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DETE, OIT :
Free Press Book and Job Printing House,
1860.

-º-º: • -- - - - --- * *-ºs-º-º:

BoARD OF DIRECTORs.
-*-
-º-
CHAUNCY JOSLIN, - - - PRESIDENT.
BENJAMIN FOLLETT, . . . - SECRETARY.
CHESTER YOST, - - - - TREASURER.
PARMENIO DAVIS. CHARLES WOODRUFF.
ERASTUS SAMSON,
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MEMBERS OF FACULTY.
*—º---
-u-
JOSEPH ESTABROOK, A. M., PRINCIPAL,
Professor of Ancient Languages and Intellectual Philosophy.
Miss KATE M. CLAYTON, PRECEPTREss,
Teacher of French, Botany, and Rhetoric.
ALMON C. BACON, A. B.,
Professor in Charge of Academic Department.
J. C. PLUMB,
Teacher of Natural Science.
J. B. SUE,
Teacher of French.
J. H. PIXLEY,
Teacher of Vocal and Instrumental Music.
Miss A. WAN FOSSEN,
Teacher of Drawing and Painting.
Miss LUCY A. POST,
Miss LOUISA M, WALDRON,
Teachers of Grammar Department.
Miss ANNA. C. TIMPSON,
Miss HELEN M. POST,
Teachers of Preparatory Department.
Catalogue of Ypsilanti Union School.
Miss JENNIE E. HASCALL,
Miss ELEANOR L. YOST,
Miss HELEN A. DEVOE,
Miss SEVILLA. E. SANDERS,
Miss MARIA LYON,
Teachers of Primary Department.
Miss HELEN A. BUCK,
Teacher of First Ward Primary.
Miss HATTIE CARPENTER,
Teacher of Fourth Ward Primary.
Miss ESTHER E. NEWTON,
Teacher of Fifth Ward Primary.

CŞsº
Catalogue Öf Ypsilanti Union School.
ACADEMIC DEPARTMENT.
Those names marked with an asterisk (*) were in the Classical Course.
Where no residence is given, Ypsilanti is understood.
M A L E S.
Aldrich, Reuben,” Fowlerville.
Arms, Jas. B., Webster.
Arms, F. B., Webster.
Austin, Henry R.," Monroe.
Babbitt, Wallace. *
Eabbitt, Darwin.
Babbitt, Chas. W.
Babcock, A. H.,” Dundee.
Ballard, George.
Banks, Charles, Commerce.
Barnhart, Levant.”
Barry, James, Farmington.
Barnes, Charles.
Bartlett, Samuel, Saline.
Bingham, J. W.," Kensington.
Bogardus, Henry. --
Bogett, Marvin, Wovi.
Bouteiller, F. P.” Greenfield.
Brown, Gustavus,” Wovi.
Buck, P. S.," Farmington.
Buckbee, Edward,
Bucklin, Charles.
Bullock, S. W., Worthville.
Burnham, A. B.,” Deerfield.
Burnham, A. C., Deerfield.
Bush, F. W." LeRoy.
Cady, Charles, Wayne.
2
Cady, Homer, Pittsfield.
Cady, David, Wayne.
Campbell, James, Van Buren.
Campbell, Wm., Van Buren.
Chamberlain, Lewis.
Cobb, George P., Milan.
Cody, Orson.
Coe, John, York.
Collins, Wm. A., York.
Conklin, E. W.”
Cory, Milo M.
Crane, Albert.*
Crane, Wm. S.
Crittenden, N., Pittsfield.
Cross, W. F.
Curtis, O. B.,’ Wayne.
Davenport, G. W., Saline.
Davis, Cornelius.*
Dickinson, Horace—
Drury, George."
Dunham, A. C., Pittsfield.
Eaton, Byron.”
Edsell, S. G.
Edwards, George F.”
Eldridge, E. W.
Ellis, Myron, York.
Fay, Luke W., Ithaca.
8 Catalogue of Ypsilanti Union School.
Fish, Everett.*
- | Flint, Delos.’ Novi.
Foote, George F., Lansing.
Foote, Charles.”
Foster, Gustavus.*
Foster, Collin C.”
Freeman, David.
Kidd, J. H.," Ionia.
Klock, George W.
Knapp, Charles E., Superior.
Knapp, Albert G.,” Washington.
Lamb, Galusha, Farmington.
Lay, E. D." Jºiº. . . . . . . .
Langell, Simon, Newport.
Frisbie, N. L.," Eatonville, Pa. Larkins, Leonard, Saline.
Frost, Josiah B.”
Gardner, Hamlin.* *r
Gifford, Joseph J., White Lake.
Gillett, T. K.," Redford.
Graves, Albert,” Ypsilanti Town.
Haight, S. E.”
Haight, E. A.”
Haight, Alfred.
Hall, Stewart, Raisin.
Hall, Everett,” Raisin.
Hall, Henry, Mt. Clemens.
i Hall, Franklin.
Hand, Darwin E.
Harmon, George W.*
Harris, E. B., Petersburgh.
Hawks, Carlton H.," Monroe.
Henderson, Horace.* Flºt.
Henry, T. D.
Hendricks, Frank.*
Hibbard, William.*
Hinman, Eugene, Ypsilant; T.
Holbrook, Ferdinand, Saline.
Hough, E. W., * Almont.
Howard, M. D.," Freedom.
Howard, J. M.,” Detroit.
Howell, David, Macon.
Huff, Wm., California.
Hutchinson, Stephen.
Jameson, Robert, Algonac.
Jennings, Thomas.
Johnson, H. J.," Smithfield.
*Joslin, Frank.”
Lathrop, C. C.," Trenton. /
Lee, H. A.," Brighton. Gº || --
Lownsbury, C. W.” Moorville.
Manzer, John.
Mansfield, Charles.
Martin, P. D.
Martin, Wm.,” Ypsilanti Town.
Mason, Lenden, Nankin.
Marsh, B. P.,” Canton, Ill.
McKimcey, Robert, Redford.
McLaulin, Andrew, Redford.
Monroe, Daniel,” Grass Lake.
Moon, C. R., La Grange.
Moore, Wm. C.,” Medina.
Munson, M. C., Fowlersville.
Myler, Henry, Redford.
Newton, Charles.
North, James, Vassar.
Olcott, F. M.,” Augusta.
Ormsby, E. D."
Palmer, E. R., London.
Parker, Emor.
Parsons, John R.,” Saline.
Pate, Wilber R.," Wankin.
Pettibone, George R., W. Y.
Pettibone, Edwin, W. Y.
Pierce, A.," Ypsilanti Township.
Phillips, Delos.”
Phillips, F. E."
Phillips, Horace.
Purdy, P. C.”
Randall, Wm. H., Pittsfield.
Aºi.
Catalogue of Ypsilanti Union School.
Rappleye, J. B., Ridgeway.
Rexford, E.”
Reynolds, Eugene, York.
Rheinfrank, H.,” Saline.
Root, Edwin, Worthville.
Ruhlander, A. C., Detroit.
Russell, Cyrus, Wovi.
Russell, W. H.,” Brighton.
Salsbury, A. B.”
Sanford, C.-Aqº-Aurora, Ind.
Schriber, Charles E.
Scott, Denton, Novi.
Sherman, George,” W. Hudson.
Sessions, Charles,” Worthfield.
Sherwood, T. C., Wankin.
Sherwood, Albert, Wayne.
Sherwood, L. M., Wayne.
Shier, D. R.” | '
Skinner, E. M.º… !' . . . ~~
Skinner, Alfred, Wovi.
Skinner, P. M.”
Smith, Charles,” Livonia.
Smith, C. H., South Lyons.
Son, George.
Spencer, Emmons.”
Stark, Franklin, Augusta.
Starkweather, E. B., Worthville.
Stephens, J. F.”
Total Males,-- - - - - - - -
Stevens, M. W. B."
Stockin, L. G.,” Tecumseh.
Stow, George.”
Stuck, Charles, Jun.
Swain, Darwin, Big Prairie.
Thayer, Wm. N.” Northville.
Tower, O. S.," Ionia.
Town, D. P.”
Tyson, Alfred, Beardstown.
Uhl, John H.
Wandusen, H. J., Novi.
Walker, George W., Saline.
Walker, S. F.,” Farmington.
Weeks, Harrison.
Welch, Thomas, Pittsfield.
Wells, James B.,” Clinton.
Wheeler, George A.
Whiting, L. W.,” Oakville.
Whittemore, Eugene.
Wilber, Albert,” Superior.
Wilkinson, J. M., * Wow.
Wilson, A. S., Morenci.
Woodman, Hamilton, Wovi.
Yost, Casper E.”
Yost, William, Pittsfield.
Yaw, John L., Pittsfield.
Zeliff, Eugene, Dundee.
—eº—º-
F E M A L E S.
Allison, Mary E., Pittsfield.
Ainslee, Mary.
Bradford, Anna.”
Briggs, Helen L., York.
Andrews, Medora, St. Louis, Mo. Buck, Helen.*
Banks, Gertrude, Walled Lake.
Begole, Cynthia, Chelsea.
Borden, Frances, Commerce.
Brasie, Carrie A., Ann Arbor.
Burnham, Helen, Summerfield.
Burroughs, Louisa M.,” Battle Cr.
Camp, Mary A.”
Case, Mary C., Clinton.
10
Catalogue of Ypsilanti Union School.
Chamberlin, Harriet.
Clarke, Lydia, Wovi.
Clarke, Phebe, Wovi.
Clarkson, Henrietta, Tecumseh.
. 2Champion, Emma.”
/ 'Cilley, Carrie M., Canton.
2’
!
|
l
N
Creelman, Nellie.”
Crane, Lois.”
Cook, Ellen I.
Conklin, Hattie E.”
Collins, Sophronia, York.
Conklin, Olive,” Sylvan.
Conklin, Susan, Sylvan.
Cobb, Mary, York.
Cobb, Louise, Macon.
Colby, Marion J.”
Comstock, Phebe.
Hancock, Harriet H.
<------~~~~~~~
Henry, Mary D.”
Hawkins, Harriet H.”
Hallock, Amelia.”
Herrick, Myrta.
Hinman, Alma, Camanche, Ill.
Hibbard, Sarah E.
Hunter, Metta, Summerfield.
Hollenbeck, Sarah J.”
Holden, Sarah E., Green Oak.
Hascall, Ellen J.
Hadley, Lottie J.
Jacott, Kate M.
Kanouse, S. Arminta.
Kimbel, Waleria D.
Crittenden, Amelia A., Pittsfield. Knapp, Eliza A., Salem.
Croney, Mary E., Sacramento, Cal. Lane, Kitty.
Crawford, Mary L., Van Buren.
Crittenden, Mary, Pittsfield.
Cook, Ellen R.
Dansinburg, Ellen S., Augusta.
Dell, Maryetta E., Saline.
Dimick, Alice A.”
Dunham, Addie.
Drury, Josephine A.”
Ellwell, Mary.*
Edwards, Julia.” 2^
Fairchild, Frances H.” º
Forbes, Mary E., Saline.
Fowler, Helen A., Saline.
Foster, Jennie C.
Fish, Kittie, Chelsea.
Frost, Ellen A., Maumee, O.
Gates, Amanda L., Oakville.
Gardner, Cleanthe E."
- Gardner, Sarah A.”
Glover, Aristene G."
Hall, Mary," Tecumseh.
La Rue, Kitty.
Lewis, Ellen.
Mason, Jane M., Wayne,
Martin, Addie M.”
Manger, Mary C.”
Madison, Mary J.”
Madison, Emma.
Martin, Mary.
Mason, Mary, Wayne.
Miller, Sarah M.”
- Millard, Julia A.
Moses, Mary.
Moore, Addie M.”
Merritt, Hattie, Plymouth.
Mills, Ellen J.
Millington, Mary.
McCollum, Amelia E.
Olds, Libbie,” Lyons.
O'Brien, Ellen.”
Patterson, Harriet J.,"
West Barry, W. Y.
Catalogue of Ypsilanti Union School. 11
Pitkin, Amelia.”
Pitkin, Althea.”
Parsons, Melissa, Saline.
Pierce, Sarah E.”
Platt, Lenora, Pittsfield.
Pratt, Lucy.
Potter, Mary A.
Plumb, Helen A.*
Pender, Mary.
Stuck, Addie.
Smith, Frances E.,” Walled Lake.
Smith, Adda E.,” Walled Lake.
Sugden, Julia, Commerce.
Thompson, Margaret E.
Thompson, Frances.
Thayer, Carrie, Worthville.
Tracy, Alvisa A., Raisinville.
Tripp, Frances.
Randolph, Charlotte A., Belleville.Tooker, Carrie.”
Reynolds, Ella, Wayne.
Town, Emma S.
Rexford, Loverna, Smyrna, N. Y.Town, Cleora A.
Robinson, Frances S.*
Robson, Catherine, Van Buren.
Rorison, Arda N.”
Rorison, Louisa M.
Rorison, Eliza.”
Rose, Harriet J.,” Saline.
Rowley, Ophelia,” Pittsfield.
Rorison, Jennie.
Sage, Eliza C.”
Scott, Mary, Wovi.
Scovell, Marion.
Sergent, Elmira F.
Shier, Eliza R.”
Shier, Annie.”
Spencer, Lydia A.
Stark, Louise, Augusta.
Stark, Martha A., York.
Shaddock, Gertrude, Plymouth.
Steers, Mrs. Sarah H., Wayne.
Sweeting, Laura, Superior.
Total Females,.... . . .
Vreeland, Anna, Ann Arbor.
Wallace, Harriet A,”
Ward, Frank M.” Saline.
Warner, Amnie," Deater. ".
Warner, Emma,
Warner, Ximena.”
Walker, Maria, Salem.
Wilson, Mary C.”
Williams, Alice M., Augusta.
Washburn, Ella E., Saline.
Wood, Agnes. -
Wilson, Lucy, Cleveland, Ohio.
Willard, Martha,
Wolven, Carrie J.
West, Elizabeth.
Woodward, Harriet.
Young, Sarah E.” Pinckney.
Yost, Flora, Pittsfield.
Yost, Emogene.”
12 Catalogue of Ypsilanti Union School.
GRAMMAR DEPARTMENT.
B O Y S.
Ainslee, Richard. Eaton, William L. Oberst, Francis.
Allen, Alfred.
Ashley, Jefferson.
Aulls, Joseph.
Babcock, Myron.
Barnhart, George.
Beach, Willis.
Blackmar, Charles.
Bucklin, Delos.
Campbell, Philander.
Carter, George.
Casey, Thomas.
Coe, Joseph E.
Conklin, John.
Cook, Samuel M.
Copeland, Herbert.
Cornell, Solon.
Cornell, George C.
Dimick, Elmer.
Dwelle, James.
Dwelle, George W.
Aiken, Julia.
Ayres, Emma.
Ayres, Adelaide.
Edwards, Charles.
Elwell, John.
Emerick, Frank.
Emerick, Frederick.
Foster, James P.
Hawkins, Lyman.
Hawkins, Alphonso.
Hill, William E.
Joslin, George M.
Kirk, John.
Larue, John M.
Lazerle, Theodore.
Lyon, Uri.
Lyon, Richard.
Mansfield, George.
McCormick, Joseph.
Minor, George.
Munfore, Newton.
Newcomb, Oscar B.
Newkirk, William R.
Total Boys, ---------------------------------
-4--------- *—º-
~~~~~-m------~~
G | R L S.
Baker, Amelia.
Bennett, Mary.
Bice, Kate.
Parker, Edwin L.
Phillips, George.
Putney, Samuel.
Rice, Newton F.
Rice, Norman.
Rorison, Brainerd.
Samson, Charles.
Seyler, John.
Schaffer, Milo B.
Shier, Thomas.
Simmons, Adelbert.
Smith, William E.
Southworth, Ezra.
Spencer, Grove.
Ten Eyck, Ezra.
Tolan, Edson.
Thompson, Lester T.
Thompson, Charles.
Van Cleve, Charles.
Wortley, Jonathan.
-63.
Buck, Sarah.
Burnett, Susan.
Carpenter, Kate.
Catalogue of Ypsilanti Union School.
13
Carter, Helen.
Carr, Miranda.
Clark, H.
Coats, Eunice.
Chamberlain, Addie.
Davis, Hatte.
Davis, Lucelia.
Delay, Francelia.
Duryee, Harriett.
Duryee, M.
Ellis, Kitty.
Fairman, Ellen.
Frain, Samantha.
Flower, Emma H.
Haight, Loretta C.
Hallock, Alice M.
Hallock, Eliza.
Hammond, Persis.
Total Girls,
Haskins, Helen.
Hawkins, Addie C.
Hawkins, Emily.
Hayes, Mary.
Jarvis, Mary.
Jacokes, Harriett.
Kellogg, Helen.
Kinne, Laura A.
Larkins, Helen.
Larzelere, Helen A.
Lefurge, Elvira.
Littlefield, Sarah J.
Lurch, Helen.
Lyon, Elizabeth.
McElcheran, Fanny.
Mansfield, Lucia.
Martin, Lydia.
Miller, Helen.
Munson, Ida.
Osborn, Elizabeth.
Osborn, Ellen.
Parker, Sarah J.
Patchen, Mary.
Peck, Eleanor.
Perkins, Mary.
Pierce, Minnie E.
Potts, Jane E.
Reed, Adelaide.
Sessions, Eliza.
Thompson, Phebe.
Thompson, Mary.
Uhl, Allie B.
Warner, Julia.
Warner, Lizzie.
Weeks, Lucy.
Whittemore, Carrie.

14
Catalogue of Ypsilanti Union School.
PREPARATORY DEPARTMENT.
Ashley, Lewis,
Babbitt, Dwight A.
Barr, William,
Bills, Albert.
Bissel, Eugene L.
Bucklin, Dewitt.
Bucklin, Frank.
Busby, George.
Button, Frank.
Calkins, Benjamin.
Casey, Roger.
Christopher, Tenis.
Clark, Oziel.
Collissi, Lewis.
Crane, George.
Crowell, Charles.
Curtis, Frederick.
Demorest, Abram.
Deveau, Frederick.
Deveau, Frank.
Dimick, J. T.
Duryee, William H.
Earl, Edgar.
Earl, George.
Larl, William,
Eaton, Ezra.
Boy S.
Edmunds, Frank.
Edson, Herbert.
Emerick, Curtis.
Fairchild, Henry.
Farwell, George.
Foote, George.
Foster, William.
Green, Arthur.
Haight, Robert.
Hand, Jesse.
Hascall, Tracey.
Herdman, Frank.
Hinman, John.
Holmes, Theodore.
Hutchinson, Andrew.
Hutchinson, Byron.
Jener, George.
Kanouse, Madison.
Kimbel, James.
Kinne, William.
McCafferty, Daniel.
McCormick, Eugene.
McFarland, Charles.
Merriette, Edwin.
Merriette, Edson.
Merritt, William.
Eddington, Thaddeus. Miniss, John.
Total Boys,
Moulton, Floyd.
Moxon, George.
Ostrander, Lewis.
Pattee, Franklin.
Peck, William.
Platt, Ario P.
Plumb, Merlin.
Reinhart, Charles.
Rexford, Frank,
Smith, John.
Stevens, Charles.
Stillwell, Walter.
Thompson, James.
Thoms, William.
Thorn, Loraine.
Tinker, Adelbert.
Tower, Preble.
Van Cleve, Frank.
Wandless, William.
Warner, Alexander.
Weeks, Hiram.
Wheeler, Albert.
Wheeler, Henry.
Wilson, Henry,
Wortley, Jabez.
Wright, Charles,
Catalogue of Ypsilanti Union School. 15
Allen, Henrietta.
Babcock, Sarah.
Baldwing, Lucy.
Bevier, Mary.
Bell, Agnes.
Burnett, Mary.
Buskirk, Frances.
Campbell, Jessie.
Carson, Jennie, M.
Carpenter, Mary.
Casey, Catharine.
Cody, Alice A.
Cook, Mary M.
Conklin, Helen B.
Costello, Catharine.
Deegan, Ellen.
Dieths, Martha.
Dimick, Virginia.
Duffee, Mary A.
Duryee, Maria A.
Earl, Anna.
Earl, Helen.
Eaton, Elizabeth.
Eaton, Susan.
Eddington, Jane.
Eddington, Frances.
Total Girls,
G I R L S.
Everts, Eliza.
Everts Frances.
Fatzinger, Anna.
Fatzinger, Mattie.
Foster, Alice.
Fulmore, Ella.
Gardner, Anna.
Hackett, Alice.
Hamlin, Bell.
Hammond, Julia.
Harmon, Addie A.
Harris, Susan.
Hayes, Ella M.
Hill, Cornelia.
Jackson, Catharine.
Jackson, Wiletta.
Jarvis, Elizabeth.
Kelly, Catharine.
Kellogg, Bell.
Kitchen, Lottie.
Lake, Anatia E.
Latin, Mary.
Mahanna, Kate.
McCormick, Kate.
McCafferty, Ellen.
Middlebrooks, Mary J.
Minor, Mary.
Minor, Carrie.
Newell, Agnes.
Oshborn, Lois A.
Ostrander, Lucy.
Olcott, Orvanna.
Porter, Lizzie.
Post, Leonora W.
Quirk, Nancy.
Rorebeck, Mary T.
Seaver, Ella.
Showerman, Adel.
Smith, Maria.
Smith, Sarah.
Simpson, Emma.
Soup, Jennie.
Stelle, Susan.
Sue, Charlotte J.
Tolan, Carrie M.
Wallace, Emma.
Warner, Mary.
Washburn, Georgianna
Wilkinson, Anna.
Williams, Roby A.
16
Catalogue of Ypsilanti Union School.
PRIMARY DEPARTMENT.
B 0 Y S.
Alexander, Chester L. Conklin, George.
Ashley, William.
Ashley, Charles.
Arden, William.
Babcock, Hiram H.
Benham, Charles H.
Bevier, Charles H.
Bennett, James.
Black, Frederick U.
Black, Charles H.
Bogg, David.
Bradley, Frederick.
Burt, Charles.
Burt, William A.
Carroll, Edward.
Carroll, John.
Casey, Patrick.
Casey, Charles H.
Champion, Theodore.
Champion Charles.
Christopher, Jacob.
Chibadore, Andrew.
Chibadore, Andrew.
Clark, Frederick,
Clark, Frank.
Clark, Frederick.
Copeland, Ernest.
Collins, Charles.
Comstock, Charles F.
Creelman, Alvah L.
Creelman, Frank.
Curtiss, Frank,
Curtiss, Edward.
Davis, Charles.
Deets, John.
Dennis, Charles.
Dennis, Richard.
Demerest, William.
Demerest, Woodhul.
Davis, Clawson.
Divin, Frank.
Doane, George.
Doneley, James P.
Doste, James.
Dowlman, William.
Dowlman, Henry.
Dougherty, George,
Duffey, Thomas.
Dunlap, Amasa.
Edmunds, Charles P.
Edmunds, William H.
Edson, Alonzo.
Edson, George.
*Deceased,
Emerick, Charles.”
Feelman, Albert.
Flower, George.
Foster, Charles.
French, Charles,
Garvey, James.
Guild, Harvey.
Hascall, Elder.
Hallock, John P.
Harrison, George M.
Harrison, Edgar.
Harbach, James C.
Hascall, George C.
Hawkins, Andrew B.
Hovey, Ansel N.
Hovey, Francis D.
Hopkins, George.
Hopkins, Edward.
Hopkins, Charles.
Hudson, Emmet I.
Hutchinson, Frank.
Jenner, Thomas.
Jones, Frank.
Keelan, Edward.
Keelan, William.
Keelan, John.
Kelly, James.
Catalogue of Ypsilanti Union School. 17
Kennedy, William.
King, Charles.
Kitchen, Edmund.
Larzelere, William.
Labo, William G.
LaClare, William.
LaClare, Edward.
Larne, William G.
Larzelere, Jacob L.
Littlefield, Charles.
Lyon, William.
Lyon, George.
Mason, George H.
McCarty, John.
McKelchraw, Addie.
Merrill, Clarence E.
Merritt, Alvah.
Munson, Samuel.
Moxson, Matthew.
Neat, George.
Neat, Andrew.
Newell, Charles.
Newton, Aurora.
Nichols, Howard.
Oberst, George.
Parker, Bradford.
Parish, Frederick.
Pattison, James.
Pattison, William E.
Peckham, Alonzo,
Phillips, Joseph.
Perry, Arthur.
Pitkin, Caleb.
Plumb, Frank.
Middlebrook, William Porter, Thomas.
McCarty, Jerry.
McCafferty.
McCormick, George.
McCullough, William.
McGinley, William.
McGuire, James.
Morman, Frank.
Miniss, Francis.
Total Boys,
Post, Justin E.
Rexford, Dwight.
Rich, George.
Rich, Henry.
Riley, John.
Samson, Henry M.
Schaffer, Emmett D.
Schaffer, George S.
Schaffer Henry.
Simpson Charles.
Showerman, Walter D.
Shutts, Wintin.
Smith, Thomas H.
Smith, John.
Stevenson, Daniel.
Stelle, Gifford.
Sterns, Edward.
Tenney, J. D.
Thayer, Albert.
Thayer, William.
Tinker, Clarence.
Thompson, Charles.
Thompson, Frank.
Thoms, John F.
Tower, John.
Tower Leo.
Tolan, Marcus.
Wandless, George.
Wilkinson, Edwin.
Wolsey, Abram.
Wright, Chauncey.
Wright, George.
Yeager, Henry.
Young, Henry.
—sº-->e-º-º-º-º-
Arden, Mary.
Ashley, Caroline.
Ayres, Fannie J.
Barnum, Martha.
Barnum, Fannie.
Barras, Alice.
Boyce, Eoline,
Boyce, Caroline.
G | R L S.
Boyle, Margaret.
Boyle, Rosanna.
Bogg, Anna.
Bennett, Anna.
Bennett, Addie.
Ballard, Josephine.
Baldwin, Mary.
Bates, Aurilla.
Bradford, Nellie B.
Brown, Sylvia J.
Brown, Louise.
Breasley, Minnie.
Buchanan, Elva J.
Bucklin, Louise.
Carrel, Ellen.
Carey Lizzie.
18 Catalogue of Ypsilanti Union School.
Canwelle, Casille.
Case, Fannie.
Casey, Nora.
Estabrook, Rhoda P.
Farnham, Arabel M.
Fedeston, Maggie.
Chamberlin, Mary C. Ferrier, Lucy.
Chamberlin, Lydia.
Chase, Alice D. &.
Chibadore, Maggie. ,
Clark, Alice.
Clark, Alice R.
Collissi, Therese.
Conklin, Mary L.
Conklin, Addie G.
Conrad, Ella.
Conrad, Orpha.
Cooke, Maggie."
Cramer, Lavina.
Cramer, Nancy.
Curtiss, Ellie.
Davis, Marian.
Davis Flora,
Davis, Nellie.
Davis, Josephine.
Davis, Ida.
Deits, Jane.
Deits, Emma.
Daggart, Lizzie.
Dimick, Clara.
Dimick, May.
Dimick, Lynn.
Dougherty, Anna.
Doyle, Ann.
Dresser, Electa.
Parl, Lizzie.
Earl, Carrie.
Earl, Eva.
Earl, Emma.
Edington, Addie.
Edson, Elizabeth.
Ervine, Katie.
Ervine, Mary Ann.
Ferris, Emma E.
Ferris, Cora.
- Flemming, Ida F.
Foster, Augusta E.
Flower, Mary E.
Follmer, Josephine.
Foster, Lizzie.
Foster, Nellie.
Freeman, Katie.
Gates, Minerva E.
Gui, Cora.
Haggarty, Ella.
Pfallock, Emma C
Pſand, Emma.
Harmon, Sarah P.
Harmon, Flora.
Hascall, Mary.
Henry, Alice J.
Hicks, Alice.
Hinchell, Alma.
Hoagland, Della.
Hobbs, Emma.
Hobbs, Jame.
Howell, Helen E.
Howell, Susie.
Hudson, Katie.
Hubbell, Alice S.
Hutchinson, Ida.
Hyde, Hattie O.
Jackson, Loretta.
Joslin, Elvira C.
Joslin, Ella.
Kelley, Mary.
Kellogg, Flora,
King, Amanda.
King, Susie.
Kitchen, Marion.
Lake, Delia A.
Lake, Ida.
Loveridge, Mary L.
Loomis, Carrie,
Lyon, Alice.
Madison, Katie.
Martin, Eva.
McAfferty, Eliza.
McFarlane, Mary E.
McGinley, Ella.
McCollum, Libbie.
Miniss, Helen.
Miniss, Mary O.
Minor, Eunice A.
Minor, Emma.
Mosher, Emma E.
Moulton, Flora.
Munts, Mary.
Neat, Flora.
Newell, Eva.
Nichols, Frances.
Ninde, Lizzie.
Nisely, Mary.
Parker, Isadore.
Peckham, Sophronia J.
Perkins, Sarah.
Piersons, Jennie.
Platt, Clara.
Post, Bettie.
Quirk, Lizzie.
Raymond, Fannie.
Raymond, Mary.
Raymond, Hattie.
Rice, Blanche H.
Rice, Wiletta.
Rorison, Minerva B.
Rowe, Katie.
Scandelin, Catharine.
Scandelin, Mary Ann.
Catalogue of Ypsilanti Union School. 19
Scoville, Mina. Stelle, Katie. Van Alten, Hellen.
Seymour, Ellah. Stevens, Ella. Van Buren, Susie.
Sheldon, Mary. Stuck, Martha M. Wan Fossen, Eugenia.
Shutts, Annie E. Ten Eyck, Ella E. Warren, Miranda.
Simpson, Ella. Thompson, Caroline. Wertman, Ellen L.
Smith, Mary. Thoms, Alice. Wright, Anna J.
Smith, Mary L. Thoms, Ellen. Yaeger, Callie.
Smith, Alice L. Towne, Stella. Yielding, Fannie.
Total Girls, -------------------------------- 168,
~ s … . . . . . . a.k. • * *.*-

20 Catalogue of Ypsilanti Union School.
Benham, Charles.
Clark, David M.
Coon, Charles.
Carson, George L.
Crane, Insley,
Collar, Charles.
Collins, James.
Davis, Charles G.
Diets, John.
Dickison, John.
Feelman, Albert.
Forman Gordon.
Grovenor, Edgar.
Grey, Edward.
Herdman, Isaac,
Hawley, Ezra.
Total Boys,
Bradford, Nellie.
Clark, Ida.
Clark, Adelaide.
Clark, Rose.
Clark, Sarah M.
FIRST WARD PRIMARY.
B O Y S.
Hawley, Joseph.
Hand, Harmon.
Hudson, Emmett.
Hudson, Frank.
Kirk, Thomas.
Rirk, James.
Kenouse, Spencer.
Kenouse, Wallace.
Kenouse, Porter.
Kelsey, Calvin.
Leonard, Patrick.
Leonard, John.
Labo, William G.
Marshall, George.
Martin, John S.
Martin, Charles.
G | R L S.
Crane, Clarissa.
Corker, Eleanor.
Collar, Eliza.
Coon, Lizzie.
Davis, Josephine.
Mansfield, Ezra Y.
McAndrew, Thos. W.
McGrinly, William H.
O'Brien, Ardon.
Pier, William.
Richards, Frank P.
Rowley, Decatur.
Ruse, George M.
Soop, Abraham.
Spier, Frank.
Whiting, Charles.
Wise, Franklin C.
Woodruff, Charles.
Woodruff, Tully.
Wright, Chancey.
Wright, George
Delong, Elizabeth.
Diets, Martha S.
Diets, Emma C.
Edington, Jane E.
Edington, Frances E.
Catalogue of Ypsilanti Union School.
21
's
v,
*
*
*
... * i *.
ºr’ y
-:
-- .
-----t--.' *-*. --- --
ºr- ***
- *-- .
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*
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* - * : X ~...~ *, *. ‘. - -
S-º-º-A ~~~... * * **- ‘.....--> ** v.
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i
-**** .*
Feelman, Ada.
Forman, Marietta.
Gunning, Emma.
Gunning, Elizabeth.
Hurdman, Isabel.
Hudson, Kate.
Hawley, Rhoda A.
Kanouse, Harriett.
Kanouse, Adelaide.
Kanouse, Emma.
Kanouse, Abby.
Kelsey, Rebecca J.
Kelsey, Julia.
Kinzely, Mary.
Mansfield, Elizabeth.
Martin, Eva S.
Mahanny, Julia M.
McGrinly, Ellen.
Ostrander, Rebecca J.
Quirk, Mary.
Rowley, Louisa.
Soop, Elnora M.
Sheaf, Clara.
Spear, Susan.
Varnum, Annie N.
Whiting, Minerva.
Total Girls,----- * - as tº us tº e tº º ea º - as º ºs me • -----41.

22 Catalogue of Ypsilanti Union School.
FOURTH WARD PRIMARY.
Allen, William.
Allen, Charles.
Ashley, Benjamin.
Ashley, David.
Ashley, William.
Babcock, Myron.
Baker, Arthur.
Berryhill, Joseph.
Berryhill, Robert,
Carl, John.
Carl, Edward.
Case, James.
Case, Sidney.
Campbell, Eddie.
Crane, Mart.
Crumb, Wesley.
Cudmore, Michael,
Cudmore, John.
Coyle, Alonzo.
Total Boys,
Adams, Calvina.
Babcock, Mary.
B O Y S.
Delay, Frank.
Drummond, Daniel.
Elton, William.
Flanders, George.
Gretton, Alonzo.
Gretton, Amos.
Griffin, Frank.
Griffin, Wesley.
Hines, Mark.
Hines, Frank.
Hutchinson, Chester.
Kellett, George.
Kellett, Peter.
McCarthy, John.
McCarthy, Jerry,
McCarthy, Joseph.
Messacer, Henry.
Messacer, Sidney.
Miller, Albert.
—º-----> *—a – º ––––fºr–
→--- --~m-
G I R L S.
Babcock, Cora.
Babcock, Hattie.
Miller, Frank.
Miller, Willie.
Peck, George.
Rook, George.
Rook, Charles.
Schofield, Charles.
Shipman, Charles.
Smalley, Albertus.
Stillwell, Willie.
Stocking, Elias.
Stocking, Edwin.
Stocking, Willie.
Tenney, Alphonzo.
Tenney, William.
Vaughn, Daniel.
Vivien, John.
Vivien, Charles.
Yates, Eugene.
Baldwing, Julia.
Barlow, Alice.
Catalogue of Ypsilanti Union School. 23
Berke, Mary. Kellett, Mary. Row, Elizabeth.
Cotton, Maria. Kellett, Sarah. Schofield, Julia.
Crane, Emma. Luke, Florence. Shutts, Fran.
Elton, Caroline. Messacer, Lizzie. Smalley, Florence.
Flanders, Martha. Miller, Janette. Stillwell, Belle.
Flanders, Harriett. Miller, Catharine. Stillwell, Alice.
Fox, Lucy. Mulligan, Catharine. Stillwell, Jessie.
Griffiin, Martha. Mulligan, Mary. Tuxbury, Maria.
Hutchinson, Mary. Mosher, Emma. Vivien, Grace.
Hutchinson, Evaline. Patten, Elizabeth. Warner, Emma.
Hutchinson, Emaline. Peck, Susan. Warner, Alice.
Jackson, Mary. Peck, Imogene. . Yates, Emma.
Jones, Mary. Ridgway, Mary's, Yeager, Caroline.
Total Girls----------------------------45.

24 Catalogue of Ypsilanti Union School.
FIFTH WARD PRIMARY.
Boughner, John W.
Boughner, Steven.
Boughner, Lemuel.
Bradley, Frederick.
Busby, Walter T.
Busby, Charles,
Burt, Anthony.
Carroll, John.
Carson, George.
Coe, John.
Collisi, Nicola.
Costello, John.
Coats, Lewis A.
Davenport, Addie.
Doyle, John.
Drummond, Daniel.
Dunlap, James.
Fărr, Daniel.
Flanders, Joseph.
Gage, William.
Gunn, William.
Gunn, Edward.
Garvey, James.
Harris, William.
Hopson, Thomas.
Kame, Delos.
Total Boys,
B O Y S.
Kimbel, John.
King, Silas A.
King, Alexander.
Kinne, James.
Kinne, Thomas.
Knesler, Walter.
Knesler, Norman.
Knesler, Calvin.
Larkins, Frank.
Lemon, John.
Leonard, John.
Leonard, James.
Littlefield, Arthur.
Luckins, Wilsey.
Mandlin, Frederick.
McCollough, William.
McGee, John.
McFarlan, Dewey.
Newell, George.
Otto, George.
Palmer, Hutchinson.
Pettibone, William D.
Putney, John.
Quinn, Lawrence.
Quinn, James.
Short, Franklin.
Short, Morris.
Simpson, Charles.
Sipple, George.
Sipple, William.
Sipple, John.
Sipple, Henry.
Sisaring, Joseph,
Smith, James.
Smith, Charles.
Smith, Hans.
Smith, George.
Smith, Henry.
Stevens, Daniel.
Warner, John.
Washburn, James R.
Washburn, Elmer.
West, Frank.
Weeks, Hiram.
Wenderfield, Joseph.
Wenderfield, Frank.
Whetmore, Andrew.
Whetmore, George.
Woodruff, Charles.
Woodruff, Marcus T.
Woolsey, Robert.
Woolsey, Abram.
Catalogue of Ypsilanti Union School. 25
Adäms, Julia.
Andres, Mary.
Archibald, Mary E.
Campbell, Emma
Carson, Sarah.
Clark, Sarah.
Cleveland, Susan.
Collisi, Mary.
Costello, Catharine.
Costello, Eliza.
Davenport, Clara.
Davenport, Emily.
Dengler, Ricka. Kinne, Mary.
Doyle, Josephine. Knesler, Mary.
Farr, Josephine. Lemon, Mary.
Fogle, Mary. McCollough, Mary.
Fogle, Emma. McCollough, Marion.
Total Girls,...---------------------
+ - w {
"------------>|-----------"
G | R L S.
Garvey, Rosa.
Gunn, Jane.
Harris, Susan.
Hickory, Mary.
Hickory, Elizabeth.
Hinman, Harriet.
Hopson, Martha.
King, Letitia,
King, Elizabeth.
King, Nancy.
King, Olive.
Kinne, Catharine.
Meesbro, Flora.
Palmer, Viola.
Pearl, Elizabeth.
Pettibone, Mary B.
Platt, Elizabeth.
Quinn, Mary.
Simpson, Emma.
Simpson, Ella.
Simons, Mary J.
Sisaring, Mary.
Stevens, Rebecca.
Suxbury, Maria J.
Warner, Christia.
West, Louisa.
Woolsey, Rachael.
Woolsey, Esther.

26 Catalogue of Ypsilanti Union School.
COLORED DEPARTMENT.
Zº 2.
Augustus, James.
Caution, Wm. H.
Coleman, Morris.
Cooper, William H.
Harrison, John.
Haws, William E.
Jones, Willis.
Jones, Enock.
Annison, Sarah J.
Brown, Martha J.
Brown, Eliza J.
Caution, Laura E.
Johnson, Mary E.
Johnson, Caroline.
Johnson, Angeline,
Johnson, Augusta.
Jacobs, Hannah.
Jacobs, Harriette.
Total Girls,
\ , boys.
Johnson, Frederick.
Jacobs, Samuel.
Morton, Robert H.
Morton, Charles M.
Scott, Preston.
Scott, Prince A.
Stewart, Jessa.
Thompson, Lorenzo.
Total Boys,
G I R L S.
Jacobs, Mary.
• * * * * * * tº e º sº º sº me a es e º sm an
Trast, Edward.
Trast, Edgar.
Thomas, William E.
Taylor, John.
White, Merchant.
Williams, Noah.
Williams, Elisha.
Young, Leonard J.
Mary, Rose.
Lawrence, Margarette. Sleets, Margaret.
Murray, Eliza.
Moss, Sarah E.
Oliver, Elizabeth.
Oliver, Sarah C.
Oliver, Martha A.
Oliver, Lucy.
Oneal, Charlotte.
Scott, Gentrice.
Stafford, Mary J.
Stewart, Martha.
Stewart, Anna E.
Taylor, Mary.
York, Ceny.
York Lucy.
Catalogue of Ypsilanti Union School. 27
: KS . -- * sº ^*. -
... ** - º S. ---
*- **** f* \- *. s •,• . - * ~, - `, '-- \
* , . * . . . - - -s. - ^*
Academical Department. First Ward Primary.
Males,------------------------- 189 | Boys, -------------------------- 48
Females,----------------------- 156 Girls,. ------------------------- 41
Grammar Department. Fourth Ward Primary.
Boys, -------------------------- 69 | Boys,-------------------------- 56
Girls, -------------------------- 63 Girls,-------------------------- 45
Preparatory Department. Fifth Ward Primary.
Boys,----------- - - - - - - - - - - - - - - - 80 | Boys,-------------------------- 78
Girls,<------------------------- 76 Girls,<------------------------- 50
Primary Department. Colored Department.
Boys, -------------------------- 159 | Boys-------------------------- 24
Girls,------------------------- 168 Girls-------------------------- 28
Aggregate-------------------------------- 1,320
Classical Students,------------------------- 140
Foreign “ 188
* * * * * * * * * * * * * * * * * * * * * * * * *
T^*~~~
* * *-ºr...".--'. ... • ** ...,









Catalogue of Ypsilanti Union School. 29
2, 3
~~ *
3. }
- * . c.
- 3 -
.*N- . * : *…-
\ 'ºr' ! { - .<
- ^*. - .*
* ', - - * s: * ,4-
& * . : . :- a .2%
.. - sº . . . * . . * ...?
- - ... • - - - *- * ,
C IIR C U L A
-*—-
—-
LITERARY Societies.
x.
*-
A literary Society, composed of students, meets weekly for lec-
tures and debates. The same society has also commenced the
collection of a Library, and has already accumulated several hun-
dred volumes of valuable works. To this Library all members of
the society have access.
There is also another Society, composed of those who have gradu-
ated from, or prepared for, college at this school, known as the
“Philo-mnemonian Society,” which society holds one meeting or
re-union annually, at the close of the summer term, at which term
an oration and a poem are read before the society. The object of
this society is to revive and keep alive the associations and recollec-
tions of by-gone days.
PHILO-MNEMONIAN SOCIETY.
of C.A.NIZED 185s.
of FICEits of 1858. OFFICERS OF 1859.
WILLIAM H. HALL, President. BURKE SPENCER, President.
C. H. STOCKING, Vice Pres. D. N. DILLA, Vice Pres.
E. D. NICHOLS, Rec. Sec'y. R. H. TRIPP, Rec. Sec'y.
B. M. CUTCHEON, Cor. Sec'y. E. D. NICHOLS, Cor. Sec'y.
R. H. TRIPP, Treasurer. E. N. SKINNER, Treasurer.
S. N. KNEELAND, Orator. H. A. BUCK, A. B., Orator.
H. M. UTILEY, Poet. B. M. CUTCHEON, Poet.
–4–

30
Catalogue of Ypsilanti Union School.
OFFICIER,S OF TS60.
CHARLES SHIER, JR., President.
GEORGE SHERMAN, Vice Pres.
E. N. SKINNER, Rec. Sec'y.
B. M. CUTCHEON, Cor. Sec'y.
R. H. TRIPP, Treasurer.
H. M. CHEEVER, A. M., Orator.
MIss A. A. MIZE, Poet.
IN/[IEE IN/ITE TE TER. S.
H. A. Bross, Newaygo.
Henry A. Buck, A. B., Ypsilanti.
Edwin Burt, Mt. Washington, Ky.
J. R. Bingham, Kensington.
Jas. W. Bibbins,” Perrinville.
Byron M. Cutcheon, Ann Arbor.
Bdward Cook, Amboy, Ill.
Douglas N. Dilla, Jonesville.
Wallace D. Dilla, Jonesvölle.
George H. Gould, Henderson, Teacas.
William H. Hall, Tecumseh.
Chas, Hewitt, A. B., Milwaukee, Wis.
Charles M. Hunt, Meridian, N. Y.
Samuel N. Kneeland, Tecumseh.
Henry A. Latson, Webster.
Reese J. Lewis, Ann Arbor.
W. H. Mason, Parma.
Andrew J. May, New Orleans, La.
Solomon C. Martin, Clairbourne, Miss.
Erasmus D. Nichols, Ann Arbor.
Ira Olds, Ann Arbor.
A. Caspar Rorison, Henderson, Texas.
Mahlon H. Raymond, M. D., Grass L.
Charles A. Stocking, Tecumseh.
Charles Shier, Jr., Ypsilanti.
Edward N. Skinner, Ypsilanti.
Burke Spencer, Ypsilanti.
John H. Shaffer, Chicago, Ill.
John B. Skinner, Ypsilanti.
Anson C. Town, Ypsilanti.
Hiram B. Thayer, Northville.
Robert H. Tripp, Ann Arbor.
Edwin F. Uhl, Ypsilanti. t
Henry M. Utley, Northville.
G. W. Wankauran, Ann Arbor.
James B. Wells, Clinton.
Deloss F. Wilcox, Dundee.
Sophia Spencer Camp, Ypsilanti.
Josephine Halbert Cook, Amboy, Ill.
Anna M. Cutcheon, Urbana, Ill.
Helen A. DeVoe, Owassa, N. Y.
A. A. Fairchild, Georgia, Vt.
Emma L. Fairchild, Ypsilanti.
IEmma A. Hall, Tecumseh.
Abi E. Hillick, St. Louis, Mo.
Abby E. Mize, Ann Arbor.
Josephine L. Moore, Ypsilanti.
Helen M. Post, Ypsilanti.
Eliza R. Shier, Ypsilanti.
Lucy Town, Ypsilanti.
Louisa M. Waldron, Ypsilanti.
Amnie M. Warner, Port Gibson, Miss.
E. D. Lay, Ypsilanti.
Deloss Phillips, Ypsilanti.
Caspar Yost, Ypsilanti.
Frank Hendricks, Ypsilanti.
George Sherman, New Hudson.
J. C. Ambrose, Sharon.
O. B. Curtiss, Wayne.
J. D. McLaughlin, Redford.
Levant Barnhardt, Ypsilanti.
Charles A. Sandford, Aurora, Ind.
H. M. Cheever, A. M., Detroit.
Wm. E. Cheever, A. M., Detroit.
Samuel H. White, A. M., Northville.
A. Martin, A.M., L.L.B., St. Louis, Mo.
Henry C. Champion, A. B., Ypsilanti.
. M- Catalogue of Ypsilanti Union School. 31
COURSE OF STUDY.
Our Course of Study will be, substantially, as follows:
AFIRST Yº...ſº º,
First Quarter—Davies' Higher Arithmetic, advanced Grammar, Geography.
Second Quarter—Higher Arithmetic finished, Davies' Elementary Algebra,
advanced Grammar.
Third Quarter—Elementary Algebra finished, Hitchcock's Physiology, Syn-
tax and Prosody.
Fourth Quarter—Bourdon begun, Book-Keeping, Botany begun.
SA; COJVºſ) ºff. Fr.
First Quarter—Bourdon, Botany, History.
Second Quarter—Geometry, History, Natural Philosophy.
Third Quarter—Geometry, History, Natural Philosophy.
Pourth Quarter—Physical Geography, History, Logic.
Tº ſº. D Yº Esſ IAR,
First Quarter–Rhetoric, Chemistry, Plane Trigonometry.
Second Quarter–Rhetoric, Chemistry, Mental Philosophy.
Third Quarter—Mental Philosophy, Astronomy, Evidences of Christianity.
Fourth. Quarter—Astronomy, Moral Science, Elements of Criticism.
The Classical Course in connection with this, embraces the fol-
lowing;
Latin—Andrews' and Stoddard’s Latin Grammar; Caesar's Commentaries, 3
books; Sallust's Cataline; Cicero's Four Orations against Cataline, (Anthon's
edition); three books Virgil, (Cooper's,) with Prosody; and forty lessons Ar-
mold's Prose Composition.
Greek–Kuhner's Greek Grammar, (elementary,) and three books Anabasis.
Prench and German are thoroughly taught, in regular course.
Exercises in original and selected Declamation, and in Composi-
tion, are required weekly.
We shall offer advantages to students preparing for the Univer-
sity, Superior to those enjoyed in any similar school in the State,
Especial attention will be given to this department.
5
U-
32 Catalogue of Ypsilanti Union School.
&
TEACHERS’ CLASS,
-*.
*
During the Fall and Spring Terms, a Teachers' Class will be
formed with especial reference to the advantage of those preparing
to teach.
All that experience and care can accomplish, we promise to those
who come among us for educational purposes.
—-º-º-º-º--ee---—
MISCELLANEOUS.
Our new School Building has now been in use two years, and its
entire fitness for the purpose for which it was erected has been
thoroughly proved.
Arrangements have been made for systematic instruction in the
art of Penmanship.
Our Chemical and Philosophical Apparatus has been repaired and
enlarged, so that we are now able to give proper attention to the
department of Natural Science.
Competent instruction in Vocal and Instrumental Music has also
been provided.
Whatever reputation a convenient and noble building, an earnest
corps of teachers, and a beautiful and healthy location have given
us, we shall endeaver to maintain and increase.
sº-º-º-º-º-
tº
Catalogue of Ypsilanti Union School. 33
Board may be had in good families at moderate rates; or rooms
may be found in abundance, well adapted to accommodate students
who prefer to board themselves.
The School Year commences on the second Monday in August,
and is divided into four quarters, of eleven weeks each,-ending
about the third Friday in June.
Non-resident students, before entering the school, will pay the
following Rates of Tuition:
Primary and Secondary Departments, per Quarter,. -------------- $200
Grammar Department, per Quarter,----------------------------- 3 00
Academical Department, per Quarter,--------------------------- 3 50
Languages and Higher Mathematics, per Quarter,--...-------------. 4 00
Instrumental Music, and use of Piano, will be charged extra.
—Q-->~~~~<--ó-
EXAMINATIONS AND EXHIBITIONS,
At the close of the Spring term, there will be a public examina-
tion of the whole school, and a general exhibition. And at the
close of the Summer term a public examination, with an exhibition
of the Senior class.
34 Catalogue of Ypsilanti Union School.
{

Fall Term begins------------------------ * * * * * * * * * * * August 13th, 1860.
&g ends------------------------------------ October 26th, “
Winter Term begins------------------------------- October 29th, “
&g ends------------------------- * * * * : * * * * Janu'y 11th, 1861.
Spring Term begins----------* * * * * * * * * * * * * * * * * * * * * * * Janu'y 14th, “
&g ends--------------------------- sº as as sº me as March 29th, “
Summer Term begins------------------------------ April 9th, 6&
6& ends.--------------------------------June 21st, £ 6.
/ .* 1. **- - '. '*. A ;
º/ & 3
Y74 I-

at
wº ºr “...;
-*.
BIENNIAL CATALOGUE AND CIRCULAR
OF THE
OFFICERS, TEACHERS AND PUPILS
OF THE
YISILANTI UNION SEMINARY,
TOGETHER WITH THE
COURSES OF STUDY; RULES AND REGULATIONS
. FOR THE
SCHOOL YEAR 1868–69.
PUBLISHED BY THE BOARD OF EDUCATION.
DETROIT :
FREE PRESS BOOK AND JOB PRINTING: HOUSE,
1869.

BOARD OF EDUCATION.
CHARLES WOODRUFF, A. M................. PRESIDENT.
HON. THOMAS NINDE . . . . . . . . . . . . . . .... . . . . . . SECRETARY.
C. N. GANSON ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TREASURER.
DAVID B. DODGE, AMASA KINNE, M.D.,
HON. CHAUNCEY JOSLIN.

TEACHERS.
WILLIAM H. PAYNE, PRINCIPAL,
LATIN AND INTELLECTUAL PEIILOSOPHY.
MISS HELEN. M. POST, PRECEPTRESS,
IFRENCEI AND GERMAN.
GEORGE F. EDWARDS,
GREEK AND MATEDEMATICS.
E. T. CURTIS,
NATURAL SCIENCES.
MRs. E. DARROW,
WOCAL MUSIC.
A. A. GRIFFITH, A. M.,
IELOCUTION.
GRAMMAR SCHOOL.
MISS ARISTINE G. GLOVER.
MISS FRANCES E. BACON.
INTERMEDIATE DEPARTMENT.
MISS ANNA. W. GANSON.
MISS MARY A. CAMP.
THIRD PRIMARY.
MISS MARY H. WATKTNS.
MISS MARTHA WATTS.
SECOND PRIMARY.
MISS JENNIE A. CROWELL.
MRS. KITTIE A. GILBERT.

YPSILANTI UNION SEM.INARY.
FIRST PRIMARY.
MISS ELLA LARZ.E.L.E.R.E.
IMISS FRANK H. FAIRCHILD.
MISS LYDLA A. SPENCER.
FIFTH WARD.
MISS SARA. J. LTTTLEFIELD.
IMISS RACHEL L. BOYCE.
FIRST WARD,
ISAAC BTURDINE.
—#&#—

STUDENTS.
A CADEMIC DEPARTMENT.
G. R. A D UA TES.
CLASS OF 1867.
*Mr. G. J. Holbrook, Cl . . . . . . . . . . . . . . . . . . . . Ypsilanti.
*Mr. E. E. Allen, Cl. . . . . . . . . . . . . . . . . . . . . . . . Milan.
*Mr. F. A. Crittenden, Sc. and L. . . . . . . . . . . . . Concord.
*Mr. E. O. Durfee, Sc. and L.................Plymouth.
CLASS OF 1868.
Mr. S. W. Baker, Cl . . . . . . . . . . . © e º ºs e º e º 'º e º & Corunna.
#Mr. W. W. W. Davis, Cl.................... Coldwater.
Mr. C. C. Hickey, Gen. . . . . . . . . . . . . . . . . . . . . Howell.
Mr. D. A. Mathews, Cl. . . . . . . . . . . . . . . . . . . . . Ypsilanti.
*Mr. J. A. Platt, Cl. . . . . . . . . . . . . . . . . . . . . . . . . Brighton.
*Mr. D. A. Rexford, Cl . . . . . . º, º e º e º e s e e e º e º e Ypsilanti.
*Mr. H. H. Van Vranken, Cl. . . . . . . . . . . . . . . . . Centreville.
*Mr. G. P. Voorheis, Cl . . . . . . . . . . . . . . . . . . . . . White Lake.
Miss Anna B. Boyce, Gen. . . . . . . . . . . . . . . . . . . Ypsilanti.
Miss Emma J. Brown, Gen. . . . . . . . . . . . . . . . . . Dansville.
Miss Mary L. Hardy, Gen...'... . . . . . . . . . . . . Ypsilanti.
* Miss Minnie A. Pierce, Gen. . . . . . . . . . . . . . . . . Ypsilanti.
* Miss Sarah E. Pierce, Gen. . . . . . . . . . . . . . . . . . Ypsilanti.
CLASS OF 1869.
Mr. F. E. Austin, Cl. . . . . . . . . . . . . . . . . . . . . . . . Centreville.
Mr. C. E. King, Cl . . . . . . . . . . . . . . . . . . . . . . . ..Ypsilanti.
Mr. G. A. Gary, Cl . . . . . . . . . . . . . . . . . . . . . . . . . Paton Rapids.
Mr. F. I. Whitney, Cl . . . . . . . . . . . . . . . . sº e a te e º a Brooklyn.
Mr. C. M. Van Cleve, Cl. . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Mr. T. Brown, Cl. . . . . . . . . . . . . . . . . . . . . . . . . . . Wayne.

YPSILANTI (JINION SEMINARY.
Mr. W. W. Collins, Gen. . . . . . . . . . . . . . . . . . . . .Ypsilanti.
Mr. C. M. Woodruff, Sc. and L. . . . . . . . ... ...Ypsilanti.
Miss Hattie Weed, Gen. ......... tº e º e s ∈ º ºs e e º a Ypsilanti.
Miss Fannie Shelmire, Gen.............. ...Ypsilanti.
Miss Mary Carpenter, Gen. . . . . . . . * e º º º e º º ... Ypsilanti.
Miss Fannie Allen, Gen................. . ... Niles.
Miss Frankie Everts, Gen. . . . . . . . . . . . . . . ... ...Ypsilanti.
*Entered Michigan University.
tentered Amherst College.
Cl.—Classical Course.
Sc. and L.-Scientific Course with Latin.
Gen. —General English Course.
—#&#34–

ACADEMIC DEPARTMENT.
GENTILEMEN.
Austin, Freeman E. . . . . . . . . . . . . . . . . . . . . . . . . Centreville.
Athoe, Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pt. Abino, Ontario.
Alexander, Chester . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Bucklin, Delos P. . . . . . . . . . . . . . . . . . . . . . . . . . . {{
Bassett, James A. . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Bell, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . {{
Burke, Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marion, Iowa.
Butler, John R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wayne.
Blair, Albert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Homer.
Birch, James W. . . . . . . . . . . . . . . . . . . . . . . . . . . . Greenville,
Barber, Jackson . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chelsea.
Bunnell, Henry A. . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Brown, Titus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wayne.
Brown, Charles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kalamazoo.
Brown, G. Preston. . . . . . . . . . . . . . . . . . . . . . . . . . Pinckney.
Crooker Joseph H . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Crane, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Crane, George H. . . . . . . . . . . . . . . . . . . . . . . . . . . . ( &
Crosbey, Henry W .......................... 4 &
Calkins, Alexander ......................... & 4
Collins, William W. . . . . . . . . . . . . . . . . . . . . . . . . & &
Curtis, Edward. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6&
Cleveland, -. . . . . . . . . . . . . . . . . . . ..........
Cobb, George. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . York.
Cook, Henry O. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Homer, Mich.
Carus, O. H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Walled Lake.
Dewey, Lamont H. . . . . . . . . . . . . . . . . . tº º e º 'º e º e Ypsilanti.
Dudley, Allen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Derby, M. L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . © tº {{
Dexter, Niles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . York.
DeWolf, Charles B . . . . . . . . . . . • * * * * * a e º & e º e e Michigan City, Ind.
Dake, William C. . . . . . . . . . . . . . . . . . . . . . . . ... Salem, Ohio.
Emerick, Albert. . . . . . . . . . . . . . . . . . . . . . & e º ºs e e Ypsilanti.
Everett, William . . . . . . . . . . . . . . © e º 'º e º e º 'º e º a e & 4
Eveland, Samuel . . . . . . . . . . . . . . . . . . . . e e º 'º e º is Springdale.
Ellsworth, J. H. . . . . . . . . . . . . . . . . . . . . . . . . . . . South Bend, Ind.
Fair, Eugene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti,
Fletcher, Addison . . . . . . . . . . . . . . . . . . . . . . . . . . {&
Finley, John P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
2

10 ,
YPSILANTI UNION SEMINARY.
Flynn, M. J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Manchester.
Green, Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Gardiner, Richard. . . . . . . . . . . º gº e º 'º º e º sº e º 'º - e. e. Dearbornville.
Golloway, Edward D . . . . . . . . . . . . . . . . . . . . . . . Howell.
Graham, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . Milford.
Gary, George A. . . . . . . . . . . . . . . . . . . . & © tº it s e º e s Eaton Rapids.
Hope, James D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Hosmer, Wilmer F. . . . . . . . . . . . . . . . . . . . . . . . . New Boston,
Hewitt, Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Harris, Frederick D . . . . . . . . . . . . . . . . . . . . . . . . South Bend, Ind.
Hathaway, Wendell S. . . . . . . . . . . . . . . . . . . . . . JErie,
Havens, Charles M. . . . . . . . . . . . . . . . . . . . . . . . . . Eaton Rapids.
Horton, Frederick. . . . . . . . . . . . . . . . . . . . . . . . . . Wayne.
Hooper, William . . . . . . . . . . . . . . . . . . . . . . . . . . . Ontonagon, L. S.
King, Charles E. . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
|Kellogg, M. Albert . . . . . . . . . . . . . . . . . . . . . . . . . 46
Kennedy, William. . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Keene, J. P. . . . . . . . . . . . . . . . . . . . . . tº a e º e s a e º e & 4
Keeney, G. J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Erie.
Kyte, Joseph L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . York.
Kellogg, Milfred . . . . . . . . . . . . . . . . . . . . . . . . . . . Bay City.
Kearney, Albert. . . . . . . . . . . . . . . . . . . . . . . . . . . . Eaton Rapids.
Lawrence, Andrew J. ....................... Howell.
Lawrence, Willard . . . . . . . . . . . . . . . . . . . . . . . . . Superior.
Lane, Seymour............ * e - © tº º e º 'º e º e º e º 'º e Milford.
Martin, John M. . . . . . . . . . . . . . © & © 4 s & e º t e º e s a e Ypsilanti.
Markham, Marcus A. . . . . . . . . . . . . . . . . . . . . . . . & 4
Mansfield, Ezra . . . . . . . . . . . . . . . . . . . . . . . . . . . . & &
Moore, George W. . . . . . . . . . . . . . . . . . . . . . . . . . . Van Buren.
Midgely, John T. . . . . . . . . . . . . . . . . . . . . . . . . . . Franklin.
Middleton, George F. . . . . . . . . . . . . . . . . . . . . . . . Greenville.
McLane, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Detroit.
Moore, Virgil D . . . . . . . . . . . . . . . . . . . . . . . . . . . . Canton.
McConley, Charles M . . . . . . . . . . . . . . . . . . . . . . . Richmond.
Marden, William. . . . . . . . . . . . . . . . . . . . . . . . . . . Sheldon's Corners.
Nichols, Volmon. . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Post, Justin. . . . . . . . . . . . . . . . . . . . . . © e º e s & e º sº e & 4
Potter, Frank H. . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Pray, John Q. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Portage, Ohio.
Parker, John B. . . . . . . . . . . . . . . . . . . ..........
Pierson, Wayne. . . . . . . . . . . . . . . . . . . ......... Livonia.
Randall, Lucien A. . . . . . . . . . . . . . . . . . . . . . . . . . Birmingham.

ACADEMIC DEPARTMENT. 11
Robb, Franklin. . . . . . . . . . . . . . . . ............. Belleville.
Ross, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gettysburgh.
Ruddiman, Charles......................... Dearbornville.
Ruddiman, Frank.......................... 6&
Sleight, Henry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Scott, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Smith, John C.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . &G
Stebbins, Herbert H. . . . . . . . . . . . . . . . . . . . . . . . & &
Sweet, Charles S. . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Sweitzer, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Sweitzer, William . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Sloss, Arthur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dearbornville.
Stewart, Ira. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wallaceville.
Slaght, Arthur L. . . . . . . . . . . . . . . . . . . . . . . . . . Greenville.
Spear, James. . . . . . . . . . & © tº e º ſº e s tº e e s e s e e s e e º s Belleville.
Stevenson, B. B. . . . . . . . . . . . . . . . . . . . . . . . . . . . Salem.
Stephenson, Jerome. . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Talbot, Eugene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . &&.
Teall, Lemuel D. . . . . . . . . . . . . . . . . . . . . . . . . . . . Erie.
Tompkins, - . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dearbornville.
VanBuskirk, David. . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
VanCleve, Charles. . . . . . . . . . . . . . . . . . . . . . . . . . & 6
Woodruff, Marcus T. . . . . . . . . . . . . . . . . . . . . . . . & &
Woodruff, Charles M. . . . . . . . . . . . . . . . . . . . . . . . 66
West, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & &
West, George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6
Wilcox, William . . . . . . . . . . . . . . . . . . . . . . . . . . . & &
Wright, Albert. . . . . . . . . . tº sº e º ºs e º 'º e º e º 'º e º 'º e º 'º & &
Woodward, James. . . . . . . . . . . . . . . . . . . . . . . . . . Milan.
Welch, Spencer . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pittsfield.
Wilson, Mortimer. . . . . . . . . . . . . . . . . . . . . . . . . . Denmark.
Whitney, Frank I. . . . . . . . . . . . . . . . . . . . . . . . ..Brooklyn, Mich.

12
YPSILANTI UNION SEMINARY.
LADIES
Allen, Fannie M. . . . . . . * * * * * * * * * * * * * g e º e º e º e Niles.
Allen, Louise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . York.
Allen, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Allen, Addie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Barnard, Dora. . . . . . . . . . . . . . . . . . . . . . . . . .....Ypsilanti.
Barnard, Lillie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Bonnell, Amelia . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Bonsteel, Hattie. . . . . . . . . . . . . . & & e o e º e º e - e. • * * & 4
Boyce, Priscilla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Boyce, Jennie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Boyce, Lima. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & e & 4
Brown, Ella. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Buckle, Jennie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Bucklin, Julia. . . . . . . . . . . . . . . . . . . . . . © tº e º e º gº º & 4
Bucklin, Louise . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Burdell, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Burt, Lillie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Burt, Helen E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Cain, Flora . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Canon, Attie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Canon, Julia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( &
Carpenter, Mary. . . . . . . . . . . . . . . . . . . . . . . . e e º 'º & 4
Cheney, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Collins, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wayne.
Converse, Annio. . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Cook, Ella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . York.
Cooper, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Curtis, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Dearborn, Belle . . . . . . . . . . . . . . . . . . . & e º 'º a e e s e 6&
Tºverts, Frank . . . . . . . . . . . . tº º & © & & © tº e º e º e º e ºs e e & 4
*iske, Ella. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Ganson, Mary................. tº dº e º gº tº e º 'º º 'º º e & 4
*y, Nellie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Geer, Lillie . . . . . . . . . . . ..................... & 4
Glass, Susie. . . . . . . . . . . ..................... Superior.
Havens, Stella ................ e - © tº e º & e e s & e e Eaton Rapids.
Honderson, Alice................... tº e º 'º e e º º Ypsilanti.
Honderson, Ida. . . . . . . . . . . . . . . * & © tº e º e º e º º ſº º e & 4
Hinchey, Josie . . . . . . . . . . . .................. & 4

ACADEMIC DEPARTMENT. 13
Binkley, Ettie . . . . . . . . & e e s tº e e s e º e º e º & e º sº e s a Pittsfield.
Hudson, Kate . . . . . . . . . . . . . . . . e - © & e e º e s is e º e e Ypsilanti.
Hubbell, Alice... . . . . . . . . . . . . . . . . © e º 'º e º e º e s is & &
Joslin, Elvira. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Joslin, Ella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6&
King, Susie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Ritchen, Marion. . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Larzelere, Ada. . . . . . . . . . . . . tº e º 'º - e º e º & e e e º e º 'º 6&
Lounsbury, Electa. . . . . . . . . . . . . . . . . . e e s e s ∈ e e & 4
Marshall, Clara. . . . . . © e e s e s is e º a c e º 'º º e º 'º e e º 'º e 44
Moore, Frankie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Superior.
Morse, Ida . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dundee.
Myers, Allie . . . . . . . . e Q e e s e e s e e s e e a e s e e s e s s e Ypsilanti.
Nichols, Nettie . . . . . . . . . . . . . . . . . . . . . . . . . . . . & &
Ninde, Lizzie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & &
Nowlin, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & &
Nowlin, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & &
Pearsall, Mary C. . . . . . . . . . . . . . . . . . . . . . . . . . . & &
Plank, Ella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dundee.
Post, Bettie . . . . . . . . . . . . . . . . . . . . . . • e º e a e e s e e Ypsilanti.
Pratt, Hannah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . {{
Pruden, Juliot. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Purviance, Lucy. . . . . . . . . . . . . . . . . . . . . . . . . . . . Huntington, Ind.
Quirk, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Van Buren.
Tash, Carrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Geddesburgh.
Reeves, Frank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Regal, Nellie. ----------------------------------" -- - - ,
IRegal, Emma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "… . —
Rogers, Emma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …
Sage, Carrie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & &
Sage, Eva. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & &
Scott, Carrie . . . . . . . . . . . . tº e º ºs e º 'º e º e º º e º e º 'º e e & 4
Soeloy, Aumanda . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 &
Seymour, Ella. . . . . . . e a e º e º º te e º e º 'º e º e < e o e º 'º e 6 &
Shelmire, Fannio . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Shelmire, Matie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 &
Short, Fannie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pontiac.
Short, Emma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Shutts, Anna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Sidelle, Dora. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . & 4
Spear, Addie. . . . . . . . . . . . . . . . . . . . º, º e º e º 'º e º 'º º Saline.

14
YPSILANTI UNION SEMINARY.
Stevens, Avis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Ypsilanti.
Stout, Kittie. . . . . . . . . . . . . . . . . . . . tº º e º 'º - e º ºs e º 6&
Thompson, Caddie. . . . . . . . . . . . . . . . . . © e º 'º e º e e 6&
Town, Stella . . . . . . . . . . . . . . . . . . . . . . . º e º 'º e º º e 46
Van Cleve, Maggie. . . . . . . . . . . . . e - © e º º º e e º 'º e e &é
Wallace, Emma . . . . . . . . . . . . . . . . . . . . tº e º e s e º e & 4
Watling, Ella . . . . . . . . . • * e º e º e º e º ºr e e tº e - e º e e - 6&
Waters, Hattie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Southfield.
Weed, Hattie . . . . . . . . . . . . e - © tº e & © tº e e º e º e s e º 'º Ypsilanti.
Wells, Libbie . . . . . . e e e º º e e g º e s s e e s e º a . . . . . .Ionia.
—£&#—

GRAMMAR DEPARTMENT.
15
&
GRAMMAR DEPARTMENT.
Armstrong, Perry.
iłeach, Walter.
Cheever, Walter.
Cheshire, Alfred.
Coon, Charlie.
Crane, Edward.
Crane, Ingsly.
Creelman Frank.
Curtis, John.
Dudley, Landon.
IEdson, Frank.
Feldman, Albert.
Finley, Mark.
Goodspeed, Delbert:
Graves, Alpheus.
Graves, James.
Green, Willie.
Hardy, Willie.
Bawkins, Andrew.
Holbrook, Albert.
Lake, Charlie.
LaRue, William.
Long, George.
GENTILEMEN.
Martin, John.
Martin, Jasper.
Mathews, Willie.
McCullough, William.
McKinstry, Carlile.
McLachlin, Willie.
Moore, Charlie.
Ninde, John.
Norris, Mark,
Oberst, George.
Pearsall, Clauda.
Phillips, Charlie.
Regal, Sabine.
Schaffer, Emmitt.
Scott, Daniel.
Sherman, Jerome.
Shelmire, Connett.
Shipman, Jerome.
Smith, George.
Stoddart, John.
Sweeny, Frank.
Sweet, Warren.
Thompson, Fred.

16
YPSILANTI UNION SEMINARY.
Barnard, Martha.
Batchelder, Julia.
Bennett, Idi
Boyce, Carſtä
Buckle, Ella.
Burt, Sarah.
Case, Marietta.
Case, Delia.
Case, Libbie.
Chase, Bella.
Crosby, Hattie.
Depuy, Eva.
Dole, Clara.
Dwight, Kittie.
Everett, Mary.
Foote, Kate.
Giles, Lucy.
Glass, Debbie.
IHascal, Mary.
Hodson, Jennie.
LADIES.
Holbrook, Mary.
Johnson, Mary.
Relly, Mary.
Lake, Flora.
Lake, Ida.
McCullough, Marion.
Miner, Emma.
Norris, Maria.
IPearsall, Mary.
Phelps, Sarah.
Bierson, Jennie.
Quirk, Lizzie.
Scott, Anna.
Sleight, Alice.
Smith, Minnie.
Smith, Hattie.
Stevens, Susie.
Stout, Edith.
Towner, Carrie.

ENFOLLMENT.
17
ENRO LLMENT.
A66 REGATE FOR THE YEAR.
ACADEMIC DEPARTMENT:
Gentlemen ... . . . . . . . . . . . . . . . . . . • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * e tº gº e º 'º - e º 'o in e º º sº
Ladies................------------------. tº e º ºs º ºs º te tº e º sº e = * * g is sº tº ſº tº º tº º e º 'º e º 'º e º 'º gº e
GRAMMAR SCEIOOL..... tº gº ºn tº $ tº C tº º tº e s tº a s e º ºs º e º ºs º ºs e º ºr a tº tº gº º tº as tº sº tº º tº e º tº g g º º tº ºn tº ſº tº º tº e º ſº tº
INTERMEDIATE. . . . . . . . . tº e º 'º ºn tº º ºs e º º is º ºs º º is e = tº º ºs e º dº º is tº tº gº tº º is dº ſº tº gº e s is e s tº tº e º E tº e º ºs º is º º º
THIRD PRIMARY.......... tº e º 'º e º ſº º & © tº * > * * * * * * e º a s º º sº tº º º e º e º 'º e º ºs º º $ tº s e tº e º 'º º tº º e º º is e
SECOND PRIMARY . . . .......... . . . . . . . . . . tº º e º sº tº e º 'º tº tº e º e º e º 'º e º sº * Lº e º a sº e * G - e º e º & tº º is
FIRST PRIMARY...................... tº ºn tº tº º ºs e º s º ºs = • s e º e º e •- - - - - - - - - - - - - ge tº º º ºn tº º ſº tº gº º
WARD SCHOOL .............. tº º ºs º º ſº tº tº e º ſº tº tº º * * * * * * * g e tº e º 'º gº º º ºs e º ºs º º tº e º ſº º sº tº e º º tº º tº e º tº gº
COLORED SCHOOL.... . . . . . . . . . . . . . . . . . . . . . . . . . . . • * * * * * * * * * * * * * * * * * * - - - - - tº gº º ºs º is º º tº
Number enrolled twice. . . . . . . . . . . . * * g º de ge tº º e º 'º e tº tº e º e g g g º º tº e º 'º e º 'º e º e º ºs e e º 'º e º e g º e
113
90
96
145
184
142
252
120
84
Total for the Year - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
1,165

18 YPSILANTI UNION SEMINARY.
COURSE OF INSTRUCTION.
FIRST PRIMARY DEPARTMENT.
“B” CLASS.
Oral Instruction—Different parts of the human body; five senses; com-
mon objects, their size, color and more observable properties. These
lessons have for their object to lead pupils to notice carefully, and name
correctly, whatever presents itself to the senses in these objects. They
thus serve to educate the senses, and to teach language.
Reading by the Word Method—Webb's cards and Word Method Primer
are to be used, and in connection with these the teacher may print words
upon the blackboard, and require the pupils to reproduce them on their
slates. The little people should be encouraged to talk about the words in
their lessons. Memory will be assisted, and that which is too often a dull
task will become a real pleasure. When words have been thoroughly
learned, they should be spelled, both by letter and by sound. Hillard's
First Reader.
Number—Counting from one to sixty by means of objects.
I)rawing on Slates—Imitating forms, letters and other objects sketched
by the teacher upon the board.
Verses and Maa'ms repeated singly and in concert.
Physical Evercises and Singing at intervals during the day.
Exercises in Articulation twice each day.
“A.” CLASS.
Oral Instruction—Domestic animals; trees; primary colors. Ideas of
length should be developed by the actual measurement of books, tables,
benches, etc., by means of rules divided into inches and feet. The pupils
should find out, by experiment, that twelve inches make a foot, three feet
one yard, etc., etc. When these facts have been learned by actual observa-
tion, the teacher may embody the results in a table copied upon the board,
and the pupils may reproduce this upon their slates.
Reading and Spelling—The exercises prescribed for the “B” Class are to
be continued, and Hillard's Second Reader completed and reviewed. Each

COURSE OF INSTRUCTION. ' 19
*–
Word learned should be spelled, both by letter and by sound. The names
and forms of the different pauses, and the use of the period, should be
learned,
Number—Counting from one to one hundred; reading and writing Arabic
numbers to one hundred; Addition Tables, from blackboard, to 4 plus 10;
Roman numerals to L; exercise in adding sums of small numbers, first
from real objects.
Drawing—At least two exercises each day with slate and pencil, using
elementary cards; printing or writing lessons in spelling, numerals, etc.,
or reproducing the lessons on objects.
Singing, Physical Exercises, and Exercises in Articulation, as before.
&
SECOND PRIMARY DEPARTMENT,
“IB’’ CLASS.
Oral Instruction—Long Measure completed, and Cloth Measure learned;
Square Measure introduced, by a square inch and foot cut from stiff paper,
and applied in measuring various surfaces. Miscellaneous objects, as
articles of furniture, dress, etc., their parts and uses. Pupils should learn
the name of the Town, County, State and Country, the Capital of the
State, the name of the Governor, and of the President of the United States;
they should also learn to tell the hour by clock or watch.
Reading and Spelling—Hillard's Third Reader read and reviewed with
particular attention to punctuation, definitions and illustrations: short
daily drills in enunciating vowels, consonants, and combinations of both ;
spelling words from reading lesson, both by letter and by sound.
Mºtºmber—Exercises in adding series of numbers; reading and writing
Roman numerals to one thousand; counting by twos and threes to one
hundred, till it can be done readily ; Addition and Subtraction Tables
completed.
Drawing and Writing—Two exercises a day with slate and pencil, or
paper and pencil, and printing or writing lessons in spelling and arithmetic.
Physical Exercises and Singing as before.
“A.” CLASS. t
Oral Instruction—Divisions of time and their names; lines and angles.
Circular measure and measures of time should be made familiar.
Reading and Spelling—Sanders’ Third Reader completed, with careful
attention to punctuation, illustrations and definitions. Spelling lessons
should be made from the Reader and from new terms learned in the oral
lessons.

20 YPSILANTI UNION SEMINARY.
Drawing and Printing as before. *
Number—Multiplication and Division Tables through fives, with exer-
cises in writing numbers as far as billions, and in adding and subtracting
series of numbers. Stoddard’s Primary Arithmetic to Lesson XXXV.
Singing and Physical Exercises as before.
Concert exercise in Articulation twice each day.
THIRD PRIMARY DEPARTMENT.
“B” CLASS.
Oral Instruction—Lessons on objects should be more systematic, pre-
paring pupils for coming studies, and they should be addressed more to
the reflection, leading the pupil to compare and classify, as well as to
observe. The sphere should be studied, and its hemispheres, diameters,
axis, circles, zones and revolutions be made familiar, helping the pupil’ to
understand the same terms when afterwards applied to the earth.
Beading and Spelling—Hillard's Fourth Reader begun, with strict atten-
tion to punctuation, definition and illustration; frequent exercises in enun-
ciating difficult combinations of consonants; spelling as before.
Number—Stoddard’s Primary Arithmetic completed; Multiplication and
Division Tables completed; oral exercises in rapid combinations of num-
bers. Pupils should be able to write with readiness all numbers within
four periods.
Abbreviations, Singing and Physical Exercises. Drawing continued.
Copy Book No. 1. -
“A.” CLASS.
Oral Lessons—Review of previous lessons; weights and measures taught
experimentally.
I?eading and Spelling—Sander's Fourth Reader completed; frequent
exercises in enunciation. Spelling as before.
Number—Stoddard's Intellectual Arithmetic to page 57, with regular
exercises in writing or combining numbers.
Primary Geography—Guyot's Primary completed, with Map Drawing.
Writing, Copy Book No. 2. Singing, Physical Exercises, Recitations.
INTERMEDIATE DEPARTMENT.
“B” CLASS.
Oral Instruction—Kinds and Properties of Matter; Laws of Motion;
Historical Shetches (King Philip, Columbus, Washington, Franklin
Henry).

course of INSTRUCTION. 21
Geography—Guyot's Common School begun, with Map Drawing.
Construction of Sentences, with oral lessons in English Grammar.
Hillard's Fifth Reader, with close attention to punctuation, definitions,
illustrations, and to elementary Sounds.
Written and Oral Spelling—Words may be selected from the reading
lessons, but-there should be frequent exercises in spelling words in com-
mon use which may not occur in the Reader.
Drawing, Singing and Writing.
Mental Arithmetic—Stoddard’s Intellectual to page 89.
Slate Arithmetic—Stoddard’s Rudiments to Decimal Fractions.
Recitations and Physical Exercises.
“A.” CLASS.
Oral Instruction—Air, Water, Respiration, Circulation, Digestion,
National and State Governments, Historical Sketches.
Geography—To Europe, with Map Drawing.
Written and Oral Spelling, with strict attention to words in most com-
In OIl tiSe.
Writing. Sander's Fifth Reader. Singing.
Mental Arithmetic to page 114.
Grammar Kerl's First Lessons, with Lessons on the Use of Language.
Written, Arithmetic—Rudiments completed. --
Recitations and Physical Exercises.
GRAMMAR SCHOOL.
“B” CLASS.
Oral Course–Electricity, Sound, Light, Heat, Historical Sketches.
Gramma-Kerl’s Common School to Rules of Syntax.
Compositions, Abstracts and Written Reviews.
Geography completed and reviewed. Map Drawing from memory.
History of United States to the Revolution. Hillard's Sixth Reader.
Written and oral spelling as before. Writing. Singing. Mental Arith-
metic completed. Written Arithmetic through Simple Interest.
Declamations and Recitations. Physical Exercises.
“A.” CLASS.
Grammar completed, with parsing and analysis from reading book.
Composition, Abstracts, and Written Reviews.
History of the United States completed. Sander's Sixth Reader.
Writing. Singing. -
Written Arithmetic, completed and reviewed, with the closest attention
to principles. Declamations and Recitations.

§
*-
COURSES OF STUDY FOR THE ACADEMIC DEPARTMENT,
YEAR FIRST TERMI. SECONID TERMI. TEIIRD TERM.
English. Classical. Bnglish. Classical. English. Classical.
Algebra. . . . . . . . . . . . . . . . Latin Grammar . . . . . . . Algebra. . . . . . . . . ... ...| Latin Grammar . . . . . . . Algebra. . . . . . . . . . . . . . . . Latin Reader.
Language”..... tº is º ºf º º ºs I e g º ºs e º e º 'º e º ºs * g º º is e º ºs e º º Language” . . . . . gº º e º ºs º º ºf s is tº * * e e º e º sº tº º is a º º . . . . .] Language" . . . . . . . . . . . . . . . . . . . . . . . . ............
I.
Physical Geography ... ............ . . . . . . . . . . . . Natural History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Botany. . . . . . . . . . F. . . . . . . . . . . . . . . . . . . . . . . . . . . .
* * * * * * * * * * * * * * * * * * tº e º tº e * w e º 'º is e º e s s & e gº º ºs e º 'º º tº G e Botanyt tº g º 'º º º .e. s sº e º º tº º ºs I º 'º e º 'º, º is • * is us s º s e s = e is e e = e e s a e e s a º º ºs e º ºs e ºs tº tº ſº tº * I & © g º º tº e s tº º ſº e º º e º e º is a e º 'º º
Geometry . . . . . . . . . . . . . Latin Reader. . . . . . . . . . Geometry ... . . . . . . . . . . Caesar . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . Caesar.
II Algebra. . . . . . . . . . . . . ...! Greek Grammar..... ..] Language” . . . . . . . . . . . . Greek Grammar....... Language” . . . . . . . . . . . . Greek Reader.
ſº Tianguage" . . . . . . . . . . . . ...... .................] History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Natural Philosophy....] History or Natural Phi-
History ........ * * * * * * * : * g º e s tº e º & ſº tº º e º sº e º e º ºs s = s. Natural Philosophy....] ......... • * * * * * * * * * * * * * | * * * * * . . . . . . . . . . . . . . . . . .] losophy.
Trigonometry ......... Cicero . . . . . . . . . . . tº e º 'º is sº Trigonometry . . . . . . . . . Cicero. . . . . . . . . . . . . . . . Geology . . . . . . . . . . . . . . . . Cicero.
III Tanguage” . . . . . . . . . ...! Greek Reader ....... ..] Language” . . . . . .......] Ancient Geography....| Language” ............ Ancient Geography.
sº Chemistry. . . . . . . . . . . . . .............. ......... Chemistry.............] Anabasis and Gr. P. C. Science of Government. Anabasis and Gr. P. C.
Rhetoric . . . . . . . . . . . . . .] .......... .............] English Literature ....] . . . . . . . . . . . . . . . . . . . . . . .] English Literature ....] ...... tº gº º ºs º is © º ſº tº e º gº e º º tº &
Astronomy............] Virgil.................|Physiology............ Virgil . . . . . . . . . . . . . . . . . . Physiology . . . . . . . . . ...] Virgil.
IV. | Language” ............ Latin Prose Composit'n. Language . . . . . . tº º .. ...| Latin Prose Composit’n.| Language” ...... ......| Latin Prose Composit’n.
Intellectual Philosophy.
Anabasis and Gr. P. C.
Intellectual Philosophy.
Anabasis and Gr. P. C.
Moral Philosophy .....
Anabasis and Gr. P. C.
*Ancient or Modern, at the option of the student.
f Iast half of the term.

LITERARY SOCIETIES. 23
LITERARY SOCIETIES.
TJNION LYCEUM.
OFFICERS. sº
President.......................... G. W. MOORE.
Vice-President ...... º e º e º 'º e º sº tº e º º ºs tº F. A. AUSTIN.
Corresponding Secretary. . . . . . . . . . . . G. F. MIDI}LETON.
Recording Secretary. . . . . . . . . . . . . . . . MISS MARY L. GANSON.
Treasurer. . . . . . . . . . . . . . . . . . . . . . . . . . J. A. BASSETT.
Assistant Treasurer. . . . . . . . . . . . . . . . . MISS DORA BARNARD.
Librarian. . . . . . . . . . . . . . . . . . . . . . . . . . F. J. WEST.
Assistant Librarian. . . . . . . . • * ſº sº e º º tº $. Miss ETTIE HINCKLEY.
Regular meetings on Friday evenings.
PHILOLEXTAN SOCIETY.
OFFICERS.
President. . . . . . . . tº ſº e º º ºs e º ºs e º 'º º e º e º º D. P. BUCKLIN.
Vice-President . . . . . .… Eſ. A. BUNNELL.
Corresponding Secretary . . . . . . . . . . . . C. M. HAVENS.
Recording Secretary. . . . . . . . . . . . . . . . F. J. WEST.
Treasurer. . . . . . . . . . . . . . . . . . . . . . . . . . C. ALEXANDER.
Regular meetings on Saturday evenings.
These Societies are conducted by the students of the Academic Depart-
ment, and are sources of great improvement in literary culture. The
Lyceum has been established for several years, and includes in its member-
ship the majority of the students in the Academic Department.
The Philolexian Society was formed to meet the wants of students who
wished to make a preparation for the debates of the Lyceum. The mem-
bers of the new Society are also connected with the old. Its meetings are
not open to the public, but are so conducted as to give the greatest possible
freedom to inexperienced debaters.
The Union Lyceum has a valuable Library, to which all its members
have access.
ſº

24 YPSILANTI UNION SEMINARY.
(#ENERAL INFORMATION.
TEXT BOOKS USED IN THE ACADEMIC DEPARTMENT.
GENERAL COURSE.
Warren's Physical Geography, Willard's Universal History, Stoddard's
Complete Arithmetic, Ray's Algebra, Davies' Legendre, Plane and Spheri-
cal Trigonometry, Mayhew’s Book-keeping, Wood's Botany, Mattison's
Astronomy, Youman's Physiology, Hooker's Natural Philosophy, Hooker's
Natural History, Silliman's Chemistry, Dana's Geology, Quackenbos' Rhe-
toric, Townsend's Science of Government, Wayland’s Mental Philosophy,
Shaw’s English Literature, Woodbury's German Series, Schiller's William
Tell, Fasquelle's French Course, Chapsal's Literature Francais.
CLASSICAL DEPARTMENT.
Harkness' Latin Grammar, Harkness' Latin Prose Composition, Brooks'
Caesar, Johnson's Cicero, Frieze's Virgil, Bullion's Latin Lexicon, Anthon's
Classical Dictionary, Hadley's Greek Grammar, Arnold's Greek Prose Com-
position, Bullion's Greek Reader, Boise's Xenophon's Anabasis, Liddell
and Scott's Greek Lexicon.
TEXT BOOKS USED IN OTHER DEPARTMENTS.
Webb's First Reader, Webb's Reading Cards, Sander's Union Readers,
Hillard's Readers, Goodrich's History of the United States, Guyot's
Geographies, Kerl’s Grammars, Stoddard’s Mental Arithmetic, Stoddard’s
Rudiments of Arithmetic, Stoddard's Complete Arithmetic.
TERMS AND WACATIONS.
The Fall term will open on the first Tuesday in September, and will
continue sixteen weeks.
The Winter term will open on the first Tuesday after the holidays, and
will continue for twelve weeks.
The Spring term will open after a vacation of one week, and will con- .
tinue for twelve weeks.
&

GENERAL INFORMATION. 25
EXPENSES.
The schools are free to resident pupils. Non-residents will be charged
for tuition at the following rates:
PRIMARY AND INTERMEDIATE DEPARTMENTS.
First term. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5 00
Each subsequent term. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 00
GRAMMAR SCHOOL.
First term. . . . . . . . . . . . . . . . . . . . . . . . . . tº º e e º ºs * * * * * * * * e º e s e 6 50
Each subsequent term. . . . . . . . . . . . . . . . . . . . . . . . . . e - a s is a tº e 5 00
ACADEMIC DEPARTMENT.
First term. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 00
Each subsequent term. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 00
Each language extra, first term. . . . . . . . . . . . . . . . . . . .'• • * * * * 2 00
Each subsequent term. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 1 50
Use of piano, first term. . . . . . . . . . . . . . . . • * * * e º tº e º 'º º tº e º ºs º ºs 2 00
& 4 “ subsequent terms. . . . . . . . . . . . . . . . . . . . . . . . . 1 50
Vocal music, per term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 00
The Treasurer will be at the School on the second Wednesday of each
term, for the purpose of collecting tuition.
COURSES OF STUDY.
There are two courses of study—the General Course and the Preparatory
Classical Course. Outside of the regular courses, classes will be formed
for the accommodation of Students who wish to spend but a limited tim
in School. * - *
NORMAL CLASS,
For the first half of the Fall term there will be a class for the instruc-
tion of those who wish to teach during the winter; and also during the
whole of the Winter term for young ladies who are preparing to teach
summer schools. The course of instruction will embrace a thorough
review of the Primary branches, in connection with a series of lectures on
School Management and Methods of Teaching.
LIBRARY AND APPARATUS.
Students have access to a valuable Reference Library; and the Labora-
tory is well supplied with Philosophical and Chemical Apparatus.
4

26 YPSILANTI UNION SEM.INARY.
LITERARY SOCIETIES.
The Union Lyceum and the Philolexian Society afford excellent advan-
tages for literary culture.
As heretofore, the preparation of Students for the University or for Col-
lege is made a specialty; and no effort will be spared to make the instruc-
tion as thorough as possible.
Diplomas will be conferred upon those who complete either course of
, study. Fee for Diploma, $2.
For further information apply to the Principal or any member of the
Board of Trustees. C. Woodruff, President; C. Joslin, Secretary; C. N.
Ganson, Treasurer; J. K. Heartt, Esq., D. B. Dodge, Esq., A. F. Kinne, Esq.
—####—

RULES AND REGULATIONS. w 27
RULES AND REGULATIONS
OF THE
Y EP SIL ANTI TJ NIO N S E MIN A R Y .
IDUTIES OF THE PRINCIPAL.
1. The Principal, acting under the direction of the School Board, derives
his powers therefrom. To him shall be committed the general supervision
of the schools, furniture, apparatus, etc.; and he shall be held responsible
for the observance and enforcement of the Rules and Regulations of the
Board.
2. It shall be his duty to superintend the classification of the pupils; to
see that judicious programmes of study and recitation are instituted; to
direct modes of discipline and instruction, suitable hours of study and
intermission, and maintain a uniform system of text-books, school records
and reports; to enact such special rules for the government of the schools
as shall conduce to their highest success.
3. The Principal shall have power to appoint stated or occasional meet-
ings of all the teachers, for the purpose of mutual consultation in regard
to the wants of the schools, the best methods of imparting instruction, and
of securing wholesome discipline.
4. He shall visit the different schools as often as his duties will permit,
at least once a month, and carefully observe the teaching and discipline of
the teachers; and shall report to the Board whenever he shall find any
teacher deficient or incompetent in the discharge of his or her duties.
5. It shall be his duty to send to the Board a monthly report, giving the
statistics of attendance in the different schools, and a summary of the same,
showing the whole number enrolled during the year, the average number
belonging, average daily attendance, and per cent of attendance.
DUTIES OF TEACHERS.
1. All teachers are required to make themselves familiar with the Rules
and Regulations adopted by the Board, especially as far as relates to their
own duties, and to the instruction and discipline of their own schools, and
shall be held reasonably responsible for their observance.

28 YPSILANTI UNION SEMINARY.
2. All teachers are required to devote themselves faithfully, and, during
school hours, exclusively to the duties of their office; to labor for the
advancement of their pupils in study, and for their moral, social and physi-
cal well being. •
3. Teachers are required to be prompt in attendance at the teachers'
meetings; and those who are absent or tardy, without reasonable excuse,
shall be reported to the Board. - -
4. Teachers shall make out the reports required by the Principal with
promptness and accuracy. . -
5. Teachers shall be in their respective rooms at the ringing of the
second bell in the morning, and ten minutes before the opening of séhool
in the afternoon. * *
6. Teachers shall not dismiss their schools before the usual time, or
absent themselves therefrom, or employ a substitute, without the consent
of the Principal and Board, for more than a week.
7. It shall be the duty of the teachers in the Academic and Grammar
Departments to send to the parents or guardians, at the close of each
month, a report, showing the attendance, scholarship and deportment of
each scholar in their respective departments. -
8. Teachers will be held responsible for the good order in their respective
rooms; shall carry out the wishes of the Principal in all matters relating
to classification, modes of instruction and discipline, and aid in preserving
order in the halls and rooms of the building.
9. All teachers shall be held reasonably responsible for injuries done to
the furniture or rooms wherein they teach, and shall take all possible care
that no damage be done to either. When any such injury is done, it shall
be reported to the Principal without delay.
10. It shall be the duty of the teachers to read to their pupils, from time
to time, so many of the school regulations as apply to them, that they may
have a clear understanding of the rules by which they are governed.
DUTIES OF PUPILS.
1. No pupil under five and a half years of age shall be admitted to the
schools.
2. New classes will be formed in the First Primary Department only at
the opening of the Spring term. Children who have never attended
school must enter at this time, unless they are qualified to join classes
already formed. -
3. Pupils, on entering school, will be required to provide themselves with
the books and other utensils uniformly used in their respective classes.
4. All pupils shall be classified, on examination, according to their
attainments, and enter such division or grade as the Principal may direct.

FULES AND REGULATIONS. 29
5. All pupils who have fallen behind in their classes, by absence or
irregular attendance, by indolence or inattention, shall be placed in the
class below, at the discretion of the Principal.
6. Scholars who shall be absent from any examination of their class,
without permission of the teacher, and shall fail to furnish a satisfactory
excuse therefor, shall not be allowed to return without the consent of the
Board and Principal.
7. Pupils shall be regularly promoted from one department to another,
on examination at the end of the year. In case a pupil is qualified to
advance faster than the class in which he belongs, he may, at the discre-
tion of the Principal, be promoted at any time during the year, except the
Third term.
8. Pupils who shall in any way deface or injure school buildings, out-
houses, furniture, apparatus, maps, or anything belonging to the school
premises, shall be suspended from school till full satisfaction is made.
9. Pupils shall be required to leave the school premises immediately
upon the closing of their respective schools in the afternoon, in a quiet and
orderly manner. ©
10. Pupils shall not leave the school grounds at recess, without permis-
sion from a teacher.
11. Pupils shall in no case be permitted to bring to the school, books,
periodicals or papers, foreign to the purpose of study.
12. In passing up and down stairs, and through the halls, pupils must
invariably walk.
13. Pupils who have been absent or tardy, must bring excuses from their
parents stating the cause of such absence or tardiness.
14. No pupil shall be allowed to use profane or vulgar language.
15. The use of tobacco on the school premises is strictly forbidden.
16. Any pupil who is habitually tardy or truant, or guilty of open dis-
obedience or insubordination, or who indulges in profane or improperlan-
guage, or who makes use of tobacco in any form during school hours, or
whose general conduct is injurious, shall be reported to his or her guardian
and to the School Board, and shall be suspended from school till satisfac-
tory assurances of amendment have been made. A pupil who has been
twice suspended under this rule shall be expelled for the third offense.
17. Any pupil who shall be tardy four times, or absent four half days or
two whole days, except on account of sickness, or by other unovoidable
necessity, or by previous excuse from the Principal, shall forfeit his or her
seat, and can regain it only by permission from the Principal and Sec-
retary. º

30 YPSILANTI UNION SEM.INARY.
18. Non-resident scholars will be required, before entering the classes,
after the first week of each term, to present to the teachers of the respect-
ive departments their tuition bills receipted by the Treasurer.
LIBRARY.
The Library belonging to the school is chosen with particular reference
to the assistance of teachers and scholars in the various branches of art
and science taught and studied. It contains a good assortment of maps of
ancient and modern geography, lexicons, encyclopædias, grammars, histo-
ries, etc., etc. It is the opinion and experience of the Board that success-
ful teaching can only be accomplished by teachers who are, themselves,
diligent students, ever aiming to enlarge the boundaries of their knowledge,
and to this end every facility is granted. With students, their aim is not
only to awaken a desire for knowledge, but to furnish the means of grati-
fying that desire. The Library is accessible to all under the following
RULES.
1. The Library shall be in charge of the Principal, who shall keep an
account of the names of all persons who draw books, the names of the
books and the date of drawing and returning.
2. The Library shall be open, at the close of the afternoon session, every
Thursday in term time, 30 minutes.
3. The teachers of the Seminary may have access to the Library at any
time, and may draw books from it in accordance with Rules 4 and 5.
4. No folio, quarto, or cyclopaedia, shall be taken from the Library, but
may there be consulted.
5. No one shall have more than one book from the Library at any time,
and no book shall be retained more than two weeks.
6. Any person injuring or losing a book belonging to the Library, shall
make compensation for the same, and failing to do so, shall be subject to
the same penalties as for violation of Rule 8 (Duties of Pupils) in the
General Regulations.

YPSILANTI UNION SEMINARY. 31
THE YPSILANTI UNION SEMINARY.
A few words in regard to the advantages of this institution cannot be
out of place in the pages of its Catalogue. In the first place, its location
is highly favorable. The city of Ypsilanti is the seat of the State Normal
School, and in the vicinity of the University. The student, therefore,
who expects to assist himself, by teaching, in the further pursuit of his
education, or the acquirement of a profession, but who does not desire to
pursue teaching as a profession, may still derive great benefit from inter-
course with the professors and students of that school, the strict object of
whose instruction is to impart the professional science of teaching. So the
student, preparing for the University, is sufficiently near that institution
to form acquaintances among its members, and familiarize himself with its
working before he himself becomes a member of it. He enters upon its
duties not as a stranger, but somewhat familiar with the work before him.
This Seminary is the oldest of its class in the State, and has served as
the model after which the whole system of graded schools has been
formed; but none of them has, as yet, so fully carried out the idea which
led to their creation, nor supplied themselves with the means and facilities
for the same-extent and thoroughness of instruction.
In chemical and philosophical apparatus, the Union Seminary is second
only to the University, and in these departments of natural science it is
the determination of the School Board that students who do not expect to
enjoy the benefits of a university course may still, if they choose, not lack
the means of information of such practical importance.
In respect to its library, the same may be said. It is respectable in size,
rich in its variety, and selected with especial reference to the wants of
pupils and teachers in the branches taught in the school. It has not been
the design to accumulate a circulating library of entertaining reading
merely—though if the best of history and biography be entertaining, then
that object is fully met—but the object in the selection of the library has
been, and will continue to be, to place within the reach of the pupil those
books, otherwise inaccessible, calculated to improve, extend, deepen and
correct the information he may derive from the text-books of schools. º

32 YPSILANTI UNION SEMINARY.
IN HEALTHFULNESS,
the city of Ypsilanti is unsurpassed in the State, as the uniform good
health of the many students visiting its schools will attest. Sickness
among them has been extremely rare, and scarcely an instance of death
known since the opening of the Seminary, now over ten years. The
population is between five and six thousand. There are six churches, each
having a good church edifice, and maintaining the regular preaching of
the Gospel. The clergymen officiating in these churches are among the
best in their respective denominations, and thus, in respect to religious
privileges, nothing is left to be desired by the student. The moral tone of
general society in the place is excellent, and to the well behaved student—
such as every student is presumed to be—a hearty welcome is extended.
Boarding in...excellent private families can be had at very reasonable rates,
and rooms are readily obtainable by those who wish to live still cheaper.
While from the superiority of the facilities furnished, a higher rate of
tuition than ordinary might justly be charged, this has not been done, but
the rates have been confined to the charges of other similar schools, rather
than place the slightest impediment in the way of imparting the best
possible instruction, to the greatest possible number.
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! Be Joyful in the Lord, --------------------------- Morey
* THE PROMISE OF TO-DAY, -----------G, S. Rawson, Manchester
% THE FUTURE,----------------------------- ELLA Josli N, Ypsilanti
BRICKS, -------------------------------- M. T. Wood RUFF, Ypsilanti
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ſ Beautiful Bells, -------------------------------- Wellman
3. CLOTHES AND SCARE CROWS,------ HELEN E. BURT, Ypsilanti
\, MANHOOD,--------------------------CHAs. L. Stevens, Plymouth
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| Come Brothers Come, ---------------------------- Baker.
§ LIFE OF THE MERCHANT, --------- DoRA I. BARNARD, Ypsilanti
* ASPIRATION, --------------------------- H. A. BUNNELL, Ypsilanti
! SELF REI IANCE,------------------- A LIce H ENDERso N, Ypsilanti
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º Under the Dreamland Tree, --------------------- IIewitt
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% COMMUNICATIVE PERSONS,-------- DELIA T. DAvis, Ypsilanti
‘. CONQUEST, ----------------------------- M. A. KELLOGG, Ypsilanti
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º Soft Glides the Sea, -------------------------------

















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BE CHIEERFUL gº sº s ſº * JAMEs A. BAssett, Ypsilanti.
TWELVE O'CLOCK, . - © e Piris 211. L \ V. D YYce, Ypsilanti.
TILE FIRST STEP, tº * ſº º Dr. Los P. DUCKLIN, Ypsilanti.
M. Uſ. S I (Ü &
A VIE SALN CTISSIMI-1--Glee Club.
DEVELOI’MENT OF MIND,
TIIE PERIL OF THE IIOUR, & © e Tiiovias BURRE, Marion, Iowa.
TENI) ENCY OF SCIENCE,
M iſ S I C) &
GEIRMAN STUDENT SONG—Glee Club.
TIII. STUDY OF NATURE,
WILAT NOW 3 e & & ALICE E. IIENDERson, Ypsilanti.
COLLEGE WORIX, § & . MELVII.L.E. A. IEL Logg, Ypsilanti.
IIENRY A. BUNNELL, Ypsilanti.
Joseph II. C.Rooke R, Ypsilanti.
ARTHUR M. GREENE, Ypsilanti.
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COMMON SCHIOOLS, gº * & FRANCIs J. West, Ypsilanti. h
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MAKF YOUR MARK, He º * MARCUs T. WoodrcFF, Ypsilanti.
TIII: TIt UE B.ASIS OF TEFOIRMI, º * N ELLIE lörg AL, Ypsilanti.
IILREAFTER, & * * * MoRTIMED WILSox, Denmark.
MEN-1G JERIE-Glee Cletº.
Diplomas £on FERRED.
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BENEDICTION,
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MARR C.R.A.NE, Miss P. V. DOY CE.
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CIRCUT, AR
CONTAINING
Organization, Course of Study
AND
RULES AND REGULATIONS
OF
THE PUBLIC SCHOOLS
OF
YPSILANTI, MICHIGAN.
YPSILANTI, MICH. :
PUBLISHED BY THE BOARD OF EDUCATION,
1885.
