ANUAl AND COURSE OF STUDY LB 1561 .T4 A3 1919 ELEMENTARY GRADES -rtJBLIC SCHOOLS OF TEXAS 1919 ANNIE WEBB BLANTON State Superintendent of Pubiic Instruction BILLETIN 105 SEPTEMBER 1, 191 ISSUED BY THE DEPARTMENT OF EDUCATION STATE OF TEXAS Gass--^ L) i-~ L) ( ^ ' C3 Book. 1 MANUAL AND COURSE OF STUDY ELEMENTARY GRADES PUBLIC SCHOOLS OF TEXAS 1919 ANNIE WEBB BLANTON State Superintendent of Public Instruction BULLETIN 1 05 SEPTEMBER 1,1919 ISSUED BY THE DEPARTMENT OF EDUCATION ^ - STATE OF TEXAS r^ /^^J6^4^^^^^>5^ THE STATE DEPARTMENT OF EDUCATION Annie Webb Blanton, State Superintendent of Public Instruction DIVISION OF ADJIINISTRATION E. L. DoHONEY, First Assistant Superintendent Emma Mitchell, Second Assistant Superintendent Katharine Gray, Third Assistant Superintendent DIVISION OF HIGH SCHOOL SUPERVISION S. M. N. Marks, Chief Snpervisor Peyton Irving, Jr.; Hallie Jameson, W. B. Mikesell, Mary Jo Popplewell, Mrs. R. L. Ragsdale, Charles M. Rogers, Anita Whatley division op rural schools L. D. Borden, Chief Supervisor W. H. Bowman, W. E. James (Secretary), Mrs. Ella F. Little, Elfleda Little.tohn, T. L. Shepard, Carrie Bell Sterrett, Hattie Triplett, Georgia Walker division of negro schools L. W. Rogers DI^■ISI0N OF vocational education J. D. Blacicwell, Director of Agriculture C. L. Davis, Assistant Director of Agriculture J. H. Hinds, Assistant Director of Agriculture Agnes Ellen Harris, Director of Home Economics Lillian Peek, Assistant Director of Home Economics N. S. HuNSDON, Director of Industrial Education Dorothy Sells, Assistant Director of Industrial Education division of statistics Mrs. J. B. Gay, Statistician B. F. Lowrie, Assistant division of audits and accounts 0. p. Basford, Auditor Amy t^. Allen, Assistant division (;f certification of teachers Selby Attwell, Certificate Clerk Alma Boothe, Assistant division of text book administration Minnie Lee Barrett, Director C. P. Rumph, Assistant Director E. L. Byrns, Mrs. R. L. Pillow, H. W. Sauer, A. S. Thweatt, Randolph Warren DH'ISION of correspondence AND SUPPLIES Mrs. Edith H. League, Correspondence Clerk Katie Belger, Anne McDonald, Fannie Medearis, Adeline Niles, • Hortense Osborne, Marguerite Quinn, Kittie M. Shands, Mrs. Pearl Smith, Vernon Stohl, Irene Tannehill, Stenographers state board of examiners T. G. Harris, Chairman and College Examiner Mary Moss Richardson r. j. Richet state board of education W. P. Hobby, Governor, Chairman Geo. F. Howard, Secretary of State L. W. TiTiife, Comptroller Annie Webb BLANx o j r , & tate. ^ ^Stiim'mt-»frdent and Secretary j UIVISIUIl Or UUOUkIcNTS \i ^ STATE INSTITUTIONS OF LEARNING UNIVERSITY OF TEXAS Austin, Texas R. E. Vinson, President E. J. Mathews, Registrar AGRICULTURAL AND MECHANICAL COLLEGE College Station, Texas W. B. BizzELL, President Chas. E. Fkiley, Registrar COLLEGE OF INDUSTRIAL ARTS Denton, Texas F. M. Bralley, President Walker King, Registrar SAM HOUSTON NORMAL INSTITUTE Huntsville, Texas H. F. Estill, President H. L. Pritchett, Secretary NORTH TEXAS STATE NORMAL COLLEGE Denton, Texas W. H. Bruce, President A. C. McGinnis, Registrar SOUTHWEST TEXAS STATE NORMAL COLLEGE San Marcos, Texas C. E. Evans, President C. E. Ferguson, Registrar WEST TEXAS STATE NORMAL COLLEGE Canyon, Texas J. A. Hill, President Travis Shaw, Secretary EAST TEXAS STATE NORMAL COLLEGE Commerce, Texas R. B. BiNNioN, President L. I. Smith, Secretary STATE SCHOOL FOR THE BLIND Austin, Texas E. E. Bramlktte, Superintendent and Secretary TEXAS SCHOOL FOR THE DEAF Austin, Texas Dr. F, B. Shuford, Superintendent T. V. Archer, Registrar STATE ORPHANS' HOME Corsicana, Texas Odie Minatra, Superintendent Aaron Ferguson, Secretary TEXAS STATE TRAINING SCHOOL FOR GIRLS Gainesville, Texas Dr. Carrie Weaver Smith, Superintendent STATE JUVENILE TRAINING SCHOOL Gatesville, Texas Charles E. King, Superintendent John E. McDonald, Accountant STATE SCHOOL FOR FEEBLE-MINDED Austin, Texas Dr. J. W. Bbadfield, Superintendent PRAIRIE VIEW STATE NORMAL AND INDUSTRIAL COLLEGE (For Colored Youth) Prairie View, Texas J. G. Osborne, President PRESIDENT WILSON ON EDUCATION "The business man begins to see tliat education is a tiling of infinite usury; that money devoted to education will yield a singular increase to which there is no calculable end. an increase in perpetuity— increase of knowledge, and therefore of intelligence and efficiency, touching genera- tion after generation with new impulses, adding to the sum total of the world's fitness for affairs — an invisible but intensely real spiritual usury beyond reckoning, because compounded in an unknown ratio from age to age. Henceforward beneficence is as interesting to the business man as business is, indeed, a sort of sublimated business in wliich money moves new forces in a commerce which no man can bind or limit."— Woodrow Wilson. COMMITTEE The following Committee of Teachers gave aid in preparing the Course of Study: MISS LAURA ALLISON MISS CHESS 0. MASON MISS LILA BAUGH MRS. GRACE K. MAYNE MISS RUBY CURREY MISS FLORENCE MONTGOMERY MISS I^THERINE EANES MISS MARGARET REILLY MISS ELLEN MADDOX MISS MARY SECREST COMMITTEE ON INSPECTION, CLASSIFICATION, AND AFFILIATION OF HIGH SCHOOLS Annie Webb Blanton, State Superintendent of Public Instruction, Chairman E. J, Mathews, University of Texas, Austin C. E. Fbiley, Agricultural and Mechanical College, College Station Walkeb King, College of Industrial Arts, Denton C. A. Nichols, Southern Methodist University, Dallas C. E. Evans, Southwest Texas State Normal College, San Marcos G. F. WiNFiELD, Wesley College, Greenville B. B. CoBD, Superintendent City Schools, Waco A. L, Day, Superintendent City Schools, Commerce L. J. Bebry, Superintendent City Schools, Piano L. V. Stockaed, Principal Austin High School, Austin Nat Benton, Superintendent Nueces County Schools, Corpus Christi TABLE OF CONTENTS Page Use and Abuse of the Course, of Study ' 9 Cla,ssification of Elementary Schools 11 Basis of Classification 11 Affihation 13 Changes in Basis of Classification 13 Organization of the Rural School 14 Records 14 The Daily Program,' 14 School Activities 15 Course of Study by Subjects and Grades 16 Reading 16 SpelHng ' 34 Arithmetic 36 Language 36 English 40 Nature Study, Geography, and Agriculture 48 Physiology and Hygiene 58 Physical Education 59 Drawing '. 63 Writing 63 History 64 Music 69 Patriotic Work 80 State Adopted Books 89 USE AND ABUSE OF THE COURSE OF STUDY The course of study is intended to aid, but not to hamper, the teacher. In a state in which school conditions vary as widely as they do in dif- ferent parts of Texas, it is impossible to present a state course of study which, if followed rigidly, would secure uniformly good results. The plans 'of work set forth in this pamphlet offer, for the six months' school, a course which stresses the essentials to be taught to each pupil. To these are added, in the work mapped out for the seven, eight, and nine months' school, other details which will enlarge the knowledge and develop the powers of the pupils. It is a well known fact that our public schools are frequently ar- raigned on the ground that they teach nothing accurately. The col- lege excuses its shortcomings by pleading inadequate high school prep- aration; the high school points to the inefficient work of the grammar grades; these grades, in turn, lay the blame upon the primary teachers, who have no one to declare at fault save the parents of the children. Regardless of where the blame may Justly be placed, the fact remains that the public have a right to expect that a child who reaches the high school should have a certain degree of accuracy and_ efficiency in essentials without which high school progress is difficult, if not im- possible; that they have the right to expect that the child who cannot continue his education in school shall leave the elementary grades with a fair knowledge of the basal branches. After seven years_ of schooling, even in the"^ country, a child should have acquired, as a mini- mum, the ability to read intelligently, and the power to write legibly; he should, at least, be able to perform accurately arithmetical opera- tions involving the four fundamental operations, fractions and deci- mals; he should be able to spell correctly English words in common use; he should be able to write a few pages of a letter or other com- position without glaring errors of punctuation, grammar, or sentence construction. With these basic essentials, further progress is possible to the child, with or without a teacher. It is, therefore, recommended to teachers who follow this course of study that such omissions or additions be made as in their judgment may seem best for the individual school; but that in each school, how- ever short the term, definite progress should be attained in the essen- tials specified above. An exceptional teacher may succeed better by means not outlined in this course ; she should have liberty to give full play to her own initiative and originality; provided that, in the end, her pupils shall not show lack of progress in the essentials, whatever else they may have learned. This course of study, then, is planned for the guidance of the aver- age school under average conditions; it should not be followed slav- ishly; neither should it be altogether ignored. It should serve as a general plan to hold in unity, so far as is practicable and advantageous, the courses of study of the public schools of the state. It is recommended that the work of each grade be divided into two nearly equal terms, and that pupils be tested definitely as to their progress, both monthly and at the end of each term. 10 State Department of Education The practice of excusing from examinations all pupils who make certain grades is of doubtful value. No pupil should be graded en- tirely on written tests, but all pupils should be required at times to pass certain tests which will require the calling up of all of their re- sources. As a preparation for life, these tests have value in develop- ing self-control and power to think and act under conditions of stress; as a preparation for work in more advanced schools, these tests are necessary. _ Many pupils fail utterly in high school and college because their previous training has not prepared them for intensive work. In this day of careful preparation of the pupil by the teacher for every difficulty in a lesson to follow, a word of warning should be uttered. Some intricacies should be left for the pupil to master alone, and his pride in independent achievement should be encouraged. The best schools are those in which the, pupils do not, at every ''turn, de- pend upon the teacher for direction. In the beautiful words of a re- cent author, 'Think not because the chrysalis struggles that it hath need of you ; oh, I pray you, stay your eager hand, lest you despoil its silver wings." All teachers in the state are invited to make suggestions as to any changes m the course of study for next year which they may deem desirable. Will you not examine carefullv the following plans'^ Will you not report to the State Department of Education as to whether you found it desirable to follow this course? If you made chano-es will you specify what changes you found advantageous and expfain why they were necessary? CLASSIFICATION OF ELEMENTARY SCHOOLS Durino- the next year, the Department of Education, through the Hi,ic work where he needs to know how many 3. andTare It wHl not do o7thZllf::uT\r- '^^^' '-''- ^^'^^^^''^ .^t^tenLt^'hrt'lhfsum After he has learned that 3 and 4 are 7 it is still necessary that he should know t^ie symbols by which the fact may be express^ ' '' In the third place, he must be able to apply the truth to the prac- Manual and Course of Study for Elementary Grades 27 tical affairs of life. He may be able to tell you that 3 and 4 are 7, and yet not know how many marbles he would have if he had 3 and someone 2'ave him 4 more. tx • i. i Furthermore, he must commit this fact to memory. It is not enough that he should be able to find it out. ^^ xi ^ i Lastly, he should make this truth so much a part of himself that he will not 'be conscious of giving a separate thought to it. The mere combination of 3 and 4 should suggest 7, just as the letters c, a, and t suo-gest "cat," without reference to the letters separately. The taking of- these five steps may be scattered over a term of years, and yet all are necessary to the perfection of the work. No one of them can be omitted or slighted without allowing the whole work to suffer. The earliest development work should be based upon counting. The idea of comparison should always be present to re-enforce that of count- ing. The Speer blocks may be used to advantage by way of sugges- tion; but simple counters which the child may himself handle will be found indispensable. It is a matter of economy of time to teach the four fundamental processes in one. They are 'in reality only four different methods of expressing the same truth. The truth may be expressed in any one of the following ways: 3-f34-l=7 2X3+1=7 7_3_3_1=0 7^3=2 (1) The last given should be read thus : "From 7 I can take 3 two times and have 1 left." j_ ^ . x. The first two weeks of school may be used to find out what number facts the child already knows. We should avoid useless repetition. Most children can count to five before they enter school, while some can count much farther. In most instances, however, they have not taken the second step in the number process ; namely, they do not know how to express the facts they know. In such cases, this second step should be the first one taken up. However, care should be taken not to introduce the symbol too soon. The teacher should be sure that the idea is present before giving the symboJ for the idea. The third step in the process — namely, the application— should not be neglected. The telling of number stories will be helpful for this purpose. These should at first be oral. Later on they may be written. The number work may be profitably founded upon the construction work. In any event, it may be largely reinforced by it. The First Half of the School Year The teacher uses First Journeys in Numberland as guide, pages 7-80. Combinations from 1 to 10. Within these limits the first three steps should be fully taken, the fourth should be well begun, while the fifth will be hardly started. ^8 State Department of Education The Second Half of the School Year First Journeys in N"umberland, pages 81-120. This work should review that of the first half and continue it from 11 to 18. The fourth step— that of memorizino— should receive addi- tional stress. In fact, the bulk of this term's w'ork, so far as difficulty IS concerned, consists in memorizing the forty-five fundamental facts o± addition. Along ^vith this the other three fundamental processes m arithmetic should be taught up to 18. The subjects of enumeration and notation should be begnin in this term. They should be based upon concrete work. Let the child see that when he trie? to hold ten splints separatelv in his hand he can- not conveniently do so. It is more convenient for him to tie the ten splints into one bundle and then begin anew. Let him see that the ver}^ system of writing 18 shows that he has one bundle and two sep^ arate things left over; that 2-1 indicates two bundles of 10 each, with 4 left over. During- this term the idea of the simplest fractional parts should be taught. Some of these stories should be written. An application should be made of every fact learned. The following suggestions arc from Myers & Brooks: "Count things; learn number names to one hundred; begin to learn standard units. ° "Combine and separate numbered things and objects "Begin independent knowledge of forms; three-sided, four-sided ngures. ^^Write and read one and two-figured numbers. «l''''^® T""^- '''''''^ '^'*^' figures, ^counting by I's, 2's, lO's, 5's and 3's. Kead the sign +, 'and-; =., ^are'; — , 'less.'" Both the first and second grades will find the drill work enlivened by the use of games. Spinning the arrow, ten pins, whirling the platter, and various races and guessing games, enable the children to become fannhar with the forty-five combinations and the facts of mul- tipJication. Second Grade First Half of the Year Put First Journeys in Cumberland in the hands of pupils BeHn at page 80 and re^dew rapidly to page 120. Complete the book. ^supplementary Avoi-k from other sources. Drill especially on the 45 number combinations. The use of lar^e number cards for this purpose will be found helpful. Then teach the child to form large combinations in addition from the smaller ones which heabeady knows. Give much tablet work and blackboard work 7 17 27 37 67 87 97 9 9 9 9 9 9 9 Teach the child that wherever he finds a combination of 7 and 9 the sum will always end in 6. Teach him that if he does not know the Manual and Course of Study for Elementary Grades 29 sum of 67 and 9 he is to find out by thinking of the sum of 7 and 9. If he knows this, he knows all the other sums asked for. Absolutely forbid the practice of counting on fingers or with other objects after the child has once learned the 45 elementary combinations. Continue simple concrete work in Arabic notation and nmneration. Teach the writing of numbers in Arabic up to 1000, with addition of short columns. ^ Teach the Roman notation of the first ten numbers. Teach simple subtraction — that is, subtraction that does not include the reduction of a unit of higher order. Teach pupils to count rapidly to 50, by numbers from 1 to 12. Have the facts thus learned memorized and tabulated. Use some concrete number relation to apply to each group of numbers. For instance, in teaching the 2's teach the number of pints in a quart, and the num- ber of cents it takes to buy a stamp for an ordinary letter. Use these facts on drilling on the work. For instance, ask how many pints in 7 quarts, how many cents will it take to buy stamps for 8 ordinary letters. In drilling on the 3's use the number of feet in a yard. During the term the child should gradually be taught these measures and their relations: pints, quarts, gallons, nickels, dimes, dol- lars, inches, feet, yards, days, weeks, months, dozens. Wherever prac- iicablo, the child should be taught these measures by seeing and handling them. Extend the teaching of simple fractions to include 1/5 and 1/6. Enable the children to see concretely such relations as the quality 1/2 ■and 2/4, 1/3 and 2/6, etc. Teach the analysis of multiplication in such problems as this: If one pencil costs 6 cents, what will seven pencils cost? Teach also the analysis of fractional division, in such problems as this: If 4 oranges cost 20 cents, what will one orange cost? Second Half of Year Continue work of the grade below until it shall include 100. Con- tinue and extend the drill on multiplication and division tables from H to 8, inclusive. Extend Arabic notation to include numbers of four orders, and Roman notation to include 20. Introduce compound subtraction — that is, the subtraction which in- volves the reduction of a unit of higlier order to units of a lower order, as in the subtraction of 19 from 37. Make this work as concrete as possible. Let the child see that what he really has to start with in this instance is 3 bundles of 10 each with 7 single ones left over. He •must take away one bundle and 9 ones. In order to do this he must first untie one of his bundles, thus making with the 7 loose ones 17. From these he can take away nine, leaving 8. He can then take away one of the two bundles remaining, leaving one bundle, with the 8 loose ones, making 18 in all. Teach multiplication Avith multipliers of one digit. Toward the latter part of the term take up the process of two step •analysis, first giving each step separately. For instance, begin with «uch questions as these : 30 State Department of Education If 4 pencils cost 12 cents, what will one pencil cost? . Then what will 7 pencils cost? A little later these two may be combined as follows: If four pencils cost 12 cents, what will 7 pencils cost? Where such problems seem beyond the child's reasoning poAver, the teacher should teach the mechanical processes thoroughly and not dis- tress the child with this inability to reason at this tender age. Third Grade First Month: Eeview pages 23-90, giving special attention to pages 23, 39, 41, 48, 52, 55, 56, G4, 65, 70, 88 and 89. Second Month : Pages 91-101. Third Month: Pages 102-112. Fourth Month: