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TTTTTTTTTTT { TWINTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTE OF Wsses THE GIFT Ms. Sw * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * is ſº ºr nº sº º m dº º is gº º ſº a º ºs e º & D：ºkrrrrrrrrrrrrrrrrr!?= Ęmmmmmmmmmā 1 5 9 | , /Vºl 5 C 3 & V, CATALOGUES OF SOME OF THE LEAI)|N(; H |(}H SCH()() LS : º: : MIC HIG-A N VOL. I. ADRIAN, ANN ARBOR, ALPENA, BAY CITY. CADILLAC, CON- STANTINE, EAST SAGINAw, GRAND RAPIDs. HoweLL. IONIA, MANISTEE, NILES, NORway, SAGINAw (WEST SIDE), TRAVERSE CITY, THREE RIVERS. COLUMBIAN EXPOSITI () N 1893 public schools | | | -- OF TELE -- || | | || Hiſ | ºl- - - | CITY OF ADRIAN 1886-90. º º H - - | | || | | ºf | = ... | %\ſº j ntral Buildinc. sº ==Tes ADRIAN PUBLIC SCHOOLS REPORT HMHD OF EDUCATION 1886-'90. pUPLISHED PY ORDER OF THE BOARD. ADRIAN, MICH.: ND EXPOSITOR STEA Board of Trustees. drº 33.8 32 * £ccºrd & of Trustees. I889-1890. . SETH BEAN, - - - - - Term Expires 1890. JOHN G. MASON, - sº *s Term Expires 1890. WM. HUMPHREY, - - - Term Expires 1891. J. H. FEE, - *º- - -º * Term Expires 1891. L. CHARLOTTE CAREY, - - Term Expires 1892. NELLIE M. PARKE, tº $ tº Term Expires 1892. OFFICERS. SETH BEAN, PRESIDENT. L. CHAIRLOTTE CAREY, SECRETARY. W. B. THOMPSON, TREASURER. STANDING COMMITTEES. Schools, Eacaminations, Appointment of Teachers, Rules and Regula- lations, Teact-Books, Course of Instruction, and Library: . BEAN, HUMPHREY, AND PARKE. School Buildings, Grounds, Apparatus, Furniture, and Janitors: MASON, HUMPHREY, AND FEE. Supplies, Accounts, Census, and Printing: FEE, HUMPHREY, AND MASON. Corps of Teachers. . . . * * ~ * º ses- Fºrwº-rººms \ SUPERINTENDENT'S REPORT. 33 ject is illustrated, not only acquires a clear understanding of its fundamental principles but his interest and enthusi- asm must increase at every step of his progress. The classes in Chemistry and Physics have already doubled in number this year, and the interest in those subjects has much more than doubled. HIGH SCHOOL COURSES OF STUDY. The first courses of study in the Adrian High School that we find recorded were four years in length, and were named, in accordance with the then ruling courses in colleges, Scientific and Classical. Latin constituted a part of both courses, but Greek was found only in the Classical Course. Later, Latin was dropped from the Scientific Course and German or French introduced, and it was called the “General Course.” The Classical Course was changed to a three years' course, “marked out with special reference to requirements for admission to the Freshman class in the University.” - In 1870 the Classical Course seems to have returned to a four years' course, the English was a three years' course, and the “General Course” was a four years' course. In 1874 the courses were Classical with Latin and Greek, Scientific with French or German, Latin Scientific with Latin and French. These were four year courses. There was a Latin Course and also an English Course each three years in length. In 1875 the Greek was dropped from the Classical Course and does not appear again as a regular study. In 1877 the courses were revised, and we find a Scientific Course with French and German, and a Latin and Scientific Course with both Latin and French. Each of these were four year courses. The Latin Course with Latin, French, or German, and the English Course, were still three year courses. The above courses of study continued in 1880, with the addition of a two years' Commercial Course. 34 SUPERINTENDENT'S REPORT. The present courses of study, which took effect in 1883–4, are all four years in length. The Latin Scientific with Latin four years and French or German two years. The Scientific with Latin or French two years and French or German two years. The English with no other language. The English and German or English and French with German or French two years, and the Commercial Course, now including Book-keeping, Actual Business, Type-writing, and Short-hand writing. The number graduating each year from the different courses of study in the High School has been greatly modi- fied by the number of years required to complete each course. Very many more have graduated from the shorter courses than from the four year courses, as shown by table in the appendix of this report. The largest class that has graduated from the High School was that of 1879, but about two-thirds of their number graduated from the three year courses. The largest number that has graduated from four year courses since 1874, (as far back as we find re- liable data) was the class of 1885. The next in size was the class of 1888. The largest number of boys graduating from four year courses since 1874 was in the class of 1887. The class of 1888 contained only one less. In both of these classes, and in the class of 1886, the heavy courses of study had a large majority of students. The class of 1888 has furnished a larger per cent. of students who have entered the University and other col- leges than any other class in the history of the High School, judging from all the records in Our possession. From the classes of 1886–7–8–9 eighteen have entered higher institutions of learning. These are gratifying evidences that the High School is no longer considered the place to finish one's education. THE UNIVERSITY. The long established relation between the University and SUPERINTENDENT'S REPORT. 35 the Adrian High School was continued for three years on examination by a committee from the University in the spring of 1889. * This relation has always exerted a healthy influence in toning up the scholarship of High Schools of Michigan. Its influence on the Adrian High School has probably never been greater than at the present time, as a few statements of the facts in this connection will show. There is at present a greater number of students in the University from Adrian who are applicants for a degree in the department of Literature, Science, and the Arts, than at any former time in our history. By an estimate just taken from the University Calendar of 1889–90, in which twenty of the largest cities of the State are included, Adrian leads the State in numbers in proportion to her school census. (See table in appendix.) These students by constantly coming and going and mingling with students at home, exert a powerful influence on the High School, and the influence is felt in no small degree in the lower grades. But while we are second to none in our Zeal for the great University of Michigan, we do not hesitate to encourage our graduates who are not able to attend the University, but are anxious to secure the benefits of higher education, to take advantage of their home college, or go elsewhere, if oppor- tunity offers. During this year and last, at least seven of our High School graduates have been at Adrian College and three at Hillsdale College. One or two of these have already gone to the University. We think it fair to pre- sume that Adrian believes in higher education and her faith and works go hand in hand. TRAINING SCHOOL. A Training School was established in the fall of 1882, which had for its object the preparation of graduates from the High School for places as teachers in the Public Schools. This at first was considered an experiment, but 36 SUPERINTENDENT's REPORT. it has proved to be a very valuable acquisition to the school. At the close of a year, with five months experience in the first grade and five months in the second grade, the gradu- àtes have been able to take charge of a school and do the work of those grades better than teachers of years of ex- perience who have never been drilled in primary methods. There is now no difficulty in filling the first, second, and third grades with teachers who are excellent from the be- ginning. This gives the pupils three years of most excel- lent teaching. - The number of graduates from the Training School has already reached twenty-three, of whom sixteen have been employed in the Public Schools of the City. None of them have failed in the work assigned them, and most of them have been very successful teachers. - The school has become so popular in the County that many teachers from different localities have visited us for the sole purpose of seeing the work of the Training School. This is the department most visited also by people from our own City.’ - There are now so many applicants for positions in the Training School, from graduates of the High School and others, that we are compelled to make selections each year. - It is a question whether it would not be advantageous to extend the work of training teachers over more grades. THE PUBLIC SCHOOL LIBRARY. The School Library had reached such dimensions (over five thousand volumes) that it demanded more extensive quarters than could be furnished it in the Central School Building. - There were also many citizens who were desirous of avail- ing themselves of its advantages who were unwilling to en- dure the effort of climbing three flights of stairs. At this - ** SüPERINTENDENT'S REPORT. 37 juncture the City Council made a proposition to the Board of Trustees to occupy the lower story of the City Hall for Library purposes, at a nominal rental per year. This proposition was accepted by the Trustees in the spring of 1889, and the room was immediately fitted up for UISé. * The Ladies Library was turned over to the Board of Edu- cation, and we now have a School Library of over 8,000 well selected volumes in a beautiful and ample room in the City Building. This room is well lighted and heated, and a portion of it has been set apart for a reading room, where the leading daily and weekly papers are kept on file. Most of the leading Magazines published in this country are taken and can be secured by calling on the Librarians. The Library Room is open at present from 10 A.M. to 8 P. M. Librarians are on duty during the hours, and the books and papers are for the free use of the citizens of Adrian. The following is the Librarian's report for six months commencing January, 1890, and ending June 30, 1890: No. of Volumes in Library at close of last school year___ 5,048 No. of Volumes added from Ladies Library------------- 2,583 No. of Volumes new books purchased or donated________ 691 Total number of Volumes in Library------------------- 8,322 No. of persons drawing books-------------------------- 1,485 No. of books drawn during six months.----------------- 16,198 No. of books rebound during the year------------------ 683 () TEACHERS. Every school must depend for success mainly upon the kind of teachers employed. One inexperienced and unskillful teacher may, in a short time, so demoralize a class that years of skillful teaching will fail to repair the damages. The best system that can be devised, unless vitalized and energized by the true teacher, must be a deplorable failure. 38 suPERINTENDENT's REPORT. The true teacher, however difficult the task may be, must ignore his selfishness and devote his energies to the inter- ests of those intrusted to his care. Admit that the search for truth is more valuable to the student than the truth itself, and yet many a teacher will find it much easier to convey information to the learner than to lead him to discover it for himself. As it is easier to preach than to practice, so it is easier to talk than to teach. - It is not a difficult task to induce a class of pupils to re- main in quietude while the teacher, with measured cadence, deals out to them their daily supply of wisdom. (?) How refreshing it is to the teacher to be complemented on mak- ing things so plain. Information can be conveyed by lectures, but growth and development of faculties come from the efforts of pupils themselves. Growth is attended by silent, quiet influences. A smooth-working, nicely-adjusted school, where everything moves in harmony, is generally most productive of mental growth. Education cannot be compelled, it needs the air of liberty, but license is its destruction. - - There is a kindly whole-Souled life that the student feels as he feels the sunshine, that warms him, that puts new vigor into his halting energies, that makes him respect him- self more highly, that makes him think more of the world's joys, and feel more in harmony with humanity. Like a genial bath it opens up the pores, tones up the inner man, and removes the tendencies to mental dyspepsia. It has been said that “the only path to true scholarship or true morality is through the brain of the teacher.” If it be true, if he would transmit scholarship, he must adorn his profession with scholarly instruction. If he would impart lessons of goodness, his soul must glow with every good work. If he would teach zeal and unflagging perseverance, it must continually burn on the altar of his heart. Put a class of students before the real teacher and he is at once SUPERINTENDENT'S REPORT. 39 Cl thrilled with animation. His zeal adds inspiration to the efforts of his pupils; he gives living encouragement to every faithful endeavor; he sympathizes equally with the one who is doomed to failure and the one who is attaining brilliant success; he infuses into the very life of the student a desire to devote himself to noble deeds and generous actions; he makes the teacher's life an exalted sacrifice and it teaches its own lessons. ^ The atmosphere of such a teacher vitalizes the young soul that breathes it, under its influence mental growth is natural, integrity, uprightness, charity, and all the virtues come to maturity. The majority of the present corps of teachers are excel- lent, and yet there is always room for improvement, and when you find one who has reached such a point of perfec- tion that there is nothing more in his business to learn, the world has no further use for him. DISCIPLINE. No phase of the Public School work has undergone greater change in the last twenty-five years than discipline. The man is a fossil in this age who looks upon the teacher as the man who wields the birch, and yet no one but a teacher can fully appreciate the annoyance such a relict can give by relating the cruel experiences of his own school . days, and assuming that thereby he but holds the mirror up that we may see ourselves as others see us. History and fairness compel us to refer to the records of the Adrian schools for data upon this subject. There were reported for the school year ending 1867 nine hundred and seventy cases of corporal punishment, and judging from the continued decrease thereafter, it is fair to presume that could we trace the record farther back the number of cases would exceed a thousand a year. From the fall of 1869 to the fall of 1879, as near as can be ascertained from the records, the number of cases average 40 SUPERINTENDENT'S REPORT. over one hundred and fifty a year. From the latter date to the fall of 1885, an average of about seventy cases were reported. For the last five years the average number of cases reported has been seven. Many years ago the rod or ferule was not considered the final arbiter of discipline, but the ever ready application for “all the ills that” schools “were heir to.” Now not, one- tenth of those employed to teach find it necessary to even appeal to the rod as a final resort. The decrease in suspen- sions has corresponded to the decrease in corporal punish- ments, although the records are not so complete on this point. In the year ending 1870 there were ninety cases of suspen- sion. In 1871 there were eighty suspended, and so on lower- ing in number until it is a rare thiug to suspend a pupil, and all the late suspensions have been temporary and mostly for truancy. - During all these years these cases of punishment have nearly all occurred below the seventh grade. The gradual decrease in punishments in these schools and elsewhere has no doubt marked a gradual improvement in the methods of instruction in the lower grades. In the preparation of the masses for citizenship, which seems to be mainly the business of the Public Schools, discipline has an educational side to it that should not be overlooked. º s That discipline which arouses the passions and keeps them active and vigorous, is sowing to the wind, and must reap the whirlwind. That discipline alone can fulfill the object of public educa- tion which prepares the pupil for self-government. The bad boy has largely disappeared from the school. He no doubt appears occasionally on the street, and no one who is acquainted with those in school will be likely to mistake them for angels, but they are human beings and the fact should be recognized, and treatment in accordance with the facts will do much to prevent harsh punishments. - SUPERINTENDENT'S REPORT. * 41 That old fossil who thinks that children are all bad, and that the only way to make them good is to pound the bad out of them, is on the road to oblivion with that other relict of barbarism the schoolmaster standing ferule in hand to compel the boy to learn his lesson. - The two go hand in hand, let them journey on. The first produces a distaste for school and the second a distaste for learning. The proper way to prevent the necessity for punishment is to keep the child so pleasantly employed that he has no time for mischief. Continued employment in a line of study that a child can understand is always agreeable and a pupil’s interest in his work always attaches him to his teacher. The moral force of such a school will frown down anything that would require discipline, for it would hinder their regular work, their progress, and their pleasure. To secure pleasurable and improving employment on the part of pupils from the first year of the Primary Grade to the last year of the High School is the problem to be solved, and the more cheerful and hearty the effort on the part of the child the greater will be the result in culture. If a child is profitably and pleasantly employed in school till he has passed the Sixth Grade his habits and tastes will have bridged him over the necessity for discipline, unless there is very bad management and great want of wisdom on the part of his instructors in the upper grades. In the education of the hand, the eye, and the will, the greatest recent advances in Public School work have been in the First and Second Grades. In these grades the child has been taught to do many things well and has thoroughly enjoyed the work and the instruction. His education should be pushed forward in the same spirit and with similar methods through the High School. It has been suggested that industrial education has largely solved this question in some High Schools, and that the problem now awaiting solution is how to connect this new feature with Kinder- garten ideas of the first grades. 42 SUPERINTENDENT'S REPORT. There is no such thought in it as playing school but vigorous effort in working out and learning new things is the natural vent to a child inborn activity. There is no pleasure in idleness. It is not the normal condition of man. The child that is idle is miserable and it is equally true of the adult. The misery of the world comes chiefly from those who have never learned the true luxury of honest employment. That decree that sent man forth to earn his bread by daily toil contained in it supreme wisdom. Cranks in all ages have endeavored to disprove it, but their folly has always brought them to grief. Persistant application is the royal road to culture. Faculties grow by use. Development comes of effort. Ability may be inherited, but it is greatly improved by activity. “The sweetest and the most acceptable music is that which arises from the work a doing, the incense thereof rises as from the river in its flowing, the wind in its blowing, from the grass in its growing.” In conclusion, I am constrained to express my high ap- preciation of the uniform consideration and courtesy ex- tended to me by the President of the Board of Trustees and by the individual members of the Board. The credit of whatever good results have been attained during the last five years, is largely due to the counsel and wise administration of the school officers, to the co-operation and efficiency of teachers, and the manifest interest and good will of patrons. Very respectfully, GEO. W. WALKER, Superintendent of Schools, Courses of Study. SYNOPSIS OF THE COURSES OF STUDY OF THE PRIMPARY HND GRPAMMPAR GRPIDES, TIE-Cºlº-EOORES- McGuffey’s First Reader------------------------- McGuffey’s Second Reader-----------------. ---- McGuffey’s Third Reader------------------------- McGuffey’s Fourth Reader----------------------- McGuffey's Fifth Reader------------------------- Quackenbos’s Elementary U. S. History.-------- Johnnot & Bouton’s Elementary Physiology---- White’s Elementary Arithmetic-----------------. White's Complete Arithmetic--------------- ~ Harper’s Introductory Geography--------------- Harper's School Geography-----------------. ---- Reed & Kellogg’s Grammar---------------------- Patterson’s Speller-------------------. ------------ Prang’s Drawing---------------------------------- JFETINAL_A_LETSZT G-E-A-I-D-ESE. G--E-A-IMEIME_A_º, G-E-A-D-ES- 1st YEAR. 2d YEAR. 3d YEAR. 4th YEAR, 5th YEAR. ,-TERMS.—s 1 2 3 40; 70 94 - 56 90| 109 am amº as as 121 * * = & sm, sº my me * * - * * º żº º * * * * * * * * 164 160| 92 181| 23 2–TERMS.—s], TERMS.—s 1 2 3 1 2 3 208 157 sº gº gº - I - ºr my º . * B = * as sº m ms tº m sm am * 2.3| 3 , -TERMS.-, 1 2 3 70| 109| 169 75|| 103 33 56|| 6 | 19| 30| R. 3| 3.4 4 -TERMS.— 1 2 3 220 256 6th YEAR. 7th YEAR. 8th YEAR. \ * * * * * * * * * 2–TERMS.—s 1 2 3 * * * * | * * * * sº sº, sº sº se m ms m = sº ºn sm ºf º ºs 103 151] 195 250 R. 32 57| 73 56; 7.4 R 6| 6.7 7 2–TERMS.— 1 2 3 262. 312 112| 176 99| 121 || R. 52 74. 90 89 100|2mr 7| 7.8' 8 * * * *- ,-TERMS.— 1 2 3 - - - - 2 MI 218|---- - - - - 46|| 136. 268] 360 R R 132| 165|H L 115 8| 8.9; 9, 126; R Physiology is taught in each grade. º signifies review ; 2 M., two months work ; 2 M. R., two months review Struction in methods, see Teachers’ Manual. ; H. L., higher lessons. For in- SYNOPSIS OF THE SEVERPIL COURSES OF STUDY IN THE HIGH SCHOOL LATIN-SCIENTIFIC. SCIENTIFIC. ENGLISH. ENGLISH AND FRENCH. COMMERCIAL.4 g & sº Algebra. Algebra. Book-Keeping. ## Latin LeSSOns. Algebra. Grammar. Grammar. Business Arithmetic. . 2 Algebra. Latin Or French. - * * * * * * p3 ~g U. S. History. U. S. History U. S. History. U. S. History. U. S. History. º Text-Docks. HIGH SCHOOL. Algebra.--Wentworth. Arithmetic.—Kirk and Belfield’s Business. Book-Keeping.—Bryant and Stratton's High School. Botany.—Wood. Chemistry.—Remsen. Chemistry, Labratory Manual.—Remsen. Civil Government, U. S.—Cocker. Civil Government, Mich. -Cocker. Comercial Law.—Clark. Drawing.—Prang. French.-Grammar, Otto. Hennequin's Reading Lessons. Anecdotes Nouvelles, DeRougemont. Le Roman d'un Jeune Homme Pauvre, Feuillet. Geometry.—Wentworth. German.—Grammar, Otto. tº Preparatory Book of German Prose, Boisen. Wilhelm Tell, Schiller. e Grammar, Higher Lessons.—Reed and Kellogg. History.—Outlines, Swinton. United States, Barnes. Roman, Leighton. Latin.—Grammar, Harkness. First Lessons, Jones. Latin Prose, Harkness. Caesar, Kelsey. Cicero, Harkness. Virgil, Frieze. Literature.—Shaw. Neurº Philosophy.—Cooley. TEXT-BOOKS. Physiology.—Hutchinson. Political Economy.—Chapin. Physical Geography.—Maury. Reading.—Seven American Classics, Swinton. Rhetoric.—Kellogg. GRAMMAR AND PRIMARY SCHOOLS. Arithmetic.—Common School, White. Elementary, White. Drawing.—Prang. Geography.—Harper's School. Harper’s Introductory. Grammar.—Reed and Kellogg. History.—Elementary United States, Quackenbos. Physiology.—How We Live, Johonnot and Bouton. Reading.—Harvey. Book of Nature, Part I., II., Hooker. Primer, Swinton. Spelling.—Patterson. Writing Book. Spelling Blank. Time of Bismissing SEC. 5. Non-residents.—Non-resident pupils shall be required to pay in advance the following rates of tuition, and no teacher shall receive such pupils unless they pre- sent the Superintendent's receipt for tuition:- * High School------------------------------ 50 cents per week. Grammar School-------------------------40 cents per week. Primary Grade.-------------------------- 30 cents per week. All are non-residents whose LEGAL resident is not within the limits of the district, described by law, and known as the Public Schools of the City of Adrian. SEC. 6. Public Eacaminations.—There shall be a general public examination of all the schools under the charge of the Board, in the last week of the Winter term in each year; and any school may be examined at such other times as the Board may, by resolution, direct. SEC. 7. Payment of Teachers.--Orders for the payment of teachers' wages shall be made out at the close of each month and delivered to such teachers as have completed the month's work, and are not reported absent from any teachers’ meeting during the month. 72 GENERAL IREGULATIONS. SEC. 8. Grades.—The schools shall be divided into three grades, Primary, Grammar School, and High School. - SEC. 9. Promotions.—Regular promotions from one grade to another shall take place at the close of the Spring term, in each year, upon a personal examination by the Superintendent. Pupils of suitable age, however, who are in advance of their respective classes, may be promoted at any time during the year to any grade to which their age, health, and abilities entitle them, at the discretion of the Superintendent. SEC. 10. Ventilation.—A regular system of ventilation shall be practiced, in winter as well as in summer, by which the air in all the school rooms shall be changed so as to prevent the breathing of impure air. Whenever windows are opened for the purpose of ventilation, the pupils shall in no case be allowed to sit in a draught of cold air. Dur- ing the season for fires, the temperature of the rooms shall be kept, where the pupils sit, between sixty-five and seventy degrees Fahrenheit. - SEC. 11. Eacamination of Teachers.-No application for a situation to teach in the Public Schools will be considered by the Board till the person who makes it has been examined by the Committee on Teachers. Such examinations shall be held at the office of the Superintendent, on the Saturday following the close of each term, at 10 o'clock A. M. SEC. 12. Diplomas.-Pupils who complete one of the High School Courses of Study in a satisfactory manner, shall be entitled to receive a diploma, signed by the Presi- dent and Secretary of the Board, by the Principal of the High School, and by the Superintendent of Schools. PART II. SECTION 1. Teachers.--All teachers are required to make themselves familiar with the rules and regulations adopted by the Board, especially as far as relates to their own duties, GENERAL REGULATIONS. 73 and to the instruction and discipline of their own schools, and shall be held reasonably responsible for their observ- 8, IlC6. SEC. 2. All teachers are required to devote themselves : faithfully, and, during school hours, exclusively to the duties of their office; to labor for the advancement of their pupils in study, and for their moral, social, and physical well-being. SEC. 3. All teachers shall take care that their respective rooms, as well as the furniture, apparatus, maps, and other school property belonging to their rooms, be not defaced or injured; and upon discovery of any injury shall report the same to the Superintendent. They shall, subject to the regulations of the Superintendent, assist in sécuring proper order in the halls of their respective buildings. SEC. 4. Teachers shall keep a careful record of all books loaned by the Board to pupils; see that such books are neatly labeled and covered, and that no names are written . in them; and that, when the pupils leave school, the books are left at the school-house. Teachers will be held responsi- ble for the care and keeping of all books loaned in their schools. See Part III., Section 10. SEC. 5. Teachers are required to open and remain in their respective rooms twenty minutes before the time for opening school, both forenoon and afternoon; they shall not permit disorder or unnecessary noise in their rooms at any time, nor allow pupils to remain in their rooms except in their presence, or under such regulations for securing order as are approved by the Superintendent, and shall see that their rooms are vacated and doors locked when they leave their rooms, both at noon and night. SEC. 6. Teachers in the several schools shall keep such records in respect to attendance, recitations, and other things, as are prescribed by the Board of Trustees, and shall make monthly returns to the Superintendent, according to blanks furnished for the purpose. Failure to render such 10 74 GENERAL REGULATIONS. monthly report, when due, shall be regarded sufficient rea- son for withholding the monthly payment of wages for one month. SEC. 7. It shall be the duty of the teacher of the highest grade in each branch school to exercise a general supervis- ion, during school hours, over the building, grounds, etc.; to secure uniformity in opening and closing schools; and to receive and communicate the instructions of the Superin- tendent relating to such schools. Such teacher shall also report to the Superintendent, injuries committed by pupils, or neglect of duties on the part of janitors. SEC. 8. Teachers shall not allow their time or that of their pupils to be occupied, in school hours, by book agents or exhibition men, nor shall they permit the circulation, through their schools, of hand-bills or notices not connected with school matters, except by the previous consent of the Superintendent. SEC. 9. For a willful or persistent violation of rules, for unfitness or incompetency, the Board reserves the right to dismiss a teacher at any time. SEC. 10. The teachers are required to attend promptly and regularly the monthly teachers' meeting and all other teachers’ meetings which may be called by the Superin- tendent. SEC. 11. Teachers are required to open their schools at the precise hour and minute appointed, and to dismiss with equal promptness at the appointed time; provided, that nothing in this rule shall be so construed as to prevent the detention of pupils after school for a reasonable time, when, in the judgment of the teacher, it be necessary either for the purpose of discipline, or to make up neglected lessons. SEC. 12. When the parents requests it, it shall be the duty of the teacher to give notice of the absence of any pupil at the close of school, morning and afternoon, every day. GENERAL REGüLATIONS. 75 _*-_- -- SEC. 13. Teachers shall not permit pupils to leave school before its close, for the purpose of attending private in- struction of any character. SEC. 14. Teachers shall use the utmost care to promote the health and comfort of their pupils, and especially to to protect them from cold and exposure. PART III. SECTION 1. Pupils.-Pupils are expected to commence their attendance promptly at the beginning of each term, and are required to be regular and punctual in their attend- ance; to conform to the regulations of the school, and, to obey promptly all the directions of the teachers; to observe good order and propriety of deportment; to be diligent in study, respectful to teachers, and kind and obliging to school-mates; to refrain entirely from the use of profane or improper language, and to be clean and neat in person and attire. SEC. 2. Pupils of the Primary and First and Second Grammar Grades, are required to attend the schools nearest their place of residence. SEC. 3. Pupils are forbidden throwing stones, snow-balls, or missiles of any kind upon the school grounds, or in the vicinity of the school buildings. SEC. 4. Upon entering school, pupils must enter such department aud pursue such studies as the Superintendent shall direct, provide themselves with such books and ap- paratus as are used by their classes, sit in such seats and use such places in the wardrobe as the teacher may assign them. SEC. 5. Pupils shall not go from one school to another without permission from the Superintendent. SEC. 6. No pupil shall be permitted to remain in school who is afflicted with, or has been exposed to, any contagious disease, until such time as all danger therefrom has passed. 76 GENERAL REGULATIONS. SEC. 7. Pupils shall not collect around the school before the first bell rings; and pupils who desire to remain in the school room at noon shall first get permission from the Superintendent, and shall be subject to such restrictions as he or the teacher may impose, and shall in all cases be held responsible for damage done to the room or its contents, and for any disorder or misplacement of books or furniture. SEC. 8. Pupils must leave the school premises and the vicinity of the school buildings, both at noon and night, unless otherwise permitted by the teacher; must not bring to the school, books, periodicals or papers foreign to the purposes of study; must not relinquish any study which may have been commenced, without the consent of the Superintendent, and must endeavor to keep clean the school room and yard attached to the building. SEC. 9. Any pupil who is habitually tardy or truant, or guilty of open disobedience or insubordination, or who indulges in the use of profane or improper language, or who makes use of tobacco in any form during school hours, or whose general conduct is injurious, shall be suspended by the Superintendent. SEC. 10. Worthy pupils, whose parents or guardians are poor and make application to the Superintendent, shall be furnished with books, upon the recommendation of the proper teacher, or one of the Board of Trustees, on loan, at the expense of the District, the teacher being held re- sponsible for the return of such books to the Superin- tendent at the close of the term. SEC. 11. Absence from Eacamination.—Any pupil who shall absent himself from any examination of the class to which he belongs, without permission of the teacher, or who fails to render a sufficient excuse for his absence, shall not be allowed to return to the school, or to enter any other public school of the City, without the consent of the Superintendent. SEC. 12. Penalty for Injury of Property by Pupils.- Pupils who shall be guilty of defacing or injuring any of the GENERAL REGULATIONS. 77 school property whatever, shall pay in full for all damages, in default of which they shall be suspended from school, and be re-admitted only by permission of the Board. The damage shall be assessed by the teacher of the school, in consultation with the Superintendent, and the fine paid to the Superintendent. SEC. 13. Tardiness.-Pupils are to be marked tardy who enter their respective rooms after the ringing of the last bell. SEC. 14. Absences.—Any pupil who shall be ABSENT OR TARDY FOUR HALF DAYS IN FOUR CONSECUTIVE WEEKS, with- out excuse satisfactory to the teacher, from the parent or guardian, given either in person or by written note, shall forfeit his seat in the school. Pupils thus suspended shall not be restored to the school until the parent or guardian shall satisfy the Superintendent that said pupils will be punctual in future, and obtain from him written permission for their return. SEC. 15. Warning Notices.—When any pupil has been absent or tardy three half days without a satisfactory excuse, the teacher shall send to the parent or guardian a warning notice of this fact. SEC. 16. Character of Eaccuses.—No mere statement that the parent has kept the pupil at home shall be accepted by the teacher as an excuse for tardiness or absence, and unless it shall appear that sickness or some other urgent reason, rendering attendance impossible or extremely inconvenient, has detained the pupil, the excuse shall not be deemed satisfactory. SEC. 17. Notification to Parents.-In all cases of suspen- sion or expulsion from the schools, the parent or guardian shall be immediately notified, personally or by written note, of such suspension or expulsion, and of the cause of the same. SEC. 18. These and other more special rules that may be announced from time to time by the Superintendent or teachers, must be carefully obeyed, and any pupil who repeatedly violates them, will not be allowed the privileges of the Public Schools. - Appendix. Graduates. CLASS (OIF 1857. Elizabeth Pruden–Collinus, Nellie G. Thurston, Harriet M. Winans, . CAAASS (OIF 1858. Josephine Pruden–McGowan, CLAss of 1860. Addie Avery, & e Rirk Rowley, . e e Josephine Treat—Treat, C LASS OF 1861. J. Carrie Arner, Abbie Bateman–Howe, . Laura Hopkins, . g Sarah Moulton, . . . Maggie H. Wynne–Lawless, . CIMASS OF IS62. Eugenie R. Avery, * Mary L. Stebbins—Colvin, Annie L. Rice-Massie, CHASS OF 1863. Nellie Holmes—Balch, Lizzie Sinclair–Hwmphrey, Esther Stuart, C] LASS OF 1864. Sarah Moulton,” Rizpah Seelye -Crozier, . Maggie H. Wynne–Lawless,” Coldwater, Mich. (Dead.) (Dead.) Washington, TX. C. Hudson, Mich. Topeka, Kas. Adrian. Honolulu, Sand. Is. (Dead.) Rochester, N. Y. (Dead.) Toledo, O. Hudson, Mich. Adrian. Chicago, Ills. San Francisco, Cal. Adrian. Adrian. (Dead.) Ipswich, Dak. Toledo, O. *The Ladies graduated first in the General Course and then in the Classical Course. 11 82 GRADUATES. CLASS OF 1865. Alice Comstock–Brown, Cornelia Davis—Knight, Mary Dyer—Potts, Hattie Hayward—Duffield, Lizzie Ingram—Hubbard, . Francis Nash–Sword, Hattie Sinclair—Applegate, CLASS OF 1866. Amanda Densmore–Smith, Palmer Kent, . Emma Sayer-Wheeler, Hortense Seaver, Vesta Shaw—Ogletree, Loretta Sizer—Landin, . CLAss of 1s07. Celia Boles—Barnes, Florence Bowen-Tabor, Mary Burns, ſº * Alice McLouth–Hall, Mary Neidhamer–Hopkins, Julia Saliers, . & {e Lydia VanOstrand–Bliss, . CLASS (OIF 1868. Fred L. Geddes, Lizzie Goodale–Cram, Helen Hood–Galston, Lucy Sayer, Frank A. Smith, Emma Sparrow, Hattie Wooster, . l CIASS OF 1869. Maggie M. Chittenden—Galloway, Mary A. Clegg-Davis, tº Emma R. Hough—Travers, Nellie E. Kent—Curtis, . Sarah D. Ludlow, Addison Millard, Anna W. Park, . Ida S. Steere—Henley, Nellie Stow, Jackson, Mich. Adrian. Jackson, Mich. Bloomfield, N. J. Union City, Mich. Adrian. Adrian. Dundee, Mich. Elkhart, Ind. Manistee, Mich. Adrian. Adrian. Kennebec, Kas. Toledo, O. (Dead.) Adrian. Ackron, O. Evansville, Ind. Rochester, N. Y. Boulder, Col. Toledo, O. Escanaba, Mich. Detroit, Mich. (Dead.) Smith, N. Y. Adrian. Adrian. Adrian. (Dead.) Pierre, South Dak. Adrian. Wyandotte, Kas. Pittsburg, Pa. Adrian. Carthage, Ind. Chicago, Ills. GRADUATES. 83 - CLASS (OIF 1870. David A. Bixby, Laura A. Bradley–Stevenson, Bernice Burr–Allen, . William J. Cordley, Anna M. Gregory—Palmer, L. May Helme—Dean, W. W. Nixon, . sº tº Mary F. Packard–Tippett, Mary Palmer, Emma A. Powers—Biglow, Emma J. Saliers, Lewis S. Wilcox, CLASS OF 1871. Maria Ames—Bush, - Susie Berry–Wilcoa, Emma Halsey, Charles Havens, e Emma Sizer—Westerman, Alice Smith—Anderson, . Anna Steere, CLAss of 1872. Alice Bradley—Bradish, Hattie Buck–Van Brunt, Everitt Clark, Louise Hutchinson, Ella Mixer, . Joseph Steere, CLASS (OIF 1873. William K. Bixby, George E. Comstock, Hattie A. Croswell, M. Estella Dodge-Knapp, H. Della Dodge–Ayers, IElla M. Eldridge–Smith, Sherman F. Finch, William H. Godfrey, W. Olney Hunt, Thomas M. Hunter, Robert Millard, . g Myra J. Sizer—Crawford, St. Louis, Mo. Adrian. Hudson, Mich. Sturgis, Mich. Adrian. Adrian. (Dead.) Toledo, O. Adrian. Northville, Mich. Floral Park, L. I. Adrian. Quaker, Mich. Adrian. (Dead.) . . Adrian. Tecumseh, Mich. Tientsin, China. (Dead.) Saginaw, Mich. Stillwater, Minn. Monrovia, Cal. Elkhart, Ind. Sault St. Marie, Mich. St. Louis, Mo. Madison, Wis. New York City, N. Y. Adrian. Adrian. Palo, Mich. Adrian. (Dead.) Adrian. Denver, Col. Toledo, O. Menominee, Mich. 84 g GRADUATES. William T. Smalley, . James A. Stacy, Lilla A. Stebbins-Pierce, . Abram M. Stephenson, . James H. Stevens, Florence N. Taylor, Florence E. Tyler, Lillian E. Wilcox, . CLASS OF 1874. L. Bella Alexander—Mills, Marian B. Allen, - Maggie M. Angell–Russel, Ida F. Beecher-Secor, Minnie E. Bixby—Sampson, Frank C. Bury, . º Hattie I. Cavender—Cole, . Ralph T. Cole, - Mate M. Corbin–Dowglas, Ella B. Dewey—Sigler, James M. Dodge, Fred K. Fernald, Ella M. Finch–Voorhees, . Della E. Foote—Schoolcraft, William H. Harrison, Rose E. Holloway, . Mary I. Hutchinson, . Hattie E. Johnston, Alice T. Keary, . Mary E. Keary, Emma L. Keeney, º Adella M. Knapp-Kedzie, Nettie M. Mixer–Fermald, Louise C. Packard-Smith, Ella E. Todd–Holloway, , William B. Woorhees, CIA ASS OF 1875. Ella S. Alvord, Anna P. Bowen–Frost, . Horace E. Bowen, Adda F. Burr, - Julia M. Burr-Mosher, Marian L. Carey, Bay City, Mich. (Dead.) Hingham, Mass. Adrian. Adrian. Adrian. Chicago, Ills. (l)ead.) Chicago, Ills. Chicago, Ills. Rochester, N. Y. Spring Lake, Mich. Mobietie, Texas. Mobietie, Texas. Houghton, Mich. Cleveland, O. Adrian. Elkhart, Ind. Adrian. Adrian. Adrian. (Dead.) Monrovia, Cal. Adrian. Chicago, Ills. Chicago, Ills. East Saginaw, Mich. Ouray, Col. Elkhart, Ind. Adrian. Hastings, Mich. Adrian. . . Adrian. Washington, D. C. Manchester, Mich. Adrian. Milwaukee, Wis. GRADUATES. 85 --" Louise J. Choate—Schlieman, . Allie E. Corbin–Humphrey, Joseph W. Gregory, Ida M. Hawkins, James W. Helme, º Sarah E. Judge–Withers, Minnie A. Keeney–Perry, Hattie E. Knapp-Lambie, Alice M. Laing—Slater, Clara A. Lincoln-Phelam, Nellie R. Luck, . William B. Mumford, Ella G. O'Connell, Alice E. Pulver–Hinkley, Lida A. Russell–Hamptom, Ella J. Smith, Maddie P. Sweete—Rich, Fred J. Todd, . C LASS OF 1876. I lettie N. Allen–Welch, Elliott W. Allis, - Florence E. Baker–Porter, Joseph Blain, . . . Libbie S. Botsford, . Fannie L. Churchill–Garvin, Frederica C. Collett, . Maria S. Colvin–Bogue, Della L. Corbus, Charles S. Cornelius, Edgar W. Curtis, • Nettie A. Foote-Gibbons, May L. Hartwell–Harrison, Frank J. Hough, Clara P. Howard—Sheldom, Anna L. Humphrey—Sparklin, Venie F. Jones—Shelton, Julia A. McKenzie-Newmeister, . Clara E. Kinney, Nellie E. Kirby-Bray, Eva M. Lowe, º Jennie E. Mills–Church, Mary L. Mossie–Gambie, . Adrian. Sioux Falls, Dak. Seattle, Wash. Adrian. Adrian. Adrian. Chicago, Ills. Adrian. Tecumseh, Mich. Brainard, Minn. (Dead.) Cleveland. Adrian. Adrian. Petoskey, Mich. (Dead.) . Grand Rapids, Mich. T)etroit, Mich. Adrian. Adrian. --- Fruit Ridge, Mich. Sedro, Wash. (Dead.) - Goshen, Ind. Emporia, Kas. Mishuakee, Ind. Adrian. Spring Lake, Mich. Toledo, O. Marshall, Minn. National City, Cal. Ft. Wayne, Ind. Omaha, Neb. Goshen, Ind. Paris, Tenn. Muskegon, Mich. Adrian. Adrian. ——, Dak. ——, Ore. 86 GRADUATES. Julia L. Page, . Ida Park, Anna L. Phelan, Hilda Pennington—Oven, Jennie E. Redmond–Talbot, Charles H. Rynd, Florence E. Steere—Henley, Cornelia L. Tabor—Colbath, . Minnie. E. Weatherwax-Godley, CLASS OF 1877. Amy E. Aldrich–Parr, George W. Ayers, Hubert Beach, Eloise M. Bliss, e Sarah C. Burnham—Knapp, Mary E. Carey—Mulligan, Edward T. Cook, * . gº Will R. Cornelius, . tº * > * Hattie E. Crittenden—Margerum, Frank P. Dodge, John B. Eldredge, Clinton D. Hardy, . J. Charles Harrison, . Celestus B. Heath, Susie M. Lewis-Walker, . Fannie M. Linnell–Townsend, Nellie G. Palmer–Wilcoac, Laura B. Palmer—Scammel, . May R. Patch, * g Hattie W. Scoutt-Barbeaua, Lenora W. Sheffield, . Octa E. Wise, CASS OF 1878. Carrie Auchampaugh–Gilbert, . Hattie Coyle, . * Fred J. Irland, Hattie L. Irish—Older, Jessie Lamson-Reynolds, . J. H. Magrauder, Jr., Charles S. Park. Alice Maud Reeve, Mattie F. Roberts, Wevia Wadsworth, . Adrian. Adrian. Oakland, Cal. Petoskey, Mich. Carleton, Mich. Adrian. Avondale, O. Adrian. (Dead.) Adrian. Adrian. Box Elder, Neb. Adrian. Adrian. Adrian. Los Angeles, Cal. Grand Rapids, Mich. Middletown, O. Adrian. Adrian. Adrian. Adrian. Āddison. Adrian. Sisseton Agency, Dak. Adrian. Detroit, Mich. Adrian. Greenburg, Pa. Sylvania, O. Adrian. Grand Rapids, Mich. Adrian. Washington, D. C. Adrian. White Pigeon, Mich. (Dead.) Adrian. Adrian. Xenia, O. Adrian. GRADUATES. 87 - CLASS OF 1879. James B. Abbott, g g tº tº g . (Dead.) Rachel M. Adams, & e * g gº Adrian. George L. Bennett, . g & * * . Adrian. Mindie Bowen–Barnum, * g wº tº Minneapolis, Minn. Alexander R. Bruce, . tº ſº gº * . Put-in-Bay, Ohio. S. Minnie Clark–Long, . © e . . New Haven, Conn. Julia A. Condict, e tº * & e . Adrian. Anna F. Condict, . e gº * * ſº Adrian. Clara E. Cope—Eldredge, . & wº * - Adrian. Evan W. Cornell, . e sº º e & Adrian. Mary S. Couper—Robinson, tº g º . Adrian. Ella M. Freer—Roberts, e . . . ſº Jerome, Mich. Edith L. Gifford, * e se *- * . (Dead.) F. G. Hawley, . . . . . . . Kansas City, Mo. Effa B. Hubbard–Baldwin, . º g . Minneapolis, Minn. Nellie M. Johnson–Park, . & . . Adrian. Ella F. Kelley–Cornelius, e * * . Spring Lake, Mich. Fred H. Knapp, . g * * e g Adrian. Minnie S. Larwill, . & sº e º . Adrian. Clarence E. Losey, e . . . & g Tacoma, Wash. Mima J. Luck-Williams, . . . . Chicago, Ills. Stella D. Mason—Bennett, . jº e e (Dead.) Lotta B. Mixer—Bartlett, . * & g ... Webster, Mass. Alice S. Neidhamer–Rhodes, * de s Adrian. Luella F. Osborne–Van Wey, . te * g Palmyra, Mich. Carrie Payne, . tº g e * g g Adrian. Florence A. Raymond—Dealcin, & & . Fordyce, Pa. Eva J. Rockwell–Fwrguson, * e & Detroit, Mich. Eva M. Rynd–Powers, . º * • * Minneapolis, Minn. Clara W. Sheffield, w e * * tº Adrian. Maria S. Tabor, e te º * & . Adrian. Emma L. Todd–Wesley, * . . . . Adrian. E. Maude Weaver—Peck, . & & * . Medicine Lodge, Kas. N. Carlton Turner, e ſº e e * Adrian. Bessie S. Wooten—Anderson, . wº * . Adrian. CLASS OF 1880. Florence E. Bruce–Lantz, . & * . Des Moines, Ia. Hattie M. Carey, . * * * * * Adrian. Ida R. Farrar–McFarlame, * & . . . Cambridge, Ohio. Arthur E. Finch, , e e e e . . (Dead.) John J. Gaghan, & * & º * . Fort Wayne, Ind. 88 GRADUATES. Kate E. Hart, Martie J. Hubbard—Richar Frank W. Irland, Cora E. Knignt-Meddick, Gay S. Lewis, . g Julia M. Michalis–Gale, Lilla M. Patterson, William J. Scoutt, , Ettie R. Shier, Bertha E. Weaver–Steck, Ella L. Webster—Norton, . Zada C. Wheeler-Lee, Julia B. Willett–Tudor, Ida Wilson—Underwood, Mattie L. Wilcox–Burmham, Jennie Wynne, George L. Allis, . Libbie Beach, Nellie A. Bruce–Severance, Alma D. Buck–McAdams, Eugene Carmichael, Henry M. Judge, Francis Elmer Fuller, Horace E. Craig, M. Nellie Lewis, Ratie McAdam, Minnie A. Miller—Burns, J. Lulu Nash, Florence D. Nash. James G. Nisbet, Grace M. Nixon, . William R. Payne, Etta Purinton, George A. Sears, Abbie E. Stewart, Estella F. Wail–Payne, Sylvester E. Wilson, . Flora M. Behringer, Lena Chittenden-Thompson, CIMASS OF 1881. CLASS (OIF 1882. Anna W. Adams–Spence, . Adrian. X. Mt. Vernon, N. Y. St. Louis, Mo. Lamar, Mo. * Adrian. , Rosalia, Wash. . . Adrian. Jackson, Mich. Detroit, Mich. Hazelton, Kas. San Antonio, Texas. Lansing, Mich. . . Adrian. Adrian, Adrian. Adrian. (Dead.) Adrian. Detroit, Mich. Addison, Mich. Grand Rapids, Mich. Adrian. Chicago, Ills. Adrian. (Dead.) Adrian. Anthony, Kan. Des Moines, Ia. (Dead.) Sedalia, Mo. Toledo, Ohio. Adrian. T)etroit, Mich. Toledo, Ohio. ———, Cal. Adrian. bijou Hills, Da. Cold Springs, Mo. Adrian. Adrian. GRADUATES. 89 Effa J. Colbath-McDade, Essie Dolbear, Joseph F. Gaghan, Jennie E. Hoag—Hill, Harry L. Larwill, Gertrude Rowley, Alice G. Stowers—Smith, . Carrie E. Sword, F. Winnifred Weaver, Josie L. Whalen, . & * & Estellia A. B. Whitson-Mansfield, . Minnie J. Wise, & & * : . CLAss of 1883. Della Abbott, William L. Agnew, John W. Atkinson, E. Libbie Beatty, Charles G. Brown, Jennie L. Callahn, . Jessie M. Hall–Whitehead, Elmer E. Holloway, Cyrus B. Lester, Grant A. Rogers, Anna V. Rose–Wilson, Merib S. Rowley–Patterson, Jessie E. Shaver, Charles L. Spence, Arthur Sullivan, CLASS (OIF 1884. Loea R. Baird, * Bertha D. Blackstone, . Mattie M. Colgate-Boot, Edith Leigh Coplin—Kedzie, Albert J. Farrah, ſe W. Winford D’A. Keary, Fred S. Kedzie, . Hattie N. Kimball, I. Lulu Nash, Franc B. Piersol, Fannie M. Rich, Soovel S. * * Minneapolis, Minn. Adrian. Windsor, Canada. Adrian. Adrian. (Dead.) Adrian. Adrian. Adrian. Adrian. Toledo, O. Petoskey, Mich. Cadmus, Mich. Jackson, Mich. Jersey City, N. J. Sanford, Fla. Detroit, Mich. Chicago, Ills. Brooklyn, N. Y. San Miguel, Cal. (Dead.) Adrian. Bijou Hills, Dak. Ann Arbor, Mich. Chicago, Ills. Adrian. Forrestal, Mo. Adrian. Adrian. Tecumseh, Mich. Detroit, Mich. Michigamme, Mich. Chicago, Ills. Adrian. Adrian. Des Moines, Ia. Adrian. Adrian. Tecumseh, Mich. 90 - GRADUATES. CLASS OR 1885. Jennie Adams, M. Nellie Aldrich, . A. Louise Bidelman, . . Fred Bury, . . * Florence French—Atherton, Birdie C. Hardy, Lena H. Holmes—Blaim, Mary Hopkins, Hattie B. Jones, Dot Larwill, Mollie Miller, William J. Moody, Gertrude B. Pratt, Kitie M. Smead—Springer, Ernest E. Tobias, e Mattie M. Willett–Walker, CLASS (OIF 1886. George Camburn, Arthur Camburn, Susie Cook, & gº g Mary A. Crittenden–Trine, Zoe Decker, e tº * Mabel Goddard—Hinman, Florence Graves, Lizzie Moody, Henry Myer, Mamie Sears–Taggart, . Harry Stearns, Lou Stockwell, John Tallman, CIA ASS OF 1887. Will Belknap, Elmer Bryant, Louis DeFoe, Benton Graves, Frank Howland, Fred King, Winton Moody, . Roy Rogers, . - - Jessie Storey-Ailsworth, . IEtta Service, Bert Tobias, Adrian. Adrian. Adrian. Adrian. - Hudson, Mich. Adrian. Tacoma, Wash. Adrian. Adrian. Adrian. Adrian. Hillsdale, Mich. Adrian. Buffalo, N. Y. Cadmus, Mich. Adrian. Tecumseh, Mich. Adrian. Oak Park, Ills. Chicago, Ills. Adrian. Galesburg, Ills. Adrian. Hillsdale, Mich. Adrian. Adrian. Adrian. & Cadmus, Mich. Tecumseh, Mich. Adrian. Adrian. Ann Arbor, Mich. Nashville, Tenn. Adrian. I)enver, Col. Hillsdale, Mich. Adrian. St. Louis, Mo. Adrial. GRADUATES. 91 CLAss of 1sss. Louise Adams, Allie Angell, Carl Brown, Bert Clark, Elmer Clement, . Gus Crane, Ernest Dersham, Jessie Eldredge, Franc Farrah, Bess Irland, ‘Fred McDowell, . Ora Smith, Fannie Stearns, , Perry Sudborough, May Thompson, . CLASS OF 1889. Edith Camburn, Mattie Grassman, Dennis Hayes, Clara Hopkins, Walter Judge, Anna Knight, . Jennie Underwood, J. C. VanDoren, Neil Williams, C LASS OF 1890. Zora Aldrich, Edith Estelle Finn, Nellie May Havens, Charles Henry Hubbel, Harry Rufus King, J. Edward Mitchell, Bertha Lenore Reynolds, . Maude Alma Richardson, Winnie J. Sloan, e tº Rollin Herbert Whitmarsh, Adrian. Adrian. Jackson, Mich. Ann Arbor, Mich. Adrian. Ann Arbor, Mich. Holloway, Mich. Adrian. - Adrian. Adrian. Adrian. Adrian. Ann Arbor, Mich. Adrian. Ann Arbor, Mich. Adrian. Adrian. . . Adrian. Adrian. Detroit, Mich. Adrian. Ridgeway, Mich. Adrian. Ann Arbor, Mich. Adrian. Adrian. Adrian. Adrian. . * Ann Arbor, Mich. Appleton, Wis. Oberlin, O. Adrian. Adrian. Detroit, Mich. 92 - APPENDIX. * SUNAMPARY, Year. * Bºº gº. 1857----------------------------- 3 3 * * 1858--------------------------- - - 1 1 * * 1859----------------------------- sº ºr agº gº * = 1860----------------------------- 8 2 1 1861----------------------------- 5 5 * * 1862----------------------------- 3 3 - - 1863----------------------------- 3 3 - - 1864----------------------------- 3 3 - - 1866----------------------------- 7 7 * * 1866----------------------------- 6 5 1 1867----------------------------- 7 7 * * 1868----------------------------- 7 5 2 1869_____ __ ------------------ - - - - 9 8 1 1870-----------------4----------- 12 8 . 4 1871----------------------------- 7 6 1 1872----------------------------- 6 4 2 1878----------------------------- 20 9 11 1874----------------------------- 26 19 7 1875----------------------------- 24 19 5 1876----------------------------- 32 26 6 1877----------------------------- 22 13 9 1878----------------------------- 10 7 3 1879----------------------------- 35 27 8 1880----------------------------- 21 17 4 1881----------------------------- 21 12 9 1882. -------- * * * * * *m as sºme sºme s = * * * * * * * * * > * 15 13 2 1888----------------------------- 15 7 8 1884----------------------------- 12 9 3 1885----------------------------- 16 13 3 1886----------------------------- 13 8 5 1887----------------------------- 11 2 9 . 1888----------------------------- 15 8 7 1889----------------------------- 9 5 4 1890----------------------------- 10 6 4 HIGH SCHOOL GRADUATES, ETC. From 1857 to 1874 inclusive, a period of eighteen years, there were one hundred and twenty-eight graduates—thirty AppENſ) IX. 93 boys and ninety-eight girls—an average of seven graduates a year, of whom nearly one-third were boys. We have no data to show from what courses they graduated. It is fair to presume that they were largely from the four year COUITSéS. more complete. The following are some figures by years: From 1875 to the present time, the records are GRADUATES FROM GRADUATES FROM GRADUATES FROM . TWO YEAR COURSE. ||THIREE YEAR COURSE. FOUR YEAR COURSE. YEAR. | BOYS, GIIRLS. TOTAL || BOYS, GIRLS. TOTAL | | BOYS. GIRLS. | TOTAL 1875 ----| __ sºme sm * * 3 14 17 2 5 7 1876----| __ * * - = 6 23 29 0 3 3 1877_ _ _ _ _ _ &m, ºms * * 9 10 19 0 3 3 1878----| __ * * gº tºº 2 6 8 1 1. 2 1879_ _ _ _ ] . . * * sº sº. 2 17 19 2 10 12 1880____| 0 1 1 3 12 15 1 4 5 1881. - || 6 4 10 2 5 7 1 3 4 1882_ _ _ _| 0 5 5 2 4 6 0 4 4 1883----| 2 1 3 4 3 7 2 3 5 *†1884__ __ * * * = * * * * * * 3 9 12 1885- - -] _ _ e-, * * * gº º * * * * 3 13 16 1886_ _ _ _ _ gº º mº º * - * == - - 5 8 || 13 Dropped end of 2d Dropped end of 3d - year: year: 1887 - || 7 7 14 1 5 6 9 2 11 1888____ 5 2 7 5 4 9 7 8 15 1889 ----| 2 7 9 7 3 10 4 5 9 1890 - - - - || 4 5 9 4 2 6 4 6 10 Of the four year graduates, seventy-three are of the period from 1875 to 1885 inclusive, and fifty-eight are from the period 1886 to 1890 inclusive. The first period averages six per year, and the second nearly twelve. 1871.-Bust of Virgil. CLRSS PRESENTS, 1870.-Stone Urn. 1872.-Chromo, Coming in from the Vineyard. 1873.-Chromo, Beatrice Cenci, Guido. *From this date the graduates are all from four year courses. tMO data to ShoW When pupils dropped out of their courses. 94 APPENDIX. 1874–Steel Engraving, Ida Lewis. 1875.-Chromo, A Park Scene in Badenburg. 1876.-Bronze Clock. - 1877.-Plaster Paris Statue, The Guardian Angel. 1878. –Fountain. - 1879. –Two Chandeliers. 1880.-Crayon Picture of W. J. Cocker. 1881.-Revolving Book-Case. 1882.-Flag. 1883. –Crayon Picture of W. H. Payne. 1884.—Plaster Paris Statue, Victory. 1885–Piano Spread. 1886.-Chandelier, (Hall.) In the Spring of 1887 the subject of class presents was discussed by the Board of Trustees. The High School room was overflowing with presents, and the tax upon some members of the graduating classes had become somewhat burdensome—and principally for the above reasons the Board of Education, by resolution, ordered a discontinuance of the custom. sºmºmºmºmºmºmºmºmºsºm-º. PICTURES PRESENTED TO THE HIGH SCHOOL, Chromo, Landscape.—E. P. Powell. Steel Engravings, Voyage of Life.—W. H. Payne. Oil Painting, Beatitude, “Blessed are they that mourn, etc.”—By George N. Eldredge after Charles Landelle. India Ink Picture of Self.-Franklin Hubbard. Photograph of Nydia.--N. H. Winchell. President of Lyceum.—Lyceum. *=ºs ºmºmºmºmºsºs PICTURES, ETC., PURCHRISED BY THE PUPILS OF THE HIGH SCHOOL, Twelve Steel Engravings. Eleven Chromos. APPENDIX. 95 Eight Large Photographs. Six Pieces of Statuary. Steinway Piano. Carpets, Hanging Baskets, etc. SUMMPARY, Urn------ sº º sº * * * * * * * * * * * * * * * * * * * = m.º. º. ººm º ºs s sº * * * * * * m_m = m, sm *s ame s m tº se tº as 1 º, Fountain------------------------------------------------- 1 Bronze Clock--------------------------------------------- 1 Piano -------------------------------------------- -------- 1 Revolving Book-Case------------------------------------- 1 Flag ----------------------------------------------------- 1 Piano Spread--------------------------------------------- 1 Chandeliers ---------------------------------------------- 3 Pieces of Statuary---------. ------------------------------ 9 Pictures--------------------------------------------------71 Hanging Baskets, Etc.-------------. ---------------------- STUDENTS PAT THE UNIVERSITY, Table making a comparison with all the cities in Michi- gan whose school census is greater than Adrian, excepting Ann Arbor. - From the Calendar of Michigan University, 1889–90. Twenty cities are reported. Below is given the number of students (accredited to each city) who are candidates for a degree in the department of Literature, Science, and the Arts: - Last State cities. sºle sºft, Adrian ----------------------------- 2,315 10 Alpena ----------------------------- 3,140 4 Battle Creek------------------------ 3,287 13 Bay City--------------------------- 8,013 6 Calumet ---------------------------- 3,327 - - Detroit ----------------------------- 65,132 62 East Saginaw - - - - - - - - - - - - - - - - - - - - - - - 9,381 10 Flint ------------------------------- 2,449 9 96 . APPENDIX. Last State No. of Cities. - S "gº Students. Grand Rapids----------------------- 15,128 15 Ishpeming-------------------------- 2,372 * = Jackson -------- -------------------- 5,323 10. Kalamazoo ------------------------- 5,009 10 Lansing ---------------------------- 3,049 6 Manistee --------------------------- * 3,751 3. Marquette -------------------------- 2,372 2 Menominee ------------------------- 2,332 * * Muskegon -------------------------- - 6,822 4 Port Huron------------------------- 3,988 7 Saginaw ---------------------------- 5,196 4 West Bay City---------------------- 3,612 1 OCCUPATION OF PUPILS PRRENTs. Adrian High School, years 1889 and 1890, showing the occupation of pupils' parents: * Artists and Painters-------------------------------------- 2 Barbers -------------------------------------------------- 1. Blacksmiths.---------------------------------------------- 3 Book-binders--------------------------------------------- 1 Book-keepers--------------------------------------------- 2 Book-publishers ------------------------------------------ 2 Butchers ------------------------------------------------- 1 Cabinet Makers------------------------------------------ 3 Carpenters ----------------------------------------------- 6 Clergymen ------------ ----------------------------------- 1 Contractors ------------ * = = * * * * * * * * = ** - - - - - - - - - - - - - - - - - - - - - - 1 County Officers------------------------------------- ------ 3 Draymen ------------------------------------------------ 2 Druggists------------------------------------------------ 3 Express Messenger--------------------------------------- 1 Farmers-------------------------------------------- ----- 23 Grocerymen ---------------------------------------------- 2 Harness Makers------------------------------------------ 2 Hotel Proprietors----------------------------------------- 2 Insurance Men------------------------------------------- 2 Laborers-------------------------------------------------1 Lawyers ------------------------------------------------- ? APPENDIX. . 97 Liverymen ------------- -------------------------- — — — — — — — — 3 Manufacturers.--------------- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 13 Masons -------------------------------------------------- 3 Merchants ----------------------------------------------- 3 Merchant's Clerks---------------------------------------- 3 Orphans --------------------------------------- ---------- 2 Piano Tuners--------------------------------------------- 1 Postal Clerks----------------------------------- ---------- 1 Physicians ------ "- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6 R. R. Employees----------------------------------------- 17 Real Estate Agents.-------------------------------------- 1 Saloon-keepers ------------------------------------------- 2 Shippers ------------ ------------------------------- - - - - - - 4 Superintendent Gas Works------------------------------- 1. Superintendent Public Schools--------------------------- 1 Traveling Men.------------------------------------ — — - - - - 6 Widows - - - - - - - - - - - - - - ------------------------------------ 18 GENERAL TRBLES. Per cent of school attendance as found in three depart- ments. Based on actual enrollment: Cities. sº, ºr ºy Adrian --------------------- 12.0 32.5 55.5 Bay City-----------. ------- 4.7 25.9 69.4 Detroit --------------------- 3.7 26.2 70.1 East Saginaw--------------- 6.2 28.5 65.3 Grand Rapids-------------- 6.0 29.1 64.9 Jackson -------------------- 10.8 25.7 63.5 Kalamazoo------------------ 4.4 26.4 69.2 Cost of education per capita: Cities. sº, ºr ºy Adrian --------------------- 32.14 21.13 15.80 Battle Creek---------------- 38 64 19.01 15.89 Bay City------------------- 34.33 17.18 10.56 Detroit --------------------- 39.38 - 23,06 16.49 East Saginaw--------------- 32.73 20.74 15.25 Grand Rapids-------------- 43.13 22.43 20.64 Jackson -------------------- 33.95 20.71 16.07 Kalamazoo------------------ 28.60 16.43 12.99 T Q AIPPIENDIX. IPRIMARY AND GRAMMAR - SCHOOLS. HIGH SCEIOOL. +s ad ººm-º: ; ||#: ſº (O º a 3 bº g|#|g| # #|g|Fº .8 3 |##|f| = 6 |H|5||3 = 'E #| ||f|| # #|2|+||## ſº * | | 8 || 5 § 8 || 3 ||º] do § 43 || 5 || 5 |<= |ſ|| 9 +3 #| |*|†llſ & Q) § | 8 O CO ; & o • Gl) P+ $3 || 3 |-|3|-3 |+5 | } © 3 || 3: |33 |-|3|T: ; * 3 || 5 || < |#| || || 3 º: 3 | < |E|E||* Sº O p F 3| 3 || 3 | dº .9 * | >, |g|3||+} bſ) 3 É 9 £ $– : $—t | s £ 9 || 3 : $–4 sº Gö E g- || 6′3 # | 3 || 3 || 5 |###| 3 || 5 ||5||5|&#|< * 1876----------- 30051449, 939|3.165.93|--|--|$300 54|16111270.92; 11 1877_ _ _ _ _ - - - - - - 2824|1464 969.3466.93|--|--|| 228 09||17211165.92 | 12 1878-- - - - - - - - - - 2451 1452|1038 42.71% ----|| 200 75||159|11170.93|| 11 1879----------- 23761441 995'42,6993----|| 360 55||17511365.94| 12 1880----------- 21811394. 9904571.93|_|| 201 91||172126.7394| 12 1881----------- 2122,1424|972,4668.93|--|--|| 398 00|223,149,6794|| 16 1882----------- 23881441. 9714067.93|----|| 396 50|153|1146295|| 13 1883----------- 26851446, 97436,6793 - - - -|| 431 30||150 1187996 10 1884----------- 26051484 96937.65935331|| 316 90||153||17|7695|| 10 1885-----------|2469||1377 97239.70944340|| 353 50 153||11475.95|| 11 1886----------- 2382|1353 942,4070,944215|| 297 70||146||11176.95 || 11 1887 ----------- 2290;1356 944,417094,3035|| 547 60||147|11478,95|| 11 1888----------- 2356.1342 95.340 71.93|2190 412 30||148||11477,95|| 11 1889 ----------- 2315||1288 %34. 73.93|1910|| 457 10||155|123.7994|| 12 1890 - - - - - - - - - - 2482|1380, 9643974.93||1335|| 405 40||152|118,7894|| 12 • SHLFIRIES OF TEFICHERS, Superintendent ------------------------------------ $1,800 00 Principal of High School------...------------------- 1,300 00 Teacher of Book-keeping and Penmanship --...----- _ 800 00 Assistants in High School----------------- $500 and 600 00 Training School Teacher--------------------------- 500 00 SEWENTH AND EIGHTH GRADES. First year and Sixth Grade------------------------ $ 380 00 Second year--------------------------------------- 400 00 Third year----------------------------------------- 410 00 Fourth year----------- — — — — — — — — — — — — — — — — — — — — — — — — — — -- - - 420 00 Fifth year----------------------------------------- 425 00 OTHER GRADES. First year----------------------------------------- $ 250 00: Second year--------------------------------------- 300 00 Third year----------------------------------------- 325 00 Fourth year---------------------------------------- 85000 Fifth year----------------------------------------- 360 00 APPENDIX. - 99 BOHRD OF TRUSTEES, 1890–1891. WM. HUMPHREY______ ________________________ Term Expires 1891. J. H. FEE-------------------------------------- Term Expires 1891. L. CHARLOTTE CAREY________________ __----Term Expires 1892. NELLIE M. PARKE--------------------------- Term Expires 1892. CHARLES TUNRS ----------------------------- Term Expires 1893. LAFAYETTE LADD--------------------------- Term Expires 1893. OFFICERS. WM. HUMPHREY_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ -------------------- President. L. CHARLOTTE CAREY____________ ------- ------------ Secretary. W. B. THOMPSON ------------------------------------- Treasurer. STANDING COMMITTEES. Schools, Eacaminations, Appointment of Teachers, Rules and Regula- tions, Teact-Books, Course of Instruction, and Library: HUMPHREY, PARKE, AND TUNKS. School Buildings, Grounds, Apparatus, Furniture, and Janitors: - - LADD, FEE, AND TUNKS. Supplies, Accounts, Census, and Printing: - FEE, TUNKS, AND LADD. CORPS OF TEHCHERS, GEO. W. WALKER, A. M.--------------- Superintendent. HIGH SCHOOL. A. E. CURTIS, A. M.-------------------- Principal. MARGARET CAHILL------------------- Assistant. FLORENCE E. TYLER____ ___ = * * * * * * * = - Preceptress. ELLA P. IRISH------------------------- Geometry and Drawing. DELLA L. CORBUS-------------------- French and German. W. H. CARRIER-L--------------- - - - - - - - - Commercial. Department. GRAMMAR GRADEs-CENTRAL BUILDIN& MAY R. PATCH------------------------- Eighth Grade. FLORA. I. JAMES----------------------- Eighth Grade. ALMA COGSWELL--------------------- Seventh Grade. LIZBETH BEACH______ _ _ _ _ _ _ _ _ _ - - - - - - - - Seventh Grade. ADDA. F. BURR. * - - - - - - - - - - - - - - - * * * * ~ * = - Seventh Grade, 100 APPENDIX. MARTHA E. ROGERS-------------------Sixth Grade. LILLA. M. PATTERSON________ _ _ _ _ _ _ _ _ Sixth Grade. LILLIAN E. WILCOX____ _ _ _ _ _ _ _ _ ____ _ _ Fifth Grade. MARIA S. TABOR ----------------------- Fifth Grade. ERANCH SCHOOLS. - ELLA. G. O'CONNELL------------------ Sixth and Fifth Grades. CARRIE E. SWORD,-------------------- Sixth and Fifth Grades. PRIMARY GRADES. —CENTRAL BUILDING. GERTRUDE B. PRATT_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Fourth Grade. BERTHA. D. BLACKSTONE_ _ _ _ _ _ _ _ _ _ _ _ _ Fourth Grade. LOEA R. BAIRD------------------------ Third Grade. TRAINING SCHOOL. LUCY M. SICKELS--------------------- Second and First Grades. e PUPIL TEACHERs. MATTIE A. GRASSMAN, BESSIE M. IRLAND, ZORA ALDRICH, MAUDE A. RICHARDSON. . WEST BRANCH. MARY E. PALMER_ _ _ _ _ _ - - - - - - - - - - - - - - - Fourth and Third Grades. ETTA A. CLAFLIN---------------------Second Grade. MAY McELROY------------------------- First Grade. NORTH BRANCH. FANNIE J. MORELAND________________ Fourth and Third Grades. FLORA. M. BEEIRINGER_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Second Grade. EDITH M. CAMBURN_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ -- I'irst Grade. SOUTH BRANCH. - - SADIE J. PALMER--------------------- Third and Second Grades. WESTA. S. OUGHELTREE_ _ _ _ _ _ _ _ _ _ _ _ _ _ First Grade. EAST BRANCEI. FLORENCE E. GRAVES.---------------- Third and Second Grades. FANNIE M.;#ICH - = - - am ms - - * * - - - - - - - - - eme - - * First Grade. W. H. CARRIER------------------------- Teacher of Penmanship. ELLA P. IRISH------------------------- Teacher of Drawing. MRS. M. F. JEWELL_ _ _ _ _, - - - - - - - - - - - - - -Librarian. FLORENCE E. BATE_ _ _ _ _ - - - - - - - - - - - - - -Assistant Librarian. CATALOGUE OF THE ANN ARBOR HIGH SCHOOL FOR THE ACADEMIC YEAR 1889-1890. º Wºº- ANN ARBOR, MICH. PUBLISHED BY ORDER OF THE BOARD OF EDUCATION, 1890, --> * p- | * y M/V MINATURE. \--> THE BUSIDESS DEPARTMEDT ANN ARHDR HIGH SCHILL HAS BEEN EQUIPPED IN THE MOST THOROUGH MANNER FOR THE TRANSACTION OF BUSINESS BY ACTUAL PRACTICE. Banks, Tailroad and Express Offices, Wholesale and Retail Jobbing Houses, Real Estate, Commission and Insurance Offices, Postoffice, Etc., Etc., have been established and are conducted in accordance with the usages and customs of business men. TIETIE COTUTIER, SIED OIET STTUTIDTY" Consists of Book-keeping by Single and Double Entry, Pen- manship, Business Forms, Commercial Law, Civil Government, Political Econouny, and Common English Branches. We use no Text books in teaching Book-keeping, and allow no fictitious transactions. Business is carried on among our students in exactly the same manner as it is carried on among merchants in the outside business world. **)ºf % - 22 * 76°//V6, 6% ATP * before entering upon the duties of practical life, should possess a good business training. For Rates of Tuition, Etc., see Catalogue or address the Su- perintendent. \ CATALOGUE - OF THE — ANN ARBOR HIGH SCHOOL THE ACADEMIC YEAR 1889-1890. ANN ARBOR, MICH. PUBLISHED BY ORDER OF THE BOARD OF EDUCATION. 1890. 1890. January 7. March 14. March 17. April 11. June 20. August 29. August 30. September 1. November 26. December 1. December 19. 1891, January 6. March 13. March 16. April 10. June 19. CALENDAR FOR 1889–90. º Wºº- School session resumed after Holiday Vacation. Winter term closes; Junior Exhibition. Spring term begins. Recess of one week. Spring term closes; Graduating Exercises. For residents: Examinations for admission, or adjustment of school work. Examination of non-resident candidates for admission. Fall term begins. Fall term closes; Thanksgiving Recess of four days. Winter term begins. Holiday vacation begins. * School session resumed. Winter term closes; Junior Exhibition. Spring term begins. Recess of one week. Spring term closes; Graduating Exercises. THE COURIER PRINTING ESTABLISHMENT. BOARD OF EDUCATION. -* * *- -u w = NAME. TERM ExPIREs. LEONHARD GRUNER, - - - - — 1890. Office, 8 South Main St. Residence, No. 49 North Main St. JOSEPH. T. JACOBS, - cº- t- --> - 1890. Office, 27 South Main St. Residence, cor. Madison and Packard Sts. WILLARD B. SMITH, - - - - — 1890. Office and Residence, No. 44 East Huron St. PHILIP BACH, - - - - tº- — 1891. Office, 26 South Main St. Residence, No. 100 South Main St. EVART H. SCOTT, - - gº - *- 1891. Residence, Washtena W Ave. JOHN V. SHEEHAN, - - -- sº- — 1891, Office, No. 30 S. State St. Residence, 49 Thompson St. JUNIUS E. BEAL, - sº- e- º - 1892. Office, 41 & 43 North Main St. Residence, cor. Fifth and William Sts. CHRISTIAN MACK, -- - *- - — 1892. Office, 54 South Main St. Residence, cor. Fourth and William Sts. WILLIAM W. WHEDON, - * *º- - 1892. Office, 6 East Huron St., 2d floor. Residence, No. 22 North State St. ORGANIZATION OF THE BOARD. CHRISTIAN MACK, - - - º PRESIDENT. JUNIUS E. BEAL, - -_ - - SECRETARY. LEON HARD GRUNER, - º - TREASURER. STANDING COMMITTEES. TEACHERS, SCHOOLS, AND TEXT-BOOKs. W. B. SMITH, C. MACK. FINANCE AND ACCOUNTS. P. BACH, J. V. SHEEEIAN, W. W. WHEDON. BUILDINGS AND GROUNDS. J. T. JACOBS, L. GRUNER, E. H. SCOTT. LIBRARY. º W. W. WHEDON, J. E. BEAL, C. MACK. -* * MEETINGS OF THE BOARD. THE REGULAR MEETINGS OF THE BOARD ARE HELD THE SECOND TUESDAY EvKNING OF EACH MonTH IN THE OFFICE of THE SUPERINTENDENT, HIGH SCHOOL BUILDING. INSTRUCTORS. * –-º-O Dº WALTER S. PERRY, A. M., SUPERINTENDENT. § JUDSON G. PATTENGILL, A. B., PRINCIPAL–Greek and Latin. IDA. M. STREET, A. M., Rhetoric and English Literature. HORATIO N. CHUTE, M. S., Physical Science. LEVI D. WINES, C. E., Eiigher Mathematics. ALICE PORTER, PH. B., Latin. MARY E. HUNT, B. L., Natural Science. MARY E. DICKEY, German and French. FRED CONVERSE CLARK, A. M., History. *J. COOKE MCCLENAHAN, B. S., Book-keeping and Commercial Law. BERTHA. H. WRIGHT, A, B., General English. LOUIS P. JOCELYN, B. S., Mathematics. WILLIAM W. EAGAN, PH. B., Grammar, Etymology and Composition. ELLA A. LUDWIG, Latin and French. CALLIE H. TRUEBLOOD, Elocution. ANDERSON H. HOPKINS, Assistant in Laboratory. NELLIE S. LOVING, Librarian. *Successor to Benj. E. Nichols, who died Sept. 26, 1889. ºssºws:sº Vº º sº º º º - winwº º \º \º. º º * |HH # . III" º | Ann Arbor High School. —sº e º – ORGANIZATION. The Ann Arbor High School, as a distinct Department of the Public Schools of the city, was established in 1856. The need of a preparatory school at the seat of the State University largely determined the first organization of the High School, and has been a regulative influence in all its development. The School is now organized in seven courses of study, viz.: Classical, Latin, Scientific, English, and Music, each of four years; the Engineering of three years, and the Commercial of two years. Each of these courses, except the Music and the Commer- cial, leads to a corresponding course in the University of Michi- gan; but the needs of the purely academic student have in no sense been overlooked or subordinated. Standing in the transition period between the common school and the college, the High School has a distinct and responsible mission. It must broaden the work of the common schools into a system of intellectual training ; it must furnish the student with the instruments of thought, and so discipline his mind as to enable him to think intently, logically, and persistently. X The High School aims to meet this demand in the fullest sense, both as to facilities and to quality of instruction. If possible it will restore the word thoroughness to its original intent in educational processes. In general, our endeavor is to make all the instruction and administration of the School of a high order of excellence; to give all needful attention and counsel to those entrusted to our care; to bring the pupils under the sway of the high educational spirit and moral tone of the community; and to make surround- ing influences such as shall foster a worthy, efficient character. The new building with its commodious library, its large as- sembly hall, its well appointed laboratories and recitation rooms, is meeting a need that has been pressing more and more *. 6 ANN ARBOR HIGH SCHOOL. upon us for several years. With these increased facilities, we may welcome all who would avail themselves of the advantages here offered, and may assure to them all the conveniences that can be found in the best secondary schools. ADMISSION AND CLASSIFICATION. Pupils who complete the work of the Grammar Department are passed in course into the High School. Other candidates for admission should be able to sustain a good examination in Prac- tical Arithmetic, Geography, Elementary Grammar, United States History, and Composition. Entrance examinations, including those for advanced stand- ing, are not rigid, being designed simply as aids in classifying ; but before receiving a diploma the pupil must gain a standing, either by examination or certificate, in all the required studies of the course in which he is a candidate for graduation. Certifi- cates of scholarship from reputable schools may be accepted for admission and classification, and, to a limited extent—mainly in the first two years of a course—for standing in studies. However, it is expected that every candidate for a diploma will pass in the High School, either by class work or by exami- nation, such portions of studies, indicated below, as are found in his elected course, viz.: Two terms each of Algebra, Geometry, Physics, Vergil, Greek II, German II, French II, and English Llterature ; one term each of Cicero, Rhetoric, and senior Eng- lish with two essays. Pupils who do not design to graduate may elect studies from any of the courses; such pupils, however, and all others pursuing studies irregularly, must pass a preliminary examination, or furnish evidence of good scholarship, in such parts of the course as lead to the elected branches. Those who come for reviews, or short periods of study, usually are well accommodated. Non-residents who are not fully prepared to enter the High School will find suitable advantages in the Grammar Depart- ment. NOTES ON THE COURSES OF STUDY. The courses of study are tabulated on pages 12 and 13. On the 14th, and following pages, the various branches of study are distributed over the several courses and terms, and, where neces- sary, they are described. The standard of graduation in preparatory courses is the re- ANN ARBOR PIIGH SCHOOL. 7 quirement for admission to the University, and in the table ex- hibiting the “Courses of Study " those branches which are not required for admission to the University and for graduating are printed in italics. In the Scientific course two languages are required, each of two years, to be selected from Latin, German, and French. The Sciences of this course are Physics, Botany, and two others to be selected from Physiology, Chemistry, and Astronomy. In the Engineering course three sciences are required, viz.: Physics, and two others to be selected from Physiology, Chem- istry, and Astronomy. English History, though not required in this course, is strongly recommended as preparatory to English Literature. The English course requires five sciences, two of which must be Botany and Physics; but two years of Latin, French or Ger- man may be taken instead of Physiology, Chemistry, Astronomy, and English History. A recent departure has been made in the mode of conducting work in Bookkeeping. For this and kindred branches, rooms have been set apart on the third floor, offices representing all forms of business and banking have been supplied, tickets for merchandise and blanks of all kinds are provided so that the work is all in the form of actual transactions. The management will be in accordance with that of the most approved class of business colleges—and if possible will be the best of its kind. Diplomas will be issued to those completing the Commercial course; and Certificates of Proficiency will be awarded upon the completion of a partial course which shall include Bookkeeping, Arithmetic, Commercial Law, Penmanship, and Business Cor- respondence. Pupils wishing to prepare for any course, department, or service, not herein mentioned, will need to make special arrange- ment therefor. In all the courses except the Commercial, equivalents for certain branches may be elected by such pupils as are not pre- paring for the University. Information concerning individual wants of this kind may be obtained of the Superintendent. The High School does not furnish instruction in Music for the Music course, but it accepts certificates of proficiency from such Music teachers as the Board may approve. For the current 8 ANN ARBOR HIGH SCHOOL. year these are Prof. Orin Cady in the Vocal course, and Prof. A. A. Stanley in the Piano course. All pupils are expected to take two lessons per week in Eng- lish, except when pursuing a kindred branch, as Composition, Rhetoric, or English Literature. Elocution will be elective, and, except by special arrange- ment, additional to published requirements. DIPLOMAS. Diplomas are issued according to merit, of three ranks, A, B, and C, the requirements for which are respectively as fol- lows: For rank A, all the prescribed studies of a course, or equiv- alents, and, for the last two years, an average standing each term of 90 per cent. with no standing below 85 per cent. For rank B, in preparatory courses all studies required for admission to the University or equivalents, in other courses all studies, with a term standing in each study of 80 per cent. For rank C, good scholarship in all fundamental branches, but some of the less important ones may be omitted, or be accepted with a standing of 70 per cent. Those receiving a diploma without equivalents, in any course except the Commercial and Music, of rank A or B, will be admitted to the University without examination, THE LIBRARY. A well-selected Library of about 3,500 volumes with a card catalogue is open each school day for the benefit of pupils of the High School. The reference department is well provided with en- cyclopaedias, dictionaries, gazetteers, annuals, etc. The tables of the Library are supplied also with the best magazines and peri- odicals. The Library is made an important adjunct of the School in its regular work, especially in studies in His- tory, the Sciences, and Literature. Pupils are privileged also with the use of the University Library on the same terms as students in the University. GENERAL OBSERVATIONS. The daily sessions of the High School begin at 8 o'clock, A. M., and continue until 1 o'clock, P. M.–five recitation divisions of fifty-five minutes each, with a recess between the third and fourth divisions. ANN ARBOR HIGH SCHOOL. 9 Pupils are permitted, if they choose, to prepare their lessons at home, or during the daily session they may resort to the Library for study. Besides class-room requirements, the only roll-call is on each Tuesday morning, when all pupils are expected to be present for chapel exercises and instruction respecting school work and duties. Non-resident pupils are not under the immediate direction of teachers except while in attendance upon school duties; but still they are at all times held subject to the authority of the School in whatever pertains to moral and gentlemanly conduct, and a proper employment of time. We have no system of reporting to parents the standing of pupils in scholarship and deportment, but we are always ready to answer inquiries concerning them. However, if a pupil's work fails to be satisfactory for a number of successive weeks, notice thereof will be sent to the parent or guardian. SOCIETIES. Three Literary Societies meet weekly for improvement in writing, speaking, discussion, and parliamentary practice. The High School Christian Association holds a meeting in room G, at 4:15 o'clock P. M., every Friday during the school term, to which all pupils are cordially invited. WORKING REGULATIONS. 1. Except by regular promotion, teachers may receive pu- pils to, or excuse them from, classes only on reception of a writ- ten permission, signed by the superintendent and session teacher. e 2. Teachers must report to session-teachers daily all cases of absence and tardiness in their respective classes. 3. No pupil shall be admitted to class after absence without a written permission from the session teacher. 4. On marking a pupil “left,” for any cause, the session- teacher must notify all teachers of the same, and teachers must continue to report absences against a pupil until such notice is received. Notice must also be sent to the parent or guardian, if the cause of the absence is unknown. 5. In Section 4, of Rules of the Board, “ habitually tardy” is construed to apply to cases of tardiness that reach an average of one or more per week; and “truant” is made ap- 10 ANN ARBOR HIGH SCHOOL. plicable to any unnecessary absence, either of whole days or parts of days. 6. Permission to leave town, and excuses for accrued ab- Sences, not caused by sickness, must be obtained from the super- intendent. 7. Session-teachers may give written permission to pupils to be absent for a single day. 8. Teachers may excuse pupils from single recitations, and if the excuse is granted at the beginning of the hour, the ab- sence need not be reported. 9. Teachers have full power to divide their classes into sec- tions in accordance with the program, and must notify the session-teachers of such divisions and subsequent changes, giv- ing full lists. 10. Eighty per cent. is regarded as a standard for passing studies; seventy per cent. entitles a pupil to continue a study : a lower standing may subject a pupil to a re classification. 11. Teachers must report at the monthly Teachers' Meeting all pupils whose average standing, for the month preceding, has * been below seventy per cent. 12. Absence from any regular examination is marked zero; but the lost examination may be made up when (and only when) an excuse is presented, signed by the session-teacher. Lost examinations must be made up within two weeks, unless the time is extended by the teacher. 13. Absence of one or two days at the close of a term, caused by sickness or other necessity, may be disregarded in making out a pupil’s standing. If the cause of the absence is known to be legitimate and seriously affects the pupil's scholarship, no stand- ing for the time should be given ; but if illegitimate or unknown, the absence shall be marked zero. 14. If a pupil is excused from review in any study, he must either be marked 80 for the term standing, or be examined on the entire term's work, such examinations to count one-fourth in making out the term standing. SELECTIONS FROM THE RULES OF THE BOARD. SECTION 4. Any pupil who is habitually tardy or truant, or guilty of open disobedience or insubordination, or who indulges in the use of profane or improper language, or who makes use of tobacco in any form during school hours, or whose general conduct is injurious, may be suspended by the Principal. ANN ARBOR HIGH SCHOOL. 11 * SECTION 6. Every pupil in the High School who shall be absent the equivalent of two days (a tardiness counts as half an absence) in four consecutive weeks, without an excuse satisfying the teacher that the absences were caused by the pupil’s sick- ness, or by sickness in the family, shall be liable to suspension. SECTION 11. Non-resident pupils are prohibited from using intoxicating liquors as a beverage during their connection with the school, and from visiting or frequenting places where intox- icating liquors are sold. Violation of this rule will subject any pupil to suspension. SECTION 12. Hazing, rushing, pumping, concerted riots, and disorderly conduct in the streets, or on the school or public grounds, shall subject pupils to suspension; and certificates of graduation may be withheld from any and all pupils engaged in such practices. SECTION 13. Any pupil of the High School who becomes or remains a member of a secret society, subjects himself there- by to suspension, or forfeiture of diploma of graduation, or both. EXPENSES. Tuition is charged per term (three terms in a year) as follows: Non-resident pupils, Fnglish branches $6 00 Non-resident pupils, Latin. French and German, each extra------------ 2 00 Non resident pupils. Greek, extra, 3 00 Resident pupils, Latin, French and German, each------------------------ 2 00 Resident pupils, Greek------------ 3 ()0 Residents and non-residents, Physics, [aboratory work----------------- I ()0 Non-residents, single study, English - 3 00 Non-residents, single study, Latin, French or German 4 00 Non-residents, single study, Greek ---- 5 00 Non-residents, single study, Bookkeeping, One hour per day------------ 4 00 Non-residents, Bookkeeping, two or more hours per day----------------- 8 00 Books and Blanks for Bookkeeping, connplete course 4 ()0 Non-residents, Grammar Department –––– 5 00 The Act, incorporating the School District of Ann Arbor, in Section 4, declares that the “Board shall have power to levy and collect such sums as they may deem proper for the tuition of each and every scholar taught in such schools who is not actually a resident of the district, or whose parents or guardians have not actually resided in said district six months previous to the be- ginning of the current school year.” By an order of the Board, all tuition moneys are due within ten days after the opening of a term. Pupils desiring aid or suggestion in securing boarding places, may apply to the Superintendent. Board and lodging can be obtained in private families for from $3.00 to $5.00 a week. Board in clubs costs from $1.50 to $2.50 a week. Room rent ranges from $0.50 to $2.00 a week for each student. 12 ANN ARBOR HIGH SCHOOL. COURSES OF STUDY. CLASSICAL, LATIN . SCIENTIFIC. à : Latin Lessons. Iatin Lessons. Latin Lessons. § 3; Çomposition. Composition. Grammar. ; : Arithmetic. Arithmeti C. j. Geog. ſ: i- tº s • * * * * LOCATION OF SCHOOL BUILDINGS, g g @ AND BOUNDARIES OF SCHOOL DISTRICTS. CENTRAL SCHOOL. Location—Second street between White and Dunbar. Bound ARIES-Entire city limits for all grades above the sixth and the first four wards for fifth and sixth grades. BALDWIN. LoCATION.—Baldwin, corner of Clinton. BoundARIEs—The Baldwin District shall consist of all the territory lying south and west of a line drawn from the Bay north-west on the center of Lewis street to the center of First, thence south-west on the center of First to the center of Lincoln, thence north-west on the center of Lincoln to the center of Third, thence south-west on the center of Third to the city limits. LOCKWOOD. LoCATION.—Corner of Fourth and Lewis. Bound ARIEs—The Lockwood District small consist of all the territory lying south and east of a line drawn from the River south-west on the center of Third street to the center of Washington avenue, thence west on the center of the avenue to the city limits, and not included in the Baldwin district. FRANKLIN. Location—Lockwood street between Ninth and Tenth. Bound ARIES —The Franklin District shall consist of all the territory lying north and west of a line drawn from the River south-west on the center of Seventh street to the center of Tuttle street, thence north-west on the center of Tuttle to the center of Eighth, thence south-west on the center of Eighth to the center of Washington avenue, thence west on the center of the avenue to the city limits. CASS. LOCATION-Sable street between Fifth and Sixth. BounDARIES-All the territory in the Second and Third wards not included in the Lockwood and Franklin districts. GARFIELD. LOCATION.—Washington avenue near the railroad cross- ing. Bound ARIES-First and Second grade pupils living in the Lockwood District and west of a line drawn on the center of Fifth street and those living in the Cass and Franklin Districts, and west of a line drawn on the center of Farmer street, shall attend the Garfield school. OBED SMITH. LOCATION.—Dock street, corner of Beebe. BOUNDARIEs—The Obed Smith district shall consist of all the territory lying north and east of a line drawn from the Bay north-west on the center of Miller street to the center of Commercial, thence north-east on the center of Commercial to the center of Dawson, thence north to the city limits. JEFFERSON. LoCATION.—Oldfield street corner of Pine. Bound ARIES-All the territory lying in the Fifth and Sixth wards not included in the Obed Smith district. CORPS OF TEACHERS FOR 1891–92. Schools. Teachers. Residence. WI1ere Educated. No. Years Experience CENTRAL..........L. S. Norton, Supt....!22. Lockwood street. University of Michigan.............. 1 H. S. Dep’t. Geo A. Hunt......... 312 South First street University of Michigan.............. H. S. Dep’t. Millicent Hunt........ 182 State street...........|University of Michigan.............. H. S. Dep’t. Nellie M. Johnson...;153 State street.......... University of Michigan.............. H. S. Dep’t. F. M. Root............... 603 Washington Ave. Normal, Ypsilanti, Mich............. East Saginaw High School.......... Alpena High School * * * * * * * * * * * * * * * tº { * & { { { { $ 4 § { tº is * * & $ Olivet College, Michigan. ..... .... Alpena. High School................ § 6. { % { % St. Bernard's School Alpena....... Alpena Public School................. Alpena High School - - - - - - - - - - - - - - tº tº * & & 4 {{ * * 4 k * { § { ſº tº § { & 4 * { {. { % § { { % § { $ 6 * * $ $ § { { % § {. 4 & • * tº 4 & * { { % 4 4 £ 4 Mary’s Academy, Monroe..... | H Gram. Dep’t. * { $ 4 # is § { * { * { $ $ { % $ $ { % tº i. * * Ungraded........ LOckwood..... & # 4 4. Baldwin........... $ $ CaSS................. { % Franklin.......... • { Jefferson......... $ & { { Obed Smith..... & #. # i. ... Lillie Rayburn Jennie C. Dixon...... Syra J. Smith........... May V. Collins ..... - Margaret Rayburn. Edith Montague...... Mary E. McLean...... Rebecca Myers........ Harriet A. Cole........ Zoe Collins............... Ella Hilliard............ Anna Thompson...... Maggie McTavish... Abbie Berryhill... .. Anna, Monaghan...... H. Cora Small........ Mae L. Cole.............. Agnes Dixon............. Eva Beekman....... - Lillie M. Oliver........ Emily S. Hilliard..... Susie A. Montague Nora McArthur ...... Ida J. Smith............ Minnie C. Dixon...... Francis M. Garvey. Carrie F. William S 522 Chisholm Street... 153 State Street......... 621 Second street........ 417 Second Street........ West Chisholm Street 520 Third street......... 210 State Street........... 216 State street........... 417 Second street........ 621 Second street........ 524 State street........... 208 Minor Street......... 119 E. Fletcher Street 608 Chisholm Street..... 256 State Street........... 312 First Street... ....... 216 State street........... 522 Chisholm street... 126 Dunbar Street...... 161 State Street........... 524 State street........... West Chisholm street 334 Oldfield Street...... 455 Ctate street........... 522 Chisholm street,..... 110 Chisholm Street... Alpena High School St. Alpena High Schoo 415 State street........... PRESIDENT'S ADDRESS. To the Board of Education of the Cºty of Alpena, Michigan. GENTLEMEN–When I entered upon the duties of Presi- dent of this Board one year ago, a survey of the public Schools convinced me of the pressing need of a new Central school building. I accordingly recommended that an ap- propriation be made for that purpose. The favor with which the recommendation was received and the alacrity with which the Board entered upon the work was an earnest of the success which ultimately attended their efforts. The retiring Board had left a balance in the treasury of about $7,000 and it was thought that with an appropriation of $10,000, in addition to the sum required to meet the current expenses of the Schools, a very good beginning, at least, could be made upon a new building. The result, however, exceeded the most sanguine expectations of the Board. So economically were the affairs of the schools administered, that up to the close of the fiscal year, there had been paid all the estimates of labor and material in the construction of the new building, amounting in all to about $26,000. I cannot speak in too high terms of the unflagging labors of the Board in this part of their work. There seemed to be from the very outset a settled determination to discharge a public trust in a manner that would preclude the thought of jobbery; a determination to erect a model building at as low a figure as free and fair competition would secure. The result has demonstrated that the Board made no mistake. The building is pleasing in architectural design, and will, when completed, be one of the most convenient school build- ings in the state. It is certainly a great credit to our city and a monument to the wisdom and liberality of the Board over whom it was my privilege to preside during the past year. In the erection of this building, moreover, all doubt as to the ability of our local builders to cope with such an under- ALPENA PUBLIC SCHOOLS. 9 taking has been remoyed. It must be said to the credit of the contractor, that the building thus far has been carried forward in exact accordance with the plans and specifications. Not one cent of extra expense has been incurred, and it is hoped that the same can be said on the completion of the building. It is unnecessary to add, gentlemen, that I have the utmost confidence that this Board will carry forward to its completion the work so well begun. In making your esti- mates for the ensuing year it will be necessary, in addition to the contract price of the building, to provide for the filling in of the ground, and the proper furnishing of the building. I would recommend that the Board advertise for sealed propos- als for the purchase of the old buildings, with the view of having them removed from the ground as soon as possible after the close of the school term. They increase our insurance and their presence is a constant menace to the new building. The desire to pay for the new building as fast as the work progressed led, during the past year, to the most rigid economy in all other directions. No repairs whatever were made upon ward buildings. A slight expenditure in this direction during the coming year will be unavoidable. The heating apparatus in the Franklin school is unsafe and in- adequate. As mild as the past winter has been two of the rooms have been closed on several occasions on account of this defect. The building is not worth an expensive heating apparatus but it should be made comfortable and safe. The roof leaks badly and in consequence the plaster is much im- paired. Most of the other buildings are in fairly good repair, and the expense of putting them in good condition for another year will be slight, 1 () ALPENA PUBLIC SCHOOLS, :*TFT ºr Txººl Our schools have now reached a point, as it seems to me; that renders an annual report from the Board and Superim- tendent setting forth the condition and needs of the Schools a thing to be desired. Such a report would, serve as a propér medium of communication between the Board and our citizens. Frequently our Superintendent receives the reports of other schools with a request to return the compliment, and the fact that he is unable to do so does not speak well of our progress- iveness. I would recommend therefore that the Superintend- eat, and officers of the Board be instructed to prepare such report. - .# * , I have reason to believe, our schools were never in a more prosperous condition than at present. I am convinced more- over, that this fact is fully appreciated. by our citizens, No burdens is more cheerfully borne than the expense of our schools, for it is felt that in no other way can public money be more wisely expended. No public office is fraught with greater responsibility than that which involves the guardianship of the'séhools,...and I trust and believe that you will zealously guard their interests. " Very respectfully, 1 * MICHAEI. O’BRIEN, President. ſaev （ ） . . 2 × 7-º…ººº. N OS}{{H-HGHT ſae ſae ſae ſae ALPENA PUBLIC SCHOOLS. 1 1 ... SUPERINTENDENT'S REPORT. To The Honorable Board of Education of the City of Alpena. - . . . . . . . . . GENTLEMEN:—I herewith submit my fifth annual report of the condition of the public schools of this city. - This being the first report published in pamphlet form, it has been deemed advisable not to confine it to the past year but to include such items of interest in the history of the schools since they came under my supervision as may be of interest to the public. . . . . . . . . . Seven years ago the Alpena High School graduated its first class. Within the memory of students still in the school, the old Central and the old Jefferson were the only school buildings in the city. At the present time there are eight buildings with a teaching force of thirty-two teachers. A knowledge of these facts is necessary to a full appreciation of the schools as they are found at the present time. * In towns of rapid growth like Alpena the growth in school sentiment is usually slower than the growth in popu- lation and material resources. It is but a few years since the attitude toward all high school studies was anything but friendly; and, although the sciences were taught to some ex- tent in the early history of the school, they afterward fell into such disfavor that as late as the fall of 1886, the schools could not boast of a single piece of physical or chemical ap- paratus, nor was there to be found in any of the schools a single supplementary reader. . . . . . . . . . . . . . . . . . In no other branch has such rapid progress been made as in reading. With a class of pupils who are not well sup- plied with books at home, and who have but the one well- 12 ALPENA PUBLIC SCHOOLS. thummed reader in school, good reading is almost out of the Question. Recognizing this fact, the Board of Education in the fall of 1886, provided two hundred volumes of supple- mentary readers. These books, from three different publish- ers, and the freshest and most attractive that could then be procured, came to the child, tired of his well-worn reader, like rain to the famished traveler in the desert. From that day reading has steadily improved, until, in some of the lower primaries, it now bears the stamp of downright excellence. Our methods in reading are similar to those now generally employed. The design is to have each pupil read his own and all the supplementary readers that belong to his grade. He thus reads four books instead of one. The supple- mentary readers are placed in the hands of the class after they are called upon the floor, and the only preparation required is the silent reading of the paragraph immediately before its oral rendering. This imparts a degree of interest to class work that could be secured in no other way, and leaves to other studies the time usually devoted to preparation for reading. The supplementary readers supplied by the Board were mainly for the primary grades, and it is in this depart- ment that we find the most marked progress; and, as we might expect, this progress has not been confined to the reading. Good reading has led to good work in other studies. . This fact alone, however, is not sufficient to explain the mark- ed improvement that has been made in the work of this department during the past three years. It is not easy to ac- count for the skill acquired by some of our primary teachers, aided as they are mainly by their observation of work in this city, by their reading, and by their own native ability. There are a few facts, however, that seem to point to a solution of ALPENA PUBLIC SCHOOLS. 13 the problem. In the first place if successful, their salaries are made equal to the average of salaries paid in the gram- mar department. They are also eligible to the principalships of the ward buildings.'...There are at the present time three first primary teachers and one second grade teacher in charge of ward schools who receive the largest Salaries paid in their buildings. When a young woman sees that she is not a member of a caste, but that good work means good pay and preferment, if she has the elements of success in her nature, that fact will soon appear. To encourage good work the Board of Education have occasionally departed from the scale of salaries. This may be a dangerous expedient, but as long as the Board have the courage to do it, they can rest assured that at least a portion of the corps of teachers will have their names upon the roll of honor. I do not mean to say that the securing of a high salary merely for the sake of the salary is a leading motive among good teachers; but a teacher knows that an advance in her salary means more than an increased command over the comforts of life. It means that her labors are appreciated. The Training School, although a new department, must be credited with some of the improvements in methods, in the primary grades. The Board of Education established this school in September, 1888, and placed it in charge of Miss Mary E. Monaghan, formerly a teacher in the Detroit schools. The Lockwood, a four room building, was selected for the purpose, and a training pupil, chosen from the graduates of the High School, was placed in each room at a salary of $200. These training pupils teach all day instead of one-half the time as in other training schools, and each teaches in the room to which she is first assigned during the entire year. 14 ALPENA PUBLIC SCHOOLS. This plan is the result of an effort to adapt the school to our necessities. If the number of training pupils was doubled, the salary would, of necessity, be cut down one-half. But for the present the services of the graduates are in too good demand to be secured for such compensation. Even at the salary paid, which is much more than training pupils receive in other cities, the difference between the aggregate amount paid the four training pupils and that paid four regular teach- ers receiving average Salaries, is sufficient to pay the salary of the training teacher. The training school, therefore, is con- ducted without extra expense to the city, and the results are immeasurably better than under the old plan. The training pupils, if successful, receive a certificate, which, like all other certificates, remains in force while the holder continues to teach in the city Schools. The committee on teachers, how- ever, may require the entire corps to make thorough prepara- tion in from one to three studies each year, and pass an ex- amination in the same, or do the work under an instructor, which has been the practice thus far. Experience has already shown that as a means for cultivating the studious habit among teachers this plan is much superior to that of stated examinations. Many teachers who pass the annual examina- tions are poorly prepared for their vocation, even from an educational standpoint. They seem to have drifted almost entirely out of the current of the world's progress. As for current literature or any other literature, except that of trashy fiction, they are in blissful ignorance of it all. They know little and care less about what is going on in the world, provided they can answer questions enough to obtain their certificates and draw their salaries. Such perfunctory teach- ing is but little better than none at all. In the work thus far ALPENA PUBLIC SCHOOLS. 15 attempted under the above mentioned rule we haye proceed- ed in the belief that teachers who have completed a high school course, and who take sufficient pride in their work to warrant their retention in the public schools, can, and will prepare themselves from day to day on the work especially required by the course of study; and that what they especially need is the quickening influence of new work and a wide range of reading. The Ungraded School came into existence along with the Training department. It had not been long in operation when it was discovered that the law under which it was established could not be enforced in all its provisions. Peo- ple who were opposed to sending their children to the school found some way of evading the law. Compulsory attendance does not seem to harmonize with American ideas. There are, however, not a few parents who would be glad to have their children attend school, but who are unable to enforce their commands. This, by the way, is decidedly American. A majority of these parents, if skillfully approached, will wisely accept the assistance of a truant officer. It is by thus secur- ing the co-operation of parents rather than by opposing them that the Ungraded School has found its mission in this city. The school has at the present time about forty pupils in at- tendance ranging from ten to twenty years of age, and is doing a much needed work. The work of the Grammar Department is good, and has been good so long that this fact calls forth little comment. An earnestness and steadiness of purpose characterize the pupils in the upper grades that is rarely equaled. Those who complete the course in this department have a fair knowledge of the ordinary branches, and are frequently suc- 16 ALPENA PUBLIC SCHOOLS. cessful in passing the county examinations for third grade certificate. t One branch of the work deserves special mention—not so much for what it is as for what it promises to become. In November, 1889, the Board of Edućation appropriated $75 for the purchase of books of travel and compendiums with which to supplement the work in geography. . . These, together with all books in the library suited to the same purpose, amount- ing to about $200 worth in all, were placed at the disposal of the schools. . An outline of topic was placed in the hands of the class calculated to cover everything of interest connected with the subject in hand. In seeking information on these topics the pupil uses his text book more than any other book, but not, as before, to the exclusion of all other books. The amount of reading that a class will do, and the fund of infor- mation that they will soon possess, would astonish a teacher that has never tried this plan. It is found that pupils not only learn more, but they learn all more thoroughly than under the old plan. They soon master the outline, and as they run it over in their minds, what information they possess is easily recalled. They can answer questions, but are not obliged to wait for questions before they can tell you what they know. The habit induced by this work of arranging in the mind in an orderly manner the knowledge acquired of a subject must be of incalculable value to the pupil. It leads, also, to much home reading, not only of the books used in school, but of periodicals as well. Papers and magazines are searched for articles bearing upon the lesson, and thus are formed habits that will be of lasting benefit to the child. No study receives more attention than arithmetic, and perhaps in no other study is better instruction given. A most excel- ALPENA PUBLIC SCHOOLS. 17 lent foundation is now being laid for this work in the primary department. In the lower grades we endeavor to teach not figures simply, or mainly, but numbers. Not only are all processes illustrated with objects, but pupils are taught to use objects to aid in the thought processes. It is impossible to appreciate the value of this work until one has seen it done in the right spirit. It cannot fail, in a majority of cases, to lead to clear thinking. Moreover, the habit once formed of looking beyond the words to the things which they signify, will be exceedingly helpful to the pupil in all of his work. The need of a suitable text-book in arithmetic for the lower grades is keenly felt. At present the work is all placed upon the board by the teacher. This not only necessitates much labor on the part of the teachers, but it leads to many cases of defective eyesight among the pupils, who are obliged to read the work at too great a distance, or from unfavorable positions. This is now the practice of many schools, and is chargeable to the fact that no book has yet been published that meets the requirements of the primary department. The work in English grammar is the least satisfactory of all the work in the public schools. This comes from intro- ducing technical grammar at too early an age, and discon- tinuing the study before pupils are sufficiently mature to master its difficulties. With language properly taught in the lower grades, and technical grammar carried forward at least one year into the High School, we would undoubtedly secure better results. Up to this time, howeyer, we have neither the preparation for the first part of this work nor the time for the second. We have been suffering, moreover, from a lack of uniformity in text-books. Steps have been taken, however, to cure this evil, and it is to be hoped that we may soon see 18 ALPENA PUBLIC SCHOOLS. our way to such other changes as the necessities of the case may demand. e The High School is the just pride of its patrons. If our schools are to be judged by the finished product, the verdict must certainly be a favorable one. With rare exceptions our graduates are either carrying forward their studies in higher institutions or pursuing some useful and honorable vocation. Of the twenty-seven grammar and primary teachers, nineteen are graduates of the High School and four of the remaining eight have pursued studies in that department. Our Grad- uates are so noticeably useful in the community that they afford a complete refutation of the charge that our high schools are turning out young people who have been taught to despise manual labor, but who have not been sufficiently well educated to earn a livelihood without it. In many high schools there is such a marked falling off in attendance during the spring term that a teaching force adequate to the demands of the first two terms of the year is out of all proportion to the demands of the third term. In the Alpena High School the number belonging is about the same throughout the year, and never falls much below the number enrolled. This means, of course, that a majority of those who enter the High School remain until they have completed one of the courses of study. At the present time, outside of the commercial course, there is very little irregu- larity in high school work. This tends to make the work exceedingly pleasant, and imparts to it an excellence not to be found in schools where the attendance is irregular. The policy of the Board of Education has been to hold out inducements to successful teachers to remain in the schools. This, of course, has worked to the advantage of all the schools, ALPENA PUBLIC SCHOOLS. 19 and especially of the High School, where there has been but one change of principals in the past ten years. The employment of a special teacher in the sciences three years ago opened the way for the introduction of rhetorical work and the reading of English classics. Including the work of the seventh and eighth grades, the following classics are now regularly read by students in all courses except the commercial: Kingsley's Water Babies, Martineau's Peasant and Prince, Six Selections from the Sketch Book, Evangeline, Whittier's Poems, Longfellow’s Poems, Warner's A Hunting of the Deer, Burrough's Birds and Bees, Tom Brown, Lady of the Lake, Holmes' Poems, Deserted Village, Motleys' Peter the Great, Merchant of Venice, Macaulay's Fredrick the Great, Julius Caesar, Sir Launfaul, Selections from Ruskin, Hamlet, Wordsworth's Poems, King Lear, Colridge and Burns, and Webster's Reply to Hayne. No other work in the High School is productive of better results than the reading of English classics. It engenders the reading habit, cultivates a taste for that which is purest and best in literature, and thus forti- fies our young people against the seductive influences of in- ane and vicious reading. Its broadening and salutary in- fluence is felt in all the work of the High School, but more especially in the rhetorical work. Patrons and others who have listened to the rhetorical exercises during the past year have not failed to notice their superior quality, which is largely due to the influence of the English classics. - For a more detailed account of the work in the High School the reader is referred to the interesting report of Principal Hunt hereto subjoined. Of the various buildings, the Central, the Jefferson, the Obed Smith, the Baldwin, and the Cass, present a neat 20 ALPENA PUBLIC SCHOOLS. appearance, and are well lighted, warmed and ventilated. The Jefferson, which was erected in 1888, is, all things considered, the best ward building in the city. The rooms are large and well lighted from the left and rear. The steps leading up to the first floor are within the building, and, con- sequently, always free from ice and snow. It is heated and ventilated by the Smead furnaces, and has the dry closet system in the basement. The ventilation of this building deserves special mention. It is claimed by the manufacturers that the entire volume of air in the rooms is changed every fifteen minutes, and the capacity of the apparatus would seem to justify the claim. It is certain that a strong current of air is continuously passing through the rooms, thus rendering the atmosphere at any moment as pure as the source from whence it comes. In buildings heated by the ordinary fur- naces, when the temperature rises too high, the teacher closes her register and thus shuts off the supply of air for her room. With the Smead system this can not be done; for, although she may turn off the warm air, she, at the same instant, admits an equal volume of cool air. That is to say, the vol- ume of air entering the room is nearly constant, but varies from all warm to all cold at the will of the teacher. If no objections can be raised to the dry closet system on sanitary grounds,-and thus far we have none to offer, it is a great improvement over the vaults which it displaced. From a moral standpoint there is no comparison. The dry closets are more directly under the eye of the principal and assistants. Although the Jefferson has now been in use over three years, the first mark with knife or pencil is yet to be made in the basement. The new Central is regarded as one of the finest school build- ALPENA PUBLIC SCHOOLS. .21 ings in the state. Its substantial appearance, its fine propor- tions, and its beautiful hard wood finish excite the admiration of all who see it. All that has been said concerning the ventila- tion of the Jefferson is applicable to the Central. We have, in fact, always found the air currents stronger in the latter. The building contains eight grammar rooms, a high school room, two laboratories, a commercial room, a recitation room, an office, and a library. - The commercial room, in addition to other furniture, con- tains 20 feet of bank counter in polished oak, divided into four offices, which are fully equipped for actual business. The two laboratories form the most noticable feature of the building. Both are well supplied with water and gas. In both moderate provision has been made for individual work. The chemical laboratory contains work tables of unique construction. Each table is provided with a ventilat- ing hood, pneumatic trough, Bunsen burner, case for chemi- cals, cupboards and drawers for retort stands, gas jars, flasks, glass tubing, files, pliers, wire-cutters, and all the working tools and apparatus required for the performance of all ordinary experiments. This room is seated with twenty-five individual desks and will ordinarily be used by classes in botany, Zoology, and geology, as well as by classes in chemistry. The physical laboratory is supplied with one piece of appara- tus not ordinarily found in a public school. With the view of imparting interest to the work in geography, the grammar department, during the past year, gave a series of entertain- ments, and with the proceeds purchased an excellent solar camera with microscope attachment. The physical labora- tory, which has a seating capacity equal to the largest gram- mar class in the building, can be quickly darkened, and by 22 ALPENA PUBLIC SCHOOLS. the aid of the camera views twelve feet in diameter can be thrown upon the screen with a clearness not to be excelled by the best stereopticon with oxy-hydrogen light. The school is already in possession of over one hundred views, mainly for the illustration of geography and history. The design is, however, to utilize this efficient aid in almost every line of high school work. The effect of the new building, especially upon the High School, is very marked. Judging from present appearances, the enrollment in this department will be nearly doubled dur- ing the first year in its new quarters. - The growth in numbers in all departments during the past five years is shown by the following table: DEPARTMENTS. 1886–7 | 1887–8 1888–9 1889–90 | 1890–91 High School....................................... 73 72 -89 83 93 Grammar Department s a w - - - - - - - - - s & º e - -… 288 393 436 383 415 Primary Department............... ......... 1049 1024 1169 1083 1103 Totals --------.................................... 1410 1489 1694 1549 1611 The falling off in 1889-90 was due to the new Polish school during the preceding year. The following data taken from the report of the Super- intendent of Public Instruction for 1890, will be of interest: Cost of education per capita for instruction. opening of the Ralamazoo ........................................................................................... ..…... $11 39 lint.-------------------------------…-----------------------------~~~~ 11 75 Alpena.…..…....…...............…...................…... … 12 14 Lansing .....….......... ..............................…. … 12 57 Bay City.........…...…............ ... ...............…..….. …" 12 86 Muskegon.......................................................... .................... - - - - - - - as * s = - - - - - - - - - * * * * 13 75 Saginaw, West Side................... ...----------------------------------------------------------------- 14 10 Saginaw, East Side..................................................................... .................. 15 08 Jackson...........................…... ...........…. … 15 73 Detroit................................................................................----------------------------- 15 92 Adrian............................. .............................................….. " 15 95 ALPENA PUBLIC SCHOOLS. 23 If we include the cost per capita for incidentals, the showing is not so favorable for our city. Total cost per capita: Kalamazoo - - - - ..... $14 55 Bay City.............................. - - - - - s is an º' - - - - * * * * - - - - e s = - - - - - * * * * * - - - - * * * * - - - - * * * * * -- - - - e. e. e. -- - - - - 17 41 Muskegon........................................... 18 52 Jackson............…............….....……...…...........… 20 10 Saginaw, Eust Side.......................................... . ................ ........................... 20 42 Alpena........................... .........................….... - 21 27 Adrian......…....…. … … 21 62 Saginaw, West Side...................................... - ... 21 79 Lansing................................................---------------------------------------------------------- 21 85 Detroit..........................................….……......…......... 21 92 Flint... ........................ .... .... In placing the Library in the Central School, the Board of Education did a most wise thing. It is already proving to be a great aid in the work of the High School and Grammar Department. The Librarian, who was formerly a teacher in the public schools, works in harmony with the teachers of the building to this end. - By actual count the Library contains 1855 volumes. Among this number are 312 volumes of history, 210 of Gen- eral Literature and Criticism, 202 of Biography, 143 of Travel, 101 of Science, and 34 yolumes on the Useful and Fine Arts. Many of these have been selected with special reference to the needs of students, and are from writers of recognized authority upon the subjects of which they treat. - Upon the reading tables are to be found “The Forum,” “The Century,” “Review of Reviews,” “Harpers' Weekly,” “The Graphic,” “Wide Awake,” and other periodicals. An increasing number of teachers and pupils are availing them- selves of these exceptional advantages, and not unfrequently the room is crowded beyond its capacity. The design is to arrange a course of reading for the High School and the higher gram- mar grades, and not only encourage pupils to enter upon the course but assist them in its intelligent perusal. 24 - ALPENA PUBLIC SCHOOLS. The subject of free text books is receiving considerable at- tention in divers quarters. Several Michigan cities have lately adopted the plan, and in one, at least, it has passed be- yond the experimental stage. The public schools of East Sagimaw have provided free text books for the past six years. During the first four years the cost per capita was $2.46, or $0.62% per annum. As many of the books were in good con- dition at the close of this period, the average cost per annum for each pupil enrolled in the schools would, in the long run, fall somewhat below this astonishingly low figure. This means a saving of about one half in this item of expense. The plan is giving excellent satisfaction wherever it is put into practice. It would cost our city about $2,000 to inaugurate the system, and after that from $800 to $1,000 per annum with the present population. Our schools are not attempting the variety of work that is being done in many of the city schools throughout the state, which I regard as a fortunate circumstance. We might, how- ever, with profit, add music, or drawing, or both, to the cur- riculum. Drawing is as practical as any study pursued in the public schools, and the educating and refining influence of music is unquestioned. Both are wholly within the domain of public school work, and steps should be taken looking to- ward their early introduction. : For, the measure of success that has attended my efforts thus far in this city, I am deeply indebted to the Board of Education. The unswerving support of your Honorable body and that of your predecessors under the most trying circum- stances is, ſ believe, without parallel in the public School history of this state. Not to make public acknowledgment of this fact would be an act of ingratitude of which I trust. I ALPENA PUBLIC SCHOOLS. 25 shall never be guilty. Next to the Board of Education I am indebted to an efficient and loyal corps of teachers. The fact that a prophet is without honor in his own country may account for the partial lack of appreciation of one of the most energetic and industrious corps of teachers that it has ever been my good fortune to labor with. People fail to see supe- rior characteristics in those with whom they have been acquainted from childhood. There is no reason, however, why the young ladies who are born and educated in our own city may not become as efficient teachers as any in the state. Regardless of the support of the Board of Education and the teachers, success would still have been impossible without the friendly attitude of an appreciative public. The healthy public sentiment of the city with regard to the schools has been a potent factor in making them what they are. - - Respectfully submitted, - L. S. NoRTON, Supt. of Schools. R. *Gººgº 26 ALPENA PUBLIC SCHOOLS. REPORT OF THE PRINCIPAL OF THE HIGH SCHOOL. To L. S. Worton, Superintendent of Schools: I have the pleasure of submitting the following report of the Alpena High School for a period of six years, from 1885 to 1891 inclusive. First to take a hasty glance over the work of our predeces- sors. The first class was graduated from the Alpena High School in 1883. Previous to that time High School studies had been pursued by the pupils in attendance, but under no organized plan or schedule of studies leading up to graduation. When Superintendent Smith took charge of the Alpena public schools in 1881, and organized the High School on its present basis, he found no pupils sufficiently advanced to complete in one year any one of the courses he had arranged. But at the expiration of two years four persons had completed a prescribed course of study and had the honor of being the first class to graduate. Since that time there has been a class each year, small at first but gradually increasing in numbers. The period has been one of great material and, we trust, intellectual prosperity. Our material advancement can be estimated only by one who understands the condition of the school in its past and present form. During the school year 1885 and 1886 the High School consisted of about 50 pupils, who were instructed by the Principal and one assistant with the aid of the Superintendent in two recitations. ALPENA PUBLIC SCHOOLS. 27 During this year the recitation rooms were practically des- titute of apparatus to aid in the investigation and demonstra- tion of the principles of science. The scientific experiments were talked of and described rather than performed, with the obvious difference in the degree of comprehension on the part of the pupil. - In the fall of 1886 the Board of Education appropriated $100 for apparatus. Since that time the annual appropriation for this purpose has been $150. About $100 per annum has been expended for physical and chemical apparatus. The laboratories are now fairly well equipped with all the ordinary pieces of apparatus for class work and to some extent for individual work. Among these may be mentioned scales, micrometer, calipers, a Jolly balance for specific gravity pur- poses, an excellent analytical balance with metric weights, and other pieces for studying the properties of matter; ap- paratus for illustrating the laws of falling bodies, of the pen- dulum, and of simple machines; Mariottes' tube, air, force, and lifting pumps, for the study of pneumatics; an electrical machine, batteries, coils, magnets, telegraph instruments, and a very fair out-fit for electrical measurements; apparatus for the study of heat and light, including thermometers, ex- pansion apparatus, porte-lumiere, and a solar camera with microscope attachment. .-- At the present time the High School is instructed by the Principal and three assistants and is organized in four courses: The Latin, Scientific, English and Commercial, each of four years except the ommercial of two years. Each of these courses, except the commercial leads to a corresponding course in the University of Michigan to which the graduates are admitted without examination. 28 ALPENA PUBLIC SCHOOLS. THE STUDIES. MATHEMATICs. The study of mathematics is giyen especial attention both as a means of mental discipline and preparatory to higher studies. Our aim has been to so conduct the work in this branch as to develope habits of independent thinking, impart the ability to grasp relations and apply principles to new and varied conditions. The method of teaching by object lessons has been fully tested in the work in mathematics and found decidedly satisfactory both to the instructor and the pupils. SCIENCES. - At the commencement of the year 1888 this course of studies was arranged and introduced in its present form, and a specialist placed in charge of the work. Previous to this time no instruction had been given in Chemistry, Zoology and Geology. The prime object in this branch of the work is to cultivate the scientific habit, the habit of close inspection of facts and phenomena for the sake of the principles and lessons they yield. In the Natural Sciences our aim is to study by direct observation as far as possible of the natural objects. For our work in the Physical sciences we have in the new Central school building commodious and well equipped laboratories. - HISTORY. Our course of study in History embraces: The General History of the World, The History of England, Roman His- tory, and the History of the United States. A liberal portion of our time has been devoted to this study, and we aim not to have committed to memory pages of narrative for ver- batim recitation in the class-room, but, adopting the method of making facts speak for themselves, we have endeavored to ALPENA PUBLIC SèHOOLS. 29 lead the pupils to investigate the events of history for them- selves from an ethical and philosophical standpoint, and make the recitation a statement in their own language of the results obtained. LANGUAGE. The Latin Language is taught both because of its being the language of one of the greatest empires of the world and one of the richest literatures and the mother of the Romanic languages, and because of our confident belief in its efficacy to produce a readiness of apprehension, strength of reasoning, trustworthyness of memory and discriminating judgment. The best and most approved methods have been sought in the endeavor to furnish all the facilities that make the work of the highest order. And very flattering results have been at- tained by our pupils in this department as is shown by com- parison with others whom they meet in the class-room when pursuing their collegiate course. The same is essentially true of the methods and thoroughness in teaching the Ger- man language. f ENGLISH CLASSICS AND RFIETORICALS. One of the most important missions of the public schools is to cultivate in the pupil a taste for good reading. The most susceptible period of life, the period when habits for the future are formed, is spent in the school-room. The pupil who leaves school without having formed a taste for and the habit of reading good books has practically completed his intellectual culture at the very immature age of eighteen, the very time when it should have thoroughly begun. We do not expect pupils to make a further study of their school books after graduation day, and if they have not yet acquired a knowledge of and taste for the works of our best authors, 30 ALPENA PUBLIC SCHOOLS. we leave them at a point from which we have no right to ex- pect to see them advance. For not one out of ten, when in the midst of the engaging pursuits of life, can find time or have the inclination to cultivate literary tastes. In view of these facts we have placed the reading of the English Classics on an equal footing with the other studies in the High School curriculum. During the year just completed each pupil has spent on an average three hours each week in the class-room on this branch of the work, and the results have been such as to highly justify the undertaking. Moreover full and extensive reading must precede readiness and ease in writing. We must read and converse first; but should not neglect to write afterwards to acquire exactness of thought and expression. Hence we have combined the two branches of work. Each pupil has spent a part of the time during the year on rhetorical work as supplementary to the work in English Classics. And the best productions have been read before the school on Friday afternoons at stated intervals. . . . ' ' ' - THE COMMERCIAL DEPARTMENT. This department of our High School was introduced at the beginning of the year 1886, to meet the wants of those boys and girls who could attend the High School but one or two years. The instruction given in this department is of the most practical nature, bringing the work of the class-room as near as possible to the best business methods. Actual business transactions are carried on in all the different forms. Under Mr. Canfield's supervision for four years this depart- ment became thoroughly equipped and successful. The course embraces the following studies: Commercial Arith- metic, Composition, Civil Government, Philosophy, Physiol- ogy, and Commercial Law, besides two years in Book-keeping and one year in actual business transactions. - ALPENA PUBLIC SCHOOLS. 31 The graduates from the Commercial department are as follows: - C, RA 1) U. A.T. E.S. CLASS 1888. . . . . . . . CLASS 1890. Charles. A. Below. - |Herbert Gordon. David Holmes. Edward Oliver. Herbert R. Kimball.” Sarah M. Gallagher. Morris Myers. - Fred Hyatt. CLASS 1889. Carrie McRae. William McAllister. Fred. N Buck. William A. L. McDonald. Frank E. Creighton. . . . GeO. R., Nicholson. ("LASS 1891. Hichard H. Deadman . Robert Lough. Belle McNeill. Jas. McKay. ALUMNI ASSOCIATION. In order to better uphold the educational interests, establish a public sentiment in favor of liberal education, and for mutual improvement the graduates of the High School organized an. Alumni Association in 1888. The entire mem- bership of the association is at present seventy-nine. This spring, with the permission of the Board of Education, the association resolved to make their first contribution to the educational interest of the city by furnishing the library room in the new Central School building. And a set of fur- niture at a cost of $100.00 was purchased. This is the first step in one of the lines of work in view, and we are confident that as the membership increases this will become one of the most useful and enjoyable societies in the city. - 32. ALPENA PUBLIC SCHOOLS. In addition to the members of the Commercial course already named, the membership is as follows: CLASS 1883. * Annie Dafoe, Margaret Rayburn. Lillie Bayburn. Harry Morse. CLASS 1884. Anna, Robinson. Bessie Atkinson Turner. CLASS 1885. Abbie Berryhill. Aggie Dixon. Louise McDonald Comstock. Rebecca Myers, H. Cora Small. Anna Schweinfurth. CLASS 1886. Elmer G. Furbush. Emily S. Hilliard. Ida. J. Smith. Ralph G. Smith. Millicent Hunt. Rebecca, Maser. Maggie VanDusen. Robert H. Rayburn, CLASS 1887. Agnes Beekman Rutherford. Minnie C. Dixon. May Williams. Arthur Potter. Mary E. McLean. Eva Beekman. Albert, Tefft. CLASS 1888. May Carpenter. Mae. L. Cole. William R. Maiden. Will G. Cole. Carrie E. Williams. Isaac Myers. Gertrude Barnes. § CLASS 1889. Isa McRae. Nora McArthur. Hattie S. White. Frank Gilchrist. Anna M. Lincoln, Sarah E. Creighton. S. Laville Prince. L. W. Doane. Edith E. Montague, Maggie Spicer. Wilbur B. Case. Ella R, Hilliard. Ezilda M. Belleau. CLASS 1890. June Carpenter, Alta S. Dewey. Lillian M. Oliver. Marion Robinson. Zoe Collins. - Susie A. Montague. Joanna E. Deadman. Nellie White. CLASS 1891. Cora M. Foley. Harry V. Knight, Lillian Milne, Roy D. Williams, Ruth H. Avery. Tilly C, Hoey. Rose Myers, ALPENA PUBLIC SCHOOLS. 33 Out of this number thirty have received appointments as teachers in the public schools. In 1883 only two of the corps of teachérs had received their education in the Alpena public schools. At the present time all except two are gradu- ates of our own High School, a fact which proves one ad- vantage of haying a prosperous and well organized high school at home. - CONCLUSION. During this period the High School has been twice inspect- ed by the university committee and very favorably reported, and we are now enjoying very encouraging relationship with that institution. Five of our Alumni are at present in at- tendance at the university at Ann Arbor and one has already graduated. Two have graduated from other colleges. Our enrollment this year was ninety and we expect it to reach one hundred and twenty-five next year. In conclusion I would say that the High School has never been in a more promising and prosperous condition, and express my appreciation of the direction and assistance rendered by the Superintendent, the support of the Board of Education, and the faithful services of all my assistants in our mutual endeavor to make the work pre-eminently suc- cessful. s - G. A. HUNT, Principal. 34 ALPENA PUBLIC SCHOOLS. TREASURER'S REPORT. To the Board of Bucation .. GENTLEMEN :—The following is a statement of the receipts and disbursements of the Union School District of Alpena for the year ending March 1, 1891 : BECEIPTS. Received from EX-Treasurer Viall........ ............................. .................... $ 7,042 77 Received from Library Fund........ ........................................................... 297 80 Received from Browning for rent of Central School building............... 22 50 Received from Primary School money............................'------------------------- 4,823 91 Received from City Treasurer.................................................................. 30,000 00 Amount due Treasurer........................................................ - - - - - - - - - - - - - - - - - - - - - 181 35 - $42,368 33 DISBURSE MENTS, Paid Teachers' Wages........ … … … $13,591 00 Paid Janitors........................... ................................................. * - - - - - - - - - - - - - - 1,555 00 Paid Incidental....................................------------------------------------------------------ 2,567 07 Paid Library............................…... … ............................. *... 174 50 Paid F. A. Wilson................... -----------------------------... -------------------------------- 20,496 36 Paid Smead & Company....................... ................................................... 2,814 40 Paid F. W. Hollister............ ..................................................................... 1,170 00 - $42,368 33 Amount of School Tax Assessed............ ............................... ... - - - - - - * * * - - - - - - --$ 36,000 00 Heceived from City Treasurer........ - - - - - * * * * * * * - - - - - - * * * * * * * - - - - - - - * * * * * * - - - - - - * * * * * * * * * * * * * 30,000 00 - $ 6,000 00 Due Treasurer.............. ...................................................... ....... $ 181 35 Out-standing Orders..... ......... - - - - - - - - - - - - - - - - - - - ... ... --------------- * * * * * - - - - - 217 59 398 94 $ 5,601 06 Respectfully submitted, M. N. BEDFord, Treasurer. ALPENA PUBLIC SCHOOLS. 35 COURSE OF STUDY. PRIMARY DEPARTMENT.--FIRST GRADE. READING. FIRST QUARTER.—During the quarter teach pupils to recog- nize at sight about forty words selected mainly with refer- ence to the first reader in use. For this purpose the black- board and a collection of toys and other objects to represent the object-words of the vocabulary will be indispensable. Lead pupils to talk freely about the object representing the first work to be taught. After eliciting a sentence of con- venient form, place it upon the board in script, and call upon the author of it to read it in the same natural tones in which it was first given. Never permit any other kind of tone in the reading class. Then call upon other members of the class to read the sentence. Finally point out the word to be taught. Substitute other words in the vocabulary for this one until ten or a dozen words can be recognized at sight. Eventually teach all the words of the sentence individually. A new sentence may then be taken and proceeded with in like manner. - - When pupils have made sufficient advancement, write upon the board a sentence requesting the performance of some simple act. Call upon the class to read the sentence silently, and permit some pupil, who signifies by raising his hand, that he has read it, to perform the act and afterward to 36 ALPENA PUBLIC SCHOOLS. give oral expression to the thought. This is one of the most effective methods of securing good expressions, and should be frequently employed. It cultivates in the pupil the habit of grasping the thought in advance of its oral ex- pression. The failure to do this is the cause of much of the poor reading heard in the school room. In teaching pupils to recognize words at sight, a most ex- cellent practice is to erase word after word from the sentences that have been used for the reading lesson, pausing long enough after each for pupils to name the word erased. This compels the class to recognize the word while the eraser is moving toward it. º When a few words can be recognized at sight, the work of analysis should begin and should be prosecuted so persistently that the power to master new words may soon be imparted. In this work Appleton's First Reader will be helpful. The method of word-building as there explained is especially recommended, SECOND QUARTER.—First reader to page thirty-three." Continue the blackboard work in connection with the Reader. With some classes it may not be advisable to take up the reader until the latter part of this quarter or the begin- ning of the next. Teach the use of the diacritical marks as they are introduced in the reader. • SECOND HALF.—First Reader completed. The whole of any one of the supplementary readers will probably not be read, but the easier portions of all may be. The supplementary reading should always be easier than that from the regular readers. Pupils should be taught the new words from the board before.the readers are placed in their hands. Never permit pupils to give oral expression to a ALPENA PUBLIC SCHOOLS. 37 sentence until it has been read silently. Require the silent reading first even at the expense of long pauses between sentences. This habit can easily be overcome, while the habits induced by the other style of reading are overcome with extreme difficulty. . SPELLING. Spelling by sound should precede spelling by letter, but the latter may follow close upon the heels of the former. As in- dicated under the preceding topic, spelling by sound should begin as soon as the child can recognize a few words at sight. To develope right habits of study write a word upon the board and after a moment erase and call upon the members of the class individually to spell it by letter This should be a daily practice. Before the close of the year pupils should be able to see all the letters of a word at a glance. Do not require pupils to write a lesson more than once, or possibly twice. The instruction given by so many primary teachers to write the lesson ten or fifteen times is of a piece with the orders issued to the hired man to bank the house and then take the bank- ing away again, in order that he might be kept at work. WRITING. Give special attention to position and the manner of hold- ing the pen. The pupil should sit erect with the right side to the desk and the feet flat upon the floor. No matter how much time is required to secure correct position, it will pay in the end. Do not require pupils to write while standing. 38 ALPENA PUBLIC SCHOOLS. t ARITHMETIC. Combinations to 10. Roman notation to XXV. Writing and analysis of numbers to 25. 2 pts. = 1 qt. 4 qts. = 1 gal. 3 ft. = 1 yd. 8 qts. = 1 plc. 4 p.ks. = 1 bu. 10c = 1 dime The main object in teaching denominate numbers at this point is to give a greater variety of work. Make use of them in practical problems. Use the measures provided. During the year make pupils familiar with the following fractions: 1-2, 1-3, 1-4, 1-5. Confine this work to fractional parts of numbers of objects. Do not make use of figures until the second quarter. With some classes it will be advisable to postpone this step to the third quarter. Let the work be of such a nature that pupils may be made to feel their depend- ence upon objects and picturing. It is not sufficient to illus- trate the thought processes in problems that have already been solved without the aid of objects. By the help of objects and picturing problems, can easily be solved by this grade that would otherwise be quite beyond their reach. - In the writing and analysis of numbers use the term “ones”. instead of “units.” Illustrate “ones” by single sticks and tens by bundles of ten sticks. Do this work so thoroughly that the pupil will never regard the tens figure in the same light that he does the units. For details see the manual. LANGUAGE. The most effective language work for this class consists in memorizing from the Graded Selections. At least ten select- ions should be memorized during the year. Some attention must be given to punctuation and capitals. Persistent cor- rection of the common errors of speech will accomplish much in this grade. ALPENA PUBLIC SCHOOLS. 39 MISCELLANEOUS. Singing and calisthenics should enliven the work of this grade. Let all recitations be short and spirited. Provide a great variety of busy work and let it all have some bearing upon school work. SECOND GRADE. READING. See the subject of reading under the first grade. The pupil's power to pronounce new words should rapidly in- crease. Do not pronounce words for him but assist him in reaching the pronunciation through his knowledge of the elementary sounds. Drawling must not be tolerated. If the advice given under the preceding grade in regard to reading in advance of the oral expression is followed, no difficulty will be experienced from this source. On the subject of emphasis and the proper grouping of words, Appleton's Third Reader, although especially designed for the next grade, will be helpful to the second grade teacher. Continue the study of diacritical marks. - FIRST HALF-Second Reader to page 66. SECOND HALF.—Reader to page 141. During the first part of the year read the more difficult selections from the supplementary first readers. 40 ALPENA PUBLIC SCHOOLS. SPELLING. Spell by letter and by sound as in the preceding grade. Teach pupils to prepare their lessons by carefully inspecting each word and then, while the word is concealed, spell orally and write once. Make a list of words from the work in oral geography and preserye them in the blank book provided for this purpose. WRITING. In addition to the slate work use ruled paper and pencil. Give pupils individual attention, and guard against the formation of wrong habits either in position or in beginning at the wrong point to form letters. Neatness in slate work will go far towards Securing good writing. ARITHMETIC. FIRST HALF.—Combinations to 15. Roman notation to XXXV. Writing and analysis of numbers to 100. 12in=1 foot. Add numbers under 100. The sum of each column must be less than ten. Add separate columns of which the sum does not exceed 15. Find the difference be- tween any two numbers that do not exceed 100 in which each figure in the subtrahend is less than the corresponding figure in the minuend. Multiply numbers less than 100 by any number that will not give more than nine for any partial product, nor more than 100 for the complete product. Illus- trate the addition, subtraction, and multiplication with sticks. Persist in this work until pupils understand perfectly what they are doing. ALPENA PUBLIC SCHOOLS. 41 SECOND HALF.—Conabinations to 25, Roman notation to J. Writing and analysis to 500. 16oz.=1 lb. During the fourth quarter teach the process of “carrying” in addition and illustrate fully with sticks. Continue the other work of the preceding half. Where 15 is the limit there make 25 the limit for this half, and where 100 is the limit there make 500 the limit here. During the year use the fractions 2-3, 2-4, 3-4, 2-5, 3-5, 4-5. GEOGRAPHY. Take to page 50 of the manual, Teachers should prepare themselves thoroughly for this work, and present the subject in a manner that will arouse a deep interest in the study. The placing of questions upon the board which pupils are to answer in writing should form but a small part of the work. This part of the work is intended simply to fix in memory the points emphasized in the famil- iar talks. Teachers should exert themselves to procure all the objects and apparatus needed for this work. LANGUAGE. Memorize ten poems from graded selections. Make the geography serve the purpose of language work. See instruct- ions for the preceding grade. THIRD GRADE. READING. The teacher will find no better guide for her work during this year than Appleton's Third Reader. If the instructions there found in regard to emphasis are faithfully carried out, 42 ALPENA PUBLIC SCHOOLS. the results will be highly satisfactory. The work in element- ary sounds and diacritical marks should prepare the way for the use of the dictionary. During the first part of the year read from the supplementary second readers. Give time for the silent reading in advance of the oral expression. Prepare for each lesson by a careful study of new words. Give special attention to articulation, emphasis, and inflection. FIRST QUARTER.—Second Reader completed. SECOND QUARTER.—Third Reader to page 47. SECOND HALF.—Third Reader to page 120. SPELLING. Spell from the Reader and all new words from the other studies. Continue the spelling by sound. Written spelling should be frequently reviewed orally. Insist upon proper methods of study. On this point see preceding grades. WRITING. * Write upon ruled paper, and where it is possible, use ink. Right side to the desk, feet flat upon the floor and forearm at right angle to the ruling. Do not spend all the time in prac- ticing upon separate letters. Let a part of the work consist in writing from an easy copy on the board. ARITHMETIC. FIRST QUARTER.—Combinations to 36. Roman notation to LX. Writing and analysis of numbers to 1000. “Carrying” in multiplication, limiting the multiplier to one figure. Illus- trate with objects. ALPENA PUBLIC SCHOOLS. 43 SECOND QUARTER.—Combinations to 48. Roman notation to LXX. Writing and analysis to 5000. “Borrowing” in sub- traction. Illustrate. THIRD QUARTER.—Combinations to 63. Roman Notation to LXXX. Writing and analysis to 10,000. Multiplication with two or more figures. Multiply by the different orders of the multiplier separately as well as in combination. FourTH QUARTER.—Combinations to 75. Roman notation to C. Writing and analysis to 100,000. Short division, the divisor being exactly contained in each figure of the dividend. Use small numbers at first and illustrate the process with objects. Otherwise pupils can not understand . what they are doing. When taking up new work do not give the time exclusively to it, but continue to practice upon what precedes. Give plenty of work in addition during the year. See that pupils are able to do rapidly all the work within the grade. During the year use the fractions 1-6, 1-7, and 1-8. GEOGRAPHY. FIRST HALF-Manual to North America. SECOND HALF.—Manual to the United States, page 94. See instructions on this subject in the preceding grade. LANGUAGE. Reed's Introductory Language Work will be taken as a guide. Supplement this work from other text books as direct- ed. FIRST HALF—Reed's Introductory Language to lesson XXV. SECOND HALF.--To lesson XLI. Commit to memory ten graded selections. - 44 ALPENA PUBLIC SCHOOLS, FOURTH GRADE. READING. FIRST HALF—Third Reader to page 190. THIRD QUARTER-Third Reader completed. - FourTH QUARTER.—Child's Book of Nature, Part I to page 67. Read from the supplementary Third Reader. Continue the preparation for using the dictionary. Before the close of the year pupils should be able to find words in the dictionary and pronounce them correctly by the aid of the diacritical marks. See instructions for preceding grades. - SPELLING. Words from all studies to be written and spelled orally. In oral spelling it is hoped that teachers will be fruitful in de- vices that will arouse enthusiasm for the work. Have con- tests at least once each week. WRITING. Write upon ruled paper as in the preceding grade. - Give some attention to the height and spacing of letters, and secure as free a movement as possible. See instructions for preced- ing grades. - ARITHMETIC. - Puring this year pupils should be made perfectly familiar with the tables. w FIRST QUARTER.—Multiplication and division through the eights. Continue short division, the divisor not to be exactly contained in each figure of the dividend. Illustrate this step in problems in which the dividend contains but two figures. During this year fractional parts of units may be taught by ALPENA PUBLIC SCHOOLS. 45 the use of diagrams. Have pupils draw squares on their slates about two inches on a side. In order to do this neatly the slate frame should be laid off into inches, and these sub- divided into quarters. Illustrate with these diagrams all the fractions taught during preceding grades. In dividing the figure into equal parts use as few lines as possible. For ex- ample, instead of using three horizontal or three vertical lines to divide the figure into four equal parts, use two lines at right angles to each other. Divide into six equal parts by using three lines. REDUCTION. From lower to higher terms. Find four fractions each equal to 1-2. Find three fractions each equal to 1-3; to 2-3. Find two fractions each equal to 1-4; to 3-4. Find one fraction equal to 1-5; to 2-5; to 3-5; to 4-5. It is best to divide the figure into two, three, four, or five. equal parts by horizontal lines. The next fraction will then be found by dividing the figure in the opposite direction by one vertical line, and the next by using two vertical lines, etc From higher to lower terms. - - Find a fraction equal to 4-8 in which the parts are larger than in 4-8; one equal to 5-10, 3-6, 6-12, 5-15, 10-15, etc. Such a fraction as 14-16 would puzzle pupils for a time, and should be avoided. SECOND QUARTER—Multiplication and division through the tens and elevens. Multiply by 10, 100 and 1000. 46 - ALPENA PUBLIC SCHOOLS. REDUCTION. Mixed numbers to improper fractions, 1 1-3= how many thirds? Draw two figures. 21-3 = how many thirds? At first draw three figures for such problems. Improper fractions to mixed numbers or intigers. 10-3=? Draw a square and divide it into thirds, and then another, etc. counting the number of thirds on the completion of each figure until the given number is represented. THIRD QUARTER.—Multiplication, and division through the twelves. - ADDITION OF FRACTIONS. 1. Fractions having a common denominator. 2. Fractions, one of which reduces to the denominator of the other; as 2-3 and 1-6. 3. Fractions, the denominators of which reduce to a higher common denominator; as 3-5 and 2-3. *- 4. Fractions whose denominators have a common factor. Do not give problems involving the addition of more than two fractions. Pupils will soon observe that if they divide the figure illustrating each fraction into as many equal parts by horizontal lines as there are units in the denominator of that fraction, and then into as many equal parts by vertical lines as there are units in the other denominator, the parts will be of the same size and shape in each figure. Do not use the expression “common denominator.” In subtraction take the steps in the same order. FourTH QUARTER.—Long Division, the divisor not to ex- ceed two figures. Give most of the time to this difficult step. ALPENA PUBLIC SCHOOLS. 47 MULTIPLICATION OF FRACTIONS. 1. Fraction by a whole number. 2. Whole number by a fraction. Pupils should be taught that 12 x 1-3 in which 1-3 is the multiplier, is 1-3 of 12. It must not be inferred that diagrams alone are to be used in illustrating this work. Use a variety of objects. Use fractions with small denominators. Keep them under 20. - GEOGRAPHY. FIRST HALF.—Swinton's Introductory to lesson XV. SECOND HALF.—To lesson XXVIII. - . - LANGUAGE. FIRST HALF.—Reed's Introductory to lesson LXI. SECOND HALF.—To Part II. Commit to memory ten graded selections. - FIFTH GRADE. • * READING. - Child's Book of Nature Part I completed, and Part II. Use the supplementary fourth readers. Give special attention to the thought in this grade. The lessons on reading in Apple- ton's Fourth reader will be helpful. Make frequent use of the dictionary. - * . . . . - SPELLING. - Oral and written from all studies. During the first half spell also from Reed's Ward Lessons to page 40, and during the second half to page 62. See instructions for preceding grades. d - 48 ALPENA PUBLIC SCHOOLS. WRITING. FIRST HALF.—Harper's No. 1. SECOND HALF.—Harper's No. 2. - º Each pupil is to be provided also with a practice book in which he is to be drilled upon exercises designed to impart a free and easy movement. ARITHMETIC. Onley's Practical Arithmetic will be used in this grade. The work is not laid out by pages in the course, since the four fundamental operations and fractions are to be carried on together as in preceding grades. The work included be- , tween pages 93 and 102 may be postponed to the last quarter. FRACTIONS. FIRST HALF.—Carefully reyiew the work of the fourth grade. Addition of mixed numbers. Illustrate the addition of the fractional parts only, which for a time should amount to less than one. • . Subtraction of mixed numbers. The fraction in the minu- end should at first be less than that in the subtrahend. Multiplication of a fraction by a fraction. Division of a whole number by a fraction. - SECOND HALF.—Division of a fraction by a fraction. 1. Fractions having a common denominator, and when there is no remainder. 2. Fractions not having a common denominator, and when there is no remainder. 3. When there is a remainder. . Multiplication. - 1. Mixed number by a whole number. * ALPENA PUBLIC SCHOOLS. 49 2. Whole number by a mixed number. 3. Mixed number by a mixed number. Proceed with division in the same order. All these steps should be fully illustrated. For details see the manual. GEOGRAPHY. FIRST HALF.—Introductory to Lesson XLI. SECOND HALF.—Introductory completed. Make frequent use of the outline maps. LANGUAGE. FIRST HALF.—Introductory to lesson CXVII. SECOND HALF.—Introductory completed. Memorize ten graded selections. FORM. The Square, the Rectangle, the Triangle, and the Circle. Parallel, Vertical, Horizontal and Oblique lines. Right, Acute and Obtuse angles. Area of the square and the Rec- tangle. The diagonal of the Square, and the diameter and radius of the circle. The Cube, the Sphere and the Cylinder. PHYSIOLOGY AND HYGIENE. SECOND HALF.—The House I Live In. Make use of the charts. SIXTH GRADE. READING. FIRST HALF.—Fourth Reader to page 96. SECOND HALF.—To page 163. Black Beauty will be used as supplementary reading. These 50 ALPENA PUBLIC SCHOOLS. books should be kept at the teacher's desk. From this time on the dictionary should be the pupil’s constant companion See that pupils grasp the thought fully, and then insist upon their giving the correct expression. Have them face the class and read from the reader or some book supplementary to the work in Geography, which they have had an opportunity to study. Criticise with reference to walk, position, facial ex- pression, pronunciation, quality of voice force, pitch, and emphasis. SPELLING. . | Oral and written from all studies. Also from Reed's Word Ilessons to page 103. See instructions for Fourth Grade. WRITING. FIRST HALF.—Harper's No. 3. SEcond. HALF—Harper's No. 4. See instructions for Fifth grade. } . . ARITHMETIC. FIRST HALF.—Common Fractions. Assist pupils in developing the Principles and Rules as given in Onley by using the diagrams. SEOOND HALF—.Decimals and Denominate Numbers to Longitude and Time. GEOGRAPHY. FIRST HALF.—Swinton's Grammar School Geography to page 42. SECOND HALF.—To page 67. Use the outline provided and supplement the work as instructed. ALPENA PUBLIC SCHOOLS. 51 - LANGUAGE. FIRST HALF.—Reed and Kellog's Graded Lessons to lesson XLIV. SECOND HALF.—To lesson LXXI. Commit to memory ten graded selections. PHYSIOLOGY AND HYCIENE. SECOND HALF—Review the work of the preceding grade, and carry it forward by the use of the charts. SEVENTH GRADE. READING. FIRST HALF.—Fourth Reader to page 236. SECOND HALF.—Fourth Reader completed. Suplementary reading, Kingsley's Water Babies. See instructions for the Sixth Grade. SPELLING. Oral and written from all studies. Reed's Word Lessons to page 143. º - WRITING. FIRST HALF. Harper's No. 5. SECOND HALF.—Harper's No. 6. Follow instructions for the Fifth grade. - - ARITHMETIC. FIRST HALF. From Percentage to Taxes and Duties. SECOND HALF.—To Discount. 52 ALPENA PUBLIC SCHOOLS. GEOGRAPHY. FIRST HALF.—Europe. SECOND HALF.—Asia, Africa, and Oceanica. Use the out- line and supplement the work as directed. LANGUAGE. FIRST HALF.—Graded Lessons to lesson XCIII. SECOND HALF.—Graded Lessons completed. EIGHTH GRADE. READING. From the Fifth Reader and Martineau's Peasant and Prince. Follow instructions for the Sixth Grade. SPELLING. Reed's Word Lessons completed. Spelling from all studies. WRITING. - FIRST HALF. Harper's No. 7. and 8. - ARITHMETIC. FIRST HALF. From Discount to Powers and Roots onlitting Government Bonds. SECOND HALF.—Text book completed, including Longitude and Time, Pratical Expedients, Aliquot Parts, and a review of Common and Decimal Fractions. ALPENA PUBLIC SCHOOLS. 53 HISTORY. FIRST HALF.—Barnes’ History of the United States to the close of the Revolution. SECOND HALF.—Barnes completed. GRAMMAR. FIRST HALF.—Reid and Kellogg's Higher Lessons in Eng- lish to Lesson XLV. SECOND HALF.—To Lesson LXXXV. “ceroº 54 ALPENA PUBLIC SCHOOLS. HIGH SCHOOL.-COURSES OF STUDY. LATIN. SCIENTIFIC. ENGLISH. COMMERCIAL. *: º - - # Latin. Latin. Arithmetic. Arithmetic. º: º Algebra. Algebra, Algebra. Book-keeping. : § Grammar. Grammar. Grammar. Grammar. 8-|T. £ #. Latin. Latin, Grammar. Arithmetic. jº-1 E|I. Composition. COmposition. Composition. Book-keeping. $|Physiology. Physiology. Physiology. Physiology. e º: Caesar. CæSar. Geology. BOOk: keeping. : : Arithmetic. Arithmetic, Zoology. Commercial Law. ſº 2 > |T|German. German. General History.|German. ſº - - 3 º Caesar. Caesar. Civil Government. Civil GOvernment, Q : tº: Botany. Botany. BOtany. Book-keeping. § German, German. General History. German. : Cicero and Prose. Rhetoric. Rhetoric. º + Physics. Physics. Physics. 4-> : 4|Algebra. Algebra. Algebra. C g|3|Cicero and Prose. Civil Government English History. 2 - - ## Roman History. Physics. Physics. § Algebra. Algebra. Algebra. 3-3 ||Vergil. General History. Chemistry. o: # German. German. Eng. Literature : , ; Geometry. Geometry. : º Bhetoric. Eng. Literature. Geometry. ;I. Élie Vergil. General History. |Astronomy. 23 5 tº German. German. Am. Literature. ºr, 3|Geometry. Geometry. GeOmetry. ALPENA PUBLIC SCHOOLS. 55 COURSE IN ENGLISH CLASSICS. FIRST Y. E. A. R. TIRST HALF. SECOND EIALF. *Sprague's Six Selections from the Sketch Book, *Longfellow’s Evangeline. +Whittier's Poems. (42 Selections.) *Longfellow’s Poems. (21 Selections.) +Warner's A Hunting of the Deer. SECON D Y E.A.R. FIRST HAſ, F. SECOND HALF. +Burrough's Birds and Bees. *Tom Brown at Rugby. *Scott's Lady of the Lake. *Holme's Poems. Goldsmith's Deserted Village. T F-II RD Y E.A.R. FIRST HALF, SECONID HALF. £M otley's Peter, the Great. *Merchant Of Venice. #Macaulay’s Frederic the Great *Julius Caesar. +Lowell's Sir Launfaul. F O U RTI-I Y E. A. R. FIRST HAILF. SECONID HAT, F. *Selections from Ruskin. *Hamlet. Webster’s Beply to Hayne. *WordSWOrth's POenns. *King Lear. *Coleridge and Burns. *Ginn & Company, Hudson's Shakespeare. *Riverside Literature Series. #Harper's Half Hour Series. 56 ALPENA PUBLIC SCHOOLS. TEXT BOOKS. The Beginners' Latin Book............*… Collar & Daniell Elements of Algebra......................... .......................................... ........ Went WOrth Composition .................. .............. .............. ~~ Chittenden Grammar................-----------------------------------------------------------------. Reed and Kellogg Commercial Arithmetic..................... ........................................................... Sadler Book-keeping ..................................-------------------------------------. Rochester University Physiology ....................... ............................. ... ~~~~~ Steele Caesar.......................---------------------------------------------------------------------- Lowe and Ewing Latin Grammar...................---- ................. Allen and Greenough Geology ...............…..... --------------------------------------------------------------.......... LeConte Zoology .................... ........................…..... ..... ~~~~ Packard German Grammar ............................................................ ................... Cook’s Otto German Reader........................... ..............................................................Whitney Wilhelm Tell................ .......................... . * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Bucheim General Histo"y.................... ........................................... ............................ Barnes * Commercial Law.................................... --------------------------------------------------....... Clark Civil Government .................................. ------------------------------------------------- Townsend Botany.......... .......... --------------------------------------------…-- Gray’s Manual and Lessons Cicero....... ............. ----------------------------------------------------------------. Allen & Greenough Latin Prose...... ..............................….....…........... … ...…......... Daniell Rhetoric ............................…........ .......…... ….......................... Kellogg Physics..… Ayery Complete Algeb' a.................................. * - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Olney English History..................................................~......... ~~~~ Lancaster Roman History......... ---------------------------------------------------------------------------------. Sheldon Vergil......................…....---------------------------------------------------------------------------. Frieze Chemistry ..................... ...........----------------------------------......... .......................... Meade English and American Literature.......................................... ....................... Shaw ALPENA PUBLIC SCHOOLS. - 57 A N A C T' TO REVISE AND AMEND AN ACT ENTITLED AN ACT TO ORGANIZE THE UNION SCHOOL DIS- TRICT OF THE CITY OF ALPENA. A PPROY E D A PRIL 25, 1889. º An act to revise and amend an act entitled “An act to organize the Union School District of the City of Alpena,” approved April fourth, eighteen hundred and seventy-three, and the acts annend— atory thereof. SECTION. 1. The People of the State of Michigan enact, That the act entitled “An act to organize the Union School District of the City of Alpena,” approved April fourth, eighteen hundred and seventy- three, and the acts amendatory thereof, be, and the same are hereby revised and amended so as to read as follows. SEC. 1. The territory embraced in the city of Alpena shall con– stitute one school district, and shall be a body corporate, by the name and style of the “Union School District of the City of Alpena,” and by that name may sue and be sued for all debts contracted by the Board of Education of said school district, and shall have and possess all the powers and be subject to all the duties and liabilities conferred and imposed by the general laws of the State, relating to corporations, and relating to primary and union schools and school ^ 58 - ALPENA PUBLIC SCHOOLS. districts, so far as the same may be applicable, except as herein otherwise provided, and except as may otherwise be provided by the by-laws and ordinances of the said Board of Education. The schools of said district shall be open and free to all children actual residents within the limits of the city, and between the ages of five and twenty wears inclusive, and to such other persons as the said board shall admit. SEC. 2. The Hoard of Education of said district shall consist of two members elected from and by each ward of said city, as said wards are now and may be hereafter bounded and established. Each of said members shall hold office for the term of two years, commencing on the day of the annual election herein provided for, and until his successor is elected and qualified. The term of one member of said board in each ward ehall expire each year. All of said members, including the present members of said board, shall hold their offices until their successors are elected and qualified. No person shall be eligible to election or appointment as a member of said Board of Education who holds any other elective office under the muncipal government of Said city, or by appointment of the Board of Education; except as Otherwise herein provided. The manner of conducting such election and canvassing shall be the same as provided in the charter of Said city for the election of alder- men, said members to be elected on the same ticket with other ward officers, and to be designated, “For Member of Board of Education.” SEC. 3. Within ten days after such election, the members of the }}oard of Education shall meet, and the Mayor of the city shall be President of the Board, and in the absence of the President at any meeting, a majority of the members present may choose one of their own number President pro tem. SEC. 4. The Recorder of said city shall be ex-officio Clerk of said board, shall perform such duties as the Board of Education may reasonably require, but shall not be entitled to a vote therein, and in case of the absence of said Clerk, the board may choose some suitable person to perform his duties. ALPENA PUBLIC SCHOOLS. 59 SEC, 5. Said Board of Education shall have power to fill vacancies that may occur in the office of members, until the next annual elec- tion, and each member shall file with the Clerk an acceptance of the office, in writing, within ten days after such election by the board, or by the ward in which such vacancy may occur. SEC. 6. The Treasurer of said city shall be Treasurer of said board: Provided, That if, in the judgment of the board, the interests of said school district shall seem to demand it, the said board may appoint some other person, and he shall keep all moneys belonging to said school district separate from the moneys belonging to the corpora- tion of said city, and he shall not pay out or expend the school moneys without the authority of said board, and it shall be his duty to pay all orders of said board, to the extent of funds in his hands, on presentation thereof. The Treasurer shall, before receiying any of the money of said district, give a bond to said district, In a penalty to be fixed by the board, in double the amount of money that is like- ly to come into his hands, belonging to said district, with two or more sufficient surieties, to be approved by said board, conditioned for the faithful performance of his duties as such Treasurer, and the proper care and application of all school funds which shall come into his hands as such Treasurer. Said Board of Education may at any time and from time to time, require the said Treasurer to execute a new or additional bond upon like conditions, in such penalty and signed by such sureties as shall be satisfactory to the said board. Said Treasurer shall deposit the school funds in his possession in such bank in the city of Alpena, or with such person or corporation there- in, as will pay the greatest amount of interest or premium, and shall give good security by bond, with at least five sufficient and respon- sible sureties, to be approved by said board, conditioned for the pay- ment thereof as needed in the management of said district, and as ordered by said board : Provided, That the Recorder shall, in July in each year, invite proposals for such deposits, by publishing notice inviting bids for such deposits, in one or more newspapers publish- ed in said city, for four successive weeks; and the person or corpora- tion offering the largest amount of interest or premium, and who shall 60 ALPENA PUBLIC SCHOOLS. comply with this section, shall receive such deposit. The interest or premium accruing therefrom shall be added to the school fund of said district. If said Treasurer shall, within ten days after being required by the Board of Education, fail to file such bond as the said board are hereinbefore authorized to require of said Treasurer, and shall fail to comply with the directions of the board in that behalf, then, and in such case, said board may appoint some other person to be Treasurer of the district for the unexpired portion of the term of sald treasurer. And the person so appointed shall, upon execut- ing such bond as the board shall require and approve, be custodian of the funds of the district, and shall be entitled to demand and receive the same from the City Treasurer, from time to time, as such funds may come into his hands. If the City Treasurer shall fail promptly to comply with such demand, he shall be deemed guilty of embezzlerment, and be subject to the pains and penalties thereof. The board Iſlay fix and pay the person so appointed Treasurer, a suitable compension for his services. SEC. 7. The majority of the members of said board shall con- stitute a quorum, and the said board shall meet at least once in each month, in such place in said city as they may designate. Said board shall succeed to and exercise all the powers and perform all the duties of school inspectors of Said city. The proceedings of each meeting of said board shall be published in one or more newspapers of the city of Alpena as soon as possible after the adjournment. SEC. 8. Every elector who has resided in the city for three months next preceding the day of said election, and who has resided in the ward in which he offers to vote, for ten days next preceding the day of said election, shall be entitled to vote in such ward for member of Board of Education: Provided, That if the question of raising money for said district by loan shall at any time be submitted to be voted upon by the electors, at an annual election or at a special election called for that purpose, as hereinafter provided, only persons who have property liable to be assessed for school taxes in said city shall be entitled to vote in respect to such loan. ALPENA PUBLIC SCHOOLS. Öf SEC. 9. If at any such election any person shall conduct himself in a disorderly manner, and if after notice thereof by either of the inspectors of election, shall persist therein, either of the inspectors maw order him to withdraw from the place of holding the poll, and on his refusal may order any constable, sheriff or deputy sheriff, or any policeman, or any other person or persons to take him into cus- tody until the polls of said election shall be closed, and any person who shall refuse to withdraw from the place of holding said poll, on being so ordered, as herein provided, and also any person who shall wilfully disturb the said election, by rude, indecent behavior, by profane or indecent discourse, or in any other way make such dis- turbance, he shall, on conviction thereof, be punished by a fine of not less than ten dollars nor more than fifty dollars, or by inprison- ment in the county jail not exceeding thirty days; and any Justice of the Peace or the Recorder of said city shall have jurisdiction to try and determine the same. SEC. 10. The Board of Education shall have full power and authority to purchase School sites, improve and ornament the same, to hire or build and furnish school houses, to establish and maintain schools, employ a superintendent, teachers, janitors, and such other officers, agents and assistants as in their judgment may be necessary; to provide furniture, fuel, books, apparatus, tools and conveniences necessary or convenient for such schools, to fix the salary and com- pensation of the officers, superintendent, the teachers and other employes of the district. Said board shall also have full power and authority to make by-laws and ordinances relative to taking the census of all children in Said city, between the ages of five and twenty years; relative to making all necessary reports and trans- mitting them to the proper officers, as designated by law, so that the said school district may receive its proportion of the primary school x * funds; relative to visitation of schools; relative to the length of time school shall be kept, which shall not be less than nine months in each year, relative to the employment and examination of teachers, their powers and duties; relative to the officers and employes of said district, and to prescribe their powers and duties; relative to the 62 ALPENA PUBLIC SCHOOLS. regulation of schools, the course of study and the books to be used therein; relative to anything whatever that may advance the interests of education, the good government and prosperity of the schools in said city, and the welfare of the public concerning the same. SEC. 11. Said board shall also have power to establish a high school, and to grant certificates of scholarship in such form as they may deem proper, to pupils completing satisfactorily the course of study. SEC. 12. Said board shall have the power and it shall be their duty annually, on or before the first Monday in May in each year, to determine; by a majority vote of all the members thereof, which said vote shall be enter, d in the records of their proceedings, the amount of money necessary to be raised by tax on the property of said dis- trict, to defray the expenses of the schools of said district for the current year, and the amount of the money to pay the interest and principal of any debt due in each year for such district; also the amount of money necessary to purchase sites for School buildings, and to build or repair any school house in said district, and to file said estimates with the Common Council of said city. ſt shall be the duty of the Common Council to review said estimates, and said Council may reduce such estimates, but shall not increase or add to then), and shall by resolution determine what portion of said estimates shall be assessed and raised by tax upon the property of said district, and the sum determined by them, as aforesaid, shall be certified by the Council to the Comptroller of Said city; and the Comptroller of said city of Alpena shall cause the said amounts of money so voted to be assessed upon the taxable property of said city the general city tax roll thereafter made, upon which general city taxes shall be assessed; and the Comptroller shall have the same power and discharge the same duties as to the assessment of said school taxes that can or may be confered or imposed by law upon him in relation to the general taxes of the city of Alpena. Sala taxes shall be collected at the same time and in the same manner as the other city taxes in said roll mentioned: Provided, That the amount ALPENA PUBLIC SCHOOLS. 63 which may be raised by tax in any one year, for the expense of the Schools of Said district, exclusive of such sum as may be required to pay the principal and interest of the bonded debt of said district, shall not exceed the sum of one per cent. on the assessed valuation of said district, according to the last preceding assessment roll of the City. SEC. 13. All taxes which have been or hearafter may be assessed and leyied under and by virtue of this act, shall be set forth in the assessment roll of said city in a seperate column, apart and distin- guished from all other taxes; and the Treasurer of said city shall collect said tax in money. In the warrant required by law to be annexed by the Comptroller to the tax roll upon which such school taxes are assessed, said Treasurer shall be commanded, and it shall be his duty, to levy and collect the school taxes in the same way and at the same time as the general city taxes. Said Treasurer shall have and possess all the powers requisit to enforce the collection of said taxes which are given him by the laws of the State for the collection of other taxes. But said Treasurer shall not receive in payment of said taxes any liability or evidence of debt against said city. The taxes remaining delinquent upon the said roll, after the time allowed for the collection of the same, shall be in all respects returned, managed, treated, collected and enforced in the same way and manner as is provided by law for the return, collection and enforce- ment of the general city taxes of said city, and the provisions of the general tax laws of this State and the charter of the city of Alpena shall apply to and govern in the proceedings relative to the assess- ment, Collection, enforcement and return of such school taxes, So far as the same may be applicable, except as in this act otherwise pro- vided. The Treasurer of the city shall demand and receive from the County Treasurer of Alpena county, all moneys collected or received by him for and on account of such School taxes, and all primary school funds appropriated to said district. SEC. 14. The Board of Education of the city of Alpena is hereby authorized, from time to time, to borrow money and to issue the 64 ALPENA PUBLIC SCHOOLS. bonds of said district therefor, for the purpose of purchasing sites for school houses, ornamenting the same, and for building and repairing and furnishing school houses thereon. No money shall be borrowed by said Board of Education until the the same shall be approved by a majority vote of the tax-paying electors of said city. Said board shall not contract to pay interest upon any such loan at a greater rate than six per cent, per annum, and no bond shall be sold or negoti- ated by said Board of Education, or by any person or officer acting for said board, at less than par, and the interest accrued thereon up to the time of such negotiation and sale. Said loan shall not exceed one-half of one per cent, on the total valuation of property on the last preceding assessment roll of said city. Whenever said Board of Education shall deem it necessary to borrow money for the pur- poses mentioned in this section, they shall so declare by resolution; said resolution may be in the following form, viz: “Resolved, That this board deems it necessary to borrow the sum of... . . . . . . dollars upon the bonds of the district, for the purpose of [here state the purpose generally]; such bonds to be made payable in not less than . . . . . . years, nor more than . . . . . years, and to draw interest at the rate of not exceeding. . . . . . per centum per annum.” The question of raising such money by loan may be submitted to a vote of the electors of said city, at a special election called for that purpose. If said board shall decide to call a special election for that purpose, said board shall thereupon, by resolution, direct such special election to be held in the several wards of said city, at a time and at a place in each ward respectively to be fixed by said board, not less than twenty days thereafter. Thereupon the Recorder of said city shall cause notice of such resolution, and of the time and place in each ward in said city, by posting in five conspicuous places in each ward in said city, and also by publishing in one or more newspapers printed and circulated in said city, for at least two weeks preceding the time fixed for holding such special election. Such special election shall be held upon the day and at the places in each ward so desig. nated in said notice. The vote upon the question of raising money ALPENA PUBLIC SCHOOLS. 