life and zeal, and spreading information among all; showing the rewards of labor; and by the energy of his exertions, in common with others, and from advantage of position in acquiring knowledge, ensuring progression in all that relates to educational, intellectual and

moral achievement.

This was the field laid out by the framers of the constitution. It was conceived to be sufficiently responsible and arduous; sufficiently vast and comprehensive, to engage every moment of time and consideration, to employ the entire thought and labor of one man, in devising the means of bringing into perfection a system so enlarged and commanding; embracing full knowledge of education and its progress among the people, in whatsoever form and shape it was working its way; by public grant, or private endowment, by State patronage, or by individual exertion or munificence. The history of our State legislation will demonstrate how this conception has been filled, and what progress has been made in Michigan towards the developement and perfection of a SYSTEM OF PUBLIC INSTRUCTION.

STATE LEGISLATION.

1836.

EXTRACT FROM GOV. MASON'S FIRST MESSAGE.

Ours is said to be a government founded on intelligence and morality, and no political axiom can be more beautifully true. Here the rights of all are equal, and the people themselves are the primary source of all power. Our institutions have levelled the artificial distinctions existing in the societies of other countries, and have left open to every one, the avenues to distinction and honor. Public opinion directs the course which our government pursues, and so long as the people are enlightened, that direction will never be misgiven. It becomes, then, your imperious duty, to secure to the State, a general diffusion of knowledge. This can in no wise be so certainly effected, as by the perfect organization of a uniform and liberal system of common schools. Your attention is therefore called to the effectuation of a perfect school system, open to all classes, as the surest basis of public happiness and prosperity.

The constitution declares that the legislature shall provide a system of common schools by which a school shall be kept up and supported in each school district at least three months in every year; and it also provides for the appointment of a Superintendent of Public Instruction, whose duty it shall be to direct and superintend said schools. Under the direction of the government, section 16 in each

township is reserved for schools, and under the act of Congress, of January 20, 1826, 72 sections of land are reserved for the use and support of the University of Michigan. Forty-nine sections of the University lands have been located, and consist of some of the most valuable tracts on the peninsula of Michigan. I would suggest that the proper authority be requested to make the remaining locations. These locations will, when brought under the control of the State, place the University of Michigan, among the wealthiest institutions of the country, and under a proper direction, render it an ornament and honor to the West.

On the 16th of July, Mr. WHIPPLE, from the committee on education, to whom had been referred a resolution of the House of Representatives, instructing them to report whether any law be necessary to give effect to the constitution, regarding the subject of education, reported that full and complete effect could not be given at this session to an article respecting it-that in legislating upon a subject of such vital importance, the proceedings of the Legislature should be guarded-that no measures should be taken without the greatest consideration; that the Congress of the United States, appreciating the vast importance of a universal diffusion of knowledge, so necessary to the very existence of a republican government, had granted to the State, lands, not only for supporting an extended system of common schools, but for the purpose of founding a University-that the framers of the constitution, impressed with the magnitude of the subject, with wise forecast, had adopted an article intended to protect the fund from being diverted, and made other general provisions, well adapted to attain the great end sought to be accomplished-that the committee did not think it expedient then to recommend the adoption of any system of instruction, but had provided a bill for collecting such information as would enable their successors to act understandingly, and hoped that by an efficient and well digested system to be devised thereafter, the intellectual and moral condition of the people would be improved, their happiness promoted, and their liberties established on a firm foundation. The bill thus introduced, resulted in the act of July 26, 1836, a summary of which is embraced in the first report made under it, by the officer charged with that duty. On the same day, Rev. JoпN D. PIERCE was nominated by the Governor for the office of Superintendent of Public Instruction, and

ananimously confirmed by both Houses of the Legislature. To this gentleman was confided, by the aet referred to, the responsible duty, among other things, of preparing a system for common schools, and a plan for a University and its branches.

1837.

EXTRACT FROM GOV. MASON'S SECOND MESSAGE.

The Superintendent of Public Instruction will report to you a system for the government of the University of Michigan, and for the organization of the primary schools of the State. I cannot, however, dismiss the subject of education without endeavoring to impress upon your minds the truth, that in it, is embraced the most vital interests of our country, and that no object within the province of your legislation, should demand so important a portion of your time and attention. The State fund for the support of common schools, with a prudent husbandry, will equal our utmost wants. The University of Michigan will also possess an endowment, which will enable the State to place that institution upon an elevation of character and standing equal to that of any similar institution in the Union. I would therefore recommend the immediate location of the University, and at the same time, the adoption of a system of primary schools.

