5^5 
 
 LBifsj MAIN 
 
 fvl^A'^ OF-ncE or sxate: 
 
 -^ COMMISSIONIER. 
 
 OF- 
 
 E OUCAT"ION 
 
 a manual for 
 tme: use of- 
 of-f"icers 
 
 AMD 
 
 MEMBERS 
 
 OF" 
 COUKITY 
 
 teachers' 
 
 INSTITUTES 
 
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Manual for the 
 use of Officers and 
 Members of 
 County Teachers 
 InstitiUes 
 
 Also a plan for professional 
 reading, suggestions on the 
 proper use of course of study 
 and helps in preparing for 
 State Examinations. 
 
 State of Maine 
 
 Rducational 
 
 Department 
 
 if/S?- 
 
 y 
 

 This pamphlet will be sent free on application to W. W. Stetson, State 
 Superintendent of Public Schools, Augusta, Maine. 
 
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TO THE OFFICERS. 
 
 The Statutes provide that Teachers' Institutes, receiving State aid, shall 
 be under the control and management of the State Superintendent of 
 Public Schools. The practice of having the officers of the local associa- 
 tions decide on places for the meetings and prepare the programs for the 
 several sessions has proved satisfactory. The Department, for obvious 
 reasons, selects the dates when the meetings are to be held. The State 
 Superintendent will be pleased to receive suggestions as to the time pre- 
 ferred in the different counties and will be governed, as far as practi- 
 cable, by these recommendations. 
 
 The officers of the institutes will render a distinct service if the follow- 
 ing matters receive attention. 
 
 The president should open the sessions at the hours announced on the 
 program unless there are exceptional reasons for not doing so. It is 
 important that the members understand that the exercises will close on 
 time. 
 
 So far as practicable persons should not be allowed to enter or leave 
 the room while speakers are addressing the institute. The officers 
 should refrain from walking ' about the room or consulting with each 
 other, or the members, while the exercises are in progress. If there is any 
 matter that cannot wait, it is better to take a recess and attend to it, and 
 then go on with the regular work. 
 
 Children should not be allowed to occupy the best sittings either in the 
 assembly room or dining room, but should be asked to wait until their 
 elders have been served. It is hoped these meetings will be object les- 
 sons in courtesy. 
 
 The president should appoint a competent person whose duty it shall 
 be to see that no one disturbs the exercises by indulging in practices 
 which have cast discredit upon some of our public meetings. Not the 
 least valuable benefits derived from these gatherings are those aris- 
 ing from having the officers discharge the duties devolvmg upon them in 
 a prompt and dignified manner. Those meetings have proved most 
 successful in which the president has devoted his energies to presiding 
 and the members of the executive committee have been willing to carry 
 out his directions. 
 
 Do not give to persons titles to which they have no claim. When in 
 doubt use Mr., Mrs. or Miss, as the case may be. 
 
 Papers should not exceed twelve minutes. The period for discussions 
 should be limited to about thirty-five minutes. 
 
Patrons of the school should be invited and, to a reasonable extent, 
 urged to attend the meetings. The program should include at least one 
 speaker who is not directly connected with school work and who looks 
 from the standpoint of a layman at matters in which the community as 
 well as the teaching force are vitally interested. 
 
 A special effort should be made to induce all the teachers in the county 
 to attend, especially those who are teaching in schools where they can 
 receive but little help from others. A little extra effort and, when pos- 
 sible, a personal appeal will do much toward securing this most desirable 
 result. 
 
 The program should include a query box and at least one class exer- 
 cise. 
 
 Provision should be made for singing appropriate selections at frequent 
 intervals. 
 
 It is unwise to keep the institute waiting for any person who is assigned 
 a part on the program. If he is not present, either fill the vacancy, or 
 take the next number. 
 
 Arrangements should be made to have all teachers who attend the 
 institute register and pay the treasurer ten cents. In this registration 
 should appear the name of" the teacher, her post office address and the 
 name of the school in which she is teaching. 
 
 Entertainment should be provided only for those persons who are 
 engaged in teaching. Programs should be sent all persons who register 
 and pay the fee. 
 
 The Department has no funds to pay the rent of rooms in which the 
 meetings are held. The expenses of one speaker, selected by the State 
 Superintendent, will be paid by the State. The programs will be printed 
 free of expense, provided the manuscripts are received about four weeks 
 before the meeting is to be held. The Department cannot be responsible 
 for programs printed under the direction of the officers of the institutes. 
 
 It is sincerely hoped that some officer will be responsible for having the 
 assembly room thoroughly ventilated before the session opens, during 
 recesses and intermissions, and at the close of each session. It is desir- 
 able that members be furnished the opportunity to observe the benefits of 
 breathing pure air. 
 
 PROGRAMS. » 
 
 In order to render the exercises more comprehensive and practical a 
 scheme of work has been prepared embracing thirteen subjects, outlines 
 of which are herein presented. The work outlined can be done in four 
 annual sessions of two days each, or eight semi-annual sessions of one 
 day, and yet give time for general work. 
 
 It is recommended that this work be done in the order in which the 
 subjects are herein arranged and in accordance with the following 
 method : 
 
 Have carefully prepared papers presented, covering each general sub- 
 division of a subject. Have each paper followed by a discussion of ten 
 minutes. After all the papers on any given subject have been read, give 
 thirty minutes for general discussion of the whole subject. 
 
 ^A 
 
To illustrate: The subject of arithmetic would appear in your pro- 
 gram as follows : 
 
 ENDS TO BE SOUGHT IN TEACHING ARITHMETIC. 
 
 Paper by of 
 
 Discussion by of 
 
 MEANS TO BE USED IN TEACHING ARITHMETIC. 
 
 Paper by of 
 
 Discussion by of 
 
 METHODS OF TEACHING ARITHMETIC. 
 
 Paper by of 
 
 Discussion by of 
 
 General Discussion. 
 
 By this plan each general subject can be fully considered in a sys- 
 tematic and thorough way in from one and a half to two hours. If any 
 member desires further explanation of any topic, such comment or dis- 
 cussion can be called out by means of the Question Box. 
 
 EDUCATIONAL THEORY. 
 
 I. Definitions : 
 
 1. Education: — The harmonious development of man's physi- 
 
 cal, intellectual and moral powers. 
 
 2. Physical Education: — (i) The development of physical 
 
 strength and health; (2) development of bodily symmetry 
 and grace; (3) coordination of physical and mental 
 powers ; (4) right habits of physical action. 
 
 3. Intellectual Education: — (i) Orderly development of intel- 
 
 lectual faculties ; (2) training of intellectual powers to 
 
 right tendencies of action; (3) forming right habits of 
 intellectual action ; (4) acquisition of knowledge. 
 
 4. Moral Education: — (i) Forming definite conceptions of 
 
 right conduct toward self and others ; (2) training to 
 tendency to right doing; (3) forming habits of right 
 doing ; (4) developing power of self control. 
 
 II. Educational Ends : 
 
 I. Preparation For: — (i) Right living in family, social and 
 civic relations ; (2) Self supporting and wealth producing 
 activities; (3) Intelligent, orderly citizenship; (4) Ra- 
 tional enjoyment of life. 
 III. Educational Laws : 
 
 I. Of Development of Power: — (i) Power whether physical, 
 intellectual or moral is developed by self activity ; (2) Re- 
 peated activity develops both power and tendency ; 
 (3) Constantly repeated activities, continued long enough, 
 
III. Educational Laws: — Continued. 
 
 convert tendency into habit ; (4) Exercise of activities to 
 be educative must be adapted to the status of the child's 
 development, (a) in kind, (b) in duration and frequency; 
 
 (5) Exercise of activity beyond the point of fatigue ceases 
 to be educative. 
 
 2. Of Acquisition of Knoivlcdgc: — (i) The primary elements 
 of all knowledge are acquired through the exercise of the 
 perceptive faculties ; (2) All acquisition of new knowl- 
 edge must begin where knowledge in possession ends ; 
 (3) Acquisition precedes elaboration of knowledge, hence 
 knowing precedes thinking ; (4) Newly acquired knowl- 
 edge must be promptly and rightly associated in memory 
 with that in possession; (5) Knowledge to be of value 
 must be (a) exact for practical use, {h) thorough for 
 general intelligence, (r) extended for mental culture; 
 
 (6) All knowledge acquired must be fixed in mind by 
 frequent recall. 
 
 IV. Educational Means : 
 
 1. The Instructor : — (i) To arouse the self activity of the in- 
 
 structed; (2) To give systematic direction to the exer- 
 cise of the pupils' activities; (3) To impart knowledge 
 directly which the pupil needs and cannot otherwise readily 
 acquire. 
 
 2. Systematically Ordered Courses of Instruction:— {1) Gym- 
 
 nastic for physical education ; (2) Scholastic for intellect- 
 ual education; (3) Ethical for moral education. 
 
 3. Study: — (i) Of objects of sense — observation; (2) Of 
 
 books, (a) learning set lessons, (b) reading for informa- 
 tion. 
 
 4. Practice: — (i) Using knowledge in getting other knowl- 
 
 edge; (2) Using knowledge to acquire skill in using. 
 
 5. Instruction. — (i) Through inspiration and direction of 
 
 teachers ; (2) Through recitation and other school exer- 
 cises. 
 
 READING. 
 I. Ends: 
 
 1. Practical: — (i) To enable the pupil to translate silently the 
 
 words, signs and sentences of the written or printed page 
 into definite ideas, thoughts and feelings. 
 
 (2) To enable him to convey to others, vocally, the ideas, 
 thoughts and feelings which he gets from the words, signs 
 and sentences of the written or printed page. 
 
 2. Educational: — (i) To develop the knowing and thinking 
 
 faculties and the feeling. 
 
 (2) To develop and cultivate a taste for and apprecia- 
 tion of good literature. 
 
 (3) To enlarge the pupil's vocabulary and increase his 
 power of expressing thought with ease and accuracy. 
 
II. Means : 
 
 1. Blackboard work, reading charts and pictures for first steps. 
 
 2. Books: — (i) For regular class drill— (2) For supplement- 
 
 ary class reading at sight— (3) For individual silent read- 
 ing, (o) fii Fiction, (b) of Poetry, (c) of History, (d) of 
 Biography, (e) of Travel, (/") Miscellaneous. 
 
 3. Rhetoricals: — Reading and Declamation exercises — (i) Of 
 
 assigned selections for forming and guiding pupil's literary 
 taste — (2) Of pupil's own selection, for testing literary 
 taste. 
 
 III. Methods: 
 
 1. Primary.: — (i) Word-phonic-sentence — blackboard, chart 
 
 and book drill. 
 
 (2) Practice reading of assigned and prepared lessons. 
 
 (3) Special drills in enunciation, pronunciation and 
 expression. 
 
 (4) Alphabet taught in order of letters. 
 
 2. Grammar: — (i) Selected lessons from readers assigned for 
 
 study with reference to definite ends. 
 
 (2) Supplementary sight readings. 
 
 (3) Supplementary silent reading for oral or written 
 reproduction. 
 
 (4) Reading of books recommended by teacher. 
 
 (5) Vocal drills in enunciation, tone and expression. 
 
 (6) Select readings and declamations. 
 
 3. Advanced: — (i)Text-book selections studied with reference 
 
 to thought, feeling and mode of expression and drill in 
 sight rendering. 
 
 (2) Memorized selections recited and criticised. 
 
 (3) Lives of authors studied in connection with selec- 
 tions read or memorized and sketches of same written. 
 
 (4) Home reading of prescribed books — fiction, poetry, 
 history, etc., and abstracts of safne prepared. 
 
 (5) Special drills in expression of feeling. 
 
 (6) Select oral readings and declamations. 
 
 SPELLING. 
 
 Ends : 
 
 I. Practical:— (i) To teach written form of all words in pupil's 
 vocabulary. 
 
 (2) To teach use of dictionary in determining written 
 form and pronunciation of words. 
 
 (3) To develop the power of ready determination at 
 sight of the correct spelling and pronunciation of words. 
 
 (4) To form the habit of writing words correctly. 
 
 (5) To teach the important rules of spelling. 
 
 (6) To excite an interest in words as to their deriva- 
 tion, composition, history and exact meaning. 
 
8 
 
 I. Ends : — Continued 
 
 2. Educational: — (i) To train the senses of sight and hearing 
 to quickness of action. 
 
 (2) To give exercise to the retentive memory. 
 
 (3) To exercise and strengthen the facuhies of concep- 
 tion, judgment, and reason. 
 
 II. Means : 
 
 1. For sources of words to be learned:— {i) Reading books — 
 
 (2) Blackboard lists of words to be studied — (3) Spelling- 
 books and Dictionary. 
 