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Courier Stearn Erinting House.
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§§

# ,
BOARD OF EDUCATION.
NAME. - TERM EXPIRES.
DON C. BATCHELDER, º te e º . 1885.
CHAS. E. KING, . . . . . . . 1885.
THOS. NINDE, { } º tº © e • . 1886.
JOHN TAYLOR, . . . . . . . 1886.
LAMBERT A. BARNES, . . . . . 1887.
CLARK CORNWELL, . . . . . 1887.
—º. A ſº-
- w w =
OFFICERS OF THE BOARD.
L. A. BARNES, . e e e º e PRESIDENT.
C. E. KING, . * > º e º tº . SECRETARY.
D. C. BATCHELDER, . . . . TREASURER.
-—sº Q Wºº-
STANDING COMMITTEES.
ON BUILDINGS AND GROUNDS.
MESSRS. BARNES, BATCHELDER, KING.
ON HEATING AND FOEL.
MESSRS. CORNWELL, BARNES, TAYLOR.
ON CLAIMS AND ACCOUNTS.
MESSRS. TAYLOR, BARNES, NINDE.
ON TEACHERS AND TEXT-BOOKS.
MESSRS. KING, CORNWELL, BATCHELDER.
ON SUPPLIES.
MESSRS. BATCHELDER, KING, CORNWELL.
ON LIBRARY.
MESSRS. TAYLOR, NINDE, KING.
6 BOARD OF EDUCATION.—CONTINUED.
OFFICES.
President, . . . . Residence, N. Huron Street.
Secretary, . . . No. 1 Congress St., cor. Huron.
Treasurer, . e . Bank, cor. Congress and Huron.
Superintendent, . e . Central School Building.
School Board, . . & . Central School Building.
OFFICE HOURS. f
Superintendent, } 8.30 to 9.00 A. M.
4.00 to 5.00 P. M.
MEETINGS OF THE BOARD.
Regular, . . First Tuesday of each Calendar month.
April 1st to October 1st, e o e . At 8.00 P. M.
October 1st to April 1st, . e & e At 7.30 P. M.
Special meetings at the call of the President.
BELLS.
First Bell A. M., . . . . . . 828 to 8:30
Second Bell A. M., o © © o o 8.55 to 9.00
First Bell P. M., . . . . . . 1.13 to 1.15
Second Bell P. M., e o e • o 1.25 to 1.30
YPSILANTI PUBLIC SCHOOLS.
TEACHERS.
*-*
R. W. PUTNAM,
SUPERINTENIDENT.
CENTRAL BUILDING.
-*.
EIIGH SCHOOL.
A. J. VoILAND, Principal.
J. H. SHEPARD, Sciences.
FANNIE E. GRAY, English and German.
ADA A. NORTON, Mathematics.
GRAMIMAR DEPARTMENT.
ADA A. NoFTON, Eighth Grade.
MRS. K. A. GILBERT, Seventh and Eighth Grades.
SUSIE GORDON, Sixth and Seventh Grades.
EMILIE C. HALL, Sixth Grade.
CLARA A. DOLE, Sixth Grade.
SUSIE J. LAMB, Fifth Grade.
PRIMARY DEPARTMENT.
HATTIE B. McELCHERAN, Fourth Grade.
EVA L. KISHLAR, Third Grade.
ANNA H. Town ER, Second Grade.
EMMA BARR, First and Second Grades.
SARAH A. PUTNAM, First Grade.
TEACHERS–CoNTINUED.
FIFTH WARD BUILDING.
GRAMMAR DEPARTMENT.
CARRIE L. Town ER, Fifth Grade.
PRIMARY DEPARTMENT.
CARRIE L. Town ER, Fourth Grade.
LUTIE M. DENSMORE, Third Grade.
ANNA L. JUDD, Second Grade.
MRS. S. Lockwood, First Grade.
* =gº
FOURTH WARD BUILDING.
GRAMIMAR DEPARTMENT.
GERTRUDE Noble, Fifth Grade.
PRIMARY DEPARTIMIENT.
GERTRUDE NORLE, Third and Fourth Grades.
MRS. E. J. WHITMAN, First and Second Grades.
FIRST WARD BUILDING.
*
PRIMARY DEPARTMENT.
MELVIN CASE, Primary Grades.
ºsmºsºmºsºmº
SPECIAL.
*
E. M. FootB, Music and Elocution.
1885,
1886.
August 31.
Sept. —
Nov. 26.
Dec. 4.
Dec. 7.
Dec. 23.
Jan. 4.
Feb. 22.
Mar. 19.
Mar. 19.
Mar. 29.
May 30.
June
CALENDAR.
18.
1885–86,
*=mºmº
First term begins.
Holiday.
Thanksgiving recess.
First term closes.
Second term begins.
Holiday vacation begins.
School resumed.
Washington's Birthday.
Second term closes.
Spring vacation begins.
Third term begins.
Decoration Day.
Commencement.
1335-
1333
JANUARY. JULY.
M|T|W T | F |S|S|M|T|WiT ||F
l
I
17
FEBRUARY. AUGUST.
S|M|T|W T F |S|S|M| T W T | F
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3| 4 7
10|11 1
l l
MARCH, SEPTEMBER.
S|M|T|W T | FIS IS M|T W T | F|S
I l
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JANUARY.
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11

ORGANIZATION.
—sº C. Pº-
The Public Schools of Ypsilanti as at present organ-
ized, occupy four buildings, viz.: The Central Building,
corner of Cross and Washington streets; First Ward
Building, Adams street, south of Buffalo; Fourth Ward
Building, corner of Cemetery and Oak streets; Fifth Ward
Building, corner of Congress and Prospect streets.
The schools are arranged on the usual Michigan plan
of three departments—Primary, Grammar, and High
School.
The Primary Department occupies rooms as per fol-
lowing table :
First Ward Building---- ---- One.
Fourth Ward Building----------- - – Two.
Fifth Ward Building-------------------------------------- Fou?”.
Central Building------------------------------------------ Five.
The Grammar Department occupies in the Central
Building six rooms.
The High School occupies in the Central Building
five rooms.
Each Department includes four Grades or years of
Work. For convenience of classification, etc., each school
year of 40 weeks is divided into three nearly equal terms.
The work of each year or term is laid out in the following
pages with as much exactness as is deemed necessary for a
proper understanding of actual requirements and relation
to the whole scheme. While there is no desire on the
part of the Board of Education to make a Graded School
upon the “iron-clad plan,” it is believed that experience
shows what the ordinary child can accomplish; and that
to secure highest success some definite plan should be
adopted and enforced. It is distinctly understood, how-
12 ORGANIZATION.
ever, that there is no desire to enforce a system to the
detriment of the child; but that all allowances shall be
made for individuality in children. Hence no child is
kept back for the benefit of the scheme, but teachers are
continually watching for evidences of fitness for promotion.
In a graded school, as elsewhere, a boy will find his level
whether he does good work or poor.
The work laid out contemplates the preparation of our
youth for entrance to Michigan State University. Our
Success in the past has been flattering, and we feel that
with due diligence the future is no less secure.
While we have thus had the wants of pupils who de-
sire to take advanced work in view, we have not lost sight
of the fact that the majority of our pupils have no such
desire. -
It has been the intention of the Board of Education to
make the training such as will be useful in active life to
pupils who advance no further. Happily the actual needs
of these two classes of students do not conflict so much as
would at first be supposed. The training of these two
classes may for the most part be identical. We are happy
to note during the last few years a marked advance in
efficiency in the pupils sent out. Even pupils who have
not completed the entire course are receiving encomiums
from the members of the County Board for their high
standing in examination when applying for teachers' cer-
tificates; and the work done by these pupils in the schools
taught by them, attests the efficiency of their training in
our High School. This course of study has been based
upon the conviction that the best possible preparation for
active life in any sphere, is the ability to derive from the
printed page the thought intended to be conveyed; to
think logically, closely, consecutively; and to express the
results of reading or thinking in plain English, either
orally or with the pen—to read, to think, to talk. *
This three-fold object has been kept distinctly in view
at all times, and it is hoped that the Course of Study will
be useful in assisting patrons to understand the working
of the schools, and teachers to unify methods and harmon-
ize them with the entire system.
COURSE OF STUDY.
PRIMARY
(FRAMMAR DEPARTMENTS.

PRIMARY DEPARTMENT.
FIRST GRADE.
READING,
The plan adopted in teaching reading is what is
known as the combined “word and phonic” method.
The first words must be taught on the “word method”
plan as words. As rapidly as possible, the child must
be taught to distinguish the parts of the word—the
letters, in order that he may become self-helpful. These
known parts are to be used by him in new combina-
tions, thus making new words. This re-combining is
the central thought of the phonic system. The change
from the word method, where each new word form is
presented and its value told the child, to the phonic
method, where the child himself studies out the new
word from the known force or power of its elements,
must be made carefully but as rapidly as is consistent
with the best results.
To assist the pupil in studying new word forms, he
should be taught the use of the diacritical marks as
found in his First Reader. The result sought is the
power to read; and progress must be tested in all pos-
sible ways in order to satisfy the teacher that the pupil
is reading, and not repeating the text from memory.
WORK ACCOMPLISHED.
1st term, Reading from Charts.
2d term, Modern First Reader, through page 52.
3d term, {{ {{ ( & {{ “ 94.
16 PRIMARY DEPARTMENT—FIRST GRADE.
SPELLING.
Confined to the words found upon Charts and in
Reader. Words spelled orally from the start. First
spelling Phonic. Literal spelling substituted by de-
grees. As fast as the child can learn to form the
letters, he must be taught to write the words on the
slate. Special care taken in pronunciation. No mis-
pronunciation allowed for the sake of securing correct
spelling. tº
ARITEIMIETIC.
Find, by testing the pupil, how far numbers are
already known. His knowledge will usually be found
not to extend beyond two.
By means of counters, (wooden tooth-picks, pieces
of card-board, etc.) develop numbers by ones as far as
ten inclusive. By means of counters, form Addition
and Subtraction tables as far as ten inclusive. In
writing the tables on the slate or black-board, the
pupils will use the figures (Arabic) and signs of addi-
tion, subtraction and equality.
Memorize the tables. º
Count and write numbers as far as 100.
Make Addition and Subtraction tables, using any
single digit as an addend or a subtrahend with any
minuend less than 101.
Counting by ones, twos, fives and tens to 100.
threes and fours to 48.
sixes and eights to 24.
NOTE To TEACHER.—This counting is preparatory to the
idea of multiples. -
MISCELLANEOUS.
Roman Notation to 100.
Tables—U. S. Money.
Time.
Liquid Measure.
Linear Measure.
PRIMARY DEPARTMENT—FIRST GRADE. 17
LANGUAGE.
NOTE TO TEACHER.—Keep in mind that one object of your
Work is to train the children in the proper use of the English
Language.
WORK ACCOMPLISHED.
Oral.
1. Use of articles a and an.
2. Nouns denoting one or more than one object.
3. Correct forms of verbs with singular and plural
IlOUIIlS.
4. This and that with their plurals these and those.
5. The personal pronoun as the subject of a verb.
6. Common adjectives and adverbs.
7. Oral reproduction of simple stories read or told by
the pupils or the teacher.
Written. - -
In addition to the above, the pupil should be taught
to write:–
1. His own name and residence.
2. Name of school and teacher.
3. Words learned from reader. (See remarks on
spelling). *
4. Correct use of Capitals:–
(1.) At beginning of sentence.
(2.) Proper names.
(3.) Words O and I.
5. Use of period and interrogation mark at end of sen-
- tences.
6. Use of abbreviations—Mr., Mrs., Dr. (doctor), St.
(street). -
NOTE TO TEACHER.—Remember that no rules are to be
given in this work—no reasons, save “this is the way this
smould be done.” Avoid technical terms. Consult freely and
follow judiciously “Bright's Graded Instruction in English.”
WRITING.
The pupil should be taught to write from the begin-
ning of his school life. On the charts from which
he learns his first words, he has the script forms of the
2
18 PRIMARY DEPARTMENT—FIRST GRADE.
WRITING (Continued.)
letters and should be taught to use those forms. The
hand-charts (Calkins's Reading Cards) furnish him
also the best of models for letter forms. In this
grade the pupil should write upon the slate all the
words learned, so that reading of Script shall be as
familiar as that of print. Let the pencil be held as
the pen will be later in the course. Allow no short
pencils, as they cramp the hand. For this work the
teacher will be supplied with all the slate pencils
necessary.
MUSIC.
All exercises in concert, conducted by signal.
Teachers will find the concert exercise in music thus
early introduced in the course, a great help in the con-
trol and discipline of their pupils. Military tactics are
based upon the thought that the larger the body of in-
dividuals to be moved, the nearer the organization
must approach a machine. Teachers can learn a les-
son from the soldier in this matter.
Use half notes only—double time—major diatonic
scale (key of C). In writing notes on black-board or
slate, have pupils tell the position on the staff, touch-
ing the notes while reading or singing.
work Accomplishºp.
1. Drawing staff.
Writing notes on staff.
3. Singing written exercises including all skips
through one octave.
NoTE To TEACHER.—No singing by rote or word except by
advice and consent of the Teacher of Music.
MISCELLANEOUS.
Position.
Preparatory to beginning the work in Geography,
the pupils should be taught the use of relation
or position words, e. g., right, left, front, rear,
PRIMARY DEPARTMENT—FIRST GRADE. 19
MISCELLANEOUS (Continued.)
above, below, beneath, beyond, beside, before, etc.
The pupils should then be taught to describe the posi-
tion of objects in the school-room with reference to the
walls, floor, and one another.
Human Body. g
Names of parts.
Five senses and their uses.
Effects of alcohol and tobacco.
Personal Habits.
Cleanliness of person and dress.
Manners.
Politeness to teacher and to each other.
Truthfulness.
Chaste language.
Teachers should bear in mind that moral instruction
is a very essential part of their work. Moral instruc-
tion, however, should not be interpreted to mean re-
ligious instruction. The work is best accomplished by
indirect means. Be continually on the watch in your
miscellaneous reading for “gems of thought º' contain-
ing some moral truth. Write these gems upon the
black-board. Encourage the pupils to memorize them.
Consult Miss Wiggin’s “Lessons on Manners.”
SECOND GRADE.
NOTE TO TEACHER.—Read carefully the instructions for First
Grade.
READING}.
The work for first and second terms is from the
Franklin Second Reader. The object of the change
from the First Reader of the Modern Series is to pre-
vent monotony, and to enlarge the child’s written vo-
cabulary, by giving him new word forms. Care must
be taken that the new word forms found in the spell-
ing exercises at the head of each reading lesson are
20
PRIMARY DEPARTMENT—SECOND GRADE.
READING (Continued.)
understood before the child attempts to read them in
a sentence. Occasional sight-reading from other books
of similar grade will test the child’s progress or reveal
the cause of his failure. The pupils should be questioned
upon the subject matter of the lesson, and taught to
give it in outline.
The third term’s work includes the first 103 pages
of Modern Second Reader. The use of the diacritical
marks should be carefully followed up, that they may
be of real service to the pupil. -
WORK ACCOMPLISHED.
1st term, Franklin Second Reader, page 72.
2d term, Franklin Second Reader, page 132.
3d term, Modern Second Reader, page 103.
SPELLING.
In addition to the work furnished by the reading-
book, which work is to be faithfully followed, the
spelling-book is placed in the hands of the pupil. The
child should be taught in oral as well as in written spell-
ing, to indicate the capital letters, the sign of the pos-
sessive case, and the period after abbreviations. It is
well frequently to give entire sentences in oral spelling
requiring the indication of terminal marks.
WORK ACCOMPLISHED.
1st term, through page 12.
2d term, through page 21.
3d term, through page 30.
ARITEHIMIETIC.
In placing the book in the hands of the pupil, the
teacher will find two difficulties, at least, that confront
the child. The subject is one about which he is not
accustomed to read; and the method of expression, by
means both of figures and words, puzzles him. Progress
will be necessarily slow, and a great deal of drill must
be given in Numeration and Notation. This work
PRIMARY DEPARTMENT—SECOND GRADE. 21
ARITHMETIC (Continued.)
should not extend beyond two groups, or six orders of
digits; but the pupils should become expert in reading
and writing all numbers within that limit.
In Addition and Subtraction the solution of mental
problems should be by the simplest forms, and in the
fewest words consistent with accuracy of statement.
The explanations of processes of slate or board work
should be correct statements of what is actually done.
Pupils of this grade can give an accurate statement of
the operations of Addition and Subtraction. No at-
tempt should be made to teach the reasons of processes.
Care should be given to the language used by the pupil
in solution and explanation, thus making this work
helpful in teaching “how to talk.”
During the work in Addition and Subtraction, fre-
quent drill must be given in writing and reading num-
bers. Frequent short, general exercises by the entire
school will be found necessary in this work.
WORK ACCOMPLISHED.
1st term, through page 18.
2d term, through page 34.
3d term, through page 58. *
T.A.N. Gluſ A.G.E.
NOTE TO TEACHER.—Review First Grade work.
WORK ACCOMPLISHED.
Oral.
1. Use of irregular verbs.
2. Nominative forms of personal pronouns after is
and was.
3. Objective forms of personal pronouns after verbs
and prepositions.
4. Correct use of possessive singular.
5. Use of comparative and superlative of adjectives
in comparing two or more objects.
22
PRIMARY DEPARTMENT-—SECOND GRADE.
LANGUAGE (Continued.)
Written.
1. Use of capitals extended to include names of days
and months.
2. Use of comma in series of words, in dates, and in
addresses.
3. Abbreviations of :
(1.) Months and days.
(2.) Titles used in Reader.
4. Meaning and use of ct., cts., doz.
NOTE TO TEACHER.—No rules, no reasons, no classifications
to be given the child. Use “Bright's Graded Instruction ” as
a guide.
WRITING.
Let the use of the slate be continued in the manner
suggested in preceding grade. As an advance in char-
acter of work, let the pupils copy upon paper para-
graphs from their reading lessons, attention being paid
to the hints on language for this grade. Give as care-
ful instruction on letter forms, holding of pencil, etc.,
as if giving instruction in copy books. Paper and
pencils will be furnished for the work indicated in this
topic.
GEOGRAPHY.
Supplement the “Position ” work of first grade by
teaching “points of compass,” and showing how these
new terms may be used in describing positions of ob-
jects in the school-room, in place of the relation words
used before. Teach how to draw map of school-room,
then of streets nearest school-house, gradually extending
the work to include the Ward and the city. Draw a dia-
gram or map of the County, showing Townships, water-
courses, and location of cities and villages, extending the
work so as to give the pupils a general idea of why
people live here. Work to be entirely oral. .
*
PRIMARY DEPARTMENT—SECOND GRADE.
COUNTY MAP.

;
Lyndon. Dexter. Webster. Northfield. Salem.
Sylvan. Lima. Scio. Ann Arbor. Superior.
Sharon. Freedom. Lodi. Pittsfield. Ypsilanti.
Manchester.|Bridgewater. Saline. York. Augusta.
Teach distance by actual measurement of the school-
room, at least.
IMIUSIC.
The pupil in the preceding grade has had his first
notions of time imparted by being taught to touch the
the notes as he reads or sings. In the second grade he
begins to beat time for all his exercises, either of read-
ing or singing.
The concert exercises on black-board and slate are
continued through the first half year.
WORK ACCOMPLISHED.
Range of Pitch (key of C) from low sº to high fa,
with all skips.
Notes—Whole, half, quarter and eighth.
Time—Double and quadruple.
Last half of year take 47 pages of “Stepping-Stones
to Singing.”
% PRIMARY DEPARTMENT—SECOND GRADE.
MUSIC (Continued.)
NOTE TO TEACHER.—No singing by rote or word except by
advice and consent of the Teacher of Music.
IMISCELLANEOUS.
Human Body.
Review work of First Grade.
Treat of “Digestion.”
Names of organs, etc.
Effects of alcohol and tobacco upon the system espec-
ially as regards digestion.
Personal Habits.
Same topic as First Grade.
Manners.
Same topic as First Grade, adding;
Obedience to parents.
Care of property.
Habits of industry.
THIRD GRADE.
NOTE TO TEACHER. Read carefully instructions for pre-
vious Grades.
READING.
Care must be taken that pupils read in natural tones
and that they do not hurry over the pauses. Remem-
ber their tendency to go to extremes. In avoiding the
falling inflection at a comma, the pupil commits the
opposite fault of giving a pronounced rising inflection.
In making sure of a falling inflection at the close of a
sentence, unless due care be taken, the habit will be
easily acquired of reading with inexpressive level tones,
until the last word is reached, and then giving an em-
phatic falling inflection. -
These and like faults must be guarded against. The
standard of good reading in this as in all other grades
is natural reading. Some ideas of emphasis and accent
may be taught, not by arbitrary rules, but by exam-
ple and by questioning upon the meaning and senti-
ment of the selection read. º
PRIMARY DEPARTMENT—THIRD GRADE. 25
READING (continued )
WORK ACCOMPLISHED.
1st term, Modern Second Reader, through page 184.
2d term, Franklin Third Reader, through page 110.
3d term, Franklin Third Reader, through page 204.
SPELLING.
Work by both methods, oral and written. The
real test of the correct understanding of a word is its
proper use in a sentence. As in the previous grades
include the work in the Reading book. Review fre-
quently. &
WORK ACCOMPLISHED.
1st term, through page 40.
2d term, through page 48.
3d term, through page 54.
ARITHIMIETIC.
During first term review work previously done.
The test of work heretofore has been accuracy. Strive
now to secure rapidity with accuracy. If both cannot
be obtained choose accuracy by all means. In teach-
ing the multiplication table, which falls to this grade,
the teacher must cultivate the grace of patience. In
committing the table as far as 12 times 12 the pupil
learns 66 simple facts. Abstractly considered this
work ought to be done by an average pupil in a week.
Practically, a class does well that accomplishes the
work in the two terms allotted to it.
Let the solutions be accurate, special care being
taken in the language used. Let the slate work be reg-
ular, persistent, untiring, remembering that the only
way to acquire the tables is by actual use in multiplying.
WORK ACCOMPLISHED.
1st term, review to page 58.
2d term, through page 73.
3d term, through page 87.
26 PRIMARY DEPARTMENT—THIRD GRADE.
LANGUAGE.
Review work of First and Second Grades.
WORK ACCOMPLISHED.
Oral.
1. Use of irregular verbs extended.
2. Use of adjectives after verbs look, seem, feel, ap-
pear, smell and taste.
Use of forms of who in questions.
Distinctive use of who, which and that.
5. Use of possessive singular and plural of nouns,—
rules for their formation.
6. Reproduction of short stories heard or read; short
descriptions of pictures.
Written.
1. Capitals: -
Correct use in all written work.
Let pupils copy paragraphs from reading books and
other text books and tell why certain words
require the capital letter.
2. Abbreviations:
Use of Capt., Col., Gen., Esq., M. (noon), A. M.,
P. M.
3. Punctuation :
;
Use of comma in parenthetical expressions.
NOTE TO TEACHER.—The terms nown, common, proper,
possessive, verb and pronoun may be used in this Grade, care be-
ing taken that they are understood. Consult “Bright's Manual.”
WRITING.
Instruction in Spencerianism is one thing; teaching
a pupil to write a natural and legible hand is another
and very different thing. By confining attention to
Spencerian principles, almost any child can be taught
to draw certain word forms, and if the practice be con-
tinued until this drawing becomes a fixed habit, the
child will become a good penman. The amount of
time, however, which can be allotted in the public
PRIMARY DEPARTMENT—THIRD GRADE. 27
WRITING, (Continued.)
schools to writing as a distinct exercise is so small, as
to preclude our doing anything more than to teach the
pupils to draw the word forms. If on leaving school
the pupil begins to perfect himself in this art, it will
soon be found that he is “forming his own hand ”; and
before any great time has elapsed, no one would sus-
pect that he had ever received any instruction. With
this fact in view, it is deemed better that the pupil be-
gin from the outset to “form his hand,” while he can
do it under the eye of the teacher, and aided by her in-
struction. It is one of the chief features of this school,
that the child is continually practicing writing. He is
expected to have his pencil almost constantly in use.
His “hand” should be improving all the time, not be-
cause he is skillful in mere drawing of word forms, but
because writing is a second nature to him. The child
learns to talk with his pen by constant use of the pen.
He learns to write well by constantly writing.
Teachers will thus see that very little stress is laid
upon the use of the copy book. It has its place, but
it is not so much of a necessity, as in schools where
constant writing of exercises is not required.
These remarks are applicable to all of the succeed-
ing grades, and will be referred to again.
The books used should be Nos. 1, 2, 3 and 5, at the
discretion of the Superintendent.
GEOGRAPHY.
The book comes for the first time into the hands of
the pupil. The class will need careful instruction in
preparing lessons, as the book differs much from any
other they have attempted, both in subject matter and
method. Give correct pronunciation of all terms—
drill in spelling them.
The child meets two difficulties:
First, in learning to consult his maps. This may be
28 PRIMARY DEPARTMENT—THIRD GRADE.
GEOGRAPHY (Continued.)
made pleasure rather than drudgery by letting him think
it a puzzle and not a task.
Second, the terms are names of things, while the
child learns them as mere abstractions, unless the
teacher succeeds in making them realities.
Make, so far as possible, the new terms added to the
child’s spoken vocabulary, representatives of ideas
which he actually possesses, The imagination must be
relied on in this work, and real progress will depend
upon the proper training of this important faculty.
Some modern schools attempt to assist in this work
by introducing moulding-boards, etc., but the models
produced, are at best, but caricatures of the objects
represented, and it is an open question whether the
pupils are helped thereby,
WORK ACCOMPLISHED.
1st term, through page 17.
2d term, through page 23.
3d term, through page 27.
IMUSIC.
In this grade the concert exercise gradually gives
place to individual drill in reading and in beating time.
Great care must be taken in teaching the analysis of
measures, as future progress of the pupil will depend
greatly upon his accuracy at this point.
WORK ACCOMPLISHED.
Range of Keys—C, G, D and F.
Time—Double, triple, quadruple.
Notes—Whole, half, quarter and eighth.
Follow book through page 97.
NOTE TO TEACHER.—No singing by rote or word except by
advice and consent of the Teacher of Music.
IMIISCEI.L.A.NEOUS.
Human Body.
Review work of First and Second Grades.
Treat of “Circulation.”
PRIMARY DEPARTMENT—THIRD GRADE. 29
MISCELLANEOUS (Continued.)
Effects of alcohol and narcotics.
|Use Brand’s “Human Body’’ as guide.
Morals and Manners.
Same topics as in previous Grades adding:
Proper treatment of others in the street.
General behavior in public.
Avoidance of what will give unnecessary pain to
others.
NoTE TO TEACHER.—The school-room with its daily life
gives many opportunities of inculcating good morals that no
teacher should neglect. Consult Wiggin's “Lessons on Manners.”
FOURTH GRADE.
NoTE TO TEACHER.—Read instructions for previous Grades.
READING}.
While constant attention is paid to pronunciation,
accent, emphasis and inflection, the teacher should bear
in mind the fact that the pupil is learning to read, not
merely to secure right pronunciation of words, but to ac-
quire the information which the authorintended to im-
part. Care must be taken frequently to test the pupil
on the thought expressed.
WORK ACCOMPLISHED.
1st term, Modern Third Reader, page 83.
2d term, Modern Third Reader, page 153.
3d term, Modern Third Reader, page 224.
SPELLING, Read remarks on Third Grade.
WORK ACCOMPLISHED.
Beginning page 75 in Speller:
1st term, through page 85.
2d term, through page 95.
3d term, through page 100.
Review frequently.
30 PRIMARY DEPARTMENT—FourTH GRADE.
ARITHIMIETIC.
In addition to the division tables, which are sug-
gested by what the pupil already knows of multiplica-
tions, the oral solution of the mental problems in di-
vision must be studied.
The child must be taught to distinguish in his solu-
tion between the fractional and partitive forms of
division, as illustrated by the questions under each
table. Make solutions as concise as is consistent with
accuracy. -
In the slate work of division, begin with long di-
vision, continue with long division, and stay by long
division till the pupil has mastered it. It is easier in
practice to teach long division if the pupil cannot work
by short division. No harm will be done if the child is
not taught short division till further along in the course,
when it can be taught with other labor saving devices.
Read remarks in third grade on the patience re-
Quisite for teaching multiplication and put additional
emphasis on the work required in teaching long
division.
When the child has mastered long division, he has
done the hardest work that the majority of the pupils
who enter the public schools are called upon to do. It
is the first real turning point in School life. Any boy
who has passed this turning point, can be reasonably
sure of success in Arithmetic as far, at least, as Per-
centage. e -
During third term frequently review the work of
second term. In short never relax your vigilance in
teaching the mechanical work of division until you are
satisfied that it is impossible for your pupils to forget it. .
WORK ACCOMPLISHED.
Beginning with page 88:
1st term, solution of mental problems.
2d term, through page 116.
3d term, through page 137.
PRIMARY DEPARTMENT—FourTH GRADE. 31
LANGUAGE.
The teacher will bear in mind that no small part of
our work is to teach pupils to use the English language
correctly.
The book which is now in the hands of the pupil,
is to be followed closely in its spirit and method; but
it should be supplemented by active efforts to secure
originality on the part of the pupil. Insist on having
all work required by the book faithfully performed,
and secure as much more as possible. ,
work AccomplishED.
1st term, through page 36.
2d term, through page 75.
3d term, through page 102.
WRITING. See remarks in Third Grade page 26.
GEOGRAPHY. See remarks in Third Grade.
- WORK Accorvisiºn.
1st term, through page 35.
2d term, begin page 74, through page 87.
3d term, through page 99.
IMITUSIC.
The individual work in reading, analyzing and beat-
ing time persistently followed out. (See Third Grade
work.)
WORK ACCOMPLISHED.
Range of Keys—C, G, D, F, A, E, B flat, E flat
and A flat.
Time—Double, triple, quadruple and sex-
tuple.
Finish “Stepping Stones to Singing.”
NoTE To TEACHER.—No singing by rote or word except by
advice and consent of the Teacher of Music.
32 PRIMARY DEPARTMENT—FourTH GRADE.
MISCELLANEOUS.
Human Body.
Review work of previous Grades.
The work is to be given orally—exercises weekly.
Remember that the central thought is the effect of
alcohol and narcotics.
Use Brand’s “Human Body” as guide through “Respi-
ration ” and “Muscles.”
Morals and Manners. Read remarks on Third Grade.
Same topics as in lower Grades. Additional topic.
Obedience to civil law.
Civil law founded in justice to protect the weak
against the oppression of the strong.
(SRAMMAR DEPARTMENT.
-* * *-
- I wrz-
FIFTH GRADE.
NOTE TO TEACHER. Read instructions for preceding Grades.
READING.
Reading should be natural—no straining for effect—
no thought of elocution so-called. The child is learn-
ing to read to acquire information. Teach use of Dic-
tionary—how to find what is wanted—and to know
when it is found. The book selected for reading dur-
ing 1st and 2d terms is not so difficult as the one which
precedes it. There is however much information to be
derived from it, and the child must acquire this infor-
mation by his own study of the book. Teachers should
frequently use other text-books, (Geography, Arithme-
tic, etc.), in place of the Readers, to test the pupil’s
ability to grasp thought as presented on the printed
page. The test of what the pupil understands is the
power to translate into his own vocabulary the thought
of the author. Attention must be given to synonyms.
WORK ACCOMPLISHED.
1st term, Book of Nature, through page 61.
2d term, Book of Nature, through page 120.
3d term, Franklin Fourth Reader, Page 80.
SPELLING. See remarks on Reading for this Grade.
In connection with the work on synonyms thus in-
dicated the pupil takes the homonyms in Part III. of
Spelling Book.
3
34
GRAMMAR DEPARTMENT—FIFTH GRADE.
SPELLING. (Continued.)
WORK ACCOMPLISHED.
Begin page 56:
1st term, through page 62.
2d term, through page 69.
3d term, through page 74.
ARITEIMIETIC,
In this grade the pupil begins Practical Arithmetic.
During the first half year the operations are familiar,
and, mechanically considered are a review of work
already done. The problems, however, are more diffi-
cult, and will test the ability of the pupil in discovering
the relations of numbers. The pupil should be taught
that a simple problem in arithmetic consists of two
given numbers with an operation indicated by the
conditions of the question. The working of the prob-
lem consists of two steps—first, discerning in the
terms of the statement what operation is to be per-
formed, second, performing the needed operation.
The first step is purely mental, the second is, or ought
to be by this time, purely mechanical. Each kind of
work thus indicated should receive its proper credit.
The last half year is devoted to factoring, in which
great skill may be acquired by even young pupils.
Pupils should know (without the “why?”) the facts
concerning the divisibility of numbers so as to apply
the tests readily and make actual use of them in daily
work. Good “language work” may be secured in
solutions of questions in G. C. D., L. C. M., and Frac-
tions.
WORK ACCOMPLISHED.
1st term, through page 68.
2d term, through page. 102.
3d term, through page 128.
LANGUAGE.
Consists in this grade of drill upon words and word
GRAMMAR DEPARTMENT—FIFTH GRADE. 35
LANGUAGE (Continued.)
forms. The study of the technical terms of grammar
is drudgery at the best. Disguise it as we may, it is a
mental discipline which is far from pleasant. This
work trains the memory, and while the methods of the
text-book are by no means perfect, it is best to follow
them closely ; relieving the monotony by such exer-
cises as the ingenuity of the individual teacher may
suggest. Secure all the work required by the book,
and as much more as possible. e
work accomplished.
1st term, through page 42.
2d term, through page 84.
3d term, through page 99.
WRITING. See remarks Third Grade, page 26.
GEOGRAPHY. Read remarks on Fourth Grade.
The object of the work in Geography in this grade is
merely to fill the mind of the pupil with facts. These
facts are supposed to be of value to him in his future
reading. They simply add to his stock of information,
and his possessing them is to others a test of his intelli-
gence. In learning these geographical facts the mem-
ory is trained. In attempting to learn them the child
gains a certain mental development which counts for
something in his final acquirement of self-control.
WORK ACCOMPLISHED.
Begin page 36:
1st term, through page 52.
2d term, through page 63.
3d term, through page 73.
PHYSIOLOGY.
Review work of previous Grades under title “ Hu-
man Body.” Read remarks on previous Grades con-
cerning the object of this study.
36 GRAMMAR DEPARTMENT—FIFTH GRADE.
PHYSIOLOGY. (Continued )
Using Brand’s “Human Body ?’ as a guide, take
“Brain and Nerves.” Work to be done orally.
IMUSIC.
The work for the Grammar and High School grades
is under the immediate direction of the Teacher of
Music.
Work of previous grades carefully reviewed. Con-
cert work in dictation exercises in all scales. Trans-
position, singing by word, etc.
MORALS AND MANNERS. Read remarks in previous Grades
on this topic.
The State desires good citizens. The teacher is
working with the State to secure good citizens.
Gow’s “Good Morals and Gentle Manners” and
Cowdery’s “Moral Lessons' will furnish valuable
hints for this work.
SIXTH GRADE.
READING.. Read remarks on Fifth Grade work.
WORK ACCOMPLISHED.
1st term, Franklin Fourth Reader, page 150.
2d term, Franklin Fourth Reader, page 240.
3d term, Modern Fourth Reader, page 80.
SPELLING.
WORK ACCOMPLISHED.
Begin page 102:
1st term, through page 111.
2d term, through page 120. e
3d term, through page 126.
ARITHMETIC. Read carefully remarks on this topic for Fifth
Grade.
The first term reviews the work of preceding grade
in Fractions, and applies the principles to solution of
practical problems.
GRAMMAR DEPARTMENT—SIXTH GRADE. 37
ARITHMETIC (Continued.)
The second term treats of Decimals. Here the
principal difficulty is in connection with the decimal
point. The position of the decimal point is fixed by
laws which are easily comprehended; but the majority
of pupils are content if the correct digits of a result
are obtained, and will then guess at the position of
the decimal point. This evil of guessing is one of the
worst against which the teacher contends. Not until a
pupil stops guessing can much be done for his actual
progress. Correct this evil in this place by making
the location of the point the essential part of the result
and require pupils to give reasons until sure they are
working according to principle.
The third term begins Denominate numbers.
WORK ACCOMPLISHED.
1st term, through page 142.
2d term, through page 166.
3d term, through page 186.
LANGUAGE. Read remarks on Fifth Grade, same topic.
WORK ACCOMPLISHED.
Begin page 100:
1st term, through page 144.
2d term, through page 181.
3d term, through page 192.
WRITING. See remarks on Third Grade, page 26.
GIEOGRAPHY.
WORK ACCOMPLISHED.
Begin page 16:
1st term, through page 36.
2d term, through page 56.
3d term, through page 68.
38 . GRAMMAR DEPARTMENT—SIXTH GRADE.
PHYSIOLOGY. Read directions for Fifth Grade.
Review work of previous Grades.
Treat of Eye, Ear and Skin.
Use Brand’s “ Human Body” as guide.
MUSIC. See remarks on Fifth Grade.
MORALS AND MANNERS. Follow suggestions for preced-
ing Grades.
SEVENTH GRADE.
READING...—Read remarks on same topic, Fifth Grade.
Question closely to test whether the pupil is reading
or is merely calling Words at sight. Teach the child
how to read so as to grasp the thought expressed. Use
the Geography frequently as a Reader.
WORK ACCOMPLISHED.
Modern Fourth Reader, begin page 81:
1st term, through page 150. -
2d term, through page 235.
3d term, through page 302.
SPELLING.
This work properly done will teach pupils some nice
distinctions in the use of words. The work will also
help in training the judgment. If the teacher will cul-
tivate a little enthusiasm, she will be rewarded by a
great increase of interest on the part of the pupils.
WORK ACCOMPLISHED.
Begin page 128:
1st term, through page 137.
2d term, through page 150.
3d term, through page 160.
ARITHIMETIC,
The work of first term includes reduction of Com-
pound Numbers and the study of the Metric System.
GRAMMAR DEPARTMENT—SEVENTH GRADE. 39
ARITHMETIC (Continued.)
In treating the latter topic the teacher will need to ob-
tain both matter and method outside the text-book.
The difficulty with this subject is, that the terms used
as standards are entirely foreign to the child’s vocabu-
lary. Gram, meter, liter, do not convey the ideas of
Weight, distance and capacity as do ounce, foot, quart ;
and until by long usage they do convey these ideas the
pupil works at a disadvantage. It is an unsettled ques-
tion whether this subject shall not be postponed until
later in the course.
In the study of Percentage, during the second and
third terms, the pupil should make a decided advance
in his method of apprehending mathematical problems.
He should learn to strip a problem of its accidents and
begin to generalize. (See remarks on Fifth Grade, same
topic.) *
Every problem in Percentage must be applied to its
proper formula and worked in accordance with the
principles involved. There is danger of becoming too
mechanical; but by occasionally dropping the formula
and requiring the pupil simply to state processes, this
tendency may be obviated. A return to the formula,
however, is insisted on.
WORK ACCOMPLISHED.
Begin page 187:
1st term, through page 224.
2d term, through page 254.
3d term, through page 294. - *
Omitting Merchant's and Vermont rules in Partial
Payments.
LANGUAGE.-Swinton's Book in Composition.
WORK ACCOMPLISHED.
1st term, through page 45.
2d term, through page 90.
3d term, through page 121.
40 GRAMMAR DEPARTMENT—SEVENTH GRADE.
WRITING..—See remarks on Third Grade, page 26.
GEOGRAPHY".
WORK ACCOMPLISHED.
Begin page 69:
1st term, through page 89.
2d term, through page 113.
3d term, through page 117.
PHYSIOLOGY..—Review work of previous Grades.
|Follow Brand’s “Human Body’” and its method of
analysis.
Treat carefully the effects of Alcohol and Narcotics on
the entire system.
MUSIC–See remarks on Fifth Grade.
MORALS AND MANNERS–See Sixth Grade.
EIGHTH GRADE.
READING—Read same topic preceding Grades.
Text-book is “Michigan and its Resources.”
Other books of like character will be used at discre-
tion of the Superintendent.
SPELLING,
Select words from all the work done in this Grade,
such as the technical terms of Geography, Arithmetic,
Algebra, etc. Review the common words which pupils
mis-spell in their essays. The spelling in essays which
shows the real ability of the pupil must be considered
in making up final standing in this topic.
ARITIHIMIETIC.
The first term finishes and reviews the subject
of Percentage and includes Ratio and Proportion. Pro-
portion must not be slighted. It introduces a method
of solution which is valuable both for its analysis and
its mode of expression. *
GRAMMAR DEPARTMENT—EIGHTH GPADE. 41
ARITHMETIC (continued.)
The second term takes up the topic of Roots. The
pupil having studied the literal notation in his Alge-
braic work, is well prepared to understand the value of
the formula in deducing the rules. The Algebraic
method of explanation will therefore be followed in
preference to the Geometric. -
The third term is devoted to a thorough review of
the entire book; special attention being given to the
why of processes as well as to the how.
The examples at the close of the book will be used
as final tests of efficiency.
WORK ACCOMPLISHED.
Begin page 295:
1st term, through page 320.
2d term, through page 351.
3d term, review book and advance through page 365.
LANGUAGE.
Confine the work to essay writing. Apply practi.
cally the grammatical principles already learned, and
also review and fix thoroughly the rhetorical principles
of the Composition work of preceding Grade.
WRITING—See remarks on Third Grade, page 26,
GEOGRAPHY.
WORK ACCOMPLISHED.
1st term, Special Geography of Michigan.
See remarks on Reading.
2d term, review Appleton’s Geography.
3d term, Mathematical Geography, and first part of
Text-book.
HISTORY.
Teach pupils to study topically. Use Geography
in connection with History, and insist on location of
every place mentioned.
34
42 GRAMMAR DEPARTMENT--EIGHTH GRADE.
ALG.E.B.R.A.
Give careful drill in the manipulation of Algebraic
quantities. Let this work be so thorough that the me-
chanical part of the literal notation shall require no
mental force. The child needs all his brain-power to
translate his problem into Algebraic formulas. The
mechanical work of deducing the result from the for-
mula should be so familiar as to be done without
thought.
The work extends during the year to Quadratic
Equations. In the solution of problems, special atten-
tion must be given to the development of right methods
of thinking. The pupil should be taught how to ques-
tion himself, so that he may be sure that he is thinking
in right channels.
MUSIC–See Fifth Grade.
MORALS AND MANNERs—Follow suggestions of preceding
Grades.
TEXT-BOOKS
• IN
PRIMARY AND GRAMMAR GRADES.
Sheldon’s First Reader.
Sheldon’s Second Reader.
Sheldon’s Third Reader.
Sheldon’s Fourth Reader.
Supplementary Reading:
Franklin Second Reader.
Franklin Third Reader.
Franklin Fourth Reader.
Child’s Book of Nature, Pt. I.
Patterson’s Speller.
Cornell’s Primary Geography.
Appleton's Standard Geography.
Felter’s Primary Arithmetic.
Olney’s Practical Arithmetic.
Swinton’s Language Primer.
Swinton’s New Language Lessons.
Swinton’s Composition.
Junior Class History U. S. (Anderson’s.)
Franklin Elem. Algebra.
Spencerian Copy Books.
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TABULAR VIEW OF COURSE OF STUDY.
PRIMARY DEPARTMENT.
GRAMMAR, DEPARTMENT.

TEXT-BOOKS.
2.É.
Modern First Reader -------------
Modern Second Reader-----------
Franklin Third Reader-----------
Modern Third Reader ------------
Child's Book Nature, Part I. -----
Franklin Fourth Reader--------- -
Modern Fourth Reader-----------
Patterson’s Speller----------------
Felter's Primary Arithmetic-----
Olney's Practical Arithmetic ----
Primary Geography---* * * * = * * * * * * * *
Advanced Geography-------------
Language Primer------------------
Language Lessons
Composition ----------------------
U. S. History
Algebra
Chart Reading
Oral Arithmetic
Oral Language
FIRST.
SECOND.
THIRD.
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CIRCULAR
OF THE
YPSILANT HIGH SCHOOL
THE ACADEMIC YEAR
1885-86.
YPSILANTI, MICH.:
PUBLISHED BY THE BOARD OF EDUCATION.
1885. º:

INSTRUCTORS.
—sº O P-
R. W. PUTNAM,
SUPERINTENDENT,
Mathematics.
JAMES H. HOPKINS
FRINCIPAL,
Latin, Greek and Commercial Law.
FANNY E. GRAY,
German, History and English.
JAS. H. SHEPARD, B. S.,
Natural Sciences.
ADA A. NORTON, PH. B.,
Mathematics and Book-Keeping.
E. M. FOOTE,
Music and Elocution

YPSILANTI HIGH SCHOOL.
—sº º-
The High School is a part of the Public School System
of the City of Ypsilanti under the control of the Board of
Education.
The school offers instruction in five courses of study,
viz: Classical, Latin, Scientific, English, and Elective.
Each of the above courses with the exception of the
Elective leads to a corresponding course in the Depart-
ment of Literature, Science and the Arts in the State
University. Pupils are admitted to the latter on diploma
without examination.
In preparing these courses, while the Board of Edu-
tion have had in mind the requirements of the University,
they have not forgotten that a majority of pupils are obliged
to content themselves simply with the advantages of the
BHigh School With this in view the work in the English
and Elective Courses has been made of such a character as
to give a comparatively broad preparation for the active
duties of life.
GROWTH.
Since the completion of our present commodious
building the school has had a healthy, vigorous growth.
The average attendance during the first year was 40; dur-
ing the last school year, '83, '84, the average had increased
to 90.
When we take into consideration the many causes
tending to draw our young people into the active pursuits
of life, and when we compare our numbers with those of
towns of like population, and when we remember the
nearness of several other schools which also offer attrac-
4
50 CIRCULAR OF-THE
tions to students who are fitting themselves for advanced
positions in various callings, we have no reason to com-
plain of our numbers.
It is, perhaps, but just to state that no effort has been
made to increase our foreign attendance; but, on the con-
trary, every effort is directed towards making the school
the best possible for the benefit of those who contribute
to its support and whose sons and daughters are here
seeking an education. - -
We note from year to year a steady growth in the
right direction of the studious habits and industrious
disposition of our students, and when we come to consider
the cheerfulness and earnestness with which our young
men and women meet the somewhat rigorous demands
made upon them, we feel that the means and labor de-
voted to this work are meeting an adequate and worthy
compensation. -
We are glad also to note the presence of an increas-
ing number of foreign students; and while the rates of
tuition are hardly more than half the amount required in
Similar schools, we feel that the maturer years, strong
purpose and enthusiasm of these students and their con-
sequent good influence upon our school are an adequate
recompense for the privileges granted them.
ADMISSION.
Pupils are admitted to the High School on final ex-
amination in the Eighth Grade.
Pupils from other High Schools of Michigan, present-
ing satisfactory certificates of scholarship, are admitted to
the classes for which they are best prepared. .
Candidates for admission not bringing such certificates
must come prepared to sustain an examination in work
done by our Eighth Grade, viz:
Practical Arithmetic, Geography, United States His-
tory, Composition, Elementary Grammar, and Elementary
Algebra to Quadratics.
YPSILANTI HIGH SCHOOL. 51
Those who have not had sufficient training to enable
them successfully to pursue the higher branches, yet who
because of maturity of mind are capable of carrying on
part of the High School work, are not turned away but
allowed to make up deficiencies.
EXAMINATIONS.
Examinations, oral and written, are frequently held.
Final written examinations are given at the option of
teachers. No pupil’s standing is, however, dependent
upon examinations alone. His daily recitations and at-
tendance are factors entering into the question of his
passing his studies. On completing a study, a certificate
is given, showing the number of weeks’ study and the
standing according to the five grades, eacellent, good, me-
divm, conditioned, or not passed.
REQUIREMENTS FOR ADMISSION TO THE UNI-
VERSITY.
In addition to the studies not printed in italics in the
Tabular View of the Courses of Study, the following work
is also compulsory to those seeking for admission to the
University:
CLASSICAL COURSE.
English.-A thorough knowledge of the plots, char-
acters, incidents, etc., of the following works: Shake-
speare's Merchant of Venice; Goldsmith’s Deserted Wil-
lage; and George Eliot's Mill on the Floss. Equivalents
of these will be accepted.
Geography.—The Political Geography of Europe and
the United States; Ancient Geography, particularly that
of Italy, Greece and Asia Minor.
LATIN COURSE,
The same as for the Classical Course.
SCIENTIFIC COURSE.
English and Geography.—The same as for the Classi-
cal Course.
52 CIRCULAR OF THE
Chemistry, Geology and Physiology.—The pupil may
take any one of these studies. The work required covers
a half year.
ENGLISH COURSE.
The requirements are the same as for the Scientific
Course with the addition of Civil Government.
DIPLOMAS.
Diplomas indicating the same rank of scholarship, are
granted according to the course of study completed. These
diplomas are for the following courses: -
Classical; Latin; Scientific; English; Elective.
Pupils whose standing in the judgment of the Super-
intendent and Teachers of the BHigh School entitles them
to the honor, shall further receive a recommendation to
the University of Michigan if they desire to enter that in-
stitution.
To any student who wishes simply to prepare for the
University in the English Course (which can be done in
three years) a certificate of admission will be granted;
but the student receiving such certificate shall not be en-
titled to the honors of graduation, nor shall he be con-
sidered a graduate of the school.
A course not admitting to the University has also been
established, called the Elective. This course entitles
the student to a diploma upon the completion of four
years’ work in three studies of each term in addition to the
general English work of the other courses.
The student is permitted to make his own selection of
studies (which must be equivalent to the studies of any
other course) subject to the approval of the teachers of the
High School.
To obtain a diploma in any course or a certificate in
the English Course, a standing of at least 80% in every
study of the course is required.
YPSILANTI HIGH SCHOOL. 53
THE LIBRARY.
The District Library of nearly one thousand volumes,
has been selected with special reference to the needs of
students.
The use of books of reference in connection with the
usual text-books is insisted upon.
An experiment has been tried of putting into the hands
of pupils of the High School a list of books from which
they are to read at least five each term. This plan is
bringing good results. In this way it is sought to Sup-
plant the pernicious effects of the cheap weekly and the
trashy novel, and to create a taste for good reading.
RULES.
1. The Library shall be in charge of the Superinten-
dent who shahl keep an account of the names of all per-
sons drawing books, the names of the books drawn, and
the date of drawing and returning.
2. The Library shall be open thirty minutes at the
close of the afternoon session, every Thursday, in term
time.
3. Teachers employed in the Public Schools of the
city may have access to the Library at any time out of
school hours when the Librarian can be present, and may
draw books in accordance with rules 4 and 5.
4. No Folio, Quarto or Cyclopaedia shall be taken
from the Library, but may there be consulted.
5. No one shall have more than one book at a time,
and no book shall be retained more than two weeks, under
a penalty of two cents for each additional day.
6. Any person injuring or losing a book shall pay
such damage as the Superintendent may assess; or failing
to do so shall be debarred from all privileges of the
Library.
7. The Superintendent shall assess and collect all
damages and fines and pay them over to the Treasurer of
the Board.
54 CIRCULAR OF THE YPSILANTI HIGH SCHOOL.
SCHOOL LYOEUM.
A literary society, called the Phoenix Debating Club,
is carried on by students of the High School. The work
of this society is found helpful in the acquirement of self-
possession before an audience; in the opportunity it
affords for writing and speaking additional to that re-
quired by the school; and for learning the chief rules of
parliamentary usage. The meetings are held each Friday
evening during the school year.
TUITION.
To resident pupils (and the Board has been liberal in
the interpretation of the meaning of “resident pupils”)
are offered the advantage of a free school with no cost ex-
cept for text-books. Students from abroad, can pursue a
course of liberal study at a very moderate cost.
First Term,---------------------------------------- $5.00
Second Term,---- - 5.00
Third Term,--------- -------- 4.00
EXPLANATION OF COURSES.
ENGLISH.
Orthoëpy ------------------------------------------------ 1 term
Orthography--------------------------------------------- 1 term
Word-Analysis ------------------------ 1 term
Grammar------------------------------------------------ 1 term
Classics----------------------------------------------- —2 terms
Compositions ----3 terms
Essays---------------------------------------------------6 terms
Rhetoric--------------------- ----1 term
Literature.--------------------------------------------- —2 terms
That every pupil may be well established in the use
of the English language, English, in some form is studied
in each term of the four years of all courses.
Every member of the Ninth Grade studies orthoëpy,
orthography, and word-analysis.
ORTHoÉPY, or the correct pronunciation of words, has
been neglected in many of our public schools, if the pro-
nunciation of their graduates is a criterion. Hence we
think that orthoëpy is a needed addition to the usual
courses of study.
ORTHoGRAPHY or correct spelling is a part of the second
term’s work. The student learns how to spell by spelling
orally and in writing. It may be mentioned in passing
that in all studies the recitations must be correct in the
proper pronunciation and spelling of words.
WoRD ANALYSIS is a study that is rich in the revelation
of the origin of words and of their meanings. To stu-
dents pursuing Latin two years only or not at all, word-
analysis seeks to supply, in a small measure this defi-
ciency. The Ninth Grade, English Course, also studies
grammar.
56 Courses oF STUDY,
GRAMMAR.
The technical study of Grammar has been completed
in the lower Grades, hence the High School work chiefly
consists of Analysis of sentences from the best authors.
Exercises in correcting false etymology and syntax
are given, and reasons for every correction required, while
the principles of Grammar are practically applied in all
written or oral work of the school.
In Classics, the simpler productions of a few great
authors are read; and it is sought, not so much to impart
knowledge, as to develop critical and imaginative powers.
The pupil studies a poem or a story with reference to
its interest, its style, the derivation of its words, and the
construction of its sentences. He then re-writes it in his
own words, and the class criticises what he has written.
The work in Composition is practical. That pupils
may come to the duties of essay writing with better pre-
paration and less dread, a year is spent in the application
of the principles of rhetoric without discussing them.
REIETORIC.
Having learned the rules formulated from good use,
in Grammar; and applied these rules in Composition, the
pupil comes to the formal study of Rhetoric.
He is taught that good use consists of the use of
“proper words in proper places,” and he learns from the
best examples what those words and places are. He is
taught to avoid on the one hand vulgarity, and on the
other “fine writing;” and by much written work he learns
to express his own thoughts clearly and concisely.
ENGLISH LITERATURE.
The Student is already somewhat familiar with the
English and American authors. .
He now learns what the great critics have said of
them, and by extended extracts from their writings he
judges of them for himself.
YPSILANTI HIGH SCHOOL. 57
He studies the growth of the English language, and
its history.
It will thus be seen that much stress is laid upon the
acquirement of a thorough and practical knowledge of
our mother tongue. The knowledge thus gained will fit
the pupil to pursue unaided the study of the best litera-
ture.
MENTAL AND MORAL SCIENCE.
Mental Philosophy * = * * * * * * * * Lºss º ºs s sº º ºs = sº amº sº * * * * * 1 term
Logic---------------------------------------------------- 1 term
Moral Philosophy--------------------------------------- 1 term
These topics have been of late years dropped from our
Course of Instruction; probably because of a tendency to
overload courses in the preparatory schools. It seems
hardly right, however, for a boy to spend several years at
the blacksmith's trade and not be permitted to learn the
names of his tools. .
Our pupils have been spending several years in train-
ing the different powers of mind and heart. This concrete
training should be supplemented by a little study into the
powers of the mind, so that pupils may have some knowl-
edge of the limit and direction of these powers.
The mathematical course so far as Arithmetic is con-
cerned, in a great measure, has had to do with the laws of
business. Logically the topic of Commercial Law was
introduced. The pupil has also, in Mathematics and Sci-
ence, been made practically acquainted with the methods
of applied logic. His course in Geometry is naturally
followed by a discussion of the laws of logical reasoning.
The work in morals which has been kept so prominent
in the lower Grades, is also fitly supplemented by a dis-
cussion of the abstract principles of the relations of man
to his fellow as human being, neighbor or citizen of the
same commonwealth.
LATIN.
First Lessons-------------------------------------------- 2 terms
Caesar, Four books---------------------------------------3 terms
4.
58 Courses oF STUDY,
Cicero, Six orations------------------ - ----3 terms
Vergil, AEneid, Eight books------------------------------ 3 terms
Vergil, Bucolics---------------- {-} º º º ----------1 term
The first year in Latin designs to familiarize the pupil
with the fundamental principles of the grammar, with the
needful paradigms and with the methods of translation.
This knowledge is emphasized and broadened in the fol-
lowing years by critical study and translation of history,
oratory and poetry.
The purpose of studying Latin is not to acquire a
speaking knowledge of the language, but to develop ease
and readiness in the correct use of the English by (among
other things) enlarging the pupil’s vocabulary, and show-
ing the derivative meaning of English words, etc., etc.
To the scientific student in particular, is a knowledge
of Latin necessary. Those who intend to make the study
of science a specialty, should by all means take two years
of Latin, and if possible four.
The need of Latin is felt in the science classes by
those pupils who are pursuing the English course only.
To them the technical words and phraseology of Scientific
text and reference books are almost as devoid of meaning
as would be the hieroglyphics of the monuments.
Those who take the four years’ course get a taste of the
pleasure that comes from the critical study of a classical
author.
GREEK.
First Lessons------------------------------------------ 2 terms.
Xenophon's Anabasis, Three books-------------------- 4 terms
Prose Composition ------------------------------------40 lessons
The objects aimed at and the methods pursued in the
study of Greek are essentially the same as those in Latin.
Since those who take up this study have already had
two years of Latin, they are enabled to see the close and
vital relationship existing between those words and idio-
matic expressions common to the three allied languages
English, Latin and Greek.
YPSILANTI HIGH SCHOOL. 59
GERMAN.
Grammar and Reader----------------------------------- 3 terms
Schiller's Wilhelm Tell and Jungfrau von Orleans------ 2 terms
Goethe's Hermann and Dorothea------------------------ 1 term
The course in German occupies two years.
The first year is chiefly given to declensions, conjuga-
tions and constructions, with at all times, practical appli-
cations both written and spoken. *
Attention is directed to those familiar words from
which English words have been derived, and pupils are
thus brought from the outset into close relation with the
new language.
By the aid of notes, selections from some of the best
authors are read.
In the second year, pupils continue the higher Gram-
mar; they are trained in German modes of thought, and
learn to express themselves in German idioms. They are
shown the practical bearing of this study upon science and
English. º
Finally from “Wilhelm Tell,” “Hermann and Dor-
othea” or other masterpieces, they learn something of
German literature.
firstORY.
General History----------------------------------------- 2 terms
United States-------------------------------------------- 1 term
Roman --------------------------------------------------1 term
Grecian.------------------------------------ -------------- 1 term
English ---------------------- ---------1 term
It is endeavored to make history not a dry collection
of facts, but a connected story of the world’s progress.
Few dates are demanded, but around leading events con-
temporaneous events are grouped.
The topical method is followed.
Literal recitation is discouraged; and as an aid to
original expression as well as to memory, much written
work is required.
60 CourSES OF STUDY,
The pupil is taught the causes of the rise and fall of
nations, and he is asked not so much to describe great
battles, as to trace the progress of civilization.
The text book is supplemented in all possible ways, -
thus the photograph and the engraving, the legend, the
poem, the drama and the novel are called upon as aids.
Much attention is paid to passing events.
Newspaper and magazine articles are read in class,
and the pupil writes in his note book the history of the
present day.
CIVIL GOVERNMENT.
Pupils are asked first to consider the general princi-
ples of moral and civil law.
They then receive a thorough drill in the governments
of the United States, and the State, with special reference
to the jurisdiction of each. -
They are trained to find illustrations in the newspa-
pers, the American and the Michigan almanacs, the state
constitution, the city charter, the elections, or in any
thing that may bear upon the subject.
In this way they become practical students of the
science of government.
MATHEMATICS.
Elementary Algebra.------------ - 1 term
Inventional Geometry----- 1 term
Advanced Arithmetic----------------------------------–3 terms
Advanced Algebra - —-2 terms
Geometry-------------------------- ----3 terms
Review Algebra- ----1 term
The objects of public school training may be affirmed
to be to teach the pupil (1) to read, (2) to think, (3) to
talk—acquisition, digestion, expression.
The first two objects have hitherto been pursued to the
neglect of the third. These two are necessary to the
development of the individual, but without the third they
are imperfect and unsatisfactory. Well trained powers of
YPSILANTI HIGH SCHOOL. 61
expression put the individual into intimate relations with
his fellows. He influences their opinions and is influenced
by theirs.
Of two persons equally well-trained in methods of
thinking and equally well read, he who has the power of
expressing himself clearly and exactly is the stronger and
wields the greater influence.
Mathematical studies are well adapted to teach this
precision of expression. The terms have a fixed, definite
meaning, and when properly used, express thought with
exactness.
A course of mathematicl training in the elementary
schools, should consist of three things:
First—thorough drill in the mechanical part of the
work, so that the pupil shall have the “tools of his trade *
well in hand. This training can be obtained only by
long continued, persistent drill in mathematical opera-
tions as expressed in mathematical language.
Second—a careful study of the method of translating
the terms of a problem, and expressing given relations in
mathematical terms. While this study has always been
recognized as one of the most efficient means of securing
the best mental discipline, it is no less true that the best
use has not been made of it. Problem-solution should
assist in developing powers of classification instead of
being degraded to a mere memory exercise. Mathemati-
cal principles are few, applications are many. Let the
pupil discover the primciple involved and with the training
referred to above, the mechanical work will cause him no
difficulty.
Third — A careful training in “explanation.” An
“explanation ” oral or written puts other minds in pos-
session of one’s course of thinking in such terms as to
leave no doubt as to the intended meaning. When a
pupil can so read a problem in Arithmetic or Algebra as
to see clearly the quantities involved, the relations they
bear to each other and to the result sought, and can state
62 Courses oF STUDY,
these relations in mathematical language; if he has had
the necessary drill in the mechanical manipulation of
such expressions, we feel that he understands these sci-
ences. When he can remember that a Q. E. D. in Geom-
etry implies a major premise and a minor premise, and
thus learns that every proposition is a logical argument;
when in addition he is able to point out the steps of the
argument he may be said to know Geometry. He cer-
tainly, with these abilities, has the training which these
Sciences are intended to give, and whether he is able or
not able to solve all the problems of the books he has
the mental furnishing which will enable him to read—
think—talk.
NATURAL SCIENCE.
Physiology --------------------------------------------- 1} terms
Physical Geography ------------------------------------1} terms
Botany -------------- -----------1} terms
Chemistry ---------------------------------------------3 terms
Physics - ------------------------------8 terms
In this department it is the aim of the school to give
a practical direction to each study, while at the same time
the fact is steadily kept in view that within the sciences
themselves, lie vast opportunities for affording our youth
a broad and general culture. The facilities offered for
pursuing these studies are far superior to those usually
provided by similar schools. For each study special ap-
pliances are furnished and in no case are the old “Cram
Methods” employed; on the other hand, the latest and
most approved methods are faithfully used. Each student
works and observes for himself thus unconsciously assum-
ing the attitude of an original investigator. To work, to
observe, and to draw his own conclusions is every student’s
prerogative; while the text book is relegated to its proper
sphere, viz.: an aid by way of reference. Induction is
here producing good results, especially in chemistry and
physics. -
A constant care is exercised that the student acquire
YPSILANTI HIGH SCHOOL. 63
correct habits of reasoning, and his conclusions must bear
the criticisms of the entire class.
CHEMISTRY is studied during the entire year. The work
in this study includes:
1. The ordinary General Descriptive work.
Qualitative work in both the wet and dry ways.
The preparation of chemicals.
The reduction of metals from their ores.
The general bibliography of the above named topics.
:
To enable the student successfully to carry out this
work a separate laboratory supplied with working tables,
and all needful chemicals and apparatus is provided. Each
student has a private table supplied with a qualitative set
of reagents and the accompanying apparatus. This room
is also provided with a reference library, which any student
is free to consult at any time.
PHYSICS.—This work also lasts during the year and
has a Laboratory devoted to its requirements. This study
is also taught by the working method, each student
making every experiment. Instead of separate working
tables, this room has large tables designed especially for
the needs of students of physics.
PHYSIOLOGY..—This is a half year study. The student
does the ordinary work in Physiology in which he is aided
by means of charts, models, and portions of the human
skeleton.
In connection with the work he simultaneously pur-
sues a line of independent investigation upon the histo-
logy of the tissues. Microscropes are supplied for this
purpose. Comparative anatomy and physiology is also
briefly treated, the instructor making dissections before
the class.
BOTANY.-In this study (half-year) the student begins
with protoplasm and the microscropic examination of the
simple cell. From this he passes on to the simple struc-
ture and thus advances till the perfect plant is reached.
64 Courses oF STUDY,
Vegetable physiology and vegetable economy each receives
a due amount of attention. -
A thorough course of Field work is also required, the
student collecting, analyzing and mounting seventy-five
Specimens. It is but just to add that in every scientific
study, especial attention is given to the English employed
by the student. The general work is frequently varied by
papers prepared by the students upon specified topics.
In the criticism of these papers every student is required
to join.
BOOK-KEEPING.
The work in Book-keeping is not designed to be ex-
haustive of the subject. The time allotted to it is too
limited for more than the examination and application of
Some of the general principles that form the basis of all
systemizing of business accounts. In this time, however,
the methods of both single and double entry are exempli-
fied. -
COMMERCIAL LAW.
The class in Commercial Law meets with the leading
law maxims of every day business transactions. The
property and personal rights concerned in common busi-
ness, are explained with the aid of numerous cases that
have actually been passed upon by courts of authority.
The various rules or decisions of courts are seen to har-
monize with ideas of justice and morality. The subject .
is one of great practical interest and value.
MUSIC.
The work in Music covers one year, and is optional
with the pupil. Those wishing to join the beginners’ class
do so at the opening of the fall term. An advanced class
is formed during the winter term. The pupils learn to
read music at sight and become accustomed to public sing-
ing by appearing in the various entertainments given by
the school.
YPSILANTI HIGH SCHOOL. 65
RHETORICALS.
In addition to the Junior Exhibition and Commence-
ment Exercises, each member of the Eleventh and Twelfth
Grades is required to write and speak five essays. These
essays are rehearsed to the teacher of elocution and after-
wards spoken either before the school or in the lyceum.
TEXT BOOKS.
*=
Algebra, Franklin.
Algebra, Olney's Complete.
Anabasis, Goodwin.
Arithmetic, Wentworth and Hill.
Book-keeping, Woolley’s Practical.
Botany, Bessey.
Caesar, Allen and Greenough.
Chemistry, Shepard.
Cicero, Allen and Greenough.
Civil Government, Young.
Commercial Law, Clark.
English Grammar, Swinton.
English Literature, Shaw.
History, Thalheimer's English.
History, Swinton’s General.
History, Smith's Greek.
History, Leighton's Roman.
History, Scudder's U. S.
German Grammar, Otto.
German Reader, Buchheim's Modern.
Geometry, Wentworth.
Greek Grammar, Goodwin.
Greek Lessons, White.
Greek Composition, Jones.
Latin Grammar, Allen and Greenough.
Latin Lessons, Jones.
Latin Composition, Jones.
Natural Philosophy, Gage.
Physical Geography, Houston.
Physiology, Martin’s Human Body.
TEXT BOOKS. 67
Rhetoric, A. S. Hill.
Vergil, Frieze.
ENGLISH LITERATURE.
Selections from Merchant of Venice, Shakespeare.
{{
{{
66
{{
6%
$6
(4
{{
{{
{{
* 6
6%
King Richard III., 6 (;
Julius Caesar, 4%
Traveller, Goldsmith.
Marmion, Scott.
Select Poems, Longfellow.
G6 6% Bryant.
68 TABULAR VIEW OF

CLASSICAL. LATIN.
§ Latin Lessons. Latin Lessons.
* { || Algebra. Algebra.
3 & General History. General History.
ſ: ſº Orthoephy. Orthoepy. t
<! --
: 's s | Latin Lessons. Latin Lessons.
§ § Algebra. Algebra.
E- §§ general History. General History.
§ Q Orthography. Orthography.
F. H.
is § Cesar. CBesar.
§§ Arithmetic, Arithmetic. ...
§ S. United States History. United States History.
* Word Analysis. Word Analysis.
§ Caesar. Caesar.
3& | Arithmetic. Arithmetic.
. $S Roman History. Roman History.
: R Compositions. Compositions.
: |ss | Cesar and Latin Composi- ºr and Latin Composſ-
§§ Arithmetic, [tion. Arithmetic. tiQIl.
Ž §§ Roman History 3%, Phys. Roman History 3%, Phys.
3. & Compositions. [Geog. 34. Compositions. [Geog. 3%.
º *
* |ss gºesar Cicero and Latin Çom ºººººººd Lº-
§§ Civil Government ſposition. Ǻil Gºméº, ſposition.
$& Physical Geography. Physical Geography.
§ Compositions. Compositions.
s | Qicero and Latin Composi- gº...and Latin Comº-
$$ Algebra. [tion. Algebra. [tion.
§§ Greek Lessons. German.
º: § Essays. Essays.
< |–-
* |ss | Qicero and Latin Composi- Cicero and Latin Composi-
* | * * | Algebra. ſtion. Algebra. [tion.
a $$. Greek Lessons. German.
§ & Essays. Essays.
ir *ms mºs
* |s #| Yergil. Vergil.
§§ | Elementary Geometry. Elementary Geometry.
SS Anabasis and Greek Compo- German.
S. Essays. [sition. Essays.
. Vergil. Vergil.
§ Plane Geometry. Plane Geometry.
sis Anabasis, Gºeek, Cºmposi-. German.
§§ [tion and Greek History. Rhetoric.
R Rhetoric. Essays and Speeches.
ſ: ESSays and Speeches.
a –
ſº e Vergil. Ver il
P+ S $ Solid Geometry, 'gl:
tº §§ Anabasis, Greek, Cºmposi- 㺠Ometry.
E | SS tion and Greek History, English Literatur
: & English Literature. #. aftājñes
O EssayS and Speeches. e
ſº [-
Vergil.
§ | Algebra. X;
§§ Anabasis, Greek, Composi-. §§.
's Sº tion and Greek History. elºn;,
§ JEnglish Literature. English Literature.
Essays and Speeches. Essays and Speeches.
CoukSES OF STUDY.
69

SCIENTIFIC. ENGLISEI.
Latin LessOnS. Grammar.
Algebra. Algebra.
General History. General History.
Orthoepy. Orthoepy.
Latin Lessons. English Classics.
Algebra. Algebra.
General History. General E[istory.
Orthography. Orthography.
Caesar. English Classics.
Arithmetic. Arithmetic.
United States History.
Word Alualysis.
United States History.
Word Analysis.
Caesar.
Arithmetic.
Physiology,
Compositions.
Caesar and Latin Composition.
Arithmetic.
Physiology 3%, Phys. Geog. 34.
Compositions.
JBook Keeping.
Arithmetic.
Physiology.
Compositions.
Commercial Law.
Arithmetic.
Physiology 3%, Phys. Geog. 3%.
Compositions.
Caesar, Cicero and Latin Composi-
Civil Government. [tion
Physical Geography.
Civil Government.
English History.
Physical Geography.
Compositions. Compositions.
Chemistry, Chemistry.
Algebra. Algebra.
German. Rhetoric.
Essays. ESSayS.
Chemistry. Chemistry.
Algebra V6, Botany 3%. Algebra 3/4, Botany 3%.
German. English Literature.
Essays. EssayS.
Chemistry. Chemistry.
Elementary Geometry. Elementary Geometry.
German. Botany.
Botany. English Literature.
Essays. lºssays.
Physics.
Plane Geometry. • | Physics.
German. Plane Geometry.
JRhetoric. Mental Philosophy.
Essays and Speeches.
Essays and Speeches.
Physics.
Solid Geometry.
German.
JEnglish Literature.
Essays and Speeches.
Physics.
Solid Geometry.
Logic.
Essays and Speeches.
Physics.
Algebra.
German.
JEnglish Literature.
Essays and Speeches.
Physics.
Algebra.
Moral Philosophy.
Essays and Speeches.
LIST OF GRADUATES.
—sº tº -
(SINCE THE YEAR 1874.)
Selinda Curtis, .
C. VanCleve Ganson,
Josie Heller,
Alfred Lucking, º
John H. Stoddard,
Carrie Wilcox, . º
Andrew B. Hawkins,
Jennie E. Hendricks,
*Allie McCollough.
Virginia Shipman, .
Hattie O. Hoffman,
William Honey, G
A. Estella Whittlesey,
Tilla S. Boyce, .
Corabelle Burt, O
Chas. W. Dickinson,
John W. Goodspeed, .
Fred P. Robey, .
Merle A. Breed, .
Fannie Boyce, .
* Deceased.
—sº e º –
Class of '74.
© . English.
ſº e Scientific.
& º . English.
Q c Classical.
ſº & . Scientific.
ſº o English.
Class of '75
e ſº . Classical.
º te Scientific,
Class of '76,
ſº tº . Latin and Scientific.
Q © Classical.
e te . English.
Class of '77.
ſº & . English.
& . English and Scientific.
© ſº . Classical.
© Q Scientific.
O ſº . Scientific.
Class of '78,
e e . Classical.
Class of '79,
& O . Latin.
LIST OF GRADUATEs.
71
Lutie Earl, o e
Lillian Hand,
Lulu Whittlesey, tº
& ge English.
o c . English.
English.
o *
Class of ’80.
“Through Trials to Triumph.”
*Charles L. Pennel,
Arba S. Van Valkenburgh, . *
Maggie I. Van Riper,
Ruby M. Webb,
J. Burton Boyce, .
E. A. Berdan, . * >
Helen E. Batwell, .
Will J. Hyzer, . tº
Sue J. Lamb,
W. Clara Nichols, º
Gertrude M. Noble,
IBlanche E. Remington,
º g English.
Classical.
. English.
English.
Class of '81
* Gradatim.”
e º . Classical.
tº English.
& tº . English.
English.
English and German.
& tº English.
dº . English.
g English.
Class of '82.
* Certum Pete Finem.”
Gertrude T. Breed,
James M. Crombie, .
Edward W. Groves,
Florence B. Kinne, .
William A. McAndrew, . e ©
Hattie B. McElcheran,
Nellie McIntire,
Nettie F. Seymour, .
Jºdward A. Smith,
Frank D. Wells, tº
Classical.
English.
IEnglish.
Classical.
Classical.
English.
English.
IEnglish.
Pnglish.
dº Classical.
Class of '83.
“Thus Endeth Our First, Lesson.”
Zell L Baldwin, &
Ella Cady, . tº
Nellie Costello, . tº
Kittie Cross, tº o
* Deceased.
& • Eng., e . Manchester.
© Eng., e Pittsfield.
. Sc., tº e . Ypsilanti.
tº Eng., o & Ypsilanti.
72
LIST OF GRADUATES.
Lutie M. Densmore,
Nellie A. Jarvis, .
Anna L. Judd, .
Clara E. Lord,
Mary E. Lord, .
Joseph B. McMahon, .
Charles Edwards,
James C. Fuller, .
John E. Hodge,
Charles L. McIntire,
Charles A. Salyer,
Edwin S. Shaw,
Darius P. Shuler,
Warren H. Smith,
Mary V. Cady,
Genevieve Kinne,
Nellie Moorman, .
Clara E. Parsons,'
IBella J. Pearson, .
Don C. Phillips,
Jennie Shuler,
Will E. Smith,
Jessie Thompson, .
Edith Whitley,
Sarah Whitley, .
Eng., . Ypsilatti.
Sc., Ypsilanti.
Sc., . Ypsilanti.
Eng., Augusta.
Eng., Augusta.
Lat., * , e. Manchester.
Class of '84.
“Vincit Qui Se Vincit.”
Lat., . Webberville.
Cl., . o Ypsilanti.
Sc., . Redford.
Sc., . Ypsilanti.
Cl., wº . Ypsilanti.
Cl. & Lat., . Ypsilanti.
. . . Eng., º” Ypsilanti.
© Lat., • . . Ypsilanti.
..Class of ’85.
“Sweep Clean.”
Classical.
. Classical.
English.
te Latin.
. . English.
English.
tº English.
Scientific and English.
English.
English.
English.
SUGGESTIONS TO TEACHERS.
CONCERNING SCHOOL RECORDS.
1. At the opening of each school year enroll all the
names on blank paper, keeping attendance thereon for
two weeks. Transfer then to the register.
2. Fill in all blank spaces at the head of each page of
register. Secure all information called for by the register
respecting each pupil on entering school for the first time.
3. Enroll the real name of the pupil, not the pet
Ila Iſle.
4. Teachers will record their own attendance and
tardiness each day. Teachers should be in their places
thirty minutes before school in the A. M. and fifteen min-
utes before school in the P. M.
5. Pupils on entering school should be entered E.,
E. I., or E. E. Be sure you are accurate.
6. All papers sent to the Superintendent or to parents
should be dated.
7. Whenever a pupil leaves school, either with or
without the consent or advice of the parent, and the cause
does not seem to the teacher to be satisfactory, the case
should be at once referred to the Superintendent with name
and address of the parent.
CONCERNING MANAGEMENT.
1. In making programme of recitation make one for
study as well.
2. Guard against the tendency to assign too long les-
sons at the beginning of school year. Ambitious pupils
are over-worked and soon get discouraged.
5
74 SUGGESTIONS TO TEACHERS.
3. Let signals be few and quiet. Call and dismiss
classes on count 1, 2, 3.
4. Study well what you ought to do in case of a panic.
5. Instruct pupils in proper method of folding and
endorsing examination papers.
6. Remember a grade in a school is not a Procrustean
bed. The work is laid out with care, but not all classes
will perform it in the same time. The quick class which
finishes the work in fewer weeks is not to be kept “marking
time” for the remainder of the term, but will be allowed
to go on; the slow class will not be allowed to slight the
work in order to come in “on time.” A little common
sense is a good thing for a teacher.
7. Inform the parents through the pupils that they
are always welcome in the school-room. Dissatisfaction
may often be removed by a visit from a parent.
CONCERNING DISCIPLINE.
1. Do not send pupils to the Superintendent for small
offences. Discipline them yourself. gº
2. Avoid the spy system in securing discipline. Allow
no tattling.
3. Hold pupils responsible for what you see and not
for what others say they saw.
4. Desks and window-sills were not made for teach-
ers or pupils to sit upon.
5. The teacher’s chair should not be occupied all the
time.
6. The control of a school involves self-control. Re-
member you can never exhibit vexation before your pupils
without losing their respect. They are sure to detect
such exhibitions, however slight,
CONCERNING SELF.
1. Avoid hasty remarks. They are sure to be re-
peated in such a way as to cause you mortification.
2. Do not betray confidence by repeating to others
criticisms of your own work made privately to you.
SUGGESTIONS TO TEACHERs. 75
3. Do not talk too much either in school or out.
4. If you can not speak well of your co-laborers, say
nothing.
5. Study something outside of your routine of work.
Do not rest contented unless you are conscious of mental
growth.
TEACHERS TEST QUESTIONS.
1. Are the pupils all quietly busy at work?
2. Is the noise in my room the noise of confusion or
the hum of business?
3. Am I interrupted by questions during recitation?
4. Am I sure that the annoyance which that boy
causes me is solely his fault; or am I not partly to blame?
5. Am I as polite to my pupils as I require them to
be to me?
6. Do I scold!
7. Is the floor clean?
8. Am I orderly—
In personal habits?
In habits of work?
9. Am I doing better work to-day than I did yester-
day?
10. Am I making myself useless to the pupils as
rapidly as possible by teaching them habits of self-reli-
ance?

SUGGESTIONS TO PARENTS.
-** * *—
- w y -
1. An occasional visit to the school will help your
child.
2. Remember there are two sides to all questions.
Having heard your children’s story, it will be well to hear
what the teacher has to say before you condemn her.
3. Before you pronounce the school worthless, would
it not be well to visit it 2
4. Remember in visiting a school, that the teacher is
employed to attend to school duties. Do not expect her
to visit with you. Questions, however, that relate to school
work are always in order.
5. In visiting a teacher to settle a mis-understanding,
remember that the proper time to do it is not in school
hours. You are depriving 30 or 40 children of their right
to the teacher’s time and attention.
6. If tempted to call on a teacher while you are in a
passion—don’t. Wait till you have perfect control of your-
self.
7. If in visiting a school you see anything in a teach-
er’s management which you think deserves a word of
praise—give it honestly. It will comfort the teacher for a
whole week.
8. If, as sometimes unfortunately happens, Johnnie
comes home and reports that he had a flogging at school;
remember the best and surest way to prevent a repetition
of the indignity is to flog him yourself.
SUGGESTIONS TO PUPILS.
—sº-O Dºº-
CONCERNING SCHOOL.
-1. Attend quietly to your own business at your own
desk.
2. Be attentive, and respond cheerfully to every
School requirement. e
3. Move quietly and quickly through the halls and in
the room.
4. Reeite promptly and pleasantly but do not waste
time by pretending to recite when you know that you do
not know.
5. Avoid all things which tend to disturb the school
or annoy others.
CONCERNING OUT OF SCHOOL.
1. Go to and from school in such a manner as not to
disturb any one.
2. Go directly home at close of school.
3. Come to school at the proper hour which is at first
bell not earlier.
4. Make no unnecessary noise in the neighborhood of
the school house.
5. Obey at once the signals for entering the school
house.
CONCERNING TEACHERS.
1. Be dutiful, polite and respectful.
2. Give proper excuses for absence and tardiness.
3. Obey promptly and cheerfully all signals.
4. Work with them in what they are doing for your
d
5. Help carry out all plans for the good of the school.
80 SUGGESTIONS TO PUPILS.
CONCERNING SCHOOMATES.
1. Be kind and courteous to all.
2. Speak nothing but good of others. If no good can
be said, say nothing.
3. Avoid tale-bearing. *
4. Avoid wasting time of others by whispering,
Writing and passing notes, or otherwise diverting their at-
tention from their work. w
5. Be helpful to others in all ways.
6. Protect the weak and unfortunate.
7. Be watchful for the little ones in going to and
from school. *
8. Remember it does not help you ahead to pull
others back.
CONCERNING SCHOOL PROPERTY.
1. Do not injure it.
2. Take as good care in using it as though it belonged
to your parents.
3. When done using, put in proper place.
4. Keep your feet clean, and the floor about your
desk clean.
5. Be careful to waste nothing.
CONCERNING YOURSELF.
1. Cultivate promptness, energy, patient industry.
They are worth more than money or influence in securing
success in life.
2. Learn the value of time and strive to improve
every portion of it.
3. Be obedient to parents and teachers.
4. Be generous in spirit in dealing with others.
5. Be mindful of the rights and feelings of others.
6. Be earnest in play in the time of play, and equally
earnest in work in the time of work.
7. Be self-reliant.
8. Do the best you can in every work, knowing that
it is only our best that builds good character.
SUGGESTIONS TO PUPILs. 81
9. Strive to build up a good character and your repu-
tation will take care of itself.
10. Learn the laws of health, and obey them.
11. Let no day pass without adding to your store of
knowledge.
12. Be truthful, and use the best language on all
Occasions.
13. Remember there is a thought of gentleness in
the idea of gentleman.
14. Be clean in dress, person, habits, thought and
speech.

RULES AND REGULATIONS.
–-sº
RULES RESPECTING ABSENCE, ETC.
The absence of the pupil from school affects not only
his own advancement, but that of the class as well. Dur-
ing the absence of a pupil some important principle may
* be discussed before the class. He not only loses the in-
formation, but he retards the entire class by his ignorance.
His ignorance involves extra labor on the part of the
teacher to place the delinquent upon a line with the class.
While this evil is great, the Board of Education recognizes
the right of the parent to keep the pupil out of school for
good and sufficient reasons. It is no more than right,
however, that the teacher shall have the assurance from the
parent either in person, or by note, that the absence is
necessary. x-
Hitherto it has been the custom in all schools so far
as is known to the Board of Education, to make no distinc-
tion on the records between Absence and Truancy—Late-
ness and Tardiness.
Hereafter inexcusable absence will be accounted
truancy. Lateness like absence can be excused. Tardi-
ness arising from no cause save the pupils laziness, or
want of interest is nothing but semi-truancy and will be
treated accordingly.
1. Whenever any pupil shall be absent or late, the
teacher shall use all reasonable means to notify the parent
or guardian of the fact at the close of the day.
2. Whenever any pupil has been absent three con-
secutive days, the name shall be stricken from the roll and
the pupil counted left.
3. Whenever any pupil who has been absent or late
84 RULES AND REGULATIONS.
shall bring satisfactory assurance that he has been neces-
sarily detained, he shall be restored to the full privileges
of the school.
4. Any pupil guilty of truancy or tardiness, shall at the
discretion of the Superintendent be suspended from school
until satisfactory assurances of amendment shall be re-
ceived from the parent or guardian. Any pupil who shall
have been suspended twice under this rule shall for the third
offence be cited before the Board of Education, and shall
not be entitled to the privileges of the school until restored
by them.
DUTIES OF THE SUPERINTENDENT.
1. The Superintendent. of Public Schools shall have
his office at the Central Building; he shall have regular
daily office hours at other times than during school hours,
for the convenience of teachers, parents and citizens.
2. He shall keep in his office a register of the names
of all pupils enrolled in the public schools, together with
such other data as may be directed by the Board.
3. He shall not leave the city during school days ex-
cept by consent of the President of the Board.
4. He shall visit all the schools as often as his duties
will permit; and shall pay particular attention to the
classification of pupils and their assignment to proper
Schools and studies.
5. He shall have authority to call meetings of teach-
ers of any or all grades for the purpose of conferring
with them concerning any school interest.
6. He shall observe carefully the methods of teach-
ing and discipline adopted by the teachers, and shall
report to the proper committee of the Board any evidences
of incompetency.
7. He shall have power to require from the teachers
any Report which may at any time be necessary to show
the condition of the schools.
8. He shall have power to fill vacancies in case of
RULES AND REGULATIONS. 85
the temporary absence of teachers, and to suspend pupils
for neglect of rules and for misconduct.
9. He shall attend the meetings of the Board of
Education.
10. All directions to pupils or teachers from the
Board shall be communicated through the Superintendent;
and (except in matters in which he is personally inter-
ested) the Superintendent also shall be the proper me-
dium of communication between teachers or pupils and
the Board. .
11. He shall see that each teacher prepares a judi-
cious programme of daily recitations and study, and may
require a copy of such programme for file in his office.
12. He shall maintain a uniform system of reports
in all the schools, and shall keep on file in his office, open
to the inspection of the Board, such compilation of these
reports as shall show the condition of the schools in re-
spect to attendance of pupils and teachers, tardiness, etc.,
the whole number enrolled in each department during
the year, the average number belonging, average daily at-
tendance and per cent. of attendance.
13. He shall acquaint himself with facts and prin-
ciples concerning popular education, and with all matters
in any way pertaining to the organization, discipline and
instruction of public schools, to the end that all children
of this district, who are instructed in the public schools,
shall obtain the best education which these schools can
impart.
DUTIES OF TEACHERS.
1. Teachers shall be in their school-rooms at the
ringing of the first bell A. M. and P. M. Teachers not
present in accordance with this rule shall report them-
selves as tardy.
2. They shall see that the school-room clock agrees
with the authorized school time as indicated by the
tower-clock of the Central Building.
3. They shall require pupils to be in their respective
86 RULES AND REGULATIONS.
school-rooms punctually at the appointed hour, and all
pupils not in their seats at that time shall be marked ab-
sent or late, as the case may be. A notice of absence or
tardiness shall be sent to the parent or guardian at the
the close of the P. M. session. -
4. Corporal punishment must be the last resort, and
when practicable the Superintendent should be consulted
before having recourse to it.
5. In cases of gross misconduct or insubordination,
teachers shall have power to suspend pupils from the
privileges of the school, subject to the approval of the
Superintendent.
6. Cases of corporal punishment or suspension must
be reported in writing to the Superintendent, with the in-
formation necessary to explain all the circumstances. The
name and address of the parent or guardian must be sent
to the Superintendent at the same time.
7. No teacher shall read, or allow to be read, any ad-
vertisement, or allow any advertisement to be distributed
within the school buildings. No agent shall be allowed
to take up the time of the teachers, on any pretext
whatever. .
8. Teachers will enter upon the opening exercises of
their respective rooms at the precise minute appointed,
and on no account shall they dismiss their pupils earlier
than the appointed time, nor for any day or part of a day,
without permission of the Superintendent. They shall
remain in their own rooms and devote their energies to
the discharge of their duties. Visiting other rooms except
on business of the school which can not be postponed;
reading and writing not immediately connected with the
school; and all work not tending directly to the advance-
ment of the pupils; are strictly forbidden. * *
9. Each teacher shall prepare a programme of daily
exercises, a copy of which is to be placed upon the board
in each room.
10. Each teacher is required to have a copy of the
RULES AND REGULATIONS. 87
regulations in the school-room, and to read to the pupils
as often as may be necessary such portions as pertain to
their conduct and discipline.
11. The opening exercises shall consist of nothing
more than reading a selected portion of the Holy Bible
without note or comment, followed by repeating the
Lord's Prayer in concert or by appropriate singing.
12. Teachers shall send no pupil during school hours
upon any errand not connected with school duties.
13. It shall be the duty of the teachers to exercise
such discipline in the school as would be practised by
kind and judicious parents; always firm and vigilant, but
kind. They shall endeavor on all proper occasions to im-
press upon their pupils the principles of morality and virtue
neatness, sobriety, industry, frugality and a sacred regard
for truth.
DUTIES OF PUPILS.
1. No child under-5 years of age shall be admitted
to the public-schools.
2. Pupils shall be classified by the Superintendent,
and shall enter such grade as he may direct.
3. Pupils on entering school, will be required to
provide themselves with the books and utensils used in
their respective classes; and pupils who remain unpro-
vided shall be sent home at the discretion of the teacher—
due notice of the needs of the pupil having been given
the parent or guardian at least two days before.
4. Any child coming to school without proper atten-
tion having been given to cleanliness of person or dress,
or whose clothes need repairing, shall be sent home to be
properly prepared for the school room. -
5. No pupil affected with any contagious disease, or
coming from a house in which such disease exists, shall be
allowed to remain in any school.
6. Pupils shall walk quietly and in single file up
and down stairs and through the halls; make no unneces-
sary noise at any time in any part of the buildings; shall
88 RULES AND REGULATIONS.
not remain in the halls or on the stairways, and at no time
converse in passing in or out.
7. Pupils shall not collect about the school buildings
before a quarter after eight; and pupils who desire to re-
main upon the premises at noon, shall first obtain permis-
sion from the Superintendent and be subject to such regu-
lations as he may impose.
8. Pupils shall be respectful and obedient to all
teachers in the building. Disrespectful language or con-
duct renders the pupil subject to suspension at the discre-
tion of the Superintendent. -
9. Pupils must leave the school premises immediate-
ly on being dismissed both at noon and at night.
10. Any pupil that is aggrieved or wronged by another
may report the fact to his teacher. No pupil in any case
shall attempt to avenge his own wrong. g
11. Pupils are forbidden to throw missiles of any kind
upon school premises, or anywhere in the immediate vici-
nity. - . -
12. Pupils shall do no injury to the property of the
school district. Pupils committing such injury—accidental
or intentional—shall immediately provide for the neces-
sary repair, or be assessed by the Superintendent a sum
sufficient to cover the damage. Refusal to comply with
this rule subjects the pupil to expulsion from the school.
13. Pupils who shall be absent from any class ex-
amination without permission of their teacher, and shall
fail to furnish a satisfactory excuse therefor, shall forfeit
all right to privileges in passing grade.
14. Pupils who have fallen behind in their classes,
by absence or irregular attendance, by indolence or inat-
tention may be placed in lower classes at the discretion of
the Superintendent.
15. The use of tobacco or of profane or vulgar lan-
guage on the school premises is strictly forbidden. Pupils
violating this rule shall be suspended until proper assur-
ances of amendment are given by parent, or guardian.
Any pupil who has been twice suspended under this rule
shall be expelled for the third offence.
RULES AND REGULATIONS. 89
DUTIES OF THE JANITOR.
1. The Janitor shall have the sole management of
the heating apparatus of the building, acting under the
direction of the Superintendent and the Committee on
Buildings and Grounds. . He must also attend to the fol-
lowing duties: -
2. To sweep thoroughly every school room, corridor
and stairway, at least twice a week, and the stairways and
corridors oftener if necessary; and with a cloth or feather
duster remove all dust after each sweeping from the desks,
tables, chairs, seats, etc. .
3. To keep the snow off the steps and walks on and
about the school premises.
4. To wash at least once per term the platforms or
rostrums and the unoccupied space about them, also, the
stairs and corridors as often ; to wash all the inside wood-
work and the windows once a year during the summer
vacation.
5. To keep the privy seats and floor neat and clean,
washing them as often as in the judgment of the Superin-
tendent or the Committee on Buildings it may be neces.
Sary.
6. To assist the Superintendent and Teachers in main-
taining proper order about the premises—the building
being under his control from the dismissal of the school
A. M. or P. M., until the ringing of the first bell. (Pro-
vided that nothing in this rule shall be so construed as to
prevent any teacher from Occupying the room a reason-
able time after the close of School without disturbance
from the Janitor.) To wind the clock in the building as
often as necessary; to ring the bell at proper times; to
fill the ink-wells; to make all minor repairs under the
direction of the Committee on Buildings and Grounds;
and to have the care of the school house and grounds at
all hours and times—during school hours, out of school
hours, and during vacations.

*
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ANNUAL REPORT H3
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CONTAINING
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THE PUBLIC SCHOOLS
OF
YPSII AA NTI, MICHIGA. N.
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W. A. WHITNEY, superintendent.
-*-*-*.
YPSILANTI, MICH,
-*-
1892,

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BOARD OF EDUCATION.
WM. M. OsbAND, President, - - Term expires 1892.
F. K. Owen, - * - sº- - & 4 1892.
CHAs. WooDRUFF, Secretary, * - & 4 1893.
O. E. THOMPson, tºr- - º - & & 1893.
DON C. BATCHELDER, Treasurer, - - & 4 1894.
C. S. WoRTLEy, *- * a - - & 4 1894.
STANDING COMMITTEES.
On Buildings and Grounds—Batchelder, Woodruff, Thompson.
On Beating and Fuel—Wortley, Batchelder, Owen.
On Claims and Accounts—Thompson, Wortley, Owen.
On 7 eachers—Osband, Thompson, Batchelder.
On Text-Books—Owen, Osband, Woodruff.
On Supplies—Batchelder, Woodruff, Osband.
On Library—Woodruff, Wortley, Owen.
On Course of Study—Batchelder, Woodruff, Owen.
OFFICE HOURs.
ſ 8:30 to 9:oo a. m.
Superintendent, Central Building, e- l 4:oo to 5:oo p. m
MEETINGs of THE BOARD.
Regular Meeting—First Tuesday of each Calendar month.
April 1 to October 1, at 8:oo p. m.
October 1 to April I, at 7:30 p.m.
YPSILANTI PUBLIC SCHOOLS.
TEACHERS,
SUPERINTENDENT—M. A. WHITNEY, A. B.
HIGH SCHOOL.
Principa/ and Teacher of Latin, Greek and Philosophy—J. R. SHERRICK.
Aſistory, Rhetoric and Literature—FANNY E. GRAY.
Sciences—DEFORREST ROSS,
German and Mathematics—-EMMA MCNEIL.
Music and Drawing—ELEANOR S. HAZARD.
CENTRAL BUILDING.
Fighth Grade — Emma McNeil, Room K.
Sezenth Grade—Helen Prudden, Room H.
Sixth Grade—Minnie Lawrence, Room J.
Clara Dole, Room I.
Aºifth Grade—Cora Honey, Room G.
Nellie Loomis, Room F.
Fourth Grade—Retta Mann, Room E.
7%zza Grade--Eva L. Kishlar, Room D.
Second Grade—Anna Towner, Room C.
Carrie Higbee, Room B.
A’zz-st Grade—Mabel Levens, Room A.
FIFTH WAR D BUILDING.
Grades 3 and 4—Anna L. Judd.
Grade 2— Belle Pearson.
Grade r—Lizzie Gordon.
FOURT H WA R D BUILDING.
Grades 2, 3 and 4–Lutie M. Densmore.
Grade 1–Carrie C. Steffy.
FIRST WAR D BUILDING.
Grades 1, 2, 3 and 4—Melvin Case.
QALEN DAR, 1892–93.
1892. Sept. 5–First term begins. 1893. Jan. 2–School resumed.
Sept. ...—Holiday. March 18—Second term closes .
Oct. I2–Columbian Celebration. March 28—Third term begins.
Nov. 24–Thanksgiving recess. June 16–Commencement.
Dec. 2–First term closes.
Dec. 5–Second term begins.
Dec. 17–Holiday vacation begins,
SuperinterNA&nt's Report.
To the Honorable Board of Education :
Gentlemen : In presenting this my first annual report, I wish
briefly to discuss matters pertaining to the public schools, not so
much for the purpose of calling your attention to the condition of
schools, for, by frequent visits, you have, no doubt, been enabled to
judge of the progress made, and at our monthly meetings we have
discussed many of the topics here presented. Not only the Board
of Education, but the public as well, ought to be thoroughly ac-
quainted with the condition of the schools. Many of the parents
have visited the schools, but, of course, many have not been able to
do so.
The question is often asked, “What is being done in the public
schools P” Some answer in one way, some in another. Undoubt-
edly the best way to learn is , to come and see For the benefit of
those who are unable to do this, I will note a few of the things of
especial interest which have engaged the attention of pupils and
teachers during the past year.
Many of the subjects touched upon in this report may seem to
the outsider commonplace and of little importance, but I am sure
they all have a local importance which will be appreciated by every
parent who sends children to the public schools.
ATTEN DANCE.
The number of different pupils registered in the public schools
this year, 1891-92, has been eight hundred seventy-five. Seven hun-
dred twenty-five have been regular in attendance. This difference
is due to the fact that quite a large number of pupils attend only a
part of the year, and are engaged in some employment during the
remainder of the time. This number is about fifty more than the
attendance of the two preceding years.
6 - Ypsilanti Public schools.
TEACHERS’ MEETINGS.
Frequent teachers' meetings have been held during the year for
the purpose of giving suggestions in regard to the work in different
branches, and for the discussion of topics of interest to teachers.
These meetings are one of the most important parts of school work.
Unity of work is desirable in a system of schools, and this unity can
best be obtained by talks with teachers so that all may know what is
being done. Several talks have been given by the Superintendent
upon the subjects of geography, arithmetic, grammar, language, etc.
In addition to these, several meetings have been held in which the
teachers have taken part. Some of the papers prepared for these
meetings have been upon the following topics: History, Primary
Reading, Spelling, Securing Attendance, Elementary Science, The
School of the Present, The Schools of Other Countries, etc.
During the coming year the plan will be to have a society of
teachers to meet each month and discuss topics pertaining to their
work. Such a society is being formed.
RECESS.
At the beginning of the year the recess plan was put on trial to
be continued as long as it was not objectionable. There has been
no occasion for abandoning it. Very few evil results have come from
it; on the contrary, much good has resulted. A recess has been
given for fifteen minutes during each morning session, and during
the afternoon session ten minutes have been devoted to calisthenic
exercises in each room.
A simple manual of light gymnastics was placed in the hands
of each teacher at the beginning of the year, and the benefit derived
from its use has shown itself even in the walk and play of the chil-
dren. -
The high school pupils have made a beginning of a gymnasium.
Clubs and light apparatus have been purchased, and both boys and
girls have profited by their use. It is hoped that one of the rooms
in the basement may soon be fitted up as a gymnasium.
VISITING OF PARENTS.
I have been much gratified at the interest parents have taken in
the school during the past year. Three things are necessary for
SUPERINTENDENT'S REPORT. 7
good schools: interested teachers, interested pupils and interested
parents. Both teachers and pupils are benefitted by visits from par-
ents. Instead of visiting being an annoyance it is a decided help to
all schools. No ceremony is necessary. Visitors are always wel-
come. In the central building some one will always be found in the
office of the Superintendent, ready to show visitors wherever they
may wish to go. During the month of March the number of visits
reached two hundred twelve; in April it increased to two hundred
ninety-one, and for three weeks in June there were three hundred
twenty eight visits reported.
Many of the professors and students from the State Normal, and
superintendents from other cities, were among the visitors, and all
expressed themselves well pleased with what they saw. Mr. M. J.
Cavanaugh, commissioner of schools for Washtenaw county, spent
a day in the schools, and later expressed himself in the Washtenaw
7?mes as follows:
To the School Board, Ypsilanti, Mich.:
I have the honor to submit to your honorable body a brief report of the condi-
tion of your school gained while on a visit for the purpose of inspection a few days
ago. It is apparent to a visitor as soon as he enters the school building that the
whole plan of school work is directed by well-trained teachers, through efficient
supervision, and that the teachers follow prescribed methods. It is generally con-
ceded, I believe, that certain duties are given to the superintendent to perform,
among others the following: 1. To assist teachers in the discipline of pupils; 2.
To prescribe rules for the conduct of pupils in the school building and on the
school grounds; 3. To direct teachers in their methods of instruction and disci-
pline. The movements of the scholars at the intermissions show that the school is
well regulated; that there is no weakness, indecision or vacillation on the part of
the superintendent; that the orderly conduct of the pupils throughout the building
and on the ground, and their appearance while entering or leaving the building are
evidences of the executive and managing ability of the responsible head.
It is one of the functions of a superintendent to direct teachers in their meth-
ods of instruction and discipline. His instruction must be carried into effect, hence
arises the necessity for eonference, that is, teachers’ meetings. It is at these
meetings that unity of purpose and of method can be communicated. It is the best
possible means by which a body of teachers can be animated and inspired with the
responsibility of their calling. Hence it is gratifying to note that your superin-
tendent has frequently called the teachers together for the purpose of inaugurating
a settled line of policy, thereby giving harmony and proper efficiency to the whole
system of school work. The fruit of the year's work is well worthy of commenda-
tion. Some splendid specimens of the work of the children of the several grades
were shown to me, which are a credit to the teachers and to the school. In many
of the grades beneficial changes in methods have been introduced, and the whole
is characterized by a vigorous intellectual activity.
I found Supt. Whitney a courteous and scholarly man, abreast of the times in
8 YPSILANTI PUBLIC SCHOOLS.
educational matters, actuated by kind motives towards his associates, and conscious
of the fact that a successful school depends upon the energy, enthusiasm and
hearty co-operation of the teaching force. M. J. CAVANAUGH,
- County Commissioner of Schools.
COMPULSORY ATTENDANCE.
The laws of Michigan require that all children under fourteen
years of age shall attend school at least sixteen weeks each year;
that they shall not be employed in shops and factories unless it is
certified that they have attended as required by law. Certificates of
attendance will be given to all pupils applying for them after they
have attended the required sixteen weeks. Those in charge of shops
and factories should see that all childen under fourteen years of age
have complied with the law and have their certificates to that effect.
CORPORAL PUNISHMENT.
The use of the rod has become practically extinct in the schools
of our city. Only in extreme cases is it resorted to. There may be
cases where its use is necessary, but if good “judgment, tempered
with mercy” is used, they will be very rare. At this writing I have
neither applied the rod nor the strap, and only once has it been ap-
plied in my presence during the year.
TRUANCY.
The majority of boys and girls are trustworthy, but occasionally
one is found who needs a little close watching. There have been
during the latter half of the year but few cases of truancy. Excuses
are required from all pupils who are absent, and it is expected that
all excuses will be signed by the parents of the pupils. In two or
three cases pupils have signed their parents' names to excuses, when
they have been absent, without the knowledge of the parents. Such
a procedure is a gross violation of the rules of the school, and in
one case suspension resulted therefrom.
