ems certain that it did produce some effect, and that its inas continuously felt, standing forth, as it did, a wise announcea wholesome doctrine. For without the application of this in the management of the university complications would have the history of the institution, in comparison with which the es of the latter part of the first decade of its existence would ounted to very little. This great principle was, however, given acy in the new constitution of the State, as far at least as e interference was concerned. The cognate doctrine, nonintery the regents in the proper domain of the faculty, has up to been zealously adhered to by successive boards.

nstitution adopted by the people in 1851 contained the followrtant provisions:

hall be elected in each judicial district, at the time of the election of the uch circuit, a regent of the university whose term of office shall be the at of such judge. The regents thus elected shall constitute the board of the University of Michigan.

ents of the university shall at their first annual meeting, or as soon thereay be, elect a president of the university, who shall be ex officio a member pard, with the privilege of speaking but not of voting. He shall preside at ngs of the regents and be the principal executive officer of the university. of regents shall have the general supervision of the university, and the and control of all expenditures from the university interest fund.' hus the question of president or no president was emphatically d by constitutional enactment; and the president of the unihas been since 1852 a necessary officer of the institution in nce with a constitutional requirement, a unique instance, if the istake not, in the laws governing State institutions. osing days of the board under the moribund constitution were nes. The faculty were quarreling among themselves. Some gents were displeased with some members of the faculty, and ch the way for the incoming board it was finally decided to diswhole faculty. The following resolution was carried:

, That in view of the duty devolving upon the board of regents elect to e the faculty of arts in the University of Michigan, and to appoint a presiexpedient that this board provide for that contingency by determining of the existing members of said faculty: Therefore,

, That the terms of office of the present professors of natural philosophy ematics; of logic, rhetoric, and history; and of Greek and Latin languages versity, respectively, terminate and expire at the close of the present acar, or at such other previous time as the board of regents may determine to heir successors.2

ct did not include Professor Fasquelle, who seems to have kept loof from the quarrels in which other members of the faculty

lause of the constitution has been judicially interpreted to mean that the re exempt from interference by the legislature, and the regents have had no in acting according to their own judgment, even if their course was not e to the legislature.

were involved. While it has all the appearance of a summary ord for execution the result of the action was probably to put an end needless bickerings, and to give to the new board a fair field for efforts. In 1852, therefore, the university began a new era of its exi ence. It is not too much to say that it put on the toga viridis and p pared for the duties of maturity. The change meant a transfer of t management of the university into the hands of men elected because capacity for dealing with educational matters, under the guidance of president whom they in their wisdom might select. The first board h done a good work; the wonder is that there had been so much mony and so much prosperity. Many of the members were astute po ticians, possessed of cleverness and good political ability; few of the had special interest in educational matters, and a diversity of duti meant a division of interest and double allegiance. Much had be done, but much remained to be done before the university could ta rank among the great collegiate institutions of the country.

ew board of regents entered upon the duties of office on the January, 1852. The task to which they first gave their attento determine upon a suitable person for the presidency. The ty had been without such an officer from the beginning of its or the former board had quickly decided that a chancellor, ey were permitted to appoint by an amendment to the original olishing the university, would prove only a useless incumbent necessary office, and there was, perhaps, a general feeling that was "totally unsuited to democratic simplicity."

spondence was at once begun, and the corresponding secretary of rd, Mr. Palmer, visited the East for the purpose of discove person suited to the needs of the new office. On his return Arbor he recommended the election of Dr. Henry P. Tappan, but d preferred to offer the position to Henry Barnard, whose efforts rection of systematic education in Connecticut and Rhode Island ady given him a national reputation as an educator. The opposir. Tappan's election was not overcome until the 12th of August, tion coming at the end of a long contest, which had not been on at all times with complete serenity and good feeling. But ce of the board finally fell on a man whose strength of characpersonal worth looked down opposition and petty jealousies, and se who had come to object and cavil remained to admire and

Philip Tappan was born at Rhinebeck, on the Hudson, the 18th of April, 1805. y age he was cast on his own resources, but by his own efforts succeeded his way, and at the age of sixteen entered Union College, where he took - in 1825. He there came under the influence of Dr. Nott, whose personality an ennobling impression on many young men who were students under him, ose inspiring example may doubtless be attributed the generous enthusiasm ■ comprehension in educational matters which characterized his three emils, Francis Wayland, Alonzo Potter, and Henry Philip Tappan, who have pily compared to the triple brood of heroic sons of wise old Nestor. On Jnion Dr. Tappan entered the theological seminary at Auburn, completed there, and at the age of twenty-three was settled as a pastor of the Conal church in Pittsfield, Mass. Obliged, because of physical disabilities, to astoral work, he accepted, at the age of twenty-seven, the chair of moral ectual philosophy in the University of the City of New York. The accept47