65 by loan shall be by ballot, having written or printed thereon the words, “In favor of the loan,” or “Against the loan.” The election shall be conducted in the manner hereinbefore provided for. The inspectors in each ward respectively shall canvass the votes and certify the result of such election in such ward, to the Board of Edu- cation, and file the same with the Recorder. The Board of Education shall canvass such certificates and declare the result of such election in the city. Proof by affidavit, of the posting and publication of said notice shall be filed with the Recorder. Such affidavit and the certificates of the inspectors of such election, and the action of the Board of Educa- tion in canvassing the same and declaring the result of said election may be recorded at length upon the records of said board, and a cer- tified copy of such record shall be prima facie evidence of the con- tents thereof and the genuineness of the signatures thereto. The members of the Board of Education for each ward respectfully, and the Su pervisors of each ward, shall constitute a board of inspectors for such special election. SEC. 15. If any person offering to vote at said special election, shall be challenged as unqualified by any legal voter in said ward, one of the inspectors shall declare to the person challenged the qualifications Of a voter; and if such person shall state that he is qualified, and the challenge shall not be withdrawn, one of the inspectors shall tender to him an oath, in substance as follows “You do swear (or affirm) that you are twenty-one years of age; that you have been for the last three months an actual resident of the . city of Alpena, and for the last ten days an actual resident of this ward, and that you have property liable to be assessed for school taxes in the city of Alpena.” And every person taking such oath shall be permitted to vote at said election, upon questions involving the raising of money by loan. If any person so challenged shall refuse to take such oath, his vote shall be rejected; and any person who shall take a false Oath, or make a false affirmation under the pro- visions of this section, shall be deemed guilty of perjury, and be sub- ject to the pains and penalties thereof. - - 66 ALPENA PUBLIC SCHOOLS. SEC. 16. Whenever the number of wards in said city shall be increased, there shall, at the first annual election after the organiza— tion of such new ward or wards, be elected two members of the Board of Education from every such new ward, one for the term of one year and one for the term of two years, and annually thereafter there shall be elected one member from each ward for the term of two years. SEC. 17. All property, rights and credits now held or existing in said union school district, or in the Board of Education, are here— by confirmed and continued in said district, and shall be in no way affected or impaired by the passage of this act. Taxes leyied for and on account of the present school district of the city of Alpena, or other proceedings had for the collection or enforcement thereof, shall not be in any way affected by the passage of this act, but the same shall be continued and enforced in the same way and manner as mow provided by law. - SEC. 18. All the debts and liabilities of the present school district of said city, whether in the form of bonds or other express contracts, or in any other form, and whether liquidated or not, shall continue to be the debts and liabilities of said union school district of the city of Alpena, to the extent of their present validity. . SEC. 19. All orders drawn on the Treasurer for school money, shall be drawn and signed by the Recorder, and countersigned by the Mayor. The Comptroller, City Treasurer, and all the employes of the Board of Education. shall take notice officially of the acts, orders and proceedings of said board. * SEC. 20. The removal of any member of the Board of Education of said city from the ward for which he was elected a trustee or member of the Board of Education, shall operate to vacate his office, and said board shall have power to fill all such vacancies as may occur by such removal or otherwise, in the office of member of said board, u.til the next annual election. The members of said board, shall each receive, for all services connected with their duties, the sum of one dollar and fifty cents for each attendance of the meetings of the board. SEC. 21. All acts or parts of acts contravening the provisions of this act, are hereby repealed. This act is ordered to take immediate effect. , Approved April 25, 1889. ALPENA PUBLIC SCHOOLS. 67 RULES AND REGULATIONS •l- OF THE BOARD OF EDUCATION OF THE r—“j” CITY OF ALPENA, MICHICAN. ADOPTED JUNE 12, 1889. GENERAL REGULATIONS. PART I. MEETINGS." SEC. 1. The regular meetings of the Board of Education shall be held on the second Wednesday of each month. The hour of meet— ing shall be half past seven o’clock P. M. SEC. 2. Special meetings may be called by the President, at any time and at any hour stated in the call. The President shall also call special meetings of the board on the written request of any three members. In the event of the President's absence from the city, or other cause or inability, such special meetings may be called by the Secretary, on the written request of any three members. The Secre- tary, shall give written notice Of all special meetings. SEC. 3. A majority of the members elect shall constitute a quorum for the transaction of business, but a lesser number may meet and adjºurn from time to time. The President, or in his absence the President pro tem., shall have power to send for absent members. The meetings of the board shall be held at the office of the Secretary, unless the board shall determine otherwise. G8 ALPENA PUBLIC SCHOOLS. COMMITTEES. SEC. 4. Within ten days after the annual election in each year, the board shall meet for organization. The following standing committees shall be appointed by the President, subject to the ap- proval of the board: - - * - FIRST_EXECUTIVE COMMITTEE. The duties of this committee shall pertain to the supervision Of school buildings, repairs, grounds, fuel, janitors, furniture, supplies and apparatus. - SECON D–FINANCE COMMITTEE. The duties of this committee shall pertain to the appropriations, expenses, accounts, census, printing, etc. THIRD–COMMITTEE ON SCHOOLS. The duties of this committee shall pertain to visitation of schools, recommending course of instruction, and text books. FOURTH-COMMITTEE ON EXAMINATIONS . The duties of this committee shall pertain to examination of teachers; appointment of teachers to fill vacancies, subject to appro- val of board; examination of pupils for promotion, and the recom- mending of teachers for employment. - : FIFTH-COMMITTEE ON LIBRARY. The duties of this committee shal! pertain to the coliection and expenditures of the library funds, subject to the approval of the board; superyision and control of the library; purchase of books, etc. . SEC. 5. All committees shall consist of three members, except the Executive, which shall consist of the President and one member from each ward; and the Committee on Examinations shall consist of the Superintendent of Schools and two members of the Board. SEC. 6. No Committee shall take action involving an expense of more than fifty ($50) dollars without authority from the board. All acts of committees shall be subject to the approval of the board. . SEC. 7. No business shall be transacted at a special meeting other than that for which such meeting was called, except by the consent of all the members present. , . ALPENA PUBLIC SCHOOLS. 69 SEC. 8. At all regular meetings of the board, business shall be disposed of in the following order: 1.—Calling roll. 2.—Reading and correcting journal of last meeting. 3.—Unfinished business. - 4.—Petitions, communications and notices. 5.—Consideration of accounts. 6.—Reports of officers, Superintendent, etc. 7.—Reports of standing Committees. 8,-Reports of special committees. 9.—Miscellaneous business. PART II. OFFICERS. SEC. 1. At the first meeting in April, the board shall, by ballot, elect a Treasurer of said board, who shall give a bond for the faithful performance of his duties, with at least two sufficient sureties, approved by the board, to Union School District of the City of Al- pena, in such amount as the Board of Education may determine, which must not be less than double the amount estimated as prob- able to come into his hands. SEC. 2. The Treasurer shall pay all orders properly signed and countersigned, to the extent of the money in his hands, and he shall make a full and complete report to the Board, at the regular meet- ings in April and August, in each year, and at such other times as the board may direct, and shall in all respects comply with the requirements of the board. SEC. 3. The President shall preside at all meetings of the board, shall maintain the rules of order, and shall lay before the board all business requiring their action; shall appoint all committees, unless otherwise ordered by the board; shall countersign all orders, reports and contracts directed by the board. In his absence or inability, a President pro tempore may be appointed by the board, from one of 70 ALPENA PUBLIC SCHOOLS. their own number, who shall perform the duties of the President during such absence or inability. SEC, 4. The Secretary shall keep and preserve a record of all business and proceedings of the board, and furnish copies of such proceedings for publication in such papers in the city as the board shall designate, providing such paper shall have, in competition, been the lowest bidder. He shall draw and sign all orders on the Treasurer for the payment of teachers' wages, and all other claims allowed by the board; shall, in conjunction with the President, sign all contracts with teachers employed by the board; prepare and for- ward in due time to the Superintendent of Public Instruction, all reports required by law, and cause to be taken as required by law, the census of all children in the city, between the ages of fiye and twenty years. - PART III. SUPERINTENDENT. SEC. 1. The Board of Education shall appoint a Superintendert, who shall have the immediate supervision of all the public schools, teachers, school houses, books and apparatus. SEC, 2. He shall be charged with the execution of all rules and regulations adopted by the board for the organization and govern- ment of the schools, and shall perform such further duties as the Board of Education may from time to time require. SEC. 3. As a member thereof, he shall co-operate with the Com— mittee on Examinations and appointment of teachers, in ascertain- ing the character and qualifications of persons who apply for situa- tions as teachers, and shall endeavor to anticipate and provide for vacancies in due time; and shall also report to the board any neglect of duty or lack of ability which, in his judgment, renders any teacher unfit for his or her position. SEC. 4. In case of temporary in disposition or absence of any teacher, shall procure a proper substitute, and no teacher shall em- ploy a substitute without his approval being first obtained. ALPENA PUBLIC SCHOOLS. 7 SEC. 5. He shall attend to cases of misconduct reported to him by teachers, and administer appropriate correction. . In cases of ex- treme difficulty and importance, he shall report the matter to the Board of Education. SEC. 6. All promotions from one grade or class to another, shall be made by him, and he shall superintend all examinations for such promotions; and he shall at other times, as often as practicable, visit the schools and hold such examinations as he may think pro- per, to ascertain the proficiency of the pupils and the success of the teachers. - - SEC. 7. He shall direct the teachers in the classification of their pupils, modes of instruction, administration of discipline, and the introduction of such exercises as are necessarry for the prosperity of their schools. SEC. 8. He shall convene the teachers on the first Monday of each school month, at 4.15 P.M., or oftener, if he deems it advisable, for the purpose of imparting to them such directions or advice or instruction for the regulation of the schools of the city as he may think necessary. SEC. 9. He shall make a monthly report to the Board of Educa- tion, compiled from the monthly reports of the teachers, stating the number of pupils in the different publić schools of the city, the average daily attendance, the number of non-resident pupils, and such other items of information as the board may require. He shall also prepare an annual report for publication, embracing such facts connected with the operation of our public school system as may be of interest to the community, Sec. 10. He shall report to the Board of Education the tuition of non-resident pupils. SEC. 1 1. He shall be in his office from 4 to 5 P.M. on all school days, for the accomodation of parents and others who may desire to consult him in reference to the schools, 72 ALPENA PUBLIC SCHOOLS. SEC. 12. He shall have the control of all the janitors, and they shall perform such duties as he may require, subject to the approval of the Board of Education. SEC. 13. He may allow the teachers to dismiss their schools for the purpose of visiting, under his direction, other schools in the city, so as to secure greater uniformity in discipline and instruction in the various grades. SEC, 14. He shall preserve at his office, a complete list of all apparatus, clocks, thermometers, chairs, bells, maps, keys, etc., belong- ing to the several schools, and shall require a full and satisfactory report from each teacher at the close of each year, accounting for all the various apparatus, books and articles belonging to his or her room or department. * , PART IV. MISCELIANEOUS. SEC. 1. TFRMS AND WACATIONs.—The schools shall commence on the first Monday in September, and shall be taught forty weeks in each year, and five days in each week. SEC. 2. Holidays—There shall be no school on Thanksgiving day, nor on Fast days appointed by civil authorities, nor on any legal holiday. SEC. 3. SCHOOL Hours.-Unless otherwise ordered by the board, the morning session shall begin at 8:45 o'clock A. M., and continue to 12 M., with fifteen minutes recess. The afternoon session shall begin at half past one o'clock, and continue to 4 P. M., with recess as the Superintendent shall direct. SEC. 4. RINGING OF BELLS.–The first bell shall begin to ring thirty minutes before the time to begin Schcol, morning and after- noon, and shall ring five minutes. The last bell shall begin to ring five minutes before the time to begin school, morning and afternoon, and shall ring five minutes. SEC. 5. NON-RESIDENTS.–Non-resident pupils and pupils over ALPENA PUBLIC SCHOOLS. 73 age shall be requirrd to pay in advancee the following rates of tui- tion, and no teacher shall receive such pupils unless they present the Treasurer’s receipt for tuition, as follows: - First and Second Grades, $1.00 per term. - Third and Fourth Grades, $2.00 per term. Fifth and Sixth Grades, $3.00 per term. Seventh and Eight Grades, $4.00 per term. High School, $5.00 per term. - All are non-residents whose legal residence is not within the limits of the district prescribed by law, and known as the Union School District of the City of Alpena. - - - SEC. 6. PAYMENT of TEACHERS.–Orders for the teachers' wages shall be made out at the close of each month, and delivered on the first Saturday of each month, to such teachers as have completed the month's work, and are not reported absent from any teachers’ meet- ing during the month. SEC. 7. PROMOTIONS.–Regular promotions from one grade to another, shall take place at the close of the spring term, in each year, upon a personal examination by the Supérintendent. Pupils of suitable age, however, who are in advance of their respective classes, may be promoted at any time during the year, to any grade to which their age, health and abilities entitle them, at the discretion of the Superintendent. . . . . . - SEC. 8, VENTILATION.—A regular system of ventilation shall be practiced in winter as well as in summer, by which the air in all the school rooms shall be changed so as to prevent the breathing of impure air. Whenever windows are opened for the purpose of ventilation, the pupils shall in no case be allowed to sit in the draught of cold air. During the season for fires, the temperature of the room shall be kept where the pupils sit, between 70 and 75°, Fahrenheit. PART V. TEACHERS. SEC, 1. All teachers are required to make themselves familiar with the rules and regulations adopted by the board, especially as far 74 ALPENA PUBLIC SCHOOLS. as relates to their own duties, and to the instruction and discipline of their own schools, and shall be held reasonably responsible for their observance. SEC. 2. All teachers are required to devote themselves faithfully, and during school hours, exclusively, to the duties of their office; to labor for the advancement of their pupils in study, and for their moral, social and physical well-being. SEC. 3. All teachers shall take care that their respective rooms, as well as the furniture, apparatus, maps and other schoo! property belonging to their rooms, be not defaced or injured; and upon dis— covery of any injury, shall report the same to the Superintendent. They shall, subject to the regulations of the Superintendent, assist in securing proper order in the halls of their respective buildings. SEC. 4. Teachers shall keep a careful record of all books loaned by the board to pupils; see that such books are neatly labeled and covered, and that no names are written in them, and that, when the pupils leave school, the books are heft at the school house. Teachers will be held responsible for the care and keeping of all books loaned in their schools. SEC. 5. Teachers are required to be in their respective rooms at the ringing of the first bell, both forenoon and afternoon; they shall not permit disorder or unnecessary noise in their rooms at any time, nor allow pupils to remain in their rooms except in their presence, or under such regulations for securing order as are approved by the Superintendent. SEC. 6. Teachers in the several schools shall keep such record in respect to attendance, recitations, and other things, as are pre- scribed by the Board of Education, and shall make monthly returns to the Superintendent, according to blanks furnished for that pur- pose. Failure to render such monthly report, when due, shall be regarded sufficient reason for with holding the monthly payment of wages for one month. SEC. 7. It shall be the duty of the principal of each ward school to exercise a general supervision, during school hours, over the build- ALPENA PUBLIC SCHOOLS. 75 ing, grounds, etc.; to secure uniformity in opening and closing schools and to receive and communicate the instructions of the Superinten- dent relating to such school. Such teacher shall also report to the Superintendent, injuries committed by pupils, or neglect of duty on the part of janitors. - SEC. 8. Teachers shall not allow their time or that of their pupils, to be occupied, during school hours, by book agents or exhibition men, nor shall they permit the circulation, through their schools, of handbills or notices not connected with the school matters, except by the previous consent of the Superintendent, SEC. 9. For a wilful or persistent violation of rules, for unfitness or incompetency, the board reserves the right to dismiss a teacher at any time. ' SEC. 10. The teachers are required to attend promptly and regu- larly the monthly teachers' meetings, and all other teachers' meet- ings which may be called by the Superintendent. SEC. 11. Teachers are required to open their schools at the pre- cise hour and minute appointed, and to dismiss with equal prompt- ness, at the appointed hour: Provided, That nothing in this rule shall be so construed as to prevent the detention of pupils after school for a reasonable time, when, in the judgment of the teacher, it be necessary, either for the purpose of discipline, or to make up neglected lessons. - - SEC. 12. When the parent requests it, it shall be the duty of the teacher to give notice of the absence of any pupil at the close of schoo!, morning and afternoon, every day. SEC 13. Teachers shall use the utmost care to promote the health and comfort of their pupils, and especially to protect them from cold and exposure. - SEC. 14. No teacher shall be considered employed by the Board of Education of the city of Alpena, or entitled to draw pay, until he or she shall have entered into a contract, executed in duplicate, and after the following form: 76 ALPENA PUBLIC SCHOOLS. s TEACHER'S CONTRACT. It is hereby contracted and agreed, between the Union School Dis- trict of the city of Alpena, county of Alpena, and State of Muchigan, of the first part, and ... a legally qualified teacher in said district, of the second part, as follows: 1st. The said party of the second part agrees to serve as teacher in the public schools of said district, for the term of.... months, beginning ºn the.... day of....A. D. 18.., unless this contract is sooner terminated, in the manner hereinafter provided. Said second party, during the continuance of this contract, agrees faithfully to observe and enforce the rules and regulations established by the Board of Education of said district. 2d. In consideration for which services well and faithfully rendered, the said district agrees to pay the aforesaid teacher the sum of... dollars per month, payable on the first Saturday of each month. 3ü. It is expressly agreed and understool, that either of the parties to this contract may terminate the same upon giving the other party fifteen days' notice, in writing, of said termination. The The annulment by the Board of Education, of the certificate held by said second party, or said certificate expiring before the expiration of the term above stated, shall also be deemed a termination of this contraCt. In witness whereof, the parties hereto, (said district by the Presi- dent and Secretary of the Board of Education thereof) have this day executed this contract in duplicate. Dated Alpena, . . . . . . . 18. . s s \ e º 'º a 2 & e e s a e e s e º 'º e President. . . . . . . . Secretary. * * * * * * * * * * * * * g º a s a tº º Teacher. ALPENA PUBLIC SCHOOLS. 77 PART VI. PUPILS. SEC 1. Pupils are expected to commence their attendance promptly at the beginning of each term, and are required to be regular and punctual in their attendance; to conform to the regula- tions of the school, and to obey promptly all the directions of the teachers; to observe good order and propriety of deportment; to be diligent in study, respectful to teachers, and kind and obliging to school-mates; to refain entirely from the use of profane or improper language, and to be clean and neat In person and attire. SEC. 2. Pupils are required to attend the school within the limits of which they reside: Provided, The grades to which they belong are taught in that School. SEC. 3. Pupils are forbidden to throw stones, snow-balls, or missiles of any kind, upon the school grounds, or in the vicinity of the school buildings. SEC. 4. Upon entering School, pupils must enter such department and pursue such studies as the Superintendent shall direct, provide themselves with such books and apparatus as are used by their classes, sit in such seats and use such places in the wardrobe as the teacher may assign them. SEC. 5. Pupils shall not go from one school to another, without permission from the Superintendent. SEC, 6. No pupil shall be permitted to remain in the school who, is afflicted with, or has been exposed to, any contagious disease, until such time as all danger therefrom has passed. SEC. 7. Pupils shall not collect around the school before the first bell rings; and pupils who desire to remain in the School room at noon, shall first get permission from the Superintendent, and shall be subject to such restrictions as he or the teacher may impose, and shall in all cases be held responsible for damage done to the room or its contents, and for any disorder or misplacement of books or furni- ture. ~ : ) 78 ALPENA PUBLIC SCHOOLS. SEC, 8. Pupils must leave the school premises and the vicinity of the school buildings, both at noon and night, unless otherwise per- mitted by the teacher; must not bring to the school, books, periodi- cals or papers foreign to the purpose of study; must not relinquish any study which may have been commenced, without the consent of the Superintendent, and must endeavor to keep clean the school room and yard attached to the building. SEC. 9. Any pupil who is habitually tardy or truant, or guilty of open disobedience or insubordination, or who indulges in the use of profane or improper language, or who makes use of tobacco in any form during school hours or on the school grounds between the ringing of the bells, or whose general conduct is injurious, shall be suspended by the Superintendent. SEC. 10. Worthy pupils, whose parents or guardians are poor, and make application to the Superintendent, shall oe furnished with books, upon the recommendation of the President of the board, on loan, at the expense of the district, the teacher being held respon- sible for the return of such books to the Superintendent, at the close of the term. - SEC. 11, ABSENCE FROM EXAMINATION.—Any pupil who shall absent himself from any examination of the class to which he belongs, without permission of the teacher, or who fails to render sufficient excuse for his absence, shall not be allowed to return to school, or to enter any other public School of the city, without the consent of the Superintendent. * SEC. 12. PENALTY FoR INJURY OF PROPERTY BY PUPILs. –Pupils who shall be guilty of defacing or injuring any of the school property whatever, shall pay in full for all damages, in default of which they shall be suspended from the school, and be re-admitted only by permission of the Superintendent or of the board. The damages shali, be assessed by the teacher of the School, in consultation with the Superintendent, and the fine paid to the Treasurer. SEC. 13. TARDINEss. – Pupils are to be marked tardy who enter their respective rooms after the ringing of the last bell. ALPENA PUBLIC SCHOOLS. 79 SEC. 14, Any pupil who shall be absent or tardy, without an excuse from the parent or guardian, given either in person or by written note at the first or second session after the tardiness occurs, or after the return of the absent pupil, shall forfeit his or her seat in the school. Pupils thus suspended shall not be restored to the school until the parent or guardian shall satisfy the Superintendent that said pupils will be punctual in future, and obtain from him written permission for their return. * e SEC. 15, When any pupil fails to bring an excuse at the first session after bis tardiness occurs, or in case of absence, at the first session after he returns to School, the teacher shall send to the parent or guardian a written notice of this fact. SEC. 16. NoTIFICATION TO PARENTS.—In all cases of suspension or expulsion from the schools, the parent or guardian shall be im- mediately notified, personally or by written note, of such suspension or expulsion, and of the cause of the same. SEC. 17. Pupils who absent themseves from school to avoid being tardy shall be regarded as truants. SEC. 18. These and other more special rules that may be announced from time to time by the Superintendent or teachers, must be carefully obeyed, and any pupil who repeatedly violates them, will not be allowed the privileges of the public schools. PART VII. RULES FOR THE LIBRARY. SEC. 1. The Library shall be open on all days, except iegal holi- days, from 8 o'clock A. M. to 5 o'clock P. M., and Tuesday, Thursday and Saturday evenings from 7 to 9 o'clock P. M. SEC. 2. Any resident of the city of Alpena, above the age of twelve years, may be allowed to draw books from the Library upon signing an agreement on form furnisbed by the Librarian, and upon furnishing a responsible surety residing within the city of Alpena. Every resident paying city taxes may become surety for himself or 80 ALPENA PUBLIC SCHOOLS. members of his own household. The Librarian and attendants are not allowed to become surety for anyone outside of their own family. SEC. 3. Each person entitled to draw books from the Library will be supplied with a card inscribed with his or her register num- ber. This card must be produced whenever a book is taken, renew - ed or returned. Immediate notice of change of residence must be given to the Librarian. The registered holder is in all cases responsible for books drawn by means of his card. In case a card is lost, the card- holder should report such loss to the Librarian, and fifteen days (the time required to stop its use in other hands) must elapse after such notice is given before another card of the same nu mber can be glvem. SEC. 4. No holder of a card shall be allowed without special per - mission to have more than one volume at a time. And no person shall lend his or her card, or book, to One not a member of the same household. The holder of a card having fines or losses charged against him must make the same good before drawing another book. SEC. 5. Books may be retained fourteen days and may be once renewed for the same period of time. Applications for renewal must be made within the first fourteen days. SEC. 6. Notices shall be sent to delinquents through the mail on the first day after their book is due. If the book is not returned within one month after serving the first notice, it may at the option of the Librarian, be treated as lost, who shall then proceed to collect the value of the same. If any volume lost or injured forms part of a set, the whole set shall be replaced by the person liable, he taking the damaged set. SEC. 7. Writing in books, turning down leaves, and all other injuries to books beyond reasonable wear, are prohibited, and all injuries shall be promptly adjusted to the satisfaction of the Librarian. The trespasser is also subject to the penalties imposed by the state laws passed for the protection of public libraries. ALPENA PUBLIC SCHOOLS. 81 SEC. 8. A fine of three cents per day shall be paid on each volume which is not returned according to the provisions of the proceding rules. And no book can be delivered to the person incurring the fine till it is paid. - Sec. 9. The librarian is forbidden to use her official position to confer upon her friends any favors or advantages not accorded to all users of the library. SEc. 10. Encyclopedias, dictionaries and other books of reference, and such books as are unsuited for general circulation, can be con- sulted at the “Reading Table.” SEC. 11. All persons of such orderly conduct as not to interfere with the occupation and comfort of others, shall, during all regular hours, have free use of the periodicals in the reading room, and the books of the library for use in the building. SEC. 12. When any periodical or yolume from the library is wanted for use at the Reading Table, its title, together with the name and residence of the borrower, must be written on a slip pro- vided for tuat purpose and left with the attendant at the desk. Every periodical and book received must be returned by the borrower before leaving the library. - SEC. 13. Teachers in the central building may be allowed to draw more than one book at a time for use in their rooms, and retain them four weeks, if necessary. PART VIII. QUALIFICATIONS OF TEACHERS, Src. 1 For the purpose of exatmination of all persons who may offer themselves as candidates for certificates of qualification to teach in the schools of this city, there shall be held examinations at such times as may be determined by the Board of Education. - SEC, 2. Certificates of qualification to teach in the Primary department shall be granted to such persons of good moral character who shall pass a satisfactory examination in the following branches: Orthography, Reading, Geography, Arithmetic, U. S. .History, Grammar, Physiology, Theory and Practice of Teaching. 82 ALPENA PUBLIC SCHOOLS. Certificates of qualification to teach in the Grammar department shall be granted to all persons of good moral character who shall pass a satisfactory examination in all the branches required for a Primary certificate, and also in Physical Geography and Civil Gov- ernment. - Certificates of qualification to teach in the High school shall be granted to all persons of good moral character who shall pass a satis- factorv examination in all the branches required for a Grammar grade certificate, and also in such branches as they may be required to teach in the High School. Certificates may be granted without examination to pupil–teachers in the Training school, on the recommendation of the Training teacher, and also to teachers holding diplomas from the University of Michigan, or from the State Normal school. Sec. 3. The examination shall be conducted by the Committee on Examinations, and they shall make a report of the result of each examination to the board, at the first meeting held thereafter. The board shall thereupon determine who are entitled to certificates. All certificates shall be issued by the President and Secretary, under Instructions from the board, and all certificates so issued shall be valid during the time that the holder remains in the public schools of this city: Provided, That the Committee on Examinations may at any time require teachers to make thorough preparations in any of the branches mentioned in section 2, or in any other branch, and after reasonable notices require them to pass an examination in the same; the number of such branches in which examination may be held not to exceed three in any one year. . PART IX. SEC. 1. All regulations heretofore adopted by the Board of Edu- cation, in any way conflicting with these regulations, are hereby repealed. SEC. 2. These regulations shall not be altered, amended or res- cinded, except by a vote of two-thirds of all the members of the ALPENA PUBLIC SCHOOLS. 83 board elect, and also unless notice of such prosposed change shall have been given at a previons regular meeting. SEC. 3. On all questions involving the expenditure of moneys, a call vote by yeas and nays shall be taken, and no moneys shall be drawn from the treasury on any motion or resolution, except by a majority vote of all the members elect. SEC. 4. The rules of order and practice to govern the delibera- tions of this board, shall be such as laid down in “Roberts' Manual,” so called. “dº” REPORTS. ~) - BAY CITY PUBLIC SCHOOLS \- Tiāor-92.” A NNUAL REPORT —OF THE_ BAY CITY Public Schools == - = BAY CITY, MICH. PUBLISHED BY on DER or THE BOARD OF EDUCATION. 1892. BOARD OF EDUCATION. OFFICERS. WILLARD I. BROTHERTON . . . . . . . . . . . . . . . . . . PRESIDENT. OCTAVIUS A. MARSAC. . . . . . . . . . .. . . . . . . . . . . . . SECRETARY. ERNEST FRANK.............. , - - - - - - - - - - - - - - - - TREASURER. JOSEPH W. SMITH+ . . . . . . . . . . . . . . . . . . . . . . . . . . SUPERINTENDENT. STANDING COMMITTEEs—1892–93. Executive—Lower Wards. ...RoseNBURY, BUTTERFIELD, MARCELLUS. Executive—-Upper Wards ... MUNN, DEBATS, GREEN. High School. . . . . . . . . . . . . . . . SHARP, HILLER, SHANNON. * Schools—Lower Wards...... STODDARD, FITCII, ARMSTRONG. Schools—Upper Wards . . . . . GREEN, McGILVARY, WALTER. Text Books..... . . . . . . . . . . . . . Miss ARMSTRONG, DARLING, SIIANNON. Building–Lower Wards....HILLER, KELLY, TAYLOR. Building—Upper Wards. . . . MoRRIson, DARDAs, POTTER. Printing.. . . . . . . . . . . . . . . . . . . FITCH, KELLY, BROWN. Finance. . . . . . . . . . . . . . . . . . . TAYLOR, MCGILVARY, BUTTERFIELD. MEETINGS OF THE BOARD. The regular meetings of the board are held on the second Friday evening of each month at the Council rooms. *Residence, 606 Grant. Telephone 1333. WARD. First, Wal’d. { { { { Third Ward. . . . { { { % Sixth Ward . . . . . { { ''{ { Seventh Ward . . . $ & { { ... ELIJAH S. FITCH ... WILLIAM G. MARCELLUs, 1894... ... JAMES PETER. . . . . . . . . . . MEMBERSHIP NAMES. tº a o º is © a w a a 1893 TERM EXPIRES, ... 1512 N. Sheridan. RESIDENCE. ... 1400 WOOdSide. . . . . 1107 Third St. ... WILLARD I. BROTHERTON., 1893. . . ... JOHN L. STODDARD. . . . . . . 1894, . ..THoMAS MUNN............. 1893. . . ... WILLIAM MCGILVARY . . . . . 1894. . ... MARTIN DEBATS . . . . . . . . . . . 1893 . . ... GEORGE F. WALTER. . . . . 1894 .. . JAMES A. GREEN . . . . . . . , ... 1893... . . . . 1894. . . ... 1303 Fifth Ave. .703 N. Farragut. ... 1102 Eighth St. .238 N. Madison. . 1014 Eleventh St. & . James, 2 north of 23d St. . .220 StartOn. 1823 Broadway. .918 Stanton. . Ingraham and S. Center. 1202 Taylor. e Eighth Ward... . . { % ( [. * { { % Eleventh Ward. . ... WILLIAM H. BROWN. . . . . . . 1894. . . ſº t { % . . ALEXANDER. M. MORRISON. 1893. ... 801 Fraser. ...705 Farragut, . . . .407 Center Ave. ... JACOB DARDAS . . . . . . . . . . . . 1894, ... SARA B. ARMSTRONG . . . . . . 1893 . . . . ISAAC A. SHANNON. . . . . . . 1894 ... JAMES DARLING, . . . . . 1893 ... JOHN PCELLY . . . . . . . . . . . . . . . 1894 * * * . GEORGE W. BUTTER.Fi ELD., 1893. . ... 615 N. Madison. . . . . 1801 Trumbull. .608 Barney. ... Center, 1 west of M. C. R. R. , 2136 Fifth Ave, - WARD SCHOOL DISTRICTs. THE WooDSIDE Avenue ScHool. The Woodside Avenue District consists of all the territory lying east and north of a line drawn from the Saginaw river south on the Center of Belinda and Johnson street to the center of Second street, east to the city limits. Pupils above the fourth grade attend the Sher- man School. - THE SHERMAN ScHool. The Sherman School District consists of all that territory lying north of the center of Third street not included in the Woodside ave- nue district, except that pupils living on the north side of Third street, between Grant and Johnson streets, may attend the Dolsen school. THE DOLSEN SCHOOL. The Dolsen School District consists of all the territory lying be- tween the center of Seventh street and the southern boundary of the Sherman School District. THE FARRAGUT SCHOOL. The Farragut School District has for its northern boundary the center of Seventh street. The southern boundary is the center of Twelfth street, from the river to the center of Michigan avenue pro- duced, thence south to the center of Thirteenth street, thence easterly to the city limits. * THE GARFIELD SCHOOL. The Garfield School District has for its northern boundary the southern boundary of the Farragut District, and for its southern boundary the center of Twenty-fourth street. Pupils below the fourth grade, living east of Michigan avenue produced, attend the Lincoln Avenue School, and pupils in the first and second grades living in the district north and west of the center of Bowery and Nineteenth streets, attend the Bowery school. THE LINCOLN Avenu E SCHOOL. The Lincoln Avenue School District has for its northern boundary the southern boundary of the Farragut district; for its western bound- ary the center of Michigan avenue, produced; for its southern bound- ary the center of Twenty-fourth street, extended to the city limits, and for its eastern boundary the city limits. Pupils above the fourth grade attend the Garfield school. THE FREMONT AvH.NUE SCHOOL. The Fremont Avenue School District lies between the center of Twenty-fourth and the center of Thirty-fourth streets. * THE WHITTIER SCHOOL. The Whittier School District consists of all the territory in the city limits lying south of the center of Thirty-fourth street. SUPERINTENDENT'S ANNUAL REPORT. To THE HONORABLE, THE BOARD OF EDUCATION: LADIES AND GENTLEMEN-I here with submit my sixth annual report of the public schools of Bay City for the year 1891–92. Natur- ally, a report of this character must depend for its value upon such statistical information as will illustrate the growth, regularity of attendance and cost of our city school system. To this should be added such information as will give a forecast of the course to be pur- sued for the ensuing year. If this plan be followed, the annual reports, together with the course of study it is the policy of the board to publish each alternate year, will give a connected and somewhat complete history of the public schools: r TABLE I.—COMPARATIVE. 1886-87 | 1887-88 1888-89 || 1889-90 1890–91 1891-92 Census. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7351 7293 8012 9109 9428 95.40 Enrollment......................... 3918 || 3998 || 3947 || 4188 || 4344 || 4395 Average belonging. . . . . . . . . . . . . . . 2834 2865 | 2940 3060 3229 3306 Average attendance. . . . . . . . . . . . . . 2661 2735 2780 2919 3109 3193 . Per Cent. Of attendance . . . . . . . . . . 95 95.40; 92,80| 95.30| 96, 15| 96.55 Aggregate tardiness. . . . . . . . . . . . . . 4709 4510 3.294 2568 2027 2047 *Average cases tardiness . . . . . . . . 1.6 1.6 1.2 .88 .65 .64 *Based On attendance, 6 * - BAY CITY PUBLIC SCHOOLS. . From the comparative statistics of the past six years, it will be found that, with the exception of one year, there has been a steady increase in the enrollment, and that in average number belonging and average attendance the growth has been uninterrupted. An examination of the public school reports of several cities of the United States has failed to show a single city where the percentage of attendance is as large as here. Regularity and promptness are vitally essential to the highest success of a school, and in these respects, I think, we have every reason to feel well satisfied with the results obtained. - SCHOOL ENROLLMENT. The census taken in September, 1891, showed 9,540 persons be- tween the ages of 5 and 20. From the best authority at my command, it is estimated that the enrollment in the private and parochial schools of this city will exceed 2,000. This number added to the 4,395 enrolled in the public schools gives in round numbers 6,400, or two-thirds of the entire census. The classification of children of school age in the city under the census of September, 1891, and from the public school reports, resulted as follows: & TABLE II. Enrollment, 1891–92, CenSuS * * | Boys. | Girls. | Total. Number 5 years. . . . . . . . . . . . . . . . . . … 968 121 | 128 249 Number between 6 and 16 years.......... 6.347 1,815 2,062 | "3,877 Number between 16 and 20 years ......... 2,225 82 180 262 9,540 2,028 2,370 4,388 From these statistics it will appear that about 88 per cent of Our pupils are between 6 and 16 years. If the same proportion holds true in the private and parochial schools, then 1,760 of their 2,000 enrolled will be included in these ages. Very many parents decline BAY CITY Public SCHOOLS. - 7 to send their children to school until they are 6 years old, and the exi- gencies of domestic life require a still greater proportion of those who are above 16 years to remain out of school. The legal school age varies in different states, being from 4 to 21 in Maine and from 5 to 15 in Mas- sachusetts. Whatever the legal school age may be in Michigan, it is certain that the real school age in Bay City is from 6 to 16. The census shows 6,347 between these ages, and not less than 5,600 of them have attended school at least a portion of the year, leaving only about 750 to be accounted for, and from this number must be deducted those between 6 and 16 who attended the night schools. Our records show a marked falling off after the age of 13 is reached, and from these facts it is fair to conclude that very few, indeed, of the children in the city, between 6 and 14, have not received more or less instruction in some one of the schools. TABLE III.-ENRoILMENT, ATTENDANCE AND Cost BY DEPART- MENTS. - . High Primary. Grammar. School. "ºº" Different pupils enrolled. . . . . . . . . . 3210 911 274 4395 Average belonging, * * * * * * * * * * * * * * * 2281.40 771.96 252.81 3305.97 Average attendance... . . . . . . . . . . . . 2190.90 752, 58 248.40 3191,89 Average pupils to each teacher... 40.03 . 29.68 22,70 35.68 Ost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 14.72 $ 21, 15 $ 38.61 $ 19.32, The average number of pupils to each teacher in the cities of Michigan, where the enrollment is above 2,000, varies from 31.31 in Grand Rapids, to 36.72 in Muskegon. The most common average is 36 and it will be seen that ours is but slightly below this. The following table will show such statistics for each building as may be important in this connection: TABLE IV. a à | # | 3 | ### , §§ # | ## # , || 3 | # | * | *s.; # # É SCHOOL. #á § g º # ### * #* e ; §§ .#|##| # | # |####| | | ###| | | | | #3 3" | }* | ** | ** #~~~ || 5 || 3** | 5 || 2 | ** High School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *** * * * * 2 290 252.81 | 126.40 136.38 || 10th-12th 116.43 9th-10th +11 22.88 Woodside.......................................... 4 186 154.00 38.50 47.71 1St. 28.33 4th 11 14.00 Sherman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 || 436 332.47 41.50 58.47 1St 20.88 | 6th-7th 9 36.94 Dolsen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 | 693 573.49 47.83 92.42 1St. 21.49 8th 13 44.11 Farragut. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 || 7000 | 603.34 46.38 98.95 1St 36.24 6th 15 40.22 Fifth Ward. . . . . . . . . . . . º 8 438 || 381.72 47.75 58.04 || 1st-20 41.70 || 5th-7th 9 42.91 Fremont. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 591 || 416.00 41.60 57.94 1st 27.82 8th 11 37.82 McGraw... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 : 376 || 316.95 45.28 70.46 1St 25.56 5th | 8 39.62 Pighth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 || 216 || 1:38.37 34.50. 46.24 1St. 26.53 3d 4 34.50 BOWery. . . . . . . . . . . . . . . . . . . . ... . ... • * * * * * * * * * * * * * * * * *3 160 | 92.55 46.50 48.88 1St 46.66 Ung. 2 46.50 Ungraded....... ....... … … 1 | 70 | 89.29 | 89.29 | 89.29 | Ung. 39.29 | Ung. | 1 || 39.29 *One Session room unused. fMr. Piez and Mr. Broadwell devote only a part of their time. BAY CITY PUBLIC SCHOOLS. 9 If it were possible under the graded school system to simply fill all the sittings, irrespective of the grades, we might conclude that there is sufficient seating capacity for all who attend the public schools. However, the necessities of a proper classification and the remoteness of some of the buildings from the center of the school population, cause the Dolsen and Farragut buildings to be unduly crowded, and by the close of another year measures will have to be taken for their relief. CAUSES OF WITHDRAWALs. Under the rule of the board, a pupil is marked “left” only after four consecutive half days’ absence, unless the teacher has “found by personal inquiry, or written communication from the parent or guar- dian, that the pupil is absent from sufficient cause.” Under the appli- cation of this rule there were, in the seven ward schools reporting, 7,199 marked left. The detailed statement and the causes for the with- drawals are as follows: LEFT AND RE-ENTERED REPORT. Marked Left. - CauSe Of withdrawal. $—t .. GX wn wº g || 8 || | | | | | 3 | # SCHOOLS. 9 Cº. © 2, E., | * E. 35 {/? º's +2 s e # || ##| || 3 | #3 || 5 | #2 . {/) º 'º $—t q) ,º !C :- KD # # | 3 || 3 || #| 3 | #3 | # | #3 | # ſº | CŞ | E- ſº || @ fºr | # H | ºn O WOOdSide . . . . . . . . . 183 || 225 | 408 || 285 || 223 22 9 39 44 68 Sherman . . . . . . . . . 888 || 484 || 872 || 486 || 387 | 109 | 40 | 63 | 185 88 DOlsen . . . . . . . . . . . 629 || 706 || 1335 || 789 || 653 67 17 70 383 || 245 Farragut... . . . . . . . 822 982 1804 || 1189 891 || 54 16 72 379 492 Fifth Ward . . . . . . . 393 || 524 || 917 || 579 || 479 || 14 34 47 152 191 Tremont . . . . . . . . . 457 540 | 997 || 737 || 593 || 71 6 47 70 210 McGraw........... 482 384 || 866 || 538 || 429 80 14 31 63 249 Totals. . . . . . . . . 3354 || 3845 || 7199 || 4603 || 3655 || 417 | 136 || 369 | 1276 || 1543 10 BAY CITY PUBLIC SCHOOLS. The significance of this table can best be understood, perhaps, by taking a definite case. In the Dolsen school 1,335 pupils were “marked left,” but we find that 283 of them were simply “building transfers,” and the pupils were not out of school a moment. These pupils were largely transferred at the time of the February promotions. Of the 1,052 remaining to be accounted for, 653 left on “account of sickness” and 245 for “other causes,” which means for the most part sickness in the family, where the personal services of the child were required. These 653 cases of “sickness of pupil” were not as a rule very serious, as only one case resulted fatally. - In this connection the following comparative statistics will be of interest. The figures were compiled from advance sheets of the report of the Superintendent of "Public Instruction for 1890–91, which Supt. Fitch has kindly furnished. TABLE WI.-STATISTICS OF TEN MICHIGAN CITIES. NAME. †. Nuºper * Cost per avernººnly ing. Teachers Teºher. Capita. Men. Women. Detroit. . . . . . . 19,570 542 35.92 $18 00 $163 93 $57 33 Grand Rapids. . . . . . . . 8.610 275 31.31 20 77 130 00 46 64 Saginaw, east Side... t. . . . . . . . . 118 . . . . . . . . . . 20 42 114 64 41 97 Muskegon . . . . . . . . . . . . 3,672 100 36.72 20 62 133 71 44 24 Bay City. . . . . . . . . . . . . . +3.306 94 35. 17 19 32 99 99 41 93 Saginaw, west Side. . . 2,329 68 34.25 20 92 123 33 37 80 KalamaZOO . . . . . . . . . . . 2,654 67 38.57 14 64 }20 00 42 25 Lansing . . . . . . . . . . . . . 1886 51 36.98 || 1449 100 00 41 05 Jackson No. 1 . . . . . . . 1,616 47 34.39 19 96 119 44 33 40 Ann Arbor . . . . . . . . . . . 1,694 48 35.29 23 04 117 91 47 06 +Not in the State Report. *Statistics for 1891-92, In the above classification it will be noticed that Bay City occupies the seventh place both in respect to per capita cost and in average number of pupils to each teacher. When we take into consideration the fact that Bay City was, with the exception of Saginaw, east side, the only city which furnished free text books and supplies, we shall see that our schools are managed with a strict regard to economy. -: TABLE VII.-GENERAI, STATISTICs For-SEPARATE Schools. 333 215 474 745 776 483 558 413 135 #115 ; ; 252.81 154 332.40 573.49 603.34 381.72 421.27 316.99 138.37 92.55 39.29 # | # | # # 3 g : ; ; ; ; ; ; É 5 § 5 : ; : 3 E. ă ă ă ă ş 8 § 3 ; § 3 ; ; ; ; Ś $ 3, § 5 § 5 fl. § 3 ; ; ſº ºf 16 BAY CITY PUBLIC SOHOOLS. The total cost of the system has been as follows: 'Amount paid for text-books, 1889-90............................. $ 683 36 Amount paid for text-books, 1890-91. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3078 90 Amount paid for text-books, 1891-92...... . . . . . . . . . . . . . . . . . . . . . . 1007 70 Total paid for text-books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $4769 96 The total receipts from fines and sales were as follows: Received from fines and sales, 1889-90. . . . . . . . . . . . . . . . . . . . . . . . . . . 23 67 Received from fines and sales, 1890-91. . . . . . . . . . . . . . . . . . . . . . . . . . . 147 98 Received from fines and sales, 1891-92. . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 33 Total received from fines and sales, 1889-92. . . . . . . . . . . . . . . . . $ 237 98 Net amount expended. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4531 98 The average number of pupils in attendance below the High School for the past three years has been as follows: For 1889-90, 2,686; for 1890.91, 2,885; for 1891-92, 2,944, or a total of 8,515. For the past. three years these pupils have bought, unless they preferred to do so, no text books, except an English grammar in the 8th grade. The small 'amount expended is accounted for because the pupils continued for that year to use the text-books already purchased by themselves until by promotion or otherwise a new book was required, when it was fur- nished by the board. The net cost, then, of supplying 8,515 pupils With books has been $4,531.98, or a per capita of 53 cents per annum. From the table it will be seen that we have on hand nearly 13,000 vol. umes, a supply nearly sufficient to start the schools. This per capita of 53 cents can hardly fail of being largely reduced before it shall become necessary to order any great supply of new books to take the place of those worn out. - It cannot be denied that from an economical standpoint the bal- ance is greatly in favor of the board's purchasing the text-books. However, even if the question of cost were to be entirely eliminated, there are to my mind several reasons why this plan should be pursued. First—When the board purchases the books a much greater variety can be procured at no increase of expense. Our schools are now sup- plied with two sets of readers, both Appleton's and Harper's, and yet the total number very slightly exceeds one book for each child. This is rendered possible by transferring the readers from one room to another, when the particular grade has finished the allotted portion, Thus the child has a greater variety of reading of about the same degree of difficulty. This condition applies with equal force to every subject in the course. BAY CITY PUBLIC SCHOOLS. 17 Second—With this greater variety at his command, the superin- tendent is enabled to expand the scope and thus improve the course of study. Take for example the work in history. In the grades below the High School we use Montgomery, Anderson, Swinton and Scudder, while to this list are added such works as Franklin's Autobiography, Stories of Our Country, Ten Great Events in History, etc. Neither the teacher nor the pupil is confined to one book, but can examine and compare the views of different authors. The method of instruction can be improved; for the memory, in this case, is no longer the only intellectual power cultivated, but the reasoning faculties are also brought into requisition. Third—The confusion arising from a lack of books, or from the child's possessing mutilated books, is obviated. Under a carefully managed system there are always enough whole books on hand to supply the school, for when any book becomes unfit for use it is con- demned, and, if beyond profitable repair, it is destroyed. Thus the child, always in possession of a book in useable condition, has not this excuse for being unprepared with his lesson, and many vexatious delays and interruptions are avoided. - After a trial of three years, it seems to me that the free-text book system may be pronounced a success. Undoubtedly the machinery connected with its proper manipulation requires extra attention on the part of the employes of the board, especially the principals, but this is to be expected, and with scarcely an exception, so far as I am aware, this service has been cheerfully rendered. It may be mentioned as a somewhat significant fact of popular approval that the city of Detroit has lately been added to the list of cities in our state which have adopted the free text-book system. MANUAL TRAINING. At its regular meeting in June, 1891, the Board of Education defi- nitely determined to introduce manual training into our High School, and authorized the employment of a special teacher of drawing, who should also have charge of shop work. In accordance with the provi- sions of this resolution, Mr. Richard K. Piez, late instructor in the Baltimore Manual Training School, was employed, and the first year's record has been made. For the past two or three years an increasing number of city superintendents of schools, whose annual reports have reached me, have thought it incumbent upon them to urge their boards 18 BAY CITY PUBLIC SCHOOLS. to take some definite steps in the direction of manual training. The in- troduction of this branch of instruction is now meeting with the almost unqualified approval of our most prominent educational writers and thinkers, who justify it not only upon grounds of utility but upon a psychological basis as well. The fact that our public school system has hitherto been too exclusively occupied in preparing our youth for commercial and professional pursuits is now generally admitted. Hun- dreds of boys in every large school system have no taste for these pur- suits, and, even if they had, it would be impossible for them to gratify their tastes in after life. It is a mistake to think that a pupil, in order to obtain good mental discipline, must necessarily be get to the accom- plishment of some disagreeable task. There are certain facts which every one must know, certain accomplishments (if you please to call them such) which every one must possess, but after these have been obtained, one can safely begin to specialize. All will admit the truth of this proposition, but there is a great difference of opinion as to when in our public school course this specializing process can begin. Some place it at the end of the college course, others at its beginning, while still others think that, within reasonable limits, this specializing can begin upon entrance to the High School. I am free to confess that. I am more and more becoming of the opinion that the last opinion is the correct one. For my part.I can see no reason why a child, after finishing the elementary studies of the grammar grades, should be required to spend two years, or any time whatever, in the study of Latin or any other language, except English, if such is not his taste. In the Bay City schools we permit the pupil to begin to consult his own tastes, or the wishes of his parents, upon his entering the 9th grade. Hitherto the pupil could at this point choose from any one of five distinct courses of study, and last year a sixth, the mechanical engineering, in which manual training is a prominent feature, was added. It was a source of gratification to me that all of our boys did not choose to take this course. To be sure, the number who did wish the manual training work was compara- tively large, but the result shows that in thus broadening the scope of our instruction we are in no immediate danger of making our schools one-sided. For the detailed description of the work done in manual training and drawing, you are referred to the speçial report of Mr. Piez, The results thus far obtained have been satisfactory to me, and, I think, are equally so to the community. The cost has not, exclusive of the salary of the instructor, exceeded $800, and could have been made BAY CITY PUBLIC Schools. 19 less, had not the committee wisely seen fit to make the equipment a first- class one so far as it went. The same care should be exercisc d in pro- viding further facilities in the new room. The needs of the department should be carefully studied and no money wasted in introducing Uln- necessary or poorly constructed machinery. Considerable interest has been manifested in our manual training course both by manufacturers in our own and in other cities, and I feel confident that we have entered upon an undertaking that will prove of great benefit not only to those of our pupils whose tastes may influence them to choose this course, but also upon the community at large. Several of the parents have expressed their approval of the manual work, especially for the young ladies, basing their opinion upon the physical benefits derived. THE COURSE OF STUDY. Since the publication of the last annual in 1890, our course of study has undergone some changes, and the revised course will be found in this Annual Report. It is often asserted that the pupils of our public schools are overcrowded, because they are required to study too many subjects, and to cover too much ground in each in the time assigned. This criticism is now, and always has been, a common one, but if my observation be correct, it is much less common now than it was some years ago, when the course of study was not nearly so extensive. It seems to me that any complaint from overwork lies not so much in the amount required as in bad ‘methods of teaching. We do not intend that any of our pupils below the 8th grade shall do much studying out- side of the school room, and I am confident that the great majority do not find it necessary. Children, who are favorably situated (in Euro- pean countries) have no difficulty in learning two or three languages besides their native tongue, so as to converse in all of them fluently, and yet at the age of 16 or 17 they know as much of arithmetic, geography and history as do the children in our public schools of like age. If we can create the proper conditions, we can greatly enrich our course of study and yet make no more demands upon the child than we do now. Take, for instance, the subject of geography. Everyone knows that the best way to learn geography is to travel. The burning volcano and the spouting geyser, the low-lying cape and the rocky promontory can never be properly imagined—they must be seen to be appreciated. The facts of physical science and natural history gleaned from the 20 - BAY CITY PUBLIC Schools. text-book alone, are as elusive as the ignis fatuus, and are never thor- oughly comprehended until they are learned forever by the methods of personal investigation. Not only are the facts themselves thus better learned, but they are grasped with inconceivably greater rapidity. A glance suffices for the work of minutes, and the attention of a few moments is often better than the study of hours. Without spending much time and with very little effort the child can be made acquainted with the flora of the neighborhood, and the composition of soils and the character of the vegetation which they will best support. By means of inexpensive cabinets, rocks and minerals can be identified and their characteristics learned; specimens of birds and animals will help to extend the child's knowledge of natural history; and simple experiments in physics or chemistry will greatly aid in impressing upon him the laws of nature. If we cannot take our pupil to different parts of the earth to see for himself what can there be found, we can at least collect pictures which shall serve to make more vivid the word pictures which he finds in his readers. If the steréopticon could now be brought in to assist us, the impression would be greatly strengthened. I visited a neighboring city not long since and found that the porte-lumiere had thus been used with excellent results. - The teaching of elementary science is fast assuming a very impor- tant place in our courses of study, and I venture to predict that it is along this line that, during the next few years, our Schools will find their greatest development. Important as this subject is, however, it must not be allowed to usurp the place which rightfully belongs to other subjects equally important. One thing to be carefully observed in constructing any course of study is the proportionate amount of time to be devoted to each subject. If this be neglected, as is some times the case, the course of study will be badly balanced and conse- quent waste will ensue. Elsewhere will be found some graphic illustrations showing the amount of time assigned to each subject and group of subjects, and by a careful study of them you will be able to discover the principles upon which our course is constructed. º THE INSTITUTE. Instead of beginning School on the first Monday of September, 1891, the board thought best to devote the first week to the holding of a State Teachers’ Institute. All the teachers were required to attend, and the work was counted the same as a week of school, they befng BAY CITY PUBLIC SCHOOLS. . 21 allowed pay for the time. The West Bay City board joined in this undertaking, and their teachers, together with those from the rural dis- tricts, made a large and enthusiastic audience. We were fortunate in securing the services of Dr. E. E. White, of Cincinnati, Supt. W. N. Hailman, of La Porte, Ind., and Prof. I. N. Demmon, of the University of Michigan. Two evening lectures were held, both of which were largely attended by our citizens, a goodly number of whom were also present at the daily sessions of the institute. I am satisfied that the week thus spent had a very beneficial effect upon the schools, and the loss of time was more than made good to the pupils by the increased efficiency of the teachers. As the first Monday of September has come to be a holiday, I would suggest to the board the propriety of devoting, when practicable, Tuesday, Wednesday and Thursday to the holding of an institute of a character similar to the last. The schools could be opened on Friday, the children assigned their lessons, the rolls made out and the schools start upon active work the following Mon- day. This plan has been adopted in other cities and found to work well. THE HIGH SCHOOL. . During the school year it became apparent that.the accommoda- tions at our High School were inadequate to its demands. Our session rooms were crowded so as to leave no room for expansion; the recita- tion rooms were too few; the large number of students desiring in- struction in the sciences had overtaxed the capacity of the laboratory; the commercial department was in too narrow quarters; and the manual training class was located in rented rooms nearly two blocks distant from the High School building. Under these circumstances and to supply the imperative needs of the school, the board com- menced the erection of a large addition in the rear of the old building. When this shall have been completed and the laboratory, manual train- ing department and commercial room fully equipped, we shall have facilities for work that will be, we hope, in every way satisfactory. Forecasting the future of this department from the present condition of the ward schools, I see no reason why the additional facilities fur- nished will not serve the wants of our High School for several years to COme. In the autumn of 1890, the board saw fit to establish a post grad- uate course in the High School, which in the main included the studies of the ordinary freshman year in college. Three of the gradu- 22 BAY CITY PUBLIC SCHOOLs. ates of June, 1890, Misses Emma Wald, Belle Ballou and Jesse Dunbar, who had completed this extra year, in the fall of 1891 applied to the Uni. , versity Faculty for advanced standing upon their certificates. . Their request was granted and sufficient credit given them to permit of their graduating from the University in three years. The time is not far distant when the University will probably feel under the necessity of increasing its requirements for admission, and it can be set down to the credit of our High School that it was the first to demonstrate the possibility and the reasonableness of such an increase. The scope of the instruction in our High School has further been increased by the addition of the mechanical engineering course, the distinctive features of which are shop work and drawing and an extra year of mathematics. This “extra year” corresponds to the freshman mathematics of the University course, and thus, to this extent, is made to work in connection with the post graduate course. Your attention is called, for further information in regard to the High School, to the report of the principal, F. D. Sherman. THE TRAINING SCHOOL. At the close of the year the Training Department was transferred from the Woodside to the Eighth Ward School, where the accommo- dations are much improved. The importance of this department in our school system cannot be too constantly kept in mind. Of the sixty graduates of the High School now employed as teachers in our public schools, fifty-four have received all their professional instruction in our training department. If both our High School and our Training School are kept at a high standard, we can continue without hesitation to employ “home talent” almost exclusively in our grades below the 9th; we can feel certain that these teachers will be possessed of a good degree of scholarship, for otherwise they could never have graduated from the High School. We can also be assured that they have paid considerable attention to the theory, and that they have had practice in the art of teaching, and all this under competent instruction. It is true that the graduates of both these departments do not always make good teachers, but the risk in employing them is far less than when outside * persons are engaged upon recommendations which are too often given as a favor and signify little. In order, however, to make the Train- ing Department all that it should be, every valuable appliance known to modern teaching should be freely provided, including the best BAY CITY PUBLIC SCHOOEs. 23 instructors the money at the disposal of the board will permit them to employ. Just as they are entering upon their career, the training class should have ready access to the best and latest works on teaching, and to this end a teachers’ reference library should be placed in the Training School. No great amount should be expended at any one time, but the books should be purchased from time to time as the necessities of the case should render advisable. This library is not meant to excuse the pupil teachers from the purchase of such other books as they themselves ought to possess, but should consist of books of reference alone. THE TEACHING FORCE. By a comparison of the list of teachers found in the annual report of 1889-90 with the present list, it will be seen that eighteen names have disappeared. This is a loss of about twenty per cent., and among those teachers were some whom the schools could ill afford to lose. This is especially true of Mrs. Mary C. Stanton, who so long acted as principal of our Training Department. It cannot be claimed that all our present corps of teachers are equally efficient, nor even that they are all satisfactory. The standard of excellence is continually advanc- ing, and a teacher who was satisfactory last year may, by inattention, or because she is not sufficiently progressive, fail to fulfill all the require- ments of the year to come. More than this, the rapid strides which we are making in higher education is largely increasing the supply of well educated young ladies who desire to teach. The graduates of our post course should, other things being equal, be better fitted to enter upon the work of teaching than those who have simply completed the ordi- nary course. If our schools are to attain the highest success, the board should not hesitate to apply the rule of the “survival of the fittest,” and remove any teacher as soon as it becomes evident that an- other can be found who will be more efficient. This subject is full of difficulties, but it should ever be borne in mind that “as the teacher is, so is the school,” and that schools are maintained, or should be, for the benefit of the pupil, and not for the support of teachers. I do not wish it understood that we are suffering from the pres- ence of a large number of incompetent teachers, for nothing can be further from the case. The following statements will show at least that we have good reason to think that the educational qualifications of our teachers are excellent: 24 BAY CITY PUBLIC SCHOOLS. Graduates Oi University of Michigan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 ( & ‘‘ Other Colleges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 ( & “ State Normal... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 & 4 ‘‘ Other normal Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 3 { % “ Bay City High School................................. 60 & K “ Other High Schools and Academies ... . . . . . . . . . .... 10 * * “ St. James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 { { “ No School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Counted twice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Total number teachers employed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 THE SCHOOL ExHIBIT. As the opening of the school year was marked by the Institute, so the closing work was devoted largely to an exhibit of school work, held in the Y. M. C. A. hall. Over 1,200 square feet of space was pro- vided, upon which was tastefully arranged the work of the pupils The exhibit was particularly strong in kindergarten work, elementary. science, geography, penmanship, drawing and manual training. The penmanship exhibit was rendered specially interesting not only by the beautiful specimens shown, but by the excellent copies written by a class of pupils who were present nearly the whole time. The work of the manual training department was also represented on two after- noons and evenings by a portion of its members, whose skill in the use of wood-working tools was greatly appreciated. The articles on exhibition, no doubt, represented the best efforts of the pupils, and, in- deed, the whole display was only secured at the expenditure of consid- . erable time on the part of both pupils and teachers. Yet I feel confi- dent that the undertaking was a wise one. For a period of four days from 1 o'clock to 9 o'clock, the hall the most of the time was crowded with the parents and friends of the school. The press of the city was also very generous in the notices given, and such an interest was created that, it is estimated, nearly 10,000 different persons visited the exhibit. It is safe to say that no other way could have been devised to acquaint so many people with what our Schools are doing. . No admis. sion fee was charged for the exhibit, the necessary expenses being for the most part defrayed by the board. • , - BAY CITY PUBLIC Schools. - 25 OTHER ExERCISEs. Besides the exhibit during the last two weeks, three exhibitions, a concert and the commencement exercises were held as follows: First—Class Evereises—Wednesday afternoon, June 15th, at 3 o'clock at the High School. The object of this was to illustrate the modern methods of teaching in the grades. Model class recitations. were given in map drawing, language work, reading and arithmetic. Second-–Latin, English and H78tory Evercises—At the . High School, Thursday evening, June 16th. The object of these exer- cises was to exhibit the results of our system of drill in elocution and the methods of teaching history in the High School. Third—Modern Language Evercises—Monday evening, June 20, at the High School. These exercises consisted of declamations and recitations in German by the German classes of the Dolsen; by a Ger- man play, “Der reiche Onkel aus Amerika;” and by a French play, “Pauvre mais Honnete.” Both of these “plays” were given by the pupils of the High School. Fourth—A Concert June 17th, at the opera house. This was given by the pupils of all the schools and was under the charge of Miss Rutledge. The design was to show the proficiency of the pupils in music. The opera house was packed to its utmost capacity and the people seemed greatly, to appreciate the entertainment. At three of these entertainments small admission fees were charged, the total net receipts being $124.39. On the 22d of February a collection was taken in the schools to assist in properly representing the schools at the Columbian Exposition, and after sending to the state fund $45.36, there was left $60,77. We thus have a total of $185.16 on hand, which it is proposed to devote as far as may be deemed advis- able to represent properly the Bay City schools at this great Exposition. CoNCLUSION. By a comparison of the present Annual Report with that of 1889. 90, it will be seen that the board has no less than seventeen new mem. bers. Of the whole number only one has served continuously for the past six years. This constant and radical change in the membership exposes the school to the danger of instability. New members bring new ideas, and the attempt to put them at once into practice is liable to cause a feeling of uncertainty, which is very detrimental to the 26 BAY CITY PUBLIC SCHOOLS. school. The various rules and customs which govern the board and determine the character of the instruction, are the outcome of careful thought and the experience of more than a quarter of a century, and any attempt to change suddenly existing conditions is fraught with great danger. No doubt our schools are, in due course of time, des- tined to be greatly improved, but this improvement, in order to be per- manent, must be by gradual growth, and not by methods revolutionary in their character. The size of the board presents another difficulty. It is simply impossible for a superintendent to give proper attention to the schools, and yet spend sufficient time to explain his wishes and acts to each of the twenty-two members. Very much must necessarily be taken for granted, and individual members will often feel unprepared to vote intelligently upon all the questions which will arise. You would be greatly assisted in the discharge of your duties if you would freely call upon me for all the information in my possession, and would also visit as often as possible the schools, for whose welfare you are called upon to legislate. The difficulties arising from this constant change of membership and from the size of the board, are not, however, without their compensation, for the assistance rendered in the community by the ex-members has been of lasting benefit. The knowledge that I have had, and now have, their confidence and support, is not among the least of my rewards. With the continuance of this same confi. dence and support on your part, I see no reason why we may not con- ..fidently expect that the ensuing year will be a prosperous One. Respectfully, J. W. SMITH º - º º N N / / ) Report of Principal of High School. To J. W. SMITH, SUPERINTENDENT OF SCHOOLS: SIR-I have the honor to submit to you the following report for the Bay City High School, for the school year 1891-92. The past year closed with an enrollment of 32 pupils in excess of any previous year, and the total of 333 names, of itself, marks a prosperous condition of the High School. Moreover, the number be- longing kept pace with the large enrollment, and the per cent. of attendance for the entire year came near to the 99 notch. The crowded condition of the High School will find the much needed relief in the large addition, now nearly completed, where, besides the in- creased seating capacity, greater facilities will be offered in larger laboratories and larger facilities for the commercial department. The standing and work done in the different courses so nearly resembles that of last year, that there is little of note to chronicle about them. An exception must be made regarding the new MECHANICAL ENGINEERING COURSE. This was organized in order to place the Manual Training, introduced last year, on a systematic footing with other subjects. The course for the first year differs from the English only in the sub- stitution of the shop-work and drawing for physical geography and book-keeping. In the second year, advanced shop-work and drawing may be taken in place of general history. For further information I would refer you to the appended report of the instructor of Manual Training. THE POST-GRADUATE CourSE. . Two years' trial of this course has demonstrated its usefulness and desirability. It raised at once the necessary qualifications for our city t 30 BAY CITY PUBLIC SCHOOLs. teachers, by requiring an additional year of study. More than this, the line of work follows the plan of freshman work at the University, aiming to include exactly the courses there in freshman English and mathematics, and one science (astronomy last year). Four of our first graduates in this course proved our ability to carry these subjects, by 'securing Credits, at matriculation in the University, enough to admit them to the sophomore class. Thus our pupils are presented with the opportunity of taking at home the studies of the first year at Ann Arbor. The classes, courses and numbers in each can be seen in the following tables: - - TABLE SHOWING SUBJECTs TAUGHT IN THE HIGH SCHOOL, witH NUMBER OF PUPILS IN EACH. : : : 26 28 29 30 31 Subject. Arithmetic . . . . . . . . . . . . . . Astronomy ... . . . . . . . . . . BOOk-keeping . . . . . . . . . . . BOtany. . COmposition. . . . . . . . . . . COmmercial Arithmetic Chemistry. . . . . . . . . . . . . . . Civil Government Drawing, free hand Drawing, Industrial. . . . . . . . . . . . English History English Literature English Masterpieces. . . . . . . . . Geometry. . . . . . . . . . . . . . . . German. . . . . . . . . . . . . . . . . Manual Training POSt-Mathematics Psychology. . . . . . . . . . . . . . Physical Geography Physics. . . . . . . . . . . . . . . . . . Physiology . . . . . . . . . . . . . Rhetoric. . . . . . . . . . . . . . . * TJ. S. History. . . . . . . . . . . . . . . . . . . . * * * e e g º e º ºs e s = * * * Female. is g º e º gº tº º is is tº 49. . . . . . . . . . . . 72 . tº & & 8 & & º & º a 4. & 111.. 152 s sº e º a s e a tº e a e 43.. 56 * * * * * * * * * * * * 13. . . . . . . . . . . . 15 19 . . . . . . . . . . . 21 a s tº e º 'º º tº a s ſº e 67. . . . . . . . . . . . 92 20. . . . . . . . . . . 47. . . . . . . . . . . . 67 a s & s 4 & s s a º ſº a 126. . . . . . . . . . . . 187 * * * * * * * * * * * s 24. . . . . . . . . . . . 42 3. . . . . . . . . . . . 18. . . . . . . . . . . . 21 6. . . . . . . . . . 10. . . . . . . . . . . . 16 25. . . . . . . . . . . . 25 36. . . . . . . . . . . . 6. . . . . . . . . . . . 41 7 . . . . . . . . . . . 12 O 15. . . . . . . . . . . . 15 0. . . . . . . . . . . . 6. . . . . . . . . . . . 6 * a s & © tº * * * * * * 12. . . . . . . . . . . 17 s & e º 'º e º e º e º º 101 . . . . . . . . . . 165 * * * * * * * * = sº gº tº 128. . . . . . . . . . . . 175 e e º s tº sº e º º is sº e 3. . . . . . . . . . . . 7 & s ºf º º is & & E e s sº 28. . . . . . . . . . . . 36 5. . . . . . . . . . . . 55. . . . . . . . . . . . 70 tº e s ∈ & s & e 101. . . . . . . . . . . . 142 * g s ſº º e s is a º gº e '3............ 89 s & tº a s = e º s a e 5. . . . . . . . . . . 7 8. . . . . . . . . . . . 8 * * * * * * * * * * * * 18. . . . . . . . . . . 26 s & 6 s is e s = e s = 33. . . . . . . . . . . . 45 * * * * * * * * * * * * 40. . . . . . . . . . . . 51 * * * * s tº º e º s & s 50. . . . . . . . . . . 7 11. . . . . . . . . . . . 18. . . . . . . . . . . . 29 BAY CITY PUBLIC SCHOOLs. 31 TABLE SHOWING NUMBER BY COURSEs. Subject. Male. Female. TOtal. 1. Classical. . . . . . . . . . . . . . . . . . . . . . . . . 5. . . . . . . . . . . . 10. . . . . ... . . . . 15 * Latin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8. . . . . . . . . . . . 33. . . . . . . . . . . . 41 3 Scientific . . . . . . . . . . . . . . . . . . . . . . . . . 30. . . . . . . . . . . . 96. . . . . . . . . . 96 4 English. . . . . . . . . . . . . . . . . . . . . . . . . . . 13. . . . . . . . . . . . 62. . . . . . . . . . . . 75 5 Mechanical Engineering. . . . . . . . . 29. . . . . . . . . . . . 8. . . . . . . . . . . . 32 6 Commercial . . . . . . . . . . . . . . . . . . . . . . 13. . . . . . . . . . . 24. . . . . . . . . . . . 37 7 Specials and Post-Graduates. ... 8. . . . . . . . . . . . 29. . . . . . . . . . . . 37 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . 106. . . . . . . . . . . . 227. . . . . . . . . . . . 333 THE LIBRARY. The call for books of general literature, as well as increased facil- ities in the line of reference books and collateral reading, has met with a most liberal response by the Board of Education during the last two years. With less than a hundred books to start with last year, refer- ©In Ce books, especially in psychology, were added, and a fine set of books on American history procured. This year an appropriation of nearly $300 was made for books of general literature. Although we shall not be satisfied until these additions are to be an annual feature, still at present we can boast of a good selection of 653 volumes. These are divided as follows: History, 154; biography, 88; poetry, 34; fic- tion, 87; essays, 15; reference books, 117; school books, 158. THE UNIVERSITY. Of last year's graduating class, nine went to the University and four of the post-graduates besides, making the number over thirty from Bay City at that institution. It may be well to notice here, that of the remaining twenty-five of this class, eighteen either entered other colleges or pursued the post-graduate studies in the High School. The regular triennial visit of the University committee to inspect our High School occurs next spring. COMMENCEMENT ExERCISEs. The commencement exercises of the class of 1892 occurred at Wood's Opera House, on the evening of June 23d. Dr. Bruske, presi- dent of Alma College, delivered the address, Ella Rouech gave the class essay, and Edmund Landau the class oration. The following in- cludes the list of graduates with the subjects of their final essays: 32 BAY CITY PUBLic Schools. CLASSICAL COURSE. 1. F. Maude Evans—“Sweet Are the Uses of Adversity.” 2. Edmund Landau—“Advantages of University Extension.” 3. Ella Rouech—“Dux Femina Facti.” SCIENTIFIC COURSE. 4. Ratherine M. Allen—“What Next?” 5. Rosetta DeLosier—“University Extension.” 6, Mabel Hatch—“Advantages of the Study of Foreign Lan- guages.” 7. Guy T. Lamont—“Possibilities of Alaska.” 8. Fannie B. Langstaff—“Mould” (in German). 9. Bertha Sangle—“Child is Father to the Man.” ENGLISH COURSE. 10. Stella M. Atkinson—“Women's Work at the World's Fair.” 11. Winifred Johnson—“Career of Black Prince.” 12. Grace Lucas—“Laces.” 13. Jennie L. Myers—“Open the Gates.” 14. Nellie M. Paulin—“Sunshine and Shadow.” 15. Effie B. Powers—“On the Threshold.” 16. Florence I. Taylor—“Growth of the Science of Astronomy.” 17. Harriet I. Wurtz—“Benefits of Education.” 18. Eda M. Wells—“Sir Philip Sidney.” COMMERCIAL COURSE. 19. Rose E. Clements—“Drifting.” 20. Mabel L. Johnson—“Charity Among Nations.” CONCLUSION. The High School has completed another year, but its history is one of progress and development. In concluding, I again wish to express my thanks and appreciation to the Superintendent for his advice and support; to the Board of Education, for their judicious and liberal appropriations, and to the teachers of the High School, for their assist- ance in everything tending to promote the welfare of our school, and for the thoroughness and ability which they have exhibited in the performance of their responsible duties. Respectfully, . - FREDERIC D. SHERMAN. REPORT OF SPECIAL TEACHER IN DRAWING AND MANUAL TRAINING DEPARTMENTS PROF. J. W. SMITH, SUPERINTENDENT SCHOOLs, BAY CITY, MICH. : DEAR SIR-In accordance with your request, I have the honor to submit the report of the departments of Drawing and Manual Train- ing, in the Bay City Public Schools, for the year ending June 30, 1892. I entered upon my duties Sept. 1, 1891. During the first semester, my entire time was devoted to the organization and supervision of the drawing in the first eight grades. During this time it was possible for me to visit each class weekly, and was enabled to keep in very close touch with all the classes from the third to the ninth grade. In addi- tion to this work in the primary and grammar grades, two classes were organized at the High School. One in mechanical drawing, preparing students who wished to enter the Manual Training course, and one in freehand drawing. The total enrollment of these classes amounted to 47 pupils. After carefully investigating the methods previously pur- sued in this department, I concluded that it would be advantageous to modify the course to some extent, Confident of the fact that a course in drawing and Manual Training in any school system depends, first, upon the local conditions in the various schools; second, upon the co-relation of drawing to other studies; third, upon the cost, I con- cluded that it would be better to dispense—for a while, at least—with the Prang drawing books, and use blank paper instead. This change has not only given better results educationally than I could have ob- tained with the books, but has also effected a very material saving in the cost of material. The entire course of drawing, in the grades below the High . School, has been based upon the following three divisions: Con— structive drawing, perspective and decorative. In constructive draw-. ing, the pupils have been directed to make a thorough study of the elementary solids, to develop their surfaces, to actually construct them, and finally, to represent them in such a manner as to describe 34 - JBAY CITY PUBLIC SCHOOLS. them precisely. At graduation from the eighth grade, pupils ought to be able to make an exact working drawing of any simple object. In perspective work, pupils have been instructed to represent objects or groups of objects as they actually appear. All drawing in this branch is done -directly from the objects, and the rules of perspective are studied by actual observation. In decorative work, the aim has been to enable pupils to make use of natural forms for decoration, to design decorations for familiar objects and the study of color. Throughout the entire course the aim has been to train the judgment, to develop the powers of observation, to cultivate the aesthetic faculties. Great care has been exercised not to destroy the individuality of pupils. The result of this training is already apparent. I have noticed with great pleasure an increased power of independent observation, more accurate judgment and greater ability in expression. The results of last year have been very gratifying to me, and the prospects for car- rying this work to greater perfection during the next year are very bright. * * * On Feb. 1, I organized the class (first) in Manual Training. . For want of accommodations, a room was rented outside of the High School, and equipped with twelve double benches, specially designed for the purpose. Each bench was made to accommodate two pupils and contain two cases, each holding a set of wood working tools con- sisting of * W - - 1 Rip saw, : 1 Fore plane, . 1 Crosscut saw, 1 Jack plane, 1 Back Saw, 1 Smoothing plane, 1 Hammer, 1 Spokeshave, 1 Mallet, 8 Chisels, 1 Marking gauge, 4 Auger bits, 1 MOrtise gauge, 4 Gimlet bits, 1 Two-foot rule, 1 Oil stove, 1 Square, 1 Slip Stone, 1 Bevel, 1 Oil can, 1 Screw driver, 1 Nail punch, 1 Pair compasses, 2 Bradawls. In addition to these 24 regular sets of tools, we are equipped with the following special tools: - 1 Scroll Saw, . 2 Hand Saws, 1 Trimmer, 2 Glue pots, 1 Set bead planes, - 1 Mitre box, 1 Rabbet plane, 1 Set auger bits, 1 Filletster, 1 Grind Stone, 1 Set iron planes, 1 Set carving tools, 2 Varnish cans, . BAY CITY PUBLIC SCHOOLS. 35. In the drawing room, the equipment consists of 45 Drawing boards, 45 T Squares, 45 Triangles, 30, 60 and 90 deg., 45 Triangles, 45 and 90 deg. 45 Sets simple drawing instruments. Owing to the large number who intended to take this work, I was compelled to form two classes. The total enrollment in these classes amounted to 39. As nearly as possible, the course described in the detailed program has been carried out. In the drawing room, a thor- ough study is made of applied geometry, orthographic projections, sections, intersections of solids, development of surfaces, during the first year. Drawing to a scale and freehand sketching are extensively practiced. During the second year it is intended to continue the study of projections, as applied to structural details, to study forms of screws, gear wheels, etc. All through the course, so far, great care has been exercised to conduct both drawing and shop-work as harmoniously as possible, and in such a manner that one supplements the other. While never losing sight of the educational and disciplinary objects of Manual Training, all work has been based, as far as possible, upon actual practice, fol. lowing the same methods as are followed in systematic establishments. In the shops all work is done from drawings, either previously pre- pared by the pupils, or furnished to ihe pupils from the blackboard. It is intended to supplement the school instruction by occasional Sat- urday visits to manufacturing establishments. In spite of very deficient accommodations, in quarters but ill adapted to school purposes, and space of time very much shorter than that usually allotted to shop-work in Manual Training schools, the results accomplished are very gratifying. Much credit is due the stu- dents, whose enthusiasm led them to give their Saturdays and holidays to the performance of extra work, such as the manufacture of drawing models for the grammar schools, the manufacture of hardwood cases, in which to exhibit class work and other work. Their general good. conduct is equally commendable. So far, our equipment confines us to an elementary course in join- ing and carpentry. I wish here to respectfully urge the completion of the annex, in order to enable us to begin the course in wood turning. The equipment for this course not only answers for wood turning, but Will be equally efficient for the fourth term work, that of pattern mak- ing. I am expected to make an exhibit of our work at the World's Fair. This exhibit is especially desirable, since Bay City is the first city in Michigan which has a Manual Training department. I hope, \ 36 BAY CITY PUBLIC schools. therefore, to be able to incorporate our wood-turning course in this exhibit. I feel confident that with quarters adapted to their purpose, and outfit for the work, we can compare favorably with any of the older established institutions. It may be well to state here that all equipments are planned on a most economical basis, and I am certain that considering the relative size of different school systems, which in- clude Manual Training, our outfit is as economical a one as can be obtained to do efficient work, In conclusion, I wish to express my hearty thanks to the Superin- tendent and Board of Education, for their staunch support and uni- form courtesy, and to the teachers, for their hearty co-operation and faithful performance of their duties. I am Very respectfully yours, RICHARD KELLER PIEZ. Bay City, Mich., September, 1892. REPORT OF SPECIAL TEACHER IN PENMANSHIP. PROF. J. W. SMITII: I).EAR SIR-At your request I make the following report corcern- ing the writing in the public schools of Bay City: In order that you may more fully understand what has been accomplished in this line of work, I desire to call your attention to the general plan of teaching this subject, as well as results, at the time I entered upon my duties here. In the first place, your teachers were laboring under great difficul- ties, using most unfortunate methods of instruction. They tried to teach their pupils how to write by showing them how to draw; they asked them to make certain. letters, imitate certain forms, but failed to explain the great fundamental principles that govern all this. Pupils were taught throughout the grades to be imitators simply, not pro- ducers of forms; that their writing should be mechanical, not mental; and finally that the pupil should learn to write by practice. For this purpose, copy books had been placed in every grade above the second in the ward schools. As to the results, I would simply say that the writing was as faulty as the method of instruction. I had no sooner commenced my work here than I saw the neces- sity of a complete reform, and with your advice and consent I at once & set about the task. Teachers and pupils were alike instructed in the principles that underlie all good writing; they were shown that all form was the pro- duct of motion; that different forms required different motions or movements; that movement was affected by position and time; that position and time affected form, etc. This at once lead to a careful study of position, form and move- ment. In doing this a great variety of exercises have been introduced to assist the pupil to gain the utmost freedom of movement, as well as to secure the most rapid but careful work. Pupils have been taught to * 38 BAY CITY PUBLIC SCHOOLs. make all forms rapidly, even at the beginning of their work, but never more rapidly than they could think; that they can learn to write rapidly and accurately just as easily as slowly and accurately. By this plan of work, writing has become largely a mental exercise. In carrying out these plans I have insisted upon a careful and systematic ruling of slates. Copy-books have been introduced in the second grade and discon- tinued beyond the fourth. * Throughout the grammar grades, practice paper and blank exercise books are used not only to the great advantage of pupils, but also at a great saving of expense. The writing in the schools of this city is now such that it has been favorably commented upon throughout the state. These results could not have been reached had I not received the hearty co-operation of teachers and the earnest support of yourself and School Board. $ Respectfully yours, L. O. BROADWELL. § LIST OF TEACHERS–1892–93. WHERE GRADUATED. |Date of first GRADE OR SUBJECT NAME. RESIDENCE. LOCATION. * TAUGHT. SALARY Allen, Coralynn tº e º g º $ so Adams St. . . . . . . University of Michigan|High School. . . 1882 |Mathematics. . . . . . $ 700 Atkinson, Nellie A.... 609 Jackson St. . . . . . Bay City High School. . [Farragut. . . . . . . 1889 |Fifth B. . . . . . . . . . . 350 Atkinson, Stella M. . . º Jackson St. . . . . . Bay City High School. . Lincoln Ave. . . 1892 $: Training departm't 100 Adams, Margaret. . . . . 615 Lincoln Ave. . . . [Bay City High School. . Garfield . . . . . . . 1884 |3 A and 3 B . . . . . . 450 Bradley, Lena. . . . . . . . 908 Polk St. . . . . . . . . Bay City High School. Fremont Ave., 1890 |2 B and 2 A...... 325 Blain, Jennie B. . . . . . º Broadway . . . . . . Toronto Normal School Fremont Ave..] 1882 |Sub. Primary. . . . . 500 Brewster, Louise. . . . . 504 Van Buren. . . . . . . . . . . . . . . . . . . . . . . . . ... Farragut... . . . . 1869 Fourth A. . . . . . . . . 500 Broadwell, Louis O... 307 Broadway ..... Oberlin High School . . . . . . . . . . . . . . . . . . . 1888 |Penmanship. . . . . . . . 1,200 Becker, Alice. . . . . . . . 1210 Van Buren. . . . [Bay City High School.. Sherman... . . . . 1877 |6th and 7th . . . . . . . 640 13urns, ltose T. . . . . . . . 2004 Fourth St. . . . . . St. James. . . . . . . . . . . . . Sherman . . . . . . 1885 |3 A and 4 B. . . . . . . 425 Brown, Minnie W. . . . 218 Sherman . . . . . . . Bay City High School . . Garfield . .. . . . . 1891 |2 A and 2 B. . . . . . . 325 Barnes, May E. . . . . . . 1700 Sixth St. . . . . . University of Michigan|High School. . . 1890 |History. . . . . . . . . . . 675 Babo, Ida . . . . . . . . . . . 928 Third St. . . . . . . . Bay City High School... Dolsen . . . . . . . . 1885 | 1st and 26 . . . . . . . . 500 Clarke, Jane M. . . . . . . º Lincoln Ave. ... Toronto Normal . . . . . . . Farragut . . . . . . 1872 6 A and 7 B. . . . . . . 450 Carton, Lena M. . . . . . [780 S. Lincoln . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lincoln Ave. ...| 1883 |Prin. Tr. dep't. . . . . . 800 730 S. Lincoln $ IIST OF TEACHERS–Continued. N.A.M.E. Chesney, Maggie..... Cummings, Anna. . . . . Crotty, Mamie, . . . . . . . Clark, II attie Crosbie, M. Maud. . . . . Cahill, Minnie. . . . . . . . Campbell, Burton (‘. . Devlin, Martha is s a tº a tº º ºn 8 DeLosier, Rose. . . . . . . , Dunbar, Jessie M’Kay. Ellsworth, Mrs. Ella L. Gardner, Minnie F.... Green, Mittie. . . . . . ... . Hatch, Alice E. . . . . . Hatch, Mabel......... RESIDENCE. 1108 Broadway 246 Adams St. . . . . . 108 II art St. . . . . . . . . 1212 Broadway. . . . . . 1412 Sheridan... . . . . . 816 Jannes St. . . . . . . 1200 Fourth St. 607 Farragut St. . . . 210 Atlantic St. . . . . 100% (3 rant St 302 Washington Ave 715 Fourteenth St. . W HERE GIR ADUATEI). | LOCATION. Date of First Appoint- montt. GRADE OR SUBJEC'ſ TAUGHT. Bay City High School. . Kalamazoo College. . . . Bay City High School, . Bay City High School. . St. James. . . . . . . . . . … Caro High School Bay City High School. . Bay City High School. . Bay City High School.. Bay City High School. Bay City High School. University of Michigan Bay City High School.. ...Dolsen......... Bow ery Lincoln Ave. . . Sherman & ſº e º w tº º tº Woodside Ave. Garfield. . . . . . . . Garfield. . . . . . . . * * * * * s Pincoln Garfield Farragut Dolsen. . . . . . . . . Woodside Ave. High School . . . Lincoln Ave. . . 1889 1890 1887 1873 1890 1885 1890 1884 1892 1892 1887 1889 1888 1892 1890 Ass’t. Tr. Dep't. . . Fourth A. . Fourth A. . . . . . . . . Sub. Primary.. . . . . Sub. Primary. . . . . . 3 A and 4 B. . . . . . . Principal 5 A and 5 B Training Departm't 6th and 7th Fourth B e is s is a s s e is a s tº s º ºs 2 A and 2 B. . . . . . . Eng. and Math. . . . Training Departm't SAIA RY $ 450 325 425 600 325 450 640 450 100 400 450 350 350 550 100 t LIST OF TEACHERS–Continued. NAME. . Residence. W IIERE GRADUATED. I,()CATION. *:::::" own; ºr SALARY. Hartley, Mary E. . . . . 204 Lincoln Ave....|Bay City High School. Sherman . . . . . . 1889 || 1 A and 2 B . . . . . . . $ 350 Harding, Emma E. ...100 Jefferson St....|Bay City High School...[Dolsen ....... 1887 |Fifth A. . . . . . ... . . . 400 Hamet, Mary E. . . . . . . 501 Jackson St. . . . . Bay City High School. . [Farragut . . . . . . 1890 1 B and 1 A....... 325 Hildebrand, Helena...#22 Birney......... Bay City High School. . [Farragut . . . . . . 1891 |1 A and 2 B. . . . . . . 300 Hill, Nellle M. . . . . . . 1316 Broadway . . º . Bay City High School. . [Fremont Ave. . 1886 |4 A and 4 B. . . . . . . 400 Hine, Lena L. . . . . . . . 419 Washington Ave Bay City High School...|Dolsen . . . . . . º 1891 |Ass’t. Sub. Primary 300 Holmes, Adeline.....90% Monroe......... Bay City High School...|High School... 1872 Ninth Grade...... 900 Holmes, Susy A. . . . . . 909 Monroe. . . . . . . . . Bay City High School...|Dolsen ........ 1876 |Principal . . . . . . . . . 680 Johnson, Christine. . . . 1515 Eighth St. ~ Bay City High School. |Dolsen......... 1890 2A and 3B....... 325 Knoblauch, Josephine.[1110 Madison Ave. . [St. James. . . . . . . . . . . . . Woodside . . . . . . 1880 |Principal . . . . . . . . . 600 Kelley, Kittie. . . . . . . . 701 Twenty-Seventh ............. . . . . . . . . . Whittier. . . . . . . 1885 2 A and 3 B. . . . . . . . 450 Lewis, Lillie G. . . . . . . 608 Farragut........ Bay City High School. . Lincoln Ave. . . 1892 Training Departm't 100 Livingstone, Dale. . . . . McCormick St. . |Detroit High School... Whittier. . . . . . . 1891 |Ass’t. Eighth. . . . . . 400 Logan, Jennie B. . . . . . S.Center & Ingraham|Bay City High School . . [Fremont Ave. . 1888 |1 A and 1 B. . . . . . . 350 Lyons, Margaret A. . . .410 Sheridan. . . . . . . . St. James. . . . . . . . . . . . Farragut * * * g º e 1889 |Third A. . . . . . . . . . . 425 LIST OF TEACHERS–Continued. NAME. RESIDENCE, WHERE GIRADUATED. I, OCATION. #: *ºneer SAIARY. Maitland, Margaret I.1025 Thirty-third St Bay City High School. Lincoln Ave.... 1892 Training Departm't 100 Merrill, Ada . . . . . . . . . 1207 Broadway. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Whittier . . . . . . . 1889 |Sub. Primary. ... . . . 425 Merrill, Fannie H ....|1207 Broadway. . . . . . Hamilton Ladies' Col. . |Dolsen. . . . . . . . . 1889 |Assistant, 8th grade 400 McCombs, Cora . . . . . . 238 Monroe . . . . . . . . Bay City High School. . [Farragut . . . . . . 1886 |7 A and 8 A . . . . . . 425 McGilvery, Lena . . . . . 220 Stanton. . . . . . . . . Bay City High School. . [Fremont Ave . . 1891 |3 A and 4 B.. . . . . . 300 McGregor, Mary . . . . . 312 Fremont Ave. . . . [Bay City High School. . [Fremont Ave ...| 1880 (6 A and 6 B. . . . . . . 450 McGregor, Helen .... 312 Fremont Ave. . . . [Bay City High School... |Fremont Ave . . 1877 |Principal. . . . . . . . . 660 McKim, Mamie . . . . . . 400 Eighth . . . . . . . . . Bay City High School. . Dolsen......... 1885 |7 A and 7 B. . . . . . . 450 McLean, Grace. . . . . . . 801 S. Center... . . . . . . Barrie, Ont., High Sch’l Fremont Ave ... 1889 |7 A and 7 B. . . . . . . 450 McLean, Flora. . . . . . . 801 S. Center . . . . . . . Collingwood Col. Insti. Whittier....... 1888 |5 A and 6 B. . . . . . . 425 McRae, Margaret. . . . . 520 Farragut. . . . . . . . Bay City High School... Dolsen. . . . . . . . . 1884 Fifth B. . . . . . . . . . . 450 Nason, Abbie M . . . . . 1809 Broadway...... Bay City High School . . Whittier....... 1890 13 A and 3 B. . . . . . . 325 Newkirk, Nellie. . . . . . 309 Madison. . . . . . . . Bay City High School. . [Farragut . . . . . . 1881 Fifth A. . . . . . . . . . . 450 O'Hare, Kate. . . . . . . . . 315 Dolsen tº g º 'º e º 'º e º ºs St. James. . . . . . . . . . . . . . Dolsen. . . . . . . . . 1887 |1 A and 2 B. . . . . . . . 425 Parker, Mary F. . . . . . Essexville. . . . . . . . . . Bay City High School... Woodside...... 1889 || A and 1 B.......] 350 § LIST OF TEACHERS–Continued. GRADE OR SUBJECT . 1215 Jackson. . . . . . . . . 5 B and 5 A-......] NAME. I&ESIDENCE. WHERE GRADUATED. LoCATION. #: TAUGHT. |SALARY. Pettapiece, Laura E . . 1618 Sherman . . . . . . . Bay City High School...|Sherman ...... 1891 Sub Primary. . . . . . $ 500 Piez, Richard K. . . . . 501 Van Buren . . . . . Baltimore Man. Tr. Sch. . . . . . . . . . . . . . . . 1891 |D'w'g and Man. Tr. 1,000 Phillips, Mary T.....1020 Madison....... Bay City High School...[Dolsen. . . . . . . . . 1887 |Fourth B., ... ... 375 Powers, Effie B. . . . . . 513 Grant... . . . . . . . . . Bay City High School ..] Lincoln Ave.... 1892 Training Dept .... 100 Price, Estella........ 314 Seymour. . . . . . . . Bay City High School. Sherman ...... 1891 2 A and 3 B. . . . . . . 300 Reilley, Carrie G. ....|241 Adams..........l............... - e º $ tº a tº & º Fremont. . . . . . . 1882 Third B. . . . . . . . . . 450 Rhodes, Bertha E.....|1209 Twelfth ....... Bay City High School. . [Fremont...... 1892 Training Dept .... 100 Rogers, Nettie. . . . . . . 621 Howard ........ Bay City High School. Garfield........ 1889 |1 A and 2 B....... 350 Rusling, J. W. . . . . . . 1604. Third St. . . . . . . Simcoe, Ont., High Sch’ll Ungraded 1st 1888 |Ungraded . . . . . . . . 600 Rutledge, Elizabeth...|407 Eighth St. . . . . . . Bay City High School..................... ... |Music . . . . . . . . . . . . 775 Sayles, Rhoda L . . . . . 436 S. Center . . . . . . . Cleveland High School. Whittier. ...... 1876 |Principal . . . . . . . . . (330 Sherman, F. D. . . . . . 911 Eighth St. . . . . . . University of Michigan |High School . . . 1889 |Principal . . . . . . . . . 1,400 Shaw, Lillian M. . . . . 414 Sherman........ University of Michigan |High School... 1890 Latin.......... .. 650 shearer, Minnie E. . . . .412 Jackson . . . . . . . . Bay City High School . . Lincoln Ave . . . 1892 Training Dept. . . . . 100 Simon, Kittie C . . . . . 509 Hampton . . . . . . . Michigan State Normal Dolsen. . . . . . . . . 1890 |6 B and 6 A . . . . . . 450 Simons, M. Helen....leſs Jackson................................ Garfield. . . . . . . . 1888 450 t LIST OF TEACHERS–Concluded. WHERE GRADUA’I’I. ID. .#Date of first Appointm'nt -— - NAM E. TESIDENCE. I, OCATION. Smith, Margaret H...|1400 Sixth St....... State Normal . . . . . . . . . . Farragut . . . . . . Sprague, Lizzie . . . . . . 419 Van Buren. . . . . . Bay City High School. . [Farragut . . . . . . Stonebraker, Mrs. B. L. 613 Twelfth St . . . . . Royal Augusta, Berlin... [High School . . . Sutherland, Minnie E. 509 Jackson . . . . . . . . Bay City High School. . [Farragut . . . . . . Taylor, Harriet L . . . .517 Washington Ave. Ann Arbor High School High School. . . Taylor, Hetty M . . . . . 616 Howard . . . . . . º Bay City High School. . Garfield. . . . . . . . : Textor, Mrs. Mary E. 1864 Ninth St . . . . . . Bay City High School..}Dolsen. . . . . . . . . Thorne, Alicia D. . . . . 1830 Ninth St . . . . . . Bay City High School...|Farragut . . . . . Tough, Eugenia. . . . . . 502 S. Farragut. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Garfield. . . . . . . . { Trombley, Maud. . . . . . Ingraham St . . . . . . . Bay City High School . . Whittier. . . . . . . Ueberhorst, Ida . . . . . . 1409 Tenth St . . . . . . Bay City High School . Farragut . . . . . . Ward, Clara . . . . . . . . . 241 Washington Ave. Bay City High School.. Sherman . . . . . . Wells, Berta . . . . . . . . . 1410 Eighth St. . . . . . Bay City High School. . [Farragut . . . . . . Wells, Eda M........ 1410 Eighth St. . . . . . Bay City High School. . [Lincoln Ave.... Williams, Edith. . . . . . 37th and Ingraham . Bay City High School. . [Fremont. . . . . . . Wood, Frank E. . . . . . . 1925 Sixth St. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . High School ... 1881 1891 1877 1886 1887 1890 1885 1883 1884 1891 1882 1891 1885 1892 1888 1888 G IKADE OR SUBJECT TAUGHT. SAI ARY. Sub Primary. . . . . . Sub Primary. . . . . . French and Ger... 2 B and 2 A English. . . . . . . . . . . 4 B and 4 A. . . . . . . Sub Primary. . . . . . 2 A and 3 B Sub Primary. . . . . . 4A and 5 B Principal . . . . . . . . . First B. . . . . . . . . . . Sixth l8. . . . . . . . . . . Training Dept . . . . 5 B and 5 A. . . . . . . * * * * * * & ſº º e º º $ 500 300 900 400 725 325 500 450 500 300 , 690 325 450 100 350 1,000 r BAY CITY PUBLIC SCHOOLS. PRIMARY AND GRAMMAR DEPARTMENTS. ORGANIZATION. The public schools of this city are organized in three departments of four grades or years each, making twelve grades in all. In addition, there is a sub-primary grade for children who are barely of school age, and for those who at home speak a foreign tongue. In the sub-primary, kindergarten methods are largely used. The primary department proper consists' of four grades, commencing with the first, and the grammar department consists of four grades, commencing with the fifth. Taken together, these eight grades constitute what is known as the common school course. The aim of this course is two-fold: First, to furnish the essentials of a good business education; and, Second, to lead naturally and easily to the pursuit of the higher courses of instruction. The school year of forty weeks is divided for the purpose of exam- ination and classification into two semesters of twenty weeks each. ADMISSION. Pupils, except by consent of the Superintendent, are admitted to the first grade only during the first two weeks of each semester. This restriction applies only to those children who have never received suf- ficient previous instruction to admit of their classification with the least advanced class in the first grade or sub-primary. It is, of course, immaterial whether this instruction was given at home or in school. Pupils are admitted to the other grades at any time upon examina- tion. This examination is not severe, it being only for the purpose of classification, and the certificates of other schools in good standing are accepted. 48 BAY CITY PUBLIC Schools. PROMOTIONS. Pupils are regularly promoted only at the end of each twenty weeks, but individual pupils are promoted whenever, in the judgment of the Superintendent, their qualifications entitle them to advancement. Any pupil is subject to re-classification at any time, but no pupil can be placed in a lower grade except by consent of the Superintendent. No pupil is required to go over the same ground more than twice. If upon a second examination for promotion the pupil is still found de- ficient, a trial in the next higher class will nevertheless be allowed. Class books are not used below the ninth grade, but at five stated times during each semester, the teacher records her estimate of the value of each pupil’s scholarship. At the close of each semester, an average of these estimates is taken, and upon this average, together with the result of the examination, depends the promotion. By consent of the Superintendent, the examination may be dispensed with, and the pro- motion made to depend wholly upon the teacher’s estimate. GERMAN DEPARTMENT. tº The German Department, open to children from all parts of the city, is located in both the Farragut and Dolsen schools. In the for- mer the instruction is confined to the first two grades, but in the latter, pupils in all the grades are given an opportunity to study German, if they desire. The same general course of instruction is pursued as in the teaching of English. Object lessons, reading, writing, spelling, composition, and translation exercises are continued throughout the course. So far as is possible, the recitations in German will be con- ducted in that language. COURSE OF STUDY. The course of study is classified under four groups as follows: Language, Information, Mathematics and Art and Exercise. In filling in the details, the aim has been, so far as practicable, to make each part of the course support the rest, in order to give unity to the whole. The distinction of first grade, Second grade, etc., has been retained, but in the assignment of work these grades, or parts of grades, where any particular reader is used, are classified together. The importance which is attached to each group of studies can be seen by consulting the table headed “Distribution of Time.” (Page 53.) BAY CITY PUBLIC SCHOOLS. 49 LANGUAGE GROUP. Reading.—The system of free text books enables us to make use of from two to three sets of readers as regular text books. The read- ing matter is further supplemented by Johonnot's Natural History series and other works mentioned in the “Detailed Course.” The subject matter of the readers has been classified under different heads, and the teacher is recommended to select some one line, as for in- stance “The Dog” in the Natural History topics, and follow it through all the references in the books used in that particular grade. It is believed that this method will add interest to the reading lesson and the advantage of the child's following a connected course of reading, instead of continually changing from one subject to another, is obvious. Language Evercises.—Primary language work has for its aim to make the child familiar with the uses of words and the structure of simple sentences, including the more elementary facts of punctuation and the use of capitals. No text book is employed until the fourth grade is reached, but the reading lesson will furnish the great source from which the teacher is to draw her material. Educational papers and almost any of the elementary works on language can be freely con- sulted. Language Lessons and Grammar.—The study of the structure of language should begin with the fifth grade and continue increasingly until the eighth grade is reached, when an elementary English grammar is taken up, and the more important facts and their application care- fully considered. The aim should be to fit the child to pursue profit- ably the study of rhetoric and English in the High School. Spelling.—This subject has to do with the forms of words, and should be both oral and written, thus cultivating both the ear and the eye. The more frequently recurring forms should be carefully learned and as many others added as may be found practicable. In any event, every time an incorrect form is employed, it should be promptly pointed out and the pupil encouraged to correct his own mistakes. Accurate habits of observation will thus be secured. Previous to the fourth grade, the readers will furnish sufficient material, but after this a formal text book is used. INFORMATION GROUP. Observation Lessons.—Properly so called, observation lessons ex- tend through the second grade, and have for their chief aim to make the child familiar with the facts contained in the reading lessons. 50 BAY CITY PUBLIC SCHOOLS. When it is necessary, and so far as it is necessary, the periods devoted to the observation lessons should always be used to prepare for the reading lesson. These exercises should further be extended to the arousing of an interest in the objects which surround the child and the proper cultivation of the perceptive powers. Elementary Science.—The instruction in elementary science begins with the third grade and continues throughout the course. At least two periods a week should be assigned to it, and the methods should be as far as practicable by experiment. The pupils should be en- couraged to make experiments for themselves and taught how to do so. The value of these exercises will consist not so much in the facts learned as “in aiding the pupil to gather knowledge for himself.” It is the “waking up of the mind” that is the important thing to be se- cured. The range of instruction extends over natural history, botany, physics, physiology and chemistry. Only those experiments should be tried which will be readily comprehended, and no teacher should attempt to present one of these lessons without careful preparation. United States History.—The aim in teaching history should pri- marily be to interest the pupil in our country's growth, development and greatness, thus furnishing a sound basis for intelligent citizenship. The importance of commencing this subject early in the School life of the child will be obvious to all familiar with school statistics. Ex- perience has shown that history can be begun much earlier than has usually been supposed, and hereafter the text book will be placed in the hands of the child at the fourth grade, and the subject will be con- tinued in some form or other into the High School. Civil Government.—Instruction in this subject should accompany the history and geography. The method pursued should be synthetic in character. By means of suggestive questions, based upon these subjects and upon current events, the pupil should be led to see how the idea of government enters into the common affairs of life. If these topics are carefully handled by the teacher, the pupil will obtain a good knowledge of the workings of the government without the aid of any formal text book. - - Geography.--The teaching of geography is formally begun at the third grade. Previous to this, such geographical knowledge as is gained should be taken up in the observation lessons. During the third and fourth grades, the method of instruction should be largely objective in its character. At the fifth grade, the text book is intro- duced and continued for two and one-half years. History, civil gov- ernment and geography are so intimately connected that in conducting BAY CITY PUBLIC SCHOOLS. 51 recitations in any one the claims of the others should never be neg- lected. MATHEMATICs. Arithmetic.—The course in arithmetic is looked upon as divided into two parts. The first of these includes the first five grades, and the second, the remaining three grades. The aims in the first period is (a), to make the child acquainted with the most useful facts of arith- metic, including fractions, percentage and interest, and (b), to secure accuracy and rapidity in the manipulation of figures. In the second period more attention is paid to principles. Careful statements showing the various steps taken are to accompany the solution of every problem. Clearness and conciseness should characterize the form of the statements. - Elementary Algebra.-The object here is to make the pupil familiar with the fundamental principles and fractions. Experience has shown that pupils in the eighth grade can do this work much more easily than solve the perplexing examples often found in arith- metics, and the results obtained furnish an excellent basis for future work in the High School. Geometry.—One of the objects in teaching geometry in the grades is to furnish a good basis for the study of mensuration in arithmetic. Incidentally, of course, the drawing is greatly aided and the mental discipline is undoubtedly of equal value at least to that obtained from the formal study of mental arithmetic. ART AND EXERCISE GROUP. Penmanship.–For the convenience of teaching form, the alphabet of small and capital letters is divided into groups, arranged according to their similarity and their dependence upon certain accompayning principles, as follows: The alphabet of small letters is divided into three groups: First, the short letter group; second, the extended loop group; third, the shaded group. In the short letter group there are thirteen letters arranged and taught in the following order: u, i, w, m, n, x, v, c, o, a, e, r, S. The extended loop group is composed of the following nine letters arranged as follows: 1, b, h, k, f, j, y, g, z. The shaded group is composed of the following four letters: t, d, q, p. The alphabet of capital letters is also divided into three groups: First, the capital stem group; second, the capital fold group; third, the capital O group. 52 BAY CITY PUBLIC SCIIOOLS. The capital stem group contains fourteen letters arranged in the followiug order: A, N, M, T, F, H, K, S, L, G, P, B, R, I. The cap- ital fold letters are eight in number, as follows: W, X, W, U, Y, Z, Q, J, The capital O group is composed of four letters—O, E, D, C. In the teaching of penmanship we recognize seven principles, viz.: straight line, right curve, left curve, extended loop, capital O, capital fold and capital stem. From the first four principles all the small let- ters are made and from the last three all capital letters. We also recognize three movements, viz.: muscular, whole-arm and combined. The muscular movement can be used in the execution of all capital letters and that portion of all small letters, of whatever group, that is one space in height. The whole-arm movement is or may be used, first, in the writing of all capital letters, combinations of the same and all accompaning exercises. Second, to strengthen and develop the muscles of the arm. Third, to break up finger movement. Fourth, as an indirect means of securing the muscular movement. The combined movement is used in making that portion of all small letters not made with the muscular movement. Object.—The object of teaching penmanship in all grades is, first, to establish in the minds of pupils a clear idea of the forms and names of the different letters used in the expression of thought. Second, to develop and strengthen the mental faculties of the child. Third, to teach the hand and arm obedience to the will. Appliances and Methods.--The black-board is an important factor in the teaching of movement and form to classes when used by com- petent teachers, but not more so than the slate and pencil, paper, pen and ink, in the hands of thoughtful pupils. A principle, letter or exer- cise is placed upon the black-board and the attention of the class directed to the different parts of the form, and finally to the form itself. In this way the pupil secures a mental picture of the form, and is then allowed, by means of certain movements, to reproduce, on slate or paper, the mental picture thus formed. This form will be an exact reproduction of the mental picture, whether correct or not, if the hand moves in obedience to the mind. But the first picture may be very faulty and so a new one must be made under the guidance of the (artist) teacher. This process must be repeated until a perfect picture has been formed, and then the pupil can make the perfect form if, first, he has the right position, and second, the right movement for doing so. The former can be secured by means of the latter, the latter by the former. They must be taught together; they are inseparable. DISTRIBUTION OF TIME IN GRADES BELOW THE HIGH SCHOOL. English Language Group. Information Group. Mathematics. Art and Exercise. Music. rades. Reading. Hºs Spelling. Geography. History. El. Science. Arithmetic. *::::::::::" MuSiC. Pºn Drawing. * - & N| L |s|| T |N| L |s|| T |N| L |s|| T |N| L|s | T |N| L | S | T |N| L |s | T |N| L |s|| T |N| L |s|| T | N | L | T |N| L | T | N | L | T | R |O G | T | 3 *St. . . . . B 10| 20 200 5| 20, 15] 175|10| 15|. 150 . . . . . . . . * * * : * * 10] 25}, , , || 250, 5 20, 20, 200 5| 20 100 5 20 100: 5ſ 30 100 150| 75 . . . . 225] 1500 - Al |10| 20 200|| 5 || 20 15, 175|10| 15 . . . . 150 . . . . . . . . * * * * * * 10] 25} . . . . 250, 5, 20; 20 200 5| 20 100 5; 20 100 5, 20 1ſ0} 150, 75ſ, 225 1500 cond . . . B}|10| 20 200 5, 20 15, 175|| 5 | 15 15 150 . . . . . . . . . . . . . . . . . . . [10] 25|. . . . 250 5| 20, 20 200 5| 20 100 5, 20 100 5| 20 100 150 75|... 225 1500 A]|10| 20 200 5| 20, 15] 175|| 5 || 15 15ſ 150 . . . . . . . . s = º 1 s º ... 10| 25| . . . . 250 5, 20 20 200 5| 20 100 5 20, 100: 5; 20 100 150, 75 . . . . 225 1500 ird . . . . B||10| 20 200 5| 20, 20 200 5 15| 15, 150 5; 25 . . . . 125 . . . . . . . . . 4|| 25 . . . 100 5. 25 25 250 4 20 80|| 4 20, 80 4 20, 80 150 75 . . . . 225] 1500 - A}|10| 20 200| 5 | 20 20, 200 5 15, 15| 150| 5 || 25 . . . . 125 . . . . . . . . . . . . . . . 4. 25. . . . 100 5 25 25 250 4| 20, 80 4 20 80 4 20, 80 150| 75l. 225 1500 ºurth . . . B|| 5 || 25|| 5 || 150 5| 20, 20 200|5|| 15 15 150 5, 25|. . . . 125i 2 20 15 70 4 25| . . . 100 5. 25 25 250 4| 20; 80 4 20, 80 5 18; 90 150, 75 . . . . 225, 1500 A}}. 5, 25 5| 150 5| 20 20 200|5| 15 15 150 5, 25; . . . . 125 2. 20) 15: 70 4 25 . . . 100 5 25, 25 250 4| 20 80 4 20, 80 5 18; 90 150, 75|. 225, 1500 1500 1500 1200 500 140 1380 1800 720 720 740 1800 12000 fth B|| 5 | 20 12| 160] 5| 20, 20, 200 5 15ſ 15, 150 3| 25, 25 150: 2 25 15 80} 5| 20 . . , | 100 5; 25 25 250 4, 20, 80| 4 || 25] 100| 5 || 25 125). 75|| 55 130| 3525 '' ' ' ' |A|| 5 || 20; 12 160|| 5 || 20 200 5 15 15, 150 3 25 25, 150] 2 25| 15 - 80 5 20 . . . 100 5, 25 25 250 4 20, 80 4 25 100 5; 25' 125|.. 75|| 55| 130 1525 Kth B|| 5 | 20, 12 160] 5; 20 20 200} 5| 15 15| 150 3| 25 25] 150] 2 25 15ſ 80 5| 20. . . . 100 5] 25 25 250 4 20, 80 4 25 100 5| 25 125 . 75 55 130 1525 |A|| 5 | 20 12| 160|| 5 | 20, 20, 200 5 15ſ 15| 150| 5 || 2:5, 25 . . . . . . . . . . . . . . . . 4| 20, .. 80|| 5 || 25|| 25 250 4 20, 80. 4, 25ſ 100|| 5 || 25] 125 . . . . 75|| 55] 130 1525 venth.|*||3|3}}}}}|...} : ; ; ; ; ; ; ;|*|*|}}; ; ; ;| 90|| 5 || 30 30 300 . . . . . 4. 20, 80 4 20, 80|| 4 || 25] 100 . . 75|| 50} 125] 1525 |A|| 2: 30 20 100 5 25 25 250 5 15| 15 150 2 25|...} 50 4 25 25, 200 3| 30. 90 4 30|| 30, 240; 2 80 60 4 20, 80 4 20, 80|| 4 || 25] 100 . . 75|| 50|| 125 1525 hth B|| 2 30 20 100 5| 25 25 250 5 11 11| 110]. . . . . . . . . . . . . . . 4. 25, 25, 200 4 25|... 100 3 30 30 180 4 50 50 200 4| 20 80 4 20 80 4 25 100 . . . . 75 50 125 1525 |A|| 2 30 20 100 5, 25 25 250 5 11| 11 110| 2 25 25 100]... [...|...}..., |4| 25 25, 200 3 30 30 180 4 50, 50 200 4 20 80 4 20, 80 4 25 100|.. 75|| 50|| 125] 1525 1040 1800 1120 900 840 860 1900 460 640 720 | 900 1020, 12200 Legend—N, Number recitations; L, length recitation; S, study hour; T, total time, DETAILED COURSE OF STUDY. FIRST READER DIVISION.—SUB-PRIMARY AND FIRST GRADE. WoRKs of REFERENCE.-White's Pedagogy; Prince's Courses and Methods; Fitch’s Lectures on Teaching; Perception, Comparison and Double Thinking. SUB-BRIMARY GRADE. EEADING. OBJECTS.—To teach child to recognize words by sight already familiar to the ear, (a) independently, (b) as a constituent part of short sentences. REQUIREMENTS.–100 selected words, easy chart lessons, first few pages of several first readers. METIIODs.—Combined word and phonic; teach child to read as he talks. APPLIANCES.—Blackboard, chart, written and printed words and short sentences On Cards. LANGUAGE. OBJECT.--To teach correctness in use (a) of spoken words and sentences, (b) of written words and sentences. METHODs. –Copying from blackboard, chart and printed words, simple picture stories, expression of ideas developed in observa- tion lessons. Teach punctuation marks as they occur in chart and reader. - SPELLING. - - - - OBJECT.--To secure a correct mental picture of the forms of words. METHODS.–Copying words as taught, oral and written drill, fre- quent reviews of difficult words. BAY CITY Public Schools. 55 OBSERVATION LESSONS. OBJECT.—To expand the child’s knowledge with special reference to the reading lesson; to teach how to observe common objects intelligently. - METHODS.–Gauge carefully present knowledge of child to find learning point. This will prevent waste of time; add new in- crements of knowledge slowly; use concrete objects where practicable, otherwise pictures; use blackboard freely. REQUIREMENTS.—(a) Color—red, yellow, blue, white and black; (b) common objects contained in school rooms described in reading lesson; (c) common substances, as wood, coal, iron; (d) qualities—sweet sour, soft hard, strong weak; (e) natural ob- jects and phenomena as sun, moon, clouds; rain Snow, light darkness; (f) directions—right, left, north, South, east, west; (g) parts of body, senses. - NUIMBER, OBJECT.--To secure accuracy and rapidity in the use of numbers; to cultivate better habits of thought. - METHODS AND REQUIREMENTS.—Combinations to 5 (a) with ob- jects, (b) without objects; teach halves of numbers; counting with objects. APPLIANCES-Blocks, shoe pegs, colored sticks, etc. DRAWING. OBJECTS.–To train the eye and hand; to develop the judgment. SUBJECTS.—Sphere, cube and square. METHODS.—Teach with objects, (a) nature and shape, as solid, sur- face, flat, smooth, curved, etc.; (b) lines—straight from 1 to 5 inches in length, curved, oblique, horizontal; (c) angles—right, acute, obtuse; (d) combine lines to make figures. º PENIMANSHIP. Use (ruled) slate and pencil; take up and complete the short letter group; occasional drill in movement, using exercises, throughout the grade. See general principles. FIRST GRADE—B AND A. TEXT Books.-Appleton’s First Reader; Harper's First Reader to page 114; Normal First Reader. Supplementary—Butler's First Reader; Stickney's First Reader; Companion First Reader, 56 BAY CITY PUBLIC SCHOOLs. READING}. OBJECT.--To teach child to recognize (a) new words, (b) familiar thoughts expressed, first, in short sentences, and second, in longer On 6 S. REQUIREMENTS.-First semester—chart completed; easy lessons in First Readers, Second semester—two First Readers carefully read; other readers used for supplementary work. LANGUAGE AND SPELLING. METHODS AND REQUIREMENTS.–Continue and expand Work in sub-primary. Development of new words; construction of sen- tences containing these words, dictation lessons, reproduction of short stories from reader or elsewhere. x OBSERVATION LESSONS, FIRST SEMESTER. (a) Color—Red, yellow, blue, orange, green, violet, gray, brown. (b) Productions—(1), garden—sweet-corn, pop-corn, carrots, beets, peas; (2), farm—hay, wheat, oats, barley, field corn. (c) Occupation—Farmer, gardener, merchant, carpenter, black- Smith, clerk, etc. (d) Trees—Oak, maple, willow, elm, poplar. (e) Animals—Domestic, wild. SEcoRD SEMESTER. (a) Plants—Root, stem, leaf, branch, twig. (b) Leaves—Different kinds, stem, blade, color, veins. (c) Flowers—Daisy, forget-me-not, rose, morning-glory, geran- ium, lilac. (Normal First Reader, 39-75.) (d) Fruits and Nuts—Apples, cherries, pears, peaches, black- berries, raspberries, currants; acorn, butternut, walnut, hazelnut, peanut. * (e) Insects—Bees (Harper's First Reader, 102), fleas, beetles (Appleton's First Reader, 34), butterflies. (f) Fish–Fresh water, salt water, scales, gills, fins and uses of each. (Harper's First Reader, 87-90.) (g) Birds—Robin, sparrow, dove, hawk, eagle. - (h) Measures—Quart, pint; weight—ounces, half-pound, quarter- pound, pound; time—hours, halves, quarters, minutes; U. S. coins—cent, nickel, dime, quarter, dollar. NUMBERS. METHODS.–Use objects until thorough knowledge of combina- tions is obtained, then treat the number abstractly with Constant BAY CITY PUBLIC SCHOOLS. 57 drill; application of facts learned by means of stories invented (a) by the teacher, (b) hy the pupil; base stories upon facts learned in observation lessons. - - REQUIREMENTS.-First semester—Combinations with objects to 6; halves, thirds and fourths of numbers; write as far as the count. Second semester—Combinations to 10 with objects, to 8 without objects; let notation in both Arabic and Roman keep pace with number of page and lesson. MUSIC. OBJECTS.--(a) To cultivate the voice and ear; (b) to create a love for music. REQUIREMENTS.—Rote songs. PENMANSHIP. Use slate and pencil, review short letters, take up and complete the other groups of small and capital letters in order; frequent drill in movement, using exercises. See general principles, page 51. - SECOND READER DIVISION. SECOND GRADE AND THIRD GRADE B. TExT-Books – Appleton's Second Reader (A2); Harper's First Reader (H,) pages 114-144; Normal Alternate Second Reader (N2); Cats and Dogs (C. & D.); Feathers and Fur (F. & F.) REFERENCE Books—Elementary English; Two Years with Num- bers; Greenleaf's Brief Arithmetic; Practical Lessons in then Use of English—Hyde; Art of Teaching Information Lessons. READING. OBJECTS.–1st, to increase child’s vocabulary; 2d, to secure proper expression of the thought in the lesson (a) independently of the text, (b) in the words of the text. METHODS.—Follow topical plan, reading 1st, easier lessons wherever found, 2d, remaining lessons in order of difficulty un- til topic is exhausted. REQUIREMENTS.–The following references show where each topic is specially treated. The figures refer to the pages and the let- \ ters to the book: . 58 BAY CITY PUBLIC SCHOOLS. SECOND GRADE B. Natural History—I)omestic Animals. • 1, Cat —Hz, 27, 29, 47; A2, 13, 15, 25, 36, 124; C. & D., 11.31. 2, Dog—H2, 15, 40, 45,65; 113; A2, 8, 24, 25, 34, 73, 112, 131, 134; C. & D., 35-53. 3, Sheep—Hz, 22, 99, 115, 132; C. & D., 87-89. Wöld Anºmals and Birds. - 1, Foa-H1, 133; A2, 8, 58, 141. Wolf–H1, 107, 112. Chickens and Ducks—N2, 73-92; F. & F., 9-30; H, 150; A2, 8; F. & F., 11-20. Birds—A, 93, 100; H, 14, 33,60, 63. Botany—Plants, roots, leaves, N2, 19-47; twigs, H.2, 43; the oak, H2, 31. w Physiology—Our bodies, N2, 133-151. Miscellaneous—Lessons not elsewhere assigned in first third of Harper and Appleton. SECOND GRADE A. Consult indexes for references not given. Natural History. - : Animals—Remaining domestic animals. Fish—Hz, 49, 57, 141, 153, 155. Birds—robin, F. & F., 51; N., 98, 108; H2, 90, 185, 186; wren, A., 10; F. & F., 47; raven, A2, 24; H, 60; blackbird, F. & F., 54; garden bird, H., 101; lark, H2, 78, 122, 125; geese, turkeys and doves, A2, 58, F. & F., 30-46. Botany—Hz, 158, 170, 101; flowers and fruits, N2,47-72; H2, 174; wheat, A2, 114. - Form and Place—N, 151-160. Miscellaneous—Subjects not alsewhere assigned in second third of Harper and Appleton. THIRD GRADE B. Consult indexes for references. JMatural History. - Animals—Rodents, rabbits and squirrels, F. & F., 74-123; H2, 53; toads and snails, F. & F., 124-134; H2, 110. Lessons not elsewhere assigned. Birds—birds of prey, F. & F., 67; parrot, A, 134; F. & F., 60. Lessons not elsewhere assigned. Insects—N2, 111-133, corresponding subjects in readers, F. & F., 134. - Geography—H2, 71, 108, 128, 163, 178; A2, 22, 88, 136. Occupations—Farmer, blacksmith, miller, printer. Miscellaneous—Finish readers. BAY CITY PUBLIC SCHOOLs. - 59 LANGUAGE AND SPELLING. SECOND GRADE. Continue and expand work of first grade; construction of sentences containing new words and idioms found in reading lessons; right use of was, are, were, a, an, this, that, those; place terms—in, between, on, over, above; reproduce short stories; express facts learned in observation lessons in con- nected sentences. Consult “Supplementary Work,” Harper's Second Reader. - THIRD GRADE B. - Dictation, reproduction, oral and written description of re- sults obtained from observation lessons; the statement and how to punctuate; subject and predicate with not more than three words in each; proper nouns, common nouns, initials, abbreviations, singular and plural of nouns and verbs. OBSERVATION LESSONS. (a) Development of subjects of reading lessons and facts con- tained in these lessons. - - (b) Color—Lessons continued, resemblances and differences, shades and tints. (c) Sunrise, sunset; horizon; how to tell time. (d) Botany—(Second grade) collect plants as they appear and teach pupils to recognize as long a list as practicable; study forms and colors of leaves, parts and character of venation; prepare mounted specimens of flowers. For third grade B, see third grade A. Geography—(Third B) Map of school room; objects of import- ance and places of interest in city; directions, distances; con- sº versation lessons about natural features of city and surround- ing country; forms of land and forms of water developed on sand table and expressed (a) in the child's own words, (b) in a carefully worded definition; “Our World” lessons I–III. ARITHMIETIC. SECOND GRADE B. Combinations to 16; halves, thirds and fourths of numbers; tables of 2's, 3's and 4’s worked out, learned and facts applied to practical examples based on possible small purchases; read and write to 1,000; continue illustrations with objects but gradually introduce more of abstract operations; read and write to 1,000. . . - 60 * BAY CITY Public Schools. SECOND GRADE A. Continue work of second B; combinations to 20; tables to 8, with fractional parts; measures of length with actual measure- ments; read and write to 10,000; purchases increased in size to include dollars and cents. THIRD GRADE B. Multiplication tables to 11; fractional parts, tables of common measures in actual use; read and write to millions; decimal parts; teach orally sum, product, minuend, subtrahend, divi- dend, divisor. Greenleaf's Brief Arithmetic—Addition and Subtraction. ~, MUSIC. SECOND GRADE B. Time beating and time names in connection with scale and in- terval work; pitch names; exercises in 2,3 and 4 part measure. SECOND GRADE A. Exercises in key of G; 2, 3, 4 and 6 part measure; signs of ex- ; pressions; the slur. THIRD GRADE B. , Relative value of notes and rests; exercises illustrating the divided beat; quadruple and sextruple time; the dot. PENMANSHIP. SEconD GRADE B. Daily drill in movement on paper; use Harper's copy book No. 2 after eight weeks in connection with movement drill. THIRD GRADE B. - Movement drill as in second grade; Harper's copy book No. 2 after eight weeks. See “General Principles,” page 51. THIRD READER DIVISION. THIRD GRADE A AND FOURTH GRADE. TEXT-Books,—Reading—Harper's Third Reader (Ha), Appleton's Third Reader (Aa), Wings and Fins (W. & F.) Geography and History—Seven Little Sisters, Our World, Scudder's Short History. * Language and Spelling—Metcalf's Language Exercises, Sheldon's Word Book. . Arithmetic—Greenleaf's Brief Arithmetic. A BAY CITY PUBLIC Schools. 61 REFERENCE Books.-Elementary English, Teacher's Ed.—Knox- Heath; Practical Lessons in English, Hyde; Reed & Kellogg’s Intro- ductory Language Work; Child in Nature—Frye; Brooks and Brook Basins—Frye; From Seed to Leaf-Newell; Alternate Third Reader— (N. As) Normal series; First Steps in Scientific knowledge—Paul Bert; Seven Little Sisters Prove their Sisterhood. READING. OBJECTs—1st, to secure proper expression of the thought (a) in the child’s own words, (b) in the words of the text. 2d, to lead the child to gather the thought from the text without the aid of the teacher. METHODS—1st, continue same plan as heretofore; 2d, follow directions and teach substance of lessons entitled “How to Read” Appleton’s Third Reader, but omit lessons themselves until Fourth Grade A. THIRD GRADE A. Natural History. Animals—Dog; Aa, 3, 11, 197; Ha, 16, 157–161; horse, Ha, 45; wolf, Ha, 33, 175; squirrel, Ha, 68; weasel, Ha, 80; bear, As, 53, 72; hedgehog, As, 67; mouse, As, 87; fawn, Ha, 103; wolf, Hs, 33. Birds—General lessons, Aa, 15; W. & F., 33; canary, Aa, 94; chickens, Aa, 37; W. & F., 33; turkey, W. & F., 16; ducks and geese, W. & F., 60; sparrows, Aa, 59, 106, W. & F., 169; oriole, Aa, 81; thrush, Aa, 17, W. & F., 194. Insects—Bees, Ha, 40; ants, Ha,91; cricket, Ha, 49; hornet, Ha, 123. Botany—Seeds, H2, 170; Ha, 195; leaves, Aa, 23; Ha, 20. Geography—Seven Little Sisters, Our World—Part I. FOURTH GRADE B. - Natural History. ' Animals—Monkey, Ha, 104, As, 34, 119; tiger, Ha, 171, As, 97; lamb, Hs, 208; rats, Aa, 171. Birds—Dove, Hä, 9, eagle, Ha, 42, W. & F., 98; ostrich, Ha, 58, W. & F., 55; robin, Ha, 100, 142; snowbird, Ha, 205; blackbird, Ha, 271. Insects—Ha, 201; butterfly, Ha, 267; beetle, Ha, 251. Botany—Lessons, Aa, 100, 339, 159; trees, Ha, 30, 63, 235; flowers, Hs, 90, 133, As, 194. Productions—Coffee, Ha, 113; silk, Hs, 101; cotton, Hs, 153; coal, Hs, 259-261. Occupations—Miller, Hs, 21, 24. 62 BAY CITY PUBLIC SCHOOLS. Geography—Hs, 83, 61, 180, 253. Miscellaneous—One-half of third reader, giving substance of lessons “How to Read.” FOURTH GRADE A. Natural History. - Remaining topics in Wings and Fins; fish, A's, 5, Hä, 119,225; frogs, Hs, 220, 223; whale, Ha, 229, 232; tools of animals, Hs, 123; some queer traps, Hs, 242-248. - Botany—(Review) Aa, 100, 139, 159. Geography—As, 84, 100-119, 147, 154, 153, 157, 158, 169, 173, 175, 181, 189,204. Occupations—Farmer, Hä, 188-194. Mºscellaneous—Complete third reader. LANGUAGE. THIRD A. Five uses of capital letters, five uses of period, two uses of comma. Letters—how to commence, how to close, how to address; singular and plural of nouns and verbs, Ilow to spell; picture stories, reproductions, dictation. FOURTH B. The adjective defined; different forms and uses; the interroga- tive sentence and how to punctuate; use of dictionary; review diacritical marks and teach key words in dictionary. Met- calf's Language exercises, chapters I, II and III. . FOURTH A. - Simple subject and simple predicate; subject expanded by use of one or more adjectives; expand predicate by use of one or more adverbs; continue use of dictionary and the teaching of phonics. Language exercises, chapters IV and W. SPELLING. THIRD GRADE B. From readers. FOURTH GRADE B. Sheldon's Word Studies to lesson 42. FOURTH GRADE A. Continue Word Studies to lesson 91. GEOGRAPHY. THIRD GRADE A. Methods and Requirements. 1st, Forms of Land and Forms of Water—Review with sand table, \ BAY CITY PUBLIC SCHOOLS. 63 2d, Parallels, meridians, equator, poles, circles. 3d, North America and Michigan. (a) Form Study—Use sand table and construct models of paper pulp showing, first, sea coasts (Our World, 17); second, oceans (O. W., 20-26); third, chief river systems (O. W., 26-27); fourth, chief mountain systems (O. W. 9,); fifth, plains (O. W., 13). 4th, Map Study—Use both hand maps and wall maps. North America and Michigan–Outline and chief physical characteristics; countries and chief cities located. 5th, Map Drawing—(a) Copy map, using measurements; (b) from memory with the aid of measurements; (c) from memory alone. FourTII GRADE B. Requirements—United States, Mexico, South America, the Hemispheres. - Methods—United States and South America. 1st, Pursue same methods as in third grade A. 2d, Read Our World, pages 191-255. The Hemispheres—Use outline maps and read Our World, pages 43-100. FOURTH GRADE A. - 1st, Europe, Africa and British Isles modeled and maps drawn. 2d, Countries of Europe, Asia and Africa from outline maps. 3d, Read Our World, pages 100-191. BIISTORY. FOURTH GRADE B. & Methods—The history lesson should be made to accompany as far as possible the geography study. Scudder's Short History to be used as a guide for the teacher and to be read by the pupils. - Requirements—Periods of discovery and settlement. FOURTH GRADE A. From settlement of Georgia to close of revolutionary war. ELEMENTARY SCIENCE, Objects—(a) Results to be obtained in science teaching are I, The correct seeing of things and relations. II, The correct and logical expression of thought growing from such observations. 64 BAY CITY PUBLIC SCHOOLs. (b) The order of proceedure must always be I, Carefully conducted observation lessons. II, Oral and written descriptions of things observed, accom- panied, where practicable, by drawings from nature. BOTANY. THIRD GRADE A. AND B. From seed to leaf. Requirements——Monocotyledons and Dicotyledons. 1st, Specimens—Examine beans, peas, pumpkins, squash, morn- ing glory and acorn, corn and wheat. 2d, Leaves—(a) Blade—venation, shape, apex, base, margin, simple, compound, surface, petals, stipules. 3d, Flowers—Anemone, hepatica, buttercup. Method. Observation Lessons— (a) Examination of seeds; (b) preparation of soil and planting, (c) conditions necesary for growth, (d) regular inspection to detect changes. - - Ea:pression—(a) Exact record of every change, (b) connected description of changes, (c) graphic representation of changes, (d) preparation of mounted specimens. FOURTH GRADE. Requirements. 1st, Subjects—Stems, roots, leaves, flowers. 2d, Growth and habits of seedlings already studied. 3d, Stems—(a) Form—erect, climbing, etc.; (b) structure of bark and wood; (c) age, from bark and rings. 4th, Roots—-Fibrous, simple, multiple, fleshy. 5th, Leaves—Review and extend work of third grade. See N. As, 55.64. 6th, Flowers—Examine and mount varieties mentioned in N. As, 72-90. - PHYSIOLOGY. FOURTH GRADE B. House I Live In—first half. FOURTH GRADE A. House I Live In—Completed. PHYSICS. Ičequirements. Vapor—Steam, Sunbeams, dew, frost, clouds, rain, hail, Snow. N. As, 11-53. BAY CITY PUBLIC Schools. 65 Method—Use practical experiments as far as possible. ARITHIMIETIC. THIRD GRADE A. Special attention to multiplication by 11 and 12; tables care- fully learned; multiplier containing one, two and three figures; multiply by 10, 100, 1,000. Division by numbers from 1–12 inclusive. Practical examples, special attention given to clear and concise statements. Brief Arithmetic to page 64. FOURTH GRADE B. Continue work of third grade; multiplication tables thorough- ly committed. Divisor containing one, two and three figures; division by 10, 100, 1,000. Accounts and bills; special atten- tion given to clear and concise statements. Brief Arithmetic to page 91. FOURTH GRADE A. Work of fourth grade B reviewed and expanded. Fractions —reduction, addition and subtraction. Brief Arithmetic to page 110. IMUSIC. THIRD GRADE A. Exercise in C and G, 2, 3, 4 and 6 part measure; more ad- vanced work in divided beats. FOURTH GRADE B. Begin two part music; more advanced interval work. Study of signatures in sharps. FOURTH GRADE A. Chromatic scales and exercises; signatures in flats; easy two part Songs. PENIMAIN SHIP. THIRD GRADE A. See page 60. FOURTH GRADE. - More difficult work in movement; aim to secure greater rapidity. Spencerian copy book No. 4 may be used in con- nection with movement drill after eight weeks. Position always important. See “General Principles,” page 51. 66 BAY CITY PUBLIC Schoois. FOURTH DIVISION.—FIFTH AND SIXTH GRADES. TEXT-Books.-Reading—Harper's Fourth Reader; Appleton’s In- troductory Fourth Reader. Natural History—Wings and Fins; Claws and Hoofs. Geography—Butler's One-Book Course; Good Reading. History—Scudder's Short History of the United States; Heroic Deeds; Stories of Our Country. - , * Language—Metcalf's Language Exercises, Swinton's Language Lessons. Spelling—Sheldon's Word Studies. Arithmetic—Greenleaf's Brief Course, Sheldon’s Complete. Music—National Series. - REFERENCE Books,—First Steps in Scientific Knowledge—Bert; Outlines in Botany, Part II—Newell; Johnson's Natural History; Young Folks' Cyclopedia, Common Things, Persons and Places; Appleton's Fourth Reader; Our Continent—Shaler; Sketches of Crea- tion—Winchell. - gº - READING. FIFTH GRADE B. OBJECTS.—To see that the child interprets correctly what he reads; to secure proper expression of this interpretation; to cul- tivate a taste for good reading. METHODs.—Teach proper use of dictionaries and works of refer- ence; review lessons in “How to Read”; Appleton's Third Reader; continue same in Appleton’s Fourth Reader. FIFTH GRADE B. Select from Harper's Fourth Reader the lessons on the following subjects: Natural History, Botany, Natural Philosophy, Geo- graphy and Fable. “Wings and Fins”—first half. FIFTH GRADE A. Select from Appleton's Introductory Fourth Reader topics as follows: History, Biography, Geography, Natural History, Manners and Morals. Wings and Fins completed. “A Colorado Week” in Good Reading. SIXTH GRADE B. Harper's Fourth Reader; lessons on History, Biography, Astron- omy, miscellaneous topics to complete readers. Claws and Hoofs—first half. BAY CITY PUBLIC SČHoops. - 67 SIXTH GRADE A. Complete Introductory Fourth Reader; Claws and Hoofs completed; “The Arctic Regions,” “Hunting the Sperm Whale.” and “Spanish Glimpses” in Good Reading. LANGUAGE. FIFTH GRADE B. Metcalf's Language Exercises, chapters WI–VIII; classes of words. º: FIFTH GRADE A. Metcalf's Language Exercises, chapters IX-X; the sentence and its elements; modifiers of the subject; Swinton's Language Lessons to page 42. SIXTH GRADE B. - Metcalf's Language Exercises, chapter XI; Swinton's Langnage Lessons to “Modification of Parts of Speech.” SIXTH GRADE A. Metcalf's Language Exercises, chapter XI; Swinton's Language Lessons to page 116—“Syntax.” - SPELLING. FIFTH GRADE B. Sheldon's Word Studies, lessons 91-136. FIFTEI GRADE A. Sheldon's Word Studies, lessons 136-175. SIXTH GRADE B. Sheldon's Word Studies, lessons 175-210. SIXTH GRADE A. - Sheldon's Word Studies, lessons 210-240. ELEMENTARY SCIENCE. BOTANY. —Subjects—Branches, buds, leaves, flowers. Methods—Buds—character, structure, position; flower—shape, parts, plan illustrated by drawings, mounted specimens. leaves—differences in size, shape, venation, color. Requirements. FIFTH GRADE. ** - For Inspection—Elm, maple, oak, cherry, apple. For Special Study—Horse chestnut, lilac, bloodroot, marsh, marigold, shepherds' purse, hound's tongue. , 68 BAY CITY PUBLIC SCHOOLs. SIXTH GRADE. “Blossoming Fruit Trees and Their Allies”—Newell, part II, 132-157; trailing arbutus, buttercup, Jack-in-the-Pul- pit, lady slipper. PHYSICS. FIFTH GRADE. Properties of matter, levers, balances, identification of metalic substances, resemblances, differences. - SIXTH GRADE. Three states of matter, heat of magnetism. See “First Steps in Scientific Knowledge.” Fabrics—character, construction, composition, manufacture, resemblances and differences. GEOGRAPHY. METHODS. Map Drawing—More important maps drawn, (a) with measure- ments and to varying scales, (b) by imitation without meas- urements, (c) from memory. Introduce items from news- papers; descriptive articles and cuts from illustrated papers. Kinds of Maps—(a) to show outlines, (b) chief physical features, (c) political divisions and chief cities, (d) productions. REQUIREMENTs. FIFTH GRADE B. Butler's One Book, chapters I-V; the continents, North America. - FIFTH GRADE A. - Butler's One Book, chapters VI-X; United States to Gulf States—Western Division. SIXTH GRADE B. Butler's One Book, chapters XI-XII; United States com- pleted, British America. SIXTH GRADE A. Butler's One Book, Arctic America, Mexico and Central American states, West Indies, South America, Europe and subdivisions. HISTORY. FIFTH GRADE B. Scudder's Short History completed. FIFTH GRADE A. Harper's Fourth Reader—history topics. - BAY CITY PUBLIC SCHOOLs. 69 SIXTH GRADE B. Stories of Heroic Deeds. SIXTH GRADE A. Stories of Our Country. ARITHIME}TIC. FIFTH GRADE B. Multiplication and division of fractions; decimals. Brief Arithmetic, pages 110-148. FIFTH GRADE A. Measurements, percentage, interest. pleted. SIXTH GRADE B. * A review and expansion of fifth grade work; Sheldon's Com- plete Arithmetic to page 100, and more simple problems under Arts—475-479, 481, 487, 526. SIXTH GRADE A. Properties of numbers, common and decimal fractions. Shel- don's Complete Arithmetic, pages 100-164; Arts, 477, 482, 483,518-533. - IMUSIC. FIFTH GRADE B. More difficult chromatic exercises; study of vowel sounds; Brief Arithmetic com- signatures of all keys. FIFTH GRADE A. Various arrangements of 2, 3, 4 and 6 part measures; ad- vanced time spelling in dotted notes and divided beats. SIXTH GRADE B. Demonstration of theory of flats and sharps based upon the position of half-steps in major diatonic scale. Songs and exercises. SIXTH GRADE. A. Staff and intervals, minor scales, triads, common chords; Songs and exercises containing different intervals. PENMANSHIP. FIFTH GRADE. Movement drill without copy books, upon principles, letters, and exercises. See page 51. SIXTH GRADE. * . Work similar to fifth grade, but more difficult exercises added. Special attention given to rapidity of movement. See page 51. 70 : BAY CITY PUBLIC SCHOOLS. * FIFTH DIVISION.—SEVENTH AND EIGHTH GRADES. TEXT-BOOKS.—Reading—Selections from Riverside Literature Series (R. L. S.) Natural History—Claws and Hoofs; Glimpses of the Animate World. Language and Spelling—Same as sixth grade; Lockwood & Whit- ney’s Grammar. .* History—Anderson's Grammar School; Montgomery's American; Ten Great Events; Scott's Tales; Franklin's Life. Physiology—Cutter's Intermediate. Mathematics—Sheldon's Complete Arithmetic; Olney's First Principres of Algebra; Hill's Lessons in Geometry. REFERENCE Books –Principles of Agriculture (P. of A.)—Wins- low; Historical Geography of the United States—MacConn; Physical Science—Cooley; Nature Study–Jackman; see also fifth and sixth grades. - READING}. OBJECTS.–(a), To cultivate a taste for good reading; (b), to se- cure proper expression; to teach pupil how to interpret thought as he reads. METHODs—Teach elements of rhetoric, including figures of speech, arrangement of words and clauses, and choice of words; consult maps and works of reference freely. Review principles of reading in Appleton's Readers. REQUIREMENTS. SEVENTH GRADE B. - Grandmother's Story of Bunker Hill Battle and Other Poems— Holmes’ R. L. S. No. 6; Franklin's Life; “Columbus and the New World,” and “Freedom's Voyage to America” in Ten Great Events; “England Two Hundred Years Ago” and “Samuel Adams” in Good Reading. SEVENTH GRADE A. Under the Old Elm and Other Poems—Lowell (R. L. S. No. I5); Franklin's Life; selections from Ten Great Events— (a), “Lexington and Bunker Hill;” (b), Defense of Freedom, (1) “By Greek Valor, (2) “In Alpine Passes,” (3) On Dutch Dikes, “Waterloo.” EIGHTH GRADE B. Sella, Thanatopsis and Other Poems—Bryant (R. L. S. No. BAY CITY PUBLIC SCHOOLs. - 71 =y 54); “The Invincible Armada.” and “Plassey” in Ten Great Events; “Battle of Gettysburg,” in Good Reading. EIGHTH GRADE A. - Lays of Ancient Rome—Macauley (R. L. S. No. 45); “Daniel Webster” in Good Reading; Scott's Sales of a Grand- father; “Bruce and Bannockburn” in Ten Great Events. LANGUAGE AND SPELLING. Text-BOOkS. 7th Grade B. 7th Grade A. |8th Grade B. 8th Grade A. Metcalf's Language S ...si. * = e º & & 9 º' Chapter 13. Chapter 14. | Chapter 15. See page 49 Winton's Language ºr- LeSSOns. ... . . . . . . . . . . Syntax. } § * * * * * * * * * * * * * * : * ~ * * * * * * * * * * * * LOCkwood & . Whit- y * - ney's Grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TO verbS. Complete. Sheldon’s Word Stud- ies. . . . . . . . . . . . . . . . . . . 240–270. 270–300, 300–330. Completed. GEOGRAPHY. SEVENTH GRADE B. Asia and its subdivisions, Africa, Oceanica. SEVENTH GRADE A. Physical Geography—Ofigin and Composition of “Soil” and The Atmosphere. P. of A., chaps. I and II. First Steps, pages 43–70. EIGHTH GRADE A. - Butler's One Book Course; topical reviews of the more im- portant countries. - HISTORY AND CIVIL GOVERNMENT. OBJECTS.--—“(1) To create an interest in history and a taste for reading it; (2) to teach important facts so that they will be re- membered; (3) to show the relation of past events to the present in such a way as to prepare pupils for the varied duties of life.” - METHODS.—Use text-book as a guide but assign lessons by topics; prepare topical outlines; select most important dates in any period as a center around which to group other events; study growth of country by aid of map drawing; teach enough of European history to make clear incidents in American history, otherwise obscure; encourage the reading of biographies and other historical literature. 72 s BAY CITY PUBLIC Schools. AMERICAN HISTORY. SEVENTH GRADE B. Period of discovery and settlement; French and Indian wars. SEVENTH GRADE A. Revolutionary period and subsequent history through the Mexican war. EIGHTH GRADE B. Subject completed. CIVIL GOVERNMENT. SEVENTH GRADE.-The Government of Michigan. Topics—I. Bay City—The common council, board of educa- tion, executive officers of each. ... “ II. Bay County—The township, board of supervisors, execu- tive Officers. III. Resemblances and differences between county and city government. IV. State Government—Legislature, judiciary, executive officers. W. Relation between city, county and state; resemblances and differences. VI. Constitution, acts of incorporation, charters, laws. EIGHTH GRADE.-Federal Governments, Foreign Governments. I. Government of Michigan reviewed; relation between different states of the union. II. Federal Government—Legislative, judicial and execu- tive departments. III. Relation between national and state governments. IV. Different forms of government; comparisons. 3. W. Relation between the United States and foreign nations. ELEMENTARY SCIENCE. BOTANY. SEVENTH GRADE. Plants –P. of A., chapter IV. Bulbous Plants, Common House Plants—Newell, part II, 1-64. EIGHTH GRADE. l Fertilizers, Cultivation—P. of A., chapters V and VI. Her- barium of twenty-five flowers; our native trees. PHYSICS. SEVENTII GRADE. Heat, electricity, magnetism. BAY CITY PUBLIC SCHOOLS. 73 EIGHT II GRADE. - Sound, weight, density, pressure of liquids. See First Steps. Experiments to show difference between physica and chemical phenomena. PHYSIOLOGY. Cutter's Intermediate Physiology. Use Yaggy's Manikin and illustrate with experiments as far as practicable. MATHEMATICS. TEXT-BOOK. 7th Grade B.17th Grade A.18th Girade Bism Grade A. Sheldon's Complete. Pp. 164-214: Review: Arithmetic. . . . . . . . . . Arts. 793-797. Pp. 214-259. Pp. 259-295. Arts. 636–669. Olney's First Princi- - ples Of Algebra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pp. 9-45. Pp. 45–87. Hill'S - Lessons in Geometry. . . . . . . . . . . . . . . . . . . . . . . . . 20 InessOns. 20 LeSSOnS. 20 Lessons. IMUSIC. SEVENTH GRADE B. Songs and exercises in C, with chromatic sounds introduced in various positions. Advanced time spelling, minor scale practice, harmonic form, modulation from C major to G major. SEVENTH GRADE A. - Modulations in C, G, D, A, F, Bb, Eb major. Eighth GRADE B. Triads, chords. Songs to illustrate what has already been learned of time and tune. . . . . EIGHTEI GRADE A. Study of bass clef. Introduction of three part music. Songs without words in all varieties of time and in all keys. PENIMAN SHIP. SEVENTH AND EIGHTH GRADEs. Movement drill, without copy books, throughout the entire year. Review all principles, letters and exercises used in fifth and sixth grades. Very difficult exercises and combination of capital letters are added. Secure very rapid but accurate work. See general principles, page 51. GERMAN DEPARTMENT. THE GERMAN DEPARTMENT, open to children from all parts of the city, is located in both the Farragut and Dolsen schools. In the former the instruction is confined to the first two grades, but in the 74 . BAY CITY PUBLIC School,S. latter, pupils in all the grades are given an opportunity to study Ger- man, if they desire. The same general course of instruction is pursued as in the teaching of English. Object lessons, reading, writing, spell- ing, composition, and translation exercises, are continued throughout the course. So far as is possible, the recitations in German will be conducted in that language. t - TEXT-BOOKS.–Eclectic German Readers, Eclectic German copy. books. Grade. Reading. Penmanship. First Grade. . . . . . . . . Primer. . . . . . . . . . . . . . . Copy-book No. 1. Second Grade. . . . . . . First Reader...... ...] Copy-book No. 1. Third Grade. . . . . . . . . Second Reader. . . . . . Copy-book No. 2. Fourth & Fifth Grades. Third Reader . . . . . . Copy-book No. 3. Fifth & Sixth Grades. Fourth Reader. . . . . . Copy-book No. 4. FoRM STUDY, DRAWING AND MANUAL TRAINING. FORM STUDY AND EXPRESSION. FIRST GRADE. Study—Sphere, cube, cylinder, hemisphere, square disk, circular disk, STUDY PARTs. Kinds—Curved, plane. Faces | Number. Shape—Square, round, oblong, etc. Relation—Right, left, top, bottom. Surfaces Position—Horizontal, vertical, oblique. UParts—Lines, points. OI’ Number. Bºgº Relation—Right, left, etc. Li | Position—Horizontal, etc. 1I] eS UParts—Points. - Size–Distance between points, length of lines, 1, 2 and 3 inches. Proportion—Compare lines or objects whose relative dimensions are 1-2. Division—Bisection of Surfaces, Solids and lines. BAY CITY PUBLIC Schools. - 75 |EXPRESSION. Oral and written. Use of terms. Construction—Make solids of clay; cut surfaces from paper; represent lines by sticks. Representation—By stick laying; by drawing on slates. COLOR. Recognition of color; names. SECOND GERADE. Study—Square prism, pyramid, cube cut diagonally, ovoid, ellip- soid, cone. - STUDY PARTs—As in first grade. Surfaces or faces—Oblong, triangle, oval, ellipse. Position. (Parallel. } Acute. º Angles 3 Right. Belation i O buse. Diameter. UDiagonal. Si26—Length, width, height, thickness. Proportion—Compare objects; relation 1-2, 1-3, 1-4. Division—Bisect and quadrisect lines and surfaces. ExPRESSION. - Oral and written. Use of terms. Construction—Same as first grade. Bepresentation—Stick laying; arrangement of surfaces cut from paper; linear, radial. Representation——Use of pencil and paper. COLOR. Recognition of standard hues; names; harmony. THIRD GRADE. TYPE SOLIDS.—Cube, square disk, cube cut diagonally, sphere and hemisphere. Study parts of type solids—surfaces and lines. Natural and artificial object similar to type solids. Study position and relation. Size—Dimensions of objects—inches and half inches. Proportion—Compare objects whose ratio is 1-2, 1-3, 1-4, 1-5. Division—Bisection, trisection. Development of surfaces of solids. 76 BAY CITY PUBLIC Scirools. ExPRESSION. Oral and written. Use of terms. Constructions—Make objects of stiff paper; cut surfaces and forms from paper. Representation—by drawing. Free handling; quality of lines; use of eraser. Orthographic Representation—Top and front views. Perspective Representation—Study effect of distance; observe apparent direction of lines and effect of foreshortening. Use of pencil in observation. - Decorative—Representation of simple natural forms; conven- tionalization of same; arrangement of unit for border. Representation of natural objects. Use of blocking in." CoLOR. Standard colors, shades and tints; complementary harmony. FOURTH GRADE. TYPE SOLIDS.—Square and triangular prisms, pyramid, ovoid and ellipsoid. Study parts of solids—Study" their surfaces and lines; natural and artificial form similar to type solids. Size—Dimensions of solids. Proportion of objects. Division. Development of surface of solids. ExPRESSION. Oral and written. Use of terms. - Construction—Make objects of paper; cut forms from paper. Representation—by drawing. Free movement, quality of lines, texture of lines; use of pencil for measuring and comparing. ! Real and apparent. Orthographic Representations—Two views of objects; views of objects inclined to vertical plane. - Perspective Representation—Effect of distance and length and strength of lines. Apparent direction of lines above and below horizon, receding obliquely. Effect of foreshortening on plane rectilinear surfaces. Decoratº pe—Representation of natural form; conventional form; use of same for border; alternation of forrs; arrangement in a given field; arrangement about a center. CoLOR. - Shades and tints; neutral colors; contrasted harmony. * BAY CITY PUBLIC Schools. 77 FIFTH GRADE. TYPE SOLIDs.—Cylinder, pyramid, frustrum, prisms, cross, hollow Square, Vase. . . Natural and artificial objects based on type solids. Study surfaces suggested by solids. Size, proportion, development of surfaces of Solids. ExPRESSION. Oral and written. Use of terms. Construction—Make object of paper; cut forms from paper; model ornamental forms in clay. Representation—by drawing. - Free handling, quality of lines; texture of lines, blocking in, manipulation of pencil for judging length of lines. Orthographic Representation—Front, side and top views; objects inclined to one plane; sections of simple objects. - Perspective Representation—Effect of distance and foreshorten- ing; apparent direction of receding lines; circle and triangle in perspective; hollow square; simple group of objects; symmetrical solids; light and shade. r Decorative—Representation of simple natural form; flowers viewed from top; conventionalization; radiation of detail; rosette; adaptation of natural form to border; lines of growth; alternation; arrangement about center; distribution of detail. COLOR. - Mixture of color; neutral colors; shades; analogous harmony. SIXTH GRADE. TYPE SOLIDS.–Prisms, pyramids and their sections, cylinder, cone, vase, disk, etc. Natural and artificial objects based on type solids. Study surfaces, lines, etc., of solids. Size, proportion, division; development of surfaces. EXPRESSION. Oral and written. Use terms. - Construction—Make objects of paper; cut forms from paper for decorative work; model in clay. Representation—by drawing. Quality and texture of lines; blocking in; use of pencil for comparing lines. Orthographic Representation—Three views of objects; views of sections of simple solids; true shape of sections; solids in- clined to one plane. *78 BAY CITY PUBLIC SCHOOLs. Perspective Representation—Circles in perspective; axis of symmetrical solids; hollow triangle in perspective; groups of simple objects; light, shade and shadow. - Decorative—Representation of natural object; flowers; rosette; use of motive for border and surface design; historic orna- Iment. CoLoR.—Perfected contrast; use of water color. SEVENTH GRADE. - TYPE SOLIDS.—Elementary solids and their sections; hexagonal prism. - Natural and artificial forms based on type solids. Size, proportion, division, development of surfaces; drawing to scale. ExPRESSION. Oral and written. - Construction—Make sections of paper; modeling of ornaments in clay. Bepresentation—by drawing. - Orthographic Representation—Three views of objects inclined to one plane; oblique sections of objects. Perspective Representation—Concentrate circles in perspective; natural objects, plants and flowers. Groups in perspective; light, shade and shadows of curved solids. - Decorative—Representations of natural forms with view to their use for decorating; conventionalization; border and surface designs; historical ornament. COLOR. Continued from sixth grade. EIGHTH GRADE. TYPE SOLIDs.—Same as used in lower grades; details of mechan- ical structures. Natural and artificial objects. - Study size, proportion, scale drawing, development of surfaces. EXPRESSION. . Oral and written. Construction—Make solids of paper; use forms cut from paper for decorative purposes; clay modeling. Representation—by drawing. Orthographic Representation—Three views of mechanical de- tails; use of sections; section lines; interpretation of drawings; intersection of simple solids. BAY CITY PUBLIC SCHOOLs. 79 Perspective Representation——Objects and groups requiring appli- cation of principles previously studied. Groups of objects; light, shade and shadow of groups. Decorative—Use of natural forms; natural treatment of motive; conventional treatment; use of color decoration; border and surface designs. COURSE OF READING BELOW HIGH SCHOOL. Pupils from the Fourth to the Eighth grades, inclusive, will be required to read two works each year from the following list: FOURTH GRADE. Birds' Christmas Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wiggins. Fable and Folk Stories. . . . . . . . . . . . . . . s e º e s e º s º a º & • * * * * * Scudder. Fairy Stories. . . . . . . . . . . . . … Andersen. Birds and Bees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Burroughs. Sharp Eyes and Other Stories. . . . . . . . . . . . . . . . . . . . . . . . . . Burroughs. Little Daffydowndilly . . . . . . . . . . , a • * * * * * * * * * * * * * * * * * * * * * Hawthorne. Black Beauty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sewell. Madam How and Lady. Why . . . . . . . . . . . . . . . . . . . . . . . . . . . Kingsley. Discovery of America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Abbott. Old Times in the Colonies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coffin. Child Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... Whittier. Each and All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Andrews. FIFTH GRADE. American History Stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pratt. Stories of Australasia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pratt, Stories of India. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pratt Stories of China. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pratt Queer Pets at Marcy's. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Miller. Boys of "76. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coffin. Adventures of a Young Naturalist. . . . . . . . . . . . . . . . . . . . . . Biart. Seven Kings of the Seven Hills . . . . . . . . . . . . . . . . . . . . . . . Laing. Seven Heroes of the Seven Hills . . . . . . . . . . . . . . . . . . . . . . . Laing Conquests of the Seven Hills. . . . . . . . . . . . . . . . . . . . . . . . . . . Laing. Story Mother Nature told her Children. . . . . . . . . . . . . . . . . Andrews. Ten Boys who Lived on the Road from Long Ago to Now. Andrews. 80 BAY CITY PUBLIC SCHOOLs. SIXTII GRADE. Life of Alfred the Great . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Abbott. What Mr. Darwin saw on his Voyage Around the World.. Fairyland of Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fisher. Child's History of England . . . . . . . . . . . .* * * * * * * * * * * * * * * Dickens. Boy Travelers in South America. . . . . . . . . . . . . . . . . . . . . . . . Knox. Boy Travelers in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Knox. Robinson Crusoe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Defoe. Heat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * * * * Abbott. American Explorers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Higginson. Little Men. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alcott. Evangeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Longfellow. Heroes of History—Raleigh . . . . . . . . . . . . . . . . . . . . . . . . . . . Towle. SEVENTH GRADE. Building of the Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coffin. Boy Travelers in China and Japan . . . . . . . . . . . . . . . . . . . . . . Knox. Boy Travelers in Ceylon and India. . . . . . . . . . . . . . . . . . . . . . Knox. Water and Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Abbott. Capt. Cook’s Voyages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jones. Hans Brinker. . . . . . . . . . . . . . . . . . . . . . . . . . . . . a s a g º e º e s is 4 e Dodge. Story of United States Navy . . . . . . . . . . . . . . . . . . . . . . . . . . . Lossing. Great Movements and those who Achieved Them . . . . . . . . Nicol. Men of Iron. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pyle. Heroes of History–Magellan. . . . . . . . . . . . . . . . . . . . . . . . . . . Towle. Family Flight in Spain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hale. Life and her Children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fisher, EIGHTEI GRADE. Drum-beat of the Nation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coffin. Marching to Victory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coffin. Mary, Queen of Scots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Abbott. Among the Lawmakers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brooks. Famous Verse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Repplier. Beyond the Himalayas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Geddie. French History for English Children. . . . . . . . . . . . . . . . . . . . Brooks. Heroes of History–Drake. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Towle. Two Years before the Mast. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dana. Family Flight in Egypt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hale. Land of Midnight Sun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Du Chaillu. Redeeming the Republic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coffin. HIGH SCHOOL DEPARTMENT. The High School department consists of four grades, or years, each grade having two divisions, as elsewhere. In addition, there is a post-graduate year, open to anyone competent to pursue the studies, but more particularly designed for those of our graduates who desire to enter the training department. There are nominally seven distinct courses, but some of the courses are so closely related that, in reality, the number is much less. Graduates from any one of these courses, except the Commercial, holding “A” diplomas, are admitted to the University of Michigan without examination. Admission.—Admission to the High School is both by promotion from the eighth grade and by examinatiºn. Entrance examinations are not severe, being considered merely as aids to classification. Cer- tificates from other High Schools, whose graduates are admitted to the University without examination, are accepted, both for classification and standing. Pupils are also admitted upon diplomas from district schools pursuing the course of instruction as prescribed by the State. An attendance at the Bay City High School for at least the last year of the course, is required from all who wish to receive a diploma. . Eebruary Classes.—Pupils are regularly admitted from the eighth grade in September and in February, but the commencement exer. cises will occur only in June. To complete any one of the regular courses usually requires a daily attendance of four full years of forty weeks each. It is possible, however, to shorten this period somewhat, but pupils are not, as a rule, recommended to make the attempt. They are urged, rather, to remain another half year, and broaden their scholar- ship by selecting from other courses such work as they have not already had. - Selection of Courses.—It is not necessary that pupils entering the ninth grade should at once definitely select a course of study, except in the cases of the Mechanical Engineering and Commercial courses. The pupil is simply to decide whether German or Latin, or neither of these studies is desired. The reason for this will appear by 82 BAY CITY PUBLIC SCHOOLS. consulting the schedule of studies, page 94. An opportunity is thus given, during the ninth year, to consult individual tastes, and to obtain the advice of instructors and other competent judges. The chart showing distribution of time will also furnish material assistance. When, however, any particular study or course of study has been com- menced, no change is allowed except by consent of the Superintendent. Special Studies.—Pupils who do not desire to pursue any one of the regular courses, are called special students. Any subject taught in the High School may be pursued as a special study, provided the consent of the Principal has previously been obtained. No pupil will, however, be permitted to have less than fifteen recitations per week, or be excused from the general English work, except by consent of the Superintendent. * Attendance.—The regular school session is from 8:15 a.m. to 12:40 p.m., with an intermission of ten minutes. The teachers, how- ever, are required to remain in their recitation rooms until 1:15 to give assistance to such pupils as desire it. Whenever circumstances require, recitations are also held in the afternoon. Pupils, so far as possible, are given a dinner hour. At the close of the session all teachers are required to report to the session room teachers a list of all pupils tardy or absent. Diplomas.—The diplomas issued are of two kinds—“A” and “B.” An “A” diploma will be issued to all who have completed a prescribed course of study, and have obtained an average standing of 90 per cent. in all branches. A “B” diploma requires an average standing of at least 80 per cent, in all branches. Only those having “A” diplomas will be recommended to the University. Public Library.—Besides the High School library of 800 vol- umes, a public library of more than 10,000 well-selected volumes fur- nishes opportunity for improvement. The library will be of special advantage to the classes in English literature and history, and in pre- paring the work in general English. subjects For INSTRUCTION. THE LANGUAGES. Latin and Greek. The grammatical construction of both the ancient languages is carefully taught. Greek and Roman literature receives especial attention in the latter part of the course. Classes in Greek are BAY CITY PUBLIC Schools. g 83 organized only at the beginning of the first semester of every alternate year. German and French. Instruction in the modern languages is both theoretical and prac- tical. The pupils are expected to become proficient not only in their knowledge of the structure of these languages, but also to lay a foundation for an ability to converse in them. Original com- position and conversation where French or German alone are used, occupy the recitation once a week. After a thorough study of the grammar, French and German masterpieces, belonging to both earlier and modern times, are read, with a view to facilitate the understanding of the manners, customs and culture of the French and German peoples. - English Grammar. Before entering the High School, pupils are expected to be able to classify words as to their offices, to parse them, and to analyze, either by diagram or otherwise, simple, complex and compound sentences. An abillty to write a composition upon some familiar topic, and to express the thought clearly and grammatically, is required for admission. The grammar of the ninth grade contin- ues this work. - Rhetoric and Word Analysis. The study of the principles of rhetoric and practice in their appli- cation is required in all courses for one semester, the general plan of Kellogg's Rhetoric being followed. In the English course, a portion of a second semester is devoted to this branch, and the remainder to “word analysis.” The purpose here is to supply, to some extent, the pupils in the English course with the knowledge of word derivation which the pupils in the other courses obtain from a direct study of ancient and modern languages. English Literature. The text-book is followed only so far as may be necessary to give the pupil a knowledge of the more important facts connected with the lives of our great English writers. A critical reading of the productions of these master-minds forms a large part of the in- struction. This reading is not confined to the class-room, but pupils are required to read certain works at home, and then to fur- nish a critiqne upon them. 84 BAY CITY PUBLIC SCHOOLS. General English. This is supplementary to the other language work, and includes all the pupils. The style of various authors is studied, to correct the bad and develop the good qualities in the pupil's mode of expression. A portion of the work will be that of an advanced reading class. Each pupil will, under the guidance of the teacher of English, be required each year to select at least two works from the High School or public libraries, and furnish such evidence as the teacher may require that these works have been carefully read. The detailed course is as follows: FIRST YEAR–Miss Chittenden's Composition—daily recitations; Seven Annerican Classics, punctuation, diacritical marks, para- phrases, one selection learned and delivered; Longfellow's “Miles Standish,” as groundwork for composition and for repro- ductions; outlines prepared in class; essay, 500 words; read Scott’s “Marmion” in class. SECOND YEAR–Exercises once a week; reproductions, develop- ments: paraphrases; original stories, descriptions; preparations of outlines; essays, 700 words; Dicken’s “Cricket on the Hearth” and Goldsmith’s “Deserted Village” for reading. THIRD YEAR–Grammatical, rhetorical, and critical study of Haw- thorne's “Wonder Book,” Webster’s “Bunker Hill Monument,” and Gray’s “Elegy;” outline carefully prepared and corrected by teacher; essays, 900 words, two each term. FourTH YEAR—Review principles of rhetoric; two essays, 1,000 words; critical study of one of Shakespeare's plays; Prologue to Canterbury Tales; selections from Tennyson. MATHEMIATICS. Previous to their admission to the High School, pupils are sup- posed to have become proficient in the most important subjects ordinarily found in any “Practical Arithmetic,” to be able to per- form the fundamental operations in Algebra, including fractions, and to have a knowledge of the more elementary principles of plane geometry. (See page 51.) During the first semester of the ninth grade, Olney's Principles of Algebra and Hill's Les- sons in Geometry are completed. The study of arithmetic is now resumed for one semester, more attention being paid to theory’ Commercial arithmetic is also studied for a full year in the Com- mercial course. BAY CITY PUBLIC SCHOOLS. 