5280' 1^ STATE OF MARYLAND PUBLIC SCHOOL SYSTEM BY-LAWS -INCLUDING- NEW COURSE OF STUDY FOR ELEMENTARY AND HIGH SCHOOLS ADOPTED BY THE STATE BOARD OF EDUCATION 1908 \90& BY-LAWS, RULES AND REGULATIONS FOR THE ADMINISTRATION PUBLIC SCHOOL SYSTEM STATE OF MARYLAND. ADOPTED BY THE STATE BOARD OF EDUCATION February 22, 1905, Revised August 29, 1908, And Published by Its Authority. MELVIN & JOHNSON, PRINTEBS AND PUBLISHERS, DENTON, MD. n. Of 0. \ 0| E. 4 Btpnttmmt of Iburattott. Office of the State Board of Education, ) Annapolis, Md., August 29, 1908. '[ To the Teachers and Officials of the Public School System of Maryland: At a meeting of the State Board of Education held this day, the fol- lowing By-Laws, Rules and Regulations for the administration of the Pub- lic School System of the State of Maryland, adopted February 22, 1905, were revised to make same consistent with the Acts of Assembly of 1904, 1906, and 1908, relating to public education. The revised course of study, embodying eleven year grades, is also included herewith. It is the request of the State Board of Education that a copy of same shall be placed in the hands of every Public School Teacher in the counties of the State. Respectfully submitted, AUSTIN L. CROTHERS (Governor), President M. BATES STEPHENS, Secretary. ZADOC P. WHARTON. CLAYTON PURNELL. ROBERT C. COLE. RUFUS K. WOOD. WILLIAM S. POWELL. THOMAS H. LEWIS. By-Laws, Rules and Regulations. ARTICLE I. STATE BOARD OF EDUCATION. 1. The State Board of Education shall hold regular meetings on the last Wednesday in May, August, November and February in every year, and special meetings in pursuance of adjournment, or at the call of the President, the Secretary or any three members of the Board. 2. It shall be the duty of the State Board of Education: a. To cause the provisions of the school law to be carried into ef- fect, and, if necessary, to institute legal proceedings for that purpose with the advice of the Attorney-General ; b. To enact By-Laws, Rules and Regulations for the proper and efficient administration of the Public School System not at variance with Article ^7 of the Code of Public General Laws of Maryland, which By- Laws, Rules and Regulations when enacted and published shall have the force of law ; c. To suspend or remove any County Superintendent who may be found inefficient in or incompetent for the discharge of the duties assigned him or guilty of such moral delinquency as unfits him for the office he holds ; d. To exerci?e a general care and supervision of the public school interests of the state, explain the true intent and meaning of the School Law, decide, without expense to the parties concerned, all controversies and disputes that may arise under it (and its decision shall be final), act as assistants and advisers of the various County School Boards, and to issue in connection with the By-Laws, Rules and Regulations, as a part thereof, circulars containing the rulings of the State Board of Education respecting the true intent and meaning of the Public School Law; e. To make a report to the Governor of the State, annually, on or before the first day of January, of the condition of the schools, a state- ment of the apportionment of the school fund, abstracts of County School Boards' reports, including receipts and disbursements of said Boards on account of running the schools, prescribe a uniform series of blanks for the teachers and County School Boards, and to require all accounts to be kept and returns to be made according to such forms, and to issue, from time to time, circular letters and pamphlets to teachers and county school offi- cials on topics connected with the administration of the schools; f. To appoint the Principal and as many assistant teachers of each of the State Normal Schools as may be necessary and to fix their salaries, except such as may be fixed by law, arrange and prescribe a normal or professional course for each State Normal School or Normal Department receiving State aid, and also shall prescribe the age and scholastic attain- ments of students to be admitted to the academic course, fill vacancies in scholarships to such State Normal Schools and Normal Departments re- ceiving State aid, to admit pay students to such State Normal Schools and Normal School Departments and to act^s trustees for and supervise same in every particular; g. To prescribe a course of study for the public schools of the State, including the High Schools, Manual Training and Commercial De- partments ; examine candidates for the office of County Superintendent when requested by the County School Board, and, when found qualified, to give a certificate to that effect; grant professional or life certificates to teachers of long experience and established reputation, under such con- ditions and regulations as the State Board of Education may adopt, which shall be valid until revoked for cause, and to prepare and furnish