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American Book Co.

Doubleday, Page & Co.

Breeders' Gazette.

.R. K. Row & Co.

D. Appleton & Co.

Goff & Mayne,

First principles of agriculture... Goodrich, Charles L.,

The first book of farming.. Gurler, H. B.,

American dairying. Hatch & Hazelwood,

Elementary agriculture. James,

Practical agriculture.. Johnson, S. W.,

How crops grow... King, F. H.,

Irrigation and drainage..

Physics of agriculture.. Stevens, Burkett & Hill,

Agriculture for beginners. Weed, C. F.,

Insects and insecticides... Wilcox & Smith,

Farmers' cyclopedia of agriculture.

.Orange Judd Co.

The Macmillan Company.

Ginn & Co.

Orange Judd Co.

AGRICULTURAL CHEMISTRY.
Gatterman,
Organic chemistry.

The Macmillan Co.
Holleman,

Laboratory manual of organic chemistry. Wiley & Sons.
Sadtler,
Industrial organic chemistry...

.Lippincott.
Storer, F. H.,

Agriculture in some of its relations with
chemistry, 3 volumes.....

.Charles Scribner's Sons. Voorhees,

Chemistry of soil and fertilizers...... The Macmillan Co.

SOILS.

Campbell,

Soil culture. Hall,

The soil. Hilgard, E. W.,

Soils... Roberts, I. P.,

The fertility of the land.

The farmstead... Voorhees, E. B.,

Fertilizers...

The Macmillan Co.

The Macmillan Co.

The Macmillan Co.

MANUAL TRAINING.
Bowker,
Busy hands..

.A. Flanagan Co.
Channing and Whittaker,
Working tools and how to use them....D. C. Heath & Co.

Dopp. Katherine,

Industries in elementary education...... University of Chicago Press. Ham, Charles H., Mind and hand...

American Book Co. Rouillion,

Economics of manual training. Summers,

First lessons in handicraft.
Woodward, C. M.,

The manual training school..... .D. C. Heath & Co.
Teachers' handbook of manual training. The Macmillan Co.

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HOME DECORATION.
Burrage and Bailey,

School and home sanitation and decoration.D. C. Heath & Co.
French,
Homes and their decoration.

Dodd, Mead & Co.
Wharton & Coddman,
Decoration of houses..

Chas. Scribner's Sons.
Wheeler,
Principles of home decoration...

Doubleday, Page & Co.

COUNTY NORMAL TRAINING CLASSES.

During the year thirty-two county normal training classes have been in operation in the following counties: Arenac, Antrim, Charlevoix, Clinton, Gratiot, Kalkaska, Oakland, Osceola, St. Clair, Wexford, Barry, Ionia, Ingham, Iosco, Macomb, Mason, Mecosta, Midland, Oceana, Shiawassee, Calhoun, Cass, Manistee, Newaygo, Otsego, Allegan, Branch, Lapeer, Lenawee, Ottawa, Saginaw, Van Buren.

Permission has been given for the establishment of five additional training classes in the following counties: Cheboygan, Genesee, Montcalm, Menominee, Tuscola.

Four hundred students were graduated in June, 1907, making an average of twelve students for each class. This number added to those who had already graduated and were teaching, together

with those graduated from the rural courses of the State normal schools, has provided sufficient trained teachers to supply twenty per cent of the rural schools of the State. For the school year opening in September,

Graduates.

1907, thirty-six classes were in operation with an attendance of about six hundred students.

On the first of March, 1907, a meeting was held in Lansing of all the training class teachers, superintendents and commissioners. At this meeting subjects directly connected with the work of the training classes and the rural schools were discussed, among others the subject of agriculture in the rural schools, geography, language work were given especial attention. All but two of the teachers were present at this meeting and it was most excellent in its results.

We find that the spirit of the students in the training classes is excellent. They are imbued with the proper teacher's spirit and are anxious to devote their services to the improvement of the rural schools of the State.

We have been very fortunate in securing suitable persons to give instruction in these classes and it is to be hoped that the tenure of office of these persons will be permanent. It is not advisable that the teachers in these classes be changed about as frequently as teachers are changed in the public schools. They should remain in the county where they locate long enough to gain the confidence of the teachers and of the people and thus become of real service to the public schools of the county.

The State Superintendent has general supervision of county normal training classes, and a representative of the Department

Visitations. has made one or more visits to each of these classes during the year. In these visits the Department desires to see the actual work done and to make such suggestions as may be helpful and as will improve the character of the product of the training classes.

It is not necessary to give herewith the plan of organization and course of study, as we have been pursuing the same as was used during the year 1906.

When we consider that at the time the law was enacted authorizing the establishment of these classes less than two per cent of the teachers employed in the rural schools of the State had ever received any special training to fit them for their work and at the present time twenty per cent of the rural schools are employng trained teachers, it is very apparent that the establishment of these classes was a wise measure on the part of the legislature, and that our people may look forward confidently to the time in the near future when all our rural schools will be taught by persons who have had special training to fit them for their work.