85 Algebra and Geometry Are each pursued for a full year in a higher text-book. The math- ematics for the senior year of the Mechanical Engineering course corresponds to the post-graduate mathematics, which see. THE SCIENCES. OBJECTS-(a) to give the skill necessary to carry on original research; (b) to enable the pupil to comprehend the progress of modern science. w METHODS—(a) a careful training in the knowledge of scientific principles; (b) illustrative experiments by the instructor; (c) individual laboratory work by the pupil, under the guidance of the instructor. - Physics. The study of Physics for a full year is required from everyone who graduates from the High School. The importance of the subject from an educational stand-point, and the value of the knowledge gained, are both recognized. In addition to the text- books, the laboratory is provided with manuals and numerous books of reference. Each pupil is required to spend two periods of two hours each every week in the laboratory work. Chemistry. The course in chemistry includes the elements of chemical theory; the study of the more important inorganic compounds; so much of organic chemistry as pertains to the common affairs of life; and a short course in analysis. Two afternoons a week are spent in the laboratory. At present, the study of chemistry continues only one semester, but upon the completion of the new laboratory, an advanced course will probably be added, for which due credit will be given, as a substitute for some other subject. Physiology, The text-book is supplemented by charts, by a manikin, by an articulated and a disarticulated skeleton, by microscopical sections and by many dissections and experiments. Botany. A knowledge is gained of the more prominent cryptograms, as well as of the morphology of flowering plants, and of the principles of vegetable physiology. Each pupil is required to identify and 86 BAY CITY PUBLIC SCHOOLs. describe fifty plants, including a few grasses and sedges. Labora- tory and field-work, are an important feature. Physical Geography. The topical method is followed, and the pupils are taught how to use books of science and of travel to the best advantage. Experi- ments are used for illustration where the subject admits. Astronomy. There will be two classes in astronomy. One class will do the more elementary portion of the text-book work; the other, com- posed of those who have had trigonometry, will study the subject more thoroughly. The High School is provided with an excellent telescope and other appliances for the study of astronomy. The new observatory, soon to be completed, will also prove of great advantage to both of the classes. EIISTORY AND CIVIL GOVERNMENT. American History and Government. The Topical method is used. Several different histories are fur- nished for reference, but no particular text-book is adopted. The topics are assigned and each pupil is expected to obtain his infor- mation from whatever source he pleases. The growth of our form of government is considered in connection with the history. Civil Government. A more detailed study of the theory of government in general, and of our national, state and municipal governments, is given in the English and Commercial courses. General History. The object here is to give the pupil a general view of the history of the world, special attention being paid to the more important events. References are given by the teacher, and a practical acquaintance is thus gained by the pupil with our great historical works. English History. English history in the English course forms a basis for the more intelligent study of English literature. The growth of the Eng- lish constitution is carefully followed. BAY CITY PUBLIC Schools. 87 THE POST-GRADUATE YEAR. Primarily, this course is intended for those of our graduates who desire to become teachers. Secondarily, however, it affords an excellent opportunity to any who may wish to broaden and ex- tend their knowledge, but who are unable to avail themselves of the advantages of a college. Any person may take the studies in this course, provided the previous preparation is sufficient. The branches studied are, as a rule, similar to those found in the fresh- man year of our best colleges, and those of our students who have finished this extra year have had no difficulty in entering the sophomore year at the University of Michigan. The course of study is as follows, but, within certain limits, other studies may be substituted: English. Swift's Anglo-Saxon Primer; William's Rhetoric; critical study of a masterpiece; Transitional English; period of late Middle English, with special reference to Chaucer. Mathematics. Trigonometry, Higher Algebra and Analytical Geometry. This is the regular mathematics for those in the Mechanical Engineering COUll'Se. Psychology. A course of one semester will be required of the post-graduate students who wish to enter the Training Department. Besides the text-book (Baker's Psychology) much collateral reading is de- manded in Porter's Human Intellect, Carpenter's Psychology, Bain's Education as a Science, Fitch's Lectures on Teaching, and in other authors. Jevons' Logic is also carefully studied. COMMERCIAL COURSE. The Commercial course is adapted to the wants of two classes of pupils: (a) those who have finished the eighth grade, and (b) those who have not progressed so far, but are unable to remain in the ward schools for a longer period. The first class will begin with the tenth grade work (see schedule) and for them the course will consist of only three years. The second class will begin with the ninth grade work, which, for the most part, consists of the seventh and eighth grade work abbreviated. The High School is provided with offices for the actual transaction of business, and the results obtained are, so far as the course extends, equal in all respects to those in our best business colleges. 88 BAY CITY PUBLIC SCHOOLS. MECHANICAL DIRAWING. The course in mechanical drawing includes the application of a number of geometrical problems to constructions; a thorough study of the principles of orthographic projections, the graphic deter- mination of mathematical curves, the graphic representation of movements; drawings are made of mechanical structures and their details in all possible positions. Throughout the course, drawin gS are made for the lessons constructed in the shop. OBJECT-To impart to students a thorough knowledge of the prin- ciples of mechanical drawing, ability to apply principles of geometry to practical work, and ability to design mechanical structures for definite purposes. FREE-HAND DRAWING, This course includes a thorough study of the principles of per- spective, the study of light and shade, and use of different mediums of art work. All drawings are made from the objects themselves. and under no circumstances are drawings ever copied from flat copies. OBJECT of free-hand drawing is to enable pupils to repre- sent objects or groups of objects as they appear, and repre- sent the various changes due to effects of illumination. General result aimed at is the thorough development of pupil’s powers of Observation. IMECHANICAL ENGINEERING COURSE. Carpentry and Joinery. At suitable intervals during course, lectures on the care, use and manufacture of tools, and the production of raw material. All exercises made from drawings are according to dimensions given. Preliminary evercises.—Measuring and laying off work; use of gauge, square, rule and bevel. Sawing ea:ercises—Use of rip, Cross- cut and back saw; position at bench and proper movement. Chisel evercises—Study cutting action of chisel; paring with and across the grain of hard and soft wood; action of chisel in mortising. Planing evercises—Planing one face of lumber true; dressing lum- ber to size; adjustment of plane for different purposes; use of fore, jack and smoothing planes. Sharpening evercises—Bevels necessary for clean cutting; cutting action of tools; use of grind- stone; use of oil-stone. Striking evercises—Use of hammer and mallet. Care and proper use of bench. Page Missing in Original Volume Page Missing in Original Volume Page Missing in Original Volume Page Missing in Original Volume BAY CITY PUBLIC SCHOOLs. 93 TENTH GRADE. The Great Stone Face. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hawthorne. Astoria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Irving. Life of Caesar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Froude. Life of Fulton. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Knox Lessons in Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Holland. David Copperfield......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dickens. History of Ancient People. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Barnes. Heroes of Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . ... • - - - - - - - - Morton. Guy Mannering ...................................... Scott. Montezuma. . . . . . . . . . . . . . . . . . . . . . . . . . . … ... Eggleston. Uncle Tom's Cabin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stowe. Tanglewood Tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hawthorne. Kenilworth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scott. Equatorial Africa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DuChaillu. House of Seven Gables... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hawthorne. Life of Lincoln . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Schurtz. Adventures of Robin Hood . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pyle History of Rome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , Yonge. Recollections of a Private. . . . . . . . . . . . . • * * * * * * * * * * * * * * Goss. Stories of Old English Poetry... . . . . . . . . . . . . . . . . . . . . . . . . Richardson. Stories from History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Strickland. Lady of the Lake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... Scott. Cotter's Saturday Night. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Burns. Self Help. . . . . . . . . . . . . . . . . . . . • * * * * * * * * * g e º 'º e º e º a # * * * * * Smiles. TWELFTH GRADE. History of Greece... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Yonge. Rasselas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Johnson. Ben-Hur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wallace. Eras and Characters from History. . . . . . . . . . . . . . . . . . . . . . . Williams. Character and Characteristic Men . . . . . . . . . . . . . . . . . . . . . . Whipple. Cameos from English History. . . . . . . . . . . . . . . . . . . . . . . . . Yonge. Philip Sidney . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Foxbourne. Little Manx Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Caine. Starland...... . . . . . . . . . . ............................ Ball. The Conduct of Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fmerson. Daniel Deronda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Eliot 94 BAY CITY PUBLIC Schools. TEXT-BOOKS. ENGLISH. Composition tº e º 'º e ºs e º is a tº e s sº & e e a º ºſ & © tº $ tº e º 'º Chittenden. Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Whitney and Lockwood. Rhetoric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kellogg. Rhetoric. . . . . . . . . . . . . . . . . . . . . . . . . . . . ... Williams. Masterpieces. . . . . . . . . . . . . . . . . . . . . . . . . . . Riverside Lit. Series. Word Analysis. . . . . . . . . . . . . . . . . . . . . . . . . Reed and Kellogg. HISTORY. General History. . . . . . . . . . . . . . . . . . . . . . . . Myers. English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Montgomery. American. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Johnston. LATIN. Grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Allen and Greenough. Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jones Prose Composition. . . . . . . . . . . . . . . . . . . . . . Jones Caesar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Allen and Greenough. Cicero. . . . . . . . . . . . . . . . . . . - - - - - - - - - - - - - Allen and Greenough. Virgil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Frieze. Ovid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kelsey GERMAN. Grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sheldon. Reader. . . . . . . . . . . . . . . . . . . . . . . . , , , , , , , , Boyesen. Classics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stein. FRENCH. Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Edgren, Reader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Supe. Classics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GREEK. Grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goodwin. Lessons. . . . . . . . . . . . * g º ºn e s s = e = * * * * . . . . . . White. Prose Composition. . . . . . . . . . . . . . . * @ s s is a Jones. Anabasis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Boise. ANGLO, SAXON. BAY CITY PUBLIC Schoois. 95 MATHEMATICs. Algebra—First Principles . . . . . . . . . . . . . . Olney. Algebra—School. . . . . … Wentworth. . Geometry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hill's Lessons. Geometry—Complete. . . . . . . . . . . . . . . . . . . Wentworth. Arithmetic—High School. . . . . . . . . . . . . . . Wentworth. Arithmetic—Commercial . . . . . . . . . . . . . . . Thompson. Trigonometry. . . . . ; : - - - - - - - - - - - - - - - - - - - - Wheeler. Conics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Smith. SCIENCE. Astronomy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Young Botany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gray's Manual. Book-keeping. . . . . . . . . . . . . . . . . . . . . . . . . . Rogers and Williams. Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Williams. Civil Government... . . . . . . . . . . . . . . . . . . . Cocker. Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Appleton. Physical Geography. . . . . . . . . . . . . . . . . . . . Appleton. Physiology.. . . . . . . . . . . . . . . . . . . . . . . . . . . . Martin. Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Baker. RULES AND REGULATIONS. CHAPTER I. SEC. 1. The members of the Board of Education shall meet and organize each year on the second Friday of August. SEC. 2. The regular meetings of the Board shall be held at the Council Room, on the second Friday evening of each month at half- past seven o’clock. SEC. 3. A majority of the members shall constitute a quorum for the transaction of business. A less number may adjourn to any stated time. CHAPTER II. ORDER OF BUSINESS. SEC. 1. At all regular meetings of the Board, business shall be disposed of in the following order, which shall not be departed from, except by consent of two-thirds present: 1. Reading the minutes of preceding meeting. 2. Presentation of petitions. 3. Report of the Executive Committee of the lower wards. 4. Report of the Executive Committee of the upper wards. 5. Report of the High School Committee. 6. Report of School Committee for the lower wards. 7. Report of School Committee for the upper wards. 8. Report of Committee on Text-books, 9. Report of Building Committee for the upper wards, 10. Report of Building Committee for the lower wards. 11. Report of Printing Committee. 12. Report of Finance Committee. 13. Report of Special Committee. 14. Report of Superintendent. 15. Communications. Motions and resolutions. 1 6. 98 BAY CITY PUBLIC SCHOOLs. BuSINESS RULES. SEC. 2. No business shall be transacted at any special meeting other than that for which such meeting was called, except by consent of all members present. SEC. 3. All committees to whom any matter is referred, shall re- port on the same at the next regular meeting thereafter, unless further time is granted by the Board. SEC. 4. Reports from committees shall be in writing, and they shall return at the time any paper or papers relating to the matter of reference, that the Secretary may file such paper or papers in his office. SEC. 5. All claims and accounts against the Board authorized by any committee, shall be presented and examined by the Finance Com- mittee, which committee shall report the same, with their recommend- ation thereon, at the next meeting of the Board, giving names of par- ties, amounts, and stating briefly what the bills are for. SEC. 6. No bill or claim against the Board, incurred by any com- mittee, shall be considered or reported by the Finance Committee unless certified in writing as correct by the committee who authorized the incurring of such obligation, nor unless such bill or claim so certi- fied shall be delivered to the Finance Committee, or Clerk of the Board, not later than noon of the Thursday next preceding the meeting of the Board. Nothing contained in these rules shall be construed as author- izing any committee to incur any obligation against the Board. SEC. 7. Resolutions and motions shall be submitted in writing if any member of the Board requests it. SEC. 8. Every member shall vote when a question is stated from the chair, unless excused by the Board, and shall be in his or her seat when voting. SEC. 9. No member shall speak more than twice upon any ques- tion, nor more than three minutes thereon, after having once spoken, without leave of the Board, and the question upon granting leave shall be decided by majority vote without debate. SEc. 10. To establish or alter the course of study, or to select or change text-books, shall require a majority of all the members of the Board; and no text-book shall be changed within three years from its adoption, except by a vote of three-fourths of all the members of the Board at a regular meeting. SEC. 11. Any member may appeal from the decisions of the Pres- BAY CITY PUBLIC SCHOOLS. 99 ident of the Board, and on the question, “Shall the President be sus- tained?” a two-thirds vote shall be necessary to overrule the chair's decision. SEC. 12. Motions which shall take precedence of the principal question are: To lie on the table. Previous question. Postpone to certain time. Commit. Amend. 6. Postpone indefinitely. Together with incidental and privileged questions; and a motion to suspend the rules shall require a two-thirds vote of those present. : SEC. 13. On a motion for the previous question, if supported by two members, the next question shall be, on seconding the demand, which shall be in this form: “Shall the main question be now put?” which shall be decided by a two-thirds vote of the members present. SEC. 14. A call for the ayes and nays shall require support, and may be made by any member but once during the same session. CHAPTER III. IDUTIES OF THIE PRRSIDENT. SEC. 1. The President shall preside at all meetings of the Board, shall see that the proper order of business is not departed from, de- cide all questions of order, subject to an appeal to the Board, and as a member of the Board, be entitled to vote on any question. º SEC. 2. The President, immediately upon his election, shall ap- point the following standing committees, consisting of three members each: g 1st. Executive Committee for 1st, 2d, 3d, 4th, 9th, 10th and 11th, or lower wards. 2d. Executive Committee for 5th, 6th, 7th and 8th, or upper wards. 3d. High School Committee. 4th. School Committee for the lower wards. 5th. School Committee for the upper wards. 6th. Text-book Committee. 7th. Printing Committee. 100 BAY CITY PUBLIC SCHOOLS. 8th. Finance Committee. *- 9th. Building Committee for the upper wards. 10th. Building Committee for the lower wards. SEC. 3. The President shall make a full report at the end of each year on the condition of the public schools, and of the finances of the School districts, with such suggestions and recommendations as he may deem important. º SEC. 4. The President shall sign the Record Book containing the proceedings of the Board, all contracts with teachers, and shall coun- tersign all orders drawn on the Treasurer. SEC. 5. In the absence of the President, his powers and duties shall devolve on a Chairman pro tempore, to be elected by the mem- bers present. DUTIES OF COMMITTEES. Slºc. 6. It shall be the duty of the School Committees, in connec- tion with the Superintendent, to recommend, in writing, teachers for the several schools under their charge, and to exercise a general super- vision over such teachers and their pupils. SEC. 7. It shall be the duty of the Executive Committees, by order of the Board, to see that the various schools are supplied with fuel and necessary furniture, and to recommend persons to be employed 8,S j anitors. SEc. 8. It shall be the duty of the Committee on Text-books and Supplies, in connection with the Superintendent, to have the general direction of the course of study, selection of the text-books, appar- atus and supplies to be used in the public schools, subject, always, to the Sanction of the Board. Any change proposed in the course of study, or any proposition for the introduction of a new text-book, shall be referred to this committee for consideration and report. SEC. 9. The Building Committee shall have the charge of all school buildings and grounds, the erection of new buildings and re- pairing of old buildings, the improvement and ornamentation of grounds, building and repair of fences, securing supply of water, and procuring of all fire insurance on school property. They shall make all contracts for material and construction of houses, fences, etc., Sub- ject to the approval of the Board. SEC. 10. It shall be the duty of the Finance Committee to receive and audit all claims against the Board, and to lay before the Board, at Bay CITY PUBLIC Schools. 101 each regular meeting, all accounts that have been examined and ap- proved by them. - SEc. 11. This committee shall prepare and submit to the Board, at the proper time, a report of such sums of money as they deem nec- essary to be raised by tax for school purposes, together with a state- ment of the manner in which such sums shall be appropriated. - SEC. 12. It shall be the duty of the Committee on Printing to have general supervision of the preparation of all the necessary blanks and records, and, with the approval of the Board, to let contracts for all printing, of whatever nature. DUTIES OF THE CLERK. SEC. 13. Special meetings of the Board shall be called by the Clerk upon the written request of the President or of any five mem- bers of the Board. 4 SEC. 14. It shall be the duty of the Clerk to notify the members of the Board of the time and place of holding the regular and special meetings of the Board, either by personal service or by depositing no- tices thereof in the post office, directed to the several members, twenty- four hours previous to the time fixed for such meeting. SEC. 15. The Clerk shall keep a written record of all the proceed- ings of the Board, and furnish copies of the same for publication in such papers of the city as the Board shall designate. SEC. 16. The Clerk shall keep all books, papers, reports, and pro- ceedings relating to the transactions of the Board, when their custody is not otherwise provided for, and in no case allow any such property, or copy thereof, to be taken from his office except on requisition of the . Board. SEC. 17. The Clerk shall draw warrants on the Treasurer, on properly audited accounts, and keep, in simple and convenient form, an account with each fund, with every regular employe of the Board, whether teacher, janitor or other party, and with all parties with whom the Board maintains a running account, and report the condition of the same at each regular meeting of the Board, preceding the close of a term of the schools. SEC. 18. The Clerk shall prepare drafts of contracts with each teacher in conformity with resolution of the Board. Such contract shall be executed by the President and Clerk, in behalf of the Board, and by the teacher. No order shall be drawn in favor of a teacher for ser- vices until the contract with such teacher is fully executed. . 102 BAY CITY PUBLIC SCHOOLS. DUTIES OF SUPERINTENDENT, - SEC. 19. The Superintendent shall have control of the organiza- tion, government, and instruction of the public schools; shall, jointly with the School Committees, engage teachers temporarily, have the general supervision of all the schools, school buildings, grounds and apparatus; and may transfer pupils from one building to another when necessary to prevent the formation of small classes. SEC. 20. The Superintendent shall hold meetings, or institutes, of the teachers at such times as he thinks necessary, and it shall be the duty of the teachers to attend such meetings. He shall prescribe the forms and furnish the blanks for all such reports from teachers as he deems of practical importance. SEC. 21. The Superintendent shall give prompt attention to all cases of disorderly conduct of pupils reported by Principals, and shall adopt such form of punishment as he deems best, with the sanction of - the Board. In case of suspension of a pupil, he shall report such pupil’s name and the nature of the offense at the next regular meeting of the Board. . - - SEc. 22. The hour from four to five p.m. of every school day shall be kept as office hour by the Superintendent, at his office in the High School building, at which time he shall receive any person hav- ing school matters to present, and promptly attend to such matters; provided, that anything in the nature of a serious complaint shall, at his request, be submitted in writing over the signature of the person making the complaint. SEC. 23. The Superintendent shall collect all fines for injury to school property, and deposit the same with the City Treasurer, who will issue duplicate receipts, one of which shall be filed with the Clerk of the Board, and report the same to the Board. SEc. 24. The Superintendent shall see that the tuition fees of non-resident pupils have been paid to the Treasurer of the Board, and shall file with the Clerk of the Board a voucher for the same ; and at the close of each school year will make a report, giving the name, term of attendance, and tuition fee of all non-resident pupils. SEC. 25. The Superintendent shall make a full statistical report of the public schools, in writing, at the end of each month and school year, in which he shall also embody such suggestions and recommend- ations as his observations and experience in the schools make necessary or advisable. He shall attend all meetings of the Board. BAY CITY PUBLIC SCHOOLS. 103 CHAPTER IV. IDUTIES OF PRINCIPALS. SEC. 1. The Principal of each school shall, under the direction of the Superintendent, have charge of the discipline and instruction in his or her building, and for this purpose shall visit, as often as practicable, the several school rooms under his or her charge; advise with and counsel the teachers as to the proper classification of pupils and meth- ods of instruction, and shall see that the plan of study adopted by the Board is faithfully carried out. SEC. 2. The Principal shall be held responsible for the care and neatness of the building under his or her charge; shall establish rules for securing good order in the halls and on the stairways at the com- mencement of school, at recess and at dismissal; and shall render teachers, such assistance as may be necessary to the maintenance of { good discipline. SEC. 3. The Principal of each building shall cause two bells to be rung before the opening of each school session, one beginning eighteen minutes before the appointed time, to be rung three minutes, and the other to be tolled the last five minutes before the time of opening school. Each session of the school shall be closed by signals from the bell, at the direction of the Principal, and every regular recess or inter- mission shall be regulated in the same manner. SEC. 4. Principals alone are allowed to suspend pupils, and the sending of a pupil from the room for the remainder of the session shall be considered a suspension. SEC. 5. No Principal is allowed to suspend a pupil for more than one day, except to bring his or her case into the hands of the Superin- tendent; and in no case shall the Principal suspend a pupil for absence or tardiness without previously having notified the parent or guardian that one more case of unexcused absence, or tardiness will necessitate suspension. SEC. 6. Text-books and supplies will be furnished the different schools, upon requisition signed by the Principal, and the Principal shall keep an account of all books and supplies so furnished, and shall be responsible therefor. SEC, 7. Principals shall see that one regular recess of fifteen min- utes in each School session is given to the pupils of the first, second and third grades, beginning at half past ten a. m. and a quarter before three 104 BAY CITY PUBLIC SCHOOLS. p.m.; and in other grades, at the same time, there shall be given a room recess of five minutes, during which the pupils shall be drilled in marching, and special attention given to ventilating the school I”() Oll. SEC. 8. The Principal shall assess and collect fines for all damage wilfully or wantonly done by pupils and others to the school grounds, buildings, fixtures, apparatus, furniture and books and report the same to the Superintendent monthly. SEc. 9. Examinations for promotion shall occupy the last week of each semester, or so much thereof as the Superintendent may deem necessary. The Principal shalls have general charge of all examina- tions for promotion, see that such examinations are impartially given, inspect the examination papers, see that the records of such examina- tions and all other records, are carefully kept, and shall report to the Superintendent any deficiency in this or any other respect, which may injuriously affect the interests of the school. CHAPTER W. DUTIEs of TEACHERs. SEC. 1. All teachers in the public Schools are required to make themselves familiar with the rules and regulations of the Board and the instructions of the Superintendent, and to see that they are prop- erly enforced; to attend regularly and punctually all the meetings for teachers, called by the Superintendent, and to take such part therein as he shall assign them; and to co-operate fully with the Superin- tendent and Principals in securing the success of the School. SEC. 2. Teachers are required to be in their respective school rooms during the fifteen minutes before the opening of each school session, and to see that pupils during this time are subject to all the rules of Order for school hours. SEC. 3. Teachers are expected to dismiss their departments promptly at the time appointed by the Principal, and any default on the part of any teacher in carrying out this requirement will be con- sidered as reprehensible as to open the school after the hour appointed. SEC. 4. It is expected that teachers will not take time from reci- tations or other proper school work to correct any misconduct of pupils, when the same can be effectually treated out of School hours; but teachers are recommended to notify any pupil guilty of any misde- meanor to remain after school to receive punishment. If the pupil is BAY CITY PUBLIC SCHOOLs. 105 guilty of misconduct after receiving such notice, the teacher shall refer the case to the principal. SEC, 5. The authority to inflict corporal punishment is given to every teacher, but such punishment shall only be inflicted in the pres- ence, and with the sanction, of the principal. Those teachers who are most successful in controling their pupils without the use of cor- poral punishment, other qualifications being sufficient, shall be awarded by the Board a higher degree of appreciation, and receive the preference over all others in promotions and appointments. Each teacher shall file with the Superintendent, at the close of each month, a list of all cases of corporal punishment inflicted by said teacher dur- ing the term, giving date, name of pupil and cause of punishment. SEC. 6. Each teacher shall keep posted in the school room a card showing the order of daily exercises, including the branches to be studied by the different classes and divisions during the sections of recitations. SEC. 7. Teachers shall give careful attention to the ventilation and temperature of their respective school rooms. Sixty-eight degrees Fahrenheit shall be the required temperature. SEC. 8. Teachers may, by arrangement with the Superintendent, visit any of the public Schools for the purpose of observing the meth- ods of discipline and instruction. SEC. 9. Teachers shall not allow any agent, or other person, to exhibit in the schools any books, articles or apparatus, unless by the consent of the Superintendent. Teachers are forbidden to act as agents for the purchase or sale of books or other material used in the Schools, or to recommend any place for the purchase of the same. SEC. 10. Any teacher who may be absent from the school on ac- count of sickness, or other necessity, must cause immediate notice of such absence to be given to the Superintendent, who will employ a Substitute to be paid from the salary of the absentee, unless, after a report upon the case by the School Committee, the Board shall other- wise order. SEC. 11. Teachers are expected to exercise supervision over pupils, not only in the school room and on the school premises, but, as far as possible, on the streets while on the way to and from school. They shall, when so requested, notify the parents or guardians in all cases when children are punished or detained after the reguſar school hour, stating the time of, and the cause for such detention or 106 BAY CITY PUBLIC SCHOOLS. punishment. Teachers shall not send a pupil during school hours upon errands not appertaining to the offices of the school. SEC. 12. It shall be the duty of teachers to read to their pupils, as often as once a month, such rules of the Board as pertain to the duties and deportment of pupils. CHAPTER WI. DUTIES OF PUPILS. SEC. 1. Pupils are required to render prompt obedience to all instructions and rules of teachers; to attend to all school duties faith- fully; to observe order and decorum, not only in the school room and on the school premises, but on the street to and from school; to present at all times a neat, cleanly appearance; and to abstain from the use of profane or other improper language. SEC. 2. Between the hours of half-past eight in the morning and half-past four in the afternoon of each school day, pupils shall be under the control of the teachers in all measures adopted by the Board or the Superintendent, for the protection of life, or as security against danger at any time; provided the responsibility of the pupil, while off the school ground, shall not be reserved by the parent or guardian in writing, to the Superintendent. SEC. 3. Pupils, except by permission of the Board, must attend the school in the district in which they live. SEC. 4. In general, pupils shall not be permitted to enter the building before the ringing of the first bell, but during inclement or stormy weather, they shall be admitted at any reasonable time; they shall not be permitted to assemble about the building before half-past eight in the forenoon, nor before one o'clock in the afternoon; and they shall not be allowed to remain after the schools are dismissed. SEC. 5. All pupils in attendance on the public schools are forbid- den to go upon any railroad or other dangerous premises between half- past eight in the morning and half-past four in the afternoon of any school day, unless it be on their direct way to or from school, or they are sent by their parents or guardians. SEC. 6. No pupil shall be permitted to leave school at any time before the regular hour for closing, except in case of sickness, some urgent necessity, or upon the written request of the parent or guar- dian. SEC. 7. No pupil shall be allowed to be absent from school dur- BAY CITY PUBLIC w SCHOOLS. 107 ing the regular sessions, when such absence would conflict with reci- tations. Any pupil absent from any examination without sufficient excuse, shall not be allowed to enter his or her classes until satisfactory arrangements shall have been made with the Principal. SEC. 8. Pupils not in their school at the last stroke of the last bell will be marked tardy; and teachers shall report immediately to the Principal such unexcused absence or tardiness as will render pupils liable to suspension. SEC. 9. Any pupil who shall have been absent from school two days in the same school month, or tardy six times within the same period, without sufficient excuse from the parent or guardian, in per- son or writing, shall be immediately suspended by the Principal in charge, who will give written notice of suspension to the parent or guardian, and to the Superintendent. SEC. 10. No pupil under suspension shall be restored to the school by the Superintendent, unless the parent or guardian shall give satisfactory assurance that the offense causing the suspension will not be repeated. SEC. 11. The only excuse that shall be regarded as sufficient un- der all circumstances for absences or tardiness, shall be an excuse from the parent or guardian, in person or in writing, showing sufficient cause, and stating that the absence or tardiness occurred with his knowledge and permission. SEC. 12. A pupil shall not be considered a member of school after five consecutive half days’ absence; his name shall be stricken from the register for the term, and the teacher shall at once notify the parents and the Principal of that fact. Teachers are not allowed to drop a name from the registers before the expiration of five consecu- tive half days' absence, except they have found by personal in quiry or written communication from the parent or guardian, that the pupil is absent from suſlicient cause. SEC. 13. Pupils, except by consent of the Superintendent, shall be admitted to the Primary grade only during the first two weeks of each semester, and during the first week immediately succeeding the spring vacation. SEC. 14. Any pupil who shall destroy or injure any property of the public schools, shall be required to pay the amount lost thereby, and, on failure to do so, shall be suspended for the school year by the Superintendent, who will immediately report the case to the Board. 108 BAY CITY PUBLIC SCHOOLS. Any pupil who shall willfully destroy or injure school property, shall be subject to expulsion. SEc. 15. Text-books and supplies are loaned to the pupils. Such books must not be marked or in any manner defaced, nor shall they be taken from the school room without the consent of the teacher. If lost, willfully or wantonly injured, such loss or injury must be paid for by the pupil. CHAPTER VII. º GENERAL RUI,ES. SEC. 1. The school year shall consist of ten months of four weeks each, and shall be divided into two semesters, as follows: The first semester shall commence on the first Monday in September, and con- tinue twenty weeks, exclusive of the holiday vacation, and the second semester shall commence on the Monday following and shall continue twenty weeks, exclusive of the spring vacation. SEC. 2. The regular holidays of the public schools shall be Thanksgiving Day and the day following, February 22d and May 30th. There shall be three vacations, as follows: The schools shall close on the Friday preceding Christmas, and open on the Monday succeeding the first day of January; the spring vacation shall begin on the last Monday in March, and continue one week; and the summer vacation shall begin at the expiration of forty weeks, counting from the first Monday of September, exclusive of the spring and winter vacations. Q SEC. 3. The school sessions in all the grades shall be as follows: High School begins at 8:30 A. M. and closes at 1:30 P.M. Grammar School morning sessions begin at 9 A. M. and close at 11:45 A.M. Grammar School afternoon sessions begin at 1:30 P. M. and close at 3:45 P. M. Primary School morning sessions begin at 9 A. M. and close at 12 M. Primary School afternoon sessions begin at 1:30 P.M. and close at 3:30 P. M. SEC. 4. Non-resident children may be admitted to any depart- ment for which, in the discretion of the Superintendent, they are qual- ified, by paying to the Treasurer of this Board, in advance, and deliv- ering to the Superintendent a voucher therefor, the following rates of tuition per school term: BAY CITY PUBLIC SCHOOLS. 109 In primary grades. . . . . . . . . . . . . . . . . . . . . . . . .$1 00 per month. In fifth and sixth grades. . . . . . . . . . . . . . . . . . . 1 25 66 In seventh and eighth grades. . . . . . . . . . . . . . . 1 50 66 In High School . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 50 66 SEC. 5. All complaints against the management of the schools must be made first to the Superintendent, and, if of serious nature, shall be made in writing, and over the signature of the party making the complaint, stating specifica]ly the nature and cause of the abuse charged. All such written complaints will be submitted to the Board at its next regular meeting, by the Superintendent, together with any counter-statement or explanation, made by the teacher, in writing. SEC. 6. The use of tobacco or any intoxicating liquors will not be permitted in any of the school buildings, or upon the school grounds at any time. SEC. 7. Any of the preceding rules and regulations may be altered or amended at any regular meeting of the Board by a two- thirds vote, notice of such proposed amendment having been given at a previous meeting in writing. - # * * INDEX. BOARD OF EDUCATION.— Officers. . . . . . . . . . . . . . . . s e s s , 2 Membership. . . . . . . . . . . . . . . . 3 Meetings—regular . . . . . . . . . 2 ($ Special . . . . . . . . . . 101 Rules of . . . . . . . . . . . . . . . . . . . 97 COMMITTEEs— Standing . . . . . . . . . . . . . . . . . . . 2 Duties of... . . . . . . . . … 100 Composition . . . . . . . . . . . . . . . 2 Clerk—Duties of . . . . . . . . . . . . . 101 COURSE OF STUDY— Remarks on . . . . . . . . . . . . . 19, 48. Primary and Grammar. . . .54–79 In High School. . . . . . . . . . . 82–91 Commercial . . . . . . . . . . a * * * * * 87 DRAWING— Report of. Instructor. . . . . . . . 33 Course in . . . . . . . . . . . . . . . . 74, 88 Enrollment—School. . . . . . . . . . 6 Exhibit and Other Exercises. . 24 Elementary Science. .50, 63, 67, 72 February Classes. . . . . . . . . . . . . 81 German Department. . . . . . . . 48,73 General English . . . . . . . . . . . . . . 84 History. . . . . . . . . . . . . . 63, 68, 71, 86 H (GII SCHOOL– Admission to . . . . . . . . . . . . . . . 81 Remarks on . . . . . . . . . . . . . . . . 21 Principal's Report . . . . . . . . . 29 High School Department. . . . 81 Institute—Remarks on . . . . . . . . 20 LIBRARIES- High School... . . . . . . . . . . . . . 31 Pubiic. . . . . . . . . . . . . . . . . . . . . 82 MANUAL TIRAINING— (See Drawing.) Remarks on . . . . . . . . . . . . . . . . 17 Course in High School . . . . . . 88 Mathematics. . . . . . . . . . . . . . . 51, 84 Music... . . . . . . . . . 57, 60, 65, 69, 73 NIGHT SCHOOLs— Remarks and Statistics . . . . . • 13 Observation Lessons. . . . . 55, 56, 59 PENMANSRIP— Report of Instructor. . . . . . . . 37 Directions in . . . . . . . . . . . . . . . 51 Post-Graduates. . . . . . . . . . . . . 29, 87 President—Duties of . . . . . . . . . 99 Pupils—Duties of... . . . . . . . . . . . 106 Principals—Duties of . . . . . . . . . 103 Promotions. . . . . . . . . . . .48, 81, 104 READING— Remarks on . . . . . . . . . . . . . . . . 49 Course in . . . . . . . . . . . . . . . . 92, 79 SUPERINTENDENT— Report of . . . . . . . . . . . . . . . . . . 5 Duties of . . . . . . . . . . . . . . . . . . 102 STATISTICs — Comparative . . . . . . . . . . . . . . . 5 Attendance and Cost. . . . . . . . 7 Ten Cities . . . . . . . . . . . . . . . . . 10 Financial . . . . . . . . . . . . . . . . . . 12 Subjects in High School. . . . . 30 Special Studies. . . . . . . . . . . . . . . 82 TEACHERs— List, salaries, etc. . . . . . . . . . . . 39 Duties of . . . . . . . . . . . . . . . . . . 104 Remarks on . . . . . . . . .. . . . . . . 23 Telephone. . . . . . . . . . . . . . . . . . . 2 TEXT-BOOKs— System of Free........... 14,49 List in Grades. . .55, 57, 60, 66, 70 List in liigh School. . . . . . . . . 94. TRAINING DEPARTMENT— Remarks on . . . . . . . . . . . . . . . . 22 Course of Study . . . . . . . . . . . 92 Tuition . . . . . . . . . . . . . . . . . . . . . . 108 Vacations and Holidays. . . . . . . 108 Ventilation . . . . . . . . . . . . . . . . . . 105 WARD SCHOOLs— Location . . . . . . . . . . . . . . . . . . 4 Statistics. . . . . . . . . . . . . . . . . . 8, 11 --- º | ºn LS EN sº Hºt lºt I LD 1 Nº. Çourse of Study, Rules and Rºgulations of the Qadillac Schools. +1892.É. 2 COURSE OF STUD V CALENDAR. The first term opens the first Monday in September, and continues sixteen weeks. The second term begins the first Monday after Jan uary first, and continues twelve weeks. The third term commences the second Monday after the close of the second term, and continues twelve weeks. HOLIDAYS. Thanksgiving day and the Friday following, it being un- derstood that this day is given instead of February 22d, each year. May 30th, Memorial day. CA O/L LAC PUBLIC S CAHOOL.S. 3 BOARD OF EDUCATION 1892–93. EILECTED. APPOINTED. TERM EXPI RES. H. BALLOU, E. F. SAWYER, 1893. C. E. MILI,ER, J. E. HENDERSON, 1894. W. W. CUMMER, L. J. LAW, 1895. F. A. DIGGINS, (Mayor.) OFFICERS OF BOARD. L. J. LAW, * - sº * - President. E. F. SAWYER, * tº-3 wº - Secretary. Wm. H. WILCOX, - - - º Treasurer. COMMITTEES. * On 7 eachers, Schools and Course of Study. C. E. M ILLER, L. J. LAW, W. W. CUMMER, J. E. HENDERSON. On Grounds and Buildings. H. BALLOU, F. A. DIGGINS, C. E. MILLER. On Supp/ies, Furniture and Apparatus. E. F. SAWYER, H. BALI,() U, J. E. HENDERSON. On A'izzazz.ce. W. W. CUMMER, E. F. S.A.WYER. 4. COURSE OF ..S 7'UD V BOARD MEETINGS. The Board of Education will meet regularly the last Fri- day of each calendar month, at 7:30 p.m., at the Secre- tary’s office. Special meetings are subject to the call of the President. All bills against the district, and all com- plaints, communications and petitions should be presented at the regular meetings. All complaints must be present- ed in writing, with items and specifications clearly stated, in order to receive attention. FOREIGN TUITION. Non-resident pupils will be charged tuition at the fol- lowing rates: In the High School one-half dollar per week; in all grades below, one-third dollar per week, for time of actual attendance. All bills are payable in advance to the Superintendent. CAD/Z/A C PO B L / C S CAE/OO.L.S. 5 TEACHERS, E. P. CHURCH, = , = SUPERINTEND ENT. Aigh School. DELIA J. COOK, tº sº - - Principa). MINNIE CUMMINGS, - *E. *- - Science. Grammar School, Central Building. I. BERENICE REPLOGILE, Eighth and Seventh Grades JENNIE MYHRS, gº . tºº & 4 4 & ANNA MOSS, Prin, - * tº- - Sixth 4 & ERM A BISHOP, Ass’t, - e- {-> & 4 & 4 ABBIE ROWE, & * tº - Fifth & 4 LOUISE ROGERS, - e- - & 4 * { CORA. B. GREER, - * ess - First & 4 A’zzº ºf Waza. MRS. S. J. HIGGINS, Prin, Third and Fourth Grades ALICE M. BUNN, * -- - Second and First “ . Second Ward, CORA. I. LEWIS, Prin, *- tº- - Fourth Grade ETTA STOD DARI), - &- * Third & 4 I,EORA STO DDARD, => Eº - Second “ BELLE M. VALENTINE, - - First “ 7%zza! Wºzz-d'. LYDIA A. BALDWIN, Prin, - “º - Fourth Grade ELLA. M. MORRELL, - - . Third “ MRS. H. A. M ILLER, & $º - Second “ ” S. ALICE FULLER, *- * 4- First * { Fourth Ward. EVA HOOVER, Prin, - * Fourth and Third Grade FRANCES E. WILCOX, - - Second and First “ 6 COURSE OF STUD V GRADUATES OF THE HIGH SCHOOL. Class Of 1886. FRANK ANGEVINE, * Student at State Normal School HATTIE CULVER, - - Teacher, Traverse City, Mich. FREDERICK STAFFORD, - Medical Student, Chicago, Ill. —--><^– - Class of 1887 ERMA BISHOP, , - Teacher, Cadillac Pub. Schools FRANK FLETCHER, - G. R. & I. Office, Cadillac, Mich. JENNIE SKELLY, º - * - Manistee, Mich. ſ_IZZIE TRITLE, - º - * * --> Deceased. —->~~~ Class Of 1888. - HARRY CHANDLER, * - 4-3 Cadillac, Mich. ' JAMES LAMB, * sº- Bank Clerk, Utica, N. Y. EMMA TRITLE, (Cutter) - º gº sº- sº —-><^- Class Of 1889. GEORGIA CHANDLER, - * - Teacher, Cadillac, Mich. NETTIE CHICK, - - * Teacher, Manton, Mich. NET) KELLY, - * sº Student U. of M. Ann Arbor ETHELYN LEESON, sº - *º- Cadillac, Mich. —->--~~ Class of 1890. SOPHIE BUNN, - - Teacher, Wexford Co., Mich. CLARA. M. CoOKE, ass - Student State Normal School FRED GREEN, s - & 4 & 4 6 & { % MINNIE LAPHAM, - sº * * Cadillac, Mich. MAUD MC BURNEY, - *ºr - - 4 & { % LIONELL POLLARD, sº * sº 46 { { BELLE VALENTINE, - - sº Teacher, “ & 4 —-><^- Class of 1892. IDA. MAY GLASS, * gº - - Cadillac, Mich. SOPHIE ROSENBLOOM, - gº -- FRANCEs E. WILCox, - - * ANNA WOOD waRD, - - - CAD// LA ( PUBL/C. S CA/OOZ.S. 7 GENERAL DIRECTIONS TO TEACHERS 1. Take the names of your pupils the first morning. Keep them for a week or more on sheets of paper furnished from the office, then record them in alphabetical order in your school register, with names of boys and girls in separate lists. 2. Fill the blank spaces in your record books with the proper entries; your own name as teacher, with the proper dates carefully inserted; the names of the pupils, their ages, date of entry, leaving, etc., with date of beginning and ending of each term. $ 3. As soon as your work is definitely arranged, pre- pare a program of recitations, and place it in a conspicuous position in your room, to remain till a better one takes its place. Send a copy of your program to the superinten- dent’s office, with subjects and hours of recitations care- fully tabulated. If any changes are made at any time, send a new copy to the office. 4. Make out your Monthly Report carefully. Avoid errrors in averages and percentages. Reports are worth- less if inaccurate. Make out all Monthly Reports in duplicate, retain one for your own future use, and send the other to the superintendent's office on Monday follow- ing the close of each school month. Notice the items called for in your blanks, and ask for information if you do not understand them. 5. The first Monday of each school month, after the first, send to the office a statement of the advancement of your classes, by pages or subject. 6. Fill out all blank reports with ink, and fold them so that the filing will show on the back. 7. In marking the value of recitations, always consider carefully whether the pupil recites without any assistance from yourself. Do not mark pupils 8,S perfect simply 8 COURSE OF STUD V because they are usually correct; consider each recitation on its own individual merits. Do not give good marks because you have acquired the habit of it, in any individ- ual case. Give such marks and send home such reports as you will be willing to stand by when you meet the parents, or come to the close of the year. 8. In the discipline of your room do not wait till the mischief is done before giving it attention. If you are watchful you will often see the danger signals flying. In that case use the “ounce of prevention.” Make it as “difficult as possible for your pupils to do wrong, and as easy as possible for them to do right,” by foreseeing and providing for emergencies. 9. Make a note of the condition of the furniture in your room as soon as you take possession of it. Frequent- ly inspect all desks, chairs, recitation seats etc., and notice whether any of the belongings of your room are being unnecessarily marred. # 10. In case any damage is done report promptly to the superintendent. SZSZSZSZSZSZSZ "Awaelº 1S. Nuw w （~~~~ ~~~~♥~ CA/OAZ ZA C POW/3/, / C S CHOO/C.S. 9 + COURSE OF STUDY.:- READING.—The plan to pursue with beginners is as fol. lows: The thought, the spoken word, the written or print- ed word. Let the thought be first made clear by the use of objects, pictures and natural, lively conversation. The spoken word must be familiar and identified with the ob- ject; then both object and spoken word so associated with the written word, that the youngest child cannot fail to un- derstand that the same idea is represented in the three dif- ferent forms. Twenty-five short words, names of familiar objects, may thus be taught from blackboard with objects and pictures. - Let the words be written on the black board, as learned, in columns; preserve these columns of words for review. At first the lessons should be very short, not more than two or three new words being added daily. When two or three nouns have been learned, teach the articles, a, an, and the. Do not teach your pupils to call a, “ugh”, or the, “thugh’’, as is sometimes erroneously done. Connect a, an, or the, with the following word, as a unit, or as an un- accented syllable of such word. Next teach a few short, common verbs, such as see, hear, have, has; then a few pronouns, as I, he, she; and later a few adjectives, as large, small, red, long, short. Combine these words as fast as learned into sentences, always preserving the entire list of words on the black board. Suggested words: Box, red, cup, a, small, I, see, hen, has, cap, black, an, egg, ball, small, cat, the, hat, top, on, peg, in, nest, doll, chair, he, pan, sled, my, kite, string, long, etc. ' IO CO URSAE OF STUD V Form the above lists of words into sentences as learned, transposing them in an almost endless variety of connec- tions and relations to each other, so as to make a great variety, and thus maintain interest and retain attention. Surprises in these combinations will be helpful; inconsis- tences, occasionally, will do no harm. Exercise the ingenuity of your pupils in forming new combinations with the words learned. Secure correct ex- pression, emphasis, pronunciation and accent by frequent questions. Teach the phonic elements by slow and care- ful pronunciation of words, so as to aid in making out new words. As soon as pupils have learned the written word let them write on their slates, always using long pencils, well sharp- ed. See that the slates are properly ruled. Teachers may print and write in script at first, dropping the use of print- ed lefters in a few weeks, Let the pupils employ script from the first. Great care should be exercised in this first written work that a correct beginning be made, both as to position of hand and body of the child, and form of the letters. Let beginners learn at least fifty familiar words, i. e. words that are familiar to the ear, in the manner out- lined, so that the eye can promptly recogize them, before beginning to read much from a reading book. Chart work may be skilfully combined with this instruction, and in a short time supply its place almost entirely. For occupation work let the children form words with letters printed on cards, and sentences from card words, at their desks, or at a side table. Copying on their slates words and sentences placed on the board by the teacher is an ex- cellent exercise and should be freely practiced. The teach- er's work should be placed on the board in as nearly fault- less form as possible, as small children are quite as likely to imitate errors as excellencies. Barnes' First Reader to page 50. –= SECON D H All F. YEAR. e— First Reader completed. Maintain frequent reviews by giving new sentences on blackboard. Introduce new words with care, both as to recognition and meaning. Be thor- CAD/ZZAC PUBLIC SCHOOZS. I I ough, and lay good foundations. The pupil’s future suc- CGSS depends largely on the style of work done in the first year of his school course. Read from supplementary Reader, and thus increase the child’s vocabulary. Teach the diacritical marks for long and short vowels. SPELLING...—From Reader; short lessons. WRITING.-On slate, or better on paper, short words from Reader, or copies from blackboard—script from Reader. Give attention to pupil’s position in sitting, standing, and especially when writing. ARITHMETIC. During year count and write to 100. Teach addition and subtraction together, to 10. Roman notation begun. LANGUAGE.--From the first, correct erroneous pronun- ciation, common mistakes in use of words, etc. Always do this gently and kindly, with no attempt at giving a gram- matical reason. VOCAL MUSIC throughout the year. MISCELLANEOUS.–Teach courtesy, punctuality, obedience, tidiness and personal cleanliness. NoTE: In the first, second and third grades, teachers will use Wentworth and Reed’s First Steps in Number as their guide. Study carefully the methods as outlined on pp, 1–227, 407–410, 418–441. SUGGESTIONS. Let each day’s reading exercise consist, in part, of a pre- paration of the next new lesson that is to be read, always studying carefully the new words, teaching their pronun- ciation, meaning and spelling. Make special effort to convey to the pupils the meaning of every sentence before another is read, and see that the pupils can express that meaning in their own reading. To accomplish this it will be necessary for the teacher to read over every new lesson in advance with the class, in this grade. I 2 CO URSA. O.F. S. 7"UZ) V The first year's work in reading will determine, in large degree, the success or failure of the child as a reader in after life. Teach the diacritical marks as they occur in the reading. - Remember that in the first year of school life the teach- er has it in her power to determine the coming character of the child as a student. Habits of indolence, inatten- tion, slovenly preparation of work, and rendering of recita- tions tolerated here, will be the bane of all future school life. Do not allow your pupils, even in the First Primary, to be a company of little irresponsibles. Disorder tolerat- ed or winked at in the first grade, can be eradicated in the higher grades only by extremely painful experience Save the children and their future teachers from this wretched- In 62.SS. SIE CON ID G H AIDIE. —= FIRST HALF YEAR. e— READING.—Second ſteader. Look over the advance les- son each day with class, and pronounce new and difficult words. Instruct in emphasis and inflection. Give occa- sional examples of correct reading. WRITING.—On slate or paper with pencil. ARITHMETIC.—Review work of first grade. Read and write numbers to 200. Add and subtract with aid of objects and by abstract numbers. Be careful not to continue the use of concrete numbers after the pu- pils cease to need them. Teach by examples placed on the blackboard, with operations indicated by signs, com- bining addition with subtraction. Develop fractions by aid of objects, e. g., #, #, #. Roman notation to L. Insist on neatness, accuracy, rapidity. LANGUAGE.--Oral descriptions of well-known objects; synopsis of a story read or told by teacher; filling blanks with words omitted as index of child’s knowledge and ac- curacy; formation of plurals of nouns, etc. Tablet No. 1. CA/DJ/ CA C POW/3/, / C S CA/OO/C.S. I3 GEOGRAPHY.—Teach points of compass, something of distance; e. g., inch, foot, yard, rod, etc., and names of streets in the city. —= SECOND HALF YEAR. e— READING.—Second Reader completed and mnch of the supplementary Reader read, perhaps finished. Encourage pupils to give brief outline of lessons in their own lan- guage. Pay special attention to new words; teach to look forward and catch the thought before uttering the words. Sight reading and reproduction, naturalness of expression, proper position when standing, holding book and using vo. cal organs, to receive careful attention. SPELLING...—From Reader. WRITING.—Script from Reader, or copies by teacher from board. ARITHMETIC.—Read and write numbers to 500. Multi- plication table completed; continue exercises in rapid ad- dition and subtraction in numbers not larger than 7—re- sults to 30. LANGUAGE.-Continuation of work in first half-year, with right use of am, was, were, I, me, he, him, she, her, etc. Tablet No. 1 continued. GEOGRAPHY.—Draw map Of county and learn names of townships. Vocal MUSIC. NOTES TO TEACHERS. 1. The singing will be taught orally, and is designed to contain enough song singing by rote, to maintain in- terest among the children, and at the same time to lead to- ward a scientific knowledge of the subject. Teach pupils in second grade to read and write notes in natural scale. 2. Familiar talks once each week on elementary science in first term; distinguish between plants and animals; lead on to study of their own bodies; divisions of their bodies, as head, trunk, lower limbs, etc. Teach names of differ- ent external parts, as shoulder, elbow, wrist, hip, etc. I4 CO URSE OF S Z'UD V Winter Term: Teach about framework of body; dif- ferent kinds of bones, joints and their uses, care of teeth, importance of erect posture in sitting, standing Or’ walking. Spring Term: Growth of plants, manner of obtaining their food, etc. Studying different kinds of leaves, stems, and roots. 3. Teach diacritical marks and all punctuation marks; use of Capital letters. 4. In Language, follow closely the order of the Tablet. T H L H ID G. H. A. D. E. *—S-->><-- l , , --> FiRST, TERM. e- READING.—F ourth Reader to page 79. e? . . . . . t . . . , SPELLING-Begin at lesson 17, go to lesson 48, written and oral. *- , , WRITING.—No. 2, begun, or under direction of special teacher. t ARITHMETIC.—Stoddard’s Intellectual to page 81. LANGUAGE-Tablet No. 3. . . 3 Geography.—Barnes' Elementary, page 60 to complete during year. ) { Vocal MUSIC.— I -= SECOND TERM. e- P READING-Fourth Reader to page 149. SPELLING-Pp 32–40. $ WRITING.—No. 2, or at direction of teacher. ARITHMETIC.—Stoddard’s Intellectual to page 101. LANGUAGE. Tablet No. 3. GEOGRAPHY,+Same as last term. Vocal, Music.— * { t - THIRD TERM - READING—Child’s Book of Nature No. 1. SPELLING.--Speller page 41---48. WRITING.—Same as last term. Aerritºrio-Stoddard's Intellectual to page 121. LANGUAGE.--Same as last term, complete Tablet 3. f r $ * > ‘. . . º * GEOGRAPHY.—Complete Elementary and review with map-drawing. Vocal Music.— CAD/Z/A C. P.O.E.L.J C S CHOOLS. 49 NOTES TO TEACHERS. .1. In this grade for the first time, it is allowable to ex- pect pupils to do some studying out of school. The dis- tribution of work has contemplated this as a necessity in Some cases. . ~ + -- f : 2. The allotment of arithmetic may seem large to some teachers, but it is the result of successful experience. In this work teachers are urged to insist on promptness, clear- ness, accuracy." A perfect knowledge of the multiplication table is indispensable to success. A large portion of the problems can be solved by the pupils without the open book before them. In case the examples are long, pupils should be allowed to use their books in recitation. 3. Let there be frequent reviews throughout the year. Insist on thorough work. 4. In the spring term, read from Child’s Book of Na- ture, No. 1, and bring in plants to illustrate the lessons. Though this is a book on Elementary Science, still make it an exercise in reading. . 5. Written examinations once a month in at least one study. Do not ask too many or too complicated ques- tions. Always examine the pupils’ written papers, mark errors, and return papers to the writers that they may know what mistakes they have made. Require tidy written work. t SIXTH G THE A DIE. * *—S-->es cº-e ) -= E'IRST TERM. e- Reading.—Fourth Reader, Lesson XXXI to XLI, and Child’s Book of Nature No 2. SPELLING.--To page 60, written and oral. WRITING.—No. 3, if copy book is used. ARITHMETIC.--Sheldon's Complete begun; page 53– 108. * LANGUAGE.-Graded Lessons in English, (Reed and Kellogg,) to page 83, Lesson LXIII. GEOGRAPHY-Barnes' Complete, to page 36. WoOAL MUSIC. [. 2O CO UAE.S.E OF STUDY —s SECOND TERM e- READING—Fourth Reader, to Lesson XLVIII and “Black Beauty.” SPELLING—To page 75, written and oral. WRITING.—No. 3 for one month, followed by No. 4. ARITHMETIC.––Page 108–140. LANGUAGE-To page 117, Lesson LXXXVII, GEOGRAPHY-To page 63. Vocal MUSIC. —= TIEHIRD TERM. e- READING.—Fourth Reader, to Lesson LIV, and Evan- geline. SPELLING.—To page 95, written and oral. WRITING.—No. 4, or at direction of teacher. ARITHMETIC.—Page 140–163. LANGUAGE-Book completed and reviewed. GEOGRAPHY.—Through the United States, to page 83. Vocal MUSIC. NOTES TO TEAC HERS. 1. The reading, from the Fourth Reader is designed to alternate with the Book of Nature, e.g., twice each week from the reader, and three times from book of Nature. The exercises from the reader should be purely for prac- tice in good reading, including expression, voice culture, and the highest forms of training of which the class is capable at this stage of advancement. The reading from the Book of Nature is for information, and for quickening thought and observation of common things. Complete the book during the year, giving review questions fre- quently. 2. In the reading, the º of Black Beauty and Evangeline are paper covered books, purchased by the pupils. These books are to be studied for their style and teaching as well as for their narrative and practice in read- CAD/LLAC PUBLIC SCHOOLS: 2I ing. Evangeline is to be studied as a partial introduction to Rhetoric and poetry, considering figures in a slight degree. * - - 3. The class in Arithmetic is expected to take at least one lesson each week in the Intellectual Arithmetic, to maintain familiarity with mental forms and work. - S EV E N T H G Hº, A D E. *—S--><<-1. —= FIRST TERM e— READING-Begin with Lesson LIV. read twice each week from Reader and three times from Book of nature, No. 3. Complete both during year. SPELLING.—Speller to page 108. WRITING.—No. 5. ARITHMETIC.—Sheldon's Complete; begin at Decimals, take to page - GRAMMAR.—Higher Lessons in English, to page 63. GEOGRAPHY.—Canada to German Empire, page 85 to 107. - - * * * * * * * WooAL Music. -# SECOND TERM, e- READING. Same as previous term. SPELLING. To page 116. - WRITING. No. 5, four weeks, followed by No. 6. ARITHMETIC. To - GRAMMAR. To page 109. GEOGRAPHY. To page 123. WooAL MUSIC. -= THIRD TERM s— READING-Same as last term, with any assigned work. SPELLING.—To part VI. WRITING.—No. 6, completed. 22 CO ÚR.S.E OF S 7'O/D V +º, -º-º-º: *- -º-, i. 55–. L-xº-º. ARITIIMETIC.—To GRAMMAR.—To page 130. GEOGRAPHY.—Completed and reviewed. Eight care- fully drawn maps to be prepared by each pupil during the year. * -- ~ -* , , , , NOTES TO TEACHERS 1. In connection with the Book of Nature No. 3, use air pump and electrical illustrations as often as required to demonstrate the principles taught. 2 Aim to secure ease and grace of style in reading from Reader, also distinctness of enunciation. Insist that your pupils read loud enough to be heard distinctly in all parts of a common school room. . t 3. The Spelling is to be mainly written, with oral exercises for variety. Require pupils to correct, mis- spelled words. 4. Do thorough work in Arithmetic. 5. Rhetorical exercises twice each term for all. IE LG H IT H I G. H. A. D. E. -->>ess-t. -> FIRST TERM. e- READING-Assigned work. Literature. SPELLING. Speller, pp. 128–186. WRITING. No. 7, or assigned work. ARITIIMETIC. GRAMMAR. \ } U. S. HISTORY. Vocal, MUSIC. -- –= SECOND TERM, e- READING.—Assigned work. (Science) SPELLING.—From speller, or assigned. WRITING.—No. 7 four weeks, followed by No. 8. CAD/LLAC PUB I, IC SCHOOL.S. 23 —rt --Tºs --- *-* - * * *g, * * * * * ARITHMETIG. GRAMMAR. . U. S. HISTORY. *...* - ºra sºmº sº.º. -- * * * * * * *. -# THIRD TERM. e- READING.—Assigned work–Poetry. SPELLING-Speller completed, or assigned work. Writing.—No. 8. ARITHMETIG-Book completed and reviewed. GRAMMAR.—Book completed and reviewed. * * * * * 1 Let the work be done thoroughly, the pupils are now completing the book, and a careful inquiry into the reasons for rules, formula and statements is important. It is of more value to a pupil to remember a principle than to re- tain the exact words of a rule. - * * * * * t 2 In the History use maps freely, also other text books drawn from the library for supplementing the work. Chart work should accompany the study of History. 3 Rhetorical work for each pupil once each month. A large part of this may properly be drawn from the studies and reading of the class. - 24 * COURSE OF STUDY - 5.5–5. LIST OF TEXT BOOKS. Readers------------------------- ----------------------------- Barnes Spellers----------------------------------------------------- Patterson Arithmetic—Intellectual ---------------------- . ---- ---------- Stoddard Arithmetic-Complete.--. -------------------------------------Sheldon Geography ---------------------------------------------------- Barnes Physical Geography.--------------------------- tº e º ºr sº ºr e º sº, sº is as e º sº º ºn Butler Language Lessons-------------------------------------- Reed & Kellogg Grammar-------------------------------------------- - Reed & Kellogg U. S. History... -- - - - - - - -- ------------------------------------- Barnes Book Keeping------------------------------------------------- Nichols Physiology ------------------------------------------------ Hutchinson Natural Philosophy --------------------------------------------- Avery Chemistry---------------------------------------------------- Shepard Astronomy ---------------------------------------------------------- Geology........…..Leconte Zoology --------------------------------...---------------------Orton Civil Government ----------------------------------------------Young Literature------------------------------------------------------.Shaw Latin Grammar----------------------------------------------Harkness Latin Lessons---------------------------------------------------Jones Latin Prose Composition-----------------------------------------Jones Caesar------------------------------------------------- Lowe & Ewing Cicero's Orations. --------------------------------------Chase & Stuart Vergil -------. ------------------------------------------------ Freize German ------------------------ ---------------------------- Whitney Political Economy---------------------------------------------------- Psychology --------------------------------------------------- Putnam Moral Philosophy-------------------------------------------- Fairchild " WOOH TWO|H-HOS OT1||H.） caer… ： º.º. （…） " Page Missing in Original Volume Page Missing in Original Volume cAD/LLAC PUBLIC SCHOOLS. 27 Sec. 5. The order of business at all regular meetings shall be as follows: Roll call. Reading of minutes of previous meeting. Petitions and communications. Reports and suggestions from Superintendent. Reports of standing committees. Reports of special committees, Accounts. Unfinished business. 9. Miscellaneous business. Sec. 6. All business presented shall be referred by the President, unless otherwise ordered, to the proper committee, to report thereon at a subse- quent meeting. - DUTIES OF SUPERINTENDENT. SECTION I. The Superintendent shall have the general management and control of the schools, and he is vested with authority to enforce the rules and regulations of the Board, Sec. 2. He shall co-operate with the Committee and Teachers in ascertaining the character and qualifications of persons who apply for situations as teachers, and shall endeavor.to anticipate and provide for vacan- cies in due time; and shall also report to the Board any neglect of duty or lack of ability which, in his judgement, renders any teacher unfit for his or her position. - Sec. 3. He shall, in case of temporary absence or indisposition of any teacher, notify the regular substitute or procure another proper substitute, and no teacher shall procure a substitute without his approval. SEC. 4. He shall attend to all cases of misconduct reported to him, and render appropriate correction. In extreme cases he shall report the matter to the School Board. SEC. 5. All promotions from one grade or class to another shall be made by him, and he shall superintend all examinations for promotions, and he shall at other times, as often as practicable, visit the schools and hold such examinations as he may think proper to ascertain the proficiency of the pupils and the success of the teachers. - SEC. 6. He shall convene the teachers at his discretion, either as an en- tire corps, or by grades, as he may deem it advisable, for purposes of instruc- tion, or general direction and advice, that the schools of the city may be made uniform and efficient. SEC. 7. He shall make a monthly report to the Board, compiled from the monthly reports of the teachers, stating the number of pupils in the differ- ent schools of the city, the average daily attendance, the number of non-resi- dent pupils, and such other items of information as the Board may require. Sec. 8. At the end of each month he shall make out a pay-roll of all teachers and janitors employed by the Board, and certify the same to the Board, on the blanks provided for that purpose, such roll to be filed with the Secretary at or before the regular meeting of the Board. 28 C O&J.R.S.E OF S 7. UAO Y SEC. 9. He shall collect the tuition of non-resident, pupils and pay the same to the Treasurer of the Board, taking duplicate receipts therefor, one of which shall be filed with theSecretary. SEC. Io. He shall have control of all janitors, and they shall perform such duties as he may require, subject to the approval of the Board. SEC. II. In any case of emergency for which there is no rule provided, the Supermtendent shall have power to act as he 'deems proper, pending the action of the Board. SEC. 12. The Superintendent may, at his discretion, direct any teacher to dismiss her room, once in cach term, for the purpose ot visiting such other schools in the city, or elsewhere, as he may select. Teachers shall be re- quired to report from notes taken during such visits, to the Superintendent at the next teachers’ meeting, for discussion and such other action as may be required. t t GENERAL REGULATIONS. SECTION I. Promotion.—Regular promotions from one grade to another shall take place at the close of the spring term in each year, determined by the pupil’s standing during the year, and by final examinations. However, at the discretion of the Superintendent, pupils of suitable age, who are in advance of their respective classes, may be promoted at any time during the the year, to any grade to which their health, age and ability entitle them. Pupils must maintain an average standing of 75 per cent. in all grades below the high school, and 80 per cent. in the High School, to entitle them to pro- motion. DUTIES OF TEACHERS. SECTION I. All teachers are required to make themselves familiar with the rules and regulations adopted by the Board, especially as far as relates to their own duties and to the instruction and discipline of the school, and they shall be held reasonably responsible for their observance. ' Sec. 2. All teachers are required to devote themselves faithfully, and dur- ing school hours exclusively, to the duties of their office; to labor for the advancement of their pupils in study, and for their moral, social and physical well-being. * Sec. 3. All teachers shall take care that their respective rooms, as well as the furniture, apparatus, maps and other school property belonging to their rooms, be not defaced or injured; and upon discovery of any injury shall re- port the same to the Superintendent. They shall be subject to the rules of the Superintendent, and shall assist in securing proper order in the halls adjacent to their rooms. SEc. 4. They shall be at their school rooms, at least 3O minutes before the opening of school in the morning, and afternoon. SEc. 5. Teachers in the several schools shall keep such records in respect to attendance, recitations and other things, as are prescribed by the Board, and shall make monthly reports to the Superintendent according to blanks 'A&H O L （8 OB （T , SILNE O TILS ſaerae （ CAD/L LA C PUB L/C S CATOOLS. 29 ºr--rºrº Zºr - • *-**- - - -----, -, -º-º: - furnished for that purpose. ‘Failure to render such report when due -shall be regarded, as sufficient reason for witholding the payment of wages for one month. SEC, 6 It shall be the duty of the teacher of the highest grade of each ward school to exercise a general supervision during school-houls over the building, grounds, etc., to secure uniformity in opening and closing school, and to receive and communicate the instructions of the Superintendent relat- ing to such school. Such teacher shall also report to the Superintendent injuries committed by pupils, or neglect of duties on the part of janitor. SF.C. 7. Teachers shall not allow their time, or that of their pupils, to be occupied by book agents or exhibition men, nor shall they permit the circula- tion through their school, of hand-bills or notices not connected with school matter, except by the consent of the Superintendent. SEc. 8. For a willful or persistent violation of rules, for unfitness, or in competency, the Board reserves the right to dismiss a teacher at any time. SEC. 9. Teachers are required to attend promptly and regularly the teachers’ meetings called by the Superintendent, and take such part as he shall assign them. SEC. Io. Teachers are required to open their schools at the precise hour and minute appointed, and to dismiss with equal promptness at the appointed time; Provided, that nothing in this rule shall be so construed as to prevent the detention of pupils after school for a reasonable time, when in the judg- ment of the teacher it is necessary, either for the purpose of discipline, or to make up neglected lessons. SEc. 11. When the parents request it, it shall be the duty of the teacher, at the close of school morning and afternoon, every day, to give notice of a pupil’s absence from school. SEC. 12. Teachers shall not permit pupils to leave school before its close, without the written or personal request of the parent or guardian, except when sickness or some urgent case makes it necessary, in the discretion of the teacher. * SEc. 13. Teachers are required to give careful attention to the ventilation of their rooms, and to secure entire change of air during recess. In no case is a scholar to be allowed to sit in a draſt of cold air. During the season for fires, the temperature of the school room shall be kept at 70 degrees Far., as nearly as may be. i SEc. 14. Teachers shall return the keys of their rooms and the records of their schools to the Superintendent at the close of each term. | SEc. 15. Proper modes of Punis/tment.—The following modes of punish- ment are regarded as unobjectionable: Reproof properly and kindly admin- istered in private or before the school, according to the nature of the offense; deprivation of privileges, etc., restraint, and when other means have failed, corporal punishment carefully administered. 30 covKSE of s700 y Sec. 16. School Government.—General Princip/es.— It is deemed a matter of primary importance that the subject of school government should receive the constant and careful attention of every teacher. The ability to govern wirely and well, by the habitual employment of moral influences alone, is a rare and happy attainment, and must be the result of the most refined and assiduous attention, the most careful self-examination and reflection, and the most constant prudence and habitual self-contro ! It is enjoined, therefore, that all teachers should regard success in this department of their /abor, as of paramount importance. DUTIES OF PUPILS. SECTION 1. All pupils are required to be regular and punctual in their at- tendance, to conform to the regulations of the school, to obey promptly all directions of their teacher, to observe good order and propriety of deportment, to be diligent in study, respectful to teachers, and kind and obliging to school- mates, to refrain from the use of tobacco and profane and improper language, and to be clean and neat in person and attire. SEC. 2. Pupils must enter such department and pursue such studies as the Superintendent may direct, and provide themselves with such books and apparatus as are used by their class. SEC. 3. Any pupil who shall be absent four half days, without excuse satisfactory to the teacher from parent or guardian, either in person or by written note, shall forfeit his or her seat in the school. Pupils thus suspend- ed shall not be restored to the school, until the parent or guardian shall satisfy the Superintendent that said pupils will be punctual in ſuture, and shall obtain from him written permission for their return. SEC. 4. When one additional half-day absence will be sufficient to suspend a pupil, the teacher shall send a warning notice to that effect to the parent or guardian. SEc. 5. Pupils are to be marked tardy, who enter their respective rooms aſter the last signal has sounded, and two tardy marks shall be equivalent to one-half day absence. SEC. 6. Any pupil who is habitually tardy or truant, or guilty of open dis. obedience or insubordination, or who makes use of profane or improper lan- guage, or who indulges in the use of tobacco in any form during school hours, or whose general conduct is injurious, shall be suspended by the Sup- erintendent, who shall report his action to the parent or guardian and to the Board. SEC. 7. Worthy pupils, whose parents or guardians are poor and make application to the Superintendent, shall be furnished with books on loan, upon the recommendation of the teacher, the teacher being held responsible for the return of such books to the Superintendent at the close of the term. SEC. 8. Any pupil who shall absent himself from any examination of the class to which he belongs, without permission of the teacher, or who fails to CAD/ZZAC PUBLIC S CHOOZ.S. - 3I render sufficient excuse for his absence, shall not be allowed to return to school without the consent of the Board. t Sec. 9. Pupils who shall be guilty of defacing, or injuring any of the school property whatever, shall pay in full for all damages, in default of which they shall be suspended from school, and be re-admitted only by permission of the Board. The damages shall be assessed by the teacher, in consultation with the Superintendent, and the fine shall be paid to the Superintendent. SEC. Io. No pupil shall indulge in scuffling, loud hallooing, or rudeness of any kind, in or about the school buildings; nor in throwing stones, snow- balls or any other missiles that endanger property or persons on the school grounds. Sec. 11. Pupils shall not visit any department of the school except on permission. SEc. 12. Pupils who fall behind their classes, by reason of absence or irregularity, indolence or willful neglect, shall be placed in the class below, at the direction of the Supel intendent. Sec. 13. All pupils, of all grades, are under obligations to regard the suggestions and directions of teache s who are temporarily in charge of school premises, halls or stairways, as of equal force with those of their own room teacher, and are expected to yield prompt and courteous obedi- ence to them. SEc. 14. These and other special rules that may be announced from time to time by the Superintendent or teachers must be carefully obeyed, and any pupil who repeatedly violates them, will not be allowed the privileges of the public schools. SEC. 15. No pupil will be allowed to remain in school, who is afflicted with, or who has been exposed to any contagious dise use, until such time as all danger is passed, and no teacher shall admit such a pupil until he presents a physician's certificate that all danger is removed. DUTIES OF THE JANITOR. SECTION I. The janitor shall be subject to the orders of the Superinten- dent, and shall keep the house closed till the ringing of the first bell and not allow pupils admittance before that time, except in cases of necessity from cold or storm, and shall see that all doors are closed and locked at night. SEC. 2. It shall be the duty of the janitor to sweep daily, at the close of school, all rooms, halls, stairways and piazzas of the school buildings, and to remove, upon the following morning, the dust from all the furniture. In no case is the sweeping of the rooms to commence before the teachers and scholars have left SEC. 3. To wash the floors of the rooms, halls and stairways at least twice during each term, and oftener, if directed by the Superintendent. 32 . CO UR.S.E, OF STUD V —a- *—tº. —a 3-hºmº-ºº: SEC. 4. To examine daily into the condition of the school buildings, 'out- buildings, side walks and fences, and keep the same in good condition, and to report to the Superinteudent any needed repairs or serious injury done to school property. * º SEC. 5. To have the school rooms sufficiently warmed at the ringing of the first bell every morning and to maintain a proper temperature till the close of school at night. * , , SEC. 6. To give notice to the Chairman of the Committee on Supplies of the amount and kind of fuel needed. º SEC. 7. To keep open all necessary paths upon the school premises, lead. ing to the buildings of out-buildings. * } - * | * * MISCELLAN EOUS. ! SECTION 1. The text books in the schools shall be such only' as are author- ized by the Board. * t | SEC. 2. Every pupil who shall complete the courses prescribed for gradua- tion in the High School, and shall pass all the examinations required therein, with the standard degree of perfection, shall receive from the Board a diplo- ma, signed by the Presidant, Secretary, Superintendent and Principal of the High School. r SEC. 3. These rules and regulations may be altered or amended at any regular meeting of the Board, by a majority vote of all the members elect. EXAMINATION OF TEACHERS. All applicants for the position of teacher, may be required to pass an ex- amination before making a contract, at the discretion of the Superintendent and Committee on teachers, TO THE PATRONS. Parents are earnestly invited to visit the Public Schools, and you may be assured that you will receive a heary welcome whenevér you come. Come and see for yourselves what is being done in the schools which your children attend. It will encourage the teacher, help the pupil, and do you good. Very few persons realize the constant strain upon the teachers, or how dili- gently they are working for the advancement of the pupils. It' is impossible to govern a room without offending some one of the pupils. But we believe that in all cases misjudgments will be avoided, if the parents will take their apparent grievances to the Superintendent, or some member of the Board. If any other course is pursued, the progress of the child is retarded and the school is damaged generally. t f Use every effort to promote the welfare and harmony of the schools, and to obtain the greatest benefit from the large amount of money expended for the maintainance of free schools. You will find School Officers, Superintendent, and Teachers anxious to do the very best that is possible for your personal Interests. - e THE CADILLAC CENTRAL SCHOOL BUILDING, 1892-’93. N = \* -e OO wº OF THE OFFICERS, TEACHERS AND PUPILS OF THE Constantine Public Schools. WITH ADI101mGémént, CalòIldar and Courses of Study for 1892 and '98. PUBLISHED BY ORDER OF THE SCHOOL BOARD. CONSTANTINE, MICH. L. T. HULL, BOOK AND JOB PRINTER, 1892. BOARD OF EDUCATION. JAMES A. MARSH, - - - - - - - 1892 W. WALLACE HARVEY, - - - - - - 1893 CHARLES H. BARRY, JR., - - - - - 1893 THEODORE RUMBAUGH, - - - - - 1894 DR. DANIEL E. THOMAS, - - - - - 1894 OFFICERS OF BOARD, JAMES A. MARSH, MODERATOR. THEODORE, RUMBAUGH, DIRECTOR. CHARLES H. BARRY, JR., AsSESSOR. MEETINGS. Meetings of the Board of Education are held on the first Monday evening of each month. All bills, complaints and petitions in which the district is interested should at that time be presented. INSTRUCTORS, THOMAS J. JACKSON, A. M., Superintendent. MISS MARY STUART, Preceptress. MISS EFFIE E. WILLIARD, First ASSistant. MISS CYNTHIA CULP, Second Assistant and Eighth Grade. MISS ALICE FOSTER, Sixth and Seventh Grades. MISS MAY PERRY, Fourth and Fifth Grades. MISS MAY RUMBAUGH, Second and Third Grades. MISS LILLIAN GEORGE, Beginners' and First Grades. A Caf'(i (O Paſſeſ](S aſh (1 Frieſ)(1S. The Public Schools of Constantine have a record of ef- ficiency of which any community might be proud. Our alumni, scattered far and wide, are acquitting themselves in positions of trust in a way which reflects credit upon them- selves and upon the school which trained them. But the consciousness of past achievement will not war- rant either an individual or a school in relaxing effort. The rapid progress and the ever-varying needs of our modern life call continually for modification of methods and adaptation and broadening of courses of study. A course that was ample for years gone by, is not adequate to-day. In the early days the scholar was the exception and success was very pos- sible to the untutored. Today the uneducated man is the exception and in the sharp competition with scholarship the odds are against him. The kind and amount of the educa- tion of the men and women of tomorrow must be determined largely by the schools of today. We realize what a tremen- dous responsibility this imposes upon the teacher. And the true teacher is willing to meet it with his best endeavor. No teacher, however, nor any body of teachers, unaided, is sufficient for all these things. There is a responsibility of the parent and of the community as well as of the teacher, and there must be a co-operation of all these factors if the best results are to be attained. Every teacher of experience has often had occasion to realize how potent for good in the school such co-operation is, and how different is the outcome when it is wanting. There is no reason why there should not be such a unanimity, for all desire the same good end. 6 CONSTANTINE PUBLIC SCHOOLS. How desirable it is that parents should become versant with the efforts put forth for their children's advancement. Such a knowledge of the school and its work is a great Safeguard against hasty censure and is sure to be destructive of undue prejudice. The teacher is as liable to mistakes and errors of judgment as other people and probably as ready to rectify them. More trouble comes from misunderstanding than from willful wrong. To promote concerted effort, our teachers will cultivate acquaintanceship for the good of the School as far as is possible and consistent with the exacting duties of the school room. To this end, they cordially in- vite visitors to their school rooms and will be glad to wel- come them. How much the education of a child means ! It calls for the best thought and the best endeavor of all concerned. A generous support accorded by a community to its school cannot fail of immediate and lasting good. Many are the ways in which parents may help by their co-operation to in- sure the success of the school and consequently the success of their children. Regularity in attendance and punctuality are under the control of parents and these are so productive of good re- sults that their value cannot be over-estimated. Daily pres- ence and daily, faithful preparation of lessons are sure of success; but the fitful efforts of even the brilliant are liable to failure. The bright pupil who is absent a day or two out of the week cannot cope with that one who is not so bright as he but who is present every day. Punctuality is a prime essential in the school itself, but its importance is realized when viewed in the light of its moral effect in the formation of right habit for the future. In these and other directions parents can help to the attainment of what will be a com- mon benefit to all—a good school. It is the hope of the Board and of the corps of teachers that each and all will lend their united efforts to make the coming year the most successful one in the history of the Constantine Schools. CONSTANTINE PUBLIC SCHOOLS. 7 ORCANIZATION. In uniformity with the grading of most leading schools the Constantine Public Schools are divided into three de- partments—Primary, Grammar and High School. Each de- partment covers four years' work. The High School offers two courses—the English, and the Latin-German. Each course extends over a period of four years and leads to a corresponding course in the University of Michigan. Stu- dents not intending to graduate may select studies from either course, but they must show by examination or otherwise that they are prepared for the work. Every student will be re- quired to take the full number of studies prescribed for his department. While our courses of study are so arranged as to meet the wants of those who wish to prepare for college, the fact that only a few pupils who attend our public schools com- plete a course of study has been kept constantly in view, and a strong effort has been made to keep those branches neces- sary in active business life continually before the student. It is the endeavor of the Board of Education to make the instruction thorough, to make the discipline such as will lead the pupil to habits of obedience to rightful authority, to inspire him with a zeal for knowledge, and to surround him with moral influences such as will nurture the purest and noblest elements of his nature. 4. 8 CONSTANTINE PUBLIC SCHOOLS. ENTRANCE TO COLLEGE. The graduates of our High School who so desire, will be admitted without examination for entrance to the following institutions: State Normal, Agricultural College, Adrian, Olivet, or Hillsdale College. On special certificate from the Superintendent they will also be credited on the courses of these institutions with work fully completed here. Those who take the required course are prepared to enter the State University. ANNOUNCEMENT, The schools will open this fall with most encouraging prospects for a successful year's work. No effort will be spared to promote the educational welfare of each individual pupil. Those young men and women who are wishing for a higher training than the district schools afford them, are cordially invited to come to us. Young people who desire to pursue those branches required in examinations for teach- ers' certificates will here find abundant opportunities. The attendance of foreign pupils in the past has been large; and the established success of the Constantine Schools and the liberal provisions for the coming year warrant the Board and the teachers in expecting a still larger patronage. Constantine is an ideal school town. It is widely known and justly praised for its beauty of situation and for the ele- gance of its well-kept streets and residences. The climate is healthful and the sanitation excellent. Electric lighting, water-works, and other modern accessories indicate the thrift of the town. Its many well-attended churches and the high moral tone of the people and of the school are a guarantee CONSTANTINE PUBLIC SCHOOLS. 9 that the moral interests of our pupils will be safe. The hearty sympathy of the citizens accorded to the school is a substantial aid. These considerations and others show that all who con- template sending their children away to school will do well to investigate the advantages of the Constantine Schools. NON-RESIDENTS. Tuition is free to resident pupils. Non-resident pupils are charged as follows: In the High School, five dollars per term; in the Grammar Department, five dollars for the long term of sixteen weeks and four dollars for each short term of twelve weeks; in the Primary Department, three and a half dollars for the long term and three dollars for each short term. By referring to the calendar it will be seen that the terms have been so arranged as to accommodate non-residents who can attend but one term in the year, the long winter term commencing after the “fall work” is done and closing about the time “spring work” begins. Good board can be secured at very low rates. Some pupils secure rooms and board themselves, thus making their expenses nearly as light as they would be in attending school at home. Each year some pupils secure places to work for their board, and in this way make their expenses very light. Any one in the village wishing to take pupils to work for their board, will please notify the Superintendent. Any further information will be cheerfully given by the Superintendent. ADMISSION. Pupils entering school for the first time will be subject only to such an examination as will enable the Superin- tendent to place them in classes where they can work to the best advantage. IO CONSTANTINE PUBLIC SCHOOLS. APPARATUS. The School is well provided with apparatus necessary for teaching Physics, Physiology, Astronomy, Botany, Mathe- matics, and other branches. The natural sciences will be taught, as far as possible, upon the laboratory plan as followed in the best schools. A great part of the experimental work may be performed with home-made apparatus constructed by the students and the teacher. LIBRARY. Our School possesses an excellent Library to which addi- tions are made from time to time. It will be open for the issue of books every Friday afternoon at 3:30 during the school year. Pupils are allowed to draw one book per week. EXAMINATIONS. Written examinations are held as often as once in six weeks in all departments of the school except the first pri- mary. A record of daily recitations and weekly reviews is kept and considered when the work of the month or term is averaged. The second, fifth and last examinations of the year are term, and continue four days commencing Tuesday at 9:20 a.m., on the following dates: November 15, 1892; and March 14, and June 13, 1893. The other examinations occupy two days and commence at 8:30 a.m. in the High School on the following dates: October 6 and December 22, 1892; and February 2 and May 4, 1893. Any pupil absent from an examination will be marked zero unless excused by the Superintendent on account of sickness or some equally urgent necessity. When excused, pupils will be allowed an examination or graded on daily work and reviews. In the lower departments, 75 per cent. is regarded as the standard for passing studies; in the High School the standing must be 80 per cent. ; 75 per cent, en- CONSTANTINE PUBLIC SCHOOLS. II ables a student to continue a study; a lower standing may subject him to a reclassification. LITERARY WORK. Pupils in all grades below the High School will be ex- pected to take the literary work assigned. An organization to this effect will take place the eighth week after the open- ing of school. The work will continue throughout the winter term, with exercises every four weeks. Pupils of the High School will take the course in English Classics. Those classified in the third and fourth years will write reviews and essays upon the work pursued. The standing in English Study will be an average of the teachers' estimates of daily recitations, and the character of such written exercises as may be required. The last half hour of each morning session is set apart for this work. COURSE IN ENGLISH CLASSICS. FIRST YEAR–Longfellow, Evangeline, Riv. Lit. Series, No. 1, 15 cents. Franklin's Autobiography, Ginn & Co., 40 cents. Whittier, Snow-Bound, Riv. Lit. Series, No. 4, I5 cents. Tennyson, Enoch Arden, Eng. Classics, No. 30, Maynard & Co., IO cents. SECOND YEAR–Irving, Legend of Sleepy Hollow, Eng. Cl., No. 4 I, IO cents. Macaulay, Lays of Ancient Rome, Riv. Lit., No. 45, 15 cents. Church, Stories of the Old World, Ginn & Co., 40 cents. Addison, Sir Roger de Cov- erley, Eng. Cl., No. 18, IO cents. C. D. Warner, A Hunting of the Deer, Riv. Lit., No. 37, 15 cents. THIRD YEAR–Webster, Bunker Hill Orations, Eng. Cl., No. 44, IO cents. Scott, Lady of the Lake, Ginn & Co., 40 cents. Emerson, The Fortune of the Republic, Riv. Lit., No. 42, I5 cents. Burns, Cotter's Saturday Night, Eng. Cl., No. 9, IO cents. Byron, Prisoner of Chillon, Eng. Cl., No. 4, IO cents. I2 CONSTANTINE PUBLIC SCHOOLS. FOURTH YEAR–Shakespeare, Tempest, Sch. Ed., May- nard & Co., 25 cents. Lincoln, Gettysburg Speech, Riv. Lit., No. 32, I5 cents. Lowell, Books and Libraries, Riv. Lit., No. 39, I5 cents. Bacon, Essays, Eng. Cl., No. 3, IO cents. Shakespeare, Macbeth, Sch. Ed., Maynard & Co., 25 CentS. REMARKS. The last fifteen minutes of the day in the High School will be devoted to Orthography. Pupils in the fourth year will be excused from spelling after passing 90 per cent. on any IOO test words selected. Those intending to enter college will take Algebra com- plete in either course. Pupils studying Botany will analyze and put up fifty specimens in an herbarium. The Board will pay the following expenses of the gradu- ating class: the expense of the Opera House, and fifteen dollars for programmes. The class of 1893 will organize and elect its proper officers on the third Friday of October. Each pupil who satisfactorily completes either course of study will receive a diploma. TEACHERS’ MEETINGS. Teachers' meetings for the year will be called by the Superintendent on the first Tuesday of each month at the Card B, No. 3 (begin). SECOND HALF. Card B, No. 3 (complete). Card B, No. 4. Songs selected for study and recreation. (For full directions consult special sheets issued.) 54 EAST SAGINAW PUBLIC SCHOOLs. DRAWING—FIRST HALF. - White's No. 3. Angles; circle; drawing of simple objects; first steps in design. w SECOND HALF. White's No. 4. Triangles; squares; objects; design, paper cutting. - g PENMANSHIP–FIRST HALF. Observe the previous year's instructions. Introduce copy books, Harpers' No. 2 Primary Course (new). All copies should be practiced on paper before put in books. SECOND HALF. Complete copy books. Pupils should have frequent drill on position, form, and move- ment during the entire year; also, they should be taught to write short familiar letters. Insist upon all work in other studies being done with meatness. OBJECT LESSONS. 1. PLAN DRAWING—Top of desk and floor. Simple map repre- sentation. Cardinal and semi-cardinal points. 2. CoMMON QUALITIES OF OBJECTs—As hard, soft, opaque, transparent, fluid, fragrant, etc. 3. CoMMON OBJECTS-As glass, cork, rubber, crayon, coal, key, shoe and hat. These should be studied as to: (a) form, (b) color, (c) size, (d) parts, (e) uses, (f) where found, (g) by whom made. Train to employ proper adjectives in describing the foregoing. 4. ANIMALS-(a) As cow, horse, sheep, turkey, goose. Use large pictures. Consider size, form, color, etc., as in first grade. Resem- blances and differences. Modes of movement and defense. (b) Insects—Let the children bring in such specimens of insects as they can find, as flies, spiders, ants, butterflies, moths, grasshoppers. Compare as to size. Use pictures and microscope. 5. PLANTs—How they grow. Growth from seed to fruit. Germinate a few representative seeds and note the differences in germination. The bean, buckwheat, pumpkin, and peanut are good examples. The use of a plant. Germinate and trace growth of wheat, oats and barley. Comparisons and resemblances. 2. EAST SAGINAW PUBLIC SCHOOLS. 55 Leaves— Simple: Petiole, stipule, vein, veinlets, margin, - Compound: scolloped, toothed, pointed. Study the different kinds of leaves that form the foliage of common trees. Compare as to size, form, color, etc. Have a book in which to paste specimens. f 6. FRUITs—Orange, lemon, peach, strawberry. Development of the fruit. Distinguish by their common names at least three species of trees. - 7. NATURE-Forms of water-vapor, steam, rain and snow. 8. HoDIDAYS as they occur. 9. HUMAN BODY-Use as guide Walker's Health Lessons. MORALS AND MANNERS–See chapter on. PHYSICAL ExERCISES-Exercises twice daily. THIRD GRADE. Books:— Drawing—Prang's No. 1, Complete Course, and Blank Book. Music—First Reader. Penmanship—Harpers' Grammar, No. 2. Reader—Harpers' New Second and Third, or Swinton's Second and Third. Spelling Blank. READING. First Half—Harpers' or Swinton's Second, completed. Second Half—Harpers' Third to page 119, or Swinton's Third to page 126. SUPPLEMENTARY READING. Appleton's Second Reader. Barnes' Second Reader. Franklin Second Reader. Friends in Feathers and Fur. Nature Reader, No. II. Stickney's Second Reader. World and its People. 56 EAST SAGINAW PUBLIC SCHOOLS. 1. Same general methods as in the second grade. 2. Daily drill in articulation and emphasis. 3. Daily drill exercises on word and syllables enunciated with difficulty. - 2 4. Show the pupils how the tongue, lips and teeth are used in the pronunciation of certain words, syllables and letters, and give drill on the same. 5. Oral reproduction of lessons, to make sure of attention to and understanding of what is read. 6. Do not neglect diacritical marking. 7. General use of the punctuation marks. 8. Recitation of a few appropriate selections. Be sure that pupils comprehend the thought. SPELLING. Words from the Reader. Words used in other studies. Phonics. Dictation exercises. Common homonyms. Words commonly misspelled, a list of which should be kept. i LANGUAGE-FIRST HALF. Use as guide Bright's Graded Lessons in English. See to it that children talk correctly. See previous grades and review. . Grammatical forms of common pronouns and verbs. . Describe objects, animals, plants and pictures. Common homonyms. Names, surnames, Christian names and initials. : Continue the dictation exercises. 7. Written work may consist of descriptions from outline; reproduction of stories, read or told; stories about pictures, filling blanks and original letters. EAST SAGINAW PUBLIC SCHOOLS. 57 8. The statement (two parts), question, command. 9. Names of persons, familiar places, the days of the week and the month, for the proper use of capitals. 10. Letter-writing. No school exercise is more important. The basis of the work should be the observation and reading . lessons, the reader being used to illustrate the different points considered. º * SECOND HALF. Be persistent in securing correct oral expression. 1. Thoroughly review the first half year's work. Note the missing links in each review from beginning of first year and make the pupils familiar with them before going on. \ 2; Use of ought, ought not, and the various forms of who. 3. Use of sit, set, lie, lay, and other common irregular verbs. 4. Teach use of such contractions as don't, doesn't, can't, won't, wouldn't, I'll, isn't. Have pupils explain, how they are formed. * - - - 5. Require pupils to describe in writing the forms they have studied. 6. See preceding half. . Use of done for did, seen for saw, etc., must be persistently corrected. GEOGRAPHY--FIRST HALF. See Crocker's Methods of Teaching Geography. 1. Location and direction, from the room, of prominent objects in the city. 2. Map of the school yard or block; of the ward; of the city; use of the scale taught. - 3. General idea of the earth as a whole (globe). 4. Motions of the earth. 5. Explanation of the common divisions of land and water (use the sand table). - 6. Drainage, use of water in the soil. 7. Map reading. 8. Map of the hemispheres. 58 EAST, SAGINAW PUBLIC SCHOOLS. 9. Zones. See syllabus for details. Make constant use of the globe. SECOND HALF. 1. Climate, so far as temperature is concerned. 2. Plants and animals characteristic of each zone. 3. Grand divisions, their position in the zones, relative position and size. 4. Oceans in same general way. 5. In connection with the foregoing, lessons about what the land affords on its surface to man; what it affords under its sur- face; also what the water affords. All to be illustrated by objects and pictures. 6. Races of men and their position in the zones. 7. Geography of Michigan as specially directed. See syllabus for details. NUMBERS–FIRST HALF. Use Wentworth's Primary as a guide, from p. 117 to p. 180. 1. Constant drill in rapid addition. 2. Subtraction, including carrying. 3. Multiplication table through the eights, and division corre- sponding. 4. Review fractions taught in preceding grade. 5. Applied numbers. Review and have pupils construct tables, with measures in sight. 6. Simple exercises in percentage. 7. Written work daily, including the solution and explan- ation of concrete problems containing two fundamental oper- ations. SECOND HALF. Use Wentworth's Primary Arithmetic as a guide, completing the book. - EAST SAGINAW PUBLIC SCHOOLs. 59 1. Review first half. - 2. Read and write all numbers less than six figures. 3. Roman numerals to correspond with reading lessons. 4. Applied numbers and their simple reduction, as: In 60 pecks t how many bushels, or how many quarts? Square foot. 5. Application of the fundamental rules to United States money. 6. Multiplication table thoroughly learned through the twelves, and the table constructed. In written work multiplier should not exceed 99, nor the multiplicand 1,000. 7. Division of the product of any two numbers already learned by either of the factors. In short division the dividend should not exceed 1,000, and the divisor 9. * 8. Written work at every stage, including the solution and explanation of concrete problems containing two fundamental operations. • T MUSIC–FIRST HALF. First Chart. Review Card B, No. 4– First Reader, Part I. Card C, No. 5. Begin Card D, No. 6. SECOND HALF. Complete Card D, No. 6. Card D, No. 7. Songs. - See syllabus. DRAWING. Prang's Drawing Book, complete course, No. 1, and blank book. r Review of second year's work. Semi-circle, ellipse, oval, curved lines, rhombus, object drawing, working drawings, simple design, paper-cutting. - PENMANSHIP-FIRST HALF. Begin on previous year's exercises. * Introduce “muscular movement,” and follow the directions of the special teacher. ta Copy book, Harpers' No. 2, Grammar Course. 60 EAST SAGINAW PUBLIC SCHOOLS. SECOND HALF. Complete copy books. i Give pupils frequent exercises, using “whole-arm and muscular movement.” Continue letter-writing. Simultaneous exercises in movement, for the purpose of train- ing the arms, hand and fingers in the use of the pen. Attention should be given to the penmanship in the other studies, as the best means of preventing pupils from falling into careless habits of writing. OBJECT LESSONS. 1. MINERALS-Gold, silver, iron, Steel, lead. If possible, have specimens of each in the ore. Have talks upon what is common to all. Tell where found and where obtained. Lead the children to discover how the special qualities of each metal have deter- mined its use. 2. NATURE–In addition to second grade work: Mist, dew, clouds, hail, snow. Study only from nature. 3. CLOTHING—Cotton, wool, silk and linen. Samples of the raw materials and manufactured articles. Where found and cul- tivated. Uses determined by warmth, durability, beauty, cost. 4. FOODS—Coffee, tea, rice, sugar. 5. ANIMALS-Rat, mouse, squirrel. Color, form, size (as in preceding groups). Resemblances and comparisons. Familiar animals and their wild kindred. Simple classification, as animals that live on land, in water, fly through the air; animals with hoofs, animals with horns, animals with soft feet, animals that eat grass, animals that eat flesh, animals with wings, animals with wool, animals with fur, rodents, ruminants, animals that live in hot countries, animals that live in cold countries; examples of each class. Beasts, birds, reptiles, fishes, shell-fish, insects. Ex- amples of each class. - Insects—Children bring specimens and learn all they can by careful observation and by reading. The following can be easily obtained: Flies, bees, wasps, butterflies, arid mosquitoes. Study these as before; also the divisions of the body, joints in the legs, markings of the wings, etc. Trace the growth and change of a caterpillar or some insect. Utilize these lessons for language les- sons and have children illustrate the same. EAST SAGINAW PUBLIC SCHOOLS. - 61 6. PLANTS–Parts of the blow and their uses—calyx, sepals, corolla, petals, stamens, pistils. Parts of the seed—seed-coat, kernel, plumule, radical. Take a single plant and study thor- oughly the roots, leaves, flowers and seeds. Lead the children to study others independently and to bring their specimens to class and tell what they have learned. The recognition, etc., of the common names of at least five spe- cies of flowering plants and four species of trees, with compar- isons as to shape, color, etc. Food products obtained from plants; materials for clothing obtained from plants. 7. HUMAN BoDY—Use Walker as a guide. MORALS AND MANNERS–See chapter on. PHYSICAL ExERCISEs—To be given twice every day. FOURTH GRADE. BOOKS:— Arithmetic—Robinson's Beginner's Book. Dictionary. Drawing—Prang's No. 2 and Blank Book. Exercise Book. Geography—Harpers' Introductory. Music—Normal Second Reader. • Penmanship—Harpers' Copy Book, No. 4, Grammar. Reader—Harpers' Third, or Swinton's Third. Spelling—Spelling Blank. READING. First Half—Harper's to page 208, or Swinton's to page 187. Second Half—Readers completed. SUPPLEMENTARY READING. Andersen's Fairy Tales. Appleton's Third Reader. Our World Reader No. I. Seaside and Wayside, No. III. Stickney's Third Reader. Bear in mind that intelligent reading consists in the inter- pretation of thought. 62 EAST SAGINAW PUBLIC SCHOOLS. \ Read suggestions for other grades. Pupils should be taught that reading consists not merely in pronouncing words, but in fully comprehending the meaning of every word and sentence. Pupils read silently a paragraph that is new to them, then have them repeat, in their own words, the thought gained. Exercises to secure the right use of the organs of speech, dis- tinct articulation and correct pronunciation. - Phonic analysis. All the vowel and consonant sounds not learned in the lower grades should be in this, together with the marked letters by which the sounds are represented. Use of all marks and signs used in the book, including title page, preface, table of contents, etc. * Encourage good home reading and receive reports. Recitations once a month. DICTIONARY-Every pupil in this grade, and in the following ones, should be taught to use the dictionary frequently and intel- ligently. He should be taught: (a) the alphabetical arrangement, (b) the pronouncing chart, (c) the guiding letters at the top of the page, (d) that there may be several definitions given. SPELLING. 1. Words in other studies. 2. Common words misspelled, a list of which should be kept. 3. Syllabication practiced. 4. Diacritical marking. Insist upon careful penmanship and care in the preservation of the blanks. Do not require too many words. LANGUAGE. Continue the work of the preceding grade. Require the topics of interest in the reading and geography lessons to be given orally and then written. Dictation exercises continued. The following special exercises to be given: 1. The writing of the substance of selected reading lessons, regular and supplementary, under the guidance of questions, oral and written, as in the previous grade. 2. The description of pictures and the writing of stories based / } EAST SAGINAW PUBLIC SCHOOLS. 63 on pictures. These exercises should first be developed orally, and and then written, under the guidance of questions on the board. Stories suggested by pictures may be written by pupils, the teacher at first suggesting the story by questions. In this exercise the imagination of the pupils may be freely exercised. * 3. Descriptions of animals, plants, minerals, etc., objects and pictures being used as in the previous year. The description should be developed by questions, and should be given by the pupils first orally and then in writing. 4. The reproduction of stories told or read by the teacher. Stories should contain several incidents. Pupils should be required to tell the story well before attempting to write it. 5. The writing of letters on various subjects suggested by the teacher. Teach the use of envelopes and how to fold and address letters. 6. The writing of sentences containing one or more given words. This exercise is a good drill in sentence-making, and a test of the pupil's knowledge of the meaning of words. 7. Teach the use of contractions in common use, as: It's, 'tis, there's, I'm, they're, he's, etc. 8. Teach term synonyms and its application, the purpose being to enlarge the vocabulary of the pupil. 9. Teach use of all marks found in reading lessons, avoiding special difficulties. Careful attention, at all stages of the instruction, to common errors of speech and careless or improper pronunciation. Use Hyde's Practical Lessons in English, or Southworth & Goddard's Lessons in English as specially directed. GEOGRAPHY-FIRST HALF. Text-book to page 34; also from page 80 to 86. In the first fifteen lessons do not have pupils learn answers to questions. The text should be read and the pupils questioned on it as a review of what they have gone over in previous grade. The aim of the instruction is to build up in the pupil's mind a concept which corresponds generally, to the real continent of North America and then of South America. Description of the country and people, moulding and map-drawing are the means by which the concepts are built up. 64 EAST SAGINAW PUBLIC SOHOOLS. Structure of North America, as follows: (a) drainage, (b) river basins, (c) soil, (d) climate, (e) vegetation, (f) animals, (g) people, (h) general views of political divisions, (i) compari- sons of shape with shape, basin with basin. South America in similar way, comparing it with North America. Attention to the discovery and settlement of North America. The names of America, Pacific, Mississippi, Florida, Hudson, will suggest topics for these lessons. SECOND HALF. Text-book, from page 35 to page 50; also from page 56 to page 68, with special attention to Michigan. --- * NUMBERS–FIRST HALF. 1. Review in text-book from page 100 to page 130; also from page 130 to page 158. 2. Read and write to 100,000. 3. Daily work in fundamental operations, to secure accuracy and rapidity. 4. Review of fractions already learned. 5. Review of applied numbers, including simple reduction, uses of measures and actual measurements. 6. Sums, minuends, multiplicands and dividends, not to exceed six places. SECOND HALF. 1. Text-book, from page 158 to page 216. 2. Review first half year's work. MUSIC–FIRST HALF. Second Chart. First Reader, Part II. Begin the study of exercises from the basis of rhythm, two sounds to the beat. & Second Chart. Card F, No. 9 } Second Reader, Part I. Card E, No. 8 | * EAST SAGINAW PUBLIC SCB OOLS. 65 SECOND HALF. Card F, No. 10. Card G., No. 11. Practice of the dotted note (one and one-half beats). Songs for study. Individual work. Attention to vocal drill, insisting on pure and soft tones. See syllabus. DRAWING. Prang's Drawing Book, complete course, No. 2, and blank book. Hexagon; pentagon; octagon; reversed curves; leaves; fruit; decorative design; working drawing; paper-cutting; pattern-mak- ing. E. PENMANSHIP–FIRST HALF. Continue drill on position, form and movement, during the - entire year. Copy Book, Harpers' No. 4, Grammar Course. SECOND HALF. Complete copy books. Copy book according to schedule. Continue letter-writing. Movement exercises. Constant use of practice-paper and books. Strict attention to written work in other studies. See suggestion for previous grades. OBJECT LESSONS. NATURE–Sun, stars, moon (new, changes of, and full). Changes in times of sunrise and sunset, north star, points of com- pass from it. Salt water and fresh water. PLANTs—In May and June, or in September and October, the following topics are to be studied: 1. The stem, the root and its parts, the leaf and its parts, the flower and its parts, the seed and its parts, 66 EAST SAGINAW PUBLIC SCHOOLS. 2. Uses of the various parts. 3. Their needs. 4. Classification of common plants. 5. Forest trees compared as to size, bark, stem, leaves, wood. Specimens collected, sawed with and across the grain, the bark left on. Wood growth, rings, grain. bark, sap, roots. Classifica- tion upon qualities of hardness, softness, lightness, toughness, natural coloring, whether easily polished or finished, utility of each, use determined by special quality. Foreign woods. ANIMALS-Study of insects, as in third grade. Children bring specimens. Division of the animal kingdom into vertebrates, annulates, mollusks and radiates, with the distinguishing features of each class. Differences between an animal, a plant and a mineral. HUMAN BODY-Use Walker as guide. Lessons on American flag. Holidays as they occur. MoRALS AND MANNERS–See chapter on. PHYSICAL ExERCISES-Twice daily. GRAMMAR GRADES. | FIFTH GRADE. Books:– Arithmetic –Wheeler's Second Lessons; Stoddard's Intellectual. Dictionary. Drawing—Prang's No. 3 and Blank Book. Exercise Book. Geography—Harpers' Introductory. Language—Metcalf & Bright's Exercises. Music—Second Reader. Penmanship—Harpers' Grammar Copy Book, No. 5. Reader—Appleton's Introductory Fourth or Stickney's Fourth. Spelling—Stickney’s Advanced Speller. READING. First Half—Appleton to page 131, or Stickney to page 187. Second Half—-Finish text books. SUPPLEMENTARY READING. Book of Tales. Seaside and Wayside, No. III. Swiss Family Robinson. Hawthorne's Wonder Book. Read the course for each of the preceding grades. Exercises in articulation should form a daily part of the work. Have pupils select the prominent words by uttering them loudly, softly, slowly, or by using high pitch or low pitch, etc. In this way train to an appreciation of the different kinds of emphasis. Be sure that pupils understand the thought. To this end have them substitute words and phrases for those occurring in the lesson. Have them point out what is true, beautiful and good, Receive reports of home readings. Recitations and declamations once a month, Memorize selections. 68 EAST SAGINAW PUBLIC SCHOOLS. SPELLING. First Half—Text-book to page 29. Second Half—Text-book from page 29 to 41. Do not neglect diacritical marking and syllabic division. It is not necessary to give all the words in the text, but sup- plement it by words commonly misspelled, a list of which should be kept. LANGUAGE-FIRST HALF. Text-book to page 35. Dictation Exercises in prose and verse. . Proper use of grammatical forms, irregular verbs, pronouns, etc., as in the other grades. Letter writing. The commission to memory of choice passages in prose and WeI'Se. Pupils, as well as teachers, should be on the alert to correct improper English. SECOND HALF. Text-book to page 71. Continue work of first half. Letters, including business forms. Use of dictionary. GEOGRAPHY-FIRST HALF. Text-book from page 68 to page 75; also from page 50 to page 57, and page 75 to page 80 and review. SECOND HALF. Text-book completed. Structure of Europe, Asia and Africa. Same methods as in first half of fourth grade. Comparisons throughout as Africa with Europe, etc. Also compare every Grand Division studied with North America and United States. Have pupils able to tell how they would go from Saginaw to city or country studied. EAST SAGINAW PUBLIC SCHOOLS. 69 ARITHMETIC–FIRST HALF. Stoddard's Intellectual—Twice weekly. Wheeler's to page 90; Stoddard to page 45. (By reading the course for the primary grades the teacher will find that pupils entering this grade should be familiar with addition and subtraction, the simple exercises in multiplication and division, weights and measures in their simple forms, simple fractions, simple examples in percentage and the application of numbers to U. S. money.) Review these from time to time; no work is more important. SECOND HALF. Wheeler to page 148; Stoddard to page 70. See first half. Omit metric system. * MUSIC–FIRST HALF. Second Chart. Card F, No. 9 – } Second Reader, Part I. Two sounds to the beat; Two part exercises. Card F, No. 10. SECOND HALF. Card G., No. 11. Practice of the dotted note (one and one-half beats.) Card G., No. 12; six part measure. Songs for study. See syllabus. DRAWING. Prang's Drawing Book, complete course, No. 3, and blank book; representation of fruit; conventialization of leaves; leaf designs; working drawings; perspective of round objects; carving. PENMANSHIP-FIRST HALF. Drill as in previous grades expecting more perfect forms and better movement. CopyBook, Harpers,' No. 5, Grammar Course. * 70 EAST SAGINAW PUBLIC SCHOOLS. SECOND HALF. Complete Copy Books. Vary the exercises. MoRALS AND MANNERs—See chapter on. PHYSICAL ExFRCISEs—Twice daily, and incidental instruction in hygiene. SIXTH GRADE. Books:— Arithmetic—Wheeler's; Stoddard's Intellectual. Dictionary. Drawing—Prang's No. 5, and Blank Book. Exercise Book. Geography–Any approved book. Language—Metcalf & Bright's Exercises. Music—Normal Second Reader. Penmanship—Barnes' No. 5. Reading—Harpers' or Swinton's Fourth Reader. Science—Bert's Elementary. Spelling—Stickmey's Advanced Word Book; Spelling Blank. READING. First Half–Harpers' Fourth Reader to page 116, or Swinton's Fourth to page 140. Second Half–Harpers' Fourth Reader to page 228, or Swin- ton's Fourth Reader to page 272. SUPPLEMENTARY READING. -Burrough's Birds and Bees. Eggleston's Primary United States History. Hawthorne's Tanglewood Tales. King's Geographical Reader, No. II. Robinson Crusoe. Careful attention to correct position, breathing, pronunciation, expression, articulation, etc. Be sure that the pupils master the new words and the thought. Attention to the phonic values of letters. Children should get at the pronunciation of new words from the recognition of known elements. | EAST SAGINAW PUBLIC SCHOOLS. 71 Encourage the reading of good books. Keep lists of such. Lead pupils to make intelligent use of the public library. One of the greatest aids one person can render another is to guide him in his reading. Declamations and recitations once a month. See previous grades. * SPELLING. First Half—Text-book, from page 41 to page 57. Second Half—Text-book, from page 57 to page 75. Do not allow slovenly work in the blanks. Sentences and paragraphs from dictation. Omit uncommon words from the text-book, and drill persist- ently on words misspelled in the written work. Syllabic division is of increasing importance, in the higher grades. LANGUAGE-FIRST HALF. Text-book, from page 71 to page 109. Review. Letter writing of various kinds. Common business forms. Do not forget that pupils learn to use good English by using good English, not by hearing about it. Do your pupils speak correctly? Selections memorized. SECOND HALF. f Text-book, from page 109 to page 141. Three lessons a week. Review previous-work. Utilize topics in Geography for work in composition and letter writing. Insist upon care in penmanship. 72 EAST, SAGINAW PUBLIC SCHOOLS. GEOGRAPHY-FIRST HALF. All work in this subject in this and the following grades should be done by the topical method. Different texts may be in the hands of the pupils. The work should cover the preliminary work found in the ordinary Geography, omitting definitions of º forms of land and water. North America and South Iſle I’IC3, See syllabus. SECOND HALF. . United States according to syllabus. Two recitations a week. ARITHMETIC–FIRST HALF. Wheeler, from page 148 to page 206. Stoddard, from page 70 to page 81. SECOND HALF. Complete Wheeler's Second Lessons. Stoddard, from page 81 to page 89. ELEMENTARY SCIENCE–SECOND HALF. Bert's Primer of Scientific Knowledge. MUSIC.—FIRST HALF. Second Chart. Card G., No. 11– Second Reader, Part I. Card G., No. 12. Begin Card G., No. 13. Three and four sounds to the beat. The study of chromatic exercises of the most simple form, introducing sharp four and flat seven. SECOND HALF. Complete Card G., No. 13. Card H, No. 14. The study of three-part exercises arranged for first and second soprano and alto. Harder forms of rhythm and a few chromatics. Songs for study. See syllabus. EAST SAGINAW PUBLIC SCHOOLS. 73 DRAWING. Prang's Drawing Book, complete course, No. 5; blank book. Spiral curves; perspective; geometric problems; working drawings with dividers; leaves from nature; decorative and applied design. PENMANSHIP–FIRST HALF. Review the previous year's exercises. Copy Book, Barnes' No. 5. SECOND HALF. Complete Copy Books. Make whole-arm and muscular move- ment exercises more difficult, and expect better results. See suggestions for previous grades, especially that relating to careful and neat work in other branches of study. * MORALS AND MANNERS–See chapter on. PHYSICAL ExERCISEs—Twice daily, and incidental instruction in hygiene. SEVENTH GRADE. Books:– Arithmetic—Wentworth's Grammar School, Stoddard's Intel- lectual. Dictionary. Drawing—Prang's No. 7 and Blank Book. Exercise Book. .# Geography—Any approved book. Language—Metcalf & Bright's Exercises. Music—Normal Third Reader. Penmanship—Harpers' Copy Book, No. 7. F ºur-Harper, Fourth and Fifth, Swinton's Fourth and ifth. Spelling—Stickney's Advanced Speller, Spelling Blank. ^ READING. First Half—Complete Harpers' or Swinton's Fourth Reader. Second Half—Selections from Fifth Readers. '74 EAST SAGINAW PUBLIC SOHOOLS. | SUPPLEMENTARY READING. Hawthorne's Tales of New England History. Irving's Sketch Book. - Kingsley's Greek Heroes. Martineau's Peasant and Prince. Scott's Tales of a Grandfather. Use of dictionary, as in preceding grades. The elocutionary side of reading, using the exercises found in the introductory portions of various readers, should not be neglected. Attention to diacritical marking. Exercises in silent reading for comprehension of thought. Declamations and recitations once a month. A matter of great importance is—what do the children read? Interest pupils in selections from classical English. The Public and Hoyt Libraries may be made of great assist- ance in this work. SPELLING. First Half—Text-book, from page 75 to page 91. Second Half—Text-book, from page 91 to page 119. Words in common use. Diacritical marking and syllabic analysis. Sentences and paragraphs from dictation. Liberal use of the dictionary. See suggestions for previous grades. LANGUAGE-FIRST HALF. Text-book, from page 150 to page 181. Continue work of previous grades, especially that of the Sixth. When sentences are needed for illustration, select those which have some value in thought or in beauty of expression. © Insist upon correct English at all times. Cut “wants” from newspapers and have pupils write suitable replies; have them write, also, applications for situations, letters of invitation, advertisements, telegrams, etc. EAST SAGINAW PUBLIC SCHOOLS. 75 SECOND HALF. Complete Text-book. Letters from interesting localities, suggested by the study of geography. Continue work of first half year. GEOGRAPHY-FIRST HALF. Europe, Asia and Africa, according to syllabus. Make use of the newspapers as an aid. See grade five. SECOND HALF. General review of the World and special geography of Michi- gan according to syllabus. ARITHMETIC–FIRST HALF. Wentworth to page 142, Stoddard from page 89 to page 96. SECOND HALF. Wentworth, from page 142 to page 203, Stoddard, from page . 96 to page 108. Omit everything pertaining to surveyor's measures and Troy weight. MUSIC–FIRST HALF. Second Chart. • Card G., No. 12– Second Reader, Part I. Card G., No. 13. Three and four sounds to the beat. Syncopation, chromatic tones. º Second Chart. Begin Card H, No. 14– Second Reader, Part II. - SECOND HALF. Complete Card H, No. 14. Card I, No. 15– } Second Reader. Part II, mixed voices. The study of the F clef. Songs for study. See syllabus. 76 EAST SAGINAW PUBLIC SCHOOLS. DRAWING. b Prang's Drawing Book, complete course No. 7, and blank ook. Perspective; leaves from nature; geometric problems; work- \ing drawings; decorative and applied design. PENMANSHIP. FIRST HALF. Continue drill on position, form and movement. Copy book, Harpers' No. 7. SECOND HALF. Complete copy books; expect letter writing. Drill on “business forms and letters.” Be sure that every pupil becomes familiar with the correct movements. Do not fail to keep out slovenly habits of penmanship in the other studies. MORALS AND MANNERs—See chapter on. PHYSICAL ExERCISEs—Twice daily, and incidental instruction in hygiene. g Q EIGHTH GRADE. Books:— Arithmetic—Wentworth's Grammar School, Stoddard’s Intel- lectual. Civil government—Any approved text. Dictionary. Drawing—Blank Book. Exercise Book. Grammar—Maxwell's Advanced Lessons. History—United States—any appropriate text. Music—Normal Third Reader. Penmanship—Barnes' No. 6. Beading—Lamb's Tales from Shakespeare, Selections from American Poets, Tom Brown at Rugby, Vicar of Wakefield. Spelling—Spelling Blank. EAST SAGINAW PUBLIC SCHOOLS. 77 º READING. First Half—Selected authors. Second Half— “ { { Train to grasp main idea of a sentence at a glance, grouping secondary thought about it. Continue frequent use of dictionary, diacritical marking. Call attention to shades of meaning, comparisons, synonyms, etc. Lead pupils to appreciate what is beautiful, clear and simple in the Selections. Memorize choice extracts of prose and poetry. Inquire frequently about quality and quantity of home reading. Suggest authors and books. The teacher should bear in mind the relation of the Public and Hoyt Libraries and the schools. Declamations and recitations once a month. SPELLING. Common words, not more than ten daily. Stickney's Speller may be used in the hands of the teacher. Sentences and paragraphs written from dictation. The spelling should include the representation of the pronun- ciation of words by syllabic divisions and diacritical markings. LANGUAGE-FIRST HALF. Maxwell's, to page 140, omitting Chapter II. Letter writing of all kinds. Memorize choice selections of poetry and prose. Do not neglect to train pupils at all times to use good English, spoken and written. Persistent drill and correction is required, and under no cir- cumstances should it be neglected. SECOND HALF. Maxwell, to page 238, omitting Chapter IV. See preceding half. ^ 78 EAST SAGINAW PUBLIC SCHOOLS. UNITED STATES HISTORY_FIRST HALF. Colonial and Revolutionary periods. Teach by topical method. Constant reference to the geography of the country. Map-drawing is an essential feature of the work. See syllabus. SECOND HALF. National period. Connect the work with Civil Government. See preceding half. See syllabus. CIVIL GOVERNMENT—SECOND HALF. (First ten weeks). Work should be done by the topical method, different books being in the hands of the pupils. W. See syllabus. ARITHMETIC_FIRST HALF. Wentworth, from page 203 to page 254, Stoddard's Intellec- tual, as pupils may need. SECOND HALF. Wentworth, from page 254 to Metric System, Stoddard's Intel- lectual Arithmetic as in first half. MUSIC–FIRST HALF. Card G., No. 13. Three and four sounds to the beat. Syncopation, chromatic tones. Second Chart. Second Reader, Part II, unchanged voices. Card H, No. 14– SECOND HALF. Second Reader. Card I, No. 15– Part II, mixed voices. The study of the F clef. IEAST SAGINAW PUBLIC SCHOOLS. 79 Card J, No. 16; Introductory Third Reader. Diatonic intervals, chromatic tones. Practice on sharp four, flat seven, sharp five, &c. Songs selected for study. See syllabus. DRAWING. Blank books. Perspective; leaves and flowers; shading; geometric problems; working drawings; design. PENMANSHIP. FIRST HALF. Continue exercises of previous year, giving more difficult ones. Copy book, Barne's No. 6. SECOND HALF. Complete copy books. Aim at perfection. Continue drill on “business forms and correspondence.” (At the close of this year all pupils should be able to write a good practical business hand-writing). MORALS AND MANNERS–See chapter on. PHYSICAL ExERCISEs—Twice daily, and incidental instruction in hygiene. - --- - -º-º-º-º: - ºw *- - -, -º-º-ººººººººº…, z/ EMERSON SCHOOL. S – 35 o × Zio o --- -- ºr sº- tº: S - 26,'o" x 35’o" C- o'o"< 45 o' C 6 c < A5'o" " & Go"< 5'o " i- ~ t C- Goº. 42 o' ||||||}|| † ---. ºf ºººº tºº | S - 26°o” x 3, 5 o' C 6'o - Avi o" S-24 'o"x 35’o" -- A 4 o' E. © o "x i º) o' t H.-4-o or x 48'o". FIRST FLoor. " S School Rooms. C Cloak Rooms, C – 26 o'x'35 'o' *T*- T-P- - C (2 o'x. 12'o & eo'X 45 o' H+ - (: G’c’st .15'o" G- « oºz A5'o " sº- tº ºr Lºº ſº. S- 26 'o "x º'c'" ... I .T.I.T.T.T.L.T.E. IF. I. º 'º' Tº ſº ºr ...T. T. S– 26 c x 55 o” C. 4 o’s .. 8 'o" [. 6 o' x 44 c f— - R Class Room. H Halls. Page Missing in Original Volume Page Missing in Original Volume EAST SAGINAW PUBLIC SCHOOLS. 83 TEXT-BOOKS. PRIMARY DEPARTMENT. READING—Harper or Swinton; Supplementary Reading. SPELLER—Stickney. PENMANSHIP-Harper. ARITHMETIC–Robinson, Beginner's Book. GEOGRAPHY-Harper. MUSIC–Normal First Reader. DRAWING—White and Prang. GRAMMAR DEPARTMENT. READING—Harper or Swinton; Supplementary Reading. SPELLER—Stickney. LANGUAGE-Metcalf & Bright. GRAMMAR.—Maxwell. PENMANSHIP-Barnes and Harper. ARITHMETIC–Stoddard, Wentworth and Wheeler. GEOGRAPHY-Appleton, Barnes, Butler, Eclectic and Harper. HISTORY-Anderson, Barnes, Eggleston and MUSIC–Normal Second and Third Readers. DRAWING—Prang. CIVIL GOVERNMENT—Any approved text. SCIENCE—Bert. HIGH SCHOOL. CIVIL GOVERNMENT.................... ..................................... COMMERCIAL-Bookkeeping...................................... Business Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Political Economy.................................... ENGLISH-Composition.... . . . . . . . Tammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rhetoric . . . . . . Word Analysis............................................ GERMAN-Grammar .................................................. Lexicon.... Readers—German Reader................................... Andersen’s Maerchen, Deutschland und die Die Neffe als. Onlvel, Hermann und Dorothea, Immensee, Im Zwielicht Jungfrau von Orleans Deutschen, feitfaden. Nóveiletten Bibliothek.’ GREEK-Anabasis. . . . . . . . . . . . . . . . . . .................................. Grammar..... #ºriº Lexicon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ad . Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prose * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * HISTORY-Amerigan Politics................................. ... e e e s a s a e s tº a º º e s e a e s s s e s tº s = * * Montgomery. English General... . . . . . . . . . . . . . . . . Greek .......... Roman • * * * * * * a s = e º e s - a s m e s a tº e s s s a e s e a e < e < * * * * * e s s tº tº a tº e º 4 - - - tº e º a e o is * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * ......Townsend ...............McClenahan ......Williams and Rogers ............... McVane ... .......... Swinton ... . . . . . . . . . . . . . . . Maxwell . . . . . . . . Meiklejohn, Shaw ... . . . . . . . . . . .D. J. Hill . ... ... Swinton ... ... Joynes-Meissner ... . . . . . ... ... Whitney ....... . . Joynes Wilhelm Tell. ................... Boise ... ....... Hadley-Allen . ............ Keep ... . . . . . . . . . . ... ... Ke? . . . . . . Boise-Pattengi OIlêS e e e g c & tº Montgomery, Thalheimer . . . . . . ...... ..... Swinton, Myers ............. Smith ... ...Barnes f 's 84 EAST SAGINAW PUBLIC SCHOOLS. —k. IATIN-Cèsar ...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Harkness Cicero.... . . . . . . . . . . . . ...................... . . . . . . . . . . . . . . . . . . . Allen and Greenough Gradatim.......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Heatley-Kingdon Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Harkness Lessons ...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jones Ovid................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Allen and Greenough Prose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SIones Vergil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Frieze MATHEMATIOS–Algebra................................... a ºs e º e º a s & g º e s e º a tº a tº e º e º $ $ tº * * * * * * Olney Arithmetic-Commercial ...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Thomson Exercises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wentworth and Hill Mental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Geometry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Olney Logarithms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ‘. . . . . . . . . . . . . . . . . . . . . . . Jones Trigonometry. . . . . . . . . . .* a s = e s e a s e a e s sº e º s e a e s = e s a s a s e is a s = * * * * * * * * * * * * Wheeler READING—Bunker Hill Orations, Chaucer's Knights Tale, Courtship of Miles Standish, Faery Queen, Fire Worshippers, Gray's Elegy, Holmes' Poems, Ivanhoe, Lady of the Lake, Last Days of Pompeii, Readings in English History, Sir Roger de Coverly, Sketch Book, Snow- bound, Wicar of Wakefield, SCIENCE–Astronomy .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Young otany. . . . . . . . . . . . . . & . . . . . . . . . . . . . . ......... . . . . . Gray hemistry .......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Williams, Ayery hemical Arithmetic................................ . . . . . . . . . . . . . . . . . . . . . . . . . Coit hysical Geography... . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Houston hysiology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IHutchison Physics … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Gage Physics Laboratory Manual.......... . . . . . . . ....................... Avery, Chute ; 3Deutsch-englisches Jepartement. “(94 hoiiieuſ)aitigfcit iſt bie ( eite (§atalitic beș (Štfolgá.” §ir mibntent tigſid) etma eine &funbe unb 3mangig $ſtimufen bem 1Interridjte im Qeutidjen, umb miſſert moir bie 3eit ſo einteiſen, bağ bie, mögſidjit beſten Reſuſtate ergieſt merben. Ö3 iſt matiiriid) ben $iinidjem ber (ºſterit ºfted tuttg #1t tragen, meſdje iſjre ſeinber 31ſt &djuſe idjićfen, bamit lie ſpäter bie beutidje Čpradje geidjäftlicſ) permerten fönnen. ©ier- auá foſgt, bağ mir imier jauptqugemmert auf ben fließenben minbſidjen (§ebraud) beg Qeutſchen richten miſſen, lint bieſent 8med 311 erreidjen, giebt eg midſtà ºðichtiger, 3 aſ belt QInidjalungäutteridjt, meſdjer pom erten bià 31mt fünften (§rabe incſ. geſeljrt merbert muff. (§rt, linterrid}t giebt bent &chiiſer meſºr aſ irgent ein amberer (Şeſegenheit ſeine (§ebanfen in Şorte 31t f{eibert. §erner it baá Ščieberer;iffſet paſſenber, geſeierter Qeftionen ober bie §iebergabe pont Sebrer erååſjſter Qſneft»oten, §abeſn it. j. m. pon jādjſter §id)figfeit.—,llebung macht ben Jºeiſter." ©obartit miffert altāmenbig geſernte (§ebidjfe perſtånöniéppſ unb mit guter §etonung pom ben &djitſerit porgetragen merbelt. Qer Señrer per- geſe midjt, baá (Şebidjt gumädjít jeſbit porâuſejen umb itber ben Smöaſt 311 fragen. §ei Seſoſquitg Obiger Šingergeige mirë baá Qefíamiereit pieſ 31ſt (śntmidfeſung beg timbſidjett (§emité beitragen. Qaā Qejen befäbigt beit &djiiſer, feinen $ortidja; 31 pergräßern, b. 6. menit ber Sebrer ea perſtel)t, bur(ſ) ; ragen måbrellb beg Qeſenå umb grünb- Iidje Šēated)iſation mad) bent Qeſen baſiir 31 jorgen, bağ ber ©tſiiſer ben Şmbaſt ſidjaneignet. (Šempambteå Seien it ber ©djſiliſeſ 311 aſſen Qiáciplinert. Øer jauptuorteiſ beg lleberjeheng beſteſt barin, bie Štimber mit ber $8ebeufung ber $5rter umb bent &abbau befamilt 311 madjem. - %)er §er- gſeid) 3meier & pradjen, meſdjer beint lieberieşem ſtafffinbet, jöärjt bie Šere ſtartbegfräfte. Qer Qſuña#, joinie Briefīdīreiben u. f. m. ſieferm ung bag ºſtitteſ, bie $āffigfeit beg &ſjiiſerá šu beurfeiſen uub ſeine Jºängeſ in ber (§rammatif feminen äu ſeritert; aud) bienen idjriffſidje ?[rbeiten başıt, bag minioſid) (Śr- ſernte gu befeſtigen.—,98qā man id}reibf, bag bleibt." 3ur ſidjeren jambſ)abung ber ©pracje iſt ber linterridºt in bet (§ram- matif faſt umentbeſtſidj; bod) ſermen noir bent redyfelt (§ebraud) ber ©pradje mebr burd) liebling aſ burd) grammatijdje Regelit. Seijpicſ mirff beſier aſ Stegeſn; begbaſt ſet bie &prade beg Sejterå ſtetà muſterbait umb bent 38ermügen beş ޺imbeg angepaśt. t 86 EAST SAGINAW PUBLIC SCHOOLS. Saš Sittat, meſdjeg in aſſen &raben geibt merben muń. ift sur Grier. nung ber Orthographie pom ber größten śidjtigfeit, Qie &ſjiiſer bereiten id) baſiir bor. %)a? Qſbjöreiben iſt auf bie (§rabe 1–3 gubeidjránfert. $n aſſen (§raben merben beufjöe Sieber geſebrf; in bett obereit spei. ober breiſtimmige, memn mtégſid). &ſjäuidreiben mirb in ben Graben 2–4 betrieben, Şm 3ipeiten (ºrabe ©d}reibffeit 920. 1, im britten Sto. 2, umb im pierten Jºo. 3. (£3 tit jebod) ſtreng barauf guieben, bağ aſſe id}riffſiden QIrbeiten in jämmtſiden Öraben, auf Gºdjiefertaſeſ mie qui Sapier, ſejerſid, umb ſauber angefertigt merben. ,303 bu thuſt, tſjue gut." - 9ta (i) trag. - 9tad, je brei Şſtomaten merben bie Quijaše umb &djöuid}reibffeite ben ($ſtern 31ſr linterid}rift ină şauá geſanbt. Øſtiinbſidje unbidjriftſide Q(rbeiten miſſen immer abibedjieſm, um bie Štimber midjt unmütig gu ermiibert. º §n ben unterem (§rabcit miſſen aſſe Qeftionen fur; ſein. ,šeňſer perffiitem iſt beffer, aſgåebſer perbeſſerm." ($3 miri guberiidjtſid ermartet, bağ jeber Qelīcer ben tuit foſgenbelt Señrplan gemiſſenbaft befoſge. - jebjrplant. Şebe pierte QS pdje iſt Sieber 60 ſung. (Śriter (Şrab. QIn idja u unt g 3 unterridjt. Stad, Siebemann, 1 Seftion im Sudje mödjentſid}. - - © pred)ii bung unb ºefſq m a tion : Yágſid ergābſen brei &djiiſer, unb einer befſq.miert. - Q autieren: ºffglid) mad) ben Yabeſſen. Q[bid, reiben : Āgſid), pom ber §ambtafeſ, ben Yabeſſen ober auá bent $8wdje. - Qift at : (Štipa 2 gebrućte 8eiſen in belt (egteit 3 ſtortaten. §ore bereitung. 8meimaſ mädjentſid). © in gen: Þie &djiiſer ſermen 6 Sieber mábrent be? §aôreà. ©djönid}reiben: Qſuf Göieſertaſeſ pom ber Sambtafeſ. 3rueiter (Şrab. Q(midja uning 3 unterrid) tº: Stad, Siebemann, mie im 1. (§rabe. © pred)ii bung unb ºefſ amation : Āšie im 1. (§rabe. Siſte füğren itber ©djüſer, ºlefíamationet umb Gräfflungen. EAST SAGINAW PUBLIC, SCHOOLS. 87 \ Seien : QSeitſ umb (§rebnerá erſteg Qeſebud), 3 Qeftionen mädjentſid), Stad) jeber £eieſeftiou 3möff ber idjmerſten śārter berieſben auf Gºdjiefere tafel itſ reiben utb mäffreitb beg &djreibertà im Çjor budjitabieren lafſen, mit QIngabe ber groß geſtſjriebenen $5rter. Wład) ber ºated)iſation ente pfießſt eg ſid), bie Qeftion im Çjor ſeſſert Au [affeit. $n (§raben 1–5 incſ. |ſieſt ber Seffrer bie Qeſe(eftion mit guter §etonung bor. ©er ©djüſer muft in Čášen antiporten. lleberie # un g : J'ad) bem $81tdje, minbſidy umb driftſid). Sofabeſm id}reiben unb (ermen ſaffen. (Śr a mm a tif : 9tad) bent $811dje. ©d}riftſidje llebungen 3meimaſ mödjentſid). $) if t at : (§tma 3 gebrutffe 8eiſen. §orbereitung. 8meintaſ mādjent- (id). Øie &ſjiiſer unterſtreichen bie Šejſer gegenſeitig. §ebſerperbeſie- rung unter Qſufficit beg Sebrerá. (Šimmaſ mädjentſid, muß bag ºiffat jauber auf Şipier geförieben merbert, bamit ber Señrer jeńr gute umb jeńr ióſedjte Q(rbeiten ben Öſtern guidjitfen famit. ©ing en : Şie im 1. (§rabe. © djūnīd) reibert : ©djānīd) ceibóeft Sto. 1. ºritter (Ştab. Qſticſ, alt1titg 3 unterridjt. Stad) &iebemann, mie im 1. (§rabe. © pred; it bung ulti 3) et ſq m a tip n : Āšie im 1 (§rabe. Qeſert: ścid imb (§rebnerá 2. Seier. 3 Seftionen mädjentſid). 11eberie # un g : §ie int 2. (§rabe. Qſufiq B: CŞiner mortatſitſ). Żjemata ſiefern QInjūquungăſettipmen. Qie reſte &eite im Qſuña#jefte bſeibt für bie (Sorceftion aufgegoben. 98er- beſierung in Čágen. Quña#6eft it rein 311 baſten, umb bie &djrift muff gut ſein. Örümb- (itſe 3eipredºung muti, ber 2ſnfertigung beg Qſuña#e3 portergeijen. (8) cant mt at if : 9tad) bent $8 udje. - %)ift at : ©tma pier gebrućfte 8tiſen 3meimaſ mādjentſid). © in gem : Şie im 1. (§rabe. ©d 5 it id) reibert : ©djönióreibóeft Sto. 2. Sierter (Şrab. Q[n ſcſ, altitutg 3 titter rid) tº: Siebentartit, inie int 1. (§rabe. © pred) iſ 6 ling limb Qefſ antation : Şie im 1, Örabe. Seien : Seitt umb (§rebiterá 3. Qeſebud). 8tpei ºritteſ beg Sudje3. lleberie # ung : Şie int 2. (§rabe. Šm 98erſjäſtnić 31t ben Qeſe- {eftipment. § Qſuija B : Qſſe 3 QSodjet eine Q(rbeit, ºffentata: §riefe, Q(nefboten it. j. m. Åſtant perfaffre, pie für ben 3. (§rab angegeben. Örammatif: ſtad) bem $8ilde. §m Serbältniß 31 ben geleſettionen. 88 EAST SAGINAW PUBLIC SCHOOLS. $) iftat : ©tma filmſ gebrutfte 8°iſen mädjentſid). ©ingen : Şie im 1. (§rabe. ©djön; d) reibert : ©djônjūreiðfleft Sto. 3. ğünfter (Şrab. Q[mid] quung 3 unterrid)f : Siebemann, mie im 1. (§rabe. © pred)ii 61ing unb ºefſ amation : Āšie int 1. (§rabe. Qeien : Seid unb (§rebiterá 3. umb 4. Qeſer. (*) lieberie # unt g : Şie im 2. (§rabe. Šm 3erſjäſtnić 31t ben Qeſea Ieftionent. Qſufja B : 8meimädjentſid) eine QIrbeit. §§emata: Gråååſungen, §riefe, Q(nefootent it. j. m. (śramm at if : 9tad) bem $81tdje. Sºm Serjäſtniß 311 ben Qeſeſettipa 11611. Qift at : ($tma 6 gebrutfte 3eiſen 3meimaſ mädjentſid}. ©ingen : Şie im 1. (§rabe. ©edjiter (Şrab. €pred)ii bung unb º et ſamation : Āšie im 1. Grabe. Qeien : Seitſ unb (§rebnerá 4. Qeſebud). (f) lieberieſ, un g : Stad) bem $8wdje. Sm. &erbäſtnié 311 ben Qeſe- leftionent. Qſufiah : 8meimädjentſid eine QIrbeit, ºbemata: mieim 5 Örabe. (Śr a mm at if : 9tad) bent $8wdje. Sm 8erbäſtnić gu ben Qeſeſet. tipment. Qift at : ©ieben gebrutfte 8tiſen 3meintaſ mädjentſidj. © in gen: Şie im 1. Grabe. ©iebtet (91 mb. © pred)ii bung unb ºetſam ation : Āšie im 1. Grabe. 9 ejem : QSeid unb (§rebnerá 5. Qeſebud) (erſte §§ſite.) lieberie # un g : (ºrite jáſite im Sudje. Qſufi a $: 8meimädjentſid eine QIrbeit. Effemata ſiefern paſſenbe (§ebićte, Beſòreibungen, Öeidjäitäbriefe u. j. m. (śramma fif: (§rſte §§ſite im Sudje. Qift at : Qſbmedieſmb mit unb offme 38orbereitung. 8meimaſ mā- djentſid); etma adjt gebrutfte 8°iſen. ©ingen : Şie im 1. (§rabe. 11 m rege ſmášige 3 eitmárter ſerm em. EAST SAGINAW PUBLIC SCHOOLS. 89 *ſūter Grab. © pre djil 6 ung unb º eff a m a ti o it. §te im 1. Grabe. Q e i e it: Seid unb (§rebnerá 5. Qeſebud) (3meite jáſite,) 3 Seftionen moãdjentſid). º 11 e be r i e º un g : 8meite jáſffe im Sudje. Qſ u fi a #: Şie im 7. Grabe. (§ r a m m at if: 8meite jáſite im Sudje. - $) if t a t : Offne 3orbereitung, 3meimaſ mādjentſid); 9 gebrudite 3eiſen. © in gen: Şie im 1. Örabe. 3 r ip of it i p n e m in 98 er 3 d, en I er n e n . 9tad) trag , ©oſten bie lleberjegungăſettipmen im $81tdje midſt quáreidjen, ſo máñſe man auá bent engſijdjen Qeſebudje beć betreifenben Örabež. §ragen beint QInfertigen ber 2ſuñābe limb bom ºtitidjiiſern ºu beant- mortent. Qie Góiſer ber (§rabe 2–8 baben ſid) 30fabeſbiidjer angujdjaffen, in meſdje ſie bie Sofabeſm, ſomie bie guerſerneuben Sieber, eintragen. §em bie 3eit ea erſaubt, ſoſite ber ºſmidjauungäunterridºt im 6. (§rabe fortgeießt merben. (53 it eſbítberſtänbſicſ), bağ ble ©predjiibungen, Qſuffäße it. j. m. ben Şäßigfeiten ber ©djiiſer angepañt merben miſſen; both mu; ber 265ter quf eit aſſmäßſidjeń śortidjreiteit bebadjt ſein. Şm ben (egten 6 Jºonaten im I. Grabe bemułem bie &djiiſer bie Šibeſ. ** Sm 4. Örabe ſolſten bie &djüſer 3mei ºritteſ beg ſtateriaſ3 beg 3. Qeſerá bemáſtigent, in ben erſten 4 Åſtomaten beg 5. (§rabež ben Reſt, unb bag crite @ritteſ beg 4. Qeferå määrenb ber iſ brigen 3eit beg Saffreð. Sm 6. (§rabe foſgent bie ſegten 3mei ºritteſ be: 4. Seier8. * ©ie porgeşeiðnete Q(rbeit unter (§rammatif mag in unferen regelmäßigen miomatſidjen Sebrerberiammlungen etmaš mobifigiert merbert. ŞJºan peritſ one bie Štimber miāgſidjit mit tedjnijdjen Québriidſen unb. Idſe lie etmaige RegeIn an 8cipieſen jeſbít fimben. ©túliti;. Øie Qelīver miſſert ſteté auf ibre eigene šortbiſbung bebadjt ſein umb 3u bent 8mbette midt mur eine gute beutidje Seffrergeitung Öaſten, jomberm aud, ſleißig bie beutidje Sitteratur, ipegieſ bie pâbagogijdje, ſeien. (śin maſjrer Seljrer bereitet id) por fir jebe Seftion. §5?ſidje3, 31tportommenbeg unb artigeå betragen ber ©djiiſer gegen ibre ºſtitidjiiſer, Qelīver umb şrembe iſt port großer Sebeutung, miri aber (eiber bon pieſen Qeffrerm aſ: etnodá lintergeorbmeteå angeſeljen, ober moffſ 90 EAST SAGINAW PUBLIC SCHOOLS. gar gang permadjúñigt. (§uteå Setragen ber ºimber iſt auşerorbentſid, mobſtjuent fir ben Sejudjer umb jūd)ſt empfeffſenb für ben Qebrer. §enn mir bem linterridºt im Jeutidjen in ben Öffentſiden Gdjuſen eine permanente jeimat idjerm moſlem, ſo famil bieś eitgig unb aſſein baburd, geſdjeffen, bağ mir tāgſidj gemijemljaft, treu limb erfoſgreid) arbeiten. Stichtā it ber ©djute gefäljcſicſ}er, aſ @ſeidjgittigfeit ſeiteng beg Sejceró, Ser Sebrer, meſdjer ſid) midſt mit Siebe unb Gnergie feinem ſo midtigen QImte Đingiebt, flat ſeinen Serui perfejſt. Şd) id}ſiege mit śrübeſg berrlicjem Sort: ,&ommt, Iaşt umā unferen ºimbern ſeben." ENGLISH TRANSLATION. “Conscientiousness is the best guarantee of success.” We devote daily about one hour and twenty minutes to in- struction in German, and we must divide the time so as to attain the best possible results. We certainly have to consider the wishes of the parents, who send their children to school to enable them to make a practical use of the language. Hence our prin- cipal aim should be the fluent oral use of German. In order to reach this end there is nothing of more importance than object- teaching, which is to be taught from the first to fifth grade, inclu- sive. Said instruction gives the child more chance to clothe his ideas into words than any other. The regiving of suitable lessons previously read, or the relat- ing of anecdotes, fables, etc., first told by the teacher can hardly be overestimated—“practice makes perfect.” Poems, committed to memory, must be delivered understand- ingly and with good pronunciation and emphasis. . The teacher must not forget to first read the poem aloud, and to question about its contents. If we follow the above hints declamation will greatly assist in developing the child's mind. Reading enables the pupil to enlarge his vocabulary, i.e., if the instructor sees to it that the contents become the property of the child, through proper questioning during reading, and thor- ough catechisation after reading. Clever reading is the key to all discipline. º The main advantage of translating is to acquaint pupils with the definitions of the words and with the construction of sen- tences. The comparison of two languages, which takes place when translating, sharpens the reasoning powers. Composition, letter-writing, etc., give us the means to judge of the ability of the child, and to learn of his deficiencies in gram- sº EAST SAGINAW PUBLIC SCHOOLs. * 91 mar. Written work is also very useful in impressing what has / been orally taught. In order to use a language fluently instruc- tion in grammar is well-nigh indispensable; yet we learn the right use of the language more through practice than grammat- ical rules. Example does more than rules; therefore the language of the teacher must alwaps be examplary and suited to the child's capacity. Dictation, which must be taught in all grades, is especially important in orthography. The pupils prepare themselves for it. Copying is to be restricted to grades one to three. German songs are to be taught in all grades; in the higher grades, two or three-part songs, if possible. Penmanship is taught in grades two to four; in second grade, copy-book No. 1; in third, No. 2; in fourth, No. 3. ... We must insist, however, that all written work, on slate as well as on pa- per, be legible and neat—“Whatever you do, do well.” Every three months the composition and copy books are sent to the parents for their signatures. Oral and written work should alternate, so as not to fatigue the children unnecessarily. In the lower grades all lessons must be short. “The preven- tion of mistakes is far better than their correction.” It is confidently expected that the teachers will conscientiously follow the course of study. l COURSE OF STUDY. Every fourth week is devoted to review. FIRST GRADE. Object-teaching—Wiedemann; every week one lesson. Language and Declamation—Three pupils tell a little story and one recites a poem, daily. Reading by sound—Daily, from the reading charts. Copying—Daily, from the blackboard, the charts, or book. Dictation—About two printed lines, during the last three months; preparation, twice weekly. Singing—The pupils learn six songs in the course of the year. Penmanship—On slates, from the blackboard. ^. 92 EAST SAGINAW PUBLIC SCHOOLs. SECOND GRADE. Object-teaching–Wiedeman, as in first grade. Language and Declamation—As in first grade. Keep a list of pupils, declamations and stories. Reading—Weick and Grebner's First Reader, three lessons every week. After each lesson let the children write twelye of the most difficult words on slates, and while writing let them spell the words aloud, and state which are to begin with capitals. After catechisation it is recommended that they read the lesson in concert. In grades one to five, inclusive, the teacher reads the lesson first. Pupils must answer in whole sentences. Translating—According to the book, oral and written. New words must be written and learned. - Grammar—According to the book. Written exercises twice weekly. - Dictation—About three printed lines; preparation, twice week- ly. The pupils mutually mark the mistakes. Correction under supervision of teacher. Once a week the dictation must be neatly written on paper, thus enabling the teacher to send very good or very bad work to the parents. Singing—As in first grade. Penmanship—Copy-book No. 1. THIRD GRADE. Object-teaching–Wiedemann, as in grade one. Language and Declamation—As in first grade. Reading—Weick and Grebner's Second Reader; three lessons weekly. Translating—As in second grade. Composition—One monthly. Object lessons furnish subjects. The right-hand side of book is to be reserved for corrections; cor- rections to be made in sentences. Composition-book to be kept clean, and the writing must be good. Thorough oral treatment must precede the written composition. Grammar—According to book. Dictation—About four printed lines twice weekly. Singing—As in first grade. Penmanship—Copy-book No. 2. EAST SAGINAW PUBLIC SCHOOLS. 98 FOURTH GRADE. Object-teaching—Wiedemann, as in grade one. Language and Declamation—As in first grade. * Reading—Weick and Grebner's Third Reader; two-thirds of book. * -- Translating—As in second grade, in proportion to reading lessons. Composition—One every three weeks. Subjects: letters, anec- dotes, etc. Proceed as indicated for third grade. Grammar—After book, in proportion to reading lessons. Dictation About five printed limes weekly. Singing—As in first firade. Penmanship—Copy-book No. 3. FIFTH GRADE. Object–teaching—Wiedeman, as in first grade. Language and Declamation—As in first grade. Reading—Weick and Grebner's Third and Fourth Readers.” Translating—As in second grade, in proportion to reading lessons. Composition—One every two weeks. Subjects: narrations, letters, anecdotes, etc. Grammar—According to book, in proportion to reading lessons. Dictation—About six printed lines, twice weekly. Singing—As in first grade. SIXTH GRADE. Language and Declamation—As in first grade. Reading—Weick and Grebner's Fourth Reader.” Translating—According to book, in proportion to reading matter. Composition—One every two weeks. Subjects, as in fifth grade. Grammar—According to book, proportionate to reading lessons. Dictation—Seven printed lines twice weekly. Singing—As in first grade. | 94 EAST SAGINAW PUBLIC SCHOOLs. ^. SEVENTH GRADE. Language and Declamation—As in first grade. Reading—Weick and Grebner's Fifth Reader (first half). • Translating—First half of book. Composition—One every two weeks. Subjects: suitable poems, descriptions, business letters, etc. Grummar—First half of book. Dictation—By turns, with or without preparation; about eight printed lines twice weekly. Singing—As in first grade. Pupils learn irregular verbs. EIGHTH GRADE. Language and Declamation—As in first grade. Reading—Weick and Grebner's Fifth Reader (second half); three lessons weekly. Translating—Second half of book. Composition—As in seventh grade. Grammar—Second half of book. Dictation—Nine printed lines, without preparation. Singing—As in first grade. Pupils learn propositions in form of verses. GENERAL SUGGESTIONS AND DIRECTIONS. Should the lessons for translation prove inadequate, select from the English reader of the respective grade. Questions arising when writing compositions are to be an- swered by fellow pupils. Pupils of grades two to eight are to provide themselves with books for writing vocables as well as songs. Time permitting, object teaching should be continued in grade SIX. It is a matter-of-course that the language exercises, composi- tions, etc., must be adapted to the ability of pupils, yet the teacher should pursue a gradual progress. The Primer must be used in the last six months in grade one. EAST SAGINAW PUBLIC SCEIOOLS. 95 * Pupils of fourth grade should finish two-thirds of the mate- rial of Third Reader, leaving the rest for the first four months of fifth grade; study the first third of Fourth Reader during the remaining part of the year. The last two-thirds of the Fourth Reader are to be finished in grade six. The indicated work in grammar may be somewhat modified in regular monthly teachers' meetings. Spare the children as much as possible from technical words, º induce them to find the rules themselves by means of exam- ples. CONCLUSION. The teachers must constantly be intent upon their own im- provement, and for that pupose should not only read a good Ger- man teachers' journal, but should also read the German literature, especially the pedagogical. f A good teacher prepares himself-for every lesson. Polite, kind, and gentle behavior on the part of pupils toward their fellow pupils, teachers and strangers is of paramount signifi- cance, bnt, alas! is regarded by many as something inferior, or is even totally neglected. Good behavior of children is extremely pleasant to the visitor and highly commendable to the teacher. If we intend to make instruction of German in our public schools permanent, then let us remember that this can only be done through conscientious, faithful and successful work. No- thing is more derogatory to the school than indifference on the part of the teacher. The teacher who does not devote himself to his important avocation with love and energy will make a sad failure. I conclude with Froebel's grand exhortation: “Kommt, lasst uns unsern Kindern leben.” 96 EAST SAGINAW PUBLIC SCHOOLS. General Suggestions and Directions for Teaching Redding. 1. Four objects are to be kept in mind by the teacher in giving reading lessons: (a) To give the pupils a ready command of a constantly increasing vocabulary. (b) The power to realize for themselves the thought. (c) Facility in expressing the meaning which the words and sentences have assumed in their own minds. (d) To cultivate a taste for good literature, American and English. 2. New and difficult words, with the phonic and accent marks when thought necessary, should be put on the board by the teacher for class drill, preparatory to the reading lesson in which they occur. 3. Phonic marks should be taught gradually. 4. Words commonly mispronounced should be kept by the teacher for class and individual drill, avoiding affected pronun- ciations. 5. Good oral reading requires trained voices as well as minds; hence regular vocal exercises in articulation, inflection, emphasis, etc., should be a regular and essential part of the instruction. 6. The pupils should be trained to get at the thought or sense of the passage read. Various ways, among which question- ing the pupils upon what has been read is the most important, should be resorted to for securing this end. 7. Historical, biographical, scientific and other allusions should be explained. 8. An excellent exercise for all grades is to require one pupil to read, while the other members of the class listen with closed books. 9. To test a pupil's understanding of a word, require him to use it in original sentences, illustrate by pictures or by action, to use another word of the same meaning or a word of opposite meaning. 10. Constant and systematic use should be made of supple- mentary reading matter throughout all grades. This should be used as sight reading and should alternate with regular readers. Supplementary reading stimulates a desire for a larger range of reading matter than can be had from the regular text-books, and cultivates the habit of reading for its own sake. 11. The supplementary work found in the text-book may be made a valuable help in all stages of the instruction. 12. Be careful that the pupils stand in an erect position when reading, so that the breathing may be natural and unrestrained. EAST SAGINAW PUBLIC SCHOOLS. 97 13. The cultivation of a taste for good reading is one of the important objects to be attained in connection with the instruc- tion; this has been kept in view in the selection of supplementary matter. Lists of books which are adapted to the pupils should be prepared and the children encouraged to read the same. 14. An important auxiliary to the work of the schools in all studies, is the public library; but especially is this true in respect to the cultivation of a taste for good reading. Pupils in the higher grades should be encouraged to make an intelligent use of our excellent library facilities. 15. It should never be forgotten that the main object of the reading exercise is the acquisition of power through an increasing capacity to apprehend thought. Ger) eral Suggestions dryd Direction)s for Ted chir)g Spelling. * 1. In addition to the mere spelling of words, the pupil should be taught incidentally the use of capital letters, punctuation, pos- Sessive points, common contractions and abbreviations, syllabica- tion, pronunciation, and diacritical marking. 2. Pupils should know the meaning and use of a word before they learn how to spell it. 3. A list of misspelled words should be kept for review. 4. Do not use concert exercises. 5. Occasional exercises in oral spelling should be given by way of review. 6. The dictation of sentences should form a regular and fre- quent part of the instruction. 7. In general, words and sentences for dictation should be given out but once by the teacher. 8. Insist upon meat work and careful penmanship in the use of the blanks. 9. Do not give too long lessons. 10. In general, those words should be given which are common to an ordinary person's vocabulary. 98 EAST SAGINAW PUBLIC SCHOOLS. General Suggestions and Directions for Teaching Lapguage. 1. The object of the instruction is to accustom the pupils to express their ideas in correct forms of speech, oral and written. 2. The supplementary reading, the lessons in geography, his- tory, objects (object lessons), and places with which the children are familiar, pictures of incidents, occupations, etc., are to be used for (a) conversations and short written statements, (b) simple compositions. 3. Have all incorrect forms of expression, oral and written, corrected, and drill on the use of correct forms. 4. In all grades above the first, constant and systematic atten- tion should be given to letter-writing. No school exercise is more important. 5. In the lower grades, require the pupils to speak in complete sentences. In the higher grades this is not essential, but should be a feature, now and then, of the recitations. 6 Require all written work to be done with neatness. There is little use in teaching penmanship if the subject does not receive vigilant attention in all studies. 7. While the object of a reading lesson is to teach reading, yet much can be done in language from the reading book and during the reading exercise. 8. Pupils should be encouraged to use the dictionary. 9. The use and orthography of common homonyms should be taught. 10. A valuable feature of the language lessons should be the memorizing and reciting (in concert or singly) of choice selec- tions of verse and prose, together with something about the life of the authors. 11. There is only one way of securing the use of good English or German by children, and that is by cultivating the habit. It is in language as well as in morals, a single good habit is worth all the precepts of all the sages. O EAST SAGINAW PUBLIC SCHOOLS. 99 General Suggestions and Directions for Teaching Geography. 1. Geography is not merely a description of the earth's surface, , but treats also of the people who inhabit it, and their life as affected by climate and geographical environment. The study should possess a human interest, showing the earth as the home of man- kind, and its adaptation to man's activities. . . . 2. In the lower grades, make use of the facts of nature to teach geographical definitions. 3. The moulding or sand table is an invaluable auxiliary in teaching the general physical features and surface. The teacher should have the facility of manipulating, effectively, the material used. .* 4. Too much stress cannot be laid upon the importance of comparing the industries, states of society, commerce, etc., of other countries with our own. 5. In the study of places, interesting facts of history and objects of interest should be brought in, in order to make the study as life-like as possible. : 6. Geographical facts should be linked together, especially those showing cause and effect, as the physical conditions of a country and the character of the people, reasons for the locations of large cities, etc. 3. * * “In general, it may be said that those features of a country or section should be emphasized which most affect and repre- sent the life of the country, and which most concern our own country.” - 7. Every possible effort should be made to enable the pupils to form mental pictures of the scenery, climate, the flora and fauna, races and their institutions, manners, customs and occu- pations. To this end books of travel, encyclopædias, newspapers, the popular magazines, illustrated papers, scrap-books, and especially pictures, may be made to contribute. The books in the public library may be made to serve a useful purpose in this connection. Encourage pupils to bring from their home such aids. Specimens of natural and manufactured products of differ- ent countries should be freely used. - 8. The topical method of recitation should be used in both the map and descriptive portions, in classes using the large text- book. The text-book then becomes a reference book, and pupils should be led to gather the required information from various SOURTCéS. 9. Do not neglect the map drawing. It can be carried on during recitation by a number of pupils working simultaneously, dictating and describing as they draw. Do not aim to secure highly finished maps, but endeavor to secure rapid work. ł * 100 * EAST SAGINAW PUBLIC SCHOOLS. 10. Limit the number of facts taught and teach those given in the syllabus thoroughly. 11. Time should be given to other countries and to different sections of our own country, according to their relative import- 3.11Ce. 12. The caution is to be observed that the foregoing kind of work must not interfere with exact knowledge of the pupil of details, which will enable him to stand the test of review and examination, question by question. • * * * * * * e -*-*. General Suggestions ar)d Directions for Tedcbing Numbers ar)d Arithmetic. 1. Aim, in all grades, to secure first, accuracy and then rapidity. 2. Teach children to make neat figures. 3. Pupils should be given constant drill in each of the four fundamental rules, and special prominence should be given to addition. 4. With each number teach related facts, as:— 15 wards in Saginaw. 12 units make one dozen. 24 sheets make one quire. 60 lbs. make one bushel of wheat. 5. In giving lessons on applied numbers use the actual Illea,SUII'êS. 6. In solving problems, pupils should be taught to recognize the given or known elements, to determine and state, orally, the nature of the required or unknown quantity and the operations to be performed upon the former to obtain the latter. 7. Operations involving United States money should be given constant attention. 8. The simple elements of percentage should be taught in the primary grades and in all grammar grades. 4 9. Oral or mental exercises, with simple numbers should be given regularly in connection with the written work. Mental operations are conducted for two distinct purposes:— First. As the introduction to new processes in written arithmetic, and, o Secondly. As special exercises for practice and discipline. The lessons should be exclusively oral. EAST SAGINAW PUBLIC SCHOOLS. 101 10. Necessary terms to be learned when the pupil sees the need of such terms. 11. The ability to manipulate numbers runs in advance of the power to reason out the processes; therefore, little reasoning should be expected in the lower grades. 12. An exercise which cannot be too highly commended con- sists in requiring pupils to invent problems to be solved by members of the class. It should be conducted as a class exercise, either written or oral. 13. Review frequently by giving out short, simple problems, that involve a knowledge of all the pupil has gone over in any preceding grade. Once a week, at least, a portion of the recitation should be devoted to review exercises. General Suggestions ar)d Directions for Teaching Music. The chief object of musical instruction is the proper training of the ear and voice, and the cultivation of musical taste. It is not by singing merely that the taste is improved, but by ea pressive Sºng?ng. AIM—To teach pupils to think in tones and in time, as they think in colors and numbers. SIGHT-SINGING—Two mental operations are necessary in order to sing at sight: 1. A correct conception of the relative pitch of sounds; 2. A correct conception of the relative length of sounds. TUNE–The unit or object of thought in studying the pitch' of sounds is the major scale as a whole. The major scale is the key which unlocks all the mysteries of music. TIME-A sense of rhythm or recurring accent, which can be awakened and developed only by hearing such rhythms and ac- cents. At the beginning, tune and time should be taught consec- utively, and not in combination. In teaching these two distinct subjects follow this formula: 1. Present the real things to the mind as an object of thought. 2. Name it. 3. Represent it. 4. Develop it through properly written material. Sight-singing, however, is not the only aim of the work. Proper care and cultivation of the voice is of vital importance. To secure best results insist upon the observance of the fol- lowing rules: 1. An erect but easy position of the body. 2. A clear and distinct pronunciation of syllables and words, with careful attention to making the consonants and singing the vowels, 3. 102 EAST SAGINAW PUBLIC SCHOOLS. The vocalization of exercises sung. 4. No amount of tone in sing- ing either syllables, words, or vocalizing, beyond that which the pupils can produce with perfect ease. Music is a language of the soul, and, properly taught, benefits every side of the child nature. The refining influence of good music is most noticeable in the discipline of a school. It arouses a spirit of good-will, creates a harmonious atmosphere, develops the sense of the artistic, the beautiful and the good. It therefore has a direct moral bearing upon the child. & 8 & 6 s & tº º General Suggestions and Directions for Ted ching Drawing. Drawing is a means of thought expression. Thought first and then skill, is the proper order. Learning to draw is learning to see and then to do, The pupil should sit erect, moving a little to the right for a vertical and left oblique lines, and a little to the left for hori- zontal and right oblique lines. The pencil should be held near the upper end and at right angles to the line to be drawn. Books and papers should be placed parallel with the edges of the desk, and should not be turned. Erasers should not be used at all on practice paper, or in drill exercises. In all book lessons, except the drill exercises, the eraser may be used after the figure is all sketched and before retracing. Pupils should be drilled in sketching lightly. Rulers should be used from fifth to eighth grade, inclusive, only, in geometric problems, working drawings, and 80me designs. Give drill exercises and dictation lessons in all grades. Drill exercises should be drawn in the book without any practice. In dictation lessons no help whatever should be given to pupils, either from the blackboard or by pointing out, or correct- ing errors in their work. Pencil holding should not be shortened for placing points. Objects should be used as much as possible. Pupils should be encouraged to make in wood, soap, or paper, the objects they draw. * Teachers should be careful that the pupils understand what they draw, remembering that the intellectual training is as impor- tant as good execution. EAST SAGINAW PUBLIC SCHOOLS. 103 Ger)2 ral Suggestions apd Directions for Teaching Pennanship. 1. The aim should be to secure legibility before rapidity. 2. Insist upon the correct position of body, hand and pen. 3. Children should be taught (a) to know, (b) to execute, (c) to criticise, (d) to correct. 4. Attention should be given to the shape, size, slant, height and distance apart of letters. 5. Pupils should not be allowed to sit at the desk in a careless manner, nor to rest the hand upon its side while writing. 6. Elevating the elbow too high, in whole - arm movement practice, will cause the pen to scratch, and the arm tires much SOO)16}]". 7. In attention on the part of pupils, especially in class drill, will tend toward failure. 8. Movement exercises should precede each lesson, care being taken to use drills which apply directly to the form of letters which are to be practiced upon. 9. A word of praise from the teacher, at the proper time, will tend to encourage the pupil, at the same time showing where im- provement can be made. 10. Never speak discouragingly to a pupil who is backward in the proper execution of the work, but show mistakes, where they are and how they can be corrected. * 11. Daily exercises should be given in all grades using different movements. 12. Practice paper and books should be used, not only for the movement exercises, but for the practice of the copy as well. Pu- pils in all grades above the third should be supplied with practice books. 13. Pupils should be led to criticize their own and others' work, and to know what good penmanship really is. From this they can be led to correct their own faults. 14. Strict attention should be given to the written work in all the other studies, to prevent pupils contracting careless habits. 15. The blackboard work of both teacher and pupils, in all written exercises, should be neat. 16. The blank books and spelling blanks in the hands of the pupils show what can actually be done in penmanship. 17. That the best results in penmanship may be secured in our public schools, it is highly necessary that each teacher understand how the lessons should be given. For this refer to special teacher. 104 EAST'SAGINAW PUBLIC SCHOOLs. General Suggestions and Directions for Teachtng Observotion Lessons. In conducting Observation Lessons teachers will do well to conform to the following general rules: -- 1. Always to prepare the lesson beforehand, so as to lead up by consecutive or related steps to a definite object. 2. Lead children to discover for themselves by observing resem- blances and differences among phenomena. .3. Give the name after, and not before, the process of observa- tion. 4. Present a thing as a whole before taking cognizance of its arts. p 5. Proceed from the known to the unknown, from the simple to the complex, from the concrete to the abstract. 6. Waste no time on matters with which the children are already familiar. 7. Do not go beyond what children may discover for themselves by direct observation, or by inference from direct observation; nor introduce matters beyond the comprehension of the pupils. 8. Do not permit digression. 9. Pupils should not memorize forms of words prepared by the teacher. 10. Require answers to be given in complete sentences. 11. Keep written lists of the lessons given. º General Suggestions and Directions for Teaching Ur)ited States History. “The chief objects to be kept in mind,” says Prince, “in teach- ing History, are: (a) To create an interest in the subject and a taste for reading it. (b) To teach important facts of history, so that they will be remembered. (c) To show the relation of past events to the present in such a way as to prepare pupils for the varied duties of life. (d) To cultivate the powers of memory, imagination and reflection. (e) To cultivate language.” 1. The topical method should be followed as laid out in the syllabus. The text-book should be the chief source of informa- tion, but in all stages of the instruction it is to be supplemented by other books bearing on the subject, as school and general histories, encyclopædias, biographies, illustrative literature, such as poems, narrative and descriptive pieces calculated to vivify and EAST SAGINAW PUBLIC SCHOOLS. 105 enlarge the information gathered from the text-book. The Public and Hoyt Libraries should be freely used in this connec- tion. Use also should be made of coins, pictures and relics, if available. 2. Constant reference should be made to the geography of the country. Pupils should be made familiar with such geo- graphical features of a locality as may be necessary to understand the incidents taking place there. Map-drawing is, therefore, an essential feature of the instruction. It is the only true means of acquiring clear and definite ideas of the discovery and exploration of territory and of military campaigns. ūr 3. The number of dates learned should be as small as possible. The dates of the most important events are a necessity. But the orderly succession and continuity of events is of more importance than their exact dates. 