 2. For use in class work: — (i) Pencils and paper — (2) Spelling 
 
 blanks — (3) Composition work — (4) Oral and written tests 
 and drills. 
 III. Methods and Courses : 
 
 1. General: — (i) Take words to be spelled for first three grades 
 
 chiefly from reading lessons, putting stress on words the 
 pupil will use constantly and omitting those of infrequent 
 use. 
 
 (2) See that pupil knows meaning of, and can use 
 properly, all words learned. 
 
 (3) Use oral spelling exercises to teach, (a) Sound 
 value of letters, {b) Syllabication, (c) Pronunciation. 
 
 (4) In oral spelling: (a) Give out words but once. 
 {b) Have pupil pronounce word before spelling, (c) Have 
 pupil use words in sentences of whose meaning he may be 
 uncertain. 
 
 (5) Use written spelling to habituate pupils to right 
 form and use of words in writing. Hence : (o) Dictate 
 words as vised in sentences, {b) Insist upon perfect legi- 
 bility in writing, (c) Adopt some method by which pupils 
 may rapidly mark their mistakes before leaving class, (d) 
 Have pupils re-write and spell orally all mis-spelled words. 
 {e) Have all words requiring it properly capitalized and 
 hyphenated. 
 
 2. Special — Primary Grades: 
 
 (i) Copying words in script from daily lessons. 
 
 (2) Oral spelling of words on blackboard, chart or 
 in open book. 
 
 (3) Memory spelling of words in lessons. 
 
 (4) Phonic word building: — (0) To teach eye and ear 
 the sign and sound likenesses of words, (b) To develop 
 power of readily determining pronunciation of new words. 
 
 (5) Picture spelling : — (a) Have children write words 
 for things seen in pictures, {b) Have them write sentences 
 using same words. 
 
 3. Grammar Grades: 
 
 (i) Pupils make sentences using doubtful or difficult 
 words in lessons — (o) orally. (&) in writing. 
 
 (2) Dictation exercises of words in paragraphs assigned 
 
HI. Methods and Course : — Continued. 
 
 for study from school books, chiefly readers, (o) Teacher 
 reads sentence clause or phrase containing word to be 
 spelled, (b) Pronounces word. 
 
 (3) Oral or written exercises in spelling of words 
 naming things observed (o) indoors, (b) outdoors. 
 
 (4) Grammatical spelling: — (o) of plurals; (&) posses- 
 sives ; (c) tense forms ; (d) contractions and abbreviations, 
 hyphenated words, etc. 
 
 (5) Spelling of words alike in pronunciation but differ- 
 ing in meaning. 
 
 (6) Stated oral and written reviews of mis-spelled 
 words. 
 
 4. Advanced Grades: 
 
 (i) Oral and written drills in sight spelling of com- 
 monly mis-spelled words as found in pupils' compositions 
 and other written work. 
 
 (2) Important rules of spelling — (o) For doubling final 
 consonant, (b) For dropping final e. (c) For changing 
 y into i. 
 
 (3) Spelling derivatives from given primitives. 
 
 (4) Making word lists for "given suffixes, prefixes, or 
 roots. 
 
 ARITHMETIC. 
 I. Ends : 
 
 1. Practical: — (i) Thorough, accurate and ready knowledge 
 
 (a) of writing, reading and combining numbers — (b) of 
 numbers as measures of quantity, value and ratios — (c) of 
 accounts and business forms. 
 
 (2) Skill in use of numbers in business affairs. 
 
 2. Educational: — (i) Primary grade — development and training 
 
 of sense and relational perception, of retentive and associa- 
 tive memory and of conception. 
 
 (2) Grammar grade' — development of conception, judg- 
 ment and inductive reason. 
 
 (3) Advanced graSe — training of reason, inductive and 
 deductive. 
 
 II. Means: 
 
 1. Primary: — Counters, blackboard, slate or paper and pencils, 
 
 text-books. 
 
 2. Grammar: — Text-books, blackboard, slates or paper and pen- 
 
 cils, charts for rapid work, appliances for weighing and 
 measuring. 
 
 3. Advanced: — Text-books, blank books for problems and ac- 
 
 counts, blackboard, measuring instruments. 
 
 III. Methods : 
 
 I. Primary: — (i) Counting, writing and reading of numbers 
 taught together objectively and graphically. 
 
lO 
 
 III. Methods ; — Continued. 
 
 (2) Combinations taught objectively, graphically and 
 memoritcr. 
 
 (3) Constant drills in writing, reading and combining 
 to secure accuracy and rapidity. 
 
 (4) Instruction wholly oral at first — text-books used for 
 practice work chieHy. 
 
 (5) Teaching simple written addition, substraction, etc., 
 with use of signs, orally and by use of blackboard, with 
 supplementary study of text-books for definitions and 
 processes and use of same for seat i)ractice. 
 
 (6) Objective and graphic teaching of simple fractions. 
 
 (7) All things learned to be so memorized as to be 
 recalled with least possible mental effort. 
 
 2. Grammar: — (i) Text-book study preceded by oral and 
 
 graphic induction of definitions and processes in notation, 
 numeration, addition, subtraction, multiplication and divis- 
 ion of abstract whole numbers. 
 
 (2) Same of concrete whole numbers, ttsing quantities 
 and values easily measured — teaching denominate numbers 
 therewith. 
 
 (3) Similar teaching of numbers as prime and com- 
 posite and of factoring and cancellation. 
 
 (4) Similar teaching of L. C. M. and G. C. D. 
 
 (5) Similar teaching of fractions, common and decimal. 
 
 (6) Same of percentage and application to simple 
 interest. 
 
 (7) Much practice on text-book and original assigned 
 problems at every stage of work. 
 
 (8) Constant drill in mental, oral work to induce quick- 
 ness and accuracy in use of things learned. 
 
 " (9) Neatness and orderly arrangement in all written 
 work. 
 
 3. Advanced: — (i) Thorough topical review of denominate 
 
 numbers and of common and decimal fractions with special 
 reference to principles.* 
 
 (2) Thorough text-book study of percentage — its essen- 
 tial nature and principles and (3) of the applications of 
 percentage to interest, discount, profit and loss, etc. 
 
 (4) Teaching of common commercial and business 
 forms with customs and laws governing use and (5) appli- 
 cation of interest and discount methods to these forms. 
 
 (6) Mensuration taught by actual measurement and 
 calculation of surfaces and solids. 
 
 (7) Ratio and simple proportion taught both by analysis 
 and statement of problems. 
 
 (8) Oral analysis of assigned problems. 
 
 (9) Explanation of problems assigned for blackboard 
 work made explicit and reasons given for everj' step. 
 
II 
 
 THE SCHOOL. 
 I. Purposes : 
 
 1. To serve as specially organized environment to promote and 
 
 direct the activities of the child's mental, moral and physi- 
 cal powers. 
 
 2. To serve as source and center of influence for the promotion 
 
 of the intellectual, social and moral well-being of the com- 
 munity. 
 
 H. Agencies : 
 
 1. As cnviroiiinent: — (i) Schoolbuilding and furnishings; 
 
 schoolroom, arrangement and decorations of; school sur- 
 roundings. 
 ■ (2) Teacher as inspiring and directing; course of 
 study — matter and arrangement of ; school organization — 
 classification and program ; the class recitations. 
 
 (3) System and method in school government tending 
 to train to self-government and right habits of action. 
 
 (4) Systematic methods of physical training to preserve 
 and promote health, develop strength, prevent or correct 
 physical defects, induce grace of carriage and movement 
 and secure facile coordination of mental and physical 
 action. 
 
 2. As source and center of influences: — (i) Teacher as affect- 
 
 ing social life of community — (a) by general personal 
 character and manners; (b) by active interest and parti- 
 cipation in social life ; (c) by visiting homes of pupils. 
 
 (2) School as affecting community directly, (a) by 
 inviting and securing visits from parents and friends of 
 pupils; (b) by special public exercises. 
 
 (3) School Improvement League. 
 
 HL Conditions to Attainment of Ends : 
 
 I. As environment: — (i) Schoolbuilding must be (a) suitable 
 in size and arrangement of halls and rooms; (b) furnished 
 with proper means of heating and ventilation; (c) exter- 
 nally and internally attractive. 
 
 (2) Schoolroom must be, (a) of proper size and form, 
 and properly lighted; (b) properly furnished as to seating 
 and appliances ; (c) decorated with pictures, etc. 
 
 (3) Teacher must be interested, interesting, sympa- 
 thetic, enthusiastic, energetic, scholarly, well versed in 
 pedagogy. 
 
 (4) Course of study must be, (a) practical as to sub- 
 jects; (b) properly graded with reference to mental status 
 of pupils; (c) capable of mastery in given time. 
 
 (5) School program must provide fit time and order for 
 both preparation and recitation of lessons. 
 
12 
 
 III. Conditions to Attainment of Ends: — Continued. 
 
 (6) Government must be, (a) reasonable in demands; 
 (b) uniform in requirements; {c) just in dealing with 
 ofifenses; (d) certain in imposition of penalties; (e) hearty 
 in recognition of well doing and in encouragement of effort 
 to do well. 
 2. As influencing community: — (i) School must enlist home 
 interest, (o) through interest of children in school work ; 
 (b) by invoking parental help in children's work; (c) by 
 personal contact of teachers with parents. 
 
 (2) Special public exercises of school must be of such 
 kind and so conducted as to interest, please and command 
 the approbation of parents and friends, (a) by participation 
 in them of children from every home; (b) by making each 
 child's part such as to require home preparation; (c) by 
 such training that all will be perfect in their parts. 
 
 (3) The School Improvement League must (a) be 
 organized of both pupils and parents; (b) have regular 
 and frequent sessions; (c) work for the attainment of defi- 
 nite ends; (d) succeed in attaining those ends. 
 
 * GEOGRAPHY. 
 I. F^nds : 
 
 1. Practical: — (i) Accurate knowledge of form, size and mo- 
 
 tions of the earth and of latitude and longitude. 
 
 (2) Correct concepts of land and water forms. 
 
 (3) Knowledge of location of important land and water 
 forms and of their relations one to another. 
 
 (4) Knowledge of climatic belts, their boundaries, char- 
 acteristics, flora and fauna, etc. 
 
 (5) Correct mental pictures of continental masses with 
 respect to important mountain and river systems. 
 
 (6) Same with respect to political divisions, their com- 
 parative size and situation with reference to each other. 
 
 (7) Knowledge of political divisions with respect to 
 population, government, educational and religious condi- 
 tion of people, their industries, commercial relations, etc. 
 
 (8) Knowledge of important cities, their location, size, 
 distinguishing characteristics, etc. 
 
 (9) Knowledge of lines and methods of intercommuni- 
 cation — oceanic, continental, international and interstate. 
 
 2. Educational: — (i) Training of associative memory. 
 
 (2) Development and training of imagination — modify- 
 ing and constructive. 
 
 (3) Development and training of the faculties of con- 
 ception, judgment and inductive reason. 
 
 (4) Language training. 
 
13 
 
 II. Means : 
 
 1. Primary: — (i) Land and water features of local environ- 
 
 ment— (2) Moulding-board— (3) Pictures and maps— (4) 
 Text-books — (5) Globe. 
 
 2. Grammar:— {i) Text-book— (2) Globe and outline maps— 
 
 (3) Books of travel and adventure. 
 
 3. Advanced :~{i) Text-book— (2) Globe and maps— (3) Ref 
 
 erence books — gazetteer, cyclopedia, etc. — (4) Books of 
 travel. 
 III. Methods and Course : 
 
 I. Primary: — (i) Observational study and mapping of school- 
 room and schoolgrounds. 
 
 (2) Observational study of accessible land and water 
 forms. 
 
 (3) Pictures of land and water forms not accessible for 
 observation. 
 
 (4) Moulding-board representation of land and water 
 forms observed or pictured. 
 
 (5) Oral lessons on globe, teaching form, rotation, 
 poles, equator, latitude and longitude. 
 
 (6) Oral lessons on map of world teaching latitude and 
 longitude. 
 
 (7) Oral teaching with globe of tropics, polar circles, 
 and zones. 
 
 (8) Same lessons with map of the world. 
 
 (9) Oral lessons with globe and map of the world on 
 location, form, relative size and divisions of continents and 
 oceans. 
 
 (10) Moulding-board representation of continents and 
 grand divisions. 
 
 2. Grammar: — (i) Text-book study over ground covered in 
 
 primary oral work. 
 
 (2) Text-book and globe study of climatic zones with 
 reference to flora and fauna. 
 
 (3) Special study of races of men and their distribution. 
 
 (4) Study of continents with respect to extension, con- 
 tour, mountain and river systems and climatic conditions, 
 with progressive map drawing of same. 
 
 (5) Special study of North America with respect to 
 political divisions, with progressive map drawing. 
 
 (6) Text-book and map study of United States as a 
 whole, by sections and by states, with respect to physical 
 features, products, industries, large cities, etc. 
 