Pages 113-123. Fifth Month: Pages 124-135. Sixth Month: Pages 136-147. For seventh, eighth and ninth months, use topic indicated in the above outline, giving more advanced problems and using larger num- bers in the fundamental processes. Make much use of mental arithmetic. Text: Essentials of Arithmetic for Primary Grades. Suggestions for Fourth, Fifth, Sixth, and Seventh Grades "Arithmetic is man's lirst great step in the conquest of nature. Arithmetic is the first tool of thought that man invents in the work of freeing himself from the thraldom of external forces. N"umber makes possible all the other sciences of nature that depend on exact measure- ment." — William T. Harris. The course in arithmetic aims to establish correct notions regarding numbers and their relations as well as to produce habits of accuracy and rapidity in computation. The chief purpose of the first four years is to master the four funda- mental processes— Addition, Subtraction, Multiplication, and Division. The remaining years are to fix more firmly these fundamentals and to develop the thinking and reasoning powers of the pupil, and above all to enable him to apply the fundamenta] processes in the practical affairs of life. Oral work in evei-y subject is important, and in none more than in Arithmetic. Not i day should be passed without it. The mind should be reached through both ear and eye. It is a good idea to allow the pupils themselves to prepare and dictate problems for oral solution. Actual measurements of distances, surfaces, and soHds, as far as con- venient, should be made, and actual business transactions conducted. These exercises tend to vitalize the subject and to correlate it with the affairs of evers^day life. Short methods should be introduced only after the pupil understands the general method. Encourage short methods in the higher grades. Arithmetic work in every grade should begin with some "review of the work of the grade preceding it. This, however, should not be the Manual and Course or Study for Elementary Grades 31 »)nly review used. Every day's work should include some review of the work the day before. The work of every grade should be built directly upon some work preceding it. Children often have trouble in Arithmetic, not because of its inherent difficulty, but because they lose the connections. All arithmetical work should be taught analytically. The repetition of a formula or the memorizing of a meaningless rule can never result in good. The rule or the formula should not be given until the process is already understood. A foundation of concrete work should be laid wherever possible. Especially is it true with common fractions. The things which the child can see will remain with him. Many portions of arithmetic can be mastered only after continued practice, and the only practice which really helps the pupil is the prac- tice which he himself has. Practice gotten by the teacher or by some other pupil will not answer his purpose. Every arithmetical problem should, after it is solved, be explained orally by some pupil. If pupils are taught to read over all problems carefully and to visual- ize them before attempting to solve them, many of the difficulties will vanish. No written solution of an arithmetical problem can be a good one unless it has five characteristics. It must be : 1. Correct. 2. Short. 3. Logical. 4. Explicit. 5. Neat. Model Lesson Plan 1. Aim. 2. Eeview knowledge in hand. 3. Materials. 4. Development. 5. Application. Note. — The essentials as they are indicated for each grade should be covered in a six months' school. The school of longer term should give extra drill and additional application in all these essentials. Omit the following: G.C.D. and L.C.M. of larger numbers, fractions with large denominators, compound and complex fractions, Troy weight, apothecary's weight, fluid measure, surveyor's measure, etc., cube root; partial payments in the form of state rule, compound proportion, com- pound interest and annual interest. Fourth Grade ES':seniials: 1. Four fundamentals. 2. Long Division. 3. Primary development of fractions. 4. Simple everyday problems. Aim. — To make pupils as nearly accurate as possil)l(' in the funda- mentals. 32 State Department or Education Suggestions Eeview multiplication and division, using larger numbers. In prob- lems be sure that the pupils understand mentally the problem before trying to write the process. Problems should not involve large num- bers, but numbers of such a nature that the thought may be centered on the solution. Give much drill work in long division; also emphasis should be given to rapid addition, subtraction, and multiplication. If the pupils have trouble with the tables studied in the preceding years, give a review necessary to enable them to know instantly any of the multiple combinations that they shall find in their Avork. Facility iii reading and writing numbers should be acquired here. Teach neatness in form. See to it that the pupils make accurate figures and that they place them in proper alignments. Eeview terms such as addition, sum, remainder. Insist on pupils familiarizing themselves with these terms by constant use. It is not too much to expect the children to know thoroughly all the terms and signs employed in solving problems involving the four fundamental operations. The essentially new feature of this term, is development of the idea of fractions. The work of establishing fractional concepts clearly in the pupils' minds and applying these fundamental operations to frac- tional numbers is to be begun. Do much of the work orally before be- ginning the written exercises. The work in common fractions should be confined to fractions that are needed in ordinary business. Daily oral drill should be given, bearing on the lesson for the day. Text : Essentials of Arithmetic, .Primary Book, pages 147-222. Mental Arithmetic, Everyday Arithmetic, Gilford. Fifth Grade Essentials 1. Common fractions. 2. Denominate numbers. 3. Simjile everyday j^roblems. 4. Drill in fundamentals. Suggestions Do not tire of repetition of the work of the preceding years. The number combinations sliould be reviewed with longer and more diffi- cult problems. Yet do not overdo this kind of work, but drill in fig- ure handling in the fundamental process applied to integers and also to fractions. Teach the pupils how to check results in addition, mul- tiplication, subtraction, and division. The essential feature of the work of this term is a continuation of the work in fractions and in mixed- numbers. Some objective work will assist in the treatment of fractions, but it should be dispensed Avith as soon as possible. Do not require pupils to give elaborate explanations. Manual and Course of Study for Elementary Grades 33 Teach first the manipulation of numbers, striving to make pupils thorough in the four operations in the field of common fractions. In sol vino" problems, invohdng these mechanical processes, teach the pupils to foi-in a mental analysis before trying to handle the figures in the solution. After reviewing the fundamental operations with integers, a better conception of the meaning of common fractions and of decimals should be striven for. The study of factors and multiples should receive a share of the time, and the denominate tables should be developed con- cretely and memorized. The teacher should make an effort, not only to review the topics slightly touched upon in the lower book, but to gain power in the process of arithmetic. Continue Mental Arithmetic as in the Fourth Grade. Text : Essentials of Arithmetic, Primary Book, page 223 to end. Essentials of Arithmetic, Grammar School Book, page 1 to page 104. SisTH Grade Essentials 1. Denominate numbers. 2. Decimal fractions. 3. Percentage — bills and receipts, discount, profit and loss, commis- sion. 4. Simple interest. • 5. Drill in common and decimal fractions and the four funda- mentals. 6. Simple everyday problems. Suggestions If real progress is being made in arithmetic, it ought to show in the last years of the course in arithmetic. The pupils by the close of the third year have been led by objective or concrete methods to understand something of the fundamental processes of arithmetic and have ac- quired the habit of forming combinations of numbers automatically to include all combinations that can be formed with single figures. On this knowledge as a basis, the processes with integers have been ex- tended to common fractions and to decimal fractions. Now the pupils should be able to apply mth facility, in these new fields, the funda- mental operations. So the task for the teacher of the sixth grade is to train in speed and accuracy. Of course, drills in review of the principal features of the work of the preceding years will be necessary. However, the prime aim of the teacher should be to train for accuracy and speed. Teach the pupils to estimate the result of the problems before they attempt the mechanical solution. After solving the problem, they should check the result with their mental estimate. Many a practical farmer or busi- 34 State Department of Education I ness man can estimate the result of a problem with a surpising de- gree of accuracy. The amateur at figures arrives at ridiculous conclu- sions without the slightest surprise because he has not formed the habit of making reasonable estimates of results. This kind of practice will do much towards making arithmetic rational and will do much towards attaining accuracy in the work of this grade. In this term's work, a new view of denominate numbers should be taken on the basis of what has been given the pupils in the preceding years. Deal with percentage and interest in a practical manner. Enliven the subject by securing business forms and problems that have actually arisen in business transactions. Make the work vital by bringing the work of the clasas-room into touch with the experience of the pupils. Have pupils make problems connected practically with their own lives and with the business of their fathers. Mental arithmetic to be given each month should have direct bearing on the topics taught that month. Text: Essentials of Arithmetic, Grammar School Book, page 105 to page 258. MENTAL ARITHMETIC Everyday Arithmetic, Gifford. In using the text the teacher should make such omissions as com- mon sense and her kjiowledge of the mental powers of the class may dictate. Seventh Grade « Essentials 1. Short methods for work previously taught. 2. Percentage — review. Make automatic a knowledge of the im- portant per cents on page 328. 3. Application of percentage: (a) Discount. (b) Banks and banking — promissory notes, loans, bank dis- count, drafts, exchange. 4; Civic and business relations — taxes, tariffs, insurance, inve.'^t- ments, corporations, stocks and bonds, square root, mensuration. Suggestions The course of study for the seventh grade includes a review of the four fundamental processes, involving integers, common and decimal fractions; percentage and interest; ratio and proportion; square root. Numerous omissions are being recommended in the subject matter of arithmetic. Some of these omissions are : Greatest common divisor and least common multiple of large numbers; fractions with large de- nominators ; compound and complex fractions ; Troy weight : apothe- cary's weight, and fluid measure, surveyor's measure, etc.; cube root; partial payments in the form of state rnle; compound proportion; com- pound interest, and annual interest. It is desirable that some instruction in the use of the graph should Manual Axn Coukse of Study por Elementaey Grades 35 be given pupils of the seventh grade. Newspapers and magazines make frequent use of this device to show the relations between magnitudes. The topic ma)'- be introduced by showing the pupils how to represent the daily attendance. Topics of general interest that are easily graphed are : The growth of the population of the city or county in which the pupils live, record of attendance, government reports, etc. The introduction of the algebraic equation will be found of great help in simplifying the work of this grade, and the teacher, should en- courage the pupils to use the equation wherever practicable. Problems of percentage, interest and mensuration lend themselves readily to solu- tions by means of the algebraic equation. There is a tendency to supplement the work in mensuration with some elementary geometry. The purpose is to acquaint pupils with the use of the straight edge, compass, triangle and protractor, and to de- velop the powers of observation and intuition as applied to geometrical forms. The pupils should be taught the meaning of such terms as per- pendicular, right angle, parallel, bisector, etc. They should be re- quired to construct: A line perpendicular to another line, an angle equal to a given angle, right triangles, equilateral triangles, etc. In beginning the seventh grade arithmetic, test the pupils in com- mon and decimal fractions. If pupils do not understand these pro- cesses, make a careful review of these topics. If they understand but are slow, or inaccurate, spend a week or two in strenuous drill. Study the different cases of adding fractions; of subtracting, multi- plying, and dividing fractions. Insist upon accuracy and thoroughness at all times. Make a knov/ledge of percentage thorough; then interest will be easy. Base problems in interest on practical, everyday business affairs. The pupils may be permitted to work for the answer. It is important to get the correct result, but correct reasoning based on cor- rect hypothesis is also important. To '*get the answer'^ by an incorrect course of reasoning is valueless. Correct reasoning to correct results is the "answer"' desired. To discriminate between correct and incorrect statements and ratios, to handle the familiar facts with rapidity and accuracy are desirable mental achievements that come from correct teaching of arithmetic. The teacher of arithmetic should always strive to use terms and statements with the greatest accuracy. The written work on blackboard or paper should conform to the laws of the lan- guage, and should be so stated and arranged that the work can be fol- lowed easily by one who examines it. Correctness should become habitual. Follow the text, but supply original problems and problems from other text-books. A common fault is a failure to require enough practice work. To direct the class in thinking the problems through is but half the task; to have them work out in detail a great many similar problems is the other half. This last part in indispensable. Otherwise it will be found +hat much of the instruction given by the teacher has been without result. Let the pupils know that school work has become at last a serious business. Plenty of good hard study, pleasantly but invariably re- quired, is a great moral force, in the school room and out of it. Percentacre and interest should receive their final review so that the 36 State Department of Education pupils may solve any ordinary practical problem. Bank discount, and foreign exchange should be made clear to the class by examining the business forms used by the banks. The pupils should be taught the underlying principles of the metric system and should be shown the simplicity of it. A suflBeient number of problems illustrating the use of the tables should be given to impart an understanding of the system. The work in mensuration should be applied to practical and real prob- lems. The. actual measurements should all be made by the members of the class. Teach square root by using the algebraic formulas. By the time the pupil has reached this grade, it is hoped that the fundamental operations have been so thoroughly mastered that his mind is practically free to devote itself to the solutions of problems rather than to the performance of the operation. The solution of a problem involves knowing what to do, and the doing of it should be a minor factor. Give a great deal of drill in interpreting problems. Adopt a form, providing in one place for the analysis of the prob- lem and in another place the computation. In the first part, place emphasis upon the accuracy of the thought processes; and in the. other, upon accuracy of computation. Solve many problems of moderate diffi- culty to the neglect of a few extremely hard ones. Instead of requiring pupils to solve problems according to a set form, encourage his original- ity and individuality by pennitting flexibility in the analysis of prob- lems. The number of distinct principles in arithmetic is small. In- stead of teaching many rules and definitions, spend the time in leading the pupils to grasp the underlying principles of the subject. Introduce the pupils to some of the modern methods of transacting business, and exliibit for the benefit of the class bank forms, such as deposit slips, checks, drafts, and notes. Direct attention to savings banks, trust companies, and postal savings system. Practice in mental arithmetic should be given daily. Text: Essentials of Arithmetic, Grammar School Book, page 259 to Supplement. Everyday Arithmetic, Gifford. LANGUAGE "Language is not speech alone, it is the communication of ideas." — Gesell. There are many types of successful" language lessons, for which games, stories, home life, nature study, and daily happenings furnish suggestive themes. _ Choose attractive subjects that will arouse interest, promote discus- sion, and awaken thought and feeling. Gesell in his "Normal Child and Primary Education" gives many ver}^ helpful suggestions in the chapters on Language, pages 172 to 180, inclusive. No other exercise is so helpful in training a pupil to stand up and talk as the reproduction of stories. However, the pupil should be care- fully guided in this and taught to tell the story in a creditable manner. Too often the teacher merely listens to a stor}^ retold without teach- ing the pupil how to tell it. Another advantage from such an exer- cise, if the stories are well chosen and well told by the teacher, is an Manual and Course or Study for Elementary Grades 37 increased culture for the child through filling his mind with beautiful thoughts and enlarging his vocabulary. If the pupil m retelling uses some expressions of the author or teacher, naturally he shows an en- richment of his thought life and his vocabulary. ^ „ ^, ■„ The work in language should be one with all the rest of the pupil s school work. The main task of the first two grades on the formal side of language is to develop and fix the sentence sense, and very early m the school life the pupils should be led to frame their answers and statements in complete sentences. In the third grade the elementary idea of the paragraph is to be introduced. After iH^^stration from the reader, the teacher by skillful direction will be able to lead the pupil to arrange his fund of facts on some definite topic in logical order. This of course must be done almost wholly in oral work. In tact, ^^ntii a pupil learns to paragraph in his oral composition, he will never be able to produce a well arranged written composition. Pupils should memorize something each week. The many memory gems and short poems of Stevenson, Field, the Gary sisters, Longfellow, James Whitcomb Riley and others at the command of the teacher fur- nish plentiful material. . » . , -.i. The Art Literature Readers offer a rich collection of pictures with an interesting appeal to children. They also furnish excellent means of teaching the use of capitalization and punctuation. Character building should form an important part of school work, and we have no better medium to impart such training than the weU selected story. ■Rible stories are invaluable in teaching ethical truths to children. But probablv more potent than outlines and pictures and stones and corrections is the language that the teacher speaks from day to day, m dud out of recitations, in the room and on the playground. _ _ Finally, keep in mind that the use of correct forms is a habit. It is of verj^ little use to correct errors in the language class, if errors made in other classes be not challenged. Therefore the pupil's language work should be correlated with all the rest of his school work. Every school exercise should, in some degree, be a lesson in language. The language work should be under the direction of the teacher dur- ing the entire year. A copy of some suitable outline primary lan- guage should be in the hands of the teacher. First Grade First, Second, and Tlnrd Months oral language Encourage children to talk freely about things that interest them. At first it may be necessary to ask questions about the topics. _ Always have answers given in complete statements, except where this would check interest or cause mechanical replies. Always have questions so related that the answers taken together form a united paragraph. Teach Mother Goose rhymes and appropriate poems. Read stories to the children and let them reproduce the tales. Dramatize familiar stories. Study pictures and let the children tell the stories that they represent. 