The history of Detroit and Michigan; or, The metropolis illustrated; a chronological cyclopedia of the past and present, Vol I, Part 120

Author: Farmer, Silas, 1839-1902
Publication date: 1889
Publisher: Detroit, S. Farmer & co
Number of Pages: 1096

USA > Michigan > Wayne County > Detroit > The history of Detroit and Michigan; or, The metropolis illustrated; a chronological cyclopedia of the past and present, Vol I > Part 120

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There are six of these establishments-one in each ward-pro- vided with excellent teachers, comfortable rooms, and every thing a parent can desire, and all free.

On May 12, 1842, the board adopted the follow- ing list of books to be used in the primary schools : Webster's Spelling Book, Sander's Series of Read- ers, Parley's First Book of History, Davies' Arith- metic, and Smith's Geography and Grammar.

In the middle schools the following were used : Hazen's Definer, Daboll's and Adams' Arithmetics, Parley's Common School History, Colburn's Alge- bra, The English Reader, Olmstead's Philosophy, Hale's United States History, and Hoskins' Astron- omy. Instruction was also given in French and Latin to those desiring to pursue these studies. In 1843 Brown's Grammar was substituted for Smith's.

On May 6, 1844, the "text-book war " was inau- gurated by Mr. Hulbert, who offered a resolution providing that either the Douay or Protestant Bible, without note or comment, might be introduced into the schools, and classed as a book authorized for use in said schools, provided that no coercion should be used on the part of teachers to secure the study or reading by scholars whose parents objected. Up to this time the Bible had been excluded from the schools, and the proposition of Mr. Hulbert excited a storm of opposition from both parties, as neither Catholics nor Protestants were willing to have the two versions placed on an equal footing.

On June 13, 1844, a numerously signed petition, asking for the introduction of the English version into the schools, was referred to the Committee on School Books and Teachers, which then consisted of Messrs. S. Barstow, Elisha Taylor, and John Farmer. On December 2, the committee submitted two very lengthy reports, the majority report, signed by Messrs. Barstow and Taylor, accompanied with the following resolutions :

Resolved, that it is not expedient to grant the prayer of the petitioners, by which they demand the adoption of the Protes- tant version of the Bible only, to the exclusion of the Catholic, to be used in the schools under the direction of this board.

Resolved, that it is not expedient to introduce any alteration in

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THE BOARD OF EDUCATION.

our school system during the present school year, and that whatever action may be had should have reference to, and take effect only on the commencement of a new school year.

The minority report of Mr. Farmer was supple- mented with the following resolution :

Resolved, that the Bible, without note or comment, shall here- after constitute one of the books which may be used in our pub- lic schools, as occasion requires, by children whose parents require it, without explanation verbal or written, but shall not be required to be used by children of such parents or guardians as object thereto.

Both of the reports were ordered printed, pro- vided it could be done without cost to the board, and several thousand copies were soon issued in pamphlet form, and greatly increased the interest in the question. Neither of the reports, however, was adopted. Meantime several teachers commenced reading the Bible at the opening and closing of their schools, and a majority of the board sanctioned their action. Matters remained in this unsettled state until February 3, 1845, when the board adopted the following resolutions, and ordered them pub- lished in the daily papers :

Resolved, that there is nothing in the rules or by-laws at all conflicting with the right of any teacher in the employment of this Board opening his or her school by reading, without note or comment, from any version of the Bible they may choose, either Catholic or Protestant.

Resolved, that the teacher who shall in any way note, comment, or remark, in his or her school, upon a passage of Scripture read therein, or other passage of Scripture, shall be removed from his or her school upon the proof being made to the committe of his or her school ; the decision of said committee, however, being subject to the action of the Board.

These resolutions have governed the action of the teachers since that date, and at the discretion of the teachers both reading the Scripture and prayer may form part of the opening exercises, but in a majority of cases these exercises are omitted.

On May 1, 1845, Root's Series of Writing Books was adopted, and on July 15 Mitchell's Outline Maps were ordered for the schools. On November 25 of the same year McGuffey's Eclectic Series of Readers was introduced in place of Sanders'. The Second Series of Ray's Arithmetics were adopted on the same date.

On March 12, 1846, it was voted to grant leave "to Mr. Patcher, who is interested in the publication of school books, to present to the board such re- marks as he should deem expedient touching his own publications." His address was presumably convincing, for on March 30 the board voted to use Blois' Ancient History and Town's Intellectual Al- gebra.