 (7) Text-book and map study of ]\Iaine with respect to 
 physical features, products, industries, county divisions, 
 leading towns and cities and lines of travel, with progres- 
 sive map drawing of same. 
 
 3. Advanced:— (1) Review and extend, by maps and topical 
 
 study, pupil's knowledge of United States with special 
 
14 
 
 III. Mkthoijs and Course: — Continued. 
 
 respect to industries, interstate commercial relations and 
 lines of travel, international commercial relations, exports 
 and imports. 
 
 (2) Topical and map study of dependencies of United 
 States with respect to location, physical and climatic con- 
 ditions, peoples, products, industries, commercial relations 
 and special governmental relations. 
 
 (3) Topical text-book and map study of South America 
 with respect to contour, extension, elevation, drainage, 
 climatic conditions, flora and fauna. 
 
 (4) Similar study of same with respect to political 
 divisions, with special attention to location, comparative 
 size, governments, population, products, industries, educa- 
 tional and religious conditions, commerce, capital and 
 larger towns. 
 
 (5) Study by similar methods, physical and political 
 geography of Europe. Asia, Africa and Oceanica. 
 
 (6) Topical stvidy on globe or map of world, of great 
 commercial routes, oceanic, continental and international. 
 
 (7) Study of ocean currents and winds as affecting 
 commercial routes. 
 
 LANGUAGE AND GRAMMAR. 
 I. Ends : 
 
 1. Practical: — (i) A full vocabulary of words, chiefly Anglo- 
 
 Saxon, carrying well defined and accurate meanings. 
 
 (2) Correct habits of speech. 
 
 (3) Facile and correct written expression of thought. 
 
 (4) Knowledge of word forms as modified by use in 
 sentences and of laws governing use. 
 
 (5) Knowledge of laws governing sentential structure. 
 
 (6) Knowledge of figures of speech, their force and use. 
 
 (7) Forming of a clear, graphic .style of speech, both 
 oral and written. 
 
 2. Educational: — (i) Development and training of sight and 
 
 sound perception. 
 
 (2) Training of memory, retentive and associative. 
 
 (3) Development and training of imagination in its 
 modifying, constructive and creative functions. 
 
 (4) Development and training of the thought faculties 
 of conception, judgment and reason. 
 
 II. Means : 
 
 1. Primary: — (i) Reading and spelling exercises — (2) Picture 
 
 reading — (3) Story telling and reproduction. 
 
 2. Grammar: — (i) Blackboard teaching — (2) Study of text- 
 
 book — (3) Compositions — r4) Analysis and parsing les- 
 sons. 
 
15 
 
 II. Means: — Continued. 
 
 3. Advanced:— {i) Text-book study— (2) Analysis and 
 parsing— (3) Compositions— (4) Study of standard 
 authors with regard to style and its elements. 
 
 III. [Methods and Course : 
 
 1. Primary: — (i) Putting newly learned words into sentences— 
 
 (2) Drill exercises for correction of faulty habits of 
 speech — (3) Oral description of pictures — (4) Oral repro- 
 duction of stories told by teacher— (5) Original stories told 
 by pupils. 
 
 2. Grammar:— (1) Oral and blackboard teaching of parts of 
 
 speech — (2) Finding and naming parts of speech in selec- 
 tions from reading books — (3) Parts of sentence taught in 
 similar manner from reading books — (4) Study of parts of 
 speech and their modifications from text-book and of 
 rules of government and agreement — (5) Parsing and 
 afnalysis — (6) Composition work in narration and descrip- 
 tion — (7) Letter writing. 
 
 3. Advanced: — (i) Study of text-book with special reference to 
 
 rules governing (a) arrangement of words in sentences, 
 {b) structure of sentences, (r) punctuation of sentences. 
 {d) paragraphing. 
 
 (2) Composition work supplementary to above study, 
 alternating with analysis and parsing. 
 
 (3) Study of figures of speech, (a) as to essential char- 
 acter of, {b) as to force of. (c) as to use of. 
 
 (4) Study of standard authors with reference to use of 
 figures of speech. 
 
 (5) Composition work, (a) in outline, submitted for 
 suggestions of teacher; (b) in full, read and criticised in 
 class. 
 
 THE RECITATION. 
 I. Ends : 
 
 1. To secure study. 
 
 2. To influence the form or method of study. 
 3- To ascertain the results of study. 
 
 4. To give direct instruction. 
 
 5. To fix knowledge in the mind. 
 
 6. To train to clear and correct thinking. 
 
 7. To train to ready, clear and correct expression of thought. 
 II. Essentials : 
 
 1. Every member of the class must recite, either orally or men- 
 
 tally, the entire lesson. 
 
 2. Every fact in the lesson must be recited in full, accurately 
 
 and in its proper connection. 
 
 3. The interest of every pupil in the class must be enlisted in, 
 
 and his attention held fixed upon, the entire recitation. 
 
ID 
 
 III. Methods : 
 
 I. General:— {i) Call upon pupils to recite in no regular order. 
 
 (2) Indicate the point to be recited, before calling upon 
 any particular pupil to recite it. 
 
 (3) Hold every pupil in the class to have made the mis- 
 takes of every other, unless he notice and correct those 
 mistakes. 
 
 (4) ' If any pupil is detected failing in attention, call 
 upon him to recite at once. 
 
 (5) Allow no books in the hands of pupils, except in 
 reading, during the recitation and use none yourself. 
 
 (6) Have the recitation made in complete and correct 
 sentences and, when practicable, in connected discourse. 
 
 (7) Take up all parts of the lesson in which pupils have 
 failed, in immediate and thorough review. 
 
 (8) Make thorough work. Hence: (a) give short les- 
 sons; {h) give out lessons but once; (c) assign to-morrow's 
 lesson before hearing that of to-day; (c?) hear the recita- 
 tion of the lesson before giving instruction relating to it ; 
 {e) make every point; {f) call back all new instruction 
 given. 
 
 2. Special: — 
 
 (i) The Catechetical: 
 
 A. Of its Characteristics :— i. It assigns a certain quan- 
 tity of the text-book to be memorized. 2. It ascertains 
 the pupil's knowledge by the use of set or leading questions. 
 
 B. Of its Defects :— i. It makes the text-book the mas- 
 ter and not the servant of teacher and pupil. 2. It leads 
 the pupil to study rather to recite than to know. 
 3. Knowledge gained by it is not in its most usable form ;— 
 is fragmentary rather than classified. 4. It fails to form 
 correct habits of investigation to be carried into after life. 
 5- It fails to train to habits of clear, consecutive thinking 
 and expression of thought. 
 
 C. Of its advantages:— I. It is peculiarly adapted to 
 classes of pupils whose reasoning powers are not fully 
 developed— primary classes. 2. It is a powerful agent for 
 waking up classes by bringing large numbers rapidly "under 
 fire." 3. It trains to quickness of thought. 4. It is a 
 potent method of ascertaining the pupil's knowledge of 
 facts learned and recited by other methods. 
 
 P. Of its Uses: — i. It is the proper general method for 
 primary classes. 2. It should be used for review of les- 
 sons recited by other methods. 
 
 H. Rules: — i. Use the set questions of the text-book 
 as little as possible. 2. Guard carefully against so putting 
 questions as to suggest the answers. 3. Have all answers 
 
17 
 
 III. Methods : — Conlinued. 
 
 made in complete sentences. 4. In review lessons taught 
 by this method, have the pupils tell as much as possible 
 about the subject matter without questioning. 
 
 (2) The Menioriter: 
 
 A. Characteristics : — i. It assigns for lessons definite 
 portion of the text-book. 2. It generally requires the 
 lesson to be memorized verbatim. 3. It requires the reci- 
 tation to be made without questions. 
 
 B. Its Defects : — i. It leads to the memorizing of words 
 instead of ideas. 2. It confines too closely to the order 
 and method of the text-book, and requires absolute uni- 
 formity of text-books. 3. It is a method never used in 
 after life, in gaining knowledge. 
 
 C. Its Advantages :— i. It is an excellent means of dis- 
 ciplining the memory. 2. It serves to fix in the mind 
 those formulated parts of knowledge which are the sum- 
 maries of processes of reasoning and investigation. 
 
 D. Its Uses: — i. To teach rules and definitions. 2. 
 For scripture lessons, etc., to be used in opening and gen- 
 eral exercises. 3. For the propositions of Geometry and 
 similar exact statements. 
 
 B. Rules :— Supplement all recitations made by this 
 method by analysis to prevent "parroting," and by test 
 questions to draw out the pupil's knowledge of the meaning 
 of the lesson. 
 
 (3) The Concert Method: 
 
 A. Characteristics :— Same as either of preceding modes, 
 with the addition that all the pupils recite in unison instead 
 of individually. 
 
 5. Special Defects:— I. It gives opportunity for 
 shirking in study. 2. It allows mere mechanical repeti- 
 tion without attention. 3. It is defective as a test of the 
 pupil's knowledge of the lesson. 4. It tends to beget a 
 drawling, unseemly habit of expression. 
 
 C. Advantages:— I. It enables the teacher to multiply 
 his force by teaching whole classes at once. 2. It aids the 
 diffident in giving expression to ideas— in telling what they 
 know. 3. It helps often to wake up classes. 
 
 D. Uses : — i. In teaching rules, formulas, etc., to wnore 
 classes. 2. For drills in arithmetical work, such as rapid 
 additions, etc. ; in Geography, as map work ; in vocal train- 
 ing, etc., and in all example teaching. 3. In infant classes 
 in which all teaching is direct and not by study. 4. Some- 
 times to give variety and wake up sluggish classes. 
 
 B. Rules : — i. Guard carefully against all unnatural 
 drawling, and mechanical forms of expression. 2. If any 
 
 3 
 
i8 
 
 III. Methods : — Continued. 
 
 pupil in the class fails to take part in the recitation, call 
 upon that pupil to recite alone. 
 (4) The Topical: 
 
 A. Characteristics: — i. It sets before the pupil definite 
 things, about which to learn. 2. It requires him to learn 
 them in systematic order or sequence. 3. The pupil must 
 recite without questions, and yet not in the exact language 
 of another. 
 
 B. Its Advantages: — i. It does not require uniformity 
 of text-books, and saves multiplying classes. 2. It makes 
 text-books the servants and not the masters of both teacher 
 and pupils. 3. It imparts knowledge in classified and 
 associated form, hence, usable knowledge. 4. It trains to 
 consecutive, orderly thinking, and to clear, definite and 
 ready expression of thought. 5. It forms practical habits of 
 independent investigation to be used in after life. 6. It 
 compels the teacher to thorough daily preparation. 
 
 C. Rules : — i. Have each member of the class provided 
 with suitable topic-book. 2. Arrange and write on the 
 blackboard, topic-lists as needed, and have pupils copy 
 them into their topic-books as guides in study. 3. Assign 
 to-day a proper number of sub-topics for a lesson ; to-mor- 
 row, re-assign to-day's lesson for review, with other sub- 
 topics as advance ; so continue till the general topic is com- 
 pleted, thus making the last recitation one of the whole 
 general topic. 4. At the recitation of each lesson have 
 some pupil in the class write upon the blackboard the 
 topic-list of the day, from which list let the recitation be 
 made. 5. Review each general topic as a whole, requir- 
 ing the class to be prepared to give both the topic-list as 
 an analysis of the lesson, and also the subject-matter. 6. 
 Draw out by proper questions, all necessary facts which 
 the pupils fail to bring out in their independent recitations. 
 
 UNITED STATES HISTORY. 
 I. Ends : 
 
 I. Practical Knozvledge of: — (i) Visits of Northmen to coast 
 of America — why failing to become generally known — pos- 
 sible suggestions to Columbus. 
 
 (2) European conditions leading to discovery and 
 exploration of North America. 
 
 (3) Story of Columbus and his voyages. 
 
 (4) Other discoverers and explorers — (a) nationality 
 of — (&) sections discovered or explored by. 
 
 (5) Condition of continent at time of discovery as 
 regards aborigines. 
 
19 
 
 I. Ends: — Continued. 
 
 (6) Colonization — (a) by Spanish, {h) by French, (c) 
 by English, {d) by other nations — sections colonized by 
 each and causes leading to. 
 
 (7) Colonial development — institutions — struggles for 
 existence aad for continental supremacy. 
 
 (8) Colonial conditions, institutions and events leading 
 to the Revolution and conducing to its result. 
 
 (9) The Revolution — (a) immediate causes — (^) 
 Declaration of Independence — why, when and where made 
 — (c) decisive battles and campaigns — (d) leading Amer- 
 ican generals, orators, statesmen, etc. 
 
 (10) Conditions immediately following close of contest 
 leading to framing and adoption of the Constitution and 
 influence of colonial institutions on character of constitution. 
 
