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LANSING, January 2, 1907. To Commissioners, Examiners and Teachers:

The commissioners present at the annual meeting at Battle Creek expressed their approval of the plan pursued last year for conducting teachers' examinations. I therefore submit the plan and special subjects for 1907. Attention is called to the change in rule 9 governing two trials for second and first grade certificates. Applicants must write all the third grade subjects for all certificates at one examination.

The special topics given herewith apply to third grade only.

Commissioners should see that these circulars are sent to all teachers, prospective teachers and graduating classes.


June 20-21.
August 8-9.
October 17-18.

ARITHMETIC. June. Percentage with its various applications.

Mensuration: surfaces, solids, square root, cube root.

Mental analysis; commercial forms. August. Fractions, common and decimal; denominate numbers; short methods of mul

tiplying and dividing integers and fractions. Mental analysis.

Business arithmetic including commercial forms and business problems. October. Fundamental processes; factoring and its applications; analysis of difficult

problems in fractions and percentage; proportion; occupations.

June. Nouns and their inflections.

Adverbs, comparison, and all forms and uses.
Verbs and all their modifications.
Sentence study; syntax and analysis.

· Infinitives, participles, gerunds. August. Pronouns and their inflections.

Adjectives, comparison, and all forms and uses.
Prepositions and conjunctions, forms and res.
Sentence analysis.
Infinitives, participles, gerunds.

Construction of words.
October. Paragraphing and punctuation.

Verbs and their modifications.
Construction of words,
Idiomatic constructions.



Mathematical geography-circles, zones, latitudes, longitude causes of seasons

day and night, etc.
Physical features--mountains, plains, plateaus, divides,

Europe--divisions, physiography, resources, transportation, cities, commerce ,

education, forms of government, mining.

United States-same as Europe.
August. World's drainage systems.

Asia--same as Europe.
Similar study of all continental and oceanic islands.
Michigan--same as Europe, adding history.

Canada-same as Europe.
October. Climate and distribution of life.

General study of continents, formation and physiography.
South America-same as Europe.
Africa-same as Europe.
Mexico--same as Europe.


June. United States Constitution.

Powers of Congress.
: Consular service.

August. The executive and judicial branches of national government.

National prohibitions and state prohibitions.
October. State government.

Officers-duties and powers.
School system.

June. A study of the Declaration of Independence and its effects.

A study of the Constitution.
A study of the Monroe Doctrine and its effects.
The establishment of banks, and the subsequent history of banking.
Legislation since the civil war.
Features of present progress.

Michigan history.
August. The Revolution and the Critical Period.

The Civil War and reconstruction.
The Spanish-American War, its causes and results.
The Mexican War and its results.
War of 1812.

Michigan history.
October. The colonial period.

a. Old world conditions.
b. Discovery and settlement.
c. Governments.

d. The wars of this period.
Current events, including:

a. Biographies of present day statesmen.
b. Problems of the nation.
c. Investigations and their effects.
d. National projects.

e. Other events.
*Michigan history, including:

a. French occupancy.
b. Jesuits in Michigan.
c. Conspiracy of Pontiac.
d. Michigan under four flags: French, English, Spanish, United States.
e. Territorial government.
f. Toledo war.
g. Biographies of Cadillac, Mason, Pingree, Alger, Chandler, Blair, Pierce

Marquette, La Salle, Peter White.
h. Location of the capital.
i. The “Soo” and its importance.
j. Michigan as a part of northwest territory.

Ordinance of 1787.



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 legislature 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

1907 the State Superintendent has issued 71 kindergarten cerCertificates tificates, 59 music certificates and 49 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 holders 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 lists:



Alma College.
Benton Harbor College.
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.
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.).
Michigan State Normal College (Ypsilanti).
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.'.
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).
Western State Normal School (Kalamazoo).

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.).
Detroit Conservatory of Music.
Lawrence University (Appleton, Wis.).
Michigan State Normal College (Ypsilanti).
New England Conservatory of Music (Boston).
Northern State Normal School (Marquette).
Olivet College.
Tomlin's School of Music (Chicago).
Thomas Normal Training School (Detroit).
University of Michigan Conservatory of Music.
Western State Normal School (Kalamazoo).


Art Institute (Chicago).
Central Michigan Normal School (Mt. Pleasant.)
Massachusetts Normal Art School.
Michigan State Normal College (Ypsilanti).
Northern State Normal School (Marquette).
Olivet College.
Pratt Institute (Brooklyn, N. Y.)
Thomas Normal Training School' (Detroit)
University of Michigan Conservatory.
Western State Normal School (Kalamazoo).




Plan of


In order that the Department may come into closer touch with the people of the State, and particularly with school officers, the plan of holding in each county annually a school officers' meeting has been inaugurated, and during the fall of 1907 meetings have been held in the following counties: Iosco, Bay, Huron, Saginaw, Allegan, Calhoun, Oakland, and Macomb, and during the following year this plan will be continued until meetings have been held in every county of the State.

It is unsatisfactory to attempt to reach those in charge of

the public schools by means of reports or circulars. Greater organiza- and better results will certainly be secured through a personal

acquaintance and contact. The meetings thus far held have been very largely attended, and in some of the counties practically every school officer was present. The plan pursued thus far has been to take up matters of school law and the business administration of school affairs, giving particular attention to the use and care of school moneys and the duties and limitations of the officers who were elected as representatives of the people. Full and frank discussions have been given in regard to all these matters, and in each county a permanent organization of the officers has been effected. The purpose of this permanent organization is that there shall be at least an annual meeting of all the school officers of the county under the general direction of the Department, but under the specific direction of the county commissioner of schools, who is elected by the people to be the actual head of the school system of the county. It is believed that through this organization all the officers of the county will become acquainted with one another, and a bond of confidence will be established which will very greatly promote the welfare of the schools of the county. Teachers institutes are valuable for teachers, but if we are ever to improve our schools we must begin at the bottom, and here we find the board of education elected by the people with large powers and duties and even larger responsibilities in regard to the public welfare. No school can be efficient where the officers are indifferent or ignorant of their powers and responsibilities, or where the officers elected assume to interfere with matters that do not belong to them. We find both extremes. In some cases school boards are absolutely indifferent and give no attention to school affairs. In other cases they are extremely attentive, and by constant interference with the work of the teacher and the work of the school they hamper the teacher and retard school progress.

There is a proper field of usefulness for the board of education, but it is not found in the schoolroom. Their duties pertain exclusively to school administration, and the rules and regulations which they may make have to do only with the external management of the school. The purposes of these

meetings is therefore not only to promote an acquaintance among Purpose

the officers themselves, but to distinguish carefully the line of of meetings.demarcation between the functions of the Department of Pub

lic Instruction, the school board, and the teaching force. There is great need for economy in all lines of school administration. There

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