a list of books suitable for pubhc school libraries ; h. To receive and hold on deposit in some banking institution, to be selected by the Board, all monies to which it is entitled by law, and to disburse and pay out same upon the order of the Board by the check of its Treasurer countersigned by the Secretary of the Board ; receive and hold in trust all donations or bequests of money or personal property and all grants and devises of lands for the benefit of any Normal School or Nor- mal Department, and carefully examine the applications of all persons asking to be placed on the "Teachers' Retired List," deciding which ap- plicants are worthy to be placed on such list to receive an annual pension, and to certify such names to the Comptroller. 3. An honorary member of the State Board of Education may attend any regular meeting thereof, and shall have the right to be heard upon any question affecting the interests of the school represented by him, but shall not have the right to be present at executive sessions of the Board, which sessions shall be attended only by the active members of the Board. ARTICLE IL STATE SUPERINTENDENT OF PUBLIC EDUCATION. 1. The State Superintendent of Public Education is the executive offi- cer of the State Board of Education and is ex officio a member thereof and its Secretary. He shall conduct the correspondence of the State Board, keep its records and prepare the Annual School Report. 2. It shall further be the duty of the State Superintendent of Public Education : a. To inform himself and the State Board of Education of the con- dition of the Public Schools throughout the State, and to diffuse informa- tion among school officials and teachers as to the best methods of teaching; b. To cause to be printed and distributed to the Public School Teachers of the State, each year, a pamphlet for the proper observance of Arbor Day, a teachers' manual of prescribed work for the county institute , the proceedings of the Marjdand State Teachers' Association, and such other circulars and printed matter as will encourage the work of public instruction and promote its uniformity; provided all bills for such expen- ditures shall be approved by the State Board of Education ; c. To receive and present to the State Board of Education the re- ports of the various Board of County School Commissioners and to ex- amine said County Boards' statements of expenditures of school funds and submit his judgment of the same to said State Board of Education; d. To endorse such Normal School diplomas from other States as he may deem proper, and when so endorsed they shall be legal certificates to teach in any Elementary Public School of the counties of the State until revoked ; e. To arrange dates for Teachers' Institutes and assist the County Superintendent in the preparation of the program for the same, and to at- tend and preside over said institutes when in session, if possible, and giv^, % and 6. Icosahedron. % size. Ratio work. 7. Pair of Steps. 8. Greek Cross. 9. Oblong Tray. 10. Box with Cover. 11. Hinge Box. 12. Bill Holder. 13. Hexagonal Tray. Modifications of these t}'pe forms, and applications of same. Mats, boxes, > trays and receivers of rectangular, triangular, hexagonal, octagonal, coni- cal, and other geometrical forms. 6s Desk pad, sewing basket, file case, envelopes, note book, card case, port- folio, art book, lantern, brush, broom holder, church window, windmill, holi- See Note under Fourth Grade. day gifts. E'ementary Straight Edge Cut, Plant label, key tag, calendar back, Wood-work. Cross Grain Cut. Di- match scratch, thermometer back, agonal Cut, Convex sail boat, sun-dial, bracket shelf, Cut, Concave Cut, weather vane, penny bank. Whittling, Sawing, Planing, Squaring, Fil- ing, Sandpapering, Sim- ple Carving, Staining. Waxing. Clay. Learn the names and facts illustrated by a study of the fol- lowing type solids: i. Prolate Spheroid. 2. Ovoid. Model these forms in clay. Model pig, elephant, turtle, dishes, eye- glasses, lenses, photograph frame, fan, pears, lemons, mouse, fowls and birds, bird's nest and eggs. Model in relief con- ventional leaf forms, grasses, geometric and simple forms, conventional and geometrical designs applicable to tiles and panels. Note:— In the Clay Modeling Course, more work has been suggested than can be done in any one year, leaving room for choice for year, ac- cording to local conditions. The work may also be extended to grades higher than the Fifth. In all lower grades use as much as possible in connection with lan- guage, story telling and nature study. Indian bowls with borders, vases, furniture, and still life forms, etc., ma^^ when dry, have the borders colored with crayon or water color. Should advanced work be desired, it should take the form of: i. Tiles (Incised, using two tools, viz: one scraper for background, and one steel tool for incising designs.). 2. Candlesticks. 3. Bowls. 