ARTICLE IX.

THE EDUCATIONAL SYSTEM OF MICHIGAN,1

By James R. Boise, M. A., Professor in the University of Michigan.

MICHIGAN was admitted to the Union as a State in the year 1835. Since that period, its career has been rapid and brilliant in many respects. The increase of its population, the development of its agricultural and mineral wealth, and the decided steps which it has taken in many of the leading reforms of the day, give it a rank and position seldom attained in the brief period of eighteen years. Should an intelligent man from the heart of New England be suddenly and unconsciously transported to one of the towns of Michigan, though he might not at first be able to define his position, he would not, at all events, be conscious of any change of longitude. Pleasant mansions, cultivated gardens, an active and intelligent looking people, would still surround him. Such a civilization could not have grown up on the spot in so brief a period. It has been transplanted, and retains essentially the same characteristics with the more easterly region from which it came. But as the new land to be occupied was better than the old which had been left, it was natural that men of enterprise and experience should make attempts at improvements in some things. The system which our New England fathers adopted for extending the advantages of education to all classes of the people, has been long and justly praised; but, excellent as that system unquestionably is, the founders of the State of Michigan, in adopting its leading provisions, ventured

1 Popular Education: for the use of Parents and Teachers, and for young persons of both sexes. Prepared and published in accordance with a resolution of the Senate and House of Representatives of the State of Michigan. By Ira Mayhew, A. M., late Superintendent of Public Instruction. New York: Harper & Brothers. 1850.

System of Public Instruction and Primary School Law of Michigan. Prepared by Francis W. Shearman, Superintendent of Public Instruction. Lansing, Mich. 1852.

A Discourse delivered by Henry P. Tappan, D. D., at Ann Arbor, Mich., on the occasion of his Inauguration as Chancellor of the University of Michigan, December 21, 1852.

to introduce into it some changes which are claimed to be improvements. To examine some of these points, with a view to determine whether any improvements of this kind have already been made, or, more especially, can still be made, is our present object.

Before, however, proceeding to this examination, it may be well to refer, for a moment, to the publications named at the head of our Article. These may be considered the offspring, as well as the representatives, of the educational movement in Michigan; and from them we draw a considerable portion of our information on this subject.

The work of Mr. Superintendent Mayhew contains a series of well-written essays on a variety of topics relating to practical and general education. It is a book for the people, and cannot fail to exert a healthful and elevating influence. That feature of it which appears to us the most striking of all, is the decidedly religious tone which everywhere pervades it. The following paragraph is of so much importance in itself, and presents, also, so clearly the general character and scope of the whole work, that we cannot refrain from giving it entire.

"In the next place, the idea that man is a being destined to an immortal existence, is almost, if not altogether, overlooked. Volumes have been written on the best methods of training men for the profession of a soldier, of a naval officer, of a merchant, of a physician, of a lawyer, of a clergyman, and of a states. man; but I know of no treatise on this subject, which, in connection with other subordinate aims, has for its grand object, to develop that train of instruction which is most appropriate for man, considered as a candidate for immortality. This is the more unaccountable, since, in the works alluded to, the eternal des tiny of human beings is not called in question, and is sometimes referred to as a general position which cannot be denied; yet the means of instruction requisite to guide them in safety to their final destination, and to prepare them for the employments of their everlasting abode, are either overlooked, or referred to in general terms, as if they were unworthy of particular consideration. To admit the doctrine of the immortality of the human soul, and yet to leave out the consideration of it, in a system of mental instruction, is both impious and preposter. ous, and inconsistent with the principle on which we generally act in other cases, which requires that affairs of the greatest moment should occupy our chief attention. If man is only a transitory inhabitant of this lower world; if he is journey. ing to another and more important scene of action and enjoyment; if his abode in this higher scene is to be permanent and eternal; and if the course of instruc tion through which he now passes has an important bearing on his happiness in that state, and his preparation for its enjoyments — if all this be true, then surely every system of education must be glaringly defective, which either overlooks or throws into the shade the immortal destination of human beings."

Would that all practical educators, and all works on education, at least recognized the same just and rational views! Certainly it seems too plain to admit of controversy, that all theories of education which do not take into account our future and infinitely more extended life, must be radically defective. It is for this reason that we deem a discussion of the interests of education always in place in a theological Review. It is only because we hold to this theory of education, that we believe its universal diffusion to be the great hope of our country, the main support of a free government; and we are the more rejoiced to see such principles asserted by men occupying high positions in society, now that these very principles are in many places called in question or directly assailed. Far distant be the day when the religious element in our common-school education shall be excluded on the false charge of sectarianism. We do not, indeed, advo cate the teaching of dogmatic theology in primary schools; although we should not consider even this so dangerous as difficult. We are not aware that this is anywhere, even now, attempted. But if the constant recognition and acknowledg ment of the principles of Christianity is sectarianism, we must plead guilty to the charge of loving and fostering this evil; and we verily believe that, when this kind of sectarianism entirely ceases in our common schools, then will their peculiar value, as a means of perpetuating our free institutions, be at an end; or, as a Jewish historian would be likely to speak of such an event, then will the Lord God withdraw his favor from us.

