was received (March 27, 1866). The Fletcher Professorship of Law was established (June 28, 1866). State aid was obtained (1869). The medical college building was enlarged (April 3, 1867). The Ford anatomical collection was purchased (March 25, 1868). A course in mechanical engineering was organized (December 22, 1868). The university hospital was established (March 31, 1869). The Sager anatomical collection was purchased (April 1, 1869). Steam heating apparatus was introduced (April 1, 1869).—[From "A memorial discourse on the life and services of Rev. Erastus Otis Haven, etc.," by Prof. Alexander Winchell.]

It is to be noticed that the course in mechanical engineering here mentioned by Professor Winchell was established, but quickly given up. There were no students in the course.-A. C. M.

CHAPTER VIII.

ADMINISTRATION OF ACTING PRESIDENT FRIEZE.

Immediately on President Haven's resignation, steps were taken to fill the chair, a committee of the regents visiting the East for the purpose of coming into communication with suitable persons. Professor J. H. Seelye, of Amherst, and James B. Angell, then president of the university of Vermont, were offered the presidency, but both, after visiting the university, declined to accept. President Angell was induced to this decision by the importunities of his friends in Vermont, and at the solicitation of the authorities of that university. A special meeting of the board of regents, held in August 1869, made Henry S. Frieze, who then occupied the chair of Latin, acting president of the university. He at no time seeras to have been desirous of holding that

Henry Simmons Frieze was born in Boston, September 15, 1817. His father, Jacob Frieze, was a minister of the Unitarian church, and afterward a writer of considerable power for the newspapers of New England. Henry S. Frieze was prepared for college in Newport, R. I. He entered Brown University and graduated at the age of 24, valedictorian of his class. During the 13 years following he was an instructor in Brown University, and in the grammar school in connection with it. In 1854 he was called to the chair of Latin language and literature in the University of Michigan. He held that position until his death. Immediately upon his appointment, coöperating with Professor Boise, he made strenuous efforts to establish a high standard of classical learning in the university. The influence of his constant efforts is clearly seen in the strength of the classical course. In spite of "Western" tendencies toward "practical" studies, students in the early history of the State naturally inclining toward the material and the financial, the classical course has been and continues to be the most popular course in the university. In 1855 Dr. Frieze traveled in Europe and began the art collection which so developed under his curatorship. In 1860 he issued an edition of Virgil, and in 1865 one of Quintilian. In 1853 he published a revised edition of the Virgil, with a Virgilian dictionary-a revised edition of Quintilian was issued later. He was acting president, as recounted above, from 1869 to the fall of 1871. He was again acting president, during the absence of President Angell in China, in 1880-81. In 1886 appeared a short biography, from the pen of Dr. Frieze, of Giovanni Dupré, the Italian artist, and two dialogues on art from the Italian of Augusto Conti. This book is a valuable contribution to the literature of art, and is written in a graceful, musical style characteristic of all the literary work of the author. At various times lectures and memorial addresses have been delivered; one of the best known of his addresses being on the Relations of the State University to Religion, delivered at the semicentennial celebration in 1887. Dr. Frieze died December 8, 1889, while in active service at the university. His broad and accurate scholarship, his generous enthusiasm, his devotion to the university, his originality and liberality in all questions of its advancement or management, made him a power in its councils, while his noble gentleness and the beauty of his Christian character endeared him to faculty and students and to all friends of the university.

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position, nor did successful administration encourage his love of administering. The committee whose duty it was to find a successor to Dr. Haven were induced by the eminent success of Dr. Frieze to offer him the permanent presidency, and it is stated that the board were unanimously in favor of erasing the "acting" from his title. But he would not consent to have his name go before the board for that purpose. His short administration was an eventful one for the university-full of progress, full of development along the old generous lines. Dr. Frieze was a great admirer of ex-President Tappan, and it was to be expected that under his guidance affairs would be limited by no narrow or short-sighted policy. His influence, both as acting president and as professor in the university, was continually for growth; for reach ing not only upward but outward, in order that those still untouched by college influences might feel their presence; that the whole people might be elevated by the existence of a State institution. Not only the college students themselves were to be permeated with educational doctrines and elevated by communion with the educational spirit; the schools of the State were to feel the presence of the university, and the atmosphere of the whole commonwealth was to be clarified by the work of a great State institution, whose work was high and noble and yet not beyond the sympathy and appreciation of even the untutored. There is no doubt that in his whole career Dr. Frieze was inspired with such ideas. The people were to be elevated not by seeing above them and beyond them a mighty institution whose portals could not receive them and whose ambitious designs were unintelligible, but he felt that the university must come in contact with the whole people of the State, maintaining that contact until the people should see in the advancement of the college their own advancement and their own progress.

This sketch can not include the marks of development shown by vari ous additions to the faculty, nor mention the names or suggest the work of those whose literary and scientific reputations and careful class-room work have added to the fame and usefulness of the university. The two years from 1869 to 1871 saw many names placed on the faculty list which have remained there to this day, a sufficient surety in them. selves of accurate scholarship and wholesome personal influence.

