tax on property, and distributes in the districts from the towns. * * I think, Mr. Chairman, we are pretty well agreed that a State tax is the plan for us to adopt; and two mills to the dollar added to our present fund, will furnish four months more free schooling in each district than we have now. We raise now by general fund $156,000, which affords a school five and a half months in the year. But it is not worth while to go into detail. I hope the committee will not let the disagreement about the plan to be adopted, defeat a measure so desirable and so just as this. It is just not only to the children growing up in the State, but to the citizens, and to the character of the St Lte, which stands the sixth State in the Union for intelligence-in reading and writing-as reported in our last census. What has made New England what she is but her common schools; her school system? And here let me say, when New England had 2,000,000 inhabitants she had between ten and twelve thousand schools-a school to every 200 persons. Let me give some of the plain, simple reasons why we should estab]ish free schools, or nearly free, so that, at any rate, every child would be free to go, and should go, and so numerous that a school house would be within the reach of all. The management, however, should be left to the districts themselves, so as to sustain the interest felt in the schools by all classes; and the fund should onl) be distributed to those that would try to avail themselves of its benefits. You lay it down as a principle, that the man who does not try to help himself, should not be helped. So in a measure with school districts; but by all means give them the opportunity; bring education to their door, to their very threshhold. The tax should be on the property of the whole State, and distri buted by the school officers of the State as the other fund is, and 225 to those districts which will avail themselves of it; for, I say again, that unless the people themselves enter into it, all the money you give will not accomnplish the object. The interest and earnestness with which the districts engage in it, is of as much consequence as the money appropriated. The tax, I say again, should be on property, so the poor would be saved from a burden which otherwise might be too heavy, and the rich secure the most ample protection on their property, by the diffusion of intelligence and morals among all classes. 1st. Every holder of property has a direct interest, in a pecuniary point of view, in educating the masses. For every law upon which the value of property or the peace of society depends, will, in a few years, be at the disposal of the children growing up in the State. The amount of vice and crime, and the expense of prosecuting and punishing criminals will be diminished in proportion to the intellicence of the community. Ignorance is idle and unthrifty; it is the father of vice. Uneducated mind is educated vice. Intelligent labor is doubly as productive to the State as the tool of the ignorant. Witness New England; look at her manufactories, her mechanical labor, her inventions, in short, her innumerable cornmmodities, with which she fills this whole earth. There is not, perhaps, a country on the globe where her arts have not been introduced. And why is it? Because she started with a universal system of free schools. Nothing else ever laid the foundation of her prosperity. And so let it establish ours. We have infinitely a better soil, abundance of water power, and every variety of climate, and can grow almost every variety of the world's products. Now, with all these advantages, let us engraft in the constitution such a system as will secure to the rising generation equal rights in education, as well as equal rights in political, civil and religious liberty. Then, I say, if all the property holders are to share in the advantages, they may well and fairly be asked to contribute to the result. 2d. It is the duty of the State to provide for the education of all its children. The existence and safety and wealth of the State depend upon it. It is the first duty of government to protect the lives and property of her people. If the property and safety of society demand universal education, it is the duty of the State to provide for it. If she has a right to lay a tax for the suppression of crime and idleness, by erecting prisons and houses of correction, she certainly has a right to do the same for the prevention of crimes, by schools. 3d. These common schools are of exceeding value by way of bringing forward and cultivating minds of great worth, that had otherwise laid forever buried in the obscurity of poverty. They are like scientific surveys for the discovery of the mineral resources of the State. A large number of the very first men of New England would never have been raised to notice, but for the exploring system of common schools, where the rich and poor meet together without any degrading distinctions; and only mind tugs with mind all over the commonwealth, year after year. If there is one rare intellect in 29 226 any corner of the State, it will be brought to light and developed; and many such, coming up from all quarters, will enhance greatly the literary character and wealth of the State. 4th. Free schools have a powerful influence in disse:;ainating the principles of true democracy. Where on earth is there such a practical demonstration of the doctrine that "all men are born free and equal," as in the school house under a free school system-where every barefooted urchin may have the same teacher, the same books, and set on the same seat with the most fortunate heir in town-may stand at the head of his class and take precedence over all that wealth and rank can array against him, if only God has given him the better mind, or the more diligent disposition? It ennobles and encourages the poor boy, and fires him with such thou,ghts of the dignity of a human soul that tyrants can never after oppress him with impunity. It corrects, too, the thoughtlessness of the rich by the standard of mind, and teaches them to reckon rank by the Roman rule of merit. 5th. A general tax is on many accounts the best mode of providing public schools. When every man pays his money he will feel an interest, and the interest thus awakened all over the State, is worth the amount of the tax, to say nothing of the instruction given to the children. Besides, as men come to understand the doctrine upon which the right to thus tax them is based, and see the principle satisfactorily illustrated, they will discover also that they have in many other respects mutual interests; and so, public spirit, so necessary to general improvement, will be more and more promoted. This system, too, has the merit of providing for the education of the poor, without any of those personal distinctions that degrade. 6th. It is particularly incumbent upon Michigan to provide a system of free schools. She has invested a large sum already in such a way that much of its value and prospects to the State must be forever lost vwithout a free school system. * * * ~* That University will forever lose half its utility to the State, without the common school system to explore every opening and prairie, and kindle up the latent genius that is slumbering in log cabins all over the land. Such minds once taught, will, by comparison and competition with others, create the appetite for knowledge, and from the district school will find their way to the fountain our State has so munificently opened to all her sons. Michigan has built up one side of the most liberal structure for education in any State-it only remains to complete the other side, and so perfect the edifice. Mr. COMSTOCK expressed the opinion that the Legislature could better carry out the details of the measure, and was in favor of the proposition of Mr. Hanscom. The debate was continued with deep interest, and evinces so much practical knowledge of the subject on all sides as to make it a very im portant portion of our educational history. The following is therefore extracted from the journal of the Convention: Mr. MORRISON offered the following as a substitute for section 3: "The Legislature shall provide by law that in the year 1855, and every year thereafter, a general tax shall be levied in the State for the support of primary schools, not exceeding five mills on each dol lar of the valuation of the taxable property in the State. Such tax to be levied and collected in the same manner as the general State tax for State purposes, and apportioned for the support of primary schools throughout the State, in the srame manner as the primary school interest fund, and shall provide that during the time required to expend the amount thus apportioned among the several districts, a school shall be kept in such district, without any charge for tuition, to all scholars residing in such district between the ages of four and twenty-one years; and the instruction in such school shall be conducted in the English langouage." Mr. M. said-The proposition is, that in 1855 the Legislature may fix a tax not to exceed five mills on the dollar. My object is to permit the people to feel the benefit of the reforms that we have made; for if we impose a heavy State tax, the burdens will be increased instead of diminished; therefore I wish the matter postponed until the year 18.55. Yet, it does not prevent the Legislature from establishing schools earlier, if it is deemed expedient; nor does it prevent them raising a. part of the tax, or the whole, before that time. The amount of the interest upon the public fund was;52,000; the average time that schools were taucrght was nearly five and a half months; these, if taught by female teachers for three months, would cost $59,-20, leaving only a deficiency of $6,320; if taught by male teacher, the amount would be $77,500. Now, by raising one mill upon the dollar, we shall raise a tax of $88,000; of two mills, $56,000; of three mills, $S4,000; wlhich would renderevery school in the State free for three months in the year. Supposing our property to be $30,000,000, a tax of five mills would be $150,000, a sum sufficiently large to keep the schools for four months in the year. My object in proposing this substitute was, that as it appeared to be the wish of the Convention to raise it by a State tax, I knew no other way that it could be done, except by a specific tax-a mill tax, for instance; and after this, if the constitution provides that we shall have a State board for the purpose of equalizing property throughout the State, probably it would amount to $60,000,000; that would then amount to $300,000; and if came to $100,000,000, we shall have from this source an income of half a million; this, then, to be apportioned among the districts with the interest of the primary school fund; and thus the difficulties that have been raised in regard to the revenues would cease; it would then be the interest of no one to break down the primary sbchools. If the tax was levied three months before the public money was given, the money would have been paid, and men would build up the primary' schools. 221 - - It will be for the interest of the districts to make the best terms they can with teachers, and keep them as long as they can. There may be sufficient to keep one school six months; it should then be applied to tihat, six months. To another three months. One may require double the salary for a teacher that another has to pay. The money received by the schools should be equal; and they should not employ teachers to whom they would have to pay a large salary. Mr. WILLIAMs —It seems that there are almost as many different opinions as there are men in this Convention. In view of this fact, the chairman called the committee together. It was found that while the committee disagreed on some topics, there were some principles upon which all agreed, and these are embodied in the proposition now offered by the chairman. We agreed on "free schools-three months' term in all districts-no charge for tuition-lthe English language to be necessarily taught." In regar(l to taxation, the mode and manner, we could not agree; but'e could a,gree that all the property of the State should be reached by taxation for this purpose, and should bear somehow its equal and just share of the burden. For himself, he believed that the tax should be levied( by the authorities of the State. He would not leave the systefm, and the whole suecess of the system, at the mercy of either district, town or county. The proposition of the gentleman from Oakland leaTves it in discretion of legislation to say whether every locality should not assess the tax to suit its convenience. If each district can do as it pleases, it can destroy the efficiency of the system as applicable to itself. Now, if we need and want a free school system at all, we want it most for those districts that would meet its requisitions with the greatest reluetance. The most backward, the most ignorant, the most indifferent, are the very portion of the population we wish to enlighten. The State wishes to stretch its paternal arm around them. It wishes to educate all, willing and unwilling. To obviate all difficulties, for himself, whatever taxes are laid, he thought ought to be imposed and assessed by one authority, embracing the whole State. With regard to the suggestion of the gentleman from Oakland, (Mr. Hanscom,) that the proposition of the chairman of the committee was deficient, because there might be other resources besides the income of the primary school fund, he did not think they had much force. If the Legislature can afford any sum at any time to increase the means, they can make them a part and parcel of that fund by legal enactment. If we should obtain lands from the general government-if justice long delayed should be meted to us, and the million or more of acres due, (the general government being as liberal to us as to our sister States,) is at last conceded, either to the demands of our delegation or to the prayer of the memorial of this Convention, now in preparation by the gentleman from Wayne, [Mr. Backus,] then such lands, or a part of them should, by the terms of the grant of Congress, be made a part of the primary school fund. 229 If he remembered the language of the substitute of the chairman, it was this: "Any deficiency that may exist after the distribution of the income from the primary school fund, shall be raised by a tax on the whole taxable property of the State." Thus fixing the principle that all the property of the State should be equally taxed, but leaving the mode and the distribution to be determined by the Legis lature. Whatever his private views were, he felt bound to concur with the committee. He believed half the members of the House had plans drawn up, and to meet each man's views was impossible. On such a basis as the committee have conceded to, a system of free schools can certainly be created which will be efficient, practical and comprehensive. Mr. ORR said-Mr. Chairman, I cannot, as the representative of one of the new counties, suffer this very important question to come to a vote without at least an expression of my opinion on a subject which so directly interests my constituents. I have the honor, sir, to hold a seat on this floor through the partiality of my immediate constituents in the county of Barry. But, sir, while I represent the county of Barry in this Convention, I claim as my constituency the undivided one-hundredth part of the people of this State. And, sir, as it has been my constant endeavor during our deliberations in this body to support such measures as would advance the great interest of the State at large, I must be permitted on this occasion to express my disapprobation of this or any other measure that would in the least degree be prejudicial to the new counties, and particularly to the county I represent in this Convention. This proposition has for its object, sir, to rob the new and sparsely populated counties of this State of a portion of the money raised in such counties, for educational purposes, and give it to the older and more densely settled portions of the State. Gentlemen propose to raise a State tax of two mills on the dollar of the valuation of all the taxable property of the State. This tax they would raise on the basis of taxable property, making each county contribute to the general funid according to their several abilities. This, they say, shall con. stitute a State fund for the support of free schools. But, sir, they propose to make the distribution on a very different system. They would distribute this money among the several counties of this State, according to the number of children between the ages of four and eighteen, reported by the different county clerks to the office of the Superintendent of Public Instruction. Now, sir, it must be remembered that the more populous counties return more scholars to the above office in proportion to their taxable property, than are returned by the new and thinly settled counties. Consequently, on this system they would receive more money than they contributed, while the new counties would contribute more money than they would again receive. The proposition now under consideration would have this effect, sir, and I believe it to be unjust and oppressive. I hope, sir, it will not prevail. Mr. Chairman, it is claimed here by some gentlemen that this discrepancy in valuation, compared with the number of children re t ported to the office of the Superintendent of Public Instruction, arises in consequence of the great amount of non-resident land lying in some of the new counties. This, sir, is true; there being neither family nor scholars to represent this species of property. But is this the fault of the new counties? I think not, sir. The most of this non-resident land was located at a very early day; and being generally of the best quality, it is held at so high a price that the industrious poor man seeking a home in this State could not afford to purchase it. He was, therefore, absolutely compelled to buy govern. ment land at a cheaper price, wherever he could find it interspersed with large and numerous tracts of non-resident land. This state of things is very inconvenient to the actual settlers. The settlements are, in consequence of this, located in different parts of the county, entirely detached from each other, separated by large tracts of uncultivated land, and often by intermediate forests. Now, sir, it will not be pretended that citizens of a new county, thus situated, can educate their children with the same facility or economy as those living in better settled and more populous counties. Therefore I hold, sir, that if this non-resident land interposes any obstacles to cheap and economical schools in the new counties, they should enjoy the exclusive advantage of taxing this kind of property for educational purposes. There appears to be but very little difference of opinion, sir, in this Convention, about the propriety of providing in this constitution for the encouragement of primary schools. But gentlemen of this Convention seem strangely partial to the name of'free" schools. There is something fascinating, sir, even in the name. But if a system of free schools is not attainable-if such a system is not practicablewhy pursue in such hot haste the empty name, and loose sight entirely of the reality? Why not be satisfied with giving suitable encouragement to our schools-such encouragement, sir, as the circumstances of our people will warrant? Why raise a great State tax? Why collect and gather it from different townships and counties of the State on the basis of taxable property, and in making your distribution parcel it out on a different basis, to wit: according to the number of scholars reported to the office of the Superintendent of Public Instruction? This, sir, is the proposition. A three mill tax assessed on all the taxable property of the State, would, together with the annual interest of the primary school fund, afford pretty good encouragement. This should be assessed annually by the supervisor of every township in the State; and when the money is collected it should belong exclusively to the township in which it was raised, and should be appropriated religiously to the support of primary schools. This plan would give to every township its own money, and no more. This plan, sir, being reasonable and just, cannot fail of being satisfactory to ell portions of the State. Again. one dollar per scholar might support a free school for a term of three months in one of the older counties, such as Oakland, Washtenaw or Lenawee, while it would be totally inadequate in A1legan, Barry or Ionia. Therefore, I hold that it would be both un. 230 231 just and oppressive to compel any one of the new counties to raise money to aid in support of free schools in the older counties, and that too, sir, when they already enjoy better facilities for education. But, sir, for the purpose of illustrating this subject more clearly and forcibly, I will here exhibit some statistics which I have prepared, on this subject. I have grouped together the counties of Allegan, Barry and Clinton, as a fair average of the new counties; and Jack son, Kalamazoo and Lenawee as a fair average of the old counties; and by calculation it will be seen, sir, that the first three counties would each contribute more than they will again receive, while the other three counties will receive more than they contribute. By the State tax system, Allegan county would loose in round numbers, $795; Barry, $155, and Clinton, $553; while the other counties would each gain a proportionate sum of this montey. For these reasons, I hope, sir, that some other plan will be agreed upon, which, while it encourages our primary schools, will be less oppressive and more equal in its operations. Mr. N. PrERcE-I think, sir, that the gentleman's reasoning goes to show that it is not equitable ground. If there are one hundred children to be educated in Barry county, and if there are four times that number in Lenawee county, with no more means to be taxed, then I say that the county of Barry should contribute her part; and I think that a different course would be improper and unfair. It has been said that there is a good deal of difficulty with regard to the words "free schools." The words "free schools," is like firee government-like the word "democracy." What does that mean? It means a government by a people. But there are burdens to be borne, and we have actually to release a portion of a our liberty for the benefit of the whole. You cannot establish a prosperous free school system, except you collect some tax out of the interested parties-except you charge something upon the persons sending the children to school-charging them sufficiently to make them parties in the case. I have never seen it otherwise, and I don't believe it can be done. I am unwilling that any sweeping clause should be placed in the constitution without being limited. I think it should permit a State tax; then limit it, and provide that the remainder shall be raised by towns or districts; I care not which. We are all agreed in favor of free schools, and it sounds well in theory; but in carrying out the details we find out the objections. I do not believe that the people will pay five mills upon the dollar My instructions are directly the reverse; that is, to lighten the burdens; and the present system of free schools is a good system; it has worked very prosperously. We have now a State tax of one mill, which, with the addition of the school fund, makes our schools to a certain extent, fiee; that is, it gives them the character of free schools. Like every other member, I have my views, and I should like to, strike out of section three, all after the word "provide," at the end of the third line, to the word "and," in the line following. That would double the present State tax, by leaving it in the power of the Leg la,, 232 islature to double the present tax of one mill. That would render them as free as we ought to make the schools. Then let the balance be raised as the wisdom of the Legislature may direct. The whole property of the State should be taxed equally for the education of the children of the State. I cannot see any propriety in limiting it to one county. A county that has a large estate and no children, should contribute accordingly, as an individual who is wealthy and without children has to educate the children in the town or district. If his county is as well educated as others, it works no injustice; it is applied like the primary school fund. Now, sir, the school lands where I live are worth $20 per acre; where he lives it is worth $4 per acre; the money is put together and equally divided, and there, of course, the new counties have the advantage. I think it will not be best for this Convention to direct the Legislature to impose a heavy tax. If the people should tell the House of Representatives not to do it, are we better than the next House of Representatives?' I think not. Our system may be improved; but it is a good system. I think that there should be a State tax-a fixed amount, not entirely free for tuition. If the district spend $100, the parents or guardians should at least contribute $12. Otherwise there would not be economy; therefore I think it would be better. I think if schools are free of tuition. it will cause difficulty and trouble. It has operated badly and was changed. Mr. VAN VALKENBLIRGH-My colleague tells you that it is putting it off for five long years. The committee came to the conclusion that the proposition of the gentleman from Oakland would put it off for five years. And if the Legislature refuses to obey the instruction, what will be the condition of the State? Will it not put off this question interminably-it may be until the formation of another constitution? He urges as a reason, that it will put off the system so long. Well, sir, when the question'was upon the subject of pay, three dol. lors being inserted instead of two, he made a speech-one in which he said that his constituents would denounce him as a demagogue if he supported the measure. Well, sir, in conversation with me, he told me, forsooth, that the committee wanted to strike out three and insert four. That was his argument. Now, the argument is, we are putting it off for five years-not fixing a time. LNow, we take the position that he is putting it off too long; we wish to have the provision incorporated in the constitution, and have it acted upon as soon as can be, consistently with the interest of the State. The gentleman from Calhoun, [Mr. N. Pierce,] says that some little tax must be imposed upon the districts to make them interested. Will not a tax upon the whole, which every individual is bound to pay, make them interested? Will they not see that the money is properly appropriated, and is not his argument fully answered? Mr. CHURCH moved to strike out in Mr. Hanscom's substitute, after "constitution," and insert "establish a system of common schools, in which the instruction shall be conducted in the English language, and shall be free of charge to pupils between the ages of four and eighteen years, at least three months in each year, in each 233 school district in the State, and shall provide by law for the support of such schools by a tax or taxes upon property." The difference in the two propositions, (said Mr. C.) consists in the latter clause. Mine goes further than that of the gentleman from Oakland, in this respect, that it provides for a tax or taxes upon property, but does not designate whether it shall be State, town, district or county tax. There can be no agreement about the kind of tax; there are objections to every plan-objections so serious that probably this Convention cannot be brought to agree to any proposed plan. Mr. WILLIAMS-If he understood the gentleman from Kent, LMr. Church,] he was willing to base a free school system on taxation in the districts, similar to the method in New York. Now, if the gentleman from Jackson, [Mr. Cornell,] had the evidence showing the almost fatal operation of that part of the New York system, he hoped it would be adduced. The jealousies, heart-burnings and obstinacy in districts had, he understood, rendered the New York system almost impracticable, and in that State they were about re-constructing their whole system. Yet the gentleman from Kent, he thought, was willing to risk the same experiment among ourselves. Mr. WHrPPLE-I would ask whether the instruction shall be given exclusively in the English language. The CHAIR read-'Instruction shall be in the English language." Mr. WHIPPLE-By that term you would render it impossible for any language except the English to be taught in the common schools. Mr. CHURCH-I do not understand the gentleman. Does he think that we are going to speak French, Spanish or Irish in the common schools? Mr. WHIPPLE-Yes sir, I do. In the counties of Branch and St. Jeseph, not only the English, but German and French languages are taught; and it is a most valuable improvement of the common school system. I do not mean the dead languages, but the modern ones should be taught; and it seems to me that this amendment will put it out of the power of thousands of children to gain a knowledge of the French and German languages. Mr. J. D. PIERCE-In some schools latin has been taught; I have taught it in a common school. I would not adopt any provision by which any knowledge would be excluded. I would make it imperative that the English language should be taught. Mr. GOODWIN-I do not think that it excludes the other languages. Mr. CHURCH-It means simply this: thatno school shall draw the public money, in "which the language used colloquially shall be other than the English. MAr. J. D. PIERCE —We have so much distrust of future legislators that we cannot adopt a system that will be satisfactory. Do gentlemen think that all wisdom will die with us, or that the people will not send men to legislate, capable of taking care of their interests? All that we ought to do, is this: we should say the Legislature shall establish primary sshools. We cannot go into detail. 30 234 Mr. GOODWIN would again remark that he did iot think it prohibited the other languages being taught. Mr. HANSOOM-ln all the colleges is not the instruction given through the medium of the English language? Mr. WIIPPLE-No sir. How could that be? I think it is impracticable, and that that mode of instruction will amount to nothing. I think it important that the great outlines of the system should be prescribed in this constitution. I have confidence in future legislators, but I wish their line of duty distinctly marked out. We have here a great deal of talent and practical experience, and it is proper that it should be brought to -bear in the adjustment of this system; the time for which a school should be kept; the mode of instruction. I am opposed to confining a scholar to the use of the English language. We can as well determine these points as future legislators.'The same reasons will exist then as now. Mr. J. D. PIERcE-I am willing that the first principles should be fixed; but we may adopt some principles that may not work with justice. If the Legislature adopts any measure, they can alter or amend it-we cannon Mr. GALE-The measure appears to me perfectly impracticableto make it obligatory upon the Legislature to make schools free for even three months. Let us look for a moment at practical men carrying it out with practical experience. Let us have a school of fifteen scholars, and we know that in new counties there are many schools with not more than fifteen scholars, on account of the sparse population. Fifteen scholars require a teacher; if they pay him $20 per month for three months, ($25 would not be high,) and nothing has been s-lid with regard to fuel or other incidental matters-we have $60 for fifteen scholars, which is at the rate of $4 per scholar. Another school in the same town or county, or State, may have 100 scholars, they may keep school the year round, and if they give their teacher $20 per month, that will only be $2 40; if they give $25, there will still be 100; yet, if we make a system of free schools, we should make them as nearly equal as we can, practically. We should give them as much per scholar as will sustain and support a school of 30, 40, or 50 scholars. But, sir, the school of 15 may require as competent a teacher as the school of 100. Now, 1 would ask, if the people will submit to legislation of this kind and character? I believe that they will not, and that we should fix no time that the schools should be perfectly free. Gentlemen do not reflect upon the practicability of'he thing. There are none more desirous than I am for free schools, if I thought it practicable. There are many things fine in theory, which cannot be practiced; and we should endeavor to avoid theoretical legislation. If you decide that all schools shall be perfectly free, they can then have a teacher. and pay him what they choose, draw upon the town or county for the sum, and the smallest will be entitled to draw as much as the-largest. If you say that they may draw so much per scholar, you should give them some provision whereby they can make up the deficiency upon the taxable property in the district, or by some other means. 235 I am opposed to the substitute of the gentleman from Oakland, because it limits the ages fromn 4 to 20 years. Why not say 21? People are practically in the habit of sending their children until they are 21. It is the duty of a parent to provide education, even if a son is in his twenly-first year, and yet for that year he must pay. Mr. HANSCOM thought that every system, according to the gentleman from Genesee, was perfectly impracticable. He manifests deep anxiety, but is unwilling to do any thing whatever. It would surely be possible for the Legislature to carry out the details of a system, and make the apportionment as nearly equal as possible. Every school might not be free; but it would be a near approximation to it. If we only looked to the dangers and all the possibly bad effects which, perhaps, have no real existence, we shall never be able to get a system at all. Mr. CHAPErL-I think the proposition of the gentleman friom Oakland is as near as we can fix it, except we go into detail. I think that details might be gone into that would satisfy every gentleman in this Convention. I cannot see the difficulty. The gentleman from Genesee tells us that it will be unequal. If tl;e money taxed in each county can be distributed to each school in the county, giving the supervision to the supervisors in their own county, to so distribute, it cannot be liable to any serious objection. There are the records in the State offices to find out the number of scholars in each county, and get at the amount of property taxed for school purposes in the county; then add to that the amount they are entitled to receive on the school fund, and divide it equally. They have had their property taxed, they have had their schools returned, and it works equally. Then give the districts power to raise a tax, if they wish to go further. The difficulty seems to be to fix a proper time. I think three months is aproper time. Twenty-nine millions dollars, the value of the property of the State, with a tax of three mills, gives $87,000; the amount of public money, $52,305, making the sum of $139,305. There are 3,060 districts, containing about 100,000 scholars; divide the amount of money equally for the purpose of having a free school, and it will give $1 21 per scholar; and that will keep a school three months. Mr. CORNELL-The gentleman from Genesee, (Mr. Gale,) has made a calculation, and upon that has expressed his belief that the people would not be willing to pay what was required. He forgets that in the small schools a teacher is employed, where compensation at the most is $2 per week; if a female teacher is employed only half the time, the estimate would fall far below his computation. . Mr. FRALICK-It appears necessary here to get up something new without going into detail or showing a good reason why we should do so. I am not satisfied or willing to vote for a change except it is evidently for the better; something better than merely a theoretical view. We hear a great deal of fault found with our present system and at the same time, I do not believe there is a better system in the United States; and until we can get something better, we should 236 .keep what we have. The present system works well; the latest reports show that our schools are in as good a condition as any State in the Union, and the children are as well educated as in any other State. Yet our present system must be sacrificed to a mere theory -to the oft repeated cry that the children of the State are the prop erty of the State, that they must all be taught, putting all in jeopardy and confusion by the experiments of a free education. Take the same ground on other questions. Are gentlemen willing to pay for the expense of trying criminals by a State tax? It would be a great saving to our county if they would. Wayne county has convicted half the criminals and paid half the expense of the State, in that respect. Do members wish to make it a State tax? If so, then I will also go for the system. I have heard no proposition that it shall be paid by a State tax. We have a large amount of paupers of the State to support in Wayne county, but I have heard no proposition about supporting them by a State tax, not a word. Upon the contrary, after we have convicted the criminals, then they make us bring them to Jackson; we pay the expense and they are silent; but when the question comes up that they shall take our property for the benefit of their schools, they are universally in favor of it, for it works to their advantage. This will be injurious to every new county in the State. I have a small statement showing the result, or bearing of a State tax, as proposed in a three months' school: Co,nlies. Loss. Gain. Alleg,an ------------- $1,101 00Barry... —--------------- -. 317 00 Berrien -------------------------—. 175 00 ------ Branch —------------------------------------—. $633 00 Calhoun — 320 00 Cass —---------------------------------------- 3 00 Chippewa —-- ------------ 177 00 Clinton ---------------------------- 822 00 — Eaton —---- —..... 306 00 Genesee —--..................550 00 Hillsdale -------------------------------------- 715 00 Ingham ---------------------------- 282 00 ------ Ionia ------------------------------ 192 00 - Jackson —-- 11. —-----------—. 121 09 Kalamazoo ------------------------------------ 759 00 Kent ------------------------------ 148 00 Lapeer ---------------------------------------- 390 00 Lenawee...................701 00 Livingston ——........1,271'00 Mackinac -------------------------- 204 00. —-- Macomb.............1,271 00 Monroe ——.................. 582 00 Oakland —--..................631 00 Ottawa. —-------------------------- 1,082 00.. —--- 237 Saginaw.............. S73 00 t-.... Shiawassee............-7 00... St. Clair............- 740 00 - St. Joseph ---- - -----—. 52 00.. Van Buren 5....... —------ 46 -0OWashtenaw ------------------------- 125 00_ Wayne ---------------------------- 1,904 00 ------ Is it right that the new counties shall be taxed for the benefit of the older counties, which have the lands taken up and settled, and where it does not cost as much to keep a school, owing to the population being more dense? I am not willing to adopt a new systemn because of the word "free," a theory which we cannot reduce to practice. The taxable property of the State will be about $100,000,000-a one mill tax will give us $100,000; that added to the school fund will give us a three months' school. I have heard not one word of complaint, except in regard to the districts; and we had better refer it to the Legislature to amend the present system by legislative enactment. Mr. Busii-I rise to correct a statement of the gentleman from WVayne; he is generally very correct. He says he has never heard a proposition to pay for the conviction of the criminals of Wayne. The parents produce the children, feed and clothe them, the State educates them. The county of Wayne produces the criminal, tries and convicts him, and the State pays the expense of keeping him. I am satisfied that our opinions are so diverse, that we cannot adopt a system of detail. I am in favor of the measure proposed by the gentleman from Oakland, or something like it. One argument that should have great weight is, that the Legislature. can alter and amend; they can profit by the light of experience, and remedy errors that may have been committed. The question being on Mr. Church's amendment, it was lost. The question then being on Mr. Hanscom's substitute, the substitute was lost. The proposition then recurring upon the substitute of Mr. Walker, on motion of Mr. WOODMAN, "eighteen" was stricken out, and "twenty-one" inserted. Mr. CRARY moved to strike out all after "tax;" but the committee refused to strike out. Mir. N. PIERCE moved to strike out, " and without any charge for tuition." Mr. WALKER-Gentlemen attack the free school system indirectly; they do not say we are directly opposed to it, but they will bring every argument to bear indirectly against it. Now, I think this is indicative of the state of public feeling. The gentleman from Genesee, [Mr. Gale.] says that it is impracticable. The wisdom of Solomon, he said yesterday, could not devise the means of giving us a free school for three months. But the history of the New England States shows us that it can be so done. The difficulty is this, that certain things are by them considered to be part of the law, which 238 this Convention does not. The gentlemen from Genesee, Wayne, Calhoun and Lenawee, all seem to think that the schools will not be entirely free —that there shall be some charge for tuition — it may ap proximate, but they shall not be established as free schools by the fundamental law of the land. They had rather that "the Legislature may,"-that the present system works well. Let us look at the operation of this system upon the poor. In 18338 we had from the interest of the school fund, some 839,000; in '39, $42,000, for the benefit of the children of the State. It was the intention that all should participate; but this is not applied for the purpose of keeping the school for any length of time, free-it is turned in for the support of the school.'Ilie balance being raised by a tax, and the person who has not property sufficient to pay his school tax, although he may have four, five or six children, cannot send them for one day, except they come under the poor act. This is the practical effect; and thus the poor man is deprived of the liberality of the United States, which granted the land for the purpose of education. We were told on a former occasion that the pride of a king was in the multitude of his people. I would ask, is not the pride of a Republic in the intelligence of its people? How long should we be a republican government if we were deprived of schools? Or, if a great portion are withdrawn, the necessary consequence will follow. There will be a great gulph between the two classes; wealth and intelligence on the one hand, ignorance and poverty on the other. If we retuse to adopt the principle that all the children shall be educated, we undermine the basis upon which our government is instituted. Can a republican government be sustained without intelligence? It may be attempted, but the pyramid is resting upon its apex, and the first political convulsion will overwhelm it into ruin. What has given the American people their success in government? Education; it has opened every avenue to industry; suppressed crime; expanded the energies of all; if it taxes wealth, it creates wealth in the community. Why should our roads be made by a tax upon property? Mr. CHuRcH-Not a gentleman has opposed the tax upon property. Mr. WALKER-They have carried the bottle under the cloak. It might be said that the man who had ten children should work ten times the highway tax as the man who has no children. He travels the road ten times as much. So with poor houses; so with courts; so with prisons; for the wealthy, honest man, with no children, might say, I don't intend to commit crime; I want no poor house; I have no trials in the courts; let those pay for them that are poor; let them support them that may use them. This is the doctrine, if carried out. And I believe the support of all that I have named should be based upon property, because it is a general benefit to the whole community. Mr. N. PIERcE denied the charge that he was opposed to primary schools. He did not want any untried system, but that the Legislature might have power to improve or alter. He did not think that 239 people should be charged with illiberality or hostility to a system because they did not choose to go through his machine. Mr. REDFIELD moved to strike out the words "all the children between the ages of four and twenty-one years," and insert the word "persons;" but the amendment was lost. Mr. SKINNER-I deem it by far the most important topic that has occupied the attention of this body since its commencement, or that wsill before its close. All the wisdom of this Convention is needed to settle this matter rightly; and if not settled rightly, the evils may be incalculable. We are well agreed on general principles. We all seem to entertain this noble sentiment, that the children of the State are in a certain sense the propertyof the State; that they should, in some degree at least, be educated by the State. But how shall this be done? Various plans are suggested; but none of them are unobjectionable; none seem to meet the views of but a small portion of the Convention. That offered by the chairman of the committee of education is, in my opinion, preferable to the rest, and for this I shall vote, if nothing better is presented. I hope, however, that something less objectionable will be offered. I have not risen to express my own views, but to draw out the views of others, in whose opinions on this subject I should have much more confidence than in my own, and who have hitherto kept silent in this discussion. The question recurring upon Mr. Walker's substitute, Mr. CRARY said, we have been some time discussing this subject, and as yet have come to no conclusion. There is such diversity of opinion that it seems impossible to arrive at a result that will meet the views and feelings of all. A portion are unwilling to believe that there can be any patriotism in our future Legislatures. They are disposed to tie everything down, supposing all the wisdom of the State to be concentrated here. Not fully believing this proposition, I am willing that the details of this subject should be left to the Legislature. We can mark out the outlines, and leave the rest to legislation; for we cannot satisfactorily fill up the details of the system. We have before us the proposition of the committee, and from their respectability, their number, and the zeal with which they sustain these propositions, those of us who differ with them can scarcely expect to obtain a majority of the Convention in opposition to what they have laid before us as the unanimous result of their deliberations. Yet I do not believe that they have given to the subject all the attention which it demands, or looked at all the consequences which will follow the adoption of their report. The language is: "Any deficiency that may exist after the distribution of the income of the primary school fund, shall be raised by a tax upon the whole property of the State." The tax shall be general throughout the State; the same in Oakland as in Barry; the same in Berrien as in Wayne. Now, sir, what will be the effect of this general legislation, without reference to the future action of the Legislature? Having apportioned the public money, amounting at present to thirty-three cents on the scholar, you have a deficiency 240 in 3,060 districts to be reported somewhere, that the same for a three months tuition, may be made up by general taxation. The deficiency must be raised by general taxation in the State. Such a provision will lead to one universal scramble, to see who shall get the largest share of the money. This scramble can only be prevented by allowing the Legislature to fix the maximum and the minimum of the wages of the teachers. If the Legislature must do this much, why not leave all the details to them? Why not say the Legislature shall provide a system of free schools, leaving to them the plan of taxation, and the mode of applying it? The committee proposed a mongrel system; for that was not a free school where there was any charge for tuition-not a free school where the poor man might have his child frozen to death for the want of wood, or the teacher starved for the want of board. In a free school, fuel, board, and implements for school house, must be provided; and these in some instances amount to half the expenses, especially in schools kept by females. New York has a four month's free school, and they covered the entire expenses, fuel, board, school books, and insurance for school house. What was the expense of that system? Fifty cents per scholar was received from the fund; then fifty cents tax per scholar from the county, and fifty cents more from the town. But this was not sufficient. A further tax was authorized to be levied upon the school district, and it was this last tax which seems to have ruined the system. We propose to levy a State tax to make tuition for three months free. We propose to make it imperative; but if it be too expensive, or if it does not meet the wants and wishes of the people, you may insert it in the constitution, you may make it imperative, but it will be in vain. The people will overthrow the system if they do not like it, and there will be no remedy; it will be made a nullity, or the clause will be repealed. What we are attempting was tried by the State of Louisiana, and the system had to be changed. The State now gives annually $450,000 in aid of a free school system, and leaves the rest of the money to be raised by the locality. Delaware made a similar attempt; and she had to change her plan. N. York is about abandoning the system she first adopted, for one more suited to her circumstances. Yet we propose to uproot our present system and propose another that we know nothing about. We have a systern that all admit to be a good system, although the gentleman from Macomb (Mr. Walker) made a side attack upon it. I do not say that it cannot be improved, but it works well. If the new system is adopted it may suit the people; and if it does not, you will not be able easily to change it if you fix the details in the constitution. I would suggest that the amount of a mill or two mill tax be distributed to each school in proportion to the number of the scholars, or to their attendance, and then let the towns or school districts raise such amounts as they may deem proper. They will then have an inducement to use economy; they will then have no temptation to squander the money which, under the other system, they could. If we are to have a free school system, we had better give such a diree 241 tion in the constitution, and let the Legislature manage the rest. We shall then have a system which can be adapted to our circum stances. The question then recurring upon Mr. Walker's substitute, the committee refused to so amend. Mr. MORRISON offered the following as a substitute to section 3: "The Legislature shall provide by law that in the year 1855, and every year thereafter, a general tax shall be levied in the State for the support of primary schools, not exceeding five mills upon each dollar upon the valuation of the taxable property in the State. Such tax to be levied and collected in the same manner as the general State tax for State purposes, and appropriated for the support of pri mary schools throughout the State in the same manner as the prima ry school interest fund; and shall provide that during the time re quired to expend the amount thus apportioned among the several districts, a school shall be kept in each district, without any charge for tuition to all scholars residing in such district between the ages of four and twenty-one years; and the instruction in such schools shall be conducted in the English language." Mr. M. said-The latter clause provides for all the difficulties in raising the funds and making it a free school-provides that the mo ney so raised shall be expended, and during the time it is expended the school shall be free-that during that time no rate bill shall be charged. This will not prevent the inhabitants from employing the teacher a longer time, if they choose; and it will present no temp tation to squander the money. I would move to strike out "charge for tuition." The motion was lost. On motion of Mr. H. BARTOW, "five mills" were stricken out, and "two mills" inserted. Mr. MOORE moved to strike out 1855" and insert "1852;" but the committee refused to strike out. On motion of Mr. W. ADAMS, "exceeding" was stricken out, and "not less" inserted. Mr. Morrison's substitute was then disagreed to. Mr. N. PIERCE offered the following as a substitute for section three: "The Legislature shall establish by law a system of primary schools, by which such schools shall be kept in each and every school district for at least three months in each year, free to all children between the ages of four and eighteen years, and shall provide for the levying of a tax not exceeding two mills upon the dollar upon all the taxable property in the State, for the support of said schools; and the English language shall be taught in such schools." Mr. CHuRcH moved to amend the substitute by striking out the words "and the English language shall be taught in such schools," and inserting the words "and all instruction in the said schools shall be conducted in the English language;" which was agreed to. On motion of Mr. ROBERTSON, the words "and without charge for tuition," were inserted after "free." Mr. N. Pierce's substitute, as amended, was then adopted. 31 242 Various propositions were offered in relation to sections four, five, six and seven, and the following was offered by Mr. CRARY, to stand as section 9: "Institutions for the benefit of those inhabitants who are deaf, dumb, blind or insane, shall always be fostered and supported, and the proceeds from the sale of all lands that have been or shall be hereafter granted or appropriated for the support of such institutions, shall be inviolably appropriated according to the terms and conditions of such grant or appropriation." Mr. SOULE offered the following as a part of section 9: "And the twenty-two sections of salt spring lands now unapproted, or the money arising from the sale of the same, where such lands have been already sold; and any land which may hereafter be granted or appropriated for such purpose, shall be set apart for the support and maintainance of such school and farm. And the proceeds of the sale of all such lands that have been or that may be hereafter sold, shall be a perpetual fund, the interest of which, together with the rents and profits of such lands, shall be appropriated, for the support of such school and farm." Mr. CRARY offered the following to stand as section 1 1: "Until the existing State debt is paid, all specific State taxes are set apart and appropriated to the payment annually of the interest that may become due from the State to the school and other educational funds, or so much thereof as may be necessary for such purposes, and from and after the payment of said debt, such taxes shall be inviolably appropriated annually for the support of primary schools." Mr. CRARY was aware that there would be some objection to the application of this money to the cause of education. I propose to have the interest of the primary school fund paid from year to year, and secured by sources about which there can be no question. I want it so that the Executive department cannot expend it; that the Legislature cannot expend it; that it shall be understood and known that it belongs to the cause of education; that it cannot be used for any other purpose. If left in the treasury, the first difficulty in legislation would probably be to authorize the use of the money. From time to time there may be a Legislature that will do injury to the fund. The general legislation may be right; but one Legislature may do an injury that we cannot recover fromfor a series of years. I propose to guard against the evils which one Legislature may do. Mr. WHIPPLE-The proposition of the gentleman from Calhoun is an important one. I understand that the specific taxes are de rived from railroads, plank roads, banks, and any other moneyed corporation. I venture to predict that in a few years the fund from this source will be very large; perhaps in ten years it will amount to $1oo,oo)o. The gentleman from Calhoun says that the State is largely in debted to the educational fund, and that he wants some better secu 243 rity than the faith of the State. I want no better security than the faith of the State, and I think that being pledged, it is sufficiently ample for any security. But it must be recollected that in addition to being indebted to that fund, the State is indebted to private indi viduals to the amount of one and a half or two millions. While we are taking care of ourselves, we should not lose sighft of our foreign creditors. I should have no objection to place it upon this fund if our State debt was liquidated; but while that remains, I am unwill ing so to do, as we shall by so doing add to the burdens of the peo ple of the State. I think, moreover, that it is the duty of this Con vention to make some provision for the payment of this debt. I think it should not be left to the fluctuations of public opinion, or of legislation. We are a young community-we are not poor-we are in comparatively comfortable circumstances; but we are a rapidly growing community, and we ought on that account not to place upon our own shoulders too great a burden, but to leave a portion to those who come after. I believe that the people of this State will not neglect to pay the interest of the primary school fund. But we must bear in mind that the principal of the State debt, as well as the interest, will in a short time have to be arranged. If we take our available means and divert them to other purposes, we may be the means of placing a burden upon this people, greater than they will be able to bear. We had better leave a portion to those who come after us; they will be more able to sustain it than we are. After some debate, Mr. Crary withdrew his proposition. Thus far the debates upon the subject were in committee of the whole. The Convention took up the article on the fifth day of August, being the forty-eighth day of the session. The action in Convention appears in the following extract from its journal: On motion of Mr. WALKER, the article entitled "Education" was taken up. The question being upon concurring in the amendments made in ,committee of the whole, section 1, as amended, was agreed to. Section 3, as amended, was then read. The question being on agreeing to the amendment, Mr. GREEN moved to amend the original section by striking out all to and inclusive of the word "respectively," in the sixth line, and substituting as follows: "Each of the cities and townships of this State shall, in the year , and in each and every year thereafter, raise by tax upon the real and personal estate in such cities and townships respectively, a sum equal to -, for each and every person residing in said cities and townships, between the ages of four and eighteen years, as shall appear by the returns of the school districts therein; which sum, together with the money apportioned to each of such cities and townships from the interest of the primary school fund, shall be apportioned pro rata among the several school districts therein, according to 24,1 the number of persons between the ages of four and eighteen years, residing in each, as shall appear by the last annual reports of such districts, to be used by them in payment of teachers' wages therein. The amount so to be raised may be increased or diminished by the Legislature as they may deem right and proper; but such increase or diminution shall not exceed cents per scholar, as above named, at any one session of the Legislature." Mr. GREEN said he did not desire to prolong the discussion upon this question. The uniform opposition which all the propositions offered on this subject had received, prevented his supposing that any proposition of his would obtain the unanimous support of the Convention. He thought, however, that his proposition presented advantages over any which had been as yet presented. He was of opinion that this would be better than any other, on account of the inequalities of some of the counties. It appeared to him to be unjust, where the authorities of a town had a right to make those districts as small as they pleased, and to give such salaries as they saw fit, to require another district to raise a sum, without reference to the size of the district. It would be better, he thought, to levy the sum upon the scholars. They would know when they employed teachers how many they would have to teach, and calculate their expenses accordingly. There would be then all the inducement possible for them to make their money go as far as they could. Small districts would be induced to alter their boundaries, so as to embrace more territory. He had objections to the article as amended; in fact certain persons would be excluded from thbe schools-those who were under four and over eighteen years of age. Such a provision would be very unwise. It sometimes happened that persons over eighteen desired to attend school. As to those under four, it was often very desirable to send them to school. Mr. N. PIERaE observed that it seemed to him there was some difficulty about the proposition, [Mr. Green's.] The gentleman preferred collecting the tax in towns. He altogether preferred collecting the tax in the whole State; for, some towns would not have the same proportion in regard to the amount of scholars to be educated, as others; the tax then would be unequal throughout the State. The article as amended would suit him very well, if the words " between the ages of four and eighteen vears" were struck out, and the words "that all children or persons attending schools," were inserted. This, he would much prefer to the proposition offered by the gentleman; but if the Convention should otherwise decide, he was content. Mr. HANSCOM hoped the amendment reported from the committee of the whole would not be agreed to. He was willing to lay down by constitutional provision, some broad principle, so that the Legislature would have only to go on and establish this system at a subsequent period. It would be better, in his judgment, to leave the whole matter with the Legislature. They could try one mode of taxation or another. He was willing that the subject should be left for them to act upon as in their wisdom they saw proper. 245 Mr. GREEN had intended to have said, when up, that he was wil ling to leave the matter to the Legislature; that would be his choice, and was, in his opinion, the best course to be pursued. Mr. Green's amendment was not adopted. Mr. LEACH moved to amend the substitute reported by the com mittee, by striking out of lines three and four, the words " not ex ceeding two mills upon the dollar;" which was disagreed to. Mr. GALE offered the following as a substitute for the one reported by the committee: "The Legislature shall establish and provide for a system of pri mary schools within five years from the adoption of this constitu tion, in which the instruction shall be conducted in the English lan guage; and as nearly free to all scholars residing in the several districts as may be deemed practicable." Mr. LEACH moved to amend by striking out "five," and inserting "two;" which was lost. Mr. GALE-As the matter now stands, it is carried out too much in detail, yet it does not carry out what it bears upon the face of it. It declares that these schools shall be free schools; let any man carry it out in figures, and he will find it is no such case. He may calculate upon the taxable property of the State, and upon his two mills on the dollar, and yet he cannot carry out his free schools. It ought to be a little practicable; but it is entirely impracticable now. Take, for instance, a school of fifteen pupils-there are many that have but that number, and some as low as eight or ten-it is necessary they should be formed into a district, or else they cannot get an ed ucation; the settlements are so sparse that they cannot have a great number of scholars attending, on account of the distance they have to go to school; and they would have but $12 75 to sustain their school for three months! The whole thing appears to me to be en tirely impracticable. I think it would be entirely the better course to leave the matter in the hands of the Legislature. Again, it is highly impolitic that we should inflict the system of free schools on the State without having investigated the whole matter, and knowing what it would be in its practical details. * Mr. WALKER observed that these schools were not to be supported, according to the provision of the section, merely by a tax of two mills. The mode of taxation was optional, either by the two mills, or by a town tax, or by both. The amendment presented by the gentleman from Genesee, [Mr. Gale,] was not adopted. Mr. HANscoM offered the following substitute for the one proposed by the committee: "The Legislature shall, within five years from the adoption of this constitution, provide for and establish a system of primary schools, by which such schools shall be kept free and without charge for tui tion, for at least three months in the year, in each school district within the State." Mr. WOODMAN moved to strike out "three months," and insert "four months;" also strike out "five years," and insert "three years." 