History of Washtenaw County, Michigan : together with sketches of its cities, villages and townships...and biographies of representative citizens : history of Michigan, Part 28

Author: Chas. C. Chapman & Co
Publication date: 1881
Publisher: Chicago : Chas. C. Chapman & Co.
Number of Pages: 1457

USA > Michigan > Washtenaw County > History of Washtenaw County, Michigan : together with sketches of its cities, villages and townships...and biographies of representative citizens : history of Michigan > Part 28

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The Township Board of School Inspectors now consists of the township clerk, one elected inspector, and a township superintendent of schools. The superintendent examines teachers and grants cer- tificates, and visits the schools; and the inspectors are now limited to little more than the organization of districts and compiling of district reports.

Each township is required to support township or district libra- ries. The township may vote taxes for town libraries, and the dis- tricts for district libraries; but public enthusiasm on the subject is unfortunately low, and the library system is not flourishing, except in a few counties which have a large library fund from penal fines.

In the histories of the various villages, towns and cities of the counties, as full records of the various schools are given as could be obtained, or as space in the work would permit; therefore it is unnecessary to say more in this connection. The attention of the reader is called to the following table, as showing the status of

tic, Ancient Geography, History, Philosophy, Chemistry, Logic, Astronomy, the

SELECT SCHOOL FOR YOUNG GENTLEMEN AND LADIES IN ANN ARBOR VILLAGE.

Before the organization of the public school system, "select

Number

Children.

Number

Attending

No. days

school dur

ing year

Number

School-

Houses

Value of

School Property.

Number of Teachers Em- ployed.

Months Taught

: Wages Paid.

Males Females Males Females

Males

Females

Ann Arbor.

275

181

1,061

$ 3,000

737

198

Augusta. .

534

406

1,422

4,550

000

540

885

Bridgewater .. .

390

274

1,308

2,935

663

476

Dexter .

299

278

1,086

3,225

Freedom

556

416

1,120

6,500

OT -7-7

000

786

418

Lima.

301

245

1,340

5,800

557

731

Lodi.

352

253

1,125

4,150

894

434

Lyndon

219

162

1,020

1,725

420

360

Manchester.

776

560

1,246

30,200

828

554

Pittsfield.

306

216

1,111

5,150

549

1,017

Salem.

256

207

1,009

4,050

546

524

Scio.

829

673

1,546

7,400

110

1,303

2,612

Superior.

422

344

1,614

10,400

770

894

Saline.

647

550

1,420

30,475

1,454

2,314

Sylvan . .

677

532

2,520

22,000

1,475

1,808

Sharon.

348

278

1,406

2,380

540

562

Webster.

224

185

1,190

4,500

526

544

York.

539

449

|1,348

9,350

811

974

Ypsilanti Tp. ..

383

293

1,337

9,650

218

1,133

Ypsilanti City ...

1,200

200

170

· 1879-'80:

the public schools in the county at the close of the school year of

HISTORY OF WASHTENAW COUNTY.

and English Grammar, at $2.50 per quarter :- including Writing, Practical Arithme-

- Branches of study .- Reading, Spelling, Mental Arithmetic, Modern Geography

Merrill at Ann Arbor. Their school was opened in the fall 1829.

One among the first was the select school of T. W. & Moses

schools " were taught in various places throughout the county.

The following was their advertisement which appeared in the first

number of the Western Emigrant:

Towns

Pupils

School.

315

1,330

89989977

A 7007000000000 00001

3,600

785

290

Northfield.

366

291

HISTORY OF WASHTENAW COUNTY.

Higher Branches of Mathematics, Composition and Declamation at $3 :- including the Latin and Greek Languages, $4,50.

The instructors pledge themselves to take a lively interest in their pupils' advance- ment in knowledge, in good habits and amiable deportment; and by a general superin- tendence regarding the intellectual, physical and moral welfare of those committed to their care, while at their boarding houses as well as at their school-room, they hope to merit, as well as to receive, the patronage of parents and guardians. Board- ing may be obtained at $1.00 per week. Select school books may be obtained at the school depository at the lowest prices. The first quarter will commence on Monday, November 23, 1829.