4. Vases, etc. In the upper grades, the process should be much more careful, as ob- jects can be fired, after which glazes are put on them in blues, greens and browns, according to taste of individual. Draii'ing. Give exercises in blending colors. Draw leaves, plants and flowers, and color same. Draw and color various fruits : apples, peaches, pears, bananas, etc. Use convention- alized leaf in border design, and color. Draw Greek cross, frame work, etc. Draw outline of fish, cat, rabbit, horse, boy, etc. (Use water colors ) SIXTH GRADE. Principles: Manual Training in the upper classes assumes a more specialized form, and greater emphasis is laid upon technical skill. While the models made are still those connected with the various interests of child life, they lead gradually along the line of the great industries. It is suggested that talks be given to the pupils on the history of our great American Industries, so as to give them a view of centres other than those connected with their home, school, or play life. Every opportunity should be given the child for the expression of his own ideas. To this end di- rections are to be given in response to questions, rather than for mere 66 dictation. The child is encouraged to observe for himself; and after cer- tain fundamental processes have been mastered, free scope should be given for inventional work. The outline as planned for the following grades is suggestive only. Changes may be made whenever it is advisable to bring the manual train- ing into closer relation with other grade subj ects, such as : number work, science, literature, history, geography, nature study, drawing. Emphasis is laid upon increasing accuracy in the use of tools and materials, upon the first steps in the simplest working drawings, and upon neatness, good proportion, solidity, and proper decoration. Every model made should be some useful form, but the different models made by the same grade of pupils throughout the State, should involve the same principles. This statement, however, should not be construed to mean that exceptional pupils are to be held back. The models to be made may be divided into four classes, as follows : 1. Practice models, intended to introduce the pupils to the simpler tools. 2. Models with an applied design, given for the purpose of developing appropriate designing. 3. Original or suggested models, intended to develop the originality of the pupils. 4. Communal models, which may be either something original on the part of tlie pupil, something for the home, class-room, or shop, or possibly some piece to be used m the class-room for an experiment in physics. l"he teacher should make a stud}'- of every model planned, so as to bring out the most thought from the pupil, especially along the following hnes : a. The making of the mechanical drawing. b. The best mechanical construction. c. The care and proper use of tools. d. The practical application of this instruction. Models made by the pupils of the Sixth Grade should be put together with nails, screws, or glue, using only the "butt joint." The models by the pupils of the Seventh Grade should be put together in such a manner as to include the methods employed in the Sixth Grade, and bolts, or any other fastening device, using only the housed and lapped joints, dowels and battens. The models made by the pupils of the Eighth Grade should be put together in such a manner as to include the methods employed in the Sev- enth and Sixth Grades, and the simpler forms of the mortise and tenon, and the dovetail joints. Following are a few suggested models for carrying out the forego- ing suggestions in the Sixth, Seventh and Eighth Grades : SIXTH GRADE. Time— 40 hours per year. No. Models. Tools. Processes. 1. R u 1 e r, key Plane, try-square, mark- Planing, gauging, meas- board. ing gauge, back saw, uring, sawing cross grain bench hook. with back saw, sand pa- pering. 2. Flower pot rest, Additional tools, brad New processes, nailing, nail box. hammer, nail set. nail setting. 3. Wall pockets. Additional tools, simple New processes, chiseling brackets, use of chisel and inside and gauging, staining. whisk broom gauge. holder. 4. Glove box with Shoot board. Planing end grain, bevel- lid, ling. 67 I. Small shelf. Drawing: Study pose and movement. Draw boy stand- ing, boy jmnping, boy catching. Draw horse standing, horse running, horse jumping fence, etc. Draw leaves and simple designs from casts in relief. Draw the open hand, the clenched hand, from cast. SEVENTH GRADE. Time— 50 hours per year. See Principles stated under Sixth Grade. Crosscut and rip saw Laying off and planing, and continued practice and sawing obliquely, with tools already intro- duced. 2. Paper knives, coat hanger. 