 (11) Events of period from adoption of constitution to 
 war of 1812. 
 
 (12) War of 1812 — (a) causes of and questions involved 
 in — {b) military and naval contests in — (c) results. 
 
 (13) Slavery — (a) origin and growth as a political 
 force — {b) growth of abolition sentiment in the North and 
 effect upon the South — (c) claims and compromises — {d) 
 war with Mexico and territory acquired — {e) party divi- 
 sions caused by — (/") election of Lincoln. 
 
 (14) Civil war — beginning — cause of — decisive battles — 
 general result. 
 
 (15) The process of reconstruction — conditions required 
 — constitutional amendments. 
 
 (16) Development following reconstruction — in the 
 South, in the West. 
 
 (17) Spanish-American war — causes and events leading 
 to — contests — results. 
 
 (18) Expansion — Hawaii, Porto Rico. Philippines. 
 
 (19) The colonial policy. 
 
 (20) U. S. as a world power — in China — Monroe Doc- 
 trine — Venezuelan affairs. 
 
 (21) Development from 1800 to 1900 — (a) territorial, 
 (b) in population ; {c) in agriculture ; {d) manufacturing: 
 {e) mining; {f) commerce, interstate and international; 
 (g) inventions; (A) education and literature. 
 
 2. Educational: — (i) To train both retentive and associate 
 memory. 
 
 (2) To train the constructive imagination, the judg- 
 ment and inductive reason. 
 
 (3) To develop high ideals of heroism and civic virtue. 
 
 (4) To develop the feelings of love of and pride in 
 country. 
 
 (5) To teach patriotism as the controling motive in 
 citizenship and the performance of civic duty. 
 
20 
 
 II. Means: 
 
 1. Primary: — (i) Child's knowledge (a) of events occurring in 
 
 school, (fc) of events occurring in community. — (2) His- 
 torical stories (a) of noted persons, (b) of important 
 events. 
 
 2. Grammar: — (i) Historical stories. — (2) Elementary text- 
 
 book. — (3) Historical pictures. — (4) Advanced text-book. 
 — (S) Historical maps and charts. 
 
 3. Advanced: — (i) Regular and supplementary text-books. — 
 
 (2) Historical maps and map drawing. — (3) Works on 
 special history. — (4) Encyclopedia. 
 
 III. Methods and Courses : 
 
 1. Primary: — (i) Oral lessons in Grade IV to develop elemen- 
 
 tary historical concepts : (a) Conversations about school 
 occurrences of previous years — (b) same about local 
 events. 
 
 (2) Brief stories of school and local events told orally 
 and written by pupils. 
 
 (3) Historical stories read or graphically told by 
 teacher with subsequent oral or written reproduction by 
 pupils. 
 
 2. Grammar: — (i) Oral lessons to develop pupils' concepts 
 
 of history as a narrative of events told in order of occur- 
 rence or of mutual relation : (a) Conversations to draw 
 out in order the pupils' recollections of events occurring 
 in previous school experience — (b) pupils tell connected 
 stories of what they did and what occurred in last vaca- 
 tion. 
 
 (2) Teacher reads or tells in successive parts, the story 
 of some important historical event, (e. g. the discovery of 
 America) and pupils re-tell the successive parts as told and 
 finally combine them in a complete story, oral or written. 
 
 (3) Class reading of elementary text-book, with quiz- 
 zes on sections read at each exercise. 
 
 (4) Topical lessons from elementary text-book, with 
 use of illustrative pictures and maps. 
 
 (5) Brief course in study of local history as prepara- 
 tory to study of advanced text-book. 
 
 (6) Brief topical study in advanced text-book, of dis- 
 coveries and explorations by Northmen, Spanish. English 
 and French, using map of world to trace routes and locate 
 sections discovered or explored. 
 
 3. Advanced — topical method throughout course: — (i) Review 
 
 of work previously done in advanced text-book with study 
 ©f causes and effects of discoveries and explorations, and 
 construction of progressive outline map showing sections 
 claimed by right of discovery. 
 
21 
 
 III. Methods and Courses -.—Continued. 
 
 (2) Study of first colonies planted and motives in 
 planting in sections claimed, marking location on outline 
 map and fixing date of each. 
 
 (3) Study of progress of colonization, especially Eng- 
 lish and French. 
 
 (4) Study of peculiar governmental, social, industrial, 
 religious and educational characteristics of each colony of 
 English planting, and comparison with those of France and 
 Spain in these respects. 
 
 (5) Study of Indian, intercolonial and international 
 wars, with special reference to effects upon progress of 
 colonies and character of colonists. 
 
 (6) Special study of contest for continental supremacy 
 between English and French, with incidents. 
 
 (7) Study of men prominent in colonial history. 
 
 (8) Complete outline map showing location and bound- 
 aries of English colonies, with principal cities at close of 
 colonial period. 
 
 ^ (9) Study of colonial conditions at outbreak of Revolu- 
 tion, in respect to industries, commerce, social customs, 
 religious and educational institutions, population and 
 wealth. 
 
 (10) Study of conditions and events serving as remote 
 and immediate causes of Revolutionary contest. 
 
 (11) Study of Revolution with respect to (a) aims of 
 • colonists at beginning; (b) causes leading to Declaration 
 
 of Independence; (c) Continental Congress— origin and 
 character of; (d) military campaigns— purposes, decisive 
 events and results of each; (e) naval operations— events 
 and results; (f) financial provisions and operations. 
 
 (12) Study of conditions contributing to successful 
 issue of Revolution— (a) in colonial history; (b) in char- 
 acter of people ; (c) geographical; (d) special. 
 
 (13) Brief biographical studies of notable generals, 
 statesmen, financiers and diplomats whose services spec- 
 ially contributed to successful issue of contest. 
 
 (14) Study of governmental, financial and other condi- 
 tions existing at close of Revolution compelling efforts for 
 a more perfect union resulting in the framing and adoption 
 of the Constitution. 
 
 (15) Brief study of Washington's and Adams' admin- 
 istrations. 
 
 (16) Study of the political theories of Hamilton and 
 Jefferson and their outcome in the organization of political 
 parties. 
 
 (17) Brief study of Jefferson's administration with 
 special regard to the Louisiana purchase as the beginning 
 of territorial expansion. 
 
22 
 
 III. Methods and Courses : — Continued. 
 
 (i8) Study of the War of 1812 as to causes, events and 
 results. 
 
 (ig) Study of negro slavery as to (a) origin of; (b) 
 status under constitution; (c) early feelings regarding its 
 extinction, and results in northern states; (d) causes con- 
 tributing to its extension and making it a factor in poli- 
 tics ; (e) effects upon political parties and policies; (f) the 
 compromise of 1820; (g) the Mexican War as related to 
 and affecting slavery — brief studj^ of events and results of; 
 (//) compromise of 1850, fugitive slave law, Dred Scott 
 Decision and Kansas-Nebraska bill ; (/) rise of the Repub- 
 lican party and election of Lincoln. 
 
 (20) Study of Civil War in order of (c) causes — (b) 
 outbreak and raising of armies — (c) outline of operations 
 of first three years — giving special study to those leading 
 to capture of Vicksburg and the battle of Gettysburg — (d) 
 the Emancipation Proclamation and arming of negroes — 
 (e) Grant's campaign against Richmond, Sherman's march 
 to the sea and Sheridan's operations in Shenandoah valley 
 — (f) seige and fall of Richmond — surrender of confed- 
 erate armies, assassination of Lincoln. 
 
 (21) Questions settled by the war. 
 
 (22) Study of Reconstruction — (a) conditions of res- 
 toration of states to rights in union; (b) constitutional 
 amendments, (c) negro suffrage and "carpet-bag" rule; 
 
 (d) Ku-Klux disorders ; (c) gradual elimination of negro 
 from political power. 
 
 (22) Brief study of events during Grant's, Hayes', 
 Garfield's, Arthur's, Cleveland's and Harrison's adminis- 
 trations. 
 
 (2;^) Study of Spanish- American war, (a) causes of; 
 (b) events; (c) territory acquired; (d) colonial policy 
 resulting from. 
 
 (24) Study of a century's progress from 1800 to 1900 
 with respect to (a) territorial expansion; (b) increase in 
 population and wealth; (c) agricultural, industrial and 
 commercial conditions; (d) means and modes of travel; 
 
 (e) social conditions, education, inventions, arts and 
 sciences. 
 
 (25) Study of lives and services of prominent states- 
 men, soldiers, inventors, artists, writers and educators of 
 the century. 
 
 (26) Throughout course make constant use of other 
 works on history, reference books, maps, charts and pic- 
 tures, to give breadth, definiteness and vividness to knowl- 
 edge acquired. 
 
 (27) Teach only such exact dates as mark events with 
 which others may be associated as causes or effects or as 
 preceding or following. 
 
23 
 
 III. Methods and Courses : — Continued. 
 
 (28) Humanize and vitalize instruction by means of 
 pithy stories of events and anecdotes of men, illustrating 
 patriotism, heroism, devotion to ideals, self sacrifice, truth- 
 fulness, honesty, — all manly and civic virtues. 
 
 (29) Teach, in short, by use of such means and meth- 
 ods as will render knowledge gained accurate, systematic 
 and ready, and will give the study its full educational value 
 as a means of training the intellectual faculties, of giving 
 force and direction to right feelings and motives, and of 
 developing high ideals of human virtue, of patriotism and 
 of civic duty. 
 
 NATURE STUDIES. 
 I. Ends : 
 
 1. Practical: — Accurate knowledge of physical environment as 
 
 to (i) Plant life — (2) Animal life — (3) Rocks and soils — 
 (4) Action of common physical forces. 
 
 2. Educational: — (i) To form habits of close, accurate observ- 
 
 ing. 
 
 (2) To give training to the senses, especially sight, 
 hearing and touch. < 
 
 (3) To develop and train the perceptive faculty, asso- 
 ciative memory, imagination, judgment and inductive 
 reason. 
 
 . (4) To develop and train the power of facile and accu- 
 rate expression of thought. 
 
 (5) To cultivate a love of nature as the expression of 
 Divine love and wisdom. 
 
 II. Means : 
 
 1. Common field, garden and forest forms of plant life. 
 
 2. Common domestic and wild animals, birds, fishes and inse.cts. 
 
 3. Rocks and soils of the neighborhood and illustrative speci- 
 
 mens of same. 
 
 4. Winds, clouds, rain and snow, dew and frost, heat and cold. 
 
 5. Prepared specimens of plants and their parts ; of birds, fishes 
 
 and insects; of minerals, rocks and soils; some simple 
 apparatus illustrating action of physical forces. 
 
 6. Pictures of plants, flowers, animals, birds, etc. 
 
 7. Paper and pencils, blackboard, magnifying glasses. 
 
 III. Methods and Course of Study : 
 
 • I. Primary: — (i) General, (a) wholly observational and oral. 
 {b) Lessons adapted to seasons — e. g. lessons on germ- 
 ination, roots and stalks of plants in spring — (2) on leaves 
 and flowers in summer, fruits and seeds in autumn, etc., 
 etc. 
 
 (c) Material employed such as is readily accessible for 
 observation. 
 
24 
 
 III. Methods and Course of Study: — Continued. 
 
 (d) Pupils to make simple drawings of things ob- 
 served. 
 
 (e) Pupils trained to describe things observed, fully 
 and accurateh^ 
 
 (2) Special Methods: 
 
 (A) First Grade : — Provide for study of germination 
 of planting corn, bean, pea, squash, in tumblers partly 
 filled with moist cotton that pupil may observe the process 
 day by day. Have same seeds planted in earth in shallow 
 dishes or boxes, that plants may be taken out and exam- 
 ined at different stages of growth. 
 
 If possible have a school garden in which to grow plants 
 to be studied during their entire life. Have pupils observe 
 same plants in their home gardens. 
 
 Always have specimens of plants at hand for study dur- 
 ing the teaching exercise. 
 
 Study plants in order of germination, roots, stalks, 
 leaves, flowers and seeds, having likenesses and dififerences 
 carefully observed and described. 
 
 Have pupils observe and describe trees growing in 
 neighborhood with regard to likeness and difiference in 
 form of growth, stem, bark and leaves and learn to dis- 
 tinguish and name several at sight. 
 
 For winter work study common domestic animals — cat, 
 dog, cow, horse— for likenesses and dififerences in respect 
 to shape ; tails, ears, feet, eyes, teeth, coats ; ways of mov- 
 ing and resting ; foods. 
 
 (B) Second Grade: — Review and extend work of first 
 grade in plant study teaching likenesses and differences in 
 roots, stems, leaves, flowers and seeds of wild plants. 
 Compare single and double flowers and seeds borne in 
 pods, shells and fruits. Have pupils make collections of 
 specimen plants, leaves, flowers and seeds. 
 
