No. 5. S

1845.

ANNUAL REPORT of the Superintendent of Public

Instruction.

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION,

Ann Arbor, December, 1844.

To the Legislature of the State of Michigan:

Agreeably to requirement of law, the Superintendent of Public Instruction submits his annual report.

The undersigned would not swell this communication, by dwelling on topics, which have been sufficiently discussed, in reports heretofore presented to your honorable body. He may be permitted to allude to such of them, however, as he conceives cannot too often concerned in the subject of

be brought to the consideration of all popular education. Imbecility, ignorance, and dependence, mark the incipient stages of human existence. And yet, the infant possesses all the original faculties of both body and mind, that belong to man in his meridian strength and greatness. While these possessions are shared, in common, by all men, blessed with an ordinary corporal and mental constitution, still, all history attests that man is capable of subsisting, through an indefinite succession of generations, and never emerging from the level of the aboriginal inhabitants of our beloved country. Hence, it is apparent that, the vast difference which exits between the savage tribes, and the most learned, refined, and virtuous societies essentially depends on a suitable education. This consists in a proper development of all our physical, intellectual and moral faculties; and in the establishment of right exercises in all these faculties. Its immeasurable value, therefore, must be seen and felt, by every enlightened and contemplative mind. Talents and property are not bestowed on us by a benignant Providence, merely to subserve our own selfish interests. They are a valuable deposit, partly for the benefit of others. In their application, therefore, we are not to loose sight of those obligations, which grow out

of our parental, social and political relations. Education should be universal.

This position may be argued from the capacities and susceptibilities of man-from the universal desire for knowledge-from its being promotive of the happiness, prosperity, and honor of individuals, societies and nations.

Education should not only be universal, but it should be supported at the public expense.

The history of society and nations, must convince every one, that popular education, prevents crime, lightens the public expenses, and renders property, reputation and life comparatively secure. The sons of those who are poor, and unable to educate their offspring, perform much of that labor, which, directed by science, enhances the value of the rich man's property, and multiplies his comforts, that labor which augments the wealth and power of the State. They are obliged, in some measure, however poor, to share the public burdens, by working on the highways, serving as jurors, and otherwise-besides, in seasons of war, they usually, in a higher degree, than the wealthy, sustain toil, privation, and suffering in the service of their country-they imperil, and, often, sacrifice their lives in fighting her battles.

The useful discoveries, and inventions of many of the sons of the poor, have placed their names high on the scroll of fame. They will be perpetuated as long as the biography of the great, and the records of science and the arts shall endure.

A small district is unprofitable, and, so far as practicable should be avoided. It will rarely possess numbers, wealth and efficiency enough to establish and sustain a good and prosperous school. In a large and successful school there is something inspiring to scholars and teachers; indeed, to all concerned. But a small school and its usual concomitants, exert a contrary influence. A small district commonly employs a teacher who can be obtained for low wages ; it has not always a due regard to his qualifications for his momentous employment. It will ordinarily keep a school in operation but a few months in a year. Such a district and its teacher are prone to change their relations to each other; and they often gratify this propensity; hence, the latter is engaged and dismissed in frequent succession.

The injurious consequences resulting from these changes are numerous and apparent. A teacher who instructs a school but a short time only, cannot feel that lively interest in its welfare that he would, should he have it under his tuition during many terms. Besides, if the teacher deserves it, the scholars will, after a while, imbibe a respect for his character, which will progressively increase with the revolution of months and years. This respect is material to their improvement, and the teacher's happiness. When a teacher knows, from the general character of his district, that his labors in it will probably be short, he does not feel at home; he rather regards himself as a passenger, liable every hour to be called by the horn to prosecute his journey. He has not all those motives before his mind, to exhibit such a character, in all respects as a teacher, as should secure to him permanency, support and respectability in his calling. When a teacher is employed for the first time in a district, he often changes a part of the school books, the mode of teaching and the discipline. This is a source of embarrassment to the school, and expense to its patrons. There is usually a considerable interval between the time when one teacher leaves and another comes. This interrupts the habit of reading and study, and impairs that fondness for attending school, which had been formed by the scholars. Their minds become dissipated; hence much time, pains, and effort are requisite to bring them back to a state favorable to advancement in learning, to the enjoyment of the school. This mutability and the causes which induce it, are to be deprecated; they should be removed.