The next year another book agent must have ap- peared, for on July 9, 1847, Town's Speller was adopted in place of all others. On December 9 the

Child's First Book of Drawing was approved and adopted, and one week later the board resolved to co-operate with any citizens who wished to intro- duce music into the school without cost. At the same meeting Winchester's Bookkeeping was adopted, and it was resolved that Wilson's United States History should supersede Hale's. On April 7, 1848, it was voted to use Thomson's Arithmetic in place of all others.

Colburn's Mental Arithmetic, Davies' Algebra and Geometry, Porter's Rhetorical Reader, Willard's School History, Robbins' Outlines of History, Mc- Intyre's Astronomy, Watts on the Mind, and Par- ker's Philosophy were all in use in 1850.

Wells' Grammar was in use for a short time prior to 1851, and in that year was superseded by Green's First Lessons. O'Brien's Geometrical Analysis was adopted on November 8, 1851. Mayhew's Book- keeping was adopted on January 9, 1852, and on September 16 it was agreed to supersede Thomp- son's Arithmetic by Robinson's. Smith's Geo- graphies were adopted in place of Mitchell's on January 24, 1854.

Welch's English Sentences was adopted April 26, 1855, and on May 30, 1855, it was voted that Shurt- leff's Governmental Instructor should be introduced into the Union School by the principal teachers.

Cornell's Geographies and Warren's Physical Geography were introduced by vote of September 18, 1856. Cutler's Physiology was in use this same year. On December 31, 1859, Greenleaf's Arithme- tic was substituted for Robinson's. In 1861 Loomis' Algebra was substituted for Davies' Bourdon, and Frieze's Virgil and Fasquelle's First Lessons in French were introduced. On May 27, 1862, Robin- son's Practical Arithmetic was reinstated in place of Greenleaf's, and Robinson's Algebra also intro- duced.

On April 3, 1863, Sanders' Speller was adopted to supersede Hazen's, and on April 9, 1865, Mc- Guffey's Readers took the place of the Progressive Readers. Quackenbos's History was adopted at the same time. On April 6, 1866, it was agreed to use Ray's Algebra. On November 9, 1868, the entire series of Stoddard's Arithmetics were adopted, and on December 6, 1869, it was agreed to intro- duce the Bartholomew Drawing Cards, Webb's Word Method, and Townsend's Civil Government.

On September 2, 1872, the Primary and Second and Third Music Readers were adopted in place of the Song Garden. Payson, Dunton & Company's Copy Books were adopted November 11, 1872, and Lossing's Primary United States History and the first four books of the Independent Series of Read- ers in place of McGuffey's on September 1, 1873. The Walter Smith Drawing Cards were substituted for the Bartholomew Series on October 6, 1873.

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THE BOARD OF EDUCATION.

Swinton's Word Primer and Language Lessons, Hooker's Book of Nature, and Our World Geog- raphy were adopted August 20, 1875.

In March, 1875, a lengthy and persistent effort was made to secure the teaching of German and French in the schools, but the effort was unsuc- cessful.

Alden's Citizen's Manual and Barnes's Brief His- tory were introduced by vote of April 14, 1876. Patterson's Speller took the place of Sanders' on May 12, 1879. The Fish-Robinson Arithmetic was adopted May 10, 1880, and the Bartholomew Draw- ing Series reinstated on July 22, 1880. On March 9, 1882, the Bartholomew Series was again dis- placed, and the Walter Smith Books substituted.

Sill's Practical Lessons in English was adopted August 11, 1881. Swinton's Composition for the High School, on May 23, 1882. On August II, 1882, Avery's Natural Philosophy was substituted for Norton's, and at the same time Hutchinson's Physiology was introduced in the High School course. On August 10, 1882, Kellogg's Rhetoric was substituted for Hart's, and Anderson's History for Swinton's in the High School course, and on August 24 Thalheimer's History of the United States and Macallister's Zoology were adopted for the High School course. On November 9, 1882, Appleton's Standard and Higher Geographies were adopted in place of Cornell's. On January 25, 1883, McNab's Botany was adopted as a text-book for the High School. On June 28, 1883, Ellsworth's Writ- ing Books were adopted in place of Payson, Dunton, & Scribner's, and on August 23 following the last- named series was again adopted. On this date also the use of Our World Geography was discontinued. The First and Second Readers of Barnes' New National Series were adopted in place of the First and Second Independent Series on October 25, 1883.

The following books were adopted for the High School on January 24, 1884: Fairbank's Commer- cial Arithmetic, Clark's Commercial Law, Town- send's Civil Government, Houston's Elementary Phi- losophy, and Gage's Elements of Physics. Barnes' Third Reader was adopted in place of the Inde- pendent Reader on March 13, 1884.