In the organization of your primary schools, which are the foundation 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. Liberal salaries should be allowed the instructor, and without this, you may rest assured, you must fail in your object; as individuals in all respects competent to the charge of your schools will be excluded from them by the parsimoniousness of their compensation. Let me also suggest that you adopt A PERMANENT AND UNIFORM STANDARD OF WORKS to be used in the schools, and that in the studies selected, they may, to as great an extent as practicable, embrace the useful and practical information of life. Let your youth be taught the first principles in morals, in soience, and in government, commencing their studies in the primary schools, elevating its grades as you approach the distinct seminary, and continue its progress till you arrive at the University. By this system your children will acquire practical knowledge for after life, and have instilled in their minds at an early day, their duties as citizens, and above all, their obligations to the Searching Power of another world.

In contemplating the Past, and dwelling on the Future, we are forcibly reminded that if our government is to outlive the term heretofore allotted to Republics, it is to be accomplished by the diffusion of knowledge amongst the people, and that we must depend upon the

power of a liberal and enlightened public "as the palladium of a free government-the ægis 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.

SYSTEM OF PUBLIC INSTRUCTION-AS REPORTED BY THE SUPERINTEN

DENT.

The plan reported defined the rights, powers and duties of school districts the duties of district officers-of township officers, of school inspectors, and of townships-proposed the establishment of libraries, and plans for school houses-the establishment of academies as branches of the University, and a method of organization for the University, and also defined the duties of Superintendent of Public Instruction.

The officers of the system proposed for school districts, were moderator, vice moderator, director and assessor, and three township school inspectors, with the township clerk as clerk of the board.

The following extract from the report of the Superintendent evinces the high estimation in which that officer viewed the system of FREE SCHOOLS, as connected with education in a government like ours. He

says:

"It has been said, and rightly too, that common schools are truly republican. The great object is to furnish good instruction in all the elementary and common branches of knowledge, for all classes of community, as good indeed for the poorest boy of the State, as the rich man can furnish for his children, with all his wealth. The object is universal education-the education of every individual of all classes. The great thing which has rendered the Prussian system, so popular and efficient, which has so strongly attached it to the hearts of the people, and made it an essential element of the social state, is its truly republican character. It is this feature of FREE SCHOOLS which has nurtured and preserved pure republicanism in our own land. In the public schools, all classes are blended together; the rich mingle with the poor, and are educated in company. In their sportive gambols a common sympathy is awakened; all the kindlier sensibilities of the heart are excited, and mutual attachments are formed which cannot fail to exert a soothing and happy influence through life. In these schools the poor are as likely to excel as the rich, for there is no monopoly of talent, of industry, or acquirements. It was the ceaseless application and untiring perseverance of FRANKLIN, and

not his wealth, which raised him to the highest eminence. It is this system which brings forward and elevates to places of distinction, a due proportion of that class of citizens which the Romans called new men-men who owe nothing either to birth or fortune-but all to the Free Schools and their own exertions. It is this principle of universal education adopted by the Pilgrims and cherished by their descendants through succeeding generations, which has given them and their sons pre-eminence. Nothing can be imagined more admirably adapted, in all its bearings, to prostrate all distinctions arising from mere circumstances of birth and fortune. By means of the public schools, the poor boy of to-day, without the protection of father or mother, may be the man of learning and influence of tomorrow; he may accumulate, and die the possessor of thousands; he may reach the highest station in the Republic, and the treasures of his mind may be the richest legacy of the present to coming generations. Whilst the reverse of all this may be true of the young scion of wealth and power, proud and accomplished as he may be in person, and gifted also by nature with the highest order of intellect, and blessed with the fairest prospect of usefulness, the long cherished hopes of doating parents and the brightest youthful visions of rising greatness, may all be disappointed in some thoughtless moment of ungoverned passion, and his sun go down in the gloom of midnight darkness. Let FREE SCHOOLS be established and maintained in perpetuity and there can be no such thing as a permanent aristocracy in our land; for the monopoly of wealth is powerless when mind is allowed freely to come in contact with mind. It is by erecting a barrier between the rich and the poor, which can be done only by allowing a monopoly to the rich-a monopoly of learning, as well as of wealth-that such an aristocracy can be established. But the operation of a Free School system has a powerful tendency to prevent the erection of this barrier."

Another feature which was presented to the consideration of the Legislature, was the obligation on the part of the State to suffer none to grow up in ignorance. For this purpose, the Superintendent suggested that all persons having the care of children, should be required to send them to school, the constitutional portion of each year. The object to be attained was the welfare of the individual instructed, and the security of the State; and the reason given was, that the State had the right to require the education of all children and youth, and to impose upon all to whom their management and care are committed, the duty of educating them. In carrying out this idea, the Superintendent was of opinion that it might not be consistent with the principles of our constitution, to prohibit private seminaries, but that it was consistent, both with the spirit and the letter of our institutions, to place the public schools upon high and elevated