T. W. MERRILL, A. M.,

Late instructor in the Academical and Theological Institute, New Hampton, New Hampshire.

MOSES MERRILL,

Late teacher in a select school, Albany, New York.

N. B .- Preparatory scholars in reading and spelling will be admitted at $2.00.

From the foregoing it will be seen that the higher branches were to form the most prominent part of the instruction in the school of T. W. & Moses Merrill. It must be remembered this was in 1829, two years after the organization of the county, and seven years before Michigan was admitted as a State, thus showing the interest then taken in higher education, which interest has always been maintained. High schools, seminaries and academies have ever flourished, and in every thing pertaining to a liberal education Washtenaw county has taken an advanced position.

THE UNIVERSITY OF MICHIGAN.

BY PROF. CHARLES K. ADAMS.

The relations of the University to the other parts of the educa- tional system of the State were established at a very early date. In 1817, some 20 years before Michigan became a State, the governor and judges, to whom the interests of higher education were committed by the Territorial government, drew up and adopted a very elab- orate scheme for the organization of a university. The law in accordance with which this scheme was elaborated, not only made the University a part of the school system of the State, but it also provided for the ample support of the University by an extraordi- nary addition of no less than 15 per cent. to all existing taxation.

In 1821 some of the provisions of this act were abrogated; oth- ers were elaborated and defined. The policy of the University in matters of religion, for example, was determined to be identical with that of the common schools. The act declared that "persons ot every religious denomination were capable of being elected trustees, and no person, president, professor, instructor or pupil was to be refused admittance for his conscientious persuasion in matters of religion." It provided further, that the trustees of the University "might from time to time establish such colleges, academies and schools dependent upon the University as they might think proper." It made it the duty of the trustees "to inspect such colleges, academies and schools, to examine into the state and system of edu-

292

HISTORY OF WASHTENAW COUNTY.

cation and discipline therein, and make a yearly report;" " to ordain rules for the government of the institution not inconsistent with the laws of the United States or of the Territory;" and finally it authorized them to appoint a president and professors, and to remove them at pleasure.

Thus, as early as 1821, the University was placed at the head of the educational system of the State, with comprehensive powers and great responsibilities. The fact is chiefly important as showing the manner in which the rank and position of a university was regarded during the Territorial period. It was not until Michigan became a State, in 1836, that these ideas began to assume a concrete forın.

Among the first acts of the new State government was the appointment of a Superintendent of Public Instruction. The Rev. John D. Pierce was called to this office in 1836; and to him was entrusted the responsible work of preparing a system for common schools, and a plan for a university.

Mr. Pierce was a man of liberal culture. He had become espe- cially interested in the Prussian system of education through the celebrated " Report" of Cousin. It was doubtless in consequence of his known familiarity with the best systems of education in Europe that Mr. Pierce was placed in this responsible position. But whatever the reason may have been, his first report clearly demonstrates the wisdom of his appointment.

After discussing at length the lower and intermediate schools, the Superintendent argued with especial ability and fullness that the University ought to be organized upon the broadest basis. He recommended the ultimate establishment of three departments,- one of Literature, Science and the Arts, one of Medicine, and one of Law. He discussed at length the relations of the institution to the different religious denominations of the State; and he recommended that liberal policy in the appointment of professors which has since been so successfully carried out. Not only were his recommendations marked by a broad and comprehensive wisdom, but his faith in the future of the University must have been most cheering to his asso- ciates. " In respect to the assertion," said he, " that State institutions do not and cannot flourish, it may be safely affirmed that the history of the past proves directly the reverse. The oldest and most vener- able 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 guidance and patron- age of the State. The same is true of nearly all the European uni- versities; they are State institutions, founded, sustained and directed by the State."

The recommendations of this report were adopted and became the basis on which the superstructure of the University has been erected.

The next important step in the history of the University was an effort to emancipate it from the direct control of the Legislature.

Caleb Moore.

295

HISTORY OF WASHTENAW COUNTY.