 For winter work, study woods by use of specimens of 
 oak or ash, pine or spruce and birch or maple so prepared 
 as to show annular growth rings, cleavage and texture. 
 Specimens should be cut smooth crosswise of grain, rough 
 split lengthwise on two contiguous sides and smooth 
 finished on the other two sides. 
 
 Review and extend study of animals, comparing domes- 
 tic and wild, by use of pictures of latter. 
 
 (C) Third Grade: — Study cultivated and wild flower- 
 ing plants for similarities and differences in stems, leaves 
 and flowers. 
 
 In fall, study trees for modifications of form as growing 
 in forest or field, for changes in color of foliage and shed- 
 ding of foliage. 
 
25 
 
 III. Methods and Course of Stvdy ■.—Continued. 
 
 In winter, stud}'' buds of cultivated and forest trees as 
 regards size, shape, protection. ' 
 
 Study also domestic and wild winter birds, for shape, 
 size, plumage, food and for uses of former, using pic- 
 tures as aids in teaching. 
 
 (D) Fourth Grade : — In spring and summer terms, 
 study leaves for likenesses and differences in arrangement, 
 foot stalks, form and margins. Study uses of plants as 
 food for man and domestic animals. 
 
 In fall, study seeds as to agencies of dispersal — wind, 
 animals, birds and man. Review previous work in study 
 of leaves as to color and have leaves of typical colors 
 collected and labeled by pupils, as those of oak, beech, 
 maple and sumach. 
 
 In winter, review previous work in study of animals. 
 
 Teach by use of pictures some wild animals of same 
 species, as cat. dog, cow, horse, etc. ; classify animals 
 taught as carnivorous, herbivorous and omnivorous. 
 
 Call attention to peculiar features in animals especially 
 fitting them for characteristic movements, methods of 
 procuring food, means of protection, etc. Have pupils tell 
 brief original stories about animals. 
 2. Grammar — Fifth Grade : 
 
 (i) General: — (A) Observation of things as found in 
 natural state and of the results of simple experiments. 
 
 (B) Generally oral supplemented by written summaries 
 and statement of things observed. 
 
 (,C) Much drawing on blackboard by teacher to illus- 
 trate lessons taught, on paper by pupils of things and parts 
 of things studied. 
 
 (D) Connect nature and language study work by 
 means of compositions about things studied. 
 
 (2) Special: — (A) Study and classify plants as exo- 
 gens and endogens as determined by stems, leaves, and 
 seeds. 
 
 (B) Study birds for most obvious characteristics, dis- 
 tinguishing them from animals previously studied ; for 
 those distinguishing one kind from another. Have child- 
 ren learn to know at sight or by their songs, three or more 
 common wild birds. 
 
 (C) Begin study of rocks and soils, having pupils col- 
 lect specimens and compare them for obvious distinguish- 
 ing characteristics. Have children able to distinguish at 
 sight three kinds of common rocks and two distinct soils. 
 
 (D) Study phenomena of heat and cold for sources, 
 effects and measurements ; — winds — force of, causes, 
 direction and effects; — rain, and snow— difference in and 
 causes of. 
 
26 
 
 III. Methods and Course of Study: — Continued. 
 
 (3) Sixth Grade: — (A) Study flowers as to arrange- 
 ment — whether single, in clusters or in spikes ; — as to parts 
 — calyx, corolla, stamens and pistils; — as to uses of parts; 
 — methods of fertilization. 
 
 (B) As part of bird study have pupils note and record 
 time of appearance in spring of the robin, sparrow, swal- 
 low and bobolink or oriole. Have them observe and report 
 on nesting habits, as to place of building, material used in 
 and form of nests. Study feeding habits, as to kind of 
 food, where and how obtained. Study differences in man- 
 ner of flying, in plumage and in song. Have them able to 
 distinguish the robin, s^parrow, swallow and bobolink or 
 oriole from one another by manner of flying, plumage or 
 song. 
 
 (C) Study rocks as found dispersed as to differences in 
 cleavage, fracture, hardness, shape and uses. Study 
 ledges if accessible as to whether uniform in material, sur- 
 face appearance, cleavage. Study difference between 
 stratified and unstratified rocks and have pupils classify 
 rocks which they have studied, under these two heads. 
 
 (D) Teach by observation or simple experiment dif- 
 ferences between forms of matter as gaseous, liquid and 
 solid. 
 
 By simple experiments transform matter from solid to 
 liquid and liquid to gaseous forms, as ice to water and 
 water to steam and lead pupils thus to the conception of 
 heat as a force. 
 
 Teach evaporation, first by experiment, then have child- 
 ren observe it as effected by heat of sun. 
 
 By simple experiments teach process of condensation of 
 vapor to water and change of water to ice. Lead pupils 
 to infer or think out the processes by which clouds, rain 
 and snow are produced. 
 
 (4) Seventh Grade: — (A) Teach classification of 
 plants as annuals, biennials and perennials and have 
 pupils make lists of known plants of each class. 
 
 Classify plants as herbs, shrubs and trees and have 
 pupils make lists of known examples of each. 
 
 Teach classification of trees — first, as deciduous and 
 evergreen — second, as fruit, nut, seed and cone-bearing — 
 and have pupils make lists under each head. 
 
 (B) Review and extend study of birds, teaching facts 
 showing their usefulness as seed carriers, insect destroyers 
 and as food for man and animals. Teach what, why and 
 how birds should be protected. 
 
 Begin study of insects by having pupils collect specimens 
 of flies, moths, butterflies and beetles. Study specimens 
 collected with regard to obvious differences and similari- 
 ties in legs, wings, bodies, heads, eyes and antennae. 
 
^7 
 
 III. Methods and Course of Study : — Continued. 
 
 (C) Study rocks in regard to use and value as building 
 materials and teach where in Maine are found granite, 
 slate, limestone and sandstone. 
 
 Study soils as sandy, clayey, gravelly and loamy, for 
 composition and principal elements. Study same with 
 respect to natural products of each. Study them with 
 respect to elements to be supplied to each to make them 
 productive garden and farm soils. 
 
 (D) Review work of preceding grade regarding forms 
 and changes in form of matter. 
 
 Let pupils observe and study the movements of air cur- 
 rents from and toward sources of heat — e. g. the stove, 
 register or radiator by which the school room is heated. 
 Lead pupils to apply facts observed to thinking out the 
 nature and cause of winds. 
 
 Develop the pupil's conception of force already formed 
 to include the idea of that which gives motion to matter. 
 
 Teach the force of gravitation by having pupils observe 
 the fall of bodies and having them lift bodies. 
 
 Teach force of cohesion in different bodies by having 
 pupils separate or try to separate them into fragments — 
 e. g. a piece of clay, of wood, of lead, of iron. 
 
 Finally develop conception of force as that which 
 changes the state of matter, imparts motion to it, or resists 
 change in its state or position. 
 
 (5) Eighth Grade: — (A) Review study of insects in 
 preceding grade. 
 
 Extend study — using common house fly, apple tree moth, 
 any common butterfly, dragon fly and June beetle as types 
 — to include facts relating to stages of development and 
 feeding habits of each. 
 
 Study the relations of insects to plant life as beneficial 
 or injurious. 
 
 Study their place in the economy of nature as scaven- 
 gers, food for birds and animals, etc. Have pupils learn 
 how ravages of harmful insects may be prevented. 
 
 During course of study have pupils collect and make 
 cabinets of moths, butterflies and beetles and include in 
 the collection the eggs, larvae and chrysalids of the apple- 
 tree moth and several species of butterflies. 
 
 (B) Review so much of plant study as relates to trees. 
 
 Teach conditions of growth of pine, spruce, cedar and 
 white birch. 
 
 Teach methods of conducting Jumbering operations and 
 getting lumber to mills. 
 
 Teach methods of manufacturing and transporting lum- 
 ber. 
 
 Teach the uses of each kind named. 
 
28 
 
 III. Methods and Course of Study : — Continued. 
 
 Teach the annual amount and value of the lumber prod- 
 ucts of Maine. 
 
 (C) Review study of soils. 
 
 Teach means by which soils are usually improved in fer- 
 tility. 
 
 Teach effects of plowing and otherwise working soils — 
 of subsoiling and underdraining. 
 
 Lead pupils to learn from observation, or teach them 
 directly, what soils are naturally best for orcharding, for 
 producing hay, corn, potatoes and for pasturage. 
 
 (D) Review work already done in physics. 
 
 Teach by means of simply constructed models of each, 
 the parts and uses of the lever, wheel and axle, pulley, 
 inclined plane, wedge and screw. 
 
 Teach application of the lever to the measuring of the 
 force of gravity considered as weight. 
 
 Have pupils describe mechanical operations which they 
 have performed or seen performed by use of some form of 
 each or combinations of them. 
 
 PHYSIOLOGY AND HYGIENE. 
 I. Ends: 
 
 1. Practical: — (i) Such knowledge and habitual observance of 
 
 the general laws of health as will serve to keep the body in 
 full strength and vigor. 
 
 (2) Such knowledge of things and practices harmful to 
 full bodily strength and vigor as will enable the possessor 
 to refrain from their use and practice. 
 
 (3) Such knowledge of the construction of the body 
 and of the functions of its parts and organs as will enable 
 the possessor to understand and rightly apply the laws of 
 health in daily life and to recognize and describe the 
 symptoms of incipient attacks of disease. 
 
 (4) Such knowledge of remedial agencies and meth- 
 ods as will enable the possessor to meet and deal with 
 sudden emergencies till the services of a physician can be 
 secured. 
 
 2. Educational: — (i) To strengthen both retentive and associa- 
 
 tive memory; to develop and train the constructive imagi- 
 nation, the conceptive faculty and judgment and reason. 
 
 (2) To train to self-control of bodily appetites and pas- 
 sions. 
 
 (3) To form habits of cleanliness, temperance and 
 purity. 
 
 (4) To develop in the pupil such a conception of the 
 body as the dwelling place and servant of the soul, as will 
 lead him to strive to make it the clean, pure and healthy 
 home and efficient servant of a clean, pure and healthy 
 soul. 
 
29 
 
 II. Means : 
 
 1. Pupil's, knowledge of his own bodj- as the starting point in 
 
 instruction. 
 
 2. Pupil's observation, examination and study of his own body 
 
 — its organs and their functions. 
 
 3. Properly graded text-books. 
 
 4. Anatornical and physiological charts, models, etc. 
 III. Methods and Courses of Study : 
 
 1. General: — (i) Oral and observational in Grades I, II and 
 
 III. 
 
 (2) Oral, observational and text-book in Grades IV, V 
 and VI. 
 
 (3) Text-book and experimental in Grades VII and 
 VIII. 
 
 (4) Text-books with experiments and demonstrations in 
 advanced course. 
 
 2. Special: — (i) First grade, teach: Position sitting and 
 
 standing. 
 
 Plays conductive to growth. Teach games and train to 
 be fair, good tempered, unselfish and courteous. 
 
 Sleep — when and how much. 
 
 What children should and should not eat and drink — tea, 
 coffee, beer, wine and cider. 
 
 Clothing — summer and winter. 
 
 Cleanliness— care of hair, teeth, nails, clothing, etc. 
 
 Growth — helps to, as food, work, play, rest, fresh air, 
 sunshine. Hindrances, as alcoholic drinks and tobacco. 
 
 The body as a whole : Trunk, limbs and head. Relation 
 of correct position to a well formed body. 
 
 The Head : Parts of head and face — uses and care of — 
 kind and loving thoughts as making attractive faces. 
 
 The Limbs: Parts of the arm — Parts, uses and care of 
 hands. Uses and part of leg — Parts of feet — proper 
 dress and care of feet. 
 
 The Senses: Sight — use — injury from close work and 
 poor light. Hearing — its relation to attention — how in- 
 jured. Feeling — its use. Smelling and Taste — uses of. 
 
 (2) Second Grade : 
 
 Parts of the Body : Parts used in eating, catching a 
 ball, etc. 
 
 Wear and Repair: Cause of wear, of hunger. Material 
 for repair. 
 
 Need of Exercise and Rest : Strength gained by play. 
 Repair most rapid in sleep. Best time for sleep. 
 
 Cleanliness : Need of bathing often, of clean hands and 
 face, of clean clothing. Uncleanliness of tobacco using. 
 
 Need of Food : Result of taking no food. A good 
 breakfast, lunch, dinner. How much to eat. Why not 
 between meals. The teeth and their care. 
 
30 
 
 III. Methods and Courses of Study : — Continued. 
 
 The Sense of Taste. Different flavons of food. Things 
 that blunt the sense of taste. 
 
 Table Manners : Proper use of knives, forks, spoon, 
 napkin, etc. 
 
 The Grape and its Juice : Good use of grapes. Wrong 
 use. 
 
