Sixth Ward

Fannie Biggs, Augustus Johnson, Louisa Turfield, Winifred Ream, Lyle Whitsit. Of course such a list cannot recognize the fact that a large number of other pupils would have been included except for causes beyond their control. The amount of work done ia i system of schools is generally, and properly, measured by the number of its promotions from grade to grade. In the following items will be found such a measuring rod for the Grammar and Primary departments: I I 3 9 L H Number in classes at close of the school year 457 750 1207 Number unclassified ... M lij S Number promoted unconditionally iQ3 =g of Number promoted condittónaïl y. 8T 77 i4 Number of extra promotions. (skipped a grade) 8 13 21 Number detained lo same grade.. 76 92 187 Number returned to a lower "tlide 16 13 29 All these promotions were made without special examinations, niainly on the teachers' estimate. The plan works admirably, especially with the best teachers. It imposes upon the teacher the duty of makina: a careful study of the capability and character of each pupil. Incidentally, also, it results in better teaching. It is a well understood principle that teachers never stand still. They are ever improving or degenerating. The teacher who does not seriously question her last year's methods is already on the descending scale. Teachers usually become progressive by studying and experimenting along delinite Unes of educational theory. Nothiai? -r j - m VUIL! Bof late years has been more stimulating to the thoughtful teacher than cüild-study as related to the teacher's method. With such a teacher, school duties never become simply routine. Evolution into something better is the uniform order. Of our teachers as a whole it can most justly be said, they belong to the progressive class rather than to the class whose round of school activitiea lts i:: bwtrtöa roèfatiaa and drawing the monthly salary. The subject that has probably commanded more special attention than any other in the lower grades ia Nature Studies, in which our teachers have done considerable good work. The following brief summary of topics treated will be of interest to uiauy of our patrons: Plants- Trees as to their parts and ïorm; compared to shruba as to size, trunk, branching and roots. Leaves - shape, color, classes, uses. fate. Flowers- their several parts, habitat, and some classifications. Seeds- iinds, protection, germination, distribution. Buds- for next year's leaves and flowers, arrangement, protection. unfolding. AH these things and many more were observed with the object at hand, described orally, in writing, drawing, and often in modeling in clay. Animals.- Studied in a similar way. Domestic animáis- description, habits, likes and dislikes. Wild animala - description, habitat, food, preparation for winter, etc. Water animáis. Insects in Qiuch variety. Birds - migration, song, nesting, food, form, color, and some clussiücation. Heavens. - Daily record of temperature, sky, clouds, storms, kinds oL clouds. Movements of the sun in the different seasons. Moon, its phasings and movements. Snow, ice, dew. Bocks and vivierais. - Coal, slate, sandstone, limestone, marble. granite, etc, with their conimoii and special qualities. Geography.- Observation of specific districts, noting reliëfs, water-courses, drainage, erosión, sprints, soil, products, etc. Collections are made, as tar as possible, of all objects studied, and such as are not perishable are arranged in cabinets, with which all primary rooms are supplied. Classes occasionally make excursions into the fields and woods, but we have found that the 8chool room is the natural place for inapecting all material that can be handled. A word or two concerning German in the ward schools seems called for. The work in wards Two and Three has been well done, and has accomplished all that was anticipated. For future action it would seem wise to have in mind some conclusions that are being reached in the working out of the Germán problem ia city schools. 1. The ideal method of conducting German in city schools is to have rooms set apart for its work where classes may go for recitation. 2. Instruction (Coiitinued on Fourth Page.) ANN ARBOR PUBLIC SCHOOLS. (Coatinued trom First Pagre ) in Germán is more profitable in j mar grades, than in primary grades. ! 