3. Necktie rack, towel roller. Spoke shave, brace, gim- let bit, screw driver. Counter sink, continued practice with tools ex- plained. Saw kerfing, use of spoke shave, boring. Use of flat head screws, half lap joint, methods used in preceding mod- els. 4. Square top four Continued practice with Half lap joint, gluing, legged stool. tools explained. polishing by means of wax. 5. Knife anH fork Compass saw, auger bit box. and wood file ; continued practice with tools ex- plained. Housed joint, boring with auger bits, wood filing. Drazving: Charcoal. Begin charcoal by drawing and shadmg a type solid, a jug, or a vase. Draw and shade a group of solids. Discuss and demonstrate the difference in representing textiles and solids — glossy and dull surfaces. EIGHTH GRADE. Time— 50 hours per year. See Principles stated under Sixth Grade. 1. Inkstand. 2. Two-legged stool. 3. Umbrella rack. 4. Book racks. 5. Book shelves. Continued practice with tools explained. Bevel, hand screw ; con- tinued practice with tools explained. Clamps, continued prac- tice with tools explained. Continued practice with tools explained. Continued practice with tools explained. Paring with chisel and gauge, cutting blind mor- tise, making and using template. Notching, counter-bor- ing, dowelling. Blind mortise and tenon joint. Bracing, housing or dovetailing. Through mortise tenon joint keying. and Drazving: Charcoal continued. Draw and shade — bottles, vases, candles, lanterns, old shoes or boots, umbrellas, hats, caps, books, etc. Practice outline work, and blocking in. Give frequent time sketching exercises. 68 NINTH GRADE. Time— so hours per year. The work in this and succeeding classes should involve much of the originality of the pupils in the design of the models, and those principles should be taught which are of vital concern to the boy in developing a broad-minded, well-trained man. The models of the Ninth Grade to include the miter joint, open mor- tise and tenon, blind mortise and tenon, and dovetail joints, in addition to those employed in preceding grades. Models : Six or eight-sided taboret, or a table with drawer, or a standard size chair of the mission style. To be tattght: Types of wood suitable for the same. Size of parts with reference to strength and beauty. The functions of the different joints used in construction. Staining of models with reference to specific needs. Plans should be made before construction is started. The models may be suitably decorated by insized carving, carving in relief, or inlaying. The models should be designed in accordance with the needs of some specific school or home pr oblem. Drawing: Charcoal, continued. Draw and shade leaves, fruits and flowers from cast in relief. Draw a face in profile from cast in relief. Study the face, and draw the parts — eye, ear, nose and m.outh, mouth and chin, etc^ TENTH GRADE. Time— 50 hours per year. The work in this grade should include models relating to the scientific branches taught, involving, if possible, the principles of mechanics, fluids, electricity, heat, light, sound, and the laws of falling bodies. Suggestive Project: Induction Coil. Design of box, size of core, primary and secondary winding, contact breaker, bonding posts, and handles. Battery elements. The teacher here should require the class to make a study of the prin- cipal ways in which electricity is produced, and the principal types and kinds of electricity. Effects of electric currents, and how these are em- ployed by man. Reference: Induction Coil and Coil Making — H. S. Norrie. How Two Boys Made Their Own Electrical Apparatus — Thomas M. St. John. Manual Training Magazine for December, 1907. An essay of 700 words should be required of each student, describing induction. This work should be taken up after a mutual agreement between the teacher of science and the manual traming instructor. Begin the making of physical apparatus. If it is not deemed feasible to follow the outline here suggested, it is recommended that one of the following supplementary models be substituted. 1. Desk chair. 5- Magazine stand. 2. Library table. 6. Morris chair. 3. Medicine cabinet. 7- Writing desk. 4. Upholstered stool. 8. Boat. In this case the suggestions given under the Ninth Grade are to be followed and extended. Apply tools and processes used in preceding grades and amplify same. Draxving: Charcoal, continued. Draw the face from block- head cast. Draw faces from various casts. Draw figures from various casts at the same time, paj'ing particular atten- tion to pose, poise, action, repose, etc. Note. — It is suggested that the type solids used in the Drawing Course be the usual models furnished by any reliable supply house. Where this is impossible, the models may be constructed inexpensively by students in upper grades. The casts mentioned should be the part of the equipment of every Manual Training School. TENTH GRADE.