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The Michigan State Teachers CollegesThe Council of Teachers College Presidents

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Recommended CitationThe Council of Teachers College Presidents, "The Michigan State Teachers Colleges" (1934). University Archives Book Collection. Book3.http://commons.emich.edu/books/3

The Michigan State Teachers Colleges

A STATEMENT BEARING ON THEIRORIGIN, LEGAL STATUS, CONTROLAND DEVELOPMENT IN RELATIONTO THE DEMANDS UPON THEM BYTHE PUBLIC SCHOOLS OF MICHIGAN

A Report to the State Board of Education

by

The Council of Teachers College Presidents

Published byThe State Board of Education

Lansing, Michigan1934

11 The Mich'igan State Teachers Colleges

STATE SUPERINTENDENT OF PUBLIC INSTRUCTION

Hon. Paul F. Voelker

STATE .BOARD OF EDUCATION

Hon. Allen M. Freeland

Hon. Frank Cody

Hon. Paul F. Voelker

Hon. Edna C. Wilson

President

Vice-President

Secretary

COUNCIL O}' STATE TEACHERS COLLEGE PRESIDENTS

John M. Munson President and SecretaryMichigan State Normal College

E. C. WarrinerCentral State Teachers College

Webster H. PearceNorthern State Teachers College

D. B. WaldoWestern State Teachers College

The Michigan State Teachers Colleges

LETTER OF TRANSMIT1'AL

111

To the Honorable Frank D. Fitzgerald,

Governor of the State of Michigan:

The State Board of Education has the honor to transmit to you a

report on the Michigan State Teachers Colleges.

Very respectfully,

PAUL F. VOELKER,

Secretary of the State Board of Education

Lansing, Michigan,

January 1, 1935.

iv The Michigan State Teachers Colleges

The State Board of Education

Lansing, MichiganThe Council of Teachers College Presidents submits herewith a state­

ment bearing', on the Teachers Colleges of Michigan. This statement con­siders briefly their origin, legal status, control, and development. It out­

lines their functions in relation to our established system of education of

which they are a part. It contains a brief exposition of the causes which

have led to the phenomenal growth of school enrollments in Michigan andpoints out the part which the Michigan Teachers Colleges have played in

meeting the new demands. Added also are tables of statistical informationrelating to Michigan education with especial reference to the enterprise oftraining teachers. Certain statistical tables relating to the budgets of the

Teachers Colleges are included also.Respectfully submitted,

J. M. Munson, Michigan State Normal College,

YpsilantiE. C. Warriner, Central State Teachers College,

Mt. PleasantWebster H. Pearce, Northern State Teachers College,

MarquetteD. B. Waldo, Western State Teachers College,

KalamazooCouncil of Teachers College Presidents

December 15. 1934

ACTION OF THE STATE BOARD OF EDUCATION

A report on the Michigan State Teachers Colleges prepared by the Coun­

cil of Teachers College Presidents was presented to the Board by President

Munson. On motion, the report was received and approved with the sug­

gestion that at least 2,000 copies be printed, the cost to be shared by the

Teachers Colleges of the state.-From minutes of the State Board of Edu­

cation, December 21, 1934.

The Michigan State TeMhers Colleges

CONTENTSINTRODUCTION

Michigan History a Period of Rapid Transitions

v

Page

I. WHY MICHIGAN MAINTAINS SCHOOLS........................... 1The Supreme Duty of a StateHow the Federal Government Safeguards Our CountryHow the State of Michigan Safeguards Our CountryEducation a Function of the StateSupreme Court Declares "Education Belongs to the State"Supreme Court Defines Scope of "Common Schools"The Purpose of Public Education

n. THE MICHIGAN SYSTEM OF EDUCATION. . . . . .. . . . . . . . . . . . . . . . .. 6Organization and Purpose of the Public SchoolsOrganization and Purpose of the System of Higher EducationThe Functions and Relationships of the Michigan Institutions

of Higher LearningMichigan Institutions of Higher Learning are Accessible to

the People of the StateThe Importance of Accessibility and Geographical Distribu­

tion of Higher Educational Institutions

ITI. THE STATE TEACHERS COLLEGES 14

How the Teachers Colleges are GovernedThe Constitution Establishes the State Board of EducationThe Legislature Establishes Teachers Colleges and Defines

Their Purpose

IV. POWERS AND DUTIES OF THE STATE BOARD OF EDUCATION 18

Legislature Defines Duties of State Board of EducationImportance of the Act of 1903

V. WHY MICHIGAN HAS REQUIRED MORE AND MORE TEACHERS 20The Pressure of PopulationThe Movement from Country to CitySchool Attendance in City and CountryDistribution of Population and Type of School DistrictCity Populations Stress Demand for Better TeachersRural Communities Also Demand Educational OpportunityIndustrial Boom Creates School ProblemsThe Rise of the High School

VI. THE STATE DEMANDS BETTER TEACHERS AS WELL ASMORE TEACHERS 32

Improvement by Certification StandardsThe Township and City Certificate TeachersThe County and State Assume Responsibility for CertificationState Depends on Private Schools for Trained TeachersThe City Normal Schools

vi The Michigan State Teachers Colleges

The Detroit Teachers CollegeThe State Establishes Three Additional Normal SchoolsThe State Establishes County Normal Training Classes, 1903Professional Training Becomes Legal PrerequisiteThe State Assumes Sole Power of CertificatingImprovement by Professional TrainingFour-Year Courses Established in All Teachers Colleges, 1918University, State College, and Private Colleges Require Prac-

tice in TeachingState Board Carries Out Intent of LegislatureThe Teachers Colleges are Main Source of Trained TeachersScope aod Policy of Teachers Colleges Made ClearMichigan in Step with Other States

VII. MICHIGAN HAS OBTAINED MORE TEACHERS AND BETTERTEACHERS 47

Raising the Level of Teacher PreparationBoom and Depression Upset Supply and Demand

VIII. SECURITY OF THE STATE LIES IN EFFECTIVE EDUCATIONAND BETTER TEACHERS 51

Attack Crime at the SourceThe Mentally Handicapped a MenaceThe Illiterate Voter a MenaceThe Problem of the Physically HandicappedContinued Increase in Population Demands More TeachersState Must Provide a Teacher Adequately Trained for Every

SchoolroomEquality in Financial Support Must Remove Inequality in

Educational OpportunityThe State Must Provide Enough GDod TeachersDemand for Teachers from Teachers Colleges in 1933-34 Ex­

ceeded Their Output of That Year

CHARTSFunctions and Relationships of Institutions of Higher Learning 9Accessibility of Institutions of Higher Learning Opposite 10Relationships of Certificating Agencies and Kinds of Certifi-

cates Issued 38

CAMPUS VIEWS

Michigan State Normal College. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .. 62Central State Teachers College 64Northern State Teachers College ...........................•.... 66Western State Teachers College 68

CAMPUS MAPSMichigan State Normal College 63Central State Teachers College 65Northern State Teachers College ...............................• 67Western State Teachers College ...............................• 69

The Michigan State Teachers Colleges

STATISTICAL INFORMATION RELATING TO THE MICHIGAN

STATE TEACHERS COLLEGES

vii

Table 1 Comparison Wages to Teachers, Upper and Lower Peninsulas 12

Table 2 Growth by Decades with Percentage Increases in Schools 22

Table 3 School Population and School Attendance by Age Groups 23

Table 4 School Population, Teachers, Attendance at Teachers Colleges .. 24

Table 5 Distribution of Urban and Rural Population 25

Table 6 Analysis of Rural Population of Michigan 26

Table 7 School Attendance by Sex, Age, Classified as Urban, etc•.•..•.. 26

Table 8 Percent of Students Indicating Occupational Status of Parents 27

Table 9 Pupil Enrollments and Number of Teaching Positions '" 2B

Table 10 Enrollment and Total Debt of Ten Michigan Counties ....•.•.. 30

Table 11 Graduates by Years Michigan State Normal College ......•..•• 33

Table 12 Reasons for Vacancies and Sources of Teacher Supply. . . . • . . •• 41

Table 13 Percents of Training Contributed by Training Schools .•..•.... 43

Table 14 Average Number of Years of Training of Michigan Teachers •.. 44

Table 15 Percent of All Training Contributed by Teachers Colleges 44

Table 15a Percents of All Training Obtained by Classes of Teachers 45

Table 16 Comparative Length of Curricula of Teachers Colleges 46

Table 17 Number of Graduates of State Teachers Colleges, 1928-34 ....•• 48

Table 18 Number of New Recruits Classified as to Source of Certification 49Table 19 Illiteracy in Michigan Population ........................••.. 49

Table 19a Number of Positions Obtained by Graduates, 1933-34 59

Table 19b Teachers College Graduates Available December 1, 1934 60

Table 20 Distribution of Enrollments by Year ................•....•..•. 70

Table 21 Enrollment by Departments and Numbers of Instructors .•..•. 71

Table 22 Residence Enrollment 72

Table 23 Enrollment for Extension and Correspondence Study .....•.•.. 73Table 24 Residence Enrollment Mich. Institutions of Higher Learning.. 74

Table 25 Enrollment for Extension and Correspondence Study ......•.•• 74

Table 26 Average Attendance for School Years, 1910-1934......•......•• 75

Table 27 Enrollment by Counties, States, and Foreign Countries••..••76, 77

Table 28 Degrees and Certificates Granted.............•.. , .. , '" 78,79,80

Table 29 Employees of Teachers Colleges by Classifications ......•...... 81

Table 29a Investment in Plant, State Teachers Colleges ...•....•••••.••• 82

Tables 30, 32, 34, 36 Buildings, Type, Cost, Teachers Colleges 83, 85, 86, 87

Tables 31, 33, 35, 37 Grounds, Cost, Teachers Colleges 84, 85, 86, 88

Tables 38a, b, c, d Cost of Light, Fuel, Teachers Colleges 88, 89, 90, 91

Tables 39, 40,41,42 Budgetary Information, Teachers Colleges .. 92,93,94,95

Table 43 Operating Costs, Employees, Students, Teachers Colleges 96

viii The Michigan State Teachers CoUeges

INTRODUCTION

Michigan History a Period of Rapid Transitions

The foundations of Michigan institutions were laid in a frontier area

and by people who in the east-New England, New York, New Jersey, Penn­sylvania, and elsewhere-had been nurtured in a frontier economy and phil­osophy. Michigan in 1836 was practically as undeveloped as Cadillac foundit in 1701. The development which the original colonies passed through in

two centuries Michigan was destined to experience in a few decades. Hardly

had the state been fairly well populated when the industrial revolution wasat its height. Michigan had just been transferred from France to Britain

when in 1765 Watt produced his steam engine. The Ordinance of 1787, theConstitution of the United States, and the first steamboat bear the samedate. Morse had his telegraph ready to announce Michigan's entrance intothe Union. The reaper, the steam locomotive, Portland cement, the gasoline

motor, and dozens of other inventions were soon to disturb the economicbalance of the world. Michigan has felt th~ impact of all this to a highdegree. In a half century it contributed from its mines and forests for theupbuilding of the country with a recklessness which can hardly be approved.In the meantime it changed from a frontier territory to an industrial andurban commonwealth. In discussing the rise and development of the teach­ers colleges and our system of public education, it is necessary to considerthe matter from this background, although the details can be merely al­

luded to. A period of revolution is characterized by violent changes, andsuch indeed has been the history of Michigan. How some of these have af­fected Michigan education and the work of the teachers colleges will appearto some extent in the discussion which folllOws.

I

WHY MICHIGAN MAINTAINS SCHOOLS

The SUllreme Duty of a State

It is a principle, universally recognized, that any established state mayemploy appropriate means to maintain its own safety and perpetuity.* Inthe United States a part of this responsibility rests upon the federal govern­ment and a part upon the state governments. The federal government as­sumes the burden of national defense; the states undertake to maintain anhonest, loyal and informed citizenry.

The Michigan Educational Planning Commission in preparing a state­ment of aims for public education in Michigan (1934) says:

American civilization and government are democratic in prin­ciple, sovereignty reposing in the people. The success of Americancivilization depends on the capacity and desire of the people tomaintain democracy by cooperative action. The State of Michiganhas the right and the obligation to provide a system of public edu­cation at public expense in order to preserve and improve our demo­cratic civilization, and in order to provide educational advantagesfor all in accordance with the American principle of equality of op­portunity.

How the Federal Government Safeguards Our Country

The safety and perpetuity of our country can be assailed in two ways,by foreign foes from without our borders and by domestic enemies and in­fluences from within. The first is safeguarded! against by the federal gov­ernment by the national defense, the Army and the Navy. It keeps con­stantly in training at West Point and Annapolis young men, carefully select­ed from all parts of the country, who in future crises may supply the expertleadership, officers for our land and naval forces. These men are given,without cost, a high-grade technical education, not as a gratuity for theirprivate gain, but rather the country is making an investment in them forits future safety.

"The United States Supreme Court in upholding land grant colleges to requiremilitary training as part of their curricula said: "Government. Federal and State.each in its own sphere. owes a duty to the people within its jurisdiction to pre­serve itself in adequate strength to maintain peace and order and to assure theJust enforcement of law. And every citizen owes the reciprocal duty. accordingto his capacity. to support and defend government against all enemies."

2 The Michigan State Teachers Colleges------------------------

How the State of IlIlclLigan Saf{'guard" Our Country

But to combat the enemies of the country from within, the federal gov­ernment makes no provision. The federal constitution does not even men­tion education.* That important matter is left to the states. The State ofMichigan provides the means of education and by laws stringently enforcedcompels the children, of appropriate age and advancement, to attend. Inthat matter neither the child nor the parent has any choice. The state re­gards the ignorant, the vicious, the criminal, a rr~enace to good governmentand proceeds with vigor to free its borders of them. As a result Michiganranks first in the United States in its school attendance. Now precisely asour country needs trained men for the Army and the Navy and maintainsWest Point and Annapolis to produce them, so Michigan needs trained per­sons to staff its public schools, and it maintains four teachers colleges andother agencies to produce them. These teachers must meet set legal re­quirements to qualify for teaching positions and in accepting these positionseach must take an oath of office which, as prescribed by the legislature,reads:

"I do solemnly swear (or affirm) that I will support the consti­tution of the United States of America and the constitution of theState of Michigan, and that I will faithfully discharge the duties ofthe office of teacher according to the best of my ability."

Education a l·'unction of the state

Let it be understood, then, that education is a matter which concernsthe state as a whole. It is for the welfare of the state primarily, and notfor the welfare of the pupil, that the school is supported, a fact often lostsight of. For is it not customary when children receive their diplomas toremind them of the expense the community has incurred in order that theymight have an education, and are they not advised to go out and prove thatthe expenditure has been wise? Such admonition is, indeed, appropriate,but the assumption on which it is based is not strictly true. It has been re­lated that when a tax was first levied in Connecticut to support a publicschool a man refused to pay his assessment, declaring: "I have no child inschool. You can't make me pay ten dollars to educate my neighbor's b0yany more than you can take my plow from me to plow my neighbor's field."This man's reasoning was entirely correct, if his assumption were true thatthe money was to be expended primarily to educate his neighbor's boy. In­deed, the tax could not be collected for that purpose, nor was that the ob­ject. In Michigan not a dollar of school tax can be levied against a man

.The national government. howe,-cr. ba~ evin"ed a wholesome interest ineducation. It gTanted to certain states the "School Sections" which gave theil'oundation for the "primary school fund." It granted certain swamp lands whichhave likewise resulted in educational support. B)' the Morrill Act, 1862, it grant­ed lands to the several states for the support of agricu~tural education. By theprovisions of the Smith-Hughes Act. 1917, and others, the federal governmentgrants funds. to be matched by the state, for the sup_port of instruction in agri­culture. home economies. industrial education. and for the training of teachersIn these branches.

The Michigan State Teachers Colleges 3

for the education of his neighbor's child, nor even for the education of hisown child. Upon what basis, then, are taxes levied and paid? One hundredand forty-seven years ago the principle was enunciated and has since beenwritten into the Michigan constitution. The Ordinance of 1787, as everyschool boy knows, declared: "Religion, morality, and knowledge being nec­essary for good government, and the happiness of mankind, schools and themeans of education shall forever be encouraged." "Good government," itdeclares, is the object to be attained, but to attain that end the people musthave "religion, morality, and knowledge." It is because intelligent citizen­ship of sound morality is necessary for good government that the school taxis levied and its payment enforced. The state goes further and insists underpenalty that the boys and girls, its future citizens, attend the school thusmaintained or other schools sanctioned by law. The state does not leavethese matters to the option of the local school district nor to the personalwhim or desire of the parent.

Everyone is familiar with the Primary School Interest Fund by meansof which the state annually apportions to each school district an amountbased upon the school census of the district. In 1933-34 the state appor­tioned over $17,000,000, more than twelve dollars per child. This sharing ofthe school burden by the state as a whole is a concrete recognition of theprinciple that public education is a state matter-the state is the one fun­damental and supreme school district.

Supreme Court Declares "Education Belongs to the State"

That responsibility for education belongs to the state and not to thelocal school district has several times been affirmed by the Supreme Courtof Michigan. A recent case is MacQueen vs. Port Huron City Commission,(194 Michigan, page 338) in which action was brought to prohibit the citygovernment from interfering with the business of the school district. Theopinion, written by Justice Steere, reads in part as follows:

"The public school system of this State and the general policyin regard to it, as evidenced by constitutional and legislative provi­sions, has too often been reviewed and discussed in former decisionsof this court to call for extended consideration or citation ofauthorities, but there are a few well recognized basic principles inthe education organization and policy of the State which are to beborne in mind in connection with the questions raised here.

"Fundamentally, provision for and control of our public schoolsystem is a State matter, delegated to and lodged in the State leg­islature by the Constitution in a separate article entirely distinctfrom that relating to local government. The general policy of theState has been to retain control of its school system, to be adminis­tered throughout the State under State laws by local State agenciesorganized with plenary powers independent of the local governmentwith which, by location and geographical boundaries, they are ,:ec­essarily closely associated and to a greater or less extent authOrIzedto cooperate. Education belongs to the State."

4 The Michigam State Teachers Colleges

SU!Jreme Court Defines Scope of "Common Schools"

Also the supreme court has made plain what may be comprehended inthe term "common schools." When Michigan became a state such schools asexisted were one-room schools teaching the merest rudiments. Graduallyappeared the public high school which took over the work of the academieswhich had flourished as "peoples colleges" and as training schools for teach­ers. In 1860 Michigan had nineteen high schools. It is not surprising thatthe right of the public high school to exist should soon be challenged. In1872 the matter was brought to an issue in a case at Kalamazoo which wascarried to the supreme court of the state. Chief Justice Cooley in writingthis historic decision (1874) reviewed the educational history of the statein relation to its legal and constitutional basis and in concluding said inpart:

"If these facts do not demonstrate clearly and conclusively ageneral state policy, beginning in 1817, and continuing until afterthe adoption of the present State constitution, in the direction offree schools in which education, and at their option the elements ofclassical education, might be brought within the reach of all thechildren of the state, then, as it seems to us, nothing can demon­strate it. We might follow the subject further and show that thesubsequent legislation has all concurred with this policy, but itwould be a waste of time and labor. We content ourselves with thestatement that neither in our state policy, in our constitution, norin our laws, do we find the primary school districts restricted in thebranches of knowledge which their officers may cause to be taughtor the grade of instruction that may be given, if their voters con­sent in regular form to bear the expense and raise the taxes for thepurpose."

It is clear, then, that "schools and the means of education" are main­tained in Michigan in the interest of good government and the happiness ofthe people. It is clear, also, that the state by right assumes supreme auth­ority in the maintenance of the schools. It is clear, furthermore, that thepeople are unrestricted in the scope of educational work which they mayrequire their schools to perform.

The Purpose of Public Education

Public education, to attain the desired ends, has two main purposes:first, to train for the duties and responsibilities which relate to good cit­izenship; second, to prepare for productive living by giving occupationaltraining of different types. These major objectives have been stated in somedetail by the National Education Association as follows:

1. Health.2. Command of fundamental processes.3. Worthy home membership.4. Vocation.

The Michigan State Teachers Colleges

5. Civic education.6. Worthy use of leisure time.7. Ethical character.

5

The aims of public education as here listed are the cardinal principlesaccepted everywhere in the United States as the foundation on which publiceducation in a democratic state must rest.*

*The l\Iiel1ig'':1 n Educational Planning COllllnission (193 t) has proposed thatthe general goals of public e(lucation in "'fichig'an he stated as 'follows:

1. To cultivate a deep regard for denlocrary and an intelligentiI})j>l'eciation of denl0crattc institutions.

2. To de\'elol) those qualities of Cl1i1ractclo \\'hieh are of ~pecial

signifleance in a deInocracy.3. To develop the willingness anll the ability to coopernte ef­

ft'cti\'ely ill a denlocratic society.4. To develop tile ability to use the most effecth'e '"HI reli,.J>le

metl10lls in searching for truth.G. To de\'eJop the effective use of tIle fundanlental kno\vledge

and skills required by all.G. To insure [In abundant social and individual li'fe in accordance

with each inclh'ic1ual's capacity and ambition.•. To proyitie training in the sl1ecializ·~d and professional

sel'dces "\yhich :I1'e 1'equisite fol' society.R. To ]JroYide for the enrichment of adult life.9. To plan fol' the f'ontinuous apPl'aisnl ,Inll l'eadju:o;tlllent of

the educationnl prog-nun to fit ('il;lllgill~· C'onditions,

II

THE MICHIGAN SYSTEM OF EDUCATION

To attain the ends involved in the educating process, the state has in­corporated in its constitution provision for the establishment and supportof educational institutions, for officers to administer the institutions, andfor the support and maintenance of the institutions by the legislature. TheMichigan system of education is composed of the public schools and the sys­tem of higher education.

Org'allizatioll and }'urJ)ose of the Pliblie Schools

The public schools consist of, (1) the elementary level, kindergartenand grades 1-6; (2) the intermediate level, grades 7-9,; (3) the secondarylevel, grades 10-12. These divisions are usually referred to as elementary,junior high school, and senior high school. This organization was officiallysanctioned by the state in 1914 when it was endorsed and recommended tothe districts by the Superintendent of Public Instruction.* In addition, twoyears of work beyond high school is maintained in some city districts and iscommonly regarded as part of the public school work and usually referred toas the junior college.

When a person has carried his preparation ;;0 a point two years beyondthe high school, whether in the public schools or in the lower division of ahigher institution of learning, he should have attained a degree of trainingand maturity which will enable him to assume his part in the affairs of thestate and also to make a livelihood. In brief, the public school system con­cerns itself primarily with training for good citizenship and for useful mem­bership in the social and economic world.

Organization and }lw'pose of the System of Higher Education

Our advanced civilization requires a number of services along special­ized lines usually spoken of as the professions. These include law, medicine,teaching, engineering, and others. Training for these goes far beyond thescope of the public school system as now understood. To provide for thetraining of a limited number of persons for these fields of service the stateof Michigan has established, organized, and developed a system of highereducation embodied in seven institutions. They are: The University ofMichigan, Michigan State College, Michigan College of Mining and Technol­ogy, Michigan State Normal College, Central State Teachers College, North­ern State T€achers College, Western State Teachers College.

·See Report of State SUj,el'intendent of Public Instruction. 1914-15.

The Michigan State Teachers Colleges

The l;nivHsity of Michigan

7

I ,)~.

13.14.

8.9.

10.11.

The University carries on instruction through the following Schools, Col­leges, and Divisions:

1. College of Literature, Science and the Arts.2. College of Engineering.3. College of Architecture.4. Medical School.o. Law School.6. College of Pharmacy.7. School of Dentistry.

School of Education.School of Business Administration.School of Forestry and Conservation.School of Nursing.School of Music.Graduate School.University Extension Division.

lUiehigan State College

The State College gives instruction through the following Schools andDivisions:

1. Graduate School.2. Division of Agriculture.3. Division of Engineering.4. Division of Home Economics.5. Division of Veterinary Science.6. Divi~ion of Applied Science.7. Division of Liberal Arts.8. Extension Division.

lUiehigan ColIl'ge of Mining and Technology

The College of Mining and Technology gives instruction in several fieldsof engineering, science, and technology.

The state Teachers Colleges

The four state teachers colleges are devoted to the preparation of per­sons for the teaching of all the branches taught on all the levels of the pub­lic schools.