246 A division was had, and the first branch of the amendment was lost. The second proposition was also disagreed to. The substitute offered by Mr. Hanscom was negatived. Mr. BAGG offered the following as a substitute, which was rejected. "The Legislature shall establish a uniform system of primary schools throughout the State, by levying a State tax upon the taxable property of the State." The substitute reported by the committee of the whole for section three, was then concurred in. Mr. SOULE proposed the following as a new section, to stand between sections three and four: Any school district neglecting to keep up and support a school for three months in each year, shall be deprived of its proportion of the income of the primary school fund, and all funds arising from tax for the support of schools. And the same was adopted. AGRICULTURAL SCHOOL-IN CONVENTION. Mr. WILLIAMS offered the following amendment: The said school and farm shall be under the superintendence of the Regents of the University, who may locate the same on any of the University land which they may appropriate for that purpose, not exceeding 640 acres, or on any land donated for the purpose; and it shall be a branch of the University for instruction in agriculture and the natural sciences connected therewith. And said-It may not be obvious why I have offered the amendment. I will briefly, therefore, explain. Placing the institution in question under the Board of Regents, obviates the necessity of creating a new board. My principal reason is, however, to connect the school with the University as a branch, in order that the school, which may be illy supplied with professors, may avail itself of those provided and paid for by the University. The professors of the natural sciences and the professor of anatomy and physiology can deliver full cou?rses of lectures to the proposed school, with very little additional cost. It is to gain this great advantage that I want the disposition of the whole subject as contemplated by the amendment. It will be a responsible trust. The funds may be large, the experiment is new, and I know of no more fit repository of the trust than the Regents, highly fitted as I believe they must necessarily be. Mr. MCCLELLAND was somewhat in favor of the experiment of a model farm. But he would submit it to the Convention to say if it were proper to bind up those lands so that if this experiment failed, or the people became entirely dissatisfied with it' they were to be bound hand and foot in regard to the disposition of these lands. He did not like the idea of so fixing these twenty-two sections of salt spring lands, as to take them out of the hands of the people entirely, 0 247 and place them beyond the action of the Legislature in any contingency. He would therefore vote against the amendment. Mr. WALKER observed that, instead of twenty-two sections, there were but about 2000 acres of unappropriated salt lands. Mr. WILLIAMS went to the land office in order to ascertain the facts relative to these salt lands, and there learned that the whole number of acres granted us by the general government, was seventytwo sections; but we never received but 45,345 acres, being 735 acres less than 72 whole sections. Of these lands, fifty sections have been appropriated to the deaf, dumb and blind asylum, the insane asylum, and the normal school-equal to 32,000 acres; thus leaving, in fact, applicable to this subject, (acres,) ----— 13,345 Of this quantity has been sold, (acres,) ---------— 3,721 The general government has disposed of, which must be re-granted by government ----------— 7,680 Leaving unsold in office,...........1,944 —13,345 The quantity sold by the State has brought the sum of $16,273 25 One quarter having been paid in hand. The balance, (9,624 acres,) should yield $4 per acre, if sold at the minimum valuation, ----------- ---------------- 38,496 00 Total, —-- --—. ——. ——. ——. —----------— $54.769 25 The gross fund, therefore, if all the lands were sold, would amount to $54,769 25-a sum fully adequate to establish on a stable and respectable basis, the institution contemplated. Mr. CROUSE was opposed to the whole proposition, and would at the proper time move to strike out. He was entirely opposed to submitting the management of this proposed institution to the Regents of the University. The question was then taken upon Mr. Williams' amendment, and was lost. Mr. WARDEN moved to amend the amendment made in committee by striking out the words "and farm," wherever they occurred. Mr. N. PIERCE-The subject is one familiar to all here, although not farmers. I am not tenacious whether the amendment made by the committee should prevail or not, or whether the amendment to the amendment should prevail. I think the model farm is only a small part of the matter. I suppose ihe education is the principal thing on which reliance will be placed. Whether it is rational to apply some of the lands granted by the United States to this State, to this purpose, is a matter for the consideration of this Convention. It seems to me that the agricultural population have as much right to have a share in the education of the State as any other branch of the people; and I think it fair to apply the public funds to some extent to that purpose. But it will be an experimental matter. * * *: I am not disposed, then, to take the revenues of the State and apply them unreasonably to any experimental matter whatever. If the Convention do not think it consistent with the present policy of the 248 State, they should not take these lands for this purpose; we ought rather to apply them to the reduction of our debt, or to other means of education. Mr. CORNELL did not know if this were the time at which to start an agricultural school. He was of opinion for many years that at least one quarter of the time was thrown away by reason of our students not being obliged to work at their studies; if they did, they would leave our colleges with stronger constitutions and sounder understandings. Six hours were as many as any man should study in a day. Was it not as well that our students should labor for a certain portion of time, as to be moping and lounging about the streets? What was the consequence of the present system? Men went through their different classes, and when they came out they were broken down in mind and body; and of the principles of the business they embraced, they knew nothing almost. If they were taught to labor, they would turn out something else. Every man should have more or less a practical education. The farmer had no need to know the dead languages; but he might the modern and the natural sciences. He should be taught every thing appertaining to the management of the farm. The gentleman last up did not attach any importsnee to the model farm-he (Mr. C.) did, for this reason: that when a man studied anything in the laboratory, he would go out a practical man, and apply the principle which he had previously studied. A man would thus become imbued with a spirit for the application of the sciences to agriculture, so that in after life, when he went upon a farm, he would understand thoroughly the theory and practice of farming. A great deal might be said on this subject; but he would simply say that he considered the model farm of importance, and if any portion of the proposition was retained that should be. Mr. BRITAIN thought that the best school in which men learned farming, was a practical one. The agricultural school the best adapted for making farmers, was the farm under the direction of the owner, whose interest it was to apply every facility for the better cultivation of his property. He would venture the opinion that if we gave 850,000 to the Regents of the University, or three other men, that farm would never be carried on as well as if it had received no government sustenance. If the University was so fixed as to have the mechanical labor system connected with it, he would readily approve of;it. But that was out of the question. If it should happen that the farm were located at some place far away from the University, the pupils would lose the advantages pointed out by the gentleman from Jackson, [Mr. Cornell.] He could not see how we were to attach a model farm to the University. Let farmers be taught geology, chemistry, &c., &c., and then go home and apply that knowledge. But he should like to know what farmer would think of sending his son abroad to be taught how to plow, reap, or sow, or to do anything connected with a farm in that way? He would venture to say that any practical farmer could teach these, or any professors, in everything relating to 4 t 249 a farm. As to the benefits resulting from this proposition, he was entirely in the dark. Mr. WILLIAMS-I am somewhat surprised at the remarks made, especially by the gentleman from Livingston, [Mr. Crouse.] Now, the design is exactly contrary. It is to take those who are certain to be skilled in manual labor, and teach them the general laws by which every thing grows and thrives; to illustrate to them, by prac tice, the newest discoveries in agriculture; to open their minds to the reception of every useful truth, come from whence it may; and more than all, relieve the young from the thraldom of any traditionary errors which may have clung to their fathers from generation to gen eration. Teach rich men's sons to work! To work with the hoe and the plow! Every boy in the country understands that. But the object of such a school is to teach a man how to promote and pro tect all his interests. I hardly know how to illustrate the subject. But, suppose the farmers of this State had, by a thorough educa tion of the young wheat growers, increased the value of the wheat one cent per bushel. if we raise 7,000,000 bushels, it would make $70,000. If it could be increased in quantity ten per cent., it would make a difference in the production of the State for a single year, of $500,000. Bring sharpened intellects to every daily pursuit of the farmer, and produce, by the use of study, experiment and science, a corresponding increase of the productions of the State, and the cost of a hundred schools would soon be saved. There are many branches of study that a farmer's boy ought to know, and which he does not learn in ordinary schools, which are rather calculated to fit a man for the counting room or college. I recollect a short time since, that I saw a man-a respectable and intelligent man-upon the point of losing quite a large a sum in a court, because he could not measure wood, piled in the shape of a section of a cone, for a coal pit. A man will find every day, in practical life, that he could save himself from expense and loss of time, if he had a knowledge of such matters. He ought to be familiar with the laws by which mechanical powers are applied. He ought to understand the readiest methods by which measurements of all kinds are made. I will put a case to the gentleman from Livingston: Suppose he and a neighbor had a large bin of wheat to measure, before they could settle or divide. An untaught man might measure it all over, and handle all. His boy, if taught rightly, could, in less than five minutes, calculate from the cubic contents, the number of bushels, and save the whole time and expense. Ye are the kinds of knowledge which he would have every farmer learn while young. But the great advantage of these schools was in the instruction which might be obtained in agricultural chemistry-a knowledge of the elements necessary to each crop; and that knowledge of physiology which would enable a man to propagate withsuccess the finest breed of animals, or bring to the most perfect development, vegetable life. But the five minutes had expired, and he would not encroach on the rule, though he could pile up abundant proofs to show the advantages of such a school. 32 0 250 Mr. CROUSE remarked that he was as anxious as the gentleman [Mr. Williams] for farmers to have their sons educated. He believed that this article provided for their education, without a model farmi. He certainly would be glad for his son to be able to calculate quantities. But, if he had a son who could not calculate the contents of an oat or corn bin, he certainly would sit up with him at night and teach him. He would not send him to a model farm or to the University to learn it. The article made such a provision that every child could be at school three months in every year, for fourteen years, or three and a half years in all. He would venture to say that nine-tenths of the people had never been within the walls of a school house for that period. The article also provided that the course of education should be pursued under competent teachers; and altogether it would afford sufficient facilities, under existing circumstances for the acquisition of a good education. Mr. J. D. PIERCE concurred very fully with the gentleman from St. Joseph, [Mlr. Williams.] To give a proper direction to knowledge in this department, (agriculture,) was of the utmost importance to mankind; for in fact the entire subsistence of the earth depended on it. Knowledge, and varied knowledge, was highly needed in farming. In Europe, they were ahead of us, inl this respect. The reason was this; they turned their young men to farming, and sent them to farming schools. They raise in Europe as much as from sixty to seventy bushels to the acre; and in some instances we succeed in doing so in this country. If the gentleman from Livingston, [Mr. Crouse,] or any other gentleman, hired a man who had been trained in one of these schools, and set him plowing along side of a man who had not been so educated, he would see that the former did twice the work of the latter. He [Mr. P.] had a man for some time, who had been two years in one of these schools, and in the sowing season he would not have a furrow that was not of equal length with the rest, and all straight. Mr. ROBERTSON (interposing) inquired in what country in Europe farmers sent their sons to farming schools. Mr. J. D. PIERCE, in reply, said that in Germany young men were sent to them, and in many parts of Great Britain such schools had been established, supported by private patronage. He saw no difficulty in carrying out the proposition, and would vote for it. Mr. CORNELL observed it was well understood that when the law was passed establishing the State University, there was provision made for branches thereto, and one of them was to be an agricultural branch; the branches had been lopped off, and this proposition was only intended to carry out that provision. The utility of the plan, he thought no man acquainted with farming operations, could for a moment question; and that science should to some extent direct practice, and practice follow its teachings, none would deny. It was not claimed that the professors in this establishment were to be practical farmers; their business would be to show the best mode of applying scientific knowledge to agriculture. He would here refer to one simple matter-he would refer to our manures. Our lands are rich 251 enough without manures now, but the time would come when they would require them. What sort of manure would a farmer apply to his lands unless he knew something of chemistry? If he did not know, he would guess at it. A man might apply a manure containing all the elements sufficient to raise forty bushels to the acre, yet, lacking one other element, it would not produce three bushels. Practical farmers knew that such was the case. He knew an instance of a farmer in North Carolina who had a farm that had been an excellent wheat farm; the quantity of wheat, however, decreased from year to year. The farmer manured his lands with all sorts of manures, but to no purpose. At length the farmers in his neighborhood said he should not sow wheat except once in three years, and they recommended certain descriptions of manure. The farmer, however, got nothing but straw, and about three bushels of wheat. Some of the farmers then recommended him to apply plaster; still he got but three bushels. Then they told him to put on lime and plaster, and still he got no more. Then a committee was appointed to investigate the case, and they finally stated the facts to the editor of an agricultural paper, described the manure applied, and it was found out that the manure lacked but one element, which, if the farmer had gone to the expense of twelve shillings or so, in procuring, he would have had twenty-eight or thirty bushels to the acre. The ingredient wanted was simply phosphoric acid; that which was found in bones. It was so that where a necessary element of a manure was lacking the farmer received but very little return for his outlay. Mr. COMSTOcK expressed hiimself in favor of retaining the provision; he thotight it due to the farming community that means for the acquisition of this very useful information should be afforded them. Mr. CROUSE said it was observed by the gentlemen from Calhoun, that they attained to greater perfection in Europe than we did here. In his part of the country there were farmers who had been brought up in England, and for his life he could not see that they were any better farmers than we were, and in some instances they were not as. good. The question was then taken upon Mr. Warden's motion to strike out. and was lost. The question then recurred upon agreeing to the amendments reported from the committee of the whole. Mr. MCCLELLAND moved to amend by inserting after the word "and," where it first occurred, the word "it shall be competent for the Legislature to appropriate;" and also to strike out "set apart," in the sixth line of the section as amended. Mr. McClelland said his object was to prevent these lands being put beyond the reach of the Legislature, if there should be a failure in the farm. He had great confidence in the scheme, if it did not get: into'the hands of politicians. We had had a great deal of experience on this subject; for it had been found that wherever collegiate institutions were in the hands of State officers, they had generally be — come merely political machines, and turned out a failure. 252 Mr. WILLIAMS said he was opposed to the amendment. * * * * * * * Twenty-five sections of these salt lands, by sections eight and nine, had been created a perpetual and inviolable fund for the support of the State Normal School, and for the asylum for the insane, and for deaf mutes, and the blind. If we were satisfied with the expediency and importance of an agricultural school, there were no reasons bearing on the application of the fifty sections, which would not justify us in appropriating the last twentytwo sections, as inviolably as the other fifty. Mr. McCLELLAND said-The Normal School plan has been most fully tested in nearly all the old States of the Union. But gentlemen must admit that in this country at least, this model farm or agricultural school, exclusively agricultural in its character, is an experiment. Well, if it be an experiment, I ask, is it judicious or wise in us to bind up forever these salt spring lands? Why does the gentleman mistrust the Legislature? If the people be in favor of appropriating lands for this purpose, the Legislature will act in accordance with their wishes, as a matter of course; and our making this provision will show them what we intend should be done with these lands. But if this experiment should fail, yet the gentleman [Mr. Williams] would make it imperative on the people to sustain this school in this way, and no other. But if it prove a failure, would it be reasonable to ask any man to support it? I should think it would not. * * * * Mr. CORNELL observed that he was willing enough the amendment should be made. He thought that if the school failed, as remarked by the gentleman last up, the Legislature should have the control of these lands. The gentleman was mistaken in saying that this school was to be exclusively agricultural. Such was not the case; all the mechanical arts, and the various scientific matters would be taught in it. Mr. BRITAIN hoped the amendment would be adopted. There was a feeling throughout the State to advance the cause of agricultural education. These lands would be safe in the hands of the Legislature; if the experiment should be found to be impracticable, the funds could then be diverted to some other channel. The question was then taken upon Mr. McClelland's amendment, and was sustained. The amendments reported from the committee of the whole, were then severally concurred in. Mr. BRITAIN moved to amend section eleven by adding after the word "farm," in the eighth line, the words "until otherwise appropriated bylaw;" which was agreed to. Mr. WILLIAMS moved to amend by inserting after "farm," in sixth line, "and it shall be competent for the Legislature to make the same a branch of the University for instruction in agriculture and the natural sciences connected therewith, and place the same under the supervision of the Regents of the Universitv." Mr. W. said-Though the Convention have refused to place the proposed school under the supervision of the Regents, yet, as they 253 have left the creation of the school itself to the discretion of the Legislature, there can be no harm in leaving this subject also to their discretion. I only want the Legislature to have the power to connect the school with the University, by ever so slight a tenure. Surely there can be no more fit repository of the management of the institution than the Regents. They will be likely to be practical men, of wide experience, of integrity and public spirit. But I wish it made a branch for the reason stated before. An agricultural school would probably be placed under a farmer of great comprehensiveness of mind, and great practical skill, and a professor of agricultural chemistry, and such other teachers as may from time to time be required. There will necessarily be connected with the University, professors who have no very onerous duties, and who are employed but a portion of the year. It so happens that these were the very professors whose lectures and instructions would -be invaluable to an agricultural school, which may be too poor to employ a separate corps; They would probably perform all the duties of both institutions, for the same, or very little additional compensation. The professor of anatomy and physiology could deliver a course of lectures, embracing that knowledge of general laws regulating health, life and growth, and the improvement and cultivation of both the animal and vegetable creation, and the preservation of the physical man of the students themselves. The professors of natural philosophy, geology, and natural history, could all be made valuable to the branch. The professor (if such shall be employed) of the application of science to the arts, and an illustration of the manner in which the wonderful discoveries and inventions of this wonderful age are put into daily practical use, would confer great benefits on the school by his occasional instructions. Now, if an agricultural school is ever organized, I wish to connect it by some tie that will enable it to avail itself of such valuable instruction, so nearly gratuitous as it must be, if these duties are imposed by the Regents on the professors of the University. THE UNIVERSITY-IN CONVENTION. Mr. WHIPPLE offered the following substitute for section four of the article: "There shall be appointed by both branches of the Legislature, in joint convention assembled, in the year 1852, eight Regents of the University; two for the term of eight years, two for the term of six years, two for the term of four years, and two for term of two years; and at each subsequent election.two Regents shall be elected in the manner aforesaid, who shall hold their office for the term of eight years." Mr. W. said-The number of Regents provided for in the article, as it now stands, I think, is too small; because we all know that the board of Regents perform their duties without any compensationtheir labors are gratuitous. And it is very difficult, and will be found difficult, perhaps, in five cases out of seven, to obtain a full attendance at the board; and it may be very important, on occasions,, 254 that the board should be full. The Regents reside in remote parts of the State; that is, at places distant from that at which the meeting is to be held. In fact, sir, I am unwilling to trust the great interests of the University to a less number of my fellow citizens than six. The interests are of too much magnitude to be trusted to the con. trol of less than six men. I therefore propose that there shall be eight Regents, under the impression that as a general rule they can obtain six at any called meeting of the board. And then, again, I am exceedingly anxious to multiply the number for another reason: if we select eight, (and I should prefer twelve,) your Regents will be distributed over every part of the State, and the public will thus obtain a knowledge of the character of this institution; for the Convention will observe that the concerns of this University are to be placed in the hands of the Regents. They will obtain very important knowledge in regard to this establishment, and the people among whom they live will become informed as to the nature of this institution, and wvill become interested in it. As I said before, I should prefer twelve; six is too small. I know it has been said that a small board will effect more than a large one. That may be a very good rule; but I do not see the applicability of it to the case before us. I do not see how we can effect the object which we have in view, more effectually than by providing that there shall be eight Regents. The second branch of my proposition proposes that instead of electing the Regents by the people at large, they shall be appointed by the Legislature in joint Convention. My object is this, to place the University beyond all political influence. There is no gentleman, I suppose, in this Convention, disposed to put this institution within the grasp of either political party of the State, or to bring it under any improper influence. Now, it is well known that since the organization of that institution, the Governor and Senate have selected from the different parts of the State the most distinguished and worthy individuals to fill this office, and the happiest results have been had. The difficulty in electing the Regents by general ticket, I take it, is this: one party meets to nominate State officers, among others six Regents of the University, or eight, if this amendment be adopted; the question then arises in my mind whether they will nominate all or part, by one party. N hat will be the result? It may be that the Regents will thus be thrown all in one portion of the State. I take it for granted that in electing Regents, men may or may not be governed by party predilections. The result might be this: when the eastern part of the State was represented by six Regents, the other portions of the State would be represented by but two. I think that instead of leaving the appointment to the Governor and Senate as heretofore, it would be safer in the hands of the Legislature in joint convention. It appears to me that by adopting this course, we will accomplish the object that we all have in view, with more certainty than if we left it open to the ordinary party contests of the day. 255 Mr. McCLELLAND-I would suggest to my friend from Berrien the propriety of having these Regents appointed by the Governor and Legislature. It would be better than leaving the appointment with the Legislature alone; because, if left to them, some of the difficulties suggested might arise. I think it would be much better to leave it to the Governor, to be approved by the Legislature in joint convention. Mr. WHIPPLE had no objection to so amend his proposition; and the substitute was then amended as suggested. Mr. BAGG-I am opposed to the substitute offered by the gentleman from Berrien, [Mr. Whipple,] and the amendment suggested by the gentleman from Monroe. I am for having the people elect these men. I know no good reason why the people cannot as well elect these Regents as the Legislature. Sir, I believe the people have the good sense to make a proper selection in this matter. If there be any argument against the election of these officers by the people, it applies equally against their being appointed by the creatures of the people, the Legislature. 1 never desired to see them appointed by the Governor; but I prefer the substitute as modified, to the original proposition. However, I should desire to amend in this way: "there shall be elected at the first election after the ratification of this constitution, twelve Regents." Mr. WALKER said he had no great feeling on this subject. It was considered by the committee that the Board of Regents, as heretofore organized, was too large, and that more efficiency would be introduced by rcducing the number. Their object in fixing upon "six," was to insure a more direct responsibility on the part of the Board. He believed, from knowing it was demanded that all officers should be elected by them, that those should also. He had no fear in leaving the election of the Regents to the people, and so making them directly responsible to the public. Mr. N. PIERCE observed that the government of the University was not such as it should be. With the large amount of funds which it had at its disposal, for the last fifteen years, it graduated only about twelve students in the year. This institution didl not educate one-half the number that other chartered institutions in this State did; and this resulted merely from the goverment. In the Albion Seminary they graduated about fifty this year. There was something wrong about all this. He made these remarks merely to set forth some information which he received last year, as a member of the Legislature. He would much prefer that any sectarian religious society had care of this institution, than to have no one taught in it. They taught no one-their rules and course of study were good, but still they did not get pupils. The University was surrounded by difficulties that should be looked into. Mr. CHURCH could not look with any complacency upon the idea of taking the Regents of the University into the two great caucuses of the political parties of the State, every two years. There, no doubt, they would be used as a sort of small change. He knew what sort of people there were in State conventions; and in settling 256 between the different candidates of the State, the settlement for the smaller candidates, and the claims of one section of the State, would be made up in this way: " we will give you a Regent if you go with us for Tieasurer." Such would be the case; they would certainly become " small change," if the plan of electing them by the people were carried out. He agreed with the delegate from Maeomb, [Mr. Walker,] as to the number of Regents. He did not think it well to increase the number. But in view of the difficulty of collecting a small number from the different parts of the State, that fact would be sufficient to recommend the proposition of the delegate from Berrien, [ M,r. Whipple.] Mr. LEACH expressed himself as being opposed to the substitute. He thought that the question in regard to the election of officers by the people, had been finally disposed of. The argument against the election of Regents by the people, he considered, held equally against the election of any other officers whatever. Education demanded that these men should be protected from all sectarian and party influence. If the appointment were left to the Legislature, would not the Regents be party men? He expected they would. If elected by a democratic Legislature, they would be democrats, and vice versa. He thought, from the history of the past, they would be political men. He would assert, that as a general thing, men nominated by the Legislature had been political men. The question being upon the adoption of the substitute, [Mr. Whipple's,] the same was taken by yeas and nays-yeas 30, nays 28. Mr. WHIPPLE submitted the following, to stand as a new section, (5;) and the same was agreed to: "The Regents elected pursuant to the provisions of the foregoing section, and their successors in office, shall continue to constitute the body corporate, known by the name and style of the "Regents of the University of Michigan." On the 6th of August, Mr. CORNELL moved to re-commit the article on Education to the committee, with instructions to strike out section 3 and insert: "The Legislature shall, as soon as practicable, establish a system of primary schools, the tuition of which shall be free throughout the State, and provide for their support." After debate, the vote being taken upon instructing, as proposed by Mr. Cornell, the result was yeas 45, nays 23, and the article was re-committed. The article was reported back on the same day. After some further amendments were proposed without success, the question be ing upon ordering the article to a third reading, it was LOST by a vote of 33 to 28. On motion of Mr. J. D. PIERCE, the vote was re-considered, and the article laid upon the table. As remarked by Mr. Pierce, the sys 257 tern of free schools had the decided majority of the Convention, but a provision had been inserted which destroyed that principle. On motion of Mr. J. D. PIERcE, the article was again taken from the table, and re.committed to the committee on Education. It was reported back by the committee on the following day, with section 3 as follows: The Legislature.shall, within five years from the adoption of this constitution, provide for and establish a system of common schools. Such schools shall be kept without charge for tuition for at least three months in each year, in every school district in the State. Mr. BRITTATg moved to add to the substitute: "and all instruction in said schools shall be conducted in the Eng1lish languag,e," which was accepted by the committee. A substitute was offered by Mr. FRALICK, which was not adopted, and the substitute as reported by the committee, was then concurred in. The section which related to the election of Regents was again discussed. Mr. BAGG offered the following substitute for section four: "There shall be elected at the first general election for judges in this State after the ratification of this constitution, twelve Regents of the University; four for the term of six years, four for the term of four years, and four for two years; and at eaLch subsequent election for judges, there shall be four Regents of the University elected, who shall hold their office for the term of six years." Mr. B. hoped the substitute just offered by himself, would prevail. * * * Gentlemen agreed that the Regents of this institution should be placed beyond the operation and effects of party, and therefore should be elected by the Legislature. Would this remove the objection? Would the Legislature be any less free from the machinery of party? Certainly not. That arena was as liable to be affected by party as the general election by the people themselves. The substitute proposed to elect the Regents of the University at the same time and in the same manner as the circuit judges. Were the Regents of the University of more consequence than your judges of the Supreme Court? Was not the judi,,-i:ry at the very base of your government? Did not these judges adjudicate on the whole, ultim-atelv? If so. was not what was applicable to one applicable to the other? He could see no difference. * After debate, the substitute was agreed to, yeas 44, nays 26. The article was then ordered to a third reading, and the deliberations of the Convention resulted in the 13th article of the revised constitution, adopted by the people, and which is now the organic law of the State. 33 ARTICLE XItI.-EDUCATION. See. 1. The Superintendent of Public Instruction shall have the general supervisiotn of public instruction, and his duties shall be pre scribedl by law. 'ecr. 2. rThe proceeds fibom the sales of all l,tnds that have been or herealfter may be granted by the United States to the State foar educatiollaLl purposes, and the proceeds of all lands or olther property given by individuals, or appropriated by the St.te fo: like purposes, sh,dll be and remain a perpetual funii(t, the interest and income of which, tog,etlher with the rents of all such lands as m,y remain un sold, shall be inviolably appropriated and annually applied to the specific objects of the orl,gii-tl gift, grant or appropriation. Sec. 3. All land, the titles to which shall fail from a defect of heirs, shall escheat to the State; and the interest on th clear proceeds from the sales thereof, shldl be appropriated exclusively to the support of primary schoils. Sec. 4. The Legislature shall, within five years from the adoption of this constitution, provide for and establish a system of primary schools, whereby a school shall be kept without charge for tuition, at least three months in each year, int every school district in the State; and all instruction in said schools shall be;onducted in the English language. Sec..5. A school shall be maintained in each school district, at least three months in each year. Any school district neglecting to maintain such school, shall be deprived for thle ensuing year of its proportion of the income of the primary school fund, and of all funds arising from taxes for thle support of schools, Sec. 6. There shall be elected in each judicial circuit, at the time of the election of the judge of such circuit, a Regent of the University, whose term f office shaill be the same as that of such jtudg,e. The Regents thus elected shall constitute the Board of Regents of the University of Michig;n. Sec. 7. The Reg(ents of the University and their successors in office shall continue to constitute the body corporate, known by the name and title of "thie Regents of the University of Michigan." Sec. 8. The Regents of the University shall, at their first annual meeting., or as soon thereafter as may be, elect a president of the University, who shall be ex-officio a member of their Board, with the privilege of speaking, but not of voting. He shall preside at the meetings of the Regents, and be the principal executive officer of the University. The tloard of Regents shall have the general supervision of the University, and the direction and control of all expenditure- from the University interest fund. Sec. 9. There shll1 be elected at the general election in the year one thousand eight hundred and fifty-two, three members of a State board of education; one for two years, one for four years. an(] one for six years, and at each succeeding biennial election there shall be elected one member of such board, who shall hold his office for six years.''he Superintendent of Public Instruction shill be ex officio a member and Secretary of such board. The board shall have the 258 259 general supervision of tihe- State Normal school, and their duties shall be prescribed by law. See. t. Institutions for the benefit of those inlhabitants who are deaf, dumb, blind or ins ine, shl:ll alwa-vs be fostered ani supported. Sec. t 11. Tle Le- islatue shall encourage the promotion of intellectual, scientific and.l agricultural improvement; and shall. as soon as practicable. provide for the establishiment of an,agricultural schllool. The Leg'isltumre m,.y appropriate the twenty two SectiOls of salt spring lands now un;appropriated or the money arising from the sale of thile samen, wherel such lnl;s have been alreadly sold, andl any land which may hereafter be grinted or appropriated for such purpose, for the support andl maintenance of such school, and may mlike the same a bratnch of the University, for instruction in agriculture and the natural sciences connected therewith, and place the same under the supervision of the Regrents of the University. Sec. 12. Thie Legislature shall also provide for the establishment of at least one library in each towvnship; and all fines assessed and collected in the severail counties and townships fior any br(etch of the penal laws, shall be exclusively applied to the support of such libraries. 'rl: FIRST AND TIIE REVISED CONSTITUTION. A comparison of these instruments, the first of which will be found on page eighteen of tti document, will show the points of difference and the improvements made in the latter. The first article otf the old constitution provided for a Superintendent of Public Instruction, who was to be appointed by the Governor, by and wilth the advice andt consent of the Legislature, in joint vote. The revised constitution, under article VIII; entitled "Of State Officers," provides for his election biennially, by the people, and he is to keep his office at the seat of government. The first constitution provided that the funds accruing, from the sale or rents of University and school lands, should remain a perpet. ual fund, &c. The revised constitution provides that the proceeds of the sales, and of all lands or other property given by individuals, or appropriated by the State for such purposes, should remain a perpetual fund, which, tog,ethler with the rents, &c., shall be inviolably appropriated, and annually applied to the specic objects of the original grant or appropriation. The revised constitution provides that all lands, the titles to which shall fail from defect of heirs, shall eseheat to the State, and the in 260 terests on the clear proceeds of the sales, are to be exclusively appropriated to the support of primary schools. The first constitution had no such provision. The first constitution required that the Legislature should provide for a system of common schools, by which a school should be kept up and supported in each school district at least three months in each year; and any school district that neglected this, was deprived of its equal proportion of the interest of the fund. The revised constitution requires that the Legislature shall within live years, provide for and establish a system of primary schools, to be kept without charye of tuition, at least three months in every year, in every school district. and all instruction is to be in the English language; and any school district neglecting to maintain such school, for such time, is to be deprived not only of its proportion of the school fund. but of all funds arising from taxes for the support of schools. The revised constitution provides for the election of Regents of the University. It provides for the election of the members of the board of education, to have charge of the Normal School, and it further provides that institutions for the benefit of the deaf, dumb and blind, and insane, shall be fostered and supported. It provides also for the establishment of an Agricultural school. The first constitution provided for none of these. The first constitution provided for the establishment of libraries, one at least in each township, and appropriated for their establishment and support, tlte money paid for exemptions from military duty, and the clear proceeds of all fines assessed for breach of the penal laws. The revised constitution provides that allfines assessed and collected in the several townships and counties for breach of the penal laws, shall be applied to the support of the libraries; there being no longer any moneys required to be p,id for exemptions from military duty. Both enjoin upon the Legislature the encouragement and promotion of intellectual, scientific and agricultiural improvement. Under the head of "finance and taxation," the revise(.con,titution further provides that all specific taxes except those received from the 261 mining companies of the upper peninsula, shall be applied in paying the interest upon the primary school, University and other educational funds, and the principal of the State debt, in the order herein recited, until the extinguishment of the State debt other than the amount' due to educational funds, when such specific taxes shall'be added to and constitute a part of the primary school interest fund. A comparison will show that the trust confided by the people to their delegates in Convention, was satisfactorily executed in relation to education; that if they did not wholly agree upon the details to be embodied in the article upon this subject, they established it, finally, upon a basis of wisdom and improvement. It proved to be satisfactory to the people; and it only remains for those who are charged with carrying its provisions into effect, to act with the same amount of industry, zeal and fidelity, to ensure to the people of Mich igan and to their posterity a system of public instruction and educational institutions, worthy of an enlightened and improving age. 1851. EXTRACT FROM GOV. BARRY' S MESSAGE. In view of the paramount interest of agriculture, the framers of the constitution, while they did not fail to provide for intellectual and scientific instruction, at the same time enjoined upon the Legislature the duty of promoting agricultural improvement, and the establishment of an agriculturil school. Opinions will be. perhaps, in some degree divided, whether the school contemplated shall be one of manual labor with farm attached, or on in which the theory and science of agriculture alone shall be taught. It will be the province of the Legislature to determine its character in this regard; but the object to be effected should be kept in view, and the best method of inculcating agricultural improvement adopted. Of the salt spring lands, the Legislature is authorized to appropriate to this purpose twenty-two sections; but of these lands less than fifteen sections rema,in unappropriated exclusive of the twelve section- meinetion.ed in nenthei part of this communication, erroneously confirmed to the State, after their saile. by the general government. The appropriation, therefore, must be limited to the.ec1tions on hand, at least until the action of Congress be obtained upon our claim for the remainder It may not be fruitless of results to inquire whether, by some appropriate legislation. with small expenditures, you miy not put within re ach of the hulb ndm in a knowledge of the improvements made in the implements of agriculture, and also communicate to him the discoveries made by the application of science to this pursuit t62 Universal education of the masses is the only sure guarantee of the permalnency of a r,pubalic.n govern ment. Witiloat general intelli-,ence. a people can neither knio)v nor appreciate the benitig influence of free institutions. If ignorance and consequent degradation characterize the mass of a nation, the despotism of a tyrant, or the worst despotism of anlarchly, characterize its government. All history, whether ancient or modera, affords abundant and satisfactory evidence of this. Common schools are designed for the ed tcation of the masses, and so beneficial is their influence that their discontinuance would not only work a great evil to society, but endang,er even the permanence of our political institutions. In a government so comnplex and embracing relations so delicate as ours, g,reater intelligence and consequent moral power is required for its maiintenance than in governments otherwise constituted; and these alone will secure, if any thing can secure, its indestructible perpetuity. Few new States have exceeded Michilgan in providing for the education of youth. The grant of every sixteenth section, as far ias possible, in the settled portions of the State, has been made available and further means have been provided by taxation, so that the whole amount expended for the promotion of common schools, including voluntary contributions, will favorably compare with the expenditures of other and older St.,tes for the same purpose. One step more is required to secure to all the childre n of the State the benefits of a common school education, and that step is the establishment of FREE SCHOOLS. Though hitherto the charge of tuition has always been remitted to those not able to pay, yet, from a sentiment of delicacy or pride, the poor have not, in all cases, sent their children to school By provision of the revised constitution it is made the duty of the Legislature, within five years, to provide for and establish a system of primary schools, to be kept in each district of the State, at least three months in the year without charge of tuition. A provision of this kind cannot but meet the cordial approbation of every patriotic individual and we.l wisherof his country. The taxation necessary to carry this into effect, will hardly exceed that of the last and previous years collected for the purpose of education; and the common schools will, in name and in fact, be free to all. C(omplaint of taxation, for the purpose of education, has scarcely ever been made, for the proprietors of estates, thot,ugh without children to educate, have property to protect, and the tax paid is but a small premium advanced for insurance of its safetv. The number of children in the State reported between the ages of four and eighteen years, is 132 234, and the whole number that have attended school thle year past, is I 0,478. A'f,er the liqui(dation of the public debt thle primary school interest fend will be greatly increased by the addition thereto of all specific taxeis collectted in the State. 'I'he number of studlents in the depattm, n' of arts and scienc,.sin the University, is 64; and the number in tilc medical depar.ment 263 exceeds 80. The whole amount paid last year tothe treasurer of the University, from the Univerditv interest fundl. is,9,644 70. The orgxn(, law of the UiiJversity ma,kes it the duty of the Re gents to) establish an.l m tintain brtanches; but, from the insutiffi.iency of the funds platced under their contr(ol, they have not been able fully to comply with this requirement. The consequence has been that, from the want of sufficietnt institutions to preparie young men to enter the University, the number of its students in the dtep,r,ment of the arts and SCienCes, has been limited. Other causes have, doubtless, contributed to this result; but the main reason, I doubt not, may be found in the want of preparatory schools. constituting an interrmedia ate grade between primary schools and the University.'l he means at the disposal of the Regents not being adequate, we must look for their establishment to some other source, as their existence, beyond doubt, is indispensable to the prosperity of the University, and the promotion of intellectual and scientific improvement made imperativeo on the Legislature. The Superintendent of Public Instruction sug gests, as worthy of consideration, whether, in the absence of suffi-. cient means to sustain the branches, we may not, with advantage,. extend assistance to existing incorporated institutions of learning, on equivalent terms, and in such manner, as, working no detriment to the University, will make them tributary to that institstion, and prevent, ultimately, that antagonism and rivalry which otherwise might arise. The advantages offered to the stude nt, in the department of the arts and sciences, in the University of Michigan, are scaircely excee ded in the colleges of the older States; and th]e expetnses of the col legiate course in the former are considerably less. And though the number of students are less, than with the advantages offered. we might have reaison to expect, yet perhaps no other like institution, not longer established, has contributed more to the promotion of science. The present class of students in the medical department, being the first formed, is unprecedentedly large. The inducements offered. will, I doubt not, secure the attendance of an increased number in succeed — ing years. The Regcrents are hereafter to be elected by the people, and the first election is to be held on the first Monday of April next. at the time of the election of judges of the circuit courts. A.'tate board of education is also to be elected at the general election in 18.52. The requisite provisions of law should he passed at thle present session. The board of educa,ti(onu have contracted fior the erection ofa suit — able editice for the Stae norm,,l school, for $15 00t); and of this sum $1 2.000 have already been p:ti(i the conitracto(r, in notes,rnd obligations donated by the citizens of Yps.iltanriti. Ample security has been taken for tie completion of the cotitract by the 1st (day of Mlarch, 18.52, when it is expected the institution will be in readiness to receive ptpils. The b,i)ard of trustees of the Michigran asylum for the education of the deaf and dumb and blind, and of the asylum for the insane, will, 264 in due time, present a report of their proceedings. The means appropriate(), it is believed, will be found entirely inadequate to effect the objects contemplated. EXTRACT FROM SUPERINTENDENT'S REPORT. The management and supervision of the University continues to be a subject of very general and deep interest. Its condition at the present time, as far as official information has come to this office, is derived from the reports of the Board of Regents, and the Board of Visitors, appointed in pursuance of the provisions of section 15 of chapter 57 of the revised statutes, to both of which the Legislature is respectfu!ly referred. The estimated receipts for the coming year are c)lculated at $17,088 23. The estimated expenses, $16,2t~3 33. The former exceeds the receipts of last year by $5,088 23, while the expenses are also increased;4,976 92.'lIhe sum of $6,010 00 is set apart in this estimate, to pay interest upon the loan of $*l0(,000, and the balance for the support of professors, officers of the board, expenses of Regents, insurance and incidental expenses. It would be of no utility at this time, perhaps, to discuss the financial or general policy which has been adopted by successive Boards of Regents. The heavy loan early contracted, and the large amonnt invested in buildings, has proved a serious detriment to the interests of the institution, and will continue to embarrass its legitimate field of operations until effectual provision is made for sinking the debt. What provision has been made for this purpose is unknown to this department. Information in this respect was required from the Board of Regents, but not in season for that body to prepare and submit it at this time. It is believed, however, that the importance of relieving the University from this burden must be apparent to all. A heavy expenditure has been incurred in erecting the building for the medical department. According to the report of the buildii,g committee it has cost nearly $9,000, and the whole of this amount will be required to complete it. An increase has been made in the number of medical professors, and one professor has been transferred. The whole number of professors in the institution is ten; who are receiving a salary each of $333 33 per term, for the time actually employed-the academic year consisting of three terms. The importance of this branch of the University is fully appreciated, and it is justly remarked by the executive committee, that the "young men of our State who have heretofore in large numbers sought instruction in other institutions abroad, are now assured of at ]east equal advantage at home." The reputation of the medical corps of professors stands deservedly high, and in this respect the greatest inducement is afforded, not or y icr a large accession of students from our own, but from neighboring States. While it is gratifying that this department is now ready for service, it continues to be a question whether heavy expenditures for building purposes, or for objects collateral to the main department of the institution, and in some respects secondary in irapartance, (though by no means to be neglected under better auspices,) will not still further embarrass and retard the progress 265 of the m.iin collegiate interests of the University. No misfortune h;ts ever occurred to this institution equal in extent to that which has grown out of that system of policy which has permitted, or rendered necessary, perhaps, the abandonment of branches; and it would seem to be of the first importance, if the means of the institution will permit the outlay of a large amount of capital for any purpose, that it should be directed into this channel. It is the settled judgment of this department that so soon, at least, as the debt is extingutiished, further efifort anid renewed exertion should be made, that the University "mi,y represent itself in the different sections of the State through its branches." Reasons are multiplied, indicating this policy as the only sure means of filling up the institution, and guarding aga inst the multiplication of sectarian colleges. At this peculiar juncture of affairs in the educational world, when old us iges and systems seem to be giving way to the onward march of intellectual, moral and physical progression, it becomes a matter of the deepest interest to the friends of our educational system, and the University especially, to investigrate the means of keeping full pace with this advancing spirit. The change in the collegiate course and system, contemplated and adopted in pursuance of the recommendation of President WVayland. of Brown University, is attracting much attention, and giving rise to much favorable discussion. The views advanced in the report of the president of this institution commend themselves to the consideration of the friends of education, and may doubtless suggest in the future, important subjects of reflection connected with the University of Miichigan. The fol'.owing views of President Wayland, in relation to the subject of collegiate education, develope the character of the change contemplated at Brown University. The President says: To us it seems little option is left to the colleges in this matter. Any one who will observe the progress which, within the last thirty years. has been made by the productive classes of society, in power, wealth and influence, must be convinced that a system of education practically restricted to a class vastly smaller, and rapidly decreasing in influence, cannot possibly continue. Within a few years the man ufacturing interest has wrung the Corn Laws from the aristocracy of Great Britain. Let any one recall the relative position of the pro fessions, and of the mercantile and manufacturing interest, in any of our cities, twenty years since, and compare it with their relative posi. tion now, andl lie cannot but be convinced that a great and progress ive c ing,e hiis taken place. Men who do not desig(rn to educate their sons for tihe professions, are capable of determintingt upon the kind of instruction which they need. If the college wil -' t furiish it, they are able to provide it themselves, and they will provide it. In New York andt Massachusetts, incipient measures have been taken for establishing, agricultural colleges. The bill before the Legislature of New York provides fo,r instruction in all the branches taught in our colleges, wilth the exception of languages. It is to be, in fact, an 34 266 institution for givinl all the edctaItion whiCh we now give, agricultural sience bin,!' n substituted for L ttint and Greek. Whl t is proposed to be done for the fat rmers, mult conl be (lotie t(Either ior o by the man uf,tLters,in1 merhalnts. In this m trlnaeret e,tclh p.luative depart ment will h;ve its owvn s hool, i in ic its own p, rticular brrnlch of knowleI'ge w%illl be tausLg,ht. be,si e the orditariy sta tlies of a liberal educatio,. A large portion of the instruc.,tion commanicated, will thus be th1e stme in all. MNathematics, mechanics, chemistry, rhet oric m aor al an1 intellectual philosiophy, anl political ec.onomy, will be taug'ht in theni l1. The colleges t,a(h precisely tl)e same sci ences, with the tadlition of Latin and Greek, in the place of the knowled,ge designed in these separate schools foi)r a particular profes sion. If the p7'est;e of colleges should be thus destroyed an-d it be found that as g,ood ati edlucatioti as they furnish can be tbt.ained in any of tho:e other schools, the number of their strudents will be seriously diminished. If, by this dissemination of science among,r all the other classes of society, the tendency towards the professions slhould be still further arrested, the colleg,es will be deserted by yet larger numbers. Tney may become very good foundationrs for the support of instructors, but very few will be found to avail thetmselves of their instructi;)ns. The objection that would arise to this plan would probably be its effect upon the classics. It will be said that we should thus diminish the amount of study bestowed on Latin and {l-reek. If, by placing Latin aind Greek upon their own merits, they are unable to retain their present place in the education of civilized and christianized man, then let them give place to something, better. They have by right, no pre-eminence over other studies, and it is absurd to claim it fo)r them. But we go farther. In our present systemtn we devote some six or seven years to compulsory study of the classics. Beside innumerable academies, we have one hundred and twenty colleges, in which, for a I trge part of the time, classical studiies occupy the labors of the student. And what is the fruit? How many of these students rea(l either classical L-ttin or Greek, after they leave college? If, with all this labor, we fail to imbute our youngr men with a loive of the classics is there any reason to fear th.at any change will render their position ]ess a(lvantageous? Is there not reason to }.;ope that, by rend{.rin r this stt,:t less compul,sory. and allowing those who have a taste for it to devote themselves more thoroughly to classical readinmg, we shall raise it from its present depression, and derive from it all thle benefit which it is able to confer? METEOROLOGICAL OBSERVATIONS. This subject was earnestly commended to the attention of the Lo gislature. The establishment of n system of observations upon the sLubject of mete,)r,)l)gv, an I mt,)re especi dtly as co(nnecte,'i withl mean tt(-uiparature, the direction and force of winds, state of the atimosphs:re, &c., 267 was suggested in the last communication from this department, as an important object to all classes of our people.. ail more e:pecially to our agricultural and commerci:il inti(rest.'The expense aLtending it woul(i bet trifling in comparison with the amount of good( to be accompliihed, and the work m;.y be piroperly pertorme(i by the professors, withoiut detriment to their other duties.'[llils system of ob~ervations is becon)ing. and is now, in fact, n'Itional-bollh the general government and particular States alike interesting, themselves is an object wbich is so nearly allied to the most useful pursuits and purposes of life. The most valuable infoimation in tilis resp)cct is disseminated by the Board of Reg(ents of the New York University, wh)o last yeari revised their system, and recommended thalit proper instruments be furnished to the principal towns andti( flourishingr literary institutions. It would be an object of interest andi pr)fit, both in a scientitic and pecuniary point of view, to all our citizens, to adopt a similar course in this State, and to lurnish various institutions in different sections with a set of instruments, the cost of whichi for a set very well adapted to the purpose, does not exceed $32. The remarks of the boa-rd of trustees of the Romeo branchll upon this subject, transmitted with their report, are commnendedl to the attention of the Leg,islature. REPORT OF TIIE RECENlTS. Since the last report, an increase had been made in the number of professors by the appointment of Doctors Gunn, Allen and Denton, and the transfer of Professor Sager to the medical department, which was now organized. The first annlouncement of the mnedical faculty was published this year. In the department of arts and sciences, the whole number of stu dents was 72. The estimated receipts for the ensuing year were $17,088 23. The esimte epess 1626'3.Te montreeie t te rei of the University fund, from July 1, 1849, to June 1, 1850, was period was 623.93kacres, amounting in all to $9,568 09. The following( is a statement of the course of studies, &c., pur sued at the Universitv: ADMISS I ON. Candidates for admission to the Freshnman Class must not be less than fourteen years of age, and must sustaiin an examination in English Grammar, Geograrphy, Arithmetic, Al,gebra throu,l) simple equation,s, first part of Krebs' ('utide fir the writing of Latin. Latin Readder. Corneliuts Nepos, (Arnoldl's,) Cicero's Or-aitions,againist Cataline, Virgil.s -,ieid(. Greek Reader toi) thle poetry. the fiur Gospels, Litin ard Greek Grammar, Keightley's- Grecian and Rmiani History. 268 Candidates for an advanced standing, in addition to the preparatory studies, are examined in the studies to which the class they propose to enter have attended. All applicants for admission must present testimonials of good moral character, with a letter from a parentor guardian; and students coming from other colleges, a certificate of honorable dismission. No student is considered a regular member of the University, until after a probation of twelve weeks. RECITATIONS AND EXAMINATIONS. Each class attends three recitations or lectures daily, except Saturdays, when there is an exercise in Elocution. There are also, frequent exercises in translation, composition and oral or written disputations. Public examinations are held at the close of each term attended by the board of visitors, appointed annually by the Superintendent of Public Instruction, and by a committee of the Regents. The following scheme exhibits the subjects studied in the several terms of each year: FRESHMAN YEAR.-FIRST TERM. Livy, (Lincoln's or Folsom's,) Roman Antiquities, (Eschenberg's Manual') Homer's Odyssey, (Owen's,) Bourdon's Algebra, Newman's Rhetoric. SECOND TERM. Livy,' Ancient History, Grecian Antiquities, (Esch. Manual,) Homer's Odyssey, Algebra, Legendre's Geometry. THIRD TERM. Horace, Odes, Xenophon. Anab., (Owen's,) Geometry, Botany. Zoology. Monday morning, throughout the year, Greek Testament, (Gospels.) SOPHOMORE YEAR-FIRST TERM. Newman's Rhetoric, Horace Satires, Xenophons' Anabasis, Plane and Spherical Trigonometry, Conic Sections. SECOND TERM. Analyt, Geometry and Calculus, Tacitus, Germania et Agricola, (Tyler's,) Demosthenes de corona, Isocrates. THIRD TERM. Sophocles, Cicero de Senectute et de Amicitia, French. Monday morning, throughout the year, Greek Testament, (Acts.) J U NIOR YEAR-FIRST TERM. Wayland's Political Economy, Logic, French, Olmstead's Natural Philosophy. SECOND TERM. Tacitus, Historia, Euripides, Natural Philosophy, Chemistry, Mineralogy. 269 THIRD TERM. German, Blair's Rhetoric, Olmstead's Astronomy. Monday morning, throughout the year, Greek Testament, (EpiL ties.) SENIOR YEAR-FIRST TERM. Geology, Upham's Mental Philosophy, German. SECOND TERM. Upham's Mental Philosophy, (3d Vol.,) Whateley's Logic, Way. land's Moral Science, Natural Theology, Evidences of Christianity. THIRD TERM. Butler's Analogy, Plato's Gorgias. Monday morning, throughout the year, Greek Testament, (Epistles.) BOOKS OF REFERENCE. Ramshorn's or Dumesnil's Latin Synonymes,'Smith's Dictionary of Greek and Roman Antiquities, Anthon's Classical Dictionary, Mitchell's or Butler's Atlas' Classica, Mitchell's Ancient Geography, Cousin's Psychology, Stewart's Philosophical Works, Locke on the Human Understanding, Edward's on the Will, Whewell's Elements of Morality. EXPENSES, The only charges of the institution are an admission fee of $10, and a sum, ranging from $5 to $7 50() a year, for room rent and the services of the janitor, a receipt for the payment of which, signed by the inspector of the University buildings, must be presented to the president of the faculty. before a student can be permitted to recite. Tuition is gratuitous. Including board, washing and books, the necessary expenses of a student, for a year, will range from $70 to $100. GOVERNMENT. In the government of the institution, the faculty ever keep in mind that most of the students are of an age whl)ich renders absolutely necessary some substitute for pa' ental superintendence. It is believed that no college in our country can secure public confidence, without watching over the morals of its students, and making strict propriety of conduct, as well as diligent application to study, a condition of membership. Considering, therefore, the government of the students as a substitute for the regulations of home. the Faculty endeavor to bring it as near to the character of parental control as the nature of the ease will admit, and to attain the end, not wholly nor chiefly by constraint and the dread of penalty, but by the ivfluence of persuasion and kindiess. Bfut there may be in the college, rs well as in the family. or community. perverse individuals, whom nothingo but the fear of penalty will influence. In respect to such the faculty consid(ler themselves bound, as standing in the place of parent or guardian, to see that 270 the student be kindly a,nd faithfully advised and admonished, and also that tlie pttrenl be tully info0rml of any improper conLucte in his son. If such correction prove insUliL,ient., a regard Ior the best interests of such a youngr m in, anl certainly a proper care for the other members of the insOituion, require th tt he should be remnovedi. He has forfeitei all Cioi t on tlbe insititaulion, by viol-ttinE the itidisp utsible conditions ot which it's advantares are to be enjoyed, ani is, therefore, forthlwithJ to be retirnecl to his parent or guardian. Parents are advised to'ippoint a (uardian in Ann Arbor, to take charge of fun ls for the uqe of their solons. No stu lent slhall he excused to return hiome, unlcsas at the written request oi his parent or gu irdian. PUBLIC WORSHIP. The students are'eqired to atteind prayers (daily in the college chapel, and to attenl public worship on the Sabba,li, at,uch one of the churches in the vit'!a:Si of Ann Arbor, as their parents or guar dians may direct LITERARY SOCIETIES. There are two literary societies connected with the college, which hold weekly meetingi, during term time, andi possess valuable libraries of select and miscellaneous books. VACATION. Vaclatioins are as follows, viz: From e,)mmencement, the 3J Wednesday ill July —eighht weeks. From Wednes,t-Ly next preceditng the 25lh December-LwO weeksFrom the 3d Wednesd-:v in April-three weeks. CALENDA} FOR 1850. Winter term begins. Examinations commence. JU7Juoir EXHIBITION-term ends. Summer termr begins. Ex mn)inations commence. Annual meeting of Regents. COMMENcEMENT-term ends. Examination of candidlates. Exa,mination of candidates. F,11 term begins. Ex iminations commence. PUDLIC DECLAMATION-term ends. DEPARTMENT OF MEDICINE. Arrangements are being made to commence a course of instruction in this dep rtment, in the autumn term of 1850. The Boi)rd of Regents have adopted the plan of requiring attendance upon but one c)urse of lectures, which, i- conseqilelice, will be extended throu,rh the acidemic year, and subject to the same vacations as in the department of science and arts. Jan'r-, 3. April l{I. "1 17. May 9. July 10. " 16. " 17. 4" 18. Sept. 1 l. " 112. Dec. II. " 18. 