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INCREASE IN AFFILIATED SCHOOLS

The next year the President expressed his satisfaction with the results of the experiment which had then been tried for two years. Nine schools had been placed upon the approved list after careful examination. Forty students had been admitted without examinations the previous year from six schools. His conclusion was that "we are certainly approximating towards a more substantial unity in our public system of education than any other State in the Union."

In 1876 President Angell, in his report, said: “We have, until this year, declined to approve any school which was not so organized and equipped as to be able to prepare students simultaneously for all our undergraduate courses. But we now propose to approve any good high school, which can show that it is thoroughly preparing students for any one of our classes. It seems better that a school should be encouraged to train students well in one or two courses than by undertaking more than it can do successfully, to fail in doing any of its work well." This was an important step so far as the development of the high schools was concerned, as the stimulating influence of affiliation was more widely extended. During the years from 1872 to 1880 the increase in the number of affiliated schools and in the number of diploma students was comparatively slow only sixteen schools having been placed upon the approved list, and the average number of diploma students received annually during this period being fifty-seven and a small fraction. After 1880 the increase was more rapid. In 1890 the approved high schools numbered 51, and the diploma students 159. In the year 1900 the number of schools was 108, and of students 266.

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This relation between the University and the high schools has assumed such importance that the authorities of the University have recently designated one of the Professors officially as "Inspector of Schools."

The influence of affiliation in elevating the general character of the high schools, and in enlarging and extending the courses of study, is considered in another connection.

The affiliation of the schools with the University was naturally followed by the formation of a similar union with the normal schools, and with the colleges of the State. The practice of admitting graduates of the high schools, without examination, to the normal school at Ypsilanti, began, in a tentative way, as early as 1874. The list of affiliated schools, including a few private institutions, in 1900, numbered 139; and the number of students admitted on diplomas was 389. This semi-organic connection between these secondary and preparatory schools and the higher educational institutions of the State, has proved of great mutual advantage, besides giving to the public school system, as a whole, a practical organic unity. The dream of "Father Pierce" has come to be a substantial reality, and Michigan has a system of free public secondary education amply sufficient to supply all reasonable demands.

CHAPTER VIII.

DEVELOPMENT OF COURSES OF STUDIES.

The extent and character of the studies and instructions in the public schools, when the State school system was organized have already been referred to; and incidentally allusion has been made to the introduction of new studies, and of more advanced branches of study, made possible by the establishment of graded schools. The development of regular courses of study and the expansion of the sphere of instruction demand a little further consideration.

The first extended discussion of “a course of instruction" for graded schools, in an official document from our State department, is found in Superintendent Gregory's report for 1861. After stating certain fundamental principles which should guide in the selection and arrangement of studies, he went on to apply these in a suggested course for the four departments into which most of the graded schools were divided at the time.

The principles enunciated were, in substance, those now generally accepted: Adaptation to the pupil's mental activities; orderly progression; healthful influence upon character; and practical usefulness.

The course for the primary grades was given in detail, and included, in addition to the usual studies, systematic lessons on morals, object lessons, drawing, singing, and physical exercises or training. The "object lessons" occupied, to a considerable extent, the province of the more

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modern "nature study," and "physical training" looked toward the present "manual training." The moral instruction would now be dignified by the name of "character building" or ethical teaching. The studies named for the high school were algebra, geometry, natural philosophy, botany, geology, chemistry, moral and mental philosophy, and ancient and modern languages. He advised that students preparing for college should be allowed to begin Latin in the grammar department, thus anticipating one of the more recent improvements.

In his report for the next year, Mr. Gregory gave considerable space to the primary or common schools, the "rural" schools as they are now generally called. He said: “I do not remember to have seen any regular course of studies proposed for the common schools. Nor am I certain that any such regular course will be generally received as feasible or desirable. But it must be evident to all reflecting minds, that all true education must proceed by some regular steps, and in some natural and rational order. It can not, therefore, be either a useless or unimportant service to offer some discussion of the real and relative usefulness of studies, and suggest some hints for the arrangement of these studies in a proper and natural course of study."

So far as the district schools are concerned this discussion belongs properly in another chapter; but as it is of a general character, it may appropriately enough find place in this connection. He made the course embrace; (1) language, comprehending talking, reading, orthography, composition and grammar; (2) thinking, exercises and instruction of various kinds designed to call into exercise all the mental powers; (3) common things, natural objects and

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everyday facts which everybody should know; (4) arithmetic, mental and written; (5) natural philosophy, (now called physics); (6) physiology; (7) geography; (8) history; (9) vocal music; (10) writing and drawing, to give skill in the use of the hand with the pen and pencil; (11) morals, "embracing the culture of the conscience, the affections, moral sentiments and principles, and good behavior."

In concluding he said: "Whatever may be thought of the foregoing course, it is beyond dispute that the highest success of our schools imperatively demands the adoption of some settled plan of instruction."

The school boards of graded districts had already ample authority to prescribe courses of studies for their schools, but such courses were usually arranged hastily and according to the judgment or lack of judgment of the boards and teachers of each school. If the courses in different schools were alike, the similarity was the result of accident rather than of design. The evils incident to this state of affairs, led the superintendents and teachers of the best organized schools to seek to secure some approximation to agreement in their courses. The subject was agitated occasionally in the State Teachers' Association, but nothing definite was accomplished until after the organization of the "Association of City Superintendents." This body held a preliminary meeting in December of 1866, and completed its organization in July, 1868. Action was immediately taken, requesting the board of directors of the society to furnish, for the next meeting, a report or paper upon "A course of study for graded schools." It was found no easy task to formulate a course acceptable to all parties, owing, to a considerable extent, to the different conditions surrounding