THE ACTSVETSES AND CGNTREBUEGNS OF WALTER H. FRENCH TC: MICHfiAN EDUCATSON Thom M fin. Dare. of M A. WCHiGAN STATE 5 EVERSETY Wiédam Bus-Ea Draper 3959 mmmmwmmwm 1 3 1293 00805 83 \ RETURNING MATERIALS: P1ace 1n book drop to remove this checkout from your record. FINES wi11 be charged if book is returned after the date stamped be10w. MSU LIBRARIES thng§3 123008 JUL 0 2 2008 THE ACTIVITIES AND CONTRIBUTIONS 0F WALTER H. FRENCH T0 MICHIGAN EDUCATION By WILLIAM BURLE puma A THESIS Submitted to the College or Edueetion llehigen Stete Univereity of.Lgrieu1ture end .Applied Science in pertiel fulfillment of the requiremente for the degree of MASTER 0F.ARTS Department of Teacher Edueetion 1959 BURL-"E: ( " ' ' E't';:5ZARCH Ci.‘ =_ u -~.UJ Mic". 5G L: f; 4-,». c..l.r_i:o'll‘Y tAo“! LANmmj, MiCHxGAN French 1862-1924 «alter H. ACKNOWLEDGMENTS The writer wishes to express his sincere apprecistion to DI. George R. Myers, cheirmen of his Guidsnce Committee, under whose lesdership, supervision, end guidence this study wss underteken. To the remeining members of tin committee, Dr. Reymond M. Clerk end Dr. Herold M. Byrem, the writer extends his grstitude for their interest end suggestions in esrrying on this investigstion. To Dr. Jsmes Geoffrey Moore, whose velusble suggestions were greetly epprecieted, speciel thenks ere due for providing any clues to evsileble source meterisl. To Dr. Orville Lewrenee Abbott, my fsther-in-lsw, whose insight into the neture of seedemic problems provided the topic for this study, the writer is perticulerly indebted. The writer wishes to extend his grstitude to the meny friends of Welter E. French who so kindly offered personal informetion concerning his life. For unfeiling patience end continuous encouregement during this period of yresesrch, the suthor wishes to ex- press his gretitude to his wife, Helen M. Dreper. TABLE OF CONTENTS CHAPTER I. INTRODUCTION . . . . . . . . . . . . . II. EARLY YEARS 1862-1893 . . . . . . . . Birth and Early Residence . . . . . Marriage . . . . . . . . . . . . . . Michigan State Normal College . . . The Teacher . . . . . . . . . . . . Summary . . . . . . . . . . . . . . III. THE COMMISSIONER: HIS.ACTIVITIES AND BHILOSOBHY 1893-1901 . . . . . . . . State Teachers' meetings . . . . . . Reference Books and Text Books of Hillsdale County . . . . . . . Grading of Schools and Examinations School Officers' and Teachers' Associations of Hillsdale County . . . . . . . State Subsidy . . . . . . . . . . . Summary . . . . . . . . . . . . . . IV. DEPUTY SUERINTEIDENT OF PUBLIC INSTRUCTION 1901-1908 . . . . . . . Appointment to Office . . . . . . . French‘s Duties . . . . . . . . . . 0 RAGE l—l coma-q 10 13 15 15 29 35 36 5O 59 59 6O CHAPTNR V. Legislation . . . . County Normal Training Classes County Schools of Agriculture . Common Schools . . Libraries . . . . . Pioneer Day and fierce Day Special Days . . . The Michigan State Teachers' Association Speeches . . . . . summary e e e e e e HEAD OF AGRICULTURAL EDUCATION MICHIGAN AGRICULTURAL COLLEGE 1908-1924 . Elected as Head of the Agricultural Education Department . The First Year of Agricultural Education . The First Full Course in High School .Agriculture . . . The Development of High School Vocational Courses . . . . e Michigan State Commission on Industrial and Agricultural Education Associate Editor . The Smith-Hughes Act PAGE 61 65 66 67 69 71 73 75 82 86 88 88 89 93 93 97 102 104 CHAPTER PAGE Extension Services . . . . . . . . . . . . . . . 107 Society for the Promotion of Agricultural Education . . . . . . . . . . . . 115 Teacher Training . . . . . . . . . . . . . . . . 114 College Employment Service . . . . . . . . . . . 119 state Director of Vocational Education . . . . . . . . . . . . . . . . . . 122 Speeches . . . . . . . . . . . . . . . . . . . . 123 Teaching at Michigan.Agricultural College . . . . . . . . . . . . . . . . . . . 127 Objectives and PhilosoPhy of Agricultural Education . ... . . . . . . . . . 129 Church.Activities . . . . . . . . . . . . . . . 138 Death . . . . . . . . . . . . . . . . . . . . . 142 Summary . . . . . . . . . . . . . . . . . . . . 144 VI. CONCLUSION . . . . . . . . . . . . . . . . . . . . 148 Public School Teacher and Administrator . . . . 148 Law-maker . . . . . . . . . . . . . . . . . . . 152 College Professor . . . . . . . . . . . . . . . 155 Public Official . . . . . . . . . . . . . . . . 157 Summary . . . . . . . . . . . . . . . . . . . . 158 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . 160 ATTENDICES . . . . . . . . . . . ... . . . . . . . . . 163 CHAPTER I IN TRODUC TION In the history of social institutions, the names of certein men appear more prevalently than others. A study of institutions requires also e study of the lives of these men who sided their growth. The development of educational institutions in Michigan is merked with the names of many such men. Among them ere John D. Pierce, Welter French, Henry Pattengill, Ernest Burnham, end Woodbridge N. Ferris. 0f ell the men there was none who devoted his time and efforts more completely to tie improvement of educetionsl institutions end techniques then Walter Hirem French. His life is therefore worthy of study in relation to the history of education in Michigan. The life of Walter French was one of service dedicat- ed to providing an effective, realistic educetionsl progrem for Michigan children. Innovations accredited to French began in the teaching of agriculture within the high school system. In later years his methods have been adapted in the education of teachers to the extent thet he may be consider- ed the fether of educetionsl training in Michigan. Because French believed that the study of agriculture could be taught effectively in the high school curriculum, and because he sew its importance to the eighty per cent of Michigan's citizens engaged in agriculture at the time, he acquired national recognition when he originated the first courses to teach that subject in Michigan's high schools. He planned the organisation of all other vocational courses at the state level. His work changed the thinking of the nation in regard to education for the activities of life and created a new respect for the labors of the farmer and industry. French was first of all an administrator and teacher. as an administrator he was concerned with innovations on a highly realistic and creative level. As a teacher he was superbly fitted by temperament and ability to inspire his pupils to dedication to their work. French was a lawyer and e law-maker. It is said that about twenty five Federal laws stand in testimony of this fact. Then, too, he was a hunn with these attributes and interests that characterise the individual man, reflecting into and being reflected by his work and associates. His only hobby was Masonry to which he gave those free hours of his time that were for recreation. Feeling that this organization meant much in the moral conditioning of the community, he gave freely and pleasurebly to its growth. His other activities beyond that of teacher include positions as Superintendent of Schools, County Commissioner of Schools, Deputy State Superintendent of Public Instruc- tion, President of the State Teachers' Association which is now known as the Michigan Education Association, Head of the Department of Teacher Training at Michigan Agricultural College, and a Director of the State Board of Control for Vocational Education. It is the purpose of this study to present an account which is es biographicelly correct as possible under the circumstances of Mr. French's life which will afford insight into his educational activities in Michigan. The study will deal with French‘s philosophy from his earliest teaching days until his death. In addition, the activities of the educator will be described and evaluated. The evaluation of these activities and his philosophy will be made in terms .of the contribution and influence they my have had on education in Michigan. Up to this time no biography of French has been written. The only literature regarding him consists of brief biographical sketches contained in county histories, educational encyclopedias, and accounts of his life written in newspapers at the time of his death. 4 In connection with 11113 research, two types of sourc- es were eveilable. First, there were the primary sources consisting of college communications concerning French, operational bulletins for agricultural teachers which were his innovation, governmental documents and reports, legisla- tive acts, minutes of the Michigan State Teachers' Associa- tion, and interviews with persons who either knew French personally or were his students at the collegiate level. Second, there were the secondary sources such as newspaper articles, articles of resolution by the Michigan Society of Rural Education, historical sketches, educational encyclo- pedias, and county histories. Source materials were found in the Michigan State University Library, the Case State Library, the Michigan State Library, and the Michigan State Law Library. This study is limited by the type of source materials available concerning Walter Hiram French. The personal records and all correspondence of French's activities were nearly all destroyed upon his death. The records of the Office of Public Instruction in Michigan were not permanent- ly filed by the department. The correspondence of many of the men with whom French communicated has not been kept or has been destroyed by the families of these persons. The destruction of the papers of the governors of Michigan in 5 the State Office Building fire deprived the writer of offi- ciel 11103.1 The organisation of this study follows the chronology of French's life. Information of his early life including his work as Superintendent of Litchfield schools are discussed in the second chapter. In the third chapter attention is given to French's experiences as Commissioner of Schools for .Hillsdele county. Many of the ideas he had concerning educational matters are discussed in this chapter. The fourth chapter considers his work as Deputy Superintend- ent of Public Instruction. His philosophy and activities during his term of office are described in this chapter. French resigned from the position of Deputy Superintendent to organize the Department of Agricultural Education for Michigan Agricultural College. His work at the college and in helping to organize the State Board of Control for Vocational Education are described in the fifth chapter. French's interests were devoted almost entirely to educational matters. He was, however, constantly active in promoting organisations for civic improvement, and he was seldom absent from any meeting which was inclined to do civic good. He spent much time in working for his church 1 February 8, 1951. serving as Superintendent of the Sunday School at the Central Methodist Church in Lansing. For many years he conducted weekly seminars for the teachers of the Sunday School to be certain that they were adequately prepared for their task. The abilities of Walter French as a public speaker were in constant demand during this time. Chapter five also covers this phase of his life up to the time of his death. A general evaluation of Walter Hiram French is contained in the concluding chapter. CHAPTER II EARLY YEARS 1862-1893 Birth and Early Residence Walter Hiram French was born in Cubs, New York, on January 28, 1888.:L His father, Harvey H. French, was form- erly a well-known educator of New York and Michigan.8 His mother, whose maiden name was Perlie A. Niles, was from Great valley, New York. She was at one time a teacher in New York State, and her mother was also engaged in teaching. In 1866, the family moved to a forty acre farm near Otsego, Michigan.3 Franch's early life was rural. He was born on a farm in New York and was raised on a farm in Michigan. He re- ceived the elements of a rural school education as it was interpreted at that time attending the Otsego Elementary l J. H. Beers Educators of Michi an, Bio ra hioal, (Chicago: J. H. Beers and Company—,- I956), p. 15. 2 W. J. Heal, Histor of the Michi an ricultural College, (Lansing: Wy oop, menfiecE, Crawford 50., I§I5), pe e 3 Beers, 22. cit., p. 425. School. at the age of sixteen, he entered the Otsego High School and completed that course of study. Upon graduation he spent several years managing a farm. During the winter months, he taught school in the rural schools of the area.4 His interest in teaching is shown by this work. Although the reason is not evident, he went to South Dakota in 1883 where he remained for nine months. Upon his return to Michigan, he spent the next three years in agri- cultural work.5 marriage Sometime during this period, Walter French became engaged, and on June 24, 1886, he married Miss Caddie M. Chaffee, who also was a resident of Otsego, Hichigan.5 She was the daughter of Mr. Philander Chaffee, a liquor distill- er.7 4 Annual Re art of the Su. rintendent of Public In- struction, I968-_, t‘TI (Ians ng: oop,'HaIIen5ecE,' Craiforl 00., State Binders, 1909), p. 73. 5 Beers, op. cit., p. 425. 6 Ben, 22. 0115., p0 4600 7 Related to the writer by Dr. Horace French, M. D., son of Walter French. Michigan State Normal College In the fall of 1866, French entered the Michigan State Normal College at Ypsilanti, Michigan.8 This school had the reputation of being the oldest and best equipped institution.for the training of teachers in the Nest, and it provided a two year course leading to a diploma and life teaching certificate.9 While French was studying the classical and scientif- ic courses at the college, Hrs. French took boarders into their home to help meet expenses.lo His graduation came in June of 1888 on his completion of the two year Latin-Scien- tific Course, and he received a life certificate as a teach- er in Michigan.11 This did not carry a degree, although twenty-two years later the college awarded him an honorary 8 Annual Re ort of the Sn rintendent of Public In- struction, I§UB-_§, Kit-TI'Tfansgng: Wink-oommofi Craiiord 00., State Printers and Binders, 1909), p. 73. 9 Michi an School moderator, Vol. XXIV, No. 5, Oct. 8 1903, p. 3'2—‘L "'"""" ' 10 Related to the writer by Dr. Horace French. 11 Beers, op, cit., p. 425. 10 degree of Master of Pedagogy because of his work in the edu- cational systems of Miohigan.12 In describing Mr. French's educational background, Mr. J. W. Sexton, former Superintendent of Lansing Public Schools and a close friend of French, made the following stateme nt : While he didn‘t have any degrees, he was much better educated than a great many peeple - the majority of people who do have degrees. He must have done a lot of reading, a lot of studying by himself. It must have been a continuous process with him.13 The Teacher After graduation from college in 1888, Mr. French be- gan his work at the school in Litchfield, Miohigan.1‘ Some 12 This information was received from Mr. Everette L. Marshall, Registrar of Eastern Michigan College. Dated May 6, 1959, the letter read in part: "According to our records Mr. French graduated from this institution in June, 1888. In June 1910 he was awarded an honary [sic] degree of M. Pd. We do not have any records regarding his activities at that time. " 13 Related to the writer by Mr. J. W. Sexton during an interview on April 22, 1959. 14 Annual Report of the Su erintendent of Public In- struction, 1958-3, 92. cit., p. 7% _ '— 11 records give his title as superintendent, although principal and superintendent had nearly identical meanings at that time.15 French spent one-tenth of his time as superintend-v ent or principal of the Litchfi old school and the balance in actual teaching. Three other persons, all women, completed the teaching staff. The average enrollment for the school was one hundred sixty pupils with an average daily attend- ance of one hundred fifty eight. French's salary for this work was two hundred ninety dollars per year. The number of school days per year was one hundred seventy-five days.15 Mr. Vernon w. Downing, present superintendent of Litchfield Community Schools, states that there are no records concerning Mr. French in the Litohfield schools.” 15 Annual Re ort o_f_ the Su erintendent o_f_ Public In- struction, I895, mug: Robert SmItE and 50., State Pr'Tnt- ers, 1891), p. xvi. The article reads: "The school that requires from four to ten or more teachers can employ as principal or superintendent a man or woman of liberal learn- ing and culture whose influence will be felt by the youngest pupil in the lowest department of the entire school.” 16 Ibid., pp. lxiv and lxxv. Also refer to appendix C. 17 This information was received in a letter dated April 29, 1959, from Mr. Vernon W. Downing, Superintendent of Litchfield Community Schools, Litchfield, Michigan. 12 The Superintendent of Public Instruction's report for the year 1890 lists Mr. French as being a county examiner whose term.of office would expire in 1892.18 He was working in this capacity with Mr. Jason E. Hammond, the man he was to replace in 1895 as County Commissioner of Hillsdale, when Mr. Hammond left that office to become State Superintendent of Public Instruction. The other member of the Hillsdale county board of examiners was a teacher, Mr. W. a. Drake. Thus, Mr. French was working as teacher, superintendent, and county examiner from 1890 to 1892. In 1890 he first appeared in the Superintendent‘s re- ports as a member of the Michigan State Teacher's associa- tion for the coming year of 1891.19 In 1890 he was appoint- ed a member of the Board of Visitors to inspect the system and methods of the Raisin Valley Seminary at Adrian, Mich- igan.zo French had been active in fraternal affairs at this time. He had been working in the Masonic Lodge, and on 18 Annual Re art of the Su erintendent of Public In- struction, 1890, op. cit? p. ci-I'P "" '— i9 Ibid., p. 117. 20 Ibide . De 357e 15 February 28, 1890, he was raised to the Sublime Degree of Master Mason in Franklin Lodge ’40 at Litchfield.21 At this time he was twenty-eight years old. After four and a half years as Superintendent of the Litohfield Schools, he resigned in 1892 following his elec- tion to the Office of Commissioner of Schools.23 In 1895 the Superintendent's report listed French as County Examiner and County Commissioner, giving his occupation as teacher."33 Summary French was familiar with the problems and interests of rural America from his earliest years. He also must have become acquainted with my of the problems and attitudes of pioneering educators in the country through his parents who were teachers as well as farmers. The entire pattern of his 2|. This information was related to the writer by Mr. Harold Sohaberg, Secretary of Masonic Lodge #55, Lansing, Michigan. Mr. Schaberg said that as far as he knew, French held no-offices in the Blue Lodges in Lansing. Mr. French was known to believe that Masonry was a means of improving the civic and cultural level of communities and therefore gave much attention to the work. 22 Beers, op. cit., p. 425. 25 Annual Re art of the Su rintendent of Public In- struction 1895 ( gT'Ro'Er mTth and 60., State Print- W Iii—.7124. ‘—_._ 14 life seems to have been moulded from these two environmental factors. Instead of settling complacently into married life, French and his wife worked together to complete the education which prepared French for his life's work. It has been suggested that the struggle was not an easy one for either French or his wife. Shortly after completing college French was recognized as a promising leader by being hired as principal of the school in which he first taught. He became associated early with men of dynamic potential in his field, and he actively promoted civic and educational organisations. CHAPTER III THE COMMISSIONER: HIS ACTIVITIES AND PHILOSOPHY 1893-1901 State Teachers' meetings With about four months' experience as county commis- sioner 0f Hillsdale schools behind him, Walter French went to the State Teachers' Association meeting which was held in Lansing, Michigan, on December 26, 1895.1 .As a member of the Commissioners' Section he was comaratively silent until near the end of the day. Then he arose to address the chairman. He said, ''I move that the chair appoint a commit- tee to report tomorrow morning upon needed legislation."2 The motion was carried, and a committee composed of Commis- sioners French of Hillsdale, chairman, Randall 0f Calhoun, and Peck of Leelanau counties were chosen. On Wednesday afternoon, December 27, a special meet- ing was held in the Department Office in.Lansing. The newly 1 Annual Re 0rt g£_the Su.erintendent g£_Public In- struction, I895 8 ng: EBFer ‘Smith and 00., State PEInt- ers and Einfiers, 1894), p. 4. 2 Ibid., p. 300 l6 elected president, Commissioner Clapp, called the meeting to order to hear the report of the Committee on Needed Legisla- tion. The report requested that the following changes and additions be incorporated in the existing school laws: (1) that the law exacting institute fees be repealed and that the institutes be conducted at the expense of the State and attendance be made compulsory; (2) that the law relating to compulsory attendance at school be amended so as to.provide for a penalty of imprisonment for the second offense; (5) that the law should define what are necessary school appli- ances; (4) that the commissioner should have power to compel school boards to furnish necessary supplies, to make neces- sary repairs, and to keep the school property in sanitary condition; (5) that there should be four regular examina- tions for all branches, one at least to be held at the county seat; and (6) that the Township Unit System should be established.3 The report was discussed, and the first, third, and sixth resolutions were adapted as unchanged. An amendment was made in the second resolution to provide for the enforcement of the existing school law. The fifth resolus 5 Ibid., p. 51. 17 tion, that providing for the holding of four regular exami- nations for all branches, one to be held in the county seat, was stricken out. In the fourth resolution, the power to compel school boards to furnish supplies, make repairs, and keep school property in sanitary condition was not given to the commissioners, but was delegated to the school boards.4 The recommendations for these changes did not entire- ly origixfl; withFrench or the committee. There seems to have been a common agreement as to necessary legislation among the cormnissioners and superintendents during this peri- od. French was active in promoting them and took initial steps to form the Committee on Needed Legislation. Henry R. Pattengill, the Superintendent of Public Instruction, had been working with committees and wrote similar needs in his reports. Some of the conclusions and recommendations that Pattengill felt were important were as follows: 1. A more rigorous compulsory school law. 2. County uniformity of text books. 3. A law that would specify what necessary apparatus may be purchased by a district. 4. No primary funds for a district which does not keep its outhouses in good order. 4 . Ibide, Ppe 8-9e 18 5. Give county commissioners the power to cause out- houeee to be put in good repair. 6. Grading for country schools. 7. Four teachers' examinations per year. 8. Compulsory attendance at institutes.5 All of the recommendations of the Committee on Needed Legislation were not approved at that time. However, an inspection of the Public Acts of 1895 reveals that the good Judgement of the Committee was later to be vindicated in its entirety. The recommendation, for one example, to make the Compulsory School Law more effective was given extensive support by the passage of an act by the legislature in 1895. The act provided as follows: First, every parent or person in the State ofIMichigan.having control over a child between the ages of eight and fourteen years, was required to send the child to school for at least four months out of the year. The act was to be effective on the first Monday after September 1, 1895, and each.year thereafter. The four months had to be consecutive and were to be completed by the thirtieth of each June. Exceptions were to be made in the case of children who attended private schools, children who had already acquired the ordinary branches of learning 5 Ibide . Pie 8-9e l9 taught in.public schools, pupils who were physically unfit to attend school, and those who lived farther than.two miles away from a school.6 If all efforts to place a youngster in school were unsuccessful, the truant officer could, upon the issue of a warrant by the Justice of the peace, be able to commit the truant to the Industrial School for Boys and, 1: a girl, to the Industrial School for Girls.7 Halter French worked to incorporate the penalty of imprisonment. The law had previously provided that a fine of not less than five dollars nor more than.ten dollars for the first offense and not less than ten dollars for each subsequent offense be levied.8 Another act of 1895 related to the recommendation.of the Committee concerning school appurtenances. It stated as follows: It shall be the duty of the director of each school district: To provide, in his discretion, the necessary appendages for the school home, and keep the same in 6 .Act number 95, Public Acts of 1895, Michigan, Sec. 1, pp. 205-4. 7 Ibid., 500., 7, p. 205. 