more successfully, than in Connecticut. And appreciating very highly the benefits to be derived from long-tried experience, I respectfully lay before you some well reasoned reports, made to the Legislature of that State, exhibiting the present condition and the leading features of their system. I am not in favor of a literal and too servile adoption of the legislation of other States; our system should, in general, be our own, and be made to accord with whatsoever may be peculiar in our circumstances, or in the condition of society among us. But considering the success which has attended the efforts of our fellow citizens of that State, in the great cause of education, I have supposed that an attentive examination of their greatly perfected plans, might suggest important improvements in our own. That our system is susceptible of amelioration in many particulars, I have little doubt; while at the same time, it is proper to remark, that in this, as in all other matters of legislation, no innovation should be made, but with great caution, and the more especially, because its establishment has been so recent, that its merits can scarcely yet have, in all things, been fully tested. For reasons, however, which heretofore I have had the honor to communicate to your immediate predecessors, and which I propose again to advert to, I do not hesitate to recommend, that a more equal and just mode of taxation for the sustainment of common schools, be substituted in lieu of the existing provisions of the law in that respect. And also, that the fiscal arrangements and pecuniary affairs of the system be either separated entirely from the other more intellectual functions of the Superintendent of Public Instruction, or else, that by some other appropriate modification of the law, the existing powers and duties of the Superintendent, relative to pecuniary affairs, may be made more entirely subject to the direct control of the head of the financial department.

The revenues necessary for the erection of school houses, and the sustainment of the system generally, are derivable, first and principally, from a course of taxation provided for by existing laws. The entire plan upon which this course of taxation is founded, seems to me obnoxious to the most serious objections. The legislation of last year, though beneficial, in no wise removed the evil.

Every system of taxation, to be just, should be reasonable, equal and uniform. It is a proposition as notorious as it is lamentable, that the assessments of taxes for school purposes as well as for highways, are neither uniform nor equal, and in some instances have been most highly unreasonable. The Legislature has prescribed no uniform standard by which assessments are made; the same species of property, and of the same estimated value, may be taxed a hundred fold more in one district than in another bordering upon it; and every little neighborhood may be erected into a separate school or road dis trict, with power to tax almost at pleasure. But the power of taxation is one of the highest attributes of sovereignty. It should never be exercised but with much caution-the most mature consideration, and the most scrupulous regard to justice, uniformity and equality. If otherwise exercised, it becomes unjust and oppressive. No tax, I

am persuaded, would be paid by the people of Michigan, with more cheerfulness, if it be just, equal and uniform, than a tax for the hallowed purposes of education. But it deeply concerns the honor and good faith of the State, that the practical injustice of our present system should be avoided, and the evils I have alluded to, promptly corrected.

The remaining source of revenue, applicable to the support of our common schools, consists in the annual interest accruing upon the purchase money; for which sales of school lands may have been, or may be effected; and the rest reserved for the use and occupation of such as may be leased.

This resource, upon which so much expectation was founded, seems too likely, for present purposes, in a great measure, to fail us. The overthrow of the general currency of the nation, which has produced so much distress, and the continuing process by which, what little remains available, seems rapidly passing out of the State, have already prostrated all uniform standard of value; and the ruinous diminution in the prices of agricultural products, have rendered all real estate of little present worth. School lands, therefore, are no longer sought after by purchasers; and, hitherto, in times of so great pressure and general distress, the legislature have found it difficult to resist applications for relief, and delay of payment on the part of those who have heretofore purchased these lands.

From this source, therefore, little, comparatively, has been realized, and the sanguine hopes of the friends of education have been thus far disappointed. The same general cause, very materially affects also the present condition, and, for a time, the future capacities of the University.

SUPERINTENDENT'S REPORT.

This document was the last annual report of the first Superintendent, to whom had been entrusted the high responsibility of reporting a system, adapted to the constitutional provisions and the wants of the State; and in presenting the subject of education to the Legislature, he urges anew the importance of adapting the system to the entire wants of the great mass of community. He says:

We must multiply our school houses, educate teachers, procure libraries, and provide indeed all the necessary means of instruction for the whole population, or increase greatly the number of our jails, penitentiaries, and standing armies. We must EDU

CATE, or forge bars, bolts and chains. One system or the other we must adopt there is, and can be no alternative. Besides the experience of all the past-of all ages and nations, demonstrates that is more economical, much less expensive to educate the young, and form them to high moral principle and honorable conduct, than to support paupers, restrain, imprison and punish aged criminals.

If the people of Michigan, instead of bequeathing to their children, the noble inheritance derived from a high minded, intelligent,

As

moral and religious ancestry, wish to see them cast down from that proud elevation on which they have stood, and become ignorant, debased and poverty-stricken, the dupes of a selfish priesthood, or the serfs of an avaricious oligarchy, or the fit instruments of an ambitious military disposition, they have only to dismiss their teachers, burn up their books and school houses, and abrogate all laws for the support of schools, and in a few short years, the work is done. a State we are but of yesterday; and on the day of our coming into being, we were thrown entirely upon our own resources. We inherited no richly endowed establishments, or time honored institutions; all was to be formed-to be created anew. True, Congress reserved from sale and granted to the State a certain amount of wild land for the support of schools. It is our labor and our capi al, expended in the cultivation of the soil, in the general improvement of the country, in the formation of republican institutions, and the support of government, which has given to that land its present value. The circumstances of the times have been exceedingly adverse. We commenced our career when the whole country was in the midst of the wildest scene of speculation, and have seen it sunk in three short years, to the lowest state of depression. Howbeit for the time, much has been done towards promoting the great cause of education within our borders-more indeed than could be expected. But though much has been achieved, much remains to be accomplished; and having put our hands to the plot, we cannot go back if we would.

