of the main collegiate interests of the University. No misfortune has ever occurred to this institution equal in extent to that which has grown out of that system of policy which has permitted, or rendered necessary, perhaps, the abandonment of branches; and it would seem to be of the first importance, if the means of the institution will permit the outlay of a large amount of capital for any purpose, that it should be directed into this channel. It is the settled judgment of this department that so soon, at least, as the debt is extinguished, further effort and renewed exertion should be made, that the University "may represent itself in the different sections of the State through its branches." Reasons are multiplied, indicating this policy as the only sure means of filling up the institution, and guarding against the multiplication of sectarian colleges. At this peculiar juncture of affairs in the educational world, when old usages and systems seem to be giving way to the onward march of intellectual, moral and physical progression, it becomes a matter of the deepest interest to the friends of our educational system, and the University especially, to investigate the means of keeping full pace with this advancing spirit. The change in the collegiate course and system, contemplated and adopted in pursuance of the recommendation of President Wayland, of Brown University, is attracting much attention, and giving rise to much favorable discussion. The views advanced in the report of the president of this institution commend themselves to the consideration of the friends of education, and may doubtless suggest in the future, important subjects of reflection connected with the University of Michigan. The following views of President Wayland, in relation to the subject of collegiate education, develope the character of the change contemplated at Brown University. The President says: To us it seems little option is left to the colleges in this matter. Any one who will observe the progress which, within the last thirty years, has been made by the productive classes of society, in power, wealth and influence, must be convinced that a system of education practically restricted to a class vastly smaller, and rapidly decreasing in influence, cannot possibly continue. Within a few years the manufacturing interest has wrung the Corn Laws from the aristocracy of Great Britain. Let any one recall the relative position of the professions, and of the mercantile and manufacturing interest, in any of our cities, twenty years since, and compare it with their relative position now, and he cannot but be convinced that a great and progressive change has taken place. Men who do not design to educate their sons for the professions, are capable of determining upon the kind of instruction which they need. If the college will not furnish it, they are able to provide it themselves, and they will provide it. In New York and Massachusetts, incipient measures have been taken for establishing agricultural colleges. The bill before the Legislature of New York provides for instruction in all the branches taught in our colleges, with the exception of languages. It is to be, in fact, an institution for giving all the education which we now give, agricultural science being substituted for Latin and Greek. What is proposed to be done for the farmers, must soon be done either for or by the manufacturers and merchants. In this manner each productive department will have its own school, in which its own particular branch of knowledge will be taught, beside the ordinary studies of a liberal education. A large portion of the instruction communicated, will thus be the same in all. Mathematics, mechanics, chemistry, rhetoric. moral and intellectual philosophy, and political economy, will be taught in them all. The colleges teach precisely the same sciences, with the addition of Latin and Greek, in the place of the knowledge designed in these separate schools for a particular profession. If the prestige of colleges should be thus destroyed, and it be found that as good an education as they furnish can be obtained in any of those other schools, the number of their students will be seriously diminished. If, by this dissemination of science among all the other classes of society, the tendency towards the professions should be still further arrested, the colleges will be deserted by yet larger numbers. They may become very good foundations for the support of instructors, but very few will be found to avail themselves of their instructions. The objection that would arise to this plan would probably be its effect upon the classics. It will be said that we should thus diminish the amount of study bestowed on Latin and Greek. If, by placing Latin and Greek upon their own merits, they are unable to retain their present place in the education of civilized and christianized man, then let them give place to something better. They have, by right, no pre-eminence over other studies, and it is absurd to claim it for them. But we go farther. In our present system we devote some six or seven years to compulsory study of the classics. Beside innumerable academies, we have one hundred and twenty colleges, in which, for a large part of the time, classical studies occupy the labors of the student. And what is the fruit? How many of these students read either classical Latin or Greek, after they leave college? If, with all this labor, we fail to imbue our young men with a love of the classics, is there any reason to fear that any change will render their position less advantageous? Is there not reason to hope that, by rendering this study less compulsory, and allowing those who have a taste for it to devote themselves more thoroughly to classical reading, we shall raise it from its present depression, and derive from it all the benefit which it is able to confer? METEOROLOGICAL OBSERVATIONS. This subject was earnestly commended to the attention of the Legislature. The establishment of a system of observations upon the subject of meteorology, and more especially as connected with mean temparature, the direction and force of winds, state of the atmosphere, &o., was suggested in the last communication from this department, as an important object to all classes of our people, and more especially to our agricultural and commercial interest. The expense attending it would be trifling in comparison with the amount of good to be accomplished, and the work may be properly performed by the professors, without