— Supplementary. The study of bees. The design and construction of a modern hive. The breeding, feeding, and care of bees. A study of the honej'-producing plants. A study of the commercial aspects of an apiary. Reference: United States Agricultural Department Bulletins. ELEVENTH GRADE. Time— 45 hours per year. The design and construction of a house or building intended for some specific use, in accordance with the modern methods of framing. It may take the form of a model of a barn, or a frame house which is large enough to be used as a play-house on the campus. Deve.opment of beams, girders, struts, weather boarding, flooring, window framing, door framing, rafter cutting, (the length of rafters should be worked out using the solution of the right triangle), shingling, door and window construction, lathing, plastering, finishing, etc. A study of heating; ventilation, and plumbing can very profitably be made at this time. Plans should be made before construction is started. An essay of at least 800 words should be required of each student ex- plaining fully this work. A COURSE OF STUDY iN PLIABLE MATERIALS. If, because of local conditions, or for other considerations, it is de- sired to give a more complete course in textiles than the regular outline requires, the following sequence is suggested. A little, or all, of this may be done, if taken up in order, without in any way impairing the value of the course as a whole. SECOND GRADE. Subject. Mat erial. Model. Wrapping. Cardboard, mailing tubes Napkin ring, picture frame, and raffia. pinwheel or penwiper, pin cushion, hairpin receiver or work-box or drinking-glass 70 Crocheting, us- ing the fingers instead of a hook. Cotton twine. Horse-lines and chain for whistle, hat, or basket. whip, or or rug, or Weaving, card- Wool, or carpet yarn, or Rug or mat. board loom. jute, or rags, or silkaline (i inch on bias), or ravellings, or raffia. THIRD GRADE. Braiding. Cord, or carpet yarn, or raffia, or tissue paper, or corn husks. Mat, broom holder, or schoolbook bag, doll's hat. Weaving, card- board, or sim- ple wooden loom. Macrame cord, or carpet Doll's hammock, warp. Weaving.wood- en loom. Raffia. Cushion or porch pillow. Spool knitting. Wool or carpet yarn. Wash-cloth, or doll's Tam- o'-Shanter, or cap for pupil Knotting. FOURTH GRADE. Raffia, or cord. Twine holder or shopping bag. Weaving. Rattan. Mat, round basket with per- pendicular sides. Round or oval basket with curved sides. FIFTH GRADE. Basketry. i. Soft coil basket, making the coil of raffia, wool twine, corn husks, pine needles, wire grass, flags or rushes, rye, oat, or wheat straw, hay, hemp, sweet grass, or cat-tail leaves. 2. Basket, tray, or plaque, in Lazy Squaw or Tie or Strap Stitch, design in one color. SIXTH GRADE. Basketry. i. Basket, tray, or plaque, in Navajo or Figure 8 stitch, design in one or two colors. 2. Basket, in Indian or Pomo Stitch. 3. Basket, in Knot or Lace Stitch. P'ROGRAM ME COURS E OF STUDY Intended to Assist the Public School Teachers of the Counties of Maryland in Making Up Schedule of Recitations for New Course of Study. The Division of School Time is Given TO Show Teachers the Relative Importance of the Several Group Studies. There Must Be Such an Alternation of Studies in Fifth Grade as Will Prevent More Recitation Periods than Ark Practicable. Branches. Hirst Year Grade Skcond Year Grade Third Year Grade Fourth Year Grade Fifth Year Grade Sixth Year Grade Seventh Year Grade 10 lessons a week. 5 lessons a week. 3 lessons a week. 10 exercises a week. 5 exercises a week. 3 exercises a week. Teach in Conuection with Reading lessons. *i lessons a week from text book. English Grammar. . Oral with language and composition lessons. *4 lessons a week with text book. Teach in connection with Reading lessons. 5 lessons a week with text book. Spelling lists. Fifth grade, J< lessons a week. (Etymology) 5 les- sons a week from text book. 5 oral lessons a week. 5 lessons a week from text book. 2 lessons a week. Oral lessons. Correlate with Nature Study. 5 lessons a week from text book. 3 lessons a w'k f'm text book U. S. History Oral les- sons. Cor. withgeog 5 lessons a week. 3 lessons a week. 3 lessons a w'k f'm te.xt book 3 lessons a w't- fm i text book 1 Element' RY Science -II- Hygiene. Fifty minutes a week. Sixty minutes a week. Physical Culture.. Daily exercises. Sixty minutes a week. Hist, of Maryland. -II- Constitutions 1 1 1 2 lessons a week from text book. Morals & Manners.. One lesson (topic) each week. The talk by teacher should be reproduced by pupils as composition lesson for following day. Civics Oral lessons. Correlate with History. 5 lessons a w'k f'm text book *Begins second half year. TABLE SHOWING PROPORTION OF PUPILS' TIME FOR EACH GROUP. Basis 100. Group I. Group II. Group III. Group IV. Group V. | First Year Grade .48 1 .14 .12 .10 .16 Second Year Grade. . . .48 .14 .12 .10' .16 Third Y'ear Grade .40 .18 .16 .10 .16 Fourth Year Grade. . . .32 20 .20 .12 .16 Fifth Year Grade .30 [ .18 .24 .12 .16 Sixth Year Grade .3- . .18 .20 .14 .16 Seventh Year Grade.. .32 .15 .18 .20 .15 yjRARY OF CONGRESS 019 757 312 LIBRARY OF CONGRESS nn.