Читать книгу The University of Michigan - Wilfred Byron Shaw - Страница 6

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One early June day some fourscore years ago, it was 1837 to be precise, a party of distinguished visitors arrived in what was then the little backwoods community of Ann Arbor. The interest of the loiterers at the country tavern and the corner grocery was no doubt aroused by their coming, for Ann Arbor we may suppose was not different from other small places; and this curiosity could hardly have been lessened by the fact that the newcomers were all men who figured prominently in the affairs of the State, which had been admitted to the Union only four months before. Whatever the speculation aroused by the personnel of the party, however, the business that called them to Ann Arbor caused little comment, if we are to judge from contemporary reports. Yet this unpretentious gathering of notables was charged with the inauguration of what was to become one of the most significant developments in the history of American education—the establishment and successful maintenance of a University by the people of a State.

Thus met for their first session the Regents of the future University of Michigan. Unfortunately we do not know the particulars of this meeting; not even in what country lawyer's office or public hall it was held; still less are we able to profit from any of the illuminating details or personal comments a modern observer would have given us. Our knowledge of the character of the men, and the official report of what they did, is all we have to reveal the spirit in which they set themselves to their task.

Of the nineteen members of the Board at that time eleven were present at this first session, which lasted three days. Included among the number, as ex-officio members, were the boy Governor of the State, Stevens T. Mason, then only twenty-five years old, the Lieutenant-Governor, Edward Mundy, and the Chancellor of the State, Elon Farnsworth; while among the members by appointment were Michigan's first Congressman and author of the law under which the University was to be organized, General Isaac E. Crary, and two well-known Detroit physicians, Dr. Zina Pitcher, afterward to be known as the founder of the Medical School, and Dr. Samuel Denton, destined to be a professor in the same Department.

Their first action was the appointment of a committee to select the forty acres offered as an inducement to bring the University to Ann Arbor. Measures were then taken for the organization of the institution; the Legislature was petitioned to give the Board the power to appoint a Chancellor; four professorships were established until more were needed; salaries were limited to not less than $1,200 or more than $2,000; and a Librarian was appointed for a library not yet in existence.

Thus the University began its career. The men who were responsible for it in its early years were, for the most part, lawyers and politicians, lacking even the actual experience in educational matters which the clergymen of that time were supposed to have; but there is evidence of an idealism and confidence in the future on their part which must explain the eventual success of the University—a vision which enabled it to become the model for all succeeding state institutions.

The task before this Board and its immediate successors was not an easy one. They saw, in their mind's eye, a university with thousands of students, forming the cap-stone of a great educational system which was to rest on the little log schoolhouses which were so rapidly rising in the wilderness about them. Their immediate resources, however, proved almost ridiculously inadequate, while their best efforts were often nullified by the selfishness and lack of foresight of many of their contemporaries. Land set aside for the University by the Government was sold for a song to satisfy speculators. An elaborate building program had, perforce, to be abandoned and even the simple buildings erected were criticized as extravagant. The Faculty was far from being a harmonious little family, and dissensions arose between the students and teachers over the establishment of fraternities; while the jealousy of rival religious denominations and the lack of a strong executive multiplied the difficulties which made the first years of the University far from happy.

Nevertheless the University came through it all, not unscathed, but sufficiently strong and vigorous, and with great possibilities for the future in the rising fortunes of the Commonwealth, which gradually came to take a great pride in this child of its first years. To the State, no less than to the Regents and Faculty, belongs the credit of Michigan's great achievement in American educational history—the first proof that a university, maintained by the people of a state as part of its educational system, could be made a practical success.

The idea of a state university, or rather a state educational system, was not in itself strikingly new; in fact two interesting experiments in Detroit had preceded the University. But none of the original thirteen colonies, or the new states so rapidly being carved out of the lands brought in by the addition of the Northwest Territory, had been able to make really practical that provision in the Ordinance of 1787 which, from its place above the stage in University Hall, has sunk into the consciousness of so many student generations of the University of Michigan.

Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.

The actual success of the University was Michigan's first great contribution to the Nation. The inauguration of practical laboratory work in science, as well as the speedy organization of Medical and Engineering Departments, was the second step. This led to a new relationship between education and practical life; others besides candidates for the ministry began to come in greater numbers to seek degrees. Hardly less revolutionary in the third place was Dr. Tappan's effort to make Michigan a real University—the introduction of true graduate study which, though not immediately successful, made Michigan once more a pioneer among American schools. Again, the establishment of the chemical laboratory, the introduction of co-education, and the creation of a Department of Education, bringing with it a correlation of the University with the high schools of the State, are all matters now so generally taken for granted that it is somewhat difficult nowadays to give the University proper credit for leading the way.

In recent years other state universities have overtaken Michigan in their development. Some states are supporting their universities even more liberally than Michigan. Many have gone so far as to do away with student fees, an item which has a large place in Michigan's annual income. Whether this is entirely desirable is perhaps a question. One of the University's greatest assets is the interest and support of her former students. They have shown less of the spirit which is more or less inevitable in all state institutions—a feeling that once they have received their educational bargain, their responsibility to the institution ceases. The loyalty of Michigan's alumni body may arise in some part from the very fact that the education given has not been entirely free, as well as through a justifiable pride in the prestige and academic traditions which the years have brought.

Other universities also have developed further means of maintaining friendly relations with the people of their states, through affiliating the state agricultural colleges with the university and offering elaborate programs of extension courses. In this direction Michigan has made haste slowly, for there is danger to true academic ideals in such a course. The result has been that there is no instruction given in the University that cannot be considered of proper academic character under present-day standards.

Our university system has progressed so far and so fast, however, that the educators of the first half of the nineteenth century would find little they could recognize in the wide range of human knowledge included in our modern university curricula. When the University was founded, the schools of America were really closer to the great universities of the Middle Ages than to those of the present day. The comparatively brief period covered by the life of the University of Michigan has seen a greater change in educational ideals and practices than anything which took place during the preceding thousand years, for we have added to their heritage all the great developments of the past century in science and the arts.

Michigan has done her part in this transition from the old to the new; and in carrying on her work she has acquired a life of her own, an academic atmosphere, and a characteristic student life which have a peculiar interest to all Michigan men and women. To chronicle in brief the main events in Michigan's history; to suggest their significance; to picture the life of the students and Faculties; and to set forth the University's real measure of success, in order that all who are interested in the University may know her and understand her ideals and traditions, is the aim of the following chapters.