8 The General School Laws, 1895 (Lansing: Robert Smith and 60e, I893), p. 63o 20 good condition and repair during the time school shall be taught therein. Necessary appendages, within the meaning of the law, shall consist of the following articles, to wit: a set of wall maps (the grand divi- sions, the United States and Michigan) not exceeding twelve dollars in price; a globe bot exceeding eight dollars; a reading chart not exceeding five dollars, and a case for library books not exceeding ten dollars; also a looking glass, comb, towel, water pail, cup, ash pail, poker, stove, shovel broom, dustpan, duster, wash basin and soap: . . .9 On September 1, 1894, at the State Teachers' Associa- tion.meeting, a discussion of grading examination was in progress. Many of the commissioners were in.a quandary as to the obligation and duties of their offices after the results had been given and complaints were received. There were those who shifted the responsibility for errors back to the individual members of the examining board. The comment of Walter French in this instance reveals something of his character. The conversation was as follows: Oommr. French of Hillsdale: I believe that, when the board acts fairly upon the results of the examinations and the reports are sent out, it is no.teacher's business who did the marking. If a teacher returns the paper to my office, I never allow him to know who marked it. I am the commissioner, and I represent the county board of examiners. ques.- Suppose some paper is marked unjustly? 9 Act number 15, Public Acts 93.1895, Michigan, Chap- ter III, Sec. ll, pp. 95-6. Commr. Frenig - That makes no difference. (Applause.) At this same meeting, the attitudes and philoSOphy of Walter‘French was revealed as he Opened the discussion.con- cerning "Unity of Work in.Supervision". He said that it was evident that the present tendency toward unification in all branches of school work would bring about a revolution in school economics. He felt that it would produce good re- sults for all, the teacher, the patron, and the pupil.‘ He said that if any advance was to be made in our school sys- tems, that the school superintendent must be the first to move. It was the superintendent that must direct the teachers in a straight line forward and keep them in.motion, because through the teachers, primarily, could the schools and pupils be reached. Walter French believed that a super- intendent had not done his duty until the need for good schools had been.made apparent to every person in his Juris- diction. French quoted from an unidentified source, as follows; "The parent Who sends his son (or daughter) into the world uneducated, defrauds the community of a youthful citizen and bequeaths to it a nuisance." He said also that 10 Annual Report o_f_ the Su erintendent _o_f Public In; struction, [391 ( ans ng: ROEEr mith and 00., state Print- ers, I895), p. 20. 22 conditions differed so greatly in the several counties of Michigan that it was next to impossible to adopt any uniform measures and that it was necessary for each commissioner to study his county attempting to correct the greatest evils first. Some uniform measures he felt should be adepted throughout the entire state. He felt that supervision with- out the Township Unit System was difficult if not wasted effort. Therefore, everyom should attempt to adapt it. He wanted every county to work toward improved school architec- ture and school house appurtenances. They should develop a uniform movement to secure a higher degree of scholarship among teachers without which the district schools could not be lifted out of the rut they had been allowed to tmvel.ll At this point it might be of interest that this common objective of educators to improve the scholarship of teachers through examinations and academic requirements met with considerable criticism from some groups. In 1895 The Michign Farmer attacked the examination and certification policies which were then being drafted by Superintendent Pattengill in this regard. 11 Ibid., pp. 24-5. The paper said: It is an.organised movement to curtail the supply of teachers, and to increase the demand for schools of higher instruction.f0r teachers, where cer- tain valuable services may find a market. Mr. Patten- gill is only an exponent of this movement, by virtue of his office. We do not believe the welfare of our primary schools will be promoted by the course taken, which is at variance with the plan outlined by the founders of our school system, and developed by our law-makers. Neither do we believe it is any business of the officious officials how many teachers of the various grades there are, any more than it is our bus- iness how many acres of wheat shall be raised to pay them with. Let there be a redundancy, if there willi It will give greater incentives to those in the schools and a greater number from which to make acceptable selections for teachers. 3 That Walter‘French.had anticipated and perhaps had already encountered such criticism did not deter him from working toward this type of legislation. He continued by saying that love, sympathy, energy, knowledge of the common branch- es, theory, psycholOgy, and kindergarten methods, were not enough.for a primary teacher, but that she must also be broadly cultured, with a knowledge of science, literature, music and art. This he admitted was an ideal condition, but one that had to be reached before the youth could be com: pletely educated. Turning his attention to matters of quality, grading, and graduation, he said that there should .13 The Michigan Farmer, September 28, 1895. be a standard of excellence required before anyone be allowed to graduate from a district school. This, he said, should include enforcement of the compulsory school attend- ance law. He felt also that there should be a thorough understanding with regard to the endorsing of certificates and that a uniform standard should be applied in the marking of teachers' examination papers. He thought this a matter of great importance and thought that the State Superintend- ent should establish a standard for each grade of certifi- cate. This, then, left it to the commissioners to avoid favoritism and to see that all requirements were enforced. He gave his opinion in these words: If we make our examinations tend upward, it will not injure the ambitious and progressive teacher, but it will compel the careless, indolent "sticks” to "move on", or be drapped from the lists. I believe that patrons and teachers will say amen. Teaching is the greatest of all professions, and the list of teachers in any county should be the roll of honor. The sooner some persons are made to feel that they are a disgrace to the pgofession, the better it will be for all con- cerned. In the matter of methods of teaching, he said that there was a need for unity. “Of course, we must give some latitude for the individuality of the teacher," he said, "but there 15 Annual Re ort g; the Superintendent g; Bublic Lg; struction, I891, op cit., p7‘25. 25 are certain approved methods of presenting objects of know- ledge in the various branches, and we should insist that they be followed."14 He completed the introductory talk with a few comments directed toward the qualifications and personal characteristics he felt were important in the of- fice of commissioners. He said that commissioners should be experienced teachers and that their work should follow the same line as city superintendents. As commissioners, French said, these men ought to command respect of teachers who should find them sympathetic friends and wise counselors, persons they would feel free to consult and whose Judgement they would respect in all matters of school management.15 These were not principles to which he merely subscribed overtly but were incorporated by him into his own personal- ity and actions. Walter French commanded respect and was a person whose advice was sought by others. He had the power to stimulate men.to right action. J; M. Mhnson wrote of him, “That power Walter French had and in rounded measure. That made him the teacher he was.“16 l4 £E$E" p. 25. 15 Ibide, ppe 24-5. 16 Michi an Education JOurnal, Vol. I, 1923-4, "In Memoriam", . . unson, p. 2 . 26 In.1895 at the State Teachers! meeting, the school commissioners discussed techniques and methods for develop- ing school libraries in the various school districts. It was suggested that the teachers attend district meetings to present the need for school libraries. There were those who felt that the teachers could not be depended upon to do this work for lack of interest. It then appeared that the work was at a temporary stalemate because there were too many meetings in a commissioner's county for him to effectively attend. Walter French's only recorded comment at this teachers' meeting was; QI have confidence in my teachers, and they have promised faithfully to attend the annual meet- ing in the districts where they find themselves and to use their interest there." The futility of the situation was overcome, and the commissioners accepted this method of increasing the number of school libraries.17 The Round Table Conference of the Commissioners‘ Sec- tion of the State Teachers'.Association.meetings on Dec. 31, 1896, was led by Walter French. He introduced a subject ‘which had been.of interest to him for some time: “Trans- ferring of Second Grade Certificates." The policy of 17 annual Report 23 the Sn erintendent 35 Public Lg: lgfiruction, I391, 32, cit., p. 1 . 27 accepting certificates from other counties had not been firmly established, and the various procedures led to confu- sion. Walter French strongly opposed any transfer from county to county on the grounds that this robbed the endors- ed first grade of its teaching force and was unfair to the teachers of the respective counties. State Superintendent Hammond and Commissioners Snowdon, Spencer, Wagner, Demoray, Keeler, Smith, and Stillson.participated in the general dis- cussion that followed. Some favored the transfer. Others said that commissioners had no legal right to endorse cer- tificates granted in.another county, but no specific conclus sions were reached.18 In 1905 Frenchis position on the transfer of certificates was endorsed by the commissioners.19 In.1897 French was President of the Commissioners' Section of the State Teachers'AssociationfiO He was also a Reading Circle Director for one year.‘31 18 Annual Re ort g; the Sn. rintendent 93 Public In- struction I996 ( ans : RoEer mith Printing Co., I99TT, W 19 moderator-Topics, Vol. XXVI, No. 6, Oct. 12, 1905, P0 1080 20 Annual struction, I997 ( p.“I35"' "“' Re art 2; the Su rintendent g£_Public In- IEEEIE : RoBer Sm r n ng Co., I9997, 21 Ibid., p. 8. 28 .at the State Teachers‘ meeting which took place on Dec. 27-28, 1898, Walter French served on a Committee of Resolution.for the Commissioners‘ Section. Results of this law-making body once mere were those which.French deemed to be important to the educational system of the State. Serv- ing with him were D. E. Spencer, Fred. M. Harlow, and John H. Tyler. The resolutions which were read at the Teachers‘ meeting were briefly that the four week institute be made permanent by law and attendance be made compulsory; that provision be made for commissioners to employ an office assistant and that one hundred dollars be allowed for his pay; that public money be apportioned according to total days of school attendance during the year; that it be re- quired for all fine moneys be used for libraries only; that institutes be paid by the state instead of by teachers‘ fees; and that allowance for postage and printing be in- creased in counties having one hundred or more schools from two hundred to three hundred dollars per year. These resol- utions were adOpted.23 ‘French was a member of the necrology committee for the following year.35 22 Annual Re ort of the Superintendent of Public In- struction, .I999 (Lw sIHg: Hebert—Smith Printing Co 0., I999T, DD- 23 Ibid., p. 107. 29 Reference Books and Text Books of Hillsdale County .at the time that Walter French became Commissioner of Schools in Hillsdale in 1893, he reported concerning the use of reference books in the school system that "not more than two per cent of our rural districts have any books aside from a dictionary. We are sadly deficient in this re- spect.“‘?'4 One of his mayor efforts was directed toward furnishing school children with better libraries and text books. His understanding of the difficulties to be encoun- tered was reflected in the tone of his report at the close of that year. He wrote, "We have recommended that a certain set of books he used, and about one-third of the schools are now using them. Many more are in favor of it and will change this fall. I expect to accomplish this feat this fall."25 By the next year he was prepared to improve the li- brary situation. In 1894 he wrote, "There are very few libraries in.the county, but we shall make a campaign in 24 Annual Re ort of the Superintendent of Public In- struction, I999, _p'. cit., p. 165. 25 Ibid., pp. 164-5. 30 this direction next year.“26 By July, 1896, his work began to produce results. He wrote, fiEighteen districts have established libraries during the year, and we now have dis- tricts supplied with reference books and good mater- ial. I feel that this is a good beginning.“37 In another part of the report, he said, "There has been a marked improvement in the text books used. many districts have adepted the uniform series. Only a few districts are with- out a dictionary."23 The new commissioner had a good import on the county, and he reported, "School officers have been more careful in attending to the needs of the schools."‘29 In another place he indicated his own effort in assisting the schools. He had issued a manual of statistics and sug- gestions to help teachers, patrons and pupils. He said, "There are many discouraging features connected with the work, but our watchword is ‘Onward‘. We will not say fail, 26 Annual Report 23 the Superintendent of Public _I_r_i_v struction, I991, 22, c t., p. 204. ~ 27 Annual Report g£_the Superintendent QEDPublic lg: struction, I995, 22, c t., p. 256. 28 Ibide, Pa 236. 29 Ibide, Pa 256. 51 we must press the work harder and hope for better re- aults."50 Six months later in the same year, Walter French made the enthusiastic report that follows: Our schools are becoming more and more effic- ient. Teachers begin to realize the dignity and im- portance of their positions. Patrons are striving to improve existing conditions. We have 166 districts; 150 of these have complied with the law in regard to supplies, 145 districts have adapted the text-books recommended by the County Board, and 85 districts hire their teachers by the year. We have not arrived at perfection; but we are proud of our common schools and the advancement they have made, and feel encouraged to press the battle at every point for greater improvement in the future. 51 In the final seven months of 1896, Hillsdale county acquired an additional seventeen libraries which were considered to be good ones by French. He reported that both teachers and patrons were becoming interested in this "good cause".32 Through the work of teachers who publicized county needs for libraries and good books, the number of libraries increased in the next twelve months to a total of fifty “working libraries". On the last day of 1897, French wrote, so 933., p. 256. 51 Annual Report pf the Superintendent g; Public gpf struction, I999, 3p. c t., p. 55. 32 Ibida , p. 55. 52 ".c. . many districts have raised money during the year which will be expended in September, and thus greatly increase the number of libraries."53 He said that there was a growing interest in libraries and that he hoped every school would be equipped with suitable reference books by the end of the following year. The following year, 1898, French reported that Hillsdale county possessed seventy nine district librar- ies.34 He considered this to be a real achievement over the fifty reported for the previous year. He gave credit to the teachers whose efforts in attending district board meetings to express to patrons and officers the need for school libraries had made the increase possible. It will be recalled that in 1895 French had declared his trust in the teachers of his county to work for libraries in this way at the State Teachers‘ Associationmeeting.35 He reported that the library books consisted of reference books in geography, 55 Annual Report p_i_‘_ the Sgerintendent 2; Public Ip- struction, I997, pp, c t., p. 50. 54 Annual Report p£_the Superintendent pf_Public Lg: struction, I999, 3p. c t., p. 556. 55 Of. ante, p. 26. 55 history, reading, and literature. He also noted six districts had purchased encycIOpedias. His report on li- braries for the year 1898 ended with the statement, "We hepe to have a library in every district before the end of next year."55 He was able to report a large increase for the next year, but it was short of his goal. In 1899 the State Superintendent of Public Instruction.reported that Hillsdale now had one hundred two libraries in that county.37 Grading of Schools and Examinations Other phases of educational work stressed by Walter French while he was county commissioner were those of improved methods and of the grading of classes in the dis- trict schools. He felt that special methods of teaching should be applied at different levels of education.38 In his report for the year he wrote that a few of the Hills- dale districts made any provision for special methods such 56 Annual Report pg the Superintendent pg Public I37 struction, I999, pp, c t., p. 5561 37 Annual Re ort p; the Superintendent pg Public In- struction, I999, lLansIng: RoBert'Smith Printing 90., 9t§te Printers andIEInders, 1900), p. 151. 58 1 .Annual Re ort p£_the Superintendent p£.Public In- struction, I994, pp. c t., pp. 24-5. "9 54 as «kindergarten methods in primary grades". He said that he had found such work done in.a limited way in about twenty-five schools. However, he felt that the teachers were aware of its value, and he was optimistic in looking for more of such work in the future.39 It was always French‘s purpose to arouse greater aca- demic interest. In 1895 he saw the opportunity to do this through the eighth grade examinations. He said, “This work has been the means of arousing the pupils and patrons.“40 One hundred and forty pupils were examined in.Hillsdale that year to determine their fitness to graduate from the eigth ‘ grade. Of these eighty—three passed creditably. Thirty- four had attempted the examinations in the spring. French was encouraged by this procedure and said that he would con- tinue the struggle the following year. In noting the interest aroused by the examinations, French decided to use them to set the academic sights for the county. In September of 1894, he held two county exam- inations at which one hundred seventy seven pupils were examined. He had enlisted the aid of four school principals 59 Annual Re ort of the Sn erintendent of Pnblic £9: struction, I995, pp, cItTT'p. 1959‘ "— 40 Ibid., p. 165. 55 to assist the county board of examiners. He said that these examinations resulted in holding many of the older pupils in school and had encouraged more thorough work in all grades.41 Presumably this remark had reference to the work of teachers as well as students. In July, 1896, French reported one hundred twelve students taking the examination with fifty-five receiving diplomas. He said that the grading was becoming more and more efficient to the satisfaction of all. This report which was for the year 1895 said that there had been a total of six public examinations held that year and about forty eight per cent of the applicants had received diplomas. He believed that the new law establishing four examinations would be more satisfactory to teachers and to the examin- era.42 This report indicates that the only remaining recomp mendation.made by French‘s Committee on.Heeded Legislation in December, 1895, that had not been accepted had now been made into law.43 41 - Annual Report p3 the Superintendent pg blic g3- struction, I991, pp, 0 t., p. 205. 42 Annual Report p; the Superintendent p£_Public £37 struction, I995, pp, c t., p. 2562 43 Ea “tee, Pe 16e 36 In 1896'Frenoh.reported that the four examinations required by law had been held. He also expressed approval of the course taken by the State Superintendent in preparing the examination questions. French had suggested that the examination questions be standardized through the office of the State Superintendent.44 He said that this new law had been a means of stimulating research among teachers. The eighth grade examinations were conducted by five school principals and French, French examined the one hundred forty one papers. There were fifty one pupils who received diplomas. He admitted that it was not a large per cent of those examined but that ' . . . we require thorough, accurate and neat work. In other words, they must earn their diplomae.'45 School Officers' and Teachers' Associations of Hillsdale County The branches of the school officers' and teachers' associations which were organized by Walter French in Hills- dale county were so inter-related and dependent that they can best be considered as one unit. In a biography of 44 . Annual Re ort pg the Superintendent pg Public I3: struction, I991, pp, 0 t., p. 24. 45 Annual Re ort pg the Superintendent pf. Public _I__n_- struction, I999, pp, 0 t., p. 51? 57 French written in 1909, State Supe rintendent Wright recalled that: While Commissioner of Schools, he organized the teachers of the county into a Teacher's Reading Circle which he conducted after the manner of institute in- struction. In addition to this he formed an organiza- tion of the school officers of Hillsdale county, this being the first organization of its kind in the Statee46 ’ J. M; munson also wrote, "The School Officer's Institutes, which were then so instrumental in educational progress, were also originated by him."4'7 Superintendent Wright believed that French used these institutes to accomplish many improvements for the Hillsdale county schools. Wright said: The benefits derived from the organization of the school officers (Hillsdale county) were very marked along the line of improved school conditions by way of better buildings, equipment and school grounds; and also in the introduction of a uniform series of text books and gradation on rural schools.4 Tracing the development of organizations and resul- 46 Annual Re ort p; the Su.erintendent of Public In- struction, I9U9-9_ ansing: Wy oop, HallenbecE': 9rawforr (Tompany, State Printers, 1909), p. '73. 47 J. M. Munson, "In Memoriam", Michigan Education Journal, Vol. 1, 1923-4, p. 2625. 48 Annual Report of the Su erintendent of Public In- firuction, I9U9-_9_, pp. c'i't'., p.79 '— '— 38 tent improvements in the county through the Superintendents' reports reveals that the organizations were, of course, not entirely responsible for improvements but were the tools that French created to do the work. It required consider- able effort to use these tools properly. In 1895 French reported that he had visited every school in the county and some of them two or three times. At the end of this first year, he said, "I am of the Opinion.that the quality of work is steadily improving."49 He noted that some of the dis- tricts were hiring their teachers for two terms in succes- sion and that many were being hired by the year. It was evident that he approved and was working toward these goals. He was interested in the security and success of teachers, and he noted that the average salary paid that spring per teacher was twenty dollars per month.50 In 1893 only fifty per cent of the school grounds were "well kept, shaded and neat", and French was concerned that only a few of the schools gave any attention to the observance of special days. He said that a few observed Arbor Day and quite a number observed memcrial Day, but that 49 Annual Report p£_the Superintendent pg'Public Ipy struction, I993, pp, c t., p. 185. 50 Ibid., p. 164. 39 was about the extent of it. "There is chance for work in this direction, " he concluded.“ ' It was through the organization of the educational units of the county that he dealt with such problems. He reported that the 1895 Teachers' Institute. was a success and had created sentiment in favor of future institutes. How- ever, there were teachers who remined indifferent, and some were absolutely Opposed to institutes. In spite of this, French predicted tint there would be a good attendance the ‘following August. In addition to the institute, Hillsdale county held two county association meetings in 1895 and five township meetings.53 In 1894, results of the institute activities were becoming evident. French said of patriotism in the schools, "The teachers are alive on this subject. We have had sever- al 'flag raisings' and intaid to have more.“53 School activities began to increase in number as evidenced by the fact that many of the schools observed Thanksgiving, Wash- ington's Birthday, Arbor Day, and Decoration Day. Many of 51 Ibid., Pe 164e 52 flip." p. 165. 53 Ibide. Do 204. 40 the schools arranged exhibits and invited patrons to come to see them. in exhibit was held at the County Fair. Because it was so successful, French promised its repetition. The teachers' attitudes toward institutes changed, also, and he wrote in his second year as commissioner, We believe in them. Generally they are well attended. Class work suits the teachers and the results are in line of better attain, ments."54 Teachers' meetings were used to stimulate the teachers as were the institutes. Nine Joint township meet- ings were held before the ninth.month of 1894. Besides these, French held evening meetings in almost every township. These were held especially for teachers and school officers, and it isgevident that they were the beginning of the organ- ization of school officers of Hillsdale county. French discussed methods of teaching, discipline, special exercis- es, grading, and other more general tapics at these meet- ings. "In this way," he said, "I can reach each individual teacher and adapt the discussion to the needs.'55 His report for 1895, submitted July 1, 1896, stated a" 54 ;ppp,, p. 204. 