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 1852 
 
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DISCOURSE, 
 
 DELIVERED BY 
 
 HENRY P. TAPPAN, D. D. 
 
 it Ann Arbor, Mich,, on the occasion of his 
 
 INAUGURATION AS CHANCELLOR 
 
 OP THE 
 
 UNIVERSITY OF MICHIGAN, 
 
 DECEMBER 2 1st, 1852. 
 
 DETROIT: 
 
 ADVERTISER POWER PRESSES. 
 
 1852 
 
A DISCOURSE. 
 
 Gentlemen of the Board of Regents : 
 
 You have appointed me to a station of dignity and respon 
 sibility. I acknowledge the trust you have reposed in me: I 
 am sensible of the distinction you have conferred. It is the 
 more honorable to both parties, in that, on my part, it was un 
 sought for; and on your part, was a free and deliberate de 
 termination. 
 
 We have come together to-day to recognise each other in 
 our new relation. You have publicly sealed my appointment, 
 and inducted me into office as the Chancellor of the Univer 
 sity of Michigan; and I acknowledge you as that "Body Cor 
 porate" which, having "the general supervision of the Uni 
 versity," must henceforth, while I retain this office, exercise 
 over me, likewise, the supervision designed by the Constitu 
 tion of the Slate. 
 
 The career of the Young State of Michigan has, thus far, 
 been remarkable and distinguished. Nature had done much 
 lor this region: Almost surrounded by mighty lakes, and in 
 fact a peninsula, and even leaping beyond its northern waters 
 to the shores of Superior to embrace the fields of copper and 
 the mountains of iron; diversified with inland lakes, and roll 
 ing prairies, and park-like groves of oak with 
 
 Flowers which not nice art 
 
 In beds and curious knots, but Nature boon 
 
 Poured forth profuse on hill and dale and plain;" 
 
 endowed with a soil of exhaustless fertility, and adapted to 
 the growth of grains and esculent plants, and the choicest 
 
 M223898 
 
fruits^ and with transparent arid genial skies above did it not 
 seem a region inviting man to prosperity and greatness, to 
 high thoughts and noble deeds] 
 
 In a quarter of a century, it presents us an intelligent and 
 thriving population counted by hundreds of thousands the 
 stock of New England and New York mingled with some of 
 the best emigrants from the Old world; through large districts 
 of country are found farms and dwellings which appear more 
 like the heritage of centuries than the improvements of the 
 recent settler; on the banks of that broad and beautiful river 
 through which the clear waters of the upper lakes pour into 
 Erie to feed the sounding cataract of Niagara, an old French 
 Village has grown up to a Commercial Emporium, and is hast 
 ening on to a splendid Metropolis; substantial railroads in ev 
 ery direction have obliterated the trail of the ancient Son of 
 the Forest, and lead the astonished traveller through villages, 
 towns and cities, which have sprung up by the magic of that 
 industry whose divine mission it is to change the wilderness 
 into fruitful fields, and build the habitations of happy families 
 where was once the lair of the savage and of beasts of prey. 
 
 We who have just come to this State, meet every day 
 with the old settlers who are not yet old men; and we can 
 hardly believe their stories of the wilderness of log-huts, 
 and stern toils, and the hunter s life told amid scenes where 
 cultivation reigns, and where Taste with rosy fingers has 
 scattered so many embellishments. 
 
 But the State of Michigan has not advanced in material 
 prosperity only. A mere material growth is not the noblest 
 growth of society. Productive farms, substantial dwellings, 
 merchandise, manufactures, steamboats, villages and cities 
 marking industrial activity and increase of wealth, si and di 
 rectly connected with the outward sensuous life of man, and 
 may only indicate a population well fed and clothed and warm 
 ed a population enriched with utilities and comforts, fatten 
 ed only to die; like the golden fruits of autumn most full and 
 luscious when on the verge of decay. 
 
There is a higher law of our being which commands us to 
 thought, duty, and immortality. The very stretch of our ma 
 terial prosperity shows this higher law in the skill, fore-cast, 
 and energy which are implied shews what capacities we 
 possess, and reminds us of the possibilities of nobler gifts and 
 of diviner destinies. We can think; but, beyond mere utility, 
 there are science, taste, art, patriotism, morality, religion to 
 be thought out. We can improve and create; but, there is 
 an intellectual and spiritual nature to be improved, as well as 
 industrial skill; and there are works of beauty, and institu 
 tions of learning and religion to be created, as well as steam 
 boats, railroads, trade and manufactures. The human being 
 may not expend himself upon the outward prosperities of the 
 world which he inhabits; he has a higher and more important 
 work to do for his own nature. His, is not a life of work and 
 play intermingled; but, a life of work and self education in 
 termingled: not a life of success and enjoyment, and then to 
 end life and just to die; but a life of discipline, of growing 
 wise and good, and of diffusing wisdom and goodness, and in 
 dying still to live in institutions that go on Irom generation to 
 generation to exert a power to make men wise and good and 
 still to live in the grateful and pleasant memories of those who 
 in the past recal the fathers of the present, and find in the bur 
 ning and shining light of an imperishable example the guide of 
 duty, and the stimulus of hope. 
 
 Institutions of learning have been founded both by individ 
 uals and the Slate. The Universities of Oxford and Cam 
 bridge, and the University of Paris were the work of individ 
 ual munificence and enterprise in their inception, and in much of 
 their after development. So, also, most of the Colleges of our 
 country have been created by individuals. The State lent its 
 aid when these institutions had already attained conspicuity, 
 and given demonstrations of their value and importance. Prus 
 sia and Michigan are examples of States creating Education 
 al Systems. The first has been completely successful, and 
 llie institutions of Prussia, like ancient learning and art, stand 
 
before us as models which we are constrained to admire, to 
 approve and to copy. The institutions of Michigan are yet 
 in their infancy, but we think there is the promise of a bright 
 career, of a full and ripe development, which cannot well dis 
 appoint us. 
 
 But Prussia is indebted to the old systems which individ 
 uals had established, as the foundation of the modern devel 
 opments; and as producing that general intellectual tone and 
 taste which prepared the present generation to enter with 
 spirit into the work, and affording those lights of experience 
 which have guided to the grand and successful result. Mich 
 igan also, must forever stand indebted to the individuals who 
 early conceived the plan of her educational system, and by 
 their wisdom and energy brought about the public endowments 
 of her institutions of learning. It will be the labor of indi 
 viduals too, to mature this plan, and to apply these endow 
 ments to their legitimate purpose. This educational system 
 in that great work without which endowments prove vain 
 the founding of institutions on right principles and their effi 
 cient management will require men of rare gifts of intellect, 
 of patriotism, and philanthropy. But State endowments will 
 not always supersede the necessity of private munificence : 
 at least, they will not debar it of its privilege. In the for 
 mer ages, individuals began what the State afterwards adop 
 ted and nourished. Nor, after the State had afforded its 
 patronage were the streams of private munificence dried up, 
 as the history of the English Universities proves. In our age, 
 where the State begins the work, private munificence may 
 be admitted, if not invited to aid it. In a State institution, 
 why should not any individual, or several individuals, jointly, 
 1 or example, who feel disposed to do so, endow a professor 
 ship, or found a library, under regulations adopted by the in 
 stitution for that purpose 1 
 
 In our country where property changes hands so rapidly, 
 and where the most solidly built estates must finally go to 
 heirs we know not whom, and be melted again into the rrmlti- 
 
tudinous channels oi trade, how important that we, the men 
 of to-day, who hold the wealth and the power, should, while 
 our day lasts, build obelisks and pyramids which shall stand 
 when all things else have been swept away! We cannot en 
 tail estates in our country to our legal heirs. But an estate 
 might be entailed in a great University as long as our coun 
 try shall exist a splendid beneficence a monument worthy 
 of the ambition of any man, or of any number of men who 
 would lay the foundation and the corner stones thereof. And 
 even in countries where estates can be entailed, how many 
 fair baronies and earldoms have perished in the wrecks of 
 time, while the endowments of Eton and Winchester, of Ox 
 ford and Cambridge, of the Bodleian library remain, handing 
 down the names of their founders to a grateful posterity, 
 quickening ever the intellectual, moral and social life of Eng 
 land, nurturing great men, fostering universal knowledge, 
 enriching the fields of literature, and making the name of 
 England glorious to the end of time ! 
 
 In a commercial community, commercial modes of think 
 ing will prevail more or less even in undertakings which are 
 not intrinsically of a commercial character. It is well, there 
 fore, to look at the establishment of institutions of learning 
 in a commercial point of view, also. Literature, Science. 
 Arts, educational apparatus, and labor, all increase the com 
 modities of trade, and add to national wealth. What a vast 
 amount of capital is enlisted in the book trade and in news 
 papers! Think of the manufacture of paper and types, of 
 cloth and leather for binding, of gold leaf and other orna 
 ments; think of the multitude of laborers employed in print 
 ing establishments, binderies, and publishing houses. All this 
 is set agoing by the thoughts of solitary men by men whom 
 literary institutions, directly, or indirectly, furnish with ideas, 
 and permeate with the spirit of authorship. Every new book 
 is a new commodity of trade. There is so much added not 
 merely to entertainment and culture, but also to the stock of 
 industrv, and the ^urces of wealth. Suppose that all the 
 
8 
 
 books which have been made by men who have been trained 
 directly by Universities, or who have lived in countries where 
 they have shed their light, were at once removed from trade, 
 would it not be like the destruction of the cotton, or sugar, 
 or tobacco, or tea and coffee trade? And a good book is an 
 everlasting commodity: Homer, Milton, Shakspeare, Byron, 
 Scott, Euclid, Bacon, Bunyan, and all like these have they 
 not given to trade commodities which can never perish? Are 
 not Webster s dictionary and spelling book durable commodi 
 ties ? Who can calculate the industry which has been em 
 ployed, the wealth that has been, and is still to be created 
 by the publication of even one of these books ? The same re 
 marks are plainly applicable to painting, sculpture, music and 
 all those arts which adorn human life: they create valuable 
 stocks in trade, and furnish all those embellishments which are 
 deemed essential in the manufacture of useful fabrics. 
 
 Without astronomy there would be no navigation across 
 oceans, and hence no distant commerce. Without mechani 
 cians and engineers, there would be no steam engines and rail 
 roads. Without chemistry, there would be no improvements 
 in agriculture and manufactures. 
 
 In demanding the highest institutions of learning, there 
 fore, we demand that, which by giving the highest advanta 
 ges to literary and scientific pursuits, brings into being, most 
 abundantly, books, fine arts, mechanical inventions, and im 
 provements in the useful arts; thus creating not only, impor 
 tant and indispensable commodities in trade, but providing al 
 so, the very springs of all industry and trade, of all civiliza 
 tion and human improvement, of all national wealth power 
 and greatness. 
 
 A people aiming at large increase of wealth by agriculture, 
 manufactures, and commerce, of all others should aim to found 
 and foster the noblest institutions of learning. On their own 
 principles they should do so. They of all others require men 
 of science. 
 