Teachers are required to report cases of unexplained absence
to the superintendent, and, if he deems it advisable, he reports the
case to the truant officer. Parents are, however, notified of the ab-
sence of their children, unless they are known to be habitual truants.
Teachers are expected in all cases to know the whereabouts of their
pupils. º
SUPERINTENDENT'S REPORT. 9
With the proper coöperation on the part of parents, all cases
of truancy can be easily handled. I think nearly all parents realize
the necessity of regular attendance upon school duties. Irregular
attendance promotes carelessness and indifference; pupils fall behind
their classes and finally become discouraged and leave school.
School should be secondary only to the health of the children.
MONTHLY REPORTS.
Reports are sent to parents each month by teachers of the
grades and of the high school, showing the attendance and rank of
each pupil. By this means parents are informed of the progress of
their children and of their attendance. These reports have been
instrumental in abolishing truancy, as well as interesting parents in
teachers and pupils.
THE SALE OF CIGARETTES.
No better means has ever been invented for the destruction of
boys than the poisonous cigarette. Several small boys, and some
who are almost young men, have been unfitted for work in the
school by their use. One young man was obliged to give up school
work from the effects of them. The law forbids their sale to boys
under sixteen years of age, and I sincerely hope that every citizen,
who has the welfare of our boys at heart, will see that those places
where cigarettes are sold to small boys render a little more strict
obedience to law.
WARD SCHOOLS.
The ward schools are as important a part of our school system
as those in, the central building, and deserve attention as well as
other schools. In each of the ward shools there have been during
the past year four grades, all above the fourth grade going to the
central building. I have endeavored to give these schools a liberal
share of my attention. I have been pleased with the frequent visits
of the parents in these schools, and the general satisfaction they
have expressed with the work of the teachers. The ward schools
certainly contain some of our most enthusiastic and efficient
teachers.
j Ö YPSILANTI PUBLIC SCHOOLS.
THE REVISED COURSE OF STUDY.
The course of study has been revised and is published in this
report.
It will be the aim to complete the work of the eight grades in
eight years. Every course of study should admit of some flexibility
as far as individual pupils are concerned. Some pupils are found
who can easily complete two years' work in one. In case the health
of the pupil will admit, and he is of sufficient age to do so, it is often
best to promote such pupils at other than the regular times for pro-
motion. In one case during the past year one whole class has, ow-
ing to superior teaching, been able to save one year's time, that is,
has passed directly from a sixth to an eighth grade. This arrange-
ment has been found to be very beneficial to the pupils, for they
have given far more attention to their work than they otherwise
would have done. In the case of two boys who had been kept back
several times, they will pass directly from the sixth grade to the
high school, and be very well fitted for high school work. It need
not be said, after these examples, that individual attention has been
given to each pupil. The aim has been to find out the ability of
each pupil and to place him where he can make the most of his
time. A year means a great deal to a boy between the ages of twelve
and seventeen. It also means a great deal to the parents of poor
boys who are making great sacrifices to keep them in school. Chil-
dren should not be pushed beyond what their strength will allow,
but as a rule boys sixteen years of age, in grades below the high
school, will bear a little pushing, and the health of boys and girls
suffers from causes other than hard study oftener than from too close
application to books.
A large number of pupils leave school about the time they reach
the seventh, eighth and ninth grades. The cause of this is, without
doubt, that the studies usually pursued in those grades seem to the
average boy to be of no practical benefit to him. Is it not wise to
introduce during these years a few studies which will seem a little
more practical ? Is there not time for a little work in elementary
book-keeping, civil government and possibly elementary physics?
The career of many a boy might be entirely changed by an acquaint-
ance with some of these studies. Some of the above studies have
already been introduced into these grades.
SUPERINTENDENT's REPORT. i i
We have turned wisely from a classical to a scientific age. He
who fails to recognize the change and adapt himself to it must go.
Our boys want a more practical education; we must give it them, or
they will “fold their tents like the Arabs and as silently steal away.”
It may not be entirely in accord with our ideals, but better interest
and arouse boys by an acquaintance with the practical workings of
electricity than to have them desert the Latin and the Greek for the
street corners. The public schools have a work to do which they
have not been doing. Manual training may be slow in coming, but
it is surely on the way.
Our work should be made more practical. We should spend
less time upon geography, which every child forgets before he fin-
ishes his course of study, and upon arithmetic, eliminating the non-
essentials and teaching to more of a purpose. Save time wasted on
the diagram in grammar, and give boys a healthy body. Work prop-
erly done in the school room will produce better scholars and save
the precious years to the majority of boys and girls who are in mod-
erate circumstances.
MUSIC.
Prof. E. M. Foote, for so many years the able and enthusiastic
director of music in the public schools, retires from the active duties
of life at the close of this year. I know I bespeak the sentiment of
the Board when I express our hearty appreciation of his services.
DRAWING.
Drawing was introduced into the schools at the opening of the
scool year. But little was expected during the first year, from the
fact that we could have no special teacher in this branch, and many
of the teachers had never received any instruction in it. Far more
has been accomplished than any dared to hope at the beginning of
the year. Much of the credit for this excellent work is due to Miss
Emma McNeil, who kindly consented to meet the teachers once in
two weeks and outline the work for the next two weeks.
So great was the interest in the work that at the middle of the
year a demand for drawing was made by the students in the high
school. I regret that we were unable to grant their request, but in
the future drawing will be a part of the high school course for all
who wish it. -
I 2 YPSILANTI PUBLIC SCHOOLS-
During the coming year Miss Eleanor Hazard, a young lady
very well known in the musical circles of this city, will have charge
of both music and drawing. Miss Hazard brings to her work a
charming voice and very rare talent, which is highly appreciated by
all music loving people. She has recently accepted a very flattering
offer to sing on Sundays in one of the leading churches of Detroit,
a fact which speaks much in her praise.
An opportunity will be given for students in the High School to
take lessons either in drawing or voice culture, if any desire to do so.
THE READING TABLE.
The teachers and pupils of the High School take a great deal
of pride in their reading table. At the beginning of the year it was
proposed to have a few of the leading magazines for teachers' use in
the library. The Board of Education generously appropriated the
sum of fifteen dollars, and the contribution of $1.8o each by several
of the teachers and two dollars from the debating club enabled us to
place upon our table the following papers and magazines for one
year: Forum, North American Review, Harper's Monthly, Century,
Review of Reviews, New England Magazine, Popular Science .
Monthly, Educational Review, Quarterly Register of Current His-
tory, Geographical Magazine, Public School Journal, Teachers' In-
stitute, Teachers’ World, Journal of Education, Public Opinion,
Scientific American, Popular Educator, St. Nicholas, School Board
Journal, Michigan School Moderator, Boston Weekly Journal.
Each morning the officers of the debating club have taken these
to the High School room, where they were used by the students
during their spare minutes, and returned to the library at night, thus
enabling the teachers to take them home with them, if they chose to
do so. Frequent reference has been made to articles in the maga-
zines by teachers, thus calling the attention of the students directly
to some valuable information. All feel that these papers and maga-
zines have been very helpful, and hope that we may be enabled to
continue our subscription during the next year.
IN GENERAL.
Teachers are the servants of the public, and, if I mistake not,
are expected to devote all their energies to the welfare of the chil-
dren under their charge. No true teacher will be satisfied until she
StJPERINTENDENT'S REPORT. 4. I3
has given to her school her best energies and efforts. Success in
teaching costs something. It may require the expenditure of time
and effort. It may require careful thought and intelligent action.
Whatever it may cost, the teacher should be willing to pay the price.
No teacher who sees nothing more than the dollar as a reward of
her labor, or who finds hardly time to devote to her school duties.
should ever be given charge of a school. Teaching is a business,
and it is well to apply business principles to it.
No manufacturer would employ for a moment a person whose
influence might be found detrimental to his business; nor should the
public schools, either from sympathy or friendship, retain any whose
influence and best efforts are not exerted in such a manner as to
gain the best results. The interests of thirty children are of more
importance than the interests of one person. I believe in justice
and fair treatment of all, but the interests of the children are the first
to be consulted. º
I wish to express my thanks to the parents and citizens for their
courtesy and support, to those teachers who by their faithful efforts
have won the approval of a large majority of the patrons of the
school, and to you, gentlemen of the Board of Education, for your
hearty support. . Very respectfully,
- M. A. WHITNEY.
THE HIGH SCHOOL,
To Supt. M. A. Whitney: - -
I have the honor to submit the following report of the Ypsilanti
High School for the year 1891–92:
The attendance in the High School during the past year has
been small, but somewhat greater than that of the previous year.
The enrollment was seventy-four, with an average attendance of
about sixty.
During the year, special attention has been given to the study
of English, Civil Government and Science. The class in Physics
has prepared several pieces of apparatus which reflect great credit
both on the ability of the pupils and the efficiency of the instructor.
. The ability to think accurately and logically on a given subject,
to express thought in appropriate language, and to read and speak
before an audience without embarrassment, can be attained only by
f4 YPSILANTI PUBLIC SCHOOLS,
careful and systematic training. Under the direction of the teacher
of English, a great interest has been aroused in the rhetorical work.
It has consisted of the study of authors, sketches of their lives, book
reviews, reviews of magazines, essays on spbjects from history, civil
government, etc. For example, a recent program was as follows:
1. Discoverers of America. 2. The Pilgrim Fathers. 3. The Birth of
Our Nation. 4. Our Nation one Hundred Years Ago. 5. The Monroe Doc-
trine.” 6. Our Nation in 1892. 7. Our Defenses. 8. The Columbian Ex-
position. 9. Our Nation in 1992.
The aim has been to connect this work in some measure with
the other work of the school. These exercises have been a source
of inspiration to the students and a feature of the school work which
can not be overestimated. Many of the articles were very credit-
able, showing careful research and faithful preparation.
We hope in future to extend the work along this line and to
make it still more interesting and profitable. The reading-room has
been of great assistance in this work. -
Since arrangements have been made for instruction in music
and drawing in the High School for all who may wish it in the fu-
ture, we hope that many may avail themselves of the opportunities
offered.
The work of students has, with few exceptions, been very grati-
fying to the instructors. The progress of some has been greatly im-
peded by irregular attendance. Each day's work forms a link in
the chain of instruction. If any of these be omitted, the result is
readily seen. Regular attendance is absolutely essential to effective
work, and we hope to have the hearty co-operation of all parents
and guardians in securing it. - ..I g
Believing that attractive surroundings are essential to the culti-
vation of refined tastes, we have, by means of an entertainment
given by students, secured a fund for the purpose of painting and
decorating the walls of our study-room. The work will be done
during the summer vacation. -
We wish to express our thanks to the members of the Board of
Education who have manifested a kindly interest in our work, and
to yourself for your courteous treatment and efficient supervision.
Very respectfully,
J. R. SHERRICK, Principal.
AIVIVOUNC&ITY&T)t.
. Ypsilanti Public Schools.
§
1892-93.
ORGANIZATION.
The public Schools of Ypsilanti as at present organized occupy
four buildings, viz.: The Central Building, corner of Cross and
Washington streets; First Ward Building, Adams street, south of
Buffalo; Fourth Ward Building, corner of Prospect avenue and Oak
street; Fifth Ward Building, corner of Congress street and Prospect
a VCIllić.
The schools are arranged on the usual Michigan plan of three
departments—Primary, Grammar and High School.
The Primary Department occupies rooms as per following table:
First Ward Building tº- tºº - * * * º One.
Fourth Ward Building * &= * *º - wº - Two.
Fifth Ward Building gºe sº º *. *-*. &s “º 7%ree.
Central Building sº * = 4-g º * º-º: tº- - Four.
The Grammar Department occupies in the Central Building six
I OOIſ) S.
The High School occupies in the Central Building five rooms.
Each Department includes four Grades or years of work. For
.convenience of classification, etc.; each school year of 40 weeks is
divided into three nearly equal-terms. The work of each year or
term is laid out in the following pages with as much exactness as is
deemed necessary for a proper understanding of actual requirements
and relation to the whole scheme. While there is no desire on the
part of the Board of Education to make a Graded School upon the
“iron-clad plan,” it is believed that experience shows what the ordi-
nary child can accomplish; and that to secure highest success some
definite plan should be adopted and enforced. It is distinctly under-
stood, however, that there is no desire to enforce a system to the
detriment of the child; but that all allowances shall be made for indi-
viduality in children. Hence no child is kept back for the benefit
of the scheme, but teachers are continually watching for evidences
I8 YPSILANTI PUBLIC SCHOOLS.
of fitness for promotion. In a graded school, as elsewhere, a boy
will find his level whether he does good work or poor. *
The work laid out contemplates the preparation of our youth
for entrance to Michigan State University. Our success in the past
has been flattering, and we feel that with due diligence the future is
no less secure.
While we have thus had the wants of pupils, who desire to take
advanced work, in view, we have not lost sight of the fact that the
majority of our pupils have no such desire.
It has been the intention of the Board of Education to make
the training such as will be useful in active life to pupils who ad-
vance no further. Happily the actual needs of these two classes of
students do not conflict so much as would at first be supposed. The
training of these two classes may for the most part be identical.
We are happy to note during the last few years a marked advance
in efficiency in the pupils sent out.
ADMISSION.
(a) Residents—All persons who are residents of the district and
who are between the ages of 5 and 21, not afflicted with any con-
tagious disease, may attend the public schools.
(b) Non-Residents—Persons not residents of the district, or
who may have a temporary residence within its limits for the pur-
pose of attending school, may be admitted into school upon pay-
ment of the following rates of tuition:
High School, Uſe tºº i_º * , sº gºe 25 cents per week.
Primary and Grammar - # = gº º 12% “ “ “
No charges made for less than one half term. Tuition fees must
be paid within ten days after the pupil has entered school.
Special instruction in music in the High School will be charged
eXtra.
EXAMINATION FOR ADMISSION.
For admission to the High School, a certificate from the eighth
grade will be received. Diplomas from approved rural schools will
be accepted. Students who wish to pursue certain branches will be
admitted on one month's trial to whatever classes they may desire,
without examination.
ORGANIZATION. I9
Pupils will find it to their advantage to be present at the open-
ing of the term and to continue until its close. Pupils will, however,
be received at any time, and classified according to their attain-
ments.
Students who are not fully prepared to enter the High School
may pursue some studies in the High School, and others in the
Grammar School in the same building.
EXAMINATIONS.
Oral or written examinations are held every month, and oral
examinations of all students at the close of each term. All students
who have obtained an average rank above ninety per cent., have not
been absent more than one day each month, and who have not been
subject to severe discipline are exempt from final and written exam-
inations at the close of a term. The standards for marking are: E
90—Ioo per cent., G 80–90 per cent., M 70–8o per cent.
PROMOTIONS.
The regular promotions from one grade to another are made at
the close of the spring term. Whenever a pupil is found able to do
work in advance of his grade he will be promoted into a higher
grade regardless of the regular time for promotions.
REQUIREMENTS FOR ADMISSION TO THE UNIVERSITY.
In addition to the studies not printed in italics in the tabular
view of the course of study, the following work is required:
For 1893 — Shakespeare's Macbeth, Scott's Talisman, Words-
worth's White Doe of Rylstone, Dicken's Nicholas Nickleby, and
George Elliot's Mill on the Floss. Equivalerts of these will be ac-
cepted.
DIPLOMAS.
Diplomas are granted according to the course of study com-
pleted. Students whose standing in the judgment of the Superin-
tendent and teacher of the High School entitles them to the honor,
receive a recommendation to the University of Michigan, if they de-
sire to enter that institution.
2O YPSILANTI PUBLIC SCHOOLS.
INSTRUCTION.
The Ypsilanti High School offers four courses of study—Classi-
cal, Latin, Scientific and English. Students, who have completed
any of these courses are admitted to the University of Michigan
without examinations.
It is advised that all students contemplating entering the Uni-
versity prepare themselves in either French or German.
We wish to call special attention to some of the features of the
English course. While preparing students for the B. L. course of
the University it does not limit itself to those requirements.
Nearly one year is devoted to the study of History of the United
States and Civil Government. The elementary work in both these
studies is done in the eighth grade, and the high school work is in-
tended to be more in the line of a study of the development of the
constitution and the machinery of government.
The work in Rhetoric during the junior year is such as can be
found in no other high school, as far as my knowledge goes. The
second term is devoted to a study of masterpieces, such as Webster's
speeches, Seward's speeches, etc. The work of the third term is
upon the Ancient Classics. Students who have no knowledge of
Greek and Latin are given an opportunity to study, in translation,
the orations of Cicero, the Iliad of Homer, and a few other classics.
The work in Geology, Astronomy, Psychology, Ethics and Po-
litical Economy help to make the English course one of the strongest
courses that can be found in any high school.
MUSIC AND DRAWING.
Advanced instruction in music and drawing will be given in the
High School by Miss Hazard, the special teacher of these branches
in the public schools. Opportunity will be given for either individ-
ual, or class instruction. For class instruction no additional tuition
will be charged, and for individual instruction a small charge will
be made.
NATURAL SCIENCE.
In the department of Natural Science, under the direction of a
competent instructor who devotes nearly all his time to science
teaching, we have sufficient apparatus for illustrating the principles
of Physics and Chemistry. .#
of GANIZATION. 2 I
Each student is given an opportunity for individual work at a
table by herself. The work in Physics covers one full year, and
embraces-much practical work, such as construction of apparatus,
acquaintance with machines, etc.
In addition to the regular work in Physics, which comes regu-
larly in the third, year of the course, a class of younger students in
more elementary work was formed during the past year, and another
class doing similar work will be formed, should there be a demand
for it. *
The course in Chemistry also covers one year, and, like Physics,
embraces a large amount of laboratory work.
Care and neatness is required in all work.
The course in Botany, Physical Geography and Physiology
covers one-half year each.
But few high schools in Michigan offer as favorable conditions
for the study of Natural Science as that in our city. Below we give
a detailed statement of the work: f
CHEMISTRY is studied during the entire year. The work in this
study includes:
I. The ordinary General Descriptive work.
2. Qualitative work in both the wet and dry ways.
3. The preparation of chemicals.
4. The reduction of metals from their ores.
5. The general bibliography of the above named topics.
To enable the student successfully to carry out this work a sep-
arate laboratory, supplied with working tables and all needful chem-
icals and apparatus, is provided. Each student has a private table
supplied with a qualitative set of reagents and the accompanying
apparatus. This room is also provided with a reference library,
which any student is free to consult at any time.
PHYSICs. – This work also lasts during the year and has a La-
boratory devoted to its requirements. This study is also taught by
the working method, each student making every experiment.
PHYSIology. — This is a half year study. The student does the
ordinary work in Physiology, in which he is aided by means of
charts, models, and portions of the human skeleton.
22 YPSILANTI PUBLIC SCHOOLS,
In connection with the work he simultaneously pursues a line
of independent investigation upon the histology of the tissues. Mi-
croscopes are supplied for this purpose. Comparative anatomy and
physiology is also briefly treated, the instructor making dissections
before the class.
BOTANY.—In this study (half-year) the student begins with pro-
toplasm and the miscoscopic examination of the simple cell. From
this he passes on to the simple structure, and thus advances till the
perfect plant is reached. Vegetable physiology and vegetable ecom-
omy each receives a due amount of attention.
A thorough course of Field work is also required, the student
collecting, analyzing and mounting seventy-five specimens. It is
but just to add that in every scientific study especial attention is
given to the English employed by the student. The general work is
frequently varied by papers prepared by the students upon specified
topics. In the criticism of these papers every student is required
to join.
ENGLISH.
The work in English in some form runs through the four years
of the High School course. During the first year there are daily
recitations, using Lockwood’s Lessons for a guide. Much of the
work of the course is upon paragraph writing, business forms, such
as letters, advertisements, etc. Connected with the work in English,
or rather a part of it, is the rhetorical work.
The aim of the rhetorical work is to gain readiness in writing
and fluency in speaking. The work is begun in connection with the
English work in the first year in the high school. Regular rhetorical
exercises are held each week, for which students make special pre-
paration, and as far as possible all work is original.
An exhibition is given by each class each year, at which time
productions prepared by members of the class are rendered.
The aim is to connect this work with the other studies as much
as possible. For example, a recent program was devoted to the
early history of Michigan; another to the colonization of America;
another to Irving and his works.
A valuable aid to this work is the Lyceum. Credit is given to
ORGANIZATION, 23
all who take an active part in the Lyceum and remain members
throughout the year.
A reading room supplied with the best papers and magazines is
accessible to all members of the school, free of charge.
MATHEMATICS.
Arithmetic - * sº º tº- * = & - Three terms
Algebra vº * - * º tº- s º * Five & &
Geometry e- sº t-º * --> tº- * -º & - Three “
The study of elementary algebra is begun in the eighth grade,
and pupils advance to powers and roots. The elementary algebra
is completed through Quadratics in the first year in the High School.
The higher algebra is taken up during the second year of the high
school course, and the whole subject is reviewed during the senior
year in order that those who enter the University may be well pre-
pared for their first year's work there.
Arithmetic is offered in the first year of the course for all who
have not been thoroughly prepared in that subject in the eighth
grade. One term’s work is given in that subject for all students after
they have completed the work in higher algebra.
Geometry is begun and completed in the senior year with an
opportunity for all who are taking only a partial course to take that
study whenever they are prepared to do so.
BOOK-KEEPING.
The work in Book-keeping is not designed to be exhaustive of
the subject. The time allotted to it is too limited for more than the
examination and application of some of the general principles that
form the basis of all systemizing of business accounts. In this time,
however, the methods of both single and double entry are exempli-
fied.
HISTORY.
General History tº sº- tº gº *- - *- 2 term S.
United States +º tº- * * * * º I 3/4 “
English 4-ºº. sº *- º g- º sº ſº *º- 2 & &
& &
tº-
«E.
*
*
ms.
*-*.
wº
tº-
I
Civics
24 YPSILANTI PUBLIC SCHOOLS.
It is endeavored to make history not a dry collection of facts,
but a connected story of the world’s progress. Few dates are de-
manded, but around leading events contemporaneous events are
grouped. i
The topical method is followed.
Literal recitation is discouraged; and as an aid to original ex-
pression as well as to memory, much written work is required.
RHETO RIC.
Having learned the rules formulated from good use, in Gram-
mar, and applied these rules in Composition, the pupil comes to the
formal study of Rhetoric.
He is taught that good use consists of the use of “proper words
in proper places,” and he learns from the best examples what those
words and places are. He is taught to avoid on the one hand vul-
garity, and on the other “fine writing”; and by much written work
he learns to express his own thoughts clearly and concisely.
ENGLISH LITERATURE.
The student is already somewhat familiar with the English and
American authors. *
He now learns what the great critics have said of them, and by
extended extracts from their writings he judges of them for himself.
He studies the growth of the English language and its history.
It will thus be seen that much stress is laid upon the acquire-
ment of a thorough and practical knowledge of our mother tongue.
The knowledge thus gained will fit the pupil to pursue unaided the
study of the best literature.
LATIN.
First Year—Latin Lessons º g- -* tº * 2 term S.
Gateway to Caesar - 4-? º -> * I “
Second Year—Four Books of Caesar's Commentaries.
Third Year—Six Orations of Cicero. The four orations against
Cataline, Poet Archias and Marcellus.
* , '-'s ORGANIZATION. . 25
* = . . . . . . . . . GREEK.
First Lessons - sº- --- * * * & &= - 2 term S.
Xenophon's Anábasis, three books r = - sº - 4 “
Prose Composition - &- - - * * - 4o lessons.
GERMAN.
i
Grammar and Reader e-e - " - * * * 3 terms.
Schiller’s Wilhelm Tell - - sº - * - 2 **
Some prose work *- º - - * sº * I “
French 3- tº º - - sº 4- * 3 “
In addition to the work in the regular courses the school offers
especial advantages to any who may find special preparation in any
branch necessary to enter either the University or the State Normal.
26 YPSILANTI PUBLIC SCHOOLS,
HIGH SCIHOOL COUPSERS OF STUDY.
QL, RSS|GFAL GOURSE,
FIRST YEAR,
7 Latin Lessons.
I i;
Term
I_essons in English.
Arithmetic.
ſ Latin Lessons.
j Algebra.
Lessons in English.
U Arithmetic.
II.
#. Lessons and Caesar.
ysiology.
III: ;.
| Botany.
SECOND YEAR.
Caesar.
General History.
I.
| Botany.
UPhysical Geography.
ſ Caesar.
| General History.
II. 3 Advanced Algebra.
U. S. History, 34.
Physical Geography, 3%.
ſ $º
. S. History.
III. Arithmetic.
UAdvanced Algebra.
Elementary Literature and essays once each
week during the year.
THIRD YEAR.
ſ Cicero.
I { Greek.
* } Physics.
URhetoric.
3.
y Teek.
II. Physics.
U Literature.
Vergil.
Greek.
lº.
Civics.
FOURTH YEAR.
Vergil.
I Greek. º
º 3.º.
General Review.
III,
Vergil. f
II. Qreek.
Geometry.
Algebra Review.
Vergil.
III. A Greek.
U.Solid Geometry.
Five essays during the year, three to be
given in Chapel.
LRT IN GOURSE,
FIRST YEAR.
Term.
Latin Lessons.
I, Algebra.
Lessons in English.
Arithmetic.
I.atin Lessons.
II, J Algebra. *
" ) Lessons in English.
Arithmetic.
ſ #. iºns and Caesar.
t ySlology.
III. i English.
Botany.
SECOND YEAR,
Caesar.
1. General History.
" ). Botany.
Physical Geography.
Caesar.
General History.
II. 3 Advanced Algebra.
|}; S. History, 3%.
Physical Geography, 3%.
$ºir
U. S. History.
III. Arithmetic. y
Advanced Algebra.
Elementary Literature and essays once each.
week during the year.
THIRD YEAR.
ſ Cicero.
I. German.
Physics.
URhetoric.
ſ Cicero.
German.
‘Y Physics.
Literature.
Vergil.
III. German.
Physics.
UCivics.
FOURTH YEAR.
Vergil.
I German.
* } Geometry.
General Review.
Vergil.
II. Serman.
" ) Geometry.
lº. Review.
ſ Vergil.
III. 4 German.
Solid Geometry.
Five essays during the year, three to be
given in Chapel.
COURSES
OF STUDY. 27
SCIENTIFIG GOURSE,
FIRST YEAR.
Latin Lessons.
Algebra.
Lessons in English.
Arithmetic.
Latin Lessons.
II. t;
Term
I_essons in English.
Arithmetic.
ſ #. iºns and Caesar.
} Physiology.
III. i #nglish.”
Botany.
SECOND YEAR.
ſ Caesar.
1.4 General History.
Botany.
|É. Geography.
ſ Caesar.
General History.
II. 3 Advanced Algebra.
| U.S. History, %.
, Physical Geography, 3%.
ſ ğı
. S. History.
III. Arithmetic. y
UAdvanced Algebra.
Elementary Literature and essays once each
week during the year.
THIRD YEAR.
German.
I French.
" ) Physics.
Rhetoric.
German.
II Fren ch.
Physics.
l Literature.
ſ Literature.
| German.
III. A French.
| Physics.
Civics.
FOURTH YEAR.
( German.
I 3 Chemistry.
* } Geometry.
löeneral Review.
3.
Chemistry.
II. Geometry.
Algebra Review.
Chemistry.
III. 4 German.
Solid Geometry. g
Five essays during the year, three to be
given in Chapel.
ENGLISH GOURSE.
FIRST YEAR.
Ter
Iºls
Algebra.
Book-keeping.
Lessons in English.
Arithmetic.
ſ Algebra.
Book-keeping, 34.
H: Physiology, 9%.
Lessons in English.
UArithmetic.
ſ Physiology.
III. t Lessons in English.
Botany.
SECOND YEAR.
ſ General History.
I. t Botany.
Physical Geography.
ſ General History.
II. 3 Algebra.
Physical Geography, 5%.
liſ. S. History, :
Geology.
Algebra.
U. S. History.
Arithmetic.
III.
THIRD YEAR.
Physics.
I. : Rhetoric.
Astronomy.
Physics.
II. Rhetoric (Masterpieces).
English Literature.
(Physics.
III 3 Ancient Classics (Translations).
* } Civics.
| English Literature.
FOURTH YEAR.
Chemistry.
I, J Geometry.
" ) Psychology.
General Review.
Chemistry.
Geometry.
Ethics.
Algebra Review.
II.
Chemistry.
Geometry,
t Political Economy.
III.
28 Y PSILANTI PIJ BI,IC . SCHOOLS,
EXPLANATION OF COURSEs.
REALING.
First Grade. — Oral Lessons. Reading from the blackboard;
from First Reader and supplementary books of corresponding grade.
Pupils should be required to write the words upon the black-
board as soon as they have learned to form the letters.
Do not use the pointer in reading from the blackboard. Aim
to secure good expression. f
For suggestive methods see Farnham’s Sentence Method in
Reading and the Davis Lippincott First Reader.
Second Grade.—Second Reader and supplementary work.
A part or the whole of each advance lesson should be copied
upon the blackboard, the meaning brought out by questions, and
emphatic words indicated by a line beneath. Give especial attention
to correct expression.
Third Grade. — Third Reader and supplementary work. See
Suggestions under second grade. | "
Fourth to Eighth Grades.—Fourth and Fifth Readers with sup-
plementary work, History, Stories, etc. {-
Phonic Analysis; exercises to secure correct pronunciation and
right use of the organs of speech. Recitation of appropriate poetry.
Hussey's Helps in Teaching Reading, published by D. Lothrop
& Co., furnishes many valuable suggestions.
LANGUAGE AND GRAMMAR.
First Grade.—Conversations upon objects. Reproduction of
stories. Use of capital letters, in connection with reading lesson.
Select and write words in reading lesson which begin with capital
letters. * -
EXPLANATION, OF COURSES. 29
Second Grade.—Oral work of first grade continued and ex-
tended. t
Short compositions to be corrected and copied into language
book. Hyde's First Lessons is a valuable guide for teachers.
Third Grade. — Work of preceding grades continued and ex-
tended.
Let pupils select names of objects from reading lesson. See
Hyde's First Lessons for suggestive work.
Fourth Grade. — Tarbell's First Lessons, Part I. All written
work to be corrected and copied in books.
Fifth Grade. — Tarbell's Lessons, Part II. Written work same
as for previous grades. Analysis of short simple sentences.
Sixth Grade.—Composition work continued and extended. Let-
ter-writing. Analysis of simple sentences.
Seventh Grade.—Composition work and letter-writing continued.
Analysis of simple and complex sentences.
Eighth Grade. — Composition work continued. Analysis of
complex and compound sentences. Study critically some standard
work, as Scott's Lady of the Lake.
GENERAL SUGGESTIONS,
Teach pupils to rely upon themselves in the analysis of sen-
ten CeS.
Do not talk too much. Let the pupils do the most of the
talking.
Allow no incorrect expression to pass. Make every lesson a
language lesson.
Give especial attention to use of capital letters, punctuation and
paragraphing.
ARITH M ETIC.
First Grade. — Number from one to twenty according to the
Grube method and suggested modifications.
Second Grade.—Combinations to 1,000; simple fractions, deci-
mals to tenths; dollars and cents.
3o YPSILANTI PUBLIC SCHOOLS-
Third Grade.—Reading and writing numbers to Joo, ooo. Drill
in addition and subtraction. Multiplication by two figures. . Divi-
sion by one figure. Work in fractions and United States money
continued. Analysis of simple problems. Mental work each day.
Tables of long measure and avoirdupols weight.
Fourth Grade.—Addition, subtraction, multiplication, division
by at least four figures, work in fractions, etc., continued and ex-
tended.
Compute simple interest on small sums of money by the six-
per-cent method.
Wentworth’s Arithmetic to Common Fractions.
Fifth Grade.—Common Fractions. Review all preceding work.
Continue work in interest. Analysis of simple problems. Introduce
simple business problems of buying and selling common articles.
Sixth Grade.—Denominate numbers and measurements. Went-
worth's Arithmetic to Percentage.
Review fractions. Practical problems. Mental arithmetic.
Seventh Grade.—Percentage and interest to proportion. Re-
view fractions and measurements.
Percentages wholly by analysis. Use the equation or a con-
venient form for expressing the written analysis.
Eighth Grade.—Text-book completed and reviewed. Drill in
mental arithmetic.
Proportion by analysis.
Algebra to powers and roots.
SPELLING.
First and Second ‘Grades. – Words from reading lessons, and
common words used by the pupils, oral and written.
Third to Eighth Grade inclusive.—Words from reading, geog-
raphy, arithmetic and other studies.
Words from spelling book; an exercise each day, both oral
and written. Oral spelling should not be neglected. Assign short
lessons and insist upon their being thoroughly learned. Give special
attention to the spelling of geographical names, such as names of
cities, states, etc.
EXPLANATION OF COURSES. 3 I
ELEMENTARY SCIENCE.
PLAN OF WORK.
Grades 1, 2, 3.-Plants, April to November.
Animals and birds, November to April.
Human body, & 4 & K & &
Place, form, color, qualities, etc., September to
June.
Grades 4, 5, 6.—Botany, April to November.
Animals and minerals, November to April.
Grades 7, 8.—Botany, April to November.
Physics and Astronomy, November to April.
See Patridge's Quincy Methods, Prince's Courses and Methods,
Rice's Science Teaching in Schools for further suggestions.
GEOGRAPHY.
Third Grade.—See Six Years' Course of Study, First Year, King's
Methods, page 223.
Fourth Grade.—See Six Years' Course of Study, Second Year,
King's Methods.
Fifth Grade.—See Six Years' Course of Study, Third Year, King's
Methods.
Sixth Grade. —See Six Years' Course of Study, Fourth Year,
King's Methods.
Seventh Grade.—See Six Years' Course of Study, Fifth and Sixth
Years, King's Methods.
Eighth Grade.—History and Geography of United States, two
years. Government of the United States, France, England, Ger.
many, Russia, China, Spain, Italy and Brazil.
UNITED STATES HESTORY.
Eighth Grade.—History of United States, two terms.
Study the growth of the country—(a) geographically, (3) polit-
ically, (c) industrially. Study a few of the most important battles,
32 YPSILANTI PUBLIC SCHOOLS,
and the representative men. History stories help to impress facts.
upon the minds of the pupils.
Progressive maps showing the growth of the country are a valu-
able aid.
Aim to make the study interesting.
MUSIC.
First Grade.—All exercises in concert, conducted by signal.
Teachers will find the concert exercise in music thus early intro-
duced in the course, a great help in the control and discipline of
their pupils. Military tactics are based upon the thought that the
larger the body of individuals to be moved, the nearer the organiza-
tion must approach a machine. Teachers can learn a lesson from
the soldier in this matter.
Use half notes only—double time—major diatonic scale (key of
C). In writing notes on black-board or slate, have pupils tell the
position on the staff, touching the notes while reading or singing.
WORK ACCOMPLISHED.
1. Drawing staff.
2. Writing notes on staff.
3. Singing written exercises including all skips through one
OCtaVe.
Second Grade.—The pupil in the preceding grade has had his
first notions of time imparted by being taught to touch the notes as
he reads or sings. In the second grade he begins to beat time for
all his exercises, either of reading or singing.
The concert exercises on black-board and slate are continued,
through the first half year. *
WORK ACCOMPLISHED.
Range of Pitch (key of C) from low si to high ſa, with all skips.
Notes—Whole, half, quarter and eighth.
Time—Double and quadruple.
Last half of year take 47 pages of “Stepping-Stones to Singing.”
Third Grade.—In this grade the concert exercise gradually
gives place to individual drill in reading and in beating time. Great
care must be taken in teaching the analysis of measures, as future-
| ; ' ' ' ' '
ExPLANATION OF COURSEs. 33
progress of the pupil will depend greatly upon his accuracy at this
point. a -
- tº sº work Accomplish ED.
Range of Keys—C, G, D, and F.
Time—Double, triple; quadruple.
Notes—Whole, half, quarter and eighth.
Follow book through page 97.
Fourth Grade.—The individual work in reading, analyzing and
beating time persistently followed out. (See Third Grade work.)
. . . work Accomplished. -
Range of Keys—C, G, D, F, A, E, B flat, E flat and A flat.
Time—Double, triple, quadruple and sextuple.
Finish “Stepping Stones to Singing.” -
w Fifth to Eighth Grades—The work for the Grammar and High
School grades is under the immediate direction of the Teacher of
Music. . -
Work of previous grades carefully reviewed. Concert work in
dictation exercises in all scales. Transposition, singing by word,
etC. - -
Sixth Grade.—Case's Music Reader.
; , , - - DRAWING. - -
. . First Grade.—Models.-Sphere, cube, cylinder, circle, square,
oblong, clay, sticks, colored materials, paper, drawing paper. Form
work, including modeling, mat-weaving, perforating, sewing, color-
ing, representation of flowers, fruits, vegetables, etc.; designing, pa-
per-folding, cutting, ring and stick-laying, etc. Form is based on
Kindergarten gifts. - -
Second Grade.—Form work as in first grade, continued and ex-
tended, with models. - . . . . .
" Third Grade—Straight lines in different positions, length and
- distance apart; angles and four-side figures from models; application
to straight-line flat ornament and to drawing faces of objects; ele-
ments of color; construction in paper or paste-board of objects
Fourth Grade. — Division of angles; the equilateral triangle
hexagon, octagon, pentagon, from models; application to flat orna-
* *
* *
34 YPSILANTI PUBLIC SCHOOLSe
ments and to drawing of faces of objects; construction and elements
of color continued.
Fifth Grade.—The circle and its parts—application to flat or-
nament; curves derived from the circle; geometrical ornament on
basis of preceding plane figures; free ornament based on curves and
conventionalized natural forms; the ellipse, the oval and the spiral—
application to flat ornament; elevations of objects; construction and
elements of color continued; exercises in coloring.
Sixth Grade.--Drawing from straight-line solids and objects;
construction, ornament and coloring continued.
Seventh Grade.—Drawing from curve-line solids and objects;
ornament, construction and coloring continued and extended; ele-
ments of mechanical drawing. *
Eighth Grade.—Drawing groups of solids and objects; elements
of perspective; construction, ornament, coloring, work from casts,
mechanical drawing continued; principles of ornamental design.
In all the grades drawing should be made use of in connection
with the work in elementary science. As soon as pupils have care-
fully studied an object, as, for example, a plant, let them draw it. A
little work in colors helps to keep up the interest in that study, but
it should not be carried too far.
PENMANSHIP.
See Cleary's Lessons in Rapid Penmanship for course of study
in this subject. -
PHYSICAL CULTURE.
At least ten minutes each afternoon session is to be devoted to
such calisthenic exercises as may be prescribed by the Superin-
tendent.
USE OF LIBRARY.
Pupils should be encouraged to read good books. No one can
do more than the teacher to direct the reading of pupils. There are
in the Public School Library many books suitable for childen. Lists
of those adapted to pupils of different grades should be made by the
teachers and given to the pupils, or placed upon the blackboard for
their use. Teachers may do a great deal, and render the Librarian
much assistance by coming to the library with their pupils, and aid-
ing them in the selection of books. -
TEXT-BOOKS. 35
TEXT-BOOKS.
PRIMARY AND GRAMMAR GRADES.
Teaders, Normal Course, gº * - - * * Harper's
Speller, - #º * º tº- - º Patterson's
‘Geography, sº- tº *- * Butler, Harper or Appleton
Arithmetic, mº - * * Felter, Olney, Wentworth
Physiology, * s - gº * *-* &- Brand
U. S. History, *- sº- * <- sº * Montgomery
Language, &= tº sº * * * Eº Tarbell
“Grammar, - gº -º - sº sº gº - Whitney
Penmanship, * tº- e- * * * Practice paper
Drawing.
HIGH SCHOOL.
Arithmetic, º *g *E. tº- gº * Wentworth & Hill
Grammar, - * º e- sº tº- wº - Whitney
‘Physical Geography, - * * wº º cº Hinman’
Physiology, - * wº- * - - wº sº Martin
Algebra, - sº º º * * sº º Wentworth
English, - - gº * tº * sº - Lockwood
Civil Government, * tº- * - * º sº - Fiske
U. S. History, º * * - º * - Johnston
*General History, t=s sº * tº- tº s Sheldon
Botany, * * sº * * * e- e- Wood
Book-keeping, - tº- mº &- agº, * Wolley
Physics, rººm wº <--> tº- - - * * Gage, Shaw
Phetoric, tº tº- agº - Eº tº- - {& & £
Geometry, - Eº * * * - sº - Wentworth
Chemistry, * * * * wº- - - Shepard
English and American Literature, * *- - Sweinford
Latin Reader, - &- tº sº - wº Collar & Daniel
Latin Grammar, * - tº- sº wº Allen & Greenough
Caesar, - * * sº º º * - º: Kelsey
Virgil, *º *- - º * - * sº Frieze
t t
36 TEXT-BOOKS,
Cicero, - - sº * * sº - Allen & Greenough
Greek Lessons, ** * Eº - - & 4 & !
Greek Grammar, * - * - * * Hadley
Anabasis, º sº amº +- * tº ** tº Kelsey
German, - ame e- - - . - * * & &
French Reader, * Eº tº *- * * * Super
French Grammar, * & * tºg º tº * { {
4-4. BOOKS OF REFERENCE.
Teachers are referred to Patridge's Quincy Methods for valuable aid
in object lessons and suggestions on the art of questioning.
Sweet's Methods.
Prince's Courses and Methods.
Page's Theory and Practice of Teaching.
Inick’s Educational Reformers.
King's Methods and Aids in Geography.
Hussey's Helps on Teaching Reading.
Brook's Philosophy of Arithmetic.
Brook's Normal Methods of Teaching.
Price's Science Teaching in the Public Schools.
Sharp Eyes.
Newell's Botany.
Youman's First Book of Botany.
Fairy Land of Flowers.
Valuable Suggestions, and many other books to be found in section A,
Public School Library.
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SEP 13 1895
Ypsilanfi High School.
Circular of Information.
AUGUST, I 895.
GROWTH OF THE HIGH SCHOOL.
During the past four years the attendance upon the high school
has increased from an enrollment of seventy-four during the school
year 1891-92 to one hundred and forty-nine during the year 1894-95,
and this increase has come about without in any manner lowering
the grade of work done or the requirements for admission. Below
is shown the number enrolled in the high school for the past six
years:
I889-90. . . . . . . . 79 1892-93. . . . . . 86
1890-91 . . . . . . . . 73 I893-94. . . . . . . 123
1891-92. . . . . . . .74 1894-95. . . . . . . I49
ADMISSION TO THE UNIVERSITY OF MICHIGAN.
Students who have completed all the required work in any of
the four courses are admitted to the colleges of this state and to the
University of Michigan without examination, and those whose abil-
ity and faithfulness will warrant are especially recommended to the
University of Michigan, if they desire to enter that institution. A
fifth course without reference to the requirements of the University
of Michigan is offered for those who desire a purely English course,
Those who are graduated in 1897 will be required to complete
one of the courses as here outlined. Those who are graduated in
1896 will finish in the old courses. -




2
EQUIPMENT.
Though our building and entire equipment were destroyed by
fire May 3, 1894, we have been enabled to replace both in much bet-
ter condition than they were before.
The chemical laboratory is now arranged for pupils to work at
individual tables. These tables are each supplied with gas, water,
all the necessary reagents and apparatus for the best work. Hardly
any high schools and few colleges are better equipped for efficient
work in this subject than the Ypsilanti High School.
In the physical laboratory we also have a good equipment for
illustrating the important laws of physics and for individual work.
Other apparatus for individual work will be supplied and made by
the students as the growth of the school may demand.
For work in botany and physiology a beginning in equipment
has been made. Other apparatus will be added during the coming
year.
We have about three hundred volumes in the reference library
on history, several hundred for the literature department, and a be-
ginning has been made on a classical and a scientific library. It is
hoped that we may be able to add to these from year to year many-
of the newer works of reference that are frequently being published.
About two thousand volumes in all are now in the public school
library.
*
REQUIREMENTS FOR ADMISSION.
The requirements for admission to the Ypsilanti High School
are as follows:
A'eading and Søe//ing.—Ability to read understandingly from an ordinary
text-book or newspaper, and to spell words commonly used.
Arithmetic.—Wentworth's Grammar School Arithmetic, or an equivalent.
Examination will be on the following subjects: Addition, subtraction,
multiplication, division, common and decimal fractions, measurements,
percentage and its applications, proportion and square root.
Elementary A/gebra.-As much as is given in Boyden's Elementary Alge-
bra. *
English.—Familiarity with the parts of speech and their properties. Anal-
ysis of simple, complex and compound sentences. Parsing of words.
Ability to write a composition, correct as to spelling, punctuation, cap-
ital letters, paragraphing, etc. Whitney & Lockwood's English Gram-
mar, or an equivalent.
Geography.—A knowledge of the structure of the earth, the countries of the
world and their governments, commodities of commerce, cities, etc.
3
United States A/istory.—Fiske's History of the United States, or an equiv-
alent, with something on township, city, county, State and National
governments.
- Drawing.—Drawing has come to be almost a necessity in the work in sci-
ence. Pupils ought to be able to sketch readily common objects, pieces
of apparatus, etc., which they use in their work.
Penmanship.–Ability to write legibly.
Physiology.—Completion of such a book as Brand’s “Lessons on the Human
Body” will be sufficient for this work.
Science—Though no further work in science is required for admission to
the High School at present, it is recommended that all pupils have in-
struction in the elements of the sciences. “An Outline of Nature
Study,” by Prof. Boyden of the Bridgewater, Mass., Normal School,
will furnish a good working basis for this work.
Those who have not been able to pursue and complete all the
above mentioned studies, may be admitted to the High School con-
ditionally, and may make up what they lack either in preparatory
classes in connection with the high school or in the grades.
EXAMINATION FOR ADMISSION.
Examinations for admission to the high School will be given on
Friday and Saturday preceding the opening of school in September.
ADMISSION FROM OTHER SCHOOLS.
Pupils coming from other high schools will be given credit for
work previously done provided the school from which they come is
on the University list of approved schools and certificates properly
signed by school officials are presented.
ATTEN DANCE.
Regular attendance upon recitations is required from all pupils.
Unexcused tardiness or absence will subject pupils to suspension.
None but reasonable excuses will be accepted for absence and tardi-
In CSS.
MONTHLY REPORTS.
Reports of standing and attendance are sent to parents at the
close of each school month. Parents are asked carefully to examine
these reports, and in case they are not satisfactory to call at the
school for an explanation. Parents are always welcome visitors, and
their preseence in school will not be regarded as an indication of
dissatisfaction. Come and see what your children are doing.
4
SCHEDULE OF COURSES OF STUDY.
Eng.-German, Eng.:-
Latin or Eng.-French
Classical Course. Course.
Latin Course. Scientific Course.
FIRST YEA R.
I.atin. Foreign Language. Foreign Language. Foreign Language,
Friglish. English. English. English. "
Algebra. Algebra, Algebra. Algebra.
1 Drawing. Drawing. Drawing. Drawing.
SEcoRND YEAR.
Ilatin.
Foreign Language.
Gen IIistory,
Botany #4
Arithmetic 34
Foreign Language.
Gen. IIistory.
IBotany 9%
Arithmetic J4
For eign Language.
Gen. History.
Botany 34
Arithmetic 34
Gen. History.
Botany W4
Arithmetic J4
It hetoric. Rhe' oric. Rhetoric. Rhetolic. -
THIRD YEAR.
Latin. For eign Language. Foreign Language. Eng. IIistory.
Greek. Foreign Language. Chemistry. Chernistry.
Geometry. Geometry. Geometry. Geometry.
IEng. Literature. Eng. Literature. Eng. Literature. Eng. Literature.
FOURTH YEAR.
Latin Foreign Language. Foreign Language. U. S. Hist. and Civics.
Greek. Foreign Language. U. S. Hist, and Civics. Physics.
Physics. Physics. Physics. Adv. Algebra.
Adv Algebra #4
Reviews 9%
Adv. Algebra #4 Adv. Algebra #4
Reviews 9% Reviews 9%
*Trigonometry 9%
Reviews 34
* For those preparing for engineering course.
A single year in any two languages will not be accepted as an equivalent of two years in
one language.
†Pupils who have not had a course in drawing in grades will be required to pursue this
study in high school.
*
ENGLISII,
First Year.—a. Lockwood's Lessons in English, Chapters IV, VI, VIII,
IX, X and XI. b. Studies from Literature: Irving's Sketch Book,
Longfellow's Evangeline, Whittier's Snow-Bound, etc. c. Whitney &
Lockwood's English Grammar: Analysis and parsing; a review of the
essentials of English Grammar.
Second Year.—Rhetoric: a. Keeler's Studies in English Composition.
b. Mead's, Genung's, or Hill's Rhetoric.
*
Mote.—A study of the kinds of writing, using the best models from
English and American literature, will be the distinctive feature of the work
during the year.
Third Year.—English and American Literature. One year is devoted to
the study of this subject. Authors are studied through their works
The history of the times in which they wrote will form an important
part of the work. A few topics will suggest the character of the work
done: £3.
English Literature: Period of Preparation; Revival of Learning; The
Puritan in Literature; The Period of French Influence; Beginning of
Modern Literature; The Nineteenth Century.
AVote.—The works of one or more writers from each period will be
studied. Either Pancoast's or Painter's English Literature will be used as
g
5 º
a basis for the work. Other selections will be made either from the “Riv-
erside Literature” or “English Classics Series.”
American Literature: The Father of American Literature; America's
First Great Poet; Patriotic Writers; Our Greatest Novelist; The
Quaker Poet; A Versatile Genius; The People's Poet; Our Great Es-
sayist; A Universal Genius; Writers of to-day.
AVote.—The selections from the above mentioned authors will vary
from year to year, and depend somewhat upon the selections studied in
previous years. Royse's Manual of American Literature will be used for
the present.
*
Fourth Year.—See Senior Reviews.
LATIN.
First Year.—a. Collar & Daniell's Beginners' Book, and Latin Grammar.
b. Reading connected prose during the last ten weeks of the year.
c. Essays on kindred subjects assigned by the teacher.
Second Year.—a. Four Books of Caesar's Gallic War. b. Latin Grammar.
c. Daniell's Latin Composition, part based on Caesar. d. Essays on
kindred subjects, assigned by the teacher.
Third Year.—a. Cicero's Orations: Four Orations against Catiline, Poet
Archias, Manilian Law. b. Daniell's Latin Composition, part based
on the Orations of Cicero. c. Fifteen hundred lines of Ovid's Meta-
morphoses. d. Essays on kindred subjects, assigned by the teacher.
Fourth Year.—a. Six Books of Virgil's AEneid. b. Essays on kindred
subject, especially mythology, assigned by the teacher.
GREEK.
First Year.—a. White's First Lessons. b. One Book of Xenophon's Anab-
asis. C. Essays on kindred subjects, assigned by the teacher.
Second Year.—a. Two Books of Xenophon's Anabasis. b. Woodruff's
Greek Prose. c. Two Books of Homer's Iliad. d. Essays on kindred
subjects, assigned by the teacher.
GERMAN,
First Year.—a. German Grammar. b. Conversation: Dreyspring's Easy
Lessons. c. Van Dael's Preparatory Reader. d. Storm's Immensee.
e. Memorizing selected German lyrics and prose quotations.
Second Year.—a. Reading: Hillern's Höher als die Kirche; Heyse's Das
Mädchen von Treppi; Auerbach's Brigitta; Schiller's Wilhelm Tell.
b. German Literature, C. White's German Composition.
AVože.—During the second year the reading will not be confined merely
to the translation of German texts, but a careful consideration of their lit-
erary merits will be made. A study of the author will be made, his style and
place in literature. The historical setting of the work and consideration
of the character depicted will also form a part of the work. Other selec-
tions than those named may be substituted.
6
FRIENCH.
For several years there has been but little demand for French in the
school, nearly all preferring German instead. A two years' course in
French will be given whenever a sufficient number elect it to justify the
formation of a class. ! {
IIISTORY AND CIVICS.
Second Year.—a. General History—Myers. b. Selections from literature
relating to period under consideration.
Third Year.—a. English History—Green. (Required in three courses.
See Schedule of Courses, page 4.) b. Selections from literature relat-
ing to period under consideration.
Aourſ/ Year.—a. United States History—Thomas or Johnston. b. Litera-
ture relating to the period studied. C. Civil Government—Fiske. (Re-
quired in three courses. See Schedule of Courses, page 4.)
AVote.—Nearly all the time of this year will be given to the study of
the “Critical Period,” and to the “Period of Weakness,” and to the study
of special topics, as slavery, nullification, territorial growth, etc. The" Old
South Leaflets,” published by D. C. Heath & Co, will be found very help-
ful in this work.
Current Events.--A few minutes each morning at the opening of School
are devoted to reports from pupils on current topics. In this manner pu-
pils are kept informed of what is going on in the world and are encouraged
to read the papers and magazines.
Mº ATI IEMATICS.
First Year —Algebra—Taylor, through Quadratics. Some of the more
difficult demonstrations may be omitted.
Second Year.—Arithmetic—Wentworth & Hill, twenty weeks. A study of
the principles of arithmetic.
Third Year.—Plane, Solid and Spherical Geometry—Wentworth. Original
Problems. Topics on the history of mathematics, assigned by teacher.
Fourth Year.—Advanced Algebra—-Wentworth or Taylor. Topics on the
history of mathematics, assigned by the teacher.
SCIENCE,
Second Year.—Botany, twenty weeks. The method outlined in Spalding's
Introduction to Botany with the omissions there recommended will be
followed with slight variations. Note books should be carefully written
and the pupils should be required to have all their work done on time.
Habits of carelessness in science work should by no means be tolerat-
ed. In addition to the regular text-book, students will have access to
Gray's and Wood's botanies. At least one period per week will be
given to class recitation.
Third Year.—Chemistry, in three courses. (See Schedule of Courses of
Study on page 4.) Pupils will be given an opportunity for individual
7
work in a well equipped laboratory. The most of the work will be
quantitative in character. A more complete outline of the work will
be in the hands of the teacher. All note books should be neatly and
carefully written at the time the experiments are performed. The
greater part of the time will be given to laboratory work. At least one
period per week will be given to class recitation. Special topics will
be assigned for individual work and reports in class.
Fourth Ye tr.--Physics—Carhart & Chute. Laboratory Manual—Chute.
a. Text-book work. b. Laboratory work. c. Recitation on labora-
tory work. No attempt will be made to perform all the experiments
or to solve all the problems given in the Manual. A few problems
carefully worked out will be of more value than a larger number hast-
ily gone over The recitation for a class discussion of what has been
done is an important part of the work. The note books should be care-
fully written and up to date in every case. Care of apparatus and the
constructing of simpler pieces by the pupils will form an important
part of the work. Special topics will be assigned by the teacher for
reading and reports to the class by the pupils.
SH, NIOR REVIEWV. S.
English Grammar—Whitney, ten weeks.
Geography–Ritter's Comparative and Tilden's Commercial, ten weeks.
ENGLISII COURSE
The course outlined below is offered to those who desire a purely
English course without any expectation of entering college. For the most
part the Studies there named will be required in other courses. Those not
required in other courses are mentioned below.
Book-KEEPING--Williams & Rogers, twenty weeks, first year.
SCIENCE : Physiology — Martin's Human Body, or Brand's Advanced
Physiology, twenty weeks, first year.
Physical Geography—Hinman, twenty weeks, second year.
Geology—L)ana, twenty weeks, second year.
English Course.—Schedule of Studies.
First Year.--Algebra, English, *Book-Keeping 4, *Physiology 94, Draw.
ing.
Second Year.—General History, Botany V4, Arithmetic J4, Rhetoric, *Geol-
ogy 9%, *Physical Geography 9%.
Third Year.—English History, Chemistry, Plane Geometry, English Liter-
atll re.
Fourth Year.—United States History and Civics, Physics, Advanced Al-
gebra V4, Reviews 94.
Classes will be formed in Studies marked thus (*) whenever six or more
elect them. This course does not prepare for admission to any of the
courses at the University of Michigan.
8
DRAWING.
Drawing has come to be so necessary in pursuing other studies that
twenty weeks' work will hereafter be required of all who have not had the
work in the grades before entering the high school. A class in advanced
drawing will be formed whenever there is sufficient demand for it.
* MUSIC.
Pupils who can read music with some facility will have an opportunity
for work in a chorus choir. A beginners' class will be formed whenever a
sufficient number desire it. *
*...,
NON-RESIDENT PUPILS.
Non-resident pupils are required to pay tuition as follows: High
School, $10 per year; Grades, $5 per year.
Non-residents who own property within the limits of the district are
credited on all bills for tuition a sum equal to their school tax. Such non-
residents sending pupils to the schools of this district will present their tax
receipts and be credited with the amount.
Tuition is payable strictly in advance, and the Superintendent is
authorized to exclude non-resident pupils from School until their tuition is
paid.
Pupils having only a temporary residence in the city and whose parents
may reside here temporarily but pay no tax and have at the same time a
residence elsewhere, will be charged tuition. $
Pupils residing temporarily in families in this district and who at the
same time have a home elsewhere, will be charged tuition.
BOARD AND ROOMS.
Non-residents who desire board and rooms will find accommodations
in families and in clubs. Table board may be had in families at from $2.50
to $3 per week, and in clubs at from $1.75 to $2. Rooms may be had at
from 50 cents to $1 per week.
Q.
M. A. WHITNEY,
Sufferintendent of Schools.
SQHOOL QPALEN DAR, 1895–96,
September 9–School opens.
November 28-29–Thanksgiving recess.
December 20–Holiday recess begins.
December 30—School resumed.
January 1–New Year's. School holiday.
January 31—First Semester closes. Junior Exhibition.
February 3—Second Semester begins.
April 10–Spring vacation. Third quarter ends.
April 20—School resumed.
June 19—School closes. Graduating Exercises, 8 p.m.
‘tſ
3
Yºº
* Ypsil ANT HIGH SCHOOL
- Catalog, 1898-99.
1849.
SEMI-CENTENNIAL.
1899.





HIGH SCHOOL BUILDING.

CATALOG
OF THE
OFFICERS, INSTRUCTORS, AND STUDENTS
OF THE
YPSILANTI HIGH SCHOOL,
FOR TFIE
SCHOOL, YEAR 1898–99.
Semi-Centennial Year.
C O U R SES OF STU D Y
AND
LIST OF GRADUATES,
YPSILANTI, MICH.:
PUBLISHED BY THE BoARD of EDUCATION.
Jutle, 1899.
High School Calendar.
1899.
Tuesday Morning, Jan. 3.-School resumed after Holiday vacation.
Friday Evening, Jan. 27.-First Semester closed.
Friday Evening, 8:00 o’clock, Jan. 27.-Junior Exhibition.
Monday morning, Jan. 30.-Second Semester began.
Wednesday, Feb. 22.-Washington's Birthday.
Friday Evening, April 7.-Spring vacation began.
Monday Morning, April 17. –School resumed.
Tuesday, May 30.-Memorial Day.
Thursday, 8:00 p. m., June 15.-Senior Class-Day Exercises.
Friday, 2:30 p.m., June 16.-Alumni Address and Reunion.
Friday, 7:30 p. In ., June 16.-School closes. Graduating Exercises.
Friday, 9:00 p.m., June 16.-Alumni Banquet.
Tuesday, Sept. 5.-School Opens.
Friday Evening, Dec. 22.-Holiday vacation begins.
1900.
Tuesday Morning, Jan. 2.-School resumes.
Friday Evening, Jan. 26.-First Semester closes.
Monday Morning, Jan. 29.-Second Semester begins.
Thursday, Feb. 22.-Washington's Birthday.
Thursday Evening, 8:00 o’clock, March 1.-Junior Exhibition, First
Section.
Friday Evening, 8:00 o’clock, March 2. —Junior Exhibition, Second
Section.
Friday Evening, March 23.−Spring vacation begins.
Monday Morning, April 2. —School resumes.
Wednesday, May 30.-Memorial Day.
Thursday, 8:00 p.m., June 14.—Senior Class-Day Exercises.
Friday, 7:30 p.m., June 15.-School Closes. Graduating Exercises.
Friday, 9:00 p.m., June 15.-Alumni Banquet and Reunion.
%.
2/), @$70,0-4-1-4
4- 6 - t? $2-
High School Teachers, 1898–99.
AUSTIN GEORGE, A. M., M. PD., g e Superintendent.
Reviews and Economics.
WM. B. ARBAUGH, A. B., e e Principal.
• Latin and Greek.
MARY E. YOUNG, PH. B., . . . . . Preceptress.
Literature, German and French.
DEFORREST ROSS, e º * & * g . Normal.
Sciences.
ANGELINE WILSON, g g g g - * . Normal.
Mathematics.
HARRIET CULVER, * * * te * * . Normal.
English.
KATE. O. ARNOLD, A. B. e te e
History and Latin.
ELLA SPENCER, . e * e * * e . Normal.
English and Mathematics.
HARPER C. MAYBEE, . e ge . Normal Conservatory.
Vocal Music.
MARGARET E. GILBERT, . e g . Detroit Art School.
Drawing.
Librarian, . * t * 4. * º . AUSTIN GEORGE.
Jamitor, * * tº º . E. L. ERITY.
Board of Education.
Officers.
W. H. SWEET, PRESIDENT.
E. D. HOLMES, SECRETARY.
D. C. GRIFFEN, TREASURER.
MEMBERS. Terni Expires.
E. D. HOLMES, º e •' e * * º e * 1899.
D. L. DAVIS, . * 4e e e & * e * . 1899.
D. C. GRIFFEN, . & g • • & e º g 1900.
D. C. BATCHELDER, . e g g * g g g . 1900.
W. H. SweBT, * º s g • . e e * 1901.
JENNIE. B. KINNE, . º º e & & * e . 1901.
Standing Committees.
ON TEACHERs—Messrs. Batchelder, Holmes, Mrs. Kinne.
ON HEATING AND FUEL–Messrs. Griffen, Davis, Sweet.
ON CLAIMS AND Accounts — Messrs. Griffen, Batchelder,
Davis.
ON BUILDINGS AND GROUNDs—Messrs. Batchelder, Davis,
Griffen.
ON TExºr Books—Mr. Holmes, Mrs. Kinne, Mr. Griffen.
ON SUPPLIES.–Messrs. Davis, Griffen, Sweet.
ON LIBRARY-Mrs. Kinne, Messrs. Holmes, Davis.
ON Course of STUDy—Mr. Holmes, Mrs. Kinne, Mr. Batch-
elder.
ON ENTERTAINMENT—Mr. Batchelder, Mrs. Kinne, Mr. Sweet'
"13dWHO

Ypsilanti High School.
The Ypsilanti High School offers first-class advantages to ear-
nest students who desire to make prepartion for college, or to
acquire the scholarship and training which will fit them for the
battle of life and the duties of citizenship. That the School is
accomplishing its purpose and meeting the demands is shown by
the record of attendance, the enrollment for the last four years
being as follows:–
1895-96 . e tº e e * * º 177
1896-97 & * * * e & º . 235
1897–98 . * e g e s * * 265
1898-99 & - - * & 3- º , 262
Historical.
The Ypsilanti High School has had a varied and remarkable
history, extending over a period of fifty years. It occupies the
site of the old Ypsilanti Seminary which was incorporated and
established in 1845. The Seminary was under private management
until 1848, when the building was purchased by School District No.
4—the title number of the present district. The District reorgan-
ized the school in October, 1849, under special act of legislation
authorizing the directors to adopt any system which would not
conflict with the general school law. In October, 1851, a second
district united with No. 4, thus making a Union District.
The building acquired from the Seminary was a large three-
story brick structure, which in the days of speculation had been
erected for a hotel. The Seminary maintained a system of dormi-
tories; and the new school, although a public school under the
management of the Union District, continued to rent rooms to
students and teachers; and so insensibly, and by a kind of com-
mon consent, it became known as the ‘‘Union Seminary.” This
name was at times printed on the catalogs of the School, and is
6 YPSII, ANTI HIGH SCHOOL.
still occasionally used, especially by the older residents and their
children.
The old Seminary building was burned to the ground, March 29,
1857; but the enterprise of the people was equal to the emergency.
The other two districts of the village consolidated with No. 4, and
the enlarged district at once proceeded to erect on the old site a
new building, which was for several years the finest school build-
ing in the state.
The Seminary became a public school in 1849, and thus the
High School began when District No. 4 bought out the Seminary
and assumed the management. The room-renting feature, how-
ever, was continued until the burning of the old building in 1857,
since which time the High School has been conducted on the same
general plan as at present. In December, 1877, the new building
was destroyed by fire, but was promptly replaced by a more modern
building which was partially burned May 3, 1894, and was rebuilt in
still better style in time for the opening of school the next
January.
The first graduating class received their diplomas in 1852, and
since that time there has been an annual succession of graduating
classes with the exception of 1872 and 1873, when the experiment was
tried of combining the High School and the academic department
of the State Normal School. An attempt has been made to pre-
pare a full list of graduates; but as some of the old records have
been lost or destroyed, only partial success has attended the effort.
The list is published in this catalog; it is complete only from 1865.
The first graduating class was composed of three young women.
This is remarkable from the fact that in its early years this was
about the only full college-preparatory school in the state; and as
the University did not then admit women, the Alumni of the School
were for the first twelve years almost exclusively men. In the late
fifties and early sixties, there were two sets of graduates. In '60
and '61, there are graduating programs bearing dates of the last
Friday in September, and containing only the names of the young
men who were to enter the University the first of October. These
students took a six weeks review after the summer vacation, to pre-
pare for their entrance examination. Those not going to college
were graduated less formally the last of June. The classical sec-
tion of the class of '62 remained in the High School one year after
graduation, completing the first year of their University work here.
In 1870 the University opened its doors to women, and since then
YPSILANTI HIGH SCHOOL. 7
the proportion of women in our graduating classes has increased,
until now they number more than half of the outgoing classes.
The school attendance and the size of the graduating classes have
from various causes fluctuated considerably during the years; but it
is worthy of note that the School is now graduating larger classes
than at any previous period in its history.
The war record of the School is a glorious one and is a source
of patriotic pride. Its graduates and students enlisted in the civil
war in large numbers and won distinction as officers and private
soldiers on many battlefields, and some indeed gave their lives
upon the altar of their country. Several joined the Michigan Cav-
alry Brigade, and a number entered Co. E., 17th Michigan Infantry;
but the largest number in one organization was in Co. B, 20th
Infantry. This company was recruited by General Cutcheon, who
was then Principal of the High School and became Captain of the
company. All of its commissioned officers and half of the enlisted
men were members of the School. In the recent Spanish war the
School bore an honorable part. It was represented by such gradu-
ates as Kirk, Pratt and Brown, and by several former students;
while four of the attending students, Bishop, Brooks, Hewitt and
Rose, enlisted in Co. G., 31st Michigan.
The Ypsilanti High School has reached the age of full fifty years.
During this long period it has stood in this community and before
the state as a worthy representative of academic education. Not only
the youth of Ypsilanti and vicinity, but students from other parts of
the state and from other states, have received their scholastic train-
ing and prepared for college within its walls. Here have labored
such teachers as Hawley, Rogers, Estabrook, the Cutcheons, Gil-
luly, Clayton, Paine, Glover, the Putnams, Carman, Gray, Foote,
Shepard, Volland, and many others.
This semi-centennial, or Jubilee year, of the High School is
being appropriately celebrated. It was thought that in no way
could this event be more fittingly marked than by exercises suited
to illustrate and emphasize the influence of the School in the lives
and character of its students. Accordingly, some of the represent-
ative Alumni of the first four decades of the School were asked to
appear before our students in a series of addresses on themes grow-
ing out of or related to their own experiences. The following pro-
gram was given :
Four Days in London, . º
$ * * tº & March 24.
ANNA. M. CUTCHEON, Class of 1857,
8 YPSILANTI HIGH SCHOOL.
Moral Training in Our Public Schools, e - e April 3.
REv. W. W. WASHBURN, D. D., Class of 1862.
Some Special Factors, . e e - º º April 21.
W. N. LISTER, Class of 1887.
Books and their Uses, . e e • • - º May 1.
REV. JOSEPH. H. CROOKER, Class of 1870.
The Citizen Soldier, . y e - g - º May 12.
MAJOR JOHN P. KIRK, L.L. B., Class of 1886.
Lights and Shades of a Lawyer's Life, tº - May 26.
- ALFRED LUCKING, L.L. B., Class of 1874.
Some Classic Sites, - - e • e - e May 29.
WALTER DENNISON, Ph. D., Class of 1887.
An Alumni Reunion is arranged for the afternoon of June 16,
when General Byron M. Cutcheon, class of '57, will deliver an
address, and the Alumni Banquet will be held in the evening after
the commencement exercises.
It is hoped that the exercises of this Jubilee year will bring to
light such material as will make it possible to prepare a complete
list of the graduates of the School with their year of graduation.
Building.
The present building is of modern construction with steam
heating apparatus and an approved system of ventilation. It is
lighted by gas and electricity; and is provided with telephone,
electric bells, bicycle rooms, city water, and sewer connections.
Laboratories.
The Chemical Laboratory is arranged for sections of twenty-
four pupils to work at individual tables. These tables are each
supplied with gas, water, and all the necessary reagents and
apparatus for the best work. No high schools and few colleges are
better equipped for efficient work in this subject.
The Physical Laboratory has an excellent equipment, includ-
ing a dark room, for illustrating the important laws of physics and
for individual work. New apparatus is supplied from time to time,
or made by the students, as their progress may demand.
The Botanical Laboratory has accommodations for twenty-four
pupils at one time. Its equipment includes a small greenhouse,
germinating boxes, soils, plant food, chemical reagents, com-
pound microscopes, etc.
№.
||||||||||
'\'）（\/?19 IT JO NOI. LēļOd W7

YPSILANTI HIGH SCHOOL. 9
In Physiology there is a good outfit for practical work, includ-
ing charts, manikins, skeleton, etc.
To aid and illustrate the work in History, Geography, and
Botany there are wall maps, charts, terrestrial and slated globes,
collections of photographs, and a first-class stereopticon with
miscroscopic attachment.
Library.
Over three thousand volumes are now in the School Library.
There are over eight hundred volumes on history and biography,
several hundred for the literature department, and good collections
for the classical, scientific, and geography departments. Frequent
additions are made of some of the newer works that are being pub-
lished. The current magazines and periodicals are kept on file.
The Library is classified under fourteen heads, and is arranged
in cases as follows: Economics, Politics, Law, etc.; Education;
Psychology, Metaphysics, Religion, etc.; Philology, etc.; General
Literature; Poetry; Fiction; Science; Geography and Travel; Amer-
ican and English History; Modern History; Ancient History; Biog-
raphy; Reference Books.
A card catalog of authors and titles greatly facilitates the use
of the Library. A printed catalog containing lists of the books
arranged alphabetically by departments, may be had on application.
Admission to the University of Michigan.
The High School offers seven courses of study. Students who
have completed all the required work in any one of the first six
courses are admitted to the colleges of this state and to the Uni-
versity of Michigan without examination, and those whose ability
and faithfulness will warrant are especially recommended to the
University, if they desire to enter that institution. The seventh
course is offered to those who, without reference to the require-
ments of the University, desire a purely Engiish course.
Admission to the Michigan State Nomal College.
Graduates from any of the courses are admitted to the high
school graduate courses of the State Normal College on their
diplomas. -
COURSES OF STUDY.
Classical. Latin. Scientific.
Latin. Latin. Latin.
FIRST English. English. English.
SEMESTER Algebra. Algebra. Algebra.
1st Drawing. Drawing. Drawing.
YEAR
Latin. Latin. Latin.
SECOND English. English. English.
SEMESTER Algebra. Algebra. Algebra.
Drawing. Drawing. Drawing.
Latin. Latin. Latin.
FIRST General History General History General History
SEMESTER | Arithmetic. Arithmetic. Arithmetic.
2nd Rhetoric. Rhetoric. Rhetoric.
YEAR º * e
Latin. Latin. Latin.
* | General History General History General History
SEMESTER | Botany. Botany. Botany.
Am. Literature. Am. Literature. Am. Literature.
- e Chemistry.
Latin. Latin. -
FIRST Greek. Ger. Or French. lº ºnan,
SEMESTER Geometry. Geometry. cº s
Eng. Literature. Eng. Literature. try.
3rd Eng. Literature.
YEAR -
Latin. latin. Chemistry.
SEC0ND | Greek. Ger. Or French. Latin, ºan,
SEMESTER Geometry. Geometry. c: ſº
Eng. Literature. Eng. Literature. Eng. I,iterature.
• * U. S. History.
FIRST Latin. Latin. Latin, German,
Greek. Ger. or French. or French
SEMESTER Physics. Physics. Physics e
4th Adv. Algebra. Adv. Algebra. Adv. Algebra.
YEAR | * *
Latin. Latin. Civics.
SECOND Greek. Ger. Or French. Latin, German,
SEMESTER Physics. Physics. Pñº French.
Reviews. Reviews. R ysics.
eV1eWS.
Not E.-Pupils who have not had a course of Drawing
be required to pursue this study in the High School,
in the grades will
COURSES OF STUDY.
English-Latin. English-German. English-French. English.
English History. English History English History English History
English. English. English. English.
Algebra. Algebra. Algebra. Algebra.
Drawing. Drawing. Drawing. Drawing.
English History. Fuglish History English History English History
English. English, English. English.
Algebra. Algebra. Algebra. Algebra.
Drawing. Drawing. Drawing. Drawing.
Physiology. Physiology. Physiology. Physiology.
General History. General History General History General History
Arithmetic. Arithmetic. Arithmetic. Arithmetic.
Rhetoric. Rhetoric. Rhetoric. Rhetoric.
Book-keeping.
General History.
Botany.
Am. Literature.
Book-keeping.
General History
Botany.
Ann. Literature.
Book-keeping.
General History
Botany.
Am. Literature.
Book-keeping.
General History
Botany.
Am. Literature.
Chemistry.
Latin I.
Geometry.
Eng. Literature.
Chemistry.
German.
Geometry.
Eng. Literature.
Chemistry.
French.
Geometry,
Eng. Literature.
Chemistry.
Phys’1 Geog.
Geometry,
Eng. Literature.
Chemistry.
Latin II.
Geometry.
Eng. Literature.
Chemistry.
German.
Geometry.
Eng. Literature.
Chemistry.
French.
Geometry.
Eng. Literature.
Chemistry.
Geology.
Geometry.
Eng. Literature,
U. S. History.
Latin III.
Physics.
Adv. Algebra.
U. S. History.
German.
Physics.
Adv. Algebra.
U. S. History.
French.
Physics.
Adv. Algebra.
U. S. History.
Economics.
Physics.
Adv. Algebra.
Civics.
Latin IV.
Physics.
Reviews.
Civics.
German.
Physics.
Reviews.
Civics.
French.
Physics.
Reviews,
Civics.
U. S. History or
Economics.
Physics.
Reviews.
NotE,--A single year in each of two languages will not be accepted as the
equivalent of two years in one language. Rluetoricals required in all courses.
Explanation of Work.
ENGLISH.
First Year.—First Semesfer. Keeler’s Studies in English Com-
position. The aim of the work is to enable pupils to read the Eng-
lish language correctly, and to write it with correctness, precision,
and fluency. Two lines of work are carried along. a. Composi-
tion Work. The subjects are varied so as to broaden the ideas of
pupils and to enlarge the vocabulary. Considerable time is spent
in such exercises as writing telegrams, business letters, advertise-
ments, current items of interest, etc. 6. Short Studies in Litera-
ture. The selections are from English and American authors, and
include Tennyson's Idylls of the King, Scott's Lady of the Lake,
Irving’s Sketch Book, Hawthorne's House of Seven Gables, Frank-
lin’s Autobiography, Fiske’s War of Independence, Whittier’s
Snow Bound, and patriotic poems and selections, etc. This work
not only cultivates the ability to read understandingly, but by
securing familiarity with good literature it is an aid to style; it is
supplemented by the course in Rhetoricals and English History.
Second Semtester. The lines of work are: a . Composition and
studies in Literature are continued. 6. Grammar is taken up,
using the text of Reed & Kellogg. Special attention is given to
analysis, the diagram, irregular verbs, the correction of false syn-
tax, and the cultivation of the critical faculty.
Second Year.—A'irst Seaſlester. Rhetoric. Scott & Denney.
a. A study is made of the paragraph as the unit of composition
work. 6. Selections from English and American masterpieces are
taken as models of the different kinds of writing—description,
narration, exposition, argument, etc., -and their various styles
noted. c. As in the first year, much time is given to composition
writing, as practical ability rather than precept is aimed at.
Second Seylester. American Literature. —Painter. a. Authors
are studied through their works. Biography is introduced only in
so far as it leads to a better interpretation of the work of an author,
YPSILANTI HIGH SCHOOI,. 13
or where the interest in the author aroused by the study of the
masterpiece, induces it. 6. The history of the times in which the
author wrote forms an important part of the work. A few topics
will suggest the character of the work done:–
1. First Colonial Period. Representative Authors: Captain
John Smith—Selection from his own narrative of adventure, A
True Relation; Cotton Mather—Magnalia Christi.
2. Second Colonial Period. Representative Authors: Benja-
min Franklin—Poor Richard’s Almanac; Jonathan Edwards—Res-
olutions.
3. Revolutionary Period. Representative Authors: Thos Jef-
ferson—Declaration of Independence; Alex. Hamilton–The Feder-
alist.
4. First National Period. Representative Authors: Wash-
ington Irving—Sketch Book; Jas. Fenimore Cooper—The Pioneers;
Wm. Cullen Bryant—Thanatopsis, To a Waterfowl, A Forest Hymn,
To the Fringed Gentian, The Death of the Flowers, The Evening
Wind; Edgar Allen Poe—The Raven, The Masque of the Red
Death; Ralph Waldo Emerson—Essay on Art; Nathaniel Haw-
thorne–House of Seven Gables; Henry W. Longfellow—A Psalm
of Life, Footsteps of Angels, The Skeleton in Armor, The Building
of the Ship; Jas. Russell Lowell—What Mr. Robinson Thinks, The
Present Crisis, The Vision of Sir Launfal; John Greenleaf Whittier
—Memories, The Ship-Builders, Barclay of Ury, Maude Muller,
Tauler; Oliver Wendell Holmes—Old Ironsides, The Last Leaf,
The Height of the Ridiculous, The Chambered Nautilus, Content-
ment, The Deacon’s Masterpiece.
5. Second National Period. Inasmuch as this period contains
a large number of writers of such recent date that it is difficult to
classify them, no class study is made of their works, but a topic is
given to each student for individual reading and study, the result
being brought before the class in essay form. Among the authors
included in this study are Howells, James, Crawford, Cable, Aldrich,
Eugene Field, James Whitcomb Riley, Stedman, Warner, etc.
Third Year.—Both Semesters. English Literature. Painter.
1. Formative Period.—Representative Author: Chaucer—Pro-
logue.
2. First Creative Period.—Representative Authors: Spenser—
Faery Queene; Bacon—Essays; Shakespeare—Merchant of Venice,
Macbeth, etc.
14 YPSILANTI HIGH SCHOOL.
3. Civil War Period. Representative Author: Milton—L’Al-
legro, Il Penseroso, Paradise Lost. r
4. The Restoration. Representative Author: Dryden—Pala-
mon and Arcite.
5. The Queen Anne Period. Representative Authors: Addi-
son—Sir Roger de Coverley; Pope—Essay on Criticism.
6. Age of Johnson. Representative Authors: Burns—The
Cotter’s Saturday Night; Goldsmith—The Deserted Village; John-
son—Rasselas.
7. The Nineteenth Century. Representative Authors: Scott—
The Lady of the Lake; Byron–Prisoner of Chillon; Wordsworth—
Tintern Abbey, Intimations of Immortality; Tennyson—Elaine.
Masterpieces are varied from year to year. Pupils are called
upon to make reports and write essays on the works of other promi-
nent writers, and are encouraged to form original judgments and
opinions on the style and influence of the authors studied.
Fourth Year.—Second Semester, ten zweeks. Senior Review of
English Grammar. The work includes a consideration of the
sentence as the expression of thought, and its classification accord-
ing to use and structure; parts of speech and their modification;
irregular verbs; grammatical analysis—oral and written, with the
use of the diagram as a mode of expression; parsing—oral and
written.
Rhetoricals—All Courses.
Under this head, and as a part of the English 2007% of the
School, are included two lines of work, as follows:
a. The essay work required in the studies of the different
courses thruout the entire four years, the aim being not only to
give training in composition writing, but to develop the habit of
study and investigation which comes from such work intelligently
performed. The schedule of essay work in the different studies is
as follows, the figures indicating the number of essays required:
First Year—English History 1, English 2, Latin 1.
Second Year—General History 1, Rhetoric 2, Am. Literature 1.
Third Year—Literature 2, Chemistry 1, Latin 1, Junior Exhibi-
tion 1.
Fourth Year—Civics 1, Reviews or Economics 1, Physics 1,
Latin 1, Class-Day or Commencement Exercises 1.
6. Special Rhetorical work assigned to classes and individual
pupils. This is designed to cultivate the power of acquiring thought
YPSILANTI HIGH SCHOOL. 15
from the printed page, power in oral expression, and the ability to
appear before an audience. This special work occurs on Fridays,
during fourteen weeks of each semester. It consists of Rhetorical
readings and declamations. The texts read may be selected from
the following:
First Year—Lays of Ancient Rome, Marmion.
Second Year—Holmes’ Grandmother’s Story of Bunker Hill
and Other Poems.
Third Year—Vision of Sir Launfal, Webster’s Speeches.
Fourth Year—One of Shakespeare’s Plays.
As the reading progresses, pupils memorize and recite selected
passages. During the semester, each pupil prepares one independ-
ent declamation, the selection being made or approved by the
teacher in charge. Once a month, a general program, arranged
from the work of the different classes, is given in the assembly hall.
About the first of March the Junior Exhibition takes place, and at
the close of the second semester the Senior Class-Day program and
the Graduating Exercises. In all oral delivery attention is given
to emphasis, inflection, quality and volume of voice, and to appro-
priate gesture.
MATHEVIATICS.
First Year.—Both Semesters. Algebra—Taylor, thru Simul-
taneous Quadratic Equations. This includes, besides the subjects
usually given in such a course, special theorems of Multiplication
and Division, all cases of Factoring applicable to the work, the solu-
tion of the Quadratic Equation by factoring and by formula, and
Theory of Exponents. Special attention is given to the literal
equation with a view to the student’s use of it in Physics and other
branches of the higher grades.
Second Year.—First Semtester. Arithmetic—Beman & Smith.
Among the subjects dealt with the following are emphasized:
Fractions, Powers and Roots, Measures—including those in common
use and the Metric System—Mensuration, Longitude and Time,
Ratio and Proportion, Logarithms; and Percentage with its applica-
tions to Interest, Banking Business, Exchange, Stocks and Bonds,
Taxes, etc., etc. In connection with this course one recitation of
each week is devoted to work in Stoddard’s Intellectual Arithmetic,
the object being to promote rapid and accurate thinking and clear
expression in good English.
16 YPSII, ANTI HIGH SCHOOL.
Second Semester. Book-keeping.—Ellis’ Intermediate. The
aim of this course is to teach the pupils the fundamental principles
that underlie all systems of Book-keeping, and to give them a prac-
tical knowledge of Commercial Paper and Business Forms.
Third Year.—Both Semesters. Geometry—Beman & Smith.
Plane, Solid and Spherical. Fifty original demonstrations and fifty
pen and ink sketches.
Fourth Year.—First Semester. Advanced Algebra—Wentworth.
This work covers a brief review of the first year’s work, with the
following advance subjects: Indeterminate Equations, Inequalities,
Theory of Exponents, Properties of Quadratics (these last two are
taken up more fully than in first year’s work), Ratio and Proportion,
Variation, Progressions, Loci of Equations and Logarithms.
AVoće.—Topics on the history of mathematics, assigned by the
teacher.
SCIENCES.
Second Year.—First Semester. Physiology—Martin’s Human
Body. The text is supplemented by the latest Physiological charts
and by manikins of the organs of respiration, circulation, digestion,
nervous system, and the eye and ear. Dissections are made of
Some of the special organs, as eye, heart, lungs, etc. The his-
tology of muscular, bony, epithelial and nervous tissues receives
considerable attention. The use of one of Colt’s best lanterns in
projecting sections of tissue, and photographic views of the differ-
ent organs, add much more than interest to this practical branch
of the subject.
Second Semester. Botany—Bergen. The Laboratory method
of study is used. The student follows the growth of the plant
from the seed thru the different stages of germination, develop-
ment, flowering and fruitage, back to the seed again. The condi
tions necessary for germination, storage of food in the seed, and
the necessary changes it undergoes during germination, etc., are
points which are worked out by actual experiment by the pupil.
Special attention is given to the condition and environment of
plant life, the morphology of plants and their organs as produced
by natural and artificial agencies, and the relation of Botany to
practical life. The student is required to keep an accurate record
of his observations illustrated by carefully executed drawings. He
has the use of a well equipped Botanical laboratory where he has
"Å?|OLWRiOĢIVT TVOISAHd

YPSILANTI HIGH SCHOOL. 17
sº
table space to himself, with the use of the compound microscope
and all the necessary apparatus and chemical reagents for the
prosecution of his work in a thoro and systematic way according to
modern methods. In addition to the prescribed text-book, the stu-
dent supplies himself with a magnifying glass, scalpel, tweezers,
note-book, etc. The reference library, to which the student has
free access, contains the botanical works of Spalding, Gray, Wood,
Bessey, Strasburger and Hillhouse, Bennett and Murray, Goodale,
McBride, etc. º:
Third Year.—Both Semesters. Chemistry (five courses)–
Shepard. The combination of the Laboratory and Text-book
methods is used. Each student has a separate table thoroly
equipped with all necessary apparatus and reagents, for the care
and use of which he is held accountable. He is required to do at
least three hours laboratory work a week, keeping a neat and accur-
ate record of the work done, the phenomena observed, and the con-
clusions arrived at. Habits of neatness in manipulation, and econ-
omy in the use of materials constitute prominent factors in deter-
mining the value of his work. While no attempt to do quantitative
analysis is made, the kind and amount of the work required is such
as to give the student a clear idea of the nature and accuracy of
chemical reactions.
First Semester. Physical Geography (English Course)—Hin-
man. The text is supplemented by such practical work as keeping
a record during the entire semester of the readings of the thermom-
eter, barometer, and hygrometer, together with the rainfall and
state of the weather. Observations are also made of the movements
of the earth on its axis and among the stars, also the location of
the more prominent constellations and planets with the appearances
and movements of the latter among the stars. The lantern is
employed whenever its use will make the work more clear and
attractive.
Second Semester. Geology (English Course)—Le Conte. In
connection with the textbook work each student is required to pre-
pare a geological chart showing the rock structure, and the advent,
progress and decline of vegetable and animal life, thru the diff-
erent eras, ages, and periods of the earth’s crust. Field work con-
stitutes an important part of the student’s work; it consists of
observations of the result of wind, water, and temperature on the
relief of the surrounding country. Descriptive charts of the terraces
18 YPSILANTI HIGH SCHOOL.
of the Huron river within the city limits, are required from each
pupil; these are made from data obtained by vertical and longitudi-
nal measurements taken by the class under the direction of the
teacher, at the various street intersections of the terraces. Students
thus become familiar with the use of the barometer in altitude
measurements, and the means employed in actual map-making.
Fourth Year.—Both Semesters. Physics (all courses)—Carhart
& Chute. From thirty to fifty selected experiments are required
from each student, at least seventy per cent of which shall be
quantitative. Each student keeps a note-book which must contain
a neat and accurate record of the method employed, results obtained,
conclusions reached, and a full discussion of the relation of the
experiment to establish laws. All note-book work is done in the
laboratory at the time the experiment is made, and note-books are
not to be taken from the laboratory except by permission.
AVoće.—Students are required to pay for or make good any piece
of apparatus that they may injure or break in any of the laboratories.
Second Semester.—Senior Review of Geography, ten weeks.
The Earth as a planet—shape, mathematical features, movements,
inclination; demonstrations of the changes of seasons, the Zones
and their Boundaries, and the general theory of the winds; size of
earth; proportions of land and water, the natural divisions; Hemi-
spheres, continents, grand divisions; principal Mountain Systems,
River Systems and Basins; political divisions; natural resources and
productions; the growth of communities, cities, and nations; com-
mercial factors; special study of North America, United States,
Michigan.
AVoće.—A course in Tilden's Commercial Geography may be
substituted for the above:
HISTORY.
First Year.—Both Semesters. English History–Montgomery,
(required in four courses). a. The work of the first semester cov-
ers the Prehistoric, Roman, Saxon, Norman, Plantagenet, Lancaster
and York, and Tudor periods; the second semester is given to the
study of the Stuart and Hanover periods. 6. Essays on subjects
relating to the periods studied. Students have access to Greene’s
History of the English People and the larger histories, such as
Knight’s, Hume’s, and Macaulay’s.
Mote.—A twenty weeks’ course in English History may be
given for the benefit of advanced students.
YPSILANTI HIGH SCHOOL. 19
Second Year. —Both Semesters. General History—Meyers,
(required in all courses.) a. The work of the first semester is
confined to Ancient History, special attention being given to
Greek and Roman History; the second semester is given to the
study of Medieval and Modern History. 6. Essays on subjects
relating to periods studied. Students have access to various his-
tories and works on subjects of Ancient, Medieval, and Modern
History.
Fourth Year.—First Semester. United States History.—Mont-
gomery’s Student’s American. Special study of such topics, as
slavery, nullification, territorial growth, etc. Literature relating to
the topics under consideration is available and receives much atten-
tion.
Second Semester.—Advanced Work in U. S. History. This
work, when given, is conducted on the seminary plan and consists of:
Assigned readings and investigations; reports on special topics; dis-
cussions and illustrations; preparation of a thesis. This work is
interchangeable with work on the same plan in Economics.
CIVICS.
Fourth Year.— First Semester. Economics—Bullock. The
subject is begun with a general view of the social organism and a
brief study of the development and growth of industrial society.
The following topics then receive attention: Fundamental indus-
tries; natural agents; wealth—its production, distribution and con-
sumption; capital; profits, wages, interest, rent; exchange, value,
money, credit, banks; international trade, duties; monopolies;
economic functions of government, taxation; public expenditure,
protection of society; individualism and socialism.
Second Semnester.—Advanced Work in Economics. This work,
when given, is conducted on the seminary plan and consists
of: Assigned readings and investigations; reports on special topics;
discussions and illustrations; preparation of a thesis. This work is
interchangeable with work on the same plan in U. S. History.
Second Semester.—Civil Government—Fiske. In addition to
the work of the text-book the subject includes the civil government
of Michigan. A portion of the time is spent in studying the State
Manuals and the Legislative and Congressional records, and
becoming familiar with the work of the state and national govern-
ments.
20 YPSILANTI HIGH SCHOOL.
LATIN.
First Year.—a. Collar & Daniell’s First Latin Book. b. Easy
reading such as that contained in Collar’s Gradatim.
The work of this year aims primarily at a thoro mastery of
the declension of Latin nouns and adjectives and of the conju-
gation of verbs, together with such practice in reading as the
advancement of the student will permit. Easy reading lessons are
introduced at the close of the first sixteen weeks, and are gradually
increased in amount and difficulty until at the end of the year they
constitute the larger part of the work. Much practice in Latin
pronunciation is afforded.
Second Year.—a. D’Ooge’s Viri Romae. 6. Kelsey’s Caesar:
two Books of the Gallic War. c. Allen & Greenough’s or Hark-
ness” Latin Grammar.
During this year an attempt is made to develop in logical order
and to emphasize by sufficient repetition the elementary principles'
of Latin Syntax. The lessons in Latin writing in Viri Romae are
admirably adapted to this end, and this feature of the work receives
a large share of attention. Much drill upon forms and construc-
tions is introduced in connection with the reading of the text. The
work in Viri Romae occupies the first twenty-four weeks, the work
in Caesar the remainder of the year. The latter may consist of the
first two books of the Gallic War or an equivalent amount of
selected material, accompanied by studies in the geography of Gaul,
the Roman art of war, and the life and times of Caesar. The text
affords excellent opportunity for practice upon all the essential
principles of syntax, especially indirect discourse.
Third Year.—a. Allen & Greenough’s Cicero: four Orations
against Catiline, Poet Archias, Manilian Law. b. Daniell’s Latin
Prose Composition. c. Kelsey’s Ovid : fifteen hundred lines.
d. Essays on subjects connected with Roman history and antiquities.
The orations of Cicero are read primarily as Latin literature,
and attempt is made to give the student an intelligent appreciation
of their worth as the best examples of Roman oratory. To this end
Some attention must be given to the essential facts of Roman his-
tory and government in Cicero's day. Topics for individual read-
ing and research are assigned, one to each student. These cover a
wide range of information bearing upon the history of the period,
Roman life, manners and customs, the life and writings of Cicero,
etc. Each student is given access to the best works of reference,
YPSILANTI HIGH SCHOOL. 21
which have to do with his particular theme, and receives direction
and assistance in his reading. A carefully prepared essay is
required as a summary of the results of his work. In the mean-
time the study of the Latin language is by no means neglected. A
moderate amount of daily drill upon forms and constructions is
given, and at least twenty-five exercises in the writing of connected
Latin, based upon the portion of Cicero read, are required in con-
nection with the course. The last twelve weeks of this year are
given to the reading of selections from the works of Ovid. Fre-
quent reference is made during this time to the best sources of
information bearing upon Greek and Roman mythology. Consider-
able attention is given to the subject of versification, and sufficient
practice afforded to give the pupil reasonable ease and fluency in
the metrical reading of the text.
Fourth Year.—a. Greenough & Kittredge’s Virgil: six books of
AEneid. 6. Essays on kindred subjects, especially mythology, and
the literary features of the AEneid.
The work of the senior year is designed to enable the student to
appreciate and enjoy the beauties of the AEneid as a work of literary
art. To this end but little time is spent upon grammatical drill,
but much emphasis is placed upon the intelligent reading of the
poem, including its oral rendering; upon the life and writings of
Virgil, and his influence upon Latin poetry and upon the literature
of the world. As in the work of the Junior year, topics for collateral
reading are assigned, and the preparation of a dissertation required
of each member of the class.
GREEK.
First Year.—(Junior). a. White’s First Greek Book. 5. Good-
win's Greek grammar. c. Kelsey’s Xenophon's Anabasis: one Book.
The work in Greek follows the same general lines as the work
in Latin. During the first thirty weeks the student is mainly occu-
pied in drill upon the elementary forms and accent, and in the writ-
ing of easy exercises in Greek composition. The reading of simple
Greek is begun at a very early stage and continued until the Anaba-
sis is commenced. The last ten weeks of this year are devoted to
the reading of the first Book of the Anabasis, with careful drill upon
forms and syntax.
Second Year.—(Senior). a. Two Books of Xenophon’s Anabasis.
5. Pearson’s Greek Prose. c. Keep’s Homer’s Iliad: two Books.
d. Essays on subjects connected with Greek history and antiquities.
22 YPSILANTI HIGH SCHOOL.
The reading of the Anabasis is continued, with at least forty
lessons in Greek prose composition, in which the fundamental prin-
ciples of syntax find frequent illustration. The reading of the text
is supplemented by reference to the history of the period and by
reading upon topics connected with ancient Greek life and civili-
zation. The last sixteen weeks are given to the reading of selec-
tions from the Iliad, with drill upon the peculiarities of the Homeric
dialect, and with such studies in the life and literature of the
Homeric age as the time allotted to the work will allow.
Moțe.—A reference library containing a considerable number of
the most useful books for High School students of Latin and Greek
is placed in the class-room, and every facility afforded the pupils
for its use. The following works have been found particularly
helpful:
Gayley–Classic Myths in English Literature.
Guerber—Myths of Greece and Rome.
Guhl and Koner—Life of the Greeks and Romans.
Preston and Dodge—Private Life of the Romans.
Mahaffy—Social Life in Greece.
Felton—Greece, Ancient and Modern.
Church–Roman Life in the Days of Cicero.
Shumway—A Day in Ancient Rome.
Lanciani—Ancient Rome.
Judson—Caesar’s Army.
Gow—Companion to School Classics.
Collins—Ancient Classic Series: (a) Cicero and Pliny; (b) Vir-
gil and Horace; (c) The Iliad.
Cruttwell—History of Roman Literature.
Jebb—Introduction to Homer.
Lawton—Art and Humanity in Homer.
Tunison—Master Virgil.
Clough—Plutarch’s Lives.
Froude—Caesar.
Fowler—Julius Caesar.
Forsythe-Life of Cicero.
Trollope—Life of Cicero.
Yonge—Stories from Roman History.
“ —Young Folks’ History of Greece.
—Young Folks’ History of Rome.
Ihne—Early Rome. -
Merivale—History of Rome.
{ {
YPSILANTI HIGH SCHOOL. 23
Mommsen—History of Rome.
Duruy—History of Rome.
Smith—History of Greece.
GERMAN.
First Year.—(Junior). a. Joynes-Meissner’s German Grammar.
ö. Conversation: Dreyspring’s Easy Lessons. c. Reading: H. A.
Guerber’s Märchen und Erzählungen, Part I and Part II; Storm’s
Immensee. d. Memorizing selected German lyrics and prose quo-
tations.
Second Year.—(Senior). a. Reading: Schiller's Der Neffe als
Onkel; Hillern's Höher als die Kirche; Jensen’s Die Braune Erica;
Riehl's Der Fluch der Schönheit; Freytag's Die Journalisten;
Baumbach’s Der Schwiegersohn. 6. German Literature. c. Com-
position.
Note.—During the second year the reading is not confined
entirely to the translating of German texts, but a careful considera-
tion of their literary merits is made. A study of the author is also
made—his style, and place in literature. The historical setting of
the work and consideration of the character depicted also form a
part of the work. Other selections than those named may be sub-
stituted.
FRENCH.
First Year.—(Junior). a. Grammar: Whitney. 6. Conversa-
tion: Dreyspring’s Easy Lessons. C. Reading: Perrault's Contes
des Fées; Super’s Reader; Helévy's L’Abbé Constantin.
Second Year.-(Senior). a. Reading: George Sand’s La Mare
au Diable; Sandeau’s Mademoiselle de la Sieglière; Rouge-
mont’s La France; Feuillet’s Le Roman d’un Jeune Homme
Pauvre; Moliere’s L’Avare. 6. French Literature. c. French
Composition—materials by Grandgent.
Mote.-The course in French is given only when a sufficient
number elect it to justify forming a class.
MUSIC.
Work in vocal music is available to students of all courses,
whenever the adjustment of their other classes permits.
f
The course covers two departments of work.
I. The High School Choir.-This course is arranged on the sup-
position that the pupils have already had music in the grades, or
24 YPSILANTI HIGH SCHOOL.
have acquired the proficiency which such training gives. The work
is as follows: a . A thoro review of the tones of the tonic, dominant
and sub-dominant triads; spelling and pronouncing all triads of the
major scale. At the beginning of each lesson, attention is given to
voice culture, including breathing, voice placing, articulation and
pronunciation. Voices are tested by individual practice. 6. The
music rendered consists of good standard hymns, simple anthems,
patriotic music, part songs, glees, etc., with occasional selections
from the musical classics. The numbers of the Coda Series, pub-
lished by Ginn & Co., are found useful in this work.
II. Vocal Music Class.-Natural Series, Reader No. 5, Part II,
and Chart G, twenty weeks. The work includes: a . The theory
of music, major, minor and chromatic scales, signatures, keys, time,
notation, technical terms; pupils are required to write key notes,
signatures, and scales; other written exercises at the discretion of
the teacher, as time permits; exercises of Reader and Chart studied
and applied; melodies, two, three and four part songs; oral and
written dictation exercises; practice of solfeggios to secure flexi-
bility; drill exercises daily on reading music. 6. The order of the
1esson is as follows: 1. Vocal drill. 2. Oral dictation. 3. General
chart exercise. 4. Special chart exercise on forms about to be read
from the book. 5. Sight reading. 6. Application of the lesson in
songs. 7. Written dictation.
DRAWING.
First Year.—First Semester. Elementary Drawing. a. First
lessons are devoted to shading masses in different tones. These are
followed by: Drawing type solids in outline; simple perspective;
drawing type solids and shading in one tone; study of two degrees
of shade and cast shadow; drawing and shading simple objects—
vases, bowls, cup and saucer, etc.; arranging and drawing groups
of two or more objects; back-grounds; quick-time sketches of
groups. 6. Brief study of Historic Ornament; Egyptian, Greek,
and Roman Art and Architecture.
Second Semester. Advanced Drawing. a. Arranging and
drawing groups of objects involving more difficult perspective.
Special attention to light, shade, and cast shadow. 6. Nature
study—flowers; quick sketching from the pose; out door sketching.
c. Still life in Color Chalk.
"ARJO LWÈłOº]\'T TWO|W3 HO

YPSILANTI HIGH SCHOOL. 25
Text Books.
Algebra, Taylor’s Academic
Algebra, Wentworth’s Higher
Arithmetic, Beman & Smith
Arithmetic, Stoddard’s Intellectual
Book-keeping, Ellis—Intermediate
Geometry, tº * g * Beman & Smith
English Composition, & g * * e Keeler
English Classics, . Riverside; English Classic Series; etc.
Grammar, Reed & Kellogg
Rhetoric, g Scott & Denney
American Literature, Painter
English Literature, Painter
English History, Montgomery
General History, tº * * * * Meyers
United States History, e e Montgomery—Students’
Civil Government, Fiske
Economics, Bullock
Botany, g g & * * Bergen
Geology, & * w * º & . Le Conte
Physical Geography, Hinman
Chemistry, Shepard
Physics, * Carhart & Chute
German Grammar, . Joynes-Meissner
German Conversation, . t * e . Dreyspring
German Classics, Selections
French Grammar, * e # e Whitney
French Conversation, * g * • Dreyspring
French Reader, & * Super
French Classics, * Selections
First Latin Book, Collar & Daniell
Gradatim, e e * dº t Collar
Latin Grammar, te Allen & Greenough; Harkness
Latin Prose Composition, * g * * Daniell
Viri Romae, * D’Ooge
Caesar, * Kelsey
Cicero, Allen & Greenough
Ovid, e * * Kelsey
Virgil, * . Greenough & Kittredge
First Greek Book, e te White
Greek Grammar, * s * * Goodwin
Xenophon’s Anabasis, . * * e * Kelsey
Greek Prose Composition, . & ſº e Pearson
Homer’s Iliad,
Keep
Informational.
Rules and Regulations.
Sessions of the High School are regularly held on all week days
of the school year, except Saturdays and legal holidays. The
school hours are from 9:00 to 12:00 a. m. and from 1:30 to 4:00 p.
m., and full attendance is required during these hours unless
excuses permitting partial attendance are granted by the Superin-
tendent or Principal. Such excuses are subject to be cancelled at
any time without previous notice.
Pupils are expected to enter upon some one of the regular
courses of study, and to pursue the prescribed subjects in regular
order. In cases of irregular classification resulting from deficient
preparation in antecedent subjects, or from failure to pass studies,
the student’s work for the semester should, as far as the recitation
program permits, include the back studies in preference to advanced
subjects.
The regular work in all courses is four studies a term for four
years. Occasionally a strong student may for a term, with the con-
sent of the Superintendent or Principal, take more than the regular
amount of work; but the practice is not encouraged. On the other
hand, it is occasionally found desirable for purposes of health and
sound scholarship that pupils take but three studies, and occupy
more than four years in completing their course. No considerations
other than health and sound scholarship are allowed to govern the
amount of a pupil’s work.