55 Ibide , De 204. 41 that six Joint township meetings had been held with interest and loyalty being displayed by the teachers. Most of the teachers had done the work assigned to theme French held fourteen other meetings which he called WRound Table" dis- cussions. They were held in each township and were well attended. His personal interest in the work of teachers was demonstrated in these meetings by the nature of the discus- sions. Methods, with special attention to grammar, mental arithmetic, language, primary work in reading, numbers, and also seat-work were discussed. French wrote, “They were in the nature of evening schools of instruction, and the teachers are very enthusiastic over the results obtained."55 Franoh called the institute held in the county in I August, 1894, a "grand success". The average attendance was nearly two hundred people. It seemed to French that the energy and enthusiasm created by the meeting continued throughout the year. That this was no exaggeration is evi- dent in his report of school exhibits. A school exhibit was held about two months after the August institute. His report of this event says: Nearly every school was represented in our exhi- bit 1ast fall. Oct. 5 was a Trad letter day" for the 56 .Annual Report of the Superintendent of Public In- struction, I995, pp, cIt., p. 255. 42 school children. There was free admission to all . school children, and we had about 2500 pupils in line of march. State Superintendent Pattengill, Governor Rich, and Senator Patton were present and addressed the pupils and patrons. The pupils' work showed marked improvement over that of former years5 We expect a still better exhibit in October, '95. 7 Other results of the meetings and institutes were the increased care of school officers in attending to the needs of the schools and the care taken of school property. The Commissioner observed that school property was in better condition than it had ever been previously, and he said, "I have visited every school once and nearly all twice, and on the whole, am proud of the teachers who have labored so faithfully during the past year.-53 It will be recalled that provision for the enforce- ment of the truant law was a result of French's efforts at the State Teachers' Lssociation.meeting in December, 1895.59 French reported the results of its enforcement in 1896. He said, "we have not been obligated to arrest any patron for violation of this law. Its enforcement has increased the attendance materially, and we consider it a beneficient 57 Ibid., p. 256. as Ibid., p. 256. 59 £0 mt... p. 1.90 45 law."60 It is probable that the law might not have been entirely effective alone, but through the enlightened inter- est of the patrons and teachers and through the legal power to compel attendance of pupils, French was able to achieve the goal he desired. French held three meetings of the County Teachers' Association in 1896 which he termed successful. In addition to these he developed an innovation for four district meet- ings which was evidently related to his work in the Michigan Teachers' Reading Circle. The deve10pment allowed him to attend in person the district meetings which previously had been too numerous and scattered for any commissioner to attend them all. He now divided the county into four districts, a meeting to be held in each every month. Thus he could meet with all of the teachers once each month. General school topics were discussed, and French paid spec- ial attention to the reading circle work. He wrote, ". . . the general improvement of the teachers has been.marked."5l The two week institute for the county held in August, 1896, was conducted by Professor W. H. Cheever of the Mich- 60 Annual Re ort pg the ppperintendent p£_Public £3; struction, I995, r , pp, ., p. 54. 61 Ibid., p. 34. 44 igan Agricultural College. French said that it was one of the best ever held in.the county, and he noticed its influ- ence all through the school year. Some of these results were shown in patriotic insterest and school exhibits. He reported that there were now one hundred seven districts floating "Old Glory" in 1896. The County Fair exhibit was complete and satisfactory, he reported.53 May 15th, 14th, and 15th of 1897 were what French called ERed Letter Days" in the educational history of Hillsdale county. He wrote, "In spite of rain and mud we had the largest educational gathering ever held in the county.'63 New to Hillsdale county, these gatherings were called Inspirational Institutes. Mr. Pattengill, who initi- ated them in 1894, was in charge of those held in 1897. His reason for doing so was as follows: Recognizing the fact that in certain populous centers the city teachers Who contributed in the insti- tute fund did not, as a rule, get the benefit of the institute held in the summer vacation, and further realizing the fact that the city teachers needed the invigorating inspiration that comes from a live insti- tute, the State Superintendent planned for several short conventions known as Inspiration Institutes, in which the central thought should be to elevate the 62 Ibid., p. 34. 65 Annual Re ort p; the Superintendent p; Public Ip; struction, I997z ar I, pp, cit., p. 29. 45 ideals, encourage the faith 4 spur the indolent, revive the dead, inspire all. French approved highly of these programs. He gave credit to those people whom he said ' . . . ably assisted in imparting enthusiasm and instruction to the earnest and progressive teachers of the county."65 The teachers voted unanimously to repeat the experience the following year. Two County Teachers' Association meetings were held in.1897 under the leadership of the President, Miss Sloan, French.again reported intense interest, large attendance and general uplift.65 French's work.with the Reading Circle continued to advance, and the membership increased to one hundred ten members. Previously the work had been done through.individ- ual study and written reports. Under his new plan of divid- ing the county into four districts, French held a meeting in each district on the four Sundays of the month. This made a total of twenty eight meetings during the year. .At these 64 .Annusl Report p£_the Superintendent p£_Public Ip; struction, I991, pp, c t., p. 2. 65 Annual Re ort p; the Superintendent p; Public gpf struction, I997, r , pp. cit., p. 29. 66 Ibid., p. 29. BUREAU CF!¥T}°NHO“VL.RESEARCH CCLL'ES‘: i. .P LiDiJCJ-‘CHON MlC:.iG H some U"-IVCJ’\O‘ITY EAST LANSiNG, M:CH£GAN 46 meetings Commissioner French acted as chairman and taught the work in lesson form. He felt that the method was very superior to the old way of doing it.” The balance of his report for 1897 may best be sum- marized in his own words. He said: School interests have made a marked advance during the past year. This is noticeable in the increased attention given by the patrons and officers to the schools, the better professional spirit among the teachers, and the increased regularity of attend- ance among the pupils. I am encouraged with the assurance that the labors of the teachers have general- ly been crowned with success, and that the schools are increasing‘in.efficiency mad usefulness.68 There has been a marked improvement in the appearance of school grounds during the past two years. Officers, teachers, and pupils have removed rubbish, set out trees, planted and trained flowers, thus making the “school homefl'attractive.69 In 1898 three County Teachers' Association meetings were held with little reported beyond the good attendance, lively programs, and good interest which had come to charac- terize them. {Another successful inspirational institute was conducted by Professor McKenny, Professor mcFarlane, —¥ 67 Ibid., p. 29. 68 Ibid., p. 29. 69 Ibid., p. 29. 47 Mr. Pattengill, and Miss Marsh. French's work with the Reading Circle continued to prosper. He said that the past year had been the most successful in the history of the Circle. Membership had increased to one hundred twenty five regular attendants. French was convinced that a county reading circle could not be successfully done in any other way tmn by studying the work as a lesson. He was certain tint home study and individual reports could not obtain the same results, and he was convinced that this work had great value in raising the standards of schools and teachers. Also, French held two meetings of the school officers in 1898. He made no comment about them other than that they were productive of much good.70 The; §_t_a__t_g Manual and Course 93: m which was pub- lished by the Superintendent's Office was mentioned by French in his report of 1898. This publication had his hoary approval, and he reported that it had been carefully used by most teachers and had been of great value, especial- ly to young teachers. He promised that it would be careful- ly studied during the summer institute. French complimented the teachers of Hillsdale county for doing additional work 70 Annual Report 93 the Superintendent 93 Public Ln- struction, I898, 22. c t., p. 3:56., 48 of this nature. He said that they were constantly striving to improve themselves and as a consequence of this that they improved the schools. He also said that they were faithful and loyal. It was his opinion that it did not matter how much the commissioner, patrons or school officers might do, that it was really the work of the teachers which accom- plished school improvement. In.this connection he said that nothing should be left undone by legislators or officers that would improve and raise the standard of the teaching force.71 } He reported that he was gratified to see the growing interest of patrons as manifested by the increased number of school visits, by more regular attendance of pupils, by better care of school property, by the hiring of teachers by the year, by the prompt provision of supplies. He said that the schools stood at a higher plane than a year previous and substantial improvement had occurred in every department.72 In the report of Superintendent Hammond for the year 1899 an.alternative method of reporting was used. It might have been used to save paper and space. This resulted in.an abbreviated account from the commissioners. All that was 71 Ibid., p. 337. 72 Ibid., p. 337. 49 written concerning Hillsdale county in the publication was that there were now one hundred sixty six teachers enrolled in the State Reading Circle. This again was an increase, forty one members more than the previous year. Libraries were mentioned. There were now one hundred two libraries in the county.73 In the year 1900, French's last year in the Job, the April Institute of Hillsdale county was again successful, and‘French thought April to be an ideal time to hold it. He said that a meeting at that time was worth three in.July or August. While many may have agreed with him, Commissioner Erskine of Presque Isle county favored the winter institutes because he felt they were better attended at that time and the teachers could put new ideas to immediate use.7‘ French's Reading Circle increased to one hundred ninety eight members in.l900. Its membership included all but twenty of the teachers under his supervision.'75 The 73 Annual Re ort of the igperintendent g£_Public I37 fimction, Iggy. 23a 0 e. p. 1 e 74 Annual Re ort of the Superintendent of Public In- struction, I959 ( ans ng: Wynkoo , Hellenbeck,—C'rafiord 53., State Printers and Binders, l90l , p. 148. 75 Ibide , PO l72e 50 county now had one hundred sixty five schools and two hun- dred eighteen teachers.76 French's salary for the period that he had been commissioner of Hillsdale was $1200.00 per year.77 It can be assumed that it was probably the most advantageous expen- diture that could have been made by the citizens of Hills- dale county. State Subsidy _J-—-- subsidy for education. many of the states were considering such a proposal, and others already were providing some form. of state subsidy. In his essay, French stated his Opinions of the entire school program. He reviewed the purpose for which learning institutions were created. They were created as a means by Which the state could protect itself and insure its continuance by training the child-mind and thus make the individual more capable of self-government. He traced the history of education, and.he pointed out that 76 Educators of Michi an BiOgraphical J. H. Bears and Co., CEIcago, IlIIhoIs, I950, p. 425. Refer to Appendix D. 77 This information was found by studying the reports of the Superintendent of Public Instruction for the years 1893-1900. 51 any training beyond that of the rudiments was not possible in public institutions. He believed that practically all advanced training was secured through the private school, academy, seminary, or college.’ He said that later these private institutions either passed away or were transformed into preparatory institutions for the still more advanced training of a university. The "union" school which later became the modern high school was created to provide broader training as the peeple became aware of this condition, and its support became obligatory upon the people. Because by "broader education" it was meant instruction in the clas- sics, languages, literature, mathematics, and science, subJects supposed to give one power, he felt that the reformed educational system was inadequate. He was convinc- ed of the need to orient the student to the problems of life which he faced. French felt that the work of the classroom must be attached to the activities of human life by the ~teaching of principles applicable to the solution of these problems.78 Revealing the reasons for his personal interest in vocational training, French said that the vocational courses 78 Walter E. French, WHigh.School Agriculture Without State Subsidy," The Eleventh Yearbook gf_the National Socie- ;¥_for the study—EZZEducatIon, ParprI,_PmblicfiSchooI'Pub- sfl'fig—C'o'u Bloomington, Illinois, 1900,) p. 66. 52 would afford an opportunity for such application, enabling the student to discover his cwn.aptitudes and to develop a purpose in life before leaving school. He did not wish to discard traditional courses of study. The need was to mod- ify them. He felt that too much time was spent upon some subjects, and others were being excluded that could become more valuable than the usual sub,1ects.'79 Concerning the successive transitions from one theory of education to another, he pointed to the fact that the ‘ business world had been attempting to secure the largest utilization of natural resources, and at the same time the highest degree of efficiency. He said that the business world had called upon the educational institutions to do research into the mystery of natural forces, that the scien- tific schools and universities had been taxed to their limits in attempting to meet this demand.80 It becomes obvious that French's philosOphy of educa- tion related to that of teaching the student to meet the problems of everyday life, a philosophy which became promin- ent in the educational systems twenty years later. He stated that it was the special providence of the high school 79 we. PO 67s 80 Ibid., p. 68. 53 in dealing with all classes of peOple to give such training as would enable them to utilize wisely natural resources and to prevent waste.61 French was aware of the importance of high school training to the peeple, feeling that the time had passed when it was necessary to present arguments of why agricul- ture and other vocational subjects needed to be taught. He regarded the high school period as a "formative period" into which the child entered with no fixed ideas of the future and little knowledge of his personal aptitudes. He commented as follows: If it is true that the period from fourteen to eighteen years is the formative period, then it would seem perfectly logical that during such time he should be introduced to the activities in Which men and women engage. Probably the greatest function of the high school is to cpen the door of Opportunity for boys and girls and give them somewhat of a vision of their possibilities.83 continuing, he stated that if there were good grounds for teaching agriculture in college, there were equally good grounds for teaching it in secondary.schools.83 Inasmuch as the purpose of the paper was to describe 81 Ibide, Do 670 82 Ibid., p. 68. 83 Ibide, p. 680 54 the progress of agricultural education in those states that did not grant a special subsidy to individual schools, French mentioned that there had not been time to Judge act- ual results. He said that the advisability and feasibility of introducing such courses had been established but that existing courses had not been thoroughly organized. He dealt largely with the states of Illinois, Indiana, Michigan and Nebraska, these states not having authorized state subsidy for any special courses in public schools. In Illinois, he reported State Superintendent Blair as saying that the teaching of agriculture had been attempted in prob- ably 2000 of the 11,000 rural schools and that of this number probably twenty five were presenting some work in agriculture. French said that Michigan gave definite in- struction in 800 of the 6500 rural schools and regular courses in agriculture in fifteen of them. These were being taught by instructors Who had some special training in the subject. There were two special county schools teaching agriculture, but they were supported in part by the state. In the agricultural courses of the fifteen high schools which were taught by trained agriculturalists, the course of study covered the following subjects; agricultural botany, horticulture and entomology, farm crops, the types of live stock, breeding and feeding of live stock, dairying, soils, 55 and farm management.84 French favored the state subsidy, but he revealed a distaste for the reason that schools would respond to it. He felt that its effect would be to stimulate the introduc- tion of agricultural courses, but his comment was as follows: It is a matter of common knowledge that if the state or the nation offers any special financial inducement to perfOrm.any public improvement, the peeple respond quickly because of the natural desire to get their hands into the public treasury. Proof of this is shown wherever state aid is offered for the buulding of égod roads, canals, drainage, or other improvement. Thus, he felt that public sentiment, where state aid was offered, would be more largely based upon the desire to se- cure the funds, than upon a real interest and desire for the development of agricultural education. At that stage in the pregress of industrial education, French deemed it a wise public policy for several state institutions to give special attention to the preparation of vocational teachers, because he believed that a one year course in.any vocational subject should be taught by a spec- ially trained teacher. Further, he said that since three 84 Ibid., pp. 68-9. 85 Ibid., p. 71. 56 years were required for mathematics, four years for the study of science, that an equal amount of time ought to be given for the study of agriculture to give it the proper standing in the curriculum. He felt that this fact alone would impress the student with the importance of the sub- ject.86 To French, a fair balancing of the high school cours- es required four units of agricultural work, eight units of disciplinary work, and three units of vocational work which could include courses in agriculture, home economics, art, trade courses, each elective.87 In this way, French heped to attach the school to some of the common activities of everyday life and to devclOp industrial arts departments within the school. Summary French's majer efforts as Commissioner of Schools can be divided into five categories. He worked for (a) school legislation, (b) adequate libraries and reference books, (c) grading of schools, (d) uniform examinations, and (e) 86 Ibid., p. 71. 87 Ibid., p. 74. 57 the organization of all school personnel. The State Teachers' Association was the principal tool he used in promoting legal reforms or changes. These changes in the law were generally agreed to be worthwhile by the other educators and they were not necessarily original. French took initial steps to promote their passage into law. In his contacts with the Commissioners' Section of the State Teachers'.Association, he boldly recommended action on current issues. The lack of appropriate reading and reference material in.the Hillsdale schools were a cause for concern to French. He began to work for improvement, although progress seemed slow and discouraging at first. By research and the use of his teaching staff to publicize the schools" needs, he increased the number of libraries in the county from a possible three or four to one hundred two in six years. He also compiled and promoted the use of a uniform series of text books. French felt that the ungraded, small district school was expensive and ineffectual. methods of teaching a few pupils with the wide range of material required placed an overwhelming strain on any one teacher and limited the scope of the teaching to a narrow field. Today's small school is still regarded as an expensive remnant of the past. 58 Educators continue working for its elimination. French periodically reported progress both in methods of instruc- tion and in the grading of schools. One plan.which he fostered was the Township Unit System of supervision. This afforded a unified method for administration, standardized texts, and evaluation procedures for the township. The county grade examinations, particularly in the eighth grade, were also used by French to raise academic standards. French's organization of school personnel produced many educational benefits. He organized teachers' meetings on a district basis to allow him personal contact with all the teachers. French felt that the teacher ought to take the lead in promoting school improvements. French felt that the principal should stimulate teachers to make educational advancements. Frenchfls nationewide study of the effects of state "WC 7 (.... subsidies for vocational courses inilflOOgmade him the pioneer in.Hichigan Vocational Education. CHAPTER IV DEPUTY SUPERINTENDENT OF PUBLIC INSTRUCTION 1901-1908 French became known as an efficient educator and administrator because of the prosperous condition to Which he guided the Hillsdale county schools while he was Commis- sioner of Schools there.1 He made the acquaintance of school people throughout Michigan through his activities tn the Michigan State Teachers'.Association, the State Reading Circle, and his work in the County Institutes. .Appointment to Office When.nominations were made for the position of Super- intendent of Public Instruction in the fall of 1900, two men were nominated by the Republicans, Professor Delas Fall, a teacher of chemistry at Albion College, Albion, Michigan, and Walter French. Two factors influenced the nomination. These were the responsibilities of the office and the pay. The superintendent's position was a part time job which paid only $1000.00 per year. The office of the deputy superin— 1 Annual Re ort g; the Superintendent of Public In- struction, I900 s ng: wyfikoOp, Hallenbeck, Crawford'Ub., State PrInters, 1901), p. 180. 60 tendent paid $1800.00 per year, and it was a full time Job. The deputy superintendent really administered the department and had tremendous influence throughout the educational councils of the State. Strong faction supported both can- didates. As a result of their respective positions and the reputation of Walter French as an administrator, a comprom- ise was reached at the Republican Convention. Delas Fall was nominated for the office of superintendent with the understanding that he accept Walter French as his deputy. The voters elected Fall and French to the offices of super- intendent and deputy superintendent, respectively. Mr. J. W. Sexton, who attended Albion College where Professor Fall taught, recalled seeing the professor leave Albion to take the train for Lansing on Friday afternoons. French devoted full time to the office of deputy superintendent.2 French's Duties French entered the duties of his new office in Janus ary, 1901.3 The legal affairs of the office were turned 2 This information was given to the writer by Mr. J. W. Sexton in an interview April 22, 1959. Mr. Sexton was told of the situation by Mr. Jason Hammond who held the office of superintendent Just previous to Mr. Fall. 3 Annual Re ort of the Superintendent of Public in- struction, I903- ansIEg: Wynkoop, Hallenbeci, Crawford Company, State Printers, 1909). p. 73. 61 over to him as well as the direction of the general office work. While Commissioner of Schools at Hillsdale he had completed a course in law which prepared him for this work. He was admitted to the bar in 1902. .As a lawyer, he was instrumental in securing a number of important amendments to school laws, such as a statute authorizing the Department to audit the accounts of the school officers of the State. He started the movement for the consolidation of the rural schools and the reorganization of the State Course of Study.4 The development of the county Normal schools became a monument to Mr. French because of his actions in their behalf. French was actually the directing force behind the Department of Public Instruction.5 Legislation According to Mr. J. W. Sexton most of the articles and writings concerning education which came from the Department of Public Instruction while French was Deputy Superintendent were actually written by French. These can be recognized by the style of writing and the general topics 4 Ibid., p. 740 5 J. W. Munson, "In Memoriam, Walter French, " Mich- igan Education JOurnal, Vol. I, 1923-4, p. 263. 