4IV5 ^Ou LB I57 2 - COURIE OF ^ILATON. NEW MEXICO 1904-1905 COURSE OF STUDY Rules and Regulations OF PUBLIC SCHOOLS RATON, IS WAV MEXICO For School Year of 1904-'05 with THE ANNUAL REPORT OF THE Board of Education FOR THE School Year of 1903-'04 \3 PRINTED BY THE EATON RANGE 10O4 MEMBERS OF BOARD John Morrow, president Robert MoRobbrts, vice-preb. S. W. Clark J. F. White W. S. McAbbe I*. D. Benfbr Eleseo Roybal Alberto Valdez A. J. FURNEY, Clerk WM. M. HEINEY, Sum. The regular meetings of the Board of Education shall be upon the first Monday of each month, but special meet- ings may be held from time to time, as circumstances may demand. TEACHERS' MEETINGS AT HIGH SCHOOL BUILDING: GENERAL MEETING at 2 o'clock p. m. on Satur- day before the opening- of the school year, and at 8 o'clock a. m. on the Saturday following- the close of each school month thereafter. GRADE MEETfNGS FIRST AND SEGOND grades, at 3:30 p. m, on second Monday of each school month. THIRD AND FOURTH grades, at 3:30 p. m. on second Tuesday of of each school month. FIFTH AND SIXTH grades, at 3:30 p. m. on second Wednesday of each school month. SEVENTH AND EIGHTH grades, at 3:30 p. m. on second Thursday of each school month. HIGH SCHOOL TEACHERS, at 3:30 p. m. en third Monday of each school month. Teachers will be excused from these meetings only in cases of sickness and absolute necessity. READING FIRST GRADE EW children enter school for the first time who have ^j not learned something- of its wonders before that first, eventful day. Most of them have entertained happy anticipations of what was to come. The teacher cannot meet these anticipations, but she must strive to satisfy them. The child should be made to realize that each school day is one of intense interest. While he should be made to appreciate the significance of his five senses, he should be taught that reading is the greatest source of knowledge. Reading, as a source of knowledge, should be shown in his first simple sentence. Then in every following sentence until that value of reading has become firmly fixed in his mind. Next he should be im- pressed with the value of reading as a step in learning to read more difficult matter. If drill in logic has not been begun before, it should begin this first day of school. It should be an intuition. To this end the teacher should be methodical, but not given to "grind". Begin with a carefully laid system, but be careful not to let your system drop in tread-mill routine. If you be- gin with an introductory talk, let it be to arrouse an interest in the reading you are to incidentally (?) come to sooner or later. After the talk, lead the child to talk — answering questions the teacher and others of the class may ask; but above all, encourage ths pupil to ask questions. COURSE OF STUDY FIRST TERM-Ohart and Reader Baldwin's Graded Readers Study time to be occupied with pencil and paper. Write the individual letters in script, then words, sen- tences and, when able, lessons. Learn words, then sentences, by sight. Learn the letters (and their sounds) composing- words. Spell the words and memorize the spelling. Have the child express in his own words the ideas gathered from the lesson. Correct bad expression and have him acquire a correct one. Induce the child to give expression to other ideas sug- gested by the lesson. Do not answer questions which you may be able to induce members of the class to answer — or better, have the pupil answer for himself. SECOND TERM Baldwin's First Reader First reader, completed. Follow instructions of first term. Teach long and short sounds of vowels and indicating marks, — , — . Write a complete sentence describing a picture in connection with the lesson. Write other thoughts and fancies suggested by pic- tures and lessons. Give attention to correct forms of letters. RATON PUBLIC SCHOOLS Give attention to use of period, interrogation point and capitals. Abreviations, Mr. and Mrs. Teach by word, sentence and phonic methods. Give attention to phonic drills, to introduction of new word-forms and to the vocabulary already acquired. SECOND GRADE Baldwins Second Reader So far as you can, apply the instructions of the pre- ceding grades. New words taught from board and pupils drilled in their pronunciation and use. Lesson not to be read until pupils can call words at sight and understand their meanings. Teach spelling by sound. This aids in recognizing new words by putting known sounds into new combinations. Expression is controlled by thought. Give plenty of time for grasping ideas before calling for their oral expression. No mental growth comes from the mere utterance of words. Pupils must feel that when they read anything it is for the purpose of making others understand and feel. Have frequent vocal and breathing exercises. Do not allow sing-song reading or mumbling. Prevail upon pupils to read as they talk. Teach simple diacritical marks. Write short sentences about facts observed and actions performed. These sentences should be first used orally, corrected, then written. 8 COURSE OF STUDY Continue the use of capitals, period and interrogation and add use of comma. Take up the subject and predicate of the sentence. Teach correct use of this, that, these, those, sees, see, do, does, is, was, are, were, etc. Give attention to abbreviations used in Reader. Correct faults in the language of pupils and others. Have pupils substitute and change words in the language of the Reader so as to render it faulty. Teach the use of a, an and the, and the relation of in, on, up, etc., to other words. Give drills in enunciation and articulation. Continue word study and phonic drills. Teach the use of substantives and verb forms, this and that, with plurals. THIRD GKADE Baldwin's Third Reader Review carefully all instructions for previous work. Allow no bad habits in oral expression. Continue vocal and breathing exercises. Practice on difficult words and sen- tences. Continue diacritical marks and articulation practice. Composition emphasized by combination of short, sim- ple sentences, descriptive of familiar objects and pictures. Begin letter writing. Teach correctness of form and arrangement of sentences. Nouns — common, proper — number. Irregular verbs extended. RATON PUBLIG SGHOOLS Adjectives following look, seem, feel, appear, taste, smell. Adjectives — simple, to be compared. Pronouns — form of personal. Different forms of who in questions. Distinction between vowels and consonants. Abbreviations—Gapt, Col, Gen., Hon., M., A. M., P. M., Rev., P. S., P. 0. Pronunciation — correction of errors. Homonyms. Written and oral spelling of words in Reader and other studies. New words learned, to be used in sentences. Careful penmanship. Capitals according to rules only. Continue phonic drill. Teach the use of dictionary and meaning of phonic characters therein. FOURTH GRADE Baldwin's Fourth Reader Review. Continue exercises in breathing and vocalizing. Teach use of dictionary. Give pupils short paragraphs, new to them, from news- papers and other sources. After a short time, for examina- tion, talk them over, then have them read aloud. Continue work of preceding grade. Continue phonic study and analysis. One recitation each week should be devoted to sight reading, using a reader or selection not familiar to the class. 