cuss trade schools seem to think that shop work and mechanics constitute the chief trades. This is evidently untrue. If we are to establish a school to train the carpenter or the mechanic, why not include courses in painting, paper hanging, stone cutting, brick laying, designing, and other three thousand trades that may be followed?

If we are to give training at public expense for any trade, the logic of the case will compel us to give training for all trades. This phase of the case would seem to preclude the possibility of introducing into our public schools the idea of trade schools.

If we are to teach any trade, the one most vital to the welfare of our country and of our people is the trade of agriculture, consequently any system of trade schools that does not include this subject will not touch the greatest need of our land.

In these days the ideal university is that institution that can supply the best instruction in any study, yet the work of our colleges and of our universities in special lines aims at the production of managers, superintendents and remen, and not the production of men for the bench, the sledge, the plane and the saw. There is nothing in the general public school course which leads to craftsmanship, yet the industrial future Subjects to of our country depends upon the trained craftsman, and again the be taught. question arises in view of the fact of the great burden already resting upon our public schools, "Can we add to that burden a department or an institution which will produce the artisan?" It appears to me that it is a hopeless task, yet I am thoroughly convinced that the introduction of commercial branches, manual training, domestic science, music, art, and elementary agriculture will to a large degree meet the problem above stated of closing up the gap between the ages of twelve and eighteen and give an opportunity to the public schools to discover the latent abilities of the child. Practically all there is in education is to present such objects of knowledge as will enable the learner to discover himself, and the introduction of the subjects just stated will in a large measure afford the opportunity while not aiming at specific instruction or specific skill in any particular line or vocation.

TRADE SCHOOLS.

I am convinced that if trade schools are to be a success in this country they must be under public auspices instead of private, and there is no more appropriate public authority than the school authority for their control. It certainly is possible to introduce trade schools to a limited extent in which certain trades may be taught successfully and fit the student for actual vocations. It is true that good citizenship and the morals of our country are quite as dependent upon the mass being trained to skilled work as upon a class being advanced in scientific or professional accomplishments. The greatness of our nation is dependent upon the proper development of the masses. It may be that our schools have caused an over-production of highly educated people, yet to my mind we have none too much specific education nor too many well educated people, but the great need of our citizenship is the extension of wider educational facilities to all classes of people.

Work of corporations.

To meet the need of vocational training many public corporations have established trade schools in connection with their business. The Baldwin Locomotive Works has a special school of its own. The Westinghouse Company, New York Central Railway Company, and many others have done the same thing. All this is good, but I return to my previous statement that trade schools under the control of the people and for all the people will produce the greatest good to the greatest number. It must be remembered that America is republican and not monarchical, and therefore a system of education which may work well in Germany is not necessarily well adapted to the needs of this country. We may learn wisdom from the experience of Germany, but we cannot hope to engraft upon our public system of education the system in vogue in that empire. The establishment of trade schools means a large increase in the expense for education. The trade school in order to be successful must be conducted as a shop, that is, a building which has the appearance and management of a shop or a factory. To get the highest results we must get away from the school atmosphere. The instruction must be given by practical workmen, not by theoretical instructors. In many of our manual training schools we have women for instructors. The effect of this upon the boy will not produce the vocational instinct. The trade school therefore must be under the control of a real boss or a foreman. The course of study must contain instruction in those trades which have the greatest number of workmen in them, and added to this the trades selected must be such as can be most easily converted or adapted to other lines.

Vocations to-day.

It is not my purpose to state the specific courses that can be undertaken as the industries of the locality will have a very large bearing upon the character of the trade school. Trade schools must be for both men and women, and the following are some of the more important trades from which selections may be made or which may be included in the entirety:

Carpenters, blacksmiths, braziers, book binders, cabinet makers, carvers, cooks, confectioners, dressmakers, artificial flower makers, bakers, barbers, basket makers, dyers, engravers, gardeners, glaziers, horse shoers, leather workers, locksmiths, masons, milliners, paper hangers, painters, photographers, potters, printers, rug makers, sadlers, stone cutters, tin smiths, tailors, trunk makers, watch makers, wagon makers, wheelwrights, iron workers, foundrymen, electrical machinists, general machinists, farmers.

This list is only a beginning in the entire number of vocations which may be followed in these days.

The purpose of education is to make good citizens. The good citizen is the worker and the one who is law abiding. The product of the public schools should be a person who is resourceful and who not only can see an opportunity, but can adapt himself to it so as to secure from life the highest possible results to himself and to his fellows.

THE DAY SCHOOLS FOR THE DEAF.

The day schools for the deaf evidently have become a permanent part of the public school system of Michigan. They will continue to be such as long as conditions make them helpful to the children afflicted with total or partial deafness. Experience will enable the day schools for the deaf and the State School for the Deaf at Flint to find their proper relations.

It is my opinion that no attempt should be made to teach the oral method to totally deaf children fourteen or more years of age. Such children should attend the Flint school for at least two years. Such attendance should be for the purpose of permitting every boy and girl to learn some of the trades and arts there so well taught. Moreover, Teaching pupils of such ages who have attended the oral schools should trades. be sent to Flint for the same reason. In these cases where there

is a well equipped manual training school it is possible that one year at Flint would be sufficient. It should, however, be one of the purposes of these schools to so educate that its pupils may be able to take their places as selfsupporting citizens.

On the other hand, younger pupils should be sent to the day schools situated near enough for the children to reach home each Home night, and so that they will have the benefits of the home. For relations. no public institution can fill the place of the home, no other rela

tion compare with the family relation, no other heart throb with the love and tenderness of the mother heart, and these unfortunates who must live and enjoy within narrow limits should not be deprived of any portion of their inheritance.