4. Frequent general reviews should be given. General Suggestions and Directions with reference to Hygiene. The following selections of maxims and comments from Dr. Jerome Walker's “Health Lessons” will be found helpful. The book itself is worthy of a place on every teacher's desk. 1. In order to teach health-subjects well, the teacher should have broad, unprejudiced views, and should never allow herself to ride hobbies. To teach that certain health laws are inflexible and must apply to all children alike, is an absurdity. 2. Physiology should be subordinate to the study of Hygiene, or the art and science of the preservation of health. 3. Traditions and popular beliefs concerning health and dis- ease should be very carefully weighed before being given to children. The study of health is to give comfort, to maintain and strengthen all the resources of the body, and to prolong life. It should begin with the primary pupil and end only with the life of the individual. Its teachings can be used not only for the better- ment of school-life, but apply also to the home-life, and they enhance the value of all other studies. To make health-subjects practical, places may be indicated upon the body where the pulse can be felt. Habits of cleanliness should be taught. Children should be shown how to expand the lungs properly, and what differences there are between poorly and well-expanded chests. By listening over the chest of a fellow- 106 EAST SAGINAW PUBLIC SCHOOLS. pupil the child can learn how the current of air sounds as it goes in and out of the lungs during their contraction and dilatation. The teacher can show, with feathers and in other ways, what is meant by currents or draughts of air; can show what is meant by properly ventilating, and warming a room; can make the pupils understand how it is that contagious diseases may spread in a school, if children who have been ill with such diseases return to school before they have entirely recovered, and especially if their outer clothing comes in contact with that of other children in badly ventilated hallways or wardrobes. Calisthenic exercises will be made more interesting if from time to time measurements are taken of the cireumference of arms, waists and chests. Bad habits may sometimes be overcome by reasoning with a child from a health standpoint, and bad tendencies broken up through a knowledge on the part of both teacher and pupil of what is healthful. While the teacher should not take the place of a parent, there are times when a conscientious teacher with a knowledge of health laws can influence a child best through his home life and its surroundings. Sometimes it will be, perhaps, impossible to have in the schoolroom clean hands and faces, well brushed hair, clean teeth, sweet breath, freedom from bodily odors, and from bad language till home influences are bent in this direction. So the teacher may be a health missionary, and by inducing an appreciation of clean- liness, order, purity, health and strength, his hold on the child's mental faculties becomes stronger and more hopeful, and teach- ing is no longer mere drudgery. Impress upon the pupils at all stages of the instruction:- I. The injurious effects of tight, narrow, high-heeled shoes, tight clothing and improper positions in sitting, stand- ing and walking. II. The importance and uses of bathing. III. The uses of clothing:— 1. What clothing is proper. 2. What clothing is improper. 3. Condition of clothing (dry or damp). 4. Cleanliness, contagion. 5. The effect of different colors and materials. IV. A knowledge of the difference between:— 1. Hard and rain water. 2. Water as a source of disease. 3. Contamination of wells. w 4. How to rid water of injurious matter (boiling). W. The importance of good habits in eating, as:— Eating slowly. Eating moderately. Eating regularly. Eating with neatness. EAST SAGINAW PUBLIC SCHOOLS. 107 WI. The importance of fresh air. Ventilation—(1) Necessity of; (2) Means of. VII. The importance of regular care of the teeth. VIII. The importance of care of the eyes. Avoid:— 1. Fine print. 2. Weak or unsteady light. p 3. Reading on cars, lying down, or before breakfast. 4. Reading while facing the light. * IX. The importance of and reasons for regular and abund- ant sleep. X. The importance of the proper, use of the brain:- 1. Effects of air, food and exercise on. * 2. Necessity of rest (sleep). 3. Necessity of variety of work. XI. The importance of constant and regular exercise. e e s is s e º º MORALS AND MANNERS. “A single good habit is worth all the precepts of alk the sages.” It is not believed that it is advisable to make a definite place on the program for the direct teaching of morals and manners. It would no doubt be well, and it is recommended as an occasional exercise, to discuss some moral principle or to read some pertinent story or to bring out the moral interpretation of some incident of school life. Every accidental occasion must be taken, and in addition reg- ular ones sought, in which to give systematic instruction in this subject. At one time the exercise may consist of the discussion of some moral principle, at another of the reading of some pertinent story, and at another of the moral interpretation of some incident of school life. * The following is taken in part from the courses of study in the Cincinnati and the Newport, R. I., schools. It is believed the synopsis of subjects is arranged somewhat according to their adaptability to children of different ages. 1. Every opportunity should be improved to cultivate habits of 1. Cleanliness—(a) person, (b) clothing, (c) books, desks, floors, halls, yard, etc. II. Politeness—(a) at school, (b) on the street, (c) at home. III. Truthfulness—in thought, word and act; keeping one's word. º IV. Kindness to others—(a) to relatives, (b) to the aged and infirm, (c) to the unfortunate, (d) to animals. 108 EAST SAGINAW PUBLIC SCHOOLS. } W. Punctuality. WI. Obedience—(a) to parents, (b) to teachers, (c) to those \ in authority, (d) to conscience. VII. Honesty (a) in word and deed, (b) in little things. VIII. The use of pure and chaste language. IX. Habits of order as well as proper behavior at home, at the table, at school, in church, on the street, and in pub- lic places. The learning and reciting of suitable maxims and pieces of poetry. 2. Lead the children to distinguish, appreciate and name moral qualities, illustrating by familiar anecdotes and biographical sketches such qualities as honesty, patience, industry, obedience, kndness, generosity, courage, perseverance, etc. Verses and maxims. 3. To make every case of quarreling, cruelty, deception, pro- fanity, appear in its true light. - Verses and maxims. Love for others, (a) parents, as shown by obedience and honor: (b) for brothers and sisters and friends; (c) for neighbors and all IOleIl. Respect and reverence (a) for parents; (b) for the aged; (c) teachers and others in authority. Gratitude (a) to God; (b) to parents; (c) to all benefactors. Obedience, thankfulness, truthfulness, honesty, courage, by means of stories, illustrative examples, maxims and memory gems. Verses and maxims. 4. To teach that the dictates of conscience must be obeyed. To show the influence of habit in the formation of character, and ... hence the importance of cultivating good habits and the restrain- ing of bad ones. The honor of a good name, self-control, confession of wrong, forgiveness, evil speaking, profanity, slander, gossip. Verses and maxims. 5. To inculcate self-denial, in avoiding self-indulgence in eat- ing and drinking, in avoiding coveting or taking what belongs to others, in avoiding improper language or remarks about others, in avoiding expenditure of money beyond one's means, in avoiding rude and boisterous talking and laughing in company or on the street, whispering and other improper conduct at public enter- tainments. Verses and maxims. 6. Indirect lessons on patience, good manners, respect, rever- ence, gratitude, etc. Illustrative examples, maxims, appropriate selections of poetry and prose, etc. Verses and maxims. 7. Indirect lessons on honor, reputation, character, self-con- EAST SAGINAW PUBLIC SOHOOLS. 109 A trol, self-denial, slander, profanity, habits, temptations, etc. Love of country and other duties involved in good citizenship. Verses and maxims. 8. Impress upon pupils the importance of faithfulness in the discharge of all duties, relation and duties of the employer and the employed, civil duties, etc. Illustrative examples, maxims. Appropriate selections of prose and verse. 9. Let it always be remembered that the teacher's personal influence is the greatest moral factor in the school. NINETY OUESTIONS. “Questioning is the half-way toward knowledge.”—Bacon. 1. Are not the powers of the mind as well as the body, devel- oped by exercise? 2. Are not general forms of truth derived from particulars? 3. What is the relation in school work between telling and training? 4. Are you definite in your teaching? 5. Do you bear in mind that training in good habits is an important function of school work? 6. Have you the sympathy and respect of your pupils? 7. Do you do any original work in your teaching? 8. Are you growing intellectually by being a student of some- thing yourself? 9. Do you read an educational journal? 10. How recently have you read any book or work pertaining to education? 11. Should all your reading and study have a direct relation to school work? 12. Should teachers have any time in which to cultivate soci- ety, and why? 13. Is there any danger of spending too much time in this direction? 14. Are you punctual in your attendance upon school? 15. Do you have your work for the day definitely planned? 16. Ought one teacher to take the time of another, between bells, by talking about matters foreign to school work? 17. Is your school-room as attractive as you can reasonably make it? 18. Are your blackboards “pleasant to look upon?” 110 EAST SAGINAW PUBLIC schools. 19. Do you allow slovenly work on paper, slate or blackboard? 20. Are you careful and economical in the use of supplies? 21. Do your pupils lounge? 22. Do you pay systematic attention to the temperature of the room P 23. Do you to the ventilation? 24. Do you give any attention to physical or calisthenic exer- cises? 25. Do your pupils stand erect? * 26. Do you, in other words, heed the physical well-being of the children? 27. Are you prompt and accurate in making out reports, state- ments, etc.? 28. Do you succeed in gaining the attention of all your pupils? 29. Are the pupils in the seats busy with legitimate school work while you are hearing other pupils recite? * 30. Do you prepare lessons before recitation? 31. Do you talk too much? 32. Do you talk in quiet, refined tones? 33. Do you in recitations ask pointless, wandering questions? 34. Do you wander away “on tangents” during recitations? 85. Do you waste time repeating answers of pupils? 36. Is it well to ask questions in rotation? 37. Would you advise asking the question before calling the name of the pupil? 38. Do you call on the brightest pupils more frequently than on the others? 39. Is it advisable to permit promiscuous talking in recitations? 40. Do your pupils talk in quiet and pleasant tones? 41. Could you say that they all speak distinctly? 42. Are you satisfied with one correction of an error? z 43. Do you in the lower grades train the pupils to answer in complete sentences? - 44. In conducting recitations what effect does the text-book in the hands of the teacher have upon the effectiveness of the teaching? 45. In reciting by the topical method do your pupils talk in connected discourse? 46. When special teachers are giving lessons do you give the . subject in hand your undivided attention? 47. Has training in good manners any place in school work? 48. Do you believe that instruction in morals has a place in school work? 49. If you do, what have you done in moral instruction dur- ing the past week? º 50. Do you know what the course of study calls for in the different branches of work? EAST SAGINAW PUBLIC ScHools. 111 51. Do you understand that such course prevents you from doing other than the work laid out? 52. Can you give any reasons why you should not attempt to cover any ground which properly belongs to the following grade? b3. Do you introduce the study of new principles in arithmetic by means of oral work? 54. Do you constantly review in arithmetic? 55. Do you cultivate the power of doing strong mental work in arithmetic? 56. Do you ever have your pupils invent and solve problems? 57. What use do you make in arithmetic of the measures and other illustrative material? 58. What is the pedagogical maxim relative to rules and pro- cesses? ſº 59. Do you realize the importance of the use of good English (and good German, also, in German grades) on the part of the pupils? 60. Do you have your pupils write simple compositions, repro- ductions, etc., in connection with language work? 61. What is the value of the study of technical grammar in the higher grades? 62. Why should letter-writing be a feature of school exercises? 63. Are you at liberty to omit certain words in the spelling- book? 64. What are the real objects in teaching spelling? 65. What use do you make of misspelled and mispronounced words? 66. Why does strong work in geography demand broad and comprehensive knowledge on the part of the teacher? 67. Should all the points and places on the map or in the map questions be taught to Saginaw children? 68. What use do you make of the globe in giving lessons in geography? 69. What is the place of map-drawing in the school? 70. Do your pupils work during the music exercises? 71. Do they sing in good time? 72. Do they sing in soft, clear tones? 73. What is the place of drawing in the schools, and is it help- ful in other studies? 74. What is its relation to manual training? 75. What is the relation between lessons in penmanship and the written work in other studies? 76. What are the essentials of good penmanship? 77. What is the relation of penmanship (a) to education, (b) to every-day life? \ 78. What are the three important primary objects in giving lessons in reading? & 112 EAST SAGINAW PUBLIC SCHOOLS. 79. Do you give your pupils exercises in vocal drill to secure better articulation, inflection, emphasis, etc.? 80. Do you give thought to the care and neatness of the books used in supplementary reading? 81. Does the cultivation of a taste for good reading have a place in the public school? 82. What is the relation between the public school and the public library? * 83. Why should pupils be taught to memorize choice selec- tions of verse and prose? 84. In case a pupil is not doing going work do you notify par- ents of the fact? 85. Are you cheerful, hopeful, and helpful in your demeanor? 86. Do you worry about imaginary troubles? 87. Do you regard the respect of others, relative to your school work, as of more real importance than your respect of yourself? 88. Would you dispute the proposition that teachers should be among the leaders of the best thought in the community where they live? 89. Are you an earnest, progressive teacher? 90. Do you believe the teacher lives who could answer consci- entiously and satisfactorily (the latter in the best sense only) the foregoing questions? * * * * * e º º SOME “DON'TS.” Don't forget to be a living teacher. Don't expect the judgment of the man in the mind of the boy. Don't look upon school teaching as the very embodiment of drudgery. Don't lose your independence by being afraid of parents and school boards. Don’t threaten punishments which you can't inflict. Don't expect to be fully appreciated. Don't have favorites; if so, you will never be one yourself. Don't love your work for its wages, for a true teacher's worth is priceless. Don't forget that you are working for the Board of Education and are subject to authority. Don't mind the affairs of others better than you do your own. Don't extinguish the bad boys. Ö EAST SAGINAW PUBLIC SCHOOLS. 113 Don't distinguish the bad boys. Don't forget to be mindful of the interests of your pupils. Don't forget that in right there is might. Don't gossip, especially about other teachers. It is beneath the dignity of a teacher, one who is the guide of children, to waste life in that senseless way. Don't air your information. Don't teach above the child's comprehension. Don't assume to be immaculate. Don't let deceit and jealousy supplant truth and honor. Don't be sarcastic. Don’t try to teach everything in a day. Don't shirk responsibility. Don't let the children be afraid of their teacher. Don't whine, but do your best. Don't assume powers which do not belong to you. Don't be insensible to a child's feelings. Don't forget that life is too short and comfort too precious to allow one to suffer from imaginary evils. Don't keep pupils after school as a mere punishment. . Don't scold incessantly; let the pupils enjoy an occasional relaxation. Don't undervalue the truth. Don't be afraid of a smile. Don't go into the show business. Don't fail to make haste slowly. Don't sacrifice your pupils to your personal ambition for mak- ing brilliant scholars. Don't talk incessantly. Adapted from J. M. Greenwood. 114 EAST SAGINAW PUBLIC SCHOOLS. ORDER AND DISCIPLINE. The following suggestions in respect to “Order and Disci- pline,” from a report of the New York City Schools, should be carefully read by every teacher, and constantly kept in mind while performing the daily school duties: TRUE OBJECTS OF DISCIPLINE—The training of pupils so that they shall form right habits and learn self-control is the true object of discipline. In all the rules and methods of discipline employed, this purpose should be kept steadily in view. Disci- pline, in its relation to order, exists for the sake of the pupils and the school. It prepares the way for the work of instruction, and makes it effective. Obedience is the first condition in discipline. It includes conformity to requirements as to time, place and manner, such as punctuality. regularity, orderly habits, etc. “LIKE BEGETS LIKE”—“As is the teacher, so will be the school.” It is therefore requisite that teachers should possess fixed habits of neatness, cleanliness and order, gentleness of manner, a watchful self-control and a cheerful spirit. In speaking, let pleasant tones of voice prevail: then the words of reproof will be more impressive and effectual. Teachers should never forget that their pupils are constantly and closely watching their conduct, and are prone to imitate whatever they observe. Pupils should, therefore, see and hear nothing that they may not safely imitate. There is an “uncon- scious tuition,” the silent influence of which produces the most permanent effects. SYMPATHY FOR CHILDREN — Teachers should seek to obtain the sympathetic regard of the children by giving a due attention to their wants and requests. These should be fulfilled as far as it is proper and reasonable. Children are quick to perceive and to resent injury or injustice. The possession of sympathy in its fullness is the best foundation of success in both discipline and instruction. Kindness is its practical basis. It seeks the good of the pupil, and endeavors to remove all imperfections of the individual without injury to him. Its influence for good is ex- ceedingly strong, and its power with children nearly irresistable. ENCOURAGE PUPILS—Encouragement inspires confidence. Chil- dren, more than others, need encouragement. It is a strong incentive to effort. Let it be given in all cases where this can be honestly done. To a want of this, in the discipline of classes, are to be ascribed the timidity and reserve often manifested among pupils by a hesitating manner and a low voice. A proper degree of encouragement will render them confident and spirited, eager to tell what they know, and in an audible tone of voice. Encour- agement has a peculiar influence in promoting mental and moral EAST SAGINAW PUBLIC SCHOOLS. 115 improvement. Letting a boy know that you believe there is good in him is the best way of putting it there. DEVELOP RIGHT OPINIONs--Aim to govern the class by a development of public opinion among the pupils in favor of the right and against the wrong, and thus govern individual mem- bers through the class. Give proper attention to those cases of disorder by single pupils which cannot be overcome through influence upon the class. Success in discipline does not lie in telling individual pupils their faults before the class. At- tempts to detect and correct each individual misdeed in detail will not develop the right public opinion nor lead the pupils to a willing compliance with the wishes of the teacher. Judicious commendation when pupils make efforts to overcome faults, is more effective toward accomplishing the desired results. AVoID SCOLDING—-Harsh tones are unnecessary and improper. Words of disapprobation may be uttered by the teacher in a tone of decision, without the use of any severity that would imply resentment, anger or antipathy upon the part of the teacher. On the contrary, the language used and the tones of the voice should always express a feeling of sympathy with the child. This is the way to win the youthful mind, and to bend the will through the affections; a different course will antagonize it and prevent all real submission, securing only a temporary semblance of obed- ience. Never threaten. Harsh words and rough means, when employed to secure school order and certain results of study break down the sense of honor and destroy in the pupil proper respect for his teacher. ATTENTION THE BASIS OF GooD ORDER——Good Order does not require pupils to occupy for a long time a fixed position, nor to assume a constrained posture; nor to fix their eyes upon a given point; nor to be as motionless as statues. All this is unnatural, and much of it positively injurious, and whatever is unnatural is not good order. The postures of the pupil should be graceful, easy and uniform, and should be frequently changed. Intelligent attention, prompt and willing obedience, with quiet, orderly movements, are the chief requisites of good order. NEATNESS, REGULARITY-Neatness, method and regularity are among the necessary elements of popular education. The char- acter of children is greatly affected by their surroundings. These should, therefore, be neat and orderly. The rooms in which they assemble should be clean, the desks and other furniture, as far as possible, free from injury or defacement, everything giving evi- dence of constant attention. Children thus unconsciously acquire habits of order, neatness and regularity which have an important bearing upon their usefulness and happiness in after life. To impart or maintain these habits every proper means should 116 EAST SAGINAW PUBLIC SOHOOLS. be employed, and every requisite rule should be carefully and regularly enforced. MoRAL EDUCATION.—No teacher who neglects the moral train- ing of the pupils in the essential elements of good character does the whole duty of the instructor. The main object in moral training, as in physical and intellectual education, is to give a right direction to the action of those powers that relate to this department of our nature. Such training, to be effective, must provide suitable means for the exercise of the moral powers. It consists largely in leading the children to understand their duties to themselves and their duties toward others. Among their duties to themselves are: Self-control in all matters relating to conduct —of the temper, the appetite and the desires; speaking the truth, and self-culture in all things that aid in forming a good char- acter. Among their duties to others are: obedience to parents and teachers; kindness to brothers, sisters and playmates; and the prac- tical observance of the Golden Rule. That teacher who kindly respects the rights of the pupils, and daily illustrates the great virtue — kindness—in the management of pupils and in personal conduct elsewhere, will accomplish practical results in moral education which can not be attained by rules and lectures. A spirit of true kindness pervading a school will become a fountain of virtues. EAST SAGINAW PUBLIC SCHOOLS. 117 TEACHERS’ LIBRARY. The teacher's professional education must never be suffered to come to an end. He must read the great thoughts of great writers on the mind to be educated, and on the demands of an advancing age; must in some measure keep up with the world in popular science and literature; he must enrich his mind by studying the lives and success of great educators of the past, and know something of the results of the experiments of success- ful living teachers.—Barnas Sears. LIST OF EOOKS.* Allen—Mind Studies. Anderson—Light Gymnastics. . Badlam–Suggestive Lessons in Language and Reading (two copies). Bain—Education as a Science. . Baldwin–Psychology and Education (two copies). Baldwin–School Management. * Bierbower—The Virtues and their Reasons. Blackie—Self Culture. Blaikie—Sound Bodies for our Boys and Girls. Bulow—Child and Child Nature. Calderwood on Teaching. Calkins—Manual of Object Teaching. Calkins—Primary Object Lessons. Clark—Self Culture. Compayre—History of Pedagogy. Compayre—Lectures on Teaching. Crocker–Methods in Geography. Jurrie—Early Education. . Dewey—How to Teach Manners (two copies). Evolution of Dodd. . Fitch—Art of Securing Attention (two copies). Fitch—Art of Questioning. . Fitch—Lectures on Teaching (two copies). Froebel—Education of Man. . Frye—Child and Child Nature (two copies). , Giffin—How to Teach (two copies). Gill—School Management. Gow—Morals and Manners. IHailman—History of Pedagogy. Hailman—Kindergarten Culture. Hailman—Lectures on Education. Hewett—Pedagogy. Hinsdale—Schools and Studies. Hopkins—How Shall My Child be Taugh]? Hughes—Art of Securing and Retaining Attention. . Hughes–Mistakes in Teaching (two copies). . Johnson—Education by Doing (two copies). Johonnot—Principles and Practice of Teaching. Kellogg–School Management. King—Methods and Aids in Geography. Klemm–Chips from a Teacher's Workshop, 118 EAST SAGINAW PUBLIC SCHOOLS. 24. Klemm–European Schools. 45. Locke on Education. 81. Mason—Gymnastics. 90. Morgan—Studies in Pedagogy. 35. Page—Theory and Practice of Teaching. 94. Painter’s History of Education. 31. Parker—How to Study Geography. 83. Parker—Talks on Teaching. g 5. Payne, Joseph—Lectures on Education. 82. Payne, Joseph—Science and Art on Education. 18. Payne, W. H.-Contributions to the Science of Education. 96. Peabody—Kindergarten and the School. 100. Pedagogical Seminary, Vol. I. 95. Perez' First Three Years of Childhod. 46, Pestalozzi–Leonard and Gertrude. 25. Pestalozzi–Line of. 37. Preyer—Development of the Intellect. 44. Preyer—Senses and the Will. 97. Prince—Courses and Methods. 30. Putnam—Elementary Psychology. 9. Quick—Educational Reformers. 6–8. Quincy Methods (three copies). 55. Radestock—Habit in Education. 49. Raub—School Management. 10. Redway–Manual of Geography. 28. Rosenkranz—Philosophy of Education. 21. Rosmini–Methods in Education. 36. Rosseau—Emile. 99. Soldon—Grube Method. 98. Sully's Outlines of Psychology. 94. Sheldon—Elementary Instruction. 84. Smart—Free Gymnastics. 11. Spencer—Education. 59. Swett—Methods of Teaching. 39. Walker—Health Lessons. 60. Wickersham—Methods of Instruction, 12. Wickersham—School Economy. 65. White—Pedagogy. 3)eutid)e $ºiſte. QI der m an n, ($.—%3äbagogijdje Śtagen. (5 pm em i u 3, §. QI.-Große 11nterrid)tālejre. 3) c. 3) it t e 3, §riebrid)—&djuſe bet Sábagogit. 3) refi ſet, $ohann ($ottlieb–Gräießung%2 umb 11nterrid)tāſeffre. $)ietſ eim, (§ojöe, Boſaſt—Qíug beutidjem Cejebitdijern. 3) r. Šte 6 r, (.. )ie Bragić ber 980ſfájdjuſe. *. §eróart-8iſſer unb :)ieſtermeg, bon (§uſtab Šauffe. i * Each book may be retained two weeks, at the expiration of which time it may be renewed for a like period. EAST SAGINAW PUBLIC SCHOOLS. 119 CHARTER. AN ACT To REVISE AN ACT, ENTITLED “AN ACT TO INCORPORATE THE BOARD OF EDUCATION OF THE CITY OF EAST SAGINAw,” AND THE SEVERAL ACTs AMENDATORY THERETO. t The People of the State of Michigan enact, That the act to incorporate the Board of Education of the City of East Saginaw, approved February 15, 1859, and the acts amendatory thereto, approved January 14, 1862, and the act to further ammend the same, approved March 14, 1865, be and the same are hereby revised and amended so as to read as follows: SECTION 1. The People of the State of Michigan enact, That the City of East Saginaw shall constitute one school district from and after this act takes effect. At the first regular general election in said city, there shall be elected two School Inspectors for each ward of said city, one for the term of one year, and one for the term of two years, and annually thereafter there shall be elected, in each ward, one School Inspector for the term of two years. The term of office of the members of said Board of Education shall commence on the third Monday in July in each year; Provided, the members elect to said Board shall file an acceptance and oath of office with the City Clerk, as required of other city officers, and further, Provided, That the present School Inspectors of said city shall hold their offices and discharge all the duties thereof and of said Board, until the third Monday of July next. In case of vacancy in said office of School Inspector for any ward of said city, the Common Council shall elect by ballot some suitable person to fill said vacancy until the time for the next general city election. SEC. 2. The School Inspectors of said city shall be a body corporate by the name of “The Board of Education of the City of East Saginaw,” and by that name may sue and be sued, and be capable of holding, renting, selling and conveying real and personal property for the use of, and as the interests of the common Schools of Said city may require, and shall be subject to all the general laws of this State relative to corporations so far as the same may be applicable. They shall succeed to and be entitled to demand all moneys and other rights belonging to the present school district in said city, hereto- fore known as School District No. 1, of the township of Buena Vista, and all real and personal property or other rights of such district, lying within said city, or in the possession and control of any person for such district, and all moneys or other property shall be held by said Board, hereby constituted, and expended solely for the benefit of schools within said city. Said Board 120 EAST SAGINAW PUBLIC SCHOOLS. shall also pay all the debts and demands that may be existing against such school district number “one.” SEC. 3. No member of the Board of Education shall receive any fee or compensation for services as such. SEC. 4. A majority of all the members shall constitute a quorum, and the said Board shall meet from time to time at such place in said city as they may designate. They may elect one of their own number president, and in his absence may elect a president protem. No claims shall be paid by said Board, nor any contract made, requiring the expenditure of money, without the concurrence of a majority of said Board. SEC. 5. The Board shall elect a Secretary, who shall perform such duties and receive such compensation as said Board shall direct. Said Board shall cause full and complete records to be kept of its proceedings, accounts, expenditures and receipts, and such records shall be public, and open to the inspection of any tax payer of said city. SEC. 6. The Board of Education shall have full power and authority, and it shall be their duty to purchase sites and build school houses in said city; to apply for and receive from the Treasurer of the City of East Saginaw, or other officer having custody or possession of the same, all moneys raised by tax or otherwise appropriated and set apart for the use and support of primary or public schools, and for the district library in said city. They shall expend such funds and moneys received for the purposes and in the manner specified by law, and in no other manner; they shall establish and regulate a district library, and designate a place or places where the library may be kept therein; the said Board shall also have full power and authority to make by-laws and ordinances relative to taking the census of all the children in said city, between the ages of five and twenty years; relative to making all necessary reports and transmitting the same to the proper officers as designated by law, so that said city may be entitled to its propor- tion of the primary school fund; relative to the levying and collection of rate bills; relative to the visitation of schools; relative to the length of time schools shall be kept, which shall not be less than nine months in each year; relative to the employment and examination of teachers, their powers and duties; relative to the regulation of schools and books to be used therein; relative to the appointment of necessary officers, and prescribe their powers and duties; relative to anything whatever that may advance the interests of education, the good government and prosperity of the common Schools in said city, and the welfare of the public concerning the same; which by-laws and ordinances shall have the force and effect of law, and shall be enforced by the courts in the same manner and with the same effect as the ordinances of the City of East Saginaw: Provided, no such by-law or ordinance shall be in effect until the same shall have been published at least Once in some newspaper printed and circulating in said city, or by posting a copy of the EAST SAGINAW PUBLIC SCHOOLS. 121 same on the front door of each of the public school houses of Said city; proof of said by-laws and ordinances in court may be made by furnishing a certified copy from the records of the Board, or by proper affidavit of publication and posting, or by publication in book or pamphlet printed form, as provided for city ordinances in section fourteen of title three of the act to incorporate the City of East Saginaw. SEC. 7. The Recorder's Court of said city shall have jurisdiction in all suits wherein the said Board of Education may be a party, except as other- wise provided by law, and of all prosecutions for the violation of the regulations, by-laws and ordinances of said Board. SEC. 8. The fiscal year of said Board of Education shall close on the last day of June in each year; and said Board shall cause to be made out, within two weeks after the close of such fiscal year, all reports required by law to be made for the use of the State, and they shall cause to be published in some newspaper published and circulating in said school district, a state- ment of the number of schools in said city, the number of scholars instructed therein the year preceeding, the number of teachers and other persons employed by said Board, the several branches of education taught in said schools, and a complete statement of all receipts and expenditures by said Board during the preceding year. SEC. 9. Said Board shall have power and authority to establish a High School in said city, and to appoint a Superintendent of the Public Schools of said city, and such assistants and teachers as may be necessary, with such salary and such powers and duties as shall be prescribed by the said Board. SEC. 10. Said Board shall in the month of April, in each year, determine by resolution passed by a vote of a majority of all the members of said Board, at any regular meeting the sum or sums necessary and proper for any or all of the following purposes: First—To lease, alter, repair and improve school houses and their out- houses, grounds and appurtenances, and to purchase sites and build school houses. Second—To purchase, exchange, repair and improve school apparatus, books, furniture, appendages, fixtures, text books and all other school supplies used in the public Schools, and that said text books and supplies shall be loaned to the pupils of the said public schools free of charge, sub- ject to such rules and regulations, as to care and custody, as the said Board may prescribe, provided, that the pupils supplied with text books at the time of the opening of said Schools in the month of September next succeeding, any appropriation made for text books, shall not be supplied with the similar books by the Board until needed. Third—To procure fuel and lights and defray all the necessary contin- gent expenses of the said Board. Fourth—To defray the expenses of and purchase books for the district 122 EAST SAGINAW PUBLIC SCHOOLS. library of said city, not to exceed in the aggregate the sum of $1,000 in any One year. Fifth–To pay the salaries and wages of the superintendent and teachers in addition to the public moneys which may be by law appropriated and provided for that purpose; Provided, That the sum so authorized shall not exceed in the aggregate, in any one year, the sum of one per cent. of the assessed valuation of said city as taken from the annual assessment roll of the preceding year. SEC. 11. Whenever the said Board shall have made the estimates by resolution provided in section ten, the Secretary of the Board shall certify the same to the Assessor, or other proper officer or officers of said City of East Saginaw, whose duty it may be to assess and extend the taxes of said city, and the said City Assessor, or other officer or officers, whose duty it shall be to extend the ordinary city taxes, shall levy the sum or sums so determined and certified to him upon the taxable property of the city, at the same time and in the same manner as the taxes for other city purposes are assessed: Provided, All taxes levied in any one year in said city by virtue of this act, shall be placed in a separate column on said rolls from any other taxes, to be headed “School Tax.” The taxes so levied shall be and remain a lien upon the property on which the same is levied, in the same cases, to the same extent, and in like manner, and shall be collected in the same manner, as is provided for taxes raised for ordinary city purposes. All said money shall be disbnrsed and expended by the authority of said Board for the purposes for which it was raised, and for no other. SEC. 12. Whenever said Board shall deem it necessary to raise any additional amounts of money in any one year for the support of the public schools, the purchase of ground for sites, or the erection of school houses thereon, in excess of the amount provided for in section ten of this act, they shall so certify by resolution to the Common Council of the City of East Saginaw, and it shall be the duty of said Common Council to call, in the manner provided in section two, of title five, of the act to incorporate the City of East Saginaw, a meeting of the electors of said city, which meeting, so called, may provide such means to sustain and keep open the public schools, and for making such purchase of grounds, and for the building and construction of suitable school houses thereon, as said meeting may deter- mine, either by issuing the bonds of said city, as provided in Section thirteen, of title five, of the act to incorporate said City of East Saginaw, or by levying an additional tax upon the property of Said city, as provided in Section two, of title five, of said act, as said meeting shall determine. All bonds issued and all moneys assessed as provided in this section, shall be at the disposal of the said Board of Education, and shall be expended only for the purposes raised, and no other. Such bonds shall be disposed of as provided for in section thirteen, title five, of the charter of the City of East Saginaw, and EAST SAGINAW PUBLIC SCHOOLS. 123 the proceeds paid over to the Treasurer of the Board of Education. If any such additional tax shall be raised as herein provided, the amount voted by the electors shall be added to the amounts certified by the Board of Education to the Assessor, and assessed in the same column with the other school taxes; but the said Board shall, when the same shall be collected, cause the same to be separated from the ordinary school funds and taxes, and set aside and used solely for the purposes for which raised and for no Other. - SEC. 13. The Treasurer of the City of East Saginaw shall be ev-officio Treasurer of the Board of Education, and receive and hold all moneys belonging to said Board, unless otherwise ordered by said Board of Education, which is in its discretion authorized and empowered to elect a Treasurer, who shall be directly responsible to the said Board for proper discharge of his duties as such treasurer. The Treasurer of the city shall keep all moneys belonging to the school funds or to said Board, separate from the moneys belonging to the City of East Saginaw, and shall use, pay out, or expend the same only in pursuance of law, or as directed by the Board. SEC. 14. The City Treasurer of said City of East Saginaw shall, before he enters upon the duties of his office, be required to enter into such bonds and with such sureties as said Board of Education may require, conditioned for the faithful discharge of his duties and the paying over of all school moneys received by him by virtue of this act. SEC. 15. The City Treasurer of said city or other person collecting the taxes for ordinary city purposes, is required to collect said taxes in money and shall not be authorized or permitted to receive in payment of said taxes any liabilities or evidence of debts against said city. SEC. 16. The Board of Education of the City of East Saginaw is hereby authorized from time to time, on such terms of payment as they may deem proper, to borrow a sum of money not exceeding in all or at any time, the aggregate sum of five thousand dollars, for the purpose of maintaining the public schools of said city and paying the salaries and wages of the superintendent and teachers therein, but for no other purposes, at a rate of interest not exceeding ten per cent. per annum, payable semi-annually, and to issue bonds of said Board of Education, in such form and executed in such manner as said Board shall direct; Provided, Said Board shall issue no bond for a less sum than fifty dollars. The bonds issued under this section shall be a charge upon all the property of said Board, and the same shall constitute a security therefore, until said bonds are paid; Provided, No legal proceeding shall be instituted to enforce such lien or to sell any property of said Board of Education for the payment of the principal of any such bond, until one year after such principal shall become due and payable according to the terms thereof. It shall be the duty of said Board whenever they shall borrow any money under the provisions of this section, to appropriate a 124 EAST SAGINAW PUBLIC SCHOOLS. sufficient sum out of any money in their hands to pay the interest upon the same, and to provide in their next estimate for the whole or so much of the principal as may fall due, or suc' percentage of the same as the Board shall deem necessary, which amount shall constitute a sinking fund for paying such bonds, and shall be used only for that purpose, and for no other. SEC. 17. School Inspectors shall reside in the ward they are elected to represent on said Board, and a removal from the ward shall be deemed to vacate the office of such inspector. If any person shall be elected as School Inspector, and shall file his acceptance and qualify for said office, and there- after refuse to serve on said Board or on any committee to which he may be assigned, or shall refuse or neglect to attend to the duties of a member of said Board, without sufficient cause, he shall forfeit to said Board, for the use of the library fund, a sum not exceeding fifty dollars, to be rocovered in an action of debt before any competent court, with costs. Said Board of Education shall have power to make all necessary rules and regulations relative to its proceedings, and punish by fine, not exceeding five dollars for each offense, any member of the Board who may absent himself from meetings thereof, or neglect or refuse to serve on committees thereof without sufficient cause, to be recovered with costs, by said Board, in an action of debt in any competent court. And the said Board may impose a fine upon any officer elected by them for neglect of duty, as they may determine, not to exceed the sum of twenty-five dollars for any one offense, to be collected as above provided. - SEC. 18. Any member of said Board who shall knowingly, wilfully or corruptly vote to appropriate or use or expend any moneys under the control of said Board for any other purpose than that for which the same was raised and appropriated, or who shall convert any such moneys to his own use, or connive at or be a party to any fraud, or be a party or surety to any contract or bargain made or authorized by said Board, or who shall in any manner violate the provisions of this act, shall be deemed guilty of a misdemeanor, and may be prosecuted therefor, and upon conviction may be punished for each offense by fine, not exceeding five hundred dollars, or by imprisonment in the county jail of Saginaw county, not to exceed three months, or by both such fine and imprisonment, in the discretion of the court. SEC. 19. All provisions of the general laws of this State relative to common or primary Schools shall apply and be in force in said City of East Saginaw, and shall be binding upon said Board of Education hereby in- corporated, except such as may be inconsistent with the provisions of this act, and the rules, regulations, by-laws or ordinances of the Board of Educa- tion of the City of East Saginaw, made under and in conformity to the provisions of this act. SEC. 20. The original act to incorporate the Board of Education of the City of East Saginaw, and the several acts amendatory thereto, are hereby repealed. e Approved April 3, 1869, as amended by act No. 420, laws of 1881, and act approved April 2, 1885, and as amended by act of the Legislature of 1889. EAST SAGINAW PUBLIC SCHOOLS. 125 BY-LAWS. Be it enacted by the Board of Education of the City of East Sag- inaw: MEETINGS. SECTION 1. The Board shall meet as often as may be necessary for the transaction of business. The time of holding meetings and the manner in which the members are to be notified of the same shall be fixed by resolution of the Board. : ORGANIZATION. SEC. 2. The officers of the Board shall be a President, Vice-President, Secretary, Treasurer, and Messenger, who shall hold their offices for one year, and until their successors shall be elected and qualified. These officers shall be elected by the Board by ballot. The President and Vice-President shall be elected on the third Monday of July in each year, and at the same meeting, or as soon thereafter as may be practicable, the standing commit- tees for the year shall be appointed by the President. The Secretary, Treas- urer, and Messenger shall be elected at the regular meeting of the Board on the third Wednesday of the month of April in each year. DUTIES OF THE PRESIDENT AND WICE-PRESIDENT. SEC. 3. It shall be the duty of the President: First—To preside at all meetings of the Board. Second—To appoint all standing committees. Third—To call meetings of the Board when he shall deem it necessary, or when requested by any two members. Fourth—To act as the organ of communication between the Board and the city authorities. Fifth–To notify the Common Council of all vacancies. Sixth-To visit all the schools of the Board at least twice a year. Seventh—To see that the rules of the Board are enforced, and to exer- cise a general supervision over the interests of education in the city. Eighth—To make an annual report to the Board of its proceedings, and of the operations of the school system in the city during the year, accom- panied by such suggestions as he may deem proper for the improvement of the schools, and for the interests of education. Ninth—In the absence of the President from any meeting of the Board 126 EAST SAGINAW PUBLIC SCHOOLS. the Vice-President shall act as presiding officer. The Vice-President shall perform all the duties of the President when the latter is absent. Tenth—In the absence of both the President and Vice-President a Pres- ident pro tem. shall be appointed by the Board. - THE SECRETARY. SEC. 4. The Secretary, before entering upon the duties of his office, shall execute a bond to the Board in the penal sum of five hundred dollars ($500), with at least two sufficient sureties, to be approved by the auditing committee and reported to the Board, which bond shall be conditioned for the faithful performance of his duties, and shall be deposited with the Pres- ident. He shall receive such salary as the Board shall by resolution deter- mine, and may be removed at any time by (the concurrence of) a three- fourths vote of all the members of the Board. DUTIES OF THE SECRETARY. It shall be the duty of the Secretary: First—To keep a full and faithful printed record of the proceedings of the Board, and of the names of the members present at each meeting thereof, which record shall be approved by the Board at the next or some subse- quent meeting, and shall then be signed by the Secretary officially, and sealed with the seal of the Board, which printed record, so approved, signed and sealed, shall constitute the official record of the proceedings of the Board. Second—To seasonably notify, in writing, the School Inspectors of all meetings of the Board of Education, both general and special, and also to notify committees promptly after each meeting of all duties assigned to them at such meeting. Third–To call meetings of the Board of Education in the absence of the President, on the written request of any two members. Fourth—To draw warrants on the Treasurer for regularly audited aCCOuntS. Fifth–To keep books of account showing the business transactions of the Board in detail, in manner and form satisfactory to the auditing com- mittee. Sixth–To safely keep, in a place to be designated by the Board, all books, papers, seals, reports and proceedings belonging to the Board, when the custody of the same is not otherwise provided for. Seventh—To preserve at the office of the Board a complete list of its personal property, as furnished by the Messenger. Eighth—To draw all necessary contracts with teachers and janitors, and with other parties as the business of the Board may make necessary. Ninth—To give attention to the proper insurance of the buildings and EAST SAGINAW PUBLIC SOHOOLS. 127 other property of the Board, and to notify the Board of the expiration of policies. * Tenth—To do all other duties, not specified above, which are usually performed by secretaries. Eleventh—To keep on file all audited accounts of the Board, the same having been numbered with the same number as the warrant drāwn in pay- ment thereof. THE TREASURER. SEC. 5. The Treasurer shall execute a bond to the Board before enter- ing upon the duties of his office in a penal sum equal to one-half of the whole amount of school money that may come into his hands in the course of the year. Such bond shall have at least two sufficient sureties, to be approved by the auditing committee and reported to the Board, and shall be conditioned that the Treasurer shall faithfully perform his duties according to law and the rules of the Board, and deposit, account for, and pay over all school moneys that may be in his hands, as shall be directed by the Board. Said bond, when approved, shall be deposited with the President of the Board. The Treasurer shall receive such salary as the Board by resolution may determine, which shall be in full for all services by him performed as such Treasurer, and he may be removed at any time by (the concurrence of) a three-fourths vote of all the members of the Board. DUTIES OF THE TREASURER. It shall be the duty of the Treasurer: First—To have custody of all moneys belonging to the Board, and im- mediately upon the receipt thereof to deposit the same in the place desig- nated by the Board. Second—To keep a regular set of books, containing a full account, un- der appropriate heads, of all school moneys received and paid out by him, which account, when he shall be City Treasurer, shall be kept separate from his accounts with the city. Third—To furnish, at the first meeting in each month, and as often as may be required by the Board or Auditing Committee, a full account of all moneys received by him since entering upon his office or since his last report; also of all payments made by him, and to Whom paid, and the moneys in his hands belonging to said Board. Fourth—To return with his annual report all vouchers upon which pay- ment may have been made. THE MESSENGER. - SEC. 6. The Messenger, before entering upon the duties of his office, shall execute a bond to the Board in the penal sum of five hundred dollars ($500), with at least two sufficient sureties, to be approved by the Auditing 128 EAST SAGINAW PUBLIC SCHOOLS. Committee and reported to the Board, and shall be conditioned for the faithful performance of his duty, which bond shall be deposited with the Secretary. He shall receive such salary as the Board by resolution may determine, and may be removed at any time by a three-fourths vote of all the members of the Board. DUTIES OF THE MESSENGER. It shall be the duty of the Messenger: First—To have charge of all the personal property of the Board. Second—To keep, under the direction of the Committee on School Sup- plies, such supplies as are furnished by the Board, other than text books, and all movable property not in immediate use in such room as shall be designated by said committee. Third—To attend at the supply room above named at stated hours in each week, to distribute supplies to the janitors of the several schools, and in case of orders apparently too large, or needless, to consult with the Super- intendent of Schools before issuing the supplies. Fourth—To keep a full and accurate account of the supplies furnished by the Board, and of the amounts furnished to each school. Fifth–To have the general care and supervision of the school houses, grounds and outbuildings located thereon, belonging to the Board. Sixth–To see that the janitors of the several buildings comply with the rules of the Board of Education, and to report to the chairman of the Com: mittee on School Houses, or to the Superintendent, any noteworthy delin- quency on their part. Seventh—To visit each school building as often as once in each week, and to confer with the teachers and janitors as to the condition of School property, and the changes and repairs needed. Eighth—To attend all meetings of the Board. Ninth—To have, under the direction of the chairman of the proper committees, the special care and oversight of all the property of the Board and all the repairs thereof. Tenth—To have special supervision of all workmen employed by the Board. Eleventh—To keep an accurate account of the fuel bought for and con- sumed at each school house, and to attend to the weighing, measuring and distributing of all fuel purchased for the use of the Board. Twelfth–To procure bills of all supplies purchased for the use of the Board, and for all repairs made to any property of the Board, and certify as to their correctness before handing them to the chairman of the proper committee. e Thirteenth—To take once in each year (or oftener if required) an inven- tory of the personal property of the Board, and report the same to the Board, EAST SAGINAW PUBLIC SCHOOLS. 129 which inventory, or a copy thereof, shall be filed for reference in the office of the Secretary of the Board. Fourteenth—To report the loss of or injury to articles belonging to the Board, to the chairman of the Committee on Schooi Houses, or to the Super- intendent, explaining the circumstances connected with such loss or injury, So far as may be known by him. Fifteenth—To discharge such of the duties of the several committees of the Board as the chairman of any committee may require of him. Sixteenth—To consult frequently with the Superintendent concerning the condition of school buildings, the need and nature of repairs to be made, and the renewal of stock in the supply room. Seventeenth—To report each school day to the Superintendent, during his regular afternoon office hours, in order that members of the Board may easily communicate with him. Eighteenth—To report in writing to the Board at each regular meeting any matters demanding the attention of the Board, which especially fall within his jurisdiction. Nineteenth—It shall be the duty of the Messenger to visit each school building at the close of the school year to see that the property of the Board is properly taken care of and secured, and to report his action to the Board. LIBRARIAN. SEC. 7. The librarian, before entering upon the duties of the office, shall execute a bond to the Board in the penal sum of five hundred dollars ($500,) with at least two sufficient sureties, to be approved by the Library Committee and reported to the Board, which bond shall be conditioned for the faithful performance of the duties, and which bond shall be deposited with the Secretary. DUTIES OF THE LIBRARIAN. It shall be the duty of the Librarian: First—To open and be present at the Library room during the regularly appointed hours, and wait upon its patrons. Second—To receive, enter on the books, label and otherwise prepare for distribution, all books purchased for or donated to the Library. Third—To keep a full and complete record of the names of all books, their authors, publishers, list price and cost. Also an accurate account of the loaning and return of all books, giving dates and names of those drawing them. - Fourth—To collect all fines and other moneys due the Library for over- detention, injury or loss of books, sale of catalogues or old books, and Quarterly in each year, or oftener, pay over the same to the Treasurer of the Board. Fifth–To make to the Board a quarterly report of fines, collections and 130 EAST SAGINAW PUBLIC SCHOOLS. circulation of books. And at the annual meeting in July in each year, to submit to the Board a detailed and summarized statement of the working of the Library for the year, and its condition at date of the report. Sixth-To advise and co-operate with the Committee on Library in the enforcement of the Library rules, and in promoting and increasing the pros- perity and usefulness of the Library. Seventh—The Librarian shall make himself or herself familiar with the most approved methods of library administration, that he or she may be the better prepared to make the Library of the greatest possible service to the public. THE CENSUS. SEC. 8. The school census of the city shall be taken under and by authority of the Board, between the twentieth day of August and the first Monday of September, in each year; and the same, with an affidavit of its correctness, to be made by the person or persons taking it, shall be filed with the Secretary of the Board on or before the 15th day of September next following, who shall report the same to the Board. g ORDER OF BUSINESS. SEC. 9. The following shall be the order of business at the meetings of the Board: Calling of the roll and noting absentees. Approval of minutes of previous meetings. Petitions and communications. Reports of officers and employees, viz: From the President. From the Secretary. From the Treasurer. From the Messenger. From the Superintendent. From the Librarian. Reports of committees, viz: Teachers and School Books. School Houses. Schools. Building. Library. School Grounds and Fuel. Auditing. School Supplies. Special committees. Motions and resolutions. Unfinished business. Miscellaneous business. Adjournment. EAST SAGINAW PUBLIC SCHOOLS. 131 RULES OF ORDER. SEC. 10. Rule 1. The President shall take the chair at the time appointed for the meeting; and, if a quorum be present, shall call the meet- ing to order. He may speak on all questions of order in preference to other members, and shall decide such questions subject to an appeal to the Board. The yeas and nays shall be called and entered in the proceedings when demanded by any member of the Board. Rule 2. The President may put any questlon sitting, but shall rise to address the Board. He may state facts and give decisions on questions of order without leaving the chair, but if he wishes to debate a question he shall leave the chair, calling some member to it as a temporary chairman. Rule 3. Questions shall be put in the order in which they are made, unless the subsequent motion shall be previous in its character; except that when times or sums are stated in a resolution or motion the question involv- ing the largest sum and the longest time shall be put first. Motions to adjourn shall always be in order, and shall be decided without debate. Rule 4. The previous question shall be put when voted by a majority of the Board present, and shall cut off further amendments or debate, and shall be put as follows: “Shall the main question now be put?” Motions for the previous question are not debatable. Rule 5. All motions must be seconed, and shall be reduced to writing when requested by any member. When a question is under debate the following motions only shall be in order: To adjourn; to lay on the table; the previous question; to commit, and to ammend; and these shall have precedence in the order in which they are named. Rule 6. A motion for commitment, until decided, shall cut off all amendments to the main question. Rule 7. Every member speaking shall confine himself to the question under discussion, and shall avoid all personalities. Rule 8. The person entitled to the floor shall be designated by the Chair, and no person shall be interrupted while speaking, except by calls to Order and to correct mistakes. Any member may call another member to Order, and it shall be the duty of the President to do so when, in his opinion, Such member is out of order. Rule 9. Any member may move a reconsideration of any vote, and if the motion prevail the question shall again be open for debate. If such motion is not made at the same meeting with the original vote a vote of two- thirds of all the members of the Board shall be necessary for a reconsidera- tion. Every member must vote unless excused. A division of any question may be called by any member. Rule 10. No member shall speak more than once on the same question until all members desiring to be heard have spoken. 132 EAST SAGINAW PUBLIC SCHOOLS. Rule 11. Any rule or by-law may be suspended by a three-fourths vote of all the members of the Board. Rule 12. The rules of parliamentary practice comprised in Roberts' Rules of Order shall govern the Board in all cases to which they are appli- cable and in which they are not inconsistent with the standing rules of the Board. STANDING COMMITTEES. SEC. 11. There shall be eight standing committees of the Board, each to consist of three members, viz: First—A committee on teachers and school books. Second—A committee on school houses. Third—A committee on schools. Fourth—A building committee. Fifth–A committee on library. Sixth–A committee on School grounds and fuel. Seventh—An auditing committee. Eighth—A committee on supplies. COMMITTEE ON TEACHERS AND SCHOOL BOOKS. SEC. 12. It shall be the duty of the Committee on Teachers and School Books and the Superintendent: First—To prepare a report of the teachers whom they would recom- mend to be employed for the ensuing year and submit the same to the Board at its regular meeting in the month of May in each year, at which time the Board shall act on said report. Second—To examine applicants for positions as teachers, and give cer- tificates to such as they deem qualified to teach the schools under the charge Of the Board. Third—To nominate suitable persons, holding certificates as aforesaid, as teachers in the public schools, subject to a confirmation of a majority of all the members of the Board. That in nominating teachers the committee shall have regard for the qualifications of persons for practical teaching as well as for their attainments in scholarship. Fourth—To designate the books to be used in the schools, but their designation shall be subject to review by the Board, whose decision on the matter shall be final and conclusive; and no books of a sectarian character shall be adopted or used in any of the public schools. QUALIFICATION OF TEACHERS. SEC. 13. First—There shall be two grades of certificates, which may be awarded by the committee in accordance with the following regulations, to-wit: Second—Applicants passing a satisfactory examination in reading, writ- EAST SAGINAW PUBLIC SCHOOLS. 133 ing, orthography, practical arithmetic, geography (local and physical), English grammar, United States history and physiology, may receive certi- ficates of the second grade. Third—Those passing a satisfactory examination in the branches named for the second grade, together with the branches required to complete some one of the four years' course of study in the High School, may receive cer- tificates of the first grade. Fourth—The committee may, in its discretion, allow equivalent branches to be substituted for any of the branches of study above named. These cer- tificates shall have validity for one year, unless sooner revoked by the Board. Fifth–The following shall be the minimum of credits at examination on which certificates of qualifications of teachers may be issued: On general average for first grade, 80 per cent. in all studies required; for second grade, 70 per cent.; on a single study, first grade, 65 per cent.; Second grade, 55 per cent. Sixth-Teachers shall be re-examined before entering upon their second year's service, in such studies as the Committee on Teachers and School Books shall designate. Seventh—Teachers whose examination record in any subject is 85 per cent., or higher, shall not be required to be again examined in that subject, unless the Committee on Teachers and School Books shall otherwise decide. Eighth—Teachers in the High School shall hold certificates of the first grade. Ninth—If any candidates for positions as teachers have passed a satis- factory examination in any foreign language or languages, besides the other branches of study heretofore enumerated, it shall be expressly stated in their certificates that they are qualified to teach such language or languages, either in the lower or in all classes, as the result of the examination may justify. Tenth—No persons, except substitutes, teachers of special branches and those appointed to fill vacancies occurring during the school year, shall be appointed or act as teachers in the public schools of the city without a certi- ficate of qualification, as above provided. : COMMITTEE ON SCHOOL HOUSES. SEC. 14. It shall be the duty of the Committee on School Houses: First—To see that the school houses and school rooms are kept in repair and furnished with the necessary furniture and appliances for school work. Second—To make contracts for the renting of school houses and school rooms, and for all necessary repairs of the same; and the Board shall be responsible for all contracts made by them in the performance of their legit- imate duties; provided, however, that each contract which amounts to over fifty dollars ($50) shall, before it takes effect, be ratified by a vote of the Board. y 134 EAST SAGINAW PUBLIC SCHOOLS, Third—To nominate at the regular meeting in April, suitable persons as janitors of the several school buildings for the ensuing year, subject to the approval of a majority of all the members of the Board. COMMITTEE ON SCEIOOLS. SEC. 15. It shall be the duty of the Committee on Schools: First—To have all the schools under their immediate charge. Second—To see that the teachers thereof comply with all the regula- tions of the Board. Third—To suspend or expel scholars for good cause. Fourth—To regulate admissions in accordance with the rules of the Board, and with a view to the proper distribution of scholars among the dif- ferent schools of the city. e Fifth–To consult with the Superintendent as often as once a month in regard to the condition of the schools, and to visit each school at least twice a year. IBUILDING COMMITTEE. SEC. 16. It shall be the duty of the Building Committee: First—To have the general control and supervision of the construction of school buildings, additions and alterations thereto. Second—To procure plans and specifications therefor when ordered by the Board, and to report the same to the full Board for its approval. Third—To make, on behalf of the Board, all necessary contracts in rela- tion to such work. COMMITTEE ON LIBRARY. SEC. 17. First—The Committee on Library shall have general super- vision and control of all matters pertaining to the library. Second—It shall be their duty to make, subject to the approval of the Board, all necessary rules relative to the use of the library by the public. Third—They may, at the regular June meeting, nominate a Librarian for the ensuing year, and recommend what salary shall be paid him or her, whereupon, and whether such recommendation shall be made or not, the Board shall proceed to elect a Librarian and fix such salary. Fourth—They shall, from time to time, with the aid of the Librarian' make selections and purchases of new books in the various departments of literature, and in doing so they shall have due regard to the varied tastes and wants of the public. COMMITTEE ON GROUNDS AND FUEL SEC. 18. It shall be the duty of the Committee on Grounds and Fuel: First—To have charge of the grounds and outbuildings pertaining to the schools. EAST SAGINAW PUBLIC SCHOOLS. 135 Second—To see that the same are kept neat and clean, and that such improvements be made thereon as the Board, on recommendation of the Committee, shall direct. Third—To procure all necessary fuel for the various school houses, and make contracts for the purchase, preparation, delivery and storage of the Same, subject to the approval of the Board. AUDITING COMMITTEE. SEC. 19. It shall be the duty of the Auditing Committee: First—To audit all accounts and claims against the Board, and reject or allow the same; but they shall allow no claim for services performed or ma- terials furnished, or for any other purpose, without a certificate signed by the chairman of the proper committee within whose particular department said expenditure has been incurred that the account presented is correct, and that the prices charged are reasonable, unless the same is for services performed or materials furnished in accordance with and by virtue of a special vote of the Board; and, in the case last mentioned, shall require satis- factory proof that the services have been acqually performed or the materials furnished for which the Board may have voted any money under its control, and that the accounts presented are correct and reasonable. Second—To ascertain, as often as they shall see fit, and at least once in in each year, what school money belonging to the Board has been received by the City Treasurer, or any other officer, from tăxation, and especially from delinquent taxes, and to see that the same is paid over to the Treasurer of the Board. Third—To ascertain, from time to time, and at least once in each year, the amount of moneys belonging to the Board in the hands of any officer, or persons, which may have been received from fines or penalties, or any other Source, and to see that the same is paid over to the Treasurer of the Board: COMMITTEE ON SUPPLIES. SEC. 20. It shall be the duty of the Committee on Supplies: First—To purchase, to the best advantage, the needed supplies to the the amount of fifty dollars ($50), such as the general stock of the supply room, Stoves, School furniture, School apparatus, maps, charts, chemicals for laboratory, tools for janitors, and such further and other articles needed from time to time, rendering a full and specified account to the Board at its next regular meeting, with proper vouchers for the same. Second—To order all the printing, except the proceedings of the Board. Third—To furnish an estimote of the amount required to purchase the above supplies for the ensuing year, at the regular meeting in April of each year, and, Fourth—To present to the Board at the annual meeting a detailed state- ment of their expenditures for the year. 136 EAST SAGINAW PUBLIC SCHOOLS. REPORTS OF STANDING COMMITTEES. SEC. 21. Each standing committee shall report to the Board in writing at least once a month, or as often as the President of the Board shall request, all that has been done by it since the previous report, and such report shall be filed by the Secretary. SEC. 22. A majority of any committee shall have power to act, in all C8,SeS. LIMITATIONS OF POWER. SEC. 23. No committee shall have power to make any contract or incur any obligation exceeding twenty-five dollars ($25) without a previous ratifi- cation at a meeting of the Board, except such as providsd for in Sections 14 and 20. - SEC. 24. No contract, or change of contract, shall be made, nor money appropriated, nor real estate bought or paid for, nor bond issued or debt incurred, without a majority vote of all the members of the Board, unless otherwise especially provided for. No member of the Board shall receive any compensation for his official service as School Inspector, nor shall any member be interested in any con- tract of the Board, No contract involving the payment of five hundred dollars ($500) and upward by this Board, excepting contracts with employes, and for fuel, shall be entered into, unless the party contracting shall furnish bonds, with at least two sufficient sureties, to be approved by the Board, for the faithful fulfillment of such contract. AMENDMENTS. SEC. 25. These by-laws may be altered or amended at any regular meet- ing of the Board, by a majority vote of all the members of the Board; pro- vided, that a notice, in writing, of the proposed amendment or alteration be given at the previous regular meeting, and that at least seven days shall bave intervened between the time when such notice is given and the time when the final vote shall be taken. SEC. 26. All amendments and resolutions inconsistent or conflicting with the foregoing by-laws are hereby repealed. SEC. 27. All the recommendations of appropriations exceeding $100 in amount for purposes other than those itemized in the annual estimate shall be presented to the Board at a meeting one month before action shall be taken on the same. EAST SAGINAW PUBLIC SCHOOLS. 137 Rules and Regulations. ORGANIZATION. SECTION 1. Schools shall be maintained in such places in the city as the Board of Education may designate, to which shall be admitted all chil- dren between the ages of six and twenty years. SEC. 2. The public schools of the city shall consist of twelve years of school work, which shall be divided into three departments. The first four grades shall be known as the Primary Department, the next four grades shall be known as the Grammar Department, and the last four grades shall be known as the High School. SEC. 3. The school year shall begin on the first Monday in Sep- tember, and the schools shall be taught forty weeks in the year. SEC. 4. The school year shall be divided into three terms, the length of said terms to be determined by the Board on recommendation of the Com- mittee on Schools. SEC. 5. The schools shall be kept daily during said terms, except Sat- urdays and Sundays, during the following hours: Forenoon session, from 8:20 to 11:45; afternoon session, from 1:20 to 3:20 for pupils of grades from 1 to 4 inclusive, and from 1:20 to 3:45 for pupils of grades from 5 to 12 inclusive; provided, the pupils in the lower grades may be dismissed earlier, in the discretion of the Superintendent; and, provided further, that when a legal holiday occurs on Thursday the following Friday shall be a school holiday; and, provided further, that the sessions in the High School shall be from 8:20 a.m. to 1:35 p.m. each day of school; and, provided still further, that the noon intermission may be shortened fifteen minutes during the months of November, December, January and February of each year, thereby closing the schools fifteen minutes earlier each day. PUPILS. SEC. 6. At any time during the school year pupils in all respects quali- fied may enter the Schools. In the first grade, however, pupils are admitted only in September or April; provided, that on special cause satisfactory to the Superintendent or Principal they may be admitted at other times. SEC. 7. Pupils shall not be transferred from one grade of the school to another higher except upon an examination or upon the judgment of the Prin- cipal or the Superintendent, and after having received certificates thereof; 138 EAST SAGINAW PUBLIC SCHOOLS. neither shall pupils be received from any source into a grade of the school higher than that for which they shall, on examination in the studies as laid down for such grade, be found qualified. Pupils shall not be graduated from the High School until they have passed the requisite examination in One of the prescribed courses of study, and all graduates of the training school for teachers shall receive certificates of the first grade without fur- ther examination. * SEC. 8. Any pupil about to remove to another district shall notify the teacher, who shall grant him a certificate of transfer, and no pupil residing within the limits prescribed by the Board, of a school district, shall be admitted to a school outside such limits without permission from the Superintendent. SEC. 9. First—Any pupil who shall be absent four half days in four successive weeks without excuse satisfactory to the teacher from the parent or guardian, rendered either in person or by written note, shall forfeit his seat in the school. Pupils thus suspended shall not be restored to the school till the parent or guardian shall satisfy the Superintendent that said pupil will be punctual in future, and obtain from him a permission for his return. Second—Teachers may require excuses from parents or guardians in person, or by written note, in all cases of absence or tardiness. Third—No mere statement that the parent has kept the pupil at home shall be accepted by the teacher as an excuse for tardiness or absence; and unless it shall appear that sickness, or some other urgent reason, rendering attendance impossible or extremely inconvenient, has detained the pupil, the excuse shall not be deemed sufficient. Fourth—Pupils not in their seats at the time of the opening shall be marked tardy; and any pupil who is tardy frequently shall be suitably warned and reported to his parents, and if the evil be not corrected he shall be suspended from the school until the parent or guardian shall give satis- factory assurance to the Superintendent that the irregularity will be cor- rected. SEC. 10. No pupil who has been suspended from any public school shall be admitted to the privileges of any public school, unless by direction of the Superintendent, in writing, restoring such pupil to his standing. SEC. 11. No public presentation of a gift or other testimonial shall be made to any teacher by the pupils in school, nor shall any moneys be col- lected for that purpose therein. All general collections in the school, for whatsoever purpose, are strictly forbidden. SEC. 12. No pupil absenting himself from examination, or any portion thereof, without an absolute necessity, shåll be admitted into any public -school afterwards, except by permission of the Superintendent, and all such absentees shall be reported by the teacher immediately to the Superintend- FAST SAGINAW PUBLIC SCHOOLS. 139 ent; and this rule shall be read to the school previous to the examination days of each term. SEC. 13. It shall be the duty of pupils to perform promptly and regu- larly the parts assigned them in all branches of school work, and by faith- fulness in the discharge of every duty aid in making the school a pattern of excellence. • SEC. 14. Pupils are required in all cases to be kind toward each other and under respectful obedience to all the teachers in the building; they are also required to refrain from the use of vile and profane language and other immoral conduct, and to be neat and tidy in their persons. SEC. 15. First—No child sick with the whooping cough or mumps shall be allowed to attend any school; nor shall any child be allowed to attend school while any member of the household to which said child belongs is sick with small-pox, diphtheria, scarlet fever or measles. Before such child shall be admitted to school he or she must present to the teacher a certifi- cate of admission from the Health Officer or a physician. Second—After conferring with the Superintendent, the Principal of any school, upon the receipt of information satisfactory to him that any pupil attending the school under his charge has visited a household where, at the time of such visit, small-pox, diphtheria or scarlet fever existed, the Princi- pal shall suspend such pupil from school for a period of two weeks follow- ing such visit. Third—It shall be the duty of the Principal to cause the books and other school apparatus used by a pupil who is sick with Small-pox, Scarlet fever or diphtheria to be burned or disinfected. SUPERINTENDENT. SEC. 16. The Superintendent of Public Schools shall act under the direction and advice of the Board of Education, and shall have the superin- tendence of all the public schools and apparatus. The Superintendent shall visit all the public schools as often as his duties will permit, and shall give his special attention to the classification of the pupils in the various departments, and to the course of study to be pur- sued in each department. He shall see that the rules of the Board are faith- fully observed in all departments; that no books are used except those adopted by the Board, and that registers are properly kept and reports made by the teachers. He shall endeavor to introduce improvements and remedy defects; and the teachers shall regard the suggestions and instructions of the Superintendent as given by the authority of the Board. He shall make himself familiar with the various systems of public instruction and the progress of education in other places, that he may be the better prepared to devise appropriate means for the advancement of the schools to the highest possible standard of efficiency and usefulness. 140 EAST SAGINAW PUBLIC SCHOOLS. He shall report the condition of the schools under his charge at the reg- ular meetings of the Board of Education and make such recommendations as may seem necessary for the welfare of the schools. It shall be his duty to send to the Board annually a written report, stat- ing the condition of the schools, together with such suggestions and recom- mendations as may seem important. PRINCIPALS. SEC. 17. First—They shall, under the direction of the Superintendent, establish rules for good order in their halls, on the stairways and school grounds under their supervision, and in the adjacent streets. They shall also be responsible for the observance and enforcement of the rules of the schools, and in the discharge of their duties shall be entitled to the respect and co-operation of all teachers. Second—They shall be at their respective buildings promptly at 7:50 o'clock a. m. of each school day, and remain each afternoon until 3:35 o'clock. Third—They shall have general supervision of the grounds and build- ings, furniture, supplies and appurtenances of the schools, and see that the same are kept in good condition; they shall, as often as required, make an inventory of the property of the district under their individual charge; they shall report to the Superintendent, or Messenger, any damage done to the property of the Board, or repairs needed; they shall see that good order is maintained upon the grounds, and in the neighborhood of their respective districts, and that the strictest cleanliness is maintained in the school houses and outbuildings; they shall report promptly to the Superintendent, or Mes- senger, any negligence on the part of the Janitors. - Fourth—They shall make out all orders on the Messenger for supplies required in the several schools, and deliver the same to teachers and jani- tors, from time to time, as they may actually need; they shall make out all requisitions on the Superintendent for text books, and all books so furnished shall bear the property label of the Board of Education, and a record of the same, and the name of the child to whom loaned, shall be kept by the Prin- cipal. Fifth–They shall make out all and any reports required by the Super- intendent when requested; they shall report to the Superintendent the names of all non-resident pupils. Sixth—They shall, under advice and direction of the Superintendent, examine all applicants for admission to the several schools who do not pre- sent promotion cards. Teachers may be asked to assist in such examina- tions. They shall see that all pupils are properly entered by transfer, whose change of residence makes it necessary; they shall admit pupils on very cold or stormy mornings to the hall or some room properly warmed at 7:50 o'clock, and to their respective rooms as soon as the teachers report. EAST SAGINAW PUBLIC SCHOOLS. 141 Seventh—They shall, whenever deemed practicable by the Superin- tendent, and under his direction visit, from time to time, the rooms of other teachers in the same building, for the purpose of overseeing and assisting the work, provided that no Principal shall devote more than one hour daily to such work. Eighth—They shall, whenever required by him, meet with the Super- intendent for consultation as to the best interests of the schools; they shall inform him as soon as possible of the absence of any teacher from school, that a substitute may be immediately supplied. Ninth—They shall render all possible assistance, consistent with good judgment, whenever consulted by teachers in matters of discipline. They alone may suspend, subject to an appeal from the parent or guardian to the Superintendent, any pupil from the school for any of the following reasons: Truancy persisted in. Violent opposition to authority. Repetition of any offense after notice to parent or guardian. Habitual and determined neglect of duty. Habitual and notorious uncleanliness of dress or person. Use of profane and obscene language. General bad conduct and bad example, tending to the injury of the school. Cutting, marring, destroying, defacing or injuring any of the public property, such as buildings, furniture, text books, fences, trees, shrubbery, etc.; provided, always, they shall immediately, in writing, inform the parent or guardian and Superintendent of such suspension, and the reason thereof. Tenth—No Principal or teacher shall permit the distribution of adver- tisements of any kind through the schools or on the grounds; nor shall they allow time to be taken up by agents during school hours, except by written order of the Superintendent. Eleventh—Principals, as teachers, are subject to all rules and regula- tions governing them as such. TEACHERS. SEC. 18. Teachers shall have authority, and it shall be their duty— First—To make and enforce, by reasonable discipline, any rules and reg- ulations necessary and proper for the internal regulation of their respective schools, subject to the approval of the Superintendent. Second—To keep in some conspicuous place in the school room a pro- gram showing the order of exercises for each day in the week, and the time of each exercise. Third—Teachers shall be kind, gentle and courteous to their pupils, and require from them prompt obedience, courtesy and politeness. All teachers shall aim at such discipline in their schools as should be exercised by a kind 142 EAST SAGINAW PUBLIC SCHOOLS. and judicious parent in his family, never engaging in violent controversy with any pupil in the presence of the school. It is strictly enjoined upon teachers in the schools to avoid all appearance of haste in the discipline of their pupils, and in the more difficult cases that may occur to apply to the Principal or Superintendent for advice and direction. Fourth—Teachers shall pay particular attention to the neatness, temper- ature and ventilation of their respective school rooms, and endeavor to exert at all times, in and out of school, a good, moral influence over the scholars entrusted to their charge. Fifth–It shall be the duty of the teacher to read to the pupils, from time to time, so much of the school regulations as apply to them, that they may have a clear understanding of the rules by which they are governed. Sixth-It shall be the duty of all teachers to be in attendance in their respective rooms at the beginning of the ringing of the first bell, or thirty minutes before the time of the opening of each session. Whenever any teacher shall fail to comply with said rule he or she shall be adjudged tardy, and shall so report himself or herself to the Principal. They shall not per- mit disorder, unnecessary noise or rude conduct in their rooms at any time, nor allow pupils to remain in the school room except during their presence, or under some regulation for securing order that shall be approved by the Superintendent. : Seventh—It shall be the duty of the teachers to exert their best endeav- ors to impress on the minds of the pupils the principles of justice, truth, honesty, love of their country, humanity and universal benevolence, indus- try, frugality, chastity and moderation, and those other virtues which are an ornament to human society and the basis upon which a free government is founded. Eighth—Teachers shall keep such registers and records as shall be pre- scribed, and report any facts obtainable therefrom to the Superintendent as often as he may require. Ninth—Teachers shall not allow pupils to remain in or about the school house or school grounds after dismissal at noon or night, except by special arrangement, and in no case shall pupils be detained longer than five min- utes at noon or twenty minutes at night. SEC. 19. Any teacher who shall fail to give a satisfactory account for the loss or destruction of any property of the Board in his or her care shall be liable to the Board for the value thereof, and also for any damage or injury that shall accrue to any property of the Board on account of negligence or carelessness, which shall be deducted from his or her wages, or Salary; and no bill for any wages of any teacher shall be certified until the Superintend- ent shall be satisfied that this rule of the Board has been complied with. SEC. 20. It shall be the duty of each and every teacher to come to such school room, and at such time, as the Superintendent may designate, for EAST SAGINAW PUBLIC SCHOOLS. 143 teachers' meetings, to be conducted by the Superintendent, or such other person as he may appoint. - SEC. 21. All teachers shall be subject to transfer from one room or grade to another whenever, in the judgment of the Committee on Teachers and School Books, it shall be deemed desirable. All teachers shall adhere strictly to the rules and regulations of the Board. They shall report to the Superintendent of Public Schools for advice in cases of difficulty, but may in all cases appeal to the Board, whose decision shall be final. SEC. 22. The salaries of the teachers shall be as follows, unless other- wise established by the Board: For the first year's service. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $300 00 For the second year's service.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 325 00 For the third year's service. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 00 For the fourth and following years' service...................... . . . . . . . 400 00 Pupil teachers shall be paid a salary of $50 per annum. Experience obtained elsewhere shall be estimated at the discretion of the Committee on Teachers and School Books. Teachers holding certificates of the first grade shall be entitled to twen- ty-five dollars ($25) additional to the above rates; provided, however, that teachers without experience shall not receive this additional amount until the second year's service; provided, further, that after four years continued service, for every three years further service an additional $25 may be granted to teachers holding either grade of certificate; provided, still fur- ther, that in estimating the length of time a teacher has served, a fractional part of a year shall not be considered unless the same amounts to five school months or over, in which case the same shall be considered equiva- lent to one year's service. SEC, 23. Whenever teachers are absent from their respective rooms the Superintendent shall supply such vacancies temporarily by substitutes. Such substitutes shall receive two dollars ($2) per day, except where the per diem pay is less than two dollars, when they shall receive only the per dierm of the regular teacher, unless the Board shall otherwise determine. The substitute's pay, in each case, shall be deducted from the absent teach- ers' salary by an order drawn by the Secretary, unless the Board shall other- wise determine. SEC. 24. Any teacher wishing to resign his or her position must notify the Secretary in writing at least thirty days in advance of the time when such resignation would take effect. - SEC, 25. Each teacher may be allowed, under the direction of the Superintendent and the Committee on Schools, one day in the school year for the purpose of visiting schools to observe methods of teaching and man- agement, said day to be allowed without loss of pay. 144 EAST SAGINAW PUBLIC SCHOOLS. MISCELLANEOUS. SEC, 26. No school or grounds belonging to or occupied by the Board for school purposes shall be used for any purpose whatever except for schools under charge of the Board, unless by express consent of the Board. SEC. 27. There shall be a general examination of all the schools under charge of the Board in the last week of the third term of each school year, and any school may be examined at such other times as the Board may, by resolution, direct. SEC. 28. Appeals may, in all cases arising under these or any other rules of the Board, be taken from the decision of the teacher to the Super- intendent, and from the Superintendent to the Board, and the decision of the majority of the Board shall be final; but the person so appealing to the Board shall state in writing the relief desired, or the grievance for which redress is sought. On appeal from the Superintendent he shall give his rea- sons for his decision, either verbally or in writing. SEC. 29. No children of parents residing outside of the city limits have any right of admission to the public schools except by permission of the Board, and upon paying in advance to the Treasurer of the Board the fol- lowing tuition fees per week: Primary Department.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 cents. Grammar Department.............................. ............ . . . . . . . . .45 “ High School Department.............................. . . . . . . . . . . . . . . . . .. 55 “ All tuition bills shall be made out on the opening of each school term, for the whole term, and must be paid within one week thereafter, or the pupils excluded from schools. No part of the tuition shall be refunded for a less time than one-half of the term, except in case of sickness of the pupil detaining him or her from school for three weeks or more. SEC. 30. When a change of text-books in grades below the High School is made and a new book introduced the publishers of said book shall fur- nish, free of cost, one copy to each member of the Board. JANITORS. SEC. 31. Each Janitor shall be required: First—To sweep and dust his school house daily, and to keep the same at all times neat and orderly; each room to be mopped at least once a month (sweeping and dusting to be done after school at night, and dusting with cloths in the morning); for thirty minutes after the school at night no sweep- ing is to be done if the teacher is yet engaged in school work, except by his or her permission. Second—To build fires according to directions at such time in the morn- ing as is necessary to have the temperature of the several rooms at seventy degrees (the thermometer hanging three feet from the floor) thirty minutes before the opening of school; also to replenish the fires at the recesses and EAST SAGINAW PUBLIC SCHOOLS. 145 noon intermission, or whenever requested by the teacher (the thermometer never to register above 70 degrees); to take care of the clocks, and also to ring the bells and triangles, as ordered by the Superintendent. Third—To keep their respective school grounds in a clean and tidy condition; to care for the trees and shrubbery according to the season, and to cut the grass and destroy the noxious weeds growing on said School grounds, and at such times as may be beneficial. Fourth—To keep their outhouses, yards and privies at all times neat and orderly, and put into the boxes or vaults, at least three times each week, dry earth in sufficient quantities to thoroughly disinfect the same; and keep the walks in and around the grounds free from snow, ice and dirt. Fifth–To make minor repairs to school houses, outhouses, fences, side- walks, tree-boxes, etc. . Sixth–To do the general cleaning of their respective school houses whenever it is deemed necessary and ordered by the Committee on School Houses. No extra pay for any work performed will be allowed, without the consent beforehand of said committee. Seventh—To report forthwith to the Messenger, Superintendent, or chairman of the proper committee, any injury or nuisance committed on the school building, Outhouses, fences, etc., or grounds, by any person or per- SODS. Eighth—To be governed at all times by the instructions of the Messen- ger and Superintendent. Ninth—To report to the Principal of the buildings any bad conduct on the part of any scholar or Scholars, giving name or names of scholars, while in the school buildings or yard, or any cutting, maiming, destroying, defacing, or injuring of any of the public property, such as buildings, furniture, fences, trees, shrubbery, etc., pertaining to school buildings or premises. Tenth—Also to repair to the supply room, at the office hours of the Messenger, and report to him, and receive such supplies as are needed at their several school buildings for the coming week. Eleventh—To abstain from smoking while on the school premises. SEC. 32. These rules shall take immediate effect, and may be amended by a majority vote of all the members of the Board, notice of such amend- ment having been duly given. All rules, regulations and resolutions conflicting here with are hereby repealed. 1892 TWENTIETH ANNUAL REPORT OF THE BOARD dr EDUCATION OF THE CITY OF GRAND RAPIDs. MICHIGAN. TWENTIETH ANNUAL REPORT OF THE Board of Education OF THE CITY OF GRAND RAPIDS, MICHIGAN. SCHOOL YEAR ENDING SEPTEMBER 1, 1892. GRAND RAPIDS, MICH. DEAN PRINTING AND PUBLISHING CoMPANY. 1892. BOARD OF EDUCATION, 1891=2. OFFICEFRS. JAMEs BLAIR, President. ED. H. STEIN, Secretary. F. A. HALL, Treasurer. W. W. CHALMERs, Supt. of Schools. AGNES McINTYRE, Asst. Supt. of Schools J. T. BARNABY, Supt. of Construction. A. S. PAUL, Supt. of Janitors. F. B. FEE, Truant Officer. TRUSTEES. FIRST WARD – H. E. Locher, E. H. Stein. Second WARD–Jos. Houseman, G. N. Wagner. THIRD WARD–T. D. Bradfield, E. B. Fisher. FourTH WARD–James Blair, Fred S. Clark. FIFTH WARD–H. H. Leffingwell, J. T. Husted. Sixth WARD–Arie Van Bree, H. J. Felker. SEVENTH WARD–W. B. Folger, G Fitz Gerald. EIGHTH WARD–J. H. Hagy, E. J. Crossman. NINTH WARD–John T. Strahan, N. L. Andrus. TENTH WARD–F. I. Maybury, Fred W Stevens. Hon. E. F. Uhl, Mayor, Member Ex-Officio. LI B RAF. Y. LIBRARIAN–Lucy Ball. Assist ANTs—Lizzie Steinman, Lizzie Simpson, Anna Besancon, Bertha Sones, Florence Chase, Clara J. Denton. STAN DIN G CON/[NAſ ITT ENES. TeAcHERs—Trustees Stevens, Felker, Bradfield, Wagner, Husted, Folger, Hagy. Schools—Trustees Locher, Wagner, Maybury, Felker, Andrus, TExT Books—Trustees Clark, Crossman, Fisher. LIBRARY —Trustees Fisher, Stein, Stevens. WAYS AND MEANS—Trustees Houseman, Fitz Gerald, Clark. CLAIMS AND Accounts—Trustees Maybury, Folger, Stein. BUILDINGs—Trustees Bradfield, Van Bree, Strahan, Leffingwell, Crossman. APPARATUS AND SCHOOL LIBRARY-Trustees Husted, Andrus, Fitz Gerald. GROUNDs—Trustees Van Bree, Hagy, Locher. SUPPLIES-Trustees, Leffingwell, Houseman, Strahan. BOARD OF EDUCATION, 1892-3. * OFFICERS. E. B. FISHER, President. ED. H. STEIN, Secretary. F. A. HALL, Treasurer. W. W. CHALMERs, Supt. of Schools. AGNES McINTYRE, Asst. Supt. of Schools. J. T. BARNABY, Supt. of Construction. A. S. PAUL, Supt. of Janitors. F. B. FEE, Truant Officer. TRLIST EXES. FIRST WARD–J. H. Palin, H. E. Locher. SEconD WARD–G. N. Wagner, Jos. Houseman. THIRD WARD–E. B. Fisher, T. D. Bradfield. FourTH WARD–Fred S. Clark, James Blair. FIFTH WARD–J. T. Husted, H. H. Leffingwell. SixTH WARD–H. J. Felker, A. Van Bree. SEVENTH WARD– G. Fitz Gerald, A. H. Chilver. EIGHTH WARD–E. J. Crossman, J. H. Hagy. NINTH WARD–N. L. Andrus, J. E. Blandford. TENTH WARD–F. W. Stevens, John Rowson. ELEventH WARD–W. N. Fuller, F. I. Maybury. Twelfth WARD–Ed. H. Stein, B. F. Brinkman, Hon. Wm. J. Stuart, Mayor, Member Ex-Officio. LIE3 F.A.R.Y. LIBRARIAN–Lucy Ball. Assistants—Lizzie Steinman, Lizzie Simpson, Anna Besancon, Florence Chase, Clara J. Denton, Catherine Smith. * STAND IN G CONMNMITTEES. TEACHERs—Trustees Felker, Husted, Blair, Stevens, Chilver, Maybury, Brinkman. gº Schools—Trustees Locher, Wagner, Hagy, Van Bree, Leffingwell. TExT Books—Trustees Stevens, Chilver, Houseman, Crossman, Andrus. LIBRARY-Trustees Fitz Gerald, Stein, Fuller. WAYS AND MEANs—Trustees Blair, Fuller, Hagy. CLAIMS AND Accounts—Trustees Maybury, Stein, Crossman. BUILDINGs—Trustees Bradfield, Van Bree, Leffingwell, Blandford, Rowson. APPARATUS AND School, LIBRARY-Trustees Andrus, Palin, Brinkman, GROUNDs—Trustees Wagner, Clark, Bradfield, Blandford, Locher. SUPPLIEs—Trustees Leffingwell, Palin, Crossman Clark, Van Bree. SPECIAL TRAINING—Trustees Houseman, Husted, Fitz Gerald, Rowson, |Bradfield. REPORT OF THE PRESIDENT. To the Board of Education of the City of Grand Rapids: I have the honor to submit my fourth annual report as president of this Board and it is a matter of no little pleasure to me to call your attention, in a general way, to the capa- bilities and needs of a system of public education which now holds unquestioned recognition in the first grade of city school systems. I refer you for more detailed accounts concerning the matters here suggested to the reports of the superintendent, the secretary and of the various committees. I quote from my report of last year: “We have thirty- two buildings in our charge containing 230 rooms and I4,- ooo sittings. In addition to this, we are at the present time renting fourteen rooms. It would be a saving to the city and a benefit to the children attending to build suitable buildings for the accommodation of this overflow. I would advise the erection of eight-room buildings on the Widdi- comb site, the Eighth ward site, Hall street site, to be com- pleted by the first of next September.” With commendable public spirit and judgment the Board has gone about these matters, and we congratulate ourselves that all these build- ings are now in process of preparation and construction. I wish to repeat and emphasize the recommendation in my last report—that the new High school building supply accommodation for manual training and commercial schools. The High school building, without such accommodations, will, in a few years, at the outside, be an incomplete build- ing. It is a matter that demands our attention now. We shall need provisions for systematic kindergarten 6 GRAND RAPIDS PUBLIC SCHOOLS. work for beginners in all of the schools of the city. A serious injury is done to our whole school system if the demands of primary instruction are in any way neglected. The school year, as hitherto constituted, contained, forty weeks, but it was seen that the best results were not ob- tained by extending the school work so far into the hot season, and the year has been with good judgment and, we hope, with good effect, shortened to thirty-eight weeks. I again recommend what I have so often before brought to your attention—that the question of diminishing the num- ber of trustees be considered and the law amended so as to bring about the change during the next session of the legis- lature. The present unwieldy size of the Board might be reduced, with a gain to unity, harmony of action and general efficiency, if but six or seven members were selected from the city at large and for a term of three years instead of two. I renew with increased emphasis my recommendation of last year that the superintendent be elected for three years instead of one, with provision that at any time he may be removed for sufficient cause. It could in no way be dis- advantageous to the interests of our schools, but would give the management a sense of greater permanency than is guaranteed by the present situation. A school system of such dimensions as our own has reached, demands that the management have in view not months alone, but years, in the measures and methods set on foot for the benefit of the schools. In the light of this fact, are we not acting unwise- ly in limiting the interest of the management to the brief certainty of but one year. In closing I express my satisfaction in the present har- mony that prevails in the Board and my steadily increasing confidence in the present management of our schools. JAMES BLAIR. GRAND RAPIDS PUBLIC SCHOOLS. REPORT OF THE SECRETARY. To the Board of Education of the City of Grand Rapids: The following is my report of the receipts and expendi- tures of the Board for the year ending Sept. 24, 1892, and also the indebtedness of the city for school bonds at that date: RECEIPTS. Balance in treasurer’s hands Sept. 22, 1891 . . Received from annual estimate and I mill tax. Received from unpaid taxes. . . . . . . . . . . . . Received from rejected taxes. . . . . . . . . . . . . . . Primary money. . . . . . . . . . . Tuition from non-residents. . . . . . Interest on daily balances. . . . . . . . . . . . . . . . . . Sale of bonds . . . . Fines. . . . . . . . Sundries . . . . . . . Total receipts . . EXPENDITURES. Teachers’ salaries. . . . . . . Janitors' wages. . . . . . . . . . . . . . . . . Bonds . . . . . . . . Interest. . . . . . . . . . . . . . . . . . . . . . . Printing and advertising . . . . . . . . . . . . Fuel . . . . . . . . . . . . School sites . . . . . . . . . . . . Heating apparatus . . . . . . School furniture . . . . . . $88, Oog 206,433 I,755 I, 432 25,862 942 7, O55 I78,453 4,360 97 $514,403 $156,785 I6,574 8, ooo I 2,466 758 8,239 3,500 I, o88 2, 2 II 27 22 6I 2O 66 62 6I 92 71 28 6I 16 OO 85 6o 36 OO OO I6 8 GRAND RAPIDS PUBLIC SCHOOLS. Secretary’s salary. . . . . . . . . . . . . . . . . . . . . . . . . 6oo oo Superintendent of construction . . . . . . . . . . . . . I, ooo ob Repairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4,795 O2 Library books . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,689 50 Library expenses. . . . . . . . . . . . . . . . . . . . . . . . . . 5,275 62 Grade and sewers. . . . . . . . . . . . . . . . . . . . . . . . . 985 69 Improvement of grounds . . . . . . . . . . . . . . . . . . 377 Oo Contingent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30,633 96 Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 7o Water tax. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6oo oo High school building . . . . . . . . . . . . . . . . . . . . . . 46, 2II 63 Building fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34, IOO OO Total expenditures . . . . . . . . . . . . . . . . . . . . $337,057 94 Balance in treasurer's hands Sept. 24, 1892. . I 77,345 I6 $54,403 to The indebtedness for school bonds is as follows, to date: $IO, OOO, issued September 1, 1882; 4 per cent., due September 1, 1902. $7, ooo, issued December 1, 1882; 5 per cent , due December 1, 1892. $7, Ooo, issued December 1, 1882; 5 per cent., due December 1, 1893. $8,000, issued December 1, 1882; 5 per cent., due December 1, 1894. $IO, OOO, issued June 1, 1883; 5 per cent., due June I, I903. $7, Ooo, issued November 20, 1883; 5 per cent., due November 20, 1895. $8, Ooo, issued November 20, 1883; 5 per cent., due November 20, 1896. $7, Ooo, issued June 2, 1884; 5 per cent., due June 1, 1897. GRAND RAPIDs PUBLIC SCHOOLS. 9 37, ooo, issued June 2, 1884; 5 per cent., due June I, 1898. 3 Io, ooo, issued August I, I884; 5 per cent., due August I, I899. - 39,ooo, issued October I, I884; 5 per cent., due Octo- ber I, Igoo. 39, ooo, issued October I, 1884; 5 per cent., due Octo- ber I, Igor. 39,ooo, issued October I, I884; 5 per cent., due Octo- ber I, 19O4. 32I, ooo, issued November 2o, I885; 4 per cent., due November 2o, Igo5. 32I, ooo, issued February 5, 1887; 4 per cent., due Feb- ruary 4, I9O7. 38,ooo, issued April 2, 1888; 5 per cent., due April 2, 1898. 38, OOo, issued June I, 1889; 5 per cent., due June I, I893. 36, ooo, issued September Io, 1889; 5 per cent., due March Io, I893. 36,ooo, issued September Io, 1889; 5 per cent., due March Io, I894. 35, ooo, issued September Io, 1889; 5 per cent., due March Io, I896. 38, Ooo, issued June 2, I89o; 4 per cent., due June 2, I 9 IO. 855, OOo, issued October I, I891; 43% per cent, due October I, Igi I. 325, OOo, issued June I, I892; 4% per cent., due June I, I 9O6. 325, OOo, issued June I, 1892; 474 per cent., due June I, I908. 323, Ooo, issued June I, I892; 4% per cent., due June I, I 9O9. IO GRAND RAPIDS PUBLIC SCHOOLS. $12, Ooo, issued June 1, 1892; 4% per cent., due June I, IQIO. $28, Ooo, issued June 1, 1892; 4% per cent., due June I, I 912. Total, $359, OOO. Indebtedness assumed by the city from school districts recently annexed: $7, Ooo, issued 1886 by District I, township Grand Rapids; 6 per cent., due 1896. $3, Ooo, issued 1887 by District I, township Grand Rapids; 6 per cent., due 1897. $4,500, issued 1889 by District I, township Grand Rapids; 6 per cent., due 1899. $10,500, issued 1889 by District I, township Grand Rapids; 6 per cent., due 1899. $5, ooo, issued 1890 by District I, township Grand Rapids; 6 per cent., due Igoo. $2,000, issued by District 15, township Grand Rapids; 6 per cent., due Igoo. $3, Ioo, issued by District 15, township Grand Rapids; dates not ascertained. $1, ooo, issued by District 13, township Paris; dates not ascertained. $1,900, issued by District 7, township Paris; 7 per cent., due I 895. Total, $38, Ooo. Grand total, $397, OOO. Respectfully submitted, ED. H. STEIN, Secretary. GRAND RAPIDS PUBLIC SCHOOLS. I I REPORT OF COMMITTEE ON BUILDINGS. To the Board of Æducation of the City of Grand Rapids: Your Committee on Buildings here with submit their twenty-first annual report, being for the year ending Sep- tember 1, 1892. It contains the present status and estimated value of the school property of the city, and such other information as the committee deem of importance to this Board or the Public. CENTRAL HIGH SCHOOL. This new four-story and basement brick and slate roof building is nearing completion. Fronting two hundred and ten feet on Ransom street. Heated by two large tubülar boilers. Ventilation of closets and rooms provided for by separate stacks. Wired for electric light and piped for gas. Sewer and water connections. Eighty five thousand feet floor space. Will accommodate one thousand pupils. Estimated value of property . . . . . . . . . . . . . . . . . $120, Ooo Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I4,500 OO CENTRAL GRAMMAR SCHOOL. This substantial three-story brick building is in the Sec- ond Ward, on grounds fronting 136 feet on Lyon street, and 370 feet on Barclay street. The building contains twenty rooms used for school pur- poses, with sittings for 600 pupils. It is well lighted, fairly ventilated, and heated by steam. The closets, which are in * I 2 GRAND RAPIDS PUBLIC SCHOOLS. the basement, are connected with the city water pipes and sewer. Gas is supplied where necessary. The annex on the south side of the main building is 40x50 feet in size, and one story high; it is built of wood, and heated by steam; it contains three rooms which are used for laboratory purposes. Estimated value of property. . . . . . . . . . . . . . . . . . . $8o, Ooo oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, Ooo Oo |UNION SCHOOL, A three-story brick building, 82 x Ioo feet, located on Third street between Turner street and Broadway. The lot extends 264 feet on Turner street, 250 feet on Third street, 330 feet on Broadway and 125 feet on Fourth street. The building contains fourteen rooms, with sittings for 700 pupils. By the addition of the ward school on the south side of the building, there have been added three large rooms on the third floor of this school. These three rooms are heated and ventilated by the Ruttan Warming and Ventilating System. The main building is heated by steam, supplied with gas and water, and has sewer connections. Estimated value of property. . . . . . . . . . . . . . . . . . $70. OOO OO Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, Ooo Oo UNION PRIMARY This building is on the Union grounds, and ad- joining the Union School on the south. The building is of brick, three stories high, and contains eleven rooms, eight of which are used for primary and grammer grades, with sittings for 450 pupils. It is heated and ventilated by the Ruttan Heating and GRAND RAPIDS PUBLIC SCHOOLS. I3. Ventilating system, and has the Smead dry air closets in the basement. Estimated value of property ... . . . . . . . . . . . . . . . . $20,000 Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, Ooo oo JEFFERSON STREET SCHOOL. Located in the Ninth Ward on Jefferson, California and Gold streets. Lot, 246 feet on California street, and 132 feet on Jefferson and Gold streets. The building is of brick, contains eleven rooms and has sittings for 550 pupils. It is well lighted and has a good basement. It is well ventilated and heated by steam. Estimated value of property. . . . . . . . . . . . . . . . . . $35,000 OO Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, Ooo oo BAXTER STREET SCHOOL. Located in Tenth Ward; lot, 200 feet on Dosker street, 200 feet on Ella avenue and IO2% feet deep. A brick building, two-story and basement, six rooms, with seating capacity for 300 pupils, heated by hot air furnaces and ventilated. Estimated value of property. . . . . . . . . . . . . . . . . . $16, Ooo oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, Ooo oo CENTRAL AVENUE SCHOOL. Located in the Eleventh Ward. Lot 204 feet on Cen- tral avenue and 200 feet on McDowell street. The building is of brick, two stories above the base- ment, well ventilated and heated by Steam. Contains eight rooms, with sittings for 400 pupils. The water closets have been placed in the basement, and connected with the pub- lic sewer. Connection has also been made with the city Water. Estimated value of property. . . . . . . . . . . . . . . . . . $23,000 oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,000 Oo I4 GRAND RAPIDS PUBLIC SCHOOLS. - COIT AVENUE SCHOOL, Located in the Fourth Ward, on Coit avenue, between Trowbridge and Fairbanks streets. Size of lot 150 feet on Coit avenue by 208 feet deep, with alley in the rear. This building is of brick, two stories above the base- ment, and is 32 x 74 feet in size. It contains four rooms, with sittings for 200 pupils, and is warmed by stoves. Estimated value of property. . . . . . . . . . . . . . . . . . . $9, ooo oo Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, Ooo oo CONGRESS STREET SCHOOL. Located in the Third Ward; lot 278 feet on Congress street and I 52 feet on Lake avenue. The building is brick, two stories and basement, eight rooms, and has sittings for 400 pupils. Heated by steam, well lighted and well ventilated. Water closets in base- ment and connected with sewer. Estimated value of property. . . . . . . . . . . . . . . . . . $20,000 oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5,000 Oo DIAMOND STREET SCHOOL. Located in the Second Ward; lot 261 feet on Fountain street, 120 feet on Diamond street and I2O feet on Hazel Street. A new eight-room brick building, two stories above base- ment. Sittings for 400 pupils. Heated by steam, well lighted and well ventilated. Has Smead dry closets in basement. Estimated value of property. . . . . . . . . . . . . . . . . . $2O, OOO OO Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I2, Ooo Oo EAST BRIDGE STREET SCHOOL, Located in the Fourth Ward, on East Bridge street, near College avenue; lot 250 feet on East Bridge street by 231 feet deep. The building is of brick, two stories high, and basement. GRAND RAPIDS PUBLIC SCHOOLS. I 5 It contains ten rooms and has sittings for 500 pupils. It is well ventilated, heated by steam, and is connected with city water and sewer. The halls are broad and the rooms well lighted. It is first-class in every respect. Estimated value of property. . . . . . . . . . . . . . . . . . $35, OOO Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, Ooo Oo EAST LEONARD STREET SCHOOL. Located in the Fifth Ward, corner of East Leonard street and North avenue; lot 200 feet square. The buiding is of brick, two stories high. There are three rooms warmed by stoves, with sittings for 140 pupils. Estimated value of property. . . . . . . . . . . . . . . . . . . $7, Ooo Oo Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I, Ooo oo FOUNTAIN STREET SCHOOL. Located in the Second Ward, on Fountain street, between Prospect street and College avenue. The lot is 295 feet on Fountain street and 250 feet deep. The building is of brick, three stories high, with sand- stone trimmings. It is 60 x 80 feet and contains nine rooms, some of which are poorly lighted. It has fairly good basements, in which are the water closets con- nected with the public sewer. The seating capacity is for 450 pupils. Estimated value of property. . . . . . . . . . . . . . . . . . $40, Ooo Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, Ooo Oo GRANDVILLE AVENUE SCHOOL. A ten-room brick building, located in the First Ward, on Second avenue, near Grandville avenue; lot 264 feet on Second avenue and 330 feet deep. The building is well lighted, heated by Mills boiler and ventilated, contains ten rooms and has a seating capacity for 500 pupils. The annex which is built upon the same lot, but not con- 4. I6 GRAND RAPIDS PUBLIC SCHOOLS. nected with the main building, has one room, is heated by stoves, and is used for the kindergarten department of this school. Estimated value of property . . . . . . . . . . . . . . . . . . $35, Ooo oo Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,000 Oo HALL STREET SCHOOL. Located in Twelfth Ward; lot, 200 feet on Hall street ‘and I 50 feet on Grandville avenue. A two-story and basement brick building, slate roof. Eight rooms and seated for 400 pupils. Heated by steam and warm air closets in basement and separate stack venti- lation for rooms and closets. Estimated value of property. . . . . . . . . . . . . . . . . . $21,000 Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, Ooo oo HENRY STREET SCHOOL. Located in the Tenth Ward on Henry and James streets, between Wealthy avenue and Sherman street. Size of lot, 150 feet on Henry and James streets by 270 feet deep. This building is heated by the Ruttan Heating and Ven- tilating system, with the Smead dry air closets in basement, and is first class in every respect. It has eight rooms and sittings for 400 pupils. Estimated value of property. . . . . . . . . . . . . . . . . . $22, OOO oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, Ooo Oo JEFFERSON AVENUE SCHOOL Located on east side of Jefferson avenue at the head of Fair street. Lot fronting 166 feet on Jefferson avenue and Cass streets and 262 feet deep. The building is of brick, two stories and basement; slate roof. Well ventilated and heated by tubular boiler. City water connection, and sewer pipes laid waiting for an opportunity to connect with city GRAND RAPIDS PUBLIC SCHOOLS. 17 sewerage. Contains eight rooms and sittings for 400 pupils. Estimated value of property. . . . . . . . . . . . . . . . . . $21, OOO Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, ooo oo LAKE SCHOOL. Located in Third Ward; lot, 166 feet on Wealthy ave- nue and 99 feet deep. A two-room two-story and basement brick building, heated by furnace and well ventilated. Sittings for Ioo pupils. * Estimated value of property. . . . . . . . . . . . . . . . . . . $5, ooo oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, Ooo oo MADISON AVENUE SCHOOL. Located in the Tenth Ward on the corner of Madison and Fifth avenues; lot, 183 feet and 7 inches on Madison avenue, 194 feet and 6 inches on Fifth avenue, and 173 feet and 8 inches on Terrace avenue. The building is of brick, slate roof, two stories high above the basement. It contains twelve rooms with sittings for 600 pupils. The closets are in the basement and are connected with the sewer. It is heated by steam, well lighted and ventilated and a model building. Estimated value of property. . . . . . . . . . . . . . . . . . $38,000 Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, Ooo Oo NORTH DIVISION STREET SCHOOL. Located in the Fourth Ward on grounds fronting 169 feet on East Bridge street, 174 feet on North Ionia street, and 174 feet on North Division street. & The building is of brick, two stories and basement, con- tains ten rooms with sittings for 500 pupils. Is heated by steam and provided with three sets of closets, also a bath room. Room and closet ventilation is equal to the best. Estimated value of property. . . . . . . . . . . . . . . . . . $50, ooo oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4,000 oo I8 GRAND RAPIDS PUBLIC SCHOOLS. NORTH IONIA STREET SCHOOL. Located in the Fifth Ward on North Ionia street, between Walbridge and Coldbrook streets; lot 200 feet square. The building is of brick, two stories high, contains twelve rooms, with sittings for 600 pupils. It is heated by steam. The water closets are in the basement and are connected with the public sewer. Ventilation good. Estimated value of property. . . . . . . . . . . . . . . . . . $35, Ooo oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, Ooo oo OAKDALE SCHOOL. Located in the Eleventh Ward. Lot, 180 feet on Oak- dale avenue and 125 feet deep. A new four-room, frame building, two stories above base- ment, sittings for 200 pupils, heated by furnaces, well venti- lated. Estimated value of property. . . . . . . . . . . . . . . . . . . $6,500 oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I,900 oo PARIS SCHOOL. Located in the Eleventh Ward; lot leased until 1895, Ioo feet on Madison avenue and I 50 feet deep. A one-story, frame building of two rooms, with Ioo sit- tings for pupils, heated by hot air furnace and ventilated. Estimated value of property. . . . . . . . . . . . . . . . . . . $1,500 OO Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I,200 oo PINE STREET SCHOOL. Located in the Seventh Ward corner of Pine and First streets. Lot, 200 feet on First street by 187 feet on Pine Street. The building is of brick, 32 x 74 feet, two stories high above GRAND RAPIDS PUBLIC SCHOOLS. I9 basement, and is warmed by stoves. It contains four rooms, with sittings for 200 pupils. Estimated value of property. . . . . . . . . . . . . . . . . . $10, ooo oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, ooo oo PLAINFIELD AVENUE SCHOOL. Located in the Fifth Ward on Plainfield avenue. Lot 200 feet square. * The building is of brick, two stories above basement. It contains ten rooms, with sittings for 500 pupils. It is well ventilated, lighted and heated by steam. Estimated value of property. . . . . . . . . . . . . . . . . . $28, ooo oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,300 OO p SEVENTH STREET SCHOOL. Located in the Seventh Ward, corner of Seventh and Stocking streets; lot 120 feet on Stocking street by 287 feet on Seventh street. The building is of brick, two stories above basement, and contains six rooms and sittings for 300 pupils. It is heated by hot air furnaces and is well ventilated and lighted. The closets are in the basement and are connected with city water and sewer. Estimated value of property. . . . . . . . . . . . . . . . . . $20, ooo oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, ooo oo SIBLEY STREET SCHOOL. Located in Eighth Ward; lot 165 feet on Sibley street and 23 I feet deep. A two-story and basement brick building, slate roof, Steam heated, and closets in basement connected with sewer. Eight rooms, seated for 400 pupils. Ventilation and heating good. Estimated value of property. . . . . . . . . . . . . . . . . . $21, ooo oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, Ooo oo 2O GRAND RAPIDS PUBI,IC SCHOOLS. SOUTH DIVISION STREET SCHOOL, Located in the First Ward, on South Division, Bartlett and Spring streets. Size of lot, 165 feet on Division and Spring streets and 286 feet on Bartlett street. The building is of white brick with red brick trimmings, two stories high, with good basements. The rooms are well lighted and contain sittings for 700 pupils. It is supplied with city water and gas; heated by steam, and well ventilated. The water closets are in the basement and are connected with the public sewer. * Estimated value of property. . . . . . . . . . . . . . . . . . $75,000 Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5, ooo oo SOUTH IONIA STREET SCHOOL. Located in the Twelfth Ward, corner South Ionia street and Fifth avenue; lot I32 feet on South Ionia street by 198 feet on Fifth avenue. The building is of wood, two stories high, and contains four rooms, with sittings for 200 pupils. It is heated by stoves and has closets in the basement connected with city water and sewer. Estimated value of property. . . . . . . . . . . . . . . . . . $10, Ooo Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, Ooo Oo STRAIGHT STREET SCHOOL. Located in the Ninth Ward, corner of Straight and Watson streets; lot 217 x 122 feet. There are two buildings on this site. The main building is of brick, two stories high above the basement, and con- tains eight rooms with sittings for 400 pupils. It is heated by steam and well ventilated and lighted, and has connec- tion with city water and sewer. The water closets are in the basement. GRAND RAPIDS PUBLIC SCHOOLS. 2 I On the rear of the lot is a two-story wooden building containing two rooms, with sittings for 80 pupils. It is warmed by stoves. Estimated value of property. . . . . . . . . . . . . . . . . . $24, Ooo Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5,500 oo TURNER STREET SCHOOL. Located in the Sixth Ward, on Turner, Broadway and Eleventh streets; lot, I 50 feet by 250 feet. This building is one of the best in the city, being of white brick, two stories high, and containing twelve rooms, with a seating capacity of 600 pupils. It is well ventilated, , heated by steam, and is connected with city water and sewer. The halls are broad and the rooms well lighted. It is first-class in every respect. Estimated value of property. . . . . . . . . . . . . . . . . . $27, Ooo Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, Ooo oo WEALTHY AVENUE SCHOOL. Located in the Tenth Ward on Wealthy avenue, Lafay- ette and Cass streets. Size of lot 250 feet square. The building is of brick, two stories high, and slate roof. Heated by steam and warm air tubular boiler. Four sets water closets with separate ventilation stacks for rooms and closets. Ten school rooms, seated for 500 pupils. Estimated value of property. . . . . . . . . . . . . . . . . . $52, Ooo oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, ooo oo WEST LEONARD STREET SCHOOL. Located in the Sixth Ward on West Leonard street; lot 250 x 300 feet. The building is of brick, two stories high, with high basements, slate roof and tower. It contains eight rooms, with accommodations for 400 pupils. It is heated by steam 22 GRAND RAPIDs PUBLIC schools. and is well ventilated. The water closets are in the base- ment and are connected with the sewer in the street. Estimated value of property. . . . . . . . . . . . . . . . . . $25,000 oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, OOO OO WIDDICOMB STREET SCHOOL. Located in Sixth Ward; lot, 120 feet on Widdicomb street and 168 feet on West Leonard street. A two-story and basement brick building, slate roof, steam heated and well ventilated. Eight rooms and seated for 400 pupils. Estimated value of property. . . . . . . . . . . . . . . . . . $21, Ooo Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, ooo oo WALKER SCHOOL, Located in the Sixth Ward; lot, Ioo feet on West Leon- ard street and 149 feet deep. A new one-story frame building of two rooms, heated by stoves. Sittings for Ioo pupils. Estimated value of property. . . . . . . . . . . . . . . . . . . $2, Ooo Oo Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I, OOO OO The committee have continued the lease of Wilson Hall, corner of South Division street and Stewart avenue, fitted up for two rooms, at the annual rental of $120. oo. They have also leased the block, corner of North Coit avenue and Fourth street, fitted up for four rooms, at the annual rental of $240. Oo. The estimated value of library and library furniture. $42, ooo Insurance on same. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8,800 Your committee caused the usual repairs to be made at the various buildings during the summer vacation, and report all old buildings ready for the opening of schools. GRAND RAPIDS PUBLIC SCHOOLS. 23 Extensive repairs were made in the Baxter Street School, consisting of change of windows in four of the rooms to afford more light and at the same time receiving it from but one side of the room, constructing ventilating and heating ducts, and excavating basement and placing larger furnaces. In the North Division Street School one basement room changed to bath and closet rooms, with sewer and water connections; a large tubular boiler placed, and necessary ventilating shafts put in. Also contract for painting the building on the outside. Wealthy Avenue School rebuilt and four additional rooms added on the north. Slate roof. Basement under all the building. A large tubular boiler. Light and ventilation much improved. Contract also entered into for the painting of the old Central Building on the outside. To recapitulate, the Board will have completed at the close of 1892, the new Central High School, the approxi- mate cost of grading, building and furniture, $100, Ooo. The Widdicomb Street School, cost of building and fur- niture about $16,500. The Sibley Street School, cost of building and furniture about $16,500. The Hall Street School, cost of building and furniture about $16,500. The Jefferson Avenue School, cost of building and furni- ture about $16, ooo. The addition to Wealthy Avenue School and the remodel- ing of the old part at an expense of near $13, Ooo. The improvements in North Division Street School were made at an expense of $2, ooo. The Baxter Street School improvements at an expense of $I, OOO. The labor of the superintendent of construction for the 24 GRAND RAPIDS PUBLIC SCHOOLS. { year has been arduous and is thoroughly appreciated by your committee who recognize that in Mr. James T. Barnaby the Board has a faithful superintendent. Respectfully submitted, THOMAS D. BRADFIELD, ARIE VAN BREE, JoHN T. STRAHAN, HENRY H. LEFFINGWELL, EDWARD J. CROSSMAN, Committee on Buildings. GRAND RAPIDS PUBLIC SCHOOLS. 25 SCHEDUDE OF SCHOOL PROPERTY. w; 9, tº - # | # | #3; # : SCHOOLS. g | 3 | # | * : §§ JANITORS. º: º *º- *4-4 O amºi -3 2, 24 || Z. […] : Central High......... Ward 2. 33*| 1,000 717|$120,000 |................... [........ Central Grammar, .... Ward 2. 20° 650 398. 80,000 || H. Daley........ $13 00 Union . . . . . . . . . . . . . . . Ward 7.| 17*| 700 553| 70,000 || W. L. Bush ...... 13 00 Union Primary .......] Ward 7.| 8 450 340| 20,000 || W. B. Hogadone... 12 00 Jefferson Street ....... Ward 9. 11*| 550 482| 35,000 J. Gellen......... 11 50 Baxter Street . . . . . . . . . Ward 10. | 6 300 216| 16,000 || J. Vis ............ 9 00 Central Avenue . . . . . . Ward 11. | 8 400| 333 23,000 || M. Houseman.... 10 00 Coit Avenue.......... Ward 4. 4 200 148 9,000 || C. Spencer....... 6 50 Congress Street.......| Ward 3. | 8 400 351] 20,000 || M. Van den Berge. 10 00 Diamond Street....... Ward 2. 8 400; 222| 20,000 J. Te Velt Huis... 10 00 East Bridge Street.... Ward 4. 10 500| 448| 35,000 || R. Davis. ........ 10 00 East Leonard Street ... Ward 5. 3 140; 135 7,000 || W. Shaver ....... 6 00 Fountain Street. . . . . . . . Ward 2. 9 450 438|| 40,000 | E. H. Fisher . . . . . 10 00 Grandville Avenue ... Ward 1. 10 500 385| 35,000 || M. F. Jackson.... 12 00 Grandville Av. Annex. Ward 1. 1 45 451. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hall Street. . . . . . . . . . Ward 12. 8 400 229| 21,000 |... . . . . . . * I e º ſº º e º 'º e Henry Street . . . . . . . . . Ward 10. 8 400 355 22,000 || K. Van den Bos . . 10 00 Jefferson Avenue . . . . . Ward 11. | 8 400' . . . . . . 21,000' . . . . . . . . . . . . . . . . . . . ........ Lake . . . . . . . . . . . . . . . . . Ward 3. 2 100 31 5,000 || C. H. Lewis...... 3 00 Madison Avenue ..... Ward 10. 12 600. 517| 38,000 | S. B. Bentley..... 12 00 North Coit Avenue ... Ward 5. 4 200 185| . . . . . . . . . G. E. Gibbs ...... 6 00 North Division Street.. Ward 4. 10 500 247| 50,000 B. S. Ayres..... . . 10 00 North Ionia Street. ... Ward 5. | 12 600 496, 35,000 || A. De Bruyn . . . . . 12 00 Oakdale ... . . . . . . . . . . . Ward 11. 4 200 99 6,500 H. Dys........... 6 00 Paris. . . . . . . . . . . . . . . . . Ward 11. 2 100 317 1,500 | A. Loomis ....... 4 00 Pine Street . . . . . . . . . . . Ward 7. 4 200] 258 10,000 || J. M. Graham.... 6 50 * Including class rooms. 26 GRAND RAPIDS PUBLIC SCHOOLS. SCHEDULE OF SCHOOL PROPERTY...—CONTINUED. # # | ##| _# § s d & 3: Q4 ºf ºS 04 SCHOOLS. © Uſ) * -7 º: P- JANITORS. >, * gºl Mºst **t O gº : O C als 5 -: 8 c d 35 | # {} *— Z 2, Z. ſº : Plainfield Avenue . . . . . Ward 5 || 10 500 438 28,000 J. H. Case...... . . 11 00 Seventh Street. . . . . . . . Ward 7. | 6 300 289| 20,000 | N. Diamond . . . . . 9 00 Sibley Street . . . . . . . . Ward 8. 8 400]. . . . . . . 21,000 . . . . . . . . . * * * e ºs e º is e º e º º ºs e º is a South Division Street...] Ward 1. 14 700 642 75,000 E. W. Miller . . . . . 13 00 South Ionia Street . . . . . Ward 12. 4 200 173 10,000 E. De Groot. . . . . . 6 50 Straight Street........ Ward 9. 8 400|| 333 24,000 D. Beebe. . . . . . . . . . 11 00 , Straight Street Annex. Ward 9. 2 80 881. . . . . . . . . . . . . . . . . . . . . . . . . . & s & º º ºs e º is ..Turner Street......... Ward 6. 12 600 504 27,000 P. Maris . . . . . . . . 12 00 Wealthy Avenue . . . . . Ward 10. 10 500 256; 52,000 J. McKay . . . . . . . 11 00 West Leonard Street. . . Ward 6. 8 400 317| 25,000 S. Boonstra. . . . . . . 10 00 Widdicomb Street ... Ward 6. 8 400|......] 21,000l..... tº a tº e º is tº a g º e º º º " is tº ſº w tº s tº º Walker ... . . . . . . . . . . Ward 6. 2 100 273 2,000 || M. Durian . . . . . . . 9 00 JPublic library........ Ward 4. . . . . . . . . . . . . . . . . . 42,000 Mrs. A. Schmidt.. 8 00 Supt’s Office.......... Ward 4. . . . * * * * : * * * * * * : * * * * * * tº e E. H. Church . . . . 12 00 ºnlin, | | | | |- º | *º | |||| º l l || | | | |||| ||| | | | º º * ITFTFF IFTI-IFF- ºšH iſſ-I-'Iſ TTT|| #FFTTFIFſ: |FIFTIFT-H | | * * L — | |||ſi. | |||| |||| | º | | º * | ºil. ... " | | º || || |||}. | | |||}| | | GRAND RAPIDS PUBLIC SCHOOLS. 27. REPORT OF LIBRARY COMMITTEE. Zºo the Board of Education of the City of Grand Rapids: Your Committee on Public Library for the school year of 1891–2, in accordance with custom, present this their annual commentary on the department and work more especially confided to their care. It is a pleasure to record that positive progress has been made, as the committee believes, during the year now ended; that the usefulness of the library has been materially increased, and that import- ant additional facilities have been decided upon—indeed are now in process of perfection, which really mark an epoch in the history of Grand Rapids library. These have involved a large additional labor on the part of the Librarian and her attendants—labor which must continue for several months to come—but notwithstanding this the regular work of the library has been cared for and performed with a faithfulness and courtesy which evidently have pleased the patrons, and which certainly have won the hearty commendation and the sincere thanks of the Committee. These labors, too, have all been performed with but little extra assistance in attend- ants. At the suggestion of the Librarian and in accordance with the experience and advice of librarians in other cities, the Committee deemed it wise to test the efficiency of the use of pages, lads who could bring and carry for the attendants waiting upon the public, attend to messenger service, etc., 28 . GRAND RAPIDS PUBLIC SCHOOLS. etc. This help, paid from the petty cash in the hands of the Librarian and carefully audited by the Committee, has proved even more satisfactory than had been expected by the Committee, for it has made the force of attendants far more serviceable, and yet has not been nearly so expensive as a full-paid assistant. The Committee is of the opinion that for the present this service should be retained, at the judgment of the Committee and the Librarian. For years past every Committee on Public Library of this Board has emphasized the great desirableness, indeed the positive necessity, of a complete catalogue of the library. Your Committee, which was not changed in mem- bership for two years, gave much thought to this matter, and at last concluded that longer delay of 'this work would prove a serious detriment to the library, an inexcusable disadvantage; that the large expenditure involved could reasonably be met from funds in sight; that the preparations as to the contents of the library and the card catalogue were so far advanced, or perfected, there was no valid excuse for further delay. That the Board should so unanimously and heartily have coincided in this view was a great gratification to the Committee, to the Librarian and her staff, and when the formal authority was given, the great work was entered upon with alacrity and zeal. Its magnitude grew upon the Librarian and the Committee as the actual preparations for printing were entered upon—it was almost a mountain, indeed—but the printers are actually at work, gratifying progress may be honestly reported, and the Committee sin- cerely believes that under the very competent direction of Miss Ball and her assistants, a really creditable dictionary catalogue of the almost 30,000 volumes of the library will speedily be completed. Then, when the public can actually know its really valuable contents, can discover at a glance whether the library contains any volume that may be de- GRAND RAPIDS PUBLIC SCHOOLS. 29 sired, or what it has on any topic that may be presented, the usefulness of this increasingly important educational depart- ment will be almost incalculably increased. In the same direction the short classified finding list of the contents of the library more especially adapted for the use of students in the city schools, and their teachers, is believed to be a valuable aid, a tool that will vastly increase the pupils’ use of this department. The Librarian's succinct yet complete statistics in her annual report leaves nothing to be further stated in that particular. They show that the library is steadily growing in contents, that all departments have been given careful consideration, in accessions, and that there has been a highly encouraging increase in the number of patrons, and the number of books taken—a growth greater, considerably, than the increase in population of the city. This has proved the pleasantest sort of a spur to the efforts of the Librarian, the assistants, and the Committee. One element of this growth of usefulness may, with pro- priety, be mentioned in this connection. Sundry of our citizens have widely entered upon what is known as the University extension courses in education. They arranged for several admirable courses of lectures late last winter, given by members of the faculty of Michigan University. In connection therewith the library was very freely used, and the Board wisely provided such additional volumes for the study of those taking such lectures as were recom- mended by the professors giving the lectures, or by mem- bers of the association under whose auspices they were given. It is a pleasure to say that the experiment of last year was so happily successful it is to be continued the coming season, and probably with still more members and greater advantage. It would be well for the Board to en- courage this tendency and afford all reasonable assistance in 3O * GRAND RAPIDS PUBLIC SCHOOLS- the way of providing such additional books as may fairly be asked to promote the movement. In conclusion, permit the Committee to reiterate—the library is overcrowded; more room must soon be had, proba- bly can fairly be provided within a few months for present exigencies, but after all every bit of that room will only meet the absolute necessities of the present. The people should not lose sight of the fact that Grand Rapids must soon have a Public Library building—one commensurate with the growth and prospects of the city, with the impor- tance of this department, and one that will increase and foster this immeasurably useful portion of the educational advantages our city so generously and wisely provides for ber people, young and old. E. B. FISHER, ED. H. STEIN, F. W. STEVENs, Committee on Public Library. GRAND RAPIDS PUBLIC SCHOOLS. 3I LIBRARIAN's ANNUAL REPORT TO THE LIBRARY COMMITTEE 4. \ FOR THE YEAR ENDING AUGUST 31, 1892. Last September (1891) the library received the library of School District No. 1, Grand Rapids township, which had been annexed to the city, containing I, os I volumes. Four hundred and ninety-six of these books were placed on the shelves, 530 were placed in the duplicate stock, most all being popular books that will be brought into service as soon as those now on the shelves shall need replacing; five were unfit for any service and were thrown out. The work of the year shows over 3, ooo new books added to the library, all of which have been marked, accessioned, shelf-listed and catalogued by the regular force in addition to the other work. The printing of the catalogue was begun about two months ago and is progressing slowly. There has been and is considerable labor connected with preparing the copy for the printer and reading the proof; one assistant's time is mainly devoted to that work. The circulation has increased almost 17 per cent. Over the year previous. During the winter months in the height of the busy season, with sanction of the library committee, three school boys came in after school hours and on Satur- days and were trained into service as pages. This plan has been tried in other libraries with success and has proved to be quite satisfactory here. If it had not been for the addi. tional help given by these boys, which was obtained at little expense, another assistant would have had to have been 32 GRAND RAPIDS PUBLIC schools. employed, but with this help and the excellent service and hearty good will with which the force met the extra work caused by the increase in circulation and the buying of new books, the library was saved that expense. Another plan adopted by other cities to care for their reading public has been to establish stations in parts of the city most distant from the library where readers can leave their books for exchange. With the increased size of the city, and consequently the increased use of the library, some such arrangement, which can be made at no great expense and would greatly accommodate taxpayers living near the limits of the city, may be thought desirable by the Board to be introduced as soon as the printing of the com- plete catalogue of the library shall make it feasible. With the increased number of borrowers the waiting room is found, by the patrons of the library, to be more than ever cramped, close and illy ventilated, and the lack of shelf room and working space is felt even more by the force; but nowhere is the discomfort of the small quarters felt as in the reference library. This room is used by the children for reading and for their school work, and no function of the library is more important than this attraction to the young people in their leisure moments; but it greatly interferes with the quiet study of older persons who come to consult the reference books to be fonnd in this part of the library. The necessity for two rooms in this department, a reading room for the periodical literature and another for the refer- ence books to be used by students, is a crying need felt by every one who enters or uses the room. The library has now grown to such size and its use is so great and so rapidly increasing that only a suitable building planned and erected for library purposes can meet what may fairly be termed imperative demands. Such a huild- ing, with ample room for book stacks, with commodious GRAND RAPIDS PUBLIC SCHOOLS. 33 waiting rooms for the circulating department, with reading rooms for newspapers and periodicals, with a reference room, including quiet alcoves for study, and with class and lecture rooms, would only be what should be in a city the size of Grand Rapids—an educational force and center, an institution that has a direct and decided bearing on the making of the characters of our citizens. The attention of the Board and the public cannot be too forcibly drawn to the great moral influence and power for good, as well as educational value, such a furnished public library has in a community; to understand this we have only to consider what other cities of much less size have done for their reading public. e The following are the statistics of the accessions for the year: ACCESSIONS. Number of volumes in the library Sept. 1, 1891 . . . . . . . 26,202 Added by purchase. . . . . . . . . . . . . . . . . . . . . . . . 2,448 Added by gift. . . . . . . . . . . . . . . . . . . . . . . . . 208 Added by bound periodicals. . . . . . . . . . . . . . . . I 26 . Added from reserve stock. . . . . . . . . . . . . . . . . . I Added from the reserve stock library from District No. 1, Grand Rapids township. . . 496 Added to the reserve stock. . . . . . . . . . . . . . . . . 38 Added to the reserve stock by library from District No. 1, Grand Rapids township... 530 Total additions. . . . . . . . . . . . . . . . . . . . . . . . 3,847 Withdrawn as worn out. . . . . . . . . . . . . . . . 24.I Witndrawn from reserve stock. . . . . . . . . . I Withdrawn, lost and paid for. . . . . . . . . . . 2O Withdrawn, lost and not paid for . . . . . . . 9 Withdrawn, burned in school fire. . . . . . . 6 Total withdrawals. . . . . . . . . . . . . . . . •º 277 Total increase. . . . . . . . . . . . . . . . . . . . . . . . . 3,570 Number of volumes in the library Sept. 1, 1892. . . . . . 29,772 Classed by languages there are: In English, 28,234; in German, 718; in Holland, 7Io; in French, I Io. 34. GRAND RAPIDS PUBLIC SCHOOLS. , ACCESSIONS CLASSIFIED BY SUBJECTS. § ; tº . -D . § - 3. • i& CLASS. .E & § .53 § –F * § § - 5.3 T. ~5 E → 5 Q. ro -5 3 Q, 30% ro s sººn 33 P- Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314 53 . . . . . . . . 367 Theology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 681 92 | . . . . . . . 773 Sociology . . . . . . . . tº e º e º e º 'º' tº e º 'º e s s a e º e s e a * * * * * * * * * * * * 732, 122 1 853 Philology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 8 . . . . . . . . 66 Science ..................................... . . . . . . . 781 101 1 881 Úseful Arts................. ........................ 480 63 . . . . . . . . 543 Fine Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 492 59 1 550 Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,726 231 l. . . . . . . . 1,957 Travels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,208 151 2 1,357 Biography. . . . . . . . . . . . . . . . . . ......................... 1,738 209 1 1,946 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . e e s 1,669 159 1 1,827 Polygraphy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 868 \36 7 897 French. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 ! . . . . . . . . 110 German . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 707 12 1 718 Holland. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478 238 6 710 Juvenile Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,192 504" 96 2,600 Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6,219 715 159 6,775 Total circulating department . . . . . . . . . . . . . . . . . . . . . 20,343 2,863 276 22,930 Teference Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,963 265 | . . . . . . . . 3,228 Documents --- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,700 151 | . . . . . . . . 2,851 Total ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26,006 3,279 276 29,009 Reserve stock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 38 1 763 Reserve stock from Library School District No. 1, Grand Rapids township. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 530 l. . . . . . . . . . . . . . . . Final total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26,202 3,847 277 29,772 GRAND RAPIDS PUBLIC SCHôOLs. 35 CIRCULATION. Appended to this report is a table showing the detailed statistics of the circulation, which shows a decided growth in every direction. There has been an increase of almost 17 per cent, in the average daily circulation. Two thousand eight hundred and sixty-three books have been added to the circulation department, and with that addition of books there has been an increase of 21, 237 books drawn during this year over the preceding year. On February 27, 1892, I, og5 volumes were exchanged, this being the heaviest day that had ever occurred in the history of the library. The year before the largest day issued 927 books. During the months of January, February and March, 1892, the average daily circulation for each month, respectively, was 575, 630, 572, and in no Saturday of these months were less than 8oo books given out, and on seven Saturdays of this period over 1, Ooo books went into the hands of borrowers. During these busy months I, Ooo new books were added to the library. - ISSUE OF LIBRARY CARDS. During the library year 4, 103 cards have been issued, an increase of 203 over last year; 1,462 of these were reissues, 2,559 new, and 82 for teachers. BINDING AND REPAIRING BOOKS. In the past year 2,889 books have been bound, 9,580 repaired, and 276 thrown aside as unfit for further service. REFERENCE DEPARTMENT. The number of books in the reference department has been increased by 265 volumes. On the tables there are 43 monthly periodicals, 25 weekly, 2 semi-weekly, 5 quarterly. The number of people using books for reference purposes has been 7,636, 2,087 more than in the preceding year. The whole number of readers in that room has been 26,496, 36 GRAND RAPIDS PUBLIC SCHOOLS. showing an increase of 7,349 over the year before. Since April Io, 1892, by action of the Board, this room has been kept open five hours each Sunday; 442 persons have made use of this privilege, a number that will undoubtedly be much increased in the winter season. Respectfully submitted, LUCY BALL Eibrariant. $ 1891, To August 31, 1892. Smallest monthly circulation (Sept., 1891). * ConsolidATED STATISTICS OF CIRCULATION FoR THE YEAR SEPTEMBER 1, # * |#|s|s|s|#|#| || 8 |##| |#| | | | | . # || || Year. Month. ## # § § § § § 3 * | # ## § § § | { : # # É # # . 3 #|##|#| 3 || 3 |#| 3 || 3 || 3 || 3 |##| | | | |#| | | | | # ; à | # | # 3 Ž "|4"|5 | F | 3 || 5 || 2 || 5 |& 3 ||38|| 3 || || 3 |& | 3 || || 3 | # H O | P 1891. . . . . . . . September . . . . . . . . . . . . . 25| 380 82 111 || 58 95| 200; 215| 110 181|. 218; 421, 2,582] 4,896 9,510 281| 474 1891. . . . . . . . October . . . . . . . . . . . . . . . 27| 429 89 111 78] 126; 289| 272 142 227|....] 245 534 3,269 5,753| 11,588 483| 631 . 1891........ November.............l. 2d 467 99 162| 67| 117| 299|| 316, 182 231.... 217. 628] 3,570) 5,797 12,199 445 837 1891. . . . . . . . December............ . . . 26| 513 92 178 61 120 281. 322, 191 264|....| 312| 784| 3,941 6,324; 13,337| 437| 670 1892. . . . . . . . January . . . . . . . . . . . . . . . 25|| 575 85 213| 77|| 126|| 315|| 424, 216 276|.... 309| 909| 4,012 6,933| 14,375 512. 858 1892. . . . . . . . February. . . . . . . . . . . . . . 24 | 105 248| 95] 163| 349; 381; 222 265 8, 314|858||4,462 7,158] 15,131 513 905 1892. . . . . . . . March . . . . . . . . . . . . . . . . 27 103 233| 96 133| 294 374. 259 254 40 320|| 772, 4,457| 7,592 15,436 421 917 1892. . . . . . . . April tº e tº 26 108 227 83. 140|| 264. 271 250 214| 32| 261. 618, 4,222 6,911 14,023. 313| 598 1892. . . . . . . . May . . . . . . . . . . . . . . . . . . 25 76 173. 60 103| 215, 195| 153 139| 18. 210 482| 3,742 5,825] 11,759. 219| 646 1892. . . . . . . . June . . . . . . . . . . . . . . . . . . 26 53 175|| 49] 83| 175|| 159; 100 160 19 184 446|| 3,181| 5,346|| 10,391 165 498 1892. . . . . . . . July . . . 26 49| . . . . . 130; 40 80|| 154|| 153| 101 120 18, 166|| 386 2,653, 5,339|| 9,593] 187| 364 1892. . . . . . . . August . . . . . . . . . . . . . . . . 27 57 127 48| 79} 175] 147| 88 136|| 13, 198| 457| 2,997.| 5,470 10,210; 177|| 238 Total . . . . . . . . . . . . . . . . . . . . . . . . . . . 998| 7 wº 812 isºmo 3229|2014 2467| 148 295 7290|43,08873,344|| 147,552,4153|7636 Average monthly circulation (12 months). . . Largest weekly circulation (Feb. 1 to 6).... 3,700 Largest daily number in hands of readers * Average weekly circulation (52 weeks). . . . Smallest weekly circulation (Sept. 7 to 12). . (Mar. 26, 1892).......... . . . . . . * * g º e º e º & 5,433 Average daily circulation (308 days) . . . . . . Largest daily circulation (Feb. 27, 1892). ... 1,095 Smallest daily number in hands of readers Largest monthly circulation (Mar., 1892): . 15,436 Smallest daily circulation (Oct., 14, 1891). (Sept. 1, 1891) . . . . . . . . . . . . ë is a tº º $ 2 º sº e º a s is 3,280 38 GRAND RAPIDS PUBLIC SCHOOLS. DONORS AND DONATIONS, 1891-92. Albany, N. Y., State Library. . . . . . . . . . . . . . . . . Albany, N. Y., State University . . . . . . . . . . . . . . Amherst, Mass., College. . . . . . . . . . . . . . . . . . . . . Ann Arbor, Mich., State University. . . . . . . . . . . Association for the Advancement of Women . . . Baltimore, Md., Enoch Pratt Free Library. . . . . Bridgeport, Conn., Public Library and Reading Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brookline, Mass., Public Library. . . . . . . . . . . . . Brooklyn, N. Y., Library. . . . . . . . . . . . . . . . . . . Brooklyn, N. Y., Pratt Institute . . . . . . . . . . . . . . Burlington, Vt., Fletcher Free Library. . . . . . . . Cambridge, Mass., Harvard College . . . . . . . . . . Chicago, Ill., Board of Trade . . . . . . . . . . . . . . . . Chicago, Ill., Newberry Library.. . . . . . . . . . . . . . Chicago, Ill., Public Library. . . . . . . . . . . . . . . . . Chicago, Ill., University of Chicago. . . . . . . . . . . Cook & Son. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Council Bluffs, Iowa, Free Public Library. . . . . Detroit, Mich., Public Library. . . . . . . . . . . . . . Gilbert, T. D., Grand Rapids. . . . . . . . . . . . . . . Grand Rapids, Mich., City Clerk. . . . . . . . . . . . . Grand Rapids, Mich., Humane Society. . . . . . . . Grand Rapids, Mich., Police and Fire Commis- § Vols. Pamph. 4. I I 2 2 2 I I I I !" I tº º I I I I * @ I I5 & I I e Q I 3 II Sundry 3 e & 4. sioners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Griffis, William E., Boston, Mass. . . . . . . . . . . . . Hamilton, Ont., Public Library. . . . . . . . . . . . . . e e I I tº a I GRAND RAPIDS PUBLIC SCHOOLs. 39 Hartford, Conn., Library Association. . . . . . . . . Hopedale, Mass., Public Ilibrary. . . . . . . . . . . . . Indian Bureau of Statistics. . . . . . . . . . . . . . . . . . . Jackson, Mich., Public Library. . . . . . . . . . . . . . . Lancaster, Mass., Public Library. . . . . . . . . . . . . Lansing, Mich., B.'d of Correction and Charities. Lansing, Mich., Bureau of Labor and Industrial Statistics. . . . . . . . . . . . . . . . . . . Lansing, Mich., Railroad Commission . . . . . . . . . Lansing, Mich., State Library. . . . . . . . . . . . . . . . Leeds, Eng., Public Library . . . . . . . . . . . . . . . . . Los Angeles, Cal., Public Library. . . . . . . . . . . . Lowell, Mass., City Library. . . . . . . . . . Lynn, Mass., Public Library. . . . . . . . . . . . . . . . . Miller, Will M., Grand Rapids. . . . . . . . . . . . . . . Milwaukee, Wis., Public Libray. . . . . . . . . . . . . . Minneapolis, Minn., Public Library. . . . . . . . . . . Muskegon, Mich., Board of Education. . . . . . . . . Newark, N. J., Free Public Library. . . . . . . . . . . New York City, Apprentice I.ibrary. . . . . . . . . . . New York City, Free Circulating Library. . . . . . New York City, Maimonides Library. . . . . . . . . . New York City, Mercantile Library. . . . . . . . . . . New York City, Society Mechanics and Trades- men . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Palo Alto, Cal., Leland Stanford Junior Univer- Patterson, N. J., Free Public Library. . . . . . . . . Peoria, Ill., Public Library. . . . . . . . . . . . . . . . . . . .. Philadelphia, Pa., Drexel Institute. . . . . . . . . • - - Philadelphia, Pa., Library Company . . . . . . . . . . Philadelphia, Pa., Mercantile Library. . . . . . . . . Philadelphia, Pa., Public Library. . . . . . . . . . . . . Philadelphia, Pa., State University. . . . . . . . . . . : : IO . 4O GAAND RAPIDS PUBLIC SCHOOLS. Philadelphia, Pa., State University Library. . . . Philadelphia, Pa., Woman's Medical College. . . St. Louis, Mo., Mercantile Library.. . . . . . . . . . . St. Louis, Mo., Public Library. . . . . . . . . . . . . . . St. Paul Minn., Dispatch Printing Company... Salem, Mass., Free Public Library. . . . . . . . . . . . San Francisco, Cal., Free Public Library...... Scranton, Pa., Public Library. . . . . . . . . . . . . . . . Seattle, Wash., Board of Trade. . . . . . . . . . . . . . Springfield, Mass., City Library Association . . . Stuart, Wm. J., Grand Rapids. . . . . . . . . . Swansea, Eng., Public Library. . . . . . . . . . . . . . . Syracuse, N. Y., Board of Education . . . . . . . . Taunton, N., J., Public Library. . . . . . . . . . . . . . . Toronto, Ont., Public Library. . . . . . . . . . . . . . United States Board of Geographic Names. . . . United States Chief of Engineers. . . . . . . . . . . United States Civil Service Commission . . . . . . . United States Congress. . . . . . . . . . . . United States Interior Department. . . . . . . . United States Labor Commission. . . . . . . . . . . . United States Smithsonian Institution. . . . . United States State Department. . . . . . . . . . . . . . United States Treasury Department. . . . . . . . . . . United States War Department . . . . . . . . . . . . . . Wells, A. E., Grand Rapids .. e & e º 'º º tº º º Willard, W. B., Grand Rapids. . . . . . . . . . . . . . . Wilmington, Del., Wilmington Institute. . . . . . . Worcester, Mass., Free Public Library. . . . . . . . . . I I 3 I I 2 3III2dºI2.II . I9 24 Map 25 GRAND RAPIDS PUBLIC SCHOOLS- 4I RULES AND REGULATIONS OF THE PUBLIC SCHOOL LIBRARY. This Library being established as a Public Library, it is the purpose of the Board of Education, in prescribing the following rules, to avoid all restrictions not essential to the proper custody, control and preservation of the books. These rules, therefore, will be carefully enforced and followed by those having charge of the Library, as well as those participating in its use. RULE I. The Library shall be under the immediate con- trol and supervision of the Librarian, and in her absence, the first and second assistants shall have full power to act as librarian in the order of their positions. RULE 2. The following persons shall be entitled to borrow books from the Library for home use, upon the conditions prescribed in the next rule, viz: All inhabitants of the city of Grand Rapids, above the age of ten years. All such persons, under the age of ten years, as are members of the Public Schools in good standing, and who shall obtain permission, in writing, from the committee on Library. RULE 3. Before any person shall be allowed to take books from the Library, he shall, with a surety (who shall be a person of full age), sign an agreement, the form of 42 GRAND RAPIDS PUBLIC SCHOOLS. which is attached to these rules as an appendix, or make a satisfactory deposit with the Librarian. RULE 4. All inhabitants of Grand Rapids of respectable character, and orderly conduct and condition, shall have free access to the Library, for consultation, during all regular hours; but persons under the age of ten years shall bring certificates from their parents or guardians, in a form to be furnished by the Librarian, setting forth that they are persons who ought to enjoy the privileges of the Library, and that such parents or guardians will be responsible for their conduct while there. RULE 5. The Library shall be open from 9 o'clock A. M. until 8 o'clock P. M., each day, except Sunday. RULE 6. No book shall be taken from the shelves, in any part of the library, by any person not employed in the service of the Library. RULE 7. No person shall have for home use more than one volume on any one day, and no book shall be retained by the person borrowing it more than fourteen days: Pro- zided, a/ways, that any book may be borrowed twice by the same person, but not more than twice, until it shall have been returned to the Library, and shall have remained there at least one full library day. RULE 8. No person who has borrowed a book from the Library shall lend it to one not a member of the same household. RULE 9. To protect the library against loss, and to secure to all a just and equitable share in its benefits, any person detaining a book longer than the regulations permit shall be fined two cents per day for each day of such retention, the Librarian being charged with the collection of these and all other dues to the Library. RULE Io. Any book detained two weeks beyond the GRANTD RAPIDS PUBLIC SCHOOLS. 43. time limited by these regulations, shall be sent for by the Librarian and twenty cents shall be paid by the person who so detained it, to defray the expense of sending for it. RULE II. Encyclopaedias, dictionaries and other books needed for reference in the Library building, books not easily to be replaced in consequence of their rarity or value, books expressly given for reference only, and books deemed by the Committee on Library to be unsuited for general circulation, shall be used only in the building: Provided, nevertheless, that in order to allow the widest practicable use of the Library consistent with its preservation and greatest efficiency, a person desiring to borrow any book whatever (except such books as may have been given on condition that they should not be taken from the Library), and stating the reason for it in writing to the Committee, shall, if the reasons are deemed sufficient, be permitted to borrow it on proper conditions. RULE 12. All injuries to books beyond a reasonable wear, and all losses, shall be made good to the satisfaction of the Librarian by the person liable; every book detained above three months being held to be lost. The turning down of leaves or marking a book shall also subject the person to a fine of five or more cents. RULE I 3. All books must be returned to the Library at such time before the annual examination, as may be required by the Committee on Library, under a penalty of a fine of one dollar for each volume detained; but reasonable notice of the time of returning them shall be given in at least two daily papers of the city. RULE I4. Any stranger or person visiting the city for the purpose of literary or scientific investigation, may, on being properly recommended, temporarily receive the benefit of the books within the library building, by signing the stranger's book. 44 GRAND RAPIDS PUBLIC SCHOOLS. RULE 1.5. Any person abusing the privilege of the Library by unbecoming conduct, by the violation of any of the reg- ulations, by intentional defacement of a book by writing in it, or in any other way, shall be immediately reported to the Committee on Library, who shall, if they think the case requires it, exclude such person, for a time or permanently, from the Library, according to the nature and degree of the delinquency or default; but in case of any gross offense, the Librarian shall act summarily in the matter, and cause the offender to be at once excluded from the rooms, reporting the case to the Committee as soon as possible, in writing, for their final decision. GRAND RAPIDS PUBLIC SCHOOLS. 45 APPENDIX. THIS AGREEMENT WITEsseTH, THAT as principal and as surety, in consideration of the use by said of the Public School Library of the City of Grand Rapids, do hereby jointly and severally covenant and agree with the Board of Education of the City of Grand Rapids, that said will at all times obey and abide by the rules and regulations of said Library (whether now in force or hereafter to be established); that will carefully use and safely return all books that may borrow from time to time; will pay on demand all sums accruing for fines, and will replace or pay for any books lost while borrowed by , and pay for any injury to any book so borrowed. Dated, Grand Rapids,......................... 18....... -----------Tae ||||||||||||||||）（|||||—^º OT3|| !Nlv ſuae… GRAND RAPIDS PUBLIC SCHOOLS. 47 REPORT OF COMTMITTEE ON TEACHERS. On the pages following will be found, in tabular form, the list of teachers appointed by the Board on recommen- dation of the Committee on Teachers, for the school year beginning September 12, 1892, together with the names of such additional teachers as have been appointed since the opening of the school year up to date of printing this annual report. 3. : TEACHERS FOR THE SCHOOL YEAR 1892 AND 1893. sº L roſ *. SCHOOL, TEACHER. RESIDENCE, WHERE EDUCATED. 3: #4 ă §§ Wm. Wallace Chalmers, A.M., Supt. 22 Campbell Place. g g º e 6 & e University of Michigan........ 10 | 1890 $3,000 || 1st e e º 'º tº º tº it sº e º e º ºs e is a s is e tº a tº $ tº Agnes McIntyre, Assistant Supt....| 212 N. Prospect Street......] Hillsdale, Mich................ 15 1881 1,400 || 1st Central..... * * * * * * * * * * * * = Wm. Albert Greeson, A.M., Principal 37 S. College Avenue...... University of Michigan... . . . . . 13 | 1881 2,500 || 1st “ . . . . . . . . . . . . . . . . . . Annah M. Clarke, Preceptress...... 55 Barclay Street........... willoughby Seminary.........& . 30 | 1871 700 | 1st “. . . . . . . . . tº º sº º is g s tº wº e & Cornelia Hulst..... . . . . . . . . . gº tº ſº a e º º 88 Fountain Street... . . . . . . . University of Michigan......... 8 1884 800 || 1st “. . . . . . . . . tº g tº £ tº tº tº e º tº Carolyn Parrish, A. B......... . . . . . 65 Park Street... . . . . . . . . . . . University of Michigan......... 11 | 1883 1,000 || 1st “ . . . . . . . . tº e s tº e º ſº tº tº Florence C. Milner. . . . . . . . . . . . . . . . The New Livingston....... Smithson College, Ind......... 20 | 1880 1.000 || 1st * { ... . . . . . . . . . . Helene C. Christ.......... . . . . . . . . 247 Jefferson Avenue...... Saginaw, Mich.... . $ tº gº tº E tº tº e º & wº 20 1888 800 || 1st “. . . . tº sº º º Agnes R. Ginn. . . . . . . . . . . . . . . . . . . . The vendome is s is tº º ºs e º e s tº gº º Syracuse Classical School...... 13 1887 800 || 1st “ . . . . . . . . . . . . . . . . . . Charles W. Carman..... . . . . . . . . . . . The New Livingston. . . . . . . University of Michigan. . . . . . . . . 8 1887 i,500 || 1st & 6 e © º ºs . John W. Matthews........... . . . . . . . 284 N. Prospect Street...... Mich. Agr’l College and U. of M. 5 1889 1,000 || 1st “ . . . . . . . . . . . . . . . . . . Ellen Dean... … 171 N. Prospect Street...... Leipsic, Germany. ... . . . . . . . . . . 20 | 1876 600 || 1st “. . . . . . . . . . . . . . . . . . . . Alice M. James, A. B. . . . . . . . . . . . . . 285 N. Prospect Street......| Carleton College, Miinn........ 14 | 1880 1,000 || 1st “ . . . . . . . . . . . . . . . . . . Anna S. Jones, A. B. . . . . . . . . . . . . . . 181 N. Lafayette Street..... University of Michigan....... 3 || 1890 700 || 1st “. . . . . . . . . . . . . . . . . . . . Emma J. Cole. . . . . . . . . . . . . . . . . . . . . 159 Ransom Street... . . . . . . . Cornell University.............] 23 1881 750 | 1st & 6 p w e s = 6 Helen E, Bacon, Ph. B. . . . . . . . . . . . 15 N. Union Street., ..... .* * University of Michigan. . . . . . . . . 4 1892 750 | 1st § Central..... . . . . . . tº º a s a e a w w a s a 4 s tº 6 - * * * * * * * tº e tº e º e º e º 'º - - - - - - - - a s s e º is tº e º - e. e. e. e. e. e. e. e. tº e s tº tº e º º a ºn tº ºn e º 'º º q tº as tº 4 tº e º 'º º e - - - - - - - - tº dº ſº e º 'º a º º e º & e s tº s s a e e º 'º e < e < * * * * * * * * * * • * * * * * * * * * * * * * * * * * e e g g g s s a s p * * ~ * tº e º 'º' e tº e º is º º º & © tº 4 ºr ºn tº e º º • * * * * * * * * * * * * * * * * * * • e s s a s a e s a = * * * * * * * * e e s e e s a s a • * * * * * * * * * * * * * is a tº a w - - * * * * * * * Earle W. Dow, A. B. .......... tº e º 'º Carrie L. Dickinson . . . . . . . . • . . . . . . Mary Dickerson. . . . . . . . . . . . . . . . . Margaret Dubridge... . . . . . . . . . . . . Clifford D. Crittenden. . . . . . . . . . . . . Flora Beadle. . . . . . . . . . . . . . . . . . . . . . Susie Gordon. . . . . . . . . . . . . . . . . . . . . . Delia Bailey. . . . . . . . . . . . . . . . . . . . . . . Harriet M. Herrick. . . . . . . . . . . . . . . . Sarah A. Reed. . . . . . . . . . . . . . . . . . . . . Elizabeth M. Cargill... . . . . . tº e º 'º - © Mary N. Owen. . . . . . . . . . . . . * - - - - - - Charlotte Vander Veen, B. L....... Helen J. Hood. . . . . . . . . . . . . . . . . . . . Julia A. Wyckoff. . . . . . . . . . . . . . . . . . Lura Davenport . . . . . . . . . . . . . . . . . . . Nella Parkhurst.... ... . . . . . . . . . . . Orr Schurtz, A. B., Principal. . . . . . Carrie L. Paine, B. L. . . . . . . . . . . . . . Annette Richards, B. S. . . . . . . . . . . . Marion L. Jennings. . . . . . . . . . Augusta L. Franck. . . . . . . . . . . . . . . . . 326 Cherry Street. . . . . . . . . . . 58 Spring Street. . . . . . . . . . . 65 Finney Street........... 285 Turner Street....... . . . 364 S. Lafayette Street...... 167 Ransom Street......... 87 E. Bridge Street......... 41 N. Union Street. . . . . . . . . 139 Cass Street............. 532 Ottawa Street... . . . . . . . . 19 Campbell Place......... 143 Fountain Street-....... 269 Ninth Avenue - - - - - - - * * 162 Barclay Street. . . . . . . . . . 208 Barclay Street.• * * * * * * * * 109 N. College Avenue . . . . 169 Scribner Street. . . . . . . . 105 Paris Avenue . . . . . . . . . 171 Turner Street... . . . . . . . . 126 Turner Street........... University of Michigan. . . . . . . . . Alma College, Mich........... University of Michigan * * * * * * * * * Grand Rapids........... . . . . . - Michigan State Normal........ Hastings, Mich... . . . . . . . . . . . . . Ypsilanti, Mich. . . . . . . . . . . . . . . . Mich. State Normal and U. of M. New York..... . . . . . . . . . . . . . . . . Grand Rapids ......... . . . . . . . . Grand Rapids . . . . . . . . . . . . . . . . . Michigan State Normal. . . . . . . . Olivet College. . . . . . . . . . . . . . . . Vermilion Institute, Ohio. . . . . . Grand Rapids................. Warsaw, Ind.................. Michigan State Normal... . . . . . Saginaw and University of Mich. 1892 1875 1885 1881 1892 1889 1888 1891 1874 1881 1890 1882 1892 1882 1873 1891 1892 1891 1891 1888 1891 1891 1,000 650 600 700 850 600 675 400 600 580 450 600 450 - 580 560 580 560 2,000 850 750 700 650 1st 1st 1st 1st lst 1st 1st 1st 1st 1st 3d 1st 2d 2d 2d 2d 2d 1st 1st 1st 1st 1st % TEACHERS FOR THE SCHOOL YEAR 1892 AND 1893–CONTINUED. * | * : § § 6 |* : Ot; *#|#2 ... 's 3 SCHOOL. TEACHER. RESIDENCE, WHERE EDUCATED. # # # # Union. . . . . ............. Gurney O. Dillingham... ... … 282 Terrace Avenue. . . . . . . | Chamberlain Institute. . . . . . . . . 12 || 1890 $850 || 1st “. ...................] Alice A. Parker................... 40 W. Bridge Street. . . . . . . . Buffalo, N. Y., Normal. . . . . . . . . 15 | 1878 600 2d “. . . . . . . . . . . . . . . . . . . . Elizabeth A. Whitaker............. 126 Turner Street. . . . . . . . . . Canandaigua Seminary. . . . . . . . 15 | 1892 580 2d “. . . . . . . . . . . . . . . . . . . . Lilian Burdon. . . . . . . . . . . . . . . . . . . . . 416 S. Union Street. . . . . . . . New York City. . . . . . . . .… 16 || 1883 580 1st “ . . . . . . . . . . . . . . . . . . Phila L. Hamilton. . . . . . . . . . . . . . . . . 209 Turner Street. . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 20 | 1875 560 2d “. . . . . . . . . . . . . . . . . . . . Abbie M. Bush. . . . . . . . . . . . 314 Turner Street. . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . 14 | 1890 560 | 3d “ . . . . . . . . . . . . . . . . . . Emma E. Rosenberg. . . . . . . . . . . . . . . 69 Turner Street. . . . . . . . . . . Michigan. . . . . . . . . . . . . . . . . . . . . . 5 | 1891 560 3d “ . . . . . . . . . . . . . . . . . . . Anna S. Rose. . . . . . . . . . . . . . . . . . . . . Fletcher Place. . . . . . . . . . . . . Michigan ... . . . . . . . . . . . . . . . . . . 16 1882 540 || 3d “ . . . . . . . . . . . . . . . . . . . Lucy Stoddard. . . . . . . . . . . . . . 239 Scribner Street. . . . . . . . . Michigan ... . . . . . . . . . . . . . . . . . . . 18 1875 540 || 3d “ . . . . . . . . . . . . . . . . . . . Delora Kerr... . . . . . . . . . . . . . . . . . . . 98 Coit Avenue. . . . . . . . . . . . Ohio... . . . . . . . . . . . . . . . . . . . . . . . . 2 1891 450 3d “. . . . . . . . . . . . . . . . . . . . Jennie A. Emery.................. 184 Turner Street. . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 8 1884 520 3d “ . . . . . . . . . . . . . . . . . . . Lou Irwin......................... 154 Stocking Street......... Grand Rapids. . . . . . . . . . . . . . . . . 1 1891 350 || 2d “. . . . . . . . . . . . . . . . . . . . Christine C. Wilson... . . . . . . . . . . . . . 209 W. Fulton Street. . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 3 1889 450 || 3d “ . . . . . . . . . . . . . . . . . . . Luella Whitworth. . . . . . . . . . . . . . . . 702 Wealthy Avenue.......| Grand Rapids.... . . . . . . . . . ....| 1 | 1892 | 350 | 3d “ . . . . . . . . . . . . . . . . . . . Margaret English. . . . . . . . . . . . . . . . . . 408 Scribner Street. . . . . . . . Grand Rapids.................| 3 | 1889 450 || 3d “. . . . . . . . . . . . . . . . . . . Lulu L. Ward. . . . . . . . . . . . . . . . . . . . . 13 Julia Street. . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . 2 1890 350 3d i: * º Union . . . . . . . . . . . . . . . . . . Training* : * * s a s g g tº º gº tº e s e e “ . . . . . . . . . . . . . . . . . “. . . . . . . . . . . . . . . . . “ . . . . . . . . . . . . . . . . . “. . . . . . . . . . . . . . . . . “ . . . . . . . . . . . . . . . . . “ . . . . . . . . . . . . . . . . . “. . . . . . . . . . . . . . . . . . Baxter Street. . . . . . . . . . . . £ & “. . . . . . . . . . . . . & & “ . . . . . . . . . . . . £ a “ . . . . . . . . . . . . & 4 “. . . . . . . . . * s • * & & “ . . . . . . . . . . . . & 4 “. . . . . . . . . . . . . Central Avenue. . . . . . . . . . & & “ . . . . . . . . . . 4 & “ . . . . . . . . . £ 6 “ . . . . . . . . . £ 6 “ . . . . . . . . . • ‘ & 4 Frances Van Buren. . . . . . . . . . . . . . ... J. Ahnefeldt Goss, Principal. . . . . . . Georgia Bacon. . . . . . . . . . . . . . . . . . . . L. Salome Norton... . . . . . . . . . . . . . . . Elizabeth Ahnefeldt. . . . . . . . . . . . . . . Ophelia Satterlee... . . . . . . . . . . . . . . . Ariminta Blakely. . . . . . . . . . . . . . . . . . Eva T. C. Clark. . . . . . . . . . . . . . . . . . . Margaret Wise. . . . . . . . . . . . . . . . . . . . Jennie Gordon, Principal.a tº e a tº tº sº º e tº Zaida Udell. . . . . . . . . . . . . . . . . . . . Ellen Creswell..... . . . . . . . . . . . . . . . . Clara Orr... . . . . . . . . . . . . . . . . . . . . . . . Etta Jones. . . . . . . . . . . . . . . . . . . . . . . . Magdelena Kollen. . . . . . . . . . . . . . . . Esther C. Keeler. . . . . . . . . . . . . . . . . . Belle M. Tower, Principal....... e Jessie G. Lathrop. . . . . . . . . . . . . . . . . . Cora M. Riggs. . . . . . . . . . . . . . . . . . . . Cora B. Harvey. . . . . . . . . . . . . . . . . . . Jennie M. Miller. . . . . . . . . . . . . . … Mariquita Wendell... . . . . . . . . . . . . . 15 N. Union Street. . . . . . . 41 N. Union Street. . . . . . . . 21 N. Union Street s & tº g s is tº º 320 Lyon Street. . . . . . . . . . . 92 Michigan Street. . . . . . . . . 304 N. Lafayette Street..... 21 Sheldon Street.......... 103 E. Bridge Street...... • . 222 S. Union Street. . . . . . . A3 Lyon Place. . . . . . . . . . . . 15 Grand Avenue... . . . . . . . 588 Wealthy Avenue. . . . . . . 350 East Street . . . . . . . . . . . . 567 Cherry Street... . . . . . . . 531 Jefferson Avenue. . . . . . . 472 S. Ionia Street... . . . . . . . 380 Cass Street. . . . . . . . . . . . . 521 Cherry Street.......... 121 Lagrave Street......... 34 Central Avenue......... Grand Rapids..... . . . . . . . . . . . . Muskegon, Mich....... ... • - - - - - - Michigan State Normal........ Michigan State Normal........ Muskegon, Mich............... Oswego, N. Y........... . . . . . . Grand Rapids................. Grand Rapids. . . . . . . . . . . ...... Michigan State Normal.... . . . . Ypsilanti, Mich. . . . . . . . . . . . . . . . Swarthmore College, Pa... . . . . Westminster College, Pa... . . . . Rockford, Mich............... Brighton, Mich................ Holland, Mich. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . * * * * * * * * Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Ludington, Mich............. Grand Rapids. . . . . . . . . . . . . . . . . Kalamazoo, Mich. ... . . . . . . . . . . 15 12 11 27 11 16 . 4 1885 1887 1889 1891 1892 1891 1884 1891 1889 1888 1892 1881 1891 1891 1891 1888 1870 1886 1884 1892 1876 1891 540 3d 2d 2d 2d 2d 2d 3d 2d 2d 2d 3d 3d 3d 3d 2d 3d 3d 3d 3d 3d § TEACHERS FOR THE SCHOOL YEAR 1892 AND 1893–CONTINUED. #,ää Āš > 3 ||35 $2.3 SCH ()OL. TEACHER. RESIDENCE. WHERE EDUCATED. ‘5.g Ea wn 9, 8 9 2 : : #3 05 |5-5 Central Avenue * * * * * * * * * Elsie M. Field.... . . . . . . . . . . . . . . . . . 74 First Avenue. . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 4 | 1889 $475 2d & 4 “. . . . . . . . . . . Carrie B. Jewett. . . . . . . . . . . . . . . . . . . 55 Hollister Street. . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 12 1881 500 || 3d tº 4 “ . . . . . . . . . . Elizabeth Grant, Cadet. . . . . . . . . . . . 21 Bradburn Street. . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 1 1891 300 || 3d Coit Avenue . . . . . . . . . . . . Georgia Barker, Principal. . . . . . . . . . 187 N. Livision Street. . . . . . Michigan State Normal. . . . . . . . 6 | 1891 575 || 2d £ 6 “ . . . . . . . . . . . . . Bettine F. Orth. . . . . . . . . . . . . . . . . . . . 211 Ransom Street. . . . . .... Grand Rapids.... . . . . . . . . . . . . . . 5 | 1887 500 || 3d & ſº “ . . . . . . . . . . . . . Fannie S. Kief. . . . . . . . . . . . . . . . . . . . . 21 Sheldon Street. . . . . . . . . . Michigan State Normal. . . . . . . . 5 || 1891 500 2d tº g “ . . . . . . . . . . . . Mary Eaton. . . . . . . . . . . . . . . . . . . . . . . 109 Clancy Street. . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 3 | 1889 400 || 3d tº ºt “. . . . . . . . . . . . . . Bernice Godwin, Cadet . . . . . . . . . . . . 205 Jefferson Avenue. . . . . . Grand Rapids a s e º ºs º is s 6 & sº a sº e s s e 1892 200 || 3d Congress Street. . . . . . . . . . Therese Townsend, Principal. . . . . . . 22 Morrison Street. . . . . . . . . Battle Creek, Mich............ 15 1890 675 2d & # “. . . . . . . . . . . Mattie Fisher. . . . . . . . . . . . . . . . . . . . . . 606 Cherry Street. . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 10 | 1891 560 || 2d & 4 “. . . . . . . . . . . Lu E. Remington... . . . . . . . . . . . . . . . 60 S. Lafayette Street. . . . . . Southern Illinois Normal. . . . . . . 9 1888 540 3d “ “ . . . . . . . . . . Lenna M. Mead.................. 56 Packard Street. . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 3 | 1889 400 || 2d & ſt “ . . . . . . . . . . Lillian Hunt. . . . . . . . . . . . . . . . . . . . . . 18 Mechanic Street. . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 5 | 1887 500 3d g ºf “. . . . . . . . . . . Jennie Hyde...................... 203 East Street. . . . . . . . . . . . . Michigan . . . . . . . . . . . . . . . . . . . . . 5 1882 500 || 3d & £ “. . . . . . . . . . . Cecilia W. Shickell. . . . . . . . . . . . . . . . 29 W. Broadway. . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 3 | 1889 450 || 3d * * “. . . . . . . . . . Bertha E. Moorman. . . . . . . . . . . . . . 88 N. Union Street..... * * * * 4 1892 500 || 2d Michigan State Normal.... . . . . § Congress Street. . . . . . . . . Kate A. McDermott, Cadet. . . . . . . . 315 Bowery Street. . . . . . . . . . Grand Rapids................. 1 | 1892 Diamond Street. . . . . . . . . Susie Bailey, Principal . . . . . . . . . . . . 41 N. Union Street. . . . . . . . . Michigan state Normal........ 