 A great University, too, in any place, by its direct expen- 
 
ditures, by the numbers which it brings together, by the in 
 dustry which it calls into action in its necessary going on, is 
 an important element of commercial prosperity, besides all 
 the collateral and consequential commercial benefits which we 
 have above shown to be so vast and vital. The city of Ed 
 inburgh is a city of one hundred and fifty thousand inhabitants. 
 Its University is the foundation of all its prosperity. Take 
 that away, and it would sink into comparative insignificance. 
 New Haven in our own country affords another illustration 
 of the same kind. 
 
 But all these considerations are to be named, only, to meet 
 every kind of objection, and to demonstrate how every form 
 of good must attend upon institutions which some would ap 
 preciate only in these lower points of view. There can be 
 no doubt of the truth of the principle, that to pursue those 
 ends which are demanded by the highest and holiest part of 
 our being, will involve our best interests in every relation in 
 which we are placed; a principle announced by the Divine 
 Teacher when he said, " Seek first the kingdom of God and 
 his righteousness, and all these things will be added unto you," 
 and so that what conduces most to the intellectual and moral 
 culture of society, will likewise make wealth and prosperity 
 to abound. But, nevertheless, in arguing a great cause we 
 shall choose to place it upon that empyreal height of reason, 
 truth and duty, which is its native dwelling place. And thus 
 we say to individuals, and to the State, let us create the high 
 est and best institutions of learning at whatever cost, that 
 those who would learn, and those who would advance human 
 knowledge, may want nothing that can aid them. Let us 
 stand up before the world with our good and great things, as 
 well as with our useful and prosperous things. Let us make 
 men as well as houses and railroads. Let us have eternal 
 thoughts circulating among us as well as gold and silver. 
 
 But, although, I am speaking these truths in the young State 
 of Michigan, I feel that I am not speaking them in a region 
 where they are strange and marvellous. Am I not speaking 
 
10 
 
 the sentiments of your own statesmen and legislators of the 
 men who framed your Constitution, who laid the foundations 
 of your social fabric? Has not education watched over the 
 cradle of this State? Are not the principles I have uttered the 
 very principles which are engrafted in its Constitution? 
 
 A very able and interesting Digest has been made of the 
 System of Public Instruction and Primary School Law of 
 Michigan" by the Hon. Francis W. Shearman, the Superin 
 tendent of Public Instruction. I have read this volume with 
 extreme pleasure and satisfaction. I have collected from it 
 much valuable information. It justifies me in what I have 
 said, that Michigan has not advanced in merely material pros 
 perity. It shews in a young people an intelligent apprecia 
 tion of education, a devotion, an energy in promoting its in 
 terests which would do honor to older states, and which many 
 older states have not exhibited. In the acts of your legisla 
 ture, in the messages of your governors, in the reports of 
 your superintendents, regents, and boards of visitors, I find 
 embodied enlightened sentiments, wise suggestions; and a gen 
 eral system wrought out which aims to unite the interests of 
 the lowest schools with the highest institutions, and to pro 
 vide for the youth of the State every form and degree of ed 
 ucation which their circumstances and pursuits may demand, 
 or to which their tastes may incline them. It is a system 
 which would connect by regular gradations the common school 
 with the University; and provide for the first elements of 
 thought, and for its ripest development. And is not educa 
 tion in its very nature a unity? He that studies the calculus, 
 must begin with the multiplication table: he that writes an 
 epic poem must begin with the alphabet. And so, likewise, 
 he who begins with the -multiplication table should be furnish 
 ed with the means and opportunities of reaching the calculus, 
 if he thirst after a higher knowledge: and he who begins with 
 the alphabet should find the way prepared before him so that 
 he may become an epic poet if his genius so determine him. 
 The educational system fitted to a free people, and fitted to 
 
11 
 
 them, because, based upon the rights of humanity itself, is 
 one that shall open opportunities of education of every grade 
 to those who wish to avail themselves of them. 
 
 Common school education should be perfected, because, as 
 essential to a free people as air and light to creatures that 
 must breathe and see. And since the perfection of common 
 school education must depend upon the qualifications of the 
 schoolmaster, Normal schools, and whatever may serve to 
 raise up able and efficient teachers become a prime necessity. 
 But in Michigan common school education has been nobly 
 provided for. In the very ordinance by which it was admit 
 ted into the Union, lands in every township were granted for 
 the use of schools. By the primary school law of 1837 the 
 basis of a free school system was laid. And the new consti 
 tution has ordained that "the Legislature shall, within five years 
 from its adoption, provide for, and establish a system of pri 
 mary schools whereby a school shall be kept without charge 
 for tuition, at least three months in each year, in every school 
 district in the State; and all instruction in said school shall be 
 conducted in the English language. A school shall be main 
 tained in each school district at least three months in each 
 year. Any school district neglecting to maintain such schools, 
 shall be deprived for the ensuing year of its proportion of the 
 income of the primary school fund, and of all fuuds arising 
 from taxes for the support of schools." 
 
 The Constitution has created also a Board of education for 
 the general supervision of the State Normal School. 
 
 The lands appropriated for education are declared inviolable, 
 and are sacred to that object alone. Here then is the Charter 
 of popular education in Michigan a Charter framed in the 
 spirit of those words so solemnly uttered by Governor Mason 
 in 1837: "In contemplating the past and dwelling on the future, 
 we are forcibly reminded that if our government is to out 
 live the term heretofore allotted to republics, it is to be accom 
 plished by the diffusion of knowledge among the people, and 
 that we must depend upon the power of a liberal and enlight- 
 
12 
 
 ened public as the Palladium of a free government the 
 of our federal existence. Let us not suppose that we are 
 beyond the calamities which have befallen other nations. 
 Guard the education of the rising generation. Teach them 
 in earliest lessons of life, the great principle upon which their 
 government was founded, and keep before their minds those 
 scenes of American glory which have chiefly contributed to 
 immortalize the American name." 
 
 In the same message Governor Mason remarks: "In the 
 organization of your primary schools, which are the founda 
 tion upon which your whole system of education must be 
 based, the first measure essential to their success and good 
 government, is the APPOINTMENT OF GOOD TEACHERS, of the 
 highest character both moral and intellectual. Literal salaries 
 should be allowed the instructors, and without this, you may 
 rest assured, yon must fail in your object; as individuals in 
 all respects competent to take the charge of your schools will 
 be excluded from them by the parsimoniousness of their 
 compensation/ 
 
 The soundness of these remarks no one can question. 
 Indeed the State has acted upon them in the establishment of 
 a Normal School. The compensation of teachers will always 
 present a difficulty in our country where the opportunities of 
 more profitable employment in professional and business life 
 will draw away young men, even if the compensation should 
 be very much advanced. Our best class of teachers in all 
 our States have hitherto been young men preparing for col 
 lege, or actually connected with college as undergraduates, 
 or employing some time, after graduation in leaching. And 
 these will always continue to be a very important resource to 
 our primary schools ; thus furnishing another striking fact to 
 prove the unity of interest between the lower and higher in 
 stitutions. Normal Schools will at least increase the number 
 of educated individuals, and thus cannot but prove a public 
 benefit. They must also add to the number of competent 
 teachers. Every effort should be made to bring about this 
 their legitimate end. They should be strictly held to this, and 
 
13 
 
 not be diverted to other objects. The education of compe 
 tent teachers is an object grand enough, and important enough 
 to demand a distinct organization, and a peculiar training. 
 In order to meet to some extent the difficulty above mention 
 ed, it would be both expedient and just to institute a rule that 
 all persons entering the Normal School should obligate them 
 selves to teach in the primary schools a certain term of years. 
 
 Michigan has her primary and Normal Schools, but she has 
 not confined herself to these. She has advanced to the con 
 ception of a great University as the culmination of her 
 educational system. By an act of Congress approved May 
 20th, 1826, the Secretary of the Treasury was authorised to 
 set apart and reserve from sale a quantity of land not exceed 
 ing two entire townships 46,086 acres, for the use and sup 
 port of a University within the then territory of Michigan, 
 and for no other use cr purpose whatever. This may be 
 term the fundamental law upon which the present University 
 is based. 
 
 The income to ari^e from the fund thus created was, at an 
 early day, estimated at from fifty to seventy thousand dollars. 
 The University designed to be established upon this liberal 
 endowment was conceived of as no limited and imperfect in 
 stitution. Governor Mason in his message of 1 836 speaks of 
 it as destined to be among the wealthiest institutions of the 
 country, and, under a proper direction, an ornament and hon 
 or to the West." Mr. Whipple, now the Chief Justice of this 
 State, from the committee on education during the same year, 
 speaks of it as a subject of the gravest moment and connec 
 ted with "the universal diffusion of knowledge." The Rev. 
 J. D. Pierce, the first Superintendent of public instruction, 
 in reporting a system of public instruction, in 1837, recom 
 mends the organization of the University by creating a Board 
 of Regents with power to appoint a Chancellor and profes 
 sors. He suggests three departments of instruction: of 
 Literature Science and the Arts, of Law and of Medicine ; 
 the first to comprise fifteen professorships ; the second, five; 
 
14 
 
 9 
 
 and the third, six professorships. "The first law under State 
 legislation establishing this institution was approved March 
 18th, 1837. Its manner and style was to be "THE UNIVERSI 
 TY OF MICHIGAN;" its object defined to be "to provide the in 
 habitants of the State with the means of acquiring a thor 
 ough knowledge of the various branches of Literature ,Science 
 and the Arts." Under this law there were to be established 
 thirteen professorships in the department of Science, Liter 
 ature, and the Arts, three in the department of Law, and six 
 in the department of Medicine. 
 
 In Ij38 Governor Mason recommends that the entire fund 
 be appropriated to the establishment of one great University, 
 and that portions of the Salt, Spring lands be set apart for the 
 support of the branches. The same year the opinions of 
 distinguished individuals in the Union were solicited in respect 
 to the establishment of one great institution in preference to 
 several Colleges, when such men as Everett, Wayland and 
 Mcllvaine, recommended unequivocally the establishment of 
 one great institution. 
 
 In 1840, the Superintendent again urges the importance of 
 "a full and thorough course in the University," on the ground 
 that nothing short of this can satisfy the demands of the pub 
 lic, and the general expectation of its numerous friends." 
 During the legislative session of the same year a committee 
 was appointed to enquiie into the condition of the University. 
 In their very able report the committee represent the system 
 adopted by the State as contemplating only one University 
 capable of fixing the standard of education. In speaking of 
 the establishment of Branches we are forcibly reminded of 
 the German system of gymnasia as introductory to a Univer 
 sity course. The subject is not fully developed, but that this 
 grand idea permeated the minds of these intelligent gentlemen 
 there can be no doubt. "The multiplication of colleges be 
 yond what is needed," say the committee, "multiplies the ex 
 pense of education to the State, and in the same proportion, 
 , diminishes the value of the instruction. The University of 
 

 15 
 
 Oxford had, at one time, ten thousand Students. If these had 
 been distributed in seperate Colleges, containig two hundred 
 each, with its separate faculty, libraries, apparatus, building 
 &c., and if these were to be as perfect in all its parts, the ex 
 pense would have increased beyond all calculation: but no 
 one of them could be as perfect as the University." The re 
 port closes with the following remarks; "What the legislature 
 should attempt in reference to the University, is, in the opin 
 ion of the committee, to put the whole subject into the hands 
 of competent men, leaving it with undivided responsibility on 
 their shoulders, and the legislature not to meddle with it 
 again, iexcept, to protect as guardians, not to destroy as des 
 pots. Repeated legislative interference, known by experience 
 to be the ruin of a cause 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 
 fill the several faculties with able men, and throw the indi 
 vidual responsibility of carrying out the work of education on 
 them. 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 man 
 age the funds and machinery of a University better than any 
 Legislature; and the faculty can manage the business of edu 
 cationthe interior of a college, better than any Regent." 
 