detriment to their other duties. This system of observations is becoming, and is now, in fact, national-both the general government and particular States alike interesting themselves is an object which is so nearly allied to the most useful pursuits and purposes of life. The most valuable information in this respect is disseminated by the Board of Regents of the New York University, who last year revised their system, and recommended that proper instruments be furnished to the principal towns and flourishing literary institutions. It would be an object of interest and profit, both in a scientific and pecuniary point of view, to all our citizens, to adopt a similar course in this State, and to furnish various institutions in different sections with a set of instruments, the cost of which for a set very well adapted to the purpose, does not exceed $32. The remarks of the board of trustees of the Romeo branch upon this subject, transmitted with their report, are commended to the attention of the Legislature. REPORT OF THE REGENTS. Since the last report, an increase had been made in the number of professors by the appointment of Doctors Gunn, Allen and Denton, and the transfer of Professor Sager to the medical department, which was now organized. The first announcement of the medical faculty was published this year. In the department of arts and sciences, the whole number of students was 72. The estimated receipts for the ensuing year were $17,088 23. The estimated expenses $16,263 33. The amount received to the credit of the University fund, from July 1, 1849, to June 1, 1850, was $10,682 47. The quantity of University land sold during the same period was 623.93 acres, amounting in all to $9,568 09. The following is a statement of the course of studies, &c., pursued at the University: ADMISSION. Candidates for admission to the Freshman Class must not be less than fourteen years of age, and must sustain an examination in English Grammar, Geography, Arithmetic, Algebra through simple equations, first part of Krebs' Guide for the writing of Latin, Latin Reader, Cornelius Nepos, (Arnold's,) Cicero's Orations against Cataline, Virgils Eneid, Greek Reader to the poetry, the four Gospels, Latin and Greek Grammar, Keightley's Grecian and Roman History. Candidates for an advanced standing, in addition to the preparatory studies, are examined in the studies to which the class they propose to enter have attended. All applicants for admission must present testimonials of good moral character, with a letter from a parent or guardian; and students coming from other colleges, a certificate of honorable dismission. No student is considered a regular member of the University, until after a probation of twelve weeks. RECITATIONS AND EXAMINATIONS. Each class attends three recitations or lectures daily, except Saturdays, when there is an exercise in Elocution. There are also frequent exercises in translation, composition and oral or written disputations. Public examinations are held at the close of each term attended by the board of visitors, appointed annually by the Superintendent of Public Instruction, and by a committee of the Regents. The following scheme exhibits the subjects studied in the several terms of each year: FRESHMAN YEAR.-FIRST TERM. Livy, (Lincoln's or Folsom's,) Roman Antiquities, (Eschenberg's Manual') Homer's Odyssey, (Owen's,) Bourdon's Algebra, Newman's Rhetoric. SECOND TERM. Livy, Ancient History, Grecian Antiquities, (Esch. Manual,) Homer's Odyssey, Algebra, Legendre's Geometry. THIRD TERM. Horace, Odes, Xenophon. Anab., (Owen's,) Geometry, Botany. Zoology. Monday morning, throughout the year, Greek Testament, (Gospels.) SOPHOMORE YEAR-FIRST TERM. Newman's Rhetoric, Horace Satires, Xenophons' Anabasis, Plane and Spherical Trigonometry, Conic Sections. SECOND TERM. Analyt, Geometry and Calculus, Tacitus, Germania et Agricola, (Tyler's,) Demosthenes de corona, Isocrates. THIRD TERM. Sophocles, Cicero de Senectute et de Amicitia, French. JUNIOR YEAR-FIRST TERM. Wayland's Political Economy, Logic, French, Olmstead's Natural Philosophy. SECOND TERM. Tacitus, Historia, Euripides, Natural Philosophy, Chemistry, Mineralogy. THIRD TERM. German, Blair's Rhetoric, Olmstead's Astronomy. Monday morning, throughout the year, Greek Testament, (Epistles.) SENIOR YEAR-FIRST TERM. Geology, Upham's Mental Philosophy, German. SECOND TERM. Upham's Mental Philosophy, (3d Vol.,) Whateley's Logic, Wayland's Moral Science, Natural Theology, Evidences of Christianity. THIRD TERM. Butler's Analogy, Plato's Gorgias. Monday morning, throughout the year, Greek Testament, (Epistles.) BOOKS OF REFERENCE. Ramshorn's or Dumesnil's Latin Synonymes, Smith's Dictionary of Greek and Roman Antiquities, Anthon's Classical Dictionary, Mitchell's or Butler's Atlas Classica, Mitchell's Ancient Geography, Cousin's Psychology, Stewart's Philosophical Works, Locke on the Human Understanding, Edward's on the Will, Whewell's Elements of Morality. EXPENSES. The only charges of the institution are an admission fee of $10, and a sum, ranging from $5 to $7 50 a year, for room rent and the services of the janitor, a receipt for the payment of which, signed by the inspector of the University buildings, must be presented to the president of the faculty, before a student can be permitted to recite. Tuition is gratuitous. Including board, washing and books, the necessary expenses of a student, for a year, will range from $70 to $100. GOVERNMENT. In the government of the institution, the faculty ever keep in mind that most of the students are of an age which renders absolutely necessary some substitute for parental superintendence. It is believed that no college in our country can secure public confidence, without watching over the morals of its students, and making strict propriety of conduct, as well as diligent application to study, a condition of membership. Considering, therefore, the government of the students as a substitute for the regulations of home, the Faculty endeavor to bring it as near to the character of parental control as the nature of the case will admit, and to attain the end, not wholly nor chiefly by constraint and the dread of penalty, but by the influence of persuasion and kind ness. But there may be in the college, as well as in the family, or community, perverse individuals, whom nothing but the fear of penalty will influence. In respect to such, the faculty consider themselves bound, as standing in the place of parent or guardian, to see that |