38 State Department of EDrcATiON" Drill on correct forms of speech commonly misused by having chil- dren give sentences using correct forms. Games as given in many books on language are an excellent means to this end. Games may also be made a means of training in good manners. Fourth, Fifth, and Sixth Months written language Have the children write simple sentences expressing their own thought. These sentences must be very simple at first because the child's written vocabulary is small. Such sentences as, "I have a dog"; "I see my dog"; "My dog can run." Write questions on the blackboard and have children write the an- swers. These questions should all be about one topic. Teach the cor- rect capitalization and punctuation as a part of the sentence. Have children write independently several sentences about one topic. Teach them to indent the first sentence— to make a paragraph indention. Have the children write their own questions and answers about one topic. In all this work teach matters of form : CAPITALIZATION The first word of the sentence, proper names, including names of days of the week and months of the year. PUNCTUATION The period, at the end of the sentence, and after common abbrevia- tions, and the interrogation point. Seventh, Eighth, and Ninth Months Amplify work given for previous months. Teach pupils to write a short story or fable on the blackboard. Have the class read this silently; then erase, and let the children reproduce it orally. Continue story telling, dramatic and memory work. Let children write letters, using a ven^ simple form. See Our Lan- guage, First Book, page SO. Second Grade The language work of the second grade is a continuation and en- largement of that given in the first grade and should follow the same order of development. _ See the course of the first grade, and follow suggestions, in connec- tion with the adopted text, in the hands of the teacher, only. Text: Our Language, First Book. First Month: Pages 11-25. Second Month: Pages 25-39. Third Month: Pages 39-53. Manual and Couese of Study for Elementary Grades 39 Fourth Month: Pages 53-67. Fifth Month: Pages 67-81. Sixth Month: Pages 81-95. Seventh, Eighth and Ninth Months: General review of pages 74 and 75, b}' finding justification of these rules in readers. Continue story writing and letter writing. Third Grade In all texts and in all written work, note the following items in minimum requirements : CAPITALS Begin with a capital 1. Every sentence. 2. The name of a person. 3. The name of a place. 4. The name of a month. 5. The name of a day. 6. The first word of a line of poetry. 7. The words I and 0. 8. Words in the title of a book. 9. All initials should be written a/; capitals. the period A period should follow 1. Every telling sentence. 2. Every initial. 3. Most abbreviations. QUESTION MARK A question mark should be placed 1. At the close of every asking sentence. THE COMMA \ 1. Use after the name of the person addressed. 2. In writing dates. 3. Preceding a quotation. 4. Use in a series. - THE HYPHEN 1. At the end of a line to show the division of a word. 2. In compound words. Continue letter writing and reproduction of stories. Text : Smith's Our Language. First Month: Pages 95-106. The paragraph. Possessive forms. In readers, watch for all such forms. 40 State Department of Education . Second Month: Pages 107-115. Continue drill on correct punctuation of the name of the person ad- dressed and of quotations. Third Month: Pages 119-134 to Section 105. Contractions, poems, the exclamation. Fourth Month: Pages 134, Sections 105-144. Grammatical forms. Fifth Month: Pages 145 to Section 125, page 158. Grammatical drills and proverbs. Sixth Month: Page 158, Sections 135-170. Picture study, poems, and letters. Seventh Month: Pages 171-185. Descriptions and discriminating study of poems. Eighth Month: Pages 198 (a) -199. Additional sources of language lessons. Ninth Month: Eead and discuss selections from readers, drilling on matters speci- fied as minimum requirements. A child in the third grade can be taught certain mechanical facts of writing, and can acquire the habit of putting his writing in correct form, without conscious effort. Time should not be wasted in the effort to teach grammar to pupils in this grade. The aim of the work should be thought development and mechanical correctness through force of habit. Guard against permitting pupils to form habits of in- correct form. ENGLISH Fourth, Fifth, and Sixth Grades Composition has a place in the elementary school that children may be taught to express themselves in both oral and written language easily and clearly. And it is to be remembered that they learn to talk and write just as they learn to read — by practice, and by practice only. The study of formal grammar is of little value in the elementary grades. Although the truth of this statement has been generally rec- ognized, in few school systems has this belief been carried out in prac- tice. For frequently the teacher thinks of composition only as written composition, and since she cannot correct great numbers of papers with benefit to the pupil and without undue labor on her part, she turns to formal grammar to fill up the time between the relatively infrequent compositions. The text used in the fifth, sixth, and seventh grades touches a num- ber of topics in grammar. Frequently the exercises are too difficult for pupils in these grades. When this is the case, the teacher should omit them and supply easier sentences. While the exercises in the text should be supplemented greatly, it is not expected that the teacher will lead the class any further into the subject than is indicated in the texts. There are several reasons for giving to elementary pupils a mini- mum amount of grammar. One is that the pupil may become some- Manual and Course of Study for Elementary Grades 41 what acquainted with grammatical ideas and nomenclature before tak- ino- up a deeper study in the high school. Another is the aid derived in'composition work of a knowledge of correct forms. A third is its aid in developing the reasoning power. Lastly, the study ot the sen- tence aids in developing what might be called the sentence sense— the child'^ ability to distinguish a sentence from a phrase or clause, and to construct its parts properly from the standpoint of completeness and In these grades the pupil can and should receive thorough drill on the follovnng: Analysis of simple sentences containing (1) " Adjectives and adverbial modifiers. (2) Subject (or attribute) complement. (3) Direct object. (4) Direct and indirect object. (5) Object of a preposition. (6) Direct object and object (objective) complements. (7) Adverbial phrase. (8) Adjective phrase. Analysis of more difficult sentences should not be attempted, because such work is bevond the child's reasoning power. He can also be taught the mechanical facts of grammar— those which can be memorized, such as formation of the plural and of the pos- sessive case, comparison of adjectives and adverbs, principal parts of verbs in common use, correct forms of verbs with certain kinds of sub- jects declension of pronouns. Correct forms can be fixed in the mem- ory by repetition, even before the child understands the reason for their correctness. The reasons should be added as he develops power to un- derstand them. Teach thoroughly whatever you attempt to teach. Use numerous exercises to impress each fact taught, and do not attempt to teach many facts at once. The teacher should be ever watchful to require correct grammatical forms in the child's oral work, and also in his written composition. The pupil should be made to feel that his training m language is closely connected with everything he does, and that fluency and clear- ness of expression will make for proficiency in any of his activities. Not only should his other studies be drawn upon by the teacher m assigning subject matter, but his written work in other classes should sometimes be used as a composition exercise, corrected and graded as English work. Moreover, each teacher should feel a responsibility for the"^ pupil's English and should demand of him in every branch of study written work, correct in form, and the best oral_ expression of which he is capable. Those subjects which allow of topical recitations offer a fine opportunity in training to talk, and even arithmetic de- mands clear and definite phrasing. The work in reading, geography, history, civics and current events should be closely correlated with his work in language. The thoughts and feeling of a child are stirred by the use of subject matter which he understands. The greatest factor in his language development is to make it a part of his life. It is earnestly suggested that the teacher of Enszlish use all these valuable associations. ■^^ State Department of Education ACTIVITIES OE THE ENGLISH PERIOD Activities suitable for such a period are: 1. Oral drills. 2. Dictation exercises. 3. Informal conversation in which the pupils are led to discover relations which do not lie on the surface, or are put in possession of new words and expressions. 4 Reports or discussions, when pupils present to the class some matter oi observation or opinion. 5. Oral stories told by the teacher and retold by the pupils. 6. Learning poetry by heart, discussion, illustration, repetition of lines dictation. Such an assimilative method of memorizinp; is more than learning it stanza by stanza. 7. Writing compositions. 8. Correcting and criticizing written work. DRILLS The common errors of speech are never reached by written composi- tions. The frequent oral drill, in which the pupil repeats the correct tonn m natural sensible sentences is the only way to eliminate these, ihe ear niust become so accustomed to the correct form that it at once detects the incorrect. Three to five minutes daily is not too much to be given to this work as needed. Written drills must be given to cor- rect particular errors. Such errors taken up one at a time can be cor- rected more effectively by sentence work than by long compositions. Dictation exercises are to be given to fix habits of punctuation, capi- talization and spelling. Complete paragraphs are better for such work as this than .detached sentences. Most of the Errors for which the schools are blamed can be corrected by such drills, and plenty of time should be given to them. "^ ORAL COMPOSITION Oral language deserves more attention than written language, and frequent exercises m oral composition will well repay both teacher and pupil, io be able to say several sentences on a definite topic is an accomplishment well worth striving for. Courage, independence, and increased power of expression are the gains that are sure to come to the pupil who frequently practices such connected speaking. Oral com- position presents an excellent opportuity to teach organization, and in pupil b^^^^^^^ ""'' '^ ''' '''' ""''''' '' ^'^^'^^'^ --iiy ^y the LETTER WRITING This IS .he only work of composition that many people will ever en- £f fl?';'".? '^'^'^^ •*'' ^''^^ ^ -°°^ ^^tter will be of more practical beneiit to the great ma:ionty than ability in any other form of com- position. Also, it IS the easiest means which may be used bv the teacher to motivate composition work. It should be emphasized in every grade and letters of all kinds within the comprehension of the pupil should be written. The teacher should seek to arouse a -ood let Manual and Course of Study por Elementary Grades 43 ter ideal in form, expression, and arrangement, which will prevent careless work in the years to come. Contests in letter writing stimu- late interest. A short blackboard composition written by the pupils, and corrected in class by both teacher and pupils is a very helpful exercise. Such compositions should be used frequently in the fourth and fifth grades. Sometimes it is helpful to cut from pupils' compositions sentences to be passed about the class and placed upon the blackboard for criticism. Fourth Grade Language work should be largely oral, and all written work should be first developed orally. Minimum Essentials CAPITALIZATION 1. First word of a sentence, first word of a quotation, I and 0, proper names from the geography, and names relating to the child's own town, home, family, and friends. PUNCTUATION 1. Teach the period after the statement and the command, the ques- tion mark after the question, the exclamation point after the exclama- tion. 2. Teach the comma after words of address, after words yes and no ; teach the use of the comma in a series, and its use to set off quota- tions. 3. Teach the use of the apostrophe to denote possession, and to show omission in the common contractions. PARAGRAPHING 1. Teach the paragraph indention; namely, teach the child to place the first word of each paragraph to the right of the beginning of the other lines, leaving an indention of about one inch. 2. Teach the principle of unity— that all sentences of a paragraph must relate to the same subject. LETTER WRITING 1. Teach correct form of heading, address, salutation, and conclu- • sion. Let the child form the habit of arranging letters in paragraphs, with the proper paragraph indentions. Frequent blackboard exercises are necessary. GRAMMAR Teach subject, predicate, adjective modifier, and adverbial modifier. Give drill with easy sentences. Teach declarative (or assertive), inter- rogative, imperative, and exclamatory sentences. Teach noun, pronoun, verb, adjective, and adverb. If the "child is drilled thoroughly on sen- 44 State Depaetmeis^t of Education tences containing these simple elements, so that he knows them prac- tically, a good foundation is laid. Begin simple analysis by having the child follow this outline : 1. Kind of sentence. 2. Complete subject. 3. Complete predicate. 4. Subject noun or pronoun. 5. Predicate verb. 6. Modifiers of the subject noun. 7. Modifiers of the predicate verb. Supply very simple sentences for practice. Avoid the use of dia- grams. Oral analysis and blackboard analysis give better practice in English, and are less likely to result in purely mechanical work. Eequire of the -child constructive work— that is, have him compose numerous sentences containing the kinds of grammatical elements which he studies. Use from the text-book the exercises relating to correct usage. Teach the simple rules for forming the plural, and the comparison of the most common adjectives which the child uses. Fifth Grade Review all work outlined for the fourth grade in this course, making sure that the children are thorough. capitalization Add use for titles, names of the Deity, common nouns when associated with proper names so as to form a proper name. punctuation Add the use of the comma in separating phrases of a series, in set- ting off pairs of words, and in separating clauses of a compound sentence. PARAGEAPHING Drill on fonn— use of indention, and on the principle of unity, leach the child to make a short outline of several topics, and to ar- range m a separate paragraph all that is written on each topic. composition In this grade short debates can be begun on topics suggested by les- sons m reading, geography, or patriotic work. The class can be di- vided into groups of four, two to debate each side of a question At the close of each debate, the class can take a vote as to the winners or judges can be appointed from the class. ^ Much drill in letter writing can be given. Pupils will enjoy writ- ing letters from imaginary children in other countries, and also let- ters to imaginary or real children in other states and other countries. Teach a simple business letter in which the child gives an order for some commodity, or subscribes for a periodical. Manual and Course of Study for Elementary Grades 45 GRAMMAR After reviewing thoroughly all work of the fourth grade, add the following 1. Compound subject. 2. Compound predicate. 3. Compound sentence. 4. Preposition, conjunction, interjection. 5. Direct object. 6. Subject (attribute) complement. Teach the child to analyze sentences containing these elements and to compose sentences containing these elements. Drill on the difference between the object and the subject complement, and see that the child understands it clearly. Teach lessons on correct usage in the text. Drill on the difference in use between the past tense and the past participle of a verb. See that the child understands clearly that the past tense is used alone, while the past participle must be used with some other verb, as a form of he or have. Arrange exercises giving practice in the use of the most common irreg-ular verbs. Take additional rules for the plural, and study comparison of ad- jectives and adverbs, adding words not formerly used. The work outlined here comprises the minimum essentials. The teacher should add such other simple details as will make the pupils more thorough or add interest to the course. Sixth Grade Review all work given in the course for the fourth and fifth grades. In capitalization and punctuation, add all uses for which a need is found in the pupil's work. Teach the use of the semicolon in sepa- rating clauses of a compound sentence when no conjunction connects the clauses, and the use of the colon to precede a formal summary, or to follow words of formal address in a letter. The pupil should learn to make his own simple outlines for compo- sitions and to follow them in writing. Frequent exercises in letter writing and in debates can be made interesting, if correlated with the work in other subjects. Begin in this grade to train the child to take notes intelligently of what he does or what he studies. Exercises in keeping a diary may be made entertaining. Practice in writing business letters of various practical kinds should be given. Teach the pupil to avoid hackneyed phrases. Dictation ex- ercises are useful for practice in capitalization, punctuation, and para- graphing. Teach the children to write brief dialogues with explanatory words, giving drill on paragraphing dialogues and the use of quotation marks. " Practice in writing short plays will be found interesting. Con- tinue the work in short oral and written debates. GRAMMAR After reviewing all the work of the fourth and fifth grades, add the f ollovrinof : 46 State Department of Education 1. Complete (logical) subject (teach either term). 2. Complete (logical) predicate. 3. Simple (grammatical) subject. 4. Simple (grammatical) predicate. 5. Expletive. 6. Subject (attribute) complement. 7. Direct and indirect object. 8. Direct object and object (objective) complement. 9. Object of a preposition. 10. Adjective phrase. 11. Adverbial phrase, 12. Review all the parts -of speech. Omit more difficult constructions. If the child learns these thor- oughly he is obtaining a good foundation. Use blackboard exercises, and require of the pupil construction of sentences containing all these elements. Drill on compound subject, compound predicate, and compound sen- tences. Teach independent clauses, but do not attempt to teach de- pendent clauses or complex sentences in this grade. Teach nominative, possessive, and objective case, vrith the use of each included in the constructions above. Take exercises in the text that relate to correct usage. Drill on the difference in use between an adjective anct an adverb, and the rule in regard to double negatives. Teach transitive, intransitive, and copulative verbs, active and pas- sive voice. Drill with practical easy exercises. Seventh Grade Eeview the work of the fourth, fifth, and sixth grades. In capitalization and punctuation, teach all new uses for which a need is found in the pupil's work. Composition work should include narration, description, and argu- ment, based on the pupil's work in other branches and on his own ex- periences and environment. Assign specific and not general topics. Organize the class into debating units of four each and have fre- quent debates. Require description of familiar objects, with the pur- pose of recognition by the class of the objects described. The study of civics and of public affairs may be made interesting by forming city councils, legislatures, and moot courts, in which pupils learn to carry on such activities. Clubs for debate, oratory, and this kind of work will aid in giving interest to school recitations. A large proportion of the time can be profitably devoted to oral composition, but regular work in writing should not be neglected. Pupils should receive regular drill on correctness of form, and careless work should not be tolerated. After reviewing the work of the fourth, fifth, and sixth grades, the following may be added: 1. Common, proper, verbal, collective, and abstract nouns. 