 I might proceed in this way to collect from the Digest of 
 Mr Shearman, the sentiments of the ablest and best men of 
 this State respecting the University, to an almost indefinite 
 extent. I might add many suggestions respecting the taste 
 ful cultivation of the University grounds, the increase of the 
 library, the provision of philosophical apparatus and the in 
 struments of an Observatory, and the establishment of an Ag 
 ricultural and Scientific School for Agriculturists, Mechanics 
 and Manufacturers. But this is enough to show that the 
 founders and friends of this University had large ideas and 
 noble plans which will not only justify me in entertaining and 
 
16 
 
 advancing an exalted conception of this institution, but which 
 will not suffer me to do less. The shades of the dead as well 
 as the voices of the living would cry out shame upon me who 
 stand before you as the first Chancellor of this University, if 
 I did not comprehend that it was intended to be an institution 
 of the highest rank, and, as every University should do, cov 
 er the whole field of Literature, Science and the Arts. 
 
 A University is the highest possible form of an institution 
 of learning. Whatever schools exist, less than this must be 
 incomplete without it. It embraces when fully developed, as 
 its very name indicates, all possible means for studying every 
 branch of knowledge, and thus perfecting education; and all 
 possible means for making new investigations, and thus advan 
 cing knowledge. 
 
 It is evident, at once, that every nation ought to possess 
 such institutions. Does not every nation require for its inde 
 pendent civilization, for its intellectual power and glory, for 
 the ]>urposes alike of its culture, its arts, and its commerce, to 
 possess within itself the means of gaining all knowledge, and 
 the means of advancing all knowledge? 
 
 Again it is evident that to no nation under heaven can such 
 institutions be more important than to the United States. We 
 have made ourselves well nigh independent of other nations 
 in all the forms of productive industry; Must we still remain 
 dependent upon the scholars and artists of other nations 1 We 
 have reached a high political and commercial developement; 
 do we notneed a corresponding intellectual, artistic, and social 
 developement to attain the moral forces, the refined graces, 
 and the healthful balance of society 1 Nay can we truly be 
 called a nation, if we cannot possess within ourselves the 
 sources of a literary, scientific, and artistic life as well as of 
 a political and commercial ] 
 
 To form a proper ideaofwhutis contemplated in the organi 
 zation of a University, it is necessary to take into view the 
 range of human knowledge itself. Let us, briefly, represent 
 this: 
 
All knowledge must be u knowledge of every thing stand 
 ing around men, and objective to him, or, a knowledge of man 
 himself the being that knows. 
 
 I. A knowledge of that which is objective to man. Here 
 is, first of all, pure space conceived of as void of entity. 
 Then in this pure space we draw lines, and conceive of and 
 represent relations, and thus create an absolute and pure sci 
 encethe science of Geometry. And as we who are active 
 in this do, necessarily, become conscious of succession the 
 succession of our own thoughts, so this succession in the spec 
 ulative activity of our minds, becomes the condition ot anoth 
 er pure science of Analysis related to time as Geometry is 
 
 to space. 
 
 Next, we look at that which occupies time and space. And 
 here we have, in the first place, the great planetary masses 
 which compose the universe, viewed, merely, as to form, 
 magnitude, gravity, and motion. 
 
 These masses being defined in space and having their mo 
 tion measured in time, the pure sciences of space and time 
 are applied to determine their laws: and thus we arrive at 
 Astronomy. 
 
 There is but one of these masses that we are immediately 
 connected with our own earth. When we come to examine 
 it, we find it, generally to consist of solid, fluid, and the at 
 mosphere being a part of it aeriform substances. These 
 determined under conceptions of gravity, motion, and force, 
 constitute General Physics. 
 
 The light, by which we see all things, moving in straight 
 lines is reduced to a distinct and peculiar science; and Op 
 tics become an illuminated Geometry. 
 
 We next proceed to examine the solid earth more partic 
 ularly; and finding it to consist of distinct substances having 
 remarkable differences, we classify them, and construct the 
 science of m Mineralogy. 
 
 Then we look at the crust of the earth, generally, and we 
 find it broken up, and thrown into a great variety of position* 
 
18 
 
 forming hill, mountain, and valley: and here observing that 
 the different minerals are presented in aggregate masses, and 
 arranged in a certain order of stratification, indicating success 
 ive and mighty revolutions, we are led to the science of Ge 
 ology. 
 
 But, the substances around us are continually undergoing 
 changes which appear to be connected with heat, moisture, 
 air, and light. We cannot forbear to pry into these changes, 
 especially, as they are connected with our own sustenance, 
 health, and comfort. In making these investigations, we ex 
 periment upon the combinations of substances ; and step by 
 step, we find out laws of composition and decomposition, un 
 til, earth, air, and water are resolved into their simple ele 
 ments : and now we have the science of Chemistry. 
 
 But, in carrying on investigation and experiment, we be 
 come acquainted with new forces in nature: we are no long 
 er confined to the centripetal and centrifugal forces we have 
 also, Galvanism, Electricity, Magnetism, and Elasticity or 
 Expansion. 
 
 We have not yet done with the substances around us. 
 They are presented to us, not merely as aggregations of like 
 substances, or as compositions of uniike, they are presented, 
 also, under the law of that mysterious force which we call 
 Life. Our investigations into the phenomena of life lead us 
 to the general science of Biology. Under this we have Ani 
 mal and Vegetable Physiology, branching out again into Zoo 
 logy and Botany. The fossil remains of the earth connect 
 Biology with Geology. The historic indications of Geology 
 connect it with Astronomy. 
 
 In forming our acquaintance with nature, we have become 
 conscious of two commanding ideas Utility and Beauty. 
 The world is useful: the world is beautiful. But the knowl 
 edge we have gained by experience enables us, under the 
 light of these ideas, to conceive of other forms of -utility and 
 beauty besides those which are presented in the rude unculti 
 vated nature around us. Then comes the application of our 
 
10 
 
 skill and industry. The forests are leveled; the fields are 
 cultivated; human habitations are built; a wonderful variety 
 of fabrics arc produced for comfort and elegance; vessels 
 cover the rivers, lakes and oceans; roads, bridges, canals, 
 railroads, form artificial avenues of communication across 
 continents. We now have Agriculture, Manufactures, Me 
 chanical Arts and Commerce; and Wealth as their combined 
 resultail growing out of our knowledges. The activity of 
 human thought scientific cultivation has done it all. 
 
 Again, the idea of beauty, in the presence of the beautiful 
 in nature, leads to conceptions of proportion of harmony, 
 symmetry and grace; and man becomes the Artist of the 
 beautiful* in Architecture, Gardening, Sculpture, Painting, 
 Poetry and Masic. Scientific knowledge and Mechanical skill 
 united with the idea and taste of beauty, throw over human 
 society the charms of a purer and more elevated existence. 
 
 II. Let us now turn to man himself the being who knows. 
 Of all that is going on in his own mind, man is conscious. 
 There is a world of phenomena within him, as well as with 
 out him. All men are, more or less, observant of these phe 
 nomena, just as they are more or less observant of the phe 
 nomena without. But, as only studied and methodical obser 
 vation, without, leads to physical science; so, also, only stud 
 ied and methodical observation, within, leads to metaphysical 
 science, or philosophy. It is by this profound reflection that 
 pure philosophy, comprehending Ontology, Psychology, Aes 
 thetics, Logic, and Morals, is developed. And philosophy 
 throws its light over all human thought, and activity, unfold 
 ing the principles of law and government, determining the 
 methods of reasoning and investigation, defining the scope of 
 the understanding, and settling all ultimate principles. 
 
 But with this study of man within of man the universal, 
 must be joined the study of all that man has done on the great 
 theatre of the world, appearing in nations and individuals. 
 Hence arises History under its multifarious divisions, embra 
 cing all human action, all human progress. 
 
20 
 
 With this, there is, necessarily connected the study of lan 
 guages, literature, art, antiquities, law, religion, ethnology 
 and geography. 
 
 Now when we speak of a University, we speak of an in 
 stitution that shall make adequate provision for all this. And 
 there is required for the constitution of such an institution: 
 
 1. A sufficient number of men qualified to teach all this ; 
 and to carry on original thought and investigation in all this : 
 First of all, we must have the skillful laborers. 
 
 2. Books, apparatus, specimens, and models sufficient to 
 furnish all needed information, all needed facilities for scien 
 tific and learned investigation, and all needed illustiations. 
 And the men who are to do the work, can alone determine 
 what and how much are needed. 
 
 3. Are buildings required ? Buildings of course are required. 
 But in our country we have ever begun at the wrong end. 
 We have erected vast dormitories for the night s sleep, instead 
 of creating libraries and labratories for the day s work. |We 
 have erected ornamental buildings, and expending our means 
 and enthusiasm, there, we have failed in the men, the books, 
 the apparatus, the specimens, the models. We have had gor 
 geous shells that seemed like mother of pearl, but there were 
 no pearls within. It were better, like Abelard, to lead our 
 students into the desert, if w r e could there give them truth 
 and arouse thought. 
 
 The Girard College looks like the abode of Apollo and the 
 Muses; but it is only the hospital of some three hundred boys 
 who are instructed in elementary learning, in part if not for 
 the most part, by young women. 
 
 All we have to ssy about buildings, is that we should have 
 only what is necessary, and of n plain, neat, appropriate, and 
 substantial kind. 
 
 The instructors or teachers in this circle of human knowl 
 edge we divide into Faculties. ] . The Faculty of Philoso 
 phy and Science. 2. The Faculty of Literature and the 
 Arts, In the German Universities, these are both embraced 
 
21 
 
 under one Faculty the Faculty of Philosophy. We have 
 here, all branches of knowledge taught, without applying 
 them to any professions, and without those modifications which 
 they receive in this application. Next, we have the Faculty 
 of Theology, or philosophy and science appplied to religion 
 and morals to the great questions of human duty: the Fac 
 ulty of Law, or philosophy and science applied to jurispru 
 dence and government: and the Faculty of Medicine, or phi 
 losophy and science applied to the investigation and cure of 
 diseases. Then in addition to these, there is required a school 
 for the Fine Arts; a school for ;. Agriculturists, Mechanics, 
 Manufacturers, and indeed for every branch of human indus 
 try a school for the Industrial Arts; and a school of Peda 
 gogy, for teaching the philosophy and art of teaching. The 
 school of Fine Arts in Paris, has twenty professors; and the 
 school of the Industrial Arts, fourteen professors. 
 