In addition to the above books, various Spelling Blanks, Tablets, and other school requisites are used, but their use is sanctioned by consent rather than by rule of the board. On an order from an inspector to the secretary, books are loaned to poor children who are unable to procure them. The books used in the latter part of 1887 were: In Primary and Grammar Schools, New National Readers ; Harper Bros.' Copy Books; Patterson's Speller ; Robinson's Beginner's Arithmetic, and also Complete Arithme. tic ; Smith's Drawing Books; Appleton's Geogra-

phies ; Sill's Lessons in English; Barnes's Brief History; Appleton's Fifth Reader ; Mason's Music Reader. In the High School, Olney's First Prin- ciples of Algebra ; Hutchinson's Physiology ; Hous- ton's Intermediate Natural Philosophy; Swinton's School Composition ; Jones's First Lessons in Latin ; Harkness's Latin Grammar; Olney's Complete School Algebra ; Bessy's Botany ; Macalister's Zool- ogy; Anderson's New General History ; Harkness's Cæsar; Jones's Latin Prose Composition ; Leigh- ton's Rome; Fish's Robinson's Complete Arith- metic; Wooley's Bookkeeping; Fairbank's Busi- ness Arithmetic; Townsend's Civil Government ; Olney's Elements of Geometry ; Gage's Elements of Physics; Kellogg's Rhetoric ; Shaw's English Litera- ture; Harkness's Cicero; White's First Lessons in Greek ; Goodwin's Greek Grammar ; Gregory's Poli- tical Economy ; Clark's Commercial Law; Scudder's United States; Avery's Elements of Chemistry ; Wayland's Intellectual Philosophy; Anderson's ; England ; Smith's Greece; Frieze's Virgil ; Goodwin & White's First Four Books of Xenophon's Ana- basis ; Jones's Greek Prose Composition; Ahn's Henn's German Series; Otto's French Grammar ; Otto's French Reader ; Ginn & Co.'s Classical Atlas.

As at first established, no boy over eight or girl over twelve was admitted to the Primary Schools, and no boy under eight or girl under twelve was admitted to the Middle Schools. In 1850 the board decided to admit either boys or girls between the ages of ten and seventeen to the Middle Schools. In the Primary Departments children four and five years old were admitted until September 3, 1866, when the board decided not to admit any child under six years of age. A kindergarten department for younger children was opened in the Everett School in 1873, but after a few months it was dis- continued.

During 1887, in addition to the children of resi- dents, there were one hundred and ten non-resident pupils. These are admitted on payment of twelve dollars a year in the Grammar Schools and twenty- four in the High School.

Certain limits are fixed for each school district, within which all scholars of that school are supposed to reside. The boundaries of school districts change as new schools are opened, or as the population in any locality increases.

Since 1875 one or more evening schools have been maintained each winter for the accommoda- tion of children or youth who are unable to attend school during the day.

The statistics show that the percentage of schol- ars enrolled, and also of the average attendance as compared with the total number of children in the city, was six per cent less in 1870 and 1880 than in 1850 or 1860. A comparison for the same periods

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THE BOARD OF EDUCATION.

as to the seating capacity, in comparison with the total number of children in the city, shows an aver- age decrease of eight per cent in number of sittings for each decade of 1870 and 1880, as compared with 1850 and 1860. The attendance of scholars is there- fore proportionately better the last two decades than in the two former.

In 1850 the average attendance showed one hun- dred and fifteen pupils to each teacher; in 1860 there were but sixty to each teacher; in 1870 the number averaged fifty-two, and in 1880 there were but forty-six scholars for each teacher.

The growth in yearly expense per capita for en- rolled scholars is as follows : in 1850 the cost was $1.88 per scholar ; in 1860, $6.91 ; in 1870, $15.42; and in 1880, $14.00.

The comfort and health of the scholars is pro- vided for by having the seats so arranged that the light falls on the desks from the rear. In order to prevent the spread of contagious diseases, pupils, before admission, are required to exhibit a physi- cian's certificate of vaccination, and all pupils from houses infected by small-pox are excluded until thirty days after removal from the house, by the Board of Health, of the small-pox signal. Pupils coming from houses where the scarlet fever exists are excluded until twenty days after the removal of the placard, and for ten days from houses where the diphtheria exists; and in the case of mumps, whooping-cough, and chicken-pox, scholars are ex- cluded until the patient has completely recovered; in the case of measles until the recovery of the patient, and the patient until ten days after recovery.

