CHAPTER XI. BIBLIOGRAPHY. Michigan, by Thomas M. Cooley, Boston, Houghton, M., & Co., "American Commonwealth." Outlines of Political History of Michigan, by James V. Campbell. Early History of Michigan, by Mrs. Sheldon. Michigan Pioneer Collection, especially centennial volume, which con tains address on the university, by President Angell, and article by Principal Sill on Normal School. History and Management of Land Grants for Education in the Northwest Territory, by George W. Knight, PH. D., Papers of Amer. Hist. Assoc., vol. I, New York, Putnam's Sons, 1885. History of University of Michigan, by Elizabeth M. Farrand. Ann Arbor, 1885. Historical Sketch of the University of Michigan, by Charles Kendall Adams. Ann Arbor, 1876. An article on the University of Michigan, by Moses Coit Tyler, in Scribner's Magazine, 1876. American State Universities and the University of Michigan, by Andrew Ten Brook. Cincinnati, 1875. The Semi-Centennial Celebration of the Organization of the University of Michigan, June 26-30, 1887; Ann Arbor, 1888. The University of Michigan: A historical and descriptive account, by Charles Mills Gayley, in "Descriptive America." August, 1884. The University of Michigan, by Calvin Thomas, in the Western Magazine, June, 1880. University of Michigan, by C. W. Butterfield, Magazine of Western History, December, 1886. Memorial addresses, delivered in University Hall, by Henry S. Frieze, Charles K. Adams, Alexander Winchell, Thomas M. Cooley, Ann Arbor, 1882. School Laws and School Funds of Michigan, John M. Gregory, Superintendent of Public Instruction, Lansing, 1859. Memorial address on Henry S. Frieze, by President Angell. A sketch of the life of Henry S. Frieze in Palladium for 1885. A short history of the University of Michigan by Calvin Thomas, Palladium, 1887. The Study of History in American Colleges and Universities (chapter on University of Michigan), by H. B. Adams, Bureau of Education, Washington, D. C. Catalogues and calendars published by the university. Proceedings of board of regents, including reports of president and the reports of the treasurer. Published by the university. Annual announcements of the different departments of the university. Published by the university. Public exercises on the completion of the library building, which includes an address by Justin Winsor, an address by President Angell, a report by the committee, and a historical account of the growth of the library by Librarian Davis. Education in Michigan during the Territorial period, by Lucy M. Salmon, A. M., Lansing, 1885. Laws of the State. Reports of superintendent of public instruction. The early condition of Michigan can be adequately studied only by reference to contemporaneous records and publications, including gazeteers and travelers' journals. The first part of this history has been written from reference to many such documents which need not be here stated. The History of Detroit and Michigan, by Mr. Farmer, has much of value in this connection, as before suggested in note to first chapter. Memorials of a Half Century, by Bela Hubbard, and the articles by Judge C. I. Walker, in Michigan Pioneer Collection, will throw light on the condition of Michigan during the territorial period and before. 713-No. 4- -7 THE MICHIGAN STATE NORMAL SCHOOL, YPSILANTI, MICHIGAN. By Principal J. M. B. SILL. ITS SCOPE AND PURPOSE. The field which this institution occupies lies largely within the limits of secondary education. In several of its departments, however, instruction goes beyond the lower boundary line of higher education and enters fairly into the area of collegiate work. The dividing line be tween primary and secondary and that between secondary and higher education are not, as yet, accurately and absolutely determined. In the foregoing statement concerning the ground covered by the academic courses offered in the normal school, the line established by the University of Michigan in the requirements which it makes upon the best high schools as preparation for entry into its regular courses has been regarded as the upper or higher limit of secondary education. In other words, the point at which in any line of studies the accepted preparatory schools close their work and at which the university begins its courses is, for the purposes of this paper, taken as the dividing place between secondary and higher education, and it has been deemed proper to regard such portions of courses of study as are regularly pursued in the normal school beyond this point as pertaining to higher education. Judged by this criterion, the department of mathematics in the normal school goes beyond the line of secondary instruction when it offers to its students in the scientific courses tuition in higher algebra, trigonometry, and surveying. In history this line is passed by the offer of courses in English constitutional history, in institutes of history, and in the history of edu cation. In the same higher field are offered, in English, an advanced course in American literature, a course in masterpieces, and a course in history of the English language and Anglo-Saxon; in physical science, a course in physical technics, an advanced course in chemistry, another in physics, and a course in astronomy; in natural science, a course in comparative zoology and another in geology; and in philosophy, two courses in psychology. A course in advanced drawing carries the student considerably beyond the university requirements for admission. Fairly within the field of higher education, as herein defined, are also one advanced course in French, three in German, and studies in German and French literature. The courses in Latin and Greek also