10 GOURSE OF STUDY FIFTH GRADE Baldwin's Fifth Reader Follow instructions of lower grades so far as they apply. Make application of the principles of the text book on language to the reading exercise. Punctuation and diacritical marks. Capital letters and work of previous grades reviewed and perfected. Word analysis. Begin literary analysis of selections read. Sketches of authors. Beautiful passages pointed out and tell why they are beautiful. Concert reading. Report of home reading. Require some pupil to commit and recite a selection every three or four days, having each pupil to take his turn. The pupils reciting poorly and with least pains may be re- quired to recite oftener than others. SIXTH GRADE Baldwin's Sixth Reader Use and extend the essential features of the lower grade instructions, especially the last note of Fifth Grade. In the Sixth Grade, however, have pupils come to the front to recite, facing school. Ask for accounts of articles read by pupiis at other times, that are suggested by, or will add to the information gained by the reading lesson, and encourage pupils to bring such articles to class. RATON PUBLIC SCHOOLS 11 As English classics, read Rip Van Winkle and The Great Stone Face, » SEVENTH GRADE Baldwin's Seventh Reader Apply instructions of lower grade, especially of Sixth Grade. Study biographies of authors. Require frequent use of dictionary. Name the common figures of speech and require pupils to look them up and explain in class. As English classics, read Evangeline, Snow Bound and A Christmas Carol EIGHTH GRADE Baldwin's Eighth Reader Apply instructions of lower grades, especially of Sixth and Seventh. Use the newspapers freely. Have pupils watch affairs of home and foreign gov- ernments. Have read in class an occasional magazine article. English classics: Enoch Arden, The Snow Image and Hiawatha. LANGUAGE — GRAMMAR Language as comprehended in common school work is spoken and written. To speak and write properly, compre- hensively and fluently is the aim of instruction in language, 12 COURSE OF STUDY yet such a method in this instruction as will develop the powers of thought and intellectual organization is as desir- able and as practicable as in the popularly recognized in- tellectual studies. We believe language study can be made most attractive to the student when applied along the line of his common usage, and from this conviction we have classified the language work of the primary grades in connection with the other branches, chiefly with reading. In all these grades the work may be, and in the Third and Fourth years should be, considered in classes separate from the other work, The popular method of instruction in language by re- producing something read, we believe to be fruitful of more evil than good results, and therefore discourage it with teachers. The usual high school, or even college essay is little more than a justified plagiarism. Justified because the training of the writer has been such as to convince him that an essay is nothing more than a reproduction. With a proper grounding in the elements of language there are few persons who cannot write or talk, at least fairly well, when they have something to say. In the intro- ductory on reading the importance of that branch is conceded because of its being the source of most knowledge, yet with the child, first knowledge, as ail original knowledge, is ac- quired by virtue of some of the five senses. This source of information, instead of being eliminated, should be encour- aged, and to this end we recommend the study of objects of nature and art by handling seeing, feeling, tasting and smell- ing; and finally drawing conclusions from the data thus gained. Take at least one recitation period of each week to study objects and after a careful examination of the parts, RA TON PUBLIC SCHOOLS 13 shape, color and other qualities relate in good sentences, or write in paragraphs. SENSE TRAINING— FIRST GRADE Name some things that are red, green, blue, yellow, white, black. Things that are smooth, rough, hot, cold, square, long, round. Have pupils bring to school some white rocks, red rocks; some round leaves, oval leaves, long leaves. Examine the objects brought and talk of them, using properly constructed sentences. Spelling by naming the letters of the words introduced. From the sounds and the letters learned the pupils should gradually acquire the power to make out new words for themselves. New words should be introduced slowly and repeated again and again in a variety of ways. The making of small script letters learned by slow steps. Capital letters learned. Copying words in script. Letters and words in print learned aftdr script. Easy idioms — as, "I see"; "It is", etc. Pupils should learn to see short sentences and phrases as wholes. Making out words should not be confounded with reading. Pupils should know thoroughly each v/ord in the sen- tence, and should have the thought, before reading aloud. 14. COURSE OF STUDY Exercises on the blackboard for reading - may be copied by the pupils. Pupils may copy easy sentences from their Primers and Readers. All copying should be done in script. The teacher should keep a list of the words learned. These should, by various combinations, be kept in constant use. SECOND GRADE Work of First grade to be continued and extended. Introductory book in hands of teacher. Oral and written language work should be carried along together, the latter grov/ing out of the former. It should be remembered that the aim of oral work is not merely to get pupils to talk, but to secure happy ex- pression, good arrangement, and correct forms of words. Familiar conversations on animals, tame and wild — their form, color, covering, voices, v/ays of getting and eat- ing food, means of attack and defense, cunning, intelligence, affection, use to man, etc. Birds, insects, spiders, fishes. Name some objects that are cubes, globes cylinders, irregular in shape. Have pupils bring to school some smooth rocks, rough rocks, rocks with holes in them, and have them, if possible, learn the cause of these conditions. Other sense training. Have them bring some leaves that are single, some made up of little leaves (leaflets), some with rough surfaces and some with smooth surfaces. Name some fruits with one seed — of more than one. RA TON PUBLIC SCHOOLS 15 Talk and write freely and correctly. See Science Work. Sunrises, sunsets, sky, wind, clouds, rain, snow, sea- sons, sun, moon, fields, woods, streams, mountains, valleys, gardens, farms. Streets, parks, houses, carpenters' work, masons' work, etc. The