This effort was not completely successful, but it was so nearly so, that the Board of Regents became practically independent. In 1840 a committee appointed to inquire into the condition of the Uni- versity, reported the changes which, in their opinion, were necessary to ensure its full and permanent success. Among other changes they recommended with great earnestness a transfer of all authority over the institution from the Legislature to the Board of Regents. This recommendation they enforced by means of a full exposition of the work to be done, as well as of the difficulty of getting it done by men chosen for the purpose of general legislation. "State institutions," declares the report. " have fallen into the hands of the several Legislatures, -- fluctuating bodies, chosen with reference to their qualifications for other duties than cherishing literary institu- tions. When 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 representation to all, they have appointed men of such discordant and dissimilar views that they never could act in concert, so that while supposed to act for and represent somebody, they, in fact, have not and could not act for anybody. *

* * 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 withun- divided responsibility on their shoulders, and then the Legislature not meddle with it again, except to protect it as guardians, not to destroy it as capricious despots. Repeated legislative interference, known by experience to be the ruin of a canse like this, would soon dishearten every Regent who takes 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 to fill the various faculties with able men, and throw the undivided responsibility of carrying on the work of education on them. A board of experienced Regents can manage the funds of the Univer- sity better than any legislature; and the faculty can manage the business of education-the interior of the college-better than any Regents."

The policy thus vigorously advocated was not at once adopted. As we have above seen, the Legislature frequently interfered with the interests of the University by unwise legislation between 1840 and the time of the adoption of the new constitution in 1851. In- terference, however, was not frequent. Practically the control of the institution, even during the period mentioned, was in the hands of the Board of Regents. From the first, also, the interior work of the University was entrusted exclusively to the professors. It is not too much to say that it is largely to this separation of powers, and this absence of officious interference that very much of the prosperity of the University is to be attributed.

We have already seen that the founders and early trustees of the University gave it power to establish and direct subordinate col-

296

HISTORY OF WASHTENAW COUNTY.

leges and academies. In accordance with the powers thus granted, the trustees, in 1837, resolved to establish eight academies as branches of the University, in as many different parts of the State. Five of these schools were organized within a year; and not long afterward three or four others were opened. The hopes of the Re- gents, however, were disappointed. The schools did not flourish, partly because the funds of the University were insufficient to sup- port them, partly because the population of the State had not yet become sufficiently numerous, and partly because the organization of the schools was defective. The branches, however, continued a feeble existence for nearly ten years. In 1846, a committee ap- pointed to consider their condition, reported in favor of their discon- tinuance; and, accordingly, all support of them from the University fund was withdrawn.

But although the branches never became very conspicuous as preparatory schools, their influence must have been considerable on the welfare of the University. In a new State, if not indeed in any State, the most pressing need of a University is good secondary schools. It was this need, which, at a period before union schools were established, the branches did much to satisfy. When union schools arose their work was no longer needed, and they quietly passed out of existence.

We now approach a period of very great importance in the his- tory of the University. In 1851 a new State constitution was adopted, and an important change was made in the organization of the Board of Regents. The modification which had been recom- mended, as we have above seen, in 1840, was now brought about by means of a constitutional provision. The ten or eleven years which had elapsed since the organization of the Board had been enough to convince the law-makers that a change was imperatively demanded. Under the system by which the Regents were appointed by the Governor and Senate, the Board was chiefly made up of politicians rather than of men of superior educational qualifica- tions. The new constitution struck boldly at the root of the evil. Not only were the Regents henceforth to be elected directly by the people, but they were to possess greatly increased powers.

"The Board of Regents," declared the new constitution, "shall have general supervision of the University, and the direction and control of all expenditures from the University Interest Fund."

This important clause, it may be remarked, has been interpreted as giving to the Board exemption from the control of the Legislat- ure; and under shelter of it, the Regents have not hesitated to disregard the authority of the Legislature whenever the interests of the University have seemed to demand such action. In this course the Board has been sustained by the Supreme Court of the State. It is probable that no one act in the dealings of the State with the University has conferred a greater benefit upon the insti- tution than the clause above quoted. Before 1851, the University was controlled by good men, it is true, but by men who were ap-

297

HISTORY OF WASHTENAW COUNTY.

pointed because of their political prominence rather than because of their interest in affairs of education; while since that time the Regents have been men selected solely on account of their real or supposed ability and disposition to administer wisely the interests of the University.