The }'unctions and llelationshilJS of the MichiganInstitutions of Higher Learning

The following diagram shows graphically the relationships of the severalinstitutions and their subdivitions, and indicates the level of advancementto which work is carried in each. The 'College of Mines offers some work

8 The Michigan State Teachers Colleges

60175

1>428

103298

1741

---,--------------------------

above the undergraduate level but in the main its instruction is devoted tothe professional subjects relating to engineering and science on the under­graduate level. The State College devotes its instruction on the under­graduate level to professionalized subject matter but carries all residencestudy at least one year into graduate work and four of the divisions offerthree years of graduate work. The University of Michigan carries all fieldsof study into the graduate levels. In some fields specialization is begun onentrance from high school as in the case of music, architecture, pharmacy,nursing, engineering, and forestry. As a prerequisite dentistry and educa­tion require first two years of general training on the college level, whilemedicine, law, and business administration require three. The work in theteachers colleges is confined entirely to the undergraduate level-four yearsabove high school. The first two years of this work consist of general edu­cation for thorough background; the last two pertain to the science and artof teaching and additional education in the special field of the student's in­terest. It should be noted that the several institutions of higher learningin Michigan are so organized and related that a student may transfer fromone to another without loss of credit, provided he confines himself within aspecified field. In the year 1932-33 there were enrolled in the GraduateSchool of the University of Michigan 1741 students who had received bach­elor's degree,;; in Michigan colleges. Of these 370 students, twenty-one per­cent, had received their bachelor's degrees at the Michigan state teacherscolleges. All the remaining institutions (omitting the University) contrib­uted 360 students or twenty percent.*

Michig-an Institutious of Itig-II('I' L(·at'uillg-' at'('Accessibll' to the Peoille of the State

The Michigan institutions of higher learning have been established fromtime to time in the course of a century and at a time when it must havebeen quite impossible to anticipate the future extent of population, muchless its distribution. Yet in the light of today it would be difficult to im­prove upon their location. Colleges and universities in this country, almostwithout exception, draw at least one-half of their enrollments from withina distance of fifty miles. Three million people in Michigan live within fiftymiles of the University of Michigan and the State Normal College at Ypsi­lanti. One-half of the people of Michigan live north of Washtenaw county;one-half east of it; the center of population in the lower peninsula is nearHowell, a few miles west of Ann) Arbor. These institutions, therefore, lienear the center of population but far enough removed from the metropol-

*Notc: The President's Hepol't for tllC year 1!l3~-3~ sho\\rs that gTaduates Off1lichigan institutions \YCl'e enrolle,] in tl,e Gra<1unte Sehool that year as foHows:

Uni\'ersity of ~1iC'hig'an 1011:\liehig<lll Coileg'c of :\fining" and Tt·(·\lnnlog'y:Michigan ~t;\te College:Michigan State XOl'llla] Colleg'('Central State Te'l('lwl's Coll"g"Northern State TcaC'hers Coileg'eWestern State Teachers College1;l Pri \'n te Col Pgp:-:;

ToLll

FUNCTIONS AND RELATIONSHIPSOF

MICHIGAN STATE INSTITuTIONS OF HIGHER LEARNING

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10 The Michigf1;n State Teachers Colleges

itan area to avoid the congestion of the city and the usual higher cost ofliving which would be imposed there on students and others.

Within fifty miles of State College live 900,000 people. Within thiscircle lies the center of population of the lower peninsula as well as of thewhole state. This institution is designed to serve the farm population invarious ways. Michigan has 775,00-0 people living on farms, and the centerof farm population in the lower peninsula lies in Clinton county, twentymiles from the college.

The determining factor in locating the College of Mines was of coursethe mining region. The College of Mining and Technology, situated atHoughton in the heart of the copper country, is not more than seventy-fivemiles from the most distant iron mine of the peninsula.

Within fifty miles of Kalamazoo live 750,000 people and within fiftymiles of Mt. Pleasant live 400,000. ,One-third of the people of the upperpeninsula live within fifty miles of Northern State Teachers College, Mar­quette. This college lies half way across the peninsula east and west ornorth and south. Ypsilanti, Mt. Pleasant, and Kalamazoo are each separatedby a hundred miles. Their fifty-mile zones do not over-lap. As above stated,practically every college or university in the United States draws at leastone-half of its enrollment from its fifty-mile zone; the Michigan teacherscolleges draw about sixty percent.

When one considers the irregular shape of the State of Michigan andhow greatly different parts of it vary in their ability to support a popula­tion, it is remarkable how well the institutions, as located, serve all of thepeople. And more remarkable it seems when one considers the great extentof the State. Ironwood, Michigan, is as far from Ann Arbor as is Ottawa inCanada, Wilmington in Delaware, Richmond in Virginia, Greensboro inNorth Carolina, Nashville in Tennessee, Cedar ralls in Iowa. Within thisradius lie practically all of the states of Wisconsin, Illinois, Indiana, Ohio,West Virginia, Pennsylvania, and Kentucky. But in face of the wide extentof this state Michigan educational institutions are so located that only12%% of the population need travel more than fifty miles to reach a stateinstitution of higher learning. This is attained without maintaining a largenumber of state institutions but rather by the placing of the few large wellequipped schools where they reach the people oest. Too many institutionsare obviously undesirable.

The early plans for the university contemplated an institution to becomposed of a central school with a number of branches appropriately lo­cated about the state and within easy reach of all of the people. It was ex­pected that at least some of these branches serve as training schools forteachers. This plan was soon abandoned, and instead a strong central uni­versity was developed at Ann Arbor. Then in order the State Normal School,the Agricultural College, and the College of Mines were established, eachfor a special purpose. It is interesting to note how in the gradual develop­ment of the state a system of higher education has come into being which

ACcr.55ibi/ityot the 5tote"!e(}(her5Cdleq(jto fht People oftheSlate

I'bpulaftonrnAreaNeoresffo (o/lC'1e

/1/CHIGAN5TATE NORI1AL COLLE6t c;J5G,09Z

CENTRAL 5TATE TcACflfR5COLLfGE G63,('75NOIi'THcRN .5TATflCA(Hcf?5 COLLEGE'. JIB,67('WESTERN 5TATE TlACHER5COLLE6E'. 92~88Z

Fbf?!1/ofionwithin 50miles

l,4-SO,OOO

400,000IP5,roO

750.000

The Michiga:n State Teachers Colleges 11

satisfies fully the demands which had been contemplated originally by thefounders of the state, although the object has been attained by differentmeans.

Tables 24 and 25 show that during the year 1931-32, there were 23,711persons from the State of Michigan enrolled for residence study at the sevenstate institutions of higher learning and that these institutions also served8,165 Michigan students through extension and correspondence study.

The IJIl)lortance of Accessibility and t;eographical Distributionof Higher Education Institutions

That the institutions of higher learning be located within easy reach ofthe people of all sections of the state is obviously desirable. The originalplan of the university anticipated this. The same object is attained by thepresent system of higher education in Michigan as is shown in the precedingparagraphs. A student can now reach a school at small cost and, more im­portant, maintain himself there at reasonable expense. On the other hand,if all students of the state were obliged to attend one central institution,which would of necessity thus become very large, the aggregate miles trav­eled would be greatly increased, with corresponding cost. Also the result­ing congestion of student population would give rise to many problems, notthe least important of which would be the increased cost of living there.Furthermore, such a situation would also affect the interests of the stateadversely, because, contrary to popular notion, the experience of the coun­try proves that in general the larger the institution the higher the percapita cost of educating students there.* Moreover, in the enterprise ofproducing teachers for its public schools the state has still another item atstake, for any cost entailed on the prospective teacher must later be met bythe taxpayers of the districts which employ them. The higher wages whichmust be paid to such graduates also help to fix a higher salary level for allother teachers in the area.

Consider for example the upper peninsula, although some other areamight serve as well. No teachers were trained in the upper peninsula be­fore 1899, when the Northern State Teachers College was established there.Such trained teachers as that region had been employing came largely fromWisconsin and from the lower peninsula of Michigan, or they were residentsof the upper peninsula who had received their training, as they must, atdistant points. In either case the salary bill was augmented by the extraexpense in teacher transportation and by the necessary inducement in high­er salaries which must be offered to influence teachers to come from theirdistant homes to teach. The table belo~ shows that the upper peninsula in1900 paid men teachers 67.82 percent higher wages and women 30.31 percenthigher than like teachers were paid in the lower peninsula. This excess of

'A rather careful study of the relationships of size of enrollment to cost perstudent leads to the conclusion that an enrollment of 750 students is the criticalpoint beyond which enrollment ceases to affect per capita cost in a college ofliberal arts.-The Measurement of College Excellence. Floyd W. Reeves and JohnDale Russell. University of Kentucky.

12 The Michigan State Teachers Colle.ges

about $30 a month for men and $10 for women aggregated an excess salarybill of $153,399 for the school year. The table shows further that in 1930 theupper peninsula paid men teachers 15.71 percent less wages an.d women 24.69percent less than like teachers in the lower peninsula. This advantage ofabout $35 a month for men and $40' for women aggregated an advantag-e tothe upper peninsula of $1,188,218 for the school year.

TABLE 1

TABLE SHOWING COMPARISON OF WAGES PAID TO TEACHERS IN THEUPPER PENINSULA AND LOWER PENINSULA, 1900 and 1930

Amount paid in UpperTotal Wages Monthly Wages Peninsula more than

1900 in Lower PeninsulaPaid Paid for like number of

teachers

Upper Pen Lower Pen Upper Pen Lowel' Pen Percent Dollars

Men 118,324 978,559 74.60 44.45 67.82 47,817Women 453,873 2,952.793 45.09 34.60 30.71 105,582

153,399

Amount paid in UpperPeninsula less than

1930 in Lower Peninsulafor like number ofteachers

Men 1,137,136 11,711,142 188.42 223.55 15.71 212,010Women 2,977,379 40,208,259 124.71 165.60 24.69 976,208

1,188,218

Source: Reports of Superintendent of Public InstructionNote 1: In 1900 194 men and 1165 women taught in the upper peninsula;

in 1930 there were 634 men and 2626 women. In 1900 3046 men and 11,51,9women taught in the lower peninsula; in 1930 there were 5431 men and25,861 women.

Note~: In 1900 the upper peninsula paid men $30.15 and women $10.49more than like teachers in the lower peninsula, or an aggregate excess of$153,399. In 1930 the upper pen.insula paid men $35.13 and women $40.89less than like teachers in the lower peninsula or an aggregate advantage of$1,188,218 in its salary bill for teachers.

Now Northern State Teachers College was maintained by the state lastyear, 1933·34, at a net cost of $151,343, an amount smaller than the excesspaid for teachers above the straits in 1900. In 1930 the upper peninsula em­ployed 3260 teachers. If that area were now obliged to secure its teachersfrom without, or were under the necessity of sending its own young people

The Michigan State Teachers Colleges 13

away for training, as previously to 1900, it is obvious that its salary billmust be materially increased. If this amounted to only $100 a year perteacher, it would aggregate $326,000, an amount more than twice the cost ofmaintaining the college there.

It is recognized, of course, that many factors not here mentioned enterinto the fixing of the salary level such as the present conditions incident tothe lumbering and mining industry of the upper peninsula. However, thiswould probably be offset by the large industrial centers of the lower penin­sula. On the whole such factors would not invalidate the contention hereadvanced.

It should be added that the financial advantage of this admirable dis­tribution of state educational institutions is only of secondary importance.The fact of greatest importance is that hundreds of young people of theupper peninsula, drawn from scores of nationalities, and many also from thehumbler homes, are able to attend Northern State Teachers College becauseit is near at hand and they return to their home communities as teachersand leaders.*

'In 187D James B. Angell. President of the University of Michigan. stated andsupported thc doctrine of the "Michigan System" in an address which is brieflysununarized:

It is of vital importance, especially in a republic, that the higher educationas well as common school education, be accessIble to the poor as well as to therich.

1. It is due children as human beings that the poorest child should have OP­portunity for obtaining by reasonable effort the best development of his talentand character.

2. Higher education should be accessible to the poor not merely on accountof the poor themselves, but because this is best for society.

3. Higher education should be within reach of the poor because we cannotafford to endow the rich alone with the tremendous power af trained and CUlti­vated minds and thus create a powerful aristocracy.

4. Only by placing higher education within reach of ali do we assure a gen­eral distribution of political power throughout the country.

5. The general opinion of mankind in all Christian lands, as reflected in thepolicy of the church and of rulers of all nations of Europe. has favored some planof bringing liberal euucation within the reach of the men of humble means.

III

THE STATE TEACHERS COLLEGES

How the Teachers Colleges are Governed

It has been pointed out above that the teachers colleges are maintainedby the state to produce trained teachers, just as the federal governmentmaintains West Point and Annapolis to produce trained soldiers. It wouldbe expected therefore that the functions of these schools be clearly definedby the authority which established them. Such is the case. The constitu­tion places them under the authority of the state board of education, theduties of this board are prescribed by law, and the function of each teacherscollege has been clearly stated in the act which created it, and in subsequentacts. This will be made clear by consulting the constitution and the severalacts of the legislature pertaining to these matters.

The Constitution Establishes the State Board of Edncation

The state board of education was first created by the Legislature to lo­cate the first normal school. It later gave the board a permanent statusand defined its further duties. Finally its status was defined in the consti­tution.

The Constitution, Article XI, provides:

Section 6. The state board of education shall consist of fourmembers ..• The state board of education shall have general super­vision of the state normal college and the state normal schools, andthe duties of said board shall be prescribed by law.

Status of Teachers Colleges :Fixed by Constitution

The Constitution, Article XI, provides:

Section 10. The legislature shall maintain the university, thecollege of mines, the state agricultural college, the state normalcollege and such state normal schools and other educational institu­tions as may be established by law.

The Michigan State Teachers Colleges

The I,egislature Establishes Teachers Collegesand Defines their Purpose

MICHIGAN STATE NORMAL COLLEGE

15

Act 139, P. A., 1850, consolidating former acts relative to establishmentof a state normal school:

Section 2. That a State Normal School be established and con­tinued at Ypsilanti in the county of Washtenaw, upon the site se­lected by said board of education, the exclusive purposes of whichshall be the instruction of persons, both male and female, in the artof teaching, and in all the various branches that pertain to a goodcommon school education. Also to give instruction in the mechanicarts, and in the arts of husbandry and agricultural chemistry; inthe fundamental laws of the United States, and in what regards therights and duties of citizens.*

Act 194, P. A., 1889, which revises and consolidates the laws relative tothe state board of education, states in Section 3:

The State board of education shall continue the Normal Schoolat Ypsilanti in the county of Washtenaw where it is now located.The purpose of the Normal School shall be the instruction of per­sons in the art of teaching and in all the various branches pertain­ing to the public schools of the State of Michigan: Provided, Thereshall be prescribed for said school a course of study intended espe­cially to prepare students for the rural and elementary schools ofthe State, which shall provide not less than twenty weeks of specialprofessional instruction.

Act 175, P. A., 1897, to fix the Relations of the Existing Normal Schoolsof the State reads:

(1832) Section 1. The people of the State of Michigan enact, Thatthe state board of education shall maintain substantial uniformityand reciprocity in the courses of study of the central Michigan nor­mal school and with any related courses which may be offered at thestate normal school at Ypsilanti; so that transfer of students fromone school to another shall not lead to loss of standing for similarcourses; (here follow certain certificates prescribed).

(1833) Section 2. The state board of education may, through thestate normal school at Ypsilanti, grant similar certificates for ele­mentary graded and rural schools as in their judgment shall seemwise, and shall through the same institution continue to grant eel'-

"The provisions regarding agricultural education, It seems, were never at­tempted. Instead the state In 1855 founded the Agricultural School at Lansingand this Institution, operating under the state board of education until 1861, tookover these functions at first pres·crlbed for the school at Ypsilanti, and has sincebeen under the control of the state board of agriculture.

16 The Michigan State TeacheTs Colleges

tificates good for five years, life certificates, diplomas and degrees,as are now provided by statute and custom; and in recognition ofthe work now being done under existing laws, in those life certifi­cates and degree courses in the state normal school at Ypsilanti, thestate board of education is empowered to designate that school inthe courses leading to such certificate and degree by the name, theMichigan state normal college.

Act 52, P. A., 1899, to change the name of the "Michigan State NormalSchool" to "Michigan State Normal College:"

Section 1. The institution now known and designated under thename and style of "Michigan state normal school" shall hereafter beknown as the "Michigan state normal college."

CENTRAL STATE TEACHERS COLLEGE

Act 261, P. A., 1895, establishes Central Michigan Normal School. Sec­tion 1 reads in part as follows:

That a normal school for the preparation and training of personsfor teaching in the rural district schools and the primary depart­ment of the graded schools of the State, to be known as "CentralMichigan normal school," be established and continued at the cityof Mount Pleasant in Isabella county.

NORTHERN STATE TEACHERS COLLEGE

Act 51, P. A., 1899, establishes Northern State Normal School, and Sec­tion 1 reads as follows:

That a normal school shall be located at Marquette, to be knownas northern state normal school, for the purpose of instructing per­sons in the several branches pertaining to a public school educationand in the science and the art of teaching the same.

VVESTERN STATE TEACHERS COLLEGE

Act 156, P. A., 1903, establishes VVestern State Normal School. Section 1reads as follows:

A state normal school shall be located, established, and main­tained in the western part of the state in such place as the StateBoard of Education shall designate, to be known as the "westernstate normal school," for the preparation and training of persons forteaching in the rural district schools and the primary departmentsof the graded schools of the state.

The Michigan State Teachers Colleges 17

The purpose for which each teacher training institution was establishedhas been thus specifically stated by the several acts of the legislature.* Italso appears that in 1897 the legislature, by Act 175, authorized the stateboard to grant appropriate certificates, degrees, and diplomas through theschool at Ypsilanti and in certain cases to designate that institution by thename Michigan State Normal College. Thus by the year 1903 we have fourstate teacher training institutions established.

'In this connection. two later acts of the legislature may be cited as signifi­cant. Act 190. P. A., 1925, established a normal school in the northern part of thelower peninsula, "for the purpose 01' instructing' persons in the several branchespertaining to a public school education and in the science and the art of teach­ing." Act '338. P. A.. 1925. established a state normal school in Gogebic County."for the purpose of instructing persons in such branches pertaining to the pub­lic school education of this state and in the science and art of teaching as thestate board of education may determine." It should perhaps be added that neitherone of these proposed institutions was projected on the. initiative of the stateboard of education or by anyone else connected with the administration of teach­er training' in Michigan.

IV

POWERS AND DUTIES OF THE STATEBOARD OF EDUCATION

Legislatul'e Defines Duties of State Board of Education

It has been pointed out that the constitution of the state of Michiganprovides that "the state board of education shall have general supervision ofthe state normal college and the state normal schools'and the duties of saidboard shall be prescribed by law." Act 202, P. A., 1903, outlines in part thepowers and duties of the state board of education with reference to theseinstitutions:

(7853) Section 1. The State Board of Education is hereby author­ized and required to prescribe the courses of study for students, togrant such diplomas and degrees and issue such licenses and certifi­cates to graduates of the several Normal Schools of the State assaid State Board of Education shall determine: Provided, That thereshall always be maintained in the Central Michigan and WesternNormal Schools a department especially for the education and train­ing of teachers for the rural schools of the State.(7854) Section 2. All acts and parts of acts in any way contraven­ing the provisions of this act are hereby repealed.

ImJlortunce of tllc Act of 1903

The act quoted above is of great significance in our educational history.The act of 1849, and of 1850 as consolidated, which established the first statenormal school, declared the purpose of the school to be "the instruction ofpersons, both male and female, in the art of teaching and in all the variousbranches that pertain to a good common school education." The act of 1889,already quoted, stated the purpose to be "the instruction of persons in theart of teaching and in all the branches pertaining to the Pllblic schools,"Between 1849 and 1889 the supreme court, in 1874, had ruled that the "com­mon schools" might embody not only the common branches, as taught in1849, but the classics as well/' that the common school might include thehigh school; that the common school was unrestricted in its scope of devel­opment. That the legislature in the act of 1889 had recognized the need totrain teachers "in all the various branches pertaining to the public schools,"high school grades as well as elementary grades, is obvious because of the

"Thc first catalog of the Michigan State Normal School said: "The classicalcourse is designed to pr.epare teachers for our Unit)n Schools which are rapidlyincreasing in numbers and importance. As these institutions sup.ply the place ofAcademies in the state. they should be conducted by men of thorough scientific at­tainments."-Putnam, "History of State Normal School." P. 40.

The Michigan State Teachers Colleges 19

proviso that there shall always be maintained in the State Normal School atYpsilanti "a course of study to prepare students for the rural and element­ary schools of the state." When this normal school was established in 1849,only one-room schools, mostly rural, existed. The Union Schools, which werethe forerunner of the high school, were just gaining prominence. There wasno need for such a proviso then. By 1889 great expansion and developmentof the school system had taken place and now the proviso indicates a fearthat the rural schools might be neglected in the effort to produce teachersfor the elementary and high school grades of the city schools which nowconstituted a great part of the public school system. It has been pointedout that in 1897 the legislature authorized the state board of education togrant degrees on a full collegiate basis at Ypsilanti. The legislature in 1903gave the state board of education unrestricted authority "to prescribecourses of study for students, to grant such diplomas and degrees and issuesuch licenses and certificates to graduates of the several normal schools asthe said state board of education shall determine."

Great changes had taken place in the conception and organization of ourpublic schools from 1849 to 1903 and more were coming just ahead. Indeed,it was to enable the State Board of Education to keep the teacher traininginstitutions always in accord with the constant changes in educational needsthat the legislature in 1903 gave the board the unrestricted authority citedabove.

v

WHY MICHIGAN HAS REQUIRED MOREAND MORE TEACHERS

The Pressure of Population

Table 2 shows how the increasing pressure of population in Michigan hasaffected school enrollments. It gives a detailed analysis of the rise in popu­lation, school census, and school enrollments from 1837-1930. These itemshave obviously had a direct effect upon the demand and supply of teachers.This state, on admission to the Union in 1836, had a population of 175,000­as many people as in 1930 lived in the city of Grand Rapids alone. Waynecounty headed the list with 23,000, and three-fourths of the state's entirepopulation lived within fifty miles of that county. Only a thousand peoplewere reported from the upper peninsula, Chippewa and Mackinaw account­ing for that number. The whole state was a frontier area. No city of im­portance had as yet arisen. The one-room school was everywhere in thestate the chief educational institution. In ]842 Detroit for the first timeundertook consolidation of its original one-room districts.

The Movement from COlUltry to City

Had the population of Michigan, mounting higher each succeedingdecade, retained its original rural character it would have demanded a pro­portional increase in the Dumber of teachers as a matter of course. But theincreasing population centered more heavily each succeeding decade in theurban areas. This tendency, operating steadily from the beginning, assumedphenomenal momentum during the period 1915 to 1930. The state began in1837 with a population of 175,000; and in 1930 it reached 4,842,000. An ex­amination of Table '5 shows how, during the past fifty years, the populationhas shifted from country to city both in Michigan and in the United Statesas a whole.* In 1880 only twenty-five percent of our population lived incommunities of 2500 population or more; in 1930 over sixty-eight percentlived in such urban communities. Now of the 1,540,250 persons classed as"rural" only 775,436 actually lived on farms, the remaining 764,814 lived inincorporated places of less than 2500 population. It appears therefore thatin Michigan at present only one person in six lives on a farm. Attentionis called to Table 6 which gives analysis of Michigan's rural population in

°In 1930. 57 Michigan counties had less popU;!ation than formerly and repre­sented an aggregate loss of 17.6 percent. In the decade 1920-1930 alone 56 coun­ties had more people leave by migration than enter them. The heaviest loss tookplace in Kalkaska-41.4 percent. The heaviest loss in actual numbers took placein Houghton-23,325. See "Population Trends in Michigan" Special Bulletin 236,J. F. Thaden, Michigan State College.

The Michigan State Teachers Colleges 21

1920 and 1930. It shows that in this decade alone the farm population de­creased from twenty-five percent to sixteen percent.

School Attendance in City and Countl'y

The facts displayed in Table 7 show that during the years of element­ary schooling, 7 to 13, all Michigan children attend school alike whether incity or country. During the years 14 and 15 the city children continue withslight drop while in the country the "rural-farm" group drops sharply overten percent. During the years 16 and 17 the "rural-farm" children againdrop far below all the rest. This is easily understood when account is takenfirst, of the superior high school facilities found in cities and villages ascompared with the farm areas and, second, of the labor laws which operateto keep children in school in the city. Finally it is pertinent to point outthat during the years 18 to 20, which are occupied with schooling on thecollege level, the "rural-farm" children as well as the 'rural non-farm"(village) children attend school at about the same rate as the city childrenexcept in the case of "rural-farm" boys who evidently become greatly oc­cupied at home, only fourteen percent attending school as against twenty­two percent in the village and twenty-four percent in the city. On theother hand over twenty-three percent of the "rural-farm" girls attend schoolas against seventeen percent of the city girls. The teaching profession hasa large majority of women, and the teachers college enrollments are recruit­ed largely from rural and village sources. Students enrolled in Michiganteachers colleges in 1931-32 indicated the occupational status of their par­ents as shown in Table 7. It appears from the data there shown thatchildren of farmers, mechanics, and laborers make up the major portion ofthe enrollments at the teachers colleges of Michigan.

TABLE 2 I t>:lt>:l

TABLE SHOWING BY DECADES GR:OWTH WITH PERCENTAGE INCREASE IN THE MICHIGAN PUBLIC SCHOOLSYSTEM AND THE PRIVATE AND PAROCHIAL SCHOOLS, 1837-1930

Total Elem High Private andSchool Public School School ParochialYear School School Enrollment Enrollment School PopulationEnding Cen·sus Enrollment Kgn-8th Gr. 9-12 Enrollment

]930 1,365,007 970,582 802,725 ]67,857 148,685 4,842,325 ~(1:l

Gain 386,595 306,634 198,087 108,547 48,693 1,173,913~% Gain 39.5 46.2 32.7 183. 48.6 32.0 ~.

[920 978,412 663,948 604,638 59,310 99,992 3,668,412 ~

Gain 206,941 122,447 107,258 15,189 38,453 858,240t§,

% Gain 26.8 22.6 21.5 34.4 62.4 30.5~

C'J<"<-

1910 771,471 541,501 497,380 44,121 61,539 2,810,172 ~<"<-

Gain 49,773 36,516 15,999 20,517 9,300 389,190 (1:l

% Gain 6.8 7.2 3.3 86.9 17.8 16.0 1-:3(1:l~

1900 721,698 504,985 481,381 23,604 52,239 2,420,982 g.Gain 67,196 77,953 21,257 6,696 18,264 327.093 (1:l...,% Gain 10.3 18.2 17.3 39.6 53.7 15.6 '"C1

1890 654,502 427,032 410,124 16,908 33,975 2,093,889 £.Gain 148,281 64,476 53,446 11,030 15,121 456,952 (;"

(Q% Gain 29.2 17.7 15.0 187.6 80.2 27.9 ":>------ Cr..