senses and what we learn through them. Morals and manners as occasion may present, illus- trated when possible by incident or story. Deceit, lying", stealing-, tattling, idleness, whining, forms of greeting, care for others' property, kindness, Golden Rule, respect for the aged, respect for authority, prompt obedience, keeping prom- ises, politeness, courage in doing right, defending the weak. Description of pictures with and without guiding questions. Stories from pictures and from the imagination. Dreaming— Close the eyes, lay the head on the desk and think some imaginary thing and then tell or write it. Memorize selections of poetry and prose. THIRD GKADE Follow instructions of previous grades. The writing of sentences and the drill on special words as required in the reading and the language exercises will furnish sufficient work in spelling for the first and the second year. Reed's Introductory Language Work LESSONS I TO LXSX, INCLUSIVE Examining the sentence to find what words do. 16 COURSE OF STUDY Statements — chief words — names. Names — capitals. Studying related sentences — chief words and their helpers. Finishing - and joining- related sentences to make a good story. Words that take the place of names. Have pupils bring rocks of two or more colors. Rocks that contain two or more kinds of material, and have them try to find out the cause of the different colors and what the different materials are. Bring flowers and separate them into their parts — calyx, corolla, stamen and pistil. Bring plants with single root, with several roots and with many or fibrous roots. Bring some insects that jump, some that creep and some that fly. Dream, or imagine, stories. When you have exhausted the investigation on any specimen or class of objects, write. See science work. Give careful attention to spelling, punctuation and syn- tax. Practice in descriptions. Have and has, do and does. Using verbs with / and you, Contractions— Isn't, aren't, doesn't, don't, etc. Putting sentences together — commas with connected words. Studying sentences — making smooth, flowing paragraphs. RA TON PUBLIG SCHOOLS Names changed to mean more than one. Names changed to show possession. How to show possession — one and more than one. What words do and mean. How to show possession — Its, Hers. Ours, etc. fourth: grade Have pupils bring some quartz, granite, lava, clay. Learn what you can of them and talk freely of them. When all the class have told all they can, all write about the speci- men. See science work. Have pupils bring leaves with smooth margins, rough margins, (serrate, dentate, etc.), some with parallel veins and some with net veins. Use them as instructed to do with the rocks. Follow instructions of previous grades, Imagine stories. Reed's Introductory Language Work lessons lxsxi to cxi ii, inclusive Using the verb right — do, did, done; see. saw, seen. Using the right verb — lie, lay; sit, set. Using the verb right — blow, draw, grow, know, thi'ovj, beat, break, fall, freeze, write, choose, drive, fly, give, go, ride, shake, speak, forsake, rise, steal, take, tear, wear, come, drown, attack. Helping words joined to names. Hints for word pictures. Comma with helping words. Helping words—descriptions and stories. Using helping words right. 18 GOURSE OF STUDY Helping 1 words joined to verbs. Phrases joined to the chief parts. Changing direct to indirect quotations. Capitals—general exercises. Punctuation— general exercises. Study of sentences. Hints for descriptions and stories. Agreement of the verb. Using the right verb. Arranging and joining sentences. Study of sentences— story. Hints for stories— quotations. FIFTH GRADE-First Half of Year Reed's Introductory Language Work Completed LESSONS CXLVII TO CLXXVIII, INCLUSIVE Letter-writing— kinds of paper, folding, envelopes, margins, ink, etc. Friendly letters. Business letters. Informal notes. Formal notes. Exercises on the different parts and forms of letters. Hints for original letters. Outlines for stories. Additional Oral and Written Work— As suggested in the text book, and as noted for preceding terms. Brief stories from American history. Simple outline facts concerning great men and women RA TON PUBLIC SCHOOLS 79 —authors, patriots, inventors, explorers, public benefac- tors, etc. Gems of thought and language written from memory. Write compositions in imagination and description. Second Half of Yeah Graded Lessons in English LESSONS I TO XXXVIII, INCLUSIVE Talks on language—sounds, letters, ideas, words, human voice, natural and artificial language, thoughts. Two words expressing a thought. The sentence — its two parts. Sentence-building. Capitals and the period. Sentence-building— Agreement of subject and pred- icate. Classes of words— nouns. Individual names and class names— capitals. Verbs— agreement. Pronouns— capitals. Modifiers of the subject. Sentence-building— modifiers. Adjectives. Sentence-building— adjectives. Modifiers of the predicate. One modifier joined to another. Adverbs. General exercises in analysis and classification. The correction of errors. Phrases. 20 COURSE OF STUDY Sentence-building — adjectives, adverbs. Equivalent phrases — arrangement. Prepositions. Compound subject and compound predicate. sixth: grade Graded Lessons in English LESSON XXXIX, COMPLETING BOOK Pages 144 to 165 may be drawn upon for occasional exercises in capitals, punctuation and letter-writing. Continue under instructions of lower grades so far as they apply. Have compositions, mainly in description and imagina- tion, about once a week. Letter writing. Science lessons with written thesis on what has been found out about natural objects studied. See science lessons. SEVENTH GRADE Higher Lessons in English LESSONS I TO CXI, INCLUSIVE Apply essential parts of previous instruction. Require pupils to give abundance of examples. Letters of application and recommendation, properly folding letter and addressing envelope. Insist on pupils standing and talking of what they have read or heard out of school. Compositions once a week, in imagination, description and explaining or accounting for some scientific phenomenon they have observed. RA TON PUBLIC SCHOOLS 21 EIGHTH GRADE Higher Lessons in English LESSONS CXII, COMPLETE BOOK Follow instructions of previous grades. Write newspaper articles, editorials, etc. Write a critique. Define commoner figures of speech and make ex- amples of each. Compositions of from 200 to 300 words, at least one every two months, on subjects selected or approved by teacher. To be criticised by teacher and returned for re- vision by pupil, unless first copy is satisfactory. Require letter writing - of all previous grades as a review. NUMBERS AND ARITHMETIC The schol year of 19C4 and '05 opens with the newly adopted Wentworth's Arithmetics, and no more important suggestion can be offered the teacher than that of carefully reading the preface, notes and other