In fourteen of the county normals, summer sessions of from two to four weeks were held, thus giving additional opportunity for study and training to the general teaching force of the county. sessions. We are very much pleased at the reports received from the county commissioners and school officers in regard to the work of the graduates of the training classes. Almost without exception these reports show that the young people appreciate their opportunities and responsibilities, and show a decided improvement in the work over teachers who have not bad this training. It should always be borne in mind that experience is not the equivalent of training, as training should always precede and be the basis upon which a proper experience may be secured. The one who relies upon experience may go along for years repeating errors and mistakes without knowing that he has done so.

So far as the instruction in rural schools is concerned, all our people should take courage at the thought that we are in a fair way to give to our young people such instruction as will enable them to make the most of their opportunities.

Summer

It cannot be said that any institution is perfect, and the training class movement has its weak points, but on the whole we have only words of praise and congratulation.

TEACHERS' INSTITUTES.

The plan pursued during the year 1907 in regard to teachers' institutes has been a continuation of that inaugurated in the preceding year. The counties adjoining those in which State normal schools are located were united with said normal schools for an institute to be continued during the summer session of six weeks. More than three thousand teachers were enrolled in the four normal schools for this special institute work. In many cases they requested and received credit on regular normal school courses for the work done. In other cases they received credit only for institute instruction. These summer sessions together with the special session of the county normal training classes afforded an opportunity for special training and instruction to nearly five thousand teachers.

It is probable that no single plan of conducting teachers' institutes would secure the best results for all, but experience up to date shows that the plan of having these summer sessions, followed during the year by short institutes in the several counties, is productive of most excellent results. It is safe to say that we are nearer the solution of the teachers' institute problem in Michigan today than we have ever been before, and that they are being conducted so as to produce the greatest possible good to the greatest possible number of teachers.

For the work in the summer sessions and for the short institutes to be held during the year a special list of persons was selected by the State Superintendent, and these persons were supplied with full instructions in regard to the work expected, such instructions being incorporated in bulletins Nos. 1, 17 and 18. The persons so selected were requested to give special attention to the sug tions of the Department and to carry out as far as possible a uniform policy in the matter of instruction and management of teachers' institutes.

TEACHERS' EXAMINATIONS.

'

Reports to this office show that the number of persons who take teachers' examinations has been steadily diminishing during the past fifteen years. At the same time the character of the personnel of the teaching force has been steadily improving.

As the Department is authorized to fix the list of subjects in which teachers shall be examined, and prepare examination questions, the plan has been adopted of announcing in advance special subjects for the study of the teachers as a preparation for the examinations. This plan seems to be working well, and in order that the work of the past year may become a matter of permanent record, I give here with an outline of the special work that has been pursued by the teachers. The first statement gives a list of selections that have been studied by the teachers in preparation for the examination in reading, followed by a list of special subjects for the eighth grade examinations. The Department has been very much pleased with the results secured along literary lines as an outgrowth of this plan of making a special study of literary selections. As a result we have increased the knowledge of the teachers of literary subjects, increased their liking for literature and their power to interest children in it, and have greatly improved the quality of the instruction in the subject of reading in the public schools.

MASTERPIECES FOR TEACHERS' EXAMINATIONS.

March, 1901 To a Waterfowl. Bryant.
June, 1901 Evangeline (selections from). Longfellow.
August, 1901 Enoch Arden. Tennyson.
October, 1901 Elegy. Gray.
March, 1902 Vision of Sir Launfal. Lowell.
June, · 1902 The Courtship of Miles Standish. Longfellow.
August, 1902 Merchant of Venice. Shakespeare.
October, 1902 Deserted Village. Goldsmith.
March, 1903 Vision of Sir Launfal. Lowell.
June, 1903 Sesame. Ruskin.
August, 1903 American Scholar. Emerson.
October, 1903 A Rill from the Town Pump. Hawthorne.
March,

1904 Canto V, Lady of the Lake. Scott.
June, • 1904 Cotter's Saturday Night. Burns.
August, 1904 Act III, Julius Caesar. Shakespeare.
October, 1904 Thanatopsis. Bryant.
March, 1905 Silas Marner. Eliot.
June, 1905 Legend of Sleepy Hollow. Irving.
August, 1905 Elegy. Gray.
October, 1905 Oration at Laying the Corner Stone of the Bunker Hill

Monument. Webster. June, 1906 Act III, Hamlet. Shakespeare. August, 1906 Intimations of Immortality. Wordsworth. October, 1906 Gray Champion. Hawthorne. June, 1907 Speech on Conciliation of American Colonies. Burke. August, 1907 Princess. Tennyson. October, 1907 Ode to a Skylark. Shelley.

MASTERPIECES FOR EIGHTH GRADE EXAMINATIONS.

May,

May,

1901 Concord Hymn. Emerson. February, 1902 Snow-Bound. Whittier.

1902 Planting of the Apple Tree. Bryant. May,

1903 Great Stone Face. Hawthorne. May,

1904 Paul Revere's Ride. Longfellow.

1905 Barefoot Boy. Whittier. May, 1906 Landing of the Pilgrims. Hemans. May, 1907 Rip Van Winkle. Irving.

May,

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