3. German in grammar grades ought ' to be eleccive. 4. In a system of schools all pupils of like grades in i which Germán is taught should have like privilege of electing it. It has impressed itself upon many minds that we ought to do more than we have done for that class of our ! youth who do not attend any school, and who are coming up to manhood j without any adequate preparation for citizenship. The compulsory school attendance law was made for the benefit of thi3 class of boys and girls. But to make the law effective we need an ungraded department. Our truant ' officer is much embarassed in his duties by the fact that we have no such I school. An ungraded school would often be an aid to the regular school in temporarily caring for unclassiiied pupils. It seems clear to me that the ungraded department is one of the serious educational needs of the city, and that the district should be asked to proride means for establishing it. The benetits of a system of schools spring more from what the pupil is stimulated to do, than from th knowledge imparted to him, just so f ar as his character is of more consequence than his stock of information. Then the studies of youth should be selected with reference to the admitted principie. If this reasoning is sound, our course of study ought to emphaaize more than it now does such branches as literature, nature studies, history, especially biography- studies that put the pupil in touch with human conduet and motive, that offer noble examples of conduct, lead up to high ideáis, inspire a pure ambition. It is here, we believe, that we shall find the true unifleation of our educational work. HIGH SCHOOL. This department has passed another successful year. The instruction was especially good, possibly better because the classes were somewhat smaller. The new laboratories are clearly increasing the efficiency 'and value of the courses in Chemistry and Botany. The large graduating class and .its excellent quality fully maintained the reputatioa of the School. The proper supervision and care of our non-resident pupils must always ïfst upon us as a serioua responsibility. Some of this class are qnite young; Uiers have special need of our watchiuiuess. The freedooi of lite accioed to our pupils makes this duty more imperativo. If I could get the ear of all the families in the city that receive High School pupils into theïr homes, I would say: "You can be of great service to these young people by showiug a friendly interest in their welfare and notifying the teachers of any waywardness or evil habits observed in their conduct.'' Another suggestion: The order required of pils while in attendance upon school duties might be ruore helpful by being more insistent upon q friet and gentle marmers. Moreover the individual intiuence of teachers might be stronger for good by personal contact and kindly admonition. In this connection the organization of the Athletic Associatión in the High School seems likely to diminish various evila incident to a student community. So long as the Associatión moves in the direction of good moráis it should receive our heartfelt support. The action of the Board in offering courses in Music and Drawing in the High School is a step forward toward a making the department complete in all facilities for getting an education. Manual training in the High School has been the subject of some discussion during the past year, and merits our sincerest consideration. Manual training has become a well-established department of educational work in some of our larger cities, and bas been a blessing to hundreds of young people of both sexes. Evidently it has its place and f unction. But from the I tact that it has not been adopted in ruany of the public schools we may infer that it has its limitations which may exist either in local couditions or in the nature of the work or in both. Probably no one would contend that manual training could be substituted for the literary and scientific branches of the school curriculum, and to add to these courses would seem to be unpardonable. A few sentences from the pen of Hon. T. Harris will set the case in a clear light. "The intellectual factor of