ment, as each quarter township is composed of nine sections, of which the central section would be granted for schools, and each of the remaining eight sections would be adjacent to that granted. The eight sections thus located, and each adjoining a school section would be of greater valce than when separated by many miles from such opportunities, and the thirty-two sections of one entire township wolud bring a larger price to the government than thirty-five sections out of thirty-six, when one section only, so remote from the rest, was granted for such a purpose. The public domain would then be settled at an earlier period, and yielding larger products, thus soon augment our exports and imports, with a correspondent increase of revenue from duties.

"The greater diffusion of education would increase the power of mind and knowledge applied to our industrial pursuits, and augment in this way also, the products and wealth of the nation. Each State is deeply interested in the welfare of every other, for the representatives of the whole, regulate by their votes, the Measures of the Union, which must be happy and prosperous in proportion as its councils are guided by more enlightened views, resulting from the more universal diffusion of LIGHT, and KNOWLEDGE and EDUCATION."

These are the sentiments of a great Statesman, speaking of education, and the means of its permanent support and spread, as the main spring of national progress and greatness in its intimate connection not only with the intellectual power, but with the wealth of the country applied to its industrial pursuits. But the "failure in the object of the grant" is attributable in a great degree to other causes than to those assigned by Mr. Walker. These causes have consisted in the manner of taking the grant and in the want of a separate officer of public instruction, with general supervision of the subject of education. Whatever may have been the failure in other States, the arguments of Mr. Walker do not apply in this respect, to our condition of things, but furnish a strong argument in support of the action of our own State in taking the grant to itself, whatever claim may be supposed to arise in favor of the inhabitants of the townships.

Facts demonstrate that there has been no such thing as failure in MICHIGAN, in the object of the grant, either as a pecuniary provision or as a means of affording the blessings of general education. On the other hand, comparison may be challenged in this respect, with the educational system and progress of any other State in the Union. Our fund for the support of primary schools, after a lapse of

only fifteen years of our existence as a State, amounting to nearly a million of dollars, the interest of which, with a principal rapidly accruing from the sales of the lands granted for the purpose, is annually distributed throughout the whole State, affording aid to all sections, for the purpose of instruction, while the school system itself is meeting the educational wants of all, and successfully carrying forward the objects of the great mission, it is destined to accomplish.

The manner of the grant being fixed by the assent of Congress and the people of Michigan, the next question of historical importance, is the adoption of the CONSTITUTIONAL PROVISIONS on the subject of education. It is to be regretted that the proceedings of the first Convention have not been preserved, so as to be accessible to public inspection. There was, however, no debate in relation to the importance of making suitable provision for Public Instruction. A committee was appointed to draft an article, of which Isaac E. Crary, of Calhoun, was chairman. It was reported on the second day of June, 1835, and was adopted substantially as it came from the hands of the committee. As reported to the convention, the article provided for a Secretary of Public Instruction. When the article came up in Convention. Judge Woodbridge remarked that he had read it, and although it was new and not to be found in any other constitution, yet he was inclined to give it his support, if the chairman of the committee would consent to make one alteration, viz: to strike out the word Secretary," and insert Superintendent." The chairman remarked that the report was beyond his control, but if there was no objection on the part of any member of the Convention, in order to secure the support of the member from Wayne, he would readily consent to the change. The change was accordingly made.

..

6.

The article, as reported, provided for a library in each school district. This was amended in Convention, by the casting vote of the President, by striking out the words "school district," and inserting "township." The article being then referred to the committee on phraseology and revision, the words "at least," were inserted, where they appear in the old constitution; and the article thus passed, securing by this slight addition and change, the establishment, by subsequent legislation, of libraries in every school district. The following is the constitutional article adopted in 1835:

EDUCATION.

1. The Governor shall nominate, and by and with the advice and consent of the Legislature, in joint vote, shall appoint a Superintendent of Public Instruction, who shall hold his office for two years, and whose duties shall be prescribed by law.

2. The Legislature shall encourage, by all suitable means, the promotion of intellectual, scientifical and agricultural improvement. The proceeds of all lands that have been or hereafter may be granted by the United States to this State for the support of schools, which shall hereafter be sold or disposed of, shall be and remain a perpetual fund; the interest of which, together with the rents of all such unsold lands, shall be inviolably appropriated to the support of schools throughout the State.

3. The Legislature shall provide for a system of common schools by which a school shall be kept up and supported in each school district at least three months in every year; and any school district neglecting to keep up and support such a school may be deprived of its equal proportion of the interest of the public fund

4. As soon as the circumstances of the State will permit, the Legislature shall provide for the establishment of libraries; one at least [in] each township; and the money which shall be paid by persons as an equivalent for exemption from military duty, and the clear proceeds of all fines assessed in the several counties for any breach of the penal laws, shall be exclusively applied for the support of said libraries.

