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HAND BOOK 
 
 FOR 
 
 COUNTY INSTITUTE 
 INSTRUCTORS 
 
 ISSUED BY 
 
 THE DEPARTMENT OF EDUCATION 
 
 MONTGOMERY. ALABAMA 
 
 1911 
 
 BROWN PTG. CO. MONTGOMERY, ALA. 
 
HAND BOOK 
 
 FOR 
 
 COUNTY INSTITUTE 
 
 INSTRUCTORS 
 
 ISSUED BY 
 
 THE DEPARTMENT OF EDUCATION 
 
 MONTGOMERY, ALABAMA 
 
 1911 
 
 BROWN PTG. CO. MONTGOMERY, ALA. 
 
i 
 
 ^ 
 
 
 TABLE OF CONTENTS. 
 
 PAGE. 
 
 I. Introcluction 4 
 
 1. Laws regarding institutes 4-6 
 
 2. Purpose of institutes 7 
 
 3. General suggestions 8 
 
 IL A word to the Instructors 9-10 
 
 in. Preparation and Organization 10-11 
 
 IV. Daily Program 11-14 
 
 V. Composition Work 15-18 
 
 VI. Reading 18-20 
 
 VII. Writing 21 
 
 VIII. Spelling 22-24 
 
 IX. Geography 24-26 
 
 X. Agi'iculture 26-27 
 
 XL Arithmetic 27-28 
 
 XII. A Lesson in School Economy 28-30 
 
 XIII. School Improvement 30-31 
 
 XIV. The Reading Circles 31-32 
 
 XV. School Management 33-40 
 
 XVI. Topics for General Discussions and 
 
 Round Table Talks_^ ,___ 41-43 
 
To Conductors and Instructors in Teachers' Insti- 
 tutes : 
 
 This handbook is the result of careful work on the 
 part of several well trained and successful institute 
 conductors, the compilation of their ideas being 
 adapted and arranged by the State Department of 
 Education. The manual is intended as a sort of 
 guide for institute conductors throughout Alabama. 
 It is of no use to those teachers who are simply at- 
 tending institutes for instruction. 
 
 The suggestive outline of each subject is made 
 rather too full for actual use in the time allotted. 
 The instructor may, therefore, select such material 
 as he can use to best advantage. Prepare carefully 
 and thoroughly for the work of each period. Be sys- 
 tematic in all things. Do not allow quibbling over non 
 essentials to waste the time allotted for some specific 
 subjects of real importance. At the same time, en- 
 courage all teachers to show a lively interest in each 
 day's proceedings. 
 
 Do not overlook the important subjects of School 
 Libraries as provided under the new law. and of 
 School Improvement Associations and also the Read- 
 ing Circles. 
 
 If you find the teachers giving little attention to 
 what you are telling them,- find out at once whether 
 you are telling them anything worth their attention. 
 
 Several strong men should be available for ad- 
 dresses on two or three evenings in each institute. 
 Invite the public to all the evening meetings and 
 make them helpful to everybody. 
 
 The teachers who do not need to attend institutes, 
 but who are satisfied with their present efficiency, are 
 perhaps already overpaid. Certainly they do not ex- 
 pect to have their salaries increased. 
 
 H. J. Willingham. 
 Sui)erintendent of Education. 
 
INTRODUCTION 
 
 I. LaAi)s Relating to Institutes. 
 
 AN ACT 
 
 To provide for the holding of teachers' institutes 
 for teachers in this State and to make necessary 
 appropriations for the same. 
 
 Section 1. Be it enacted hy the Legislature of Ala- 
 bama, That the sum of five thousand dollars ($5,- 
 000.00) be appropriated annually out of the general 
 school fund, for the purpose of defraying the expen- 
 ses of holding and conducting institutes for the white 
 teachers of this State, and the further sum of fifteen 
 hundred dollars ($1,500.00) be and the same is here- 
 by appropriated out of the educational fund for de- 
 fraying the expenses of holding institutes for the col- 
 ored teachers of the State. 
 
 Sec. 2. Institutes for the white teachers shall be 
 held for a period of one week in each county of the 
 State, at such time as may be determined by the coun- 
 ty board of education during the months of July, Au- 
 gust, September or October; provided, that the coun- 
 ty boards of education of two or more adjoining 
 counties, may, by agreement, have conducted a joint 
 institute for the counties participating in the agree- 
 ment, at such a point as they may determine. 
 
 Sec. 3. There shall be conducted, for the colored 
 teachers of the State, teachers' institutes at such 
 places and times, and under such management and 
 direction as may be determined by the State superin- 
 tendent of education, and the money appropriated 
 by this act, for the holding of institutes for the col- 
 ored teachers, shall be so divided among the several 
 places at which colored institutes are held as may, in 
 the judgment of the superintendent of education, be 
 fair and equitable, and secure the greatest good to the 
 greatest number. 
 
Sec. 4. The money appropriated by this act for 
 the holding of institutes for the white teachers of 
 the State, shall be apportioned by the superintendent 
 of education to the several counties of the State in 
 proportion or approximate proportion to the number 
 of white teachers actually employed in the several 
 counties of the State. 
 
 Sec. 5. It is hereby made the duty of the teachers 
 to attend the institute which may be conducted in 
 their own county for the benefit of teachers of the 
 race to which they belong, unless such teachers are 
 specifically excused from attending by the county su- 
 perintendent, which excuse must be in writing and 
 approved by the chairman of the county board. It 
 is made the duty of the State superintendent of ed- 
 ucation to cancel the certificate of any teacher who 
 may fail to attend an institute for a period of not 
 less than four days of each year, unless such a teach- 
 er shall secure the written excuse signed by the coun- 
 ty superintendent and approved by the chairman of 
 of the county board of education or imless such a 
 teacher may convince the State superintendent of ed- 
 ucation that he Jias attended, for a period of not 
 less than three weeks during the current year some 
 educational institution during which time he was en- 
 gaged in the work of professional training, either as 
 a student or as a teacher, or unless he is the holder 
 of a life grade State certificate. 
 
 Sec. 6. It is made the duty of each counts'^ super- 
 intendent of education to keep an accurate record 
 of the attendance of all teachers during the institute, 
 conducted for the teachers of his county, and to re- 
 port the same to the State superintendent of educa- 
 tion, showing the number of whole days which each 
 teacher actually attended, provided that such time at- 
 tended by each teacher shall not be counted as time 
 taught nor shall any teacher receive any pay or com- 
 pensation for attending an institute. 
 
 Sec. 7. Each teacher attending an institute shall 
 pay to the county superintendent a fee of not less 
 than fifty cents (50c) and not more than one dollar 
 ($1.00) vrhich shall be used in that particular county 
 
6 
 
 to supplement the State fund appropriated by this act 
 for the maintenance of teachers' institutes. 
 