1880 506,221 362,556 356,678 5,878 18,854 1,636,9371870 384,554 278,686 1,184,0591860 246,802 193,107 749,1131850 132,234 110,478 397,6541840 212,2671837 174,619Data from reports of the Superintendent orpublic Instruction

The Michigan State Teachers Colleges 23

TABLE 3

TABLE SHOWING SCHOOL POPULATION AND SCHOOL ATTENDANCEBY AGE GROUPS IN MICHIGAN, 1850-1930

U.S. Age Total Number Total Number PerCentCensus Period of School Age Attending School

5-6 194,197 124,153 65.51930 7-13 658,881 646,460 98.1

14-20 586,397 317,141 55.9All 1,439,475 1,087,754 75.6

5-6 154,646 84,176 54.41920 7-13 477,976 453,652 94.9

14-20 415,768 172,513 41.4All 1,048,390 710,341 68.7

5-6 115,018 57,821 50.31910 7-13 366,556 345,005 94.1

14-20 373,136 155,300 1'1..sa>All 854,710 558,126 65.3

5-9 264,059 159,523 60.41900 10-14 247,617 222,402 89.8

15-19 233,141 74,223 J/.\125All 744,817 456,148 61.2

5-9 237,455 147,057 61.91890 10-14 220,227 198,110 89.9

15-19 205,631 71,443 34.7All 663,323 416,610 62.8

1880 5-20 506,221 362,556 71.6

1870 5-18 358,530 264,217 73.7

1860 188,604

1850 105,964

Source: U. S. Census

24 The Michigan State Teachers Colleges

TABLE 4

TABLE SHOWING SCHOOL POPULATION, ENROLLMENT, NUMBER OFTEACHERS, AND AVERAGE ATTENDANCE AT TEACHERS

COLLEGES IN MICHIGAN 1911·1930

CIl

'".:'"'"CIl .:

.;..>00

CIl 00

'".;..> CIl

;:> .;..>... .;..> b/)CIl <t::.~ ~

'0 .<:: 00 2, CIl~ CIl ",- '0.. Q; ~cP-. E c '" c

00 -0 "'- .<:: CIl c :;j'<:: gu:;j .:- '" E-<'"B P-. ~.: 00 o .;..> '" 2 rn 'l-<rn 'I-< CIl .: 00

o ~ .<:: .:~Q

'I-<o '" oE-< <t:: ~as ~ 0 CIl'<::... u~:; ... .<::

OJ) CIl_ "'..:: :c- oo CIl '-' OL 0.: ..0 C '" C

.<:: ..0 :;j ..0 '" '" '";'::C .... ' CIl... ,~ E 0 e~ Ep-. ;:~ Q;E-<"'''' ..0 ;...CIl .: :;j'<:: :;j ;:: '" '-' ~

:;j .: -< ;:> .;..>Z (;5 - c><r:.J ~s.: P-.rn Z ,~ Z~ <t:: '"

1930 1,365,007 970,582 148,685 8.7 34,552 28.1 65191929 1,337,018 942,615 142,787 8.8 33,724 27.7 69631928 1,274,478 907,185 136,445 8.7 33,119 27.4 70581927 1,247,932 890,622 136,751 8.8 31,184 28.7 67411926 1,199,260 866,945 115,137 8.5 30,327 28.8 69041925 1,160,435 845,118 116,816 8.6 29,390 29.1 73861924 1,124,551 818,721 112,690 8.5 27,918 29.0 66091923 1,075,890 792,252 109,532 8.6 26,718 29.3 60201922 1,038,897 752,525 108,447 8.5 25,755 28.8 49451921 1,020,699 720,953 107,134 8.3 24,938 28.8 39711920 978,412 663,948 99,99~ 8.8 24,302 27.6 34151919 937,330 670,4~7 95,515 8.5 23,388 28.7 35001918 919,666 655,941 83,192 8.6 23,051 28.5 35761917 892,888 635,020 78,985 8.6 21,992 28.9 44551916 866,570 620,861 72,982 8.5 20,979 29.6 39371915 845,754 598,159 79,023 8.6 20,161 29.6 38221914 826,400 581,351 76,219 8.6 19,734 29.5 35821913 815,849 572,201 66,917 8.6 19,500 29.3 36621912 795,423 555,137 68,391 8.6 18,824 29.5 36661911 783,780 545,279 64,104 8.5 18,202 29.9 3468

Source: Report of State Superintendent of Public Instruction and of Teach·ers Colleges.

Note: This Table shows that from 1911 to 1930 the number of teachersin the public schools increased 89.80/0 and that the average attendance atthe teachers colleges increased 88%. The exact number of teachers employ­ed in private and parochial schools is not available. However, the numberof the persons certificated by the State Board of Education and who engagein teaching in these schools has averaged about two hundred annually in re­cent years. The table shows clearly how closely the attendance at the teach­ers colleges is related to the field demand for teachers.

The Michigan State Teachers Colleges

TABLE 5

25

TABLE SHOWING DISTRIBUTION OF URBAN AND RURAL POPULATION1880 to 1930 IN THE STATE OF MICHIGAN AND IN

THE UNITED STATES AS A WHOLE

Michigan

Year 1880 1890 1900 1910 1920 1930

Population 1,636,937 2,093,890 2,420,983 2,810,173 3,668,412 4,842,325

Urban 405,412 730,294 952,323 1,327,044 2,241,560 3,302,075Percent 24.8 34.9 39.3 47.2 61.1 68.2

Rural 1,231,525 1,363,596 1,468,659 1,483,129 1,426,852 1,540,250Percent 75.2 65.1 60.7 52.8 38.9 31,8

united States

Population 50,155,783 62,947,714 75,994,575 91,9.2,266105,710,620122,775,046

Urban 14,358,167 22,298,359 30,380,433 42,166,120 54,304,603 68,954,823Percent 28.6 35.4 40.0 45.8 51,4 56.2

Rural 35,797,616 40,649,355 45,614,142 49,806,146 51,406,017 53,820.223Percent 71,4 64.6 60.0 54.2 48.6 43.8

Source: U. S. Census

TABLE 6

TABLE GIVING ANALYSIS OF RURAL PUPULATION OF MICHIGAN1920 AND 1930

Percent of TotarClasses 0f Population 1930 1920

1930 1920

Total Population 4,842,325 3,668,412 100 100Rural Population 1.540,250 1,426.852 31,8 42.8

Rural-Farm 775,436 844,499 16.0 25.3Rural Non-farm 764,814 582,35:3 15.8 17.5

Source: U. S. Census

Explanations:"Rural-Farm" includes all persons living on farms, without regard to

occupation."Rural Non-farm" includes all persons living outside incorporated

places of 2500 population or over put not living on farms.

TABLE 7

SCHOOL ATTENDANCE BY SEX AND AGE, CLASSIFIED AS URBAN, RURAL-FARM. AND RURAL NON-FARM,MICHIGAN 19;>0

Persons 7-13 yrs. old Persons 14-15 yrs. old Persons 16-17 yrs. old Persons 18-20 yrs. oldattending school attending school attending school attending school

Male Female Male Female Male Female Male Female

Num Per Num Per Num Per Num Per Num Per Num Per Num Per Num Perber Cent ber Cent ber Cent ber Cent ber Cent her Cent ber Cent ber Cent

Urban 208,384 98.2 207,445 98.2 53,714 97.5 53,307 96.3 36,238 69.9 34,618 62.9 18,831 23.9 15,769 17.5

Rural-Farm 65,114 98.1 60,871 98.1 17,311 86.7 15,139 86.8 8,207 41.4 8,484 55.2 3,428 14.0 3,708 23.3

Rural Non-Farm 53,282 97.8 51,364 98.1 12.695 94.1 12,483 92.8 7,713 61.5 7,917 63.0 3.917 21.8 3,762 21.7(village)

Source: U. S. Census

t-.:­~

~(\:)

~~.

;::,-~.

<::t/)

S''"'"(\:)

i-'3(\:)

~~

~~

~~

The Michzgan State TeacheTs Colleges

TABLE 8

27

l'ERCENT OF STUDENTS IN THE MICHIGAN STATE TEACHERS COL­LEGES 1931-32, INDICATING THE OCCUPATIONAL

STATUS OF PARENTS

Michigan Central Northern WesternState State State State

Occupations Normal Teachers Teachers TeachersColleRe College College College

Farmers 33 25 9 30Professional 8 16 11 6Business 18 28 17 20Mechanics 15 17 27Mining Engineering 12Laborers 17 12 10Civic and Federal Employ 2Unclassified 25 14 13 7Not given 2Deceased 5

Source: Special reports from the Teachers Colleges

Distributioll O'f PO]lUlatioll allll 'l'YlIC or School District

In Table 9 the Department of Public Instruction has supplied informa­tion for the year 1932-33 which shows the effect of urbanized population onthe type of school organization and school enrollments. It appears that617,415 children, 65 percent of the state enrollment, are enrolled in 120 dis­tricts with populations over 2500. The remaining 343,597 children, the ruralgroup of 35 percent, are enrolled in 6589 districts.

City Populations Stress DcmalHI for HcttN' 'reachers

The development which gives such overwhelming prominence to theurban population gives rise to educational as well as economic problems.The demand for better teache,rs has come with the predominating interestsof the cities. Educational problems are made by the city and gain promptrecognition there. Children must attend school more years there becausethey cannot enter industry. The school year is lengthened to occupy theirtime more fully. The curriculum is enriched and differentiated to meet theneeds and tastes of the child, and thus he is retained in school beyond atime when legal requirements no longer restrain him. These reasons, andmany more, operate in the city to give the; school great prominence in thelife of the people, who in turn become sensitive to educational needs andpass judgment on the merits of educational results. Preceding the regularschool curriculum the city incorporates the kindergarten and nursery school;

28 The Michigan State Teachers Colleges

TABLE 9

TABLE SHOWING PUPIL ENROLLMENTS AND NUMBER OF TEACHINGPOSITIONS IN MICHIGAN SCHOOL DISTRICTS CLASSIFIED

ACCORDING TO POPULATION._--~~------_._----_....._-------- --------

'tIQ.Q) .~",...c:

'" ol '"...,'" P=l ~<.)

'0:: l:: ...,..0..., ,S l:: S'" +-> <1> <1>

Classification of School Districts is '" ..§:E0

Based on General Population* ..... .... il< "2 ~0 o bJJ... l:: ol... l:: U::l ~<1> <1> ,~

..Q ..o...c: - :>E S '" '0. <t:::l

::l * ::l ~

Z Z E-,0... "

URBAN DISTRICTS 120 19,398 617,445.85

500,000 and over 1 7,323 256,31-1100.000 to 500,000 2 1,949 57,020.850,000 to 100,000 7 2,716 '83,47425,000 to 50,000 7 1,961 52,336.210.000 to 25,000 23 2,263 72,0252,500 to 10,000 80 3,186 96,275.85

RURAL DISTRICTS 6,589 12,609 343,597.7

1,000 to 2,500 113 1,747 52.043Under 1,000 with six or more teachers 173 1,448 43,549.7Under 1,000 with less than six teachers 5,807 6,804 180,401Rural Agricul tural Schools 81 992 28,100Twp. Schools other than Rural Agr. Schs. 169 1,618 39,504

Transporting Schools 246

TOTAL FOR ALL DISTRICTS 6.709 32,007 961,043.55--- --------

Source: Superintendent of Public Instruction, District Reports 1932-33.

'Except for Rural Agricultural Schools. Township School Districts. andTransporting Distrlctts.

The Michigan State Teachers Colleges 29

following it the high school is added; to this finally the junior college. Em­braced in all are a variety of special subjects. The expansion of city schoolsystems to meet a variety of needs augments greatly the kinds of trainingthe teachers require. All this can be done without increasing the expenseof city education unduly because city organization enables each teacher tocarry a reasonable and uniform load. In 1932-33 the city teachers averaged31.8 pupils while the rural-farm group averaged 27.2. That is, the city teach­er carried about 17 percent heavier load. The one-room rural school withits depleted enrollment is largely responsible for this difference.

Rural Communities Also Demand Educational OPllortunity

The last twenty-five years has seen a belated awakening of the ruralcommunities in the matter of appropriate education for their children. Fed­eral and state aid has accelerated' the movement. Consolidation of districtshas made possible better educational opportunity. In 1933-34 Smith-HughesVocational Agriculture was taught in 216 schools located in 72 of the 83counties. State and federal aid amounted to $130,049. Last June 1285 farmboys were graduated from 216 schools. Of this total 800 or 62 percent indi­cated that they intended to "remain on the farm" and 165 or 13 percent de­clared their purpose to enter Michigan State College to take up a furtherstudy of agriculture. The interests of rural girls are, likewise, met by themodern courses in home economics. The problem of training teachers tomeet the situation they must now meet in a rural community is one to whichthe teachers colleges have vigorously addressed themselves. (See Tables 14and 15) It requires a training fully as broad and as deep as that of the ci tyteacher.

Industrial Boom Creates School Problems

The industrial boom which prevailed during the years 1915-1930 createda school problem, the magnitude of which has not been appreciated fully.The public school enrollment in fifteen years rose from 623,000 to 1,036,000,an increase of 66 percent. Four-fifths of this increase centered in the tencounties most affected by the industrial boom-Genesee, Jackson, Kalamazoo,Kent, Macomb, Muskegon, Oakland, St. Clair, Washtenaw, Wayne. In theseten counties the enrollment rose from 220,000 to 550,000, an increase of330,000 or 150 percent. In Wayne County the increase was 175 percent. Inthe 600 weeks of school during these fifteen years there appeared, everyMonday morning 550 new children demanding seats, books, teachers,-enoughchildren to fiU a sixteen-room building. In these ten counties, therefore,every Monday morning for 600 school weeks the boards of education wereforced to provide the equivalent of a sixteen-room building with sometwenty teachers, clerks, janitors, and the like. This area in fifteen yearsabsorbed an additional teaching force of about 12,000 teachers and erectedbuildings aggregating a cost of $180,000,000. These ten counties during thisperiod assumed a bonded school indebtedness of $147,000,000, while in theremaining seventy-three counties the bonded school indebtedness was in­creased by $18,000,000. During the same period the remaining seventy-three

30 The Michigan State Teachers Colleges

TABLE 10

TABLE SHOWING ENROLLMENT AND TOTAL DEBT FOR THE TEN MICH­IGAN COUNTIES MOST AFFECTED BY THE INDUSTRIAL DE­

VELOPMENT IN 1915 AND 1930, AND ALSO FOR THEREMAINING SEVENTY-THREE COUNTIES

1915Enrollment Total Debt

Public City andSchools Graded Dist.

1930Enrollment Total Debt

Public AllSchools Districts

GeneseeIngham

JacksonKalamazooKent

MacombMuskegon

OaklandWashtenaw

WayneTOTAL, 10 Counties73 REMAINING CO.TOTAL, STATE

13,18610,926

9.81110,477

27,3106,3969.104

10,8387,982

114,663220,693402,394623,087

$ 435,51858,900

137,500

548,880

1,092,600

52,469:390,506

497,958

343,0001,651,0005,208,3314,861,651

10,069,982

44,412

23,75516,478

16,937

41,259

15,63817,876

46,004

12,606

316,538551,503484,581

1,036,084

$ 11,090,0001,235,000

3,057,000

3,274,000

7,419,000

4,345,0003,436,000

16,426,000

2,318,000

99,229,000

151,829,00023,481,000

175,310,000

Source: Report Superintendent of Public Instruction

Note: The ten counties most affected by the industrial boom were:Genesee, Jackson, Kalamazoo, Kent, Macomb, Muskegon, Oakland, St. Clair,\Vashtenaw, and Wayne. From 1915 to 1930 the actual enrollment in thesecounties rose from 220,000 to 550,000, an increase of 330,000. During the600 weeks of school during these fifteen years there appeared, therefore,every Monday morning 550 new children demanding admission-enough tofill a sixteen-room building. Therefore, every Monday morning, io]' IjOOMondays, a new sixteen-room building must be ]ll·ovided. Considering- thetime and place these buildings must be erected, such buildings cost con­servatively $300,000 each, and 600 buildings cost $180,000,000. It is clear thatthe debts assumed by Michigan school districts in recent years were not th(lresult of careless spending, but rather the result of pressing necessity.

counties of the state increased their enrollment from 402,000 to 484,000, onlyabout 20 percent as against 150 percent in the ten industrial counties namedabove. This increase also was largely in the cities. The figures given inTable 10 tell the story in more detail. The problem which the people of thestate faced in this emergency challenges comparison. We may consid~r withpride that the challenge was fully met. This unprecedented increase in

The Michigan State Teachers Colleges 31

Percent Increase18334.486.939.6

187.6

public-school needs placed a heavy burden on the teachers colleges. It wasfortunate that these institutions, owing to the wise policy which had guidedthem, were in a position to meet the new situation fully. The state legis­lature and the successive state administrations recognized this unprecedent­ed problem and gave the teachers colleges the necessary support.

The Rise of the High School

During the first half century of statehood Michigan was in the main apioneer area. The population was scattered about in forests, farms, andmining camps. The cities had not as yet assumed a dominating position. Inmost of them the high school was not a prominent institution. In 1880 lessthan 6000 children were enrolled in Michigan high schools; in 1890 the num·ber reached 17,000. In the earlier decades education beyond the commonschool must be obtained at private academies and in the union schools, bothof which were forerunners of the public high school. It was not until 1872that the high school was given a secure legal status in Michigan when JudgeCooley rendered his historic decision in the "Kalamazoo Case." PresidentJames B. Angell came to Michigan in 1871 and soon established the accredit­ing system by means of which graduates of certain high schools may enterthe University of Michigan without examination, a plan which is still in op­eration. In 1909 the high school tuition law was enacted, which compels adistrict which does not maintain a high school to pay the tuition of a childin any high school which he may attend. This law was of great importancebecause it made a fact what had always been a theory, namely, that Mich­igan had a complete school system from kindergarten to university. Here­tofore this had been true only for children fortunate enough to live in dis­tricts with high schools. Also in the meantime the people had acquired aposition of more general well-being and were able to give their children edu­cational advantages which had been impossible during the exigencies of pio­neer days. These reasons, with others, coupled with the pressure of popula­tion incident to our shifting to an industrial and city life and culminatingin the boom era of 1915 to 1930 gave an impact to the demand for highschool facilities which were both unprecedented and unforeseen. Listed bydecades the high school enrollment rose as follows:

Year Enrollment1930 167,857192059,3101910 44,1211900 23,6041890 16,9081880 5,878

An inspection of the figures above makes clear the demand for highschool teachers which this enrollment created. During the decade 1920-1930the high school enrollment of the state increased 183%, 108,000, nearly 11,000a year. That increase called for 500 additional teachers annually, each withat least four years of training. How this emergency was met by the stateboard of education will be detailed later.

VI

THE STATE DEMANDS BETTER TEACHERSAS WELL AS MORE TEACHERS

Improvement by Cel'tllication Standards

When Michigan was admitted into the Union it had a population of175,000; the school census recorded 2337 children and 98 teachers. In 1850the population was 400,000; the school census 132,000; the school enrollment110,500, and the number of teachers 4000. John D. Pierce, the founder of ourschool system and our first superintendent of public instruction, at once at­tacked the problem of obtaining competent teachers; his first hope was thatthe proposed branches of the university would supply trained teacher1\; thestate superintendent's reports of that day repeatedly urged teacher prepara­tion to the attention of the people of the state and of the legislature. Itwas under these circumstances that the State Normal School was first estab­lished in Ypsilanti in 1849 and there opened and dedicated in 1852. It wasthe first normal school west of the Alleghanies, hnd the sixth in the UnitedStates.*

The TownsWp and City Certificate Teachers

While the state made this early provision for the producing of compe­tent teachers, it was conspicuously negligent in requiring that only compe­tent persons be permitted to teach. The licensing of teachers was in thehands of township authorities, the township school inspectors (1837-67), thetownship superintendent (1875-81), the township board of examiners(1881-91); and the qualifications demanded were extremely low. Certifica­tion was placed in the hands of the county superintendent who existed Lorthe short period 1867-1875. This method of licensing teachers prevailed forthe period 1837-1891. The State Normal School at Ypsilanti graduated in itsfirst forty years 1854-1894, all told, 2362 teachers, an average of less than 60a year, who after 18'57 were certificated on graduation by the state board ofeducation on recommendation of the heads of the departments of instructionof the school. In 1890 the population of Michigan was about 2,000,000-theschool census 650,000, the enrollment 425,000, and the number of teachers16,000. The Normal School graduated that year 107 teachers. It is certainthat the average professional life of the teacher did not then extepd beyondfour years; and 16,000 teachers would therefore involve a turnover of 4000annually. The hundred graduates turned out annually by the Normal School

"The first state normal s'chool in the United States was opened at Lexington.Massachusetts. July 3, 1839. The second was opened In Massachusetts at Barre8eIltember 4, 1839. A third at Bridgewater September 9, 1840. New York estab­lished a normal schoOiI at Albany December, 1844. Connecticut in 1849 opened anormal school at New Britain.

The Michigan State Teachers Colleges 33

TABLE 11

TABLE SHOWING ANNUAL ENROLLMENT IN THE STATE NORMALSCHOOL PROPER AND THE NUMBER GRADUATED,

ALSO AVERAGES BY DECADES, 1854-1893

Q) <JJ '";> Q) Q)

·00 '0 +-' ....,ol ol

::l 0 ::l ::l Q)-..<:: 0; ... -e- -e-e~ <> til ol til ol'£ien ::l 0 ... ::l ... <>~ .... Q) ~ ~ C-' Q)...., bIJ ~....,-e ~

~A~ ~ <11 ~ ol ~<11S:§

Q) <>Year Q) S Q) ... Q) ... ..<::

bIJ_ A Q) bIJ Q) <>_ til

..0 ol- ... ol_ ..0 ol

eE-< ... 0"<:: S ... S'£iQ) ... <> ::l g:~ .... ;> ~ co ::l ...

'£i 0 <I1W'£i Z<I1 Z~

1854 236 31855 346 ]31856 284 121857 246 131858 376 121859 366 121860 427 131861 436 241862 407 121863 428 355 19 13.3

1864 377 18]865 268 201866 265 241867 268 181R68 303 141869 362 191870 384 171871 350 71872 432 501873 411 342 40 22.7

1874 364 551875 409 571876 449 741877 366 80]878 338 951879 292 841880 298 561881 318 911882 330 811883 398 356 100 77.3

1884 475 1021885 519 941886 628 901887 675 1001888 714 1181889 803 ]041890 808 1251891 909 1451892 1002 ]831893 937 747 ]68 122.9

Source: Report of the State Superintendent of Public Instruction, 1893.

34 The Michigan State Teachers Colleges

would therefore constitute but 2.5 percent of the new teachers demanded.It is clear, therefore, that up to 1890 the state had accomplished very littleto meet the needs of the public schools for trained teachers. The great ma­jority of teachers were persons who had a meager knowledge of the commonbranches, some of whom were, however, mature persons and of great personalworth as well as effective teachers. Teachers were certificated by townshipboards and city boards without uniform standards. A number of teacherswere high school graduates who had passed the examinations as required. Asmall number were college graduates with good academic education butwithout professional training. The latter for the most part made up thehigh school faculties, the high school being an institution just then cominginto prominence.

The County aIHI 'l'he State Assume Hesllonsihility for Certification

Two things now happened of great educational importance. First, thelegislature in 1889 created the office of county commissioner of schools andplaced the licensing of teachers under the county board of examiners oper­ating under uniform standards prescribed by the state superintendent ofpublic instruction. Second, the legislature in 1893, during the administra­tion of Henry R. Pattengill, Superintendent of Public Instruction, (1892-96),prescribed uniform regulations regarding certification whereby a personcould receive only three successive "third-grade" certificates, each valid forone year. After that to continue in teaching he must qualify for at least a"second-grade" certificate valid for three years and based upon an examina­tion more thorough and extensive than the '''third-grade'' examination.There was in addition a "first-grade" county certificate, more advanced,valid for four years and which, on endorsement by the state superintendentof public instruction, was valid in any county in the state and, finally, a"life certificate" issued on the passing of examination before the state boardof education. Now in order to qualify for these credentials there cameabout what amounted to an educational and professional awakening-teach­ers by the thousands betook themselves to private schools and to the StateNormal School for preparation. The names of Woodbridge N. Ferris andHenry R. Pattengill are inseparably connected with this episode in Michiganhistory. They carried the gospel of better teachers and better schools intoevery backwoods district of the state. The people listened and acted. In­stitutes,* occupying periods of many weeks, were held in the counties dur­ing the summer to give instruction to candidates for teachers' certificates.

°Note: The hig'h quality of these institutes may be inferred from the follow­ing names selected from the list of institute instructors in the late '90's:Florus A. Barbour Walter H. French Harriett MarshRi,chard G. Boone C. T. Graw"t 'villiam McCrackenFannie Cheever. Burton 'V. C. Hewitt Charles McFarlaneErnest Burnham B. A. Hinsdale Charles McKennySmith Burnham C. O. Hoyt Francis W. pftrkerW. H. Cheever Jas. H. B. Kaye Carl E. PrayO. T. Corson Fred L. Keeler Abbie RoeJohn Dewey John C. Ketch:lIll Arnold TompkinsJoseph Estftbrook S. B. Laird Elizabeth R. 'vightmanDelos Fall H. C. Lott Margaret E. \ViseR. Clyde Ford Florence Marsh L. L. Wright

The Michigan State Teachers Colleges

state DejJends on Private Scboois for Trained Teacbers

35

Several private schools suddenly sprang into existence and flourishedunder these conditions, some of them obtaining great prominence. The re­port of the superintendent of public instruction (1899) lists under "Schoolswith Normal and Business Course'" the incorporated private schools as indi­cated below. Many not incorporated were operating at that time.

