ORGANIZATION AND EARLY YEARS.

Constitutional Provisions.-In addition to provisions for the appraisal and sale of the university lands, the State Constitution, which went into effect in 1848, contains the following section in relation to the University:

“Provision shall be made by law for the establishment of a State University, at or near the seat of State government, and for connecting with the same from time to time such colleges in different parts of the State, as the interests of education may require. The proceeds of all lands that have been or may hereafter be granted by the United States to the State for the support of a University, shall be and remain a perpetual fund, to be called the University Fund,' the interest of which shall be appropriated to the support of the State University, and no sectarian instruction shall be allowed in such University."

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Board of Regents.-An act of incorporation was passed soon after the organization of the State government. The control of the University was vested in a Board of Regents, consisting of a president and twelve members. The twelve were to be chosen by the State Legislature; they were to elect a chancellor, who should be ex officio president of the Board.

State Universities were at this period a new departure; the comparative merits of different systems of control had not yet been tested by experience, nor had events as yet called for thorough discussion of various plans of external management.

Early Conditions.-The first meeting of the Board of Regents was held October 7, 1848; but the first steps toward the organization of the University were not taken until January 16, 1849. Subsequent events indicate that the attempt to create a State collegiate institution was premature. Indeed, these preliminary steps had in view only a preparatory school; regular college classes were yet in the future. Even the common schools of the State were still in a low and struggling condition. There were no high schools, intermediate in grade between the district school and the college. Academies under private management were extremely few in numbers. Altogether, there were no such adequate facilities for preparatory instruction as would be necessary to give the University the quality and number of students requisite for the highest success. Add to this, that there was no general public interest in higher education, and that such enthusiasm as there was attached almost exclusively to denominational schools. The toils incident to the development of a new country leave little opportunity for devotion to intellectual culture, and those labors are even hostile to growth in this direction. All energy and zeal are occupied in the daily practical duties of life. In addition to this, the people generally had not become reconciled to the idea of State control of higher education. Even now, many who concede fully the right of the State to establish and control the 11411-No. 1-2

common schools are opposed to extending the same principle to higher education. But in 1849 the support of common schools by general taxation was a very recent departure from the old rate system. There was a general feeling that it is not the proper function of the State to foster higher education, and that this should be left to private and denominational effort; and this the early settlers were taught by the example of their native States, from which they migrated, where government had done but little to build up the best institutions of learning in the land.

Necessity of Early Organization.-But notwithstanding these formidable obstacles, it was necessary that the University should be immediately organized and launched upon its career. The reason for this lay in the danger that the funds would be lost if an earnest were not given of a genuine intention on the part of the State to maintain a University. An actual University must be put into operation, to which the friends of State support of higher education could point, to emphasize the necessity of a careful management of its funds. A living university interest had to be created, that should rally its supporters to ward off all attacks upon the University's resources. For, as we have seen, the experience of Michigan in the mismanagement of university grants was being repeated in Wisconsin, and to an even greater extent. The possibility that the University might never be more than a name would give free scope for other educational "interests" to seek to share its funds. There was also a manifest tendency to appraise and sell the university lands at merely nominal rates in order to attract settlers. Thus it became necessary to organize the University, even though, from one point of view, the people were not ready for it. If an actual school were not at once instituted, there would soon be no adequate resources left to establish and sustain one in the future.

Accordingly the regents, in their first annual report, were able to set forth some measures taken during the year, looking to the development of the nascent University.

Selection of a Site.-Among the locations available near the village of Madison, the regents decided that the one that had long been known as "College Hill," in recognition of its fitness for the purpose, was the most suitable. The eminent wisdom of the choice was perhaps not fully realized at the time. The advantages to be offered by Madison as a centre of educational, social, and political activity could not indeed have been foreseen. But popular choice had long fixed upon the site chosen because of its natural attractions; and in this regard no place more thoroughly adapted for a University could be desired. As was said by President Bascom, long after the time we are now considering, "In the natural beauty of its grounds, and the desirableness of its location on Lake Mendota, it stands almost unrivalled among the colleges and universities of the United States. When this beauty shall be fully developed, it will be a constant source of inspiration, and an ever re

newed invitation to the student to a thorough delight in the natural world. Adding itself to the enthusiasm of youth and the enthusiasm of inquiry, it makes the morning hours of knowledge bright in reality and glorious in memory."

The terms of sale offered by the owner of the property were accepted, and recommended to the Legislature for the required approval. The choice and the terms were sanctioned, and fifty acres were accordingly purchased.

Preparatory School.-There were, at this time, few academies in the State where the requisite preparation for a college course could be obtained. In new States a considerable period must elapse before the growth of population, the accumulation of wealth, the development of educational interest, and the appreciation of liberal culture lead to the establishment of high schools and academies in sufficient numbers to supply the colleges with adequate and abundant material. Accordingly the regents established a preparatory school. The western colleges and universities generally have found it necessary to create and maintain for many years such adjuncts to the regular college instruction. The people of Madison tendered the use of a building rent-free, and the school was opened in February, 1850, under the charge of Prof. John W. Sterling. Professor Sterling was connected with the University for thirty-four years, and his services to the institution, whether in its severe trials or in its prosperity, were of incalculable value. The regents limited their liability in respect to salaries to five hundred dollars. This illustrates the feeble beginnings and the scanty resources of the new University. It was expected that the avails of the tuition fees, which were fixed at twenty dollars per pupil, would supply sufficient additional means. The preparatory course embraced the usual amount of classical study required for admission to the eastern colleges.