6 | 1886 & 4 “. . . . . . . . . . Ella E. Dockeray. . . . . . . . . . . . . . . . . . 203 East Street. . . . . . . . . . . . . Rockford, Mich. . . . . . . . . . . . . . . 6 1890 4 & “. . . . . . . . . . Martha J. Omans. . . . . . . . . . . . . . . . . 144 Jackson Street. . . . . . . . . Michigan ... . . . . . . . . . . . . . . . . . . . 5 1892 6 & “. . . . . . . . . . Cora A. Gardenier. . . . . . . . . . . . . . . . . 186 Barclay Street... . . . . . . . . Grand Rapids................. 11 | 1881 a g “. . . . . . . . . . Viola D. Bacon. . . . . . . . . . . . . . . . . . . . 612 Cherry Street. . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 12 1879 & 4 “. . . . . . . . . . Kittie Plumb . . . . . . . . . . . . . . . . . . . . . 384 E. Bridge Street... . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 4 1888 & & " … Marian Weed. . . . . . . . . . . . . . . . . . . . . 52 Packard Street. . . . . . . . . . Michigan Agricultural College. 1892 & 4 “ . . . . . . . . . Blanche Butler, Cadet. . . . . . . . . . . . . 55 Jefferson Avenue. . . . . . . . Grand Rapids * g s tº 8 & 4 & s e º e a e s a º 1 | 1892 East Bridge Strect. . . . . . . Libbie A. Pierce, Principal. . . . . . . . . 53 Clinton Street. . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 28 1864 £ & & “ . . . . . . H. Sophie Sprague. . . . . . . . . . . . . . . . 36 Mechanic Street. . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 11 || 1882 à é a £ “ . . . . . . Maggie Mackie. . . . . . . . . . . . . . . . . . 245 N. College Avenue..... Whitby, Ontario. . . . . . . . . . . . . . . 8 | 1890 & & & a “ . . . . . . Ivy Slayton... . . . . . . . . . . . . . . . . . . . . . Ives Street................ Whitehall, Mich. . . . . . . . . . . . . . . 7 | 1890 g tº & & “. . . . . . . Clara Orth. . . . . . . . . . . . . . . . . . . . . . . . 211 Ransom Street. . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 2 | 1890 g £ 4 & “. . . . . . . . Mary Keller. . . . . . . . . . . . . . . . . . . . . . . 175 Coit Avenue. . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 2 | 1890 & 4 g is “. . . . . . . Winnifred Martine. . . . . . . . . . . . . . . . 45 Paris Avenue. . . . . . . . . . . Kenosha, Wis. . . . . . . . . . . . . . . . . 2 | 1890 a £ £ 6 " … Anna L. Kinney. . . . . . . . . . . . . . . . . . . 151 coi Avenue. . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 5 | 1886 & # g “. . . . . . . . Elizabeth Brady. … 143 Sheldon Street. . . . . . . . . Michigan. . . . . . . . . . . . . . . . . . . . . . 1 1891 tº £ & ſº “ . . . . . . Coraj. Steiner. . . . . . . . . . . . . . . . . . . . . 316 E. Bridge Street. . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 8 1884 tº & & 4 “. . . . . . . Carrie E. Bartlett, Cadet. . . . . . . . . . . 334 Crescent Avenue. . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 1 | 1891 East Leonard Street. . . . . Ida Davenport, Principal. . . . . . . . . . . 505 N. College Avenue. . . . . Grand Rapids. . . . . . . . . . . . . ... . . 16 || 1878 & 6 & £ “ . . . . . Stella Kromer. . . . . . . . . . . . . . . . . . . . . 83 Plainfield Avenue. . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 6 || 1886 § . A TEACHERS FOR THE SCHOOL YEAR 1892 AND 1893 –CONTINUEL). * | * : § SCHOOL. TEACHER. RESIDENCE, WHERE EDUCATED. %.: 2.5% E. g. a 3 ####| || |# Žál: §: Ö, 35 East Leonard Street. . . . . Nettie Willett.... . . . . . . . . . . . . . . . . . 17 Walbridge Street. . . . . . . Lake View, Mich. . . . . . . . . . . . . . 2 1891 450 || 3d . & & 4 & “. . . . . . Nellie C. Finn, Cadet. . . . . . . . . . . . . 67 Carrier Street... . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 1 | 1891 300 3d Fountain Street... . . . . . . . Constance Rourke, Principal - - - is e s is 44 Lyon Place. . . . . . . . . . . . . Cook County Normal. . . . . . . . . . 12 1888 700 2d a 4 “. . . . . . . . . . . Julia Doran. . . . . . .. . . . . . . . . . . . . . . . . 90 Summer Street. . . . . . . . . . Grand Rapids and U. of M. . . . 6 1885 560 || 3d & & “ . . . . . . . . . . Beatrice Ryan. . . . . . . . . . . . . . . . . . . . 260 First Street............ Grand Rapids. . . . . . . . . . . . . . . . . 7 | 1889 560 | 3d a g “ . . . . . . . . . . Winifred Owen. . . . . . . . . . . . . . . . . . . . 187 Sheldon Street. . . . . . . . . Western Seminary. . . . . . . . . . . . 3 | 1892 475 || 3d 4 & “ . . . . . . . . . . Margaret Strahan. . . . . . . . . . . . . . . . . 221 Mt. Vernon Street. . . . . . Grand Rapids. … * * * * * * * * * * * * 11 1881 540 2d & 4 “ . . . . . . . . . . Ella J. Stevenson. . . . . . . . . . . . . . . . . . 597 Wealthy Avenue. . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 3 | 1889 400 3d * & “ . . . . . . . . . . Annette Hinman . . . . . . . . . . . . . . . . . 44 Lyon Place. . . . . . . . . . . . . University of Michigan. . . . . . . . 3 | 1892 475 3d & 4 “ . . . . . . . . . . Ola Parsons. . . . . . . . . . . . . . . . . . . . . . . 19 Sheldon Street. . . . . . . . . . Michigan State Normal. . . . . . . . 4 1892 500 || 2d 4 ºf “ . . . . . . . . . . Grace Rouse. … * * * * * * * * * * * * * * * e s º 88 N. Union Street ........ Michigan State Normal. . . . . . . . 3 1892 475 2d & 4 “ . . . . . . . . . . Elizabeth Goodrich................ 279 Lyon Street............ Grand Rapids. . . . . . . . . . . . . . . . . 3 | 1888 450 | 3d Grandville Avenue. . . . . . . Emma Field, Principal . . . . . . . . . . . 74 First Avenue. . . . . . . . . . . Michigan. . . . . . . . . . . . . . . . . . . . . 30 | 1864 750 2d & 4 “. . . . . . . Emma Fay . . . . . . . . . . . . . . . . . . . . . . . 2 Fair Street. . . . . . . . . . . . . . Kalamazoo, Mich... . . . . . * * * * * * * 5 | 1891 520 || 3d d & “ . . . . . . Johanna Schravesande. . . . . . . . . . . . . 85 Home Avenue. . . . . . . . . . Hope College. . . . . . . . . . . . . . . . . 8 1889 500 3d { % “. . . . . . . . Mary E. Kline. . . . . . . . . . . . . . . . . . . . . 366 Jefferson Avenue. . . . . . Grand Rapids. . . . . . . . . . . . ... . . . . 4 1888 475 | 3d § Grandville Avenue. . . . . . s & “ . . . . . . 4 & “ . . . . . . & 4 “. . . . . . . & 4 “. . . . . . . & & “. . . . . . . 4 & “ . . . . . . Hall Street. . . . . . . . . . . . . . & & “ . . . . . . . . . . . . . . & is “ . . . . . . . . . . . . . . & 4 “. . . . . . . . . . . . . . . & t “. . . . . . . . . . . . . . . & 4 “ . . . . . … * & “. . . . . . . . . . . . . . . Henry Street. . . . . . . . . . . . & & “. . . . . . . . . . . . . $ 4 “. . . . . . . . . . . . . & & 4 “. . . . . . . . . . . . . & & “. . . . . . . . . . . . . tº & “. . . . . . . . . . . . . & 4 “. . . . . . . g tº 4 & Kate J. Morrissey... . . . . . . . . . . . . . . . Letitia Morrissey. . . . . . . . . . . . . . . . . . Jennie Hyser. . . . . . . . . . . . . . . . . . . . . . Emma Taylor...... . . . . . . . . . . . . . . . . Jean Reavely...... . . . . . . . . . . . . . . . . Mattie Brown. . . . . . . . . . . . . . . . . . . . . . Florence Ross, Cadet. . . . . . . . . . . . . . Libbie Morrissey, Principal......... - Charlotte Banks. . . . . . . . . . . . . . . . . . . - Alice Doyle. . . . . . . . . . . . . . . . . . . . . . . Ollie Hicks. . . . . . . . . . . . . . . . . . . . . . . Antoinette E. Side. . . . . . ... . . . . . . . . . . Lulu Fox. . . . . . . . . . . . . . . . . . . . . . . . . Tinnie Vandervelde, Cadet. . . . . . . . M. Orinda Barkley, Principal . . . . . . Mary E. Kerr. . . . . . . . . . . . . . . . . … Lizzie R. Hanchet. . . . . . . . . . . . . . . . . Annie H. Read. . . . . . . . . . . . . . . . . . . . Cornelia E. Newton . . . . . . . . . . . . . . . Georgie L. Orcutt. . . . . . . . . . . . . . . . . . Edith Boynton. . . . . . . . . . . . . . . . . . . . Maud Boynton. . . . . . . . . . . . . . . . . . . . 29 Broadway. . . . . . . . . . . . . . 160 Sixth Avenue. . . . . . . . . . Rumsey Street . . . . . . . . . . . . 832 Fifth Avenue. . . . . . . . . . 168 Ellsworth Avenue...... 281 S. Ionia Street. . . . . . . . . 263 Fourth Avenue. . . . . . . . . 437 Jefferson Avenue. . . . . . . 532 Jefferson Avenue....... 98 Coit Avenue............ 28 Henry Street...... . . . . . . 77 Henry Street............ 81 Charles Street. . . . . . . . . . 533 Cherry Street. . . . . . . . . . 71 State Street. . . . . . . . . . . . . 71 State Street. . . . . . . . . . . . . Michigan . . . . . . . . . . . . . . . . . . . . . 4 Michigan. . . . . . . . . . . . . . . . . . . . . 4 Michigan * * * * * * * * * * * * * * * * * * * * * * - 7 Michigan . . . . . . . . . . . . . . . . . . . . 10 Grand Rapids. - - * * * - - - - - - - - - e. e. 2 Grand Rapids. . . . . . . . . . . . . . . . . 3 Grand Rapids. . . . . . . . . . . . . . . . . - - - - Michigan. . . . . . . . . . . . . . . . . . . . . . 10 : Michigan. . . . . . . . . . . . . . . . . . . . . 17 Michigan State Normal. . . . . . . . 2 Michigan. . . . . . . . . . . . . º 11 Michigan. . . . . . . . . . . . . . . . . . . . . 1. Michigan. . . . . . . . . . . . . . . . . . . . . 1 Michigan. . . . . . . . . . . . . . . . . . . . . 1 Grand Rapids and Olivet Col... 21 Hillsdale College. . . - e º a e º 'º e º as 4 Grand Rapids. . . . . . . . . . . . . . . . . 19 Grand Rapids. . . . . . . . . . . . . . . . . 11 Grand Rapids. . . . . . . . . . . . . . . . . 8 Grand Rapids. . . . . . . . . . . . . . . . . 8 Grand Rapids . . . . . . . . . . . . . . . . 5 Washington, D. C. . . . . . . . . . . . . 2 1890 1891 1892 1885 1S90 1884 1892 1889 1874 1891 1892 1891 1891 1892 1883 1890 1871 1881 1886 1884 1887 1891 3d 3d 3d 3d 3d 3d 3d 2d 3d 3d 3d 3d 3d 2d 3d 3d 3d 2d 3d 3d 3d ‘ā, TEACHERS FOR THE SCHOOL YEAR 1892 AND 1893–CoNTINUED. * J. "C; * SCHOOL. TEACHER. RESIDENCE. where EDUCATED. Făg ‘ī.5 wi : # 8 3 ####| ; ; 2.É.- ##| 3 |9% Henry Street. . . . . . . . . . . . E. Estelle Hazeltine, Cadet. . . . . . . . 20 Henry Street. . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . 1 | 1891 $300 3d Lake.…..... Olive C. Linderman. . . . . . . . . . . . . . . 66 Dolbee Street. . . . . . . . . . . Michigan. . . . . . . . . . . . . . . . . . . . . 9 1891 500 2d Madison Avenue. . . . . . . . Ella P. Stephenson, Principal. . . . . . 35 Monroe Street. . . . . . . . . . Oswego Normal. . . . . . . . . . . . . . . . 22 1873 775 || 1st & tº “ . . . . . . Helen R. Gardner. ... . * * * * * * * * * * * 154 Thomas Street. . . . . . . . . Oswego Normal. . . . . . . . . . . . . . . . 11 | 1887 God 1st & & “ . . . . . . Emma C. Hardcastle. . . . . . . . . . . . . . 17 Julia Street. . . . . . . . . . . . . Easton, Pa. . . . . . . . . . . . . . . . . . . . 19 | 1889 580 2d & 4 “. . . . . . . Florence Ames. . . . . . . . . . . . . . . . . . . . 41 N. Union Street. . . . . . . . . Michigan State Normal... . . . . . 3 | 1892 500 || 1st tº £ “. . . . . . . Stella C. Laraway. . . . . . . . . . . . . . . . . 152 Thomas Street. . . . . . . . . Michigan State Normal, . . . . . . . 14 | 1888 540 || 3d ‘‘ “ . . . . . . Annie A. Pollard. . . . . . . . . . . . . . . . . . 333 Terrace Avenue. . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 4 1888 475 || 3d is * * * * * Florence L. E. Doyle. . . . . . . . . . . . . . s32 Fifth Avenue..........| Michigan...................... 10 | 1882 520 3d º ºg “. . . . . . . Lana Bishop. . . . . . . . . . . . . . . . . . . . . . . 15 N. Union Street. . . . . . . . Michigan. . . . . . . . . . . . . . . . . . . . . 9 1885 500 || 3d & ºt “. . . . . . Anna D. Wylie. . . . . . . . . . . . . . . . . . . . 493 Jefferson Avenue. . . . . . . Oberlin College. . . . . . . . . . . . . ... 1 - 1890 400 || 3d $ 4 ‘. . . . . . . Georgie Shear. . . . . . . . . . . . . . . . . . . . . 522 Jefferson Avenue. . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 5 | 1887 475 3d *g “. . . . . . . Ella Turner... . . . . . . . . . . . . . . . . . . . . . 461 S. Lafayette Street. . . . . Grand Rapids................. 3 | 1889 450 || 3d 4 & “. . . . . . . Jennie A. Reily * * * * * * * * * * * * * tº e s e º s Cor. Clark and Hall Streets. Grand Rapids................. 2 1890 400 || 3d & ºt “. . . . . . . Helen A. Hall, Cadet. . . . . . . . . . . . . . 120 Central Avenue tº s e a s s s º Grand Rapids. . . . . . . . . . . . . . . . . | 1 || 1891 300 || 3d North Coit Avenue. . . . . . Ida M. Knettle, Pl incipal. . . . . . . . . . 345 Grand Avenue. . . . . . . . . Grand Rapids. . . . . . . . . . .......] 8 | 1882 575 2d S; & 4 * { “ . . . . . . & ſt & 4 “ . . . . . . $ 6. & & | a e & sº º ſº a North Division Street. . . . & & & & & 4 it dº & ſº 4 & & 6 & 4 & 4 & 4 & ſº & & & 6 & 4 of f North Ionia Street. . . . . . . 4 & 6 f “ . . . . . . § ºf & 4 “ . . . . . . g is & & “. . . . . . . tº a 4 g “. . . . . . . & & & & “. . . . . . . & 6 4 & “ . . . . . . # & g & “ . . . . . . & & & 6 “. . . . . . . & f tº ºf “ . . . . . . & & & & “. . . . . . . tº & & 4 & & Josephine Smith. . . . . . . . . . . . . . . . . . . Mamie Allison, Cadet.............. Louise M. Kinney, Principal....... Henrietta L. Mallard. . . . . . . . . . . . . . Frances Streng. . . . . . . . • * * * * * * * * * * * Mary Hubbard. . . . . . . . . . . . . . . . . . . . Lillian Keyes.. . . . . . . . . . . . . . . . . . . . . . Oriel Heagle, Cadet. . . . . . . . . . . . . . . Mary R. Roche, Principal.......... Hattie Ferguson. . . . . . . . . . . . . . . . . . . Clara A. Roop. . . . . . . . . . . . . . . . . . . . . Kate M. Pinney. . . . . . . . . . . . . . . . . . . Elizabeth A. Moloney.... . . . . . . . . . . Jessie Thomas. . . . . . . . . . . . . . . . . . . . . Ada Weston. . . . . . . . . . . . . . . . . . . . . . . Julia Boivin. . . . . . . . . . . . . . . . . . . . . . Harriette Adams. . . . . . . . . . . . . . . . . . . C. Estella Ford. . . . . . . . . . . . . . . . . . . . Lizzie Smith. . . . . . . . . . . . . . . . . . . . . . . 270 Fourth Avenue. . . . . . . . . 291 Plainfield Avenue. . . . . . 128 Livingston Street....... 38 Grove Street. . . . . . . . . . . . 151 Coit Avenue. . . . . . . . . . . 191 Crescent Avenue....... 335 N. Prospect Street. . . . . 245 E. Bridge Street. . . . . . . 384 E. Bridge Street. . . . . . 112 S. Division Street. . . . . . 11 E. Leonard Street. . . . . . . 17 Stoddard Avenue. . . . . . . 79 North Avenue. . . . . . . . . . 180 Plainfield Avenue. . . . . . 93 E. Bridge Street. . . . . . . . . 323 Ottawa Street. . . . . . . . . . 4 Central Place. . . . . . . . . . . . 139 Taylor Street. . . . . . . . . . . 617 N. Coit Avenue. . . . . . . . 560 North Avenue. . . . . . . . . 613 Canal Street. . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Michigan State Normal........ Grand Rapids................. Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Wheaton College, Ill. . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . N. W. Ohio Normal.. º e s tº a tº e º Michigan State Normal........ Grand Rapids. . . . . . . . . . . . . . . . . Michigan State Normal. . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 10 12 13 17 22 13 10 10 10 3 1891 1891 1887 1891 1883 1881 1881 1892 1891 1892 1876 1884 1886 1887 1891 1888 1891 1891 1881 1891 1882 1889 475 500 450 3d 3d 1st 3d 2d 3d 3d 3d -3d 3d 2d 2d 2d 3d 2d 2d 2d 3d 3d 3d 2d 3d % * TEACHERS FOR THE SCHOOL YEAR 1892 AND 1893–CoNTINUED. ^n | 1. ‘E * SCHOOL. TEACHER. RESIDENCE, WHERE EDUCATED. 33 #3 Þ §: ºi Pº $33 '3 North Ionia Street. . . . . . . Viola Thurston, Cadet. . . . . . . . . . . . . 69 Turner Street. . . . . . . . . . . Grand Rapids................. 1 | 1891 300 || 3d Oakdale. . . . . . . . . . . . . . . . . Gertrude A. Boynton, Principal . . . . . Lake Avenue. . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 2 1890 550 | 1st “ . . . . . . . . . . . . . . . . Agnes Steele. . . . . . . . . . . . . . . . . . . . . . Robinson Avenue. . . . . . . . . . Flint, Mich. . . . . . . . . . . . . . . . . . . . 9 1891 520 3d “. . . . . . . . . . . . . . . . . . Mary Barber. . . . . . . . . . . . . . . . . . . . . . . 94 Hastings Street. . . . . . . . . Michigan. . . . . . . . . . . . . . . . . . . . . 1 1891 400 || 3d “. . . . . . . . . . . . . . . . . . Winnie Lowes, Cadet. . . . . . . . . . . . . . E. Leonard Street. . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 1 1891 300 3d Paris....................] Clara E. Skinner, Principal......... 4 Central Place. . . . . . . . . . . . Michigan State Normal. . . . . . . . 11 | 1887 675 2d “ . . . . . . . . . . . . . . . . . . . . Marilla S. Chapman. . . . . . . . . . . . . . 766 La Belle Avenue. . . . . . . Lowell, Mich. . . . . . . . . . . . . . . . . . 8 1891 560 3d “. . . . . . . . . . . . . . . . . . . . . Lotta Bailey. . . . . . . . . . . . . . . . . . . . . . . 697 Wealthy Avenue. . . . . . . Hillsdale College.............. 1892 350 | 2d “ . . . . . . . . . . . . . . . . . . . . Nettie P. Nelson. . . . . . . . . . . . . . . . . . . 281 Seventh Avenue. . . . . . . Michigan State Normal as e s ſº º sº º is 1892 350 2d “ . . . . . . . . . . . . . . . . . . . . L. Maud Defendorf. . . . . . . . . . . . . . . 763 La Belle Avenue. . . . . . . Rochester and Grand Rapids...} 2 1891 450 | 3d “.................... Eva L. Coffyn. . . . . . . . . . . . . . . . . . . . . 141 Hermitage Block. . . . . . . Union City, Mich. . . . . . . . . . . . . . 3 | 1891 475 3d “. . . . . . . . . . . . . . . . . . . . . Hattie I. Defendorf. . . . . . . . . . . . . . . . 763 La Belle Avenue....... Rochester, N Y. . . . . . . . . . . . . . . 6 1891 500 3d “. . . . . . . . . . . . . . . . . . . . . Jennie M. Outhouse, Cadet. . . . . . . . . 551 Cass Street. . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 1892 200 || 3d Pine Street. . . . . . . . . . . . . . Lucy M. Bettes, Principal. . . . . . . . . . 79 North Avenue. . . . . . . . . . Michigan. . . . . . . . . . . . . . . . . . . . . . 16 , 1883 600 2d & Cº “. . . . . . . . . . . . . . . Theresa Wurzburg. . . . . • - - - - - - - - - - - 105 W. Broadway. . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 4 1888 475 3d & 4 “ . . . . . . . . . . . . . . Florence H. Brothers. . . . . . . . . . . . . 321 Bowery Street.......... Grand Rapids. . . . . . . . . . . . . . . . . 18 1875 500 || 3d § Pine Street. . . . . . . . . . . . . . & ſº “. . . . . . . . . . . . . . . 4 & “. . . . . . . . . . . . . . . Plainfield Avenue... . . . . . 4 ºf “ . . . . . . . . 4 & “ . . . . . . . . g & “ . . . . . . . . & & “ . . . . . . . . t “ . . . . . . . . $ 6 “. . . . . . . . . & g “. . . . . . . . . & g “ . . . . . . . . tº g “ . . . . . . . . & 4 “. . . . . . . . Seventh Street. . . . . . . . . . . t 4 “ . . . . . . . . . . . 4 & “. . . . . . . . . . . . 6 f “. . . . . . . . . . . . & & “. . . . . . . . . . . . tº . “ . . . . . . . . . . . & 4 4 & e e g g g s # * * * * South Division Street. . . . Lotta M. Arrowsmith..... . Ida M. Madden. . . . . . . . . . . Lena M. Perry, Cadet. ... Mary E. Doyle, Principal. Addie Bettes. . . . . . . . . . . . . . * * * * * * * * * J. Vertie Pond. . . . . . . . . . . . . . . . . . . . . Ida M. Cole. . . . . . . . . . . . . . Mary Kromer... . . . . . . . . . . Mary Church............. Anna McRoy............. Agnes Hawley, Cadet..... Carrie Plank, Principal. . . Margaret Doran . . . . . . . .. . . Frances Slaytoń. . . . . . . . . . . Agnes Cornell. . . . . . . . . . . . Georgie Dole. . . . . . . . . . . . . Allie A. Crumback. . . . . . . . Zinna Luten, Cadet. . . . . . Helen S. Sauers, Principal * * * * * * * * * g & sº a tº 4 º & e º * * * g g g º & e g * c & & © tº º 'º º 297 W. Bridge Street. . . . . . . 198 N. Division Street. . . . . . 79 North Avenue. . . . . . . . . . , 60 N. Coit Avenue. . . . . . . . 5 Caledonia Street........ Carrier Street. . . . . . . . . . . 3% Scribner Street. . . . . . . . 17% Plainfield Avenue. . . . . . º 315 k. Bridge Street. . . . . . . . 42 Grove Street. . . . . . . . . . . . lainfield Avenue. . . . . . . 285 Turner Street. . . . . . . . . . 102 Second Street. . . . . . . . . . 90 Summer Street . . . . . . . . . 316 E. Bridge Street. . . . . . . 63 Fourth Street. . . . . . . . . . . 93 Fourth Street. . . . . . . . . . . 295 W. Broadway. . . . . . . . . . 69 Summer Street. . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids.…......... Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Michigan . . . . . . . . . . . . . . .. . . . . Grand Rapids................. Grand Rapids. . . . . . . . . . . . . . . . . Michigan State Normal. . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids * * * * * * * * * e s is e º a tº e Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids and U. of M. ... Michigan,. . . . . . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . Michigan State Normal. . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 11 13 23 1891 1890 1891 1881 1892 1881 1886 1888 1892 1886 1886 1889 1890 1891 1877 1888 1891. 1886 1890 1892 1891 1871 350 400 300 725 400 540 520 475 500 500 500 450 400 300 625 450 500 500 400 300 825 2d 3d 2d 2d 3d 2d 3d 2d 3d 2d 3d 3d 3d 2d 3d 3d 3d 3d 2d 3d 2d 3. TEACHERS FOR THE SCHOOL YEAR 1892 AND 1893 – ContLNUEf). º É 45 # 33 -- * #|#9 | . |83 SCHOOL. TEACHER. RESIDENCE, WHERE EDUCATED. 3.: 3.5 Å £ 3 & 3 #|###| | |#3 zāā āś 3 ||3:# South Division Street. . . . . Helen A. Clark. . . . . . . . . . . . . . . . . . . . 690 S. Lafayette Street. . . . . Grand Rapids..... . . . . . . . . . . . . 6 | 1886 $600 2d tº º ſt & . . . . . Margaret Duncan. . . . . . . . . . . . . . . . . 208 N. Division Street. . . . . Michigan State Normal......... 10 1982 580 || 1st & 4 & 4 . . . . . Clara Ward. . . . . . . . . . . . . . . . . . . . . . 453 S. Lafayette Street..... Grand Rapids..... . . . . . . . . . . 5 1887 580 2d & 4 § { . . . . . Frances M. Blood. . . . . . . . . . . . . . . . . 258 Seventh Street. . . . . . . . . Gd. Rapids and Olivet College. 16 || 1886 580 2d tº a & 4 . . . . . Hattie R. Hawley. . . . . . . . . . . . . . . . . 139 Sheldon Street. . . . . . . . . Kalamazoo, Mich. . . . . . . . . . . . . . 10 | 1885 560 || 3d § 4 6 & . . . . . Annie Turner. . . . . . . . . . . . . . . . . . . . . 461 S. Lafayette Street. . . . . Grand Rapids. . . . . . . . . . . . . . . . . sº 5 | 1887 540 || 3d & © £ 6. . . . . . Adelaide Beach. . . . . . . . . . . . . . . . . . . 342 E. Fulton Street. . . . . . . New York. . . . . . . . . . . . . . . . . . . . . 16 1879 540 || 3d * { & & . . . . . Nora Matthews......... . . . . . . . . . . . 284 N. Prospect Street...... Hastings, Mich. . . . . . . . . * g º e º & tº 2 | 1892 450 || 3d 4 & & 4 . . . . . Elizabeth Oakwood. . . . . . . . . . . . . . . . 43 Third Avenue. . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 1 | 1891 350 3d iſ a £ ºt . . . . . Harriet Holmes. . . . . . . . . . . . . . . . . . . . 187 N. Division Street... . . . Michigan State Normal........ 6 1892 500 || 2d & © & & ... . . Ethelyn Blair. . . . . . . . . . . . . . . . . . . . . | 103 First Avenue........... Grand Rapids. . . . . . . . . . . . . . . . . 1 | 1891 400 || 3d £ & tº ſº . . . . . Julia F. Coffinberry. . . . . . . . . . . . . . . . 151 S. Lafayette Street. . . . . Grand Rapids. . . . . . . . . . . . . . . . . 22 1867 500 || 3d & g “. . . . . . . Gertrude Streng................... 335 N. Prospect Street..... Grand Rapids. . . . . . . . . . . . . . . . . 9 | 1883 500 2d & & £ 6 ....] Ophelia C. Blake. . . . . . . . . . . . . . . . . . 311 Cherry Street. . . . . . . . . . Michigan... . . . . . . . . . . . . . . . . . . . 25 | 1869 500 || 3d South Ionia Street. . . . . . . H. Antoinette Lathrop, Principal. . . . 40 W. Bridge Street........ Western College. . . . . . . . . . . . . . . 22 || 1870 575 2d & & *g “ . . . . . . . Florence N. Greene. . . . . . . . . . . . . . . 472 S. Ionia Street. . . . . . . . . Canada. . . . . . . . . . . . . . . . . . . . . . . 13 1885 520 || 3d g 3d . South Ionia Street....... Libbie M. Turner. . . . . . . . . . . . . . . . . 90 Scribner Street. . . . . . Grand Rapids. . . . . . . . . . . . . . . . 2 1890 400 || 3d £ 6 & g “. . . . . . . . Mary Fennell..................... 172 Ellsworth Avenue...... Grand Rapids. . . . . . . . . . . . . . . . . 5 | 1889 475 || 3d # tº & 8 & 4 Eliza Wilson, Cadet. . . . . . . . . . . . . . . . 83 Washington Street. . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 1 | 1891 300 3d Straight Street . . . . . . . . . . Florence A. Cromwell, Principal... 188 E. Fulton Street. . . . . . . Michigan . . . . . . . . . . . . . . . . . . . . . . . 19 1881 -- 725 2d tº g “ . . . . . . . . . . . Mary H. Welsh. . . . . . . . . . . . . . . . . . . 269 Twelfth Avenue. . . . . . . . Michigan State Normal........ 3 | 1891 475 2d * { “. . . . . . . . . . . . Margaret Bryar. . . . . . . . . . . . . . . . . . . . 196 Sheldon Street. . . . . . . . . Michigan . . . . . . . . . . . . . . . . . . . . . 8 1889 520 || 3d & # “. . . . . . . . . . . . Maud Simmons. . . . . . . . . . . . . . . . . . . . 86 Wealthy Avenue. . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 4 || 1888 475 3d tº gº “ . . . . . . . . . . . Anna G. Carroll. . . . . . . . . . . . . $ - e = • , 194 Straight Street. . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . 7 | 1885 500 2d & “ . . . . . . . . . . . Lillian Thurston. . . . . . . . . . . . . . . . . . 94 California Street. . . . . . . . Michigan . . . . . . . . . . . . . . . . . . . . . 8 || 1884 500 || 3d & ſº “. . . . . . . . . . . . Carrie Dean Holton. . . . . . . . . . . . . . 58 Eighth Street. . . . . . . . . . . Grand Rapids • * * * * * * * * * * * * * * * * 16 | 1876 500 || 3d & & “ . . . . . . . . . . . Dora M. Dillenback. . . . . . . . . . . . . . . 191 W. Division Street. . . . . . Grand Rapids. . . . . . . . . . . . . . . . 2 1890 400 3d & & “ . . . . . . . . . . . Amy L. Bertsch. . . . . . . . . . . . . . . . . . . . 117 Mt. Vernon Street... . . . Grand Rapids. . . . . . . . . . . . . . . . . 5 | 1887 500 3d g & “. . . . . . . . . . . . Evelyn Ward... . . . . . . . . . . . . . . . . . . . 147 Summer Street. . . . . . . . . Grand Rapids. . . . . . . . . . . . . . 6 || 1888 500 £ it “. . . . . . . . . . . . Ella Wynkoop, Cadet. . . . . . . . . . . . . 494 Turner Street, . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 1 | 1891 300 || 3d Turner Street . . . . . . . . . . . Jennie C. Dickey, Principal. . . . . . . . The Vendome. . . . . . . . . . . . . New York Normal. . . . . . . . . . . . . 12 | 1880 775 2d & & “. . . . . . . . . . . . . Mary Folston. . . . . . . . . . . . . . . . . . . . . 239 Scribner Street. . . . . . . . . Michigan... . . . . . . . . . . . . . . . . . . . 12 | 1884 580 2d & & “ . . . . . . . . . . . . Georgietta W. Berry. . . . . . . . . . . . . . . 575 Broadway. . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . 13 | 1879 560 2d & 4 “ . . . . . . . . . . . . Agnes Van Buren. . . . . . . . . . . . . . . . . . 209 Turner Street. . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 13 | 1879 560 3d tº r “. . . . . . . . . . . . . Matilda Bostwick. . . . . . . . . . . . . . . . . . The Irving. . . . . . . . . . . . . . . . Kalamazoo, Mich. . . . . . . . . . . . . . 8 || 1889 540 || 3d & 4 “ . . . . . . . . . . . . Mollie A. Grace. . . . . . . . . . . . . . . . . . . 19 Sheldon Street. . . . . . . . . . Fenton, Mich..... * * * g . * * * * * * , 9 | 1889 540 || 3d & & “. . . . . . . . . . . Mary L. Smith. . . . . . . . . . . . . . . . . . . . 338 Scribner Street. . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 3 1887 450 || 3d y 3 “. . . . . . . . . . . Blanche Husted. . . . . . . . . . . . . . . . . . . 621 N. Front Street. . . . . . . . . Michigan . . . . . . . . . 10 | 1891 520 || 3d S. * TEACHERS FOR THE SCHOOL YEAR 1892 AND 1893–CONTINUED. SCHOOL. TEACHER. RESIDENCE, WHERF EDUCATED. & £ * - - - - - - - - - - - • * - - - - - - - - - - s • * * * * * * * * * * * * - - - - - - - - - - - - - - - - - - • * * * * * Stella L. Stark. . . . . . . . . . . . . . . . . . . . . Clara Ransom... . . . . . . . . . . . . . . . . . . Mattie (). Reeder. . . . . . . . . . . . . . . . . . Daisy Konkle, Cadet. . . . . . . . . . . . . . Fugene A. Carpenter, Principal.... May C. Freeman. . . . . . . . . . . . . . . . Mary L. Berkey, Principal......... Letta B. Adams. . . . . . . . . . . . . . . . . . . . Annie J. Blanchard. . . . . . . . . . . . . . . . Bertha Woodbury, Cadet. . . . . . . . . . . Amanda Stout, Principal. . . . . . . . . . . Christine Keck. . . . . . . . . . . . . . . . . . . . The Irving. . . . . . . . . . . . . . . . . 414 N. Front Street. . . . . . . . 343 Scribner Street. . . . . . . . 84 Henry Street. . . . . . . . . . . 351 Broadway... . . . . . . . . . . . 3 Portsmouth Terrace. . . . . . 96 Coit Avenue............ 76 State Street............. 157 S. Lafayette Street. .... 279 Lyon Street. . . . . . . . . . . . 277 Fountain Street. . . . . . . . 144 N. Division Street. . . . . 167 Mt Vernon Street...... 628 Wealthy Avenue. 93 E. Bridge Street. . . . . . . . . 898 Fifth Avenue. . . . . . . . . . Ripon College, wis. * * * * * * * * * * Grand Rapids. . . . . . . . . . . . . . . . . Michigan... . . . . . . . . . . . . . . . . . . . Michigan.................... Grand Rapids..... . . . . . . . . . . . . Michigan . . . . . . . . . . . . . . . . . . . . . New York and Michigan. . . . . . . Kansas State Normal... . . . . . . . Michigan. . . . . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Oswego Normal. . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . Greenville, Mich. . . . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . ^n | 1. ‘E 1. 2 | 1890 450 || 3d 11 | 1881 500 || 2d 4 | 1889 475 || 3d 8 1885 500 i 3d 1 | 1891 300 || 3d 17 | 1890 850 || 1st 8 || 1892 450 || 3d 8 | 1889 625 || 2d 13 1888 540 || 3d 6 | 1886 520 || 3d 13 | 1879 500 || 3d 8 || 1884 500 || 3d 2 1891 400 || 3d 1 | 1891 300 || 3d 13 | 1884 675 2d 3 1889 3d § West Leonard Street. . . . . Nellie M. Chase. . . . . . . . . . . . . . . . . . . 245 Broadway..............] Jackson and Grand Rapids....| 3 | 1890 475 3d & 4 & 4 “. . . . . . Matie R. Smith. . . . . . . . . . . . . . . . . . . . 203 East Street. . . . . . . . . . . . . Michigan..... . . . . . . . . . . . . . . . . . 8 || 1892 500 2d £ 4 & ºt ‘. . . . . . Jennie E. Bennett. . . . . . . . . . . . . . . . . 361 Scribner Street......... Grand Rapids................. 2 1890 400 3d tº dº & ºt “. . . . . . Lillian E. Quealy tº * * * * * * * * g º & a s g g g g 397 Broadway. . . . . . . . . . . . . Grand Rapids..... . . . . . . . . . . . . 6 1886 500 || 3d 6 & * { “ . . . . . Helen J. Courtney. . . . . . . . . . . . . . . . . 78 W. Leonard Street. . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 3 || 1889 450 || 3d & dſ 4 ºf “. . . . . . Harriet Wentzler. . . . . . . . . . . . . . . . . . 574 Broadway... . . . . . . . . . . . Grand Rapids. . . . . . . . . . . . . . . . . 2 1890 400 3d 4 & & 4 “. . . . . . Kittie Gunther, Cadet. . . . . . . . . . . . . 222 McReynolds Street. . . . . Grand Rapids. . . . . . . . . . . . . . . . . 1 | 1891 300 || 3d Widdicomb Street Isabel S. Thomas, Principal. . . . . . . . 4 Central Place. . . . . . . . . . . . Michigan State Normal... . . . . . 13 | 1889 625 || 2d & t & ºr Flora Forsyth... . . . . . . . . . . .º * * * * * 108 McReynolds Street....| Grand Rapids..... . . . . . . . . . . . . 4 || 1888 450 | 3d if & “ . . . . . . . Irma Heath... . . . . . . . . . . . . . . . . . . . . . 41 Eleventh Street. . . . . . . . . Grand Rapids. . . . . . . . . . . . . ....| 1 | 1891 350 | 3d & 4 “. . . . . . . . Jennie Barnard. . . . . . . . . . . . . . . . . . . . 35 Allen Street. . . . . . . . . . . . Grand Rapids................. 2 1890 400 || 3d tº g “ . . . . . . . Anna M. Broek. . . . . . . . . . . . . . . . . . . . 172 Alpine Avenue. . . . . . . . . Hope College................. 3 1892 475 || 3d tº 6 “ . . . . . . . Winifred Holiday. . . . . . . . . . . . . . . . . 440 W. Bridge Street..... . . Olivet, Mich... . . . . . . . . . . . . . . . 2 | 1891 400 || 3d & & “ . . . . . . . Mary H. O’Keefe, Cadet. . . . . . . . . . 122 Jefferson Street. . . . . . . . Michigan State Normal.........| 1 | 1891 300 || 3d Music. . . . . . . . . . . . . . . . . . . George C. Shepard. . . . . . . . . . . . . . . 15 N. Union Street. . . . . . . . . New York. . . . . . . . . . . . . . . . . . . . . 26 || 1880 1,200 || 1st Drawing. . . . . . . . . . . . . . . . . Mary Blake. . . . . . . . . . . . . . . . . . . . . . . 311 Cherry Street. . . . . . . . . . Mass. Normal Art School..... 13 | 1880 900 | 2d Drawing. . . . . . . . . . . . . . . . . Elizabeth Creveling . . . . . . . . . . . . . . . 117 Court Street............! Mass. Normal Art School...... 5 | 1891 900 || 2d Penmanship. . . . . . . . . . . . . Frankie Barkman. . . . . . . . . . . . . . . . . . 90 N. Union Street. . . . . . . . Michigan... . . . . . . . . . . . . . . . . . . . 11 1887 900 3d General Supply. . . . . . . . . . Emma Palmer. . . . . . . . . . . . . . . . . . . . . The Warwick.............. Grand Rapids. . . . . . . . . . . . . . . . . 16 || 1876 850 || 1st 64 GAAND RAPIDS PUBLIC SCHOOLs. CADETS IN THE TRAINING SCHOOL. Name. Residence. Where Educated. Effie M. Brisbin................ 76 California Street............. Grand Rapids. Edith M. Culver.. ... . . . . . . . . . . . . 850 Madison Avenue. . . . . . . . . . . Grand Rapids. Af Nellie F. Campbell * * * * * * * * * * * tº s 226 Clancy Street. . . . . ......... Grand Rapids. Helen E. Dickerman . ... . . . . . . . . 147 Summer Street. . . . . . . … Grand Rapids. Bertha B. Greenbaum . . . . . . . . . . 108 Clinton Street. . . . . . . . . . . . . . Grand Rapids. Lillian M. Harper. tº $ tº .. & 8 tº 8 & a tº 4 163 Clancy Street. . . . . . . . . . . . . . Grand Rapids. - Isabelle Johnson. . . . . . . . . . . . . . . . 392 Bates Street ... . . . . . . . . . . . . Grand Rapids. Violet G. E. Lowes . . . . . . . . . . . . . 55 N. Forrest Street............ Grand Rapids.. Alma Rosenthal... . . . . . . . . . . ...| 219 Henry Street............... Grand Rapids. Maud E. Smith........ ... . ...] 290 Eleventh Avenue … . . Grand Rapids. Guinella Strand........... . . . . . 192 Chatham Street.......... . . . Lisbon, Mich. Ella Walters . . . . . . . . . . . . . .‘. . . .. 973 Hall Street … . . . . . . . . . . . Grand Rapids. |iſºtºrs ºlº ſº - Ce |Hººtº GRAND RAPIDS PUBLIC SCHOOLS. 65 REPORT OF SUPERINTENDENT. To the Honorable Board of Education of the City of Grand Rapids: I have the honor of submitting to you my second annual report of the schools, which forms the twelfth annual report of the superintendents of this city. TEACHERS. Good schools can not be made by commodious, well appointed, healthful buildings, if so, Grand Rapids would indeed have superfine schools; neither can good schools be created by resolutions, school boards nor edicts of superin- tendents. The efficiency of a school and the merit of its work depend upon the character and ability of the teacher. I wish to emphasize this point: The morality and disposi- tion, as well as the scholarship and skill, of a teacher should be taken into consideration by the Board in the employment and retention of teachers. There is con- stantly and unconsciously flowing out of the character of a teacher, an influence, a force which surrounds, permeates and enters into the placid character of the child under her charge. If the policy of the Board is simply to grind so called elementary subjects into the minds of the pupils, then all that is required, and all the test that should be given to candidates for teachers is an academic test. If the purpose of education is to develop the mind, to train the mental faculties to their highest possibility, then teachers should have not only an academic preparation, but should 56 GRAND RAPIDs PUBLIC schools. be well versed in the science of the mind, the history of pedagogy, and the theory and art of teaching. But I believe that in addition to these requisites a teacher should aim to train the child's moral nature. In order to do this you must have refined teachers. A teacher should be a living example in scholarship, character, refinement and neatness for her pupils to emulate. The committee should exercise great care in the selec- tion of teachers. We pay fair salaries. The salaries are not too high and yet they are such as to attract the best talent of the state if we will but avail ourselves of it... Let Michigan teachers understand that it doesn't require influ- ence to Secure a position in our schools, but that it does require scholarship, professional training and successful experience in the School room. Let the standard of exam- ination be kept high, and then let the elections be made from the list of qualified applicants after making an inspec- tion of their class work. TRAINING SCHOOL. The city training school is an institution made use of by all-large cities to guard themselves against the employment •of untrained and incompetent home teachers. As an exam- ºple of the estimate put upon their training schools by other superintendents, I quote the following from Superintendent M. W. Scott, of Binghampton, New York: “TRAINING scHOOLS FOR TEACHERs.” “In no department of our work do we more directly feel the effects of experience or inexperience than in the teaching force. In the past it has been the practice to recruit our force largely from among our own graduates, and as but few, comparatively, can afford the outlay required to attend a Normal School, there is an existing necessity for the GRAND RAPIDS PUBLIC SCHOOH.S. 67 adoption of some plan by which our graduates and others of equal educational attainments can secure at least one year's thorough instruction and professional training to pre- pare them for the work of teaching; and I most earnestly recommend that at the earliest day possible provision shall be made for the establishing of such a school. Past expe- rience has demonstrated that on the same equality our own graduates who have come up through the different grades take more readily to the work of our schools, and more readily fall into our methods of teaching than inexperienced teachers who come to us from outside of our own schools; yet their training as students has not been directed to the work of teaching—as a profession—hence the need of a special course. It must not, however, be inferred that all who enter and graduate from such a training school can obtain, or are even promised positions; for oft repeated experiments have demonstrated the fact that book knowledge alone will not make teachers. Unless the candidate possesses tact, and a certain amount of that indefinable something, which is better expressed in the nearly obsolete, old fashioned, yet significant word “gumption,” he will not be a success; and those whose duty it is to make selections of teachers should be able to note the strong as well as the weak points in candidates, and should be allowed to use some intelligence and discrimination in making such selections. The idea that any one can teach school or go to the legislature, ought to be an exploded one.” I refer you to the following letter: OCTOBER 3, 1892. Superintendent W. W. Chalmers: The Training School was established June, 1891, and opened in October of that year. Twenty-four young ladies were admitted. Six rooms were set apart for practice 68 GRAND RAPIDS PUBLIC SCHOOLS. work. Four pupil-teachers were assigned to each room; two for morning work and two for afternoon work. While one-half of the pupil-teachers taught the other half studied. The work for the school year '91 and '92 was a thorough study of Compayre's Pedagogy, McLellan's Applied Psy- chology; instruction in school management and the proper methods of teaching reading, spelling, language, arithmetic, geography, writing, drawing and music. Of the twenty-four who were admitted, twenty-one received diplomas, two fell out of the class because of ill health, one failed to pass the examination. At various times during the past year sickness crippled our teaching force and put double duty on those remaining. The teachers’ examination given to the training class" during their trial year was a serious obstacle to work done with the childreh. However, in spite of sickness and the extra work caused by the teachers’ examination, the training school has pros- pered. The work in practice and model grades has produced better results with the school children this year than in any year since my supervision of the building. The Grand Rapids Training School is the only city train- ing school of which I have knowledge that puts pupil- teachers in charge of rooms. Such responsibility brings certain and effectual test upon pupil-teachers, but double work upon the principal. I would recommend that a few good books and maga- zines on education, methods, etc., be placed within reach of the class. If appointments made from graduates of the training school to positions in other schools were made according to class rank and teaching ability, it would promote the effi- ciency and stimulate the growth of the training school. GRAND RAPIDS PUBLIC SCHOOLS. 69 To you I am deeply indebted for many suggestions, much encouragement, and kind support since the training school was established. Joseph.INE AHNEFELDT Coss, Principal Training School. NIGHT SCHOOL. The city is under obligations to many foreigners and working people who are compelled to work for a livelihood and cannot attend day school, to furnish suitable school facilities in the evenings. How to provide for these worthy people has been a subject upon which I have spent much thought. In my last report I say: “Many people, who are sadly in need of this instruction, are so far away that it is impossible for them to reach school at its opening, at seven o'clock. I believe it a good plan, and the duty of the Board to these poor working people who live in the suburbs, that a room be opened in any building when twenty or thirty people apply for admission.’’ In accordance with that recommendation night schools were opened in the Ungraded School building corner of Ottawa and Pearl streets; Congress Street School, corner of Con- gress street and Lake avenue; Hall Street School, corner of Hall street and Grandville avenue; Seventh Street School, corner of Seventh and Stocking streets, and North Coit Avenue school, corner of North Coit avenue and Fourth Street. The results were not entirely satisfactory. The day schools in the buildings where the night schools were held suffered many inconveniences on account of the lax disci- pline in the night schools. Many young people joined who were very irregular in attendance as soon as the novelty wore away. I would recommend some scheme whereby applicants for admission to the night school would be 7o GRAND RAPIDS PUBLIC SCHOOLS. obliged to deposit a nominal fee to insure good behavior and an honest effort. This fee might be returned to them at the close of the term, providing they lived up to this contract. Either the plan suggested above should be adopted or we must be more rigid in our discipline and sus- pend those who give trouble. Much valuable work was done in many of the schools, and hundreds of foreigners were given the rudiments of the English language, but more efficient work could have been done had this troublesome element been kept out. KINDERG ARTEN. Encouraged by your resolution and appropriation our primary teachers have with commendable zeal, entered upon the study of the kindergarten. Over one hundred of our teachers took advantage of the opportunity offered by the local association, of taking an elementary course in kinder- garten instruction under very competent tuition. We are not keeping pace with public sentiment in this very important department of the public school. In 1873 the first kindergarten was organized in this city. The growth has been steadily advancing since that time until today there are ten kintergartens. Only three of these are under the control of the Board of Education. The growth of public sentiment in favor of kindergarten instruction in this city has not been of a fungus growth, but has been slow and healthful. At the last session of the State legislature a law was passed authorizing boards of education to receive pupils in public school kindergartens at the age of four years. I would recommend that as fast as practicable kindergartens be opened in our primary schools, and especially in those dis- tricts where a large portion of the population is foreign. In many of our schools whole rooms of beginners come to GRAND RAPIDS PUBLIC SCHOOLS. 71 school before they can understand the English language. From one to two years are consumed in teaching these children the English language, and teaching them the proper use of their hands and eyes. These are the children who can ill afford to lose this time. They must leave school as soon as they are old enough to assist a struggling father to provide for a large family. If these children could be put under the care of a trained kindergartner at the age of four years, at least one more year of the course could be given them than under the present arrangement. We have had a practical illustration of how anxious our citizens are to avail themselves of the advantages of the kindergarten. As soon as the present kindergarten law became operative we had thirty-four four-year-olds knocking for admission at the Grandville avenue kindergarten. MANUAL TRAINING. I wish to renew my recommendation of a year ago for the introduction of manual training into our high school curriculum. After looking at the subject from many standpoints, I am decidedly of the opinion that the course be supplemental and not independent. I think there should be no one course planned and called the manual training course, but that pupils of all courses in the high school should be given an opportunity to do a certain amount of shop work. Students of a scientific and practical turn of mind will naturally take the limit of time in the shop. Students in the classical and other courses need the benefit of manual training. Then again, the trained hand and eye are not alone the aim and purpose of our public schools any more than the trained mind should be. The great end of education should be to teach the true way of life and the meaning of life. The educated person is the one who has the best control of the mind, the hand and the eye. 72 GRAND RAPIDS PUBLIC SCHOOLS. We now have the department of drawing well organized in the high school. Add to that domestic economy and shop work and we will have the departments of a well appointed manual training school. The work in domestic economy should embrace cooking and sewing. The shop work should include carpentry, wood-turning, pattern- making, iron-filing and chipping, forge work, brazing, soldering, and the use and care of tools. HIGH SCHOOL, Following this paragraph you will find reports of our two high school principals. I think there is no department of the high school that needs the attention and encourage- ment of your honorable body more than the commercial department. I think that, if not sooner, next June a thoroughly prepared, practical business scholar should be elected by you to take charge of our commercial course; and that with his assistance the Committee on Schools should revise the commercial course to meet the demands of our business city. § CENTRAL HIGH SCHOOL, Oct. 8, 1892. Superintendent W. W. Chalmers: As was noticed in my last report, the enrollment in the Central High School for September, 1890, was 528; for the same month in 1891, 641, an increase of II 3. The enroll- ment for September of this year is 716, an increase of 75. To this number 150, who are 8–2 grade at present, Ought to be added, for they will be high school pupils in Febru- ary, and will then begin high school studies. They ought to be placed in the High School building at the beginning of the school year to avoid transfers and change of teachers in February. It is quite evident that the new building will be crowded to its utmost capacity within a year or two. GRAND RAPIDS PUBLIC SCHOOLS. 73 The special reason for this remark in this connection is to call attention to the fact that there is no room in the new building for manual training, and that, if it is attempted, both the high school and the cause of manual training will be injured. I am convinced that manual training is a very helpful factor in education and that it ought to be introduced into our high school curriculum. I am also convinced that this ought to be done in such a way as to assist and not to crip- ple the schools. And, in my opinion, this can be done in no other way than by first providing buildings properly planned and equipped under the 'supervision of some one who has had special training in manual training work. It is a source of great personal gratification to me that almost every recommendation made in my last report has been adopted. It was deemed wise to try the experiment of a four years' course in a modern language in the German department only. The fact that there are two large sec- tions beginning German in the Ioth grade and two other large sections in the 9th grade shows that there is a demand for opportunity to give the same amount of time and thorough study to a modern language as has been accorded to Latin for years. • I am very certain that it would be wise to offer the same privileges in French, and hope that this will be done next year. There are two large sections beginning French this year, which shows an increasing demand for French as well as for German. While the number of students in German and in French is increasing at this wonderfully rapid rate, there is no lack of interest in Latin. In fact, the number studying Latin last year (303) is over a third larger than in any previous year in this high school, while the classes this year are 74 GRAND RAPIDS PUBLIC SCHOOLS. larger than ever. All of which goes to show that there is an increasing demand for a more liberal education than is offered in the English Course. The Commercial Course has not been put in force as yet, and cannot be until the new building is completed. In fact, many subjects, including reading, writing, drawing, and music, have been crowded almost out of existence this year. All of these important departments will receive due attention just as soon as possible. During the school year 1891-1892 the following studies. were taught. The number of pupils in each study is given: Arithmetic, 321; English grammar, 331; botany, IQ5; United States history, 429; English history, I 31; plane geometry, 229; book-keeping, 20; ancient history, 92; modern history, 70; physics, I Io; zoology, 55; English lit- erature, 51; physical geography, 47; chemistry, 24; Latin, 303; Greek, 20; German, 77; French, 40; political econ- omy, 21; astronomy, 18; rhetoricals, 126; drawing, 286. It should be borne in mind always that “bigness is not greatness,” that with increased numbers comes increased danger of neglect of the peculiar needs of the individual pupil—the most fatal of all dangers. This can be avoided only by adequate supervision, by the granting of a sufficient number of carefully selected teachers, and by the never ceasing vigilance of all. Very respectfully, W. A. GREEson, Principal of Central High School. UNION SCHOOL, Oct. 7, 1892. Sieperintendent W. W. Chalmers: In compliance with your request I submit a brief report of the work of the Union High School for the year 1891-2. It would be inappropriate to call attention to the peculiar & GRAND RAPIDS PUBLIC SCHOOLS. 75, condition of affairs existing when I assumed charge, a con- dition well understood by yourself together with a majority of the Board of Education, and which made the successful management and control of the school a hazardous and del- icate undertaking. Bearing this in mind, I believe it is safe to say that the results of the year’s work have been more than satisfactory, they have been even gratifying. The reçords show a total enrollment of 187 pupils in the high school. The greater number of these have been regular in attendance and diligent in scholarship. Those who com- pleted the eleventh grade and entered the Central High School at the beginning of the new school year will be found, I have no doubt, well prepared to do the work of the final year of the course. At present the most difficult and perplexing part of the high school work is that of the first year. This grows out of the fact that pupils come from three different schools and their preparation is not so uniform as, it would seem, it might be. While all have completed the same course, the thoroughness with which it has been done is not the same. Many seem incapable of independent and individual work. They appear unable to prepare lessons unless there is some one to direct them what to do, how and when to do it. Many have passed through the entire eighth grade without having learned to prepare work outside of school hours. When these pupils enter the high school their surroundings are so materially changed that it is with difficulty they adjust themselves to the new order of things. They now recite to several teachers instead of one, none of whom supervise their study hours. It would seem that this should be borne in mind throughout the work of the eighth grade, and the aim be to make pupils more and more independent of the teacher. They should be accustomed to do some studying out of school hours that it may not be such a hard- 76 GRAND RAPIDS PUBLIC SCHOOLS. ship when they become high school pupils. If eighth grade pupils were to prepare at home one lesson requiring but a half hour daily for the first half year, and forty-five minutes during the second half, they would come to the high school far better prepared than at present. I would not require too much outside work, only an amount sufficient to enable pupils to accomplish what the high school calls for. This plan was adopted with the eighth grade in the Union build- ing during the second half of last year, and the advantage it affords them now is marked. I do not wish to be understood as criticising other schools. Naturally teachers not connected with high school work, who carry pupils through the grammar grades only, do not have the opportunity to observe these weak points to which attention has been called. Otherwise, I am con- vinced, there would be no occasion to mention them. The efforts made by yourself during the last half of the year to unify the work of the eighth grade in English grammar in the various buildings, was a beginning along this line, and has already borne fruit. It is an indication that the first year’s work in the high school can be made easier and more profitable by shaping the last year of the grammar school course with the view of so preparing pupils that all may be able to do the same work with the same strength. Respectfully, ORR SCHURTz, Principal Union School. I respectfully call your attention to the following letters from the special teachers of Music, Penmanship and Drawing: GRAND RAPIDs, October II, I892. Superintendent W. W. Chalmers: At no time since my first work in the city schools has there been manifested more interest in the study of music GRAND RAPIDS PUBLIC SCHOOLS. 77 than during the past year. The progress from noise toward music has been considerable. Results accomplished must be accredited to the faithful carrying out of the plans by the regular teachers. We are endeavoring to apply to the teaching of music the common sense methods now used in the reading classes. There should be the same proportion of individual work in the two subjects. To grade pupils justly in this subject the work should be so definite that uniformity in marking by the regular teacher may be possible. To this end we expect to have printed diagrams of work for each month and a written test toward the end of each half term. The apparatus granted by the Board last year has proved very helpful. Each room is supplied with a modulator and a metronome. The new material in use has aided largely in the effectiveness of the work. Respectfully, G. C. SHEPARD. W. W. Chalmers, Superintendent of Sehools: Spencer's New System of Penmanship was introduced this year. Owing to the simplicity and uniformity in the style of capital letters the pupils have very readily learned the new system and are fast putting into use the lessons learned during the writing hour. A new style of ruling blackboards, slates and copy- books, has also been introduced and found helpful. Specimen books were adopted for the last half of the year, and some good results were thus obtained. Much attention has been given to movement exercises and finger drills to establish better penholding and rid the children of the habit of pinching the pen and writing with such slow, cramped movement. 78 GRAND RAPIDS PUR LIC SCHOOLS. Better results would be obtained if there were not so much miscellaneous writing required. If less writing were required in other studies we could insist upon more accurate penmanship, which would insure better results and would bring out the disciplinary character of our work. We aim to have for our motto, “The child’s best hand- writing in all that he does;” but how can we insist upon that when children have to write so much and so fast that they are obliged to slight their penmanship? When a pupil in a grade as low as the third is obliged to learn his lessons by writing them over and over again, and then often have a written recitation, we cannot bring the writing up to the standard which we would like to reach. At the close of the school year we prepared work for an exhibit, which covered much of the work done during the last half year. Specimen books in which the child wrote once a week were shown. Slate work done by beginners, and arithmetic test papers showing the pupil’s ability to make good figures, and giving the public some idea of this line of work, were also 'exhibited. We have been much annoyed with poor ink and crayon. It is a mistake to expect the best results from teachers and pupils when they are obliged to work with such poor material. It is not our chief aim to make the penmanship of the pupil beautiful. Our first object is to introduce a simple, plain, business system, and then by proper drills and exercises endeavor to give the child sufficient command over his hand and arm to enable him to write easily, rapidly and well. GRAND RAPIDS PUBLIC SCHOOLS. 79 The introduction of the Spencer’s system, ruling of black- boards, copy-books, and slates, movement exercises, and writing rapidly by count, will aid us in accomplishing that which we so much desire. Much has already been done, but we trust that the future will bring still greater results. The hearty co-operation and earnestness of both teachers and pupils have done much toward furthering the cause, and we will rejoice to see more interest manifested in this study, by all who are and ought to be interested in the cause of education. º The boy or girl who has learned to write a word easily, rapidly and well, has done much toward the development of his reasoning faculties, concentration of thought, and has gained a vast amount of will power. Very respectfully yours, FRANK BARKMAN, Superintendent W. W. Chalmers: The progress in drawing during the past year was com- mendable. * There was marked improvement in the habits and methods of work. A systematic use of the blackboard in the preparation of the drawing lesson was a distinct feature. I hope for a more free, rapid and intelligent use of the blackboard the coming year. The teaching of color has received a new impetus from the manufacture of colored papers adapted to educational uses and the special attention given the subject by the lead- ing teachers of the country. The color sense is developed in the child by repeated observation of color and by the personal use of colored paper in matching and arrangement lessons. Later in the work beauty and harmony of color effects are produced by elementary designs of borders, sin- gle ſigures and surface coverings cut from the colored paper. 8O GRAND RAPIDS PUBLIC SCHOOLS. During the past year clay modeling in the primary and grammar grades above the second year was attempted, but owing to the lack of clay many of the teachers were not able to carry forward the work. Fair results were attained by a few. Next year with a larger supply of clay and bet– ter understanding of the work we shall be able to accom- plish more satisfactory results. The new districts annexed to the city brought into the schools a large number of pupils who had never received instruction in drawing. For these a special plan was adopted to fit them for the work required in their grades. The pupils of the 8–2 grade, as heretofore, devoted their drawing time to the study of water colors. Experi- ence has proven these lessons not only a pleasure and profit, but a means of developing idea of form and leading to the closer observation of the natural objects around us. Pupils learn to handle their brushes, mix colors, and study the nomenclature, classification and harmony of color. They make flat washes, copy historic ornament, their own designs and represent simple objects in water color. The work in the primary and grammar grades was greatly facilitated, at the beginning of the year, by the pur- chase, for each building, of complete sets of models, embracing the twelve type forms used in our scheme of work. The lack of models has been an obstacle to progress in drawing. Since their introduction into our schools a new interest has been manifested and better results attained. I recommend that tablets corresponding to the faces of the solids be purchased for use in the first and second grades. The buildings are now supplied with models, sticks, and most of the schools with sets of scissors for the futherance of the work. With the increased appliances a higher standard of work will surely result. GRAND RAPIDs PUBLIC SCHOOLs. 81 During the past year forty-three teachers' meetings were held for the instruction of teachers in their work. These meetings are necessary for the improvement and harmonious growth of the work, but can not of necessity take the place of ability to draw, which comes only with practice. In this connection I would suggest that the teachers of the primary and grammar grades be required to have a certain knowledge of drawing as well as arithmetic, grammar, and other studies taught. This requirement is now a state law in Massachusetts and New York, and its reasonableness speaks for itself. The drawing in the high school was Cramped in many ways—principally by the lack of a suitable room for study and the impossibility of arranging programs so that pupils could have their proper time for this subject. Among those who were able to continue in the class, the growth and improvement were gratifying. The work in the high school consisted in outline draw- ing of type forms, common and natural objects; mechanical drawing, geometric design and design from plant life; copy- ing of historic ornament in pencil and water color; the ren- dering of groups of models and common objects in light and shade, using as a medium the pencil, sepia crayon, char- coal and India ink. All classes of this work were repre- sented at the exhibit. In closing I wish to commend the teachers for their faithful and painstaking efforts in the work. Very respectfully, & MARY BLAKE. READING. Upon testing pupils for promotion the middle of last year, I found instruction in reading crippled from the fact that no tests had been applied to candidates for promotion in the grades, either in the form of examinations or an out- 82 GRAND RAPIDS PUBLIC SCHOOLS. lined course of study. I found a 2-2 grade in one school reading from the blackboard short sentences in script which their teacher had previously prepared for them. In another school I found 2-2 grades reading first readers; and in other schools they were reading second readers. The lower grades were all even in number work, language, oral geog- raphy, etc., because there was a closely outlined course in those branches. Pupils in the beginners grade in one school were learning ten new words per week and in another they were attempting to learn two new words per week. If the list of new words were the same in any two schools it was by chance and not by design. So that beginners who had been in the Turner street school four months could do noth- ing in the Union school should they move into that district, because they had had an entirely different drill. As fast as possible, without working injustice to the schools, I changed it to a regular graded reading course. It required the regrading and degrading of some schools and the promotion of others. I made the basis of promotion in the lower grades, not number work, but reading. To my mind, reading with its allied subjects, word studies, language and spelling is the most important study in the first three grades. At the opening of this year I distributed, to the begin- ners' teachers, cards containing a list of words to be taught the first half year. The cards contained a list of about two hundred words, taken from the first part of the reader the pupils would use in the I-I grade. The list and division into months' work is as follows: WORDS TO BE TAUGHT BEGINNERS. First and Second Month. –Girl, my, I, dog, black, is, this, white, cat, can, it, boy, run, and, the, a, he, here, hat, on, has, get, you, red, hen, nest, bird, egg, that, man, have, will, me, do, no, play, in, she, yes, not, baby, O, little, see. GRAND RAPIDS PUBLIC SCHOOLS. 83 Third Month. —Big, an, was, cap, his, whip, for, fun, old, pretty, like, fly, one, cow, milk, good, gives, top, spin, doll, dress, box, may, blue, are, catch, ship, let, her, horse, run, fast, gave, mamma, bell, we, what. Afourth Month. —Papa, gun, drum, who, there, him, tell, cup, bee, mug, cage, for, how, fine, back, sled, name, book, hand, go, log, frog, bell, kind, too, near, house, draw, make, cart, pony, off, gray, kite, now, tree, comes, your, where, book, sit, eat, they, nice, thank, new, sing, glad, very, long, string, some, brother, two. Fifth Month. –Them, made, paper, hear, must, into, well, call, time, but, shall, out, thing, coop, our, around, cluck, says, high, large, tail, rest, ice, throw, know, head, much, fat, these, be, uncle, father, love, sand, jump, put, pail, spade, think, speak, snake, Snow, corn, many, fond, duck, count, walk, small, creep, all, think, goat, any, wants, sister, next, dig, say, does, bark, over, playful, load, hurrah, picnic, those, mind, another, sometimes. The work as outlined on the card, although heavier than our teachers were accustomed to, was not in excess of what the average beginner was able to do. I came to this con- clusion from what was being done in a few of our own schools and in beginners' grades in many other cities. While some of our teachers had grave doubts as to the utility of this plan, in the main, they undertook to make a success of the work. Nearly all the teachers who were skeptical as to the feasibility of the course at the opening of the year were its most ardent supporters at the opening of the second semester. As a result of this course about 50 per cent. of the children who entered school last spring are ready for I—I work in September. ENROLLMENT AND ATTEN DANCE. In my last annual report I reported the increase in school attendance 1,431. About I, Ooo of those were added 84 GRAND RAPIDS PUBLIC SCHOOLS. to the city by annexation, leaving only about 431 the nat- ural growth of the city. This year I report the increase in attendance over last year I, OO4. Only about 150 of these pupils have been added by annexation. Excluding these it leaves the actual increase in school attendance 854. This is the largest increase from this cause we have ever had. The population of the city based on the school census of 1892 is 85,770. The whole number enumerated between the ages of 5 and 20 years is 22, 163. The whole number of pupils enrolled in public schools 13, 187. The number in schools not public 3,454. Total enrollment in public and private schools 16,641. Eighty-two per cent. of the school population of this city enrolled in the public and private schools last year. Taking into consideration the fact that many of our pupils leave school at the age of I4 years to work, 82 per cent. is a large proportion of the 20,322 to enroll in school. We have increased the average number of pupils for teachers from 32 last year to 35 this. Excluding cadets, where there are two teachers in one room, the average per room would be 38 pupils. I am very much gratified over the regularity of attend- ance during the last year. Ninety-five per cent of the num- ber belonging were present every day last year. This showing has not been excelled during the past twenty years. It has been equaled but twice, in 1884 and 1887. This percentage must of necessity decrease unless some plan is devised to assist in the enforcement of the compul- sory school law. This city is now so large that many chil- dren escape the notice of the teachers and the vigilance of the truant officer. I would recommend that the school cen- sus be taken by primary districts. If this were done the teachers would compare their enrollment with the census of the district and make a list of all children of the compul- sory age who are not in school. Then with ample and GRAND RAPIDS PUBLIC SCHOOLS- 85 efficient police force we could carry out the spirit of the compulsory school law. CONCLUSION. In closing I desire to thank each member of the Board of Education for courtesies extended to me during the past year. I wish to thank you for the words of encourage- ment and the unwavering support you have given me in the discharge of the arduous and perplexing duties devolving upon me. I wish to thank the teachers, officers, and employes of the Board for valuable aid and assistance cheerfully rendered. I invite your attention to the statistical tables that follow this report. Very respectfully, W. W. CHALMERs, Superintendent of Schools. 86 GRAND RAPIDs PUBLIC schools. TABLE I.—GENERAL STATISTICs. 30. Number o 27. Cost of education per capita for superintendence and instruction, based on average number be- longing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28. Cost per capita for incidentals, based on average number belonging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29. Total cost P. capita for education...... & ſº tº t e i e º 'º e non-resident pupils. . . . . . . . . . . . . . . . . . . . Average age of class promoted . . . . . . . . . . . . . . . . . . . 32. Number of pupils studying Latin, 370; Greek, 20; German, 102; French 45. *13.57 $16,80 $4.31 $4.31 $17.88 $21.11 7 46 11, 1 || 14.3 1891. 1892. 1. Population of city, based on school census. . . . . . . . 78,646 85,770. 2. School population according to census (legal school age 5 to 20 years) . . . . . . . . . . . . . . . . . . . .... 20,322 22,163 3. Whole number of different pupils enrolled........ 12,188 13,187 4. Estimated number in schools not public. . . . . . . . . . . 2,940 3,454 5. Number of school days in the year . . . . . . . . . . . . . . . 200 195 6. Number of days taught ... . . . . . . . . . . . . . . . . . . . . . . . 196 7. Estimated cash value of school property .......... $839,100.00 $1,087,000.00 8. Assessed value of taxable property. . . . . . . . . . . . . . . . $23,746,485.00 $23,852,819.00 9. Tax for school purposes, mills per dollar . . . . . . . . . . 7.8 7.7 10. Cost of superintendence and instruction . . . . . . . . . . 135,765.00 156,785.61 11. Cost of permanent improvements................. 18,244.46 108,473.48 12. Cost of incidentals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43,206.17 43,366,88 4-5 4-5 4-5 5 à || 3 || 5 # 5 | #5 P: ; : § 3 tº & Clt 5 § ... 3 . (2 É3 || 33 ºš # is ºn $º tº gº ă. O ;I: {- 13. Total enrollment in each department... . . . . . . . . . . . 12,438 4,252 | 1,023 17,713 14. Total of transfers lost in each department. . . . . . . . . ,709 783 4,526 15. Total of different pupils enrolled . . . . . . . . . . . . . . . . 8,729 3,469 989 || 13,187 16. Total of different pupils enrolled last year . . . . . . . .| 7,840 || 3,428 915 12, 183 17. Increase over last year . . . . . . . . . . . . . . . . . . . . . . . . . . . 889 41 74 1,004 . Average number belonging. . . . . . . . . . . . . . . . . . . . . . . 6,652 2,669 739 10,060 19. Average number belonging last year. . . . . . . . . . . . . 5,469 2,487 654 8,610 20. Average daily attendance ... . . . . . . . . . . . . . . . . . . . . . 6,289 || 2,530 698 9,517 21. Average daily attendance last year . . . . . . . . . . . . . . . 5,145 2,344 620 8,109 22. Actual number of pupils belonging at close of g school year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6,428 2,355 695 9,478 23. Number of men teachers, including superintend- ent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5% 4% . Number of women teachers . . . . . . . . . . . . . . . . . . . . . 18; 755% 2% 286 . Number of special teachers. . . . . . . . . . . . . . . . . . . . . . . 1%2 1% l 26. Number of pupils to a teacher”, based on average number belonging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 35 28 35. $28.79 $15.58 $4.31 $4.31 $33,10 $19.89 104 18,06 . . . . . . . . . * Including cadets. $ TABLE II.-GENERAL STATIstics FROM 1874 to 1892, INCLUSIve. YEARS. 1874. Population of city-based on school census Number enumerated in school census (5 to 20 years). . . . . . . . . . . . . . . . . . . . . . . . . . . Estimated number in schools not public. . Whole number of different pupils enrolled Average number of pupils belonging . . . . Average daily attendance. . . . . . . . . . . . . *Per cent of whole number enrölled on number enumerated. . . . . . . . . . . . . . . . . . *Per cent of average number belonging on number enumerated... . . . . . . . . . . . . . *Per cent. of daily attendance on number enrolled . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *Per cent of daily attendance on number belonging . . . . . . . . . . . . . . . . . . . . . . . . . . . . Number of teachers (June). . . . . . . . . . . . . Number of pupils to a teacher, based on number belonging . . . . . ... • . . . . . . . . . . . . . Cost per capita for superintendence and instruction ... . . . . . . . . . . . . . . . . . . . . . . . . . Cost per capita for incidentals. . . . . . . . . . . Total cost per capita for education...... Number of non-resident pupils. . . . . . . . . . 25,923 7,961 827 4,819 2,943 2,702 72 44 56 91 69 * is º de s & * * * * * * | * * tº º e º & s 1875 27,384 8,400 1,046 4,854 3,103 2,844 61 39 58 91 73 44 s & sº is a s 1876 29,014 8,900 * * * * * * 12.91 2.60 15.51 142 1877 1878 29,714 | 9,115 & © & E is is 5,039 3,577 3,373 57 40 66 94 92 40 12.07 2.08 14.15 119 1879 31,162 9,559 5,109 3,685 3,478 56 40 68 94 91 41 12.41 2.46 14.87 111 1880 32,037 9,784 800 5,390 3,762 3,464 56. 39 64 92 101 39 12.52 2.45 14.97 91 1881 34,882 10,635 1,080 5,853 3,956 3,648 60 42 62 92 107 39 12.74 3,40 16.14 99 1882 37,057 11,298 1,000 6.576 4,450 4,210 62 42 64 94 124 37 13.45 3.41 16.86 127 1883 39,066 11,910 1,200 6,932 4,878 4,544 61 43 66 93 136 37 13.75 4.71 18.46 125 1884 41,898 12,071 1,034 7,604 5,511 5,240 64 46 69 95 142 44 13.06 9. 57 22.63 167 1885 42,519 12,218 1,100 7,925 6,042 5,667 65 50 71 93 167 35 13.27 13.57 26.84 180 1886 44,329 12,775 1,200 8,240 6,323 5,966 67 51 72 94 182 35 14.02 9,35 23,37 138 1887 *-*. 48,810 14,066 1,788 8,539 6,438 6,045 66 50 70 94 195 34 15.06 4, 87 19.93 156 1888 52,495 15,128 2,000 9,253 7,224 6,818 66 51 73] . 94 206 36 14.87 4,62 19.49 201 1889 54,139 15,602 2,000 10,370 7,902 7,481 69 52 72 95 217 37 14.47 3.75 18.22 194 1890 | 1891 *memº *=ºmºsºmeº & 64, 14778,646 16,547|20,322 2,200; 2,940 10,752|12,183 7,949, 8,610 7,476] 8, 109 69 73 51 52 70 65 94 94 228| 274 36 32 15.39|| 15.76 3.87 5.01 19.26, 20.77 246] 248 1892 85.770 22,163 3,454 13,187 10,060 9,517 65 50 72 95 295 35 15.58 4.31 19.89 104 *Percentage based on school census of preceding year. 88 GRAND RAPIDS PUBLIC SCHOOLS. TABLE III.-SHowING ENROLLMENT, NUMBER BELoNGING AND AT- witH NUMBER of TEACHERs, ETC. TENDANCE OF PUPILs, t º - wi t * 't !. 1-4 d à || 3 ||33 || | | | | # #, # 3-4 à || 5 # 3 || 2 | f |## "| #2; .8 § E # '8 O 5 || 5.3 |# 5 g| 5 § > * | z z ſº | ** | * * | Z3 |& sº | 2: 3 Central . . . . . . . . . . . . . . . . . . . . . . . . . . 953 131 822 665 629 46 95 21 Union. . . . . . . . . . . . . . . . . . . . . . . . . . . . 712 101 611 456 433 37 95 15 Training . . . . . . . . . . . . . . . . . . . . . . . . . 681 197 484 376 353 |... . . . 94 7 Baxter Street . . . . . . . . . . . . . . . . . . . . . 409 100 309 219 209 |, ... . . 95 8 Central Avenue . . . . . . . . . . . . . . . . . 619 149 || 470 358 || 346 3 | 98 10 Coit Avenue. . . . . . . . . . . . . . . . . . . . . . 235 44 191 147 140 l. . . . . . 95 5 Congress Street. . . . . . . . . . . . . . . . . . . 513 143 || 370 292 274 1 94 8 Diamond Street . . . . . . . . . . . . . . . . . . 625 188 437 319 300 1 94 9 East Bridge Street . . . . . . . . . . . . . . . . 733 || 232 501 || 400 || 384 . . . . . . 96 11 East Leonard Street . . . . . . . . . . . . . . 194 46 148 97 91 |...... 95 4 Fountain Street. ... . . . . . . . . . . . . . . . . 559 106 453 361 342 2 95 10 Grandville Avenue ..... * * * * * * * * * 923 303 620 474 425 | . . . . . . 90 14 Hall Street . . . . . . . . . . . . . . . . . . . . . . . 342 | 159 | 183 133 | 126 |... . . 95 5 Henry Street ... . . . . . . . . . . . . . . . . . 542 | 124 || 418 || 327 || 306 | . . . . . . 94 9 Lake. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 6 41 31 29 1 94 1 Madison Avenue . . . . . . . . . . . . . . . . . 733 141 592 451 431 | . . . . . . 95 13 North Coit Avenue . . . . . . . . . . . . . . . 267 48 219 140 132 l. . . . . . 94 | . . . . . . North Division Street ... . . . . . . . . . . 688 187 501 391 366 | . . . . . . 94 12 North Ionia Street. . . . . . . . . . . . . . . 71.4 147 567 428 416 2 97 13 Oakdale. . . . . . . . . . . . . . . . . . . . . . . . . . 225 47 178 138 132 95 5 Paris. . . . . . . . . . . . . . * * * * * * * * * * * * * * * 378 77 301 211 200 | . . . . . . 95 7 Pine Street. . . . . . . . . . . . . . . . . . . . . . . 388 S3 305 219 207 2 94 7 Plainfield Avenue . . . . . . . . . . . . . . . . 723 154 569 427 410 4 96 1U 438 99 339 259 246 1 95 8 Seventh Street........... * - a e e s e º 'º GRAND RAPIDS PUBLIC SCHOOLS. 89 TABLE III.-SHowING ENROLLMENT, NUMBER BELONGING AND AT- TENDANCE of PUPILs, with NUMBER of TEACHERs. Etc.—CON- TINUED. * t e - wº D * g ! {-, t à || 5 |33 || 3 || 3 || 3 |## }~ 3 "S % 5 Pº * § 5 © . # | 3 | #5 | # || || 3 || 3 ||3: SCHOOLS à || 5 |* | # || || 3 ||3' s 33 * *ºt q) -- *º-sº Z. 3 53 |* G | 3 || 3 ||# 35 ; ; J's § | 6′E &# | * : | g g : o #| 3.5 * .d 3 | *; : 3 || 3 # 5 - 5 gº §3 || 5 | E3 #3 || 3: # 5 ||22.É. ET; #3 || 5 || 23 $8 || > 3 || 3: |5 53| 2 # > F | z z* | ** | * * z = |d. Z. South Division Street. . . . . . . . . . . . . 1,083 || 349 || 734 551 519 3 94 15 South Ionia Street. . . . . . . . . . . . . . . . 338 132 206 || 158 155 . . . . . . 98 5 Straight Street.................... 744 183 561 433 415 | . . . . . . 96 12 Turner Street..... . . . . . . . . . . . . . . . . 805 183 || 622 478 453 | . . . . . . 95 13 Ungraded . . . . . . . . . . . . . . . . . . . . . . . . 104 25 79 40 36 | . . . . . . 90 1 -Union Primary . . . . . . . . . . . . . . . . . . . 625 || 236 389 || 351 329 1 94 9 Wealthy Avenue . . . . . . . . . . . . . . . . . 455 || 171 284 || 230 218 . . . . . . 94 7 West Leonard Street. . . . . . . . . . . . . . 57.1 143 428 308 288 . . . . . . 93 9 Widdicomb Street . . . . . . . . . . . . . . . . 347 92 255 192 177 . . . . . . 92 6 Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Totals * * * * * * * * is e s s a g º e º 'º e º a m = e 17,713 || 4,526 || 13, 187|10,060, 9,517 | 104 95 295 ‘g TABLE IV.-ShowING THE AGES OF THE PUPILS ENROLLED IN THE SEVERAL Schools. Years of Age. SCHOOLS. 5 6 7 8 9 10 || 11 12 | 13 | 14 15 | 16 || 17 is 19 oº: Totals Central High. . . . . . . . . . . . . . . . . . . . . . . . . . * * : * * * * * : * * * * * * I is a e º e s - e º s a e e i s ∈ e s a e i s as º ºs e e 5 20 62 | 158 192 | 187 | 103 || 57 38 822 Union . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 | 12 || 57 | 103 || 127 | 124 80 61 || 38 3 4 1 || 611 Training . . . . . . . . . . . . . . . . . . . . . . . . . 29 43 44 40 28 || 42 || 51 51 || 69 54 19 12 1 1 | . . . . . . . . . . . . . 484 Baxter Street . . . . . . . . . . . . . . . . . . . . . 12 || 23 44 36 || 38 33 43 46 |. 18 9 5 2 | . . . . . . . . . . . . . . . * e º e i s is tº g º & 309 Central Avenue . . . . . . . . . . . . . . . . . . 14 28 29 34 45 39 55 83 || 67 || 47 21 7 1 . . . . . . . . . . . . . . . . . . . 470 Coit Avenue. . . . . . . . . . . . . . . . . . . . . 9 29 33 41 37 21 12 8 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tº ſº I e º sº tº s ſº 191 Congress Street. . . . . . . . . : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 21 || 39 68 || 70 | 68 || 48 28. 12 3 1 | . . . . . . 1 || 370 Diamond Street. . . . . . . . . . . . . . . . . . 59 || 81 70 56 58 || 40 27 25 || 11 9 . . . . . . 1 1. . . . . . . . . . . . . . . . . . . . . . . . . . . 437 East Bridge Street. . . . . . . . . . . . . . ..| 37 59 57 || 63" | 68 || 60 55 55 25 | 15 7 |... . . . . . . . . . . . . . . . . . . . . . . . . . . . 501 East Leonard Street..... ........ 12 24 35 | 36 22 || 11 6 1 | . . . . . . 1 . . . . . . . . . . . . . . . e g g g g º ºs e g º e s tº º ſº I a s & 6 s is 148 Fountain Street. . . . . . . . . . . . . . . . . . . 18 28 33 53 26 34 54 56 62 53 27 8 1 I. . . . . . . . . . . . . . . . . . . . 453 Grandville Avenue . . . . . . . . . . . . . . . 99 || 53 93 || 65 85 || 78 || 57 45 19 17 7 | . . . . . . . . . . . . . 1 . . . . . . 1 620 Hall Street. . . . . . . * * * * * * s = e := e i s sº º 28 36 46 18 27 13 9 4 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Henry Street . . . . . . . . . . . . . . . . . . . . . 20 || 48 55 || 52 || 52" | 47 || 51 || 42 || 33 12 4 2 |. . . . . . . . . . . . . . . . . . . . . . . . 418 Lake . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 8 5 9 8 3 l 2. l. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Madison Avenue . . . . . . . . . . . . . . . . . 29 53 64 50 * 61 66 || 76 49 56 27 12 5 1. . . . . . . . . . . . . . . . . . 592 North Coit Avenue . . . . . . . . . . . . . . . 28 || 37 37 24 26 22 | 16 11 | 12 | 5 | 1 * * * * * * e 219. § North Bivision. Street... . . . . . . . . ... 1 26 ſ 23 28 34 38 ſ 54 61 78 53 64 32 12 | 2 | 1 |......I...... 501 North Ionia Street. . . . . . . . tº s & © w a s a 12 26 || 46 || 38 50 63 | 64 || 65 | 85 | 67 || 34 12 4 1 1. . . . . . . . . . . . 567 Oakdale... . . . . . : º e º ºs & e º s e < e < * * * * * 8 19 || 23 18 24 24 19 || 20 14 7 || 2 | . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Paris. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 35 || 48 || 48 || 37 || 32 || 32 24 || 16 8 1 1 - . . . . . . . . . . . . . . . . . . . . . . . 301 Pine Street . . . . . . . . . . . . . . . * * * * g g = a 24 || 36 || 70 || 49 || 48 42 | 20 6 8 2 I. . . . . . . . . . . . . . . . * * * * * * * * * , a . . . . . . . . . . . . 305 Plainfield Avenue . . . . . . . . . . . . . . . . 24 51 77 83 || 77 | 72 55 57 | . 41 || 21 9 2 . . . . . . . . . . . . . . . . . . . . . . . . 569 Seventh Street.................... 27 45 || 56 49 || 45 || 54 32 17 7 6 1 ! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339 South Division Street.............. 26 || 41 || 34 53 || 52 49 || 67 || 93 119 || 82 || 80 28 8 2 I. . . . . . . . . . . . . 734 South Ionia Street . . . . . . . . . . . . . . . 8 22 52 33 42 18 13 9. 7 . 2 - . . . . . . . . . . . . . . . . . . . . . . . i. . . . . . . . . . . . - 206 Straight Street.... . . . . . . . . . . . . . . . . 60 | 92 || 67 || 71 | 68 || 57 || 63 || 46 || 21 15 1 . . . . . . ..................l. . . . . . . 561 Turner Street. . . . . . . . . . . . . . . . . . . . . 25 48 56 || 71 || 45 || 57 || 56 || 72 85 || 71 || 27 7 l 1 . . . . . . . . . . . . 622 Ungraded........................ [......i......l... º ºg & 5 3 5 14 15 14 16 4 3 1. . . . . . . . . . . . . . . . . . . . . . . . 79 Union Primary . . . . . . . . . . . . . . . . . . . 16 64 55 58 62 54 38 23 12 5 3 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . 389 Wealthy Avenue . . . . . . . . . . . . . . . . . 25 | 20 40 38 || 51 || 36 35 | 24 10 || 2 || 3 |... . . . . . . . . . . . . . . . . . . . . . ...l...... 284 West Leonard Street. . . . . . . . . . . . . 38 51 72 46 51 45 44 35 24 20 * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428 Widdicomb Street . . . . . . . . . . . . . . . 25 || 32 || 33 || 42 || 35 | 33 || 27 18 6 1 2 1 |... . . . . . . . . . . . * e º 'º tº e º 'º dº ºn 255 Totals............... * * * g º $ as a e 762 | 1,155 | 1,397 | 1,324 | 1,314 | 1,250 1,268 1,285 1,105 || '901 || 584 || 375 || 251 114 61 | . 41 |13,187. * 92 GRAND RAPIDs PUBLIC SCHOOLs. TABLE V.—SHowING THE DEGREE of REGULARITY of ATTENDANCE IN THE SEVERAL Schools, NUMBER of Pupils THAT ATTENDED School. tº- w; w; ~ Ps tº wi SCHOOLS. * 3 § s 3 ; ă 5 § “tº O O O O 49 : E ** l à | # | # ; # #: . + | > || 2 | H R º wi 5.5 § # É | 3 || 3 || 3 || | | | | #| | !-l ſº ſº * ſº º H 2, 3 2. Central .... 62 58 82 85 520 15 822 9 3,181 Union... . . . . . . . . . . . . . . . 42 59 61 79 355 15 611 10 728 Training. . . . . . . . . . . . . . . . 47 56 36 81 259 5 484 3 1,495 Baxter Street....... º, º º 35 34 33 76 128 3 309 2 497 Central Avenue. . . . . . . . . 31 46 36 75 274 8 470 6 562 Coit Avenue.... . . . . . . . . 19 22 14 28 106 2 191 1 357 Congress Street. . . . . . . . . 23 46 27 74 193 7 370 8 404 Diamond Street......... 42 54 37 85 || 216 3 437 1 996 East Bridge Street...... 20 76 30 60 306 9 501 11 915 East Leonard Street.....! 22 24 19 23 58 2 148 1 293 Fountain Street....... * * 30 40 40 69 267 7 453 6 1,087 Grandville Avenue .....| 66 89 55 96 || 304 10 620 8 1,457 Hall Street. . . . . . ‘. . . . . . . 26 25 16 28 88 | . . . . . . 183 . . . . . . 498 Henry Street........... 29 50 46 68 220 5 418 2 796 Lake................... 1 4 2 | 10 24 | . . . . . . 41 | . . . . . . 145 Madison Avenue. i e ſº ſº tº gº tº 44 65 43 93 || 339 8 592 6 972 North Coit Avenue..... 21 22 25 || 37 || 112 2 219 | . . . . . . 240 North Division Street. tº º 45 64 57 79 251 5 50.1 4 872 North Ionia Street...... 60 65 41 72 304 25 567 22 377 Oakdale......... * * * * * * 23 18 || 16 || 39 79 3 178 2 252 Paris............!......] 39 || 38 46 ſ 62 | 116 || 1 || 301 | 1 728 Pine Street............. 38 || 37 22 || 50 153 5 305 4 583 Plainfield Avenue...... 46 79 50 78 308 8 569 3 w 725 GRAND RAPIDS PUBLIC SCHOOLS. 93 TABLE V.—SHowING THE DEGREE OF REGULARITY of ATTENDANCE IN THE SEVERAL SCHOOLS.—Continued. NUMBER of Pupils that ATTENDED SCHOOL. , 3 || 3 || 3 || $ 5 § | # g $ | 3 || 3 || 3 || 3 5 § 3 * 3 ~5 rt; ~5 iſ sº 3 SCHOOLS. *5 | – || 3 || 3 || 3 ; 2.5 $º sº O O S 9 {} :#5 ‘s p: º sº cº &=> ^* 2 º' # 5 3 || 3 | E # w; 3.5 # # à || 5 || 5 || 5 || || || 3 | ##| || Cre & & * | 3 | . . . . . º ë ##| || 3 Seventh Street. . . . . . . . . . 25 44 17 31 216 6 339 517 South Division Street... 79 80 82 94 || 389 10 734 8 1,404 South Ionia Street. . . . . 17 35 19 35 96 4 206 3 415 Straight Street. . . . . . . . . . 40 67 48 79 327 l. . . . . . 561 |. . . . . . 1,096 Turner Street... . . . . . . . . 47 74 51 93 || 348 9 622 6 557 Ungraded. . . . . . . . . . . . . . 20 | 16 || 13 | 15 15 . . . . . . * 79 |...... 44 Union Primary. . . . . . . 35 51 34 85 182 2 389 1 797 Wealthy Avenue..... . . 18 34 17 41 | 168 6 284 5 336 West Leonard Street. . . . 42 70 45 74 | 193 4 428 1. 652 Widdicomb Street. . . . . . . 22 32 27 42 128 4 255 1 620 ToTALS.. . . . . . . . . . . . 1,156 1,574 1,187 2,036 7,041 || 193 || 13,187 139 24,598 *: $94. GRAND RAPIDS PUBLIC SCHOOLS. TABLE VI.-School CENSUs 1892. to £ so gº & # WARDS. #* g | # 3 | #5 g| # g ºg º g; 25 || 3 | # 3 & 8 Ž of O 3. 3 S É ë First. . . . . . . . . . . . . . . . . . . . . . . . . . * e e s is e º sº a ſº º & tº 101 | 1,227 425 | 1,753 2,924 Second . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 635 323 | 1,046 916 Third....................................... 187 | 1,219 589 1,995 || 1,852 Fourth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 137 | 1,388 632 2,157 2,105 Fifth ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 2,270 - 675 3,164 2,712 Sixth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286 2,121 716 3,123 2,728 Seventh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 1,391 444 1,984 1,865 Eighth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 506 163 823 858 TNinth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 967 318 1,360 | 1,325 Tenth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 1,483 414 2,020 3,037 Eleventh...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 | 1,170 380 | 1,656 |........ Twelfth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 / 812 179 || 1,082 . . . . . . . Totals . . . . . . . . . . . . . . . . . * s a e º e e º $ tº a s a s 1,616 || 15,289 || 5,258 22,163 20,322 GRAND RAPIDS PUBLIC SCHOOLS. 95 TABLE VII.-SUMMARY OF Ungraded School. *90.Uſſ2 - p u → 3 ) e Kļep 3.3e19 AV 17 28 38 39 41 41 43 39 38 36 36 ºu! -3uoſºq 19 quinu 93e19 av 18 30 40 40 44 44 45 42 41 40 40 ºgų3ney S&ep go oN. 18 20 18 20 20 19 20 20 19 189 º qņuouu qoeº y o y se I ºu ſºuolºq ‘o N 23 32 45 35 45 45 44 42 40 ºsoțouenu, go ‘ON 40 ºssourpre, øye39.133 y （~ ：：= 44 *sºounos ¡te uroty pºſſo ſuº ‘o N ºſoqAA 31 13 12 104 ºsſooqos 19ųņo uzo1g 19.gsueIq Kq pº A1903.1 °ON 11 tº 4 52 ºg uºuiſſouuº qsuſ ſſ 31 \， 52 MONTHS. September . . . . . . . . . . . . . . . . . October . . . . . . . . . . . . . . . . . . . . November. . . . . . . . . . . . . . . . . T)ecember. . . . . . . . . . January . . . . . . . . . . . . . . . . . . . February. . . . . . . . . . . . . . . . . March . . . . . . . . . . . . . . . . . . . . . April . . May . . . . . . . . . . . . . . . . . . . . . June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Totals . . . . . . . . . . . . . . . . . 96 GRAND RAPIDS PUBLIC SCHOOLS. * TABLE VIII.—SUMMARY OF NIGHT SGHool. | 5 || 3 || 3 || 5 | * § *.; 5 a | - bº E bº) E. .r. ~5 5 S | ". bſ : * | "Sº # | 5 || 2 tº g 3 MONTHS. "S ſ: g = | H a ** a o, c | *- 6) • * 6) & ;: ºf 3 || 0 = | 0 || || 0: * = | # 3 | . . . ; 5 || 3: 5 • O $ d 4) "º 4) -- § 3 ||33 || 23 || > 3 || > * Z. Z. z, * | | = | P: Number of persons warned for tru- / 2.In Cy . . . - - - - - - - - - - - - - - - - - - - - - - - - 17 | 22 || 14 || 12 || 7 16 || 19 || 7 || 8 129 Number of persons warned for in- corrigibility . . . . . . . . . . . . . . . . . . . . 1 || 7 || 5 || 1 || 2 || 2 3 3 24 Number of persons warned under compulsory law. . . . . . . . . . . . . . . . . 5 || 10 || 5 || 6 || 8 || 6 || 6 || 3 || 2 51 Number of special cases investi- gated. . . . . .... . . . . . . . . . . . . . . . . . . . . 205 |309 |258 (244 |278 |261 |228 |204 |252 |155 2,394 |Number of visits to stores and fac- tories. . . . . . . . . . . . . . . . . . . . . . . . . . . 6 || 18 || 11 9 9 || 18 9 8 || 11 2 10] Number of persons taken from the street to school... . . . . . . . . . . . . . . 66 || 11 || 15 11 || 15 13 || 6 || 21 || 9 || 3 170, Number of persons arrested on war- rant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 3 || 1 || 2 || 2 2 || 2 || 2 || 1 15. Totals. . . . . . . . . . . . . . . . . . . . . . . . 300 |380 .309 |285 |321 |307 |267 |260 |283 |172 2,884 GRAND RAPIDS PUBLIC SCHOOLS. 97 COURSE OF STUDY. PRITMARY AND GRATITMAR SCHOOLS. The work of the Primary and Grammar departments is divided into eight grades, of which the first four constitute the Primary course, and the second four the Grammar course. The grades are known as the first, second, third, etc., corresponding to the year of the pupil’s school life. Each grade is divided into halves, and classes are pro- moted twice each year—in February and in June. They are known and referred to by grade and half-year, as Ist grade, 2d half-year; 7th grade, Ist half-year—written 1–2 and 7–1, respectively. Pupils entering school for the first time are known as “Beginners,” and they are not counted as first grade scholars until from five to ten months have elapsed, unless they show marked capacity for first grade work. GENERAL INSTRUCTIONS IN DRAWING. riodels—The models should be handled by the pupils in all form study. Two models at least, contrasting with each other, should always be presented to the class for observa- tion. One or more familiar objects, whose forms are based upon the type form studied, should be at hand that the children may make a practical application of the lesson. 98 GRAND RAPIDS PUPLIC SCHOOLS. Children must be supplied with individual models in all drawings required from the solids. Carefully observe pro- portion. Aform Lessons.— Type . . . . . . . . . Geometric. | Mineral. Approximate . . Vegetable. | U Animal ( Feeling. Action. I. Wholes. . . . . & Term. Drill. UApplication. ſ Straight. 2. Parts. | a. Surface . & Direction . . . . . | Round | Parts | Curved. ſ Number. (Plane. Kind . . . . . . . . . Round. Curved. ſ Circle, diameter, semidiameter. Square. Diameter, Oblong. { Diagonal. #. Face. ... & Shape . . . . . . . . & Isoceles. Triangle . . . . . . Equilateral. Ellipse. Right angled. U Oval. Size. Vertical. Position . . . . . . * Horizontal, U Boundaries.' Oblique. GRAND RAPIDS PUBLIC SCHOOLS. 99 ſNumber. Straight. Kinds . . . . . . . . Curved. Length. Horizontal. Position . . . . . . Vertical. c. Edge. . . . . Oblique. Intersection. Parallel. Relation . . . . . . Perpendicular. | l U Oblique. ſ Right, d. Corner. . . . . . Position . . . . . . . . Angles. . . . . Center. Obtuse. General Details.-Teach all new forms, shapes and terms from the model. Teachers should use the technical terms taught. Write each new name and term upon the board when given to the class. Drill on new terms used in each grade. Train pupils to answer in complete sentences. Teach by arm movement freedom in the use of chalk and pencil. Draw vertical lines from the top downward. Begin drawing circles, vertical ellipses and ovals from the lowest point, holding the pencil as for vertical lines. All lines should be drawn continuously without stopping or retracing. There should be no measuring. Test with the pencil only. Permit no erasing while drawing. Draw all exercises as large as space will permit. Position for Drawing.—Erect, forward with feet on the floor, body parallel with desk, sit in the left half of seat. A encils...—Pencils should be long, point conical and rather blunt. Hold pencil half way back from point at 30° from the paper and at right angles to the line to be drawà: Lay pencils upon the desk when not in use. IOO GRAND RAPIDS PUBLIC SCHOOLS. Quality of Zines.—In all free hand work require a soft, even gray line. For instrumental work use a medium hard pencil for compass and ruling. Sharpen lead first wedge shape and then pointed, thus making a long sharp point. Make narrow black lines for result lines, narrow, fine, but distinct, for working lines. Blackboard.—Before the lesson begins place as many equal spaces as you have pupils, and number each. Dis- tribute crayon and erasers. Send entire class to the board, sketch quickly. Seat the class. Criticise the work: Ist, as a whole; 2d, size; 3d, quality of line; 4th, form and propor- tion; 5th, individual work. Select best. Send pupils again to the board, to correct or erase and reproduce and line in. This should be very rapid work. Construction.—Pupils should be taught what construc- tion includes; classes of objects, dimensions, conventions, methods of work. They must be able to do three things: read the drawing, make the drawing, make the model from it. To read a working drawing: Ist. Tell what it is. 2d. What it contains. 3d. Indicate and name each view. 4th. State what dimensions each view shows. 5th. Analyze working drawings by lines. A Representation.—Teach pupils the difference between construction and representation. Develop the conditions necessary for representative drawing; the principles in- volved as they are taken up in each book. Decoration.—Teach the origin and use of decoration; kinds of decoration; parts of a design; sources of ornament. Study flower and leaf forms and historic ornament. Lead children to observe fitness of form to use on manufactured objects; beauty of good proportions and symmetry in natural objects. . Cºlºr:—Color will be taught in connection with decora- * * *s e tion. : : * GRAND RAPIDS PUBLIC SCHOOLS. IOI Clay.—Do the modeling with thumb and fingers; avoid the use of tools as much as possible. Model by building. Foreign material, wood, wire, etc., should not be used in clay modeling. PRIMARY DEPARTMENT. BEGINNERS’ GRADE. Reading.—First Half. Year.—The words as outlined on cards taught by the word and phonic method from the blackboard. Keep a list of all the words taught upon the blackboard, and add all new words as fast as they are learned by the class. Make sentences from the list, vary- ing the arrangement of the words in every possible way. The articles a and an are to be pronounced with the word following as one word. Relation words (in, on, up, etc.,) are to be taught only in phrases and sentences. The meaning of every new word must be understood before it is given. Do not allow pupils to read a sentence aloud until the thought it expresses is in the mind. The first words should not only be concrete, but the names of familiar things, actions and other phenomena that will interest the child, and thus afford a basis for interesting talks between teacher and pupils. As far as possible, have objects at hand, that the word and the thing represented by the word may be associated. “Words are useless in pro- portion as they fail to call to mind vivid images of the thing signified.” Pictures, fortunately so very plenty, can be made use of at this stage of the work. Spelling.—Teach pupils to spell the words both by sound and letters. Observe the following order in teaching spelling: I. Oral spelling of words in lesson, with the word in sight. 2. Copying words upon slates. 3. Oral spelling of pronounced words. Io2 GRAND RAPIDS PUBLIC schools. Writing.—Under the direction of the special teacher. Music.—Under the direction of the special teacher. Kindergarten.—This work is to be given each year as directed by the superintendent. FIRST GRADE. Reading. Part I. - Seeond Half-Year.—Complete the first reader with sup- plementary work. - First Half-Year.—Harpers' First Reader, In the first grade give at least two exercises daily. Let the first part of each exercise, as the first reading division of the day, be given to drill work. The rest of the time to reading. w Pay strict attention to vocal expression and correct all mistakes in pronunciation and ungrammatical expressions. Continue sentence making. The signification of a word or expression is best learned from its proper use. Give plenty of time for the idea to be grasped before calling for its oral expression. If the pupil hesitates he should stcp and read the sentence silently before being permitted to read it aloud, but this practice should not become habitual. Spelling.—In the first grade, the spelling should be - given in connection with the reading lessons. Have fre- quent drills in oral and written spelling. Copy short, easy sentences, then write the same from dictation. Give atten- tion to capitals and terminal points. Keep lists of the more difficult words for review and test exercises. Language.—The exercises in language during the first half of the year should be oral; during the last half, both written and oral. Begin with short, familiar talks in which the children take an active part. The topics for conversation should be GRAND RAPIDS PUBLIC SCHOOLS. IO3 such as to interest the pupils. Select familiar and attrac- tive objects, such as their toys and pets. Objects: Pictures, games, plants, animals, etc., furnish suitable topics. Have children name objects, using idiomatic expressions, as, I have, I see, This is, That is, These are, Those are, Here is, There is, etc. In this way complete statements and cor- rect expressions are secured. Let children perform acts telling what they can do and what birds and animals can do, imitating as far as possible, and have other describe the acts. Pupils may ask each other questions and thus learn to distinguish between asking and telling. Short stories read or suggested by pictures may be re- produced orally. Each pupil may be taught to write his own name and residence, and the name of his school and teacher. The names and uses of the articles used in the school room, such as slate, sponge, pencil, etc., should be taught. Near the close of the year, the pupils may write easy sentences dictated by the teacher. Errors of speech should be corrected and good habits of expression established. Insist upon neatness and accuracy, and correct all mis- takes in pronunciation, spelling, etc. Teach the use of a and an. Capitals. The use of capitals for the words / and O, and at the beginning of sentences. © Punctuation. Use of the period and interrogation mark at the end of sentences. Abbreviations. Correct use of Mr., Mrs., Dr. (doctor), St., Ave. Use Bright’s “Graded Instruction in English,” as directed. Number.—First Ha//- Year.—Numbers from one to five, inclusive. IO4 GRAND RAPIDS PUBLIC SCHOOLS. I. Adding, subtracting, multiplying and dividing with objects. (a) without figures, (b) with figures. 2. Relations of numbers from one to five, inclusive. 3. Count, with objects, to 20. * Second Half-Year.—Numbers from one to ten, inclusive. I. Adding, subtracting, multiplying and dividing with objects. (a) without figures, (5) with figures. 2. Relations of numbers from one to ten, inclusive. 3. Count, with objects, to 50. 4. Applied numbers: Coins from one cent to ten cents; inch, pint, quart. Use the actual measures. General Instructions.—The work of the first grade is intended for children who have learned little or nothing about numbers before entering school. It may happen that some may be able to count, and even to write figures, but the teacher must not be deceived by this proficiency. Re- quire pupils to deal with things (counters of any kind), and the real amount of knowledge they possess will be shown. The first step in teaching numbers is to discover how much the children know of numbers. Do not confound the facility which the pupils may show in using the names of the numbers with a knowledge of the numbers themselves. The ability to count up to a number does not constitute a knowl- edge of that number. Learning to recognize groups of objects at sight, with- Out counting them, should precede other exercises. All the instruction is founded on objects, and their use should be continued until the pupils can make the com- binations without reference to them. Avoid the practice of counting by ones. “The numbering, combining and sep- arating of groups of objects by counting leads to the per- nicious habit of adding and subtracting numbers by count- ing, a habit that must be overcome before a pupil can learn to add or subtract numbers as wholes.” ! GRAND RAPIDS PUBLIC SCHOOLS. IO 5 When pupils know the combinations, teach them how to express with figures and signs the operations already performed. Be careful to make a clear distinction between numbers and their signs (figures). “A number is neither a word nor a figure, and hence it cannot be taught by teach- ing its name or the figure or figures that express it.” Next, give exercises upon the number and its combina- tions without objects. Following this comes the application of the processes Jearned to the solution of single concrete problems. As soon as the pupils can indicate the various opera- tions by figures and signs, give examples like the following for them to fill out on their slates at their seats: 1+?=4, 5 × 3–?, ?–H2=4, 6–?= 2, 4–2=?, etc. Also in the fol- lowing form for addition, multiplication and subtraction, placing a sign before the lower number to indicate the oper- º 4 6 ation to be performed: , , etc. Proceed very slowly at first. Make large, neat figures, and insist upon pupils doing the same. See that pupils do not rest the hand on the board when making figures. The teacher's blackboard work should be scrupulously neat and well done. Begin the written work by using marks: I for one, II for two, etc., to represent the counters, and then introduce the figures to take the place of the marks. Teach the signs +, −, =, and give definite ideas by substituting the signs for the words “and,” or ‘‘ added to,” etc. Teach the pupils to give the sum of two numbers (sum not to exceed IO) at sight. Encourage pupils to make their own problems, and let them prove them with objects. Teach the following fractional parts of numbers which are multiples of the denominators: 3%, 4, 3%. I of GRAND RAPIDS PUBLIC SCHOOLS. Writing.—First Half-Year.—Slates of proper size, ruled in three-eighths and three-sixteenth spaces, in same way as staves used by special teacher. Pencils long and well sharpened; correct position of body, feet and arms. First two weeks drills upon simple exercises to secure freedom of motion and control of pencil. Make the letters, i, u, w, n, m, v, x, o, a, e, c, three, two and one space high. Complete alphabet by the close of first half year. Begin writing words as soon as enough letters are learned to make a word. Do not allow children to write words in which there are letters which have not been given in a writing lesson. Take up capitals at the beginning of the sixteenth week, in groups as follows: O, C, D, E, A; N, M, H, K; X, W, Z, Q; V, U, Y; I, J.; T, F, P; S, L, G; B, R. Use counting exercises when they are helpful. Allow no careless work at any time. Use blackboard freely. Second Half-Year. Perfect position at desk whenever any writing is done. Slate always in position with pencil pointing over right shoulder. Use tablet and lead pencil. / First two weeks thorough drill upon simple exercises with counting. Count fast enough to secure a good, easy writing motion. Review small alphabet. Begin writing capitals the third week of term. Write words and sentences beginning with capitals. Allow no capitals used in any work, different from those given in writing lesson. Use blackboard freely. Teachers should never allow themselves to do careless work upon the boards at any time. *} GRAND RAPIDS PUBLIC SCHOOLS. Io.7 Drawing.—First Half. Year.— Solids.-Sphere, cube, cylinder. Tablets.--Circle, square, oblong. Sticks. –I to 5 inches. Clay.—Modeling type forms and objects based upon them. A after.—Paper folding, cutting and pasting. Color.—Observation of color illustrated by the prism; observation of conventional spectrum; classification and nomenclature of primaries, secondaries, and second order of secondaries; arranging and pasting borders in the primary colors. Drawing at the blackboard and upon practice paper. For methods see Prang's Primary Manual. “The Use of Models’’ and general details. For order of study see program provided by special teacher of drawing. Schools graded 1–1 or I—I and I –2 will take the above work. Second Half. Year. Solids.-Hemisphere, square prism, triangular prism. Tablets.-Semi-circle, oblong, triangle. Sticks. – I to 5 inches. Clay—Modeling type forms and objects based upon them. Paper.—Paper folding, cutting and pasting. Color.—Name and key scales of secondaries. Arrange and paste borders and rosettes, using secondary colors. Drawing at the board and upon practice paper. For methods see Prang's Primary Manual. “The Use of Models” and general details. For order of study see program provided by special teacher of drawing. Schools graded 1–2 or 1–2 and 2–1 will take the above work. Io8 GRAND RAPIDS PUBLIC SCHOOLS. Music.—Time.—Whole pulse notes and rests. Zune.—Tones of the tonic chord, 1, 3, 5; scale in keys D and E, by imitation, to the syllables loo, laa, koo and kaa, alternating with sol fa syllables. Tones of the dominant chord, 5, 7, 2.1 Tones of the sub-dominant chord, 4, 6, 8. Ear.—To distinguish the tones of the tonic cord. AModulator.—To point three simple songs from memory. A'eading.—Tones of the tonic chord stepwise, all other tones of the major scale consecutively, from hand signs and from the blackboard by color, letter and numeral. Consecutive notes on the staff, using various degrees on the staff for doh. Writing.—Picture of whole pulses, in notes and rests in two, three, four and six pulse measures. Compass.--From d" to e //. Songs.-Only such as are approved by the special teacher and not given to another room in the building. Use the “C” pitch pipe to determine the pitch of every song and exercise. Azoid–(a) Singing with the children. (5) Loud, coarse singing. (c) Straining after notes beyond their reach. (d) Slow, sustained singing. Lessons on Morals and Manners.—The teacher should improve every opportunity offered to inculcate habits of cleanliness of person and dress, politeness, gentleness, kind- ness to persons and animals, obedience, honesty and truth- fulness, and to secure the use of chaste and pure language. Have pupils commit and recite choice sentiments selected by the teacher. “Moral character and fixed habits of right action should be the final outcome of all education. The school which does not succeed in securing these ends, fails in the great purpose for which it is organized and maintained.” GRAND RAPIDS PUBLIC SCHOOLS. IO9 SECOND GRADE. Reading. — First Half. Year. — New Normal Second Reader to page 87. Second Half-Year.—New Normal Second Reader com- pleted. Supplementary reading as directed. Before beginning the reading of the lesson, all new words should be placed upon the board and the pupils drilled in their pronunciation and use; and not until the pupils can recognize the words at sight and understand their meaning, are they ready for the reading lesson proper. The lesson should not be passed until the pupils have mastered the thought which it contains. “No mental growth is made by the child whose training does not go farther than the utterance of the words.” Give plenty of time for the idea to be grasped before calling for its oral expression. If the pupil hesitates, he should stop and read the sentence silently before being permitted to read it aloud, but this practice should not become habitual. Endeavor to interest the pupils in the lesson by calling attention to the illustrations of the text. Facts, descrip- tions or incidents paralleled with those contained in the lesson, may also be drawn out of the pupils, or related by the teacher, for the same purpose. When a lesson capable of affording a proper degree of interest has been read, the pupils should be questioned upon it. They may be required to produce the substance of what has been read, in their own language. Teach the simpler diacritical marks and the marking of silent letters, as a help to the pronunciation. Phonic drills should be given on the simple elementary sounds to correct defective articulation. Children should be taught to get for themselves the pronunciation of words containing known elements. I IO GRAND RAPIDS PUBLIC SCHOOLS. Give vocal exercises to secure naturalness of tone, inflec- tion and emphasis. Spelling.—Words from the reading lessons written upon the blackboard by the teacher and copied by the pupils. These to be afterwards written by the pupils from dictation by the teacher. Oral spelling of the same words as an Occasional exercise and review. Short sentences may be copied from the board and reader, and afterwards written from dictation. Original sentences, oral or written, containing the new words, should be required of the pupils at each recitation to test their knowledge of the meaning of the same. Keep lists of the difficult words upon the blackboard for frequent review. Do not use concert exercises. “It is next to impossible to prevent concert exercises in spelling from degenerating into a mere unconscious utterance of the word—a species of reflex action, destructive of every purpose for which a well ordered school is maintained.” Language.—The work of the previous grade should be continued, pupils being trained in the oral use of language in connection with the reading lessons. Among the special language exercises may be the fol- lowing: / 1. The writing of short sentences expressing facts observed, or describing actions performed. Objects may be used and pupils trained to observe their qualities and uses. The actions of animals may also be described. The sentences should not be written until all new words have been taught. They should first be expressed orally, correct language being used, and then written. 2. The writing of brief descriptions of objects. This will train pupils to observe and express orally and in writ- ing what they see. Three to five sentences will be enough GRAND RAPIDS PUBLIC SCHOOLS. I I I at first. Several short sentences may now be combined into one sentence. 3. The writing of exercises dictated by . the teacher. Write two or three sentences upon the board, and require pupils to copy them; then erase and dictate the same sen- tences. 4. The writing of brief descriptions of simple pictures. The pupils should be led by questions to observe, and then to tell what they see. When they can state the facts observed clearly and readily, the sentences may be written in a paragraph. 5. The writing of short, simple stories which the pupils have learned to tell well. These stories may be based on pictures, or they may be told the pupils by the teacher. They should be simple, and should contain only five or six facts. The names of the days and months to be taught and properly written. Short poems, proverbs, maxims, etc., may be copied and committed to memory. Special attention should be given to the use of capitals and punctuation marks (periods, interrogation point and Comma). Examine all written work, and see that it is arranged neatly and in proper form. Use Bright’s “Graded Instruction in English,’’ as directed. Number. First Aalf. Year.—Numbers from one to four- teen, inclusive. I. Adding, subtracting, multiplying and dividing with objects, (a) without figures, (b) with figures. 2. Relations of numbers from one to fourteen, inclusive. 3. Count, read and write to IOO. Counting by even IO's to Ioo. 4. Roman numerals to XIV. II 2 GRAND RAPIDS PUBLIC SCHOOLS. 5. Coins continued. Inch, foot, yard; pint, quart, gal- lon; pint, quart, peck. Use the actual measures. 6. Sums and minuends not to exceed two places; divisors and multipliers of one figure. Second Half-Year.—Numbers from one to twenty, inclu- sive. & 1. Same as first half year. 2. Relations of numbers from one to twenty, inclusive. 3. Count, read and write to 500. 4. Roman numerals to XX. 5. In addition to the applied numbers in first half-year, give coins to one dollar; ounce, pound (avoirdupois); day, week, month, year; dozen. Use the actual measures. 6. Sums and minuends not to exceed three places; divisors, and multipliers of one figure, not to exceed 5. 7. Addition involving carrying. General Instructions.——Follow substantially the methods given for the first grade. Combine about equally oral and written work. Use groups of counters to show the combinations above Io; as, one ten with three ones, two tens, etc. Addition tables should be thoroughly memorized, so that when two numbers below ten are given, the result is known at once without counting; secure accuracy first, then rapidity. Practice exercises like the following: Suppose the number 18 be taken; the teacher names some other number less than 18, and pupils name the number which added to the one given by teacher will make 18. Practice in this exercise will develop quickness of thought. In adding columns, pupils should name the result rap- idly, as follows: Six, ten, thirteen, eighteen, etc. At first, arrange columns in groups of even Io's, the sum of single columns not to exceed 50. Give plenty of simple problems and encourage pupils to make original problems. *g. * } GRAND RAPIDS PUBLIC SCHOOLS. II 3 Continue the use of incomplete examples for pupils to fill out on slates, as 18--P=2, 5X?=15, 2–8–8, 14--?=7, % of P=9, 12 in. =?, 3% of a foot=inches. Require the fundamental operations to be done in all the different forms used in stating arithmetical processes. Fractions 34, 9%, etc., to 140. Teach the signs X and +. Teach pupils to read numbers without the and between hundreds and tens. Secure prompt, accurate work, meat fig- ures, and a good arrangement on slate and paper. Writing.—A'irst Half-Year.—Perfect positions; correct pencil holding; insist upon every one doing this part of the work. Practice book and tablet No. 1; lead pencils. All work to be done in the pupils' best handwriting. First two weeks use simple drill exercises, giving more attention to position and pencil holding than to the exact form of letters. Do not allow any careless work. Send a portion of class to the board for frequent blackboard exer- cise. Criticise the work on the board. Ask pupils to criticise one another’s work. Review small and capital letters in words and sentences. Write specimens at the beginning of each month, keep- ing first one written to compare with last. Send others home. Second Half-Year.—Tablet and practice book No. 1; lead pencils. Great care should be taken that the pupil does his best when writing his daily lessons. Blackboard work and specimens same as 2—I class. First two weeks of term use drill exercises. Get every- body ready for work. Review both alphabets in words and sentences. We are now getting ready for pens and ink; and very careful attention should be given to position, pencil holding and freedom of movement. Drawing.—Aſirst Half-Year. Solids. -Ellipsoid, ovoid; equilateral triangular-prism. II.4. GRAND RAPIDS PUBLIC SCHOOLS. Tablets.-Ellipse, ovoid, equilateral triangle. Sticks. –I to 5 inches. Clay.—Model type forms and objects based upon them. A aper.—Paper folding, cutting and pasting. Color.—Scale primaries and secondaries in geometric forms. Arrange and paste borders and rosettes, in tones of the primaries and secondaries. Lay and paste the twelve spectrum colors. Drawing on the board and practice paper. Obtain large drawings, the lines generally should be four inches. For methods see Prang's Primary Manual: “The Use of Models'' and general details. For order of drawing see program provided by special teacher of drawing. * Schools graded 2-I or 2-1 and 2-2 will take the above work. Second Half-Year. Solids. –Square pyramid, cone, vase form. Tablets.-Isosceles and right angled triangles. Sticks. – I to 5 inches. Clay.—Model type forms and objects based upon them. Paper.—Paper folding, cutting, pasting. Color. —Scale primary and secondary colors in geometric forms. Arrange and paste borders and rosettes in tones of primary and secondary colors. / Drawing upon the board and upon practice paper. Obtain large drawings, the lines generally should be four inches. For methods see “Use of Models” and general details. For order of study see program provided by special teacher of drawing. Schools graded 2-2 or 2-2 and 3-I will take the above work. Music.—Work of first grade reviewed. Zime.—Half-pulse tones by imitation. GRAND RAPIDS PUBLIC SCHOOLS. II.5 Tune.—Tones of the major scale in any possible order, at M. 6o. Easy transitions from modulator and hand signs. To find the keys of C, D, E, F, G, A and B from the “C” pitch pipe. Aºar.—To distinguish three consecutive tones, and one- pulse and two-pulse tones. Modulator. —To point three songs from memory. Reading.—Notes of the tonic chord stepwise, all other tones of the major scale consecutively, on the staff. Tones of the major scale in any possible order from mod- ulator, hand signs and dictation. Writing.—Pictures of whole and half pulses. Compass.-From c.7 to f". Songs.-See first grade work.” Morals and Manners.-Continue lessons as indicated in first grade, adding industry, obedience to parents, care of property and respect for superiors and the aged. Direct lessons on some specific topic, as truthfulness, honesty, pro- fanity, etc., may occasionally be given, after careful prepar- ation on the part of the teacher. This subject should not be neglected. See Gow's “Good Morals and Gentle Manners.” THIRD GRADE. Reading.—Airst Half-Year.--New Normal Third Reader to page 83. Supplementary reading as directed. Second Half-Year.—New Normal Third Reader to page I 55. Supplementary reading. º The same method of instruction to be pursued as in second grade. # Give particular attention to expression, articulation and emphasis, using exercises in the first part of the Readers. Break up bad habits in reading. Phonic drill on simple elementary sounds. The diacrit- II6 GRAND RAPIDS PUBLIC SCHOOLS. ical marks should be thoroughly taught in connection with the preparatory lessons. Call for an oral reproduction of the lesson to make sure of attention and understanding of what is read. Encourage home reading. Spelling.—Second grade work continued. Words to be selected from the readers in use. Add words liable to be misspelled and familiar words suitable for this grade. Pre- serve the lessons given, to be used in review. Occasional exercises in phonic spelling; all silent letters designated. Continue the placing of the words learned in original sen- tences. f Language.—Include all essential points in the preced- ing grade work. The reading and geography lessons may be made effective exercises in language. Dictation exer- cises continued. Among the special exercises may be the following: I. Exercises in writing the substance of reading les- sons. The most important facts or incidents should be indicated or called out by oral questions which, after proper oral statement is secured, may be written on the black- board, as helps in the written exercise. 2. The writing of descriptions of pictures. The picture should be studied under the guidance of skillful questions by the teacher. Take care to secure a clear"oral expression of the result of each observation. As the oral lesson proceeds, write the questions one by one on the board, to assist pupils in the written exercise that fol- lows. The written descriptions, should not, as a rule, include more than five items. 3. The writing of brief descriptions of animals, plants, and other familiar objects. If possible the objects studied should be present before the pupils. Questions may be written on the board as before. GRAND RAPIDS PUBLIC SCHOOLS. II 7 4. Reproduction exercises. After the story has been told or read, the pupils should tell the incidents one by one, in answer to oral questions which may afterwards be written on the board. When pupils can tell the story well, they should write it, giving attention to correct use of capitals, punctuation marks, and division into paragraphs. The reproduction of a brief story in writing may require two or three preparatory oral exer- cises. 5. The writing of brief letters, the contents being first developed by the teacher and orally expressed by the pupils. 6. The writing of sentences containing one or more given words selected from the reading lessons. See that the sentences involve an intelligent use of the words selec- ted. Use Bright’s “Graded Instructions in English,’’ as directed. Geography.—First Half-Year—Simple lessons in map drawing, beginning with a diagram of the school room and grounds. In the first quarter let pupils make measure- ments, and in the second quarter draw maps of the block and adjacent streets. If possible use blackboard at the north side of the room. Illustrate scale of map. Teach the following topics:–direction, distance, place points of the compass, kinds of earth, the atmosphere, forms of water, climate, vegetation, animals, occupations, map drawing and molding. Second Half. Year.—Teach the City of Grand Rapids and Kent County as to surface, government, villages, rivers, railroads, occupation of inhabitants, etc. Draw and mold map of Michigan, locating principal cities, rivers, counties, etc. Teachers will find Peavy’s Manual, Topics in Geography, by Nichols, and Teachers' Manual of Geography, by Red- way, very helpful in preparing lessons for third grade. Arithmetic.—First Half-Year. II.8 GRAND RAPIDS PUBLIC SCHOOLS. I. Adding, subtracting, multiplying and dividing num- bers from one to fifty, inclusive (a) without figures, (b) with figures. 2. Relations from one to fifty inclusive. 3. Read and write to I, Ooo. 4. Roman numerals to L. 5. Review applied numbers learned in preceding grade. Simple reduction of applied numbers. Use the actual II].623 SUlreS. 6. Sums and minuends not to exceed four places, divisors and multipliers of one figure. 7. Multiplication involving carrying. 8. Harper's First Lessons, page 78 to 91. Second Half-Year. I. Adding, subtracting, multiplying and dividing num- bers from one to a hundred, (a) without figures, (b) with figures. 2. Relations of numbers from one to a hundred. 3. Read and write to I, OOO. 4. Roman numerals to C. 5. Review applied numbers and give second, minute, hour, day, week, month, year. Simple reduction of applied numbers. Use the measures. 6. Sums and minuends not to exceed five places. 7. Subtraction, with the figures in the minuend smaller than corresponding figures in the subtrahend. 8. Harper's First Lessons, page 91 to IOO. GENERAL INSTRUCTIONS.–Give oral exercises in sim- ple fractions, using %, 34, 46. The multiplication table to be thoroughly learned. Addition and subtraction of tens; products and divisions in tens. Exercises in adding and subtracting U. S. money. Lessons should be assigned in the book for written work GRAND RAPIDS PUBLIC SCHOOLS. II 9 to be done at the desk, and it may be used for oral work in class. g Concrete problems involving two fundamental opera- tions to be solved and explained. In this grade, and in those which follow, pupils, in solving problems, should be taught to recognize the given or known elements, to determine and state orally the nature of the required or unknown quantity, and the operations to be performed upon the former in order to obtain the latter. Writing.—First Half. Year.—Practice book and tablet No. 1; pen and ink. First two weeks of term use drill exercises. Watch carefully the penholding. Show all how to take ink. Have them take up pens and lay them down often in order to get them accustomed to the new instru- ment. Blackboard work and specimens same as second grade. Review both alphabets in words and sentences. All writing previously done with lead pencil to be done with pen and ink. Second Hadf. Year. — Practice book and tablet No. 1; pen and ink. First two weeks drill exercises. Watch carefully all work done with pen. Do not require too much miscel- laneous writing. Avoid working too slowly in practice book and too rapidly when doing other work, as writing spelling lessons. * Specimens at the beginning of each month. Drawing.——Schools graded in September 3-1 or 3-1 and 3-2 will take the following work. First Half-Year.—Prang's Complete Course Drawing Book No. I. Second Half-Year.—Prang's Complete Course Drawing Book No. 2. Type forms and plain figures studied as to facts; natural and manufactured objects as to appearance. Decorative figures drawn. Simple arrangements of tablets and sticks. Making of objects from patterns. I2O GRAND RAPIDS' PUBLIC SCHOOLS. In each half-year give four clay lessons of thirty min- utes. Color lessons in connection with decoration. Pupils should be thoroughly drilled in each of the vari- ous terms developed in books I and 2. For methods see Part I, Manual for Prang's Complete Course Drawing Books and general details. For order of study see program provided by special teacher of drawing. Music.—Work of previous grades reviewed. Music Book No. 3. Time.——Whole and half pulse tones, and similar silences on unaccented pulses. Tune. —Simple two-part music. Transition of one de- gree. Chromatic fe in easy progression. Ear.—In tune: To distinguish and name any three tones of the major scale. In time: To distinguish and name whole and half-pulse tones. Modulator.—To point four songs, including transition. A'eading.—Notes of the tonic chord in any order, all other notes to be on consecutive degrees of the staff and in any key. Signatures in time and tune. Writing.——From dictation, in time and tune, pulse by pulse, in any kind of measure, whole and half pulses. Compass.--From 6 to f//. Songs.--See first grade work. / Morals and Manners.-Instruction as in previous grades, adding gratitude, thankfulness, courage, proper treatment of others on the street, protection and care of public and private property, etc., by means of stories, mem- ory gems and maxims. FOURTH GRADE. Reading.—First Half. Year. --New Normal Third Reader completed. Supplementary reading as directed. GRAND RAPIDS PUBLIC SCHOOLS. I 2 I Seeond Half. Year.—Harper's Fourth Reader, Part I. Supplementary work. When Hooker’s “Child’s Book of Nature " and similar books are used, a thorough preparation on the part of the teacher will enable her to make the lessons exceedingly pro- fitable for the information they contain. Pupils of this grade should be taught the use of the dic- tionary, and should be led to consult it frequently. Let this instruction be thorough, and continue it until every pupil understands the alphabetic arrangement, the pronouncing chart, the guiding letters at the top of the page, and that there may be several definitions given. Give phonic exercises with special reference to articula- tion and the correction of all defects or peculiarities of speech. Call upon pupils to read silently a paragraph or page which is new to them; then have them repeat in their own words the thought gained. Have pupils when reading, sub- stitute words or phrases for those occurring in the books, insisting that the idea remain unchanged. Occasional reading of selections by members of the class, and by the teacher, may profitably be given. Encourage home reading, and receive reports. One of the greatest aids one person can render another is to guide him in his reading. Spelling.—Work of second grade continued. Words taken from reader, geography work, etc. Have frequent exercises in oral spelling. Language.—Continue the work of the preceding grade. Require the topics of interest in the reading and geography lessons to be given orally and then written. Dictation exer- -cises continued. The following exercises to be given: I. The writing of the substance of selected reading les- sons under the guidance of questions, oral and written, as in the previous grade. 2. The description of pictures and the writing of stories I 22 GRAND RAPIDS PUBLIC SCHOOLS. based on pictures. These exercises should first be devel- oped orally and then written under the guidance of ques- tions on the board. Stories suggested by pictures may be written by pupils, the teacher at first suggesting the story by questions. In this exercise the imagination of the pupils may be freely exercised. 3. Descriptions of animals, plants, minerals, etc., ob- jects and pictures being used as in the previous year. The descriptions should be developed by questions, and should be given by the pupils first orally, and then in writing. 4. The reproduction of stories told or read by the teacher. Stories should contain several incidents. Pupils should be required to tell the story well before attempting to write it. 5. The writing of letters on various subjects suggested by the teacher. Teach the use of envelopes and how to fold and address letters. 6. The writing of sentences containing one or more given words. This exercise is a good drill in sentence making and a test of the pupils' knowledge of the meaning of words. See that the sentences show thoughtful effort. Use Bright’s “Graded Instruction in English,” as directed. Geography. — First AZačf Year. — Lessons on natural features, from observation, continued. Give a thorough review of Michigan geography and then pass to the general idea of the earth as a ball, with a sur- face of land and water; surrounded by air, lighted by the sun, and with two motions. Explanation of hemispheres, continents, grand divisions, oceans and large islands; their relative size and position; divisions of land and water, with definitions of same (hills, mountains, volcanoes, plains, valleys, peninsulas, isthmuses, capes, oceans, seas, gulfs, bays, straits, rivers and lakes). GRAND RAPIDS PUBLIC SCHOOLS. I23 The globe and map of hemispheres should be constantly used. All new terms should be explained by reference to what is near and common before the pupils begin the study of the lessons. Exercise great care that the lessons be not mere exer- cises in memorizing names. Peavy’s Manual or Topics in Geography provide for the work as suggested above. Second Half-Year.—Harper's Introductory Geography to page 44. North America to be studied from outlines placed upon the board. Map drawing, commencing with the outline and adding successively the mountains, rivers, physical divisions of the surface, political divisions and their capitals, productions, etc., as these topics are studied. Memory maps required when the study of this grand division has been finished; also letters and compositions giving facts and descriptions. In connection with the study of North America, the teacher should give history lessons in the discovery and set- tlement of the country. These may be given from the maps drawn by the pupils on the blackboard The names America, Pacific Ocean, Mississippi, Florida, Hudson, St. Augustine, Mexico, and others, will suggest topics for these lessons. For methods and books see Third Grade. Arithmetic.–First Half. Year. I. Combinations of hundreds, and of hundreds with smaller numbers. Read and write to Ioo, ooo. 3. Roman numerals to M. 4. Review applied numbers learned in preceding grades. I24 GRAND RAPIDS PUBLIC SCHOOLS. 5. Sums, minuends, products and dividends not to exceed six places. 6. Multiplication with multipliers of two figures; short division involving reduction. 7. Harper's First Lessons, page IOO to page 121, omitting all examples in long division. Second Half-Year.— I. Combinations of thousands, and of thousands with Smaller numbers. 2. Read and write to I, ooo, ooo. 3. Applied numbers. Teach the uses of the measures. 4. Exercises in the fundamental operations with integers. 5. Harper's First Lessons, page 121 to page 14o. GENERAL INSTRUCTIONs. --Continue the use of oral frac- tions and teach addition and subtraction of fractions having a common denominator, as, two-fourths plus one-fourth equal how many fourths? No explanations of the principles of fractions to be given. Teach reduction of denominate numbers already learned, excluding all fractional terms; but no problem should con- tain more than three denominations. Give an abundance of outside work, including concrete problems involving denominate numbers; also simple prob lems involving the use of fractions already, learned. Give simple exercises in the fundamental operations with U. S. money. Oral exercises to precede, accompany and follow the written work. See instructions for preceding grade. Writing.—Under the direction of the special teacher. Drawing.—Schools graded in September, 4-1 or 4-1 and 4-2 will take the following work: First Half-Year. --Prang's Complete Course Drawing Book No. 3. Construction.—Working drawings of cylinder and square prism. Making cylindrical and square box. GRAND RAPIDS PUBLIC SCHOOLS. I 25 Representation.—Appearance of cylindrical objects below the level of the eye. Composition; groups of fruit. Decoration.--Historic ornament. Simple arrangement of geometric forms; conventionalized flower forms in rosettes and surface covering. Color; lessons in color in connection with decoration. Use of colored paper in designs. Clay modeling. Second Half-Year.——Prang's Complete Course Drawing Book No. 4. Construction.—Working drawings of equilateral tri. prism, ellipsoid and ovoid. Foreshortened surfaces and trans- ferring lines developed. Making, equilateral tri. prism, toy house. A'epresentation.——Appearance of rectangular objects facing and below the level of the eye. Composition; groups of fruit and objects. Decoration.——Historic ornament. Study conventionali- zation and arrangement of flower forms in rosettes and sur- face covering. Color; lessons in color and use of colored paper. Clay modeling. For methods see Prang's Complete Course Manual Part 2, Details of Instruction. For order of work see program provided by special teacher of drawing. Music. Book No. 4. Time.--Whole, half and quarter pulse tones and silences, Work of previous grades reviewed. Music and simple combinations of same. Tune.--Chromatic tones fe, ta and se. Minor mode. Modulator voluntaries to lä, including transitions of two degrees. * Transitions of one degree on the staff. Aar.—To repeat and afterwards name, in time and tune, the notes of a phrase of four tones. 126 GRAND RAPIDS PUBLIC SCHOOLS. Reading.—Simple two-part music at sight. Notes of the major scale in any order. Writing.——From dictation, in two and three-pulse meas- ure, measure by measure, in time and tune. Signatures in time and tune. Compass.--From 6 to f//. Tlorals and ſlanners.--Instruction as in previous grades, adding obedience to law, purity of thought, language and action, love for others, respect and reverence, gratitude, courage, etc. Instruction to be given formally and by means of stories, illustrative examples and memory gems. GRAMMAR DEPARTMENT. FIFTH GRADE. Reading.—First Half-Year.—Harper's Fourth Reader, Part II, with supplementary reading. Second Half-Year.—New Normal Fourth Reader to page 178, with supplementary reading. .* Pſome Reading.—Black Beauty, or the reading of such books as teach kindness to animals. Special effort should be made to teach pupils to read intelligently and intelligibly. Spend part of the recitation period in a critical study of the lesson, with reference to thought and expression. Lead pupils to adapt pitch, rate, and inflection, to the character of the selection. Teach them to select the prominent words by uttering them loudly, softly, slowly, or by using high pitch or low pitch, etc. In this way train to an appre- ciation of the different kinds of emphasis. Spelling.—Reed's Word Lessons. Airst Half-Year. —From page 7 to page 26. Second Half. Year.—From page 26 to page 50. Language.—Reed & Kellogg's Graded Lessons in Eng- lish. GRAND RAPIDS PUBLIC SCHOOLS. 127 Airst Half-Year.—From page 9 to page 26, lesson 20, and from page I 44 to page 165. Second Half-Year.—From page 26 to page 52. The following exercises may also be given: I. The writing of stories from memory, which have been told or read by the teacher. Assist the pupils by oral and written questions as in previous grade. Stories may be written from an outline and this may be based on a pic- ture. 2. Descriptions of objects. The teacher may write on the board several suggestive questions to guide pupils in their inquiries or study of a familiar object. Pupils obtain the information and answer questions in writing. After dis- cussion of answers in class, pupils revise and combine answers so as to make a written description of object. Such objects as rain, dew, frost, spring summer, etc., may also be treated in this way. Three or four days will be needed to reach and complete the written description. 3. The writing of narratives of personal experience, sketches of well-known persons, descriptions of journeys, real and imaginary, etc., should be required. These may be developed by questions. Geography.-Harper’s Introductory Geography. Airst Half-Year——From page 44 to page 75; Middle Atlantic, South Atlantic and South Central, North Cen- tral, West Central and States of the Plains, and Western States. Memory maps required: New England and North Central States. Second Half-Year.—From page 75 to end of book; Brit- ish America, Mexico and Central America, South America, Europe, Asia, Australia and Africa. Memory map: South America. Teach by the topical method. (See Prince’s “Courses and Methods,” pp. 147 to I 53; and King’s “Methods and Aids in Geography,” chaps. III. and IV.) I 28 GRAND RAPIDS PUBLIC SCHOOLS. Progressive map drawing in connection with topics studied. Map reading without reference to questions in the book. Never allow pupils to memorize the text, definitions. excepted. Books oftravel and other supplementary reading should be used. Make use of the pictures in the geography for showing animals, productions and occupations of men. Aim to interest the pupils by calling into play the imagination and helping them to form correct mental pictures. Connect the history of the discovery and settlement of North America with the proper localities as they are taken up. See Third and Fourth Grades for suggestions. Arithmetic.—Thomson's Complete Arithmetic. Airst Half Year.—From beginning of book to page 65; Notation and Numeration, Addition, Subtraction, Multipli- cation and Division. Mental Arithmetic: Daily exercises to secure accuracy and rapidity in the solution of simple mental problems. Teachers will use Colburn’s “Mental Arithmetic ’’ from page 29 to page 64, and an abundance of other work suited to the grade. Second Half-Year.—Written Arithmetic: From page 65 to middle of page 85; Division, Cancellation, Properties of Numbers, Factoring (G. C. D., L. C. M.), Fractions. Mental Arithmetic: Oral exercises involving the use of the four fundamental operations and applications of the principles studied in the written arithmetic. Addition and subtraction of fractions having a common denominator; multiplication and division of fractions, as: Three times two-thirds are how many thirds; four-fifths divided by two are how many fifths? GENERAL INSTRUCTIONS.—General reviews and exercises in the fundamental operations are to be given. Concrete prob- lems as in fourth grade. Give simple problems (involving GRAND RAPIDS PUBLIC SCHOOLS. I29 integers only), in the reduction of the following denominate numbers, also simple exercises in adding and subtracting them: U. S. money, avoirdupois weight, long measure, liquid measure, dry measure, and table of time. Writing.——Under the direction of the special teacher. Drawing.—Schools graded in September 5–1 or 5–1 and 6-2 will take the following work: First Half-Year.——Prang's Complete Course, Drawing Book, No. 5. *- Construction.——Working drawings and developments of sphere, cube, cylinder, square prism, cone, vase-form, book, drinking cup, flower pot. Making; cone, drinking cup. A'epresentation.—Appearance of conical and cylindrical objects below the level of the eye. Appearance of rectan- gular objects, facing and below the level of the eye. Appearance of simple twigs or sprays of leaves. Decoration.—Historic ornament, modification of units, arrangements of same in borders and rosettes. Color.—Lessons in color, use of colored paper. Clay modeling. Second Half-Year.— Prang's Complete Course, Drawing Book, No. 6. Construction.—Working drawings and developments of cube, cylinder, square pyramid, square plinth, square prism—writing desk and oblong block. Making; square pyramid, square plinth. Representation.——Appearance of group of two objects facing and below the level of the eye. Appearance of rec- tangular objects turned and below the level of the eye. Appearance of sprays of leaves. /Jecoration.—Historic ornament. Further modification of geometrical units and flower forms and their arrangement in border designs. I3O GRAND RAPIDS PUBLIC SCHOOLS. Color. —Lessons in color, use of colored paper. Clay modeling. Music.—Work of previous grade reviewed. Music Book No. 5. Time. --Any combinations of whole, half and quarter pulse tones and silences. . Tune. —Chromatic tones in easy progressions. Minor Mode. Transitions of two and three degrees. Bar.—To distinguish fe and ta. To distinguish the tonic, dominant and sub-dominant chords. A'eading.—By phrases. Writing. —From dictation equal in difficulty to songs of Book 3. Theory. —Intervals. Major and minor seconds and thirds. Construction of major scales in C, G, F. Physiology and Hgyiene.--Oral lessons, teachers using “Outlines of Lessons on Physiology and Hygiene,” and any good text book. Give special attention to the subject of hygiene. Study physiology rather than anatomy, and do not neglect the discussion of stimulants and narcotics. Make the lessons as interesting as possible. Allow children to read aloud from suitable books which may be brought for that purpose. Have diagrams and topical out- lines copied and learned, Base language lessons upon these lessons. Bone, muscle and the various organs may be exhibited in the school-room to illustrate the subject under discussion. Encourage pupils to study the structure and habits of common domestic animals. Tliscellaneous.--Follow suggestions in previous grades. Give instructions on self-control, confession of wrong, for- giveness, evil-speaking, profanity, a good name, honor, obedience, etc. Maxims and suitable selections to be memorized. GRAND RAPIDs PUBLIC SCHOOLs. I3 I SIXTH GRADE. Reading. — First Half. Year. — New Normal Fourth Reader from page 178 to the end of the book, with supple- mentary reading. Second Half. Year.—New Normal Fifth Reader to page I56, with supplementary reading. Frequent questions should be given on the lessons to induce more thoughtful reading and to aid in fixing in the minds of the pupils the facts met with. Use of dictionary and the force of diacrit- ical marks as found therein. Seek correct position, breath- ing, pronunciation and expression. For home reading, selections from the biographies of Watt, Fulton, Edison, Howe, Eli Whitney, Benj. Franklin and any other reading which shall inculcate a respect for manual labor. Spelling.—Reed's Word Lessons. First Half-Year.—From page 50 to page 58. Second Half-Year.--From page 58 to page 69. Language. —–Reed and Kellogg's Graded Lessons in English. First Half. Year.--From page 52 to page 94. Second Half-Year.--From page 95 to page. I44. Continue the reproduction exercises, descriptions, stories, and letter writing as given in the Fifth Grade. Change poetry to prose, after careful study to gain the meaning. Biographical sketches of noted persons. - Combine simple sentences to form long ones. Receipts, [bills, orders, advertisements, etc., to be written. Insist upon care in penmanship, use of capitals, punctu- ation marks, etc. Geography.—Harper's Common School Geography. Aºirs? Hadf. Year.—Pages 9 and II, and from page 19 to page 50; The World, North America, United States, New I32 GRAND RAPIDS PUBLIC SCHOOLs. England, Middle Atlantic, South Atlantic and South Cen- tral States. Memory maps: North America and Middle Atlantic States Second Half Year.—Pages 5, 6, 14 (last half), 15; and from page 50 to page 82, onitting pages 64 to 68; North Central, West Central States and States of the Plains, Western States, British America, Mexico, Central Amer- ica, West Indies, and South America. Memory maps: United States and South America. - Arithmetic.—Thomson's Complete Arithmetic. First Half-Year.—Review from page 77 and advance to page 125; Common and Decimal Fractions. Mental Arithmetic: Teachers will use Colburn’s “Men- tal Arithmetic,” from page 99 to page 127. (See instruc- tions for Fifth Grade.) Second Half. Year.—Written Arithmetic: From page 125 to page 160; Decimal Currency, Accounts and Bills, Metric System and Compound Numbers. Mental Arithmetic: From page I 27 to page I 50. Writing.—Under the direction of the special teacher. Drawing.—Schools graded in September 6-I or 6-1 and 6–2 will take the following work. First Halî. Wear.—Prang's Complete Course, Drawing Book No. 7. Construction.--Working drawings and developments of the type forms, cylinder, square prism, cone, square pyra- mid, hexagonal prism, hollow cylinder and vase-form--of objects, basin and mallet. Constructive design; Vase-form. Making; hexagonal prism. Geometric problems; Nos. I to 6, inclusive. A'epresentation.—Appearance of rectangular solids and objects turned at 45° and at 30° and 60° below the level of the eye. Appearance of sprays or branches of leaves. Composition; Groups of models or objects. GRAND RAPIDS PUBLIC SCHOOLS. I33 Decoration, Historic ornaments, Greek, Moorish, Gothic. Decorative Design; Modification and arrangement of geometric units and flower forms for borders and surface covering. Color. —Color lessons and use of colored paper in design. Clay modeling. For methods see Prang's Preliminary Manual for Book 7. For order of work see program provided by special teacher of drawing. Second Half-Year.—Prang's Complete Course, Drawing Book No. 8. Construction.—Working drawings and developments of type forms; cone, hollow cylinder; of objects, framing joints, handles, lamp shades. Geometric problems: Problems 7, 8, 9. A'epresentation.—Appearance of objects based upon type forms, as jars, books, baskets, and groups of objects. Composition of groups of models and objects. Decoration. — Historic Ornament; Egyptian, Greek, Gothic. Decorative treatment of spray of leaves. Decorative design for borders and panels, Color lessons and use of colored paper. For methods see Preliminary Manual for Book 8; also general details. For order of work see program provided by special teacher of drawing. Music.——Work of previous grades reviewed. Music Book No. 6. Time.--Triplets. Tune. —Exercises on chromatic scale. A'eading.—Phrases and sentences. Writing.— Short phrases by ear. Original sentences of four two-pulse measures, beginning and ending with doh, and using consecutive notes. I34 GRAND RAPIDS PUBLIC SCHOOI,S. Zheory. Construction of all major scales. Physiology and Hygiene.--Oral lessons from “Outlines of Lessons on Physiology and Hygiene,” as directed. (See Fifth Grade.) Miscellaneous.--Following suggestions previously given. Teach love of country, respect for authority, obedience to law and other duties involved in good citizenship. Maxims and selections to be committed to memory. SEVENTH GRADE. Reading.——First Half-Year. —–New Normal Fifth"Reader from page I 56 to page 278, with supplementary reading. Second Half-Year.—New Normal Fifth Reader com- pleted, with supplementary reading. Carèful attention given to the contents of reading les- sons. Use of dictionary as in preceding grades. Home reading should consist of matter tending to eluci- date subjects of lessons in geography and history, such as: Zig Zag Journeys, The Story of the Nations, The Building of the Nation, Stories of our country, Boys of '76, Boys of '61, etc. Spelling.—Reed's Word Lessons. First Aalf-Year.--From page 69 to page 81. Second Half-Year.——From page 81 to page 91. Language.—Reed and Kellogg’s Higher Lessons in English. / Airst Half-Year —From page I 5 to page 72. Second Half-Year.—From page 72 to page I23. Continue writings of descriptions of journeys, real or imagined; narratives of personal experience; descriptions of current events; descriptions of natural phenomena, as clouds, rain, snow, etc., from topics or questions. Geography..—Harper's Common School Geography. First Half. Year.——From page 82 to page I I4; Europe, Asia, and Oceanica. Memory map: Europe. GRAND RAPIDS PUBLIC SCHOOLS. I35 Second Half. Year—From page I I4 to page I2O, Africa; from page I to page 19, Mathematical, Physical and Polit- ical Geography (omit pages 5 to II); also a rapid review of pages 33 to 68, United States. Memory map: Africa. Arithmetic. Thompson's Complete Arithmetic. Airst Half-Year.—From page 160 to page 189. Com- pound Numbers. Mental Arithmetic: Teachers will use Colburn’s “Men- tal Arithmetic,” from page 150 to 165. * Second Haff. Year.—Written Arithmetic: From page 189 to page 220. Percentage, Profit and Loss, Commission and Brokerage, Insurance, Taxes, Duties and Customs, and Interest. Mental Arithmetic: From page 165 to page 185. Writing.—Under the direction of the special teacher. Drawing.—Under the direction of the special teacher. Music.—Work of previous grades reviewed. Music Book No. 7. Zºme. —Syncopation. Tune. —Three-part singing. Extended transition. Major and minor scales and arpeggios. A'eading.—Phrases and sentences. Writing.—Songs by ear equal in difficulty to those in Book 4. Original sentences of eight measures. Theory.—Major, minor, diminished and augmented intervals. Physiology and Hygiene.—Oral lessons from “Out- 5 y lines of Lessons on Physiology and Hygiene,” as directed. (See Fifth Grade.) Miscellaneous. –Follow suggestions previously given. The instruction should be enforced by illustrative examples, maxims and appropriate selections in prose and poetry to be memorized and recited by pupils. I 36 GRAND RAPIDS PUBLIC SCHOOLS. EIGHTH GRADE. Reading.—English Classics. Good reading should be rigorously exacted. Secure distinct articulation and correct pronunciation. Train pupils to read with expression, and lead them to appreciate, from critical study, beautiful thoughts. Biographies of authors written and read in class. Encourage home reading and suggest authors and books. Create a sentiment against worthless literature. Use of dictionary to discover shades of meaning. Current history. Have articles from the daily papers read in class. Spelling.—Reed's Word Lessons. First Half. Year.—From page 91 to page IO2. Second Half-Year. From page I O2 to page II 3. Grammar.—Reed and Kellogg's Higher Lessons in English. First Half-Year. From page 128 to page 186. Second Half-Year.—From page 186 to the end of the book. Writing letters of various kinds; business forms and papers; short biographical and historical sketches from outlines; changing poetry to prose; the writing of simple essays, etc., with special attention to capitals, punctuation marks and paragraphing. United States History.—Montgomery. Pirst Aalf-Year. —From page I to page 191. Second Half-Year.——From page 191 to the end of the book. * Arithmetic.—Thomson's Complete Arithmetic. First Half-Year.—From page 220 to page 255; Interest, Discount, Equation of Payments, Averaging Accounts, Stocks and Exchange. Mental Arithmetic: Teachers will use Colburn’s ‘‘ Men- tal Arithmetic,” from page 185 to page 205. Second //a/f. Year. —Written Arithmetic: From page 255 GRAND RAPIDS PUBLIC SCHOOLS. I37 to page 335; General Analysis, Ratio, Proportion, Partner- ship, Involution, Progressions and Mensuration. Writing.—Under the direction of the special teacher. Drawing.—Under the direction of the special teacher. Music.——Work of previous grades reviewed. Music Book No. 8 and selections. Writing.—Songs by ear. Original melodies. Zheory.—Construction of minor seales. Miscellaneous.-Follow suggestions previously given. Lessons on honor, reputation, character, self-control, self- denial, and such virtues and duties as may be deemed important; also lessons on slander, profanity and other improper language, habits, temptations and appetites. Teach patriotism, respect for and observance of law and other duties involved in good citizenship. The same direc- tions for teaching to be observed as in the Seventh Grade. 138 GRAND RAPIDS PUBLIC SCHOOLS. HIGH SCHOOL COURSE OF STUDY. PREPARATORY ENGLISH COURSE. FEBRUARY CIASS. 9- I Grammar. Civil Government. Arithmetic. Reading, 2-5. Drawing, 2-5. 9-2 English. Botany. Algebra. Reading, 2-5. Drawing, 2-5. I O-I. Botany. Rhetoric. Algebra. Reading, 2-5. Drawing, 2-5. IO-2. Biology (IO-I). Rhetoric. Algebra. Geography, 2-5. Reading, 2-5. SEPTEMBER CLASS. 9- I. Grammar. Civil Government. Arithmetic. Reading, 2-5. Drawing, 2-5. 9-2. English. Botany. Algebra. Reading, 2-5. Drawing, 2-5. IO-I. Biology. Rhetoric. Algebra. Reading, 2-5. Drawing, 2-5. , GRAND RAPIDs PUBLIC SCHOOLS. I39 IO-3. IO-2. g Zoology, 9 weeks (IO-2). Zoology, 9 weeks. Physiology, Io weeks (10-2.) Physiology, Io weeks. Rhetoric. Rhetoric. Reading, 2-5. Algebra. Review Geography, 2-5. Reading, 2-5. II - I. Ancient History. *Physics. Geometry. Rhetoricals, I-5. Grammar, 3-5. II - 2. Modern History. Physics. Geometry. Grammar, 3-5. Rhetoricals, I-5. I2 - I. English Literature. English History. Chemistry or Political Economy. Arithmetic, 3-5. Rhetoricals, I-5. I 2-2. English Literature. Chemistry or Astronomy. American History. Review Algebra and Geometry, 3-5. Rhetoricals, I-5. *Students in the Union school take chemistry instead of physics. I40 GRAND RAPIDS PUBLIC SCHOOLS. GERMAN ENGLISH COURSE. February class. 9-I. Civil Government. Grammar. Arithmetic. Reading, 2-5. Drawing, 2-5. 9-2. German (9-1). Botany. Algebra. Reading, 2-5. Drawing, 2-5. I O-I. German (9-2). Botany. Algebra. Reading, 2-5. Drawing, 2-5. IO-2. German (Io-I). Rhetoric (IO-1). Algebra. Review Geography, 2-5. Reading, 2-5. IO-3. German (IO-2). American History. Rhetoric. II - I. German. Ancient History. SEPTEMBER CLASS. 9-I. German. Civil Government. Arithmetic. Reading, 2-5. Drawing, 2-5. 9-2. German. Botany. Algebra. Reading, 2-5. Drawing, 2-5. I O-I. German. Rhetoric. Algebra. Reading, 2-5. Drawing, 2-5. IO-2. German. Rhetoric. Algebra. Review Geography, 2-5. Reading, 2-5. GRAND RAPIDS PUBLIC SCHOOTLS. I4I Grammar, 3-5. Geometry. Rhetoricals, I-5. II - 2. * German. Modern History. Grammar, 3-5. Geometry. Rhetoricals, I-5. I2 - I. English Literature. German. Physics. Arithmetic, 3-5. Rhetoricals, I-5. I 2-2. English Literature. Physics. German. Review Algebra and Geometry, 3-5. Rhetoricals, I-5. SHORT GERMAN-ENGLISH OF FRIENCH-ENGLISH COURSE. FEBRUARY CILASS. SEPTEMBER CLASS. § 9-I. Grammar. Arithmetic. Civil Government. Reading, 2-5. Drawing, 2-5. 9-2. 9- I. English. Grammar. Botany. Civil Government. Algebra. Arithmetic. Reading, 2-5. Reading, 2-5. I42 GRAND RAPIDS PUBLIC SCHOOLS. Drawing, 2-5. I O-I. Botany. Rhetoric, Algebra. Reading, 2-5. Drawing, 2-5. IO-2. Biology. Rhetoric. Algebra. English, 2-5. IO-3. Zoology, 6 weeks. Physiology, Io weeks. Rhetoric. American History. English, 2-5. II - I. French. Ancient History. Grammar, 3-5. Geometry. Rhetoricals, I-5. II - 2. French. Modern History. Geometry. Grammar, 3-5. Rhetoricals, I-5. I 2- I. English Literature. French. Drawing, 2-5. 9-2. English. Botany. Algebra. Reading, 2-5. Drawing, 2-5. I O - I. Biology. Rhetoric. Algebra. Reading, 2-5. Drawing, 2-5. IO-2. Zoology, 9 weeks. Physiology, Io weeks, Rhetoric. Algebra. Review Geography, 2-5. Reading, 2-5. GRAND RAPIDS PUBLIC SCHOOLS. I43 Physics. Arithmetic, 3-5. Rhetoricals, I-5. I 2-2. English Literature. Physics. French. Rhetoricals, I-5. Review Algebra and Geometry, 3-5. LATIN-GERMAN COURSE. FEBRUARY CLASS. SEPTEMBER CLASS. 9-I. Latin. Civil Government. Arithmetic. Reading, 2-5. Drawing, 2-5. Geography, 2-5. 9-2. 9- I. Latin. Latin. Botany. Civil Government. Algebra. Arithmetic. Reading, 2-5. Reading, 2-5. Drawing, 2-5. Drawing, 2-5. I O - I. 9-2. Caesar. Latin. Botany. Botany. Algebra. Algebra. Reading, 2-5. Reading, 2-5. Drawing, 2-5. Drawing, 2-5. IO-2. I O - I. Caesar. Caesar. Rhetoric (Io-I). Rhetoric. Algebra. Algebra. Reading, 2-5. Reading, 2-5. Drawing, 2-5. I44 GRAND RAPIDS PUBLIC SCHOOLS. IO-3: Caesar. Rhetoric. Reading, 2-5. II - I. Cicero. Roman History, 3-5. Geometry. German. Rhetoricals, I-5. II - 2. German. Cicero. Geometry. Greek History, 3-5. Rhetoricals, I-5. I 2 - I Vergil. German. Physics. Arithmetic, 3-5. Rhetoricals, I-5. I 2-2. Virgil. German. Physics. IO-2. Caesar. Rhetoric. Algebra. Reading, 2-5. Review Geography, 2-5. Review Algebra and Geometry, 3-5. Rhetoricals, I-5. GRAND RAPIDS PUBLIC SCHOOLS. I45 LATIN-FRENCH COURSE. FEBRUARY CLASS. 9- I. Latin. Civil Government. Arithmetic. Reading, 2-5. Drawing, 2-5. 9-2. Latin. Botany. Algebra. Reading, 2-5. Drawing, 2-5. IO-I. Caesar. Botany. Algebra. Reading, 2-5. Drawing, 2-5. IO-2. Caesar. Rhetoric. Algebra. Reading, 2-5. Geography, 2-5. IO-3. Caesar. Rhetoric. Reading, 2-5. II - I. Cicero. Roman History, 3-5. SEPTEMBER CLASS. 9. I. Latin. Civil Government. Arithmetic. Reading, 2-5. Drawing, 2-5. 9-2. Latin. Botany. Algebra. Reading, 2-5. Drawing, 2-5. I O-I. Caesar. Rhetoric. Algebra. Reading, 2-5. Drawing, 2-5. IO-2. Caesar. Rhetoric. Algebra. Geography, 2-5. Reading, 2-5. I46 GRAND RAPIDS PUBLIC SCHOOLS. Geometry. French. Rhetoricals, I-5. II-2. French. Geometry. Cicero. Greek History, 3-5 Rhetoricals, I-5. I2 - I. Virgil. French. Physics. Arithmetic, 3-5. Rhetoricals, I-5. I 2-2. Virgil. French. Physics. Review Algebra and Geometry, 3-5. Rhetoricals, I-5. CLASSICAL COURSE. FEBRUARY CLASS. SEPTEMBER CLASS. Latin. Civil Government. Arithmetic. Reading, 2-5. , a. Drawing, 2-5. 9-2. 9- I. Latin. Latin. Botany. Civil Government. Algebra. Arithmetic. Reading, 2-5. Reading, 2-5. Drawing, 2-5. Drawing, 2-5. GRAND RAPIDS PUBLIC SCHOOLS. I 47 IO-I. Caesar. Botany. Algebra. Reading, 2-5. Drawing, 2-5. IO-2. Caesar. Rhetoric. Algebra. Reading, 2-5. Geography, 2-5. IO-3. Caesar. Rhetoric. Reading, 2-5. II - I. Cicero. Roman History, 3-5. Geometry. Greek. Rhetoricals, I-5. II - 2. Greek. Geometry. Cicero. Greek History, 3-5. Rhetoricals, I-5. I 2 - I. Virgil. Greek. Physics. Arithmetic, 3-5. Rhetoricals, I-5. I 2-2. Virgil. Greek. Physics. 9-2. Latin. Botany. º Algebra. Reading, 2-5. Drawing, 2-5. I O-I. Caesar. Rhetoric. Algebra. Reading, 2-5. Drawing, 2-5. I O - 2. Caesar. Rhetoric. Algebra. Geography, 2-5. Reading, 2-5. I48 GRAND RAPIDS PUBLIC SCHOOLS. HIGH SCHOOL. REMARKS AND EXPLANATIONS. In revising the courses of study in the High School, special effort has been made to arrange them to meet the wants of that large proportion of pupils who look to the High School for their entire education. At the same time, pupils finishing any one of the courses are prepared to enter the University of Michigan, or other colleges of equal rank. It should be borne in mind that this department of the Public Schools is designed to supplement the work done in the Grammar Schools, and is in no sense a separate depart- , ment. While the studies pursued do prepare pupils to enter college, yet the High School is not a mere college preparatory school; for all the essential features of a prac- tical education are fully provided. As far as possible the system is elective, so that a pupil will not be obliged to devote his time to studies for which he has no aptitude or taste, or which his parents do not wish him to take. The number of pupils who attend the school, and the limited facilities at the disposal of the Board of Education, make a certain amount of rigidity necessary, and to some extent this interferes with entire freedom of election. It is therefore advised that some course be chosen at the beginning and adhered to throughout. However, patrons will find the school authorities liberal in making special arrangements to meet special cases, if a good reason appears for so doing. GRAND RAPIDS PUBLIC SCHOOLS. I49 Pupils preparing for admission to other colleges than the University of Michigan should consult with the Principal at as early a date as possible, that the studies may be arranged with special reference to the college in view. A copy of the Courses of Study and these explanations will be sent to the parents of each pupil about to enter the High School, and they are requested to choose what course they desire their child to pursue, and to indicate their choice to the teacher in charge. It is desired that this choice shall be left as completely as may be to the parents themselves. It will be observed that the instruction offered in the High School is cast into four distinct courses—two of these have been sub-divided for convenience of reference. I—THE PREPARATORY ENGLISH COURSE. This course is designed to give within the limit of High School work a thorough training in English, Mathematics, and Science, and hence is considered a wise course for those who do not intend to go to college, although pupils completing it are prepared to enter the University as can- didates for the degree of Bachelor of Letters, or Bachelor of Science in Civil, Mechanical, or Mining Engineering. 2–THE COURSE IN MODERN LANGUAGES. Recognizing the just demands for increased advantages in the modern languages, liberal provision has been made for these in the German-English and French-English courses. This course is especially adapted to the wants of the large class of young men and women whose technical education is carried on and ends in the Public Schools. Pupils who ſinish all the studies will be admitted to the University as candidates for the degree of Bachelor of Letters. 3–LATIN AND MODERN I.ANGUAGES. This course has also been subdivided for convenience into two, viz.: Latin-German and Latin-French. These I 5o GRAND RAPIDS PUBLIC SCHOOLS. are identical with the former Latin-Scientific course, and admit to the University candidates for the degree of Bach- elor of Philosophy. Pupils who intend to enter the University as candidates for the degree of Bachelor of Science should take this course for the first two years, and the French-English course for the last two years. Such pupils must take Chemistry the first half year, and Astronomy the second half year, instead of English Literature, in the Twelfth Grade. 4—THE CLASSICAL COURSE. This has not been changed in any essential particular from the former classical course. It is designed especially for those who intend to go to college, and graduates in this course are admitted to the University as candidates for the degree of Bachelor of Arts. It comprises four years' work in Latin, two in Greek, and a full course in Mathematics. FREE-HAND COURSE IN DRAWING. NINE-ONE GRADE.--Model drawing; in Ouline, from geometrical solids, plant and animal forms. Egyptian, Greek, as to history and characteristics. Original Applied Design in outline. Water Color. NINE-Two GRADE. –Model Drawing from geometrical solids, plant and animal forms. Historical ornament | copied and studied Outline and Shading; in pencil, crayon point, pen and ink, and pigments. Roman, Byzantine, as to history and characteristics. Historical ornament | copied and studied Original Applied Design—Outline or color. Water Color. TEN-ONE GRADE. –Model Drawing from geometrical solids, plant and animal forms, and casts. GRAND RAPIDS PUBLIC SCHOOLS: I5 I Outline and Shading; in pencil, crayon point, pen and ink, and pigments. Historical Ornament } Romanesque, copied and studied Gothic, as to history and characteristics. Original Design in color. Water Color. Sketching from nature. Work for Ten-Two, Eleventh and Twelfth Grades is elective, and consists of outline, shading and coloring. 152 GRAND RAPIDS PUBLIC SCHOOLS. GRADUATING CLASS—1892. ELECTIVE COURSE. Hugh Blair Grace Alyce Corinne Smith Anna Cornelia Landman William Wisner Taylor Julia McCready Frances Jacoba Vandersluis George Wesley Munro PREPARATORY ENGLISH COURSE. Luetta Anna Bettinghouse Garrie Johnston Ora May Bennett Violet Grace Effie Lowes Nellie Flora Campbell Vesta Evelyn Pratt Evadinah Henrietta Cargill Florence Evelyn Ross William Clayton Coryell Maude Elizabeth Smith Edith Miriam Culver Olie Carpenter Smith Bertha Florence Curtiss Earl Rutherford Stewart Helen DeGraaf Samuel Lockwood Wolcott Iris Irene Dunham Louis Albert Woodard Peter William Dykema John Mill Wright Lena Lillian Grove GERMAN - ENGLISH COURSE. Helen May Baker Leolyn E. Owings Bernice Leona Godwin Grace Stone Parker Bertha Bunetta Greenbaum Polly Etta Reed Annie Lucille Hurst Alma Rosenthal FRENCH-ENGLISH COURSE. Daisy Lillian Bennett Nellie Myra Hayes Margaret Marcella Farrell Lillian Isabella Thomas GRAND RATPIDS PUBLIC SCHOOLS. I53 LATIN-GERMAN COURSE. / Raymond Lynn Coffin Ella Walters James Otis Schurtz Allen Wright Wolcott Ralph Cone Taggart LATIN-FRENCH COURSE. Susie Helen Allen Hobart Birney Hoyt Juliet Morton Butler CLASSICAL COURSE. Elton Pope Billings Hobart Birney Hoyt Fred Ellsworth Bradfield Edward Granger McBride Alice Brown Eugene Boylan Palmer Raymond Lynn Coffin Carlton Hosmor Snashall , I54 * GRAND RAPIDS PUBLIC SCHOOLS. TEXT-BOOKS. Readers—Sheldon, Appleton, New Franklin, Eclectic, Swinton, Barnes, Monroe, Butler, Standard, Stickney, Harper, Raub. Spellers—-Reed's Word Lessons. Arithmetics–Harper's First Lessons, Thomson's Com- plete Graded, Colburn's Mental. Geography—Harper. Michigan–Its Geography, History, Resources, and Civil Government—Kendall. Language—Graded Lessons in English—-Reed and Kel- logg. Grammar—Higher Lessons in English--Reed and Kel- logg. Drawing—Prang. Music—Grand Rapids Music Reader. United States History—Montgomery. English History—Stone. General History—Myers. Bookkeeping—Packard. Algebra—Olney. Geometry—Olney. Physics—Carman's Outlines. Chemistry—Shepard. Geology—Dana. Zoology—Colton. Astronomy—Young. Botany—Gray. Physiology—Smith. GRAND RAPIDS PUBLIC SCHOOLS. I 55. Physical Geography—Guyot. English Literature—Brooke. Rheroric and Composition—D. J. Hill. Civil Government—Young. Political Economy—Gregory. German Grammar—Ahn-Henn. French Grammar—Duffet. Latin Grammar—Harkness. Latin Prose Composition—Jones. Caesar–Allen and Greenough. Cicero—Allen and Greenough. Virgil–Frieze. Greek Grammar—Hadley. First Lessons in Greek—Boise. Moods and Tenses—Goodwin. Greek Prose—Jones. Anabasis—Boise. à- 156 GRAND RAPIDS PUBLIC SCHOOLS. TEACHERS’ LIBRARY. The books in the following list are to be found in the Superintendent's office. Teachers are urged to make use of them, and they may be retained not longer than four weeks. Ascham, Roger—The Schoolmaster. Adams, F.—Free Schools of the United States. Allen, J.-Mind Studies. Bain, A.—Education as a Science. Baldwin, J.--Art of School Management. Brown, G. P.-Sewer Gas and Its Dangers. Browning, O. —Educational Theories. Baldwin, Joseph—Elementary Psychology and Edu- cation. Bierbower, Austin—The Virtues and Their Reasons. Banner, E. G.-Wholesome Houses. Boone, R. G. —Education in the United States. Bardeen, C. W. —Common School Law. Calkins, N. A.—Primary Object Lessons. Calkins, N. A.—Manual of Object Lessons. Calderwood, H. —On Teaching. Cocker, W. J.-Civil Government of Michigan. Comenius, John Amos—The Orbis Pictus. Currie, James—Infant Education. Compayre, G.-History of Pedagogy. Compayre, G.-Lessons on Pedagogy. De Graff, E. V. —School Room Guide. De Graff, E. V.-Development Lessons. Diesterweg, G.-Methods of Teaching History. GRAND RAPIDS PUBLIC SCHOOLS. I57 Education.—Vols. I, II, III, IV, V, VI, VII, VIII, IX. fitch, J. G.-Lectures on Teaching. Fitch, J. G.--The Art of Questioning. Fitch, J. G.-The Art of Securing Attention. Frye, Alex. E. –Geography and Sand Modeling. Froebel, Friedrich—The Education of Man. Froebel, Friedrich—Mother Play and Nursery Songs. Galton, D.—Healthy Dwellings. Greenwood, J. M.–Principles of Education. Hailman, W. N.—History of Pedagogy. Hailman, W. N.—Kindergarten Culture. Ham, C. H.-Manual Training. Hall, G. S.—Bibliography of Education. Huntington, Rev. F. D.—Unconscious Tuition. Hinsdale, B. A.--—Schools and Studies. Hopkins, Mark—Outline Study of Man. Hoose, J. H. —Methods of Teaching. Hill, Rev. T. —True Order of Studies. Johonnot, J.-Principles and Practice of Teaching. Johnson, Anna—Education by Doing. Jewell, F. S.–School Government. Kennedy, J.-The School and the Family. Kraus, J.-The Kindergarten Guide, No. 2. Kiddle and Schem—Cyclopaedia of Education. Kiddle and Schem—Dictionary of Education and Instruction. King, Chas. E. —Methods and Aids in Geography. Kellogg, A. M.–School Management. Kiddle, Harrison and Calkins—How to Teach. Kay, David—Memory. What it is and how to improve it. Klemm, L. R.—Chips from a Teacher's Workshop. Klemm, L. R.—European Schools. Locke, John—Thoughts on Education. Lincoln, D. F.—School and Industrial Hygiene. Laurie, S. S.—Life of Comenius. I 58 GRAND RAPIDS PUBLIC SCHOOLS. Laurie, S. S.—The Rise and Early Constitution of Uni- versities. Latham, H.-The Action of Examinations. Landon, J.-School Management. Love, S. G.-Industrial Education. Mac Arthur, A.—Manual History. Martineau, H.-Household Education. Martin, G. H. —Civil Government. Marenholtz-Bulow——Child and Child Nature. Morrison, G. B.-The Ventilation and Warming of School Buildings. jº. Morgan, F. J.--Educational Mosaics. Orcutt, H.-The Teacher’s Manual. Payne, W. H.--School Supervision. Payne, W. H.-History of Education. Payne, Joseph-Lectures on Education. Payne, Joseph—Science and Art of Education. Page, David P.-Theory and Practice of Teaching. Perez, B. —First Three Years of Childhood. Peabody, Elizabeth—Guide to the Kindergarten. Peabody, Elizabeth—The Kindergarten and the School. Patridge, L. E. –The Quincy Methods. Pestalozzi–Leonard and Gertrude. Parker, F. W.-Notes of Talks on Teaching. Painter, F. V. N.—A History of Education. Preyer, W. —The Senses and the Will. Preyer, W. —The Development of the Intellect. Proceedings of National Educational Association, 1885, 1887, 1888, 1889. Parker, F. W. —How to Study Geography. Porter, Noah–American Colleges and the American Public. Plunkett, Mrs. H. M. —Women, Plumbers and Doctors. Prince, J. T.-Courses and Methods. GRAND RAPIDS PUBLIC SCHOOH.S. I59 Payne, W. H.-Contributions to the Science of Edu- cation. Quick, R. H.-Essay on Educational Reformers. Rosenkranz, J. K. F.—The Philosophy of Education. Rousseau—Emile. Radistock, Paul—Habit in Education. Raub, A. N.—School Management. Spencer, Herbert—Education. Sully, James—Outlines of Psychology. Sheldon, E. A.—Elementary Education. Sheldon, E. A.—Manual of Instruction in Reading. Sheriff, E. –The Kindergarten. Swett, John—Methods of Teaching. Soldan, L.-The Grube Method. Thring, Edward—Theory and Practice of Teaching. Thompson, D. W.-Day Dreams of a Schoolmaster. Taylor, Isaac-Home Education. White, E. E. —Elements of Pedagogy. Wickersham, J. P.-Methods of Instruction. Watts, Isaac-Improvement of the Mind. Woodward—The Manual Training School. Walker, J.-Object Lessons. I6o GRAND RAPIDS PUBLIC SCHOOLS. SCHOOL WEEKS BEGIN AS FOLLOWS: Weeks. Weeks. Weeks. 1. . . . . . . . . . September 12. 14. . . . . . . . . December 12. 27. . . . . . . . . March 27. 2. . . . . . . . . . September 19. 15. . . . . . . . . December 19. 28. . . . . . . . . April 10. 3. . . . . . . . . . September 26. 16. . . . . . . . . January 9. 29. . . . . . . . . April 17. 4. . . . . . . . . . October 3. 17. . . . . . . . . January 16. 30. . . . . . . . . April 24. 5. . . . . . . . . . October 10. 18. . . . . . . . . January 23. 31. . . . . . . . . May 1. 6. . . . . . . . . . October 17. 19. . . . . . . . . January 30. 82. . . . . . . . . May 8. 7. . . . . . . . . October 24. 20. . . . . . . . . February 6. 33. . . . . . . . . May 15. 8. . . . . . . . . . October 31. 21. . . . . . . . . February 13. 34. . . . . . . . . May 22. 9. . . . . . . . . . November 7. 22. . . . . . . . . February 20. 35. . . . . . . . . May 29. 10. . . . . . ....] November 14. 23. . . . . . . . . February 27. 36. . . . . . . . . June 5. 11. . . . . . . . . . November 21. || 24. . . . . . . . . March 6. 37. . . . . . . . . June 12. 12. . . . . . . . . . November 28. 25. . . . . . . . . March 13. 38. . . . . . . . . June 19. 13. . . . . . . . . . December 5. 26. . . . . . . . . March 20. GRAND RAPIDS PUBLIC SCHOOLS. I6 I PROGRAMMES OF SPECIAL TEACHERS. TEACHER OF DIRAWING—ELIZABETH CREVELING. FORENOONS. AFTERN OONS. Central High School, 8–8:4o . . . . Central High School, Monday. . . . . } Union High School, 9–12. . . . . . } jiàº. Tuesday . . § Central High School, 8–10:30. ' ' ' Union High School, II:15–12. | Central High School, 8–8:4o. Wednesday.. \ Union High School, 9–12. Central High School, 8–10:30. Union High School, II: 15–12. Central High School, 9–Io:30. Union High School, II:15–12. Thursday . . . | Friday.. . ... } 162 GRAND RAPIDS PUBLIC SCHOOLS. TEACHER OF DRAWING—MARY A. BLAKE. WEEKS: I, 5, 9, 13, 17, 2I, 25, 29, 33, 37. FORENOON. AFTERNOON. \ - - º Monday. . . . . . . Plainfield Ave. . . . . . . . . . . . . . . . . . North Division St. Training Class. Tuesday . . . . . . Diamond St. . . . . . . . . . . . . . . . . . . . . Hall St. Fountain St. Wednesday. . . . Walker. . . . . . . . . . . . . . . . . . . . . . . . } Teachers' Meeting. Thursday.. . . . . South Division St . . . . . . . . . . . . . . . . Pine St Friday. . . . . . . . Henry St. . . . . . . . . . . . . . . . . . . . . . . . East Bridge St. WEEKS: 2, 6, Io, I4, 18, 22, 26, 30, 34, 38. Monday. . . . . . . Union. . . . . . . . . . . . . . . . . . . . . . . . Jefferson St. Tuesday . . . . . . West Leonard St. . . . . . . . . . . . . . . . Wealthy Ave. Wednesday.... Paris. . . . . . . . . . . . . . . . . . . . . . . . . Teachers' Meeting. Thursday. . . . . North Ionia St. . . . . . . . . . . . . . . . . North Ionia St. Friday. . . . . . . . Fountain St. . . . . . . . . . . . . . . . . . . . Seventh St. WEEKS; 3, 7, II, I5, 19, 23, 27, 31, 35. Plainfield Ave. . . . . . . . . . . . . . . . Union. Monday. . . . . } North Coit Ave. . . . . . . . . . . . . . . } Training Class. Tuesday . . . . . . Turner St. . . . . . . . . . . . . . . . . . . . . . Turner St. Coit Ave. Wednesday . . . Central Ave. . . . . . . . . . . . . . . . . . } Teachers' Meeting e ‘º e Lake. Thursday.. . . . . South Division St. . . . . . . . . . . . . } Central. Friday. . . . . . . . Congress St. . . . . . . . . . . . . . . . . . . . East Bridge St. WEEKS: 4, 8, 12, 16, 20, 24, 28, 32, 36. Monday. . . . . . . Union Primary. . . . . . . . . . . . . . . . . Jefferson St. Tuesday . . . . . . Straight St. . . . . . . . . . . . . . . . . .. . . . Baxter St. Wednesday. . . . Grandville Ave. . . . . . . . . . . . . . . . . Teachers' Meeting. East Leonard St. . . . . . . . . . . . . Thursday.... } South Ionia St. . . . . . . . . . . . . . . . ; Oakdale. Friday. . . . . . . . Madison Ave. . . . . . . . . . . . . . . . ... Madison Ave. Superintendent's Office, Thursdays from 4 to 5 P. M. GRAND RAPIDS PUBLIC SCHOOLS. 163 y TEACHER OF MUSIC. WEEKS: I, 5, 9, 13, 17, 2I, 25, 29, 33, 37. FORENOON. AFTERN OON. | Training Class... . . . . . . . . . . . . . Oakdale. Monday. . . . . l Union . . . . . . . . . . . . . . . . . . . . . . . Paris. Central . . . . . . . . . . . . . . . . . . . . . Tuesday . . . . } North Division St. . . . . . . . . . . . . ! Wealthy Ave. Baxter St. . . . . . . . . . . . . . . . . . . . Training Class, Wednesday.. } Union-. . . . . . . . . . . . . . . . . . . . . . } Union. Thursday . . . } º: tº ſº e º 'º $ tº gº tº & tº tº e º e º 'º º tº e | North Ionia. Friday. . . . . . . . South Ionia St. . . . . . . . . . . . . . . . . . Madison Ave. WEEKS: 2, 6, Io, I4, 18, 22, 26, 30, 34, 38. Monday. . . . . jº Class . . . . . . . . . . . . . . | South Division St. Tuesday . . . . Central. . . . . . . . . . . . . . . . . . . . . . . . . . East Bridge St. Pine St. . . . . . . . . . . . . . . . . . . . . . Training Class. Wednesday.. } Union. . . . . . . . . . . . . . . . . . . . . . . } Straight St. Thursday. . . . . Central. . . . . . . . . . . . . . . . . . . . . . . . Fountain St. Friday. . . . . . . . Diamond. . . . . . . . . . . . . . . . . . . . . . . Walker. WEEKS: 3, 7, II, I5, 19, 23, 27, 31, 35. Monday. . . . . } .* class * * te º | West Leonard St. Tuesday . . . . . . Central. . . . . . . . . . . . . . . . . . . . . . . Lake. Henry St. . . . . . . . . . . . . . . . . . . . Training Class, Wednesday.. } Union. . . . . . . . . . . . . . . . . . . . . . . } Jefferson St. Thursday.. . . . . Central. . . . . . . . . . . . . . . . . s & a ſº tº g tº Central Ave. Frid East Leonard St. . . . . . . . . . . . . . North Coit Ave. riday . . . . . . Plainfield. . . . . . . . . . . . . . . . . . . . Plainfield Ave WEEKS: 4, 8, 12, 16, 20, 24, 28, 32, 36. Monday.....}}...;;...….