 Sec. 8. It is made the duty of the State superin- 
 intendent of education to submit annually, in the 
 months of June or July, through the county superin- 
 tendents, to the several county boards a list of ex- 
 pert conductors of institutes whose services may be 
 available and from this list each county board may 
 select such conductor or conductors as they may de- 
 sire, notifying the State superintendent of their 
 choice ; and if because of conflicting dates or other 
 unavoidable conditions, neither the first nor second 
 choices are available to be had, then it is made the 
 duty of the State superintendent, through further 
 agreement between him and the local county authori- 
 ties to secure the best possible talent for conducting 
 the institute. It is made the duty of the State super- 
 intendent of education to employ, with the fund ap- 
 propriated by this act for that purpose, such conduc- 
 tors and teachers in the institutes held for the bene- 
 fit of colored teachers, as will secure more benefit to 
 the colored race by presenting them ideals more prac- 
 tical, methods more useful, results more desirable, 
 benefits more wholesome. 
 
 Sec. 9. The conductors and teachers employed in 
 county institutes shall impart such instruction to the 
 teachers attending th6 institute, in the theory and in 
 the art of teaching and kindred subjects, as will ren- 
 der them more efficient, more capable, more enthusi- 
 astic, more successful teachers. 
 
 Sec. 10. All laws and parts of laws, either general 
 or special, otherwise providing for, or referring to 
 teachers' institutes in this State be and the same are 
 hereby repealed. 
 
 Approved April 18th, 1911. 
 
 It will be seen from the wording of the law that 
 the holding of a five days' Teachers' Institute is man- 
 datory in each county of the State. It will be seen 
 furthermore that attendance is obligatory upon the 
 part of the teachers unless excused as provided, and 
 that a fee of not less than fifty cents and not more 
 
than one dollar as decided upon by the county super- 
 intendent and board must be paid. 
 
 Teachers may attend the institute held in the coun- 
 ty in which they reside, even though they may teach 
 in another county. 
 
 Blanks for the use of the county superintendents 
 in conducting the institute wiU be furnished by the 
 State department. 
 
 II. Purpose. 
 
 The purpose of the institutes may be set forth as 
 follows : 
 
 1. To assist in the development of the untrained 
 
 teacher. 
 
 a. By suggesting good methods of teaching. 
 
 b. By suggesting practical material for the use 
 
 of the teacher. 
 
 c. By advocating proper methods of discipline. 
 
 d. By arousing interest in the study of the 
 
 child. 
 
 2. To help the experienced teacher. 
 
 a. By suggesting improvements in methods. 
 
 b. By increasing professional zeal. 
 
 c. By improving the course of study. 
 
 d. By eliminating school room waste. 
 
 e. By suggesting methods for teaching new top- 
 
 ics, such as nature study, music, drawing, 
 school room decoration, etc. 
 
 3. To assist school officials and patrons. 
 
 a. By suggesting methods for supervision. 
 
 b. By arousing a proper school spirit. 
 
 c. By suggesting plans of co-operation. 
 
 d. By discussing methods for securing better 
 
 attendance, better teaching, better build- 
 ings and equipment, and greater interest 
 in all lines of school work. 
 
 4. To acquaint teachers, school officials, and pat- 
 
 rons with State plans, as 
 
 a. Reading Circle and Library. 
 
 b. School Improvement. 
 
 c. Associations. 
 
 d. Bulletins. 
 
 e. Course of Study. 
 
8 
 
 III. General Suggestions. 
 
 1. Begin on time every day. 
 
 2. Have a definite program for each day and fol- 
 low it. 
 
 8. Announce today the program for tomorrow. 
 
 4. Each day's work should begin with opening de- 
 votional exercises. 
 
 5. Each instructor should have his material so 
 well in hand that he can quit when his time is 
 up. 
 
 6. The roll should be called twice daily. 
 
 7. The Secretary should keep a faithful record of 
 the attendance and of the proceedings of the 
 meetings, and should furnish the proceedings 
 in good form to the county papers for publica- 
 tion. 
 
 8. An institute social should be held on the first 
 night of the session. A social committee should 
 provide some method of getting acquainted, — 
 good music and some form of amusement or 
 instruction. 
 
 9. Local talent should be utilized to the greatest 
 advantage. 
 
 10. All lectures or talks should, as far as possible, 
 be of the nature of a round table. The speaker 
 should be a teacher, not a lecturer. 
 
 11. Sectional meetings, such as high school section, 
 primary teachers' section, one-room school sec- 
 tion, etc., should be provided for on the con- 
 ductor's program. 
 
 12. Advertise the institute thoroughly, notifying the 
 teachers individually of the requirements of the 
 law. 
 
 13. While free discussion should be encouraged, the 
 conductor should guide these discussions into 
 profitable channels. 
 
A WORD TO INSTRUCTORS. 
 
 Ill the institute worlv of Alabama many instructors 
 will be called upon for the first time to carry on a 
 unified system of county institutes for the whole 
 State. For that reason it is deemed proper to speak 
 a word of caution to the inexperienced in regard to 
 this very important service. The following outline, 
 if studied and practiced carefully, may save the rep- 
 utation of many instructors and add much to the ef- 
 fectiveness of our institute work: 
 
 I. The institute instructor shoidd enter upon this 
 ivork from the standpoint of loyalty and opportunity. 
 The limited State appropriation makes it impossible 
 to pay large salaries. Therefore, it will be necessary 
 to rely for the most part, upon the enthusiasm of 
 the leaders who find their greatest compensation in 
 leading the educational forces of this State. 
 
 II. The in.'<titute instructor should seek the level 
 of the teachers. Inexperienced instructors too often 
 get upon their pedagogical stilts and stride around 
 in the air above the heads of the teachers. Be sure 
 that your instruction is driven home by its close re- 
 lation to the actual every-day problems of the teach- 
 ers whom you instruct. 
 
 III. The successful institute instructor must he a 
 social factor i)i the institute. Too often, institute 
 instructors come into the assembly room at the time 
 appointed for a lecture, talk learnedly on some chosen 
 theme and then fold their tents and depart. The real 
 instructor, on the other hand, will meet the teachers 
 before the session opens, during the intermissions, and 
 after the session closes, cheerfully teaching and learn- 
 ing as he mixes freely with the teachers. 
 
 IV. The successful institute instructor should 
 study carefully the conditions and needs of the teach- 
 ers of each particular section of the State. The same 
 lecture that fits the teachers of the cities will not be 
 suited to the teachers out in the rural districts. Be- 
 fore going to the county, the instructor should study 
 the conditions there and be able to deal with them 
 sympathetically and intelligently. 
 
 2 E 
 
10 
 
 V. The successful instructor ivill make his talks 
 simple and direct. Young instructors are often tempt- 
 ed to undertake a discussion of psychological and 
 pedagogical questixuas about which their ideas are 
 quite hazy. Let each one undertake to deal with those 
 school problems only with which he is familiar, and 
 in treating these problems, let him make his outlines 
 simple, direct and concrete. This method of treat- 
 ment may not gain for the instructor a reputation 
 as a lecturer, but it will surely prove an everlasting 
 benefit to the teachers who are fortunate enough to 
 come under the instruction of one who speaks of 
 what he knows straight from the shoulder. 
 
 VI. The instructor should seek to keep up inter- 
 est hy varying his methods hy such means as, — 
 
 a. Round table discussions. 
 
 b. Free use of the blackboard. 
 
 c. Use of charts, maps and pictures representing 
 different phases of school work. 
 
 d. By putting into the hands of the teachers pub- 
 lications, objects and plans for emphasizing his 
 topics. 
 