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Almost immediately things began to assume a brighter hue. Pre dent Tappan brought to his task not only ability, but enthusiasm a inspiring vigor. His early predilections for Prussian methods of ed cation he had now the opportunity of testing, and a sense of the dif culty of the undertaking served only to sharpen his zeal and whet t edge of his resolve. For, although Mr. Pierce had been filled with t same ideas of a broad education and a generous culture, in 1852 the was little to suggest European methods or to distinguish the universi from a New England college with its cast-iron classical course. B still little or nothing had been done by private corporations toward pr empting any portion of the broad field of educational work in the Sta The idea of the Prussian system had been at least planted by the co tinuous assertions of its excellency by the superintendents of public struction. The whole system of the State was at least mildly prophe of living relationship between school and college, of the existence fact of a single vital organism. He found encouragement therefore the outset. It is to his especial credit that he discovered what had be done, appreciated the successes as well as the failures and the inco pleteness of the past.

A young, vigorous, free, enlightened, and magnanimous people had laid the found tion of a State university; they were aiming to open to themselves one of the gre fountains of civilization, of culture, of refinement, of true national grandeur a prosperity.

These were his words. He at once came into sympathetic relatio ship with things as they were, feeling the possibilities they contain and seeing the potentialities that were hidden. It is to his credit th ideas lying dormant or but feebly expressed were awakened to full, vi orous life at his command.

I propose then, generally, [sail he] to follow out the principles you have adopte and perfect manfully your system of education according to those principles.

ance of this chair seems to have been a turning point in his career. Already clined to believe that American colleges were not doing the work of higher educ tion which it was their province to do, his experience in actual pedagogical wo strengthened his belief. He now contemplated the possibility of organizing in Am ica an institution which should be a true university, affording all the advantages European universities. Leaving his professorship in 1838, he devoted himself f some years to literary work. In quick succession appeared Review of Edward Inquiry into the Freedom of the Will, The Doctrine of the Will Determined by Appeal to Consciousness, and The Doctrine of the Will Applied to Moral Agen and Responsibility, and in 1844 the Elements of Logic. His mind, eminent philosophical, found congenial occupation in this work, and he was hailed in Euro by competent judges as one of the greatest of speculative philosophers. Victor Co sin said of his Logic: "It is equal to any work on this subject that has appear in Europe." In 1851 he published a work on university education, and in 1852 a bo entitled A Step from the New World to the Old. He returned from a visit to E rope in 1852 and was offered the presidency of the University of Michigan, which accepted. He retained this office until 1863. He died at Vevay, Switzerland, Nove ber 15, 1881.

The foregoing sketch of Dr. Tappan's life was obtained from a memorial discour by Prof. Henry S. Frieze, delivered June 22, 1882.

d attention of the people incessantly to the fact that the State education already adopted must needs be made complete by pment and complete equipment of a university which would e mainspring of the whole. So generous and comprehensive leas, so complete in their scope, that the statement of Dr. ough eulogistic, is not exaggeration.

rsity, whatever may be its progress towards the highest development, plitude it may attain in the variety of its departments or the diversity g, will always represent, and can never go beyond the ideal held out be= first president.

y may, perhaps, be succinctly given under six heads: (1) He develop the infant institution with its two departments, into a iversity, such as he was familiar with in Germany; "a unirthy of the name, with a capacity adequate to our wants, redevelopment commensurate with the growth of all things " (2) As a great means for the accomplishment of desired very chair ought to be filled by a man of exceptional ability rough training; the best man in his specialty that could be (3) The requirements for admission to the various departthe university should be the same, thus giving to all dethe culture and broad basis for technical learning which are in the life of an ideal university. (4) Recommended changes ade slowly, lest sudden transformation destroy rather than add 1. As soon as possible, however, (5) the present schoolmaster nd strict disciplinary tactics must be discontinued, and such methods be relegated to the high schools and academies of A university should be the home of real university work, on real university methods. The fixed four-year course of y department and its frigid rigidity must give place to a more inspiring system. (6) But while every effort must be made to e university and extend its curriculum, constant care must be to separate the university from the preparatory schools, but and considerately to raise the schools and keep that union bsolutely essential to the best interests of both. He urged y upon the legislature and the public that in a State whose tem was one the legislature, while dealing generously with bols of the State, should not forget that the university was al member of the educational body.

7 president entered upon his duties almost entirely untramthe difficulties of the preceding board and faculty. Dr. Wilreëlected to the chair of mathematics and natural philosoes R. Boise became professor of the Latin and Greek lanIn December of 1852, Rev. Erastus O. Haven was made profes

e University of Michigan," by Charles Mills Gayley, in Descriptive gust, 1884; also Memorial address by Dr. Henry S. Frieze, pp. 31 et seq.

No