271 Thile requiremients for admission will be made to confoim to thiose advised by the Nlt,ional Mledical Convention, viz: "1a good English education, the knowledge of natural philoso-phy, the eltmentary Tn;themitical sciences,;an sulch an acqluaintanice with the Latin and Greek langruagres, as will entble tihe stui(lent, to.pprciate the technical lang,ua(ge of medicilne, and rea,d an(d write precriptions." EXTRACT FRO.IM REPORT OF' THE BoARD OF VISITORS. The boar] consist;d( of the followi(ng g(,ntilemen, viz: Rufts Hosmer, Eq., H lion. Ellsvort,h Wixlklev, lon. WTm. Finley, Pev. L.;mith Hobart, Geo. C. Gibbs, Es.q. Of the board of vi-itors appointed to make a personal examination into the state of the University for the current year, Mess'rs. Gibbs, WalIkley and Ilob.art were present at the exercises of commencement in July last; at lwhicih time they ittfend]ed in part to the duty assitgned them.''The examination of the students was atttended only by the last named member. The exarrmintllion, which cotmmenced on the I I th ultimo and continued six days was attended throughouLt by Messrs. Hosmer, WTalklcy and I-obairt, with the exception of a day each, in the case of Messrs. }to':mtr and Walkley. Having endeavored1 to become as fully acquainted with the statte of the University in all respects, as their opportunities would permit, the undersigned would respectfully submit the,following report: The addresses of the graduating, class at commencemn,ht, evinced a good degree of talent and study. Thev were butld and manly in sentiment, generally marked by good taste in composition, free and vig,orous in eloc,ution. WVe were deeply impressed with the great need there is for more sp icious accommo(dations for these exercis.es than have hitherto been enjoyed. Commencement at the lUniversity is the literary festival of our State. It is an occasion when large numbers from all parts feel disposed to meet at our ATHENs; many too whose preseilce adds to the interest, and stimulates a generous emulation among the candidates for collegiate honors. BLit it is known to this board that not a few are annually deterred from attendance. by the probability that if they come to the place' they may fail of gaining access to the crowded room where the exereiss are held; or at best, witness them only from the midst of so dense a crowd as to deprive the occasion of tall enjoyment. We think that not one-fourth the number of our citizens attend commencement that would attend gladly if they were sure of a favorable opportunity to witness the exercises. It is true, the plan of the University contenmplates the erection of a chapel much more spacious thatn either of the churches now used on commencement occasions. But we suppose that a number of years yet must elapse. before that can be done; and besides, we doubt whether, when erected, it will not then be found as inadequate to accommodate those who will desire to attend this literary inniversary, as the churches now used. We sug'gest. therefore, as what seems to us a far preferable mode of meeting. this want, the purchase of a large canvas tent The one 272 owned at Oberlin, Ohio, was procured and used on one occasion with great satisfiction. A tent of that descriptton, which will easily accommodate 2,500 persons, will cost about $500. Should a tent be purchased, the erection of a chapel might be deferred without serious inconvenience, for a number of years. So crowded are the churches now used, and so liable to damage, that it is with much and increasing reluctance that their use is allowed. Some of them, indeed. can no longer be obtained We believe the best interests of the University demand that the proposed parch:se should be ma& without needless delay. The recent term was closed with public declamation by several members from each of the three lower classes. The speaking. with few exceptions, was highly creditable. Excellence, in this respect, is so important in our country, and its attainment m My be so effectually eeouraged, that we would strongly recommend the be,towment of a prize upon the best speaker in each of the classes. These prizes might very appropriately consist of books with suitable inscriptions, signed by the Faculty; and they would be sought. not so much for their intrinsic worth, which might indeed be small. as for the testimonial which they would afford of pre-eminence in elocution. * * * * * A The Board have given some attention to the course of instruction pursued in the University. We suppose that the great aim of all intellectual culture is two-fold-the discipline of the mind and the storing it withl knowledge. Of these, in a collegiate course, discipline is doubtless the more important; and yet, to a great extent, it must be sought in the use of means by whici'h also knowledge may be acquired. There are doubtless some studies more largely conducive to mental discipline than others, and yet we judge that discipline will be the sure result, in some valuable degree, of -all study, the pursuit of which is marked by accuracy and self-reliance; and here, in ou.r view, is indicated the true work, to a great extent, of the instructor. In rega'rd to the knowledge to be imparted in a collegiate course, it is obvious then, that the aim should be not to perfect the pupil in merely a few branches of learning; nor, on the other hand, to furnish a little of almost everything; nor yet, to complete the details of eith,ler a professional or a practical education, but rather to commence a thorough course, and carry it as far as the term of collegiate study will allow; to be regarded, and to be in fact, the proper and substantial foundation of whatever superstructure, professional or practical, each man may see fit to rear upon it. In this view, it is clearly necessary, if a proper symmetry and bilance of character is to be secured, that ill the important faculties be brought dulv into exercise. In selecting, the subjects upon which the powers of the mind shall be employed. respect must be had to tho)se kinds and degrees of knowledge which are properly fundamental to all professions and pursuits, and which may be compassed within the perionl of collegiate study; and then with a view to the attainment of that mental di.-ci)line indispensable to true scholarship, the subjects of study. judiciously selected. must be pursued with the spirit of manly self-reliance and critical accuracy. 273 How far this latter object is likely to be secured by the maniner in which the business of instruction is conlucted in the University, has been alrfa(1y indicated. In regard to the course of stud(ly adopted for the University, we believe it in the main to be good-tthat which the experience of our best institn ions has. shown to be best, both in the subjects and the authors. We learn, however, with regrret, that the stu ly of Iistory has been dropped from the course. We would suggest whether, for reasons that surely need not be stated, it ought not to be restored. If so important a subject has been emitted for the want of time, we would suggest furthier, that the recitation in the Greek Testament, which now occupies every Monday morning throughout the whole course, and in which no examination is sustained by the students, and which we have reason to believe isnearly valueless, be stricken from three years of the course, and its place, or time equivalent, occupied by History. The exercise in the Greek Testam.nt we would limit to one year, and require the class studying it to sustain a rigid examination, as in other studies. We would also suggest whether the value of the course would not be somewhat enhanced by substituting for Botany and Zoology, an equal amount of instruction in Humain Physiology, and the general principles of civil law. Not indeed, as introductory, or specially related to medical or legal science, but as affording knowledge eminently practical, and fundamental in all the pursuits in life. We have given some attention to the relative importance of the sub. jects in the course of study, and to the amount of time which is in fact bestowed upon each. A careful examin:-tion shows that the aggregrate of the recitations and lectures in the whole course of study, as itis a;rrangred and exhibited in the catalogue for 1l50, is 2,315, to which should be added 200, as the estimated value of the exercises in elocution and criticism, makingo a total of 2z,545. Of these, 330 are devoted to Latin, 630 " Greek, 495 " Mathematics, pure and mixed, [:3 6 " Modern languages, 854 " all other subjects. Now, to us, there has appeared no sufficient reason for giving to the Greek language in the curriculum the pre-eminence over the Latin. We are of the opinion that it holds no such pre-eminence in the best colleges in our country as it holds in our University, where it will be seen that Greek has nearly double the time that is assigned to Latin. We would suggest that at least 70 recitations should be added to the Latin. making its number 400; and that the Greek shouldl be reduced to the same number. This would make the number representing the ancient languages, 800. Now, while we are not prepared to say that the Mathematics (includ(ing Natural Philosophy and Astronomy) should receive the same amount of attention as the langua(res, yet we are well persuaded, whether respect be h: d to the attainment of mental das ipline or useful knowledge, that this department of studv should occupy a larger place than either Latin or Greek alone. We would therefore recommend, without hesitations 35 274 that the number representing the mathematics be so far increased -as to tind at five hun(ired. Itf it shotldt be thougi,lt that the pro posed limit tion in respect to L tiut and Greek will leave tile graiu ate with too imnpertect a kiowledge of these languages, We Callan only say we know of no reme(ly for the evil better thin that which was sugg,ested by the bo rda of visitors last preceding us. Let a larger tmt,unt of cltis,ical knowledge be required as a condition of mem berhip) in the Unitversitv. On thLIe subject of Mo,iern Laqi?uages, we concur with a former board of visitors, in sa3itig thagt ~tuents in our University possess in this respect superior privileges; and that the provisio)n mad(e for them is p rticularly,,pprop)riate to our western States, filling up as they aire with a fi,reitgn population from most of the European na tions. We re(ret that the Regents have found occasion to strike from the course the Ypinisli antd Italian langu:,ges, but especially the former. The extension of our territorial limits in thesouthwest, has made the demand tir an a.tquaintance with that language by many of our people, somewhat mo)re practical and urgent than formerly. Biut whiat we regret much more in relation to this subject, is that only two terms of stuily are allowed to each of the languages retained, the French and the German. Although nmuch is accomplished(l, yet this biief period leaves the acquisition so imperfect, that it is lelt, both by the student and the instructor, that there is great danger that all will be lost. So import;-nt has it seemed to the professor in this department that the instruction.hould he carrie(d further, that we undter,tan(l he has offered to instruct the classes in French and German another term in each year. gratuitously, if he nmight be allowed the opportunity. We therefore strongly recommend that theinstruction in French and GerRman be extended to two hundred recitations in each, that is, through the year, instead of being confined to two terms, as at present. The board of visitors have been led to inquire whether the University may sot be made more largely to promote the educational interests of the state, by extendigy its (dva,,t.ges, in part at least, to many to whom they are not now otien. We think the number is considerable (of those who, from the want of time or means, or a disposition, will never enter the University to pursue the full course of instruction Is now laid down; who still, if it were allowed, would glad!y avail themselves of the instruction imparted upon a part of the subjects of the course. Why. then, while the University shall continue to confer degrees only upon those who have fini,,shed the usual prescribed course. shall not other students who do not aim at the honors of the Univer.ity, be allowed, under proper regulations, to attend on the instruction of the classes, as far as they shall choose? And, in(leed, why may not the d,,ughliters of our citizens. as well as their sons, participate in the advantages afforded bv the University, at least so f r as to attend the various courses of lectures that may be delivered to the under graduates? T'his plan would affor(l the verv best advantages to those who, from circumstances, wish for a limited education. And such an education must after all, be that 275 which is acquired by the great bocly of our public and practical men. q'hat thile tmeatis of such tal e(lucation should be abundaitt, and the encour,geti.tenits (every wty adequate, tnote will deny. If there are any valt objectioils to tlhe proposed exLtension ot the advantages adetffolt( by the Uttiverstty, they have not occurred to us; and we des.ire thlt tl ne su,"estion slt,ul(l receive a respectful conrsit,teration. WVe wib,i distilctIly to reiterate the su'gesli,t,ns of'forner visitors in reg-rtl to the eniplovynetit of Tutors. WVe believe at least two to be greatly teeled. lst. i hat the so called professors may become professors in fact; that tlt,y maity be relieved in part fronm the mere d(etull and drudgery of drill, anti devote tht-mselves to the preparA-lion and delivery of courses of lectures, illustraititig an(I enliventlg the suhjects of study in their sevtr il departments-lectures which shall, besides, answer some valuable end to the students, as models of writing tnd effective elocution. 2d. l uec -ue, while on the one hand there is needed the experience of those wh,ht have been lotig, re,ident ait the institution, there is equatl need on the other of tIle lre.h and mittute ittf,rmalion of those,ho, having mire recently mint,gled with stu(dents, have a listinet recoillecti(,n of their peculiir fet.lings, prit jud(lices, aid habits of thinking. We dottuh intdeet(l, whether elenltntary principles are not generally more likely to be tau,iht to the best advantage by tle young than by those wntlse researclhes lhatve carriedl them so far beyond the simpler truths that they ccnme beck to them with reluctance and distaste. Youni, men hlave u.ttuallv m,)re ardour thaln those more adv nced, in conimtmintctng fimiliair pritt('iples. and in renioving those li,hter difficulties o(f the student which, not lon,g ince, were found lying across their own path. :3d.'t'hey are needed fo)r purposos of police and salutary restraint. When so many youngi, men. of every vairiety of ch,iracter are assembledi in colegite hlls, awa.y from part-ntail restraint, and the lar. ger p rt of their time. both d(.ty and night from the oversight of their in-structors, it,oultl indeed be strange if there were nol many improprieties and irr-egularities, greatly detrimental to the stu(dent's advan'fenient in study, injurious to his physical constitution, anti destruclive to his nmorals. The desirabhleness of Tutors in resfpect to the restraint whici(h they may t xercise upton stu(dents-being always with them —not only dutritg,r the business of the day, but in hours assigned to rest, mtv n.ut be appreciated by some,,.imply from their not knowing how gre,t and how constant the occasion is for such surve Yllance. We have much pleasure in thinking tlhat one of the important wants of the Utietersitv is at lengthil to be supplit(d. We ret'r to a Presi(devt. ly< tlIe eigh sei 5(ctioit in the tliirtf en,hl article of the new constitution the first, B,) id of le_ents elected by the ptople. are ret(1uiret,d it thir firtst annual m, etitig or s soon thereafter as may be to ltect pa eid(len:'t the Utiiv+.rri-y, wlh} shall be its print ii al executive {tfficer, ant(I alo a menhber of the Board of Re,ents. We believe that the accession of a president, who shall be worthy of the 276 place-having a reputation already establislheft, combining the essential qu tlificati()ns of an efficient extecutive officesr, aInd a succe,sfil instructor-will he a happy era in the hlisto)ry of tle itnsititotion. We hol)e tae electi n (of a president w?vll take pllace at the esilie.st ]ossible period, This board would call attention to the fact that the well tiried and time honored system, nearly universal in the hi,her literary institutions of our country, of gradu-tiag the merit of the higher classes, and awarding collegiate hir,ors at commenc ement and junior exhibition,, find no place in our Utiversity. This subject has be(en noticed in the reports of several former boards, and we shell cordi Ily adopt the following, extract from the report of last year: " The board are not satisfied that the government of the Universitv act wisely in withholding all inducements to application, except such as arise from the love of books and the hope of future usefulness. Many a student may' trim his midnight lamp and watch his lone taper till the stars go out,' from such high incentives,-but many more will be found to flag in their onward course to the summit of the hill of science. To many of the,latter, competition for the prizes of a collegiate course, furnishes constant stimulus to honorable action; and when those prizes are won, the distinction feeds ambition with further desire. Let the Regents devise a judicious ssstem for thle distribution of such rewards, and they will soon discover their saluta,,ry effects upon the students. by a Iregular attendance at the University, and general application to study.'" In the opinion of this board, the interests of the Universitv have been seriously ne,glected, in respect to philosophi(al and astronomiral apparatus. Althoug,h the Regents have been fully authorilzed from the beginning, to expend so much of the interest arising from the University fund as might be necessary for the purchase of such apparatus; yet, up to the present time, there is nothing deserving the name. Six classes have been obliged to graduate without the imnportant advantages afforded by even a moderate supply of apparatus, and for oug-ht that appears, the prospect is no better for still other classes. We are aware that it will be alledged that the funds were all needed for the erection of additional buildings. We believe, however, that it was due to the young men who have graduated at the University-to the best reputation of thle insti ution itself, and to the claims of thorough scholarship-that the erection of the last two buildings should have been deferred for one or two years longer, and the money appropriated to the purchase of such a supply of apparatus as would at least have met the more urgent wa,nts of the University in that respect. We would strongly urge that this interest,lshould receive immediate attention. The Mi?inerclogical Cabinet, whlich for the number of specimens it contains is believed to be unisurpassed in the country, a)pelars to be in g,ool condition, yet it seems to us that its utility is greatly circumscibed from the want of a catalogue containing an easy-i ref,-rnc( to every spec(imen, to.,ether with a concise descriptimn of each. The only catalogrue of the Cabinet is a manuscript in the German lan guage, prepared by the gentleman of whom the collection was p'lrchatsed. Hence the Cabinet is nearly as unintelligible to the students through a large part ot their course, as would be a volumne of Chi nese. The same is true of the numerous visitors to the University. A catalogue, which the professor of mineralog,y has assured us le would cheerfully prepare without charge, (such is his sense of its desirableness,) and the printing of which might cost thirty-five doll iars, would essentially aid the study of this important branch of knowledge, as well as add greatly to the pleasure and profit of our citizens and of strangers who have occasion to visit the Cabinet. We judge it highly important, therefore, that an appropriation of the small sum necessary should be inmmediately made for the printing of such catalogu,e of the ltabinet as we have suggested. The Medical Depurtment of the University went into operation the first Wednesday in October last. Five professors are occupied in giving instruction at the rate of four lectures a day for nearly seven men lis in the year. T'he edifice which had been erected for this department. is elegant and commodious, and capable of accommodating a large class of students. The number of students now in attendance is eighty-eight, of whom nine are candidates for degrees. With gratuitous instruction, with the ample material and means of illustration which will soon be possessed, and with a diligent and skillful Faculty, the prospect is flattering that this department will be highly prosperous. By the law, (R. S., chapter 57, section 15 ) it is made the duty of the:uperintendent of Public Instruction annually to appoint a board of visitors. "whose duty it shall be to make a personal examination into the state of the University in all its departmnents, and report the result to the Superintendent, suggesting such improvements as they may deem important, which report shall be transmitted to the Legislature at its next session." We suppose this law was intended to secure to the public a means of full and accurate information concerning the University, additional to and independent of all other means; and we believe the accomplishment Of this object to be highly important, both to the people and to the University itself. If the people know that the institution is wisely managed and useful, it will possess their confidence and be sacredly cherished. If mismanagement and inefficiency are sure to be exposed, they will rarely exist. It ought however to be understood that the duties of a board of visi. tors, such as the law contemplates. cannot be properly performed by a mere attendance on commencement exercises, or by a few hours spent ir. witnessing ithe examination of students, or by a pleasant walk through the library and cabine. I' is denlanded ti'at they should pros.ecute their work in a busine: like manner, giving to it time enough to investig,'te thorou,ghly tile it ition of the University in all respects; and then to make a full report of the results-and to do this, even though it mi y sometimes occasion the sacrifice of personal feelings and interests for the general good. It has been alleged that the duties of the visitors have generally been performed in a superficial manner. This may be true; but it is pertinent to inquire 277 278 whether it may not be traced, in part at least, to the fact that but few persons can be found who are willing, to give not only their time and Lheir labor to such an investigatiotl, but also to bear tleir own expenses while thus -emnployed. Tile board of visitors had desired to make a full examination into thefinanciail coizdliion of the Uilvttersily. but the walnt of time. an(1 an ininmattion tiat the Regents of tlhe UJiversity ha(i beett called upon for a full and( detailed sLatetment of the financial atfairs of the iLstitution from its commencettieiit to the present time. by the Sul)erinteident of Public lostruction they are satisfied tltat itio()rnati()n u)on the subject referred to, long, (lesired, and of much importance, will be fu,nished. In view of the expenditure of about $S5,000 in the erection of buildings and the purchase of books and apparatus, anl tlhe antnual expenditure of about $10.050 a;s sal;,-ries ofl the ptoft-s.,tr.s, superintenldentl of bliildin),. and otier incidental exp)enses. witti ain etldowment sufficient to carry out all tihe benifi(ent desig,ns of its o()riginal foun(lers, the inquiry naturally arises. wiy is it taot withl su(,h ut7 expenditure the number of stzzdeats o(tuolly /n (,tte,idon(e s/,lold be so sm.ll?'lThe rinumnber of students ac.ua,lly in attend, nti(Ce, was acertaied to be fiftv, besides five or six who were sai(l to be ab-ent teaching, but who are pursuing their studies. This tiniuber, it is believed, is about an averaige of the iumber for the pil.st ten years, but less than an aver;age for thle past five years.'The largest class which has, graduated in any year niumberet( twenty-thr-e. aind lhe smallest, ten; and the whole number who have graduated is eiglhtyn ne. The institution was intended to be a free in.titution. and itis nearly so to the student. With an adequate number o(t' professors and rooms suffi(ient to accommodate more than double the ilumber of stutlents in attendance, fiom somne cause the inducemtents or advantages offered seem not to be sufficient. It has been said that the institLutLion has not yet acquired a reputation, but we caniii(,t l(arn -hlen one will be acquired under its present inanagement. An instiltti,n without a head that can comrhand the confidence or r-esi)ect of the eommunity or students, with professors in s(ome cases selec ted less for their scientific attainments and rn,putation a-s instru,itors than for other considerations, and without unity of feeling or actl,n. it cannot be surprising, that the expectations of the framers of the institution have not yet been realized, or that the itistitutioti has nu)t yet ac(quired a reputation sufficient to fil its halls with students willin. to be educated gratis. Our St.,te is not so destitute of young men of natural ability and ambition as asiiperfici.l-,l view of the Univer.ity wotil,l itidica;te. The ori.inat plan of the instituti,) would tnot furnish a((.conmnitmdatiins sufficient for those who would ask to partake of i s a(vantages, if it b h( a responsible head, with an establi.hed reput,tion sllffi(.itlit to command re,peet and coiifiiene, (. we are sali.tie s(,oii will he the case,) and( the professor.,' chairs were filled with thu,se not oily competenLt to discharge the duties assigned them, but willilg to act 2.9 in concert for the advancement of the institution and the welfare of the stu le-nts commitred to their ch rge. It is with mortification that we have felt comiel'ed( to spf ak of this subject. but)tt. oatr duty required it, anA we have looked tor no other rule to grui(le u~. In cl,)singr this report, we would express our strorn hope that those who hive prevlicte(I evil to the Utiiversitv from the change which is soon to take place in the manner of co)nstituting the lo)ard of Regents, will be thor,oughlv disappointed; and we tire sure they will be if the friends of the Univeriity are (July active, and show themselves more jnxi,)us for its prosperity than for the gratification of their political preferences. L.t tht ULiversity be preserved entirely free from party strife; let it be kept a common object()f firienllv an(] favorin) rear(i among the sever ti reliiou()us denominations of the Stale; let its ample en-lowment he vi,ilintly guar-le(-l. antl;-ill its expenditures made with a strict regard to wisdom and economy; let its Regentts he educate(d men, men of broad and comp)rhernsive views, practical and( ener. getic ani devoted to the interests of the Univer..ity; let its corps of ins,tructors be ahle and e rnest men skillful to teach, and wise and faithful in a-mrnini,teriio, the (lif(i)plinte )r the institution-an,I our Utiiversitv will indeed be the pride of the St-,te, destined( to h(old a dirtin,riished place among the vdried agencies for diffusiing, useful knowledg,e among men. STATE NORMAL SCHOOL. The members of the board consisted of the following gentlemer, in addition to the Lieut. G,)vernor, Sta'et Treasurer, and Superintendent of Public lt,lstructi(on. viz: Is,aac E. Crary, Samrnuel Barstow, and Elias M. Skinner. Dtiring, the past vear four additional acres of lan(l hald been puirchased, a plan of buil(ling adopted, and a con tr;act executed for the performance of the work, for $.15,200, twelve thousand of which was to b,, pail by the cilizens of Ypsilanti. INCORPORATED LITERARY INSTITUTIONS. The followingr is an extract from the report of the Superintendent, in relation to these institutitins: In pursuance of su(,restions containedr in the last report from this office, and of the statlute varilu,s institutions have fi,war(led retiorts of their (on lition,nd course of stutilv. All of these instituti,,ns are of a lhigh irfade an(l situatel in v;arious t)prts of the State, are educatiti, anr)uallv a lr~e numnthr of our y,,uth. In these intistiution, it i n,}t de,finitely knii,w how m Iny. 0un02 men are prepatring for the Utit rsilty. Smne,f them have tIhe 1 Drivilee it' cinterring degree.',n(i (rilntinog (lipl,,ima uo,lI,er -icts pas.e((l dluring tihet last sestsi)n. l'hi. tight ur;,nt,-ti t t h,in t in tlhtir iharter-, it woutl(l sec m, fortl)iilt th hi i,,pe that lttle (tutig min,ttt odin.r t,htm are t he graduates of the;State institution. It was su,ggested hleretofore by this 280 department, that some system might be devised which would have induced these institutions to become tributaries to the University, and if it be considered a settled policy on the part of the Regents that branches are not eventually to be sustained, it is to be l,oped that some inducement may be held out by legislation to effect the great object of filling up the halls of the University with students.'lhe Union schools which are now beginning to be put into successful ope ration in our principal villages, may perhaps eventually become preparatory, and fill up the chasm which now exists in the system. Granting, this, some system might nevertheless be adopted, and will, it is thought, become necessary, in order to excite proper emulation among them all, as well as among other institutions, to contribute to the welfare of the " University of Michigan," by bestowing to it each their full quota of pupils. It was suggested in the report of this office to the Legislature of last winter, that the creation of the office of Superintendent of Public Instruction was intended to embrace the supervision of the entire system of public instruction in our State, including not only primary schools, but all other institutions. By this supervision, it was not intended to refer to any control over these institutions, but that they should be included in the general system of reports to this office. In this way information is accumulated and concentrated, and full means afforded of watching the progress of education in all its departments, and of forming a better and more accurate judgment as to the relative operations of the general system and of each incorporated institution. This is important to a full development of the educational means of our State, and the construction given of the original design of the framers of our first constitution, is fortified by the action of the framers of the recent organic law, who have defined the duties of the office, and ordained that it shall have a "a general supervision of Public Instruction." With this view, it has from the first been an object of solicitude that lull reports tifrom all institutions, whether existing under the patronage of the State or not, should be received. Reports were received from the Romeo branch of the University, the Wesleyan Seminary, Michigan Central College, Olivet Institute, Young Ladies Seminary at Monroe, Misses Clark's School at Ann Arbor, and St. Mark's College at Grand Rapids. ROMEO BRANCH OF THE UNIVLRSITY. The whole number of students, 201, forty-three of whom were pursuing classical studies, nineteen French, and one hundred and twenty-seven the higher mathematics, and branches of English education. The following list of instructors was reported, viz: Charles II. Palmer, A. M, Principal, and Instructor in Mathematics, Chemistry an: Natural Philosophy; Charles C. Torrey, A. B., Instructor in Ancient Languages, Rhetoric and Moral Philosophy; 281 Mrs. B. A. Palmer, Principal of the Female Department, and Instructor in French, Botany and History; Miss Sarah J. Gillett, Instriuctor in Philosophy and Natural History; George A. Hoyt, Instructor in Vocal Music. The followingr is an extract from the report of the trustees for this year: The Institution has been furnished with a cabinet of minerals and an extensive chemical, phlo.sophical and astronomical apparatus, costing more than;:.0(). This app ratus was purchased in,qoston, of iNr. Weightm tn, well known as one of the most extensive manuficturers in the United States. The telescope is a tine achromatic, capable of showing clearly the moons and belts of Jupiter, and the rings of Saturn. During, the fall term, particular attention is given to a class of young ladies and gentlemen desirous of qualifying themselves for teaching. This class is reviewed in all the studies usually pursued in primary schools. F'requent lectures are given upon subjects connected with their profession, and no pains are spared to enable them to become able and efficient instructors.'Those who are found qualified, are, if desired, furnished with schools. The number of students connected with this department was 57; who, during some part of the year, were engaged in teaching common schools. It is worthy of remark that the compensation paid teachers of primary schools, the present season, is more in accordance with the education and qualificatlions necessary to discharge faithfully the duties of a calling so responsible and important. It is verv much to be regretter that there is not some legislative provision in this State, or system adopted by the Regents, by which regular meteorological observations might be made at convenient places. This subject has not'receiv(,d the attention which its importance demands. Accurate meteorologicil tables, kept at different points, would do much towards correcting an erroneous impression in reference to the climate of the State, which its lauitude is calculated to produce. On account of its proximity to the great lakes, the climate is much milder than is generally supposed; and, no doubt, these observations will show that the mean temperature of the southern half of this State is higher than that of the interior of Ohio. The meteorology of the region bordering upon the great lakes would possess a high, scientific value, and it would at the same time contribute greatly to show the congeniality of the climate to the most. valu ible agricultural products of the country, as well as to promote the safe nvig,ation otr th,l l'.- es, thz.t add so much to the commercial importance of the State. It seems very desirable that s:,: plI n be adopted by which the academies sh hal be placed under a ge,neral supervision, and made to share in a fund provided for th t purpose, similar to the excellent system established in the State of New York. Such a system was commen ced a few years since by the Regents, and this institution received from the University fund $200 for two years. This appro 36 priation was afterwards discontinued, and no further aid was given till last winter ilo was al)propri,tedi by the Regents, to this branch, the p tyment of which was refused. in or,ter to te-st the;eg,;lity of appropriations to br nches from the Universit.y fund. by m;iking a c;tse for the Supreme Court Tils case is now pending in th tt court. It is hardly pt-rceived how any doubt cotill be entert;iied upon this point. The iitention of Congrres.s is so clearly exptres.-ed in the grants of UJniversity lan(ds to the o,ther north-western States. that the omission to partic ularize in the grant to this State coult nrot lead to any ambig,uity in reference to the desigt,n Cong"ess had in appropriating these lands. It can hardly be expected that the acadiemies of the State will long continue,,s at present, disconnected from its g,eneral plan of educati,n The State has manifeste(l its great interest in the edlucati,n of every class, by its wi e provi.sions for comnmon schtils, its liberal poli(y tow,-aris the Univer,,ity. and its henevolt-nt riu:'ril for the blind, nad( the deaf -and dumb, in commencing an institution for their instruction. '1 he primary school system of this State, and its primary schools, are deci ledly in advance of atnyv new St ite, and,,re not excelle(l by many of the olA. I'lhe University, for the timi it has be-tn in exist ence, has met with abundint suetss. Siuch having been ihe course andi progress of thle State, it cannot be supposed th t its acailemies, fi)rmin!, so necessary a part of thie systemn-so necessary to supply its co)mrnmon schools with well qualified teachers-S) necessary to furnilh annuatlly young men prepared to enter th Uiiiver,ity, will, much longer be permitted to rem iin without its fostering ci,re and support. There i~ an organized literary society in the institulltion, the members of which meet regul,rly, once a week, for thi- 1)Irp,ise of extA-mporaneous debite. Essays and addresses are occa-iu,ually (Idelivered before the society, and all the procee(lings are con,lu,.ted in a manner well calculated to promote the improvement of its memnbers. WESLEYAN SEMINARY AT ALBION. The departments in this institution consisted of the following branches: 1st, Moral and Intellectual Science; 2d. N-tutral Science; 3d. Ancient Languages and Elocution; 4th. Mathematics; 5th. Mod ern L-anruages; 6Lh. Belles Lettres; 7th. Primary English Literature; 8th. Fine Arts. In addition to the course for male students, a departmenthad been estab'islhed for a Female Collegiate In,stitute, an] a larg,e and commodious building wa;s a'tout completed( for this purp,,se. Ttle design of this institution was to afford those uho entereil it, a thli,lnuh and srsternatic course of stu ly, equal (tt]etl~st to the scit ntific ct~tlrse pu svsteimatic cour se of study, equal at least to( the scientific course pursued in many of our colleg'es. The trustees slty: '282 283 The question of the ability of the femnale mini to contend successfully in the scientific an lI iiter;ary arenL, wish the m)re tavored sex, has been to,) long settled to req lire lilsca.sion; ntr i.s the cus.tom of granting the nmetited honors, without a precedent; but itf it were, no apology could be required f,)r bestowing what is fatirly earned. An Indian department had been established, the object of which was to furnish instruction in the sever il br inches taught in the Seminary, tob) those Ildians who expect to become preachers, interpreters, or teachers of schools, amongr their ab,)trigin.1 brethren of the West. This department is purely missionary in its ch racter, and believed to be thefirst and only olie of its kind, in thle W:.,t. The institution was furnished wish a valutable Planetairium, costing $600; a solar and compound microscope; a full pneumatic apparatus; a model steam engine; galvanic battery; electrical apparatus; air pump; mathematical instruments; optical apparatus; magic lantern; terruleum; globes, ma)ps, &c., with suitable apparatus and tests for illustratiing the prin(iples of chlenlistry. The library contained tboua 700 volumes, to whichl was attached a reading room. MICHIGAN CENTRAL COLLEGE. The following extract from the report of the trustees, exhibits the condition of this institution in 1,851: COURSEF OF STUDY. The charter of the institution having been so amended at the last session of the Let,i-,iature as to conter u)on it full college power. it is intended, from the heginning of the next year, (ceimmenciltg Sept. 4,) to pur-ue a full coIle,1e c)ur-e as htir*iir I i( down, in(l th(-e pursuing it will he entitledl to the regular c,)Ilvegitte degree( of Bacheltor of Arts. But to meet the wants o)f a rge, cl tss of young men who wis,h t) obta.in merely a th,)ou,gh English education, ar,.other course of stu,ly is prescribed fitr tl-hose who pretfer it. Thlose completing this citurse,,r its equiva.lent. will receive the degree of Bachelor of 1eience and En,li,,h l.iterat uire. 'I he la(iies' course i; p-irtitul frly adape1ed to those for whom it is desigrne(; a(nd is at least fully equal to that tpurs,ued in any tf,male coileg,- in the eountry. Upon those who complete it, or its equivalent, the ordtinary diplt)ma will he eornfi(rre-d. It i1 highlv desir,ible in all the d(itpartments to pursue in the regu. lar (r,ler, a! 1 id do((wn, the v,rioti,s stu(lies. But where this is im. practicible, as in m ny c.ti(es it will he, ot h(r arr ngeme(nts will he mal~e. Iot srime branches of study it is tound necessary to orrganize cl t, eqs evern term. 'l'lte mtht),d o)f instrueii,)n in the common and higher Enollish branches, has contLtant rletenllce to the wants of those who design to teach more or less; and during the first half of the fall term, a course of lectures on the instruction and man.igement of common schools, is delivered by one or more of the Faculty, to such of the students as may choose to attend. In both winter and summer the demand for teachers in the vicinity is greater than the supply. LIBRARY, APPARATUS, &C. The college, though yet in its infancy, is furnished with a valuable library of 1,700() volumes, and a philosophical apparatus, superior to any other at present in the State; consisting in part of an electrical machine, with a three feet plate and its accompaniments, a powerful magneto-electrical machine, galvanic batteries, air pump, orrery, tel. lurium, magic lantern, with astronomical slides, microscope. globes, &c., &c. Also a chemical apparatus sufficient for most of the experiments in that study. The reading room connected with the Institute is furnished with about thirty different periodicals, carefully selected, representing the different parties, sects and sections of the country. MANUAL LAB R. Manual labor has been furnished more or less to all the students who have desired it, and it is designed, as soon as practicable, to make arrangements for furnishing regular labor, that shall at the same time be healthful and profitable to all who may wish to spend a few hours a day in this way. EXAMINATIONS, &C. There is a public examination of the several classes at the close of each term, conducted in the presence and under the direction of an examining committee, invited to attend,for that purpose. CLINTON INSTITUTE. This institution was incorporated in 1851. The trustees reported That they have purchased a property in Mt. Clemens, and fitted up a building for educational purposes, estimated to be worth from one thousand to fifteen hundred dollars. The institute has been in successful operation since the second Mondav of September last, under the superintendence of Nathaniel Colver, Jr., A. B., of Boston, Massachusetts, late a graduate of Dartmouth College N. H., as principal; Miss Harriet P. Murdock, late a graduate of Jacksonville Seminary, Ill., as preceptress, and Miss Catherine Traver. teacher in the primary department. Number of pupils last fall term, seventy five. N'lnmber of pupils (present) winter quarter, seventy. Salaries established as follows: for the principal, $500perannum; for the preceptress, $25t) per annum; for the teacher, $150 per annum. Tote I, $900) per annum. There are six rooms in the building, the largest of which is 38 feet by 42 and the smalilest 12 by 12; the main room is 14 feet high, well warmed and ventilated. and furnished with desks and chairs af,ter a model from Barnard's School Architecture. ')84 285 We have, as the property of the Institute, a piano for instruction in music, a small iibrary, apparatus &e. They would deem it verv desirable to obtain a small cabinet of rn;nera.logical, geolog(rical, z)ological and botanical specimens from the voilections of the late Dr. H,)u,hton. some twelve or fifteen suits of which are now in the dormitories of tile University buildingffs at Ann Arbor, entirely out of use, and fast going to destruction. OLIVET INSTIT'CT E. The board of trustees of Olivet Institute report that the institution is still in a flourishing condition. The number of students in attendance during the Spring term, —-------. —-----------—. —-- -—.30 Fall " -. —------------ -----—. —--- ----- — 90 Winter " ----. —----—. —---------------— 95 Whole number, by terms, —-- --------------------— 219 Of this number, nearly fifty have been engaged in the business of teaching during a part of the year. Five instructors have been employed regularly during most of the year, and three assistants during a part of the time. The course of study pursued is designed to prepare those who shall complete it, to become eminent teachers, or those who may wish can pursue a course that shall fit them to enter the University, or any college they nmay choose, two years in advance. Instruction has been givnen in the ancient classics, the mathematics, the natural. intellectual and moral sciences. Thie teachers' class was formed, as usual, in the fall term of the school. and continued seven weeks. during which time a thorough review (,f the studies taught in common schools was completed; and in addition to this, a course of lectures was delivered before the class upon subjects connected with teaching. 'f he trustees are in possession of about 100 acres of land, a building two stories in highth, valued at $300. This building is used for a chapel, recitation room. reading room, &c. Another three story edifice is completed, which furnishes four recitation rooms. a library and apparatus room, and accommodates about forty students. The cost of the building is not far from $3.000. Additions have been made to the apparatus of the institution, so that it now possesses an air pump, with its accompanying fixtures. worth $100; an electrical machit e, worth $100, and globes, with other apparatus, to the value of another hundred. The library of the institute has been increased to more than 1,000 volumes. The trustees feel determined to do all in their power to place this institution upon a Permanent basis; and with the aid of friends and patr,ons, to make it worthy of the confidence and patronage of the public generally. 286 Thu- far the succe.;s of the work has more than equalled the highest anticipations of its warnmest friends. Should this success continue, we confidently hope that this Lnstitute msty.yet become a great blessing to this our rapidly growing, State. YOUNO LADIES' SEMINARY AT MONROE. The trustees of this institution madte their first report. The institution wa,s opened for the reception of young; ladies on the 13,h of Decelmber last, with four teachers and titgy two pupils; since whiich time ithas3 been on file steady increase, until over 120 young ladies havte enj,,yed its advantages. The instructors are at present as follows: R,,v. E. J Boyd. A. M.. principal. andl instructor in ancient langu,ges, mental and( moral science; Mrs. S.trah C Boyd, principal and instrue,tres. in hii-;t,)ry; Mliss J. E. ltabbitt, instructrtess in mathematics; Miss J C. Tahsaberry, instructress in ins.trumrental music and drawing; Miss Kite B,!nnett, instructreis in vocal music; Miss E. J. Walsh, instructress in French; Mliss Helen Smith, assistant instructress in English branches. During, the p st autumn, the trustees have erected. in addition to their previous buildiings, t fine three story brick buil(ding:46 by 60, desig,ned for scho)l and lodging rooms, with a basement story for dining rooms, &c.; and when finished wit h its observatory, an.t piazz~ ixten:,ing the entire length, this centre buildin:,g, in connection with the others, will be truly an ornament to the city. The entire cost of the buildings and furniture will amount to more than $8,000. The pupils have pursued the followingr studies, viz: In Latin, 12; French, 9; instrumental music, 17; drawing,:i4; vocal music, entire school; algLrebra, 58; geometry, 9; chemistry. 15; natural philosophy, 25; moral science, 4; physiology and anatomy, 34; ariLhmetic, 133; astronomy, 2i); geolo,gy, 9; grammar, 94. It is furnished with maps, globes, and philosophical apparatus to some extent. It is intended to make it a seminary fior young ladies, equal to any in the country, where all the solid as well as ornamental branches of a finished female education are pursued. MISSES CLARK'S SCH')OL, AT ANN ABOR. The number of studients in this institution was eighty-two. The following is a sketch of its history, progress and design: At the request of some of the most respectable citizens, and an intimation th it Ann Arb,hr de(manded and could support an institution where young Ladies could receive a thorough an(i polite education, this school was commenced November 18tih 1839. Up to the present time, it numbers 433 different pupils of whom 94 have become teachers, prin(iptally in our common schools. Average attendance during the year. 8). The scholastic year embraces two terms, of two quarters etch-eleven weeks in a quarter. Public examinations — A~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~r \- ( P7 287 oecur uniformly at the close of each term, this being now the'21st examination. Every mrnmbt,r of a cl;ss i- expected to be present at the ex'mination of tlhitt cl Lss, unless ex(u,ed by the principal, or on account of ickness, or other ver-y suffitcient c;use. There have been twenty nine gradustes. None receive the certificate accordt(e1 to gral(iu.tes but such as have passe(d a critical examination in tl)e sever I branches of a solid English education, and who have been inl,,mbers of the school at least one year. This may be thought a briet tritl, but testimonials are never promiscuously given, antil always specitfyingr for whAt receive(l. It is also to be taken into) con-siideration thtt the circurntanrces heretofore of most of our citizens. have precludied their children from a long. continu nce at school, and especially thatt not a few of our senior class are of those dependent ujpon their own exertions for an education, and who come to us with much maturity of min(I as well as of years-tlhose who, if they lhave been detbtrlied from the us,ual instruction, have ever been Minkers and close otservers of N-ture. Such are persevering students-acquit them.elves well, leaving us with views enlirged by converse wllh science, and with that disposition for acquiring knowledge, whi,.h, when well discip)lined, carries forward its own mental impt ovementt. 'i'hough the intellect be peculiarly our charge, mere intellectual advancenient would be far from desirable. and productive only of an ill bal rneed mind; therefore, it is ()ur etndeavor closely to watch the moral culture of our pupils. WVith no sectarianJee/i,g, but with a deep sense of religious responsibility, we would seek to give that tone to character whi-h renrders it practicably fitted tor every station yielding, to duty, hut firm to principle. The intelltgen,.e of the p)resent age expects the sound mind only in the sound body. Attention to health is a sacred duty. By every suitabie means we woull/ aim to secure it-inculcating strict observance of the physical laws-early risingr andl retirin,g —trequeint outdoor exercise-equanimity. but cheertulness of temper. Twice in each week. in the so,s;on fo)r walks, the school. accompanied by a teacher, maike excursions into the neighboring country, in pursuit of minerals and fli)wers;, for whilch there is no better field than Ann Arbor. In our State Geological Report, 140O, it is s,id that "the hilly region of Ann Arbor affords a fine locality f,)r procuring every variety of grranites quartz and hornriblende, found in the State;" to which we may;dd. also, fossil rermatins of inumerou.s speies of crustaceans. To the stranger, the wilt fl,)wers of Mlichigan are ever a sutbject of ad(imit, tion for their lovliness and beauty. These, in their luxuriance, deck our pletasant environs, and tlhe Botanical Cllss, beiug always required to collect specimens, we have herbariums of mu( h value-itndividuals having often preserved several hlun,red spe('imeus in a season. The tcxtten,ive librarv and( cabinet of the University can be visited when it is desir ble. Our own library. too, numbers 1.01)8 volumes, to which additions are constantly being m,de; we have also a good 288 cabinet for the study of natural history; and the ph'lonophical apparatus com,piises electrical machine, glob optical instruments. &c Situated in a pleas ant and comm()(odious buiilling. in Il healtv and convenient part of the town. no eff)rts or expense in our power have ever been;sp,re(d to make this institution an agreeable an I profitable residence to those entru,ted to our care rlTe young ladiets under our particular supervision, are considered as constituting a flmily, looking to us as el(ler sisters, from whom is expected the kindest regard and upon whose example and teachings, may, perhaps, rest their immortal hopes. Though it would be impossible to enumerate all our ruiles-to prevent erroneous impressions. we would say, that the boarders are not allowed to attend public balls. or without permission accept invitations to walk. ride or visit; and unless from fimily friends, to receive calls, except on Friday and Saturday evenings, and then with the principal or vice principal. On Weitnesday or Satur(lay afternoons they attend to their shopping, returning calls. &c., and on no other days, as it is not our desire to promote an undue love of society, unfitting alike for present duties and future usefulness; but an acqIuaintance with the courtesies of life-those observances resultant from the law of kindness and sound conventional rule. Regular attendance at some place of worship is required; and as seats are provided in the different churches, it is requested that parents and guardians would designate their own preference. As there are always some scholars from abroad, not resident with us, we would earnestly request the parents of such, to leave them under other than than their own control, for it is not possible to induce habits of study in the scho,,l-room, when the hours out of it, which should have been devoted to preparation for recitation, are passed in a manner destructive to that systematic and orderly arrangement of time. so important to be acquired by the young. * * * * The catechetical mode of teaching we entirely discard. An analysis of the lessons is required in several classes, and in ALL the pupil is encouraged to think independently, and any errors corrected to the best of our ability by familiar lectures. Recitations "in the words of the book" are not allowed, that being considered the work of mere memory, and not an exercise of the understanding. ST. MARK'S COLLEGE, AT GRAND RAPIDS. This institution had but recently been organized, but had already in attendance 160 students. It had adopted, as far as possible, the text books recommended by the Superintendent of' Public Instruc tion. The trustees say: The prospect of an increase of students is encouraging. Owing to the very recent establishment of the institulion, a full boliy of prof-ssors had not been secured; additions will be made as soon as practicable. 289 The foregoing sketches develope an increasing field of usefulness, in this class of institutions, and also the fact, that an increasing interest is felt among the people, to extend to them a larger share of patronage. Although reports were not received as the law required, from all that had been incorporated, yet it will be seen, that in several of them, departments have been organized for the preparation and instruction of young men and ladies, as teachers of the primary schools, and others have been fitted for the University. They receive no pecuniary support from the State, and are the result of the enterprise of individuals and communities in the several portions of the State, where they are located. The Legislature has granted acts of incorporation, and bestowed upon several, the power of conferring degrees. It is in the natural course and order of things, that these institutions will continue to grow up and increase in number and in influence. They are not deemed in any wise, as institutions antagonistical to the system established by the State, nor do they desire to become so. On the other hand, they are most important and praise-worthy auxiliaries to the great cause of education. They form a part of our system of PUBLIC INSTRUCTION, though receiving no aid from the funds of the State. Their progress and prosperity is none the less a subject of deep interest to the friends of education, and should be of watchful and fostering care on the part of every officer whose fortune it may be to be placed by the people at the head of the system. FREE SCHOOLS OF DETROIT CITY. The board of education reported nineteen schools in operation, and one colored school. The highest quarterly returns of scholars during the past year was 2,334, being an increase of 201 over the highest quarterly return of 1848, and being an average of 122 scholars for each school. It was estimated that in the course of the year, 4,000 scholars had attended the schools, being more than twothirds of the shildren between the ages of five and seventeen. The total expenditures, including permanent improvements was $9,413.71. The total receipts, $9,014.34. THE PRIMARY SCHOOLS. The SUPERINTENDENT reported, in relation to primary schools, that the success of the system adopted in Michigan, had met, and indeed exceeded, the most sanguine expectations. The changes which 37 290 from time to time had been engrafted upon it, as its defects were developed by trial and experience, had, as a general rule operated successfully, and tended to give greater perfection to the system in all its departments. To render it, if possible, still more perfect, and to give it full adaptation to the situation and wants of our people, is the chief duty of this department. With this view, in accordance with suggestions heretofore made, the Legislature of last winter engrafted radical alterations in the system of reporting to this office. In almost all other respects, with comparatively few exceptions, the school law was operating satisfactorily and successfully. But in this respect there appeared to be a necessity for amendment. Previous to the present year, directors of districts made their reports to the board of school inspectors-the inspectors to the clerks of the several counties; each of whom prepared abstracts, which latter were forwarded to this office. The reason for the change was founded upon facts, ascertained by an inspection of the reports of school inspectors, on file in the office of the clerks, that an erroneous and unjust distribution of the public moneys was annually taking place, from the wrongful action of fractional districts in making their reports. To correct the evil, it was deemed essential that the reports of the inspectors should come under the direct and personal inspection of the Superintendent. The useful results anticipated in this respect have not been fully attained, as yet, for two reasons: firstly, because the school officers in all sections have not fully described the fractional districts; and secondly, because sufficient time has not yet been afforded since their reception, to make a complete and full examination. The result, however, cannot fail to be accomplished in the mode suggested, when accurate and full descriptions of these districts are obtained. A critical examination of the reports of inspectors, which for the first time have come into this office since November last, has led to the conclusion that, for other important reasons, the change' will result in benefit. The inaccurate and loose manner in which the reports of directors, especially, have been hitherto made, has bqen the cause of much complaint, both on the part of school inspectors and former incumbents of this office. In turn, the reports of inspectors have been ialperfect, and as a natural consequence, the reports of county clerks defective. For this reason no certainty or accuracy has been or could be arrived at, and no data of a perfectly reliable character, upon which to base conclusions in relation to the operation of the system, or upon which practical calculations could be made. In addition to this, an inspection of the manner in which the blank forms are filled up by the proper officers, leads to the detection and correction of error, and to the perfection of the forms by this office. It is readily perceived that while this office was furnished with nothing but the abstract of the county clerks, no inspection of the manner in which local officers made up their reports could be had, without an examination of the reports in the various offices of 291 the clerks, or the transmission by them of copies, which could not be practicable, or accomplished without g,reat loss of time to the office or great labor to the clerks, and expense to the people. To give perfection to the system now adopted, it seems to be only necessary to revise thoroughly, and simplify the blank forms. With the improvements that have been indicated, the school law in the main, will, it is thought. continue to operate successfully, without material amendment. While complaint is made by some, in relation to the operation of certain minor provisions and details, there is no part of the law which seems to meet with any general disapprobation. The law authorizing the voting of a tax of $1 per scholar, in many respects works unequally; but it is not believed to be so objectionable as to require repeal at the present time. The variety of constructions which are frequently given to sections of the school law, and the constant demand upon the office for its opinions, will be materially relieved by their publication. And as the demand for copies of the school laws with notes and forms, is becoming imperative, and the school laws having been materially amended during the last year, it is of the greatest importance that a new edition should be printed as soon after the adjournment of the Legislature as practicable. The object of this delay would be to include such alterations as the Legislature may see fit to make at the present session, or which the people shall demand at their hands. Fortunately, the adoption of the provisions of the new constitution, "that the Legislature shall, within five years, provide for and establish a system of primary schools, whereby a school shall be kept without charge for tuition, at least three months in each year, in every school district," will not require any general revision of the present school law. The principle of free schools has been adopted by the voice of a large majority of the people of Michigan, affording renewed evidence of their liberal and enlightened views, and their willingness under any circumstances to contribute in the freest manner, to the education of all the youth of our State. This principle, therefore, so far as it is applied'in the constitution to our own system, requires no argument. The trouble elsewhere, has been in getting at the detail of a law which will operate equally upon all the citizens of the State. The reports required by the law, which are essential to base our estimates upon, the provision especially which relates to the annual levy of one mill upon the assessors' valuation, for the increase of libraries and the support of schools, are not sufficientlv reliable and certain to ascertain correctly the total cost of tuition in our schools. As suggested by the chairman of the committee on education, to the House of Representatives of last winter, the mill tax for the year preceding, should have produced the sum of $29,908 76, while the returns show an aggregate of $17,5:30 12. The tax of one dollar per scholar, which is believed to be very generally voted, is not returned by many districts. For this reason, we can but approximate to what is the actual cost of tuition. The amount of mill tax re 292 ported this year is but a trifle over the amount reported last year, being $17,957 30. The nearest estimate that can be made under all circumstances, will not vary the total cost of tuition very far from the amount estimated by the House committee last year, viz: $80,000. The true amount doubtless exceeds this sum. But no difficulty need arise from this cause at the present time. The most desirable and practicable method of adapting the law to the provisions of the new constitution is by a simple increase of the mill tax. This tax might be increased to two mills during the present session, and thus during the first two years we should approximate gradually towards the complete and full requirement of the constitution for free schools. The transition from the present system would be accompanied with no confusion, while with more reliable data accumulated hereafter, there would eventually be no difficulty in atriving at the actual amount required to support the schools free for tuition for three months in each year. It is respectfully suggested, therefore, if it is deemed advisable to legislate in relation to the subject, during this session, that the one mill tax now required by law be increased to two mills. If we secure this, it will be an advance safely made towards the system contemplated by the constitution. It is agreed by all, that in legislating upon the subject, caution and safety in our action is far more desirable than a mere advancement without a full understanding of the probable effects of a change in the system, upon all the interests with which it is connected. When this is secured and the law, as changed, is in successful operation, the only remaining evil of which complaint may be justly made, and which arises in part from the great and wide spread irrefulari-ty in attendance upon our primary schools, should be remedied by a change in the basis of apportionment. An alteration in this respect, would be of great and immediate benefit to all our schools and to the system itself. It is therefore suggested, as the result of investigation and much reflection, that the apportionment of public moneys shall erentually be based upon the actual attendance of scholars. This will render it necessary that teachers should make returns relative to the subject in some proper way, and throuoh some proper channel. It must be apparent to those who have reflected upon the subject, that a distribution based upon the number of children residing in the district merely, cannot be sustained by any particular or sound reason. The principle of apportioning upon the number and according to the actual attendance, is evidently more just in itself, and the object to be secured by it apparent. The number of children to whom the public money is now apportioned upon the basis of a mere residence in districts where schools have been taught for three months, is 135,234. The number actually in attendance upon all the schools is less than this by 21.756. A portion, doubtless. attend private and select schools. One effect of the change suggested would be, to induce thl. attendance of these at the primary schools. It is an important object of accomplishment, 293 that the large number of children in our State, who are not attending school, and who are growing up without the advantages which education affords, and wlho must eventually, if they continue to grow up in ignorance, add to the common stock of vice and crime, and become a burden to the public should be in some manner brought within the refining and moralizing influences of early education. No greater stimulus could be given among the masses of the people of the State to accomplish this purpose, than to make the apportionment in the manner suggested. SLch a system would give a new impulse to effort, by securing a general and regular attendance; and no object could be better adapted to secure the highest and most desirable results in our system of public instruction. The suggestions thus advanced, constitute all of the most important which are thought proper, under the law requiring a report from this office, to present to the attention of the Legislature. It is believed, however, that teachers' institutes are the means of doing much good, and of eliciting much interest in behalf of the cause of education. Without some aid on the part of the State they cannot be made as efficient as might be desirable. With some legislative aid they would, beyond question, be the mleans of advancing greatly the interests of education. The direction of these institutes might be properly submitted to the charge of the principal of the State normal school. The board of education, if the means at their disposal will permit, have in view the early appointment of this officer, who might well be employed in holding a series of institutes in various parts of the State, in making the acquaintance of the people, and exciting public interest in the normal school, which is calculated to be in readiness for pupils by the first of March, 1852. STATISTICAL. The whole number of districts reported, -during the last year, is 3,097, being an increase of 37 over last year. The whole number from which reports have been received, is 2,525. The number of children reported in each township between the ages of four and eighteen years, residing in districts where a school has been taught by a qualified teacher for three months, is 132,234, being an increase over the number reported last year of 7,016. The whole number that have attended in all the schools is 110,478, being an increase in attendance over last year of 7,607 scholars. There has been an increase in the number of qualified male teachers, and a decrease in the number of female teachers. Whole number of male teachers, 1,475 " " female " — 2,612 The amount of money reported as received from township treasurers and apportioned by township clerks, is $1,628 70.'Ihe amount of money raised by tax in all the townships during the last school year, was $81,392 44, being an increase of $7,587 45 over last year. 294 The amount paid on rate bills for teachers' wages, $32,318 75, being an increase of $2,600 87 over the preceding year. There has been expended for the purpose of purchasing, leasing, repairing and building school houses, $46,797 00, which is less than the sum reported last year. The amount of mill tax assessed by supervisors, as reported, amounts to $ 17,957 30, about the same as last year, and the returns evidently imperfect. The number of children attending private schools is yearly diminishing, but slowly. They amount, according to the last returns, to 4,0f65 scholars. The number of volumes in the township libraries have increased over last year, 16,946 volumes, the whole number reported being 84,823. The following table shows the increase of scholars and the amount apportioned for the last six years, from the income of the primary school fund: Years. cholars. Am't apportioned. Ain't per Scholar. 1846. ------— 97,006 -------— $22,113 00 ------— 28 cents. 1847. ------—' 97,258 ------— 27,925 72 -----—.31 " 1848.- -----— 108,130 --------— 32,605 20 ------— 30 4 1849. —-- --— 112,272 —-- ----— 39,057 67 ------— 33 I 1850. —-- --— 125,866 —-- -----— 42,794 44 ------— 34 " 1851. ------— 132,234 --------— 44,458 56 ------— 34 In concluding the report for the year, it was observed that: It is considered a matter of great importance to publish in full, all the decisions which have been made, under the operation of our school laws, affording as they will to the various officers, greater facility in the proper discharge of their respective duties. As the annual report from this office does not go by law to the school officers, such decisions may, with greater usefulness, be embraced in the pamphlet edition of the school laws, which it is necessary to republish to meet the requirements of the people. As this cannot be done until the present Legislature shall have determined what amendmients, if any, they will incorporate in it, or what additions will be required to the present law, it is respectfully suggested that the next annual report from this office be included in the pamphlet edition of the laws, and be distributed to the districts at as early a period as practicable. Although this will delay the re-publication of the school laws, it will nevertheless afford the best facility for the preparation of valuable statistical and other information, now greatly required by all who are connected with our system of primary schlool education. In such document, for the better information of the public, both at home and elsewhere, should also be included the laws 295 and rules relating to the University, with more full information connected with all our institutions of learning, both academical and primary. In this way information will become general among our own citizens, and the people of other States will acquire that knowledge of our system of PUBLIC INSTRUCTION, which will enable them to appreciate its advantages, and realize the extent of educational achievement which the people of Michigan are destined to attain. LEGISLATION. An act was passed providing for the election of Regents, approved March 10, 1851. Also, an act approved March 28, providing that all former purchasers of University and school lands, who had annually paid their interest, but failed to pay 25 per cent. on the principal, might at any time prior to the first day of March, 1852, pay to the State Treasurer an amount which, together with the sums already paid, will make 25 per cent. of the original purchase. By act No. 74, an amendment was incorporated into section 74 of the school law. (see school law.) An act was passed prescribing the duties of the Superintendent, and repealing chapter 56 of the revised statutes of 1846; also an act to provide for the election of Regent in the upper peninsula. The one mill tax was raised to two mills. An act was also passed to provide for the government of the University, and chapter 57 of the revised statutes of 1846 repealed. An act relating to the State library, was approved April 8, 1851, appropriating the State library room to the use of the Superintendent, for his office, and requiring the State Librarian to perform certain duties connected therewith. At the extra session, an act was passed, directing the Secretary of State to send one copy of the annual report of the Superintendent to each school district, one to each township, one to each county clerk, and treasurer, ten to each city, one hundred and fifty to the State library, five hundred for binding, and one hundred for the use of the Superintendent. The sum of fifty dollars was appropriated for meteorological instruments, which have been purchased. 