62 held French's interest. Then, too, it is reasonably certain that matters pertaining to school law were written by French even though the articles were printed under the names of the several superintendents under Whom he served.6 Articles of this nature appeared regularly in the Michigan School Moderator. Walter French wrote in this paper that he believed teachers were generally too disinter- ested in the everyday events which affected their work. In this regard, he said, "Many an ignorant, vicious man has more influence than his educated neighbor because he feels the throb of living and enters into its realities, while his educated neighbor shuts his eyes and lets things drift. "7 French thought that every teacher ought to know what educa- tional legislation was being contemplated, to consider such matters, and to be able to voice his Opinions for or against them. He did not feel that every bill should be passed, but he said that there was obviously much need for school legis- lation. The following is a list of some of the articles which were printed publicizing school legislation while 6 This information was given to the writer by Mr. J. W. Sexton in an interview April 22, 1959. 7 Michi School Moderator V01. XXI No. 12 ‘Febru- ary 21, lgUI, p. 3 ' ' ’ 63 French was Deputy Superintendent: 1. An article dealing with Senate Bill No. 67, a bill to provide for the establishment of rural high schools; and in the same issue of the paper, an article dealing with Senate Bill No. 92, a bill to provide for filing with the County Commissioner certificates issugd under the authority of the State Board of Education. 2. Articles explaining circulars issued by the Depart- ment which presented public acts that had been enacted and which French considered important. 3. An article explaining changes in requirements for State Certificates.10 4. WSome Suggestive Questions," questions from the state, County, and District School Boards leading to teachercertification.l 5. An article calling attention to the following bills; House Bill No. 34, which empowered districts to levy a tax for purposes of transporting pupils, House Bill No. 55, which.changed the time for the holding of examina- tions, House Bill No. 532, which provided for the establishment, maintenance, and control for training teachers in County Normal Training Classes for rural schools and the lower grades of graded schools, House Bill No. 837, which changed the minimum age of school children from five to six years for entrance to school, and Senate Bill No. 34, which established the location and maintenance of a normal school in Western.Michi- gan. Ibid., v61. xxx, No. 12, Feb. 21, 1901, p. 369. Ibid., v61. xxx, No. 20, June 13, 1901, p. 625. Ibid., V01. XXII, N0. 3, Oct. 3, 1901, p. 83. Ibid., V01. xxIII, No. 14, Feb. 12, 1903, p. 365. Ibid., Vol. XXIII, N0. 18, Mar. 12, 1903, p. 445. 64 6. An article announcing the passage of the Read Bill which was reported to be the last link in the method by which school districts could be consolidated and new buildings provided for pupils who could now be transported to and from school at public expense. An article appeared with this one which stated that the Department was preparing a bulletin to present in detail the successive steps by which this law could be carried out and the new consol§dated districts organ- ized on a proper legal basis. 7. An article describing a suggested work week which outlined the duties of County Commissioners of Schools because of the law changing the term of office from . two to four years.14 8. Various pamphlets prepared by the Department on such topics as "School Laws and Legal Forms of Procedure" and nge Relating to Compulsory Education in Michi- gan. 9. Articles as a followaup such as a letter describing the duties and regulations of truant officers and sheriffs.16 .A complete cataloging of all the legal and other writings which French wrote while Deputy Superintendent is beyond the scope of this paper. The foregoing material was included to show the general trend of his thinking and effort in this 13 Ibid., Vol. XXIII, No. 22,.April 9, 1903, p. 524. 14 Ibid., Vol. XXIII, No. 29, May 28, 1903, p. 666. 15 p s Qflgdgggfiggfiggpigg, Vol. IXVI, No. 1, Sept. 7, 1905, 16 Ibid., v61. XXVI, No. 8, Oct. 26, 1905, p. 205. 65 regard. Prior to 1900 there was much talk but not much action concerning the need for instruction in agriculture in the public schools. Such leaders as Walter French and Delos Fall called the attention.of the people of Michigan to the need for legislation in the field of vocational education.17 Public Act No. 144 provided for a course of study in agri- culture to be approved by the superintendent of public in- struction and the president of Michigan.State College. This act was passed in 1901 and was to include instruction in manual training, domestic science, nature study, and the elements of agriculture.18 County Normal Training Classes The state legislature passed the Act of 1903 which provided for the establishment of County Normal Training classes. Ten cities, the maximum number that could estab- lish such classes in any one year, immediately responded.19 17 Michigan School M0derator, Vol. XXIII, No. 25, ,Pe April 30, 18 Dr. Harold M. Byram, Historical Sketch.gf_égricul- tural Education In the Public schools ngMIEEIEEh,.M c gan State Universityf'p. I. 19 Michi an School Moderator Vol. XXIV’ No. 12 Nov. 26, .1903, _'2'2'§—'p. . ""'""'" ' ' ' 66 French wrote, "The establishment of county normal training classes is the greatest educational step in.Michigan in fifty years."20 The various classes were graduating not less than two hundred sixty five teachers by June, 1905.21 They became such a tremendous factor in increasing the effi- ciency of teachers that it was reported from some counties that the first question to be asked of a stranger applying for a teaching Job was, TAre you.a graduate of our county training class?"23 Walter French gave special attention to the work. He prepared the course of study used and organ- ized the thirty six classes that were in Operation before July, 1908.33 County Schools of .Agriculture In 1907 the responsibility for preparing a course of 20 Moderator-Tepics, V0. XXVI, No. 17, Jan. 1, 1906. Pa 5320 21 Ibid., Vol. XXV, No. 40, June 15, 1905, p. 788. 22 Ibid., v01. XXVI, No. 4, Sept. 28, 1905, p. 69. 23 Annual Report of the Superintendent of Public In- struction, I908- _9_, pp. “LIT” p. 74. study f French. year.“ at less and rel at ‘ieno assists. I for 1906 in behal fouows ; 67 study for the county schools of agriculture fell upn Walter French. These were authorized by the legislature in that year.‘?'4 They provided a two year course of study and used at least ten acres of land to train students in agriculture and related subjects. The first county school was organized at Menominee, Michigan, November 18, 1907. Walter French assisted in its organization.25 Commmn Schools It is significant that the superintendent's report for 1908 gave particular honor to Walter French for his work in behalf of common schools. The report read as follows: Mr. French's work has been largely in the interests of the common schools. He has been untiring in his ef- forts to better the conditions in these schools, and this coupled with his practical experience, has made him a particularly influential factor in the develop- ment of the educational plan of the State.25 French's efforts in this respect were described in the superintendent's report for 1901. The work of various 24 Ibid., p. 74. 25 Byram, op. cit., p. 2. 26 Annual Report of the Superintendent of Public In- struction, 1908- 9, _p_. “oft., p. 74. 68 superintendents was cited, and the material was based on Walter French's analysis of their work. One of the topics covered was the "ungraded" school, a place where the pupil was not humiliated by his grading. One such school was in operation in 1901, and it was expected that at least three more would be in operation before September, 1901. It pro- vided a center to which applicants for positions such as firemen or engineers on railroads might be sent to earn the seventh grade certificates newly required for their work. This was an early step toward adult education programs in the public school system. Another plan which was recommen- ed was the "departmental" plan. This was to provide a place for students who matured at a different rate than others, showing a disparity in the effort with which they mastered the various branches. It was stated that a reason for "drop-outs" was that pupils gave up in despair when, in a few months, !nature would have made the contribution neces- sary to success."27 This plan was greatly similar to the present day addusted program in the public schools. The "blocking" system was greatly similar, also. This system provided that a certain portion of a teacher's time be used 27 .Annual Report of the Superintendent of Public In; struction, I90I, lIansIng: Mynkoop,‘HallenbeEk, Crawford 60., State Pttfiters, 1902), pp. 52-3. 69 in guiding pupils during certain hours of the day during the transition period of the fourth and fifth grades. During this time the teacher was to have no class work but was to give all of her time to investigating each pupil's method of study and assist him in improving poor methods.28 In his subsequent efforts, French was more practical in dealing with educational problems. He said, Eds a general pr0posi- tion a small school is a poor school, and if we expect to get maximum results, we must avoid the small school."‘?'9 French felt that consolidation would provide many advantages which could not be had in.the small school. Libraries Walter French had considered the library an integral part of the school and had worked successfully toward pro- viding adequate facilities for the Hillsdale county schools. As Deputy Superintendent, he was concerned with the legal process concerning the school libraries of the State. He noted that in some counties large amounts of money had been collected as fines but that the money was misdirected into 28 Ibid., p. 50. 29 Michi School Moderator Vol. XXIV’ No. 21 Feb. 4, 1904, pmfl. . "“— ' ' ' 70 contingent funds. French was interested in getting the money into books. He warned supervisors and county treasur- ers that such action was absolutely illegal as they had no authority over these funds.950 As a follow-up article on libraries, Henry Pattengill wrote a brief narrative which seemed to be about Walter French. This article described a commissioner of Hillsdale county several years before who had threatened to compel a board of supervisors to replace and apportion $600.00 in fine moneys to the townships. After this incident, Pattengill stated, "There is no ques- tion as to the disposition of these funds."31 In 1903, French published a separate edition from the manual of QA.List of Books for District Libraries." This edition was prompted by the current growth and size of libraries in Michigan.52 Periodically, lists of reference books and selected reading material were published by the Department to aid librarians and supervisors. 30 ~ Moderator- opics, V01. XXV, No. 10, Nov. 10, 1904, p. 186. 31 Ibid., V01. XXV, No. 11, Nov. 17, 1904, p. 206. 32 .Michi an School Moderator Vol. XXIV” No. 4 Oct. 1, 1903, p—tFL. . """'—"' ’ ' ' 71 Pioneer Day and Pierce Day On September 4, 1902, an article appeared in the Department of Public Instruction section of the Moderator- T0pics stating that the Department had prepared a manual on methods for observing Pioneer Day. This article said that Superintendent Fall had designated October 10th for its ob- servance. Activities included children's bringing of antique objects to their classrooms. It was hoped that con- tributions would later be made to historical collections. French recommended that the day be observed by study of national and local history. The Department also suggested that local museums be established throughout the State. through the Pioneer Day observances. Although no indication was found by the writer that Walter French suggested this observance, it seems certain that he strongly favored it. This was indicated in.the same issue of the paper when he said, "There is nothing baser thaningratit'ude."53 It followed legically in.French's thinking that gratitude be extended in the schools to the memory of the founders of the Michigan School System. In 1905, therefore, an article 33 Moderator-Topics, Vol. XXIII, No. 1, September 4, 1902, p. 60 72 appeared in the same paper that suggested the Pioneer Day exercises be made a memorial to WFather" John D. Pierce, the first Superintendent of Public Instruction of the State of Michigan. Reference was made by the Department to the Pioneer and Historical Collection, Vol. 1, pp. 39, 131, 397, and 401, which described how Pierce learned about the Rus- sian school system upon.Which the Michigan system was bas- ed.34 1 At a meeting of the commissioners in October, 1905, French recommended that contributions be taken to purchase a bust of Pierce to be placed in the Pioneer Rooms. To establish the day more exactly, French recommended that the second Friday in October be set for observing Pierce Day.35 French reported that contributions were being received the following December, but there were many who had not report- ed. He encouraged the attention.of teachers to this mat- ter.35 Sufficient funds were ultimately collected, and a _large bust of John D. Pierce now stands in the second floor lobby of the State Capitol Building in Lansing, Michigan. 34 Ibid., Vol. XXVI, No. 4, Sept. 28, 1905, p. 69. 35 Ibid., Vol. XXVI, No. 6, Oct. 12, 1905, p. 74. 36 Ibid., Vol. XXVI, N0. 16, Dec. 21, 1905, p. 91. 73 Special Days While French was a member of the Department of Public ZInStruction, he continued to encourage the observance of special events by the schools. Governor Aaron Bliss pro- claimed April 26, 1901, as Arbor Day. French commented in the Michigan School Moderator that everyone had felt the 'uplifting influence at home or school where there was a characterizing air of refinement and beauty. French felt that such homes were within the reach of even the humblest and poorest of people and that such influences should be indelibly impressed on the minds and consciences of the school children. He said that children.should be taught how to love beautiful things and to bring them into their own lives. The beauty which trees could afford was one such way of providing refinement in.the lives of pupils.37 In 1903, the Department published a suggestive program for Arbor Day for schools. The main feature was the planting of a tree ‘with each pupil covering it with a shovel of dirt.58 Again 37 Michigan School Moderator, Vol. XXI, No. 16, April 18, 1901, p. 199. 38 Ibid., V01. XXIII, No. 23, April 16, 1903, p. 546. 74 in 1904 a pamphlet was prepared containing suggestions and selections of reading for observing the day.39 By 1905 the Department had prepared three bulletins to aid school teach- ers: 'Bpecial Day Exercises", 'School Grounds ", and "School Gardens".40 French expressed his attitude toward teaching in an article about Thanksgiving Day. He said that it is neces- sary for teachers to lose sight of themselves. The thought of child development and helpfulness to children ought to be uppermost in.their minds so that the schools might be more successful. This was French‘s manner of expressing thank- fulnesa, by providing greater hopefulness and helpfulness, as he stated it.41 Memorial Day contests for children sponsored by the Grand Army of the Republic were held in 1903 and 1904. Walter French served on the Judging committees for both contests to determine the best essays on such subjects as 39 Ibid., Vol. XXIV, N0. 29, March 31, 1904, p. 569. 40 ‘ ' Moderator- opics, Vol. XXV, No. 29, March 30, 1905, Do 568. 41 Michi an.§chool Moderator, Vol. XXII, No. 6, November 2 , , 9. I79. 75 nThe Lesson of the Civil War", "The War of the Revolution", and ”Why We Should Love the Flag".42 .Any opportunity to .ia children in building character was worthy of study and effort, in.French's opinion. He considered it a patriotic duty to assist young people in gaining the power to meet the demands of citizenship and to accomplish whatever the future might have in store.45 Every special day was commemorated by French in participation.in services, by the issuance of booklets of instruction for teachers, or by educational _articles concerning the day. The Michigan State Teachers' Association Walter French actively participated in the meetings of the Michigan State Teachers' Association throughout his career in education.44 While French often sought aid in securing needed legislation through.the force of the.Associ- ation, the Association also used the legal knowledge and abilities of French to determine and effect such changes. 42 ~ Ibid., Vol. XXIII, No. 23, April 16, 1903, p.543. and V01. XxIVT'No. 28, March 24, 1904, p. 546. 43 Ibid., Vol. XXI, No. 18, May 16, 1901, p. 562. 44 . . This information was obtained by examining the membership lists of the Michigan State Teachers' Association. 76 At the 1903 Association meeting, he was named to a five-man committee to work with the State Superintendent to secure needed legislation.45 Besides working on the legislative Committee, French was elected to serve on the Necrology Committee.46 It appears that he was a very willing candi- date for this committee because of his strong feelings con- cerning public ingratitude toward those who worked for civic good. French's legal training was in demand in the meeting of the Commissioners' Section in 1904. The question was asked, 'Can a district be compelled to build a wood shed, line fence, outhouse, dig a well, etc.?" ‘French was called upon to discuss the matter. He gave his opinion that they might be forced to build a line fence, but could not be compelled to perform the other acts mentioned. The issue was not completely settled to the satisfaction of some, and the question was raised whether local or state boards of health could compel the erection of outhouses. Instances were cited where such action had been taken. French won the support of several members with his opinion that the action 45 Michi an School Moderator, Vol. XXIII, R0. 9, Jan. 8, 1903, p. 267. 46 Ibid., Vol. XXIII, N0. 17, March 5, 1903, p. 442. 77 would have no legal foundation and could not be enforced.47 However, French believed that in action regarding school matters, the law should be followed until pr0perly amended. At this same meeting, many commissioners favored a plan to arrange short inspirational institutes to be combin- ed with the Teachers' Association meetings, using institute funds to pay for the services of one good institute worker and having the Teachers' Association arrange the balance of the program. Walter French thought that this was legally feasible providing that the county institute funds be used. He didn't think that state funds could be used in this way. As usual there was little further debate after French gave his opinion.48 At the annual meeting in January, 1905, French was nominated to serve two years on the executive committee of the Michigan State Teachers' Association.49 Also, at the Commissioners' meeting, French was called upon by Superin- tendent Kelley to discuss important phases of school legis- 47 Ibid., Vol. XXIV, No. 17, Feb. 12, 1904, p. 327. 48 Ibid., p. 327. 49 Moderator-Topics, Vol. XXV, No. 17, January 5, 1905, p. 330. 78 lation. French began by explaining legal terms such as "rooms", "special charter", and the power of commissioners in cities. He told the group how a teacher might transfer a certificate from one county to another, showing that he had been following this educational problem with interest. He said that when a transfer to another county was made, the teacher then is certified in both counties. He advised commissioners to discourage teachers from writing examina- tions in one county and teaching in another. From earlier contact with.French's work in the area of certification, the writer interprets French's reason for this to be that such action would encourage teachers to seek out the easiest areas in which to become certified. This would lower the teaching standards. French then discussed the organization of county boards of examiners. He also stated that the Secretary of the Board of Education must collect institute fees at the time the teacher's contract was signed. Other aspects of his talk dealt with the fact that teachers grad- uating from the county Normal classes were not qualified to teach until the certificate was recorded by the commissioner and the institute fee was paid. He said that while the certificate was for three years, only the annual fee should be collected. He completed the address by admonishing commissioners that county Normal certificates should be re- 79 corded in the register with the state Normal and college certificates.50 This summary of the talk demonstrates the way in which French used his past experiences to instruct others. Matters with which he had been concerned were not lost but the knowledge obtained was passed along in an effort to improve educational methods and facilities. It also shows the practical application made of his legal training. French was also instrumental in preparing the plan for holding meetings of the school officers of the counties in.Mich.igan..51 In October, 1905, the largest meeting of school commissioners ever held in the State was held with forty commissioners present. French gave an address at the meeting.52 He desired to change the name of the State Teachers' Association to the State Teachers' Institute. It might be infered that French wanted the name to imply the service functions of the organization. He also moved that the date of the meeting be changed to the last Thursday, 50 - Ibid., V01. XXVI, N0. 6, Oct. 12, 1905, p. 108. 51 Annual Report of the Superintendent of Public In- struction for the State BI'MIEhIgan, 1908-9, 0p. cIt., p. 740 52 Moderator- cpice, Vol. XXVI, N0. 6, Oct. 12, 1905, p. 110. 80 Friday, and Seturday in October and called attention to Sec- tion 4845 of the Compiled Laws of Michigan which authorizes the State Superintendent to hold an institute for the State at large once a year.53 Thus Walter French was partially responsible for the current State Institutes held in Michi- gan. At the annual meeting in 1906, French gave a prepared paper upon past, present, and future Teachers' Institutes. He said that the institute of the early days had done its work but it now needed modification and new life. The rea- sons he gave that it was not more efficient are briefly as follows: 1» 'Conductors"’and instructors did not realize the conditions and environment of the average teacher. 2. Local committees did not prepare sufficiently. 3. Those appointed to teach did not prepare sufficiently for what they were to teach.34 He submitted a plan for Teachers' Institutes as follows: 1. In counties having a state normal school hold a summer school of six weeks, and this will provide institute instruction for these counties and adjoining counties. 2. Counties having teacher training classes should have four week's vacation terms under the dir- ection of a teacher training faculty, and have special institute instruction. 53 Ibid., Vol. XXVI, Ho. 8, Oct. 26, 1905, p. 148. 54 ‘ Ibid., Vol. XXVI, No. 17, Jan. 4, 1906, p. 328. 81 3. Other counties without such schools should be grouped and similar work provided. 4. For the work of long term institutes the State Department should appoint ten to fifteen "conduc- tors" and ten to fifteen instructors - to visit schools and learn conditions - to be prepared to give valuable instruction and direction. 5. The State Department should be authorized to appoint ten or more thoroughly qualified institute lecturers. 6. In cities, institutes for the special benefit of city instructors should be held under the direction of the State Department. 7. In the cities, conferences should be held under the direction of the State Department to study the needs of teachers and schools, an these conferenc- es determine how to meet these needs. Professor Delos Fall discussed French's paper and gave it his hearty commendation and approval.56 The Committee on Resolutions of the National Education.Association also endorsed the plan. Subsequently, the plan was put into operation and is now the basis for Teachers' Institutes in the State of Michigan.57 Walter French also presided at a 1906 Round Table discussion of the Commissioners' Section. The topic was "The Compulsory School Law and Its Enforcement." The meet- ing was characterized by the usual rapid, "running fire of 55 Ibid., p. 328. 56 Ibid., p. 328. 57 Ibid., p. 532. 82 sharp questions, answers, opinions, counter-opinions, and decisions." The report of the meeting stated, WMuch was accomplished is [aid] the three-quarters of an hour. Many commissioners went away better satisfied as to the policy to pursue."58 French knew the needs of the moment for the commissioners and chose discussion topics that would hold their interest and from which they would benefit. Speeches As a member of the Department of Public Instruction, Walter French attended the Michigan State‘Farmers' Insti- tutes. In February of 1903, he acted as chairman of the evening at the Round-up Institute held in the Armory at Owosso, Michigan.59 He presented a paper on "The School- room". He said that a study of the best means and methods of education had caused educators to appreciate the need for better school architecture and schoolroom decorations. He said that the child should be trained to appreciate the beau- ty and harmony of the world around him. He described appropriate color schemes for classrooms, the direction a as Ibid., Vol. XXVI, No. 19, Jan. 18, 1906, p. 336. 