 The titles, Master, Professor, and Doctor meant, original 
 ly, the same thing, namely, a Teacher. A Master was a full 
 graduate, and all full graduates were originally under obliga 
 tions to teach if called upon. A Bachelor was an imperfect 
 or incipient graduate who was obliged to begin to teach, in 
 the way of serving an apprenticeship at it. This apprentice 
 ship continued during three years in connection with hard 
 study; and then he became a Master or Doctor that is a 
 full-fledged Teacher. In like manner Doctors of Theology, 
 Law and Medicine, were Teachers of those sciences. These 
 titles, therefore, were not designed to be mere honorary ti 
 tles mere flattering and unmeaning names: they implied an 
 office, and the discharge of important duties. 
 
 A University thus, in its nature and provisions, the highest 
 possible school of learning is, evidently, a school where study 
 may be pursued indefinitely. It may be pursed in reference 
 to particular branches and for a limited time, or it may be 
 pursued for a life time. It may be pursued for a Bachelor s 
 or a Master s degree in one or more faculties, or it may be 
 pursued in particular reference to the Fine or to the Indus- 
 
trial Arts. Whatever a student may need or desire is here 
 to be found. Such is the comprehensive idea of a Univer 
 sity. 
 
 But the question now arises, at what age, or with what 
 preparation should a student enter a University? 
 
 In the first place, there will be a common judgment that a 
 University ought not to embrace the rudiments of knowledge. 
 These can be gained more easily and less expensively in pri 
 mary schools scattered over the land, and can be united with 
 that domestic influence which is so important to the early 
 education itself. Besides, there are very many who will nev 
 er look beyond this rudimentary training. And of what avail 
 could the learned professors and preparations of a University 
 be to juvenile students? 
 
 But after this primary education is completed, may not the 
 pupil then enter the University? Before we could well an 
 swer this, we should have to determine the limits of the pri 
 mary course. How many studies shall it embrace? Through 
 how many years shall it extend? But the common judgment 
 of mankind seems to have settled this point also. A primary 
 education for the many should embrace whatever is necessary 
 for all men in the general transactions and offices of life; 
 while those who aim at University discipline should make an 
 especial preparation for it. Thus arises the intermediate 
 school. Hence, in all countries where there are primary 
 schools and Universities, there are intermediate schools also. 
 
 But now a point remains to be decided between the inter 
 mediate school and the University which really comprises our 
 first question: where shall the intermediate or preparatory 
 school close its course; and where shall the University be 
 gin? 
 
 Now if we look through the leading colleges of our land 
 we shall find that they require about ihe same amount of pre 
 paration for admission; in other words, that they have pre 
 scribed about the same limits to the preparatory course. Then 
 again, they h?,ve all adopted about the same curriculum of 
 
studies, to lie pursued during the collegia!* years; and they 
 have all. adopted four years as the collegiate term, distribu 
 ting the students into four classes corresponding to these years, 
 naming them Freshman, Sophomore, Junior and Senior. And 
 yet it must be acknowledged that all this does not amount to 
 a University, as \ve have above described it. Does any Col 
 lege, or University, so nailed, in our country contain the pro 
 fessors delivering lectures on all branches of human knowl 
 edge, and the requisite libraries, and material of learning in 
 general ? Is there one of them where a student can study 
 what he pleases, to any extent he pleases, and find every 
 help ready to his hand 1 
 
 And whence comes this confessedly limited and imperfect 
 course of four years, beginning at a certain point and end 
 ing at a certain point; and these four classes with their pecu 
 liar titles; and the Baccalaureate degree which winds up the 
 whole; and then the Master s degree, in course, after three 
 years, without requiring any residence, any study, or any 
 examination ? We find it all existing among us: but where 
 does it come from ? Let me tell you. we have borrowed it 
 from the English Universities: we have borrowed it without 
 enquiring into its fitness: we have simply obeyed an estab 
 lished authority. 
 
 If the English Universities were perfect institutions, if they 
 were really Universities, we could not object to their author 
 ity. But Sir William Hamilton, the distinguished professor 
 of Logic in the University of Edinburgh, has shewn conclu 
 sively in his able articles in the Edinburgh Review, and re 
 cently published with his philosophical essays in a separate 
 volume, that the English Universities have deteriorated by 
 departing from their original foundation. 
 
 Originally Masters or Professors full graduates bred up 
 ;.t the Universities, delivered lectures on the different branch 
 es of science and literature as then developed. To accom 
 modate the students, Halls and Inns establishments for lodg 
 ing and board were created and placed under the supervis- 
 
24 
 
 ion of proper officers. Then benevolent individuals created 
 and endowed colleges for theological students. Afterwards 
 secular colleges were created in like manner. Those placed 
 upon the endowment received education board and lodging 
 gratis. In the course of time others were admitted into the 
 colleges by paying the charges. Each college was placed 
 under its Head or President. Then Fellowships were en 
 dowed in the colleges yielding an annual stipend upon which 
 scholars could be maintained during life, if they remained un 
 married. The education of those admitted into the colleges 
 came, in time, to be conducted by the fellows and tutors be 
 longing to the same. The Halls and Inns were given up, 
 or changed into colleges. The result was that the functions 
 of the University professors ceased. The entire educational 
 discipline fell into the hands of the fellows and tutors of the 
 colleges; and the sole function of the University was to con 
 fer degrees. In these colleges the four years course was es 
 tablished for the attainment of the Bachelor s degree; and the 
 Masters being no longer acting Professors, that title became 
 merely honorary, and was conferred upon non-residents, in 
 course, without enforcing the ancient requirements. 
 
 This state of things, existed when the first American col 
 leges were established. It was natural that they should copy 
 from the mother country. All subsequent colleges, have fol 
 lowed the same example. 
 
 Some peculiarities however, characterise the American col 
 leges. They have professors as will as tutors, and they con 
 fer degrees, so that they possess some of the features of a 
 University. They have been, in our days, compelled to ad 
 vance still further towards this position. This has resulted 
 from the great advancement of the sciences. The four year 
 course was based upon the state of the sciences in former 
 centuries. In modern times it is found wholly inadequate. 
 We have, indeed, endeavored to keep pace with advancing 
 science by pressing more into the four years; but we have 
 thus, only rendered scholarship more superficial. At length 
 
25 
 
 dissatisiicd with this we have begun to institute additional 
 courses. Our two oldest colleges have set us the example. 
 Harvard College has established the "Lawrence Scientific 
 School, and attached to it the degree of Bachelor in Science. 
 Yale College has established a "Department of Philosophy 
 and the Arts," intended for graduates of this and other col 
 leges, and for such other young men as are desirous of pursu 
 ing special branches of study," making the proviso, however, 
 that "all students in philology and mathematical science shall 
 be thoroughly grounded in those studies," in order to be ad 
 mitted. The University of Vriginia, and Brown University 
 have thrown aside the four classes with their titles, and estab 
 lishing courses in the different branches of learning usually 
 pursued at College, admit students at their option, requiring, 
 however the usual attainments for a degree. Other colleges 
 are also endeavoring to modifiy and enlarge their courses. 
 
 In all this there is more or less improvement attempted, 
 and a commendable struggle to advance. But in all this 
 there is not yet University amplitude, ripeness and freedom. 
 
 It is demonstrable that a system of public education can 
 not only never be complete, but that it can never work with 
 unjarring, noiseless wheels, in the due co-ordination of its parts, 
 without a fully developed University at the lead of the move 
 ment. This alone can set the standard of education and de 
 fine the boundaries of the primary and the intermediate 
 schools; this alone can afford the requisite stimulus to educa 
 tional efforts, by showing every student the place where all 
 his wants and aspirations can be met; as a beating heart send 
 ing its currents of life through the whole, and maintaining the 
 perfection of the organism by visiting the minutest parts. 
 
 The manner in which a University determines the limits of 
 other institutions is seen at once when we consider its relation 
 to education historically as will as philosophically considered. 
 "Education, in general, is of two kinds, and of two kinds only: 
 an education imposed by tutors and governors: and an edu 
 cation self-imposed; The first relates to that, period of our 
 
being embracing childhood and youth, when the faculties are 
 
 yet immature, and knowledge is in its elementary stages. 
 
 The second relates to that period commencing with early man 
 hood, when the faculties are comparatively ripened, when el 
 ementary knowledge has been attained, and actual experience 
 has taken the place of imagination and conjecture. 
 
 The first period requires of necessity authoritative direc 
 tion, and plastic superintendence. The second period is com 
 petent, unless the first has been neglected and suffered to run 
 to waste, to form plans, make decisions, exercise choice, and 
 to apply itself, as from itself, to self-culture, the formation of 
 character, and the duties of life. 
 
 "All men do, in some sort, attain to both kinds of educa 
 tion: for all men are disciplined in some degree, well or ill, 
 by a controlling power in early life; and all men have some 
 sense of independence and new responsibilities, when they 
 reach the age of manhood. Education, of both kinds, is a law 
 of our being more or less perfectly developed. 
 
 " The idea of Educational Institutions, embraces the reduc 
 tion of educational means and influences to method and sys 
 tem. 
 
 " For the first period, various institutions have sprung up, 
 from the most elementary schools to the gymnasia or col 
 leges. For the second period, there is only one institution 
 the University. 
 
 "According to the present condition of our educational 
 system, the higher, self-determined, and manly course of study 
 belonging to this period, is wanting, or appears only as an 
 imperfect appendage to the college under the form of certain 
 voluntary studies, and a limited range of lectures on the loftier 
 sciences, conducted under manifest embarrassments arising 
 from the want of a suitable preparation on the part of the 
 student, and the inadequate amount of time covered by the 
 collegiate course : or, where in a few instances carried beyond 
 the point of graduation, still wanting in the ample prepara 
 tions and stimulus of a University. Hence, where the higher 
 
27 
 
 culture is gained, it is gained, rather by studies pursued by 
 the individual amid the duties and cares of life, after the in 
 stitutions of learning have been departed from, than by means 
 of the institutions themselves. The culture which men, who 
 are determined to make the most of life, attain to amid its 
 active pursuits, is invaluable, and will be prized no less by 
 those who have studied at the University than by those who 
 have not. But who does not see the value, nay, the neces 
 sity of an Institution which opens its doors to us just when 
 we escape from governors and tutors, and provides us with 
 all the means, and affords us the example and fellowship of 
 manly self-discipline ? It is here alone that we can properly 
 pursue the study of philosophy, which implies more than 
 mere acquisition, and is the self-conscious growth of thought. 
 It is here that we can become disciplined to independent sci 
 entific investigation, or lay broad and deep the foundations of 
 professional and political life. It is here, also, that teachers 
 and professors can be prepared for the scientific and classical 
 departments, of our educational institutions in general. 
 