296 SKETCH OF THE PUBLIC SCHOOLS OF THE CITY OF DETROIT. OFFICE BOARD OF EDUCATION OF CITY OF DETROIT, I)etroit, October 25, 1851. O Hon. FRANCIS W. SHEARMAN, Superintemdent of Public Instruction: DEAR SIR-In compliance with your request to furnish some fact~ relative to the rise, growth and present condition of the Free Schools of Detroit, I beg leave to transmit the following sketch, which is necessarily general in its character, and only regret my want of time to respond more fully upon the various topics in reference to which you inquire: The cause of Popular Education in Detroit, has progressed slowly for a City that dates so far back towards the days of those noble Pilgrims, who, in their very first legislation, made sure provision for both the F'ree and Grammar School, by requiring every township of a certain number of householders, to build up these wells of learning in their midst. But the spirit 9f the Pilgrims blessed not the found, ations of the city of the Straits. They were laid as early as 1701, but by very different hands from those which built upon the rock of Plymouth; and while we are compelled to acknowledge that with us this great cause is yet in its infancy, we nevertheless claim it to be an infancy which already foretokens a strong and vigorous manhood. Detroit, d(luring the last four years, has been putting on the garments of a great Metropolis, and occupying as she does that peculiar position of a reserivoir of the great tide of population and trade now rolling in upon her from the east, and the mouth-piece of the broad and fertile valleys that lie far behind her, and penetrate into the most remote regions of the west, no one can fail to see that the day is quite at hand when she must wield an influence more potent in its extent than any other city west of New York. How much depends upon the friends of popular education, in order to render that influence potent for good rather than evil, is already well known to yourself, and I trust appropriately felt by all those among us who have the best interests of their city at heart. Previous to the year 1841, no such thing as a Free School was known in the city of Detroit, and the interests of general education 297 consequently languished to such a degree, that the benevolent attention of a few gentlemen, interested in the subject, was at length excited to reform and check the evils which were rapidly springing out of this unfortunate state of things. Foremost among them, and the first to take any steps in the matter, was our much beloved fellow citizen, Dr. Zina Pitcher, long known for his untiring efforts in behalf of every interest connected with this important subject, and widely esteemed throughout our State. fobr his arduous labors in aiding to organize and perfect our State University; and associated with him was a no less devoted friend to education in our State, Samuel Barstow, Esq., who for many successive years continued to act as the presiding officer of the board of education, and still remains its most active and efficient member, and one to whom the city of Detroit must forever remain indebted for his generous and tireless devotion to this important interest. While acting as Mayor of the City, during the year 1841, Dr. Pitcher called the attention of the several members of the Common Council to the great need of common schools among us, and succeeded in obtaining some statistics on the subject which exhibited the condition of the community at that time in its connection with education. From these statistics d(isclosed at the time, it appeared that there were then in the City twenty- seven English schools, one French and one German school, but all of them exceedingly limited in numbers, and scarcely deserving the name of schools, except the one connected with St. Ann's (Catholic) Church, which embraced nearly all of the children of Catholic Families then resident in the city. The whole number of scholars in attendance upon these 29 schools at this time, was 700, and this in a city with a population of between 9 and 10,000 inhabitants!! The average cost of tuition, as then estimated, was seventeen dollars per year for every scholar. It was likewise ascertained that there were more than 2,000 children of the proper school age, within the then limits of the city, all of whom, excepting the the seven hundred above referred to, were not in attendance upon any school whatever, while they were daily ripening into full grown citizenship, and hastening to take their places as Parents and Guardians in the community. Speedy measures were then adopted by the gentlemen above referred to, in connection with others who came forward as fellow la 38 298 borers in this good work, and by hiring vacant rooms and securing teachers, upwards of seven schools were soon opened in different parts of the city, and earnest efforts made to persuade various families whose children were then roaming the street, to send them to the daily schools thus established. Yet so great was the apathy and indifference felt by many on the subject, that when schools were thrown open for the instruction of their children at no cost to themselves, it still required the continued personal and individual effort of those interested to bring this portion of the community to see the great advantages they were able to derive for their families from the common schools. Much difficulty, and embarrassment too, was felt from a certain other portion of our citizens, who, partially from a fear of increased taxation likely to result, in their opinion, from incompetency in the management of the schools, or a reckless and extravagant policy on the part of those interested in establishing the system, and also from a general want of interest on the whole subject of popular education, did not hesitate to array themselves in an attitude towards the new enterprise which savored much more of hostility than good will. This feeling(r pervaded the minds of a large portion of the older settlers, (althoug,h there were not wanting many honorable and distinguished exceptions among them who approved and smiled encouragingly on the project,) and so fettered and embarrassed the work at its very commencement, as to render it a matter of serious doubt for some time, whether it was destined to succeed or to be crushed in the bud. The friends of the system, however, still persevered in their laudable undertaking. and though often discouraged at the almost insuperable difficulties with which they were called to contend, never once thought of abandoning the noble enterprise in which they had engaged. Through their instrumentality an application was made to the next succeeding Legislature, for an act of incorporation, which was subsequently passed, and approved on the 17th of February, 1842. This act incorporated the various schools of the city, which had just been established, into one district, under the style of "The Board of Education of the City of Detroit," and which is composed of two school inspectors from every ward in the city. Its officers consist of a President, Treasurer, and Secretary, who are annually 299 chosen by the new board, at their first meeting. By the provisions of this act also, the common council are authorized once in each year, to assess and levy a tax on all the real and personal property in the cit3, which shall not exceed one dollar for every child between the ages of four and eighteen years, according to the last census taken and on file in the Secretary's office. By the same law, a further assessment of two hundred dollars per annum, for the benefit of the school library, is allowed, and, generally collected. Subsequent legislation authorized the voting of a special tax by the freeholders of the city, of a sum not exceeding fifteen hundred dollars, whenever the same should be required, for the erection of school buildings, and this extra tax has been asked and granted in but two instances, since the organization of the schools. This annual tax of one dollar for every scholar between four and eighteen, granted by the city, together with the proportion of moneys received each year from the State school fund, (and which for the last two or three years has barely exceeded two thousand dollars,) constitutes and comprises the only fund which supports the various schools of our city. The board now have twenty-two schools in active operation, within the limits of the city, in which number is included one school exclusively appropriated to colored children, and their total annual expenditure in the support of these schools is about eight thousand dollars, of which sum more than six thousand are absorbed by teach ers' salaries. About three years after the schools were fairly started, and just as.they commenced taking form and shape, the board were called to encounter a storm which came very rear wrecking the whole sys tem, and which, but for the prudent and temperate management of those then entrusted with the interests of the schools, must necessa rily have resulted most disastrously to the permanent educational interests of our city. I refer to our first encounter with that per plexing, yet all important subject, the proper introduction of the Bi ble into the public schools. In a community as largely Catholic as was the city of Detroit at that time, it may be supposed that the op position to the introduction of the Bible, as a text book, in the public schools, would be vigorously and earnestly contested, and it was so 300 contested during a period of several months. The schools being then in their infancy, and the storm breaking upon them before they were fairly rooted, involved them in a peril from which it seemed at one time almost impossible successfully to extricate them. The religious feeling of the citizens was thoroughly aroused in reference to the matter, and the lines openly drawn between Protestants and Catho lies. Petitions with innumerable names poured in upon the board, some asking positively for the introduction of the Bible as a text book in the schools, and others soliciting the very contrary, and in sisting upon its total exclusion. So high did the excitement rise that many citizens on both sides of the question did not hesitate openly to declare, that unless their particular views were carried out in this matter, they would gladly see the entire school system bro ken up and swept away from our city. After this intemperate zeal of many had in a measure abated, the board proceeded to the dis charge of their duty by calmly acting on the question; and about the third of February, 1845, peacably settled the whole difficulty, by the adoption of the two following resolutions, viz: "Resolved, That it is the opinion of this board that there is noth ing in their rules and bye-laws at all conflicting with the right of any teacher in the employment of this board, to open his or her school by reading without note or comment, from any version of the Bible they may choose, either Catholic or Protestant. "Resolved, That any teacher who shall in any way note, comment or remark in his or her school, upon passages of Scripture, shall be removed from his or her school, upon the proof thereof being made to the committee of his or her school-the decision of said committee being subject, however, to review by the board." Thus was this threatening peril avoided, the influence of the Bible fully preserved in the schools, and the school system itself saved from the ruin which seemed at first impending over it. From that time to the present, the policy set forth in the resolutions has been adhered to by the board, and all parties seem to have acquiesced in it as the most prudent, judicious and impartial mode of adjusting the difficulty. Nor are those now wanting among such as at first occupied respectively both extremes in the controversy, who .,ave since come frankly forward and vindicated the course pursued 301 by the members of the board at that time, as the wise and proper one; although, while standing in the breach, these gentlemen were exposed to shafts from both sides, and were sustained only by the consciousness of having rightly discharged their duty, and leaving the future to confirm the wisdom of their judgment. That future is already here, and their judgment stands approved by all who have traced the history of the schools from that day forward. The twenty-two schools now in operation under the charge of the board, and already referred to, may be thus classified, viz: two Union schools, (the plan of which will be presently alluded to,) one in four, and the other in three separate departments; four middle schools, under male teachers, for scholars between the ages of five and eighteen years; eleven primary schools, under female teachers, for scholars between the ages of five and ten years, and one school for colored persons. Our system of organization andidiscipline has grown up as it were under our own hands, and been adapted rather to our own peculiar circumstances and exigencies, than modeled upon any preconceived plan of those who confine themselves to one particular mode of conducting a school, and who regard it as the one only method, rejecting every thing else. We have preferred rather to be eclectic in our various organizations, and having first fully satisfied ourselves as to the character of our material, have then proceeded to adapt all that we found excellent and suitable in the numerous and varied systems that prevail throughout the country. We are, however, exceedingly desirous of perfecting throughout our city, what we style the Union School, and which we find to be not only the most beneficial in all respects, but the most economical also. Our poverty as a board, and consequently our inability to erect suitable school buildings, delayed us a long time, before we were enabled to take the first step towards establishing such a school. Our city, (unlike the two on either side of us, Cleveland and Chicago, and mainly for the reasons already stated,) has never erected a uniform set of school buildings in the different wards of the city, and the only way in which we have to possess ourselves of buildings at all, is by taking advantage of the extra tax occasionally, of $1,500, and adding to it whatever we can manage, by the severest economy, to save from our annual receipts, and which you will readily see, from what has been stated, as to the amount of our receipts and expenditures, must be necessarily small. Fortunately, however, for the cause of education among us, the large and commodious building formerly occupied as the State Capitol, in this city, upon the removal of the seat of government to Lansing, fell into the hands of the board of education and we were thus favored with an opportunity of establishing a Union school on a large scale, which was speedily done. This building now receives and shelters over five hundred children every day, and affords more comfortable school privileges than can be found in any other building dedicated to such purposes in the Union. Although now appropriated to much more humble pursuits than formerly, when its halls were used as the theatre of State legislation, yet we confidently hope that the State is deriving much more good from the work now accomplishing within its walls, than from that which was wont to be enacted there in earlier days. If no laws are now formally framed there, the future law-makers of the State are being made there daily, and it is hoped they will be fully qualified for their work when the time of their labor arrives. The plan of the Union school, as adopted by the board of education, is briefly as follows: in the basement of the building is an infant school, where the children are familiarized with their alphabet and taught to spell. They are then elevated to the primary department, where they are still further instructed in the same studies, and also in the multiplication table, and somewhat in geography. They next pass into the lower or middle department, where the circle of study is enlarged, and they commence their work upon the text books, and are taught especially in Colburn's mental arithmetic, which has long been regarded with us as a sine qua non in our schools. The drill in this work is made very complete and thorough, and the pupil is not permitted to abandon it until he has mastered it all, from cover to cover. Having here qualified themselves for the upper or higher department, they are then transferred to the care of teachers, who conduct them through all the higher branches of study, and with whom they complete their course. These studies embrace the most finished style of reading and writing, grammar, geography, 302 303 history, both ancient and modern, higher arithmetic, algebra, geometry, natural and mental philosophy, astronomy, composition, elocution, book keeping, surveying, music, &c. &c. The very highest attainment in all these studies is here reached, and the most difficult and abstruse mathematical and geometrical problems, as also the working out of eclipses may be seen in diagrams, as the work of the scholars, at every public examination. The admission of scholars into these various departments is sought to be regulated, as far as possible, by age, although it is found that their respective attainments in a knowledge of the studies prescribed, is the safer and perhaps the better rule by which to advance them in their course. The primary departments are under the care of female teachers exclusively, and the middle and upper departments are under the conjoint care of both a male and female teacher. Both sexes attend to the same studies, and are instructed in the classes, except as portions of them are occasionally withdrawn under the charge of the female teacher into the recitation rooms attached to the middle and upper departments; and in all matters of discipline, the nmale teacher of the upper department excrcises full jurisdiction, not only over his own, but likewise over al the inferior schools in his building. In this progressive method under competent teachers, we find our scholars strengthen with every onward step, and by the time they have completed the whole course of the upper and final department, they are generally abundantly qualified for any responsible position in life, either as machinists, surveyors, or mercantile clerks, according as their tastes may have most inclined or regulated their studies. " Fesina lente!" has been the principle upon which we have sought to proceed in carrying out our system, and by thorough drill in each particular study, from the commencement, (although attended at first with some delay,) we find the scholar advances much more rapidly and intelligently in the higher branches, than where he is hurried along superficially, and with much more apparent rapidity through his preliminary studies. The latter course never can make a good scholar, the former invariably will. At present we have but two large Union schools conducted on this plan; but we hope before three years have elapsed to add at least 304 two more of this kind to our present number, and so go on increasing them until we finally absorb all of the primary and middle schools now scattered abroad through the city into Union schools, which result we regard as necessary to the perfection of such a system as our city needs, and as will prove most advantageous to its youth. The study of the classics has not yet been introduced into these schools, not from any lack of a due appreciation of their importance by the board, but mainly because of our limited means, the present want of legal authority so to expend any portion of our moneys, and the overflowing numbers of those who demand, as of the first importance, a thorough education in the English branches. Were it within the range of their power and means, I doubt not the board would be glad to engraft upon their system the grand peculiarity of the Parish schools in Scotland, where the teachers employed are good classical scholars, and impart instruction in the languages to their pupils, who often time pass firom the parish school to the University. It is in fact, to this, more than any other one cause, that Scotland owes her great superiority over England, and almost all other countries, in the great number of her highly educated sons. When, however, our means shall have increased so that we may expand as we ought, and we are enabled to secure competent teachers in these studies also, our common school system at home is Detroit, we hesitate not in saying, will not fall behind that of any other in the nation. We hope for the early arrival of this day, and at present can do nothing more than faithfully and fully prepare the way for its coming. Our school year is divided into three terms; the first commencing on the second Monday after the third Saturday in April, and closes the fourth Saturday in July. The second term commences the fifth Monday after the fourth Saturday in July, and closes the Saturday next preceding Christmas. The third term commences on the first Monday after the first day of January, and closes the third Saturday in April. By this it will be seen that we have but one long vacation, which is generally the entire month of August, and a week's vacation at the end of both the other two terms. It is somewhat difficult to arrive at the precise numberlof scholars in daily attendance upon our public schools in the course of the 305 year; but it has bees estimated by the board at 4,250 for the last year, which is more than two-thirds of all the children of the city between the ages of four and eighteen. According to this estimate the average cost of educating each scholar per year under our pre sent system, instead of being seventeen dollars, as was estimated before the schools were organized, now falls short of two dollars, and the standard of education is infinitely beyond what it was in 1841. When, too, we deduct from this, one-third of the children which are not found, as is above stated, on our public school rolls, all such as are in attendance upon the numerous select schools throughout our city, and such as have already passed into the Store and Workshop, it will be readily seen that the proportion of youth who are not in attendance upon any school at all is exceedingly small, and that our system enjoys a very large share of public confidence. Public attention is now much more generally attracted to the schools than formerly; and public sympathy, instead of being arrayed against them, as was the case at first, now rallies warmly around them and lifts up its voice in their praise. In every humble dwelling throughout our widely extended city, as well as in the splendid mansions of the rich, the free schools have now one or more earnest and interested advocates. Men who were first opposed to the whole system, have been insensibly won over to its support by witnessing the additional lustre of character and personal graces which their little ones receive under their refining influence; and those who at the outset embarked with fear and trembling in the support of this noble enterprise, can now enjoy the pleasure of seeing the free school already established as a permanent institution among us. Opposition has ceased its clamor, and confidence has bestowed her smile upon these precious nurseries of our nation's security; and the man who seeks at this late day to pluck them down over our heads, must be prepared, like Sampson of old, to perish in the ruin which his own hand hath wrought. I know not whether the foregoing hurried and rather superficial sketch of our educational interests will be of any service to you, or afford even one particle of instruction to the student who gleans in this field of inquiry, but leave you to judge-we profess not to be of superior position in this matter, knowing that we have had, and 39 306 still have much to contend with; but nevertheless, we feel ourselves deserving, at least, of that humble plaudit, "you have done what you could;" and I am sure that you will not be disposed to withhold it. I am, very respectfully, Your ob't servant, D. BETHUNE DUFFIELD, Secretary of the Board of Education of the City of Detroit. 1852. THIRTEENTH ANNUAL REPORT OF THE REGENTS OF THE UNIVERSITr. The Regents of the University, through their executive committee, submit herewith to the Superintendent of Public Instruction, the documents composing their thirteenth annual report: 1st. Report of the Treasurer of the University. 2d. Statement by tie Secretary, of warrants drawn upon the treasurer during the year. 3d. Report of the Commissioner of the Land Office. 4th. Report of superintendent of grounds. 5th. Report of expenditures, from executive committee. 6th. Report of the Faculty of Arts. 7th. Report of the Medical Faculty. 8th. Memorial of Alvah Bradish, Esq., on fine arts, &c. 9th. A historical memoir, by Z. Pitcher, M. D. The receipts and disbursements of the treasurer, which balance each other for the year, amount each to $12,543 79; his report showing that there were no funds remaining on hand, June 30, 1851. On comparing the statement of the secretary, of warrants issued during the year, with the treasurer's report, it appears that the Board have contracted a debt, in the form of outstanding warrants, which amounts to $4,775 11, which the revenues of the Board will be able to extinguish, if no extraordinary appropriations are made in one or two years. This indebtedness of the Board has mainly been contracted in the construction of a building to accommodate the Faculty and students of the College of Medicine, which also contains a laboratory suited to the wants of the department of arts. The report from the executive committee shows the particular purposes for which the funds of the Board have been expended, and 4 from that of the superintendent of grounds you will see that the re ceipts for initiation fees and room rent, have amounted to $2,364 95 To this, add the amounts received by the treasurer, viz: 12,543 79 And you have the gross sum of........$15,908 74 received and expended, or accounted for during the last academic or University year. You are referred to the reports of the respective Faculties for an account of the number of graduates in the two departments of the University, and to that from the Faculty of medicine for a detailed statement of the duties performed by the several members thereof. For the memorial of Mr. Bradish, the Board of Regents ask spe cial consideration, both on account of the elevation of its sentiment and the purity and chasteness of the style in which it is dressed. His opinions on the influence which a cultivation of the fine arts will ex ert over the manners and morals of a people, are commended to the careful perusal of all who are charged with the education of youth, ,or the supervision of institutions of learning. The memoir by Dr. Pitcher was written at the request of the Board of Regents, for the purpose of bringing before their succes sors a resume of their acts and the reasons for the adoption of some of their more important measures, in such a form that it might serve as a guide for their action, or a beacon to warn them, according as those acts may be approved or regarded of doubtful utility. We in vite special attention to what is said on the subject of branches of the University, and express our opinion that the organization of Union schools in the villages and cities of the State, will both more effectually subserve the purposes for which common schools should be established, and at the same time furnish more efficient auxiliaries to the University than its branches were during their existence. In proof of this, it is deemed proper to state that the Union school at Jonesville, under the direction of A. L. Welch, Esq., a graduate of the University, has furnished candidates for admission to the Freshman Class, prepared in the most satisfactory manner. This is al important fact, as it shows what kind of fruits the Union school may be made to produce, and what relation these two portions of our edwcational system may be made,6 bear to each other. Another moire for its preparation, originating in a desire to make some reply to 307 308 an honorable committee of the House of Representatives, who, by its chairman, had pronounced the University a failure, and to furnish an answer to those citizens who had petitioned the Legislature to abolish the medical department of the University, unless certain professorships therein named should be engrafted upon the present system of instruction in that department of that institution. The only occurrence which the executive committee can recall as having transpired within the past year, and not alluded to in the reports of the standing committees, is the resignation of the Rev. Andrew Ten Brook, whu occupied the chair of mental and moral philosophy in the University of Michigan. The committee deem it improper to let this occasion pass without expressing their regret that so estimable a man, so capable a teacher and so devoted a friend of the University, should have found it necessary or expedient to withdraw from the institution. Very respectfully, your ob't serv't, Z. PITCHER, In behalf of Ex. Corn. Detroit, Sept. 14, 1851. REPORT OF THE MEDICAL FACULTY OF THlE UNIVERSITY FOR 1850-'5I. To the Hon. the Board of Regents of the University: The Faculty organized May 15th, 1850, choosing Prof. Abram Sager, President, and Prof. M. Gunn, Secretary. September 23d, the routine of lectures and recitations was arranged as follows, viz: MONDAY, A. M. Recitations followed by lectures. Obstetrics, &c., by Prof. Sager. Materia Medica, by Prof. Allen. MONDAY, P. M. Recitations followed by lectures. Theory & Practice, &c., by Prof. Denton. Chemnistry, &c., by Prof. Douglass. TUESDAY, A. M. Mat. Med., &c., by Prof. Allen. Anatomy, Surgery, by Prof. Gunn. TUESDAY, P. M. Theory & Practice, &c., by Prof. Denton. Chemistry, &c., by Prof. Douglass. WEDNESDAY, A. M. Obstetrics, &e., by Prof. Sagel. Anatomy, &c., by Prof. Gunu. 309 WEDNESDAY, P. M. Theory & Practice, &c., by Prof. Denton. Materia Medica, &c., by Prof. Allen. THURSDAY, A. M. Obstetrics, &c., by Prof. Sager. Anatomy, &c., by Prof. Gunn. THURSDAY, P. M. Theory & Practice, &c., by Prof. Denton. Chemistry, &c., by Prof. Douglass. FRIDAY, A. M. Obstetrics, &c., by Prof. Sager. Anatomy, &c., by Prof. Gunn. FRIDAY, P. M. Materia Medica, &c., by Prof. Allen. Chemistry, &c., by Prof. Doug lass. SATURDAY. Reading and examination of theses, attended by all the Faculty, and occupying from two to four hours. Theses being required only once in two weeks, the alternate Saturday to be occupied by the usual number of recitations and lectures, distributed among the Faculty as convenience and utility at the time dictated. The course was opened the first Wednesday in October, 1850, by an introductory lecture by the President. With the exception of a few days, early in January, 1851, which were occupied in completing the arrangements for warming the lecture rooms, the exercises continued in accordance with the foregoing schedule, till the Saturday immediately preceding the annual commencement of the medical department. Ninety-one regular matriculants were in attendance throughout the course, also five honorary members of the class. It may be mentioned that a considerable number of clinical lectures were given in addition to the' regular curriculum, practically illustrative of interesting points in pathology and therapeutics. Se7eral of the capital operations in surgery were performed before the class, as also many of minor character. In consequence of the large number of students engaged in practical anatomical study, the professor of anatomy and surgery found his duties so excessively onerous that he was obliged to employ an assistant to act as a demonstrator. The professor of chemistry has also been obliged to make use of an assistant. Invitation having been extended to the junior members of the class to participate in the exercise of medical composition, a large 310 number of them cordially responded, so that very considerable labor was thrown upon the Faculty in the critical examination of the numerous "theses" presented. Frequent review examinations were conducted, both of the junior and senior classes, at irregular intervals, and during otherwise unoccupied hours. Much time and labor have necessarily been employed by the Faculty in the preperation of means of illustration, which the limited appropriations at their disposal have prevented them from otherwise procuring. By this course, they have been enabled to elucidate many of the more important subjects of remark,:although much additional exertion and expenditure will be necessary to place the several departments on a proper footing in this particular. Near the close of the term, several gentlemen having duly announced their intentions, and having presented the requisite credentials, were admitted to an examination for the degree of Doctor of Medicine. Of these, six were found to possess the proper qualifications, and, on the recommendation of the medical faculty, were admitted to that degree at the meeting of the Board of Regents in April last, being the date of the annual commencement of the Medical Department. Twenty-three students passed the examination, holden about the same time, preliminary to their being admitted as candidates for graduation the next ensuing term. These were severally graded according to their merits, as shown on examination; it being understood that this will influence to some extent the mode and degree of their final examination. It was deemed expedient, in order still further to aid the efforts of the Board of Regents, to elevate the standard of Medical Education, by facilitating the means to establish a summer reading term, free to all the students in this department. This has accordingly been done. Daily examinations have been held by the Faculty in the various branches of medical study. The number in attendance the present term, from the lateness of the notice, is small; yet it is believed that when the advantages of this course shall be more fully known, a large number will annually avail themselves of its bene fits. 311 The Medical Faculty cannot allow this opportunity to pass without expressing their sincerest thanks for the cordial co-operation of the profession throughout the State, as well as the public generally, in sustaining their efforts to build up and give character to this new institution. Nor is this without a reason-the conservation of the public health is second to no other object of public interest. Whether we can look for a largely increased number of students in this department, the ensuing course, is a matter of some little doubt. It is true, the fees actually paid are small, in comparison with those of similar institutions; yet, it is to be recollected, that the extraordinary length of the lecture term, whilst it increases largely the opportunities of the student, involves at the same time an increase of personal expenditures, so as very nearly to balance the amount. The examination upon preliminary branches, it appears, has also repulsive features to many students. From these causes mainly, it is thought, that although a large majority of the late medical class were residents of this State, yet still the catalogues of foreign institutions show that many students from this State were abroad. The extended term and the strict enforcement of the rules of examinanation are, however, it is believed, paramount to mere numbers, and should in any event be sustained. The medical faculty are gratified in being able to report to the Board, that there are but few particulars in which further action of their body is deemed necessary. The plan of the institution, they are happy in being able to state, has been submitted to many of the most distinguished members of the medical profession throughout the country, and has met with their decided approval. It is essentially the one which has been recommended by that learned body, the American Medical Association. It would largely facilitate the course of instruction in this department, were it more adequately supplied with appropriate apparatus, plates, drawings, models, &c. It is hoped, however, that the proceeds of the matriculation fees, which have been appropriated by vote of the Board 4To this object, will, if scrupulously devoted to that end, soon relieve the institution from the great disadvantages under which it at present rests from their deficiency. To defray the expense of the diplomas granted, and still further to augment the contingent fund, it is recommended that a small fee, 312 be charged on each diploma' which may be issued from this department. The medical faculty was re-organized June 5th, 1851, by choosing Prof. Denton, President, and Prof. Allen, Secretary. All which is respectfully submitted. By order of the Medical Faculty. J. ADAMS ALLEN, Secretary. The following MEMOIR, embracing an epitome of the transactions of the Regents of the University, with some reasons for the adoption of their more important measures, from 1837 to June 30, 1851, has been prepared by Dr. Pitcher, and, having been adopted by the Board of Regents, was transmitted to the Superintendent with the report for the past year: MEMOIR. Being required by the Revised Constitution of the State, which prescribes a new mode of appointing, and changes the tenure of office of the Regents of the University, to surrender the trust hitherto committed to the present members, the Board of Regents, deeming it to be appropriate to add to a careful recapitulation of their receipts and expenditures, a succinct history of their administration, assigning the motives for their action and the reasons for the policy they have pursued, directed the following memorial to be prepared as a part of their annual report: When the members of the Board were first called together by Stevens T. Mason, then Governor of Michigan, whose short and brilliant career constitutes an epoch in the history of the State, the important duties of selecting this site, which will remain sacred to letters, to science and the arts, so long as intelligence and virtue shall hold their seat in the affections of the people, and of providing the means by borrowing the credit of the State to adorn and improve it, were the subjects first presented for their consideration. The man ner in which they performed these duties has become a matter of history. As such, it may be seen and read of all men. Of the judgment which the present or the future may form in relation to these transactions, the Board feel no apprehension and manifest no concern. 313 Having selected the site of the University, secured the means of erecting the buildings, purchasing the library, and of doing other things necessary to lay its foundation, it became apparent that the materials for the construction of the living edifice were not at hand. The blocks for the statuary were in the quarry, but there were no hands to hew them into form. Our political and social institutions were yet in a transition state. The common schools were then in chaos, and our whole system of Public Instruction in the State, at best, of inchoation. Believing that the attempt to establish or organize the University at this stage of our political existence, in this condition of the other educational institutions of the State, would prove abortive, the Regents resolved (as the constitutional authority or warrant for so doing had not then been questioned,) to invert the order of things contemplated in the organic law, and proceed at once to the establishment of branches as a means of furnishing the elements necessary to give vitality to the central institution, when the time for appointing its Faculty should arrive. In order to carry this purpose into efiect, the committee on branches were authorized to employ an agent to visit the different sections of the State and engage the co-operation of citizens living at such points as seemed most suitable for the establishment of branches, and report his doings to the Board. This agent, who was restricted to eight localities, reported in favor of locating a branch at Pontiac, Detroit, Monroe, Tecumseh, Niles, Grand Rapids, Palmer and Jackson, the citizens of which were required to furnish the site and the edifice necessary for the accommodation of the pupils. On the fulfillment of these conditions, branches were organized at Monroe, Tecumseh, Niles, White Pigeon, Kalamazoo, Pontiac, Romeo and Detroit. A department for the education of females was added to the branch at Monroe, Tecumseh, White Pigeon, Kalamazoo and Romeo. Branches were also located at Mackinac, Jackson, Utica, Ypsilanti and Coldwater, but no appropriations were ever made for their support. On the first organization of the Board of Regents, it included no clerical members. For this reason, the University, then in futuro, was stigmatized as an infidel affair, which, it was predicted, would fail to perform the junctions for which it had been endowed. This 40 314 prediction was uttered with much confidence in certain quarters, and an act for the incorporation of a sectarian college was urged through the Legislature, partly by the force of an appeal to the religious feeling of the members, based on this accusation. Partly with a view to disarm that kind of opposition, and more especially because they believed it to be a duty, irrespective of it, the Board was careful to introduce the elements of religion into the branches, which they did by the appointment of clergymen of the different denominations as principals thereof. In the adoption of rules for the government of the branches, special care was taken to guard the common school interest from injury, by requiring candidates for admission to undergo a preparatory examination. Tuition was to be paid in advance. A treasurer was appointed for each branch, who was required to make a report of the funds in his hands, at the close of each term. The course of study to be pursued therein was prescribed by the Board of Regents, which embraced the preparation of the pupil for college, his qualification for business, or for teaching, as he might himself elect. With the design of inducing young men who had been educated at the branches, to engage in the business of instruction, a regulation was adopted which authorized the treasurer to refund the money paid for tuition, to all such persons as should furnish to him evidence of having been engaged in teaching, having regard to the time they had been thus employed. A board of visitors was also appointed for each branch, to whom such powers were delegated as seemed necessary to the practical working of the system. Notwithstanding the pains taken to adapt these institutions to the public exigencies, so that their legitimate functions could be performed without infringing upon another portion of the educational systems they soon began to decline in popular estimation, because they were mot able at the same time to perform the functions of a common school as well as a branch of the University. A feeling of jealousy was awakened in the minds of those whose children were excluded from them, either from want of age or qualifications. Consequently they were soon regarded as places for the education of the (so-called) aristocracy of the State, and the University, through the influence of the branches, began to be spoken of as an enemy to popular education. If an opinion may 315 be formed of public sentiment by the tone of certain official papers, it would appear that that feeling, instead of becoming extinct, has, only changed the mode and place of its appearing. Finding that the branches were drawing largely upon the fund designed for the construction of the University buildings, and that they were not satisfactorily accomplishing the end for which they had been established, the Board of Regents, after mature deliberation, being fully assured that the expense of keeping them up was greatly disproportioned to the benefits accruing thereform, suspended, in 1846, all appropriations for their support, after more than $30,000 had been expended in trying to sustain them. Whilst this trial was being made of the utility of branches, Professor Gray was in Europe selecting the library of the University, and Dr. Torrey, of New York, was negotiating the purchase of the; Lederer cabinet of foreign minerals, which now constitutes the principal sources of attraction to persons visiting this institution. From this experimental though abortive effort to build up and sustain branches of the University, the Board have learned, and theydeem the lesson of sufficient importance to leave it on record, that local institutions of learning thrive best under the immediate management of the citizens of the place in which they are situated, and when endowed or sustained by their immediate patrons. When the time arrived for the organization of the College of Arts, the Board were not forgetful of the truth that man is not merely an intellectual but a moral being-a being meant for virtue as well as for reasoning, and partly as the result of his reasoning. And in order that the youth who should resort thither for instruction in science, letters, and the arts, might also imbibe correct ideas of moral truth, and just conceptions of their relations to other men, as well as their Maker, they appointed a clergyman from the Presbyterian, Baptist, Methodist and Episcopal churches, respectively, to the professorships of ancient languages, moral and mental philosophy, the philosophy of history, and mathematics, with natural philosophy. In, supplying the Chairs of chemistry and mineralogy, botany and zoology, and the modern languages, although the gentlemen occupying: these places are unexceptionable in moral character, regard was moreespecially had to their other qualifications for these positions, than to, 316 the religious influence they might exert over the minds of the young men entrusted to their charge. In order to avoid the appearance of sectarian predominance in the institution, a regulation was established by which the four first named professors were required, in turn, to act as President, for one year from the time of his accession to,he office. The inconveniences of this plan of rotation in the office of President, to which the state of the finances compelled the Board to adhere whilst erecting the buildings necessary for the two departments now in successful action, were not so sensibly felt until'the medical department was established during the past year. Since then, the necessity of a common head has become daily more apparent. The Board are aware that the wisdom of their action, in selecting so many of their faculty from the clerical profession, has been called in question; still they are so strongly impressed with the importance to youth, of correct moral training, during the period of college life, and of the necessity of a sense of religious responsibility, to insure fidelity in the instructor, that no present consideration would tempt it to found a collegiate institution, without its materials were cemented by religious belief, and its durability guarantied by the hopes which Christianity alone can inspire or impart. Whether these ends can be as well secured by other instrumentalities, is a matter which they seriously commend to the consideration of their successors in office. In arranging the course of study for the under-graduates of the University, the Board of Regents, aided by the members of the faculty, have expended much patient, laborious and anxious attention. They have striven to adapt their legislation to the demands of an active age, so as at the same time not to be instrumental in confirming the idea that it is not an age of reflection as well as of action. With this view they have required candidates for academic honors to study the humanities of the older schools, as a means of acquiring elegance in diction and an easy and happy command of style in composition, whilst they have afforded them the means of acquiring the modern languages, and the elements of natural history, including both organic and inorganic nature. The Board have not been unmindful of the tendencies of the age. 'They are aware of the growing impatience of youth to put off sub. 317 jection to parental control, and to put on manhood-of the ardent desire of the young man to become rich, rather than wise-of the increasing disposition in all classes to despise precedent, to reject whatever is old, for that reaso n, rather than because it has become effete; and have labored, not so much to minister to the gratification of this morbid relish for unregulated liberty, as to cultivate in their course of study and system of discipline, a conservative sentiment which should restrain, guide, enlighten and direct the young men who may resort thither for mental improvement. They desire, with great humility, to acknowledge their submission to an all-sufficient Creator. They observe in His works an order of progression, a plan of development which illustrates His attributes, and demands their profoundest admiration. In the origination of matter they recognize His power; in the development of organic existences, His wisdom; in the creation of sentient beings, His goodness; and in the existence of man, Hlis power, wisdom and goodness combined. In His scheme of creation alone, they find inscribed the law of progress. They learn from His word, that man was created in His own image; that since his fall he is left with powers susceptible of enlargement by cultivation, but find no warrant for the belief that any new faculty or power can be added or developed by his own exertion. Man may therefore improve, but cannot progress. They further learn from experience, a truth long since uttered by a Jewish Rabbi, that wisdom cannot be devised: and they infer from these truths, the law, that each generation of men must learn wisdom by its own ex perience, and that every individual mind must be improved by the exercise of its own powers. In conformity to these laws, and to ef feet these ends, the course of study in the University has been regu lated. The special objects being to teach youth how to study; to prepare them for professional reading or for becoming intelligent ar tisans or business members of society. Not being of the opinion that the untutored youth is the best judge of what he ought to learn, nor that the admission of pupils to an irregular course of study along side of those of whom a more thorough drilling is required, would have a favorable effect upon scholarship, the Board have required all candidates for academic honors to study the elegant and antique models found in the Greek and Roman classics, to submit to daily 0 318 recitations and the moral restraints of a college faculty. They know that in the hurry of men to accumulate wealth or acquire power, they will forgo the advantages and pleasures derived from patient mental culture-resign the sceptre of mind for the gilded mace, or the delusive and transitory exercise of political authority-and know ing these things, they have felt it to be their duty to strive to estab lish another umpire than that of Mammon, and to tempt young men, by protracting their course of study, to look for distinction out of the counting room or the political arena. It is admitted that the number of students in the University could be greatly increased, if there were no prerequisites to their admission; and they believe at the same time that a system which should look merely to the augmentation of numbers, would have a fatal effect upon scholarship, and subvert the object of the grant, the end and purpose of the endowment. Since the foregoing was written, a national educational convention has been held at Cleveland, in Ohio, in which the expediency of expelling the classics from our colleges became the subject of discussion. One of the gentlemen who took part iii this debate, having been at one time a Regent of the University of Michigan, included in his remarks an admirable defence for his colleagues, in the adoption of the course of study required of their under-graduates. I take pleasure in incorporating it into this memoir, although it adds essentially to its length. It is gratifying to add, that that respectable Body set the seal of its disapprobation upon the attempt to make it the medium of disseminating so pernicious a sentiment: The Board adopted in the organization of the collegiate department of the University, the general system and plan of studies which have been approved for centuries in Europe, and almost universally by the directors of colleges in these United States. The curriculum is equally full and extensive with that in any collegiate institution in this country, intended mainly, though not exclusively, for the education of minors. It would have been as disastrous in its results, as certain]y a breach of trust in its very nature, had the Board, with the commencement of the collegiate department of the University of Michigan, projected any novel system of education which had not been put to the test of time and experience. The collegiate course of studies in the United States, as in the different colleges of the Universities of Oxford and Cambridge, in England, and the Gymnasiums of Germany, is intended for a specific purpose, and wisely adapted to it. The history and experience of centuries have stamp 0 319 ed it with the seal of approbation, and it is questionable, especially after several abortive experiments already made in this country, whether any other equally, not to say more, efficacious can be devised. The design of collegiate education is not immediately to impart the knowledge of the sciences and the arts-not to fill the memory and minds of youth with mere information. This is the work of life. It is utterly impossible that in the course of four years, any person, whether a minor or of maturer years, can range through the whole circle of the sciences, the whole field of human knowledge. In many of the natural sciences, especially in chemistry, geology, mineralogy, and various departments of natural philosophy, the continual development of new facts and new discoveries, render it indispensable, even for the most learned professor, to be a diligent student, if he would keep pace with the progress of knowledge in his own department. The same remark may be made in relation to the moral sciences and ethics, economics and politics. Nor can the professor of mathematics, without continual study, long maintain his position and reputation as an instructor in the exact sciences. Whoso would think of requiring from boys, in a course of four years training, to compass the entire range of the natural and other sciences, only betrays his own ignorance of the wide field of human knowledge. The course of collegiate study and its peculiar advantages, have already suffered much from attempts to enlarge the course of study, so as to embrace a wider field than can be perfectly or even profitably cultivated by youth generally, or by any one in so short a period as four years. Yet the demand of popular feeling has been for the enlargement, rather than for the curtailment of the studies of a college course; and institutions, depending on popular favor for the means of their existence, have been forced to meet and gratify, to some extent, that demand. The Board have not been insensible of this state of public feeling, and have felt the necessity of respecting it, as far as it could be done with safety to the real interests of college education. They have introduced into their schedule, as full a course of study in the exact and natural sciences, as is to be found in most colleges. They have far exceeded most in the provision made for the study of the modern languages, and they have manned their Faculty with talerts and attainments inferior to few. It is not without the conviction, however, produced bv their observation and the history of the University, that this extension of the collegiate oourse has tended to embarrass the student somewhat in the prosecution of his studies in the Latin and Greek classics. This has been matter of deep and serious regret with the Board. For, although there has been a studied attempt, in certain quarters, to disparage the study of the learned languages, as they are sometimes called, and although much interest has been manifested in decrying the Latin and Greek classics, and in demanding the substitution of various natural sciences and arts in their place, yet the Board hope that the day is far distant when any revolution will be wrought which would exclude them from a course of collegiate ed 320 ucation, or deprive them of that prominence they have heretofore had and continue to possess. Objections against their study are generally founded in ignorance of their uses and design, or the true reasons which have determined the instructors of youth for centuries in giving them such a conspicuous position. It is not the amount of information obtained from classic sources, which, commends them so much for the study of youth, as it is the admirable aid the Latin and Greek languages furnish for the discipline of the mind, the development of its powers, and the formation of habits of close thought and accurate discrimination, for the cultivation of a refined taste, and for securing a better, more accurate, and thorough knowledge of our own English tongue. It is not to be denied that some of the loftiest ideas of Liberty and Patriotism are derived from the Greek and Latin poets, historians, orators and statesmen, and that the benefits of ancient civilization may thence be secured for the purpose of modern advancement. But these and other kindred advantages are only secondary compared with the value of the Greek and Latin languages, especially the latter, to the English scholar, as they are the fountain of so large a portion of our own tongue. No man can be fully at home, in the knowledge of his own English, who is not acquainted with Latin. The experience of past ages in Europe, and of nearly two centuries in our own country, has proved their importance and value as the means of mental drilling, and the easiest and best means of so cultivating the powers of his miisd as to enable a young man easily to adapt himself to and become useful, not only in any of the learned professions, but in general for social influence in any vocation in life. It is true that there are men whose names are an honor to their country, and their age, who have been self-taught-who have struggled through all the disadvantages resulting from the want of an early education, and who, notwithstanding that they have never had a collegiate course, nor studied the Latin and Greek, have distinguished themselves, and greatly benefitted their fellows. But these are exceptions to the general rule. What would not their towering minds, rising above such disadvantages, have been, if they had but enjoyed the full benefit of a collegiate course? And what would multitudes of more moderate talent have failed to be, had they never been subjected to the college drill? They are the liberally educated minds who generally direct public sentiment, and possess the power to do so. Our legislative halls furnish abundant examples of the superiority which the liberally educated have over the uneducated, in the transaction even of the ordinary business of public bodies. On the value and necessity of the study of the Latin and Greek classics, the Board have never entertained any doubts. In resigning their place to their successors, they feel that they would be unfaithful to themselves and to the University, did they not give their public testimony to what they believe to be essential, absolutely indispensable in a thorough course of liberal education. Any attempt to derange the course of collegiate instruction, by a general provision for extensively introducing irregularities, by adapt 321 ing it rather to men of mature years than to minors, by leaving the. different subjects and parts of study to the selection or choice of students, and by requiring services from the professors accordingly, must prove disastrous to the University of Michigan. It will be but the signal for the commencemenit of collegiate institutions, under the eare of different religious sects, and the sure means of destroying the confidence and attachment now felt towards the University, by the different religious denominations in our State. There is no short hand, patent road to learning; and students who are averse to a four years' course of laborious and assiduous application, under the care of competent professors, can never justly expect to become proficient in literature or science. Where so much time, however, cannot be given, as by those who may commence study after having passed their majority, or where'facilities are denied for pursuing one or more branches of science, as of chemistry, mineralogy, or other of the natural sciences, and of their application to various arts, as of agriculture, mining, metallurgy, and the trades, or of the mathematics for purposes of engineering and mechanism, we feel that it is allimportant to provide them as soon as practicable. But schools for such purposes will require separate lecturers and faculties, and funds beyond what the University at present would be competent to meet. They might well be associated with or clustered around the collegiate faculty, and form part and parcel of a great system, whose various branches strictly and properly constitute the University. But as Rome was not built in a day, nor in an age, so it must be the work of time, as means and students multiply, and wisdom and experience are had, to enlarge or add to what has already been begun. To destroy or revolutionize what has been done, will only be to drive many of our own youth to other States, to waste the public funds, to postpone to a later period, if not fatally to frustrate, the best interest of education in our commonwealth. Our whole system of free schools is capable of being carried out and up to any extent for popular education, and district and union or high schools may be readily engrafted on it, affording educational advantages abundant as needed, and near to every man's door. But the collegiate system and the course of studies particularly adapted to the learned professions. for establishing which the U. S. Government have endowed the University of Michigan, is as totally different and distinct from the common school, as is the appropriation of the sixteenth section in each township, from the seventy-two sections made for specific purposes. The Board have ever felt it their duty to guard the funds put at their disposal, and to use them in accordance with the design had by the U.S. in the endowment of the University of Michigan." The failure of the University to arrest the public attention, by the display of numbers in its annual catalogue, is owing to extrinsic causes, and not to any inherent defect in its organization. or want of talent in its Faculty. There is yet a lamentable deficiency in the number of preparatory schools in the State, and notwithstanding this 41 322 deficiency the ratio of college students to the population of the State is equal to that of any other State of similar age, anti the institution itself is as prosperous as any other in the country, its equal in age and surrounding circumstances. By an examination of the catalogues of the various medical schools in the surrounding States, it was ascertained th it in [I48, from sev enty to eighty students of medicine, citizens of Miclig,an, were at tending lectures out of the State, and it was estimated that an equal number were reading in the offices of physiciians at home. These statistics induced the Board to commence the erection of a laboratory, which should be spacious enough to afford the requisite accommoda tion for the medical department. In doing this, they found it neces sary to expend more than their current income, both in'49 and'59. By doing this, they were enabled, having appointed a medical faculty, to open that department for the admission of students in October, 1850. A catalogue of that faculty and the regulations of the depart ment, are hereto annexed. In an age elated by its notions of progress, characterized by de sire for change, impatience of authority, disregard for precedent, and even contempt of law, it may be deemed proper for this Board to give some reasons why, in their or,ganization of the college of med icine, they have paid so much deference to the authority of antiquity and so little respect to revelations of the present day. By reference e the catalogue of the medical faculty, it will be seen that tihey have made provision for instruction in anatomy, or a knowledge of the structure, form and relation of the parts of the human body-physiology, or a knowledge of the functions or uses of the organs-pathology, or the changes produced therein by disease-practical med. icine and surgery, which include the directions for arresting morbid action, removing its products and repairing the injuries arising fromn accident-materia medica, or a description of the remedies used for these purposes, with an account of their modus operandi-and obstetrics, embracing the doctrine of ovology-the theory of reproduction, including the development of the feetus in utero, and its expulsion when arrived at maturity. To these, as a means of qualifying the medical student for the discharge of certain duties. which tl)e publia authorities may call upon him to perform, the Board have added.8 professorship of chemistry and medical jurisprudence. 