5. The Legislature shall take measures for the protection, improvement or other disposition of such lends as have been or may hereafter be reserved or granted by the United States to this State for the support of a University; and the funds accruing from the rents or sale of such lands, or from any other source for the purpose aforesaid, shall be and remain a permanent fund for the support of said University, with such branches as the public convenience may hereafter demand for the promotion of literature, the arts and sciences, and as may be authorized by the terms of such grant; and it shall be the duty of the Legislature, as soon as may be, to provide effectual means for the improvement and permanent security of the funds of said University.

The SYSTEM OF PUBLIC INSTRUCTION which was intended to be established by the framers of the constitution, the conception of the office, its province, its powers and duties were derived from Prussia. That system consisted of three degrees. Primary instruction, corresponding to our district schools; secondary instruction, communicated in schools called Gymnasia, and the highest instruction communicated in the Universities. The superintendence of this entire system, which was formed in 1819, was entrusted to a Minister of State, called the Minister of Public Instruction, and embraced every

thing which belonged to the moral and intellectual advancement of the people.

The system in Michigan was intended to embrace all institutions which had for their object the instruction of youth, comprising the education of the primary school, the intermediate class of schools, however denominated, and the University. The idea of the framers of the constitution was to embrace the whole, and in one sense, a wider and different field of supervision than was embraced in the first law established under it-a wider, in all that pertains to the high and peculiar signification of Public Instruction; and different, in the absence of any connection of the Superintendent with the disposition of the lands, or management of the funds granted for the support of education. The Prussian principle upon which the constitutional provisions of Michigan were based, asserted the fact "that every State needs a separate officer of Public Instruction, and that there should be nothing to divert his attention from the general supervision of education." Under that system this officer devotes his whole time to schools and the subject of education. The creation of such an officer was intended in the adoption of our own constitution. Its framers looked to this officer for a general supervision not only of primary schools, but of the university, of colleges, academies, high schools and all schools, established or to be established throughout the State. True, the government of these institutions were to be confided to the management and control of local officers, adapted to the character and wants of each-but over all, as representing the guardian watchfulness and interest of the State, was intended to be the general officer of Public Instruction, accumulating all the material of this congregated effort, and laying it in embodied form before the tribunal of the people and their legislatures; devising and maturing plans for improvement; requiring full information in every particular relating to the annual condition and progress of all these institutions; preparing suitable forms of procedure for the expedition and correct transaction of business; suggesting the wants of the system, and perfecting its details where it was found to be wanting; giving his support to the labors of officers entrusted with the care of schools; impressing the importance of education by public lectures and personal visitations in the various counties and districts; infusing

life and zeal, and spreading information among all; showing the rewards of labor; and by the energy of his exertions, in common with others, and from advantage of position in acquiring knowledge, ensuring progression in all that relates to educational, intellectual and moral achievement.

It

This was the field laid out by the framers of the constitution. was conceived to be sufficiently responsible and arduous; sufficiently vast and comprehensive, to engage every moment of time and consideration, to employ the entire thought and labor of one man, in devising the means of bringing into perfection a system so enlarged and commanding; embracing full knowledge of education and its progress among the people, in whatsoever form and shape it was working its way; by public grant, or private endowment, by State patronage, or by individual exertion or munificence. The history of our State legislation will demonstrate how this conception has been filled, and what progress has been made in Michigan towards the developement and perfection of a SYSTEM OF PUBLIC INSTRUCTION.

STATE LEGISLATION.

1836.

EXTRACT FROM GOV. MASON'S FIRST MESSAGE.

Here

Ours is said to be a government founded on intelligence and morality, and no political axiom can be more beautifully true. the rights of all are equal, and the people themselves are the primary source of all power. Our institutions have levelled the artificial distinctions existing in the societies of other countries, and have left open to every one, the avenues to distinction and honor. Public opinion directs the course which our government pursues, and so long as the people are enlightened, that direction will never be misgiven. It becomes, then, your imperious duty, to secure to the State, a general diffusion of knowledge. This can in no wise be so certainly effected, as by the perfect organization of a uniform and liberal system of common schools. Your attention is therefore called to the effectuation of a perfect school system, open to all classes, as the surest basis of public happiness and prosperity.

The constitution declares that the legislature shall provide a system of common schools by which a school shall be kept up and supported in each school district at least three months in every year; and it also provides for the appointment of a Superintendent of Public Instruction, whose duty it shall be to direct and superintend said schools. Under the direction of the government, section 16 in each