 PREPARATION AND ORGANIZATION. 
 
 I. Preparation. 
 
 a. Printed post-cards to notify teachers to at- 
 tend ; the cards to contain extract from the 
 institute law regarding attendance, also, a 
 list of things for the teachers to bring, such 
 as text-books, tablets, etc. 
 
 b. A well-lighted, well-ventilated hall that has 
 been swept, dusted and made ready in ample 
 time for the first session. 
 
 c. Ice water and palm-leaf fans. 
 
 d. Blackboards, crayon, erasers, globe, map of 
 Alabama and of United States, piano or or- 
 gan. 
 
 e. Bulletins from the State Department for dis- 
 tribution, such as elementary school manual, 
 high school manual, school improvement cir- 
 culars, etc. 
 
11 
 
 II. Organization. 
 
 a. A well-planned opening exercise. 
 
 b. Brief statement of the plans and aims of the 
 institute. 
 
 c. Enrollment of teachers. Roll to contain name 
 and home address of each teacher, number 
 of years experience in teaching, what kind of 
 school last taught, and if a rural school, 
 whether a one-teacher school or not. 
 
 d. Necessity of prompt and continuous attend- 
 ance throughout entire week emphasized. 
 Roll to be called twice a day by number. 
 
 e. Program for the first day announced. 
 
 f. Work. 
 
 INSTITUTE DAILY PROGRAM. 
 
 8:50- 9:00. Roll Call and Keeping the Register. 
 
 9 :00- 9 :15. Opening Exercises. 
 
 9:15- 9:35. Phonics. 
 
 9 :35- 9 :50. Writing, Spelling, and Drawing. 
 
 9:50-10:20. Language, Composition, and Grammar. 
 10:20-10:30. Recess. 
 
 10:30-11:00. Geography and Agriculture. 
 11:00-11:30. History, Reading Circle, School Library. 
 11:30-12:00. Round Table Topics. 
 12:00- 2:30. Noon Recess. 
 
 2:30- 3:00. Number Work and Arithmetic. 
 
 3:00- 3:30. Reading and Seat Work. 
 
 3:30-4:00. School Administration.' 
 
 4 :00- 4 :15. School Improvement. 
 
 4:15- 4:45. General Talks. 
 
 8:00-10:00. Lecture or Program to be Announced. 
 
 This program is only suggestive so far as arrange- 
 ment of topics is concerned and may be changed by 
 the conductor to suit local conditions. 
 
 It will be seen that two or more subjects are as- 
 signed to some periods. In such cases the period 
 should not be divided among the subjects, but should 
 be devoted to one a day until all have been discussed. 
 The institute conductor will determine the number 
 of periods to be given to each. 
 
12 
 
 A list of suggestive topics will be found on page 
 41. Others, if considered by the conductors more 
 important than those listed, may be used. 
 
 Portion of an Actual School Day. — It is suggested 
 that a profitable variation of the institute program 
 would be a reproduction of a portion of an actual 
 school day. Let the conductor announce that on to- 
 morrow, say, the institute program will be replaced 
 by an actual school program between the first inter- 
 mission and noon. At this time let all the lessons be 
 heard, as in school, so that the teachers may gain 
 some definite ideas as to the economy of time in the 
 arrangement and carrying out of a daily program. 
 The programs given in the Course of Study may 
 serve as guides. This work may be repeated on other 
 days for other parts of the daily school program un- 
 til the conductors and the teachers have worked out 
 a usable program for schools of one teacher. This 
 school program should include study periods as well 
 as recitation periods. 
 
 THE ROLL CALL. 
 
 The roll call should be the first work of the day. 
 The instructors should insist on prompt and regular 
 attendance and set an example by being on time at 
 every session of the institute. The law requires every 
 teacher to attend the institute four full days. No 
 excuse for tardiness is valid, and no excuse for ab- 
 sence should be accepted by the county superintend- 
 ent except dangerous or serious illness. The teacher 
 who does not attend the institute regularly and 
 promptly cannot secure such attendance on the part 
 of the children. 
 
 A daily record of the attendance should be kept and 
 used as a basis of instruction lor teachers in regard 
 to finding the average attendance and keeping a reg- 
 ister. It will be necessary to keep records of attend- 
 ance and of the daily proceedings in order to give 
 such information to the State superintendent as he 
 may call for. The conductor should provide himself 
 
13 
 
 with some standard school register and give daily, 
 during the time allotted to roll call, some instruction 
 about keeping it accurately, and urge the necessity 
 of making such a permanent record. 
 
 SCHOOL HISTORY. 
 
 Teachers should be encouraged to keep a connected 
 history of their school from year to year. That is, 
 they should keep in a book provided for the purpose 
 a record of how far the class went in each subject, 
 together with an account of the general w^ork, such 
 as memory gems learned, nature study outlines, au- 
 thors' days, other special exercises, Friday afternoon 
 work, etc. Such a school history would prove inval- 
 uable to a new teacher taking charge. It would pre- 
 vent repetition, enabling the new teacher to start just 
 where the former one left off; and further, it would 
 serve to perpetuate in the school whatever was excel- 
 lent in the methods and devices of former . teachers. 
 There should be no monopoly of school ideas. In 
 keeping this record the children can be of assistance. 
 They would take a delight in copying things in the 
 book under the teacher's direction. The matter is 
 vital, and ought to be stressed. 
 
 OPENING EXERCISES. 
 
 The opening exercises at the beginning of each day'a 
 session of the institute should be used, not only for 
 its unifying and uplifting effect, but also as a sugges- 
 tion to the teachers for use in their schools. The 
 ordinary opening exercise consists of singing, Bible 
 reading and prayer, but it should be varied from day 
 to day. Sometimes the whole period may be 
 devoted to the singing of good songs. A story may 
 be read or told : memory gems may be given in re- 
 sponse to the roll call ; on special days short special 
 programs may be arranged. It should be the pur- 
 pose of the institute conductor to give the teachers 
 
14 
 
 positive illustrations of the excellent effect of a wide- 
 awake opening exercise. 
 
 One purpose of this morning program is devotional. 
 The song should, however, not be mournful or de- 
 pressing ; but, on the other hand, should be gladden- 
 ing, inspiring, soul-stirring. It need not be selected 
 from the Church hymn book. America, Star Spangled 
 Banner, Old Folks at Home, Annie Laurie, Suwanee 
 Fiver, Old Kentucky Home, Dixie, Alabama, and oth- 
 er equally good old or new songs should be brought 
 into service. On occasions the song program may be 
 varied by solos, quartet singing, or instrumental 
 pieces. 
 
 In like manner, the Bible reading should not be 
 done in a perfunctory way. A complete unit should 
 be read, a paragraph, a parable, a story, or a selec- 
 tion. To read a whole chapter, without regard to its 
 continuity of interest or thought, is worse than omit- 
 ting the Bible reading altogether. Sometimes the 
 teacher may impress a lesson by simply narrating 
 the facts. Often favorite poems or selections from 
 good prose writings which carry some stimulus of 
 inspiration, should be used instead of the passage 
 from the Bible. 
 