instructions of the author. The new books certainly show great effort, as well as success, toward systematic arrangement, and a complete mastery of the subject as the author broadly comprehends it. In the more advanced grades it seems that if time per- mits the teacher may supplement the text with more of the philosophy of numbers. FIRST GRADE Teacher to follow, in part, the suggestions and gen- 22 COURSE OF STUDY eral plan of Part I of Elementary book. Combinations up to 1 0. Use objects in all combinations and divisions. Com- parisons in length, magnitude, etc., by use of blocks and other devices. Compare number and magnitude of objects that come up in connection with the day's work. No regularly assigned tasks. SECOND GRADE Follow instructions of First grade, except easy tasks may be regularly assigned. Combinations to 20. Add and subtract to 100. Multiply 100's by 2, 3 and 4. Multipli- cation tables to 5x12. THIRD GRADE Primary book may be put in the hands of pupils. Review from first, and complete to Part III. Use objects for illustration as indicated by pictures at top of pages of book. Supplement book with devices improvised by pupils and teacher. FOURTH GRADE Follow instructions of Third grade and review Ele- mentary book, as advancement of pupils require. Advanced work to begin with Part III and complete the book. FIFTH GRADE Begin Practical Arithmetic, and complete to Factors, Measures and Multiples. Use objects to illustrate transac- tions. Make actual measurements for data in supplementary problems. Supplement work from Appendix. RA TON PUBLIG SCHOOLS 23 SIXTH GRADE Follow instructions of Fifth grade. Review from first of book and continue from Chapter VIII to Chapter XII, Percentage. Supplement from Appendix. SEVENTH GRADE Review as much of Fifth and Sixth grades as seems needful. Advanced work to begin with Percentage and continue to Powers and Roots. Supplement from Appendix. EIGHTH GRADE See instructions of Fifth, Sixth and Seventh grades. Complete the book and review. GEOGRAPHY FIRST GRADE Learn to distinguish between river, creek, lake, ocean, gulf, etc. Learn directions — where the sun rises and sets. Walk and point to east, north, west and south. Locate objects in various directions. Learn north-east, north-west, south-east and south-west. Draw plan of school house and grounds, locating objects by relative distance (being X, y z or 1-10, etc., of some distance as the length of the house or room), direction, etc. SECOND GRADE Review all the work of the first year, and extend it. Supplement with devices of your own. Draw a plat of the school grounds, neighborhood, with natural objects — trees stones, hills, mountains, streams, etc. 24 COURSE OF STUDY THIRD GRAD^ Review and extend work of First and Second grades. Show and explain to pupils printed maps of town, county and territory, then have them draw county and territory; bound each. See that they have a good conception of the forms of land and water, shape of the earth, and something of its relation to the sun and other planets. Small book (Barnes) may be used the last half of the year. See history. FOURTH GRADE Begin, proper, the Barnes first book, reviewing from first and complete. Illustrate the divisions of land and water, if necessary, by making them upon the ground and filling with water. Globe exercises in latitude, longitude, circles, oceans and tributaries, rivers and tributaries. Mod- eling. Outline maps of grand divisions. Have frequent talks of climate, productions, curiosities, scenery, historical events, etc. See history. FIFTH GRADE Begin Complete Geography; take to South America. As often as possible associate history with locality studied. Special drills on geography, production and history of New Mexico. See history. Careful attention to physical features. Mark (or locate with products) on maps products, fruit and mining regions, industrial and commercial centers, state institutions, natural curiosities, etc., of New Mexico. Locate principal railroads and important points along them. RA TON PUBLIC SCHOOLS 25 SIXTH GRADE Begin with review of Fifth grade and complete the book. Study in connection with the History of the grade, and apply the suggestions of the Fifth grade. SEVENTH GRADE Review the entire complete book, applying the sug- gestions of the Fifth and Sixth grades, and extending them, especially in connection with the History. HISTORY FIRST GRADE Indian stories of Raton and neighborhood. Indian life. Early settlers of this region — their names, hardships, customs, occupations, etc. The Mexicans and their early settlements. See geography. SECOND GRADE Follow instructions of first year. Extend Indian, Mexican and early settlers' tales to New Mexico. Stories from "Seven Little Sisters" and ''Ten Boys". See geography. THIRD GRADE Continue and extend the work of First and Second grades. Cliff Dwellers, Pueblos, Esquimaux. Connect with geography. FOURTH GRADE Continue and extend work of former grades. Stories from United States History. Lives of Columbus, Washing- 26 COURSE OF STUDY ton, Lincoln, Grant, Socrates, Alexander, Caesar, etc. See geography. FIFTH GRADE American History, from discovery of continent to present time as taken from any primary History, as Story of Our Country — William of Normandy, Cromwell, Charles I, Joan of Arc and Paul Kruger. Noted Americans. See geography. SIXTH GRADE Continue work of previous grades, and read as sup- plementary reading, Eggleston's First Book in American History. Associate historical events with their geography. Make historical outline maps. Biography and great events. SEVENTH GRADE Use the book of the Sixth grade as suggestive and extend by research work in history, using various histories as reference. Make this strong training in preparation for eighth year history. Make outline maps and write up sub- jects individually assigned. EIGHTH GRADE Begin and complete McMastefs History of the United States. Biographies, search topics, current history. Outline maps. PHYSIOLOGY AND HYGIENE FIRST GRADE Familiar talks about cleanliness, neatness, effect of RA TON PUBLIG SCHOOLS 27 wet clothes, improper food, drink, etc. Divisions of body, senses, etc. SECOND GRADE Follow outline of first year. Call attention to simi- larities in man and dumb animals and birds. Location and names of organs. THIRD GRADE Follow instructions of First and Second grades. Ar- rangement of organs and parts of body and the advantages of such arrangement. Classification, names and number of bones. FOURTH GRADE So far as practicable follow outlines of previous grades. Study circulation and organs engaged in its func- tion. Elaborate upon the senses and organs of sense. FIFTH GRADE See instructions in previous grades. Digestive and nervous systems and organs of. Make comparisons and contrasts with lower animals. SIXTH GRADE Ghild's Health Primer Physiology. Study and recite at least twice a week in connection with Science