struggled for. It is the policy of the university to imbue the student with a love of knowledge for the sake of knowledge, and not for honors or meritorious mention; to fill them with the idea that solid attainment is a personal advantage unconnected with diplomatic commendation. But the above argument under this objection has been carried on with the supposition that women were confessedly unable to give the regular attendance to recitations, or regular and constant attention to as great an amount of work as are men under similar circumstances. As far as the history of coeducation in the university goes, such a supposition is an unnecessary one. The women are at least as regular in attendance as the men; they are at least as successful in their recitations and examinations; they have proved themselves entirely competent to graduate with their classes, having elected the prescribed number of courses requisite for a degree.

Can there be other objections? The objection of prominent educators of the country was a conclusion deduced from the sum of these three-coeducation would inevitably lower the standard of scholarship and degrade the university into a second-rate college or boarding school. Has that been the result? A study of the calendars which have appeared in the last 19 years will show that the work offered has more and more partaken of the character of true university work. The requirements for admission have been lowered neither in the amount nor in the rigidity with which examinations are conducted. A personal knowledge of the affairs of which he speaks prompts the writer to assert that in all that constitutes a higher and deeper education the university has been steadily advancing since 1870.

But there is no need of further statement. In the University of Michigan coeducation is an established fact. It is not regarded a problem. Its existence is scarcely noticed, because there is no reason for noticing it. What the future may bring forth it is not the province of the historian to state. It may be that events will again change an established fact into a problem, but there is no occasion at present for peering into the future with anxiety.'

The success of the principle and the fact is seen by the steady increase in the number of women in attendance. In the winter of 1870 one woman entered the university; in 1876 there were 117 in attendance; in 1884 there were 170; in 1887 and 1888 there were 284. The following from the report of President Angell to the regents for the year ending September 30, 1888, gives the condition of the coeducational "problem" at that time:

The experiment has proved a complete success. No distinction is made in college discipline between women and men. They lodge with families in town; they influence the manners of the university for the better; their scholarship is on an average above rather than equal to that of the men; their health has been excellent to a degree unexpected and positively alarming; and it is not apparent that, in point of refinement, they suffer for lack of any social advantages. In all classes, except certain in medicine, the women recite with the men.-(University of Michigan. Sketch by Professor Gayley. Descriptive America. August, 1884.)

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The relative as well as the absolute number of women in the university continues to increase very slowly. Last year they formed 16.8 per cent.; this year they form 16.9 per cent. of the total attendance. Last year they constituted 25 per cent. of the entire attendance in the literary department; this year they constitute 25.7 per cent Twelve of the fifty-three graduates studying for higher degrees are women.

It may be of interest to see in what proportions the men and in what proportions the women choose the different courses. The following table shows the percentage of the men and the percentage of the women, in both cases candidates for degrees in the literary department, who chose each course during the last year:

The women have, of course, no practical inducement to enter on the engineering courses, though in years past now and then one has completed one of those courses. It will be observed that a larger proportion of women than of men are taking by choice the full classical course. They are led to this not alone by their literary taste, but also by the consideration that there is a demand for their services in teaching Greek in preparatory schools. As one-fourth of the men are drawn to the engineering work, the women naturally form a larger proportion than the men of the students pursuing the Ph. B. course, which contains Latin and the modern languages and of the B. L. course, which also contains the modern languages and allows large liberty of choice in English literature, history, and the sciences. The B. S. course, which is planned to train teachers of science and scientific experts, attracts a larger proportion of men than of women.

Another innovation of great importance may be credited to the short administration of Dr. Frieze. The Prussian system had been taken as a model by the early founders of the university, and President Tappan had continually drawn inspiration from the same source. But in one respect the Michigan system did not at all approach its Teutonic ideal. The German universities preserve an organic connection with the gymnasia by admitting to their privileges students who have completed the prescribed course of the lower schools. But the graduate from a Michigan high school had no privileges; the university stood to him as did any other college and peered into his past record and present attainments with the same unpleasant care that was given to pupils prepared in unknown and unheard of places. It seems to have been the idea of the founders of the institution that the dividing line between gymnasia and university should be in the university itself, while President Tappan hoped that the college course of 4 years would become simply a preparation for broader post-graduate studies, and that from such students might ultimately be formed the real university. But the high schools were increasing in amount of work offered and in general proficiency, the preparation required for admittance to the university had been added to, and as yet there was no evidence of any movement in the direction of graduate work sufficient to warrant the hope that such studies would soon be considered a customary and useful

addition to a four years' curriculum. Much more reasonable was it to form an intimate connection with the high schools of the State, in order that they might be encouraged to progress while the university also raised the standard of proficiency for admission and the standard of scholarship until, at least in the latter years of the course, studies in original research and individual investigation should find students prepared to pursue them, giving to the institution a curious form-a German university and a New England college mixed in very nearly equal proportions. The plan and its results have proved successful.

The university catalogue for 1870 contained the following: Whenever the faculty shall be satisfied that the preparatory course in any school is conducted by a sufficient number of competent instructors and has been brought up fully to the foregoing requirement, the diploma of such schools, certifying that the holder has completed the preparatory course and sustained the examination in the same, shall entitle the candidate to be admitted to the university without further examination.