2. Personal, interrogative, relative, demonstrative, and indefinite pronouns. Manual and Course of Study foe Elementaey Grades 47 3. Transitive, intransitive, copulative verbs; active and passive voice ; regular and irregular verbs ; defective and redundant verbs. -1. Descriptive and limiting adjectives. * , 5. Adverbs of time, place, manner, and degree, and modal adverbs. 6. Co-ordinating and subordinating conjunctions. 7. Teach complex sentences with noun, adjective, or adverbial clause. Teach use of noun clause as subject, object, or subject com- plement of a verb and as object of a preposition. Drill on analysis of simple and compound sentences. 8. Eeview rules for plurals and add all not previously taken. 9. Eeview rules for the possessive case, adding all not previously taken. 10. Eeview comparison of adjectives and adverbs, adding words not previously taken. 11. Study cases of nouns and pronouns as applied to uses already learned. Add the independent uses — independent by address, and the absolute use with a participle. Teach the declension of nouns and pronouns. 12. Take the simplest uses of the participle and the infinitive, drill- ing- on the idea that the infinitive has the use of a noun, and the par- ticiple the use of an adjective. 13. Teach indicative and imperative mode, present, past, future, present perfect, past perfect, and future perfect tense. Teach the cor- rect formation of the phrasal tenses. 14. Teach number and person of nouns, pronouns, and verbs. In- clude exercises on correct use of person and number forms of verbs. Add such other exercises as time may permit and as may suit the development of the class. The following outline may be used in analyzing sentences selected from the readers or other text-books, or supplied by the teacher. No very long or involved sentences should be used. General Outline for Sentence Analysis T. The Simple Sentence. 1. Kind of sentence. 2. Logical subject and logical predicate. 3. Analysis of the subject. a. Simple subject (subject noun or pronoun). b. Modifiers of the subject noun or pronoun. c. Analysis of compound or complex modifiers in tJie subject. 4. Analysis of the predicate. a. Simple predicate (predicate verb) and its objects or complements. b. Modifiers of the verb. c. Modifiers of each object or complement. d. Analysis of compound or complex modifiers in the predicate. IT. The Compound Sentence. 1. Give the kind of sentence, mention the independent clauses of which it is composed, and state how they are connected. 48 State Depaktaient of Education 2. Analyze each independent clause as if it were a simple sentence. Ill, The Complex Sentenee. 1. Give the kind of sentence, and state of what independent clauses and what dependent clauses it is made up. 2. Proceed as in the analysis of the simple sentence, disposing of the dependent clauses as noun, adjective, or adverbial elements,' taking each as a whole. 3. Take up each dependent clause, tell its use and state what kind of dependent clause it is, and how it is connected with the independent clause ; then analyze it as if it were a simple sentence. NATUEE STUDY, GEOGEAPHY, AND AGEICULTUEE Since nature study, geography, and agriculture are so closely related in the materials with which they deal, they are herein outlined so as to fonn a continuous course beginning with the first grade and extending through all the grades in the elementary school. Upon such a founda- tion as tills, the science course of the high school may be safely built. First Grade NATURE study The natural johenomena of the vicinity are the best basis for nature study. The teacher should lead the pupils to see the things about them, and it becomes the teacher's task to unfold the beauties of the physical, natural, and animal world to her pupils. Nature study is geology, botany, and zoology made simple, and couched in terms that the child can understand. The direction that the study will naturally take will be to follow the seasons. The work should be correlated with music, language, number work, and drawing. Sing about, write about, talk about, measure, and draw the objects of study. Give lessons in directions. Teach the cardinal points of the com- pass. Have the pupils to point out the directions from which cold and warm winds and the rain clouds come. Make maps of the school-room and the school-yard, and use a sandboard for building up some of the elementary geographical concepts. Make excursions to the hills and valleys and streams, always looking for something in particular and for any new thing in general. Always have a definite plan for each excursion, and an aim to be achieved. In studying water, view streams of the neighborhood, and discuss them as types of the water courses of the countiy. Consider the uses of rain, effect on, farms, roads, streams, rocks, alluvial deposits; the number of inches of rainfall in the community, and how to determine the number. Enumerate the uses of water. In studying the sky, call attention to the beauty of the sky and the clouds. Watch for beautiful sunsets. Make a weather chart which will show the bright and sunny days and also the cloudy and rainy days. Make marks on the weather maps to indicate the stormy days. Manual and Course oe Study for Elementary Grades 49 j\Iake Aviiidmills and weather vanes, and show their use. Tell what winds are and what they do for us. Discuss the velocity of the wind. Carefully make a list of all the hirds that stay all the year in the vicinity. Make a list of those that stay a part of the year only. Have the pupils to report the month in which each kind leaves, and the month each returns. Eecord these days on a calendar or chart made for the purpose. Describe the bird that stays all the year; that h, tell how he looks, what he eats, where he builds his nest, and what are his habits. ISTame his enemies. Is he useful to us or harmful ? How ? Make a list of animals familiar to the different members of the class. Study the horse, cat, cow, and other useful domestic animals during the term. Why is the cat a dangerous pet for a child? What is an insect? Study the moth. Examine larvae and watch for pupae. Notice the change of the butterfly. Gather insect eggs and place them where the pupils can see the growth through the different stages. In the fall study plant lice, and talk of the damage they do to garden and farm plants. Study the caterpillar, the weevil, and the lady bug. Make a list of familiar trees. Teach the pupils to classify trees as deciduous and evergreen. Have pupils to name as many of each kind as they can. and add to the lists from time to time. Make a special study of the most useful trees. Have the pupils to name the uses of trees. Teach them to appreciate trees, and how to care for them. Observe Arbor Day with appropriate exercises. Every school ought to have a garden wherein flowers and other plants can be cultivated, studied, and enjoyed by the pupils. Nothing will arouse more interest among the children or be more productive of lasting good to the school than a well conducted school garden. In the fall; study the cotton plant. In the winter, study greenhouse flowers, if a greenhouse is accessible. If practicable, have a green- house in the school garden. In the spring and summer, study the connnon wild flowers so abundant in Texas. Make a flower calendar. Encourage pupils to bring flowers from homes and fields. Use flower, and seed catalogues. Fall Worlc Study conditions peculiar to autumn : shorter days, falling leaves, cooler weather, and preparations of man and animals for winter. Teach the points of the compass. Study fall flowers and gardens, the goldenrod and zenias. Tell the facts of the first Thanksgiving of the early settlers and draw comparisons between conditions then and now. Give the habits and characteristics of the domestic animals. Plant some bulbs about the last of October. Study the life of the Indian child. Winter Work Study the evergreen trees, the winter flowers and the birds that re- main with us. Teach some facts about the sun and the moon. 50 State Department of Education Discuss heating and lighting our homes; the dangers of being care- less about fire. Study the life of the Eskimo child. All this work should be correlated with Language and Drawing. M.uch Avork can be given in connection with preparations for Christmas. Spring WorTc Do as much work out of doors as possible. Find the wild flowers; note what birds return first. Call attention to the budding trees, the fruit trees in blossom; dis- cuss the care and protection of trees and teach their many uses. Second Grade nature study The pupil is to spend the first and second years of school in a study of what might be termed home geography. In the third year, his hori- zon is broadened to include a study of the larger world about him. Nature study as outlined in the preceding grade should be continued. By means of the sandtables make concrete to the pupils ideas of slopes, hills, plains, mountains, valleys as seen in their locality. Employ pic- tures, excursions, geographical readers, books of travel to add vividness and to give concreteness to the study. In the fall, study changes in the landscapes, the variegated colors of the foliage of trees, and the everchanging hues of plants and flowers. What flowers bloom in this section of the state in the fall? What crops are harvested ? What vegetables are groAvn ? Study the migration of birds. What insects are most numerous in the fall? Give several lessons on the grasshopper. What has become of many of the insects seen in the spring ? Discuss the dog, his fidelity to man, and his love for his master, his unselfish devotion, courage, strength, endurance, intelligence, docility, ability and willingness to learn. Study the dog's work in the hunt, his keen scent, his speed and endurance. Make a special study of the shepherd dog. In the winter, make a study of clouds, vapor, dew, ice, frost, man's adaptation to nature in the various climates. Study plants of the greenhouse, winter crops, wheat, and oats. Make a special study of insectivorous animals, the frog as a type. Have the pupils feed flies, bugs, and other insects to the toad. Where do we find toad's eggs? At what season are they laid? Should the toad be killed or driA^en out of the garden? Discuss the condition of the trees in Avinter, the condition of the soil, Avinter plowing, and the elTeet of frost on the soil. In the spring, discuss the preparations of the soil for gardening and for farming, the germination of seed, plowing and tilling crops. Study the spring wild flowers, as the violet, the bluebonnet, and the daisy. Which of these is the state flower? Manual and Couesi'] of Study for Elementary Grades 51 Study harmful insects, as cutworms, canker worms, and peach tree worms; then the beneficial worms, as bees, hornets, etc. Study the mosquito; find the eggs on stagnant water; place them in a vessel of water in the class-room so that pupils may see the changes. Notice the larva and pupa stages and then the full-grown mosquito. Discuss the mosquito's relation to diseases, especially malaria and yel- low fever. Discuss ways of exterminating mosquitoes. Notice the budding of the trees in the spring. Which trees are first to put on new foliage? On M^hat trees do blossoms appear before the leaves ? A good text on nature study for the grades may be profitably used in the hands of tlie teacher. Third Grade geography Geography is the driest subject or the most interesting subject in school, as the teacher chooses to make it. If it be taught as mere mem- orizing of uninteresting facts, it is the driest possible subject; and taught thus, it is one that is almost useless. But if the subject be vitalized by studying the earth as the home of man, and the prii>ciple be adhered to intelligently, it is interesting. Children may become interested in the people of a country by the study of the way those people live. This interest should be developed through the study of human affairs in .immediate touch with the life and observation of the pupils. For instance, all Texas children should know Avhat plants grow on Texas farms, and how each one is planted, cultivated, and prepared for market or for use. Take the cotton plant as an example. The children should know where it grows, the kind of soil necessar}'- to produce it. They should visit a cotton gin wherever possible, and see the process of separating the lint from the seed. They should visit a cotton factory and see how the cotton is made into thread, and how the threads are woven into cloth. Corn, wheat, oats, and rice should have a similar appropriate treat- ment. In the wool-growing sections, the production of wool should have special attention. AVhere possible, the children should visit a sawmill and planing mill and factory and see how the trees are manufactured i-nto planks, boxes, vehicles, machines, etc. The raising of cattle, sheep, hogs, and horses are important industries in Texas. Where and how these animals are raised and how they are prepared for the markets, and what constitutes their chief value are topics of interest. Knowledge at first hand of all these topics will have a wonderfully awakening effect on the minds of the children. A fund of this information stored away in their minds will furnish a basis for the study of the conditions of places and peoples in distant lands. This kind of work makes it easy to interest the city child in how the country child lives, and the country child in how the city child lives. An epitome of the commerce of the world can be seen by standing 52 State Depaetment of Education in a store of the countr}' and watching the wagoner place in the house ^lis load of sugar and coffee brought from the town, and by seeing him take back to town a load of chickens, potatoes, apples, or cotton, which the country merchant has bought from the people who raise such things near his store. Several interesting lessons can be made by the study of the things that pass through a country store. This leads naturally to a study of transportation. The farmer hauls his products to a country store, a village, or a city. The quality of the road determines the size of the loads. The road to the town leads over bridges, etc. From the study of wagon transportation, it is a short step to railroad transportation and water transportation. Teachers will doubtless be able to make these suggestions a starting point for much work in geography of the highest value. Encourage children to have gardens aud plant flowers and vegetables; give instruction in soils and care of gardens. Plant corn and beans in window boxes. Study a hen and chickens. Discuss child life in the desert. The teaching of geography in the third grade should be made as simple and concrete as possible; and since the book is in the hands of the teacher only, pictures, stereopticon views, post-cards, excursions, collections of material, and the sandtable may be used to the greatest advantage in making the work alive. In this grade the teacher should teach the child, in general, the sub- ject matter found on the first one hundred pages of Tarr and Mc- Murry's World Geography, Book I. Lessons should be carefully pre- pared by the teacher, and the subject presented to the child in story form, by means of questions, and by descriptions. Wherever possible, connection should be made with the child's own home environment and with his o^vn experience. Fourth Grade Tarr and McMurry's World Geography, Book I. The pupils here handle the book for the first time. Teach the pupils hoM^ to read the book. Go over the assignments with them, making clear any new material that they are to encounter in the preparation of the lesson. To leave them to grasp the whole mass of the materials alone is to invite failure and discouragement. The pupil's observational work in nature study and in the informal study of geograjDliy in the preceding grades has been a preparation for a more intelligent study of geography. Connect the lesson with his everyday life if possible. Assign definite lessons of reasonable leS^gth, and hold pupils to strict account for their preparation. Outline maps, even roughly made by the pupils themselves, are in- valuable when used with the pupils' daily preparation of the assigned lesson. The class as a whole may work together profitably in making relief maps, on sandtable, or out of flour and salt, and in making produ<3t maps, all co-operating in the gathering, preparing and placing of materials. Manual and Couese of Study for Elementary Grades 53 First Month: North America, through the Southern States, pages 101-131. Second Month: The Central and Western States, pages 132-158. Third Month: Dependencies and other countries of North America, pages 158-179, omitting pages 164-172 for later work. Fourth Month: South America and Europe, to the lesser powers, pages 179-195. Fifth Month: Complete the study of Europe and take Asia, as far as Japan, pages 195-207. Sixth Month: Study Asia, Africa, Australia, the East Indies and Islands of the Pacific, pages 207-210. Seventh Month: Study the Texas Supplement, pages 1-12. Seventh Month: Texas Supplement. Here the books should be in the hands of the teacher chiefly. The children should use the text as a reference book, as a basis for map dra^\dng, paying particular atten- tion to the natural boundaries, drainage (including principal rivers), and comparative changes in surface from eastern to western borders of the state. Stress the effect of surface upon climate. Maps cut from heavy manila paper or cardboard are excellent in the hands of children as patterns for tracing maps. Eighth Month: Complete the Texas Supplement, page 12 to end. Continue map work as before, stressing industrial life, products, and location of important cities. Ninth Month : Eeview of the United States, pages 164-172. Fifth Grade Tarr and McMurry's World Geography, Second Book, pages 26-197. Before beginning the work of this grade the teacher should study carefully the preface to this edition of the text. Minimum Requirement First Month: Pages 26-70. In adapting the Second Book to fifth year children, the greatest difficulty which confronts the teacher is selecting from a very full text the material to be stressed. The follow- ing outline ma}'' be found helpful in doing this : United States as a Whole 1. Location : A. On what continent. B. Adjacent conntries. C. Bordering oceans. D. Nearness to the Tropic of Cancer. E. In what zone. 2. Population : A. General location of oldest cities and sections. B. Eapid growth. C. Density in various groups. 