The Library and Reading Room are kept open during such
hours and under such restrictions and regulations as may be pre-
scribed by the Superintendent. Students are privileged to read the
magazines and other periodicals, and are encouraged to consult ref-
erence books, and histories, and literary works, bearing on their
regular school subjects.
YPSILANTI HIGH SCHOOL. - 27
Regular attendance upon recitations and other exercises is
required of all pupils. In cases of absence, reasonable excuses
must be promptly presented to the Principal and then to the class
teachers.
A system of monthly reports to parents or guardians, is main-
tained. These reports give the standing of students in scholarship
and deportment, and their attendance, and are regularly given to
all pupils. Pupils are required promptly to return the reports, duly
signed by parent or guardian. The standing of pupils in scholar-
ship is recorded by letters, as follows: E stands for excellent, G for
good, M for medium or fair, which letters indicate passing work.
The following indicate that work is unsatisfactory : C means con-
ditioned, and N that nothing worthy of record has been done.
Resident pupils are under the special control and direction of
the School in the matter of conduct, only while in attendance upon
school duties and in going to and from the School as students of the
same. Non-resident pupils are at all times responsible to the
authority of the School in whatever pertains to right habits, gentle-
manly and ladylike conduct, and the proper improvement of their
time.
No societies, fraternities or organizations are allowed whose
meetings are not at all times open to the Superintendent, High
School teachers, and Board of Education. Evening meetings are
held on Fridays, between the hours of 7:00 and 10:00.
Students are encouraged to take interest and participate in Ath-
letics; but meetings for practice must not trespass on school hours;
and meetings with other schools must not be arranged without the
consent of the Superintendent or Principal. No person not regu-
larly a member of the School and doing satisfactory work in three
studies, will be allowed to represent the School in any inter-school
game or contest.
The Telephone is for use on school business only: no other
calls will be allowed or will receive attention, except in cases of
emergency.
Pupils are required to obey promptly all signals and directions
regarding movements and conduct, and to pass quietly and in an
orderly manner to and from classes, chapel and other exercises. All
lines move by single file unless otherwise ordered.
28 Y PSILANTI HIGH SCHOOL.
On entering the building, pupils are required to pass at once
to their wardrobes, and thence to their session rooms, where they
will remain unless excused to leave by the teacher in charge.
Pupils are not allowed in the building at any time except for
school purposes, and are prohibited from loitering about the halls,
basement, etc.
Pupils injuring or defacing the building or other school prop-
erty, must pay in full for all damages.
Pupils guilty of continued insubordination or disobedience will
not be tolerated in the sehool.
Any pupil whose general conduct is injurious, or whose influ-
ence is bad, or who is guilty of dishonest work in recitation, exam-
ination, or in laboratory practice, or who fails to do his school work
or duties thru negligence, is subject to warning, suspension, or
expulsion.
The government and discipline of the High School aim at
securing the greatest facility of work and management, and such
development of character in its pupils as shall make them self-
governing men and women. Pupils are urged to consider their
relations to the School and the community, and at all times to regu-
late their conduct towards each other and towards their teachers by
the general principles of right and duty—having in mind always
the effect of their acts upon themselves, upon others, and upon the
School.
Vocal Music.
Pupils who can read music with some facility or have good
voices, have an opportunity for work in the High School Choir,
which meets at 8:45 a. m., to prepare music for chapel exercises
and special occasions. A class in Vocal Music is formed whenever
a sufficient number desire it. Three semesters’ work in the Choir
or one in the Music Class entitles a student to one semester’s credit
in any subject not included in the requirements for admission to
the University. Membership in the Choir will not be allowed nor
will credits be given, except on condition of punctual and regular
attendance.
Drawing.
Drawing has come to be so necessary in pursuing other studies
that twenty weeks’ elementary work in this subject is required of all
YPSII, ANTI HIGH SCHOOL. 29
who have not had the work in the Grades before entering the High
School. A class in Advanced Drawing is formed whenever there is
sufficient demand for it. Credit is given for work in Drawing as in
other subjects.
Spelling.
Attention is given to spelling in the written work of all sub-
jects, and especial stress is laid upon it in the classes in English.
The subject of Spelling Reform receives attention to the extent
of the following list of words adopted by the National Educational
Association in 1898:—Program, tho, altho, thoro, thorofare, thru,
thruout, catalog, decalog, demagog, pedagog, instead of programme,
though, although, thorough, thoroughfare, through, throughout,
catalogue, decalogue, demagogue, pedagogue.
Admission to the High School.
Pupils who have completed the work of our Grammar School
are passed in regular course to the High School.
Pupils from other schools who hold diplomas certifying that
they have passed the eighth grade examinations on questions fur-
nished by the State Superintendent, are admitted to the first year
classes without examination.
Other candidates are admitted on examination, the general
requirements being as follows:
Reading and Spelling.—Ability to read understandingly from an
ordinary text-book or newspaper, and to spell words commonly
used.
Arithmetic.—Knowledge and practical ability in the following sub-
jects: Addition, subtraction, multiplication, division, common
and decimal fractions, measurements, percentage and its appli-
cations, proportion, and square root.
Elementary Algebra. —As much as is given in the ordinary Ele-
mentary Algebras or in Walsh's Grammar School Arithmetic.
*
English.—Familiarity with the parts of speech and their proper-
ties. Analysis of representative simple, complex, and com-
pound sentences. Parsing of words. Ability to write a com-
30 YPSILANTI HIGH SCHOOL.
position fairly correct as to spelling, punctuation, capital let-
ters, paragraphing, etc.
Geography.—A knowledge of the surface of the earth, its physical
features, divisions, etc., the countries of the world and their
governments; commodities and routes of commerce, cities, etc.
United States History. —Any good school History of the United
States.
Civil Government.—A fair knowledge of township, city, county,
state and national governments.
Drazying.—Ability to sketch readily common objects and the pieces
of apparatus, etc., used in school work.
Penmanship.–Ability to write legibly.
Physiology.—Completion of such a book as Brand’s “Lessons on
the Human Body” will be sufficient for this work.
AVote.—Students of sufficient maturity and intelligence who
have not been able to pursue and complete all the above mentioned
studies, may be admitted to the High School classes conditionally,
and make up what they lack either in preparatory classes or in the
Grades.
Examination for admission to the High School will be given on
Saturday preceding the opening of the School in September.
Pupils coming from other high schools will be given credit for
work previously done, provided the school from which they come is
approved, and certificates properly signed by school officials are
presented.
Expenses.
Non-resident pupils are required to pay tuition for each semester
or half year, as follows:–
High School, per semester, agºs º - $8.00
Grades below the High School, per semester, - $5.00
Tuition is payable strictly in advance by the semester, and the
Superintendent is authorized to exclude non-resident pupils from the
School until their tuition is paid.
Non-residents who own property within the limits of the district
will be credited on bills for tuition a sum equal to their school tax
YPSILANTI HIGH SCHOOL. 31
for the current year. Such non-residents sending their children to
the schools of this district will present their tax receipts to the
Superintendent and be credited with the amount of the school tax.
Pupils having only a temporary residence in the city and whose
parents may live here temporarily but pay no tax and have at the
same time a residence elswhere, will be charged tuition.
Non-residents who desire board and rooms will find accom-
modations in families or in clubs. Table board may be had in
families at from $2.00 to $2.50 per week, and in clubs at from $1.75
to $2 per week. Rooms may be had at from 50 cents to $1 per week.
A list of rooms and boarding places is kept in the office of the
Superintendent.
Additional information on any of the foregoing points, or on
any subject connected with the School, can be had by addressing
the Superintendent.
Enrollment, 1898–99.
First Year.
Allen, Clara e & e º . Ypsilanti.
Begole, Anna E. { {
Brooks, Burr Henry
Buland, Harry e * g º
Burke, Leo e & { {
Burke, George,
Capelin, W. Lewis
Clapp, James E. tº &n g
Clark, Robert P. . & - . Willow.
Combs, Idah . g s York.
Coryell, Edna * º e . Ypsilanti.
Cox, Mable L. e e g { {
Densmore, Jessie
Densmore, Bessie
Densmore, Don
Dunham, Blanche * g Novi.
Farrington, Lucy . e e . Ypsilanti.
Filkins, Eva M. e & e Superior Tp.
Flower, Mary B. . g * g . Ypsilanti.
Gass, Clyde g º * { {
Geer, Florence A. º º g . Dixboro.
Gibbons, Agnes g e g º Ypsilanti.
Halladay, Nella R. e & e * { {
Halladay, Martie M. { {
Harmon, Mary M. g e g . Southfield.
Harper, Mae g ſº g Ypsilanti.
Harwood, Carl g e e º . Pittsfield,
Hewitt, Robert g s *- e Ypsilanti.
Hickman, Edna M. ſº g & g { {
Hoag, Maud g * e & { {
Hyzer, Will C. & e g e tº & 4
Kellogg, Robert g s g g Ridgefield, Conn.
Kneip, Frederic E. g º t , Ypsilanti.
YPSILANTI HIGH SCHOOL.
33
Kuster, Clara V.
Lemley, Olive L.
Lowden, Harriet E.
Lucking, Joseph A.
Mabee, William H.
MacGregor, Hugh M.
Max, Fred
McCarthy, Anna
McDougal, Lucy
Meier, Elsa J.
Meier, George A. .
Monfort, Rowena
Moore, Bessie B.
Ostrander, Eugene L.
Pattison, Grace M.
Payne, Edward
Pettibone, Grace L.
Price, Theodore
Rice, Edward E.
Rice, Agnes A.,
Richmond, Alice
Root, Charles A.
Schaefer, Charles M.
Sines, Edith
Smith, Winfield
Stuck, Harrison L.
Thumm, Mary C. .
Twist, Clayton H.
Van Patten, Maude,
Watling, Harry
Watling, Anna
Wheeler, Alice M.
Winters, Maud P.
Second Year.
Batwell, Katharine
Boyce, Minnie G.
Burbank, Genevieve
Burkheiser, Anna M. . - º
Bussey, Cora B. , w t t
Ypsilanti.
Ypsilanti Tp.
Ypsilanti.
Litchfield.
Ypsilanti.
{ {
( &
Superior Tp.
Whittaker.
Mendon.
Ypsilanti.
{ {
( {
Ypsilanti Tp.
Superior Tp.
Ypsilanti.
( &
{ {
{ {
Geer.
Ypsilanti.
{ {
Superior Tp.
Ypsilanti.
Ypsilanti Tp.
Ypsilanti.
Ypsilanti Tp.
Ypsilanti.
{ {
34 YPSILANTI HIGH SCHOOL.
Cady, Myrtie A.
Champlain, Berenice F.
Clarke, Ethel M.
Clarke, Laura A.
Cole, F. Amy s
Conkling, Charles E.
Cordary, Agnes C.
Cordary, N. James
Crittenden, Fern E.
DeCew, Ross K.
Ellis, Ruth A.
Enders, Velera B.
Evans, Mamie
Ferguson, Stella L.
Fletcher, Nina M.
Fletcher, Rachel V.
Foote, Fred L.
Forman, Fannie M.
Forsythe, Fitch D.
Geer, C. Elvira
Geer, George E.
George, Ralph W.
German, Carrie B.
Goodspeed, Richard C.
Green, May
Harper, Herbert H.
Harwood, Delia J.,
Hayes, Carrie M.
Hinckley, Mabel R.
Holmes, Anna B.
Horner, Milton E.
Howard, Benj. F.
Hubbell, Bessie S.
Hutchinson, Retta L.
Jewell, Roy G.
Johnson, Bernard L.
Johnson, Sylvester H.
Kersey, Herman E.
King, Charlotte M.
Knisely, Fred
Lang, Helen
Ypsilanti.
{ {
Nevada, Mo.
Ypsilanti.
Pittsfield.
Ypsilanti.
Ypsilanti Tp.
Ypsilanti.
§ {
Dixboro.
{ {
Ypsilanti.
{ {
Pittsfield Tp.
Ypsilanti.
Pittsfield Tp.
Ypsilanti.
Cherry Hill.
Ypsilanti.
{ {
YPSILANTI HIGH SCHOOL.
35
Lawrence, James E.
Liddell, Sydney
Lownsbury, Mabel C.
MacGregor, Alice B.
MacNicol, Helen C.
McQuann, Euphemia B.
McDermott, May C.
Maurer, Anna M.
Maybee, Lettie A.
Miller, Emma A.
Miller, Margaret E.
Miller, Raymond E.
Moore, Nettie
Morgan, Clara
Morgan, Henry
Muir, Alfred A.
Munn, Ruth
Neff, Mabel
Newel, Florence E.
O’Brien, Elizabeth
Parsons, Raymond V.
Payne, Lida M.
Pray, Mary A.
Read, Marian M.
Renton, Janette R.
Rose, L. May
Ryan, William A.
Saxton, Bessie
Scarrow, Carlotta
Shaw, Lena A.
Shipman, Florence B.
Simons, Annie C.
Smith, Nellie E.
Smith, Harry C.
Stoup, Hazel D.
Twist, Pearl
Voorhees, Lottie
Voorheis, Maude E.
Vorce, Clara
Wiard, Helen
Ypsilanti.
( &
St. Louis.
Ypsilanti.
{ {
Salem.
Ypsilanti.
* {
Ypsilanti Tp.
Wood’s Corners.
Ypsilanti.
{ {
Wayne.
Ypsilanti.
{ {
Salem.
Ypsilanti.
Superior Tp.
Ypsilanti Tp.
Ypsilanti.
Ypsilanti Tp.
{ { { {
36 YPSILANTI HIGH SCHOOL.
Zwergel, Eva M. & * tº e Ypsilanti.
Youngs, Louise A. º tº & . Ypsilanti Tp.
Junior Class.
Alban, Stella ſº * g tº . Ypsilanti Tp.
Amsden, Georgia C. . * - * Ypsilanti.
Arnold, James R. - g e e { {
Bailey, Oma . g * - Quinnimont, W.Va.
Barlow, Edna sº g - & . Rawsonville.
Baumstark, Charles A. º * Ypsilanti.
Beardsley, Loretta M. g - º º & 4
Bice, John M. & & - - { {
Bishop, John W. . - - & . Whittaker.
Botsford, George S. . * - * Ypsilanti Tp.
Brooks, G. David . * - - . Ypsilanti.
Brown, Loretta A. e * -
Cady, Blanche M. * - - & { {
Campbell, Anne H. . * - s Augusta Tp.
Carpenter, Lulu M. & * - . Ypsilanti.
Cawley, Susie L. * - - Morenci.
Clare, Ralph E. . g - g . Ypsilanti.
Clarke, William J. . * - e Belleville.
Cluff, Arthur C. . * w - . Detroit.
Coates, Ida . e im º - Ypsilanti.
Collins, Olive M. . § g * t { {
Comstock, L. Grace . & - - { {
Conkling, Walter F. tº e - . Nevada, Mo.
Cookingham, Edward H. * * - Ypsilanti.
Damon, Lillian ë & - { {
Daschner, Marguerite H.
Dolson, James E. . g e * e
Doyle, Marie E. te g * e { {
Ellis, Fred G. e e t - & { {
Elwell, Adeline Ruth . ge e g Standish.
Evans, John E. . e * s . Ypsilanti.
Faust, Anna S. $ e * º Willis.
Fletcher, Hattie E. * g s . Ypsilanti.
{ {
Forsythe, Lewis L.
Fraser, James
YPSILANTI HIGH SCHOOL.
37
Fryer, Rosa O.
Gary, Ralph L.
Goodspeed, George B.
Goodspeed, Herschell L.
Graves, Fred A.
Green, Mervin
Guerin, Edith .
Harper, Audrid
Horner, Stella .
Johnson, Norman S.
Joslyn, Kate B.
Joslyn, Fannie B.
Kellogg, Fred J.
Kneip, Walter F. .
Koeder, Lydia D.
Lau, Anna M.
Lawrence, Grace E.
Le Furge, Alice M.
McFetridge, Stella
McKay, Jean
McPherson, C. Bruce
Moore, Sarah C.
Ostrander, Foster I.
Pester, Sarah E.
Reinhart, Mamie H.
Rexford, Walton
Richmond, Albert E.
Riggs, Lena
Robbe, Edith C.
Russell, Grace E.
Sellman, Helen T.
Shaw, Myrtle M. .
Sherman, William S. ,
Simpson, Emma
Simpson, May J.,
Spencer, Harold F.
Watling, John W.
Willings, Cora
Wortley, Harriet
Ypsilanti.
Brooklyn.
Ypsilanti.
{ {
Augusta Tp.
Ypsilanti.
{ {
Ridgefield, Conn.
Ypsilanti.
{ {
Ypsilanti Tp.
Ypsilanti.
Ypsilanti Tp.
Ypsilanti.
{ {
{ {
Belleville.
French Landing.
Willis,
South Lyon.
Ypsilanti.
{ {
Willis,
Ypsilanti.
38 YPSII, ANTI HIGH SCHOOI.
Ayers, Donna L
Barnes, Lambert E.
Bartram, Lema McQ.
Childs, Edna E.
Childs, Ethel H.
Clark, Guy H. s
Deubel, Georgia Matie
Everett, Alfred G.
Foley, Marie G. C.
Ford, Roy.
Gardner, Margaret E.
George, May O.
Graves, Frank O.
Haggitt, Rose M.
Harrison, Russell E.
Hiscock, Walter F.
Holmes, Arthur
Howard, Nina M.
Howard, Bessie M.
Kellogg, Marjorie E.
Kimmel, Lloyd R.
Lull, Homer B.
McAndrew, Atwood R.
Marvin, Julia
Matthews, Grace E.
Monfort, Grace M.
Pratt, Ruby
Richel, Charles A.
Ross, Lucile .
Ross, George W.
Torrey, Frank A.
Wallin, Alice R.
Wallin, Maraquita
Wilcoxson, Floyd
Senior Class.
Ypsilanti.
Catskill, N. Y.
Wayne.
Ypsilanti.
{ *
Ypsilanti Tp.
Ypsilanti.
York.
Ypsilanti.
{ {
I’resno, Cal.
Superior Tp.
Ypsilanti.
Hartland.
Ypsilanti.
Mendon.
Ypsilanti.
{ {
{ {
{ {
Lake City.
Ypsilanti.
{ {
{ {
YPSILANTI HIGH SCHOOL.
39
Summary.
First Year
Second Year
Junior Class
Senior Class
Total
Young Men
Young Women
66
88
74
34
262
100
162
Graduates.
This list is defective up to 1865: beginning with that year it is
complete.
CLASS OF 1852.
*Hannah K. Clapp, *Sarah Loomis,
*Mary Groselia Powers.
CLASS OF 1857.
Byron M. Cutcheon,
William H. Hall,
*Erasmus D. Nichols,
John Uhl,
*Charles H. Stocking,
Robert Hall Tripp,
Henry Munson Utley.
CLASS OF 1858.
Edwin F. Uhl,
James B. Wells.
In the Catalog of 1859 there was published a partial list of
graduates, without the year of graduation. From this and other
sources the following list has been prepared, which does not include
those whose years have been determined:—
James W. Bibbins,
J. R. Bingham,
H. A. Bross,
Henry A. Buck,
Edwin Burt,
Sophia Spencer Camp,
*Henry C. Champion,
Edward Cook,
Josephine Hallet Cook,
Anna M. Cutcheon,
Helen A. DeVoe,
Douglas E. Dilla,
Wallace D. Dilla,
A. A. Fairchild,
Emma L. Fairchild,
George H. Gould,
*Emma A. Hall,
*Charles Hewitt,
Abi E. Hillick,
Charles M. Hunt,
Samuel N, Kneeland,
Henry A. Latson,
Reese J. Lewis,
Solomon C. Martin,
, W. H. Mason,
Andrew J. May,
Abby A. Mize,
Josephine L. Moore, -
*All marked with an asterisk (*) are deceased.
YPSILANTI HIGH SCHOOL. - 41
Ira Olds, John B. Skinner,
Helen M. Post, Burke Spencer,
A. Casper Rorison,
Mahlon H. Raymond,
John H. Shaefer,
Charles Shier, Jr.,
Eliza R. Shier,
Edward N. Skinner,
Hiram B. Thayer,
Anson C. Town,
Lucy Town,
G. W. Vankaeuren,
Louisa M. Waldron,
Amnie M. Warner,
Delos F. Wilcox.
CLASS OF 1860.
Albert H. Babcock,
Lavant W. Barnhart,
James H. Fairchild,
James H. Kidd,
Herbert A. Lee,
William C. Moore,
Henry R. Austin,
R. O. Breed,
*Salmon E. Haight,
George W. Harmon,
Frank Joslyn,
D. Monroe,
John R. Parsons,
*Frank R. Aldrich,
A. Barker Allen,
E. S. Elmer,
W. W. Washburn,
Charles T. Allen,
Henry Rheinfrank,
J. Dempster Town,
S. Franklin Walker,
James M. Wilkinson,
Aristine G. Glover,
Mary C. Wilson.
CLASS OF 1861.
Charles A. Sanford,
Albert H. Snow,
L. G. Stocking,
D. Wood,
*Frances E. Hinman,
Cleanthe E. Gardner,
Lydia A. Spencer.
CLASS OF 1862.
*Charles W. Lownsbury,
Edgar Rexford,
Herman W. Stevens,
Charles C. Yemans.
CLASS OF 1864.
Charles O. Reilly,
Frank H. Van Cleve.
42 YPSII, ANTI HIGH SCHOOI, .
Herbert Copeland,
Lois Crane,
Julia E. Knight,
Charles S. Jenkins,
George W. Allyn,
P. H. Bumpus,
Rachel L. Boyce,
Clement S. Carpenter.
Jennie Cook,
Josie A. Drury,
Charles S. Edwards,
Frank Ernerick,
Fred R. Emerick,
George E. French,
Annie V. Ganson,
Emma S. Green,
Matthew Griffin,
Eugene E. Allen,
Frank C. Crittenden, Sci. & Lat.
Samuel W. Baker,
Anna B. Boyce,
Wm. V. W. Davis,
Charles C. Hickey,
Emma J. Brown,
Don. A. Matthews,
F. E. Austin,
Fannie M. Allen,
Titus Brown,
CLASS OF 1865.
William F. Matthews,
Althea Pitkin,
D. Brainard Rorison,
Franc Skillbeck,
William H. Wells.
CLASS OF 1866.
Mary J. Hall,
Walter F. Johnson,
Fanny M. Jones,
M. W. Latson,
Ella A. Larzelere,
Sarah J. Littlefieid,
Charles F. McKinstry,
Horace Phillips,
Peter Voorheis,
James Vosper,
Samuel W. Walker,
Delia E. Wheeler,
Charles R. Whitman.
CLASS OF 1867.
C1. Edgar O. Durfee, Sci. & Lat.
Giles J. Holbrook, C1.
CLASS OF 1868.
C1. Jeremiah A. Platt, Cl.
Gen. Mary L. Hardy, Gen.
C1. Dwight C. Rexford, C1.
Gen. Minnie A. Pierce, Gen.
Gen. Howard H. Van Vranken, C1.
C1. Sarah E. Pierce, Gen.
George P. Voorheis, C1.
CLASS OF 1869.
C1. Charles E. King, C1.
Gen. Frankie E. Everts, Gen.
C1. Charles M. VanCleve, C1.
YPSILANTI HIGH SCHOOL. 43
W. W. Collins, Gen. Chas. M. Woodruff, Sci. & Lat.
Mary E. Carpenter, Gen. Fannie A. Shelmire, Gen.
G. A. Gary, C1. *Hattie E. Weed, Gen.
F. I. Whitney, C1.
CLASS OF 1870.
James A. Basset, C1. Alice E. Henderson, Gen.
Priscilla V. Boyce. Gen. Melville A. Kellogg, C1.
Delos P. Bucklin, Gen. George William Moore, Gen.
Henry A. Bunnell, Cl. Emma Regal, C1.
Thomas Burke, C1. Nellie Regal, C1.
Mark Crane, Lat. Francis J. West, Lat.
Joseph H. Crooker, Lat. Marcus T. Woodruff, Lat.
Arthur M. Green, Lat. Mortimer Wilson, Cl.
CLASS OF 1871.
Mary S. Ganson, Lat. J. C. Hinckey. Gen.
Ida M. Henderson, Gen. A. D. Newton, Cl.
The Classes of 1872 and 1873 were graduated from the Aca-
demic Department of the State Normal School.
CLASS OF 1874.
Selinda Curtis, Eng. Alfred Lucking, C1,
C. Van Cleve Ganson. Sci. John H, Stoddard, Sci.
Josie Heller, Eng. Carrie Wilcox, Eng.
CLASS OF 1875.
Andrew B. Hawkins, Cl. Jennie E. Hendricks, Sci.
*Allie McCollough, —— Virginia I. Shipman, *-*.
CLASS OF 1876.
Hattie O. Hoffman, Lat. & Sci. Willam Honey, C1.
B. Estella Whittlesey, Eng.
CLASS OF 1877.
Tilla S. Boyce, Eng. Cora Belle Burt, Eng. & Sci.
Chas. W. Dickinson, C1. John W. Goodspeed, Sci.
Fred P. Robey, Sci.
44 YPSILANTI HIGH SCHOOL.
CLASS OF 1878.
Merle A. Breed, Cl.
Fannie Boyce,
Lutie Earl,
*Charles L. Pennel,
Arba S. Van Valkenbugh,
Helen E. Batwell,
E. A. Berdan,
J. Burton Boyce,
Will J. Hyzer,
Gertrude T. Breed,
James M. Crombie,
Edward W. Groves,
Florence B. Kinne,
William A. McAndrew,
Zell L. Baldwin,
Ella Cady,
Nellie Costello,
Kittie Cross,
Lutie M. Densmore,
Charles Edwards,
James C. Fuller,
John E. Hodge,
Charles S. McIntire,
CLASS OF 1879.
Lat. Lillian Hand, Eng.
Eng. Lulu Whitlesey, Eng.
CLASS OF 1880.
Eng. Maggie I. Van Riper, Eng.
C1. Ruby M. Webb, Eng.
CLASS OF 1881.
Eng. Sue J. Lamb, Eng. & Ger.
Eng. W. Clara Nichols, Eng.
Eng. Gertrude M. Noble, Eng.
Eng. Blanche E. Remington, Eng.
CLASS OF 1882.
C1. Hattie B. McElcheran, C1.
Eng. Nellie McIntyre, Eng.
Eng. Nettie F. Seymour, Eng.
C1. Edward A. Smith, Eng.
C1. Frank D. Wells, C1.
CLASS OF 1883.
Eng. Nellie A. Jarvis, Sci.
Eng. Anna L. Judd, Sci.
Sci. Clara E. Lord, Eng.
Eng. Mary E. Lord, Eng.
Eng. Joseph B. McMahon, Lat.
CLASS OF 1884.
Lat. Charles A. Salyer, C1.
C1. Edwin S. Shaw, C1. & Lat.
Sci. Darius P. Shuler, Eng.
Sci. Warren H. Smith, Lat.
YPSILANTI HIGH SCHOOL.
45
Mary V. Cady,
Genevieve Kinne,
Nellie Moorman,
Clara E. Parsons,
Bella J. Pearson,
Lewis C. Brooks,
Mary V. Cady,
*Vee I. Cornwell,
Clara R. Durand,
Ida M. Fuller,
Eugene S. Gilmore,
Mary Horrigan,
Dora D. Ambrose,
Robert G. Barnes,
Walter Dennison,
Addie S. Gilbert,
Annie L. Green,
Charles A. Gottman,
Alex B. Hardy,
Sue Hopkins,
Flora B. Miller,
Lizzie E. Moore,
Blanche E. Mott,
CLASS OF 1885.
C1.
C1.
Eng.
Lat.
Eng.
Sarah Whitley, Eng.
CLASS OF 1886.
Eng.
Sci.
Sci.
Sci. & Eng.
Sci.
Eng. & Sci.
Lat.
Margaret E. Wise, Sci.
CLASS OF 1887.
Eng.
C1.
Cl.
Sci.
Eng.
Sci.
CLASS
Cl.
Sci.
Eng.
Eng.
Eng.
. May Webb, Sci.
Don. C. Phillips, Fºng.
Jennie Shuler, Eng.
Will E. Smith, Sci. & Eng.
Jessie Thompson, Eng.
Edith Whitley, Eng.
Cornelia Howland, Elec.
Fannie S. Kief, Sci.
John P. Kirk, Sci.
Edward H. Kennedy, Eng.
George I. McGill, C1.
Ola M. Parsons, Eng.
*Hattie A. Pattison, Lat.
Jessie N. Hill, Eng.
Lyman F. Kebler, Sci.
Wm. N. Lister, Sci.
Edward McCarthy, Sci.
Flora B. Parker, Eng.
Minnie Pattison, Eng.
OF 1888.
*Hattie Pattison, C1.
Richard Putnam, C1. L. Sc. Eng.
Watson Snyder, Jr., Sci.
John H. Thompson, Eng.
*Walter G. Wallace, Sci.
46 YPSIIANTI HIGH SCHOOL.
CLASS OF 1889.
Alice Brown, Cl. & Lat. Eber Ward Owen, Eng.
George Alfred Damon, Sci. Elizabeth Blanche Peyton, Sci.
Clara Louise Goodspeed, Sci. Kirk Mills Putnam, Eng.
Carrie Adelaide Hardy, Sci. George Thomas Scotney, C1.
Charles Emery Hendrick, Eng. Frederic Eugene Smith, Eng.
John Horrigan, Sci. Henry Isaac VanTuy1, Sci.
Byron C. Kimes, C1. Frank J. Wheeler, C1.
Grace Amanda Loomis, Eng. Delos Franklin Wilcox, C1.
Sarah Mabel Mofford, Lat. Mary Cabray Wortley, C1.
CLASS OF 1890.
Walter Briggs Cady, Sci. Agnes Morse, Lat.
Jessie Camp, Eng. Daniel Lace Quirk, Lat.
Hºlizabeth Graves Gilmore, Sci. Ida Elizabeth Shaw, Sci.
Inez Florence Hay, Sci. Winfred James Wallace, Sci.
Clark Randolph Willcoxson, Sci.
CLASS OF 1891.
Harriet Adella Cady, Eng. Ella May Spencer, Eng.
Ruth Isabel Carpenter, Lat. May Lucinda Sweeting, Eng.
Frederick Voorhees, Sci.
CLASS OF 1892.
John Ableson, Eng. George Holines, Eng.
Susan E. Ainsworth, Lat. Marion Holmes, Lat.
Kate O. Arnold, C1. Ernest Matthews, Sci.
Maud Carlisle. Sci. Thomas Murdock, Sci.
Maude Fraser, Lat. Alta Sweeting, Sci.
Lizzie Trebilcox, Cl.
CLASS OF 1893.
Estelle Collins, Sci. Frank M. Mead, Sci.
Anna M. Kelly, Eng.-Ger. M. Addie Parker, Lat.
Louise Mashat, Sci, Fred R. Pennell, Sci.
YPSILANTI HIGH SCHOOL. - 47
CLASS OF 1894.
John P. Everett, C1.
*Anna Trebilcox, C1.
Minnie K. Geiger, Eng. - Ger.
CLASS OF 1895.
George Frederic Anderson, Lat.
Nancy P. Babbitt, Eng. - Ger.
Anna Belle Brown, Eng.
Ida Loyola Brown, Eng.
Guy Elliott Carleton, Lat.
DeLynn C. Deubel, Eng. - Ger.
CLASS
Maude Eliza Allen, Lat.
George W. Brown, Sci.
George Albert Collins, Lat.
May Erena Creech, Lat.
Lizzie LaV. Dolbee, Eng.-Ger.
Clara Lucile Drury, Eng.-Ger.
Bert W. Ferguson, Sci.
Austin George, Jr., Lat.
Nora Delphine Jacox, Sci.
D. Stanley Matthews, Sci.
John Franklin Payne, Eng.
Howard E. Pratt, Eng. -Ger.
George Edwards Sherman, C1.
Marcella E. Warren, Sci.
OF 1896.
George Robert Gunn, Eng. -Lat.
Laura H. James, Lat.
Joseph Ignatius Lang, C1.
Anna Lucretia Lappeus, Lat.
John Francis McCann, Lat.
*Ray DeWitt Rowley, Sci.
Nellie L. Sherwood, Eng.-Ger.
Cora Wilson, Lat.
CI.ASS OF 1897.
Frances Putney Brown, Lat.
Lida A. Carpenter, Eng. - Ger.
Frank Hobart Clark, Eng.
George Albert Collins, C1.
Susan E. Crittenden, Sci.
Olive I. Day, Eng. - Ger.
Alice Italy Dicus, Eng.
Henry Luther Everett, Eng.
Clara Mae Fulton, Eng.
Grace L. Guerin, Hºng. - Ger.
Mary Maude Holmes, Eng.
Edith Brown Lamborn, Sci
Grace Wiard, Lat.
Nellie M. Lewis, Eng.
Ida Mitchell, Lat.
Francis Allen Morgan, Eng.
Mollie S. Rappleye, Eng. - Ger.
Ernest John Reed, Sci.
Bertha Louise Smith, Sci.
Roy Everett Spencer, C1.
Minnie Mae Stoup, Eng.
Grace Alma Strang, Cl.
Jessie C. Swaine Eng. - Ger.
Margaret E. Van Riper, Sci.
Maude C. Vroman, Eng. -Lat.
Carl Hinman Young, C1.
48
YPSILANTI HIGH SCHOOL.
CLASS OF 1898.
Maraquita Wallin, Eng. - French.
Carl Jeffries Barlow, Sci. Royal H . Hoover, Eng.-Ger.
Roy Jasper Buell, Eng. Edmund Peaslee Kinne, Sci.
Morris B. Chapin, Eng.-Ger. Ralph E. Lewis, Eng. -Ger.
Leona Gay Cook, Lat. Lena M. Moore, Eng. - Fr.
Nora F. Dake, Eng. Lat. Frances V. Nichols, Eng.
Hubert S. Frazier, Eng. Ada Margaret Paine, Lat.
Ralph D. Goodrich, Sci. Edward Henry Parmelee, Sci.
Gertie S. Guild, Eng.-Ger. Lenna M. Schaefer, Eng. -Ger.
Bessie E. Hall. Eng.-Ger. Claribel Strang, Eng.
Edith Mable Harper, Sci. Carrie May Strang, Lat.
Alice Mae Hixson, Eng. Myrtle Pansy Warren, Lat.
Francis Mina Woodard, Eng. -Lat.
CIASS OF 1899.
Donna Laura Ayers, Lat. Arthur Holmes, C1.
Lambert Edgar Barnes Cl. Nina May Howard, Eng.
Edna Ella Childs, Eng. - Ger. Lloyd Ray Kimmel, C1.
Hanna Ethel Childs Lat. Homer Benjamin Lull, Sci.
G. Matie Deubel, Eng. -Ger. Julia Marvin, C1.
Guy Henry Clark, Sci. Grace Esther Matthews, Sci.
Alfred Grey Everett, Eng. -Lat. Atwood R. McAndrew, Sci.
Marie G. C. Foley, Lat. Grace M. Monfort, Eng. - Ger.
Roy Ford, Eng. Ruby Pratt, Lat.
Margaret Eola Gardner, Sci. Charles Albert Richel, Lat.
May O. George, Lat & Fr. George William Ross, Sci.
Rose May Haggit, Sci. Lucile Ross, C1.
Russell Edwin Harrison, Sci. Frank Aldis Torrey, Eng.
Walter F. Hiscock, Eng.-Ger. Alice Rebecca Wallin, C1.
•Yºg truEPAL LIBRARY,

H 7 — LINIV, Q = \# hºt!.
. . JAN 18 13ſ."
Catalog
3%stant Jºža Joãool
1899./soo.
*
THE YESILANTI IIIGH SCHOOL,

CATALOG
OF THE
OFFICERS, INSTRUCTORS, AND STUDENTS
OF THE
YDSILANT HIGH SCHOOL
FOR THE
SQHOOL YERR 1899–1900,
COURSES OF STUDY.
FES Glü L.A.’INIONS, INFORMATION, EST.G.
YPSILANTI, MICH.
PUBLISHED BY THE BOARD OF EDUCATION.
JUNE, 1900.
3oard of &a'ucation.
Officers.
W. H. SWEET, PRESIDENT.
E. D. HOLMES, SECRETARY.
D. C. GRIFFEN, TREASURER.
MEMBERs. - Term Expires.
D. C. GRIFFEN, tº- e- * - & gºs
D. C. BATCHELDER, º tº- tº- - e- ſº
W. H. Sweet, gº * tº- º - sº
MRs. JENNIE B. KINNE, º tº * - iº sº
R. D. HoD MES, tºº sº g- &- - -
D. L. DAVIS, tºº * tº- tº- tº *- º
Jeanding Committees,
TEACHERs—Batchelder, Holmes, Kinne.
HEATING AND FUEL–Griffen, Davis, Sweet.
CLAIMS AND ACCOUNTS—Griffen, Batchelder, Davis.
BUILDINGS AND GROUNDS—Batchelder, Davis, Griffen.
TExT BOOKS—Holmes, Kinne, Griffen.
SUPPLIES-Davis, Griffen, Sweet.
LIBRARY-Kinne, Holmes, Davis.
COURSES OF STUDY—Holmes, Kimne, Batchelder.
ENTERTAINMENT—Batchelder, Kinne, Sweet.
I90O.
I90O.
IQoI.
IQoI.
I902.
I902.
Jégh School Cadenaar.
1900.
Sunday Evening, June Io, Baccalaureate Address.
Thursday, 8:00 p.m., June 14,-Senior Class-Day Exercises.
Friday, 7:30 p.m., June 15,-School closes. Graduating Exercises.
Friday, 9:00 p.m., June 15,-Alumni Banquet and Reunion.
Tuesday, Sept. 4,-School opens.
Friday Evening, Dec. 21,–Holiday vacation begins.
1901.
Wednesday Morning, Jan. 2,-School resumes.
Friday Evening, Jan. 25,-First Semester closes.
Monday Morning, Jan. 28,-Second Semester begins.
Friday, Feb. 22,-Washington's Birthday.
Thursday Evening, 8:oo o'clock, Feb. 28,-Junior Exhibition, First
Section.
Friday Evening, 8:00 o'clock, March 1,–Junior Exhibition, Second
Section.
Friday Evening, April 5,-Spring vacation begins.
Monday Morning, April 15,-School resumes.
Thursday, May 30,—Memorial Day.
Sunday Evening, June 16,-Baccalaureate Address.
Thursday, 8:00 p.m., June 20,-Senior Class-Day Exercises.
Friday, 7:30 p.m., June 21,–School closes. Graduating Exercises.
Friday, 9:00 p.m., June 21,–Alumni Banquet and Reunion.
Tuesday, Sept. 3,-School opens.
Friday Evening, Dec. 20,-Holiday vacation begins.
J&A School &aculty,
1899-1900.
AUSTIN GEORGE, A. M., M. PD., - - Superintendent.
Reviews and Economics.
W.M. B. ARBAUGH, A. B., - - - - Principal.
Latin and Greek.
EMILIE A. FLINTERMANN, PH. B., - Preceptress.
Literature, German and French.
DEFORREST ROSS, - - tºº - - Sciences.
ORPHA. E. WORDEN, --> º - - Mathematics.
HARRIET CULVER, - - - - - English.
EMILIE COMSTOCK, * - - History and Latin.
ELLA SPENCER, - - English and Mathematics.
HARPER C. MAYBEE, - -> - - Vocal Music.
MARGARET E. GILBERT, - == * - Drawing.
MILDRED S. SMITH, º º - sº Librarian.
}anitor, - * ss E. L. ERITY.
&psilant; Jºyh School.
THE YPSILANTI HIGH School has now completed fifty-one
years. During that long period it has stood in this community and
before the state as a worthy exponent of academic education. Not
only the young men and women of Ypsilanti and vicinity, but stu-
dents from other parts of the state and from other states, have here
received the scholastic training needed for the duties of intelligent
citizenship, or have prepared for college within its walls.
The success of a school is shown not more by the number of
students who attend than by the number who remain in attendance
to the completion of one of the prescribed courses of study. The
latter indicates an influence of the school over its pupils.
The number graduating from this High School for the last six
years is as follows:
I895, - * - I2
1896, - - - 17
1897, - - - 25
1898, - *- - 23
I899, - - - 28
I900, - º - 44
The increase of numbers in the graduating classes is note-
worthy; it has more than kept pace with the increase of attendance,
and is a cause of congratulation to the management.
The Ypsilanti High School will enter upon its fifty-second year
in September, 1900, better prepared for its work than at any previous
period of its history. Its equipment, courses of study, regulations,
etc., are briefly outlined in the following pages.
4'ocation, &tc.
Ypsilanti is a beautiful and healthy city of 7,500 inhabitants, and
is pleasantly situated on the terraced banks of the Huron river. It
is a city of schools, churches, and cultured homes.
Ypsilanti is easily accessible: being thirty miles west of Detroit
on the main line of the M. C. R. R., at the junction of the Ypsilanti
6 YPSILANTI HIGH SCHOOL,
branch of the Lake Shore which extends southwest to Hillsdale;
while two electric lines give half-hour service to Detroit and Ann
Arbor, and service every hour and a half to Saline.
The city was named in 1825 from General Demetrius Ypsilanti,
a prominent patriot and leader in the Greek war for independence
then being carried on. *
3uddain29.
The present building is of modern construction with steam heat-
ing apparatus and an approved system of ventilation. It is lighted
by gas and electricity; and is provided with telephone, electric bells,
bicycle rooms, city water, and sewer connections.
24'aboratories,
The Chemical Laboratory is arranged for sections of twenty-four
pupils to work at individual tables. These tables are each supplied
with gas, water, and all the necessary re-agents and apparatus for
the best work. Few colleges are better equipped for efficient work
in this subject. -
The Physical Laboratory has an excellent equipment, including
a dark room, for illustrating the important laws of physics and for
individual work. New apparatus is supplied from time to time, or
made by the students, as their progress may demand.
The Botanical Laboratory has accommodations for twenty-four
pupils at one time. Its equipment includes a small greenhouse,
germinating boxes, Soils, plant food, chemical re-agents, compound
microscopes, etc.
In Physiology there is a good outfit for practical work, includ-
ing charts, manikins, skeleton, etc.
To aid and illustrate the work in History, Geography, Geology,
and Botany there are wall maps, charts, terrestrial and slated globes,
a camera, collections of photographs, and a first-class stereopticon
with microscopic attachment.
4.Żórazy,
Over three thousand six hundred volumes are now in the School
Library. There are over nine hundred volumes on history and biog-
raphy, several hundred for the literature department, and good col-
YPSILANTI HIGH SCHOOL.
7
lections for the classical, scientific, and geography departments.
Additions are being made of from three hundred to five hundred
volumes per year. Current magazines and periodicals are kept on file.
The Library is classified under fourteen heads, and is arranged
in cases as follows: Economics, Politics, Law, etc.; Education;
Psychology, Metaphysics, Religion, etc.; Philology, etc.; General
Literature; Poetry; Fiction; Science; Geography and Travel; Amer-
ican and English History; Modern History; Ancient History; Biog-
graphy; Reference Books.
A card catalog of authors, titles and topics greatly facilitates the
use of the Library. A printed catalog containing lists of the books
arranged alphabetically by departments, may be had on application.
Jºžamassion to the 2/neversity of Żºcházan.
The High School offers seven courses of study. Students who
have completed all the required work in any one of the first six
courses are admitted to the colleges of this state and to the Uni-
versity of Michigan without examination, and those whose ability
and faithfulness will warrant are especially recommended to the
University, if they desire to enter that institution. The seventh
course is offered to those who, without reference to the requirements
of the University, desire a purely English course.
Jºžamassàon to the Žichézan State 7ormal College.
Graduates from any of the courses are admitted to the high school
graduate courses of the State Normal College on their diplomas.
8 QOURSES OF STUDY.


Classical. Latin. Scientific,
Latin. Latin. Latin.
FIRST | English. English. English.
SEMESTER Algebra. Algebra. Algebra.
lst Drawing. Drawing. Drawing.
YEAR Latin. Latin. Latin.
English. English. English.
s: Algebra. Ålgebra. Algebra. .
Adv. Drawing, Adv. Drawing. Adv. Drawing.
Mental Arith. Mental Arith. Mental Arith.
Latin. Latin. Latin.
FIRST General History. General History. General History.
SEMESTER Arithmetic. Arithmetic. Arithmetic.
2nd Rhetoric. Rhetoric. Rhetoric.
YEAR Latin. Latin. Latin.
SECOND General History. General History. General History.
SEMESTER | Botany. Botany. Botany.
Am. Literature. I Am. Literature. Am. Literature.
e - Chemistry.
Latin. Latin. g
FIRST | Greek. Ger. Or French. º ºman
SEMESTER Geometry. Geometry. cº o
3rd Eng. Literature. Eng. Literature. Eng. Literature.
YEAR - e
Latin. Latin. gº
SEC0ND Greek. Ger. Or French. º *an.
SEMESTER Geometry. Geometry. Gº º: e
Eng. Literature. Eng. Literature. Eng. Literature.
- º U. S. History.
Latin. Latin. º
FIRST Greek. Ger. or French. Lº Sºman
SEMESTER Physics. Physics. pj" e
4th Adv. Algebra. Adv. Algebra. Adv. Algebra.
YEAR * @
Latin. Latin. E.
SEC0ND Greek. Ger. or French. .# ºnan,
SEMESTER Physics. Physics. P i. French.
Reviews. Reviews. R ysics.
eV16 W.S.
NOTE.-Pupils who have not had Drawing in the grades will be required to pursue
this study in the High School.
Advanced Drawing is optional.
GOURSES OF STUDY.
Q

English-Latin. English-German. English-French. English.
English History. English History. EnglishHistory. EnglishHistory.
English. English. English. English.
Algebra. Algebra. Algebra. Algebra.
Drawing. Drawing. Drawing. Drawing.
English History. English History. EnglishHistory. EnglishHistory.
English. English. English. English.
Algebra. Algebra. Algebra. Algebra.
Adv. Drawing. Adv. Drawing. Adv. Drawing. Adv. Drawing.
Mental Arith. Mental Arith. Mental Arith. Mental Arith.
Physiology. Physiology. Physiology. Physiology.
General History. General History. General History. General History.
Arithmetic. Arithmetic. Arithmetic. Arithmetic.
Rhetoric. Rhetoric. Rhetoric. Rhetoric.
Book-keeping.
General History.
Botany.
Am. Literature.
Book-keeping.
General History.
Botany.
Am. Literature.
Book-keeping.
General History.
Botany.
Am. Literature.
Book-keeping.
General History.
Botany.
Am. Literature.

Chemistry.
Latin I.
Geometry.
Eng. Literature.
Chemistry.
German.
Geometry.
Eng. Literature.
Chemistry.
French.
Geometry.
Eng. Literature.
Chemistry.
Phys'l Geog.
Geometry.
Eng. Literature.
Chemistry.
Latin II.
Geometry.
Eng. Literature.
Chemistry.
German.
Geometry.
Eng. Literature.
Chemistry.
French.
Geometry.
Eng. Literature.
Chemistry.
Geology.
Geometry.
Eng. Literature.
U. S. History.
U. S. History.
U. S. History.
U. S. History.
Latin III. German. French. Economics.
Physics. Physics. Physics. Physics.
Adv. Algebra. Adv. Algebra. Adv. Algebra. Adv. Algebra.
Civics. Civics. | Civics. ğı t
Latin IV. German. French. É c OT). § Or
Physics, Physics. Physics. Physics S.
Reviews. Reviews. Reviews. Rºſs.
NoTE.—A single year in each of two languages will not be accepted as the equiv -
alent of two years in one language.
Rhetoricals required in all courses.
&xplanation of 2//ork.
ENGLISH.
FIRST YEAR.—A'irst Semester. Keeler's Studies in English Com-
position. The aim of the work is to enable pupils to read the Eng-
lish language correctly, and to write it with correctness, precision,
and fluency. Two lines of work are carried along. a. Composition
Work. The subjects are varied so as to broaden the ideas of pupils
and to enlarge the vocabulary. Considerable time is spent in such
exercises as writing telegrams, business letters, advertisements, cur-
rent items of interest, etc. b. Short Studies in Literature. The
selections are from English and American authors, and include
Tennyson's Idyls of the King, Scott's Lady of the Lake, Irving's
Sketch Book, Hawthorne's House of Seven Gables, Franklin's Auto-
biography, Fiske's War of Independence, Whittier's Snow Bound,
and patriotic poems and selections, etc. This work not only culti-
vates the ability to read understandingly but by securing familiarity
with good literature it is an aid to style; it is supplemented by the
course in Rhetoricals and English History.
Second Semester. The lines of work are: a. Composition and
studies in Literature are continued. b. Grammar is taken up, using
the text of Reed & Kellogg. Special attention is given to analysis,
the diagram, irregular verbs, the correction of false syntax, and the
cultivation of the critical faculty.
SEconD YEAR.—First Semester. Rhetoric. Scott & Denney.
a. A study is made of the paragraph as the unit of composition work.
b. Selections from English and American masterpieces are taken as
models of the different kinds of writing—description, narration, ex-
position, argument, etc., and their various styles noted. c. As in
the first year, much time is given to composition writing, as practical
ability rather than precept is aimed at.
Second Semester. American Literature.—Painter. a. Authors
are studied through their works. Biography is introduced only in
YPSIIANTI HIGH SCHOOIL. 11
—x.
so far as it leads to a better interpretation of the work of an author,
or where the interest in the author aroused by the study of the
masterpiece, induces it. b. The history of the times in which the
author wrote forms an important part of the work. A few topics
will suggest the character of the work done:—
I. First Colonial Period. Representative Authors: Captain
John Smith—Selection from his own narrative of adventure, A True
Relation; Cotton Mather—Magnalia Christi.
2. Second Colonial Period. Representative Authors: Benja-
min Franklin—Poor Richard's Almanac; Jonathan Edwards—Reso-
lutions.
3. Revolutionary Period. Representative Authors: Thos. Jef-
ferson—Declaration of Independence; Alex. Hamilton–The Feder-
alist. -
4. First National Period. Representative Authors: Washing-
ton Irving—Sketch Book; Jas. Fenimore Cooper—The Pioneers;
Wm. Cullen Bryant—Thanatopsis, To a Waterfowl, A Forest Hymn,
To the Fringed Gentian, The Death of the Flowers, The Evening
Wind; Edgar Allen Poe—The Raven, The Masque of the Red
Death; Ralph Waldo Emerson—Essay on Art; Nathaniel Haw-
thorne–House of Seven Gables; Henry W. Longfellow—A Psalm
of Life, Footsteps of Angels, The Skeleton in Armor, The Building
of the Ship; Jas. Russell Lowell—What Mr. Robinson Thinks, The
Present Crisis, The Vision of Sir Launfal; John Greenleaf Whittier
—Memories, The Ship-Builders, Barclay of Ury, Maud Muller,
Tauler; Oliver Wendell Holmes—Old Ironsides, The Last Leaf,
The Hight of the Ridiculous, The Chambered Nautilus, Content-
ment, 'The Deacon's Masterpiece.
5. Second National Period. Inasmuch as this period contains
a large number of writers of such recent date that it is difficult to
classify them, no class study is made of their works, but a topic is
given to each student for individual reading and study, the result
being brought before the class in essay form. Among the authors
included in this study are Howells, James, Crawford, Cable, Aldrich,
Eugene Field, James Whitcomb Riley, Stedman, Warner, etc.
THIRD YEAR.—Both Semesters. English Literature. Painter.
I. Formative Period. Representative Author: Chaucer—Pro-
logue.
2. First Creative Period. Representative Authors: Spenser—
12 YPSILANTI HIGH SCHOOL.
Faery Queene; Bacon—Essays; Shakespeare—Merchant of Venice,
Macbeth, etc.
3. Civil War Period. Representative Author: Milton—L'Al-
legro, Il Penseroso, Paradise Lost.
4. The Restoration. Representative Author: . Dryden—Pala-
mon and Arcite.
5. The Queen Anne Period. Representative Authors: Addi-
son—Sir Roger de Coverley; Pope—Essay on Criticism.
6. Age of Johnson. Representative Authors: Burns—The Cot-
ter's Saturday Night; Goldsmith—The Deserted Village: Johnson—
Rasselas.
7. The Nineteenth Century. Representative Authors: Scott—
The Lady of the Lake; Byron—Prisoner of Chillon; Wordsworth—
Tintern Abbey, Intimations of Immortality; Tennyson—Elaine.
Masterpieces are varied from year to year. Pupils are called
upon to make reports and write essays on the works of other promi-
nent writers, and are encouraged to form original judgments and
opinions on the style and influence of the authors studied.
FOURTH YEAR.—Second Semester, ten weeks. Senior Review of
English Grammar. The work includes a consideration of the sen-
tence as the expression of thought, and its classification according
to use and structure; parts of speech and their modification; irregular
verbs; grammatical analysis—oral and written, with the use of the
diagram as a mode of expression; parsing—oral and written.
Rhetoricals—All! Cowºrses.
Under this head, and as a part of the English work of the School,
are included two lines of work, as follows:
a. The essay work required in the studies of the different
courses thruout the entire four years, the aim being not only to give
training in composition writing, but to develop the habit of study
and investigation which comes from such work intelligently per-
formed. The schedule of essay work in the different studies is as
follows, the figures indicating the number of essays required:
First Year—English History I, English 2, Latin I.
Second Year—General History I, Rhetoric 2, Am. Literature I.
Third Year—Literature 2, Chemistry 1, Latin I, Junior Exhibi-
tion I.
Fourth Year—Civics I, Reviews or Economics I, Physics, I,
Latin I, Class-Day or Commencement Exercises I.
"AXIV81&II’I GITIJL HO NOILyſſoa v

YPSILANTI HIGH SCHOOL. 13
b. Special Rhetorical work assigned to classes and individual
pupils. This is designed to cultivate the power of acquiring thought
from the printed page, power in oral expression, and the ability to
appear before an audience. This special work occurs on Fridays,
during fourteen weeks of each semester. It consists of Rhetorical
readings and declamations. The texts read may be selected from
the following:
First Year—Lays of Ancient Rome, Marmion.
Second Year—Holmes' Grandmother's Story of Bunker Hill
and Other Poems. -
Third Year—Vision of Sir Launfal, Webster's Speeches.
Fourth Year—One of Shakespeare's Plays, Selected Declama-
tions.
As the reading progresses, pupils memorize and recite selected
passages. During the semester, each pupil prepares one independ-
ent declamation, the selection being made or approved by the teach-
er in charge. Once a month, a general program, arranged from the
work of the different classes, is given in the assembly hall. About
the first of March the Junior Exhibition takes place, and at the close
of the second semester the Senior Class-Day program and the Grad-
uating Exercises. In all oral delivery attention is given to emphasis,
inflection, quality and volume of voice, and to appropriate gesture.
MPATHEMRT |OS,
FIRST YEAR.—Both Semesters. Algebra—Taylor. First semes-
ter to Quadratic Equations; second semester to Theory of Exponents.
This work includes, besides the subjects usually given in such a
course, special theorems of Multiplication and Division, all cases of
Factoring applicable to the work, and the solution of the Quadratic
Equation by factoring and by formula. Special attention is given to
the literal equation with a view to the student's use of it in Physics
and other branches of the higher grades.
Second Semester. Mental Arithmetic—Stoddard's Intellectual.
This course is intended to develop in the pupil the power of analysis
with special attention to rapid and accurate thinking and clear ex-
pression in good English.
SECOND YEAR.—A'irst Semester. Arithmetic—Beman & Smith.
Among the subjects dealt with the following are emphasized: Frac-
tions, Powers and Roots, Measures—including those in common use
14 YPSILANTI HIGH SCHOOL
and the Metric System—Mensuration, Longitude and Time, Ratio
and Proportion, Logarithms, and Percentage with its application to
to Interest, Banking Business, Exchange, Stocks and Bonds, Taxes,
etC., etc.
Second Semester. Book-keeping—Ellis' Elementary. The aim
of this course is to teach the pupils the fundamental principles that
underlie all systems of Book-keeping, and to give them a practical
knowledge of Commercial Paper and Business forms.
THIRD YEAR.—Both Semesters. Geometry—Beman & Smith.
Plane, Solid and Spherical, Carefully proved original demonstra-
tions with pen and ink drawings are a feature of this work,+not less
than fifty will be required.
FourTH YEAR.—First Semester. Advanced Algebra—Went-
worth. This work covers a brief review of the first year's work, with
the following advance subjects: Indeterminate Equations, Inequali-
ties, Theory of Exponents, Properties of Quadratics, (these last two
are taken up more fully than in first year's work), Ratio and Propor-
tion, Variation, Progressions, Loci of Equations and Logarithms.
Mote.—Topics on the history of mathematics, assigned by the
teacher.
SG|ENGES,
SECOND YEAR.—First Semester. Physiology—Martin's Human
Body. The text is supplemented by the latest Physiological charts
and by manikins of the organs of respiration, circulation, digestion,
nervous system, and the eye and ear. Dissections are made of some
of the special organs, as eye, heart, lungs, etc. The histology of
muscular, bony, epithelial and nervous tissues receives considerable
attention. The use of one of Colt's best lanterns in projecting sec-
tions of tissue, and photographic views of the different organs, add
much more than interest to this practical branch of the subject.
Second Semester. Botany—Bergen. The Laboratory method of
study is used. The student follows the growth of the plant from the
seed thru the different stages of germination, development, flowering
and fruitage, back to the seed again. The conditions necessary for
germination, storage of food in the seed, and the necessary changes
it undergoes during germination, etc., are points which are worked
out by actual experiment by the pupil. Special attention is given to
YPSILANTI HIGH SCHOOL. 15
the condition and environment of plant life, the morphology of plants
and their organs as produced by natural and artificial agencies, and
the relation of Botany to practical life. The student is required to
keep an accurate record of his observations illustrated by carefully
executed drawings. He has the use of a well equipped Botanical
laboratory where he has table space to himself, with the use of the
compound microscope and all the necessary apparatus and chemical
re-agents for the prosecution of his work in a thoro and systematic
way according to modern methods. In addition to the prescribed
text-book, the student supplies himself with a magnifying glass, scal-
pel, tweezers, note-book, etc. The reference library, to which the
student has free access, contains the botanical works of Spalding,
Gray, Wood, Bessey, Strassburger and Hillhouse, Bennett and Mur-
ray, Goodale, McBride, etc.
THIRD YEAR.—Both Semesters. Chemistry (five courses)—Shep-
ard. The combination of the Laboratory and Text-book methods is
used. Each student has a separate table thoroly equipped with all
necessary apparatus and re-agents, for the care and use of which he
is held accountable. He is required to do at least three hours labor-
atory work a week, keeping a neat and accurate record of the work
done, the phenomena observed, and the conclusions arrived at.
Habits of neatness in manipulation, and economy in the use of mater-
ials constitute prominent factors in determining the value of his work.
While no attempt to do quantitative analysis is made, the kind and
amount of the work required is such as to give the student a clear
idea of the nature and accuracy of chemical re-actions.
First Semester. Physical Geography (English Course)—Hinman.
The text is supplemented by such practical work as keeping a record
during the entire semester of the readings of the thermometer, ba-
rometer, and hygrometer, together with the rainfall and state of the
weather. Observations are also made of the movements of the earth
on its axis and among the stars, also the location of the more promi-
nent constellations and planets with the appearances and movements
of the latter among the stars. The lantern is employed whenever its
use will make the work clearer and more attractive.
Second Semester. Geology (English Course)—Le Conte. In con-
nection with the text-book work, each student is required to prepare
a geological chart showing the rock structure, and the advent, prog-
ress and decline of vegetable and animal life, thru the different eras,
ages, and periods of the earth's crust. Field work constitutes an im-
16 YPSILANTI HIGH SCHOOL.
portant part of the student's work; it consists of observations of the
result of wind, water, and temperature on the relief of the surround-
ing country. Descriptive charts of the terraces of the Huron river
within the city limits, are required from each pupil; these are made
from data obtained by vertical and longitudinal measurements taken
by the class under the direction of the teacher, at the various street
intersections of the terraces. Students thus become familiar with the
use of the barometer in altitude measurements, and the means em-
ployed in actual map-making.
FOURTH YEAR.—Both Semesters. Physics (all courses)—Carhart
& Chute. From thirty to fifty selected experiments are required
from each student, at least seventy per cent of which shall be quanti-
tative. Each student keeps a note book which must contain a neat
and accurate record of the method employed, results obtained, con-
clusions reached, and a full discussion of the relation of the experi-
ment to established laws. All note-book work is done in the laboratory
at the time the experiment is made, and note-books are not to be
taken from the laboratory except by permission.
Note.--Students are required to . for or make good any piece
of apparatus that they may injure or break in any of the laboratories.
Second Semester.—Senior Review of Geography, ten weeks. The
Earth as a planet—shape, mathematical features, movements, inclina-
tion; demonstrations of the changes of seasons, the Zones and their
Boundaries, and the general theory of the winds; size of earth; pro-
portions of land and water, the natural divisions; Hemispheres, con-
tinents, grand divisions; principal Mountain Systems, River Systems
and Basins; political divisions; natural resources and productions;
the growth of communities, cities, and nations; commercial factors;
special study of North America, United States, Michigan.
Note.—A course in Tilden's Commercial Geography may be sub-
stituted for the above.
HISTORY,
FIRST YEAR.—Both Semesters. English History—Montgomery,
(required in four courses). a. The work of the first semester covers
the Prehistoric, Roman, Saxon, Norman, Plantagenet, Lancaster and
York, and Tudor periods; the second semester is given to the study
of the Stuart and Hanover periods. b. Essays on subjects relating to
the periods studied. Students have access to Greene's History of the
YPSILANTI HIGH SCHOOL. 17
English People and the larger histories, such as Knight's, Hume's,
Macaulay's, etc.
Note.—A twenty weeks' course in English History may be given
for the benefit of advanced students.
SEconD YEAR.—Both Semesters. General History—Myers, (re-
quired in all courses.) a. The work of the first semester is confined
to Ancient History, special attention being given to Greek and Roman
History; the second semester is given to the study of Medieval and
Modern History. b. Essays on subjects relating to periods studied.
Students have access to various histories and works on subjects of
Ancient, Medieval, and Modern History.
FourTH YEAR.—First Semester. United States History.—Mont-
gomery's Student's American. Special study of such topics as slavery,
nullification, territorial growth, etc. Literature relating to the topics
under consideration is available and receives much attention.
Second Semester.—Advanced Work in U. S. History. This work,
when given, is conducted on the seminary plan and consists of:
Assigned readings and investigations; reports on special topics; dis-
cussions and illustrations; preparation of a thesis. The work is
interchangeable with work on the same plan in Economics.
G|\J|GS,
FOURTH YEAR.—First Semester. Economics—Laughlin. The
subject is begun with a general view of the social organism and a
brief study of the development and growth of industrial society. The
following topics then receive attention: Fundamental industries;
natural agents; wealth—its production, distribution and consumption;
capital; profits, wages, interest, rent; exchange, value, money, credit,
banks; international trade, duties; monopolies; economic functions of
government, taxation; public expenditure, protection of society; in-
dividualism and socialism.
Second Semester.—Advanced Work in Economics. This work,
when given, is conducted on the seminary plan and consists of:
Assigned readings and investigations; reports on special topics; dis-
cussions and illustrations; preparation of a thesis. This work is
interchangeable with work on the same plan in U. S. History.
Second Semester.—Civil Government—Fiske. In addition to the
work of the text-book the subject includes the civil government of
18 YPSILANTI HIGH SCHOOL.
—ºr
Michigan. A portion of the time is spent in studying the State Man-
uals and the Legislative and Congressional records, and becoming
familiar with the work of the state and national governments.
LRT | N.
FIRST YEAR.—a. Collar & Daniell's First Latin Book. &. Easy
reading such as that contained in Collar's Gradatim.
The work of this year aims primarily at a thoro mastery of the
declension of Latin nouns and adjectives and of the conjugation of
verbs, together with such practice in reading as the advancement of
the student will permit. Easy reading lessons are introduced at the
close of the first sixteen weeks, and are gradually increased in
amount and difficulty until at the end of the year they constitute the
larger part of the work. Much practice in Latin pronunciation is
afforded.
SEconD YEAR.—a. D’Ooge's Viri Romae. b. Kelsey's Caesar;
two Books of the Gallic War. c. Allen & Greenough's or Harkness'
Latin Grammar.
During this year an attempt is made to develop in logical order
and to emphasize by sufficient repetition the elementary principles
of Latin Syntax. The lessons in Latin writing in Viri Romae are ad-
mirably adapted to this end, and this feature of the work receives a
large share of attention. Much drill upon forms and constructions is
introduced in connection with the reading of the text. The work in
Viri Romae occupies the first twenty-four weeks, the work in Caesar
the remainder of the year. The latter may consist of the first two
books of the Gallic War or an equivalent amount of selected material,
accompanied by studies in the geography of Gaul, the Roman art of
war, and the life and times of Caesar. The text affords excellent op-
portunity for practice upon all the essential principles of syntax, es-
pecially indirect discourse.
THIRD YEAR.—a. Kelsey's Cicero; four Orations against Cati-
line, Poet Archias, Manilian Law. b. Daniell's Latin Prose Compo-
sition. c. Peck's Ovid; fifteen hundred lines. d. Essays on sub-
jects connected with Roman history and antiquities.
The orations of Cicero are read primarily as Latin literature, and
attempt is made to give the student an intelligent appreciation of
their worth as the best examples of Roman oratory. To this end
some attention must be given to the essential facts of Roman history
YPSILANTI HIGH SCHOOL. 19
and government in Cicero's day. Topics for individual reading and
research are assigned, one to each student. These cover a wide range
of information bearing upon the history of the period, Roman life,
manners and customs, the life and writings of Cicero, etc. Each
student is given access to the best works of reference, which have to
do with his particular theme, and receives direction and assistance in
his reading. A carefully prepared essay is required as a summary of
the results of his work. In the meantime the study of the Latin lan-
guage is by no means neglected. A moderate amount of daily drill
upon forms and constructions is given, and at least twenty-five exer-
cises in the writing of connected Latin, based upon the portion of
Cicero read, are required in connection with the course. The last
twelve weeks of this year are given to the reading of selections from
the works of Ovid. Frequent reference is made during this time to
the best sources of information bearing upon Greek and Roman
mythology. Considerable attention is given to the subject of versifi-
cation, and sufficient practice afforded to give the pupil reasonable
ease and fluency in the metrical reading of the text.
FourTH YEAR.—a. Greenough & Kittredge's Virgil: six books
of the AEneid. b. Essays on kindred subjects, especially mythology,
and the literary features of the AEneid. c. Review of Latin grammar
and exercises in Latin composition.
The work of the Senior year is designed to enable the student to
appreciate and enjoy the beauties of the AEneid as a work of literary
art. To this end but little time is spent upon grammatical drill, but
much emphasis is placed upon the intelligent reading of the poem,
including its oral rendering; upon the life and writings of Virgil, and
his influence upon Latin poetry and upon the literature of the world.
As in the work of the Junior year, topics for collateral reading are
assigned, and the preparation of a dissertation required of each mem-
ber of the class. The work in Virgil is so planned that the last six
weeks of this year may be devoted to a systematic review of the prin-
ciples of Latin grammar. Exercises in Latin prose composition are
made the basis of this review.
GREEK,
FIRST YEAR.—(Junior). a. White's First Greek Book, b. Good-
win's Greek grammar. c. Kelsey's Xenophon's Anabasis; one Book.
The work in Greek follows the same general lines as the work in
Latin. During the first thirty weeks the student is mainly occupied
20 - YPSILANTI HIGH SCHOOL.
in drill upon the elementary forms and accent, and in the writing of
easy exercises in Greek composition. The reading of simple Greek
is begun at a very early stage and continued until the Anabasis is
commenced. The last ten weeks of this year are devoted to the read-
ing of the first Book of the Anabasis, with careful drill upon forms
and syntax.
SEconD YEAR.—(Senior). a. Two Books of Xenophon's Anaba-
sis. 5. Pearson's Greek Prose. c. Keep's Homer's Iliad; two
books. d. Essays on subjects connected with Greek History and
antiquities.
The reading of the Anabasis is continued, with at least forty les-
sons in Greek prose composition, in which the fundamental principles
of syntax find frequent illustration. The reading of the text is sup-
plemented by reference to the history of the period and by reading
upon topics connected with ancient Greek life and civilization. The
last sixteen weeks are given to the reading of selections from the
Iliad, with drill upon the peculiarities of the Homeric dialect, and
with such studies in the life and literature of the Homeric age as the
time allotted to the work will allow.
AVote.—A reference library containing a considerable number of
the most useful books for High School students of Latin and Greek is
placed in the class-room, and every facility afforded the pupils for its
use. The following works have been found particularly helpful:
Gayley–Classic Myths in English Literature.
Guerber—Myths of Greece and Rome.
Guhl and Koner—Life of the Greeks and Romans.
Preston and Dodge—Private Life of the Romans.
Mahaffy—Social Life in Greece.
Felton—Greece, Ancient and Modern.
Church–Roman Life in the Days of Cicero.
Shumway—A Day in Ancient Rome.
Lanciana—Ancient Rome.
Judson—Caesar's Army.
Gow—Companion to School Classics.
Collins—Ancient Classic Series: (a) Cicero and Pliny; (b) Virgil
and Horace; (c) The Iliad.
Cruttwell–History of Roman Literature.
Jebb—Introduction to Homer. -
Lawton—Art and Humanity in Homer.
Tunison—Master Virgil.
Clough—Plutarch's Lives.
Froude—Caesar.
Fowler—Julius Caesar.
Forsythe-Life of Cicero.
Trollope—Life of Cicero.
YPSILANTI HIGH SCHOOL. 21
Yonge—Stories from Roman History.
“ —Young Folks' History of Greece.
“ —Young Folks' History of Rome.
Ihne—Early Rome.
Merivale—History of Rome.
Mommsen—History of Rome.
Duruy—History of Rome.
Smith—History of Greece.
GERMAN,
FIRST YEAR.—(Junior). a. Joynes-Meissner's German Gram-
mar. b. Reading: H. A. Guerber's Märchen und Erzählungen, Part
I and Part II; Storm's Immensee. c. Conversation based on read-
ing. d. Memorizing selected German lyrics and prose quotations.
SEconD YEAR.—(Senior). a. Reading: Schiller's Der Neffe als
Onkel; Hillern's Höher als die Kirche; Jensen's Die Braune Erica;
Riehl's Der Fluch der Schönheit; Freytag's Die Journalisten; Baum-
bach's Der Schwiegersohn. b. German Literature. c. Composition.
d. Memorizing choice selections.
AVote.--During the second year the reading is not confined entire-
ly to the translating of German texts, but a careful consideration of
their literary merits is made. A study of the author is also made—
his style, and place in literature. The historical setting of the work
and consideration of the character depicted also form a part of the
work. Other selections than those named may be substituted.
FR ENG. H.
FIRST YEAR.—(Junior). a. Grammar: Whitney. b. Conversa-
tion: Dreyspring's Easy Lessons. c. Reading: Perrault's Contes
des Fées; Super's Reader; Halévy's L'Abbé Constantin.
SEconD YEAR.—(Senior). a. Reading: George Sand's La Mère
au Diable; Sandeau's Mademoiselle de la Sieglière; Rougemont's La
France; Feuillet's Le Roman d'un Jeune Homme Pauvre; Moliere's
L'Avare. &. French Literature. c. French Composition—materials
by Grandgent.
Note.—The course in French is given only when a sufficient num-
ber elect it to justify forming a class.
MUSIG,
Work in vocal music is available to students of all courses, when-
ever the adjustment of their other classes permits.
The course covers two departments of work.
I. THE HIGH SCHOOL CHOIR.—This course is arranged on the
supposition that the pupils have already had music in the grades, or
22 YPSILANTI HIGH SCHOOL.
have acquired the proficiency which such training gives. The work
is as follows: a. A thoro review of the tones of the tonic, dominant
and sub-dominant triads; spelling and pronouncing all triads of the
major scale. At the beginning of each lesson, attention is given to
voice culture, including breathing, voice placing, articulation and
pronunciation. Voices are tested by individual practice. b. The
music rendered consists of good standard hymns, simple anthems,
patriotic music, part songs, glees, etc., with occasional selections from
the musical classics. The numbers of the Coda Series, published by
Ginn & Co., are found useful in this work.
II. VoCAL MUSIC CLASS.—Natural Series, Reader No. 5, Part
II, and Chart G, twenty weeks. The work includes: a. The theory
of music, major, minor and chromatic scales, signatures, keys, time,
notation, technical terms; pupils are required to write key notes,
signatures, and scales; other written exercises at the discretion of the
teacher, as time permits; exercises of Reader and Chart studied and
applied; melodies, two, three and four part songs; oral and written
dictation exercises; practice of solfeggios to secure flexibility; drill
exercises daily on reading music. b. The order of the lesson is as
follows: I. Vocal drill. 2. Oral dictation. 3. General chart exer-
cise. 4. Special chart exercise on forms about to be read from the
book. 5. Sight reading. 6. Application of the lesson in songs. 7.
Written dictation.
DRR WING,
FIRST YEAR.—First Semester. Elementary Drawing. a. First
lessons are devoted to shading masses in different tones. These are
followed by: Drawing type solids in outline; simple perspective;
drawing type solids and shading in one tone; study of two degrees of
shade and cast shadow; drawing and shading simple objects—vases,
bowls, cup and saucer, etc.; arranging and drawing groups of two or
more objects; back-grounds; quick-time sketches of groups. b. Brief
study of Historic Ornament; Egyptian, Greek, and Roman Art and
Architecture.
Second Semester. Advanced Drawing. a. Arranging and draw-
ing groups of objects involving more difficult perspective. Special
attention to light, shade, and cast shadow. b. Nature study—flowers;
quick sketching from the pose; out door sketching... c. Design and
still life in water color.
YPSILANTI HIGH SCHOOL. 23
Algebra,
Algebra,
Arithmetic,
Arithmetic,
Book-keeping, .
Geometry, o
English Composition,
English Classics,
Grammar,
Rhetoric, . e
American Literature, .
English Literature,
English History,
General History,
United States History,
Civil Government,
Economics,
Botany,
Geology, tº º
Physical Geography,
Chemistry, §
Physics, ſº
German Grammar,
German Classics, .
French Grammar,
French Conversation,
French Reader,
French Classics,
First Latin Book,
Gradatim, .
Latin Grammar,
Latin Prose Composition,
Viri Romae,
Caesar,
Greek Grammar,
Xenophon's Anabasis,
Greek Prose Composition,
Homer's Iliad, te
TEXT BOOKS.
Taylor's Academic
Wentworth's Higher
Beman & Smith
Stoddard's Intellectual
Ellis—Elementary
Beman & Smith
Keeler
Riverside, English Classic Series; etc.
Reed & Kellogg
Scott & Denney
Painter
Painter
Montgomery
g & Myers
Montgomery—Students'
ſº Fiske
Laughlin
. Bergen
Le Conte
Hinman
Shepard
Carhart & Chute
Joynes-Meissner
Selections
Whitney
Dreyspring
Super
* Selections
Collar & Daniell
. º & Collar
Allen & Greenough; Harkness
º © § . Daniell
D'Ooge
Kelsey
Kelsey
tº tº * Peck
Greenough & Kittredge
ſº e White
Goodwin
Kelsey
Pearson
Keep
Jºnformational.
Jºudes and Jºyudations,
Sessions of the High School are regularly held on all week days
of the School year, except Saturdays and legal holidays. The school
hours are from 9:00 to 12:00 a.m. and from 1:30 to 4:00 p.m., and full
attendance is required during these hours unless excuses permitting
partial attendance are granted by the Superintendent or Principal.
Such excuses are subject to be cancelled at any time without previous
notice. -
Pupils are expected to enter upon some one of the regular courses
of study, and to pursue the prescribed subjects in regular order. In
cases of irregular classification resulting from deficient preparation
in antecedent subjects, or from failure to pass studies, the student's
work for the semester should, as far as the recitation program per-
mits, include the back studies in preference to advanced subjects.
The regular work in all courses is four studies a term for four
years. Occasionally a strong student may for a term, with the con-
sent of the Superintendent or Principal, take more than the regular
amount of work; but the practice is not encouraged. On the other
hand, it is occasionally found desirable for purposes of health and
Sound scholarship that pupils take but three studies, and thus occupy
more than four years in completing their course. No considerations
other than health and sound scholarship are allowed to govern the
amount of a pupil's work.
The Library and Reading Room are kept open during such hours
and under such restrictions and regulations as may be prescribed by
the Superintendent. Students are privileged to read the magazines
and other periodicals, and are encouraged to consult reference books,
and histories, and literary works, bearing on their regular school
subjects.
Regular attendance upon recitations and other exercises is re-
quired of all pupils. In cases of absence, reasonable excuses must be
.
ſae|
ſºſ，
| ||

YPSILANTI HIGH SCHOOL. 25
promptly presented in writing to the Principal and then to the class
teachers.
A system of monthly reports to parents or guardians, is main-
tained. These reports give the standing of students in scholarship
and deportment, and their attendance, and are regularly given to all
pupils. Pupils are required promptly to return the reports, duly
signed by parent or guardian. The standing of pupils in scholarship
is recorded by letters as follows: E stands for excellent, G for good,
M for medium or fair, which letters indicate passing work. The fol-
lowing indicate that work is unsatisfactory: C means conditioned, and
N that nothing worthy of record has been done.
Resident pupils are under the special control and direction of the
School in the matter of conduct, only while in attendance upon school
duties and in going to and from the School as students of the same.
Non-resident pupils are at all times responsible to the authority of
the School in whatever pertains to right habits, gentlemanly and lady-
like conduct, and the proper improvement of their time.
No societies, fraternities or organizations are allowed whose meet-
ings are not at all times open to the Superintendent, High School
teachers, and Board of Education. Evening meetings are held on
Fridays, between the hours of 7:00 and Io:OO.
Students are encouraged to take interest and participate in Ath-
letics; but meetings for practice must not trespass on school hours;
and meetings with other schools must not be arranged without the
consent of the Superintendent or Principal. No person not regularly
a member of the School and doing satisfactory work in three studies,
will be allowed to represent the School in any inter-school game or
COnteSt.
The Telephone is for use on school business only: no other calls
will be allowed or will receive attention, except in cases of emer-
gency.
Pupils are required to obey promptly all signals and directions
regarding movements and conduct, and to pass quietly and in an or-
derly manner to and from classes, chapel and other exercises. All
lines move by single file unless otherwise ordered.
On entering the building, pupils are required to pass at once to
their wardrobes, and thence to their session rooms, where they will
remain unless excused to leave by the teacher in charge.
26 YPSILANTI HIGH SCHOOL.
Pupils are not allowed in the building at any time except for
school purposes, and are prohibited from loitering about the halls,
basement, etc.
Pupils injuring or defacing the building or other school property,
must pay in full for all damages.
Pupils guilty of continued insubordination or disobedience will
not be tolerated in the school.
Any pupil whose general conduct is injurious, or whose influence
is bad, or who is guilty of dishonest work in recitation, examination,
or in laboratory practice, or who fails to do his school work or duties
thru negligence, is subject to warning, suspension, or expulsion.
The government and discipline of the High School aim at secur-
ing the greatest facility of work and management, and such develop-
ment of character in its pupils as shall make them self-governing men
and women. Pupils are urged to consider their relations to the School
and the community, and at all times to regulate their conduct towards
each other and towards their teachers by the general principles of
right and duty—having in mind always the effect of their acts upon
themselves, upon others, and upon the School.
2'ocal Žusic.
Pupils who can read music with some facility or have good voices,
have an opportunity for work in the High School Choir, which meets
at 8:45 a.m., to prepare music for chapel exercises and special occa-
sions. A class in Vocal Music is formed whenever a sufficient num-
ber desire it. Three semesters' work in the Choir or One in the Music
Class entitles a student to one semester's credit in any subject not in-
cluded in the requirements for admission to the University. Mem-
bership in the Choir will not be allowed nor will credits be given,
except on condition of punctual and regular attendance.
2rawing.
Drawing has come to be so necessary in pursuing other studies
that twenty weeks' elementary work in this subject is required of all
who have not had the work in the Grades before entering the High
School. A class in Advanced Drawing is formed whenever there is
sufficient demand for it. Credit is given for work in Drawing as in
other subjects.
YPSILANTI HIGH SCHOOL. 27
Jaedding,
Attention is given to Spelling in the written work of all subjects,
and especial stress is laid upon it in the classes in English.
The subject of Spelling Reform receives attention to the extent
of the following list of words adopted by the National Educational
Association in 1898:—Program, tho, altho, thoro, thorofare, thru, thru-
out, catalog, decalog, demagog, pedagog, instead of programme,
though, although, thorough, thoroughfare, through, throughout, cata-
logue, decalogue, demagogue, pedagogue.
Jºžamasseon to the ºz/; School,
Pupils who have completed the work of our own Grammar School
or other graded school of the same rank, are passed in regular course
to the High School.
Pupils from the district schools who hold diplomas certifying that
they have passed the eighth grade examinations on questions fur-
nished by the State Superintendent, are admitted to the first year
classes without examination.
Other candidates are admitted on examination covering the gen-
eral work of the eight grades.
AVote.--Students of sufficient age, maturity and intelligence who
have not been able to pursue and complete all the required studies,
may be admitted to the High School classes conditionally, and make
up what they lack either in preparatory classes or in the Grades.
Examination for admission to the High School will be given on
the Saturday and Monday preceding the opening of the School in
September.
Pupils coming from other high schools will be given credit for
work previously done, provided the school from which they come is
approved, and certificates properly signed by school officials are pre-
sented.
&penses.
Non-resident pupils are required to pay tuition for each semester
or half year, as follows:—
High School, per semester, gºs gºe - $8.00
Grades below the High School, per semester, - $5.00
Tuition is payable strictly in advance by the semester, and the
28 YPSILANTI HIGH SCHOOL.
Superintendent is authorized to exclude non-resident pupils from the
School until their tuition is paid.
Non-residents who own property within the limits of the district
will be credited on bills for tuition a sum equal to their school tax
for the current school year. Such non-residents sending their chil-
dren to the schools of this district will present their tax receipts to the
Superintendent and be credited with the amount of the school tax.
Pupils having only a temporary residence in the city and whose
parents may live here temporarily but pay no tax and have at the
same time a residence elsewhere, will be charged tuition.
Non-residents who desire board and rooms will find accommoda-
tions in families or in clubs. Table board may be had in families at
from $2.00 to $2.50 per week, and in clubs at from $1.75 to $2 per
week. Rooms may be had at from 50 cents to $1 per week. A list
of rooms and boarding places is kept in the office of the Superin-
tendent.
Additional information on any of the foregoing points, or on any
subject connected with the School, can be had by addressing the
Superintendent.
&nro//ment, /399-/900.
Abel, Gretta B.
Allen, Louise *
Armstrong, Emir A.
Arnot, Beatrice W.
Babcock, Ben
Baumstark, Lilly F.
Benedict, Mable E.
Bieske, Ida M. -
Brooks, Olive I.
Burghdoff, Blanche
Bussey, Eva J.
Cady, A. Roy -
Cain, Fred -
Cameron, Maud E.
Campbell, Jessie B.
Caul, Myrtie tº-
Clarke, Blanche K.
Cook, Sybil º
Corrazzi, Grace E.
Crippen, E. Grace
Densmore, Ruth
DePew, Inez L.
DeVoe, Louis L.
Eddy, Celestia E.
Edmunds, Arthur B.
*Emerson, James F.
Evans, Frank
Gardner, Robert C.
*Deceased.
FRESHMEN.
Ironwood.
Ypsilanti.
Salem.
Ypsilanti.
Superior.
Ypsilanti.
{ {
30
SCHOOL,
YPSIILANTI HIGH
Goss, Calista
Graves, Mildred E.
Haggit, Louise
Halladay, William J.
Hambleton, Gail M.
Hand, G. Leon -
Harrison, Henry Y.
Haynes, Bertha E.
Hellner, Celia L.
Hewitt, Edmund
Hinkle, Libbie I.
Horen, Leslie E.
Hunter, Clare S.
Jenks, Halsey D.
King, Charles S.
Knapp, Charles P.
Lamborn, Agnes B.
Lappeus, Lillian
Lawton, John
Lewis, Maude O.
Lewis, Jennie
Max, Fred -
McDermott, Bert
McKay, Neil *
Miller, Nellie R.
Morgan, James
Mulholland, Myrtie M.
Parmelee, Stella S.
Riggs, Gilbert
Schaefer, Stella G.
Schaeffer, Charles M.
Scott, Erman O.
Slayton, Ned
Smith, Roy W. -
Strang, William J.
Sweet, Clara E.
Trim, Lulu -
Tuttle, Marcus G.
Voorheis, Jennie M.
Wadsworth, Frances
Warner, Anna F.
Ypsilanti.
4 &
Exeter.
Ypsilanti.
Ypsilanti Tp.
Ypsilanti.
{ {
South Lyon.
Ypsilanti.
{ {
Superior.
Ypsilanti.
Dixboro.
Ypsilanti.
Belleville.
Ypsilanti.
Ypsilanti Tp.
Ypsilanti.
Superior.
Ypsilanti.
Ypsilanti Tp.
Ypsilanti.
Whitford Center.
Ypsilanti.
YPSILANTI HIGH SCHOOL.
31
Waters, Guy F.
Winters, Emeline L.
Wortley, Ellen -
Batwell, G. Kathrine
Becker, Kate E.
Begole, Emma E.
Brooks, Burr
Burke, George J.
Burke, A. Leo
Cady, Myrtie A.
Caplin, W. Louis
Chesnutt, Rowena H.
Clapp, James E. -
Clarke, Ethel M.
Clarke, Laura A.
Combs, Idah
Cordary, N. James
Cordary, Agnes C.
Coryell, Edna
Cox, Mable L
Densmore, Jessie
Densmore, Bessie
Densmore, Don
Ellis, Ruth A.
Enders, Velera B.
Farrington, Lucy
Ferguson, Stella L.
Fletcher, Rachel V.
Flower, Mary B.
Foote, Frederic L.
Forman, Fannie M.
Gass, Clyde
Geer, Florence A.
Gibbons, Agnes
Harmon, Mary M.
Hoag, Maud -
Horner, Milton
SOPHOMORES.
Ypsilanti.
{{
Ypsilanti.
Bridgewater.
Ypsilanti.
Henrietta,
Ypsilanti.
& 4
{ %
York.
Ypsilanti.
Dixboro.
Ypsilanti.
Southfield.
Ypsilanti.
Cherryhill.
32 YPSILANTI HIGH SCHOOL.
Howard, Benj. F. - - - - Willis.
Hoyt, M. Lucile - - * - - Ypsilanti.
Hubbell, Bessie S. . - - - & 4
Hutchinson, Retta L. - * - * 6 (
Hyzer, Will C. - - -* - { {
Jewell, Roy G. - - * - - ( ſ.
Johnson, Sylvester H. - - - & 4
Kersey, Herman E. - - - - & 4
King, Charlotte M. - - - - & 4
Kneip, Fred E. - - - - * ( &
Kuster, Clara V. - - & - - & 4
Lang, Helen - - - - ~s ( ſ.
Lownsbury, Mabel C. - - - ( &
McCarthy, Anna - - - - ( &
McDermott, May K. - - - - («
McGregor, Alice B. - * - * & 4
McGregor, Hugh M. - - - & I
McNicol, Helen C. - * - -* ( &
Maybee, Lettie A. - - - - & &
Meier, Elsa J. - - - - - Whittaker.
Meier, George A. - -> - - ( &
Miller, Emma A. - - - Ypsilanti.
Miller, Margaret E. - - - - ū &
Monfort, Rowena - - - - Mendon.
Moore, Nettie - - * - -- Ypsilanti.
Newell, Florence E. • - - * £g
Ostrander, Eugene L. a- - - {{
Pattison, Grace M. - - - -- ( &
Price, Theodore, - - - - & 4
Prince, Mina g- - - - - & 4
Prince, Rose - - - - - ( ſ.
Renton, Janette R. - - - - ( &
Rice, Edward E. - - - - {{
Rice, Agnes A. - - s - - * {
Rose, L. May - - - - & 4
Ryan, Will A. sº - * - - & 4
Shipman, Florence B. * - - & 4
Smith, Harry C. - - * - - ſ &
Stoup, Hazel D. - - - - 4 &
Stuck, Harrison L. - * - ºm 4 4.
Thumm, Mary C. - - - • ( &
YPSILANTI HIGH SCHOOL.
33
Twist, Clayton H. - - -
Twist, Ernest S. - - -
Voorhees, Lottie A. - - -
Voorheis, Maud E. - - * -
Woodbury, Flora E. - -
Zwergel, Eva M. *
JUNIORS.
Abel, Arthur Alger - -
Alban, Stella - - - -
Arbaugh, Mary E. - - * -
Arnot, Owen G. - - - - -
Austin, Oscar L.
Baumstark, Charles A.
Bice, John M.
Boyce, Minnie G. - -
Burkheiser, Anna M. - *
Bussey, Cora B. - - - -
Campbell, Anne H. - -
Carpenter, Lulu - -
Cole, F. Amy 4- -
Conkling, Charles E. - -
Dake, Milton L. -
Daschner, Marguerite H. - - •
DeCew, Ross K. -
Evans, Mamie - *-
Forsythe, Fitch D. - - -
Geer, C. Elvira - *-
George, Ralph W.
German, Carrie B. -
Goodspeed, Richard C.
Green, Mervin - -
Guerin, Edith *
Harper, Herbert H.
Harper, Audrid - -
Harwood, Delia J. wº- -
Hayes, Carrie M.
Holmes, Anna B. -- - - *
Howard, Bessie - - º
Superior.
Manchester.
Ypsilanti Tp.
Ypsilanti.
& 4
& 4
Ironwood.
Ypsilanti Tp.
Annapolis, Ohio.
Ypsilanti.
Belleville.
Ypsilanti.
§ {
Augusta.
Ypsilanti.
Nevada, Mo.
Milford.
Ypsilanti.
Dixboro.
Ypsilanti.
Pittsfield.
Ypsilanti.
& 4
34
YPSILANTH HIGH SCHOOL,
Johnson, Bernard L.
Koeder, Lydia D.
Lau, Anna M. -
Lawrence, James E.
Lawrence, Grace E.
LeFurge, Alice M.
McFetridge, Estella
* *
McPherson, C. Bruce - wº
Maybee, Blanche Forsythe -
Miller, Raymond E.
Morgan, Clara
Parsons, Raymond V.
Pray, Mary A.
Read, Marian M.
Saxton, Bessie
Shaw, Lena A.
Sherman, Will S.
Simons, Anna C.
Smith, Nellie E.
Twist, Pearl
Vorce, Clara -
Wortley, Harriet K. -
Youngs, Louise A.
Amsden, Georgia C. -
Arnold, J. Roy
Arnot, Mabel -
Bailey, Oma *
Barlow, Edna M.
SENIORS.
Bartram. Lema McQ. - gº - º
Beardsley, L. May
Bishop, John W.
Brems, Edna M.
Brooks, G. David
Cady, Blanche M.
Cawley, Susie L.
Coates, Ida -
Collins, Olive M.
Ypsilanti.
& ſº
Wood's Corners.
Ypsilanti.
& 4
Salem.
Superior.
Ypsilanti Tp.
Ypsilanti.
Ypsilanti Tp.
Ypsilanti.
{{
£ 4
Quinnemont, W.Va.
Rawsonville.
Wayne.
Ypsilanti.
Whittaker.
Ypsilanti.
& 4
Morenci.
Ypsilanti.
& 4
YPSILANTI HIGH SCHOOL, 35
Comstock, I. Grace - * - - Ypsilanti.
Cookingham, Edward H. - - - & 4
Evans, John E. - * - - * {
Everett, Fred G. - - - - & 4
Faust, Anna S. * - - - * & 4
Forsythe, Lewis L. - - - - { {
Fraser, James L. - - - - & 4
Gary, Ralph L. - - - - - Brooklyn.
Goodspeed, George B. - * - Ypsilanti.
Goodspeed, Herschel L. - - - { {
Graves, Fred A. - - * - & ſº
Grawn, Hildegarde M. - - - - -
Hinkle, Grace L. - * - *
Hinkle, Elva L.
Johnson, Norman S. - * * - 4 &
Joslyn, Kate B. - - - - wº- { {
Joslyn, Fannie B. - * * - 4 ſ
Kneip, Walter F. - - - - & 4
McKay, Jean - º - - * ( &
Ostrander, Foster T. - - - - { {
Pester, Sarah E. - - - Ypsilanti Tp.
Reinhart, Mary H. - - * - Ypsilanti.
Rexford, Walton K. - - * {{
Richmond, Albert E. - - - - * {
Mt. Pleasant.
Ypsilanti.
Robbe, Edith C.
Rohn, Theodore C.
Shaw, Myrtle M.
Spencer, Harold F.
Watling, John W.
Willcoxson, Floyd
Zeigen, Fred H.
Richel, Charles A.
Strang, Claribel
POST-GRADUATES.
French Landing.
Brighton.
Ypsilanti.
Saginaw.
Alpena.
Ypsilanti-
YPSILANTI HIGH SCHOOL.
SUMMARY.
First Year, - * * - 72
Second Year, - gº * - 8I
Junior Class, - gº - wº 54
Senior Class, * * * - 45
Post Graduate, * - --- 2
Total, * gº sº - 254
Young Men, - <- - IOO
Young Women, - es tº - I 54
PROFESSOR JOSEPH ESTABROOK.

lº-3
• Y30.
H 3

CATALOG.
YPSILANTI
HIGH SCHOOL
ACADEMIC YEAR
1900 - 1901
PRESENT HIGH SCHOOL BUILDING.

CATALOG.
OF THE
OJEFICERS, TEACETERS, AND STUDENTS
OF THE
YE”SILANTIELIGH SCHOOL
FOR THE
SCIHOOL YEAR L9 OO-19. Ol.
COURSES OF STUDY,
REGULATIONS, INFORMATION, ETC.
YPSILANTI, MICH.
PUBLISHED BY THE BOARD OF EDUCATION.
JUNE, I90I.
MEMBERS. Term Expires.
W. H. Sweet, wº sº- es sº º *- - Igoi.
MRs. JENNIE B. KINNE, 3- *- sº sº- gº I90I.
E. D. HOLMES, - sº- *- sº sº * - IQ02.
D. L. DAVIS, - *& tº- * *s sº *- I902.
D. C. GRIFFEN, - - -- sº sº & - IQ03.
D. C. BATCHELDER, - * sº sº *I º I903.
Board of Gducatiott.
Officers.
W. H. SWEET, PRESIDENT.
E. D. HOLMES, SECRETARY.
D. C. GRIFFEN, TREASURER.
Standing Øommittees.
TEACHERS–Batchelder, Holmes, Kinne.
HEATING AND FUEL–Griffen, Davis, Sweet.
CLAIMS AND Accounts—Griffen, Batchelder, Davis.
BUILDINGS AND GROUNDS—Batchelder, Davis, Griffen.
TExT BOOKS-Holmes, Kinne, Griffen.
SUPPLIES-Davis, Griffen, Sweet.
LIBRARY-Kinne, Holmes, Davis.
COURSES OF STUDY—Holmes, Kinne, Batchelder.
ENTERTAINMENT—Batchelder, Kinne, Sweet.
Figh School (Zalcmdar.
1901.
Sunday Evening, June 16,-Baccalaureate Address.
Thursday, 8:00 p.m., June 20,-Senior Class-Day Exercises.
Friday, 7:30 p.m., June 21,–School closes. Graduating Exercises.
Friday, 9:00 p.m., June 21,–Alumni Banquet and Reunion.
* *
Tuesday, Sept. 3,-School opens.
Friday Evening, Dec. 20,-Holiday vacation begins.
1902.
Monday Morning, Jan. 6,-School resumes.
Friday Evening, Jan. 31,-First Semester closes.
Monday Morning, Feb. 3,-Second Semester begins.
Saturday, Feb. 22,-Washington's Birthday.
Thursday Evening, 8:00 o'clock, Feb. 27,-Junior Exhibition, First
Section.
Friday Evening, 8:00 o'clock, Feb. 28, -Junior Exhibition, Second
Section.
Friday Evening, March 28,-Spring vacation begins.
Monday Morning, April 7,-School resumes.
Friday, May 30,-Memorial Day.
Sunday Evening, June 15,-Baccalaureate Address.
Thursday, 8:00 p.m., June 19,-Senior Class-Day Exercises.
Friday, 7:30 p.m., June 20,-School closes. Graduating Exercises.
Friday, 9:00 p.m., June 20,-Alumni Banquet and Reunion.
Tuesday, Sept. 2,-School opens.
Friday Evening, Dec. 19,-Holiday vacation begins.
Figh School faculty.
1900-1901.
AUSTIN GEORGE, A. M., M. PD., - f º Superintendent.
Reviews and Economics.
WM. B. ARBAUGH, A. B., - - º * Principal.
Latin and Greek.
LILLY LINDQUIST, A. B., º - * Preceptress.
German, French, and Civics.
DEFORREST ROSS, *- - * *- Sciences.
ORPHA. E. WORDEN, - * - - Mathematics.
MATHILDA BOWER, - - A- - English.
EMILIE COMSTOCK, - - - - History and Latin.
JESSIE M. KELLY, A. B., - - Science and Mathematics.
HARPER C. MAYBEE, º - es Vocal Music.
MARGARET E. GILBERT, - * asº Drawing.
MILDRED S, SMITH, - * - gas - Librarian.
janitor, - ** - E. L. ERITY.
|
FIRST HIGH SCHOOL BUILDING. (OLD SEM.INARY.)

Ypsilanti Figh School.
THE YPSILANTI HIGH SCHOOL for fifty-two years has stood in this
community and before the state as a worthy exponent of academic
education. During all these years not only the young men and wom-
en of Ypsilanti and vicinity, but also students from other parts of the
state and from other states, have here received the scholastic training
needed for intelligent citizenship, or have prepared for college within
its walls.
The number graduated during the last six years, 1895 to 1900 in-
clusive, is 148. The extent to which this School is a college prepara-
tory school is indicated by the fact that Ios of these 148 graduates en-
tered upon advanced studies. Of the Class of 1900,—Io entered the
University, I4 the State Normal College, 4 the Business College, and
4 have done post-graduate work in the High School.
Inasmuch as the High School succeeded the old Ypsilanti Semi-
nary by the purchase of the building and grounds, it was for several
years commonly called the Seminary, and the name is still occasion-
ally used. On the opposite page is a picture of the old Seminary
after it had been changed into the High School, and facing page 24 is
a cut of the High School as it was from 1857 to 1877, while the frontis-
piece shows the present building.
The Ypsilanti High School will enter upon its fifty-third year in
September, IQoI, better prepared for its work than in any previous
period of its history. Its equipment, courses of study, regulations,
etc., are briefly outlined in the following pages.
Lºcation, etc.
Ypsilanti is a beautiful and healthy city of 7,500 inhabitants, and
is pleasantly situated on the terraced banks of the Huron river. It
is a city of schools, churches, and cultured homes.
Ypsilanti is easily accessible: being thirty miles west of Detroit
on the main line of the M. C. R. R., at the junction of the Ypsilanti
branch of the Lake Shore which extends southwest to Hillsdale;
6 YPSIIANTI HIGH SCHOOL,
while two electric lines give half-hour service to Detroit and Ann
Arbor, and service every hour and a half to Saline.
The city was named in 1825 from General Demetrius Ypsilanti,
a prominent patriot and leader in the Greek war for independence
then being carried on.
Building.
The present building is of modern construction with steam heat-
ing apparatus and an approved system of ventilation. It is lighted
by gas and electricity; and is provided with telephone, electric bells,
bicycle rooms, city water, and sewer connections.
Laboratories.
The Chemical Laboratory is arranged for sections of twenty-four
pupils to work at individual tables. These tables are each supplied
with gas, water, and all the necessary re-agents and apparatus for the
best work. Few colleges are better equipped for efficient work in
this subject.
The Physical Laboratory has an excellent equipment, including
a dark room, for illustrating the important laws of physics and for
individual work. New apparatus is supplied from time to time, or
made by the students, as their progress may demand.
The Zoological and Botanical Laboratory has accommodations
for twenty-four pupils at one time. Its equipment includes an aqua-
rium, tanks, developing dishes, greenhouse, germinating boxes, soils,
plant food, chemical re-agents, compound microscopes, etc.
In Physiology there is a good outfit for practical work, including
charts, manikins, skeleton, etc.
To aid and illustrate the work in History, Geography, Geology,
and Botany there are wall maps, charts, terrestrial and slated globes,
a camera, collections of photographs, and a first class stereopticon
with microscopic attachment.
Eiðrăry.
Over four thousand volumes are now in the School Library.
There are over one thousand volumes on history and biography,
several hundred for the literature department, and good collections
for the classical, scientific, and geography departments. Additions
YPSILANTI HIGH SCHOOL. 7
are being made of from three hundred to five hundred volumes per
year. Current magazines and periodicals are kept on file.
The Library is classified under fourteen heads, and is arranged
in cases as follows: Economics, Politics, Law, etc.; Education; Psy-
chology, Metaphysics, Religion, etc.; Philology, etc.; General Litera-
ture; Poetry; Fiction; Science; Geography and Travel; American and
English History; Modern History; Ancient History; Biography;
Reference Books.
A card catalog of authors, titles and topics greatly facilitates
the use of the Library.
Last January, the Alumni of the School established an Alumni
Department, and many valuable books are being added to the Library
by contributions from this source. This is a most commendable move-
ment, and shows a gratifying interest in the School on the part of
the Alumni. It is hoped that all the Alumni will at no distant date be
represented on the Library shelves.
JIdmission to the university of illichigan.
The High School offers seven definite courses of study. Students
who have completed all of the required work in any one of the first
six courses are admitted to the Colleges of this state and to the Univer-
sity of Michigan without examination, and those whose ability and faith-
fulness will warrant are especially recommended to the University,
if they desire to enter that institution. The seventh course is offered
to those who, without reference to the requirements of the Univer-
sity, desire a purely English course.
Jīdmission to the illichigan State normal (Zollege.
Graduates from any of the above courses are admitted to the High
School Graduate Courses of the State Normal College on their
diplomas.
Øulture 20tlist.
Students who do not desire to prepare for the University or Nor-
mal College, but who desire to acquire the culture that comes from a
course of High School training, may select four full years' work from
the studies offered, and on completion of this amount of work will be
graduated in the Culture Course and be given a diploma. The
studies must be selected on consultation with the Superintendent or
Principal.
8 GOURSES OF STUDY.

Classical. Latin, Scientific.
Latin. Latin. Latin.
FIRST | English. English. English.
SEMESTER | Algebra. Algebra. Algebra.
Drawing. 3| Drawing. 3| Drawing. 3
1st
YEAR #. h Latin. Latin. h
nglish. English. English.
s: Algebra. Algebra. Algebra.
Adv. Drawing. 3 Adv. Drawing. 3| Adv. Drawing. 3
Zoology. Zoology. Zoology.
Latin. Latin. Latin.
FIRST GeneralHistory. GeneralHistory. General History.
SEMESTER | Arithmetic. Arithmetic. Arithmetic.
2nd Rhetoric. Rhetoric. Rhetoric.
YEAR Latin. Latin. Latin.
SECOND GeneralHistory. General History. GeneralHistory.
SEMESTER | Botany. Botany. Botany.
Am. Literature. I Am. Literature. I Am. Literature.
e - Chemistry.
Latin. Latin. º
FIRST | Greek. gºr French.|*.*.*.
SEMESTER Geometry. Geometry. Geometry e
Literature. 4 Literature. 4 Literature 4
3rd English. I| English. * English. I
YEAR -
e - Chemistry.