323 The foregoing is a synopsis of the curriculum or course of study required of candidates for medical degrees in the University of Michigan. The Board of Regents, at the time of adopting this curriculum, were fully aware that there existed a sect who believe "that nothing can be perceived of the internal operations of the animal frame where life is disturbed by disease-who teach that it is only by means of the spiritual influences- of a morbific agent that our spiritual power can be diseased-that the causes of disease cannot possibly be material, but that they originate in a dynamic (spiritual) immaterial cause, and can only be destroyed by dynamic (spiritual) power; thalt even the different species of worms are found only in patients laboring under a psoric (itch) affection-that the symptoms of disease are only the expressions of agony in the immaterial part of our nature, on which the curative remedies act by virtue of their spiritu-lly countervailing agency-that behind these symptoms there is nothing to be learned of disease-that nothing can be learned of the effects or properties of medicines except from the morbid appearances which they excite in health —that a dynamic (spiritual) disease is extinguished by another more powerful, bearing a strong resemblence to it, a fast which they assert is confirmed by biology-that the medicin'l disease must hence be more powerful than the one it proposes to cure-that natural diseases cannot be overcome by the unaided vital energies that any real medicine (Homeopathic) will at allZ times and under every circumstance, work upon every living individual-that notwithstanding the assertion that medicinal diseases expire, as it were, by virtue of a statute of limitations, and that both natural and medicinal diseases are spiritual dynamia, declare that the chronic affections arising from the use of bark, opium, mercury, silver, iodine, digitalis, sulphur, leeches and setons, effect changes in the organization, destructive to life, for which there is no remedy; that all chronic maladies, not the results of malpractice, on the part of old school physicians, arise from the miasm of syphilis, sycosis, and psora(itch;) that the latter (itch) is the sole true and fundamental cause that produces all the other countless forms of disease which, uider the name of debility, hysteria, hemicrania, hypochondriasis, insanity, melancholy, idiocy, madness, epilepsy, rickets, ca 324 ries, fungus haematodes, gravel, hemorrhoids, jaundice, drop sy, amenorrhcea, epistaxis, asthma, impotency, sterility, deaf ness, cataract, amaurosis, paralysis, and pains of every kind which appear in our pathology as so many distinct diseases-that neither the skill of the physician nor the powers of nature had ever been able to cure a disease by an antipathic remedy-that a primary pso ric (itch) eruption may be cured by ten globules of sulphur, if one be given in seven days-that where the remedy had been abused even years before, the smelling of one globule moistened with mer cury, and allowed to operate nine days, will again render the vital powers susceptible to its operation-that one dose of mercury (XI) is sufficient to cure syphilis-that the professors of homoeopathy propose to develop the immaterial (dynamic) virtues of substances not inherently medicinal, by mere manipulation, such as trituration with sugar, or dilution in alcohol-that the remedy can never be so small as to be inferior to the disease-that it effects exclusively the organism already suffering-that all that is curable by homceopathy may, with tile utmost certainty, be cured by inhaling the aura of one globule of sugar, of which one hundred weigh a grain, moistened with the remedy proposed.to be used, even if the organ to which it is applied be in a state of paralysis-and that internal hemorrhages, threatening death, may be cured by magnetism, which recalls to life persons who have remained in a state of apparent death during long intervals of time, a species of resurrection of which history records many examples 1" But the Board itself held to the doctrine that man's material as well as his spiritual nature, is the subject of disease when he violates a law of its being, and that the diseases of the latter are only curable by the blood of the atonement. His physical system being formed of numerous elements, such as sulphur, soda, lime, iron, phosphorus, carbon, nitrogen, oxygen and hydrogen, either chemieally or mechanically combined, it may become disordered if either of them become deficient or exist in excess. Some of its diseases must of necessity arise from material causes, which will require remedies of a like material nature for their removal. This belief leads necessarily to a conviction of the importance of knowing man's strueture, the uses of his organs, as well as his relation to the objects by 325 which he is surrounded; the medium in which he moves, the atmosphere he breathes, and the chemistry of the food on which he subsists. As an intelligent exposition of the symptoms of disease requires an intimate knowledge of the nervous system, the students of the Medical Department of the University have been required, in order to ensure familarity with the separate and related functions of the cerebrum, cerebellum, medulla oblongata medulla spinalis, the par ragum, external respiratory or nerves of respiration, the offices of the different branches of the fifth pair, and the distinction between the afferent and efferent nerves, to study the works of such men as Bell, Hall, Lolly, Flourens, Majendie, Todd, Bowman, Bischoff, Philip and Lassaigne. To learn the properties of the gastric juice, they are referred to the experiments and writings of Spallanzani, Beaumont, Blondlot and Ch. Bernard. In order to be able to comprehend the consequences of the act of respiration, they are required to investigate the writings of Muller, Magnus, Bischoff, Edwards, La Grange, lHassenfratz, Collard de Martigny, Leibig, Crawford, Reid and Davy; and in order to a right understanding of the changes wrought by disease, and the proper use of remedies for morbid action, they are directed to study such post mortem explorations as were commenced by Bailey, and have been continued by Martinet, Hodgkin, Williams, Prout and Bright. With all becoming regard for the opinions of such of our fellow citizens as have been led, by a belief in a dogma of the day, to petition the Legislature for the repeal of the statute regulating the practice of medicine and for the abolition of this department of the Universitf, we would ask, in the name of the Board of Regents, what there remains to be taught the medical student to fit him for the discharge of the duties of his profession, which they have not made provision for? Is there any other way for the medical neophyte to acquire such knowledge as will admit him to a seat in the temple of the Coan sage than that pointed out, rugged though it be, in the University course? Or shall the accumulated results of three thou sand years of experience be laid aside, because there has arisen in the world a sect which, by engrafting a medical dogma upon a spurious theology, have built up a system (so-called) and baptized it 326 Homceopathy? Shall the High Priests of this spiritual school be specially commissioned by the Regents of the University of Michigan, to teach the grown up men of this age that the decillionth of a grain of sulphur will, if administered hlomceopathlicatlly, cure seventenths of their diseases, whilst in every mouthful of albuminous food they swallow, every hair upon their heads, and every drop of urine distilled from the kidneys, carries into or out of their system as much of that article as would make a body, if incorporated with the required amount of sugar, as large as the planet Saturn? Shall they be appointed by this Board to tell men, whose skeletons contain twenty per centum of phosphorus, that this article, wheni its "spiritually dynamic power" is developed by trituration, will cure disease, if the patient inhale the aura from the pellets over a p iralyzed surface, or apply them to the membrane of the intestinum rectum, at the same timne that every kernel of wheat which goes to matke up his daily food, if exalted by dynamic division, would furnish poison enough to destroy the Chinese E:.npire?* So of lime, which furnishes the foundation of his bony system; and so of carbon (charcoal) which constitutes a large proportion of the softer solids of his body. Now, as this Board have been taught that man is a material reality, originally formed of the dust of the earth, that he possesses the faculty of assimilating materials necessary to his growth, that lie is liable to disease when operated upon by causes which disturb the laws of his being, that his body is the subject of death and will be of a resurrection, that as it is developed and sustained by the incorptration of material elements introduced from without, so its abnormal condition is to be removed by agents having physical properties capable of exalting the vital actions when depressed, and of repressing their force when unduly excited. Res ectfully submitted. Z. PITCHER Ann Arbor, Julv 15, 1851. *NOTB. In order that the foregoing may not appear to be merely a fi of speech, I have copied tile following mathematical view of lhe esults of homeopathic trituration andi solution, from Professor Lee's edition of Paris' Pharmacologia. The reader will; ple-te to rccul 327 leet that only one grain of meqicine is employed for all thedilutions, no matter h,)w itnert the substance may be, as sponge. sulphur, charcoal;inl lime. aIid that the higher the dilution, tbhe more potent the art"'/le hy comes. (ubic Jeet of water, weight 62.5 b16s. to the foot. (Decimals jerd't ) DILUTI()NS. 5t h. 22 587. 10h. 228a,571.428 571,428. } 5 h. 2,2i-,.7 14,'28.,.7 1 4,28.$,714,285,714. 2()thll. 22,8.57, I 42,57. I 42,8.57,1 42,857.1 42,857,142.857. 25th.;228,571,428,57 1,42S,571,428,571,428,571,428,571,428, 57 1,4'28. :3ihl. 2'25,71 4,285,714,285,714,2'85,7 14,285,714,285,714,285, 714.2q5.i 14,2.5,714. Oaibic feet of suar-spec; gruyity, 1.6. (Decimals rected.) DILU I IONS 5 1h. 14.?85. 1(oth. 1,12,857,1 i2,857.142. 15th. 1.428,571.428 571 4-28 571.428,571. 20th. l14,285 714,2,,7 14.'285 7 14,28 6.71I4,215,714,285. '25th, 14z,-57,14'2,,657, l 42 857,l 42,857,142,857,142,857,1 4,857,142. .9oth. 1,428.571,428,571,428,57 1,42,571,42,571,428,571,42S8,571 42,q,.51.42-S,571. Diamet r in et and t:les of a.sphere rf sugar whose solid content, are equal to the quat.tity in the preccd m 9 clcultions. (Decimals ra.. ject d) DILUTI; iqS. F.-et. Mile& 5th. 3(.~ 10th. 64.85() 12 1.5th. 13t),733,.576 --------------------------------- 26 464 o t h.:301 046,863,889 ------------------------- 57,016,451 25th. -........ - 3oth. 1,3.9 7,33.5,762,135,()22,9 14 —---- 264,646,924,646,784 Cuhic miles of water. (Decimals rvected.) DILUTI()N8. .hl I. - l()th. 1,5.2. 1-,th. 1)528,166 3.54.612. 2iith. 1.5.2-41,663.546 1 26,356,043.71 1. 25'h. 155,281.663 546,126 35(i 043.711.416 427,470,7. '0th1. 155,281,663 546 126,3.5(j,043,711,416,427,470,-92,147,007,20. OOMPARATIVE ILLUSTRATIONS. Miles. Lun-e't diam-eter of the o bit of the comet of IE~0. -13 000,oOO,OOQ0 do do do H.illey's comet. 3,420,L0),00,000O 328 Miles. Distance of the nearest fixed star ----------- 20,140,000,oo000,00o Greatest distance of the earth from the sun ---------- 97,118,538 do do do do Herschel -----— 1,918,089,o22 Thus it appears that the 20thl dilution would require a sphere of sugar more than half the diameter of the Sun's distancefrom the Earth, and a sphere of water about equal in diameter to the same distance; while the 30th would require a sphere of sugar in comparison with the diameter of which, the distance of Herschel from the earth would form but an infinitely small fraction! Hahnemann, however, recommends that the dilution in certain cases be carried as high as the 1500th, and remarks, "experience has proved that it is imnpossible to attenuate the dose of a perfectly homceopathic remedy to such, a degree that it will not produce a decided amelioration of the disease." (Stratten's Trans. of Organon, p. 274.) Again, all the fresh water lakes in North America, including the great lakes at the North, are estimated to contain fourteen thousand cubic miles of water; hut the eleventh dilution would require more than ten times this quantity of fluid. A grain of antimony dropped into Lake Superior, would'therefore suffice for centuries to medicate its waters; so that a teaspoonful, taken at the Falls of Niagara, would constitute a much stronger dose than the homceopathists usually administer. It is demonstrable that a single rose, growing on the surface of the earth, or even on the planet Herschel, would be likely to effectt each inhabitant on our globe, by its aroma, more powerfully than any homceopathic medicine whatever, at the 30th dilution. (Am. Ed.) The composition of bone, urine, &c., having been referred to, I give the results below, for the information of the non-professional reader: CHEMICAL ANALYSIS OF BONE. Organic matter, 32.56 parts in 100. Phosphate of lime, 52.26 " Carbonate of lime, 10.21 Oxide of iron & ragonese, 1.05 Magnesia, soda, &c., omitted. Iron abounds in the red blood of animals. Phosphorus exists in the white and yolk of eggs, and in milk, and also in the seeds of grasses, as wheat, rye, oats, &c. Sulphur is found in flesh, in eggs and milk, and in small quantities in potatoes, cabbage, peas and cucumbers. Lime is universally diffused, and exists largely in the seeds of grasses, especially wheat flour. MEMORIAL OF ALVAH BRADISH. To the Hon. the Board of Reyents of the University of Michigan: I beg to offer for the consideration of the Regents, some observations on the principles Of thefine arts and on taste; showing the advantages that would accrue to the University by the early introduction of their culture into that institution. 329 In our country the fine arts are already acknowledged to be an important branch of education, though they have not been so generally adopted in our seminaries as educated men feel to be desirable. For the short period of our political existence, we have made very great progress in the production of fine works of art; and the estimate of the value of art has been greatly extended; while the love and respect for the labors of the pencil and chisel have taken a strong hold on popular favor. At an early period in our history, we were not deficient in distinguished names in art, such as West, Trumbull, Copley and others. These names commanded a respect wherever high art was reverenced, and in Europe, long before our literature and public men found favor, our distinguished artists and their productions were the medium of begetting for us among their philosophers and patriots a kindly and respectful consideration. In the mean time this talent has g been enhanced among us in proportion to the growth of other elements of prosperity, till our artists are now known to every metropolis of the old world, and their productions will vie with the greatest that have been produced in modern times. This has been brought about, too, without the aid of princely patronage, without governmental protection. without State grants. American artists acknowledge the sound doctrine that the direct patronage of the State is not so safe a dependence as a popular love, founded on knowledge and general enlightened taste. We do not seek State patronage, but we are persuaded that art should be taught in our schools and seminaries, that the public may be provided with the means, and possess the previous training to build up in the mind intellectual taste, and a sound judgment in works of art as well as in poetry and literature. It cannot be doubted that a wide diffusion of good works of art will promote the cause of morals, religion and manners; nor will it be necessary for me to offer to your body the names of distinguished writers who have cordially commended a cultivation of the arts, and enforced a consideration for them by showing their adaptation to our natural and virtuous impulses, and their high value to the well being of society. Indeed, a cultivation of a pure taste has so direct and invariable a tendency to render persons more happy and better members of so 42 330 ciety, securing images and monuments for our respect, veneration and affection, that all educated persons are solicitous for the exten sion of this tate The fine arts are the especial objects of intellectual taste; and though some degree of pleasure may be derived from the sight of art without the highest cultivation, yet the advantages of a sound taste, as applied to arI, as well as to literature and the conduct of life, are too manifold, and I trust too obvious, to require argument It may well be said, doubtless, that to the man who resirgns himself to feding, without interposing any judgment or sound taste, poetry, music and painting are but pastimes, and but little better than trifle. It is by studying the great principles of the fine arts, and exalting our taste to the dignity of a judgment, that we make them sources of refined and noble enjoyment. Nor, in my judgment, can this culture commence too early; for there is every reason that a just taste and correct eye shall commence at the same timib with the teachings of morals and manners; and if they be combined, the intellectual powers will grow into greater harmony, and the harshness of a crude culture be taken from our minor morals and deportment. This improved, refined taste begets a higher relish for the simple habits of life, in unison with republican tendencies. It deepens our love of Nature, and carrying its empire far into the principles and practice of ethics, subjugates natural impulses and elevates all our desires. The practice of reasoning on these interesting themes becomes a habit at last, and the habit strengthening the reasoning powera, gives that dignity to the arts which properly belongs to them, while the discipline is favorable to the investig,ation of the still more abstruse subjects of mental philosophy. Purity of taste tends to invigorate the social affections, and to moderate those that are selfish. It makes us averse to coarse language and ungenerous conduct, while it encourages a sympathy with what. ever is lovely, excellent and magnanimous. So closely allied, I repeat, to morality, is intellectual taste, that no one can doubt that a fine relish of what is beautiful, proper and elegant in writing, painting and architecture, is a most rational preparation for the same just relish of these qualities in character and behavior. A philosophical inquiry into the principles of the fine arts inures the reflecting mind 331 to that most enticing sort of logic. The science of criticism, as applied to the arts. to composition and literature, may be considered as a sort of middle link tlhat connects the different parts of education, hlirmonizing,, all. The student proceeds from the more agreeable and simple method, until custom improves his ficultie-, and lie learns by this easy matstery to grapple with the intricacies of a deeper philosophy. It hlas been remarked by a distinguished philosopher, that mathematie,tl and metaphysical reasoning do not usually enlarge our knowle(dge of man; they not being so applicable to the common affitirs of life, however valuable for the discipline of thought, while a just knowledge of the fine arts, derivt:d from rational principles, furnishes eligwant subjects for conversation, sharpens our sense of the beauty anal strength of language, and prepares us for acting in the social state with di,gnity andi propriety. From these considerations, therefore, I trust it cannot be doubted' that tile inculcation of the principles of the fine arts will be acceptable to tile present faculty of the University, as it will be genial and; valuable to every department of study. It will not interfere in any way with the time allotted to any of these studies, as it is proposed that the professor of art sl.sll impart the knowledge and gradually form the taste, by familiar lectures, by conversations, and by frequent reference to exa;mples of fine art. These shiall consist in drawing,. in en gravin,.gs, in paintings, and in casts from the antique. The professor of (Greek must feel a lively interest, it is confidently believed, in a collection of those marbles which illustrate the text books that are put into the hands of his classes-such, for instance, as the Elgin' marbles, from the Parthenon, or some noble busts of Euripides, Xenophon or Thucyd(lides. These are eloquent and palpable; and the marble groups often possess a spirit and purity of sentiment far beyond the languag,e of the poet or historian. The spectacle of theseprecious memorials of a past classical age, will impart increased interest to their studies and stamp on the memory of ardent youth,. images of delicacy and heroism that will continue to warm his fancy' in the toil of life. The student of Virgil who pores over, it may be, the death of Laocoon, and perhaps with difficulty makes out the meaning of the 332 poet, will find his imagination excited, by having at his command a east of that exqisite group in marble, by which his memory will be sharpened and his taste improved. Especially should this union be encouraged, considering that in this instance it is yet an unsettled question whether the poet or the sculptor be the original! The subject of the fine arts and aesthetics, as has been remarked, connects it self with intellectual and moral philosophy; and that lectures and conversations on themes so agreeable would commend themselves, there ean be no doubt, both to the classes who pursue these studies, and to the professor who presides over them. The able discussions of Stewart, of Reid, of Kaimes, Allison and Mills, of Burke and Knight, on the principles of the fine arts, on criticism and on taste, show how important they are considered in any general course of instruction; how they are connected with other branches of philosophy, and how deeply they teach the joys and welfare of society. It is doubtless a matter of just regret that the seminaries and colleges of this country have not more generally provided departments of the arts. Unfortunely, we have copied too much after the English universities in this respect. But, as this oversight in the early foundation of these great institutions is generally lamented by the most liberal minds of England, as a source of great evil, and one, if it were possible, they would gladly see rectified, it certainly will be the part of wisdom for us, in laying the foundation of new institutions, to make ample provisions for this deficiency. The absence of this provision in the national schools of England, had its origin in illiberal, contracted views, similar to that spirit which at this day would exclude the study of the natural sciences. Oxford and Cambridge have done nothing either for art or the natural sciences; and the low state of public taste in that country is little creditable to the character of institutions so powerful and opulent This is generally acknowledged. Is it not extraordinary that neither of these universities possess a school in which the theory or practice of any branch of art is taught; -and has not even a course of lectures, nor any means by which a young man may be either taught or can acquire the requisite knowledge on this class of subjects? What they have inherited from the dark ages, they have tried to preserve, without, if possible, ever going beyond what then existed. 333 The time is speedily advancing, we may predict, when public taste and general refinement in this country will be in advance of that of England, notwithstanding the wealth and patronage that have been lavished on art there for the past one hundred years. But with us, this must be greatly sided and promoted by the introduction of this culture into our schools and colleges. Even schools of design and academies expressly established for this purpose, may not, in my opinion, do so much towards building up taste and the diffusion of art, as the establishment of professorships in the higher seminaries, colleges and universities of the land, where their culture shall begin jointly with other academical studies, and where the theory of art shall be combined with and illustrated by the palpable productions of the chisel and pencil. An able English writer in Blackwood's Magazine indulges in these sound remarks: "We should say decidedly that the best consideration for art, and the best patronage too, that we would give it, would be to establish it in the universities of Cambridge and Oxford. In these venerated places, to found professorships, that a more sure love and more sure taste for it may be imbedded with every good and classical love and taste in the minds of youth." I should not omit, however, to call your attention to the fact, that the new university of London is an exception to this; and being founded in the spirit of the age, seems inclined as far as possible to rectify the error of the older institutions, and to restore the facult of the arts which has perihed there; and for this purpose has established lectures on the different branches of the arts. The University of Michigan has taken higher ground-wider and better views than almost any institution in this country. She ineludes the natural sciences as too obviously in accordance with the spirit of the age. She has provided also emphatically for the fine ar. She has established a department of arts, which may be seen by a reference to the organic law creating this noble institution. Chap. 2, Sec. 2-I"The objects of the University shall be to provide the inhabitants of the State with means of acquiring a thorough knowledge of the various branches of literature, science and the ad&S."I 0 334 Sec. 9 —'There shall be tkh7ee departments: first, thatof literature, science and the arts." "Thlere shall be established a professoshlip of thefitze arts." I trust that this paper may not be deemed prolix, if I affix to it some considerations that would demand the attention of the professor of art, and a general scheme of action and duty that he would be glad to see carried out. A!l the objects included in such a scheme could not be realized at once; but it is confidently believed that lie would be able very speedily to impart interest to this new feature in the University, and to awaken in its behalf a deep sympatlly with the student and faculty; and I cannot doubt this interest and sympatlhy would in no long period of time spread to different parts of the State, adl that he might be the medium, throug,h the peculiarly attractive and genial nature of art, to render sub.stantiil and lasting benefit to this Institution. Some of these considerations and duties I have placed under separate heads, for the greater convenience of reference, and that the whole scheme may be more readily comprehended, as well as that its practical bearing shall be more easily seen. .Departmen of the Fine Arts in the Ufaiersity of Michigan-some of the duties, and general course indicated, which might devolve on and be pursued by the professor of such department. 1. Lectures on intellectual tI(ste-lectures on the theory of art —eneral idea-lectures on the principles of the different branches of art-painting, sculpture, architecture, music, &c. -their rela'.ion to each other-intimately united to poetry-the influence of the fine arts on the feelings, on the manners, on morals and literature, on civilization, and on the sciences. 2. Show the value of art to classical studies-illustra'e these studies by busts of those distinguished in eloquence, poetry or statosman,hip-by coins, medals anit inscriptions, so valuable also to eltcidate the history and antiquities of Rome and Greece-its union with Greek literature-impossibility to appreciate Grecian history, eloquence and poetry, without an intimate knowledge of Greek art; one is the exponent of the other; have a collection of the easts from the Elgin and Phygalian marbles, from antique busts, and from exquisite groups, such as the Psyche and Laocoon, say half the size of life. 335 All these can be obtained at small expense, and they would prove invaluable mvmorials of the heroic ages of literature and art. :3. Copies firom some of the best paintings, to illustrate compoition in painting, to illustrate the principles in coloring, and lhlt a?ul shade; good engravings from celebrated paintings. These will constitute a collection permnanentlybelonging to the University. To this collection might be adJed such portraits of the professors, chancellors, and other distinguished persons who have been connected with the institution, as might be induced by invitation, or otherwise, to leave them. Art preserves a memory of the past and is conservative. 4. Students who wish can take lessons in drawing, in perspective, in coloring, in composition. This department will thus have a direct, practical bearing on the acquirements of the students, aside from the refined taste its teachings will inculcate. The services of the professor might be made useful to the medical department. The study of the natural sciences will be greatly facilitated by drawings, diagrams, and transparencies. It cannot be doubted that ar will foster an attachment to the University. 5. It is believed that in all the German Universities the fine arts are represented by a professor. Lectures prevail there as a mode of teaching, more than in the English. The German is far more liberal. A well educated German is thoroughly acquainted with music, with the theory of the arts, and often with the principles of each. 6. We have already some examples-Columbia College, New York, has a professor of jfine arts, a young man of that city. West Point has a professor of fine arts. Cambridge has a collection of pictures, and inculcates the fine arts as a branch of her teachings. New Haven College has erected a separate building for the reception of Col. Trumbull's pictures, and has thus an admirable series of works to illustrate art. It is there lessons of patriotism may be first imbibed; it is there the student will first contemplate the noble de. signs of the "Battle of Bunker Hill," "signing the Declaration of Independence," "Washington's resignation of his commission to Congress," with many others of a National interest The Smithsonian Institute has already purchased one valuable work of art, and is in treaty for Power's Greek Slave; showing that 336 the arts will be included in the legitimate objects of an institution that proposes to diffuse knowledge among mankind. This does not proprobably name all the institutions in our country that have provided for the teachings of art in the course of their studies. Several socie ties and institutions in Boston, New York, Philadelphia, Albany, Cin. einnatti, established expressly to encourage a taste for art, and cordially sustained by the public, are not mentioned. 7. Every step taken in this country to sustain art, by whatever method, whether by societies, State legislatures, or Congress, has been promptly met by the public, showing that the public sentiment is quite ready to sanction the boldness or liberality of those whose province it is to take initiatory steps in such encouragement. Very many instances of this can be adduced. 8. Michigan has taken the lead in the liberal basis on which her educational system is founded. Is not this fact a strong reason that now, while the course of instruction is falling into permanent metIods, that a department so important, so essential to the best and the most lib — eral culture as that comprehending the fine arts, should not be omit. ted or postponed, but immediately and with confidence incorporated with her more obviously practical branches. Without venturing to extend the argument embodied in this paper, the whole subject is respectfully submitted to the wisdom and consideration of your honorable body. ALVAH BRADISH. PART II. THE PRIMARY SCHOOL LAW OF MICHIGAN, WITH NOTES, FORMS, AND INSTRUCTIONS FOR CONDUCTING PROCEEDINGS. The law does not impose upon the Superintendent the duty of deciding questions arising under the operation of the school laws. It is, however, a matter of necessity that it should be done-the interest of the schools requires it, and the school officers seek for and demand such decisions. The consideration of all the questions which arise in the townships and districts, which are submitted to the office for its advice and decision, involves an amount of labor which is not generally conceived. Many of these questions are the more important, because they are intricate. They require examination, reflection, a knowledge of the general principles of law, and also a practical acquaintance and familiarity with the operation of the system. Great pains, thought, and labor have been bestowed upon this part of the subject, and it is believed the notes will be found to meet all, or nearly all, of the questions that are generally raised in the districts. The decisions given have been based upon queries of offieers, embraced in their correspondence. Should this document not be swelled to a size which forbids it, abstracts of this correspondence will be presented, showing for themselves the difficulties which surround and embarrass school officers in the discharge of their duties, and in relation to which they require the advice of the Superintendent. The law embraces all amendments made up to 1852. Those portions which are in brackets are amendments. The number of seec 43 338 tions are the same as in the revised statutes of 1846. The decisions here made are not intended to infringe upon the province of any legal department or tribunal of the State. They are confined to questions arising under the operation and in the administration of the school law. In cases where the district stands in the light of a contracting party, or where the school officers have subjected themselves or the district to a controversy in a court of law, it is neither the duty or the province of the Superintendent to determine what are, or what are not, the legal rights of the parties. Provisions exist in the State of New York, and in some other States, conferring a more extended jurisdiction in cases arising under the school laws; and the decisions being made final, have saved a vast amount of litigation, expense and difficulty. A provision to this effect has been recommended in Michigan by each successive Superintendent. In his remarks upon the school law of Rhode Island, Mr. Barnard recommended it as leading to a cheap, speedy and amicable settlement of numerous controversies which unavoidably spring up in the local administration of the system, which were previously carried into the courts, or the Legislature, involving much expense, much delay, and not unfrequently bitter, wide spread and lasting dissatisfaction. The laws of the State of New York authorize any person feeling himself aggrieved in consequence of any decision made by a school district meeting, or by the town superintendent, in forming, or altering, or in refusing to form or alter a school district, or in refusing to pay any school moneys to any such district, or by the trustees in paying any teacher, or refusing to pay him, or in refusing to admit any scholar gratuitously, or concerning any other matter under the law relating to schools, to appeal to the superintendent, who is required and authorized to examine and decide the same, and the decision is final and conclusive. OF PRIMARY SCHOOLS. DI)ISTRICTS. SECTION 1. Whenever the board of school inspectors of any township shall form a school district therein, it shall be the duty of the clerk of such board to deliver to a taxable inhabitant of such district, a notice in writing, of the tormation of such district, describing its boundaries, and specifying the time and place of the first meeting; which notice, with the fact of such delivery, shall be entered upon record by the clerk. 339 1. The power to form school districts is vested in the board of school inspectors by section 71. In proceeding to divide the township, as this is the first step to be taklen, a full record should be kept, showing not only the number of each district, but accurately describing the boundaries of each, in order that the clerk of the board, under this section, may be accurate in his description to be delivered to a taxable inhabitant. The following form of the notice required, is prescribed: To A. B., a taxable inhabitant of school district 2io.-: SiftR-You are hereby notified that the school inspectors of the township of, on the day of, 185, formed a school district in said township, which they numbered school district No., and which is bounded as follows: [Insert the boundary as copied from the record.] The first meeting of said district will be held at -, on the day of, 185, at- o'clock in the noon: You are hereby directed to notify every qualified voter of said district, either personally or by leaving a written notice at his place of residence, of the time and place of said' meeting, at least five days before the time appointed therefor, as above; and after so notifying every qualified voter within the boundaries above described, you will endorse on this notice a return, showing such notification, with the date or dates thereof, and deliver the same to the chairman of the meeting, to be held at the time and place above mentioned. Given under my hand, this day of, A. D. 185. (Signed,)rl Clerk of the Board of School Inspectors. For form of endorsement upon this notice, see note to section 3. 2. A taxable inhabitant receiving the notice mentioned in this and the following section, who neglects or refuses duly to serve and return the notice required, is liable, by the provisions of section 129, to forfeit a penalty of five dollars. 3. The time and place of meeting is to be fixed by the inhabitant who is served with the notice. Sgc. 2. The said notice shall also direct such inhabitant to notify every qualified voter of such district, either personally or by leaving a written notice at his place of residence, of the time and place of said meeting, at least five days before the time appointed therefor; and it shall be the duty of such inhabitant to notify the qualified voters of said district accordingly. 1. To save question as to the sufficiency of time in giving the notice, five full days, without any fraction of a day, should be given before the day of meeting 340 2. The written notice required by this section, need not contain a description of the boundaries of the district. It is sufficient if it spe cify the time and place of meeting, and if it is served( at least five days before the meeting. The following form may be used, viz: To A — B-: SIR-School district No., of the township of -', having been formed by the inspectors, you are hereby notified, as a qualified voter therein, that the first meeting thereof will be held at - on the - day of, A. D. 185, at.o'clock in the noon. Dated this day of-, 185. (Signed) 3. If in notifying the qualified voters, by any unavoidable accident, or in consequence of the fact that a single person has not been notified, or several persons, who were not believed to be a resident or residents of the district, or by reason ot an impossibility to notify such person or persons, from the absence of himself, or the want of a place of residence temporarily, such want of notice does not affect the validity of the organization by the majority of the qualified voters. The law is imperative upon the inhabitant serving the notice, to notify every qualified voter, an(d the failure to do so affects him personally, and the proceedings of the district also, only where the omission has been wi,fil or fr(tuduilenzt. See section 14. S!c. 3. Tile said inhanitant, when he shall have notified thec qualified voters as required in such notice, shall endorse therelii a rettirn, showing such notification, with the date or dates tlhereof, and deliver such notice and return to the chairman of the meeting. The following FOIrM OF ENDORSEMENT is recommended. If the qualified voters are all notified in one day, the form may be varied, but it will be found to be more satisfactory, and often save trouble, to give the names and dates of notification according to the form, and also for the greater facility it will afford to the director to record it, as required by section 4: I, A B -, hereby return the within (or annexed) notice, and have notified the qualified voters of the district as follows: NAMES. DATE. HOW NOTIFIED. A- B, January 1, 1852. Personally. C- D, do do Written notice. Dated al e-this - day of, 185. (Signed) D E — 341 1. Every chairman of the first district meeting, who wilfully neglects or refuses to perform the duties enjoined on him in this and the following sections, or in the chapter relating to primary schools, shall forfeit the sum of $5. See section 129. 2. The meeting must organize by the appointment of a chairman; and must then choose its district officers. The acceptance of any two of the officers elected duly organizes the district, and these may be filed forthwith, in pursuance of section 6. Section 130 imposes a penalty for neglect or refusal, without sufficient cause, to accept any such office, and serve therein. If the notice has not been given, or the qualified voters fail entirely to attend, when notified, the notice must be renewed, but no particular number is requisite to enable the district to effect its organization, after proper notice. SECc. 4. The said chairman shall deliver such notice and return to the director chosen at such meeting, who shall record the same at length in a book to be provided by him at the expense of the district, as a part of the records of such district. 1. By section 9 the record here required is made primna facia evidence of the facts set forth, and of the legality of all proceedings in the organization of the district, prior to the first district meeting. It is important that it should be correct and complete. In case of the want of this record, its destruction or loss, it cannot be supplied. But if the district has exercised the franchises of a district, that is, elected officers, voted tax, employed teachers, made reports, &c., for two years, (section O10,) its organization is presumed to be legal. SEC. 5. The qualified voters of such district, when assembled pursuant to such previous notice, and also at each annual meeting, shall choose a moderator, director, and assessor, [who shall be residents of such district, and] who shall, within ten days after such meeting, severally file with the director a written acceptance of the offices to which they shall have been respectively elected, which shall be recorded by said director. 1. The qualified voters at this meeting, after having elected district officers, cannot proceed to transact any other business, by voting a tax, or for any other purpose than the organization of the district. This is a meeting to choose a moderator, director and assessor. An addition to section 92 provides that in districts containing more than one hundred scholars between the ages of four and eighteen, the district board may be enlarged by adding thereto four trustees, provided the district determine to do so, at any annual meeting, by a twothirds vote. This vote cannot be taken at the first meeting of the district, 342 2. The law is not definite as to the forml of the acceptance. It must be in writing, and filed with the director within ten davs after the meeting. Every acceptance should specify the office to which the person has been chosen. Each should be filed separately, to avoid confusion and error. The fact of the filing by the person elected to a given office, and the date of filing, are matters of record, to be made by the director. A mere clerical error, in the acceptance, will not vitiate it. If it is not in the preci,e words of the prescribed form, it is not the province of the director to decide upon its sufficiency or insufficiency, in case of question. In case of doubt, however, it would be a safe course for the person chosen to the office to decline serving, for the reason that if he has not filed his acceptance legally, he could not bind the district by his acts, but would himself be bound by his own acts. 3. After filing acceptance, the new officers supercsede the old ones at once. District officers are not required to file an oath of office. Section 130 imposes a penalty for neglect or refusal of district officers to serve without sufficient cause, or for neglecting or refusing to perform any duty required by virtue of their offices. 4. If a newly elected district officer tails to file his acceptance, the previous officer holds over, and there is no vacancy to fill, unless the previous director has been in office ten days beyond the time of a second annual meeting after his election or appointment. FORM OF ACCEPTANCE. I accept the office of -- of school district No. -, of the township of. Dated this day of, 185. (Signed) A B On the back of this should be endorsed: "Filed this day of -, 185. C D, Director." SEc. 6. Every such school district shall be deemred dully organized when any two of the officers elected at their first annual meeting shall have filed their acceptance as aforesaid. SEc. 7. In case the inhabitants of any district shall fail to organize the same in pursuance of such notice as aloresaid, the said clerk stlall give a new notice in the manner hereinbefure provided, and the same proceedings shall be had thereon as if no previous notice had beeni delivered. SEc. 8. Every school district orgaoizeil in pursuance of this chapter, or which has been organized and conitinued unjer anry previous law of the Sta.e or Territory of Michigan, shall be a body corporate, and shall possess the usual powers of a corporation for public purpo(ses, by the iame and style of "School Disirict tnumber, (such number as shall te designated in the formation thereof by the inspectors) of -," (the 343 name of the township ortownships in which the district is situated,) and in th,at ninme shill be capable of suing and being sued, and of holding such real and personal estate as is authorized to be purchased by the provisions of' this chapter, and of selling the same. SEC. 9. Tile record made by the director, as required in the fourth section of this chapter, shall be prima facia evidence of the facts therein set forth, and the legality of all proceedings in the organization of the district prior to the first district mneeting; but nothing in this section contained shall be so construed as to impair the effect of the record kept by the school inspectors, as evidence. SEc. 10. Every school district shall, in all cases, be presumed to have been legally organized, when it shall have exercised the Franchises and privileges ot a district for the term of two years. The last above five sections, in addition to those which precede them, relate entirely to the formation and organization of school districts, each step being carefully taken. Section 8 provides that the district shall be a body corporate, possessing also the powers of a corporation for public purposes, and capable, under the name and number designated by the inspectors, of suing and being sued, and holding real and personal estate, and selling the same, as provided in this chapter. The statute nowhere contemplates the dissolution of a school district, nor does it directly confer upon any board the power to dissolve the body corporate. Nor can the board of inspectors, under the provisions of section 71, which authorize them "to divide the township into such number of school districts as may from time to time be necessary; (the boundaries of which districts they may alter and regulate, as circumstances shall render proper,") take any action in relation to the dissolution of a district, so as to work any change of the previous liability of the district, except in the manner pointed out in the formation of a new district, by sections 75, 76, 77 and 78. In 18t3, the possible dissolution of a district was sought to be guarded against, and to prevent it in any way, penalties were sought to be and were subsequently imposed upon school offi. cers who neglected to perform, or refused to do their duty, or serve in the offices to which they were chosen. Applications to dissolve these corporate bodies have in several instances been made. to the Legislature, which has acted specifically upon- them, but which has not conferred upon the board of school inspectors such a power. The revised constitution has provided that the Legislature may confer upon townships, cities and villages, and boards of supervisors, such powers of a local, legislative or administrative character as it may 344 deem advisable; but the Legislature not having seen fit to enact any law upon the subject, the power of dissolving school districts is still vested in the Legislature. The division of a township by an act of the Legislature, when no provision is made otherwise, does not dissolve nor alter the boundaries of a school district. The imaginary township line changes no residence of the district officers, but upon such division of townships or counties, single or whole districts are by operation of law transformed into joiit school districts, and become of necessity subject to the provisions applicable to such districts. But a single instance of this kind is believed to have occurred, however, in this State. DISTRICT rEsTtrIGS. SEc. 11. The annual meetings of such (each) school district shall be hold on the last Monday of September in each year, and the school year commence on that day. 1. The annual meetings of school districts are the most important occasions which the law provides for the regulation of all matters pertaining to the schools. It has been justly remarked that "the opportunities afforded by the coming together of the inhabitants of each district, for deliberation and consultation in relation to their schools, and the various interests connected therewith, are calculated to exert a most beneficial influence in favor of education; to promote union, harmony and concert of action in the several districts; and to cement the ties of friendly, social intercourse between those having a common interest in the moral and intellectual culture of their children. It is therefore of the utmost importance that they should not be neglected; that the inhabitants should be prompt and uniform in their attendance, and that the proceedings should be invariably characterized by that order, regularity, dignity and decorum which can alone command respect and efficiently attain the objects to be accomplished." The powers of the qualified voters at the annual meetings, are fully prescribed in sections 19, 20, 21, 22, 23, 24, 25, 26 and 27. The moderator presides at all meetings when present, and sections 30 and 31 give to the moderator, or person presiding, (see section 2w,) the power to preserve order and prevent disturbance. Section 87 makes the director clerk of the meeting, but in his absence the qualified voters appoint a clerk, who is to certify the proceedings of 345 the meeting to the director. It is the duty of the latter to preserve copies of all reports, and preserve adc keep all books and papers belonging to his office. FORM OF NOTICE OF ANNUAL MEETING. NoTic: is hereby given that the annual meeting of school district No. -, of the township of, for the election of school district officers, and for the transaction of such other business as may lawfully come before it, and deemed to be necessary, will be held at, on Monday the day of, A. D. 185, at -- o'clock in the - noon. Dated this day of, A. D. 185. (Signed,) A - B, Director. This notice must be posted in three of the most public places in the district, at least six days before the time of such meeting. [Six full days without any fraction of a day.] 1. Annual meetings may be adjourned from time to time, as may be necessary, in which case the following form of notice should be posted, as above required: Notice is hereby given, that a meeting of the qualified voters of school district No. -, of the township of, will be held at, on the day of, 185, at - o'clock in the n oon of said day, pursuant to adjournment of the annual meeting. Dated this - day of, 185. (Signed,) A B, Director. 2. The qualified voters present at any meeting lawfully assembled, may re-consider, rescind, alter or modify any proceeding, action, or vote taken at an annual meeting, provided no obligation has been incurred under such previous proceedings, votes or resolves. 2. The proceedings of a district meeting, either annual, adjourned or special, are not to be deemed illegal for want of due notice, unles it appears that the omission was wilful and fraudulent. 3. Trouble is sometimes made by the failure of the qualified voters present to exercise discretion in relation to organizing the meeting. Due allowance should be made for variation in time, and a reasonable time should be given for all the voters to assemble before proceeding to business. Fifteen minutes or half an hour, according to circumstances, might not be unreasonable. Any number, however few, may then proceed to the transaction of the business of the district, or they may, if they think proper, adjourn. The latter, in many instances, might be the prudent course. If the meet 44 346 ing is unanimous in favor of the officers to be chosen, it will oftentimes save trouble by offering a resolution in writing, designating the officers and offices; but if a difference of opinion exists, it would be well to vote by ballot. All other business should be done by written resolutions, and if the result of the vote cannot be ascertained in the ordinary manner, it should be done by count or by taking the ayes and noes. For this purpose the clerk of the meeting should prepare a list of the legal voters of the district in a tabular form, embracing all the subjects voted on, similar to the following: OTO CHANGE SITE.IIT) BUfLD SC. H'SE ITORAISE TAX. AN-es. Noes. Ay.es. I Noes. i Ayes. Noed., isI_ I l - — I I ~~~~~~~I I J.. 1. 11 —1' -1 -i i A B -, C DTOA I | TOTAL,-....... The clerk should keep his minutes so that, before the meeting adjourns, they may be read and correcte(l, if necessary, and approved by the meeting; and after beingr signed by the moderator and clerk, they should be recorded in the record book of the district. These minutes should be in form as follows, varied to suit the circumstances: FORM FOR MINUTES OF PROCEEDINGS TO BE KEPT BY THIE DISTRICT CLERK. At an annual, special, or adjourned (as the case may be) meeting of the qualified voters of school district No. -, of the township of -, held at the on the day of,A.D. 185, pursuant to public notice, the moderator presiding, (or A - B was chosen to preside, the moderator not being present,) and C- D was present as clerk, (or E. F was appointed clerk, in the absence of the director:) Resolved, &c., [here insert the resolutions as passed,] If the vote was unanimous, Res;)lved, unanimously, &c. In case of a vote to designate or to change the site, two thirds of the qualified voters present are necessary. In this case, after taking the vote as indicated above, the record should state substantially as follows: It h3ving been moved and seconded fl, at the present site of the school house in the said district be established, (or changed,) or that 347 the same shall be, &c., [here describe the locality and premises, accurately,l and the question being taken by ayes and noes, (or by ballot or o-herwise,) it was carried, two-thirds of the voters present voting therefor, as follows: Those who voted in the affirmative were as follows [Here insert names in full:] Those who voted in the negative were as follows: [Insert names.] Ayes,; Noes, -; Total,.I The above form is given as a general guide, and of course may be varied as the director finds it necessary. SEC. 12. Special meelings may be called by the district board, or by any one of them, on the written request of any five legal voters of the district, by giving the notice required in the next succeeding section; and in all notices of special meetings the object of the meeting shall be stated. 1. The dist?vct board may call a special meeting without the written request required in this section. Any one of the district board may call a special meeting on such written request. A form of notice will be found below, in which it is provided that the object of the meeting shall be set forth in the request, so that any member of the board calling such meeting, may incorporate it, verbatim, in his notice. It is not optional with the member or members of the district board, to call a meeting or not, but they are bound to do so, upon the re quest of five legal voters. FORM OF WRITTEN REQUEST. To the district board of school district No. —: [or to A B, &c., one of the district board:] The undersigned, legal voters of school district No., of the township of -, request you, in pursuance of section 12 of the primary school law, to call a special meeting of said district, for the purpose of -, LDescribe the objects of the meeting.] Dated this day of, A. D. 185. (Signed,), SEC. 13. All notices of annual or special district meetings, after the first meeting has been held as aforesaid, shall specify the day and hour, and place of meeting, and shall be given at least six days previous to such meeting, by posting up copies thereof in three of the most public places in the (district: and in case of any special meeting, called for the purpose of establishing or changing the site of a school house, sulch notice shall be given at least ten days previous thereto. 11 p I ,348 FVOM OF ~NOTICE OF SPECtAL MEETING. SCHOOL DISTRCT NOTICE.-Notice is hereby given to the taxable inhabitants of school district No., of the township of - that in pursuance of a written request of five legal voters of said district, a special meeting of said district will be held at -, on the -- day of -, A. D. 185, at o'clock in the noon of said day.'The object of said meeting is [Here describe the object in full.] Dated the day of - 185. (Signed,) A B. The written request to the board, or any one of them, should be filed with the clerk and made a part of the record. The number of days designated for posting up the notice, either six or ten, as specifi ed, should be full days. 1. A special meeting may adjourn from time to time, in which ease like notices should be posted as are required in case of adjourn ment of annual meetings. When a special meeting has been called, and adjourns to a specified time and place, and at Such time and place actsupon questions properly before it, under the notice, and again adjourns without day, or without specifying further time and place, the inhabitants cannot afterwards re-organize the meeting under the notice. 2. If a portion of the qualified voters, without reference to their number, at any mieeting, assemble at the proper time and place, as designated in the notice, they may proceed to business. If they adjourn after transacting the business before them, and another portion of the qualified voters assemble after the vote to adjourn has been taken and carried, they cannot hold a subsequent meeting, re-organ. ize, nor pass any vote, legally binding on the district, under the same notice. If, however, after the meeting has proceeded to business, there is an accession of legal voters, before an adjournment, any vote or resolution previously taken at the same meeting, may be reconsidered or rescinded, and the meeting may proceed to transact their business as a majority present shall determine. 3. The $1 tax, provided for in section 140, may be voted at a vpecial meeting called for that purpose; but the district board cannot return such tax in any year to the supervisor, for such year, if voted after the annual meeting. The tax may be voted after the annual meeting, but it must be returned to the supervisor of the next s 349 ceedinw year. This vote would be subject to be rescinded at the subsequent annual meeting. If it is not rescinded, it would be the duty of the district board to return the amount to the supervisor, as required in section 56. 4. A special meeting called for that purpose, may make a disposition of the public moneys, although the subject was acted upon at the annual meeting, under the same restrictions as the reconsideration of any other vote. If any obligation has been incurred, under the previous vote, the special meeting could not legally interfere with their former action in the premises. 5. A contract made with a teacher, by a director, as the law provides, (section 39,) cannot be annulled by vote at a special meeting. 6. A special meeting cannot determine any of the matters embraced in section 24. This duty is vested exclusively with the district board. 7. The qualified voters, at a special meeting, called under a notice specifying the object of the meeting to be to take measures to build a school house, have no power to designate a site. The object or objects of the special meeting must be fully andi definitely stated in the notice. SEC. 14. No district meeting shall be deemed illegal for want of due notice, unless it shall appear that the omission to give such notice was wilful and fraudulent. 1. A change of the usual hour of holding a district meeting, for instance, a notice fixing the time at 5 o'clock P. M., instead of 6 o'clock, (the usual hour,) will not invalidate the proceedings of the meeting held under it, unless the qualified voters have previously designated some other hour than that mentioned in the notice, for the houfr of meeting, and the notice was wilful and fraudulent There is a customary hour, but the district board may fix the time and place of the meeting, and the inhabitants are bound to not/e the time as affixed in the call posted up according to law. 2. As the proceedings of the district meeting may be called in question, in the course of legal proceedings relating to taxes, or contracts, or other matters of importance to the district and to individuals, the qualified voters should not transact business, if there is any reason to believe that the omission to give the notice was wilful and fraudulent. The only safe course is to run no hazard whatever, under such circumstances. 350 SEc. 15. Every white male inhabitant of the affe of twenty-one years, residing in the district, and liable to pay a chlool district tax thlerein, shall be entitled to vote at any district meeting. 1. Every white male inhabitant of the age of twenty-one years, whether alien or citizen, residing in the district, h.aving personal or real estate assessed to him, or subject to be assessed to him in thIe d(istrict, is a voter at a district meeting. The property not subject to assessment and taxation is specified in Act 94 of the session laws of 1849. It exempts, 1. Household furniture, including stoves put up in any dwelling house, not exceeding in value one hundred dollars. 2. All spinning wheels and weaving looms and apparatus, not exceeding in value fifty dollars. 3. A seat, pew or slip occupied by any person or family in any house or place of public worship. 4. All cemeteries, tombs and rights of burial, while in use as repositories of the dead. 5. All arms and accoutrements required by law to be kept by any person or family; all wearing apparel of every person and family. 6. The library and school books of every individual and family not exceeding in value $150, and all family pictures. 7. To each householder, ten sheep with their fleeces, and the yarn or cloth manufactured from the same, two cows, five swine, and provisions and fuel for the comfortable subsistence of such householder and family for six months. SEc. 16. If any person offering to vote at a school district meeting shall be challenged as unqualified, by any legal voter in such district, the chairman presiding at such meeting shall declare to the person chailenge(-d the qualifications of a voter, and if such person shall state that he is qt al,fied, and the challenge shall not be withdrawn, the said chairman shall tender to him an oath in substance as follows: "You do swear (or affirm) that you are twenty-one years of age, that you are an actual resident of this school district, and liable to pay a school district tax therein;" and every person taking such oath shall be permitted to vote on all questions proposed at such meeting. By reference to the note under the last preceding section, the chairman will readily see what qualifications are necessary for a vo ter at a school district meeting, viz: He miust be a white male in habitant of the State, of the age of 21 years; he must be a resident of the district; he must be liable to pay a school disirict tax. Every such inhabitant is liable to pay such a tax, whether he is an alien or a citizen, if he has either personal or real estate which has been assessed to him, or which is liable to be assessed to him, in the district. The property not subject to taxation is described under the previous section. 351 SEC. 17. If any person so challenged shall refuse to take such oath, his vote shall be rejected; aid any person who shall wviltfully takie a false oath, or make a lalse atlfirmation, under the provisions of the preceding section, shall be deemed guilty of periuiry. SEc. 18. When any question is taken-in any other manner than by ballot, a challenge immediately after thl)e vote has been taken, shall be deemed to be made when ofiberiny to vote, and treated in the same manner. SEc. 19.'the qualified voters in such school district, when lawfully assembled, shall have power 1o adjourn from time to time, as may be necessary; to designate a site for a school house by a vote of two-thirds of those present, and to change the same by a similar vote at any regular meeting. 1. For manner of voting, &c., see note to section 11. 2. In some instances, districts have been unable, after designating a site, to procure a conveyance or title to the property, the owner or owners refusing to give a deed of the premises. Section 2 of article 18 of the revised constitution, provides for taking property for such purposes; but as the Legislature has not prescribed the manner in which it shall be done, no remedy is afforded by law in such cases. 3. The site for a school house should be designated with exactness and precision, either by metes and bounds, or by some defined and known landmarks. The safe rule is to make such a description as would be required in a deed of the premises. In designating a site, sufficient lInd should be procured for a school yard, play ground, necessary out buildings, and wood house, &e. 4. In case of sale of the site, (see section 59,) the district board may, if not otherwise directed by vote of the district, execute a conveyance of the same, in the corporate name of the district. In most instances, deeds of the site are executed with the right of reversion to the owner, when it ceases to be occupied for school purposes. In such cases, of course, the district cannot dispose of the site. When it does not revert to the owner, and the sale is directed under section 26, the district may appropriate the money arising from the sale, as they shall deem best, for school purposes. 5. The qualified voters cannot authorize the school inspectors, or any other person, to designate the site, in the first instance. They must establish it, if they can. If, after taking action, they fail to obtain the legal majority necessary, (two-thirds of those present,) the inspectors may designate under the provisions of section 20. 352 6. This section provides that the qualified voters may, by a twothirds vote of those present, change the site. This can be done either before the school house has been built, or afterwards; but in the latter case, upon assuming the responsibility of paying full damages for any violation of contract which may have been previously entered into, and a forfeit?re of the site, if the conveyance thereof was originally made for school purposes. 7. In purchasing a site, or selling, a sufficient sum may be lawfully voted to cover the expenses of procuring or perfecting the title. If it has not been voted, the district board may procure the necessary legal or professional assistance at the expense of the district. [See section 59.] SEc. 20. When no site can be established, by such inhabitants as aforesaid, the school inspectors of the township or townships in which the district is situated, shall determine where such site shall be, and their determination shall be certified to the director of the district, and shall be final, subject to alteration afterwards by the inspectors only, if necessary. 1. The failure of the inhabitants to establish the site should be certified to the board of inspectors of the township; or in case of fractional district, to the joint boards, by the clerk of the meeting, or a certified copy of the proceedings and vote delivered to them or to their clerk, which should be kept of record. Their determination is to be certified to the director of the district in some form similar to the following: The board of school inspectors (or a majority thereof) do hereby certify to the director of school district No. -, of the township of , (the inhabitants of said district, at a legal meeting of said district, having failed to establish a site for the school house in said district by a legal majority thereof,) that the said inspectors have determined that the said site shall be as follows: [describe as in a deed.] Given under our hands this - day of A. D. 185. A B D E F-, Inspectors. SBc. 21. The said qualified voters shall also have power at any such meeting to direct the purchasing or leasing of an appropriate site, and the building, hiring or purchasing of a school house, and to impose such tax as may be sufficient for the payment thereof, subject to the limitation contained in the succeeding section. 1. A vote to purchase or lease a site, or to build, hire, or purchase a school house, does not carry with it any authority for the district board to purchase, hire or lease, or to build a school house, or to 353 purchase material, or contract for the building, without a further direction to that effct. (See section 59.) SEc. 22. The amount of taxes to be raised in any district for the purpose ot purchasing or building a school house, shall no. exceed the sum of two hlundred dollars in any one year, unless there shall be more than thirty scholars residing therein, between the ages of four and eight een years; and the amount thereof shall not excced three hundred dollars in any one year, unless there shall be more than fifty scholars residing in the district between the ages last aforesaid; and no sum shall be raised exceeding one hundred and eighty dollars for the purpose of building or purchasing a school house of less dimensions than twenty-four feet by thirty feet, and ten feet between floors; nor exceeding seventy-five dol lars for the purpose of building or purchasing a school house, constructed of round or hewn logs. 1. Although but two hundred dollars can be raised in any one year, in a district, in which there not more than thirty scholars be tween the ages of four and eighteen years; and but three hundred dollars where there is not more than fifty scholars, between these ages, yet the district, if they desire to build a more costly house, may lawfully raise either of these sums annually, until a sufficient sum is raised to meet the wants of the district. In case there are over fifty scholars, the sum which may be raised is not limited, ex cept as to the amount to be expended for buildings of the different dinwmensions specified in this section. The operation of this section is in a measure controlled by section 79, which forbids the district board, in purchasing or leasing a site, (such as shall be designated by the district,) or in building, hiring or purchasing a school house out of the fund provided for that purpose, from building any stone or brick school house on any site, without having first obtained a title in fee, or a lease for ninety-nine years; and from building any frame school house upon any site for which they have not a title in fee, or a lease for fifty years, without securing theprivilege of removin the house, when lawfully directed so to do by the qualified voters, at any annual or special meeting. 