ScboolBay City Business CollegeBenton Harbor CollegeCleary Business CollegeFenton Normal SchoolFerris IlJstituteGrand Rapids Business CollegeInternational Business CollegeLansing Business UniversityLudington Business CollegeMichigan Business and Normal CollegeThree Rivers Business Academy

LocationBay CityBenton HarborYpsilantiFentonBig RapidsGrand RapidsSaginawLansingLudingtonBattle Creekfhree Rivers

Enrollment15241040030

13001498468

13221465

Tbe City Nol'mal Scbools

During this period a number of the larger cities of the state maintainedcity normal schools. These were institutions without much academic stand­ing but which served to initiate the local high school graduates into thelocal schools as teachers. Most of these had disappeared twenty years agoand after the state teachers colleges were in a position to supply the neces­sary teachers.

Tbe Detroit Teacbers College

The Detroit Teachers College, now a part of Wayne University, beganas a city normal school. It has developed into an institution which nowgives work also on the graduate level. Its graduates are certificated by thestate board of education on the same basis as the graduates of the stateteachers colleges. For the most part it serves to educate teachers for theDetroit schools and last year graduated 182 new resruits. It does extensivetraining also of teachers already in service.

Tbe State Establisbes Tbree Additional Normal Scbools

The feeling gained ground that the state itself should do more to supplythe needed training for teachers. Accordingly, in 1895 the school at Mt.Pleasant was taken over by the state and became Central Michigan NormalSchool. As early as 1875 the Hon. Peter White, then a state senator fromthe upper peninsula, had introduced a bill "To establish a branch of theState Normal School in the upper peninsula to be known as the Upper Pen­insula State Normal SchooL" Numerous efforts were made subsequently

36 The Michigan State Teachers Colle{}es

notably in 1893 and 1895. Again a vigorous demand continued for a normalschool in the upper peninsula, and Northern State Normal School was finallyestablished at Marquette in 1899. This demand for better trained teachersfinally led also to the establishment of Western State Normal School atKalamazoo in 1903.

The State Establishes County Normal Training Classes, 1903

It has been pointed out that during the first half century of our state­hood only a small percent of the teachers needed in our schools had receivedprofessional training> and most of these were employed in the city schoolsfor the reason that cities were demanding always the better qualified teach­ers and were also paying the better salaries. To provide the rural schoolsalso with trained teachers the legislature in 1903 made possible the estab­lishing of county normal training classes under certain conditions in allcounties of the state except those having state normal schools within theirboundaries. The state contributes a definite amount, now $3,000 annually,for the support of the county normal and the remainder of the cost isshared equally by the county and by the school district in which the countynormal is located. At one time as many as fifty counties took advantage ofthis arrangement. At present there remain but thirty. The institution wasavowedly established as a temporary one calculated to assist in an emer­gency and so planned that at any suitable time it could be withdrawn ifdeemed wise without causing any serious dislocation to anyone participatingin its maintenance. Students are graduated from the county normal classeson the completion of one year's work and are certificated to teach in oneand two-room schools for a period of three years. During the past ten yearsthey have graduated an average of 1000 teachers a year.

Thus it appears that inside of ten years the state added three state nor­mal schools and provided for county normal training classes. It was nowready for the first time to attack the problem of teacher training in a sub­stantial way. It was now fifty years since the first class had been graduatedat Ypsilanti and for this entire period the state had been depending almostentirely on that institution alone for professionally trained teachers.

Professional Training Becomes Legal Prel'equisite

While the certification act of 1893, described above, raised the academiequalifications of teachers and required also an examination in the "theorjand art" of teaching, almost a quarter of a century passed before the stat<!required professional training as a prerequisite for certification. In 1915the legislature for the first time demanded professional training as a pre­requisite for certification. The law required that the candidate must havehad at least six weeks of professional training. Again in 1921 the law wasamended so that a candidate must have at least one year of professionaltraining to qualify for certification. This provision is the minimum require­ment under which the certification of teachers is now administered.

The Michigan State Teachers Colleges

The State Assumes Sole Power of Certificating

37

In 1925 county examinations were discontinued and teachers were there­after certificated by the county boards on the basis of work done at profes­sional schools approved by the superintendent of public instruction. Finallyin 1929 the certificating functions of the county boards were reposed in thestate superintendent of public instruction. The chart which follows gives acorrect picture of the status of teacher certification in Michigan at thepresent time. It will be noticed that the superintendent of public instruc­tion has a voice in all certification, an important influence in most certifi­cation, and independent authority in many cases.

Improvement by Professional Training

The problem of properly trained high school teachers had engaged theattention of President Angell in the early seventies. In 1879, on the recom­mendation of President Angell, the board of regents appointed William H.Payne Professor in the Science and Art of Teaching. In doing this Presi­dent Angell made it clear that the university did not intend to invade thefield of the Normal School. It intended rather to help its own under-grad­uates who in the course of events would occupy teaching positions in thehigh schools. He pointed out that this action on the part of the Universitymight improve the status of teacher training in the Normal School by prov­ing to the public that the University regarded training in the science andart of teaching as of vital importance. He contended that there was workenough for both the Normal School and the University in the field of teach­er training.

In a report to the state board of education in 1888, Principal John M. B.Sill of the State Normal School said, "The true function of our NormalSchool is to equip teachers for all grades of schools including not only pri­mary and grammar schools, but high schools and the superintendents of vil­lage and city schools as well." Accordingly appropriate curricula were of­fered in the State Normal School and in 1897 the legislature, as has beennoted hereinbefore, authorized the state board of education to confer de­grees on the completion of curricula warranting such recognition and in suchcourses to designate the school by the name Michigan State Normal College.*

}'oUl'·Yeal' Courses Established in All Teachers Colleges, }918

Exercising the authority granted by the act of 1903, before cited, thestate board of education on June 4, 1918, prescribed uniform regulations re­lating to four-year courses at all of the state teachers colleges. This actionbrought the work of teachers colleges up to standards which had been longestablished in this state. As before stated, the state board of education hadalready established four-year courses at the Michigan State Normal College,Ypsilanti, in 1897. Graduates from the State Colleg'e at Lansing and grad­uates from the private colleges of this and other states are certificated bythe state board of education according to law. But at no time has the state

·See note page 18.

38 The Michigan State Teachers Colleges

Chari Show,n9 Re/al/onsh,p of" cerlil/call~Aqenc"e~ m Mlchi<jon and JI'ncl5 of Cerhf/­cofe:> /s5ued by E QC h

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ile Cerl/lt'ca esVocallanol. .."/qricv/lureVocoliono/, !lome £c.Vocal/ona/, Ind. Ed.

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':te Cedi tCa~by .cXomina 1017

Lif~ Cerldicak, on Troining(0) In 7eocners Co/le'(e(6) O/her Co//ege~

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Bd.,,{Edor

City Supl.

The Michigan State Teachers Colleges 39

board certificated graduates from the State College at Lansing or even fromthe private colleges on less than four years of trnining. Until 1925 certifi­cation from private colleges had been based on four years of academic train­ing with only incidental attention to the art of teaching. It is importantto note that neither the university nor the other colleges of the state wereat this time providing practical work in the training of teachers. All ofthem gave theoretical work only, except the State College at Lansing, whichtrained a small number of teachers in agriculture and home economics. Itis important to note also that in 1918 when the state board {)f education es­tablished four-year courses in all of the teachers colleges, the state was fac­ing a serious shortage in teachers, high school teachers especially. Duringthe decade 1920-1930 the high school enrollment rose 1830/0. If the schoolsof the state were to have trained teachers, the teachers colleges were theonly institutions ready to furnish them.

{Tniv('rslty, stat(' Collt'ge, lind l'rlvatc Collcg'csRClluil'c l'racticc in Tcaching-

For many years there had been an insistent demand on the part of thosein charge of the public schools that the university give its graduates prac­tice in teaching before certificating them. This matter had been champion­ed for two decades by Professor A. S. Whitney, now Dean Emeritus of theSchool of Education, and finally was forcibly presented to the legislature byPresident Henry B. Hutchins of the University. The legislature respondedby making appropriation for a high school for the training of teachers. In1927 the legislature made appropriation for an elementary school also. Theregents of the University of Michigan, by certificating graduates for teach­ing through the School of Education, are recognizing the importance ofpractical work in teacher training and are bringing to a full realization thework initiated by President Angell in 1879 when he established in the Uni­versity of Michigan the first chair in the science and art of teaching in anyuniversity in America. The State College, originally an agricultural school,has inaugurated practical work in the training of teachers for agriculture,home economics, physical education, music, and high school subjects in gen­eral. Since 1893 the state board of education had been certificating grad­uates of the private colleges on the basis of academic and theoretical workonly while at the same time it had always required that persons certificatedthrough the teachers colleges have actual practice in teaching as a pre­requisite. But in 1925 the legislature prescribed that graduates of the pri­vate colleges also have practice in teaching as a prerequisite for certifica­tion. The law reads:

"The state board of education is hereby empowered to grantteachers' certificates without examination to any person who has re­ceived II bachelor's, master's, or doctor's degree from any collegehaving a course of study actually taught in such college of not lessthan four years in addition to the preparatory work necessary foradmission to the University of Michigan, and in addition to or as apart of such work a course of at least eleven semester hours in thescience and art of teaching and in addition to or as a part of such

40 The Michigan State Teachers Colleges

four-year course there shall be observation of the actual work ingrade schools or high schools approved by the state board of educa­tion and there shall be practice teaching in said grade schools orhigh schools, and this practice teaching shall be two class periods aday for twelve weeks or the equivalent thereof." (Sec. 2, Ch. 27,General School Laws, 1931)

Statc Board Carrics Out Inteut of I,eg-islature

The foregoing discussion makes clem' for what purpose the legislaturehas established the teachers colleges, the scope of the work it has prescribedfor them, and the powers it has delegated to the state board of education.The state board of education in exercising the powers thus delegated to itby the legislature has reasonably assumed that the legislature did not intendthat it should certificate teachers from the state teachers colleges, institu­tions established and maintained by the state specifically for the training ofteachers, on a basis distinctly inferior to that of the private institutions orother state institutions engaged in the training of teachers incidentally only.The state board of education has properly insisted that in order to qualifyfor certification the person must first of all be an educated person; thatadequate training for the teaching profei'sion implies that the person mustknow something to teach as well as how to teach it. The old-fashioned nor­mal schools throughout the country long since came into disrepute becausethey were rightly regarded as institutions which merely trained teachershow to perform a few processes by rule of thumb, but neglected to give theteacher a thorough academic background. Fortunately the normal schoolsof Michigan had always insisted on thorough academic training. Therefore,it involved no great change for them to assume more extensively the workof teachers colleges. All four Michigan teachers colleges occupy today anA-I rating in the United States. They are known as institutions that notonly train in the methods of teaching, but also give thorough academic in­struction. They have responded to the needs of the public school system ofMichigan with its enormous development.

The '!'('ach('!'s Collcges arc Main Sou!'ce nf Trained Teael\('!'s

It is pertinent to point out definitely to what extent the teachers col­leges are meeting the demands of the state. A national survey of teachertraining was conducted in 1930'-31 unuer the direction of Professor Evendenof Columbia University. The Michigan study covered individual returnsfrom 16,291 teachers or forty-seven percent of the entire staff, thus givingthe results a high degree of reliability. An examination of Table 12 bai'edon the survey report will make clear to how large an extent the state de­pends on the teachers colleges for its supply of teachers both in elementaryand in high school grades. An analysis of the figures shows that:

1. There were 2605 elementary school vacancies filled directly by Mich­igan teacher training institutions, public and private. Of these 2198 or84.2% were filled by teachers colleges and county training classes of Mich­igan.

The Michigan State Teachers Colleges 41

TABLE 12TABLE SHOWING THE REASONS FOR VACANCIES AND THE SOURCES

OF TEACHER SUPPLY IN MICHIGAN PUBLIC SCHOOLS AND THENUMBER IN EACH CASE, CLASSIFIED AS ELEMENTARY, JUN-

IOR HIGH SCHOOL AND SENIOR HIGH SCHOOL, 1930-31--------- -------

Junior SeniorElem H.S. H.S. TotalKg-6 7-9 10-12

Total No. of Teachers in Michigan 25,967 4,692 4,856 35,515Total No. if Teachers "New" on Jobs 5,893 639 848 7,380

--~._---

Reasons for Demand for New TeachersPredecessor died 59 4 9 72Predecessor retired 365 35 27 427Predecessor entered college 889 58 84 1,031Predecessor married 878 98 120 1,096Predecessor left to teach elsewhere in State 2,428 172 256 2,856Predecessor left to teach in another State 106 39 61 206Predecessor entered another occupation or

profession 307 31 76 414Predecessor left on leave of absence, illness, etc. 177 17 40 234Hold newly created position 4·01 149 122 672Other reasons creating demand 283 36 53 372

Total 6,893 639 848 7,380

Sources of Supply Meeting DemandFor New Teachers

College or University in Michigan 407 141 237 785County Normal School or Teachers College*

in Michigan 2,198 151 170 2,519Transfer from another school system in Mich. 2,298 199 192 2,689College or University in another State 65 38 60 163Normal School or Teachers College in another

State 82 6 13 101Another School System in another State 100 27 64 191A position other than educational work 194 27 50 271Leave of absence 71 4 13 88Return to teaching, having some occupation other

than education the past year 289 25 23 337Other sources of supply 189 21 26 236

---- ---~.-

Total 5,893 639 848 7,380

Sources: National Survey of the Education of Teachers-Professor E. S. Ev­enden; Report State Superintendent of Public Instruction.

Note 1: Observe that the teacher training schools of the state, publicand private, were called upon that year to furnish 785 plus 2519, or 3304teachers "new" on jobs.

Note 2: The county normal schools do not furnish any of the juniorhigh school or senior high school teachers-they supply one and two-roomschools only, elementary teachers.

"This ihdll<1es Detroit Teaehers ColleKe.

42 The Michigan State Teachers Colleges

2. There were 292 junior high school vacancies filled directly by Mich­igan teacher training institutions, public and private. Of these 151 or 51.6%were filled by teachers colleges of Michigan.

3. There were 407 senior high school vacancies filled directly by Mich­igan teacher training institutions, public and private. Of these 170 or 41.7%were filled by the teachers colleges of Michigan.

Eugene B. Elliott in his study of the "Supply of and the Demand forTeachers in Michigan" (1932) found that the 25,983 teachers reporting hadreceived a total of 83,924 years of training, or an average of 3.2 years. Ofthis the state teachers colleges had contributed 48,{)65 years 'or 57.27* per­cent. They had contributed 71i percent of the training received by the ele­mentary teachers and 44 percent of the training received by the high schoolteachers. (See Tables 13, 14, 15)

These facts amply support the wisdom of the legislature of Michigan inrequiring the state board of education "to prescribe the courses of studyfor students, to grant such diplomas and degrees and issue such licenses andcertificates to graduates of the several normal sehools of the state as thesaid state board of education shall determine," and furthermore that theteachers colleges "shall give instruction to persons in all the variousbranches pertaining to the public schools."

SCOIIC and Policy of 'I'cachers Colleges Made Clear

The state board of education in 1934 made plain its attitude governingthe teachers colleges of Michigan in the following- declaration of policy:

The public school system, less than a century old, has developedfrom the meager rudiments which satisfied the frontier settlementsto the enlarged and complex organization which attempts to meetthe needs of today-a day which faces the solution of social, polit­ical, and economic problems of fundamental significance. Only hon­est, intelligent, and well-informed citizens can cope with suchproblems. Such citizens it is the first duty of our public schools toproduce. Only honest, intelligent, well educated, and devotedteachers are adequate to meet these enlarged duties and responsi­bilities-the day of the mere school-keeper is gone. The problemof training such teachers has increased in scope and complexity, butto meet these problems the State Board of Education and the fac­ulties of the teachers colleges have constantly applied themselves,keeping in mind always the two purposes which, since the foundingof the State, have been sustained not only by legislative authoritybut which have the sanction of all educational experience as well.The Michigan State Teachers Colleges, therefore, have always stood

"Note: It shoulll be observed here and in reading tables 13. 11. 15. and 15athat some or the training of our staff was receive(} in other states. Table 12shows that in 1930-31 out-state teachers ,colleges contributed a little ever onepercent of tl1C' total new teachers.

TABLE 13

TABLE SHOWING THE PERCENT OF ALL TRAINING OF MICHIGAN TEACHERS CONTRIBUTED BY THE SEVERALTYPES OF TRAINING SCHOOLS AND DISTRIBUTED OVER THE SEVERAL TYPES

OF SCHOOL DISTRICTS, 1931-1932

--TYPE OF DISTRICT

Type of School First Second Third Fourth Special ~which gave the Class Class Class Cl>lss Charter Town Agricul Graded Primary All

~

training City City City City City ship tural is:~.

~County Normal 1.68 2.76 2.78 2.18 1.94 3.22 4.88 8.12 21.78 5.84 ~

~

Junior College 1.34 3.68 1.18 1.07 .63 5.39 .57 1.03 1.15, 1.47 VJ<"!-~

City College 5.76 1.52 2.16 1.18 1.39 .38 .04 1.32 6.67 3.27 <"!-~

Private College 10.86 14.53 13.54 15.21 13.14 12.03 9.85 14.42 5.62 12.15 ""'3~~~

State Teachers College 55.35 53.00 58.59 54.84 52.06 60.30 51.85 60.30 60.34 57.27 ::z-~

~

Land Grant College 2.32 3.07 3.13 5.11 2.99 6.33 19.34 5.69 1.91 3.63 '"C1

State University 22.72 21.44 18.62 20.41 27.85 12.35 13.47 9.12 2.53 16.37 ~~--

<:QAggregate years 23,661 6,945 14,381 2,509 3,259 2,133 525 21,137 9,086 83,636 (':>

of training '"Number teachers 6,353 1,979 4,106 773 827 704 158 6,794 4,289 25,983reportingAverage years 3.73 3.5 3.5 3.2 3.9 3.0 3.3 3.1 2.3 3.21of trainingMedian years 10.33 12.47 11.01 7.23 10;54 6.93 6.58 7.22 5.38of service

._--_. -----_.-- ... -- --- _. --~._-.__. -- ----- ~.--_._-----,--------------~--. -- _.._---_._- It;Source: Elliott, "Supply of and Demand for Teachers in Michigan"

44 The Michigan State Teachers Colleges

TABLE 14

TABLE SHOWING THE AVERAGE NUMBER OF YEARS OF TRAINING OFMICHIGAN TEACHERS AS DISTRIBUTED OVER THE SEVERAL TYPESOF SCHOOL DISTRICTS AND DIFFERENT LEVELS OF TEACHING, 1931-32

Teachers PrincipalsType of Elemen- High Elemen- High Superin- AllDistrict tary School tary School tendents

First Class City 3.03 4.43 4.17 4.70 3.73Second Class City 2.90 4.2 3.5 4.70 3.5Third Class City 2.90 4.0 3.6 4.7 5.6 3.5Fourth Class City 2.3 4.0 3.4 3.5 5.0 3.2Special Charter City 4.0 3.8 3.2 5.7 4.1 3.9Township 2.3 3.8 2.5 3.6 4.1 '3.0Rural Agricultural 2.6 3.9 2.8 3.1 4.5 3.3Graded 2.5 3.6 3.2 3.9 4.4 3.1Primary 2.3 2.3

All 2.6 4.03 3.57 4.21 4.5 3.21

Source:' Elliott, "Supply of and Demand for Teachers in Michigan"

TABLE 15

TABLE SHOWING THE PERCENT OF ALL TRAINING OF MICHIGANTEACHERS CONTRIBUTED BY STATE TEACHERS COLLEGES AS

DISTRIBUTED OVER THE SEVERAL TYPES OF SCHOOL DIS­TRICTS AND DIFFERENT LEVELS OF TEACHING, 1931-32

Teachers PrincipalsType of Elemen- High Elemen- High Superin- AllDistrict tary School tary School tendents

First Class City 75.29 40.11 65.42 33.83 55.35Second Class City 72.11 37.66 66.12 37.33 53.00Third Class City 74.43 46.41 72.51 43.59 38.00 58.59Fourth Class City 74.56 44.60 66.83 52.88 38.34 54.84Special Charter City 71.00 37.47 65.91 45.87 36.32 52.06Township 84.85 42.49 79.30 64.89 33.41 60.30Rural Agricultural 68.73 43.61 60.71 62.98 28.47 51.85Graded 73.99 51.15 71.02 50.04 49.91 00.30Primary 60.34 60.34

All 71.00 44.00 68.6 45.9 45.8 57.27-~~---.

Source: Elliott, "Supply of and Demand for Teachers in Michigan"

The Michigan State Teachers Colleges

TABLE 15a

45

PERCENT OF ALL TRAINING OBTAINED BY SEVERAL CLASSIFICATIONSOF TEACHERS AND BY WHAT SCHOOL CONTRIBUTED, 1931-32

'"~J::'0 '0

Q)

~>. 't:l

Percent 0 ~ ., o ., J::

~ f ..s:: 0:1_ ..s::- Q)

Contributed by '".,

~ 0:1'" 0:1

...,~ .sJ:: Q) m Q) s:: 0.. m.e-Q)..s:: ..s::..s::

Q) .~~

a '" ~ '" ..s:: '" Q)brJg s:: s:: brJ.!3 0..Q) 0:1 Q) .~

~- Q).~ Q) - ~ :rip"; :::s

;:;.lEo-< ::CEo-< ;:;.lp... m

County Normal 8.76 3.68 3.08 1.57 .95 5.84

Junior College 1.30 1.87 .17 .53 .92 1.47

City College 4.02 2.86 3.38 1.27 .94 3.27Private College 6.49 17.70 8.53 18.76 13.74 12.15State Teachers College 71.17 44.01 68.69 45.95 45.84 57.27Land Grant College 1.37 5.40 .89 6.08 14.02 3.63State University 6.89 24.48 15.26 25.84 23.59 16.37

Source: Elliott, "Supply of and Demand for Teachers in Michigan"

and do now stand for two things paramount and inseparable in aninstitution for the training of teachers:

1. A thorough grounding in such fields of study as may leadto the intellectual growth of the student.

2. A thorough grounding in the science and art of teaching at­tained by sufficient actual teaching under direction.

Michigan in Step With Other States

While Michigan has made commendable progress in its demand for bet­ter teachers and in establishing and supporting the necessary agencies forproducing better teachers, it has, nevertheless, merely kept in step with likeprogress in other states. Table 16 lists thirty-six states with the number ofstate teachers colleges in each and shows in each case the number of col­leges whose longest curricula are four years, less than four years, and morethan four years. Of the thirty-six states, thirty-four have four-yearcurricula and of the thirty-four, seven states with twelve colleges have cur­ricula of more than four years.

46 The Michigan State Teachers Colleges

TABLE 16

TABLE GIVING LIST OF STATES WHOSE TEACHERS COLLEGES AREACCREDITED BY THE AMERICAN ASSOCIATION OF TEACHERS COL­

LEGES AND SHOWING BY STATES NUMBER OF OOLLEGESWHOSE LONGEST CURRICULA ARE LESS THAN FOUR

YEARS, FOUR YEARS, MORE THAN FOUR YEARS, 1933-34

Longest Curriculum Longest Curriculum

State State

2

2

Alabama

Arizona

Arkansas

California

ColoradoGeorgia

IllinoisIndianaIowaKansasKentuckyLouisianaMarylandMichigan

Minnesota

Mississippi

Missouri

Montana

1

4

4

2

4

2

6

1

42

4

6

2

5

1

4

1

Nebraska

New Hampshire

New Jersey 1New Mexico

New York 3

North CarolinaNorth Dakota

OhioOklahomaOregon 1Pennsylvania

South Dakota 3

Tennessee

TexasVirginia

Washington

West Virginia

Wisconsin

4

2

2

2

3

2

52

6

131

4

7

43

4

9

1

1

1

Source: Yearbook, American Association of Teachers Colleges, 1934.

VII

MICHIGAN HAS OBTAINED MORE TEACHERSAND BETTER TEACHERS

Raising the Level of Teachel' PrCIJaration

The effort of the state to raise the qualifications of its teachers has metwith gratifying results. It obtained readily as many teachers as were need­ed even when the population rose precipitously. At the same time it ob­tained gradually teachers better prepared. In 1915 a survey of one and two­room schools showed that only 41 percent of all the teachers in them had asmuch as one year of professional training. In 1930 all of these teachers hadat least one year of professional training and the average for all the primarydistricts was 2.3 years. In the same year the average preparation for allMichigan teachers was 3.2 years. There are in Michigan today almost twiceas many teachers as in 1915 and on the average they have about twice asmuch training. The bulk of the work in raising the level of training ofMichigan teachers was performed by the teachers colleges, Table 17 givesan analysis of the work done by the teachers colleges the last six fiscal years.It appears that during the six-year period 1928-1934 the teachers collegesgraduated an average of 2379 persons a year. ~f these 44'5 were teachersalready in service and who were graduated during summer sessions or other­wise; 734 were persons already certificated in Michigan but who had re­turned to college for more advanced training and to obtain a higher gradeof certificate or possibly a degree. The new recruits to the profession werethe remaining 1200. It can be said, therefore, and quite accurately, thatduring the past six years every time the teachers colleges have graduated100 persons, 20 were graduated while in service, 3C were graduated who hadbeen previously certificated, and 50 were inexperienced teachers, new re­cruits to the profession. It is clear, therefore, that in recent years one-halfof the efforts of the teachers colleges was expended in raising the level ofpreparation of teachers already in the field and one-half in training new re­cruits. This analysis is essential in order to understand and interpret cor­rectly the data bearing on certifications and graduations by teacher traininginstitutions. If it were assumed that all graduations represent new recruitsthe reasoning based on the assumption must lead to conclusions which aregrossly inaccurate.