work. SEVENTH GRADE No book, except to review Sixth grade work. In connection with the science work, have pupils make special 28 COURSE OF STUDY investigations and report. Dissect a beef heart, liver, brain, kidneys, a rabbit or some other animal, and trace its blood and nervous systems. Perform chemical experiments, illus- trating- the various functions of the organs, juices, etc., of the body. EIGHTH GRADE Steele's Hygienic Physiology. Supplement by refer- ence to other books. Extend work of Seventh grade. SPELLING Spelling should deal with the form of the word, yet the elements — the sounds represented by letters — that make up the word must be recognized in their individual as well as in their relative capacities. We often find it necessary to apply the test of uttering the individual sound, first alone and then with its related sounds. While we use no text book in spelling, this fact should emphasize the importance of spelling every word used. While it should be the rule with the teacher to see that her pupils are able to spell, orally and in writing, all words used in conversation or found, in the various lessons, this rule should have special emphasis in the first five grades. In the first year this may be done in connection with the reading and conversation exercises, but in the Second grade regular spelling exercises, at least once a day, should be had. In the Second and Third grades at least five words should be given from the reading, language and number RA TON PUBLIG SCHOOLS 29 lessons. If five words per day will not include all the new words taken up each day, then the number should be in- creased to such an extent as to include all new words. In the Fourth and Fifth grades not less than ten words per day should be given. As in the lower grades these should be taken from the reading, grammar, geography, arithmetic and conversation, with an extended review once a week. Learn the meaning of words. In the Sixth, Seventh and Eighth grades continue the same methods, extending the selection of words to physi- ology and history. Learn definitions and use properly in sentences. Composition work should be corrected as to spelling and correctly rewritten. SCIENCE AND OBSERVATION WORK This is a subject on which teachers should place much intelligent stress. While it has become a very popular sub- ject in grade work.it is probably the most abused in the pub- lic school curriculum. One of the first steps toward correcting abuses should be to forget that there are such accessories as read- ing books on science and nature study, and then go out into the school yard, the fields or woodlands and collect some growing plants, insects, rocks, etc. Bring your collection into the school room and proceed, with your pupils, to dis- cover everything you can about some one individual of your collection. After exhausting the pupils and your observa- tional resources, encourage your pupils to talk or write of 50 COURSE OF STUDY what they have observed, and in the more advanced grades, compare, contrast and draw conclusions. FIRST GRADE Use objects — natural or artificial. By the various senses determine their shape, rough or smooth, size, weight, color, etc. Examine insects and plants as to hard or soft, number of legs, wings, limbs; shapes of leaves, flowers, parts of flowers, their fragrance, beauty, etc. Do not neglect to have them tell what they have discovered. Place stress on the sense training. SECOND GRADE Read above instructions. Examine stems, leaves and roots as to shape, soft or hard, smooth or hairy, veins, etc. Insects, size, jumpers, runners or flyers; size, shape and number of organs. Flower, color, fragrance, number of sepals, petals, stamens and pistils, etc. Rocks, as to color, soft or hard, will it make a mark or scale off. Devise some work of your own along these lines. Sense training and talking. THIRD GRADE Continue and extend the work of previous grades. Examine seeds and seed pods, other fruits with their ap- pendages and protections. How and where they grow, compare and contrast in shape, structure, etc. Insects and animals, as to shape, parts, organs, habits, food, etc. Rocks, quarts, sand sione, volcanic, etc. Sense training and talk- ing or writing. RA TON PUBLIC SCHOOLS 51 FOURTH GRADE Follow instructions of previous grades. Names and peculiarities of common wild and house plants. Some of common domestic and wild animals. Iron and lead ores. Gold and silver bearing rocks. Lime stone, if you can find specimens. Sense training and expression — oral or written. FIFTH GRADE Review all the work of previous grades. Examine relation of sepals to calyx, petals to corolla, simple and com- pound leaves, margins of leaves; uses of appendages on fruits and seeds. Study ores, granite, slate, etc. Birds, fishes — relation of feathers to scales, hair, etc. Food and habits of animals. Expression. SIXTH GRADE Follow and extend work of Fifth grade. Study flowers, leaves, stems and roots as to regularity of form, change of condition and color at different seasons. Animals of other countries; soils — sand, vegetable, ash, etc. Write two or three pages on individual specimens or classes examined. See physiology. SEVENTH GRADE Conform to and extend outline of previous grades. Examine mosses and water plants and compare with those previously studied. Experiment with movements of air currents, their cause and effects on nature, winds, fire burning, etc. Compare animal structure to man structure, etc. Rock strata, how formed, coal formation and other subjects that may appeal to you. See physiology. 52 GOURSE OF STUDY EIGHTH GRADE Continue the previous work with such additions as your ingenuity may suggest, but do not forget to talk and write. Encourage questions on natural phenomena, but as a rule leave the answer to be learned by the pupils. WRITING FIRST GRADE Writing should begin the first day of school. For the first year pupils should write with long pencils on good paper. Learn a few simple and well used words by their script forms, following soon with the script form of the individual letters. After the individual form is learned, teach the combinations. Write lessons. SECOND GRADE Review individual forms. Use pencil. Write spelling and reading lessons. May use second book, but if so, sup- plement with exercises on practice paper. Legibility, uni- formity, and encourage rapidity. Height and slant of letters. THIRD GRADE Follow instructions of second year. May use ink or pencil and third book. Daily exercises. Apply to letter writing of correct forms. Principles of letters. For Fourth, Fifth and Sixth years follow instructions of previous grades, with black ink and the books of same number as grade. Encourage rapidity and forearm move- RATON PUBLIG SCHOOLS ment. Give much time to exercises in movement and letter forms, on exercise paper. Seventh and Eighth grades may use Sixth book with extensive exercises, permitting - more individuality