History, theory, and instances of secession-1789-1861. The great national resources. History of the industrial development in the United States with most important inventions and their results. Historical value of following: 1. Evangeline by Longfellow. 2. Courtship of Miles Standish by Longfellow. 3. Treasure Island by R. L. Stevenson. 4. The Gentle Boy and Biographical Tales by Hawthorne. Michigan history. Current events. August. England and America. 1. England's place among the European nations in the sixteenth century. 2. Motives inciting England to exploration of the New World. 3. England and the Spanish Main. 4. England and America, 1607 to 1814. Humanitarian, economic, and social conditions in America The origin, development and significance of socialism. 1. Time and cause. The suspension of the Habeas Corpus law during Civil War. 1. Cause. Book to be reported upon. Up from Slavery by Booker T. Washington. Current events. October. Exploration in the New World by Spain. 1. Geography and extent of Spanish dominion. 2. a. Indians. b. French and English. 3. Material enterprise. 4. Effect upon Spain's position among nations of Europe Industrial and social history of New Orleans from the begin ning to 1865. The origin and development of union among the American The westward movement, 1800-1867 (expansion). 1. Stage of civilization of the various tribes at time of coming of European whites. 2. Relations with whites in different parts of America during colonial days. 3. Relations with the government of the United States in all parts of the country from beginning to present time. History of the tariff policy of the United States. History of the United States navy. Book to be reported upon : Ramona by Helen Hunt Jackson. Michigan history. Current events. General suggestions: At every step in your study relate the history with its geography. In answering questions never be satisfied with a mere authoritative statement of fact but give proof, instances, illustrations, to establish answer beyond a doubt. Among good texts are: Hart-Essentials in American History. Adams and Trent-History of the United States. PHYSIOLOGY AND HYGIENE. In the examinations in June, August, and October, half of the work will be based on The Hygiene of the Schoolroom by Barry, and the remainder on anatomy and physiology. CREDITS. Fifty per cent credit will be given on the subject of theory and art and fifty per cent credit on the subject of reading to teachers who carefully pursue the course of Reading Circle work for the year, provided that the work is done under the direct supervision of the commissioner or his authorized deputy or that the teacher submit a satisfactory written report of the work at the end of the year. KINDERGARTEN, MUSIC, AND DRAWING CERTIFICATES. The subjects of music, drawing, and kindergarten instruction have become recognized parts of the course of study of nearly all our graded and city schools. The first of these to be introduced was the kindergarten, the law authorizing it being passed in 1891. In 1901 the legis lature provided the means for recognizing kindergarten, music, and drawing teachers and granting certificates to the same. The statute placed this power in the hands of the State Superintendent, and he is also given power to approve institutions where special courses are given in these subjects. During the year ending June 30, 1910, the State Superintendent has issued 65 kindergarten certificates, 55 Certificates music certificates, and 48 drawing certificates. These certificates are based upon the completion of the required course of study as provided in the statute and upon the approval of the State Superintendent of the institutions where the instruction was secured, and they qualify the holder to teach these subjects for life in the public schools of the State. For the information of superintendents and teachers I give herewith a list of the institutions whose courses of study have been approved by the State Superintendent and whose graduates are recognized in Michigan. The following is the list: Issued. Alma College. Benton Harbor College. KINDERGARTEN. Buffalo Free Kindergarten Association. California State Normal School, Los Angeles. Central Michigan Normal School, Mt. Pleasant. Chicago Free Kindergarten School. Chicago Froebel Kindergarten. Chicago Kindergarten College. Cleveland Kindergarten Training School. Detroit Kindergarten Normal School. Ferris Institute, Big Rapids. Grand Rapids Kindergarten Training School. Indiana Kindergarten and Primary Normal School. Indianapolis Kindergarten Training School. Keble Kindergarten School, Syracuse, N. Y. Lucy Webb Hayes National Training School, Washington, D. C. Milwaukee Mission Kindergarten School. Milwaukee State Normal School. Minneapolis Kindergarten Association. Northern Indiana Normal School, Valparaiso, Ind. Northern State Normal School, Marquette. Oberlin College Kindergarten Training School. Oswego Normal School, New York. Phoebe A. Hearst Kindergarten Training School, Washington, D. C. Pratt Institute Kindergarten Training School, Brooklyn, N. Y. Ruth Avery Kindergarten Training School. Stout Kindergarten Training School, Menomonie, Wis. Superior, Wisconsin, Normal School. Thomas Normal Training School, Detroit. University of Chicago, School of Education Kindergarten. MUSIC. Albion College. Alma College. Central Michigan Normal School, Mt. Pleasant. Chicago Auditorium Conservatory of Music. Chicago Musical College. Chicago New School of Methods. Cottey College, Nevada, Mo. Crane Normal Institute of Music, Potsdam, N. Y. Dana's Musical Institute and College of Music, Warren, O. Ferris Institute, Big Rapids. Lawrence University, Appleton, Wis. Michigan State Normal College, Ypsilanti. New England Conservatory of Music, Boston. Olivet College. Tomlin's School of Music, Chicago. Thomas Normal Training School, Detroit. University of Michigan Conservatory of Music, Ann Arbor. DRAWING. Art Institute, Chicago. Central Michigan Normal School, Mt. Pleasant. Chicago Academy of Fine Arts. Ferris Institute, Big Rapids. Hillsdale College. Massachusetts Normal Art School. Michigan State Normal College, Ypsilanti. Northern State Normal School, Marquette. Pratt Institute, Brooklyn, N. Y. Thomas Normal Training School, Detroit. University of Michigan Conservatory, Ann Arbor. Western State Normal School, Kalamazoo. The following is a brief history of the origin and increase of the primary school interest fund. It is very interesting to note the changes that have taken place in connection with this fund since the framers of our Constitution placed in that fundamental law the provisions which have come to mean so much for the public school system of the State. Northwest Previous to the organization of the Northwest Territory, that portion of the country of which it was composed was claimed by Virginia, Massachusetts, Connecticut, and New York. The demands of Maryland and other smaller states led to the cession of all these claims to the United States. This was the first property over which Congress exercised absolute control. The land was to be converted into revenue. In 1785 an ordinance was enacted which provided for the survey dividing the entire territory into townships six miles square and the subdivision into sections. The following was also provided: "There shall also be reserved the lot No. 16 of every township for the maintenance of public schools within the said township." Herein was the origin of the primary school fund in the five great states carved out of this territory. Article III. of the Ordinance of 1787 confirmed that of 1785 in the following words: "Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.” of Section 16. An act of Congress of 1804, making provision for the sale of lands in the territory, again reserved Section 16 in every township. Reservation The policy of giving public aid to the cause of education was steadfast and liberal. It is evident that the original idea of Congress was to give Section 16 for the benefit of education in the township only in which such section was located. In the older states this caused much difficulty and many complications because of the difference in value of Section 16 in various townships, in some cases it being worthless. Michigan profited by this experience and when she sought admission to the Union, made provision that the sixteenth section of each township should become the property of the State for the use of schools, and contribute not to the aid of any locality but to the entire State. Origin of The language of the first State Constitution is as follows: "The proceeds of all lands that have been or hereafter may be granted by the United States to this State for the support of schools, which shall hereafter be sold or disposed of, shall be and remain a perpetual fund, the interest of which, together with the rents of all unsold lands, shall be inviolably appropriated to the support of schools throughout the State." The "perpetual fund" above mentioned was later named the Primary School Fund. |