59 Michigan State Farmer's Institutes, Institute Bulletin No. _, August, 1905, Agricultural College, Michigan, 1903. 9. I37. 83 school building should face to receive adequate sunlight, types of pictures and sculptures that should be used in the schoolroom, and mentioned that great care should be used in hanging pictures so that they receive prOper light for the best effect.60 French's characteristic attention to detail is shown in the consideration which he gave to this phase of education. This quality was later to be useful to him in his work at Michigan Agricultural College in training teachers. He believed that teachers must take the initiative in school betterment. It was his often repeated Opinion that the work of improving the school was primarily the teachers' Job, because teachers were in touch with the school more than any other persons. His personal advice to teachers was, fiMake a bold beginning, believing in your ultimate suc- cess in securing what you want."61 He gave his reasons for beautifying the schoolroom in this way: "Though the child may be unconscious of it, his nature constantly reaches out to the beautiful, and if his surroundings harmonize and if there is beauty in decoration and arrangement it will soothe his nerves and elevate his 60 11-19... x» 151. 61 flag-0, P0 1530 84 thoughts."62 He said, "Unconscious intuition is one of the greatest factors in education and with the ideal teacher and ideal surroundings we may expect that the child will approx- imate the ideal of his life."63 The ideal teacher and ideal school conditions were part of his constant sin in educa- tion, even though he admitted that they were not easily obtained. The statements also strongly indicate that French was beyond his time in the study of motivation. He felt that memorization and learning were not enough but that a child's subconscious intelligence ought also to be trained. Another speech by Walter French centered around the topic of "The School Board and the Law". In it he commented on the need for school officers and teachers to know the powers, duties, privileges and limitations of their posi- tions. As a lawyer he interpreted the law for the State Department of Public Instruction and had done the same at many teachers' meetings. He stated that each section of the law had to be interpreted in the light of all others and that the statute must be considered as a whole. If one statute was in Opposition to another, the last enacted 62 Ibid., p. 103. 63 Ibid., p. 155. 85 should take precedence. With his usual thoroughness he listed the cases in Which school boards had discretionary powers. He completed this speech with a question and an- swer period on general topics of legal concern for the schools.64 The nature and number of questions indicate the high regard for his Opinion. In'Farmers' Institute Bulletin, No. 11, special men- tion was made of those who had contributed several weeks of work without pay at the institute. Walter French was one of those 11sted.55 Summary French was favored by Republicans for the position of Superintendent of Public Instruction in 1900. He accepted the position of Deputy Superintendent because this was a full time position, better paid, and more influential. is Deputy Superintendent, he was able to deal with school laws, which were one of his major profesSiOnal concerns. He felt that teachers were too complacent about school 64 Richigan State Farmers' Institutes, Institute Bulletin.No. 11, August, 1905, Agricultural College, Kich., I905, pp. I66369. 65 Ibid., p. 6. 86 legislation. One method he used to publicize new laws or pending ones was the educational newspaper, the Michigan School Moderator. French was among the educators who promoted legislation for high school courses in agriculture, manual training, domestic science, and nature study in 1901. French prepared and organized the county normal training classes in 1903, also the county schools of agri- culture in 1902. The county normal schools were one of the most popular teacher training institutions for over a decade. French worked to improve rural schools through con- solidation. The purpose was to avoid the small, expensive school. As Deputy Superintendent, French used school legislaticn to improve the libraries and conditions of the rural schools. French felt that the school should develop patriotism and respect for the state. He wrote instructions for 81390181 day Observances for the schools in the form of manuals. He deplored public ingratitude. French founded a school day Observance which he called "Pierce Day" in honor °f John D. Pierce. His efforts led to the purchase of a memorial to Pierce now located in the west wing of the State capitol. French was in demand as a public speaker. His legal 87 wisdom was sought often at State Teachers' Meetings. He also gave freely of his time at the Michigan State Farmers‘ Institutes, where in 1903 he outlined opinions still held by today's experts in school design. French was among the first to study scientifically high school needs for equip- ment and design. School architects have given much attention in recent years to satisfactory lighting and heating, comfortable furniture, adequate corridors, and good sanitary facilities. Excellent art productions to stimulate a love of beauty are now quite common in school rooms. All these were advocated by French in 1903. CHAPTER V HEAD OF AGRICULTURAL EDUCATION MICHIGAN AGRICULTURAL COLLEGE 1908-1924 Elected as Head of the .Agricultural Education Department In 1908 the movement to teach agriculture in.Hichigan high schools grew strong. President Snyder of Michigan Agricultural College told the State Board offlAgriculture that thirty three states were already doing something but that Michigan.was legging. He said that school men wanted classes in agriculture, but no teachers were available. County Hermal Schools were trying to prepare teachers for rural schools and were calling to the Agricultural College for leadership. High schools were asking for help and teachers. A.few professors prepared bulletins which the high schools used. The State Grange urged a home study or correspondence course for boys and girls who could not leave home. President Snyder said that he had brought the situa- tion before the board previously but that he had been unable to find a man whom he felt safe to recommend for this under- taking. Such a man had to know the State thoroughly. He had to know the public school system and the school men of the State. The man chosen had to be in sympathy with this 89 type of education and the peculiar needs and conditions of country life. He had to possess a high.degree of adminis- trative ability, be forceful, tactful and be able to endure pain. Mr. Snyder recommended Walter French, because he felt that French was exceptionally well fitted by temperament and training for the work. French.had spent months of study on what other states were doing and the various lines of work to be undertaken. The Board of Agriculture appointed French as Professor of Agricultural Education at a salary Of '2200.00 per year, effective July lst, 1908.1 The First Year of Agricultural Education When French became head of the Agricultural Education Department at the College, he found some of the groundwork had been laid for the training of teachers. Dean Gilchrist introduced the history of education as a senior elective in 1902, and in 1906 Professor E. H. Ryder offered a three term sequence in.pedagogy which entitled a graduate to a state teaching certificate. Walter French began teaching the required work in education for women.2 1 President Snyder's address to the Michigan State Board of Agriculture, March 18, 1908. 2 Madison Kuhn, Michigan State, The First Hundred Years, 1855-1955 (East Lansing: The M. 5. U. Press, I955), p. 224. 90 Michigan Agricultural College thus became the only college in the State pnapared to train teachers in Agricul- ture. Although unable to train teachers for the rural and graded schools, it could prepare teachers for the county Normal schools, the high schools and State Normal schools. These schools in turn were to train teachers for the rural and graded schools. In this way a large number of persons could receive training within a few years.5 Another prime purpose of the new department was to establish college extensionwork.4 The introduction of the department attracted atten- tion.throughout the State, and it was called one Of the most important progressive movements in education during the year.5 Henry Pattengill wrote about French's new course in agriculture for high schools as follows: It is practical, workable, scholarly, logical, pedagogical, and sensible. We are proud of it. 'Tis the best one yet made in the United States. Mr. French knows the schools and he has an able corps of agricul- 3 Re art of the Secretar Of the State Board of r - culture of £55 State of Mic gan,'I907-§, (Lansing: Wy oop, HEIIFEFOEE, Crawford 00., State Printers, 1908), p. 32. 4 Annual Report of the Superintendent of Public In: struction, [953-9, IfanEIng: Wynkoop, Hallenbeck, Crawford 6323'State ITIhters, 1909), p. 74. 5 Ibid., p. 32. 91 tural professors that know their side of the business. The combination is superb.6 The professors to whom Pattengill refered were not members of the agricultural education department but men engaged in the teaching of agriculture at the college. French carried the work of the department alone, but he did not hesitate to draw on the knowledge of others. I During the first year he taught classes in the science of education and history of education.7 He contin- ued his work at the college with the same vigor and activity that characterized his previous activities. He visited twenty high schools in order to introduce agricul- tural courses, addressed ten farmers' institutes, visited and addressed twenty five granges and farmers' clubs, lec- tured at four teachers' institutes, prepared a course of study in agriculture for high schools and reported the work done in one experimental high school. French prepared a course of reading for farmers and their wives. Reading clubs were organized in fourteen granges, one Arbor of Cleaners club and four farmers' clubs. There were one hun- e Moderator-Togics, Vol. XXX, No. 4, Sept. 80, 1909, p. 70. 7 Annual Re ort of the Superintendent of Public In: struction, I908-9, 92: ETt., p. 96} 92 dred ninety three members in the reading clubs in 1908.8 The First Full Course In High School Agriculture The high school Officials at North Adams, Michigan, appealed to the college for assistance in organizing a pro- gram for agriculture. Walter French.convinced them that Roswell G. Carr should be hired for the job. A program was established in 1908 introducing a full course in agriculture prepared by French. About forty students enrolled in the course.9 French's programming for this course was very effective and Showed the amount of research he had done before entering his work at the college. Superintendent Wright praised French and Carr in his reports. Wright said that this marked a new departure in public education. One beneficial result would undoubtedly be the stimulation of interest in other vocational subjects, leading to the en- richment of the total school curriculum of the State. Wright predicted that another result of French's agricultur- al course for high schools would be a new attitude toward 8 Annual Report_ of the Secretary of the Board of Agriculture of the State of Michigan, 1909 (Lansing: Wynkoop, Hallenbeck, Craward Co., State Printers, “1909), p. 96. 9 Ibid., p. 96. 93 the arts and occupations of mankind. He said that we now would be able to reap educational rewards never before made possible in any public school system because of the Oppor- tunity afforded for practical application of the theories and plans of work in language, geography, science and mathe- matics.10 French's outlines for study included techniques for teaching these subjects in relation to various phases of agriculture.ll The Development of High School Vocational Courses By 1910 six high schools, Hillsdale, Hudson, Lawton, NOrth Adams, Otsego, and St. Louis were offering courses developed by Walter French. The total student enrollment was one hundred sixty pupils.12 The courses were taught by graduates of Michigan Agricultural College.15 The number of 10 Annual Report of the Superintendent Lf Public In- struction, I999- 9, '33. cit., p. 4. 11 Moderator- epics, Vol. XXXV, No. 17, Dec. 24, 1914, p. 329. 12 Harold M. Byram, THistorical Sketch of Agricultur- al Education in the Public Schools of Michigan," (unpublish- essay, Michigan State Univ., East Lansing, 1946), pp. 2-3. 13 Annual Re ort of the Secretary of the Board Lf Agriculture for tfié State OTIMIOhigan, ‘19IU'(Lansing:_ WynkOOp, Hallenbeck, Crawford‘ Co., State Printers, 1910), p. 63. 94 schools giving all or part of the four year course in agri- culture increased to fourteen by July, 1912. Fifteen other schools gave some instruction, usually in the tenth grade.14 Sixteen women were employed after graduating from the domestic science and arts programs in 1912. French said, "I find that superintendents are beginning to look to our insti- tution for teachers of these special subjects, but the number of schools which present Home Economics is so small that the opportunity for teaching is limited."15 French had difficulty in convincing students of the worth of the teach- ing profession. It was in the area of inspiring and influ— encing potential teachers that a strong personality such as French's was needed at this time. He said, WAbout half of the young men taking the course in Pedagogy were doing so as a general culture course, as they did not intend to teach. In fact, I have had a hard time to induce some of the men whom I desired to have teach, to undertake the work."15 14 Annual Re ort of the Secretar of the Board of Agriculture for the S‘fatE’Lf Michigan, E93? Tiansfiig: "fly-n- k00p, Hallenbeck, Crawford 00., S a e Brinters, 1912), p. 50. 15 Ibid., P0 570 16 Ibid., p. 57. 95 At this time he wrote as follows: The kind of teachers we need are those who can gather the class about them as a hen gathers her chicks, and interest them in the plants that grow about them, in the animals which they see and use day by day, in the fruits of the orchard, the flowers of the field, in fact, in all of these wonderful things which are so common that we give them little attention.17 By 1914 something of agriculture was being taught in all of the high schools of the State, and courses in agri- culture were being taught in thirty one high schools.18 In 1915 forty one high schools employed Iichigan.Agricultura1 College graduates to teach the prescribed courses.19 The salaries which these peOple cammanded were slightly higher on the average than that paid to most high school teachers. However, it was in many cases a full twelve month job. The pay received varied from $800.00 to $1500.oo.2° The number 17 Moderator-TOPics, V01. XXXII, No. 9, Jan. 18, 1912, p. 596. 18 Moderator-TOpics, Vol. XXXIV, No. 40, June 11, 1914, p. 788. 19 Report of the Secretary of the State Board of Agriculture of the State of Michygan, 1915, (Lansing:_Wyn- koop, HallenbecE, Crawford Co., State Brinters, 1915), p. 58. 20 Ibid., p. 60. 96 of high schools teaching agriculture increased to forty eight in 1916. The work planned by French was to include Agricultural Botany the first year, Farm CrOps and Horticul- ture the second year, Animal Husbandry the third, and Soils and Farm Management, Which included Farm mechanics, Farm Machinery, and Farm Accounting, were taught in the fourth year.21 The increase in sdnools continued with the addition of about ten or fifteen a year. The success of teachers trained by French resulted in a rapid growth. By 1924, the time of his death, there were one hundred nine schools teaching agriculture as a vocational subject. Dr. Byram, Associate Professor of Vocational Education at Michigan State University, wrote the following concerning the devel- opment of high school agriculture: Walter French, more than any other one person was responsible for the early growth and development of vocational agriculture on a sound basis, not through Federal aid or even state aid, but through sheer personal force and the ability to convince schoolmen of the value of agriculture as a course of study in high school.22 21 Annual Re ort of the Secretary of the State Board g£.Agriculture for £55 State of Michigan, 1916 (Lansing: Wynkoop, Hallenbeck, Crawford Co., State Printers, 1916), p. 63. 22 Byram, op. cit., p. 3. 97 Michigan State Commission on Industrial and Agricultural Education The introduction to the report of the Michigan State Commission on Industrial and Agricultural Education reads as follows: At the annual meeting of the City Superintend- ents' Association, held in.Lansing, April 21, 1909, a resolution was ad0pted urging the legislature, then in session, to provide far the appointment of a commission whose duty it should be to investigate the subjects of industrial and agricultural education in the state and make a report to the governor and legislature, with recommendations or statutes which would improve exist- ing conditions. The result of the resolution was the enactment into law of Act No. 228 of the Public Acts of 1909. This was an act to provide fer a State Commission on industrial education, including elementary training in agriculture. It empowered the Governor to appoint a commission to make a careful study of the conditions of elementary, industrial and agricultural education, including conditions of labor as they affected children between the ages of fourteen and eighteen and to report these conditions, with recommendations for a plan of elementary, industrial and agricultural training in connec- 23 Report of the Michigan State Commission on Indus- trial and Agricultural Education, 1915 (Lansing: published by"TEe Commission, 1910), p. 7. 98 tion.with the public schools of the state as would, in their judgement, best meet the conditions shown to exist. The members of the commission served without pay and were to maintain the organization until July lst, 1911.34 Governor Fred. M. Warner appointed the following commission: Wellington R. Burt, Saginaw; Shattuck O. Hartwell, Kalamazoo; Hi-E. Kratz, Calumet; George A. McGee, Cadillac; Charles H. Johnson, Detroit; Eber W. Yost, Trenton; Walter H. French, Lansing.25 The members of the commission met in Saginaw on October 28, and elected Walter French as chairman and Shattuck Hartwell as secretary. Committees were organized as follows: Industrial and Trade Schools - S. O. Hartwell, G. A. McGee, W. R. Burt, H. E. Kratz. Child Labor Condition - Charles H. Johnson, E. W. Yost. Agricultural Education - W. H. French, W. R. Burt, E. W. Yost. Rural Edggation - E. W. Yost, W. H. French, S. 0. Hartwell. 24 Ibid., p. 7. 25 Ibid., p. 7. 26 Ibid., p. 8. 99 Mr. French and Mr. Hartwell prepared the forms to be used as questionnaires, and these were approved by the commission. These were sent to superintendents of schools, county commissioners, rural teachers, trade schools and technical schools. Through them a large amount of informa- tion was secured. The commissioner had available an expense fund of one thousand dollars. This came from the State Teachers' Association and from friends who were interested in agricultural and industrial agriculture.27 As a final word in the introduction to its report, the committee stated: Nor do we claim that this is a final word on industrial training in Michigan. We are now in a transition stage in educational matters, especially as relating to public education. This condition affects not only Michigan, but the entire country. The period in which the investigation could take place has been limited, and the subjects which might have been touched upon we have been unable to reach for lack of time. We respectfully submit our findings, and urge the enact- ment of such laws as will encourage and hasten a readjustment of public education to meet the grgwing needs of an agricultural and industrial state.2 As chairman of the commission, French wrote the following recommendations to the Governor, the Superintend- ent of Public Instruction, and the State Commissioner of 100 Labor: 1. " . . . enactment of a township district law for the entire state with the provision for at least one high school in each district."29 It was determined by the commission that in many rural districts the school p0pulation of single districts was so small and fluctuating that their consolida- tion or organization into one district would be better to conserve educational interests, give equal educational privileges, and be more economical. 2. " . . . enactment of a law providing that a high school . . . shall consist of four years of work beyond the eighth grade."30 3. ".. . . the introduction . . . of courses in agri- culture, manual training, and home economics in all high schools of the state.“)- 4. " . . . that the general school laws be so amended that any village or city having a pepulation of five thousand or more may establish trade departments in connec- tion with the public school system, also may provide for 29 Ibid., p. 11. 50 Ibid., p. 11. 51 Ibid., p. 11. 101 continuation schools."32 5. " . . . that a law be enacted providing for the certification of all teachers of agricultural and industrial subjects. "33 6. "State supervision of all agricultural and industri- al courses in the public schools . . . "34 7. " . . . enactment of a law providing for a limited amount of state aid for schools which introduce high school courses in agriculture and home economics, or trade schools, or continuation schools . . . "35 In recommending the law for "limited" state aid, the commission suggested that this should not exceed five hun- dred dollars for each course, or teacher employed. Recom- mendations concerning the law were as follows: a. . . . total amount of state aid . . . should not exceed, for the first year, $30,000, for the second year $50,000, nor in any subsequent year p100,000. b. The apportionment . . . between courses in agriculture and home economics . . . and industrial courses . . . should be equal. 32 Ibid., p. 11. 33 Ibid., p. 11. 34 Ibid., p. 11. 85 Ibid., p. 11. 102 c. Schools applying . . . must be duly certified to the Auditor General by the Superintendent of Public Instruction, the order and priority of certification to be determined by statute. d. Any high school in the state . . . may be certified . . . for courses in agriculture and home economics to the following amounts, viz.: five hundred dollars for the first teacher employed and two hundred and fifty dollars for each other teacher employed, provided that no school district shall receive an allowance . . . of more than one thousand dollars in all. e. Any city or village having a population of 5,000 or more shall be entitled to state aid for establishment of one or more of these schools, viz.: (1) an elementary industrial school; (2) a trade school for boys 16 years or more of age; (3) a trade school for girls 16 years or more of age. f. Cities with a population of 20,000 or more may in the same way be certified for continuation schools of trades up to a limit of $1,000 for three teachers employed in said school. 3. Any schools drawing state aid under this law should . . . , be under the supervision of the state department of education, and for these purposes an additional deputy superintendent should be provided.36 Associate Editor Walter French received the whole hearted support of the Moderator-TOBics (published by Henry R. Pattengill) in 56 Ibid., p. 12. 103 his work at Michigan.Agricu1tural College.37 The journalist placed the weight of the paper behind agricultural education in establishing an Agricultural Education section which was written and edited by French.38 This feature appeared in Moderator-Tepics on an average of once a month. It appeared under French's name with the title of editor. It contained many of the speeches and articles that were prepared by French for granges and farmers' institutes, in addition to book lists, questions of school interest, and examination questions. Occasionally French included articles which were published in other journals, and he asked members of the Michigan Agricultural College staff to write for the depart- ment. After the Moderator-TOpics was sold to the Michigan 37 Moderator-To ice, Vol. XL, No. 5, Oct. 9, 1919, p. 74. Pattengill wroge about W. French : EA Wolverine proper; educated in our common schools, Normal College and M. A. 0.; a teacher and superintendent; commissioner of Hillsdale county; seven years deputy superintendent of public instruction; at present professor of agricultural education, M. A. 0., and state director of vocational educa- tion; an educator who thinks constructively and gets his ideas put to practice in.Hichigan and elsewhere; whatever the 'movement' French has kept his feet and not his ear to the ground." 58 Ibid., Vol. xxxx, No. 27, March 16, 1911, p. 540. 104 Education Company in.l919, Walter French appeared with the publishers as associate editor.39 Previous to this time, the title had been written after his name in the Agricultur- al Education section. It is not clear whether or not his work with the paper became more general after this, but the section appeared less frequently thereafter. It may be that his work of editing was generalized to the entire paper or that his name was merely included to add prestige to the paper. The Smith-Hughes Act There is some evidence to indicate that French had considerable influence on the agricultural provisions of the Smith-Hughes Law.4O .At the time of its passage, Walter French had forty seven schools teaching agriculture without Federal aid. There had been sixty seven as of the previous September, but twenty instructors were called by the draft 39 Ibid., Vol. XXXIX, No. 17, January 2, 1919, p. 271. 