The advantages of having a school near one's house-advantages which sway the minds of many in voting to divide districts, or to organize small ones, cannot atone for the evils suggested. We had better oblige our children to enjoy the salutary exercise of walking one or two miles, to a reputable school, than to send them to one though at our doors, which, for various reasons, is exceptionable.

The consolidation of districts, in our cities and rising villages, is highly desirable. A district thus augmented would be rendered capable of erecting and furnishing a building containing four rooms for graduated schools. The rule of graduation should have reference alone to degrees of scholarship. The lowest department should receive new beginners, and the highest those who intend to acquire the

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most liberal education these institutions could confer. Other departments should be occupied by the intermediate classes of pupils.These graduated schools would obviate the necessity of select seminaries. Education obtained in these, is always much more expensive than it would be, if imparted in the graduated schools; since these would be so organized and managed, as to entitle them to a due proportion of the school fund. The necessity of select schools is founded in the imperfect character of the primary schools. Elevate these, and select schools will be superceded.

Many of the estimable teachers, of either sex, who have been so laudably engaged in the honorable employment of teaching in these institutes, will, it is presumed, cheerfully transfer themselves to departments in the graduated schools. Here their situations can hardly fail to be as permanent, lucrative, and eminent, as those they have occupied. It is hoped, that the time has nearly passed, when Michigan shall send her fair and amiable daughters to New York, Massachusetts, or elsewhere, abroad, to receive that generous and substantial education, the bestowing of which must gratify the finest feelings of every parents heart. In gone by days, it may, with some, have indulged a supercilious pride, and imparted, in the view of such, an enviable distinction, to have received an education remote from home, whatever may have been the advantages afforded for its acquisition at their usual residence. But external circumstances can afford no sufficient criterion of talents and scholarship. The exhibition of these qualities, upon proper occasions, can furnish the only satisfactory evidence of their possession by any individual.

A suitable test of merit, now generally obtains. Intellectual and moral worth are esteemed; and constitute the only passport to high consideration. Advantages for the attainment of science and learning, however auspicious, if not duly improved, can add no excellence to an individuals character. One, who abuses his privileges, wrongs himself, he is unjust to his friends, he is ungrateful to his God. He violates an obvious and eternal principle of the Divine government, which challenges universal approbation, that benefits infer correspondent obligations.

It is wise and affectionate to have daughters educated, other things being equal, under the protection, and in the society of their parents.

Their counsel and example, their kindly sympathies and attentions in sickness, with motives of economy, abundantly demonstrate the propriety of this remark. It is plainly a dictate of sound policy for the state to look to her own interests. We trust she will develope and husband her resources, perfect all her institutions of learning, and consummate the rising greatness of her character.

But in order to enable a district to carry out a plan analogous to the one intimated, it will be necessary to invoke the aid of legislation. Authority of law will be required to empower a district to raise by taxation upon its property, an amount of money considerably larger than it is now authorized to raise upon any occasion.

Further-No authority now exists to enable a district to tax itself, for the purpose of raising a sum of money, however small, to purchase some philosophical apparatus, and other appliances in the acquisition of learning. A portion of the tax-payers in some districts have expressed a wish that such authority might be granted.

Just here, the undersigned would most earnestly advise every district to procure a set of apparatus, eminently adapted for the use of elementary schools, prepared by Josiah Holbrook, Esquire, of the city of New York. The cost would be only about ten dollars. The advantages they would afford in facilitating, and rendering pleasing the acquisition of the rudiments of many of the most useful branches of science and the arts, are manifest and immeasurable. The instruments composing this set of apparatus, are warmly recommended by gentlemen whose learning and positions in society, entitle their commendations to the profoundest respect. They have been considerably employed in this, and in foreign countries, with very much advantage and satisfaction. It is only necessary that they should be seen, and their use witnessed in teaching and learning their elements of many of the physical sciences, to secure for them universal approval and application.

Should it be deemed advisable to pass a law embracing these objects it is presumed, that the ultimate limits of the sum of money to be raised in each case, will be specified; that taxable inhabitants alone, will be eligible to vote in the imposition of any taxes, its execution might involve; and, that it will be left to them alone, to decide whether the district shall act, at all, in the premises. But, it is not the