{Paris. Tuesday . . . . . . Central. . . . . . . . . . . . . . . . . . . . . . . . Turner. Seventh St. . . . . . . . . . . . . . . . . . . Training Class. Wednesday. . } Union. . . . . . . . . . . . . . . . . . . . . . . . } Straight St, Thursday. ... . . Central. . . . . . . . . . . . . . . . . . . . . . . Congress St Friday . . . . . . . . Hall St. . . . . . . . . . . . . . . . . . . . . . . . Grandville Ave. I64 GRAND RAPIDS PUBLIC SCHOOLS. TEACHER OF PENMANSFIIP. WEEKS: I, 5, 9, 13, I7, 2I, 25, 29, 33, 37. FORENOON. AFTERN OON. Walker . . . . . . . . . . . . . . . . . . . . . West Leonard St. Monday . . . . } West Leonard St. . . . . . . . . . . . . } Turner St. - Jefferson St. Tuesday . . . . . . Straight St. . . . . . . . . . . . . . - - - - } Training Class. Wednesday . . . Grandville Ave. . . . . . . . . . . . . . . . . North Coit Ave. Thursday . . . . . Hall St. . . . . . . . . . . . . . . . . . . . . . . . . South Ionia St. Friday . . . . . ...Turner St. . . . . . . . . . . . . . . . . . . . . . North Division St. WEEKS: 2, 6, Io, I4, 18, 22, 26, 30, 34, 38. Monday . . . . . . Paris. . . . . . . . . . . . . . . . . . . . . . . . . . . Oakdale. - - Lake Tuesday . . . . . . Union Primary. . . . . . . . . . . . . . . } Training Class. | Baxter St . . . . . . . . . . . ". . . . . . . . . Wednesday . ! Henry St. . . . . . . . . . . . . . . . . . . . Henry St. Thursday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Coit Ave. WEEKS: 4, 8, 12, 16, 20, 24, 28, 32, 36. Monday . . . . . . Congress St. . . . . . . . . . . . . . . . . . . . . Diamond St. Tuesday.. . . . . . Seventh St. . . . . . . . . . . . . . . . . . . . . Central. º t Jefferson St. Wednesday. . . . Madison Ave. . . . . . . . . . . . . . . . . } Training Class. Thursday. . . . . Plainfield Ave. . . . . . . . . . . . . . . . . . Pine St. Annex. Friday . . . . . . . . Union . . . . . . . . . . . . . . . . . . . . . . . . . . Pine St. WEEKS: 3, 7, II, I5, 19, 23, 27, 31, 35. Monday . . . . . . Wealthy Ave. . . . . . . . . . . . . . . . . • - Tuesday.. . . . . . North Ionia St. . . . . . . . . . . . . . . . . . Training Class, Wednesday . . . Fountain St. . . . . . . . . . . . . . . . . . . . Thursday . . . . . Central Ave. . . . . . . . . . . . . . . . . . . Friday . . . . . . . . South Division St. . . . . . . . . . . . . . . Y GRAND RAPIDS PUBLIC SCHOOLS. I65 AN ACT Relative to Free Schools in the City of Grand Rapids, as Approved March 15, 1871, and Acts Amendatory Thereto. SECTION I. The People of the State of Michigan enact: That the City of Grand Rapids and all contiguous territory which shall hereafter be added thereto, shall constitute one school district, and all public schools therein shall be under the direction and control of the Board of Education herein- after provided for, and shall be free to all residents of said district over the age of five years. Provided: That the said Board of Education shall have the power to establish a moderate rate of fees to be paid for tuition in the branches of Latin, Greek, German and French taught in the high school conducted in said district, which said rate of fees shall be paid by all high school pupils pursuing the studies so designated, unless the same are remitted by said Board. SEC. 2. On the first Monday of September next after the passage of this Act, and on the first Monday in Septem- ber of each year thereafter, there shall be elected in each ward of said city by the qualified voters thereof, one school trustee, who shall enter upon the duties of his office on the second Saturday in September next after being elected, and hold the same for the term of two years thereafter, and until his successor is elected and qualified. Said trustee shall be a resident and qualified voter of said ward, and all votes cast at such election for any person who shall not be quali- fied shall be void. Before entering upon the duties of the I66 GRAND RAPIDS PUBLIC SCHOOLS. office, and within five days after written notice to him of his election, the person so elected as school trustee shall Qualify by filing his acceptance with the Secretary of the Board of Education, and by taking and subscribing, and filing with said Secretary, the constitutional oath of office. SEC. 3. Notices of the time and places of holding said election shall be given by the Mayor, or person acting as Mayor of said city, on six consecutive days, and within ten days previous thereto, by publishing such notice in two daily newspapers printed and published in said city. At said election the Trustees in their respective wards and a Secretary to be chosen by the Trustees of each ward shall constitute a Board of Inspectors of such election, and if any Trustees shall be absent, a person shall be chosen by the voters present to discharge the duties of said absent Trus- tee as inspector of such election. And when there shall be no Trustees in any ward or wards, the Board of Education shall, at least six days preceding the day on which said election is to be held, appoint one or more suitable voters of said ward or wards, as the case may be, to act as such Board of Inspection of election. Each of said inspectors shall take a proper oath to faithfully perform the duties of inspector of such election, which oath may be administered by either of the Trustees or any Justice of the Peace of said city. When thus duly organized, the voters of said ward shall proceed to vote by ballot for one School Trustee. The polls shall be opened at the respective polling places at the hour of two o'clock in the afternoon, and shall continue open without intermission or adjournment until the hour of eight o'clock in the afternoon, at which time they will be finally closed. Said election shall be conducted in all re- spects in the manner provided by law for conducting the charter election of said city. Provided: That the list of the names of persons voting at such elections, and the inspec- tion of the registration books shall be made by the Board GRAND RAPIDS PUBLIC SCHOOLS. 167 of Inspectors of such Trustee election. Every person shall be entitled to a vote at such election who is a qualified voter of the city of Grand Rapids, or qualified by the laws of the State of Michigan to vote at any election for school officers, and shall have resided in the ward in which he offers to vote at least ten days next preceding such election. Sec. 4. The Board of Education shall pay all of the expenses of such election from the contingent fund of said district, and shall provide a suitable box for each ward or voting place, with lock and key, in which all votes, when cast, shall be deposited. At such election the registration list and books used at the next preceding charter election shall be used. The members of the Board of Inspection of each election shall have the power and authority to admin- ister oaths to all person respecting, and to decide upon their qualifications as voters at such election, and any person who shall knowingly swear falsely in regard to his right to vote at such election, upon conviction thereof, shall be deemed to be guilty of perjury, and shall be liable to the punish- ment provided by law therefor. Sec. 5. When said polls shall be finally closed, the Board of Inspectors of such election, in their respective wards shall proceed publicly to' count, determine and declare the number of votes cast and for whom, and shall on the same or next succeeding day, make up and sign a statement in writing showing the names of all persons who shall have voted at such election in their ward, the whole number of votes cast, and the number of votes cast for each person for whom votes were cast, which statement shall, on the next succeeding day after said election, be filed with the Secre- tary of the Board of Education. The ballots shall, when the vote will have been declared, be returned to the box, and the box be locked and sealed and deposited with said Secretary at the time of the filing of said statement. SEC. 6. On the next Wednesday after such election, at I68 GRAND RAPIDS PUBLIC SCHOOLS. the hour of eight o’clock in the evening of that day, the Board of Education shall convene at their usual place of meeting, at which time and place the statements aforesaid shall be produced by the Secretary, and said Board shall determine from said statements who were elected to the office of School Trustees in and for the several wards of said city at such election. The person who shall receive in any ward, the highest number of votes for such office, shall be deemed to have been elected School Trustee in and for such ward; and if two or more persons, in any ward, shall receive an equal number of votes, said Board of Educa- tion shall choose one of such persons, by ballot, as Trustee. When such statement shall be canvassed as aforesaid, said Board of Education shall declare therefrom who were elected to the office of School Trustees in and for the sev- eral wards of said city at such election, and within two days thereafter the Secretary shall notify each person, so declared to be elected, of his election. Every person elected to the office of School Trustee under the provisions of this Act, shall, within five days after receipt of notice thereof from the Secretary, qualify in the manner aforesaid. SEc. 7. No School Trustee, except the Secretary (when he shall also be a Trustee), shall receive any compensation for his services. In case of the removal from his ward of any School Trustee, or of loss by him, by any reason, of the qualifications requisite for a Trustee, or in case of his death, resignation or removal from office, his office shall be deemed to have become vacant, and such vacancy shall be filled by the Board of Education at the meeting ºthereof next after such vacancy shall occur; but the person so appointed shall hold said office only until the next regular Trustee election thereafter, at which time, if the full term shall not have ex- pired, said vacancy shall be filled by election. Sec. 8. The term of office of the present School Trus- tees whose term shall soonest expire, shall be deemed to ex- C. RAND RAPIDS PUBLIC SCHOOLS. I69 pire upon the election and qualification of their successors, under this Act, and the term of office of the present School Trustees, whose term will last expire, shall be deemed to expire in May, 1878, when their successors shall be elected and qualified under this Act. The School Trustees of Said city, together with the Mayor thereof (who is by this Act declared to be ex-officio a School Trustee), shall be a body corporate under the name and style of “The Board of Edu- cation of the City of Grand Rapids,” and in that name may sue, and be sued, may take hold, sell and convey real and personal property, as the interest of said schools and the library of said district may require. Said School Trustees shall have the power and authority to administer oaths in proof of claims and accounts against said Board, and no such claims or accounts, except salaries of teachers, shall hereafter be audited or allowed by any Board unless the correctness of the same shall be proven under oath. SEC. 9. The Board of Education shall, on the Second Saturday in September in each year or within ten days thereafter, elect one of the number President, and shall also elect a Secretary of said Board, who shall hold their respec- tive offices for one year thereafter and until their successors shall be elected Vacancies in either of the said offices shall be filled by said Board. SEC. Io. All the school property, real and personal, and the library property of said district, is hereby vested in said Board of Education, and said Board shall have and exer- cise control and management of the same. Any contract or agreement heretofore entered into, or obligation incurred by the Board of Education of said city of Grand Rapids, shall not be deemed invalid on account of the provisions of this Act, but its force and effect shall be the same as if this Act had not been passed. All indebtedness in said district is hereby declared to be the indebtedness of said Board, and I7o GRAND RAPIDS PUBLIC SCHOOLS. said Board shall make provision for the payment of the Sa Iſle. SEC. II. The Board of Education of said city shall have power and authority to designate and purchase school house sites, to construct and erect school buildings and furnish the same, to employ superintendents, teachers, librarians, janitors and workmen; to provide room, furniture, appara- tus, books and charts, and all things requisite for the dis- trict library; to provide apparatus and scientific collections for illustration; to establish, locate and maintain high schools, grammar schools, primary schools, and industrial or manual training schools; to establish and maintain a dis- trict library; to purchase, exchange, repair and improve the school apparatus, books, furniture, appendages, fixtures, text-books, and all other school supplies used in said schools; to supply and loan to all pupils in the several grades and departments of said schools, free of charge, but under such rules and regulations as the Board shall pre- scribe, all text-books and supplies used and to be used by the pupils of said schools; to collect in and recover back all books and apparatus heretofore loaned and given to indi- gent pupils of the public schools of said city; to do all things needful and desirable for the maintenance, prosperity and success of said schools, and the promotion of the thor- ough education of the pupils thereof; and to adopt by-laws. and rules for the procedure of this Board, and to make and enforce all needful rules and regulations for the control and management of the schools and district library of said city. Said Board shall collect from the County Treasurer, or other officer holding the same, all moneys appropriated for primary school and district library purposes. Said Board may, in its discretion, purchase and loan text-books and supplies to the pupils of any one or more of said grades and departments. GRAND RAPIDS PUBLIC SCHOOLS. I7 I SEC. I2. Said Board shall annually, on the third Mon- day in August, make an estimate of the amount of taxes deemed necessary for the ensuing year for all purposes of expenditures within the power of said Board, which esti- mate shall specify the amounts required for the different objects of expenditure, and publish the same at least one week in one or more of the daily newspapers printed and published in said city, which said estimate shall, on the second Monday in September in each year, be presented to the Common Council of said city, by said Board for ratifica- tion, amendment or rejection; and it shall not be lawful to levy a tax for school purposes that has not been approved by a majority of the members elect of said Council. On or before the first Monday in October, in each year, the Sec- tary of said Board shall make a written report of the amount of taxes so deemed necessary and approved by said Council to the Clerk of Kent county, and said County Clerk shall apportion the said ambunt among the several wards of the city, according to the equalized valuation of the property of said wards appearing upon the assessment rolls for each year, and shall also notify the supervisors of said several wards of the amounts so apportioned to their respective wards, and the same shall be levied, collected and returned in the same manner as other city taxes. Provided: That for purchasing school lots, for erecting school houses and for the payment of school bonds issued for such purposes, no greater sum than five mills on the dollar of all taxable valuation of the real and personal property in said city shall be levied in any one year; and provided also: That if for any reason the said Common Council should fail to pass upon said estimate in any year before the first Monday in October in such year, then the estimate of said Board of Education of the taxes deemed necessary for the ensuing year duly made as aforesaid, shall be reported by the Sec- I 72 GRAND RAPIDS PUBLIC SCHOOLS. retary to the Clerk of the county of Kent, and the same shall be apportioned, levied, collected and returned in the manner hereinbefore specified. SEC. I 3. Said Board shall annually, at their first meet- ing in May, or within twenty days thereafter, elect a super- intendent of schools, who shall enter upon the duties of his office on the tenth day of July thereafter, and said Board shall also annually, upon the first Saturday in September, elect a Treasurer, who shall enter upon the duties of his office as soon as he has qualified as hereinafter required. The Treasurer shall have the keeping of all school and dis- trict library moneys, and shall pay the same out only upon the order of said board, signed by the Secretary, and coun- tersigned by the President, which order shall show the ob- ject for which payment is required. Said Treasurer shall give a bond to said Board, with sufficient sureties, and in an amount to be approved by said Board, conditioned for the faithful performance of the duties of his office, which bond shall be filed with the clerk of said city. Either of said offi- cers may be removed for incompetency or breach of duty, and a vacancy in either of said offices shall be filled by said Board for the unexpired term. SEC. I4. Said Board shall be the Board of School Inspectors for the city of Grand Rapids, and as such shall report to the clerk of the county of Kent. No School Inspectors shall hereafter be elected in said city. All teach- ers employed by said Board of Education shall first be inspected by a committee of said Board and the Superin- tendent, and, if found qualified, shall receive a certificate in form prescribed by said Board, which certificate alone shall entitle the recipient to teach in the schools of said district. SEc. 15. The said Board shall anuually publish in a daily newspaper of said gity, or in pamphlet form, a state- ment of the number of schools in said city, the number of ! GRAND RAPIDS PUBLIC SCHOOLS. I 73 teachers employed, and the number of pupils instructed therein during the preceding year, and the expenditures of said Board for all purposes. SEc. 16. The City Treasurer shall, at any time, on the written request of the Secretary of the Board of Education, report to him the amount of school moneys in his hands, and shall, on the order of the President of said Board, pay to the Treasurer of said Board all such moneys, taking his receipt therefor, and also a duplicate, which he shall file with the Secretary of said Board. SEc. 17. The Superior Court of Grand Rapids shall have jurisdiction of all suits wherein the said Board shall be a party. SEc. 18. All school taxes which may be assessed within said city shall be set forth in the assessment rolls of said city in separate column apart and distinguished from all other city taxes. SEC. Ig. The Board of Education may, from time to time, on such terms of payment as they may deem proper, borrow money for temporary school purposes, not to exceed in all thirty thousand dollars in any one year, and may issue the bonds of said Board therefor, which amount shall be paid from the first school taxes collected thereafter. SEc. 20. The said Board shall have full power and authority within the limitations of this Act to borrow such sums of money as may by them be deemed necessary for the purpose of purchasing school house sites and building school houses in said city. Provided, That the action of said Board authorizing such loans, shall first be submitted to the Common Council of said city for their approval, and if approved by a majority of the members elect of said Côun- cil, the bonds of the city shall be issued and deposited with the Treasurer of said Board of Education, for such amounts and upon such terms of payment, and drawing such rate of interest, not exceeding eight per cent. per annum, as said I74 GRAND RAPIDS l’UBLIC SCHOOLS. t Board and Council may direct, which bonds shall not be valid until countersigned by the President and Secretary of the said Board of Education. Provided, also, That no bonds issued under this act shall be sold at less than par. SEC. 21. All Acts and parts of Acts inconsistent with the provisions of this Act, existing at the time this Act shall take effect, so far as relates to the city of Grand Rapids, are hereby repealed; and all provisions of the general school law of the State of Michigan, not hereby repealed in this section within said city, are declared operative and of the same force therein as elsewhere in this State. SEC. 22. This Act shall take immediate effect. SEC. 23. No vote, motion or resolution passed by the Board of Education shall have any force or effect, if within twenty-four hours after its passage the President or other officer legally discharging the duties of President of the Board of Education, shall lodge in the office of the Secre- tary of said Board his reasons in writing why the same should not go into effect, and the same shall not go into effect, Ör have any legal operation, unless it shall, at a sub- sequent meeting of the Board of Education, be passed by a vote of two-thirds of all the members of said Board of Edu- cation then in office; and if so repassed shall go into effect according to the terms thereof; and no vote, motion or reso- lution of the Board of Education shall go into operation until aſter the expiration of twenty-four hours after its pas- sage, unless the President or other officer legally discharg- ing the duties of President of said Board of Education, shall sooner announce in writing, to be filed with the Secre- tary of said Board, his approval thereof. Sec. 24. All Acts and parts of Acts in anywise contra- vening the provisions of this Act are hereby repealed. Ordered to take immediate effect. [Note —Act No. 344, relative to Free Schools in the city of Grand Rapids, was approved March 15, 1871. Amendments thereto were approved on the following dates: April 24, 1875; May 9, 1877; May 3, 1879; March 16, 1881; June 9, 1885, and April 27, 1887.] | º | º H|-|-- | | || Fº Widdicon b Street School. GRAND RAPIDS PUBLIC SCHOOLS. I75 BY LAWS, RULES AND REGULATIONS OF THE BOARD OF EDUCATION OF THE CITY OF GRAND RAPIDS. RULE I. The Board shall hold regular meetings at the Board room on the first Saturday of every month at 8 o'clock P. M., from May to October, and at 7:30 P. M. from October to May, or at such other place and time as the Board may determine. Provided: That the President may call a special meeting at any time by giving three days' notice thereof in two daily papers of the city, or by serving written notices on the members of the Board at least twenty-four hours before the time of holding such meeting. 2. The standing committees for the year shall be ap- pointed by the President elect at the first meeting of the new Board, or as soon thereafter as may be practicable. 3. The President shall preside at all meetings of the Board. He shall appoint all standing Committees, and call meetings of the Board when he shall deem it necessary, or when requested by any five members. He shall act as the organ of communication between the Board and the city authorities, visit all the schools of the Board at least once a year; countersign all orders on the Treasurer, see that the rules of the Board are enforced and exercise a general supervision over the interests of education in the city. 176 GRAND RADI IDS l’U 13 LIC SCHOOLS. Requisitions for money upon the City Treasurer shall be made and signed by him except in case of his absence from the city, or sickness, in which case they may be signed by the Chairman of the Committee on Ways and Means. He shall, on or before the first day of July in each year, ap- point a suitable person or persons to take the school census, as prescribed by law. He shall, at the expiration of each year, make an annual report to the Board of their proceed- ings and of the operation of the school system in the city during the year, accompanied with such suggestions as he may deem proper for the improvement of the schools and for the interest of education; which report shall be pub- lished in conformity to law. In his absence a President pro tem. may be appointed by the Board. 4. The Secretary, before entering upon the duties of his office, shall execute a bond to the Board in the penal sum of five thousand dollars, with a responsible surety, to be approved by the Committee on Ways and Means, condi- tioned for the faithful performance of his duties, which bond shall be deposited with the President. He shall keep a full and faithful record of the proceedings of the Board, and of the names of the members present at each meeting thereof, which shall be read at the next subsequent meet- ing. He may, in the absence of the President, at the request of any five members in writing, call meetings of the Board and give notice thereof. He shall cause written or printed notices of all regular or special meetings to be sent to each member of the Board. He shall furnish copies of any proceedings, motions, rules or resolutions of the Board for publication or other purposes, when directed by a majority of the Board. He shall draw orders on the Treas- urer on regular audited accounts, and may, at any time, draw from the Treasurer a sum not to exceed one hundred dollars, from which he may pay directly all debts, under GRAND RAPIDS PUBLIC SCHOOLS. 177 twenty dollars each, necessarily incurred in operating the schools, taking vouchers therefor, and rendering a monthly account thereof to the Committee on Claims and Accounts. He may also draw orders in payment of the wages of the superintendents, teachers, janitors and librarians employed by the Board, and to pay the principal and interest of school bonds when due, also taxes and assessments, and may also draw orders in the amount of one hundred dollars each, on order of the Superintendent of Schools, to be expended by said Superintendent as petty cash, and upon order of the Building Committee, in amount not to exceed one hundred dollars at any one time, to be expended by the Superintendent of Construction under control of the Build- ing Committee, but shall issue no other orders without the special direction of the Board; and in no case shall he draw any order on the Treasurer, unless there is, at the time, money to meet it in the hands of the Treasurer. 5. He shall keep all books, papers, reports and proceed- ings belonging to the Board, when their custody is not other- wise provided for; and in no case allow the same to be taken from his office, except on resolution of the Board. He shall perform such other duties as usually pertain to the office of Secretary, or which may be required by the Board. 6. At each regular meeting he shall report the amount of orders drawn since the last regular meeting, and specify in whose favor and on what account such orders have been drawn. He shall notify the chairmen of special commit- tees, in writing, within three days after their appointment, of the subject matter upon which they are to report, and the names of members of the Board associated with them upon said committees. 7. The Secretary shall, on the first Saturday in October in each year, make out and file in the office of the County Clerk, the report of the Board to the said County Clerk. 178 GRAND RAPIDS PUBLIC SCHOOLS. Said report shall contain all the necessary statements required by law to entitle the Board to receive the propor- tion of public money accruing to the city for school pur- poses, and such other statistics as may be required. 8. The Treasurer shall execute a bond to the Board, before entering upon the duties of his office, in such penal sum as may be fixed by resolution of the Board; such bond shall have at least two responsible sureties, to be approved by the Committee on Ways and Means, and shall be condi- tioned that the Treasurer shall faithfully perform his duties according to law and the rules of the Board, and account for and pay over all school money that may be in his hands, as shall be directed by the Board. He shall have the cus- tody of all moneys belonging to the Board and shall be responsible for their safety. He shall keep a regular set of books containing a full account, under appropriate heads, of all school moneys received and paid out by him, which account, when he shall be City Treasurer, shall be kept separate from his account with the city. He shall at least once a year, and as often as may be required by the Board and the Committee on Ways and Means, furnish a full account of all money received by him since entering upon his office, or since his last report; also of all payments made by him, and to whom paid, and the moneys in his hands belonging to the Board. He shall, quarterly, return all vouchers upon which payments may have been made. The Board may, at any time, remove a Treasurer who may neglect or refuse to comply with these or any rules and reg- ulations of the Board, or otherwise refuse faithfully to per- form his duties; they may also remove him without assigning a cause and appoint another in his place. 9. There shall be eleven standing committees of the Board to be appointed by the President, as follows: Ist. Committee on Teachers, consisting of seven mem- GRAND. RAPIDS PUBLIC SCHOOLS. I79 bers of the Board; the President of the Board and Chair- man of the Committee on Schools shall also be members ex-officio. 2d. Committee on Schools consisting of five members of the Board; the President of the Board and Chairman of the Committee on Teachers to be ex-officio members. 3d. Committee on Text - books, consisting of five members. 4th. Committee on Public Library, consisting of three members. 5th. Committee on Ways and Means, consisting of three members. 6th. Committee on Claims and Accounts, consisting of three members. 7th. Committee on Buildings, consisting of five members. Y 8th. Committee on Apparatus and School Library, con- sisting of three members. 9th. Committee on Grounds, consisting of five mem- bers. * Ioth. Committee on Supplies, consisting of five mem- bers. * I Ith. Committee on Special Training, consisting of five members. Io. The Committee on Teachers, together with the Superintendent, shall conduct the examination of candidates for teachers, and issue certificates to such as shall be en- titled thereto. It shall nominate teachers, and shall have power temporarily to fill vacancies caused by sickness or absence, subject to the approval of the Board. II. The Committee on Teachers shall, at the regular meeting of the Board in June, report its list of nominees for appointment for the ensuing school year, with a recommen- dation as to the salaries to be attached to those positions of which these rules do not fix the salary. I8O GRAND RAPIDS PUBLIC SCHOOLS. It shall be the duty of the members of the Committee on Teachers to visit the schools as often as practicable, to ‘determine the efficiency of teachers. I2. The Committee on Schools shall have the general supervision of the courses of instruction, and shall recom- mend such changes therein as it deems advisable. It shall have general charge of discipline in the schools, with power to suspend or expel pupils for good cause, and to hear and determine complaints against teachers, subject to the approval of the Board. It shall make recommendations to the Board as to the necessity for new school-rooms, and as to changes in the school districts, and shall regulate the proper distribution of pupils among the different schools, and the admission of non-resident pupils, in accordance with the rules of the Board. Its members shall visit the schools as often as practicable with a view to the proper discharge of the duties of the committee. I 3. The Committee on Text-books shall, from time to time, recommend to the Board such changes in the books used in the schools as may be deemed expedient. No action shall be had upon text-books except at a regular meeting of the Board, and no text-book shall be adopted which has not been proposed at a regular meeting at least one month previous to its adoption, and no book or books shall be considered adopted which do not receive the affirma- tive vote of a majority of the entire Board. The text-books used, and the studies pursued, in all schools of the Board, shall be such and such only as are authorized by the Board; and no pupil will be allowed to continue in school unless furnished with the required books and stationery, except by permission of the Superintendent. Twenty copies of every book, atlas, or other production, and six copies of every extended map sought by author, publisher or agent, to be introduced into the public schools, must be donated to the GRAND RAPIDS PUBLIC SCHOOLS. I8I * Board before the same shall be referred to the text-book committee, and all such presentations shall lie on the table one month for examination, before the final action of the Board. No text-book, song, or printed paper of a sectarian or political character shall be adopted or used in any of the schools of the Board. I4. The Committee on Apparatus and School Library shall have charge of the apparatus owned and in use in the public schools of this city and the material used in the lab- oratory. They shall also have charge of the school library and shall recommend from time to time such books as they may deem necessary. No action shall be had upon school apparatus and library books except at regular meetings of the Board, and no apparatus or books shall be ordered pur- chased except the same shall have been proposed at least one month previous to their adoption and shall have re- ceived the affirmative vote of a majority of all the mem- bers elect of the Board. I 5. The Committee on Public Library shall attend to the collection of all moneys due to the library fund, and have general charge of all matters pertaining to the library. They shall report to the Board from time to time such plans and measures as to them may seem necessary and expedi- ent for the establishment and conservation of the library. All purchases of books for the library shall be made ac- cording to lists first reported by said committee to and con- firmed by the Board. It shall be their duty to see that the laws appropriating the proceeds of all fines to the support of the library are observed, and to report any delinquency on the part of any officer connected there with to the Board. Book lists for the public library reported by the committee to the Board shall not be printed in the minutes unless so ordered by a majority vote of the Board. (See Section 16, Title 4, Revised Charter; and Sections 26 and 27, Chapter 179; Compiled Laws.) I82 GRAND RAPIDS PUBLIC SCHOOLS. 16. The Committee on Ways and Means shall examine into and report upon all such matters relative to the revenue of the Board as shall be referred to them. They shall in- quire into the state of the debt, the revenue and expendi- ture of the Board, and whether any or what retrenchments can be made with advantage, and shall report from time to time such provisions and arrangements as may be promo- tive of order, economy and accountability in the conduct of the fiscal concerns of the Board. 17. They shall examine into and report upon the suffi- ciency of all official bonds, and all such matters, not consti- tuting a claim against the Board, as shall be referred to them; and shall make and report the estimates for the yearly expenditure. 18. They shall examine at least once a quarter all books, papers, vouchers, securities, deposits and disburse- ments of the Treasurer, and, in case there is found any de- falcation, discrepancy or irregularity in the same, at once notify his bondsmen thereof, and also report the same to the Board at its next session. I9. The Committee on Claims and Accounts shall ex- amine into and report upon all matters of account or claim in favor of the Board, and shall audit all accounts and claims against the Board which may be presented or referred to them. 20. The Committee on Buildings shall provide school houses or school rooms for the schools established by the Board, and shall see that the same are kept in repair and furnished with necessary furniture, benches, ect. ; that the rooms are kept neat and clean, so that the health of the pupils may not suffer. They shall have power to make con- tracts for the renting of school houses and school rooms, and for all necessary repairs of the same, and necessary furniture or fixtures for said rooms or houses; and the GRAND RAPIDS PUBLIC SCHOOLS. 183 Board shall be responsible for all the contracts made by them in the performance of their legitimate duties. . 2I. Said Committtee shall make an annual report to the President, giving an entire list of the property of the Board, with its valuation; the number of the different school buildings, together with the number of seats in each depart- ment, and a list of all rooms or buildings leased by the Board, with the duration of lease, names of lessors, and amount of rent, and such other information as they may deem of value to the Board. 22. It shall be the duty of said Committee to examine into and report upon all questions of the necessity, desira- bility and value of property hereafter purchased for the use of or sold by the Board; to carefully examine into the title of such property purchased, and prepare for execution all papers necessary in the purchase or sale of real estate; and to recommend to the Board plans and specifications for all new school buildings of the Board; and they shall have the superintendence of the construction, finishing and furnish- ing of the same, of the construction of all necessary out- buildings, and insurance on the property of the Board. 23. All persons engaged by the Board as janitors of the school buildings shall be nominated by the Committee on Buildings annually at the first meeting of the new Board after its organization, and at such compensation as they may deem reasonable, such nomination and compensation, with a list of persons so employed, to be reported to the Board for its approval at said meeting; and in no case shall the salary paid to any janitor be increased or diminished except by a vote of the Board; and all actions that may be taken by the said Committee relative to the discharge or hiring of janitors after the annual nominations as above shall have taken place, shall, in all cases, be reported to the Board at its next meeting for its approval or rejection. I84 GRAND RAPIDS PUBLIC SCHOOLS. 24. The Committee on Grounds shall have charge and supervision of the school grounds. They shall determine upon the grading and platting of the grounds, plan the. walks, decide upon the material, and arrange for the con- struction of the same; supply the necessary shade and orna- mental trees and shrubbery, and designate the parts to be used as play grounds and those to be reserved for ornamen- tal purposes, and employ during such portion of the year as seems necessary a suitable person to carry such plans into execution; and shall control and use the services of the jan- itors in keeping the grounds in order. All plans for grading and improving the grounds which involve an outlay of more than fifty dollars shall be first submitted to the Board for approval and ratification before being carried into effect. 25. The Committee on Supplies shall see that the schools are provided with proper fuel and stoves, or other means of warming the same, and with all necessary supplies for daily use. They shall have power to make contracts for the purchase of all necessary fuel and supplies; Pro- vided, however, That all contracts which amount to fifty dol- lars and upwards, made by said committee, or by the Committee on Buildings, shall, before they take effect, be ratified by a vote of the Board. 26. The Committee on Special Training shall have charge of matters relating to manual training and kinder- garten. 27. No committee shall have power to make any con- tract, or incur any obligation that shall be binding on the Board, without previous authorization of the Board, except such as are hereinbefore specially enumerated. 28. A majority of any committee shall have power to act in all cases. The Standing Committees shall make a general report of their doings and proceedings as often as they may be requested by the President or by the Board. GRAND RAPIDS PUBLIC SCHOOLS. 185 29. No money shall be appropriated or any vote taken, or resolution or order passed, the carrying out of which will involve the necessity of the expenditure of money, except by the concurring vote of a majority of all the members of the Board, by “aye and nay.” 30. No account against the Board shall be reported upon by any committee of the Board nor audited by the Board unless the same shall have been proven according to 1aw and placed in the hands of the Secretary or of the Chairman of the Committee on Claims and Accounts at least two days before any meeting of the Board. The Sec- retary shall give notice of this rule at least ten days before each regular meeting of the Board in at least two of the daily newspapers printed and published in this city. FULES REGULATING TEACHERS’ SALARIES AND THE GRANTING OF CERTIFICATES. PRINCIPALS. 31. The salaries of Principals shall be as follows: For the first room actually used as a session room, $500; for each additional session room, $25. This rule shall not apply to the salaries of principals of the Central and Union schools. ASSISTANT TEACHERS IN CHARGE OF ROOMS-MAXIMUM SALARIES. 32. First to third grade inclusive, $500; fourth grade, $520; fifth grade, $540; sixth grade, $560; seventh grade, $580; eighth and ninth grades, $600. I86 GRAND RAPIDS PUBLIC SCHOOLS. GRADES OF SALARIES, 33. Salaries shall be paid monthly and based on experi- ence as follows: § +: s: s | # tſ) 43 ~5 º ~5 45 45 § rd EXPERIENCE. 5 § § T. T. ºbſ) § 3% 5 $º Sº | # a 3 .# 3 || 3 || 3 || 3: à | *pś g" | | | E | 5 | } | {: * First years’ experience (cadetship). . . . . . . . . . . . . . . $200 $200 $200 $200 $200 $200 Second and succeeding years of cadetship. . . . . . . 300 || 300 300 300 || 300 300. Second year of experience, 1st year in charge of r00m - - - - - - - - - - - - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350 350 || 350 350 350 350 Third year of experience, 2d year in charge of TOOIn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400 | 400 | 400 | 400 | 400 450 Fourth year of experience, 3d year in charge of TOOIn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 450 || 450 || 450 450 | 450 500 Fifth year of experience, 4th year in charge of TOOſm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475 || 475 475 500 500 550 Sixth year of experience, 5th year in charge of FOODºl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 500 520 || 540 || 560 580 600 34. The salaries of assistant teachers in the Central building in charge of rooms, and assistants in the Central and Union High Schools shall be fixed irrespective of these rules. CLASS-ROOM TEACHERS. 35. Class-room teachers shall receive the same salaries as teachers in charge of rooms of the next lower grade. EXPERIENCE. 36. In fixing the number of years' credit to be given newly appointed teachers, for experience in other than Grand Rapids schools, the Committee on Teachers shall allow such credit as the facts, in its judgment, warrant in each par- ticular case; but in no case shall a newly appointed teacher be given credit for more than his or her full number of years' work in graded schools, with half time for work in ungraded schools. 37. Teachers of experience elsewhere accepting cadet- ships here may, if promoted within a year to the charge of GRAND RAPIDS PUBLIC SCHOOH.S. 187 a room, be given such credit for experience as the Commit- tee on Teachers may deem just, subject, of course, to the restrictions contained in the above paragraphs. 38. Teachers entering the Grand Rapids schools after a part of the school year has passed, will, if such teachers are reappointed for the following school year, receive an additional year's credit for experience in the Grand Rapids. schools, provided they have taught in said schools half a school year or more, but if they have taught less than a half school year, they shall receive no additional credit therefor. 39. Experience in the training school shall be credited to graduates of that school. 40. Increase of salary on account of experience will always begin with the opening of the school year, and never at other times except in case of the promotion of cadets. CHANGE OF SALARY. 41. In case the number of rooms taught in any building shall be increased or diminished after the commencement of any school month, the salary of the Principal of such build- ing shall not be changed to correspond therewith, under these rules, until the beginning of the next month, and teach- ers in two grades to which different salaries are given shall receive the higher salary. When a new and higher grade calling for a higher salary is introduced into a room after the beginning of any school month through the promotion of pupils, there shall be no increase in salary until the begin- ning of the next month. APPOINTMENTS AND PROMOTIONS. 42. In making appointments or promotions, decided preference will be given, other things being equal, to the holders of first and second grade certificates. CERTIFICATES. 43. Certificates of three grades shall be issued, known as first grade certificates, second grade certificates and I88 - GRAND RAPIDS PUBLIC SCHOOLS. third grade certificates, which shall be valid until revoked by the Board upon recommendation of the Committee on Teachers. A first grade certificate shall qualify the holder to fill any position in the schools. A second grade certifi- cate shall qualify the holder to teach in the first to the eighth grades inclusive, and to act as principal in any pri- mary or grammar school. A third grade certificate shall qualify the holder to teach in the first to the sixth grades, inclusive. The form of said certificates shall be approved by the Committee on Teachers, and they shall be signed by the chairman of that committee and by the superintendent. 44. Applicants for third grade certificates shall be ex- amined in Orthography, reading, writing, grammar, geogra- phy, arithmetic, theory and art of teaching, United States history, civil government, elementary psychology and physi- ology and hygiene, with particular reference to the effects of alcoholic drinks, stimulants and narcotics upon the hu- man system. (See Amendments to School Laws, Chapter 12, Sec- tion 4.) 45. Applicants for second grade certificates shall be examined in the requirements for a third grade certificate, with the addition of history of England, composition and rhetoric, elementary algebra, physics and botany. 46. Applicants for first grade certificates shall be required to pass examination in the studies necessary for a second grade certificate, with the addition of physical geography, English literature, general history, history of education, geometry. 47. No person shall be permanently appointed as a teacher who shall not have been granted a certificate of the necessary grade; and all persons temporarily appointed as teachers shall be required to take the first-examination held for such temporary appointment and shall not be retained unless such examination be satisfactorily passed. GRAND RAPIDS PUBLIC SCHOOLS. I89 EXAMINATIONS. 48. No examination for certificates shall be considered satisfactory in which the person examined does not receive an average credit of eighty per cent. A failure to reach a credit of sixty per cent. in any two or more subjects will necessitate a second examination in all subjects. 49. Regular examinations for teachers shall be held during the spring vacation and during the last week in June. Special examinations may be held at any time under the direction of the committee on teachers, due notice thereof being given. g EXEMPTIONS FROM EXAMINATIONS. 50. Certificates of the first, second or third grades, as the committee on teachers shall recommend, may be granted by a majority vote of the Board, to the following persons, without examination: Ist. Persons holding diplomas from the State Board of Education. 2d. Graduates of the State University. 3d. Graduates of State Normal schools and other institutions of equal standing. 4th. Teachers of special subjects, including music, drawing, penmanship and teachers of ancient and modern languages. ABSENCE AND SICKNESS. 51. Whenever any teacher shall, on account of sick- ness, be absent from his or her department, ninety per cent. of the salary for the time lost shall be deducted; but no salary shall be paid for absence after two weeks. If a temporary teacher is rendered necessary, the compensation to be paid such substitute shall be fixed by the Superin- tendent, with the consent of the Chairman of the Committee on Schools, at the time of the appointment, or thereafter, subject, however, to be finally fixed by the Board by appeal I90 GRAND RAPIDS PUBLIC SCHOOLS., of any such substitute from such Chairman's action in the premises. No substitute shall be paid more than ninety per cent. deducted from the regulur salary without an order from the Board to that effect. Whenever any teacher shall be temporarily absent from school, it shall be the duty of said teacher to send a notice forthwith to the office of the Superintendent. All teachers, when absent from school, except from sickness, (as herein provided), shall forfeit their salary during the continuance of such absence. DISMISSAL OF TEACHERS. 52. The Board assumes the right to dismiss any teacher at any time for a willful violation of the rules of the Board, or for misconduct, or incompetency, or on thirty days' notice without assigning a reason. RULES REGULATING THE MEETINGS OF THE BOARD. 53. The following shall be the order of business of the regular meetings of the Board, and this rule shall not be deviated from unless under a suspension of the rules, and the rules may be suspended only by a two-thirds vote of the members of the Board present: Roll call. Reading minutes of previous meeting. Reading of petitions. Reports of committees in the following order: (1.) Committee on Schools. (2.) Committee on Teachers. (3.) Committee on Text-Books. (4.) Committee on Public Library. (5.) Committee on Ways and Means. (6.) Committee on Claims and Accounts. (7.) Committee on Buildings. (8.) Committee on Apparatus and School Library : GRAND RAPIDS PUBLIC SCHOOLS. 19 I (9.) Committee on Grounds (Io.) Committee on Supplies. (II.) Committee on Special Training. (12.) Special Committees. Report of Secretary. Report of Superintendent. Motions and Resolutions. Unfinished Business. Miscellaneous Business. Io. Adjournment. 54. The President shall take the chair at the time ap- pointed for the meeting, and shall call the meeting to order. He may speak on all questions of order in preference to other members, and shall decide such questions, subject to an appeal to the Board. 55. A majority of the Board constitutes a quorum. 56. The President may put any question sitting, but shall rise to address the Board. He may state facts and give his decisions on questions of order, without leaving the chair; but, if he wishes to debate a question, he shall leave the chair, calling some member to it as temporary chair- II] all. 57. Questions shall be put in the order in which they are made, unless the subsequent motion shall be previous in its character; except that when time or sums are stated in a resolution or motion, the largest sum and longest time shall be put first. Motions to adjourn shall always be in order, and shall be decided without debate. 58. The previous question shall be put when in order, and voted by a majority of the Board present, and shall cut off all further amendment and debate, and shall be put as follows: “Shall the main question now be put?” Motions for the previous question are not debatable. 59. All motions must be seconded, and shall be re- duced to writing when requested by any member, and all reports and resolutions shall be reduced to writing before I92 GRAND RAPIDS PUBLIC SCHOOLS. being presented. When a question is under debate the fol- lowing motions only shall be in order: To adjourn, to lay on the table, to postpone, to commit, the previous question, and to amend; and these shall have precedence in the order in which they are named. A motion of commitment, until decided, shall cut off all amendments of the main question. 60. Members shall be seated at the meetings of the Board in the order of their wards; members shall rise in their places to address the chair, and no member shall speak sitting. Each member speaking shall confine himself to the question under discussion, and shall avoid all personalities. The person entitled to the floor shall be designated by the chair, and no person shall be interrupted while speaking except by calls to order, or to correct a mistake; and any member may call another to order when, in his opinion, such member is out of order. 61. Any member voting with the prevailing party may move a reconsideration of any vote, and, if seconded and carried, the question shall again be open for debate, and shall be disposed of by the Board. If such motion is not made at the same meeting with the original vote, a vote of two-thirds of the members present shall be necessary for a reconsideration. Every member must vote unless excused. A division of any question may be called for by any mem- ber, and the question shall be divided and put in accordance with such call. 62. Members called to order shall sit down, unless per- mitted to explain by the President; and if the decision of the chair is appealed from, the Board shall decide the ques- tion without debate. No member shall speak more than twice on the same question without leave, nor more than once, until all members wishing to speak shall have spoken. 63. No trustee shall vote on any question in which he is pecuniarily interested. On all other questions every trus- tee shall vote, unless excused by the Board. GRAND RAPIDS PUBLIC SCHOOLS. I93 64. The rules of parliamentary practice, comprised in Jefferson's Manual, shall govern the Board in all cases to which they are applicable, and in which they are not incon- sistent with the standing rules of the Board. 65. Any rule or by-law may be suspended by a vote of two-thirds of all members present: Provided, That a major- ity of all the members of the Board shall vote for such sus- pension. 66. All by-laws, rules and regulations inconsistent with the foregoing are hereby repealed; and all rules and regula- tions of the schools, except those contained herein, are here- by repealed. 67. All reports of committees shall be made in writing. Verbal reports shall not be considered by the Board. RULES AND REGULATIONS OF THE SCHOOLS. CLASSIFICATION. 68. The public schools of the City of Grand Rapids shall be classified as follows: (1.) Primary Schools. (2.) Grammar Schools. (3.) High Schools. 69. The Primary, Grammar and High Schools shall each be divided into four grades, the first in each being the lowest. SCHOOL YEAR. 70. The first term shall begin on the Second Monday in September, and close on the Friday next preceding Christmas. The second term shall commence two weeks from the following Monday and continue twelve weeks. The third term shall begin on the second Monday follow- ing the close of the second term, and continue eleven weeks. I94 GRAND RAPIDS PUBLIC SCHOOLS. SCHOOL SESSIONS. 7I. The school sessions shall be from 9 A. M. to 11:45 A. M., and from I: I 5 P. M. to 3:30 P. M., each school day during the entire school year. There shall be such recesses as the Superintendent of Schools shall direct. HOLIDAYS. 72. Every Saturday, twenty-second day of February, annual Thanksgiving and following Friday, and all Thanks- givings and fast days authorized by the National and State governments, and such others as the Board of Education may authorize, shall be regarded as holidays. REQUIREMENTS FOR ADMISSION. 73. Residents.--All persons who are residents of the city and who are over five years of age, not afflicted with any contagious disease, and who have been vaccinated, may attend the public schools of the city. 74. Mon-Residents.-Persons not residents of the city, or who may have a temporary residence within the limits of the city for the purpose of attending school, may be ad- mitted into the schools upon the payment of the following rates of tuition: High school, per week, fifty cents. Grammar schools, per week, forty cents. Primary schools, per week, thirty cents. 75. All tuition must be paid in advance for not less than ten weeks. No deduction shall be made for absence, after a pupil shall have commenced a term, except in case of protracted sickness: Provided, That nothing less than three consecutive weeks shall be considered a protracted sickness. SUPERINTENDENT. 76. The Superintendent of public schools shall act under the direction of the Board of Education, whose execu- tive officer he shall be, as far as pertains to the details of GRAND RAPIDS PUBLIC SCHOOLS. I95 school management and discipline, and the general care of schools, school houses, books and apparatus. He shall have power to expel any pupil from the schools for immoral con- duct or for any other sufficient cause; but any pupil expelled by him shall have the right to appeal to the Committee on Schools, who shall hear and determine the matter, subject only to the action of the Board. 77. It shall be his duty to see that the rules of the Board are enforced; to superintend the classification of pupils; to promote those to a higher department or grade of school who, upon examination, are found qualified; to see that judicious programmes of study and recitation are insti- tuted; to direct modes of discipline and instruction, suitable hours of study and intermission and maintain a uniform sys- tem of text-books, school records and reports, and to render any needed aid and counsel, and enact such special rules for the government of the schools as shall conduce to the highest success. 78. He shall make himself familiar with the various systems of public instruction and the progress of education in other places, that he may be better prepared to devise appropriate means for the advancement of the public schools of this city to the highest possible standard of efficiency and usefulness. 79. He shall report the condition of the schools under his charge at the regular meetings of the Board of Educa- tion, and make such recommendations as may seem neces- sary. 80. He shall hold meetings of all the teachers on the Saturday following each school month, at 9 o'clock A. M., and meetings for grades at such other times as he may think best; and he shall keep a record of the attendance of teach- ers at such meetings, and report all absentees at the next meeting of the Board. I96 GRAND RAPIDS PUBLIC SCHOOLS. 8I. He may appoint a supply in the case of the tem- porary absence of any teacher, or dismiss the department, at his discretion. 82. He shall collect tuition from foreign pupils, and all fines for injuries to school property, or cause the same to be collected by principals of departments. 83. He shall hold examinations of teachers and appli- cants, as the Committee on Teachers may direct. 84. He shall have the power to grant permission for par- tial attendance to such pupils as are unable to attend school the entire day, and to carry out the rules of the Board con- cerning the school districts, as also concerning the irregular attendance or misconduct of pupils. * 85. It shall be his duty to send to the Board annually a written report, giving the condition of the schools as shown from the statistics of teachers' reports, and an ac- count of his own labors, with such suggestions as may seem important. 86. He shall have regular office hours outside of school hours, which shall be from 4 to 5:30 P. M., and such others as he may appoint. TEACHERS, THEIR OBLIGATIONS AND PRIVILEGES—GEN- ERAL DUTIES. The following duties shall be binding upon all the teachers of the public schools of this city: 87. To become familiar with the general regulations of the schools, and to co-operate with the Superintendent in their observance. 88. To take a personal interest in whatever tends to elevate the teacher and the character of the instruction of pupils. 89. To be present at all meetings appointed by the Superintendent when their attendance is required, and when present, to perform whatever work may have been assigned them. GRAND RAPIDS PUBLIC SCHOOLS. I97 90. To acquaint themselves with the circumstances and disposition of each pupil, so as the better to adapt instruc- tion and discipline to individual cases. 91. To watch over pupils at recess and intermissions, and thus to prevent any improper deportment or language on the part of the pupils. 92. To avoid sarcasm, ridicule and every appearance of passion in the government of the schools. 93. To take all proper means to foster in the minds of the pupils love and respect for their teacher. 94. To see that the school rooms are properly venti- lated and heated, keeping the temperature at about 70° Fahrenheit; to this end they shall endeavor to secure an entire change of air at recess and at the close of the morn- ing session. 95. To report to the Superintendent all matters per- taining to their schools; but teachers may at all times report any such matters to the Committee on Schools. 96. To prevent the use of their schools as a means of advertising, except by permission of the Superintendent. 97. To notify parents, at the close of each morning and afternoon session, of every absent pupil and every case of tardiness, unless satisfactory evidence is furnished that such absence or tardiness was unavoidable. 98. To be present at their respective rooms at the time indicated by the rules, and unless so present mark them- selves tardy. 99. To take charge of all books loaned by the Superin- tendent to indigent pupils, and collect the same at the end of each term. IOO. To keep all records required neatly and accurately. IOI. To co-operate with associate teachers in securing good order in the halls or on the school grounds. IO2. To make a carefully arranged programme of study and recitation, which they shall faithfully follow. $ I 98 GRAND RAPIDS PUBLIC SCHOOLS. IO3. To prepare with accuracy all reports and deliver them at the time specified to the persons for whom they are made. IO4. Teachers may detain pupils at the close of the school session, and at recess, for purposes of punishment or to prepare neglected lessons; but such detention shall be limited to ten minutes at recess, and thirty minutes at the close of the session. Io 5. They shall faithfully carry out the suggestions of the Superintendent respecting methods of instruction. IO6. If unable to be in school, they shall give the Superintendent notice of such inability at least one hour previous to the opening of the school; and in all such cases a minutely prepared statement of the school work for the day, for the use of the supply teacher, shall, if possible, accompany the notice. Io'7. They shall enroll their names at the top of the second page of the school register, and make a daily record of their attendance and tardiness. Io8. All teachers entering into contract with the Board of Education are understood thereby to obligate themselves to the faithful observance of these rules and regulations. SPECIAL DUTIES-PRINCIPALS. Io9. It shall be the duty of the principals to have gen- eral management of the schools under their charge, making the necessary rules for the preservation of good order in the halls and on the school grounds. 1 Io. To have supervision of the furniture, apparatus, maps and outbuildings, and to give directions to the janitors for the proper care of the same, and see that such directions are fully obeyed, and in case any injury is done to any of the school property, to ascertain the person doing the same and report at once, the name and extent of the injury to the Superintendent. GRAND RAPIDS PUBLIC SCHOOLS. I99 III. To classify, with the aid and advice of the Super- intendent, all pupils at their entrance into the schools. II2. To make a monthly report to the Superintendent, according to prescribed forms, of the condition of their schools. * e II.3. To suspend pupils for determined resistance to authority, until their cases can be reported to the Superin- tendent; but in all such cases, when it is possible, to send a previous warning to the parent. I I4. To punctually observe the hours for opening and closing the schools, and to be guided in this by the bell at the Central School. II 5. To see that their school buildings when Open, are always in charge of the janitors or some one of the teachers. II6. To visit, from time to time, the rooms of assist- ants during school hours, and to make such suggestions as may be necessary. II 7. To enroll the names of those assistants who have charge of recitation rooms, and record the attendance and tardiness of the same. I 18. To be present at their respective schools, both morning and afternoon, one-half hour before the time for the opening of the school session. ASSISTANTS. II 9. The first assistant will assume the duties of prin- cipal when the latter is absent. I2O. It shall be the duty of assistants to render reports to the principal, according to prescribed forms on the last Friday of each school month. 121. To consult frequently with the principals COIl CéIIl- ing the management of the schools, and especially with re- •ference to cases where corporal punishment may be thought necessary. 122. To be present at their respective rooms thirty 2OO GRAND RAPIDS PUBLIC SCHOOLS. minutes before the time for opening the sessions, duing the entire school year. PUPILS–DUTIES AND PRIVILEGES. I23. Pupils shall not appear in or about the school grounds earlier than thirty minutes before the opening of either session of the school, except by consent of the princi- pal, previously obtained. I24. Pupils are required, in all cases, to be kind to- ward each other, and to render respectful obedience to all the teachers of the same building with themselves. I25. To refrain from the use of tobacco, and from vile and profane language, and other immoral conduct of every kind; to be neat in their persons, and punctual and regular in attendance, diligent in study and faithful in the observ- ance of every rule. I26. Any pupil who shall be absent from any regular examination of the school, without permission of his teacher, and shall fail to furnish a satisfactory excuse therefor, shall not be permitted to return without the consent of the Board of Education or the Superintendent. I27. Sickness of the pupil, or severe illness in the family rendering attendance at home necessary, shall be considered the only legitimate excuse for tardiness or absence from school, and the teacher may require, in all cases, that the cause of absence be certified by the parent or guardian, in person or in writing. If, in the judgment of the parent, the health of the pupil would be impaired or seriously exposed by his attendance at school, the absence of the pupil, if properly explained by the parent, shall be excused as in case of sickness. So also, in the event of a funeral in the family, or any occurrence which makes the absence of the pupil imperative (and of this the teacher is the proper judge), the absence shall be excused. When an unavoidable absence can be anticipated, it should, if possible, be excused before it occurs. GRAND RAPIDS PUBLIC SCHOOLS. 201 128. Any pupil whose absence in four consecutive weeks shall have amounted to five or more half days, or in any one term to twice that sum, unless for satisfactory rea- sons, furnished the teacher as above provided, thereby for- feits a place in school the remainder of the term. In reck- oning, two tardinesses shall be counted one-half day's absence. A pupil shall not be suspended from school under the above rule unless the parent has been previously informed of the number of absences which have accrued against him and the liability of suspension. 129. Any pupil who shall mark, cut or otherwise inten- tionally deface or injure any school furniture, or building, inside or out, shade trees, fences, or other property what- ever, belonging to the school estate, shall not only be liable for damages, but subject to expulsion and the civil law. I30. A pupil may not be permitted to continue in school who shall not be provided with all the books and utensils uniformly required in the classes. I31. In case the uncleanliness of either the person or dress unfits a pupil for the school he shall be sent home to be properly prepared for the school room. 132. Text-books may be furnished by the Superin- tendent, at the public expense (Michigan School Law, Chap. III., Sec. 16) for the use of children whose parents are unable to provide them. Such books shall be labeled school property, and the teacher shall enter their number and title in the school register, in connection with the name of the scholar to whom lent, and the name of the parent or guardian. I33. Books and periodicals foreign to the purpose of study, will not be permitted in study hours. I34. Candidates for advancement must pass a satis- factory examination, and receive a certificate to this effect from the Superintendent or principal, before they can be 2O2 GRAND RAPIDS PUBLIC SCHOOLS. permitted to enter a higher class or department. Special examinations for this purpose will be held at the beginning and close of each term. I35. It shall be the duty of pupils enrolled in the higher departments to perform regularly the parts assigned them in declamation and composition, and by faithfulness in the discharge of every duty, aid in making the school a pattern of excellence. This shall be a condition of membership. I36. At the close of the third term of each school year, those pupils who have completed any course of a study in a satisfactory manner, and whose regularity of attendance, and uniform, exemplary deportment shall have been com- mendable, shall be entitled to the honors of graduation and receive a diploma therefor. I37. No public presentation of a gift or other testi- monial shall be made to any teacher by pupils in school. JANITORS. I38. It shall be the duty of the janitors to sweep daily, at the close of school, all the rooms, halls, stairways and piazzas in use by the schools, and to remove, upon the fol- lowing morning, the dust from all the school furniture. I39. To wash the floors of the rooms, halls and stair- ways, once each school month, and those of the halls and the rostrums oftener if directed by the principal. I40. To examine daily into the condition of the out- buildings, sidewalks and fences, and keep the same in good condition, and to report to the principal any needed repairs or serious injury done to any school property. I4I. To have the rooms sufficiently warmed for school purposes at 8:30 A. M. during all seasons when fires are necessary. 142. To open the buildings at 8 A. M., when directed, and to remain in charge of the same until the arrival of the principal. f GRAND RAPIDS PUBLIC SCHOOLS. 2O3. I43. To keep open all necessary paths upon the school premises leading to the buildings or outbuildings. I44. To consult with the principal respecting the char- acter of the work, and, as far as possible, carry out all sug- gestions relative to the care of the property. I45. All janitors shall act as messengers between the office of the superintendent and the schools, respectively, of which they have charge. I46. All janitors, at such time as they may not be engaged in their duties in the school buildings, shall be subject to the direction of the committee on grounds. SUGGESTIONS TO TEACHERS RESPECTING REPORTS, SCHOOL GOVERNMENT, ETC. 147. The name of the school, time of beginning and ending of the school year, and the name of the teacher in charge of the room, should be plainly written on the first page of the register. I48. The blank space at the top of each page of the register should be filled with the name and date of the school as fast as the pages are used. I49. The name of the teacher should be enrolled at the top of the second page, following which should be left four blank spaces, to be used in case other teachers should serve in the same school during the year. I 50. The real name of the pupils should be in all cases the one enrolled on the register. 151. After the first week of the school year the attend- ance, which may then be copied into the register, should be marked each day. I 52. Care should be taken to leave sufficient room for . enrollment, in alphabetical order, of all pupils who may enter the school during the year. 2O4 GRAND RAPIDS PUBLIC SCHOOLS. & I53. The left hand column of the register is designed for the names and residences of the parents, which should be accurately ascertained at the beginning of each school year. I54. Teachers should record each day their own attend- ance and tardiness. I 55. Teachers should not leave the school building until the work upon the register and the monthly summary, and all other duties of the day are performed. I56. Every book loaned to a pupil should be recorded under the record of the pupil’s attendance, together with the date of the loan. I 57. Whenever a pupil leaves the school permanently, the reason for such leaving, and, if transferred, the school to which he is accredited, should be noted opposite the name, on both the register and the “Transfer Record.” I 58. It should be ascertained, whenever a pupil enters a school, whether he has, since the beginning of the school year, attended any other school or schools within the city; if so, his entrance ticket, with the record of attendance and standing to date, should be obtained from his former teacher, and a record of the same made upon the register. Teachers receiving a pupil by transfer should immediately notify the teacher from whom he comes of his entrance. I 59. On Friday night, at the close of each school month, the principal should hold a meeting of the teachers of the building, at which should be examined, by the prin- cipal and teachers, the monthly summary, and corrected if found necessary. 160. All papers sent by the teachers to the superin- tendent or parents should be dated, and should bear the name of the teacher. 161. Each case requiring the suspension of a pupil for absence or misdemeanor, shall be reported to the principal GRAND RAPIDS PUBLIC SCHOOLS. 2O5 for final action. When a pupil has been suspended, notice of the same with a report of the facts in the case, should be sent at once to the superintendent. I62. Teachers should keep parents informed of all absences, unsatisfactory work and misconduct of their chil- dren. I63. Whenever a pupil leaves the school permanently, either with or without the consent and advice of the parent, and the cause does not seem to the teacher absolutely nec- essary, the case should be at once referred to the superin- tendent, with the name and address of the parent. I64. Teachers should hold themselves aloof from the use of all hasty remarks in the presence of pupils, which may not be repeated at any time in the presence of others. I65. Through the pupils the parents should learn that at any time they will be welcome in the school room, and if any are known to be dissatisfied with the school in any respect, visits from such will generally result in removing the disaffection. I66. The remissness of the janitor in the care of the school room should be noticed and corrected; the floor of each room should be cleaned every fourth week, and other parts of the room as often as necessary, to secure health and cleanliness. 167. Pupils should be taught orderly habits in aſl things pertaining to school work, and orderly habits on the part of the teacher will more quickly and surely secure this result. I68. Earnest and constant effort is needed on the part of the teacher to prevent immorality in any form. By fre- quently mingling with the boys on the playground, the teacher will see more clearly the evil and how to correct it. Reproof kindly given, without the knowledge of other pupils, will be found most effectual. 206 GRAND RAPIDS PUBLIC SCHOOLS. DISTRICT BOUNDARIES. £º Where a street is given as constituting a boundary the line passes through the center of the street, unless otherwise stated. CENTRAL HIGH SCHOOL–TWFLFTH GRADE. The city limits. CENTRAL HIGH SCHOOL–NINTH, TENTH AND ELEVENTH GRADES. Grand River on the west, and city limits on the north, east and south. |UNION HIGH SCHOOL. Grand River on the east, and city limits on the north, west and south. UNION.—GRAMMAR AND PRIMARY SCHOOLS. Grand River on the east, G. R. & I. R. R. on the south, and on the west as far north as Bridge street, Bridge to Stocking street, Stocking (both sides) to Seventh street, Seventh (both sides) east to the river. All pupils (for all grades in Seventh street school) north of Fifth street (including it) and west to the railroad go to Seventh street school. JEFFERSON STREET SCHOOL. tº Beginning at the corner of Straight and West Bridge streets, West Bridge to the railroad, railroad on the east and north to the river, river to West Fulton street, West Fulton to Indiana street, Indiana to Shawmut avenue, Shawmut avenue to Straight street, Straight to West Bridge street. * GRAND RAPIDS PUBLIC SCHOOLS. 2O7 ; BAXTER STREET SCHOOL. Beginning at the corner of East street and Wealthy avenue, Wealthy to Fuller street, Fuller to Alexander ave- nue, Alexander to East street, East to Wealthy avenue. CENTRAL AVENUE SCHOOL. Beginning at the corner of South Division street and Fifth avenue, Fifth avenue (not including it) to Jefferson avenue, Jefferson (not including it) to Powell street, Powell (not including it) to Lafayette street, Lafayette (not in- cluding it) to Hall street, Hall to South Ionia street, South Ionia to Eighth avenue, Eighth avenue to South Division street, South Division (both sides) to Fifth avenue. COIT AVENUE SCHOOL. Beginning at the corner of Clinton and Observatory streets, Observatory to the railroad, railroad to Bradford street, Bradford to North avenue, North avenue (not in- cluding it) to Hastings street, Hastings to Coit avenue, Coit to East Bridge street, East Bridge (not including it) to Clinton street, Clinton (both sides) to Observatory street. CONGRESS STREET SCHOOL, Beginning at the corner of Packard and East Fulton streets, East Fulton to Fuller street, Fuller to Wealthy avenue, Wealthy avenue to East street, East to Cherry street, Cherry (not including it) to Packard street, Packard (both sides) to East Fulton street. DIAMOND STREET SCHOOL. Beginning at the corner of East and Stewart streets, Stewart (not including it) to Fuller street, Fuller to East Bridge street, East Bridge to city limits, city limits to East Fulton street, East Fulton to East street, East to Stewart Street. 2O8 GRAND RAPIDS PUBLIC SCHOOLS. EAST BRIDGE STREET SCHOOL. Beginning at the corner of Bostwick and East Bridge streets, East Bridge (both sides) to Coit avenue, Coit avenue to Hastings street, Hastings to North avenue, North avenue (both sides) to Bradford street, Bradford (both sides) to East street, East to Crescent avenue, Crescent avenue (not including it) to Bostwick street, Bostwick to East Bridge Street. EAST LEONARD STREET SCHOOL. Beginning at the railroad on Carrier street, Carrier (both sides) to the city limits, city limits on the north and east to Stewart street, Stewart (both sides) to East street, East to Bradford street, Bradford (not including it) to North avenue, Bradford to railroad, railroad to Carrier street. FOUNTAIN STREET SCHOOL. Beginning at the corner of Ottawa and Fountain streets, Fountain to Bostwick street, Bostwick to Crescent avenue, Crescent avenue (both sides) to East street, East to East Fulton street, East Fulton to Packard street, Packard (not including it) to Cherry street, Cherry (not including it) to Union street, Cherry street to Jefferson avenue, Jefferson (both sides) to East Fulton street, East Fulton to Monroe street, Monroe to Ottawa street, Ottawa to Fountain street. GRANDVILLE AVENUE SCHOOL. Beginning at the river on Cherry street, Cherry to Ells- worth avenue, Ellsworth to Wealthy avenue, Wealthy to the railroad, railroad to Fifth avenue, Fifth avenue (both sides) to the river, the river to Cherry street. HALL STREET SCHOOL. Beginning at the river on Fifth avenue, Fifth avenue (not including it) to the G. R. & I. R. R., railroad to city limits, city limits on the south and west. GRAND RAPIDs PUBLIC SCHOOLs. 209 HENRY STREET SCHOOL. Beginning at the corner of Cherry and Union streets, Cherry (both sides) to East street, East to Fifth avenue, Fifth (both sides) to Union street, Union (both sides) to Cherry street. $ LAKE SCHOOL. Beginning at the corner of Fuller and East Fulton streets, East Fulton to the city limits, city limits to Alexander avenue, Alexander to Fuller street, Fuller to East Fulton Street. MADISON AVENUE SCHOOL. Beginning at the corner of South Division and Pleasant streets, Pleasant and Mills streets (both sides) to Union street, Union (not including it) to Fifth avenue. Fifth ave- nue (not including it) to East street, East to Jones street, Jones to Union street, Union to Hall street, Hall to South Lafayette street, South Lafayette (both sides) to Powell street, Powell (both sides) to Jefferson avenue, Jefferson (both sides) to Fifth avenue, Fifth avenue (both sides) to South Division street, South Division (not including it) to Pleasant street. NORTH COIT AVENUE SCHOOL. Beginning at the river and city limits, city limits to Plainfield avenue, Plainfield avenue to Sweet street, Sweet to the river, river to the city limits. NORTH DIVISION STREET SCHOOL, Beginning at the river on Trowbridge street, Trowbridge to Clinton street, Clinton (not including it) to East Bridge street, East Bridge (both sides) to Bostwick street, Bost- wick to Fountain street, Fountain to Ottawa street, Ottawa to Monroe street, Monroe to Pearl street, Pearl to the river, river to Trowbridge street, 2 IO GRAND RAPIDS PUBLIC SCHOOLS. NORTH IONIA STREET SCHOOL. t Beginning at the river on Quimby street, Quimby to the railroad, railroad to Observatory street, Observatory to Clinton street, Clinton (not including it) to Trowbridge street, Trowbridge to the river, river to Quimby street. OAKDALE SCHOOL. Beginning at the corner of Union and Jones streets, Jones street and Alexander avenue to city limits, city limits on the east and south to Union street, Union to Jones Street. PARIS SCHOOL, Beginning at the G. R. & I. R. R. on Hall street, Hall to Union street, Union to Burton, avenue, Burton to the railroad, railroad to Hall street. PINE STREET SCHOOL. Beginning at the city limits on Fourth street, Fourth (not including it) to Stocking street, Stocking (not includ- ing it) to West Bridge street, West Bridge to the city limits, city limits to Fourth street. PLAINFIELD AVENUE SCHOOL, . Beginning at the river on Sweet street, Sweet to Plain- field avenue, Plainfield to city limits, city limits on the north, city limits on the east to Carrier street, Carrier (not including it) to the railroad, railroad to Quimby street, Quimby to the river, river to Sweet street. SEVENTH STREET SCHOOL. . Beginning at the city limits on Eleventh street, Eleventh to the railroad, railroad to Fifth street, Fifth (both sides) to Stocking street, Stocking (not including it) to Fourth street, Fourth (both sides) to city limits, city limits to eleventh Street. GRAND RAPIDS PUBLIC SCHOOLS. 2 II SIBLEY STREET SCHOOL. Beginning at the city limits on West Bridge street, West Bridge to Straight street, Straight to Shawmut ave- nue, Shawmut to Indiana street, Indiana to West Fulton street, West Fulton to city limits, city limits to West Bridge street. SOUTH DIVISION STREET SCHOOL. Beginning at the river on Pearl street, Pearl, Monroe, and East Fulton streets to Jefferson avenue, Jefferson ave- nue (not including it) to Cherry street, Jefferson avenue (both sides) to Goodrich street, Goodrich to Lagrave street, Lagrave to First avenue, First to South Division street, First (not including it) to the railroad, railroad to Wealthy avenue, Wealthy to Ellsworth avenue, Ellsworth to Cherry street, Cherry to the river, river to Pearl street. SOUTH IONIA STREET SCHOOL. Beginning at the railroad on First avenue, First (both sides) to South Division street, South Division (both sides) to Fifth avenue, South Division street (not including it) to Eighth avenue, Eighth avenue to South Ionia street, South Ionia to Hall street, Hall to G. R. & I. R. R., the railroad to First avenue. STRAIGHT STREET SCHOOL All territory south of West Fulton street and west of the river to the city limits. TURNER STREET SCHOOL. Beginning at the corner of Broadway and the city limits, city limits to the river, river to Seventh street, Seventh (not including it) to the railroad, railroad to Eleventh street, Eleventh (both sides) to Broadway, Broadway (both sides) to city limits. 2 I 2 GRAND RAPIDS PUBLIC SCHOOLS. A WEALTHY AVENUE SCHOOL, Beginning at the corner of Jefferson avenue and Cherry street, Cherry to Union street, Union (not including it) to Mills street, Mills and Pleasant streets (not including them) to South Division street, South Division (not includ- ing it) to First avenue, First to Lagrave street, Lagrave to Goodrich street, Goodrich to Jefferson avenue, Jefferson (not including it) to Cherry street. WEST LEONARD STREET SCHOOL. Beginning at the corner of Alpine avenue and city limits, city limits to Broadway, Broadway (not including it) to Eleventh street, Eleventh (not including it) to the railroad, Eleventh to Alpine avenue, Alpine (both sides) to city limits. WIDDICOMB STREET SCHOOL City limits on the north to Alpine avenue, Alpine avenue (not including it) to Eleventh street, Eleventh to city limits, city limits on the west. INDEX. PAGE An Act relative to Free Schools in the City of Grand Rapids. . . . . . 165 Board of Education 1891–92 and 1892–93. . . . . . . . . . . . . . . . . . . . . . . . . 3–4 Boundaries, District. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 . Certificates of Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Course of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97–I5 I Examination of Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Graduating Class, 1892. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I52 Janitors, List of... . . . . . . … 25 Order of Business. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I90 Public Library, Rules and Regulations of . . . . . . . . . . . . . . . . . . . . . . . . 4 I Programmes of Special Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161–164 Pupils, Rules Regulating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2OO Report of Building Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II Report of Library Committee and Librarian. . . . . . . . . . . . . . . . . . . . . 27–31 Report of President. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Report of Secretary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Report of Superintendent. . . . . . . . . . . . . . . . . . . . * G → * * * * g º 'º a º ºs e º is e º ſº 65 Reports, etc., Suggestions to Teachers Concerning. . . . . . . . . . . . . . . . 2O3 Rules Regulating the Meetings of the Board. . . . . . . . . . . . . . . . . . . . . . Igo Rules and Regulations of the Board of Education. . . . . . . . . . . . . . . . . I75 Rules and Regulations of the Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . I93 Salaries of Teachers, Rules Regulating. . . . . . . . . . . . . . . . . . . . . . . . . . . 185 School Property. . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * * * * * * * * * * 25 School Sessions, Rules Regulating. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . I94 Statistical Tables, 1891-92. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86-96 Superintendent, Rules Regulating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I94 Teachers, Certificates and Examinations. . . . . . . . . . . . . . . . . . . . . . 187—189 Teachers, 1892–93, List of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48–64 Teachers' Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 56 Teachers, Rules Regulating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Text-Books, List of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I54 Tuition Fees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I94 * <> *: a A Directory and Calendar.— . , Rooms of Board, City Hall. second floor. Regular meetings of the Board, first Saturday evening of each month, President, * E. B. FISHER. t Secretary, E. H. STEIN; office of SUPERINTENDENT. Office Hours: 9:30 to 12:00 A. M., 2:00 to 5:00 P. M. Superintendent, W. W. CHALMERS: Office, City Hall, first floor. OFFICE. Hours: 4:00 to 5:30 P. M., Regular Teachers’ Meeting in Central building the last Saturday of each school month, at 9:15 A. M. Public Library, LUCY BALL, LIBRARIAN; City Hall, second floor. Open daily (except Sunday) from 9:00 A. M. to 9:00 P. M. —l 1892. * September 12th-First Term begins. November 24th–25th—Thanksgiving recess. December 23d—First Term ends. -- 1893. - January 9th–Second Term begins. February 22d—Washington’s birthday. March 31st–Second Term ends. April 6th–8th—Teachers' Examination. * April 10th–Third Term begins. May 30th–Decoration Day. June 23d—Third Term ends. June 29th–Teachers' Examination. September 11th–First Term begins. Nov. 30th-Dec. 1st—Thanksgiving recess. * December 22d—First Term ends. DeA N PRINTing co., GRAND RAP1 ps \ PUBUe schools |Sºlsº ; : CATALOGUE : : —CONTAINING— G) RGANIZATION, Course of Study, —AND —- RuleşºRegulations Howell - Public • SQhools. By Order of the Board of Education. HOWELL, MICH.: LIVINGSTON REPUBLICAN JOB PRINT, 1892, 2 HOWELL PUBLIC SCHOOLS. OWNW WNV OGW \\L- Board of Education. LUKE. S. MONTAGUE, - - Term expires 1893 THOMAS GoRDON, JR., - - Term expires 1894 ARTHUR GARLAND, cº- - - Term expires 1893 FRANK G. HICKEY, * sº - Term expires 1894 WM. P. VAN WINKLž, - - Term expires 1895 Officers. LUKE S MONTAGUE, President. THOMAS GORDON, JR., Secretary. FRANK G. H. IcKEY, Treasurer. Teachers. W. H. Hawkes, B. A., Superintendent; Ancient Lan- guageS. Miss Jennie Houghtaling, Ph. B., Preceptress; Modern Lan- guages and Mathematics. Geo. W. Wright, B. A., Sciences. Miss Mattie Kerns, History and Literature. Miss Franc Blackman, 7th and 8th Grades, Central, Room I. Miss Lucie Naylor, Principal of 4th Ward, 6th and 7th Grades. Miss Fanny Huntington, 4th and 5th Grades, 4th Ward, Room 3. . . . - Miss Cora Monroe, Principal of Ist Ward, 5th and 6th Grades, Room 3. Miss Rose Miller, 1st and 2d Grades, 2d Ward, Room 2. Miss Julia Beal, 3rd and 4th Grades, Ist Ward, Room 2. Miss Ada Farnsworth, 1st and 2d Grades, 4th Ward, Room I. Miss Elizabeth Clark, 1st and 2d Grades, Ist Ward, Room I. Miss Lindy Melendy, 2d and 3rd Grades, 4th Ward. Miss Belle Holt, 3rd and 4th Grades, Central. Miss Winifred Clark, Special Teacher of Music. HOWELL, PUBLIC SCHOOLS. 3 Qalehdar for 1892-93. Fall Term, tº- September 5th to December 22d, 1892 Winter Term, - January 24 to March 24th, 1893 Spring Term, - g- April 3d to June 22d, 1893 Commencement, - - June 22d, 1893 - School Hours. First bell, - - - 8:25 to 8:30 A. M. Second bell, -* - * 8:55 to 9:00 A. M. Morning Session closes at II:45 A. M. First bel1, * - • * - I: IO to I: I5 P. M. Second bell, - - - I:25 to I:30 P. M. Afternoon Session closes at 4:OO P. M. Tuition. Non-resident students will be required to pay the follow- ing rates of tuition within twelve days after entering school: Fall term, High School, including 8th Grade, 4 months, $6; Lower Grades, $5. Winter and Spring terms, High School, including 8th Grade, 3 months each, $5 per term; Lower Grades, $4. Rules Relating to Tuition. Minors whose parents are living out of the district cannot secure free tuition by having guardians appointed within the district for that purpose. - Tuition bills will not be made for less than one term be- fore the term is half expired, and for not less than one-half term afterward. - - Non-resident students will find board and rooms with private families at reasonable rates. The Superintendent will be glad to assist students who may apply to him, in finding places. Those wishing to enter school should be present the first day. - HOWELL PUBLIC SCHOOLS. Alºi ºff Mºell ºigă, Şehool, CLASS OF 1869. E. D. Galloway. CLASS OF 1870. Mollie Blanck, [Mrs. Rufus Sprague.] A. J. Lamoreaux, Horace Barnard. CLASS Edward Marsh, Ella Burt, Wilber W. Smith, OF 1871. Will Carlin. CLASS OF 1872. Helen Williamson, [Mrs. P. I) Skilbeck.] Mollie Burt. CLASS OF 1873. Louise Whipple, [Mrs C D. Austiſ).] Emma E Mason, ſMrs. W. E. Cleave, CLASS Lela VanDeusen. CLASS Nettie Baldwin, Lizzie Kna [Mrs. C. A. Goodnow, J CLASS Mary Barnard, - [Vírs. Spencer Tooley, J Celia Mason, [Mrs. Alfred Garland.] Alma Burr, Aggie Whalen, [Mrs. P. J., Hammell.] OF 1874. OF 1875. Matie Hickey, [Mrs. S. G. Wright.] Mary Williamson, [Mrs. C. F. Hatóh.J OF 1876. Jennie Lee, [Mrs. Charles Wimbles.] CLASS OF 1877. Alva W. Knapp, Claudius B Spencer. CLASS OF 1878. Sidney Burt,” Warren A. Smith, Mary Waddell, Dorathy Sharp, [Mrs. John Hardt.] [Mrs. Nathan Pool.] CLASS OF 1879. Warren B. Warner, Clara Wright, & [Mrs. J. A. Wessinger.”) Hattie Huntington, Harry Wright.* CLASS OF I.88O. None. *Deceased. HoweLL PUBLIC schools. Will C. Spencer, Lizzie F. Wykoff, [Mrs. W. B., ("hase.] Lottie E. Smith. Emma E. Foster, Eva A. Mills, [Mrs. C. G. Jewett.] , Lillian B Spencer, [Mrs. C. B. Case.] Etta Bennett, CLASS CLASS CLASS [Mrs. W. W. Barnard, David D. Harger, Melvin H. Munson. Franc A. Blackman, Mary H. Clark, [Mrs Earl W. Card.' Charles H. Naylor, Fannie Huntington, Cora H. Austin, Carrie H. Boothby, CLASS CLASS [ \ſrs Fred Brockway J Nancy J. Childers, Grant G. Dunning, James E. Kirtland, Lucy M. Naylor, Anna E. Sales, [Mrs J. E Kurtland. J Ben F Wright. Nathan P. Brown, Jasper H. Childers, Dwight H. Fitch, Eula M. Drew, Mary C. Melendy,” Louis E. Howlett, Edwin N. Hight,” Frank W. Dudley, Elvia L. Smith, [Mrs W. E. Carlin] *Deceased. —t. CLASS CLASS OF I.88I. Sam. F. Crosman, Anna E. Waddell, [Mrs. Harry Knapp. J OF I.882. Rosa F. Miller, Emma W. Galloway, [Mrs J Ryan.*] Charles P. Bush. OF 1883. Stella L. Knapp, |Mrs. E. M. Beurmann.] Anna Mountain, [Mrs. Henry Keen.] OF 1884. Mary M. Harger, Ida M. Preston, [Mrs. G. W. Fullam.] Fred Wright, Fannie J. Tucker, [Mrs. John Tunnard.] OF 1885. \ Eva H. Blackman, Carrie Brown Lizzie I. Clark, Mina Huntington, Charles A. Lathrop, John R. Preston, Etta Smith, [Mrs. Oscar H. Bush.] , OF I 886. Cora M. Monroe, Allie E. Spencer, Jessie R. Axtell. OF 1887. Mary N. Drew, Edward J. Drewry, Samuel M. Yerkes, Lyle Young love, Judd Yelland, Nettie G. Lown, w 6 £ HOWELL PUBLIC SCHOOLS. CLASS OF 1888 Ernest Lyons, Elnora D. Harger, George E. Pardee, Bertha A. Curtiss, James H. Naylor, Jennie M. Miller, [Mrs F. J. Cook.] Charles J. Stone, Mary C. Brigham, M. Wallace Bullock, Lillian D. Dickerson, CLASS OF 1889. Sadie VanSyckel, Jeannie A. Wells, Wirt Barnhart, Edmund C. Shields, . George Van Verst. CLASS OF 1890. Nellie May Statia, Imogene Anna Clark, Henry Wilford Monroe, Mildred Annace Tucker, Edwin Asher Thorne, William Henry Padley, Laura May Fishbeck, Leona Elizabeth Bradley, George Wilcox Peavey, Jay Ashley Cooper, Lulu Vere Childers, Ada Amanda Farnsworth, Lola Placeway. CLASS OF 1891. Charles Fishbeck, Frank Dawley, Albert Sexton, Albert Smith, Clara Smith, Jennie Lyon, Mary Gilbert, Minnie Brockway, Rose Smith. CLASS OF 1892. Eugene LaRowe Lydia M. Wines, Harlow S Person, Richard E. Barron, Kate E. Barnum, Floyd G. Randall, D. Edith Bullock, Herbert A. Sprague, Luella A. Britten, Floyd L. Dickinson, Edward J. Lewis, J. Ernest Browne. Ella A. Hatch * Deceased. HOWELL PUBLIC SCHOOLS. 7 OW-GWNN\Z WNW \ONA- The organization of the Howell Public Schools is the same as that of the leading graded schools of the state. There are twelve grades of one year each. These twelve grades are divided into three departments having four grades in each department. The first four grades or years of work are called the Primary Department; the second four, from the fifth to eighth, inclusive, form the Grammar Depart- ment; the ninth to twelfth, inclusive, constitute the High School. These departments correspond to the three di- visions of school work made by the leading educators of the country: primary, secondary and advanced. The course of study lays out the work to be done in each grade. The plan is to accomplish as much work as possible, and the work in each grade can be mastered in a vear by only those who are regular in attendance and diligent in study. Promotions are made each year of those pupils who have completed the work of the grade in which they are. Pupils are sometimes conditioned from one grade to the next, but only when they have so nearly completed the work as to make it possible with extra effort to keep up with the class; but this cannot be done when new text books are used The text books of the Primary Departmen are not used in the Grammar De- partment nor are those of the Grammar Department used in the High School, so it is absolutely necessary for the work of each department to be thoroughly completed before the next department is entered. The method of determining promotion includes recitations in class, weekly reviews, and final examinations. The average standing in each study per term must be 80 per cent. ; anything below will recom- mend the pupil to re-classification. Those promoted conditionally will be subject to re-classification at any time when in the discretion of the teacher and Superintendent it may be deemed advisable. This gives the pupil full credit for all the work done and makes him responsible for his own promotion. The ability of a pupil to perform the work of the grade is his only claim upon the position. Until the High School is reached the work is the same for all pupils of any grade. The High School offers instruction in Latin, Scientific, English, Civil Engineering and Music Courses. * In preparing these courses the aim has been to make them a practical preparation for the active duties of life, at the same 8 HOWELL PUBLIC SCHOOLS. time preparing graduates in the first three courses for the University of Michigan and other like collegiate institutions. Students who do not intend to pursue their education farther than what the High School affords may substitute, with the consent of the Superintendent, in the English Course, such studies as they may desire from the other courses; but diplomas for the completion of such a course will not admit to the University. While the school is maintained for the benefit of its patrons whose children are here seeking education, yet it offers superior inducements to foreign students who, in turn, by their earnest purpose and consequent good influence, amply recompense the priveleges granted them. The Course of Study, as outlined in the following pages, will give something of an idea of the plan of work and the amount to be accomplished. Order of Studies. º FIRST GRADE. { READING—The order of procedure with beginners is as follows: The idea, the spoken word, the written word. The idea made clear by use of objects and pictures, with timelly conversation. The spoken word must be familiar, identi- fied with the object, and then both object and spoken word associated in a simple sentence The end to be gained by the method employed is accuracy of observation, fluency of utterance, quickness in perceiving short sentences, and naturalness of expression. The child- ren are divided into groups of ten or twelve for ease of management. The teacher is supplied with twenty-four toys, easy to be handled, of such familiar animals as horse, cow, cat, dog, bird, hen, etc. A toy is taken and shown to the group and the children enter into conversation about it. This is done in a manner not to attract the attention of the children at their desks, who have been set to do some busy work. The toy is freely discussed, the object bring to train their eyes to see and to loosen their tongues to talk during the conversation; and by placing the toy in one of the hands of the pupils, then by letting two hold it together, and by proper questions, develop such questions as these: I have the horse. She has the horse. We have the horse. You b ave the horse. He has the horse. They have the horse After the developments of the oral sentence, transfer it to the blackboard in script. The child is asked, “What have HOWELL PUBLIC SCHOOLS. 9 you?” He answers, “I have the horse.” The teacher writes the sentence on the blackboard as he speaks it word for word, and calls on him to repeat what he has just said, showing him the sentence on the board. Then the sentences are acted out and the children brought to see the whole sentence before they are given any letters or words. Do the same with the other objects in turn, letting each pupil read his own sentence on the board. Then by changing the form of the sentence and proceeding as before, the group is taught such sentenees as these: The horse has ears. The horse can run. The horse has two ears. The horse eats grass. The horse has ſour feet. The horse walks. During the first five months the children are taught 300 words by the sentence method with script letters, crayon and blackboard, previous to the use of the reading book. 1st and 2nd Months—t Horse, cow, dog, donkey, cat, do11, fan, mug, cup, saucer, hen, egg, nest, bird, box, bell, ball, top, bat, sheep, ax, apple, basket, pitcher, háve, see, has, is, put, may, can, will, run, bite, a, an, the, red, fat, big, little, pretty, I, it, my, me, you, yes, no, not, in. 3rd Month—Man, boy, girl, lamb, fox, tail, fur, feathers, eye, ear, nose, mouth, head, hair, face, hand, feet, rat, squirrel, kitchen, chicken, rabbit, do, did, are, was, fly, lay, play, ride, hit, like, spin, eat, Smell, here, wash, comb, jump, catch, he, she, we, Our, this, that, one, two, three, four, five, good, bad, old, 11ew, black, white, gray, right, left, hare, there, where, fast, slow, very, two, now, ever, and, on, oſ, to, for, with. 4th Month:-Tree, leaves, grass, hay, fish, boat, water, book, slate, fire, desk, chair, floor, pencil, school, teacher, lady, gentleman, manma, papa, flower, garden, day, night, bed, morning, evening, Christmas, Santa Claus, present, suow, ice, slide, fall, slip, cold. Be, saw, grow, get, make, now, Swim, read, write, go, say, think, thank, please, love, buy, give, gave, should, bring, six, seven eight, nine, ten, green, yellow, brown, large, small, dark, bright, polite, us, your, his, her, him, they their, yes sir, yes ma'am, no sir, no ma'am, what, when, up, well, at, ( ), it, always. Sentences are taught that inculcate politeness, as–I say, yes sir, a gentleman, no sir, and ‘yes ma’am’ and ‘no ma’am’ to a lady. When I go to bed I say ‘good night.” When I get up I say “good morning’. I always say ‘thank you,” and ‘if you please,' etc. IO HOWELL PUBLIC SCHOOLS. 5th Month—Brother, sister, baby, home, house, barn, yard, street, summer, winter, pond, hill, sleigh, skates, mittens, hood, stove, wood, coal, Sun, moon, star, sky, rajn, wheel, wagon, clock, timine, feel, try, help, let, line, slide, coast, ride, wear, Shines, laugh, fell, could, barn, drown, obey, their, warm, cold, pleasant, round, hard, Soft, happy, beautiful, young, cross, clear, thee, great, long, Some, any, who, whose, these, what, by, down, into, out, over, much, how. FIRST GRADE. Add easy proper names whenever desired in any month, to fill out the three hundred. Plural forms are used, aud sentences are changed from declarative to interrogative and other forms. Care of penmanship, grammatical construction and punctu- ation are observed by the teacher. Frequent reviews by combining new words with those already learned, until all the words are instantly recognized and read easily and fluently are important. There is no need to hurry, twenty weeks are spent in teaching the above list of words before the reader is taken up. Proper emphasis is insisted on from the first. Whenever the child is told to read a sentence from the board, a light pointer is put into his hand and he passes it rapidly under the sentence he is reading. This is done to make sure that he is looking at the right thing, and accustom him to speak the sentence rapidly. By this process, none of the natural activities of the child are repressed. If he jumps up, steps about, or shakes his hand in glee and eagel ness, the teacher does not correct him. So long as he is eager and excited over it he is in order. The only requirement is that his soul be in the work, and his movements natural and graceful. Diacritical marks introduced, long and short vowels. SECONID GRADE. Carry out the plan of Appleton's Second Reader. Teach pupils to look ahead and take in the meaning of the whole sentence and to look off the book when they read it. Insist upon conversational tones. Teach punctuation marks, posi- tion in standing, phonic drills, diacritical marks, continued silent vowels, dipthongs, hard and Soft Sounds of g and c. Continue studies upon new words by inductive processes. Master this vocabulary by repetition. Teach how to follow, retain and reproduce connected thought. Sight reading of new matter the test of passing this grade. How ELL PUBLIC SCHOOLS., II THIRD GRADE, Appleton's Third Reader. The ability to gather thought by silent reading and to give the idea orally a prime object. Attention to articulation and expression. Sufficient work on phonics and diacritics to keep them familiar. The cor- recting of new words in sentences is the test of masters. By practice in reproducing subject matter Third Reader pupils should become ready talkers. Breathing exercises and vocal elements. FOURTH G RAIDE. Appleton's Introductory Fourth Readers. Childs' Book of Nature Part I. Ten lessons Be sure that the pupils get the thought before the reading Full appreciation is essential to good expression. Continue phonic drills. How to use the dictionary, for meaning and pronunciation is part of this grade's work The Books of Nature are largely for the information they contain. This ought to be extended and illustrated by the teacher and made helpful to the work in science. Principles of emphasis and reflection taught. Principles of good reading kept freshly in hand and con- stantly applied. As much attention as possible to subject 1matter. During the Spring term pupils should be encourag- ed to read Nature’s book in connection with their lessons. FIFTH GRADE. Aºrs: Zerm—Childs' Book of Nature Part 2, fifteenth chapters. Points to be kept in mind. Breathing; clear articulation; full, round, pleasing tone of voice; correct pro- nunciation; fluent utterance; easy natural expression. An important purpose in this book is to store the mind with valuable, interesting facts. Second Term—Book of Nature. Complete part 2 as far as possible. Let the work be a preparation for the next term's work in physiology. Phonic drill in some form slıould be a daily exercise. Third Zerm—Physiology. This work is to take the place of reading, and while it is expected that the subject matter will be quite thoroughly taught, it is hoped that nothing will be sacrificed on the part of good reading. SIXTH G RAIDE. First Term—Fourth Reader. Twenty Lessons. The work here will be of a higher character. More attention to the meaning of the words, forms of expression, beauties of I 2 HOWELL PUBLIC SCHOOLS. - thought and style of elevation and sentiment. Let each piece be well mastered in comprehension and read with fit- ting expression. Second Zez me—Fourth Reader. Twenty Lessons. Drill upon vocal, subvocal and aspirate elements, deocritical mark- ing. Teach methods of using dictionary. The language suggestions should be carefully studied. Reader completed. The contents of this volume should give the sixth grade a keen appetite for pure, elevated and stimulating literature. An intelligent reader possesses in himself the promises of a successful educational career. SEV 3.NTH GRADE. First Term—Fifth reader, or an equivalent amount of some standard literary work. Reading at this point should become to some extent a study of English, and should aim at a literary appreciation of the selections. Second Term—Selections from the Fifth Reader and Sup- plementary Reader. Reading offers the best opportunity for enlarging the pupil’s vocabulary. There must be increas- ing endeavor in the formation of style in reading. Clear articulation by vocal gymnastics, correct emphasis by a study of the thought, proper use of inflection, fullness and smoothness of tones. Third Term—Supplementary Reading. All the previous work should now show good results in articulation, pro- nunciation, comprehension, expression of thought apprecia- tion of style, power to grasp the thought or sentiment of the production and reproduce it in their own language. Power also to discuss critically certain portions of the article read. FIGHTH GRADE. First—Dickens' Christmas Stories. Reading should be made a masterpiece study, and united with language work. The elocutionary part of the exercises should secure easy and intelligent reading. Second—Christmas Stories continued. The sentiment, the characters and the diction should each command a care- ful study. Third—Kingsley's Greek Heroes, or Franklin's Auto- biography, or an equivalent. LANGUAGE COURSE. FIRST TER.M. SEC()N D TERM. TIIIRD TERM Copying wor, s and sentences.— Dictation exercises, including de- clarative alid interrogative. Teach necessary capitals and punt’tuation points. Correct errors of Speech. § Begin to notice varying forms of Words – e. g., names of things made to meal. 1)more than One by adding s. Copying and dictation exercise's. Su- pervise the Writing and as far as pos- sible let no error appear in the fin-, Observatiºn work cºntinued: AC- tious, words, movements, Soulids. positions in and about the schoo , to be expressed in simpie phrase The stories and pictures of reader will suggest descriptions. Right use ºf is was, are, were, a, an, this, that etc THIRD GRADE. Description of absent objects, pre- viously examined according to the directions of the teacher. Descrip- tion of incidents in which the pupil has participated or which he has Witnessed. Memorizing selections — writing them from mentory. Reproduction of stories heard from teacher’s or from mother’s lips. Writing iron memory. Sliort stories read by the pupils; also the “Home ſlessons” in Geography. Compare objects, as leaves, fruits, flowers, Jeople, etc., so as fo use º and superlative forms. of 1he adjective and adverb. Cor- rect use (if the past an d partciple form of do, go, see, Sung, draw, etc. Continue until practice becomes easy Lessons in kindness to animals will be serviceabie in this work. Also the elementary botany studies of the FIRST GRADE. In early St-ges of School life the reading lesson will afford the best means of teaching language. A Sentence Or pal agraph fully un- derstood, aud fle gist of it give in in 1 he pupil’s Own words, is a model leSSO11. Begin by conversation with the pu- pil upon objects prest int. and Simple in form. Teach pupils to cxpress what they see, furnishing the neces- sary idioms therefor Gradualſe the Steps to the pupil’s comprehension. SECOND GRADE. Writtell Seºutences should general:y be preceded by oral expression. The simplest description of tºl.jects pre- sumably in the object lessons, in all- swer to questions. Give sentences with blanks to be fill d, to call ºut thought or test correctiness of Speech ished product. FOURTH GRATE. Narratives of events in personal experiences, as Vacation, going to the fair, Christmas, an evºlling with companions, etc. Much of , the sub- Stance for the term Shoufól be repro- duced as language work. Notes of inviſation, letters, word Studies, a few Suffixes and prefixes and their use in for nuing Words. I)e- scription of prefixes: How to catch fish, to Shoe a horse, to grow water- melons, fo make cider, to make bread, to attend School. term. IWCS. Idiomatic English use of connect- S L.A. N. G UAGE CG) UR s E-Continued. FIRST TERM. SECOND TERM. THIRD TERM. FIFTH GRADE, . Letter writing º taught and much practice during the year, Much of the preceding work review- ed Innaginary stories from pictures : the criticism be clear and con. SU2, Ill. Continue stories from pictures and add Stories from furnished outlines. Geography should furnish much ma- terial for language work. 11istory as well. Give a form for biographi- Cal Ske; Ches, Train the pupils to make outlines of their compositious. The preceding methods should not be entirely neglected, but the subjects this term should be largely taken from the Physiology persued and from , Geography and History; Pu- pils Should write from an entire view of their topic and with a definite alm. SIXTH GRADE. Language work as previously un- derstood should be carried forward in Conjunction with technical gram- mar, occupying about two days per week. Reed & Kellogg’s Graded Language Lessons to Lesson 48. It may consist of stories fron) pic- tures, Studies from Selections from the reading ſessons, and abstracts from Geography and History, In all cases an outline of the topic should be made before writing, and faithfully adhered to. The pupil should learn to call the dictionary to his aid in writing. SEVENTH GRADE. The exercises of this grade may COInsist in part of reproductions from books, read. Studies of literary SelectionS in eon Inection with the study of Geography. Reed & Kellogg’s Graded Language Lessons complete. . Turning descriptive forms into prose. The poem to be transformed should be carefully chose n, well Studied and topically outlined, in order to secure a faithful reproduc- tion of the thought. There should also be exercises of speaking and reciting; the pupil get- ting up before the others in the class. •ºmº-º-º-º- EIGHTH GRADE. Structure in composition continues in this grade to be more important than style; hence pupils in this ef- fort of writing should aim at clear, topical divisions, proper order and emohasis of topics and unity of pur- pose. R. & K’s Higher Les., 1st half. The COml)arative lesson of the text bOok in Grammar to be brought ) nto play here, Pupils should be taught the economy of the part ciple alid in finished construction. Subjects will be taken from the elementary sci- ence studies, from the literature of the reading class, or from books read. This Course also includes recitations and declamations . A suggestion in class study, a fine description, with special reference to its descriptive terms, phrases and Clauses. Then write description on a similar theme. & FIRST TERMI. GRAZWZVYA R. SECOND TERMI, SIXTH GRADE. The Work of this grade ill grammar is to learn how to classify the parts of speech, on the basis of their sen- tential use. 1—The sentence, its parts and their 'uS62. 2 Noun - Name Of all object, at this stage, of a material thing. Com- mon and proper Ivollfl. 3 –Verb – A word that States SOme- thing about an object. 4—An Adjective – A Word that tells which, whose, what kind, how manv or how much, or what Ord?r a thing IS. 5–A. Pronoun—A word that Stands for a noun, which at this point must always be named. The method must be wholly and slowly inductive. The principle of classifying must alway S be in the foreground. In parsing the use of a word in the sentence Inust be stated previous to and as a ground of its classification. Adverb - A word that answers to the questions where? when? why? What? how 2 2—Preposition—A word thal stands before a noun or pronoun, with which it makes a phrase, either adjective or adverbial. 3–Choice ºf prepositions. 4—Teach the Jaw of agreement of verb with its subject. 5–Test all preceocling work, and review when necessary. THIRD CLASS. 1-Conjunction – A joining word. No Sub-classes given here, but the elements connected must be clearly named - 2 . Simple and Compound sentences 3. C911tinue parsing, using more difficult examples. 4-Analysis So far as picking out Sent('nces, phrases and all word modifiers. 3. G RZYZVNZVNZXR--Continued. FIRST TERM. SECONID TERM. THIRD TERM. Clauses—Their nature and usage; wrought out by identifying their use With that of words and phrases al- ready known. T SEVENTH *...º.º. Of Clauses, Class- w : es Of conjunctions. GRADE. 3–Kinds of nouns. Collective ab- stract, number, uses. - .4—Pronouns–Classes carefully dis- tinguished by many examples, About 40 lessons from text book. Work confined mainly to what may be called technical grammar. EIGHTH GRADE. 1–Adjectives — Descriptive, deſi nite, comparison, use. * 2 . Adverbs—Classes, comparison, Conjunctive, adverb; law8 and uses. 3–Verbs. Classes — Complete, in- complete; transitive, neuter. Modifications Mode, tense, voice, verb, phrase S, conjunttion, laws Of uSage. 1— Partciples—Derivations, nature at d most common uses; elementary treatinent. 2—Infinitives—Same treatinent as part. 3—Interjection. 4 - Parsing, analysis and reviews. * ... Text Book to Lesson 85. Same lim- itation as in first term. *** Text book completed, with the omission of such parts as do not con- tribute directly to grammatical knowledge. S GEOGRAPHY. THIRD TERMI Up, down, high, low, right, left, hot, COld ; halmes Of Seasons; Sun, moon, StarS. Let them tell the products they know of; how they grow, etc., what is dcrle With them. Snow, its uses; effect upon vegeta- tion; ice, its uses; coal and wood, where from, uses; develop idea of climate and its effect upon people and their Occupation. Map of school grounds, drawn to Scale from obser- Vation, naming streets and direction. Take pupils out of doors once a week and teach them from nature, hill, Valley, lake, gutter, drain, etc. Map city. Locate from observation Streets, buildings, etc. Let them de- scribe their own maps in their own language. FIRST TERM. SECON D TERMI. FIRST GRADE, 1St-Direction Of Cardinal Points. The Compass. Show them one. SECOND GRADE. Semi-cardinal points. Measure- Inents—inch, foot, yard. Maps – School room, to scale; rela- tiye direction of objects from each Other. THIRD GRADE. Township and County government explained. Production. Inter change Of productS 1){-tween town and country.--Maps County. I)raw scale; devide into townships, lakes, rail- roads, to WuS. Talks—Fur animals. Why birds go South, beaver, Seal, minerals, 1) Orthern pe.linusula, Itihlber and cereals, lake traffie, difference in Climate as we go north. State govern- lment. Michigan—U ounties recogniz. ed from wall map. 5–Bays, rivers, Cities etc., located and described. Réad Our world. Part 1–Talks on air, moisture, Wind, clouds, dew. How rivers, Wells, springs, etc., are form- ed. All these from Observa, ion. Study globe map— Distribution of land and water. Motions of earth, axis, poles, equator tropics. FOURTH GRADE. , Read our world. Part 2—The Jes- Sons in map studies must be given by the teacher from wall map and not from the map quesitions in text book. Map of North America. Outline prin- cipal indentation3 and projections, islands, drainage, products, etc. Poli- tical map-Countries, important places Read our world. Part 3 Study of North Americal continued. Their map should be Carefully drawn and colored and fully explained by them. Wall map in constant use during reci- tation. Pupils should be encouraged to give in Own words meanings Of Cer- tain geographical words after they have been explained. Continue Study Of North America. ‘till leaves app ar and the class will drop study of Geography and take up leaf studies With specimens in hand the leaves Should be examined in re- Spect to form margin, apex, Venation and ultimate classification. In like manner study stem and flowers. Method wholly il, ductive. & GEG) GRAY FH^^--COntinued. FIRST TERM. SECOND TERM. THIRD TERM. FIFTH GRADE. ... Our World. North America and United States – The listorical part Should be supplemented by one or two of the many good historical stories s ited to the subject. Work at this point may begin to assume the character of real geographic study. 18 lessons Of Our World. Part, 3– Restudied according to method Sug- gested in preceeding term. See di: rections for studying a continent and for Seaf work. - Elementary Botany after the method in 4th year, 2nd half may be resumed. Teachers may be guided by Youmans’ First Lessons in Botany, Elementary, Physiology, for reading discussion, REMARKS AND HINTS." Essay Work — Biographical, de- scriptive Stories of various kinds, al- ways pointing some lesson. Travels from place to place; de- Scribe country, people, etc. Talk to them about these things. Stimulate growth of geographical ideas and definitions. Mlake the daily reading lesson bear upon the geography if possible. Frye's Child and Nature, Geike's IPrinier of Physical Geography. Shaler’s First Book in Geology. SIXTH GRADE. School Geographies—Definitions in Mathematical and Physical Geogra- phy. Physical studies in the Hemis- pheres. North America, Physical; also leSSOnS LXVII, LXXI. One day per week general geography; outline map used by pupil. U. S. Physical- Grouping of the State. Political map of States east Of Miss. River. § study of N. England States, Middle and SO. At- lantic States. She day per week, general geogra. ph V, Central States. Great NOrthwest- ern States. States of Plains. West- ern States. U. S. completed. U. S. History every other day. Ballow’s Footprints. SEVENTH GRADE. *ē, South America—Physical and PO- litical. Europe— Physical and Political. Ballow’s Footprints. European notes. Asia, Africa and Australia. Phys- ical and Political features. Ballow’s Footprints of Travels Supplement- ary reading, Maps drawn; physical and political outlines furnished. U. S. History every other day. C CEGGRAPHY--Continued. |FIRST TERM. SECOND TERM. RE- MARKS. The ideas ar.d. definitions in Math- ematical Geography should be wro’t out with the globe, those of Physical Geography with the wall map, sand Imap, etc. The work on each country should begin and end with a Wall map, All map studies definitely outlined by the teacher before assigned for learning. * After proper study of location, form and proportions, the country to be rapidly Sketched, delineating only the larger indentations and projec- tionS. Additional details in Coast lines will follow a more detailed Observa- tion. The points to be especially aimed at are accuracy Of location, form and proportion. Coast lines need not be shaded, l)ut relief features Should be as faithfully followed as possible. Physical Geography should dis- tinctively precede Political Geogra- phy. After contour and relief, the country should be studied with re- Spect to climate, vegetation, animals, minerals and inhabitants, with as much Supplementary reading as pos- Sible under those heads. Commer- Cial routes, great marts of trade, Wealth producing industries, the way Certain products are raised, certain articles of manufacture are produc- ed, etc. etc., should receive special attention. Geographical journeys are excellent exercises. References—Paul Bert’s Primºner of Scientific Knowledge and First Steps of Scientific uOwledge.— King’s Methods and Aids to Geogra- phy, Peavy’s Manual and Cocker’s Methods. THIRD CLASS. GEOGRAPHICAL DEPTS. Physical-Map , drawing, outline, drainage, products, indicated; also #ºle. longitude and Scale of IIll 162S, *: Wonders of the country; of sea. Cause and purpose of everything Studied as far as possible. Political—Countries; political or- ganism, government, commercial re- SOurces, State and municipal govern- ment, exchange of produce, depend ance of One class upon another, in- Stitutions, church, school, charitable institutions, reforms, asylums for unfortunate, etc., Cause of every- thing. § ZY RITH 7VV ETIC. THIRD TERM. These same operations continued to 10 inclusive. Teach the arithmetical signs and how to use them. (Yare in * work it, proper form. Read and Write numbers to 100. Relations of 10S and unitS. DeCi- mal notation. Concrete application. % taught by objects and applied to Inumbers whose results are integerS. Roman notation to X. SECOND GRADE. Add. subtract, divide and multiply by 2 and 3 to 16. Sight reading of the Salme. Dictation of exercises for oral and written answers. Teach inches, ft, yol, and how to measure with a rule. U. S. money table. Read and Write numbers to 200. •Arith. op. to 18. Study decimals, notation; 9%, 3%, 34 taught objectively and applied only to concrete num- bers, Roman numbers to XX. Read- ing and writiug, to 30.1. Continue work in money tables and measuring, Rapid addition in columns of num- bers not larger than 4. ReSultS to 25. Count by 2, 3, 4S to 25. Arith op. to 25. Iteading and Writing to 400. Continue to Work with fractions. adding and subtract- ing similar fractions Work must be done objectively; if necessary com- bine rapid addition and Subtraction; allow no finger connting, FIRST TERM. SECOND TERM. FIRST GRADE." performed with Counting with objects to 50, Learn. ing and writing the digits. Operations in addition, multiplica- tion, Subtraction and division to 5.- objects in their hands. THIRD GRADE. Practice much in computation, col- umn adding. Sight reading and single results, and counting by several dig- its. Multiplication worked out and committed through 5S. Written work in fundamental ap- plication, teaching numbers to 5. Processes explained by teacher but not by pupil. Liquid measure taught objectively and applied. Concrete problems. Operations with fractions continued. Add , Sub., mult. etc to 100. Special drill needed on 7S,8S, 9s. All ºmputation Should be habitually rapi (1. Written multiplication and division Inultiplier not to exceed 9. Processes carefully analyzed by teacher. Read- in g and writing of two periods. Ta- bles of time and weight. Problems. Operations with fractions to 1-6. All this work should be made perfectly progressive, one step at a time. FOURTH GRADE. Colburn’s Arith., from Sec. 6 to ex- ercises 30, p. 81. Accuracy and rapid- ity in performing are of flrst import- ance. Then as much theory as time will allow. Also section 8 Inental ex- ercises to 5ths, p. 105. Colburn’s Arith from p. 81, Sec. 8. Treatment same as in first term. Multiplier must not contain any more than four figures. Mental exercises to 9ths, p. 110, Colburn’s Arith, from 110 to sec IX Note – No Skillful teacher will be limited by the kind or almount Of number Work in a text, ÜOOk. The de- cisive question is, have the pupils become fairly independent in think- ing and doing. s A RITHZw ETIc-Continued. FIRST TERM. SECOND TERM. THIRD TERM. FIFTH GH.A.D.E. Arithmetic to common denomina, tor, p. 138. Mental work. Some written work should be given in integerS, similar to that lm Sec- tions VI and VII. - - Arithmetic to Section XI. It is ex- pected that all the mental WOrk will be flhoroughly mastered. Arithmetic completed, except the parts relating to English money. Teachers may, in 1heir judgment, close their work at Section 13, p. 192. SIXTH GRADE. Practical Arithmetic to fractions, chapter VIII, Froin this point the logic of principles and processes should be fairlw mastered. The (lec- imal liotation is the key. COmni on Fractions to Article 155. All principles and processes should be carefully analyzed. But facility of Computation is the first essential. Fractions, common and decimal, completed. The few troublesome points in reading, Writing and divis- ion of decimals need Special treat- lment. SEVENTH GRADE. Denominate numbers to Sec. VII All the common tables to be perfect- Jy committed, but the special infor- Ination under the tables need not be memorized. Principles ratlier than rules should be the guide in this part of the book. - I)ellominate numbers and ali- quot parts completed. Percentage Sec I. Principles carefully develop- ed by the fractional method and ap- W# to a few concrete. Omit Sec. To Partial Payments, onittin Stocks, U. S. Revenue and Compoun | literest. . The work must be thorougly men- tal, not mechanical. Done with principles, not formulas. EIGHTH GRADE. To Ratio and Proportion; omitting Merchants’ and Vermont’s rules, usurv laws, government bonds and exchange, and the theory of the metric System. Book completed to review, omit- ting Partition and Compound Pro- portion, Cube Root, and Mensura- tion, Theory of the Metric System. General review. Omitting Such parts as were previously omitted. 22 HOWELL PUBLIC SCHOOLS. SF E L L IN G. I. In the first four grades, the work in spelling will coincide on subject matter with the reading. 2. In the use of the spelling book words should convey meaning before being assigned as lessons. Spelling exercises should generally be in writing. - 3. In the fifth grade Reed's Word Lessons, part I. Sixth grade Reed's Word Lessons part II and review. Pupils from this time should be made strictly responsible for correct spelling—to use a dictionary when there is any doubt in the pupil’s mind as to the Orthography of a word. VV RITING, Grade I—No I. Tracing book and exercise paper for drill in free hand movement; special attention to pen holding and position of body. Grade II—No I and exercise paper; complete book; trac- ing exercises and paper; analysis of small letters; special at- tention to correct pen holding; position of body and easy movement in all work with pen and pencil. Grade III—Analysis of small letters during first term. Analysis of small letters completed. Book II—Unremitting watchfulness to secure perfect position; pen holding and free hand movement in all work with pen and pencil. Care- ful criticism on imperfect forms, slant or spacing. Grade IV—Writing Book No. III; practice book; analysis of capital letters containing capital stems; analysis of small 1etters reviewed; frequent exercises in muscular movement; whole arm movement to secure greater ease and freedom. Grade V–Writing Book No. IV. Frequent practice dur- ing the year of muscular and whole arm movement. Grade VI—Writing Book No. V. Insist on practice in whole arm, fore arm movement and proper position of body. Criticism continued. w Grade VII—Writing Book No. VI. Same practice insisted on as that in previous years. Grade VIII—Writing practice continued on practice paper. No writing practice should at this stage be allowed a single instant where imperfect position and movements are used. The practice work will consist of exercises in writing busi- ness forms, such as notes, checks, drafts, receipts, writing letters, answering letters, filling out blank forms, etc. HOWELL PUBLIC SCHOOLS. 23 D F AVNZ IN G, Grade I—Prang's models for form, study and drawing. The course is based on the geometric solids, sphere, cube, cylinder, oblong block and triangular prism. The work in- cludes moulding in clay those solids and other objects based upon them. The study of straight and curved edges, faces, and surfaces plain and curved; the study of form by touch, by sight and by contrast. Drill in position. Exercises in drawing lines. Stick laying. Paper cutting and folding. Union and symmetry in design taught by the laying of proper squares and circles in border and around the center. Grade II—Moulding in clay; the hemisphere, ellipsoid, Ovoid cylinder, oblong prism, cone and Square pyramid. Exercises in Position—Combinations of forms by drawing and stick laying; drawing from objects; form study by fold- ing or cutting paper; representing foided forms by drawing on paper or blackboard. Designing as in first Grade. Grade III—Text-book, Prang's Series Nos. I and 2. This. course includes drill in position, drawing straight lines on paper and blackboard and drawing from objects. Construc- tion of forms by paper folding; paper cutting and pasting. Designing by the same processes. Representation of the de- signs by drawing. Grade IV—Text-book Nos. 2 and 3. (Prang.) The year's work includes drawing of circular and reversed curves. Ap- plication of these curves to forms cut from paper and forms moulded in clay. Representing the quatrefoil, pentagon and hexagon by drawing and by paper folding and cutting. Original designs drawn freehand and also cut from paper. Drawing from objects. - Grade V–Text-book, Clark's edition, Nos. 2 and 3. The course includes practice on paper and board of reversed and other curves Representation of pentagon, hexagon and Octagon by drawing, paper cutting and folding. Original designs in these forms folded and cut from paper. Draw from objects, . Grade VI—Text-book, Clark's edition, No's 5 and 6. Construction. (a) Freehand drawing. (b) Making of models of cardboard and other materials. The cylinder; oblong block, triangular prism and objects based on them. Repre- sentation from the object of the cone, cylinder and objects based on them. Original designs to cover surfaces for borders in freehand drawing and cut from paper. Drawing leaves from nature and conventionalizing them for designs. ' 24. HOWELL, PUBLIC SCHOOLS. Grade VII — Text-book No. 7, Clark’s edition. The course includes construction, representation and decoration, Construction—(a) Drawing freehand. (6) Making of models with cardboard, etc., of the square plinth, cylinder, Qube, Square pyramid, triangular prism and hexagonal prism. Working drawings of common objects. Pattern making from working drawings. Development of surfaces. Origin- al designs for decorative purposes. Drawing from objects. Grade VIII–Instrumental constructive drawing; working drawings; geometrical problems; representation of rectang- ular objects in parallel and angular perspective; models in groups. Drawing leaves from nature and adapting them to design. Geometrical designs and coloring in flat tints. ZANV J S I C, Grade I—A conception of relative pitch sounds built up by induction. - w Pupils taught to sing the scale by syllable and Scale names. Manual signs will be helpful. Aim to secure pleasant tones, not harsh and loud. Let all exercises and singing be upon a medium key, not high or low. Insist on good position. Occasionally practice individual singing. } • Rote singing is recommended and should be carefully taught; the melody learned in sections and the rythm care- fully observed, Also attention should be given to respira- tion and distinct articulation. The staff should be taught the second half of the year. Build the staff before the pupils on the board. Explain bars, single and double; % notes, 4 notes and 94 rests. The tonic sol-fa time names are serviceable in teaching 1ength of tones. Grade II—Review first year's work Note singing, scale practice, pitch names with manual signs. Attention to rythm, expression, respiration. Pupils taught how to sudy each exercise, and in recita- tion should do individual work at the blackboard. Two part singing with manual signs. Simple two part songs at blackboard. Exercises written in double and triple 1116°2S111’e. Teach dotted half note, eighth note, tie, slur. HowRLL PUBLIC schools. 25 Grade III—Same as grade I. Order of learnnig and ex- ercise for all grades. First, beat time and time name. Second, study the notes. Third, beat time and read using syllablee. Four, sing without beating time, using syllables. Do not forget the accent. - Pupils taught to think tones. Teacher sing tones and pupil represent them on staff. This practice continued through all the grades. . Two and three part Songs. High voices sing upper and low the lower parts. Grade IV — Review third year's work. Grade V—Time, name and sing carefully all exercises. Use two and three part Songs. Sing with scale names plac- ing No I on any degree of the staff. Teach the letters of the staff, dotted quarter note, eighth rest and one or two more signatures. During the latter part of the year teach signatures through four flats and sharps and the different kinds of measure. Easy two and three part Songs. - Grade VI—Simple three part Songs. Grade VII—Review signatures, notes, rests, different 1 --~--> --~~~~ - .*--- ...~~ -- ~ *----, --, -- § -*. --- --~~~...--—--------~~~~~~~~~~ | -#OF THE =- Neºſ > J. fºe. jº Fuſºſie g 5eſtoo ſs *- -º- - -*--. -** - ----- - *------ - ~~~ --- ----------------------- :- - --~~~~ = -r- ~~~~ -- | *-- - - --~~~"-" ---------"----------- ~~~~~~~~~~~~~~~~~-------> x. 24 YEAR BOOK PUBLIC -- SCHOOLS CITY OF ONIA, MICH, FOR 1892–93. STANDARD STEAM PRESSES. August, 1892. +&alendar. Hº, 1892. Examination and Classification of New Pupils, Saturday, Sept. 3. - - Fall Term opens Sept. 5. Fall Term closes Dec. 23. 1893. Examination and classification of New Pupils, Saturday, Dec. 31, and Saturday, Jan. 28. Winter Term opens Monday, Jan. 4. Semi-annual Promotions, Jan. 27. Second Semester begins Monday, Feb. 6. Winter Term closes March 24. Spring Term opens April 3. Sermon to Graduating Class, June 18. Grammar School Promotion Exercises, June 21. Final Primary School Exercises, June 22. High School Graduating Exercises, June 23. Alumni Reception, June 23. Il S9 ºe - Il S9. 3. SEPT E M B EIR. NOVEM BER. JANU ARY. MAROH. || M A Y. S M T | W T F | S || S | M |T |W |T F | S S M T | W |T|F |S|| S |M T | W | T | FI SH | S M T | W |'I' | F | S ...|| || || ||2|3||.T.T. 2 3 4 5||7|3| 3 || 5 ||6||7|| || || ||2|3|4|| || ||2|3||5|| 4|| 5 || 6 || 7 || 8 9|10|| 6 || 7 || 8 || 9 |10|11||12|| 8 9|10| 1 ||12||1314|| 5 || (; 7| 8|9||10|| 1 || 7 || 8 || 9 || 0 || ||12 |: 1 11||12||1314|15||6|17||1314|15|16|17|18|19||15||6|17|| 18||19|2012||22|23|24||2012) |22|23|24|25|26||22:23:24|2 25|26|27|28|29|30|...}|27|28|29|30} . . . . . . . . . .29|30|31 |. S||9|20íž!!}}}}}}}|{{{17|18||4||5||9||17|1S 1920 5|2|}|27|28||19|20121:22|2324 ||25 ||21|22|23|24|25}26|27. a - e i s s º ºiſsºl 28/29|30|3] OC TOP ER. DECEMI} E R. FE BRUARY. APR II, JUN E. S M 'I' | W |T| || F | S || S M Twº s||S |M|T|w T|F | S]| S |M|T |w T || |S||s |M|T w|T F | S | - I - I - - - - - !..|...}...|...}. 1||.. [...]... 1|2|3||...}... [...] 1 2 3 4||..|..]...i..|.. [...] 1||..]...i... . . 1 2 3 2 3 4 5 6' 7| 8 || 4 || 5 || 6 || 7 || 8 || 9|10|| 5 || 6 || 7 || 8|9|l ()|| 1 || 2 3 4 5| 6 || 7 || 8 || 4 || 5 || 6 || 7 S 9||() 9|10|1||12||1314|15||11||12||1314|15|16|17||12||1314||5|16|17|18 || 9|10|11||12||13||4|15||l 1|12||1314|15, 16 17 16|17|18|19|2021|22||18|19|2021222324 |19|2012122|23|24|25||16|17|18|19|2012 ||22||18|19|2012122'23|34 23|24; 25|26|27|28;29||25|26|27|28|29|30}31 jºi 28. . . . . . . . . . . ||23|24|25 ** 25|26|27|28 * • * *Tºoard of Education. Hºt TERM EXPIRING 1893, J. C. TAYLOR. GREGG WILLIAMS. TERM EXPIRING 1894, A. B. GRANT. WM. WING. TERM EXPIERING 1895. JAMES VOSPER. A. S. WRIGHT. O R G A N I Z A T I O N OF B O A R D . President, JAMES VOSPER, Ex-Officio Member of Committee on Schools. Secretary, J. C. TAYLOR. Treasurer and Acting Secretary, A. S. WRIGHT. C O M M I T T E E S . Management of Schools, Text-Books and Apparatus, WRIGHT, TAYLOR, GRANT. - TAYLOR, WRIGHT, GRANT. Buildings, - Grounds, WILLIAMS, GRANT, WRIGHT. GRANT, WING, WILLIAMS. Supplies, Library, WRIGHT, TAYLOR. GRANT, TAYLOR, WING, Ways and Means, Claims, WING, WILLIAMS, TAYLOR. WILLIAMS, TAYLOR, WING. Truants, WING, WRIGHT, WILLIAMS. B O A F D M E E T I N G S . The regular meetings are held on the Third Monday evening of each menth. ---> --— ºr ºr º –– -— —e SU P E R IN T E N D E N T S OF F I C E H O U R S , 8 to 8:45 a. m., 4 p. m., Saturdays excepted. TEACHERS. SUPERINTENDENT, CHARLES L. BEMIS HIGH SCHOOL. - PRINCIPAL, MISS JOSEPHINE A. WILLIAMS, English. CHARLES L. BEMIS, Science. MISS ELLA HUTCHINS, Mathematics. - MISS A. JOSEPHINE JACKSON, Languages. MRS. MARY E. GUIREY, Music and Drawing. MISS ELEANOR E. CLAHK, Book-keeping and Pen manship. MISS LOU M. TULLIS, Ninth Grade. GRAMMIA.R. SCHOOL, PRINCIPAL, MISS ANIS J. KNOWLES, Geography and United States History. MISS HASSIE H. PRESTON, Grammar. MISS JANET L. STEELE, Arithmetic. MRS. NANTIE E. MASON, Arithmetic. MISS LETTIE V. STELLBERGER, Reading. MISS EDA. M. STELLBERGER, Language Lessons and Geography MISs KATHARINE TAYLOR, Language Lessons and Reading. MRS. MARY E. GUIE&EY, Music and Drawing. MISS ELEANOR E. CLARK, Penmanship. PRIMARY SCHOOLS. C E N T R A L . Fourth Grade, MRS. ESTELLA L. MATHEWS. - Third Grade, MISS NETTIE V. PEARSALL. - Second Grade, - MISS EDNA MAY WATERBURY. First Grade and Kindergarten, MISS MARY M. CADWELL. Music and Drawing, - MRS. MARY E. GUIREY. Penmanship, MISS ELEANOR E. CLARK. S E C O N D WA R D . Fourth Grade, - MISS KATHERINE GREEN. Third Grade, MISS MARY SCHEURER. Second Grade, MISS JESSIE M. HUTCHINS. First Grade and Kindergarten, MISS FLORIDLA BANGS. Music and Drawing, MRS. MARY E. GUIREY. Penumanship, MISS ELE ANOR. E. CLARPC. F O U R T H W A R D . Eourth Grade, MISS ER.EAN C. WELCH. Third Grade, MISS MARY E. YOUNG. Second Grade, MISS CARRIE E. DASSEIL. First Grade and Rindergarten, MISS MA FRY O. ARNOLD. Music and Drawing. MERS. MARY E. GUIEEY. Penmanship, MISS ELEANOR. E. CLARPK. High School Building. Z'he proper design of all education is to build ºf and build out the mind. A // other things which may be thought of are secondary to this. –77mothy Dwight. The object of education is the development of independ- ent individualitics, fitted for life in society—capable of hap- piness, and efficient for usefulness—on the basis of moral- ity and reason. – W. M. Hai/mara. Tānnoureement. This Year Book is published for the benefit of pupils, patrons, and those interested with us in educational matters. It essays to set forth in as clear and concise a manner as possible the condition of our schools and their ad- vantages; to give advice to young people preparing for success in life; and to assist parents in selecting a suitable place to educate their children. We spare no pains in trying to keep our school at the head. Great care is taken to select teachers of ability and experience. Many of them have been employed here for several years, and their service is of great value to the school. We now have one of the best corps of teachers in the State. - We are sincerely thankful to those who have in the past so liberally patronized us. We solicit your patronage for the future, and can assure + you that everything will be done that is possible to make the school worthy of your support. Any information concerning schools or school work not found in this book will be gladly furnished by the Superintendent. Tºublie Żchoolz of Ionia. SITUATION. Ionia is situated on the north side of Grand River, and nearly in the geographical center of the county. It is the railway center of the county, and hence is of ready access from all directions. Its main support is from manufacturing and agriculture. t The Public Schools of Ionia are situated on the hill in the northern part of the city and surrounded by beautiful groves of native forest trees. There are four buildings, situated in the second, third, and fourth wards. The second and fourth wards have each a two-story building, both of which are used for primary grades only. The third has two buildings, one entire- ly devoted to the High School, consisting of two stories and basement. The other a three story building, called the Central, is used for both primary and grammar grades. Its healthful situation, railway accommodations, and beautiful surround- ings make the schools of Ionia very attractive. This is shown by the large number of non-residents in attendance from all parts of the county and from surrounding counties. OBJECT. “The one comprehensive end of education is to prepare man to fulfill the purpose of human existence; i. e., TO LIVE COMPLETELY. These pur- poses include the perfection of man's nature for his highest well-being and happiness, and his preparation for the right discharge of all the obligations and duties which spring from his relation to his fellows, to Society, to the state, and to God. It is obvious that this comprehensive end is not met by training man to be an artisan, a merchant, a soldier, or even a citizen as such. The purpose of a complete life touches all the relations of man as man, and hence taxes all his powers and activities.” - —E. E. White. The end of education is the object to be reached by the educator, and this comprehensive end thus clearly stated by Dr. White is the end and aim in the minds of those having the Schools in charge. The Object is not to make artisans, merchants, soldiers; but to develop noble characters; broad minded, charitable men and women. This end cannot be reached by the hard work of teachers and school officers alone. They must have the earnest support of patrons. Visiting the schools and frequent consultation between teachers and parents are nec- essary. The former encourages pupils, and both assist the teachers, and lead to a clearer understanding of many of the details of School work SO necessary to perfect harmony. ©rganization. DIVISION. The course of study requires twelve years; each year’s work being called a grade; and as the High School work requires four, the remainder is mat- urally divided into two parts; grammar and primary, four years each. By this division pupils are brought before the public at least three times before completing the course, making a promotion day once in four years of unusual interest to pupils and parents, thereby stimulating pupils to more earnest work. This division is also helpful in that it enables the Superintendent and teachers to point out and define the work of the pupils more definitely. PRIMARY SCHOOL.—Ther Pimary work proper is preceded and prepared for by the Kindergarten. The principles of the Kindergarten are believed to be the underlying principles of all primary education; and these princi- ples are applied through all the primary grades while the work of the ſindergartem is largely used, as a help, through the first two grades. The whole course in all its buanches of study is understood to have its beginning in the Primary School, and it is believed that the entire course and the future man must be in the mind of the teacher in order to appreci- ate thoroughly this incipient stage of the work. With these ideas in mind, the teachers spare no pains in making this early training thorough. The ... instruction is mostly Oval, and given by the teacher in class progressively, in a conversional manner, and with free use of objects and the blackboard. GRAMMAR SCHOOL.-After leaving the Primary School, pupils enter the Grammar School, for which they have been prepared by the excellent work of the primaries. The work here is in direct line with that of the primaries, and the same earnest, emergetic enthusiasm that characterizes them gives like character to the Grammar School. Here pupils study books more than in the lower grades, but they still receive much of their instruction orally. In the book work pupils are ex- pected to give the ideas of the book in their own language. They are also questioned thoroughly by the teacher, that he may be sure they see the logical relation of logically related subjects. Pupils wishing to prepare for High School work will find advantages in the Grammar School that can be enjoyed in but few schools in the state. It is possible, however, for pupils to prepare for the High School with inferior advantages; but, if they are prepared with the pupils who are promoted from the Grammar School to the High School, the High School work will be better understood, more satisfactory to both pupils and teachers, and 10 greater value will be received for money expended. The extra expense in this preparation is but little when compared with the advantages Secured for a life time. Many young men and women, who have lost valuable time in study on account of carelessness or lack of opportunity in early life, but now see the necessity of a better education, are deterred from taking the necessary steps in that direction on account of age. Such pupils meet with no embar- rassment here from that source, as the seventh and eighth grades are made up of students of all ages from twelve to twenty-two. HIGH SCHOOL.—As the High School stands above the Primary and Grammar schools and between these and an active business life or a higher course of study, it must broaden the work of the elementary schools, more thoroughly classify the knowledge already acquired, and train its pupils to accurate and tenacious thinking. In the High School there are five lines of work or courses of study that may be pursued, viz.: Classical, Jatin, Scientific, English, and Commercial. Each of these courses, except the commercial, leads to a corresponding course in the University of Michigan, the State Normal, or any of the col- leges in the state. They are expected still further to lay a foundation for any profession or trade. The amount of work to be done in each course will be found in the scheme which follows this subject. s * . The Commercial Course is so arranged that it can be taken with one of the other courses, giving the pupils the double advantage of getting a knowl- edge of business and business forms, while engaged in preparing themselves to meet, not only the demands of business but any of the emergencies of life. * This course is far preferable to taking the Commercial Course alone. As to which of the other courses one should pursue, it depends largely on circumstances and the aptitude of the pupil. It can be best adjusted by conference with the Superintendent and teachers. Page Missing in Original Volume Page Missing in Original Volume 13 LIST OF TEXT-BOOKS IN HIGH SCHOOL. ALGEBRA-Milne’s Inductive. Wentworth. ARITHMETIC —Thompson’s Commercial. BOOK-KEEPING—William & Roger’s Complete. BOTANY—Gray’s School and Field. CHEMISTRY-Avery’s. CIVIL GOVERNMENT—Cocker's U. S., and Michigan. COMMERCIAL IAW–Clark. COMPOSITION AND RHETORIC–Hill's. T)RAWING—Prang System. ENGLISH LITERATURE—Brooke's Primer, Swinton’s Studies. FRENCH-Otto's Grammar. “Jeanne d'Arc,” LeBourgeais Gentilhomme,” et C. GEOGRAPHY-Appleton's Physical. GERMAN–Collar’s Esenbach. Schiller’s “Wilhelm Tell,” “Marie Stuart.” GEOLOGY—LeConte’s Compend. GEOMETRY-Olney’s Elements. GRAMMAR–Whitney's Essentials. GREEK–Boise's First Book Book. Hadley-Allen's Grammar. Boise's Xen- ophon. Jones’ Prose. HISTORY-Barnes' General. Montgomery's History of England. INTELLECTUAL PHILOSOPHY-Putnam's Elements of Psychology. LATIN–Jones' First Lessons. Harkness' Grammar. Kelsey’s Caesar. - Chase & Stuart's Cicero. Frieze's Vergil. LOGIC–Atwater's. MORAL SCIENCE—Alexander's. PHYSIOLOGY-Walker’s. PHYSICS.–Gage's. LIST OF TEXT-BOOKS IN GRAMMAR AND PRIMARY SCHOOLS. ARITHMETIC–White's Complete, Grades 5-8. GRAMMAR AND LANGUAGE-Whitney’s Essentials, Grade 8. Whitney and Rnox, Part II, Grades 5-7. Whitney and Knox, Part I, Grades 3-4. GEOGRAPHY-Eclectic Complete, Grades 5, 6, A 8. MUSIC–The Normal Music Course. PENMANSHIP-P. D. and S. System, Numbers 1, 2, 3, Grades 1, 2, 3. Ward's Business Forms, Grades 7, 8. READING—Sheldon’s Series and Supplementary Books. f SPELLING—Sheldon's Word Studies, Grades 4-8. From Headers, etc., Grades 1-3. UNITED STATES HISTORY-Anderson, Grades 7, B 8. 14 Tivizior) of Cime. SEMESTER.—The school year is divided into two equal parts of five months each, called semesters. This division is made on account of the double promotion each year. The first semester begins with the first Mon- day in September and closes the last Friday in January, and the second semester begins with the first Monday in February and closes with the last Friday in June. - - Time to Enter.—In all the grades up to the eleventh, new classes are formed at the beginning of the semester only. Pupils should plan to enter at the time new classes are formed, and take their work by semesters. By doing so what is begun is finished, and on re-entering at the beginning of any other semester, they can take up their work where they left it. Time of Promotion.—Promotions are generally made at the close of sem- esters; but pupils are promoted at any time, if they show by their earnest- ness, skill and knowledge that they are able to take the advanced step. Pupils should not be promoted until they show a sufficiently clear knowledge of the subject to enable them to understand thoroughly the ad- vanced work. By keeping watch of the report cards, parents can be quite sure whether or not their children will be promoted. When a pupil's standing is below eighty-five, he is on dangerous ground. His examination may lower his standing below the promotion mark. (See Eva mºnation for Promotion.) In all cases of promotion there is a conference of the Superintendent with all the teachers to whom the pupil recites. If their combined judgment is that he is able to take the advanced work, he is promoted; if not, he is required to prepare himself more thoroughly for advancement. The principle that governs in promotion is to place the child where he can do the most for himself. TERM.–As continuous hard study is wearisome to young minds, custon, has divided the school year into three terms: Fall, Winter and Spring, making two short vacations during the year that the children may have a little relaxation from Study. Tuition is paid by the term. 15 Thdvantagez. MOFAL INFLUENCE. The moral influence that surrounds the young people is of great value to them as a factor in the process of building character. Believing that no system of education is complete unless it contains that element which goes to make up the highest type of manhood and woman- hood, the teachers use every, possible means to promote the growth and development of high and noble aspirations. The moral influence is so strongly felt that two active Christian associa- tions, one for young men and one for young women, have been organized and are maintained by the pupils. Each society is separate and distinct in itself, having its own officers and maintaining its own discipline. All pupils are cordially invited to attend their meetings and to become members of the associations if they wish. These societies frequently have union meetings in which pupils, teachers, and visitors take part. The regular meetings of the Associations are on Wednesday at a quar- ter to four o’clock. DEPARTMENTAL SYSTEM. We have in this system an advantage that can be had in but few schools in the state. The system requires that the teachers be trained for special work; for example, one teacher for reading, one for arithmetic, one for geography, and so on for all the topics taught. It gives the teacher a chance to concentrate all his powers along one line of thought, and to bring out the best there is in himself, the subject, and the pupil. To unify the work so that there will be no break along the line of in- struction in a single topic, the teacher who has the pupils last in a particu- lar line of work takes the position as “Head of the Department,” and is re- sponsible to the Superintendent for all the work along that line. The teachers in that line of work are responsible to the “Head of the Depart- ment.” By this system the pupils remain longer with one teacher; they receive instructions from specialists; the work has the oversight of a specialist who is responsible to the Superintendent who inspects the work along all lines; and the individuality of the teacher is more strongly marked on account of freedom in work and a feeling of responsibility in limited lines of instruc- tion. -** & LIBRARIES. As a large part of one’s education consists in being able to know how and where to find the information he wishes, training in that direction is 16 necessary; and as all training requires time before results are reached, it is necessary that it should begin as early in the course as possible. In accord- ance with this idea, a well selected reference library is placed in the Gram- mar School, and pupils are allowed free access to it at all hours in the day. This begins their work in the reference library. On finishing the Gram- mar School they continue this line of work in a library of wider range, care- fully Selected to meet the wants of pupils in the High School. GYMNASIUM. The third story of the High School building is devoted entirely to a gymnasium which is furnished with a good assortment of apparatus, enab- ling those who attend the High School and who wish to engage freely in muscular exercises to do so. THz;aminationz. FOR PROMOTION. © Examinations for promotion are given at the end of the semester. These are not the final test. The work of the semester is considered with the examination, and the standing upon which the pupil is promoted is made out as follows: The class standing for the semester is multiplied by five, to this the examination mark is added and the sum divided by six, if the quotient is eighty or more, the pupil may be promoted to the next grade if, in the judgment of his teachers and the Superintendent, he is able to do the work. CONDITION.—If a pupil’s standing, made out as above, falls to or below eighty in one study, he may be conditioned and allowed to go on with his class; if, in the judgment of his teachers and the Superintendent, he is con- sidered able to do the other work with the class and make up the back study. When conditioned, however, he is ranked in the grade where he received his condition, and he cannot be ranked higher until the condition is removed. - A pupil who is conditioned cannot receive a certificate of promotion from the Grammar School nor a diploma of graduation from the High School. FOR ADMISSION. Pupils who have never been classified in this or any other school of known standing, will be required, for the grades below the High School, to pass an informal examination for the purpose of classification. Pupils hav- ing certificates from other schools are requested to bring them, as they assist in the classification. 17 If the application is for admission to the High School, pupils are ex- pected to prepare as follows: Arithmetic.—The whole subject as given in White's Complete, or an equivalent. Language.—The whole subject as given in Knox-Heath’s Elementary Lessons in English, or an equivalent. - Geography.—The whole subject as given in the Eclectic Complete or Harper's School Geography. U. S. History.-The whole subject as given in Anderson’s Grammar School History or Barnes' Brief History. Reading.—To be able to read well in any fifth reader, as Barnes’ or Sheldon’s. * Spelling.—TU be able to spell at least eighty per cent. of the words taken from the text-books above mentioned, or others of the same grade studied by the pupil. Penmanshºp.–To be able to write a good hand, and to be tolerably fa- miliar with the principles of penmanship. CEETIFICATES AND DIPLOMAS. Certificates are issued to all students who complete the Grammar School course, or the Commercial course–diplomas to all who complete any of the High School Courses except the Commercial. All certificates and diplomas are of a definite rank or grade: i. e., first, Second or third. This rank is plainly marked on each certificate or diploma. To obtain a certificate or diploma of the first rank, a student must have an average standing of 95 for the last year of his course in the Grammar School, for his work in the Commercial department, or for his entire course in the High School. A standing of less than 95, if not below 90, will give him a certificate or diploma of the second rank—a standing below 90, a cer- tificate or diploma of the third rank. Tixper)222. BOARD. Board and rooms can be secured at prices ranging from two dollars to three and a half, and possibly where pupils board from Monday night to Friday noon only, even less. Many pupils secure a room and board themselves. This can be done by bringing provisions from home and doing their own work. Expenses will thus be very much reduced. ROOMS. Rooms may be rented at prices ranging from flfty cents to one dollar and fifty cents per week, depending on location and amount of furniture rented 18 with the room. Arrangements as to rooms can be made to accomodate a II VOO €. TUITION. High School, º - - º 50 cents per week. Grammar School, - º - - 373 cents per week. Primary School, - - - *- 25 cents per week. All tuition must be paid at least one-half term in advance, to the Acting Secretary of the Board, Mr. A. S. Wright, 338 Main street. TO PUPILS. Does the work of the first eight grades give sufficient preparation for the Ordinary work of life? is a question that is often asked by young men and women when they are considering the advisability of extra preparation. It is possible for one to get along nicely with no more and possibly with less. He stands, however, a better chance of making a success of life if he has the discipline secured by further study. A few years of preparation and a little expense are nothing when compared with the satisfaction and help this discipline gives in the future. Many desirable positions offered by the government can be secured only by examination, and in many cases promotion depends on the result of a competitive examination. Railway corporations also require applicants for certain positions to be examined. The tendency is toward educated labor. The advice of one who knows nothing of the advantages of a well disciplined mind is of no more benefit to you on this subject, than the advice given by one on any other subject of which he knows nothing. Scholars, business men, and those whose advice is of value will say, make as thorough preparation for life as possible. Do not be satisfied with less than you can get in a high school, and if possible avail yourself of the further advantages given you by the University or one of the many colleges. SUPERINTENDENT'S STATISTICAL REPORT FOR 1891–92 1. No. of Legal School Days. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 2. No. of Days School was in Session.......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . '• * * * * * - - - - 186 3, NO. Different Pupils Enrolled . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,100 4. No. Pupils Enrolled by Transfer........................................ . . . ......... 395 5. Aggregate No. Tardiness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 632 6. Per Cent. Of Tardiness On Attendance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 7, No. of Non-Resident Pupils En rolled . . . . . - * * * * e s is s a 4 - e - © e º º º ºs ºf ... ............ . . . . 151 8. Actual No. of Pupils. Belonging at Close of School Year... . . . . . . . . . . . . . . . . . . . . . . . . 871 9. Average Daily Attendance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 784 10. Average No. Belonging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 772 ll. No. of Sittings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,054 12. No. of Pupils of School Age in District.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,322 13. No. of Visitors................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,301 19 Tºlumni of the Ionia High 25chool. secretary of THE Association, MISS GENEVRA WELKER, IONIA. Class of ’71. *Mrs. Emma (Rice) Putney................................................ ............ Mrs. Mary (Bellamy) Kidd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............. Aberdeen, S. Dak. Nettie Bigelow. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti Mrs. Dora Burdick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia. Mrs. Anna (Wooldridge) Chickering.......... ........................... ........... Orleans Class of '73. Lee M. Hutchins... . . . . . . . . . . . . . . . . . . . . * * * = e s = • * * * * * * * * * * * * * * sº e > * * * * * * * * * * * * * * * * * * * * Detroit, *Charles T. Wood * † º º 8 tº e º ſº e º sº e º ºs s a e º e º sº e º s e º a s e º g º e º 'º s = e º a s a tº tº e º º te tº # = n & e º tº e g tº a s tº a tº gº © tº º Frank H. Halter.... ................... ---..... . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia. Ella Hutchins...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia. Mrs. Kate (Kneeland) Merriam.................. . . . . . . . ................ ... ........... IOmia. Class of ’75 -- *Nancy Donovan.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John T. E. Wing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alma. Brayton D. King. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * Stephen M. Mitchell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lansing James W. Weir.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................. ..........Sparta, Ill. Mrs. Alice (Wilson) Hutchins................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . • - tº º ºs º º tº º ... Det l'Oit, Charles M. Wilson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grand Rapids Class Of '76 Henry Powell.................. . . . . . . . . . . . . ............................ e e s = e = * * Traverse City Rollin H. Beal.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NorthVille William F. Dodge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Valparaiso, S, A. , Mrs. Sarah L. (Gleason) Can wright.... ....... - e tº dº º sº & © e º e º e º gº º * - - - - - - - - - - - - - Grand Rapids Royal A. Hawley . . . . . * * * * * * * * * * * * * * e s sº e s ∈ e a g g s = e º a se e s a e º s e s p * tº e º is º º is ºr e = e º e s a sº e º 'º a s a s Sarallac Mrs. Carrie M. (Hutchins) Bierce.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Detroit, Ed Ward B. Lewis.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... • - - - - - - - - - - - - - - - - - Chicago LOuls P. Orth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Traverse City Mina Scheurer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia, Mrs. Mary (Clark) ROWley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lansing Mrs. Bena (Gundrum) Jennings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... Rogers' Park, Ill. Mrs. Lou (Hendricks) Hudson........................ ......................... Grand Rapids Phoebe Howell. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stanton *R. W. Matthews. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs. Sarah E. (Ripley) Montgomery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E. B. Stanton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . J. Ray Thomas.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .St. Joseph *Eva Peck. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * Deceased * 20 Class of ’77 DeWitt Chipman. . . . . . . . . . . . . . . ... .................................. • . . . . . . . . . Grand Rapids David Hoover. . . . . . . . . . . . . . . . . . . . . . . . . . . ... ............................................ Ormond F. Hunt............................................. .......................... Detroit Mrs. Alice (Hiscock) Orth........ ................................. ... • * * * * * * * * Traverse City Mrs. Mattie (Peter) Hall ............. tº s e º e º 'º e º 'º - e º 'º a ºn e º s e as * * * * * * * * * * * * * * * * Rapid City, Dak . Mrs. Mary (Mitchell) Wheeler. . . . . . . . . . . . . . . ........ ................ . . . . . . . . . . . . Chicago Mae Smith.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia William Patterson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............. Delia Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PalO Anis J. Knowles. . . . . . . . . . . . . . . . * * * * * * * * * g tº * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * IOnia, Mrs. Clara (Van Vleck) Evans.................... ................. ........... ........ PalO Clarence W. Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * * * * * * e s e e s e s a e Muskegon Class Of '78 Edgar J. Adams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grand Rapids Alfred L. Benedict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Orlean S Allen L. Colton. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lick Observatory, Cal. Kate H. Don OVan . . . . . . . . . . * * * * * * * * * * * * * * * * * * * * * * * * • . . . . . . . . . . . . . . . . . . . . . . . . . . . Ludington *Emma D. Freeman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * g º s ºf p is e s - * * * Ernest C. II.OWe . . . . . . . . . . . • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * ‘................. Belding Charles H. Noll.... . . . . . . . . * * * * * * * * * * * * * * * * * * * * ~ * • * * * * * * * * * * * * e - e a sº s e s e s Grand Rapids Hassie H. Preston. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia. .*George R. Rich............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs. Ida B. (Root) Hall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MOberly, Mo. Eva H. Walker.... . . . . . . . . . . . . . . . . . . ...................... * * * * * * * * * * * * * * * * * * * * * * • * * * * * Clhicago Mrs. Ilsfella L. (Stebbins) Mathews.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IO mia. Mrs. Alice (York) Wooldridge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Orleans Class Of '79 Hattle Babcock........ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LO well Nellie A. Benedict . . . . . . . . . • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * IOnia. Mrs. Lida C. (Brooks) Miller. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Charles Fink. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , - - - - - - e º e is a tº Grand Rapids Dw1ght C. GOSS... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grand Rapids Myron R. Graves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... - - - - - as * * * . Petoskey Mrs. Ida (Hall) Millard.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Los Angeles, Cal Horace E Kendall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... is a tº e s a s º POrtland , Mortimer Loomis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOmia, Mrs. Bertha E. (Milligan) Brock. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I On 18. Mrs. Ella M. (POWell) Barnes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cooperville Ada J. Rogers. . . . . . . . . . . . . . . . . . . . . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - IOnia. *Mrs. Julia B. (Townsend) Stant On.... . . . . . . . . . . . • * * * * * * * s e e º e º a tº - - - - - - - - e s e ºs s e º 'º e o tº Susie R. Townsend. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia, Class of ’80. Alberto Horton .................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saranac Mrs. Grace (Millard). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Buffalo, N. Y. M. Lillian Millard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Detroit * Louis P. Miller.......... e s = e - e. e. e. e. e. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * - - Willard Y. Sanford...... . . .................. ... . . . . . . . . . . . . . . . . . . .....Indianapolis, Ind. * Deceased. 21 Mrs. Anna M. (Smith). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Erwin F. Smith.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Washington, D. C. Mrs. Gertrude V. (Townsend) Wardle.... ........... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia, Mary E. Tubbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia, Walter H. Thayer.............................................. *Mrs Minnie B. (Thayer) Stinchfield...................... . . . . . . . . . . . . . . . . . . . . . . . . ... Elmer A. Winchell.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & Mrs. Belle (Woodard) Cutler............................................................. Ionia. Mrs. Ida A. (U dell) Harter...... . . . . . . . . . . . . . . . . . . . . . . ................Dakota Class of ’81. Chester A. Davidson...... . * - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - tº º Aº ‘º e º 'º e º º George H. Hoyt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . OrleanS Thomas A. Hart well........ . . . . . . . . . . . . . . . . . . . . . - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia, Elmer L. Ingalls. . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * - e s e s - e = e s a s = < e s s a • * * * * * * * * * * * * * * * * Smyrna Mrs. Alice (Luther) White.......................................................... . Chicago David Guy Locke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hubbardston Mrs. Nellie M. (Putney) Hoyt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... ... Rogers Park, Ill. Edith L. Smith............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Belding Ella Scarlett.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia. Mary O. Arnold. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia, Mrs. Hattie M. (Kennedy) Nichols. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia, Mrs. Eva (Culver) Brown............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wauwatosa, Wis. Mrs. Adda J. (Sanford) Hughes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... St. LOuis Mrs. Edith L. (Milligan) Tunison............ . . . . . . . . . . . . . . . . . . ...................... . IOmia, Mrs. Nellie (Hawley)— — ...... …‘. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ‘s e s - e < * * * * Mrs. Emma (Scheurer) Phillips....................................................Kalamazoo George B. Cutler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOInia, Herman J. Powell...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... Creston, Iowa James E. McClOskey. . . . . . .… 6 º' tº e - - - * * * * * * * * * * * * * * * * * * * * * * * * * * * * e s e º e < * * * * * * * Sherdian James Noll............ . . . . . . . . . . . . . . . . . . ..... ..........Los Angeles, Cal Class of '83. Mrs. Anna (Harper) Spaulding.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...............Ionia Meta Harper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rogers Park, Ill I. L. Hubbell. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Belding Annis Jenks.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... . . . . . . . . . . . . Kalamazoo Mrs. Etta (Talcott) Luther....................................................... ....,Lowell L. G. Townsend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .....Ionia Nelson Tuttle. . . . . * & © e s tº * * * * * * * * a s & e s = e < * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * IOnia, John A. Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....Chicago Class of ’84. Mrs. LOIs F. (Bacon) Crumb........ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Hannibal G. Coburn...... . . . . . . . . . . . . . . . . . . . . . . . . w is e e s - * * * * * * * * * * * * * * * * * * * * * * * * Howard City Willmarth Crispin.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mro. Emma (Fink) Lyon...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...Quincy Still man G. Jenks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • * * * * * * * * * * * * .......Kalamazoo Burgess B. Robinson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grand Rapids Mrs. Lettle M. (Sage) Booth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................. ... ..Ionia * Deceased. 22 Mrs. Clara E. (Smith) Scheurer... . . . . . . . . . . . . . . . . . . . . . . . .............................. Ionia May S. Smith... . . . . . . . . . . . . . ..................... ....................... ........ . Menominee Mrs. M. (Summers) Welch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . e e s e s e ere a w..... . . . . . . . . . Detroit, Mrs. Mary (Montgomery) Parsons................................... ............ ...... IOnia, Eldon P. Mains.................. . . . . . . . . . . ................. ........... ............... Ionia Rate I. Mills.... . . . . . . . . . . . . . ........................................... ........ . . [Onia Alice H. Barnhart . . . . . . . ............................................................ Charlotte Clara Leolin GuyberSon.................. . . . . . . . . ........ ........................ . . . . . Ionia, Addie R. Jackson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...................... . . . . . . ........... IOnia, Harry J. Kennedy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Mrs. Lottie M. (Goodwin) Squiers............ . . . . . . . . . . . . . . . . . . . . . . . ..., Washington, D. C. *Allison T. Hall.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . e tº e º is Elva M. Stebbins........ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... … .......... Stant On Carlton M. Hitchcock.............................. . . . . . . . . . . . . . . . . ... ...... Rogers Park, lll. Hugh E. Wilson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grand Rapids Eda M. Stellberger............ . . . . . . . . . . . . . Mrs. Fannie E. (Sanford) Burns........ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . St. Louis Bingley R. Fales.......................................... . . . .......................... Detroit Maggie E. Batson ...... . . . . . . . . . ............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Richard C. Clute. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chicago Zene B. Cutler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnja Belle B. Dunham. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IO nia, Mrs. Annie R. (King) Dunlap . . . ..................................................... Detroit Mrs. Frank L. (I, eigh) Moore.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cannonsburg Charles M. Moore.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Belding Herbert E. POWell ............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Ronald Township) Ionia. Frank Sanford . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... Decatur, Ill. Ella S. Stebbins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Easton Township) Ionia. Janet L. Steele. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Onja, Lettie V. Stellberger.............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Jarnes N. Taylor. . . . . . . . . . . • * * * * * * * * * * * * g e º ºs e s = < * * * * * * s tº s = e º is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia, Mrs. Carrie S. (TO wer) Heath . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . ...... Chicago *Mrs. Hattie B. (VanNess) PrOut............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs. May (Waterbury) Powell.............. . . . . . . . . . . . . . . . . . . . . . (Ronald Township) Ionia. Margery E. Wilson.................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Byron A. Yeomans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Ronald Township) Ionia. Mary B. Young.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOmia. Alice F. Bacon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Onia Fol ward K. Bacon........ . . . . . . . . . . . . . . . . . . . . . . . . . . ........... .......... ........... ... I Onia, Carrie Cutler. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOn 18, Lillie L. Cutler. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . lonia. Louise A. Cutler. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Bd win Crispin................ . . . . . . . . . . . . . . . ............. . . . . . . . . . • * & s tº ſº s is a e g º ºs º & e Holmes H. Dyer. . . . . . . . . . . . . • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * IOnia, Mrs. Lena M. (Gray) Conrad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M. Josephine Jackson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . e º s = < * g º ºn e º ſº g g g º e º 'º e º is a e s e º ºs e º is IOnia. * Deceased. - 23 | John A. Knight.... . . .............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Houghton Bert Lampkin.... . . . . . . . . . . . . . . • * * * * * * * * * * * s e º is e º 'º a sº e º e º 'º e o 'º º ºs e s e º sº * * * * * * * * * * * * * * * * * * ... Ionia, Will M. Phelps........ • - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - IOnia. Bertha B. Talcott. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia, Kate Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia. Mrs. May (Ward) Fargo................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... . . . . . Chicago Louise A. Wilson......... * * * * * * * * * * * * ... .......... . . . . . . . . . . . . . . . . . . Belding Grace Baldie........................... ... ........................ . . . . . . . . . . . . . . . . . Ionia Nellie R. Blanchard.................. . . . ........................... . . . . . . . . . . . . . . . . Green Ville Lucie E. Clute............ . . . . . . . .................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Mrs. Anna L. (Coomer) Foote.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * tº a tº e º 'º e s s a • Chicago Kate W. Crudden........................................ .......... ............ Boston, Mass. Frank W. Eply...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alma Henry J. Horrigan ... ..... ................. e s s tº e º º º º • * * * * * * * * * * * e s is e = * * * * * ... ........ Ionia. George L. Jordan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LOnia, Will A. Kickland ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Stanton Emma O. LOyster ....... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • - - - - - - - - - - - - - - Mercer, Pa. Frank A. Moon ... . . . . . . . . . . . . - - - - - - - - - - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lowell Cora A. Moon................ . . ....... • & e a e e s e º e a e e < * * * * * * * * * * * * * * * * * * * * * * Iron Mountain Frank L. Moore........ ............................. ....... . . . . - - - - - - - - - - - - - - Cannonsburg Nettie W. Pearsall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOmia, B. Anna Quayle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LOnia. Matie Scheurer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Onia, Fred A. SWeet. . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * a s = • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * . . Detroit, Jennie L. Thayer . . . . . . . . . . . . • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Glen Rock, Wyo. Mamie A. Toàn ...... ............................... . . . . . . . . . .(Maple Township) Portland Anna B. Vincent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia. Marie Bell ISS . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Hattie L. Benedict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia. Roy L. Bentley................................................................ ... ........Ionia Munie E. Chambers ... .................................... ... ......................... IOhia, Mary A. Colton. . . . . ................. ..................................................Ionia Fred J. Cutler. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... … Ionia, Lulu M. Egbert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • * - - - - - - - - - - - - - - - - - - - - - Denver, Col. Grace B. Hawley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................... Mattie Iºnight.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Josie B. Kelsey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Onia. Harry A. Mattison................ ........... ......... .................. ............ .Ionia Will J. Mickel.... . . . . . . . . . . . . . . ..................................................... ... Ionia Lillie E. Moore.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hubbardston Fannie B. Sharick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Mrs. Bertha (Sumith) Grover.... • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * IOnisa. Laverne Smith. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Menominee Ginevra Welker... . . . . . . . . . . . . . . . . . . . . . . . . . .......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Ionia Lonis L. Tower'. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . '• - - - - - - - - - - - - - - - - - - - - - - - - - - - - Ionia, Edma May Waterbury. . . . . , - - - - - - - - - - - - - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia. M. Pearl Barber. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Harry Walter Butcher...... . . . . . . . . . . . . . . . . . . . . . . . . ............ . . . . . . . . . . . . . . . . . . . . . . Ionia Cynthia M. Hurd .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia, 24 Sydney P. Jackson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .....Ionia Albert E. Jenks.... . . . . * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * is e s is a e º is e º º e º a s a s e e º e º e s a IOnia, Anna B McGowan.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . = * * * * * * * * . .... ... Ionia Nina K. Preston. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... Ionia Bertha Scheurer. . . . . . . . . . . . . . . * . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... Ionia, L. Lura Moon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia, Henry H. Smith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . e e º s e a s a tº e ... . . Ionia Katharine Taylor.... . . . • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * g is e e. . . . . . . . . . Ionia Mrs. Lou M. (Welton) Allen.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................... Ionia Mabel P. Wetterling.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia Mary E. Yeomans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia. Frank P. Daniels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia Robert L. Clute. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia, Edgar A. Horrigan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Belding Georgia Mard Huntley................................ ..... ................. ... .... ... .IOmia. John K. Jackson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Della Kanouse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia. Arthur A. Moore.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - * * * * * * * * * * * * * * * * * * * * * Hubbard St On Russel A. Peake. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * g e e a s a = e º is a º e s ∈ e º a s a s a s Ion 1a. Myrtle A. Tavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saranac Leroy C. Yeomans............................. ........ ... .....(Ronald Township) Ionia Margarite King. . . . . . . . . . . . . . . . . . . . . . . Will E. Doty....................... ................ ................. ..................... IOnia, Olive Kidd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia John W. Moore. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Cassie Thompson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOrnia. Geo. H. Putney. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IO nig, Nellie E. Wetterling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia Albert K. Hutchinson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 * * * * * * * * * * * * * * * * * s IOmia Marion B. Cornell. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , is tº e º e º e º e º 'º a s a tº Ionia, Kimbal R. Smith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • * tº 8 tº º 'º º e º ºs e º e º e IOnia. Edna A. Pullman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia. Osmond Tower. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia Margaret Steele. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia. Arthur M. Smith. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia. Elsie M. Tower. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia. May L. Waterbury. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia. Berton J. Howard........ ... e º £ tº a s e is º a s e º s e s a º ºs & s e s e e s sº a * * * * * * * * * * * * * * * * * * * * * * * * tº e s tº e & IOmia, Mary E. Abbey. . . . . . . . . . . . . . . . . . tº gº tº º ºs e º e º 'º & e º s e s is tº s e s e e º e < * * * * * * * * * * * * * * * * * * g e s tº e º e a s a s Keene Orrin Stone. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (* * * * * * * * * * * * is gº ºn g g g tº $ 8 s & © tº t e º e g gº tº gº tº gº is e º 'º tº e s s Ionia. Jessie L. Bailey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . lonia Fred Leon William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & tº ſº e º e º ºs e º is a e s s sº a e s tº e º 'º s = e a IOnia. Stella B. Bloomer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia. Edith Hurd.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • * * * * * * * * * * * * * * * * * * * g is s : s & G s s a e s is a e º s IOnia Emma S. Quayle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IOnia Frank Normington. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . e s is is e s a s = p = • Ionia, M. Louise Townsend. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... Ionia The following finished the Commercial Course in '92: Folward W. Miniel: . . . . . . . . . * * * is tº s e g s a tº º & g is e º e º 'º e º is is tº e º e º e s is g º e a s = e º is • & e s tº gº tº º ſº tº $ tº tº a º e º s IOnia. Albert Watson..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unadilla Walter O. FitzSimmons............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ionia 25 25fudenfz. º HIGH SCHOOL. SENIORS. COURSE. Borden, S. Page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...Scientific Grimmer, Frederick C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Gauss, Charles B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ Scientific Hatha Way, Nellie M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Minier, Ed Ward W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ English Nortnington, Ella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scientific Spaulding, W1Clcliffe J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............ Scientific Thomas, Fred B. ........................ * * * * * * * * > * * * * * * * * * * * * * * * * * * • - - - - - - - - - - - - - - - - - - - - - - Latin Vosper, Isolene.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........ Latin Waterbury, Ramon B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Wortman, Fred T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....Scientific Wilson, Lura H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Yeomans, Phebe N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....... English J UNIORS. COURSE. Bacon, A. GeneVieve.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scientific Bates, Harriet G . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .--- . . . . . . . . . . . . . . . . . . . . . . . . English Cornell, Florence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • * * * * * * * * * * * * * ... ... Scientific Cutler, Ida. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Curry, Mary Louisa ... ... . . . . . . . . ................. .................................. English Davis, Jºlvert M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Dodds, J. Ernest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Emglish Fink, Harry S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... English Hall, Cora . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Kerstetter, Alice M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Normington, Joseph H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Nichols, Letta A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Quayle, Minnie E. . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * English Sanford, Irma E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...Scientific Seymour, Maggie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Finglish Stocum, Rollin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Smith, Louis D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scientific Waugh, Charlotte E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scientific Waterbury, M. Glenn ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... Scientific Wilson, M. Dee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pnglish Wright, Grosvenor A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin T ENT H G RAIDE A. COURSE. Bellamy, Lucia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Bloomer, Ella M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Bouk, Lillie K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * * * a s e a e s e º a English Brin instool, George H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... ... English Blackmer, Hattie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Bovee, Viola... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Dye, Royal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tº dº º ſº e s e º e º e º e & e º º e º e a Latin Eckumeder, Maggie E. . . . . . . . " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tº e º 'º e º e º 'º a tº e º e s e s tº e s tº English Grieves, Loren O. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Graff, 9*........................................................................... English Handshy, Arden 9:... . . . . . . . . . ........................................................ English Heald, George W................................................... . .... tº v e º 'º e º e s tº . English Howard, Clara M............. ..... ....................... ..................... Scientific Hubbell, Cora M. . . . . . . . . . . . . . . ......... * * * * * * * * * * * * * * * * * * * * * * * * * * * * * g e - - - - e is is a a s --English Long, Grace S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................... .................... English Lampkin, Ella M. . . . . . . . . . . . . . .......................... ...... ........ .............. English Lampkin, Lottie........ . . . . . . . . . . . . . . . . .......................... .............. .... English McKendry, Libble.......................... ... ............. .........................English Pierce, Carrie A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....................... English Shaver, Chesley A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................................... English Stocum, Courtis C. . . . . . . . . . . . . . . . . . . . . . . . . . ........... ............... .......... ... English Storum, Maud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... English Taylor, Richard L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scientific Ward, Mabel E............ ". . . . . . . . . • * * * * * * * * * * * * * * * * * * * * * * g º e º e s e e º 'º e º ºs e e e º e º e s m s a . e. e. e º sº Latin Wetterling, Christine N............ ................................................ Classical TENTH GRADE B. - COURSE. Babcock, Lucius. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Babcock, Francis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Bush, Bessie Alice.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Iºatin Brackett, Anna.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Clark, Ira Gaylord.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Clifford, Adaline.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Conner, Leona S........ ................................... . . . . . . . . . . . . ................ English Corey, Maude................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Jackson, Lillian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin McGowan, Harry E.............. ................................................ . . . . . . . . Lºtin Mitchel, May E................. e e s > s e e s e e s s ºr a s m e º e º e . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Moore, Howard Walter.................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Morse, Marion Adelaide ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Morse, Van Allen .......... .................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Nichols, Eva M . . . ..... • * * * * * * * * * e º e s - © e º tº e º e º 'º e s e e e sº e º e º 'º - * * * * * • - - - - - - - - - - - - - - - - - - - - - - I,atin Page, Mary Alice.................. . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * A * * * * * * a e e e e º 'º & e º e º e s s a Latin Pratt, Florence Edna. . . . . . . . . . ... * * * * * * * * * * * * * * * * * * e º 'º e º & . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Roth, Lizzie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . e - 4 e º a tº º v Q - e o e s a s e = e º e < *, * * * * * * English Rich, Nellie Louise.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Steele, William A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tº e º te e s : s is º e º e º ºp º e º ºs e º a tº ſº e e º 'º - tº e º e s tº e s tº e º a Latin Stebbins, Perry H... ................ . . .......................... . . . . . . . . . . . . . . . . . . . . . . Latin Stevenson, Charles M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Voorhees, E. D. . . . . . . . . . . . . ... .......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I*in Vosper, Blanche M.......................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Latin Ward, William A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tº º e s - e. e. e. e. s = e º a Latin Webster, Montgomery................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Williams, Glenn Lewis.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & & 27 Benedict, Marion C. Benedict, Thane Benedict, Archibald Beales, Clinton I. Baxter, Archie |Bessie, Alva. Boltz, Sadie Rouk, Alice Dobbins, Anna Dunsmore, Dextel' Dygert, William M. Grant, Burdette Gould, Luella Grieves, Charles Green, Nellie Hodgkins, William J. Howard, Nettle Handshy, Arvilla, Aelick, Theron J. Burbans, Winslow P. Bºutson, Frank Beals, Mildred S. Bowser, Mary M. Brown, Emily Brown, Abbie Crawford, I) alsy Carpenter, Frank Christie, Will Perry Drake, May Fern Dygert, Marion Edmonds, Ada, Hatha way, Claude E. Hall, Altna, ICelleher, William NINT H G RADE. A. Jackson, Nettle Marion King, John E. Knight, Charles Lee, Myrtie La Dow, Jessie A. Mosher, Lulu Nash, Burton * Place, Florence Rice, Hercules Sharp, Alexander Y. Sprague, Lee Smith, Walter Taylor, Frank Waterbury, Chester E. Welker, Clark H. W1nchell, Laura M. Watson, John D. NIN'T H G RADE B. Nichol, Lizzie O'Keefe, Frank Plmelps, Earl F. Place, Harry Rich, Erean M. Roberts, Marca. Rowley, Walter Sieg, Lizzie B. Seymour, Clark Sprague, Nora Stebbins, Nettie Tower, Albert, Wizard, James H. Williston, Minnie Webber, Charles H. York, Burt S. UNCLASSIFIED. Avery, Katherine Lou ... ...... * * * * * * * * g º e º 'º e ........ . . . English Burdick, Jessie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... English Michener, Esther. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Proctor, Ida. . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * e s e s e s s English Steele, Joll n . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Steadman, Grace H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . English Yates, Nellie Belle.... . . . . . . . . . ... ...... English 28 Beals, Helen Cain, Fred Cox, Myrtle Cooper, Hattie Cutler, Susle Cooner, Louise Engleman, Vena Hannah, Lizzie Kelley, Dan Abbot, Lizzie Bouk, Chas. Cook, Silas Christie, Gertrude Conklin, Mabel Cook, George Dildine, Harry Elwiss, Frank Fisher, Albert Face, Myra EIGHTH GRADE. A. ICerstetter, Eugene Leach, Lou Oxfoby, Mary Preston, Sadie Smith, Carºle Wardle, Florence Webber, Glenn Worden, Lee EIGHTH GRADE B. Gould, Mabel Grant, Heman Hoag, Stephen Lord, Addie Page, Irma Sunderlin, Daicie Taylor, Ida Wilson, Hugh Grammar School Building. Phelps, Geo. Morrison High school ºuilding. - Announcement- __ & OF THE 22 . iMº || \\ A Cº F ( ) R 22 THE ACADEMIC YEAR, 1892-1893, MANISTEE, MICH. PU I? I US II El) BY ORDER U} F THE FRO.W IRT) ( ) tº ET) (7 ( \TI ( ) N 1893. Announcement—e- CK OF THE 22 A |||Nº|| ||Nº|| —QS FOR 22– THE ACADEMIC YEAR, 1892-1893. MANISTEE, MICH. PUBLISHIED BY ORDER OF TIII. IROARD OF EDUCATION. 1893, CALENDAR FOR 1893-94. 1893. January 3. Session resumes after Holiday Vacation. January 27. First semester closes. January 30. Second semester begins. March 23. Easter Vacation begins: Junior Exhibition. April 3. Session resumes. June 21. Senior Class Day. June 22. Commencement Exercises. September 4. First semester opens. November 29—Evening. Thanksgiving Recess of two days. December 22. Holiday Vacation begins. 1894. January 3. Session resumes after Holiday Vacation. January 26. First semester closes. January 29. Second semester begins. March 23. Easter Vacation begins: Junior Exhibition. April 2. Session resumes. June 20. Senior Class Day. June 21. Commencement Exercises. BOARD OF EDUCATION. John H. Grant, - £º gº Term º D. E. Robinson, tº dº tº º 1893. Albert J. Lane, - i tº tº- 1894. Joseph Kirster, sº * * tºº 1894. Adolphus Magnan, sº * 1895. Albert Jennings, - - Superintendent. ORGANIZATION. Adolphus Magnan, Eº - President. J. H. Grant, tºs tº Secretary. Joseph Kirster, - sº - Treasurer. COMMITTEES. FINANCE. J. Kirster, A. Magnan, A. J. Lame. AlJDITING. D. E. Robinson, J. H. Grant, J. Kirster. BUILDING}. A. J. Lane, A. Magnan, D. E. Robinson. - SUPPLIES. J. H. Grant, J. Kirster, A. J. Lane. TEACEIERS. A. Magnan, J. H. Grant, D. E. Robinson. LIBRARY. J. H. Grant, D. E. Robinson, A. Jennings, -*- / INSTRUCTORS. fº v.z RUFUS C. THAYER, Ph. B. PRINCIPAL. FREDERIC L. SHERWIN, Ph. B. WILLIAM H. TURNBULL, A. B. MARY K. HEARD, Ph. C. JENNIE M. BARKER. CORN ELIA R. SCHREINER. ~&ºsºx Manistee High School. ORGANIZATION. The High School includes the last four years of the Public School course. It aims to provide a general education for those whose formal train- ing must end here, and at the same time furnish- es a preparation for the leading colleges and uni- versities. There are at present, four courses of study :—The Classical, Latin, Scientific and Eng- lish. Graduates in these courses are admitted to the University of Michigan without examinations, as candidates for corresponding degrees, viz.—A. B., Ph. B., B. S. and B. L. The school year is divided into two terms or semesters of twenty weeks each, and the organi- zation is on the plan of promotions twice annual- ly, excepting in the senior year. Students are admitted at the beginning of each semester, but only one class is graduated each year. Students entering the second Semester, in exceptional cases, will be allowed to do extra work, and finish in three and one-half years. As a rule they will take four and one-half years, and spend one sem- ister on advanced work. There are two sessions of school daily. The hours are from 9 to 11:30 A.M., and from 1:30 to 6 MANISTEE HIGER SCIEHOOL. 4 P. M. Each session is divided into recitation periods of fifty minutes each. ADMISSION. Students provided with eighth grade certifi- cates from the Manistee Public Schools are ad- mitted without further examination. Other ap- plicants will be examined in English, Geography, U. S. History, Arithmetic, Spelling and Pronun- ciation. Students entering from High Schools, whose diplomas entitle admission to the University of Michigan, will, upon presentation of certificates of standing from such schools, be given the rank held in the school from which they come. Stu- dents from other schools will be examined to se- cure advanced standing. SPECIAL STUDENTS. Students who, from ill health or other good rea- sons, are not able to take the required work in any course of study, are permitted to select spe- cial studies, subject to the approval of the Prin- cipal of the High School. No modification in the program of recitations can be made to accommo- date such students. Students in regular courses of study, temporar- ily taking partial work, are not classified as “specials.” EXTRA WORK. No student will be allowed to take an extra study without a written request from his parents, stating that it is understood that the study is one in addition to the regular work, and that the stu- dent is thought physically strong enough to do the work. The record of the student must be such, MANISTEE HIGH SCHOOL. 7 in all cases, as to justify the granting of the re- quest. DROPPING, STUDIES. No one is permitted to drop a study without a written request from home. The simple presen- tation of such a request does not give the student permission to absent himself from classes. Per- mission to drop any study must be obtained from the Principal in writing. A student remaining out of classes without such a permit is liable to Suspension. MONTHLY REPORTS, If the standing of a student falls below 80 in any study for any month, the parents are notified by report cards sent to them through the student. These report cards are to be signed by the parent and returned to the Principal within three days after their issue. FECITATIONS AND EXAMINATIONS. The daily recitations, excepting Monday, inva- riably include a review of the previous day's work. Mondays are devoted to a review and ex- amination of the previous week's work. The last four weeks of each semester is occupied with a final review of the whole semester's work. The standing of a student is determined by taking the average of the daily, Monday and final reviews. If this average is above 90, the student is excused from final examination. If the average falls be- low 90, the standing is determined from the aver- age of all the reviews and the examination. An average of 80 is required to pass in any study. A standing of 75 to 80 passes condition- ally. The condition, however, must be removed S MANISTEE HIGH SCHOOL. within the next semester. A standing of below 75 necessitates an entire review of the work in class. Excused absences of more than one day, and absences on Monday, must be made up within one week after the re-appearance of the student in school. The responsibility of making up back work, rests upon the student. Absences not made up and unexcused absences are counted zero. RECORDS. Standings of all students are placed on record at the close of each semester and may be con- sulted in the Principal’s office. Students may secure certificates of standing from their respec- tive teachers at the close of each semester. IEXCUSES. A written excuse for absence must be presented to the Principal upon the first appearance of the student after the absence, before he is allowed to attend recitations. Illness or illness in the fam- ily of the student is the only excuse that can be considered valid. LIBRARY. The school library in the Superintendent's office,consisting of two thousand volumes is acces- sible to all High School students. In addition each session room is provided with a small refer- ence library under the direct control of the teacher in charge of that room. Books from these reference libraries are not to be taken out of the High School. LABORATORIES. The High School is provided with well equip- ped laboratories, for work in practical Physics MANISTEE HIGH SCHOOL. 9 and Chemistry, which are in charge of the in- structors in these studies. It is expected that stu- dents in these branches will spend from three to seven hours per week in laboratory practice. Stu- dents of more than ordinary ability in this work may receive additional help from their instructors and original investigation will, in all cases, be encouraged. THE ATHENAEUM SocIETY. Two hours each week are devoted to rhetorical work under the direction of the Athenaeum Society of the High School. This society is in charge of the High school teachers and aims to give a knowledge of parliamentary usages as well as practice in Writing, speaking and debat- ing. MILITARY ORGANIZATION. A military organization is maintained in con- nection with the High School, composed of and officered by students. The battalion drills about three hours each week and aims at a thorough knowledge of military tactics, discipline and Organization. It is expected that the company will soon be equipped with arms by the federal government. Membership of this organization is voluntary. Working Regulations. 1. Under ordinary circumstances, students are expected to give, on an average, two hours to the preparation of each lesson. As three hours of each day are spent in recitations, it will be seen that much of the student's work must be done at home. It is recommended that students divide their time at home, and in the session room, into regular intervals for study. And that each study shall have its interval during which it shall in- variably be prepared. It is believed that the success of students will largely depend upon the closeness with which such a plan is followed, and the co-operation of parents is earnestly solicited in following out this idea. 2. The students place is in the session room when not attending recitations elsewhere. No one is allowed to be in any other part of the building or to leave the building during the ses- sion without the permission of his session teach- €I’. 3. Permission to leave the room or building temporarily, will be obtained from the session teacher. Permission to be absent through the MANISTEE HIGH SCHOOL. 11 close of a session is to be obtained from the Prin- cipal. 4. Students coming to school at irregular hours must enter the session room immediately. Loitering about the halls, wardrobes or in the basement is forbidden at all times. Students on being excused must leave the building and its vi- cinity immediately. This rule is especially to be observed by graduate students, and others who do not have seats in session room. 5. Unnecessary talking in the halls before and after session is forbidden. 6. Students are not allowed to remain in the building after school, except for work. A viola- tion of this rule forfeits the privilege granted. 7. Students will enter and leave the building by the doors assigned. They may not visit other rooms than their own without permission of their session teacher. 8. After absence students will not be received in classes except on presenting a permit from the Principal. 9. Habitual tardiness may be punished by suspension. Apportionment Of Studies. Roman numerals indicate the year and Arabic, the semester in which the study is taken. Reci- tations are five times a week in each study unless otherwise stated. - MATHEMATICS. Arithmetic.—II.—1. From Chap. IX to Page 92 and from Chap XII to page 243. Algebra-I-1. To Chap. IV. 2. To page 239. - - II.-IIl.—1. Text-book completed. Geometry.—IV.—1. To Art. 361. 2. Com- pleted and reviewed. . --- LATIN. - I.—1.—Latin Lessons. To Irregular Werbs. 2. Text book completed with easy reading. II.-1.-Caesar. Book I, half of Book II, to- gether with first ten lessons in Prose Composition. 2. Books II, III, and IV, completed, with lessons XI to XX inclusive, in Prose Composition. III.-1.-Cicero; Three Orations against Cata- line. Lessons XX to XL, in Prose Composition. 2. Fourth Oration against Cataline. Oration for the Poet Archias. Oration for the Manilian Law, MANISTEE HIGH SCHOOL. 13 or equivalent. Selections from Ovid’s Metamor- phoses. IV.-1.-Vergil's Aeneid. Three Books. 2. Books IV to WI, of the Aeneid with additional selected Readings. GERMAN. III.-1.-Grammar, to lesson XV. Reader, 82 pages. 2. Grammar completed. Reader com- pleted. Conversation through the year. IV.-1.-Translation of Miscellaneous exercises from English into German. Bernhardt's Novel- letten Bibliothek or equivalent. 2. Translation of Ibsen's Doll's House, or equivalent, into German. Schiller's Maria Stuart and Goethe's Herman and Dorothea, or equivalents. Conversation through- out the course. FRENCH. III.-1.-Grammar to Syntax, with special atten- tion to irregular verbs. Reader. 2. Grammar, Syntax; Reading and Composition; La Jeune Si- berienne, de Maistre; La Mare au Diable, George Sand; or equivalent. V. IV—1.—Grammar, Syntax; Madam Therese, La Voyage de M. Perrichon. 2. Composition, Clas- sic Drama, from Racine, Corneille, Moliere. HISTORY. United States.—I.—1. 16 weeks. Text book completed with original work in library. English.-III.-1. Text book completed. Spec- cial research work given to each student during the course. Roman.—II.—2. To the accession of Augustus with special reference to the Geography of the Empire. 14 MANISTEE HIGH SCHOOL. Ancient.—I.—1, 2. To the History of Rome. Essays on topics assigned. Modern.-II.—1. From Rome through the es- tablishment of the third Republic in France, in- clusive. Civil Government.—I.—1. 12 weeks. Text book completed, with special reference work, IV.-1, 2. Class meets once each week for spec- ial study of Civil Government, from documents and reference books. ENGLISH LANGUAGE AND LITERATURE. Grammar.—I.—1. Textbook completed. Crit- ical study of parts of speech with thorough course in analysis. General English.-I.—2. To chapter VIII. II.-1.--Text book completed. Composition.—II.—2. Text book completed. Special attention will be given to spelling, punc- tuation, paragraph writing and practical compo- sition. The aim is practical drill work rather than study of theories. Rhetoric.—III.—2. Text book completed. Bi- weekly essays with frequent exercises in compo- sition work. English Literature.--IV.-1. [a] Study of development of English Literature and Lan- guage. [b] Charts and discussions of principal English authors up to middle of eighteenth cen- tury. [c] Study of different periods of Eng- lish History, as related to English Literature. [d] Direct critical study of English Master- pieces, with theories of criticism. [e] Written re-production and discussion of works read. 2. [a] Charts and discussions of principal English MANISTEE HIGH SCHOOL. 15 and American authors. [b] Study of master- pieces and written work continued as in first sem- ester. READING . The aim of the courses in Reading is mental discipline, as well as to arouse in the mind of the pupil, an interest in, and appreciation of, the standard works of English and American Litera- ture. The first is attained through frequent par- aphrasing of paragraphs read. The study in- cludes: [a] Drill in articulation and expression; [b] A careful research into the life and environ- ment of each author, from whose works selec- tions are made; [c] a critical examination of every selection read in class. Classes meet five times a week for ten weeks in each semester. I.—1. Studies in United States History; se- lections to be made from Irving, Bryant, Holmes and other American authors. Throughout the course compositions on topics of history will be required. 2. Selections from Hawthorne, Long- fellow, Whittier, Lowell, Samuel Johnson and De Quincy. : II. –1. Selections from Addison, Goldsmith, Lamb and Coleridge. 2. Selections from Bacon, Dryden, Scott, Macauley and Tennyson. In these courses the lives and writings of authors, who are contemporaries of those whose works are read in class, will be made objects of study. III. —1. Chaucer, Milton and Ruskin. 2. En- tire semester will be devoted to the study of Shakespeare. SCIENCES. Chemistry.—IV.—1. Prescott and Johnson's qualitative analysis. Class work; [a] Metals, 16 MANISTEE HIGH SCHOOL. valence, manipulations and reactions. [b] Balanc- ing equations.—Laboratory work; [a] Verify- ing class work. [b] Ten unknowns, IV. —2. General chemistry. Text book com- pleted. Five hours per week in laboratory. Physics.-III.-1. Properties of matter, Dy- namics, Fluids, Mechanics, Heat. 2. Electricity and Magnetism, Sound, Light. Pupils will spend two to four hours per week throughout the year in laboratory practice. Physiology.—I.—2. Text book completed. Botany.—II.—2; I.—2. Text book completed. Herbariums, Analyses of fifty plants. Astronomy. —III.-2. Text book completed. Physical Geography.—I.—2. Text book com- pleted. BOOK-KEEPING. III.-2. MANISTEE HIGH SCHOOL-COURSES OF STUDY. FIRST YEAR. CLASSICAL. LATIN . SCIENTIFIC . ENGLISH. SEPT. CLASS. | JAN. CLASS. SEPT. CLASS. | JAN. CLASS. SEPT. CLASS. | JAN. CLASS. SEPT. CLASS. | JAN. CLASS. Algebra. Algebra. Botany. Botany. Botany. Botany. Physical Geography. Physical Geography. Physiology. Physiology. Physiology. Physiology. Reading. |Reading. Reading. Reading. tº . Latin Grammar. Latin Grammar. Latin Grammar. Latin Grammar. Latin Grammar. Latin Grammar. English Grammar. English Grammar. 3 * Algebra. Ancient History. Algebra. Ancient History. Algebra. Algebra. Algebra. Algebra. ; : Ancient History. Arithmetic. Ancient History. Arithmetic. U. S. History. 16 w. United States History. ||U.S. History. , 16 w. United States History. * * || Reading. Reading. Reading. Reading. Civil Government. 12 w.|Reading. Civil Government. 12 w. Reading. Reading. Reading. Q - ||Latin Grammar. Latin Grammar. Ilatin Grammar. Latin Grammar. Latin Grammar. Latin Grammar. English. English. (Lockwood.) 3 ſº Rotany. Algebra. Botany. Algebra. Physiology. Algebra. Physiology. Ancient History. O : Algebra. Composition. Algebra. Composition. Ancient History. 12 w.]United States History. ||Ancient History. 12 w. Algebra. § ;I. Reading. |Reading. Reading. Reading. Physical Geography. Reading. Physical Geography. Reading. t. ..., ||Caesar. Caesar. || Caesar. Caesar. Caesar. Caesar. English. English. (Lockwood.) J) º Arithmetic. Algebra. Arithmetic. Algebra. Arithmetic. Arithmetic. Arithmetic. Arithmetic. # 3 || Algebra. Reading. Algebra. Reading. Modern History. German or French. Modern History. Modern History. * * ||Reading. English Lit. or German.|Reading. French or German. Reading. Modern History. Reading. |Reading. £ . . Caesar. Caesar. Caesar. ... Caesar. Caesar. Caesar. English. English. (Lockwood.) 6 * ||Composition. Roman History. Composition. Roman History, Algebra. Algebra. Algebra. Book-keeping. § 3 ||Roman History. English Lit. or German.|Roman History. French or German. Botany. German or French. Botany. Rhetoric. § 2. Reading. Reading. |Reading. Reading. Reading. Reading. Reading. Reading. º, , , ||Cicero. Cicero, Cicero. Cicero. German or French. Physics. English History. English History. (ſ) : Greek. Physics. German or French. Physics. Algebra. German or French, Algebra. Algebra. ; : Physics. Greek. Physics. French or German. Physics. Algebra. Physics. Physics. * * || Reading. Reading. Reading. Reading. Reading. Reading. Reading. English Literature. 8 . Cicero. Cicero, Cicero. Cicero. German or French. Physics. Book-keeping. Physics. 3 * ||Greek. Physics. German or French. Physics. Rhetoric. German or French. Rhetoric. Astronomy. 3 : ||Physics. Greek. Physics. French or German. Physics. Rhetoric. Physics. English Literature. 7 * ||Reading. Reading. Reading. Reading. Astronomy. Astronomy. Astronomy. Reading. tº . . ||Vergil. Vergil. Vergil. Vergil. German or French. German or French. English Literature. English Literature. % = |Greek. Greek. German or French. French or German. Chemistry. Chemistry. Chemistry. Chemistry. § 3 ||Geometry. Geometry. Geometry. Geometry. Geometry. Geometry. Geometry. Geometry. * * ||Civil Government. (1)|Civil Government. Civil Government. (1) Civil Government, Civil Government. (1) Civil Government. Civil Government. (1)|Civil Government. o ||Vergil. Vergil. Vergil. Vergil. German or French. German or French. English Literature. English Literature, 2 * ||Greek. Greek. German or French. French or German. Chemistry. Chemistry. Chemistry. Chemistry. 3 3 |Geometry. Geometry. Geometry. Geometry. Geometry, Geometry. Geometry. Geometry. § * ||Civil Government. (1)|Civil Government. Civil Government. (1)|Civil Government. Civil Government. (1)|Civil Government. Civil Government. (1)|Civil Government. TEXT-BOOKS. Arithmetic—Wentworth. Algebra–Olney. Geometry—Olney. Aook-keeping—Rogers & Williams. Aºnglish Grammar–Reed & Kellogg. AEnglish—Lockwood. Composition—Williams. Aºhetoric, Elements of Hill. Fºng. Ziterature – Shaw. A'eading—Eng. and Ameri- can Classics. Azcáezzā azd Modern His- tory—Barnes. Fºng/ish Hist.—— Ransome. O. S. History—Barnes. Roman History—Allen. Civil Government—Macy. Physiology—Walker. Physical Geog.—Eclectic. Botany—Gray. Physics–Avery. C hemistry—Shepard. Prescott & Johnson. Astronomy, Zessons in- Young. Zat???— Beginners' Latin Book, Collar & Daniell. Grammar, Harkness. Prose Composition, Jones. Caesari, Kelsey. Cicero, Kelsey. Ovid, Kelsey. Vergil, Frieze. Greek— Aºrezech– Grammar, Whitney. Reader, Super. Germazz— - Grammar, Collar's Ey- senbach. Reader, Joynes. Enrollment. FRESHMAN. B. NAME. COURSE. Alma Arkin, - * Lat. John Arnold, - - Lat. Flora Charboneau, º Lat. Willa Charboneau, - - Lat. John Cornell, - * Lat. Daisy Cox, * - Lat. George Depres, - +--> Lat. Gail Gardner, - - Lat. Joseph Gillhooley, * Lat. Burton Johnson, - - Lat. Ray Henderson, - * Lat. Louise Hornkohl, * - Lat. Laura Hoyle, - *- Lat. Clair Hunt, - - Eng. Mamie Johnson, - . *s Lat. Lydia Kinsley, *- - SC. Jessie Knowles, - º Lat. John McCarthy, - - Lat. Grace Moguin, - &= - - Lat. William Pettigrove, wº- - Lat. Lewis Rankin, - *- Lat. Jesse Robinson, * *. - Lat. George Smith, - *- Lat. William Louis Smith, - - Lat. Florence Squance, * Eng. Lena Trantow, * - Lat. Morris Waal, - º Lat. MANISTEE HIGH SCHOOL. 19 NAMIE. Clinton Webb, Robert Wente, Pearl Zimmerman, Total, FRESHMAN. A. Annie Anderson, - Carrie A. Anderson, Nona J. Baur, tº- Glenn Benedict, Anna J. Bishop, - Alice Marie Blacker, Jennie L. Brownrigg, Clara M. Case, Kittie E. Cassidy, Lottie Channer, Ella Ciechanowsky, Rosamond L. Crane, Anton C. Cron, - Clara E. Dovel, Emma A. Dummer, Will Edington, Fred Ellis, tº- Louise M. Ferguson, Hannah Freiberg, Christine Hanson, Arthur Hoare, - Carlotta Hoffman, Fred J. Johnson, - Esther Kenny, Jennie Lee, tº- James Edward Lovell, Amma Lundberg, - Hannah Madison, Mabel Mershon, - Alvina. Miller, Thecla Mukautz, - Lizzie E. Newcombe, Bernard Noud, - John Noud, COURSE. Lat. Eng. Lat. Eng. Lat. SC. Lat. Lat. Lat. Lat. #. Hing. Eng. Lat. Lat. Sc. Lat. #: Eng. Lat. Lat. Lat. Lat. Lat. #. Ing. Eng. Eng. #: ng. Lat. Lat. E Sc. Ilg. Eng. Eng. Sc. 20 MANISTEE IIIGH SCHOOL. NAME. COURSE. Nora O’Malley, - g- Lat. Laura Peterson, {º tº Eng. William R. Ralston, * Eng. Arthur Smith, * tº Sc. Minnie A. Smith, * Eng. Harry E. Spicer, º - Sc. Charles B. Tobin, sº Eng. Marion A. Thompson, - - tº-e Lat. Maude T. Walters, * Eng. Gertrude Warnes, * ſº- Eng. William Wenzel, ſº- Sc. Rosamond M. Zimmer, - º Lat. Total, wº 46. SOPHOMORE. B. Fred W. Daniels, gº Lat. Josie M. Eckenfels, sº tº- Lat. Daisy T. Ellis, sº '. tº- Lat. Edwin C. A. Estby, tº- * Lat. Myrtle A. Hubbell, * Lat, Harvey C. Lyon, &= - tº- Lat. Bayard T. McAlvay, *g Lat. John S. McElligott, ſº- gº Lat. Lawrence Nelson, º Lat. George H. Sanford, sº tº- Lat. Myrtle Webb, - tº- Eng. Total, * 11. SOPHOMORE. A. Emil Baur, * - Lat. Lillie Bolland, * tº- Lat. May Belle Chandler, tºº Lat. Andrew F. Cook, * -º *- SC. Ellsworth S. Ellis, =- SC. Ina L. Fagan, º: ſº Lat. Blanche Gardner, - Lat. Belle Hawkins, sº gºe Lat. Maggie Jamieson, £º Lat. MANISTEE HIGH SCIEHOOL. 21 NAME. º COURSE. Jessie M. Johnson, tº º Lat. Marion C. Kanouse, - Lat. Josie Otto, tº- g- Lat. Marie M. Pulcher, tº- Eng. Edna L. Russell, sº ---, Lat. Janet M. Salling, - 4- Lat. Byron Stansell, e- * Lat. Lillian Sweetnam, tº Eng. Willis S. Walker, sº {- Eng. Total, wº- 18. - JUNIOR. Kittie E. Allen, gº tº- Eng. Gertrude Bendit, tº- Lat, Lillian F. Brownrigg, - gº Sc. Mary C. Bucher, - ex- Eng. George S. Collins, wº- sº Lat. Clara E. Cox, * * Eng. Charles J. Dovel, tº- *- Lat. Alexander H. Dunlap, {-, Sc. Madge Gardner, 8-> is Eng. Maude Hallenbeck, wº- Lat. Otis Hawkins, º sº Eng. Richard M. Hoffman, tº- Eng. Stella M. Lewis, +- º Eng. Marshall Long, - * Lat. Mabel E. MacReynolds, - x- gº Sc. Carl E. McAlvay, - - Lat. James L. Mee, * wº- Lat. Will Merkel, sº sº Sc. Frank B. Miller, sº e- Eng. Alfred A. Nelson, - tº- C. Will Newman. tº tºº Eng. Dimple Peache, - wº Eng. Carrie Pettigrove, {-> sº Eng. Alice Russell, tº º Eng. Herman Russell, º tº Sc. Mabel Russell, Sc. Leonard Short, {- sº Eng. 22 MANISTEE HIGH SCHOOL. NAME. COURSE. Edith Smith, - * Lat. Claudia Thompson, - - Lat. Olive Tuxworth, - Lat. Edith Vincent, - - Lat. Robert Vincent, - Lat. Gilbert P. Warnes, - º- Eng. Vernon Wells, - Lat. Welcome Wells, - - Lat. Frances Wente, - Eng. Abram O. Wheeler, Jr., - - Eng. Morton B. Wheeler, * * Lat. Total, e- 38. SENIOR. Mollie Andree, - - Lat. Maude Alway, - tº- Lat. Emily Bucher, - - Eng. Ethel B. Case, - - Eng. Ella M. Crane, - tº- Eng. Lydia Magnan, - - Eng. Lulah B. Muenscher, - Lat. Bur Newcombe, - - Eng. Orpha Rankin, - - Eng. Jesse Ray, - - - Eng. Arthur Russell, - - Eng. Milton Smurthwaite, - - Sc. John Stronach, - - Eng. Lillian Thorp, - - Eng. Louie W. Trask, - - Eng. Eva M. Wente, - - Sc, Total, - - 16. SPECIALS. Beckie Aarons, - - Sc. Hattie Coates, - e E Il 3. I. it. Laura Edington, - - P. G. Angelina Fowler, - º- P. G. Etta Gould, º- - P. G. Blanche Hilton, - ſº P. G. MANISTEE HIGH SCHOOL. 23 NAME. f COURSE. Albert T. Jennings, - º P. G. Fred Jentoft, - sº Sc. Mary Johnson, - s Arithmetic. May Rabjohns, º tº Latin. Hattie Secor, - tº F. French. Total, - 11. Summary, BY CLASSES. Freshmen, * * - 76 Sophomores, - tº 29 Juniors, º º 38 Seniors, - wº º 16 Specials, gºe tº 11 Total, * = . - gº 170 BY COURSES. Latin, Eº E. gº 88 Scientific, - * * = 20 English, gº tº : 51 Special, gº sº 11 Total, g- fº 170 º º SN º º *\,: - % f º º ‘Altº \ .# 1891-1892.É. CIRCULAR OF THE PUBLIC SCHOOLS OF NILES, MICH, CONTAINING ORGANIZATION, COURSE OF STUDY. AND RULES AND REGULATIONS NILES, MICHIGAN. PUBLISHED BY THE BOARD OF EDUCATION. 1891. ORGANIZATION. The Public Schools of Niles as at present organized, occupy five separate buildings, known as the North Primary, Fifth Ward, Ferry Street, Fourth Ward and Central. The North Primary, Fifth Ward, and Ferry Street schools are taught by one teacher each, and their course of study extends through the first and second grades. The Fourth Ward schools are taught by two teachers and the course of study extends through the first four years or grades. - In the Central Building are fourteen regular teachers, besides the Superintendent, and all the departments are sustained. Each of the Ward schools aresurrounded by ample grounds, and furnished with all the modern improvements. The Central Building stands in the midst of a beautiful oak grove, three acres in extent, laid out in walks and drives, and orna- mented with a magnificent fountain. The building itself has a seating capacity of seven hundred, is heated by steam, and is well equipped in every respect. DEPARTMENTS. The entire course of study is intended to extend over a period of twelve years, and is divided into three departments of four years each, viz: Primary Department, Grammar School and High School. The work of each year is laid out in the following pages with as much exactness as is deemed necessary for a proper understanding of actual requirements and relation to the whole system. Experience shows what the ordinary child can accomplish, and that to secure the 4 |highest success some definite plan should be adopted and enforced. There is no desire, however, to enforce a system to the detriment of the child, but proper allowances shall be made for the individuality of children. Therefore no child is kept back for benefit of the system, but teachers are to watch continually for evidences of fitness for pro- motion. t The work laid out contemplates the preparation of our youth for entrance to the State University. We have not lost sight, however, of that large class who have no such desire. It has been the intention of the School Board to make the training such as will be useful and ample in active life to pupils who advance no further. This course of study is based upon the conviction that the best possible prepar- ation for active life in any sphere, is the ability to think logically, closely, consecutively, to read understandingly and to express these thoughts in plain English either orally or with pen. It is hoped that the Course of Study will be useful in assisting patrons to understand the working of the schools and teachers to unify methods and harmonize them with the entire system. COURSE OF STUDY. PRIMARY AND GRAMMAR DEPARTNMENTS. COURSE OF STUDY FOR THE PUBLIC SCHOOLS OF NILES, MICH, GENERAL SUGGESTIONS. The following course of study and by-laws has been prepared with the aid of those from other cities and it is expected that teachers will become familiar with suggestions made. In the following course it is designed to leave teachers free to accomplish the required results in their own way. The best teachers are least confined to routine work, Every subject or principle should be thoroughly prepared by the teacher before the opening of the session, and should be taught with the aid of vivid illustrations, and, if possible, of visible objects. Text-books are to be used as aids, and to some extent as guides in school work, but it is expected that instructors will teach the subjects rather than the text-book. The printed questions will be of assis- tance to the pupil in learning his lesson, but they should be discarded by the teacher. Encourage children to recite as far as possible in their own language instead of the language of the text-book and after- wards require it. Teach children early to consult the dictionary and books of reference. A teacher should never feel that the per cent, obtained on examination in the various branches will be the chief measure of his efficiency; I would place a much higher estimate upon excellence in the following particulars. 1. In caring for the health of the pupils, and in making the school room so attractive, socially, 8 morally, and intellectually, that to be there shall be a pleasure as well as a profit. 2. In cultivating among the pupils a spirit of self-respect and habitual courtesy toward others. 3. In encouraging the utmost inquiry, so that upon the question in hand and upon all kindred questions, the pupils shall think for themselves. 4. In securing from the pupils attention and promptness; good habits of position and movement; neatness and order in all written work; distinct utter- ances, good tones and inflections, and a fluent expression in acceptable language. - MORALS AND MANNERS. The personal integrity and example of the teacher must accord with whatever philosophy he would teach, but this alone is net enough. Pupils see so little of their teachers out of schools that the subject of morals and manners must be taught, as other subjects are, by de- finite efforts. Every accidental occasion must be taken, and, in ad- dition, regular occasions sought, in which to give systematic in- struction upon the subject. It is earnestly recommended and required, unless some better plan shall be adopted with the approval of the Superintendent, that every morning, immeaiately after the devotional exercises, each teacher shall occupy a few moments in giving a care- fully prepared lesson upon ethics. If more convenient, fifteen or twenty minutes may be taken each Friday afternoon. It may consist in the discussion of some moral principle, the reading of some pertinent story, or the interpretation of some incident in school life. No at- tempt is here made to outline a detailed programme, for fear of cramping the individuality of the teacher. The following topics are suggestive merely, and are arranged somewhat according to adapt- ability to children of different grades and should be thoroughly dis- cussed in some form. 1. To awaken the moral sense of the pupil and lead him to distinguish right from wrong. To teach punctuality and habits of order as well as proper behavior at home, at the table, at school, in church, on the street, and other public places. To impress upon the children a realizing sense of their duties to God, to parents, teachers, brothers and sisters, the poor, the aged and infirm, and of the duty of doing as we would be done by. 2. To lead the pupil to distinguish, appreciate and name moral qualifies, illustrating by famil- iar anecdotes and biographical sketches, such qualities as honesty, patience, industry, obedience, kindness, generosity, courage, perse- verance, etc. 3. To make every case of quarreling, cruelty, decep- tion, profanity, etc., appear in its true light. 4. To teach that the dictates of conscience are to be obeyed. To show the momentous in- fluence of habit in the formation of character, and hence the impor- tance of cultivating good habits and restraining bad ones. 5. To in- culcate self-denial, in avoiding self-indulgence in eating and drinking; in coveting or taking what belongs to another; in improper language or remarks about others which may give pain; in expenditure of money beyond one's means, 6. To impress pupils with the importance of faithfulness in the discharge of all duties, and to show them that individuals have obligations to those with whom they associate, that patriotism, enterprise and public spirit are necessary to secure pros- perity to our country, and that the relations, duties, and responsibili- ties of nations are similar to those of individuals. SCHOOL GOVERNMENT. After the above suggestions upon morals and manners, remarks upon discipline are unnecessary, for, of good School government, that . which is visible consists only in the natural manners of teacher and pu- pils and that which is invisible, which is by far the greater in the best schools, consists only in the moral exercise of self-control. The only object in the visible discipline of a school is to enable the scholars to study and think to the best advantage. Every useless motion or formula should be advoided, and no pupil should be left for an instant unoccupied. Obedience should be prompt and permanent, but that motionless quiet in the school-room, and of requiring pupils to sit erect with their hands folded on the desk should not be demanded, but on the con- trary there should be especially in the lowest grades, a natural hum of business, and cheerful, orderly freedom from unnecessary restraint, Corporal punishment should be employed only as a last resort; never in the presence of unoffending pupils, rarely until a considerable time has elapsed after the offense, and only after a dispassionate statement to the offender of the cause and the purpose of the infliction. Little less demoralizing to a school than constant whipping is the habit, easily acquired, of checking petty annoyances by scolding or by irri- 10 tating sarcasm. No elaborate code of pains and penalties should ever be established. No two pupils need precisely the same correction, hence the teacher should never make general threats. RECREATION AND PEIYSICAL EXERCISE. It will be found a wise investment of time, in the lowest grades. to devote a few moments every day to some new, simple recreation, merely for entertainment's sake. There are many lively games, little stories and songs, all interesting to children, which will enliven the monotony of school life, and are entirely in harmony with the object of primary schools. The few moments so devoted will be more than regained by the increased activity and cheerfulness of the pupils at their work. Brief physical exercises, when performed with precision and uniformity, are a great benefit, but when performed in a lazy, aimless way they are equally a detriment. When possible, they should be accompanied by music. The windows should be opened at the top for ventilation, and the doors closed at such times. PFIMAFY DEFAFTMENT. FIRST YEAR OR GRADE. & BOOKS-Harper's New First Reader; Slates 8 × 12 inches; Supplementary Reading—Beginner's Reading Book; Barnes' First Reader; Appleton's Primer. First Term—Harper's First Reader to page 74; Barnes' First Reader to page 40. Second and Third Terms —Complete Readers. READING.—Beginners taught by the word and phonic methods, including the so-called sentence method, from the blackboard and chart. wº During the first four months all new words should be taught in script, in order that they may be copied by the pupils. The printed forms may also be given, but not copied by the class. If teachers prefer, however, the two forms may be taught side by side. Keep a list of all the words taught upon the blackboard, and all new words as fast as they are learned by the class, to be frequently 11 reviewed. Make sentences from the list, varying the arrangement of the words in every possible way. Have pupils look quickly at each word, and then pronounce the sentence. The articles an, a and the, are to be pronounced with the word following as one word. Relation words (in, on, up, etc.,) are to be taught only in phrases and sentences. In the first term of this grade, a word a day, well-learned, is considered good work. The meaning of every new word must be understood before it is given. Do not allow pupils to read a sentence aloud until the thought it expresses is in the mind. Do not permit sing-song reading, drawling, shouting or mumbling. Pupils should never be permitted to read aloud disjunctively; they should be taught to see whole phrases and to speak them as wholes. The fault of hesitating and repeating must be vigilantly guarded against. ºr Correct punctuation is not the sole object to be aimed at, but correct emphasis, inflection and modulation as well. Use every natural device to awaken interest, such as pictures, colored crayon, objects that pupils are permitted to handle, conversation, etc. Words selected should be mostly from the First Reader and Chart, in order to make an easy transition from the blackboard to the reader. All board work should be neat. Do nothing carelessly before pupils and be enthusiastic in all you do. READING.—The manner of teaching reading during the first term in which books are used by pupils, has a very important influ- ence on the future progress of those pupils. In the process of in- struction, only one difficulty should be presented at a time. Among the difficulties which children have to encounter during their first lessons from books, are learning to know the words at sight; learning to know what the words and sentences mean; and learning to read in such a manner as to imitate good conversation. First Step.–With each new reading lesson the first step should be to make the pupils familiar with the words of the lesson, by writ- ing and printing them on the blackboard in columns and teaching the children to pronounce them at sight; next teach them to pronounce at sight the same words in the book, but out of their order in the sentences of the lesson. 12 Second Step.—Train the pupils to find out what each sentence means, and to tell the meaning in their own language. Third Step-Train the pupils to read each sentence so that the reading may resemble good conversation. PHONETICS.–The object of teaching this subject should be, first—to train the organs of hearing, so that the children may readily distinguish the sounds heard in speaking our language; second—to train the organs of speech, so that the pupils may learn to produce those sounds correctly in using the language. In presenting this sub- ject, the teacher should herself make the sounds, and then require the pupils to imitate them, as: āā; # 3; 60; Ó 5; e ej II; ii; u ü; ā ā; ā ā; a as afterwards, thus: ä, ä, ä, a, e, é, í, 1; o, ö, Q; u ü u. For the purpose of leading the children to observe readily the analogy of words, in their sounds and in the arrangement of their letters, after they have learned objectively and singly, to recognize several words at sight, place on the blackboard, in columns, such words as are similar in spelling and in Sound, as in the following groups: Cat, pin, pen, OX, Cup, rat, tin, hen, fox, gun, hat, fin, ten, box, run, mat, in, men, top, fun. When the children have learned to pronounce the words in a column, at sight, let them learn to give the sounds of each, as— lcát, cat; rāt, rat; hat, hat, māt, mat; etc., not as a spelling exercise, but to impress upon their minds the relation of sounds, and of letters as their representatives. As other words are learned, let new groups be arranged, and comparisons made with words of similar form, as: old, rake, me, line, mule, cold, make, we, fine, rule, told, cake, see, nine, cube, scold, bake, bee, pine, tube. Pupils should be constantly taught to pronounce new words without other assistance than that gained from analogy or from marked letters. 13 The phonic drill will require much vocal practice in the way of preparation on the part of the teacher. SPELLING—Observe the following order in teaching this sub- ject: 1. Oral spelling of words in reading lessons, with the word in sight. 2. Copying words upon slates. 3. Oral and written spelling of pronounced words, and short, easy sentences copied, then dictated. 4. Lists of the most difficult words recorded for review and test exercises, oral or written. 5. Writing sentences from copy, with words omitted. The final accomplishment of the grade work should prove the pupil’s ability to write sentences as dictated from the reader, with attention to capitals and terminal points. LANGUAGE-Use “Bright's Manual of Graded Instruction in English.” “First Year's Work.” Also Teacher's Edition of “Elementary Lessons in English” at least to page XXX. The exercises in language should be oral the first part of the year; then both written and oral. Select familiar and interesting topics for conversation. Have the children perform different kinds of actions and others describe them. Pupils should be taught to use correct language, and as a rule, speak in complete sentences. Insist upon neatness and accuracy, and correct all mistakes in pronunciation, spelling, etc. In the latter part of the year each child should be taught to write his own name and residence, and the name of his school and teacher, Have them commit to memory short and simple verses of poetry, and recite individually and in concert. WRITING—As far as possible, induce pupils to get large slates, eight by twelve inches or larger, and rule them to correspond to No. 1 practice paper, (ºr of an inch spaces) and well sharpened pencils. Teach proper posture, position of hand and slate, and manner of holding pencil. See that pencils are of good quality and properly pointed. Begin with simple letters, as, i, u, m, n, w, and then go to loop letters. Furnish large and accurate copies. Last half of the year, No. 1 practice paper and lead pencils, and No. 1 Tracing Book. Time, not less than fifteen minutes per day. 14 NUMBERS.—Instruction oral. Teach with objects, knowledge of all numbers from 1 to 10 inclusive, Count, read and write to 100. Follow the Grube method, in which each number is treated separately before taking the next higher? Learning to recognize groups of objects at sight, without count- ing them, should precede other exercises. Use objects until pupils can make combinations without reference to them, then follow by ex- ercises in which the groups of objects are easily imagined, as, James has 6 doves, 4 flew away; how many were left? Follow this by such questions as these: How many 2's in 4, in 6? How many 3's in 6, in 9? Practice adding or subtracting by 2's and 3's. Give daily exercises in problems. Encourage pupils to make their own problems and let them prove them with objects. Avoid the practice of counting by ones. “The numbering, com- bining and separating of groups of objects by counting, leads to the pernicious habit of adding and subtracting numbers by counting, a habit that must be overcome before a pupil can learn to add or sub- tract numbers as wholes.” Teach the following fractional parts of numbers which are mul- tiples of the denominators, #, , 4, #. Teach inch, foot, yard, pint, quart and table of United States money. * Begin the written work by using marks; I for one, II for two, etc., and introduce the figures to take the place of the marks. In teaching the signs, +, +, ×, -, = , give definite ideas by substi- tuting the signs for the words “and,” “added to,” etc. As soon as pupils can indicate the various operations by figures and signs, give examples like the following for them to fill out on their slates at their seats: 1+? =4? 5-H2= ?, ? x2=6, 7–?=4, 4–5–2=?. Also in the following form for addition, multiplication and subtraction, placing a sign before the lower number to indicate the operation to be performed: #, g, ğ, etc. Never allow children to use their fingers as counters. When pupils attempt to make figures on the board, see that they do not rest their hand on the board. Proceed slowly at first, Make large, neat figures, and insist upon the pupils doing the same. Correct language should be developed in all the foregoing practice. 15 N * FACTS TO BE TAUGHT WITH TEN OBJECTS. ARRANGED IN ORDER OF TEACHING. (1) 1–1. (2) 2 × 1, 1 × 2, 2–5–1, 2–5–2, 1+1, 2–1, 2–2, 4 of 2, # of 2. (3) 1 × 3, 3 × 1, 3–4–3, 3–4–1, 2+1, 1+2, 3–1, 3–2, 3–3, 4 of 3, # of 3, § of 3. (4) 4 × 1, 1 × 4, 4–4–1, 4-5-4, 1 × 3, 3-1-1, 4–3, 4–1, 2+2, 2 × 2, 4–2, 4–3–2, 4 of 4, # of 4, # of 4, # of 4, § of 4, # of 4. (5) 1 × 5, 5 × 1, 5-–5, 5–5–1, 4+1, 1 +4, 5–1, 5–4, 2+3, 3--2, 5–3, 5–2, 5–5, 4 of 5, # of 5, # of 5, # of 5, # of 5, (6) 6 × 1, 1 × 6, 6––1, 6––6, 1+5, 5-H 1, 6–5, 6–1, 4-H 2, 2+4, 6–2, 6–4. 2 × 3, 3 × 2, 6––2, 6-i-3, 3-1-3, 6–3, 6–6, 4 of 6, # of 6, # of 6, # of 6, # of 6, § of 6, , of 6, 3 of 6, of 6, # of 6, § of 6. (7) 1 × 7, 7 × 1, 7–5–7, 7–5–1, 6––1, 1 +6, 7–1, 7–6, 2+5, 5-H2, 7–5, 7–2, 4+3, 3--4, 7–3, 7–4, 7–7, 4 of 7, # of 7, # of 7, 4 of 7, # of 7, § of 7, 4 of 7. (8) 8 × 1, 1 × 8, 8–5–1, 8–5–8, 1+7, 7+1, 8–7, 8–1, 6–1–2, 2+6, 8–2, 8–6, 3–1–5, 5-H3, 8–5, 8–3, 2 × 4, 4 × 2, 8–5–2, 8–5–4, 4+4, 8–4, 8–8, 4 of 8, § of 8, § of 8, # of 8, § of 8, § of 8, § of 8, § of 8, , of 8, 3 of 8, 1 of 8, # of 8, § of 8, 4 of 8. (9) 1 × 9, 9 × 1, 9–3–9, 9–5–1, 8+1, 1 +8, 9–1, 9–8, 2+7, 7–H 2, 9–7, 9–2, 6–1–3, 3–H 6, 9–3, 9–6, 4-H 5, 5-H4, 9–5, 9–4, 3 × 3, 9–9, § of 9, # of 9, § of 9, § of 9, § of 9, § of 9, § of 9, § of 9, # of 9, , of 9, 3 of 9, 3 of 9. (10) 10 × 1, 1 × 10, 10–3–1, 10–3–10, 9–H 1, 1 +9, 10–1, 10–9, 3–H 7, 7–H 3, 10–4, 10–6, 4-H 6, 6––4, 10–3, 10–7, 5-H 5, 10–5, 10–5–2, 10-i-5, 2 × 5, 5 × 2, 10–10, ºn of 10, etc., 4 of 10, # of 10, 4 of 10, # of 10, # of 10, # of 10, of 10, 3=one two and 1, 5= two twos and one, 7=two threes and 1, 9=two fours and 1, etc. DRAWING.—Develop by means of objects, such as splints, pegs, cords, etc., a knowledge of geometrical terms, and forms as angles, Square, triangle, oblong, circle, cylinder, cube, sphere; Right, obtuse, and acute angles; Verticle, horizontal, oblique, parallel, 16 curved, diameter, radius, diagonal, slanting, etc. Develop lines from solids, square from cubes, circle from cylinder, etc. Use primary drawing manual. HUMAN BODY.—Use “Object Lessons on the Human Body” to page 12. OBJECT LESSONS.–Cultivate the observing powers, memory, reason and language. Use reading lessons, pictures, plants or other material. Full directions may be found on this subject in Calkin's “Pri- mary Object Lessons,” or his “Manual of Object Lessons.” Have a distinct object in view in the preparation and presenta- tion of these lessons, and let each step be progressive. LESSONS ON MORALS AND MANNERS. Read carefully the General Suggestions at the beginning of the course. Teachers should improve every opportunity offered to incul- cate habits of cleanliness of person and dress, politeness, thought- fulness, kindness to persons and animals, obedience and honesty, and to Secure the use of chaste and pure language. “Moral character and fixed habits of right action should be the final outcome of all education. The school which does not succeed in securing these ends, fails in the great purpose for which it is organized.” SECOND YEAR OR GRADE. BOOKS.– Harper's New Second Reader; Uniform Slates, 8 × 12 inches; Copy Book. Reading, first half—Review First Reader; Supplementary First, and Second Reader to page 80. Second half— Second Reader to page 165; Supplementary; Monroe's Advanced First Reader; Barnes' Second Reader; Nature Readers—Seaside and Wayside. Before beginning the reading of the lesson, all new words should be placed upon the board and the pupils drilled in their pronuncia- tion and use; and not until pupils can recognize the words at sight and understand their meaning, are they ready for the reading proper. 17 Seek to develop natural tones, an easy conversational style. Let the standard for good reading be its near resemblance in manner to good conversation. Make the reading interesting by suitable explanations and ques- tions, Require them to reproduce in their own language the sub- stance of what they have read. Teach the use of capital letters, italics, periods, question marks, exclamation points, and quotation marks that occur; also the meaning of title page, table of contents, margin, paragraph, etc. Be sure that the interest and attention of the class is secured. PHONETICS.–The object of exercises in Phonetics should be the same in this grade as in the preceding—to secule a ready recog- nition of the several sounds of Our language, and the ability to utter them distinctly in conversation and reading, Let the chief aim of the teacher be, to train the organs of hear- ing to acuteness in the perception of Sounds, and the organs of speech to flexibility and accuracy in producing Sounds, See also previous grade work on reading. SPELLING.—Written spelling of all words learned, and oral spelling of the same words as an occasional exercise and review. Short sentences may also be copied from the board and reader, after- wards written from dictation. Keep a list of all difficult words for review. Give plenty of time that pupils may give their best efforts to writing. LANGUAGE.-Use for guide to work, Teachers' Edition of “Elementary Lessons in English” to page 45, and Bright’s “Graded Instruction in English.” T)ictation exercises begun. Write two or three simple sentences upon the board, and require pupils to copy them; then erase and dictate the same sentences. Give each sentence distinctly once, and have all write it promptly from memory. Correct all improper expressions, and require corrected expres- sions to be written. Tell short, simple stories, and have pupils repro- duce them orally. Short poems, proverbs, maxims, etc., may be copied and committed to memory. 18 Teach the correct use of this and that, these and those. Correct use of is, are; was, were; has, have, in sentences. Teach the correct use and spelling of such words, as, be, bee; deer, dear; see, sea; hear, here; there, their; two, too; no, know; blue, blew; etc. Teach the nominative form after is and was. No rules to be given. Abbrevia. tions, ct, cts., doz., days, months, etc. WRITING..—Copy Book 1 and 2 Primary Course. Special at- tention to be given to the position and manner of holding pen. ARITHMETIC.—Read and write to 1000. Numbers 10 to 20, inclusive, and review. Sums, minuends, products, and dividends not to exceed four places; divisors and multipliers of one figure. Continue the use of fractions 4, 4, 4, , , , etc. In cases where remainders occur, call them so many over or remainder. Continue the use of incomplete examples to fill out on slates, as, 16-i-?=2, 5 × 7=15, 2–8–8, 14–3–2=?, 3 of ?=9. To develop quickness of thought, the teacher mentions one number, and the pupil the other to make a definite sum. Tables of long measure and time. Roman numerals to C. Give frequent oral drills to secure accuracy and rapidity. Teach children to make neat figures. DRAWING.—Form, triangle, prisms, square, oblong, triangles, ellipse and oval. TRIANGLES.—Right Angled, equilateral, isosceles, and obtuse angled. HUMAN BODY.—“Object Lessons on the Human Body” con- tinued to part III. OBJECT LESSONS.–Let pupils measure off on the board or room, a foot, yard, inch, etc. The primary and secondary colors, and then distinguish them in natural objects, articles of dress, etc. The qualities of objects, as rough, smooth, tough, brittle, etc. Let there be careful preparation for this work and be progressive. MORALS AND MANNERS.–Continue lessons as indicated in first grade, adding industry, obedience to parents, care of property, and respect for superiors and the aged, 19 Make careful preparation and give lessons on some specific topic, as thoughtfulness, honesty, profanity etc. See Gow’s “Good Morals and Gentle Manners.” THIRD YEAR OR GRADE. BOOKS.—Harper's Second and Third Readers, uniform slates 8 × 12 inches; Mrs. Knox' Language, part I; drawing book; copy- book; practice book. READING.—First half—Harper's Second Reader completed. Second half—Harper's Third Reader to page 101. Supplementary Reading—Barnes' Second Reader; Franklin Second Reader; Stick- ney's Third Reader. Pursue the same general methods as in the second grade. Give particular attention to expression, pronunciation, emphasis, etc. Break up bad habits in reading. Show the pupils how the tongue, lips and teeth are used in the pronunciation of certain words, syllables and letters, and give drill on the same. Phonic drill on simple elementary sounds. Teach diacritical marks, Awaken interest by allowing pupils to bring short stories to be read aloud. Oral reproduction of lesson to make sure of attention to and understanding of what is read, . (Study directions for the fourth year.) SPELLING.—Second grade work continued. Occasional exercises in phonic spelling. Select words from reader. Write with ink in blanks. Insist on careful penmanship. Wary the lessons occasionally by the spelling of words of similar pronunciation and different Orthography, requiring pupils to use them correctly in sentences. LANGUAGE.-4Elementary Lessons in English.” Teachers' Edition to page 103, Bright's Manual, pages 37 to 50 bases of advance lessons. Topics 2, 7 and 12, of the three year's 20 work, and topics 7 and 22 of the fourth year's work in the regular spelling exercise. Teach correct use of words pronounced alike but spelled dif- ferently, as flour, flower; through, threw; died, dyed; buy, by; sent, cent, scent; seize, sees; sun, son; knot, not; nose, knows; meat, meet; right, write; read, red; wood, would; etc. Use of different forms of irregular verbs in familiar conversation, as saw (seen); did (done); went (gone), etc. Teach composition by having pupils write short descriptions of what can be seen in pictures. Dictation exercises given, Stories reproduced, orally and in writing. Teach the use of comma, apostrophe, exclamation point, and quotation marks. Train in correct use of language. WRITING-Copy Books 2 and 3 Primary Course. ARITHMETIC.—Read and write numbers to seven places. Rapid combinations in the four fundamental rules. Multiplication table through 10's. Fractions 3, #, #, #, etc. Tables of avoirdupois weight, liquid measure, dry measure, long measure and exercises in adding and subtracting U. S. money. Roman numerals to CCQ. GEOGRAPHY.—This subject to be taught orally, Teach car- dinal and semi-cardinal points. Draw map of the school room, school premises, block, ward and city, Illustrate with globes the form and motion of the earth, causing day and night. Explain hemisphere, equator, and poles. Divisions of land and water, conti- ment, island, peninsula, cape, isthmus, hill, mountain, valley, plain, desert. te Teach the size of the earth (about 8,000 miles in diameter and 25,000 miles in circumference.) Divisions of surface into zones. Plants and animals peculiar to each. Positions of the grand divisions, races of men that inhabit them, their modes of life and occupations. Give familiar talks on the earth (kinds of soil, rock, minerals etc., and their uses), the air, water, climate, vegetation, animals, occupations and wants of men. Observe and describe as far as pos- sible the natural surface of the surrounding country, and draw upon 21 the experience of children who have traveled. Pictures may be used to aid the imagination in forming correct impressions. DRAWING.—Books 1 and 2. HUMAN BODY.—“Object Lessons on the Human Body” to Part 5. OBJECT LESSONS.–Lessons on animals and plants suggested by the reading lesson or supplied from other sources. Lessons on colors and qualities of objects. Review second grade work. MORALS AND MANNERS.—As previously indicated, adding proper treatment of others on the street, protection and care of pub- lic and private property. * FOURTH YEAR OR GRADE. BOOKS-Harper's Third Reader; slates 8 × 12 inches; Spelling Blank; Mrs. Knox' Language, part I; Copy Book; White's Inter- mediate Arithmetic; Drawing Book; Harper's Primary Geography; Practice Book. READING-First Half—Reader to page 200. Second Half– Reader completed; Supplementary Reading; Golden Book of Choice Reading; Franklin Third Reader; Sheldon Third Reader. The Third Reader is considerable in advance of the Second, and will call for careful preparation on the part of the teacher. Completing this book means, that the vocabulary of the Reader and the book below is at the command of the pupil, that the pupils have had thorough vocal and phonic drills, that the lessons of the Reader and others like them can be read at sight, in a natural, easy manner. The diacritical marks must be so familiar that the pupil can read the pronunciations of the reader and those of the dic- tionary. Classes finishing the Reader will be expected to be able to read in young peoples' magazines, newspapers and other Third Readers. Encourage home reading, and receive reports from pupils concerning what they have read. Read suggestions for other grades. 22 SPELLING.—Same instruction as for Third Grade. Words from Reed's Word Lessons and Reader. Insist upon care in penman- ship, and the neat and careful preservation of spelling blanks. Remember that spelling to be of use must be correct habit, Getting the lesson for the day, the term or year will not answer, Pupils should be taught how to use the dictionary. Language.—“Elementary Lessons in English” to page 148. Continue the essential work of the preceding grade. Give exercises in the oral written reproduction of stories, descrip- tions, reading lessons, etc. Letter writing. Use of dictionary. Pronunciation and abbre- viations. Let every school exercise be a language lesson. For practice in good usage, review the topics in Bright's Manual, in dictated in the sections numbered below. Require lists of the correct forms to be written and presented by the pupils under the proper titles. The sentences written by each pupil should be his own, or sen- tences corrected by himself. Explain the work of the manual to obtain sufficient practice under each head. First year or grade, sections 1, 2, 3, 4, 5, 6, 7, 10, 13. Second year, sections, 1 and 2 through exercise upon page 26; Sec- tions 2, 3, 4, 5, 9, 10. Pages 49, 50, 51, 56, section 18, page 53. In written forms of language give practice to train pupils in cor- rect use of capitals, periods, commas, hyphens, apostrophes, quotation points, list of common abbreviations and meaning of quotations. WRITING –Copy Books 1 and 2, P. D. S. ARITHMETIC.—Text Book to page 111. Correct problems, with analysis and explanations. Daily exercise in the fundamental operations. Write and read numbers to four periods. Roman nota- tion to M. Read suggestions for preceding grades. Give an abun- dance of outside work. Continue the use of oral fractions as in third grade, and teach the fundamental rules of fractions as laid down in the book, omitting difficult examples. Teach reduction of the denominate numbers already learned, but no problem should contain more than three denominations, 23 GEOGRAPHY.—Text Book: General review of third grade work. i NORTH AMERICA— (1) Position in the Zones. \ (2) Boundaries, (3) Extent. (4) Land Divisions—Islands, Peninsulas, Capes, Isthmus and Mountains. (5) Water Divisions—The Ocean, Sea, Gulfs and Bays, Straits, Lakes, and Rivers. (6) Physical Features—Surface, Climate. (7) Productions—Minerals, Vegetation, Animals. (8) Inhabitants—Caucasian, Negro, Indian, (modes of life etc.) (9) Political Divisions—(Countries) § (10) General outline of the United States. Topics (7) and (8) should receive special treatment by the oral and objective methods. The teacher should give history lessons in the discovery and settlement of the country. The names America, Pacific Ocean, Mississippi, Florida, Hudson, St. Augustine, Mexico, and others will suggest topics for these lessons. Map drawing as an aid in fixing in the memory the forms of the grand divisions, the position of the mountain systems and the chief rivers, lakes and cities should be begun early. Allow them to trace the outline at first, Use books in connection with their study that will interest child- ren, as “Scribner's Readers,” “Stories about Tea, Coffee, Sugar,” etc., . by M. and E. Kirby, “Little Lucy's Wonderful Globe,” by Miss Yonge, “Manual of Instruction in Geography,” by Frank Peavy, and others that will awaken an interest. Harper's Introductory Geography to page 61. DRAWING, Books 3 and 4. HUMAN BODY.—“Object Lessons on the Human Body,” Review, and take to part VIII. OBJECT LESSONS.—Lessons from the “Child’s Book of Nat- ure” and other sources. Give conversation lessons on plants, animals, and the human body. Lessons on materials used for food, clothing, 24 and shelter. Encourage children to bring specimens of raw material and also manufactured. For further instructions in Object Lessons see Appendix. MORALS AND MANNERS.—As in previous grades, adding as much as pupils can comprehend, obedience to law, purity of thought, language and action. * With occasional exceptions, the “declamations” and “recitations,” in all the foregoing grades should be the “memory gems” committed by the school. Every pupil should give some recitation before school at least once in four weeks. GRAMMAR DEPARTMENT. © FIFTH YEAR OF GRADE. Frequent use of the dictionary should be insisted upon, and the force of the diacritical marks as there used explained. Pupils should own dictionaries. Give attention to definition peculiar use, synonyms or opposites, inflection, emphasis and movement. Special effort should be made to teach pupils to read intelligently and intelligibly. Declamations or recitations once a month. BOOKS.–Harper's Fourth Reader, Reed's Word Book, Spel- ling Blank, Mrs. Knox's Language, Part I, Harper's Primary Geog- raphy, White's Intermediate Arithmetic, Drawing Book, Copy Book, Exercise Book. READING.—–First half–Text-book, to page 110. Second half—Text-book, to page 193. Supplementary Reading, Book of Tales, Child's Book of Nature, King's Picturesque Geographical First Reader. Read the course for each of the preceding grades Exercises in articulation should form a daily part of the work. Have pupils select the prominent words by uttering them loudly, softly, slowly, or by using high pitch or low pitch, etc. In this way , train to an appreciation of the different kinds of emphasis. 25 SPELLING.–First half—Text-book to page 37. Second half— to page 63.−Reed's Speller. Regular exercise to be written in spelling blanks with ink. Oral exercises for review. Meaning, diacritical marking and use should be made a constant adjunct to the spelling lesson. LANGUAGE-First half—-Elementry lessons in English finished. Second half—Reed's Graded Lessons to page 78. The chapter on Letter Writing to be used in all grades. Continue exercises in oral and written reproduction of stories, descriptions, reading lessons, etc. Letter writing, simple compositions once in two weeks. Use Bright's Graded instructions in English. WRITING.—Copy Book 3 and 4. Grammar course. Have practice paper in books, and practice on copy and free hand move- ment every day before writing in books. Insist upon proper posi- tion at the desk, holding of pens, and neatness. ARITHMETIC.—Text book from page 86 to 177. The in- structions in fractions should be introduced by the oral, objective method, each pupil being supplied with a quanity of suitable material. The rules for the several operations may be deduced in this way and the teaching be placed on a much surer and more in- telligent foundation. Practice and problems should come after a course of oral and objective treatment. MENTAL ARITHMETIC.—Daily exercises to secure accuracy and rapidity in the solution of simple mental problems. Use “Col- burn's Mental Arithmetic” from page 29 to page 64, and an abun- dance of other work suited to the grade. Teach objectively surface, area, how to find area. When pupils know how to find the area of an oblong, let them discover how to find the area of a right angled triangle, rhombus, and other figures that may be derived from an ablong. The difficulties in decimals are few, and are found chiefly in writ- ing, reading, and division. Impress upon the scholar’s mind at the outset, the importance of the “decimal point.” That the “point” takes the place of the denominator, and by its position we can tell at a glance what the denominator is. The points that need careful attention are (1) the “points,” (2) 26 the hyphen—four hundred thousandths is not the same as four hun- dred thousandths; (3) the comma before and in examples like this, three hundred, and three ten-thousandths, which is 300,0003, with the comma, and .0303 without the comma; (4) the use of thand ths, .0001 is often read as one ten-thousandths; (5) dividing where the dividend is a whole number, or a higher denomination than the div- sor, as, divisor .001, dividend .1. Illustrate by an example like the following: How many pencils at one cent apiece can you buy for one dollar. Let the teacher “dwell on difficulties,” and decimals will be grasped and held with ease. GEOGRAPHY.—“Elementary Lessons in Geography” finished. “Travels” will concern the world's great Rivers, Lakes, Islands, Mountains, and Cities. “Newspaper Geography,” imaginary journeys by land and water, visiting the famous cities and places of historical interest, Commence with the coast line, locating and describing in- dentations, projections, mouths of rivers, cities, etc., as they are passed. Study the maps with pupils without reference to the map questions. Show the relation existing between climate and production. Draw maps of North and South America. Stimulate pupils to consult books of tra- vel and have each contribute something to the advantage of all. Make use of the pictures in geography showing animals, productions, and occupations of men. Aim to interest the pupils by calling into play the imagination and helping them to form correct mental pic- tures. Connect the history of the discovery and settlement of North America with the proper localities as they are taken up. For further suggestions see Seventh grade work, Crocker’s “Method of Teaching Geography.” “Kings Methods.” DRAWING..—Books 5 and 6. PHYSIOLOGY..—“Human Body in the School Room,” com- pleted. Morals and Manners, See previous grades and general Sug- gestions. SIXTII YEAR OR GRADE. BOOKS.—Harper's Fourth Reader, Whites Intermediate Arith- metic, Harper's Grammar School Geography, Reed's Graded Lessons, 27 Copy Book, Drawing Book, Exercise Book, Reed's Word Lessons, Smith's Physiology. READING.—First half—-Harper's Fourth Reader to page 299. Second half---Harper's Fourth Reader completed. Supplementary Reading.—-Eggleston's U. S. Primary History, Hawthorne's Wonder Book, Bert's Primer of Scientific Knowledge. Careful attention to correct position, breathing, pronunciation, expression, articulation, etc., Be sure that pupils master new words. Attention to the phonic values of letters. Children should get at the pronunciation of new words from the recognition of known elements. Question on the books read, in order to induce thoughtful read- ing, Let the reader serve as a basis for trainfng the language, spel- ling and prounciation. SPELLING.---Reed's Word Lessons from page 69 to page 112. Do not allow slovenly work in the blanks. The requirements are neatness in form, painstaking in penmanship, meaning, Symonyms and applications. Sentences and paragraphs from dictation. LANGUAGE.----Text-book, from page 86 to page 150. Con- tinue letter writing and composition as given in fifth grade. Use of dictionary, and selections memorized. Give careful attention to punctuation and abbreviations. Use “Bright's Graded Instruction in English.” - One composition a month from topics or questions. BUSINESS FORMS.----Selections memorized. Utilize topics in geography for work in composition and letter writing. Insist upon care in penmanship. WRITING.--Copy Books 5 and 6. ARITHMETIC.----Finish Elementary, and practical Arithmetic to page 167. Give special attention to making out bills in proper form. See fifth grade work in fractions, Teachers will use Col- burn's Arithmetic from page 99 to page 150. GEOGRAPHY.----Take the Grammar School Geography and go to South America. Draw a map of each section of the United States as a whole, outlining boundaries of States. Give special attention to 28 physical geography of North America. For suggestions see fifth and seventh grades. History topics continued. Show the conditions of commerce, history, physical advantages, etc., which have favored the growth of cities. For review exercises, describe routes of travel in the U. S., Europe, and commercial voy- ages between the U. S. and Europe, giving account of principal cities naming products exchanged. In the United States, combine history with geography, giving early settlements, historical events, noted battle fields, names of prom- inent explorers, statesmen and inventors, Have pupils draw the outlines of countries and states on the board from memory, and with rapidity, describing the coast line, boundaries, etc., thens complete the map, the different pupils taking part in the description. DRAWING.----Books 7 and 8; or instead of Book 7 work in drawing. º PHYSIOLOGY.--—“Human Body and its Health.” to page 77. MORALS AND MANNERS.----Following suggestions previously given. SEVENTH YEAR OR GRADE. BOOKS.----Harper's Fifth Reader, Reed's Word Lessons, Har per's Geography, Olney's Complete Arithmetic, Smith's Physiology, Reed's Graded Lessons in English, Copy Book, Drawing Book, Spel- ling Blank, Exercise Book. READING.----First half.--Text-book to page 120. Second half ----Text-book, from page 120 to page 250. Supplementary Reading. Hawthorne's Grandfather's Chair, Coal and Coal Mines, Seven American Classics. The elocutionary sides of reading, using the exercises found in the introductory portions of various readers, should not be neglected. Attention to diacritical marking, Declamations and recitations once a month. What children read is a matter of great importance. Interest pupils in selections from classical English. Create a sentiment against worthless literature. 29 Give some attention to the life and writings of the author's read. Encourage pupils to read books bearing upon their studies; such as Prescott's Conquest of Mexico and Peru. Irving's Life of Wash- ington, Columbus, etc. SPELLING.—“Reed's Word Lessons” from page 112 to page 153. Select difficult words from text-books. Give exercises in meaning of words, synonyms, etc. Review the lessons in first part of book. Diacritical marking. Sentences and paragraphs from dictation. lANGUAGE.-Text-book completed, and review from page 124. Then take Reed's Higher Lessons to page 77. Continue composition and letter writing. Business forms. All compositions should be thoroughly revised by the teacher, and should then be re-written, with corrections. Biographical and historical sketches once a month, using mater- ial from U. S. history and geography; also description of current events. Cut “wants” from newspapers and have pupils write suitable replies; have them write, also, applications for situations, letters of invitation, advertisements, telegrams, etc. Letters from interesting localities, suggested by the study of geography and history. Give much attention to oral analysis, Consider diagrams, if used, as mere aids. WRITING—Copy Book No. 7 and 8. Exercises in movement. Do not fail to keep out slovenly habits of penmanship in the other studies. ARITHMETIC–Practical Arithmetic from page 103 to page 225. Review some of the work of the previous year. Colburn's Intellectual Arithmetic from page 150. Work in simple percentage and simple exercises in interest. GEOGRAPHY-Text-book completed. Michigan, the last term of the year, including the geography, history and civil government of the State. Use “Resource of Michigan.” Do not dwell too long on umimportant details. Let them be merely read over. The following outline is offered for the study of a continent, but each teacher may make her own arrangement of topics if preferred: 1, Position, hemisphere, zones, relative position; 2, 30 Shape and size; coast line, projections, indentations, absolute and relative size; 3, Surface; mountains (mountain systems, prominent ranges,) plains, (plateaus, low plains, deserts;) 4, Drainage; water- sheds, rivers, river systems. (descriptions of large or navigable rivers,) lakes; 5, Climate; causes; 6, Life; vegetable, animal, human, (race appearances, language, manners and customs, industries;) 7, Political divisions; named in order of position, forms of government, capital and principal cities, * FOR GENERAL REVIEW OF THE WORLD:— I. Comparison of continents. (1) As to resemblances: (a) Triangular form of great land masses. (b) Peninsular terminations. (c) Trend of great mountain chains. (d) Location of highest peak. (e) Latitude and longitude. II. Land and water divisions: (1) Five principal mountain ranges (in order.) (2) The highest culmination of land in each grand division. (3) Ten largest lakes of the world. (4.) Ten longest rivers. e III. Nations; (Six having largest territory (in order.) (2) Six having the largest population. (3) Six having greatest political power. IV. Cities: (1) Ten largest cities of the world (in order.) (2) Ten greatest seaports. (3) Seven famous cities—Athens, Rome, Constantinople, Venice, Florence, Paris, London. A few striking features (situations, history, or buildings of each.) COMMERCIAL GEOGRAPHY:— 1. Principal Ports. (The figures show the number to be learned.) Atlantic ports of North America—5; Pacific ports—4; Gulf Ports—5; St. Lawrence—2; South America—6; England, Ire- land and Scotland—5; France—3; Germany—2; Netherlands—1; Austria—1; Russia—2; Italy, Spain, Portugal, Turkey, Arabia—1 each; India—3; China—2; Japan—1; Africa—4; Australia—3; Ports of the Great Lakes of the U. S.—7; Principal commercial centers of the Mississippi Valley—3; Principal cotton ports of the world; grain ports; iron ports; chief whale fisheries; chief sea fisheries; chief cod fisheries, Leading Commercial Products and the Country; Where They 31 Are Found. (The figures denote how many countries or localities are to be looked up.) Wheat—4; cotton—4; silk—4; wool—3; sugar—3; tea—2; cof- fee—3; rice—4; tobacco—3; spices—4; wines—4; iron—6; coal—4; gold—3; silver——4; copper—5; tin—3; Sºlt—; petroleum—1; hides —5. Constant reference should be made to the physical character- istics of the countries where the different products belong. III. Principal Manufacturing Districts of England and of the United States. To be described. (1) General territorial limits or names of centers. (2) Causes favoring the establishment and growth of the respective industries. IV. Principal Ocean Trade Routes. (1) Between New York and ten important sea ports of the world distant from each other. (2) San Francisco, Liverpool and Marseilles to be treated in the same way. W. Great Overland Routes. (1) Caravan traffic of Northern Asia; of Southern Asia; of Sahara Desert. (2) Great Trade Route . from Moscow to Peking. WI. Great Railroad Route. New York to San Francisco. Bombay to Madras and Calcutta. Northern Pacific, Southern Pacific. Canadian Pacific, PROPOSED ROUTEs. Panama Canal. Railroad from Buenos Ayres to Valparaiso. VII. Submarine Cables. British Line, between North America and Europe. French Line, between North America and Europe. Line between England and India, China, Japan, East Indies, and Australia. The teachers should also extemporize voyages for the exchange of commodities in which the route followed is described. Correct all such expressions as “the river empties into the lakes,” etc. DRAWING.—Books 9 and 10. Working drawings of common objects, such as cone, double cone, spiral, book, leaves, etc. PHYSIOLOGY..—Text book from page 77 to page 156. Review sixth grade work. MORALS AND MANNERS.—See previous grades, also sugges. tions at the beginning of the course, 32 JEIGHTH YEAR OR GRADE. BOOKS.—Harper's Fifth Reader; Reed's Word Book; Spelling Blank; U. S. History: Olney's Practical Arithmetic; Drawing Book; Copy Book; Smith's Physiology; Higher Lessons in English; Exercise Book: Supplementary Reading; Scudder's George Washington; Seven British Classics. * READING.—Fifth Reader completed. See previous grades on this subject. Good reading should be rigorously exacted. All requirements as to spelling, phonetics, diacritical marking, syllabication, and accent, mentioned under previous grade work should be systematically reviewed here. Recitations and Declama- tions once a month. Lead pupils to appreciate from critical study what is beautiful, clear and simple in the selections. Memorize choice extracts of prose and poetry. Inquire frequently about quality and quantity of home reading, Suggest authors and books. SPELLING...—Reed's Word Lessons from page 153, and finish the book. Select difficult words from their reader, geography and other text books. IANGUAGE.-Text book from lesson 51 and finish the book. Review from lesson 40. Letter writing of all kinds. Business forms, etc, Memorize choice selections of poetry and prose, Items of news. Sketches as in seventh grade. Compositions as in preceding grades. These may include narratives, descriptions, paraphrasing poetry, etc. WRITING.—Copy books 11 and 12, or Ward's Business Forms. ARITHMETIC.—Complete the text-book to Square Root. Col- burn's Arithmetic from page 165. DRAWING. Copy Books 11 and 12. PHYSIOLOGY..—Text-book from page 156 and finish, 33 HISTORY.—The subject to be taught by the topical method. Assign topics rather than page, and group around these as many facts as possible. Aim to interest pupils in historical reading, and let them come to the class prepared to give the information gained. A few private dates should be fixed in the mind, surrounded by im- portant facts, such as should form a part of their ready knowledge, years after leaving school, Do not dwell too much on the details of battles and campaigns. War is only a feature in American history, the LIFE of the people forms the part that has the greatest influence on youthful minds. Make prominent the spirit and problem of the age; the state of society, commerce, knowledge of the world, routes of trade, means of travel, and the effect of the invention of the com- pass, gunpowder, printing, cotton gin, telegraph and telephone. The biography of noble men and women, and the daily life of the common people should be leading topics in the teaching of History. Careful attention should be given to the causes of the wars and their results, cost, etc. Maps should be prepared by each member of the class, and important places, battle fields, routes, etc., located as they are mentioned. Contemporaneous European events to be studied when affecting the history of our own country. MORALS AND MANNERS.–See previous grades, and sug- gestions at the beginning of course. TEXT BOOKS. GRAMMAR DEPARTMENT. Arithmetic. . . . . . * e e s a y e º o e º e s e e º e º e º e º 'º e º 'º e White, and Olney. Blanks, Speller. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dinsmore. Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bartholomew. Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Harper. Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reed and Kellogg. History U. S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scudder. Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs. Knox. Physiology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Smith. Reader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Harpers. Speller. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... Reed. Writing..... . . . . . . . . . . . . . . . . . Cowperthwaite, and P. D. and Scr. 34 HIGH SCHOOL. REMARKS AND EXPLANATIONS. The purpose of the High School is not to make bright scholars out of bright children, but to give all a chance, the ordinary as well as the extraordinary. It would be a great mistake to imitate the rigid methods and courses of technical school, that through a process of sifting, discover and educate only the best. We should not lose sight of the fact, that the High School is a “common school,” and that, therefore, its work should be broad, humane and helpful. It should be borne in mind that this department of the public School is designed to supplement the work done in the Grammar Schools, and is in no sense a separate department. While the studies pursued prepare pupils to enter college, yet the High School is not a mere college preparatory-school; for all the essential features of a practical education are fully provided. While the system is elective, as far as possibe, so that a pupil will not be obliged to devote his time to studies for which he has no aptitude or taste, or which his parents do not wish him to take, yet it is strongly advised that some course to be chosen at the beginning and adhered to throughout. w In revising the course of study in the High School, special effort has been made to meet the wants of that large proportion of pupils who look to the High School for their entire education. At the same time, pupils finishing the Latin, Scientific and English courses are pre- pared to enter the University of Michigan or other colleges of equal rank. It shall be the aim of the High School to secure the utmost de- velopment of character, moral as well as intellectual; to give pupils high ambitions, to cultivate a spirit of noble manhood and woman- hood, and to make its influence felt throughout the community. To these ends will the instruction of the school be directed. ADMISSION. Candidates are admitted to the High School on final examination in the Eighth Grade. Pupils from other High Schools presenting satis- 35 factory certificates of scholarship are admitted to the classes for which they are best prepared. Candidates not bringing such certificates must come prepared to sustain an examination in work done by our Eighth Grade, viz. Practical Arithmetic to Square Root, Geography, United States His- tory, Grammar and Elementary Physiology. - Those who have not had sufficient previous training to enable them to sustain an examination in all of the above studies, yet are capable of carrying on part of the High School work and make. up deficiencies, will be allowed to do so. º IEXAMINATIONS. Examinations are held at the close of each term, and during the term, whenever in the judgment of the Principal or teachers, the interest of a class demands it. No pupil’s standing is, however, dependent upon examinations alone. His daily recitations and atten- dance are factors entering into the question of his passing his studies, On completing a study, a certificate is given, showing the term average, examination, and general average. COMPOSITION AND ELOCUTION. Exercises in Composition and Elocution are held daily. Public rhetorical exercises are held at the close of each term at the discre- tion of the principal. A special feature is made of the work in Elocution. The ability to express one's self well and without embar- rassment is an accomplishment which every boy and girl should possess. Special attention is given to English in all the grades. The reading of English masterpieces, together with composition work, is carried through the entire course. LIBRARY. The school possesses a library of 1,500 volumes, well stocked with dictionaries, encyclopedias, gazetteers, records, etc., for the use of both pupils and teachers in aiding the work of the class room. FACILITIES FOR THE NATURAL SCIENCES. A physical and chemical Laboratory has recently been fitted up in a room adjoining the main room of the High School, with appa- 36 ratus for the study of heat, light, electricity, magnetism and pneu- matics. Tables are provided in order that pupils may do experi- mental work in chemistry under direction of the instructor. The work in physiology is aided by charts and models. DIPLOMAS, Pupils who have completed any of the courses of study will re- ceive a diploma signed by the Moderator and Director of the School Board and by the Superintendent. EXPENSES. The school is free to all resident pupils. Non-residents are charged at the rate of 40 cents per week. All tuition must be paid within two weeks after the pupil’s admission to the school, Pay- ment is made to the director of the Board and the receipt presented to the Superintendent. § NILES HIGH SCHOOL COURSES OF STUDY. LATIN. SCIENTIFIC. ENGLISH. ENGLISH-GERMAN. * |Latin Lessons . . . . . . . . . . . . . . . Latin Lessons.................. English Grammar. . . . . . . . . . . English Grammar............. # Arithmetigº........... ........ Arithmetic. . . . . . . . . . . . . . . . . . . . . Arithmetic. . . . . . . . . . . . . . . . . . . . Arithmetic. . . . . . . . . . . . . . . . . . 3 || |Physical Geography........... Physical Geography............ Physical Geography............ Physical Geography... ........ §: 3 |English. . . . . . . . . . . . . . . . . . . . . English . . . . . . . . . . . . . . . . . . . [English. . . . . . . . . . . . . . . . . . . . . [English . . . . . . . . . . . . . . . . . . . . . . . .r. : ºn. . . . . . . . . . . . . . . . . *..., Lessons. . . . . . . . . . . . . . . . . . osition. . . . . . . . . . . . . . . . . . . . $º. osition . . . . . . . . . . . . . . . . 0 & - à ºr gebr8 . . . . . . . . . . . . . . . . . . . . . [Algebra. . . . . . . . . . . . . . . . . . . . . . . gebr8 . . . . . . . . . . . . . . . . . . . . . Algebra. . . . . . . . . . . . . . . . . . . . . . Ǻ ro |Physiology. . . . . . . . . . . . . . . ... Physiology......... . . . . . . . . . . . Physiology....... . . . . . . . . . . . . Physiology . . . . . . . . . . . . . . . . . . . § |English. . . . . . . . . . . . . . . . . . . . . . . English . . . . . . . . . . . . . . . . . . . . . [English.... . . . . . . . . . . . . . . . . . . . . English. . . . . . . . . . . * Caesar and Prose. . . . . . . . . . . . . . . Caesar and Prose....... . . . . . . . General History ............... General History. .............. . # Algebra........................ Algebra. . . . . . . . . . . . . . . . . . . . . . . [Algebra. . . . . . . . . . . . . . . . . . . . . . . Algebra. . . . . . . . . . . . . . . . . . . . . . . § Tº Rhetoric. . . . . . . . . . . . . . . . . . . . . . . Rhetoric . . . . . . . . . . . . . . . . . . . . . . Rhetoric . . . . . . . . . . . . . . . . . . . . . . Rhetoric. . . . . . . . . . . . . . . . . . . . . § 3 |English. . . . . . . . . . . . . . . . . . . . . . . General History........ . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . English . . . . . . . . . . . . . . . . . . . . . . . 5 º: Caesar and Prose. . . . . . . . . . . . . Caesar and Prose............... History (Gen. 9 w) (Eng. 10 wy|History (Gen. 9 wy (Eng. 10 w) £ | H |Botany. . . . . . . . . . . . . . . . . . . . . . . . . Botany. . . . . . . . . . . . . . . . . Botany..... . . . . . . . . . . . . . . . . . . . Botany. . . . . . . . . . . . . . . . . . . . . . . . g |Algebra. . . . . . . . . . . . . . . . . . . . Algebrº.: . . . . . . . . . . . . . . . . . . ; Algebra. . . . . . . . . . . . . . . . . . . . . . . Algebra. . . . . . . . . . . . . . . . . . . . . . . . 5 |English. . . . . . . . . . . . . . . . . . . . . . Gen. History (9 W) Eng. (10w)|English. . . . . . . . . . . . . . . . . . . . . . . [English . . . . . . . . . . . . . . . . . º - - Roman History (12 weeks)..... • * º - * T & - tº : Cicero and Prose. . . . . . . . . . . . . . . Civil government (U. S. Mich.)|Civil Government (U. S. Mich.) Civil Government (U. S. Mich.) ... F |Physics. . . . . . . . . . . . . . . . . . . . . . . Physics . . . . . . . . . . . . . . . . . . . . . . . Physics . . . . . . . . . . . . . . . . . . Physics. . . . . . . . . . . . . . . . . . . . . . 3 || 3 |German. . . . . . . . . . . . . . . . . . . . . . . German. . . . . . . . . . . . . . . . . . . . . . Book-keeping and Com. Law... German.......... . . . . . . . . . . >| | * |English. . . . . . . . . . . . . . . . . . . . . . English . . . . . . . . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . English . . . . . . . . . . . . . . . . . . . . . . . # | 3 |gicero and Prose. ............. Chemistry . . . . . . . . . . . . . . . . . . . Chemistry . . . . . . . . . . . . . . . . . . . . Chemistry. . . . . . . . . . . . . . . . . . . . . . ~ | H. #: s e s a e s a s a s tº • & e º 'º - 4 o º is e s a §. a s a s e s - e s is a e e º 'º - e s tº a s e s a %; s & e º - tº e º e º 6 tº º 'º - e g º ºs e a 4 º' É.* * * * * * e e tº e º 'º - - © tº e º ºs e - tº re: III].8.I] . . . . . . . . . . . . . . . . . . . . . Øreſ IIlºill . . . . . . . . . . . . . . . . . . . . . . . . İZ100108W . . . . . . . . * * * * * * * a s = e a s a IIl&I] . . . . . . * * * * * * * * * * * * * * * * * § |English. . . . . . . . . . . . . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . [English. . . . . . . . . . . . . . . . . . . . . . : Vergil and Ovid. . . . . . . . . . . . . . . . |English Literature............. English Literature............. English Literature............. º É German. . . . . . . . . . . . . . . . . . . . . German. . . . . . . . . . . . . . . . . . . . . . History (U. S. Mich.).......... German. . . . . . . . . . . . . . . . . . . . . . . . 3 || Tº Geometry. . . . . . . . Geometry . . . . . . . . . . . . . . . . . . . . . Geometry . . . . . . . . . . . . . . . . . . . History (U. S. Mich.)..... .... §: 3 |English. . . . . . . . . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . £ º: Vergil. . . . . . . . . . . . . . . . . . . . . . . . . . English Literature. . . . . . . . . . . . . English Literature............. English Literature............. ? | F. German . . . . . . . . . . . . . . . . . . . . . . . German. . . . . . . . . . . . . . . . . . . . . . . . Review . . . . . . . . . . . . . . . . . . . . . . . German. . . . . . . . . . . . . . . . . . . . . . . . g Geometry. . . . . . . . . . . . . . . . . . . . . Geometry ... . . . . . . . * * * * is e e s tº Geometry. . . . . . . . . . . . . . . . . . . . . Review . . . . . . . . . . . . . . . . . . . . . . º § TEnglish.... . . . . . . . . . . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . English. . . . . . . . . . . . . . . . . . . . . . . . to 4:30 Parents and scholars are requested to confer with the Superintendent in regard to courses. p. In Office Hours, 8:30 to 9:30 a. m. and 3:30 38 Outline of the Work in English. NINTH YEAR–FIRST HALF. IRVING.-Six selections from the sketch book. LONGFELLOW.-Evangeline and Courtship of Miles Standish. SECOND HALF. WHITTIER.—Snow Bound, Among the Hills, and Songs of Labor. JoBN BORROUGH’s Birds and Bees. TENTH YEAR.—FIRST HALF. HoDMEs' Grandmother's Story of Bunker Hill Battle, and other poems. HAwTHORNE.—Biographical Stories and Tales of the White Hills, and Sketches. SECOND EIALF. Scott's Lady of the Lake; Lowell—My Garden Acquaintance, and Word for Winter. TENNYSON.—Enoch Arden,The Lotus Eaters, Ulysses and Tithonus ELEVENTH YEAR.—FIRST HALF. MACAULAY's William Pitt. LYNCOLN's Gettysburg Speech. SECOND HALF. ſº BYRON's Childe Harold's Pilgrimage. CARLYLE's Hero as a Prophet. TWELETH YEAR,-FIRST HALF, WEBSTER’s Adams and Jefferson. SHAKESPEARE's Hamlet. SECOND HALF. SHAKESPEARE's Merchant of Venice. SHAKESPEARE's Julius Caesar, 39 Rhetoricals. Pupils, for the first two years, will be required to prepare and deliver two declamations each every half year, for the third and fourth years, will be required to prepare and deliver two original productions each every half year. Courses. The Latin course admits to the Latin course in the University of Michigan and leads to the degree of Bachelor of Philosophy. The Scientific course admits to the Scientific courses, (General Science and Civil, Mechanical or Mining Engineering) and leads to the degree of Bachelor of Science. The English and English-German (if Geometry is studied) leads to the degree of Bachelor of Letters. The English-German affords an opportunity to acquire a knowledge of the German language in connection with a plain business course. It is desirable and expected that students on entering the High School shall select and enter at once upon one of the above courses. EXPLAN ATION OF COU FSES. LATIN COURSE. This course is designed to prepare those pupils who propose to become candidates for the degree of Bachelor of Philosophy at the state and other universities. It comprises four year's work in Latin, two in German, an extended course in mathematics, besides a thorough drill in English. The language studies of the first year are devoted to the princi- ples of the language as found in the grammar, after which the read- ing of the classical authors begins The study of Latin is supple- mented by instruction in the geography and history of the ancient countries. The second year in German is given to the reading of the works of the German masters. Conversational lessons are given, and the pupils thus gain a practical use of the language, 40 scIENTIFIC courts.F. This course is for students who wish to enter the University as candidates for the degree of Bachelor of Science. Natural Phi- losophy ahd Chemistry take the place of advanced Latin in the Latin COUII'Sé. ENGLISH COURSE. In this course the study of the English language and literature is given a prominent place. From the practical nature of studies in this course, it is well adapted to the wants of all academic pupils, and also fits them for the course in the University leading to the degree of Bachelor of Letters. History and the sciences have a prominent place in the course. The rapid advance made in the application of the sciences gives increasing importance to scientific instruction. The advantages for scientific instruction have already been mentioned in the remarks con- cerning the laboratory. ENGLISH AND GERMAN. In this course the study of English and German, a full course in the sciences, and the elements of Algebra and Geometry are the main features. This and the English Course are specially adapted to the wants of the large class of young men and women whose technical educa- tion begins and ends in the public schools. This course, does not lead to a corresponding course in the Uni- versity, unless Geometry is added. 41 TEXT BOOKS. HIGH SCHOOL DEPARTMENT. Algebra. . . . . . . 6 tº e s 6 c e o e & e e g º e º e º e º e o 'º e e s tº e e º e º O s e o e º e Olney Arithmetic . . . . . tº e º e º e º e g º e º º e e º & © e s e º e º 'º tº e º & C & © ºn tº gº e º & Olney Botany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gray Caesar. . . . . . . . . . . i.e. e. e. e. e. e º 'º e º 'º e º 'º e º ſº e º 'º. . . . . . . . . . . . . . . Harkness Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Avery Cicero . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Harkness Civil Government. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Young English Composition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chittenden English Grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . Reed and Kellogg English Literature. . . . . tº e o e e s e e º e s e s e º e s a e e s t e o e s e e s e e s e Shaw German. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comfort Geography, Physical. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Warren Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Olney History, General. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Swinton History, U. S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scudder History, English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stone Latin Grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Harkness Latin Lessons. . . . . . . . . . . . . . . & e o 'º e s e s . . . . . . . . Daniell and Collar Latin Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Daniell Natural Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Avery Physiology.. . . . . . . . . . . . . . . . . . . * G e º e º 'º e º e º e º e º e º e e Hutchinson Rhetoric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hill BY-LAWS, RULES AND REGULATIONS . OF THE PUBLIC SCHOOLS NILES, MICH IGAN. BY-LAWS RULES s REGULATIONS BY-LAWS. PART I. 1. The officers of the Board shall consist of a Moderator, Di- rector and Assessor. 2. The Moderator shall preside at all meetings of the Board. He shall appoint all standing committees, and call special meetings of the Board when he shall deem it necessary, or when requested by any two members. 3. It shall be the duty of the Director to note the attendance of the members at each meeting of the Board, to keep a full and cor- rect account of all its proceedings, to read at the opening of each meeting the records of the previous meeting, and to keep on file all papers relating to School matters, 4. The Assessor shall keep in his possession, subject to the order of the Board, all moneys raised by the District for school purposes, and shall be required to give bonds in such amount and with such security as the Board may approve. 5. The Moderator shall, as soon as practicable, and within one week after each annual election of Trustees, call a meeting of the Board, for the purpose of organizing a new Board. 6. At the first meeting of the Board, or as soon thereafter as practicable, the following committees, each consisting of two mem- bers, and the director, shall be appointed by the President, 1st. On Teachers, Text Books, Apparatus and Library. 2d. On Ways and Means, Fuel and Supplies. 3d. On Buildings, Furniture and Grounds, 46 7. The regular meetings of the Board shall be held at the office of the Board, in the Central Building, on the first Friday in each month, at 7:30 o'clock P. M. from the 1st of October to 1st of May, and at 8 P. M. the rest of the year. 8. A quorum for the transaction of business shall consist of three members of the Board, but a less number may adjourn from time to time. 9. The business of the Board shall be transacted in the follow- ing order: 1st. Reading of the records of the last meeting. 2d. Petitions, Notices and Accounts. 3d. Report of Superintendent. 4th. Report of Standing Committees. 5th. Unfinished Business. 6th. New Business, "7th. Adjournment. 10. The Committee on Teachers, together with the Superinten- dent, shall examine candidates for teachers, and give certificates to such as shall pass a satisfactory examination. Two weeks' previous notice shall be given through two of the city papers, of the time and place of such examination; and no person shall be appointed to act permanently as a teacher in the schools who does not hold a certifi- cate of qualification, signed by the chairman of the committee and the Superintendent. 11. The Laws, Rules and Regulations adopted by the Board shall not be altered or amended, except by a vote of three-fifths of the members of the Board, and notice of such intended alterations must have been given at the previous regular meeting. PART II. REGULATING THE GRANTING OF CERTIFICATES. 1. Certificates of three grades shall be issued, known as first grade, second grade, and third grade certificates, which shall be valid for three, two and one year respectively, and which may be renewed at the expiration of the time for which they are given, without exam- ination, upon the recommendation of the Committee on Teachers, 47 2. Applicants for third grade certificates shall be examined in Orthography, reading, penmanship, arithmetic, geography, grammar, U. S. History, civil government and the elements of physiology. 3. Applicants for second grade certificates shall be examined in the requirements for a third grade certificate, with the addition of higher physiology, history of England, composition, and algebra through quadrates. 4. Applicants for first grade certificates shall be required to pass examinations in the subject necessary for a second grade certifi- cate, with additional work in algebra, physical geography, English literature, natural philosophy, general history and botany. 5, Applicants for positions requiring first and second grade certificates, will be required to possess special aptness and fitness for teaching and governing schools; and all applicants will be examined in the principles of education, in methods of instruction and in school government. This requisite will be especially insisted on by the Board of Education in making appointments. In assigning appointments to new applicants for positions even in the lower grades, decided preference will be given, other things be- ing equal, to the holders of first and second grade certificates. 7. No examination for certificates shall be considered satisfac- tory in which the person examined does not receive an average credit of seventy-five per cent. of the attainable maximum. 8. Teachers holding third grade certifiicates shall be eligible only to positions in third to sixth grade inclusive. 9. Applicants are required to read at least three of the follow- ing works on education; Bain’s Education as a Science. Fitch's Lectures on Teaching. Johonnot's Principles affd Practice of Teaching. Page's Theory and Practice of Teaching, Parker's Talk on Teaching, The Quincy Methods. Payne's Lectures on Theory and Science of Education, Spencer's Education. Swett's Methods of Teaching, Tate's Philosophy of Education, 48 PART III. RULES AND REGULATIONS OF THE SCHOOLS. 1. Classification. The schools shall be classified as follows: 1. Primary. 2. Grammar Schools, 3. High School. 2. The Primary, Grammar and High School shall each be divid- ed into four grades, the first in each being the lowest. 3. School Year. The school year shall be divided into three terms. The first, or Fall Term, shall consist of sixteen weeks, closing the last Friday preceding Christmas. The second, or Winter Term, shall commence two weeks from the following Monday and continue twelve weeks. There shall be a vacation of one week at the close of the Winter Term. The third, or Spring Term, shall begin at the close of the Spring Vacation and shall continue ten weeks. 4. School Sessions. . The school sessions shall be from 9 o'clock A. M. to 11:45, and from 1:15 to 3:45 P. M. each school day, with the exception of the First and Second Grades, which close at 11:15 A. M. and 3:15 P. M. Modifications of the foregoing may be made by the Committee on Teachers and the Superintendent. 5. Holidays. Every Saturday, annual Thanksgiving and the fol- lowing Friday, and all Thanksgivings and fast days authorized by the National and State government and such others as the Board of Education may authorize, shall be regarded as holidays. 6. Residents. All persons who are residents of this school dis- trict, and who are over five years of age, not afflicted with any con- tagious disease, and who have been vaccinated, may attend the public schools of this city. 7. Non-residents. Persons not residents of the district, or who may have a temporary residence within the limits of the district for the purpose of attending school, may be admitted into the school up- on payment of the following rates of tuition: High School 40c per week. Grammar School 30c per week. Primary School 20c per week. 8. All tuition must be paid in advance for no less than half a term. No deduction will be made for absence, after a pupil shall have com- 49 menced a term, except in case of protracted sickness: PROVIDED, that nothing less than three consecutive weeks shall be considered a protracted sickness. 9. Promotions. Regular promotions from one grade to another shall take place at the close of the Spring Term, in each year, upon a personal examination by the Superintendent. Pupils of suitable age, however, who are in advance of their respective classes may be pro- moted at any time during the year to any grade which their age, health and abilities entitle them, at the discretion of the Superinten- dent. 10. Ventilation. After the close of school, the windows shall be opened and an effectual change of air secured, and at all times every reasonable effort shall be made to prevent the accumulation of im- pure air in the school room, Whenever windows are opened for the purpose of ventilation the pupils shall in no case be allowed to sit in a draught of air. During the season for fires, the temperature of the room shall be kept, when the pupils sit, between sixty-five and seventy degrees, Fahrenheit. PART IV. DUTIES OF SUPERINTENDENT, 1. The Superintendent shall act under the advice and direction of the Board, and shall have the Superintendence of all the teachers, public school, school houses, books and apparatus. He shall devote himself exclusively to the duties of his office. 2. He shall see that the rules and regulations and courses of study prescribed by the Board are strictly followed; shall grade and classify all pupils and promote them from one grade to another when- ever in his judgment they deserve such promotion. 3. He shall visit, as often as is consistent with his duties, the various departments of the school, arrange the programme of study, notice the methods of instruction and discipline, giving aid and advice to teachers when needed, attend promptly to all cases of discipline referred to him and inflict such penalties as he may deem proper. 4. He shall coöperate with the Committee on Teachers in ascer- 50 taining the character and qualifications of persons who apply for situations as teachers, and shall endeavor to anticipate and provide for vacancies in due time; and shall report to the Board any neglect of duty or lack of ability which in his judgment renders any teacher unfit for his or her position. 5. He shall make himself familiar with the various systems of public instruction and the progress of education in other places, that he may be better prepared to devise appropriate means for the advancement of the public schools in this District to the highest pos- sible standard of efficiency and usefulness. 6. He may suspend at any time a pupil whose example or con- duct is such as to render him or her an unfit member of school; but in all such cases, when it is possible, the pupil shall previously have received due admonition and the parent due warning. Every such case of suspension shall be reported to the Board, with which alone is the power of permanent expulsion, 8. He shall see that the teachers keep full and accurate records of attendance and deportment of the pupils in their several departments, and render accurately the required monthly reports. He shall make an abstract of these reports and transmit the same, with such other items as he may deem essential, to the Board as often as they may require. 9. He shall report to the Director of the Board the names of non-resident pupils, together with the names and residence of their parents or guardians within ten days after their admission to school, and after two weeks have expired, if such non-resident pupils do not present him with a certificate from the Director showing that their tuition is paid, he shall refuse them admission to the school, 10. He shall report to the board such buildings as are out of repair, or defective in their provisions for heating and ventilation, or are not kept strictly clean or in good order. 11. He shall convene the teachers in the employ of the Board as often as he may desire, for the purpose of consultation or to make such announcements as he may deem necessary. He shall also arrange such other exercises for them as in his judgment will improve them in the art of teaching, 51 12. He shall have the custody of the Library and shall be responsible for the safe keeping of the same. 13. He shall keep in his room a complete list of all personal property belonging to the District; such as books, maps, charts, globes, chairs, bells, thermometers, clocks, keys, apparatus and chemicals; and at the end of the year compare this list with the arti- cles then belonging to the school, and note the change. 14. In case of temporary illness of a teacher, the Superintendent shall employ a substitute or dismiss the department at his discretion and report his action to the Board. 15. He shall have power to direct and control, subject to the approval of the Board, all janitors employed in the schools, and shall see that they perform faithfully the work assigned them, 16. He shall have a regular office hour for meeting and con- sulting with parents, which shall be from 8:30 to 9:30 A. M. and 3:30 to 4:30 P. M. 17. At the close of the school year the Superintendent shall present to the Board an annual report, setting forth the state and condition of the schools, together with such other information as he may deem of importance. PART W. OBLIGATIONS AND PRIVILEGES OF TEACHERS. 1. Teachers are requested to make themselves familiar with the rules and regulations adopted by the Board, and to the instruc- tion and discipline of their own schools, and they shall be responsi- ble for their observance. 2. No teacher shall have the right to resign during the term for which the appointment was made without giving at least two week's notice to the Board. The Board reserves the right to dismiss any teacher for violation of rules, unfitness, or incompetency at any time. 3. Teachers are required to devote themselves faithfully, and during school hours exclusively, to the duties of their profession, they shall endeavor to impress upon the minds of their pupils the 52 principles of morality and virtue, a sacred regard for truth, sobriety industry and frugality; they shall observe and obey all rules and directions given them from time to time by proper officers, and in all respects manifest a proper interest in the welfare of the schools. Teachers are required to be at their rooms thirty minutes before the time of commencing school in the morning, and fifteen minutes before the time of commencing in the afternoon, and to open their rooms immediately for the reception of pupils. They shall also see that at the close of school, both morning and afternoon, the rooms and halls and school grounds are vacated by all pupils under their charge, except such as they allow to remain. 5. Teachers shall have the immediate control of their several departments, and shall be held responsible for the good management of the same. They shall also keep their rooms, furniture, etc., in good order, and will be held responsible for any injury done to them unless reported at once to the Superintendent. 6. Teachers shall commence the morning exercises of there res- pective schools by reading the Scriptures, without note or comment, and that exercise may be followed, at the option of the teacher, by Singing and praying. 7. Teachers shall consult with the Superintendent in reference to their duties, follow the instructions he may give, and refer to him all difficult cases of discipline. 8. Teachers are required to attend regularly the teachers’ meet- ings, and those who are absent or tardy, without reasonable excuse, shall be reported to the Board. º 9. No teacher shall have power ro substitude any text-books for those authorized by the Board, 10. Teachers are required, as far as is consistent with their other duties, to make themselves acquainted with the parents of the pupils under their charge, in order to secure their aid and coöperation. 11. Teachers may visit departments of the same grade as their own in any of the schools of the District, for the purpose of observing different modes of instruction and discipline, but such visit shall not occupy more than one-half day in any one term, and notice of the in- 53 tended visit must be given to the Supintendent and his consent obtained at least three days before it is made. 12. Teachers having charge of any school room shall read to their pupils, at the beginning of each term, the rules relating to pupils. 13. No teacher shall allow any advertisements, tracts or similar publications to be read or distributed in any of the public schools, Nor shall any agent or other person be permitted to enter any school premises for the purpose of exhibiting, either to teachers or pupils, any new books, maps, or articles of apparatus, or of announcing in any manner any public entertainment, without the consent of the Board. 14. The teachers shall furnish the Superintendent, and the Super- intendent the Committee on Text-Books, the names of any scholars whose parents or guardians ane unable to provide them with the necessary text-books, and the books may be furnished at the expense of the District when the committee shall so direct. But the books so provided shall be regarded as the property of the District, and when not in use shall be returned by the teacher to the Superintendent. 15. Teachers shall keep a careful record of all books loaned by the Board to poor children, see that no names are written in them, and that, when the pupils leave school, the books are left at the school house. Teachers will be held responsible for the care and keeping of all books loaned in their school, 16. Teachers shall keep accurately and neatly the school registers furnished by the Board, and return them, when filled, to the Superintendent. 17. When the marks for absence or tardiness have so accumulated against any scholar that one additional mark will exclude him from school, teachers shall send notice to the parent or guardian of this fact. 18. Teachers are authorized to require excuses from the parents or guardians of pupils, either in person or by written note, in all cases of absence or tardiness. They may send immediately for such excuse or delay until the next session, at their discretion; but no pupil shall be sent immediately for an excuse when the weather is such that it would endanger his health. 54 19. No teacher shall receive into his or her school any scholar who belongs to or has been attending school in another sub-divison of the District, without the consent of the Superintendent. 20. No teacher shall promote a scholar from one class to another without the consent of the Superintedent. 21. Teachers are required to give their personal attention to the preservation of order in the halls and on the stairways when their Scholars are passing in and out, allow no loud talking, and to watch carefully over their habits and conduct during recesses of school, 22. Teachers shall not visit other rooms during school hours, except on business which cannot be postponed; and all writing or reading not immediately connected with the school, and all work not tending directly to the advancement of the pupils, is strictly pro- hibited. 23. Whenever teachers suspend a scholar from school for misconduct, or for violation of the rules to prevent tardiness and absence, they shall immediately give notice of the fact, both to the parent or guardian and to the Superintendent, 24. Teachers shall not be allowed to dismiss their school before the usual time, nor absent themselves therefrom, nor employ a substitute without the consent of the Superintendent. 25. Teachers must avoid all use of ridicule or sarcasm and every appearance of passion in the government of the school. 26. Each teacher shall report at the close of each month all cases of corporal punishment, stating the name of the pupil, the amount of the punishment and the reason for its infliction. WARD SCHOOL TEACHERS. 27. It shall be the duty of the teachers in the ward schools to exercise a general supervision over the buildings, grounds, furniture, maps, etc.; to punctually observe the hours for opening and closing the schools; to make the necessary rules for perservation of good order in the halls and on the school grounds; to report to the superintendent injures committed by pupils or neglect of duties on the part of janitors, and to receive and communicate the instructions of the superintendent relating to such schools, 55 SANITARY MEASURES. i 31. Teachers are directed to observe the following directions. (1) SMALL Pox.—Require Pupils, before admission, to exhibit a physician's certificate of effectual vaccination. Exclude all pupils coming from houses where this disease exists, until TEIIRTY days after the authorities have removed the placard. (2) ScARLET FEVER.—Exclude all pupils coming from any house where this disease exists, until thirty days after the removal of the placard. (3) DIPBTHERIA.—Exclude all pupils coming from the house where the disease exists until twenty days after the removal of the placard. (4) MUMPs, WHOOPING Cough and CHICKEN-Pox.—Exclude the patient until complete recovery. (5) MEASLEs, Exclude all patients coming from the house where the disease exists, until the recovery of the patient, and exclude the patient until TEN DAYS days after recovery. (6) If it comes to the teacher's knowledge that any pupil visits a house infected by small-pox, scarlet fever, or diphtheria, or attends the funeral of any person dying of any such disease, exclude such pupils at once, and refer all questions that may arise to the superintendent, who shall consult with the proper authorities in all doubtful cases. PART VI. DUTIES AND PRIVILEGES OF PUPILS, 1. Pupils are required to be regular and punctual in their attendance, to conform to all the regulations of the school, and to obey promptly all the directions of the teachers. They are required to observe good order and propriety of deportment, to be diligent in study, respectful to teachers, and kind and obliging to each other, to refrain entirely from the use of profane and improper language, and to be clean and neat in their person and attire. 2. Pupils shall enter the grounds by walks and shall not linger nor collect about the doors or porches. 56 3. Pupils shall not collect upon the grounds before the first bell rings. * 4. Pupils shall walk quietly and in single file through the halls and up and down the stairways and not remain in the halls nor on the stairways at any time when their schoolrooms are open, or to talk aloud in passing through the building at any time. 5. When pupils have permission to enter rooms belonging to other departments they shall enter quietly without knocking, deliver their message to the teacher in a low tone of voice and retire imme- diately to their room. 6. Pupils shall not bring to the school-room nor be allowed to read any books, periodicals, or papers foreign to the purpose of study. 7. No pupil can go from one school to another in the district, nor pass from one grade to another without the permission of the Superintendent. 8. No pupil is permitted to abandon any study which he or she may have commenced without the consent of the Superintendent, 9. All pupils must procure the required text-books on entering school, and all who are residents of the district must pursue the course of study prescribed by the board for the classes to which they belong, except that the Superintendent, in case of sickness, may excuse a scholar from a study or studies for a time. 10. Pupils are expected to go to and from school in a quiet and orderly manner and not be guilty of any rude or boisterous conduct on the way, not to have in their possession any kind of fire-arms, gunpowder, nor to have or use any intoxicating drinks or tobacco in any form about the school premises. Any pupil guilty of any such offenses shall be liable to suspension or expulsion from the Schools, 11. Pupils shall not play ball, nor throw stones, snowballs, or missiles of any kind upon the school grounds, except upon such parts as may be set apart by the Superintendent for that purpose. 12. Pupils who willfully and repeatedly violate any of the fore- goinging rules shall be suspended from school and shall not be reinstated until they give satisfactory evidence to the Superintendent that they are willing to obey them, 57 13. Pupils are not permitted to 'make a public presentation of a gift to any teacher in the school. 14. No pupils shall be admitted into any school or received in any class unless personally clean, nor shall any child notoriously vicious, or having such previous record in school as warrants his explusion, be admitted to any school. 15. Pupils shall not mark, Scratch, deface, cut, break, nor in any way injure or mar any part of the school building, fences, walks, nor anything upon the School premises. In case any such damage is done by any pupil, he shall pay in full for all damages, in default of which he shall be suspended from school, and the case referred to the Committee on Buildings, Furniture and Grounds. The damages shall be assessed by the Superintendent in consultation with the Chair- man of said Committee. 16. Every pupil in the High or Grammar school who shall be absent FOUR half days, and in the Primary Schools SIX half days, in four consecutive weeks, or in any one term twice that sum, with- out an excuse from parent or guardian, given in person or by note, satisfying the teacher that the absences were necessary and unavoid- able, shall forfeit his or her seat in school. No pupil thus suspended shall be reinstated unless the parent or guardian shall give satisfac- tory assurance to the Superintendent that the pupil will be punctual in future. Two cases of tardiness shall be counted equivalent to one half day's absence under this rule. 17. Pupils not in their seats at the time of opening school shall be marked tardy, and any pupil who is frequently tardy shall be suitably warned and reported to the parents. If he shall fail to cor- rect the evil, whenever such tardiness shall amount to eight cases in any one term, without satisfactory excuse, the pupil shall be sus- pended from school until his parent or guardian shall give satisfac- tory assurance to the Superintendent that the irregularity shall be Corrected. 18. CHARACTER OF EXCUSEs, No mere statement that the parent has kept the pupil at home shall be accepted by the teacher as an excuse for tardiness or absence, and unless it shall appear that sickness, or some urgent reason, rendering attendance impossible or 58 extremely inconvenient, has detained the pupil, the excuse shall not be deemed satisfactory. 19. Such other regulations as may be deemed necessary for the internal government of the school, the teacher shall have power to adopt and enforce. PART VII. DUTIES OF JANITOR. 1. It shall be the duty of the Janitor to sweep daily, at the close of School, all rooms, halls, stairways, outbuildings and piazzas of the School buildings, and to remove, upon the following morning, the dust from all the furniture. In no case is the sweeping of the rooms to be commenced before the teachers and scholars have left. 2. To wash the floors of the rooms, halls, and stairways once each half term, and those of the halls and rostrums oftener if directed by the Superintendent, 3. to examine daily into the condition of out-buildings, side- walks and fences, and keep the same in good condition and free from marks, and to report to the Superintendent any needed repairs or serious injury done to School property, 4. To have the school-rooms sufficiently warmed at the ringing of the first bell every morning. 5. To ring the school-bells at such hours as the Superintendent may appoint, wind clocks, repair locks, latches, hinges, doors, fences, ates, etc., and to preserve all school property from damage or loss, 6. To give notice to the Chairman of the Committee on Sup- plies of the amount and kinds of fuel needed. 7. To keep open all necessary paths upon the school premises leading to the buildings or out-buildings, and to act as the messenger of the Board or Superintendent. BOOKS FOR READING. The following list of books are recommended to pupils in the High School for reading during leisure hours. Books written solely for information—travels, histories, biogra- phies, etc., are omitted, as they will naturally form the staple of reading. The Vicar of Wakefield. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goldsmith Plutarch's Lives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Langhorn The Iliad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bryant’s Translation Hiawatha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Longfellow Lady of the Lake. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scott Mosses from an Old Manse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hawthorne David Copperfield. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... • - - - - - - - - - - - Dickens The Sketch-Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Irving Ivanhoe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scott, The Deserted Village. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GOldSImith Adam Bede. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . George Eliot The AEmeid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conington Translation Spectator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Addison Child Harold. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Byron The Faerie Queen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Spenser Idyls of the King. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tennyson Life of Sterling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carlisle Shakespeare’s Historical PlayS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Rape of the Lock. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pope Middlemarch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . George Eliot The Task. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... • e s = e s • Cowper Burke's Speeches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Faust, Goethe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Taylor’s Translation Thirty Years' War. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Schiller The Divine Comedy, Dante. . . . . . . . . . . . . . . . . . . . . . . . Longfellow’s Translation Johnson’s Lives of the Poets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Essays of Elia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lamb The Excursion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WordSWOrth English Traits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Emerson Canterbury Tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chaucer Bacon’s Essays. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Rivals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sheridan Macauley’s Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carlyle’s Essays. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Among My Books. . . . . . . . . . . . . . . . . . . . a e s = * * * * * * * * * * s a e e s = e e s = e e s e e LOWell Hallam’s Introduction to English Literature... . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 GRAMMAR DEPARTMENT. Alexander The Great. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jacob Abbott Rollo’s Tour in Europe (10 vols). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 & Darius. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { % , Xerxes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... “ Days of Bruce. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grace Aguilar Child’s History of Greece (2 vols). . . . . . . . . . . . . . . . . . . . . . . . . . . . . John BOnner Child’s History of Rome (2 vols). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 6 Boys of '76. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C. C. Coffin Boys of ’61. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { { Old Times in the Colonies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C. § Explorations in Africa (2 vols) . . . . . . . . . . . . . . . . . . . . . . . . . . Paul B. DuChaillu Land of the Midnight Sun (2 vols) . . . . . . . . . . . . . . . . . . . . . . . { % Two Years Before the Mast. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Richard H. Dana Cast Away in the Cold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Isaac I. Hayes Footprints of Famous Men. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John G. Edgar Sea Kings and Naval IIeroes. . . . . . . . . . . . . . . . . . . . . . . . .\ . . . . . . 6 4. Danes, Saxons and Normans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 & Wars of the Roses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & & Stories of the Sea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Edward Everett Hale Stories of the War, 1861–65 . . . . . . . . . . . . . . . . . . . . . . . . . . . £ 6 Young Folks’ History of the U. S. . . . . . . . . . . . . . . . . . . . . . Thos. W. Higginson History of American Politics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alex Johnston Boy Travelers in China and Japan. . . . . . . . . . . . . . . . . . . . . . . . . . ThoS. W. Knox Boy Travelers in Siam and Java. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 & Boy Travelers in Ceylon and India. . . . . . . . . . . . . . . . . . . . . . . . . . . & 6 Rob Roy books (4 vols.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John McGregor Complete Histories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . J. L. Motley Discovery of the Great West. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Francis Parkmall Jesuits of North America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . € 6 Pioneers Of France in the New World. . . . . . . . . . . . . . . . . . . . . - & 6 Complete Histories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wm. H. PreScott Men and Manners in America. One Hundred Years ago. . . . Horace E. Scudder History of Greece. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E. M. Sewell History of Rome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { % Stories and Tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hans Christian Anderson Wonder Siories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { % Pictures of Travel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { % On the Heights. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |B. Auerbach Little Barefoot. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4 Villa on the Rhine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4 Story of Siegfried. . . . . . . . . . . . . . . . . . . . . . . . . . . . . • * * * * * * * * * * * James Baldwin Age of Chivalry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thomas Bulfinch Age of Fable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { % Legends of Charlemagne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thomas Bulfinch By-Ways of Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bayard Taylor Greece and Russia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { % Views Afoot. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { % Central Asia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 6 Lands of the Saracen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( * Travels in Arabia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ,\ 6 & Magallan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . George M. Towle Pizzaro. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 6 Marco Polo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 4. Drake. . . . . . . . . . . . . . . . . . . . . . . . . . # e. e. e. e. * is is e e s m e º is e º sº e º e º & º º 6 & Explorers of the 19th Century. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jules Verne Famous Navigators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { { Famous Travelers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { % Young Folks’ History of France, Spain and Germany. . . . Charlotte M. Yonge PRIMARY DEPARTMENT. Andersen’s Fairy Tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lippencott & Co., Stories for Young Children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grim & Co. The Golden Book of Choice Reading. . . . . . . . . . . . . . . . . . . . . D. Appleton & Co. Seven Little Sisters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lee & Shepard Drifting Round the World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C. W. Hal] & CO. Iſittle People of Asia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E. P. Dulton & Co. Boys of Other Countries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Putnam’s Sons Story of Our Country. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lee & Shepard Stories of American History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lee & Shepard Stories of English History for the Little Ones, by . . . . . . . . . . . . . . C. M. George Book of Tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D. Appleton & Co. Hawthorne’s Wonder Book. . . . . . . . . . . . . . . . . . . . . . . . Houghton, Mifflin & Co. Kingsley’s Greek Heroes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stories of the Old World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ginn & Co. Young Folks’ Robinson Crusoe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { % The Swiss Family Robinson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * £ 6 ZigZag Journeys in Classic Lands. . . . . . . . . . . . . . . . . . . . . . . . . . Estes & Lauriat ZigZag Journeys in Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stories of Adventure, by E. E. Hale. . . . . . . . . . . . . . . . . . . . . . . . . . RobertS Bros. Stories of the Sea. “ . . . . . . . . . . . . . . . . . . . . . . . . . 4 & Our Boys in India. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lee & Shepard Our Boys in China. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 6 Stories of Greek History for the Little Ones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stories of Roman History for the Little Ones by . . . . . . . . . . . . . . . . C. M. Yonge Higginson’s Child’s History of the United States. . . . . . . . . . . . . . . . . . . . . . . . . . . Scott’s Tales of a Grandfather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ginn & CO. Stories About Animals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thos. Jackson Jacob Abbott’s Science Series (4 vols) . . . . . . . . . . . . . . . . . . . . . . . . . Harper Bros. Fairy Land of Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friends Worth KnOWing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ernest Ingersoll Tales from Shakespeare, by . . . . . . . . . . . . . . . . . . . . . . . . Charles and Mary Lamb Tom Brown at Rugby . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Washington Irving’s Sketch-Book . . . . . . . . . . . . . . . . . . . . . . . . . . . G. P. Putnam 6 & § { Bracebridge Hall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 & C & Tales of a Traveler. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jacob Abbott’s Series of Histories (24 Vols) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hasting’s Tropical World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IIasting’s Polar World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Country Cousins, by Ernest Ingersoll. . . . . . . . . . . . . . . . . . . . . . . . . . IIarper Bros. TEACHERS’ LIBRARY. Education as a Science, by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. Bain Art of School Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . J. Baldwin Lectures on Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . J. G. Fitch History of Pedagogy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. N. Hailman Kindergarten Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4 Principles and Practice of Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . J. Johonot Michigan School Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Civil Government of Michigan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. J. Cocker School Supervision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W. H. Payne Theory and Practice of Teaching. . . . . . . . . • * * * * * * * * * * * * * * * * * * * * * * * * * * Bage The Kindergarten and the School. . . . . . . . . . . . . . . . . . . . . . . . . . . . E. P. Peabody The Quincy Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L. E. Patridge Talks on Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F. W. Parker Rousseau, Emile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H. Spencer Methods of Teaching. . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * * * * * J. Swett Methods of Instruction. . . . . . . . . . . . . . . . . . . . . . . . a e º e s is a s a e J. P. Wickersham Grube's Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . L. Soldau Philosophy of Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T. Tate Object Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . N. A. Calkins Education by doing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anna Johnson Science and Art of Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Joseph Payne Manual Of Introduction in Reading. . . . . . . . . . . . . . . . . . * * * * * * * * E. A. Sheldon APPENDIX. General Suggestions and Directions for Teach- ing Geography. 1. Georgraphy is not merely a description of the earth's sur- face, but also of the people who inhabit it, and their life as affected by climate and geographical environment. The study should possess a human interest, showing the earth as the house of mankind, and its adoption to man's activity. *** 2. In the lower grades, make use of the facts of nature to teach geographical definitions. 3. Too much stress cannot be laid upon the importance of Comparing the industries, states of Society, commerce, etc., of other Countries with our own. 4. In the study of places, interesting facts of history and ob- jects of interest should be brought in, in order to make the study as life-like as possible. 5. Geographical facts should be linked together, especially those showing cause and effect, as the physical condition of a country and the character of the people, reasons for the locations of large cities, etc. In general, those features of a country or section should be emphasized which most effect and represent the life of the country, and which should concern our own country. 6. Every possible effort should be made to enable the pupils to form mental pictures of the scenery, climate, flora, races and their institutions, manners, customs and occupation. To this end books of travel, encyclopædias, newspapers, magazines, Scrap-books, and 64 pictures may be made to contribute. Encourage pupils to bring from their homes such aids, - 7. The topical method of recitation should be used in both the map and descriptive portions. The text-book then becomes a refer- ence book, and pupils should be led to gather the information from various Sources. 8. Let the map drawing be carried on during recitation by all the pupils in the class at the board and on slates, working simul- taneously, dictating and describing as they draw. Do not aim to secure highly finished maps, but rapid work. 9. Limit the number of facts taught, and teach those given in the syllabus thoroughly, 10. Do not let the foregoing kind of work interfere with exact knowledge of the pupil of details, which will enable him to stand the test of review and examination, question by question. Outlines of History for Sixth Grade. ORAL LESSONS UPON THE FOLLOWING: Discoverers and Explorers :—Columbus, John Cabot, DeSoto, Cartier, Ponce de Leon, Raleigh, Hudson, Marquette, LaSalle. (The date of the discovery or exploration for which each of the above became noted should be found by the pupil.) Reference –Irving's, Columbus and his “Companions of Col- umbus ;” “Bancroft's History of the U. S.;” Parkman's Pioneers of France in the New World ; T. Irving's “DeSoto in Florida ;” Dis- covery of the Great West. Colorlists. John Smith, John Winthrop, Roger Williams, Sir William Phipps, Peter Stuyvesant, William Penn, Coligny and Oglethorpe. Beferences:–Hawthorne's True Stories, and Tanglewood Tales; Irving's, Knickerbocker's ;” “Old Colonial Days;” Building of a Nation; “Cooper's Leather Stocking Tales.” 65 French arid Indian VV ar. Gen. Braddock; Gen. Wolfe; Gen, Winslow and the Acadians; Pontiac. & Method. The presentations of first lessons in history by means of bio- graphical sketches has several advantages, chief of which is the keen and sympathetic interest awakened by grouping events about an active heroic character. - The lessons should be so conducted as to elicit as much individ- ual reading and inquiry from the pupils as their opportunities will permit. While the pupils are encouraged to contribute their share to the recital of the doings of these noted men, the teacher should pre- sent a more connected and complete view of history, its important facts, and a few sketches of contemporaneous European characters prominently related to the events warranted. A valuable feature of this method would be the writing of com- positions, and the reading of historical selections. The map should be a constant adjunct to the history exercise, and all marches, routes, discoveries, etc., should be described and located as they are men- tioned. Outlines of U. S. History, Eighth Grade. I. Aboriginal Times to 1492; Mound Builders; Indians, their domestic life and government; Northmen; Contemporaneous European Events; Williamſ,the Conqueror; Peter the Hermit; Magna Charta; Printing from movable types. - II. Discovery and Exploration (1492-1607); Sir John Mande- ville; The Great discovery; The Spanish. (Review Sixth Grade work and introduce Balboa, Cortez, and Magellan. Make prominent the spirit and problem of the age; the state of society, commerce, knowl- edge of the world routes of trade, means of travel, and the effect of the invention of the compass, gunpowder, printing, and the telegraph and telephone.) 66 The English; Review, and introduce Drake. The French; Review, and introduce Werrazzani and Champlain. The Dutch: Review as before. III. The Claims of Territory of each country above men- tioned. Upon what based? Condition of the country. Treatment of the natives. IV. Colonial Settlement, (Review characters mentioned in sixth grade.) 1. Virginia (1607.) London and Plymouth Companies, Growth of Colony, Productions, Slavery (1620). Relations with Nations, Bacon's Rebellion, Government, 2. Massachusetts (1620). Puritans, Qūakers, Witchcraft, Gov- ernment, (Township System.) 3. New York (1613). Patroons, Relations with Natives, English Rule. (Duke of York and Andros). 4. Maryland (1634). Lord Baltimore, Government, Mason and Dixon's Line. 5. Connecticut (1635). Pequod War, Government. (First instance in history of a government under a written constitution formed by the people). 6. Rhode Island (1636). Government (pure Democracy), First legal declaration of freedom of conscience adopted). 7. Carolinas (1663). Government, Grand Model (aristocracy) Division. 8. Pennsylvania (1682). Government, Treaty with the Indians. 9. Georgia. Trouble with the Spanish. 10. French Colonies. In Canada and Louisiana, and line con- necting settlements and forts. 11. Manners, Customs, Education in the several colonies. V. Contests for Supremacy. 1. European Causes. King William's War, Queen Anne's War, King George's War, Union of Colonies (Franklin's Plan). 2. American Causes. French and Indian War; Braddock's 67 Defeat; Expulsion of Acadians; William Pitt; Capture of Quebec; Treaty of Paris; Significance of the war. 3. Pontiac's Conspiracy. Contemporaneous European Events; Shakespeare; Circulation of the blood; Execution of Charles I. The Common Wealth; The Plague (100,000 victims); Stereotype printing; the Spinning Jenny (See Barnes' Brief History, page 100). WI. The Revolutionary Period (1774-1789). 1. Causes, Remote, Direct. . 2. War. First Continental Congress; Lexington; Bunker Hill; Montgomery's Defeat; Evacuation of Boston; Declaration of Inde- pendence; Long Island; Trenton, Articles of Confederation; Prince- ton; Saratoga; Valley Forge; Alliance with France; Monmouth; Wyoming; Savannah; Stony Point; Paul Jones' Victory; Charleston; Arnold's Treason; Cowpens; Yorktown; Treaty of Peace; Evacuation Day. Adoption of Constitution. Special Lesson upon Territorial Development to this time. See Barnes' History. Use the map. See pp. 146, 281, VII. The Administrations. 1. Washington (1784-1797), Hamilton's Financial Measures; English Treaty; Invention of Cotton Gin; Political Parties. 2. John Adams (1797-1801), Alien and Sedition Law; Death of Washington; Political Parties. - 3. Jefferson (1801-1809). Purchase of Louisiana; Barbary War; Trial of Burr; Steamboats; Embargo Act. - 4. Madison (1809-1817). War of 1812; Its Cause; Accounts of most prominent engagements and treaty; Political Parties. 5. Monroe (1817-1825), Missouri Compromise, and Admis- sion of Maine; Monroe Doctrine; Questions Dividing Parties. 6. John Q. Adams (1825-1829). Election; Protective Tariff, Pension Bureau; Light Houses and Canals. 7. Jackson (1829-1837). Rotation in Office; Nullification; U. S. Bank; Railroads. 8. Van Buren (1837-1841). Sub Treasury Scheme; Anti- Slavery Agitation; Ashburton Treaty. e * 68 9. Harrison and Tyler (1841-1845). Death of Harrison; Mag- netic Telegraph. 10. Polk (1845-1849). Annexation of Texas; Mexican War; Treaty of Peace; Effect upon Slavery of Annexation of Texas; Dis- covery of Gold in California. 11. Taylor and Fillmore (1849-1853). Wilmot Proviso; Com- promise of 1850; Organization of Utah. * 12. Pierce (1853-1857). Repeal of Missouri Compromise, Kansas and Nebraska; Gadsten Purchase; Political Parties. 13, Buchanan (1857-1861). John Brown; Dred Scott Decision; Personal Rights Bill; Lincoln's Election; Secession; Star of the West fired upon. Territorial Acquisition. Sketch map showing the acquisition of territories through the several treaties. The development of the nation should be noted, and the growth of slave power. Consult Barnes' History, pp. 303-7. VIII. The Civil War. 1. Causes. Remote Causes; Institutions; Political Doctrines; Sectionalism. (Theory and Practice of Foreign Governments in regard to Slavery.) 2. Condition of the Country. North and South; War Depart- ment; Army; Navy; Forts; Finances of the Country; Recources. 3. Events of the War; Lincoln Inaugurated; Fort Sumpter; Call for Troops; Mob in Baltimore; Seizure of Arsenals; Battle of Bull Run; Trent Affairs. NOTE. While the texts as given in the histories should be read and carefully discussed, the teacher's important task is to reduce into a single sketch the leading events of the war (the turning points), and to show the pupils the gradual progress of the cause after the year 1862, till Lee surrendered. To accomplish this the geographical situation of the antagonists must be clearly pictured, and the advantages, disadvantages, resources and social conditions made plain. Then, after fixing attention to the points of strife and the chief seat of war, its progress may be shown by tracing the advancement and retreat of the main lines of conflict, advantages 69 sought, lost or gained by the opposing armies, and finally the rapidly closing lines of federal advance till Savannah was reached, and shortly after, Five Forks, Petersburg, Richmond and Appomattox closed the scene. - No attempt should be made to memorize the details of this war. If properly read and intelligently discussed the leading facts and most prominent events will be easily remembered. Dates, names, statistics of losses, etc., are secondary details, and any attempt to emphasize them will detract from those more important and general ideas of the real meaning and magnitude of the Civil War. CLOSE OF THE WAR. Condition of the Country; Assassination of Lincoln; Cost of the War in Men and Money; Results. (Biographies of men prominently connected with the war should be read by pupils during the study of this epoch.) IX. Period of Reconstruction. 1. Johnson's Administration (1865-1869), Johnson's ideas of reconstruction; Impeachment; Freedman's Bureau; Purchase of Alaska; Thirteenth and Fourteenth Amendments; Submarine Tele- graph; Treaty with China; Public Debt. 2. Grant's Administration, (1869–1877). Pacific Railroad; Fifteenth Amendment; Alabama Claims; Chicago Fire; Modoc War; Credit Mobilier; Centennial Celebration, REVIEW OF THE CENTURY. (Compositions upon historical topics should be made a special feature of the work.) TOPICS FOR, SPECIAL STUDY. Men Prominent in Literature; Growth of a Free Press; Personal Liberty; Means of Travel and Transportation; Postal and Telegraph Facilities; Growth of Wealth; Settlement and Cultivation of the Land; by development of Mineral Resources; by Manufacturing; Rapid Decrease of Public Debt and Establishment of Public Credit. 3. Hayes' Administration, (1877-1881). Electoral Commission; Resumption of Specie Payments. 70 4. Garfield's Administration, (1881). Assassination. 5, Arthur's Administration, Star Route Trial; Civil Service Reform Bill; Northern Pacific. - 6. Cleveland's Administration. Funeral of General Grant; Strikes; Anarchist Riot in Chicago; Earthquake; Laws relating to the Succession and Election of President. 7. Harrison's Administration. The Congress of the Three Americas; Admission of New States. * General Directions and Suggestions for Teach- ing Language, '1. The object of the instruction is to accustom the pupils to express their ideas in correct forms of speech, oral and written. 2. The supplementary reading, the lessons in geography, his- tory, objects and places with which children are familiar, pictures of incidents, occupations, etc., are to be used for (a). Conversations and short written statements, (b) simple compositions. • te º 3. Correct all incorrect forms of expression, oral and written, and drill on the use of correct forms. - 4. In all grades above the second, constant and systematic at- tention should be given to letter writing. No school exercise is more important. 5. In the lower grades, require the pupils to speak in com- plete sentence. 6. Require all written work to be done with neatness. There is little use in teaching penmanship, if the subject does not receive vigilant attention in all studies. 7. Once a month, or oftener, every pupil above the primary, should prepare with great care a composition, which should be thor- oughly revised by the teacher, and unless of great merit and free from errors, should be re-written with corrections. 8. The difficulty of assigning appropriate subjects for compo- sition may be avoided by requiring pupils to write about topics ex- 71 plained and presented by the teacher and discussed in the class. The work in composition will begin first as a knowledge lesson, in history, biography, inventions, manufactured articles, etc. The written work of the pupils follows and is treated as a language exercise. N 9. A valuable feature of the language lessons should be the memorizing and reciting of choice selections of verse and prose, to- gether with something about the life of the authors. SOME “ DON'TS.” Don’t forget to be a living teacher. Don’t expect the judgment of the man in the mind of the boy. Don't look upon teaching as the very embodiment of drudgery. Don't lose your independence by be- ing afraid of parents and school boards. Don't threaten punishment which you can’t inflict. Don't have favorites; if so, you will never be one yourself, Don't love your work for its wages, for a true teacher’s worth is priceless. Don’t extinguish the bad boys, Don't distinguish the bad boys. Don't forget to be mindful of the interests of your pupils, Don't forget that in right there is might. Don't teach above the child’s comprehension. Don’t let deceit and jealousy supplant truth and honor. Don’t be sarcastic. Don’t try to teach everything in a day. Don’t shirk responsibility. Don't be insensible to a child’s feelings. Don't forget that life is too short and comfort too precious to allow one to suffer from imaginary evils, Don't make a practice of keeping pupils after school to study. Don't Scold. Don't undervalue the truth. Don't fail to make haste slowly. How Teachers Waste Time. 1. Ignorance in not calling classes quietly and quickly. 2. Inability to get the attention of pupils, 3. Waiting for pupils to settle down to work. 72 4. digested. 5. : Coming to school without a definite plan of work already Speaking when pupils are not giving attention. Giving orders and immediately changing them. Helping pupils prepare lessons. Hunting for the lesson in the book. Permitting pupils to erase work instead of letting it remain On the board or slate. 10. 11, 12. 13. 14. 15. 16. 17. board. 18. 19. 20. 21. 22. 23. ignorance, 24, Explaining what pupils already know. Repeating questions or pronouncing words the second time. Failure to reach the understanding of dull pupils. Picking at pupils. Ridiculing pupils. Speaking sarcastically. Advocating one thing and practicing another. Allowing slovenly work to be put on paper, slate or black- In not encouraging each pupil to do his best, In making threats beforehand. Killing time in school-keeping, Repeating the answer after the pupil. Too much attention to society and neglecting school work, Muddy explanations before pupils to avoid betraying In not having knowledge systematized. Supt. J. M. Greenwood, Kansas City. SAVE TIME. By arranging the plan for recitation before hand. By not talking too much to the class. By dismissing a class that has not well prepared its lesson. By giving every member of the class an opportunity to recite, and not permitting the same pupil to recite too often, By not repeating questions or answers, 73 By requiring pupils to respond promptly. By requiring pupils to be attentive, so that they may gain in class what they did not get by studying. By requiring those prone to inattention to give a repetition of the answers of others. By working with that part of the class for whom there was not room at the board. By having the whole class listen while one is reciting. By not having useless and too long continued discussions. By deciding promptly and clearly points in dispute. By reviewing frequently and thoroughly. By observing what point should be studied for next recitation. By refraining from scolding and by giving due praise. The Model Teacher. 74 Books in the Teacher's Library. Primary Object Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Calkins Lectures on Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fitch Principles and Practice of Teaching. . . . . . . . . . . . . . . . . . . . Johonnot JEducation as a Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bain Elementary Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sheldon Schools and Schoolmasters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Miller Methods of Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . Wickersham Page on Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { % School Supervision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . “ The Building of a Brain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clarke Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Spencer Rousseau's Emile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , - - - The Study of Sociology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Spencer Teacher and Parent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Northend, Lectures on Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hailman Kindergarten Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . “ School Government. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jewell Teacher's Institute. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fowle Lecture to Kindergartners. . . . . . . . . . . . . . . . . . . . . . . . . . . . Peabody In the School Room. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hart Philosophy of Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tate Normal Method of Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . Holbrook Theory and Practice of Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . Page Talks on Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Parker Quincy Method. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Partridge Teacher's Assistant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Northend Graded Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wells Teacher's Hand Book of Psychology. . . . . . . . . . . . . . . . . . . . . . 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' ~~~~«:*, ，w„ • •!.. º ºO« »· • × ° • • • •- -* ，… */-----« I· · · *---· **• • • • * * * * * . . . . .** * * *, * .~ .！-- •¿•）› „+3.-º. ſ.*• •.•→+ ** •*>',* ！- --،!• * |-★ → w: * + +---... **~« . . * **• • • • •• •*…*• … *）---- ！！！~~.'，.«· · * * * · *** --, x，\！ " …,****' + …*.*…**** ?…•* • • • • • •«• • • -|- -· .. ';'*ſºr · ·：·º·:·«…º.º.;~~**** → ·*-- --.*\$$•-|-|-|-• •-... * * · * * · * • •*** ~ . ****** - zaeº •:---- -* ----|-|-1tº „ .， . , *** * ·-• »* 4---* • • •-} •--•.•-- - ------|-- *** …* .|-§. *, ’·• ” ’ .•• • • • *·• •， ， ， ， ） -----~- · *§§wae，&#-- ** * ~*~~~~|-!|-&. ，*-ſys-º№， º·* ：|-*，，，，|-2，..• • •:：:*（----**e**， AN NO UN CEMENT OF TELE NORWAY PUBLICSCHOOLS 189 O-1891. ORGANIZATION, courses OF STUDY, RULES AND REGULATIONS. PUIBLISHED BY ORDER OF THE SOEIOOL BOARD NORVVAY, - - MICHIG AN. OFFICERS OF THE SCHOOL BOARD, \ PATRICK FLANAGAN, . * g e . Moderator. H. J. COLWELL, e tº tº iº & . Director. J. H. GEE, . * e & ſº t te Assessor. T- —T o o O O. O. O. O. O. O. O. O. O. O. O. O. O. O. TEACHERS FOR 1890- 189 . . & S. B. ToBEY, g § s ſº o Superintendent. MISS KATE KEATING, . § in © . Principal. INTERMEDIATE GRADES. MISS BELLE KENNEDY. MISS CHARITY T. MERONEY. PRIMARY GRADES. MISS AGNES FLANNIGAN, MISS MAMIE HASKING, MISS EVA MONROE, MISS TERESA M. BUSH. T-—t " " —- " CALENDAR FOR 1890- 1891. 1890. SEPTEMBER 1–Fall term begins. Now EMBER. 27—Thanksgiving Recess of two days. DECEMBER 19—Fall term closes. 1891. JANUARY 5—Winter term begins. MARCH 27—Winter term closes. APRIL 6–Spring term begins. JUNE 26–Spring term closes. • a e e º 'º a ANNOUNCEMENT. HE Public Schools of Norway are organized upon the plan of a course of study extending over a period of twelve years, each year being called a grade. In the high school three courses of study are presented, each as complete and systematic as our present conditions enable us to make. It is the design of the Board in preparing these courses, to furnish such work as will fit the pupil to enter college or university for all degrees except that of A. B., and will provide the pupil with an education sufficient to enable him to discharge the duties of an American citizen in an intelligent manner. Diplomas will be granted to all pupils who shall com- plete any one of the courses of study in the high School and shall pass the examination required for teachers' third grade certificate. - The school year is divided into three terms, one of six- teen and two of twelve weeks each. Weekly and monthly reviews will be given throughout the entire course. - Promotions from grade to grade will be made at the close of the school year and at such other times as the ability of individual pupils shall seem to justify. In making promotions, the average daily standings and the final examinations shall determine the fitness of pupils. SCHOOL BUILDINGS. The school buildings are two in number, viz: the main school building, situated at the head of Nelson St., and a 8 NORWAY PUBLIC SCHOOLS. ward school building, known as the Curry school, and situated at the Curry mine. LIBRARY. The school possesses a well selected library of over seven hundred volumes. The books have been chosen with reference to the capacity and needs of the pupils. Each of the intermediate departments has a small library of its own. APPARATUS. The schools have a good set of philosophical apparatus, a microscope, a small printing press, together with rhaps, charts, globes, measures, sand boards, mimeograph, and other material for successful teaching. - LYCEUM. There is a well organized lyceum, consisting of the pupils of the grammar and high schools, which meets each Wednesday evening of the school year, in the high school room. Pupils are expected to take part in these literary exercises of the lyceum, or, if for any reason this be impossible, an opportunity will be given upon Friday afternoon for any who find it inconvenient to attend lyceum. - COURSE OF STUDY. In formulating a course of study for any school the most careful consideration should be given to the nature and order of development of the human mind, and to the studies best adapted to secure the fullest and most com- plete unfolding of all its noblest powers. The mind thinks, feels and wills through the organs of the intellect, the sensibility, and the will. Right acting depends upon right feeling, and right thinking is the main condition of right feeling. In the following course of study, therefore, three lines of study have been indicated: A line to educate the intellect. A lime to direct the sensibilities. A line to train the will. w The first line is provided in the study of mathematics, geography, the Sciences and language. The second line is provided in the study of drawing, music, penmanship, literature, history, and incidentally in the other branches of the course; while school discipline together with each of the two preceding lines of study makes provision for the third line. - While recognizing the above three lines of study we have also observed three stages of intellectual develop- ment which are provided for in: First, A Primary course of four years. Second, An Intermediate course of four years. Third, A High School course of four years, 2 10 NORWAY PUBLIC SCHOOLS. Bearing in mind the fact that sense perception is the basis of all mental development and that upon the vivid- ness and fullness of the perception depends the power of retention, it is the object of the primary department: First, To sharpen the senses. Second, To train the pupil to observe objects carefully and methodically, to perceive likeness and difference in objects. Third, To train the memory. Fourth, To guide the fancy and lay the foundation for correct imagination. . . - § Fifth, To store the mind with definite ideas of common objects. Siacth, To furnish the pupil with a vocabulary and to train him in the correct use of words. Seventh, To train the will and give skill in the use of the hand. In the primary and intermediate work the instruction should be largely concrete, while in the more advanced work, especially in mathematics, the instruction will be more abstract. While reason and judgment may, to some extent, be trained in the primary grades, yet the chief aim will be in the primary grades to train the presentative and representative faculties and thus lay a good foundation for the culture of the reason and judgment later in the course. The objects of the intermediate course are: First, To develop further the powers of observation and memory. Second, To enlarge the vocabulary and increase the ability accurately and clearly to express thought. Third, To cultivate the imagination, COURSE OF STUDY. 11 Fourth, To increase the stock of information in regard to the practical affairs of life. The objects of the high school course are: First, To develop the reason and judgment. Second, To train the pupil to get knowledge by reflec- tion. Third, To induce the pupil to observe the classification of objects, and to reduce his knowledge to scientific form. Fourth, To extend the pupil’s knowledge of the subjects taught and to prepare him for the affairs of life. Fifth, To inspire in the pupil a desire for more knowledge. In the pursuit of the studies in each department of school work all the mental faculties are exercised; but each stage of the work is characterized by the more promi- nent activity of the mind in a certain direction. There is, however, no distinct line of demarcation between the phases of mental development. It will be observed from these facts that each stage of the work should be distin- guished not so much by the addition of new subjects as by the method of study and quantity of matter. In the course of study which follows, the aim has been to present only such work as we think can be accomplished by pupils of the age and mental capacity of those in our community, and only such work, also, as we think best adapted to effect the harmonious development of the intellectual powers of the children and to prepare them properly to discharge the duties of life. Each subject studied should be pursued according to some logical plan, which plan should accord with the natural order of mental growth. To illustrate: In the study of objects the mind first obtains the idea of being, then of time and space; then follow the ideas of the 12 NORWAY PUBLIC SCHOOLS. physical properties of form, color, measure, and position; then of physical laws, life, and mind. OBJECT OF STUDIES. The objects of the pursuit of the mathematical studies of arithmetic, algebra and geometry are: I. ON THE PART OF MIND— 1. To sharpen the senses; 2. To cultivate the habit of attention; 3. To strengthen the memory; 4. To direct the imagination; 5. To train the reason. 3. II. ON THE PART OF KNOWLEDGE– 1. To gain a knowledge of the form, size, weight, posi- tion, and direction of objects; 2. To gain a knowledge of mathematical operations to prepare for the commercial business of life and for the pursuit of higher branches of study. III. ON THE PART OF SKILL– 1. To gain facility in mathematical computation; 2. To acquire neatness, accuracy, and dispatch in the representa- tion of geometrical forms. The objects of the study of the natural sciences— physics, chemistry, astronomy, geography, Zoology, botany and physiology are: I. ON THE PART OF MIND– - 1. To develop the habit of close attention to scientific facts; 2. To cultivate the memory; 3. To educate the reasoning faculties; 4. To train the will to obey the laws of God. II. ON THE PART OF KNOWLEDGE– 1. To give that knowledge of scientific truth that will enable one to preserve life and to secure his own comfort and well being; 2. To furnish material for pleasant and profitable reflection. COURSE OF STUDY. 