 The Eye : Visible parts of the eyes and their use. Tears. 
 Why eyes should see accurately. Care of the eyes. Danger 
 from use of tobacco. 
 
 The Ear : Training in quick and accurate hearing. 
 Pleasures gained through hearing. Care of the ear. 
 
 The Voice : Where the voice comes from. Why culti- 
 vate pleasant tones. Injury from shouting, screaming, bad 
 air and tobacco smoke. 
 
 The Nose : Facts learned by smell alone. Other uses 
 of the nose. Use of handkerchiefs. Colds from breathing 
 impure air. 
 
 Touch : Qualities learned by the sense of touch. Helen 
 Keller. 
 
 The Tobacco Plant: Injury to the soil from tobacco 
 raising. Better occupations. Review injurious effects of 
 tobacco already brought out. 
 
 Beer: Beer made from grain. Bread made from grain 
 is healthful ; beer is not, because it contains alcohol. Beer 
 may make people stupid and sleepy. 
 
 (3) Third Grade: 
 
 Pure Air and Breathing : How air gets to the lungs — 
 why rooms need to be ventilated. 
 
 Harmful Drinks : How soon alcohol may be formed in 
 cider. Danger that drinking of cider, beer or wine may 
 create desire for stronger drinks. 
 
 Food : Need of, for growth, strength, warmth. Effects 
 of eating too much and often. Rules for eating. 
 
 Teeth and Stomach : Trace mouthful of food from 
 plate to stomach. How food gets into blood. Care of 
 stomach. Drinks that injure stomach. 
 
 The Heart : Motions of — pulse. Veins that can be seen. 
 
 The Blood : Blue and red blood. Blood as food carrier. 
 
 Brain and Nerves : Use. Protection. Need of food. 
 Alcoholic drinks and tobacco as affecting action of nerves. 
 
 The Bones : Of arm, fingers, head. Relation of frame- 
 work to shape of body. Care of bones. Dangers to frame- 
 work of young and old. Effects of tobacco and alcoholic 
 drinks on growth of bones. 
 
 The Muscles : How movements are made. Muscles of 
 the arms. Difference between muscles and fat. Exercise 
 and proper food strengthen, alcoholic drinks weaken 
 muscle. 
 
31 
 
 III. Methods and Courses of Study : — Continued. 
 
 Grain : Starch in. Change of starch to sugar. Sugar 
 in sprouted grain soaked out and changed to alcohol in 
 beer making. Difference between grain and alcohol. 
 
 Cigarettes : Harmful because containing tobacco. 
 
 The Skin and Cleanliness : The skin as a garment. 
 Why it does not wear out. Care of. 
 
 (4) Fourth grade : 
 
 The Framework: A turtle compared with the jelly fish. 
 Di:s,dvantages of outside framework. Why many pieces 
 in skeleton. Different shapes of bones. Penetrated by 
 blood vessels. Location of principal large bones. How 
 the joints are held together. Results of tight clothing, of 
 ill fitting shoes. 
 
 Foods : Nature's foods for the young. Materials which 
 furnish these. Proper choice of food. Effect of too much 
 meat. The proper time to eat candy. 
 
 Drinks : Proper choice. Water, why needed. How 
 fruit juices are made unhealthful. Special danger in cider 
 and wine. Self-control in eating and drinking. Power of 
 alcohol to weaken self-control. 
 
 Digestion : Importance of good teeth, of chewing food. 
 Waste of saliva in chewing gum and in chewing or smok- 
 ing tobacco. Swallowing. The stomach. Gastric juice. 
 Changes in food in the stomach. Work and rest for 
 stomach. Irritating effect of alcohol. Smoking a hin- 
 drance to digestion. 
 
 Circulation : Right and left sides of heart. Veins and 
 arteries. How the blood feeds the body. Need of good 
 food to make good blood. The blood as an air carrier. 
 
 Respiration : Air as a purifier. The air passages. Air 
 sacs of the lungs. Full, deep breathing. The advantage 
 of large lungs. Polluting air others must breathe. Airing 
 living rooms. 
 
 Muscles : How made up. How they move bones. Sizes 
 and shapes. Tendency of beer to fatten and weaken 
 muscle. Fat cannot contract and relax. Why railroads 
 require total abstinence. Why business men choose boys 
 who do not use tobacco. 
 
 Exercise : Good forms of. In open air. Needed 
 equally by girls. 
 
 The Brain and Nerves : Work of brain. How made 
 strong and how rested. Spinal cord. Connection with 
 legs, arms, etc. Alcohol benumbs brain and nerves. 
 Effects of tobacco on ability to study, on will to do right 
 and on success in life. 
 
 Senses : Review work of second grade with exercises 
 for training. 
 
32 
 
 III. Methods and Courses of Study : — Continued. 
 
 The Skin : The skin ; its work. Oil and sweat glands. 
 Danger of cooling off too quickly. Bathing as k preventive 
 of taking cold. Clothing : proper fit, disposal of weight, 
 protection for legs and feet. 
 
 (5) Fifth Grade: 
 
 Food : Milk and eggs the most complete foods. Need 
 of cereal foods. The part of meat which makes muscle. 
 Value of cheap cuts of meat. Value of vegetables and 
 fruit. Sources of common foods. Best ways of cooking. 
 Why food should be attractively served. Danger from 
 impure ice, from drinking much very cold water. 
 
 Digestion: The two sets of teeth. The cutting and 
 grinding teeth. Bone making food necessary for preserv- 
 ing the teeth. Tooth picks and tooth brushes. Dentist's 
 care. Flow of saliva. Forming taste for good foods in 
 childhood. Water the best drink. Water sipped while 
 chewing hinders digestion. The epiglottis. The soft 
 palate. The esophagus. The intestines and intestinal 
 juice. The villi of the intestine; their blood vessels and 
 other tubes. The lacteals and fatty food. Passage of 
 other food into blood vessels. Sugar stored in the liver. 
 How food is used by the muscles and other organs. 
 
 Alcoholic drinks, tobacco and other narcotics : The 
 cause of decay. Work of molds and alcoholic ferments. 
 Fermentation changes character of substances. Sugar a 
 food ; alcohol a poison. Definition of a poison. Use of 
 yeast in breadmaking. Alcohol driven out in baking. 
 Nature of a narcotic. The poison in tobacco. Danger of 
 soothing syrups. 
 
 The Blood : Appearance of blood under microscope. 
 The three parts. Work of serum, red corpuscles, white 
 corpuscles. Clotting. Good blood necessary for strength 
 of body and power of mind. Blood vessels. Capillaries. 
 Distribution of food and removal of waste. Meaning of 
 circulation. Relation of good food, pure air and exercise 
 to good blood. 
 
 The Heart : Auricles. Ventricles. Valves. Number of 
 beats per minute. The pulse. Strengthening the heart by 
 exercise. Effect on the heart of fright ; of alcoholic drinks 
 and tobacco. 
 
 Respiration : Need of air in the blood. Where the 
 blood comes in contact with the air. Why we should 
 breath through the nose. "Adam's apple." Movements 
 in swallowing. Branching of windpipe. Elasticity of 
 lungs. Change of air in air-sacs. Why air once breathed 
 is unfit to be re-breathed. Development of the lungs by 
 deep breathing, by "forced respiration." by exercise. 
 
 (6) Sixth Grade: 
 
33 
 
 III. Methods AxVd Courses of Study ■.—Continued. 
 
 Execretion: Skin as protection. Varying thickness of 
 outer layer. Causes of callouses and corns. Skin aids 
 removal of waste. Sweat glands. Deposits left on skin 
 in perspiration. Consequent need of bathing. Use of oil 
 in skin. Alcohol enlarges capillaries of skin. Formation 
 of hair and nails; use and care. Why the hair needs fre- 
 quent washing. Proper time for bathing. Cleanliness of 
 underclothing, of bedding. Need of waste matter being 
 promptly expelled. The kidneys: shape, location, blood 
 supply; their work; how overworked; how kept in good 
 order. 
 
 Body Heat. Relation of clothing to body heat. Source 
 of body heat. Oxygen and burning. Fuel foods. Regu- 
 lation of heat by skin. Effect of exercise on warmth. 
 Effects of alcohol. 
 
 Seeing : Pleasures derived from it. Shape of eye. Bony 
 socket and cushion of fat. Iris. Uncleanliness and "sore 
 eyes." Touching eyes with soiled fingers. Danger from 
 public wash-basins and towels. 
 
 Hearing : Outer parts of ear. Hearing part. Ear drum, 
 bones and canals. Ear wax. Danger from blows. Pro- 
 tection from draughts and strong wind, especially when 
 ndmg. Effects of working in constant noise. Unnecessary 
 noise and disagreeable tones in speaking. 
 
 Smell: Where the sense is located. Nerves of smell. 
 Dependence of animals upon smell. Connection with taste. 
 How affected by colds. Detection of foul air. 
 
 Taste : Papillae of tongue. Nerves of taste. By what ' 
 affected. How taste may be dulled. What taste guards. 
 
 Touch : Nerves in skin. Where touch is most delicate. 
 Dependence tipon touch in loss of sight. Why delicacy of 
 touch is desirable. Alcoholic drinks blunt the senses and 
 deceive the mind. 
 
 The Nervous System : The brain as a receiver and direc- 
 tor of messages. Cerebellum and motion. Cerebrum, the 
 organ of thought. Relation of attention and clear thinking 
 to efficiency of brain. Importance of rest and sleep. Alco- 
 hol and tobacco weaken power to think, to recognize warn- 
 ings of the senses and to take proper precautions against 
 danger. 
 
 The Framework: Source of hardness of bone. The 
 lelly-like part. Marrow. Blood in bones. Soft bones of 
 children. Joints. Hinge and ball and socket joints. Sup- 
 port and protection furnished by bones. What the ribs pro- 
 tect. The . skull. The framework of animals compared 
 with that of man. 
 
34 
 
 III. Methods and Courses ok Study: — Continued. 
 
 How the Body Moves: Lean Meat. Bundles of fibers. 
 The power to contract and relax. Fastening of muscles 
 to bones. Cords and tendons. Use and proper food neces- 
 sary to size and strength. Proper time for exercise. Beer, 
 wine and cider tend to lessen precision of muscle. 
 
 (7) Seventh Grade : 
 
 Plant Physiology : Sprouting and growth. Necessary 
 conditions. Food stored in seed. Plant respiration, oxida- 
 tion and work. Parts, structure, organs. The seed. 
 Plant digestion. 
 
 Plant and Human Physiology Compared : Organs of 
 protection and digestion. Cells. Tissues. Organs. Sys- 
 terms. Health of the cells. 
 
 The Nervous System : Harmonious action of organs. 
 Brain the central controlling organ. Co-operation of 
 nerves, spinal cord and ganglia. The sympathetic nervous 
 system. Reflex action. Habit. 
 
 Narcotics : Conditions necessary for alcoholic fermenta- 
 tion. Distilled liquors, compared with fermented. Dangers 
 of moderate use. 
 
 Nutrition : The energy of food. Albumen, sources and 
 determination of by experiments. Food materials in 
 cereals, vegetables and meat. Experimental determination. 
 Menus. Principles of selection of food. 
 
 The Digestive System : The alimentary canal. Parts, 
 structure and processes. Grands and digestive properties 
 of their secretions. 
 
 Hygiene of Digestion : Cooking. Vegetarian diet. 
 Necessity for water. Sources of water supply. Mineral 
 waters. Non-alcoholic, refreshing drinks. Nourishing 
 drinks, when to be taken. Objections to tea and coffee. 
 
 Alcoholic Drinks : Classification of alcohol. Why with 
 poisons. Why not with foods. Alcoholic drinks and 
 digestion. 
 
 Domestic Economy : Apportionment of necessary ex- 
 penses on income of $500 to $1,000 per year. Food for 
 family of five on $10 per month. Dietaries on basis of $25 
 and $30 per month for food. Typical menus for each meal. 
 Problems. 
 
 (8) Eighth Grade : 
 
 Circulation : Valves and nerve supply of heart. Differ- 
 ences in structure of right and left sides. Valves in veins. 
 Inferior and superior vena cava. Gains and losses of the 
 blood in circulation. Location of arteries. Wounds. Meth- 
 ods of checking bleeding. The .lymph: its circulation; 
 how affected by exercise. Lymph glands. Thoracic duct. 
 Effect of exercise on tissue exchange. Massage. Change 
 
35 
 
 III. Methods and Courses of Study: — Continued. 
 
 in structure of heart caused by beer and other alcoholic 
 drinks. "Tobacco heart." 
 
