Manual, and aided them in classifying pupils properly in the several grades. As a result the teachers soon became interested in the subject, and entered enthusiastically into the work of grading their schools, and adopted the methods suggested.

During the last school year the Manual has been used in nearly every rural school of this county, and it is growing in favor among school officers and patrons. There is no active opposition to its use, and the teachers very generally approve it.

In the use of the Manual and Course of Study, it is all important that the teachers should be thoroughly informed as to the plan and right use of the course of study, and, in order to effect this, the Board of Examiners of this county require an applicant to teach in the rural schools, to pass a satisfactory examination on the State Manual and Course of Study.

I am pleased to report most satisfactory results from the use of the Manual in rural schools of this county, and now, that it is to some extent understood and approved by the teachers, school officers and patrons of our schools, I shall proceed during the ensuing school year, so far as possible, to perfect the system, and provide for better records and reports of the results attained by its use. The schools have been very much. benefited by this system, and I shall do all in my power to encourage this plan of doing school work.

THE INSTITUTE.

There have been two State teachers' institutes held in this county during the last year with the usual results. The reports of the conductors on file with the Department, will inform you as to the various items of enrollment, attendance and instruction, and there is no necessity of repeating them here. As to the actual work accomplished by the institutes as a factor of our educational system there is such a difference of opinion among those competent to judge that it is hard to determine their practical value to teachers in the actual work of the school room. I think it would greatly enhance the efficiency of the institutes if the State Department of Public Instruction would prescribe certain limitations to the subjects to be treated, and hold the instruction within definite limits that lie along the range of public school work.

I am quite sure that an analysis of the methods suggested, and the instruction given in these institutes, would show that nine-tenths of the work performed, never results in any particular benefit to the teachers that take part in them, that is, it does not effect better results in the practical work of the school room.

Instruction in the institutes must take one of two forms. It must be either of an academic character, or else it must be along the line of methods of teaching the various school subjects, including school management and discipline. The institute is not the place for academic work. Those who will examine the subject historically, will find, I think, that it was never contemplated by those who originated the idea, that instruction in the form of school work should be given. The requirements of the institute presuppose that due preparation for teaching, on the part of those who attend, has been previously made. A knowledge of the subjects required by law for teaching should be acquired in the schools. The best preparation for the teacher's avocation is a course of instruction in some good efficient school. The knowledge that may be gleaned by a partially

instructed person from a brief session of an institute, is mere patch work, and is of no value as a basis for teaching.

A great deal of instruction in the institutes is a mere rehash of academic work that the instructors have performed in their high school or college work. Having never studied the character of the work required by those who attend institutes, they have nothing else to give, and what they have to offer is frequently never understood or comprehended. The instruction in methods in these institutes is frequently of little or no value to those who especially need to be enlightened in what is good school practice. It is at this point that the institute too frequently fails, when it ought to be an aid and help; and the reason is that so much of the instruction consists merely of statements of the expedients and devices used by the instructors in their own special work, and utterly worthless when divested of the personality of their authors, as guides to correct school practice.

In this State we have two distinct and clearly defined lines of school work. The graded schools are supervised and managed by principals and superintendents that not only outline the work to be performed, but they also prescribe and dictate the methods of instruction to be used, and insist that the teachers under their charge shall follow them. It is not often that the methods suggested in the institute coincide with those prescribed in the schools where this class of teachers is employed, and as a result graded school teachers derive but little benefit from the institute. On the other hand, if the instruction in the institute is adapted to the needs of the teachers of graded schools, those employed in rural schools are not benefited by the instruction. This, in some degree, may account for the light attendance at the institutes.