Boom and Depression Upset SUPIJly and Demand

While the industrial boom created an acute problem in teacher-supplydue to a sharp increase in the population of the state by immigration, theretook place within the state a shifting of population which aggravated thesituation. The population of most cities of the state was augmented by aninflux from the rural areas. This depleted the enrollments in the rural and

48 The Michigan State Teachers Colleges

TABLE 17

TABLE SHOWING NUMBER OF GRADUATES AT MICHIGAN STATETEACHERS COLLEGES FOR THE SIX YEARS, 1928-34

~ ~ '"~ Q) Q)

'0''0..., ...,

'0 '0 ""ol olQ) Q) Q)Q)Q) 0", ::IQ) ..., ..., ...,~..., ~q::

'0'0bIl ol Ol ol P. ol ~.~

.!l ~::I ::I .g~~..., olQ)

'0"-" "'~~...,

'0 Q)'O ol ...... co <1) ..... ...,Q) Ool..col ~'-' ~Q)"" 'S c:J ..... ,gU S~ Oal o..c~ ~>.::1

0 o.~..... '" ~'O '" "' ...... ~...,0 z'" ~.~ Q)'"

al> al ol >. c:e:g al ~~ ..c~ ..c..<:: ...... ..c~'" al ...... 0

~ S ol", S~ SoifJ ~.;; S...,III ...,~

al ol Oal ::I ~ ::1"<:: 0 alQ) ::I 0

>< Z ~P.. z.~ Z ~.;; za z~

Ypsilanti 1073 161 336 576Central 498 68 168 262

1928-1929 Northern 246 35 15 196Western 1024 150 290 584

All 2841 414 809 1618

Ypsilanti 949 187 350 412Central 506 77 215 214

1929-1930 Northern 276 43 50 183Western 910 172 313 425

All 2641 479 928 1234

Ypsilanti 1087 242 389 456Central 629 99 312 218

1930-1931 Northern 282 37 64 181Western 986 242 341 403

All 2984 620 1106 1258

Ypsilanti 007 271 250 446Central 449 101 187 161

1931-1932 Northern 221 32 49 140Western 907 220 292 395

All 2544 624 778 1142

Ypsilanti 693 118 160 415Central 316 38 119 159

1932-1933 Northern 226 15 40 171Western 616 91 154 371

All 1851 262 473 1116

Ypsilanti 504 100 102 297 5Central 255 65 66 124 0

1933-1934 Northern 196 7 50 139 0Western 456 98 85 272 1

All 1411 270 303 832 6

Ypsilanti 879 180 265 434Average Central 442 75 178 190

Six Northern 241 28 45 168Years Western 817 162 246 408

All 2379 445 734 1200(1) Mostly persons who taught during the regular school year and were

graduated at the close of the summer session.(2) Persons who withdrew from their teaching positions temporarily to

prepare for higher certificates or degrees.

The Michigan State Teachers Colleges 49

TABLE 18

TABLE SHOWING THE NUMBER OF NEW RECRUITS TO THE MICHIGANTEACHING STAFF 1933-34, CLASSIFIED AS TO

SOURCE OF CERTIFICATION

State Second Grade (one year training) 232County Normal (one year training) 560Life (in special subjects) 94Junior College (two years training) 60Normal Provisional 25College Life 598

Colleges out of state 170Private Colleges in state 428

Total for all

Central State T. C. 124Northern State T. C. 139Western State T. C. 272Michigan State Normal 297Wayne University 182University of Michigan 213Michigan State College 174

2970

Source: State Superintendent of Public Instruction

Note: The figures above represent persons not previously certificated inMichigan. The State Superintendent reports als') 1066 persons, in additionto the above list, who were granted- renewal certificates or certificates ofhigher grade. He reports the total certification in the State for the year1933-34 as 4034.

TABLE 19

ILLITERACY IN MICHIGAN POPULATION 10 YEARS OLD AND OVER1930 and 1920

ALL CLASSES-----

ILLITERATE

Age Total Number Percentnumber, 1930 1930 1930 1920

----~~.--~_._-------- - -----

Total, 10 and over 3,891,914 76,800 2.0 3.010 to 14 years 455,469 649 0.1 0.215 to 24 years 835,088 3,548 0.4 1.025 to 34 years 807,818 8,772 1.1 3.435 to 44 years 730,393 20,503 2.8 4.145 to 54 years 496,896 17,701 3.6 4.055 to 64 years 308,484 11,499 3.7 4.665 and over 254,891 13,984 5.5 6.6

Total, 21 and over 2,939,409 74.573 2.5 3.9

Source: United States Census

Note: Michigan has 74,573 voters who cannot read and write.

50 The Michigan State Teachers Colleges

village schools to such an extent that many schools were maintained at anexorbitant per capita cost. On the other hand the enrollments in the citybecame congested and there was a call for additional teachers. These teach­ers were supplied, as we have seen, to carry the load which might have beencarried by the rural teachers had the population remained stationary. Therural areas attempted to improve their situation by consolidation of dis­tricts. To some extent this released teachers for city service, but these ad­justments had been only partly consummated when the depression broughton a reversal of the process. City population betook itself to the countryand the rural areas reabsorbed these new enrollments without the necessityof adding new teachers. Many city dwellers had come to Michigan fromother states and of these many returned with the coming depression. Thisfurther cut down the need for city teachers. Also the financial stringencybecame so acute that city schools were compelled to curtail their programsand increase teacher loads. Both of these proce!'ses added further to the"teacher surplus." As a result in 1931 and the years following city schoolsdiscontinued large numbers of teachers who had been but recently attractedto the cities. In the years 1931, 1932, and 1933 the number of teaching posi­tions in the state was reduced by about 3000. In the meantime young peo­ple had entered the teachers colleges and other institutions in 1927 and 1928with full expectation that on graduation four years later they would be inas much demand as during the years preceding. Many of these young peopleon graduation were, therefore, added to the number of unemployed teachers.It is clear that the crisis of the unemployed teacher, like many other prob­lems brought on by the depression, was entirely of economic origin. Therewas no way of foreseeing it and taking steps to prevent it.

VIII

SECURITY OF THE STATE LIES IN EFFECTIVEEDUCATION AND BE fTER TEACHERS

It has been pointed out in this discussion why the state maintainsschools at public expense and the great strides which have been made bothin meeting the demands for more teachers and for better teachers. It isclear that the teachers colleges are inseparably connected with the publicschool system. They were established exclusively to serve the public schoolsas no other institution of higher learning, and they have developed as thepublic schools have developed. Great as have been the needs in the past,the needs appear great also in the future. It would extend beyond thelimits of this discussion to enter into the details concerning many problems,present and future, which confront education in Michigan. It must sufficeto mention only a few.

1. Attacli Crime at the Source

In the first place Michigan must continue to stress the kind of educa­tion which is conducive to good citizenship and which will ultimately resultin genuine economy. The people of Michigan, as well as other states, areeach year compelled to tax themselves annually many millions of dollars tohold in custody the criminal, the insane, and the defective. They pay un­told millions more to combat these elements while at large in society in sup­port of the various state and local agencies for public safety. This outlayis so vast as to seriously impair the prosperity of the state and most of theexpenditure is of necessity of a negative character. The people are wonder­ing if the public school which reaches nearly all persons in childhood cannotbe made a more effective agency for identifying persons of harmful potentialities and dosomething constructive to remedy the difficulty, or at least to reduce the hazardswhich society now faces from these sources. The press reminds us daily ofthe atrocities committed ·by mental defectives and is urging remedial ac­tion. There can be no doubt that something can be done about it and thatthe public school is an appropriate agency to do it. It would therefore bea matter of constructive economy for the state to attack the problem inthis way. It cannot be stressed too often. or too forcibly that our publicschools are maintained to promote "good government and the happiness ofmankind" and all sound educational policy should be directed to that end.

2. The Mentally Handica]lped a Menace

There are in Michigan not less than 16,420 school children who may beclassed as subnormal. Reliable authorities would place the number at 22,000.A survey made in 1918 by the Superintendent of Public Instruction, and di­rected by Professor C. M. Elliott of the Michigan State Normal College,found that not less than 5,000 such children were then enrolled in the oneand two-room schools of Michigan. The remaining schools have 11,420 suchchildren and about 8,000 of them are given special instruction. There are,therefore, 8,420 children who are given no special attention-children whocannot profit by attempting ordinary school work. What becomes of theseunfortunates? Most of them are of blameless character and deserve appro­priate care to make them useful members of society. Many sooner or later

52 The Michigan State Teachers Colleges

find their way into our penal or other custodial institutions. Tests showthat 80 percent of those in the state schools at Adrian and Lansing, as wellas in such institutions in other states, are of the subnormal level of intelli­gence. The penal institutions reflect the same situation. Concerning thisproblem Professor Elliott said:

"Neither can we rely upon the state, through its institutions, todo what should be done. In the past century, vast strides have beenmade in caring for the sick, the maimed, the poor, the insane, thedefective in body and mind-in short, for all kinds and varieties ofthe physically and socially unfit-by the establishment of institu­tions built and maintained at public expense. In this way societyhas alleviated the sufferings of millions of unfortunates. Neverthe­less, the fact remains that our whole institutional system has beenbegun wrong end to. The world has assumed the necessary and eter­nal truth of the scriptural statement, "The poor ye have with youalways." Society has accepted it literally and extended it to includeall other classes of human unfortunates. As a result, we set aboutmaking the best of a bad situation, and proceed to build great andever greater institutions for their care, without pausing to inquireif it be at all necessary for the fit members of society to forevercarry this tremendous burden of the unfit. We seem to have adopt­ed, more or less unconsciously, the theory that it is the inalienableright of the individual to become ill, maimed, feebleminded, pover­ty stricken or criminal, either through inheritance or bad environ­ment, but that it is the duty of the community or the state to carefor him after he has become unable to care for himself. We have..eversed in our practice Pinkney's ringing challenge to Talleyrand,"Millions for defense, but not one cent for tribute." We say in ef­fect, "Millions for tribute, but not one cent for defense." We pourout our millions for the care of the end products of our racial andsocial errors, but spend almost nothing in preventive measures.

"In the methods of dealing with the feebleminded by most ofour states, we have excellent examples of this short sighted policy.We build our institution and announce its readiness to receivepatients from anywhere within the boundaries of the common­wealth. The identification of the patient is left to chance and his committalto the institution largely to the possibility ofhis coming into conflict with the law.Surely this is a case of getting the cart before the horse.

"The compulsory attendance laws, though undoubtedly a protec­tion to many children who might, without them, be deprived of theirjust educational privileges, have greatly. aggravated the problem ofthe subnormal child in the rural schools. In the old days, when sucha child found that he could make no further progress in the schoolsand his parents and teacher were convinced of this, he dropped outof school and went to work ()ll, the farm. Here he quickly foundwork suited to his ability, and so presented no further problem.Today he is not allowed to leave school until the end of the .compul­sory school period, when he is sixteen or it may be eighteen yearsof age. During these years of forced attendance, he gains practi­cally nothing of value and on the contrary develops habits of idle-

The Michigarn State Teachers Collf!lges

ness and, in many cases, of delinquency, simply because the schoolsare not equipped to furnish him with work from which he canprofit."

3. The Illiterate Voter a Menace

53

Not only do we need training for the coming generation. Our presentelectorate needs education. Owing to the deluge of population which hassuddenly appeared within our borders, we have today 75,000 people abovetwenty-one years of age who cannot read or write. (See Table 19.) Everytime 1000 votes are cast in a state or national election twenty-five of theseare cast by persons who know only by hearsay, if at all, what it is all about.The privileges of citizenship are held entirely too cheap. The interests ofgood government demand that the problem of adult education be facedseriously and attacked effectively.

4. The Problem of the Physically Handicapped

In his annual report of the Division of Special Education, 1933-34, theSuperintendent of Public Instruction says:

"Michigan is the only state having a Division of Special Educa­tion in one of its teacher training institutions and training teachersfor every type of physically handicapped child.

"The Department of Special Education under the direction ofProfessor C. M. Elliott at the Michigan State Normal College is en­gaging prospective candidates of more ability each succeeding yearand in turn furnishes better teachers each year.

"It is; particularly important if Michigan continues to occupyits place among leading states in special education that the teachertraining service be maintained and adequately supported.

"The total population of cities and adjacent metropolitan areasnow being served totals approximately 2,750,000 or about 62 percentof the total population of the state. The rural and smaller urban areastogether with a few of the larger cities have not yet made adequate provision forthe education of their blind, deaf and crippled children.

This report states that 3172 physically handicapped children are nowcared for in special education classes. Since this number are found in 62percent of the state's population there would be in the entire population5116. There are, therefore, about 2000 children not properly cared for.

5. Continued Increase in Population Demands More Teachers

The boom era created problems by the sharp rise in population owinglargely to immigration. This process has now receded but there is evidencethat Michigan will continue to face the problem of increasing school popu­lation for some time. The National Commission on Emergency in Educationestimates that there has been an increase in high school enrollment through­out the. country since 1930 of '53 percent. In Michigan it is probably thesame. The present strong demand for competent elementary teachers is feltin part because not enough promising persons are entering that field becauseof the lower wages which usually prevail there, but it is due also to the factthat Michigan continues to have an increasing number of the youngerchildren. Professor Mark Jefferson has pointed out (See Geographical Re-

54 The Michigan State Teachers Colleges

view, October 1934) that in 1930 Michigan had 30,000 more children underthree years of age than in 1920. Only in thirteen other states, mostly in theSouth did such a condition prevail. He points out, also, the significant factthat the native whites of native parents and the negroes had more childrenunder three in 1930 than in 1920. The loss is confined to the foreign-bornchildren and children of one or more foreign parents.

6. state Must Provide a Teacher Adelluately TrainedFor Every Schoolroom

The Superintendent of Public Instruction reports that in 1933-34 therewere certificated 4034 teachers and of these 2970 were new recruits to theprofession. (See Table 18.) Of the latter 792, or 27 percent, enteredthe profession with certificates requiring only one year of professional train­ing. Unfortunately all of these teachers are employed in the rural schoolswhere the job is so difficult that it deserves the best trained teacher, not thepoorest. The graduates from the teachers colleges last year averaged 3.64years of training and from the other training institutions, exclusive of coun­ty normals, not less than four years.

Table 14 shows that the average training possessed by the elementaryteachers, including country schools, is 2.6 years while the high school teach­ers average 4.03 years. It is generally known that many persons of excellenttraining and capacity refrain from entering the elementary field because ofthe lower wages prevailing there.* Now the most important problems ineducation are associated with the elementary grades in city and countryschools. These problems must be attacked in the early years of childhoodbut quite generally even today school authorities are demanding the besttrained teachers for the high school years. It must be soon recognized thatthe teacher in the elementary grades, to serve the state satisfactorily, needsat least as much training as in the high school and for the understanding ofchildhood and human development she needs even more. The responsibilityof the teacher who will satisfy the needs of the future is of such a naturethat a person who has attained the age of eighteen years and who has car­ried his training merely one year beyond high school cannot be regarded ascompetent to fill the office of teacher. The teacher of the future will needthorough and extended training not only in the sciences which pertain togood government but in those which pertain to child development as well.

Public education has become too great and too expensive an enterpriseto be carried on by superficially educated minors. It would be regarded ashumorous, were it not so serious, that the state employs immature boys andgirls to train citizens who are to vote and thus to determine our destiniesand at the same time refuses to recognize these teachers as legally com­petent to vote or otherwise to function as citizens. It would seem necessary

°Note: The Hepresentative Assembly of the Michigan l'l<1ucation ARsociationin 1934, on this matter. declared itself as follows:

"Several 'causes are ODerating to discourage pron1ising candidates fl'OI11 en­tering training for teaching in the elementary grades. First among them is thelower levei of compensation prevailing in those grwles. If the present standardof preparation is to be maintained-and it should be maintained-it is urgent thatimmediate attention be g·iven to the more general adoption of the single salaryschedule throughout the state. The elementary teacher, qualifications the same.is entitled to a remuneration the Rame as that aceorll"d the secondary teacher:'

The Michigan State Teachers Colleges 55

that at once the state promote a policy which will assure a competent teach­er for every schoolroom, as good for the elementary as for the high schoolchild, and as good for the country as for the city child.

7. Equality in Financial Support Must RemoveInequality in Educational O)I!lortuuity

It is in harmony with sound principles that since education is a func­tion of the state and since the state of Michigan itself is the original andfundamental school district, that support of education should be largely astate and not a local matter. All the local districts created by the legis­lature should be treated on a basis of equality. Indeed, such has been thecase in the apportionment of the primary school interest fund which in1933-34 amounted to $17,000,000 or $12 per child. Owing to the recentlyadopted constitutional limitations on real property taxes the school districtsare now appealing to the state for additional aid in the sum of $25,000,000.Students of the question are agreed that this additional support is necessary.

In the past the state has safeguarded its investment by stipulating thatonly legally qualified teachers could be paid from the primary fund. In thefuture the state will be justified in making even more certain that, its fundswill be expended to give adequate returns. Teachers must be not onlylegally qualified, but also, and more imnortant. they must be educationallyqualified. The advancing of money does not of itself assure good schools.Good teachers make good schools.

~. TIle State Must Provide Enough Good Teachers

It is of fundamental importance to know how many new teachers areneeded each year. In normal times a balance of supply and demand is notdifficult to maintain. But recent years have been characterized by disturb­ing factors. The effect of the World War causing a teacher shortage, thesucceeding industrial boom which still further aggravated the problem andcompelled every exertion to secure enough teachers even of mediocre quali­fications, and finally the debacle of the depression which through curtail­ments in positions created a teacher surplus--all these are matters whichhave been outlined in the preceding pages. Confronted with the disorderof the times the state board of education in 1921, in order to plan a pro­gram of teacher training with some definiteness, made a thorough study ofthe Michigan State Teachers Colleges and the teacher, needs of the state.This study was directed by Dr. Arthur B. Moehlman, now Professor of SchoolAdministration at the University of Michigan. A part of Dr. Moehlman'sreport, written in 1921 in connection with the survey, reads:

"There has been a teacher shortage in Michigan since 1917-18.During 1917-18 and 1918-19 a number of schools were forced to closebecause of teacher scarcity. Emergency measures were taken andthese places filled either by teachers from other states or by thelimited certification of people with less than normal training. Thisteacher shortage while nationally no longer acute is still a graveproblem....

"The 1921 legislature enacted a very comprehensive educationalprogram. For this it deserves the thanks of the state. Among thelaws is one becoming effective in 1925, which requires at least one

56 The Michigarn State Teachers Colle<ges

year of professional training before any person can qualify as ateacher. This is in line with the action of other states in providingfor better trained teachers. This means that many who have here­tofore qualified on the basis of short term institutes must in the fu­ture spend at least a year at the normal training schools.

"The 1920-21 production of teachers by the University of Mich­igan, the four normal schools, the Detroit Teachers College, and theMichigan Agricultural College was 1,730.

"This production must be increased by 81 percent to meet thedemand if the public schools are to be supplied by 1930. The 1920-21product of the four normal schools totaled 1,252. These schools willbe required to graduate 2,255 teachers, the 1930 requirements. Thiswill be 80.1 percent more than in 1920-21.

"The 1920-21 registration at the four normal schools was 3,175.The probable 1930 registration will be 7,000, an increase of 3,825 or124 percent.

"By 1930 the school population of the state of Michigan will beapproximately 1,363,468. The average percent of the school popula­tion attending school since 1870 is 72 and it is therefore reasonableto assume conservatively that 981,696 children will be attendingschool in 1930. The better operation of the compulsory attendancelaw, the application of the continuation law, and the changing char­acter of the schools themselves, will probably tend to increase thisratio.

"In general, 88 percent or 863,892 of these children will be at­tending public schools.

"The yearly demand for new teachers in Michigan in 1930 willbe 3,132. This is 1,003 or 80.1 percent more than the total 1920-21product. This means that the present registration in teacher train­ing centers must double in nine years in order that 3,132 teachersmay be produced in 1930."

How closely the predictions made above and elsewhere in the reportcompare with the actual results, appears if for convenience the figures arearranged in columns as below:

School censusTotal school enrollmentPublic school enrollmentNumber teachers in MichiganNumber new teachers to be produced by

all state institutionsNumber new teachers to be produced by

state teachers colleges

Predictionsfor 1930

1,363,468981,696863,892

36,706

3,132

2,255

Actual Results1930

1,365,0071,119,267

970,58234,552

3,086*

2,364*(1)

·Deduction made for inservice graduates.Note 1: This number. 2.364, represents 1,258 new recruitls and 1.106 teachers

previously certificated, in school during the year, and graduated with some high­er certificate. About 15 percent of tea:chers college graduates of a given year donot desire positions that year.

The Michigarn State Teachers Coll(),ges 57

Actual Results1930

7,171

Predictionsfor 1930

at teachers colleges 7,0002500 25791000 12981000 8462500 2448

an exhaustive study of the supplyFrom his study these facts appear:

Attendance necessaryYpsilantiCentralNorthernWestern

In 1932 Dr. Eugene B. Elliott madeof and demand for teachers in Michigan.

1. Of all the persons graduated annually over the ten yearperiod 1920-1930, the teachers colleges contributed 53 percent of thegraduations.

2. In 1931-32, of the Michigan teachers teaching for the firsttime that year, 47 percent of their training had been received in thestate teachers colleges.

3. Of all the training possessed by all the Michigan teachingstaff in 1930-31, 57 percent had been contributed by the state teach­ers colleges~lementary teachers 71 percent, high school teac hers44 percent.

Therefore it would appear strongly conservative to say that the teach­ers colleges carry at least '50 percent of the training load of the state. Ifcounty normal classes should be further reduced the load on the teacherscolleges will be increased. If the state shall insist on higher qualificationsfor its teachers in the one and two-room schools the load will be still furth­er increased.

It is conservative, also, to assume that the state will need in the imme­diate years as many teachers as it did in 1930-:n when Professor Evendenfound a little over 3,300 teachers new on the job and who had come directlyfrom the training schools of the state, public ana private. (See Table 12.)Reliable authorities would place the figure at 3,500.

DUf~WS the period 1920-30 the state each year added {f£g teaching posi­tions,~ elementary, 500 high school. The population of the state is stillincreasing and the school enrollment particularly so. But the latter owingto financial stringency has not had proportional effect on added teachingpositions. Curtailments have offset additions. The problem of determiningteacher needs for the immediate future may well be confined to a consider­ation of the demand due to regular replacements.

The teachers colleges in order to produce 50 percent of 3300 "new teach­ers" must graduate each year 1650 "new teachers." (Note 1)

In the fiscal year 1933-34, 1411 teachers were graduated with an averageattendance (Note 3) of 4451. Of these 276 were graduates "in service"(Note 2) or they were without certificates and did not add to the total "newteacher" production. They should therefore be deducted from the gradua­tion and attendance figures, leaving 1135 graduates with the average attend­ance 4175.

Since it required an average attendance of 4175 to produce 1135 "newteachers" it will require proportionally an average attendance of 6100 toproduce 1650 "new teachers."

58 The Michigan State Teachers Colleges

Distributing this attendance in the proportion determined by the aver­age of the last six years, the average attendance at each college would be:

Michigan State Normal CollegeCentral State Teachers CollegeNorthern State Teachers CollegeWestern State Teachers College

Total

21351100

73021356100

1I. ncmalHl for Tcaclwrs }'rolII Tcachcrs Colleges In 11I:13·a4Exceedel] Theil' Out Ilut of That Year

During the years 1930, 1931, 1932 there accumulated a surplus of teach­ers, variously estimated, but not definitely known. That it did exist wasevident because many teachers newly graduated could not obtain employ­ment.

The year 1933-34 marks a wholesome turn in the situation. Only 174 or12 percent of the 1435 graduates of that year were available for positionsDecember 1, 1934. Also the teachers colleges that year placed in positions628 graduates of former years, 546 of whom were unemployed, the remain­ing 82 were merely transferred from one school system to another. Theclamor for positions on the part of former graduates has ceased. The teach­ers colleges are unable to respond with recommelldations to many requestsfor teachers.

These facts indicate with much certainty that the 1650 graduates, esti­mated as necessary in the immediate years, will find ready employment ongraduation.

Tables 19a and 19b are inserted to give a detailed analysis of the grad­uations and placements for the year 1933-34.

Note 1: .By "ne\v teacher:s" i~ lueant a person III training- during' the schoolyear, in SOHle cases nreviously 'certiticaie(l. \vho is a,vailable for service aftergTac1uatiol1. In the fiscal year J B:{3-:-~ 1 there ",'e]'0 g-rarluate(l 1135 such newteacher.s.

Note 2: A decreasing" nUlllhel' of ver:.:.;ons \vlla ilre in sel'viee during- the reg­

ular school year attend the SUJ111l181' session and are g-raduated then. In thefiS'cal year 1!l;13-3..J, 270 persons \vel'e thus gT;uluatetl "in service."

Note 3: The annual a\'erage attendance is determined by a\'eraging the en­rolInlents of the faJl. \vinter and slll'ing' tel'lllS :In(l adding' thereto one-sixth ofthe preceding SUlluuer tel'll1 enrulltnent.

