uilding and History Collection r Advanced Degrees ffered CHAPTER X.-LABORATORIES OF THE UNIVERSITY OF MICHIGAN. enic Laboratory ical Laboratory... neering Laboratory. CHAPTER XI.-BIBLIOGRAPHY. TE NORMAL SCHOOL, by J. M. B. Sill, principal... TE AGRICULTURAL COLLEGE, by President O. Clute.. N MINING SCHOOL, by M. E. Wadsworth, director.. LE COLLEGE, by Prof. S. W. Norton... :00 COLLEGE. by Rev. Samuel Haskell. COLLEGE, by Prof. J. S. Daniels.... COLLEGE, by Rev. L. R. Fiske, president COLLEGE, by G. B. McElroy, acting president. LLEGE, by Rev. Charles Scott, president. LLEGE, by Rev. George F. Hunting, president. CHAPTER I. EARLY HISTORY OF MICHIGAN. tory of Michigan begins with the early exploration of the ch traders and missionaries who were acquainted with the y years before the English had left the sound of the sea beSettlements of wandering bushrangers and lawless, rollicklers were scattered through the Northern Lake region even the latter half of the seventeenth century. higan was not permanently colonized by responsible settlers er to come directly under the influence and control of Canaority until 1701, when La Motte Cadillac brought to the ompany of gentlemen, traders and artisans, and founded Fort rain, an outpost against British aggression and a real colony vancement of French interests. His quick eye had caught ry advantages of the location and his broad comprehension assed ideas of the spread of French influence from Detroit as a Le seems to have had the thought of establishing a colony on rinciples, one to a great extent independent, self-sufficient, a influence, a self-developing, subordinate state. He desired Indians to civilization by example and precept, to accustom ench habits of life, to organize them into companies of soldiers, t them to military discipline. He urged that an expedition be > look for minerals, suggested the raising of silkworms and ing of the silk trade, and offered to provide the means of g a seminary where Indians as well as French could receive 1. But Cadillac was a man of too much comprehension and ral ideas quietly to succeed and to harmonize with narrower he settlement. He was ahead of his time, and if we are to a the history of French colonization on this continent his ideas. n popular education were at least ultra patriotic. And yet agine what were the needs of a school system when we are e magnificent proportions of some of the Detroit families of itive days. Though in after days there was at times a dearth and many were the calls for wives from the bachelor settlers, ettlers seem to have come with their families. One habitant d to have had a family of thirty children, some of whom one |