manual labor is never very large. and any amount of manual training conducted in a school is 10 equivalent for the school education in letters and science. The theory of all tooi work is soon exhausted, and the deadening process of habit sets in. Science is perpetually living, always educative." Mr. Harris thinks the ordinary school education best even for the manual toiler, for he says, "The scientifically educated laborer is of a higher type than the mere hand-laborer, because he has learned to see in each thing its possibilities." If it is not good policy to introduce manual training into a high school having an organization and a mission like our school, I think there is a field where good woik of a kindred kind may be done. The uugraded day school has been discussed in an other part of this report; an ungraded night school might be established that would accommodate artisans, clerks, and any ambitious youth who are too busy during the day to attend school. The expense would be small compared with that of a manual training plant, and if wisely conducted in the interest of the classes patronizing it, the enterprise niight be productive of lasting good. It revives a pleasant memory of last ! year to recall that the High School was suitably represented at the Columbian Exposition, and that it received an award for the excellence of the exhibit. Our Library continúes to be a most valuable factor in the work of the I High School. It is also well patronized by citizens. There were added i to it during the year 273 volumes; and I the whole number of volumes now in I the Library is 4,713. It is in every way in excellent condition. As usual we insert a table showing the number of pupils that have pursued each branch in the several courses of study during the year. STUDIE3. & S I i 5 j. Latin 128 142 270 Greek 25 98 &7 German 55 85 140 French 21 33 54 English Literature 33 25 58 American Literatura 5 16 21 Rhetoric 34 44 7S Grammar 93 57 130 Old English 3 8 U Physica 96 75 171 Chemistry 51 33 84 Physiology 55 27 82 Botany 55 107 162 Astronomy 40 35 75 Physical Geography 40 23 63 Geometry 87 71 15íí Trigonometry i 1 18 Algebra 202 183 ?á Arithmetic 90 72 182 Book-keeping 65 -30 W Commercial La w 9 5 1 Cooi. Correapondenee 2 5 7 Greek History 19 14 33 General History 89 59 1W Koman History 18 27 Englisa History 14 17 31 United States History 91 7 170 Political Economy 9 11 2 Civil Government 35 27 87 General English 135 126 259 Kloi-ution 11 37 48 A very creditable Exhibition by the Junior class was givea March 16, 1894. The member3 of the class who participated ia the way of essays and oratíons were Ellen B. Bach, Benj. N. Braun, Maud A. Bisbee, Mary T. Carson, Wm. L. Mack, Sophia D. Kiesselbach, Martha A. Slater, Olaf G. Peterson, Pamella Taylor, Gertrude E. Yaughan, Frederick E. Wright. The year closed pleasantly June 22, 1894, with the Graduating Exercises of the Senior class, and the distribution of 87 diplomas. The literary part of the occasion was of special ment, but uiuch of ie was lost to the large audience by reasosi of the poor accoustic propercies of the Hall. The complete programóle of Graduation Day was as follows: PROGRASOIE. MüSIC. PRAYER. MUSIC. 1. False Patriotism Frederic J. Austin Ann Arbor. 2. Fuuctuation Marks Winifred Beman Ann Arbor. 3. Tne Electiva Franchise Walter G. Curtis, Salem. 4. Effects of Invention.-.Josephine Daniela Gregory. MUSIC. .). Intluence of American Mothers Ralph Farnum, Ana Arbor. 6. Nature's Climax Geaevieve E. Mills i'ittsfield. 7. Our National Flower S. Louise McKenzie, Ann Arbor. Müsro. 8. Individuality Della Read Shenandoah, Iowa. 9. General Lee foseph B. Scarborough Flagstaff, Anzoaa. 10. Self-Luminous or Reflective Louise P Weinmann, Ana Arbor. PRESENTATION OF DIPLOMAS. MDSIC. BENEDICTION. GRADÜATING CLASS. 1894. CLASSICAL OOUBSE. Winifred Beman, Lewis W. McCandless Josephine Daniels, Genevieve E. Mills, Robert S. Danforth, Aana B. McOmber, Frederick Engelhard, Sarah P. Ryan, Grace S. Flagg, Florence Sunderland, L.Augustine Farnham, Samuel H. Warriner, Ralph Farnum, Louise P. Weinmann. , latín codbse. Lillian F. Cole, George Anna Newton Carrie M. Collier, Edla M. Niles, Charlotte Dilworth, Anna H. Peekham, Maude E. Hess, Mary W. Peekham, M. RosO Hodg-es, Della Reiid, I. Elizabeth Kittredge. Bernice S. Smith, Jessie M. Mack, Florence Sunderland. 