exceed somewhat those offered in schools which are strictly secondary. Of the advanced courses specially noted above, those in American literature, history of education, physical technics, chemistry, astronomy, and comparative zoölogy cover, each, fifty recitations or lectures; all others are full half-year courses. To the extent indicated above, then, the normal school concerns itself with the higher education of its pupils. Its other work is purely secondary or else technical. Its advance into higher work-into the fields of higher education-has been gradual and by slow steps. It has thus far hardly kept pace with the needs and demands of the public. schools. The highest judicial State authority has, in effect, decided that public common-school education in Michigan extends beyond mere elementary tuition, that to it rightfully belongs the whole ground occupied by our best high schools, and that its upper limits extend at least far enough to include all that is generally conceded as pertaining to secondary education. The function of the normal school is to equip teachers, both profes sionally and academically, for duty in any place in these public schools to which they may be called, whether such schools are primary or secondary in the character of the instruction offered by them. No teacher is so equipped unless his own studies have been carried considerably beyond the limit to which he is required to conduct his own pupils. It follows, then, that the normal school graduate ought to be furnished with an education that carries him considerably beyond the limits of any secondary instruction that he may be called upon to give. In other words, he ought to pursue his own course of training so far that there shall be an ample margin between what he knows and what he may at any time be called upon to teach. The extent of this margin is a matter upon which opinions will differ, but the State board of edu cation, with which rests the responsibility of the conduct of the normal school and its policy, have taken steps in the direction of so enlarging some of the present courses of study that students who satisfactorily complete them shall fairly earn the honors that are usually awarded to those who finish a complete collegiate course. The margin of knowledge alluded to above, in case of those who complete advanced courses in this normal school, comprises a liberal course in literature, art, and science. OUTLINE OF HISTORY. The building originally erected for the purposes of this institution was dedicated with appropriate ceremonies on the 5th day of October, 1852. As early as 1836, Hon. John D. Pierce, then recently chosen State superintendent of public instruction and the first incumbent of that office in Michigan, gave, in his first report to the legislature, an able review of the Prussian normal schools and urgently recommended the adoption of a similar plan for the advantage of free schools in Michigan. In subsequent reports he kept this subject, which he deemed of prime importance, before the people and the legislature. His immediate successors in the State superintendency, Hon. Franklin Sawyer and Hon. Oliver C. Comstock, were equally urgent in presenting the necessity for the establishment of a normal school and in setting forth the advantages to popular education that such a step would secure. Hon. Ira Mayhew, the fourth in the line of State superintendents, pressed the subject upon public attention with characteristic zeal and persever ance. The result of these many years of earnest advocacy by a succession of able and devoted State superintendents was the enactment in 1849 of a law providing for the establishment of a State Normal School. This new educational enterprise was placed in charge of a State board of education consisting of three persons appointed by the governor, the lieutenant governor, and the superintendent of public instruction, who was ex officio secretary of the board. The legislature of 1850 added to these the State treasurer, who was ex officio treasurer of the board. During the same year the new constitution was adopted. This provided for a board of four persons, three of whom are elected by the people and hold office for six years, one being chosen at each biennial election. The fourth member is the superintendent of public instruction, who is ex officio a member and the secretary of the board. The first election under this provision of the constitution was held in November, 1852, and the State board of education, thus constituted, began its labors in January, 1853, and has continued its functions without change or interruption until the present date. Meanwhile, the board appointed before the adoption of the constitution had proceeded to locate the school at Ypsilanti, Washtenaw County. Several towns and cities made proposals and offered inducements for the location of the normal school, but the most favorable proposition. came from the citizens of Ypsilanti. Their offer included the following items: an eligible site, a subscription of $13,500, the use of temporary buildings, and a sum of money for the payment of salaries of the teachers of the model department for a term of five years. Accepting this offer, the board, consisting of the lieutenant-governor, the superintendent of public instruction, and Samuel Barstow, Randolph Manning, and the Rev. Samuel Newberry, proceeded at once to enlarge the site donated by the purchase of an additional tract of land, and to erect a brick building 55 by 100 feet in dimensions and three stories in height, at a cost of $15,200. This building, finished and furnished, was ready for use and was dedicated, as has already been stated, on October 5, 7 |