Latin. Latin. Latin, German,
SECOND | Greek. Ger, or French. | “...ºr.i.
SEMESTER Geometry. Geometry. Geometry e
Literature. 4| Literature. 4 iterature 4
English. I| English. * English º I
tº º U. S. History.
Latin. 4| Latin. 4 º
FIRST Greek. Ger. or French. tºº an.
SEMESTER Physics. Physics. Physics &
Adv. Algebra. Adv. Algebra. Å. Älgebra
4th English. I} English. *| English. I
YEAR Civics
Latin. Latin. &
SECOND gº; É. or French. #: r., or Fr.
ysics. hysics. º: e
SEMESTER Reviews. 4| Reviews. 4 Rºgº.
English. I English. I English y. :
.NotE.—Students preparing for the Engineering or Medical Departments of the
University, may take Trigonometry instead of Reviews. Adv. Drawing is optional.
COURSES OF STUDY. 9

English-Latin. English-German. English-French. English.
English History. EnglishHistory. EnglishHistory. EnglishHistory.
English. English. English. English.
Algebra. Algebra. Algebra. Algebra.
Drawing. 3| Drawing. 3| Drawing. 3: Drawing. 3
English History. EnglishHistory. EnglishHistory. EnglishHistory.
English. English. English. English.
Algebra. Algebra. Algebra. Algebra.
Adv. Drawing. 3) Adv. Drawing. 3) Adv. Drawing. 3) Adv. Drawing. 3
Zoology. Zoology. Zoology. Zoology.
Physiology. Physiology. Physiology. Physiology.
General History. General History. GeneralHistory. General History.
Arithmetic. Arithmetic. Arithmetic. Arithmetic.
Rhetoric. Rhetoric. Rhetoric. Rhetoric.
Book-keeping. Book-keeping. Book-keeping. Book-keeping.
General History. General History. General History. General History.
Botany. Botany. Botany. Botany.
Am. Literature.
Am. Literature.
Am. Literature.
Am. Literature.
Chemistry. Chemistry. Chemistry. Chemistry.
Latin I. German. French. Phys'l Geog.
Geometry. Geometry. Geometry. Geometry.
Literature. 4| Literature. 4. Literature. 4| Literature. 4
English. I| English. I| English. I| English. I
Chemistry. Chemistry. Chemistry. Chemistry.
Latin II. German. French. Geology.
Geometry. Geometry. Geometry. Geometry.
Literature. 4| Literature. 4. Literature. 4| Literature. 4.
English. I| English. I| English. I| English. I
U. S. History. U. S. History. U. S. History. U. S. History.
Latin III. German. French. Economics.
Physics. Physics. Physics. Physics.
Adv. Algebra. Adv. Algebra. Adv. Algebra. Adv. Algebra.
English. I| English. I| English. I| English. I
Civics. Civics. Civics. §ist
Latin IV. German. French. Ec 1story or
Physics. Physics. Physics. Ph ºmics.
Reviews. 4 Reviews. 4 Reviews. 4 Rºs 4
English. I| English. I| English. *| En glish. I

NotE.—The figure, followin
a subject indicates the number of recitations per
week: where no figure is given, five is understood. For Course in Music see page 12.
10 YPSILANTI HIGH SCHOOL.
Requirements for JIdmission to the limiversity of illichigan.
After the close of the college year 1900-1901, the requirements
for admission to the Department of Literature, Science, and the
Arts, are as follows:
Fifteen Units of work are required. A Unit means one subject
pursued for not less than four periods a week throughout a school
year. The following subjects must be presented by all candidates.
English, 3 Units. .*
Mathematics (Algebra and Geometry), 3 Units.
Physics, I Unit.
In addition to these required subjects eight Units must be pre-
sented selected from the following list. These eight Units must in-
clude two Units of either Latin, French, or German. The annexed
figures indicate the number of Units which may be offered in each
subject.
Greek, 2.
Latin, 2 or 4.
French, 2 or 4.
German, 2 or 4.
English Literature, I.
History, I, 2, or 3.
Chemistry, I.
Botany, I.
Zoology, I.
Biology, (half a year each of Botany and of
Zoology) I.
Physiography, I.
Since Biology is made up of Botany and of Zoology, it may not
be counted by candidates who count either or both of those subjects.
The Engineering and Medical Departments require half a year
of Trigonometry.
Tabular View of the Courses of Study in the Ypsilanti High School, showing their adjustment to the
new Requirements for Admission to the University of Michigan.
FO UETH YEAIR.
1st Semester.
2nd Semester.
English. 5| English. 5| English. 5| English. 5| English. 1. English. I English. Il English. I
Group I. Algebra. 5| Algebra. 5 g g ějºy. 5 Geometry. 5| Algebra. 5 g
A Physics. 5| Physics. .. 5
History. 5. History. 5| History. , 5| History. 5 - Hist.&Civics 5. Hist.&Civics 5
fºy 5 fºy 5. Latin. 5| Latin. 5| Latin. 5. Latin. 5| Latin. 4| Latin. S
Greek. 5| Greek. 5| Greek. 5| Greek. 5
Group II. German. 5| German. 5| German. 4| German. 5
French. 5|| French. 5|| French. 4| French. 5
Literature. 4| Literature. 4 Trigonometry4
Zoology. 5 Botany. 5| Chemistry. 5| Chemistry. 5
Phys. Geog. 5 Geology. 5
Growp III. Drawing. 3| Drawing. 3 usic. g 5| Music. p *: Economics. 5 Reviews. 4
JFIRST YEAIE.
SIEGONIO YEALIE.
TEIIRID Z.E.A.R.
1st Semester.
2nd Semester.
1st Semester.
2nd Semester.
1st Semester.
2nd Semester.
#. 5 Book-k”
ysiology. 5 ook-k’ping 5
Group I. shows the seven Units of work uniformly required of all candidates.
Group II. shows the work from which the eight additional Units required must be selected.
Group III. shows the subjects not included in the University requirements for admission.

12 YPSILANTI HIGH SCHOOL.
Ihtisic.
Work in vocal music is available to students in all courses, when-
ever the adjustment of their other classes permits. -
The course covers two departments of work:
I. THE HIGH SCHOOL CHOIR.—Pupils who can read music with
some facility or have good voices, have an opportunity for work in the
High School Choir, which meets at 8:45 a.m., to prepare music for
chapel exercises and special occasions.
This course is arranged on the supposition that the pupils have
already had music in the grades, or have acquired the proficiency
which such training gives. The course is as follows: a. A thoro re-
view of the tones of the tonic, dominant and sub-dominant triads;
spelling and pronouncing all triads of the major scale. At the begin-
ning of each lesson, attention is given to voice culture, including
breathing, voice placing, articulation and pronunciation. Voices are
tested by individual practice. b. The music rendered consists of
good standard hymns and anthems, patriotic music, part songs, glees,
etc., with occasional selections from the musical classics. The num-
bers of the Coda Series, published by Ginn & Co., are found useful in
this work.
II. VOCAL MUSIC CLAss.-Natural Series, Reader No. 5, Part
II, and chart G, twenty weeks. The work includes: a. The theory
of music, major, minor and chromatic scales, signatures, keys, time,
notation, technical terms; pupils are required to write key notes, sig-
natures, and scales; other written exercises at the discretion of the
teacher, as time permits; exercises of Reader and Chart studied and
applied; melodies, two, three and four part songs; oral and written
dictation exercises; practice of solfeggios to secure flexibility; drill
exercises daily on reading music. b. The order of the lesson is as
follows: I. Vocal drill. 2. Oral dictation. 3. General chart ex-
ercise. 4. Special chart exercise on forms about to be read from the
book. 5. Sight reading. 6. Application of the lesson in songs. 7.
Written dictation. *
A class in Vocal Music is formed whenever a sufficient number
desire it.
Three semesters' work in the Choir or one in the Music Class
entitles a student to one semester's credit in any subject not included
in the requirements for admission to the University. Membership in
the Choir will not be allowed nor will credits be given, except on con-
dition of punctual and regular attendance.
YPSILANTI HIGH SCHOOL. 18
Drawing.
Drawing has come to be so necessary in pursuing other studies
that twenty weeks' elementary work in this subject is required of all
who have not had the work in the Grades before entering the High
School. A class in Advanced Drawing is formed whenever there is
sufficient demand for it. Credit is given for work in Drawing as in
other subjects, but it is not counted in making up the number of Units
required for entrance to the University. The course is as follows:
FIRST YEAR.—First Semester. Elementary Drawing. a. First
lessons are devoted to shading masses in different tones. These are
followed by: Drawing type solids in outline; simple perspective;
drawing type solids and shading in one tone; study of two degrees of
shade and cast shadow; drawing and shading simple objects--vases,
bowls, cup and saucer, etc.; arranging and drawing groups of two or
more objects; back-grounds; quick-time sketches of groups. b. Brief
study of Historic Ornament; Egyptian, Greek, and Roman Art and
Architecture.
Second Semester. Advanced Drawing. a. Arranging and draw-
ing groups of objects involving more difficult perspective. Special
attention to light, shade, and cast shadow. b. Nature study—flowers;
quick sketching from the pose; outdoor sketching, c. Design and
still life in water color.
Spelling.
Attention is given to Spelling in the written work of all subjects,
and especial stress is laid upon it in the classes in English.
14
YPSILANTI HIGH SCHOOL.
Algebra, &= tº-3
Algebra, gº -
Arithmetic,
Arithmetic, - wº
Trigonometry, <-
Book-keeping,
Geometry, -
English Composition,
English Classics,
Grammar, -
Rhetoric, - -
American Literature,
English Literature,
English History,
General History, es
United States History,
Civil Government, *
Economics, *
Botany, - gº
Geology, ass rº-
Physical Geography, -
Zoology, - gº
Chemistry, * *
Physics, e- e-
German Grammar, *
German Classics, -
French Grammar,
French Conversation,
French Reader, gº
French Classics,
First Latin Book,
Gradatim, º *
Latin Grammar, s
Latin Prose Composition,
Viri Romaº and Caesar, -
Cicero, º gº
Ovid, º
Virgil, * sº
First Greek Book, -
Greek Grammar, -
Xenophon's Anabasis, -
Greek Prose Composition,
Homer's Iliad *- *
Cºxt BOORS.
gºs *- -- - White's School
gº age Wentworth's Higher
sº- - Beman & Smith
Stoddard's Intellectual
tº- - Lyman & Goddard
* Ellis—Elementary
º * Beman & Smith
Keeler
Riverside, Lake, English Classic Series, etc.
º & Reed & Kellogg
tº- Scott & Denney
Painter
Painter
Larned
wº s * Myers
Montgomery—Students'
--> tº *- sº Fiske
Laughlin
Bergen
tº Le Conte
Hinman
Lessons
&= Shepard
sº - Carhart & Chute
• sº sº Joynes-Meissner
tº- $º -> - Selections
* wº sº Whitney
Dreyspring
Super
Selections
tº Collar & Daniell
Collar
Needham—Elementary
Allen & Greenough; Harkness; Bennett
Daniell
Daniell
Kelsey
Greenough, D'Ooge &
- . Kelsey
tºº sº * Greenough & Kittredge
White
sº *- #º sº Goodwin
º <-> * - - Kelsey
Pearson
º sº tº-3 º * - Keep
Tiiformational.
Rule; and Régulations.
1. Sessions of the High School are regularly held on all week days
of the school year, except Saturdays and legal holidays. The school
hours are from 9:00 to 12:00 a.m. and from I:30 to 4:00 p.m., and full
attendance is required during these hours unless excuses permitting
partial attendance are granted by the Superintendent or Principal.
Such excuses are subject to be cancelled at any time without previous
notice.
2. Regular attendance upon recitations and other exercises is re-
quired of all pupils. In cases of absence, reasonable excuses must
be promptly presented in writing to the Principal and then to the class
teachers.
3. Pupils are expected to enter upon some regular course of study,
and to pursue the prescribed subjects in regular order. In cases of
irregular classification resulting from deficient preparation in anteced-
ent subjects, or from failure to pass studies, the student's work for the
semester should, as far as the recitation program permits, include the
back studies in preference to advanced subjects.
4. The regular work in all courses is four studies a term for four
years. Occasionally a strong student may for a term, with the con-
sent of the Superintendent or Principal, take more than the regular
amount of work; but the practice is not encouraged. On the other
hand, it is occasionally found desirable for purposes of health and
sound scholarship that pupils take but three studies, and thus occupy
more than four years in completing their course. No considerations
other than health and sound scholarship are allowed to govern the
amount of a pupil's work. \ -
I6 YPSILANTI HIGH SCHOOL.
5. A pupil who has taken up a study may not drop it except on
consultation with the Superintendent or Principal, who will if they so
desire require a conference with the parents.
6. A system of monthly reports to parents or guardians, is main-
tained. These reports give the standing of students in scholarship
and deportment, and their attendance, and are regularly given to all
pupils. Pupils are required promptly to return the reports, duly sign-
ed by parent or guardian. The standing of pupils in scholarship is
recorded by letters as follows: E stands for excellent, G for good,
M for medium or fair, which letters indicate passing work. The fol-
lowing indicate that work is unsatisfactory: C means conditioned, and
N that nothing worthy of record has been done.
7. The Library and Reading Room are kept open during such hours
and under such restrictions and regulations as may be prescribed by
the Superintendent. Students are privileged to read the magazines
and other periodicals, and encouraged to consult reference books,
and histories, and literary works, bearing on their regular school
subjects.
8. The Telephone is for use on school business only: no other calls
will be allowed or will receive attention, except in cases of emergency.
9. No student society or organization will be recognized by the
School, which does not place itself under the authority and control
of the School; and whose meetings are not at all times open to the
Superintendent, High School teachers, and Board of Education.
Evening meetings are held on Fridays, between the hours of 7:oo
and Io:OO. ~
Io. Students are encouraged to take interest and participate in Ath-
letics; but meetings for practice must not trespass on school hours;
and meetings with other schools must not be arranged without the
consent of the Superintendent or Principal. No person not regu-
larly a member of the School and doing satisfactory work in three
studies, will be allowed to represent the School in any inter-school
game or contest.
II. Pupils are required to obey promptly all signals and directions
regarding movements and conduct, and to pass quietly and in an ord-
YPSILANTI HIGH SCHOOL. 17
erly manner to and from classes, chapel and other exercises. All
lines move by single file unless otherwise ordered.
12. On entering the building, pupils are required to pass at once to
their wardrobes, and thence to their session rooms, where they will re-
main unless excused to leave by the teacher in charge.
13. Pupils are not allowed in the building at any time except for
school purposes, and are prohibited from loitering about the halls,
basement, etc.
14. Pupils injuring or defacing the building or other school property,
must pay in full for all damages.
15. Pupils guilty of continued insubordination or disobedience will
not be tolerated in the school.
16. Resident pupils are under the special control and direction of the
School in the matter of conduct, only while in attendance upon school
duties and in going to and from the School as students of the same.
Non-resident pupils are at all times responsible to the authority of
the School in whatever pertains to right habits, gentlemanly and lady-
like conduct, and the proper improvement of their time.
17. Any pupil whose general conduct is injurious, or whose influence
is bad, in the community or in the School; or who is guilty of dis-
honest work in recitation, examination, or in laboratory practice; or
who fails to do his school work or duties thru negligence; is subject
to warning, suspension, or expulsion.
18. In general: The government and discipline of the High School
aim at securing the greatest facility of work and management, and
such development of character in its pupils as shall make them self-
governing men and women. Pupils are urged to consider their rela-
tions to the School and community, and at all times to regulate their
conduct towards each other and towards their teachers by the general
principles of right and duty—having in mind always the effect of
their acts upon themselves, upon others, and upon the School.
18 YPSILANTI HIGH SCHOOL.
JIdmission to the Bigh School.
Pupils who have completed the work of our own Grammar School
or other graded school of the same rank, are passed in regular course
to the High School.
Pupils from the district schools who hold diplomas certifying that
they have passed the eighth grade examinations on questions fur-
nished by the State Superintendent, are admitted to the first year
classes without examination.
Other candidates are admitted on examination covering the gen-
eral work of the eighth grade.
Note.—Students of sufficient age, maturity and intelligence who
have not been able to pursue and complete all the required studies,
may be admitted to the High School classes conditionally, and make
up what they lack either in preparatory classes or in the Grades.
Examination for admission to the High School will be given on
the first Monday in September.
Pupils coming from other high schools will be given credit for
work previously done, provided the school from which they come is
approved, and certificates properly signed by school officials are pre-
sented. -
6xpetišč.
Non-resident pupils are required to pay tuition for each semester
or half year, as follows:–
High School, per semester, {- gº gº $8.00
Grades below the High School, per semester, - $5.00
Tuition is payable strictly in advance by the semester, and the
Superintendent is instructed to exclude non-resident pupils from the
School until their tuition is paid. No tuition money will be paid back
after a student has entered upon class work.
Non-residents who own property within the limits of the district
will be credited on bills for tuition a sum equal to their school tax for
the current school year. Such non-residents sending their children
to the schools of this district will present their tax receipts to the
Superintendent and be credited with the amount of the school tax.
YPSILANTI HIGH SCHOOL, 19
All pupils are non-residents whose parents or legal guardians
do not have a legal residence in this School District.
A student cannot gain or lose a residence while living in a place
to attend school.
Non-residents who desire board and rooms will find accommoda-
tions in families or in clubs. Table board may be had in families at
$2.00 to $2.50 per week, and in clubs at from $1.75 to $2 per week.
Rooms may be had at from 50 cents to $1 per week. A list of rooms
and boarding places is kept in the office of the Superintendent.
Additional information on any of the foregoing points, or on any
subject connected with the School, can be had by addressing the
Superintendent.
Gilrolliheitt, 1900-1901.
Allen, B. Fay * >
Arnot, Una N. gº
Arnot, Cora E. -
Babbitt, Jean M.
Barlow, Mildred B.
Barr, Nina V. tº
Bassett, Iba S. -
Bradley, Elvin F. -
Braley, W. Nathaniel
Breining, Harry D.
Brichetto, Louis J.
Brown, Lucile J. tº
Burbank, Benjamin R.
Burke, Evelyn M. -
Burt, Lynden B. -
Carpenter, Fannie E.
Caul, Myrtie M.
Chapin, Wells C. -
Childs, Emma L.
Church, Grace M. -
Clarke, I. Marie
Coates, Anna L. º
Congdon, Clair P.
Cook, I. Milton º
Cox, Margaret C.
Crist, Joseph W. º
Crist, George W.
Crittenden, Fannie -
Cross, Robert J.
DaFoe, Mabel G. -
Davis, Maude C.
Dean, Lulu A. sº
ºfrés)mett.
Ypsilanti.
& &
Superior Tp.
Ypsilanti.
Plainfield.
Willis.
Ypsilanti.
&&.
Ypsilanti Tp.
Ypsilanti.
&{
& 8
YPSILANTI HIGH SCHOOL. 21
Doane, Ethel A. * - - sº Salem.
Dolby, Myrtie - * sº - Ypsilanti Tp.
Fletcher, William A. - - - º Ypsilanti.
Freeman, Mary B. - - sº - Ypsilanti Tp.
Fryer, M. Walker * - a- º Ypsilanti.
George, A. Marian - - * -
Gibson, George * - - s
Guerin, Charles A. - - s' - 4 &
Hagle, J. Frank - - - •º Flynn Centre.
Halladay, Nella - - * - Ypsilanti.
Halladay, Marta - - - * tº a
Hawkins, Frances M. - -- - {&
Holmes, Emma E. - - - *- & ©
Hubbard, J. Ethel - - ºa - - & &
Kelly, Clyde R. * - - •º. & &
Kilian, Louis R. - - * - & 4
Knight, Carrie - º - - - Pittsfield Junction.
Kniseley, Clarence H. * * - Ypsilanti.
LeFurge, I. Clinton *- - - º Superior Tp.
Lewis, George E. - - * * Cherryhill.
McGregor, M. Burwell - - - Ypsilanti.
Max, Cora E. - - * - &
Neir, Harry W. - º --> - *- & ſº
Oberst, Ambersine G. - º - & ſ
Olds, Nina S. <- *s - - - & &
O'Reilly, Alice E. - sº * * Clinton.
Palmer, Florance º - - - Superior.
Peet, Max M. - - * - Iosco.
Peet, Gertrude A. * - - a- & g
Peters, Jenette M. - * * - Ypsilanti.
Pew, Reah E. - º - - wº & 6
Rexford, Blanche H. - =- - & &
Rice, Mike H. - -: - - - & &
Robison, Allyn J. - - & *- { {
Robtoy, Nina M. - - - º- { {
Roehm, Cora E. - - *- - & &
Ross, R. LaVern * - - * {{
Ryan, John E. - - * * {{
Schaffer, Wm. H. *- - - * 4 &
Scott, Flossy V. - - º * & 4
Smith, Frank C. * - - º & &
22 YPSILANTI
HIGH SCHOOL,
Strang, Myrtle E. - -
Sullivan, Mary F. - º-
Sweet, Elizabeth F. -
Travis, Claribel - -
Twiggs, Robert E.
Twist, M. DeF.tte - *
Vorce, Helen L. * -
Vorce, M. Edna - -
Wadsworth, Frances E.
Wallace, Louis S. -
Walls, J. Alfred -
Waterman, Leone R. - *
Wilkinson, Roy L. - -
Witmire, Frederick T. -
Worden, Vera B. tº- -
$ophomorºs.
Abel, Gretta B. - - -
Allen, Louise - -
Arnot, Beatrice - - *
Baumstark, Lilly F. -
Burke, George J. - -
Bush, Myrtie M. - -
Bussey, Eva J. - - *
Cady, Roy - - -
Cahalan, Catherine -
Cain, Fred - - -
Cameron, Maud E. -
Campbell, Jessie B. -
Cook, Sybil * - -*
Corrazzi, Grace E. - *
Coryell, Edna - - *
Crippen, E. Grace -
Crittenden, Florence P. *
Dean, Susie O. -
Densmore, Ruth *
DePew, Inez L. - -
DeVoe, Louis L. - -
Eddy, Celestia E. -
Evans, Frank - - *
Superior, Tp.
Ypsilanti.
f{
* ,
* {
1 :
Van Buren Tp.
Ypsilanti Tp.
Whiteford.
Ypsilanti.
East Dayton.
Ypsilanti.
* {
4 &
Ypsilanti.
( &
Dixboro.
Ypsilanti.
Hubbardston.
Ypsilanti.
( &
Superior Tp.
Ypsilanti Tp.
Ypsilanti.
YPSILANTI HIGH SCHOOL.
Fifield, Pearl L.
Gardner, Robert C.
Goss, H. Calista
Graves, Mildred E.
Harrison, Henry Y.
Haynes, Bertha E.
Hinkle, Libbie I.
Hoag, Maud
Horen, Leslie E.
Jenks, Halsey D.
Jewell, Roy G.
King, Charles S.
Knapp, Charles P.
Lappeus, Lillian
Lemley, Olive
Lewis, Maude O.
Lewis, Jeanette
McKay, Neil
Miller, Nellie R
Morgan, James
Mulholland, Myrtie M. - *
Mundwiler, Haidee E. - - - sº
Parmelee, Stella S.
Potter, James V.
Schaefer, Stella G.
Scott, Erman O.
Smith, Susie R.
Strang, William J.
Sweet, Clara E.
Temple, Abbie G.
Trim, Ilulu -
Tuttle, Marcus G.
Voorheis, Jennie M.
Warner, Anna F.
Wilson, Theodora J.
Winters, Emeline L.
Woodard, Mabel
Wortley, Ellen
tº
Rawsonville.
Ypsilanti.
§ {
Seattle, Wash.
Superior Tp.
Ypsilanti.
Dixboro.
Ypsilanti.
Willis.
Ypsilanti.
Denton.
Superior Tp.
Ypsilanti.
Hersey.
Ypsilanti.
Ypsilanti Tp.
Ypsilanti.
{{
( &
Durand.
Ypsilanti.
YPSILANTI HIGH SCHOOL,
Bice, John M.
Bussey, Cora B.
Caplin, W. Louis
Chesnutt, Rowena H.
Clarke, Ethel M.
Clarke, Laura A.
Combs, Idah
Conkling, Charles E.
Cordary, N. James
Cordary, Agnes C.
. Cox, Mabel L.
Davis, Clinton C.
Densmore, Jessie
Densmore, Bessie
Earle, Minnie L.
Enders, Velera B.
Falconer, Archer E.
Farrington, Lucy
Ferguson, Stella L.
Fletcher, Rachel V.
Fletcher, Nina M.
Foote, Frederic L.
Forman, Fannie M.
Forsythe, Fitch D.
Gass, Clyde -
Geer, Florence A.
George, Ralph W.
German, Carrie B.
Gibbons, Agnes
Goler, Mary A. -
Gorton, Aaron T.
Haddrill, Bessie A.
Harmon, Mary M.
Hayes, Carrie M.
Horner, Milton
Howard, Benjamin F.
Hoyt, M. Lucile
Hubbell, Bessie S.
Hutchinson, Retta L.
Juttiors.
Ypsilanti.
- { {
gº
Henrietta.
Ypsilanti.
York Tp.
Nevada, Mo.
Ypsilanti.
& 4
Milford.
Ypsilanti.
Marysville, Wash.
Ypsilanti.
& &
Ann Arbor.
Ypsilanti.
Dixboro.
Ypsilanti.
& 4
& 4
Englishville.
Stockbridge.
Ypsilanti.
Southfield.
Ypsilanti.
Cherryhill.
Ypsilanti.
SECOND HIGII SCI IOOL BUILDING.

YPSILANTI HIGH SCHOOL.
Hyzer, Will C. - sº * * *-* - Ypsilanti.
Kersey, Herman E. s º gºe & 4
King, Charlotte M. tº- * gº * 46
Kneip, Frederic E. - gº sº º $6
Kuster, Clara V. - * gºs t- iſ {
Lang, Helen º * &m - & &
Lawrence, J. Edward - wº- ſº gº & 6
Lownsbury, Mabel C. - & tº-s & 8
McCarthy, Anna - &= º tº- & ſº
McGregor, Alice B. º sº tº- £ 6
McNicol, Helen C. - * - º § {
Macklem, N. Raymond * º 4-8 Marlette.
Maybee, Lettie A. * sº *º - Ypsilanti.
Meier, George A. - * sº * Whittaker.
Miller, Emma A. &- tº sº tº- Ypsilanti.
Monfort, Rowena - sº * tº- Mendon.
Moore, Nettie - gº - --- * Ypsilanti.
Newell, Florence E. tº * * * {
Ostrander, Eugene L. - * º * { {
Pattison, Grace M. - sº * º § {
Renton, Janette R. <--> &= & $º {{
Rice, Agnes A. * * * *- {{
Rice, Lucy wº- gº º -- * § {
Riggs, Elmer D. - * wº tº Frenchlanding.
Smith, Berenice * * * - Ypsilanti.
Smith, Harry C. wº t- * tº & £
Stoup, Hazel D. - º sº * * 6 &
Stuck, Harrison L. - * * gº {{
Twist, Pearl tºº *- * - * Superior Tp.
Voorhees, Lottie A. - º-º. * * Ypsilanti Tp.
Wiard, Helen - tº, wº * Q- {{ {&
Woodbury, Flora E. tº º & Ypsilanti.
Wortley, Harriett K. - wº * * tº £
SettiOf$.
Abel, A. Alger * &= * sº Ypsilanti.
Boyce, Minnie G. sº * wº * 4 &
Burkheiser, Anna M. * * * { {
Campbell, Anna H. *s ** wº - Augusta Tp.
Cole, F. Amy tº * - * Ypsilanti.
26 YPSILANTI HIGH SCHOOL.
Crego, Cora E. - sº *º sº wº Napoleon.
DeCew, Ross K. tº- s sº º Chicago, Ill.
Emerick, Bessie M. -- * * - Ypsilanti.
Evans, Mamie sº * * º & 4
Gage, Helen L. B. - - * sº Green Oak.
Geer, C. Elvira º - *g * Dixboro.
Green, Mervin - - - - - Ypsilanti.
Guerin, Edith M. * * * e- & 4
Harper, Herbert H. * * * * {{
Harper, Audrid º wº * 4 &
|Holmes, Anna B. - * *
Johnson, Bernard L. * * sº
Koeder, Lydia D. sº - sº sº Saline.
Lau, Anna M. * * sº sº Ypsilanti.
LeFurge, Alice M. sº - sº sº- ( &
McFetridge, Estella *- * º 6 &
McKay, Jean rº *- º * * 6 &
Miller, Raymond E. - * º 6&
Morgan, Clara - - gº & - { {
Nims, Claire L. - *g º * Lexington.
Nims, Mary E. - * & sº wº 6&
Parsons, Raymond V. s * * Ypsilanti.
Rohn, Theodore C. & as - sº Brighton.
Read, Marian M. wº - sº tºº Ypsilanti.
Saxton, Bessie - ~ sº tºº sº 66
Shaw, Lena A. s * *- * & 8
Sherman, Will S. sº * sº wº- & &
Simons, Annie C. * * sº ( &
Smith, Nellie E. -- sº * * Salem.
Vorce, Clara - & sº sº wº Ypsilanti Tp.
Witherspoon, Cathryne - tº- º - Ypsilanti.
P05t-Øraduates.
Buell, Roy J. - tº ag sº es Union City.
Cookingham, Edward H. sº sº iº Chicago.
& &
Johnson, Norman S. - sº wº *
Ross, Lucile * - *- * º sº Ypsilanti.
YPSILANTI HIGH SCHOOL.
$ummary.
First Year, - *- º - 88
Second Year, º tº- * > - 61
Third Year, - sº s * 72
Fourth Year, * sº º - 36
Post-Graduate, sº º *> 4
261
Young Men. tº- º * - 89
Young Women, - tº - 172
DWIN F. UHL graduated from the Ypsilanti High School in
1858, and from the University of Michigan in 1862. He was
admitted to the Bar in 1864.
Mr. Uhl's career was useful and eminent. He practiced law in
Ypsilanti, was a member of the School Board, and Prosecuting At-
torney of Washtenaw County. In 1876, he removed to Grand Rap-
ids, where he attained much distinction in his profession. He was
made President of the First National Bank, and was twice Mayor
of the city. During President Cleveland's second administration,
he held the position of Assistant Secretary of State and then of
Ambassador to Germany. In point of official distinction he ranks
highest of our Alumni.
Mr. Uhl died in Grand Rapids May 17, 1901, and was buried
in Highland Cemetery, Ypsilanti, May 21.
HON, EDWIN, F, UHL, Class of '5S,

YPSILANTI HIGH SCHOOL
Commemoration Exercises
CELEBRATING THE
Close of the Nineteenth Century
HIGH SCHOOL HALL
Thursday Evening, Dec. 20, 1900
At 8 o'clock

INSTRUCTORS
AUSTIN GEORGE, A. M., M. PC. - Superintendent
Reviews and Economics
WM. B. ARBAUGH. A. B. - - - - Principal
t Latin and Greek
LILLY LIND QUIST, A. B. - * - Preceptress
Civics, German and French
DE FORREST ROSS - - - - - Sciences
ORDHA E. WORDEN - - - - Mathen latics
MATHILDA BOWER - - - - - English
EM | LIE COMSTOCK - - - - History and Latin
JESSIE M KELLY, A. B. - - Science and Mathematics
HARDER C MAYBEE - - * - Vocal Music
MARCARET E. G|LBERT - - - - Drawing
MILD RED S. SMITH - - - - - Librarian
BOARD OF EDUCATION
W. H. SWEET, President D. C. BATCHELDER
E. D. HOLMES, Secretary JENNIE B. KINNE
D. C. GRIFFEN, Treasurer D. L. DAVIS
PROGRAM . . .
Music—Old Hundred
Prayer—Rev. James A. Brown
Music—Sanctus
The Nineteenth Century * gº Anne Campbell
Preparation for the Twentieth Century gº Aaron T. Gorton
Advancement of the United States among Nations
Bernard L. Johnson
Educational Progress during the Century
Albert Leonard, Ph. D.,
President Michigan Normal School System
Music—Ypsilanti High School Song—The Red and Green
Progress in Human freedom * Principal W. B. Arbaugh
Literary Masterpieces of this Century tº- Florence E. Newell
The “Fin de Siècle” Young Woman e- Frederic E. Kneip
Progress in Religion - * Rev. Fr. Frank Kennedy
Music—Old Friends and Old Times tºº * Thomas
Historic Men of the Nineteenth Century * Fitch D. Forsythe
The “Fin de Siècle” Young Man * Ethel M. Clarke
The Religious Outlook * Rev. Chas. T. Allen, D. D.
Music—Psalm 100—Anthem * $ºr A/adazz
Original Psalm — Hebrew Words, King David, B. C., 1000
English words—King James' Bible, A. D., 1610
Rhyming Version—Isaac Watts, A. D., 1719
Watts's Hymn, Altered By John Wesley, A. D. 1741
The Music is furnished by the High School Choir of fifty voices
under the direction of Harper C. Maybee.
Accompanists:
Henry W. Samson—'Cello
Abba Owen—First Violin
Maraduita Wallin—Second Violin
Estella McFetridge—Piano
~j-
A PIONEER SCHOOL HOUSE A. D., 1800

YDSILANT HIGH SCHOOL, A. D., 1900

4- &"
763 sex tº 7.
, Y&Q
A/7

ANNUAL REFORT
OF THE
$5uperintenbent of Dublic 5thools
OF
YPS I LANTI, NM ICH IGAN
FOR THE
SC HOOL YEAR 19 O 8 - 19 OS

7%a "Z *
4 - e - 11 * -
Report of Superintendent of Schools
To the Board of Education, District 12, 1909, is submitted in accordance
No. 4, City and Township of Ypsi- with the usual custom:
lanti: - - Statistical.
The following report of the schools Table No. 1 showing total enroll-
of the district for the year ending July ment, cost of Schools, etc.
Pouplation of city and district (estimated) . . . . . . . . . . . . . . . . . . . . . . . . . 8,000
Number of children in the district between 5 and 20 years. . . . . . . . . . 1,612
Number of different children enrolled in the Schools . . . . . . . . . . . . . . 1,021
Value of school property. . . . . . e e º e º 'º e º 'º e º e e s tº e s a e º 'º e º e º 'º e º e º is e $70,000.00
Bonded indebtedness of district. . . . . . . . . . . . . . • * * * * * * * * * * * * * * * * 3,000.00
Cost of superintendence and instruction . . . . . . . . . . . . . . . . . . . . . . . 20,625.00
Current expenses . . . . . . . tº e º ºs º º ſº tº º º & G tº e º e º 'º e º 'º E & e º 'º e º ſº º & © & C & . . . 6,524.00
Total cost of schools . . . . . tº e º 'º e º e º ºs e e º º tº e º º º 'º e º 'º e º 'º º ſº º 'º - † e º º ºs º & 27,149.00
Average number belonging. . . . . . . . . . . . . . . . . . tº gº tº e º º ºs º ºs e º sº º º Aº ‘º º 860
Cost per capita based on average number belonging . . . . . . . . . . . . . . 31.80
Table No. 2 showing enrollment and attedance by departments, teach-
ers employed, etc. - t
H. S. Gram. Prim. Total.
Different pupils enrolled. . . . . . tº t e º O & tº e º 'º e º ºs e º e º 'º 245 340 436 1,021
Belonging at end of year . . . . . © e º & © tº e º 'º º e º e º e º e . 216 276 354 846
Average number belonging . . . . . . . . . . . . . . . . . . . . . 224 293 343 860
Average daily attendance. . . . . . . . . . . . . . . . . . . . . . . . 216 279 323 818
Per cent. Of attendance . . . . . . . . . . . . . . . . . . . . . . . . . . 96 95 94 95
Number of pupils whose attendance was perfect... 17 14 12 43
Number of pupils who were not tardy. . . . . . . . . . . . 79 207 209 495
TNumber of pupils neither absent nor tardy . . . . . . . 12 13 10 35
Number of regular teachers employed: men . . . . . . . 2% 0 0 2%
Women .... 6 8%. 12% 27
Special teachers employed . . . . . . . . . . . . . . . . . . . . . . %. 1% 1 3
Librarian . . . . . . • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * tº º º tº dº º 1.
Superintendent . . . . . . . . . . . . . e is © & © & & © e º u e e s ºr e. e. e º ºs e s ∈ tº º º e ‘º º 1
Average number of pupils belonging to each regular
teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 34 30
Number graduated . . . . . & G & º º tº ºr º e º tº ſº º tº e º º ºs º ºs e º 'º º 49 41 86 * ii &
Table No. 3 showing enrollment by
grades.
Boys. Girls. Total.
First . . . . . . . . . . . . . ... 74 77 151
Second . . . . . . . . . . . . . 53 38 91
Third . . . . . © & © e º 'º º º . . 60 55 115
Fourth . . . . . . . . . . . . . . 56 56 112
Fifth . . . . . . . . . . . . . . 51 50 101
Sixth . . . . . . . . . . . . . . 46 46 92
Seventh . . . . . . . . . . . . 41 43 84
Eighth . . . . . . . . . . . . . 36 38 74
Ninth . . . . . . . . . . . . . . 42 54 96
Tenth . . . . . . . . . . . . .27 32 59
Eleventh . . .
TWelfth © tº º 'º tº ºi º º º ºs º º º 22 27 49
Special . . . . . . . . . . . . 1 2 3
Total . . . . . . . . . . . 529 534 1,064
Transfers . . . . . . . . . . . . . . . . . . . . . . . .43
.* 1,021
Table No. 4 showing enrollment and attendance by buildings, visits by
Special teachers and superintendent.
|
* Central. Woodruff. Prospect. Adams.
Different pupils enrolled. . . . . . . . . . . . . . . 640 254 113 57
Daily average belonging . . . . . . . . . . . . . . 523 212 82.6 41.6
Daily average attendance . . . . . . . . . . . . . 497 198 78.4 38.8
Per cent. Of attendance . . . . . . . . . . . . . . . . 95 93.4 94.9 93.2
Number of pupils with perfect attend-
ance record . . . . . . . . . . . . . . . . . . . . . . 27 10 1. 4
Number of pupils not tardy. . . . . . . . . . . . 298 108 54 35
Number of pupils neither absent nor tardy 21 10 1. 4
Number of cases of tardiness . . . . . . . . 705 356 73 72
Visits by supervisor of drawing . . . . . . . . 170 116 65 37
Visits by Supervisor of music. . . . . . . . . . 404 260 137 68
Visits by Superintendent . . . . . . . . . . . . . 276 201 94 47
Table No. 5 showing total enrollment by departments, withdrawals, and
number belonging at end of year.
Total
Left by Left by Left to Ill Other Bel. at
Enroll. Trans. Remov. Work. Health. Reas. End
High School © & © & © e º º e º e º ſº e º O & O
Grammar grades . . . . . . . . . . . . . e
Primary grades . . . . . . . . . . . . . tº
245
351
Totals tº ſº tº º & © º ºs º º tº ſº º º
0 5 13 4 7 216
11 20 20 11 13 276
32 49 2 16 15 354
-j tºmº tºmmº smºº tºº
43 74 35 31 *35 846
*This number includes all those who
were absent because of temporary ill
health and for other unknown reasons
on the day school closed.
Roll of Honor.
The following is a list of the names
of those whose attendance has been
perfect. It includes the names of
those, as well, who, while not belong-
ing the entire year, were not absent
while belonging.
Central Building.
High School.
Herbert Lathers,
Ruth Maulbetsch,
Anna O’Brien,
Mildred Pahl,
Karl Reinhart,
Helen Richmond,
Cyril Seckinger,
Ruth Camp,
Janet Curts
Marjorie Doty,
Corwin Drake,
Caroline Hubbard
Clara Huston
Ralph Huston,
Charles Lamb Marie Seeger.
Grades
Grace Quinn,
Luttia. Robbins,
Lynn Schaffer,
Forrest Tefft,
Fred Wolter,
Philip Boyce,
Howard Curts,
Alvin Maulbetsch,
John Post,
Clarence Preston,
George PrestOn,
Woodruff School
Minnie Bortz, Donald ROe,
Helen Heath, Edna Schmid,
Nelson Horn, Foster Thumm,
Harry Hubbard, Edna Weinkauf,
Ruth Max, Frieda Weinkauf,
- Prospect School
Lawrence Thomas
Adams School
Florence Brooks, Heien PrestOn,
Georgia Carter Macy Woods.
Viola Freeman,
Table No. 6 showing enrollment in
different subjects in the course of
Study.
(No figures have been compiled for
the subjects in the elementary
grades. What may be termed the
fundamental subjects—Reading, Spell-
ing, Language and Grammar, Arithme-
tic, and Penmanship—Physiology and
Hygiene, Drawing, and Music are tak-
en by all pupils of the first eight
grades. In addition, Geography and
History are taught in grades three to
eight, and Nature Study in the first
four grades.)
*English I . . . . . . . . . . . . . . . . . . . . . . 76
English II. . . . . . . . . . ge tº e º 'º - tº º tº e º º . 56
English III. . . . . . . . . . . . . . . . . . . . . . . 58
English IV. . . . . . . . . . . . . . . . . . . . . . . 21
Algebra I. . . . . . . . . . . . . . . . . . . . . . . . 82
Algebra II . . . . . . . . . . . . . . . . . . . . . . . 50
Algebra IV. . . . . . . . . . . . . . . . . . . . . . . 19
Ancient History . . . . . . . . . . . . . . . . . 82
Modern History . . . . . . . . . . . . . . . . . 26
American History . . . . . . . . . . . . . . . . 42
Civics . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Latin I. . . . . . . . . . . . . . . . . . . . . . . . . . 53
Latin II. (Caesar) . . . . . . . . . . . . . . . 44
Latin III. (Cicero) . . . . . . . . . . . . . . . 5
Latin IV. (Virgil) . . . . . . . . & Cº tº e º ºs . 9
Physiology . . . . . . . tº ſº e º e º ſº º 'º º ſº tº & ... 10
Elementary Drawing . . . . . . . . . . . . . 10
Mechanical Drawing . . . . . . . . . . . . . 16
Music . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Manual Training . . . . . . . . . . . . . . . . . 16
Cooking . . . . . . . . . . . . . . . . . . . . . . . . 26
Sewing . . . . . . . . . . . . . . . . . . . . . . . . . 18
Arithmetic . . . . . tº º & © tº e º 'º . . . . . . . . . 38
German I. . . . . . . . . . . . . . . . . . . . . . . 47
German II. . . . . . . . . . . . . . . . . . . . . . . 81
German III. . . . . . . . . . . . . . . . . . . . . . 8
Zoology . . . . . . . . . . . . . . . . . . . . . . . . 16
Botany . . . . . . . . . . . . . . . . . . . . . . . . . 16
Physical Geography . . . . . . . . . . . . . . 26
Geology . . . . . . . .
Bookkeeping . . . . . . . . . . . . . . . . . . . . 12
Plane Geometry . . . . . . . . . . . . . . . . . 66
Solid Geometry . . . . . . . . . . . . . . . . . . 37
French . . . . . . . . . . . . . . . . . . . . . . . . . 12
Chemistry . . . . . . . . . . . . . . . . . . . . . . 83
Physics . . . . . . . . . . . . . . . . . . . . . . . 51
ECOnomics . . . . . . . . . . . . . . . . . . . . . 8
Trigonometry . . . . . . tº e º 'º e º ſº tº . . . . . 12
*The Roman numeral after certain
Subjects indicates the year of Study.
For example, English II means the
Work pursued during the Second
year; so, German III. is third year
German.
General Statement Concerning the
Schools and the Work of the
Year.
On the whole, the year has been One
Of constructive, progressive Work in
all lines. As far as possible, the mis-
takes of previous years, both in man-
agement and in methods of teaching,
have been avoided. I have not observ-
ed in other years so much interest in
the professional aspect of their work
as many of our teachers have shown
during the year just closed. This at-
titude is commendable, for all Will
agree that the time-serving teacher—
the teacher Who is in the profession
mainly from force of circumstances—
stands in a pitiable light When her
Work is contrasted With that of the
teacher Who is striving to make pro-
gress and Who is Continually taking
into account the responsibilities of
the place she occupies and the oppor-
tunities and possibilities her Work af-
fordS. - -
In order to promote the professional
interest referred to, a series of teach-
ers’ meetings was planned at the
opening of the year with a View to
making use of noteworthy articles in
educational journals and articles treat-
ing educational topics in other jour-
nais. Each of the high School teach-
ers reported on two Such articles in
the Course of the year, and teachers
in the grades reviewed and discussed
before the other teachers one articie
each. Besides the good resulting di-
rectly from the reading and discus-
sion of articles of the character refer-
red to, teachers made the acquaint-
ance, through their Writings, of Some
of the prominent educational leaders,
and became familiar With some of the
best educational periodicals. Our
teachers now have access to the fol-
lowing periodicals in the Pubiic
School Library:
Educational Review, Education, Ele-
mentary School Teacher, School Re-
view, Journal of Education, Western
Journal of Education, Educational
Foundations, Psychological Clinic.
Several events of more than pass-
ing interest in the life of the School
took place during the year. Chief
among these was the celebration of
the Lincoln Centenary. A month be-
fore the twelfth of February, the Work
of properly celebrating the birth of
Lincoln was begun. In the lower
grades, the work in language and read-
1ng centered around the life and char-
acter of Lincoln. Beginning With One
seventh grade and continuing through
the eighth grade and the first two
years of the high School, all pupils
read in class Moore's Life of Lincoln
as a part of the Work in English. On
the twelfth of February there were
given in each school special programs.
In the high school the program Was
participated in by three members
from each of the two upper classes
and two from each of the two lower
Classes, each class choosing its own
representatives. The children of the
grades in the Central building made
Souvenirs as a part of their handwork,
from the sale of which, funds were
raised for the purchase of a picture
Of Lincoln for the Chapel.
Two literary societies, the Philo-
mathian among the girls and the Lin-
coln among the boys, were organized
in the high school. These held meet-
ings regularly and accomplished much
real good. ' The latter Society held
a preliminary debate at Which a de-
bating team was selected which con-
tested successfully with a team rep-
resenting another high school. On the
evening on May 14 the two societies
gave a successful joint program to
Which the general public was invited.
Brief mention, at least, should be
made of the extension of the Work in
manual training and domestic science
and art. As may be seen in the table
Of enrollment in the different Sub-
jects of study, there have been high
School classes in these subjects. The
increased interest in sewing followed
naturally the installing of equip-
ment in the Kinne house. At the be-
ginning of the year suitable tables for
Sewing Were put in, also three sewing
machines Were installed. The high
School classes received instruction not
Only in plain and ornamental hand
Sewing, but in pattern drafting, simple
garment making, and machine sewing
besides. Work of this kind, together
With the practical work done in do-
mestic science, has such vital connec-
tion not only with the lives of the pu-
pils themselves, but with the life
of the community, as well, that it
needs no justification. Owing to the
somewhat limited size of the room, the
classes had to be Small, and many
had to be excluded from the privileges
of this work. Fully as many had to
be excluded as took the Work.
In manual training there should be
further extension. At present there
is little room for additional equipment,
but I would recommend the installing
of several wood lathes and a few addi-
tional benches in the Work room in
the Woodruff School.
While a review of many other mat-
ters would not be out of place in this
report, I wish to speak of Only one
other phase of the work of the schools.
This has to do with the Public School
Library, which, during the past year,
has served a large and useful pur-
pose in the life of both teachers and
pupils. In the course of the year the
Librarian, Miss Newberry compiled
many useful bibliographies on special
topics which were widely used. Among
these were the bibliographies on Lin-
coln, Trees and Forestry, and Birds.
During the year, also, the books for
children were placed in a separate de-
partment, thus making the juevenile
books more accessible to the children
and making it possible to guide and
direct their reading by limiting their
choice. Three Selections of books
containing about eighty volumes were
made from the duplicate copies. These
- are sent out to the other schools and
exchanged as desired. Special librar-
ies on certain subjects and topics of
study were sent out in answer to re-
quests.
A bulletin board WaS placed in the
library on which are posted items of
current interest with lists of books
relating to them, and lists of books
required in daily work.
Among the additions to the library’s
reference department were the New
International encyclopaedia, States-
man's Year Book, and Who’s Who.
The Library was also the recipient of
a handsome gift in a complete set of
Harper’s Monthly Magazine, most of
the volumes being already bound. The
donor was Mr. Henry L. Jenness of
Detroit.
The following statistics may be of
interest:
Number of books in the Library. 7,095
Number of pamphlets . . . . . . . . . .
Total number of volumes. . . .7,484
Number in General Library. ... 7,200
Number in Alumni department. . 284
Books added druing the year. ... 346
Pamphlets added during the year 16
362
Volumes bound . . . . . . . . . . . . . . . . . . 53
Volumes rebound . . . . . . . . . . . . . . . . 166
Volumes lost . . . . . . . . . . . . . . . . . . . . . 16
Volumes replaced . . . . . . . . . . . . . . . 4
Volumes destroyed . . . . . . . . . . . . . . . 3
Number of books drawn (esti-
mated from record kept after
February 22) . . . . . . . . . . . . . . . . 10,000
Reconnmendations Looking to the
Future.
But the work of the past year is,
perhaps, sufficiently evident to all to
need no further comment. It is rath-
er with plans and suggestions for the
future that I prefer now to deal.
A Special Teacher for Backward
Children.
First, for your immediate consider-
ation, I wish to place before you the
desirability of a special teacher for
backward children. In every system
of schools as large as ours, there is a
considerable number of children who,
for one reason or another, are unable
to do the work of the grade where, ac-
cording to their age, they rightly be-
long. They cannot be kept repeating,
year after year, the work of one grade.
They must be passed on in time be-
cause of their age and to avoid crowd-
ing the lower grades. Sooner or la:
ter, however, they reach a point where
they cannot be sent on and where
their presence is a hindrance to the
progress of the grade. They soon
leave School With little Or no educa-
tion that will help them. Many, prob-
ably most of such children are not to
be regarded as dull, They need spe-
cial attention and more individual
help, especially in the lower grades,
than the regular teacher, from lack of
time, is able to give. It need not be
said that children physically unable
to attend school would not be kept
there day after day to their detriment.
And yet it is a common practice for
children to be subjected to a course of
mental training to which their powers
are ill adapted or not adapted at all.
Who knows the mental torture of the
child who is daily called upon to ac-
complish tasks that are beyond his
powers and who is made to realize and
acknowledge before other children a
deficiency for which he is not respon-
sible? Having observed these condi-
tions for some time, and knowing what
is being accomplished in some places
in the direction of remedying them, I
would recommend that a special teach-
er be placed in charge of such chil-
dren as need individual training and
help.
Medical Inspection.
Another matter of equal importance
is medical inspection of the children
of the Schools. So much has been
written concerning the benefits of
medical inspection in other places,
that the proposition needs little ar-
gument here. It is a fact beyond dis-
pute that the schools are a principal
means of spreading disease through-
out a community. Children are often
permitted to attend school when af-
fliced with mild attacks of communica-
ble diseases, or are allowed to return
to school before they have fully re-
COvered from such diseases. It is a
fact, too, as every teacher knows, that
children, though they may be suffering
from no contagious disease, are many
times in school when their physical
COndition does not Warrant attendance.
Such cases would be benefited
through medical inspection by notice
being sent to the parent concerning
the child’s condition.
While it may not be practicable, or
even desirable, to have daily inspec-
tion of the children, I wish to make
the following recommendations which
I believe are in line With What our
conditions Warrant:
(1) A thorough examination of eV-
ery child at the opening of school for
the purpose of detecting defective
sight and hearing, the presence of ade-
noid growths, and any other physical
ailments that need attention because
they interfere with the child’s pro-
gress in school. A second sinnilar ex-
amination should be made in January
or February following. *
(2) The appointment, of a schoo! phy-
sician who could be called in to pro-
nounce upon individual cases as they
come up during the year.
(3) A series of talks to the teach-
ers by this school physician, or other
physicians, for the purpose of giving
instruction in detecting symptoms of
both contagious and non-contagious
diseases.
Increased Facilities.
Before closing this report, I wish
to place before you, and, through you,
before the people Cºf the district, a
matter which should be of more than
Ordinary interest and concern. I have
in mind the desirability of providing
in the near future increased facilities
for Our schools.
Owing to changed and still changing
social and industrial conditions, the
demands made upon the schools are
both different and greater thar, they
were a few years ago. Enough has
been said of late 01, this subject to
make little discussion here necessary.
Even in a community like ours. condi-
tions have vastly changed. The
schools have been slow everywhere to
adapt themselves to these changes,
but the past few years have seen
marked progress, and the public
school in many places is becoming,
more than ever in the past, an insti-
tution for preparing for real life. In-
deed, the activities and interests of
the outside world are being brought
into the school and made a means of
education. This is as it should be, for
if the schools are to be measured by
their service in helping children of all
classes and of varied talents and vary-
ing degrees of ability to find their
sphere of highest usefulness and effi-
ciency in the world, it is obvious that
there must be provided a broader
basis of training than now exists. This
is not intended as adverse criticism
of present courses of study, which, it
should be remembered in all such dis-
cussions as this, have proved their
worth, and still contain those liber-
alizing influences which make for cul-
ture and refinement. The point is,
rather, that more is being demanded
of the school. It is being called upon
to supply those activities and that
training which once were supplied in
every home. Moreover, children are
being sent to school in increasingly
large numbers; the age limit for Com-
pulsory attendance has been raised;
and all this is with a view either to
raising the standard of individual
worth—the motive of the parent, or
to bettering our civic life—the ideal
of the State.
While ours is not essentially an in-
dustrial community, and, therefore,
does not at the present time call for
industrial training on an extensive
scale in the public schools, there is
need, if not of change of emphasis,
of some departure along certain lines
from what we are now doing. The in-
terest in domestic science and art
and manual training in high school
classes reveals the possibilities that
this work affords. At present, how-
ever, the amount of this work to be
obtained in the high School is quite
limited—just about one-sixteenth that
required for graduation. Why would
it not be well if at least one-fourth of
the graduation requirement could be
met by offering work of this charac-
ter? As it is now, the subjects taught
are mainly those that prepare for col-
lege. These need not be dropped, and
there need be no fear that the number
taking them would be diminished.
In all this, I have in mind not
merely manual or industrial training
in a limited sense. It is a fact all
too true, if one looks in still another
direction, that the schools have been
educating away from the farm. Even
in the elementary schools there is lit-
tle reference to the life and work of
the farm, and, as for the high school,
it is not thought of there. Indeed, the
boy or girl who comes from the coun-
try to attend school usually does so
with a view to escaping from what
we, by a lack of any reference to it at
all, brand as unworthy of a place in
the school. Hundreds of boys and
girls have come from the country to
our own high school, but few of them
have returned to its life and interests.
Today agriculture, farming, to speak
plainly, is being dignified by being giv-
en a place in the course of study of
many schools, and I can conceive of
nothing more fitting or more worth
while than the recognition of agri-
culture as a subject worthy of a place
in a school which, like ours, is in the
midst of an agricultural community.
Again, provision should be made for
instruction in commercial branches in
our school. At present we do Very
little along this line owing to lack of
room and equipment. Such instruc-
tion should not be limited to book-
keeping and stenography, but in a
four-year course of study could be
made to include commercial geog-
raphy, commercial law, industrial his-
tory, etc. Such a course does not
necessarily contemplate the making of
bookkeepers and stenographers of the
students taking these subjects any
more than that those who take an ex-
tensive course in manual training are
to become carpenters, mechanics, or
foundrymen. The purpose of all Such
instruction is for training along the
lines of individual inclination Or
bent, and for affording, as far as pos-
sible, opportunity for developing What
may be termed the basic skill which
each individual posseses.
In the line of improvement and ex-
tension, there is still another matter.
In my report two years ago, I spoke
of the need of physical training. At
the present time we are doing little or
nothing towards Systematic physical
training, despite the need Which must
be apparent to all. I only wish to re-
peat what I said at that time, that,
in view of the conditions under which
most children live at home and do
their work in school, a thoroughly
equipped gymnasium and a competent
physical instructor is a necessity in
every high school.
But in order to carry out anything
like the above extension of Our School
work, the first thing necessary, as
you have, no doubt, already antici-
pated, is additional room. At the pres-
ent time the conditions at the Cen-
tral building are not conducive to the
best ºchool work. Six hundred chil-
drell provided accommodations
thcrº, from the first grade through the
ri tº
... º. i. G
high School. Of this number, 250 or
more are in the high school, and the
arrangement of that part of the build-
ing where the high school is located
is such as to make the best Work im-
possible. The limited room, too, as
already stated, makes any part of the
proposed extensions impracticable.
With the room now available, we can
Gnly continue doing the same things
that have been done the past fifteen
years.
I trust that I have the need Suffi-
ciently clear that you will early take
under consideration the extensions
which I have indicated. I believe
that steps should be taken looking to-
ward the erection of a building on the
Rinne lot, this building to be devoted
entirely to the grades below the high
school. Such a building should be
planned to contain not less than fºn
Tooms, and should be so COTRStructed
that an entire well-lighted basement
story could be adapted to the pur-
poses of a gymnasium. Such a build-
ing, constructed along the right lines,
would also make possible a needed re-
organization of the upper grades and
a closer relation between them and
the high school. This would make it
possible to devote the Central ouild-
ing entirely to high School purposes.
Such changes should be made in the
arrangement of rooms, however, as
would provide for the increased facili-
ties and equipment to which I have re-
ferred. Larger session rooms, more
room for the Library, already crowd-
ed beyond its capacity, a commercial
department, and larger laboratories
are some of the possibilities that a
reconstructing of the present building
Will make.
But in a communication like this,
which must needs be brief, if it is to
be read at ail, one cºnnot go too much
into details. As štated before increased
facilities are desirable. In what I have
said I have tried to state briefly some of
the reaons why they are necessary, if
we are to make the schoo!'s Serve tº €
largest possible purpose in the Com-
munity. I need not point out that
Ypsilanti’s pre-eminence has always
been in matters pertaining to schools
and education. In our midst we have
probably the largest, the best equip-
ped, and the best known normal
School in the West, and I believe that
if Our citizens will be as generous to-
ward their local schools as they wish
the state to be towards its institution
here, Ypsilanti may long maintain her
pre-eminence as an educational Cen-
ter.
Let me state in conclusion that I
place before you these matters from
a Sense of duty. It remains for the
people to decide what shall finally be
done. Those of us who occupy places
of responsibility as servants of the
public good should ever look beyond
the present, should plan larger and
better things for the future, should
study conditions as they are now and
as they will be years hence. It is
only thus that we can discharge the
entire obligation that rests upon us
by virtue of the places we fill.
Respectfully,
W. B. ARBAUGH,
Superintendent of Schools.
July 6, 1909.
L
| 65
y 86
H 9 THE


PUBLIC SCHOOLS
YPSILANTI, MICH.
Published by
The Board of Education
BOARD OF EDUCATION,
FROM THE
# YPSILANTI, MICH IGAN.
W. B., ARBAUGH,
SUPERINTENDENT of schools.

THE PUBLIC SCHOOLS
YPSILANTI, MICHIGAN
COURSE OF STUDY
RULES AND REGULATIONS, REPORTS FOR 1910-11
AND GENERAL INFORMATION
Published by
The Board of Education
=
s
º
º
E.




BOARD OF EDUCATION
Term FXpires
S. B. LAIRD, President, 318 Forest Avenue------------------------ 1912
E. D. HOLMES, Secretary, Country, East--------------------------- 1912
D. L. QUIRK, J.R., Treasurer, 206 Huron Street--------------------- 1914
W. N. LISTER, 617 Ellis Street------------------------------------ 1913
MRs. ELIZABETH FLETCHER, 525 Adams Street-------------------- 1913
GUY E. DAVIS, 112 South Washington Street----------------------- 1914
W. B. ARBAUGH, Superintendent of Schools, 312 Congress Street.
Office in Central Building, Cor. Cross and Washington Streets.
Office Hours, 8:00-8:30, 3:30-4:30, each School Day.
MARIE A. NEWBERRY, Librarian, 619 Emmet Street
LEETA BAIRD, Clerk, 501 Adams Street.
STANDING COMMITTEES
On Teachers—Messrs. Quirk, Laird, and Mrs. Fletcher.
Heating and Fuel—Messrs. Holmes, Lister, Davis.
Claims and Accounts—Messrs. Davis, Quirk, Lister.
Buildings and Grounds—Messrs. Davis, Holmes, and Mrs. Fletcher.
Text-Books——Messrs. Lister, Quirk, Laird.
Supplies—Messrs. Quirk, Lister, Davis.
Library—Mrs. Fletcher, Messrs. Quirk, Davis.
Course of Study—Messrs. Holmes, Laird, and Mrs. Fletcher.
The Board helds its regular meetings in the Library, Central Building, the
first Tuesday evening of each month,
CALENDAR
1911
Tuesday, September 5–School opens.
Thursday and Friday, November 23 and 24—Thanksgiving Recess.
Friday evening, Dec. 22––Holiday vacation begins.
1912
Tuesday, January 2—School resumes.
Friday, January 26—First Semester closes.
Monday, January 29—Second Semester begins.
Friday evening, March 22—Spring vacation begins.
Tuesday, April 2—School resumes.
Thursday, May 30—Memorial Day.
Sunday, June 9–Baccalaureate address.
Wednesday, June 12—Class Day Exercises.
Friday, 7:00 p.m., June 14—Graduating exercises.
Friday, 9:00 p.m., June 14—Alumni reunion.
TEACHERS, 1911-12
CENTRAL BUILDING
HIGH SCHOOL
F. U. QUILLIN, Principal ----------------------- Latin and U. S. History
CARRIE A. HARDY, Preceptress-------------------------- Mathematics
DEFOR REST ROSS_ _ _ _ _ _ _ _ _ _ _ _ _ _ Chemistry, Physics, and Physiography
IDA. E. ROBERTS -------------------------------------------- History
EDITH THOMAS---------------------------------------------- English
HERMA L. MEYER------------------------------- German and French
ELSIE E. COOPER---------------------------------- Latin and English
EMILY C. HOLLISTER ------------------ Algebra, Botany, and Zoology
GRADES
EDITH A. STEERE-------------------------------------------- Eighth
MARY L. ALEXANDER --------------------------------------- Eighth
MRS. EMMA L. YOTT----------------------------------------- Seventh
HARRIET A. SHANKLAND ------------------------------------ Sixth
GERTRUDE ELLIS---------------------------------------------- Fifth
KATHERINE E. CORBETT ----------------------------------- Fourth
CORA. E. ROEHM ----------------------------------------------- Third
EDITH P. GRIGG---------------------------------------------- Second
MAUD V. PRESTON --------------------------------------------- First
WOODRUFF SCHOOL
ALICE B. MORGAN------------------------------------------- Seventh
EDITH MACLAREN --------------------------------------------- Sixth
MINNIE MAEGLE----------------------------------------------- Fifth
GERT RUDE SMITH ------------------------------------------- Fourth
RUBY KELLY--------------------------------------------------- Third
LUCIA. M. DENSMORE ---------------------------------------- Second
LAVERN ROSS--------------------------------------------------- First
PROSPECT SCHOOL
MRS. CARLOTTA. B. NORRIS________________________ Fourth and Fifth
EDITH PROTHERO -------------------------------- Second and Third
MAY L. WEBB --------------------------------------------------- First
ADAMS SCHOOL
MRS. ANNA. C. ALEXANDER----------------------- Third and Fourth
EVA L. KISHLAR ------------------------------------ First and Second
SPECIAL TEACHERS
UNA E. DEVOE ------------------------- Manual Training and Drawing
JESSIE C. SWAINE-------------------------- Domestic Art and Science
GRACE G. GIBERSON------------------------------------------ Music
EDITH TEFFT------------------------------ Drawing and Construction
o THE PUBLIC SCHOOLS
ACT OF INCORPORATION
No. 75
AN ACT to enlarge the powers and increase the number of officers
in school district number four, in the township of Ypsilanti.
Section 1. Be it enacted by the Senate and House of Representa-
tives of the State of Michigan, That the district board of School dis-
trict number four, in the township of Ypsilanti, shall have all the
powers conferred on district boards by title eleven, chapter fifty-eight
of the revised statutes of this state, and in addition thereto, the
further powers conferred by the different sections of this act.
Section 2. That to the present officers of Said district there shall
be added James M. Edmunds, George N. Skinner and Walter B.
Hewitt, who, together with the present officers, shall form the district
board for the transaction of all business of the district, and the
enactment of all rules and by-laws for the government thereof until
the next annual meeting of said district, and until another board shall
be elected, and qualified as hereinafter provided.
Section 3. That at the next annual meeting of Said district, to
be holden on the last Monday in September next, the qualified Voters
thereof shall elect, by ballot, six trustees, Who Shall constitute the
district board, two of whom shall serve for one year, two for two
years and two for three years. The order of seniority to be deter–
mined by lot, by such trustees after their election, and annually
thereafter, and in the same manner, there shall be two trustees
elected who shall serve three years, and until their successors Shall
be elected and qualified; and also at the same time and in the same
manner, shall fill all vacancies that may exist in said board.
Section 4. That within ten days after each annual meeting, the
Officers thus elected, shall meet and elect from among their number
a president, secretary and treasurer, whose powers and duties shall be
the same as those Conferred upon and required of the moderator,
director and assessor of School districts in this State, except as far as
the same are increased or modified by the provisions of this act.
Section 5. That the said district board shall have power to levy
and collect such reasonable sums as they may deem proper, for the
tuition of each and every Scholar taught in Said district, who is not
actually a resident thereof; and shall also have power to fill any
vacancy that may occur in said board, until the next annual meeting;
YPSILANTI, MICHIGAN 7
to hire any and all necessary teachers and fix the amount of their
compensation; to repair the school house, build and repair all neces-
sary additions thereto, and all necessary out—houses; to ornament the
yard belonging thereto; and also to enact such rules and by-laws as
may be necessary for the preservation of all the property, apparatus,
shrubbery, etc., belonging to the district, and for the government of
the school, and in reference to all other business connected there-
with: Provided That the said rules and by—laws shall not affect the
equal distribution of the public moneys, the raising of taxes for build-
ing purposes, or deprive the resident scholars of the district of any of
the rights and privileges to which they are entitled by the primary
school laws of this state: Also provided, That the said board Shall
not be at liberty to expend more than one hundred dollars in any One
year, unless so authorized by a vote of said district.
Section 6. That the treasurer of said district shall have the
power in the name of the district, to collect all moneys due for tuition
of scholars, who are not actually residents thereof, by Suit at law
under the direction of said district board.
Section 7. That the said district board shall publish the rules
and by-laws that they may from time to time enact, for at least ten
days, by posting the same up in three public places in said district,
or by having them inserted at least twice in a newspaper published
in Said township; and shall give the like notice of their alteration
or repeal, and shall also record the same in a book, to be kept by the
secretary for that purpose.
Section 8. That all laws, now existing, that shall conflict with
the powers and duties of said district board, and the rules and by-laws
enacted by them, under the provisions of this act, except those herein
excepted, Shall cease to be in force in Said district, from and after
the passage of this act.
Section 9. This act shall take effect and be in force from and
after its passage.
Approved March 12, 1849.
No. 31
AN ACT to amend an act entitled an act to enlarge the powers and
increase the number of officers in School district number four in
the township of Ypsilanti, approVed March 12, 1849.
Section 1. Be it enacted by the Senate and House of Representa–
tives of the State of Michigan, That the district board of school
district number four in the township of Ypsilanti in the county of
Washtenaw, be and they are hereby authorized and empowered to
discriminate in their discretion as to the price to be paid upon the
rate bills for teachers' wages by Scholars belonging to said district,
8 THE PUBLIC SCHOOLS
So that Scholars attending said School may pay a price according to
the Studies each Scholar may pursue.
Section 2. The rate bills made out in accordance with the
provisions of the preceding section, shall have the same binding force
and effect as rate bills made out under the provisions of law now in
force, and shall be collected in the same manner.
Section 3. That the district board of said district be and they
are hereby authorized and empowered to COntract to pay to the State
Board of Education the sum of Seven hundred dollars per annum
towards the salary of the principal of the model school in connection
3
4
with the State Normal School, or to supply any number of scholars
for the said model school upon such terms and conditions as may be
agreed upon between said district board and State Board of Education,
Section 4. This act shall take effect immediately.
Approved February 18, 1850.
No. 78
AN ACT for the relief of school district number four, in the city
and township of Ypsilanti.
Section 1. The people of the State of Michigan enact, That
school district number four, in the city and township of Ypsilanti,
is hereby authorized to issue bonds in Such sums, and for Such
amounts, not exceeding thirty thousand dollars, as such school district
shall, at any regular school meeting direct, by the votes of the electors
of said district there assembled.
Section 2. That said school district shall have authority to vote
and collect such tax as may be necessary to Support free School in
said district during each school year.
Section 3. The school board of said district shall have the power
to hire any and all necessary teachers for the several Schools of
said district, and fix the amount of their compensations; and all
teachers employed by said board shall be considered as legally quali-
fied, without examination by the School inspectors.
Section 4. This act shall take immediate effect.
Approved February 7, 1859.
No. 308
AN ACT to regulate the manner of electing the trustees composing
the district board of School district number four, in the city and
township of Ypsilanti, and to define the qualifications of electors
therefor.
Section 1. The People of the State of Michigan enact, That the
president and secretary of the district board of school district number
four, in the city and township of Ypsilanti, or in case of their
YPSILANTI, MICHIGAN 9
inability to act, such other two members of said board as said board
shall designate, shall constitute a board of inspectors, for the purpose
of conducting the annual election of trustees of Said district.
Section 2. Said board of inspectors shall, before opening the
polls, appoint two suitable persons to act as clerks of the election,
and each of said clerks, so appointed, shall take the constitutional
oath of office, which oath either of said inspectors may administer;
and each clerk so appointed, and each inspector So chosen, shall
receive two dollars for his services at said election, to be paid by the
treasurer of said board.
Section 3. The said board of inspectors shall provide a ballot
box, at the expense of said district, and Open the polls at such place
as the district board shall designate, by giving public notice, as
required by law, for the election of two trustees, whose term of office
shall be for three years, as now provided by law. Said polls shall be
opened at eight o’clock in the forenoOn, or as Soon thereafter as may
be, on the day of the annual school meeting, and shall continue open
until four o’clock in the afternOOn.
Section 4. The qualifications of electors at said election shall
be the same as now provided by chapter Seventy-eight, of the Compiled
laWS, and the electors Shall vote by ballot, and each person offering to
vote shall deliver his ballot, folded, to one of the inspectors, in the
presence of the board, who shall deposit the same unopened in the
ballot box.
*
Section 5. If any person offering to vote at such election shall
be challenged as unqualified, by any legal voter in said district, one
of said inspectors shall declare to the person so challenged the
qualifications of a voter, and if such person shall state that he is
qualified, and the challenge shall not be withdrawn, the said inspector
Shall tender him an oath, in Substance as follows: “You do solemnly
SWear (or affirm) that you are twenty-one years of age—that you are
an actual resident of this school district, and liable to pay a school
district tax therein on assessed property.” And any person taking
Such oath shall be permitted to Vote at such election.
Section 6. If any person so challenged shall refuse to take such
Oath, his vote shall be rejected; and any person who shall willfully
take a false vote, or make a false affirmation, under the provisions
of the preceding section, shall be deemed guilty of perjury.
Section 7. Each of the clerks of the election shall keep a poll
list, which shall contain the names of all the electors voting at such
election, and at the close of the polls, the inspectors and clerks shall
immediately proceed to canvass and ascertain the result of the
election, which canvass shall be public, and the two persons found to
10 THE PUBLIC SCHOOLS
have received the largest number of votes at such election, shall be
deemed duly elected trustees.
Section 8. The annual meeting for the transaction of the business
of the said district, other than the election of trustees Shall be held
as heretOfore.
Section 9. All acts or parts of acts contravening the proVisions
of this act are hereby repealed.
Approved March 9, 1867.
No. 126
An act to amend section three of act number seventy-five of the
Public Acts of Michigan for the year eighteen hundred forty-nine,
entitled “An act to enlarge the powers and increase the number of
Officers in school district number four in the township of Ypsilanti,”
approved March twelve, eighteen hundred forty-nine, and to repeal
section eight of act number three hundred eight of Local Acts of
Michigan for the year eighteen hundred sixty-seven, entitled, “An
act to regulate te manner of electing the trustees composing the
district board of school district number four in the city and township
of Ypsilanti, and to define the qualifications of electors therefor,”
approved March nine, eighteen hundred sixty-seven.
The People of the State of Michigan enact:
Section 1. Section three of act number Seventy—five of the Public
Acts of Michigan for the year eighteen hundred forty-nine, entitled
“An act to enlarge the powers and increase the number of Officers in
school district number four, in the township of Ypsilanti,” approved
March twelve, eighteen hundred forty-nine, is hereby amended to read
as follows:
Section 2. The annual meeting of Said district for the transaction
of the business thereof, including the election of officers, shall be
held on the second Monday in July in each year. The School year
shall commence on that day, and the trustees and other officers of
the district shall date their terms of Office from the said Second
Monday in July and hold the same until their successors are elected
and qualified: Provided, Each member of the present board of trustees
shall hold his Office until the Second Monday in July of the year
following the date that his term of office Would otherwise expire.
Section 3. Section number eight of act number three hundred
eight of the Local Acts of Michigan for the year eighteen hundred
sixty-seven, entitled “An act to regulate the manner of electing the
trustees Composing the district board of School district number four
in the city and township of Ypsilanti, and to define the qualifications
of electors therefor,” approved March nine, eighteen hundred sixty-
Seven, is hereby repealed.
This act is ordered to take immediate effect.
Approved April 17, 1907.
YPSILANTI, MICHIGAN 11
HISTORICAL SKETCH
It is difficult to Write much of real value concerning the beginnings
and the subsequent development of the Public Schools of Ypsilanti.
Most of the early official records have been lost or destroyed by fire,
and much of what has been handed down in other records of the
times deals with details of a personal character that have little
value as historical matter. Moreover, those whose personal narratives
would have most value have passed away, so that nothing from that
Source is any longer available.
It is Well known, however, that from the earliest days the educa–
tional interests of Ypsilanti have occupied a prominent place in the
thoughts of the people. As early as 1826, when the place was only a
frontier settlement, a school was taught by a Miss Hope Johnson at
the “Grove,” now the south-eastern part of the city. During the
next ten years other schools were opened in different parts of the
growing village. The earliest of these were taught in private houses,
and among the names of teachers that have been handed down are,
Miss Olive Gorton, Miss Miriam Brooks, Mrs. Mark Norris, and
Miss Ruby Cannon.
In 1829 there was erected a small brick building, Still standing,
and now 207 Babbitt Street (see page 00), which was used for some
time for both church and school purposes. Another brick building, also
still standing and now Whitman’s Machine Shop, (No. 110 River
Street), begun in 1831 but not completed until 1835, was used for a
while by the Methodists and later by the Baptists as a church. This
was converted into a schoolhouse in 1849. It probably became a
“district” or public School at this time, continuing as a separate
district until 1857, When it was united with District No. 4 on the west
side of the river. A primary department continued to be maintained
after this, for We read in an old catalogue issued for 1858–59 that
there were 137 pupils enrolled in the “River Street Primary.” A
Catalogue issued for 1861–62 also records that there were 102 pupils
enrolled in the “Fifth Ward Primary.” Whether this school was kept
up until 1866, when a four-room brick building was erected on the
1, OrthWest corner of East Congress and Prospect streets, has not been
determined.
There was another district in the north-eastern part (the Fourth
12 THE PUBLIC SCHOOLS
Ward) of the village, which also united with District No. 4 in 1857.
Here, as in the Fifth Ward, a school for younger pupils was main-
tained, for the catalogues referred to above record that there were 99
pupils enrolled in the “Peck Street Primary” in 1858–59, and 82 in
the “Fourth Ward Primary” in 1861–62. This school was probably
discontinued about the time the building was erected in the Fifth
Ward in 1866. At any rate there is no mention of it in a catalogue
issued in 1869, although the “Ward School” is reported as
enrolling 120 pupils, this “Ward School” obviously being the
building erected in 1866 in the Fifth Ward. The present Prospect
(Fourth Ward) School was erected in 1878. The building erected
in the Fifth Ward in 1866 continued to be used until 1902, when the
present Woodruff School, an eight—room building on East Congress
Street, between Park and Lincoln, was completed. -
Thus far this account has dealt with the history of the Schools
On the east side of the river. The early private or “pay” Schools
have already been spoken Of. There were more of these On the
West side of the river than On the east side. Even in the thirties,
there had been among these some known as “Select” Schools, fore-
runners of the “Seminary,” further reference to which will be made
later. The first public or “district” school west of the river seems
to have been taught in 1837 by Chauncy Joslyn in What was for many
years known as the “White Schoolhouse.” This was District No. 4.
Indeed, a part of this old structure is still standing, being included
in the house now occupied by Dr. F. E. Westfall at 119 Washington
Street. A few persons Can yet be found Who attended School here.
This was a one-room building and Was used for School purposes up
to the time of the purchase of the old “Seminary” in 1848, when it was
abandoned.
In 1851 another district South of Congress Street united with
District No. 4. The Schoolhouse in this district Stood On the South—
West corner of Washington and Woodard Streets. School was still
maintained in this building, for younger pupils probably, for a time
after the union of the two districts, for in 1858–59, 76 pupils are
recorded as enrolled in the “Washington Street Primary.” This
building was subsequently enlarged and Converted into a dwelling and
is still standing, No. 202 South Washington Street. What is now the
Adams School (405 Adams St.) Was established probably some time
in the fifties, although the present building was erected at a much
later date.
Much of Ypsilanti’s important educational history Centers about
the “Seminary.” This was at first a private institution, having as its
forerunners several Schools that flourished for a longer or shorter
period. However, about 1840 Was established the first school that
made much pretension to giving instruction in the higher branches.
The First School Building Erected in Ypsilanti. See page 11.

YPSILANTI, MICHIGAN 13
Its proprietor was Mr. Francis Griffin. Shortly after, a Mr. Landreth
also established and maintained for a time a “Classical” school. In
1844 Mr. Charles Woodruff, one of the early settlers of Ypsilanti,
after whom the present Woodruff School was named, opened an
“Academic School” in a building opposite the Hawkins House on
Congress Street. Mr. Woodruff's school prospered and soon had the
field of higher education to itself. It is of interest to riote that Mr.
Woodruff's school offered opportunity to “teachers of district Schools
to improve themselves in the branches of learning pertaining to their
department of teaching.”
During the same year in which he started his School, Mr.
Woodruff moved from the thickly built portion of the village into
a large brick building off at the edge of the town (the site of the
present Central School). In the boom days of the '30’s this building
had been erected for hotel purposes, but when the Crash of 1837 was
over, there was no need of the hotel, and the building stood unoccupied.
In 1845 a company headed by a Rev. Mr. Moore secured a legislative
act incorporating the “Ypsilanti Seminary,” practically the same
institution and occupying the same building as Mr. Woodruff's
“Academic School.” From 1845 to 1848 the fortunes of the Seminary
varied. The village had grown, and the school building (the White
Schoolhouse) was inadequate to the needs. Partly for this reason and
partly because some of the more enterprising citizen were unwilling
to see the Seminary pass out of existence, District No. 4 of the
Township of Ypsilanti took over the building and grounds. This idea
was first conceived by Dr. F. K. Rexford, for many years before and
after that time, prominent in the civic, professional, and business life
of the community. To the Board of Education of the district, con–
sisting of three members, was added James M. Edmunds, George N.
Skinner, and Walter B. Hewitt. Who the three original members
Were is not now known. By act of the state legislature, approved
March 12, 1849, the “Ypsilanti Seminary” received its full organization
under the Board of Education of District No. 4. As already noted, a
second district was added in 1851, and the name “Union Seminary”
soon came to be applied, strengthened, no doubt, by the further
addition of the districts across the river in 1857. W ith one exception,
perhaps, this became the first public “high school” in the state,
although the name “Seminary” persisted until within recent years.
Indeed, the name is yet occasionally heard.
The original brick building (the old hotel) was destroyed by fire
March 29, 1857. There was then erected a second brick structure,
pronounced at the time, the finest school building west of New York.
It is of interest to note that on the day of the dedication of this
building there was flashed across the Atlantic the first telegraphic
message. This second building was completely destroyed by fire on
14 THE PUBLIC SCHOOLS
December 9, 1877. A third building was erected, and again on May
3, 1894, fire partially destroyed this building, which was rebuilt in
still better style. Fire, caused by lightning, a fourth time visited the
building August 14, 1904, although only the tower was destroyed.
There is much in the past of the schools of Ypsilanti to inspire
earnest effort on the part of those now actively engaged as teachers,
pupils, and school officials. There are now four buildings containing,
in all, thirty-three school rooms, besides rooms equipped for manual
training, domestic Science and art, and drawing, and a large auditorium.
Further information as to the present status of the school system may
be gathered from the Succeeding pages.
YPSILANTI, MICHIGAN 15
Report of Superintendent of Schools
To the Board of Education, City and Township of Ypsilanti:
The report of the schools of the district for the year ending July
10, 1911, follows:
..STATISTICAL
Table No. 1 Showing Total Enrollment, Cost of Schools, Etc.
Population of city and district (estimated) ------------------------ 7,000
Number of children in the district between 5 end 20 years--------- 1,609
Number of different children enrolled in the schools -------------- 1,020
Value of school property ---------------------------------------- $70,000
Indebtedness of district ----------------------------------------- O
Cost of superintendence and instruction -------------------------- $21,955
Current expenses ----------------------------------------------- $7,074
Total cost of schools -------------------------------------------- $29,029
Average number belonging-------------------------------------- 873
Cost per capita based on average number belonging -------------- $33.25
Table No 2 Showing Enrollment and Attendance by Departments,
Teachers Employed, Etc.
H.S. Gram. Prim. Total
Different pupils enrolled--------------------- 269 330 421 1,020
Belonging at end of year--------------------- 233 273 347 853
Average number belonging ------------------ 239 288 346 873
Average daily attendance -------------------- 228 273 324 825
Per cent. of attendance ---------------------- 95 95 94 94.5
Number of pupils perfect in attendance------- 10 21 12 43
Number of regular teachers—Men------------ 2 0 0 2
Women--------- 6 8% 12% 27
Number of special teachers ------------------ 1 2 1 4
Superintendent ------------------------------ 1
Librarian------------------------------------ 1
Average number of pupils belonging to each
regular teacher ------------------------ 27 33 27 29
Number of non-resident pupils --------------- 48 3 1 52
Number graduated -------------------------- 40 48 78 166
16 TEIE PUBLIC SCHOOLS
Table No. 3 Showing Enrollment by Grades.
Boys
First Grade------------------------------------ 78
Second Grade --------------------------------- 51
Third Grade----------------------------------- 42
Fourth Grade---------------------------------- 54
Fifth Grade------------------------------------ 51
Sixth Grade ----------------------------------- 38
Seventh Grade -------------------------------- 43
Eighth Grade --------------------------------- 34
Ninth Grade----------------------------------- 61
Tenth Grade ---------------------------------- 28
Eleventh Grade-------------------------------- 18
Twelfth Grade -------------------------------- 15
Total-------------------------------------- 513
Girls
74
56
56
37
55
42
43
39
64
26
30
27
sºmºmºmºsº
549
Total
152
107
98
91
106
80
86
73,
125
54.
48.
42
*===
1062
42
*
1020
Table No. 4 Showing Enrollment and Attendance by Buildings, Visits
by Special Teachers and Superintendent.
Central Wood.
Different pupils enrolled---------------- 621 246
Daily average belonging---------------- 541.8 204.2
Daily average attendance--------------- 516.1 193.1
Per cent. of attendance----------------- 95.2 94.5
Cases of tardiness ---------------------- 718 516
Number of pupils neither absent nor tardy 30 11
Visits by supervisor of drawing --------- 304 228
Visits by supervisor of music------------ 369 232
Visits by superintendent---------------- 207 190
Pros.
95
81.6
77
94.3
69
2
129
121
97
Adams
58
47
41
87.2
111
O
65
62
44
Table No. 5 Showing Total Enrollment by Departments, Withdrawals,
and Number Belonging at End of Year.
# :
#. # F# is
§ 5 ## ## ##;
{-, E H 5 - * 3.3
High School-------- 269 O 11 3
Grammar Grades --- 345 18 10 8
Primary Grades----- 448 24 44 12
Totals---------- 1062 42 65 23
.
:
39
;
3.
i
YPSILANTI, MICHIGAN 17
*
Temporary Other Balance at end
absences reason S of year
High School------------- 0 O 233
Grammar Grades -------- 9 5 274
Primary Grades---------- 10 12 346
Totals-------------- 19 17 853
Table No. 6 Showing Whole Number Enrolled in Each Subject of the
High School Course of Study, Number Passing, Causes to
Which Failures are Attributable, and Percentage of Failures.
2-—Number of failures due to—
5 t .* * , , 5
# # , s = É # * : *
** 5 & 5 ; § 3 ; ; ; ; a
.º.º. -d 5 § 9 a O de G 5 $º 8 :
33 5 #5 #3 # 3 g : : .# ...E.
; ; # ## j: j £3 &# 5 §3
Algebra ------------ 188 120 3 21 14 8 22 O 36
American History --- 45 39 1 3 0 0 2 0 13.3
Ancient History----- 106 77 O 8 10 1 10 0 27.3
Arithmetic ---------- 13 11 1 0 0 0 1 0 15.4
Bookkeeping ------- 13 9 0 1 0 0. 3 O 31
Botany ------------- 35 31 2 1 0 0 1 O 11.4
Chemistry ---------- 40 32 O 1 2 O 4 1 20
Civics -------------- 23 21 O 0 0 0 0 2 8.7
Domestic Art ------- 27 24 1. 0 0 0 2 0 11.0
Domestic Science --- 10 9 0 0 0 0 - 1 0 10
Drawing ------------ 7 7 0 O 0 0 O O O
English------------- 233 192 2 7 3 3 26 0 17.6
Geology ------------ 23 21 0 1 1 0 0 0 8.7
Geometry----------- 129 104 2 15 1 0 7 0 19.3
German ------------ 100 78 2 1. 11 O 6 2 22
Latin --------------- 127 85 2 9 17 6 7 1 33
Manual Training ---- 22 18 2 1 0 0 1 O 18
Mechanical Drawing- 4 4 0 O 0 0 0 O O
Modern History----- 26 20 1 1 1 0 3 O 23
Music -------------- 25 18 0 1 1 O 5 O 28
Physical Geography- 30 29 O 0 0 0 O 1 3.3
Physics------------- 48 40 0 2 0 0 5 1 16.6
Physiology---------- 22 16 4 O 2 0 0 0 27.3
Trigonometry ------- 8 4 0 1 0 0 1 2 50
Zoology ------------ 24 15 5 3 1 0 O 0 37.5
Totals and averages- 1328 1024 28 77 64 18 107 10 22.8
| 8 TIlB. PUBLIC SCHOOLS
{
*,
Table No. 7 Showing Causes to Which Failures of Promotion are
Attributable, also Number of Promotions, Number of Failures,
and Percentage of Failures in Elementary Grades.
Irregular attendance ---------------------------------------------- 21
Physical defects or prolonged illness ------------------------------- 14
Incapacity -------------------------------------------------------- 32
Indifferent attitude or lack of interest in school work ---------------- 19
Immaturity, entering school late in the year, changing schools, etc.--- 16
Total ------------------------------------------------------------- 102
Whole number promoted.------------------------------------------ 541
Whole number belonging at end of year, including those temporarily
absent-------------------------------------------------------- 643
Percentage of failures--------------------------------------------- 15.8
Table No. 8 Showing Census for 1911, and Increase Over 1910.
1911 1910 Increase Decrease Net Gain
First Ward-------- 392 387 5
Second Ward------ 260 230 30
Third Ward_ _ _ _ _ _ _ 339 358 19
Fourth Ward------ 197 172 25
Fifth Ward-------- 351 342 9
Country----------- 70 70 O 0
Total --------- 1609 1559 69 19 50
ROLL OF HONOR
The following is a list of the names of those whose attendance
has been perfect. It includes the names of those, as well, Who, while
not belonging the entire year, were not absent while belonging.
Central Building
High School—Christine Ableson, Ardis Bentley, Earl Freeman,
Nat Hopkins, Clara Huston, Charles Lamb, Dan Ohlinger, Gertrude
Shultes, Mae Wallace, Harry White.
Grades—Louise Camp, Ruth Clikeman, Howard Curts, Clara Glea—
son, Lillian Leeson, Irene Lutz, Isca McClaughry, Ruth Matthews,
Gertrude Maulbetsch, Ruth Max, Bertha Parsons, Milton Richmond,
Stanley Richmond, Edna N. Schmid, Florence Smith, Lena Smith,
Hazel Stitt, Marjorie Sweet, Glen Wilkinson, Lawrence Ziegler.
Woodruff
Helen Beranek, Gladys Dolbee, Marguerite Hanjostin, Carl Hipp,
Madeline Johnson, Alice Misener, Marie Moore, Marguerite Reddaway,
Sherman Robbins, Ella Schafarik, Foster Thumm.
Prospect
Phyllis Norris, Tillie Tackman.
YPSILANTI, MICHIGAN 19
I am glad to report that the past year has, in many respects,
been a successful one. More time than is usual was lost from the
prevalence of contagious diseases, especially in the lower grades.
Such conditions are always detrimental to school work. The progress
of individual pupils is hindered, and there is unavoidable repetition
and reviewing of work for those who have been obliged to remain
Out of School.
The medical inspection and Oversight of pupils, which was started
a year and a half ago, was of benefit in preventing to a great extent
the more general spread of contagious diseases. In regard to medical
inspection in general in the schools, I am able to report most beneficial
results in many ways. A physical examination Of all the pupils of
the elementary grades was made during the year, and, in One building,
there were visits from the examining physician as often as once a
month, while pupils were frequently sent to be examined at the
physician’s Office. The attention of several parents was called to
serious physical defects in their children, with the result that more
serious consequences later were averted. Besides, these physical
examinations and visits from the physician, with his advice concerning
diet, fresh air, and exercise, have had the effect of interesting children
in good health alld of impressing upon them the importance of sound
physical condition. The suggestions from the school and the school
physician have been taken in good part by the parents. In addition
to the regular notice which has been sent to parents, advice of a
general nature has been given in a large number of cases and with
good results. The following are Copies of Some of the notes sent to
parents:
Dear Mr. . . . . . . . . . . . . . . . . . .
Dr. . . . . . . . . . , School Physician, has suggested Systematic physical
exercise for . . . . . . . . . as a means of Correcting a tendency to round
and stooping shoulders. Please see your family physician or a physical
director who will be able to prescribe a form of exercise for him.
Respectfully,
Dear Mr. . . . . . . . . . . . . . . . . . .
As a result of my examination of your . . . . . . . . 3 * * * * * * * * , I WOuld
recommend that you consult your family physician in regard to her
diet. She does not seem to be getting the required amount of
nourishment from her food.
Respectfully,
The cooperation of parents has been enlisted through parents'
meetings in all the schools. Such topics as “The Hygiene of the
Home and School,” “The Relation of the School to the Home,” “Pure
Food,” etc., have been discussed before gatherings of parents and
teachers. In this same direction, much good has come, also, through
the Systematic use in the Schools of the text-books in hygiene—the
20 THE PUBLIC SCHOOLS
Gulick Hygiene Series—adopted two years ago. These books are
interesting to the children, and the teachers find them teachable.
Besides, they are read with interest by parents, so that their use is
not limited to the school room.
While one cannot speak in detail of all the various lines of School
activity, I desire to call attention to the most excellent exhibit of the
work in manual training, domestic art, and drawing held at the
Masonic Temple the early part of June. The exhibit was most
Creditable to the teachers and pupils, and was Visited by very many
Who expressed great interest in what was being done in these depart—
ments Of the Schools. Besides many small articles illustrating funda–
mental principles of the work, there was a large number of larger and
more pretentious articles; in manual training, tables, chairs, desks,
etc., and in domestic art, Wearing apparel of many kinds, all sensible
and practical.
Another feature of the schools which deserves mention because of
its distinctive and somewhat unusual character, is the Public School
Library. I beg to call your attention to the Report of the Librarian
which follows on pages 24–27.
It may not be out of place in this report to speak briefly of the
Splendid results that have come from recent textbook changes. Two
years ago the Aldine readers were adopted in the first two grades.
The equipment accompanying these readers was also purchased. This
included charts, rhyme cards, sight cards and manuals. The results
the first year were good, but during the past year, after teachers had
become more familiar with the method of the books, results have
been unusual. During the year, classes of pupils who had not pre-
viously attended school read from four to six primers and first
readers, acquiring at the same time power of independent effort and
a liking for reading. We also found that children readily took up
the task of learning to spell.
A year ago the DOdge geographies Were adopted for use in the
fourth and sixth grades. The increased interest shown by both
teachers and pupils is Sufficient evidence that these books treat vital
and human phases of the Subject of geography. Next year, according
to the arrangement at the time of their adoption, the use of these
'books will be extended into the fifth and seventh grades.
In conclusion, I wish to place before you and through you before
the people of the district a matter of more than ordinary interest
and Concern. I refer to the need of increased facilities for Our Schools.
New Demands upon the Schools
Owing to changed and still changing Social and industrial condi–
tions, the demands made upon the public schools today are different
and greater than they were a few years ago. Even in a community
YPSILANTI, MICHIGAN 21
like ours, conditions are greatly changed. The modern home offers
few opportunities for developing basic skill or native capacity or for
fixing, through definite tasks, a sense of responsibility in the young.
The apprentice system has almost entirely disappeared, Owing to
modern methods and the invention of labor—saving machinery. Never—
theless, when the young man goes out to seek employment in these
days, he must possess a measure of skill as well as intelligence.
While the public schools everywhere have been slow to adapt
themselves to these changes, the past few years have seen marked
progress in many places. Industrial education and Vocational and
continuation schools have come in response to a demand for training
to suit present conditions and needs. The activities and interests
Of the outside world are being brought into the schools and made a
means of education. That this is a movement in the right direction
there can be little doubt. If the schools are to be measured by their
Service in helping children of all classes and of varied talents and
varying degrees of ability to find their sphere of highest usefulness
and efficiency in the world, it is obvious that there must be provided
a broader basis of training than now exists. For, notwithstanding
vast expenditures for the means of education, the training of the
schools is still of what may be called the traditional type. Today
children are being sent to school in increasingly large numbers, owing
to the raised age limit for compulsory attendance. Many of these
are incapable of, or disinclined to, acquiring the education provided
through the traditional courses Of Study. More and more of them,
as time goes On, must find their Way into business and industrial
pursuits, and the preparation for such careers must be provided by
the Schools. What has been said is not meant as adverse criticism
of present courses of Study in their entirety. The point simply stated
is, that more is being demanded of the schools by the highly diversified
interests and activities of modern life,
Industrial and Agricultural Education.
While Ours is not essentially an industrial community, and, there—
fore, does not at the present time call for industrial training on an
extensive scale in the public Schools, there is need, if not of change
of emphasis, Of some departure along certain lines from what we are
now doing. The interest in domestic Science and art and manual
training in high School classes reveals the possibilities that this work
affords. At present, however, the amount of this work to be obtained
in the high School is quite limited—just one-sixteenth that required
for graduation. Why Would it not be Well if at least one—fourth of
the graduation requirement could be met by offering work of this
character? As it is now, the Subjects taught are mainly those that
22 THE PUBLIC SCHOOLS
prepare for college. These need not be dropped, and there need be
no fear that the number taking them would be diminished.
Again, the schools have been educating away from the farm. It
is only within the past few years that the life and work of the farm
have begun to receive attention in high School courses of Study.
Indeed, the boy or girl who comes from the country to attend School
usually does so With a view to escaping what we, by lack of any
reference to it at all, brand as unworthy Of a place in the School.
Hundreds of boys and girls have come from the country to our own
high School, but few of them have returned to its life and interests.
I can Conceive Of nothing more fitting or more worth while than the
recognition of agriculture as a subject Worthy of a place in a school
Which, like ours, is in the midst of an agricultural community.
Provision should be made, also, for instruction in commercial
branches in Our School. At present we do very little along this line
OWing to lack of room and equipment. Such instruction should not
be limited to bookkeeping and stenography, but in a four-year course
of Study could be made to include commercial geography, commercial
law, industrial history, etc. Such a course does not necessarily
Contemplate the making of bookkeepers and stenographers of the
students taking these subjects any more than that those who take
all etxensive course in manual training are to become carpenters,
mechanics, or foundrymen. The purpose of all such instruction is for
training along the lines of individual inclination or bent, and for
affording, as far as possible, opportunity for developing what may be
termed the basic skill which each individual possesses.
Physical Training
In the line of improvement and extension, there is still another
matter. In a report three years ago, I spoke of the need of physical
training. At the present time we are doing little or nothing towards
Systematic physical training, despite the need which must be apparent
to all. I Only Wish to repeat What I Said at that time, that in view of
the conditions under which most children live at home and do their
Work at School, a thoroughly equipped gymnasium and a competent
physical instructor is a necessity in every high school.
A New Building Needed
But in order to carry out anything like the above extension of
Our School work, the first thing necessary, as you have, no doubt,
already anticipated, is additional room. At the present time the
conditions at the Central building are not conducive to the best
School work. Almost six hundred children are provided accommodation
there, from the first grade through the high school. Of this number,
250 or more are in the high school, and the arrangement of that part
YPSILANTI, MICHIGAN 23
of the building is such as to make the best work impossible. Fundé–
mentally, too, the practice of having both elementary and high Schools
in the same building is wrong. This is obvious to all who have had
anything to do with the administration of schools. The limited room,
too, as already stated, makes any part of the proposed extensions
impracticable. Not only so, but with present courses of study many
classes are over—large and lack of room makes impossible additional
classes and teachers. With the room now available, we can only
continue doing the same things that have been done the past fifteen
years. Practically the entire Central building could be utilized for
high school purposes. At present nine rooms are occupied by the
elementary grades. If the whole of this building were to be given
Over to the high school, two of these rooms could be thrown together
and used as a Session room. At least One more room is needed for
increased laboratory facilities, one or two for recitation purposes, and
a commercial department, one for an extension of the library, and two
for the work in Sewing and drawing. Two of the rooms now used
by the grades are on the third floor, and if no use could be made for
them at present, it would be as Well, since the difficulty in reaching
them makes the wisdom of their use doubtful.
In view of the needs as set forth in the foregoing, and in View
Of the fact that the present seems in every way most Opportune for
the undertaking, I would recommend that steps at once be taken
looking toward the erection on the lot adjoining the Central School
of a building to be used for grade School and gymnasium purposes.
Such a building would make possible a reorganization of the upper
grammar grades along departmental lines. A closer relation could be
effected between these grades and the high school, looking toward an
extension of the high school course to five or six years by the
introduction of certain subjects now taught only after pupils have
reached the ninth or tenth grade.
As already stated, the present time seems most opportune for
undertaking the proposed extension of Our School facilities. The
School district is entirely free from debt. The needs of the schools
are pressing and readily apparent to any one familiar with the con–
ditions. I need not point out that Ypsilanti’s pre-eminence has
always been in matters pertaining to Schools and education. If she
is to maintain this pre-eminence or even to keep up with the progress
of the times, it behooves her people to note conditions and plan larger
things for the future.
It is natural that the question of the COSt of the proposed improve—
ments should arise. Investigation shows that a building such as has
been proposed, constructed in fitting style and along modern lines,
together with the necessary changes in the present Central building,
would cost probably $50,000 or $60,000. In addition to providing
24 THE PUBLIC SCHOOLS
quarters for the nine elementary grades now accommodated in the
Central building, this building would furnish a kindergarten room, a nd
rooms for special and ungraded classes. The largest part of a large
basement story should be devoted to gymnasium purposes.
In this report it is only fair to state that what has been proposed
will mean increased cost for maintenance. Two or three additional
teachers and the care of another building would be added to the
present expense. However, this could be done, and the school levy
yet be considerably less than what it is in Very many places in the
State. Some investigation shows that at the present time the school
tax in Ypsilanti is only about one-half the average rate in places
of the same size and larger. In View of this I cannot but believe
that the people of this district will respond willingly and give the
proposition of increased school facilities their hearty support.
I desire to express my appreciation of the loyal Services of the
teachers of the Schools. I realize that it is Only through their efforts
that the standard of accomplishment in the schools has been kept
up during the year. In behalf of the teachers, too, I wish to thank
you for your Cooperation at all times in Our Work, the fullest measure
of Success in which can come only as a result of the united and
Whole–hearted efforts of all those who occupy positions as servants
of the public good.
Respectfully submitted,
W. B. ARBAUGH,
Superintendent of Schools.
Report of Public School Librarian
-*º-
SUPT. W. B. ARBAUGH:
The report of the Public School Library for the year, 1910–11, is
here With respectfully submitted:
During the past year there have been added to the library 318
volumes, all most carefully selected. Various reasons have necessi—
tated the withdrawal of 43 volumes, leaving on hand 7,471 Volumes,
of which 295 are in the Alumni Collection.
General James H. Kidd, of the class of 1860, and Dr. Delos F.
Wilcox, of the class of 1889, have each presented a copy of his latest
work. Miss Helen Muir presented two years of the Educational
Review, thus completing our file from 1902 to date. The file of the
Reports of the U. S. Commissioner of Education is being gradually
completed through the courtesy of the Bureau of Education. The
Bureau of International Conciliation, the Ypsilanti Daily Press, and
the Western Journal of Education have continued the gift of their
*
|
IN THE LIBRARY
----

YPSILANTI, MICHIGAN 25
publications. We receive also two Library Bulletins from the Mich-
igan State Library.
A number of books dealing with Vocations, occupations, and
professions have been added and have proved most useful. BOOk
order cards have been used to systematize the purchase of new books.
The fiction titles added have been those on our book—report lists
to meet the demands of the classes. When possible these have been
purchased in re-enforced binding. Much of the re-binding done has
been in one-half leather with keratol sides, which permits of the
cover's being washed.
Helpful lists published by various libraries throughout the United
States have been purchased and the entire collection organized, thus
making available excellent material relating to Schools and libraries.
The books of fiction have been moved three cases to the South,
So relieving congestion in the stacks and affording better light. The
Card Catalogue has been changed to dictionary form and this has
proved less confusing alld more easily used. A special science index
has been started for the use of the science teachers, so making
available Valuable and late material in the magazines. An index of
the stories and poems in the Course of Study in Literature has been
made. The reference lists have so increased in number that an
index to them has also become necessary. The picture and clipping
collection has been organized and it is intended to make this a
great help to the teachers.
Instruction in the use of books and the library has been given to
many high school classes and also in the grades. That such work is
worth while is shown in the increased facility with which pupils make
use of the library. Many colleges all d universities are asking that
such instruction be given in the high schools, and we are attempting
in a small way not only to help Such as go to college but to make
available to all the resources of books and libraries. An instruction
book giving the subject and class or grade addressed has been begun
so that the work each year may cumulate rather than repeat that of
the year before. The emphasis the past year has been upon the work
of the first, second, and fourth year classes of the high school, upon
the latter that they may know and understand the use of catalogues
in after life, and upon the former that they may gain most from
future high school Work.
The early catalogues of the School, papers, etc. form material
in the library that could not be replaced and I most respectfully
recommend that duplicate files be kept in the future and that proper
fire protection be given by placing One set in a storage vault.
The fact that at times almost as many as the library will accom—
modate have been compelled to retire from lack of room proves that
26 THE PUBLIC SCHOOLS
the question of further extension is impossible until more space has
been provided.