 The University thus stands just where the first period of 
 education closes, and where the other begins. The second pe 
 riod, indeed, never closes. But, as education during the first 
 period, requires, for its orderly developement, institutions 
 of learning; so, education, during the second, requires for its 
 proper determination and successful prosecution, the formation 
 of habits of independent thought and study, an acquaintance 
 with method, and a general survey of the field of knowledge, 
 such as can be gained only in an institution especially founded 
 and furnished for these high ends. The University receives 
 the Alumnus of the Alma Mater, and ripens him into the man 
 prepared for the offices of the Church and the State, and for 
 the service of Science and Letters."* 
 
 The intermediate school, by whatever name we call it, em 
 braces the period of a student s apprenticeship, wherein he 
 learns how to study and how to use his books, which are his 
 
 * University Education, pp. 82-85. 
 
28 
 
 tools. But in the University he begins his manhood, and uses 
 his tools as one who has gained his trade. 
 
 The Primary School, the Intermediate School, and the Uni 
 versity, now stand before us clearly defined; and these three 
 constitute the educational system founded alike upon philoso 
 phy and experience. The Primary has connected with it, as 
 its necessary adjunct, the Normal School. The Intermediate 
 has connected with it, special schools for the arts of industry, 
 where the University is not contemplated. And the Universi 
 ty crowns the whole. 
 
 Would I bring before you the most perfect exemplification 
 of this system, I should refer to Prussia. Prussia occupies a 
 poi tion of the earth s surface two fifths larger than the State 
 of Michigan, but by no means equal to it in soil and natural 
 resources generally. It has fifteen millions of inhabitants. 
 For these, are provided seven Universities. In 1835 the num 
 ber of gymnasia or intermediate schools was one hundred and 
 twenty-four, containing about twenty five thousand scholars ; 
 and the number of Primary Schools about twenty two thous 
 and, in which two millions of children of both sexes were re 
 ceiving an education. The largest University is that of Ber 
 lin, in which, in 1850, were one hundred and sixty five Pro 
 fessors and teachers, and eighteen hundred and fifty students. 
 Of the students, one hundred and eighty four were matricu 
 lated in theology, five hundred and seventy in law, and two 
 hundred and twenty three in medicine, and three hundred and 
 twenty-five in philosophy, or general science and literature. 
 Besides these, five hundred and fifty-seven not matriculated, 
 were pursuing studies in special departments. 
 
 The primary schools have for their scope intellectual, moral 
 and physical developement. They embrace the following 
 branches: 1. Religion and morality, established on the po>- 
 sitive truths of Christianity; 2. The German language; 3. 
 The elements of Geometry and general principles of drawing; 
 4. Calculation and applied Arithmetic; 5. The elements of 
 physics, of general history, and of the history of Prussia; 6. 
 
29 
 
 Singing; 7. Writing;] 8. Gymnastic exercises; 9. The 
 more simple manual labours, and some instruction in the rel 
 ative country occupations. 
 
 The Burgher School is a higher form of the primary, es 
 tablished in the towns, and affords a more advanced education. 
 
 The Seminaries for Primary Instructors, or normal schools 
 embrace the following branches: 1. Biblical history, the 
 study of the Bible, and Christian doctrine and morals; 2. 
 The German language in its etymology, grammar, and use in 
 speaking and composition; 3. Mathematics; 4. History; 
 5. Geography and geology; 6. Natural history and physics; 
 7. Music in theory and practice; 8. Drawing; 9. Pen 
 manship; 10. Pedagogy or the art of education, conjoined 
 with practice; 11. Elements of horticulture; 12. Gymnas 
 tics. 
 
 Pedagogy is a department of Literature which in Germany 
 is cultivated to an extent almost equal to any other. In 18SO, 
 there were published five hundred and one works of this class; 
 in 1831, four hundred and fifty- two were published; and in 
 1832, five hundred and twenty six were published. Of these, 
 twenty were journals supported by subscribers. 
 
 The course of study in the Gymnasium may be represented 
 by that of our Academy and College combined. 
 
 The Primary School embraces a wider range of studies 
 than our Primary School. The Student remains in the Gym 
 nasium until he has completed his eighteenth year. He can then 
 enter the University, provided he is prepared to undergo the 
 examination. It not unfrequently happens that two or three 
 years longer are required. 
 
 In the University, the course in Theology is usually com 
 pleted in three years; the course in Law, in two years; and 
 the course in Medicine in four years. The course in Philoso 
 phy or general Science and Literature is extended at the 
 pleasure of the Student. 
 
 A Student pursuing any one of these courses mav avail 
 
30 
 
 himself of the others according to his ability and incli 
 nation. 
 
 Such is a very brief outline of the Prussian system. Its 
 completeness and thoroughness are evident to every one. 
 The eduation of man, whether we consider his capabilities, 
 the duties which he is called to perform, or his ultimate des 
 tinies, is a mighty affair, and therefore demands a mighty pro 
 vision. It is the highest work of society. 
 
 Now, in persuing the work to which I have already refer 
 red "The system of public Instruction and Primary School 
 Law of Michigan" I was delighted to find the following 
 statement by the Honorable Superintendent of Public Instruc 
 tion: "The SYSTEM OF PUBLIC INSTRUCTION which was in 
 tended to be established by the framers of the constitution, 
 the conception of the office, its province, its powers and du 
 ties were derived from Prussia. That system consisted of 
 three degrees. Primary instruction corresponding to our dis 
 trict schools; secondary instruction, communicated in schools 
 call Gymnasia; and the highest instruction, communicated in 
 Universities. The superintendence of this entire system, 
 which was formed in 1819, was entrusted to a Minister of 
 State, called the Minister of Public Instruction, and embraced 
 every thing which belonged to the moral and intellectual ad 
 vancement of the people. The system of Michigan was in 
 tended to embrace all institutions which had for their ob 
 ject the instruction of youth, comprising the education of 
 the primary, the intermediate class of schools, however de 
 nominated, and the University." 
 
 And the first Superintendent, Mr. Pierce, in speaking of 
 the Primary School system of this State refers also to the 
 Prussian system as the model. 
 
 I have not, therefore, been travelling out of the record in 
 giving an exposition of the Prussian system as a just and ad 
 equate exemplification of what is meant by a System of Pub 
 lic Instruction. I have indeed taken high ground as to edu 
 cation, but I have done no violence to public sentiment. 1 
 
* 31 
 
 have only been reiterating and expounding the thoughts and 
 \vords of the men who laid the foundations of the education 
 al system of Michigan, of the men who have been, and are 
 now, its acknowledged supporters. 
 
 One half of the work is done when we have laid down a 
 principle, and adopted a model. How can we vacillate now ? 
 How can we be looking about for expedients ? Our way 
 lies right before us. 
 
 There are three grades of schools existing in other parts of 
 the Union. But mark the difference between the Prussian 
 model which we have adopted, and the English which has 
 hitherto been generally adopted in our country. In the first 
 place, the English model contains no common School System. 
 Happily, we have all departed from it, in this respect. Sec 
 ondly, the English intermediate school and the college are insti 
 tutions precisely of the same nature. The Schools of Har 
 row, Rugby, Eton and Winchester, are schools of the same 
 general course of instruction and discipline with the Colleges 
 at Oxford and Cambridge. The latter carry on, in a similar 
 way, what was begun in the former, and confer a degree. 
 
 They cover only the first period of Education that under 
 tutors and governors. The second period that of manly 
 self-discipline with the aid of the lectures of eminent Univer 
 sity professors is not reached in the English system. Oxford 
 and Cambridge contain no schools of Theology, Law, Med- 
 > icine, and Philosophy. 
 
 Now following this system, what are our Academies but 
 incipient Colleges and what are our Colleges but more mature 
 Academies with the power of conferring degrees ? And do 
 not young men, often, remain in the Academy until the Soph 
 omore, Junior, and even Senior year 1 ? We, too, in our in 
 stitutions have covered only the first period of education, 
 and left the second period, or, the University proper unde 
 veloped, 
 
 There is another respect, too, in which we have followed 
 the English; We have laid out immense sums of money in 
 
32 
 
 
 
 providing dormitories for Students. Dr. Wayland estimates 
 that of a million and a half invested in New England Col 
 leges, twelve hundred thousand dollars have been expended 
 in brick and mortar. In creating Colleges, we have uniform 
 ly begun with two things the erection of dormitories, and 
 a commencement Exhibition: As if sleeping in cloisters, re 
 citing poems and orations in public, and the conferring of 
 degrees, were essential to the Educational System. Public 
 speaking has its advantages, and to confer degrees, where 
 they are merited, may not be amiss ; but why not let 
 young men provide their own board and lodging ? Our Col 
 leges are not located in the wilderness, but in pleasant towns 
 where accommodations are abundant. 
 
 Now, all this is opposed to the Prussian model. In Prussia, 
 the great aim is to provide libraries, museums, laboratories, 
 observatories, and philosophical apparatus, and a sufficient 
 number of eminent professors. In Prussia, they take care of 
 the great things, and let the small things take care of them 
 selves. 
 
 Michigan has the credit of proclaiming the Prussian model. 
 She has wisely adopted the most perfect standard as her 
 standard. Let us see how far she has, already, conformed 
 to it. 
 
 First, in relation to Primary Schools. And here we can 
 say that the Common School system in Michigan, like that of 
 New York and New England and other stales of the Union, 
 does honor to our country. Sir William Hamilton, in his 
 able review of Cousin s Report upon the state of Public In 
 struction in Germany, and in Prussia particularly/ has re 
 marked that " the system of popular instruction in some of 
 the North American democracies, however inferior, still ap 
 proaches nearest to that established in the Autocratic Mon 
 archies of the Empire." It is a system admirably organized, 
 and one which places the means and opportunities of educa 
 tion within the reach of every individual in the state. The 
 inferiority spoken of refers, chiefly, to the teachers employ- 
 
ed, and the scope of the education afforded. But, who does 
 not see that this scope admits of being enlarged, at the same 
 time that more competent and efficient teachers are raised 
 up, and that improvement in both respects, is continually ad 
 vancing] The Union Schools of Michigan are a higher and 
 improved form of the Primary Schools. Here, by combi 
 ning the resources of several districts, more accomplished 
 teachers, and a more extended and thorough instruction are 
 alike secured. These schools will not only afford to pupils 
 generally, a knowledge of the practical sciences, I mean those 
 more immediately connected with the daily occupations of 
 the mass of the commanity, but they will become, also, sci 
 entific and classical schools preparatory to the collegiate de 
 partment of the University itself. 
 
 The Normal School is one of the very highest importance. 
 It will not only add to the number of well educated individ 
 uals ; but, notwithstanding all the disadvantages under which 
 we labor, and which have been already noticed, it will tend, 
 in an eminent degree, to raise up those well instructed and 
 disciplined teachers upon whom depends the success of the Pri 
 mary and Union Schools. I think it cannot be doubted that 
 a classical as well as a scientific department should be care 
 fully cherished in this school, that here the seeds of every 
 form of education may be plentifully sown. I /rejoice to see 
 in the law establishing this school a clause which imposes the 
 duty of giving instruction in "the Mechanic Arts, and in the 
 Arts of Husbandry, and Agricultural Chemistry, in the fun 
 damental Laws of the United States,and in what regards the 
 rights and duties of citizens," as well as, "in the art of teach 
 ing, and all the branches that pertain to a good common school 
 education." Teachers thus prepared will be qualified to im 
 part in our primary schools important information on subjects 
 connected with the occupations of the most numerous classes 
 of the community, and to exert an influence to form in the 
 very bud the fine and manly proportions of American citizen 
 ship. The preparations which have been made to carry this 
 5 
 
34 
 
 institution into effect, are on a large and liberal scale, and wor 
 thy of the intelligent and enterprising population in the midst 
 of whom it is located. 
 