2. Any lawfully organized school district, which has kept up its organization, can vote at any meeting regularly called, in pursuance of preceding provisions, not to exceed $200 in any one year, for the purpose of purchasing or building a school house, unless the district has more than thirty scholars residing in it, between the ages of four and eighteen years. If the number between these ages is no more than fifty, the district can vote not to exceed $300 in any one year. 45 354 Suppose there is forty scholars between these ages-the district can raise $330 and no more. Suppose there is fifty-one scholars, or over-the amount which can be raised is not then limited. The latter clause of the section limits the amount so far as buildings of certain dinensio?s are constructed. A district mav raise the sum of eighty dollars annually to build a frame house of greater dimensions than 24 by 30 feet; but no sum can be raised in any series of years exceeding one hundred and eighty dollars for a school house of less dimensions than this. The object of the law is to prevent a wasteful or extravagant expenditure of money upon a building of comparatively small size. 3. In order to raise money for these purposes, so as to have it collected in the assessment roll of the same year, the vote must be passed at the annual meeting for that year. In order to have the money collected in the assessment roll of 1852, for instance, the vote must be taken at the annual meeting of 1852. This is on the last Monday of September. By the second Monday of October following, the district board report the amount to be. raised to the supervisor, and the supervisor puts it into his assessment roll by the 15th of N(,vember following. 4. The qualified voters, after voting a tax to build a school house under the restrictions of sections 22 and 59, may in directing the board, authorize them to contract with a third person or party, to build an additional story to the school building at the expense of such party, but on the condition that it shall never interfere in any way with the rights of the district or the purposes of the school or school house. The district cannot form a partnership with a third party in purchasing site or building the house. The site must belong to the district, or the lease vest in the district alone. Such contracts can only be viewed in the light of a privileye, granted by the inhabitants of the district, the use of which is not in any way to interfere with the legitimate purposes for which the building was erected, viz: for a school house. With these restrictions and this understanding, there can be no valid objection to such an arrangement Without detriment to the school, or a disturbance of its functions and arrangements, additional taste may be displayed in the architecture of the school house, and some useful purpose of an in 355 dividual or society subserved. For the protection of all parties in such cases, writings of the proper character should be careful'.y and legally drawn. 5. District officers, when directed by the district to contract for building the school house, should not let the contract to themselves. They may, wltenz so directed by the district, proceed to procure materials and build the house under their own control and management, and in such manner as shall be for the interest of the district. The district may, if the voters see fit, appoint a building committee. The directions of the district to the board, or to the committee, may either be general or specific. SEC. 23. Such qualified voters, when assembled as aforesaid, may from time to time impose such tax as shall be necessary to keep their school house in repair, and to provide the necessary appendages, and to pay and discharge any debts or liabilities of the district lawfully incurred: and in districts containing more than fifty scholars between the ages of four and eighteen years, may raise a sum not exceeding twenty dollars in any one year for the purchase of globes, outline maps, or any apparatus for illustrating the principles of [astronomy, natural philosophy and] agricultural chemistry or the mechanic arts. 1. The effect of this section is to limit the power of school districts having less than 50 scholars. In districts having less than that number, a tax cannot be raised for the purposes mentioned in the last clause. This provision is a useful and important one. Outline maps, globes, apparatus, &c., for illustrating the studies pursued, are important and indeed indispensable elements of success in teaching and in leaining. The views of the Deputy Superintendent of the State of New York (Mr. Randall) meet with the hearty concurrence of this department of public instruction. He says, with truth, that "the principal facts in Geography (for instance) are better learned by the eye than in any other manner, and there ought to be in every school room, a map of the world, of the United States, of the State, and of the county. Globes are also desirable, but not so important as maps. Large black boards in frames or plaster are indispensable to a well conducted school. The operations in arithmetic performed on them, enable the teacher to ascertain the degree of the pupil's acquirement better than any results exhibited on slates. He sees the various steps taken by the scholar, and can require him to give the reason for each. It is in fact an exercise of the entire *lass; and the whole school, by this public process, insensibly ac quires a knowledge of the rules and operations of this branch of study." 2. The above views are earnestly commended to district officers, as philosophical and sound. The object had in view by the Legislature, in enacting this clause of the school law, is worthy of more attention than it has hitherto received. The subjects (,f agricultural chemistry and the mechanic arts are yet destined t) become more important branches of instruction in our primary schools. Public attention is directed to them with greater earnestness, as they constitute, and will continue to constitute, the foundation of the two great practical pursuits of the citizens of this country. 3. Under this section a tax may be voted and raised for a fence, woodhouoe, and necessary out-buildings, for a bell, if the voters desire to have one, for water-pail, cup, for washing apparatus, sink and drain; and in short, for all such appendages as are necessary to secure the health, comfort and convenience of the children while attending, school, and to afford the usual and best facilities which can be afforded for keeping a good school, in all respects. Sec. 24. They may also determine, at each anliual mreeting, the length of time a school shall be tatught in their district dutring the ensuing year, which shall not be less than three months; and whether by male or female teachlers, or both; and whether the moneys apportioned for the support of the school therein shall be applied to the winter or summer term, or a certain portion of each. 1. The month, as fixed by the laws of the State, is to be construed to mean a calendar month. This gives four and one-third weeks, or twenty-six days for a month, exclusive of Sundays. By a custom which is time-honored and nearly universal, the teacher should be permitted to dismiss his school on the afternoon of every Saturday, or all day every other Saturday, without loss of time. Hie should also be allowed to dismiss his school upon all holydays-on the 4th of July, New Year's, Thanksgiving, Christmas, days of fasting and prayer, set apart by the Chief Magistrate, Washington's birth day, and general biennial election days, without loss of time. (See note to section 39, and the form of contract for teacher.) SEc. 25. In case any of the matters in the preceding section mentioned, are not determined at the annual meeting, the district board shall have power, and it shall be their du.ty, to determine the samne. 1. The determination of the board is binding on the district until the next annual meeting. 356 357 SEC. 2A. Said qualified voters may also, at any regular meeting, authorize and direct the sale of any school house, site, building, or othler property belonging to the district, when the same shall no longer be needed for the use of the district. 1. See note 4 to section 19, page 351. SEc. 27. They may also give such directions, and make such provisions as they shall deemi necessary, in relation to the prosecution or defence of ally suit or proceeding in which the district may be a party or interested. 1. The qualified voters may, under this section, employ counsel, and vote a tax to pay for such services, if they do not choose to leave the control of such matters to the officers designated by the law to attend to them. DISTRICT OFFICERS-THEIR POwERS AND DUTIES. SEc. 28. The officers of each school district shall be a moderator, director and assessor, who shall hold their respective offices until the annual meeting next following their election or appointment, and until their successors shall have been chosen and filed their acceptance, but not beyond ten days after the timne of a second annual meeting after their election or appointment, without being again elected or appointed. 1. District officers cannot hold over their offices beyond ten days after ta/e time of a second annual meeting after their election or appointment. If, after the district officers are once chosen, the district neglects to hold its next annual meeting, and holds its subsequent second annual meeting, without electing officers, or adjourns its meeting beyond ten days after the time of the last meeting, the terms of the old officers then expire, and the district is without officers. The mode of procedure under such circumstances is the same as that which is required in the formation of a new district. MODERATOR. SEc. 29. The moderator shall have power, and it shall be his duty, to preside at all meetings of the district, to sign all warrants for the collection of rate bills after they shall have been prepared and signed by the director, and to countersign all orders uuon the assessor for moneys to be disbursed by the district, and all warrants of the director upon the township treasurer for monevs raised for district purposes, or apportioned to the district by the township clerk; but if the moderator shall be absent from any district meeting, the qualified voters present may elect a suitable person to preside at the meeting. 1. The person appointed to preside at the meeting has only the power to act for that meeting. It will not vitiate the proceedings of the meeting if such person prove to be a minor. This question has been repeatedly raised, but it would be well to avoid the raising of the question, by appointing a person who, beyond any exception which may be raised, has the legal qualifications of a voter. 358 2. The moderator is not bound to countersign orders drawn by the director, where they are not drawn in pursuance of law, or where they are drawn for any purpose other than the objects for which the money raised was appropriated. He would not render himself liable for refusing to countersign an order drawn by the director, to pay the "public money" to a teacher who is not a qualified teacher, such as the law requires. Instances have come to the notice of this department, where orders have been drawn by directors to pay teachers who were not "qualified teachers." T'he moderator in such cases may, and should, refuse to countersign the order. He, however, should be careful, to ascertain that the teacher is in fact not a "qualified teacher." It should appear clearly and legally that he was not so, to authorize the moderator to refuse his counter-signature. SEc. 30. If, at any district meeting, any person shall conduct himself in a disorderly manner, and after notice from the moderator or person presidi,g, shall persist therein, the moderator or person presiding may order him to withdraw from the meeting, and on his refusal, may order any constable or other person or persons to take him into custody until the meeting shall be adjourned. SEC. 31. Any person who shall refuse to withdraw from such meeting, on being so ordered as provided in the preceding section, or who shall wilfully disturb such meeting, shall, for every such offence, forfeit a sum not exceeding twenty dollars. ASSESSOR. SEC. 32. The assessor shall pay over all monevs in his hands belonging to the district, on the warrant of the director, countersigned by the moderator; and( shall collect all rate bills for tuition and fuel, in obedience to the command contained in the warrant annexed thereto. 1. In collecting the rate bill, the assessor proceeds in the same manner as the township treasurer does in the collection of other taxes. 2. When a judgment is obtained against a school district, it is the duty of the assessor to notify the supervisor of the amount. (Section 125.) SEc. 33. In case any person shall neglect or refuse to pay the amount on such rate bill for which he is liable, on demand, the assesser shall collect the same by distress and sale of any goods or chattels of such person, wherever found within any county in which the district, or any part of it, is situated. 1. The form of procedure under this section, in case of neglect or refusal, is similar to that of a constable upon sale and execution. Notice should be given in the same way; and property may be sold 359 as it is in the collection of any other tax assessed and collected by law. SEc. 34. The assessor shall give at least ten days' notice of such sale, by posting up written notices thereof in three public places in the township where such property shall be sold. Sr,c. 35. At ilie expiration of his warrant, the assessor shall make a return thereof, in writing, with the rate bill attached, to the director; stating the amount on said rate bill collected, the amount uncollected, and the names of the persons from whom collections have not been made. 1. For form of warrant see section 45. The return, which should be made upon a separate sheet of paper, with warrant and rate bill attached, may be in the following form: I, A B, assessor of school district No., township of, do hereby make this my return of the annexed warrant with rate bill attached, and certify the amount collected on said rate bill to be the sum of dollars and cents; the amount uncollected, dollars and cents; and that the following are the names of persons from whom collections have not been made, and the amounts which are uncollected from each person: NAMES. l loi A B Co D, I n,} 11i _ — Dated this day of -, A. D. 18. (Signed,) A B, A,ssessor. The assessor's warrant runs from the time it was placed in his hands for collection. In case the assessor fails to execute his bond, see section 67. FORM OF ASSESSOR'S BOND. Know all men by these presents, that we, A -- B —, (the assessor of school district No., in the township of,) C D - and E F, (his surety,) are held and firmly bound unto the said district, in the sum of [here insert a sum of double the amount to come into the assessor's hands,] to be paid to the said district; for the payment of which sum well and truly to be made, we bind ourselves, our heirs, executors and administrators, jointly and severally, firmly by these presents. Sealed with our seals, and dated this - day of —, A. D. s185. The condition of this obligation is such, that if A - B, assessor of said district, shall faithfully apply all moneys that shall come into his hands by virtue of his office, then this obligation shall be void; otherwise of full force and virtue. A- B-, [L. s.]. C- D, [L. s.] E F —, [L. B.] Sgned, sealed and delivered in presence - of [two witnesses.] 360 SRc. 36. The assessor shall appear for and on behalf of thle district, inii all suits brought by or against the same, when no other directions shall be given by the qualified voters in district me,ting, except in suits in which he is interested adversely to the district, and in all suich cases the director shall appear for such district, if no other direction be given as aforesaid. 1. See note to section 27. See also section 123. DIRECTOR. SRc. 37. The director shall be the clerk of the district board, and of all district meetings, when present; but if he shall not be present at any district meeting, the qualified voters present may appoint a clerk of such meeting, who shall certify the proceedings thereof to the director, to be recorded by him. 1. See note 3 to section 11. SEC. 38. The director shall record all the proceedings of the district in a book to be kept for that purpose, and preserve copies of all reports made to the school inspectors, and safely preserve and keep all books and papers belonging to his office. 1. The question has arisen whether if the record here provided for has not been kept, or is destroyed or lost, whether the district is entied to its share of the income of the primary school money. Every school district from which a report has been made according to law, and showing that a school has been kept therein for three months, by a qualified teacher, is entitled to its share of the public moneys. See note 1 to section 4. SEc. 39. By and with the advice and consent of the moderator and assessor, or one of them, the director shall contract wish and hire qualified teachers for, and in the name of the district; which contract shall be in writing, and shall have the consent of the moderator and assessor, or one of them, endorsed thereon, and shall specify the wages per week or month as agreed by the parties, and a duplicate thereof shall be filed in his office. 1. The director must contract with and hire such persons as are qualiied teachers-such persons as have offered themselves as candidates for teachers of the primary schools before the board of inspectors, and who, having beefi duly examined by them, or a majority of them, in regard to moral character, learning and ability to teach school, have received from such inspectors a certificate signed by them, or a majority of them, in such form as may have been proscribed by the Superintendent of Public Instruction. No person, who has not such a certificate in force, is legally a qualifed teacher; and, by the operation of section 60, no public money can be paid to any teacher who shall not have received such a certificate, before the com mencemet of his school. 361 2. Every certificate given by the boaird of inspectors continues in force for two years, within the township. There is no authority for granting a certificate for a longer or shorter period. But a certifieate may be annulled under section 90. 3. The contract with the teacher must in all cases be in w;iting. A contract made in any other way, is against the express provision of the law, and cannot be made binding on the district. If the director hires a teacher without following the requirements of the law, he makes himself liable to the teacher for the amount of wages contracted to be paid. 4. Unless the contract has been violated in its terms by the teacher, or unless his c3rtificate is annul!ed by the Inspectors, the district officers cannot dismiss the teacher, without paying him the wages *ontracted for. Under a written contract, a district cannot withhold pay, to a qualified teacher, if he has not perfomed the services of a teacher, by reason of the neglect or refusal of the inhabitants to send their children to school. The teacher cannot, in this way, be deprived of his pay; nor for such cause, can the district officers dismiss the teacher, so as to affect his pay according to the terms of his contract. 5. It is the busiress of the director to contract with and hire teachers; but he must do so with the advice and consent of the moderator or assessor, or one of them, and of two trustees in districts having one hundred scholars or over; which consent must be endorsed on the contract. The moderator and assessor have no authority in any other way to employ a teacher, and can not do so, without the action of the director as required in this section. 6. The distribution of the increase of the school fund by the Superintendent is based upon the annual report made by the director. If the report is in conformity with law, the school money is distributed to the township, and the question as to whether the teacher has been legally employed, as for instance by a director whoahas not filed an aceeptance, does not affect the distribution of the public moneys to the township if the school has been kept for the regular term by a qualified teacher. 7. No person, except the proper district officers, has any right to interfere with the management and supervision of the schools, or to 46 362 c interfere with the authority of the teacher, except as he may do so through such officers: but any person who is liable to pay a school district tax, and possesses the qualifications of arvoter therein, may speak and vote at any meeting, whether he has children to send to the school or not. 8. It is the business of the director, with the advice and consent of the other district officers named in this section, to provide a teacher for the school. No district meeting possesses the power to relieve them from this requirement of the law. Under section 24 the district meeting may determine as to the Zength of time a school shall be kept, &c. 9. If the district officers continue the teacher after a notice that his certificate has been annulled by the inspectors, it would operate as a continuation of the contract with such teacher. 10. The following form of contract is recommended to the directors of districts, in which it is stipulated that the teacher is to have a certain sum per month, or week, (as the parties agree,) in full of the teacher's services and board. The practice of "boarding round," as it is termed, has been found by experience often to be a source of difficulty, trouble and annoyance. There is no authority of law binding the inhabitants to board the teacher; and although it may accommodate and suit the views of some districts, it is believed, in most instances, to be a better course to give the teacher a specific sum and let him board himself. This form is not compulsory. It is recommended as being that best adapted to subserve the interests of the school. It may be varied to suit the wishes of the districts; that portion which relates to the holy-days may be omitted if it does not suit the views of the inhabitants, or the district officers. Whatever may be the terms of the contract, the manner in which the form is drawn, is in conformity to law, and should be substantially observed. FORM. CONTRACT, entered into this day of, 185, between SCHOOL DISTRICT No. - of the township of in the county of, State of Michigan, and A B, a qualified teacher in said township; the said A B contracts and agrees with the said school district, that he will teach the primary school in said district for the term of.months, [or weeks] commencing on the day of, 185, for the sum of — dollars per month, [or weekJ which shall be in full for his services and for board. 363 In consideration of the premises, the said school district agrees with the said A B, to pay said A- B — the sum of' - dollars per month, [or week] as follows: It is understood between the said A B and the said district that a month shall consist of twenty-six days, exclusive of Sundays; but that the said A B shall not be required to teach said school on each alternate Saturday, or in lieu thereof, on the afternoon of every Saturday, at his option; nor on the 4th day of July,v the 22d day of February, New Year's, Christmas, Thanksgiving, oron the days of general biennial elections, as provided by law. (Signed,) A- B, D)irector. C D-, Teacher. Approved: E- F, Moderator. G H, Assessor. In districts containing more than one hundred scholars, between. the ages of four and eighteen years, (see section 92,) in addition to the assent of the moderator and assessor, or one of them, the law requires the approval of at least two of the trustees. The contract should be drawn in duplicate, one for the use of the district, and one for the teacher. If a contract is made with a teacher, and at the expiration of the time for which he has contracted to teach the district is without money, the teacher may sue the district. Whenever it is thought advisable, provision may be made in the contract saving the district from this difficulty. SEc. 40. He shall ascertain, as near as practicable, before the commencement of each school term, the just proportion which each person having scholars to s,'nd to the school, ought to furnish of the fuel for such term, and give each such person at least fire davs' notice of the time within which he is required to deliver the same at the school house, and if any person shall not deliver his proportion as required, the same shall befurnished by the director, and the amount thereof sl,all be assessed on the rate bill, to the person neglecting to deliver his proportion as aforesaid. 1. A tax cannot be voted for fuel. This section of the law requires amendment. The mode of ascertaining, asfar as practicable, before the commencement of each term, the just proportion which each person having scholars to send to school ought to furnish, is not uniform. The last census is sometimes taken as the basis. It appears to be impracticable for the director, previous to the commencement of each term, to visit and enquire of each person how many scholars he will send to school during the term. Many persons do not send till the term has partially expired, and others whoa. 364 send at the commencement take out their children before the close of the term. The only practicable method would seem to be to allow the director to furnish the necessary supply of fuel, and let the amounts due firom each person be subsequently assessed in the rate bill. Every person who sends scholars to school, without reference to the age of the scholars, is liable on the rate bill. In whatever mode, however, fuel is furnished, it should be provided at the school house, cut up and prepared for use; schools have frequently been dismissed for the want of this care, and not unfrequently its preperation, cutting it up, &c., is left upon the hands of one or two persons in the district, upon the teacher or the scholars. Srac. 41. Within tel days next previous to the annual district meeting, the director shall take the census ot his district, and make a list in writing of the names of all the children belonging thereto between the ages of four and eighteen years. 1. The construction heretofore given by this department in relation to who are to be included in this census, has been that it embraces all children resident in the district, whether the children of native born citizens, aliens, colored persons, or, Indians. All these have a right to participate in the benefits of the school system, except where there has been special legislation, as in the city of Detroit, where a colored school is organized separately. The children who are at the county poor houses may be included in the census. 2. The ages of four and eighteen are fixed upon in taking the -census, for the purpose of arriving at some proper basis for apportioning the public money. It is not the law, nor the policy of the ,law, to exclude those of all other ages from a participation in the benefit of the schools. Those of all ages have the right to attend -them as scholars. 3. Section 130 imposes a penalty upon a director who refuses or neglects his duty under this section. SEC. 42. lie shall furnish a copy of such list to each teacher employed in the district, and require such teacher carefully to note the daily attendance of each scholar, and to make return thereof to him, including the ages of all scholars whose names are not on such list; and such teacher shall also certify and return, according to his best information aind belief, the name of the person liable for the tuition of each scholar. SF,c. 43. In case the director shall not have furnished such list as aforesaid, the teacher shall keep a list of all the scholars attending school, and the number of days each scholar &hall attend the same, with the age 4 365 of each, and the niame of the person liable for the tuition of each, accordino to his best information and belief, which list he shall return to the director as aforesaid. 1. Under these sections various questions have arisen, pertaining both to the director and the teacher. No time is fixed for the return from the teacher to the director. The return without certvcetion is not a legal return. If a teacher neglects to make the certificate until after the term of the director ill office at the time his school closed, has expired, but makes it to the director subseqently chosen to office, it is the duty of such director to make out the rate bill in accordance with the provisions of section 45. 2. The list required to be kept is the basis upon which the rate bill is to be made out, and the effect of carelessness or error in keeping it, will, to a greater or less extent, be felt throughout the district. The teacher should regard it his special duty to keep it with care. To carry out properly these provisions of law, a convenient and proper form should be had. This form, as filled up, besides being the basis of the rate bill, has been found by teachers to be useful and necessary in order to keep a correct account of the attendance of the scholars. A register, adapted to this purpose has heretofore been much used in the schools at the east, called " Wickham's School Ledger," and if the districts feel able to afford the expense, which is not great, it is strongly recommended to them to procure it. No form so well adapted to the requirements of the law, can be prescribed in this edition of the laws, for, want of the proper space. What, in addition is required in the register, to use the words of the author himself, "will please the scholar and parent, interest the visitor and inspector, and be valuable and satisfactory to all." For the rate bill, it will furnish a correct guide; for the parent, a test of the teach ers fidelity; and an evidence to both, of the scholarship and deportment of the pupils. The use of it in the schools will add materially to their means of usefulness. The following form of a list will answer the purposes of both di rector and teacher, under section 42, at least so far as to furnish a guide, in the absence of a printed register: FORM. LIsT, containing the names of all the children between the ages of four and eighteen years, belongingr to district No., of the town ship of - taken by the director previous to the annual district meeting for the year 185. 366 To the Teacher: In pursuance of section 42 of the school law, you are furnished with the annexed copy of a list of names of all the children belonging to the district, between the ages of four and eighteen years. You are required carefully to note the daily attendance of each scholar, and to make return thereof to the director, including the ages of all scholars whose names are not on the annexed list, and to certify and return, according to the best of yonr knowledge and belief, the name of the person liable for the tuition of each scholar. Dated, - day of-, 185. A- B —-,.D;rector. Naimes o' ct i{liei betwe,.,, loutr Wta ule{ A,, i-me ot' 1)ts liable anil ei'hi.eent years Lelotiging to/Timeof entr ance. days aitcnd- for titoio of each the district. I lance of each. scholar. A.- B, Jan. 1, 1852. 9I)B HC D, 9, 75 G N i F-, IFeb. 1, " 45 F — M- ~~~~~~~~II t !~~~~~~~~~~~~~ Na...e antd ae of each scha wiwho has attended schoi i which are inot on the directors I,st, t be furni.sherd by thie teacher itl . pursua tice of sectl ion 42. ,A.. I J I 2E 1.- FL- F1Fe.- —, v- D - - I hereby certify and return that the foregoing is a true statement of the facts contained therein, and that to the best of my knowleJge and belief, the list of names of the persons liable for tuition of each scholar is correct. A B, Teacher. The foregoing form will answer the requirements of the law, so as to enable the director when it is properly filled up, to make out his rate bill; but in order to note the daily attendance, the teacher will be under the necessity of keeping a day or check roll. As a guide to the teacher in this respect, the forms and instructions of the Su perintendent of New York, (Mr. Randall,) are well adapted to this purpose, andare herewith subjoined and recommended to the teachers of this State. Where no list is furnished by the director, this list kept by the teacher, must be certified to, as in the foregoing form, and returned to the director: At the time any pupil enters the schools, the teachers should immediately insert the date and the name of the scholar. At the close of the quarter, the whole number of days that each pupil attended I II I ti Jan. 2, 8, Feb. 7, 1852. sc~ 70 55 34 367 is to be ascertained, from the check roll, and entered in the third column. Each teacher, at the commencement of every quarter, must provide a day or check roll, in which the name of every scholar is to be entered. It should be ruled so as give six columns, corresponding to the number of days in the week. The number attending should be ascertained each half day, and pencil marks made in the column for the day opposite to the name of each one present. At the end of the week, the nu.mber of days each pupil has attended during the week should be summed up and entered on tle weekly roll. Each half day's attendance should be noted, and two half days should be reckoned as one day. The pencil marks on the day roll may be obliterated, so that the same roll may be used during the quarter. The weekly roll should be formed in the same manner, so as to contain the names of the pupils, and thirteen columns ruled, corresponding to the of number weeks in the quarter. In each of these columns is to be entered the result of the daily check roll for each week, in the following form: WEEKLY ROLL. Attendance of Pupils in -)istrict School of District ~o. -. Names t _ 2 _ of 1st week. 2cl week. 3cl week. 4th week. 5th week. Pupils. J. Thorn, - -- 6 days. 4 days. 1 5 days. 6 days. 57 days. SEc. 44. The director shall ascertain from the return of such teacher, the number of days for which each person not exempted shall be liable to pay for tuition, and the amount payable by each. SEc. 45. Within twenty days after receiving such list and certificate from the teacher, the director shall make out a rate blll, containing the name of each person so liable, and the amount due him for tuition and fuel, or either, adding thereto five cents on each dollar of the sum due, for assessor's fees, and shall annex thereto a warrant for the collection thereof, to be signed by him and the moderator. 1. Under section 58, it is the duty of the district board to exempt from the payment of teacher's wages and from providing fuel, all such persons residing in the district, as in their opinion ought to be exempted, and to certify such exemption to the directors. (See sec tion 58.) 2. In order to ascertain the amount of tuition to be paid by each person who has sent to school, the amount of the public money should be deducted from the teacher's wages, and the remainder should be apportioned to those who have sent to school, according to the time sent by each. If but one person has sent to school, that person is liable for the whole amount of teachers' wages, after deducting the public money, and it may be collected of him by rate bill. 368 3. Scholars sent from one organized district and boarding there, stand on the same footing in relation to the rate bill, and the public moneys, as residents of the district. The person with whom such scholar boards may be made liable, and the rate bill should be made out against such person for tuition and fuel. 4. When two schools are kept in the same district, a rate bill should be made separately for each school. 5. A rate bill cannot be made out for any other purpo)ses than for tuition and fuel. 6. A taxable inhabitant of a school district is not shielded from payment of a rate bill if he has sent to school, for the reason that the district board has admitted scholars from another district. 7. Persons residing within the district, sending the children of others to the school, are liable on rate bill for tuition and fuel. 8. A private claim or demand against the teacher can not be setoff against the amount due on the rate bill. 9. The exemption law does not apply to the rate bill. FORM OF RATE BILL AND WARRANT. Rate bill containing the name of each person liable for teachers' wages, in district No., in the township of, for the term ending on the - day of —, 185, and the amount for which each person not exempted from the payment thereof is so liable, with the assessors fees thereon: Assessor' [ A *u f' ].,.IWhole ain't fees thereon Amt. for fuel.toWhl be raied.t d0 oe5o $1 or 05 $0 50 1 62 I I Whole No.i Amo,unt of I of (lays school sent. 1)oi 11. 104 $1 04 104 1 00 Total — $ $ _$ |$_ To the Assessor of school district Aro. -, of the township of: In the name of the people of the State of Michig an: You are hereby commanded to collect from each of the persons in the annexed rate bill named, the several sums set opposite their names, in the last column thereof, within sixty days after the date and delivery hereof; and upon collecting the same, or any part thereof, at the expiration of the time allowed therefor by law, to pay over the amount so collectedl by you (retaining five per cent for your fees) to the or the director of said district, countersigned by the moderator I I I I Naines -,f Pei —-oris seti dilig to school. Peter Parley, Richard ]Etoe, 369 thereof, an,] in c-e any person thlerein name, shall ne,rlect or rofilte on dein intl, to p.ty the am,,utint on sai.l riate bi,l for wvhichi he is ]i;t h1, yoU ire to c,)llctt the stme by distress an I sa'e o(f tie g(),t).lls an(l (h-ttel.s of stt(h I)t-rson or per.tsotis, whierever li)uttli in the *(ountv i)r cotnitecs in wl ili z said (listrict is situ itte,i, htvinr fir.n t [tplbli-l.he( :itl it sale ait lea,st ttn (lays., by posting up ni)tices t.lere,f in tlhree publie p)latces in tile totvnishlip where sucih propert shill be. stl(d. Givent uadtr our IIhands this day of, A. 1) 185. A B Dire t,,'. C D, 1oderaitor. StRc. 49. Stich w-arrant shall (ommatd the assessor thatt wvithin sixty days he c.Ilect of the p1ers,,ns named in said rate bill the ainoutitt set opputsite tlle(ir respective nnames, andI that if any person shall nleglect or retile, on demand. to pay the atnoitint on said rate bill fir which he is liat)l%, hbie collect thc same hv distres.s atid sale otf the gootis and chattels of sulchl person wherever t;,tild in the c-tittty or couinties in which the district is sitttated, first t)pblisliing stili. sale at least ten (lays by poIsltin up notices thereof in three public places in the township where suchl property shall be sold. 1. The annulment of a teacher's certificate by the hoard of inspectors does not affect the collection of a rate bill for tle time the teacher taughi,t under his certificate. 2. No r;ttc b'lt (,as he collected after the time fixed in tie warrant except the time liis been extended under section 47, and such extens;ion cannot exceed thirty tlays. 3. R(ite bill.s cat not be collected from persons residing out of tho district, except such as pay taxes in the district for whichi the rate bill is mdile out and whlo send scholars to school therein. (.ee seetion 13 7. ) 4. No person can be sued for an amount due on the rate bill. 5. The public money is in reduction of the tuition of a,ll the children who h;tve attetnded school witho?t regard to thei'. qes. 6. All tihe children who attend the school niust be (charged at thO samne rate for tuition, without regard( to the studies they have putrsue(ld. except in cases wltere the district officers hlave classified the scholars as provided in sections 92.nd 9:~. 7. Pers.ons who pay tlie teacher, voluntarily, stuch sums as he may require, may. by tilkin,g his order therefor tipon thle (lirector, be cntitle(l to receive the tmottnts from him, from the moneys r(i,etl for the teaochtr by rate lill, but the rate bill is to hbe nli(lt otlt iai et,nfrtitmity wi-iti tlte taelir's return. If thle rate lill intl wiv,rrint is legal on its flace, the assessor wouldJ notbe liable for proceeding)rto 47 A 1.... Assessor (f said Di-strici. This notice shloul(l be posted up ten full days before thre day of 8ale, in thlree of the most public places where the property is to be sold. l:. 47. In case the monllorator an(d directo(r s)all deem it neeessary, th,y rmay, by ar eIlfors.ene1t s)i t;(,lh warrai.t signedl Iv tliem, extedt( Ilhe litme ilhereiii s;pecified flr tihe collection of such rate bill, not exceedJiig tIirty days. F-)RM Or FNDORSEMENT. Ve hereby extend thie time -pecifietl in the within watrant for the Cnlecti,in,f the rate hill ftta'lele(., br the furthiler peliod of davs DLted the --- day of, 18.5. A B- D;re'tor, C D, 1e rtr 1. Sixty dnys. iq suifficient time for the collection of the rate bill ia mnst cases, and it is better as a general principle to collect the rate bill promptly within the perio(l firsit s.pecitied in th)e warrant. Sf. 48. Trlie director shlall t)r,vi le the necessary atpen iales for tlh Ishhool lihose, and kt,ep the samf- i, g,n I c)?,llitio lnl rn rpai l ltri,ig tho liime a schotlI shall be taotght thlerei, anil shall keep ati accurate aicoulit of all expe ses inucurred by him as director. 1. The duty of directors under this section is special. The care and cutoddy of the school house, and other property of t)he diitrict, except s) fir as thilis section dlirects, belong,s to the district b(oardl. T'lio p(,wver of the director hetre given, extends to the supervisiion of tho building, so flir as it needs appendages and repairs; and to keep it ia '3. A, ti- (tirectlor inlut necessarily incur expense, it may be well for the ti.trie to voe It speeitie sutm, to eover the estimated amount retqlire :; ; ji —~:Kj 1- 1 - k\HL I J I ri iq c Q cc -4 I I - - ------ 571 feasible and expedient, and that no time should be lost in making the necessary preparations. A suitable house must be erected. A committee was appointed to prepare plans, and submit estimates. At a subsequent meeting this committee submitted several plans: one of which was adopted; and a brick house, 32 by 60 feet, two stories high, was erected, at a cost of $2,100, a plan of which is hereto attached. The house was completed January 1st, 1848, and the school opened liner the auspices of A. S. Welch, A. M., as principal, with two competent assistauts. The year was divided into two terms, of twenty-two weeks each, the first term commencing the 1st of September, with a short vacation of two weeks at its close, and a vacation of six weeks at the close of the summer term. The amount paid teachers the first year, was $900. The number of scholars in attendance, was two hundred and twenty-two; the whole number of persons in the district betwen the ages of four and eighteen, being only two hundred and twenty. At the close of the first year the experiment of employing experienced and highly educated teachers, though at an expense far exceeding the amount the people hadl been accustomed to regard as a liberal compensation to teachers of district schools, had proved so eminently successful, that the district with great unanimity, determined to continue the school under the same auspices, with an increased salary to the principal, and an additional number of assist ant teachers. Mr. Welch continued in charge of the school until the summer of 1849, when he was compelled by the state of his health, to relinquish it; and Rev. C. S. Kingsley, A. M., was employed to succeed him. The sum of $600 was paid to teachers for the irst term of 1849, and yet cost of tuition was only from $1 to $1,50 to each scholar, for the term. Mr. Kingsley continued in charge of the school until the fall of 1850, with from two to four as sistant teachers, at a cost to the district of between $1,000 and $1,100 per year. The cost to each scholar during this time ranged from $1,50 to $3 per term. In the fall of 1850, the Rev. S. C. Hickok, A. M., was employed to take charge of the school, at a salary of S6W per year, with authority to employ such assistants as he might require, at an expense not exceeding $600, in addition to his own salary. Mr. Hickok was shortly afr ward taken sick, and after an ilness of some weeks, died. It was then too late for the district board to secure the services of such a teacher as was desired, and they were compelled to employ for a short time, a person capable of teaching only the common branches of an Eng lish education. The principal received $35 per month, and was furnished with two compe tent assistants; but owing to the fact that only the common branches were taught, the schcol was not so fully attended, and the cost of tuition per scholar was much greater than when teachers had been paid at the rate of $1,200 per year. The division of the year into two terms, being found inconvenient, a change was made in the spring of 1851, and the year divided into three terms, two of sixteen weeks each, and one of twelve weeks. Mr. Welch having fully recovered his health, was again induced to take charge of the school, at a salary of $700 per year. During the summer term he had three assistant teachers, who were paid at the rate ef $600 per year, and yet the cost of tuition per scholar was only $1,20 for the term. The fall term has just commenced, and the number in attendance is so large that four as sistant teachers have already been employed, and it is probable that some classes will still be placed under the tuition of advanced scholars, who are pursuing a course of study with es pecialreference to the profession of teaching. Though so large an amount is paid for teach ers, it is confidently believed by the school board that the cost per scholar will be less than for.any previous year. It has been the aim of the board and the district, to afford facilities for education in this district school, equal to those afforded by the best academies and grammar schools of the country. Especial attention has been paid to those preparing themselves for teachers. Clases in Latin, Greek, Spanish, Chemistry, Algebra, Geometry, &c., have been advanced consider bly beyond what is usually required for admission into even an advanced class in college; 572 yet there has been no want of attention to the minor and rudimental branches. Indeed, it has been found that much greater thoroughness has been secured in elementary studies than is usually attained in schools where these studies are alone pursued, and the general effect has been to secure an unusual degree of thought, attention and mental development. The experience of this school has shown that as a matter of economy alone, it ispoor policy to employ cheap teachers-that when the district has paid the highest wages, and secured experienced and highly educated teachers, the cost of tuition per saholar has been least. It has shown, too, the practicability and the policy of affording facilities for the study of the classics, and the higher branches of English, in our district schools. A large proportion of the youth of our country have access to no other schools; and though their parents or guardians could not be induced to send them to academies or colleges, they are ever ready to afford them facilities for the attainment of all the knowledge to be obtained in the district soool. Let these be made what they should, and what they may, without any greatly increased expense, and we shall have no need of academies and grammar schools. W. J. BAXTER. UNION SCHOOL AT BATTLE CREEK. To tke Superintendent of Public Instruction: The district board of the Union School at Battle Creek, would respectfully report, that the first term of the Union School, since the completion of the school buildings, closed December 24h. Four hundred and thirty-ix scholars were in attendance during the term. Twenty seven non-reuident scholars have been admitted into the school. Instruction was given during the term in the highest branches of mathematics, French and Latin, and weekly exercises in composition and declamation. The school is separated into three departments, two teachers in each under the superintendence of the principal. Teach er's wages per term, $511 00. The yearis divided into,three terms of fifteen weeks each. There are six hundred and one children in the district, between the ages of four and eighteen. The Union School House is constructed of brick, three stories in heighth, forty by sixty, containing three large rooms andthree convenient rooms for recitation. The house is situated on a beautiful eminence, with two acres of land attached to it, which will be filled with forest and ornamental trees the coming spring. The first school district in this place was organized in June, 1834, with a sparse population, embracing twelve sections, known as school district No. 3, township of Milton. A tax of $60 was raised, for which a school house was erected, which answered the demands of the district until 1837. Duringthe years 1837 and 1838, $500 were raised to prepare a more commodious building. In 1840 a library was attached to the school, and a resolution adopted to support the school through the academic year. In the year 1844, the friends of universal education started the project of a Union School, and were encountered by strong opponents who were unceasing in their efforts to defeat the raising of a sufficient tax to execute their plans, and were successful for a time. The board of inspectors in the year 1845, not favoring the principles of Union Schools, attempted to divide the district into several, but were checked by the active exertions of those who believed such an act would prove injurious to the cause of popular education. Public meetings wvere called, and the question discussed for some months with a beneficial result. In 1847, the inspectors of Emmet, Battle Creek and Bedford formed a Union school district, composed of fractional parts of said townships, including a territory equal to five and fiveeighths sections. At the annual meeting of 1848, a resolution passed to raise $2,000 to purchase a site and build a house suitable for the Union school. The tax was duly assessed and mostly collected; a site had been secured and arrangements were being made for the erection of an edifice suitable for the district; but by the ingenuity of the enemies of the investment of a capital for the benefit of the rising generation, an injunction was placed upon the treasurer 573 and the amount which had been collected was refunded; the district was obliged to relinquish their claims on an enviable site and await a proper time for another effort, suffering much from an unnecessary expense and delay. In 1849 they succeeded in passing a resolution to raise another tax, and were successful in collecting it. A site was procured and the building commenced. In 1850, men were selected to fill the offices of the district with perseverence sufficient to overcome all obstacles which were presented in their way, and the speedy completion of the building was the result; and we are happy to report the present prospects of the school encouraging. The building and site has been obtained at an expense of $5,500. The board feel determined to do all in their power to make this school worthy the patronage so liberally bestowed. The district is in much need of apparatus and a district library, and we believe if the Union schools could have their share of the township libraries and of the' library fund, much more benefit might be derived than is now obtained. S. WRIGHT, Secretary of the Board. Battle Creek, Jan. 3, 1852. YPSILANTI UNION SCHOOL. YPSILANTI, April 30, 1852. Ho>. FR-NCIS W. SHEARMAN, Superintendent of Public Instruction: DEAR SiR-The dircctors of Ypsilanti Union School respectfully transmit, subject to your disposal, the following brief report of the rise, progress and present condition of this instuittion. This school was organized in October, 1849, under a special aet of legislation authorizing the directors to adopt any system which would not conflict with the general school law. It was a bold and in many respects an unprecedented experiment, undertaken by one district alone, and involving an amount of pecuniary responsibility which nothing but zeal in the cause of education could have induced its projectors to assume, and which nothing but great faith in the feasibility of their enterprise could have justified them in assuming. In October 1851, two years from the time the school was organized, a second district united with the first, and since then it has been sustained by the united efforts of the two districtsstill leaving two others in our village which have not seen fit to unite with us. While under the control of a single district it was known as a. model school, but soon after the union of the two, there then being no school in this part of the country which afforded advantages superior to those of the common district school, it was deemed advisabie to extend the course of instruction, not only that o]r own children might receive a finished as well as a thorough and practical education at home, and under the parents' immediate protection, but also as an inducement for pupils from abroad to become connected with the institution. In this respect it is believed we have gone beyond most institutions in this and other States. In alarge majority of the Union Schools in the State of New York, the course of instruction is limited to that of the common district school, while but few give advantages of a classic or even an extended English course. Owing to this deficiency, they are in many instances compelled to support as separate schools, both an Academic and a Union School. We have ained to unite both of these in one; and how far we have succeeded, the present condition of the school will show. From its character, the privileges it afforded and the large and comprehensive course of study then adopted, it insensibly, and by a kind of common consent, became known as Union Seminary, which name it has since borne, without, it is believed, giving offence to other seminaries, or bringing discredit upon the name. If it is the first institution of the kind which has assumed this well merited distinction, it is to be hoped it wil not be the last, for surely such schools taking the rank and doing the labor 574 of seminaries, in our populous and enterprising villages, are the hope of the State, not only as seats of academical learning, but as preparatory schools for our University; and there can be no good reason why they should not take title and position in keeping with their real rank and importance. The buildings belonging to the district are valued at $8,000; the annual expense of school .2,300; the average attendance of pupils, 250, the average amount raised by tax for payment of teachers' salaries, 200; and the expenses per scholar to the inhabitants of the district, for common school privileges, $5. This average per district scholar, though no higher than in many common district schools, we are in hopes soon to reduce at least one half. The following course of studies have been adopted, and is now pursued by the classes in the school. Some will have completed the course at the expiration of the present term: COURSE OF STUDIES-PREPARATORY. Orthography, Reading, Penmanship, Modern Geography, Grammar, Arithmetic written and mental, Geography of the Heavens, History of the United States and Analysis. FIRST YEAR. First-Higher Arithmetic, Advanced Grammar, Ancient Geography Second-Algebra begun, Higher Arithmetic, Advanced Grammar. Third-Book Keeping, Algebra finished, Syntax and Prosody. Fourth-Bourdon begun, Physiology, Botany. Composition during the year-Parker's Aid. SEOOND YEAR. First-Bourdon finished, Botany, Geometry. SeondGeometry finished, History, Rhetoric. Third-Trigonometry, History, Rhetoric. Fourth-CalculLus, History, Logic. Composition during the year-Parker's Aid. THIRD YEAR. First-Surveying, Geology and Mineralogy, Mental Philosophy. Second-Chemistry, Mental Philosophy, Natural Philosophy. Third-Natural Philosophy, Mental Philosophy, Agricultural Chemistry. Fourth-Astronomy, Moral Science, Elements of Criticism. Composition during the year. There are two Primary departments for youEg pupils, and a Preparatory, which students are required to pass through before entering upon the other course. TERMS OF TUITION PER QUARTER FOR FOREIGN PUPILS. Primary Department,..............................................$2 00 Common E nglish branches,.......................................... 2 50 Common English, with one high English,.................................... 3 00 Common, with one or two high English,...................................... 4 00 Languages,.......-................................. 4 50 Music, with use of Piano extra,............................................ 9 00 Painting and Drawing, Extra............................................ 2 00 It is worthy of remark that the course of study is as thorough and extensive as in any other institution in the State, and that the rates of tuition are lower than in most. In addition to the English course, just attention is paid in preparing young men for college, and much time and labor devoted to instruction in the modern languages. During the past year there have been large classes in French, German, Music, Painting and Drawing. A philosophical, chemical and mathematical apparatus of considorable value, belongs to the Seminary, and the town library, containing oer one thousand volumes, is kept in the build 575 iag. The Encyclopedia Americana, and several other valuable books for reference have been recently added, and are accessible to the members of the school. There are now in the University at Ann Arbor, a number of students from this school, several of whom entered one year in advance. The number of foreign pupils connected with the school has increased very much since it was first opened; and during the past year, as our catalogue will show, a large number have been in attendance from different parts of this State, and some few from other States. Our building, which will accommodate from sixty to seventy with rooms for study, has usually been full, and during the fall and winter quarter, several applications for admission have been refused, for want of additional room accommodations in the building. This large number of foreign pupils who have been united with the school, and without any special effort or solicitation on our part, plainly shows that our course of instruction, the method of teaching pursued by our teachers, and the management of the school, are appreciated, and that a school based upon the Union System may compete with the best institutions of our land. Our school year is divided into two terms of twenty-two weeks each, and each term into two quarters of eleven weeks. At the close of each term there is an examination, at which time the classes are publicly examined in the branches they have pursued, and at the close of the third quarter there is a public examination and exhibition. There are two literary societies connected with the school, which have regular monthly pub lic exercises, and before one of which, during the past winter, public lectures on different subjects pertaining to popular education have been delivered. It has been an object in this sketch to state as briefly as possible, the most important fea tures of our schiool, that the public generally may know what we have accomplished in so short a space as two and a half years, and what may be accomplished in almost every village in our State in the same laudable enterprise. What public spirit has done in Ypsilanti it will do elsewhere; and if others see anything commendable in our example we trust it will be speedily followed in other places, and the advantages of a liberal and through English and classical education be placed within the reach of numbers by whom it cannot now be ob tained, From the success which has crowned our efforts, and the high position which our school has attained in so short a period, we cannot bring this report to a close without urging the friends of education in other places to hazard at least an experiment in the union system; neither do we hesitate to express an opinion that although much our colleges and universities may do in the cause of education, the great work of educa.tnig the rapidly increasing popula tion of this commonwealth must be performed in and through the influence of union schools or seminaries. Uponthese the safety and perpetuity of our national superstructure willmost ly deped, C. JOSLIN, Sec. District Board. LANSING UNION SCHOOL. LANSI.G, May, 1852. To the Hon. FRCis W. SHEORLAN, Superintendent of Public Instruction, Ac.: DEa Si-Having the cause of popular education at heart, and regarding as I do with deep interest the efforts which are being made from time to time, not only in our own State but alo in many others, to bring within the reach of every youth the means of acquiring a thorougbly preical if not liberal education, thereby plaing each individual member of the rising ertion on the same great democratic platform of equality and intelligence, which is 576 the basis of our republican institutions, giving to them greater permanency and inciting to a heatkhy advancement in the cause of human progress, do I most gladly comply with yourVery reasonable request in transmitting you a bricf history of the origin, rise and present prospects of the "LANsING UION SCHOOL," located in the northern, or as it is termed, the "lower town" portion of this village. School District No. 2, in the township of Lansing, Michigan, was first organized in 1847, comprising at that time five sections of land, (the greater portion,bhowever, covered with dense forest,) including the north one-third part of this village; a school house of ordinary capacity was erected, in which a school has been kept up on an average of six months each year. But owing to the rapid influx of population, the school building soon proved in adequate to the wants of the district, and, as a legitimate result, petty select schools sprung into existence, drawing from the people's school its most effectual aid and care, and finy its influence and character in community. This state of things could not long remain unnoticed and without correction, while healthie influences were exerted all about us. The beneficial workings of the Union School system, as put into operation at Marshall, Battle Creek, Jonesville, and other places, had attracted the attention of many of the most active and influential citizens of the district, and not unfretly was it made the topic of conversation; its applicability to the existing wants of the district was discussed, and its happy effects on community made known. The examination of the merits and feasibility of the plan strengthened the conviction that in every respect it was well calculated to afford to the community at once, an economical and yet thorough system, and means of education, yielding them every advantage to be derived from the best conducted High Schools and Academies, without their attendant evils and expense, fully commensurate with their wants, open alike to all, and within the reach of all. Snch being the light in which the Union School system of education was regarded here, that at the Annual School meeting on the 30th September, 1850, the practicability and expediency of erecting a suitable building and sustaining a "Union School," was fully and ably discussed, and resolutions to purchase a site, to raise the necessary funds, and to enter at once in right good earnest into the work of erecting a large and commodious building, with a suitable bell and school apparatus, were almost unanimously agreed to. A committee was appointed to prepare plans, and estimates of costs, &c., and to report the same at an adjourned meeting in January, then following. The committee deserve great credit for their earnest endeavors to make the building what it should be, and yet avoid unnecessary expense and outlay of funds, as appears from the plans and estimates submitted at the January meeting, as also have the building committee exhibited much good sense and faithfulness in the carrying of those plans into execution, as the building itself will most clearly evidence. The work has advanced so nearly to completion that the district board have decided to open the school for the reception of pupils about the.7th of June next. The effort is indeed as praiseworthy as the building is beautiful. Erected at an expense (including site, etc.,) of about $5,000, on a most delightful elevation, retired from the business portion of the village, commanding a distinct view of almost the entire village, it is being fitted up with especial reference to health, comfort and convenience, and is sufficiently large to accommodate from 250 to 300 pupils. The building is constructed of brick, two stories high and basement beneath, standing thirty-six by sixty feet on the ground. The basement will contain the fuel and (in case the original design is carried out) also the apparatus for warming the various rooms by means of heated air conveyed to them in pipes. The first story, twelve feet high, is separated by a hall in the centre into two rooms of equal size. The second story is mainly occupied by one general school room, which will serve alse for an assembly room. The north end of this story is divided into two small rooms, one to contain the literary and school apparatus, the other will be devoted to the wishes of the principal either as a private apartment or recitation room. The windows are large and high, and will admit of every requisite ventilation, clearly indicating that physical education has not 577 been lost sight of by those having its erection in charge. Another feature, too often regarded of little moment, is the arrangement and division of the play grounds; these are entered by separate doors from the rear of the hall, and each surrounded by a high, close board fence, and furnished with suitable out-buildings. The Board have secured the services of Mr. John S. Dixon, as principal, whose aclknowledged ability and ripe scholarship, together with his long experience and success in conducting schools of this character, have gained for him an enviable reputation. They will also employ such number of competent assistant teachers as the wants of the school may indicate. It is earnestly hoped and expected that the institution may in no degree disappoint the expectations of those who have so nobly cared for our village youth, who, as past experience shows, must receive an education somewhere, either at some well conducted school, or amid the haunts of vice and folly. The course of education will comprise a primary, middle, and classical department, and the Board express the determination that no effort on their part shall be wanting to secure competent teachers, and suitable apparatus to make the school one of the very best in the State; so that the various branches from the primary lessons of childhood, up to the higher and more abstruse branches of a classical education, can be pursued in it, with profit and success. In conclusion, permit me to add that the establishment of such a school in this section of the State is peculiarly gratifying to all who feel a lively interest in the progress of the educational cause. May this system of schools, of which we have good reason to be proud, raise its standard still higher, until there is afforded to the youth of every community throughout the entire State-and all have a moral right to exercise their injnds in contemplating all that is grand and beautiful in the vast creation of thought-that intellectual culture and social improvement which will enable them to act well their part in the great drama of life; that as they look abroad on the rich splendors of God's material universe, and investigate more truly the laws which govern matter and mind, they may be only the better prepared to disseminate and make knol the rich rewards of a TRUE EDUCATION over the State —the nation and the wide world. Very respectfully and truly yours, S. S. CORYELL. DETROIT LADIES' ACADEMY. This institution, organized but a few months since, has met with the most liberal encouragement, and it is confidently hoped that the anticipations of those who have manifested so friendly an interest in its success may be realized in its future usefulness and prosperity. It is the determination of those engaged in the enterprise, to make the Academy, in all respects, a school of the highest order. That they may, by rendering its establishment permanent, the more effectually secure this object, the large and commodious mansion of Dr. Russel, on Fort street, has been purchased, and will be fitted up expressly for this purpose. A competent board of instructors, carefully selected with reference to their experience and ability to teach, will be employed, and the most thorough instruction in all the useful and ornamental branches of education, will be furnished, while, at the same time, the morals, deportment and social habits of the pupils will receive unwearied attention. All Sectarian views will be, studiously avoided in the influence exerted by the Teachers -over those committed to their care. The young Ladies who are members with the family, will be expected to attend suchlx places of Religious Worship as their friends may specify. In the Government of the School no more rules are enjoined than are indispensably necessary, but with these a strict and uniform compliance will be required. A faithful record will 73 578 be kept, showing the punctuality, conduct and standing of each pupil in every class, which will be transmitted to her parents or guardian at the close of every term. The Academic Year is divided into three Terms of fourteen weeks each. The First Term commences on the second Monday in September; the second on the first Monday in January; anal the third on the fourth Monday in April-giving two weeks vacation at the close of the Spring and Fall terms. There will be an examination of the Academic Department at the close of each term, and a public examination of the whole School at the close of the Scholastic Year, during the last week of July; at which time Diplomas will be granted to all who have completed the entire course of study, and sustained a satisfactory examination in each department. DEPARTMENTS AND COURSE OF STUDY-PRIMARY DEPART.IE.NT. Eclectic Primer, Eclectic Spelling Book, Eclectic Readers, 1st and 2d, Mlitchell's Small Geography, Arithmetic, Thompson's First Lessons, Exercises on Slates and Blhckboards. PREPARATORY. Town's Fourth Reader, Eclectic Speller, Mental Arithmetic-Colburn, Yoang Analyzer, McElligot, Geography-Mitchell, Gramnmar-Smith, History United States-Wilson, Arithmetic-Thompson's 2d Book, Botany for Beginners, Parker's Exercises in Compositions. ACADEMIC COURSE-FIRST YEAR. Manual of Orthography to Definition-McEligott, Grammar-Brown, Higher Arithmetic-Thompson, Ancient Geography-Mitchell's, Mental Algebra-Tower, Natural Philosophy-Parker, General History-Willard. Parker's Exercises, Reading and Writing. SECO.ND YELAR. Algebra-Davie's lst Lessons, Physiology-Lambert's 3d Book, Chemistry-Johlnson, Botany-Wood, Book-Keeping-Mayhew, Domestic Economy-Beecher, Natural Theology-Paley, Astrosomy-Mitchell's Burritt, Mental Philosophy-Upham, Logic-HIedges. Parker's Aids to Composition. THIRD YEAR. Geometry-Davies' Legendre, Geology-Ruschenberger, Algebra-Davies' Bourdorn, Paradise Lost-Mvilton, Rhetoric-Newman, Moral Science-Wayland, Evidences of Christianity, Paley, General Review. Particular attention given to Reading, (Orthography, Pronunciation, Composition and Penmanship, throughout the entire course. EXPENSES Tuition in Primary Department, per term of fourteen weeks,................. $4 00 " Preparatory " " ".. 