in writing- characteristics, but always insisting on rapidity and legibil- ity. Insist on legibility and neatness in all writing exercises, compositions, etc. MUSIC FIRST, SECOND AND THIRD GRADES Give prominence to "rote song". Use care in select- ing songs suitable for grades. First year— Scale as a rote song. Teach it thorough- ly, both syllable and scale names (do, re, mi, etc., and 1, 2, 3, 4, 5, 6, 7, 8). Voice drills by having scale sung, using various syllables, as oh, ah, ha, too, tee, etc. Give short drills at beginning of every lesson. Teach the more simple intervals, as do-re, re-mi, etc. Write easy exercises on the board in figures and sing. Omit skips, but sing up and down, as (a)— 8, 7, 6, 5, 4, 3, 2, 1 ; (6j— 8, 7, 6, 5, 6, 7, 8; (c)—\, 2, 3, 2, 3, 2, 1, 1; Id)— 5, 4, 3, 2, 3, 4, 3. An exercise may begin or end on 1, 3, 5 or 8, but at first it is better to use 1 or 8. Second year — Written exercises beginning with the representation of the scale. Explain that the staff and "G" clef indicate the pitch of tones, and that notes show the length of tones. Value and form of the whole, half and quarter notes. Measure — two-four measure has two counts or pulsations. Use of bars, double bars. Key of C. Con- 34 COURSE OF STUDY tinue intervals, taking up easier skips, as 1-3, 1-5, 3-5, 5-8, etc., and their inversions, as 3-1, 5-1, etc. Sing- exer- cises containing points learned. Sing- songs frequently. Give at least half your time to songs. Book 1 and 2 in hands of teacher. Third year — Teach the form and use of the hold, slur and tie. Four-four measure, first and third pulsations are accented. The meter signature 4-4 shows four quarter notes to each measure. Introduce exercises in the key of D. The two sharps in the signature show that do, likewise the entire scale, has changed position. Each tone is one degree —a line or space—higher than before. Continue study of intervals. Practice exercises and songs. Book 3 in hands of teacher. FOURTH, FIFTH AND SIXTH GRADES Continue rote songs — greater emphasis on regular written work — greater accuracy — individual responsibility. Each pupil should be called upon. Fourth year— Review 1st, 2nd and 3rd years, with greater exactness. Preserve written work for future use. Three-four measure. Use of dot. Exercises containing points learned. Use book 3 for pupils. Fifth year- -Learning meaning of, and sing songs con- taining, following terms: Andante, Moderato and Allegro. Also D. C. and D. S. Show form and use of whole, half and quarter rest. Introduce six-eight measure. Copy exercises and songs, and practice same. 4th book. Sixth year— Give attention to correct phrasing. Guard RA TON PUBLIC SCHOOLS 55 against mere mechanical work. Sing- with soul and spirit, but not noisy. Cultivate smooth and soft, but not weak tones. Keys, F. and G. Use of sharps and flats to induce acci- dentals. Sharp four (//) is perhaps the easiest illustration, as sol, ff, sol in the key of G. are the same as do, si, do in the key of C. Begin the use of two-part songs. Continue and extend work of previous grades. Practice exercises and songs. 5th book. SEVENTH AND EIGHTH GRADES Use 6th book and supplement such work as is neces- sary to its use. Sing any good songs from other books, but guard against the silly, sentimental songs now in growing popularity. DRAWING FIRST GRADE Good lines are an elementary essential to drawing well, but drawing, like any other subject with a child, must begin with engaging the child interest and that cannot be engaged by attention to mere lines, circles, etc. Permit the child to draw at whatever he desires, but endeavor to direct him to simple objects that are easily represented on paper. Free hand drawing only. The first year's work should cover the drawing of square, triangle, circle, sphere and cylinder. Folding square and triangular forms. Cutting out printed pictures and forms from plain paper, and pasting. Building or laying with pegs and sticks. Clay modeling. Elementary colors. 36 COURSE OF STUDY SECOND GRADE Observe instructions for First grade. So far as pos- sible carry a form through modeling, drawing, cutting, fold- ing, coloring. Hemisphere, cube, right-angled and triangular prism, cone, pyramid. THIRD GRADE Review previous work, and extend it to square prism, ovoid and ellipsoid. Draw, in perspective, easy objects in the room, as a plain table, desk or book. Permit those who show adeptness and inclination to draw anything they desire. fourth: grade Use book one, and supplement from instructions of previous grades. So far as possible, explain drawings in books from the objects and after this explanation draw from object and book picture. Select objects from pictures in back of book. FIFTH GRADE . Book two, and follow instructions of Fourth grade. SIXTH GRADE Book three, and instructions of Fourth and Fifth grades. SEVENTH GRADE Book four, and instructions of Fourth grade. EIGHTH GRADE Book five, and instructions of Fourth grade. RATON PUBUG SCHOOLS 37 gssassg iSSS88{S88c8S3S?8S2S ■-' !232 in !5^2222 l '3ooNoooofi253 oo< C be ;SS E a 5C as is o fe X] e3 fl fl - cq 5* Cfl 2 "- 1 Co : © o> ; a a 'S3 •■BB . op '• 2 o w 3 "CO J o-* BD«Mf ^^ «3Q s.2 a 2 ■dxj to to UTS ~, a ■ DC MM 6? il5i?ifisl|iii- - - - « wig -««.?«* ^Sr<;53 ■23 2© o a x a- Sf a a J3 g o 3 a,g©-gM« 33,rS& x * "3^3*2— 1 £" J © aCMS S MM , o ~ a> a)- 2 -a a .?««gg£ 0) CD O 0> gfli" S c; « o> © © © o o o c c o c o I "hS a' 38 COURSE QF STUDY HIGH SCHOOL OUTLINE OF COURSE OF STUDY LATIN COURSE Beginning Latin 3 Rhetoric and Eng. Classics Algebra 1 Physical Geog- raphy 2 Civil Law Drawing and Music Caesar 1 Algebra 2 Geometry 4 American Literature Physics 1 Greek History 2 Roman History Drawing and Music Cicero Geometry Chemistry English Literature Drawing and Music Freshman Year science course english course Latin or German 3 Rhetoric and Eng. Classics Algebra 1 Physical Geog- raphy 2 Civil Law Drawing and Music Sophomore Year Caesar or 2nd year German 1 Algebra 2 Geometry 4 American Literature Physics 1 Greek History 2 Roman History Drawing and Music Junior Year 1 Astronomy 2 Geology Geometry Chemistry English Literature Drawing and Music Spanish 3 Rhetoric and Eng. Classics Algebra 1 Physical Geog- raphy 2 Civil Law Drawing and Music 2nd yc- Spanish 1 Algebra 2 Geometry 4 American Literature Physics 1 Greek History 2 Roman History Drawing and Music 1 Commercial Law 2 Commercial Arithmetic 1 Commercial Geography 2 Astronomy or Geology Chemistry English Literature Drawing and Music CONTINUED NEXT PAGE RATON PUBLIG SCHOOLS 39 LATIN COURSE Virgil 1 English History 2 French History 1 American History English Classics 1 Drawing and Music 2 Thesis Senior Year science course Botany or Zoology 1 English History 2 French History 1 American History English Classics 1 Drawing and Music 2 Thesis ENGLISH COURSE 1 Book Keeping 1 English History 2 French History 1 American History English Classics 1 Drawing and Music 2 Commercial Pa- per and Cor- respondence. 