Note 4: On present stal1l1al'lls graduating C'JaSRO,,,; haxe left the teachers col­leges \vith an (iYerag'c o[ 3.6·1 years of training'. To pTndunte 1650 })ersons on thatbash., \vauld l'cc!"uirc a :...;tndent body of :·Ll'·i tinles 1 r;jO or 600G. Making' allpro~

priate aIlowance for withdrawals due to usual causes, "in service" graduation, etc.,the a\'erage attendance would need to be considerably higher than 6006. Thisser\'es to "stalJ.ish ,fm'ther the Yali,lity or the estimate tlJat an a\'el'age atteml­ance at' at leHst (ilOO ,,~ill lIe necessary to l)l'oduC'e 1650 "ne\v teachers."

TABLE 19a

TABLE SHOWING THE NUMBER OF GRADUATES IN MICHIGAN STATE TEACHERS COLLEGES 1933-34, THE NUM­BER OBTAINING POSITIONS DURING THE YEAR, AND ALSO THE NUMBER PLACED IN POSI-

TIONS, PREVIOUSLY GRADUATED

1

Deg Life Lim All

Number of PersonsGraduated 1933-34 ~

~~.

fCIlS".....~

""3~I;l

~~

;;~

fC/o

662

291

253

683

1889*

5

reg Life Lim All

448 188 26

191 78 22

157 76 20

474 167 42

1270 509 110

Total number ofPersons represent­ed in Columns3 and 4

191

72

101

264

628

6

o4

2

12

4

132 53

43 29

78 19

202 60

455 Hi1

reg Life Lim All

Number of PersonsGraduated Previousto 1933-34 andPlaced in PositionsDuring 1933-34

20 471

22 219

16 152

40 419

98 1261*

3

216 13')

H8 49

79 57

27:2 107

1d5 348

reg Life Lim All

Number Graduates1933-34 ObtainingPositions or NotI'esiring Positions

72

15

34

53

174

oo3

o3

12

5

9

38

12

2

60

10

19

44

133

Number Persons of1933-34 GraduatesNow AvailableDec. 1, 1934

Deg Life Lim All

543

234

186

472

1435

376 147 20

158 54 22

98 69 19

316 116 40

948 386 101All

Certificateor Degree

Ypsilanti

Central

Northern

Western

Source: Institution Records of the Teachers Colleges

*Note: Of the 1261 persons listed in column (3) about 2GO d d not desire positions that year. Most of these continuedin school somewhere, others married, etc., etc.

Explanation: The year here is composed of the graduates of December, March, June and August, and not of the fiscalyear which begins with August graduations as in Tab Ie 17.

<:11eo

PART TWO

STATISTICAL INFORMATION

RELATING TO

THE MICHIGAN STATE TEACHERS COLLEGES

IMPORTANT

The reader is cautioned to make proper distinction always between"enrollment" and "attendance,"

"Enrollment" represents merely the number of different personswho have registered for work during the year, some for a short period,others for longer.

"Average Attendance" or "attendance" represents the equivalentof the number of persons if each remained a full year.

In determining percapita costs or in considering institution loads,the basis of comparison should be the "average attendance" and not"enrollment."

62 The Michigan State Teachers Colleges

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The Michigan State Teachers Colleges

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64 The Michigan State Teachers Colleoes

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66 The Michigan State Teachers Colleges

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68 The. Michigan State Teachers Colleges

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70 The Michigam State Teachers Colleges

TABLE 20

TABLE SHOWING DISTRIBUTION OF ENROLLMENTS BY YEAR IN COL-LEGE IN MICHIGAN STATE TEACHERS COLLEGES--~--~._-- -----_ ...

Michigan Central Northern WesternState State State State

Year in College NQrmal Teachers Teachers TeachersCollege College College College

First 684 365 246 602Second 563 276 207 494

1931-2 Third 578 212 147 521Fourth 409 109 110 336Fifth (Special) 28 7 39

Total 2,262 962 717 1,992

First 404 229 154 411Second 395 158 116 328

1933-4 Third 431 159 131 356Fourth 367 112 89 266Fifth (Special) 31 2 27

Total 1,628 658 492 1,388

Source: Institution records

TABLE 21

TABLE SHOWING ENROLLMENT OF STUDENTS BY DEPARTMENTS AND NUMBER OF PROFESSORS OR IN-STRUCTORS, MICHIGAN STATE TEACHERS COLLEGES, 1931-32: 1933-34

Michigan State Central State Northern State Western StateNormal College Teachers College Teachers College Teachers College----------- ----- --------- ---- ------- ---------

1931-32 1933-34 1931-32 1933-34 1931-32 1933-34 1931-32 1933-34stu inst stu inst stu inst stu inst stu inst stu inst stu inst stu inst

Group I-Lang & Lit ""3;::-English 1346 14 927 14 698 5~/2 498 5% 531 5 427 5 1485 12% 1066 10 (t>

Speech 275 6 264 5 207 2 145 2 142 1% 159 2lh ~Modern Language 550 4 405 3 169 2 149 2 68 1 96 1 685 7 575 6% ~.

Ancient Language 161 3 146 3 27 1 18 1 ;::-..,.Group 2-Science & Math ~

Agriculture 175 ~ !) 1541, 8 79 1 47 1 52 ~)4 32 % §Biology 516 . 385 J 135 2 115 2 176 2 96 llh 509 5 377 4lh C'.lChemistry 517 4 220 4 117\2 431, .~ 1621. 2 115 I 2 197 2% 176 2 '""'"~Physics 259 3 175 3 2!) , 100 I • I \ 183 2 120 2

'""'"Geography & Geology 423 3 298 3 228 2 149 2 136 2 187 2 409 H2 250 3% (t>

Mathematics 406 5 305 5 192 2 145 2 185 2 129 2 384 33/ 250 3 ~,4 (t>Group 3~Social Science ~

History 684 516 278 2 176 :~51 3 210 3 832 8 1 2 544 6lh £..Political Science 118 : 140 l 7 I 143 l1A~ 95 1 (t>

90 ( :1...,

Economics 188 ( 85 ( 101 1 76 1 287 2"\2 201 2lh '"Sociology 219 I 162 I 21 ' 235 2% 185 2% C'1;}roup 4-Education £.

Education 1068 11 842 11 582 6% 334 5lh 437 5 249 4* 1147 10% 955 llY2 ;£"Special Education 109 3 72 3 ~

(t>

Jroup 5-Fine Arts '"Art 315 5lh 219 5 182 2Y2 79 2 95 2 48 1% 308 3 31. 214 2%/4

Music 609 6lh 460 5 146 3* 162 3 89 1 ~4 56 1% 541 4 1156 4Group 6-Vocational Educ.

30 1 70 48 1 200 4"\2 118 4Manual Arts 207 4lh 114 3Y2 88 2 1Home Economics 177 4% 139 3 63 2 47 1* 1'3 1 20 1 107 2"\2 94 2*Commerce 64 2 81 2 101 1"\2 79 Ilh 178 2"\4 160 1%

Group 7-Phys.Ed & HealthHealth Education 155 3 186 2 644 7 423 5% 61 % 17 lh I -'lPhysical Education 1588 16 896 12 547 33,4 301 2% 1185 93,4 599 9 ,.....

72 The Michigan State Teachers Colleges

TABLE 22

RESIDENCE ENROLLMENT, FISCAL YEAR 1931-2 and 1933-4, MICHIGANSTATE TEACHERS COLLEGES

College 1931-2 1933-4

Number of Studentsenrolled all termsof regular school year,none counted more than once

Number of Students.mrolled in SummerSession 1931, 1933

fotal residence enroll­ment, all sessions

Deduct number ofStudents appearing aboveboth in regular yearand in Summer Sessions

Net residenceenrollment

Michigan State Normal College 2625Central State Teachers College 1127Northern State Teachers College 781Western State Teachers College 2226

Michigan State Normal College 2177Central State Teachers College 1248Northern State Teachers College 756Western State Teachers College 1988

Michigan State Normal College 4802Central State Teachers College 2375Northern State Teachers College 1537Western State Teachers College 4214

Michigan State Normal College 282Central State Teachers College 155Northern State Te'lchers College 173Western State Teachers College 371

Michigan State Normal College 4520Central State Teachers College 2220Northern State Teachers College 1364Western State Teachers College 3843

1833756559

1525

1068565340923

29011321899

2448

299106

83176

26021215816

2272

The Michigan State Teachers Colleges

TABLE 23

73

ENROLLMENT FOR EXTENSION AND CORRESPONDENCE STUDY, FISCALYEARS 1931-2 AND 1933-4, MICHIGAN STATE

TEACHERS COLLEGES

College 1931-2 1933-4

Number of Studentsenrolled in Extensionclasses

Michigan State Normal College 1505Central State Teachers College 554Northern State Teachers College 65Western State Teachers College 1064

117942610

585

Number of Studentsenrolled inCorrespondence Study

Michigan State Normal CollegeCentral State Teachers CollegeNorthern State Teachers CollegeWestern State Teachers College

1145457120965

815312

94590

Total Extension andCorrespondenceEnrollment

Deduct number of,;tudents appearing abovein both Extension andCorrespondence

Net Extension andCorrespondenceEnrollment

Michigan State Normal College 2650Central State Teachers College 1011Northern State Teachers College 185Western State Teachers College 2029

Michigan State Normal College 163Central State Teachers College 61Northern State Teachers CollegeWestern State Teachers College 108

Michigan State Normal College 2487Central State Teachers College 950Northern State Teachers College 185Western State Teachers College 1921

1994738104

1175

22468

89

1770670104

1086

74 The Michigan State Teachers Colleges

TABLE 24

NET RESIDENCE ENROLLMENT, UNIVERSITY OF MICHIGAN, FISCALYEAR 1931-1932, INCLUDING SUMMER SESSION AND TWO SEMES­

TERS, AND NET RESIDENCE ENROLLMENT OTHER MICHIGANINSTITUTIONS OF HIGHER LEARNING, SUMMER AND

FALL TERMS 1931, WINTER AND SPRING TERMS 1932.-~---~--~-~-

Other ForeignInstitutions Michigan States Countries Totals

University of Michigan 7,369 4,678 329 12,376Michigan State College 4,281 305 9 4,595Mich. College of Mining & Tech. 685 68 5 758Michigan State Normal College 4,124 375 21 4,520Central State Teachers College 2,205 15 2,220Northern State Teachers College 1,339 21 1,360Western State Teachers College 3,708 132 3 3,843

Totals 23,711 5,594* 367 29,672--,.~~----------------- ------~-

Note: The "Net Residence Enrollment" here includes the name of all stu­dents who have enrolled for residence work any term or semester of theyear-none counted more than once.

TABLE 25

NET ENROLLMENT FOR EXTENSION AND CORRESPONDENCE STUDY,MICHIGAN INSTITUTIONS OF HIGHER LEARNING,

JULY 1, 1931, to JUNE 30, 1932

University of Michigan 2,595Michigan State College 63Mich. College of Mining&Tech (none)Michigan State Normal College 2,487Central State Teachers College 950Northern State Teachers College 185Western State Teachers College 1,885

2,487950185

36 1,931

36 13 8,214

Institutions

Totals

Michigan

8,165

OtherStates

ForeignCountries

13

Totals

2,608*63

Note: "Net Enrollment" here includes the names of all students who haveenrolled during the year in correspondence or extension study or both, nonecounted more than once.

TABLE 21::

TABLE SHOWING AVERAGE ATTENDANCE FOR SCHOOL YEAR, SUMMER ATTENDANCE AND AVERAGE ANNUALATTENDANCE, MICHIGAN STATE TEACHERS COLLEGES, 1910-1932

--~----_.-._._- --------~--------~. -

YPSILANTI WESTERN CENTRAL NORTHERN ALL~-

Av. Av. Av. Av. Av.Year Sum. Att. Year Sum. Att Year Sum. Att. Year Sum. Att. Year Sum. Att.

~-------1910-11 1559 1291 1774 612 834 751 512 542 602 292 296 341 2975 2963 3468 (':l

12 1641 1419 1877 635 824 772 536 396 602 358 345 415 3220 2984 3666 ~13 1616 1507 1867 678 855 821 457 442 531 380 378 443 3131 3182 3662 ~.

14 1670 1340 1893 614 845 755 476 512 561 :305 408 373 3075 3105 3582 ;::-....15 1702 1535 1958 670 820 807 507 515 593 395 413 464 3274 3283 3822 ~16 1704 1662 1981 653 931 808 491 755 617 437 566 531 3285 3914 3937 ;:s17 1825 1939 2148 903 1222 1107 508 530 596 500 623 604 3736 4314 4455 Cr.l18 1490 1608 1758 747 896 896 339 719 459 374 534 463 2950 3757 3576 <""+-

19 948 1475 1194 977 1011 1146 55:3 751 678 398 505 482 2876 3742 3500 >:l<""+-

20 1199 1514 1451 797 1004 964 422 980 585 320 568 415 2738 4066 3415 (':l

1920-21 1295 1705 1579 1023 1033 1195 491 1373 720 306 666 477 3175 4777 3971 ""'3(':l

22 1527 2004 1861 1294 1608 156:~ ('34 1301 851 490 1083 671 3945 5996 4945 >:l23 1942 2388 2340 1661 1812 1963 786 1582 1050 479 1129 667 4858 6911 6020 go24 2282 2440 2688 1881 1829 2186 780 1489 1028 538 1012 707 5481 6770 6609 (':l

25 2520 2440 2927 2130 1884 2444 916 1536 1172 668 1049 843 6234 6909 7386 "<JJ

26 2309 2304 2693 2053 1909 2371 895 1427 1066 616 951 774 5873 6591 6904 C'127 2217 2140 2574 2052 1676 2331 882 1107 1066 649 724 770 5800 5647 6741 £.28 2276 2165 2637 2:!57 1662 2534 893 1167 1087 681 716 800 6107 5710 7058 ~

29 2172 2236 2545 2108 1951 2433 913 1408 1147 706 794 838 5899 6389 6963 CO(':l

30 2052 2078 2398 1921 1800 2221 888 1208 1089 688 737 811 5549 5823 6519 <JJ

1930-31 2210 2212 2579 2129 1914 2448 1080 1309 1298 728 710 846 6147 6145 717132 2189 2177 2552 1970 1988 2302 933 1248 1145 696 756 822 5788 6169 682133 1972 1661 2250 J818 1449 2059 698 852 840 567 631 672 5055 4593 582134 1505 1068 1684 1351 923 1504 625 565 719 488 340 544 3969 2896 4451

--- - ---- - --

Note: The average attendance is obtained by computing the average of fall, winter, and spring enrollments and addingthereto one-sixth of the summer school enrollment. The figures under "year" in the table represent average of fall, --1winter, and spring enrollments. !l is important to distinguish between "attendance" and "enrollment." CJ1

76 The Michigan State Teachers Colleges

TABLE 27

DISTRIBUTION OF STUDENTS ENROLLED IN RESIDENCE IN MICHIGANSTATE TEACHERS COLLEGES 1931-2 and 1933-4, LISTED BY

COUNTIES, STATES AND FOREIGN COUNTRIES

Michigan Central Northern WesternCounties State N.C. State T.C. State T.C. State T.C.

1931-2 1933-4 1931'2 1933-4 1931-2 1933-4 1931-2 1933-4

Ontonagon 1 2 25 15 3 2Gogebic 6 8 66 36 16 14Keweenaw 6 2Houghton 21 14 1 110 59 9Baraga 1 2 18 11 2 1Iron 8 8 1 38 15 14 19Marquette 7 2 366 316 6Dickinson 4 4 49 29 11 4Menominee 4 6 8 3 2Alger 2 2 12 7 1Delta 1 1 34 28 8 4Schoolcraft 2 4 7 3Luce 1 3 1 10 6 1 1Mackinac 8 3 1 1 4 2 5Chippewa 10 6 19 4 9 5Emmet 22 10 18 6 2 21 8Cheboygan 3 3 6 3 1 2Presque Isle 1 4 6 8 5 4Charlevoix 7 7 11 10 1 1 15 4Leelanau 5 4 5 1 2 5 3Antrim 13 3 4 2 1 12 5Otsego 3 3 8 4 1Montmorency 1 4Alpena 7 2 4 7 1Benzie 8 4 3 7 3 1Grand Traverse 14 8 10 7 1 7 12Kalkaska 1 6 2 2 3Crawford 1 6 3Oscoda 3 1 1Alcona 1 1 2 2 1Manistee 17 10 12 3 5 3Wexford 4 4 15 6 11 6Missaukee 3 1 8 11 6 7Roscommon 1 4 4 1Ogemaw 1 4 2 1Iosco 5 1 8 3 2 1Mason 8 8 8 9 1 19 16Lake 1 2 1 1 1Osceola 3 4 19 17 18 5Clare 3 2 36 14Gladwin 1 24 21Arenac 12 3 8 10 1Oceana 1 2 28 17Newaygo 2 1 3 19 19Mecosta 1 1 28 22 10 2Isabella 2 1 298 200Midland 3 5 16 12 2Bay 24 15 23 28 6 3Huron 18 13 35 23 11 3Muskegon 10 5 14 5 42 34

-_. __ .._--_.

The Michigan State Teachers Colleges 77

TABLE 27 (Continued)

DISTRIBUTION OF STUDENTS ENROLLED IN RESIDENCE IN MICHIGANSTATE TEACHERS COLLEGES 1931-2 and 1933-4, LISTED BY

COUNTIES, STATES AND FOREIGN COUNTRIES

Michigan Central Northern WesternCounties State N.C. State T.C. State T.C. State T,C.

1931-2 1933-4 1931-2 1933-4 1931-2 1933-4 1931-2 1933-4

Montcalm 6 1 42 20 19 13Gratiot 6 2 54 35 20 6Saginaw 35 28 75 54 4 2Tuscola 36 24 30 20 5 8Sanilac 43 27 29 17 1 3Ottawa 13 2 3 82 56Kent 33 26 16 13 164 94Ionia 9 2 18 10 29 25Clinton 17 7 21 20 10 3Shiawassee 29 18 35 10 4 2Genesee 110 69 24 25 13 14Lapeer 27 27 12 8 2St. Clair 66 54 16 10 11 3Allegan 4 4 1 93 60Barry 2 1 50 32Eaton 11 11 4 2 30 13Ingham 45 23 17 14 33 26Livingston 36 23 1 2 3Oakland 164 109 14 11 1 16 3Macomb 77 63 7 5 8 7VanBuren 125 103Kalamazoo 4 3 1 585 496Calhoun 19 10 1 75 47Jackson 82 32 1 21 9Washtenaw 595 401 1 1 2 1Wayne 504 457 27 11 2 2 88 61Berrien 7 11 2 4 129 85Cass 2 1 39 18St. Joseph 6 7 78 47Branch 13 9 1 1 1 26 10Hillsdale 44 30 1 2 1 39 11Lenawee 88 48 5 5Monroe 62 44 1 1

Total fromMichigan 2476 1746 1121 753 778 554 2150 1485

Other States 132 87 6 3 3 5 74 40

Foreign Countries 16 2

Total ResidenceEnrollment 2624 1833 1127 756 781 559 2226 1525

Note: Each school year the figures are for fall, winter and spring terms, nostudent being counted more than once.

78 The Michigwn State Teachers Colleges

TABLE 28

TABLE SHOWING DEGREES AND CERTIFICATES GRANTED BY THEFOUR MICHIGAN STATE TEACHERS COLLEGES FOR

FISCAL YEARS* AS INDICATED

Institu- Bachelor's Life LimitedYears tion Degrees Certificate Certificate Total

3 yr 2 yr 1 yr AllCurrie Currie 1 sum Other

Currie LimCer

Ypsilanti 4 32 435 40 511Western

1910-11 Central 104 64 56 224Northern 95

Total 830

Ypsilanti 7 32 545 149 733Western 148 64 202

1911-12 Central 78 98 49 225Northern 97

Total 1257

Ypsilanti 11 35 588 126 760Western 172 19 45 236

1912-13 Central 127 96 49 272Northern 124

Total 1392

Ypsilanti 15 38 648 111 812Western 194 19 24 237

1913-14 Central 129 78 38 245Northern 123

Total 1417

Ypsilanti 16 62 703 101 882Western 212 23 36 271

1914-15 Central 111 82 45 238Northern 125

Total 1516

Ypsilanti 15 89 675 108 887Western 229 18 24 2'11

1915-16 Central 169 71 41 281Northern 164

Total 1603

Ypsilanti 18 85 795 97 995Western 291 36 18 345

1916-17 Central 156 60 49 265Northern 1U5

Total 1800

*Note: The fiscal year begins July 1.Source: Institution records

The Michigan State Teachers Colleges 79

TABLE 28 (Continued)TABLE SHOWING DEGREES AND CERTIFICATES GRANTED BY THE

FOUR MICHIGAN STATE TEACHERS COLLEGES FORFISCAL YEARS* AS INDICATED

- ----Life Limited

Degrees Certificate CertificateYears Institu- 1 yr All Total

tion AB BS 3yr 2yr 2yr 1 sum OtherCurrie Currie Currie Currie LimCer

Ypsilanti 15 82 714 90 901Western 375 27 15 417

1917-18 Central 119 59 35 213Northern 178

Total 1709

Ypsilanti 23 55 545 73 696Western 6 305 21 11 343

1918-19 Central 4 117 33 23 177Northern 133

Total 1349

Ypsilanti 28 25 467 44 564Western 8 304 51 3 366

1919-20 Central 11 130 55 17 213Northern 132

Total 1275

Ypsilanti 39 10 551 63 663Western 13 308 46 367

1920-21 Central 3 136 44 25 208Northern 3 135 43 un

Total 58 10 1130 196 25 1419

Ypsilanti 38 26 630 91 785Western 21 462 23 506

1921-22 Central 15 198 83 28 324Northern 2 165 59 226

Total 76 26 1455 256 28 1841-

Ypsilanti 50 30 904 154 1138Western 29 617 95 741

1922-23 Central 37 306 111 24 478Northern 6 219 72 297

Total 122 30 2046 432 24 2654

Ypsilanti 63 42 1106 142 1353Western 42 731 130 903

1923-24 Central 30 411 97 24 562Northern 4 247 65 316

Total 139 42 2495 434 24 3134

Ypsilanti 100 47 1222-

146 1515Western 83 4 802 130 1019

1924-25 Central 44 443 108 24 619Northern 6 267 62 335

Total 233 51 2734 446 24 3488

Ypsilanti 106 65 5 1043 139 1358Western 109 15 797 117 1038

1925-26 Central 53 401 98 6 558Northern 16 311 58 385

'l'otal 284 80 5 2552 412 6 3339

*Note: The fiscal year begins July 1

80 The Michigan State Teachers Colleges

TABLE 28 (Continued)

TABLE SHOWING DEGREES AND CERTIFICATES GRANTED BY THEFOUR MICHIGAN STATE TEACHERS COLLEGES FOR

FISCAL YEARS* AS INDICATED

Life LimitedDegrees Certificate Certificate

Years Institu- 1 yr All Totaltion AB BS 3 yr 2 yr 2 yr 1 sum Other

Currie Currie Currie Currie LimCer

Ypsilanti 124 84 14 942 145 1309Western 123 33 6 661 156 979

1926-27 Central 58 405 70 533Northern 21 2 270 36 329

Total 326 119 20 2278 407 3150

Ypsilanti 121 104 118 699 114 1156Western 137 55 88 604 88 972

1927-28 Central 62 2 16 397 52 529Northern 19 12 169 25 225

Total 339 173 222 1869 279 2882

Ypsilanti 132 103 109 715 74 1133Western 162 74 77 593 113 1019

1928-29 Central 65 27 23 322 64 501Northern 29 7 12 177 19 244

Total 388 111 221 1807 270 2897

Ypsilanti 126 157 167 522 25 50 1047Western 196 115 89 405 36 72 913

1929-30 Central 82 18 39 317 11 41 508Northern 36 16 32 158 11 27 280

Total 440 306 327 1402 83 190 2748

Ypsilanti 131 207 323 461 26 82 1230Western 201 118 147 414 28 74 982

1930-31 Central 89 34 88 360 10 54 635Northern 40 32 64 104 14 29 283

Total 461 391 622 1339 78 239 3130

Ypsilanti 172 247 381 256 44 49 1149Western 244 129 194 239 27 73 906

1931-32 Central 95 61 69 162 25 35 447Northern 45 40 62 34 19 28 228

Total 556 477 706 691 115 185 2730---------------

Ypsilanti 148 273 395 34 38 888Western 249 133 169 23 45 619

1932-33 Central 113 84 73 30 26 326Northern 65 43 77 23 29 237

Total 575 533 714 110 138 2070

Ypsilanti 136 209 303 21 10 679Western 216 84 283 16 27 626

1933-34 Central 101 85 59 10 1 256Northern 38 61 82 14 10 205

Total 491 439 727 61 48 1766

*Note: The fiscal year begins July 1

The Michigan State Teachers Colleges 81

TABLE 29

TABLE GIVING BY CLASSIFICATIONS THE NUMBER OF EMPLOYEES,MICHIGAN STATE TEACHERS COLLEGES 1931-32 and 1933-34, RE­

DUCED TO FULL TIME TWELVE MONTHS BASIS (See note)

MichiganState CentralState NorthernState WesternStateNormalCollege TeachersColl TeachersColl TeachersColl

NoEmployees NoEmployees NoEmployees NoEmloyeesEquivFullTime EquivFullTime EquivFullTimeEquivFullTime

1931-2 1933-4 1931-2 1933-4 1931-2 1933-4 1931-2 1933-4--------- ----

Administration 4.33 5 4.50 4.50 4 4 6.50 7.25Professors 45.75 43.83 18 16.50Associate Prof. 33.25 30.33Assist Prof. 26 20.83 11 14Instructors 22 10.15 21 16.50 38 32.5 107.50 95.50Assistants 0.83Tr Sch Instr 66 47.51 18 14.50 17 19 92 75.75AdditSum 10 1.6 (j 1.50 '3 2 3 .25Sch InstrStudent Asst 17 3 8 4 6 6 10 7Librarians 12.67 20 3 3 3 3 7 9Clerks 29 19.33 7 8 (j 5 21 17.75Plant 44 39.33 10 10 9 8 25 24.50Labor 23 4.3 4 4 2.50 2.50 38.50 18Health Service 4 2.83 1 .50 2 2Miscellaneous 2 4.55 6.50 4.50Number Full 339* 253.42 110.50 97.50 89 82 319* 261.50Time Employees

Source: As reported by the institutions*Except in the case of Michigan State Normal College and Western StateTeachers College for the year 1931-32, the figures given represent employeesreduced to a full time twelve month basis.