The school census, or enumeration of school- children between the ages of five and twenty, and also those not attending any school, is taken in Sep- tember by persons appointed by the president of the board. Under law of 1883, all children between eight and fourteen are required to attend school at least four months in a year, and all persons are for- bidden to employ any child under fourteen years of age, who has not attended school at least four months during the year next preceding the month of their proposed employment. The law also pro- vides that ungraded schools may be established for children whose habits or morals make them un- desirable pupils in the public schools. Under this law a school of this class was opened in a building on State Street, near Washington Avenue, on Oc- tober 8, 1883, with M. J. Whitney as the teacher. In 1884 the school was removed to the Hull Build- ing on Park Place.

At first there was but two grades of public schools, namely, Primary and Middle,-six of each. On April 22, 1844, after an elaborate report from a special committee of which Samuel Barstow was chairman, it was decided to have six Primary and

only three Middle Schools. On April 16, 1845, it was decided to increase the number of Primaries to eight. In 1848 there were thirteen Primary and four Middle Schools. In 1849 the Union System, or the gathering of both Primary and Middle Schools under one roof, was adopted. The Capitol School was the first of this kind. But little uni- formity existed in the course of study until August 13, 1858 ; a system then presented by D. Bethune Duffield provided for the regular progression of pupils of like grades in all the schools. The plan met with favor, and all the pupils were classified into primary, secondary, junior, and senior grades. After the establishment of the High School, that became the fifth grade. To complete the course of study required two years in each of the first three grades, and three years each in the senior and high- school grades.

In 1873 a system of classification was established dividing the schools into three departments, viz., Primary, Grammar, and High Schools. The studies in each of these departments extend over four years, and twelve years are required to complete the entire course, the studies for each year constituting a grade.

In 1848 the schools opened at 7:30 A. M. About 1850 the time of opening was changed to 8 A. M. In 1860 they began at 8:45, and since 1872 at 8:50 A. M., closing at 12:15. Afternoon sessions begin at 1:50, and close at 4 P. M. School sessions were formerly held on Saturday mornings, the time being devoted to exercises in declamation and composition, but since May 5, 1852, this morning session has been left at the option of the teachers.

The schools first opened were in session but six months, divided into two terms of three months each with one week of vacation intervening. On April 22, 1844, the board decided to continue the schools through the year, dividing the year into four terms of twelve weeks each. Five years later, on March 21, 1849, it was resolved to have but two · terms a year, one to begin the first Monday in May, and to continue twenty-three weeks, with a vacation of three weeks, beginning the first Monday in August. After the second term of twenty-three weeks there was a vacation of eight days, commenc- ing at Christmas. On September 14 of the same year it was decided to have three terms, the first to commence the second Monday after the third Satur- day in April, and to close the fourth Saturday in July ; the second to begin on the fifth Monday after the fourth Saturday in July, and close the last Satur- day before Christmas ; and the third to begin on the first Monday after the first day of January, and to close the third Saturday in April.

On March 27, 1862, the board resolved that the spring term should begin April 14, and continue

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eleven weeks. On December 30, 1864, the terms were arranged as follows: Winter term to begin January 9, and close March 31. Spring term to begin April 10, and close June 30. Fall term to begin August 28 and end December 15. In 1883 the terms began the first weeks of February and September, each term continuing for a period of twenty weeks.

During the time that the public schools have been in operation a great number of different persons have acted as teachers, and many of them live in the hearts and memories of their pupils as true friends and helpers. The one longest in the employ of the board, and, by reason of his valuable ser- vices, the most worthy of honorable mention, was John F. Nichols. From May 1, 1848, to 1883, with the exception of a single year, he taught continu- ously in the public schools of Detroit. He died on January 7, 1883. His former pupils honored his memory by organizing a Nichols Alumni Associa- tion.

The following resolution, adopted by the board on April 26, 1849, will be a reminder to some of his old pupils :

Resolved, that Mr. Nichols be empowered to exercise supervi- sion of both the middle and primary schools in the building on Miami Avenue, in all matters of classification and external dis- cipline.

There can be no doubt that the authority con- ferred was made use of, and not a few now living have reason to remember the long finger pointing to "that boy there," and the subsequent interview in the side room. "Tender" memories are connected with these interviews, but the discipline was usually tempered with. mercy.

On December 12, 1859, the board provided that the teachers should meet in an upper room of the Capitol at 2 P. M. on the first Saturday of each month for improvement and instruction. These meetings were continued until about 1868.

On August 20, 1860, on motion of Mr. Walker, it was

Resolved, that it be in future a part of the policy of this Board that marriage on the part of any female teacher be equivalent to her resignation.