 Respiration : Breathing organs of land and water ani- 
 mals. Vocal cords. Cilia. Pulmonary circulation. Res- 
 piratory movements of diaphragm and chest walls. Lung 
 capacity ; complemental, reserve, tidal and residual air. 
 Chest and abdominal breathing. Modifications of breath- 
 ing: coughing, yawning, sneezing, etc. The place of oxida- 
 tion. Results of insufficient oxidation. Experimental 
 determination of impurities of air. Effect of alcoholic 
 drinks upon body heat, as a cause of lung diseases. 
 
 Absorption : Of fat. albumen, sugar. Storing of sugar, 
 of fat. Use made of proteid matter; Definition of diges- 
 tion, absorption, assimilation, oxidation. 
 
 Execretion : Importance, size and location of the kidneys, 
 connection with circulation, separation of waste. Hygiene 
 of liver and kidneys. How affected by alcoholic drinks. 
 
 The Skin : Cells of the non-living layer. Cause of their 
 death. "Goose-flesh" and the similar process in animals. 
 The cleansing bath. The tonic bath. General sensation, 
 temperature and sense of position. 
 
 Muscles : Voluntary and involuntary. Work of the 
 muscles in generating heat. The stronger the muscles, the 
 more work and heat. Muscular system sensitive to changes 
 in food. Alcohol decreases muscular power. How this 
 has been proved by experience and laboratory experiments. 
 
 Framework : Vertebral column the axis of the body. 
 'Relative position of axis in man and in animals. Corre- 
 spondence of leg and arm bones. Purpose of elastic car- 
 tilages in spine. The shaft, cancellous tissue, red and yel- 
 low marrow of bones. 
 
 (9) Advanced Work : 
 
 General Structure of the Body : Varieties of tissues. 
 Properties of cells. Chemical composition. Protoplasm. 
 
 General Processes of the Body : Maintenance of life. 
 Building material. Energy : sources, storage, liberation 
 and use. Metabolism. Bodily organs and functions. 
 Health and disease. 
 
 Osseous System : General arrangement. Upright posi- 
 tion of human skelton. Composition of bone. Structure 
 of cartilage. Dislocation. Fracture. Causes of rheuma- 
 tism. Gout. 
 
 Motion : Principles of levers in bodily motion. Muscu- 
 lar action in walking, running and maintaining the upright 
 posture. Structure of voluntary and involuntary muscle. 
 Training and development. 
 
 Nutrition : Constituents of animal food. Need of 
 organic foods. Quantity and proportion of food substances 
 
36 
 
 III. Methods and Courses of Study : — Continued. 
 
 in diet. Object of digestion. Mucous membrane of ali- 
 mentary tract. Secretion. The action of villi in absorp- 
 tion. Structure of liver. Use of different foods in body. 
 Special foods or compounds needed. Essentials in a diet 
 list. Condiments. Beverages. 
 
 Alcoholic Liquors : Source of alcohol. Nature of alco- 
 hol : its action within the body and upon bodily functions. 
 
 Circulatory System : Muscular tissue of heart ; its irrita- 
 tability. Systole and diastole. Contractions of auricles 
 and ventricles. Amount of work done by heart. Lymphatic 
 nodes. Vasomotor nerves. Danger of strain and over- 
 work. Taking cold. Hemorrhage. Fainting. Anaemia. 
 Germicidal power of blood. Alcohol lessens contractile 
 power of heart, lessens ability to endure strain, weakens 
 blood vessels. Use of tobacco a hindrance to athletic suc- 
 cess. 
 
 Respiratory System : Membranes of lungs. Mechanism 
 of inspiration. Affinity of haemoglobin for oxygen. Vol- 
 ume of air expired. Damage done by dust, alcohol, carbon 
 dioxide. Asphyxia, drowning. Artificial respiration. 
 
 Excretory Organs : The chemical compounds of body 
 wastes. How separated from the blood. Composition of 
 perspiration. Amount eliminated daily. Necessity of 
 accelerating removal of waste, by exercise, baths, drinking 
 plenty of water, avoiding substances which irritate the kid- 
 neys. Regularity of bowels. 
 
 Nervous System : Structure of nerves : axis cylinder, 
 central and outer sheath. Ganglion cells. White and grey 
 matter, fissures and layers of the spinal cord and brain. 
 Spinal nerves. Membranes and fluids of brain. Brain 
 functions. Building and wasting of brain cells. All round 
 development. Harm done by alcohol. The alcohol habit. 
 
 Narcotics : Nicotine and other irritant substances. Effect 
 upon mucous membranes. Greater liability of smokers to 
 diseases of mouth or throat. Constituents of opium. 
 Opium habit. Effect upon moral character. Chloral and 
 cocaine habits. Indiscriminate use of drugs. 
 
 Sensation: Localized and indefinite. Tactile corpuscles 
 of skin. Taste-buds. Turbinated bones and rod-cells of 
 nose. Rods and cones of retina. Hair cells of cochlea. 
 Voice : Structure of larynx. Vocal cords. Sounds pro- 
 duced by voice in speech. High pitched and nasal voices. 
 Effect of anger and nerve tension on voice. 
 
 Fermentation and Bacteria: The redistribution of ele- 
 ments. The organized ferments. The splitting up of com- 
 plex structures by ferments. Unorganized ferments. Bac- 
 teria. Infectious and contagious diseases. 
 
37 
 
 III. Methods and Courses of Study : — Continued. 
 
 Disease and its Prevention : Disease germs and other 
 causes of disease. Perfect health a preventive. Isolation, 
 disinfection and immunity in dealing with infectious and 
 contagious diseases. 
 
 LOCAL GEOGRAPHY AND HISTORYr 
 
 A. Geography. 
 I. Ends : 
 
 1. Practical: — (i) Thorough knowledge of town with respect 
 
 to location in State and county— direction and distance 
 from State capital and county seat — boundaries — territorial 
 extent — surface and drainage — natural and manufactured 
 products — soil — cultivated and forest areas. 
 
 (2) Knowledge of population — business centers — ward 
 divisions, if a city — roads, carriage and rail. 
 
 (3) Knowledge of products, manufactured and agricul 
 tural — quantities marketed and where marketed. 
 
 (4) Knowledge of institutions in town (schools, 
 churches, etc.) — character and location of. 
 
 2. Educational: — (i) Same as in general geography. 
 
 (2) To develop pride in and love for one's town. 
 
 II. Means : 
 
 1. Maps of State, county and town. 
 
 2. Travels through town. 
 
 3. Knowledge of town possessed by parents and others. 
 
 4. Special personal investigation. 
 
 5. Town records and reports. 
 
 III. Methods and Course of Study: 
 
 1. School building: Make diagram showing location of halls, 
 
 dressing-rooms, closets, doors, windows, schoolrooms, plat- 
 forms, teachers" desks, settees, stoves, radiators, ventilators, 
 etc. 
 
 2. School yard : Draw plan showing boundary lines, entrances, 
 
 drives, walks, location of schoolhouse, outbuildings, trees, 
 flower beds, playgrounds, etc. Draw plan of the same as 
 you would like to have it. 
 
 3. Town : Draw a map showing the boundaries, hills, moun- 
 
 tains, lakes, ponds, streams. Also draw map showing vil- 
 lages or centers of population and business ; carriage, steam 
 and electric roads ; location of public buildings ; schools, 
 and especially the pupil's own. Also draw map of pupil's 
 own school precinct showing school building, roads leading 
 to the same, residences, etc. 
 
 4. Draw map of city showing ward divisions, principal streets, 
 
 public buildings, including schoolhouses. railroad lines and 
 stations, electric roads, public parks, etc. 
 
38 
 
 III. Methods and CouRsii of Study: — Continued. 
 
 5. Physical features : Name, locate and give oral or written 
 
 descriptions of mountains, lakes, ponds, rivers, bays, 
 islands, peninsulas, etc. State size and importance of each. 
 Describe in detail remarkable or specially notable physical 
 features. If town is a summer resort, describe the special 
 features which make it attractive to visitors. 
 
 6. Carriage roads in town : Number of miles of — -condition of 
 
 same and annual cost of keeping in repair. 
 
 7. .Steam roads : Names of roads — number of miles in town — 
 
 number, location and character of stations. 
 
 8. Electric roads. Number of miles in town ; location of lines — 
 
 places with which they connect the town. 
 
 9. Location of town in county : Direction from county seat — 
 
 description of imaginary trip to county seat by usual method 
 of travel, naming towns passed through. Direction and 
 distance of town from State capital — method of traveling 
 thither — important places and for what noted, on the route. 
 Proportional part of town under cultivation — part used for 
 grazing purposes — part in forest — part waste land — part 
 occupied by water surfaces. 
 
 10. General fitness of soil for agriculture — differences in soil in 
 
 different sections and analysis of. 
 
 11. General character of farm products. Estimated quantity of 
 
 different kinds annually produced — value of same. Value 
 of products annually sold — where marketed. 
 
 12. Number each of neat cattle, horses, sheep and swine in town 
 
 last year — value of each. Leading breeds of cattle and 
 sheep raised. 
 
 13. Character of woodlands — distribution or location in town. 
 
 Estimated annual cut of fuel in cords — of timber in Ms. — 
 value of each marketed — where marketed. 
 
 14. Name wild animals and birds found in town — characteristics 
 
 and habits of those best known — those whose killing is pro- 
 hibited or regulated by law. 
 
 15. Name principal wild flowers found in town — analyze best 
 
 known varieties — which of them are noxious weeds. 
 
 16. Fish in lakes, streams and shore waters: Quantities of each 
 
 — food varieties — kinds caught for sport chiefly — kinds mar- 
 keted — kinds whose capture is regulated by law — give regu- 
 lations. 
 
 B. History. 
 I. Ends : 
 
 I. Practical: — (i) Knowledge of settlement of town and of con- 
 ditions and events connected therewith. 
 
 (2) Knowledge of growth of town in population, indus- 
 tries, means of local travel and in educational, religious 
 and social conditions. 
 
39 
 
 I. Ends: — Continued. 
 
 (3) Knowledge of men prominent in history of town. 
 
 (4) Knowledge of part taken by people of town in 
 important national affairs, civil and military. 
 
 (5) Knowledge of notable events occurring in town 
 
 2. Educational:— {i) Same as in study of United States His- 
 tory. 
 
 (2) To develop strong pride in. love for and interest 
 in well-being of town. 
 
 II. Means : 
 
 1. Town history if any. 
 
 2. Personal recollections of older inhabitants. 
 
 3. Traditions and stories of notable events known to older 
 
 inhabitants. 
 
 4. Town records and reports. 
 
 III. Methods and Course of Study : 
 
 1. Name: Give present name of town or city — former name or 
 
 names — origin or meaning of the present name — if named 
 for person, give sketch of that person. 
 
 2. Settlement: Date of first settlement — origin and circum- 
 
 stances of — names and character of first settlers — hardships 
 and difficulties experienced — anecdotes and stories of. 
 Describe early homes and home life and give stories of. 
 
 3. Early growth of settlement : First school — date of establish- 
 
 ing — character of — sketches of early teachers — character 
 and experiences of. 
 
 4. First church : Date of organization — denomination — first 
 
 meeting-house — date of erection and description of — first 
 settled minister — sketch of. 
 
 5. First mill or other manufactory : When, where and by whom 
 
 built. 
 
 6. First road : When constructed — connecting what points — 
 
 character of. 
 
 7. Incorporation : Dates of organization as plantation or incor- 
 
 poration as town or city. Names of first assessors — first 
 selectmen — first mayor — sketches of same. If originally 
 part of another town, name of such towns and date of sep- 
 aration. 
 
 8. Present area in square miles and acres. Greatest average 
 
 length and width in miles. 
 
 9. Changes in population and valuation — tabulated by decades. 
 
 10. Changes in centers of population and business — describe. 
 
 11. First postoffice : Tell where and when established — present 
 
 number and location of postoffices. 
 
 12. Important manufactures: Kind and location — when estab- 
 
 lished — capital invested in — number of persons employed 
 in — annual value of products. 
 
40 
 
 III. Methods and Course : — Continued. 
 
 13. Farms : Number and value of those occuiped — same of those 
 
 unoccupied — annual value of all farm products. 
 
 14. Other productive industries : Kind — location — number of — 
 
 persons employed in — annual value of products. 
 
 15. Public schools : Number of graded and ungraded — high, 
 
 location of — when established — average attendance — num- 
 ber of teachers — scope of instruction. 
 16 Number of persons of school age — annual average attendance 
 in all public schools — annual expenditures made for public 
 schools — amounts voted by town — received from State — 
 derived from local funds. 
 
 17. State school lots, so called : Present condition of — if sold, 
 
 for what sum — how invested — yearly income therefrom. 
 
 18. Other permanent school funds : Whence derived — how 
 
 invested— income therefrom — amount of and how used. 
 
 19. Private schools : Academies, seminaries, colleges : Names 
 
 of — location of each — number and description of buildings 
 occupied — scope of instruction — number of instructors — 
 annual attendance of students. 
 