82 The ,Michi!{}a.n Sta.te TeMhers Colleges

TABLE 29a

INVESTMENT IN PLANT, 1931-1932, MICHIGAN STATE TEACHERS

COLLEGES

Michigan Central Northern WesternState State State State

Item Normal Teachers Teachers TeachersCollege College College College

----

Land $ 185,138.72 $ 30,000.00 $ 41,025.00 $ 223,472.02Buildingsand LandImprovements 1,893,676.75 1,117,000.00 552,0£8.83 1,042,487.70

Equipment 734,610.00 246,OOO.OD 163,427.08 411,771.23

Totals $2,813,425.47 $1,393,000.00 $756,550.91 $1,677,730.95

The Michilgan State Teachers Co(leges 83

TABLE 30

TABLE LISTING BUILDINGS, YEAR, TYPE OF BUILDING. TOTAL COSTAND BY WHOM BUILT, MICHIGAN STATE NORMAL COLLEGE

Building and Yearof Construction Type Total Cost By Whom Built

Original Building1~52 (Burned 1859) All Purposes $15,200 State & Citizens

(Rebuilt 1860)Pierce Hall

1878 (Front addition) Classrooms 43,347 State & Citizens1882 (Rear addition) Training School 25,000 State1888 (N & SWings) Library, Classrooms 60,000 State1917 (S Wing Wrecked)

Conservatory Training School1865 (Wrecked 1917) Conservatory 12,500 State & Citizens

Old Gymnasium1861 (Burned 1873) Gymnasium Classes 1,200 State

Gymnasium1894 Gymnasium Classes 20,000 State

Welch Hall1897 Classrooms 25,000 State1900 (Wings) Classrooms & Office 15,000 State1909 (Addition) Classrooms 30,000 State

Science Building Classrooms and1902 Laboratories 55,000 State

Men's Gymnasium1913 Gymnasium Classes 30,000 State

Pease Auditorium1915 Auditorium 159,000 State

Administration Building Classrooms and1918 Offices 185,000 State

Roosevelt Training School1925 Classrooms 485,000 State

LibraryLibrary1929 223,000 State

Union Building Cafeteria1931 Social 300,000 Alumni Asso.

Boilerhouse1903 Heating Plant 48,300 State

Greenhouse Experiment and1904 Study 3,500 State

Starkweather Hall1897 Y. W.C. A. 10,000 Bequest

Health Cottage1913 (Purchased) Hospital 5,500 State

President's Residence1915 (Purchased) Home 8,000 State

Morrison House Cooperative1924 (Acquired) Student Home 10,000 Gift

Barn1879 & 1917 Storage, etc. 3,000 Gift & State

Tool House1917 Storage, etc. 300 State

Garage1923 & 1928 Housing buses 3,000 State

84 The Michigan State Teachers Colleges

TABLE 31

TABLE SHOWING EXTENT OF GROUNDS, YEAR ACQUIRED, COST ANDBY WHOM PURCHASED, MICHIGAN STATE NORMAL COLLEGE

Year Acquired Area Cost By Whom Purchased

1852 5.935 Acres $ 900 City and State1893 1.5 1,500 City and Lecture Committee1895 3 8,500 Citizens1902 5.5 6,000 Citizens1904 4 4,000 State1904 10 1,000 State1905 10 1,200 State1913 4 " 3,000 State191:{ 1/ Block 10,500 State/2

1919 10 Acres Alumni & Athletic Assn.1 Lot 400 Citizens2 Lots City1 Lot 5,800 State

1919 10,360 sq. ft. 6,500 State1922 41 Acres 70,000 State1922 3 Acres 8,400 State1923 7,840 sq. ft. 12,150 State1924 1 Parcei 2,500 State1927 1,600 sq. ft. 1,500 State1929 1 Parcel 300 State1930 1 Parcel 430 State1930 1 Farcel 450 State1930 1 Parcel 491 State1930 1 Parcel 600 State1930 1 Parcel 2,575 State1930 5 Acres 6,000 At.hletic Association

The grounds aggregate approximately 107 acres.

The MichiJgan State Teachers Colleges

TABLE 32

85

TABLE LISTING BUILDINGS, YEAR, TYPE OF BUILDING, TOTAL COSTAND BY WHOM BUILT, CENTRAL STATE TEACHERS COLLEGE

Building and Yearof Construction Type Total Cost By Whom Built

---------.

Gymnasium1908 $50,000 State

Science Building1914-15 100,000 State

Heating Plant1900 25,000 State

Dormitory1921-23 270,000 State

Administration Building1926-28 700,000 State

Field House1930 12,000 Alumni Field Corp.

Training School1933-34 85,000 State (Insurance)

TABLE 33

TABLE SHOWING EXTENT OF GROUNDS, YEAR ACQUIRED, COST ANDBY WHOM PURCHASED, CENTRAL STATE TEACHERS COLLEGE

Year Acquired Acreage Cost By Whom Purchased

1895 8 $8,000 Donated by City of Mt. Pleasant1903 10.8 8,000 Legislature & City of Mt. Pleasant1915 7 2,300 Athletic Association1930 22 5,300 Alumni Field Corporation

Totals 47.8 $23,600

86 The Michigan State Teachers Colleges

TABLE 34

TABLE LISTING BUILDINGS, YEAR, TYPE OF BUILDING, TOTAL COSTAND BY WHOM BUILT, NORTHERN STATE TEACHERS COLLEGE

Building and Yearof Construction Type Total Cost By Whom Built

Original South Building1899 (Burned 1905) $25,000 State

New South Building Training School1907 and Classrooms 50,472 State

Annex South Building Dean of1905 Women Offices 14,000 State

North Building Classrooms and1902 Laboratories 35,950 State

Annex North Building1907 Classrooms 15,000 State

Main Building Administration &1915 Classrooms 157,876 State

Boiler House1908 30.100 State

J. D. Pierce School1925 Training School 275,000 State

Storage Shed1930 1,000 State

Add to Men's Locker Rm1932 5,000 State

TABLE 35

TABLE SHOWING EXTENT OF GROUNDS, YEAR ACQUIRED, COST ANDBY WHOM PURCHASED, NORTHERN STATE TEACHERS COLLEGE

Year Acquired Acreage Cost By Whom Purchased

1900 18.26 $28,000 Gift from Ayer and Longyear1922 2 lots 2.07 2,500 State1925 14 lots 3.63* 4,700 State1926 6 lots 1.15 2,250 College1931 17Y2 lots 4.39* 6,800 State1931 9 lots 1.78* 2,700 College

Totals 31.28 $46,950

*Includes land gained by vacating of streets.

The Michigan State Teache'rs Colleges

TABLE 36

87

TABLE LISTING BUILDINGS, YEAR, TYPE OF BUILDING, TOTAL COSTAND BY WHOM BUILT, WESTERN STATE TEACHERS COLLEGE

Building and Yearof Construction Type

_.-----.-----------------

Administration Bldg.1904-05

Gymnasium for Women1907-08

Training School1909-10

Science Building1913-14

Heating Plant (converted into garage)1913-14

Barracks (converted into classroom1918-19 building by State)

Manual Arts Building1920-21

Library1924

Gymnasium for Men1925

Temporary Building1928

Total Cost By Whom Built----------.

$ 80,000 State

60.000 State

65,000 State

100,000 State

20,000 State

2[,,000 U. S. Government

124,000 State

280,000 State

263,000 State

7,900 State

88 The Michigan State Tea<Jhe1's Oolleges

TABLE 37

TABLE SHOWING EXTENT OF GROUNDS, YEAR ACQUIRED, COST ANDBY WHOM PURCHASED, WESTERN STATE TEACHERS COLLEGE

YearAcquired Acreage Type

By Whom PurchasedTotal Cost or Contributed

1,51l1} College

Collegel.1l1l per annum

$60,700 State48,500 State and Colleg'e

1904

19131916

UH71922192319251932

1932

20.8 acres

151.6

548.5185

149.51.2

9.2

Site for CollegeBuildingsAthletic FieldSite for Dormitory(Fletcher Property)

Eames PropertyKleinstuck PropertyEames PropertyCollege FarmLong term leasefrom Mich. CentralRailroadWomen's RecreationField

16,50012,500Gift

37,00021,735

State and CollegeState and CollegeMrs. Caroline KleinstuckState and CollegeCollege

TABLE 38a

TABLE SHOWING COST OF LIGHT AND POWER, WATER, AND FUELFOR THE FISCAL YEARS 1931-2 AND 1933-4, MICHIGAN

STATE NORMAL COLLEGE

••_."____ 0_'___

Light and Power Water* Fuel1931-2 1933-4 1931-2 19:33-4 1931-2 1933-4

-----

July 991.09 882.38 626.24 667.55August 434.90 381.68 127.72 64.10September 694.37 389.99 622.12 472.26October 1,647.14 1,151.37 1,637.20 2,474.56November 1,693.46 1,464.99 2,134.50 2,025.00 2,258.84 3,206.25December 1,454.22 1,094.01 2,876.61 3,469.50January 2,087.02 1,269.11 3,040.87 3,836.25February 1,945.64 1,372.52 3,459.92 4,163.02March 1,752.61 1,132.03 3,491.34 3,859.90April 1,519.03 1,100.85 2,449.89 2,794.68May 1,396.88 1,033.56 2,162.60 2,602.80 1,352.17 1,492.88June 1,159.90 793.66 613.96 838.13

Totals 16,776.26 12,066.15 4,297.10 4,627.80 22,556.88 27,339.08----.-----

*Water bills are rendered semi-annually.

The Michigan State Teachers Colleges

TABLE 38b

89

TABLE SHOWING OOST OF LIGHT AND POWER, WATER, AND FUELFOR THE FISCAL YEARS 1931-2 AND 1933-4, CENTRAL

STATE TEACHERS OOLLEGE

Light and Power Water* Fuel1931-2 1933-4 1931-2 1933-4 1931-2 1933-4

July 366.10 215.42 291.00 203.21August 302.65 173.88 170.00 112.00September 181.23 105.36 41.75 152.53 225.00 149.14October 449.29 333.41 1,710.00 789.07November 424.94 457.45 1,900.00 1,297.13December 441.96 461.72 293.36 214.76 1,930.00 1,325.21January 506.21 373.06 2,000.00 1,372.37February 594.03 434.88 2,340.00 1,607.78March 530.65 423.68 324.01 230.34 2,100.00 1,429.76April 318.01 435.67 1,870.00 1,279.77May 451.78 364.44 950.00 650.86June 381.48 412.41 352.60 239.13 420.00 286.01

Totals 4,948.33 4,191.38 1,011.72 836.76 15,906 ** 10,502.31

"'Water bills are rendered quarterly."''''The total fuel cost is actual, but the monthly figures are estimates.

The Michigan State Teachers Colleges

TABLE 38c

TABLE SHOWING COST OF LIGHT AND POWER, WATER, AND FUELFOR THE FISCAL YEARS 1931-2 AND 1933-4, NORTHERN

STATE TEACHERS COLLEGE

Light and Power Water'" Fuel1931-2 1933-4 1931-2 1933-4 1931-2 1933-4

July 182.00 138.70 82.50August 176.30 110.20 183.95 129.31 197.40September 114.60 111.90 469.50 57.19October 232.60 170.70 739.41 703.13November 272.30 232.20 158.27 49.00 899.29 1,049.99December 270.10 156.90 1,156.39 1,228.-14January 272.20 223.70 1,331.31 1,250.00February 262.10 210.00 107.12 108.08 1,729.45 1,253.12March 283.70 187.80 1,476.51 1,195.96April 186.50 166.40 1,124.71 1,090.31May 199.80 214.00 257.oI 199.16 267.18June 167.00 164.10

Totals 2,639.20 2,086.60 706.35 405.55 9,206.27 8,095.32

*Water bills are rendered quarterly.

The Michigan State Teachers Oolleges

TABLE 38d

91

TABLE SHOWING COST OF LIGHT AND POWER, WATER, AND FUELFOR THE FISCAL YEARS 1931-2 AND 1933-4, WESTERN

STATE TEACHERS COLLEGE

Light and Power Water'~ Fuel1931-2 1933-4 1931-2 1933-4 1931-2 1933-4

---------- .----------

July 469.79 265.14 1,117.43August 275.73 138.94 809.27 484.84 307.63September 324.29 212.08 427.97 183.00October 652.38 423.10 1,311.96 942.20November 740.47 640.84 875.78 430.50 1,394.90 1,989.05December 702.33 554.03 1,916.67 2,349.46January 829.96 621.70 2,213.74 2,367.56February 884.99 586.83 547.60 413.40 2,370.58 3,142.67March 740.73 600.78 2,7954)3 2,559.08April 575.37 448.22 1,658.80 1,696.50May 580.08 409.59 505.61 457.97 542.88 462.21June 475.80 336.83 456.92

Totals 7,251.92 5,238.08 2,73j8.26 1,786.71 16,515.:n 15,691.73

"'Water bills are rendered quarterly.

TIle Michigan State Teacher's Colleges

TABLE 39

TABLE GIVING EXPENDITURES ON ACTUAL USED BASIS, APPROPRIA­TIONS, AND OTHER BUDGETARY INFORMATION, 1930-34,

MICHIGAN STATE NORMAL COLLEGE

1930-31 1931-32 1932-33 1933-34

EX llenl1itUl'eS

Personal Service 803,870.94 779,857.18 673,397.95 448,950.66

Supplies 50,820.81 44,818.87 44,218.66 41,733.86Materials 3,235.64 1,702.49 1,942.32 3,992.65Contractual Service 41,291.03 38,565.93 36,398.02 27,030.79

Total S. M. & C. S. 95,347.48 85,087.29 82,559.00 72,757.30Sub Total 899,2118.42 864,944.4', 755,956.95 521,707.96

EquipmentReplacements 1,407.41 2,222.81 25.50Additional 12,662.25 8,610.08 4,128.55 3,652.68

Total Equipment 12,662.25 10,017.49 6,351.36 3,678.18Sub Total 911,880.67 874,961.96 762,308.31 525,386.14

Land and ImprovementsStructures and Improve 7,765.52 10,544.08 7,299.14

Total-Land aud Structures 7,765.52 10,544.08 7,299.14

Grand Total 919,646.19 885,506.04 769,607.45 525,386.14

AppropriationsPersonal Service (1) 760,000.00 785,050.00 666,392.50 444,262.00S. M. & C. S. 93,400.00 88,000.00 74,800.00 75,000.00Equipment 16,050.00 14,000.00 11,900.00 10,000.00

Total 869,450,00 887,050.00 753,092.50 529,262.00

Land and Structures 1,500.00 10,000.00 8,500.00

Grand Total 870,950.00 897,050.00 761,592.50 529,262.00

Budgetary Information(2)Total Cost of Operation 899,218.42 864,944.47 755,956.95 521,707.96

Revenue 40,445.04 40,541.48 52,949.92 55,315.16Net Cost of Operation 858,773.38 824,402.99 703,007.03 466,392.80Average Population 2,578 2,552 2,249 1,684Av Institutional Employ 346 338 (3) 291 (3) 253Av Rate of Pay 2,330.00 2,307.00 2,314.00 1,774.00Ratio-Students to Emp 7.4 7.5 7.7 6.6Net Yearly Per Capita 333.11 323.04 312.58 276.95

(1) Further allowance of $30,000 for 1930-31.(2) Exclusive of "Equipment" and "Capital Outlay."(3) For the years 1932-33 and 1933-34 the "Average Number of Employees"

is computed by reducing all to a twelve-month full-time basis. Thisshould be kept in mind in comparing these data with those of the pre-vious years.

The Michigan State Teachers Colleges 93

TABLE 40

TABLE GIVING EXPENDITURES ON ACTUAL USED BASIS, APPROPRIA­TIONS, AND OTHER BUDGETARY INFORMATION, 1930-34,

CENTRAL STATE TEACHERS COLLEGE

1930-31 1931-32 1932-33 1933-34

I~XI)enditures

Personal Service 297,280.30 287,743.75 251,860.80 169,364.50

Supplies 23,603.18 25,601.79 10,677.02 9,214.34Materials 1,045.81 1,368.39 2,196.43 1,102.04Contractual Service 14,322.56 13,019.22 23,621.75 18,613.66

Total S. M. & C. S. 3'8,971.55 39,989.40 36,495.20 28,930.04Sub Total 336,251.85 327,733.15 288,356.00 198,294.54

EquipmentReplacements 153.30 99.42Additional 2,952.50 6,169.60 2,264.06 4,814.48

Total Equipment 2,952.50 6,322.90 2,363.48 4,$14.48Sub Total 339,204.35 334,056.05 290,719.48 203,109.02

Land and ImprovementsStructures & Improve 6,416.10 3,308.98 17,658.14 56,749.19

Total-Land & Structures 6,416.10 3,308.98 17,65fl.14 56,749.19

Grand Total 345,620.45 337,365.03 308,377.62 259,858.21

AppropriationsPersonal Service (1) 270,000.00 300,000.00 254,200.00 169,467.00S. M. & C. S. 38,000.00 42,000.00 35,700.00 36,551.00Equipment 9,000.00 7,000.00 5,950.00 4,584.00

Total 317,000.00 349,000.00 295,850.00 210,602.00

Land & Structures 3,500.00 2,975.00

Grand Total 317,000.00 :l52,500.oo 298,825.00 210,602.00

Budgetary Information(2) Total Cost of Operation 336,251.85 327,733.15 288,356.00 198,294.54

Revenue 22,561.00 24,932.01 23,913.80 21,260.30Net Cost of Operation 313,690.85 302,801.14 264,442.20 177,034.24Average Population 1,298 1,145 910 723Av Institutional Employ 126 124 117 (3) 97Av Rate of Pay 2,359.37 2,320.51 2,170.90 1,746.02Ratio-Students to Emp 10.3 9.2 7.8 7.4Net Yearly Per Capita 241.67 264.45 290.59 244.86

(1) Further allowance of $30,000 for 1930-31.(2) Exclusive of "Equipment" and "Capital Outlay."(3) For the year 1933-34 the "Average Number of Employees" is computed

by reducing all to a twelve-month full-time basis. This should be keptin mind in comparing these data with those of the previous years.

94 The Mich~gan State Teachers Colleges

TABLE 41

TABLE GIVING EXPENDITURES ON ACTUAL USED BASIS, APPROPRIA­TIONS, AND OTHER BUDGETARY INFORMATION, 1930-34,

NORTHERN STATE TEACHERS COLLEGE

}~xpenditures

Personal Service

SuppliesMaterialsContractual Service

Total S; M. & C. S.Sub Total

EquipmentReplacementsAdditional

Total EquipmentSub Total

Land & ImprovementsStructures & Improve

Total-Land and Structures

Grand Total

AppropriationsPersonal ServiceS. M; &C. S.Equipment

Total

Land and Structures

Grand Total

1930-31

247,681.74

16,629.771,167.52

10,369.99

28,167.28275,849.02

5,682.40

5,682.40281,531.42

2,918.42

2,918.42

284,449.84

(1)240,000.00(2) 26,930.00

8,000.00274,930.00

2,500.00

277,430.00

1931-32

247,970.80

15,956.701,819.32

10,627.85

28,403.87276,374.67

528.553,685.60

4,214.15280,588.82

2,286.20

2,286.20

282,875.02

250,000.0031,200.005,300.00

286,500.00

5,000.00

291,500.0Q

1932-33

213,034.15

14,977.781,598.468,801.33

25,377.57238,411.73

324.352,090.77

2,415.12240,826.85

18.473,702.84

3,721.31

244,548.16

211,700.0026,520.004,505.00

242,729.00

6,375.00

249,100.00

1933-34

140,084.80

12,903.921,018.077,240.62

21,162.61161,247.41

1,908.51

1,908.51163,155.92

5,458.28

5,458.28

168,614.20

141,134.0023,260.003,750.00

168,144.00

168,144.00

nudgetary Information(3)Total Cost of Operation

RevenueNet Cost of OperationAverage PopulationAv Institutional EmployAv Rate of PayRatio-Students to EmpNet Yearly Per Capita

275,849.0213,990.44

261,858.58871

(4)882,814.57

9.9300.64

276,374.6713,528.20

262,846.47822

(4) 892,786.19

9.2319.76

238,411.7321,442.42

216,969.31672

(4) 882,393.64

7.6322.87

161,247.4117,742.50

143,504.91544

(4) 821,708.35

6.6263.79

(1)(2)(3)(4)

Further allowance, Personal Service, $8,500 for 1930-31.Further allowance, S. M. & C. S. $5,070 for 1930-31.Exclusive of "Equipment" and "Capital Outlay."The "Average Number of Employees" is computed by reducing all to atwelve-month full-time basis.

The MichiJgan State Teachers Colleges 95

TABL9 42

TABLE GIVING EXPENDITURES ON ACTUAL USED BASIS, APPROPRIA­TIONS, AND OTHER BUDGETARY INFORMATION, 1930-34,

WESTERN STATE TEACHERS COLLEGE

1930-31 1931-32 1932-33 1933-34

Expenditures

Personal Service 792,555.03 769,278.78 670,548.54 448,568.21

Supplies 29,946.97 31,546.89 20,291.10 18,669.51Materials 4,214.63 3,695.98 2,713.28 2,674.77Contractual Service 40,753.12 51,801.89 40,624.73 32,231.48

Total S. M. & C. S. 74,814.72 87,044.76 63,629.11 53,575.76Sub Total 867,369.75 856,323.54 734,177.65 502,143.97

Equipment566.22 672.44 297.00Replacements

Additional 10,076.66 5,862.99 1,231.68 1,433.23

Total Equipment 10,076.66 6,429.21 1,904.12 1,730.23Sub Total 877,446.41 862,752.75 736,081.77 503,874.20

Land and ImprovementsStructures and Improve 8,208.89 2,214.41 2,214.41

Total-Land and Structures 8,208.89 2,214.41 2,214.41

Grand Total 885,655.30 864,967.16 738,296.18 503,874.20

AppropriationsPersonal Service (1)745,000.00 785,050.00 666,392.50 (2) 444,262.00S. M. & C. S. 76,900.00 80,000.00 68,000.00 65,000.00Equipment 16,500.00 14,000.00 11,900.00 10,000.00

Total 838,400.00 879,050.00 746,292.50 519,262.00

Land and Structures 5,000.00 1,000.00 1,275.00

Grand Total 843,400.00 880,050.00 747,567.50 519,262.00

Budgetary Information(3)Total Cost of Operation 867,369.75 856,323.54 734,177.65 502,143.97

Revenue 45,778.75 43,203.14 71,768.00 52,510.25Net Cost of Operation 821,591.00 813,120.40 662,409.65 449,633.72Average Population 2,448 2,302 2,065 1,505Av Institutional Employ 331 319 (4) 287 (4) 261Av Rate of Pay 2,394.42 2,411.53 2,334.66 1,718.65Ratio-Students to Employ 7.4 7.2 7.2 5.7Net Yearly Per Capita 335.61 353.22 320.77 298.75

(1) Further allowance of $45,000 for 1930-31.(:::) Further allowance of $25,887.18 for 1933-34 for Special School Aid for

Oshtemo, Richland, Antwerp, Paw Paw and Portage Townships.(3) Exclusive of "Equipment" and "Capital Outlay."(4) For the years 1932-33 and 1933-34 the "Average Number of Employees" is

computed by reducing all to a twelve-month full-time basis. This shouldbe kept in mind in comparing these data with those' of previous years.

TABLE 43

TABLE SHOWING OPERATING COSTS, NUMBER OF EMPLOYEES, AND NUMBER OF STUDENTS, 1929-30, 1931-32and 1933-34, MICHIGAN STATE TEACHERS COLLEGES

'"~

>. 00,..00 "'00 CI)l:: o::l l:: 'CI)

000l::CI) ..,

0 ..,~ 0 .., OCl) CI)CI)0101..,.~ l:: z>. Z1:: "0>.

00'" "oCI) .., ::lo..,..,

Year College 001 CI) CI)'" "'ol CI) CI)..2 OlCl) CI) CI)CI) ..,- '~rfJ.

U,.. ::ll::E-< 00 ,.. S bJ;0-~~

bIl"O rfJ.0- 0. 0CI) l::,.. CI) oCl)0- OIl ;:: l:: <:.l ol::l oS

OIl..,-0- UO- - o·~ U.., ~.so Q):;j..;..,;l ..,0 .:; ,.. ~

OIl 00 :> ,.. OIl ,....,:;:;>il>.., OIl CI)>il ..,,..,.. CI)_ Cl)rfJ. ... 00

0 ..... Cl)CI).., CI) ..... 0' > ..... o CI) CI) :> OIl > ..... OIl 0 CI) 0.,..,

E-<o ~~rfJ. Zo C:il <t;o E-< p.. u] <t;(J) <t;o ~...., n...U(1:)

Michigan State 882,104.56 39,002.35 843,102.21 15,840.97 331 793,244.56 2,399.00 2,344 7.7 359.68 ~<".