Again I am more and more convinced that the lives of the deaf may be broadened and their usefulness and power to enjoy increased by the oral method of teaching. Speech and lip-reading, even if imperfect, gives enjoyment and a sense of individuality to the pupil. It does more; the intense attention necessary to achieve even a small degree of success develops power of concentration, perseverance and self control. These in turn enable the pupil to accomplish more in all lines of study and labor. It is my belief that in all schools for the deaf, at least two years should be given to this method of instruction to the total exclusion of sign work. If after two years of such work the pupil fails to make a reasonable advance in lip-reading and speech, he should be taught the sign language, whether he be in the day schools or in the State School at Flint.

and State

It is time, in my opinion, that the advocates of the two standard methods of teaching the deaf found some common ground, and Day schools that all strife and criticism be buried by a wave of earnestness institutions. and sympathy for these unfortunate children. A long step in this direction was taken last October when at the annual meeting of the State Teachers' Association a special section of the teachers of the deaf was arranged. At this meeting representatives from nearly all the cities having the day schools, and the teacher of the oral method in the Flint school were present. Excellent papers were read and discussed. Pupils from Flint were used to exemplify the work under Miss Billings in the Flint school.

mendable exhibit of manual training work was also made. Methods, de

and school work were discussed and much good accomplished along these lines. An organization of the teachers of the deaf was perfected, and hereafter there will be arrangements for a section for them at the annual meeting of the State Teachers' Association. This is a step in the right direction. Two day schools for the deaf have been discontinued, the one in Jackson and the one in Muskegon. During the past year one was established at Marquette, and the year previous one at Sault Ste. Marie.

Location of schools.

Below are the names of the cities now having schools for the deaf and the teachers employed: Bay City, Caroline Shaw, teacher; Calumet, Frances Dewar, teacher; Detroit, Gertrude Van Adestine, principal, Charlotte Willits, Anna Akins, Lucie Dumon, Margaret Daly, Urda Voight, Elizabeth Blondin, assistants; Grand Rapids, Martha Hill, principal, Henrietta E. Allen, Anna M. Condon, assistants; Ironwood, Tillie Walden, teacher; Iron Mountain, Anna Troudson, teacher; Ishpeming, Jessie Banford, teacher; Kalamazoo, Alice Roby, teacher; Marquette, Marie Paine Templeton, teacher; Manistee, Harriet Sanford, teacher; Menominee, May Howlet, teacher; Saginaw, Etta MacFarlane, teacher; Sault Ste. Marie, Jessie L. Thaw, teacher; Traverse City, Margaret Maybury, teacher.

These teachers, either through good fortune of the State, or because of the enrichment which always accompanies work among the unfortunate, are remarkably successful in their various positions, and while here and there may be seen weaknesses, it would be difficult to imagine a more conscientious, sympathetic and enthusiastic class of teachers. As long as these unfortunate children can have such teachers just so long will the State continue to benefit in its citizenship, having instead of entirely helpless deaf, a class of self helpful, self reliant and happy citizens.

PATRICK HENRY KELLEY.

Patrick Henry Kelly was born at Silver Creek, Cass County, Michigan, October 7, 1867. His early education was acquired in the rural schools of Cass and Berrien counties and later in the high school at Watervliet. After completing the high school course he taught in the rural schools of Berrien and Van Buren counties for a number of years and then spent two years at the Northern Indiana Normal and Business University at Valparaiso, Indiana. After leaving school he re-entered the teaching profession and acted as superintendent of schools at Galien and Hartford. In 1891 and 1892 he attended the State Normal College at Ypsilanti, and then was superintendent of schools at Mt. Pleasant for five years.

Mr. Kelley had always been interested in matters of law, and early determined that he would prepare for this profession at the first opportunity. He began this study while yet in school work, and after leaving Mt. Pleasant he completed his law studies at the University of Michigan, graduating from the law department of that institution in 1900. Upon graduation Mr. Kelley moved to the City of Detroit and entered upon the practice of his profession.

In 1901 Mr. Kelley was appointed as a member of the State Board of Education to fill a vacancy, and the next year was regularly elected by the

people and served on the Board until December 31, 1904. In November, 1904, Mr. Kelley was elected Superintendent of Public Instruction and served the State in this capacity for two years. During his administration and under his direction important changes were made in school laws and in many other matters pertaining to the management of the schools. He conducted an investigation of the school treasurers of the State to determine whether they had complied with the statute and had given proper bonds to protect the public money. This was a new field of work for the Department, and it proved valuable in that school boards were required to properly protect public funds.

During Mr. Kelley's administration he published a number of pamphlets and pushed forward the work his predecessor began in the matter of the consolidation and improvement of rural schools. Among the most important pamphlets published were the Pioneer Day Program, in 1906, Suggestions for Manual Training, 1905, A Uniform Course of Study for the High Schools of the State, and a revision of the State Course of Study for Rural Schools.

Another important work undertaken by Mr. Kelley was the revision of the teachers' institute work of the State. It was his idea that it would be preferable to consolidate as many county institutes as possible with the summer sessions of the State normal schools, thus giving the teachers of the counties thus united the benefit of a six weeks' professional course and the advantages of the normal school libraries, conservatory, gymnasium' and training school. This plan proved to be so profitable to the teachers that it has been continued ever since as the settled institute policy of the Department.

Mr. Kelley gave a large part of his personal attention to the work of the Department He had been a popular speaker in the State for a number of years, and this no doubt attracted the politicians of the State, for in November, 1906, he was selected by the people as lieutenant governor of the State. I am pleased to testify to the energy and ability of Mr. Kelley, and to thus record a summary of the labors which he performed for the people of Michigan while at the head of its educational system.

L. L. Might

Superintendent of Public Instruction.