1 Thesis NOTES 1. Taken as a full study for 1st half of year. 2. Taken a as full study for 2nd half of year. 3. One-fourth of time given to study of English Classics. A studied composition of from 350 to 800 words to be pre- pared once in every two weeks, with written work as class exercise every three or four days. 4. "American Literature" as contemplated in the Sophomore year shall consist of one hour's work, or half full work — full work consisting of two hours' work for the entire year. Two subjects may go to make up a full year's, or two hours' work— as Algebra first half and Geometry second half of Sophomore year. English Classics to be modified from year to year to meet "College Requirements in English." Each pupil — except in second half of the Senior year — shall be required to read an approved book and write a paper on it as often as one in' every term. 40 COURSE OF STUDY RULES AND REGULATIONS THE SUPERINTENDENT The Superintendent shall have general supervision of the schools of the city, acting- under the advice and direction of the Board of Directors, and shall communicate all orders and instructions relating- to the general administration of school interests, to teachers, pupils or janitors as directed and see that the same are enforced. He shall visit the several grades as often as possible; shall see that the system of grading and course of study adopted are followed; shall make such suggestions and cor- rections in class management, and discipline as he may deem necessary; shall counsel with teachers as to their modes of teaching and government. He shall attend promptly to all cases of misconduct reported to him by any of the teachers, carefully examine the facts in the case, and, if he deems proper, administer ap- propriate correction. Cases of extreme difficulty and im- portance he shall report to the board. He may temporarily suspend pupils from school, for violation of rules or improper conduct, in all cases where he may deem such action necessary, notice of which shall be immediately given to the clerk of the board; and the pupil suspended shall not be re-admitted except upon the order of the board, unless he or she shall by note or otherwise signify "a willingness to comply with the rules of the school. All cases of suspension shall be immediately reported to the parent or guardian. It shall be his duty to attend all regular meetings of RA TON PUB LI G SGHOOLS 41 the board, and such called meetings as the board may deem proper. He shall make such reports to the board as they may direct, or as he may think for the good of the schools, and shall make an annual report at the close of the year of the condition of the schools, with his recommendations con- concerning the same. He shall hold a meeting of the teachers on the Satur- day previous to the opening of the school year, and at least once a month while the schools are in session. He shall compile and preserve in his office a complete record of the grade work and standing of each pupil and a general month- ly record of attendance and progress, and also a complete record of all apparatus, books and other personal effects belonging to the district. He may temporarily fill vacancies caused by necessary absence or sickness of teachers, and may make such other temporary arrangements as appear to be for the best in- terests of the schools, reporting the same in each case to the board at its next meeting. He shall have charge of all school supplies and ap- paratus and shall see that they are properly used and cared for. He shall examine and assign pupils to the various departments and teachers, as in his judgement their qualifi- cations may justify. PK'INCIPALS Principals shall see that their buildings are opened for the admission of pupils at 8:30 a. m.. and at 1:00 p. m. 42 COURSE OF STUDY If the weather is such as to warrant it, they may open earlier; provided, that no pupil shall enter any room which is not at that time in charge of a teacher. They shall see to the safe keeping- of their respective buildings, the furniture, bcoks and apparatus contained therein, and the fences, trees, shrubbery and out-buildings belonging thereto; and at the close of the school year they shall return the keys of their respective buildings, also the keys of the desks and closets, properly labelled and num- bered, to the Superintendent; and shall also furnish him with a schedule of all articles used in and belonging to the building. They will be held responsible to the Superintendent for the care and order of their respective buildings from 8:30 a. m. to the close of the afternoon session, and with the ap- proval of the superintendent may establish such special rules and regulations as will secure the best possible order in the buildings and about the grounds. They may call to their aid any or all teachers of their buildings, in securing order and discipline, and shall see that their buildings, at no time, while pupils are within, are left without the supervision of themselves or some teacher. TEACHKKS Teachers are required to be at their rooms at least thirty minutes before the opening of each session, unless excused by the Superintendent. They shall give close at- tention to the ventilation, temperature and cleanliness of their respective rooms. RATON PUBLIG SCHOOLS All teachers shall carefully guard against the intro- duction of questions of a sectarian or partisan nature. They shall refuse to read or circulate any advertisement of any kind whatever, and shall not allow any person the privilege of exhibiting any book, map or other articles, or of announc- ing in any manner notices of any kind, or of distributing upon the school premises any books, bills, tracts, or other publications; nor shall books or apparatus of any kind be purchased or contracted for by any school, or by any teacher in behalf of any school. Each teacher must hold herself personally responsible for the deportment of her pupils in and about the buildings, and all pupils are subject to the correction and reproval of any teacher. Teachers shall prepare and hand to the Superintend- ent all monthly and other reports as required by him, before they are entitled to their monthly salaries, and before re- ceiving their last month's salary, will be required to return to the Superintendent all keys properly labeled, of their rooms, desks and closets. Daily calisthenic exercises shall be had in all primary rooms of from three to five minutes during each session. Excepting in case of sickness, or for other good cause, teachers must give to the Board two weeks' notice of resignation. Within two weeks after the opening of each term each teacher shall submit to the Superintendent a carefully pre- pared program of her daily work and shall post a copy of the same in a conspicuous place in her schoolroom. 