Statistical
Volumes in library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7,471
Volumes added during the year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 818
Amount expended for new books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . $171.08
Number of books circulated. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9,936
Reading room attendance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14,924
AVerage number of visits per pupil. . . . . . . . . . . . . . . . . . . . . . . . . . . 65.5
AVerage number of books circulated per pupil. . . . . . . . . . . . . . . . 27
Book Account
Number of books at beginning of year. . . . . . . . . . . . . . . . . . . . . . . . 7,196
Number added by purchase. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Number added by gift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Number added by binding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Number lost books found. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Total additions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318 7,514
Number of books destroyed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Number of books lost. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Number of books unaccounted for . . . . . . . . . . . . . . . . . . . . . . . . . 29
Number of books Withdrawn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Total Withdrawals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Total number on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7,471
Number in Main Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7,176
Number in Alumni Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . 295 7,471
Periodicals Received
American historical review
A. L. A. booklist
Assn. International Conciliation
Atlantic
Boston Cooking School
Carnegie bulletin
Century
Chicago Record—Herald
Craftsman
Detroit bulletin
Educational Review
Elementary School Teacher
Everybody’s
Forum
Harper's
Harper's Weekly
Independent
Journal of Geography
McClure
New York libraries
Michigan libraries
North American Review
OpenShelf
Outlook
Public Health
Public libraries
Reader’s Guide
Review of Reviews
St. Nicholas
School Review
Scientific American
Success
YPSILANTI, MICHIGAN 27
Technical World Youth’s Companion
Western Journal of Education Ypsilanti Daily Press
World’s Work Ypsi—Sem
World To-Day
CIRCULATION STATISTICS
Table No. 1 Showing by Whom Library Was Used and Extent of Use
Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June Totals
H. S. Reference - 366 495 489 458 266 419 689 291 491 139 4103
H. S. Fiction______ 187 210 200 238 250 209 255 180 172 247 2048
Grades ----------- 109 192 237 236 141 167 170 103 101 120 1576
Teachers --------- 150 154 130 190 189 182 246 216 197 355 2009
Others ----------- 9 6 28 28 22 30 27 22 15 13 200
Totals-------- 721 1057 1084 1150 868 1007 1387 812 976 874. 9936
Table No. 2 Showing Circulation by Months, also by Weeks
2– —Week————,
Month 1 2 3 4. Totals Days
September ----------- 0 83 454. 370 907 15
October -------------- 499 454 236 206 1395 18
November ------------ 400 469 479 202 1550 18
December ------------ 432 480 395 465 1772 20
January -------------- 388 413 224 76 1101 15%
February ------------- 122 533 347 395 1397 16
March --------------- 570 562 536 412 2080 20
April----------------- 284 438 451 485 1658 19
May ----------------- 559 588 481 600 2228 19
June ----------------- 356 411 69 0 836 9%
Totals------------ 3610 4431 3672 3211 14924 170
Table No. 3 Showing Attendance by Months, also by Weeks
,- ——Week —y
Month 1 2 3 4. Totals Days
September ----------- 80 110 202 329 721 19
October -------------- 330 227 264 236 1057 18
November------------ 292 297 331 164 1084 18
December ------------ 331 315 207 297 1150 20
January -------------- 245 249 230 144 868 18
February ------------- 280 268 208 251 1007 19
March---------------- 317 390 337 343 1387 20
April----------------- 191 233 191 197 812 19
May ----------------- 276 236 170 294 976 19
June ----------------- 260 272 337 0 874 10
Totals------------ 2602 2597 2477 2255 9936 180
M. A. NEWBERRY, Librarian.
June 17, 1911.
28 THE PUBLIC SCHOOLS
COURSE OF STUDY
TIME ALLOTMENT FOR DIFFERENT SUBJECTS
In View of the demands made by the large number of subjects
in the school course, the teacher’s greatest problem is unquestionably
one of School-room economy. By this is meant economy not alone
of time, but of energy and effort as well, with a view to bringing
about a maximum of accomplishment in both pupil and teacher.
Every teacher should occasionally “take stock”; that is, she should
take note of the time at her disposal, the number of different subjects
she has to teach and their relative scope and importance, the
capabilities of her pupils, etc. In no other way will she be able to
Set Standards with any certainty that they can be reached,—can she
tell “where she and her pupils are going, and how fast they are
getting there.”
Of some things the teacher alone can judge, and in these lines
she must, except with the advice she can have, direct herself. This
is true especially in such matters as pertain to the stage of progress
and rate of advancement of her pupils. However, in other phases of
the problem, the suggestion and guidance of those whose business
it is to study the broader and more general aspects of the problem
are directly helpful. Accordingly, teachers are asked to prepare their
programs along the lines suggested in the time schedule given below.
This has been prepared with regard to the scope and importance of
the different subjects, as indicated above. For example, English in
its Various phases—language, grammar, reading, literature and
Spelling—is given nearly one-half of the time. Next in importance,
beginning with the third grade, is mathematics. Geography follows
next. History, music and drawing are given about equal rank, except
in the two upper grades where history is given more time. On the
'basis of this time allotment, it is evident that certain subjects need
not be given every day. Drawing, especially, because of the time
necessary for the distribution of material, should be given but two
or three times a week, this period on other days being given to
hygiene, and, in the intermediate grades, to history. It is suggested
that a short period every day, rather than longer ones two or three
times a Week, be given to music.
Fifty minutes weekly have been assigned uniformly to opening
exercises. In grades one to five it is suggested that these consist of a
-: ---
Z.
ADAMS SCHOOL
----
PROSPECT SCHOOL


YPSILANTI, MICHIGAN 29
prayer song and one other song followed by a story or reading by the
teacher. However, these exercises should be varied. Attractive
opening exercises diminish tardiness wonderfully. In the other grades
these exercises should not be allowed to develop into mere perfunctory
performances. Vary these with songs, stories, recitations, etc. In
all grades, some of the old standard hymns might with perfect
propriety be sung, and choice bits of literature and scripture recited.
TJnder no circumstances let these exercises exceed the limit of time
Set for them.
Having made out your program on the basis of this time Schedule,
adhere to it closely. There are so many advantages in this, and they
are so obvious, that they need not be mentioned here. Send a copy
of your program to the office.
Time allotment on the basis of 1575 minutes a Week in the
grammar grades, and 1350 minutes a week in the primary grades.
Grades-------------------- 1 2 3 4 5 6 7 8
Opening Exercises--------------- 50 50 50 50 50 50 50 50
Reading and Literature ---------- 400 400 300 250 250 250 250 240
Word Study and Spelling-------- 100 100 125 125 150 150 150 150
Penmanship --------------------- 100 100 100 100 100 100
Recesses, Phys. Training, Games,
and Hygiene ---------------- 150 150 150 100 100 90 75 60
Geography ---------------------- 100 125 125 125
History-------------------------- 75 75 120 240
Nature Study-------------------- 100 100 100 50
Mathematics -------------------- 75 100 150 200 300 300 300 240
Drawing and Constructive Work-- 150 150 150 135 75 75 75 90
Music--------------------------- 75 75 75 75 75 75 75 90
Manual Trg, and Domestic Science 60 90 120 120
Language and Grammar --------- 75 75 100 100 125 125 125 240
Study and unassigned time ------- 75 50 50 65 90 70 110 55
1350 1350 1350 1575 1575 1575 1575 1575
LANGUAGE
INTRODUCTORY
While, with the introduction and development of instruction in
the manual arts, language is no longer regarded as the sole means of
expression, it yet remains the One means through
Importance of which all alike are enabled to communicate freely
Language and understandingly. Indeed, it is through the
Instruction agency of language, both oral and Written, that
most of the instruction of the school is carried on
It would thus seem that a fluent and accurate use of the Vernacular
is indispensable in the school itself. Certainly no acquirement within
the range of human skill is more to be desired in the World at large
30 THE PUBLIC SCHOOLS
than the power of correct and effective expression of ideas through
language. Consequently, if the school would most effectively promote
its Own Work along all lines, and, at the same time, make the fullest
preparation for real, active life, there must be constant, intelligent
and Systematic training in the use of the mother tongue. Nothing
furthor need be said, then, of the importance of language instruction.
In determining the character and methods of language instruction,
not only in the earlier grades, but throughout the school course, one
consideration, namely, that children use a thousand
Oral Language words orally to One in writing, is fundamental. Not
only So, but in adult life as Well, there is constant
need for the use of spoken English. But, as has been well said, oral
work in language has not been taken Seriously enough in either
elementary or high Schools. Children enter school with many incor—
rect habits of speech more or less firmly fixed. These habits are
almost as various as the homes from which the children come. There
are not alone faulty pronunciations and errors in grammatical COn-
struction; there are colloquial and Slang expressions, indistinct and
slovenly articulation and enunciation, un-English idioms borrowed
directly from a foreign tongue, and many other inaccurate and inele—
gant forms and usages. Whether children can be taught to overcome
these incorrect habits and to form new and correct ones will depend
largely upon the vigilance, skill, and patience of the teacher.
What has been said will indicate that the Work in language in
the lower grades, and, to no small extent in all grades, should be oral.
For this reason, it need hardly be said that the teacher's language
should be the very best. Children have learned incorrect habits of
speech through imitation, and it may reasonably be expected that
correct ones will be formed in the same way. Teachers should study
carefully their own Oral usage and endeavor to standardize it according
to the best models.
In oral language instruction, and, for that matter, in written
language as well, one fact, namely, “Language is the expression of
thought,” should be kept constantly in mind.
Material for Thinking must precede talking or writing, impres—
Oral Language sion before ea pression. No attempt will be made to
Instruction Specify all legitimate material for language instruc—
tion. In general, it may be as varied as the interests
and experiences of the children. For example, in the case of children
just entering school, spontaneity and freedom must be developed.
Consequently, conversation upon familiar topics–objects and occur—
rences in the home, on the way to school, and On the playground—
will be in order. Along with such topics, or SOOn after Ward, nature
study topics will furnish further material.
However, while all the work of the school will furnish opportunity
YPSILANTI, MICHIGAN 31
and material for practice, first place is to be given to selections from
the best literature. Such material is to be given
Literature preference for the reason, naturally, that its content
is worth while. Furthermore, children imbibe
through frequent repetition the happy phrasing and pleasing eXpres–
sion of poem and story, thus adding legitimately to their own powers
of expression. Again, literature—both story and poem—lends itself
admirably to oral language instruction, for the reason that the interest
and pleasure which it gives help the pupil to forget himself, thus
bringing about the natural condition under which all teaching is
most effective. It is evident that there should be as little conscious-
mess as possible on the part of the younger pupils that they are being
taught to speak Correctly.
In the outline by grades, it will be unnecessary to specify in much
detail what shall be undertaken, especially in the lower grades. Teach–
ers will consult the Course of Study in Literature for material. In the
case of stories and of poems to be read to the children, teachers are
not limited to the titles there given, but may use additional material,
provided they are assured of its worth as literature and of its
adaptability to their purpose. The following general suggestions are
offered. However, it is expected that teachers will acquaint themselves
with the books in the brief bibliography at the end of the course.
These treat in full the various phases of the subject under
discussion.
1. Never read a story that is meant to be told. If you think you
cannot tell a story, learn to do it. To be able to tell Stories
and tell them well is now an indispensable qualification for
successful teaching in the primary grades.
2, Until children have developed spontaneity, do not be too
particular as to how they express themselves. Remember
that it may at first be as important to have something to say
as it will be later to know how to say it.
3. In teaching children to tell a story, question them carefully,
being sure that details are gotten in order. This cultivates
Orderly thinking, and may also be used as a means of securing
correct expression.
4. At first, have several children take part in the telling of a
story, requiring each one to take up the story where the One
'before him left off. Later, the story may be told by two or
three children, and finally by one.
5. The same story should be told again and again. Younger
children, especially, like to tell a story with which they are
very familiar. Besides, repetition gives opportunity for polish
and completeness, and helps, by the introduction of new
words and expressions, in the acquisition of a vocabulary.
32 THE PUBLIC SCHOOLS
The great pictures of the world have a value in themselves, and
are WOrthy of study and appreciation as works of art. But their worth
as masterpieces need not detract from their useful—
Pictures neSS as a means Of in Struction in both Oral and
Written language. Indeed those qualities that
distinguish them as masterpieces are best brought out when under
discussion. Thus they may be made to serve a double purpose.
Moreover, pictures of any kind that appeal to the interests of children
Serve also to Cultivate the imagination and to train the powers of
Observation and description.
In the first four grades, picture study, as such, can be carried
on through the use of the Art—Literature Readers. While this study
will furnish Opportunity for Oral language drill, this is not to be its
main object. However, other pictures, whose details can be made to
arouse the imagination of pupils, should be used by the teacher for
the purpose of language instruction. The following method is sug-
gested: Let the picture be placed where it can be seen by all the
pupils in the room. The teacher should give just Suggestion enough,
by way of question or explanation, to set pupils to thinking out a
story which the picture tells them. After all have had time to think,
have One tell the story which the picture suggests to him. Criticism
of his story by the others may then follow, the teacher being careful
to see that criticism is both given and taken in the right Spirit and
that some favorable comment is made whenever at all possible. It is
understood, of course, that children are to use good language, both in
the story and in the criticisms offered, increasing attention being
paid to this as children advance in the grades. Doubtless many other
methods of using pictures will suggest themselves to the ingenious
and resourceful teacher,
In grades five and six, the pictures in the text-book in language
will serve this purpose. These may be supplemented by others
furnished from the office or by those of the teacher's own choice.
The discouraging results in written language are invariably due
to the fact that pupils are often required to Write upon Subjects about
which they know nothing, or in which they have
Written Language little interest. It will be well to remember that, as
in oral, so in written language, there must first be
impression, and then ea pression will follow naturally. Moreover, too
much is very often required of young children in Written language.
They are expected to keep in mind the proper method of holding
the pen, the correct form of letters, spelling, capitalization, punctua-
tion, and, at the same time, to think out something to Say. How
great a task this is becomes apparent only when we recall Our Own
experience as children, and remember that these details are now
with us matters almost entirely of habit.
YPSIIANTI, MICHIGAN 33
Again, as in oral language, so in written, literature furnishes
rich material. It should be drawn upon for the same reasons, too,
that determine its use there. The vocabulary, the
Material for phraseology, and the diction of the literary selection
Written Language are all unconsciously assimilated, if the selection is
properly treated. However, this material cannot be
used for written work early in the grades, for the reason that the
written work attempted before the fourth year should be of an
elementary character. The aim during the early years should be to fill
the mind with the material, to train in accurate thinking, and to over–
come as many as possible of the mechanical difficulties referred to.
Pictures, as has been suggested, will furnish additional material.
The first written work should be confined to reading and copying
Sentences from the blackboard. These sentences may be Short and
simple ones drawn from the story that is being told
Copying in the oral language, the purpose being mainly the
acquisition of Correct forms of letters and words
and the simple rules of punctuation and capitalization. Such Work
furnishes opportunity, too, for teaching the correct form of stanzas
and paragraphs. Some one has Wisely noted that the paragraphs and
stanzas that are copied with toil and trouble in our school days are
apt to make a lasting impression upon us.
A second step to independent writing is furnished by dictation.
The value of such work has not been fully appreciated. It trains in
concentration, and introduces new Words and
Dictation expressions, which through practice become habit—
ual. Such work, too, may be used as a direct
preparation for the Written reproduction of a story, and as a means
of teaching the paragraph, especially if the sentences dictated have
sequence. It may also be used to teach letter writing, including the
form of the letter. In general, dictation furnishes a splendid prepara—
tion for independent Writing, and affords the teacher opportunity for
teaching the pupil to arrange his sentences in logical order.
The next step is the reproduction of stories that have been told,
first by the teacher and afterwards by the pupils. Indeed, stories
should be well learned, should be familiar through
Reproduction repetition. The form of reproduction should be
taught at the board by the teacher from sentences
that have been given by pupils, care being taken to have good
sequence, proper subordination of ideas, etc. In doing this the use
of the complex sentence should be developed. At the beginning,
Stories for reproduction should not be too long.
34 THE PUTIBLIC SCHOOLS
First training in original composition should be through letter
Writing. The art of letter writing is rarely ever well learned, notwith—
Standing its practical usefulness and necessity, and
Letter Writing that most persons write nothing else. The correct
form of the letter should be taught through a letter
which the teacher has written on the board. Letters that have been
Written by the pupils will be corrected and typical errors noted and
corrected on the blackboard. Having genuine letters written to par—
ents or friends during a recitation period gives purpose to the work.
This form of written work should not be attempted to any extent
until the more common mechanical details—punctuation, capitaliza–
tion, spelling, etc.—have, in a measure, become
Original matters of habit. However, When Once begun, it
Composition should be deserving Of the name, Original. Instead
of having one topic, upon which all pupils, using
the same sources of information, shall write, it will be better if each
is assigned, or is allowed to select, one theme which he shall treat
from knowledge gathered through personal Observation. Such a
method will be stimulating to pupil and teacher alike, and will render
impossible that deadening uniformity of result that follows from using
common sources of information. Beginning in the fourth grade, and
to a still greater extent in subsequent grades, children may occasion-
ally be required to write out, as an exercise in written composition,
the stories they have developed from pictures. (See Picture Study
above).
For more definite suggestions as to method, themes, and correction
of papers, teachers will consult the bibliography and the outline by
grades.
OUT LINE BY GRADES
First Grade
In a general way, the work of this grade has been Suggested in
the foregoing pages. While teachers are supposed to have read this
carefully, the following brief summary is added for the sake of
definiteness and Convenience:
1. Oral drill through story and poem, reading, nature Study,
pictures, etc.
2. Careful attention to habits of enunciation, articulation, and
pronunciation. Correction of common errors in the use of
verb and pronominal forms, etc.
Copying sentences from the blackboard.
4. Capitals: at the beginning of a sentence, the pronoun I, and
pupils’ first names.
5. Punctuation: the period at the end of a Sentence.
3
YPSILANTI, MICHIGAN 35
Second Grade
Study carefully the Introductory statements, and note the follow-
ing summary of what is to be undertaken:
1. Much oral drill through all the work of the school, but espe—
cially through well selected stories, poems, and pictures.
(See Course of Study in Literature).
2. Persistent Correction of common errors of Speech. (See
partial list under outline for the fourth grade).
3. Copying stanzas, and Sentences arranged in paragraphs from
blackboard. Simple dictation exercises.
4. Capitals: those taught in first grade; names of persons,
places, days of the week; beginning of each line of poetry.
5. Pupil’s name and address properly punctuated.
Third Grade
Study carefully all that has been said in the Introductory state—
ments and under the Outlines for preceding grades. Besides, note the
following summary:
1. Daily oral drill through story, poem, and picture, and atten–
tion to correct speech in all the work of the school. (Note
the partial list of common errors of speech given under outline
for the fourth grade).
2. Copying of poems, quotations, and paragraphs from the
blackboard.
3. Daily drill in dictation, not only of sentences, but, as the
year progresses, of poems.
4. Writing of poems from memory, with due regard to form of
stanzas, capitalization, punctuation, and spelling.
5. Capitals: as in preceding grades; at the beginning of direct
quotations, months of the year; all proper names as they
OCCUIT.
6. Punctuation: as in preceding grades; the interrogation point;
the comma, after words in a series; quotation marks; the
period after abbreviations; the apostrophe in contractions
and to show possession; the hyphen at the end of a line to
show the division of a word at the end of a syllable.
7. Abbreviations: Mr., Mrs., Dr., St., Ave., Mich., Prof.; the days
of the week and the months of the year.
8. Irregular verbs: go, see, break, begin, come, do, eat, sit,
write, speak, give, ring, take, throw, teach.
Persistently correct all errors in the use of the various
forms of these verbs. Drill on the more common and more
troublesome ones by having the act expressed by each verb
performed and then described. For example, break a stick in
Ithe presence of the class, asking such questions as, “What
am I doing?”, “What have I done?” Keep on the blackboard
36 THE PUBLIC SCHOOLS
and have read daily sentences containing the correct forms of
Verbs in Which errors are commonly made.
9. Letter Writing: see Introductory statement; teach neatness,
and accuracy in punctuation, spelling, capital letters, etc.,
proper method of folding a letter and addressing an envelope.
10. Spelling and use of the following homonyms: here, hear;
Write, right; hour, our; to, too, two; know, no; their, there;
meet, meat; buy, by; knew, new; flower, flour; aunt, ant;
ate, eight; sent, Cent; Week, Weak.
Fourth Grade
See Introductory. As the year advances, increasing attention
should be given to written work, not, however, at the sacrifice
of Oral work, which should still predominate. Use Robbins and Row's
Essentials in English, Book One, Part One, as a guide. Besides, note
the following specific suggestions and Summary for the work of this
year:
1. Selections of good literature as the basis of oral instruction.
(See Course of Study in Literature.) Attention to the
language used by the pupils in all their School work. The
following are a few of the Common errors of children that
should be persistently corrected:
(1) Use of these and those for this and that in such expres—
Sions as “This sort of apples,” “That kind of people.” Also
correct such expressions as “them books,” “them kind.”
(2) Use of like for as; without for unless; don’t for doesn’t;
hadn’t Ought for Ought mot; in back for behind; good for well,
as, “He writes well,” not “good,” and other adjectives for
adverbs.
(3) Use of correct pronominal forms after forms of verb
to be, also after transitive verbs and prepositions, as, “It is I; ”
“It is for me; ” “It is we who are to blame; ” “The man whom
you saw,” etc.
(4) Distinction between may and C(tn, Shall and will, teach
and learn, between and (thuong; angry and mad, like and love.
2. Dictation: of poems, quotations, sentences, making use of
homonyms and abbreviations (see lists), and sentences to
develop the paragraph.
Abbreviations: in addition to those given in the third grade,
the following: A. M.; P. M.; P. O.; P. S.; U. S.; R. R.; Rev.;
Supt. ; Doz. ; Capt., Sr.; Jr.; lb.; gal.; qt.; bu. Also the more
Common contractions.
4. Capitals: as in preceding grades.
5. Punctuation: as in preceding grades; the exclamation point;
the comma to set off independent and transposed phrases.
(Study the punctuation in the reading lessons).
3
YPSILANTI, MICHIGAN 37
6. The possessive singular and plural.
Homonyms: those of the third grade, and the following
besides: Whole, hole; pair, pear, pare; won, one; him, hymn;
great, grate; steel, Steal; pail, pale; sale, sail; sent, cent; etc.
8. Irregular Verbs: see list and suggestions under third grade.
9. Instruction in the use of the dictionary.
Fifth Grade
Teachers should read carefully the Introductory Statement, as
Certain principles are there set forth, which, in a general way, are
meant to determine the character and methods of the course. No
Summary Of the work of the grade is here given, teachers being
expected to carry on the work according to these principles. As in
the fourth grade, only to a still greater extent, written work will be
introduced; and, as in all the preceding grades, there will still be
the persistent Correction of errors of speech as they occur in all the
Work of the grade. Note carefully the suggestions and directions
given in the outline under these grades, especially with reference to
mechanical details.
A text-book in language is here for the first time placed in the
hands of the pupils. This text-book, “Essential Studies in English,”
Book One, makes the child’s experience the basal condition of all
development in language power. This experience is of two kinds:
direct, immediate, or first hand, this being gathered through the
child’s Self—activity; and indirect or mediated experience acquired
through hearing and reading language. Teachers should study care–
fully the “Suggestions” at the beginning of this book.
The work for the year is comprehended in Part Two, although
the important lessons of Part One should be reviewed. For most
of the poems in the text—book, Substitute those given in the Course
of Study in Literature, adapting the method, which is given in
the book, to these poems. While mechanical details are not to be
neglected, these are to be studied from now on “by careful observation
of good models and by application in dictation and ordinary practice.”
The paragraph is to receive special attention in this grade, and its
development and structure in the best models should be studied.
Study the table of contents at the beginning of the text—book and
note carefully the subjects treated. Do not wander away from the
lessons suggested in the book and allow the work thus to become
aimless. Note especially the emphasis upon Such topics as “Letter
Writing,” ”Form in Composition,” “Troublesome Sentences,” “Art and
Composition,” “Choice of Words,” “The Paragraph,” “Dictation,” etc.
Additional maſterial for the year's work will be provided through
the selections in the Course of Study in Literature. The direct
experience and observation of the children will also provide occasional
themes. In assigning these, Care should be taken that they have to do
7
38 THE PUBLIC SCHOOLS
With things that are actually within the interests and experience of .
the children. Original work of this sort belongs, too, to the latter
part of the year. The following are suggestive of the kind of themes
that should be used: “Our City’s Parks,” “The New Bridge,” “The
Michigan Central Gardens,” “Our Sewing Class,” “Our Manual Training
Class,” “The Water Tower,” “The Normal College Gardens.”
The use of the dictionary should be encouraged. This may be
made a part of the work in spelling and reading. Give exercises in
the diacritical marking of words.
Sixth Grade
Teachers should read not only the Introductory Statement but
all that has been said in the outline under preceding grades, espe—
cially the fifth. “Essentials in English,” Book One, Part Three, is the
text. Review, also, the more important lessons of Parts One and Two.
Read carefully the “Suggestions” at the beginning of the book. Do
not memorize the longer poems, but use those given in the Course of
Study in Literature instead. Give abundant practice in the choice
of Words, the use of word—forms, and troublesome sentences, supple—
menting the exercises in the text-book,
Study carefully the literary selections in the text-book as models
for paragraphing, punctuation, choice of Words, etc. Study these
Subjects, also, in the reading lessons, and apply the principles to all
the Written work of the grade. Material for reproduction will be
found in the Stories for this grade in the Course of Study in Literature.
The following are typical themes for Original work: “How I Spent a
Day on a Farm,” “A Trip to Detroit,” “Last Fourth of July,” “The
Story of a Fleece of Wool,” “Ypsilanti as a Residence City,” “Our
Manual Training Room,” “Our Sewing Room,” “Recreation Park.”
Seventh Grade
In this grade the serious study of grammar is begun. However,
language, as the study of correct oral and Written speech, still has a
prominent place. The text-book, “Essential Studies in English,” Book
TWO, to page 112, comprises the Work Of the year in grammar. The
more important subjects treated are: Sentences; Subject and Predi-
cate; Parts of Speech; Complements and other Case Constructions;
and Prepositional Phrases. These Subjects should be thoroughly
mastered. Insist upon the concise, carefully worded definitions of the
text. Supplement the drill exercises in the book, if these are not
sufficient to fix the principles that are being taught.
As the authors say in their preface, “The section on composition
is not intended to furnish material for, or even to indicate, all that
should be done in the upper grades in this Subject.” The following
selection of topics from this section (pp. 223–333) indicates, in a
general way, the kind of work that can be undertaken in this grade:
Division into Paragraphs; Revision of Composition; Combining
YPSILANTI, MICHIGAN 39
Sentences; Choice of Words; The Use of Words; Punctuation,
Capitalization, and Paragraphing. In all the Written work of the
grade, take advantage of every opportunity to apply the principles of
Composition that are being taught. Study the paragraphing, punctua–
tion, and construction of sentences in the reading lesson. For
material for reproduction see the titles of stories and legends given
in the Course of Study in Literature. Additional material is furnished,
also, in the selections for reading. For example, from “Snow Bound,”
note the following subjects: “Farm Life in Winter,” “New England
Schools of a Century Ago,” “Winter Sports,” “A New England
Ritchen.” See also topics suggested for fifth and sixth grades.
As said under earlier grades, there should be constant care in
the matter of oral speech. Make a list of common errors, and call
attention to the correct usage by having it written on the board where
it can be seen and by having frequent dictation of exercises in
COrrect uSage,
Eighth Grade
The work in grammar is continued, and covers pages 112 to 197
in “Essential Studies in English,” Book Two. The important topics
treated are: Sentences and Clauses; Analysis and Construction;
Conjunctions; Verbs and the different verbal forms. Besides, there
whould be a thorough review of the topics of the seventh grade.
insist upon the concise, carefully worded definitions of the text.
Emphasize the essentials and do not Waste time upon distinctions and
classifications which are beyond the grasp of immature minds.
There should be much drill upon the analysis of sentences con–
taining transposed words, phrases, and clauses, and upon Sentences
in which the verb phrases are divided. In other words, see that pupils
have the ability to construe meanings, or to make what might be
termed analysis for thought.
Another kind of advanced Study Which might be undertaken is
the study of a few characteristically difficult points in grammar,
including common idioms. However, these should be studied as some—
thing special and unusual, so that pupils may not fall into the error
of trying to classify them regularly.
In teaching the verb, have conjugations Constructed, but not
memorized. This presupposes a thorough knowledge of the principles
of Verb accidence.
The text—book will furnish SOme material for composition. Note
what has been said under the Seventh grade. The section (pp. 223–
333) will probably furnish Sufficient principles, but additional material
for reproduction will have to be sought elsewhere. The stories and
legends named in the Course of Study in Literature will furnish
material, as will, also, the classics used for reading. Some important
topics in the section on Composition are: “The Paragraph, Variety
40 THE PUBLIC SCHOOLS
and Smoothness; Essentials of a Good Sentence; Combining Sentences;
Choice of Words; The Right Use of Pronouns; The Use of Words;
Form in Composition; and Correspondence.
In the matter of themes for original composition note what Was
said under the fifth grade. In addition to the themes there given,
the following are suggested as typical of what may be used: “The
Factories of Ypsilanti; ” “The Churches of Ypsilanti;” “Our Shade
Trees;” “The Signal Corps; ” The Public School Library;” “How to
Use a Library;” “Manual Training; ” “Domestic Science; ” “Our City
Fire Department.”
In the criticism and correction of compositions, try to make the
pupil critical of his work. In order that he may do this, he must have
mastered the important principles Of composition. It is not SO
important that all errors be corrected as that especial attention be
called to those that are typical and that are likely to occur again.
Very many errors are due to Carelessness rather than to ignorance
of rules or principles, and should be dealt with in a way different from
those in which fundamental principles are violated. In the case of
sentences which are faulty, either because they are ambiguous, or
because words are not well chosen, or because balance is lacking, See
that the sentence is reconstructed With the aid of all the pupils of
the class.
In criticising a composition, follow some Such program as the
following, which is taken from the Course of Study in English for the
Indianapolis Schools:
Occasionally a composition that has been handed in should be
written on the board and kept concealed until the time for the
recitation. It may then be criticised by all the class, sentences that
need reconstruction being written on the board by some member of
the class as the criticism and correction progress.
Read the composition through.
Did the writer keep to the subject? Did he put anything in it
that was unnecessary?
Were any of the expressions new to you?
Mention any apt Word that you noticed.
Indicate a particularly good Sentence, or sentences.
Indicate a sentence or sentences that could be improved.
Help the pupil to restate it.
Correct grammatical errors.
Correct mechanical errorS.
In correcting papers, use a uniform system of marks, such as the
following:
T Paragraph pu. Punctuation d. Take out
/\ Omission f.s. Faulty structure Cap. Capital
sp. Spelling w.w. Wrong word
º,…,
ARTS AND CRAFTS
-
s
º
Done by Members of Class in Design and Advanced Drawing


YPSILANTI, MICHIGAN 41
A Brief List of Books on the Various Phases of Language Instruction.
Adler, “Moral Instruction of Children,” Chapters VI, VII, IX, and X.
Alison and others, “The Story in Primary Instruction.”
Arnold, “Waymarks for Teachers.”
Bates, “Talks on the Study of Literature.” “Talks on Writing English.”
Bryant, “How to Tell Stories to Children.”
Bryant, “Stories to Tell to Children.”
Carpenter, Baker and Scott, “The Teaching of English.”
Chubb, “The Teaching of English.”
Compayre, “Lectures on Pedagogy.”
Dye, “The Story in Primary Instruction.”
Hall, “Youth, Its Education, Regimen, and Hygiene,” Chapter Ten.
Hamilton, “The Recitation,” pp. 279-290.
Hinsdale, “Teaching the Language Arts.”
Hosic, “The Elementary Course in English.”
Indianapolis Public Schools, “Course of Study in English.”
McMurry, “Course of Study in the Eight Grades.” (Two volumes)
McMurry, “Special Method in Language.”
Wiltse, “The Place of the Story in Early Education.”
READING
General Statements and Suggestions for the First Three Grades.
While knowledge and the instruction of the School are no longer
regarded as bound up in or limited to books, yet, as the School is
organized at the present time, books are, largely, the means or
instruments of education. Consequently, until the pupil can interpret
the thought of the printed page, he can make but little independent
progress, and must rely upon oral instruction and his powers of
observation. However, without neglecting or disregarding the import—
ance of these in the instruction of young children, it is plain that
much time should be given to the teaching of reading in the early
years of the school course. From one-third to one-half of the time
the first two years should be given to the subject of reading, including
phonics, word drill and spelling.
Children are in possession of a vocabulary of several hundred
words when they enter school. Beginning with Such of these as are
most common to all the children, teach together the written and
printed forms until they are as familiar to the eye as are their
sounds to the ear. Such a list of Words make up the vocabulary of
the Aldine Reading Chart and the Aldine Primer. These words are
of such character and variety as Will enable the teacher to frame
many simple sentences adapted to training in good expression.
As habits formed during the first years Will persist, children should
42 THE PUBLIC SCHOOLS
be taught from the first to read With natural expression and With
distinct articulation. For definite training in both these particulars,
dramatization should be introduced as soon as the child can read
Simple Sentences, and systematic drills in Correct pronunciation and
distinct articulation should be given regularly from the start. Note
especially incorrect habits of speech of individual pupils.
In order to hold the interest and attention of young pupils, the
instruction must be animated, rapid, and varied, especially if the
class is large. The teacher Will have to devise various methods of
making word drill and drill in phonics interesting. Every child
should be called upon as often as possible in each recitation, especial
attention being given to listless and slow pupils.
First Grade
Before beginning her work, the teacher should become thoroughly
familiar with “Learning to Read,” the manual explaining and elabor–
ating the Aldine method of teaching beginners to read. In this are
given directions for the use of the Reading, Rhyme, and Phonic Charts,
Cards, etc.
From twelve to sixteen weeks should be Sufficient for covering
the first twenty-one pages of the Reading Chart. The Primer should
not be begun until this point has been reached. Follow closely the
suggestions of the Manual in the use of the Chart, Rhymes, Cards, etc.
After the Primer has been completed, the Aldine First Reader is
taken up. With classes starting in September, the First Reader should
be begun by the first of February. Two or three other primers and
first readers from the Supplementary reading belonging to the School
should also be read.
As soon as children have learned to read from their Primers,
they should have access to a number of easy primers and reading
books. A number of such books is provided for each room, and children
should be encouraged to do independent, Silent reading. After a while,
as a reading exercise, they can be given opportunity to read aloud to
the rest of the room from the books thus read at their seats.
The following are some Of the Primers from Which Selection may
be made to supplement the Aldine Primer:
The Sunbonnet Babies.
The Bender Primer.
The Wheeler Primer.
Reading—Literature Primer.
The Art—Literature Primer.
The Overall Boys.
Second Grade
Begin the year with a review of the Aldine First Reader. Use
the Aldine Phonic Chart, giving a period daily to this and to word—
YPSILANTI, MICHIGAN 43
Study. The teacher should be so familiar with the words for first
and Second grade spelling in the text-book (Bailey–Manly, Part One,)
that she can select these at the proper time and correlate them. With
the work in phonics, word-study and reading.
Follow the First Reader with the Aldine Second Reader. It is
not necessary that all the lessons in this book be read without break.
Supplement from time to time with such reading material from the
Library as may be demanded by the seasons or by the other Work.
Note the suggestion under the First Grade for independent, silent
reading.
The following is a partial list of the readers provided for
Supplementary use:
Wheeler First Reader.
Wheeler Second Reader.
Art—Literature, Book One.
Folk-Lore Reader, Book One.
Around the World, Book One.
Cyr's Advanced First Reader.
Fairy Stories and Fables.
Tree—DWellerS.
Third Grade
The Aldine Third Reader is the basal text. Study the Manual
(Chapters XXIII and XXIV) for suggestions. In this grade, some of
the suggestions made for the higher grades, especially the fourth and
the fifth, will apply. Note what is said there about reading for thought.
In this grade, there can be an increased amount of the silent reading
Suggested for the earlier grades.
The following is a partial list of the supplementary readers for
this grade:
The Jones Third Reader.
The Art—Literature Reader, Book Two.
The Art—Literature. Reader, Book Three.
Seven Little Sisters.
Golden Book of Choice Reading.
Fifty Famous Stories Retold.
Old Fashioned Fairy Tales.
General Statements and Suggestions for Grades Four to Eight.
The first three years are essentially the time for teaching the
so-called mechanics of reading. “Method,” however, gradually dis—
appears as pupils approach the fourth year, and increasing emphasis
is placed upon the literary content of the Selections to be read. From
this time on there should be much independent reading done for
training in thought getting. It is a traditional and erroneous impres—
44 THE PUBLIC SCHOOLS
Sion that this must be accomplished through oral reading. If one
Were to judge by the methods employed in teaching reading, he might
assume that teachers were training prospective public readers instead
of teaching pupils to arrive independently at an understanding of what
they must read for purposes of information and recreation all through
life.
But neither end in itself is a sufficient one. Pupils must be taught
to read with clear enunciation, distinct articulation, and good expres—
Sion. Careless and Slovenly habits of articulation and faulty pronun–
ciation in every-day speech may be broken up by attention to such
details in Oral reading. On the Other hand, nothing is so necessary to
naturalness of expression in reading as a thorough understanding of
What is being read, and for this reason the importance of silent
reading cannot be over-emphasized.
Without too much regard for the more or less mechanical details,
which ordinarily receive their share of attention, teachers are urged
occasionally to vary their methods by recourse to some of the
following devices:
1. Once a week double the period for reading, and have pupils
each read a short selection from different books. Three, four, or a
half dozen pupils might be chosen to read one selection. The choice
of selections may be under the direction of the teacher, or made by
her entirely. As far as possible, the selections should be such as are
not familiar to the children in order to keep the interest and attention
Of those of the class Who are listening.
2. An occasional period may be devoted to the giving of the
thought of Selections that have been assigned to individual pupils.
These selections should not be too long, and may be selected from
different books, or the wide—a Wake teacher can select from Various
sources suitable short stories for this purpose. Children’s papers and
magazines furnish material of this sort, which, while often of no real
literary merit, will serve the purpose.
3. Occasionally select a reader with which children are not
familiar, have one pupil read a Short part of a selection, Standing
before the class, then pass the book to another, and so on, until all
have read.
4. Library books that have been recommended for the grades
may occasionally be made the subject of Oral book reviews.
Dramatization should receive the attention it deserves. Many
Selections lend themselves admirably to this purpose. Besides, there
is supplied for fourth grade, “Children’s Classics in Dramatic Form.”
The above are only a few of the Ways by which teachers may
break away from the traditional and often purposeless methods
employed in teaching reading. The ingenious, progressive teacher will
devise other methods of making her Work purposeful and effective.
YPSILANTI, MICHIGAN 45
Teachers who are ambitious and who desire their work to bear the
stamp of originality and up-to-dateness will constantly study the
conditions and needs of their work.
Much helpful suggestion may be gotten from the following books:
The Psychology and Pedaga.gy of Reading, Huey.
How to Teach Reading, Clark.
Special Method in the Reading of English Classics, McMurry.
Reading in the Public Schools, Briggs and Coffman.
The Teaching of English in the Elementary and Secondary
School, Chubb.
The Teaching of English, Carpenter, Baker and Scott.
Fourth Grade
Study carefully the General Statements and Suggestions. The
Aldine Fourth Reader is the regular text. Selection may also be
made from time to time from the following list of readers provided.
for this grade:
Brooks’ Fourth Reader.
Black Beauty.
Children’s Classics in Dramatic Form.
Stories of Great Americans for Little Americans.
Stories from Plato.
Art—Literature Reader, Book Three.
Third Year Language Reader.
Fifth Grade
Study carefully the General Statements and Suggestions. No
basal text is prescribed. The following is a list of the books supplied
for reading in this grade:
Brooks’ Fifth Reader.
Baker & Carpenter Fourth Year Language Reader.
King of the Golden River.
Hawthorne, Book of Tales.
Water Babies.
Stories our Our Country.
Ten Boys.
Art—Literature Reader, Book Four.
Character Building Readers, Fifth Year.
Sixth Grade
Study carefully the General Statements and Suggestions. The
following is a list of the books Supplied for reading in this grade:
Brooks’ Sixth Reader.
Baker & Carpenter Fifth Year Language Reader.
Lobo, Rag, and Vixen.
Hoosier School—boy,
Arabian Nights.
46 THE PUBLIC SCHOOLS
Robinson Crusoe,
Rab and His Friends.
Character Building Readers, Sixth Year.
Seventh and Eighth Grades.
In these two grades it is desirable that longer selections be taken
up and that these shall represent a high standard of literary quality
and Style. In the earlier grades there was regard more especially
for the content of the matter read. But there is need not alone of
this, but also of matter that is regarded as classic in form as well as
in content. Such selections have the advantage of requiring sustained
attention and of arousing a stronger interest. They afford sufficient
Opportunity, too, for pupils to become acquainted with, and to be
influenced by, the characters represented. Besides all this, they create
an interest in the author and lead to admiration of his skill and
power.
The text—book for the seventh grade is Selections from the River—
Side Literature Series for Seventh Grade Reading. The book contains
such long selections as “The Great Stone Face,” “The Courtship of
Miles Standish,” “A Dog of Flanders,” and “The Vision of Sir Launfal,”
besides a number of classic short poems and prose selections. The
eighth grade reader is American and English Classics for Grammar
Grades and contains such long selections as “Rip Van Winkle,”
“Legend of Sleepy Hollow.” “Snow Bound,” “Evangeline,” “Merchant
of Venice,” “Horatius,” and “Enoch Arden.”
LITERATURE
INTRODUCTORY
The Value and Purpose of the Study of Literature.
A proper conception of the study of literature can come only as
the result of having first formed a clear idea of the value and purpose
Of Such study. The teacher Who Sees in the more exquisite products
of literature material for the development of character, the cultivation
of gentle manners, and the enrichment and refinement of life has
arrived at a Vantage ground from Which her Work, so often discourag—
ing, takes on a significance which nothing else can give. To her,
literature becomes a means whereby the child’s feelings and emotions
may be Stirred to pass judgment upon the motives and acts of persons
no less real to his imaginative nature than those about him. She
sees, too, the child’s range of vision and ideas broadened by the
experience of those whose environment has been less limited than
his own.
YPSILANTI, MICHIGAN 47
Its Nature and Extent
There is much confusion and indefiniteness among teachers as to
the nature and extent of the study of literature in the grades of the
elementary school. To many it means merely the study of the lives
of a few authors, with, possibly, a short poem or prose extract
committed to memory. A little thought should show that this is a very
Small, and, perhaps, the least important part, of such study. It may
have some value for the information to be gained, but it is doubtful
whether such information, unrelated, as it often is, to the lives and
interests of boys and girls, is long retained; and, indeed, the fact that
the information is so often lacking in vital interest may lead one to
question whether it has any real value. But there is a wealth Of
Culture material to be found in the great masterpieces that have come
down to us. To know these, to be able to impart the lessons they
teach, and to inspire through her enthusiasm an appreciation of their
worth and beauty, is the teacher’s chief task. During their years in
school, children should be introduced to the best thought and noblest
deeds of all time. Biographies of Writers, to some extent, may be
taught incidentally, but certainly not to the exclusion of the noble
sentiments and creations of the mind. The mere facts of birth,
residence and death have little value. In whatever biography is
taught, there should be an attempt to discover some connection
between an incident in the life and a product of the mind of the
subject, and always high motives and Worthy deeds should receive
most careful attention.
The Limitations of the Teacher
But while the teacher may have a clear idea of the nature and
purpose of the study of literature, there are here, as in other lines of
school work, limitations which seem well–nigh to preclude the
possibility of attaining much that is worth while. An Over-crowded
course of study with its apparently more useful and important subjects
looms before her. Besides, there is the influence of the less worthy
literature of the day. But these limitations, instead of being regarded
too seriously, should be an incentive to a determined effort to place
before her pupils the high ideals of duty and conduct portrayed in
the written experience of the race.
A Possible Minimum of Work in Literature
Katherine H. Shute, writing in the “School Review” for Septem—
ber, 1906, gives the following minimum of work which any teacher
may accomplish:
1. Reading aloud to pupils Of One good book in the course of
a year. -
2. One good poem read aloud every day.
3. Memorizing eight or ten poems in a year.
48 THE PUBLIC SCHOOLS
4. Good literature in the reading lessons handled with insight
and appreciation. -
To these may be added without seriously increasing the above
minimum : - *
1. Telling of classic stories to children, especially in the primary
grades.
2. Judicious direction of pupils’ outside reading. -
Upon these several lines of work the following remarks are
offered, partly in explanation or justification of them, and partly as
Suggestive of method of procedure in carrying them out.
The reading aloud of good books by the teacher—In this, the
aim is fourfold: first, to give children a desire to read for them—
selves; second, to cultivate the imagination of pupils; third, to teach
pupils how to read with good expression; and fourth, to present right
ideals of conduct and duty through the medium of good literature.
The reading aloud of choice poems by the teacher—That very
young children find genuine delight in the rhythm of the old nursery
rhymes, is a fact Well known to all. And it is in the belief that Some—
thing of the same pleasure will attend the reading of poetry all through
life, providing the sense of rhythm is not lost, but rather is quickened
and made more delicate, that this line of work is recommended. In
the earlier grades, poems Should be chosen in which the rhythm is
marked. These should be read aloud by the teacher, inspiringly, of
course, for, as has been Well said, “A poem Should be so read that it
will sing itself in the listening hearts of children.” It would be well,
also, if such poems could be read by the pupils from the board, or
copied and read from note books. In the outline, no attempt is made
to suggest a poem for each day. Probably the teacher should not
attempt to read a new poem each day. A good poem Will bear a
number of readings. In the Outline, typical poems have been Sug-
gested, and the teacher is left free in her choice of others.
Memorizing of choice poems by the children—That youth is pre-
eminently the time for storing the mind with choice poems and prose
extracts is undoubted. These are more easily acquired then than at
a later period. For this line of Work, a list of poems has been
selected which will yield pleasure through their rhythm, and which
are choice, as well, for the beautiful thought they express. Care has
been taken not to select poems of too great length, or of too great
difficulty. A sufficient number has been selected, too, to allow of
Some choice On the part of the teacher. At least six poems should be
I'memorized each year, and these should be reviewed in subsequent
years, so that by the time a pupil has passed through the eight grades
he will be familiar with all the poems he has memorized in the differ—
ent grades.
Treatment of good literature in the reading lessors—The following
YPSILANTI, MICHIGAN 49
points should always be kept in mind in teaching a reading lesson:
(1) the necessity of a thorough understanding of the author's motive
and of directing all discussions toward this motive; (2) the teacher
must become thoroughly imbued with the spirit of the Selection
before attempting to teach it; (3) the teacher must have enthusiasm,
animation, and vigor if she would get and keep the interest of the
Class; (4) Some time should be spent in assigning the lesson, difficult
parts being made clear, new words studied, etc.; (5) too close ques-
tioning should be avoided, lest pupils fall into the habit of reading
into a selection that which the author never meant should be read
into it. Neither should the teacher try always to have pupils express
answers in the precise form in which they are in her own mind,
remembering always that “The letter killeth, but the Spirit giveth
life.”; (6) the dramatization of parts of selections awakens interest
in the selection, and gives reality to what the author is trying to
express or give a picture of; (7) pupils should hear the teacher read
frequently; (8) pupils should be encouraged to memorize particularly
fine passages of the selection; (9) clear and distinct enunciation
should be aimed at, and exercises should be given for practice in
enunciation; (10) the teacher should not try to correct all the
mistakes made in each reading lessOn. She should aim to overcome
One difficulty at a time, and persist in this until the point is gained.
(Every teacher should read, in this connection, Chubb, “The
Teaching of English,” pp. 76–105 and 117–172; also, McMurry, “Special
Method in the Reading of English Classics,” pp. 102–175.)
Telling of classic stories—When the child comes to school for
the first time, his thought wanders at will from the school room to
the things that have engaged it in the life and the free play of the
home. Consequently, the teacher’s first task is to arrest and concen—
trate in some way the child’s thought. Attention is impossible until
this is done, and, of doing this, no better way has been found than
through stories which are within the child’s understanding and appre—
ciation. Indeed, until children have awakened to the interests of
the school, the telling of stories is the teacher's key to their thought
and attention.
But besides their value for the purpose just mentioned, stories
have a value in the wealth of ideas they contain. Rightly chosen,
they will teach great truths, Will give high ideals, and will furnish
the mind with ideas before the child has learned to read. By oral
instruction through the story, it is possible to introduce the child
at a very early age to Some of the greatest literature.
While this line of work belongs peculiarly to the primary grades,
it should not be neglected entirely in the higher grades. The teacher
should learn to tell a story in an interesting way, and aim to have
the pupil reproduce it orally in the same way. The reproduction of
50 THE PUBLIC SCHOOLS
Stories told by the teacher furnishes one of the best means of
instruction in oral language.
Judicious direction of pupils’ outside reading—“As a rule, the
more magnetic and masterful a teacher is, especially as a wielder of
Words, the more careful she must be to keep her hands off her
pupils; not to use books too tyrannically; not to assert her own
literary preference, or to work her own literary vein too dominatingly;
above all, never to misunderstand her Office so seriously—even if
she is a special teacher of English—as to aim to produce Writers, or
actors, or librarians, instead of Contributing an important element
to the making of cultivated manhood and Womanhood, and that many--
sided interest that ought to be maintained during childhood.
The teacher or librarian may well act as advisers, and, within limits,
as wardens of the child’s literary destiny. . . . Short of courting
obvious danger, the child should have a chance to select its own
literary pasturage, unconscious of the peeping parental eye; browse
at will, explore and taste, try and judge for itself. The best that
can be done is to put the child by One means or another in the Way
of the best books; to give him a sense of being (Subject to parental
Veto in extraordinary Cases) a free agent in the selection of them;
to open up suggestively new realms to him; talk over his reading
with him; and enable him to possess those books he likes, among the
really good ones, to read and reread again, until he accumulates a
select 1ibrary of his own that has just the distinctive character of
reflecting his deeper and more stable interests.” Chubb, “The Teaching
of English,” pp. 119–121.
With the foregoing as a basis, the following Outline has been
prepared, not with a view to circumscribing the teacher’s effort or
Originality, but for the purpose of making this work definite and of
unifying the same in the different schools. Teachers Will be expected
to adhere to the selections for their particular grades, and not take
up work that has been assigned to some other grade.
A complete card index of poems and stories is to be found in
the Library, also various bulletins and reading and story lists, to
Some of which reference will be made in the bibliography, pp.– —
PRIMARY GRADES
First Grade
1. Books to be read aloud by the teacher:
Heart of Oak, First Book. . . . . . . . . . . . . . . . . . . . . . . . . Norton
Mother Goose Village. . . . . . . . . . . . . . . . . . . . . . . . . . . . Bigham
Folk Lore Reader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grover
Eugene Field Reader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cooley
Brownie Primer. . . . . . . . . . . . . . . . . . . . . . . Banta and Benson
Book of Fables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scudder
YPSILANTI, MICHIGAN
51
2. Poems to be read aloud by the teacher:
3.
Nonsense Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lear
The House that Jack Built. . . . . . . . . . . . . . . . . . . . . . . . Anon.
Cock Robin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mother Goose
Mother Hubbard. . . . . . . . . . . . . . . . . . . . . . . . . . Mother Goose
Little BO-Peep. . . . . . . . . . . . . . . . . . . . . . . . . . . . Mother Goose
Popping Corn . . . . . . . . . . . é & © e º ºs e e s e s is e º e º 'º e s e s m e e s s Anon
Who Stole the Bird's Nest?........................ Child
Mary Had a Little Lamb . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hale
Robin Red-Breast . . . . . . . . . . . . . . . . . . . . . . . . . . . . Allingham
Three Little Kittens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anon.
Lady Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Milnes
The Little Angel. . . . . . . . . . . . . . !. . . . . . . . . . . . . . . . . . Prentiss
The Baby . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MacDonald
Poems to be memorized by the children:
Little Things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anon.
Little Kitty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prentiss
The Wind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stevenson
The First Christmas. . . . . . . . . . . . . . . . . . . . . . . . . . . . Poulsson
Cradle Song. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prentiss
Kind Hearts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anon.
Twinkle, Twinkle, Little Star. . . . . . . . . . . . . . . . . . . . . Taylor
The Chickens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anon.
Little Birdie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tennyson
Whole Duty of Children. . . . . . . . . . . . . . . . . . . . . . Stevenson
4. Treatment of good literature in the reading lesson.
5
1.
Stories to be told to the children:
See general remarks pages 48 and 49.
Golden Rod and Aster; The
Old Woman and Her Pig; The Anxious Leaf; Little Red Riding
Hood; The Three Bears; The Little Match Girl; The Unhappy
Pine Tree; Chicken Little; The Fir Tree; The Lion and the
Mouse; The Straw, The Coal of Fire, and the Bean; Story of
Saint Valentine; Story of George Washington; The Four
Musicians; The Ugly Duckling; The Little Raindrops; The Bird
With No Name; The Pea Blossom; The Apple Blossom.
Second Grade
Books to be read aloud by the teacher:
Fables—Selected . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AeSOp
Robinson Crusoe for Children. . . . . . . . . . . . . . . . . . McMurry
The Story of Hiawatha. . . . . . . . . . . . . . . . . . . . . . . . . . . Norris
Just So Stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ripling
The Snow Baby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Peary
The Adventures of a Brownie. . . . . . . . . . . . . . . . . . . . . . Craik
Child’s Garden of Verse. . . . . . . . . . . . . . . . . . . . . . . Stevenson
Heart of Oak, Second Book. . . . . . . . . . . . . . . . . . . . . . . Norton
52 THE PUBLIC SCHOOLS
Reynard the Fox (Adapted). . . . . . . . . . . . . . . . . . . . . . Smythe
2. Poems to be read aloud by the teacher:
Good Night and Good Morning. . . . . . . . . . . . . . . . . . . . Milnes
HOW the Leaves Came DOWn. . . . . . . . . . . . . . . . . . . . Coolidge
Don't Kill the Birds. . . . . . . . . . . . . . . . . . . . . . . . Colesworthy
Suppose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . P. Cary
Seven Times One. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IngelOW
The Lost Doll. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kingsley
Over in the Meadow. . . . . . . . . . . . . . . . . . . . . . . . . Wadsworth
A Lesson of Mercy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. Cary
The Swallow’s Nest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Arnold
The Shut–Eye Train. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Field
The Sugar Plum Tree. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Field
Wynken, Blynken and Nod. . . . . . . . . . . . . . . . . . . . . . . . . Field
Three Little Chicks. . . . . . . . . . . . . . . . . . . . . . Butler’s Series.
Waiting to Grow. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . French
Remorse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dayre
The Cherry Tree. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bjornson
Frogs at School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anon.
The Brown Thrush. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Larcom
What the Wood Fire said to the Little Boy. . . . . . Stanton
3. Poems to be memorized by the children:
The SWing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stevenson
Thanksgiving Day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Child
And There Were Abiding. . . . . . . . . . . . . . . . . . . . . . . . St. Luke
The Sun's Travels. . . . . . . . . . . . . . . . . . . . . . . . . . . . Stevenson
Lady Moon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Milnes
I Love You, Mother. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Allison
If I Were a Sunbeam . . . . . . . . . . . . . . . . . . . . . . . . . . . . Larcom
A DeWärop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sherman
The Dandelion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anon.
Daisies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sherman
Babes in the Woods. . . . . . . . . . . . . English Nursery Rhyme
4. Treatment of good literature in the reading lesson.
See general remarks pages 48 and 49.
5. Stories to be told to the children: Arachne; Persephone; Pandora;
Clytie; Cinderella; The Ant and the Grasshopper; Ceres; The
Pilgrims and the First Thanksgiving; Story of Raggylug; How
the Quail Became a Snipe; The Legend of Saint Christopher;
Jack and the Bean Stalk; Puss in Boots; Hans in Luck;
Narcissus; Little One-Eye, Little Two-Eyes and Little Three—
Eyes; The Elves and the Shoemaker; How the Robin Got His
Red Breast; How Summer Came to Earth; The Sleeping
Beauty; The Pied Piper; The Chipmunk's Stripes.
6. Julicious direction of children’s Outside reading.—Children in this
YPSILANTI, MICHIGAN 53
grade will begin to read outside of school and between lessons
in school, if they are encouraged. Have several good books of
first and second reader grade on the desk, and allow the children
to take these to read.
Third Grade
1. Books to be read aloud by the teacher:
Howells Story Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Burt
Bird's Christmas Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . Wiggin
Legends of the Red Children. . . . . . . . . . . . . . . . . . . . . . . Pratt
Stories of American Life and Adventure. . . . . . . . Eggleston
Beautiful Joe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saunders
Stories of King Arthur's Knights. . . . . . . . . . . . . . McGregor
King of the Golden River. . . . . . . . . . . . . . . . . . . . . . . . . Ruskin
Pilgrim Stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pumphrey
2. Poems to be read aloud by the teacher:
The Owl and the Pussy Cat. . . . . . . . . . . . . . . . . . . . . . . . Lear
The Spring Walk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Miller
The Voice of the Grass. . . . . . . . . . . . . . . . . . . . . . . . . . . Boyle
The Bluebird. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Miller
The Fairies of Caldon Low. . . . . . . . . . . . . . . . . . . . . . . HOWitt
The Wind and the Moon. . . . . . . . . . . . . . . . . . . . . . McDOnald
A Visit from Saint Nicholas. . . . . . . . . . . . . . . . . . . . . Moore
Lucy Gray. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WordSWOrth
The Night Wind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Field
Robert of Lincoln. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bryant
Little Gustava. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thaxter
Piccola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thaxter
Casabianca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hemans
Little Orphant Annie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Riley
The Children’s Hour. . . . . . . . . . . . . . . . . . . . . . . . . Longfellow
Hiawatha’s Childhood. . . . . . . . . . . . . . . . . . . . . . . . Longfellow
The Duel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Field
3. Poems to be memorized by the children:
Where Go the Boats? . . . . . . . . . . . . . . . . . . . . . . . . . . Stevenson
The Brown Thrush. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Larcom
The Captain's Daughter. . . . . . . . . . . . . . . . . . . . . . . . . . . Fields
November . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cary
The Four Winds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sherman
The Land of Counterpane. . . . . . . . . . . . . . . . . . . . . Stevenson
Daffy-down—dilly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Warner
Sweet and LOW. . . . . . . . . . . ‘. . . . . . . . . . . . . . . . . . . . . Tennyson
Don’t Kill the Birds. . . . . . . . . . . . . . . . . . . . . . . . . Colesworthy
The Wind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rossetti
The Violet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jane Taylor
54 THE PURLIC SCHOOLS
The World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rands
The Song of the Bee. . . . . . . . . . . . . . . . . . . . . . . . . . . . Douglas
America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Smith
4. Treatment of good literature in the reading lesson.
See general remarks pages 48 and 49.
5. Classic stories to be told to the children: Philemon and Baucis,
or the Golden Pitcher; The Paradise of Children; The Golden
Apples; King Midas, or the Golden Touch; The Pomegranate
Seed; The Golden Fleece; The Chimaera; Phaethon; Pros—
erpina; Hermes; Iris; Echo; Atlas. Fables: The Boy and the
Wolf; The Dog in the Manger; Sour Grapes; The Ant and the
Grasshopper; The Wind and the Sun; The Dog and His
Shadow; The Lion and the Mouse.
6. Judicious direction of pupils’ outside reading.—Let the children
have access to the books that have been provided for this grade.
Talk with them about what they have read.
Fourth Grade
1. Books to be read aloud by the teacher:
Squirrels and Other Fur Bearers. . . . . . . . . . . . . . Burroughs
Jungle Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kipling
Ways of Wood Folk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Long
The Nurnberg Stove. . . . . . . . . . . . . . . . . . . . . . . . de La Ramee
Adventures of Pinocchio. . . . . . . . . . . . . . . . . . . . . . . Lorenzini
Moni the Goat Boy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Spyri
Four Great Americans. . . . . . . . . . . . . . . . . . . . . . . . . . . Baldwin
Fanciful Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stockton
2. Poems to be read aloud by the teacher:
The Wise Fairy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. Cary
Rain in Summer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . LOngfellow
Jack Frost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gould
The Wreck Of the Hesperus. . . . . . . . . . . . . . . . . . . Longfellow
The Wind in a Frolic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . HOWitt
The Better Land. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hemans
The Inchcape Rock. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Southey
Evening on the Farm. . . . . . . . . . . . . . . . . . . . . . . . Trowbridge
Robin Red-Breast. . . . . . . . . . . . . . . . . . . . . . . . . . . .". Allingham
The Four Sunbeams. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anon.
Hiawatha's Sailing. . . . . . . . . . . . . . . . . . . . . . . . . . . Longfellow
Hiawatha's Hunting. . . . . . . . . . . . . . . . . . . . . . . . . . Longfellow
Tired of Play. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Willis
Discontent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jewett
The Wounded Curlew. . . . . . . . . . . . . . . . . . . . . . . . . . . Thaxter
Little Bell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Westwood
Fairy Folk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Allingham
YPSILANTI, MICHIGAN 55
3. Poems to be memorized by the children:
September . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jackson
October’s Bright Blue Weather. . . . . . . . . . . . . . . . . . . Jackson
A Boy's Song. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hogg
I Remember, I Remember. . . . . . . . . . . . . . . . . . . . . . . . . . Hood
He Prayeth Well Who Loveth Well. . . . . . . . . . . . . Coleridge
The Children's Hour . . . . . . . . . . . . . . . . . . . . . . . . . Longfellow
Speak Gently. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anon.
Forget-me-not . . . . . . . . . . . . . . . . . . . . . . . . . (. . . . . . . . . . Anon.
The Village BlackSmith. . . . . . . . . . . . . . . . . . . . . . . Longfellow
Jeannette and Jo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dodge
Advice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anon.
Pippa's Song. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R. Browning
4. Treatment of good literature in the reading lesson.
See general remarks pages 48 and 49.
5. Stories to be told to the children: Old Greek Folk Stories—Pro-
metheus, The Deluge, Orpheus and Eurydice, Niobe; Stories of
the Trojan War and Ulysses (See “Story Hour Courses for
Children,” Carnegie Library of Pittsburg); Norse Stories and
Myths; Beowulf; Old Testament Stories—The Creation, Noah,
Abraham, Joseph, Moses, Joshua, Gideon, David and Jonathan,
etc.
6. Judicious direction of pupils’ outside reading.—See that children
become acquainted with the books that have been provided for
this grade. If some pupils show indifference in the matter of
reading, try to interest them in books. Talk with them about
books they have read. OCCasionally take a period for Such
talks. Read some book that will interest them, and then tell
them about it.
GRAMMAR GRADES
While the story need not now be used as much as in the Primary
Grades, advantage should still be taken of this means of oral instruc-
tion. Some of the classic myths and fables should be reviewed
and kept fresh in the minds of pupils. See these as listed under
preceding grades. Literary Study through reading may now be used
more than in the earlier grades. For the first two grammar grades
there are supplementary readers which may be used in class. Besides,
certain books are recommended for reading aloud by the teacher, as
in the preceding grades. These books should be discussed by the
pupils and the teacher.
Fifth Grade
1. Books to be read aloud by the teacher:
Story of a Bad Boy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Aldrich
Secrets of the Woods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Long
56 THE PUBLIC SCHOOLS
Gulliver's Travels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SWift
Book of King Arthur (Malory). . . . . . . . . . . . . . . . . . . . Lanier
Swiss Family Robinson. . . . . . . . . . . . . . . . . . . . . . . . . . . . Wyss
Little Lame Prince. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Craik
Krag and Johnny Bear. . . . . . . . . . . . . . . . . . . . . . . . . . . . SetOn
Children of the Cold. . . . . . . . . . . . . . . . . . . . . . . . . . Schwatka
Japanese Fairy Tales. . . . . . . . . . . . * * * * * * * * * * * * * * Willeston
Tanglewood Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . Hawthorne
2. Poems to be read aloud by the teacher:
The Leak in the Dike. . . . . . . . . . . . . . . . . . . . . . . . . . . P. Cary
The Pied Piper of Hamelin. . . . . . . . . . . . . . . . . . R. Browning
Paul Revere's Ride. . . . . . . . . . . . . . . . . . . . . . . . . . Longfellow
Battle of Blenheim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Southey
Landing of the Pilgrims. . . . . . . . . . . . . . . . . . . . . . . . Hemans
Winter and Spring. . . . . . . . . . . . . . . . . . . . . . . . . . . LOngfellow
Planting of the Apple Tree. . . . . . . . . . . . . . . . . . . . . . . Bryant
John Gilpin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cowper
The Spider and the Fly. . . . . . . . . . . . . . . . . . . . . . . . . . . HOWitt
Birds of Killingworth. . . . . . . . . . . . . . . . . . . . . . . . . Longfellow
The Old Clock on the Stairs. . . . . . . . . . . . . . . . . Longfellow
3. Poems to be memorized by the children:
The Barefoot Boy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Whittier
The Arrow and the Song. . . . . . . . . . . . . . . . . . . . . Longfellow
Woodman, Spare That Tree. . . . . . . . . . . . . . . . . . . . . . . Morris
Casabianca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hemans
The Sandpiper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thaxter
Little by Little. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anon.
Home, Sweet Home. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Payne
Morning Hymn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carlyle
Song of Life. . . . . . . . . . . . . . . . . . . . " . . . . . . . . . . . . . . . . Mackay
The Water That HaS Passed. . . . . . . . . . . . . . . . . . . . Doudney
Twenty-third Psalm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . David
A Rain Song. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LOWeman
Little BrOWn Hands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Krout
4. Treatment of good literature in the reading lesson:
See general remarks pages 48 and 49.
5. Stories to be told to the children: Legends of King Arthur;
Stories of Robin Hood; Bible Stories. (See in Library “Good
Stories to Tell to Children under Twelve Years of Age,”
Carnegie Library of Pittsburg).
6. Judicious direction of pupil’s outside reading.—A list of the best
books has been provided for this grade. While the list is not
complete, it includes books with which every boy and girl should
be acquainted. See that every child in the grade reads one or
more of these books. Note, also, What has been said in the
outline for the fourth grade.
YPSILANTI, MICIIIGAN
57
sº Sixth Grade
(See General Statement for Grammar Grades)
1. Books to be read aloud by the teacher:
Jackanapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ewing
Story of a Short Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ewing
The Gentle Boy and Other Tales. . . . . . . . . . . . . . Hawthorne
Boy Emigrants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brooks
Hunting of the Deer. . . . . . . . . . . . . . . . . . . . . . . . . . . . Warner
Prince and Pauper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clemens
Men of Iron. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Wilderness Ways. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pilgrim's Progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bunyan
2. Poems to be read aloud by the teacher:
The Huskers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Whittier
The Corn-song. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Whittier
MidWinter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Trowbridge
Arnold Winkelried. . . . . . . . . . . . . . . . . . . . . . . . . . Montgomery
Sheridan's Ride . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reade
Barbara Frietchie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Whittier
Maud Muller. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Whittier
Annabel Lee. . . . . . . . . . . . . . . . . . . . . . . ‘. . . . . . . . . . . . . . . . .
3. Poems to be memorized:
The Day Is Done. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Longfellow
To the Fringed Gentian. . . . . . . . . . . . . . . . . . . . . . . . . . Bryant
The First Snowfall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LOWell
The Three Fishers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kingsley
The Miller of the Dee. . . . . . . . . . . . . . . . . . . . . . . . . . . Mackay
Break, Break, Break. . . . . . . . . . . . . . . . . . . . . . . . . . . Tennyson
A Christmas Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Holland
The Blue and the Gray. . . . . . . . . . . . . . . . . . . . . . . . . . . . Finch
The Last Leaf. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Holmes
In School Days. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Whittier
4. Treatment of good literature in the reading lesson:
See general remarks pages 48 and 49.
5. Stories: Stockton’s Fanciful Tales; Stories from Herodotus;
Stories from “Uncle Remus;” Greek Myths and Bible Stories
(see fourth and fifth grade outlines).
6. Judicious direction of pupils’ outside reading:
See under fifth grade.
Seventh Grade
(See General Statement for Grammar Grades)
1. Books to be read aloud by the teacher:
Tales from Shakespeare. . . . . . . . . . . . . . . . . . . . . . . . . . . Lamb
Tales of a Grandfather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scott
Story of Oliver Twist. . . . . . . . . . . . . . . . . . . . . . . . . . . Dickens
58 THE PUBLIC SCHOOLS
Tom Brown's School Days. . . . . . . . . . . . . . . . . . . . . . . Hughes
Little Brother to the Bear. . . . . . . . . . . . . . . . . . . . . . . . . Long
Cricket on the Hearth and Little Nell. . . . . . . . . . . . DickenS
Being a Boy. . . . . . . . . . . . . . . . . . . . . . . . . . • * * * * * * * * * * Warner
Treasure Island . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stevenson
2. Poems to be read aloud by the teacher:
The One-Hoss Shay . . . . . . . . . . . . . . . . . . . . . . . . . . . . Holmes
The Skeleton in Armor. . . . . . . . . . . . . . . . . . . . . . . Longfellow
The Bells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poe
The Boys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Holmes
Charge of the Light Brigade. . . . . . . . . . . . . . . . . . . TennySOn
Lord Ullin's Daughter. . . . . . . . . . . . . . . . . . . . . . . . . . Campbell
The Brook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tennyson
Boadicea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . COWper
Bingen on the Rhine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . NOrton
Horatius . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Macaulay
3. Poems to be memorized:
Daybreak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Longfellow
Old Ironsides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Holmes
Columbus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Miller
The Blind Boy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cibber
A Psalm of Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Longfellow
The Builders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Longfellow
Nobility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. Cary
Abou Ben Adhem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hunt
The Destruction of Sennacherib . . . . . . . . . . . . . . . . . . Byron
Daffodils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WordSWOrth
The Bugle Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tennyson
A Man's a Man for A* That. . . . . . . . . . . . . . . . . . . . . . . . Burns
4. Treatment of good literature in the reading lesson:
See general remarks pages 48 and 49.
5. Stories: Greek myths and legends; St. George and the Dragon;
William Tell; The Wandering Jew; The Flying Dutchman; The
Seven Sleepers of Ephesus; The Lorelei; The Cid.
6. Judicious direction of pupils’ outside reading:
See under preceding grades.
Eighth Grade
(See General Statement for Grammar Grades)
1. Books to be read aloud by the teacher:
Sharp Eyes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gibson
TWO Years before the Mast. . . . . . . . . . . . . . . . . . . . . . . . Dana.
A Bunch of Herbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Burroughs
Story of Aeneas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clarke
Tale of TWO Cities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dickens
Picciola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saintine
YPSILANTI, MICHIGAN
59
A Book of Golden Deeds. . . . . . . . . . . . . . . . . . . . . . . . . . Yonge
2. Poems to be read aloud, studied, and memorized:
The Singing Leaves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ingelow
The Vagabonds. . . . . . . . . . . . . . . s e s a e s e e s e s e s a s Trowbridge
Battle of Hohenlinden. . . . . . . . . . . . . . . . . . . . . . . . . . Campbell
*The Way to Heaven. . . . . . . . . . . . . . . . . . . . . . . . . . . . Holland
*Virtue . . . . . . • * * * * * * * * * * * * * * * * . . . . . . . . . . . . . . . . . Herbert
The Bells of Shandon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prout
*Battle Hymn of the Republic. . . . . . . . . . . . . . . . . . . . . HOWe
*Concord Hymn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EmerSOn
*The Chambered Nautilus. . . . . . . . . . . . . . . . . . . . . . . Holmes
*Gettysburg Address (prose) . . . . . . . . . . . . . . . . . . . . . Lincoln
*My Native Land. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scott
Song of Marion’s Men. . . . . . . . . . . . . . . . . . . . . . . . . . . . Bryant
*To a Waterfowl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bryant
*Warren's Address. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pierpont
*Thou, Too, Sail On! . . . . . . . . . . . . . . . . . . . . . . . . LOngfellow
*Recommended especially for memorizing.
3. Treatment of good literature in the reading lesson:
See general remarks pages 48 and 49.
4. Some stories and legends with which pupils in this grade should
become familiar: Tannhauser; Lohengrin; Roland; Prester
John; Atlantis; Greek and Roman legendary and historical
Stories.
5. Direction of pupils’ outside reading:
See under preceding grades.
BIBLIOGRAPHY
All the material mentioned in the foregoing outline can be found
in the Public School Library. The following partial list of books to
be found there is added for the convenience of teachers in selecting
Such material as is needed for their particular grades.
The books
are not classified by grades, as Some of them may be used in several
grades.
Teachers are urged to avail themselves of the aid and stimulus
of those books that are recommended for their use in preparation for
teaching the subject of literature.
BOOKS OF POETICAL SELECTIONS
808.9 Adams
J–808 Alexander & Blake
828 Bates
808 Bellamy & Goodwin
818 Bryant
J–808 Burt
808 Campbell
Cary, Alice & Phoebe
818
Folk story and verse. &
Graded poetry readers, 7 vols.
Ballad book.
Open Sesame. 3 vols.
Poems.
Poems every child should know.
Little poems for little children.
Poems.
60
THE PUBLIC SCHOOLS
808
J–818
R. L.
80.8
808
J–290
J–828
J–818
J–808
818
J–808
818
808
J–290
J–808.9
828
808
J–808
J–818
J–290
J–818
818
J–828
828
J–818
J–808
8:08.9
J–290
J–290
J–290
J–A
J–290
J–290
J–290
J–290,
J–290,
J–290
J–290
J–290
808.9
J–L
Eliot
Field
Granger
Hazard
Hix
Holbrook
Lanier
Longfellow
Lovejoy
LOWell
McMurry & Cook
Matthews
Montgomery
NortOn
Palgrave
Patmore
Repplier
Riley
Rolfe
Sherman
Stedman-
Stevenson
Tenny Son
Whittier
Wiggin & Smith
FAIRY TALES, FABLES,
Adams
AeSOp
Anderson
Anderson
Baldwin
Grimm
Grimm
Harris
Harris
Johnson
Johonnot
KlingenSmith
Lane
Lang
Poetry for children.
Love songs of childhood.
Little book of Western Verse.
Index to poetry and recitations.
Three years with the poets.
Approved selections for memorizing.
8 Vols.
Around the year in myth and SOng.
Boy's Percy.
Poems.
Nature in Verse.
POemS.
Songs of tree—top and meadow.
Poems of American patriotism.
Heroic ballads.
Mother Goose.
Heart of oak books. 6 vols.
Golden treasury of Songs and lyrics.
2 vols.
Children’s garland from the best poets.
Book of famous Verse.
Rhymes of childhood.
Fairy tales in prose and verse,
Little folk lyrics.
American anthology.
Child’s garden of Verse.
Poems.
Poems.
Golden numbers.
FOLK STORIES
Folk story and verse.
Fables; ed. by Stickney.
Danish fairy tales.
Fairy tales; ed. by Stickney. 2 vols.
Arabian Nights; ed. by Hale.
Fairy stories and fables.
Fairy tales; ed. by Wiltse. 2 vols.
German household tales.
Nights with Uncle Remus.
Uncle Remus: his songs and sayingS.
Oak tree fairy book.
Grandfather’s Stories.
Household stories.
Stories for children.
Blue fairy book.
Green fairy book.
Red fairy book.
Yellow fairy book.
YPSILANTI, MICHIGAN 61
J–290
J–290
J–290
J-290
J–290
JH290
J–290
J–290
290
J–808.9
J–290
J–290
290
J–290
J–290
J-290
J–290
J–290
J–290
J–B
J–290
J–290
J–290
J–290
J–P
J–290
838
J–290
290
J–290
J–290
J–290
J-290
J–290
290
J 290
J–290
J 290
J–290
888
Mabie
McMurry
O’Shea,
O’Shea.
Perrault
Scudder
Scudder
Scudder
Skinner
Swinton & Cathcart.
Swinton & Cathcart
Turpin
Baring—Gould
Fairy tales every child should know.
Classic stories for little ones.
Old World Wonder stories.
Six nursery classics.
Tales from Mother Goose.
Book of folk Stories.
Children’s book.
Fables and folk Stories.
Readings in folk lore.
Golden book of choice readings.
Book of tales.
Classic fables.
LEGENDS
Curious myths of the middle ages.
Bulfinch Age of chivalry.
Legends of Charlemagne.
Chapin Stories of the Rhinegold.
Crommelin Famous legends.
Green Legends of King Arthur.
Higginson Tales of the enchanted islands of the
Atlantic.
Judd Wigwam stories.
Mabie Heroes every child should know.
McGregor Stories of King Arthur's knights.
Maitland Heroes of chivalry.
Malory Boy’s King Arthur; ed. by Lanier.
Pratt Legends of the red children.
Pyle Some merry adventures of Robin Hood
Sir Launcelot and his companions.
Radford King Arthur and his knights.
Schiller William Tell; trans. by McMurry.
Scudder Book of legends.
Skinner . Myths and legends from our own land.
2 vols.
Zitkala—sa. Old Indian legends retold.
MYTHOLOGY
Nature, Norse, Classic
Baker Out Of the northland.
Baldwin Old Greek Stories.
Baldwin Story of Siegfried.
Beckwith In mythland.
Berens Hand book of mythology.
Bradish Old Norse stories.
Brown In the days of giants.
Bulfinch Age of fable.
Burt & Ragozin
Clarke
Odysseus.
Story of Troy.
THE PUBLIC schools
J–290
J–200
J–200
J–933
J–200
J–200
200
J–200
J–200
O10
{)10
273
800
372
Clarke
Cooke
De Garmo
D'Ooge
Farmer
Foster & Cummings
Francillon
Gale
Gayley
Guerber
Hall
Hall
Harding
Hawthorne
Hawthorne
Holbrook
Judd
Keary
Litchfield
Mabie
Mabie
Murray
Peabody
Pitts. Carnegie Library
Ragozin
Story of Aeneas.
Nature myths and stories.
Tales of Troy.
Classical mythology.
Nature myths from many lands.
Asgard stories.
Gods and heroes.
Achilles and Hector.
Classical myths.
Myths of Greece and Rome.
Four Old Greeks.
Viking tales.
Stories of Greek gods, heroes and men.
Tanglewood tales. -
Wonder book.
Book of nature myths.
Classic myths.
Heroes of Asgard.
Nine WorldS.
Myths every child should know.
Norse Stories.
Mythology.
Old Greek Stories.
Story hour courses for children from
Greek myths, Iliad and Odyssey.
BeOWulf.
Frithjof.
Siegfried.
BIBLE STORIES
Baldwin
Comstock
FOSter
Guerber
HerbSt
Hodges
Houghton
Kilman
Tappan
Old Stories of the East.
Bible Stories.
Story of the Bible.
Story of the chosen people.
Tales and customs of the ancient He-
brews.
When the King came.
Telling Bible stories.
Life of Christ.
Old Testament Stories.
The Christ story.
BOOKS FOR TEACHERS
A. L. A. Catalogue
A. L. A. Booklist
Allison & Perdue
Bates
Story in primary instruction.
Talks on the study of literature.
Boston collection of kindergarten
Stories,
YPSILANTI, MICHIGAN 63
372
800
808
J-808
808
R. L.
800
800
R. L.
R. L.
808
818
R. L.
828
818
200
,020
2020
818
800
808
200
800
:
L
028
372
372
372
372
Bryant
Buffalo
Burt
Carpenter,Baker&Scott
Chubb
Clark
Cleveland Public Lib.
Colby
COx
D’OOge
Detroit Public Lib
Dye
EmerSOn
Granger
Harrison
HilliS
Houghton
Koopman
Larned
Mabie
McClintock
McMurry
Moulton
Palmer
How to tell stories to children.
Class room libraries for public schools.
Literary landmarks.
Teaching of English.
Teaching of English.
How to teach reading.
Five minute stories and poems on
ethical subjects.
Literature and life in the School.
Literature in the common schools.
Classical mythology.
Children’s Catalogue.
Story teller’s art.
In praise of books.
Index to poetry and recitations
Choice of books.
Great books as life teachers.
Telling Bible stories.
Mastery of books.
A talk about books.
Books and culture.
Literature in the elementary schools.
Special method in the reading of
English classics.
Literary study of the Bible.
Stories from classic literature of many
nations.
Pitts. Carnegie Library Catalogue of books annotated and
arranged for the first eight grades.
Pitts. Carnegie Library List of good stories to tell.
Pitts. Carnegie Library Story hour courses for children from
Potter & Tannehill
Prentice & Power
Rabb
St. John
Salisbury & Beckwith
Scudder
Scudder
Stephens
Welch
Wiggin
Wiggin
Wiltse
WiltSe
Greek myths. Iliad and Odyssey.
Children’s catalogue and index to St.
Nicholas.
Children’s catalogue.
National epics.
Right reading.
Stories and story telling.
Index to . short stories.
Children’s book.
Literature in the schools.
Counsel upon the reading of books.
Literature in the School.
Right reading for children.
Children’s rights.
Story hour.
Kindergarten stories and morning
talkS.
Place of the story in early education.
46 THE PUBLIC SCHOOLS
SPELLING
In regard to spelling, a few considerations are fundamental. In
the first place, good spelling, as every one's experience must teach
him, is largely a matter of habit. If children are taught from the
beginning that poor spelling is, as a rule, a mark of carelessness or
indifference, and that very much importance attaches to good spelling,
they will acquire, along with the rest of their education, the so-called
“Spelling conscience.” Again, it is a mistake to assume that all
children will learn to spell well by the same method. While probably
most children get the correct spelling through visualization, there are
others who arrive at the same end through hearing the letters sounded,
or through writing the word. For this reason it is always well to
have pupils employ all three methods in studying a spelling lesson.
Further, if the subject of spelling is taught correctly from the first,
there is a great saving of time later On. In any grade, the number of
words, additional to those of the preceding grade, that require study,
is Small. But such words, in each grade, should be singled out, and
the particular syllable that gives difficulty should be given special
Study.
No text book is used by the pupils of the first two grades, but
the teachers, using the regular text book as a guide, will select such
Words from the lists for their grades as occur in the basal readers.
In the first grade spelling should not be begun until the second
Semester, and should be preceded by Sense training exercises (see
special circular). Pupils in the first grade should be able to spell
orally and in writing one hundred fifty Words, and those in the second
grade two hundred additional words. Beginning with the third grade
the regular text—book is used by the pupils. As the words are listed
by grades in the text—book, no outline is given here. The following
suggestions are offered to teachers:
1. Assign only a few words for a lesson and see that the spelling
of these becomes automatic.
2. Have pupils spell the words Orally and in Writing every day.
3. Do not underestimate, the importance of Oral Spelling. The
old–fashioned spelling match in the room and an Occasional
contest between the same grades from different buildings
help to keep up interest.
4. In the lowest grades, teach children to visualize the words,-
“Write the word in the air,” “Close the eyes and see it,” etc.
5. Have the word pronounced by the pupil before he spells it and
the syllables indicated by Slight pauses between them.
6. Keep a list of particularly troublesome Words and words
frequently missed in Written lessons, and drill upon the same.
Such words might be placed On the board with their trouble—
some letters or syllables written with colored crayon.
EXHIBIT OF WORK IN MANUAL TRAINING AND DRAWING

YPSILANTI, MICHIGAN 65
7. Pupils should be taught how to study the lesson, especially
in lower grades.
8. Occasionally require the words of the spelling lesson to be
used in Sentences.
9. Try to arouse an ambition in every child to spell well.
10. Avoid such dreary drills as writing the same word a large
number of times.
11. Take a minute or two at the beginning of every recitation in
other branches to examine critically and spell orally words
met With for the first time.
WRITING
|Daily periods of twenty minutes are required throughout the first
six grades. While writing is not a Special exercise in the seventh
and eighth grades, it is expected that all written work will be done
legibly and neatly.
Teachers should remember that “There are principles of pedagogy
for teaching handwriting just the same as for language, reading,
number, geography and drawing, and there are laws of psychology
governing the teaching of hand Writing just as in the subjects named;
* * * To teach writing means pedagogical and psychological insight
as well as dextrous ability.”
The whole problem of writing is admirably set forth in a paper
by H. W. Flickinger, copies of which are furnished from the office.
This paper furnishes many helpful Suggestions which teachers will
do Well to follow.
First Grade
For some time pupils should write only on the blackboard and
should be drilled upon large exercises for the purpose of developing
the muscles of Control in the arm. This large Writing at the first also
breaks up any tendency to a Cramped finger movement and enables
the pupil better to study the correct forms of letters. A little later
large sheets of paper and thick pencils should be used. Pupils should
not be required to write too much. Teachers should be careful to
show the proper way of forming letters So that awkward and
laborious methods are not acquired. From the start, too, see that
pupils are taught to visualize and then reproduce the letters and
words. Do not allow “Copying.”
Berry’s Primary Practice Pads furnish material for the first year’s
WOrk.
Second Grade
Use Berry's Writing Books, Book One. Study Garefully the
author’s Manual, “Teaching Writing.” Use pencil only. Teach correct
66 THE PUBLIC SCHOOLS
form and aim to have pupils write in a free, bold hand. Do not allow
them to “copy,” but teach them to visualize the word, then reproduce
it.
Third Grade
Berry’s Writing Books, Book Two. Have much practice upon
exercise paper for freedom of movement. Do not let pupils “copy”.
Before they write in their book, see that a correct visual image of
what they are to write has been formed. Early in the year take up
the use of pen and ink. Study the paper already alluded to and
consult the manual, “Teaching Writing.”
Fourth Grade
Berry’s Writing Books, Book Three, with much practice for
freedom of movement. All Written work should be neat and legible.
Note under third grade.
Fifth Grade
Berry’s Writing Books, Book Four. Before allowing pupils to
write in the book, there should be practice for both form and freedom.
Study the author's manual and the paper already mentioned. Accept
only neat and legible written work in all subjects.
Sixth Grade
Berry’s Writing Books, Book Five. See under preceding grades.
ARITHMETIC
In preparing the following outline of the course in arithmetic,
Certain considerations have been kept prominently in mind. Among
these are the following:
1. The importance of incidental and objective number work in
the lower grades.
2. The value of oral drill in all grades in order to secure
accuracy and facility in the fundamental operations and in
handling the more Common fractions.
3. The practical necessity of excluding certain time—worn and
now nearly obsolete divisions of the subject, especially in
the upper grades, in order to make room for much new and
more vital material that must be taught in the schools.
4. The necessity for frequent reviews as Suggested in the text—
book, and especially at the beginning of the year over the
work of the preceding year.
5. The importance of bringing in problems related to the
interests, activities, and environment of the pupils. Keeping
YPSILANTI, MICHIGAN 67
this in mind, many of the problems in the text-book may be
used as suggestive of processes merely. Local industries and
objects about the school building may be used to much
better advantage than those about which the child knows
and Cares nothing.
“A problem assigned for Work should be a problem
for the pupil, one which he recognizes as needing solution.
In no Way can this end be achieved better than when the
problem relates in the broadest sense to the pupil’s own
activity, when they confront him in the course of what he
himself is doing. It may, however, not be practicable to
Choose all problems so; the next best thing is to choose
problems which the pupil knows are problems for some one,
even though they may not be confronting him at the time.
Problems which bear the stamp of pure artificiality on their
face lack an important element.”
The Teaching of Mathematics, J. W. A. Young, pp. 131,2.
“In teaching arithmetic three different aims should be kept in
View: to develop the idea or concept of quantity, to combine numbers
with speed and accuracy, and to solve problems. The first cultivates,
not perception merely, but the judgment also, by showing the relations
between objects, visualizing them and comparing them with one
another. The second serves only to furnish the pupil with tools with
which to work; while the real value of arithmetic lies in the solution
of problems, the power to follow the various steps involved, and to
reason out the method of Solving.”
Walter H. Young, in “Education,” January, 1909.
Below is given a brief list of helpful books and articles with
which teachers are expected to become acquainted.
The Teaching of Mathematics (Chapter III), J. W. A. Young.
Teaching of Elementary Mathematics (Chapter I-V), David Eugene
Smith.
Special Method in Arithmetic, Charles A. McMurry.
Mathematics in the Elementary School, Smith & McMurry.
The Psychology of Number, McLellan and Dewey.
Essentials of Arithmetic, Education, 14:390.
Causes of Success and Failure in Arithmetic, Forum, 34:437–52.
Talent vs. Training in Teaching, Forum, 34:588—607.
Mathematical Teaching in Elementary Schools, Elementary School
Teacher, 8:301–15.
Method in Teaching Arithmetic, Educational Review, 31:339–50.
Teaching Arithmetic, Education, 29:267–275.
68 THE PUBLIC SCHOOLS
First Grade
In this grade much work in number can be done incidentally.
As suggestive of incidental work, the following may be noted:
1. Counting,
(a) Number of pupils in school,
(b) Number of boys in school,
(c) Number of girls in School.
2. Absence and tardiness.
3. Numbering books, pencils, etc. needed for the class and for
each row.
4. Number of page in reading lesson.
5. Number of objects or parts in nature study Specimen, as
parts of flower, number of seeds in pod, etc.
In order to develop the notions of more and less, larger and
smaller, etc., objects should be contrasted and compared. Later,
simple exact measurements and comparisons may be made, as inch
and foot, foot and yard, pint and quart, cent and dime, etc., for the
purpose of determining relation. Use also the blocks for the same
purpose.
The following formal work in number is suggested:
1. Familiarizing children with the integers from 1 to 100 by
Counting and Writing the Same. -
2. Combinations of the nine digits with 1, 2, 3, and 4, both oral
and written.
3. Learning the signs plus, minus, and equals.
4. Counting by two’s to 24.
Second Grade
The incidental work suggested for the First Grade should be
Continued and extended in this grade. Objective work of various
kinds and oral drill should be allotted at least two-thirds of the time
devoted to number. Objects should be handled and compared as to
size, shape, number, etc. The blocks provided for this grade, measures,
Weights, etc., should be made use of in this way.
Walsh’s Primary Arithmetic, Chapter I, in the hands of the
teacher, is to be used as a guide, although certain portions of this may
be omitted in accordance with the outline suggested below.
The following outline will include about all that can be under—
taken with any degree of assurance of its being well done by all the
pupils:
1. The combinations of each of the nine digits with all the
other digits. Prepare a table of the 45 combinations for drill
work, also “perception” cards having these combinations on
them. Taking advantage of the faculty of memory in
children, have these combinations thoroughly committed.
YPSILANTI, MICHIGAN 69
2. Reading and writing numbers to 500.
Counting by 2's, 5's, and 10's to 100.
4. Written addition and subtraction with numbers of three
figures; carrying but not borrowing.
5. Simple concrete problems drawn from the interests and the
activities of the children. -
3
Third Grade
Much of the work of this grade can be made to appeal to the
pupil by presenting it objectively as suggested in the preceding grades.
Go outside the school room for objects, as, e. g., the total number of
houses or trees on the four sides of a block. Many similar problems
will suggest themselves.
Two-thirds of the time allotted to number in this grade should
be devoted to oral work. Drill thoroughly on the 45 combinations
suggested in the Second Grade, making use of the child's faculty of
memory in fixing these facts. -
Walsh’s Primary Arithmetic in the hands of the pupils is the
text-book. Review Chapter I, and try to complete Chapters II and III.
It may be necessary to omit some of the concrete problems.
The following is a brief summary of the work of this year:
1. Reading and Writing numbers to 10,000.
2. The meaning of the signs -H, -, X, +, and = for and, less, times
or multiplied by, divided by, and is or are.
3. Perfect familiarity with the 45 combinations.
4. Accuracy and facility in written work in addition, with column
Sums not exceeding 40, and in subtraction in which borrowing
is introduced.
5. Counting by 2's, 4's, and 8's, 3'S, 6’s, and 9’s and 5's, beginning
with any of the digits.
6. Multiplication and division developed and taught together.
The tables to and including the 10's.
7. The fractions 1/2, 1/3, 1/4, 1/5, 1/6 developed and correlated
with multiplication and division.
8. Simple measurements with the ruler, and development of the
tables through rectangular forms.
9. Telling the time by the clock. Working with common weights
and measureS.
Fourth Grade
Continue the Oral work suggested for the third grade. At least
half the time allowed for arithmetic should be given to Oral work.
Pupils should have perfect mastery of the 45 combinations not alone
in their simple form, as 9 + 5 but as they occur in the tens, as
9 + 15, 9 + 25, 9 +35, etc. Teach orally such combinations as
24 + 13 in the following manner: 24 + 13 = 24 + 10 + 3.
70 THE PUBLIC SCHOOLS
In connection with multiplication teach pupils to visualize pro-
ducts, as 45 × 4, 63 × 3, 38 × 5, etc. Devise other drills.
Walsh’s Primary Arithmetic, Chapters IV and V, comprehend in a
general Way the Work that should be covered during the year. Some
Of the problems involving concrete numbers may have to be omitted.
In Solving Such problems train pupils to formulate statements regard—
ing the processes involved. Introduce problems from the pupil’s own
interests, and from objects or activities about the school that appeal
objectively to the pupils.
Summary of the work of the grade:
1. Reading and writing numbers to 1,000,000 with Special drill
on such as have vacant orders, as 601, 1,030.
2. Perfect mastery of the tables through the 12’s.
Multiplication involving multipliers of 2, 3, and 4 figures.
4. Division, both short and long. (Make use of special outline
furnished for long division.)
5. Fractions as introduced in the text-book.
6. Familiarity with some of the common tables, as those for dry,
liquid, linear and square measures, U. S. money, etc.
7. Roman numerals to D.
3
Fifth Grade
The main topics for this year are Fractions, Decimals, and
Denominate Numbers. The text—book, Walsh’s Grammar School
Arithmetic, Chapters I and II, should be followed closely as to the
order of topics. Some of the problems involving concrete numbers
may be reserved until the latter part of the year. Train pupils, in
giving the Solution of such problems, to make clear Statements of the
processes employed. Give frequent Systematic reviews in the funda–
mental Operations in Order that pupils may become ready and accurate
in them. In addition and subtraction teach pupils to determine the
common denominator, whenever at all possible, by inspection. Be
Sure, in all their work, that the processes employed do not obscure
the end or object in view. Emphasize the fact, and illustrate, that
the denominator of a fraction is merely its name.
Confine the work in decimals to those of not more than three
places, as outlined in the text-book. Immediately before taking up
decimals, give a thorough review in reading and writing whole
numbers, and lead into decimals from an examination of U. S. money
and the use of the decimal point there. Point out and illustrate
carefully the similarity between fractions and decimals, and the
advantage of the use of the latter Over the former when the fractions
are large.
Note the suggestions for Oral Work given for the fourth grade.
There should be much oral drill of a widely varied character. Introduce
simple fractions in the oral drill.
YPSILANTI, MICHIGAN 71
Sixth Grade
As in the fifth grade, the main topics are Fractions, Decimals, and
Denominate Numbers, although, as closely related to Decimals, Per-
centage is introduced. Emphasize this relation, and supplement the
work in Percentage in the text-book with exercises from other books.
Give considerable attention to reviews of the fundamental Opera-
tions, making sure that pupils are able to handle readily problems
in long division. Drills in sight approximations and short methods
should be frequent.
Fractions and mixed numbers should be handled in a simple,
direct, and practical manner. Discard some of the traditional methods
that are often used and that obscure the aim. See special outline
for Suggestions along this line.
Introduce practical concrete problems from the environment and
activities of pupils that will interest through their objective appeal.
See special outline for typical problems.
Note the various suggestions for Oral drill under the fourth and
fifth grades, and devote a portion of the time each day to this kind
of WOrk. .
The work of the year is embraced in Walsh’s Grammar School
Arithmetic, Part One, Chapters III and IV.
Seventh Grade
The work for the year is comprehended in the first five chapters
of Walsh’s Arithmetic for the Upper Grades, omitting the following
topics: in Chapter II, Stocks and Bonds; in Chapter III, Partial Pay-
ments, Compound Interest, Annual Interest, Present Worth, and Bank
Discount; in Chapter IV, Foreign Exchange.
Supplement Chapter I with many oral and written problems of
the type of those given in the book. Secure accuracy and facility in
handling fractions and decimals through all kinds of drill problems.
These subjects, together with Percentage and its more important
applications, and the work in Measurements and Denominate Numbers
in Chapter V constitute in large part the material for the year’s work.
Study these subjects carefully, before you take them up in class, in
order to find the best method of presentation. Make the subjects
practical by introducing original problems drawn from the interests
of the pupils.
There should be oral drill every day whether any is offered in the
book or not. Too much oral drill cannot be given in the fundamental
operations. In the oral drill aim to secure both accuracy and speed.
Vary the oral drill with short-cut methods in the fundamental
operations. -
Note.-Other text-books in arithmetic may be secured at the
office to supplement the regular text-book.
72 THE PURLIC SCHOOLS
Eighth Grade
Cover as thoroughly as possible the entire text, Walsh’s Arith-
metic for Upper Grades. The work of this year, in fact, should be a
complete review of the entire subject, those topics receiving special
attention that were too difficult for the grades below. Note the
Outlines for the fifth, sixth and seventh grades. Some subjects may
be omitted, among them, the following: Stocks and Bonds, Partial
Payments, Annual Interest, Present Worth, Foreign Exchange, The
Metric System.
Cover in a rapid review Chapters I and II, giving much oral drill,
and aiming at accuracy and facility in handling fractions and decimals.
Much of Chapters III and IV is to be omitted. Chapter V is important
and practical. Chapter VI contains some valuable principles. Chapter
VII is not difficult and may be covered rapidly. The first part of
Chapter VIII is a general review and should be supplemented wherever
necessary. Select the best of the miscellaneous problems at the end
of the book.
GEOGRAPHY
Introductory
In order to teach any subject satisfactorily, the teacher’s Outlook
in that subject should be continually broadening. So, too, her knowl-
edge of methods and of legitimate subject-matter should be constantly
growing. Text—books in geography are necessarily inadequate in
treatment, and, from the nature of the subject-matter treated, soon
become out—of-date. While teachers Cannot be expected to be
familiar with all periodical literature, they should be on the watch
always for material to supplement their work. Several of the monthly
magazines are especially good for this purpose. These, together
with the Journal of Geography, are accessible in the Public
School Library, and should be consulted regularly. Clippings and
pictures are also to be obtained from the Superintendent’s office, while
the Library has abundant other material for supplementing the
regular text.
But the teacher, while seeking aid from outside Sources, must
constantly be studying the subject—what to present, how to present
it, the relative importance of the various phases of the subject and
of the topics treated, etc. In addition to all this, there should be
constant effort to discover and make use of the inter-relations Of
history, literature and geography. The following books to be found
in the Library will be helpful and should be consulted by teachers:
Archer, The Teaching of Geography in the Elementary Schools.
Dodge, Course of Study in Geography.
YPSILANTI, MICHIGAN 7 3
Frye, Teacher’s Manual of Geography.
King, Methods and Aids in Geography.
McMurry, Special Method in Geography.
Parker, How to Study Geography.
Sutherland, The Teaching of Geography.
Whitbeck, Geography in the Elementary Schools, in Proceed-
ings of N. E. A., 1908, p. 971.
Winterburn, Methods in Teaching (Chap. XIII).
The course of study which follows presents only an outline With
brief suggestions. From time to time special outlines will be furnished
for particular topics.
, First and Second Grades
The outline in nature study will introduce many facts of the
world of out-of-doors—the field of geography.
Third Grade
1. Home geography will receive attention in this grade. This
iS Concerned with the town and locality in which the children live,
and in which the school is situated. Beginning with the schoolroom,
teach the terms, front, rear, right— and Ieſt-hand sides. Then measure
and map the Schoolroom. Have children follow the distance around
the School ground, that they may acquire some comprehension of the
terms, mile, half-mile, quarter-mile, etc. The city, next, with its
Wards, principal Streets railroads, river, bridges, churches, schools,
factories, etc., should be studied and mapped. Excursions for the
purpose of observing local topography—hills, valleys, streams—should
be made. There are several books on home geography available
which furnish Suggestive material and methods for this work.
2. Besides the home geography just mentioned, the following
observations may be made in connection with nature study:
a. The winds—their prevailing direction in summer and winter.
b. The shortening and lengthening of the days in winter and
Sll Iſlin eI’.
c. Position of the sun in sky—lower in winter than in summer.
d. The cardinal and semi-cardinal points should be learned,
and pupils taught to give the direction from the school of
certain well-known objects—buildings, etc., in the town.
3. Acquaint the pupils with a large globe as representing the
shape of the earth. Land and water masses and their names might
be noted.
4. For additional work, have the children read, and talk over
with them, the book, “Seven Little Sisters.” The sand table may be
used to advantage in this work to illustrate places and scenes in the
life of the people who are being Studied. Spyri’s “Moni, the Goat
Boy,” might be read by the teacher and the peasant life illustrated in
the same Way.
74 THE PUBLIC SCHOOLS
Fourth Grade
The Specific text-book work for this grade is comprehended in
the first 130 pages of Dodge's Elementary Geography. Too much time
Should not be spent upon Part I—Home Geography—and, further,
following the direction given by the suggestive questions, this treat-
ment should be localized. Pupils should study their own environment
and explain its geography according to the principles and facts set
forth in the text. The first ten weeks of the first semester are
Sufficient for Part I. Much of this material is merely to be read and
discussed. During the remaining ten weeks of the semester, World
Relations and the Continents should be studied. In teaching the form
of the earth, the continents, the grand divisions, and the oceans,
use only the globe. A small globe is provided for each pupil, and
first notions of the form, size, and relative locations of continents
and Oceans should be derived from the globe.
The work of the Second semester is upon North America as a
Whole and the United States. (pp. 72–130). Use the sand table to give
a lasting impression of the form and surface and drainage features.
First use the individual globes, then the relief map, and finally the
political map of North America. Have a number of maps drawn free
hand from the Wall map, then several from memory, until pupils have
a fairly correct mental picture of the Outline and features of the
continent.
In Studying the several groups of States of the United States,
endea:VOr to fix Something definite and distinctive in regard to each
group. The “Suggestions for Review” will aid in this. As the work
advances, set down certain specific points and facts which you regard
as important that pupils should know. Keep in mind that in geography,
as much as in arithmetic, certain facts of knowledge should become
habitual.
The following outline of local geography is appended to guide
teachers in localizing the Home Geography presented in Part I of
the text—book:
1. Home geography—(At the beginning of the year).
a. The City with its different wards, principal streets, parks,
and public buildings. Neatly drawn maps of same.
b. Industries Of the city, With trips to Some of the most
important and interesting.
2. The County—townships, chief towns, railroads, rivers, and
county seat. Water power Of the Huron river—at Geddes,
Lowell and Ypsilanti.
3. The State—(At the end of the year).
a. As a Whole.
b. As composed of counties of Which WashtenaW County is
Oſle,
YPSILANTI, MICHIGAN 75
C. Location of Washtenaw County in the State. Counties
Surrounding Washtenaw county.
d. Chief productions and in what part of the state each
is produced. .
e. Principal cities, rivers, and lakes with their location.
f. Outline maps drawn from books first, and then from
memory, until reasonable accuracy is Secured. On these
maps should be located chief rivers, cities, lakes, etc.
Fifth Grade
Note carefully the Introductory statement. Study also the author's
Course of Study, pp. 13–18. The work of the year comprises a
somewhat thorough treatment of all the continents. The text-book,
Dodge's Elementary Geography, is completed, beginning with page 131.
The following time allotment for each continent should be followed:
Review of North America, Seven Weeks;
South America, four Weeks;
Europe, ten Weeks;
Africa, four weeks;
Asia, seven weeks;
Australia, two weeks;
General Review, five Weeks.
An important part of this year's Work is the teaching of how
to use the materials of geography study—the globe, maps, text-books,
with a view to discovering the relation between physical conditions
and the lives and occupations of people.