The expenses of the institutes are very largely paid by the fees collected from the teachers. Is it just that they should bear this burden? There is no professional employment so meagerly paid as that of school teaching. The income of the day laborer who has regular employment, exceeds that of the public school teacher. The report of the Superintendent of Public Instruction for the school year of 1889 shows that $9,201 was taken from the teachers of Michigan for the support of institutes during that year, and under the present law the fund will undoubtedly amount to over $10,000 a year. The same report shows that 16,075 teachers were employed in the public schools of the State during the year, from whom this sum was collected, and it also states that during the same year only 6,597 persons were enrolled in the institutes for that year, thus leaving 9,478 teachers that did not attend an institute at all, and could not have received any benefit whatever for the money they had paid; and it should also be remembered that not all those persons enrolled in the institute were teachers. The Auditor General's report for the year 1890 states that the cost of the Department of Public Instruction for that year was $7,038.17, and still the teachers have paid during the year $2,162.83 more for the support of the institutes than the entire cost of the Department. No class of citizens in the State are compelled to bear such a burden as this for the privilege of following their chosen avocation. Would the farmers willingly pay from fifty cents to one dollar annually toward the support of their institutes, for permission to engage in that pursuit?

The cause of education is worthy of, and needs the services of the best talent and culture the country affords. I believe that we should offer every encouragement at our command to induce this class of people to engage and continue in the public school work, and not dissuade them by

the imposition of unjust fees, from which two-thirds of them do not receive any benefit whatever.

I therefore suggest that the present law requiring applicants for certificates to pay institute fees, should be repealed, and a new law enacted providing for at least two institute instructors to be appointed by the State Superintendent of Public Instruction, whose duties shall be to conduct and give instruction in institutes throughout the State, their salaries to be paid out of the general fund the same as other State officers. I believe this plan to be more just to the teachers, and that it would greatly increase the efficiency of the institute service.

NEEDED LEGISLATION.

The State of Michigan has not lacked for want of school legislation. The cause of education has rather been retarded by too much legislation. An efficient school system cannot be produced by legal enactment. It must develop with the growth and prosperity of the people. Improvement of the public schools can only keep pace with the general enlightenment and advancing culture of the communities where they are located. A public school cannot be advanced to a higher plane than the general ideas of the value of education that prevail in the community. Good educational training and culture cannot be produced by legislation. The law, at most, can only mark out and define certain lines along which the people may direct their efforts in this great work. The rest must be left to the interest of patrons in the welfare of their children, and the labors of zealous and conscientious teachers. At the best the law is only permissive and can never become an educational force.

The frequent changes in the code of school laws of this State have been exceedingly detrimental to the progress of the schools, as well as expensive to the people. The administration of school affairs is in the hands of the people, and it takes them a series of years to become familiar with the requirements of the law. When changes in the law are made, a long period must intervene before the people become acquainted with the new requirements, and the schools must suffer from the ignorance of the officers of their duties, and it is sure to result in injury to the progress and efficiency of the schools. We have had several such costly experiments in this State, and surely, in the light of our past experience, we ought not to repeat them. Our school system rather ought to be improved by amendment as its development seems to demand, instead of by general revisions of the entire code.

I would recommend that the law be so amended that the days designated for the regular examinations be changed to the last Thursday of August and March instead of the first as now specified. As now provided these examinations occur at times very inconvenient for teachers to attend. The one in August occurs right in the middle of the summer vacation, while many teachers are absent from home for needed rest and improvement; while the one in March occurs at a time when schools are in session, and teachers cannot attend without closing their schools and suffering loss of time, and interruption, in many cases, of the closing work of the term. For these reasons, I advise that the dates of the regular examinations be changed as above suggested.

Finally, the greatest need of the public schools today is an abiding and vital interest on the part of the people as to the advantages that these schools offer. There is a lack of appreciation of school training among

the masses. The problem of the day is how best to bring the schools and people together so as to produce the greatest degree of co-operation. All past experience proves that it can not be done by legislative enactment. Allegan, Mich.

BARRY COUNTY.

ENOCH ANDRUS, Secretary.