44 COURSE OF STUDY PUPILS Pupils shall attend school within the limits prescribed by the Board; but the Superintendent, in case any room or grade becomes overcrowded, may make temporary transfers. Pupils may enter school at any time, but in all cases new pupils or such as re-enter after the first day of any term must apply to the Superintendent for assignment. All pupils without promotion certificates of the past year v/ill be required to procure certiffcates from the Superintendent be- fore they will be received by any teacher, and certificates not presented the first day of the term will have to be ap- proved by the Superintendent, who will require a written excuse from the parent, explaining why it was not presented sooner. No first grade pupil will be received after the first week of any term, and all pupils who have not before been enrolled in our public schools must be accompanied by par- ent or guardian who shall furnish satisfactory evidence of age, residence, etc. Every pupil is required to be regular and punctual in attendance, to conform to all rules of the schools, and to follow the course of study and system of grading prescribed. Written excuses from parents or guardian for absence or tardiness must be furnished whenever requested by teachers. No pupil shall be received into the schools after an act of truancy, without the written order of the Superintendent No pupil shall be allowed to pass from one grade to another without the written order of the Superintendent, which order shall be preserved by the teacher of the grade into which the pupil is passed. RATON PUBLIG SCHOOLS Profane or indecent language, use of tobacco, defacing school buildings or other property, willful disobedience or breach of discipline, will be deemed cause for immediate suspension. Any pupil absent from school three days in succession will be dropped from the roll. After having been dropped he can be reinstated by the Principal, provided he shall bring a satisfactory excuse from parent or guardian. If the ex- cuse is not satisfactory the pupil can be reinstated only by the Superintendent. A pupil having been absent two half days, or tardy twice in four consecutive weeks, without proper excuse, shall forfeit his seat in the school, and the teacher shall report the same to the Principal, who shall at once notify the parents or guardian and the Superintendent. He may resume his place in school only on a written permit from the Super- intendent. JANITORS Janitors are under the immediate direction and control of their Principals and the Superintendent. They shall be at their buildings as early as 8 a. m. each school day, and remain at the same until the close of the daily session, unless excused by the Principal. They shall be responsible for the buildings when school is not in session. They shall, when able, make all needed repairs, and report all other needed repairs to the Superintendent. They shall keep school buildings and premises neat and clean; shall sweep all rooms and halls each evening; 46 GOURSE OF STUDY thoroughly dust all desks and furniture each morning, and shall have the rooms warmed to a temperature of at least sixty-five degrees, at time for opening each daily session. They shall at the close of the year, or at the time of discontinuing the work as janitor, make a report to the Superintendent, giving a list of all tools and implements furnished them by the Board, their condition at the time of report, and shall deliver with this report all keys, etc., in good condition. They shall ring the bells, make changes in and about the buildings as the Principal and Superintendent may direct, but shall make no changes that will affect any pupil or teacher without the approval of the Superintendent. It shall be their duty to assist the Principals and teachers in maintaining order and to report to the Principals or Superintendent any bad conduct or violation of rules on the part of pupils. GENERAL Regular promotions occur at the close of each school year. No child shall be received or continued in the school known to be infected with any contagious disease, or coming from a family where such disease exists. All persons feeling themselves aggrieved in connection with school matters must apply to the Superintendent. Should the Superintendent be unable to render satisfaction he shall at once submit the matter to the Board. Parents and guardians are invited to visit the schools and confer with teachers as to the best manner of instruction RA TON PUBLIG SCHOOLS 47 and discipline of their own children, but all persons are for- bidden going to school rooms for the purpose of making- complaints in the presence of pupils. They must seek re- dress as above advised. Children under school age cannot be allowed to visit the schools except with a parent who will see that they in no way are allowed to disturb the schools. The Board recognizes as sufficient reasons for absence or tardiness: 1. Sickness of pupil. 2. Sickness in the family. 3. Danger to health from exposure. 4. Imper- ative necessity. ^Pf% OOS iHVHSTiLn 00 't- -0£*Z -ni^q .C.io;sih uHoiaaiuy Xj;siui3q3 oe-c -os 'i SI M9f) •II '^IHKPu^ "Pi 0S*I -OI'T 'II A'jo^sih "ouy 01* I -Ot'Zl )ON orzi-oo'zi soisjCqd OOXI-Oc'II I— - ^T Ajo;sih Msii-gu^ OZ'II-Of 01 ll£ -J90 'I '^!H -n PUT2 -k Of 01-00 '01 — upuq AJSo[0|3 00*0l-02'6 — ui^q •I -;sth o«V 02*6-0^8 IdLO 0K8-0e*8 SSIIM QMilNIVHa SSIJM SJ.H2I&OM "HIM aiMix nva -ioohos hoih STUDENT'S CLASS CARD— Name: HIG H SCHOOL COURSE OF STUDY ENGLISH COURSE SCIENTIFIC COURSE CLASSICAL COURSE 1st SEMESTER 2nd SEMESTER 1st SEMESTER 2nd SEMESTER 1st SEMESTER 2nd SEMESTER English, 4, 5, 8. English, 4, 5, 8. English, 4, 5, 8. English, 4, 5, 8. English, 4, 5, S, English, 4, 5, 8. Algebra, 3, 7. Algebra, 3. 7. Algebra, 3, 7. Algebra, 3, 7. Algebra, 3, 7. Algebra, 3, 7. Anc. Hist., 1, 6. Anc, Hist.. 1, 6. Latin, 4, 6. Latin, 4, 6. Latin, 4, 6. Latin, 4, 6. Agriculture, 7 & 8. Agriculture, 7 & 8. Physiography, 1 & 2. Physiography. 1 & 2. Physiography, 1 & 2. Physiography, 1 .v 2. English, 3, 4. English, 3, 4. English, 3, 4. English, 3, 4. English, 3, 4. English, 3, 4. Algebra, 5, 6. Geometry, 5, 6. Algebra, 5, 6. Geometry, 5, 6. Algebra. 5. 6. Geometry, 5, 6. ■a M. and M. Hist., 3, 7. M. and M. Hist., 3,7. Anc. Hist.. 1, 6. Anc. Hist., 1, 6. Latin, 2. Latin, 2. w Physiography, 1 & 2. Physiography, 1 & 2. Biology, 1 & 2. Biology, 1 & 2- Anc. Hist., 1, t). Anc. Hist., 1, o. b English, 6. English, 6. German, 7. German, 7. English, 6. English. 6. >- Geometry, 1. Civil Govt., 2. Geometry, 1. Geometry, 1. Geometry, 1. Geometry, 1. 73 Eng. Hist., 4. Eng. Hist., 4. M. and M. Hist., 3. 7. M. and M. Hist., 3, 7. Latin. 8. Latin, 8. German, 7. German, 7. Physics, 4 & 5. Physics. 4^5. M.and M. Hist., 3,7. M. and M. Hist., 3, 7. English, 2. English. 2. Eng.— 3rd. yr., 6. Eng. — 3rd yr., 6. English. 2. English. 2. « German, 3. German, 3. German, 3. German, 3. German, 7. German, 7. £ Amer. Hist., 8. Amer. Hist., 8. Trigonom., 2. Trigonom, 2. Latin, 1. Latin, 1.