6 00 ' Academic Course-lst year's studies,........................... 8 00 " " " — 2d and 3dyear's studies,....................... 10 00 " Languages, (Extra,) e ach,................................... 5 00 " Music-Piano or Gui tar,................................... 12 00 " Drawing or Painting in Water Colors,........................... 6 00 Uise of Piano for Practice,........................................... 3 00 Board, together with Fuel, Lights, Washing, Furnished Rooms, and Tuition in Preparatory Department, per year, 5......................10 00 " with Academic Course-lst year,....................... 156 00 a~"'" " "1 1-2d and 3d years, each,..............162 00 579 Payment each term in advance. No deduction made for students who enter at any the after the commencement of the term, nor for absence after they have entered. unless on account of protracted illness. MISS S. HIUNT. GREGORY'S CONIMERCIAL COLLEGE. DETROIT, October 6, 1851. To FR.A.cLs W. SHEtR'-I.AN, Superintendent of Public Instruction of the State of lIichigan: DEAR SIR-Your letter with a copy of your annual report, caalue to hand to-day. Ageeable with your request, I send the following report, also one of my circulars. In May, 1850, with the encouragement of a number of the first business men of this city, I organized a school to be known by the name and style of Gregory's Commercial College, myself acting as principal of said institution, with E. C. Walker, Esq., as lecturer on Commercial Law. The object of which is to secure to young men (who never have had the expe, rience of the diversified functions of the counting-room,) a thorough and practical commercial education. The course of study proposed etnbraces penmanship, book-keeping by doubleentry, commercial calculations, and commercial law. The system of teaching in said institution discards the use of text-books, and relies upon oral and black-board instruction. Pupils are instructed individually and not in classes, so that they may enter at any time and proceed in ratio of their capacity and assiduity. The school, though small at first, has from month to month gradually increased until we have found it necessary to procure assistant teachers. The first year ending June 1st, 1851, the number of students that entered the college was 63. It usually takes young men of ordinary capacity three months to complete the course of instruction as arranged for this class of institutions. The Commercial College serves as a coi..nlectisg lilnk between the academic institution asld the counting-house of the merceliant. The literary and scientific institution contributes to the discipline and general information of the mind, breadth and comprehensiveness of view, and the enlargement of the understanding. While the discipline of the Commercial College contributes directly and largely to these ends, it also enables the possessor of these attainments to apply them to the practical details of business, in one of the mnost important pursuits of life. Occuping this vantage ground, the beginner in a mercantile career is not appalled or embarrassed by the difficulties which inevitably beset the man lwho is destitute of a commercial education. A man may have natural sagacity, but without this discipline, or the information which is more speedily obtained by this discipline than is usually obtained by years of experience, he can hardly expect success in business, or an eminent standing in his profession. In conelusion, the undersigned feels confident, from his experience both in the practice and theory of the subjects of instruction, and with the aid of such assistants as may be required, that he mill be enabled to advance those who avail themselves of the advantage offered to he rank of thorough and accomplished accountants. Respectfully yours. URIAH GREGORY. METEOROLOGY. Under article XI. of the revised constitution, relating to Education, it is made the duty of the legislature to encourage the promotion of intellectual, scientific, and agricultural impro - inent. It would seem to be the province of the department of Publil Instruction to reog as a legitimate field of reflection, the efforts which have been made by the national government to reduce to a system the important science of meteorology. The legislature of Michigan has already made an appropriation for the requisite instruments, and provided by law for the keeping of the proper tables, under the forms adopted by thie Smithsonian Institution, at Washington. It is also made the duty of the Regents to provide for keeping meteorologicalrecords, which are to be hereafter published with the report of the Superintendent of Public Instruction. A.NN ARBOR, 27th April, 1852. HON. FRA.NcIs W. SHEARM.AN, Supertnteitdent of Public Iistruction. DE SmIR-I accede with pleasure to your request for a copy of the table communicated by me to the Smithsonian Institute, exhibiting in inches and decimals of an inch, the monthly fll of RAIN in this city, for the three years named. The instrument which I use is DeWitt's nine inch Conical Rain Gage, the principle and construction of which you mayv find described in Silliman's Journal of Science, Vol. XXII., pag 321. Tables like the following, soinetimies in, lude with the rain, an account also of the water of melted snow. It should be observed that this does not. 1849. 1850. 1851. January........................................................,63.,66.,99 February............................................,14.,80. 2,48. March.............................................1,69. 2,47. 1,02. April........................................... 2,13.,95. 3,90. May.......................................... 3,59.,30. 5,85. June...................................3,46. 3,44. 2,41. July...............................................3,27. 2,15. 5,04. August............................................3,10. 6,52. 4,18. September..........................................3,90. 1,86. 2,08. October.......................................... 3,38. 1,09. 2,94. November........................................... 1,66. 1,73. 2,48. December........................................,37.,93. 2,27. Total........................................... 27,33. 22,90. 35,64 From this table it would'appear that the variation in the annual amount of rain which falls here is large. The quantity;vhich fell the last year exceeded that of 1850 by nearly thirteen inches. Is the rise andfall of the waters in our great lakes due to the varying quantity of rain wsich falls in different yeas, in the region which they occupy? The annual average in this place, for the three years above named, is 28,62 inches. The annual average in Boston is stated to be 39 inches; in the States of New York and Ohio, 36; in Rome, 39; in England, 32; in Paris, 22; in St. Petersburgh, 16; in Calcutta, 81; in Vera Cruz, 278; and in San Luis, S. A., 280. The peculiar situation of our State in relation to the great lakes, in addition to those reasons; which are common to us with other States, urges to the establishment of a well appointed system of meteorological observations. It cannot be doubted that the faithful prosecution of such a system for a few years, would result notonly in a valuable contribution to science, but in the developement of facts and principles of much importance to the agricultural interests' of our State. I am happy to know that the subject has strongly attracted your attention, and can but hope that you may be completely successful in the accomplishment of your utmost desires in regard to it. Very respectfully your-s, L. SMIJTH HOBART. 580, RULES FOR THE GOVERNMENT OF TOWNSHIP LIBRARIES, &e. NOTEr By section 14i, the township board have power to suspend the operations of section 115 of the school law, which provides for the distribution of the books once in three months,. and to restore the same. See sections 115 and 144. The following rules are taken fromin the pamphlet edition of the school laws of 1848: DUTIES OF LIBRIA N. 1. The township librarian shall keep a catalogue of all the books belonging te the township library, in a blank book to be provided for that purpose, and he shall be accountable to the township for their safe keeping. In said book he shall enter in a legible hand, the title and number of each book belonging to the library, with such additions as may from time to time be made thereto. 2. He shall label each book belonging to the township library, before it is drawn therefrom, thus. " Township Library. No. - "This book is returnable to the director the last Saturday of every month. The drawer is responsible for all damages done to it while in his possession." The preceding label should, if practicable, be neatly printed, and snugly pasted on the inner side of the cover. The name of the township to which the library belongs should be inserted in the first blank. The number of the several volumes should be filled with a pen, commencing with No. 1. 3. Section 51 provides that "the director shall draw from the township library, the proportion of books to which the district may be entitled, and return the same to the township library at the expiration of every three months." The times for drawing books from the township library, and returning the same, shall be the first Saturday of January, April, July and October, between the hours of 12 o'clock M. and 3 o'clock P. M. According to section 115, the books of the township library are to be distributed by the township librarian among the several districts of the township, in proportion to the number of children in each between the ages of four and eighteen years, as the same shall appear by the last report of the director thereof. But all maps, charts, engravings and lexicons, belonging to the library, shall remain therein, and at all proper times be open to inspection by the citizens of the township. [See section 144.] 4. The librarian shall, in a book to be provided for that purpose, charge every director with the books he may draw from the township library, by their numbers; and in like manner credit the same when they shall be returned. 5. He shall make a written report to the school inspectors, between the 25th and 31st days of March in each year, setting forth the number of books in the library, and their condition. The report shall also state what books have been added to the library during the year; what books have been lost, if any; what injured; and what amount of fines have been imposed and collected; together with such other particulars as the inspectors shall direct; which report shai be placed on file with papers of their offiee. DRAWING B00IM. 1. No person, except directors of school districts, shall be permitted to draw books from the township library; nor shall they be entitled to draw at any other times than specified above. Nevertheless the librarian may allow directors who lhave not drawn books for any quarter, to receive them at other times. 2. None but inhabitants of school districts shall be entitled to draw books from the directors; and no director shall loan a book to any person who is not a resident of his district. 3 No person shall be permitted to draw more than one book at a time, unless there are books enough in the library to accommodate all persons that are entitled to draw therefrom. And in no case shall any person be permitted to draw, at one time, more than one book for himself, and one for each member of Iis family that is able to read. 4. The library shall be open for drawing and retuirning books, every Saturday, (except those days when the director returns books to the township library, and draws anew,) from 12 o'clock M. until 2 o'clock P. M., unless the director, with the consent of the district board, shall change the time, in which case he shall give due notice thereof. The director may, at his disoretion, allow persons entitled to receive books, to draw them at other times, as may suit the convenience of the parties. But all books, whenever drawn, shall be returned to the director the last Saturday of every month. 5. Different persons wishing any book or books, shall be entitled to drawthe same according to the priority of their applications. FINES AND DAIAGES. 1. For every volume retained beyond the time established by these rules, a fine of five cents shall be imposed for the first day, and a fine of ten cents per week thereafter, until the book shall be returned. 2. For turn;ng down leaves, tearing, greasing, or in any way mutilating or injuring books beyond their natural wear, the director is authorized to impose a fine of not less than five cents, nor more than twenty, for each and every offence. No person, against whom fines stand unpaid, shall be entitled to draw books. But any person dissatisfied with fines imposed by a director, shall be entitled to appeal to the township librarian, whose decision shall be final. 3. Any person losing a book belonging to the township library, shall pay therefor not less than the first cost of the same, and not more than twice that amount, to be determined by the director; or, if lost by a director, to be determined by the librarian; and if lost by a librarian, to be determined by the board of school inspectors. 4. All fines received by directors shall be paid to the township librarian, who shall pay the same into the township treasury for the benefit of the township library. RULES FOR THE GOVERNMENT OF THE MEDICAL COLLEGE IN THE UNIVERSI TY OF MICHIGAN, ADOPTED BY THE BOARD OF REGENTS OF THE UNIVERSI TY, JULY, 1850. CATALOGUE OF MEDICAL FACULTY. Abram Sager, M. D.,-Professor of Obstetrics and Diseases of Women and Children. S. H. Douglass, M. D.,-rofessor of Medical Jurisprudence and Pharmaceutical Chemistry. Samuel Denton, M. D.,-Professor of Theory and Practice of Physic snd Pathology. Moses Gunn, M. D.,-Professor of Anatomy and Lecturer on Surgery, &c. J. Adams Allen, M. D.,-Priofessor of Materia Medica and Physiology. OF THE FACULTY AND THEIR DUTIES. 1st. This department of the University shall be styled the "Department of Medicine and Surgery in the University of Michigan." 2d. The Professors now or hereafter to be appointed, shall constitute the Faculty of thi Department, who shall be styled the "Faculty of Medicine and Surgery." 582 583 3d. The immediate government of this department shall be vested in the Faculty, whose duty it shall be to instruct the students in the several branches of learning taught in this department of the University. 4th. One of the Professors appointed annually by the Faculty, as President thereof, shall preside at stated meetings of the Faculty, and be empowered to call special meetings whenever in his judgment necessary, or upon application of any two Professors. 5th. At all meetings of the Faculty a majority shall constitute a quorum. In the absenoe of the President, a President pro tern. shall be appointed by the Faculty, who shall discharge the duties of the President. The presiding officer shall be always entitled to a vote. 6th. The Faculty shall annually appoint one of their number Secretary, who shall keep a record of all their iroceedings and submit the same to the Regents at the annual meeting, for inspection. 7th. The President of the Faculty shall keep a book in which shall be registered the time of entrance, name, and age of each student, with his place of residence. 8th. The Faculty shall present at tihe annual meetings of the Regents, a report on such mnatters touching the interests of the department, as in their view call for the action of the Board. OF ADMISSION. 1st. Every Candidate for admission shall present satisfactory evidence of good moral character, shall exhibit evidence of a good English education, the knowledge of Natural Philosophy, the Elementary Mathematical Sciences, and such an acquaintance with the Latin and Greek languages as will enable him to appreciate the technical language of medicine, and read and write prescriptions. Provided, these literary requirements shall not be insisted upon for the two first years, until the student becomes a candidate for the degree of M D. TERNIS OF STUDY-SYSTEM OF INSTRUCTION, &C. 1st. The course of study in this department shall commence the first Wednesday in October, and continue until the first Wednesday in April. 2d. There shallbe four Lectures daily, (Saturdays excepted.) 3d. Each Professor shall daily examine the class upon the subject of the lecture of the previous day. 4th. All text books used shall be selected by the Faculty, subject to the revision of the Board of Regents. 5th. Candidates for graduation shall announce themselves as such at the close of theirfirst course, or the commencement of their second, and shall be examined upon the subjects of Anatomy, Physiology, Materia Medica, and chemistry. 6th. Candidates for graduation shall be required to write a thesis upon some Medical or Surgical subject, once in two weeks, which thesis shall be read and defended before the class, on such Saturdays as may be appointed by the Faculty. OF IN,ITIATION FEES. 1st. Every student on entering shall pay the sum of ten dollars, as an initiaton fee, which money is to be appropriated to the increase of the Library, Museum, and other means of illustration. 2d. Clergymen, members of the legal profession, and graduates of other respectable medical institutions, may be permitted to attend the course of instruction, as honorary members of the Medical Department. DEGREES. 1st. All degrees shall be conferred by the Board of Regents, upon the recommendation of' the Medical Faculty. 584 2d. In order that a student may be recommended for the degree of Doctor of Medicine, he shall exhibit evidence of having pursued the study of Medicine and Surgery for three years, with some respectable practitioner of Medicine; must have attended two courses of lectures, the last in the Medical Department of the University of Michigan; must have submitted to the Faculty an original thesis on some Medical subject, and have passed ail examination, held at the close of the second course, satisfactory to the Faculty. 3d. An allowance of one year from the term of study may be made in favor of graduates of the departments of Science and Arts, and of other respectable literary colleges, and respectable practitioners, of four years' standing, may be admited to the degree of M. D., by attendance upon one course of lectures, on passing the requisite examination. Adopted at the annual meeting of the Board, July, 1850. E. N. WILCOX, Screetary. As an incentive to effort on the part of the student, a regulation to conform to the following has been authorized by the Board of Regents. The Medical Faculty transmitted the following communication which was read, and the Faculty authorized to make the regulation recommended: The Medical Faculty beg leave to add to their report as presented, the following recommendation, viz: to provide for the publication of one or more such thesis as may be selected by the Faculty, at each annual commencement of this Department. Adopted July, 1851 TEXT BOOKS. The law does not make the recommendation of the Superintendent imperative upon school officers to adopt the books. Nor is it believed that good policy would require it to be so, for evil might ensue, by its arbitrary force upon those who are indeed good judges and good teachers, but who might be of opinion that they could bh more successful in adopting and teaching from books other than those recommended. Without the cordial co-operation of school officers, teachers and parents, neither the law nor the recommendation would result in any practical good. It cannot be expected, however much it might be desired, that all can agree upon the merits of the same book or books, any more than all can agree upon one system of belief in matters of faith, or upon the merits of an agricultural implement. The best book, like the best farming utensil, eventually gains its way into use, recommendation or no recommendation. The examination and recommendation of a person whom the legislature deems to be competent, it was supposed, would not be without its benefits, in facilitating information and presenting useful books to the view of teachers and others, thus making way for their gradual introduction into schools, not in a forced, imperative manner, but by eliciting the examination and investigation of all interested. Nor can this be viewed in any other light than the requirement of a good policy, which ensures improvement and progression For, if it be urged that each successive officer is to recommend the same series, without reference to his own judgment, or that the same officer is to perpetuate his own recommendations, there is an end to all further advancement. Our scholars and our schools, in the next quarter of a century, would be found far back in the path of retrogression and behind the light of the age. It does not follow, that in consequence of the recommendation of a list or series of books, different from those which may have been recommended, that the books which are in our schools are to be thrown promiscuously out of the doors of our school houses-that parents are forced to the necessity and expense of furnishing new books-that teachers are to close their lessons from before the eyes of their pupils; all this would be confusion, and far from the object intended by the law. The useful results anticipated, will be found in throwing out 585 before the public, before teachers and school officers, a list of books from time to time, which have been examined and compared with those in use, and which, like all other lists thiey have had before them, it may be hoped, mlight afford some facility to them in their own good work of investigation; leaving such books, after announcing the result of such examination by this office, where the law itself leaves them-subject to adoption or rejection, to change or otherwise, as the best judgmient of school officers and teachers, and their knowledge of the local wants of the schools or districts, shall afterwards dictate.-Superinteadeat's Report, 1850. 4 5 ak X * There certainly can be no serious objection to the recommendation of works whilch, in the judgment of this department, seems best adapted to the purposes and uses of teachers; leaving such works to find their way into our schools upon their actual merits, and both teachers and scholars free to avail themselves of such authorities as in their opinion might most effectually aid their investigations. It is nob contemplated, either in the law or by this department, to make such recommendations imperative. The great object of this requiremenlt would seem to be that a list of suitable books, properly and carefully examined, should be thrown before teachers and school officers, in the hope of facilitating their own examinations, and by some unity of action, that something useful may be accomplished towards a desirable uniformity. No reason has yet occurred to this office, to modify or change the ground assumned upon this subject, in its last communication to the Legislature. The organization of schools and academies, the establishment of Universities, liberal endowments and apppropriations for teachers, are but first steps. They are all preparatory to that system of training and development which is called education. This system does not consist in the acquisition of mere facts, learned without order, and remembered withlout ar rangement, bhut in that orderly training vlwhich develops in their right directioni, the whiole physical, intellectual and moral nature. Education, therefore, demands systemi and orsler. There must be correspondence and unity in all its parts. In a perfect system, each branch has its appropriate ideas, properly classified and arranged. For this, much study and much experience in teaching are indispensable. The mechanic or fiarmer learns his business only by labor and toil, continued through many years. Systems of instruction for the young, that are to furnish food for the mind and give character to our schools, can only be contstructed by varied knowledge, aided by long experience. They can be formed only from ripe knowledge, made practical by much experience in teaching, and become well known only by the fruits they bear. Under such impreasions, the attention of this office was directed at an early season to the subject of text books. Our schools were filled with multifarious systems, having no connection with each other, and consequently carrying forward no common system of education. In mathematics, where uniformity of system is most necessary, and most easily attainable, various systems, differing from each other in their organic structure, were often to be found in the same school, and frequently in the same class. Systematical instruction in the exact sciences, based upon uniform and set tled principles, could not thus be given. Under this state of things, it seemed to be necessary to make selections and recommendations which would secure at least a uniformity in the same school, and if possible, in the same district. In accomplishing this, it was to be expect ed that differences of judgment and opinion would arise, not only among practical educators and teachers, but among various authors and publishers, whose interests were more or less affected. It is perhaps due to the interests of our schools that the reason for some of the principal selections made and recommended by this office, should be given. The works of Professor Davies, on the subject of mathematics, and which were much in use in our schools, were greatlv preferred, because of their scientific arrangement, the clearness and precision of their rules, and their eminently practical character. The author of these works had long been at the head of the mathematical department in the military school at West Point. had prepared a course of mathematical text books long since adopted and used in that 74 586 institution, and in whole or in part, in most of the collegiate institutions of the country. A second series was also prepared, on the same general plan, for academies, and a third, embracing an arithmetical course, for schools. Our University had adopted, and now use the higher course. To have the same system in the schools, the preparatory institutions and the University, appeared to he of the first importalnce. The principles of exact science are the same in arithmetic, in algebra, and in the higher branches of mathemllatics, and should be taught and explained in the same manner, so that a pupil who has thoroughly learned his arithmetic, will have acquired those habits of thought which prepare him for the study of the advanced course. The course of Professor Davies is the only complete one now before the public, in which all the subjects forming a full course of mathematical instruction are taught according to one general method. This course has been rendered of still greater value as a system of education, by a recent publication entitled the "Logic and Utility of mathematics." This work gives a full analysis of mathematics as a subject of knowledge, explains the mental processes which the study develops, the nature of the reasoning employed, and the best method of imparting instruction. It is a work which should be in the hanmds of every practical teacher, and its superior merit entitles it to a place in every district library of the State. In the selection of text books for history, the same considerations governed. The series of Mrs. Willard embraces a school history of the United States, a- larger history for advanced classes, and a general history, ancient and modern, all constructed upon the same general plan. This series, more than any other, seems to connect chronology, geography and the physical development and growtilh of our country, with the rise and fald of nations and the progress of civilization. They are marked by a wide range of thought, a pure and ardent spirit, a warm patriotism, and a methodical arrangement particularly ada-pted to instruction. For the work on natural philosophy, we are indebted to the system of public instruction established in the schools of Boston. Mr. Parker, whose philosophical works are recom mended, has been long known as the head of the public schools of that city. IHis works have passed the ordeal of adoption and use, not only in that city, but in other places equally distinguished for good schools and general intelligence. Their peculiarity consists particularly in clearness of style, correct arrangement and copiousness of matter. Grammar, it has been known from long experience, has been taught mechanicaliy. To break up this false system, the author of the work recommended for use in our schools, has adopted a method which subjects every step to careful analysis, obliges the pupil to chalk out on the black board the results of every lesson, and compare every principle with those which have preceded. Thus was substituted a series of connected principles, for a set of arbitrary rules, making Grammar a science, enlightening and expanding the mind, instead of a dubious art, loading and clogging the memory. No reason need be assigned for recommendming a return to the elementary works of Dr. Webster. Although perhaps subject to objection, others in some respects are no more perfect. Besides, his dictionary is the standard of our language, and has become a national treasure, as well as the monument of his industry and genius. To discard his elementary works from schools, while we adopt the higher as the basis of our literature, would seem to be unwise. Connection and uniformity in systemsiof instruction, will alone raise the mind to clear and connected trains of thought, while different and conflicting systems, like opposite winds and opposing currents, only produce agitation and froth. Having thus explained the general principles which have governed this department in the recommendation of text books, it is a cause of much satisfaction that distinguished and able educators of our own State have so efficiently aided in giving the right tone to m aSready enlightened public sent-iment on this subject. LIST OF TEXT BooK8. Webster's Elemenutaxy Speller. Swan's Spelling Book, for advanced classes. McGuffey's 1st, 2d and 3d Readers. Parker's Rhetorical Reader, and series of Readers. Instructive Reader. McElligott's Young Analyzer. do Analytical Manual. Davies' First Lessons in Arithmetic. do School Arithmetic. do Universitv Arithmetic. do Elementary Algebra. do Elementary Geometry. do Drawing and Mensuration. do Bourdon's Algebra. do Legendre's Geometry. do Elements of Surveying. do Analytical Geometry. do Diff. and Integral Calculus. do Descriptive Geometry. do Shades and Shadows. Willard's School History. do History of the United States. do U niversal History, perspective. do American Chirographer, a chart to aid in the study of Wilard's U. S, do English Chronographer. do Temple of Time-a chronological cILhxt of Universal History. do Historical Guide for Schools. The first Book of History, by Peter Parley. Robbins' Outlines of History. Mitchell's series of Geographies and Atlases-Ancient and Modern. Clark's New English Grammar. Parker's Prhogressive exercises in English composition. Parker's Aid to English Composition. Northend's Little Speaker. do School Dialogues. do Am. Speaker. Dr. Watt's Improvement of the Mind. Parker's First Lessons in Philosophy. do Natural Philosophy. Smith's Illustrated Astronomy, for Districts and Schools. MIclntyre's Astronomy and Treatie on the Globes. Olmstead's large Philosophy, for advanced classes. Olmstead's Astronomy, for advanced classes. Reid & Bain's Chemistry and Electricity. Page's Geology. Hamilton's Physiology. Clark's elements of Drawing. Wood's Botany. Liebeig's Chemistry, in its application to Agriculture and Physiology. Sherwood & Britton's School Song and Hymn Book. Kingsley's Juvenile Choir-for teaching vocal music. Fulton & Eastman's Chirographic charts. do Key to " do Writing Books. do Copy Books. do Penmanship. do Book-Keeping. do Blank Account Books for Merchants. do Blank Account Books for Faamers and Mechanics. LIBRARY BOOKS. DICTIONARIES, BOOKS OF REFERENCE, &C. Vols Penny Cyclopedia;.................................................27 Encyclopedia Americanla,.......................................... 4 Webster's dictionary................................................. 1 Worester's dictionary,.................................................1 Crabb's Synonymes................................................1' Liddell & Scott's Greek Lexicon; or Pickering's,............................... Leverett's Latin Lexicon,...........................................1 Anthon's Greek and Roman antiquities.....................................1 Fisk's Manual of classical literature,...........................................I 587 588 Anthon's classical dictionary,.............................................1 Brande's En yclopedia of science, art and literature,.............................. Mc~loch's Universal Gazetteer,.........................................2 Murray's En(cyclopedia of Geography,.........................................3 McCulloch's Coiimmercial Dictionary,....................................2 Cyclopedia of Biography,.........................''~~..................1 Chambers' Cyclopedia of English Literature,.................................2 Chambers' Information for thle People,..................................2 Baldwin's Pronouncing Gazeteer,.......................................... 1 Encyclopedia of Agriculture............................................ 1 Ure's Dictionary of Arts and Science................................... 2 Webster's Encyclopedia of Doinestic Economiy,...............................I Morse's North American Atlas...............................................I Universal Atlas,.....................................................! Butler's Ancient Geography,............................................ Potter's Hand-Book for Readers,............................................1 Pycroft's Course of Reading,............................................1 RELIGION, NATURAL AND REVEALED. Kitto's Cyclopedia of Biblical Literature,...................................1 The obligations of the world to the Bible, by Dr. Spring........................ 1 Horne's introduction to the study of the Bible...................................1 Butler's analogy of natural and revealed Religion..............................1 Paley's natural theology, with Lord Brougham's notes........................2. Wiseman on the connection of science and religion,............. 1... Paley's evidences of Cilrisianity,...........................................1 Turner's sacred history of the world philosophically considered,...................... 3 Bibilical legends of the Mussaiman,.....................................1 Milmati's history of the Jews,.........................................1 Milman's history of Chris ianity,..........................................1 Ranke's history of the Popes,............................................ History of Missions,.........................................................l History of the different religious denominations in the U. States by members of the re spective denominations,............................................l..... Imi tation of the life of Christ,.........................................1 LAW AND GOVERNMENT. The Constitution-published by order of U.S. Senate........................... 1 Wheaton on the law of Nations,.........................................1 Gardner on the moral law of nations and American policy....................1 Blacksto)ne's commentaries on the common law of England,.........................4 Hallam's constitutional history of England,.....................................3 Constitutions of the several States,.................................................... Story on the constitution of the United States,................................I The Federalist, by Madison, Jay and Hamilton,................................1 Xent's commentaries on t he consti ution and American law,...................... 4 Messages (annual anid special) of the several Presidents of the United States to Congress...2 Marshall's decisions of cases of constitutional law...............................1 Class book on the constitution of the United States, by Hart........................ Democracy in America, by De Tocqueville.................................2 Democracy in France, by pumas,.............................. * l......1 The people in France, by Michlelet,......................................1 The legal rights of Woman, by Mansfield,...............................1 The citizen of a republic,.............................................l... Citshing manual of Parliamentary practice................................. 1 Statutes of Mic,higan..............................................1 EDUCATION. Schools and School systenms. Connecticutt common school journal, 1838-'42,.a.........................4 Connecticutt common school mnanual, 184'7,................................1 Massachusetts common school journal, 1839-'47,.............................. 8 New York district school journal, 1844-'45,....................................Journal of the Rhode-Island institute of instruction.............................. Pennsylvania comnion schlool journal, 1844,.......................................1 Common schoolsystem of New Yoik. S.S. Randall,......................... I School laws and returns of school committees of Massachusetts. Reports relating to the public schools of Providence............................1 Barnard's report on the public schools of Rhode Island,............................i Annals of education for 1836-'37, *.......................................I Education of mothers. L. 4ime Martin,....................................1 Theory and practice of teaching. D. P. Page,...........................1 The school and school master,.......................................... l1 History of Sunday schools. Lewis G. Pray,..................................* ;Exercises on the black board. John Goldsbury,..............................I The teacher's institute. Wm. B. Fowle,................................... 1 'The teacher's manual. Thomas H. Palmer.................................. .ectures on education. Horace Mann.-....................................1 I 589 The teacher taught. E-merson D avi s,...................................... 1 The district school as it was. W. B u r t on,................................. I Slate and black board exercises. W. A. Alc ott,.................. 1 Mental cultivation and excitement. A. Brigham,............................... 1 Confessions of a schoolmaster. W. A. Alcott,................................. Common schools and teaicher's seminaries. C. E. Stowe,........................I History of education. H. IL Smith,......................................1 Domestic Education and Economy. Humphrey's domestic education,........................................... Beehr's domestic economy,...........................................1 " " receipt book........................................1 The mother's book, by Mrs. Child,.........................................1 Phelps' fireside friend,................................................. Combe on infancy....................................................1 Thompson's management of the sick room,............................. Shaw's medical remembrancer............................................ Hand book of needle work...........................................i Leslie's lady's receipt book,.......................................... I Frugal housewife, by Mrs. Child.......................................... Webster's Encyclopsedia of domestic economy.............................. Physical Education and Physiology. Education of the senses......................................................... Air and its uses. Griscom's animal mechanism and physiology,.................................. l Combe's principles of physiology,............................................ " constitution of man......................................... I Johnson's economy of health,...................................................... Alcott's house I live in,............................................... lI Warren on the preservation of health,.................................... Self Education, tc. Pycroft's course of reading,...............................................1 Cobbett's advice to young mnen,...........................................I Beecher's lectures to young men,.................................................. Sprague's letters to a da. ghter,.................................................1 1" " young men,.................... Hlawes' lectures to young men,..........................................1 Nott's cheounsels to the young,.............................................. Sedgwick's imorals of manners,.........................................1 The young lady's friend,...............................................i Jewsbury's letters to the young,.......................................... The young maiden, by Muzzy,..........................................! The young lady's home,.............................................. Self-culture for young men, by Dr. Channing,.................................. Self-training for young women, by Miss Sedgwick,.............................. AGRICULTURE. Fruit and fruit trees of America,......................................... Agricultural chemistry,............................................... New American Gardener,.............................................. Farmer's dictionary,...............................................! The farmer's companion,..................................................... The complete farmer............................................... Catechism of agricultural chemistry,...................................... American armer's encyclopedia,..........................................] Youatt on the horse,............................................... 1 do do pig,................................................. Cultivation of the grape vine,..........................................l American flower garden directory.........................................l The American florist,.................................................]. The American gardner,............................................. The farmers instructor,.............................................. American husbandry.................................................. Agriculture and gardening,............................................ The American poultry book,...........................................I The honey bee,......................................................1 The cultivator,.......................................................1 The farmer's library,................................................. Journal of egriculture,............................................. The American polterer's companion.......................................1 Ladies' companion to the flower garden,.................................. COkxIERCE. History of British commerce; by Clark. Book of commerce. McCuiloch'g commnercial dictionary 590 FACTURES AD TBRAD_. Bekman's history of inventions........................................ 2 Panorama of trades and professions, by Hazen,.............................I.... The useful arts, by Bigelow,..........................................2 British manufactures..............................................6 American factories and their operatives,....................................1 Lowell as it was and it is,..............................................1 Days at the factories,................................................ 1 Pastoral life and manufactures of the ancients,.............................. 1 Mmufacture of porcelain,..............................................1 Enterprize, industry and art of man,.......................................1 Pamiliar illustrations of mechanics,.......................................1 The book of the feet,................................................1 A tour in the manufacturing districts of Entigland,............................1 History of cotton manufactures in the United States,............................1 ARCHITECTURE AND LANDSCAPE GARDENING. ond-Book of architecture,.............................................1 Glossary of architecture, by Mrs. Tuthill,...................................1 Hints to young architects, by Wightvich,................................1 Builder's guide, by Hill,.................................................1 American house carpenter, by Hatfield,.....................................1 Downing's cottage residences............................................. 2 Hints ou landscape gardening and rural architecture,.............................1 Browne's trees of America,.............................................1 Emerson's trees and shrubs of A1assachu setts..........................1 FINEI ARTS. Reynolds' (Joshua.) discourses on the fine arts,...............................1.I Lassing's history of the fine arts,..............................................1 LaIInzi's history of painting,.............................................3 Hand-Book of painting,................................................1 Cunningham's livies of painters and sculptors,............................... 2 0MORAL AND M,TASL SCIENCE. Bovd's eclectic and moral philosophy,...................................... Wavland's elements of mioral science,.....................................1 Abercrombie on the lmoral feelings,............................................2 Henry's history of intellectual philosophy,....................................1 Abercrombie on the intellectual powers,....................................1 Whewell's elements of morality,.........................................1 Dymond's essays on morality.............................................. I Coleridge's aids to reflection,...............................................1 LOGIC, ltNETORIC, COaiPOSITION AND ELOC'ION. Whately's elements of logic,...........................................1 Mills' system of logic,................................................. 1 Whately's elements of rhetoric,..............................1 Kame's elements of criticism,............................................1 Parker's aids to composition,............................................1 Macery's principles of eloquence,..........................................1 Russell's vocl cult ure,.................................................. Comstock's system of elocution,............................................1 ColdwelU's manual of Elocution,.............................................. Maiideville's system of reading,................................-............1 Lovell's young speaker...............................................I Russeli's juvenile speaker.........................................1 POLITICAL ECONOMY. Wayland's elements of political economy,..................................... 1 Smith's wealth of nations,...............................................1 Sedgwick's public and private economy,..................................2............ Claims of labor,...................................................1 Capital and labor,...........................................1 SCIENCES. Objects, advantages and pleasures of science, by Brougham,....................... 1 Somerville on the physical sciences,......................................... 1 Astronomy. Herschel's astronomy,.................................................-I Olmsted's rudiments of astronomy and natural philosophy.,.......................1 " letters on................................................1 " elements of "......................................... - -.. I 591 Dicksb Sidereal lieavens,...............................................,1 scenery of the Heavens......................................... 1 " practical astronomy,........................................... I Somer —le's mechanism of the Heavens,................................................1 Nichol's architecture of the Heavens,....................................1 ,Iatural Philosophy. Outlines of natural philosophy,........................................1 Olmsted's school philosophy,................................................ I1 " rudiments of,................................................... 1 Renwick's,............................................................1I Chamber's,...............................................................1 Euler's letters on,..................................................1 LYatural History. Smeilie's philosophy of natural history,....................................1 Good's book of Nature,............................................. Goldsmith's animated Nature,..........................................5 Duncan's sacred philosophy of the seasons,..................................4 Howitt's book of the seasons,...........................................1 Godman's Anerican natural history,.......................................2 Uncle Philip s conversations on natural history,.............................. 1 Histor of nsects................................................................... " birds,............................1 " quadrupeds...............................................1 " the elephant,............................................. I White's natural history of Selborne,...................................... I Parley's anecdotes of the animal kingdom,.................................. 1 Naturalist's library, by Sir W. Jardine,................................... 21 Mludies' guide to the study of Nature,.....................................6 Chemiistry. Silliman's chemistr.....................................................1 Draper s "............................................... Renvick's "................................................I Liebig's agricultural chemistry,...........................................1 Alineralogy and Geology. Lee's geology and mineralogy,...............................................1 Dana's geology,..................................................1 Lyallrs........................................................2 Page's geology. Botany, and Vegetable Physiology. Gray's botanical text book,..............................................1 Elements of vegetable physiology,......................................... 1 Science, applied to the Arts. Lardner's lectures ou science and art,........................................1 Parnell's chemnistry applied to the arts,....................................... 1 Arnott's elements of physic,............................................1 Practical treatise on dyeing and calico printinlg,.............................1 Engineer's and mechanic's companion,......................................1 Farmer's land measurer,.............................................. 1 Practical treatise on road makin.................................... 1 Renwick's practical mechanic,............................................I Working man's companion,.......................................... Allen's mechanics,.................................................... 1 HISTORY. General Works. Pycroft's course of reading,..........................................................1 Cyclopedia of history,.................................................1 Munsell's every day of chronology,...........................................2 Taylor's manual of ancient and modern history,................................I. Great events, by great historians,......................................... I1 Muller's universal history,.............................................6 Tytler's do...........................................4 White's, Robbin's, Worcester's, Willard's do. Acient. The Scriptures of the old testament,.........................................It Josephus' history of the Jews,..............................................2 592 Rolin's ancient h i story,.............................................. 8 Ancient history, by various authors,....................................... 4 Connexionl of sacred and profane history, by Davidson,..........................2 Russell's history of Palestine........................................1 Ruins of ancient cities,................................................ 2 Glidden's ancient Egypt,................................................1 Greece. Outline of Grecian history, by Christian knowledge society,......................1 Pinnock's Goldsmiith's Greece,............................................... 1 Heroditus and Thucydides,.............................................5 Heeren's ancient Greece,............................................1 Thirlwtall's history of Greece,...........................................5 Demosthenes' Orations,...............................................1 Roane. Outline of Roman history, by Christian Knowledge Society,.......................1 Pinnock's Goldsmith's Rome,..........................................1 Schmidt's Rome,................................................... 1 Furguson's Roman Republi c,..........................................1 Michelet's " "..........................................1 Arnold's "..........................................2 Livy, Ceesar, and Salust, (translated,)......................................8 Cicero's orations and life, by Middleton,....................................2 Keightley's Roman Empire,............................................1 Guizott's Gibbon's decline and fall,.......................................4 Asia and 4Afica. History of China, by Davis,.................................................2 Btit-ish India, by Barrow,......................................1 " Nubia and Abysinia, by Russell.....................................1 Arabia, by Crichliton,..........................................1 " Mahomet,...................................................1 " Barbary States, by Russell,........................................1 "Mesopotamia and Syria, by Frazer,.................................1 " Japan,....................................................1 Palestine, by Russell,.............................................1 Mloors,....................................................1 " Polynesia, by Russell........................................... Europe. Guizot's history of civilization in Europe,...................................4 Arnold's Lectures on modern history........................................1 Michelet's elements of modern history,......................................1 Smythe's lectures on modern history,. 2..............................2 Froissart's chronicles,....................................................I Hallam's middle ages,...........................................2 Digby's ages of faith,.............................................. 1..1 James' history of chivalry and the crusaders,....................................1 " " Charlemagne,...........................................!I Italy and Switzerland. Sismondi's Italian Republics,,..............................................1 ]Y hiavelli'g Florentine histories,.........................................2 Smedley's Venetian history,...........................................2 8paulding's Italy,.....................................................I1 Roscoe's de Me dici and Leo X.,................................................... 5 History of Switzerland,.................................................1 Germany and North of Europe. Kohlrausch's history of Germany,.......................................1 Coke's history of Austria,..................................................1 Schiller's thirty years' war,..................................................1 " Revolt of the Netherlands,...........................................1 Fletcher's history of Poland,..............................................1 Wheaton's Dcnrmark, Sweden and Norway,........................................*Grattan's Netherlands,........................................... - -..1 History of Iceland, Greenland, &c.,......................................1 Bell's Russian Empire....................................................2 593 Barrow's Peter the Great,......................................... 1 Voltaire's do do.................................................... 1 France, Spain and Portugal. Pictorial history of France....................................... 1 Crowe's history of France,.3... Michelet's do do 2............................................2 The French revolution, by Theirs,........................................4 do do Carlyle,.......................................1 do do Allison,....................................4 do do do abridged,.................................1 The Consulate and Empire, by Theirs.........................................2 Life of Napoleon, by Scott,..........................................2 do do Hazlitt,..........................................2 Camp and Court of Napoleon,.........................................2 Napoleon and his Marshals, by Headly,.....................................2 Napoleon's expedition into Russia,........................................!. listory of Spain and Portugal,............................................5 Robertson's Charles V.,.............................................1 Prescott's Ferdinand and Isabella,........... 3..........................3 Napier's Peninsular war,..4 British Empire. Compendiuml of English history, by Christian knowledge society,................. 1 do do do Keightley,..............................2 do do do Goldsmith, by Pinnock,...................... 1 Turner's history of the Anglo Saxons,....................................2 Hume and Smollett's England,.......................................... 8 Knight's Pictorial England,............................................4 Guizot's English revolution................................................2 Carlyle's letters and speeches of Cromwell,..................................2 Ilistory of Scotland, by Scott,...........................................2 do Ireland, by Moore,..........................................2 lo British Colonies, by Martin,...................................10 Vol. 1 Canada. 2 & 3. West Indies. 4. Gibralter and Malta. 5. Nova Sco tia. 6. Good Hope. 7. Ceylon and Northern Africa. 8 & 9. East India (o. 10. South Wales. &c. A.4eric. general history of America, outlines of, do do Willard,.........................................1 do do Robertson,............................... 1... Conquest of Mexico, by Prescott,.......................................3 do Peru, by do...................................2 British America, by Murray,............................................3 Ilistory of United States, by Hiale,........................................1 do do Willard,.....................................1 do do Bancroft..................................3 do do Graham,.....................................2 Pictorial history of the United Stetes, by Frost..................................2 do do do Goodrich,...............................2 Cooper's naval history,................................................1 Frost's book of the Navy,...............................................1 do do Army,.......................................1 A4merican Indians. Drake's book of the Indians,............................................1 Thatchlier's Indian biography,..............................................2 do traits of Indian character,........................................2 Poetry and history of Wyoming,........................................ 1 Frost's book of the Indians,.......................................... I Stonc's border wars,..................................................2 Catlin's Indians of North America,.............a............................... 2 Particular States. Chronicles of Plymouth, by Younmg,........................................1 do Massachusetts, do........................................1 Barber's historical collections of New England, Massachusetts, Connecticut, New York, New Jersey, Pennsylvania, Virginia, Ohio-I volume each,......................8 History of Virginia, Connecticut, New Hampshire, New York, Massachusetts, Michigan, and Wisconsin.........................................................8 P.IOGRAPHY. Plutarch's lives,........................................................4 Lives of ancient philosophers,.....1....................................... Zenophon's Cyropamdia,.................................................L... Famous men of ancient times,...................................... 75 594 Life of Alexander,...................................................1 do Julius Caesar,..................................................1 do Belizarius,......................................................1 do.Mahomet......................................................1 VOYAGES AND TRAVELS. Circumnavigation of the Globe, by Magellan and others.............................1 Voyages around the Globe, by Cook,....................................1 lParry's Voyages for a Northwest Passage,..................................2 Discoveries in the Polar Seas and Regions,....................................1 Voyages of Discovery in the Arctic Regions, from 1818 to 1846,....................1 Progress of Discovery in North America,...................................1 Lives and Voyages of Drake, Cavendish and Dampier,.........................5 Seaward's Shipwreck and Discoveries in tilhe Caribbean Sea,........................1 Mutiny of the Ship Bounty, and discovery of Pitcairn's Island,..................... Narratives of Shipwrecks..............................................1 Expedi.ion to Siberia and the Polar Sea,...................................... 1 Dana's Two Years before the.st......................................I United "tates Exlor,ng Expeii,,......................................i Journal of a N".tur'list in a voyage around the World,. Keppel's expedition to Borneo,....................................1 Travels in Chlina and the East, by Marco Polo,.................................. " to Mount Ararat, by Parrot,.........................................1 Militaryoperations in Afhistan,........................................ 1 Travels in Africa, by Bruce,..............................................2 " Mungo Park,........................................... 1 ~" " the Landers,..............................................2 " Dedham and Clappenter,................................. 1 " Soutliern Afr ica, by Moffat,......................................1 Egypt, Nubia, Arabia proper, Palestine, by Stephens,............~..........2 " " by Pres. Olin.................................2'....2 " by Dr. Durbin,................................................2 " Algiers,.....................................................1 Eothen, by Kinglake,. Crescent and the Cross, by Warburton,..................................... 2 Travels in Greece, Turkey, &c., by Stephens,...................................2 Greece of the Greeks, bv Peddicari........................................ 1 Travels in ltal', by Headly,..............................................1 " Switzerland, by Headly,...................................... i on the Contiinent of Europe, by Dr. Fisk,............................ 1" " "" Dr. Durbi.......................2 German Watering Places, by Dr. Granille,......................1 " " Bubbles, &c., by Head,..............................1 Notes of a traveler in Germany, by Laing,..................................1 Rural and domestic life in Germany, by Hlowitt,..................................1 Belgium and the Rhiie, bv Mrs. Trollope,......................................1 Travels in the Northl of Europe, by Dr. Baird,....................................2 Russia, bv Rolo, i................................................ 1 " Sweden, &c., by Laing,......................................... 2 Austria, bv Triumnbull,..........................................2 Spain, by Barrow,.............................................. 2 " " Ford,.........................2................. 2 EEngland, Ireland and Scotland, Pukler, Mskau............................1 ~~" " " " ~by Kohl,.................................1 '- "~ " th~by Z. Allen,......................... 2 A tour in the manufactisr.ng districts of England, 1 Scotland and the Scots, by Siliclair,........................................ 2 Shetland and the Shetlanders, by Sinclair,..................................1 Travels in New England, by Dr. Dwigiit,................4 Society in America, by Miss Martineau, 2.................................... Winter Studies and Summner Rambles in Canada,...............................2 The Emigrant, by Sir Francis Head,.......................................1 Lewis & Clark's Travels,............................................ 2 Fremont's Exploring Expedition beyond the Rocky Mountains,.....................1 Grerg's Commerce of the Prairies,.........................................2 Travels iil California,....................................................1 Rambles in Yucatan,.............................................. 1 Stephen's Yucatan and Central America,......................................4 Humbolt's travels and researches in Central America,.............................I Argentine Republic,............................................ 1 Kidder's Brazil, Howitt's visits to remarkable places,............................2 America and American people,..........................................I Miller's Rural Sketches,.................................................1 Paraguay...........................................................1 Parker's Tour to the Rocky Mountains,.................................... 1 Prairie Land,...................................................... Distinguished men of modern times,.....................................4 Georgian era, or modern British biography,...................................2 595 Modern British Plutarch...................................................1 Belknap's American biography,.......................................3 Spark's American biography, [first series,].................................... ...."~ [second series,].............................. 13 Dwight's signers of the declaration of Independence,...........................1 Thatcher's Indian biography,......2...................................2 Artists and Literary and Scientific Men. Martyrs of Science, by Brewster,........................................1 Distinguished Painters, by Cunningham,....................................... Authors of England, or a new spirit of the age,.....2.........................2 Men of letters and science in the reign of George III.,...........................1 Life of Dr. Samuel Johnson, by Boswell,....................................2 Sir Walter Scott, by Lockhart,.....................................5 Sir Isaac Newton, by Brewster..........................................1 Dr. Arnold,...............................................1 John Foster,................................................1 Addison,.................................................... Cowper,....................................................2 Leibnitz,.................................................. 1 " Mozart,....................................................1 American. Life of Columbus, by Irving,..............................................1 Lives of Pizarro and Cortes,.............................................1 Life of Americanus Vespucio,.........................................1 Capt. John Smith, by Shmins,.....................................1 William Penn,...............................................1 " Washington, by Bancroft,.........................................2 " " by Sparks,..............................................2 Lives of Washington and his Generals, by Headley,............................... Life of Jefferson, by Tucker,...........................................2 " De Witt Clinton, by Renlick,.....................................1 Lives of Jay and Hamilton,........................................... 1 " American naval officers,..............................................I Life of John Paul Jones,.............................................2 Putnam,................................................... 1 English. Life of George Canning,.................................................... 1 Statesmen of Commonwealtis of England.,...................................1.. Orators of the age,...................................................1 Soutlheyrs life of Nelso,................................................ 