Nevertheless the University came through it all, not unscathed, but sufficiently strong and vigorous, and with great possibilities for the future in the rising fortunes of the Commonwealth, which gradually came to take a great pride in this child of its first years. To the State, no less than to the Regents and Faculty, belongs the credit of Michigan's great achievement in American educational history,--the first proof that a university, maintained by the people of a state as part of its educational system, could be made a practical success. The idea of a state university, or rather a state educational system, was not in itself strikingly new; in fact two interesting experiments in Detroit had preceded the University. But none of the original thirteen colonies, or the new states so rapidly being carved out of the lands brought in by the addition of the Northwest Territory, had been able to make really practical that provision in the Ordinance of 1787 which, from its place above the stage in University Hall, has sunk into the consciousness of so many student generations of the University of Michigan. Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged. The actual success of the University was Michigan's first great contribution to the Nation. The inauguration of practical laboratory work in science, as well as the speedy organization of Medical and Engineering Departments, was the second step. This led to a new relationship between education and practical life; others besides candidates for the ministry began to come in greater numbers to seek degrees. Hardly less revolutionary in the third place was Dr. Tappan's effort to make Michigan a real University,--the introduction of true graduate study which, though not immediately successful, made Michigan once more a pioneer among American schools. Again, the establishment of the chemical laboratory, the introduction of co-education, and the creation of a Department of Education, bringing with it a correlation of the University with the high schools of the State, are all matters now so generally taken for granted that it is somewhat difficult nowadays to give the University proper credit for leading the way.