The Public Library. The committee appointed to investigate the possibilities of establishing a library reported, in 1861, that they had made settlement with the county by which $7,000 would be secured for the library, and in 1863 it was resolved to establish a district library.

Professor Chaney, principal of the high school, spent some time in the east, at the request of the board, purchasing books for the new library, and at the close of the year this institution possessed 5,000 volumes. On March 25, 1865, it was opened on the first floor of the old capitol building, but was to be used for reference work only. In May of the same year it became a circulating library as well, with Mr. Chaney in charge as librarian. After serving in the dual position of librarian and highschool principal until 1871, he he was appointed full-time librarian, while I. M. Wellington became principal of the high school. The legislation of 1873 authorized the raising of $150,000 for a library building, upon approval of the Board of Estimates. The corner stone of this structure 17 was laid in May, 1875, and the building was formally dedicated in January, 1877. The occasion was made a civic function.

School Board Criticized. The year 1864 marked the beginning of general criticism directed against the school board. Originally consisting of 12 inspectors, the growth of the city added new wards and resulted in a membership of 20. This was unwieldy. In addition, the inspectors, generally, were not of the same calibre as prior to 1863. Mr. Walker, president, suggested a reorganization of the board to eliminate these weaknesses. 18 In part he said:

"I have a suggestion to make in relation to the organization of the board, to which I respectfully solicit your careful consideration. For many years, I have at different times been a member of this board, and as a member and a citizen have been a careful observer of its operation for nearly fifteen years. My observation and experience have led me to the conclusion that there are some radical defects in our organization which are developing still more clearly as our numbers increase and our duties are enlarged.

"First, our numbers are too large. We are an executive and administrative body rather than a legislative one..... All experience

" On Gratiot Avenue, between Farmer and Library Streets.
18 Board of Education Report for 1865.

demonstrates that administrative bodies should be small. If large, they are cumbrous and unwieldy and waste the power given to them for action, in debate and wrangling. Our experience, I submit, is but confirming this universal experience.

"Second, The members of our board are too frequently changed. A member scarcely becomes familiar with his duties before he is succeeded by one who is utterly ignorant of them, and who in turn, when he becomes useful, is succeeded by another as ignorant as he was two years before.

"Third, The manner in which we are chosen is radically wrong. We are elected at the same time with other city officers, who are elected with reference to their party politics. We are nominated by party caucus, and we all understand with what want of wisdom such nominations are made..... Nothing, I apprehend, would more completely destroy the influence of this board for good, than to have its officers and appointees selected by a political caucus, and with reference to their political opinions, or its actions controlled by considerations of party politics. Yet we may all see that there is no little danger in this direction.

"I would suggest the propriety of having the board reduced to five members, one of whom should go out every year, or to eight, two of whom should go out every year; and that they be selected upon the nomination of the mayor and the approval of the common council. It would be desirable if such a result could be secured by legislation (which is doubtful), to have them selected either without reference to political opinions, or selected equally from both great political parties. But the past action of the mayors and the common councils give us assurance that, in general judicious selections would be made."

President Walker's suggestions did not receive majority approbation. A special meeting was held on January 17, 1866, when a resolution was adopted by a vote of 11 to 7, and the superintendent was directed to insert it in a footnote to the published address of ex-President C. I. Walker:

"Resolved: That while the board cheerfully commends the address of retired President C. I. Walker, Esq., in general yet, believing its suggestions relative to the reorganization of the board of education, the manner of the election of its members, etc., to be subversive of the great cause of popular education in this city, we desire hereby to express our disapproval of the same."

Criticism of Schools. There was also a growing feeling that the schools were too mechanical and not well adapted to the social needs of the day. The nine-year union school carried a heavy curriculum in the last year and the union school principals jealously tried to expand wherever possible. The high school,

on the other hand, while attempting to annex the ninth grade, paid little attention to its own development, and was quite conservative in making changes either to meet the community needs for better preparation for life or to meet new university entrance requirements. It is worthy of note that this criticism was directed, not against the expanding curriculum, but rather against formalism in teaching and poor massing of upper-grade subjects. Criticisms of the curriculum, which probably expressed the majority feeling on the board, were officially made by President Charles K. Backus 19 in 1872. He felt that the system was too mechanical, that the senior department in the union schools had

too many studies, and that the high-school course should be revised to meet the new requirements of the university. Mr. Doty admitted that some of the criticism was probably true and that he stood ready to make cuts and correct weaknesses. The superintendent did not possess the necessary power under the rules to make such changes and could easily have shifted the blame to the board, but this he refused to do. Mr. Doty accepted the criticisms as a personal attack, and attempted to remedy the situation partly by publishing both the New York and St. Louis courses of study for suggested use in the Detroit schools by principals and teachers. Not succeeding, he resigned the superintendency in 1873.

Summary. Duane Doty's nine years of service had been of great value to the schools. He was possessed of considerable Report of Board of Education for 1872.

19

organizing and administrative ability and was an indefatigable worker. As superintendent, he developed the mechanical side of the office in accordance with the best ideas of the day, and as secretary, he introduced a business system that would have been effective if the board members had adhered to it. He designed the Webster building in 1873, the first Detroit schoolhouse to be built upon the theories of a professional educator. Drawing (1865), United States history (1867), and music (1871) had been added to the elementary curriculum since 1863. Physical training had been tried out (1864), at private expense, but not adopted by the board as an instructional policy.

The union school principals during this period were, fortunately for Detroit, a strong group of men, who left a lasting impression upon both the schools and the community. John F. Nichols, principal of the Miami Avenue, Bishop and Cass union schools, and superintendent for one year, was a thorough and efficient teacher. Loren E. Robinson, brother of Superintendent Robinson, was the first principal of the Houghton School. Bradford Smith, Houghton School, was noted for the influence he wielded over unruly boys, while L. J. Marcy, principal of the seventh ward building, was so far ahead of his generation that he fitted up a gymnasium for the physical betterment of his students, used the aquarium and the experimental method in teaching science, and used a stereopticon when the educational póssibilities of the picture had not been given serious consideration.

CHAPTER XI

THE SECOND ADMINISTRATION OF JOHN M. B. SILL

(1873-1886)

John M. B. Sill was invited to take again the superintendency, after the resignation of Duane Doty, and accepted, resigning as the head of the Detroit Female Seminary, although retaining his proprietary interests in that institution for some time. He met the criticisms against the course of study voiced by President Backus by advocating slight changes in the ninth year curriculum.

The union school classification had practically disappeared by 1872, and in its place was adopted the present system of grading, ranging from the first to the twelfth grades. Each grade was divided into two classes.1 The twelve grades were divided into three schools of four grades each, the primary, the grammar, and the high school, or a 4-4-4 system. The ninth grade, while recognized as part of the high school, was housed in the grammar schools until 1876, when the Capitol high-school building was completed and occupied.

Business Agent Appointed. During 1875 the school board finance committee, of which John W. McGrath was chairman, urged the necessity of appointing a business agent, and making the secretary responsible for unauthorized acts.2 Attention was called to the fact that the board was continually ratifying the unauthorized acts of members of the board. Orders were given and purchases made of which they knew nothing until demand for payment came. The offices of superintendent and secretary were accordingly separated. Samuel E. Pittman was appointed as the first professional secretary.

"The complaints that we lack system in our business management are based on these conditions," said the committee.