1..... I Femsale. Biography of Pious Women, by Burder,...................................1 Good Wives, by Mrs. Child,..1 " English Church Women,....................................... Lives of Female Sovereigns, by Mlrs. Jameson,..............................1 Lives of the Queens of England, by Agnes Strickland.............................1 Lives of Famous Womene, be Parley.,...................................1 Meloirs of Is. lema.s,.............................................9 " Hannah 5,Ioore.............................................1 Charotte Elizabeth,........................................2 " Janre Taylo.,............................................ 1 Empress Joserhie,........................................1 " S.L.H. Stith,.............................................1 Isabella Graham,..........................................1 " Mrs..................................................1 " lrs. VCan Leope,........................................... 1 " MIrs. Duncan,...............................................1 Madarne D'Arblay,......................................... 2 JIechanics and Self-Taught Mlen. Life of Smeaton, and history of Light-Houses,................................ Biography of Eli Wheaton.............................................. Memoirs of Samuel Slater,..............................................1 Memoirs of a working man,............................................I Biography of self-taught men,.......................................... 2 Pursuit of Knowledge under difficulties,...................................2 Legal and Aledical. Eminent British Lawyers................................................1 Lives of the Lord Chancellors of England,..................................3 Life of Sir Matthew Hale,...............................................1 Memoirs of Chief Justice Marshall.,..................................................1 Memoirs of Judge Storey,........................................1.............. Thatcher's medical biography,........................................................1 Williams' " ". ~......................................... 596 POETR%'. Treatise respecting Poetry. Lowth onl Hebrew poetry,.............................................. 1 Herder's spirit of Hebrew Poetry,.........................................2 Coleridge on the study of the Greek and Roman poets,............................1 Hunt's Italian poets,................................................. 2 Montgomery's lectures on poetry,.........................................2 Uzlett's lectures on English poetry,.......................................2 Latin and Greek Poets. Homer's Iliad and Odessy-translated by Pope,..................................3 Virgil's Eclogues, and nead-translated by Dryden,...........................2 Peters' specinmen of the poetry of the ancients,............................... Itatian, Spanish, German, -c. Longfellow's specimens of the poetry of Europe,.............................. 1 Tasso translated by Hunt,...............................................1 Dante-translated by Carey,...............................................1 Schiller-translated by Bulwer,..........................................3 British. Walsh's British poets.................................... Aiken's British poets,................................................1 Frest's continuation of Aikin,..........................................1 Griswold's poetry of England of the XIXth century,............................. Halleck's selections from British poets,....................................... 2 Lamb's specimens of the dramatic poets,...................................2 8harkspear's works,...................................................6 Milton's poetical works,...............................................2 Heman's poetical works,...............................................2 Pope, Young, Thomson, Cowper, Montgomery, Goldsmith, Gray, Cmpbel, Wordsworth, Coleridge, E. Scott, Rogers, Kihk White, Elliott,..............................14 Byron-elections from................................................ 1 Burns-selections from,.................................................1 Motherwell's poems,..................................................... 4marican Poets. Bryant's selections froin American poets..................................... Griswold's American poetry,.............................................1 Bryant's poems,.........................................................1 Longfellow's,.......'::.. ".......'..................................1 Whittier's ".......................................................1 Hilhouse's..... "'!.....................1 Sigourney's ".............................................2 Gould's'.............................................1 Misceldaneous and Juvenile. Poetry for home and school,...........................................1 Keble's Christian year,.................................................1 Keble's Child's Christian year,..........................................1 lays for the Sabbath,.............................................. 1 Hart's class book of English poetry,..................................... 1 Cleveland's compendium of English poetry,.................................e 1 Taylor's poems for infant minds,.........................................1 Beauties of Shakspeare,..............................................1 Poetry of the passions, affoctions, flowers, sentiments,............................. STATEMENT OF EXPENDITURES AND RECEIPTS OF UNIVERSITY, FROM ITS ORGANIZATION (1837,) TO DECFMBER 31st, 1851, COMPILED FROM REPORT O! REGENTS. In the aggregate there has been expended as follows, viz: For Branches,...........................................$35,935 00 " Janitor,................................................. 539 72 '. Printing,.............................................. 823.50 "e,retary,.............................................. 2,252 4. 'Prensurer,................................................. 037 51 "Libraria................................... 70, 0 597 " Mbinera,,....................................... 5,898 38 "riba,......,...... 7,449 26 " Regents' Expenses,....................................... 1,317 73 " Professors' Houses,..... 30,933 27 " Main buildings........................................... 20,101 25 ...... 12,755 25 " Medical buildings......................................... 8,300 00 Wells,'.....................................................786 05 Gro-unds............................................. 1,845 87 " Trees and plants,........................................ 234 00 " Fixtures............................................. 2,474 00 Insurance,.............................................. 1,516 00 " Professors' salaries.......................... 31,060 25 Total..................................................$185,460 20 NOTE.-In the above cost of the main University building first erected, under the superintendence of Harper Lum, is included the cost of woodhouse, and privies for Professor's dwellings, and five water cisterns; also, salary ($1,478 07) paid said Lum; also his traveling and extra incidental expenses, so that the actual cost of this main building alone, may be estimated at about $10,000. The appropriation for the main building last erected, under the superintendence of J. Kearsley, was $13,000, of which $244,75 was expended for fixtures, leaving the actual cost of this edifice, $12,755 25. In addition to the above sun of 1................................$185,460 20 Is to be added expenditures for plans, interest on bonds, &c.............. 81,617 26 Making total disbursements.......................................$267,077 4 .... 267,077 45, RECEIPTS. 1837. Prom old board of trustees of University,.........................$,454 71 Loan from Bank of Michigan, on State bonds,..............100,000 Premium on Loan,....................................6,000 00 Interest on Premium....................................38 50 Per contract with Bank of Michigan on interest account......10,555 67 Total proceeds of Loan....................................$116,594 17 Frorm State Treasurer, from 1838, to July 1, 1850,.....................45,028 57 $267,077 45 Disbursements brought down,.................................$267,077 4 Agreeably to a communication of the Commissioner of the State Land Office, dated March 1, 1851, it appears that up to that period there has been sold, as follows Of university lands, acres, 21,366.31 Unsold university lands, "23,055.00 Total acres located, 44,421.31 Amount due from purchasers,....$137,168 18. Ilterest on the above annually, at 7 per cent,..............................$9,601 77 Interest from counties on $24,500 02,............................... 1,715 0 State on $12,789 87................................. 895 29 89,5 29 $12,716 06 Interest due from A. Mann..................................... 504 00 $12,716 06 As it is beieved the interest due from the Sta is exclusive of the $6,000 and charges, payable in New York anually, the resources of the universty iterest fund for educational pur. 0 598 poses may be safely estimated as above, with such gradual increase as may accrue from additional sales of land. By a report of the Commissioner of the State Lald Office, dated July 11, 1850, it appears that 623.93 acres of land and 76 lots in Niles, were sold during the year ending June 1, 1850, for $10,682 47, the interest on which will accrue on the 1st of June, 1851, amounting to $747 77, which Stil make the university interest fund for the year ending June 30, 1851, $13,463 83, or after deducting interest due from Mr. Mann, (504,) the present annual interest may therefore be estimated at $12,959 83. The above statement includes the fiscal transactions of the Board of Regents up to July 15, 1851. By a supplemental statement, it appears that up to December 31, inclusive, when the term of the old Board expired, there had been expended as follows: For printing,...............................................$298 88 secretary,.........................................2......74 00 treasurer................................................177 83 library,........................................ 247 50 Regents' expenses,....................................... 335 88 medical building,.................. 950 00 fixtures........................................ 676 15 insurance,....................................... 374 o00 professors' salaries,............................. 16,516 56 Total supplemental statement,...................................$...... 19,850 77 " statement dated July 15, 1851,..................................... 267,077 45 Aggregate disbursements,.-.....................................$..... 286,928 22 According to the statement of the Board of Regents and Treasurer of the University, there were outstanding unpaid warrants, December 31, (inclusive,) 1851, the sum of oell,822 70. December 31, 1851. 6 ' I 599 COMIPARATIVE STATEMENT OF TIE SALES OF PRIMARY SCHOOL LANDS. [FROI THE REPORT OF THE COMTIISSIONEPR OF THE STATE LAND OFFICE FOR 1851.] YEARS.Ac YEARS. A... S. Aces. Net famount of sales. Total amount of sales up to April 1, 1843, inclusive,............... 5 39 82,3 9 261L 39 Part year ending November 30, 1813,............................6,1 32 100 l do do do 181,..................... 7,,5 -.66 3 860 60 1 do do do 1845,...........................,00.93 6 971 17 1 do d(o do 1846,...................... s, 9 63,5 169 70 1 do do do 1847,.......................... s,9! 5817 15 1 do dQ 1848,.............................150 i 68 63 88 1do do do81S8, -15 0:-isi 68 7 63 88 1 do do do 1819,............................ 8 9 6 66 8 509 74 1 do do do 1850,..................... 0..... 9 47,111 2 1 do do do 1851,........................... 19 995 83,49 9 I 1__ _9 _95~ (X Cg5j 816,0c:1 88 Less for forfeiture of land sold J. M. Barber, charged back in 1851,t9 956 8l 88 should have been charged in 1847,.................................. 6 t 001 4,315 52 .Net sales of primary school lands,........................... 18,'89 56i 811, 67 36 Total aniount of primary school fund,....................... - -... 811,763 36 CE RSITY LANDS. YAS Aes et amount of sales. 10, -toL. 1 3, z 0)9 ~0 00'.1 1.)|9 8.,0-0 70 4, 1 5 71 41,154 05 1,8S81.531 23,296 19 1,323.21. 16,0.0 52 1 017. t61i 1,1,8 9 77 ti6i2.7.I S,07. 46 3'~2. 19 5,~(]0 09 7'. 1.2! 12,S96 52 1,2x9'. 591 15,266 29 22, 197.,-0i $26S,639 49 ,$2C,,,639 49 Total amnount of sales up to April 1, 1813, inclusive,........... From April 1, 1843, to November 30, 1813,............................... 1 year elnding November 30, 1814,........................... 1 do do do 1815, I do do do 1846,........................17 1 do do do 1847,.......,.. 1 do do do 18 18,....................... 1 do do do 1819,. ——.-.-.. 0 1 do do do 1850,....................... 1 do do do 1851,....................... Net sales of university land, |$18.. Total amount of university fund,........................ o600 ABSTRACT OF SCHOOL INSPECTOR'S ALLEGAN P. Cu'O IC 0 G - C 'C' C C C C * 2 G2 s P!Z .1.4 li 1. ;z C C _ !C z - . I t te TOWNSHIPS. Alle gan,..1 4 E' 7J 3b $57Y 80 155 82I $6/93 75 $2(01 8'.t ~5 9 00 $155 821 $693 75 $20 189 2275 1600 122 75 10000 118 00 53 70 175 57 75 00 209 91 90 06 53 00... 175 75 56 04t 162 32...... 21 00 7 831 100 47 5 00 94 50 13 60 40 00 168 481 48 12 69 30. 162 29I 106 02 oo o88 0 00 63 001 32 0........ 3 57 251 142 42 327 13 173 00! 65 25Q 2 781 117 54 100 00 152 50 22 371 321 74 230 00 166 79 43 861 203 47 75 00 144 041 24 36 232 81... - _ _$2,500 511 $81 4 9 $2,70 88 $1019 89 BARRY $163 50 $31 96 $228 00 $200 00 ........... r,.'~ '"76 5 24 55....... r 144 50 38 31 66O....... 152 97/ 27 52 115 oo0.. 178 17 86 01...... 51 00 18 32 32 76. ...... 20 06 57 0 0 .......... 79 00 200 65 73'50} 918 51 00..... 144 25 49 63 145 501 68 50l 59 74 63 81 121 001 101 25 25 09 243 871 198 Of) 181 84 37 27 581 881 200 00 91 25 34 00, 37 ool...... 96 38 44 05! 26 001 $-I.6-14 8.51 5 ($ 263,9 6 1, 9 6 $66 16 AMle gan, 11.. Dorr,...I.!1 Fillmore,....4 Gunplain,..... Ganges,.... 6 Leighton,....I.. Manlius,....I 1 Martin,....! 4 Monterey,... | 6 Newark,....i 1 Otsego,.... Pineplains,... 1 T. owbridge,.. l4 Watson,.1.. 3 Wayland,.... Total,.'.. I.' 162'9 2638 2S 20 112.... .- 8 198 10 74 ... ~ 28i ... 37 s:31 s 2,. 88S .-.. 2I ... 246 ... 18 i 2 158 81 123, 6! 781 I 1621,447 Assyria.....* 5 2! 51 120. 6 r97 Baltimore,... 2 21 12'.1.2 Barry........ 39 41 176 4 98 4 i9144 Castleto, 31 2! 51 148... 2 13 1 Carlton,.... 21 21 4 116 2. 10 1 Hastings,.... 3 2291 11 1 21 Hope, 4 6 8. 1 6 7 851 Irving, "68 6 69 Johnstown, 1 6 151 2 15 154 laple Grove,. 3 3 31 6.... Orange,vile,... 4 4131 10.i 1 3 1 0 1 ..4 1 5i 3 1 0 15 4 ~ Prarieville,. 7 5 199 12' 10 16 7 Rutland,... 51 3 761... 1 541 Thornapple,. 4..l 4 1371 42. 1 9 Woodland,. 31 41 3 1051..., YankeeSprings 51.. 4 1001 2....! 6 Total.....21 66 1,773'261 72 481, 1 .1 i I II i I I I 1 3 I i I I 4 0 6 s 0 5 6 i I II 1 9 2 2 8 0 I I I I i I I I I I I I I I I I I I I i 7 0 0 3 4 4 7 s 8 s 6 8 8 3 I 0 0 0 IP, - 0 I o .'PI 1. r. 0 E; 4 I-0 b. ' i !:s I 'k r.0 1. -S 0 E 0 Purpos'.s E, 0 1 , -6 A. 9- r. 0. 6 4 S! 0 c ,-,.g , v ,z:.1 I 0 ,z 4 .5 1. -- 0 -. -'I,-I.: 19 z - $ 0 . 'S -d 6 ,. . 19 0 13 to r. - t . PI .9 5,: 0 Z PI .!z I t. 0. ,S I s 4 E. 1; t ;a I .2 Iz t 11 -1 3 7 .. I .. 4i ::... 1 2 1 4 .. 3 1 1 .. 6 11 4 i7 3 i- iil3i 29 2 19 23 8 4 3 12 10 2 2S 1 14 13 10 10 .. i I:.. 2S3... is 4 148 2i 131 31 103 4 1851't,_i2S *... C,, . .. ...... * 0 . j U;;;;; - Ann; p : :: : ____ ', ___ *. An -. n. Rep Sup To! -1 Ann AI No. AiS st AnT tJ to An t cI 602 BERRIEN <>, ~ ~ -~rPurpos's I~I'' ~ ~ *. ~ t 23, 211 2501 5336) 66 $65 981 $117 11 $55 00 20i 35 3<-8 466 08 196 13 498 59 180 00 3, 113 31 81 28 41 31 81 180 00 4 24L 2S6 377 44 11(0 02 14:6 41 5 7 266 252 25 140 36 103 00 30 00 101 71 1 33 29 1 4 1 94. 7 00 4 71 93 129'01 64 55 156 45 75 00 100 4 144 232 38i 83 91 174 00 a3 35 758 1940 211 646 81 146 5 66 t1 313 277! 498 61i 103 47 559 10 4 1340! 228 00 45 44 263 00 209 00 46 2 6 7 6 1 71 2 5 19 t 6 1324 5 0 30 300 3 61] 43 25 32 98 132 45 101 4,5 7 83 121 620 2413 1 48 50 1 87 163 3,1101$4,707 31 $1,641 86 $3,974 33 $830 45 I G' ~la TOWNSHIPS. Bainbridge,. 6 1 222 Bertrand,..... 7 405 Benton,......4 4 32 Berriei,.....6 6 i 311 Buchain,,... 5 2 41t 292 Galien,.... 32 135 Hager, 2...1 3 58 Lake,...... 34 82 New Buffalo,. l 3 2 210 Niles,...... 1 13 1,297 Oronoko,.....5 10 5 2S9 Pipestone,.... 8 1 6 147 Royalton,...... l 5! 92 63 St. Josephi, I.. 1 1 1.116 Wateryliet, I 1 2 75 Wesaw,.3.. 3 107 Total,... 7125l 59.3,941 BRANCH 6j 141 $133 961 $63 27 a 18S 269 336 75 202 95 16 151 193 74 156 31 2 165 149 61 13 211 224 255 26 208 05 8 212 2758, 88 15 82 687' 1,222 73 276 9 1 22 1171 485 37 236 97 6 163 146 70 107 66 i8 112 163 05 70 70 15 1 311 14637 11488 1 228 23100 13942 71 259 31492 10657 31 505 539 52 298 22 14 241 326 61 148 31 8 2 9 42 15 391 694 50 269 12 282 3,996i-$5,466 35- $2,637 10 I I I I I I 1 Algansee..... Batavia,...... Bethel........ Butler,....... Brop. sonl,..... Californiat,.... Coldwater.... Gerard....... Gilead,....... Kinderhook,.. Mattison,..... Noble........ Ovid,......... Quincy....... Sherwood,.... Union........ Total,...... 71 3 5 1411 6 6/ 4 6 3061 9 3 5 4 2241 2 5! 5 202o 51 3 7 3101 5 3t 3 6 2441 1 13 3 11 7101 12 1 2t 9 318[ 1 3141 41 2181 5 4 3 119 2 41 3, 4t 14 4 1 236I 1! 6! 21 8s 2821 71 6i 4t 1 4871 4 6; 1l 71 2671 5 81 2 91 452 90_ 40 - 9041 931 4,691} 65.: $98 50! $80 00 284 38 150 00 102 00 127 70 179 43 187 72 1,218 68 780 00 169 79 23 00 17 87 180 00 149 59 135 00 121 65 92 62 238 36 75 00 616 06 470 00 295 64 69 00 $3,899 99 $1962 0o 3S 60 3 4) 20 145 40 10 0 43"~ 1 0 120 11) 1 43 08 12 006 11269300 6 0~2 7 >60 135 481 2,0~O 70 135 6001'85 ~ 776 5 001 1206 50!.250 60 1601 6: 2 j 26st 15 22~'8 600 109 4'2 0 $2346 ~ 08 1 9::::(~, I~4___2?,, ~:,O%11 300 13241 1100 6 ~~~~~~ ~~~~~~~62 30i 161 col 6 37 165 3' 5 44l~~$3,47275810 Os $5861~4 82 80 6 3,1L;639 19 so o COUNTY. 1.88 46, 18- 50 $jog lo 2.1 116 6 o 53';)32 56 18 502S 19 971 68 60 465 4 6'50 80.37 99 ('6 61 25,' 379 60 1 87 2 142 50, 806 64 26) co 20 22. 6-'! 48~ 67' 291 61 ( I 18.501 1,6 5 .2 19~ C6 70 111 91 46 60 5 C87 14 50 163 1 " 5 11600 1]( (o 3 251 91 (10 7 60 4 0 5091 I 9 621 12,(1 3 001 315 51 5CO4i! 60 85 31 76 21 87 31 501.14 2I;5) 641 34 15, 149 06 3 542512 5' 5 $402 23 82,899w 40$313 021 $599721 ~2 3(3~8 7,4 (19 6(6 (( I I I I 12 0 10 oll 11 50 $58 61 $31 col 2 " S51 c -- co I I,;! ( 01 lip 15i " C, 0: 4 0 i 2p 50, , -, 50, 5. (')81 i IC4 181! . I 1 159 f)7 15 O?l i' 15 115 i 12 00 , 9, r>o 0 tf) I (;(;' 2 S~~~~~~~~~~~~~~~~~'. t0Q ~ HU,~sU ~. ~ *;:.; ~! ***: ~ * o;w 0 - o o 0 o ~ oo. 0... lo to ..... *S e c ^ -. c: - cz c,- i- c r oo o e techexrw .. w 14 --'- -< Co iO O -: - -D - -Ot - _ — _ - < -; Co -X - - w C: X dr th year -> CJ 1- ID -4 --; - -O i- -- < -- -t m i^ cher in tO township. Oz - _____: Whole districts. Fractional districts. Whole No. from vhichli reports l:,h( I)een received. ~~~~_._.._ _ ____I_d To. of clhildrei iii eachl township h)e-! tween the ages of 4 and 18 in whic(li! school has heen taug.-ht by a qua]i-! fied teacher. No of childrei tat lave attended dui ring the year under 4 years of age.; No. that have attended during the year over 18 years of ale. Whole No. that have attended schlooli during the year. | Whole amount of wages paid to teachers in the township. 10 - I m t of money received from town- 01 * I - - low ship treasurer, apportioned liv 10 01 10 w io - - w w w township clerk. _ 10 I _______ ee10100110 - - - Whole amonnt ofmoney raisedbv -- lila - Oioiww- the districts. ______________________________ - Ol 1010 - - 10 Ol -- - - 50 0 0 - - - - w 10 0 - - 0 0 - - 00 001 0 00 To bnild school house. 00 0 00 00 -1 t4 o IV: C. Ain't of money received from towi n ship treasurer, apportioned by township clerl. Whole amoult of money raised by the districts. i't To Iutiildl school llotls. C. 0 - wll O Q (: 0 ru ou sU uvw....... 00jU,~u3 ()f7mt 4387 160 00 744 66 101o 74 177 34 , l 6 00 128 46 e, 0 150 257 82 102 I2 221 62 205- 72 2 19 10 00 148391 40 ~0 12 75 246 0 2 400! 2 9 51 12 30 3 751 192 36 215 ool00 34774 19 14 4 381 168 47 77 67 260 00 132 18 15 00 32 901 259 421 8 77 309 1 85 i 15 6 751 56 00 3 47 3 01 967 14 9 43 1 2 14 4356 600 239o 3,87 j 313 350 420o 280 44S 162 266 7331 3801 1591 3osi 2s5l 350 $5 10 533 (I 1 137 97 fio ool 11 00; 127,5 209 32 3 00 lo 00 . 95 115 75 14 231 398 54 28 -25 94 00 4 O0 234.50 41 2O1 217 56 35 601 967 6 50 46 135 96 7 94! 217 16 10 O0 101 22 335 50 I 2 I - COUNTY. -'o2 28 $112 881 $8 281 $10 00 16 25 1 10 02 469 681 15 00 25 50 16 40 15 50 13 181 50 68 3 86 144 40 10 00, 27 88 92 64 5 00 7 81 30 00 330 75 3 92 5 80 22 0 411 30 50 52 oo00 8 50 45 00 249 881 9 ~~ $234 l 6o o 2 00 $24 591 $1,837 761'113, 6i-)1'$,4 86! $157 94 397 115 16 400 247 86 I 30S 115 26 279 192 39 67 95 356 79 513 97 123 152 02 425 388 32 81 68 340 318 31 400 52 93 300 166 951 331 $2,927 5311:303 1 $222 60! $192 30 $48 53 COUNTY $16 74 66i $S 001 I 51t 00 ! l I i I I I I 1 1 1 1 I I I I :I I . I I 116 97 77 78 3 83 52 00 50 00 115 683 70 00: 110 27 93 06 25 00 288 67 135 57 46 44 70 37 52 43 50 00 .~4 63i 53,35 87 835;8 63 $446 281 $3,656 43 6,7011 81,401 5: $1,029 89] $34 14 $0 00 16 00 3 90 5 00 $0 00 55 00 11 68 ,o0 40 0o 47 oa 8 83 5 00 3 99 59 35 3 o0 50 0( 46 2~ 5 81 I -- - I t t - - - - - -I :-. 0 pq 11 5 00 I'56 00 219 $41 00 40 00 114 00 $104 65 99 52 240 71 80 1 50 1 169 04 210 45 03 142 25 1 500 47 00 200 39 81 !25i 22 35 L ~!, 1~44 00 250 27 15 172 80' 58 87 31 521 85 25 26 75 20 00' 81 08 252 22 0 137, 42, 60 42 309 55 50' i 231, 2001 26 3SI $4737,2;' 83 19 75' 586 C' 3,51.$100 79; -1 8 $6 80 ooi 51 5o8 40 00 89 93 22 161.1 2157 1 12 9 (i0 41 52 380 400 74 sil 5 o00 71 00 49 501 192 7 5 4 56i1 167 7- 75 _ 524 05 48 40 25 0oo 25 oo 43 62 25 11 5 51 15 27 78 34 33 14 81 11 58 28 69 35 68 $395 09 846; 66 226j 193 56 37 1 ~l 28 9 89 1 3 43 62115 33?4t 248i 506 71I 3I. i01 33'}35[ 13 50 1 99t 76 06! 227 ,5 54 155 47 2311 1821 47 88S 15O 14 38 226 39 39 308S .)1 9o! 220. 54 661 1531 196 641 $1,053 41,5134 76_ 9$116 44' $1,050_ 38_ 3,370 $96 G6l $1,053 47;'$134 761 $116 44 $1,850 38}{ 337, 358 370:5 I I I 7 0 142 2t 77 0( 85252,5 COUNTY. $1,5 89, , " 0,9! 2o O0e 2 5v0, 7 ~~l 422 00! 4 25; 5 00 *' I_ 85 0 ,26 5( 26 5 9 6 40 0( 1I1 5( 41 5' 4 7, 47 oC 15 00 14 00 68 00: _ 77 50 $370 50 608 GENESE I t~ ~ 8 ~ ~ ~urIoHS .0 I Q 0. S 0 a - o 0~ ~~ ~~~ 0 o I 0 0 ~ I~ -Z ~, X cs 8.* - o.,o. 6Q;P =o Q c;1 - ~ iz >'n ~l s t,Ua Z I~ TW,-NS[PS. 2 , p 6 IC P0 f f~~~~~ Argentine...4 Atlas........9 10 Clayton,......3 Davison....... 7 Forrest........3 3 Flint........ 14 Fenton........ 4 Flushing.... Genesee.......7 7 7 Grand Blanc. 1 3 3. 6 6 Gaines......... 2 Montrose...... Mundy...... 66 Richfield. 4 Thetford....... 4 Vienna........ 1 Totai....... 83 $1160 139 is 11 co 278 00 81 5 409 62 389 05 184 89 6;25 07 '56 50 210 0 67 01 139 48 $3,703 65 HILLSDALE $172 53 $227 76 137 38 394 92 25 86 145 45 69 23 61 00 76 16 44 50 214 61 1047 81 121 79 249 93 224 90 161 00 178 14 141 50 149 72 518 29 63 53 226 40 106 42 168 98 107 54 117 17 168 73 284 42 691 83 111 08 328 20 38 76 __22 59 ,$2,193 24 $5,198 80 I I I I I i I I I I I I II I i I i I I I I I i I I I II I I I I I I I 1I 1 1 I I I I I II II I I I I 11. I 11 i C3, 0 0 , 4 Z!Z 0 4 s Q -6 0 0 s * 11 16 4 0 4 16 0 :2 0 4 5 E. zz 1 .4 .2 Iz .4 4 2 1 5 3 6 2 1 3 2 3 5 9 5, 7 31 16 6 8 9 8 .11 1 6 5 6 488 187 141 69 1140 431 295 399 375 90 20 3'-)7 193 175 67 4.607 8 I 11 III 6 5 6 46 7 1 44 8 13 34 33 13 1 14 1 9 230 165 352 172 117 ,52 953 313 268 364 373 115 14 263 159 158 3.838 $214 46 39 00 255 87 162 64 1 82' 0 1100 00 393 63 398 00 473 87 378 75 184 96 1 51 00 160 75 186 50 4,081 93 $73 7 217 1 79 2 35 26 24 8 406 14 138 88 112 61 135 49 168 92 74 30 861 94 6 ;53 96 70 89 $1,694 29 $160 00 160 00 &14 00 175 00 14 00 310 00 409 00 I I !2 2 1 31 80 iDo 1,849 00 99 67 Adams Allen......... Amboy....... Clambria den Fayette....... Jefferson,..... Litchfield..... ]Koscow l'ittsford Ransom...... Reaffing...... Somerset Mpio.... Wheaffield,.. Wright... -.. Wbri,dge Total... -... 8 2 9 3 5 1 7 3 5 2 5 6 7 1 5 5 5' 3 8 2 6 1 7 2 4 4 7 5 9 4 6 1 7 -I110145 I 1 7 8 8 432 48 95 213 4 209 902 18 279 9 "3 1 3,4 8 392 4 214 3 367 - 4 .2611 520 5 260 1 1 155 5,M 1 89 25 20 6 7 43 1 24 - 20 8 20 34 7 39 17 2 394 $636 51 348 519 01 110 92 50 21,2 293 38 156 165 27 716 1579 25 270 335 82 555 718 50 346 549 91 389 532 01 217 223 90 252 317 78 298 427 59 146 254 551 532 613 751 257 318 62 108 129 73 5,4061 7,708 08 $10 00 7,5 00 37 00 50 00 250 00 482 50 4.le 00 169 00 498 63 142 33 5 9 6 8 I A D 083 38 264 34 001 $6 00 166 62 260 l 58 00 $f 0010 91 38 250 25 371 $36 00 106l 22 l3 116 208 44 7 00, 198 81 203 44 O0 1 107 87 450 95 5 75 8 00 315 99 191 30 09 175 21 208 59 10 52 00 137 76 105 40 00 42 39 94 20 00 1 3009 5 17 40 79 200 33 08 63 00 S 9 20 75 10 00 88 91 144 24 52 7194 6 74 0 1,13T9 1 12 2,775 $492 79.$211 00 COUNTY. $5 o0o $152 061 $11 90 9 501 392 38 5 3 00 3 00 5 9 00 8 45 5 00 54 50 1 50 34 50 10 00 55 00 1021 25 321 00 92 no0 121 66 28 27 44 00 118 60 8 50 31 05 239 96 12 56 21 00 388 29 2 50 223 90o 7 89 20 50 51 37 27 00 16 58 460 71 17 50 257 91 13 00 212 71 1.4 66 28 00 125 50 102 13 24 87 $14 12 $252 61! 350 9 19 50 203 06 350 93 45 171 113 44 234 34 50 10 90 15 90~ 234 15 00 351 00 1,271 34 6 00 86 57 250 14 50 358 93 486 1 50 197 34 4 00. 322 37 278 164 88 173 9 50 284 931 278 691 4 235 53 206 21 46 211 351 376' 5 ol 105 38 320 13 45 170 $447 28. $4,124 32 3,364' 77 I I I I! I I I ,;P;,.x 107 88 5 001 5 ~~l 17 50 229 73 48 64 13 00 90 84 ' 195 00 .38 815 LI 550 771 94 381 77 64 0O 151 62 263 5~ 414 Of 95 54 328 3] 205 4( 126 75 199 93 $2,444 92 '$68 43 123 76 33 6a 37 5a 1 $152 7, 394 9' 64 72 47 O0 44 83 40 98 95 00 27 12 51 53 47 42 3 50 119 00 6G34 491 $717, 408 83 $4,016 43 $479 6 *... -'I !:.........r..... . * - *hol N -o.have ~~~~~ * wuship b co or ~nt o.n Ao FP. ov ~C cno -~~~~~~~~~~~~~~~ __ -. ~,.). t ~ 0: ~ C,.a G.; _ FP _. =, ~. ~ w. ~ ~ _,_ - I - - ~~~~~~~ - - v - CO t3 1 l tO No- tha have atene (lrn te< yea -; _.-I v Whol No. tha hue aC:ne scoo -oc: 0; Cl~ ~ ~ ~~~~~~~~~~~~i | t5 1-; dCug tile year. vt WCl ClII~ ~ ~ ~ ~ ~ ~ ~~~~~J I X Cll# inD thetounsIhip. ww av ________ ~ ~ ~ Cl_ _ C _ __._ l__ 55Cl~ ~ ~ ~ ~ ~ ~~~~~~~n 5I Wl 4 CCl t< CZ tonsi tW-1uer aporioe by D I ~ ~ ~ ~ ~~~~~~~~~~C I HnC - 01t h atC Cl tonsi clrk -- ~ ~l - I @ Cl~~~~~~~~~~l~C ClR IsS Cla Clv FC - 1 t F C 4 ClIsC Is t- CO Tobid holhue kn Cl ClR- llX~ Cli #t >v>~ ~~Cl~l Cl~~~l Cl Cl ~ C1leol Cl - Cl Cl l Cl-1l Cl -1 C10 Whole dist:,-icts. Fractionial iistricts. Whole No. irom which reports have f)een received. No. of chliiircn in each township be tween,le ages ot 4 and 18 in which school has been taught by a quali fied techer. No. o f n t hil tlren{ that hav e attended du ring tlhe yenr under 41 years of age. No. tlhat lin-,ve attenlidekd during the year over 1X years of age. Wlhole No. that h,.ive atttended school .duriug the year. Cli ee,I I ClCl I - l5W - I - I - - Q asPI ClClCl O4 ClIs ClCl IsClIsICCl,i55Pli Wlhole amount of money raised by the districts. To build school house. 1 o I I (M C) lhole ain't of wages paid to teacher, in the townslhip. Amount of monev received from township treasurer, apportioned by township clerk. H Q ~ H p v 93 6i - |! 93 231 152 o32' so' 2 9 4 88 381 208 121 50j 4 20 129 64i 83.50i 145 211 171 42 24 9 179 00 9 73! 144 9 171 146 00 350 001 20 29~ 88 2.51 12 00, 2451 25 90 -25 5013; 409 87z t, 73 261 230 84 55 116 25 0 19 00, 00 10 00 l29 88' 22 0 46 1 001 67 83 41 5 25i 149 481 1 25 1 11 0 114 85 45 34 52'28 2 62 ool 650j 81. 76j 305 34 70 26 ool 420 621 1 X 1156 191 198 44 57! 65 50 11 50 113 CO' 2501 2.59 49! 245| 48 651 42 85 16 51, 40;i 53 92 27 90 I11, 948 ~11 01l1 21 4 5:2 41 5 2t ____~ -I ____.0___'! 15_6_ 18 44 55 50 $170o81' 32.111 39 i 337 12 $,4 90 31,5-3 83 2,85 62 51, $1,0 11$2,11 ~9',33 6' 57 400.. 1,; 4 ~,84,5 4s6751 553 COUNTY. $5 00 9 281 193 35, 350 9 00' 6a 00 8 184 150 35 86 l ~ I 9i~ 9 ~22 2- 13 311 4 00 59 162.) 625 111 25 00! 39 00 20 04 184 291 $12 38 134 77 2 50 3 30 1 $37 50' 22 08 229 10 12 39 461 191 257 40 17 78 279 22 1 111 1 41 35 281 11 27 30 00 33 50 5 0 8 240 8732 40 33 3 00 21 72, 4! 26 14 46 58 10 00 22 50 2 00 77 00i 1 00 33 65 197 28 90l 15 00 193 001 31 05 109 1 5089 4400 25310 244 50 98i 25 52 250 54 15 001 364 65 177 50 ool 2 501 202 51, 109 29 120 35 001 ~$56 4~ $1,987.08 $52 61 $ 6 58 1,99 330 2 $124 ,$256 421'$1,98,'-o $552 6 1'$116 58, $1,939 48, 21.15x $33 221' $124 00{ 612 JACKSON II I o is *a 0 = = D Purpos's _ CS e) g^ o ~ ) ~~- E - =.~ -~ I. I = = ' i:-, ~ ) > I j I 5 -.zA t l,26 i Oz-::Z = Z I o 7 1 14 30 448 $565 251 $216 51 $225 10i $0 00 I 41 1 I0 48 36 251 2l1 Ol 331 93 150 50 31 2 7 368, 682 75 228 66 27203 21000 6 6 18 29 9 399 141 141 39 696 49 414 75 1 2 24 303 420 00 105 61 301 00 9 15 36 9 1,037 2,557 75 836 03, 1,701 85 112 00 14, 23 313. 382 50 125 80, 174 18 .5 31 278' 329 00 112 03 785 18 67Q 00 3 22 3465 674 0 250 091 735 42 250 00 85, 161 468 76 64 183 06 606 57 505 00 20 20 5 372 191 122941 39163 14400 4jes 5 3 54 175 220 64 82 241 299 00 150 00 d8' 0i 266 478 90 ]32 571 256 91 150 00 S AI )4 256 387 501 136 9.51 499 14 305 00 T15 4 192 121 9 7 2 97 12 6 7: 00 121 9 01721 235 9 7 831 157 60 1 100 00 o4) 33, 4421 517 891 214!97 410 341 305 00 8 3J 33)1 6 o08"l9606 8" $3,312 II $7,856 37 $3466 25 KALAMAZOO o 71 104 $137 16 $48 281 $447 5( 81 81 213t 30066 6 8 76 74 00 9oe 6 7 30 91 19) 300 415 50 98 83 333 55 2 el 9, 2651 427 75 146 20 273 61 4. I11 2(13 279 95 102 72 5 191 25 I 6 36 361 58 881 18 530 58 jaz 1 3 2 12 27 712 1,091 25, 209 39 609 57 11 5 293 398 60 74 82 127 52 1 1 10 151 229 73 3 91 103 0 P216 23 146 391 50 76 44, 450 00 31 181 239 366 99 150 89 11 96 1 115 96 17 38 00 I 17 9 I 249 323 78 138 33 365 74 4 18' 223 474 50 83 71 413 75 3 87 122 0 42' 87 81. 63 Iksia 3i1 2 3 3 4 228 47 7S,'169 40 Total I —5l~I,~9S l —6 i G,t-$691 17 1485 I28 8 6;'_W 3,6$B 1 1,8 8 $4,183 06! Alamo,..... 33 4' 101 Brady,..... 41 2 219 Cooper,.... 6 1, 71 302 Charleston,... 7 31 7i 30,51 Climax,..... 6 1| 61 701 Comstock,.... 8 1I 9 4 Ralamazoo,..-. 151 3j 1,01 Oshtemo,.....1 8 1 I 6 2381 Pavilion,....1 41 41 5 1611 Portage, 7 56 7I Prarie Ro-nde,. 5 1| 61 L73 Richland,.... 7 7296 Ross,.......! 3 5! 6I 240 ichoolcraft,..... 8 2 7 373 Texas,. 31 3 2 831 Waeshma,.... 3!,1 35 Tota,. 95,32i 9 461 i I i I i I I I I I I I I 6t 91 91 I I TOWNSHIPS. -> Columbia,... 8 7 10f 41 Concord,. 5 4 7 33 Grass Lake,... 1l] l2; 50! Haover,.... 7j 31 6i 29 Henrietta,... 5 2t 7 30! Jackson,.'... 13 4 15t 137 Leoni..... 5 31 52( Liberty,.... 6I 51 7 28'Napoleon,... 81 3 I 49( Parma,...... 51 3'1 8{ 45t Pulaski, 413.... 4i 3! 7!.. Rives,....... i 5 31 5i 17 Sandstone,".. 5 7 1 81 31t Spring Arbor, 6 1i 61 29, Springport,... 5 21 7 28( Tompkins,'... 5| 4 61 19' Waterloo,... 5 105 50' Total,...108.60132:s,',03 $333 00 10 0w 165 00 75 00. 180 00 200 O0 90 00 200 150 00 B1403 001, 613 COUNTY. for~~~~~~~ whc it wa raied a* amun i l ~ 'R.-.; C, ~.9o I O e. 0 .o 8 78.<. o a . X. O, g o_ O for which it was raised, and amount raised for each particular purpose. 0 ra c~ I.-,0 cr j _a a C d | - O~ 0~ d 001 p, a 4i o., 1e.~ I O. 0 x 2~ - Ii -, o o O ~; C ., .* o a; .4. 1. a!'- I ai o 14, Q - I o g fi 07r $73 18 $0 00! $0 50 $15 50 $134 00 85 91 65 00o 259 69 9 70 119 35; 2 93 19 O01 5 12 234 961 203 21 12 60 356 98, I " 216 83 116 40 1,146 42 431 1) 9 94 81 32 oo0,l 159 681 20 o 131 00 40 03 389 091 56 3 0, 389 09 31 51 514 041 19 57' 1 3.29 19 5 77 247 86 150 49' 152 25 149 00 I 87 Co 3 49 209 42! 11 O0 142 87 25 00 252 32 7 00 252 324 6 60 1 257 90 24 76 146 921 101 86 32 00 447 89 33 34 240 95 I~ ~~~ I~t __ 3 2451 $89 12 2981 77 63 398 6~2 14 300 264 25 00 430 155 53 24 390 84 54 336 94 57 318 35 71 221 26 63 159 41 90 3351 47 71 145 50 79 1721 47 85 168[ $502 75 $4,438 93}$721 28 $321 75 $4,016 98 737 OD COUNTY. $5 001 $68 00 $105 01 $22 50 2 00 300 66 9 00 70 00 372 68 29 131 41 75 26 06 326 06 3 00 18 00 10 00 10025 42 171 434 70 40 60 20 60 69 00 311 77'! 20 45 18 50 5 oo00 78 271! 251 10 0 40 04 1o1 3 001 262 01 i 1 15 600 6 351 8 62 20 ool 205 5 21 60 9 0 98 0 85 51 20 ool lo oo 2 50. l f 816 20 19 40' 2 $392 73 $2,580 14 1$245 81 i$167 37 $0o0o $0 l! t t142 00l 31 50 75 67 17 00 103 00 lO10 o 4 o0 1 60 64, 42 00 1 9;144 14, $241 67 I I I i I I I I i I i II I i I I I I I I II I I l I II I I i I I I I -Z ,4 1 r. 0 -r I i I 11 !5 I11 1 I-0I 161 4 81 7 $0 00 37 00 31) 40 00 4,334 $736 8 $153 75 $155 05 157 32 194 37 197 24 158 81 314 42 482 20 142 88 176 69 248 47 182 91 8 9 - -1 81 63 22 40 $2,603 6 1 191 1 109 300 ! 400 192 f 180 150 280 167 wo 265 214 1 150 1 200 1 2,998 :. ~. ~: *:~ o.~: ~]:: F.. *....... .......... ..... t:.. >t::::: ttp:;: ___________________O CI 2 O w - _Ot G I F~~~~~~~~~~~~~~~r I - - - ______ - ____________________ I ________________ _______ —- - - - - 1 - - c~ 1 - - I ------ ______ ___ — - ., ~,o~.%...... ~ cko *... -. -.o i-.~ ooO Oc - ~ l < > w wt' 555'5O5~555',55 mnnriebrt il 7. 55 55, 550 55', 555' ~ t.-.'5, w5 C.m. orccwc;0c Cm n I- I^O- Q 00 000; — Amount of mill tax assessed by the supervisor and collected for sup port of school and township library. [Sec. 107.] 5555 c n -' - - - 1 - - 0 0 - 1 0 O = —. -.=....O Amount of tax voted at the annual district meeting in addition to oth er taxes for the support of schools. [Sec. 140.] '1 10 5'5,'5. I - 0 O. 8- -. -- Amount of fines,penalties and forfeit ures of recognizance received of county treasurer for the purchase of books and townihip library. I Il I c ~3 ~ (i 9 -!S c c oc~ coc t- . t - 4 c.. o " W. 1. =.: t. t. CJ. Co 2 409 C.n t,~ I " ItoO t c ? .J to .4 C0 m Amount raised by rate bill. m (4 No. of vols. iin the towvnship library. 11 I It 14 It 630 WAYNE ,,.-, ~ - C ~ I ~ ir~ -- ~~~~ *-~~~ - C rn~~~Prpo~s' TOWNSHIPS. A i S E,' G c * *.2 Brownsmrs o wo n ~i ~ - I - ~ I 8 -~~~~~~~~~~~~~~~~~ -~~~~~~~~~ ~~~~~~. — ~~~~~~~~~~~~~~~~~.- - I~~~~~~~~~~~.,, iii~~~~~~ I~ -: 00 - z o"~ Brownstown, Canton,.... Detroit City,. Dearborn,... Ecorse, 31 Greenfield,... Gross Point,. Iuron, 3 4 1 iHamtramck,. Livonia,.... Monguagon,. Nankin,.... Plymouth,... Redford, 14 Springwells,. Sumpter,... Taylor,.4 Romulus,... Van Buren,.. Van~~ ~ Bien. I I - i _32 * I ___ 37 32_9137 232 14,036 921 3,420 11 I I I I I I I I I I I 5 1 5 1 5 7 0 41 81 7 7 1 5 7 I I I I I i I I I I i I I i II 0 0 0 51 0 0 0 0 8 0 7, 5i ol 0 01 4 4 8 5 4 2 2 1 3 2 1 8 9 8 3 8 6 4 5 3 9 15 1 40 61 725 54 25 58 47 is 49 49 33 63 90 64 36 1 41 1!3 43 34 3 8 1 17 20 2 3 12 4 6 1 17 5 85 4250 339 163 334 257 189 220 456, 152 424 938 440 173 102 119 183 371 4s2 96 683 75 6255 25 3S 61 15S 32 490 37 433 00 265 99 429 Ou 168 50 1570 44 645 30 291 62 69 25 329 69 $147 88 237 04 197 94 99 75 149 77 206 59 56 96 6T 162 50 211 33 494 83 306 26 181 11 37 11 29 16 75 88 183 07. $155 7 222 0 8665 0 39 2 6 0 180 7 249 5 143 O 658 5 397 9 559 0 629 1 955 8 27 0 550 0 120 0 625 132 4 283 2 $180 00 1500 00 46 61 8 3 5 1 7 8 3 7 10 10 3 2 2 4 7 12 4 15 28 16 27 67 27 2 10 7 20 400 00 ISO 00 559 00 5 1 1 3 6 554 50 4 4 .311 10 15,08 127 264 1000 2,3,12 0 3,353 7 Tl,..... 10 ___ ____ I -I - - - _ - I _____ ___ 1 - na * 98,M:z 1 14, - -;4 9ZN aq 4 a 632 RECAPITULATION OF SCHOOL INSPEC 3o 1851 281 1.62 17Z3 261 72 3941 187i 163 4691 651 ~2S 6403 921 o31 4448 41i 212 349 1776 24' 75 S731 33 83 4607 67, 230 5848 89~ 294 3436 61 175 2884 67 153 7036 85! 355 4671 861 206 4558 45] 141 2420 38 95 0lo0 0 119 442 4918 56 232 6163 52 210 585 691 169 23 92 231 607 15 21 11430 147 566 1112 33 18 712 12 4 5S0 7 13 1992 3 4 106 4100' 66 92 4510 7 07 206 123 202 7 103 76 10426 141 428 187 1 271 261 49208615782 COUNTIES. ~b Allegan,.... 43 13 48 Barry,.... 57 21 66 Berrien,.... 73 25 59 Branch,... 90 40 93 Calhoun,..44 93 547 113 Cass,..... 92,1 I8 85 Chippewa,... 1 1 Clinton,.... 57 10 45 Eaton,...... 72 26 86 Genesee,.. 83 31 99 .illsdale,... 110 45 125 Ingham,... 73 31 84 Ionia,..... 561 39 64 Jackson,.... 108 60 132 Kalamazoo,.. 95 32 99 Kent,..... I. 93 37 90 Lapeer,. 55 331 52 Lenawee,... 134 62 162 Linngston,... 99 37 116 Macomb,... 79 41 94 MIonroe,.... 89 301 94 Montcalm,... 10 4 Mackinac,... 8 3 3 Oakland,...~ 153100 199 Ottawa,..... 21 12 28 Saginaw,.... 14 1 12 Sanilac.... 13 5 13 1 1 11 Shiawassee, 471 19 58 St. Clai,...| 64i 6 60 St. Joseph.. 631 41 81 Tuscola,..... 1 1 Van Buren,.. 48 29 5S Washtenaw,. 118 651 163 W.ayne,... 101 31 108 Total.. 2313,994,2.594 t2 . O. ~ a, O 0 — a < 0 $27 07 88 10 0 19 89 1960 161 666 50 3974 33[ 830 45 3899 991 1962 00 10601 91| 7759 60 2907 35 1119 60 1415 12 329 00 2657 00 1207 00 3703 65 1849 00 5198 80 2142 13 4634 41 2708 40 2534 90 988 20 7856 37 3466 25 4183 06 1403 00 5774 47 1974 12 2131 03 1231 00 8769 51 5219 67 4343 27 2657 89 2507 501 1393 25 2784 (02 635 81 182 311 126 00 341 001 655 00 9558 081 4063 08 1158 371 223 25 479 50' 419 34 100 00 2484 28 1272 00 3150 53 961 00 3591 20 1628 25 2168 96 1209 47 8081 16[ 3127 51. 14036 921 3420 I 130,196'38.57,3,1 52 o cc 0 o .= I z; I I z I i I I i I I I I I I I I I r. .9 7~ p~ i 1417 2500 51i 1489 1614 85i 3110 4707 311 39961 5166 35] 5049 7757 551 3585j 4976 87] 75i 15o oo] 15911 1475 15I 24281 2514 16I 3838[ 4081 93[ 5406/ 7708 08I 30961 4108 55I !25931 3196 731 6028[ 9606 82 3692, 5691 17 33741 4265 45 2.3571 2193 99 8359] 10747 93 4533] 5816 17 4630 6386 59I 3637 5427 33[ 217 119 66I 35S 438 001 9344 12135 71[ 888 1085 661 346, 834 25J 4521 233 75i 18S61 2436 26I 29 636S0 911 96[ 38961 5480 431 8693i 13137 84 115,1.65 155,469 30 { $814 98 592 63 11641 86 2637 10 2983 36 1612 23 80 58 I 545 35 1 865 97 1694 29 I 2193.;l [ ]223 50 I 1082 26 3312 11 1485 28 1353 27 931 91 4519 30 1774 88 1 2288 19 1 2387 89 59 16 44 00 5056 27 1682 78 316 05 1258 63 594 18 1702 86 1766 24 776 C6 15236 7 1 3353 74 55,897 14 TORS' RETURNS BY COUNTIES, FOR 1851. '. i., ~ 2G, ~. I q..,"-/' I ~ o'm-l)q1 2 $4411 F.i! 913 7911 259 0 2]15 00 1 633 971 1295 50 $6 37 9 500 06 607 22 1 ]01 53 1029 89 31 1i 222 6O 192 30 8t 53 ,6s 0 o 5 o0, 6' 0li) I 9'1152 75! { 395 (09 { 3 501 192 79 211 O0l i 634 49 I 17 58{ 5 627 55 957 531 7 330 22 124 1o01 [ 736 831 153 75-1 3'7 00 144 14 241 6 4,102 71 16(1 4)0 I:'11 3(;6 32 00 1 866 301 134 991 13 21 8 400 391 328 64 4 08 6 578 171 2z70 00, 5 609 65 174 65!2 1 112 5,6 51!3 010 O} 1530 19! 24.) 77, 62 73 3{ 19 961 872 75 Si 216 171 10 00 3 118 20o 116 oot ,0 296 961 232 681 i3 822 511 242 501 13 17 41 809 921,I) 179 97 26 81 434 83i! 318 75i 0! 1410 S s 1 69 9() 3 4t 4-1 7O 44 6i52 lis 316 19 i8, 1,140 59 l4,086 66! 6O I' for which it was raised, and amiount | raised for each particular purpose. - I.I '',~ V $329 36 $163 5' 0 60 2 164 76 i $1334 2 11791 523 O0 799 5 53 66 2 00 860,55 3314 234 44 3472 5 810 05 5S 61 2,80 68S 3811 .102 23 2899 40 313 0 99 72 2368 74 3909 284 63,:3345 87 358 63 416 28{ 3,56 43 6701 234'91 l~3 1366 418 092, 53 330 3 * f tI, f1) 74 6 6 173 7': 119 101 l0 5o! (s 6o 3516 96 G4I 1053 471 134 1 6 l 441 1050 38 33 00 771 94 0444 92 194 86 4 4t9 1139 12 277 408 83 40]6 43 479 60 447 28S 4124 32 3364 3 170 8 1 2111 39 337 62 74 00 1532 83 2845 256 42 1987 S0 52 61 116 58 1939 48 2157 502 7r, 4438 9t3 o1' 7S 391 73 4016 98 4 331 392 73) 258!) 14'15 i 8 167 3 2603 61 2998 7 20 17 3019 191 441 49'324 29 2292 16 2923 199 40 417'98 109 54 238 9[ 1000 51 1441 629 33 3378,3 li0 31 69)42 4 744 70 6081 90 91 12214 95 240 88 131 831 2169 38 308 4 25 56, 1559 81 42 11! 37 17 3743 15 264 219 1 3167 951 86 981 59 93 14,3 98 3545 ' 53 27 9, 25 84 75 54 oo0 40, 50 38 0( ol 1 27 01 202 550 906 930.5650 646 54 590 311 09! 8532 461 7053 246 11' 561 781 532 00 41 21 336 681 87 _65 00 134 35! 4 50 2020 311 12/ 46 2 38 60O 218 40" 82 63 453 168 69 972 981 1-0 421 61251 1l14 301 203( 247 39 2248 571 284 041 119 151 773 40i 2 4 7 6 ,41 90'6076 731 55 51 10)5,6 2150 141 3314 118 641 15)98 431 92 111 97 80I 1412 921 302 4 518 751 6231 77! 5'2 99 3391 161 4972 32 5; 37 1198 066'0261 53',2059 42 67 01] 27s 5s 383 :'26760'l 76,734061!IO9F3941 411,290f 690S.8!- 37,' 97,155 80 633 634 STATEMENT OF INCREASE OF NUMIBER OF CHILDREN RESIDING IN THE DIST RICTS, AND OF THE INCOME OF THE PRIMARY SCHOOL FUND FOR THE LAST TWO YEARS. ~~! 1850. I COUNTIES. ot Ai' per CAii't per I No. of I Amnounit I | scholar I schol'rs. lapportioned. 1851. Ami't per jNo. of I Amount ssceholar. schiolars. apportioned. I 40 cts. 1851 $740 40 Bar 12 51841773 709 20 3941 1576 40 4651' 1861 60 C"u,..40 26 j 6403; 2561 20 Ia 306 12444481 1779 20 Ch a 23 80 5349 139 60 Clinton 19 1776 710 40 aton 21 87 2731 1092 40 4471J 1788 40 H"ee,20 185 5848 2427 60 3 3436 1374 40 28841 1153 60 I 70361 2814 40 "a azo 41 17446711' 1868 40 4558 1823 20 2420 968 00 10050 4020 00 4918 1967 20 607 242 80 "cs 15106063 3425 20 5850 2340 10 232 92 80 11430 4572 00 1111 444 40 712 284 80 19.92 796 80 St Cr4 1 84100 1640 00 45.401 1816 00 5 5801 232 00 1231 49 20 2199B 879 00 a tea,.0 3 110426' 4170 40 W n 1 2150871 6034 80 .....143,270 57,308 00 —Tote I - 52,630! 146,351 82.........1 343,270 $57,3o8 10 i I i i I i I i It ) ;I Allegan....... Barry....... Berrien,...... Brancl,...... Calhoun,..... Cass,.... Chippewa,. Clinton,...... Eaton........ Genesee...... Hillsdale,..... Ingham,...... Ionia........ Jackson,...... Kalamazoo,.... Kent,........ Lapeer,....... Lenawee,..... Livingston,.... MIackinaac..... M.acomb...-. 'Uonroe,...... MIontealm,.... Oakland...... Ottawa....... Sa,n-iaw...... Shiawassee,.... St. Clair....... St. Joseph.... Sanilac....... Tuscola...... Van Buren.... Washtenaw,... Wayne....... Total,...... 31 ets. 1500 . 1526 "; 4017 '; 4345 " 6190 " 3806 .. 237 " 1596 " 2403 " 4191 ' 5250 " 3048 " 2565 "; 1 6319 ' t 4141 " i 4055 " l 2445 " 0 9596 . 4711 ",; 385 5165 " 5512 "i' 174 "i t 11230 i 1031 679 i " j 1690 "; I 3476 "; 4107 I'39 ;;1644 10115 14592 ....... 1 132,610 $510 O0 I 518 84 1375 98 2611 20 2206 G0 1294 04 80 58 542 64 817 021 1424 94 1778 52' 1036 32! 9)06 ioi 2214 461 1407 94i '1378 70t 831 30 3262 64 1601 74 130 90 1756 10 1874 OS 59 16 3818 20 354 54 230 86 574 60 1181 84 1429 381 183 261 5;)S 96! 3439 101 4961 28; $46;351 &25 0 INDEX. A. I AGRICULTURE: memorial to establish a branch of the University,................ 205 for the establishment of anl agricultural college,.............. 206 debate in convention on the establislh ment of an agricultural school,.....246 branch proposed, and debate thereon,.246 ANNUAL REPORT: of director,.......373 distr ict board,................374 'school inspectors,..........:390 ; county clerk,..........403 ANN ARBOR: collection of school taxes,.........496 APPARATUS: tax may be voted for,............355 articles recommended,...........355 APPURTENANCES: what important,............ 355, 467 ASSESSOR: to file acceptance,..........341 pay moneys,...................358 ollect r ate bilis,.........358 form of proceedure,............ 358 to give notice of sale,..........359 return of warrant,..........359 form of warrant,....368 return,.359 bond,.....359 to appear for district,............36 0 duty in relation to rate bill,.....69 to certify judgments,...4..06 form of certificate,.406 acting-when district board to appoint, 38( ATTENDANCE ON SCtIOOLS: report of superintendent thereon,.... 95 irregularity of, 9( comparison with other states,. 9 CERTIFICATE for qualified teachers,...........39E to supervisor, by assessor,........46 COUNTY TREASURER: to apply for school moneys,........406 CHALLENGES: by legal -voters,................350,, CHARTERS-fer Private Colleges: propriety of, discussed,.............38 first petition for,............... 41 CONVENTION: sirst constitutional,............... 17 second constitutioli................. 212 COUNTY CLERK: duties of,.................. 402 to transmit reports to Superintendent,.403 to deliver copy of notice to treasurer,.403 penalty on fo s neglect,............ 407 DIRECTOR: to file acceptanlce,...............341 clerk of district board and district meet ings,...................3. 360 f3 to record procecdings and keep copies, 360 loss of record by,...............360 to contract with and hire teachers,....360 contract to be in writing,..........361 liability of,................... 361 form of contract with teacher,......362 duty of in districts containing over 100 scholars,....................363 to ascertain amount of fuel,.......363 manner of ascertaining,..........363 how supplied,..................363 when to take census,............. 364, who included therein,...........364 penalty for neglect,.............407 to furnish copy of list to teachers,..364 manner of making up list,........364 form of, &c,.............. 365, 366 to ascertain who is exempted,....... 367 to make out rate bill,..............368 form of rate bill and warrant....... 368 renewal of warranit,..............370 to provide appendages,............370 allowance of account,...........371 to give notice of meetings,.........371 to draw and sign orders,........... 372 to make annual report,.... C. D. B. BOOKS: list of text,..58 Ust of library, - 58 uxiformity of,..44 13LACK BOARD: inf,truction on,..45 BLIND: act to establish an "ylum for, 5,1 BATTLE CREEK-. union school at,.57 636 DIRECTOR: fractional district;s,.............. 393 to draw books,.................393 form of order on- assessor,........ 373 warrant on treasurer,............ 373 to deliver report to the towvnship clerk, 373 neglect to deliver report to inspectors, 374 DISTRICT BOARD: who to constituite,..............374 to report to supervisor,...........374 form of report,................374 to include amount exempted,........ 375 to purchas e b ooks f or children,.....375 to purchas o ee or lease site,.........376 form of d eed and lease,.dt d.........376 to appl y school mo nle s,...........378 to require bond of assessor,.8......38 annual report of,................379 to haze custody of school house and other district property,.......... 319 to fill vacancy,.................... 380 may appoint assessor,............380 when vacancyv in, to Le filled by in-spe-c tors,................398 DETROIT: act relative to free schools in,.......491 acts to amien,d do,. 494, 495, 496 ladies' academ-iy at,............577 commercial college at,...........579 m-remoIrial of board of education of,... 159 reports of board of education of,.202, 289 D;EAF AND DUMB: act to establish an astyluim for.......546 DEGREES: report on conferring literary,......129 DISTRICT MEETIN'GS: annual mi-eetings,............344 form of notice for,................... 34L5 special meetings,.....................317 form of netice for,...............348 what notices to speciev,.............347 when illegal for want of notice,.....349 who may vote at,......................350 false oath at deemed pert j lry,.......351 power of voters at,.................. 351 may direct purchase of school house, &c.,..............352 may impose tax for repairs, etc.,....,355 when may vote a tax for apparatus, globes, etc................... 355 may determine lenzgth of timhe a school shall be taught, which shall not be less than three miiontl.s,.......... 356 may determine as ell public Rloney shall be applied,...............-.. 356 may direct the sale of school house or other property,. 357 nay give directions il relation to suits, 357 penalty for disturbing district mneetings,358 form of written request for,..317 DISTRICT OFFICERS: their powvers anud duties~,. 35'i who to be, term of ofce, &c.,.. 357 may be appointed by the district board, 380 form of appointment by district board, 380 may be appointed by school inspectors, 398 form of appointment by school inspec tors,.....................398 penalty on, for neglect of duty,.407 DISTRICTS: formation of,................382 form of notice,................ 339 form of endorsement upon notice,....340 duty of director to record notice,....341 proceedings on formation of new dis tricts,..339 duty of township clerk to deliver no tice,.338 DISTRICTS: form of notic,e,................339 inhabitant to serve notice,..........339 election of officers..............341 their duty to file certificate of accep tatde with director,............. 341 form of acceptance of office,.........342 when district is duly organized,.... 342 what business t onay be done at first meeting....................... 341 proceedings in case of failure to organ ize,.........................342 corporate powers of districts,......342 effect of director's record as e-idence,.343 vhen district presumed to be legally organized,...................343 dissolution of,................343, 409 multiplication of,..............410 formation of,districts front two or mo re townships,.d.............p 391 how such districts are regulated,....391 single districts ma y be formed from two or more,..........t b e392 pupils in districts maW be classified,...398 suits and judgments against districts,. 405 execution not to issue against districts, 405 judgments against districts to be cer tified by assessor, &(.,.........405 proceedings whlen assessr fil to cer tif..................... 406 e district is sitof oted in two or more townships,.................406 supervisor to aisssss julgilent,.......406 persons paying taxes in districts may send to school, tind be rated therein,.407 when divided after tax has been assess ed, but not collected, how collected and apportioned,................408 when district is composed of two or more tow nships, how income of school fund is apportioned,....... 408 form of certifica(te ofjudgments against,406 small districts unprofitable,........455 conlsolidation of, f..................456 EEDUCATION: provisions of tirst constitution rela tive to,......................18 establishment of an educational paper recommended,................77 action of constitutional convention rel ative thereto,..............212 to 259 article on,.................... 258 first and revised constitutio- -ompar iSOisoni of..................... 259 legislative proceedings relating there to, 21, 35, 41, 49,51, 52,57, 58, 66, 88, 89, 90, 111, 113, 120, 123, 128, 129, 144, 157, 175, 193, 204, 206, 207, 295 [See Legislative proceedings.] messages of Governors relating there to, 20, 22, 37, 46, 51, 58, 69, 90,114, 124, 131, 150,163, 176, 195, 261 FORMS: of notice to taxable inhabitants,.... 339 written notice,................340 endorsement on notice,.........340 acceptance,....................342 notice of annual meeting,........345 adjournment of "....... 345 record of proceedings of district meetings,................346 wr itten request,. 4............... 347 notice of special meeting,......348 certificate of inspectors, on deter.mining site for school house,...352 3 F. 637 FORM1S: assessor's return on varrant.....359 assessor's bond, Rpd..... - 35 teacher's contract,............36 director's list,...............365 w,eekly roll,................367 rate bill and warrant,.........36 notice of assessor's sale,.........37( endorsement of warrant............370 order oni.ss essor,m....... o E373 warra-t upon towllship treasurer,.373 rep ort of district b oard to supermi sor,......................374 deed and lease,................376 appointment bv district board, r l....a 380 bond of chairman of inspectors,..i.382 resolution on change o f si te,.....385 teacher's certificate,............395 notice for examination of teacher,..396 notice for re-examination of"..397 notice of.annulment,.......... 397 appointment by school in.spectors,.398 certificate to super;isor,........406 FREE SCHOOLS: recommended,............ 23, 62, 197 report of committee on educ~atio,...208 importance of,................. 79 cost of,.......................209 debates upon....................213 FRACTIONAL DISTRICTS: formation oi,..................391 districts may be formed from two or more towslhips,.............391 duty of director of district formed from two or more townships,.......391, 393 how fractional districts are regulated,.393 fraieton..l districts may be created bv the division of townships,......... 344 vlhere teacher to be examined in case of,..................... 392, 396 a-inrual report fron, where made,.....391 IUCORPORATED LITERARY INSTITU TIONS: Allegan Academy,................. 514 Grand Rapid's Academy...........515 UticaFemale Seiinary,...........516 Ann Arbor Female Seminary,......517 Ypsilanti Seminary,..............518 Adrian Seminary,.................519 Clinton Institute,..................521 Owasso Literary Institute,...........522 Verniontville Academical Association,.523 White Pigeon Academy,............524 Raisin Institute,...............526 dHowell Academy,...............527 aLeoni Theological Institute,.......528 Leoni Seminary................ 529 Oliv et Institute............... 530 Woodstock Manual Labor Institute,... 530 Oaldianld Female Seminary,.........531 Tccumseli Literary Institute,........532 Clarkston Acadenical Institute,.....533 Clinton Institute,.................534 Young Ladies' Seminary, Monroe,.. 535 St. Marlk's College, Grand Rapids,...537 St. Mary's Academy,......... 538 INTERNATIONAL LITERARY EXCHAN GES: joint resolutions relative to,.......515 act fot support of,............... 46 JONESVILLE: unioni sehool at,..............570 LIABILITIES: j [See penlalties andl lialilities.] LIBRARIES: who to be townisllip librarian,...... 401 to be maintained in each township.. 403 books, when to be distributed, and in what prop(rtion,................'e403 Iduty of director to draw aud return GAD Pbooks,:.............371 rules for elhe government of,........581 certain fines, &., to be apportioned among townships for purchase of books,.................... 404 distribution of books arnd collection of damages by director,..........404 Il.karages done to bookls, how collected and applied................. 404 bwho entitled to draw books from.... 404 list of books recommended for, -.....587 works proper for,................416 importance of,.... 447 estabisliment sf recommended......47 report on,................. 128 LITERARY ASSOCIATIONS: DetroitYoung Men's Society...... 539 Union Hall Association, Mionroe.... 540 Adrian Lyceum,................511 Almont Young Men's Society,......512 Lawrence Literary Institute Associa tion,............543 Niles Union Hall Association,......544 LAND OFFICE: acts in relation thereto,......549 to 562 LANDS: laws relating to purchase and sale of school and university,.......549 to 562 LANSING: union school at,.................575 LEGISLATIVE PROCEEDINGS: relative to education for 1836,......21 a sh 183g,.................5 37........33 *-shl -me Smny. 511838,......41 St Phlps'1ee. 1839,.... 49, 51 re INCOMIE OF SCHOOL FUND: wilenl, by whoml, and how distributed,. 405 vho may participate iu,368, 369, 384, 393, 399, 400, 408 dcuty of coumty treasurer in relation to,......... 405 duty of county clerk in relation to,... 405 duty of township clerkl in relaiion to,..405 INSPECTORS: [S ee School Inspectors.] INDIGENT PERSONS: exemption of,...............4... LN 415 INCORPORATED LITERARY INSTITU TIONS: genieral law relating to,.497 hiarshall Academy,....497 Michigan Central College,.499 to 501 Spring trbor Semilnary,......501, 502 Wesleyan Seminary,....... 503, 504, 505 MAichig an and Huron Institute,....505 Kalanazoo Institute r............506 G Tecumseh Academy,............507 Grand River Semiinary,..........,508 Grass Lalse Academy,............. 509 MIarshall College,.................510 Iarshall Femrnle Seminary,........512 St. Philip's q[bllege,..............513 J. L. G. GRA',-D RAPIDS: la,vs rel,,tti.g t,) seil(,, ols........49 H. HOLYDAYS: wle,, setioo,. niay be dism4.ssel, -.....35 638 -LEGISLATIVE PROCEEDINGS: relative to ducation for 1840, 52, 53 57,58 " " 1841,.. 66 '- "1842,.. 88, 89, 90 " " 1843,... 111,113 ' " 1844,... 120, 123 " " t1845,... 128,129 " i' - 1846,..... 144 ' " 1847,..... 157 " 4 " i ~ ~ 1848,..... 175 " " 1849,..... 193 1850,... 204, 206 " " 1850,... 207,211 " " 1851,.. 295 MISCILLANEOOUS P0RO'iSinONS: relating to primary schools,...407 when persons faorin taxes in gistrict taxes collectade&c istr-(,tsu cek o ng may sep l to school and 7e raited therein,.......40..........-.40 wien district divided after atsess et and before collection of taxes. how taxes col~ected, &c.,.......'.....408 apportionne nt oficorme of scool fund in dis tricts situated in two or muore townships,................. 408 moneys toav be raised b y towrLships for support ot f sclhiools,.........., 408 penalty on supervisor for neglect to as sess taxes,.......A..........408 }uty of supervisor on delivery of war rant for collection of taxes,......4 09 dut; of townislhip treasurer i case of eacetio.al districs,.4 09 board of school inspecters may suspend operation of section 115,..409 do may res tore the samite,.........409 MODERATOR: to file withl d irector written ac ceptance of office, 357 to preside at meeting,s of district and keep order,..........-.357 to sign warrants for colleceion of rate bill,....................357 to countersign orders upon assessor for moneys to be disbursed by district,.357 o countersign wvarrants of director up on township treasurer,......... 357 ~assessors bond to be lodged witlh,.*- 379 to unite with director in employilg teacher,...................360 MONTH: how many days mlak-e a...........356 MONROE: law relating to schools in,...........49 MARSHALL: young ladies sem-iinar of,.........570 METEOROLOGY: provision-s relating to,.59........... 5 suggestions in relation to,....196, 266, 281 MEDICAL COLLEGE: rules for the government o~....... 582 MEMORIAL: - for free schools in Detroit,.9........15 for agricultural branch of universi ty,......................25 0 0 205, 206 for establishment of department of fine arts in university,................ 32 0e OATHS: persons challenged to take,.........350 false oath-perjury...............351 form of oath,..................350 by whom administered,...........350 OLIVET INSTITUTE: sketch of,......................566 P. PENALTIES AND LIABILITIES: for neglecting to serve notice of first meeting,..................... 406 on district officers for neglecting or re fusing to serve5................407 for disturbing district meetings,....358 on inspectors for not qaU-hfvi~lg, or nieg lecting diit.............407 oi board of s hlool inspectors for neg lecting to ma'e annual report,...407 aamount of penaltv, and how recovered,407 on to wnship clerk for n eglecting to transmit report of in spec to rs to co. clerk,.......al o i fo407 0on county cler for Ilegecting to trals o cit annual repo rt to the superinten dent of publice instruction,.........................4 07 money collected on account of neglect, how disposed of,...............407 removal of officer for illegal lse o f m o t gey, 40.....................407 PUBLIC MONEY: - [See income of school fund, and taxes for sch oo l purposes.] PROCEEDINGS: reconsideration of,..........345s, 414 PUBLIC SCHOOLS: importance o f,................422 mprovement of................ 428 course of studies proper to be pursued d11,....................... 430 PHYSICAL EXERCISE: importance of,.................457 PRIMARY SCHOOL LANDS: statetme nt of sales o f,........... 599 PUBLIC INSTRUCTION: systemn of.................. 1 8, 23, 76,136 Governors' messages relating to,.... ~20, 2 37, 46, 51, 58, 69, i n90, 114, 24 131, 1850, 163, 176, 195,261. PRIMARY SCHOOLS: territorial law relative to,............ 8 first constitutional provisions relative to, 17 revised constitutionaI provisions rela tive to,.2......258 laws and notes relating to,....337 to 479 PRIVATE SCHOOLS: attendance on,..................100 comparative cost of,.............101 I1. RATE BILL AND WARRANT: decision of supreme court oil...... 475 .REGENTS OF UNIVERSITY: reports of for 1839,......48 do 1840,... 52 do 1841,..,.64 do 1842o,..81 do 1843,.10 4 do 1814,............117 do 1845, ~............126 do 1846,...........141 do 1847,....155 do 1848,..-..-...*.168 do 1849,............180 do 1850,........... 198 do 1851,............267 do 185-, - -...*..-...*306 ~. NN NOTES: remarks OH...................337 NORMAL SCHOOL: act to establish,................485 consolidate and aimiend,... 487, 491 objects defined,........................... 194 location of,........................203 plan of building,............... 279 639 SCHOOL INSPECTORS: penalty on, for inot qualifyhig, or lneg lectin duty,...............407 penalty on board of, for not making an nual report.................. 407 character of,..................428 annual return of for 1851,........ 600 SCHOOL MONTH: how many days snake a,..........356 SCHOLARS: dismissalof,.....................416 SCHOOL FUND: origin of,........................ [See income of.] SUITS AND JUDGMENTS: against school districts,............405 justices to have jurisdiction in certain cases,.....................405 suits against districts, how commeniced 405 execution not to issue against district,.405 judgment against district, by whom certified etc...................406 proCoeiiltdif assessor fails to certify,.406 proceedings when district is in two or or more townships,...........406 SUPERVISOR: duty of, to assess mill tax,.........401 to assess taxes voted by school dis tricts,.................... 401 to deliver statemenet to treasurer, with warrant,....................402 liable for neglect of duty,......... 402 SITE FOR SCHOOL HOUSES: change of,....................413 SUITS: liability of officers in.............420 SUPERINTENDENT OF PUBLIC INSTRUC TION: duties of, prescribed,...........481 State librarian to act as assistant,.....485 design of the office,............... 19 labors of the office,..............210 election of, by the people,.........159 report of for 1837,............... 23 do 1838..............38 do 1839,..............47 do 1840,............. 51 do 1841,.............. 61 do 1842,............. 72 do 1843,.............. 91 do 1844,.............115 Ido 1845,............. 125 o(10 1846,............. 133 do 1847,.............151 do 1848,..............165 do 1849,............. 177 Cdo 1850,............. 196 do 1851,..............264 ST. MARK'S COLLEGE: sketch of,....................569 T. TAXES FOR SCHOOL PURPOSES: for school purposes,............401 for building school houses, &c.....353 for purchase of globes, outline maps, &c.,..............355 district board to report to supervisor amount of, voted by the district,..374 duty of supervisor in relation to,.... 401 duty of township treasurer in relation to,....................... 402 duty of supervisor to assess mill tax for library and schools,.............401 money may be raised by townships for support of schools,.............408 TEACHERS-to keep a list of scholars at tending school, &c., and to return the same to directors,...............364 SCHOOL DISTRICT: [See districts.] SCHOOLS: discipline andconductof,...............412 SCHOOL HOUSE S: what amount of taxes may be voted for,................. 353 when they may be used for religious meetings, Sunday schools, etc.,....379 erecti on of,....te n......... 414 location of,................... 460 ventilation of,..........460 construction of,.462.............. 4 who has custody of,............379 SCHOOL INSPECTORS: township board of,..............381 vhen to determine site of school house,352 chairman t of bo ard to be treasurer and give bond,......................3 TR. 381 with whom bond to be filed, and when sued,..................... 38 to divide township into school districts, regulate and alter the same, etc.,...382 to give notice of meetings for forming or altering school districts,......... 397 may attach to district persons residing out of it,...................386 to receive library money, purchase books and establish regulations for township library,............. 386 to appoint one of their number to visit schools,........... 287 when part of district set off, to appor tion property,..............389 apportionment of school money in such cases,....................389 how proportion of property to be as certained,.......389 township clerk to certify amount to su pervisor,..........389 disposition of apportionment when col lected,.....................39 annual report of, when made and what to contain,.............. - - ~ 381i to examine record of qualified teach ers before making report, etc.,.... 390 may form districts from two or more townships, etc.,...............391 duty of director of district formed from two or more townships,............... 393 districts formed from two or more townships, how reg-ulated,.......393 how amount of taxes in such cases is certified and apportioned,......... 393 where teacher to be examined when district is situated in two or more townships,...................396 examination of teachers by,..396 may re-examine teacher and annul cer tificate,....................396 time of meetings of, for examining teachers,..396 may examine at other times, but with out charge to township,.......... 396 form of certificrte granted by,....... 395 examination of teachers to be public,..396 number of meetings of board of, du ring the year,............... 397 notice of meeting to alter districts,... 397 formation of districts by, from two or more districts,.......................... 397 classification of pupils by, in certain cases......................398 to account to township board,.........398 when to supply vacancy in district b'd...39S township clerk to be clerk of board of, 399 I S. 640 TEACHERS: how long to teach for a month....... 256 what days entitled to as holidays,....3S6 t o be ex a mined before commencing school,..:..f..S....e.g.... o390, 391, 378 insppectors iuay re-exa min e, and annul certificate,................. 396 examination of, to be public,.......396 T here to be exdamined for di stricts sit uated in two or more townships,. ~.396; days for examination of, by inspectors, 396 qualifications of........1....... 1 co ntracts witl,................414, 415 board of,.........415 nmay employ means of correction,.-...420 when may dismiss scholar.....490, 421 how should be examined,... 451, 46S to 475 the necessity of good,............454 calling of,..457 education of,................. 467 comparison of wages of,.............. 99 may be examinied at other times,...396 form of certificate granted to, by in spectors,.395 TOWNSHIP CLERK: duties of,..399 to be clerk of board of school inspec tors,..........399 to apportion school moneys,....... 399 to keep books and papers of inspec tors,.....................399, 401 to receive and dispose of comnmuiica tionis from superintendent of public instruction,............... 401 to transmit inspectors' reportto county clerk,..................... 401 penalty on, for neglecting to transmit report,....................407 to miake siap of sc hool districts, &c.,..401 to file copy of m-ap, and deliver copy to superisor..................401 to certify amou nt to be collected on di vision of district,.401 to be township librarian,.401 to deliver to township treasurer writ ten statemenit of lumber of children drawing money,.401 TOW,SHIP LIB,RARIAN: who to be, 401 to have custody of township library,..401 to distribute books once in 3 months to districts,................... 404 TOWNSHIP LIBRARY: to be maintained in each township,....403 [See li'braries.] TOWNSHIP TREASURER: to retain full amount of school tax, and hold the same subject to warrant, &c.,402 to apply to county treasurer for moneys,402 to notify township clerk of amount to be apportioned,.402 TOWNSHIPS: rights of inhabitants relative to sec. 16, 12 TEXT BOOKS: list of,....................5S7 note on,...........413, 417 remarks on,............584 TE'ACHERS' INSTITUTES: recommendation of,.............. 140 appropriation for suggested,....179 importance of,............. -. -197 UNION SCHOOLS: classification of pupils in, by inspectors, 398 organization of,................155 vallue of,.................... 18 at Jonesville.....................570 at Battle Cre ek,............... 572 at Ypsilanti....................573 at Lansing,................. 575 UNIVERSITY OF.MICHIGAN: [See regents of university.] act for the government of,.......483 statement of expenditures and receipts of,......................596 statemlent of sides of lands,........ 599 report of committee on,........... 158 constitutional question relating to branches,...1................ 168 chantcellorship defined,......1~..186 act to establish the Cathliolepistemiad or University of Michigan,......... 4 act to establish a uiniversity,....... 6 branches of do 6, 67, 168, 156 academies or branches of,.......... 25 plan of organization of university,. 27 first State legislation relative to, 34 fund of in 1838,..................44 agricultural department ofrecommend ed,.........................48 bill to create branches of reported,.. 49 br. anches of,................... 63, 109 fiscal affairs of, 1841............. 65 branches of established,........... 66 condition of, 1842,................ 80o condition of the fund,........ 81 main institution opened,...........83 fund, condition of, 1843,....... 92, 104 report of faculty, 1814,...........105 eacts relating thereto,............106 petition to transfer university fund to priimiarv school purposes,........ 120 report of committee of iegents on re duction of price of un'sity lands, 144, 159 medical department, organization of,..181 university in convention,..........253 course of studies in,.............267 government of,................269 IRonmeo branch of,...............280 report of medic faculty,..........308 nmemoir of regents by Dr. Pitcher,.. 312 memorial of A. Bradishli, for establish ment of department of fine arts,....328 change of law recomnmended,.........66 change recommended as to brarlches of, 82 crisis in affairs of,................ 84 fiscal affairs of 1843...............104 establishment of,................ 34 fund of 1845,................. 132 funds of 1851..................596 reports of visitors,..93, 109, 118,128,141, 156, 169, 182, 271 VISITING SCHOOLS: by school inspectors,...............387 luty of inspectors to appoint a visitor,.387 duty of visitor to visit each school at least once in each school term, etc.,..387 inspectors entitled to pay for visiting 5 schlools,....................388 WESLEYAN SEMIINARY: origin of....................... 56 UNION SCHOOLS: note relating to,.............. 4458 fornmaion of single district out of two o-r more (listriets,.............. 391 YPSILANTI: union s(ho(ol at....................57a V. U. Y.