The second treatise mentioned at the head of this Article, is a history of the origin and progress of public instruction in the State of Michigan, and contains a digest of all the laws and documents relating to this subject. It is lucid, systematic and thorough. Without any attempt at "fine writing," it furnishes what every sensible man values far more highly, distinct and reliable information, in a direct, perspicuous and vigorous style. To those who seek information on the subject of which it treats, it leaves nothing to be desired.

The inaugural address of President Tappan presents substan tially the opinions which are contained in his more extended work on University Education. The greater condensation, however, which was necessary in a single address, has given to his views a sharper outline, and if possible, greater distinctness, while the consciousness of his new and responsible position VOL. XI. No. 41.

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infused a new grace into his style and fresh inspiration into his thoughts.

In reviewing the brief history of education in Michigan, we have been struck with the remarkable unity of plan and of action, which has, on the whole, all things considered, thus far characterized the proceedings of the State. Notwithstanding the discordant elements which have now and then been developed, arising in part, no doubt, from the jarring interests and the rivalry of different religious sects, and in part from the animosities of political parties, we challenge any other State to present the same spectacle of resolute determination to crush every attempt at disunion, and of triumph in placing the interests of education on a sure basis, high above the raging waves of political and religious faction. The annual reports of the Superintendent of Public Instruction, and of the Regents of the University, as well as the frequent debates, in the State Legislature, on the subject of education, all tend to strengthen one's confidence in the determination of the people of the State not to commit so sacred a charge to unscrupulous men, and not to allow the symmetry of a beautiful and well-devised plan to be broken or marred. Although too little time has as yet elapsed to see the mature fruits of this unity of plan and action, it requires no peculiar prophetic power to predict the most beneficial results. The State of Michigan contains nearly as many square miles as the whole of New England, with a soil far more productive, and with almost unequalled mineral wealth. It will not be very long before the population of Michigan, at the present rate of increase, will be nearly equal to that of New England. Let us now sup pose that the whole of New England were united in one State, and that all of its educational interests were subjected to one judicious system, at the head of which stood one university. Let us suppose that all of the wealth invested in college edifices and grounds, in libraries, in cabinets, and in museums, were united, and that all of the students and professors of New England colleges and universities were brought together, so as to constitute a single well-organized whole, is it not apparent that, for every person who is seeking an education, the advantages of such a university would far surpass those of any college or university now existing in this country? Would it not rival the best universities of the old world? It is perfectly clear that what we most need in this country for the perfection of the

highest institutions of learning, is, not so much the invention of new theories of education, nor the lapse of centuries to secure the growth of our so-called infant institutions, as well-concerted and united action. The first university in the world is not half so old as many of our infant institutions. While the University of Berlin, which was founded in 1810, attained at once the stature and strength and wisdom of manhood, many of the New England colleges of equal or greater age, are not yet far removed from infancy! The causes of these phenomena are too apparent to require comment. While, therefore, the wisest practical educators of New England unceasingly regret the existence among them of so many small colleges, instead of a few larger institutions of learning, and are aiming, in the best way they can, to remedy this evil, the people of Michigan have no such obstacles to overcome, no old system to pull down, upon the ruins of which they are to construct a new and better; they have already -to the praise of their firmness be it said -a system which, whatever other defects it may exhibit, possesses at least the merit of consistent unity.

Another point worthy of particular notice, is, the provision which the State has made, or is making, for the gratuitous instruction of its sons in all departments of study, from the most elementary schools to the highest professional education. The tuition is free even in the University. So far as our knowledge extends, no other State in the Union, and no other country, has yet taken this important step. While New England has long boasted of her superiority over every country of the old world, in the provisions which she has made for the education of children, Michigan may, with not less pride, boast that she alone has perfected the plan, in offering gratuitous education, not only to children and youth, but also to persons of maturer years, whether they may wish to prepare for any of the learned profes sions, or to push their investigations in science and philosophy beyond the usual routine of study. It is as unnecessary to enlarge upon the advantages of this generous provision, as it is impossible to anticipate the full benefit which may ultimately result from it.

But that which has chiefly arrested our attention, in reading the history of education in Michigan, is the striking announcement that the system which has been adopted, was framed in imitation of that which prevails in Prussia. Leaping beyond