54 State Department of Education 3. Industries : A. Kinds (defining each). B. Commerce. C. Manufacturing. D. Agriculture. E. Mining. P. Grazing. G. Lumbering. H. Pishing. I. Typical group for each industry. Neiv England States 1. Stress : A. Glaciation. B. Sinking of Coast. Teach two bays, two islands, and a cape, going to the sandtable, if necessary, for review of definite forms. C. Climate. D. Industries. Teach one important city in connection with each industry. a. Lumbering (Bangor). b. Quarrying (Rutland). c. Pishine" (Gloucester). Pamiliarize children with names of common salt water and fresh water fish. d. Agriculture. AA^hy does it take form of truck farm- ing and dairying? Nearness to cities like Boston. e. Manufacturing. Stress use of water-power, which in this day is transformed largely into electric powers. Teach city types, such as Lowell and Waltham. f. Commerce (Boston). Middle Atlantic States 1. Stress the effect of the location of mountains, rivers, and lakes upon the growth of various sections. Require definite knowledge of five rivers, five mountain groups, two lakes. a. Growth of New York. b. Philadelphia, Pennsylvania. c. Washinsrton, D. C. d. Bufl^alo^N. Y. 2. Teach industries, with at least one important section or city for each industry. a. Agriculture. (1) Pruit growing, dairying in New York state. (2) Tobacco raising in Virginia, stressing Richmond as tobacco center. b. Mining. (1) Salt— New York. (2) Coal — Pennsylvania, stressing Pittsburg. (3) Petroleum, teaching its by-products. Manual and Course op Study for Elementary Grades 55 c. Manufacturing. Stress "the development of steam power and electricity. d. Commerce. Stressing canals, railroads, and steamship lines. e. Fishing — on lakes, bays and oceans, stressing oyster fishing in the Chesapeake. Second Month: Pages 70-90. Stress the variety of industries in the central states. Bring out the differences between large cities here and those in the east. Again take at least one important city with each industry. Third Month: Pages 91-119. Fourth Month: Pages 119-148. Fifth Month: Pages 148-160. Sixth Month: Pages 161-181. Bequirements for Longer Schools Teachers in longer schools should work along lines suggested above. Each month, however, the outlines may be amplified, so that the fol- lowing division of work for a nine months' school is preferable. First Month: Pages 26-46. Second Month: Pages 46-70. Third Month: Pages 70-91. Fourth Month: Pages 91-108. Fifth Month: Pages 108-119. (Stress outline map work in connection with study of cities and transportation.) Sixth Month: Pages 119-146. Seventh Month: Pages 146-161. Eighth Month: Pages 161-181. Ninth Month: Pages 181-197. (Use the world map opposite page 396 as a model for outline maps, requiring pupils to draw the entire map, so as to accustom them to comparing the United States with other countries figuring in the world commerce. ) Sixth Grade Begin with Part II and study General Geography, South America, Europe, and the '^'Geography of the War" at the end of the text. First Month: Study to Ocean Movements, page 218. Second Month: Finish Part II and read pages 1 to 26, Part I. Third Month : Study South America. Fourth Month: Study to the Netherlands. Fifth Month: Study to Eussia. Sixth Month: Study to Italy. Severith Month: Finish Part III. Eighth Month: Study the first twenty-three pages of ''^Geography of the War." Ninth Month: Finish the "Geography of the War." 56 State Department of Education The sixth grade course is arranged for nine months. If the session is six, seven, or eight months in length, time may be gained by study- ing the subject in the third, f-ourth, fifth, sixth and seventh _ months by topical outline, emphasizing only the most important topics. Do not hurry over the work of the first two months. Suggested questions on pages 198-206. The teacher must explain fully all work in advance. She should strive to make clear the topics presented and afterwards make the work concrete for the jiupil by some such questions as the following to which she should require definite answers : 1. What two motions has the earth? What is the result of each of these motions? 2. In what position is the sun when the day and night are equal all over the world? How often is this? 3. What is the position of the sun on June 31 ? 4. What is the position of the sun on December 21 ? 5. How does the width of the zones depend upon the inclination of the earth's axis? 6. What is a degree? Upon what does its size depend? 7. What is longitude? 8. From what line has the world decided to reckon longitude? 9. Over how many degrees of longitude do the sun's rays pass in one day or twenty-four hours? In one hour? 10. What, then, is the difference in sun time for each fifteen degrees? 11. What is latitude? Seventh Grade The seventh grade should begin the work with the study of Asia and cover the subject matter as far as 409. First Month: Study to the Indian Empire, page 362. Second Month: Study to Australia and Island Groups, page 386. Third Month: Complete the text, page 410. Siiggestions Use Carpenter's Asia and Allen's Studies of Asia. Give detailed study of the Holy Ijand. Familiar Bible stories should be introduced to help fix places with events in Bible History. Note the rapid advance of Japan on China and study the cause. Study industries and products and show connection with voyage of Columbus and others. In the study of Africa, give special attention to Egypt and its his- tory. The biographies of Moses, Joseph, Gordon, Stanley, and Living- ston should receive special attention. Eeview the Philippines (page 158) in connection with the study of island groups. If the school session is longer than six months, spend a week or more on the "Geography of the War." Text: Tarr and McMurry, World Geography, Second Book. Manual and Coukse of Study foe Elementaky Grades 57 AGEICULTURE Skv^enth Gkade Agriculture is pre-eminently the subject by which the school work should be linked to the home" life of the pupils, thereby making both the home work and that of the S(>hool more interesting. The course in agriculture should teach not only better methods of conducting the everyday farm operations, but . also the reasons for doing those things on the fann which are common to every farm boy and girl. By giv- ing the students an understanding of the processes of reproduction and growth of plants and animals, an insight into soil fertility and crops, and an appreciation of farm life, the activities of the farm will cease to be commonplace. In all seventh grade agriculture, fundamental principles should be taudit, never, however, in an abstract way, but always by concrete ex- amples drawn from the experiences of the pupils. The teacher must not be satisfied with the mere quizzing of the pupils on the next assign- ment. She must develop in her pupils habits of careful observation and reflection. In order to stimulate observation and judgment, experi- ments should be performed by the pupils, demonstrations made by the teacher, and observation trips taken to farms and other places of interest. Let no one say that she has no apparatus or no room for a school garden. A few tin cans, lamp chimneys, home-made boxes and seed testers, together with such chemicals and other materials as can be bought for a few dollars, will enable one to perform most of the exer- cises called for in the course. To be sure, a more elaborate equipment IS better, and should be secured when possible, but do not wait for an expensive equipment. The teacher should by all means own and study agricultural bul- letins and one or more" texts, besides the one studied by the pupils. These will assist in securing fresh problems, new illustrated matter and varied methods of presentation, so that the class work may offer the pupils interesting contributions not found in their text. Among the best books for this purpose are : Fundamentals of Farming and Farm Life, by Kyle and Ellis, published by Chas. Scribner's Sons, New York ; Agriculture and Life, by Cromwell, published by Lippincott, Phila- delphia. These have, in addition to an exceptionally clear presenta- tion, a full illustration of the subject-matter of each chapter, sets of interesting original farm problems to be worked out by the' pupils, and references to valuable free bulletins, and books for further study of each topic. They also contain helpful suggestions for the teacher and others on laying out and managing a school garden, on securing a farm library, and on" simple equipment for teaching agriculture in the rural school. With the aid of these books, and free bulletins issued by the United States Department of Agriculture, the State Department of Agriculture, the A. and M. College, the University of Texas, and the State Department of Education, any intelligent teacher, even though lacking experience in farm life or in teaching agriculture, should be able to provide the local problems, and carry out the class exercises which will give this course interest and life and connect the school work directly with the home. 58 State Department op Education The pupils should be led to see that the first thing to be considered m successful farming is the soil. Each school should be provided where practicable, with a plot of ground containing not less than one acre suitable for farm and garden plants. The condition of the plot should be studied as to drainage, fertility, composition, past and future crop rotation, and the crops to which the particular soil is best and least suitable. Make the study vital by connecting it directlv with tJie work done m the warden. Encourage pupils to discuss agricultural subjects .vith their parents, and get the best farmers in the community to come to the schoolhouse and m an informal way discuss with the teacher and pupils their methods and experiences. Let the teacher have the hour planned, and be ready to submit for his judgment some of the suggestions of the text Ferform some of the exercises suggested for the kboratory, the more tne better Encourage home experimentations and home work. Have pupils make various collections, such as weed and weed seed, insects, etc Provide samples of seed and free catalogues for their interest and guidance. If you have a school garden, encourage each pupil to keep Zt'Z ,' I'T''^ ^^ ^^-^ f i^ Preparation, cost of seed, depth planted, tim« planted, time required for germination, rate of growth, value of labor at so much per hour or day. number of times cultivated, and the value at market price. Strike a balance and see if there is a profit ren^edy!'' ^ carefully inquire the cause, and suggest a probable Encourage the organization of corn clubs, pig clubs, and cannino- clubs by cooperating with the county and home demonstration accent.'' Introduce into your school a system whereby a portion of the school c edit m agriculture may be allowed for boys^ club work^and a portion of the credit m home economics for girls' club work Ferguson's and Lewis' Elementary Principles of Agriculture. PHYSIOLOGY AND HYGIENE Suggestions Simple hygiene should be taught incidentally in the first grade. A fomiation of habits of cleanliness should be one of the leading aims of the tear-her. The teacher should tactfullv train the pupils to keep their hands fingernails teeth, and bodies clean. She should^each theVeces- s ty of clean water, clean food, clean air, clean surroundino-s, clean thoughts, and clean desks. '^ ' In addition to general lessons on cleanliness, attention should be directed to systematic exercises that promote deep breathing, correct posture m sitting and standing. She should cncourao-e free play bv the children. A teacher may be as efi^ective in the development of the child while performing her duty on the playground as in the school-room Begmning m the first grade, let the teacher take up the studv of the parts of the body such as the head, neck, arms, eves, ears, teeth,' tongue, etc. It IS not wel to burden the pupil with more knowledge than he can apply. Just the simple lessons in home and school sanitation and personal hygiene should be presented durin- the first two years The work should be done incidentally, but it should not be neglected \ ' Manual and Course of Study for Elementary Grades 59 recitation period should be allotted to this 'Work on the daily program, and the teacher should tactfully apply her instruction as she directs the work and play of her class. First to Fourth Grade Physiology Use as a guide in the hands of the teacher only, Hartmann and Bibb's First Book of Health in the first, second and third grades. In the fourth grade take up the First Book of Health as a text. Study the subject systematically and complete the book. Sixth and Seventh Grades Suggestions Make the work practical, paying more attention to hygiene than to anatomy. Illustrate everything possible with specimens. Pay especial attention to such topics as the digestive system, temperance, the evil ellects of tobacco, the skin and kidneys, the bones, the muscles, blood in circulation, respiration, the nervous system, disease germs, intoxi- cants and narcotics, exercise, relief in emergencies, public sanitation. If possible, the teacher should make use of charts. She may have tlie students to make drawings in connection with the study of the eye, ear, heart, etc. Let it be the principal aim of the teacher, however, to teach that the essential idea of modern liygiene and physiology is clean- liness. The race has developed an instinctive horror for the unclean. The one great lesson that the boys and girls ought to learn in these studies is that it is their duty to wage eternal war upon uncleanness in every form and thus create an environment in which the body and soul may have a fair chance to thrive and to reach a full rounded de- velopment and cultivation. Special stress should be laid upon hygienic principles relating to pre- ventable diseases. The Health Primer arranged by the State Health Department, Austin, will be found helpful in this work. Give special attention to building up and maintaining a healthy body. Teach anatomy only so far as is necessary to impress the im- portance of rules of living in compliance with principles of hygiene. Text: Hartmann and Bibb's The Human Body and Its Enemies. In tht six months' school it may be advisable to begin the text in the sixth grade and complete it in the seventh grade. When the term is longer, the text could be completed in the sixth grade. PHYSICAL EDUCATION •A short time ago we (;onscripted ten million men, an army larger than any single nation called out in the great world war. About half of these men, because of obligations at home, were exempt from military duty. Of the remaining live million about fifty per cent were physically unfit for service. Thus instead of an army of ten million our country was able to raise from the first draft between 2,500,000 and 3,000,000 men for military service. 60 State Department of Education elementauy soptool There is nothing more important than that the school set aside reg- ular periods when the mind can be rested and the body strengthened by some kind of wholesome, pleasing, physical exercise. _ Every teacher shonld interest herself in some kind of outside activi- ties for her children, and should seek to foster in her pupils a whole- sonio interest in such activities as will make for mental relaxation and pJiysical development. The ability and inclination to do this should constitute one of the qualifications of the elementary teacher along with her qualifications to teach language, arithmetic, etc. As to the time devoted to this work there are no set limitations. It IS generally thought, however, that a period of ten minutes each day is better than thirty minutes twice a week. Certain habits are being corrected, and, to do this most effectively, periods often recurrino- are belter than long periods given less frequently. ° General Instructions to Teachers correlation with other studies Remember that hygiene and physical culture must be a part of every lesson taught — that every teacher teaches hygiene, physical culture, and citizenship, whether she realizes it or not. " Be vour best and you'll do your best for the children. VENTILATION Have all windows open top and bottom. Insist upon pupils remov- ing outer wraps of all kinds. Whenever practicable, conduct the work out of doors. CONTROL OF THE BODY If the exercise demands but one member of the body to act, pupils should be taught to move no member not affected by the "command. METHOD OF PRESENTATION Always explain and illustrate new exercises before having class do * them. When the exercise is thoroughly understood, numbers may be used instead of defining words. Work should not always be o-fven rhythmically, but the child's mind should be kept alert by unexpected commands. COMMANDS Preparatory commands should be given before the execution of the movement. All commands of execution should be given at the time the movement is to be executed. The preparatory commands should never be repeated after starting the exercise. BREATHING EXERCISES (Two-minute drill) For relaxation use this drill twice a day— once, in the middle of the morning session and again in the middle 'of the afternoon. All cloaks Manual axo Couese of Study foe Elementaey Geades 61 and coats are to be removed at the command, ^'Eeady for physical drill." (All words in command are to be carefully noted, but words indi- cating action (underscored words), are to be emphasized in giving commands. ) 1. Class dt. (At command, pupils sit with bodies pushed well back, but with shoulders free of desk; feet flat on floor; chest up; faces front, and hands resting lightly in lap.) 2. Class stand. (Pupils, without touching desks with hands, rise facing windows; posture: heels together; toes apart; hands at sides with thumbs turned in; chest up.) 3. InliaJe. (Take breath through nose.) Exhale. (Expel breath through mouth.) Repeat command three times. -i. Pace forward, 1, 2. Relaxing and stretching. Count 1, 2, 3, 4. (Hands thrown over heads, bring forward and downward until fingers touch floor with knees mibent (1). Bring finger tips to shoulders with elbow well in to body (2), then raise arms to a parallel position over heads (3). Position (4-). Repeat three times. 5. Inhale. Exhale. (Same as three, with pupils facing windows again.) Repeat three times. Face forward. 6. Class sit. SUGGESTED GAMES POR SMALLER CHILDREN The object of all indoor games is to give, in the shortest time, men- tal and 2>hysical relaxation ; therefore, any game that will induce a spontaneous laugh is good. 1. Wigwag. 2. Birdcatcher. 3. Bean-bag-pass. 4. Bean-bag-toss. 5. Huckle, buckle, beanstalk. 6. Polio w my leader. Outdoor games, more than those indoors, cultivate the team spirit, and are better for physical development because of the fresher air and the freedom for spontaneous physical activities. Outdoor games: 1. Three deep. 2. Hill, dill. 3. Sheep and wolf. 4. Ball relay. 5. Cat and luouse. 6. Outside follow my leader. Indoors : 1. Wigwag. Raise windows, children stand at attentiofi. Teacher extends her hands, thumbs up, at the same time saying, "Thumbs up." Children 63 State Department of Education imitate her motion. Teacher varies directions from up, clo^vn, wigwag, the children doing each time what the teacher does. When the teacher says one thing and does another, any child who does what is said in- stead of what is done, sits down. The teacher changes rapidly and usually gets every-one down in a very short time, with a hearty laugh as a result. 2. Birdcatcher. Divide pupils into three or four groups, naming each group for some particular bird, as red bird, sparrow, hawk. Designate a space or corner as cage. The catcher is called hawk; he calls the name of a group of birds, who run to the cage, the hawk chasing, and all caught become hawks. Another group of birds is called and the hawks chase, and so on till all are caught. After the first call, the game progresses rapidly. 3. HucUe, Bucl-le, Beanstalk is especially good. The children close their eyes, while the teacher or a child places some object, previ- ously agreed upon, in plain view of the pupils. At a signal, eyes are opened, children rise, and move about, looking for the object. " When a pupil sees it, he must not indicate his finding, but he "runs to his desk. When seated he says, "Huckle, buckle, beanstalk," to show that he has found it. The last ones discovering the article occasion much laughter. 