No sooner did the new Board of Regents enter upon their duties than the University seemed to enter upon a new career of pros- perity. Good plans had been adopted and a firm foundation had been laid; but as yet the edifice had not begun to rise. Indeed, a positive decline in the number of students at the University had taken place. The first catalogue, that of 1843-'4, gives us the names of 53 students. This number was gradually increased until 1848, when the number had reached 89. Then for the next five years there was a steady and serious decline. In 1852 the number of students in the Department of Literature, Science and the Arts was only 57, a smaller number than had been present any year since 1845.

But now an important change took place. The new constitution required that the Board of Regents elect a President of the Univer- sity; and this duty they wisely fulfilled by calling to the position Rev. Henry P. Tappan, D. D., of New York.

President Tappan brought to the University not only great ability and culture, but also an unusual enthusiasm in the work of higher education. He had studied the educational systems of the differ- ent European states, and had acquired a great admiration for the system of Prussia. On coming to the University, therefore, he had but to develop and amplify the policy which had been recom- mended, and indeed adopted, by Superintendent Pierce as early as 1837. But it should be said that up to the advent of President Tappan, that policy had lain practically dormant. Previous to 1850, when the Medical Department was inaugurated, nothing but the ordinary classical course had been opened; in a word, there was nothing about the institution, on his arrival, to remind one that the Prussian system had ever been so much as thought of, much less recommended and decided upon.

In his inaugural address, the President reviewed what had been recommended by Superintendent Pierce and others; and announced his purpose to develop the principles which they had adopted. Ad- dressing the Board on this subject, he used these words: " I pro- pose, then, generally, that you follow out the principles you have adopted, and perfect manfully your system of education according to those principles." The great merit, then, of President Tappan's work for the University was not so much that he advanced new doctrines and proposed new theories, as that he discovered the means of bringing into actual existence and practice what had pre- viously been no more than ideal.

Nor must it be inferred that this was a work of small impor- tance. The transformation wrought was real and almost immediate. This was brought about partly by means of opening new de-

298

HISTORY OF WASHTENAW COUNTY.

partments and strengthening old ones; and partly by the somewhat less tangible, but scarcely less important, work of creating and enlightening public opinion. This latter part of his work was un- questionably of vast importance throughout the State. Not only were numerous addresses either formally or informally delivered to the students on educational topics, but similar discourses on the rela- tions of the University to the people were delivered in various por- tions of the State. Thus the nature of his utterances on educa- tional subjects, as well as the charm of his personal presence, tended powerfully to bring the people of the State, and especially the alumni, into hearty sympathy with the institution.

The interior development of the University was at once begun. The President's policy in this regard was foreshadowed in his in- augural, and in his first report. "We see," said he, "a University faculty giving instruction in a college or gymnasium. Our first object will be to perfect this gymnasium. To this end we propose a scientific course parallel to the classical course. There will be comprised in it, besides other branches, civil engineering; astron- omy with the use of an observatory; and the application of chem- istry to agriculture and the industrial arts generally. The entire course will run through four years, in which the students will be distributed into four classes similarly to the classical course. Students who pursue the full scientific course we shall graduate as Bachelors of Science. In addition to this we shall allow students to pursue special courses, and give them at their departure certifi- cates of their proficiency."

The policy thus promulgated by President Tappan differed in some important particulars from that adopted generally in the older universities. At Harvard, at Yale and elsewhere, the method pursued has been to keep the classical students separated in a measure from those prosecuting scientific studies. In accordance with this policy the Lawrence and Sheffield Schools have each a more or less complete existence independent of the college proper. In Michigan, on the other hand, the policy was adopted of keeping all the students in intimate relation with one another by admitting them as far as possible to the same classes.