 The Bible reading is generally followed by the 
 Lord's Prayer repeated in concert by teacher and 
 school, or a short, simple, fervent prayer by the 
 teacher. Often appropriate selections from the beau- 
 tiful prayers of great writers in prose or poetry 
 should be used. This also may be varied profitably 
 by a repetition of familiar passages of Scripture like 
 the twenty-third Psalm or the Beatitudes. 
 
 There are many other ways of enriching and en- 
 livening the morning exercise, and the conductor 
 should use his ingenuity to have suggestive programs. 
 He should remember and impress upon the teachers, 
 not only that it should be devotional, but also that 
 it should set everybody in tune for the day, inspire 
 all to greater exertion, profitable thought and nobler 
 aims. 
 
15 
 COMPOSITION WORK. 
 
 The State Manual of the course of study for Public 
 Elementary Schools will be the instructor's text-book 
 for his work. Hence it will not be necessary under 
 this heading to give an exhaustive outline of the 
 work which is to be presented from day to day. In 
 this, as in all other subjects, the instructor will have 
 to choose the essentials, which, if properly understood 
 by the teachers and followed by them in their school 
 rooms, will put all of their composition work upon 
 a sound basis. Among the fundamental principles 
 which the instructors might discuss properly are the 
 following : 
 
 I. Guiding Principles. 
 
 1. A child does not speak or lorite freely unless it 
 has a reason or motive for such action. Let 
 the instructor and teachers add to the list he- 
 low : 
 
 a. Correct expression is necessary to success in 
 business. 
 
 b. Correct English is a mark of culture and a 
 badge of honor in society. 
 
 c. A knowledge of the proper use of language 
 is necessary to communication, and there- 
 fore, a source of pleasure. 
 
 d. To many the power to express thoughts ef- 
 fectively by speech or in writing will mean 
 an opportunity to serve others; for exam- 
 ple, through articles in journals, newspa- 
 pers, public speaking, etc. 
 
 2. In composition work the teacher should recog- 
 nize the difference beticeen children. This can 
 &e carried out only hy, 
 
 a. A variety of subjects from which to choose. 
 
 b. A variation in the amount of work required 
 by different individuals of the class. 
 
 c. An allowance for the different styles ex- 
 pressed in words and sentences of different 
 children. 
 
16 
 
 d. Encouragement of individuality of treat- 
 ment of a subject by different children. 
 
 e. Correction of papers in a way to emphasize 
 rather than to kill individuality. 
 
 Children in elementary .whools are by nature 
 imitators in language. Provide good examples 
 by such means as, — 
 
 a. Pure English of the teacher. 
 
 b. . By creating an atmosphere for correct Eng- 
 
 lish among the teachers. 
 
 c. By abundant use of classic stories. 
 
 d. By saturating the class with models from 
 the masterpieces of literature. 
 
 e. By pointing out good models for the me- 
 chanics of composition, such as the printed 
 page and correctly written manuscripts. 
 
 Children express themselves with ease and 
 pleasure when they feel they have something to 
 say. The successful teacher of composition will 
 take great care to provide abundant idkas by 
 such methods as the following, — 
 
 a. By stirring up the accumulated knowledge 
 and interest of the child. 
 
 b. By bringing objects of nature, industry, etc., 
 before the class. 
 
 c. By having stories told as a basis for oral or 
 written expression. 
 
 d. By suggesting observations which the chil- 
 dren are to make outside of the school room. 
 
 e. By discussions in which the teacher may 
 add to the child's knowledge out of the 
 richness of his own mind. 
 
 Children do not express themselves freely and 
 naturally unless they have an audience, either 
 real or imaginary. This natural laiv can be 
 recognized in many ways, some of which are 
 suggested belotv, — 
 
 a. By having the pupils tell stories to the 
 whole school. 
 
 b. By having the pupils write letters to real 
 or imaginary persons. 
 
17 
 
 c. By having it understood that some one's 
 eye will fall in a sympathetic way, upon 
 each and every paper written by any mem- 
 ber of the class. 
 
 d. By a frequent use of composition papers as 
 a basis for formal work in grammar, that 
 is, analysis, parsing, etc. 
 
 e. By having contests in composition to determ- 
 ine what productions will be sent to the 
 county paper for publication. 
 
 f. By compiling a school newspaper to be read 
 once each week, 
 
 6. A cJiikVs constructive instincts should he appeal- 
 ed to in composition work. This principle is 
 recognized by many teachers, — , 
 
 a. Illustrating compositions by drawings. 
 
 b. By constructing nature study or agricultural 
 charts. 
 
 c. By having the pupils write a series of simple 
 compositions on related subjects, and bind- 
 ing them into booklets with names covering 
 all subjects treated. 
 
 II. Primary Composition. 
 
 1. Oral work. 
 
 a. Reproduction of stories. 
 
 b. Simple talk about home, school, farm. etc. 
 
 c. Use of pictures. 
 
 d. Telling interesting experiences. 
 
 2. Written work. 
 
 a. When to begin. 
 
 b. Simple sentences dictated by class and writ- 
 ten on blackboard by teacher. 
 
 c. Simple statements written on unglazed pa- 
 per or blackboard by pupils. 
 
 d. Copying. 
 
 e. Booklet illustrated by drawings, pictures and 
 cuttings. 
 
 III. Model lesson. 
 
 The instructor or some teacher of the insti- 
 tute mvst give a model lesson on primary com- 
 
 3 E 
 
18 
 
 position work. This may be based upon a model 
 story, object, or rhyme. 
 
 IV. Composition in middle and upper grades. 
 
 1. Material for subjects. 
 
 2. Paragraphing. 
 
 3. Attention to form. 
 
 4. Use of compositions. 
 
 a. To teach rules for use of capital letters. 
 
 b. Kinds of sentences — analysis. 
 
 c. Use of words with difficult forms. 
 
 d. Parts of speech — parsing. 
 
 V. Ch^ammar. 
 
 1. When should formal grammar begin? 
 
 2. Aim of grammar teaching. 
 
 3. How can grammar teaching help every-day 
 
 English? 
 
 4. Putting ideas into definitions found in grammar. 
 
 5. Order of subjects in grammar. 
 
 VI. Model lesson on some difflciiU subject of gram- 
 
 mar. 
 
 READING. 
 
 I. Main purpose. To enable the pupil to interpret 
 the printed page accurately and rapidly. 
 
 II. Aim: 
 
 (1) I, II, and III Grades— Mastery of the 
 mechanics. 
 
 (2) Grades above third — Reading for thought- 
 getting. 
 
 III. Methods. 
 
 (1) Alphabet. 
 
 (2) Word. 
 
 (3) Sentence. 
 
 (4) Phonic. 
 
 (5) Combination of these methods. 
 
19 
 PRIMARY GRADES. 
 
 I, II, and III. 
 
 1. Create a desire on the child's part to learn 
 to read. 
 
 2. Using blackboards, charts, cards, etc., teach 
 the child to recognize words at sight and at 
 the same time with concrete objects to get the 
 ideas which words represent. 
 