4. Ball Belay. Children stand in two lines beside each other, one behind another, and an equal number in each line. A large ball, or other object, is given to each "head man,'' and a goal, usually two chairs, eight or ten feet apart and twenty or more feet in front of the lines, is chosen. At a signal the leaders dash fonvard between and around the chairs and back to the new "head man," who receives the ball. The first runners go to the back of the lines, and so on. The line that gets its first "headman" back to the front first is winner. Folk dances and games should be used at the discretion of the teacher. games for relaxation 7w the Schoolroom for Older Children The school play period might well come midway between the two recesses. Three to five minutes is ample time to use for this each day. 1. "Last Man." This game is played with the children seated in rows at their desks. Indicate one pupil as runner and another as chaser. The chaser pur- sues the runner, who stops in front of a row, calling last man. The last man m the row immediately rises and becomes the runner, and the former runner sits down in the row, others in the row moving back one seat. If the chaser catches tJie runner before he can call last man their parts are exchanged, and the former chaser must call last man. 2. Bean-hag Game. Have three small bags of one color and three of another color. I.ct Manual and Couese of Study eor Elementary Grades 63 the room choose sides as for a spelling match. Have three circles drawn about a common center, with radii of one, two, and three feet. The leaders on each side take turns throwing bags, the bags falling in smallest circle counting fifteen, those in middle circle ten, and those in the largest circle five. After throwing, the leader goes foot and others throw. Scorekeepers at the blackboard keep a record of counts on the two sides, the side with the larger count winning the game. DEAWING Suggestions Drawing in the schools has many recognized values which justify giving it a place in the course of study. Correlate the work especially with nature study, geograj^ihy, and reading. Never allow it to become a dead subject. Adapt it to the daily needs. Work in constructing and decorating useful articles to be used about the ischool-room or at home is excellent. Materials Necessary for Each Grade The teacher should be supplied with the Teachers' Manual and Course of Study for the Practical Drawing Series. Brief suggestions are given in the front of each book. Book One — Soft pencil, drawing paper, scissors, crayola, and paste. Book Two — Soft pencil, drawing paper, scissors, crayola, and paste. Book Three — Soft pencil, drawing paper, scissors, crayola or water colors, and paste. • Book Four — Soft pencil, drawing paper, scissors, crayola or water colors, and paste. Book Five — Pencil, drawing paper, ruler, scissors, water colors, paste, and cardboard. Book Six — Pencil, drawing paper, water colors, scissors, ruler, and paste. Book Seven — Soft pencil, drawing paper, ruler, scissors, and paste. WETTING The aim of the teacher is to give each pupil a legible, regular, easily written style of handwriting. Eapidity, if not acquired at the* expense of quality, is desirable. The teacher who has not had a special course in muscular-movement writing should study carefully the directions given at the first of each of the adopted wn'ting books. Note the general directions at the back of the book. A model alphabet for both the capitals and the small capitals should be kept on the blackboard. All written work done by the teacher should be worthy of imitation by the pupils, and the child should be urged to do eveiT written exercise, in every subject, in his best hand- writing. However, there should be a regular Avriting period in which the child 64 State Departmext of Education is taught how to write. These lessons should be given according to a .'Systematic plan. The copy book should be used to show the results of the teaching. In other words, it may be considered to be only a collection of the specimens of the child's writing. The copy is the model. In the pri- mary'- grades practice of the model should be done on the board or with a large pencil on unruled paper. Prom the third grade on, the child should use a pencil or pen. Each child should work diligently to acquire a regularity of slant. This comes principally as a result of good position of paper, body, feet, head, arm, hand and pen. Instill into the child the desire to have his writing improve mate- rially as the term progresses. It is of advantage to allow each child to measure a sample of his writing once a month by one of the scientific standard writing scales. The scale could be hung in a conspicuous place in the room. Try to have all children work up to the place in the scale that their best pen- man had reached at the beginning of the term. The following scales are good, and can be ordered at a cost of a few cents apiece : Writing Scale, by Edward L. Thorndike. Published by Teachers' College, Columbia University, New York City, New York. ]Measuring Scale for Handwriting, by Leonard P. Ayers, Division of Education. Eussell Sage Foundation, 130 East Twenty-second Street, New York City, New York. Others may be used as desired. HISTOEY In every grade history should be taught to the child. In the pri- mary grades the story will be of persons — biogTaphy or of special events of interest. Thus his studv of histor}- before the formal beginning with a text-book is disconnected. It is when he begins with a special his- toiT text that the child proceeds to see events in their connection, and to study the great movements in the development of the life of the various nations. The following are some of the aims of the course of history in the elementar}' grades : (1) To arouse an interest in historical subjects through biography. This should begin ver\' early in the child's school life, not as history, but as a part of his reading and English work. Beginning with the third or fourth grade supplementary readers should be selected which contain biography. (2) To acquire enough of the facts of history to serve as a founda- tion and background for the Avork which is to follow. This would in- clude an appreciation of the historical events contained in a histor\^ of our country, these events arranged in chronological order. (3^ To bring the child, who is the potential citizen of our country, to a proper conception, so far a? he is capable at this age, of his place in society. If the child can learn to recognize during this period that he is a member of a community and not merely an individual with no social responsibilities, the time will lie well spent. Tlie class may be Manual and Course of Study foe Elementaey Grades 65 used as a type and will serve as an excellent point of departure, if the teacher will use this to show that the same principles apply to the city, the county, the state, and the nation. (4) To develop a wholesome and intelligent patriotism. This de- velopment will be aided by emphasizing the facts as to how the nation through its government has aided the individual in giving him pro- tection, in satisfying his desire for knowledge by furnishing him pub- lic free schools, and by providing for its unfortunates in the various eleemosynary institutions. The study of history as a separate subject is begun in the sixth grade. Preparation for this work has been made in the preceding grades, if proper attention has been given to biographical study in connection with the reading and English work as suggested above. It is not be- lieved that the child at an earlier age is capable of appreciating history taught formally. Fifth Grade The adopted book is to be used more as a supplementary reader than as a history text. Make the study of biography prominent, but do not fail to organize the materials so as to give the beginner a connected view of the life of our country in some of its simpler aspects. Attempt to inspire loyalty to the memory of our forefathers who con- tributed patriotic service to our country's development. Create admi- ration for noble character, and exalt in the minds of the pupils the bravery, honesty, and unselfishness of the makers of our history. Estill's The Beginner's History of Our Country. Sixth and Seventh Grades Carefully prepared outlines are an aid to both teacher and pupil. The outline should be so planned as to present the important events and movements in brief to the pupil, and should be used principally as an aid in preparing the lesson. It should -stress important details, and omit the unimportant or give to them little space. Mere recital of topics, in which the child fails to connect events preceding or fol- lowing or to show their trend, is of small value. Each day's lesson should be connected with the history which the child has previously studied, until the life of each nation which he studies forms a connected whole before his imagination. assignment of lesson ]\Iany teachers just beginning their work find this one of their chief problems. With beginners it is very profitable to devote as much as ten, or even fifteen, minutes to the assignment of the next lesson. The teacher ought to explain any difficult passages, point out what is to be emphasized and what may be omitted, pronounce difficult names, and make clear what places are to be located on maps by the students. Such consideration usually saves much time on the part of the students, and it is the means of avoiding numerous unnecessary mistakes. In the course of the explanation the teacher ought to suggest questions which 66 kState Department of Education will mvolye not mere repetition of the words of the texts, but indi- vidual thought. This will help greatly in giving the students the proper idea that their course in history is not only reading, but actual J^fl ^I P^^** ^°"^^ teachers make such question a regular part ot the day s work and place the questions on the blackboard, so that the students may copy them into notebooks. But always the assignment T^ii . ^ .^"^^^ ''^^"'' ^"""^ definite, not only as to what the students shall study but also what they shall omit. In the more advanced work less help should be given, so as to cultivate a certain amount of initia- tive on the part of the students. Sixth Grade One of the important values in the study of Texas historv- is that the pupil may be able to understand the Texas of today, her institu- tions, sentiments, and present needs. Moreover, the study of Texas history IS of value in arousing the pupil to a keener admiration and a deeper love for his state. Study the great men of the past, and the leading men of the present. The enthusiastic and capable teacher will so direct and teach that the next generation will not only appreciate but preserve and improve the commonwealth. Use a notebook for maps, stories, and clippings. Have the pupil so prepare it that he will treasure it in after years. Stfte^^^^*^ ^^'^ ^^""^^ "^^^ *^^ geography of Texas and of the United Text: Barker, Potts, and RamsdelPs A School History of Texas Supplementary readers may be used for additional work. Seventh Grade UNITED states HISTORY AND FEDERAL CIVICS In this year the child starts upon the second cycle of his study of history. Biography should still be used as a very necessary part of the supplementary reading but men now must be considered in con- nection with events. During this period dates should be studied in their relation to each other and as guides to events. The child should learn that dates within themselves are worth nothing. This phase of the work may be made more practical by selecting the most important dates, and bv making these the minimum requirements during this period. Some other lim- itations might be placed upon the requirements during the sixth and seventh years' work. Inasmuch as the text-book is prescribed, the fol- lowing are offered as the minimum requirements for a course of ele- mentary history, these to be selected from the adopted text and prop- erly organized by the teacher. The basis of these requirements is the report of a committee of the Minnesota Educational Association on elementary course of study deal- ing with the elimination of subject matter in the various elementary school subjects. Manual and Course of Study for Elementary Grades 67 The following dates should be required: 1. 1000 Norse discovery of America. 2. 1492 The Discovery of America. 3. 1607 Settlement of Jamestown. 4. 1619 Slavery introduced into Virginia. 5. 1619 The first representative assembly held in America. 6. 1620 The Pikrims land at Plymouth. 7. 1643 The confederation of the New England colonies formed. 8. 1689 The beginning of the Inter-colonial Wars. 9. 1754 Colonial Congress at Albany. 10. 1763 Treaty of Paris at the close of French and Indian War. 11. 1775 Battles of Lexington and Bunker Hill. 12. 1776 Declaration of Independence. 13. 1777 The surrender of Burgoyne at Saratoga — turning point o± The American Eevolution. 14. 1781 Cornwallis surrenders ar Yorktown. 15. 1787 Adoption of the constitution. 16. 1789 Washington inaugurated president. 17. 1803 Louisiana Purchase. 18. 1812 War declared against England. 19. 1820 The Missouri Compromise. 20. 1823 Monroe Doctrine announced. 21. 1846-48 War with Mexico. 22. 1850 The passage by congress of the Omnibus Bill. 23. 1861 Secession of the southern states. 24. 1863 Emancipation Proclamation. 25. 1863 Battles of Gettysburg and Vicksburg— turning point of the Civil War. 26. 1876 Telephone invented. 27. 1878 Electric -light invented. 28. 1898 War declared against Spain. 29. 1903 First wireless message sent across the Atlantic. 30. 1914 Federal Eeserve Bank Act. 31. 1915 Opening of Panama Canal. 32. 1917 United States enters World War. 33. 1919 Peace Conference at Versailles. 34. 1919 First airplane crosses Atlantic. Learn only those made by : Columbus Magellan Balboa Vespucius Cortez The detailed study of the colonies should be confined to the study of one of each type. For example, that of Virginia, Massachusetts, New York, Pennsylvania, and Georgia. discoveries by: De Soto Champlain Cartier Hudson Cabot Marquette Drake Joliet Ealeigh LaSalle 68 State Department of Education The study of wars should be reduced to: 1. Eemote and immediate causes of war. 2. Eesources. 3. Plans of campaign. 4. Turning point of war. 5. Eemote and immediate results. Eeduce the studies of battles to the following: 1. Braddock's defeat at Fort Duquesne, 1755. 2. Battle of Quebec, 1759. " 3. Battle of Lexington, 1775. 4. Battle of Bunke^r Hill, 1775. 5. Battle of Saratoga, 1777. 0. Battle of Yorktown, 1781. 7. Perry's victory on Lake Erie, 1813. 8. Battle of New Orleans, 1815. 9. Battle of Buena Vista, 1846. 10. Battle of Mexico, 1847. 11. Battle of Manassas, 1861. 12. Battle between the :\lcrrimac and the Monitor, 1862. 13. Battle of Gettysburg, 1863. 14. Capture of Vicksbu'rg, 1863. 15. Battle of Manila, 1898. Discontinue the use of the following terms in elementary history : indenture assumption resumption amnesty cabal imperialism filibustering manifesto belligerents specie payment demonetized reciprocity inflation communism economic The following topics might be omitted from an elementary course of history : 1. The detailed and distinctive characteristics of various tariff acts. 2. Sherman Act, Bland-Allison Act, and all other monetary leo-is- lation. ° 3. Presidential campaigns except Jefferson's, Jackson's, Lincobi's, and Wilson's. 4. Political parties except Federalist, Democratic, Whig, and Ee- publican. It is recommended that history and literature be correlated especially in the seventh grade. In this way the English work may greatly aid the history in that the history teacher may require the pupils from time to time to write short biographies. A part of a history examina- tion might be to require the pupils to write 200 or 300 word biogra- phies of the following: Columbus Hamilton Lee Washington Webster Lowell Franklin Boone Whittier Jefferson Lincoln Longfellow A set of maps and charts should be provided for the seventh grade history- and individual maps should be required. Manual and Course of Study for Elementary Grades 69 The child shoulcl be taught some form of civics in every grade of the public schools. Federal civics should be correlated with United States history throughout the year. History may be given four days and civics one day each week. The teacher should make the civics lessons practical and a time of keen pleasure to the child. Let the children form a city council and see it at work. Permit them to hold an election according to pre- scribed legal methods. Let them organize a legislature and pass laws and form a moot court to try cases. As far as possible, teach them by practice the facts and customs that the study of civics presents. Current events and history of the present should not be neglected. "We, as teachers, must interpret in story form the great forces that lie behind the great world tragedy that is now over. The teacher who' does not use the war story is not using some of the very best material to awaken interest in related subjects. The geography and history of Belgium, France, Italy, Austria and Russia all have a new significance today because of the great war and America's part in it. Text: A Student's History of Our Country. MUSIC The work in music is recommended but is not obligatory. Suggestions in a Small One-Teacher School Seat pupils with the best voices in rear of room; medium voices next, monotones in front. Eequire an easy, erect sitting position, chest high, and feet flat on the floor. Children should frequently stand while singing; insist upon good posture. Give correct pitch for every song, using chromatic pitch pipe. Never guess at the pitch, nor allow pupils to do so. Singing should always be light, sweet, melodious, and without strain. Do not sing with pupils, — sing for them. In teaching rote songs, divide pupils into groups or small choirs. Teach the song to the best choir first, so that members of this group may be stationed with the other groups to aid them in learning songs. Teach words before attempting to sing the song; talk about it to arouse the pupils' interest. Sing it for them as a whole. Careful attention should be given to correct breathing, tone, quality, phrasing, correct pronunciation, distinct utterance, and song interpre- tation. Once a week, Friday afternoon perhaps, a special program in music should be given. Let pupils choose songs in advance to encourage a more careful memorizing of work. Competition between choirs may be encouraged. The less timid pupils may learn individual songs and appear on the program as a surprise to the rest of the school. In this way individual work may be encouraged. "^^ State Department of Education Lists of Songs for Smaller Children Progressive Music Series, Book One. Bubbles, page 9; Choo-choo, page 133; A Little Lady, page 13: Afternoon Tea, page 319; (Teachers' Manual) Billy and Betty, page ^6; IJiree Little Heads, page 150: Grasshoppers Ball, page 152; Kris Knngles Song, page 160; Valentine Song, page 46; Umbrella Man, page 1?0; Little Eobm Redbreast, page 176; Raindrops, page 45; ihanksgivmg Day, page 141; Gingerbread Man, page 113; 0! Christ- mas Tree, page 125; Benediction, page 132; Good Morning, page 5; A Surprise, page 24; Upon a Morning Sunny, page 31; Goodbye, Mother, page 93; Ram, page 103; Washington's Birthday, page 85; Songs of Praise, page 79; Dancing Raindrops, page 75. All songs in Congdon Three. List of Songs for Larger Children Progressive Music Series, Book Two. Fuddle-dee-dee, page 6; The Raindrop Soldiers, page 9; September SPol^ii o^® ^^^^""^^ ^^''''^' P^S^ 11' A Strange Country, page 17; Ihe Shell Song, page 18; The Bee and the Butterfly, page 29 ; Old Eng- lish Nursery Rhyme, page 81 ; All Through the Night, page 41 Lyric Music Series, First Reader. The Echo page 10; Sleep, Darling, Sleep, page 16; Let Us Be a Band page 29; Hymn of the Morning, page 44; The Honey Bee, page 4^; The MiU-Wheel, page 69; Wee Bairnie, page 126; Little Sing Woo, page 329. r o , ^ Lyric Music Series. Second Book. rrJT;^!? ^''S"'- *^^ Bell-Buoy, page 59; The Sail Boat, page 60; The Month of Roses, page 62; Dream Wings, page 63; Good Morning, page 60; Invitations, page 77; Swing, Little Bird, page 89; Sleepy Time, page 100; A Spring Song, page 120; America, page 164; There's Music m the Air, page 167: The Star-Spangled Banner, page 176; Columbia, The Gem of the Ocean, page 178. r & , Flag of the Free and The Stars and Stripes from the "Story of che American Flag," by Wayne Whipple. America, the Beautiful. The following is a more complete outline that may be used in larger schools or those that have more time to devote to music The aim of the work in music is (1) to cultivate the love and appre- ciation of good music; (2) to develop that musical sense which exists m eyer}^ child; and (3) to train the pupil in an understanding of this great language of the emotions. General Suggestions: (1) Require an active position of the body in all smgmg. Children should stand for part of each lesson. Permit no loud smgmg, especially on low notes, where the tendency to produce harsh tones is greatest. (2) Require breathing exercises consisting ot deep mhalmg and prolonged exhaling. This can be gotten with less tension by letting the children imitate the sounds of nature, namely wind, waves, swishing of the trees, bees, sounds we hear in everyday iJle as bell, electric fan, sawmill, engine, etc. (3) Individual singin^ Manual and Course of Study for Elementaey Geades 71 sliould be encouraged in all the grades and unison singing should be required. (4) Accurate pitch is very necessary at all times when pupils sing. Do not guess at pitch in starting songs for first and second grades. Use Congdon's chromatic pitch pipe, which is the ap- proved pitch instrument, (5) In all song work whether learned by rote or note, give attention to expression, which involves tempo, good attack, phrasing, clear enunciation, shading, and good tone quality. MOTIVES AND IDEALS* I. Justification of Music in Curriculum A. Development of taste for best music (through use of good song material and listening to masterpieces) B. Development of feeling or emotions 1. Joy in nature. 