This method appeared to offer two-fold advantage. In the first place it bound all the courses of study into the most harmonious relations; and, in the second, it made it possible to develop new courses by the addition of only such professors and teachers as were needed to give the requisite technical instruction. Students of all the courses, for example, were taught in the same laboratories, and by the same professors, and thus the necessity of duplicating means of instruction was in many cases obviated. On the basis of this theory the University has been developed. A scientific course, strictly parallel with the classical course, was at once opened; and a little later, the course in civil engineering was added.

In order that astronomy might be successfully taught, an obser- vatory was needed. Largely through the personal solicitations of

299

HISTORY OF WASHTENAW COUNTY.

the President money was raised, chiefly in Detroit, to supply this deficiency. The Detroit Observatory, when ready for use, was rec- ognized as one of the most perfectly equipped in the world, and its subsequent record has more than justified the high anticipations of its founders,

In 1856 the central portion of the Chemical Laboratory was erected; and the demand for instruction became so general that an important enlargement soon became imperatively necessary.

Nor in the midst of all this development of scientific studies was the old classical course weakened. On the contrary, it not only continued to enjoy the fostering care of the President and the Faculty, but it received an impulse in the appointment of Pro- fessors Boise and Frieze to the chairs of Greek and Latin, which to the present day has been to it'a perpetual source of strength.

The Medical School, which had been established just before the appointment of President Tappan, was developed and strengthened.

Finally, the Law Department was opened, and under the inspiring influence of such instructors as Judges Campbell and Cooley, and their fellow professors, it grew in the course of a few years to be the most numerously attended law school in the country.

Another means by which the University was greatly strengthened and developed was by the policy adopted by President Tappan in the appointment of professors. From the first he maintained that officers of instruction should be selected solely on account of their ability to instruct. When he was pressed to make appointments on denominational grounds, he not only declined to do so, but maintained that such appointments were wrong in principle and highly injurious in practice. "Egregiously do they mistake," declared he, " the character and ends of this institution who imagine that because it belongs to no sect or party in particular, it there- fore belongs to all sects and parties conjointly and of equal right. It not only does not belong to any sect or party in particular, it belongs to no sect or party at all. The prime object of a seminary of learning is not like that of a Church, to inculcate religion or perform its services, but afford education. A little reflection in connection with some experience of the pressure of denomina- tional interest produced in my own mind, and, I believe, in the minds of the entire Board, a settled conviction that any regard to religious denominationalism in the appointment of professors, is both wrong in principle and productive of endless embarrassment. There is no safe guide in the appointment of professors save in the qualifications of the candidate."

On leaving the University, President Tappan again reverted to the same policy, and made this, very emphatic declaration: " One thing is certain, no appointment has since been made [i. e., since his arrival at the University ] with any reference to denominational connection. After Dr. Brunnow reached Ann Arbor, I for the first time asked him whether he were a Catholic or a Protestant, when he informed me that he was a Lutheran Protestant. Dr. Haven, who

300

HISTORY OF WASHTENAW COUNTY.

brought Prof. Winchell's name before the Board of Regents, affirmed that he was ignorant of his denominational connection. Prof. Frieze was known to be an Episcopalian, but was elected through the instrumentality of Prof. Boise, himself a Baptist. Dr. Ford and Prof. Wood were elected while we were entirely ignorant of their denominational connection. Messrs. Peck and Trowbridge ( from West Point ) were elected without any knowledge on our part of their religious predilections. Mr. White, although known to be an attendant of the Episcopal Church, was elected on the recommen- dation of the Congregational President and many others of the Congregational clergymen and professors at New Haven."

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History of Washtenaw County, Michigan : together with sketches of its cities, villages and townships...and biographies of representative citizens : history of Michigan, Part 28

Author: Chas. C. Chapman & Co Publication date: 1881 Publisher: Chicago : Chas. C. Chapman & Co. Number of Pages: 1457

Author: Chas. C. Chapman & Co
Publication date: 1881
Publisher: Chicago : Chas. C. Chapman & Co.
Number of Pages: 1457