 3. A ready recognition of groups of words as 
 found in sentences and simple paragraphs, and 
 a ready interpretation of the thought with cor- 
 rect oral expression. 
 
 4. Drills to secure distinct articulation, correct 
 pronunciation, and an agreeable tone of voice. 
 
 5. Phonic exercises introduced gradually. They 
 should be given at a different time from the 
 reading lesson. Separation of words into their 
 elementary sounds and the association of a let- 
 ter with its proper sound in the word. 
 
 6. During the second month Primer may be placed 
 in the hands of children. 
 
 7. Reading to pupils to interest them in reading 
 and to furnish models in oral expression. 
 
 8. Use of pictures to awaken interest and as a 
 basis for oral work. 
 
 9. Sight reading. 
 
 10. Oral reproduction of thought. 
 
 11. Dramatizing stories for correct interpretation 
 and expression. 
 
 12. Memorizing choice selections of prose and poet- 
 ry. 
 
 13. Review constantly. Do not overcrowd pupil's 
 mind. Have frequent recitations. Get as much 
 action into lessons as possible. 
 
 14. Encourage use of library books. Show that a 
 book contains something the child wishes to 
 know, thus arousing self-activity. Direct at- 
 tention to pictures and attractive pages. Read- 
 ing or reciting interesting portions to them will 
 
20 
 
 often incite them to read the remainder of the 
 book or selection. 
 15. Give model lessons. 
 
 Aim. 
 
 GRADES IV AND V. 
 
 Child now reads to learn, having learned to 
 read in primary grades. 
 
 1. Special attention given to children who have 
 not mastered mechanics of reading. 
 
 2. Teach the use of the dictionary. Teach dia- 
 critical marks to enable child to use dictionary 
 intelligently. 
 
 3. Continue drills in phonics, articulation, and 
 pronunciation. 
 
 4. Emphasize thought-getting. 
 
 5. Preparation required of pupils under the direc- 
 tion of the teacher. 
 
 (1) Statement of what lesson contains. 
 
 (2) Meaning of new words, determined princi- 
 pally from context. 
 
 (3) Drill on pronunciation of new and diffi- 
 cult words. 
 
 (4) Oral reading of lesson in the preparation. 
 
 (5) Memorizing selections. 
 
 Oral reading is the test of his preparation. 
 
 6. Correlate reading with the other studies. 
 
 7. Reading of supplementary selections by teacher 
 and by pupils. 
 
 8. Use of library books. Teach child to turn to 
 library for information, illustration, and inspi- 
 ration. Set aside occasional periods for talking 
 over with children what they have read. Dis- 
 cover the interests of the pupils and thus direct 
 further reading. 
 
 9. Model lesson. 
 
 These model lessons should be based on short 
 poems or prose selections of recognized literary 
 merit for the purpose of showing how a child 
 may be inspired to an appreciation of litera- 
 ture. 
 
21 
 WRITING. 
 
 I. Writing in primary grades. 
 
 1. Recognition of the child in tlie teaching of 
 writing in primary grades. 
 
 a. Kind of movements. 
 
 b. Kind of pencils, papers, crayon, etc. 
 
 c. Amount of writing required. 
 
 d. Position at desk. 
 
 e. Natural way of holding pen and paper. 
 
 f. Making the writing exercises useful and 
 pleasing. 
 
 2. Drill in movements and forms. 
 
 a. Movements to develop freedom — rhythm. 
 
 b. Principles developed from movement exer- 
 cises. 
 
 c. Drill in writing from dictation and from 
 copies. 
 
 3. Influence of good examples of writing. 
 
 a. A permanent set of letters on blackboard or 
 chart. 
 
 b. Teacher's writing. 
 
 c. Copy in copy-book. 
 
 d. Should pupil begin to write at bottom of 
 page? 
 
 e. Display of neat written work in booklets or 
 on bulletin boards. 
 
 4. Developing writers who can meet the demands 
 of modern business. 
 
 a. Reasonable speed. 
 
 b. Accuracy of form. 
 
 c. Neat general appearance. 
 
 d. Ability to endure writing for many hours. 
 
 II. A model lesson on letter writing. 
 
 Our teachers and pupils are very deficient in 
 correct letter writing. Write a letter in correct 
 form on the blackboard and have a round table 
 discussion on such topics as (a) kinds of letters, 
 (b) characteristics of business and friendship 
 letters, (c) correct form of letters. 
 
22 
 
 SPELLING. 
 
 I. Introduction. 
 
 1. Better spellers needed. 
 
 2. The good spelling conscience. (See State Man- 
 ual.) 
 
 3. Practical words. 
 
 4. How to study. 
 
 a. Intensive — no "running over" the lesson. 
 
 b. Correct forms only. 
 
 5. Dictionary habit— word anaylsis. 
 
 6. Two kinds — relative amounts. 
 
 II, Oral Spelling. 
 
 1. Comes first historically. 
 
 2. Comes first psychologically. 
 
 3. More opportunity for repetition. 
 
 4. Dangers of concert work, 
 
 a. Only bright children recite. 
 
 b. No mental effort. 
 
 c. Sing-song tone. 
 
 5. Syllabication, 
 
 6. Only one trial. 
 
 7. Define homonyms. 
 
 8. Faulty pronunciation in giving words to class. 
 
 9. Rapidity of movement. 
 
 10. Devices (from State Manual). 
 
 SUGGESTIONS FOR METHODS OF CONDUCTING 
 THE RECITATION. 
 
 The common method used by teachers, viz.: pro- 
 nouncing the word and having the pupil write it or 
 spell it orally, is a good one, perhaps the best; but 
 if no other is used the recitation becomes monotonous 
 and uninteresting. 
 
 Instead of the above method frequently use one of 
 the following : 
 
 1. Picture Spelling — Children write names of 
 things seen in picture, 
 
 2. Picture Stories — Children write short stories 
 suggested by the picture. 
 
23 
 
 3. Dictation — Short sentences dictated by the 
 teacher and written by the pupils. 
 
 4. Elliptical sentences copied and completed. 
 
 5. Classifying words (a) alphabetically, (b) ac- 
 cording to number of letters, (c) according to number 
 of syllables, (d) capitals, (e) action words, name 
 words, etc. 
 
 6. Sentence making for doubtful or difficult words, 
 
 (a) orally, (b) written. 
 
 7. Recollection lessons — words from any lesson. 
 
 8. Observation spelling, (a) Indoor observations, 
 
 (b) outdoor observations. Spelling to be centered 
 largely around nature study. 
 
 9. Reproduction stories. 
 
 10. Marking words diacritically. (Beginning with 
 III Grade.) 
 
 11. Making word lists for given elementary sounds. 
 
 12. Grammatical spellings, (a) plurals, (b) pos- 
 sessives, (c) past tense forms, (d) contractions, ab- 
 breviations, etc. 
 
 13. Memory verses and maxims. 
 
 14. Supplementary lists made by pupils, e. g., 
 names of objects in schoolroom, names of fruits, 
 trees, flowers, birds, insects, boys, girls, books, things 
 sold by the grocer, parts of a house, tools used by the 
 carpenter, occupations, parts of the body, diseases, 
 months of the year, days of the week, things raised 
 on the farm, things dug from the mine, things made 
 in a factory, etc. 
 