40 This information was obtained from a letter by Mr. Victor C. Beal, County Agricultural Agent of Montcalm County, Stanton, Michigan, to Mr. Robert S. Linton, dated June 27, 1958. 105 or enlisted for military service.41 In the same year, 1917, French drafted the law which originated the Michigan Board of Control for Vocational Education and formulated the machinery under which the Michigan Vocational Board acts. This was not only adOpted in.Michigan, but it was used as a model in other states.42 The Board of Control consisted of the Superintendent of Public Instruction, President of the Agricultural College, President of the University and President of the State Board of Education. In.November, this board designated Michigan Agricultural College as the State institution to train.teachers of secondary agriculture and also home economics. French immediately made provision for a student teaching center in the East Lansing high school for the two departments. He assigned his assistant, Professor E. Lynn Grover, as supervising teacher of Agricultural Education and Miss Elizabeth Frazer as super- vising teacher of Home Economics. Classes were immediately organized, and students of education at the college were 41 Annual Re ort of the State Board of Agriculture for the State of c gafiT'19I8 (Fort Wayne:_1ndiana; Fort Wayne Printing Co., Contractors for Michigan State Printing and Binding, 1919), p. 70. 42 J. W. Sexton, "In.Memoriam," Michigan Education Jownal' V01. 1, 1923-4, p0 2630 106 assigned to student teaching work. This arrangement for student teaching and for the direction of teacher training entitled the Michigan Agricultural College to share in the distribution of Federal and State funds under the Smith- Hughes Law.43 Walter French said: The aid furnished by the government and by the state will serve to emphasize the need for vocational education and improve the quality of instruction in vocational lines. The exigencies of war conditions have brought home to us more forcibly than possibly any other agency could have done, the need for properly trained men and women for the industries of life, and it is heped that school officers and school patrons will heartily unite in an earnest endeavor to supple- ment our most excellent system.2£ public education by introducing vocational courses. It was obvious that the war-created need for food had an effect in promoting the passage of the Smith-Hughes Law. How much influence French's efforts in training farmers had can only be guessed. However, it is interesting to note that project work of high school boys in 1917 produced over 45 Annual Re ort of the Secretary of the State Board _0_1§_ Agriculture for 1,256 S't—eTte of; Midniganfl'918, op. cit., p. 70. 44 Moderator-Topics V01. XIIVII, No. 25, Feb. 28, 1918, p. 3910 , 107 a half million dollars in farm products in the State.45 Walter French felt that the program was a patriotic way of providing material for war as well as to promote effective citizenship. In.working for the passage of the Smith-Hughes Act, he may have used this approach. Regardless of the manner in which the prOgram was effected, French commented that Michigan.was fortunate to be ready with a practical prOgram before the Smith-Hughes Act became law. Other states who had waited for the subsidy before taking action experienced difficulty in developing good pragrams. iichigan‘s plan to use twenty five per cent of the pupil's time for the study of agriculture was put into practice immediately.45 Extension Services The first extension services which French organized at the College were reading courses for farmers and their wives, to be given through the farmers' clubs and granges.46 The work was called the 'College Extension.Reading Course". 45 Moderator-Togics, Vol.1XXIX, No. 29, March 27, 1919, p. 452. 46 - Annual Report of the Secretary of the State Board of Agriculture of the State of Michi an, I909 (Lansing: fiyhkoOp, HallenFEck,'Craward—Co., 1259), p. 96. 108 An outline was prepared in pamphlet form and distributed to all the granges and farmers‘ clubs in the fall. Books for women included such titles as Conn's Bacteria, Yeast and Molds in the Home, and Theory and Practice o_f_ Cookery by Williams and Fisher. Bailey's Principles gquruit Growing and Robert's Business Handbook were examples of books chosen 47 for men. Written reports were requested from those wish- ing to receive diplomas on completion of the course. There were few who actually completed it. In 1912 only six diplomas were issued. The enrollment averaged two hundred members a year. There were forty adults who submitted written reports in 1912. Many letters were received which expressed hope that the course be continued. It was a practical course which held the interest of its members as to content, but in the absence of French's personal influ- ence, the members were not prompted to do the required written work. In order to organize more completely, French thought it a good idea at this time to expand the course to include "general culture", and extend it over a three year period. There were people who still wanted the college to offer a correspondence course in addition to the reading 47 Ibid., 1912, p. 56. 109 course. French, mindful of efficient use of funds, said that such a course would require too large an investment of money for additional staff members to grade and mail the material.48 In the seventh year of the course, 1915, the press of French's other work made it impossible for him to give further attention to the reading course. There were then about six hundred farmers and their wives enrolled. He felt that it was worthwhile and recommended to the State Board of Agriculture that a man be secured who could devote a large amount of time to the work. He said that this could either be done under.the direction of his department or the Extension Department.49 This latter department had been organized in 1915 to handle some of the work of the growing Agricultural Education Department as well as other phases of agriculture at the College.50 The work of the reading courses was continued by the specialists of the Department of Extension the following year, 1916.51 48 Ibid., 1912, p. 56. 49 Ibid., 19.1.5, P0 60. 50 Ibid., 1915, p. 62. 51 Ibid., 1916, p. 68. 110 In connection with the high school agriculture program, French inaugerated a series of lectures during the winter months for farmers and students as another extension service. These were held on Saturday afternoons, and lecturers were teachers from the high schools or members of the college faculty. Such tOpics as live stock improvement and soild fertility were covered.52 In 1912 about twelve hundred farmers were attending these lectures and short courses which were held at Hillsdale, Union, and Watervliet Schools.53 French reported the work of an assistant, Mr. Nye, in 1915. Hr. Nye was employed in visiting and super- vising the work done in the high schools, with the organiza- tion of boys' and girls' clubs, and as an instructor in the farmers' short courses and institute work. Mr. Nye left the department in 1915, much to Mr. French's regret.54 The following year Mr. E. Lynn Grover became assistant to French. Grover was in charge of instruction in Agricultural Pedago- gy during the summer session at the college.55 52 Ibid., 1910, p. 55. 55 Ibid., 1912, p. 56. 54 Ibid., 1915, p. 60. 55 Ibid., 1915, p. 61. 111 Clubs to foster the agricultural projects of high school students were developed in the first schools to teach four year courses in agriculture. In 1912, French developed a constitution for the organization of boys' and girls' clubs. He called it "The Junior.Agricultural Assoc- iation of.Michigan". Local units were called "Junior Agricultural Clubs", and clubs formed in any county were named the "Group" of that county. The age limit was from ten to eighteen years. Ten or more people could form a club, but French set a limit of only one club to a school district.56 This plan was adOpted at the annual meeting of the County Commissioners of Schools October 31, 1915, and French promptly issued Bulletin No. 10 giving general plans and purposes, a model of the constitution, and an outline of practical projects. The first club organized was at the Maple Grove District School, Isabella county, with Miss Lulu B. Read as the teacher in charge. It was called Club No. 1.57 Other clubs were rapidly organized until, in 56 Moderator-Togics, Vol. XXXIII, No. 9, Oct. 3, 1912, p. 167. 57 Ibid., Vol. XXXIII, No. 27, Mar. 15, 1915, p. 527. 112 1915, the membership totaled 4,285 boys and girla.58 The boys' and girls' club work was transfered to the newly organized Extension Department of the College under the supervision of a special state leader. Mr. Grover had charge of the work prior to the transfer.59 French worked in 1917 to help mobilize the agricul- tural economy to aid in the food crisis caused by World War I. One of the articles he wrote was "What a School Can Do to Help in the Food Crisis". He recommended that every home have a garden, that high schools mobilize farm.1abor among the students and otherwise, that the schools help to develOp a strong public Opinion concerning the war, that the school baseball players plant their field to raise from ten to forty acres of craps, that special classes in gardening be given.by the school, and that school assignments be used to determine the labor needed and that which was available. As a further aid, he admonished gardeners to test all seeds before planting to be sure they would grow and to see that gardens were well cultivated and the seed beds prOperly 58 Annual Re ort of the Secretar of the State Board o_{Agriculture 93' :HEJB Sta-fie 9: Michigan, 1915, 9.2: cit., p. 64. 59 Ibid., 1915, p. 61. 115 prepared.60 The Boys' and Girls' Clubs achieved nation-wide rec- ognition in 1918 when they were included in.a special appropriation by Congress. This was to aid in the organiza- tion of the "Garden Army", and was placed in charge of the Bureau of Education at Washington, D. C. The appropriation was to aid agricultural colleges, agricultural high schools, the Boys' and Girls' Clubs, and the Grade School Garden Army. French said that the purposes for the youth organiza- tions were now becoming manifest.61 Society for the Promotion of Agricultural Education Walter French assisted in organizing the TAssociation for Agricultural Education". As secretary, he attended the first meeting in Chicago, April 10, 1911.52 His interest was based on the value that the organization would have in improving the public schools and assisting the work of the 6O Moderator-Topics, Vol. XXIVII, No. 55, May 11, 1917, p. 6 . 61 Ibid., Vol. XXXIX, No. 20, Jan. 25, 1919, p. 509. 62 .Annual Re ort of the Secretary of the State Board of ggriculture for the State g£_Michigan,'1911, 2p. cit., Po 0 114 Agricultural College.63 The Michigan Society was organized in 1909 and held annual meetings at the Agricultural College. Its purpose was to extend the work in agricultural education and to increase the influence of secondary schools on agriculture in the surrounding communities. The organi- zation was composed of teachers in agriculture, high school superintendents, and other interested persons.64 Teacher Training Until 1914, Walter French taught courses designated as Pedagogics which entitled graduates to a teacher's certificate.65 That year the courses became known as Pedagogy I, II, and III for women. The courses for men were known as Pedagogy IV, V, and VI. Arrangements were made for the women.to observe teaching in both the grades and high school of the Lansing city schools, and men made observation visits in high schools where agriculture was taught. The students were required to observe methods of work, school 65 Ibid., 1912, p. 57. 64 Ibid., 1915, p. 60. 65 This information was determined by studying the reports of the department for the years 1909-14. 115 administration, apparatus, laboratories and equipment, and to make specific reports of their visits.66 In 1915, the women were requested to visit the schools in East Lansing, Battle Creek, Grand Rapids, and others, as well as those in Lansing. The women had student teaching work in connection with the Department of Home Economics for the first time.67 Apparently the simple course name of Pedagogy was no longer adequate by 1916. French added course titles as follows: I Pedagogy I . Pedagogy II . Pedagogy III. PedagOgy IV . Pedagogy V . Pedagogy VI . Psychology for Women. School Administration for Women. History of Education for Women. Psychology for Men. School Management and Administration. Agricultural Pedagogy - or the Methods of Organizing Courses in Agriculture for Secondary Schools.68 Pedagogy VI included methods of instruction, laboratory and field exercise, and extension service. Observation of classes teaching Domestic Science and Art was extended to various schools throughout the State where such courses 66 Annual Report of the Secretary of the State Board g£_Agriculture of the State gijMichigan, I914, op, cit., p. 700 67 Ibid., 1915, p. 58. 68 Ibid., 1916, p. 65. 116 were taught.69 In this manner school visits by women students began to cover the same distances that men were required to cover. It was probable that French wanted the women to observe a wider range of teaching techniques than had been available previously. French added the requirement of fipractical" exercises in school sanitation, school house construction and arrangement, and school room decoration and extension service in home economics in the public schools, to the work required of the women in 1917.70 In November, 1917, the year the National Education Law (or Smith-Hughes Act) was passed, French arranged for the establishment of a student teaching school in connection with the East Lansing High School. He assigned Professor E. Lynn Grover, who had been working primarily with exten- sion lectures and assisting in the visitation of schools with Walter French, to the position of supervising teacher in East Lansing. Miss Elizabeth Frazer was employed as supervising teacher in Home Economics. Walter French was Director; Mary E. Edmonds, Assistant Director; and Mrs. 69 Ibid., 1916, p. 65. 70 Ibid., 1917, p. 66. 117 Lillian Peppard, Instructor.'7l In spite of war conditions, with many male students in the Army in 1919, the new student teaching center prepared many more teachers than were required for both Agriculture and Home Economics in Michigan, and the balance was employed in other states.72 Each student was required to take at least six months of student teaching. About sixty high school boys and girls were enrolled as pupils for the student teaching classes in East Lansing High School.73 The Department of Agricultural Education became known as the Department of Teacher Training in 1921. Mary E. Sweeney, Dean of Home Economics, appeared as Professor of the Teacher Training Department as well as retaining her former position. Josephine Hart, Associate Professor, was added to the staff.74 This appears to have been a temporary 71 Annual Re ort of the Secretar of the State Board of riculture of thh StEte o? Michi an, I918 (Fort Wayne: Fhr Wayne Printihg Co., Conthactors for Michigan State Printing, 1919), p. 70. 72 Ibid., 1919, p. 55. 75 Annual Re ort of the Secretary_of the State Board of.A riculture of the State of Michigana'I920 (Lansing: Wi’ cap, a enhhch, Crawforh‘Co., , p. 56. 74 Ibid., 1921, p. 84. 118 measure in the reorganization which took place, for the name of MI. Branson A. Walpole appears in the list of faculty and other members of the college as Assistant Professor of Education and Critic Teacher inAgriculture.75 The follow- ing year, 1922, the members of the Department were listed as follows: W. H. French, Director. E. Lynn Grover, Associate Professor. Branson A. Walpole, Assistant Professor. Josephine Hart, Assistant Professor? Emma Garrison, Assistant Professor. 6 The course work far prospective teachers included the following sequence which remained until after French's death: Women; Education 1, Psychology for Women. Education 2, General Methods and School Management. Education 3, History of Education. Education 1a, Special Methods in Home Economics. Education 3a, Practice Teaching. Men; Education 4, Psychology and Vocational Guidance. Education 5, General Methods and Rural Sociology. Education 6, Special Methods in Teaching Agriculture. Education 6a, Practice Teaching. 75 Ibid., 1921, p. 10. 76 .Annual Re ort of the Secretar of the State Board £39: A riculture 9:_f_ tfie S‘tE't'e _9_? 511' cfiigan, HE'S—(Lansing: 2 , p. 89. 77 Ibid., 1922, p. 89. 119 A new student teaching center was added to the facilities of the college in the school year ending in 1922. The Haslett Consolidated School was utilized for the train- ing of teachers of Home Economics as well as the East Lansing High School. 79 All of the men who completed the courses in education did not become teachers. Some became county agents. Others entered managerial positions or became specialists in agricultural work. The same was true of the women. Some of them taught, but many became dieticians, nurses and special- ists in agricultural and commercial chemistry.79 This brief summary of the development of the educa- tional department of the Agricultural College affords some insight into the efforts of Walter French to improve the quality of instruction for the pupils in Michigan. College Employment Service French had charge of the teacher's registry for graduating students in 1910. His work in locating positions for teachers extended outside of the State. The business of 78 Ibid., 1922, p. 90. 79 op. cit., 1921, p. 85. 120 correspondence occupied a large portion of his time.80 It seems that this was French's mthod for organizing new departments and phases of college work. He would organize a function and carry the load until the worth of the project had been proven. Then he petitioned proper authorities to have the new work delegated to existing or new branches of the college. At the beginning of the 1910 college year, a commit- tee of Professor Kedzie and Walter French considered establishing an agency to assist students who wished to work while attending college, thus keeping students who were short of funds in college. They arranged a procedure, developed forms and report blanks, and employed Mr. R. E. Loree to take charge of the work. The students did regular work on the grounds, pruning, piling brush, planting potatoes, house cleaning, horticulture, typewriting, waiting table, fence building, gardening, picking fruit, and raking leaves. The service became very pOpular, especially among farmers seeking help. The average pay for students was from 80 Annual Report of the Secretary of the State Board of Agriculture for the State of Michigan, 1913, TLansing: Wihkoop,HallenBeck, Crawford Co., State Printers, l9lO), P0 630 121 fifteen to twenty cents an hour.81 The college still main- tains a form of this service in connection with its Placement Office. Walter French had charge of’assisting teachers in finding positions during the entire period that he was at the college.83 Because he headed the work in pedagogics, he accepted it as his responsibility to assist new teachers in locating employment. The work occurred largely during the spring terms and naturally entailed considerable labor.85 Some of the men were placed in positions as farm managers and other non-educational work. Others entered the teacher training field and were employed by colleges and universi- ties. French placed some of his graduates in the Philipé 84 pines. French reported in 1916 that the college was supply- ing a surplus of teachers for the schools of Michigan. His 81 Ibid., 1911, pp. 57-8. 82 This information was determined by studying the reports of the department for the years 1908 through 1924. 83 ‘ 9p. cit., 1915, pp. 59-60. 84 Ibid., 1913, p. 61. 122 report was as follows: Thus far we have been able to supply all of the schools with trained men for the Agricultural courses, and we are supplying about 50% of the schools which teach Domestic Science. At the present time there is a surplus of teachers for both subjects. It is evident that the claim which has been frequently made, that the states are unable to supply properly trained teachers for these spggial subjects, can no longer be maintained in.Hichigan. State Director of Vocational Education During a period of two years, 1919-20, Walter French served a acting Directar for the State Board of Vocational Education. Dividing his time between his work at the College and the State, French organized the vocational courses to be given in the public schools and prepared a plan for vocational education in.Hichigan. This plan was approved by the State Board of Control and by the Federal Board.36 The first year he also prepared bulletins giving explicit instruction.concerning the development of the different types of vocational education and acted as advisor 85 Ibid., 1916, p. 65. 86 Annual Report of the Secretary 2; the State Board of Agriculture for the State of Michigan, 1919 (Fort Wayne: Fart‘wayne Printing Co.,ContFEctors for Michigan State Printing, 1920), p. 56. 125 to the state supervisors of the various types of vocational education.87 In 1920, French acted as advisor to State Supervisors of.Agriculture and Home Economics, and Trade and Industrial Education. In this capacity, he also assisted in the development of the plans for part-time schools under the provision of the James Law. This law established "On the job" training with part-time school for students in the trades and industry. French prepared a number of bulletins on the subject of Vocational Education during this second year. Nearly all of the other states requested French's materials, blank forms and general regulations from the field of Vocational Education, to assist them in.crganizing similar state departments.88 Speeches French was a pOpular and effective speaker in the field of education. Whenever the question.of choosing an educational Speaker arose, French's name was included in the 87 Ibid., p. 56. 88 Annual Re ort of the Secretary of the State Board 23 Agriculture of tfie State of Michigan, 1920 (Lansing: Wynk00p, HallenEEck, Crawford Co., state Printers, 1921), P0 560 , 124 list of prospects.89 Many persons in.Michigan recall the abilities of Walter French to influence large audiences and as one man expressed it, "I wish that the University had a man of French's personality and speaking ability, who could go out in the State and talk about the University, its needs, its work, and its problems.I 90 In 1909, French spoke for the third time at the Farmers' Institute. His tOpic was TAgriculture in the Public Schools". He expressed his philosophy that public education means preparation for the activities of life.91 Whether this concept was a result of his own reading or an opinion acquired while at Michigan State Normal College can not be determined. It was the prime reason which French gave for the teaching of agriculture in the public schools. He called agriculture a science, an art, and a business. He felt that there was probably no one alive at that time who was wise enough to determine how much of mechanics or 89 This information was given to the writer by Mr. J. W. Sexton in an interview April 22, 1959. 90 This information was given to the writer by Mr. Keats Vining in a letter April 6, 1959. 91 Michigan State Farmers' Institutes, Institute Bulletin No. 1§,FJuly,l909, Agricultural College, 1909, p. 77. 125 science or agriculture should be taught in the schools. He said that experimentation was necessary and that such experimentation would provide the necessary answers.92 His fourth speech to the Farmers' Institute was delivered in the New Agriculture Building at Michigan.Agri- cultural College in February, 1910. Again his topic was TAgricultural Education in the Public Schools". Although his topic was the same, the content differed. He mentioned the wide spread interest which agricultural education was attracting as evidenced by its introduction in one hundred fifteen state and county normals, sixteen denominational colleges, and two hundred fifty public and private schools. He reiterated that agriculture is both a science and an art, and that it must be taught from both standpoints. This made it difficult to determine what should be taught in the way of sciences. He believed that every other science should be taught to show its relationship to the science of agricul- ture. 93 He advocated that high school graduates should be divided into three classes: first, those who went to other 92 Ibid., pp. 78-9. 93 Michigan State Farmers' Institutes, Institute Bulletin No. l8! July,1910, Agriculturél’COllege, Michigan, I9IU, p. 51. 126 schools; second, those who became teachers in rural schools; third, those who went into the active duties of life. The last group was the largest, he said. The important question in education was, "What shall we teach in the high school in order that we may best meet the needs of these three class- es?"94 He went further to say the farmer must be shown that high school education in agriculture would mean more money for him in increased profits, that a little observation would lead to the conclusion that there was a need for agriculture to be taught in the high school and that . . . we are proving in Michigan that it can be taught in the public schools. "95 Walter‘French was well known for the inspirational teaching which he 818.95 An insight into his technique for inspiring his students may be gained from this fourth speech. He said, "What we seek to do is to show the boy that the farmer who produces perfect corn or perfect stock 94 Ibid., p. 54. 