 20. Public libraries : Name and location of — number of vol- 
 
 umes — conditions of use by general public — by school chil- 
 dren. 
 
 21. Churches : Number of — location of — denomination of each — • 
 
 number of members in each— average attendance upon ser- 
 vices in each. 
 
 22. Societies: Social, benevolent, literary, etc. Names of — loca- 
 
 tion of each — character of buildings or halls owned or 
 occupied by each — number of members in each. 
 
 23. Other facts of importance or interest as showing the present, 
 
 business, educational, moral and social condition of town. 
 
 24. Military : Early conflicts with Indians — events, incidents 
 
 and stories of. 
 
 25. Colonial Wars : Part taken by town — number of persons 
 
 serving in — names of persons killed or dying in — stories of. 
 
 26. Revolutionary War : Soldiers furnished for — officers serving 
 
 in — number of persons killed or dying in service — local inci- 
 dents and stories of. 
 
 27. War of 1812: Number of men furnished for — names of offi- 
 
 cers — number of men killed or dying in service — local 
 events of importance or interest — hardships resulting from 
 war — stories relating to. 
 
 28. Aroostook War: Cause of — men furnished for — results of — 
 
 local incidents and stories of. 
 
 29. Mexican War : Part taken by town — men entering service- 
 
 officers from town — number killed or dying in service. 
 
 30. Civil War : Number of volunteers entering service — number 
 
 of men drafted for — officers entering service or made bv 
 
41 
 
 III. Methods and Courses of Study: — Continued. 
 
 promotion during service— sketch of privates and officers 
 who vi^on distinction— number of men and officers killed or 
 dying in service— number who sufifered in Southern prisons 
 — local incidents and stories. 
 
 31. Spanish War: Number entering service— number killed or 
 dying in service — anecdotes and stories. 
 
 2,2. Other important or interesting facts relating to military or 
 naval history of town. 
 
 23- Biographical : List of persons born in or at any time resi- 
 dents of the town, who have attained distinction in litera- 
 ture, art, science, the legal, medical, clerical, or educational 
 professions, business or any industrial pursuit. 
 
 34- Sketches of each, using so far as convenient the following 
 outline : 
 
 Names of grandparents and parents, maiden name of 
 grandmother and mother and some idea of the quality and 
 ability of each— account of boyhood and early training of 
 person of whom sketch is given — success attained by him— 
 work in which he engaged— giving length of time devoted 
 to each kind— the field in which he gained distinction- 
 value of his services — such incidents, anecdotes and stories 
 as will give clear ideas of the person. 
 
 35. Extended sketches of great disasters and extraordinary events 
 
 occurring in town. Accounts of visits made to the town 
 by persons of note, with statement of reasons for and inci- 
 dents of such visits. 
 
 36. Titles, with names of authors of all histories, pamphlets, 
 
 articles and other documents relating to the town, which 
 have been issued. 
 
 2,7- Detailed outline of legends, traditions, stories and anecdotes 
 connected with town and people who have lived in it. 
 
 38. Full sketch of odd, striking or noted characters who have 
 lived in town. 
 
 39- Write brief statement to show how the geographical location 
 and physical features of the town have affected its settle- 
 ments, its industries, its general prosperity, its peculiar 
 social and educational conditions ; also how the same causes 
 are likely to affect it in the future. 
 
 CIVIL GOVERNMENT. 
 
 '. Ends : 
 
 I. Practical: — (i) Such knowledge of the special civic rights 
 and duties of the citizen, as will lead to the proper exercise 
 of rights and performance of duties. 
 
 (2) Such knowledge of the organization and processes 
 of municipal, State and National governments, as will enable 
 the citizen to understand and justly estimate the action of 
 those placed in charge of the several departments of each. 
 
42 
 
 I. Ends : — Coiilmucd. 
 
 2. Educational: — (i) To strengthen and train tlie judgment and 
 reason. 
 
 (2) To. develop vivid conceptions and high ideals of 
 right civic action in all the relations of citizenship. 
 
 If. Means: 
 
 1. The pupil's knowledge of authority, law and penalty for 
 
 infraction of law. as learned in his experience of family and 
 school government. 
 
 2. Participation in the organization and management of the 
 
 School Improvement League of his school. 
 
 3. Observation of the methods of local town or city government. 
 
 4. Study of text-book. 
 
 III. Methods and Courses of Study: 
 
 1. General: — (i) Develop by oral instruction clear concepts of 
 
 the three functions of government — the law making, the 
 law enforcing and the penalty inflicting — by use of the 
 pupil's own experiences of family and school government. 
 
 (2) Similarly develop clear conceptions of representa- 
 tive government by comparison of home or school govern- 
 ment with that of the School Improvement League. 
 
 2. Special: 
 
 (i) Teach municipal government in the order of: 
 
 Plantation : How organized — corporate powers and 
 duties — officers and their duties — qualifications of voters. 
 
 Town : How incorporated — corporate powers and duties, 
 specially indicating those additional to those of the planta- 
 tion — list of officers annually chosen — those chosen by writ- 
 ten ballot — terms for which chosen — duties performed by 
 each, specifying particularly those of school committee and 
 superintendent — salaries paid each officer. 
 
 Qualifications of voter in town affairs — annual town 
 meeting — when and how called — how opened, conducted 
 and closed. 
 
 Make warrant containing the usual necessary articles for 
 the town meeting — hold mock town meeting. 
 
 City : How incorporated — powers and duties other than 
 those of town — officers and their duties — manner of elec- 
 tion and the terms for which elected — salaries. 
 
 Wards : Ward meetings — ward officers — names of those 
 in the pupil's own ward. 
 
 City government : Aldermen — councilmen — mayor — meet- 
 ing of — methods of transacting business. Illustrate by 
 describing the making of appropriations — make schedule of 
 ordinary appropriations. 
 
 List of names of the principal officers of the pupil's own 
 city — write brief sketch of present mayor. 
 
43 
 
 III. Methods and Courses of Study : — Continued. 
 
 Classified statement of all expenditures made by the 
 pupil's plantation, town or city for the last fiscal year as 
 shown by annual reports. 
 
 Taxation : Poll tax — property tax — real estate tax — 
 personal property — inventory — amount of assessment — over- 
 lay — rate of assessment, how found — any person's tax, how 
 determined — commitment — collection, how enforced — abate- 
 ments. 
 
 Municipal court — officers of — how appointed — police forcf 
 ■ — organization — how appointed. 
 
 (2) Teach State Government in the following order : 
 What constitutes a State? Explain the powers of the 
 
 legislative, executive, judicial departments. 
 
 Under legislative department, consider Senate and House 
 of Representatives ; duties and powers of each — members 
 and their qualifications — salaries — term of office — how laws 
 are made. 
 
 The supreme executive power vested in what office — 
 qualification for office — how elected and term of office — 
 salary — duties. 
 
 Executive council composed of liow many 4iiembers — how 
 elected — duties ; salaries. 
 
 Superintendent of Schools is appointed by whom? term 
 of office — duties. 
 
 Other State executive officers — how elected or appointed 
 — terms of office — duties — salaries. 
 Judicial department: Supreme court — chief justice — 
 associate justices— appointments — term of office — salaries. 
 Superior courts — judges how appointed — term of office — 
 salaries. 
 
 Counties as judicial districts: Shire town — county build- 
 ings — county officers — how chosen — terms of office — salar- 
 ies. 
 
 County commissioner's courts — of whom consisting — 
 powers and duties — sessions of. Probate court — officers of 
 — powers and duties of — sessions of. 
 
 Justices of the peace — :appointment of — duties — terms of 
 office. Trial justices — duties of. Coroners — powers of. 
 
 State institutions : Location of — special purposes for 
 which established — how managed — how supported. 
 
 State taxes : Kind of — amounts how determined — by 
 whom collected — to whom paid. 
 
 Comparison of city and State governments for similari- 
 ties and differences. 
 
 (3) Teach National government in following order: 
 The Nation : Of what constituted — division of powers 
 
 between Nation and State — powers as regards territories. 
 
44 
 
 III. Methods and Courses of Study: — Continued. 
 
 Congress : Two houses of — number of members in each 
 — in what manner and for how long elected — qualifications 
 of — salaries — officers of each house — special powers of each 
 house — sessions of Congress, when held — comparison of 
 Congress with State legislature. 
 
 Executive department : President and Vice President- 
 qualifications of — in what manner and for how long 
 elected — duties of each — salaries — vacancy in presidency 
 how filled — compare powers and duties of President and 
 Governor. 
 
 President's cabinet — how constituted, how appointed — 
 duties of — compare with Governor's Council. 
 
 Executive Departments — powers and duties of each. 
 
 Judicial Department : Supreme court — how constituted — 
 jurisdiction — officers of, how appointed — terms of office. 
 
 Courts of appeal — jurisdiction — officers — how appointed — 
 terms of office. 
 
 Circuit Courts — jurisdiction — officers — how appointed — 
 terms of office. 
 
 District Courts — jurisdiction — officers — how appointed — 
 terms of office. 
 
 Court of Claims — jurisdiction — where held — officers — how 
 appointed — terms of office. 
 
 Miscellaneous : 
 
 Amendments to constitution, how made. 
 
 Treason — in what it consists, punishment of. 
 
 Impeachment — who liable to — process of — trial — penal- 
 ties. 
 
 Taxation — what taxes cannot be laid — what are imposed. 
 
 Patents and copyrights — nature of — by whom granted — 
 to whom granted — for how long granted.. 
 
 Citizenship — who are citizens — who may become citizens 
 — process of naturalization — rights to protection of govern- 
 ment. 
 
 TO MEMBERS. 
 
 The foregoing outlines are intended to serve a fourfold purpose. 
 They will aid teachers in following the papers and discussions given at 
 teachers' meetings. They will furnish a scheme for professional study, 
 which is hoped will be found especially helpful to those who have to 
 acquire their pedagogical knowledge without the assistance of the schools. 
 They will serve as guides in instruction for those teachers to whom 
 school boards leave the providing of courses of study. Finally, they will 
 be found useful to teachers preparing to take the examination for State 
 certificates. 
 
 It is recommended that this manual be at hand during the session of 
 the institute and that you carefully compare the points presented in the 
 papers and discussions with the outlines here given. In j'our note book 
 
45 
 
 make minutes of such points as you desire to have made plainer, or upon 
 which you wish to speak. At the proper time propose questions or 
 participate in the discussion. 
 
 These outlines will also serve as topic lists to guide in your professional 
 reading. It is believed that the teacher, who will guide her reading by 
 these outlines, will find in her own experiences and in educational papers 
 and books those pedagogical facts and principles which will prove of quite 
 as practical value as any she could gain from other sources. If, while 
 mastering each subject, she will intelligently use the knowledge gained in 
 her daily teaching, she will find herself doing constantly better and more 
 satisfactory work and growing in power as a teacher. 
 
 Teachers will find these outlines helpful as guides in selecting the sub- 
 ject matter to be taught in their classes. 
 
 Finally, they will afford special help to those who desire to hold State 
 certificates. They include all the facts, except those relating to school 
 law, which will be called for in the examinations and the teacher who has 
 studied them carefully will come to these tests prepared to pass them 
 successfully. 
 
 The documents enumerated in list No. i and issued by the State Edu- 
 cational Department, will be forwarded free to all persons applying for 
 them. Teachers will find the books named in list No. 2 especially useful. 
 
 List No. I. 
 
 Course of Study for Elementary Schools. 
 
 Schoolbuildings and Schoolyards. 
 
 A Study of Some Rural Schools. 
 
 Child Study Blank. 
 
 Study of the Things the School should do for the Child. 
 
 Some Problems of the School. 
 
 Simple Science Lessons. 
 
 Local History and Geography. 
 
 The School Improvement League. 
 
 Improvement of Schoolbuildings and Grounds. 
 
 Words, Reading and Literature and the School as it was, is and should 
 be. 
 
 A Study of Our Public School System with Regard to Purposes, Scope 
 of Instruction, etc. 
 
 List No. 2. 
 
 White's Elements of Pedagogy (Am. Book Co.) 
 Page's Theory and Practice (Am. Book Co.) 
 Kotchman's School Hygiene (Bardeen.) 
 Smith's Evolution of Dodd (Rand, McNally & Co.) 
 Rowe's Physical Nature of the Child (Macmillans.) 
 Fitch's Lectures on Teaching (E. L. Kellogg & Co.) 
 Hallock's Psychology and Psychic Culture (Am. Book Co.) 
 Hughes' Mistakes in Teaching (Am. Book Co.) 
 Howland's Practical Hints (Am. Book Co.) 
 Painter's History of Education (D. Appleton & Co.). 
 James' Talks for Teachers. 
 
\im,^,!!:^.T °^ CONGRESS 
 
 019 747 975 9