Normal College C':>~Central State 336,554.74 17,950.41 318,604.33 6,192.30 129 293,982.91 2,278.94 1,089 8.4 292.56 ce;'

Teachers College I;:l1929-30 Northern State 281,827.85 13,825.80 268,002.05 3,628.96 86 245,995.24 2,860.41 811 9.4 330.46 ;:l

Teachers College t:r.l.,...Western State 866,159.71 42,587.76 823,571.95 9,389.61 317 789,309.46 2,489.93 2,221 7.0 370.81 I;:l

Teachers College.,...(1:)

Michigan State 864,944.47 40,541.48 824,4'J2.99 10,017.49 338 779,857.18 ?,307.00 2,552 7.5 323.04 ""3Normal College

(1:)

~Central State 327,733.15 24,932.01 302,8)1.14 6,322.90 124 287,743.75 2,320.51 1,145 9.2 264.45 ~Teachers College (1:)

1931-32 Northern State 276,374.67 13,528.20 262,846.47 4,214.15 89 247,970.80 2,786.19 822 9.2 319.76 --:Cf.l

Teachers College~Western State 856,323.54 43,203.14 813,120.40 6,429.21 319 769,278.78 2,411.53 2,302 7.2 353.22

Teachers College ~

Michigan State 521,707.96 55,315.16 466,392.80 3,678.18 253 448,950.66 1,774.00 1,684 6.6 276.95<:0(1:)

Normal College Cf.l

Central State 198,294.54 21,260.30 177,034.24 4,814.48 97 169,364.50 1,746.02 723 7.4 244.86Teachers College

1933-34 Northern State 161,247.41 17,742.50 143,504.91 1,908.51 82 140,084.80 1,708.35 544 6.6 263.79Teachers College

Western State 502,143.97 52,510.25 449,633.72 1,730.23 261 448,568.21 1,718.65 1,505 5.7 298.75Teachers College

------------Note: For the year 1933-34 the "Average Number of Employees" is computed by reducing all to a twelve-month full-timebasis. This should be kept in mind in comparing these data with those of the previous years.

Charts and Graphs

Page .9frQ.

ACC~55i!JJlity of/lit Stofe uocl!ers (o!ltllej toth~ Peopk of the 5tate

Rt<JionadjaunlloNorthtrn5lqk 7eochm CoIk<;e16/wtion/J33J2Jt378,COO or 4.47. of5tate

~ Populationl930 318,676or65dZof.5laleIS R.AGA Q(,('~

!&(JWJ~~~~;'::;;:+7.i.F.a~.aJjcdto~tiroI5ltNl:rj{o/!tr;tr-__.. 16luriton /93'3 15t1j£,!I1XJ"mZcl~tit

1!!!':!~~~~~I,g2~~~~~"'-I Popu1o/1OfI1930 663,61.5ori3.77.of5fttfe

RfglOllarJjoctn! foMic!J~an5toteAbnnoI wlkgtValuation /933U1a.9d!J/XKJ or1I.167.ofJlofeRJpu/afiofllJJO ,<936,092 or6063ZafJfafe

ChariShowIngEnrollment IJIstribufion of(hiloren on SchoolCensus in t1lchitJOn for Stx Decades Beqtnnin9 /880

D

'0

..'"

u

ro !J06.2Z/

I,."".,..

.so

'0

10

0ftlBo

Represents Number ofCh;ldren onCensUS not inSchool; Includts alsof{iqh SchoolGraduates and

(o//e1e 51udenls Under 21

Repre.5€nls Number ofChIldren in Private Schools

Repre:;en!5 Number ofChildren in Hie/h$chool; 6rades 9- IZ

Represents Number ofChtldren In £/emmfary

Grades, KindercJarfen andEiqhfh inclusive97. f/Z

I~II,"'~I

1~47"

1810 1900 IJIO 1J20 ,';,0J,ure<., Reporb..5.,p,mnlend.nl of R,j,/tc 1n>lrudion

R.porI1J34

S~fX'1~ Z2. 7061e Z

Growth in School Cen5u5 andPupilEnroIlmtnl;t1/cl7iqan 5chooh, 1880-1930, in Percents.

-/{19h &1100/ En,oIlmrnf urott'fh

- _School C,n-'''$

610

..so

4'0

Z70

160

,--to ,," ._••

," .'" ,."---_.- ,.,,- _.,-", "'-'-'-'*'-_._-;,-

II/TIfI /fIIO .wi 110O IJOt ~ 1!It% IIt6 IflJJ IJH ",. ,,»5our(I!~' !?I"",b,5I'* 5uperiniendenl ofPub/ic Ins/ruellon

Oi5frioufionofRural8.U,oon Popu/otionl88O'/930 5tote ofM/cl!iqan

yeorTotol Populo/Ion

19/0

24Jq1,"

w:,:.j,r;~1 Rural DUrban

Analy.5i.5 of Popuiafion 1920-/930 ,jfafe of M/chiqan

)M'tlf"70101 Population

~fOrm kX~FI Non-farm

2,'f'Sf/)= 6/.110

DUrban

s"urces Untied5fales Census

Su f69~ 25, Tab/~5 5and6

PER.CENT OFjTUD£NTS IN THE PUBLICINjTITUTIONj OF HIGHER LEARNING 193/-J2

INDICATING THE OCCUPATIONAL. jTATUJ OF PARENTj

UnivtrSiry Hichiqan l1ichCoI l1ichiqon Cenfrol Nor/hem loWsf4?,-n

O:cupolion State Stote Stale Sialeof State "'inii~ Normal 7eacht?rs 7ead7er.!J Tet:Jch~l'1ichiQon Col/(/qe Techno Co/leqe Co/leqe ColleQt? Collf?qe

JOrmRr5 G /9 8 33 25 :3 30Professional 20 /4 6 8 /6 /1 6BU5in(?55 43 3/ 38 /8 28 / 7 20Mechanics 5 5 /0 /5 / 7 27I'1lf7lng, 4 /2 /2[nqir:~'erin9

Laborers -3 1- / 7 /2 /0Deceased 2 8 5OVlcd-Fed Z 4 2Emp/oy

Uncla55ified /5 3/ 5 26 /4 /3 7Nof6iven 5 2

5~e poq~ £7. Tohk8

TABLE 5/KJWIN6 fNROLlMfNTOr5TUDENTj BY DEPARTMfNTJ ANDAllOrPROF:OR IN,j~ MICHIGAN STATE T£AC!f[S COLLfGEj

1933-34Ypji/anti Central Northern Wejlan

.jlu inj! ~/u in~t jtu injf .Jfll in.,tCroup 1- Lane; &" Lti.

[nq!ljh 927 11- 498 j~ 421 5 1,066 /05puch 264 5 /45 2 153 2YzModern Anc't Lana. 55/ 6 14') 2 114 2 575 6~

Group Z- Science. <! MathAqr/culture 154 ] 8 47 / 32 %8/olo<JY 385 //5 2 36 liz 377 4J2(hemi~try 220 4 43} I / 5~ 2 /76 ZPhpicj 175 3 100 3 120 ZGeography 4"Geolo9Y 238 3 11j 2 If> 7 2 250 3~

Mathematic,j 305 5 145 Z 123 2 250 3Group 3 - jocial Science

tf/Jtory 5/6] / 76~ 2/0 3 511- 6{Polit/cal jcience 140 7 30 .3

35 I[conomic!> 85 76 I 201 2~

50cioloqy 162 21 185 2~4

Group 4 EducationEducalion t342 II 334 5Yz 243 4Y., '355 /I~

joecial Education 72 3Group 5- Fine Arl6

Art 213 5 73 2 48 I~ 2/4 2~

Mu.5/c 460 5 /62 3 56 I %' 456 4Group 6 Vocational [duc..

Manual Ads 1/4 3~ 30 I 48 I 118 4Home {conomics 133 3 17 / ~ 20 I :34 2~Commerce 81 2 n I }:, /60 /~

Group 7- PZ.5 Ed d Healthf2Health ducat/on 186 Z 423 5~ /7

PhV.5/cal [ducat/on 836 /2 301 274 599 :;

TABLE GIVING ANALY.515 OFl"NROlLMeNTj AT MICHIGANIN5T1TUTIONj or HIGHeR LfARNING 193/-:.32

Enrollment of Ouf-oI-5h1. [l/foll/lMflf Tolal of I,d/okMich'1On RwCkflfsin In Mlchilj<1nSfofe and Out- 01-.5IaleMichit;on5lo1!Imfifuliom IflJldulionJ of Enrollmentof Hi<;lttr Leorflin'l HI9Mr lMrfll1Itj

Re.,jidena

No. //,J76 567 /~9437eocherj College5 7- 48 9.5 40

No /2,335 5394 /7,729Olher 51a1e Injlilu/ionj

% 52 90.5 60Tolol Re,idence Enrollment 2~672

Ex fe n., ion

No. ~507 .36 5,S437eacher.5 Col/egefJ % 67.5 73.5 67.S

No 2,658 /3 267/Olher 510fe In.5Ii!LJlion5 7- 32.5 26.5 32.5

Toiol EJdenjion Enrollmenl 8,2/4-

Re sidena and Exlen"ion

NO. /6,883 603 /7,486Teacher.5 Co//er;es 07. 53 /0 46

No. /4,993 5407 20.400Olher 510fe {fJ5lilutionJ % 47 90 .54

Aggregofe Enroll~nf 3?886

Page 36-h

TABLE SHOWING CLASS ENROLLI1ENTS ATMICHIGAN 5TATE TEACHERS COLLEGES.

FALLTERM, 1931-

Sizeo!Ckl55 yp5i/onfi Central Norfhern WR5f~rn

5 -10 78

1/ -Z5 /48

26 -35 54

47 37 63

8/ 4Z /58

22 22 68

'6-40 /0

4/ -45 3

46-50 3

5/ - 60 5

lJO -up 2

2

/

oo

2

/

/

oo

/-4

/0

/

5

Tcio/ 303 /56 /05 325

SOUILe.-Repo,tslo Atnencon Anociofion of7eocher5 Colleges IJJ+

Page 96-/

TA81f.5/fOWINGPRfPARATKJNA5INDICATfD8YEARNED DEGREESANDtOUIVALENTPRfPARATkJN,fACULTlc,5 MKHIGAN STATe TeACHcR,5

COLL[GES

Fut / fbrfColl1'ge Ti me lime Total f?rcenf

l1oster5 o,?"~~

or £qviva/enf

MlEnf( __ 2~ 0 2~_j!0~Oodors Oer;,.~e Cenkol 7.3 __ Lt:L_ -.L4~

or Equiv(Jlenf !fgd&:n -'J_ 0 _/3 _l.6.~__We.1lern 25 0 2.5 13.8

1--::~;:-:f~;::-::"1::"'(Jdi.-~-~A-:'----~---:~'--:-;~-+lY,@'-:-ce-~----'--:~'---'---~'------L ---~-1J-r-~ ---~~~ -- 7~-~~----_._--- ---- - --

(exdu.1i~ of obove) jI./g£i~flL I Q _ P_ IO_2Q2._f-- -----t--=-wt~t:=jt=--=-e-=----:.rn,__-t /:,-:3::,__ .Q-- _ - / j f--?Z_

_'!P$i/anf/~_ 70 3 73. 4l~1-._C(,ntrq/ ..36 ..3 39 55.72-- ----- -- -- - --------

Northern / :; 0 /9 38.4~---------_.-

Wej/e.rn I 10 0 / /0 008I-----------r-'---- --_. - - _. - ------

"&chefors fKvtre ,I!';;.~i.. .1- --.-~ -.----..j.__.. -.-.- ..._._-.- i. --7.h.-.:~L~.or Equivalent tj2d~rn - 7 { -I'. 15 r~5.1 _

~jfern jO 1 31 ~/

/-------+~-'--~,,-~ilo!l-t-i-1- - _=d" r= ~ f -1/ \.. 6 -'17-

1Less fhan ~nt'"l~L;O I L_ r / -1-15Q~

BachdYsfKvr~ ~~~~nl ~ I g-1 ~ I 1/

Mil D ~~~;rl- ng- i-n ~~~ i. . l'qree IN!l£thern rOt 0 0 I I

!W~J/ern; o! 0 0 I 1rYJZ~i,gnlll 163-l- 7 .-~ rio :-99.0 I

Tola/ I--Cenfral: _ 62 l 8 i 70 f/OOO I

INor/hern! .,. 9 i I r 49.5 :/000 :'. ... _l.~~t~[f7: 1_~Qj__ / __ ~B:.Llooo :

.jource· Repc1... ~o AmertCAn A:s~oClaf(on of

T.ochu~ Coll'ge~ Poc;e ..96J-

THEPERCfNTOrALL TRAINING or MICHIGAN TcACHER5CONTRIBUTED BY.5fVLRAL TYPES orTRAINING 5CHOOLj

IN /33/- J 2

Teoche r-5 Col/eqe6 5127i: [':~·},k::c;:(:;;~:-:'(,~~:i:;:;,:~rX'\\/",,3·~1~ji~:.i?~~:n~m;l

Umver-5lfy / 6.3 71.t,~/-:;;{f;~g';~:;j;j

Pnvote Co//er;e.s / 2.157.g~:':: ..)~Xf]

Counfy Normal5All leoehers

Land GronICo//eqe J.637.:1M

City Co//ec;e

JUnior Co//eqe.5

.5ou"",.ClI""~j"PPI,"'Q",,o-d for N«h" '" fVlichl'1"n

Su pOlJlS +3ond+5, Tobk, 136nr1 15q

THfPfRCfNTOfALL TRAINING or MICHIGAN TEACf1fR.5CONTRIBUTeD 8Y5fVERAL TYPEj or TRAINING XHOOL.5

IN /~J/- 32

Teocherj Co//eqe6

Umver.5tfy

Povate Co//ege5

County Normol5[Iemenfory 7{;ac!Jer.5

LandGrantCo/lege /.3ll~

City Co//eer-

Junior Co//eqe5

4.021.~]

1.30~('1

SIt p09~ +3 and +5. Tabk5 130""{50

Paqe 36-1

THEPERCfNTOFALL TRAINING Or MICHIGAN TEACHfR,jCONTRIBUTED BY5fVERAL TYPE5 OF TRAINING SCHOOLS

IN /3J/- 32

Teacherj Colleqe6 44.0/J: mf];~:~:~~;~~~~f\·iJ;1:?~'%~t,0~~}\~![~~~l~W:¥~I~W$~~f~d

Un! ver51/Y 24. 4870 ~~i~fl~;f~';t.!e~lffi1~:»;\tii;(;[?1i~311

Pr /Vote Coller:;e6

County A/ormal.j ~ 68l~IVl J. CJ~

LandGrantCo/leqe 5.4010

City Co/lege 2.86~

Junior Co/leqe6 /J37,.{j

Hlqh 5cmo/ leocherj

Page 96-m

Pucenf olAII Tr-oininq offl1ichiqan "ac~rsContributed by5taf~ Teachers CoIk'll'S forSeverol Types ofSchools /931 -32

~ Ekmentary liac!lers L~C:J HIgh .jehoo/ liacner.J

Hr~Class City

Third Closs City

All Schools

3400 NUMBER OF PeRSONS GRADUATfD3300

", :' .. ' ' ..

, :;; \<.~

1922 '913 '~2.f /325 1~26 .'927 '918 !92S 1930193' fSJ2 1933 193"

Newn:cruds

Previouslycertificated

Graduatedin service

MCttlGAN STATf TrAC!tfRS COllfCfS

/9//-/934

The qraduates for the ,j/X years1929-34 ore shown each yearin detail as follows

3200

3100

3000

2900

2800

2700

2600

2500

2400

2300

2200

2/00

:2000

/900

.Doge 96-0

GHIWUATESPRIVATE (OLL£G£.5

UN/V OF/1ICfI.-t1ICH. STAT£.- WAYNE: UN/V

COUNTY NOR/'1ALS STAT£ TEACHERS CULLEGES

132/- /334

No.

Privaft' Colk!9l'S U af!'1.-M.5. - wu

o600

JOO

Co. Normals Teachers Collfi!ges-5000

3000

'1000

1000

The Michigan State Teachers Colleges

BIBLIOGRAPHY

Primary Sources

Annual Reports of the Superintendent of Public Instruction.

Public Acts of the Legislature of Michigan.

Michigan Reports (Supreme Court decisions).

Gen~ral School Laws, Revision 1931.

State of Michigan Budget,Published by the State Administrative Board.

United States Census.

Secondary Sources

97

Cubberly, Ellwood P., Public Education in the United States.

Davis, C. 0., Public Secondary Education.

Edmonson, J. B., Legal and Constitutional Basis of a State Sclwol Sys­tem.

Elliott, Eugene B., The Supply Of and Demand For Teachers in Mich-igan.

Evenden, E. S., National Survey of the Educat~on of Teachers.

Fuller, George N., Economic and Social Beginnings in Michigan;f{emllf/s,Lawtof/T., Life and Times of Stevens T. Mason.

Jackson, George L., Development of State Control of P!ublic Instruc­tion in Michigan.

Moehlman, Arthur B., Survey of the Needs of the Michigan ptate Nor-1nal Schools.

Putnam, Daniel, History of the Michigan State Normal School.

Thaden, J. F., Special Bulletin 236, Michigan State College.

Whitney, Allan S., Professional Training of Teachers at the Universityof Michigan, 1'879-1929.

INDEX

Accessibility of Mich. colleges significance of 8,10,11,12,13Angell, President James B educational opportunity, teachers .. , .. 13,37Areas of Michigan served by teachers colleges. " " .8,10,11Attendance age groups, sex, etc 23,26

average of teacher colleges " .24,57,58,7'5ci ty schools 21,26country schools " 21,26totals of " ., .. , .,•.... " .23see "enrollment" also ' .

Better teachers popular demand, more teachers - .. 27,47

Census ........................• changes in school population 22,23,24changes in total population 22,24,25

Centers of population farm .......................•.......... 10lower peninsula 8,10

Central State Teachers College .. see "state teachers colleges" .Constitution of Michigan higher education, art. XI, sec. 6 14

art. XI, sec. 10 14Certification of teachers agencies for 32,34,38

kinds of ....................•.......... 38prerequisites for 36,40sources of 49standards of 32,34,36,39state, sole power of...........•........ 37state board of education 15,16,19,39,40state supt. of public instruction 38

City government ......•....•... relation to school districts............. 3City r,ormal schools '" ................................•... 35City population ..........•..... trends of 20,21,25City college ................•... percent of teacher training by. " 43,45Costs of education related to locations, sizes of colleges 11,12,13Costs of social security related to crime, mentally handicapped 51,52,53County normal schools establishment, training by 36,43,45,57Court decisions ..........•.....• status of schools 3,4Crime and education 51

Depression in relation to supply of teachers .47,50,55underconsumption of teachers ....•.. .47,50

Detroit Teachers College function of 35

Elliott, Prof. C. M state survey 1918.•................51,52,53Elliott, Dr. Eugene B "Supp~y-Demand, Teachers" ••• 42,43,44,45,57Enrollment ...•.•.............• public, private, etc 22,24,27,28,30,31,56

teachers colleges 33,70,71,72,73,74,76,77,96Extension, correspondence study. enrollment 73,74Evenden, Dr. E. S........•..... "National Survey Educ. Teachers" .41,57

The Mich~gan State Teachers Colleges

Farm population related to educ. see "population of Michigan" .

99

Good government and education.ordinance of 1787 3Graph "Functions and Relationships" 9

High schools of Michigan development, increase of enrollment .. 22,31teachers, increase and shortage .. , " ..... 31vacancies, filled by teachers colleges . .41,42

Illi teracy in Michigan number of illiterates .49,53Industrial boom in relation to capital school debts ...............•..... 30

supply of, demand for teachers 47,50,55Institutions of higher learning .. names 6,7,8,9

functions, levels of instruction 6,7,8,9relationships 7,8,9state teachers colleges , " ., 6,7,9

Jefferson, Prof. Mark, Geog. Hev. "Population of Michigan" 53,54Junior colleges part of "common schools," training .. .43,45Junior high schools enrollments, vacancies, etc 41,42

Kalamazoo, Western State Coli. see "state teachers colleges" " .Kalamazoo case 1872-74 common school subjects unrestricted 4

free schools for all 4levels of instruction unrestricted 4

Legislature educ. and tr. of teachers 15,16,17,18,19

Marquette, Northern State ColI. see "state teachers colleges" .Mentally handicapped menace ......................•...... 51,52Mich. College of Mining, Tech , " " 7,9,74Michigan State College of Agri. 7,9,39,43,45,74Michigan State Normal College .. see "state teachers colleges" .•....•....Moehlman, Dr. Arthur B. "Survey of Michigan Normal Schools" ..

facts, predictions, production ...•..... 55,56Mt. Pleasant, Central State CoIl .. see "state teachers colleges" .

New recruits to teaching false premises concerning .47false conclusions concerning 47numbers and sources of 48,49,54proportion of graduates 47

Northern State Teachers l'nllege. see "state teachers colleges" ...•.......

Oath of allegiance taken by teache~s 2Ordinance of 1787 education 3

good government. 3"Overproduction" of teachers economic factors involved .47

false conclusions concerning 47false premises concerning .47other inaccuracies concerning 47

100 The Michigan State Teachers Colleges

Parochial schools " .••....enrollment, etc 22,24Physically handicapped menace 53Placements of teachers agencies and percents of. .40,41,42,58,59Planning commission of Mich goals of education '•............. 1,5Population of Michigan ........• analysis of 25,49

centers of 8,10educational demands of 27,29equality educ. opportunity for 13,29,31pressure of 20trends of 20,22,25,47,50,53,54,56,57

Primary school interest fund. " , " ., " 3Private schools and colleges .. " . '" ., , 22,35,39,43,45Public acts of Michigan act 51, sec. 1 16 act 52, sec 2 16

act 139, Sec. 2 15 act 156, sec. 1 16act 175, sec. 1. .. 15 act 190 17act 194, sec. 3 ... 15 act 202, sec. 1 18act 261, sec. 1. ..16 act 338 17

Public education of Michigan aims, goals, purposes .4,5,51compulsory by law 3court decisions concerning 3,4levels of instruction 4,6,7,8,9relation to local governments 3relation to state 3scope of 4,6,9,18,19see "state teachers colleges," etc .system of 6,31

Pupil-teacher ratio over period of 20 years 24

Qualifications for teaching academic, professional tr 32,34,36,39,40,56

Relationships, educational, involving city government 3county normals 36institutions of higher learning 6,7,8,9legislature 39private colleges 39public schools 3state 3,4,37state board of education 14,18,39.40state teachers colleges 14,15superintendent of public instruction 38

Rural population of Michigan trends of 25see "population of Michigan" .

School problems caused by industrial boom and depression 29,30School taxes reasons for 3Security of state in relation to crime, education, etc 1,2,54

menaces against securitycrime 51illiteracy 53mentally handicapped 51.52

The Michigan State Teachers Colleges 101

physically handicapped '" 53education for security

adequate teacher training 54,55equality of educ. opportunity 5'5equality of educ. support 55

Sill, Principal John M. B. "function of teachers colleges". " ., " ., .37Sources of new teachers teachers colleges, etc 7,35,48,57State of Michigan and education. comparison with other states 2,45,46

duty to provide good teachers.54,55;56,57,58function in education 2relation to education 3,4,37security and education 1,2

State board of education powers and duties of 14,15,18,19,38,39,40State supt. of public instruction. sources, etc. . .. ,.6,12,22,24,28,30,33,38,49,54State teachers colleges ,accessibility 8,10,11

adaptation to demands 31attendance, averages 24,57,58,75budgetary information 92,93,94,9'5campus maps 63,65,67,69campus views, aerial 62,64,66,68capital investments 82,83,84,85,86,87,88certificates 78,79,80county enrollments 76,77courses and curricula 18,19,37,39,60degrees, numbers of 59,60,78,79,80enrollments of 33,70,71,72,74,76,96establishment of 15,16,17,35,36expenditures, current 88,89,90,91,96extension, correspondence 73,74functions of 7,8,9government of 14graduates 33,48,56,57,58,59graduates in service .48,56,57graduates, new recruits .48,56,57graduates, previously certificate~l...48,56,57inseparable from public schools 51legal status of 14levels of teacher preparation 9locations, names of 10locations, significance of 11,12,13main sourcees of trained teachers .40occupational status of students 27personnel of 81,96placements 40,41,42,58,59rating in United States 40scope of 7,8,9,42.45,46statistics ofteacher training .. 7,8,15,37,39,42,43,44,45,57vacancies filled by 40,41,42

102 The Mwhigan State Teachers Colleges

Statistical tables 1-19b attendance, enrollments, graduates, newrecruits, population, school debt, positions, training, vacancies 12-60

see "table of contents" .Statistical tables 20-43 appropriations, budgets, capital invest-

ments, certification, degrees, enrollments, expenditures, personnel .. 70-96see "table of contents" .

Supply of, demand for teachers .. graduates available 1933-34 59,60graduates placed 1933-34 58,59number needed each year 57,58number of graduates 1933-34 58,59predictions, Moehlman Elliott 55,56,57supply exceeded during 1933-34 58

Supreme duty of state maintain safety and perpetuity 1

Tables of statistical information. see "table of contents" .Teachers of Michigan available Dec. 1, 1934, needed 56,57,58Teaching positions in Michigan .. number of 28,56,57,58Teacher training in Michigan ... amounts, levels, etc. 37,42,43,44,45,47,54,55.57

University of Michigan function, organization, etc 7,9,39,43,45,74Urban population see "population of Michigan" .

Vacancies, teaching positions .... percent filled by teachers colleges ... .40,42number of .40,41,42

Western State Teachers College. see "state teachers colleges" .

Ypsilanti, Mich.StateNormalColl see "state teachers colleges" .