As was suggested in the fourth grade, endeavor to fix Some
definite facts of knowledge. Do not Study all Countries With equal
thoroughness, but in each continent pick out two or three for intensive
study. This work will call for careful discrimination.
Note—Winslow’s “Europe” is to be read by the class as a
Supplementary reader.
Sixth, Grade
The work of this year is comprised in the first 200 pages of
Dodge's Advanced Geography. Supplementary work is provided in
Winslow’s “The United States,” which is to be used as a Supple-
mentary reader.
It is suggested that twelve Weeks be given to Principles of
Geography (pp. 9–88), the following parts being omitted: p. 14
(beginning with Longitude and Time) to p. 18 (Latitude); pp. 46–57
(The Great Wind Systems of the World). The remaining eight
weeks of the first semester are to be given to a study of North
America, and the United States Considered as Wholes, (pp. 89–118).
76 THE PUBLIC SCHOOLS
The topics for the second semester, and the time to be devoted
to each, are the following:
The groups of states, ten weeks;
Dependencies of the United States, two weeks;
Other countries of North America, four weeks;
General review, three weeks.
Ae
In order that pupils may not get mistaken notions of the extent
of different groups of states and of the size of states, there should
be frequent reference to the tables of areas. Pupils should also be
required to use the Scale of miles and to compare different distances.
In addition to the foregoing, teachers should note what has been
Said in preceding grades, especially with reference to care and
discrimination in selecting topics for emphasis and special study,
teaching pupils how to study, and the use of the suggestive questions
and exercises in the text—book. The author’s Course of Study should
also be consulted frequently.
Seventh Grade
Read Introductory statement and what has been said under
preceding grades.
At the beginning of the year there should be a four weeks’ review
of the Principles of Geography, the pages omitted in the sixth grade
receiving special attention. The other topics and their time allotment
are as follows:
South America, four weeks;
Europe, ten weeks;
Asia, six weeks;
Africa, three weeks;
Australia, two weeks;
Summary and review, eight Weeks;
State geography, two Weeks.
Throughout the work of this year causal relations are to be
Studied. In addition to the facts of climate, the occupations of men
and great historic movements and events are to be considered. This
Will call for careful study and planning on the part of the teacher.
Teachers should be familiar with such books as Shaler's “Nature and
Man in America”, George’s “The Relations of Geography and History”,
and Brigham’s “Geographical Influences in American History”.
It should be further noted that pupils of Seventh grade age are
capable of making COmparisons and studies that Cannot be undertaken
in earlier grades. Accordingly, it Will be worth while to take up such
topics in the study of Europe as “The Rhine, Its History and Legends”;
“The Danube and the Iron Gate”; “Importance. Of Gibraltar and
Constantinople”; “Rome, Its Art Galleries and Ancient Buildings.”
Asia furnishes such topics as “The Trans-Siberian Railway”; “The
Chinese Awakening”; “India and Its Famines”, etc. Comparisons in
YPSILANTI, MICHIGAN 77
size and population of different countries of Europe with some of the
larger states of the United States are interesting and instructive, as
are, also, studies of the conditions of life of different European
peoples.
Note.—Winslow’s “Europe” and “Distant Countries” are used to
supplement the text—book.
NATURE STUDY
General Observations
“From the time children reach the age when they can talk, till
the time arrives for them to be sent to school, their home and outdoor
life, as expressed in conversation, is a perpetual ‘Why?’ They seek
to know the reason for everything, and from the grass at their feet
to the glorious sun so far above them, in all things which grow and
have any being, and in all the phenomena of nature, their curiosity
is being constantly aroused, and they earnestly ask for information
as to the Why and wherefore Of all WOnders of creation.”
That the study of nature—natural objects and phenomena—has
found a place in the school curriculum is, therefore, not strange, and
does not need any justification or apology.
No other subject in the course of study furnishes such a wealth
of material as does Nature Study. Yet no other Subject is more
dreaded by the teacher because of the difficulty of Selecting
and organizing the subject matter for her particular grade. The
following course of study is an attempt to select certain, definite
centers, or topics, upon which pupils and teachers may concentrate
their efforts.
Teachers will thus be relieved of making such selections, and
uniformity of instruction in corresponding grades of different schools
will be secured. As the three seasons, autumn, winter, and spring,
all fall within the school year, the course of study is arranged with
this fact in mind.
The following suggestions are offered to teachers:
(1) Always have a definite aim in view—know what fact, or
Iesson you are each day going to teach.
(2) Train your pupils to make accurate Observations. Therefore
do not allow them to guess at what they may have seen.
(3) Encourage observation outside of school. Have pupils bring
specimens of animal or plant life to School.
(4) Do not undertake too much, or expect too much. Get down to
the level of the child. Try to see With his eyes and learn from him
and With him.
78 THE PUBLIC SCHOOLS
(5) If this subject has heretofore been a source of dread, try
for a while “to make a specialty” of it. Consult the best that has
been written upon it. Visit teachers who teach the subject with
interest and success.
(6) Follow the course of study. Do not trespass upon work that
is outlined for other grades. Sufficient work has been suggested
for each grade, and in most cases for lack of time, a selection will
have to be made from the work of your particular grade.
First Grade—Autumn Work
1. Birds.
a. The birds most commonly seen in the fall. Procure
pictures of these birds.
b. The flocking of birds preparatory to migration. Note how
late in the season certain birds are to be observed.
Flowers.
a. The common fall flowers learned by name. Press a
Specimen of each and mount all On a sheet of Card board
which can be hung on the wall.
b. Study the morning glory, nasturtium, Sweet pea. Let a
few seeds of these flowers be brought and planted in the
windows, about the first Of February for early blossoms.
3. Trees.
a. The Common shade trees recognized by their leaves.
Leaves collected and mounted.
b. Study the maple—its shape, its seed, its use, etc.
4. Vegetables and fruits.
a. The common fall vegetables recognized and named.
b. A study of the apple, pear or peach. The Seeds planted.
5. Domestic animals.
a. Their names.
b. Study the cat and the dog.
6. Wild animals.
a. The common wild animals of the region.
b. Study the squirrel—its home life, habits, etc.
7. Insects.
a. Collect a few Crickets and grasshoppers. Place in a glass
jar in which Some moist earth has been put. Feed with grass
and bits of fruit and vegetables. -
b. Find out how the cricket's chirp is made.
8. Calendars and weather charts.
2
First Grade—Winter Work
1. Birds. •
a. What winter birds are there?
b. Care for winter birds. Try to have them come near the
YPSILANTI, MICHIGAN 79
:
school building by placing bits of food in the same place
every day.
Domestic animals—study the cow and the horse.
Wild animals—the gray rabbit.
The Weather—Winter winds, snow, frost, ice.
Trees—Notice the swelling of buds towards the end of the season.
Calendars and weather charts.
First Grade—Spring Work
Birds. -
a. The first arrivals. Learn their names and what they
look like before they come. -
b. Study the robin.
c. Care for birds.
Flowers.
a. Look for the early spring flowers, the Crocus, liverwort,
violet, Spring beauty. Press a specimen of each and mount
On card board.
'b. Study one simple flower.
TreeS.
a. Review names as learned in the fall.
b. Watch the development of buds and observe what trees
are first in leaf.
C. Care for the little trees that have come from the seeds
of the apple, peach, or pear planted in the fall.
Germination—Plant peas or beans and watch development.
Calendar and weather charts.
Second Grade—Auturmn Work
Birds.
a. Review and continue the study begun a year ago.
b. Study the common crow.
c. Collection of birds’ nests.
Flowers.
a. Review the flowers learned the year before, adding to the
list many others.
b. Compare the blossom of the pumpkin with that of the
melon, that of the bean with that of the sweet pea, that of
the red with that of the White Clover, etc.
c. Study the sunflower as a type of the composite flowers
common at this time of the year—the aster, the chrysanthe—
mum, and the bloom of many Weeds.
d. Seeds saved for Winter or Spring planting.
e. Dissemination of seeds: (1) by wind; (2) by clinging
to clothing; (3) by Wind and Water.
$º
80
THE PUBLIC schools
Trees. 4.
a. Review the trees as learned the year before, learning to
recognize them by their buds, their shape, and their bark.
Let this include fruit trees also. - -
b. Make a collection of acorns and nuts, planting a few of
each in the Window.
c. A study of evergreens (just before Christmas).
Insects and caterpillars. Review study of insects, and make
a collection of butterflies, caterpillars. Feed these and note
transformations.
Weather charts and calendars as in First Grade. Directions
may also be taught.
Second Grade—Winter Work
Birds.
a. The birds that remain. Over winter, what is their food?
b. Care for birds as in First Grade.
C. Study the hen.
d. Watch for birds that return from the South late in Winter.
Flowers.
a. What March flowers are there?
b. Study the crocus.
Trees, study as in First Grade, noticing especially the
development of the lilac and box elder.
Animals—the White rabbit and the sheep,
Hygiene.
Good health. Due to what?
Care of the skin. Why?
Care of the teeth. Why?
Care of the finger nails. Why?
Sleep. When? How long?
Wet clothing and wet feet. Danger?
Calendars and weather charts.
i
Second Grade—Spring Work.
Birds.
a. As in First Grade.
b. Nesting habits.
C. The bird box.
d. The English Sparrow.
FlowerS.
a. Collection of wild flowers made by each child and pressed
and mounted in a book. r
b. Study of the tulip.
C. Study of the life of a dandelion blossom from its first
appearance above the ground till the ripening Of the seed.


YPSILANTI, MICHIGAN 81
Trees.
a. Review and enlarge upon the work suggested in First
Grade.
b. Care for and transplant seedlings of acorns and nuts
planted the fall before.
Third Grade—Autumn Work
Plants of the garden and yard.
a.
The sunflower in more detail than in Second Grade. Note
(1) its rapid growth; (2) where found; (3) the great head,
size, arrangement, and number of seeds; (4) use; (5) number
of heads on One plant.
b.
The dandelion in the fall. Due to what? Its Strong root
stock. As a pest how destroyed, and when?
C.
The pumpkin: (1) length of vine; (2) number of blossoms,
and pumpkins on vine; (3) effects of frost; (4) interior
Structure of a pumpkin; (5) use; (6) origin, and use among
the Indians and pioneers.
Birds.
3.
Review and continue work of preceding grades, noting
especially the flocking of blackbirds and other birds.
b. Study deserted nests.
c. The bluebird, its habits, haunts, etc.
Trees.
a. Of the orchard. Early and late varieties of apples.
Wormy apples and cause.
b.
Evergreens as in Second Grade with birds that nest and
roost among them.
Insects.
3.
Study of the grasshopper and cockroach.
The weather.
a.
b.
C.
d
€.
in
Signs of approaching winter.
Change in temperature noted by the thermometer.
Effects upon animals—hairy covering.
Effects upon vegetation.
Length of day as Winter approaches, and position of Sun
the sky.
Third Grade—Winter Work
Pet animals and birds.
3.
b.
Chickens and ducks, their care, diet, etc.
The canary.
House plants.
8.
b.
Kinds and care.
Injurious insects.
82
THE PUBLIC SCHOOLS
7.
Tropical fruits: orange, lemon, banana.
Heating: Kinds of fuel, hard and soft coal, wood, oil,
gas, peat.
Foods and eating.
a. Useful foods—meats, fruits, vegetables, fish, etc.
b. Hurtful foods and drinks.
c. Bad habits in eating.
d. Use and care of the teeth.
Signs of approaching spring.
Lengthening days.
Sun higher.
Points of rising and setting Sun.
Melting ice and Snow.
Returning of birds, as robin, bluebird, songsparrow.
Swelling buds, running sap, Willow.
Winter boxes.
Weather observations and keeping of charts.
i
Third Grade—Spring work
The garden.
a. At school. Planting peas, beans, corn, radish.
b. Encouragement of home gardens.
Study of the potato, both top and tuber. The potato beetle
and how to destroy it,
Weeds and wild plants. Plantain, dock, dandelion, milkweed.
Berries. The strawberry, and raspberry, how grown,
Birds.
a. The blue jay; the mourning dove; the humming bird.
b. Bird houses. Bird enemies.
Trees.
a. The maple, its buds, blossoms, seeds and leaves, Flow of
Sap. Making of Sugar.
b. The oak, its catkins; growth of acorns; Sprouting of old
acorns in the soil; different kinds of Oaks and their leaves.
Observation of Weather and keeping of charts.
Fourth Grade
In this grade much interesting material will be suggested by the
Work in geography, but attention is called to the following lines:
1.
Continue tree study, making your list include every tree
common in the vicinity.
The corn plant studied carefully from a full stalk of field corn.
Identification of grains—wheat, rye, oats, barley, buckwheat,
both by the grain itself and by the plant.
Recognition of the larger weeds of field and garden—milk—
weed, burdock, ragweed, cocklebur, mullen, etc.
YPSILANTI, MICHIGAN 83
5. The larger birds. Kinds, their habits, their prey, their use—
fulness to man.
6. Rocks—the pebbles from the stream, granite, sandstone, lime—
Stone. Fossils, Portland cement. Sand. The making of
concrete WalkS.
'7. Cleanliness. •
a. In the home: (1) Flies, danger from. (1) Soap, how made.
b. Of the person: (1) Structure and parts of the skin. Pores.
Perspiration. (2) Bathing.
8. Study of flowers, their parts.
9. The reading and studying of Krohn's Elementary Physiology,
Book I (a Supplementary reader).
HISTORY
The following outline is, in the main, focused around American
History. This is in accord with the recent report of the Committee
of Eight of the American Historical Association. However, not
American History in the narrow sense of the term is meant, but the
history of the different people of America before they came to this
Country, as well as their achievements during the period of our
national career. Thus, while European history is, in a measure,
excluded, those phases of it are included which enable the pupil to
understand Our Own traditions and institutions.
Some definite work is assigned for the primary grades, as it is
believed that teachers in these grades should not lose sight of the
fact that children should learn to appreciate what has been done for
them in the past and should be familiar, as far as they can under–
Stand, with problems of the present time.
Beginning with the third year, a brief list of books is appended.
It is hoped that teachers will encourage pupils to read these and many
others found in the library, which will supplement the work planned
for their respective grades.
First Grade
1. Indian life. To be presented by the teacher during the first
months of School—the period of Indian Summer.
2. In connection with Thanksgiving Day. Story of the Pilgrims
and the Mayflower. The first Thanksgiving.
3. In connection with the celebration of Washington's Birthday.
Washington's boyhood, his home, playmates, parents, the
story of the flower bed, his picture, colonial costumes.
4. Local history.
84 THE PUBLIC SCHOOLS
Second Grade
1. In connection with Indian life. Selections from Hiawatha.
a. Indian characteristics.
b. Hunting and fishing.
c. Indian women.
d. Pictures of Indian Warriors.
Note.—Construction work may here include the making of a canoe,
bow and arrow, tomahawk, wigwam, etc.
2. In connection with Thanksgiving. Story of the Pilgrims,
Squanto, planting corn, how the people lived, etc.
3. In connection with Washington’s Birthday. His home, planta–
tion life, modes of travel, story of the colt, his school life,
his picture, and picture of Mt. Vernon, story of Betsy Ross
and the flag.
4. In connection with local history.
In connection with Memorial Day. The story of the freeing of
the slaves, Lincoln, Civil War heroes—Grant, Lee, Sherman,
their pictures, the North and South undivided.
5
Third Grade
1. Heroes of Other Times.
Joseph, Moses, David.
Ulysses, Aeneas.
Alexander.
Cincinnatus, Horatius.
William Tell.
Alfred the Great, Robert Bruce.
2. Columbus, story of his life and struggles; pictures of Columbus
and his three ships.
3. The Indians. (See outline for Second Grade),
a. The first flag.
b. Number, color, and meaning of stripes.
c. Story of Star-Spangled Banner.
5. In connection with Lincoln’s and Washington’s Birthdays and
Memorial Day. See outlines under preceding grades.
i
BOOKS
Baldwin, Fifty Famous Stories Retold.
Baldwin, Thirty More Famous Stories.
Brooks, Stories of the Red Children.
Comstock, Bible Stories Retold.
Cook, Story of Ulysses.
Deming, Indian Child Life.
Dodge, Stories of American History.
Eggleston, Stories of American Life and Adventure.
Herbst, Tales and Customs of the Ancient Hebrews.
YPSILANTI, MICHIGAN 85
Husted, Stories of Indian Children.
Johonnot, Grandfather’s Stories.
Pratt, Legends of Red Children.
Stone & Fickett, Everyday Life in the Colonies.
Fourth Grade
In this grade, pupils will have as supplementary reading Baldwin’s
“Stories of Great Americans for Little Americans.” It should be
kept in mind that the aim is not practice in reading, but the acquisi-
tion of knowledge of American History. The teacher should have
discussion about the characters, and pupils should be allowed to tell
the stories after they have been read.
For further work in this grade, the teacher will make use of the
following outline:
1. American explorers—Columbus, Ponce De Leon, Magellan,
Cabot, Raleigh, Hudson, Champlain, DeSoto—relating the
characters with the proper geographical regions.
2. Virginia—John Smith, Pocahontas, colonial life, the plantation.
3. New England—Miles Standish, Gov. Bradford, John Winthrop,
John Eliot—the missionary to the Indians, King Philip, how
the people of New England lived.
4. New York and the Dutch, Pennsylvania and the Quakers, the
manners, customs, and dress of each; William Penn.
5. Local history—relations of settlers with the Indians, character
of the early settlement, origin of name, names of first
settlers—where from ?
BOOKS
Baldwin, Four Great Americans.
Baldwin, Stories of Great Americans for Little Americans.
Blaisdell, Story of American History.
Eggleston, First Book in American History.
Johonnot, Stories of Heroic Deeds.
Pratt, America’s Story for America’s Children. 4 vols.
Vol. 1–Stories of the Colonial Period.
Vol. 2—Stories of the Revolutionary Period.
Vol. 3—Stories of the United States Till 1860.
Vol. 4.—Stories of the Civil War.
Pratt, The Great West.
Shaw, Discoverers and Explorers.
Fifth Grade
No text-book is used as yet, and the work will be based upon
the oral presentation by the teacher of American pioneer and hero
stories. McMurry's Pioneer History Stories (three volumes) are well
chosen and are Well adapted to this work. The teacher should first
86 THE PUBLIC SCHOOLS
read and study carefully McMurry’s “Special Method in History,”
pp. 34–118. The following stories are recommended: Cortez, Pizarro,
DeSoto, Hudson, LaSalle, Washington’s Journey to Fort DeQuesne,
George Rogers Clark, Paul Jones, Nathan Hale, David Crockett,
Daniel Boone, John C. Fremont.
In addition to the characters just mentioned, there are other
characters connected with events in European history, like the coming
Of the Angles and Saxons to England, the Norman Conquest, and the
Puritan Revolution, whose deeds have a world significance. Such
characters are Caesar, Alfred the Great, William the Conqueror, Joan
of Arc, Cromwell, and Napoleon, and these may well be studied if
the teacher will become imbued with a feeling of the greatness of
these characters and present their story with interest and enthusiasm.
Helpful books are “Great Names and Nations,” Niver (two volumes),
“European Hero Stories,” Tappan, and “England's Story,” Tappan.
BOOKS
Andrews, Ten Boys.
Baldwin, Old Greek Stories.
Burt, Stories from Plato.
Green, King Arthur and His Court,
Mowry, First Steps in the History of Our Country.
Pratt, American History Stories.
Pratt, Stories of England.
Wright, Children’s Stories in American History.
Sixth Grade
Gordy’s “American Leaders and Heroes” is the text—book for this
grade. As its name indicates, the book is biographical, and no
particular stress is put upon the chronological order of events.
However, there is some regard for sequence, and pupils will begin
to discover for themselves the thread of narrative history. The
questions and suggestions at the end of each biography should be
dwelt upon and important facts fixed.
In addition to the text-book, the teacher should present orally
the study of the Greeks and the Romans, the following outline adapted
from the Report of the Committee of Eight being recommended:
A. The Greeks and What We Have Learned from Them.
1. Why we remember them.
2. The Greeks as builders and artists.
3. Greek boys and Greek men.
4. Men who carried Greek Ways of living to other lands.
B. The Romans, What They Learned from the Greeks and What
They Have Taught Us.
1. How the Romans began.
YPSILANTI, MICHIGAN 87
2. How the Romans conquered the lands about the
Mediterranean.
3. The Romans in the West.
4. Rome, Capital of an empire.
5. Rome and Christianity.
For this outline in full teachers are referred to the report
referred to above which may be found in the Library.
BOOKS
Blaisdell, Stories from English History.
Blaisdell, Stories of the Civil War.
Burton, The Story of the Indians of New England.
Clarke, Caesar.
Gilman, Magna Charta Stories.
Gilman, Story of Rome.
Gordy, American Leaders and Heroes.
Harrison, Story of Greece.
Hart, Colonial Children.
Kingsley, Heroes.
McMaster, Primary History of the United States.
Tappan, American Hero Stories.
Tappan, European Hero Stories.
Seventh Grade
During the first half of the year, Brown's “Story of Our English
Grandfathers” is made the basis of the work. This text, while giving
a complete account of England’s history, places emphasis upon those
epochs and institutions that have affected our own history, or in which,
rather, our own history has its beginnings. Especial attention should
be given to Chapters XXII to XXX, and these should be referred to
again when American History is taken up.
The Second semester is devoted to the study of the Period of
Discovery, Exploration, and Colonization in American History. No
'better outline of this period can be found than that contained in the
Report of the Committee of Eight of the American Historical Associa—
tion, pp. 48–64, to which teachers are expected to make frequent
reference. However, teachers should not forget to fix upon specific
purposes and to select for drill those facts which are of prime import—
ance. The text-book is Gordy's History of the United States, supple—
mented by other histories as referred to in the Report mentioned
above. The following outline is an abridged form of that in the
Report, and is printed here to indicate the scope and character of
the work and for the convenience of teachers. -
A. The First Settlement of Three Rivals of Spain.
1. North America, Geographical Conditions.
88
THE PUBLIC SCHOOLS
B.
:
2. Getting to the Colonies.
3. The First English Settlement.
Exiles for Political or Religious Causes.
1. The First Exiles for Conscience’ Sake—the Pilgrims.
The Puritans Plan to Emigrate.
The Great Emigration.
Other Exiles.
Puritan and Cavalier in England.
. New Exiles from England.
Colonial Rivalries.
1. Early Conflicts.
2. The French in the Mississippi Valley.
3. The Arrival of the Dutch.
4. The First French Settlements.
Growth of the English Colonies.
Struggle for Colonial Empire between England and France.
1. The Dutch and the English against France.
2. The Colonies at War.
3. Beginnings of the Final Struggle.
4
5
:
Causes of Conflict in America.
Close of the War.
BOOKS
Brooks, Historic Boys.
Church, Stories of the Old World.
Clarke, Story of Aeneas.
Clark, Story of Ulysses.
Coffin, Old Times in the Colonies.
Guerber, Story of the Great Republic.
Guerber, Story of the Thirteen Colonies.
Guerber, The Story of the English.
Hughes, Alfred the Great.
Johonnot, Stories of the Olden Time,
Tappan, Our Country’s Story.
Eighth Grade
At the beginning of the year a hasty review, covering about three
Weeks, is made of the seventh grade Work on discovery and coloniza–
tion. The following large topics taken from the Report of the Com—
mittee of Eight indicate the sort of view of our national history that
teachers are to try to give pupils: From Colonies to Commonwealths;
Organization of the United States; The New Republic and Revolution
in Europe; Industrial and Social Development; New Neighbors and
New Problems; Expansion Makes the Slavery Question Dominant;
The Crisis of the Republic; The New Union and the Larger Europe.
There should be a somewhat complete study of local and Michigan
YPSILANTI, MICHIGAN 89
History after the work in U. S. History is finished. The following
books are recommended: Cooley, Michigan; Cox, Primer of Michigan
History; When Michigan Was New, Hollands; Hemans, History of
Michigan.
As in the seventh grade, teachers will follow the development of
the Subject as outlined in full in the complete Report, and, as has
already been suggested under the seventh grade, Will fix upon
essential facts for emphasis and drill.
During the last eight weeks of the year, the teacher will present
orally some of the great characters and events in Grecian and Roman
history, referring pupils to the books on these subjects listed below,
and to any others found in the Library. The Outline in the Report
of the Committee of Eight will be suggestive.
BOOKS
Church, Roman Life in the Days of Cicero.
Church, Story of the Iliad.
Church, Story of the Odyssey.
Guerber, Story of the Romans.
Guerber, The Story of the Greeks.
Hart, Camps and Firesides of the Revolution.
Hart, How our Grandfathers lived.
Hemans, History of Michigan.
Hollands, When Michigan Was New.
Johonnot, Ten Great Events in History.
Page, Among the Camps.
Page, Two Little Confederates.
Parkman, The Oregon Trail.
Parkman, Montcalm and Wolfe.
Thwaites, Life of Daniel Boone.
Tiffany, From Colony to Commonwealth.
Tiffany, Pilgrims and Puritans.
A brief list of books which furnish material for oral treatment
by the teacher:
Baldwin, The Discovery of the Old Northwest.
Baldwin, Old Greek Stories.
Bancroft, History of the United States.
Bulfinch, Age of Chivalry.
Bury, History of Greece.
Cooley, Michigan.
Fiske, Beginnings of New England.
Fiske, Discovery of America.
Fiske, Dutch and Quaker Colonies in America.
Fiske, Old Virginia and Her Neighbors.
Foster, Story of the Bible.
90 THE PUBLIC SCHOOLS
Hapgood, Life of Lincoln.
Harding, The Story of England.
Judd, Wigwam Stories.
Lodge, Life of Washington.
Lodge, A Short History of the American Colonies.
Longfellow, Hiawatha.
McMaster, History of the People of the United States, 5 vols.
McMurry, Pioneers on Land and Sea.
McMurry, Pioneers of the Mississippi Valley.
McMurry, Pioneers of the Rocky Mountains and the West.
Niver, Great Names and Nations (Ancient).
Niver, Great Names and Nations (Modern).
Parkman, Struggle for a Continent.
Plutarch, Lives.
Poulsson, In the Child’s World.
Prescott, Conquest of Mexico.
Scudder, Life of Washington.
Tappan, England’s Story.
Tappan, In the Days of Alfred the Great.
Warren, Stories from English History.
Yonge, A Book of Golden Deeds.
A few books on method, preparation, etc.
Bourne, The Teaching of History and Civics.
Brigham, Geographic Influences in American History.
Channing and Hart, Guide to the Study of American History.
Hinsdale, How to Study and Teach History.
McMurry, Special Method in History.
Report to the American Historical Association by the Committee
of Eight.
Shaler, Nature and Man in America.
CIVICS
In the early grades no formal instruction in this subject can
be given, but as opportunity offers, children Should be instructed as
to their obligation for the different things provided for them at
public expense, parks and playgrounds, schools, water, street lights,
fire protection, etc. However, beginning with the fifth grade one
period of twenty minutes each week should be given to formal
instruction in public affairs. This period should be lengthened in
succeeding grades. An effort has been made in the outline by grades
YPSILANTI, MICHIGAN 9 1
to select a few topics suited to the age of pupils in the respective
grades.
Fifth Grade
1. Division of the city into wards; the city council, number of
representatives from each ward, meetings, ordinances; the
ImayOr.
2. The fire department, its organization, a Visit of inspection.
3. City Water system,-how water is supplied, waste of water.
4. The post—office system—an elementary account.
Sixth Grade
1. The Public Health, sewerage system, board of health.
2. Immigration and naturalization, the Suffrage.
3. The juvenile court, interesting accounts of how some large
cities are dealing with delinquent boys and girls.
4. As in the fifth grade, city government and officials, time of
election.
Seventh Grade
1. The government of the state.
Taxes, how levied and collected and what they are paid for.
3. The State’s Care of the delinquent and defective, Schools,
asylums, etc.
2.
Eighth Grade
In the study of the Organization of the United States, a study
can also be made of the framework of our national government. The
method of nominating and electing the President and Vice-President,
and their duties; the President's Cabinet; the national Congress, how
made up, and how it does its work; the Federal Courts; and our coun—
try’s representatives abroad, are topics to be studied. A more complete
study of the government of the county and state should be made,
taking advantage of election days, Sessions of the state legislature,
etc., to make this work concrete. A text-book, Judson’s “Young
American,” is used, and this furnishes about all the details of national
government that can be covered. The teacher should select matter
similar to this in detail for the study of state and local government.
The parts of the text-book treating historical topics should be used
as reading lessons.
A Few BOOk References
Most of the books listed below are elementary in character and
have been selected with a view to their furnishing material for oral
presentation in the lower grades.
Ashley, American Government.
Bryce, The American Commonwealth.
Dole, The Young Citizen,
92 THE PUBLIC SCHOOLS
Dunn, The Community and the Citizen.
Fiske, 'Civil Government in the United States.
Hinsdale, American Government, National and State.
Hoxie, How the People Rule.
James and Sanford, Government in State and Nation.
Judson, The Young American.
McKOne, Michigan State and Local Government.
Reinsch, Young Citizen’s Reader.
Shimmell, Civil Government.
Smith, Training for Citizenship.
PHYSIOLOGY AND HYGIENE AND PHYSICAL
TRAINING
In physiology and hygiene, the new emphasis is upon the latter,
Only Such facts of anatomy and physiology being presented as are
essential to an understanding of the fundamental laws of health.
Moreover, there should be incidental as well as formal instruction in
the subject, and opportunity should be taken of the proper times and
Conditions for talks on cleanliness and neatness of person, breathing,
fresh air, exercise, etc. The school buildings are provided with wash
bOWls, and Sanitary towels and soap dispensers, so that there is no ex—
Cuse for dirty hands and faces in any school room. Teachers are
expected to see that proper use is made of Such conveniences as the
School provides, thus aiding pupils in the formation of habits of
Cleanliness.
In physical training an attempt is made to provide Such exercises
and movements as can be carried on in the school room and as will,
at the same time, help to counteract the results of the unhygienic
Conditions of School life. Teachers are expected to memorize and
use systematically and regularly the exercises for their grades as
given in Trask’s School Gymnastics.
Whenever at all practicable, except in the most inclement
weather, there should be an Outdoor recess in all the elementary
grades at Some time during the morning session, and in the first four
grades a recess in the afternoon. The play at these recesses should
not be entirely undirected, but should be participated in by the teacher.
See Johnson’s “What to Do at Recess,” several copies of which are
to be found in each building.
Teachers should not underestimate the importance of fresh air
in the School room. Once or twice during each session, the windows
should be opened wide, and the air in the room cooled and thoroughly
changed, the pupils being kept moving while this is taking place.
Care should be taken that WindoWS are not left open at the top in
YPSILANTI, MICHIGAN 9 3
such a Way and in such parts of the room that currents of air descend
upon the heads of pupils.
First Grade
Habits of cleanliness and neatness taught incidentally. Care of
the eyes, teeth, and hair.
Second Grade
Habits of cleanliness and neatness incidentally taught. Care of
the eyes, teeth, and hair. Value of fresh air and exercise. What
children should and should not eat.
Third Grade
See under preceding grades. Bathing, importance of Sleep to the
growing boy and girl, rules for eating and drinking.
Fourth Grade
See under preceding grades. Supplement oral instruction with
Krohn's First Book in Hygiene, which is supplied as a supplementary
text from the Office.
Fifth Grade
In this grade there is systematic and formal instruction through
the use of Jewett’s “Good Health,” of the Gulick Hygiene Series.
“Emergencies,” of the same Series, in the hands of the teacher, is
used to Supplement the regular text. At least two periods weekly
should be given.
Sixth Grade
The Ritchie—Caldwell Primer of Hygiene is furnished from the
office for reading and discussion in the class. As in the fifth grade,
the book, “Emergencies,” is presented orally by the teacher, also
parts of “Town and City,” of the Gulick Hygiene Series.
Seventh Grade
Jewett’s “The Body at Work,” of the Gulick Hygiene Series, is
the text, two lessons Weekly. As in the fifth and sixth grades,
“Emergencies” and “Town and City” are presented orally. Use should
also be made of selected parts of the Bulletins of the State Board
Of Health.
Eighth Grade
Jewett’s “Control of Body and Mind,” of the Gulick Hygiene
Series, is the text, two lessons Weekly, supplemented by lessons in
public hygiene and sanitation from “Town and City” and from
Bulletins of the State Board of Health.
94 THE PUBLIC SCHOOLS
MORALS AND ETHICS sº
All agree that character development should be the chief aim of
the school. Toward this end, it is argued, the discipline and organiza–
tion of the school are directed, and much moral worth is claimed for
the various subjects of the course of study. Moreover, the influence
for good of the teacher is held to be a factor of great importance,
many regarding this as the school’s most effective agency for instilling,
in a practical way, those habits and ideals which are of the greatest
Worth in all the affairs of life,
But while all these are of unmistakable value, there has come
to be a widespread belief that the school should undertake more
directly the fixing of standards and ideals of conduct. Many believe
that the moral truth implied or suggested in the routine work of the
School is usually not grasped,—that what is obvious to the adult mind
rarely dawns upon the child, who is yet without a background of
knowledge and experience where with to interpret the full meaning of
lessons and environment. And, indeed, it may be said that the
teacher, intent upon other purposes in the teaching of the lesson, often
entirely forgets to drive home tactfully and effectively the moral and
ethical content of what is being taught.
It is with this in mind, and in the belief that the school offers
both time and opportunity for direct instruction in ethics and morals,
that a brief outline of instruction by grades is given. This outline
with some modifications and additions is taken from Mrs. Cabot’s
“Ethics for Children.” Much more of suggestion and help is offered
through a brief but carefully Selected list of books at the end of the
Outline. There are copies of these books available in each building,
so that teachers need not be at a loss at any time for Suggestions
and the material of instruction.
In order that it may be clear to teachers just how they are to
take up this work, and how much time is to be given to it, the
following directions are given : .
1. Take up each month one of the topics given in the Outline.
2. Twice a week, preferably at the opening of school in the
morning, spend from fifteen to thirty minutes upon the topic.
In the lower grades, the topic need not be mentioned, but as
early as the third or fourth grades keep it prominently before
the children, on the board, on a card, With a sentiment related
in thought or meaning.
3. Introduce the subject with a story Selected from One of the
books provided, or from any source, providing only the story
is apt and well chosen. This story should be reproduced orally
and written as a language exercise by the pupils.
YPSILANTI, MICHIGAN 9 5
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5.
Whenever possible have the poem which is being committed in
literature related to the topic for the month. If this cannot
be done, select such a poem and have it committed also.
Make use of maxims, proverbs, and memory gems to support
the teaching of the topic.
Have pupils keep a note book for this work.
Have “stories from life” brought in by pupils, and endeavor
to have concrete ethical situations solved by the application
of principles of conduct which have been studied.
In general, try to discover and always to keep in mind the
moral and ethical implications of the School—its lessons,
organization, environment, etc.
First Grade
Ethical Centre: Helpfulness
Going to School: promptness, faithfulness, fairness (mine
and thine).
Generosity: sharing with others, making others happy, the
joy of giving.
Gratitude: to God, to parents, to others.
Cleanliness: of hands, faces, clothes, feet.
Kindness: to parents, to brothers and sisters, playmates,
animals.
Courtesy: (1) greetings at home, at school, on the street;
(2) politeness in question and answer, polite phrases—“I thank
you,” “If you please,” “I beg your pardon,” etc.; (3) behavior
on the street, playground, at home, at meals.
Courage: in the dark, shadows, Strange noises.
Second Grade
Ethical Centre: Home Life
Kindness: to smaller children, to animals,
Generosity: true happiness, unselfishness.
Peace and Good Will: how shown, the Christmas spirit.
The Family: home ties, one’s best friends, helpfulness at
home, doing One’s share.
The Golden Rule: in all one’s dealings with one another,
practised toward animals.
Kindness: to the sick, to the old, to the helpless.
Cleanliness and Care: of the person, of the home premises,
of the schoolroom.
Care: of books, furniture, toys, clothing, the sin of waste—
fulness.
Courtesy: in the home, at School, on the street.
96 THE PUBLIC SCHOOLS
Third Grade
Ethical Centre: Work
1. Getting Ahead: industry and frugality, promptness and
punctuality.
2. Making Friends: co-operation, value of friends.
3. Self-Control: meaning, importance, of the tongue, of temper,
in bearing, avoiding sulkiness, quarrelling.
4. Courage: in the dark, during pain, moral courage.
5. Perseverance: need of in school, in business.
6. Obedience: necessity of laws and rules in the state, in the
home, in the school. *%
'7. Faithfulness: to parents, brothers and sisters, to one’s Work,
to one’s promise.
8. Cleanliness and Neatness: in person, in dress, in one’s work,
the value of Order and system.
9. Manners: importance in all of one’s dealings With Others,
'behavior in public places.
10. Honesty: restoration of lost property, respect for the property
of others, honesty in work.
Fourth Grade
Ethical Centre: Golden Deeds
1. Faithfulness: the satisfaction of being trusted, truthfulness.
2. Courage: moral courage, courage in defeat.
3. Bearing One Another’s Burdens: dependence of all upon all,
duty of helping the unfortunate.
4. Forgiveness: what it means.
5. Patriotism: why we should be proud of our country, how boys
and girls can show patriotism.
6. Perseverance: a habit to be acquired, in work—hard or
distasteful tasks, in play—fighting out a lost game.
7. Cleanliness: of person, of Speech, of thought.
Manners: “the mark of a gentleman.”
9. Humanity: helping those in need, kindness to animals.
8.
Fifth Grade
Ethical Centre: Loyalty
Loyalty—to our promises.
Loyalty—to our country, to our town, to our School.
Loyalty—to our work.
LOyalty—to our duty.
Loyalty—to our kindred and friends.
Loyalty—to our honor as begetting trustworthiness and Self-
respect.
7. Loyalty—to the best We know.
i
THE WORK OF ADVANCED SEWING CLASSES

YPSILANTI, MICHIGAN 97
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7
Loyalty—to truth—“the whole truth and nothing but the
truth.”
Sixth Grade
Ethical Centre: Friendship
Faithfulness: necessary to friendship.
Truthfulness: in reporting, in action, in thinking.
Generosity: in thought and act.
Imagination and Sympathy: “put yourself in his place.”
Steadfastness and Constancy.
Forgiveness.
Service: the reason for friendship.
Friendship and Acquaintance: the difference.
Seventh Grade
Ethical Centre: Patriotism
Inter—dependence: “No man liveth unto himself.”
Perseverance: fidelity to a cause to the end, examples of
Lincoln, Grant, Gordon.
Memory: of great and noble deeds, “Lest We forget.”
Obedience: a requisite of freedom in the state, in the home,
in the school.
Self–Reliance: “The first requisite of a good citizen in this
republic of ours is that he shall be able and Willing to pull
his weight.”—Roosevelt.
Justice and Fair—Mindedness: meaning of prejudice. “To
know all is to forgive all.”
Taking Responsibility: “Him that is faithful over a few things
I will make ruler over many things.”
How We Can Help Our Town: The Athenian oath of civic
allegiance,
Thrift: the use and abuse of money, economy in little things
Eighth Grade
Ethical Centre: Choosing a Calling
Importance of Interest in Making a Choice of a Profession.
Thoroughness of Preparation and Subsequent Thoroughness
in One's Work an Essential to Success in Any Calling.
Sympathy: a requisite of successful service.
The Use of Time: economy, use of odd moments.
Value of Perseverance.
Taking Responsibility: nobility and dignity of being self—
directing.
Discipline: Schooling one’s self to work and duty.
98 THE PUBLIC SCHOOLS
8. Thrift: why we save, extravagance—individual and national,
cost of drink and tobacco.
9. Success: True meaning of.
LIST OF BOOKS
Adler, Moral Instruction of Children. One of the best books. Treats
of the place of fairy tales, Bible stories, etc., in moral instruction,
Cabot, Ethics for Children. Contains an Introduction on Methods of
Teaching Ethics, and an outline of instruction by grades with
material for instruction and references to additional material.
Clark, Systematic Moral Education. Contains a somewhat full discus–
sion of the whole subject followed by helpful topics and outlines.
Cleveland Public Library, Five Minute Stories and Poems, ethical in
Character, and to be used for morning exercises.
Gould, Conduct Stories. Has an Introductory Chapter on the Art of
Telling Stories, followed by fifty-four stories, and a Graduated
Syllabus of Moral Instruction and Training in Citizenship for
Elementary Schools.
Krause, Manual of Moral and Humane Education. Good for the
teacher’s desk, as it furnishes much suggestive material.
Sisson, The Essentials of Character. Good for its analysis of character.
Will help the teacher to a clear understanding of the nature of
the task of character development.
MUSIC
“To cultivate a form for its own sake is the concern of commerce,
not of art; those who devote themselves to it may call themselves
artists, but they are only dabblers. The more intelligent, thoughtful
and Cultivated an artist the more refined will be the ideas and
feelings which he embodies in form.”
-
As music has two distinct phases, the spiritual, which is elusive
and intangible, and the formal, which is definite and exact, even to
mathematical precision, it is necessary that the child to be educated
in music must have a sufficient experience in both of these phases.
The two tests Which must be applied to his musical education are
as follows:
First: that the child shall sing his song well—with ‘proper
expression.
Second: that the child shall read at sight and shall understand
the Construction of songs.
It must be remembered however that Art is a unity. Music is the
expression of emotions and feeling through the medium of Certain
YPSILANTI, MICHIGAN 99
forms and elements. Each of these phases—the spiritual and the
formal—is a complement of the other and not a contradiction and it
is only by recognition of the 86parate functions of these two phases
and by their combined action in the training of the pupil that he can
be properly developed musically.
In our musical course we have used for the basis at all times
singing. As real song has its own characteristics, its own individuality
just as each person has his own personality the Songs chosen for the
foundation work for discipline and training have been of sufficient
variety of interest. Thus no monotony has been experienced in
following the carefully organized and logical plan of which they are
a part.
In selecting Songs great care was taken to have them possess life
and power and to have them Suited to the needs of the children from
grade to grade.
First Year
Material:
One rote song a week during the first half of the year, then
two songs a week. These Songs include those to be used for
observation Study in the second grade.
Individual Work:
Much of this kind of work is done.
Special attention is given to monotones and out-of-tones.
Second Year
The child’s first formal instruction has been in the singing of
Songs. He has sung all the songs until he has become familiar with
the melody and until the time has had a definite meaning to him as
a form of expression.
Material:
One rote song a week.
Processes:
Simple elements of songs learned by imitation.
Songs and technical forms studied, compared and analyzed.
The study of the staff begun.
Method of Procedure:
Songs of the first year reviewed and fully established in the
mind of the pupil. New songs learned.
The singing of the simpler elements, (the scale, easy inter—
vals, etc.) contained in the familiar Songs of last year, and more
attention paid to these points with the new songs.
Training the eye by following the notation of familiar songs.
Reading music from staff notation.
100 THE PUBLIC SCHOOLS
Inventing simple melodies.
Problems developed through the song.
Tone matching. * x,
Ear training, oral.
Rhythm. -
Meter 2/1 2/2 3/2 2/4 3/4 4/4.
TOne drills 1–4–5–7–8.
Whole, half, quarter notes and rests.
Dotted half note.
i
Third Grade
The children use the Primers in their hands. They review the
familiar songs of the first and Second years’ work and are taught
new songs from the beginning of the third year.
One rote song a week is taught and an average of one-half page
a day of independent sight reading is accomplished.
The children are now taught to recognize and explain the repre-
Sentation with more definiteness.
Problems of music are thoroughly studied as part of the song and
the knowledge thus gained is applied to the drill exercises which
follow the rote SOng.
The problems developed are:
Dotted whole note.
Hold.
Repeat markS.
Eighth note and rest.
New meters 3/8 6/8.
TOne drills On 6–2–3.
Ear training, oral and written.
Once and twice divided beat.
Fourth Grade
Material:
The First Book of Vocal Music.
Processes:
Songs and simple elements of Song learned by imitation.
Songs and technical forms Studied, COmpared and analyzed.
The study of sight reading takes up the greater part of this
year’s work.
Method of Procedure:
A number of songs With which the pupils are familiar are
reviewed and sung from memory—new rote songs from the First
Book of Vocal Music and Other Sources are added to the list. All
YPSILANTI, MICHIGAN 101
the methods of procedure of last year are continued, with more
and more emphasis put upon sight reading.
Problems developed during this year are:
a. Review of third year work.
b. Rote songs.
C. Ear training—Oral and Written.
(A very little of this is given once a week)
Signatures—keys.
Chromatics #4.
Comparative meters.
Tie, Slur, Triplet.
LO scale prepared.
Two part singing introduced through the canon or
round, the melody being taught the class as a One
part Song.
i
Fifth Grade
Material:
The Second Book of Vocal Music. Such Songs and studies as are
Suited to the pupils of this grade are selected whether they be in
the first or last half of the book.
Processes:
Very little Work in imitation is done in this grade. Indepen—
dent effort is of prime importance.
Method of Procedure:
Pupils sing as many of the Songs of the preceding years as
they can remember.
The processes related to familiar songs and to the new songs
that have been committed to memory are continued.
Problems presented are:
a. Chromatics #2 b7 £5.
b. Intermediate tones taught ascending.
c. The beat and a half note carefully analyzed.
d. Prepare the Harmonic Minor through the song.
Sixth Grade
Material:
The Second Book of Vocal Music continued.
Considerable Coda and other Supplementary music is used.
Processes:
Songs and the simple elements of songs sung from memory.
Sight reading.
102 THE PUBLIC SCHOOLS
Method of Procedure:
Pupils sing as many songs of the preceding year as they
Can remember.
The processes related to familiar songs and to the new ones
that are committed to memory are continued.
Several songs and many studies are reviewed in each of the
nine different keys. All the rhythmic and tonal problems are
carefully studied and analyzed, including the divided beat, the
beat and a half note, the twice divided beats, the triplets, the
unequally divided beats, and such tonal problems as intermediate
tones, sharp four and flat seven.
New problems developed are:
a. Harmonic Minor.
b. Chromatic b3.
C. All chromatic tones Compared with Songs containing
them in different keys.
d. Melodic Minor prepared.
e. Three part singing is introduced by means of rounds
OI Ca.11OIlS. -
Seventh Grade
Material:
Alternate Third Book of Vocal Music. Coda music and other
Supplementary material.
Processes:
Songs are sung from memory (several Of the songs of the
second and third header that are repeated in the Third Book).
Sight Reading. +.
Method of Procedure:
The pupils sing all the familiar Songs of the book.
The musical problems, as found in the book, are studied and
mastered as musical problems. The knowledge thus gained is later
applied to the songs taught.
Problems:
a. All tonal and rhythm problems carefully observed and
reviewed in the song.
In this grade the initiative of the musical idea is no longer
through imitation. Pure independent effort in sight reading with—
out sacrifice of tone quality and expression is the aim.
b. Three part singing is developed.
Eighth Grade
Material: *~
Alternate Third Book of Vocal Music and The Beacon Song
Collection Series, Number II, with much outside material.
YPSILANTI, MICHIGAN 103
Problems:
a. The pupil is now held to a strictly analytical consideration of
the musical elements underlying the different musical forms.
Few Studies but many songs are taught.
b. The Base Clef is introduced.
c. Four part work developed.
COURSE IN DRAWING AND PRIMARY HANDWORK
The purpose of Art Education is to develop the child along
intellectual, industrial, and aesthetic lines. The child is taught to
See, in the ordinary life about him, beauty of order, harmony and
Color, and to express through various mediums his experiences. By
this observation and expression his judgment and sense of appreciation
are trained and developed.
In the first four grades the manual training, or hand work, is
closely related to the other means of expression, and, as far as
possible, all is correlated with other grade work. The subject matter
is determined by the child’s interests, expressions and environment.
First Grade
Illustrative drawing is emphasized as it encourages free expres—
Sion and stimulates the imagination and power to visualize. The
mediums used are Water colors, charcoal, colored crayons, paper cut-
ting and tearing, blackboard drawing, clay moulding, loom weaving
and raffia Work. The choice of the medium to be used depends upon
the particular aim in the lesson. Clay is used to develop ideas of
form; paper cutting is suitable where large, simple masses are to be
expressed; and, if the aim is the expression of the characteristic
shapes of an object, brush and ink or paper cutting are good. For the
free illustration of stories, charcoal, crayon or paper cutting may
be used. When the exercise is one of color, the water colors cr crayons
are used and the consideration of form is secondary in importance.
The illustrative work in this grade is of great importance.
Stories, games, amusements and occupations, and the scenes and events
connected with the special days are all illustrated. The child takes
great pleasure in telling, With his crayons or scissors and paper, of
incidents and personal experiences, nursery rhymes and legends, his
Vacation games and Work, and Stories relating to Hallowe–en and
Thanksgiving.
Early in the school year the life of the Indian is studied, and
in connection with this an Indian Village could be worked out on the
104 THE PUBLIC SCHOOLS
Sand table. This will bring in the manual work of making little Indian
Wig Wams and canoes, and the paper cutting of trees.
Tree study should be carried out during the whole year, noting
the changes in the foliage in the fall, the bare trees of winter and
the budding trees of spring.
The changing seasons furnish an almost inexhaustible supply of .
Subjects. The landscape work is carried out from month to month,
beginning with the simple sky washes, sky and ground and then the
distance; the children taking note the while of the effects of rain, wind,
Snow, Sunset and moonlight. The plants, flowers, fruits and vegetables,
birds and animals are used as subjects throughout the year.
The design work, which is of the simplest kind, is carried out in
simple objects for personal use, or use in the school room; calendars,
envelopes, blotters, Christmas and Easter cards, and valentines. This,
also, brings in much manual Work, in the folding, cutting and
pasting.
Sand table work throughout the year is very good as it correlates
with other subjects in the grade. Winter scenes, Indian villages,
esquimau villages, and Scenes to show the life of the southern
people, can all be worked out to good advantage.
Second Grade
The Work in this grade is in many respects similar to that of the
previous year. The child, however, has gained muscular control and
is better able to express his ideas and experiences.
The illustrative work is still important, the main subjects being
Vacation experiences and games, Stories of people and animals,
transportation and local events.
The WOrk relating to the changing SeaSOns is in most respects
the same as outlined for the first year. This design work, too, is
similar to that in grade One. This is carried Out more particularly
in the Work for the special days and the models are slightly changed
from those used the previous year.
One problem which forms an important part of the manual work
in this grade is the Weaving upon looms. The children study about
the rug industry, and at this time work out a rug for themselves,
putting in simple designs of their own composition.
Third Grade
From now on the work follows quite closely the problems sug—
gested in the Applied Arts Drawing Books, in which are found good
examples and illustrations of the Various kinds of Work to be taken
up during the year.
It is in this period that the illustrative work is at its height.
The child’s imagination being very keen, he can best express his
ideas and experiences through the free illustration work.
YPSILANTI, MICHIGAN 105
Work relating to the seasons and the design problems are carried
Out as suggested in the drawing books. The child is now led to
exercise judgment as to the appropriate size of his drawing, the best
position on the paper, and arrangement of various elements in his
picture. He is taught to look for the striking characteristics of an
object and to work in large simple masses. As he progresses, more
attention is given to detail and he observes color as to hue and Value
and learns to recognize the leading colorS.
Paper and cardboard construction forms the greater part of the
manual work during the third year. This includes simple objects
of three dimensions such as folders, boxes, baskets, and toy furniture.
The aim in the work is to help the child to acquire some skill in the
use of the ruler, Scissors, and pencils. A diagram should be placed
on the board as the work is directed, and the children in this way
will learn to follow directions easily and quickly and to understand
the construction.
Fourth Grade
The subject matter suited to this grade is suggested by the
objects and events interesting to the child in his geography, literature,
and history.
The general method of procedure in the lessons is much the same
as the previous work. However, there must be careful consideration
Of the changing interests and growing powers of the children.
The Work throughout the year follows closely that suggested in
the drawing books.
Beginning With the illustrative work, which is to cultivate in the
Child the power to imagine a scene or event clearly, it proceeds to
the plant and animal drawing, object drawing and design.
The aim in each lesson should be Very definitely stated and
criticism should relate directly to this aim.
Up to this time the attention of the chid has been upon the general
shape of the mass and the typical coloring. Now, however, they are
ready to give more attention to detail. They observe the characteristic
growth of the plant, the size and Shape of the Various parts, and the
approximate Coloring.
The success of the object dra Wing depends largely upon the
selection and placing of the objects. They must be large and simple,
and should be chosen for their beauty or because interesting to
the child.
In the design Work the children Should be taught balance and
rhythm, orderly arrangement and Spacing. The motifs for the work
are generally taken from plant and seed forms. Stenciling upon bags,
portfolios and pillow tops may be done near the close of the year.
The most important manual problem for the year is the making
106 THE PUBLIC SCHOOLS
of raffia and reed baskets which is taken up in the spring months.
The models and designs shown in the drawing books Will show What
the children may do. Indian basketry should be studied for its art
Values. The beginnings of art have much more meaning and educa-
tional value to the child than have the more perfected forms.
Beginning with the fifth grade the drawing is separated from the
Manual Training and Domestic Science. The use of the Applied Arts
Books is continued through the grammar grades. The work of this
period COvers such subjects as plant and landscape study, object
drawing, and the application of principles of perspective, and Con-
Structive and applied design.
Pencil and water colors are most important mediums. Emphasis
is upon the use of the pencil. Charcoal is excellent in expressing
Values and color Washes over charcoal and tinted papers lend variety
and interest to the work.
The method in these grades presents little that is new. More
effort for careful observation and good technique must be made as
the Child advanceS.
Fifth Grade
The study of plant forms and landscape is carried out during the
autumn months. Drawings of flowers, fruits, grasses, weeds and
Similar growths are made, and studied, and the work is mounted and
bound into book form as suggested in the Art Book V. The purpose
Of this Work is to discover beauty in shape, color harmonies, and in
Space and mass relation. Through these the child is brought into
still closer acquaintance with his surroundings, and his powers of
observation and expression are developed.
The underlying principles in the study of the landscape are the
Same as in the study of plant forms. The elements of good landscape
composition and their proper arrangement are emphasized. The
effect of the changing season is noted and worked out in the proper
medium. With the landscape individual trees, their shape, coloring
and characteristics of growth are Studied. To add more interest to
Work and as a means of Correlating Constructive design with the other
work, the drawings are arranged in book form and a cover with appro-
priate printing and decorative landscape is constructed.
As the Christmas Season approaches, the work is almost entirely
a study of the fundamental principles of design and the making and
decorating of appropriate Christmas gifts. Squared paper is used
for working out designs and rosette forms are studied, cut from folded
paper and colored with suitable color Schemes. Such objects as
booklets, clipping cases, telephone and memorandum pads, portfolios,
etc., are made of Cardboard, COVer paper or other suitable material.
YPSILANTI, MICHIGAN 107
These involve the use of ruler, compasses, triangle, Scissors and Water
colors. The character of the design depends upon the size, shape and
use of the object to be decorated, and may be based upon floral forms
or purely conventional units.
During the winter months object drawing and the study of prin-
ciples of perspective receive special attention. Such geometric Solids
and figures as are suggested in Book V are studied and their names
and characteristics learned. Pictorial and free hand Working draw-
ings are made and Compared.
The principles of perspective as outlined in Applied Arts, Book IV,
are reviewed and those in Book V studied thoroughly and applied.
Various common objects closely related in shape to type forms are
studied and drawn in various positions. Simple groups are also
arranged.
As spring approaches and everything returns to life and action,
the work again becomes more closely related to the life about the
child. Animal and bird life, the human form in action, plant forms
and the changing season form the means of a continued emphasis
upon all the principles which underly Observation, expression and
technique.
Sixth Grade
The work in this grade follows very closely that of the fifth
grade and is based upon Applied Arts, Book VI. During the autumn,
plant life is the material used. Closer observation of characteristic
growth, details of structure and color is required. Decorative treat-
ment of plant studies is taken up, and the arrangement within
enclosing forms, relation of background and plant masses, and the
application of washes in two values of gray or color is Worked out.
Color notes made from flowers, fruits, etc., furnish a means for
a closer study of hues, values and harmonies of color.
Trees and landscapes receive their share of attention. The
principles of arrangement are reviewed and the appearance and
rendering of buildings, doors, windows, etc., are emphasized. Work
is in pencil and charcoal.
Constructive work is arranged to include a nature book in
connection with the drawing or a portfolio or other object related to
other class work. For Christmas the planning, constructing and
decorating of a portfolio, desk pad, Waste basket, or a problem in
stencilling is worked out. The design is purely conventional in form
or based upon the flower and leaf drawing of early autumn.
Wood block prints, titles and their uses are studied. In connec–
tion with tile designs color schemes are studied and worked out.
As a means of studying beauty in form and coloring, American
pottery and vase forms are studied. Constructive design is first,
108 THE PUBLIC SCHOOLS
Studied, then perspective in connection with the vase is emphasized,
and the composition with its underlying principles is the final step.
The study of geometric figures and solids is reviewed and con-
tinued as suggested in Book VI. The principles of perspective and
their application to rectangular objects such as boxes, books, and
articles of furniture are carefully taught and illustrated. In this
grade only the principles of parallel perspective are considered.
The Work during the spring months is similar in material and
method to that of the fifth–more regard for detail, closer observation
and better technique are demanded.
Seventh Grade
The work of this grade follows Applied Arts, Book VII, quite
closely. Nature and landscape work occupy the autumn months.
Careful drawings of branches, leaves, and seed packs and their
possibilities of design are emphasized. In landscape work more
attention is given to the technique together with a review of the
principles of landscape. This work closes with the planning and
Construction of a portfolio for the landscape work. This portfolio is
Suitably decorated with landscape design and printing.
Construction and design are continued and some useful object is
made and decorated for Christmas. Post-card cases, portfolios,
calendar pads, pillow and table mats are suitable for this grade. If
material permits, Stencilling is carried out, the design being based
On plant forms.
Designs for trays, mats and candle shades are worked out. This
work is based on circle and Semicircle, and requires the use of
CompaSSes and protractors. While the designs are limited as to size,
shape and use, the range of Original ideas is quite broad. Candle
shades are fully constructed according to the designs worked out.
Simple geometric problems involving the use of the ruler and
Compass are Worked out in plates and related to the Manual Training
work.
Principles of perspective are continued, stress being placed upon
angular perspective as related to rectangular objects, objects alone
and in simple groups are Worked Out in Outline and flat wash.
During the spring, decorative landscape and flower compositions
are used as a means of reviewing and emphasizing space relation,
arrangement and color harmonies. These are carried out in two or
more values of neutral tones or Colors. From the standpoint of use,
they furnish good subjects and treatment for the decoration of tiles,
book covers, etc. - -
Plant studies in pencil and charcoal are continued, with special
attention to the technique.
BASKETRY

YPSILANTI, MICHIGAN 109
Eighth Grade
While the work of this grade is based upon Applied Arts, Book
VIII, it resembles the work of previous grades. More attention to
close observation, detail and technique are demanded. Also more
application of the principles of good design is given.
Pencil sketching of plant forms is followed by decorative composi-
tions. In landscape work, rendering in pencil, charcoal, crayon and
water color is emphasized. Good illustrations are studied and the
handling copied, as well as original work demanded.
Portfolios for drawing material or other school work are con-
structed and decorated. Stencilling of table runners, pillow covers,
etc., is carried out. Designs are based upon the square and straight
and curved lines.
Work in perspective relates to rectangular objects in angular and
oblique perspective. Common objects are used singly or in groups.
Considerable attention is given to exterior and interior decora-
tion. The purpose of this is to give higher standards and to arouse a
Sense of good taste in connection with home surroundings. This
forms a practical application of the principles of arrangement, design,
and Color.
The whole purpose of art education in the grades has been to
develop the powers of observation and expression, of appreciation,
and the ability to discriminate more and more clearly between the
good and bad in the industrial and art world.
MANUAL TRAINING
The Manual Training work extends through the eight elementary
grades and one year in the high school. It is educational in char—
a.Ster—aiming to develop skill of hand and eye, and habits of accuracy,
honesty, independence, perseverance, etc.
The equipment consists of twenty—one benches fitted with rapid
acting iron vises and the regular bench tools. A complete assortment
of general tools is also available. Two Wood turning lathes have
recently been installed.
Fifth Grade
In this grade the boys devote their time to Venetian Iron and
Reed Basketry. During the first half of year useful objects, such as
teapot Stands, candlesticks, broom holders, post-card racks, etc., are
made of iron. The work affords exercises for hand and eye training,
accurate measurements, and the reading of simple working drawings.
110 THE PUBLIC SCHOOLS
Basketry is introduced later in the year. Reed mats and small
baskets of simple weaves and borders are undertaken at first. As
children are able, larger baskets of more difficult construction afford
excellent training in proportion and individual judgment.
Time—one hour per week.
Sixth Grade
Bench Work is begun in this grade. The proper handling and care
Of the most common tools, and the fundamental principles of wood
Construction are emphasized. Working drawings are required before
Construction is commenced. The understanding and placing of all the
elements of Simple drawings are mastered. A prescribed course of
useful objects is followed with such changes and Substitutions as
Circumstances demand.
Time—One and One-half hours per Week.
Seventh Grade
Bench work is continued, though much more latitude concerning
choice of work is allowed. The more difficult processes, as joinery,
gouging, finishing and staining are emphasized. Working drawings
required. A limited course in the study of woods, lumbering, glue,
Sandpaper, etc., is given with this year’s work.
Time—TWO hours per Week.
Eighth Grade
In this grade the work is a continuation of seventh grade work,
though individual in choice, and much original work is done. Simple
pieces of furniture based on joinery are given special attention.
A limited amount of lathe work is done including simple turning
processes.
Time—Two hours per week.
DOMESTIC ART
Clothes carefully cared for and rightly worn, Show a balance
of mind and self—respect.—Ruskin.
The object throughout the course is:—to develop skill, neatness,
and accuracy, and an appreciation of a piece of Work carefully made;
YPSILANTI, MICHIGAN 111
and to give a thorough understanding of simple Stitches and the
general principles of practical sewing.
Fifth Grade
1. Talk on fabrics.
Proper use of needle and thimble.
3. Stitches—even and uneven basting, running, back, half-back,
combination, hemming, cross, blanket.
Models—Java, Canvas workbag, JaVa Canvas needle—book.
4. Review of running Stitch, Over-hand stitch.
Models—pin ball, darning cotton or thread holder.
5. Review of basting and the over—hand stitch or blanket stitch.
Model—Burlap holder.
6. The use of all the common Stitches in the making of Seams,
plackets, hems, gathering and sewing on of band. Sewing
On Of button and making a button hole.
Models—Apron or petticoat.
Note—The common, French, and flat—fell seams are used in the above
models.
'7. The application of the above Stitches and principles to the
making of an article of the pupil’s own choosing.
Sixth Grade
The work of this grade necessarily implies much practice of the
principles and Stitches learned in the preceding year.
I. Advance Work: —
Darning.
Patching.
Sewing on a ruffle or lace.
Feather—stitching or chainstitch.
Etching.
Hemstitching.
g. Crocheting.
II. Some of the models made:–
a. A complete cooking costume for use in cooking which
is taken up the following year.
Corset cover.
Baby’s dress.
Baby’s jacket.
Baby’s booties.
Baby’s bonnet.
Bags.
Apron.
i
i
112 THE PUBLIC SCHOOLS
COOKING
“Every girl ought to know that cookery is a fine art and the
mastery of it an accomplishment of which to be proud.”—Ella. Wheeler
Wilcox. -
Object—To instill right principles of good housekeeping through
instruction in cleanliness, Systematic order and care of kitchen
equipment; to instill a knowledge of the use and preparation of
Common food stuffs.
Seventh Grade
I. Talk on the essentials of life and cleanliness. Table of meas—
urementS.
II. Study of Foods:—
Carbohydrates—Source, characteristics, tests, food value,
digestion, object in cooking.
1. Starches:
a. Vegetables—kinds, classes.
Potatoes, onions, cabbages.
b. Cereals—kinds, time for cooking.
Cream of Wheat, rice, cornmeal, macaroni.
2. Sugar—Source:
a. Candy.
Protein—Digestibility and food value.
1. Eggs—care, freshness, composition, effect of cooking as
to digestibility.
Poached, omelet, soft custard.
2. Milk—care, cleanliness, composition.
Junket, cream soup, milk puddings.
3. Meat—nutritive value, Structure and composition, names
and cuts of meat, effect of heat and cold.
Pan broiled Steak, Stew, soup stock, minced meat
On toast.
4. Fish—food value, method of keeping, structure.
Codfish balls.
5. Poultry—digestibility.
Creamed chicken.
6. Gelatin—source, food value.
Lemon jelly.
Fat—Source, use in cookery, digestibility, rendering and
classifying.
Bacon.
Salad—Value.
Potato—Cooked dressing.
-
A CLASS IN COOKING
A LESSON IN SERVING





YPSILANTI, MICHIGAN 113
Flour mixtures—study of leavens and batters.
Popovers, griddle cakes, biscuits, cookies, cake, bread,
paStry.
Frozen mixture—chemistry of freezing.
Water ices.
Setting of table and Serving.
Eighth Grade
The work of this year includes a review of the principles of the
preceding year in combination with more advanced cookery.
Study of Food Principles:—
Preservation of fruit—study of bacteria.
1. Canning.
2. Jelly making—study of pectin.
Carbohydrates.
1. Starches: —
a. Vegetables:
Potato croquettes, turnips, carrots.
b. Cereals:
Rice, tapioca, spaghetti.
2. Sugar:—
Candy.
Protein.
1. Eggs:—
Soft and hard cooked, baked custard.
2. Milk and its derivatives:—
Cheese, butter.
3. Meat: —
Roast beef, rolled plank of beef, meat loaf.
4. Poultry:-
Chicken—drawn, dressed and cut up.
Fat:
Salad—Mayonnaise dressing.
Flour mixtures:
Muffins, cakes, breads, rolls, pastry.
Frozen dishes:
Ice Cream.
Study of menu and serving luncheon.
114 THE PUBLIC SCHOOLS
THE HIGH SCHOOL
Sixty-three years ago the building and grounds of the old Ypsi-
lanti Seminary passed under the direction of the Board of Education
of “School District No. 4 in Ypsilanti.”* The following year, 1849,
the District reorganized the school under special act of legislation
authorizing the directors to adopt any system which would not conflict
with the general law. The Ypsilanti high school thus became, in all
probability, the first institution of its kind in the state.
In those days there was much opposition to the giving of instruc—
tion in the higher branches of study at public expense. But, inasmuch
as the Ypsilanti Seminary had been an academic institution of high
rank, the public high school succeeded to its prestige and traditions,
and had but little of this opposition to Overcome. As a consequence,
its energies were given early to extending its influence and field of
usefulness. For, while the school was, early in its history, more
especially a “fitting” or preparatory institution, it long ago yielded
to the demand for “training for citizenship,” thus serving ever since
a double purpose in the community. In like manner, through all the
years of its existence it has endeavored to solve, in a way suited to
the conditions surrounding it, the problems arising from time to time
in the field of secondary education.
ADMISSION
Pupils who have completed the work of Our Own grammar school,
or other graded school of the same rank, are passed in regular course
to the high school.
Pupils from the district schools who hold diplomas certifying that
they have passed the eighth grade examinations on questions fur-
nished by the State Superintendent are admitted to the first year
classes without examination.
Other candidates are admitted on examination covering the
general work of the eighth grade.
*From the title page of the “Financial Journal” used by the Treasurer
of the Board of Education from 1848 to 1857.
YPSILANTI, MICHIGAN 115
Examinations for admission to the high school will be given on
the first Monday in September.
Pupils coming from other high schools will be given credit for
work previously done, provided the school from which they come is
approved, and certificate properly signed by the principal of Such
school is presented. In no case will credit be given for work done
in schools whose laboratory equipment and library facilities are
|imited.
TUITION
Non-resident students are required to pay a tuition fee of $8.00
for each semester or half year.
According to an act of the Legislature of Michigan, passed in 1909,
non-resident Students whose home district does not have a high
School, may have their tuition, to an amount not exceeding $20.00 a.
year, paid by the district in which they reside, providing application
to their district board is made prior to the fourth Monday in June.
Tuition is payable strictly in advance by the semester, and the
Superintendent may exclude non-resident students from the school
until their tuition is paid. No tuition money will be paid back after
the student is entered upon class work.
Non-residents who own property within the limits of the district
will be credited on bills for tuition a sum equal to their school tax
for the current school year. Such non-residents sending their children
to the schools of this district will present their tax receipts to the
Superintendent and be credited with the amount of the school tax.
Pupils are non-residents whose parents or legal guardians do
not have a legal residence in this school district.
A student cannot gain or lose a residence while living in a place
to attend School.
GRADUATION REQUIREMENT
The graduation requirement of the high school is sixteen Units
of completed work, a Unit being defined as one subject pursued for
not less than four periods a week throughout a school year. For
subjects that run for but one Semester, one-half Unit of credit is
given.
CLASSIFICATION
Students are classified annually, about June first, as First, Second,
Third or Fourth Year Students, according as the studies they are
pursuing fall in these years. HOW ever, in Order to attain rank in the
Second Year class, Students must, by the quality of their work at
116 THE PUIBLIC SCHOOLS
the time of the classification, show good evidence that they will have
Completed at least seven units by the end of the year; and in Order
to be classed in the third year, that they will have completed at least
eleven units by the end of the year. Only candidates for graduation
will be classed in the Fourth Year. At the end of the thirty-sixth
week, all Fourth Year students who have not removed conditions on
their work will lose their rank.
ADMISSION OF GRADUATES TO THE UN VERSITY OF MICH IGAN
The high school stands in such relation to the University of
Michigan and the colleges of the State that students who have met
the graduation requirements as stated on page 121 are admitted to
these institutions without examination.
The high school is fully accredited, also, by the North Central
Association of Colleges and Secondary schools, and probably most
Other colleges will admit students who have completed the work
required by them for admission. However, as conditions and require—
ments for admission to different colleges are not uniform, students
should advise with the Superintendent Or Principal before choosing
from the electives on page 119.
Only such students will be recommended for entrance to higher
institutions whose work in the high School is above the minimum
passing grade, and who have acquired such habits of study as will
warrant such recommendation.
ADMISSION OF GRADUATES TO THE MICH IGAN STATE NORMAL
COLLEGE
Graduates of the high school are admitted to the High School
Graduate Course of the State Normal College on propor certification
by the Superintendent or Principal.
For information concerning admission to the State Normal College
before graduation from the high school, See page 120.
ATTEN DANCE
Full attendance at all sessions and regular attendance upon
recitations and other exercises are required of all students. Any
student who has been absent four half-days (two cases of tardiness
being construed as equivalent to one half-day’s absence) within any
four consecutive weeks without satisfactory excuse may at the discre -
tion of the Principal be dismissed. Under this rule a student may be
re-admitted only on promise from parent and pupil that attendance
will be more regular and punctual in the future. The Whole aim of
YPSILANTI, MICHIGAN 117
this requirement is to make students self-regulating and Self–govern-
ing, and at all times responsible to themselves for their standing and
progress in the School.
C RED IT FOR WORK DONE OUTSIDE OF SCHOOL
Special permission must be secured from the Superintendent Or
Principal to make up, by outside work, subjects in which a pupil may
have failed to pass in school. Neither will credit be given for work
Which has not been taken at any time in school, but has been
pursued under private instruction, or in some other institution, during
Vacation, unless an understanding concerning such Work has been
had previously with the Principal or Superintendent.
STUDENT ORGANIZATIONS AND ATHLET ICS
No student society or organization will be recognized by the
School, which does not place itself under the authority and control
of the school, and whose meetings are not at all times open to the
Superintendent, high School teachers, Board of Education and the
entire student body.
Students are encouraged to take interest and participate in
athletics; but meetings for practice must not trespass on school hours.
Athletics is under the management of a Board of Control composed
of two students and three members of the Faculty. This board will
decide dates and hours of games, eligibility of participants, etc. In
general it may be stated that no person not regularly a member of
the School and doing satisfactory Work in at least three studies, will
be allowed to represent the school in any interschool game or contest.
HONORS AND PRIZES
About the first of April of each year, the two members of the
Senior Class holding highest rank in scholar chip are chosen by the
high School Faculty to represent the class on the commencement
Dr.0gram.
Through the generosity of a citizen of Ypsilanti, two prizes, one
of six dollars and another of four dollars, are offered annually for
the best essays on Some phase of the International Peace Movement.
BUILDING
The present building is of modern construction, with steam heating
apparatus and an approved system of ventilation. It is lighted by
gas and electricity, and is provided with telephone, electric bells,
118 THE PUBLIC SCHOOLS
bicycle rooms, sanitary drinking fountains, city Water and sewer
COnnections.
LABORATORIES
The chemical laboratory is arranged for sections of twenty-four
pupils to Work at individual tables. These tables are each supplied
With gas, water, and all the necessary re–agents and apparatus for
the best work.
The physical laboratory has an excellent equipment (including
a dark room) for illustrating the important laws of physics and for
individual work. New apparatus is supplied from time to time, or is
made by the students, as their progress may demand.
The zoological and botanical laboratory has accommodations for
twenty-four pupils at one time. Its equipment includes an aquarium,
tanks, developing dishes, germinating boxes, soils, plant food, chemical
re-agents, compound microscopes, etc.
In physiology there is a good outfit for practical work, including
skeleton, charts, manikin, etc.
To aid and illustrate the Work in history, geography, geology,
and botany, there are Wall maps, charts, terrestrial and slated globes,
a camera, collections of photographs, and a first-class stereoptican
with microscopic attachment.
LIBRARY
Nearly eight thousand carefully selected volumes are now in the
Public School Library, and additions of from one hundred and fifty
to two hundred volumes a year are being made.
The library is arranged according to the DeWey Classification,
with a dictionary card catalogue of authors, subjects and titles, and
is open each day from 8 a. m. to 4:30 p. m. Care has been taken to
provide the best Works of reference in the Various subjects taught in
the high school, so that the library has become an indispensable part
of the school’s equipment.
YPSILANTI, MICHIGAN
119
COURSE OF STUDY

Required
Elective
FIRST
YEAR
First
Semester
English I.
Algebra I.
Ancient History
Latin 1.
Physiology
Drawing I.
Music
Manual Training
Domestic Science
Second
Semester
English I,
Algebra I.
Ancient History
Latin I.
Arithmetic
Drawing II.
Music
Manual Training
Domestic Science
SECOND
YEAR
First
Semester
English Il.
Algebra 11.
Latin II.
German I.
Modern History
Zoology
Physical Geography
Second
Semester
English II.
Latin II.
German I.
Modern History
Botany
Geology
Bookkeeping
THIRD
YEAR
First
Semester
English III.
Plane Geometry
Latin III.
German II.
French I.
Chemistry
English History
Second
Semester
English III.
Plane Geometry
Latin IIl.
German II.
French I.
Chemistry
English History
FOURTH
YEAR
First
Semester
Physics
U. S. History
Latin l V.
German III.
French II.
Solid Geometry
Algebra IV.
English IV.
Second
Semester
Physics
Civics
Latin IV.
German III.
French II.
Economics
Mechanical Drawing
Trigonometry
English IV.
120 THE PUBLIC SCHOOLS
REMARKS ON THE FOREGOING COURSE OF STUDY AND
SUGGESTIONS CONCERN ING ELECTIVES
The required subjects (first column) make a total of six and one—
half Units. From the Electives (second column), nine and one-half
Units must be chosen, all elections to be approved by the Principal
or Superintendent. A somewhat freer range of electives may be
allowed in special cases.
Students preparing for college must elect their work to meet
the requirements of the college which they expect to enter. Such
Students should, as a rule, follow zoology with botany, and physical
geography With geology, and should elect solid geometry.
A Single Unit of work in a foreign language will not be credited
(except in Special cases) toward the sixteen Units required for
graduation.
In cases of irregular classification resulting from deficient
preparation in antecedent subjects, or from failure to pass studies,
the student’s work for the semester should, as far as the recitation
program permits, include the back studies in preference to advanced
Subjects. Special permission must be obtained to take a subject out
of its regular time.
After classifying, special permission must be obtained from the
Frincipal before a subject may be dropped, or a classification changed.
The graduation requirement of sixteen Units makes it necessary
that Students, to complete the course in four years, pursue four
Studies each semester. Occasionally a strong student may for a term,
with the permission of the Superintendent or Principal, take more
than the regular amount of work. On the other hand, it is occasionally
found desirable, Out of consideration of health and sound Scholarship,
that students pursue but three subjects a semester, and thus occupy
more than four years in completing the Course. No consideration
other than health and sound scholarship are allowed to govern the
amount of a student’s WOrk.
Note—During the Third and Fourth years, students who are looking
forward to teaching in the rural schools may elect certain professional
courses, subject to the approval of both schools, in the Michigan
State Normal College, and receive credit on the sixteen Units required
for graduation.
The above is an attempt to anticipate as many as possible of
the questions that may arise concerning the course of study. With
very little attention, the scheme of electives becomes plain, and it
is believed that it will be impossible, even Without direction, for
students to make an unwise or unsound choice of Studies. Diplomas,
instead of bearing the name of the course of study, Will be accom—
YPSILANTI, MICHIGAN 121
panied by a certificate showing the different Units of work presented
by the student to meet the graduation requirement.
Students preparing for college should study the requirements, as
given below, for admission to the University of Michigan. This
represents also the standard of admission of most Of the better
Colleges of the country. In most institutions two years at least of one
of the foreign languages are required, and students contemplating a
College course, or a course in a technical or a professional school,
will find it to their advantage to include in their school course two
or more Units of One of these languages.
English Composition and Literature, 3 or 4 Units.
Mathermatics (algebra and geometry), 3 Units.
Physics, 1 Unit.
Greek, 2 Units. Botany, 1 Unit.
Latin, 2, 3, or 4 Units. Zoology, 1 Unit.
French, 2, 3, or 4 Units. Biology, 1 Unit.
German, 2, 3, or 4 Units. Physiography, 1 Unit.
History, 1, 2, or 3 Units. Trigonometry, 4% Unit.
Chemistry, 1 Unit. {{... 1/3 Unit.
Fifteen Units are required for admission. These fifteen Units
must include three Units in Dnglish composition and literature, three
Units in mathematics, one Unit in physics, and at least two Units in
Latin, French or German. The other six Units may be selected by
the applicant from the foregoing list.
Applicants who offer trigonometry may complete the Unit by
offering one-half year’s work in physiography. For a full Unit in
physiography the text book work must be supplemented by Work
in the laboratory and in the field.
Biology is defined as one-half year of botany and one-half year
of zoology, hence it cannot be accepted from an applicant who offers
at the same time either, or both, of these subjects.
DETAILED OUTLINE OF COURSE OF STUDY
ENGLISH
The purpose of the English course is two-fold. Through training
in correct habits of thought and Constant practice in oral and Written
composition, it aims to give facility in the use of clear, direct, forcible
English; and by attractive presentation of English and American
122 THE PUBLIC SCHOOLS
masterpieces, to cultivate appreciation of, and taste for, the best in
literature.
The following outline shows the general plan of work for each
year, in composition and literature, respectively:
|COMPOSITION.—First Year—Study is based upon Scott and
Denney’s Elementary text and includes work in narration and descrip—
tion, with special attention to paragraphing.
Second Year—Study is based upon Brooks and Hubbard’s text,
and includes word study, letter Writing, paragraph development,
chapter on versification, and debating.
Third Year—Study is based upon the final chapters in Brooks and
Hubbard on exposition and argument, and includes reading of lectures
On Words by French and a review of English grammar.
Fourth Year—Writing of themes based upon study of English
literature.
LITERATURE-First Year—Sohrab and Rustum; Malory's Morte
d’Arthur; Selections from the Iliad or Oddyssey; Beowulf; Old
Testament readings.
Second Year—Vision of Sir Launfal; Rime of the Ancient
Mariner; Lady of the Lake; Lorna Doone; Idylls of the King; Outline
Study of American literature, with readings from each author.
Third Year—Julius Caesar; Macbeth; Milton’s Minor Poems;
selections from Burns’ poems; Carlyle’s Essay On Burns.
Fourth Year—Study of English literature, based upon Halleck’s
History of English Literature, with the reading of the following:
Chaucer's Prologue; selections from the Faerie Queene; selections
from old ballads; Bacon’s essays; Hamlet; Paradise Lost, Books I and
II; selections from Pilgrim’s Progress; De Coverly Papers; selections
from Swift, Pope, Dryden; Gray’s Elegy; Deserted Village; selections
from Burns, Coleridge, Byron, Wordsworth, Shelly, Keats; selections
from Tennyson, Matthew Arnold, Browning.
In addition to the regular Work, a carefully selected list of
standard fiction is given the pupil, from Which he is required to
choose and read outside of class one book each month, throughout
the four years.
MATHE MATICS
ALGEBRA-A year and a half at the beginning of the course and
a review at the end are given to this subject. During the first half
of the first year’s work the subject is completed through Factoring;
during the second half, through Systems of Equations. The first half
YIPSILANTI, MICHIGAN 123
of the second year is given to a study of Surds, Quadratics, and
Systems of Quadratics. The review work at the end of the Course
includes Inequalities, Ratio and Proportion, Progressions, Combina-
tions and Permutations, and Logarithms. It is recommended that
those expecting to continue mathematics in college elect this review.
ARITHMETIC–Among the subjects dealt with, the following are
emphasized: Fractions, Mensuration, Percentage with its application
to Interest and Banking. Business forms are studied. Considerable
drill is given in Mental Arithmetic.
GEOMETRY-During the third year, Plane Geometry is studied,
while Solid Geometry is taken up the first half of the fourth year.
Carefully proved original demonstrations with pen and ink drawings
are a feature of the work. Students preparing for college should elect
Solid Geometry.
TRIGONOMETRY-The work is arranged to mieet the require—
ments of the Engineering and Medical departments of the University
of Michigan.
SC ENCE
PHYSIOLOGY-The text book is supplemented by a skeleton,
charts and manikins. One hour each week is devoted to laboratory
Work. The lantern may be used to project Sections of tissues, bones,
Spinal Cord, etc. Emphasis is placed upon hygiene, sanitation, and
Contagious diseases.
BOTANY–The laboratory method is followed. The work of
flowering plants from germination to fruitage is Studied. The
acquaintance is made of our early flowering and of some flowerless
plants, also of our common trees. Considerable time is given to
ecology.
ZOOLOGY-The laboratory method is used. Special attention is
given also to the activities of the forms studied and their relation
to man.
PHYSICAL GEOGRAPHY-The text is supplemented by such
practical Work as keeping a record during the semester of the readings
of the thermometer, barometer, hygrometer, together with the rainfall
and state of the Weather. The lantern is employed whenever its use
Will make the Work more clear and attractive.
GEOLOGY-Each student is required to prepare a geological chart
showing the rock structure, and the advent, progress, and decline of
124 THE PUBLIC SCHOOLS
Vegetable and animal life through the different eras and periods of
the earth's crust. Field work constitutes an important part of the
Student’s work, thus familiarizing him with the use of the barometer
in altitude measurements and the means employed in actual map--
making.
CHEMISTRY-A combination of the laboratory and text-book
methods is followed. Each student has a separate table thoroughly
equipped with all necessary re-agents and apparatus, for the care
and use of which he is held acCOuntable.
PHYSICS–The course follows the combined laboratory and
recitation method, the aim being to make the experimental work a
practical means of fixing in the mind of the pupil the principles and
laws set forth in the text.
HISTORY
ANCIENT—A brief survey of Early Oriental and Egyptian History.
Special attention is given to the Study of ancient civilizations and
Social conditions. Text, Myers. A full year is given to the work.
MODERN–The time allotted to this subject is one year. The
whole field of Modern History is gone over. Present-day conditions
and problems of the leading nations and the relation of such condi-
tions and problems to past history are noted.
ENGLISH-The political or constitutional phases of the subject
receive considerable attention. The fundamental principles of the
English Constitution as foreshadowing Our Own national character are
dwelt upon with a great deal of emphasis.
AMERICAN–In the first semester, a general course is given
covering the whole period from the earliest discovery to the present
time. The greatest share of attention is given to the study of the
National period. The formation of the constitution and the rise and
development of political parties are especially emphasized. The
second half of the year devoted to this subject is given over to the
formal study of Civics in one class, while in another a short Consti—
tutional history course may be given in which our government of
the present day is revealed together With its origin and development.
LATIN
First Year—The aim of the work of this year is: (1) a thorough
mastery of noun, adjective, and verb forms; (2) the acquisition of a
YPSILANTI, MICHEGAN 125
good, working vocabulary; (3) facility in translating simple, connected
Latin.
Second Year—Four books of Caesar, or in place of a portion of
the Caesar, selections in Greenough, D’Ooge and Daniell's Second
Year Latin are read. Considerable practice in prose composition is
given in connection with the reading of the text.
Third Year—Six Orations of Cicero. In this year the text is read
primarily as Latin literature, and an attempt is made to give the
student an intelligent appreciation of their worth as the best examples
of Roman Oratory. During the greater part of the year, exercises in
prose composition accompany the daily reading of the text. Consid—
erable study also is given in Roman political institutions.
Fourth Year—The reading of six books of Virgil's Aeneid. The
main object is to enable the student to appreciate and enjoy the
beauties of Roman literary art as portrayed by Virgil. Latin versifi-
cation is studied and much practice is given in metrical reading.
Allusions to the social life and customs of the Romans are carefully
Studied.
GERMAN
First Year—Vos’s Essentials. Selected reading.
Second Year—Grammar, composition and the reading of one
play and from five to seven stories by popular German writers.
Throughout the course there is almost daily conversation and compo-
sition based on the texts read.
Third Year—Advanced composition and review of grammar.
Reading such classics as Wilhelm Tell, Minna von Barnhelm, Die
Journalisten and some good standard prose.
FRENCH
First Year—Fraser and Squair's Grammar. Reading.
Second Year—Reading of from seven to ten texts from standard
French writers. Constant endeavor towards a correct pronunciation
and fluent reading of the texts, With practice in rapid conversation
and sight translation. In both German and French an earnest effort
is made to give students an insight into the manners and customs
Of the people,
126 THE PUBLIC SCHOOLS
DOM ESTIC SCIENCE
The Course in the high school is a review and continuation of the
work done in the grades with a deeper insight into the theory and
practice of cookery and household economics, together with a study
of the chemistry and digestion of food.
Advanced cookery:
1. Preserving of fruit and vegetables.
Preparation of vegetables.
Preparation of meats.
Deserts—hot, cold and frozen.
Beverages.
:
Study of Menu:
Arrangement.
Cost of meal.
Suitable combination of food.
Serving of meals:
Setting of table.
Duties of hostess.
Duties of waitress.
Table etiquette.
Dining Room:
Furniture.
Home Nursing:
What to do in emergency.
Care of sick room.
Bandaging.
Invalid Cookery:
Planning and preparation of proper diet for special cases.
Importance of diet.
Care and arrangement of tray.
Infant Diet:
Proper food for children.
Household Economics:
Arrangement of house.
Cleanliness.
Care of food and the receptacles for food.
Reading of meter.
Cleansing agents.
Removal of stains.
Polishing of furniture.
Sweeping and dusting.
YPSILANTI, MICHIGAN 127
Books of Reference for Students:
i
Conn—Bacteria, Yeast and Molds.
Conn—The Story of Germ Life.
Farmer—Boston Cooking School Cook Book.
Gulick—Emergencies.
Hill—Practical Cooking and Serving.
Holt—Care and Feeding of Children.
Hutchinson—Food and Dietetics.
Knight—Food and Its Functions.
Larned—The Hostess of Today.
Pattie—Practical Dietetics in Disease.
Prudden—Dust and Its Dangers.
Thompson—Practical Dietetics.
Williams & Fisher—Elements of Theory and Practice of Cooking.
DOM ESTIC ART
Hand and Machine Sewing
First Year
Study of the four textiles—cotton, linen, wool and silk—with
reference to place and method of production and manufacture
and to their use and durability.
Care and use of the sewing machine.
Taking of measurements and drafting patterns.
Cutting out of garments.
Darning.
Patching.
Models made:–
Sewing apron—hand work involving hemming, sewing on
lace, gathering and sewing on band.
Gingham apron—machine work—making common seams,
turning a wide hem.
Complete set of under—garments—selecting material,
cutting and fitting of garment, seams (French and flatfell),
tucking, gathering and hemming by machine, sewing on a
ruffle and a flounce, plackets, gusset, button hole, sewing
on a button, embroidery.
Note—A carefully kept note book containing drafts, models and
paper on textiles is required of each pupil.
1.
2.
Second Year
A study of pins, needles and thimbles.
Shirt waist Suit:-
Taking of measurements and drafting of pattern.
Design of garment.
128 THE PUBLIC schools
Cutting out of garment, basting and fitting.
Finish at neck and arms.
Finish of placket in sleeve, cuff of sleeve and sewing in
sleeve. -
3. Combination Suit:-
Review of general principles in sewing.
Napery hemming and hemStitching.
Darning on Woolen goods.
Fancy work—hemstitching or fayal weaving.
Marking a garment.
Indian basketry.
i
Note.—A note book is kept as in the preceding year.
Books:
Gingles—Lessons in Garment Drafting.
Patton—Home and School Sewing.
Woolman—A Sewing Course.
DRAWING
Three courses are offered to the high school student, each entitling
the Student to one—half unit credit.
ADVANCED DRAWING—Pupils having had drawing through the
grades are allowed to take this course. The work in this course is
the study of single objects and interesting groups in light and shade
and charcoal. Pen and ink is sometimes introduced, depending upon
the ability of the class.
Linear perspective, as applied to exteriors and interiors, and
articles of furniture, is studied.
Compositions based upon drawings of flower forms and landscapes
are worked out in line, neutral tones and color harmonies.
ARTS AND CRAFTS—Drawings from flower forms are made and
conventionalization developed. The principles of good design are
applied in making of Wood block prints, Stencils and designs for
tooled leather and hammered and etched brass. Curtains, table run-
ners, pillows, bags, belts, card cases, belt and hat pins, shirt Waist
sets, watch fobs, and similar articles are made. This course should
be preceded by advanced drawing.
MECHANICAL DRAWING—This course includes skill in the use
of instruments; knowledge of Conventions and methods in drafting
room practice; lettering; geometric problems; an understanding of
HIGH SCHOOL SEWING
HAND AND MACHINE SEWING


YPSILANTI, MICHIGAN 129
simple problems in orthographic projection; and the making of
Working drawings. A course in plane geometry should precede this
COUII'Se.
MANUAL TRAINING
This work is optional and may be taken during any one of the
four years. The work is individual in character, selected with refer—
ence to Students’ past Work and ability. Problems in simple furniture
making and turning occupy the time.
Time—Four hours per week.
MUSIC
The course covers two departments of work:
1. The High School Choir—Students who can read music with
Some facility or have good voices have an opportunity for work in
the High School Choir, which meets regularly to prepare music
for chapel exercises and special occasions.
This course is arranged on the Supposition that the students have
already had music in the grades, or have acquired the proficiency which
Such training gives.
The High School Glee Club—About twenty students who have
Special talent in music are annually chosen by the Supervisor of
Music for this organization.
Note—TWO Semesters’ Work in the Choir Or Glee Club will be
given one-half Unit of credit toward the graduation requirement.
2. Vocal Music Class—The work includes: 1, The theory of
music; 2, vocal drill; 3, oral dictation; 4, special exercises in forms
about to be read from the book; 5, sight reading; 6, application of the
lesson in songs; 7, written dictation; 8, musical history; 9, musical
appreciation.
130 THE PUIBLIC SCHOOLS
Home Reading for High School Students
Below are given two lists of standard and approved titles in fiction
and essays, also a few in history. The first list includes a large
number of juvenile books, many of which most students will probably
have read before they enter the high school. However, to insure that
all shall have the proper background for Subsequent literary allusion
and reference, each first year student is required, as a part of his work
in English, to report Orally or in Writing upon One Of these books
each month.
The second list is open alike to students in second, third, and
fourth year classes, although some guidance is given in Selection,
essays, for example, in the main, being recommended for fourth year
reading. As in the first year, there is a monthly book report by each
Student.
It may be added that neither list is complete; both are meant,
rather, to be representative and Suggestive. Under many authors
additional titles might have been included, and, further, other authors
might well be added. Teachers and students are thus allowed some
discretion in choosing additional authors and titles.
N INTH GRADE s
Aesop Fables
Alcott Little Men
Little Women
Life, Letters and Journal
Anders On Fairy Tales
*=s*mºmºmºs Arabian Nights
Austen Standish of Standish
Betty Alden
Arnold Sohrab and Rustum
Brown Rab and his Friends
Blackmore LOrna. DOOne
Bunyan Pilgrim’s Progress
Burroughs Birds and Bees
Carroll Alice in Wonderland
Through the Looking–glass
YPSILANTI, MICHIGAN 131
Cervantes
Coleridge
Connor
Cooper
DeFoe
Dickens
Du Chaillu
Edgeworth
Eggleston
Eliot
Ewing
Field
Franklin
Hale
Harris
Hawthorne
Hughes
Irving
Goethe
Jewett
Kingsley
Kipling
Lamb
Lanier
Lincoln
Longfellow
Lowell
Macaulay
Martineau
Porter
Pyle
Repplier
Richards
Riis
Riley
Don Quixote
Ancient Mariner
Glengarry Schooldays
Deerslayer
Robinson Cru.SOe
David Copperfield
African Forest and Jungle
Waste Not: Want Not
Hoosier School Boy
Sila.S Marner
Story of a Short Life
Jackanapes
Love Songs of Childhood
Autobiography
Man Without a Country
Peterkin Papers
Nights with Uncle Remus
Songs and Sayings of Uncle Remus
Twice Told Tales
WonderbOOk
Tom Brown’s School Days
Alhambra,
Sketch BOOk
Reynard the Fox. (adap. by Jacobs)
Betty Liecester
Deephaven
Greek HerOes
Water—Babies
Jungle Book
Tales from Shakespeare
Boy’s King Arthur
Cettysburg Address
Rivangeline
Vision of Sir Launfal
Lays of Ancient Rome
JPeasant and Prince
Scottish Chiefs
Men of IrOn
Robinhood
Sir Launcelot
Book Of Famous Verse
Captain January
Children of the Tenements
Making of an American
Child Rhymes
132
THE PUBLIC SCHOOLS
Ruskin.
St. Pierre
Schiller
Scott
Scudder
SetOn
Sewell
Spyri
Stevenson
StOWe
SWift
Thackeray
TWain
Van Dyke
Wallace
Warner
Washington
Whittier
Wiggin
Wyss
King of the Golden River
I’aul and Virginia.
William Tell
Lay of the Last Minstrel
Washington
Biography of a Grizzly
Wild Animals I Have Known
IBlack Beauty
Heidi
Ridnapped
Trea.Sure Island
Child’s Garden. Of Verse
TJncle TOm’s Cabin
Gulliver's Travels
Jºose and the Ring
IHuckleberry Finn
Prince and the Pauper
Tom Sawyer
Other Wise Men
Ben Hur
Being a Boy
Farewell Address
TJp from Slavery
Snowbound
Polly Oliver's Problem
Bird’s Christmas Carol
Swiss Family Robinson
TENTH, ELEVENTH AND Twelfth GRADEs
Addison
Aldrich
Allen
Allen
Arnold
Bacon
Barrie
Black
Blackmore
Bronte
Turke
Burnett
Burroughs
Spectator
Marjorie Daw
Story of a Bad Boy
Aftermath
Rentucky Cardinal
With Flute and Violin
Essays in Criticism
ESSays
Little Minister
*rincess of Thule
I.Orna DOOne
Jane Eyre
Conciliation
Through One Administration
Wake—Robin
Pepacton
YPSILANTI, MICHIGAN 133
Burroughs
Cable
Carlyle
Cervantes
Churchill
Connor
Cooper
Crawford
Dana
Deland
DeQuincy
Dickens
Disraeli
Doyle
Drummond
Dumas
Ebers
Edgeworth
Eggleston
Eliot
EmerSOn
Fiske
Foote
Ford
Fox
Franklin
Froude
Garland
Gaskell
Goldsmith
Indoor Studies
Dr Sevier
Grandissimes
Heroes and Hero Worship
Sartor Reşartus
Don Quixote
Richard Carvel
The Crisis
The Crossing
Man from Glengarry
Leather Stocking Tales
SaracineSca
The Tale of a Lonely Parish
Two Years before the Mast
Dr Lavender’s People
Old Chester Tales
Confessions of an Opium Eater
Revolt of the Tartars
David Copperfield
Tale Of TWO Cities
Nicholas Nickleby
Sybil
Micah Clarke
The Refugees
Natural Law
Three Musketeers
Egyptian Princess
Castle Rackrent
Ennui
The Absentee
Hoosier Schoolmaster
Romola.
Silas Marner
Adam Bede
Essays
Century of Science
Excursions of an Evolutionist
Led Horse Claim
The Honorable Peter Sterling
Little Shepherd of Kingdom Come
Autobiography
Short Studies in Great Subjects
Main Traveled Roads
Cranford
Vicar of Wakefield
134
THE PUBLIC SCHOOLS
Hale
Harrison
Harte
Hawthorne
Holland
Holmes
HOWells
Hughes
Hugo
Irving
Jackson
James
Jewett
JOnSOn
Kingsley
Kipling
Lamb
Lang
LOWell
Lytton
Mabie
Macaulay
Mitchell
Mitchell
Morley
Mulock
Myers
Page
Parker
Parkman
Poe
Porter
Reade
Man Without a Country
Choice of Books
I.uck of Roaring Camp
House of Seven Gables
Scarlet Letter
Arthur BOnniCastle
Elsie Venner
Autocrat of the Breakfast Table
My Literary Passions
Tom Brown at Oxford
Les Miserables
Alhambra.
Tales Of a Traveler
Ramona.
Passionate Pilgrim
Roderick Hudson
Country of the Pointed Firs
RaSSelas
Westward Ho!
Rim
Captains Courageous
Essays
Essays in Little
Among My Books
My Study Window
Harold
Last Days of Pompeii
Books and Culture
My Study Fire
Essays
Reveries of a Bachelor
Dream Life
Hugh Wynne
Studies in Literature
John Halifax, Gentleman
Science and the Future Life
Red Rock
Seats of the Mighty
Right of Way
Oregon Trail
Struggle for a Continent
Short Stories
Scottish Chiefs
Thaddeus of Warsaw
Cloister and the Hearth
YPSILANTI, MICHIGAN 135
Reade
Richards.On
Ruskin
St. Pierre
Scott
ShOrthouse
Smith
Stevenson
Stockton
Stoddard
Stowe
Thackery
Thanet
Thoreau
Tourgee
TWain
Van Dyke
Wallace
Ward
Warner
Weyman
Whipple
Wiggin
Wilkins
Wister
Never Too Late to Mend
Clarissa Harlow
Sesame and Lilies
Paul and Virginia.
Kenilworth
The Abbott
Quentin DurWard
The Talisman
Ivanhoe
John Inglesant
(Caleb West
Fortunes Of Oliver Horn
Familiar Studies of Men and Books
Inland Voyage
Kidnapped
Treasure Island
Rudder Grange
Travels
OWn Town Folks
Vanity Fair
Henry Esmond
Pendennis
Knitters in the Sun
Heart of Toil
Walden
Cape Cod
Fool’s Errand
Huckleberry Finn
Tom Sawyer
Little Rivers
Ruling Passion
Ben Hur
David Grieve
Eleanor
Golden Hours
A Little Journey in the World
Backlog Studies
TJnder the Red Robe
Character and Characteristic Men
Penelope
Rebecca of Sunny Brook Farm
New England Nun and Other Stories
Lady Baltimore
Virginian
136 THE PUBLIC SCHOOLS
Text-Books
ELEMENTARY GRADES
Arithmetic. . . . . . . . . . . . Walsh’s New and Arithmetic for Upper Grades
Civil Government. . . . . . . . . . . . . . . . . . . . . . . . . . Judson’s Young American
Dictionaries:
Grades Four and Five. . . . . . . . . . . . . . . . . . . . . . . . . Webster’s Primary
Grades Six to Eight. . . . . . . . . . . . . . . . . . . . Webster’s New Universal
Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Applied Arts
Geography. . . . . . . . . . . . . . . . . . . . . . . . Dodge’s Elementary and Advanced
History:
Elementary United States. . . . . . . . . . . Gordy’s Leaders and Heroes
English. . . . . . . . . . . . . . . Brown's Story of Our English Grandfathers
United States. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gordy
Language and Grammar. . . . . . Robbins and Row’s Essentials of English,
Books One and TWO.
Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Modern Music Series
Physiology and Hygiene. . . . . . . . . . . . . . . . . . . . . . . Gulick Hygiene Series,
Books One, Four and Five
Readers:
Grades One to Four. . . . . . . . . . . . . . . . . . . is tº e º e º G is g º is ſº tº e º e º & ſº Aldine
Grades Five and Six. . . . . . . . . . . . . . . . . . . . . Various readers supplied
Grades Seven and Eight. . . . . . . . . . . Selections from the Riverside
Literature Series
Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alexander
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Berry's Writing Books
HIGH SCHOOL
English
Composition. . . . . . . . . . . . . . . . . . . . . . . . . . . . Scott & Denney, Elementary
Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Webster
Rhetoric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brooks and Hubbard
Handbook of English Composition. . . . . . . . . . . . . . . . . . . . . . . . . . . Woolley
History of English Literature . . . . . . . . q e º G & º º tº & ſº tº 9 tº e º s G . . . . . . . Halleck
YPSILANTI, MICHIGAN 137
º,
Latin
First Year Latin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D’Ooge
Prose Composition . . . . . . . l. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D’Ooge
Caesar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Greenough, D'Ooge & Daniell
Cicero . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D’OOge
Virgil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bennett
Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bennett
German
First Year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vos, Essentials of German
Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Joynes—Meissner
Texts for Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Selected
Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Harris
French
First Year. . . . . . . . . . . . . . . . . . . . Fraser & Squair, Grammar and Reader
Texts for Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Selected
Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Francois
Science
Physiology and Hygiene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fitz
Zoology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jordan, Kellogg & Heath
Botany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bergen
Physical Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Davis
Geology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brigham
Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hessler & Smith
Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gorton
Mathermatics
Algebra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hawkes, Luby and Touton
Arithmetic. . . . . . . . . . . . . . . . . . . . . . . . . . . . Lyman’s Advanced Arithmetic
Trigonometry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lyman & Goddard
Ancient History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Myers
Singlish History . . . . . . . . . . . . . . . . . . . . . . . . . . . |, . . . . . . . . . . . . . . Andrews
Modern History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . West
American History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . McLaughlin
Civics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Foreman’s Advanced Civics
Economics . . . . . . . . . . . . • s • * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Bullock
138 TIIIC PUBLIC SCHOOLS
Teachers' Professional Reading
sºmems-asmºmº
A list of Standard professional books accessible to teachers is
published below. Most of these are in the Public School Library,
and any of them not found there can be supplied at any time on
Short notice. The list makes no pretension to completeness, yet it
is varied and broad in its scope, and it is hoped that there will come
to be a more general use of the books On the part of teachers.
Besides these titles, a Very large number of less important books on
methods is accessible. Other titles will be found, also, in the brief
bibliographies given in the Course of Study. A few titles may be
repeated here that have already been given.