2. Love for humanity 3. Patriotism and loyalty 4. Development of religion and idealism (esthetics) C. Development of musical skill 1. Use of the voice 2. Interpretation 3. Sight reading 4. Intellectual appreciation ^ II. Subject of Music in its Eelation to Children A. Must possess permanent interest B. Must possess permanent value (See Bagley, Gilbert, Hall, McMurry, Partridge) C. Must appeal to various stages of physical and mental growth 1. Kindergarten: folk dancing, action songs, singing, games, marching 2. Primary Grades : folk dances, folk songs, songs em- bodying human relations, patriotic songs, nature songs, songs selected for definite content and simple structure — phrase repetition conspicuous 3. Intermediate Grades: folk dances, folk songs, pa- triotic songs, story songs, mythical and legendary, hero worshipping. Definite problems to be mas- tered, topically arranged for drill and mastery of technical difficulties 4. Grammar Grades: songs appealing to emotional nature. (Note: Throughout the different stages material must be adapted in range 'to vocal lim- itations to children. In primary grades songs with range entirely in head register. In ado- lescence, the changing voice must be considered *Mrs. Lula Griesenbeck, Supervisor of Music in the public schools of San Antonio. 73 State Depaetment of Education III. Method of Teachino- Must Vary with Stages of Children's De- velopment A. Primary Grades (6 to 8) : sensory period (Predominantly ear training) 1. Concrete ideas — rote songs. (See interest, per- manent value, simplicity of content and struc- ture) 2. Learning process, imitative 3. Eepetition as a principle a. Period repetition through additional stanzas b. Phrase, motif and figure repetition c. Eepetition of figures in new songs 4. Conscious observation of song experience by anal- ysis. Elements of phrase, motif and figure 5. Beginning of synthetic process. Discovering famil- iar musical ideas as figures in new relation songs B. Intermediate Grades (8 to 12) : associative or drill period (Predominantly eye training) 1. Interest maintained through concrete experience — more songs 2. Attention becomes voluntary; theor}^ of work, need of mastery, development of will power 3. Learning process, association a. Association of musical idea, tonal and rhyth- mic (1) Eeview familiar songs embodying a new problem (2) Bring consciousness to bear upon tlie problem (3) Isolate problem from context and drill upon it (4) Apply problem in reading new songs b. Organization of musical ideas (1) Ehythm, time values (2) Tone: diatonic major and minor re- lations; chromatic relations; part singing c. Drill. Formal memorization of definite ideas d. Synthetic process. Application: sight-read- ing, development of independent power and initiative 4. Development of taste through listening to best music a. Ideals of tone, style, proportion C. Grammar Grades : adolescent period 1. New song experience (Apply principles mastered in previous grades) 2. ]\rusic must appeal to emotional nature 3. Teacher must develop intelligent appreciation a. For emotional content, mood, atmosphere b. For form-structure, thematic divisions Manual and Coukse of Study for Elementaey Grades 73 c. Of composers in relation to other great men of achievement (Place of listening in musical education — mechanical players) d. Of influence of historical setting and en- vironment 4. Teacher must recognize changing voices a. Select suitably arranged music b. Have systematic voice tests and records Course of Study* first year The aim is to give each child the use of his singing voice and pleas- ure in songs as a- means of expression. There is some slight analysis of the mu'sical experience gained, consisting of aural recognition of phrase, measure, and beat, and of three forms of measure, namely, 2-beat, 3-beat, and 4-beat. . mu + a: • Songs are learned by rote, vocal practice by imitation. The stall is not presented. An average of one song a week should be given, and these songs should be beautiful, perfect as children's songs. Standards of Attainment at End of First Year (a) The ability to sing from memory, correctly and pleasantly, one stanza each, at least, of fifteen of the songs. (b) Not more than 4 per cent monotones (c) Ability to state form of measure in a strongly and simply rhythmic new song (d) Ability to recognize the phrase (e) Pleasure in song developed Methods of Measuring the Attainment (a) Intonation, vocal ease, vocal quality, accurate recollection of words, good tempo and rhythm (b) Individual singing (c) Individual test in listening and answering (d) Individual test: teaching singing first phrase and asking pupil to sins: the second phrase (e)^ Ask what shall be done with an unoccupied five minutes SECOND YEAR The added aim is to 2:ive the pupil loiowledge of staff notation and the ability to read ver\' simple music at sight, using the scale syllables. Ear training extended to oral and written dictation (the latter tonal, not rhythmic) Standards of Attainment hif End of the Year (a) Ability to sing at sight by syllables a simple phrase in any one of nine keys, after the position of the keynote is given : the singing to *Will Earliart, Director of Music in the public schools of Pittsburgh. ''^ S^^TE DePAETMENT of EDUCATION bents in length ^ ' '^ '"=<=''«'»™1 tones of two, three or fouv Kk^l-S\/; rntr.^ '°« "^ ^■*'"^^ =-p'^ — -- keynote ^^i^^iC'tl^'t """^ ''"'<' »■> the staff (after position of Eh'ythn:'ic indt"ti™ nTrtu'ed '"™^ """"'°"= "^^ ">"- - (•»■ of Sts, to steilhrktth'of'ei^h'-^" '"'^ °' ™*^^ ^"'l t''^^^ ki-ds of beats for ruch note "fnrt L w / """""=' ""t involvmg fractions of measure ' *" "'"' " "<=='''-"' «' "* l«ast three kinds (f) PlSrLtnr' '" ' ■"' ""' '"' ™°*'°"^«°'' P-P"^ il^ei/iO(? of Measuring the Attainment (a) IndiWdual singing (b) IndividuaJ tests (c) Written tests (d) Individual oral and written tests THIRD YEAR the staff. unaanons laid for two-part smgmg, the letters on Standards of Attainment only LegljinffeaLr^es""' '' ''«''•■ ^'^ ^-^"^"^^' ^^'^^ -»^i^ containing (b) Techmcal knowledge of features to date signature -' ""™ ™^ "^^^ ^^^""5' ^^di'd by reference to its n.^l. Alh"u;?f'w"^,*" ri'' ? ^*'"' P-P-»<^ -a 3ig- (e) Pleasure in sono- con^lnS"" ''"'' '^ ^'"" ^^^^^^ '' articulation with music in the Methods of Measuring the Attainment (a) Individual singino- fla^nat^J^^t^^S^ai^^i^ IVT'' '''''' "^^^--' ^^^^P«' measures, etc.' ^ ^^tter-names of staff degrees, to write these, write (c) Oral or written tests (d) Oral and written dictation the home ''"''"^" '' '''' ^^^""'^ ^^ ^-j°3™t in the schoolroom and Manual and Course of Study for Elementary Grades 75 (f) Do you sing in Sunday school? Church? Do you hear any of the songs you sing in school sung or played in puhlic places ? FOURTH YEAR New features: Two-part singing established: the unequally divided beat Standards of Attainment The foregoine: and in addition: (a) The ability to carry in groups of three or four on a part, one part or the other in familiar two-part songs (b) Ability to name any one of nine keys from its signature Methods of Measuring the Attainment (a) Oral group tests (b) Oral or written tests FIFTH YEAR Characteristics: Extension of tonal and rhythmic study; two-part singing the regular routine, development of the group-spirit m song; organization of knowledge into a system; dawning recognition of the mood- qualities of songs and the value of nuance New features: The composition of scales (major) and the conse- quent systematic understanding of chromatics; the chromatic scale Standards of Attainment (a) Ability to carry, in duet, one part or the other in familiar songs (b) Ability to find and name the tones that compose the scale of anv one of nine keys '(c) Ability to write the signatures of the more frequently used keys (d) Ability to recognize by ear and name or define and write the important tonal forms and rhythmic forms so far as studied (e) Well defined musical interest and gi'owing musical taste Methods of Measuring the Attainment (a) Measure by oral tests, by twos (b) Measure by written or oral tests (c) Measure by dictation tests, oral and written, including written rhythmic dictation. Oral and written tests (d) Measure bv such questions as: At home and in company do you sinff? Do yoi/plav? Do you go to concerts ? Do you sing or play with your friends? What do you sing? What do you like best to sing or play ? What composition do you hear that you like ? etc., etc. Sight- singing and theoretical knowledge as before, now including new features SIXTH YEAR The emotional significance of music as well as its purely tonal charm beo-ins to become apparent. Expression of definite states of feeling '^^ State Department of Education standards of AUainvient \^\ iu-l-*^ *° '^'^'"'^ ^^y ^^ *^^e three parts 4or or^'^tc'r key""' '"" ''^ ^^^"^^^^'^ ^^"^ ^^^^^ *^^ -^^^ of any /^^l i^'^'*7 *° ."^"^^ *^^ signature of any major key Methods of Measuring the Attainment (a) Measure by oral tests by threes (b) Measure by oral and written tests (c) Measure bv written tests Mfht} ,^l '"'" ""^ "..''''''' ^'"^ S™»P^ o' others? When where' SEVENTH YEAR -r. .tts;, :s,.='Sr=.ss;,e" " "• »■■■ standards of A ttainmcnt (a) Good theoretical knowledge of all features mentioned to date of 'misiet'"''""'"" ™" """^' (''^ "™"°S capaoit/for e™lttn th|pa^^fi!?:Se!;;Xtl:jtw:^T':;i!;r''^'* '--■^ ^' ^'^"- ^" orial^izatlrStoltaS" '""'' '''^'"^ ^ -*-=" ^^ <" -i'" -¥«f./^o^.s 0/ 7|fe«..,(nn^ the Attainment (a) Oral and written tests in,prLio"rted"- '"^*™'™"'^' player-piano, victrola, etc, with (e) Oral tests, a group on each part Manual and Course of Study tor Elementary Grades 77 List oe Books 1. For Teachers The Song Primer Teacher's Book, Silver, Burdett Co. T. Maskell Hardy, The Child Voice, Oliver DitsoD Co., Boston Frank E. Eix, Yoice Training for School Children, The A. S. Barnes Co. Dawson, The Voice of the Boy, The A. S. Barnes Co. Teacher's Edition for Elementary Grades, Ginn & Co. A New Graded List of Victor Eecords for Children in Home and in School, Educational Department, Victor Talking Machine Co., Cam- den, N. J. 2. For Classes The Progressive Music Series, Silver, Burdett Co. The New Educational Series, Ginn & Co. The Song Series, The A. S. Barnes Co. Alys E. Bentley, Play Songs from the Song Series, The A. S. Barnes Co. Cushman and AndreAvs, Songs for the Seasons, The A. S. Barnes Co. Eipley and Schneider, The Art Music Eeaders, A. Flanagan Co. Ward, Stories of Famous Musicians, A. Flanagan Co. Akin, Opera Stories from Wagner, Houghton, Mifflin Co, The Art Music Eeaders, Atkinson, Mentzer Co. Eleanor Smith, Book of Children's Songs, Silver, Burdett Co. Jessie Gaynor, Book of Children's Songs, John Church Co. The Lyric Music Series Primer, Scott, Foresman & Co. Matthews, Songs of All Lands, American Book Co. Common School Book of Vocal Music, Silver, Burdett & Co. Songs of the Flag and Nation, Hinds, Noble and Eldridge Eecords for the Schoolroom PRIMARY grades No. 17004 Mother Goose Jingles, No. 1, Elizabeth Wheeler ,$ .75 No. 35225 Mother Goose Jingles, No. 2, Elizabeth Wheeler 75 No. 18076 Mother Goose Jingles, No. 3, Elizabeth Wheeler 75 No. 17869 Around the Christmas Tree, Elsie Baker 75 No. 18015 Eiley-Gaynor, Gingerbread Man, etc., Olive Kline 75 No. 64161 Song of a Nightingale (real birds) 1.00 No. 45058 Song of a Sprosser Song of a Canary and a Thrush 1.00 No. 17103 Hansel and Gretel, German Folk Dance, Sousa's Band In the Spring, French Child's Song, Sousa's Band. . . .75 No. 17084 Klapdans (Swedish Folk Dance) Shoemaker's Dance, Victor Band 75 No. 18216 Thomas, Gavotte from Mignon (Xylophone), Eeitz Schubert, Moment Musicale. (2) Chopin, Mazurka. .75 No. 17674 Old Black Joe (Celesta solo), Arndt Old Folks at Home 75 78 State Department of Education No. 60080 Babes in Toyland-The Toymaker's Shop, Herbert's Orchestra ~g No. A1295 (Columbia), Haydn, CMldren's 'symphony (toy instru- " ments) j \ j Currie, Children's Toy March 75 No. 64197 Schumann, Traumerei (violin), Mischa Elman. '.'.'.'.'. LOO GRAMMAJEl GRADES Songs No. 87254 All Through the Night, Farrar 2 00 ^''* ?oo!I 5^™«-L^hi^^an, Bonnie Wee Things, McCormack .■.'.■ .* l.'oo No. 18274 Comm' Thro' the Rye, Claude Isaacs, boy soprano AT or.^-, ^ i^ooke-Nuttmg, Sing ! Sing ! Birds on the Wing 75 No. 35617 Longfellow-Whitley, Hiawatha's Childhood, Elsi^e Baker ATn Q«i.n Wfellow- Whitley, By the Shores of Gitchee Gumee. 1.25 No. 88150 Bonnie Doone, Melba. . orul No. 64324 Tennyson-Dolores, The Brook, Alma'ciuek." .' .' 1 00 No. 64696 Ford-Novello, Keep the Home Fires Burning MVcor- mack ^ . ^^ No. 64605 Field-Nevin, Little Boy Blue, McCormack.' 1 OO No. 18338 Marseillaise, The (in English), Edward Hamilton AT r. ,no. .. Spangled Banner, Elizabeth Spencer 75 No. 74039 Marseillaise (in French), Marcel Joumet ' ' " l 50 No. 17442 La Paloma (in Spanish), Francisco " ' La Golondrina ^,k No. 87221 The Rosary, Schumann-Heink.' '/.'.'.'.'.'.'..'. 2*00 No. 45135 Star Spangled Banner, Werrenrath America -. qq No. 17563 Anvil Chorus— II Trovatore,' Victor Chorus Pilgrim's Chorus— Tannhauser . 75 No. A2165 (Columbia), Deep River (negro melody), Oscar 'Se'agle O Happy Day " -^ qq No. 87212 Carey- Ambrose, One Sweetly Solemn Thought,' 'oiu'ck- Homer 2 oo No. 30486 (Columbia), Cadman, From the Land of 'the Sky-Blue Water, Nordica Nevin, Mighty Lak' a Rose 3 00 No. 35558 Spanish Ballads, Victor Mixed Chorus Neopolitan Favorites 2 25 No. 88012 Star Spangled Banner, Emma Fames Dixie o on No. 17611 Medicine Sono-. mnni^T. Pot-v Tr,^,-„^„ /t^i'J^i:^:^ L!,^:: I:" No. 88178 Toreador Soi No. 96001 Quartette, Rigoletto, Artists'.".'.".'. .'.'/.]'. [ [ [ ] [ [ [ ' ' .' .' .' g.'oo Carmen, Gogorza 3.OO ^ tto. Artists 6 00 No. 70078 Quartette, Rigoletto, Victor Quartette. I's*^ No. 18277 (Old Rounds), Early to Bed. (2) Thre'e' Blind "Mice (3) Good-night Scotland's Burning. (2) Row, Row, Row Your Boat. (3) Lovely Evening 7^ Manual and Course of Study for Elementary Grades 79 Old Negro Spirituals No. 17688 Go Down, Moses, Tuskegee Institute Singers I Want to Be Like Jesus 75 No. 17890 Swing Low, Sweet Chariot, Tuskegee Institute Singers Steal Away 75 No. A1888 (Columbia), Shout All Over God*s Heaven, Fisk Uni- versity Male Singers Swing Low, Sweet Chariot 75 Band Accompaniments to Be Used in, Chorus Work No. 18145 My Old Kentucky Home. (2) Battle Hymn of the Republic Believe Me If All Those Endearing Young Charms. (2) Home, Sweet Home 75 No. 17580 America The Red, White and Blue 75 No. 17581 Star Spangled Banner, The Hail Columbia 75 Band or Orchestra Music No. 16552 Faust, Waltz from Kermesse, Pryor's Band In Happy Moments (Maritana) ^. 75 No. 18086 Willis, It Came Upon the Midnight Clear. (2) Men- delssohn, Hark ! the Herald Angels Sing. (3) Han- del, Joy to the World, Orchestra 75 No. 17668 La Marseillaise, Sousa's Band Belgium National Air, Victor Band 75 No. 35509 Poet and Peasant Overture, Orchestra 1.25 No. A1211 (Columbia), Gounod, Funeral March of a Marionette, Orchestra Moszowski, Spanish Dance, No. 5 — Bolero 75 No. 5464 Weber, Invitation to the Dance, Orchestra ". . . 1.25 Violin No. 64457 Offenbach, Barcarolle— Tales of Hoffman, Maude Powell 1.00 No. 74494 Dvorak, Humoresque, Maude Powell 1.50 No. 74444 Beethoven, Menuett in G, Zimbalist Gossec, Gavotte in D, Zimbalist 1.50 No. 64614 Boccherini, Minuet (with string quartette), Kreisler 1.00 No. 64709 Paderewski-Kreisler, Paraphrase on Minuet 1.00 No. 64644 Drdla, Souvenir, Elman 1.00 The war has brought to us a realization of the value of the com- munity "Singsong." Teachers are urged to continue this activity in the communitv in which thev work. ^^ State Depaetment of Education PATRIOTIC WORK Suggestions "Americanization is the achievement of national unity for world service upon the plane of our highest ideals. It is an unwavering and united progress toward the goal of those ideals which we confefs we have not yet attained, but for which we are still striving." — Dr. Charles Alvin BrooTcs. THE AMERICAN CREED Note.— This creed won the $1000 prize offered by the city of Balti- more. -^ ■jcm-i "I believe in the United States of America as a government of the people by the people for the people; whose just p1)wers are derived from the consent of the governed; a democracy in a republic- a sov- ereign nation of many sovereign states; a perfect union; one ^nd in- separable; estabhshed upon these principles of freedom, equality ius- and foriuiT'''' -^ ''^^'''^' American patriots sacrificed their lives the flag LAW . :lf7^'''' V ^'Vx ?'? ^^'^^' program of every school in this state shall be so formulated by teacher, principal, or superintendent as to include at least ten minutes for the teaching of lessons of intelligent patriotism, including the needs of the State and Federal governments, the citiJen "''''' '' ^*'*'' """'"^ *^'' obligation of the State to . Sec 2. That the board of school trustees of each and every com- mon, independent, or municipal school district be and is hereby re- quired to provide for a suitable United States flag and flagpole for each school buildmg m the district, and the expense incurred in carry- dlftrict P''^'''^''^^^ ^^ *^^e la^ shall be paid out of the funds of the Sec. 3. It shall be the' duty of the State Superintendent of Public Instruciion to issue to each county and city superintendent of public instruction m this State the necessarj^ instructions as to the enforce- Ttendlf % ""'^r^-^* f '">' ^^' ^^*y '^ ^^' ^°^^t.