 We proceed now to enquire into the condition of the Inter 
 mediate Schools. Of these, as commonly defined, there are 
 none, scarcely, now in existence but the Union School and 
 the Normal School. These, indeed, we regard as important 
 intermediate schools of a certain grade answering, in some 
 respects to those institutions which in our country have re 
 ceived the designation of " Academies." 
 
 An effort was made to establish what were called "Branch 
 es of the University," coeval with the University itself. These 
 have been closed and the distribution of University funds in that 
 direction entirely discontinued. Public sentiment, has thus pro 
 nounced a decision against them. Every one came to see that 
 institutions located at different points, with limited preparalions, 
 and admitting pupils of both sexes, were only High Schools, 
 and could not possibly be branches of a University; while the 
 distribution of University funds to sustain them, only opera- 
 tod to prevent the creation of a University in reality. It 
 was as if in building the Capitol of the United States, instead 
 of collecting the materials in one place to lay the blocks of 
 marble into spacious walls, to erect the Corinthian columns, 
 and to rear the lofty overarching dome, we had scattered 
 them throughout the Union in the vain idea of building a por 
 tion of the Capitol in every State. 
 
 Neither a University or a College was ever thus created 
 with branches scattered abroad. The conception does not 
 belong to the history or to the nature of these institutions. 
 A branch of a University or of a College would have to re 
 peat the same professorships, the same courses of instruction, 
 the same museums, libraries, and apparatus: that is, it would 
 be nothing less than another University, another College. 
 The only Universities which bear a semblance of branches 
 are the English, which are, indeed, a collection of colleges 
 but of colleges in one place. But, here, as we have seen, the 
 
35 
 
 University, in reality, has been discontinued, while the Col 
 leges occupy the entire field. Were the University proper 
 to be revived, then the Colbges might, perhaps, be called its 
 branches, but more properly its roots, or its preparatory de 
 pendencies. The German Gymnasia are not branches ot the 
 Universities, but only preparatory institutions. If they were 
 all collected around the Universities, then would each Uni 
 versity with its dependent Gymnasia be what Oxford and 
 Cambridge would be, if the University lectures were re 
 stored. 
 
 Properly speaking, the branches of a University are its fac 
 ulties of Theology, Law, Medicine, and Philosophy. 
 
 While the " Branches" of the University of Michigan, as 
 they were constituted, were destined, unavoidably to expire, 
 we must do them justice by acknowledging that the idea of a 
 proper institution was connected with them, and that they fore 
 shadowed a future system. Recollect, that the Prussian sys 
 tem was the model which this young State dared to adopt. 
 In carrying out this system, it laid down, boldly the two ex 
 tremes the two poles as we may call them the Primary 
 Schools, and the University; and then it sought to represent 
 the intermediary the Gymnasia, by these scattered "Branch- 
 es." The aim, therefore, was wise and praiseworthy, the at 
 tempt was honorable, while the failure was induced by the 
 very circumstances which threw the material into the wrong 
 mould. The " Branches" could not become Gymnasia, unless, 
 on the one hand, the course in the Primary Schools were en- 
 lar"ed and made to correspond to the Primary Schools of 
 
 _ 
 
 Prussia; and, on the other hand, the University were truly 
 enfolded and made to correspond to the Prussian Universities. 
 All the parts of this system are necessary to each other, and 
 go to sustain each other: So that, if we could compel the 
 University into existence, it would call forth the Gymnasia, 
 and the Gymnasia would call forth the Primary Schools. Or, 
 if we could begin by giving the Primary Schools all the per 
 fection of tne Prussian, they would demand the Gymnasia, 
 
36 
 
 and the Gymnasia would demand the University. The 
 first movement would be produced by the quickening power 
 of a lofty standard of education permeating society in every 
 direction: the second movement would be the natural result 
 of the taste of a true system of education in the lower de 
 grees, where the human mind realising its capacity of devel 
 opment would claim the higher degrees also. It is only ig 
 norance and empiricism that can resign themselves to repose; 
 the one, from imbecility, the other, from conceit. 
 
 And now we come, last of all, to enquire into the condition 
 of the University. The first question which here arises is ? 
 whether the University as far as developed conforms to the 
 English, or to the Prussian model] Like most of the similar 
 institutions of our country, it is of a mixed character. In 
 many things, like them, it conforms to the English model. In 
 the Literary and Scientific course, like the English colleges, 
 it has adopted the term of four years, with four classes named 
 like theirs, and closing with a Commencement* celebration, 
 and the conferring of the degree of Bachelor of Arts. But, 
 on the other hand, in common again with several institutions 
 in the United States, it has recognized several Faculties each 
 connected with a distinct department. In this respect, in com 
 mon with them, it departs from the English model; for, at 
 Oxford and Cambridge we do not find one college devoted to 
 literature, science and the arts, another to theology, another 
 to law, and another to medicine; but, we find, only, a con 
 geries of colleges, each being a classical and scientific school. 
 In our distinct departments and faculties, therefore, we have 
 followed the Prussian model. But do we closely conform to 
 the Prussian model? No, we do not. Wherein do we differ 
 from it] Let me tell you. And now I speak in reference to 
 all the institutions of the land which have constituted distinct 
 departments and faculties, in reference to Harvard and Yale, 
 for example, as well as in reference to the University of Mich. 
 
 *Incipere to commence was the term used to indicate that the Bachelor or im 
 perfect graduate begun his public duties as a teacher. 
 
37 
 
 First; in the Department of Literature, Science and the 
 Arts, called, also, the Academic, and the Undergraduate De 
 partment, the course universally adopted corresponds not at all 
 to that of the Prussian Universities; but, whether we consid 
 er the age of admission, the studies pursued, the method of 
 instruction, and the term of study, is very similar to that of 
 the Prussian Gymnasia. Thus in our so called Universities 
 we have, often, only the Gymnastic course, and omit the high 
 er and proper University course, altogether. 
 
 Secondly; in institutions which, like Yale and Harvard, in 
 troduce a course distinct from the Undergraduate, and which 
 take some aspects of a proper University course, attendance 
 upon the undergraduate course is not insisted upon as a pre 
 requisite. In Prussia, on the contrary, a course of at least 
 four years at the Gymnasium is necessary for an inti eduction 
 into the University. 
 
 Thirdly; in respect to the three departments of Theology 
 Law, and Medicine, the usage, in our country, is to require 
 the undergraduate course or an equivalent thereto, for the 
 first, but not for the two last; while in Prussia, Theology, Law, 
 and Medicine, alike, require the previous course of the Gym 
 nasium. 
 
 You perceive, therefore, that the Prussian system is philo 
 sophic in its principles, consistent and proportionate in its parts 
 and thorough in its methods and discipline: while ours is mixed 
 and vacillating, and consequently imperfect. 
 
 You will naturally, ask me, at this point, what I would pro 
 pose for the improvement of our system? 
 
 The answer is attended with difficulties. I would answer 
 neither rashly, nor dogmatically, nor in general and indefinite 
 terms. I would give an honest, candid, and fearless answer, 
 and according to my best judgment, holding myself ready to 
 be corrected. We have a common interest at stake. There 
 are no other motives that should influence us than the most 
 enlightened, patriotic, and humane. Jn this free country, let 
 every man speak his mind freely, and with a true heart. 
 
38 
 
 For some time past, I have been urging in connection with 
 others the establishment of a University in the city of New 
 York that city which has been my home during most of my 
 public life. I have said, here in this Metropolitan city we 
 have the wealth, and all the appliances at hand. Let us take 
 advantage of the libraries already existing among us. Let us 
 enlarge them still more. Let us collect here all the material 
 of literature, science, and the arts. Let us endow professor 
 ships, and induct into them the most eminent scholars we can 
 find, and give them free scope to lecture on all the branches 
 of human knowledge. We shall thus have, at least, one place 
 in our country whore students may resort to study to their 
 hearts content, and render it no longer necessary for them to 
 seek foreign Universities. u That will be a proud day," I have 
 said, "for the city of New York, when it shall see such an In 
 stitution rise in the midst of its marts of business, and its splen 
 did palaces, and giving to its prosperity the crown of intel 
 lectual glory. Why should we leave to another generation 
 a work which we ourselves can accomplish, and which shall 
 carry down our influence to the future under a form so 
 good and beautiful, and so worthy of all that we claim for our 
 enterprise, our far-seeing wisdom, our devotion to our coun 
 try s welfare, and our confident hopes of its ultimate desti 
 ny]"* And now, by an unexpected allotment of Divine Pro 
 vidence, I find myself here in this distant region the region 
 of the mighty Lakes a region where a quarter of a century 
 ago the wilderness still brooded, but where now I am sur 
 rounded by an intelligent and thriving population, before 
 whom the wilderness has disappeared, and who have already 
 consecrated a spot fit to become an Academian Groveto 
 letters science and art, and laid the foundations of a Univer 
 sity I find myself here, agitating the great question of edu 
 cational reform and progress. It is a question, Citizens of 
 Michigan ! in which no one can doubt your interest; and when, 
 having called me to this honorable and responsible position, 
 
 University Education, p, 100. 
 
39 
 
 you ask me, what I have to propose] You have a right to a 
 candid and explicit answer. 
 
 I propose then, generally, that you follow out the principles 
 you have adopted, and perfect, manfully, your system of edu 
 cation according to these principles. Dare to be in advance 
 of the whole country, if need be. And this is the way in which 
 I would carry out these principles: 
 
 First, let the Primary Schools be enlarged and perfected in 
 their discipline and courses of study, according to the Prussian 
 model. This will most effectually be done by means of the 
 Union and Normal Schools. The union of districts will ena 
 ble you to concentrate your resources for employing better 
 teachers, and introducing higher branches of study, You will 
 observe that in Prussia the Primary Schools carry forward 
 the pupil until he is prepared for the Gymnasium. In our 
 Union Schools, as in the Burgher Department of the Prussian 
 Schools, we may introduce the study of the classics; and thus 
 we shall want no other preparatory schools for either the clas 
 sical or scientific departments of our colleges, taking them as 
 equivalent to the Gymnasia. The multiplication of Union 
 Schools appears to me, therefore, essential to our system. 
 
 The Normal School is connected immediately with the in 
 terests of the whole Primary School System, as our great re- 
 source for competent teachers. 
 
 Now, when we come to consider particularly the Univer 
 sity, we find there existing as yet in the Department of Sci 
 ence, Literature, and the Arts, only, the College or Gym 
 nasium. According to the practice of our country, we have 
 connected our Gymnasium with our University, and placed it 
 under the same faculty. Our organization is a University or 
 ganization, by departments and faculties. Our course of in 
 struction, also, is carried on by Masters of Arts or Professors 
 in full, and not by mere Baccalaureate tutors and fellows, as 
 in the English Colleges. But before the University course 
 proper could be developed, it was necessary that the Profes 
 sors should give instruction in the Gymnastic course. 
 