A more patriotic resolution was passed on No- vember 13, 1862. It read as follows:

Resolved, that the Board of Education for the City of Detroit will not employ any person as teacher, officer, or laborer who has asked exemption from the Draft on account of any allegiance to any foreign power, and all such if any now in the employ of this Board shall be dismissed from service, the same to take effect from the close of the present term.

Principals of schools are paid from $850 to $1,500, according to position and years of service. Under teachers are paid from $300 to $700, according to

the number of years they have been employed in city schools. A training and practice class for teach- ers was established in 1882, and has been productive of much benefit. A teachers' association was also organized in 1882.

The first special teacher employed was H. H. Philbrick. For his services as teacher of music an appropriation of fifteen dollars was made on Sep- tember 14, 1849. On December 28, 1850, the sum of twenty-five dollars was appropriated "to Charles Hess, payable in June next, in full for his services as musical instructor in Seventh Ward Union and Capitol Schools." In the following February fifty dollars was voted to be used for the same purpose at the discretion of the committee. Four years later, on March 19, 1855, the board, more apprecia- tive or more generous, voted to "employ a teacher in music, provided that not more than three hundred dollars be expended for any one year." Under this resolution a Mr. Thompson served for a time, and was succeeded by Professor T. M. Towne, who filled the office from the spring of 1859 to 1861.

On October 2, 1871, the salary was raised from $600 to $1,200, and S. S. Jackson was appointed teacher. On August 9, 1875, E. C. Gore was ap- pointed teacher, and served until his death in 1884. He was succeeded by Miss L. O. Stearns and Mrs. L. H. Thomas.

A special teacher of writing was provided in 1846, and on August 10 Mr. Dixon was voted thirty dollars for his services in the Middle Schools. No record has been found of other writing teachers until April 4, 1870, when A. J. Newby was appointed teacher of penmanship at a salary of $1,200 per year ; he continued until December 1, 1877, since which time no other has been appointed.

On November 25, 1879, John Natus was appointed teacher of drawing at a salary of $1,000. His term ceased in June, 1881, and Miss Minnie O'Connor succeeded him. On September 1, 1882, she was succeeded by Miss Myra M. Jones.

A teacher of reading was provided for, and E. B. Warman appointed on June 24, 1880; he taught until the summer of 1881.

When the board commenced its work it was compelled to use rented buildings, and for long . periods of time the basements of churches and other hired buildings served as school-rooms. In 1842 four buildings were rented at a cost of $160 a year; one of these was on the corner of Clinton and Brush Streets, and another on the northwest corner of Jefferson Avenue and First Street. On November 9, 1842, the Council authorized the board to fit up the old Washington Market, corner of Larned and Wayne Streets, for school purposes. Seventy- five dollars were expended, and a school was held in the building until the middle of May, 1847. From

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1844 to the fall of 1858 the old University building was also used.

The only building owned by the board in 1842 was located on Fort Street East, on the lot occupied

2d Ward Public School.

OLD SECOND WARD PUBLIC SCHOOL.

in 1882 by the Everett School. The old building continued in use until 1869, when it was sold for $39. The first school-house built by the board was erected in 1843, on West Park near Grand River Avenue, at a cost of $540. It was removed in August, 1855. Up to 1847 the board owned but three houses ; in that year the old State Capitol was vacated, and on May 10 the board appointed a com- mittee to memorialize the Common Council and obtain it for school purposes. Accordingly on July 9 Mr. Bishop presented a memorial, which was referred to a committee. The committee could not agree that the city had any rights in the building, and it seemed difficult to determine in whom the title was vested. On November 1, 1847, a com- mittee of two was appointed by the board to confer with the governor, and if possible obtain possession. Various consultations were held, but no definite conclusion was reached. Finally on January 28, 1848, the board appointed a committee to obtain possession of the building, and on March 15 follow- ing D. B. Duffield reported that the committee had taken possession, and that he, as secretary of the board, held the key. There being some doubts as to whether the board had legal possession, on April 24 the president was directed to get a lease from the governor, and to have the lease drawn in such manner as to avoid the recognition by the board of any title in the State to said building.

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The history of Detroit and Michigan; or, The metropolis illustrated; a chronological cyclopedia of the past and present, Vol I, Part 120

Author: Farmer, Silas, 1839-1902 Publication date: 1889 Publisher: Detroit, S. Farmer & co Number of Pages: 1096

Author: Farmer, Silas, 1839-1902
Publication date: 1889
Publisher: Detroit, S. Farmer & co
Number of Pages: 1096