The Chancellor.-Although it was not expected that regular University classes would be organized for some years to come, the regents elected a chancellor, in order that they might have the benefit of his professional skill and experience in all preliminary action. In view of prospective headship of the school, he would of course feel a great interest in all measures relating to it. As also the chancellor was made by the act of incorporation ex officio president of the Board, the law seemed to contemplate the election as one of the first duties of the regents. John H. Lathrop, then president of the University of Missouri, was chosen. His duties were to commence with the next collegiate year. The chancellor's salary was fixed at a maximum of two thousand dollars per annum, which was then the average salary of American college presidents. This amount was recommended to the Legislature and approved.

Cabinet.-Steps were taken to form a cabinet of natural history. II. A. Tenney, Esq., of Madison, was made the agent of the Board to col

lect specimens, and served in this capacity and as librarian for some years. At the end of this period he had formed a very respectable nucleus of a cabinet. Said Prof. S. H. Carpenter, writing in 1876, "Under his able and efficient management this department of the University soon reached a development far beyond the most sanguine expectations of its friends. It is to the self-denying labors of this early and true friend of the University that our present cabinet owes its existence." But these collections, together with very valuable and extensive subsequent accumulations, were destroyed by fire in 1884, and cannot easily be replaced.

The subject of buildings was also considered by the regents during the first year, but no definite plan was adopted.

Opening of the University.-Section 9 of the act of incorporation provided that "The University shall consist of four departments:

1. The department of science, literature, and the arts.

2. The department of law.

3. The department of medicine.

4. The department of the theory and practice of elementary instruction."

The preparatory school was, of course, intended to fit pupils for the "department of science, literature, and the arts." The opening of the University proper did not occur until January 16, 1850, when Chancellor Lathrop was formally inaugurated. The question of immediate practical interest and importance was that of the organization of the fourth department mentioned above. Special stress was laid upon this, both in the inaugural address and in that of one of the regents on behalf of the Board.

The Constitution of the State provides that the residue of the school fund beyond the amount required for the support and maintenance of common schools in each school district, and the purchase of suitable libraries and apparatus therefor, shall be appropriated to the support and maintenance of academies and normal schools. One of the most prominent educational topics under discussion in the country at the time was that of normal schools, and it was foreseen that earnest efforts would be made to establish them in Wisconsin and to secure a large fund for the purpose. It was the object of the University to secure these resources, or part of them, in aid of the normal department. But in providing for the support of normal schools, the constitutional provision rather had in view separate schools for purely professional training. It does not fairly embrace a branch of the University, such as is indicated in the charter and such as is now being revived in our university chairs of theory and practice of teaching. But in the absence of normal schools it was thought that the patronage of the University would be increased by the attendance of those seeking preparation as teachers, and that the teachers' institute work could be most readily carried on for a time through the medium of the University. Zealous ex

ertions were made, year after year, to secure aid for the normal department from the school fund.

Professorships.-Previous to the inauguration, at a special meeting in November, 1849, the regents had taken the first steps toward opening two of the departments marked out in the organic law: The department of science, literature, and the arts," and that of the "theory and practice of elementary instruction." There were established in the firstmentioned department the following six professorships:

1. Ethics, civil polity, and political economy.

2. Mental philosophy, logic, rhetoric, and English.
3. Ancient languages and literature.

4. Modern languages and literature.

5. Mathematics, natural philosophy, and astronomy.

6. Chemistry and natural history.

Here were incongruous unions of unrelated subjects. But these subdivisions of the field of learning, although not as minute as the special. ization of knowledge and research even then required, were as extended as the resources would permit. It will be noticed in particular that history was not provided for at all. But with all its imperfections, viewed from the stand-point of to-day, the scheme was not inadequate to give the University a very respectable rank, as American colleges then were. A normal professorship was established for the other department. The salary of each professor was fixed at a maximum of one thousand dollars per annum. The chancellor took the chair of ethics, civil polity, and political economy; to Professor Sterling was assigned that of mathematics, natural philosophy, and astronomy. The other profess orships were to be filled as fast as means would allow; in the meantime, the labors in these were divided among the existing professors and tators.

College Classes.-Meanwhile, the preparatory school was in successful operation, and the first university class was formed August 4, 1850. The chancellor and Professor Sterling constituted the instructional force during the ensuing year, with the addition of O. M. Conover, who was employed as tutor the second term. Mr. Conover was also destined to long and useful service in the University.

In their report of January 16, 1850, the regents again called special attention to the desirability of an early beginning in the normal department. The plan contemplated the admission of female as well as male teachers to all advantages of the school. A model school' was to be conducted for observation and practice. The plan in itself was wise and efficient; but the State furnished no aid, and the resources at the command of the regents were not sufficient.

For many years thereafter the lack of funds prevented any serious consideration of departments of law and medicine.

The Faculty remained unchanged until the third year, commencing September, 1852, when Mr. Conover was made professor of ancient