 15. Common misspelled words. 
 
 16. Spelling matches. 
 
 17. Building words out of the letters of a given 
 word. e. g. from "legislature" build "rule," "rate," 
 "regulate," "slate," etc. 
 
 18. Spelling rhymes. Teacher gives out a word, 
 pupil spells; pupil gives out rhyming word and 
 spells. 
 
 19. Group words — The teacher gives out, for ex- 
 ample, name of a tool ; pupil spells and gives the 
 name of another tool for the next pupil to spell. 
 
24 
 
 20. Using given letters — Each pupil calls out and 
 spells a word beginning with the last letter of the 
 word previously spelled. (Railroad spelling.) 
 
 21. Descriptive spelling — Pupils point out the ob- 
 ject, parts, or qualities of objects; class spells. 
 
 22. Question spelling — Pupil asks question, e. g. 
 "What gums envelopes?" Class spells "mucilage." 
 
 23. Spelling Opposites — A pupil gives out a word, 
 the next spells its opposite, e. g. "straight," "crooked." 
 
 24. Spelling Synonyms, Homonyms, Antonyms^ 
 
 25. Spelling derivatives. 
 
 26. Spelling down the line. 
 
 I. 
 
 Written Spelling. 
 
 1. 
 
 Use of blank's. 
 
 2, 
 
 Where kept. 
 
 3. 
 
 When and how distributed. 
 
 4. 
 
 How many words. 
 
 5. 
 
 How often use books. 
 
 6. 
 
 By whom corrected. 
 
 7. 
 
 How many pronunciations. 
 
 8. 
 
 Margins in all written work 
 
 9. 
 
 Save best work for the fair. 
 
 GEOGRAPHY. 
 
 I. Things Worth While. 
 
 1. Place emphasis on fact that geography is the 
 study of the earth as the home of man. 
 
 2. Begin at home. Teach home geography in the 
 first three grades without text book. Have 
 weather chart, study land and water forms, 
 study a brook basin, study the home communi- 
 ty according to the outline given below, as far 
 as it is applicable, giving most attention to the 
 big elemental things. 
 
 3. Study current events, the daily papers and il- 
 lustrated magazines and papers. Subscribe for 
 the little weekly, "Current Events." 
 
 4. Geography cabinet. This should contain speci- 
 mens of everything available in the way of nat- 
 
25 
 
 ural resources and artificial products found in 
 the State of Alabama. 
 5. Plan imaginary journeys along the great trunk 
 and water routes, stopping long enough at the 
 big cities to see the most important sights, and 
 noting the farms and natural scenery along 
 the way. This is good for review work. 
 
 II. An outline for the Study of the Geography of a 
 
 Section. 
 
 A. What has nature done for this district? 
 
 a. Coast line; surface. 
 
 b. Soil — various belts. 
 
 c. Streams and rivers. 
 
 d. Forests. 
 
 e. Minerals. 
 
 f. Climate; rainfall. 
 
 g. Animals — wild and domestic. 
 
 B. What has man done with nature's gifts? 
 
 (a) Agriculture: old and new methods — the 
 
 principal crops — the crops best adapted to 
 various belts. 
 
 (b) Mining: coal, iron, gold and silver mines. 
 
 (c) Lumbering: comparative methods in Vari- 
 ous countries. A logging camp. Sawmills. 
 Value of forests. Destructive methods of 
 lumbering. 
 
 (d) Fishing — How conducted. 
 
 (e) Hunting and trapping. Uses of wild and 
 domesticated animals. 
 
 (f) Irrigation. Hydro-electric power and its 
 uses. 
 
 (g) Manufacturing. Study closely some spe- 
 cial kinds of manufactures, as cotton and 
 iron and. cement. 
 
 (h) Centers of population. Study cities in the 
 light of geographic situation and environ- 
 ment. 
 
 (i) Commerce — why? 
 
26 
 
 (j) Trade routes: waterways, highways, rail- 
 ways. Show the advantages of good 
 roads. 
 
 (k) Government: home, school, county, munic- 
 ipality, state, nation. Why is government 
 necessary ? 
 
 III. Model Lessons. 
 
 The instructor or some teacher should give a model 
 lesson on geography. 
 
 AGRICULTURE IN RURAL SCHOOLS BELOW 
 THE HIGH SCHOOL. 
 
 Aim: To create an interest in tarm and country life, 
 rather than to give technical instruction. 
 
 1. Through selections taken from literature, and 
 from readers and other books that contain 
 stories of plant and animal life; also through 
 pictures. 
 
 2. Through nature study. 
 
 (a) Animals and plants. 
 
 (b) Rocks and soil. 
 
 (c) Enemies to the farmer, 
 fd) Friends to the farmer. 
 
 3. Through simple experiments, with inexpensive 
 apparatus. 
 
 (a) Capacity of various kinds of soil to absorb 
 water. 
 
 (b) Show sap rises in plants. Osmosis. 
 
 (c) Germination of seeds. 
 '(d) Sterilizing milk. 
 
 (e) Growth of mould on stale bread. 
 
 (f ) Effect of a loose mulch on the evaporation 
 of water from soil. 
 
 Directions for performing these experiments 
 may be found in bulletins and the ordinary text- 
 books on agriculture. No apparatus is needed 
 more than a few boxes, tin cans and lamp chim- 
 neys. 
 
27 
 
 4. Through bulletins issued by the State and na- 
 tional agricultural departments. These cover 
 a wide variety of interesting and helpful topics 
 and can be had for the asking. They should be 
 used for reference. The adopted text-book on 
 agriculture should be used as a guide to inde- 
 pendent study rather than as a reading book. 
 
 5. Through corn clubs for the boys and tomato 
 clubs for the girls. 
 
 6. Through direct observation of model farms in 
 the community, comparing these with other 
 farms that are less thrifty. 
 
 ARITHMETIC. 
 
 The institute instructor would do well to confine 
 himself almost entirely to primary arithmetic. The 
 course of study manual furnishes the outline. Be- 
 low a few suggestions are given by way of empha- 
 sizing certain points. 
 
 1. Counting by ones and tens to one hundred. 
 
 2. Use splints, placing tens and hundreds in bun- 
 dles. 
 
 3. Develop the idea of "carrying" by means of 
 splints or objects; also of "borrowing" in sub- 
 traction. 
 
 4. Drill on the 45 additive facts or combinations ; 
 the pupils should know these combinations at 
 sight. A helpful device is to have these com- 
 binations on manila cardboards of convenient 
 size. 
 
 5. Teach the familiar facts of denominate jium- 
 bers concretely. Use rulers, yard sticks, scales, 
 dry and liquid measures, money, etc. It is ex- 
 ceedingly important that children form their 
 conceptions of number through the actual han- 
 dling of things. 
 
 6. Develop the fundamental operations in fractions 
 by means of objects and blackboard devices; e. 
 g., reductions of fractions to same denominator; 
 to divide a fraction by a fraction, etc. 
 