5. Louis McKenzie. BNOLI8H COURSE. Kittie L. Berry, EUa B. Mills, Belle E. Beals, Alice C. O'Keefe, Percy W. Benjamin. Mable E. Palmer, Martha C. Clark, Loi8 8. Smith, Nanna C. Crozier, Hattie I. Stebbind. Anna M. Forsythe, Roy B. Smith, Elizabeth A. Harris, Margarete Thompson, Viola B. Hess, Glenn A. Trowbridge Mary Hill, Paul W. Voorhies, Dorsey B. Hoppe, Jessie Walker, Caroline Klager, Berthel Wetmore. SCIENTIFIC Ciü8E. Frederick E. Araold, Robert G. Lyon, WUliam A. Biggs, Clifton R. Norton, Warren M. Conaor, Claude Newton, Walter G. Curtis, EUa Pomeroy, Wiüiam B. Harrison, Nellie Purfield, Jennie L. Haten, Anna K. Shanno, Omar I. Hall, Henry Tupper, J. Wistar Harris, Harry I. Weiostein, Flora Koch, Clinton H. Woodruff. üemeter Kalenoflf, ENGINEERING CODRStt. Fredaric J. Austin, Louis E. Seas. Frederick C. Barr, Joseph Scarborough Claude M. Bunn, Die H. Trowbridge, William H. Hess, Glenn A. Trowbridge, F. Ward Howlett, WUliani E. Turton, Frederick E. Leefe, Otis M. VanTassel, James T. Noble, Ralph S. Waterman. Henry W. Nichols, COMMERCIAL COURSE. manda A. Lutz. Asnea E, Kyan, Bertha I. Sheldoti. More than 50 of the graduating class received papers of recommendation to he University of Michigan. The Alumni Association held its anual banquet on the evening following he Graduating Exercises. It was argely attended and greatly enjoyed. lts officers f or the coming year are: 'resident .. .Horace G. Prettyman, Class of '82. President. Henry W.Douglasa, " "'85. ecretary Lucy E. Chapin, " "'76. 'reaaurer John B. Dowdigan, " "'86. ïxecutive Committee- Genevieve C. Duffy Clasa of '89. Glen V. Mills ' "'86. Ralph Farnum " "'94. Below are given the names of all teachers for the coming year, and, as far as is knovvn at date, their several positions: W. S. Perry Superintenient HIGH SCHOOL. J. G. Pattengill. Principal... Latin and Greek Horatio N. Chute Physics Levi D. Wines Higher Mathematics Alice Porter Latin Mary E. Hunt Mathematics Louis P. Jocelyn Mathematics Mary E. Dickey German Grace Taylor. Rhetoric and English Literature Carolyn H. Trueblood Elocution Sara Whedon General English Jabez Montgomery Botany, Chemistry, Astronomy Eliza R. Sunderland History, Political Economy Gertrude T. Breed French and Latin Durand W. Springer ..Business Branches Geneviere K. Duffy, . English and Phyaiology Belle Donaldson Grammar and History Lucy K. Cole Mu6ic Minnie Pepple Drawing Carrie L. Watts Librarian GRAMMAR AND PRIMARY DEPARTMENTS CENTRAL BUILDING. Eliza C. Ladd, Principal Eighth Grade Anna D. Robinson " " Abbie A. Pond ' FIRST WARD SCHOOL. Clara G. Plympton, Principal. .3e veath Grade Emily J. Eldridge " " Ruth B. Durheim SixtU " Wilhelmina L. Bender Fifth " Elizabeth J. Cowan Fourth " Carrie A. Wheeler Third Maggie T. McDivitt Second " Jennie M. Seelye First " SECOSU VTAUD SCHOOL. Emily Gundert. Priiicipal. Fifth & Sixth Grades Augusta W. Walter Fourth " Carrie L. Dicken ThirJ " Emily Marshke Second ". Malinda Mogk First " Bertha ï'einer, First " THIRD WARD SCHOOL. Belle K. Edson, Principal Fifth and Sixth Grades Luretta P. Saanders. Fourth " Emily E. Lutz Third " Frillie G. Beekwith Secoad " Carne P. Krause First " FOURTH WARD SCHOOI-. Annette L. Ailes, Principal Seventh Grade Julia A. Howard Fifth and Sixth " Charlotte L. Millard Fourth " Gertrude F. Hamilton Third " Minnie A. Drake Second " Eugenia Mogk First " FIFTH WAED SCHOOL. Mattie E. Goodale, Principal Fourth and Fifth Grades Jennette S. West Second and Third " Anna L. Clinton First " SIXTH WARD SCHOOL. Lulu G. Downs Fifth and Sixth Grades Ella L. Wright Third and Fourth " Emily J. Purfield Second " Mattie Cornwell, Principal First " SPECIAL TEACHERS. Lucy K. Cole Muaic Minnie Pepple Drawing Miss Maude E. Hess and Miss Jaennette Smith have been appointed cadets for the ensuing year. One of the specially fortunate condition of our city schools is the fact that all our teachers feel assured of the constant interest and cordial support of every member of the Board of Educación. This unity of purpose and action undoubtedly contributes much to whatever of success the schools have attained. Respectfully submitted, Ann Arbor. Sept. 1, 1894.