The question of the admission of women to the privileges of the uni versity was long a mooted one. The branch schools, it will be remembered, were to have departments for the education of women. This idea was not realized in the early days, and when the branches disappeared and high schools took their place there was no reason for the establishment of such departments. Applications were, however, occasionally made to the legislature in the succeeding years. There are, even, instances of personal application on the part of women who desired the privileges of the university. The first report made by a committee of the regents, appointed to look into the subject, was fair and judicial.

It granted the first great claim that women as well as men had a right to expect from the State opportunities for general culture and for higher education. But the committee were opposed to coeducation. The two sexes could not associate together frankly and freely, as would be necessary if the university should open its doors to women. It was a question of moral and social advisability. This was in 1858. The battle was already half won. President Tappan was not in favor of coeducation. In this one respect the university has taken a step which he did not foresee, and for which his administration made no intentional preparation. Dr. Haven, as early as 1855, eight years before he became president, advocated the principle of higher education for women, aud urged that the doors be thrown open for their admittance to college classes. From this time on the subject was mildly but intelligently discussed in the newspapers of the State, until, in 1867, the legislature advised that the regents take action for the admission of women. The regents were not yet ready to give up their opinions and try the experiment, while Dr. Haven, now in his official position, insisted that such action would involve great expense, and give such a radically new character to the institution that there would infallibly be a temporary breaking up of its prosperity and success. But public demand for the innovation was becoming unmistakable, and in 1868 he consented to make a recommendation to the regents, who were, however, not overcome by the mild statement of the necessities for the innovation. The legislature at its next session adopted a long resolution urging the board to act in accordance with the recommendations of the president. Action corresponding to the popular desires thus fully expressed by two different legislatures was not immediately taken.

January 5, 1870, the regents passed, almost unanimously, the following resolution :

Resolved, That the Board of Regents recognize the right of every resident of Michigan to the enjoyment of the privileges afforded by the university, and that no rule ↓ exists in any of the university statutes for the exclusion of any person from the university who possesses the requisite literary and moral qualifications.

February 2, 1870, Miss Madalon A. Stockwell entered the literary department, and in the autumn of that year the university received in its various departments 34 women students, 11 of whom entered the literary department, 3 the pharmacy department, 18 the medical, and 2 the law department.

From that time to this the number of female students has continually increased. Especially in the literary department have the women students come to vie on equal terms with the male students in the various studies that form a college curriculum. It is still often said by persons interested in educational matters, that the educators of the country are looking to the University of Michigan to solve the problem of coeducation. The only answer to such an interrogative statement is that the authorities in the university, the professors, the students, the

people of the State can discover no problem to solve. An experience of 19 years has left coeducation a fact and simply a fact, undiscussed, unanalyzed, and above all unregretted. The hypothetical or problematical stage of the accepted fact is forgotten.

The chief objections to coeducation were three: (1) The social difficulty-it being considered a foregone conclusion by many that young women could not take their places in a college class in competition with young men without losing their modesty, their maidenly reserve, and their womanly diguity. (2) The mental inequality. (3) The physical inequality.

The first objection time has answered. The objectors have found no ground for their objections. There was no problem to be solved. The American girl has outside of college a fearless freedom of action, which repels the idea of close surveillance and distrust. In college she is quite able to take care of herself with modesty and grace. The second objection was urged with great force. It is certainly true that the mind of man and that of woman are not identical in their constitution. They are similar, perhaps equal, but not the same. Statistics, the writer believes, would show that women have excelled men in some branches, while in others the women competitors have been outstripped, and from these statistics a table of intellectual fitness could be mathematically placed before us. But there is no need of such a table or of such a statistical argument. As a matter of psychological curiosity it would be interesting; as a practical guide in the management of a great educational institution it would be useless and of no value to the student in search of suitable courses of study. The young lady student would scarcely content herself with pursuing the particular study in which, as statistics prove, her sex had best succeeded. Certainly the young man would not be frightened by a statistical "spook" from entering into competition with the women. In reality there is no branch taught in the university which women have not pursued with marked credit with the exception of forge practice, which does not seem to be attractive to feminine taste. The system of free election in vogue in the university brings it about that a thoughtful and ambitious student, whatever be the sex, discovers the studies for which he may be adapted and succeeds in them. The third objection-physical inequality-may be similarly disposed of. Here again the elective system has helped the arrangement of matters. A young lady student can elect an amount of work suited to her physical abilities. Nor is she forced by a hard and fast law of the university to be present at every recitation lest the heavens fall. A certain sensible latitude and a respectable freedom are allowed young men and women who have come to a great university to get university training and culture. It is expected that they have already put away childish things and reached the manhood and womanhood of their education. The authorities do not insist that a student be present in the class room on all occasions, however great may be the physical objections. The women are not spurred on to struggle for honors, for there are no honors to be