In a pecuniary point of view, it is cheaper to educate the young than to support multitudes of paupers and an increased number of criminals. Few indeed are the nien that have ever become paupers or criminals, who in early life were brought within the reach and under the salutary influence of schools, books and teachers.

It follows therefore that the PR PERTY OF THE STATE ought to be held liable for the education of all within its borders, and on this principle every school system should be based. As already intimated much has been done, and it is obvious that the people of the State are determined upon the education of their children. No sooner is a settlement formed than a district is organized and a school commenced. The reports of the past year show that large sums have been voluntarily raised for the erection of scлOOL HOUSES. True many of them are of logs and might be taken by an unreflecting passerby, as evidence that little or no interest was felt in the subject of schools; but these buildings, though rude they may be, are as good as the circumstances of a people in their infancy, will allow-good indeed as their own dwellings. * * They entitle the newly formed settlements to the highest commendation. They betoken a zeal worthy of all praise. * * The present population are generally well educated-but how will it be with those who re immediately to take our places? who are soon to succeed us in all the departments and responsibilities of life? True, a good beginning has been made, but unexpected difficulties have arisen. These must be met and overcome, or we are thrown back in our course, time only can tell how long. Should there be any relaxation of efforts, or

*

suspension in the course of instruction, who can calculate the loss, or assess the amount of damages to those immediately concerned? It depends solely upon us, upon our action at the present time, whether a race of men are to come after us and occupy our places, well qualified for a faithful discharge of the high trusts committed to them, or be ignorant, debased or degraded.

Five years of the system have now elapsed, and it is in the tide of successful experiment. The work of organization is still progressing. No system in the Union, with the exception of that of Massachusetts, is now more complete in its organization, or perfect in its parts. The following table shows the increase of school districts and the number of children reported during this period, between the ages of five and seventeen:

In 1-36, 39 townships,

"1837, 109

55 districts, 2,337 scholars.

The Superintendent in this, his last communication, expressed his deep conviction of the importance of this part of our system. The parent institution, he maintained, as heretofore, could not succeed without them. Its main dependence from year to year, must be upon the branches; and it was deemed to be equally important to the primary schools, as a source for educated, well-qualified and competent teachers. It was again recommended that the lands granted to the State, in connection with salt springs, be appropriated for the support of these institutions.

REPORT OF REGENTS.

The following is an extract from the report of the committee of Regents to the Superintendent, consisting of Henry R. Schoolcraft, Dr. Pitcher, and Rev. George Duffield.

In organizing a Board of Regents to carry out the views of the Legislature, in the establishment of a University, it is conceived to have been the primary object of this body to extend its benefits as widely, and at as early a period, throughout the tate, as the wants of the community, and the means at their disposal would permit. Their attention was therefore called, at an early day as possible, to the location and establishment of branches of the University, at suitable points, where the branches of a classical and English education, preparatory to the entrance of the students into the parent institution, should be taught. This object has been steadily pursued, not only from its being the appointed means for preparing classes

for the final collegiate course, but from the additional consideration that in a new and hastily settled community it would be one of the best and most practical means of arousing attention to the value and importance of the plan of education, submitted to the people in the organic act, and of thus preparing the public mind to appreciate and foster it The committee on branches, charged with this duty, have encountered an arduous task in the management of the correspondence, the selection of principals, and the pecuniary questions which required decision and adjustment; and the Board owe to it much of the success which has attended that effort. Of the seven branches established, five are under the direction of clergymen, and two of laymen, of various religious denominations. The Board cannot, they believe, be mistaken in the importance they attach to the connection between learning and morals, science and religion, and at any rate, would be unjust to themselves, not to express the belief that success cannot permanently crown the institution committed to their management, after this ligament is severed.

Twenty teachers and professors of all grades have been employed, who have instructed an average number of two hundred and thirtysix scholars. A steady increase of number has taken place in the respective terms for the year. At four of the branches, namely, at Monroe, White Pigeon, Niles and Tecumseh, there have been female departments under appropriate instructors, where only English branches have been taught. The effect of home schools in this department has been propitious, and they constitute a branch of higher instruction, contemplated by the act which has been appreciated by

the inhabitants. In view of the whole amount of instruction furnished-its character and distribution, it may be asserted that in no previous year has the institution, through its branches, rendered equally important services to the State.

THE UNIVERSITY.

The Regents report the main building to be in process of completion, and the grounds enclosed. The collections in natural history were about to be arranged by Dr. Houghton. To these mineralogical collections, purchased of Baron Lederer, of Austria, had been added the extensive and valuable collections in geology, mineralogy, botany and zoology made within the geographical area of Michigan, by the State Geologist and his exploratory corps. This collection was due to the forecast of the Legislature, who directed their attention to the subject at one of their earliest sessions after the admission of the State into the Union. Dr. Gray had expended the five thousand dollars placed at his disposal, and three thousand seven hundred and seven volumes had been received, a catalogue of which was transmitted with the report of the Regents, and will be found in House