13 III. ON THE PART OF SKILL– 1. To acquire facility in scientific analysis; 2. To acquire skill in the use of the microscope, electrical and other apparatus. The objects of the study of language, literature, history, civil government, music, and drawing are: I. ON THE PART OF MIND– 1. To train the mind to the proper appreciation of the true, the beautiful, and the good; 2. To quicken and train the senses; 3. To train the memory; 4. To exercise the reasoning faculties. II. ON THE PART of KNowLEDGE- 1. To furnish the mind with an ample vocabulary of words; 2. To store the mind with useful facts in history; 3. To give a knowledge of our form of government, as the basis of intelligent citizenship; 4. The acquisition of correct ideas of the beautiful in color, form, and tone. III. ON THE PART OF SKILL– 1. To give elegance and exactness in the expression of ideas both orally and in writing; 2. To train the hand and voice to produce the ideas which the mind conceives; 3. To train the ear to recognize correct musical tones. PRIMARY DEPARTMENT. Steps in the first grade work in I. FORM– - Develop the idea of form; of plane and curved surfaces; of face, edge, and corner; of vertical, horizontal, and oblique lines; of the form and name of the sphere, cube, and cylinder. The teacher should present the object to the pupils and have them give the description of it, and should correct or supplement the description only when he pupils are unable to do so. Every lesson should be a language lesson; and the pupil should be required to make complete statements in giving descriptions and in answer- ing questions. Numerous exercises in drawing simple figures, involving the geometrical elements of point, line, surface, and right angle should be given. Pupils should be taught to describe objects by their size, distance, color, direction, and position. The primary and secondary colors should be taught. II. NUMBER— * Teach by means of concrete objects all possible com- binations of numbers to ten. Teach first the number one, then number two by combining two ones, then one-half by separating the two objects into two equal divisions. Show that 3–1. Teach the number 3 by combining 2 with 1, then by separating 3 objects into 3 equal parts, then teach # of 3 thus, if sticks be used, lay the sticks in two rows, each row having 1% sticks. Teach all numbers to --- 16 NORWAY PUBLIC SCHOOLS. ten in the same manner, showing how numbers grow by successive addition and diminish by successive subtrac- tions. Teach 4=3+1, 2–H 2, 1+3, 1+1+1+1, 4-H 0, 4–1=3, 4–2=2, 4–3=1, 4–4–0, 4 of 4, # of 4, § of 4, # of 4, § of 4=# of 4, § of 4, § of 4, § of 4, § of 4. Great care should be taken to lead the pupil to discover results for himself, remembering that it is what the pupil does himself, not what the teacher does for him, that educates him. Teach inch and foot. - III. LANGUAGE- All knowledge is primarily obtained through the senses. The existence of knowledge in the mind begins when it first perceives the likeness or difference of objects, and increases in proportion to the increasing ability to distin-, guish similar and dissimilar qualities and to classify and retain them. Children have an innate thirst for knowl- edge as well as for occupation. For these reasons we have thought it advisable to found our language work chiefly upon observation work in the study of object lessons, believing that children may, while becoming familiar with the written and printed words which express the ideas which they already possess, also acquire a large fund of new ideas, and gain such a habit of close and systematic observation as will be of inestimable value to them in the farther pursuit of their studies in school and throughout their entire lives also. The work of acquiring written and printed words will be more interesting if at the same time new ideas of objects be acquired. The work of the first twenty weeks will be: 1. To learn the written forms of the words used by the pupils in the description of objects, both familiar and new to them; 2. To reproduce the words in script form from the black- board; 3. To reproduce them orally from the blackboard and from the printed script forms. COURSE OF STUDY. 17 During the remainder of the time in the first grade the ordinary printed forms will be used in connection with the script forms. In addition to this, three first readers will be read, the first half of each being read successively and then the second half of each. Writing and spelling will be taught in connection with the work in reading. The Spencerian system of penman- ship will be used; and in spelling the Oral methods, including the phonic and alphabetic, and the written method will be used. IV. MUSIC– The work prescribed in the New National Music Course for the first grade. W. PHYSIOLOGY— Oral lessons will be given to each of the first seven grades, care being taken to impress as clearly as possible the effects of alcoholic stimulants and narcotics. 3 SECOND GRADE. Steps in the second grade work in I. FORM- 1. Review the forms and terms used in the first grade as a preparation for the second year's work; 2. Develop the idea of straight parallel lines and of perpendicular lines; of acute and obtuse angles; of triangle, right angled triangle, acute angled triangle; of isosceles triangle, right angled isosceles triangle; of equilateral triangle; 2. Give exercises involving the above forms in connection with the presentation of each. II. COLOR.— Give exercises testing the pupils' knowledge of primary and secondary colors. III. NUMBER AND SIZE– 1. Review the numbers 7, 8 and 9; 2. Teach all com- binations of numbers to 25; 3. Teach fractions to +3 by the use of objects chiefly; 74. Develop the idea of pint, quart, gallon, yard and rod by means of measures. Many practical problems should be given and pupils should be required to give simple explanations of problems. Lessons may be given from the blackboard. IV. READING— 1. Read Swinton's Second Reader; 2. Read stories clipped from papers, magazines, etc. They should be cut into paragraphs, pasted upon card board, and distributed to the members of the class; 3. Read printed stories of the pupils' own production. Care should be taken that COURSE OF STUDY. 19 the pupil shall thoroughly comprehend the thought involved in each lesson, and that he shall quickly recog- nize the printed word. Good expression will naturally follow clear ideas of the forms and meanings of the words used. The teacher should each day explain the meaning of all new words in the next lesson. Teach the pupil to use the new words which he sees. W. LANGUAGE- 1. Require the pupil to give orally the thought con- tained in each reading lesson; 2. Require pupils to reproduce daily, in writing, in their own language the thought in the reading lesson; 3. A written exercise either imaginative or descriptive should daily be given. Animals, geometrical forms, or fairies may be used for subjects. If an animal or plant be described, its home, length of life, habits and other interesting things may be added. If it be imaginative, care should be taken to have the story clear and the language the very choicest that the child can use; 4. Stories from pictures should be written. The teacher should provide fifty or more pictures pasted upon card board for this purpose. 5. Teach capital letters, period and interrogation mark. The teacher should correct each exercise and require the pupil to copy the corrected work. Call the attention of classes to the most common errors and teach them to correct their own errors. VI. SPELLING— Have pupils spell words from reading lessons, and all misspelled words from any lesson. VII. PENMANSHIP- Teach from the blackboard groups of words that involve the use of one or two principles until the pupils have a clear idea of the form of the letters used and can produce them with some degree of accuracy. Words and sentences 20 --- NORWAY PUBLIC SCHOOLS. involving other principles should follow as the advance- ment of the pupils require. Care should be taken that the pupils assume a good position of body and hold their pencils properly. VIII. Music– The work required for second grade pupils in the New National Music Course. THIRD GRADE. Steps in the third grade work in I. FORM– 1. Teach curved parallel lines, rhombus, rhomboid, diagonal, square, hexagon, octagon, circle, Sector, segment, diameter, and radius; 2. Give exercises involving the above forms. II. COLOR- Teach two shades of each of the primary and secondary colors. Small squares of cloth may be used. Frequent exercises should be given to test and to perfect the pupil’s knowledge of color. III. MEASURE AND NUMBER— 1. Teach the dram, ounce and pound by means of scales, reviewing also the measures of the preceding year's work. Have frequent exercises in weighing and measuring. Teach pupils to tie a bundle neatly, sand, stones, etc., may be used. 2. Teach cent, nickel, dime, quarter dollar, half dollar and dollar. Have, frequently, exercises in buying and selling and in making change. 3. First steps in num- bers to page 78, Wentworth’s text book; 4. Robinson's Mental Arithmetic, chapter 1, one or two problems to be solved daily and explained. IV. READING— 1. Swinton's Third Reader to page 152; 2. Stories from papers and magazines; 3. Stories of the pupils' own pro- duction. Follow general plan suggested for second grade. 22 NORWAY PUBLIC SCHOOLS. W. LANGUAGE- 1. The same general plan suggested for the second grade should be followed; but more extended descriptions may be required of pupils; 2. Descriptions of persons, places, wild animals, of real and imaginary journeys may be required. Teach pupils to observe likeness and differ- ence of objects. VI. SPELLING AND PENMANSHIP- The general plan suggested for second grade work in these subjects should be followed. Lessons in penman- ship may be alternated with those in drawing. - VIII. GEOGRAPHY- 1. Teach Norway township, Menominee county, and Michigan. Draw a map of Norway township, locate on the map Norway, Vulcan, Menominee river and the rail- ways. 2. Draw map of the county, locate on the map the rivers, railroads, cities, towns and capital. 3. Draw map of the State, locate upon the map the highlands, rivers, railroads, chief cities, and capital. Teach soil, climate, production—mineral, vegetable and animal, and the indus- tries. 4. Write descriptions of imaginary journeys, describing the route taken, the country passed through, the inhabitants, their homes, occupations, manners and customs, and the cities visited. IX. MUSIC– New National Music Course, work for third grade. FOURTH. G.F.A.D.E. Steps in fourth grade work in I. FoEM- . 1. Review forms and terms of third grade; 2. Teach Square prism, triangular prism, pentagon, ellipse, Oval, trapezium, trapezoid, square pysamid; 3. Teach leaf forms and arrangements. Drawing will be alternated with pen- manship. II. MEASURE— 1. Review tables of linear measure, liquid measure, avoirdupois weight, and money; 2. Teach dry measure and time measure; 3. Continue the work of buying, sell- ing and making change. Printed cards may be used to represent groceries, grains, and other commodities. III. NUMBER— 1. First steps in numbers completed and reviewed; 2. Intellectual Arithmetic, chapters 3 and 4. IV. READING— 1. Complete and review Swinton's Third Reader; 2. Read stories pasted upon card board. Care should be taken to elicit the thought and correct expression from the pupil. W. LANGUAGE- 1. Follow the general plan suggested for third grade work in language; 2. Have pupils write short biographical sketches, (see printed outline); 3. Describe leaf forms and arrangements. 24 NORWAY PUBLIC SCHOOLS. { VI. GEOGRAPHY- 1. Review Michigan; 2. Teach United States as a whole, the contour and relief. Have pupils draw a map of the U. S., first from the atlas then from memory. 3. Teach latitude and longitude, climate, surface, drainage, soil, productions, water courses, railroads, commerce, exports and imports. Teach kinds of inhabitants, food, clothing and houses. Teach form of government. Teach that the character of the industries is the result of soil, position and mineral deposits. Use Sand board in teaching surface and outline. Use the productions themselves when teach- ing the products of a country or state. Train the memory, reason and imagination. VII. PENMANSHIP- Pursue the plan suggested for third grade, requiring pupils to write one page of legal cap paper for each lesson. VIII. MUSIC– New National Music Course, work for fourth grade. IX. SPELLING— Harrington's Spelling Book, first 22 pages. |NTERMEDIATE DEPARTMENT, FIFTH GRADE. Steps in the fifth grade, work in I. FORM– 1. Review terms and forms in fourth grade work in form; 2. Teach heptagon, sphere, hemisphere, prolate spheroid, oblate spheroid, crescent and ring; 3. Lead pupils to invent patterns from the forms drawn; 4. Give exercises involving the above forms. II. MEASURE- 1. Review tables of preceding grades; 2. Teach tables of troy and apothecaries weight; of surface measure; 3. Continue work of buying, selling and making change. III. NUMBER— 1. Grammar School Arithmetic to page 80; 2. Robin- son's Intellectual Arithmetic, chapter W. * IV. READING— 1. Swinton's Fourth Reader to page 250; 2. Familiar Animals and their Wild Kindred. W. LANGUAGE- 1. Require daily work in the writing of-1, Brief biographies (see outline); or 2, Geographical sketches and sketches (see outline); or 3, The descriptions of flowers, their parts and uses; or 4, Stories from the imagi- nation; or 5, Letters of friendship. Teach pupils to 4 - - 26 NORWAY PUBLIC SCHOOLS: paragraph. Teach the use of quotation marks. All work should be corrected, and the corrected work should be copied by the pupil. VI. GEOGRAPHY- * Teach North America and South America after the 'same general plan that is suggested for fourth grade work in geography. VII. PENMANSHIP- Same as fourth grade work. º VIII. SPELLING— Text book from page 22 to page 44. IX. Music— New National Music Course, work for fifth grade. SIXTH GRADE. Steps in the sixth grade work in I. FORM- 1. Review forms of preceding grade; 2. Teach ovoid, cone, conoid, truncated cone, and truncated prisms. II. MEASURE– 1. Review tables of preceding grades; 2. Teach tables of English money, cubic measure and the miscellaneous measures of number and weight; 3. Centinue buying, selling and making change. III. NUMBER— +. Grammar School Arithmetic, pages 80 to 162; 2. Intel- lectual Arithmetic, chapter VI to page 90. IV. READING— 1. Swinton's Fourth Reader, pages 250 to 372 and review; 2. Living creatures in earth, Sea and sky. W. LANGUAGE- Same as fifth work with the addition of drill in writing letters of invitation and answers. VI. PENMANSHIP- Same work as in preceding grade. VII. GEOGRAPHY- Europe and Asia, general method to be pursued is the same as in the preceding grades. VIII. SPELLING— Text book, pages 44 to 66. IX. MUSIC– $s New National Music Course, work for sixth grade. SEVENTH GRADE. Steps in the seventh grade work in I. FoEM– Exercises involving review of all the forms of the pre- ceding grades. II. MEASURE– Review the tables with practical exercises in each. III. NUMBER— 1. Grammar School Arithmetic, pages 62 to 210; 2. In- tellectual Arithmetic, pages 90 to 113. IV. READING— Swinton’s Fifth Reader. W. LANGUAGE- 1. Analysis of the simple sentence; 2. Definitions and illustrations of the parts of speech; 3. Parsing of nouns, pronouns and verbs; 4. Conjugation of verbs; 5. Com- parison of adjectives and adverbs. Oral and written analysis will be employed. Reed and Kellogg's Higher Lessons in English will be used as reference book by the pupils, and the system of diagraming therein will be used. The manner of treatment should be largely analytic, and the reasoning faculties of the pupils should be constantly appealed to. COURSE OF STUDY. 29 WI. GEOGRAPHY- Africa, Australia, a review of the earth as a whole, and of each of the continents. Plan of study will be the same as for the preceding grades. VII. PENMANSHIP- Work will be the same as that for the sixth grade. VIII. SPELLING— t Text book, pages 66 to 88. IX. MUSIC– New National Music Course, work for the seventh grade. EIGHTH GRADE. Steps in the eighth grade work in I. NUMBER— 1. Wentworth's Grammar School Arithmetic, pages 210 to 372; 2. Mental Arithmetic, pages 113 to 125. II. GRAMMAR– 1. Analysis of compound and complex sentences; 2. Parsing of all the parts of speech; 3. Rules of syntax with numerous exercises in correction of improper expres– sions. . The reason for the correction should always be given. - III. PHYSIOLOGY- 1. Eclectic Physiology completed; 2. The use of Yaggy's €harts, with text book; 3. Studies from dissec- tions. de IV. READING— 1. Historical classic readings, Discovery of America, Washington Irving; 2. Settlement of Virginia, Capt. John Smith; 3. History of the Plymouth Plantation, Gov. William Bradford; 4. Exploration of the Missippi Valley, John G. Shea; 5. First Battles of the Revolution, Edward Everett; 6. Heroes of the Revolution, James Parton. The meanings of all new words should be carefully learned, and the events of each lesson should be narrated in writing by the pupils. g H|GH SCHOOL DEPARTMENT, NINTH GRADE. Steps in the ninth grade work in I. MATHEMATICS—40 weeks— 1. Wentworth and Hill's Practical Arithmetic; 2. Rob- inson's Mental Arithmetic completed; 3. Practical prob- lems outside of the text book. - II. U. S. HISTORY-40 weeks— Eclectic U. S. History completed. Study by topical outline. Use other histories freely. Make prominent the treaties, territorial acquisition, and the causes of historical crises. III. ZOöLOGY—16 weeks— Packard's Zoëlogy as text book. IV. PHYSICAL GEOGRAPHY-12 weeks— Eclectic Physical Geography completed. W. CIVIL GOVERNMENT—12 weeks— Cocker's Civil Government completed. VI. GRAMMAR–20 weeks— 1. Thorough review of the parts of speech, of analysis, of parsing, and of syntax; 2. Drill in the rearrangement of words, phrases and clauses from the natural to the transposed order, and from the transposed to the natural order. 32 NORWAY PUBLIC SCHOOLS. VII. COMPOSITION.—20 weeks— Crittenden's completed, with daily drill in letter writing, in the writing of advertisements, notices, business forms and in other composition work. VIII. GERMAN–40 weeks— Henn-Ahn's German Grammar, first course. IX. ENGLISH-24 weeks— 1. Riverside Literature Series: First term, 1. Long- fellow’s Evangeline; 2. Hawthorne's Biographical Stories. Third term, 1. Bayard Taylor's Lars; 2. Thoreau's. Suc- cession of the Forest Trees and Wild Apples. X. SPELLING AND DRAWING— Ten minutes daily drill will be given, throughout the entire high school course, in spelling. Kennedy's What Words Say, will be used as text book. One lesson per week will be given in perspective drawing. The lessons in spelling and drawing will be the same for all grades of the high school, and all will recite as one class in these branches. TENTH GRADE. Steps in the tenth grade work in I. ALGEBRA–time 40 weeks— Wentworth’s Elements of Algebra to page 196. Espec- ial attention will be given to the subject of factoring. II. GENERAL HISTORY-time 40 weeks— Swinton's Outlines of History completed. Especial attention will be given to Greek and Roman History. III. RHETORIC–Time 20 weeks— David J. Hill's Elements of Rhetoric completed, with rhetorical study of literary masterpieces. IV. CHEMISTRY—time 20 weeks— 1. Shepherd's text book will be used; 2. Experiments will be performed by the pupils under the direction of the teacher. W. BOOK KEEPING—time 20 weeks— No text book will be used except for definitions and ruled forms. Regular business transactions will be car- ried on between the members of the class. Small squares of cloth, bottles of grain, cards representing different com- modities, and paper money will be used. VI. GERMAN–time 40 weeks— 1. Henn-Ahn's German Grammar, second course; 2. Wilhelm Tell. 5 34 NORWAY PUBLIC SCHOOLS. VII. LATIN–time 40 weeks— 1. Jones' First Latin Lessons; 2. Harkness' Latin Grammar. VIII. ENGLISH-time 40 weeks— First half year: 1. Vergil’s AEneid, George Howland's translation. Second half year, The Riverside Literature Series: 1. Whittier's Snow Bound and Among the Hills; 2. Holme's Grandmother's Story of Bunker Hill Battle, and other poems. English Classic Series: 3. Dickens' Christmas Carol; 4. Brown's Rab and His Friends. ELEVENTH GRADE. Steps in the eleventh grade work in I. ALGEBRA-20 weeks— Wentworth’s Elements of Algebra, pages 196 to 325 and review. II. GEoLogy–20 weeks— I. Steele's Geology completed; 2. The Special Geology of Menominee Range; 3. The Minerals of Michigan. III. BOTANY–20 weeks— 1. Gray's School and Field Book; 2. The analysis and description of not less than fifty native wild plants; 3. The preparation of an herbarium of fifty or more plants. IV. ASTRONOMY—20 weeks— Steele's text book completed. W. GENERAL HISTORY-20 weeks— Same as the last half of the tenth grade work in general history. VI. LITERATURE—40 weeks— 1. Shaw's text book; 2. A careful study of one or more of the best works of each of the most celebrated American and English authors, together with a biography of each author whose works are studied. The aim should be to make such a careful and thorough study of the master- pieces of American and English literature as will create a taste for that which is best in the literature of the world. 36 NORWAY PUBLIC SCHOOLS. VII. LATIN–40 weeks— 1. Four books of Caesar's Gallic Wars; 2. Six Orations of Cicero; 3. Daily drill in Jones' Latin Prose Composi- tion. VIII. ENGLISH-40 weeks— First Term—1. Scott's Lady of the Lake; 2. Gold- smith's Deserted Village. Second Term—1. Gray's Elegy in a Country Churchyard; 2. Shakespeare's Henry VIII, and Julius Caesar. Third Term −1. Irving's Legend of Sleepy Hollow; 2. Webster's Bunker Hill Oration. TWELE"TH GRADE. -s Steps in the twelfth grade work in I. GEOMETRY-40 weeks— Wentworth’s Elements of Plane and Solid Geometry completed. II. PHYSICS.–40 weeks— 1. Gage's Elements of Physics completed; 2. Class will be required to make experiments under direction of the teacher and to make written statements of their observa- tion of the results. Pupils will be encouraged to make original experiments, to observe results, and to deduce principles. III. PSYCHOLOGY—20 weeks— Putnam’s Elementary Psychology. IV. THEORY AND ART OF TEACHING— Page's Theory and Practice of Teaching to be read and discussed. While it is not expected that all pupils who shall be graduated from our high school will teach school, yet most of them will be called upon to teach some one or to direct the education of another; and it is believed that, while this study will train the judgment, it will, in addi- tion, help to train pupils for the responsibilities of life. W. LATIN–40 weeks— 1. Wergil's AEmeid, 9 books. WI. REVIEW–40 weeks–- First Term—1. Physiology, 4 weeks; 2. Geography, 4 weeks; 3. Civil Government, 4 weeks. Second Term—1. Grammar, 6 weeks; 2. Arithmetic, 6 weeks. Third Term —1. U. S. History, 12 weeks. RULES AND REGULATIONS NORw AY PUBLIC SCHOOLS. SUPERINTENDENT. SECTION 1. The Superintendent shall act under the direction of the School Board. He shall have immediate supervision of all departments, the care of the school buildings, books, furniture and apparatus, and shall be held responsible for the enforcement of these rules and regulations. SEC. 2. He shall visit each department as often as his duties will permit, notice the methods of instruction and discipline, give such aid and advice as may be necessary, and attend to all such cases of discipline as may demand his assistance. SEC. 3. He shall have charge of the admission of new pupils, the classification of all pupils failing to maintain the required standard, and of all promotions, which he may make at any time upon satisfactory examination. SEC. 4. He shall appoint teachers' meetings as often as he thinks expédient, for the purpose of instruction in the theory and art of teaching and discussion of other subjects to their professional advantage. 40 NORWAY PUBLIC SCHOOLS. SEC. 5. He shall have power to suspend any pupil from school for gross misconduct, and shall immediately inform the pupil’s parents or guardian and the School Board of such suspension and the cause therefor. But the power of expulsion of pupils and the returning of the same shall remain strictly with the School Board. SEC. 6. He shall make such reports from time to time as the law demands and the Board may require. º TEACHERS. SECTION 1. Teachers are required to be in their respective rooms at the ringing of the first bell in the morning and in the afternoon to make preparation for daily work and to preserve proper order. They shall indicate upon their register their attendance, and shall state upon their monthly report the number of times which they have been tardy or absent. They shall keep their rooms in a neat and orderly condition, pay constant attention to temperature and ventilation, and shall be held responsible for the use of the furniture and apparatus dur- ing school hours. SEC. 2. They shall open and close their schools at the appointed time, and during school hours shall devote their time exclusively to the instruction of their pupils and the maintenance of good order. The Board authorize the use of all proper and lawful means to secure good discipline in school. SEC. 3. When necessarily absent they shall immedi- ately inform the Superintendent, and employ a substitute with his consent. SEC. 4. They shall attend all teachers' meetings called by the Superintendent, and shall make such reports to him as he may require. RULES AND REGULATIONS. 41 PUPILS. SECTION 1. No child under five years of age shall be admitted to the public school. SEC 2. Pupils shall not collect upon the school grounds in the morning before the ringing of the first bell and shall leave the buildings and grounds immediately upon dismissal. All pupils are required to attend school punctually and regularly, pass immediately, without noise and cºnfusion, through the halls to their respective rooms, be obedient and courteous to teachers, observe good order and decorum upon the play ground and in coming to and going from School. They must abstain entirely from profane language and use of tobacco. SEC. 3. In cases of tardiness and absence, excuses satis- factory to the teacher of the grade or grades in which the pupil shall be classified shall be required. But when unexcused cases of tardiness shall have reached to two in one week or shall continue one each week for four consecu- tive weeks, or unexcused absences to three half-days in one week or four half-days in four consecutive weeks, such shall be reported to the Superintendent, and notification immediately sent to parent or guardian. If such unex- cused inattendence and tardiness should continue, such pupil shall, at the discretion of the Superintendent, receive such punishment as may by him be thought proper. DUTIES OF JANITORS. SECTION 1. Janitors shall be subject to the direction of the Principal and shall perform all duties pertaining to the school house and premises required by him. SEC. 2. They shall have charge of the heating appa- ratus of the buildings and shall have all the rooms com- 6 42 NORWAY PUBLIC SCHOOLS. fortably warm by half past eight in the morning, and shall regulate all fires in the furnace during each session. SEC. 3. They shall sweep every school room corridor, and stairway as often as may be necessary for thorough cleanliness, and shall remove all dust from the desks, tables, chairs, etc., and shall keep the walks clean. SEC. 4. They shall assist the teachers in maintaining proper police regulations about the premises, and in carry- ing into effect all the special rules of the Schobl Board. HIGH SCHOOL WORK, * STUDIES. AUTHORS. TIME. | Arithmetic------------------- Wentworth- - - - - - - - - 40 weeks. Algebra---------------------- Wentworth- - - - - - - - - 60 weeks. Geometry----------"---------- Wentworth--------- 40 weeks. Physical Geography---------- Monteith----------- 12 weeks. Civil Government---- - - - - - - - - Cocker ------------- 12 weeks. Zoology ---------------------- Packard------------ 16 weeks. Geology - - - - - - - - - - - - - - - - - - - - - - Steele-------------- 20 weeks. Chemistry-------------------- Shepherd----------- 20 weeks. Astronomy------------------- Steele-------------- 20 weeks. Botany----------------------- Gray --------------- 20 weeks. Physics---------------------- Gage--------------- 40 weeks. Book Keeping----------------|-------------------- 20 weeks. English ---------------------- Various ------------ 108 weeks. Composition.------------------ Crittenden - - - - - - - - - 20 weeks. Rhetoric--------------------- Hill---------------- 20 weeks. Literature-------------------- Shaw -------------- 40 weeks. U. S. History ---------------- Thalheimer--------- 40 weeks. Psychology------------------ Putnam ------------ 20 weeks. Theory and Art of Teaching---| Page--------------- 20 weeks. Latin ------------------------ Various ------------ 120 weeks. German---------------------- Various------------ 80 weeks. General History-------------- Swinton------------ 40 weeks. GRADUATES. LAURA RAYOME. AMELIA PERKINS. MARY PERKINS. FLORENCE BALSOM. EVA MONTROE. TERESA BUSH. Class of 1887............ NELLIE BUSH. AGNES BOLON. AGGIE POWERS. DELIA COOTWARE. Class of 1888............. J. F. WALKER. Class of 1889............ MARGARET A. WALKER. ELLEN BERGSTROM. 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Record Parent’s Name Age - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - . . . . . . . . . . . . . . . . . . . . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - * * * * * * * * * * * * * * * * * * * * * * * * * * of Course tº a s e º e s a s s = * * * * * s a sº a sº e = * * * * * * Entrance Record: Arithmetic Grammar * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * U. S. History Reading * * * * * * * Writing Spelling. a. * g s a gº ºf s a s = < * * * * * * s 4 ~ * * * * * * * * * = • * * * * * * * * * * * * : - - - - - - - - - - - - - - : OLASSIOAL, LATIN, : SCIENTIFIO, t ENGLISH, ENGLISH-GERMAN. ſ ENGLISH-FRENOH. ENGLISH-LATIN, e i Latin | Latin --- f Latin | English Grammar -- | German French English Grammar : # Algebra : Algebra - Algebra - ſ Algebra . Algebra Algebra : Algebra . a 3 Physiology : Physiology | ! physiology Physiology . Physiology } Physiology Physiology i § English English i English English English : English i English : : : Cº- Latin i Latin | Ilatin | English Grammar : | German . French . i English Grammar j # # Algebra Algebra Algebra | Algebra Algebra Algebra Algebra | º . Civil Government Civil Government . | Civil Government Civil Government Civil Government . i Civil Government Civil Government i . . . ...} English________.j English i* | English English English - English i ... : Cesar & Roman Hist. Caesar & Roman Hist. Cesar |General History general History General History General History : # Arithmetic | Arithmetic general History Arithmetic i Arithmetic Arithmetic Arithmetic | i : ". Rhetoric º- Rhetoric º Arithmetic | Rhetoric : | German . French i Rhetoric . # i English English Rhetoric Emain : English English English : 5 – | English ; - – it. : Caesar & Roman Hist. Caesar & Roman Hist. ; Caesar General History ; General History . General History General History - 5 tº-3 Physics # Physics General History Physics Physics Physics Physics . : : | Botany | Botany Physics Botany º German French Botany | : ... ; English # English Botany : English English . English English ſ Cicero and Prose clero and prose Physics physics Physics Physics ºf Physics . . . . i # : Physics | Physics | Commercial Law Commercial Law Rhetoric Rhetoric Commercial Law i , , ; ; ; Greek and Ger. History # French or German French or German English History German French Latin } | 3 | * English | English *... English | English English, English § Cicero añoſ Pro55 Crdero arrot-Pross- ¥39449943—Bºstory Ameriean-History º A-mericarr-History : -American łłistory : - Atteriean-Hisłóry 5 : 3 || Algebra # Algebra. ſ: Algebra. # Algebra | : Algebra Algebra Algebra i F. ; łr. : Greek and Ger. History | French or German French or German i Book Keeping ; º German º French . Latin | 5 | English # Inglish English English English . English English . . ; i; | w : + - : i j *... .º. +- "... " Virgil - ------- - ---- ~ + Virgil---~~~~ | Chemistry--------~~~ | chemistry - - - - - - - - - - - - - - - - M English Literature --- - - - - English Literature - English Literature . . # Geometry ; - Geometry ſ Geometry ! Geometry . | Geometry . Geometry % geometry $ †: Greek and Ger. Prose French or German | French or German English Literature ſ German .' French Latin § " ; English | | English | ſ English English : English . English English - i } [. t - t . . . º : ă * Virgil Virgil Geology : Geology . English Literature : English Literature & English Literature ; # Geometry. ; | Geometry : | Geometry | Geometry Geometry | Geometry i Geometry | 3 || Greek and Ger. Prose; | French or German i | French or German English literature German French Latin | | | | English ºn " | English | | English | | | English | English English , , Days Absent, 1st Year,......................... 2d Year,..., 3d Year,..........]. 4th Year,.......... Remarks : Tardiness, 6 & 66 § 6 | " … ºr * * * * * * * * * * * * * SAGINAW, VVEST SIDE, PUBLICSCHOOLS (UNION SCHOOL DISTRICT. -Q- * OUTLINE OF * GRADE WORK, 1892, PREFACE. This Outline of Grade Work has been carefully revised to meet the wants of pupils. Care has been taken to make the course as practical as possible, so that it will reach, not only those who complete the course, but also the great army of children who are obliged to leave school early. It is thought that the studies as here arranged, will give the pupil the greatest possible discipline and knowledge—up to the time he leaves—and at the same time furnish the best preparation for those who desire to enter college. All courses in the High School lead to corresponding courses in the University of Michigan and from all, pupils upon graduating enter without further eacamination. Any suggestions looking toward improvement, from teachers, patrons and others, will be gladly received and will be taken into consideration in making subsequent revisions. E. C. THOMPSGN, Superintendent Public Schools. FNGLISH IN THE HIGH SCHOOL. IX GRADE. Merchant of Venice—Shakespeare. Ivanhoe—Scott. Miles Standish—Longfellow. The Sketch Book—Irving. X GRADE. Julius Caesar–Shakespeare. Nicholas Nickleby—Dickens. Poems and Prose—Holmes. Tom Brown at Rugby. XI GRADE. Alhambra—Irving. Silas Marner—Eliot. Elaine—Tennyson. King Lear—Shakespeare. Lays of Ancient Rome—Macauley. XII GRADE. Fortunes of the Republic—Emerson. Poisoner of Chillon—Byron. Hamlet—Shakespeare. Vision of Sir Launfal—Lowell. Sº, NOTE.-One half hour each day is given to this work, OUTLINE OF GRADE WORK IN CLASSICS AND READING, WRITING, SPELLING, RHETORICALS. CLASSICS AND READING. Grade I—Swinton’s First Reader. Grade II—Swinton's Second Reader. Easy Steps for Little Feet. Golden Book of Choice Reading. Grade III—Swinton's Third Reader. Anderson’s Fairy Tales. Aesop's Fables. Grade IV—Swinton's Fourth Reader. Hawthorne's Wonder Book. Hawthorne's Tanglewood Tales. Grade W-Swinton's Fourth Reader. Hawthorne's Grandfather’s Chair. DeFoe’s Robinson Crusoe. - Ring of the Golden River. Grade VI—Swinton’s Fifth Reader. Kingley's Greek Heroes. Grade VII—Swinton's Fifth Reader. Scott's Tales of a Grandfather. The Peasant and Prince. Grade VIII—Scott's Lady of the Lake. Lamb's Tales of Shakespeare. Enoch Arden. Reference Books. Primary Reading—How to teach it. Parker's Talks on Teaching. 6 OUTLINE OF GRADE WORK. WRITING. Grade I—The Words learned in connection with reading' and language. Grade II—As in grade I. Grade III—With pen and ink as in grades I and II, also Text Book 1 and 2. Four lessons per week. Grade IV—Book Nos. 2 and 3. Four lessons per week. Grade W-Book Nos. 3 and 4. Four lessons per week. Grade WI–Book Nos. 6. Four lessons per week. Grade VII—Book No. 7. Four lessons per week. Grade VIII—Book No. 8. Four lessons per week. SPELLING. Grade I—Spell from reading lessons. Grade II—From reading lessons. Grade III—Text book first 40 pages. Grade IV—Text book to page 78. Grade W-Lessons from studies and common things. Grade VI—As in grade W. Grade VII—Text book to page 45. Part II. Grade VIII—Text book to page 90. Give frequent test lessons in Spelling common things and pro- nouncing commonnames. REIETORICAL. Grade I—Peaslee's Graded Selections. Grade II—Peaslee's Graded Selections. Part 2, Simple eSSayS. Grade III—Peaslee’s Graded Selections. Part 3, Simple essays. # OUTLINE OF GRADE WORK. 7 Grade IV—Peaslee’s Graded Selections. Part 4, Simple essays. * Grade W-Peaslee’s Graded Selections. Part 5, Simple eSSayS. Longfellow and Holmes. Grade VI—Peaslee's Graded Selections. Part 6, Simple essays. Whittier and Bryant. See Programs “Roe's Author's Days.” Grade VII—Review Peaslee’s Graded Selections. Longfellow. Hawthorne. Irving. B. Taylor. See Programs “Roe's Author's Days.” Grade VIII—Review Peaslee's Graded Selections, Essay work. Lowell. Emerson. Longfellow. Whittier. Holmes. Miller. Carleton. See Programs “Roe's Author's Days.” NOTF—Every teacher should have a copy of the above named works. For methods consult the Superintendent. OUTLINE OF GRADE WORK IN LANGUAGE, GRADE I, I—Language in connection with reading. II—Correct errors in spelling. III—Teach the use of the sentence. IV—Copy words. § OUTLINE OF GRADE WORK. W–Copy sentences. s WI—Write sentences containing a given word. VII—Write form dictation. VIII—Teach the use of period and initial capital. IX—Hunt words. X—Invention from a given list of words, etc. XI—Literature for children, Course I. GRADE II. I—Recitations—Close observation, then write what is seen, II—Objects—Describe, Write. III–Other things in or out of the School room, written about in the same way. IV—Dictation exercises. W–Punctuation work extended. WI—Stories copied. WII—Invention. WIII–Literature for children, Course II. GRADE III. I—Actions described and written about. II—Things done, narrated. III–Processes described. How to play ball, etc. IV—Reports of happenings. W–Descriptions of buildings, places, journeys. VI—Letter writing. WII—Literature for children, Course III. *- GRADE IV. I-Review and extend the work of the third grade. II—Reproductions, stories, etc. III—Abstracts or answers to questions. IV—Written work from memory on various school lessons. W–Literary gems reproduced from memory. WI—The parts of a sentence, name and action words. WII—Literature for children, Course IV. \ OUTLINE OF GRADE WORK. , 9 GRADE W. I—Review and extend the work of primary grades. II—Imaginary stories from pictures. III—Storiss from given conditions, as two persons in a boat, the events, etc. IV—Stories from furnished outlines. W–Word studies, etc. VI—Simple figures in rhetoric. VII—Literature for children, Course W. GRADE VI. I—First 20 weeks. Review work. II—Formal essays. Gathering material. Outline. Elaboration. III–Turning poetry into prose. IV—Expansion of fable, dity, proverb, etc. into a story. W–Abstracts of books read. WI—Written work in connection with studies. WII—Second 20 weeks. Text Book. VIII—Literature for children, Course WI. GRADE VII. I—Text book with much written work along the line of review. Care should be given to sentence building and word studies. See that the child always sees the correct form. II—Figures of rhetoric in connection with reading. III–Literature for children, Course VII. GRADE VIII. Teact BOOK Work. I—Giving great care to the construction of the sentence. (Require much written work,) also to the infinitive and participle. (Crosier's Digest.) II—Formal essay work as in sixth grade. III—Science of composition. IV—Literature for children, course VIII. NoTE—For methods of teaching consult the Superintendant. TO OUTLINE OF GRADE WORK. OUTLINE OF GRADE WORK IN GEOGRAPHY AND HISTORY. GEOGRAPHY. GRADE II—INSTRUCTION ORAL. I—Direction. g II—General talks about the world. III—Globe exercises. IV—Simple lessons on the mold board. W–Talks about men and things, plants, animals, birds, etc. Reference Books—Library. Nos. 5039, 5001, 5034, 5032, 4942, 4946, 4950, 4954, 4959, 4971, 4976, 4986, 5030. GRADE III—INSTRUCTION ORAL. I—General talks continued. Definitions developed from pictures, the mold board, the globe, etc. II—Mold North America, South America, Europe, Asia, Africa. Reference Books—Library. Nos. 5039, 5001, 5034, 5032, 4943, 4946, 4950, 3971, 4976, 5986, 5030. GRADE IV—TEXT BOOK. I—Globe exercises on shape of the earth, motions, Zones, circles, latitude and longitude, oceans and tribu- taries, rivers and tributaries, etc., natural * divisions of land and water. & II—Locate and name, longest rivers, largest lakes, high- est mountains, largest continents, largest cities, highest cities, lakes, etc., highest lands on the earth's surface, deepest lakes, Seas, etc. III–Curiosities, Mammoth Cave, Lake of Pitch, Rivers of Ink, Acid Rivers, etc, OUTLINE OF GRADE WORK. 11 IV—General Geography of the World by the use of out- line maps, in something of the following order: Countries, Capital Cities, Islands, Capes, Mountain Ranges and Peaks, Gulfs and Bays, Straits, Rivers, Lakes, Seas, Channels, Cities and Towns. W–History Lessons. Biographical stories. WI—Poetry of places. VII—Map reading in a elementary way. VIII—Written reviews on the topical plan, the topics to be suggested by the teacher. Reference Books—Library. Nos. 4926-5030, inclusive, and 5205, 5080, 5096, 5032, 5001. | GRADE W-TEXT BOOK. GEOGRAPHY AND HISTORY OF THE UNITED STATES. I—Study and draw the whole country, showing the wheat and corn belts and industrial centers, oil product centers, mining centers, natural curiosities, etc. II—Combine geography and history by introducing stories of history and incident connected with each city and state where it can be made interesting and profitable. III—Draw map and locate the trunk lines of railroads with points of interest along the line. [Use rail- road guide, etc.] IV—Prepare desected maps for rewiew and comparison. Use these freely. W–Written topical review as in fourth grade. Reference Books—Library. & Nos. 5205, 5080, 5096, 5095, 3274-7, 2419, 143, 5032, 5034, 5001, 12 OUTLINE OF GRADE WORK. GRADE VI—MICHIGAN. GEOGRAPHY AND HISTORY. I—Geography of Michigan, locating its principal rivers, lakes, cities, etc. II—Its industries, salt, mineral, coal, oil, marble, etc. Name and locate its principal mines. Give history and importance. III–History and Civil Government of Michigan. [a] Township, city, county, and State officers, how elected duties etc. [b] General laws and penalties in regard to crime, care of property, etc. (One-half year given to this work. Helps [a] Michigan and its Resources. [b] Civil Government of Miehigan. [c] History of Michigan. [d] Michigan (Library) No. 4137 and Michigan in the war, No. 3273, Michigan in the Centenial. [e] Early History of Michigan, No. 36. GRADE VII—GENERAL GEOGRAPHY, I—Map reading and black board drawing. North America, South America, Europe, Asia, Africa, Oceanica, etc. II—Commercial Geography. III—Railroads, and steamship lines. TV-Races of men, classified as to their nature, habits, customs, religion, domestic life, industries, talents, etc. W—Physical features and general physical geography. VI—Growth of nations and changes in national boundary lines. VII—Topical reviews, written or oral, on topics suggested by the teacher, - - OUTLINE OF GRADE WORK. 13 Help and reference books, books of travel, railroad circu- lars, desected maps, forms, histories. Library books, Nos. 4926-5030 inclusive, 5032, 5001, 5034, 5139, 5135, 5136, 5138, 5147, 5159, 5160, 5191, 5199, 5183, 5155, 5131, 5140, 5170. Library catalogue, pages 11-19 inclusive. GRADE VIII—U. S. HISTORY. I—Review geography of United States. II—Present condition aud history. III—Size and importance as compared with other countries. IV—Form of government. W–The administrations. VI—The wars—Causes and results. WII—Settlements. VIII—Discoveries and explorations. Reference Books—Library—Pages 4 and 5 of catalogue. NOTE—For methods of teaching these subjcets consult the Super- intendent. OUTLINE OF GRADE WORK IN ARITH METIC. GRADE I. I—Number to 10. II—Add; subtract, multiply and divide. III—Teach the signs of Addition, Subtraction, Multiplica- tion, Division, Equality and Dollar. IV—Count by 1's, 2's, 3's and 10's to 100; by 3's and 4's to 48; by 6's and 8's to 24; by §'s, $’s, #’s to 5; by groups 2's, 3's, 4's and 5's. W–Read and write dollars and cents to $10.10; thus, $1.01, $2.02, $5.07, etc. 14 OUTLINE OF GRADE WORK. VI—Teach to measure to 10; thus, 3 ft. 4 gal. 2 doz. etc. VII—Prepare at least 50 practical examples for pupils. VIII—Take one step in reasoning at a time. IX—Daily drill in rapid work. GRADE II. I—Number to 50, as in the first grade. II—In division the dividend not to exceed 50. III—Notation and numeration to millions. IV—Count by 1's, 2's, 3's; 9’s to 100, by #'s, $’s, #’s, #’s to 10; by 1%'s, 24's, 3}'s, and 5% to 33; by 11's, 12's, 20’s, 24's and 33’s to 100. W–Continue the grouping until the sum of any four figures can be called at sight. WI—Teach the use of the Roman numerals. WII—Simple tables within the above limits. GRADE III. I—Numbers as in preceeding grades to 100. II—Writing and reáding to tens of thousands. III—Written work in addition, subtraction, multiplication and addition. IV—Daily drill in rapid addition. Multiplication and : division tables completed. W–Simple drill in 7's, 8's and 9’s, #'s, $’s and #'s, taught objectively. WI–Simple tables of weight, length, time, money and Tſleå, Sll]'6. VII—Illustrate by use of simple examples. VIII—Text Book Sec. III. GRADE IV. I—Written work in addition, subtraction, multiplication, division. II—Long division. III—Daily drill in rapid addition, simple bills made out. OUTLINE OF GRADE WORK. 15 IV—Simple work in fractions. W—Simple work in percentage and interest. NOTE—In this grade much busy work should be given, much time given to measurements, weights, buying and selling and making change, simple table and number facts should be memorized. Text Book Sec. 4, 5 and 6. GRADE. W. Subjects. I—General principles of division. II—Exact divisors and factoring. III–Cancellation. IV—Greatest common divisor. W–Multiples and least common multiple. WI—Reduction of fractions. VII—Addition, subtraction, multiplication, division of fractions. VIII—Decimals, notation, numeration, reduction, addition, subtraction, multiplication, division, decimal cur- rency, bills, etc. NoTE—Make this work thoroughly practical; require quick and prompt work; give practical examples in illustration. IX—Simple interest. GRADE WI. I—Compound numbers, reduction, tables, addition, sub- traction, multiplication, division, longitude and time. NOTE—This work should be made practical. Give actual measure- ments—Carpet rooms, plaster walls, build and measure stone walls, paper rooms, lay matting, etc. II—Percentage, definition cases, etc. III—Commission and brokerage. IV—Profit and loss. W–Insurance. WI—Taxes. WIT-Custom house business. WITI—Interest. 16 OUTLINE OF GRADE WORK. GRADE VII. I—Compound interest. III—Discount. IV—Banking. W—Exchange. VI—Ratio and proportion. WII—Review the work of grade W and VI. GRADE VIII. I—Partial payment. II—Equation ef payments. III—Partnership. IV—Allegation. W—Involution. WI—Evolution. WII—Mensuration. VIII—Métric system. IX—Review the entire subject. . NoTE—For methods of teaching this subject consult the Superin- dent. G. E. RN/IAN. FIRST YEAR. READING}. Facility in reading words and short sentences. Use of words and sentences similar to those in the Fibel. Second Term—First part of the Fibel. Lessons of the second part for exercises in reading. Special attention in all the year's work should be given to tone of voice and clearness of articulation. The proper expression of thought, appropriate emphasis and flexibility of voice must not be neglected. OBJECT LESSON. Schoolroom. Objects of same, their make, form, color, material, use. Different kinds of fruits, leaves and other objects brought into the school room. Different kinds of fruits are suitable objects at the beginning of school; things in the school room during the winter; plants, parts of trees, etc., in the spring. Deportment in and out of school. WRITING. Position of body and hand. Exercises of the different parts of the letters, as stems, direct and oval; ovals and loops. Pupils should practice all letters in their order of simplicity. 18 OUTLINE OF GRADE WORK. SECOND YEAR. READING. First Reader. Much attention should be given to the ease and naturalness of movement and to full expression of thought. By judicious questioning the teacher should ascertain the ideas of the class on the lesson and supple- ment, or correct them as the occasion may demand. This will lead to the reproduction of the lesson by the pupil in his own language. • OBJECT LESSONS. The home of the pupil; the city, streets, schools, etc. Occupations of the inhabitants. GRAMMAR. Lessons from the Reader. TRANSTATION. Lessons from the Reader. PENMAN SEIIP. Practicing between Smaller lines. Copy book No. 1. THIRD YEAR. REAT)ING. Second Reader. The reading lessons may be used for dictation and in this way form a lesson in orthography. OBJECT LESSONS. Occupations. Objects made. Material used. Use of objects, etc. GRAMMAR. Lessons from the Reader. OUTLINE OF GRADE WORK. 19 TRANSLATION. Lessons from the Reader. PENMANSHIP. Copybook No. 2. FOURTH YEAR. READING. Third Reader. objFCT LESSONs. Description of objects, as domestic animals, birds, in- Sects, etc. GRAMMAR. Lessons from the Reader. TRANSLATION. Laessons from the Reader. PENMANSHIP. Writing on single lines. Copy book No. 3. COMPOSITION. In this grade the work of composition begins. De- scription of objects. Reproduction of reading lessons. See English course in language. FIFTH YEAR. |READING. Fourth Reader. First part of fourth reader. INATURAL EIISTORY. Knowledge of the most important species of vertebrate animals. In spring, teach pupils to observe and de- scribe plants. Knowledge of Linné System. 20 OUTLINE OF GRADE WORK. GRAMMAR. Lessons from the Reader. TRANSLATION. Lessons from the Reader. COMPOSITION. Relating and writing short stories and fables. Repro- duction of lessons in reading. Transforming poems into prose. See English course in language. PENMANSHIP. Copybook No. 4. SIXTH YEAR. READING. Second part of Fourth Reader. At the second term of the year additional reading matter ought to be introduced. NATURAL HISTORY AND PHYSICS. Continuation of exercises assigned to fifth grade. De- scriptions of Thermometers, Pumps, etc. GRAMMAR. Lessons from the Reader. TRANSLATION. Lessons from the Reader. COMPOSITION. Continuation of exercises assigned to fifth grade. Let- ter writing. PENMANSHIP. Copy book No. 5. Rapid writing. OUTLINE OF GRADE WORK. 21 , SEVENTH YEAR. READING. First part of Fifth Reader. NATURAL HISTORY AND PHYSICS. Human Body. Some experiments in Electricity and Magnetism. GRAMMAR. In connection with the Reader. TRANSLATION. In connection with the Reader. COMPOSITION. Continuation of exercises assigned to sixth grade. PENMANSEIIP. Copybook No. 6. FIGHTH YEAR. READING}. Second part of Fifth Reader. NATURAL HISTORY AND PHYSICS. Continuation of exercises assigned to seventh grade. GRAMMAR. In connection with reading exercises. TRANSLATION. From the Reader. COMPOSITION. Essays and letter writing. PENMANSHIP. Copy book No. 6. 22 OUTLINE OF GRADE WORK. OUTLINE OF GRADE WORK IN MUSIC. GRADE I. I—Scale by note as a unit. (a) by syllable. (b) by name. (c) by pitch. II—Successive tones taught by hand symbols, music lad- der, dictated and written numerals. III—Tones in Skips, beginning with major thirds and fifths, and followed by minor intervals. IV—Beating Time, double and triple measure. W–Staff represented by the figures. Staff notation pro- er Exercises in key of C. within the scale. VI—Extended scale from ladder and staff. VII—Time Relation, quarter, half and dotted half notes, quarter and half rests. VIII—Progressive Rote Songs. GRADE II. I—Review of preceding work by means of music ladder and dictated and written numerals. II—Staff exercises in C in double, triple, quadruple meas- ure. Accent. III—Whole Note. Two eights to one beat. Dotted quar- ter followed by eighth. Slur. Tie. IV—Diatonic scale as composed of steps and half steps. W–Transposition. Rule for finding Do. Staff exercises in keys of G D A E. VI—Application of words to tones in easy Songs by numerals and from staff. VII—Round Singing. VIII—Rote Singing. GRADE III. I—Two part music. [a] by numerals. [b] from staff in previously given keys, OUTLINE OF GRADE WORK. 23 II—Reading by pitch names. III—Transpositon continued through keys of F. B flat E flat. A flat D. IV—Sixteenth notes. Dotted eighth followed by sixteenth. After-time. W–Chromatic tones from ladder and staff. Applications In Songs. VI—Writing Music from dictation and numerals in the Various keys and measures. VII—Effect of Accidentals. VIII—Dynamics. GRADE IV. I—Review of all keys and varities of time. II—Chromatic Practice extended. II—Increased attention to Dynamics. GRADE W. I—Intricacies of Time, as Triplets, Double-dotted notes, Grace notes, etc. II—Modulation. III—Elementary Knowledge of lives of eminent com- posers in connection with easy selections from their works. Gl’ADE VI. I—Harmonic Relation of Sounds. [a] Staff intervals in theory and practice. [b] practice in treads of the scale. II—Exercises and songs extending ideas learned in previ- ous grades. III—Fugue movement. IV—Minor Keys, natural, harmonic and melodic scales; their relation to major keys. Application in songs. W–Modulation continued. GRADE VII. I—Three part singing from treble clef. II—Practice in Harmonics in the various keys, especially on 1st, 5th and 4th degrees, ^ - 24 OUTLINE OF GRADE WORK. III—Drill in choruses in which the parts move indepen- dently. GRADE VIII. ſ—Base Clef introduced. All major and minor keys and modulations reviewed for this purpose. II—Tenor introduced. Harmonic exercises and Songs in first part music. III—Selections from compositions of eminent composers in connection with biographical sketches. HIGH SCHOOL. 1—Choral work from classic and modern composers. II—Quartet, Duet and Solo Singing. Note—For methods of teaching consult the special teacher in music. OUTLINE OF GRADE WORK IN DRAWING. GRADE I. I—Sphere, cube and cylindar as to wholes, surfaces, faces, edges. II—Straight lines and application. III—Division of straight lines and their relation. GRADE II. I—Angles and their application as to objects and Symetri- cal figures. II—Triangles and their application and construction of objects based thereon. III—Squares, parts, division and applicatin, IV—Memory drawing. W–Dictation. WI-Drawing from objects, OUTLINE OF GRNDE WORK. 25 GRADE III. I—Circles—parts and objects from. II—Elipse and oval and applications. III—Circular eliptical and avoid curves apptied to objects. IV—Pentagon and Hexigon with practical applications. W–Principles of radical designing. GRADE IV. ' I—Reverse curves with applications in design. II—Octagon. III—Elements of designing and the general principles of historic ornament. IV—Natural forms of leaves. Conventionalization. GRADE. W. I—Historic ornamentation continued. II—Drawing as applied to construction. III—Representrtion or the appearance of objects above and below the eye. IV—Decoration from natural leaves and conventionaliz- ation. GRADE WI. I—Construction drawing continued. II—Decoration, symetrical arrangement, proper use of plant form, as motives in historic ornament. III—-Construction, section and development of surfaces. IV—Representation, the hollow cylindar and the objects based on it together with simple rectangular forms. W–Decoration, symetry, modification of units in historic forms and made practical in original design. GRADE VII. I—Elementary mechanical drawing with the of instru- ments, working drawings with instruments made from hand sketches. II—Representation, rectangular objects turned 45° 26 OUTLINE OF GRADE WORK. w III—Proportion studies and laws of growth traced in plant form and historic ornament. IV—Working from natural leaves and conventionalization. GTRADE VIII. I—Construction—Constructed designs and worked to a Scale. II—Representation. Rectangular and cylindrical object 45° III–Decoration, rythm and symetry by balance of value. IV—Reproduction, object room, etc., with scale. W–Models in half tint then shaded. WI–Decoration. Working from nature. Outlin of foliage and flowers. HIGH SCHOOL. Classes in charcoal from objects and from life will be formed whenever there is a demand for them. NoTE—For methods of teaching this subject consult the special teacher of drawing. TRAINING SCHOOL. COURSE OF INSTRUCTION. QUARTER I I—Quarter Psychology. The student is given a knowl- edge of the manifestations of mind; makes a study of Intellect, Sensibility and Will with a view of dis- covering the laws of mental growth and their appli- cation to education. II—Lectures on methods. III—Professional instruction in drawing and music. IV—Written plans. Daily teaching in first grade Prac- tice School with criticism. QUARTER II. I—Phychology continued. II—Lectures on School Management. These will include a discussion of Government, Classification, art of Questioning, How to Conduct a Recitation, How to Hold Attention, Organization. III—Professional Construction in drawing and music. IV—Daily teaching in Second grade practice school with criticism. QUARTER III. I—Psychology continued. II—Lectures on History of Education. Special attention to development of principals of pedagogy and methods of educational reformers. 28 OUTLINE OF GRADE WORK. III—Professional instruction in drawing and music. IV—Written plans. Daily teaching in third grade. Practice School with criticism. QUARTER IV. I—Reviews of professional books. Students will read and write criticisms of Fitch's Lectures on Teaching, Johonnot's Principles and Practice, Page's Theory and Practice, King's Methods and Aids in Geography, Fry’s Child and Nature. II—Lectures on History of Education continued. These lectures will give the student a knowledge of modern educational reformers and a candid criticism of their methods. III—Written Theses on professional subjects. IV—Daily teaching in fourth grade Practice school with criticism. Substitute work. REFERENCE BOOKS. Psychology—Allen's Mind Studies, Sully's Teacher's Hand Book, Welch's Teacher's Psychology, Putnam's Elements of Psychology, Haven’s Mental Philoso- phy, Porter's Human Intellect, Baker's Elemen- tary Psychology. * Methods—Parker's Talks on Teaching, Quincy Methods, Brook’s Normal Methods, Swett’s Methods of Teaching, Boston Method of Teaching Reading, Farnham's Sentence Method, King's Methods and Aids in Geography, Parker’s How to Study Geography, Frye's Child and Nature. SCHOOL MANAGEMENT. Baldwin, Raub, Kellogg, Combs. . HISTORY OF EDUCATION. Compayer's History of Pedagogy, Painter’s History of Education, Quick’s Educational Reformers, Brown- ing's Educational Theories, Hailman’s History of Pedagogy. OUTLINE OF GRADE WORK. 29 THEORY AND PRACTICE. Baine's Education as a Science, Fitch’s Lectures on Teach- ing, Page's Theory and Practice, Johonnot's Prin- cipals and Practice, Joseph Payne's Science and Art, W. H. Payne's Educational Doctrine, Tate's Philosophy of Education. NOTEs—The Teacher’s Training School is a department of the pub- lic schools of Saginaw. The course is purely professional and extends through one year. Those who complete it successfully will be gradu- ated and granted certificates signed by the officers of the Board of Education, and the Superintendent. Any member not doing good work will be requested to withdraw from the class. MORALS AND MANNERS. Applied from lyr. E. G. WHITE. OUTLINES OF LESSONS FOR ALL GRADES. 1. Cleanliness and Neatness. (1) Body, hands, nails, hair, etc.; (2) clothing, shoes; (3) books, slates, desks, etc. 2. Politeness. (1) At school; (2) at home; (3) on the street. 3. Gentleness. (1) In speech; (2) in manners. 4. Kindness to Others. (1) To parents; (2) to the aged and infirm ; (3) to the unfortunate and erring; (4) to ene- mies;–the Golden Rule. 5. Kindness to Animals. (1) To those that serve us; (2) to those that do not harm us—the killing of birds; (3) the kflling of those that do us harm; (4) cruelty to any animal wrong. 6. Love. (1) For parents; (2) for friends; (3) for one's neighbor; (4) for enemies; (5) for God, the giver of all good. 7. Respect and Reverence. (1) For parents; (2) for the . aged; (3) for those in authority. 8. Obedience. (1) To parents; (2) to teachers; (3) to those in authority; (4) to conscience; (5) to God. 9. Gratitude and Thankfulness. (1) To parents; (2) to all benefactors; (3) to God. 10. Trnthfulness. (1) In thought, word and act; (2) deceit and falsehood; (3) keeping one's word. 11. Courage. (1) True and false; (2) daring to do right; (3) courage in duty". 12. Honesty. (1) In word and deed; (2) in little things; (3) dishonesty. “Honesty is the best policy.” OUTLINE OF GRADE WORK. 31 13. Honor. (1) One's parents; (2) one's friends; (3) one’s self; (4) home and country. 14. Good Name. (1) When young; (2) keeping a good name; (3) reputation and character; (4) keeping good Company. * 15. Self-control. (1) Control of temper; (2) anger when right; (3) wrong desires. 16. Confession of Wrong. (1) When manly and noble; (2) denial of faults. “The denial of a fault doubles it.” 17. Forgiveness. (1) Of those who have injured us; (2) of enemies. 18. Good Manners. (1) At home; (2) in school; (3) in company; (4) in public places. e 19. Industry. (1) Labor, a duty and privilege; (2) right use of time; (3) self-reliance. 20. Economy. (1) Competency depends on economy— “Saving in early life means comptency and comfort in old age;” (2) duty to save a part of one's earnings—“Lay up for a rainy day;” (3) a spendthrift—“A spendthrift in youth, a poor man in old age;” (4) a miser—the hoarding of money needed for comfort or charity—“No man liveth unto himself;” (5) savings banks. 21. Health. (1) Our duty to preserve our health; (2) habits that impair health foolish and selfish; (3) the sow- ing of “wild oats”—“What a man sows, that shall he reap ;” (4) pain a warning; (5) the body never forgets. 22. Evil Speaking. (1) Slander; (2) tale bearing; (3) faults of others, charity; (4) kind words. 23. Bad Language. (I) Profanity, foolish and wicked; (2) slang, vulgar and impolite; (3) obscene language. 24. Evil Habits. (1) That destroy health; (2) that destroy reputation; (3) that waste money; (4) that dis- honor one's self and family; (5) that take away self-con- trol; (6) that are offensive to others. 25. Temptation. (1) Tempting others; (2) resisting temptation. 26. Civil Duties. (1) Love of country; (2) love for 32 OUTLINE OF GRADE WORK. the flag; (3) respect of rules; (4) obedience to law; (5) fidelity in office—bribery; (6) oaths, perjury; (7) the bal- lot, buying or selling votes; (8) dignity and honor of citizenship. t 27. Justice. Due to all men. ! 28. Benevolence. One of the highest and noblest virtues. } lU NCE # ssoººººMEN, PubliQ $Qhools T ©ns，- Y \ *AvERsE CITY, NAV9 ANNOUNCEMENT AND COURSE OF STU DY OF THE PUBLIC SCHOOLS OF TRAVERSE CITY, MICH. BY ORDER OF THE BOARD OF EDUCATION. THAVERSE CITY: GRAND TRAVERSE HERALD PRINT. 13oard of Education. 1890–91. Elvin L. Sprague. - º Term Expires 1891 Emanuel P. Wilhelm - - “ “ 1891 William Loudon, * * _ “ & 6 1892 Charles J. Kneeland, - * C & & 1892 Reuben Goodrich, - * _ ($ ( & 1893 e Officers. • William Loudon, * gº sº Moderator Elvin L. Sprague, - -- * cº Director Emanuel P. Wilhelm, - * º Assessor 13oard NAeefings. The Board of Education hold regular meetings the last Friday evening in each school month at 7:30 o'clock. All bills against the district and all complaints and petitions should be presented at these regular meetings. ÓeaQhers. For School Year 1890-91, Charles T. Grawn, º - - Superintendent Office Hours 8:00 to 9:00 A, M ; 3:30-4:00 P. M. - CENTRAL. Minnie Spalding, * º- Principal High School Florence Shultes, - History and Literature Jessie Moody, * Latin, German and English Alice T. Roberts, - s General Assistant Florence L. Hoag, - Penmanship and Book-keeping Mary McLaughlin, - |- - Eighth Grade Carrie W. Norton, * - - Seventh Grade Hannah Campbell, - * - Sixth Grade Emma Morehouse, - - - Fifth Grade Mina Gates, - - º - Fifth Grade Alcie Wright, º - * Fourth Grade Nettie C. Gray, - - Fourth and Third Grades Flora Clapp, - * - Third and Second Grades Jennie L. Hurd, – - •=3 - First Grade EAST SIDE. Ella Wentworth, * - Fourth and Third Grades Mamie Fairbanks, - Second and First Grades Nina B. Payn, * - - First Grade WEST SIDE. Gussie Schryer, 9 * Second and First Grades Carrie Lindley, tº- wº * First Grade SOUTH PRIMARY. Fannie Holdsworth, sº Second and First Grades OAKWOOD, Lizzie Fowle, Fourth, Third, Second and First Grades Qalendar. 1891. September 7, Fall Term Begins. December 24, Fall Term Closes. Holiday Vacation—Two Weeks. 1892. January 11, Winter Term Begins. April 1, Winter Term closes. Spring Vacation—One Week. April 11, Spring Term Begins. June 3, Spring Term Closes. Commencement. Óo Óeachers. I. GENERAL DIRECTIONS. 1. Keep duplicates of Monthly Reports. Programs, Position of Classes, etc. 2. As soon as the work of each term is settled, file in the office a copy of your Recitation and Study Program. 3. Make the proper entries in your Monthly Report each half day after taking the roll. 4. When school is in session but half a day, enter under the head of Number Belonging only one-half of the number of pupils belonging on the given day. 5. Ascertain the cause of a pupil’s absence as soon as possible, and if he has actually withdrawn, mark him at once as “left.” If he returns, mark him as “re-entered.” 6. Write lists of pupils in alphabetical order. 7. Use ink in making out all reports and be careful to fill each blank with the proper entry. 8. Monthly Reports and the Position of Classes must be sent to the office on the first Monday in each succeed- ing month. 9. Thoroughly organize your school before attempting to teach. 10. Call and dismiss classes in some uniform order. 11. Have your school well in hand before proceeding with a recitation. 12. In recitation, call upon pupils promiscuously. 13. As a rule, do not repeat the question. 14. Secure undivided attention and retain it. 15. Begin each recitation with a brief review of the subject already passed over. S TRAVERSE CITY PUBLIC SCHOOLS. 16. Be independent of the text book as far as possible. 17. Make yourself thoroughly familiar with the sub- jects you are requred to teach, not merely as contained in the text book; but secure additional information from other sources. 18. Be animated and enthusiastic, but do not be noisy and fussy. 19. Even up your classes as much as possible by giving extra attention to the dull pupils if necessary. 20. Do not assign home work to pupils below the fifth grade. . . ; , . . . 21. Study the results of your instruction and “disci- pline, and search for the causes either of success or failure. 22. Never address your pupils in a petulant, ill- matured manner, and never resort to ridicule as a means of discipline. - x 23. “A good laugh is a good tonic.” Your discipline should be able to 'stand the strain of such an event. 24. Do not belittle your government by calling in higher authority, except as a last resort. ‘. . 25. Avoid loudness and harshness of tone, and culti- vate purity of voice and sweetness of expression. 26, Kindness and affection are the strongest elements of a teacher's power, when set in an iron frame. 27. Make it impossible for wrong-doers to go unde- tected by being vigilant at all times. 28. If a pupil persistently disregards the regulations of the school and mild measures do not have the required effect, send a warning notice to the parents before resort- ing to harsher measures. " ! 4 29. When pupils are in danger of falling out of their classes, send a warning notice to parents. 30. Allow pupils to leave the room when it is neces- sary, and never keep them after school for so doing unless the privilege is abused.” . . . . . . . . . . . . . . 4 - 31. Make yourself thoroughly familiar with the rules and regulations of the school. TRAVERSE CITY PUBLIC SCHOOLS. 9 32. Consult the course of study frequently and shape your work to correspond with it as closely as possible. 33. Whenever, in your opinion, pupils are able to go in advance of their classes, report the fact to the Superin- tendent at his next visit to your school. 34. A written statement should always accompany every pupil sent to the office for discipline. 35. While the Superintendent will hold you personally responsible for the discipline and instruction of your school, he will always be glad to assist when his help shall seem necessary. II. DONT’S, Don’t be late. Don’t be careless about personal habits. Don’t command when a suggestion will do. Don’t annoy parents unnecessarily. Don’t show temper in dealing with a parent. Don’t discuss a case of discipline before your school. Don’t change your order of work when a visitor enters your room. Don’t give an order without seeing it promptly obeyed. Don’t treat communications from parents disrespect- fully. Don’t forget to take care of your health, so that you may bring vigor of body and mind to your work. Don't keep pupils after school to study. Don’t fail to make haste slowly. Don’t scold. Don’t be insensible to a child’s feelings. Don’t assume powers which do not belong to you. Don’t fail to do your best. - Don't worry after you have done your best. Don’t try to teach everything in a day. Don't let deceit and jealousy supplant truth and honor, Don’t fail to keep your teaching within the child's comprehension. B I0 TRAVERSE CITY PUBLIC SCHOOLS. Don’t either eactinguish or distinguish the bad boys. Don’t forget that you are under authority. Don’t have favorites. Don’t threaten punishment which you can’t inflict, Don’t look upon school teaching as the very embodi- ment of drudgery. OCuflines of the QOCurS6 of Šfudy. **) NICI TIJ Q， TIO-OHJS ĢIQ NGA AV CIO OMAJA （13 - Kindergarten Qo0 rs6. FIRST TERM. Analytic–First Gift, to be presented with special reference to form, color, number, quality, direction, posi- tion and language. Parquetry. Intertwining strips, ring laying, perforating. Synthetic—Sewing. Sewing and crayoning surfaces. Model sphere from clay. String First Gift beads, buttons, papers, etc. Stick laying. - SECOND AND THIRD TERMS, Analytic—Second Gift, to be presented with special reference to form, similarity and dissimilarity existing between different objects. Parquetry. Stick laying. Synthetic—Sewing. Crayoning, paper foldings. Clay modeling (sphere, cube, cylinder). Stringing Second Gift beads, straws, etc. ſteading. FIRST GRADE—CLASS B. First Term—For the first term’s work from 75 to 100 words with which the children are already familiar as sounds are to be selected and taught as forms in the most direct and simple manner possible. SUGGESTIONS, Do not attempt to reach the word through its sounds or letters. Words represent, or stand for, concepts. If the con- cept back of the spoken word is not clear and vivid, make it so by means of objects, pictures, etc., before presenting the printed or written form. Unless you can print as neatly as you can write, use script from the beginning. Keep a list of all the words taught upon the black- board, to this list add all new words as fast as they are learned by the class. Review this list frequently, make sentences from it, varying the arrangement of the words in every possible way. Train the pupils from the first to Speak the articles a, an and the as if they were unaccented syllables of the words which follow them. It may be best to teach relation words only in phrases and sentences. As soon as the pupils have been taught the written word, they should be taught to write it on their slates. For this work see that the slates are properly ruled and that long, well-sharpened pencils are used. Take a great deal of pains with this first written work. TRAVERSE CITY PUBLIC SCHOOLS. 15 The following will be the test of the pupil’s proficiency in the first term’s work: Does he know the individual words at sight? Can he utter them with accuracy, force and ease? Does he read the sentences formed from the words with good vocal expression? Second Term—Barnes' First Reader to Lesson XXXVIII, page 46. SUGGESTIONS. Let each reading exercise be preceded by a thorough study of all new words. Phonic analysis and synthesis should be begun early in this term’s work. The first exercises should appeal solely to the ear; finally, with a great deal of care, associate the phonic elements with the letters and intro- duce the diacritical marks as they occur in the reading lessons. Do not allow a pupil to read a sentence until the thought it expresses is in his mind, then see to it that it is read correctly and with proper expression. - Remember that the first lessons are the most important, because then the habits are formed which will make the pupil either a pleasing or a slovenly reader for much of his school life. Third Term—Barnes' First Reader to Part II, with a careful review. Observe the general suggestions previously given. FIRST GRADE—CLASS A. First Term—Barnes' First Reader, Part I. reviewed and book completed. Second Term—McGuffy's Alternate First Reader, with supplementary reading. 16 TRAVERSE CITY PUBLIC SCHOOLS. Third Term—Barnes' Second Reader to Lesson XX, page 51. - GENERAL SUGGESTIONS. 1. Reād Rousseau's Emile. 2. Read Hewett's Pedagogy, pages 81-115, 181-187. 3. Read Greenwood’s Principles of Education Prac- tically Applied, pages 82-95. - 4. Read and study White's Pedagogy, pages 219–230. SECOND GRADE. First Term—Review, pages 7-51; advance, pages 51- 119; Barnes' Second Reader. Second Term—Barnes' Second Reader completed and reviewed. Third Term—McGuffy's Alternate Second Reader. THIRD GRADE. First Term—Barnes’ Third Reader to page 79, Lesson XVIII. McGuffy's Alternate Third Reader for supple- mentary reading. Second Term—Barnes’ Third Reader to page 150, Lesson XXXVIII. McGuffy's Alternate Third Reader. Third Term—Barnes' Third Reader to page 183, with a review. McGuffy's Alternate Third Reader continued. FOURTH GBADE. First Term—Barnes’ Third Reader completed and more difficult lessons reviewed. McGuffy's Alternate Third Reader completed. TRAVERSE CITY PUBLIC SCHOOLS. 17 Second Term—Barnes' Fourth Reader to page 95. McGuffy's Alternate Fourth Reader for supplementary reading. Third Term—Barnes' Fourth Reader to page 158. McGuffy's Alternate Fourth Reader continued. GENERAL SUGGESTIONS. To Teachers of Second, Third and Fourth Grades: 1. Read carefully the suggestions to teachers in Barnes' Second, Third and Fourth Readers. 2. Study carefully White's Elements of Pedagogy, pages 230-237. - 3. In each reading exercise ask yourselves the follow- ing questions: (a) Do the children read intelligently? (b) Do they read intelligibly? (c) Do they read gracefully? (d) Do they read forcefully? If you can answer the above questions in the affirma- tive, your children are good readers. 4. Do not go before your class without having thoroughly prepared the lesson in order that you may be able to read it intelligently, intelligibly, gracefully and forcefully. FIFTH GRADE. First Term—Barnes' Fourth Reader, pages 158 to 262, with supplementary reading from McGuffy's Alternate Fourth Reader. Second Term—Barnes' Fourth Reader, pages 262-342. spplementary reading. 18 TRAVERSE CITY PUBLIC SCHOOLS. Third Term—Barnes' Fourth Reader completed and more difficult lessons reviewed. SUGGESTIONs. 1. Exercise great care in assigning lessons. As to quantity, assign what the pupils can prepare thoroughly. A few lines or a single paragraph well prepared and well read is more beneficial than as many pages taught imper- fectly or glanced over hastily. 2. The most valuable teaching of reading is that which Secures correct habits. See that the children read and speak correctly, not only in the reoding class but also in all other classes. Drill pupils in reading problems in the arithmetic. Many are poor in arithmetic because they lack the ability to read the problems intelligently. 3. Instruct the pupils how to use the dictionary intelli- gently. Give occasional tests to see if they can find words quickly. 4. Give special attention to the correct pronunciation of words. Words difficult to pronounce or that are frequently mispronounced should be written on the board and the pupils drilled in their pronunciation. Write the words in their orthographic form in One column and in another column the words divided into syllables with the proper accent and diacritical marks. 5. Observe suggestion 3 in fourth grade work. SIXTH, SEVENTH AND EIGHTH GRADES. Barnes' Fifth Reader will form the basis of work in reading in the sixth, seventh and eighth grades. The sixth grade will advance to page 152; the seventh grade from page 152 to page 302, and the eighth grade complete the book. GENERAL SUGGESTIONS To Teachers of the Sixth, Seventh and Eighth Grades: 1. Special attention should be given in these grades to TRAVERSE CITY PLJBLIC SCHOOLS. 19 the expression of the meaning of the author. Let there be a critical study of words and a discriminating analysis of the thought. Study historical and literary allusions. Make it the central aim to lead the pupils to a clear grasp of the thought and feeling. These are conditions of proper vocal expression. 2. Spend a portion of the recitation hour in teaching the pupils how to prepare the lessons. This is very important work and the teacher should not neglect it. Accustom the pupils to use the dictionary to discover shades of meaning In every way possible encourage home reading and suggest authors and books. Endeavor to create a senti- ment against worthless literature. 3. Do not pass over the choice selections found in the Fifth Reader without teaching the pupils, something concerning the authors who have made English letters illustrious. Read carefully: 1. White's Pedagogy, pages 237-243. 2. How to Teach Reading and What to Read, by G. Stanley Hall; D. C. Heath & Co. 3. Read Ruskin “On King's Treasuries.” Spelling. FIRST GRADE. In class B the work in spelling should be wholly incidental until the pupils take up the First Reader. When the reader is taken up, thorough and systematic drill in spelling should begin. Pupils should be able to spell all the words in their reading lessons. Let there be constant drill in writing words and sentences from dicta- tion. Spelling includes capitals and apostrophe when necessary features of the word. SECOND GRADE. Oral and written spelling of all new words in reading lessons. Keep lists of more difficult words for review and test exercises. Begin to teach, in a systematic way, the use of the diacritical marks, and require the pupils to use them in making words that present no special difficulties. THIRD GRADE. Lessons should be taken chiefly from the readers. Let there be a judicious combination of the oral and written methods. The lessons should be preserved for use in review. Continue the study of the diacritical marks as a TRAVERSE CITY PUBLIC SCEIOOLS. 21 means of indicating pronunciation. Take special pains to secure neatness in all written work. Give occasional exercises in phonic spelling. Test the pupils’ knowledge of the words by requiring them to place them in original sentences FOURTH. GRADE. Select the lessons from the studies of the grade, Observe the general suggestions given under third grade. FIFTH GRADE. First Term—Harrington's Speller from lesson 27 to 71. Second Term—Harrington's Speller to lesson 115. Third Term—Harrington's Speller to lesson 146. SIXTH GRADE. First Term—Harrington's Speller, to lesson 177. Second Term---Harrington's Speller, to lesson 33 (Pt. II.) : Third Term—Harrington's Speller, to lesson 69. SEVENTH GRADE. First Term—Harrington's Speller, (Pt. II.) to lesson 100. Second Term—Harrington's Speller, to lesson 135. Third Term——Harrington's Speller, to lesson 169. EIGHTH GRADE. First Term—Harrington's Speller, (Pt. II.) to lesson 206, 22 TRAVERSE CITY PUBLIC SOHOOLS. Second Term—Harrington's Speller, to lesson 251. Third Term—General lessons. Words from all sources. SUGGESTIONS. 1. Read the suggestions to teachers in Harrington's Graded Spelling Book. 2. An effective method of making good spellers is that of keeping the attention of pupils directed to the form of words in all branches of study. Whenever a mistake is detected in the written work of the pupil, it should be corrected at once. 3. Require the pupils occasionally to explain the mean- ing of words and to incorporate them in original sentences in such a way as to express the correct meaning. 4. The spelling lesson should be so conducted as to teach something of the origin and history of words which, in themselves, are the source of quite as valuable information as the formal spelling of the words. Language. FIRST GRADE. The aim of language work is to train pupils in the accurate expression of thought both orally and in writing. 1. The meaning of all new words in the reading lesson having been developed, allow the pupils to place these TRAVERSE CITY PUBLIC SCHOOLS. 23 words in correct oral sentences. As soon as the children can write quite readily, these sentences may be written on the slate. 2. Drill the pupils with special regard to a practical use of (a) The articles a and am. (b) Nouns to denote one or more than one object. (c) The correct form of verbs with singular and plural In OUlT1S. (d) This and that with their plurals, (e) The personal pronoun as subject of the verb, (f) Common adjectives and adverbs. (g) Oral reproduction of stories read by the pupils themselves or by the teacher. - 3. Teach the pupils the use of the capital at the begin. ning of a sentence, the capital 1, the common abbreviations Mr., Mrs., Miss, St., Ave., etc., the period and the question mark. - 4. Before leaving the grade, the pupil should be taught to write his name, the names of his parents, teacher, residence, etc. SECOND GRADE. The basis of the work in this grade will be the language lessons in Barnes' Second Reader. Train the pupils with regard to a practical use of: (a) Irregular verbs expressing familiar acts. (b) Nominative forms of personal pronouns after is and was. (c) Objective forms of personal pronouns after verbs and prepositions. (d) Correct use of possessive singular. (e) Use of comparative and superlative of adjectives in the comparison of two or more objects. Classification and rules not to be taught. 24 travense orty public SCHOOLS. THIRD GRADE. Maxwell's Primary Lessons in Language and Compo- sition to page 78. FOURTH GRADE. Maxwell’s Primary Lessons in Language and Compo- sition from page 78 to page 140, with a review. TIFTH GRADE. Hyde's Practical Lessons in the Use of English, (Second Book, pp. 1-73.) SIXTH GRADE. Hyde's Practical Lessons in the Use of English. (Second Book, pp. 74-136.) SEVENTH GRADE. Hyde's Practical Lessons in the Use of English, (Second Book, pp. 137-217), after school year 1891-'92. EIGHTH GRADE. Hyde's Practical Lessons in the Use of English, (Supplementary Lessons), after school year 1892-’93. GENERAL SUGGESTIONS. 1. Primary teachers read carefully “Hints to Teach- ers,” in Maxwell’s Primary Lessons. 2. Each primary teacher should own and make daily use of Suggestive Lessons in Language and Reading, by Anna B. Bedlam; D. C. Heath & Co. - t TRAVERSE CITY PUBLIC SCHOOLS. 25 3. Read White's Elements of Pedagogy, pp. 243-268. ~4. Never allow an incorrect or inelegant expression, oral or written, to go uncorrected. Drill on the use of correct forms. 5. In all grades above the first, systematic attention should be given to letter writing. No school exercise is more important. 6. Require all written work to be done with neatness Vigilant attention must be given to neatness of penman- ship in all written work. 7. Lead the pupils to make constant use of the dictionary. Encourage the pupils in memorizing choice selections of verse and prose. Teach something of the life of the author. Numbers and Arithmetie. FIRST GRADE–CLASS B. Objective development of numbers from 1 to 10. In the study of each number the following steps are to be observed and followed: 1. The number as a whole. 2. Discoveries in the number. 3. Facts in the number. 26 TRAVERSE CITY - PUBLIC SCHOOLS. As soon as the number has been thoroughly mastered as indicated above, the pupil should be taught to write the figure representing the number on his slate and on the blackboard and express all the discoveries in the number and facts concerning it by means of figures. Teach the pupils to count, read and write numbers to 50. Roman numerals to XX. Teach the following table using the actual measures: 4 gills make 1 pint, 2 pints make 1 quart, 4 quarts make 1 gallon. Teach the following fractions, #, #, #. Teacher's Guide: Teachers’ Edition of First Steps in Number, Wentworth and Reed, to page 212. \ FIRST GRADE—CLASS A. Thorough study of the numbers 10 to 20. Teach the following signs and their uses, --, -, X, --- and =. Reading and writing numbers to 100. Ruman numer- als to C. Teach the following tables objectively and make applications: - (a) 12 inches make 1 foot. 3 feet make 1 yard. (b) 60 seconds make 1 minute. 60 minutes make 1 hour. 24 hours make 1 day. Teacher's Guide: Teachers' Edition of Wentworth and Reed's First Steps in Number, pp. 212-321. SECOND GRADE. In this grade Wentworth and Reed's First Steps in Number in placed in the hands of the pupils. TRAVERSE OITY PUBLIC SCHOOLS. 27 Spend four weeks reviewing lessons 1 to 80. Advance lessons 80 to 150 with supplementary work. Teacher's Guide: Teachers' Edition of Wentworth and Reed's First Steps in Number (pp. 321–384). THIRD GRADE. Spend four weeks reviewing advanced work in 2nd grade. Advance, lessons 150-244. Wentworth and Reed's First Steps in Number. Teacher’s Guide: Teachers' Edition of Wentworth and Reed's First Steps in Number (pp 384–429). FOURTH GRADE. Spend four weeks reviewing advanced work of 3rd grade. For advance work, begin at lesson 244 and com- plete the book. Wentworth and Reed’s First Steps in Number. Teacher's Guide: Teacher's Edition of Wentworth and Reed's First Steps in Number, (pp. 429–474). GENERAL SUGGESTIONS, 1. Read White's Elements of Pedagogy (pp 294-309). 2. Discriminate very sharply between learning number nd learning the language of number. 3. A number is neither a word nor a figure, and can not be taught by teaching its name or the figure or figures that express it. A child may be able to count ten, read and write ten, who does not know ten. His knowledge of ten will be complete when he knows all the possible combina- tions that will make ten, as well as all the ways in which ten may be destroyed, either by taking away unequal numbers, or by withdrawing equal numbers. 4. In all this elementary work the child must deal with 28 TRAVERSE CITY PUBLIC SOHOOLS, objects not abstractions, until the idea of the numbers with which he deals is thoroughly developed. He is not ready for notation or the use of figures until this work is thoroughly done. 5. Train pupils to neatness and accuracy from the very first. Accept no slovenly work. 6. Give thorough drill on the fundamental rules; all others are based upon these. 7. Do not spend valuable time drilling the pupils on work with which they are already thoroughly familiar. Let them see and feel that they are making progress and learning something new and practical each day. Study your work thoroughly. FIFTH GRADE. First Term—Review: Fundamental Rules. Spend six weeks on this. Advance: Davis and Peck’s Brief Arith- metic (pp. 92-104). - Second Term—Common Fractions (pp. 104-134). Third Term—Decimal Fractions (pp. 134–151), with a review of common fractions. SIXTH GRADE. First Term—Spend four weeks reviewing common and decimal fractions. Advance: Currency, Metric System, Business Operations, (pp 151–171). Second Term—Compound Numbers, (pp 171–195). Third Term—Percentage and its Applications, (pp 195 –218. SEVENTH GRADE. Barnes' National Arithmetic to Measures (pp 80-160) with supplementary work. TRAVERSE CITY PUBLIC SCHOOLS. 29 EIGHTH GRADE. Barnes' National Arithmetic to Interest (pp 166-247) omitting Stocks and Investments. SUGGESTIONS TO TEACHERS. Stoddard’s Intellectual Arithmetic is to be used for collateral work in all the grades of the Grammar Depart- ment. In the fifth grade, the book will be in the hands of the teachers only. In the sixth, seventh and eightht grades the pupils are to be supplied with the books. Read carefully Whites Elements of Pedagagy (pp 304 -310). Add a large number of practical problems to the text- book exercises. Require pupils to originate problems embracing the principles they have studied; this will show that they have thought for themselves and not simply memorized rules. Select problems frequently from the actual business operations of life and encourage the pupils to give origin- al solutions for these, See that all work on paper or on the blackboard is nea and in proper order; also, that all solutions, analyses and explanations, whether oral or written are given in gram- matical language. Allow the pupils to formulate their own rules whenever possible, this will give valuable training in both language and reasoning. * In weights and measures, let pupils make practical applications. See that the pupils have thorough drill in the four fundamental rules, fractions and percentage. These enter into the practical business matters of life, and need much attention. Make haste slowly. Let the pupils understand as thoroughly as possible each principle and process before they attempt to master the next in order. Do not spend time in trying to have pupils understand demonstrations beyond their comprehension. Geography. FIRST GRADE. Work as outlined for Grade I. in Nichol's Topics in Geography. SECOND GRADE. Work as outlined for Grade II. in Nichol's Topics in Geography. THIRD GRADE. Work as outlined for Grade III. in Nichol's Topics in Geography. FOURTH GRADE. Barnes' Elementary Geography is placed in the hands of the pupils at the beginning of this grade, ſpp. 2-60]. Make a constant use of the outlines in Nichol's Topics in Geography, (pp. 19-34). EIFTH GRADE, Barnes' Elementary Geography, (pp. 60-92). Nichol's Topics, (pp. 34-43). SIXTH GRADE, Barnes' Complete Geography to South America. Nichol's Topics, (pp. 43-105). - TRAVERSE CITY PUBLIC SCHOOLS, 31 SEVENTEI GRADE, Barnes' Complete Geography completed. Nichol's Topics, (pp. 105-172). EIGHTH GRADE. Fall Term—Geography Reviewed. Winter and Spring Terms—Higginson's U. S. History, GENERAL SUGGESTIONS, 1. Read carefully White's Elements of Pedagogy (pp. 268-293). 2. Make constant use of Nichol's Topics. Read care- fully the hints to teachers and observe closely the plan of presenting the topics. tº 3. As a preparation for work, every teacher should study the following books: (a) Jackson's Astronomical Geography. (b) Frye's Child and Nature. (c) King's Methods and Aids in Geography, (d) Peavey's Manual of Geography. (e) Parker's How to Study Geography. 4. Associate descriptions and locations. If possible, give the child interesting facts concerning every place studied. 5. History and Geography should be made to supple- ment each other, Every important location should have connected with it interesting and striking historical associations if such exist. 6. Encourage the pupils to go beyond the text book and add facts as, they have gleaned them from other text books or from papers and magazines. 7. Make constant use of books of travels, reading to the pupils descriptions of countries and places they are 32 TRAVERSE CITY PUBLIC SCHOOLS. studying. Many excellent books for this purpose can be found in the township library. 8. Do not neglect the map drawing. No exercise is of more importance. It thoroughly fixes in the pupils' minds many important facts concerning coast line, moun- tain and river systems, drainage, etc. 1.)rawing. FIRST GRADE. White's Industrial Drawing Book No. 1, in hands of the teacher. Idea of form to be developed by clay modeling. Lessons on judgment of distances, primary and secondary colors, etc. SECOND GRADE. White's Industrial Drawing Book No. 2. THIRD GRADE. White's Industrial No. 3, with supplementary work. FOURTH GRADE. White's Industrial No. 4, with supplementary work. TRAVERSE CITY Public SCHOOLS. 33 FIFTH GRADE. white's Industrial Nos. 5 and 6. - - SIXTH GRADE. White's Industrial Nos. 7 and 8. SEVENTH GRADE, White's Industrial Nos. 9 and 10. Pennanship. FIRST GRADE. Movement drills; letters, singly and in groups; black- boards, slates and paper; care being taken that the pencils are long and sharp, and neatness and accuracy insisted on. SECOND GRADE. The pencil is exchanged for the pen. Special attention to position and movement; movement drills on paper and blackboard and the work of the First Grade continued and extended. THIRD GRADE. Previous work continued and extended. E 34 TRAVERSE CITY PUBLIC SCHOOLS. FOURTEI GRADE. Work of the Third Grade continued and extended; sentence writing; special attention to the making of figures, marks of punctuation, etc. FIFTH GRADE. Previous work reviewed and extended and special attention given to position, movement and rapidity. SIXTH GRADE. Previous work reviewed and Sherwood's Business Forms—Book I., used the second term. SEVENTH GRADE. Previous work extended; special attention given to muscular movement and rapidity. Sherwood’s Business Forms, Book II., used the second term. EIGHTH GRADE. Work of Seventh Grade continued and Sherwood's Business Forms, Book III., used the second term. EIIGH SCHOOL. Forms of letters, singly and in words and sentences; special attention given to position and to movement exercises. Correspondence and business forms, including invoices, drafts, checks, promissory notes and their transfers, Seigned. FIRST GRADE. Fall Term—PHYSIOLOGY: Divisions of the body—head, trunk, limbs. (a) Head. (1). Face, forehead, eyes, nose. mouth, ears, cheeks, chin, lips, eye-brows, eye-lashes. (2). Scalp, hair. Uses of parts. (b) Trunk. Why so called? What is there in it? (c). Limbs. Shoulder, elbow, wrist, hand, fingers. Hip, knee, ankle, foot, toes. , Uses of parts. Winter Term—ZooLOGY: Observation lessons on common mammals—e.g., cat, dog, horse, cow, rat, Squirrel, etc. Observe, compare and describe these animals as regards their external form and habits. Compare them with ourselves. Read stories illustrative of character and habits of these and other mammals. Spring Term—BOTANY. Teach pupils to distinguish root, stem, branches and leaves. Compare leaves of different plants, (a) as to general outline, (b) as to mar- gin, (c) as to venation. Require pupils to draw and describe leaves of many plants. Let the drawing always be done with the object before the pupil. SECOND GRADE. Fall Term— PHYSIOLOGY. (a) The framework of the body. Teach the general classification of bones as long, short, flat. Show the composition of bones—animal and mineral matter. Uses of the bones. How the bones are made strong. How injured. Teach the two kinds of 36 TRAVERSE CITY PUBLIC SCHOOLS. joints—hinge and ball and socket. Uses of the joints. Emphasize importance of correct attitude while the bones are rapidly growing. Warn against stooping shoulders and crooked backs. (b) The muscular system. Uses of the muscles. How the muscles may be made strong. How they are injured. TWinter Term—ZOOLOGY. Continue the study of common mammals. Teach the pupils the elementary idea of homology, by allowing them to find and compare the different kinds of bones, the elbow, knee, wrist, ankle, etc., in the cat, dog, cow and other mammals of which specimens or pictures may be had. Study the teeth of different kinds of mammals and lead the pupils to see the adaptation of different kinds of teeth to different kinds of food. Teach pupils to recognize the characters of carniv- ores, ungulates and rodents. Most of the animals with which they are familiar will belong to these three orders. Spring Term—BOTANY: General study of stems and roots. (1) Stems, (a) woody, (b) herbaceous, (c) exo- genous, (d) endogenous. Study numerous examples and lead the children to observe that exogenous stems usually bear netted veined leaves. (2.) Roots. (a) tap-roots, (b) fibrous-roots. THIRD GRADE. Fall Term—PHYSIOLOGY: Topics for study. 1. Skin. Study the parts of the skin—epidermis and dermis. Uses of the skin. Care of the skin. Bathing. Clothing. 2. Teeth—Study the different kinds. Their uses. Care of the teeth. Show specimens of the different kinds. 3. Hair—Its uses. Where it is found. Pull out a stout hair and let the children examine it under a magnifying glass. Teach the pupils how to keep the hair soft and glossy. 4. Nails—The uses of the nails How to take care of the nails. TRAVERSE CITY PUBLIC SCHOOLs. 37 Winter Term—ZOOLOGY: Study objectively and by means of pictures, as many birds as possible during this term. Compare these with each other and with mammals. Make a special study of the clothing of feathers, the feet and bills. Lead pupils to discover adaptation of feet and bills to habits. Continue lessons on homology by com- paring the limbs, feet, joints, etc., of birds with those of mammals already studied. Spring Term—BOTANY: Special study of leaves. 1. Parts. (a) Lamina or blade. (b) Footstalk or petiole. (c) Stipules. Let pupils make drawings show- ing the above parts. 2. Kinds. (a) Simple. (b) Compound. Mount on cardboard specimens of different kinds. - 3, Venation. (a) Parallel-veined. (b) Netted veined. Teach the pupil to distinguish (a) The ribs. (b) The veins or nerves. (c) Weinlets. Have the pupils dissect out the frame work and determine its use. Develop the difference between feather-veined and palmately-veined leaves. Make drawings of each kind and arrange speci- mens on card-board. See syllabus for further work. FOURTH GRADE. Fall Term--ZOOLOGY: Special study of the Mollusca, e.g. The fresh water snail, the land snail and the fresh water clam. Syllabus furnished by Supt. Winter Term—PHYSIOLOGY: Topics for study. (a) Food and drink. (b) Elementary idea of digestion. See syllabus. Spring Term—BOTANY: Topics for study. (a) The Stem-nodes, Internodes, Axil of leaf, Terminal bud, Axillary bud, Branch. (b) Arrangement of leaves in the bud—vernation. (c) Arrangement of leaves on the stem. (d) Attitude of stems—erect, drooping, creeping, trailing, ascending, climbing, twining. 38 TRAVERSE CITY PUBLIC SCHOOLS. RIFTH GRADE. Fall Term—ZOOLOGY: Special study of insects. Make collections and study as many varieties as possible. Make out the divisions of the body—head, thorax, abdomen. Select large specimens and make out parts af the head– labium, maxilla, mandible, labrum, antenna, compound eyes. Make out parts of the thorax—prothorax, meso- thorax. Compare wings of insects, as regards number, for m venation, texture, etc. Study the morphology of insects. See syllabus. Winter Term—PHYSIOLOGY: Review fourth grade work. Topics for study (a) circulation, (b) respiration. See syllabus. Spring Term—BOTANY: Topics for study, (a) Inflores- cence—solitary, clustered; (b) Parts of Inflorescence— peduncle, rachis, bracts, involucre, pedicil, bractlets, receptacle; (c) Attitude of Inflorescence—erect, nodding, pendulous; (d) Teach the common varieties of inflores- cence, as head, spike, spadix, catkin, etc. SIXTH GRADE. Fall Term—ZOOLOGY AND MINERALOGY: (a) Zoology— Study the Crayfish as a type of the class crustacea. Make out the jointed external skeleton, the distinct regions of the body, jointed limbs, etc. See syllabus for complete outline. (b) Mineralogy—Teacher's Guide: Thirty-Fix Observation Lessons on Common Minerals, by Henry L. Clapp; D. C. Heath & Co. First 18 lessons. Winter Term—PHYSIOLOGY: Special study of the nervous system and the eye and ear. After having studied the anatomy and physiology of the parts, give special attention to the hygiene. Spring Term—BOTANY: Special study of the flower. See syllabus. * TRAVERSE CITY PUBLIC SCHOOLS. 39 N SEVENTH GRADE. Full Term—BOTANY: Special study of Seeds and Fruits. Geographical distribution of plants. Uses of plants. Relation of plants to animals. Winter Term—MINERALOGY: Last 18 lessons of Clapp's Observation Lessons on Common Minerals. Spring Term—GEOLOGY: Winchell's Geological Ex- cursions. Sixteen excursions. EIGHTH GRADE. Full Term—Cutter’s Intermediate Physiology as a text book in the hands of the pupils. Winter Term—Elementary Physics. Spring Term—Elementary Physics. II. || || || | || || || | - º º --- º º º º - Óhe High School. Instrugfors. 1890–’91. Charles T. Grawn, tº-e x- Superintendent ſº Natural and Physical Science. Minnie Spalding, sº ſº * - Principal Mathematics. Florence Shultes, – sº gº First Assistant History and Literature. Jessie Moody, - ºf gº Second Assistant English, Latin and German. Alice T. Roberts, s sº - General Assistant Florence L. Hoag, Penmanship and Business Branches w Special Announcernenf. I. ORGANIZATION AND COURSES OF STUDY. The High School of Traverse City is organized on the Departmental plan and embraces three courses of study— the English, the Scientific and the Latin. These courses are eminently practical and are believed to be sufficiently comprehensive to meet the wants of all classes below the college grade. II. RELATION OF THE HIGH SCHOOL TO THE STATE UNIVERS- ITY, STATE NORMAL SCHOOL, COLLEGES, ETC. In April, 1889, a committee appointed by the President of the University visited the High School for the purpose of examining the courses of study and the nature of the instruction. After a thorough examination by the com- mittee, the High School was reported as being fully equipped to meet the demands of the University for admission to the Latin, English and Scientific courses. In accordance with this report, the University Faculty placed the High School on the University list for a term of three years, within which period our graduates are received without further examination. Graduates desiring to attend the State Normal School will, on special certificate from the superintendent, be credited with work fully completed here. The doors of the Agricultural College and the various 44 TRAVERSE CITY PUBLIC SCHOOLS. denominational colleges of the state are open to receive our graduates without the usual entrance examination. III. LIBRARY AND LABORATORIES. The High School is provided with a well selected library of reference books bearing upon all the branches contained in the courses of study. The library is made an important adjunct of the school in its regular work, especially in the departments of Literature, History and Science. - The Chemical Laboratory occupies a large room in the basement of the High School building and is well supplied with chemicals and apparatus. Each pupil in Chemistry is assigned to a working table containing chemicals, reagents, and apparatus, and is required to perform all the experiments described in the text book as well as to do a great deal of practical work in manufacturing simple chemicals, and in qualitative analysis. The Physical Laboratory is well supplied with appara- tus for illustrating the important principles of Physics. Some of the more important pieces of apparatus are the following: Toepler-Holt's electrical machine, valveless air pump, rheostat, Ruhmkorff's induction coil, galvano- meter, complete outfit for electro-typing and electro-plat- ing, electro-motor, sets of telegraphing apparatus, Bunsen batteries, electrophorus, Pascal's vases, magneto-electrical machine, Mohr’s specific gravity balance, Mariotte's law apparatus, radiometer, and other pieces too numerous to mention. For giving thorough instruction in Physiology the following appliances have recently been purchased: One Acme No. 4 microscope, an imported French skeleton, the celebrated Bock-Steiger models of the eye, ear, heart and lungs, Yaggy's anatomical studies. The High School also has in its possession a fine muse- um of natural history, containing fossils from Silurian rocks of the Upper Peninsula, Silurian fossils from the TRAVERSE CITY PUBLIC SCHOOLS. 45 Trenton group, rocks, minerals and fossils from various localities in this and in other states, a fine lot of Devonian corals and brachopods from the Hamilton group, a very large and fine collection of land and fresh water shells of Michigan. IV. LITERARY WORK. A flourishing Lyceum is maintained during the winter term of each year. This affords an excellent opportunity for practice in extemporaneous speaking, and for acquir- ing a knowledge of the rules and usages of deliberative bodies. - Rhetorical exercises, consisting of essays, orations, declamations, etc., are required of all pupils each term. Throughout the course, a critical study is made of the life and writings of the most prominent English and American authors. This work contributes largely to the general literary culture of the students. Public lectures and entertainments will be given from time to time under the auspices of the pupils of the High School. - Page Missing in Original Volume Page Missing in Original Volume Page Missing in Original Volume Page Missing in Original Volume Apportionment of Sfudies. The work in each study of the High School course is distributed as evenly as possible over the terms required for its completion. The Roman letters in the margin denote the year in which a study is pursued, Arabic figures indicate the term assignments, MATHEMATICS. I. ARITHMETIC–1. To Discount; principles thoroughly treated. 2. To Progression. 3. Book completed and most important parts thoroughly reviewed. - II. ALGEBRA–1. To Simple Equations, 2. To Invo- lution. 3. To Quadratic Equations, III. ALGEBRA-1. To Arithmetical Progression. 2, Book completed and reviewed. - III. GEOMETRY-3. To Book II. IV, 1. To Book V. 2. Solid and Spherical Geometry. IV. 3. Trigonometry. SCIENCES, I. PHYSIOLOGY-2. To special Senses, 3. Book com- pleted and reviewed. I. PHYSICAL GEOGRAPHY-1. Structure of the Earth; Magnetism; Volcanoes and Volcanic Forces; Earthquakes 52 TRAVERSE CITY PUBLIC SCHOOLs. The Water of the Atmosphere; Ocean Currents; Tides; Meteorology. II. BOTANY–1. Physiological and Systematic; Analy- sis and description of thirty species of plants; drawing of leaf, stem and flowers. 3. Review of text and plant analysis. w III. PHYSICs—1. Properties of matter, Dynamics, Sim- ple Machines, Liquids, Pneumatics. 2. Electricity and Magnetism. 3. Sound, Heat, Light. IV. CHEMISTRY-1. To the Metals. 2. Subject com- pleted with qualitative analysis. IV. ASTRONOMY—1. Text book completed. TIATIN. I. I. First Lessons, to lesson 38. 2. To lesson 80. 3. Book completed. Conversation, ten lessons. II. 1. Caesar, Book I; ten lessons in Conversation; Prose Composition, 16 lessons. 2. Books II and III; Prose Composition, twelve lessons. 3. Book IV; Prose Composition, eight lessons. Required-–The reading of the life of Caesar and the preparation of a thesis upon it. III. 1. Cicero, two orations; Prose Composition, twelve lessons. 2. Two orations; Composition, ten lessons. 3. Two orations with study of figures and synonyms. Required—The reading of the life of Cicero and the preparation of a thesis upon it. IV. VIRGIL's AENEID—1. Books I, II and III. 2. Books IV, V and VI. 3. Completed. Work in Mythology will be given during the reading of Virgil. TRAVERSE CITY PluſBLIC SCHOOLS. 53 GERMAN. III. 1. Grammar and Reader. 2. Grammar and Reader. 3. Grammar and Conversation, one story. IV. I. Grammar, Minna Von Barnhelm. 2. Schiller's Mary Stuart, or Wilhelm Tell. 3. Hermann and Dorothea, ENGLISH LANGUAGE AND LITERATURE. I. GRAMMAR AND COMPOSITION.—1. Analysis, Synthesis and diagraming of sentences; Composition, sixteen les- sons. 2. Syntax of sentences; Composition, twelve lessons, 3. Study of the parts of speech; Composition, eight lessons. I. WoRD STUDIES. 2-3. Book completed, II. ELEMENTS OF ENGLISH COMPOSITION.—1. To page 60. 2. To page 126. 3. To page 174. III. RHETORIC AND COMPOSITION.—2. To chapter III; Punctuation and Capitalization. 2. Text book completed; Composition and rhetorical study of a masterpiece throughout the course. IV. ENGLISH AND AMERICAN LITERATURE-1, From origin of the English Language through the Elizabethan Age, making a special study of Bacon and Shakepeare. 2. To the eighteenth century, making a special study of Milton and Pope. 3. Text book completed; special study of Goldsmith and Scott. HISTORY, II. UNITED STATES-2. To Washington's Administra. tion. 3. Book completed; special attention given to the growth of the nation. III. GENERAL–1. Ancient. 2. Mediaeval. 3. Modern, Abstracts and essays throughout the year. II. CIVIL GOVERNMENT OF U. S.—1. Book completed. Óexf 3OORS. ***------— . . ---------—- PRIMARY AND GRAMMAR 63 RADES. Readers—Barnes' Nos. 1, 2, 3, 4, 5. Speller—Harrington's Graded. Drawing—White's Industrial Series. Writing— Business Forms—Sherwood’s or Ward's. Geography—Barnes’ Elementary & Complete. Arithmetic—Wentworth's, Davis & Peck’s, Barnes’ Na- [tional.T. Physiology—-Cutter's Intermediate. U. S. History—Higginson's. Primary Language—Maxwell’s. Language—Hyde's Practical Lessons. HIGH SCHOOL. Arithmetic—Barnes' National. Grammar—Reed & Kellogg's. Word Studies—Sheldon's - Physical Geography—Barnes' Physiology—Hutchinson's. Algebra—Wells' Academic. Civil Gov't.— TJ. S. History—Barnes' General History—Anderson, Botany—Gray. Book-keeping—Powers’. Physics—Avery. Rhetoric—D. J. Hill. Geometry—Wells’. English and American Literature–Shaw & Swinton. Chemistry—Shepard's. Astronomy—Young's. Latin Series—Harkness, German— Pºules and Pºggūlafions. I. GENERAL REGULATIONS, I. DEPARTMENTS. The Public Schools of Traverse City shall be divided into three departments—Primary, Grammar and High School. The Primary Department shall include the first four years, the Grammar Department the second four years and the High School the last four years of the school course. II. TERMS AND WACATIONS, The School Year shall be divided into three terms as follows: A fall term of sixteen weeks, a winter term of twelve weeks and a spring term of eight weeks. There shall be a vacation of two weeks at the close of the fall term and a vacation of one week at the close of the winter term. III. HOLIDAYS, There shall be no school on Thanksgiving day, nor on Fast days appointed by Civil authority, nor on any legal holiday. IV. SCHOOL, HOURS, Unless otherwise ordered by the Board of Education, the morning session shall begin at 9 o'clock and continue 2; hours: the afternoon session shall begin at 1 o'clock and continue 2% hours. W. ADMISSION. (a) Residents—All persons who are residents of the District and who are between the ages of 5 and 20, not ^ 56 TRAVERSE CITY PUBLIC SCHOOLS:. afflicted with any contagious disease, may attend the public schools of the district. (b) Non-Residents—Persons not residents of the Dis. trict, or who may have a temporary residence within its limits for the purpose of attending school, may be admit- ted into, the schools upon the payment of the following rates of tuition: High School, 40 cents per week. Grammar Dep’t, 30 cents per week. Primary Dep’t, 25 eents per week. Tuition fees must be paid within ten days after the pupil has entered school. These fees are to be paid to the Superintendent, who will give a receipt for the same. Candidates for admission to the different grades will not be required to undergo any severe examination, only such as will enable the examiner to determine whether the candidate is able to do the work of the proposed grade. . - For admission to the High School, a Diploma from the Grammar School will be received as evidence of prepara- tion. Other candidates for admission should come prepar- ed to pass an examination in Practical Arithmetic, Geogra- phy, Grammar, United States History, Reading and Spelling. Pupils will find it to their interest to be present at the opening of the term and to continue until its close. Delays at any time are detrimental to success. However, pupils will be received at any time, and classified accord- ing to their attainments. Those who do not intend to graduate, may take elective studies from any of the regular courses. Such pupils, however, will be required to give evidence to the Superin- tendent that they are prepared to pursue the studies selected with advantage to themselves and without inter- fering with the progress of other members of the class. |Non-resident pupils who are not fully prepared to enter the High School, will find excellent advantages in the Grammar School. TRAVERSE CITY PUBLIC SCHOOLS. 57 VI. ATTENDANCE. Pupils below the 8th Grade shall attend such schools. as the Superintendent, subject to the regulation of the Board of Education, shall direct. All Eighth Grade pupils shall attend the Central. VII. EXAMINATIONS. Oral and written examinations are held every Monday on the work of the preceding week. During final reviews, each recitation is regarded as an examination and regis- tered. Written examinations are held at the close of each term, or oftener at the discretion of the Superintendent. Eighty per cent. will hereafter bethe standard for passing a study in the High School and seventy-five per cent. in the other grades. Failure to pass the term examination subjects pupils to a re-classification on the merits of their class standing. If a pupil is absent from any examination, he will be marked zero. The lost examination may be made up when, and only when, an excuse for absence is presented and accepted by the teacher. Lost examinations must be made up within two weeks, unless the time is extended by the teacher. VIII. PROMOTIONS. The regular promotions from one grade to another occur at the close of the spring term. Parents should see that the promotion cards then given their children are preserved and brought to school by them when they enter school. These cards are evidence of preparation for the grade specified. Whenever a pupil is found able to do work in advance of his grade, he will be promoted into a higher grade regardless of the time of regular promotions. IX. TARDINESS, ABSENCE, ExCUSEs, ETC. Pupils not in their seats at the time of the opening of school shall be marked tardy; and any pupil who is tardy frequently shall be suitably warned, and reported to his 58 TRAVERSE CITY PUBLIC SCHOOLS. parents, and if the evil be not corrected, he shall be sus- pended from the school until the parent or guardian shall give satisfactory assurance to the Superintendent that the irregularity will be corrected. Any pupil who shall be absent four half days in four successive weeks without excuse satisfactory to the teacher from the parent or guardian, rendered either in person or by written note, shall forfeit his seat in the school. Pupils thus suspended, shall not be restored to the sehool till the parent or guardian shall satisfy the Superintendent that said pupil will be punctual in future, and obtain from him a permission for his return. Teachers may require excuses from parents or guar- dians in person, or by written note, in all cases of absence or tardiness. X. TO PARENTS. Parents having children to send to school for the first time should send them at the beginning of the fall term, as they will then be placed in the regular classes and make much better progress. XI. CORRESPONDENCE. All letters relating to school work should be addressed to the Superintendent and will receive prompt attention. II. DUTIES OF SUPERINTENDENT. SECTION 1. The Board of Trustees shall appoint a Superintendent, who shall have the immediate supervision of all the public schools, school houses, books, and apparatus. SEC. 2. He shall be charged with the execution of all rules and regulations adopted by the Board for the organ- ization and government of the schools, and shall teach such portion of the time as may be determined by the Board of Trustees. SEC. 3. He shall co-operate with the Board of Trustees TRAVERSE CITY PUBLIC SCHOOLS, 59 in ascertaining the character and qualifications of per- sons who apply for situations as teachers, and shall endeavor to anticipate and provide for vacancies in due time; and shall also report to the Board any neglect of duty or lack of ability which in his judgment renders any teacher unfit for his or her position. SEC. 4. In case of temporary indisposition or absence of any teacher, he shall, upon notification thereof, procurc a proper substitute, and no teacher shall employ a substi- tute without his approval being first obtained. SEC. 5. He shall attend to cases of misconduct reported to him by teachers, and administer appropriate correction. In cases of extreme difficulty and importance, he shall report the matter to the Board of Trustees. SEC. 6. All promotions from one grade or class to another shall be made by him, and he shall superintend all examinations for such promotions, and he shall at other times, as often as practicable, visit the schools and hold such examinations as he may think proper, to ascertain the proficiency of the pupils and the success of the teachers. SEC. 7. He shall direct the teachers in the classification of their pupils, modes of instruction, administration of discipline, and the introduction of such exercises as are necessary for the prosperity of their schools. SEC. 8. He shall convene the teachers at the close of each school month, on Friday, at 3:45 p.m., or oftener, if he deem it advisable, for the purpose of imparting to them such directions or advice or instruction for the regulation of the schools of the City, as he may think necessary. SEC. 9. He shall make a monthly report to the Board, compiled from the monthly reports of the teachers, stating the number of pupils in the different Public Schools of the City, the average daily attendance, the number of non- resident pupils, and such other items of information as the Board of Trustees may require. He shall also prepare an annual report for publication, embracing such facts con- 60 TRAVERSE PUBLIC CITY SCHOOLS- nected with the operation of our public School system as may be of interest to the community. SEC. 10. He shall collect for the Board of Trustees the tuition of non-resident pupils. SEC. 11. He shall be in his office from 8:00 to 9:00 a. m., for the accommodation of parents and others who may desire to consult him in reference to the schools. SEC. 12. He shall have the control of all the janitors, and they shall perform such duties as he may require, subject to the approval of the Board of Trustees. SEC. 13. He may allow teachers to dismiss their schools, for the purpose of visiting, under his direction, other schools of the City, so as to secure greater informity in discipline and instruction in the various grades. SEC. 14. He shall preserve at his office a complete list of books in the School library, and of all apparatus, clocks, thermometers, chairs, bells, mats, keys, etc., belonging to the several schools, and shall require a full and Satisfactory report from each teacher at the close of each year, account- ing for all the various apparatus, books, and articles belonging to his or her room or department. SEC. 15. He shall have power to grant permission for partial attendance to such pupils as are unable to attend school during the entire day. SEC. 16. He shall make himself familiar with the various systems of public instruction and progress of education in other places, that he may be better prepared to devise appropriate means for the advancement of the public schools of this district to the highest possible standard of efficiency and usefulness. III. DUTIES OF TEACHERS. SECTION 1. All teachers shall make themselves famil- iar with the general regulations of the schools, and shall co-operate with the Superintendent in their observance. "TRAVERSE CITY PUBLIC SCHOOLS. 6} SEC. 2. All teachers are required to devote themselves faithfully, and during school hours exclusively, to the duties of their office, to labor for the advancement of their pupils in study and for their moral, social and physical well-being. SEC. 3. All teachers shall take care that their respec- tive rooms, as well as the furniture, apparatus, maps, and other school property belonging to their rooms, be not defaced or injured; and upon discovery of any injury shall report the same to the Superintendent. They shall, subject to the regulations of the Superintendent, assist in securing proper order in the halls of their respective buildings. SEC. 4. Teachers shall take charge of all books loaned by the Superintendent to indigent pupils, and collect the same at the end of each term. Teachers will be held responsible for the care and keeping of all books loaned in their schools. SEC. 5. Teachers are required to open and remain in their respective rooms thirty minutes before the opening of the forenoon session and twenty minutes before the opening of the afternoon session; they shall not permit disorder or unnecessary noise in their rooms at any time, nor allow pupils to remain in their rooms except in their presence, or under such regulations for securing order as are approved by the Superintendent, and shall see that their rooms are vacated and doors locked when they leave their rooms, both morning and night. SEC. 6. All teachers shall keep in some conspicuous place in the school room a program showing the order of exercises for each day in the week, and the time of each exercise. SEC. 7. Teachers shall acquaint themselves with the circumstances and dispositions of each pupil, so as the better to adapt instruction and discipline to individual cases; watch over pupils at recess and intermissions, and thus prevent any improper deportment or language on the 62 TRAVERSE PUBLIC CITY SCHOOLs. " part of the pupils; avoid sarcasm, ridicule and every appearance of passion in the government of the school, and take all proper means to foster in the minds of the pupils love and respect for their teacher. SEC. 8. Teachers shall pay particular attention to the meatness, temperature and ventilation of their respective school rooms, and endeavor to exert, at all times, in and out of school, a good, moral influence over the scholars, entrusted to their charge. - : SEC. 9. All teachers shall be subject to transfer from one room or grade to another whenever, in the judgment. of the Superintendent and the Board, it shall be deemed. desirable. SEC. 10. All teachers are required to be present at all meetings appointed by the Superintendent when their attendance is required. and when present, to perform whatever work may have been assigned them. SEC. 11. Teachers shall keep such registers and records as shall be prescribed, and report any facts obtainable therefrom to the Superintendent as often as he may require, SEC. 12. Teachers shall not allow pupils to remain in or about the school house or school grounds after dismis- sal at noon or night, except by special arrangement, and in no case shall pupils be detained longer than five min- utes at noon, or twenty minutes at night. SEC. 13. If teachers are unable to be in school, they shall give the Superintendent notice of such inability at least one hour previous to the opening of the school, and in all such cases a minutely prepared statement of the school work for the day, for the use of the supply teacher, shall, if possible, accompany the notice. SEC. 14. Teachers shall not permit the distribution of advertisements of any kind through the schools or on the grounds; nor shall they allow time to be taken up by agents during school hours, except by written order of the Superintendent, TRAVERSE CITY PUBLIC SCHOOLS. 63 SEC. 15. When supply teachers are employed, the pay of said teachers shall be ninety per cent. of the pay of the regular teacher for the time employed. If no supply teacher is employed the regular teacher shall receive no pay for the time she is absent. SEC. 16. The Board assumes the right to dismiss any teacher at any time for a willful violation of the rules of the Board, or for misconduct, or incompetency, or on thirty days’ written notice without assigning a reason. SEC. 17. All teachers entering into contract with the Board of Trustees, are under the immediate authority of the Superintendent of schools, who shall have full power to require of them any service which he deems necessary for the success and prosperity of the Schools under his charge, without extra pay. SEC. 18. After the school year 1890-91, all teachers not holding State Certificates, will be required to hold at least a Second Grade Certificate, granted by the proper authority. SPECIAL DUTIES-PRINCIPALS. y SECTION 1. The Board of Trustees shall annually elect a principal of the High School and a principal of each Ward School that may be established in the District, SEC. 2. It shall be the duty of principals, under the direction of the Superintendent, to establish rules for good order in their halls, on the stairways and school grounds under their supervision. They shall also be responsible for the observance and enforcement of the rules of the schools, and in the discharge of their duties shall be entitled to the respect and co-operation of all teachers in their respective buildings. SEC. 3. They shall be at their respective buildings promptly at 8:30 o'clock a.m. of each school day, and remain each afternoon until 4 o'clock. sº 64 TRAVERSE CITY PUBLIC schools. Sec. 4. They shall report to the Superintendent any damage done to the School property or repairs needed; they shall see that the strictest cleanliness is maintained in the school houses and report promptly to the Superin- tendent any negligence on the part of the janitors. SEC. 5. They shall make out all and any reports re- quired by the Superintendent when requested; they shall report to the Superintendent the names of all non-resident pupils. - SEC. 6. They shall, under the advice and direction of the Superintendent, examine all applicants for admission to their respective schools, who do not present promotion cards. Teachers may be asked to assist in such examina- tions. SEC, 7. They shall, whenever required by him, meet with the Superintendent for consultation as to the best interests of the schools; they shall inform him as soon as possible of the absence of any teacher from school, that a substitute may be immediately supplied. SEC. 8. Principals, as teachers, are subject to all rules and regulations governing them as such. III. DUTIES OF PUPILS. SECTION 1. Pupils are expected to commence their attendance promptly at the beginning of each term, and are required to be regular and punctual in their attendance; to conform to the regulations of the school, and to obey promptly all the directions of the teachers; to observe good order and propriety of deportment; to be diligent in study, respectful to teachers, and kind and obliging to school-mates; to refrain entirely from the use of profane or improper language, and to be clean and neat in person and attire. - SEC. 2. Pupils of the Primary and First, Second and Third Grammar Grades, are required to attend the schools nearest their place of residence, unless otherwise ordered TRAVERSE CITY PUBLIC SCHOOLs. 65 SEC. 3. Pupils are forbidden throwing stones, snow- balls, or missiles of any kind upon the school grounds, or in the vicinity of the school buildings. SEO. 4. Upon entering school, pupils must enter such department and pursue such studies as the Superintend- ent shall direct, provide themselves with such books and apparatus as are used by their classes, sit in Sugh seats and use such places in the wardrobe as the teacher may assign them. SEC. 5. Pupils shall not go from one school to another without permission from the Superintendent. SEC. 6. No pupil shall be permitted to remain in school who is afflicted with, or has been exposed to, any contagious disease, until such time as all danger therefrom has passed. SEC. 7. Pupils shall not collect around the school before the first bell rings; and the pupils who desire to remain in the school room at noon shall first get permis- sion from the Superintendent, and shall be subject to such restrictions as he or the teacher may impose, and shall in all cases be held responsible for damage done to the room or its contents, and for any disorder or misplace- ment of books or furniture. SEC. S. Pupils must leave the school premises and the vicinity of the school buildings, both at moon and night, unless otherwise permitted by the teacher; must not bring to the school, books, periodicals or papers foreign to the purposes of study; must not relinquish any study which may have been commenced, without the consent of the Superintendent, and must endeavor to keep clean the school room and yard attached to the building. SEC. 9. Any pupil who is habitually tardy or truant, or guilty of open disobedience or insubordination, or who indulges in the use of profane or improper language, or who makes use of tobacco in any form or during school 66 TRAVERSE CITY PUBLIC SCHOOLS. hours, or whose general conduct is injurious, shall be suspended by the Superintendent. SEC. 10. Worthy pupils whose parents or guardians are poor and make application to the Superintendent, shall be furnished with books, upon the recommendation of the proper teacher, or one of the Board of Trustees, on loan, at the expense of the District, the teacher being held responsible for the return of such books to the Superin- tendent at the close of the term. SEC. 11. Absence from Eacamination.—Any pupil who shall absent himself from any examination of the class to which he belongs, without permission of the teacher, or who fails to render a sufficient excuse for his absence, shall not be allowed to return to the school, or to enter any other public school of the City, without the consent of the Superintendent. SEC. 12. Penalty for Injury of Property by Pupils.- Pupils who shall be guilty of defacing or injuring any of the school property whatever, shall pay in full for all damages, in default of which they shall be suspended from school, and be re-admitted only by permission of the Board. The damage shall be assessed by the teacher of the school, in consultation with the Superintendent, and the fine paid to the Superintendent. SEC. 13. Tardiness—Pupils are to be marked tardy who enter their respective rooms after the ringing of the last bell. SEC. 14. Absences.—Any pupil who shall be absent or tardy four half days in four consecutive weeks, without excuse satisfactory to the teacher from the parent or guar- dian, given either in person or by written note, shall for- feit his seat in the school. Pupils thus suspended shall not be restored to the school until the parent or guardian shall satisfy the Superintendent that said pupils will be punctual in future, and obtain from him written permission for their return. SEC. 15. Warming Notices.—When any pupil has TRAVERSE CITY PUBLIC SCHOOLS. (57 been absent or tardy three half days without a satisfactory excuse, the teacher shall send to the parent or guardian a warning notice of this fact. SEC. 16. Eaccuses.—Whenever a pupil has been absent or tardy, he shall bring from his parents or guardian a written excuse to be presented to the teacher upon re-en- tering school. SEC. 17. Notification to Purents.--In all cases of sus- pension or expulsion from the schools, the parent or guar- dian shall be immediately notified, personally or by written note, of such suspension or expulsion, and of the cause of the same. SEC. 18. These and other more special rules that may be announced from time to time by the Superintendent or teachers, must be carefully obeyed, and any pupil who repeatedly violates them, will not be allowed the privil- eges of the Public Schools. IV. DUTIES OF JANITORS. SECTION 1. It shall be the duty of the janitors to sweep daily, at the close of school, all the rooms, halls, stairways and piazzas in use by the schools, and to remove, upon the following morning, the dust from all the school furniture. SEC. 2. To wash the floors of the rooms, halls and stair- ways, once each school month, and those of the halls and the rostrums oftener if directed by the Superintendent. SEO. 3. To examine daily into the condition of the outbuildings, sidewalks and fences, and keep the same in good condition, and to report to the Superintendent any needed repairs or serious injury done to any school property. SEC. 4. To have the rooms sufficiently warmed for school purposes at 8:30 a.m. during all seasons when fires are necessary. SEG. 5. To open the buildings at 8 a.m., when directed, and to remain in charge of the same until the arrival of the teachers. SEC. 6. To keep open all necessary paths upon the 68 TRAVERSE PUBLIC CITY SCHOOLS. school premises leading to the buildings or outbuildings. SEC. 7. To consult with the Superintendent respecting the character of the work, and, as far as possible, carry out all suggestions relative to the care of the property. SEC. 8. All janitors shall act as messengers between the office of the Superintendent and the schools respect. ively, of which they have charge. SEC. 9. All janitors, at such time as they may not be engaged in their duties in the school buildings, shall be subject to the direction of the Board of Trustees. Graduates of the High School. CLASS OF 1885. Mlatilda Bartak–McManus......................................Traverse City, Mich Mamie E. Fairbanks.......... Teacher.................. . . . . . .Traverse City, “ William H. Foster.............Attorney ......................... { { { { \ { Graduated State Normal School, 1887 University, 1890. Lunie M. Paris................Teacher.................. Grand Traverse Co., Prentiss E. Whitman...........Clergyman.........................Bear Lake, “ Graduated State Normal School, 1887. CLASS OF 1886. { { { { Mabel Bates...................Ed. Dept, Gd Traverse Herald, Traverse City, Bertie Billings................ Kindergartner............ ................Chicago Mamie I. Cameron—Moffatt.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Traverse City, Mich Flora Campbell.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . { { { { § { Nettie C. Gray................Teacher.......................... { % { { 4 & Graduated State Normal School, 1890. Nina B. Payn........ T { { { { { { ... ......Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . Graduated State Normal School, 1888. Emma T. Sayler-Wilhelm....................................... Frank Hamlin ................ Farmer........................ Monroe Centre, TRAVERSE CITY PUBLIC schools. . . 69 CLASS OF 1887. Thomas A. Conlon............ Supt. Schools...... .............. ... Cass City, tº g Graduated State Normal School, 1889, Anna Gilroy................ . . . . . . .Training School for Nurses, Detroit, " (, Tucy Gannett.... . . . . . . . . . . . . . Teacher... . . . . . . . . . . . Grand Traverse County, “ ‘Charles E. Kenyon. . . . . . . . . . . . Stenographer... Northern Asylum, Trav. City, { { Frank Kyselka.... . . . . . . . . ....Census Bureau. . . . . . . . . . . . . . . . . ....Washington, D.C Hannah Shorts. . . . . . . . . . . . . . . . Teacher...........................Mt. Pleasant, Mich Carrie J. Steward. . . . . . . . • * * * * * * * * * * * * * * * * * * * * * * * * * * Student at State Normal School Perrin Whitman. . . . . . . . . . . . . . . Salesman. . . . . . . . Mercantile Co., Traverse City, Mich Edith M. Walker. . . . . . . . . . . . . . Book-keeper. . . . . . Converse Mfg Co., Newaygo, Mich John Fairbanks. . . . . . . . . . . . . . . Principal of Schools. . . . . . . . . . . . . . . Fife Lake, { { Ferdinand Rehder. . . . . . . . . . . . . Book-keeper... . . . . . . . . . . . . . . . . . . . . . ... Duluth, Minn Herbert Thurtell. . . . . . . . . . . . . . . . . . . . . . . . . . . Medical Student at Ann Arbor CLASS OF 1888. Herbert A. Sessions.... . . . . . . Editor Conglomerate . . . . . . . . . . . . . Red Jacket, Mich Carrie M. Travis-Pierce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Traverse City, Mich Carrie F. Lindley. . . . . . . . . . . . . Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . { { 4 º' & C Alcie Wright. . . . . . . . . . . . * * * * * * * Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . { { “. . George Selkirk. . . . . . . . - * * * * * * - Salesman... . . . . . . . . . . . . . . . . . . . . . . . . Portland, Oregon George Cram... . . . . . . . . . . . . . . . Clergyman. . . . . . . . . . . . . . . . . . . . . . . . . . Harrisville, Mich Ernest H. Allyn. . . . . . . . . . . . . . . Farmer. . . . . . . . . . . . . . . . . . . ..............Inland, Mich Parmius C. Gilbert.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Law Department, Ann Arbor Mary Rutner. . . . . . . . . . . . . . . . . . Teacher. . . . . . . . . . . . . . . . . . . Grand Traverse (So., Mich Ella Keltner... . . . . . . . . . . . . . . . .Studying Stenography.... . . . . . . . . . . Whitewater, Wis Kate Steinberg. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Traverse City. Mich CLASS OF 1890. Gussie Schryer. .............. Teacher........ . ...... Traverse City, M. c. Edgar W. Buck. . . . . . . . . . . . . . . . Studying Law. . . . . . . . . . . . . . . . . . . . . . . . . . . Albion, N. Y. William Caldwell. . . . . . . . . . . . . Student Literary Department. . . . . . . . . . . Ann Arbor Tracy H. Gillis. . . . . . . . . . . . . . . . Student Agricultural College. . . . . . . . . . . - - - - - Lansing John Lautner. . . . . . . . . . . . . . . . . Census Bureau. . . . . . . . . . . . . . . . . . . . . Washington, D. C Cascie R. Montague. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Traverse City, Mich Alice T. Roberts. . . . . . . . . . . . . . . Teacher... . . . . . . . . . . . . . . . . . . . . . . . Traverse City, Mich Satie E. Prall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student State Normal School CLASS OF 1891. Bertha B. Bushee, Laura E. Friedrich, Alice L. Crawford, Louis A. Pratt, George L. Crisp, Frank T. Trude. Alma . Despres, HASKELLS BOOKSTORE HEADQUARTERS —FOR- SCHOOL, BOOKS, TABLETS, NOTE Books couros. TION BOOKS, - - PENS, PENCILS, ETC. In fact everything pertaining to School Supplies. Also SEoono-HAND School. - ~. Books at low prices. Wall Paper, Window Shades, curtain POLES, BRASS ROD8, BRACKETS, RINGS ETC. picture Cordés, KHooks and Neile A Ryveys on Fiand. —i- M. E. HASP&EL, TRAVERSE CITY, asiſ sº MICHIGAN. First Nafional 3ank, TRAVERSE CITY, MICHIGAN. (CAPITAL AND SURPLUS - $60,000. Does a General Banking Business. Drafts Drawn available anywhere in the World. Interest Paid on Time Deposits. J10, G. Lºwis, Jill, T. BBălț, W. L. Hämmill, President. Vice-President, Cashiei, IF YOU WMNT Genuine Drugs and Medicines, A Prescription filled accurately, A bottle of Choice Perfume, A Tooth, Hair or Clothes Brush, To Paint your House, Buggy, Boat Or Warnish your Furniture, A Fishing Outfit or a good Cigar, CALL ON Tº S. E. WAIT, 'MASONIC BLOCK. TRAVERSE CITY, Mich, MEAT MARKET T. G. BALDWIN, PROPRIETOR, FRESH AND SALT MEAT. Poultry and Garrie in their Season. TRAVERSE CITY, MICHIGAN. SAMUEL ANDERSON, Flºril ||BP|| All Fillºr, TRAVERSE CITY, MichiCAN. Special attorntion given to all details of the business and Satisfaction Guaranteed? in all cases. Office open at all hours, day and night. TELEPHONE CALL 48. WILL S. ANDERSON, MANAGER. Jr. G. A. Jollibau, DENTIST. office over FREDRich Bros. Stone. TRAVERSE CITY, MICHIGAN. O. C. MOFFATT, Abstracts for Grand Traverse County. Abstracts furnished at Reasonable Rates. I am also Prepared to do Conveyancing. ROOM 7, MASONIC BLOCK. TRAVERSE CITY, º •º gº & VlíCHIGAN. sº (The Grano Grauerge jeralo. THE BIGGEST weekly IN MICHIGAN. BEST FAMILY NEwsPAPER IN THE STATE. & Devoted to the interests cf the whole Grand 'Traverse Region. SUBSCRIPTION $1,50 PER YEAR. £º"SEND FOR SAMPLE Copy. TRAVERSE CITY, MICHIGAN. CARVER & TTUS £eal Esfafe, InSturangesel oans We represent the Oldest and Best English and American Companies in the World. Village Property, both Houses and Lots, Farms and Timbered Lands for sale. TAXES PAID AND COLLECTIONS MA.D.E. Office in L. L. A. Building, - TRAVERSE CITY, MICHIGAN. YOUNG MAN If your best girl gets down-hearted and her eyes look dim º she is thinking of that Fine Ice Cream and Cake to be had only at º e } º Will H. Sfiles' Union Sfreef, South Side. Oranges, Lemons, Bananas, Figs, Dates, and Fine Candies, Nuts of all Kinds, Tobaccos and Cigars. Leave your orders for Ice Cream. Will deliver to any part of the city. STATIONERY. 1.)r. E. C. Ashfon, DENTIST. All Kinds of Dental Work in the Latest and Approved System. Office Old Post Office Bwilding. TRAVERSE CITY, MICHIGAN. “OUT AT LAST I" It has been a mystery to scientific and unscientific people concerning the mystery of the Dr. Koch remedy. It is out at last and is nothing more than Tubercle Bac- cilli. It has also been a wonder to a certain class of people why the crowd go in flocks to Waterbury & Co’s, The Jewelers While the clerks in other stores are counting the white spots on their finger nails. Here is the explanation in one sentence: “First-Class Goods . Only at Rock Bottom Prices.” Come and be convinced that we tell the truth. VV her, you get the - Mail At The Post Office, BUY YOUR Tablets, Papers, Pencils, Erasers, Pens, and all School Supplies of the Qify News Qompany. WE CARRY A. COMPLETE STOCK OF Paper, Envelopes, Boa; Paper, Playing and Calling Cards, Sheet Music, Cigars, etc. etc. Also have on hand all the leading Magazines, Periodicals, and Newspapers, which are delivered without extra charge to all parts of the city. CAMER ON & TITUS. LAWRENCE & SHEPARD, —THE— NEW MILLINERS, One door West of the Famous—107 Front St. ALWAYS THE LATEST STYLES AT LOWEST PRICES. - PIONEER LIVERY, - #ale • auto e IBourbing e #table, B. J. MORGAN, PROP. Established 1869. Accommodation for 115 Horses. SPECIAL ATTENTION GIVEN COMMERCIAL MEN. State Street, West of Park Place Hotel. TRAVERSE CITY, MICHIGAN Mrs. F. M. Ashfon, MILLINERY, Everything in this Line and Always Latest and Newest. Call and Examine. Front Street, -- Traverse City, Mich. JOHN WILHELM, 1)ry Goods & Qlothing 3eniº' &utmighing 4ood3 Full Stocks, Lowest Prices. Come and See. Front Street, TRAVERSE CITY, MICHIGAN. FOR THE CHOICEST FAMILY GR00ERIES Teas, Coffees, Sugar, Canned Goods, 21md the Very Best of Everything ºn our Zine, Come to BUCK & KYSELKA, THE GROCERS, Corner Front and Cass Sts. Traverse City, Mich. THE PIONEER. The Largest and Best Line of Trunks, Satchels, Tourists Bags.--Straps BEAIDI E's Uadies'and Génfs' Oriving Gloves and NWiffens MY PRICES ARE RIGHT, GOODS THE BEST, ASSORTMENT THE LARGEST. A full line of DRIVING AND WORK HARNESS always in stock. JOHN T. BEADLE, TRAVERSE CITY, - * =º *s MICHIGAN. Yippie & Flerging, GROCERIES, PROVISIONS, FLOUR and FEED. We keep the finest stock of Staple and Funcy Groceries in the City. Call and be Convinced. Yippie & Flergipe, **—ESTABLISHED IN | 878. —4. TEIE OLD RELIABLE IIHis ſimilatilºilº or JULIUS STEINBERG. tº We lead in. Best, Goods and Lowest Prices. Our stock is always full and complete, containing all the staples and novelties of the season, CALL AND SEE US AT 93 FRONT STREET. THE NATIONAL Tuan and nursinient (ſampang OF DETROIT, MICEIIGAN. A 11thorized Capital, ~ $2O,OOO,OOO. LOOAL OFFICERS AND DIRECTORS–H. D. Campbell, President; T. T. Bates, Vice- President; W. F. Harsha, Secretary; C. A. Crawford, Treasurer; L. Roberts, Attorney. Drººps' Geo. # Steele, jno 'i. Beadie, 6...f.Grawn, O.B. Carver, j. H. Greifick Money to Loan on Real Estate Secwrity. , 3% Punds advanced in installments if required to build houses. For further particulars call on or address, W. F. HARSHA, Local SecFETARY, Hamilton & Milliken Block. TRAVERSE CITY, MICHIGAN. s 5 # s JFor Ricksecker’s Perfume, For Palmer's Perfumes, For Wright's Perfumes For Toilet Soaps, For Toilet Water, For Glycerine and Hamamelis Lotion, For any article pertaining to a Drug Stock, call on JAS. G. JOHNSON, 35 Front Street. . Traverse City, Mich, 2 : * * * * * * “MONEY SAVED IS MONEY EARNED.” Your Dollar buys more goods _ALT IE ALT INTIET, "S Than at any other place in Northern Michigan. We can sell you almost anything needed to furnish a house complete. Filmillſ, Crſ[ſºry, Glass, TillWäTÉ all Gillºry aſ Olt SIB|illiès, Remember we are not to be undersold and when in want of anything in our line call and get the right prices. Yours respectfully, ID. ID. IEP.A. CINTE=- PRATT & DAVIS, Attorneys at Law & Solicitors in Chancery Roorns 4, 5 and 6, Masonic Block, TRAVERSE CITY, - - -* MICHIGAN. CALL ON Q. E. BOUGHEY School Furniture, Carriages, Wagons, And Implements of All Kinds. - Write me for descriptive circulars and price list. Prices Lower than ever, Q. E. BOUGHEY, 54 Front Street, - - Traverse City, Mich. CALDWELL & LOUDON, — Manufacturers of — Wagons, Buggies, Carriages, Cutters, Bob Sleighs, Logging Sleighs, Togging Wheels, Etc. Blackernithing a rud Repairirug of A.11 P&iruds 1Frorr, ptly Dorle. TRAVERSE CITY, - - MICHIGAN. D. H. WOODHAMs, — Dealer in — New and Second-Hand School Books, Tablets, Papers, Pens, Ink, Pencils, Etc. Firie Cornfectionery, Orarages Leroone, Eſtc., Corner State and Union Sts. - - THAVERSE CITY, MICH. Hamilton & KilliKen Gravers& Qify, NAichigan. Dry Goobs * * * - Clothiné Hats ané Gaps Carpets Ełe. Hamilton & Killiken Graverse Qify, NAichigan. y £anking House of HANNAH,LAY&CO. PERRY HANNAH, . . . . . . . . . . . PRESIDENT J. T. HANNAH, . . . . . . . . . . . . . . . . . CASHIER A Ceneral Banking Business Done And Our Customers may rely upon receiving courteous and liberal treatment. H. w. HAs.IIINGs. £eal Esfafe Exchange Loans and Insurance. Ixeruting Property; IPayirug Taxes, Etc. All Non-Residents’ Interests will be Carefully Managed. ACRES FOR RESORT LOCATIONS. ROOMS 8 AND 9, MASONIO BLOOK. TRAVERSE CITY, MICHIGAN. gºs gº iº THE MERCANTILE CO., Dealers in Everything IS THE PLACE TO GO FOR ALL KINDS OF MERCHANDISE. Groceries, Provisions, Dry Goods, Dress Goods; Clothing, Gents' Furnishing Goods, Boots and Shoes, Hardware, House Furnishings Goods; Crockery, Tinware, Builders' Hardware, Barbed Wire, Silverware; Carpets, Window Shades; Curtains, ºrniture, Bedding, and 27, short 24/ YZ"Aſ WWG, and ////? Y 7///WG. We maže a specialty of Schoo! Supplies, Teachers' Outfits and Schoo! Mºrniture. TTEELE IMITEE-CA-TNTTTLE: CO. §§§º º - É&#% -º-º-º-º-º-º-º:- . “THREE RIVERS 6 PUBLIC SCI IOOLS :* *-**-as-i-º-º-º: ~~~" - *-* ~~~~~~~~~~~~~~~ *... --~~~~~~ *. § COURSE OF STUDY OF THE PUBLIC SCHOOLS THREE RIVERS 1892-93, THREE RIVERS, MICH.: PUBLISHED BY THE BOARD OF EDUCATION. I 892. PRINTED BY HERALD JOB PRINTING House, THREE Rivers, Mich. THREE RIVERS PUBLIC SCHOOLs. ANNOUNCEMENTS FOR | 892–93. 1392- Monday, September 5,-Fall Term begins. Friday, November 25,-Fall Term closes. Monday, November 28,-Winter Term begins. Saturday, December 24,-Christmas Vacation begins. 1893– Monday, January 2,-School resumed. Wednesday, February 22,-Washington's Birthday. Friday, March 17,-End of Winter Term. Monday, March 27,-Spring Term begins. Tuesday, May 30,—Memorial Day. Friday, June 9,-Recitation Work closes. Sunday, June 11,–Address to the Graduating Class. Wednesday, June 14,-Spring Term closes. Thursday, June 15,-Commencement Exercises Class of '93. Friday, June 16,-Alumni Reunion. BOARD OF EDUCATION, *- WILLIAM M. IKELER, - - - Term Expires 1893. GEORGE E. MILLER, - - {{ “ 1893. BISHOPE, ANDREWS, * - - $ ( “ 1894. DEVILLO J. NICHOLS, - - * _ $6 66 1894. WILLARD W. FRENCH, - - - {{ “ 1895. Organization of frie Board. -*- WILLIAM M. IKELER, - * - MoDERATOR. BISHOP E. ANDREWS, - - - - DIRECTOR. WILLARD W. FRENCH, * - - - ASSESSOR. Meetings of the 3oard. The Board of Education meets regularly on the first Tuesday in each school month. Special Meetings at the call of the Director. All bills against the District should be presented at the regular meetings. TEACHERS, 1892-93, J. J. JACKSON, SUPERINTENDENT. -º-º-º-º: H/GH SCHOOL, E. H. HARRIMAN, PRINCIPAL First Ward. Science, Mathematics and German. JAS. A. KING, PRINCIPAL Second Ward. History, Mathematics and English. ROSE M. CRANSTON. German, History and English. EVELYN WATSON. Latin, Mathematics and French. -*-* GRAMMAR DEPARTMENT. FIRST WARD. BELLE TROY, 8th Grade. LIBBIE BUCK, 7th Grade. E. MAE CARR, 6th Grade. MEB TOWER, - 5th Grade. SECOND WARD. MRS. H. H. WHIPPLE, 8th and 7th Grades. GRACE SASSEMAN, 6th and 5th Grades. -mºmmºns PR/MARY DEPARTMENT. FIRST WARD. EDITH HAVENS, . 4th Grade. MRS. ESTELLA L. DE LONG, 3rd and 2nd Grades. NETTIE COWLING, 1st Grade. SECOND WARD, MRS. E. H. SMITH, 4th and 3rd Grades. MRS. NETTIE MORRISON, 2nd Grade. MILLIE SHRIVER, 1st Grade. 6 TEACHERS–CONTINUED. THIRD WARD. ALICE THOMS, 1st, 2nd and 3rd Grades. FOURTH WARD. HATTIE PHELPS, 1st, 2nd and 3rd Grades. LIZZIE PRATT, Special Teacher of Music. JANITORS, A. B. AVERY, First Ward. MONT. KENNEDY, Second Ward, Office hours of the Superintendent, 8:30 to 9:00 A. M., and 3:30 to 4:00 P. M. THREE RIVERS PUBLIC SCHOOLs. Organization. The Public Schools of Three Rivers are organized upon the usual plan of a twelve years course. Each year is called a grade. The twelve grades are arranged in three Departments. The first four Grades constitute the Primary Department; the second four the Grammar Department; the third four the High School Department. The work of each department is carefully outlined in the follow- ing pages. The High School is especially well equipped for systematic, thorough work. The correct speaking and writing of English is made a special study throughout all grades. - The aim of the Schools is to give pupils a good, sound, practical education, and to prepare those who desire to continue their studies for the University and the Colleges of the State. - Graduates are given credit at the State Normal School for work completed here, thus giving graduates the opportunity of obtaining a life certificate from the Normal School in two years. Graduates are admitted on diploma to corresponding courses in Olivet and Albion Colleges, Examinations. Written examinations are not required below the Grammar Grades. g Written examinations shall be held at the close of each month in the High School and Grammar Departments. Presence in a recitation counts five, and a failure or absence deducts five. Thus if a person has been absent once during the month and has made a failure, his standing is 90. 8 COURSES OF STUDY. Pupils are not allowed to regain credits lost by absence, unless such absence has been caused by continued and severe sickness. The final passing marks in all grades above the fourth shall be an average of daily standing, period, and term examinations. Pupils who have been neither tardy nor absent and whose daily standng is not below 90, will be excused from monthly examina- tions, but all students must take the regular term and final examinations. - Promotion. Pupils in the Second ward attend the High School in First ward at the end of the tenth Grade. Pupils in the Third and Fourth wards attend the schools in the First ward at the close of the third year. Pupils should not be sent to primary schools too early in life. Those entering later usually do better work in the end. Pupils are promoted in all grades who have an average standing Of 75. On completing a years work with the required standing of not below 75 in any study, pupils are given promotion certificates entitling them to enter the next grade above. Individual pupils who are deserving, and who can pass satis- factory examinations will be given a chance to be placed in higher grades. Pupils will be placed in lower grades where the interest of their work demands it. Graduation. Candidates for graduation must have completed every study of Some course and in each have gained a standing of 75. These stand- ings must be filed with the clerk of the Board before graduation. No candidate shall be given longer than the beginning of the Spring term to gain credit in back studies. THREE RIVERS PUBLIC SCHOOLS. 9 Guition ANſp Expenses. Tuition must be paid within the first two weeks of each term. HIGH SCHOOL. Long Terms, * - - * * e- * $6.00. Short Terms, - - * - - sº 5.00. GRAMMA IK GRADES. Long Terms, sº a-º. * * --> &B - $5.00. Short Terms, - e- * - * * 4.00. *. PRIMARY GRADES. Long Terms, * * cº, - q- sº- sº $3.50. Short Terms, - - * * * - 3.00. Board and rooms can be had at very reasonable prices. For information of any kind apply in person or address the Superinten- dent. 10 COURSES OF STUDY. (9GURSES OF STUſ)Y. 2. * PRIMARY DEPARTMENT. FIRST GRADE. Reading.—Chart—Blackboard. Teach beginners by word method from blackboard or chart. First words should be simple ones and names of common objects Be sure the child has correct idea of word, which can generally be shown by the object itself. Insist on correct pronunciation and expression from the first. Use combination of words well learned to form short sentences. First Reader begun. 'riting.—Have pupils write words upon slates as fast as developed; then short sentences. Teach proper position of both hand and body as far as possible. Language.—Consists of talks about objects brought out in class. Correct all errors and have answers made in full. These talks should be on familiar objects. Long's New Language Exercises, Part I, first 28 pages. Arithmetic.—Development of numbers through 10. All combinations should be taught that are possible this far. The first year work should be for a foundation. All other numbers are but repeti- tions of these ten, and the more thorough these are known the simpler and easier will be the future work in Arithmetic. Use a number in all possible combinations and in its relation to those already learned before proceeding to the next higher. Geography.—The preparation for Geography ought to be made in the primary grades. There is perhaps no other study that can de- velop the child-mind in so many directions, and more attention than common ought to be given to this study. In the primary grades the work is linited but includes those lessons on form, color, place, etc. Follow “Crocker's Methods,” pages 9–12; and Parker’s “How to Study Geography,” pages 134–138. THREE RIVERS PUBLIC SCHOOLS. 11 SECOND GRADE. Reading.—First half, First Reader finished; second half, Second Reader begun. Teach pupils early to get thought from what they read. Reading is not merely correct pronunciation of words. New words should be dwelt upon and written upon the blackboard and talked about until understood. Language.—Long's Exercises, Part I. finished. Drill on work of first grade. Describe familiar objects and pictures. Bring objects before the class and have the pupils describe them, guiding them in the use of correct language. After such oral lesson place simple description upon the board and have pupils copy. Dicta- tion exercises. Spelling.—Spell words from reading lesson, both orally and written. Writing.—Pen holding and movement exercises. Forms, including principles of letters; copying set copies in tablet blanks. Arithmetic.—Writing and reading numbers to four places; development of numbers from 10 to 100; addition, subtraction, multiplication and division through the sixes; written work in addition and subtraction; special attention given to addition and multiplica- tion; analysis of simple problems in addition, subtraction and multiplication. Geography—In introductory lessons pupils should be given idea of the whole earth, then work should be taken up from immediate surroundings; take up most natural features of country and gradually lead pupils up to idea of map, “How to Study Geog- raphy,” pages 77–78; 138–141; “Crocker's Methods,” pages 13–19. THIRD GRADE. Reading.—Harper's Second Reader completed; also Monroe's Second Reader; drill upon' articulation. Be sure each new word is understood and have same defined. Language.—Long's Exercises, Part II. to page 49; including simple forms of letter writing, reproduction, dictation work and picture stories; poems committed to memory as furnished by the Sup’t. Spelling.—Words from reading book. Especial care should be taken to have the new words in lessons spelled correctly. Spelling both Oral and written. Writing.—Forms of letters, principles and analysis of small letters. Use practice paper. 12 COURSES OF STUDY. Arithmetic—Multiplication table to twelves; written work in addition, subtraction, multiplication and division; continue to teach simple measures by actual use; give many examples; drill should now be constantly given in teaching exactness in these four funda- mental operations. Geography, -Points of the compass; natural forms of land and water; size, form, and motion of the earth; maps of North America and of United States; map drawing of school room and of Lockport township: physical and climatic conditions; products and ani- mals of different zones; locate places mentioned in stories; have field lessons in fields, valleys, hills, ponds, etc. FOURTH GRADE. Reading.—Appleton's Third Reader; Harper's Third; supplementary reading. Pupils should now give correct expression to thought as contained in lesson; lessons should be made interesting so that pupils will enjoy the work; give frequently new subject matter in class so as to test pupils’ progress; vary method of rec- itation; teacher should be well prepared in subject matter and in explanation; diacritical marks tested by dictionary. Language.—Long's Exercises, Part II. finished; reproduction and Original stories, memory gems. This grade should commit at least eight short poems; give oral drill in reproducing stories; letter writing; invitations, etc. Spelling.—Harrington's Speller, to page 53. Writing.—Analysis of one space letters; capitals; movement should now be more rapid and easy. Arithmetic.—Sheldon's Elementary, pages 87–160; dollars and cents; practice in making change; multiplication, more than one figure; short division; long division to 25; explanation of examples in addition, subtraction, multiplication (one figure), and short di- vision; tables and simple examples in U. S. money, liquid measure, dry measure, and avoirdupois weight. - Geography.—Harper's Elementary, to page 88. Follow carefully 143– 183 in “How to Study Geography.” The real study of Geography begins here and it is an important point; observation lessons should be frequent, and should be supplemented with book illus- tration and description. The year's training will have much to do with the development of the imagination, and the different THREE RIVERS PUBLIC SCHOOLS. 13 steps cannot be too carefully taken. “Crocker's Methods,” pages 30–46 will give suggestions for extra work. N the work of the Primary Grades the following books will be | found most useful, and each teacher ought to own the same: - ARITHMETIC. Soldan’s Grube Method. “First Steps in Numbers,” Ginn & Co. Wentworth's Primary Arithmetic. “Easy Problems for Young Thinkers.” - LANGUAGE. Long's Language Exercises, Parts I. and II. Metcalf & Bright's Language Lessons. Hyde's Practical Lessons. Tarbell's Lessons in Language, Part I. GEOGRAPHY, “How to Study Geography,” by Col. Parker. “Crocker's Methods of Teaching Geography.” C, RAM MAR DEPARTMENT. FIFTH GRADE. Reading.—Appleton's Fourth Reader; supplementary reading. Pupils should prepare lessons carefully, and make use of dictionary on new words; all lessons of the Grade should be more or less read- ing lessons. rº Spelling.—Harrington's Speller, to Part II Writing —Special attention given to correct position of hand and body; drill on all small letters and capitals; dictation exercises and copy of forms. Language.—Reed & Kellogg's Grammar, Book I, to page —; Metcalf & Bright's Language Lessons, or equivalent; have oral and written reproduction of reading lesson; letter writing and simple business forms, Arithmetic.—Sheldon's Elementary Arithmetic, 160–182, Practical examples outside the book should be constantly given. Mental Arithmetic one term; problems taken from Brook's Arithmetic, and especially adapted to make pupils think accurately and rapidly. 14 COURSES OF STUDY. Geography.—Harper's Elementary, to page 75; review map of United States; begin map drawing, especially in outline; the outline of Country should be drawn first and then completed as studied; the student should have a clear concept of the first continent studied, then he can grasp the others easier. Through all these grades it is well to have reading matter that will interest the pupils in the study of Geography. SIXTH GRADE. Reading.—Fourth Reader completed; supplementary reading. Be sure that pupils understand what they have read; have them read Selections from outside books and newspapers and give meaning. Spelling.—Harrington's Speller, first half of Part II. Writing.—Drill on all letters and capitals; use practice paper and set forms; give students individual attention. Language.—Reed & Kellogg, Book I. to page 95; review work of preceding grades; letter writing and more extended work in writing receipts, orders, invitations, acceptance, and other forms of business and social correspondence. Arithmetic.—Sheldon's Elementary finished; especial pains taken with decimals and fractions; practical examples in measurement of rooms, walks, and yard. Problems from Brook's Mental Arith- metic for one term. Geography.—Harper's Elementary finished and reviewed; mathemat- ical geography fitted to advancement of pupils; Parker's, 285– 301; Crocker, pages 58–59; Jackson's Astronomical Geography. Teach pupils to consider Europe and Asia as one mass of land; in studying these separately pupils are apt to lose sight of this important fact. - SEVENTH GRADE. Reading.—Fifth Reader begun; supplementary reading; especial at- tention given to expression in reading and to bringing out the thought the passage contains; avoid mechanical reading which may sometimes sound well but has no value, Spelling.—Harrington's Speller, completed. Writing.—Drill in neatness and easy movement; more difficult exer- cises must now be given. Language.—Text book in Grammar completed; practice in composi- tion; give work in parsing and analysis. THREE RIVERS PUBLIC SCHOOLs. 15 Arithmetic.—Sheldon's Complete, pages 89–199; Mental Arithmetic, one term; be sure the foundation work is the best possible. Geography.—Harper's second book, to South America. Give attention to distribution of plants and animals; read Parker's notes on the Seventh Grade. - -- Physiology.—Primary text completed; simpler work in dissection. U. S. History.—Eggleston's First Book; supplementary biography. EIGHTH GRADE. Reading.—Harper's Fifth Reader; supplementary reading; drill on points of preceding years. Reading is a fundamental study and no student should pass the grade until he has reached the standard. Spelling.—Review Harrington's Speller; Sheldon's Word Studies; in- troduce ordinary mis-spelled words; dictate paragraphs. Writing.—Study rapidity and neatness; plain writing; no flourish. Language.—Review Reed & Kellogg, Book I.; parse and analyze con- nected prose and poetry; Higher Grammar, two terms. Arithmetic.—Sheldon's Complete, to page 283, with elementary men- suration; Mental Arithmetic, one term; special attention given to fundamental operations. Geography.—Harper's second book completed; review; map of Mich- igan, studied and drawn; have pupils interested in travels and in locating places in books they read. Elementary Science.—Elementary text in some one of the sciences mainly to develop correct habits of observation. U. S. History.—Eggleston's History, to the Revolutionary War; make constant use of pictures and books of travel. MUSIC. NSTRUCTION in Music is given in all grades by a special music | teacher. The Normal system is used and all students are ex- pected to devote a certain time to the same. The knowledge of the elementary principles of music lies within the power of every person, and no student can afford to lose this opportunity for instruction. 16 COURSES OF STUDY. General Suggestions. 2. PRIMARY AND GRAMMAR GRADES. E” lesson taught can also be made a language lesson. Insist On correct definition, description, and explanation, Correct mispronounced words and wrong expressions. Remember, that language lesson is always best which shows originality. Poems for memorizing in each grade will be furnished by the Superintendent. When learned, have students write same from memory. Criticise writing and spelling. Drawing in all grades. Prang system used as basis. Proper time devoted to simpler work in Calisthenics. General lessons will consist mainly of History and Science, with lessons on morals and manners. . History will be taught largely by biographical stories and narra- tives. The aim will be to give the student a fair idea of history before he takes up the text. The Science work through all grades will be carefully outlined by the Superintendent, and will be largely by experiment. It is a great mistake to leave the world of nature out of the child's educa- tion until the last years. The child mind is naturally inquisitive and if its questions are not answered it becomes discouraged. The simpler phenomena and common facts concerning animals and plants should be known. Physiology and Hygiene are taught in all grades, and text book is studied in the Seventh Grade. Morals and manners are best taught by the exemple of the teacher, but no teacher should neglect the short talks and many opportunities of impressing such lessons upon the pupil’s mind. THREE RIVERS PUBLIC SCHOOLS. 17 HIGH SCHOOL, -** HE course of study in the High School extends over four years and consists of three principal courses: LATIN, SCIENTIFIC, and ENGLISH. The course is designed to give as broad and liberal an education as can be had in a High School. While it is laid out so as to prepare students for the University and Colleges of the State, yet it is not simply a preparatory School. It also aims to give a good, thorough training for that great majority whose education is com- pleted here. The schools of Three Rivers are better equipped for good work than ever before. The space for the High School in the new building has been extended so that ample room is given for all who enter. Arrangements have also been made to make the ventilation as perfect as possible, and there is no reason why in a community so favorable and ready to support its educational interests, the Three Rivers Schools should not rank with the best. All students on entering the High School are advised to select Some One of the courses and pursue it. Candidates for graduation must finish Some one of the courses. Those who do not wish to graduate can pursue such studies as they like, provided they show themselves, by examination or otherwise, competent. Students are admitted from the Grammar Grade. Other students must be prepared in Practical Arithmetic, Spelling, Geography, English Grammar, United States History. The entrance examination will not be severe, but simply to de- mine where the student belongs. EQUIPMENTS. The High School is better equipped for scientific work than ever before. All Science work will be a combination of the text, lecture, and laboratory methods. The physical apparatus is new and of the most approved pattern. The chemical laboratory has been fitted up with working desks so as to give each individual student a chance for laboratory work. 18 • COURSES OF STUDY. LIBRARY. The Library is being increased yearly and consists of the best books of reference on all subjects. Through the kindness of the Library Board students have access to the reading rooms and Public Library of over 3,000 volumes, some of which are selected with es- pecial reference to the schools. LITERARY CULTURE. Realizing how important a factor it is for a person to express himself rightly, whether by the written page or orally, the High School aims to give a good, thorough education in speaking and composition. This High School will be divided into divisions for the purpose of Rhetoricals, and in addition to this the Lyceum gives students the advantage of drill before the public, extemporaneous speaking in debate, and parliamentary usage. MUSIC. The music in the High School is under the direction of a special teacher. MISCELLANEOUS. In all science work special attention is given to drawing. A standard in writing and spelling will be required for graduation. As an incentive to read good books, lists have been prepared of works on History, Science, and Literature, and in these subjects credits can be gained at the rate of 10 credits for every 100 pages read. Special classes will be formed and practical work given to those who desire to become teachers. The mission of the High School is a broad one. It is our purpose to make the instruction and management the best possible; to give counsel and aid to those entrusted to us; to give the student a taste for intellectual and moral culture no matter what his life work; and above all to give that discipline which is the foundation of a broad and generous character and which is peculiar to the High School alone. THREE RIVERS PUBLIC SCHOOLS. 19 COURSE OF STUDY, HIGH SCHOOL LATIN. SCIENTIFIC. ENGLISH. – =|lºatin, Lessons, - {{atin Lessons. * Physical Geography. 3 #|Praçtigal Arithmetic. Practical Arithmetic. Práctical Arithmetic. : ||** |U. S. History. U. S. History. U. S. History. º: |Grammar. Grammar. Grammar. g ; : ||atin Lessons. ... Latin lessons. ... Physical Geography. # =|Mental Arithmeti“. Mental Arithmetic. Metital Arithmetic. H ||##|J. S. History. U. S. History. U. S. History. 2 ="|Compos’n W. Phys'y 94. Compos'm Wº. Phys'y 9%. Compos’n 94. Phys'y W4. II || so |{{atin Lessºns. Latin Lessons. English. . # = |Bºok-keeping. Book-keeping. Book - keeping.* £3: Algebrº Algebra. Algebra. |2|+|Physiologv. Physiology. Physiology. |= # º: º §§ : }|† = |Algebra. Algebra. Algebra. cº º-, **.*.*. * - * - ſº Fº Civil Government. Civil Gov, or Science. Civil Government. i English. English. Engli Sh. > ; : Caesar and Prose. Caesar and Prose. Seience %. Botany /. O ||##|\lºbº, Algebra. Algebra. Z =# Mich. GOy. 9%. Bot. 94. §ºyi º SCI. 9%. Bot. 9%. Mich Gov %. Eng HIS 3% O **|English, English. lºnglish. O so . Caesar and l’rose, Caesar and ProSe. Botany. #|##|Algebra. Algebra. Algebra. 0|E;|Bºtany. Botany. JEnglish History. ZF|English. English. English. = g|gº and Prose. German or French. Geology. 7: 5 |Physics. (Xhemistry. Chemistry. : ||*: German ºr French. General History. General History. º: General History. English. English. g 5 g|Cicero and Prose. German or French. Geology, |E = Physics. Çhemistry.9%. Astron. 34|Chemistry 9%. Astron. A Q ||##|ºman º' French. General History. General History. Dr ||="|General History. English. English. E so : Qicero or Ovid. German or French. Adv. Seience, .5 = |Physics, Astronomy. Astronomy. §§§erman or French. (#eneral History. General History. (2.É.- |General History. lènglish. English. = # Vergil. (, ermall Ol' French. American Literature. . || 2: F |Geometry. Pllysics Physics. Gº ||*::German or, French, Geometry. . . Geometry. . i American Literature. A merican Literature. Fnglish Classics. > § g|Vergil. Herman or French. English Literature. + ||##|Geometry. Physics. Physics. E||ÉÉ|#erman ol, French. Geometry, Geometry. - Or **|English literature. English Literature Bhg. Classics or equiv. 3 sp. Vergil. Herman or French. Moral Philosophy. II || E = |Geometry. • Pliysics, Physics. : ;|(}erman or French. (\{*0m('t l'Y', - Geometry. 2.É.- |Psychology. Reviews. |Psychology. Reviews Psychology. Reviews. *Double time will be given in Book-keeping to those desiring it. 20 Cours ES OF STUDY. RPPORTIONMENT OF STUDIES. HE apportionment of work in each study of the High School course will be that required in the University Calendar and the best preparatory schools of the State. It will be distributed evenly over the terms required for its completion. Only the Science and English work is mentioned below. SCIENCES. FIRST YEAR: First 1% Terms.—Physical Geography; earth, as a planet; atmos- phere; sea; land; weather and climate; life. Last 1% Terms. -Physiology, Steele's text with supplementary work; drawings of different parts studied; human skeleton and charts; dissection of representative animal, SECOND YEAR: First 1% Terms.-Principles of Agriculture; introduction to Chem- istry and Physics. Last 1% Terms.-Botany, Gray’s Lessons; practical work in study of common plants; analysis of 50 specimens. THIRD YEAR: - First 1% Terms.-Chemistry, William's and Steele's; laboratory practice. First 2 Terms—Geology, Winchell’s or Shaler's text; elements of lithological, dynamical, structural, and historical geology; should become familiar with most common rocks and geo- logical formations. Last 1% Terms.-Astronomy, Young's text; knowledge of principal constellations. FourTH YEAR: Physics, Avery’s text First Term.—Dynamics; simple machines; liquids; pneumatics. Seeond Term.—Magnetism and Electricity. Third Term.-Sound, Light, and Heat. Laboratory work and original experiments by members of class. THREE RIVERS PUBLIC SCHOOLS. 21 ENGLISH WORK IN HIGH SCHOOL, FIRST YEAR: Fall.—Review of Grammar. Analysis of standard selection. Winter.—Composition. - Longfellow’s “Evangeline”—Riverside Lit. Series, No. I. Alexander and Caesar—Globe Library. - . Whittier’s “Snow Bound”—Riverside Lit, Series, No. IV. Spring.—Lockwood's Lessons in English. Goldsmith—J. B. Alden. Lowell’s “Under the Elms”—Riverside Lit. Series. Burrows’ “Sharp Eyes,” other papers—Riverside Lit. Series. SECOND YEAR: Fall.—Lockwood's Lessons in English. Bryant–English Classic Series. Sir Roger De Coverly—Globe Library. Winter.—Lockwood's English. “Lady of the Lake”—English Classic Series. Holme's “My Hunt After the Captain”—Modern Classics. Spring.—Lockwood's English. Irving's “Sketch Book”—English Classic Series. Lowell’s “Vision of Sir Launfel”—Riverside Lit. Series. THIRD YEAR: Fall.—Higher work in Rhetoric, “Merchant of Venice”—Ginn & Co. Pope's “Essay on Man”—J. B. Alden. Winter.—Higher Rhetoric, Macauly’s “Frederick the Great.” Erasmus and Luther—J. B. Alden. Spring.—Literature. Webster's Reply to Hayne—English Classic Series. Lincoln's Gettysburg Speech. FOURTH YEAR: Fall.—American Literature. “Julius Caesar"—English Classic Series. Carlyle’s “Hero Worship” (selections). Winter.—English Literature. “Locke on the Understanding”—J. B. Alden. “Paradise Lost,” Books I. and II., and “Lycidas”—Ginn & Co. 22 * COURSES OF STUDY. OR the first two years in the High School, Lockwood's Lessons in English will be made the basis of study. Additional se- lections will be read when time is given. The object is to make pupils familiar with the masterpieces of English and American Literature and to make them love good books. Whenever drill in speaking and analysis is given, it will be upon selections from standard authors—not worthless literature, THREE RIVERS PUBLIC SCHOOLs. 23 GENERHL RULES, HE School year shall consist of thirty-nine weeks, commencing with the first Monday in September. The sessions of all the schools shall commence at 9 A. M. and 1:30 P. M., except during winter term, when the afternoon session begins at 1:15 P. M. - The first bell shall ring thirty minutes before the calling of school each session. The last bell shall ring five minutes, rest three minutes, and toll five minutes. Any pupil not in his seat when the bell ceases tolling will be marked tardy. . The Grammar Grades shall be dismissed five minutes before the High School, and the Primary Grades five minutes before the Grammar Grades. The Superintendent will be at his office in the First ward build- ing from 8:30 to 9:00 A. M., and from 3:30 to 4:00 P. M., at which times he will be pleased to receive calls from parents and any others relative to school matters. Students will call at office hours and not during school, unless at request of teachers or janitor. TEACHERS. Teachers are expected to observe carefully all rules and requests made by Board and Superintendent. They shall be in their respective rooms promptly at ringing of first bell, both morning and afternoon sessions. They shall aid in preserving order in the halls and wardrobes, They shall not permit any disorder or unnecessary noise in their rooms, and no whispering or conversation in the halls at any time. They shall keep correct record of attendance, punctually, reci- tations, and such other things as are required, and shall hand in the monthly reports promptly to Superintendent. 24 COURSES OF STUDY. They shall not leave the rooms until the records for the day are completed. Teachers shall use the greatest care to promote the health and comfort of pupils, as regards ventilation and warmth. PUPILS. Pupils are required to be prompt and regular in attendance; to conform to all the regulations of the school, and obey promptly requests of teachers. They shall not whisper, communicate, or delay in halls after entering the building, and shall walk in single file to rooms and basement. - Pupils shall not go from one room to another without consent of teachers. They shall obey janitor in building and on the grounds. Special rules and requests made by the Board and Superintendent from time to time must be obeyed, and any pupil violating them • repeatedly will forfeit the privileges of the school. UANITOR. It shall be the duty of the janitor to build and keep fires so that the school rooms will be comfortable. To visit each room every half hour and ascertain its condition as regards ventilation and warmth. - To keep all rooms securely locked except during school hours, unless otherwise ordered by Superintendent. To sweep all rooms and halls and keep same free from dust. Not to leave school grounds during school hours except at request of Superintendent or Board. To preserve all school property and have charge of school prem- ises at all times. To examine daily condition of closets, basements, halls, side- walks, and keep same in good repair and report any injury to the Superintendent. To take charge of buildings during noon recess under the direc- tion of Superintendent. To carry on the direction of Board and Superintendent in regard to school rooms and school property, and the discharge of any other duty as Janitor. - THREE RIVERS PUBLIC SCHOOLS. 25 TEXT BOOKS, Astronomy, YOUNG. Algebra, WENTwo RTH. Arithmetic, SHELDON. Book-keeping, CURTISS. Botany, GRAY. Chemistry, WILLIAMS AND STEELE. CIVIL GOVERNMENT: United States, HEwiTT AND FISKE. Michigan, PATTENGILL. Drawing. English Literature, SHAW. Geology, WINCHELL. Grammar, REED & KELLOGG AND WHITNEY. German Grammar, JOYNES-MEISSNER. Geography, HARPER. Geometry, BROOKS AND WENTwoRTH, HISTORY: General History, MYERS. U. S. History, EGGLESTON AND BARNES. English History, LANCASTER. LATIN: - º First Lessons, COLLAR & DANIELS. Grammar, HARKNESS. Prose Composition, COLLAR. Caesar, HARPER. licero, ALLEN & GREENOUGH, Virgil, SEARING. Lessons in English, LOCKWOOD. Moral Philosophy. Physical Geography, ECLECTIC. Physics, AVERY. Physiology, STEELE AND ECLECTIC. Principles of Agriculture, WINSLOw. Psychology, PUTNAM. Rhetoric, D. J. H.ILL. Spelling, HARRINGTON AND SHELDON. Reading, APPLETON AND HARPER. 26 NAMES OF GRADUATES, NAMES OF GRADUATES Edith Mowrer, Esther L. Truman, James G. Johnston. Lottie Chadwick, Charles P. Miller, Jennie A. Kelsey, John S. Dunn, Norman H. Brokaw, Ella L. Graham, Ella E, Brown, Jennie H. Brokaw, Olivia. J. Hill, Frankie E. Avery,” Blanche Hutchinson, • Ida McMurtrie, Eva L. Slenker, M. Mabel Fulcher, Hortense N. Lyon, May E. Walton, Jennie F. Egery, *Deceased. CLASS OF 1871. CLASS OF 1872. Roxie M. Case, CLASS OF 1873. Henry D. Arnold, Charles C. Bateman, CLASS OF 1874. I. Reed Crossette, Carrie A. Shively, Myron K. Walton. CLASS OF 1875. Alice M. Benedict, Edward M. Clark. Jennie E. Milton, Annie E. Arthur, CLASS OF 1877. Satie E. Fellows,” Mattie B. Lyon, CLASS OF 1878. Caddie M. Throp, Frank N. Tucker.” CLASS OF 1879, Mattie C. Hoffman, Mary A. Caldwell, Ella J. Kline, John W. Adams. Mary E. Ranney. Alice M. white, Mary E. Enniss, Frank B. Case. Nellie Crossette, Robert H. Green, Anna L. Fellows, “CENTENNIAL CLASS,” 1876. Jennie A. Green, Sopha N. Sargood.” Nora F. L. Herrick, Ella Stower. Kate Swartwout, Dora A. Jacobs,” Laura E. Wilcox, * Wm. O. Pealer, THREE RIVERS PUBLIC SCHOOLS. 27 Adell A. Loyd, Ida M. Arthur, Minnie Warren, Claudia Bennett, Carlie Gray, Lizzie Porter, Tillie Reed, Nena Chafee, George Arnold, Kate Kline, Millie Clark, Hiram Schall, Fannie Saxton, George Miller, Maud Miller, Anna Pealer, Nellie Bobb, Mark Rockwell, Jennie Grout, Hattie L. Powers, Laura A. Griffith, Frank E. Creasey, Eugene Bumphrey, Hattie M. Cloyes, Belle F, Constantine, Carlie H. Howard, W. Wallace Gibson. CLASS OF 1880. Mary F. Myers, L. Belle Troy. CLASS OF 1881. Hattie Brokaw, Will. A. Kline, Jessie Caldwell, CLASS OF 1882. Eliza Rossman, Frank Green, Ida Houts,” CLASS OF 1883. Fred McMurtrie, Maud Fellows, Lena. Shepard. CLASS OF 1884. Marc Troy, James King, Anna Reed, Anna Arnold, Lora Blood, Nettie Lyon. CLASS OF 1885. Leon Bellman, Luella Jacobs, CLASS OF 1886. Frank B. Klots, CLASS OF 1887. Susie H. Carey, CLASS OF 1888. Edith M. Arnold, Myrtle M. Schurz, Emma M. Masser, Olivia S. Creasey, Lottie E. Avery, Minnie Howard, Nettie Cowling, Frank H. Hovey, Delbert Orton. Alcesta Reed, Mary Prutzman, Bert Blood. Laura Sickler, Lillie Neidhardt, Frank Schall, Clara Carver, William Corner, May Schuyler, Lulu Titus,” Pearl Thoms, Minnie Greenwood. Herbert E. Egery. Mabel E. Pierson. Barton J. Bobb, Susie J. Silliman, Percy E. Wager, Henry J. Barton, Rose Neidhardt, 28 NAMES OF GRADUATES. Minnie B. Corner, George M. Dexter, Phena M. Pugh, Lulu N. Achenbach, Belle E. Close, James E. Carberry, Addie B. Grout, Eugene M. Johnson, Jennie L. Thoms, Harry Hall, Drusa Sager, Bert Francisco,” Ella Hall. Claude M. Bunn, Lucy M. Champion, Arthur W. Ferguson, Emma M. Ferguson, Lulu A. Moss, May Perrin, Bertha A. Swartwout, Wallace Schock, M. Elena Studley, CLASS OF 1889. Lulu B. Creasey, Myrtle E. Green, Matie A. Pealer, CLASS OF 1890. Carl W. Bean, Stella M. Carver, Herbert W. Cushman, Sherman W. Doty, Gertie Fairchild, Mary B. Foresman, Harry H. Hoisington, Sela A. Sheets, Lottie M. Lauder, Pearl H. Sheldon, Esther Carberry, Grace D. Macomber.” CLASS OF 1891. Harry Cushman, Minnie Francisco, Nora Perrin, Adda S. Dale, Minnie M. Griffith, Hattie D. Phelps. Ina Self, Sharon Thoms, Will. Hoisington, “COLUMBIAN CLASS,” 1892. Gertrude L. Bean, Maude Barkman, Viola, Burrow, B. Maude Dexter, Berenice M. Howard, Etta M. Pettitt, Grace V. Rensenhouse Lewis Schock, Thomas L. Philips, Frank W. Starr, Earl P. Schafer. r- } * C) } \} * ~\,.] "Y º Ž | J _ ! | ". º - Tº | - - - ºl. - - | Tulº - ºº |. H | -º-º-º: | | | . | - - ºn tº T ||| | - º | || | |I|| | ||||I|| | - DD NOT REMOVE 0R MUTIILATE (ARD § P. Rt NY to in U. 3. A. Cat, No. 23 520 a ºf 3. " ; ; * * *