I am glad to be able to say that our schools have, with few exceptions, been quite successful, and a general advance made along the whole line. The "Grippe," which played such havoc with the attendance last year, has troubled little during this year. The number of districts employing their teacher throughout the year, was fifty per cent greater than last year. Several new houses have been erected, a considerable number of others reseated and otherwise improved, and much needed apparatus procured. The teachers with commendable zeal are striving to improve the character of their work, and to make use of all agencies available for that purpose.

GRADING THE SCHOOLS.

Some

This subject was quite fully discussed at our institute last year and that work further supplemented by a series of township meetings. In common with many other counties, I procured Welch's Classification Registers, and fully explained the plan at the institute. These registers were put into all the schools in the early part of the year, and the work is progressing quite satisfactorily. The teachers generally are heartily in favor of the work, and are entering into it with commendable earnestness. opposition developed during the winter, chiefly through the Patrons of Industry; but that has nearly disappeared. No man who candidly investigates the matter will oppose it, I am sure. With our schools in the condition they are, it must necessarily be a work of time to place them where they should be. These conditions can be outgrown by a faithful adherence to a definite plan of work. The importance of this must be impressed upon teachers. They must make a careful study of the "course" and adhere to it so far as the conditions of their school will permit. In general our teachers designate their classes as "grades," and the pupils are coming to understand their place in the course, and wherein they are behind the work of their grade.,

During the month of June I held a series of examinations in various parts of the county for the eighth grade pupils, at which about one hundred and fifty were present. Some of these had not pursued all the branches demanded, yet they did very creditable work on such subjects as they had studied. About fifty per cent passed a satisfactory examination and received a diploma. By an arrangement with the high schools of the county, these pupils are admitted without examination to the ninth grade work of these schools, and thus a closer relation is established between different parts of our school system. I believe this arrangement will prove mutually beneficial, and that many more pupils will thus be ecouraged to take the high school course. A majority of those to whom a diploma was granted will attend the high schools of this county or those adjoining, next year.

VISITATION.

I have visited all the schools of the county once, a considerable number the second time, and some even the third time. I set out to visit all the different teachers that were employed in the county, but was not quite able to accomplish the task, though I expect to do so the coming year. In these visits I have carefully observed the teachers' methods, and have freely made suggestions. The classification of the pupils, and the closeness with which the course is being observed, have received special attention. The sanitary condition of the school room and of the outhouses has been carefully noted, and a persistent effort made to reform some unpardonable conditions in the latter.

VENTILATION.

Concerning the "number of houses properly warmed and ventilated," no definite report can be made. As you are well aware, ventilation cuts no figure in the planning of a country school-house. In general, there is no trouble about the heating, unless the house is in very poor condition. Six are heated by furnace, the rest by the ordinary heating stove. always give attention in my visits to the matter of ventilation, and teachers are generally doing the best they can, considering the construction of the house. I am urging them to have frequent calisthenic exercises, during which the air of the room may be changed as far as possible.

PHYSIOLOGY.

In the teaching of physiology the Course of Study is being quite generally followed. In nearly all the schools oral instruction is given in the lower grades, and most of the pupils take the text-book when prepared so to do.

THE COUNTY NEWSPAPER AS AN AID.

During the past year, as the year preceding, I have had a column in all, the papers of the county save one (six in all). I have tried to use this agency in the creation of better school sentiment, to call the attention of teachers to common errors in school methods and management; of school officers to the condition of school grounds, buildings and apparatus, to the importance of employing good teachers and retaining them; and of the people to the need of more apparatus in the schools, and of a more general interest in their welfare. Believing that some good at least has been done in this way in arousing and shaping public sentiment, the plan will be continued the coming year.

NEEDED LEGISLATION.

In conclusion, I believe the following would be in the line of good to our schools:

1. That a part of the questions in Theory and Art be upon the course of study. This would compel all candidates for certificates to study the course, and be somewhat familiar with it before entering the school room. 2. That the papers of candidates for first-grade certificates be submitted to your Department before certificates are issued. A first grade is now valid all over the State for a period of four years and should mean the same in one county as in another. Let us have some safeguard that will restrict these certificates to those honestly entitled to them.