95 Ibid., p. 55. 96 The writer received this information from each person he interviewed among those who had been acquainted personally with Walter French. 127 is an artist or a professional man just as much as if he had produced mechanical results in a factory or literary results in an office."97 He felt that agriculture as a subject in school should place the school in touch with human activi- ties. Teaching at Michigan.Agricultura1 College On March 18, 1908, the State Board of Agriculture approved a report and recommendation from President Snyder in regard to a professorship of Agricultural Education.98 French filled that position until January 1, 1924, the time of his death. His classes were being held in Agricultural Hall at Michigan.Agricultura1 College in 1924. With one or two assistants, French occupied rooms on the third floor of the North.Wing of the building. The floors of the building were bare hardwood which caused the sincere tones of his voice to echo as if in an empty room. The desks were typical wrought-iron structures with ink wells in the upper right 97 Up. Cite, p. 55. 98 Duplicate copy of President Snyder's address to the State Board of Agriculture, Tar. 18, 1908. See Appendix E. 128 right hand corner and a slot along the upper edge for pen- cils. Before the rows of seats stood a desk and a chair for the instructor. Behind these was the blackboard, the only visual aid ever seen in the classroom.99 About thirty students occupied the prim rows of formal, fixed seats. Entering the room shortly after the hour began, French faced the class, standing. He remained standing thoughout the hour. It was his opinion that a teacher ought not to be seated while in charge of a class. The coat to his brown.business suit, styled for that era, remained buttoned over his light colored shirt, and a con- servative necktie was always worn beneath the firm collar of his shirt. The intense sincerity of his attitude commanded the respect of his students, and through this respect, French gave them inspiration and devotion to their positions as teachers of agriculture. His methods of teaching bore little resemblance to the lecture techniques of today's college classes. Instead, French lectured without organized notes. He discussed his tepics, stOpping occasionally to clarify a point for a student or to ask a pointed question 99 This information describing a typical class taught by French at Michigan Agricultural College was given to the writer by Harry E. Hesman, Chief of Agricultural Education of the State Board of Control for Vocational Education, in an interview Feb. 27, 1959. to one whose attention seemed momentarily divided. He possessed a great amount of respect for the individual student, and his class periods always took the form of a discussion. Student participation was desired and was a major part of the procedure. Assignments were made from books and texts. Through these assignments, a discussion and analysis was carried during class time.100 The methods which French used in the training of teachers closely resembled those which are considered to be good methods for high school teaching today. Objectives and PhiloSOphy of Agricultural Education In the spring of 1925, Walter French was teaching a course entitled "The Objectives and Philosophy of Agricul- tural Education" as a part of his duties as a professor at Michigan Agricultural College.101 Whether or not the philosOphy he taught was entirely his own may be a matter of conjecture. However, it is extremely feasible 100 This information was given to the writer by Harry E. Nesman in an interview Feb. 27, 1959. 101 The mateial on.which this section is based was taken from the class notebook of Lynn G. Heatley, who studied under French at Michigan Agricultural College during the spring term of 1925. 150 that it was, at least, a philosOphy to which he subscribed. An examination of the course content provides an insight into, not only the philosophy of the Head Professor, but a glimpse at his own teaching methods which had matured through his many years of experience in the school systems of Michigan. The course covered every aspect of teaching. It provided information which might be required by any teacher, new or experienced, to help him in all phases of his work. It was a strong characteristic of French's personality that he was intensely interested in the success of teachers. In this regard, Mr. Keats Vining wrote, 1H8 never forgot the man who was on the teaching job. He was always ready with advice and counsel of problems the new teacher and the older one, faced."102 While primarily concerned with the objectives and philosophy of education, the course included a basic back- ground for studying the entire teaching situation. The beginning of the term's work concerned facts of national history that Mr. French felt were related to the development of education in the United States. Examples of this were 102 This information was given to the writer by Keats Vining, County Agricultural Agent Emeritus of Kent county, in a letter dated April 6, 1959. 151 the Acquisition of the Nerth West Territory in the Treaty of Paris in 1785, Provisions of the. Ordinance of 1787, and Section 1, article 11, of the Constitution of the State of Michigan.103 Students of his class studied the provisions of educational land grants and the Morrill Act of 1862, as well as the development of educational laws.104 The organization of the public school system in Michigan was covered in detail. The functions, duties, and legal rights and obligations of each element of the school system was studied including those for the various types of school districts.105 Having investigated the broader sepects of the educa- tional system, the students under Professor French then undertook a closer study of the teacher in respect to his responsibilities, his powers, and methods of teaching. To begin this, they examined the teacher's certificates and contracts of the time which were the same as they are 105 Heatley, gp. cit., p. l. 104 Ibid., p. 1; Section 1, article 11, of the Con- stitution of the State of Michigan quoted as, TReligion, morality, and knowledge being.necessary to good government and happiness of mankind, schools and the means of education shall forever be encouraged." 105 Ibide , pp. 5-70 106 Definitions of the "modern" conception of a today. school and that of a teacher followed. These were, respectively: It is an institution which is prepared to train individuals to render service to othersb and is related to what the individual is going to do.1 7 And; The modern conception of a teacher is a person trained to develop the powers of a child, put him in contact with lifsfs activities, and train him to render actual service. 9 Mr. French told his classes that teaching was both a science and an art. He said that it was a science in so far as it involved psychological principles for child devel- Opment, that it was an art in so far as skill was required in the application of these principles. French taught that teaching consists in presenting the objects of knowledge to the child in such a manner as to arouse into activity his conscious powers and to direct them along proper lines of accomplishment. He said that the child acquired knowledge in three forms, as expression, as interpretation, and as 106 Ibid., p. 16. 107 Ibid., p. 17. 108 Ibid., p. 17. 155 expression.109 It is probable that the last two forms refered to the relationship or significance of material studied and to the means for creative expression which the material afforded the pupil. French taught that the power to be developed by learning through exercising the pupil's mental faculties was of prime importance. This was expressed through the use of an axiom which appeared frequently during the course in philosophy. It was as follows: Knowledge is not the thing known, bpt the conscious activity which does the knowing. 0 He recognized the difference in native abilities, and he taught that teaching, both in subject matter and method, must be adapted to the capability of the "taught". He stated further, "There is a natural order in which the powers of consciousness should be exercised. Perception,- apperception - memory - imagination - reasoning. expounded that teachers must respect this order in teaching their students. 109 Ibid., p. 18. 110 Ibid., p. 18. 111 Ibid., p. 18. 154 French listed six "important" maxims for his teachers to follow. They were as follows: 1. Use observation before reason. 2. Use the concrete before the abstract. 5. Use facts before definitions. 4. Use processes before rules. 5. Proceed from the particular to the general, from the simple to the complex. 6. Proceed from the known to the related unknown.112 It appears that French altered his subject matter during the term to stimulate interest, because at this point in the subject matter sequence, he once more became concern- ed with the school system, dealing with the divisions of the school, the elementary, secondary, and higher institutions. He emphasized repeatedly, "The purpose of training . . . is to give the child the working tools of an education for life."113 He listed the subjects to be taught in elementary school and secondary school, noting the importance of the latter in as much as seventy per cent to ninety per cent of the high school students would not attend college. He mentioned that the regular field of learning was being increased by the-addition of vocational training.114 The 112 Ibid., p. 19. 115 Ibid., p. 20. 114 Ibid., p. 22. 155 three purposes of secondary education were, according to French, as follows: a. To give broader scholastic training than the ele- mentary school affords. b. To prepare students for social, civic, and industri- al duties of life. - c. To prepare the student for college.ll° He compared briefly the systems of the "Soviet" and Germany to American systems. He noted that Germany only prepared the student for college. After this introduction, Professor French defined and explained the composition of co-Operative part-time schools, listing the number of hours in training and in school for each type of curriculum. Agencies for the training of secondary school teachers were normal schools, high schools which allowed teaching under a critic teacher, and graduate school for the training of teachers, such as the Teacher's College of Columbia. He encouraged his students to continue in the teaching profes- sion by saying, "Besides compensation teaching affords a chance for service, dignity, and some leisure."116 French had definite Opinions with regard to the reasons some teachers fail and others succeed. He said 115 Ibid., p. 22. 116 Ibid., p. 25. 156 that forty two per cent of the failures occurred in the first year and ninety four per cent occurred in the first four years.1-l7 If the teacher was eager to advance, he would increase in teaching ability each year. Enumerating specific causes of teaching failures, French listed the reasons as poor discipline, lack of judgement, poor scholar- ship, poor instructional methods, poor daily preparation, lack of industry, lack of sympathy, nervousness, deficiency in social qualities.118 He taught that in general the American high school student lacks a compelling motive and is strongly affected by parents and friends, so that the teacher must try to create prOper attitudes toward school work.119 Those qualities and characteristics of a teacher which promoted success were listed as address, personal appearance, Optimism, reserve, enthusiasm, fairness, sincer- ity: Sympathy. Vitality, and scholarship.120 11? Ibid., p. 26, 118 Ibid., p. 250 119 Ibid., p. 26. 120 Ibid., p. 24. 157 French taught that in a smoothly running class the pupils are doing rigorous mental work and that a good teacher should begin each class with vigor and promptness. Every member of the class ought to be kept busy during the entire period. The teacher could keep order by using enough written work to keep the class busy. He might also question the class rapidly, calling on pupils at random to keep them alert. Another technique given by Mr. French was to hold all of the members of the class responsible for errors made by the other pupils, and lastly he could have them read in silence.l‘?’l TA teacher making his subject interesting has good discipline," taught French, but he also warned his students that more entertainment should not be used to gain interest to the detriment of the student.133 He believed that the best interest is due to strenuous effort. Concerning the peculiarities of interest, French made the following observations: 1. Interest is more easily aroused when attention is on the thing to be accomplished and not on details leading to accomplishment. 2. Interest centers more on concrete than on abstract. 121 Ibid., p. 27. 122 Ibid., p. 27. 158 5. Interest depends on interpretation of presented 4. izzziest is stimulated when the learner is also a 5. ggggrest is a personal matter.12':5 Professor French must have been refering to interest when he told the class, "The ideal teacher is in our mind."124 Church Activities Mr. French was a member of the Central Methodist Church at 215 N. Capitol Avenue in Lansing. It is probable that he attended the church for the entire twenty three years that he lived in the city. Mr. Edwin O. Izant, historian for the church, states that records are kept in ‘regard to the church and not with the activities of individ- uals in mind. "Sorry I cannot give you definite dates of all these occasions, and I seriously doubt whether they can be supplied by any of the present members of the church." He further said, "It would entail too long a search to determine definite dates, even if the effort was [sic] made 123 Ibid., pp. 27-80 124 Ibid., p. 28. to secure them."125 It was in connection with his work as superintendent of the Central Methodist Sunday School that French made the acquaintance of Mr. J. W. Sexton, who had recently become the Principal of the first high school in Lansing. These well known educators met in 1911. Before that time Sexton had heard French speak at different teachers' meetings but had not become personally acquainted with him. Only a few days had passed after Sexton assumed his duties at the new Lansing High School before French visited him. The principal reason for his visit was stated by Mr. Sexton in this way, "He was Superintendent of the Sunday school at the Central Methodist Church, and he was always looking out for someone to teach a class in Sunday school."126 The Lansing High School, as it was then called, had an enrollment of between five and six hundred students. There were twenty two teachers, and the ninth grade was included in the high school curriculum. With such a large institution under his supervision, Hr. Sexton was, no doubt, 125 This information was given to the writer by Edwin C. Izant, historian for the Central Methodist Church, in.a letter dated April 27, 1959. 126 This information was given to the writer by J. W. Sexton, retired Superintendent of Lansing Schools, in an interview April 22, 1959. 140 wise to postpone additional work of this nature. Sexton told the writer, "So later on, to accomodate him, I did take on a Sunday school class down there."l27 Athough Mr. Izant was unable to indicate a specific concerning French's activities, he did affirm his usefulness to the church, especially in the Sunday school. He said that for a number of years French was Assistant Superintend- ent under William Jeffreys, who was also a professor at Michigan Agricultural College. After the death of Professor Jeffreys, Mr. French assumed the superintendency. While superintendent, French, with characteristic thoroughness, conducted classes for the teachers of the various depart- ments. Izant wrote, "Mr. French did, however, conduct during this period, the teacher class in Bible lessons and they were so well handled the writer often took occasion to be at these sessions, which were held in the church parlors Monday nights."128 Sexton described French's work in training the Sunday 127 This information was given the writer by J. W. Sexton in an interview April 22, 1959. 128 This information was given the writer by E. 0. Izant in a letter dated April 27, 1959. ' 141 teachers as follows: Well, while he was superintendent of the Sunday school, every Monday evening he taught the teachers who wanted to attend the lesson for the next Sunday just as he would teach it. And in the way of preparing for a Sunday school lesson, it was the best I have ever struck anywhere, so I never missed one of these meet- ings unless it was absolutely necessary. He would start out by telling the primary teachers how he would handle that lesson with a primary class, and then he'd come up to the adult section, and he'd tell them how he‘d teach that lesson if he was talking to a group of adults. And I have never found anyone anywhere, since then or before, that dared to do a thifg of that kind. It was quite an undertaking, you know. 9 Having attended numerous classes of this sort which French taught, Sexton was able to give his judgement of the man's remarkable teaching abilities. He recalled that French seldom used notes, yet was a forceful speaker.150 During French's active years, there were few more dedicated to the church. He was always available to give his ideas on any subject, and his ideas were always worth hearing. French retired from the superintendency after his health began to fail, but he continued to work in the church by teaching the "men's class". As to his influence in the \ 129 This information was given the writer by J. t. Sexton in an interview April 22, 1959. 150 This information was given the writer by J. W. Sexton in an interview April 22, 1959. 142 church, Izant wrote, "He was the one member of Central who probably had more to say in the designing of the present Temple House, looking forward to it [sic] use as a student center for religious activities and Bible educationJfl-z61 Death On January 1, 1924, death came quickly and dramati- cally to Walter French. He died shortly after completing a epeech of dedication of the new Masonic Temple in Lansing during the early hours of the new year. He had just completed the speech with these words: I wish that I might fall asleep and not awake until the temple is completed.l33 His tired body, ill for the past four years, succumbed as if to the suggestion, and a few moments later, he died. The comment which French wrote concerning his friend and colleague, Henry Pattengill, when Pattengill died six years earlier describes equally well the life of Walter French. He said: It seems to us that his one marked characteris- tic as an educator was inspiration and his one great 151 This information was given the writer by E. O. Izant in a letter dated April 27, 1959. 152 Michigan Education Journal, Vol. I, 1925-4, p. 265. 145 desire seemed to be that the children of Michigan should be so trained that they would be apgg to think higher thoughts and perform nobler deeds. In writing about French's life, Sexton said: We might continue to enumerate the superior qualities of Professor French ad infinitum, because we have known him quite intimately for the past thirteen years, but the real quest is what is the secret of his power and influence? It seems that all these attrib- utes had their foundation in his high ethical and moral ggaracter. This was the real diamond in his life.1 During an interview with the writer, Harry S. Nesman of the State Board of Control for Vocational Education in Michigan made the following statement concerning French: . . . a fairly striking, dynamic personality. Lean, but rugged and strong. He appeared to me as a strong physical being. Certainly with a heart attack with which he died, he must have been a very fatigued man. I mean a tired man. And I recall that he would always do his job plus any job in the community that needed him. Over at a dedication or at a special meet- ing, he was there. He died at a community service, didn't he? He was continually at community service programs. At service clubs and other fvgnts, he was in great demand. He was a great speaker. 3 153 , Moderator-Togics, Vol. XXIII, Ho. 14, (December 5, 1918), p. 215. 154 Michigan Education Journal, Vol. I, 1925-4, p. 265. 155 This information was given to the writer by H. S. Nesman in.an interview February 27, 1959. 144 In memoriam, another associate, J} M. Munson, wrote the following: An inepiring teacher, a constructive educator, a stirling gentleman, an exemplary citizen, a man without fear, and without reproach - all these was Walter French.136 French is still remembered today by many people in Michigan. His name has been given perpetuity through the naming of one of Lansing's largest junior high schools after him. A.1arge bronze plaque was given to the Michigan .Agricultural College by the Michigan Society of Rural Educa- tion, commemorating his name.137 .A number of Masonic Lodges also bear the name of ialter French. Summary Other states had developed agricultural programs by 1908. Searching for a man qualified to organize the Mich- igan Agricultural College Agricultural Education Department, President Snyder chose Walter French in 1908. French began by teaching pedagogy for women as well as men. Extension work of the new department began.as Reading Circles for farmers and their wives. French prepared a four year course for high school instruction in agriculture which was intro- 156 Michigan Education Journal, Vol. I, 1925-4, P0 2630 157 See.Appendix.A. 145 duced in 1908 at North.Adams, Michigan. A maJor problem was to persuade students to become teachers. In 1912 sixteen women completed the domestic sciences and arts program which qualified them to teach. In his second year as head of the department, French served as chairman.for the Michigan State Commission on Industrial and Agricultural Education. This commission laid the foundation for the present Board of Vocational Education. It also recommended state aid, certification requirements - for schools and operating procedures for the Board. As the foremost authority on vocational education in the state, French was among those who supported the Smith- Hughes Act in 1917. He actually established forty seven agricultural courses, but the first World War curtailed their Operation. In 1917 French wrote the law creating the Michigan Board of Control for Vocational Education. This law was used as a model by many other states. The College Extension Reading Course was transfered to the Department of Extension in 1916. It was characteris- tic of French to petition proper authorities to carry on his projects after they were under way and then move on to new ones. Another extension service organized by French was the Boys' and Girls' Junior Agricultural Association. This pro- vided a method for high school students to develop farm projects. It was the forerunner of all adolescent agricul- 146 tural groups in.America. French's plans, purposes, consti- tution, and project outlines were adOpted by the County Commissioners of schools in 1913. In 1911, French assisted in organizing the Associ- ation for Agricultural Education. He was the first secre- tary of the organization. His prime interest was to provide a meeting of school administrators and teachers where new ideas could be exchanged and education for rural high school children could be improved. The first Michigan Agricultural College student teaching center was established in East Lansing High School in 1917. Haslett Consolidated School became the training center for teachers of Home Economics in 1922. French was personally active in locating teaching positions for students during the entire time he was at the college. In 1919-20, French was a Director for the State Board of Control for Vocational Education. He organized vocation- al courses and acted as advisor to the directors of the various departments. French's plans were used by many states. French clearly expressed his ideas on the purpose of education in his frequent speeches and in his classroom teaching. French's views embraced opinions held by today's teachers. First, he believed that the school should 147 transmit the social heritage. Second, it should improve the life of the community. Third, he thought that the school should be an instrument of the state for its own perpetuation. Fourth, he felt that it should provide vocational training. French saw no conflict in these pur- poses. He tried to strengthen the schools in those areas where they were less strong, but he believed all areas were important. French was more interested in techniques for producing learning than he was in types of learning. He felt that subject matter should be taught in relation to specific life situations and that any subject was more meaningful when taught as a part of the various vocations such as farming. Modern educators support French's views in rejecting the transfer of training theory, even though modern practice still considers drills, exercises, appreci- ation lessons, and thinking lessons as separate and distinct entities. The high school curriculum as established by French provided for the unification of all subjects into a related whole. CHAPTER VI CONCLUSION an evaluation.of the contributions of French to education in.hichigan should recognize the enduring founda- tions of our educational system which were caused or assisted by his activities. First, however, one should point out that two factors appear to be reaponsible for the course of French's life. One of these is the rural atmosphere in which French was raised. Farming was the principal occupation of the day, and the belief in its importance to the nation and to the success of its citizens was an important motive for its scientific study. This motivation eventually caused French to become a pioneer educator in the field of vocational education. Second, both of French's parents were teachers as was his grand- mother. The influence of his parents must be assumed to have had a strong impact on his interest in teaching. Public School Teacher and Administrator As a teacher and principal of Hillsdale schools, he was also active in fraternal affairs which he believed worked for civic betterment. He was engaged as a county 149 examiner during the final two years at Hillsdale. Four and a half years of efficient leadership caused him to be elect- ed Commissioner of Hillsdale schools in 1893. Under French the Hillsdale schools became one of the most successful county systems in the State. He used the organization of school personnel as well as the Michigan State Teachers' Association to improve school evaluation, promote school legislation and grading, to develop uniform examinations for teachers, and to acquire adequate libraries and reference books for the county schools. An easay written by French in 1900 after a thorough survey of the work done in other states had a nation-wide influence in the later drafting of the Smith-Hughes Act. French's desire was to promote a professional atti- tude among school personnel. This continues to be a major concern among educators today. He did not feel that the entire responsibility for improving the schools should rest on the administrator, Teachers were closer to the actual school situation. French thought that the ideal administra- tor should be an inspirational figure from Whom teachers sought advice on school programs, a person who led through respect he commanded and through his greater knowledge of school affairs. French's interest in teaching was concerned with the teacher more than the pupil and with method more 150 than with different theories of learning. Throughout French's career, indications are found which show that 1Ewrench was a strict disciplinarian. He felt that interest was the best teacher, but one means of stimu- lating interest was through strenuous effort. He did not believe in keeping the pupil busy only to have him occupied. He often spoke of the busy chase as being the best disciplin- ed and responsive. Here may be seen an inclination of French to reject the "mind-substance" theory of learning which is now generally outmoded. He did not feel that practice or drill had significance because they established right responses. They were useful because they disciplined an individual in concentration which fostered interest. French picked from the learning theories those which experience taught him were practical. Also contrary to the above theory, French felt that motivation should include both material and spiritual needs. He sought rather unsuccessfully to promote high school credit for church school work. He was not concerned as were many of his day with the training of’the physical body with the exception of teaching adequate health habits. It may be that he felt hard work was sufficient to keep the human body in condition. The generalizations concerning learning which French 151 taught to his student teachers are seen by the writer as similar with those accepted today. The following summary by Alberty might well have been expressed by French: 1. 