40 
 
 No exception can be taken to this: University Professors 
 may instruct in a Gymnasium, if they please: They are called, 
 imperatively, to do so while, as yet, University students do 
 not present themselves, and .Gymnasia alone exist. And thus 
 we might have many Gymnasia under the shadow of the Uni 
 versity, ordered by University Professors. This, indeed, 
 would be in accordance with old usage, since, in Paris, for 
 example, instruction in the Colleges was given by University 
 Professors, at the very time, that in England the University 
 and its Professors were laid aside for tile Colleges and their 
 tutors. 
 
 Most of the higher institutions of our country are organ 
 ised in some respect as Universities; but there are some of 
 them which as yet have not only created but one faculty, but 
 continue, also, from year to year to confine their instructions 
 in this faculty to the Gymnastic or Collegiate course. Some 
 times a struggle is made to advance beyond this by occasional 
 lectures. But as these lectures are given to the undergrad 
 uates, the University does not in thi> make its appearance. 
 
 In the Literary and Scientific department of the University 
 of Michigan, we find ourselves, at the present moment, in just 
 this condition: We are a University Faculty giving instruc 
 tion in a College or Gymnasium. 
 
 Now, our first object will be to perfect tin s Gymnasium. 
 To this end, we propose to establish a Scientific course paral 
 lel to the classical course. In this scientific course a more ex 
 tended study of the Mathematics will be substituted for the 
 Greek and Latin. There will be comprised in it, besides oth 
 er branches, Civil Engineering, Astronomy with the use of an 
 Observatory, and the application of Chemistry and other Sci 
 ences to Agriculture and the industrial arts, generally. The 
 entire course will run through four years, in which the Stu 
 dents will be distributed into four classes similarly to the clas 
 sical course: and in both courses, instead of the old names 
 of Freshman, Sophomore, Junior, and Senior borrowed from 
 the English colleges, we will take the designations employed 
 
4T 41 
 
 in the institutions of the Continent of Europe, of First, Sec 
 ond, Third, and Fourth. 
 
 Students who pursue the full Scientific course, and pass 
 the regular Examinations, we shall graduate as Bachelors <>f 
 Science borrowing- a title here from the French Colleges, ;>s 
 the Lawrence Scientific School of Harvard, and the Univer 
 sity of Rochester have done before us in distinction from 
 the Bachelors of Jlrts in the Classical course. 
 
 But, in addition to this, we shall allow Students to select 
 special courses, and give them, at their departure, certificates 
 of their proficiency. The school of civil Engineering, and 
 tho school of Agriculture and Mechanics will belong to these 
 special courses. 
 
 We shall thus make our College or Gymnasium an Institu 
 tion where the youth of our State can freely enter to prepare 
 themselves for professional study, for the higher pursuits of 
 Science and Literature, or for the pursuits of business life. 
 By establishing the scientific course in distinction from the 
 classical, we do not intend to do any discredit to classical 
 learning, or to imply ought in opposition to those who advo 
 cate its surpassing value and importance to general and fin 
 ished Scholarship, On the contrary, we fully accord with 
 the sentiments so well expressed by a member of the late board 
 of Regents* respecting the Greek and Latin languages; "Ob 
 jections," says he, "against their study are generally founded 
 in ignorance of their use 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 tho 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, thorough and accurate 
 discrimination, for the cultivation of a refined taste, and for 
 
 Dr. Pitcher s Memoir. See "System of Public Instruction," p. 320. 
 
42 
 
 securing a better, more accurate, and thorough knowledge of 
 our English tongue*" 
 
 In my view the Latin and Greek can no more be banished 
 from a system of education than History, Rhetoric, Poetry 
 and Philosophy. When a language becomes cultivated and 
 enriched in the use of a civilized and enlightened people, it 
 receives the seal of immortality. It may become a dead lan 
 guage, in the sense of being no longer a spoken language, 
 but it can never become dead to human thought. Il is em 
 balmed in the literature which it hands down from generation 
 to generation. As well might the Past itself perish, as the 
 language through which we receive its deeds and thoughts. 
 Were the English ever to become a dead language, in the 
 sense of being no longer a spoken language, would not the 
 history of England and America, the philosophy of Bacon, 
 the Sciences born with Newton, the poetry of Milton and 
 Shakspeare, command all after generations to study it? 
 
 There is no question about the value of the Classics. That 
 is not a point of debate with us. We are only arranging a 
 system of education to meet the wants of students of every 
 degree. Suffer every man to choose for himself: and help 
 every man to the kind and measure of learning which be 
 longs to his actual pursuits. From the barely useful, he may, 
 after a time, go to the ideal and beautiful. But if he abide 
 by the barely useful, let him be well educated for that. 
 
 Nor by a distinct scientific course do we mean to lend au 
 thority to a vague opposition of a practical to a scholastic 
 education. Human life embraces a great many particulars, 
 and everything which goes to make it up must necessarily be 
 long to it. Now, thinking belongs to it as well as talking; 
 sleeping and dreaming, as well as waking and walking; the 
 fragrance of flowers, the song of the birds, and the sight of 
 the heavens, as well as eating beef and drinking ale; poetry 
 and philosophy and eloquence, as well as ploughing, sowing 
 and reaping; the building of temples, as well as the building 
 of log cabins; the making of statues, pictures and all beauti- 
 
43 
 
 ful things, as well as the milking of chairs and tables, spades 
 and hoes and all useful things; there is going to church, as 
 well as going to mill; there are holidays, as well as evcry- 
 days. 
 
 And this human life shews a gieat many kinds of people 
 of (JuTererit colors, ages, sizes, and conditions: and all these 
 kinds of people are about their different things. Now it is 
 tlu order of creation and providence that this variety should 
 exist. We must take the world just as full as it is. If every 
 one were purmitt d, according to his fancy or prejudice, to 
 destroy around him to make room for himself alone what 
 would be left of human life? The distinction between a scho 
 lastic and practical education is like all this. Both kinds of 
 education are good and answer somebody s purpose. In truth, 
 a scholastic education is altogether practical to him who de 
 sires and wants it. And a practical education becomes quite 
 scholastic to him who does not desire and want it. A farmer 
 may find Chemistry very closely connected with his calling, 
 but what can he do with Latin and Greek and the higher math 
 ematics] But he who is about to make a dictionary or write 
 a history may find Latin and Greek very practical knowledge; 
 and he who is seeking after another planet in the heavens, 
 will tell you that the calculus is the most practical thing he 
 can find. And do not dictionaries, histories, and astronomy 
 belong to human life, too? 
 
 The true principle of life for every individual, .is, not to 
 quarrel with life in the rest of the world. If thy business is 
 to cut down trees, then go thy way and cut down trees: thou 
 art feeding cheerful household fires, and laying open future 
 harvest fields. If thy business is to sail in a balloon, then go 
 thy way and sail in a balloon; thou art making a needful hol 
 iday for the laboring multitude, and trying thy barometer in 
 the heavens. The one has the wide -forest for his place, and 
 the other the wider space above. The one may look up, and 
 the other look down, and be pleasant objects to each other. 
 Be ever charitable to each other ve brothers of the human 
 
44 
 
 kind! The sky and the earth are still wider apart, and yet 
 they may not be; the one without the other. 
 
 There is one thing, at least, which the wood-cutter, and the 
 .v.ronaut have in common; and which the one cannot spare 
 more than the orher, although in some sort, the one is under 
 if, and the other above it; and that is the air on which they 
 b<>th live. The one would be altogether too low down, and 
 the other altogether too high up. if they were to get beyond 
 the boundaries of it. 
 
 And so likewise heaven and earth, and all worlds have one 
 thing in common and that is the pure element of light; and 
 every particle of matter yields to the gravitating power. 
 
 Now, there are the lower schools for the education of hu 
 man souls: why are they called the lower, but, that there are 
 others which are higher than they ? and if there are the high 
 er, there must also be the highest. But since we must have 
 the lowest for earliest years of life, and the higher for the 
 more developed years of youth, who shall forbid us the high 
 est for the discipline of manhood? And, then, as there are 
 different years and conditions to be educated, and different 
 callings to be fitted for, so there are a vast variety of knowl 
 edges to be gained. There is a knowledge of the stars of 
 heaven, as well as of the stones of the earth; a knowledge of 
 men, as well as of beasts, birds, fishes and insects; a knowl 
 edge of organised matter in plants and animals, as well as of 
 crude matter in the crust of the earth; a knowledge of lan 
 guages and music, as well as of winds and tides; a knowledge 
 of pure science, as well as of mixed science; a knowledge of 
 invisible forces, as well as of visible motions; a knowledge of 
 the past as well as of the present; a knowledge of mind, as 
 well as of matter; a knowledge of law and duty, as well as 
 of disease and medicine; a knowledge of the divine, as well 
 as of the human. What shall we do with all these knowl 
 edges ? Destroy some of them, or set them aside? Nay, they 
 are all in God s universe, and cannot be quenched any more 
 than the stars in heaven; and the mind of man is made for 
 
45 
 
 them all, and as if by a divine inspiration, will bo busy with 
 them all; and nil that is good and b< Dutiful in the world flows 
 out from them. 
 
 There are a lew minds which have a sort of universal 
 knowledge: there are others which to a general and imper 
 fect comprehension of science, add the ripe knowledge of a 
 few things, or it may be of only one. Some have grasped a 
 great deal of knowledge; others very little. But all these 
 knowledges are scattered somewhere through human minds, 
 exerting their influence for the common good; like the wide 
 streaming light of heaven, which crowning the high moun 
 tains with glory, visits also the humblest flowers in the valleys 
 below. 
 
 We have described a University as a place where all these 
 knowledges are to be found a shop of the nine Muses, where 
 they sell their wares to the children of men. Is not that land 
 destitute in which such a place can nowhere be lighted up 
 on! Without such a place, we must want many branches of 
 knowledge, or seek them in other lands. Instead of making 
 our own scholars, and our own books, we must import them, 
 or be without scholars and books. 
 
 Suppose all the Universities of Germany were destroyed, 
 where then should we look for their great men whom the 
 world honors, whom we honor their Schleiermacher, their 
 Neander, their Grimm, their Ritter, their Ehrenberg, their 
 Savigny, their Humboldf? And would not their whole glo 
 rious system of ^ducation fade away] What would Eng 
 land be without her Universities? And what would America 
 be without her Colleges ? The poets, the philosophers, the 
 historians, the wits of England and America where would 
 
 they be ? 
 
 Blot out the University of Michigan, young as it is, and 
 would it not seem as if the ancient forests were again over 
 shadowing the land! 
 
 This young University, shall we not carry it forward to 
 perfection? Is not the ambition worthy of a free and inde- 
 
Hi 
 
 pendent people which would make it one oi the great. Uni 
 versities of the world, where all knowledges are to be found, 
 where great and good men are to be reared up, and whence 
 shall go forth the light and law of universal education ! 
 