Adler, Felix Moral Instruction of Children
Allison, S. and Perdue, H. A. The Story in Primary Instruction
American Historical Assoc'n. Report of the Committee of Eight on
the Study of History in the Elemen—
tary Schools
Andrews, C. M. and others Bibliography of History for Schools
and Libraries
Archer, R. L. and Others Teaching of Geography
Arnold, Sarah L. Plans for Busy Work
Ascham, ROger The Schoolmaster
Bain, Alexander Education as a Science
Bagley, Wm. C. The Educative Process
Bardeen, C. W. Roderick Hume
Bennett, C. E. and Bristol, G. P. The Teaching of Latin and Greek
Betts, G. H. The Recitation
Blow, Susan E. Symbolic Education
Bourne, H. E. The Teaching of History and Civics
Briggs, T. H. and Coffman, L. D. Reading in Public Schools
BrOWn The American High School
Brown, E. E. The Making of Our Middle Schools
Bryan, E. B. The Basis of Practical Teaching
Burbank, Luther The Training of the Human Plant
Butler, N. M. The Meaning Of Education
Cabot, Ella L. Ethics for Children. 3 Copies
Carpenter, G. R. and others The Teaching of English
Chancellor, W. E. Theory of Motives, Ideals and Values
in Education
YPSILANTI, MICHIGAN 139
Chancellor, W. E.
Chubb, P.
Clark, S. H.
Clark, J. K.
Compayre, G.
Currie, James
Davidson, Thomas
DeGarmo, Chas.
Dewey, John
Dexter, E. G.
DOpp, Katherine E.
Earhart, Lida B.
Fitch, Joshua
Forbush, W. B.
Gilbert, C. B.
Gould, F. G.
Hall, G. S.
Ham, C. H.
Halleck, R. P.
Hamilton, S.
Hanus, P. H.
Harris, W. T.
Harvey, N. A.
Henderson, C. H.
Henderson, E. N.
Herbart, J. F.
Hinsdale, B. A.
Hodge, C. F.
Holtz, F.
Horne, H. H.
Class Teaching and Management
The Teaching of English
How to Teach Reading
Systematic Moral Education
Elements of Psychology
History of Pedagogy
Lectures on Pedagogy
Psychology Applied to Education
Principles and Practice of Commoll
School Education
Education of the Greek People
A History of Education
Interest and Education
Principles of Secondary Education:
Vol. i. Studies
Vol. ii. Processes of Instruction
vol. iii. Ethical Training
Moral Principles in Education
School and Society
History of Education in the United
States
Place of Industries in Elementary
Education
Teaching Children to Study
The Arnolds
Lectures on Teaching
The Boy Problem
The School and Its Life
Conduct Stories
Youth, Its Education, Regimen and
Hygiene
Mind and Hand
Education of the Central Nervous
System,
Psychology and Psychic Culture
The Recitation
A Modern School
Psychologic Foundations of Education
Principles of Teaching
Education and the Larger Life
Text-book in the Principles of Educa—
tion
Text-book in Psychology
How to Study and Teach History
Teaching the Language Arts
Nature Study and Life
Nature Study
Idealism in Education
Philosophy of Education
140 THE PUBLIC SCHOOLS
Huey, E. B.
Hughes, J. L.
Hughes, R. E.
Hyde, W. DeW.
Jackman, W. S.
James, Wm.
Jewell, J. R.
Jones, O. M. and others
Kirkpatrick, E. A.
Klemm, L. R.
Lange, K.
Laurie, S. S.
Lloyd, F. E. and Bigelow, M. A.
Lyman, Edna
McLellan, J. and Dewey, J.
McMurry, C. A.
McMurry, C. A and F. M.
McMurry, C. A
McMurry, F. M.
H
Magill, E.
Maitland, F. W. and others
Mann, M. P.
Marsh, H. A.
Martin, G. M.
Monroe, W. S.
Monroe, P.
Mowry, W. A.
Psychology and Pedagogy of Reading
Dickens as an Educator
Teaching to Read
Making of Citizens
The Teacher’s Philosophy
Nature Study
Psychology (Briefer Course)
Talks to Teachers
The Will to Believe
Agricultural Education
Teaching Children to Study
Fundamentals of Child Study
European Schools
Apperception (tr. by C. De Garmo)
Historical Survey of Pre-Christian
Education
The Rise and Early Constitution of
TJniversities
Teaching of Biology
Story—telling—What to Tell and How
to Tell It
The Psychology of Number
General Method
Special Method in Arithmetic
The Course of Study in the Eight
Grades. 2 V.
Special Method in the Reading of
English Classics
Special Method in Geography
The Method of the Recitation
Special Method in Language
Special Method in History
Special Method in Primary Reading
Special Method in Natural Science
How to Study and Teaching How to
Study
Sixty-five Years in the Life of a
Teacher * ,
Essays on the Teaching of History
Life of Horace Mann
The Point of View of Modern Educa—
tion
Emmy Lou
Bibliography of Education
Source Book in the History of Educa—
tion
Recollections of a New England Edu:
Cator
YPSILANTI, MICHIGAN 141
Munsterberg, H.
National Education Assoc'n.
Oppenheim, N.
Painter, F.
Palmer, G. H.
Parker, F. W.
Payne, W. H.
Payne, B. R.
Plato
Poulsson, Emilie
Preyer, W.
Prince, J. T.
Putnam, D.
Quick, R. H.
Rogers, A. K.
Rousseau, J. J.
Row, R. K.
Rowe, S. H.
Royce, J.
Ruediger, W. C.
Sadler, M. E.
St. John, E. P.
Saunders, R. N.
Schaeffer, N. C.
Schmucker, S. C.
Search, P. W.
Seeley, L.
Shaw, E. R.
Shearer, W. J.
Shields, T. E.
Sisson, E. O.
The Americans
American Traits
Psychology and the Teacher
Report of the Committee of Seven on
the Teaching of History
Report of the Committee of Ten on
Secondary Education
Report of the Sub-Committee of the
Committee of Fifteen on the Corre-
lation of Studies
Development of the Child
Great Pedagogical Essays
Ethical and Moral Instruction in
Schools
Talks on Pedagogics
Contributions to the Science of Edu—
Cation
The Education of Teachers
Public Elementary School Curricula.
The Republic (tr. by Davies and
Vaughan)
In the Child’s WOrld
Mental Development in the Child
School Administration
Manual of Pedagogics
ESsays on Educational Reformers
Student's History of Philosophy
Emile
The Educational Meaning of Manual
Arts and Industries
Habit Formation and the Science of
Teaching
Physical Nature of the Child
Outlines of Psychology
The Principles of Education
Moral Instruction and Training in
Schools. 2 vols.
Stories and Story—telling
Little Talks on School Management
Thinking and Learning to Think
The Study of Nature
An Ideal School
New School Management
School Hygiene
The Grading of Schools
The Management and Training of
Children
The Dullard
Essentials of Character
142
THE PUBLIC SCHOOLS
Swift, E. J.
Skinner, H. M.
Smith, A, and Hall, E. H.
Smith, D. E.
Smith, Nora A.
Smith, Wm. H.
Spencer, H.
Sutherland, W. J.
Thorndike, E. L.
Titchener, E. B.
Tompkins, A.
Tyler, J. M.
Ueberweg, F.
Warner, F.
White, E. E.
Wiggin, K. D.
Wilkin, A. S.
Williams, S. G.
Wilson, Ella C.
Wiltse, Sara E.
Winterburn, Rosa V.
Wray, Angelina. W.
Wyche, R.
Young, Ella F.
Young, J. W. A.
Mind in the Making
The Schoolmaster in Literature
The Teaching of Chemistry and
Physics
Teaching of Elementary Mathematics
|Children of the Future
Evolution of Dodd
Education
The Teaching of Geography
Individuality
A Text-book of Psychology
Philosophy of School Management
Philosophy of Teaching
Growth and Education
History of Philosophy
Study of Children
Art of Teaching
School Management
Children’s Rights
Roman Education
History of Education. 3 vols.
Pedagogues and Parents
Kindergarten Stories and Morning
Talks
Place of the Story in Early Education
Methods in Teaching. 2 copies
Glimpses of Child Nature
Jean Mitchell’s School
Great Stories and HOW to Tell Them
Ethics in the School
Teaching of Mathematics
YPSILANTI, MICHIGAN 143
Medical Inspection
*==s*
The physical examination and medical inspection of pupils in the
public Schools was begun in March, 1910. Much good in many ways
has resulted. Parents are not infrequently ignorant of physical
defects in their children. When neglected these become serious, and
not only impede the progress of children in school, but become a
handicap in adult life. Besides, these physical examinations and visits
from the School Physician, with his advice concerning diet, fresh
air, and exercise, have the effect of interesting children in good
health and of impressing upon them the importance of sound physical
Condition.
At the opening of each semester, a thorough physical examination
of the pupils in the elementary grades is made. The grades are
taken in order, beginning with the first, the teacher giving whatever
assistance the School Physician may require. Opposite each child's
name, on a sheet provided for that purpose, is recorded Whatever
finding the Physician may make. This is later transferred to the
pupil’s permanent enrollment card.
On the first school day of each month, the School Physician visits
all the schools, at which time the teachers send such pupils to him as
they may think are in need of medical attention. The School Physician
may also visit the school rooms to make observations for himself.
Besides, teachers may send pupils to the office of the School Physician
at any time circumstances seem to Warrant, On recommendation of
the Principal. Any child found ailing or in need of the attention of a
physician is given a notice to that effect to his parents.
Pupils who have been excluded by the School Physician because of
having some contagious or infectious disease are re–admitted to School
only when they present a written statement from the attending physi-
cian, or the School Physician, that they are free from the disease, on
account of which they were excluded from school.
Some general symptoms of disease in children which teachers
should notice and on account of Which the children should be referred
to the School Physician:
Emaciation.
TJnusual pallor.
Puffiness of the face, especially of eyelids.
144 THE PUBLIC SCHOOLS
Shortness of breath.
SWellings of the neck.
General lassitude and other evidences of sickness.
Flushing of face.
Eruptions of any sort.
Cold in the head with running eyes.
Discharge from the nose.
Evidence of Sore throat.
Coughs.
Excessive nervousness.
Mouth—breathing.
Vomiting.
Constant or frequent scratching of body.
Frequent requests for permission to go to the toilet.
Habitual peculiar postures at desk.
The testing of the sight and hearing of pupils is made by the
teachers according to the instructions given below. This test is made
between the opening of School and November first of each year, and
the results recorded on the pupil’s individual card.
DIRECTIONS FOR TESTING VISION
1. Children under second grade need not be examined.
2. Children should be examined singly and privately.
3. Children wearing glasses should be tested with the glasses
properly adjusted to their faces.
4. By daily careful attention to the habits of individuals, ascer—
tain whether the child habitually suffers from inflamed lids or eyes
Or, after Study, has weariness or pain in eyes or head or is suffering
from Squint (cross eyes).
5. Use the large charts to see whether vision is normal or not.
Do not expose the charts except when they are in use, as familiarity
tends to memorizing letters.
6. Hang the test letters in a good, clear light (side light preferred)
on a level with the head. Place the child twenty feet from the letters,
One eye being covered with a card held firmly against the nose,
Without pressing on the covered eye. Have him read aloud, from left
to right, the smallest letters he can see on the Card. When testing
the other eye, have the letters named in order from top downward
or from right to left, to avoid naming letters from memory.
7. A record of the strength of Vision should be made for each
child on the blank prepared for this purpose.
8. There is a number Over each line of the test letters which
shows the distance in feet at which these letters should be read by
a normal eye. From top to bottom, the lines on the card are
YPSILANTI, MICHIGAN 145
numbered respectively, 200, 120, 80, 60, 40, 30, 20. At a distance of 20
feet, the average normal eye should read the letters on the 20–foot
line, the vision may be noted as 20/20, or normal. In this fraction
the numerator is the number over the Smallest line of letters read.
If the smallest letters which can be read are on the 30-foot line, the
vision will be rºoted as 20/30; if the letters on the 40-foot line are
the smallest that can be read, the record will be 20/40; if the letters
on the 60-foot line are the smallest that can be read, the record will
be 20/60.
Test the second eye, the first being covered with the card, and
note the result, as before. With the second eye, have the child read
the letters from right to left to avoid memorizing. To prevent reading
from memory, a hole 1% inches square may be cut in a piece of card-
board, which may be held against the test letters so as to Show Only
one letter at a time, and may be moved about so as to show the letters
in irregular Order. A mistake of two letters on the 20- or the 30-foot
lines, and of one letter on the 40-foot or 60-foot lines may be allowed.
The fractions 20/20, 20/30, 20/40, 20/60, etc., will record the distant
vision (20 feet) of each eye.
9. Notice will be sent to the parent or guardian upon cards
furnished for the purpose whenever the vision in either eye falls below
20/30. No notice will be sent when the vision is 20/20 in One eye
and 20/30 in the other, or 20/30 in both eyes. A notice card Will also
be sent when the teacher finds that the eyes, or eyelids, are habit-
ually red or inflamed; when there is complaint of pain in the eyes or
head after writing or reading, especially towards the end of School
hours; when one or both eyes deviate from the normal position
(squinting); when the book is habitually held at less than one foot
from the eyes and there is scowling and evident effort in using the
eyes.
DIRECTIONS FOR TESTING HEARING.
1. All the children above first grade shall be examined.
2. Children shall be examined singly and privately.
3. Ascertain whether the child has frequent earaches, has pus
or a foul odor proceeding from either ear, suffers from frequent “cold
in the head,” is subject to a constant catarrhal discharge from the
nose or throat, or is a mouth-breather.
4. The examiner should attempt to form standards by testing
persons of normal hearing at normal distances. In a still room the
Standard Whisper can be heard easily at 25 feet, the words of a low
Voice can be heard from 35 to 45 feet, and a loud voice from 45 to 60
feet.
5. Seat the child facing you near one end of a quiet room with
the windows closed. Begin the test at a measured distance of 25
146 THE PUBLIC SCHOOLS
feet. The test is made by having the left ear tightly closed with the
finger While you observe the ability of the child to repeat your mod-
erate whispers of numbers between 21 and 99 inclusive, avoiding those
with ciphers; as, 75, 55, 37, 22, etc. Test the left ear with the right
tightly closed. Avoid having a wall behind you to act as a sounding
board. The figures should have as nearly equal emphasis as possible,
and the distance at which the child correctly repeats a series of
three numbers gives his hearing distance for that ear. No further
test is necessary if the child hears the tick of an ordinary watch,
Which should be heard normally at a distance Of not less than 3 feet.
6. The hearing is recorded by a fraction of which the numerator
represents the distance you are from the Child, and the denominator
is 25. If he repeats the numbers Correctly at 25 feet his hearing is
25/25 or normal. If he repeats the numbers Correctly only when
you are 20 feet it is 20/25 or 4/5 the normal, and at 12 feet 12/25, etc.
7. Record on the sheet provided for that purpose the hearing
conditions of every child.
8. Send at once a properly filled blank to the parent or guardian
of any child whose hearing conditions are below normal.
YPSILANTI, MICHIGAN 147
Some Circulars to Teachers
smºmºsºsºmº
Mutual Obligations of Regular and Special Teachers and Some Points
to be Observed by Them in Their Relations One with the Other
1. The regular and the special teacher should each remember,
always, that the work of the other is a part of the course of study,
and is, therefore, entitled to its due consideration. The special
teacher must not forget that the regular teacher has much to teach
besides Special subjects. Neither should the regular teacher fail to
give the work assigned by the special teacher its proper share of time
and attention.
2. The Special teacher has assigned a certain, definite time for
her visit in each grade. The regular teacher should, therefore, never
encroach upon this time. She should always be ready when the
Special teacher appears. Neither should the special teacher fail to
appear on time, under any circumstances, nor should he neglect a visit
to any grade unless absolutely necessary, and then the regular teacher
Should be given due notice of the special teacher’s inability to be
present. Whenever possible, too, the special teacher is to make up
lessons that have been missed.
3. The special teacher furnishes an outline of what she wishes
done each month, or between successive visits. This outline should
be given the regular teacher the last week of each month for the
following month. The regular teacher should follow this to the letter
and it is the duty of the special teacher to see that she does so.
Under no circumstances should the regular teacher modify this outline,
Or insert something of her own choice without consulting the special
teacher. The outline is supposed to have a unity about it which is
violated if any part is neglected. The teacher must be specific in
her Outline, so that the excuse can never be given that the outline
Was not understood. If, however, the outline is not clear, the regular
teacher should consult the special teacher.
4. The regular teacher should show such a spirit toward the
Special teacher and her work that the children will always be glad
to have the special teacher come. On the other hand, much depends
upon the special teacher in this particular. She must be enthusiastic,
interesting, agreeable, and make her Work count for something.
148 TIIE PUBI,IC SCIIOOLS
A POST-EXAM 1 NATION Cl RICULAR
It would take more time than I can give to read over carefully
all the examination papers. However, I have spent sufficient time
upon them to enable me to make some observations that prompt a
few Suggestions in reference to the work of the new Semester. This
is done with a full understanding and appreciation of the practical
difficulties which the teacher encounters in her teaching from day
to day.
1. I note not alone inaccuracy of statement and lack of knowledge,
but that which seems to me more serious, -indefiniteness and Sloven—
liness of statement. It would Seem that this might be remedied by
requiring pupils to form the habit in the daily recitation of expressing
What they have to S3 y in Complete and concise sentences. Too often
they are allowed to answer by “yes” or “no,” or by a Single word.
Occasional exercises in dictation of important facts in the subjects
would serve to show pupils how and what to select when Writing upon
a topic. This exercise could be made to serve the purpose, also, of a
lesson in spelling of words in the different Subjects.
2. I note further that pupils, in most cases, have only a Vague
knowledge of what they are asked. Would it not be Well to Study
lm Gre carefully the essential points of the lesson or division of a subject
and set these down for complete mastery 2 In the “Daily Outline”
there is a blank space for “important points,” “facts to be fixed,”
“drill,” “review,” etc. Study each lesson covered and find out what
is the important thing to be mastered. Hammer away at this—
never lose sight of it in the recitation. Then pick these out for
review once a week, having accurate, definite, and complete state—
ments about them.
4. Much poor spelling is revealed in the papers. In addition
to the Words in the regular spelling lesson, make frequent lists of
Words from the various subjects, and drill on these, especially just
pl evious to written lessons.
5. In the solution of problems in arithmetic, I note a variety
of practice. Some solutions are more easily followed, because the
Successive steps are set down One under the other. This is a good
plan, and I would suggest further that pupils be taught to denominate
in Writing what the numbers obtained in each step represent. Notice
model solutions of concrete problems in the text-book.
6. There is noticeable an undue tendency to abbreviate words
that are not commonly abbreviated. Teach children to write in full
Words which have no recognized abbreviation. Break up the habit,
also, in written work of using the arabic numeral instead of writing
out the number to be expressed.
YPSILANTI, MICHIGAN 149
RESPECT NG REPORTS AND RECORDS
1. Fill out promptly and file with the Superintendent of Schools
a Permanent Enrollment Card for each pupil. Be careful to have all
items correct.
2. The age of pupils in years Shall be given as it will be on
February 1.
3. Fill out promptly and keep carefully an Attendance Card
for each pupil. When a pupil is transferred, keep this card until it
is called for by the teacher to whom the pupil has been transferred.
At the end of the year file with the Superintendent of Schools all
the attendance cards, including the cards of pupils who, for any
reason, have left school with the date of his leaving recorded on
the card.
4. The Teachers’ Monthly Reports shall be filed with the Super—
intendent of Schools on the last Friday evening of each month. If,
for any reason, a teacher finds it impossible to comply with th,s
rule, she shall give notice of the fact.
5. A pupil is marked “Left” when he has been absent six
Consecutive half-days. However, if the teacher has certain knowledge
immediately upon the pupil’s leaving school that he will be absent
more than Six half-days, she shall mark him “Left” at once. When
he returns, he is marked “Re—entered.”
6. When School is closed on account of legal holidays, all pupils
“Belonging” are to be recorded as “Present.” When school is closed
for any other reason, the attel; dance should be recorded the same as
for the preceding half–day.
7. Keep duplicates of Mont')ly Reports.
8. At the end of each day transfer to the Attendance Cal ds and
Monthly Reports the record on your !33ily Mendorandum.
9. Do not neglect to make Out, according to directions printed
thereon, the Daily Lesson Outline.
F||RE DRI LL
Signal—One long, followed by two short, sharp rings of ſire song.
At Sound of signal, have pupils rise immediately on the light side
of desk without word or look. There should be absolutely no conn–
munication or unnecessary movements by pupils. Teachers will remain
in their rooms until all children are out of the building. Have lines
march all the way to the sidewalk on the Street before stopping,
turning about, or speaking. Immediately On learning that the alarm
is a false one, or that the danger is OVer, have pupils march quietly
back into the building. Each teacher Will have direct charge of the
pupils in her room and shall report any infringement of these direc-
tions.
150 THE PUBLIC SCHOOLS
Rules and Regulations
-*
GENERAL
1. The annual school session shall consist of two terms, and
shall begin on the first Monday in September. The first term Shall
continue twenty weeks, and the Second nineteen.
2. Besides the summer vacation, which shall extend from the
close of the annual session to the opening of the next session, there
shall be two vacation periods, one at the Christmas season and another
in the Spring, the exact time and length of Which shall be determined
annually by the Board of Education.
3. The following holidays shall be observed by the closing of
the schools: Labor Day (the first Monday in September); the annual
Thanksgiving Day (the last Thursday in November) and the Friday
following; Christmas; New Years Day; and Memorial Day (May 30).
According to state enactment, the following days shall be observed
by the schools with appropriate commemorative exercises: the twelfth
day of February (Lincoln’s birthday); the twenty-second of February
(Washington’s birthday); and the twelfth of October (Columbus day),
and Such days shall not be considered as legal holidays for Schools.
4. Daily School sessions shall begin, in the morning, at 8:30 and
close at 11:30, except in the first four grades for which the closing
hour shall be 11:00; the afternoon session shall begin at 1:00 and
close at 3:00 for the first four grades, and at 3:15 for the remaining
grades.
5. (a) There shall be maintained a System of reports to parents
or guardians. These shall be issued not later than the first Wednesday
of each School month and shall give the standings of pupils in scholar–
ship, attendance, and deportment for the preceding month. The
following letters shall be used to indicate the Standings of pupils:
E (excellent work); G (good); M (medium or fair), which letters
shall signify passing work. Standings intermediate may be indicated
by adding the plus and minus Signs to these letters. The letter C
shall be used to indicate conditional Work, and N that the Work
accomplished is not worthy of record.
(b) The estimates upon which pupils shall be graded shall be
drawn from both oral and written recitations during the month, and
YPSILANTI, MICHIGAN 151
no pupil shall be given a mark of N at any time unless deficiency is
shown in both oral and written work. Neither shall pupils be given
a lower mark than their work warrants as a punishment for mis-
conduct during recitation or study periods.
(c) Teachers shall preserve for one year all written work Which
shall be adjudged unsatisfactory, with the questions upon which Such
Work is based.
6. Promotions shall be made annually at the close of the session
in June. The following suggestions and questions shall be given due
consideration by the teacher when passing upon individual cases of
promotion:
(1) Has the pupil mastered what should be a minimum requirement
in each of the subjects and which represents, also, the Standard
of accomplishment which may reasonably be expected of him 2
(2) There may be reasons more valid for promoting a particular
pupil than the reason for retaining him in a particular grade
because he has failed to attain a certain proficiency or glibness
in a particular subject. Let answers to the following questions
have due consideration:
a. What were the conditions which rendered each child who
may be threatened with failure, irregular in attendance, sloth—
ful in his work, and unambitious in his attainments?
b. Was he ill ? Was he hampered by physical defects?
c. Was he growing rapidly, so that his energy and vitality were
all consumed here? Did his growth render him awkward and
clumsy in both body and mind?
d. Was he with pupils so much younger and so much different
Socially that his embarrassment and his failure to adjust
himself to their atmosphere and Sp.rit handicapped him; ?
e. What will be the effect of failure of pronºctic n up m his
future character and usefulness?
f. What would be the effect of his presence in the same grade
With a much younger class of pupils?
g. How long has he already been in the grade? Could he
remain there more profitably for another year, or would he
get more from the next grade?
h. What are his future prospects? How long will be remain in
School at best?
i. Has he shown at times evidence of real capacity which might
be stimulated by promotion, or stifled by failure of promotion?
j. Would promotion encourage him in slothfulness, shiftlessness,
and irregular attendance?
(3) “A large, overgrown child should be advanced as rapidly from
grade to grade, until he reaches the grade where children of his
age and Social interests are, as the development of his general
152 THE PUBLIC SCHOOLS
ability will permit. He should not be held to a strict, careful
mastery of all the detailed drill phrases of a Subject, as should
a younger child who is in a grade where children of his age and
attitudes normally are . . . . . . What should be considered an ideal
mastery by a slow, incapable child is only three–fourths mastery
by an average child, and only half-mastery by a gifted child.”—
Supt. H. B. Wilson, Decatur, Ill.
7. For the present, the schools shall be divided into the following
departments: Primary, or first four grades; Grammar, or grades
five to eight; and High School, or grades nine to twelve.
8. In accordance with the State School law, no child shall be
admitted to any of the grades under the age of five years. Nor shall
beginners be admitted into the first grade except at the opening of
school in September, or at the beginning of the second term of the
school year. Reasonable allowance shall be made for such beginners
as may have been unable to enter school within the first few weeks
of any term, but, in general, no admissions shall be allowed after the
first month of the term.
9. Corporal punishment in the school has been construed to be
the infliction of bodily discomfort of any kind by a teacher upon a
pupil. In this sense the term is very inclusive, covering the whole
range, from blows with a rod or Strap to standing pupils on One foot
in a corner. In many places, corporal punishment has been abolished,
in others restricted to absolutely necessary cases, and it is a fact
not to be overlooked that the so-called mild method of discipline
and control is coming to be regarded everywhere as indicative of
higher standards and ideals. HOWeVer, as there may occasionally be
cases where corporal punishment should be inflicted, the following
rules are laid down to govern the matter in the Ypsilanti Schools.
These rules are formulated not more for the protection of Children
than of teachers. In recent years, in this state and elsewhere, as
Well, disagreeable circumstances have arisen as the result of corporal
punishment administered without proper precaution.
(1) In all cases, the superintendent, or principal of the building,
shall be consulted before punishment is inflicted.
(2) The punishment must be only with a strap provided for the
purpose, and Only lin the presence of the superintendent or principal,
never before other pupils. This is meant to exclude all such punish–
ment as shaking, slapping with the hands, books or rulers, pulling
the ears or hair, etc.
(3) Pupils shall not be threatened with corporal punishment in
the presence of other pupils.
In all cases of corporal punishment inflicted under the above
regulations teachers may expect unqualified support of the school
YPSILANTI, MICHIGAN 153
authorities. On the other hand, teachers must not expect any other
procedure to receive the approval of the Superintendent.
THE SUPERINT ENDENT
1. Acting under the direction of the Board of Education, by whom
he shall have been appointed for a term of from one to three years,
the Superintendent of Schools shall have general supervision of all
the public Schools, school buildings, apparatus, and other property
belonging thereto. He shall direct the policy of the schools so far as
administration, methods of instruction, and government are concerned.
2. He shall have his office at the Central School, and shall have
regular office hours at other times than during school hours, for the
convenience of teachers, parents, and citizens.
3. He shall keep in his office a register of the names of all
pupils enrolled in the public schools, together with such other data
as may be directed by the Board.
4. He shall have power to transfer pupils from One School to
another, in Case such transfer be necessary to relieve crowded rooms,
or for purposes of discipline.
5. He shall assign teachers to such grades and to such duties as,
in his Opinion, each is best able to perform.
6. He shall not leave the city during School days for a longer
period than one day except by consent of the President of the Board.
7. He shall visit all the schools as often as his duties will
permit, and shall pay particular attention to the instruction of pupils
and their assignment to proper Schools and Studies.
8. He shall have authority to call meetings of teachers of any or
all grades for the purpose of conferring with them Concerning any
School interest.
9. He shall observe carefully the methods of teaching and disci-
pline employed by teachers, and shall report to the proper committee
of the Board any evidence of incompetency.
10. He shall have power to require from teachers any report
which may at any time be necessary to show the condition of the
Schools.
11. He shall have power to fill Vacancies in Case Of temporary
absence of teachers and Suspend pupils for disregard of rules and
for misconduct.
12. He shall attend the meetings of the Board of Education.
13. All directions to pupils or teachers from the Board Shall be
communicated through the Superintendent; and (except in all matters
in which he is personally concerned) the Superintendent also shall be
the proper medium of communication between teachers or pupils and
the Board.
154 TIII. PUBLIC SCHOOLS
14. He shall see that each teacher prepares a judicious program
of daily recitations and study, and may require a copy of Such
program for file in his office.
15. He shall maintain a uniform system of reports in all the
Schools, and shall keep on file in his office, open to the inspection of
the Board, such compilation of these reports as shall show the
Condition of the schools in respect to attendance of pupils and teachers,
tardiness, etc., the Whole number enrolled in each department and
building during the year, the average number belonging, average daily
attendance, per cent of attendance, etc.
16. He shall acquaint himself with facts and principles concerning
popular education, and with all matters in any way pertaining to the
Organization, management, and instruction of public schools; and at
the end of the School year, he shall make an annual report to the
Board of the condition of the schools, together with recommendations
looking to their increased efficiency.
TEACHERS
1. Teachers shall be in their schoolrooms at the ringing of the
first bell, morning and afternoon. Teachers not present in accordance
With this rule shall report themselves as tardy.
2. They shall see that the Schoolroom clock agrees with the
authorized time as indicated by the tower-clock of the Central
Building.
3. They shall require pupils to be in their respective schoolrooms
punctually at the appointed hour, and all pupils not in their seats at
that time shall be marked absent or late as the case may be.
4. In cases of gross misconduct or insubordination, teachers shall
have power to suspend pupils from the privileges of the school, subject
to the approval of the Superintendent.
5. No teacher shall read or announce to the school, or allow
to be read any advertisement, or allow any advertisement to be dis–
tributed within her schoolroom. Agents shall not take up the time
of teachers on any pretext whatever.
6. Teachers Shall keep a record of the attendance, scholarship,
and deportment of pupils under their instruction, and Shall make
Such reports of the same to the Superintendent as he may at any
time require.
7. Teachers will enter upon the opening exercises of their respec-
tive rooms at the precise minute appointed, and on no account shall
they dismiss their pupils earlier than the appointed time, nor for any
day or part of a day, without the permission of the Superintendent.
They shall remain in their own rooms and devote their energies to the
discharge of their duties. Visiting other rooms except on business
of the school which cannot be postponed; reading or writing not
YPSILANTI, MICHIGAN 155
immediately connected with the school; and all work not tending
directly to the advancement of the pupils, are strictly forbidden.
8. Each teacher shall prepare a program of daily exercises, a
copy of which shall be placed upon the board in her room.
9. Teachers shall send no pupil during school hours upon any
errand not connected with school duties, nor shall they excuse any
pupil, except on written request from the parent or guardian of Such
child, or unless the child’s physical condition does not warrant his
remaining in school throughout the Session.
10. It is expected that teachers shall be willing to give, before
the Opening and after the close of School each day, reasonable atten–
tion to pupils in need of individual help; but, for the teacher’s own
good and that of the pupil as well, pupils shall not be detained longer
than three-quarters of an hour at the end of the day, and not at all
at the end of the morning session, except in the first four grades.
11. For the purpose of observing methods of instruction and
management, teachers may take one day each term to Visit, under
the direction of the Superintendent, such schools as may have been
agreed upon by the teacher and Superintendent. Reports of such
VisitS may be required orally before meetings of teachers or in writing
to the Superintendent.
12. It shall be the duty of teachers to go upon the playground
at recess and mingle with the pupils, directing their play and pre-
Venting disorder.
14. Teachers shall make no purchases for their use in the schools
except upon requisition given by the Superintendent or Principals.
15. It shall be the duty of teachers to exercise such discipline in
the Schools as Would be practiced by kind and judicious parents,
always firm and vigilant, but kind. They shall endeavor on all
proper occasions to impress upon their pupils the principles of
morality, virtue, neatness, Sobriety, industry, frugality, and a sacred
regard for truth.
PUPI LS
1. Pupils shall be classified by the Superintendent, or under his
direction, and shall enter such grades as he may direct.
2. Pupils on entering school shall provide themselves with the
books, equipment, and material used in their respective classes; and
pupils who remain unprovided after a reasonable time has elapsed
shall be sent home at the discretion of teachers—due notice of the
needs of the pupil having been given the parent or guardian at least
two days before.
3. In case a pupil has come to School unclean in person or dress,
he shall be sent home to be properly prepared for school.
4. No pupil affected with a contagious disease, or coming from
156 TIIIC PUBLIC SCIIOOLS
a house in which such disease exists, shall be allowed to remain in
any School; except in the case of such less dangerous diseases as will
permit the isolation of the person afflicted in a separate part of the
house and under quarantine.
5. Pupils shall walk quietly and in single file up and down stairs
arid through halls; make no unnecessary noise at any time in any
part of the building; and shall not remain in the halls or on the
stairways before the opening of school or at the end of session.
6. Pupils shall not collect about the school buildings before
eight O'Clock in the morning or before twenty minutes of one in the
afternoon; and pupils who desire to remain on the school premises
during the noon intermission shall first obtain permission from the
Principal or Superintendent, and be subject to such regulations as
they may impose.
7. Pupils shall be respectful to all teachers and shall show due
obedience to those who may be on duty either in the room or in the
halls. They shall also be courteous and respectful in their relations
With one another. Any pupil that is aggrieved or wronged by another
may report the fact to his teacher. No pupil in any case shall attempt
to a Venge his own wrong.
8. Pupils must leave the School premises immediately on being
dismissed both at noon and at night.
9. Pupils are forbidden to throw missiles of any kind upon school
premises or anywhere in the immediate vicinity. However, certain
portions of the School grounds may be designated where pupils may
play ball. -
10. Pupils shall do no injury to the property of the school district
Without making due restitution, whether the injury be intentional or
accidental. Damage shall be assessed by the Superintendent who
Shall require the payment within reasonable time.
11. Pupils who have been absent more than three days, or tardy
more than twice, in One school month, without good reason, may be
Suspended by the Superintendent or Principal until satisfactory assur-
ance is given by parents or guardians that attendance will be more
regular and prompt in the future. Teachers may require a written
excuse from parents explaining absence or tardiness. Inexcusable
absence shall be accounted truancy, but unavoidable lateness may be
excused and is to be distinguished from tardiness.
12. Any pupil absenting himself, Without sufficient cause, from
any examination or exercise upon which promotion or advancement
may depend shall not be promoted Or advanced until proper reparation
is made in the Way of passing such examinations as the Superin–
tendent may prescribe. -
13. Pupils shall render themselves liable to suspension or expul—
sion for continued disobedience, profanity, Vulgarity, Continued idle-
YPSILANTI, MICHIGAN 157
ness, and insubordination. In cases of such suspension or expulsion
due notice shall be given the parent or guardian.
14. The use of tobacco on the school premises is strictly for-
lbidden, under penalty of suspension, and repetition of the offense
shall be deemed deserving of expulsion.
JANITORS
1. The Janitors shall be appointed and their salaries fixed by the
Board. For incompetence, neglect of duty, or misconduct either on
or off the school premises, they may be dismissed at any time.
2. Acting under the direction of the Superintendent and the
Committee on Buildings and Grounds, they shall have sole management
of the heating apparatus and the buildings. They must also attend to
the following duties:
(1) To sweep thoroughly every school room, corridor, and stair–
Way, which is in daily use, and with a cloth remove all dust after
each sweeping from desks, tables, chairs, seats, etc.
(2) To keep clean from snow and dirt the steps and walks about
the school premises.
(3) To wash at least once each term the windows and such
parts of the Woodwork and furniture as may need cleaning, also such
floors as may not be protected by a proper dressing from accumula—
tions of dirt.
(4) To remain on the school premises during school hours, unless
School duties call them elsewhere, under which circumstances the
Principal must be informed of the intended absence.
(5) To remain in the school building during the noon intermis—
Sion, maintaining proper order about the premises during the absence
of the teachers.
(6) To keep the closets clean and in good condition, washing
them as often as the Principal or Superintendent may deem necessary.
(7) To keep the ink-wells clean and well filled at all times, and
to See that all exits are free from obstruction and steps therefrom
are clear of ice and snow.
(8) To see that all school rooms in use are properly heated at
least thirty minutes before the opening of school in the morning, and
that the required temperature is maintained throughout the day.
(9) To Wind tower and program clocks and see that these are
On correct time, also to ring the bell at the proper hours.
(10) To make minor repairs and to assist teachers in such
reasonable service as they may request.
158 THE PUBLIC SCHOOLS
Financial Reports
SECRETARY'S REPORT
Receipts
Balance July 12th, 1910. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 2,190.54
Interest on general and special accounts. . . . . . . . . . . . . . . . . . . 118.32
Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ". . . . . . . . . . . . . . . . . . . . 762.80
Temporary loan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,000.00
Teachers Salary account Special. . . . . . . . . . . . . . . . . . . . . . . . . . . . 10,290.99
General tax, city . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12,186.00
Mill tax, city . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4,780.20
General tax, township . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 814.00
Mill tax, township . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319.00
Sale of old seats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.00
Library money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81.61
Rebate on laboratory tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.65
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $33,548.11
Disburserments
Teachers, gents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 4,699.92
Teachers, ladies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18,292.50
Janitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,008.44
Incidentals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,657.21
Repairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,378.81
Manual training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ". . . . . 415.10
Truant officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12.00
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291.33
Fuel-Central . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 809.01
Woodruff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.29.13
Adams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tº 138.92
Prospect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191.33
Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245.98
General fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ‘. . . . . . 12.35
Secretary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tº e º is s 6 & & G s tº a t t e º ºs e º is 200.00
YPSILANTI, MICHIGAN 159
Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20.84
Athletic association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100.00
Insurance . . . . . . . |- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15.00
Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261.12
Temporary loan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,000.00
Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469.06
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $33,548.11
TEACHERS’ SPECIAL ACCOUNT
Receipts
Balance July 11th, 1910. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 7.996.59
December Primary money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,409.40
May Primary money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10,885.00
$20,290.00
Disburserments
Transferred to teachers’ salary fund . . . . . . . . . . . . . . . . . . . . . . . $10,290.00
Balance on hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10,000.00
$20,290.00
TOTAL FUNDS ON HAND
Balance general account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 469.06
Balance Special account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10,000.00
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $10,469.06
E. D. HOLMES, Secretary.
TREASURE R'S REPORT
Receipts
Balance on hand June 30, 1910, to cover unpaid orders. . . . . $ 78.28
Balance on hand June 30, 1910, in bank. . . . . . . . . . . . . . . . . . . . . 2.190.54
Interest on balances to July 1, 1910. . . . . . . . . . . . . . . . . . . . . . . . 118.32
Tuition . . . . . . . . . . . . ! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 762.80
Temporary loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,000.00
Transferred from teachers’ special fund. . . . . . . . . . . . . . . . . . . 10,290.99
Taxes from city treasurer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16,966.20
Taxes from township treasurer . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,133.00
Sale of old seat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.00
160 THE PUBLIC SCHOOLS
Library fund from county treasurer. . . . . . . . . . . . . . . . . . . . . . . 81.61
Refund of over-paid on Laboratory tables. . . . . . . . . . . . . . . . . . 3.65
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $33,626.39
Disburserments
1910 orders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 78.28
Teachers, men . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4,699.92
Teachers, Women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18,242.50
Janitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,923.94
Incidentals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,632.21
Repairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,378.81
Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20.84
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291.39
Laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245.98
Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261.12
Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15.00
Manual training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415.10
Fuel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,468.39
Temporary loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,000.00
Athletic association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100.00
Secretary, Salary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200.00
Refund taxes Over received. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12.35
Truant officer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12.00
Balance in bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 628.56
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $33,626.39
Comparative Statement
Treasurer's balance, general account. . . . . . . . . . . . . . . . . . . . . . . $ 628.56
Treasurer's balance, Special account. . . . . . . . . . . . . . . . . . . . . . . 10,000.00
$10,628.56
Secretary’s balance, special account. . . . . . . . . . . . . . . . . . . . . . . . $10,000.00
Secretary’s balance, general account. . . . . . . . . . . . . . . . . . . . . . . 469.06
Teacher's order, No. 1411, unpaid. . . . . . . . . . . . . . . . . . . . . . . . . . . 50.00
Janitor's Order, No. 1418, unpaid. . . . . . . . . . . ! • * * * * * * * * * * * * * * * 50.00
Janitor's Order, No. 1420, unpaid. . . . . . . . . . . . . . . . . . . . . . . . . . . 27.50
Janitor's order, No. 1422, unpaid. . . . . . . . . . . . . . . . . . . . . . . . . . . 7.00
Incidentals order, No. 1424, unpaid. . . . . . . . . . . . . . . . . . . . . . . . . . 25.00
$10,628.56
D. L. QUIRK, JR., Treasurer.
YPSILANTI, MICHIGAN 161
Act of Incorporation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6–10
Board of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Calendar . . . . . . . . . . . . ! • * * * * * * * * * * * * . . . . . . . . . . . . . . . . . . . . . . . . . 4
Circulars to Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147–149
Course of Study:—
Arithmetic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66–72
Civics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90–92
Cooking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112–113
Domestic Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110–111
Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103–109
Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72–77
History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83–90
Language and Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29–41
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46—63
Manual Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109–110
Morals and Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94–98
Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98–103
Nature Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77–83
Physiology and Hygiene and Physical Training. . . . . . . . . 92–93
Primary Handwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103–106
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41–46
Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64–65
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65–66
Directions for Keeping Reports and Records. . . . . . . . . . . . . . . . . 149
Fire Drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
High School:—
Course of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119–129
General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114–118
Historical Sketch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11–14
Home Reading Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . ‘. . . . . . . . . . . . 130–135
Medical Inspection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143–146
Reports: —
Superintendent of Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15–24
Public School Librarian . . . . . . . . . . . . . . . . . ‘. . . . . . . . . . . . . . . 24–27
Secretary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158–159
Treasurer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159–160
Teachers, 1911-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Teachers' Professional Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138–142
Text-books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136–137
Time Allotment for Different Subjects. . . . . . . . . . . . . . . . . . . . . . . 28–29
professor 3osepb Estabrook.
(SUPT. AUSTIN GEORGE.)
ROFESSOR ESTABROOK came from a long line of scholars
D and ministers. One of his ancestors was a Puritan divine,
a graduate of Cambridge, England, who had a son Joseph
Estabrook, who graduated from Harvard in 1664 and was for forty-
four years pastor at Concord, Mass. The line of ministers or
deacons remained unbroken until the death in 1799, at Bath, N. H.,
of Rev. Experience Estabrook, D. D., who was a graduate of
Dartmouth, 1776. He left his family in great poverty, and his sons
were bound out. One of these, Joseph E., was the father of
Professor Estabrook. He moved from New Hampshire to Alden,
N. Y., in 1833, where he did the work of a lumberman and pioneer,
maintaining a large family, and a few years later removed to
Clinton, Mich.
Professor Estabrook was born at Bath, N. H., July 3, 1820.
His early education was in the district school. In 1836 his father
gave him his time, when he worked on a farm summers and taught
school winters. In 1839 he entered the old branch of the University
at Tecumseh, Mich., and fitted himself for college. In 1843 he
entered freshman at Oberlin, and graduated in 1847. He carried
on his studies under great financial embarrassment, being obliged to
labor two hours a day at six cents an hour. In 1853 he received
from his Alma Mater the degree of M. A., and during the last year
of his life the degree of Doctor of Divinity. He died September 29,
1894, at his home in Olivet.
After leaving Oberlin, young Estabrook taught a select school
at Clinton, and in 1848 took charge of the Tecumseh Institute, an
incorporated academy, which was organized after the University
branch was discontinued. He remained there three years. In 1850
he began to supply the pulpit of the Congregational church at
Franklin Center—now Tipton—and two years later was ordained
and installed pastor.
PROFESSOR JOSEPH ESTABROOK.

Professor Estabrook took charge of the Public Schools of
Ypsilanti in the spring of 1853. He was then nearly thirty-three
years of age, and full of life and hope and vigor. He had been a
teacher in district schools and at Clinton and Tecumseh for a period
of thirteen years, and had preached the gospel to the edification of
a community for over two years. He had acquired so high a
reputation that the Ypsilanti Board of Education sought his services.
He brought to his new field a rich teaching experience, a college
education, fine ability as a public speaker, and great energy and
enthusiasm. He remained at the head of the Ypsilanti schools
nearly fourteen years. His term of service here included the period
of the Civil War in which he took an active interest, presiding and
speaking at public meetings, and going to the front in the work of
the Christian Commission. The war took from the High School
many of its ablest students, and the scholastic work was necessarily
interrupted by the larger duties of patriotic citizenship. The grad-
uating classes during the war period were thus greatly reduced; but
in June, 1866, at the close of Professor Estabrook’s administration,
there was a rallying and a class of twenty-six was graduated. This
has stood as the largest class in the history of the School until
within the last two years.
Professor Estabrook left Ypsilanti to take charge of the schools
of East Saginaw; but in 1871 returned to Ypsilanti as principal of
the State Normal School, which position he held until 1880, when
he went to Olivet College as college pastor and professor of teach-
ing, remaining in that position until his death.
The reputation of Professor Estabrook and the esteem in which
he was held, extended beyond the immediate field of his teaching
activities. He became widely known thruout the state. He
was a Regent of the University for six years and State Superin-
tendent of Public Instruction for four years.
From Dr. Putnam's History of the State Normal School, I am
permitted to make the following excerpts relative to the character-
istics of Professor Estabrook:—
“The most potent element of his power in the school was his own person-
ality. Without attempting any complete or critical analysis of his character,
it will be sufficient to speak of two or three of his most obvious and prominent
characteristics. First of all he was blest with abounding physical vitality, an
organism full of energy and elasticity, forming a strong and reliable basis for
a noble, intellectual, moral, and spiritual temple. * * * Next, with a
well developed intellect, he was blessed with unusual depth and strength of
emotional nature. * * * Beyond these qualities he had an abiding faith in
goodness and in God, and a profound spiritual apprehension and experience
which enabled him to lay fast hold upon the unseen and eternal, and make
them real in his daily life. No teacher ever connected with the school was
more loved, was remembered with kindlier feelings, or greeted wherever he
went with warmer or more sincere words of personal regard. * * * Like us,
Professor Estabrook was human; he was a man among men; he lived in the
flesh subject to its infirmities and its limitations. He had fewer limitations
and faults than most of his fellows; and he struggled more manfully and
successfully than most of us against the narrowing limitations which hemmed
him in and made him conscious, as we are all conscious, of the imperfections
of our common humanity. Take him all in all, he was one of the noblest
examples of Christian manhood that I have ever known.”
The portrait on the preceding page was made from a photo-
graph taken when Professor Estabrook was about fifty-five years of
age, and represents him as he is fondly remembered by most of the
citizens of Ypsilanti.
[This sketch is re-printed from the Ypsi-Dixit of June, 1900, an Annual pub-
lished by the students of the Ypsilanti High School, and this year dedicated to º
the memory of Prof. Estabrook.]

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AL CATALOGUE
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BOARD OF EDUCATION
E. D. HOLMES.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1912
S. B. LAIR.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * * * 1912
W. N. LISTER... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1913
NIRS. ELIZABETH FLETCHER... . . . . . . . . . . . . . . . . . . . . . . . . . 1913
GUY E. DAVIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * e e º e º e e º e º is 1914
D. L. QUIRK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1914
ORGANIZATION
S. B. LAIRD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . President
E. D. HOLMES.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Secretary
D. L. QUIRK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Trea,Surer
STANDING COMMITTEES
On Teachers—Messrs. Quirk, Laird, and Mrs. Fletcher.
Heating and Fuel—Messrs. Holmes, Lister, Davis.
Claims and Accounts—Messrs. Davis, Quirk, Lister.
Buildings and Grounds—Messrs. Davis, Holmes and Mrs. Fletcher
Text-books—Messrs. Lister, Quirk, Laird.
Supplies—Messrs. Quirk, Lister, Davis.
Library—Mrs. Fletcher, Messrs. Quirk, Davis.
Course of Study—Messrs. Holmes, Laird, and Mrs. Fletcher.
The Board holds its regular meetings in the Library, Central
Building, the first Tuesday evening of each month.
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7/, a ſºlº-6, -1.4
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CALENDAR
1912
Sunday Evening, June 9–Baccalaureate Address.
Wednesday, 8:00 p. m., June 12–Senior Class—Day Exercises
Friday, 7:00 p.m., June 14–School closes. Graduating Exercises
Friday, 9:00 p. m., June 14—Alumni Banquet and Reunion.
Tuesday, Sept. 3—School OpenS.
Thursday and Friday, Nov. 28 and 29–Thanksgiving Recess.
Friday Evening, Dec. 20–Holiday vacation begins.
*
1913
Monday Morning, Jan. 6—School resumes.
Friday Evening, Jan 31—First semester ends.
Monday Morning, Feb. 3—Second semester begins.
Saturday, Feb. 22—Washington's Birthday.
Friday Evening, March 28—Spring vacation begins.
Tuesday Morning, April 8—School resumes.
Friday, May 30—Memorial Day.
Sunday Evening, June 15—Baccalaureate Address.
Wednesday Evening, June 18–Class–Day Exercises.
Friday, 7:00 p. m., June 20–Graduating Exercises.
Friday, 9:00 p. m., June 20–Alumni Banquet and Reunion.
Tuesday, Sept. 2—School OpenS.
Much time will be saved if new students will present
themselves for adjustment of credits and admission to the
school at the office of the Superintendent on Friday, August 30,
1912, from 1:00 to 4:00 p. m. Former students, also, whose
classification is irregular, or who may, for any reason, Wish a
consultation, may report at the same place on Saturday from
1:00 to 4:00 p. m. -
FACULTY
W. B. ARBAUGH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Superintendent
FRANK U. QUILLIN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Principal
Latin and U. S. History
DE FORREST ROSS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Science
CARRIE A. HARDY...............................Mathematics
IDA. E. ROBERTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History
EDITH THOMAS . . . . . . . . . . . e e º e º 'º gº e º e º 'º gº º • * * * * * * * * . . English
HERMA. L. MEYER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . German
ELSIE. E. COOPER. . . . . . . . . . . . . . . . . . . . . . tº e º ſº Latin and English
LOUISE POTTINGER...e tº e g º e º e º º te e e Science and Mathematics
UNA E. DE VOE. . . . . . . . . . . . . . . . ... Drawing and Manual Training
JESSIE C. swamp e e e º s s e s tº e º 'º e . . . . Domestic Science and Art
GRACE. G. GIBERSON. . . . . . . . . . . . gº tº ſº e º e g º e º e º º º & © º ſº gº º e º 'º Music
*MARIE A. NEWBERRY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian
ELLEN HOFFMAN. . . . . . . . . . . . . . . . . . . . . . . . . . . Acting Librarian
*Absent on leave.
JANITORS
Eugene L. Erity Allan Stewart
HISTORICAL
Much of Ypsilanti’s important educational history centers
about the “Seminary.” This Was at first a private institution,
having as its forerunners several schools that flourished for
a longer or shorter period. However, about 1840 was estab–
lished the first school that made much pretension to giving
instruction in the higher branches. Its proprietor was Mr.
Francis Griffin. Shortly after, a Mr. Landreth also established
and maintained for a time a “Classical” school. In 1844 Mr.
Charles Woodruff, one of the early settlers of Ypsilanti, after
whom the present Woodruff School was named, opened an
“Academic School” in a building opposite the Hawkins House
on Congress Street. Mr. Woodruff's school prospered and soon
had the field to itself. It is of interest to note that Mr.
Woodruff's school offered opportunity to “teachers of district
schools to improve themselves in the branches of learning
pertaining to their department of teaching.”
During the same year in which he started his school, Mr.
Woodruff moved from the thickly built portion of the village
into a large brick building off at the edge of the town (the
site of the present Central School). In the boom days of the
°30's this building had been erected for hotel purposes, but
when the crash of 1837 was OVer, there was no need of the
hotel, and the building stood unoccupied. In 1845 a company
headed by a Rev. Mr. Moore secured a legislative act incorp—
orating the “Ypsilanti Seminary,” practically the same institu-
tion and occupying the same building as Mr. Woodruff's
“Academic School.” From 1845 to 1848 the fortunes of the
Seminary varied. Within the limits of the village were several
school districts, and the building in District No. 4 (the White
Schoolhouse, part of which is still standing at No. 119 Wash–
ington St.) was inadequate to the needs. Partly to provide
more room and partly because some of the more enterprising
citizens were unwilling to see the Seminary pass Out of
6 YPSILANTI HIGH SCHOOL
existence, District No. 4 of the Township of Ypsilanti took over
the building and grounds. This idea was first conceived by
Lyr. F. K. Rexford, for many years before and after that time
promińent in the civic, professional, and business life of the
Community. To the Board of Education of the district, consist—
ing Of three members, was added James M. Edmunds, George N.
Skinner, and Walter B. Hewitt. Who the three original members
were is not known. By act of the state legislature, approved
March 12, 1849, the “Ypsilanti Seminary” received its full
Organization under the Board of Education of District No. 4.
A second district was added in 1851, and the name “Union
Seminary” Soon came to be applied, strengthened, no doubt,
by the further addition of the districts across the river in 1857.
With One exception, perhaps, this became the first public “high
School” in the state, although the name “Seminary” persisted
until within recent years, and, indeed, the name is yet occa-
sionally heard. *
In most communities at that time, and even at a later period,
secondary education at public expense met with much opposi-
tion. However, having inherited the traditions of the earlier
private institution, the public high school, as we now know it,
had little of this opposition to overcome, and so, from the first,
devoted its energies to serving an interested and loyal com—
munity. While it was at first essentially a School preparatory
to the University of Michigan, it gave to many their sole
preparation for the duties Of citizenship. In the Sixty-two
years of its history almost twelve hundred Students have been
graduated, while hundreds of others, who did not remain to
complete a course, have been enrolled. Although its traditions
and history are so honorable, the school faces forward, and
is attempting to meet in as far as possible the demands which
changed and changing conditions are forcing upon it.
YPSILANTI HIGH SCHOOL 7
GENERAL INFORMATION
ADMISSION
Pupils who have completed the work of our own grammar
School, or Other graded school of the same rank, are passed in
regular course to the high school.
Pupils from the district Schools who hold diplomas certifying
that they have passed the eighth grade examinations on ques—
tions furnished by the State Superintendent are admitted to the
first year classes without examination.
Other candidates are admitted on examination covering the
general work of the eighth grade.
Examinations for admission to the high school will be given
on the first Monday in September.
Pupils coming from other high Schools will be given credit
for work previously done, provided the school from which they
come is approved, and certificates properly signed by the prin–
cipal of such school are presented. In no case will credit be
given for work done in schools whose laboratory equipment and
library facilities are limited.
TUITION
Non-resident students are required to pay a tuition fee of
$10.00 for each semester or half year.
Non-resident students, Whose home district does not sup—
port a high school, may have their tuition, to an amount not
exceeding $20.00 a year, paid by the district in which they
reside, providing application to their district board is made
prior to the fourth Monday in June. Such non-resident students,
or the school officials of their districts, should arrange for the
payment of tuition in advance.
Tuition is payable strictly in advance by the semester, and
the Superintendent may exclude non-resident students from the
8 YPSILANTI HIGH SCHOOL
School until their tuition is paid. No tuition money will be paid
back after a student has entered upon class work.
Non-residents who own property within the limits of the
district will be credited on bills for tuition a sum equal to their
school tax for the current school year. Such non-residents send—
ing their children to the Schools of this district will present
their tax receipts to the Superintendent and be credited with
the amount of the school tax.
Pupils are non-residents whose parents or legal guardians
do not have a legal residence in this school district.
A student cannot gain or lose a residence while living in a
place to attend school.
REPORTS TO PARENTS
The school maintains a System of reports to parents Or
guardians. These are issued at the end of each month, and
give the standings of pupils in scholarship, attendance and
deportment. These reports must be promptly returned, properly
signed by parent or guardian. Parents are urged to give atten-
tion to these reports, and to communicate to the Principal
any failure to receive the same. The school desires always that
parents shall be familiar with the standing and progress of their
children. The following letters are used to indicate the stand-
ings of pupils: E denotes excellent work; G, good; M, medium
or fair, which letters signify passing work. Standings inter-
mediate are sometimes indicated by adding to these letters the
plus and minus signs. The following indicate that work is unsat-
isfactory: C means conditional, and N that nothing Worthy of
record has been done. No student who has more than One Con-
dition on his work in any subject will be allowed to continue
such subject until this condition is removed; and any mark
of C which is not removed by the end of the semester following
the One in which it was given shall be changed to N.
In addition to these regular reports, parents or guardians
may have, on request, at any time, reports of the work of Such
Students as are under their charge.
GRADUATION REQUIREMENT
The graduation requirement of the high school is sixteen
Units of completed work, a Unit being defined as one subject
YPSILANTI HIGH SCHOOL 9
pursued for not less than four periods a week throughout a school
year. For subjects that run for but one semester, One-half
Unit of credit is given.
CLASSIFICATION
Students are classified annually, about June first, as First,
Second, Third, or Fourth Year Students, according as the studies
they are pursuing fall in these years. However, in order to
attain rank in the Second Year class, students must, by the
quality of their work at the time of the classification, show good
evidence that they will have Completed at least Seven units by
the end of the year; and in order to be classed in the third year,
that they will have completed at least eleven units by the end
of the year. Only candidates for graduation will be classed as
Fourth Year students. At the end of the thirty-sixth week all
Fourth Year students who have not removed Conditions On
their work will lose their rank.
ADMISSION OF GRADUATES TO THE UNIVERSITY OF
MICH IGAN AND OTHER COLLEGES
The high School Stands in such relation to the University
of Michigan and the colleges of the state that students who
have met the graduation requirements as Stated on page 14 are
admitted to these institutions without examination.
The high school is fully accredited, also, by the North
Central Association of Colleges and Secondary Schools and by
Several other institutions outside this ASSOciation. Probably
most colleges will admit students who have completed the work
required for admission by these institutions. However, as con–
ditions and requirements for admission to different colleges are
not uniform, students should advise with the Superintendent
or Principal before choosing from the electives on page 13.
Only such students will be recommended for entrance to
higher institutions Whose work in the high school is above
the minimum passing grade, and Who have acquired such habits
Of study as will Warrant Such recommendation.
Graduates of the high School are admitted to the High
School Graduate Course of the State Normal College on proper
certification by the Superintendent or Principal.
10 YPSILANTI HIGH SCHOOL
ATTEN DANCE
Full attendance at all Sessions and regular attendance upon
recitations and other exercises are required of all students. Any
Student Who has been absent four half—days (two cases of tardi—
ness being construed as equivalent to one-half day’s absence)
within any four consecutive weeks without satisfactory excuse
may, at the discretion of the Principal, be dismissed. Under
this rule a student may be re–admitted only on promise from
parent and pupil that attendance will be more regular and
punctual in the future. The whole aim of this requirement is
to make Students self-regulating and self-governing, and at all
times responsible to themselves for their standing and progress
in the school.
CREDIT FOR WORK DONE OUTSIDE OF SCHOOL
Special permission must be secured from the Superintendent
Or Principal to make up, by outside work, subjects in which a
pupil may have failed to pass in school. Neither will credit be
given for Work which has not been taken at any time in school,
lout has been pursued under private instruction, or in any other
institution, during vacation, unless an understanding concerning
Such work has been had previously with the Principal or
Superintendent.
STUDENT ORGANIZATIONS AND ATHLETICS
No student—society or organization will be recognized by
the school, which does not place itself under the authority and
Control of the school, and whose meetings are not at all times
Open to the Superintendent, high School teachers, and Board
of Education.
Students are encouraged to take interest and participate
in athletics, but meetings for practice must not trespass on
School hours. For several years a Series of inter-class games
has been maintained, and inter-school games have been discon-
tinued. The result has been that a much larger number of
Students have had the benefit of athletic training, while many
Of the bad effects of inter–School contests have been avoided.
Athletics is under the management of a Board of Control com—
posed of two students and three members of the faculty. This
Board decides dates and hours of games, eligibility of partici-
YPSILANTI HIGH SCHOOL 11
pants, etc. In general it may be Stated that no person not reg—
ularly a member of the school and doing Satisfactory work in
at least three studies, is allowed to participate in any game or
COntest.
HONORS AND PRIZES
About the first of April of each year, the two members of
the Senior Class holding highest rank in Scholarship are chosen
by the high school faculty to represent the class on the com—
mencement program.
Through the generosity of a citizen of Ypsilanti, two prizes,
one of six dollars and another of four dollars, are offered
annually for the best essays on some phase of the international
peace movement.
BUILDING
The present building is of modern construction, with steam
heating apparatus and an approved System of Ventilation. It is
lighted by gas and electricity, and is provided with telephone,
electric bells, bicycle rooms, sanitary drinking fountains, city
Water and Sewer COnnectionS.
LABORATOR! ES
The chemical laboratory is arranged for sections of twenty-
four pupils to work at individual tables. These tables are each
Supplied with gas, water, and all the necessary re–agents and
apparatus for the best work.
The physical laboratory has an excellent equipment (includ—
ing a dark room) for illustrating the important laws of physics
and for individual work. New apparatus is supplied from time
to time, or is made by the students, as their progress may
demand.
The zoological and botanical laboratory has accommodations
for twenty-four pupils at one time. Its equipment includes an
aquarium, tanks, developing dishes, germinating boxes, soils,
plant food, chemical re–agents, compound microscopes, etc.
In physiology there is a good outfit for practical work,
including skeleton, charts, manikin, etc.
To aid and illustrate the work in history, geography, geol—
Ogy, and botany, there are wall maps, charts, terrestrial and
12 - - YPSILANTI HIGH SCHOOL
slated globes, a camera, collections of photographs, and a first-
Class Stereoptican with microscopic attachment.
LIBRARY
Nearly eight thousand carefully Selected volumes are now
in the Public School Library, and additions of from one hundred
and fifty to two hundred volumes a year are being made.
The library is arranged according to the Dewey Classifica—
tion, With a dictionary card Catalogue of authors, subjects and
titles, and is open each day from 8 a. m. to 4:30 p. m. Care
has been taken to provide the best works of reference in the
Various Subjects taught in the high school, so that the library
has become an indispensable part of the school's equipment.
To secure a wider and a more intelligent use of the library
by each high school student, instruction in the use of the library
has been begun. This instruction follows a systematic course
including definite topics for each class. Practical work in the
library follows each lesson—the students being thus enabled
to fix firmly in mind the work previously given. -
A reading table Supplied with a list of standard and approved
Weekly and monthly periodicals is maintained as a part of the
library. The Chicago Record–Herald is also received daily, and
for teachers’ professional reading such educational periodicals
as the Educational Review, School Review, Elementary School
Teacher, Western Journal of Education, and Journal of Geogra-
phy are received regularly.
|||- ſ ，
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IN THE LIBRARY

YPSILANTI HIGH SCHOOL 13
COURSE OF STUDY
tºmº
FIRST YEAR
First Semester Second Sermeste,
Algebra I Algebra I
Ancient History Ancient History
Domestic Science Arithmetic
Drawing Arts and Crafts
English I - Domestic Science
General Science English I
Latin I Latin, I
Manual Training Manual Training
Music Music
. SECOND, YEAR
First Semester Second Sermester
Algebra II Botany
English II Bookkeeping
German I English II
Latin II Geology
Modern History German I
Physical Geography Latin II
Physiology Modern History
Zoology
THIRD YEAR
First Semester Second Semester
Chemistry Chemistry
English III English III
English History English History
French I French I
German II German II
Latin III Latin III
Plane Geometry Plane Geometry
FOURTH YEAR
First Sennester Second Semester
Algebra IV iCivics
English IV English IV
French II French II
German III German III
Latin IV Latin IV
Physics Mechanical Drawing
Solid Geometry - Physics
; U. S. History Trigonometry
14 YPSILANTI HIGH SCHOOL
REMARKS ON THE FOREGOING COURSE OF STUDY
AND SUGGESTIONS CONCERNING ELECTIVES
The required subjects (in italics) make a total of five and
One-half Units. From the remaining subjects, all elective, ten
and One-half Units must be chosen, all elections to be approved
by the Principal or Superintendent.
Students preparing for college must elect their work to meet
the requirements of the college which they expect to enter.
Such students should, as a rule, follow zoology with botany, and
physical geography with geology, and should elect solid geometry.
A Single Unit of work in a foreign language will not be
Credited (except in Special cases) toward the sixteen Units
required for graduation.
In cases of irregular classification resulting from deficient
preparation in antecedent subjects, or from failure to pass
Studies, the student’s work for the semester should, as far as
the recitation program permits, include the back studies in
preference to advanced subjects. Special permission must be
obtained to take a subject out of its regular time.
After classifying, special permission must be obtained from
the Principal before a subject may be dropped, or a classifica–
tion changed.
The graduation requirement of sixteen Units makes it
necessary that Students, to complete the course in four years,
pursue four studies each semester. Occasionally a strong stu-
dent may for a term with the permission of the Superintendent
Or Principal, take more than the regular amount of work. On
the other hand, it is occasionally found desirable, out of consid—
eration of health and sound scholarship, that students pursue
but three subjects a semester, and thus occupy more than four
years in completing the course. No consideration other than
health and sound scholarship are allowed to govern the amount
of a student’s work.
The above is an attempt to anticipate as many as possible
of the questions that may arise concerning the course of study.
With very little attention, the scheme of electives becomes plain,
and it is believed that it will be impossible, even without direc-
tion, for students to make an unwise or unsound choice of
Studies. Diplomas, instead of bearing the name of some par-
ticular course of study, will be accompanied by a certificate
YPSILANTI HIGH SCHOOL 15
showing the different Units of work presented by the student
to meet the graduation requirement.
The individual needs of students are at all times taken into
consideration, and in addition to the subjects of study named
above, classes will be organized in such subjects as there may
be a legitimate demand for, in as far as circumstances Will
permit. During the first year especially an effort is made to
offer a great variety of electives in order to meet the needs
and capacities of a large entering class and thus OVercome
the unfortunate elimination that might other Wise take place.
16 YPSILANTI HIGH SCHOOL
OUTLINE OF COURSE OF STUDY
ENGLISH
The purpose of the English course is two-fold. Through
training in correct habits of thought and constant practice in
oral and written composition, it aims to give facility in the
use of clear, direct, forcible English; and by attractive presenta-
tion of English and American masterpieces, to cultivate appre-
ciation of, and taste for, the best in literature.
The following outline shows the general plan of work for
each year, in Composition and literature, respectively:
COMPOSITION.—First Year—Study is based upon Scott and
Denney's Elementary text and includes work in narration and
description, With Special attention to paragraphing.
Second Year—Study is based upon Brooks and Hubbard’s
Rhetoric, and includes word Study, letter writing, paragraph
development, chapter on versification, and debating.
Third Year—Study is based upon the final chapters in Brooks
and Hubbard on exposition and argument, and includes reading
of lectures on words by Trench and a review of English grammar.
Fourth Year—Writing of themes based upon study of Eng—
lish literature. Each student is required to work out also,
through reading, at least two subjects of current interest, and
to present the result in the form of a well written exposition.
LITERATURE-First Year—Sohrab and Rustum; Malory's
Morte d’Arthur; Selections from the Iliad or Odyssey; Beowulf;
Old Testament readings.
Second Year—Vision of Sir Launfal; Rime of the Ancient
Mariner; Lady of the Lake; Stevenson's Treasure Island; Lorna.
Doone; Idylls of the King; Thoreau's Walden; Outline Study
of American literature, with readings from each author,
YPSILANTI HIGH SCHOOL 17
Third Year—Julius Caesar; Macbeth; Milton’s Minor Poems;
Selections from Burns' poems; Carlyle's Essay on Burns; Hux–
ley's Autogiography and selections from Lay Sermons.
Fourth Year—Study of English literature, based upon Hal–
leck’s History of English Literature, with the reading of the
following: Chaucer's Prologue; selections from the Faerie
Queene; selections from old ballads; Bacon’s Essays; Hamlet;
Paradise Lost, Books I and II; selections from Pilgrim’s Pro–
gress; De Coverly Papers; selections from Swift, Pope, Dryden;
Gray’s Elegy; Deserted Village; selections from Burns, Cole–
ridge, Byron, Wordsworth, Shelly, Keats; selections from Tenny—
son, Matthew Arnold, Browning.
In addition to the regular work, a carefully selected list of
Standard fiction is given the pupil, from which he is required to
choose and read outside of class one book each month, through-
out the four years. This list is published on page 25.
MATH.EMATICS
ALGEBRA-A year and a half at the beginning of the course
and a review at the end are given to this subject. During the
first half of the first year's work the subject is completed
through Factoring; during the second half, through Systems of
Equations. The first half of the second year is given to a study
of Surds, Quadratics, and Systems of Quadratics. The review
work at the end of the course includes Inequalities, Ratio and
Proportion, Progressions, Combinations and Permutations, and
Logarithms. It is recommended that those expecting to continue
mathematics in college elect this review.
ARITHMETIC–Among the subjects dealt with, the following
are emphasized: Fractions, Mensuration, Percentage with its
application to Interest and Banking. Business forms are studied.
Considerable drill is given in Mental Arithmetic.
GEOMETRY-During the third year, Plane Geometry is
Studied, while Solid Geometry is taken up the first half of the
fourth year. Carefully proved original demonstrations with
pen and ink drawings are a feature of the work. Students pre-
paring for college should elect Solid Geometry.
18 YPSILANTI HIGH SCHOOL
TRIGONOMETRY—The work is arranged to meet the
requirements of the Engineering and Medical departments of the
University of Michigan.
SCIENCE
GENERAL SCIENCE—This course is presented through
lectures, readings, and quizzes, and has as its object the
acquainting of young students with some of the fundamental
scientific facts and phenomena that confront them in daily life.
It is meant to serve, also, as a sort of introduction to the method
of subsequent Science study. To this end, simple experiments
are performed and a note-book kept.
PHYSIOLOGY—The text-book is supplemented by a skele-
ton, charts and manikins. One hour each week is devoted to
laboratory work. The lantern may be used to project Sections
of tissues, bones, spinal cord, etc. Emphasis is placed upon
hygiene, sanitation, and COntagious diseases.
BOTANY–The laboratory method is followed. The work of
flowering plants from germination to fruitage is Studied. The
acquaintance is made of our early flowering and of SOme flower—
less plants, also of our common trees. Considerable time is
given to ecology. -
ZOOLOGY-The laboratory method is used. Special atten–
tion is given to many type forms of animals beginning with
the amoeba and extending beyond the Work on the frog.
PHYSICAL GEOGRAPHY-The text is supplemented by
such practical work as keeping a record during the semester of
the readings of the thermometer, barometer, hygrometer, to—
gether with the rainfall and state of the Weather. The lantern
is employed whenever its use will make the Work more clear
and attractive.
GEOLOGY-Each student is required to prepare a geological
Chart showing the rock structure, and the advent, progress, and
decline Of vegetable and animal life through the different eras
and periods of the earth's crust. Field work constitutes an
important part of the student’s work, thus familiarizing him
YPSILANTI HIGH SCHOOL 19
With the use of the barometer in altitude measurements and the
means employed in actual map-making.
CHEMISTRY-A combination of the laboratory and text-
hook methods is followed. Each student has a separate table
thoroughly equipped with all necessary re–agents and apparatus,
for the care and use of which he is held accountable.
PHYSICS.–The course follows the combined laboratory and
recitation method, the aim being to make the experimental work
a practical means of fixing in the mind of the pupil the princi-
ples and laws set forth in the text.
HISTORY
ANCIENT—A thorough study of such phases of the subject
as will lead to a better understanding of the present, the tools
Of the ancient material Civilization, the social aspects of ancient
life, the modes of thought and belief of a few great men as
representing national ideals. The following topics represent
the points for emphasis: Homeric society; Greek colonization;
the Tyrants; the Persian wars; the age of Pericles; the Mace-
donian conquest; Greek culture; and the Roman conquest.
MODERN–About one-half the entire year is devoted to
the Nineteenth Century. Present-day movements in politics and
society among the nations of Europe receive due attention, as
do, also, conditions and happenings in India, Turkey, Persia,
China, Japan, and Africa.
ENGLISH-The political or constitutional phases of the
subject receive considerable attention. The fundamental princi—
ples of the English Constitution as foreshadowing our Own
national character are dwelt upon with a great deal of emphasis.
AMERICAN–In the first semester, a general course is given
covering the whole period from the earliest discovery to the
present time. The greatest share of attention is given to the
study of the National period. The formation of the constitution
and the rise and development of political parties are especially
emphasized. The second half of the year devoted to this subject
is given over to the formal study of Civics in one class, while
in another a short Constitutional history course may be given in
which our government of the present day is revealed together
with its origin and development.
20 YPSILANTI HIGH SCHOOL
LATIN
First Year—The aim of the work of this year is: (1) a
thorough mastery of noun, adjective, and verb forms; (2) the
acquisition of a good, working vocabulary; (3) facility in trans-
lating simple, connected Latin.
Second Year—Four books of Caesar, or in place of a portion
of the Caesar, selections in Greenough, D’Ooge and Daniell’s
Second Year Latin are read. Considerable practice in prose
Composition is given in connection with the reading of the text.
Third Year—Six Orations of Cicero. In this year the text
is read primarily as Latin literature, and an attempt is made to
give the student an intelligent appreciation of their worth as
the best examples of Roman Oratory. During the greater part
of the year, exercises in prose composition accompany the daily
reading of the text. Considerable study also is given in Roman.
political institutions.
Fourth Year—The reading of six books of Virgil's Aeneid.
The main object is to enable the student to appreciate and
enjoy the beauties of Roman literary art as portrayed by Virgil.
Latin Versification is studied and much practice is given in
metrical reading. Allusions to the social life and customs of
the Romans are carefully studied.
GERMAN
First Year—Vos’s Essentials. Selected reading.
Second Year—Grammar, composition and the reading of one
play and from five to seven stories by popular German writers.
Throughout the course there is almost daily conversation and
Composition based on the texts read.
Third Year-Advanced composition and review of grammar.
Reading such classics as Wilhelm Tell, Minna von Barnhelm,
German Lyrics and Ballads, Hermann and Dorothea, and some
good Standard prose.
HAND AND MACHINE SEWING

YPSILANTI HIGH SCHOGL 21
FRENCH
First Year—Fraser and Squair's Grammar. Reading.
Second Year—Reading of from Seven to ten texts from
standard French writers. Constant endeavor towards a correct
pronunciation and fluent reading of the texts, with practice in
rapid conversation and sight translation. In both German and
French an earnest effort is made to give students an insight
into the manners and customs of the people.
DOM ESTIC, SCIENCE
The Course in the high school is a review and continuation
of the work done in the grades with a deeper insight into the
theory and practice of cookery and household economics, to—
gether with a study of the chemistry and digestion of food.
The following indicate the lines of work taken up: Study of
menu; Serving of meals; Dining room; Home nursing; Infant
Diet; Household economics.
Note.—While offered as a Freshman elective, this subject
may be taken in any year of the course. Two ninety—minute
periods Weekly are given to the work.
DOMESTIC ART
Hand and Machine Sewing
First Year
1. Study of the four textiles—eotton, linen, wool and silk—
with reference to place and method of production and manu-
facture and to their use and durability.
Care and use of the Sewing machine.
Taking of measurements and drafting patterns.
Cutting out of garments.
Darning.
Patching.
:
22 YPSILANTI HIGH SCHOOL
7. Models made:
Sewing apron—hand work involving hemming, sewing
On lace, gathering and sewing on band.
Gingham apron—machine work—making common seams,
turning a wide hem.
Complete set of under-garments—Selecting material,
cutting and fitting of garment, seams (French and flat-
fell), tucking, gathering and hemming by machine, sew—
ing on a ruffle and a flounce, plackets, gusset, button
hole, Sewing on a button, embroidery.
Note.—A carefully kept note book containing drafts, models
and paper on textiles is required of each pupil.
Second Year
1. A Study of pins, needles and thimbles.
2. Shirt waist Suit:
Taking of measurements and drafting of pattern.
Design of garment.
Cutting out of garment, basting and fitting.
Finish at neck and arms.
Finish of placket in sleeve, cuff of sleeve and sewing
in sleeve.
3. Combination Suit:
Review of general principles in sewing.
Napery hemming and hemStitching.
Darning on woolen goods.
Fancy work—hemstitching or fayal weaving.
Marking a garment.
:
Indian basketry.
Note.—A note book is kept as in the preceding year.
This Work may be taken in any year of the course. Two
ninety-minute periods weekly are given to it.
~
HIGH SCHOOL SEWING

YPSILANTI HIGH SCHOOL 23
DRAWING
Three courses are offered, each entitling the student to
One-half unit Credit.
ADVANCED DRAWING—Pupils having had drawing through
the grades are allowed to take this COurse. The work in this
course is the study of Single objects and interesting groups in
light and shade and charcoal. Pen and ink is sometimes intro-
duced, depending upon the ability of the class.
Linear perspective, as applied to exteriors and interiors, and
articles of furniture, is studied.
Compositions based upon drawings of flower forms and
landscapes are worked out in line, neutral tones and color
harmonies.
ARTS AND CRAFTS–Drawings from flower forms are made
and Conventionalization developed. The principles of good de—
sign are applied in making of wood block prints, stencils and
designs for tooled leather and hammered and etched brass.
Curtains, table runners, pillows, bags, belts, card cases, belt
and hat pins, Shirt waist sets, watch fobs, and similar articles
are made. This course should be preceded by advanced drawing.
MECHANICAL DRAWING—This course includes skill in
the use of instruments; knowledge of conventions and methods
in drafting room practice; lettering; geometric problems; an
understanding of Simple problems in orthographic projection;
and the making of Working drawings. A course in plane
geometry should precede this course.
MANUAL TRAIN ING
This Work is optional and may be taken during any one of
the four years. The work is individual in character, selected
with reference to students’ past work and ability. Problems in
simple furniture making and turning occupy the time.
Time—Four ninety—minute periods per week.
24 YPSILANTI HIGH SCHOOL
MUSIC
The course covers two departments of Work:
1. The High School Choir—Students who can read music
With some facility or have good voices have an opportunity for
work in the High School Choir, which meets regularly to prepare
music for chapel exercises and Special occasions.
This Course is arranged on the supposition that the students
Have already had music in the grades, or have acquired the pro-
ficiency which such training gives.
The High School Glee Club—About twenty students who
have special talent in music are annually chosen by the Super-
Visor of Music for this organization.
Note.—Two semesters’ work in the Choir or Glee Club will
be given one-half Unit of credit toward the graduation require—
ment, but only one such Unit can be offered.
2. Vocal Music Class—The work includes: 1, The theory of
music; 2, Vocal drill; 3, oral dictation; 4, special exercises in
forms about to be read from the book; 5, sight reading; 6, appli–
Cation of the lesson in songs; '7, written dictation; 8, musical
history; 9, musical appreciation through the use of the piano
and the phonograph.
--- - -
| ºn tº -
ARTS AND CRAFTS

YPSILANTI THIGH SCHOOL 25
HOME READING FOR STUDENTS
Below are given two lists of standard and approved titles in
fiction and essays, also a few in history. The first list includes
a large number of juvenile books, many of which most students
will probably have read before they enter the high School.
However, to insure that all shall have the proper background
for subsequent literary allusion and reference, each first year
Student is required, as a part of his work in English, to report
Orally or in writing upon one of these books each month.
The second list is open alike to students in second, third,
and fourth year classes, although Some guidance is given in
Selection, essays, for example, in the main, being recommended
for fourth year reading. As in the first year, there is a monthly
book report by each student.
It may be added that neither list is complete; both are
meant, rather, to be representative and suggestive. Under many
authors additional titles might have been included, and, further,
Other authors might well be added. Teachers and students are
thus allowed some discretion in choosing additional authors and
titles.
N INTH GRADE
Aesop Fables
Alcott Little Men
Little Women
Tife, Letters and Journal
Anderson Fairy Tales
* Arabian Nights
Austen Standish of Standish
Betty Alden
Arnold Sohrab and Rustum
Brown Rab and his Friends
Blackmore LOrna Doone
Bunyan Pilgrim’s Progress
Burroughs Birds and Bees
Carroll Alice in Wonderland
Through the Looking—glass
26
YPSILANTI HIGH SCHOOL
Cervantes
Coleridge
Connor
Cooper
DeFoe
Dickens
Du Chaillu
Edgeworth
Eggleston
Eliot
Ewing
Field
Franklin
Hale
Harris
Hawthorne
Hughes
Irving
Goethe
Jewett
Kingsley
Kipling
Lamb
Lanier
Lincoln
Longfellow
Lowell
Macaulay
Martineau
POrter
Pyle
Repplier
Richards
Riis
Riley
Don Quixote
Ancient Mariner
Glengarry Schooldays
Deerslayer
Robinson Crusoe
David Copperfield
African Forest and Jungle
Waste Not: Want Not
Hoosier School Boy
Silas Marner
Story of a Short Life
Jackanapes
Love Songs of Childhood
Autobiography
Man Without a Country
Peterkin Papers
Nights with Uncle Remus
Songs and Sayings of Uncle Remus
Twice TOld Tales
Wonderbook
Tom Brown’s School Days
Alhambra
Sketch Book
Reynard the Fox. (adap. by Jacobs)
Betty Liecester
Deephaven
Greek Heroes
Water—Babies
Jungle Book
Tales from Shakespeare
Boy's King Arthur
Gettysburg Address
Evangeline
Vision of Sir Launfal
Lays Of Ancient Rome
Peasant and Prince
Scottish Chiefs
Men Of Iron
Robinhood
Sir Launcelot
Book of Famous Verse
Captain January
Children of the Tenements
Making of an American
Child Rhymes
YPSITANTI BIGH SCHOOL 27
Ruskin
St. Pierre
Schiller
Scott
Scudder
Seton
Sewell
Spyri
Stevenson
Stowe
SWift
Thackeray
Twain
Van Dyke
Wallace
Warner
Washington (George)
Washington (Booker)
Whittier
Wiggin
Wyss
King of the Golden River
Paul and Virginia.
William Tell
Lay of the Last Minstrel
Washington
Biography of a Grizzly
Wild Animals I Have Known
Black Beauty
Heidi
Kidnapped
Treasure Island
Child’s Garden. Of Verse
Uncle Tom’s Cabin
Gulliver’s Travels
Rose and the Ring
Huckleberry Finn
Prince and the Pauper
Tom Sawyer
Other Wise Men
Ben Hur
Being a Boy
Farewell Address
Up from Slavery
Snowbound
Polly Oliver's Problem
Bird’s Christmas Carol
Swiss Family Robinson
TENTH, ELEVENTH AND TWELFTH GRADES
Addison
Aldrich
Allen
Allen
Arnold
Bacon
Barrie
Black
Blackmore
Bronte
Burke
Burnett
Burroughs
Spectator
Marjorie Daw
Story of a Bad Boy
Aftermath
Kentucky Cardinal
With Flute and Violin
Essays in Criticism
Essays
Little Minister
Princess of Thule
Lorna Doone
Jane Eyre
Conciliation
Through One Administration
Wake—Robin
Pepacton
28
YPSILANTI HIGH SCHOOL
Burroughs
Cable
Carlyle
Cervantes
Churchill
Connor
Cooper
Crawford
Dana
Deland
DeQuracy
Dickens
DiSraeli
Doyle
KJ1 ummond
Dumas
Ebers
Edgeworth
Eggleston
Eliot
Emerson
Fiske
Foote
FOrd
Fox
Franklin
Froude
Garland
Gaskell
Goldsmith
Indoor Studies
Dr. Sevier
Grandissimes
Heroes and Hero Worship
Sartor Resartus
Don Quixote
Richard Carvel
The Crisis
The Crossing
Man from Glengarry
Leather Stocking Tales
Saracinesca
The Tale of a Lonely Parish
Two Years before the Mast
Dr. Lavender’s People
Old Chester Tales
Confessions of an Opium Eater
Revolt of the Tartars
David Copperfield
Tale of Two Cities
Nicholas Nickleby
Sybil
Micah Clarke
The Refugees
Natural Law
Three Musketeers
Egyptian Princess
Castle Rackrent
Ennui
The Absentee
HoGSier Schoolmaster
Romola.
Silas Marner
Adam Bede
Essays
Century of Science
Excursions of an Evolutionist
Led Horse Claim
The Honorable Peter Sterling
Little Shepherd of Kingdom Come
Autobiography
Short Studies in Great Subjects
Main Traveled Roads
‘Cranford
Vicar of Wakefield
YPSILANTI HIGH SCHOOL 29
Hale
Harrison
Harte
Hawthorne
Holland
Holmes
Howells
Hughes
Hugo
Irving
Jackson
James
Jewett
Jonson
Kingsley
Kipling
Lamb
Lang
Lowell
Lytton
Mabie
Macaulay
Mitchell
Mitchell
Morley
Mulock
Myers
Page
Parker
Parkman
Poe
Porter
Man Without a Country
Choice of Books
Luck of Roaring Camp
House of Seven Gables
Scarlet Letter
Arthur Bonnicastle
Elsie Venner
Autocrat of the Breakfast Table
My Literary Passions
Tom Brown at Oxford
Les Miserables
Alhambra
Tales of a Traveler
Ramona
Passionate Pilgrim
Roderick Hudson
Country of the Pointed Firs
Rasselas
Westward Ho!
Kim
Captains Courageous
Essays
Essays in Little
Among My Books
My Study Window
Harold
Last Days of Pompeii
Books and Culture
My Study Fire
Essays
Reveries of a Bachelor
Dream Life
Hugh Wynne
Studies in Literature
John Halifax, Gentleman
Science and the Future Life
Red Rock
Seats of the Mighty
Right of Way
Oregon Trail
Struggle for a Continent
Short Stories
Scottish Chiefs
Thaddeus of Warsaw
30
YPSILANTI HIGH SCHOOL
Reade
Richardson
Ruskin
St. Pierre
Scott
Shorthouse
Smith
Stevenson
Stockton
Stoddard
Stowe
Thackeray
Thanet
Thoreau
Tourgee
TWain
Van Dyke
Wallace
Ward
Warner
Weyman
Whipple
Wiggin
Wilkins
Wister
Cloister and the Hearth
Never Too Late to Mend
Clarissa Harlow
Sesame and Lilies
Paul and Virginia,
Kenilworth
The Abbott
Quentin Durward
The Talisman
Ivanhoe
John Inglesant
Caleb West
FOrtunes of Oliver Horn
Familiar Studies of Men and Books
Inland Voyage
Kidnapped
Treasure Island
Rudder Grange
Travels
Own Town FolkS
Vanity Fair
Henry Esmond
Pendennis
Rnitters in the Sun
Heart Of Toil
Walden
Cape Cod
Fool’s Errand
Huckleberry Finn
Tom Sawyer
Little Rivers
Ruling Passion
Ben Hur
David Grieve
Eleanor
Golden Hours
A Little Journey in the World
Backlog Studies
Under the Red Robe
Character and Characteristic Men
Penelope
Rebecca of Sunny Brook Farm
New England Nun and Other Stories
Lady Baltimore
Virginian
YPSILANTI HIGH SCHOOL 31
TEXT-BOOKS
English
Composition. . . . . . . . . . . . . . . . . . . . Scott and Denney (Elementary)
Grammar. . . . . . . . . . . . . . . . . . . ". . . . . . . . . . . Whitney and Lockwood
Rhetoric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brooks and Hubbard
Handbook of English Composition. . . . . . . . . . . . . . . . . . . . . . Woolley
History of English Literature. . . . . . . . . . . . . . . . . . . . . . . . . . Halleck
Latin
First Year Latin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D’Ooge
Prose Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D’Ooge
Caesar. . . . . . . . . . . . . . . . . . . . . . . . . . . Greenough, D’Ooge & Daniell
Cicero . . . . . . . . . . . . . . . . . . ". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D'Ooge
Virgil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bennett
Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bennett
German
First Year. . . . . . . . . . . . . . . . . . . . . . . . . . . VOS, Essentials of German
Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Joynes—Meissner
Texts for Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Selected
Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Harris
French
First Year. . . . . . . . . . . . . . . Fraser & Squair, Grammar and Reader
Texts for Reading. . . . . . . . . . . . . . . . . . . ‘. . . . . . . . . . . . . . . . . Selected
Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Francois
Science
Physiology and Hygiene. . . . . . . . . . . . . . . . . . . . . . . . ! - - - - - - - - - - - Fitz
Zoology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jordan, Kellogg & Heath
Botany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bergen
Physical Geography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DaViS
Geology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brigham
Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hessler & Smith
Physics e e º º O & © e e & © e º 'º e º 9 e º e º s e º e e º 'º e e º 'º e º e º ºr e º e e & © e º 'º Gorton
32 YPSILANTI HIGH SCHOOL
Mathematics
Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hawkes, Luby and Touton
Arithmetic. . . . . . . . . . . . . . . . . . . . . . . Lyman’s Advanced Arithmetic
Trigonometry. . . . . . . . . . . . . . . . . . . . . . tº e º 'º e º e º . Lyman & Goddard
History and Civics
Ancient History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Myers
English History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Andrews
Modern History . . . . . & © e º a tº e º 'º e s e e e s a e e e º e º 'º e s e º e e º e . . . . West
American History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . McLaughlin
Civics. . . . . . . . . . . . . e e g tº gº e º e º e º e º e ... Foreman’s Advanced Civics
-
|-
3.
º:
Done by Members of Class in Design and Advanced Drrwing

YPSILANTI HIGH SCHOOL 33
ENROLLMENT
FOURTH YEAR
Baker, Wiloween . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Banghart, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Barton, Miriam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Bringloe, Ellen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Burke, Louis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Cain, Helen . . . . . . . . . . . . W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Cain, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Camp, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Coe, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Eldred, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Emery, Warren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Firth, Mae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Gill, Claude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Canton Twp.
Harvey, Alfred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
House, Lena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Huston, Clara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Superior Twp.
Kelly, Eva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti Twp.
Kinley, Howard . . . . . . . . . . . . . . . . . ". . . . . . . . . . . . . . . . . . . . Ypsilanti
Lidke, Edith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Superior Twp.
Lyman, Lloyd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ann Arbor
Meyer, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Miller, Ernest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Moore, Emily . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti Twp.
Moses, Grace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seattle, Wash.
Ohlinger, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Painter, Ethel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Rankin, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Reinhart, Karl . . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * * * * * * * * Ypsilanti
Sage, Ernestine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti Twp.
Smith, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Sundburg, Josephine . . . . . . . . . . . . ". . . . . . . . . . . . . . . . . . . . . Ypsilanti
34. YPSILANTI HIGH SCHOOL
SWeitzer, Carrie . . . . . . . . . . . . . . . . . . . . . * @ e º 'º e º 'º º tº e Superior Twp.
Trumbull, Zoe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Webster, Gwendolyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
White, Ella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Wilcox, Amy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Wilson, Harry ...'. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti TWp.
Ziegler, Lena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Bellows, Willis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... tº e e º 'º e º e e Ypsilanti
Beyer, Quay . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . Ypsilanti
Bird, Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Superior Twp.
Butler, Ruth . . . . . . . . . . . . ". . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Campbell, Jennings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Augusta. Twp.
Cannon, Clarence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Cannon, Edward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Cleary, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Cook, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Derbyshire, Evelyn . . . . . . . ! - - - - - - - - - - - - - - - - - - - - - - Augusta TWI).
D'Ooge, Stanton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Fay, Myrtle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Follmore, Eleanor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Follmore, Madeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . [.. Ypsilanti
Garrett, Freda . . . . . . . . . . . . . . . . . . . . . . . . . . . . a s e e s s e a e s e Ypsilanti
Gaudy, Harold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Geer, Hazel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Grattan, Lora M. . . . . . . . . . . . . . . . . . . . . . . ! • - - - - - - - - - - - - - - - Clayton
Grover, Lucile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Hammond, Ethel . . . . . . . . . . . . . . . . . . . . . . . . . * e º a s e e Augusta Twp.
Haydon, Mable . . . . . . . . . . . . . . . . . * - - - - - - - - - - - - - - - - - - - - Ypsilanti
Hurdley, Lawrence . . . . . . . . . . . . . . . . . . . . . . . . . . . Cleveland, Ohio
Hutting, Harriet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Kishlar, Lamar . . . . . . . . . . . . . . . . . . . . . . . . . . © e s is e º e º e º e Ypsilanti
Lambert, Lillian . . . . . . . . . . . . . . . . . . • e s a e e s • •º 3 tº º e º ºs e & © 2 Ypsilanti
Lewis, Cyril B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * * Ypsilanti
McGregor, Malcolm . . . . . . , e º e s tº s º e a s e º e g º e º 'º e º e e º e º e º e Ypsilanti
McRay, Edward . . . . . . . . . . . . . . . . . . º, º e º 'º a ... tº e º 'º e º ºs e º e... .Ypsilanti
McRoberts, Margaret . . . . . . . "º e e s e e o e s e e s e o e s e e s e s e s e e Ypsilanti
Miller, Addie . . . . . . . . . . . . . . . . . . . . . . . tº e º ºs e º Aº e º e e º e º º & . Ypsilanti
Minor, Eugene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
YPSILANTI HIGH SCHOOL 35
Munch, Veda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti Twp.
Pickett, Esther . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Proctor, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Reiman, Lucile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Robinson, Orlo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Rynearson, Esther . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Scott, Beulah . . . . . . . . . . . . A s • * * * * * * * * * * * * * * * * * * * * * * * * Ypsilanti
SeaVer, Charlotte . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti Twp.
Seckinger, Cyril H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Shultes, Gertrude ...!. . . . . . . . . . . . '• • * * * * * * * * * * * * * * Martin, Mich.
Smith, Meda Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Tefft, Forest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Trotter, Howard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Truesdell, Clarence . . . . . • * * * * * * * * a s a e s e e s = • * * * * * * * * * * * * Denton
Voorhees, Ralph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Superior Twp.
Wenrick, Clara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Samaria
White, Harry . . . . . . . . . . 4 • * * * * * * * * * * * * * * * e s = e s e a e º 'º e Ann Arbor
SECOND YEAR
Ableson, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Superior Twp.
BaSOm, Mildred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Bassett, John . . . . . t e < * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Ypsilanti
Bell, Doris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Bentley, Ardis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... • * * * * * * Ypsilanti
Bombenek, Frances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Boyce, Philip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Bringloe, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Brown, Lawrence . . . . . . . . . . a * * * * * * e o e s e s = e s a e e s a s e e s a Ypsilanti
Campbell, Jewell . . . . . . . . 1 - . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Cayne, Stanley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Clark, Ethel . . . . . . . . . . * * * * * * * * * * * * * * * * * e e s • * * * * * * * * * * Ypsilanti
Cole, Adelaide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Colvan, Dorothy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Culver, Nellie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Curts, Janet . . . . . . . . . * * * * * * * * * * * * * * * * * * '• • * * * * * * * * * * * * Ypsilanti
Davison, Marjorie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cement City
DeMosh, Bernice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Emery, Grace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Forbes, Elizabeth . . . . . . . . . . . . * * * * * * * * * * * * * * * * * * * * * * * * Ypsilanti
Freeman, Earl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
36 YPSILANTI HIGH SCHOOL
Gassman, Elsa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Gardner, Niel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Gilmore, Henry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Gorton, Wendell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Greene, Neva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Grimston, Mable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Hayward, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Hopkins, Nat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Hubbard, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
James, Manning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Jefferson, Theodore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Johnson, Minnie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Belleville
Kishlar, Ellen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... .Ypsilanti
Knisely, Helen . . . . . . . e o 'º e º sº e º e º e º 'º e º 'º e º e e. . . . . . . . . . . . Ypsilanti
Lee, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Lewis, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Matthews, Florence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Maulbetsch, Alvin . . . . . . . . . . . . . . . . . . . . . . . . . . . ". . . . . . . . Ypsilanti
McLouth, Louis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Meanwell, Vincent . . . . . . . . . . . . . . . . . . . • As e s a e º e s e º e º e e º 'º Ypsilanti
Miller, Irene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Pearsall, Zilpha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Proctor, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • - - - - - Ypsilanti
Robbins, Luttia . . . . . . . . . . . . . . s. c e e e º e º º ** * * * * ". . . . . . . . . . . Ypsilanti
Sanderson, Myra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Augusta, TWp.
Seymour, Russell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Smith, Glenn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Snidecor, Beryl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Tenny, Albert . . . . . . . . . . . . . . . . . . . . . . . . . . . ". . . . . . . . . . . . Ypsilanti
Thompson, Goldie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Truesdell, Florence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Denton
Worce, Palmer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Wallace, Mae . . . . . . . . . . . . . . . . . . . . . • * * * * * * * * * * * * * * * * * * Ypsilanti
Watling, Eva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti Twp.
Weiss, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Wilber, Mills . . . . . . . . . . . . . . . . . . . . . . ]. . . . . . * * * e s e º e º 'º e e Ypsilanti
Wilcox, Leona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Williams, Bertha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Wilson, Olive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti Twp.
Woods, John . . . . . . . . . . j. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Denton
YPSILANTI HIGH SCHOOL 37
FIRST YEAR
Ainsworth, Marian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Amrhine, Carrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Denton
Beadle, Claude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Bird, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Superior Twp.
Bradshaw, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dexter
Briggs, Donald . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Bringloe, Margaret . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Brooks, Frances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Burrell, Edith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti Twp.
Campbell, Lillian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Cheever, Virginia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Chapman, Gladys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ann Arbor
Clark, Carl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Superior Twp.
Clark, Gladys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Denton
Clikeman, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Crane, Morton .......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Cummings, Jennette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Curts, Howard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Darling, Allyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti Twp.
Davis, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i... Ypsilanti
Davis, George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Davis, Wyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Dawson, Marie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Dignan, Margaret . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Duffey, Jessle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Dunlap, Jessie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Eddy, Raymond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • * * * * Ypsilanti
Emery, Percy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Erwin, Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Evans, Clara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Augusta TWIp.
Fletcher, Foster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Foster, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saline
Francisco, Winifred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Gault, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Glover, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Glover, Henry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Gordon, Sylvanus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Gregory, Earl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Grover, Enola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
38 YPSILANTI HIGH SCHool
Grover, Gladys . . . . . . . . • * @ e e º e º 'º e º & tº gº tº e º ºs e e º ºs e ºl * c e s tº º e Ypsilanti
Hatch, Marna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . !...Ypsilanti
Haydon, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Hayes, Florence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
H'lavin, Mae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * * * * * * * * * Ypsilanti
Holmes, Elzie . . . . . . . . . . . . . . . . . . . . . tº e º º º e (. . . . . . . . . . . . Ypsilanti
Houghton, Gertrude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Hudson, Edna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Huegel, Charlotte . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Hutton, Alfreda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .' s e s e e Ypsilanti
James, Doris . . . . . . * c s e e s e e º e s ∈ e e s e e s m e º e º 'º * & e º e º e º 'º tº Ypsilanti
James, Leah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . e s a s e º 'º e s e Ypsilanti
James, Robert . . . . . . . . . . . . . . . . . . . . . . . . . e e º is e º e s e s e e s a Ypsilanti
Jefferson, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Jefferson, Phoebe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Kennedy, Marie . . . . . . . . . . . . . . . . . -º e s a s e e e s a e e º 'º º e º e s a Ypsilanti
Keylon Vera . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Kirk, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Langton, Clair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Lawrence, Raymond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Leeson, Lillian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Lee Toma, Esther. ... . . . . . . . . . . . . . . • - - - - - - - - - - Honolulu, Hawaii
LeVerett, Harold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pittsfield Twp.
Lord, Muriel . . . . . . . . . . . . !. . . . . . . * e s e e e s e s e s • a e s a Ypsilanti Twp.
Lurkins, Max . . . . . . . . . . . . . . . * * * * * * * * * * * * * * * * * * * * * * * * * Ypsilanti
Lyman, Milton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ann Arbor
Magers, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Magers, Mildred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Matthews, Ruth ......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Max, Ruth . . . . . . . ". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * - - - - - Ypsilanti
McCauley, Edwin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . * e º º q Ypsilanti
McClaughry, Isca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
McDonald, Florence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Meyers, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Denton
Meanwell, Lucile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Miller, Gard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Miller, Lester . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti Twp.
Millis, ROWland . . . . . . . . . . . . . . . . . . & e e s e o e s e s e s e e s e e s - Ypsilanti
Moore, Errol W. ............. As s e s e e s • e s e s s e e s • e e Ypsilanti Twp.
Moore, Florilla . . . . . . . . . . . . . . . . . . !. . . . . . . . . . . . . . . Ypsilanti Twp.
YPSILANTI HIGH SCHOOL 39;
Moore, John. . . . . . . . . . . . . . . . . . . . . . . . . . * * * > e s e º ºs e º sº e º 'º s Ypsilanti
Moran, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Morrison, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Norton, Austin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I.Ypsilanti
Parsons, Nina . . . . . . . . . . . . . . . . . . . . . . . . . . . •º e º ºs e º e º 'º º , . Ypsilanti
Peavy, Eva. . . . . . . . . st e º e s e º 'º e < * * * * * * * * * * * * * * * * * * * * * * * Ypsilanti
Phillips, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti.
Reader, Russell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Richards, Algernon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... .Ypsilanti
Rice, Avis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Canton
Rife, Earl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1. Ypsilanti
Ring, Floyd . . . . . . . . . . . tº e º & © tº * * e º sº e º ºs e º 'º e º e º s is tº º ºs e º º º Ypsilanti
Robbins, Lester . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Detroit
Robinson, Guy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 * * * * * * * * Ypsilanti
Russell, Bertha . . . . . . . . . . . . i. . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Sanford, Carl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Stacklewitz, George . . . . . . . . . . . . . . . . . . . . . •,• * * * * * * * * * * * Ypsilanti
Shaffer, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Schlicht, Lottie . . . . . . . . . . . . • * * * * * * * * * * * * * * e e s e º ºs e e s e º a Denton
Schmid, Edna. . . . . . . . }- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Ypsilanti
Seeley, Frances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Seaver, Irene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Shadley, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Sherzer, Jerome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Shuart, Hazel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Steadman, Ruth . . . . . . . !. . . . . . ‘. . . . . . . . . . . . . . . . . . . . . . . . . . . . Elsie
Stevens, Earl . . . . . . . . . .e. a s • * . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Smith, Florence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Smith, Helen . . . . . . . . . . . . * * * * * * * * * * * * * * * * e s tº e º e º e º e º º Ypsilanti
Smith, Lois . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Snidecor, Ila . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Springer, Fred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Tefft, Doris . . . . . . . . . . . . . . . . . . . . . . . • * * * * -e e e e s e e s tº e s tº tº e Ypsilanti
Tefft, Doris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Tenny, Olen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Thayer, Albert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . r” . Ypsilanti
Thompson, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Tripp, Pearl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Vernon, Vada. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pittsfield, Twp.
Voorhees, Marian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Superior, TWp.
40 YPSILANTI HIGH SCHOOL
Vose, Putnam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Walters, Don . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Wardroper, Agnes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Webb, Edith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
Webb, Frank . . . . . . # * * * * * * ºf 8 º' e º e º e s tº e º 'º e s e e s e a e e º e s e e Ypsilanti
White, Ruby . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pittsfield, Twp.
Woodward, Grace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Canton
Youngs, Glenn . . . . . . . . . . . . . . . . . . . . . * . . . . . . . . . . . . . . . . Ypsilanti
Ziegler, Lawrence . . . . . . . . . . . . . . . . . . . . . . . . . . . • e º ºs e s & e Ypsilanti
SPECIAL sº
Riggs, Fay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ypsilanti
SUMMARY
Girls Boys Total
Fourth Year . . . . . . . . . . . . . . 25 13 38
Third Year . . . . . . ... • * * * * * * * e 27 21 48
Second Year . . . . . . . . . . . . . 37 24 61
First Year . . . . . . . . . . . . . . . 74 53 127 ,
Special . . . . . . . . . . . . . . . . . . 1. 1
164 111 275