28 
 
 7. Do not insist too strongly upon a thorough un- 
 derstanding of the rules for pointing off in deci- 
 mals ; it will be sufficient at first to insist upon 
 an understanding only of the "mechanics" of 
 the subje'ct. Analogies with common fractions 
 may be shown profitably. 
 
 8. Lay aside "objects" just as soon as the pupils 
 get a clear grasp of relations. 
 
 9. Wait until the high school for cube root, bank- 
 ing, certain kinds of mensuration, and that type 
 of problem that involves the algebraic equation 
 or its equivalent. 
 
 A CONCRETE ILLUSTRATION OF SCHOOL 
 ECONOMY. 
 
 A southern teacher last year successfully taught a 
 rural school of seven grades having an average en- 
 rollment of 75 pupils. A few points of her "system" 
 are given below to show what can be accomplished 
 through proper gradation and by following a care- 
 fully planned daily program. 
 
 1. The pupils were seated in rows according to 
 grades. The seats were patent desks. The 
 children kept their seats when reciting. 
 
 2. Children were not allowed to Interrupt the 
 teacher while she was hearing a lesson. If 
 they wished help on a word they went to one 
 of the older girls designated by the teacher for 
 that purpose. The older as well as the younger 
 pupils were trained in phonics. 
 
 3. • Each day an older pupil was designated to 
 
 keep time by means of a desk watch, and to 
 warn the teacher by a tap on the bell when the 
 time came for any given recitation to close. In 
 this way every class had due attention paid to 
 it by the teacher. 
 
 4. The daily program was arranged in several par- 
 allel columns. In the first were the recitation 
 periods ; in the others, according to grades, there 
 were designated certain "study" and "occupa- 
 
29 
 
 tion" periods for the pupils tn:.. u'ere not recit- 
 ing. In this way the pupils had something defi- 
 nite to do for every period in the day. 
 
 5. After school had closed for the day the teacher 
 arranged her work for the next day. In the 
 "study" and "occupation" columns of her pro- 
 gram she placed certain definite assignments in 
 the way of lessons to be studied or seat work 
 to be done. When the children came to school 
 in the morning they saw at once from the pro- 
 gram what they were expected to do. The 
 teacher would not allow any studying to be done 
 at home at night. 
 
 6. At stated intervals the windows were thrown 
 open and the pupils took simple calesthenies 
 and breathing exercises. 
 
 7. The smaller children were sent home each day 
 at noon for the remainder of the day, all their 
 lessons having been recited by that hour. 
 
 8. Much of the "busy work" done in city graded 
 schools was successfully done in this school. It 
 had to be carefully planned every day. 
 
 9. Each pupil was required to have two sharpened 
 pencils ready in the morning. The teacher kept 
 a box of emergency pencils on her desk ready 
 sharpened. In this way no time was lost from 
 lessons through having to stop to sharpen a 
 pencil. 
 
 10. Certain pupils were designated to distribute 
 drawing, writing or other materials to the class 
 when necessary. This work was done quietly, 
 and without detracting from study or recita- 
 tion. 
 
 11. When. a boy became idle he was allowed to go 
 to the "woodshed" to work. Here was a col- 
 lection of tools and boards brought by the boys 
 from their homes. By an occasional suggestion 
 from the teacher these would-be unruly boys 
 learned to make, during the course of the year, 
 a number of useful articles. However, time 
 spent in the workshop was not accepted as an 
 excuse for poorly prepared lessons. 
 
30 
 
 12. Each lesson period was divided into three parts 
 — the review, the "view," and the preview ; more 
 time or less time being spent on each part as 
 occasion demanded. 
 
 13. Some of the lesson periods were necessarily 
 short, but it must be borne in mind that much 
 can be accomplised in a short time when that 
 time is given uninterruptedly to the considera- 
 tion of the lesson. 
 
 14. By combining, alternating, economizing and sys- 
 tematizing, this teacher reduced the work of 
 seven grades into 25 daily recitations, and suc- 
 ceeded in following the course of study In all 
 its requirements. However, she had an inform- 
 ing soul, a ready tact and sympathy, which 
 made her schoolroom a place of living inter- 
 est. 
 
 SCHOOL IMPROVEMENT. 
 
 I. Necessity for School Improvement Work. 
 
 (1) To the community at large, in broadening 
 their interests and in tilling the gap between 
 the school and the home. 
 
 (2) To the pupil, in enlarging his sphere of activ- 
 ity and in filling the gap between the teacher's 
 desk and the pupil's. 
 
 (3) To the teacher, in giving him a better under- 
 standing of the needs of the community and 
 in establishing a bond of co-operation and 
 sympathy between the patrons and him. 
 
 II. Methods of Procedure. 
 
 (1) Arouse the interest of (a) the children, (b) 
 the community. 
 
 (2) Meeting. 
 
 (a) State purpose of organization. 
 
 (b) Decide definite work to be undertaken. 
 
 (c) Organization. 
 
 (Note: If possible, have a county or State 
 worker to assist.) 
 
31 
 
 III. Organization. 
 
 Using School Improvement Circular A as a 
 guide, organize the institute into a model local 
 association. 
 
 IV. Phases of the Woi'k. 
 
 (a) School grounds. 
 
 (b) School gardens. 
 
 (c) Equipment and decoration. 
 
 (d) Library. 
 
 (e) Literary and social features. 
 Note : Sources of material. 
 
 (1) Circulars on Organization, Equipment and 
 Decoration and on Entertainment. (Depart- 
 ment of Education). 
 
 (2) Bulletins from the Polytechnic Institute at 
 Auburn, from the U. S. Department of Agri- 
 culture and from Cornell University, Ithaca, 
 N. Y. 
 
 V. Round taJjle discussion. 
 
 THE READING CIRCLES. 
 
 •I. What they are. 
 
 The teachers' circle. 
 The pupils' circle. 
 
 II. The organization. 
 
 a. State 
 
 Board of directors. 
 
 Secretary and business manager. 
 
 Depository. 
 
 b. Local teachers' circles. 
 
 County secretary. 
 
 Local circles and affairs. 
 
 Meetings. 
 
 c. Certificates and diplomas. 
 
 d. The books for 1911-12. 
 
 III. Why every teacher should join the circle, read 
 the hooks and join in the local circle disoussions. 
 
32 
 
 IV. What one of the hooks adopted means to me. 
 
 (At some time during the institute every book 
 adopted should be discussed in a five minute 
 talk by some one who has read it). 
 
 Note: The institute conductor should, with the ap- 
 proval of the county superintendent, appoint 
 at the first meeting of the institute a secre- 
 tary of the county circle who shall aid them 
 in organizing all the teachers into the read- 
 ing circle for 1911-12. The best teachers nat- 
 urally want to join, and it should be empha- 
 sized that membership in the circle is indica- 
 tive of growth in the teacher's professional 
 ability and in culture. Of course, it i^ Vnown 
 that a part of the examinations for teachers' 
 certificates is based on one or more of these 
 books. 
 
 PUPILS' READING CIRCLE. 
 
 I. Orgamzation. 
 
 a. Success depends upon the teacher. 
 
 b. Where to get books, 
 
 c. Certificates and diplomas. 
 