 But to make this such an institution, what do we need [ 
 We need first of all to provide the full material of learning : 
 our library must be enlarged so as to furnish all the helps of 
 learning which are to be found in books: we need an obser 
 vatory and a complete philosophical apparatus: our collections 
 in natural history need to be extended; and collections in the 
 fine arts to be begun and carried to a point to furnish the nec 
 essary illustrations for aesthetical lectures, and the necessary 
 models for artistic works. Then we want men, ripe scholars 
 to fill the required professorships, and to carry on the courses 
 of lectures in the several departments. 
 
 In fine, we want all the material, and the professors to en 
 able those who have passed through our college and gym 
 nasium, or through similar institutions in our land, to enter 
 upon and pursue professional studies or general literary and 
 scientific studies. 
 
 The population of Prussia is fifteen millions: calling the 
 population of our State half a million, the ratio of population 
 would require for our State eight hundred students in the col 
 legiate or gymnastic department now in operation. And in 
 the University department, taking Berlin as the standard, there 
 should be three hundred and seventy five students; or taking 
 Bonn as the standard, two hundred students. 
 
 But the German Universities have many foreign students. 
 At Berlin there were, I believe, during the last year, four 
 hundred foreign students. Could the University of Michigan 
 be developed in its proper proportions, its commanding ad 
 vantages and its central and accessible position would enable 
 it to attract students from the surrounding, and even from the 
 more distant States. A cheap education, or an education 
 given away, will not do it.; but only the quality of the edu 
 cation, and the extent of the advantages afforded. Universal- 
 
17 
 
 ly, men will bay a good article, when they will not accept as 
 a gift a poor or useless one. 
 
 There are now established only two ot the Faculties in our 
 University; the Faculty of Literature, Science and the Arts, 
 or taking the German designation, the Faculty of Philoso 
 phy and the Faculty of Medicine. 
 
 The first, as we have shewn, is at present giving instruction 
 only in the college or gymnasium. For this department, alone, 
 we need a Professor of Physics and Civil Engineering, a Pro 
 fessor of Astronomy, a Professor of Agricultural Chemistry, 
 a Professor of History and Political Economy, and a Profes 
 sor of the English language and Literature, in addition to the 
 professorships already existing: and still more shall we need 
 these, in carrying out our contemplated scientific course. 
 
 We can, indeed, to some extent, combine professorships; 
 but a proper division of labor is essential to success in edu 
 cation, as well as in the other forms of labor. 
 
 The Faculty of Medicine is well established; and the course 
 of study compared with that of other medical schools is de 
 cidedly in advance of the ordinary standard. But the Faculty 
 themselves, I well know, from their published documents, c.s 
 well as from other sources, will bear me out in the assertion 
 that it would be a most desirable improvement lor this and 
 other medical institutions to augment the requirements for ad 
 mission to tho full equivalent, of the studies comprised either 
 in our classical or scientific baccalaureate course. 
 
 The Law School, when established, should adopt the same 
 rule. 
 
 It is in the power of the University of Michigan to elevate 
 the standard of professional education. 
 
 Our Institution being a State Institution, and, therefore, con 
 nected with no particular denomination, cannot establish a. 
 Theological School on the University fund. But it is to be 
 hoped that the different denominations will establish profess 
 orships in the different branches of theological science in this 
 
48 
 
 town. In some ol these brunches they might unite: in oth 
 ers they would choose to establish separate professorships. 
 
 Their students would thus enjoy the advantages of the Uni 
 versity library, and of the lectures in the other departments. 
 Besides, the collection of all the Faculties in one place, would 
 be a mutual advantage, by creating a wider atmosphere of 
 learning, and receiving the inspirations of general converse, 
 high examples, and noble and generous competition. 
 
 It is to be hoped, too, that the Scientific and Literary Fac 
 ulty, with some augmentation of its members, as above sug 
 gested, will be able, ere long to commence the higher course 
 of University lectures. 
 
 The question here arises, "can the German Universities be 
 accepted in full, as models for our Universities?" As literal 
 Cyclop&dias, supplying all the means of the higher education, 
 ^instruction superieure they undoubtedly can be thus accep 
 ted. The immense division of subjects which obtains in the 
 German Universities may be questionable in itself, as beget 
 ting too great a comminution of ideas for a compact and order 
 ly system. But granting that this objection is removed by 
 the logical character of the division itself, and by the fact 
 that the same professor lectures on several branches, so as to 
 pieserve a due relation of ideas to an organic whole in his 
 particular uepartment; still the present condition of our learn 
 ing, unused to the German attenuation of thought, the difficul 
 ty, perhaps, of collecting at present, a sufficient number of 
 professors for so extensive a division of labor, and the impos 
 sibility of, at once, sustaining them, the obvious necessity of 
 a somewhat gradual development of even the most perfect 
 system, and the fact that our immediate wants can be fully 
 met, and a powerful stimulus given to learning, and the first 
 sure steps taken to reach the highest order of University edu- 
 qation, with a more limited number of professorships embra 
 cing the cardinal branches of knowledge, and filled by men 
 of undoubted qualifications, suggest an organization more cir 
 cumscribed and compact than that of Germany, or that of 
 
49 
 
 France. It is mainly important that we begin on right prin 
 ciples and in a way to do an effective work, and leave the fe 
 cundity and ramifications of our growth to time and circum 
 stances. 
 
 "We would suggest, therefore, the following distribution 
 of subjects in two faculties, leaving those of the other faculties 
 to the determination of leading minds in their respective pro 
 fessions : 
 
 FACULTY OF PHILOSOPHY AND SCIENCE. 
 
 1. Systematic Philosophy; 2. History of Philosophy; 3. 
 
 History and Political Economy; 4. Logic; 5. Ethics and the 
 
 Evidences of Christianity; 6. The Higher Mathematics; 7. 
 
 Astronomy; 8. Physics; <). Chemistry; 10. Natural History. 
 
 FACULTY OF LETTERS AND ARTS. 
 
 1. Philology; 2. Greek Language and Literature; 3. Latin 
 Language and Literature; 4. Oriental Languages; 5. Rheto 
 ric and Criticism; 6. English Language and Literature; 7. 
 Modern Literature; 8. The History of the Fine Arts; 9. The 
 Arts of Design. 
 
 "These subjects might, at first, be distributed among ten or 
 twelve Professors, aided by Lecturers selected from among 
 distinguished men, who, without formally accepting appoint 
 ments in the University, might consent to deliver courses of 
 Lectures during particular seasons of the year."* 
 
 When the Primary Schools, and the University are proper 
 ly organised and unfolded, then the way is prepared for giv 
 ing the intermediate institution the College or Gymnasium 
 its due proportions and efficiency: for then we shall not only 
 know where to begin, and where to end this intermediate 
 course; but, we shall, also, be under no temptation of pressing 
 the student with overmuch study and thus inducing superfi 
 cial scholarship. The University will then ; be ever before him 
 with its ample preparations, inviting him to a ripened scholar 
 ship in whatever department he may select. 
 
 University Education, pp. 113. 114. 
 
50 
 
 I know that the scheme proposed is on a large scale. But 
 let no man call it visionary. Nothing is visionary that can be 
 sustained by facts and examples. What 1 have laid before 
 you is in accordance with the oldest experience in education. 
 It is now a familiar and general fact on the Continent of Eu 
 rope. It exists in France; it exists in Germany. Why may 
 it not exist in America why may it not exist in the State of 
 Michigan? 
 
 It is worthy of our political institutions. Because, it is 
 found amid monarchies and aristocracies, it is not therefore 
 monarchical and aristocratical. Science is found there also. 
 Protestantism is found there also. The Universities of Ger* 
 many and France are the seats of liberal principles. In Ger 
 many the students and professors of the Universities have 
 more than once been the objects of governmental persecution 
 on account of their democratic tendencies. Do we not ac 
 knowledge that the universal diffusion of knowledge is the 
 foundation of our hopes that our free institutions will be pre 
 served and perpetuated ] And if we demand knowledge in 
 the lower degrees, do we fear it in the higher? Is it our doc 
 trine that perfected knowledge prepares mankind for despot 
 ism? Is it not rather our doctrine, that a free people cannot 
 know too much, and that the more we know, the more strong 
 ly shall we lay hold upon freedom? The clearer, the more 
 perfect the element of light, the better we shall see. 
 
 This University belongs to the people. Their votes elect 
 the Regents who have the supervision over all its interests and 
 movements. Its advantages are freely thrown open to the 
 people. The son of the poorest man can enter here as freely 
 and independently, as the richest. Education levels all arti 
 ficial distinctions, and creates only that aristocracy which all 
 men acknowledge, and which the God of the universe sanc 
 tions, the aristocracy of intellectual and moral worth. It 
 creates such aristocrats as Clay, Webster, Cass and Pierce, 
 men of the Constitution, men of the people, the glorious dead ! 
 the honored living ! 
 
51 
 
 But. it is often said, we arc a young people, the nations of 
 Europe are old: the European Universities are the growth of 
 centuries. In opposition to thfs I would state that the most 
 eminent Universities of Germany are of modern growth. 
 The University of Berlin, for example, was founded in 1810, 
 and in 1826 when it was scarcely older than the University 
 of Michigan is now, it contained sixteen hundred and forty- 
 two matriculated students. I know the wide difference be 
 tween an old and a new State as to the resources which fos 
 ter such an institution; but, nevertheless, it proves that a 
 great University may be of rapid growth. 
 
 Let me remind you, too, that it is not in accordance with 
 the spirit of our country to let improvements grow slowly. 
 This great State is the growth of a quarter of a century. 
 In our industrial arts and improvements we are not willing 
 to fall behind Europe according to the ratio of our respec 
 tive ages. We aim not merely to equal, but even to surpass 
 the old nations of the world, in our manufactures, our steam 
 boats, and our railroads. We level the forest in a day, lay 
 down our tracks, and startle the old world with the sound of 
 our engines. Our steamers outspeed their s across the ocean. 
 Our yachts win the royal prize over the ancient ship build 
 ers in the sight of the Majesty of England. The Autocrat 
 of Russia employs our engineers to make his railroads; and 
 his steamers are built on our shores. 
 
 Shall we be behind then only in the great matter of Edu 
 cation? Can we not build up Universities too] Shall we 
 apply to the cultivation of Mind a principle of slow proges- 
 sion which we scorn to apply to anything else] Let it not. be 
 my countrymen let it not be. Arouse thy energies young 
 State of Michigan ! Giant of the West ! holding the great 
 lakes in the hollow of thine hands; bearing on thy bosom, 
 deep engraven, the memorials of thy glorious deeds; look 
 ing with eyes of light upon all thy brothers around thee, 
 and inspiring them with thy majesty and beauty; speak out 
 with thy strong and melodious voice the decree that here a 
 
52 
 
 new Athens shall arise with its schools of Philosophy and 
 Art, and its Acropolis crowned with another Parthenon, 
 more glorious than that of old, because, illumined with the 
 true light from heaven ! 
 
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