>' ^^d city super- +W +i! Public instruction m every county in this State to see i.tJl//''7'S'Ki-^ T*^? ^^^ '^^ ^^'' instructions of the State Super- intendent of Public Instruction relative to this law are carried out. The county superintendent of public instruction shall not approve for payment any vouchers drawn on the funds of the district until such tbfi . ffV'T ^°"^Plf ^\ith the provisions of this act; nor shall the president of any school board of any independent or municipal school district m this State approve vouchers for the payment o anv e~arricula ^"'"""'^ '' ''" '"^ ^^^^'^ ^^^^^ ^^^P^^^^ -^^^ - Manual and Course of Study foe Elementary Grades 81 Sec. 4. Any official or employe of the public free schools failing to perform his or her legal duty in connection with the administration of this law shall be deemed guilty of a misdemeanor, and shall be subject to a fine of not more than five hundred dollars or removal from office or both fine and removal from office. Sec. 5. The fact that this nation is now at war with a foreign foe, and that the strength of a government of the people, by the people, and for the people must necessarily come of its citizenship, creates an emer- •gency and an imperative public necessity that the constitutional rale requiring bills to be read on three several days be suspended and that this act shall be in force from and after its passage, and it is so enacted. Effective March 20, 1918. resolutions passed by the thirty-sixth legislature Whereas, The Texas Flag Law places upon the State Superintend- ent of Public Instruction the responsibility of issuing to the schools instructions in regard to the details of the observance of the law; and Whereas, Intelligent care of the flag is a part of the lesson of pa- triotism, since the flag is t(5 the child the symbol of his love of his countiy; and Whereas, The Superintendent of Public Instruction is in hearty accord with the desire of certain members of the Legislature to pre- serve the flags now the property of the schools, and not to represent the patriotic feeling of our nation by tattered and discolored emblems on the schoolhouses of our State; therefore, be it Resolved, That it is the wish of the people of Texas, through their Eepresentatives in the Texas Legislature, that the State Superintend- ent of Public Instruction shall include, in instructions to city and county superintendents, provisions requiring the flag of each school- house to be kept within doors, to be displayed on the exterior of the building only in good weather, on suitable occasions, and at such regu- lar intervals as may be desirable, at the same time providing for such regular use of the flag in patriotic exercise as may inspire in the chil- dren of the State the proper reverence and enthusiasm for the Star Spangled Banner of the greatest republic in the Avorld. Note. — Teachers and school officers are requested to modify their use of the flag in accordance with this resolution. Children should be trained to stand at attention from the first bar till the last of the Star Spangled Banner whenever and wherever it is played. FLAG salutes Elag salutes are very interesting to children in all grades of school and offer one of the best opportunities for teaching respect for our national emblem. While it is not necessary to assemble the children on the grounds daily for the raising and lowering of the flag, it is, however, desirable to conduct exercises in saluting the flag from time to time. The- children should be taught simple flag salutes which they can use in their rooms daily or on the grounds as may be necessary and proper. At the opening of school the pupils assembled rise at a signal given by the teacher or principal. The flag is brought forward to the stand 82 State Depaetment of Education of the teacher. While it is being brought forward, every pupil rises to give the flag the silent, or hand, salute, which is as follows: At a signal, as the flag reaches its station, the right hand is raised smartly till the tip of the forefinger touches the upper part of the forehead above the right eye, thumb and fingers extended and joined, palm to left, forearm inclined to about 45 degrees, hand and wrist straight; at the same time look toward the object saluted; drop the arm swiftly to the side. The pupil then takes his seat. The silent salute conforms to the military and naval salute to the flag. An appropriate "pledge" may accompany the military salute, in which event the salute is held to the end of the "pledge." Three pledges that may be used are suggested: 1. I pledge allegiance to my flag and to the Eepublic for which it stands, One nation indi^dsible, with liberty and justice for all. (Boy Scout.) 2. Flag of our great Eepublic — Symbol of human liberty — WTiose stars and stripes Stand for courage, purity and union; We salute thee (hold salute to end). Pledging our lives and sacred honor To guard and revere thee And our beloved country forever. I pledge my hand and my heart to my country. One country, one language, one flag. (In repeating the pledge the pupil places his right hand over his heart and, on coming to the last words of the pledge, salutes the flag.) MAKERS OF THE FLAG Fkanklin" K. Ijane This morning, as I passed into the Land Oflice, The Flag dropped me a most cordial salutation, and from its rippling folds I heard it say : "Good morning, Mr. Flag Maker.'^ "I beg your pardon, Old Glory," I said, "aren't you mistaken ? I am not the President of the United States, nor a member of Congress, nor even a general in the army. I am only a Government clerk." "I greet you again, Mr. Flag Maker," replied the gay voice. "I know you well. You are the man who worked in the swelter of yesterday straightening out the tangle of that farmer's homestead in Idaho, or perhaps you found the mistake in that Indian contract in Oklahoma, or helped to clear that patent for the hopeful inventor in New York, or pushed the opening of that new ditch in Colorado, or made that mine in Illinois more safe, or brought relief to the old soldier in Wyoming. No matter, whichever one of these beneficent individuals you may happen to be, I give you greeting, Mr. Flag Maker." Manual and Course of Study toe Elementary G-rades 83 I was about to pass on, when The Flag stopped me with these words : "Yesterday the President spoke a word that made happier the future of ten milHon peons in Mexico; but that act looms no larger on the flag than the struggle which the boy in Georgia is making to win the Corn Club prize this summer. ' "Yesterday the Congress spoke a word which will open the door of Alaska; but a mother in Michigan worked from sunrise until far into the night to give her boy an education. She, too, is making the flag. "Yesterday we made a new law to prevent financial panics, and yes- terda}^, maybe a school teacher in Ohio taught his first letters to a boy who will one day write a song that will give cheer to the milhons of our race. We are all making the flag. "But, I said impatiently, "these people were only working!" Then came a great shout from The Flag: "The work that we do in the making of the flag. "I am not the flag; not at all. I am but its shadow. "I am whatever you make me, nothing more. "I am your belief in yourself, your dream of what a People may become. "I live a changing life, a life of moods and passions, of heartbreaks and tired muscles. "Sometimes I am strong with pride, when men do an honest work, fitting the rails together truly. "Sometimes I droop, for then purpose has gone from me, and cynically I play the coward. "Sometimes I am loud, garish, and full of that ego that blasts judgment. "But always, I am all that you hope to be, and have the courage to try for. "I am song and fear, struggle and panic, and ennobling hope. "I am the day's work of the weakest man, and the largest dream of the most daring. "I am the Constitution and the courts, statutes and the statute mak- ers, soldier and dreadnaught, drayman and street sweep, cook, counselor, and clerk. "I am the battle of yesterda}^ and the mistake of tomorrow. "I am the mystery of the men who do without knowing why. "I am the clutch of an idea, and the reasoned purpose of resolution. "I am no more than what you believe me to be and I am all that you believe I can be. "I am what you make me, nothing more. "I swing before your eyes as a bright gleam of color, a symbol of yourself, the pictured suggestion of that big thing which makes this nation. My stars and my stripes are your dream and your labors. They are bright with cheer, brilliant Avith courage, firm with faith, because you have made them so out of your hearts. For you are the makers of the flag and it is well that you glory in the making." 84 State Depaktment ot' Education" THE DESTINY OF AMEEICA EXTKACTS FEOM SEVERAL SPEECHES OF PRESIDENT WOODEOW WILSON There is a very great thrill to be had from the memories of the AmericaiL Eevolution, but the American Revolution was a beginning, not a consummation, and the duty laid upon us by that beginning is the duty of bringing the things theii begun to a noble triumph of comple- tion. For it seems to me that the peculiarity of patriotism in America IS that it is not a mere sentiment. It is an active principle of conduct. It is something that was born into the world, not to please it, but to regenerate it. It is something that was born into the world to replace systems that had preceded it and to bring men out upon a new plane of privilege. We are participants, whether we would or not, in the life of the world. The interests of all nations are our own also. AVe are partners with the rest. Wha,t affects mankind is inevitably our affair as well as the affair of the nations of Europe and of Asia. The stage is set, the destiny disclosed. It has come about by no plan of our conceiving, but by the hand of God, who led us into this way. We cannot turn back. We can only go forward, with lifted eyes and freshened spirit, to follow the vision. It was of this that we dreamed at our birth. America shall in truth show the way. The light streams upon the path ahead, and nowhere else. AMERICA THE BEAUTIFUL Katharine Lee Bates beautiful for spacious skies, For amber waves of grain, For purple mountain niajesties Above the fruited plain ! America ! America ! God shed His grace on thee And croTiTi thy good with brotherhood From sea to shining sea ! beautiful for pilgrim feet, Wliose stern, impassioned stress A thoroughfare for freedom beat Across the valderness ! America ! America ! God mend thine every flaw, Confirm thy soul in self-control. Thy liberty in law ! Manual and Course of Study foe Elementaey Geades 85 beautiful for heroes proved In liberating strife Who more than self their country loved, And mercy more than life ! America ! America ! May Grod thy gold refine, Till all success be nobleness. And every gain divine ! beautiful for patriot dream That sees beyond the years Thine alabaster cities gleam Undimmled by human tears ! America ! America ! God shed His grace on thee And crown thy good with brotherhood From sea to shining sea! THE TEXAS FLAG Jessie A. Bayers Tune: Bonnie Blue Flag With loyal hearts we greet you, Land of the tree and flower. First *mid your sister states you stand In majesty and power. From north and south and east and west The cry resounds afar, Hurrah! for the Texas flag, That bears a single star ! Chorus : Hurrah ! B[urrah ! For the Texas flag, hurrah! Hurrah! for the Texas flag. That bears a single star ! For Texas is a friend indeed And faithful to her trust, She welcomes unto Freedom's soil. The true, the brave, the just; And should a foeman's treachery Attempt her rights to mar, We'll raise on high the Texas flag That bears a single star ! Cborus : 86 State Depaetmeistt of Education TEXAS LAND Elizabeth D. Kemiedy Tune : America Thou "Gateway of the West" 'Tis thee I love the best My Texas Land. wondrous and divine Long may thy Lone Star shine O'er thee, fair land of mine — My Texas Land. 1 love thy rivers deep, Thy plains that mighty sweep, From east to west. I love thy crystal air, Thy fields of grain so fair, None can with thee compare — I love thee best. Eemember Crockett's fame, Travis of deathless fame; Our sacred dead. "Eemember the Alamo." Where in the long ago, Bravely they faced the foe — Our martyred dead. land of heroes brave, "WTio died thy sons to save. Of thee I sing. May thou forever be From sword of foeman friee, A land of Liberty — God, our King. TAKEN FEOM THE LITEEAEY DIGEST The poem that follows has, in addition to its literary merit, real his- torical importance. Written by the foremost living poet of the South, the poet-laureate of the United Confederate Veterans' Association, it was read in Washington by General George P. Harrison, Commander of the United Confederate Veterans, during his annual address to that society. It was also read at a meeting of the Sons of Confederate Vet- erans. It is destined to be read at many other patriotic meetings in the South, and to find a place in all anthologies of poems associated with our nation's history. Manual axd Couese of Study foe ELEiiEXXAEY Geades 87 UXIOX By Virginia Frazer Boyle Out of the mists and the storms of the years, Out oi the glon* of triumph and tears, Out of tlie ashes of hopes and of fears. The Old South stiU leads on. She is bringing today what her hands have wrought, "WTiat her mother's heart at her knee has taught — Her treasure of time that her blood has bought — To lay at the nation's feet. ISTot the tattered things which she waves today — Xot the Stars and Bars she has laid away. Nor the bended forms in their coats of gray — Her wondrous pledge to the past; But the spirit that stirs through the dust of the grave, Wherever the flags of the Union wave; The valor the God of her heroes gave To freedom and libert}'. She comes vrith the cr}^ that led her on. When freedom and liberty first were born — And the name of her peerless Washington — The rugged strength of her days. She has kept unmixed, through her years of pain, America's blood in its purest vein; As she gave to the past, she gives again. For the glory of her land. With a patriot's faith in the days to be. She is pressing the seal of destiny With the fame of her Jackson and her Lee The heritage of her sons. And she sees in her ruddy boy today. In his khaki coat, her lad in gray. And back of the drums her heartstrings play, "WTien the bugles shout and call. But her mother-love is not dismayed — She has laid her treasure unafraid On the shrine where the sad-eyed Lincoln prayed That the Union might not break. How they troop, that host that cau never die ! A nation's heroes passing by — The spirits that brook nor earth nor sk}- — For the deathless dead have heard: State Department op Education The}'- are marching out with a shadowy lance, With the sons of sons to the fields of France; And they stand at the guns while the bullets glance, Where England fights to win. Oh ! hallowed earth of the hrave and the free — Oh ! pledges of life and of liberty — They are keeping the tryst on the land and the sea. Of a nation forever one ! Manual and Course of Study por Elementary Grades 89 o H O A « O OS b Q SS o >! w z « mm !N(N (35 03 1-1 tH o ^ •. •• O T3 ft on <; 1 1 1 05 05 o tJ)03 p i-m-^ a) h ftft O « CO C/:c/3 f? O 'm o ft >> u o Q Q ^ ^ o o o o o . a 03 to C3 MS3 Q o X §2 o rt o 1/3 to 1/1 a as u J3 q ^Q 3 O o C/3 (N CJ CT5 05 t/3 C/3 > C? & 2 § 1 ■a o O "to o o o oa tjca tgca gcQ «■ § ^ m« C/2 55 to «!>0 JJC CIS C3 "S "^ S S « o o 9 2 [_^ CO C/3 CO c/5 r-i Qv h ^ . to* O to C3 O CSS H O 03 to o! ^^■ii u u u a< (^ c^ S S u J5 ^ - O o O S [1, •^ '^ o to ^,^ r-i M CO ■* in S— to-^-^-^-^-« "2 o o o o o eo . w «=; CIS 3 It 3 Ofl> M ■• c t S V ca <2 ^JZJ a ^ M Ss 3 go o c o >> .2 S-a en u..xi O « i- ftfc2 E « . o c ■ ^5 oE ■5'S tA* < ^z o u cc p-l^ o o el •> o O .■sfc to ._, W 2 90 State Department of Education (M C^ M Ca C-J -< (N IM (M c^ a c^ o 05 C3 -^ *^ 05 1-H «M ^H C/5 CO C/3 c/: c/2 t/2 Ci a tyi C/5 C/J 00 ly: c/5 t/o O H O Q n H O Q 06 O >! z H « « C o Q Q ^ ^ J3 JS CJ 3 3-' 3 3 -C Cu fc -S ^ 2 C ^ Q -« § .^ 1 53= s § i O -<-> -3 . j3 «yi tr. % \n J1 3 X O O « H CO h := c ^ to o o >. -a h i; -o 3 O O M U o XJ "5, ^ U M w < >> 3 o 3 .g _ .X) 00 ^ >- o s O 3X5 o -;• 2« 3 .S- 3 XI .25 « M -3 u c E o e o 3 T3 i a 4)5 ^" S S= 9> B c o o U CO C S o s - C o j2 o^' a «,1 & -h ^53 c.^ » 01 1/3 "S eiS X «Q •;2H o c . © u - «wo 15 >vXi^r'„ — r 00 >, c ^3"5) si ca o > X3 -O h < n X as 2 ■■3 QC^ >■*; op T3 ^ O « Kca Sw «c2" .So go*- \\% 3 « <« 6i-j- o O Co o o •^ cdCQCQ go- Manual and Couese of Study foe Elementary Geades 91 05 05 05 05 =«=y OO in o mm 05 m C5 m 05 a 1 t/3C/3 1 1 a o 1 4-> o, 1 1 o Ol 1 1 CT>05 05 05 05 C5 05 o» a a. 4) C/5 « es «> V (U « o u u t< V. Q Q Q £| Q Q hH Q .:^ .« ^ ^ hQ ^ .^ o o o ^ . o . o . o . O . tfl^ . C3 M o xArf\ M «xi MS CO tfl C8 O w CQ«M« QQ 3l B Tex hool Tex 1§5 §§5 hool Tex Da ol B Tex hool Tex hoo! Tex d d s Scho Dallas, lern Sc Dallas, lern Sc Dallas, & Co. s Scho Dallas, liern Sc Dallas, hern Sc Dallas, a fl ea «j e a X 3 3 3 3 « K OO H 1/2 o c/3 o C/2 5 OH o o CO C/2 «2 .SH ^Q 032 Q a> ^ o o . J^ . MS O M O c9 oSI eg ^H -H ^S ■§"" 0=5 r^a ^Q .SQ cjQ o o U =>< ■^ a o ctS i2 .°;^ 0) u^ CU =y ^ cc occ < <; u o «« U Ui ■*i N d a , .d c d ta^ w o 5 d fe . doajgoO d fl ^ 2V^ a B^M.i;.i: » o •■SJUU^ZO E 0. - 2 "H u, a> r^ JOOO-gOOpp ""Is 92 State Depaetment of Education o H O Q n o « « O OS O >! H « CCD- IS ^ O ;3 U 3 =« a. J5 CD (U E u Q U « CQ s ^ c in CO o K «^.S o o o o o >i -r 05 CS ^rt£l3 O tfl o ca «g mQ o o MM ~ o o OT3 o a SIX ® 3 J; '-'IN to Tt in to t^ <3l.S o o o o o o o ■W'-'l-OOOOOOO SK JS £ T3 O 5 CC eg C oj M 5^W o o o o o Mfcjr; Tsgg CQ09CQC5CQ2 g ■gfflZ H U »K : .2 c • • • u.s t.'- D Q Q Q o D D ; ^ ^ o ^ ^ ^ ^ o o 0^.00 O . O .-^ ,-• o . o . ^ . o . o . ws MS «SMS§2«S==S «n^ og S§^ o 2^ gCO 2-5 go >< toQ ^H JH ^Hih^H=HiH ^ !2 ^5 hern S Dallas aern S Dallas s Sch Dallas hern S Dallas [lern S Dallas & Go h c/3 1/1 O u u d u z u o u oo u oa o CD lO 03 - Ur/2 VJ £3^ t, J= O ^ S^ .S o o o o oZ u o o o o o cumMwcQm ^ o CCtl « ol 'mOOOOOOO 5.0000000 u Js'eSoOO^iOOOO SSCoooCoooo Gf9 M U g^£ o « > DC b^ -^ (£ = CD g o o c js «"',S^ Si) o 30 s 5 t- o ^ ^ c ** *"- ^ - •- tH t, w ,.:!! .HI 2 3 o K >> GO h '^ 94 Depaetment of Education SHIPPING DIEECTIONS Please ship to the Southern School Book Depository, of Dallas, Texas, the following old books that have been used in the public schools the past year: The New Century Spelling Book The Hill Eeaders, Books I to V The Arnold Primer The World Geographies, Books I and II Hopkins and Underwood's New Mental Arithmetic Eitchie's Human Physiology Meyers' General History Meyers' Ancient History Meyers' Medieval and Modern History All Latin books except new adoptions Any chemistry now in use except new adoptions Any civics now in use except new adoptions Please ship to Ginn & Company, Dallas, Texas, the following old books that have been used in the public schools the past year: Sutton and Bruce's Lower Arithmetic Sutton and Bruce's Higher Arithmetic Any Solid Geometry except new adoption Any history of Enghsh literature except new adoption Please ship to the Texas School Book Depository any History of American Literature that has be6n in use in the public schools during the past year. Manual and Coukse of Study foe Elementaet Gkades 95 GOOD CITIZENSHIP CODE FOE PUPILS USING STATE TEXT-BOOKS PLEDGE Acknowledging my gratitude to the State for providing good schools and free text-books for my education, and recognizing the obligation of citizenship that this education places upon me, I pledge myself to obey the good citizenship code, THE law of EESPECT I will respect and take care of the property of the State. THE LAW OF OEDEE I will keep my books in good order at school and at home. I will arrange my books neatly in my desk. I will have one place at home in which to keep my books when I am not studying them. I will always keep my books together in the place where they belong. THE LAW OF CLEANLINESS I will keep my books clean outside and inside. I will not mark them with pen or pencil. I will not spoil their pages with finger prints. I will not put them down where they may become soiled. THE LAW OF HONESTY I will guard my books as a trust from the State. I will return in good condition to my teacher the books which the State lends me. I will replace or pay for those books that I lose or damage wilfully or imreasonably. THE LAW OF EIGHT DEALING I will keep my books fit for those to use who come after me as I expect those who come before me to keep their books fit for me to use. LIBRARY OF CONGRESS 021 772 365 6 BULLETINS OF THE STATE DEPARTMENT OF EDUCATION JiuJletiii 38. i*.u]letin 'V.K I'.ulK'tin 43. r»ullftiu 45. r>ullotiii 47. I!iil]ct.iii (iO. llnlletin 65. Hnlk'tiii 6S. IWillcriii li'). Hulletiii • 70. Ikilletin 71. i^lll(till 75. liiilk'tin 74. Jkilletiii (' '( . Bulletin SOa, IVulletiii 31. Bulletin 82. BiillotiJi 83. lUilletin 84. Bulletin 85. Bulletin 87. Bulletin 91. Bulletin 92. Bulletin 93. Bulletin 94. Bulletin 90. Bulletin 97. lUiUetin 98. Bulletin 99. liulletin 100. Bulletin 101. Bulletin 10?. B.ull.'tin 104. X()\V AVAIL ALLE FOE FEEE DISTUTBUTIOX 1914 llow- to Haiictlc ►Scliool Funds (Iiidepeiident Districts) Ifow to Handle School Funds (County) 1915 The Certification of Teachers in Texas The Rural School Law Forms and Directions. Indepeudent School Districts 1916 Scliool l?cciii-(ls and Iveports 1917 School Grouiids, Scliool Buildings, and Their Equi| ment Federal Aid for Vocational A.siri culture lor Texas under the Smith -Hughes . Law Statistical Tahles Texas Pul^lir. Sr.],,.,!^ School Laws of Texas P'it'teen Lessons in Food v on.scrvatu)!) Federal Aid for Vocational Home Economics in Texas undei- the Smith-Hughes Law - Federal Aid for Vocational Industrial Education in Texas under tlie Smith-Hughes L.iw 1918 Examiinitions and (Jertificates Texas High Schools, Classification and Affiliation and College Entrance Kecjuirements Rural Schools: liibrary and Equipment Texas High Schools : T^atin Modern Languages English 'Mathematics Scierice Laborotor y Equ i ] tment Library Equipment .\ Year's Work in (reneral Agriculture A Year's Work in Vocational Agriculture (Plant Pro- duction) A Year's Work in Vocational Agricvdture (Anima' Pro- duction) 1919 Texas High Seliools: Directory of Teachers Public School Directory. ^ Free Text-Book LaM' Some Recent Legislation Summer Normal Bulletin. 1919 Texas High Schools — Directory of Classified aaid Affili- ated High Schools School Legislation of the Second Called Session 1 hirty- Sixth Legislature St.nte Aid Schools (Equijiment) Texas High Schools: Texas High Schools : Texas High Schools : Texas High Schools: Texas High Schools: Texas High Schools :