2. 6. Learning is an active process which involves the dynamic interaction of the learner and his environ- ment. Learning is most effective when the learner is motivated by goals which are intrinsic to the activity. The most significant type of learning in a democrat- ic society is characterized by reflective thinking, rather than by mechanical habit formation. When problems are of common concern, group thinking is the most effective approach to learning. Skills, appreciations, and understandings are most effectively developed as a unified whole rather than each in isolation from the others. Transfer of training is most effective when the learning situation is so organized as to facilitate generalization and the rec0gnition of relationships. The development and modification of attitudes is a problem of learning whiih has great significance in our democratic society. There is one fact that stands out about the teaching and supervision which French did. While others may not have followed the principles they taught, French never verbalized concerning desirable behavior which he did not practice fully. Harold Alberty, Reorganizing the High School Curriculum, Revised edition; new York:—TEe Macmillan Co., 1957: pp. 84-5. 152 Law-maker Early in his career, French saw the importance for legislation concerning education. It is remarkable that he studied law and became a lawyer in order to do a better job in this field. Ho evidence exists to show that French ever used his legal knowledge for personal gain. There was adequate knowledge of needed educational legislation, but few men were prepared to draft it. National interest in vocational education developed at the time French was prepared to work most efficiently for the passage of appropriate legislation. The result was that his work became the foundation for vocational education in the State and much of the nation. Changes that have occurred since have served to extend the services to a wider range of the pOpulation of Michigan. While the legislation which still endures was primarily of national concern, French was also interested in the lesser details of school needs. Many of the items that held his attention are now out-dated by technical advances. Some of these were the legal reaponsibility of the local school boards to furnish sanitary outhouses, drinking cups, wash towels and similar items. His efforts in obtaining legislation for school libraries and uniform 153 text books were similar to those of today's educators. He wanted to widen the scope of study for the students and to provide an opportunity for them to learn from more than just their text books. The education councils and rallies were used by French to promote understanding of what the schools were doing. He believed in education for everyone, young and old alike, and that participation in educational affairs by parents was desirable. He did not feel that the schools should be run by anyone but trained educators, but he felt that it was the duty of administrators to provide Opportun- ities for all to learn. The prOper education of the general public was a necessary task in order to obtain support for improvement of the schools. One of French's goals was the improvement of rural schools. He attempted to teach the public that in general the small school was a poor school. He also sought to improve the schools by raising the standards of scholarship for teachers. He did not think that it was enough for a teacher to be fond of teaching, to love children and to be expert in the general area which he taught. He wanted every teacher to be widely informed in every field of learn- ing, to be widely cultured, with a knowledge of science, literature, music and art. It was an ideal condition, but 154 one that French felt must prevail before the youth of America could be prOperly educated. French believed that education for the nation's youth was a means of protecting the nation by developing patriotic ideals in an enlightened citizenry. It was not enough that the children be given the Opportunity to attend school. He felt that the parent who failed to provide an education for his child was committing a crime against society. It was for this reason that French worked to strengthen existing compulsory school laws. Previously, failure to send a child to school was punishable by a fine. French worked to make it punishable by a jail sentence. If it were compulsory on children and parents for the child to attend school, French felt that it should be illegal for a teacher not to attend the teachers' institutes and to improve himself in order to provide the finest training possible. He therefore worked to make it compul- sory for teachers to attend the State Teachers' Institutes if they were to remain in teaching. He desired to spur teachers to greater efforts and thought that those who were indolent should be drOpped from the teaching force. College Brofessor As a college professor, French‘s greatest attribute may have been his ability to inspire his students. It is interesting to note that whatever subject French taught, he frequently referred to it as both a science and an art. The subject was a science insofar as it required scientific study. It was an art insofar as it required initiative and creativity to apply the known principles. The men and women who left French's classes entered into their respective fields of work with the firm conviction that the work which they were to perform would make the world a better place. Those who entered the teaching profession did so, not with regard to the amount of money they would earn, but with the sense that they were contributing a very necessary service to humanity and that they would be repaid by respect, prestige and hard work. French never stOpped studying. Completion of his formal training was merely a stepping stone on which he built. He thought that in a dynamic, changing society, there were only a few permanent rules. There were no firm answers. Few situations required new answers. He felt that only through experimentation could the answers be found. In order to determine the best methods, French 156 studied the educational systems of EurOpe. To him this was one world and there were no boundaries of nationality which prevented him from learning from other countries. In his college teaching, he compared the educational efforts of Germany, Russia and other nations with our own. Today the realization that all nations must work together to build a better world has become the focal point of much of our curriculum. Present-day educators know that all nations need to work for the benefit of all mankind, as did French forty or more years ago. French was an humble man who based his efforts on sincerity. He was therefore forceful and thoroughly inform- ed beyond many of his day. The power of oratory which he commanded made him a public figure throughout his career. When he spoke he related his subject to the needs of the group whom he addressed. This power, based on the wide general background of study which he desired for all educators, was probably the most powerful instrument for improvement of education that Michigan has known. This is affirmed by many men who remember French and longingly wish that there might be another like him to deal with education- al problems today. His work at the Michigan.Agricultural College through the organization of the extension services, of course, has 157 been expanded, but the basic structure of employment services, boys' and girls' organizations, lecture services, and institutes, remains. Bublic Official French urged his teachers to serve their communities. It was not enough to be willing to serve when asked. They should be alert to the needs around them, looking for jobs which should be done. They should identify themselves in every area where work for civic or educational improvements was being attempted. French was a public official much of his life. Probably the central reason was that he followed his own advice. If there was a group promoting improvements within reasonable distance of his location, French was certain to identify himself with that group. From the early years as Superintendent'of Litchfield schools, when he also served as county examiner and teacher, through his positions as County Commissioner, State Deputy Superintendent of Bublic Instruction, President of the Michigan State Teachers' Association, Director of the State Board of Control of Vocational Education, and Head Of the Michigan Agricultural College's Department Of Agricultural Education, French never overlooked an Opportunity to serve. His widespread interests 158 placed him in a position where community leaders sought his advice. He always was ready with advice and was usually well informed. Probably his most remarkable work as a public Official was the planning Of the State Board of Control for Vocational Education at the same time that he was organizing the Department of Agricultural Education in the only state institution designed to prepare teachers under the Smith- Hughes Act. .Summary The activities of Walter French made him a unique individual in education. There were men who studied the subject and who gave to others the ideas which formed much of the basis for organization, theory and methods. Many men grasped the ideas and assisted in promoting them for the good of education. French, too, unhesitatingly worked to establish them. More than this, however, he considered the ideas, built upon them, and using his experience, selected from the ideas of other men those which he considered practical. The result was that the philosOphy, educational ideals, and organizations which he formed or helped to form. remain influential today. The purpose of this study has been to describe the 159 contributions of walter French to education in Michigan and to evaluate their influence. The findings indicate that Trench'was a theorist as well as an innovator. He developed new ideas in education, than implemented and publicized them. His new program in agricultural teaching was responsible for a revision.of attitudes toward vocational education. His project method of teaching vocational subjects produced a practical method of teaching academic subjects in relation to realistic life goals. This study shows that French had a profound influence ‘ on the development of the schools of Michigan and on vocational education in the nation. He was considered a leader by other men in his field. He was also an inspiring teacher in terms of his ability to inspire those who sat in his classes, in terms of his capacity to idealize the role of the teacher in the community, and in terms of his will- ingness to change with the times. Many of the innovations he pr0posed continue to have acceptance within the profession. He well merits his place among the pioneers of Michigan education and national vocational education. BIBLIOGRAPHY Primary Sources Periodicals The Eleventh Yearbook g: the National Society for the Study 3: Education, IIIinois,_l900. Michigan School Moderator, Vol. XXI, April 18,1901, to VoI. XXIII, Decembef*18,1902. Moderator- -T0pics, Vol. XXIII, January 8,1903, to Vol. XL, October 9, I919. Government Publications Annual Reports of the Superintendent of Public Instruction, HIcEIgan, idgs- I924TS Annual Report of the Secretary of the State Board of Ig r c Michigan,1908:f921f General School Laws, Michigan, 1893. Public Acts 9£_1895, Michigan, 1895. Report of the Michigan State Commission on Industrial and _wAgrfiuItural Educatf‘T‘on Michigan, 19175. Newspapers The Michigan‘Farmer, September 28, 1895. The State (Lansing, Michigan) Journal, January 4, 1924. 161 Bulletins Michigan.State Farmers' Institutes, Institute Bulletin No. 9, August, 1905; Mo. 11, August, 1905; No. 15, July, 1909; No. 16, July, 1910. Interviews Harold M. Byram, East Lansing, Michigan, March 9, 1959. Raymond M. Clark, East Lansing, Michigan, March 16, 1959. Vernon w. Downing, Litchfield, Michigan, April 29, 1959. Horace L. French, Lansing, Michigan, March 15, 1959. Lynn G. Heatley, Midland, Michigan, March 18, 1959. Edwin O. Izant, Lansing, Michigan,.April 27, 1959. Robert S. Linton, Okemos, Michigan, March 16, 1959. Everette L. Marshall, Ypsilanti, Michigan, May 6, 1959. Harry E. Nesman, Lansing, Michigan, February 27, 1959. Harold A. Schaberg, Lansing, Michigan, April 30, 1959. J. W. Sexton, Lansing, Michigan, April 22, 1939. Forrest A. Smith, East Lansing, Michigan, April 19, 1959. Keats Vining, Grand Rapids, Michigan, April 6, 1959. Secondary Sources BiOgraphical Albums Beal, W. J., Histor of the Michigan.Agricultural ggllege, Lansing: W?fikoop,'fiallenbeck, CranOrd Co., l9l5. 162 Educators o£_Michigan, Chicago, J. H. Beers and Co., 1900. Kuhn, Madison, Michigan State, The First Hundred Years, 1855-1955, Last LansIng, The Michigan State University Press, I955. Periodicals Michigan Education Journal, Vol. I, 1923-4. Unpublished Essay Byram, Harold M., Historical Sketch of Agricultural Educa- tion in_the Public schools 9§_Micfiigan, MichiganTState finiversity. Other Sources Alberty, Harold, Reor anizin the High School Curriculum, New York, The MacMiIIan.Company, I957, 530 pp. Conant, Bryant James, The American Hi School Today, New York, MoGraw-Hill Book Company, 9 9. 140 pp. Kandel, I. L., American Education in the Twentieth Century, Cambridge, HarvardIUfiiversity Press, I907. 239 pp. McClellan, Grant S., America's Educational Needs, New York, The H. w. Wilson Co., 1958.I269 pp. Mead, Margaret, The School in American Culture, Cambridge, Harvard University Press, 195I. 18 pp. APPENDIC ES 164 .qonaagcm gaugeunwd Mo nonpoaonm 33. no.“ doggoowg «5. ha. 333% Hopawa on c3333. 29de 4 Hangmd 1862 1866 1869 1878 1882 1883 1886 1888 1890 1892 1893 165 APPENDIX B CHMONOLOGY Born in Cuba, New York, January 28. Moved to Otsego, Michigan. Entered Otsego Elementary School. Entered Otsego High School. Graduated from Otsego High School. Traveled to South Dakota and remained nine months. Spent the next three years doing agricultural work and teaching rural schools in the winter. Married Miss Cadie M. Chaffee, June 24. Entered.Michigan State Normal College at Ypsilanti, Michigan. Graduated from the two year Latin-Scientific course, . Michigan.State Nermal College. Employed as teacher and superintendent of the school at Litchfield, Michigan. Employed as county examiner for Hillsdale county. Became a member of the Michigan State Teachers' Association. was appointed a member of the Michigan Board of Visitors. Was raised to a Master Mason in the Masonic Lodge. Resigned as Superintendent of Litchfield Schools. Elected as County Commissioner of Hillsdale Schools. Began his activities in the Commissioners' Section of the.Michigan.State Teachers' Association. 1893 1894 1895 1896 1897 1898 1900 1901 1902 1903 166 Elected a member of the Committee on Needed Legisla- tion of the Michigan State Teachers' Association. Began to work for uniformity of text books and for school libraries. Began to organize the school officers' and teachers‘ associations of Hillsdale county. Began holding fiRound Table" discussions to assist teachers in their work. Divided Hillsdale county into four districts and held a district teachers‘ meeting once a week to allow him to discuss problems with every teacher. Began the first of the Inspirational Institutes of Hillsdale county. Elected President of the Commissioners' Section of the Michigan.State Teachers'.Association. Served on a Committee of Resolutions to deve10p school laws through the Michigan State Teachers' ,Association. Reported results of his survey of the use and need for state subsidy for education. Elected to the Office of Deputy Superintendent of Public Instruction. Passed bar examinations and became a recognized leader for school legislation throughout the State. Prepared the course of study for County Normal Train- ing Classes and organized the first thirty-six classes. Served as a Judge of Memorial Day essay contests-for this and the following year. Served on the Legislative Committee of the Michigan State Teachers' Association. Elected as a member of the executive committee of the Michigan State Teachers' Association. 1905 1906 1908 1909 1910 - 1911 — 1912 ~ 167 Assisted in preparing a plan for holding meetings of the school officers of the counties of Michigan. Organized a movement to purchase a memorial to John D. Pierce, the first Superintendent of Pumlic Instruction for the State of Michigan. Prepared and delivered a paper upon past, present, and future Teachers' Institutes, outlining their faults and possibilities. Became the Head of the Agricultural Education Depart- ment of Michigan State Agricultural College and organized the courses of study in PedagOgy. Established the first four year high school course in agriculture at North Adams, Michigan. Organized and established the first high school courses in agriculture for the State, based on the North Adams program. Organized the extension service of Michigan Agricul- tural College in the form of Reading Circles for farmers and their wives. Served on the Michigan State Commission on Industrial and Agricultural Education as chairman. Was awarded the honorary degree of'Master of PedagOgy by Michigan State Normal College. Organized the teacher employment service at Michigan Agricultural College. Worked as a member of a two man committee with Professor Kedzie to organize a student employment service assisting students to remain in school. Assisted in organizing the Association for Agricul- tural Education. Established a high school lecture program for farmers and students as a part of the College Extension Service. Developed the constitution and organized the first 168 Boys' and Girls' Clubs, providing plans for proJect work. 1914 - Deve10ped a visitation procedure for students of education to observe actual teaching situations in the public schools. 1917 - Assumed the title of Director of Agricultural Educa- tion at Michigan.Agricu1tural College. Drafted the law for the formation of the Michigan Board of Control for Vocational Education. Successfully assisted in promoting the enactment of the Smith-Hughes Law. Established the student teaching center in East Lansing High School. 1919 - Served as Director for the State Board of Control for Vocational Education. Organized the vocational courses to be given in the public schools. Prepared a plan for Vocational Education in Michigan. 1920 - Served as Director and advisor to the State Supervisors of Agriculture and Home Economics and Trade and Industrial Education. Assisted in developing the plans for part time schools in Michigan provided under the James Law. 1924 - Death, January 1. 169 am a a a mad 00a 00.000sa nose? no: Han» SS anemone» Had madame Acumen on» an ceases neeeoa aooeoe Ho eoeeopea can» Ho .os opemoaww4_unomeuop Ho .oa made Ho .02 scnuaano no .02 couscoppocsfl dupes 00.m00.aaa 00.09» 00.05% 00.nmeaa 000.0Ha 0aa noses sum. soaaecupaea use nonspacnoqno anemone» Ho mamas oosocdopquoqflu manomosm daemon Ho H.309 hgpsos omgopd no... 0 Ma 0503 s03 use» academia .3» auto .8253 393.30 Ho .02 .omma .H .8533 93% 3% 8.3.. MOW ROOMOm QHEOBE Mom mOHamHeam .Hoomnum game 0 ”Hafiz 170 a o m m... a m a a a a a e a a m o 2 i 2 5 0 9 so. 3 6 7 S. . .. MW 7 a my s88; some Q0803 nos dose; 082 nose; nos maoomom maoomom consumes 039.5 mamas anomodop ...8 names» menace cohoaqso conga: Edges awaken; momma dopoa Ho .3 opamoumwn‘ mnomoeop Ho .oz anemone» Ho .24 .OOmH .n .ammm GZHBflm a» any mom HaZDoo angHm Hm macaw. ho Bfiagogfi Q NHszmg 171 ,APPENDIX E Resolution by Michigan Agricultural College Faculty Relative to Walter French Faculty called to order by President Shaw. Secretary presented to the Faculty resolutions relative to Professor W. H. French, as follows: "To the Faculty: Walter Hiram French became a member of this faculty a Professor of Agricultural Education in the fall of 1908. Professor French was a Michigan product, having been reared on a farm in Hillsdale county. Trained in the public schools of the State he had been throughout his entire life a devoted and inspiring promoter of classroom and administrative activities in public education. His varied experience in the teaching profession prepared him preeminently for service in a new field of endeavor, the deveIOpment of education in Agricul- ture and Household Science. This was pioneer work for nowhere in modern society thus far had the facts of Agriculture and Home Economics been utilized as a means of educational training. Upon this appointment at M. A. C. Professor French proceeded to devote him- self to the organization of pedagogical courses in the 172 College, courses which he himself taught for many years, and to promote courses in.the various aspects of Agri- culture and Home Economics in the curricula of our High Schools witth. a. C. trained men and women as teachers for the most part.- In 1916 in response to and in compliance with the Smith-Hughes legislation he led in the program of educational effort which terminated in the organization of a training school for teachers in those subjects - Agriculture and Home Economics - in connection with the East Lansing and Haslett High Schools. In all phases of his educational program of the college and the State, the hand of Professor French was apparent, and no more convincing testimonial to the efficiency of his achievements can be offered than the fact that other states accorded his plans the heartiest of com- mendation and acceptance. Today Agriculture and Home Economics are recOgniz- ed as essential parts of our educational system in Michigan, and in future years as the perspective of our educational system is more fully envisaged a large measure of credit for the initial steps in this type of education will belong to our recent associate and 173 colleague of this faculty, Frofessor Walter H. French. Reapectfully submitted,“ Moved by Dean Hedzie that this report be made a part of the faculty minutes and a copy placed in the hands of Fresident Shaw for the Board of Agriculture. Carried. February 4, 1924.