The privilege here granted was at once taken advantage of by a number of high schools in the State, who applied for a committee of the faculty to look into their work and its results. In other States and by other colleges this plan has since been adopted, and thus far has operated satisfactorily for the best interests of higher education. The high schools, feeling themselves part of the educational system of the State and engaged in the actual work of preparation for university studies, have been stimulated to conform themselves to university needs and have prided themselves in generous rivalry upon their success in graduating students well prepared for higher studies. In President Angell's administration "the faculty encouraged by this success announced (1883-'84) that academies and preparatory schools in other States may be placed on the same footing as the schools of Michigan, and if the schools on examination showed themselves specially competent, well founded on true principles, and in trustworthy hands, they may be placed for three years on the list of "dioploma schools."

This system has, as intimated, proved more than satisfactory. Many educators of the country, instead of turning to Germany to investigate the actual results, contented themselves with prophesying on a priori grounds results most dire and woeful. But the standard of scholarship has been raised rather than lowered by the plan.1

1 Experience, however, just as in the case of the admission of women to the university, an innovation made at the same period, has proved that there was no ground for fear, except that the thing was new and not practiced in the mother colleges. Two facts are to be noted among the results: First, the standard of preparation in the high schools, if affected at all, has been elevated rather than lowered; second, the State system of education has become a reality. It is obvious that there can be no system, properly so called, without an actual and living connection and communication among its members. By calling for the visiting or examining committees of the faculty, the high schools have been brought into that vital connection with the university which makes them part of an actual organism, and, so far as concerns these schools, our State system no longer exists merely on paper.-(From President Angell's report to the board of regents for year ending June 30, 1880.)

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The admission of women made new demands on the already overburdened treasury. In the medical department women and men were to be taught in different classes and this increased the work of the pro.fessors of the school, who, in consequence, expected increased salaries. Moreover, the literary department needed more room and new equip ment and greater facilities. The homeopathic question was yet unsettled to the satisfaction of the legislature, but the regents, made bold by their acquiescence to the wish of the lawmakers in one respect, now asked for an appropriation for new buildings and were rewarded by the grant of $75,000.

Of course such a gift had great significance outside of the fact that it provided the university with the needed accommodations. It was looked upon as the beginning of a policy of complete recognition and support by the State.

During the years of President Frieze's administration several valuable gifts added to the material wealth and increased the equipment of the university. In 1870 Mr. Philo Parsons, of Detroit, purchased for the library the collection of books and pamphlets belonging to Professor Rau, of Heidelberg University. This library of some 4,000 volumes and 5,000 pamphlets is a very valuable collection of material for work in political economy and social science. The art gallery, which had been founded and furnished about 1856 chiefly through the instru mentality of Dr. Frieze, and which had prospered under his generous cafe, now received several gifts of value. A second application to Dr. J. B. Angell was more successful than the first, and he was induced to accept the presidency of the university in 1871. He was inaugurated in June of that year, and in the autumn following entered upon the active discharge of the duties of the office. Dr. Frieze's administration was a successful one. The two years during which the university had an acting president were active and progressive ones for the institution.

PRESIDENT ANGELL'S ADMINISTRATION, AS FAR AS JUNE, 1891.

President Angell's' administration began August 1, 1871, and has continued to the present time. He entered upon his duties at a time critical in the develop ment of the university, for the institution was beginning a new era. The diploma system and coeducation involved new problems, and the recent gift to the university from the legislature foreshadowed a wonderful and glorious career for a real State institution, if, in the years which followed, affairs were conducted in a bold yet conciliatory spirit, calculated to make the most of opportunities and to lead to the highest ideals. Such in a word has been the history

'James Burrill Angell was born in Scituate, R. I., January 7, 1829. He entered Brown University in 1845, and graduated with the highest honors of his class four years later. For some years after graduation he was engaged in teaching and in traveling in the south as well as in continuing to pursue his studies. In 1851 he went to Europe and spent two years in travel and study. Thence he was recalled to take the chair of modern languages and literature in Brown University. This post he filled with gratifying success. In 1860 he resigned his professorship and became editor of the Providence Journal. Hon. Henry B. Anthony had been elected United States Senator in 1858 and for two years Mr. Angell had written leading articles for the paper while carrying on his college work. But in 1860 he took entire editorial charge and conducted the journal during the whole period of the war, throughout which the paper was an active and cheerful supporter of the Government. His keen love of literary pursuits was mingled with a capacity for affairs which enabled him to make the paper a literary as well as a financial success. In 1866 he accepted the presidency of the University of Vermont. He was offered the presidency of the University of Michigan in 1869 and refused it, but accepted in 1871 a second call to the position, which he still holds. In 1880 he was appointed by President Hayes minister plenipotentiary to China and president of a commission of three sent out for the purpose of making a treaty with the Chinese Government. This they succeeded in doing to the satisfaction of our own Government and he returned to his duties in the university in February, 1882. Again in the autumn of 1887 he was called to other than academic duties, and was appointed a commissioner to act with Secretary Bayard and Hon. W. L. Putnam in negotiating with the commissioners of Great Britain a treaty for the settlement of the fishery troubles which had been agitating the country intermittently since the foundation of the Government. President Angell has delivered numerous lectures and addresses, most of them in relation to college topics or in connection with his university duties. Articles from his pen have appeared in many of the leading periodicals of the country. In 1888 he wrote for the Critical and Narrative History of America, edited by Justin Winsor, a 66 History of diplomacy" covering the period of our history from 1789 to 1850.