 II. The school library and ivhy every school should 
 
 hare one. 
 
 III. The netv lihrary law and hoiv it works. 
 
 IV. Hoiv to arouse interest in the library and get 
 
 the money. 
 
 a. Library day. 
 
 b. Private subscription. 
 
 c. Library fee. 
 
 d. Entertainments. 
 
33 
 SCHOOL MANAGEMENT. 
 
 Lecture I. The Teacher. 
 
 I. Legal requirements. 
 
 II. Personal elements of poicer: 
 
 (1) The will to grow in knowledge and grace. 
 
 (2) Daily preparation. 
 
 (3) Power of self-control; self-praise. 
 
 (4) Tact and patience; initiative and adaptation. 
 
 (5) Influence upon the school the measure of the 
 teacher's personality. 
 
 III. Attitude towards pupils : 
 
 (1) Impersonal; never influenced by likes or dis- 
 likes. 
 
 (2) Kindness and courtesy; sarcasm; revenge; 
 threats; scolding and nagging; the noisy 
 teacher. 
 
 IV. Attitude towards patrons: 
 
 (1) Arrange for meeting of patrons during first 
 week. 
 
 (2) Invite suggestions and interest patrons in im- 
 provement of building and grounds. 
 
 (3) Never participate in factional quarrels. 
 
 (4) Make the school the center of community In- 
 terest. 
 
 Y. Attitude toicards general culture and professional 
 icork : 
 
 (1) Professional books and school journals. 
 
 (2) Teachers' associations and institute work. 
 
 VI. Attitude towards superior officers and other 
 teachers : 
 
 (1) Relation to principal of school or trustees. 
 
 (2) Relation to county superintendent. 
 
 (3) Attitude towards former teacher: associate 
 teachers. 
 
34 
 
 Lecture II. Mechanical Elements of School 
 Management. 
 
 I Tlie school building and its equipment: 
 
 (1) Arrangemeut of desks and other furniture. 
 
 (2) Light, heat, and ventilatiDn. 
 
 (3) Condition of floors, walls, and blackboards. 
 
 (4) Care of building; neatness and cleanliness. 
 
 II. Necessary teaching aids : 
 
 (1) Maps, charts, and globes. 
 
 (2) Cabinet collections, agricultural, mineral, bot- 
 anical, zoological, etc. 
 
 (3) Crayon, pencils, paper, ink, etc. 
 
 (4) Wall pictures, and pictures collected for les- 
 son illustration. 
 
 III. School lihrary and reference hooks. Reading 
 
 circle. 
 
 IV. Condition of grounds: 
 
 (1) Portion assigned for play ground. 
 
 (2) Portion selected for flowers or gardening. 
 
 V. Haw to improve condition of building and grounds. 
 
 VI. The school register and attendance records: 
 
 (1) How to keep the register. 
 
 (2) How to obtain essential statistical facts re- 
 quired in the report to the superintendent. 
 
 Lecture III. Classification, Grading, and 
 Promotion. 
 
 I. Determining factors in classification: 
 
 (1) Size of school, number of rooms and number 
 of teachers. 
 
 (2) Records of previous year. 
 
 II. Hotc to grade a one-room school; a two-room 
 
 school. 
 
35 
 
 III. Marking system : 
 
 (1) Monthly estimates to be recorded. 
 
 (2) Reports to parents. 
 
 (3) Stated examinations. 
 
 (4) System of marking: 
 
 (a) Passing marli, (b) class average and pu- 
 pil average, (c) other methods. 
 
 IV. Promotion of pupils: 
 
 (1) Factors in promotion: 
 
 (a) Proficiency in essential studies. 
 
 (b) Age and maturity. 
 
 (2) Promotion records. 
 
 (3) County examination and high school promo- 
 tion. 
 
 (4) County commencement and high school certifi- 
 cates. 
 
 V. Relation of elemental^/ school to county high 
 
 school. 
 
 Lecture IV. School Incentives. 
 
 I. Kinds of incentives: 
 
 (1) Natural incentives: 
 
 Pleasure of achievement, approval of teacher 
 and parents, etc. 
 
 (2) Artificial incentives: 
 
 Prizes and rewards, special distinction, honor 
 rolls, etc., privileges and immunities, exemp- 
 tions of recitations and school duties. 
 
 (3) Negative incentives : 
 
 Fear of punishment, keeping after school, etc. 
 
 II. Personality of the teacher as an incentive to 
 work. 
 
 (1) The atmosphere of truBt and sympathy. 
 
 (2) Encouragement, the atmosphere of success. 
 
 (3) Effect of hopeless effort. 
 
 III. Value of pleasant surroundings as incentives. 
 
36 
 
 IV. How to secure genuine interest in work: 
 
 (1) Means must be positive, not negative. Use 
 stimulation rather than repression. 
 
 (2) Create a desire — a feeling of want in the 
 child. 
 
 V. Test the incentive used — a lotcer incentive should 
 
 never he used when a higher incentive will se- 
 cure better results. 
 
 Lecture V. School Punishments. 
 
 I. Ends of school punishments : 
 
 (1) Amendment of the individual — rather than 
 punitive or the satisfaction of abstract jus- 
 tice. 
 
 (2) The prevention ol wrong doing by other pu- 
 pils. 
 
 II. Nature and kinds: 
 
 (1) Suspension or expulsion. 
 
 (2) Corporal punishment. 
 
 (3) Keeping after school. 
 
 (4) Miscellaneous — forfeiture of rights. 
 
 (5) Improper punishments. 
 
 III. Punishment for misconduct: 
 
 (1) Deceit — falsehood, dishonesty. 
 
 (2) Whispering, cheating, lighting, etc. 
 
 IV. Punishment for failure in lessons: 
 
 (1) Test the validity of the several kinds of pun- 
 ishments after used. 
 
 (2) Can a pupil do his best through fear? 
 
 V. Punishments as the natural and logical conse- 
 
 quences of actions. 
 
 VI. Do ice in a sense legalize wrong doing when we 
 
 prescribe specific punishments for certai/n wrong 
 actions? 
 
37 
 Lecture VI, The Special School Virtues. 
 
 I. Regularity and punctuality of attendance: 
 
 (1) Importance to pupil and the school. 
 
 (2) Ethical and social values. 
 
 (3) Methods and incentives. 
 
 II. Accuracij : 
 
 (1) In statement— effect of guess work and exag- 
 geration. 
 
 (2) In school work and conduct. 
 
 (3) Relation to truth. 
 
 (4) Ethical value of manual training. 
 
 III. Truthfulness: 
 
 (1) Essential to a social being. 
 
 (2) Importance of faith and confidence — Commer- 
 cial credit. 
 
 (3) Kinds of untruth — tested by motive: 
 
 (a) Self-defense, (b) self-conceit, (c) fear, 
 (d) malice and deceit, (e) creations of a vivid 
 imagination. 
 
 (4) Kinds of untruth involving moral turpitude; 
 why? 
 
 (5) The best correctives: 
 
 (a) Build up the positive habit of truthful- 
 ness. 
 
 (b) Appeal to conscience. 
 
 (c) Always expect the truth. 
 
 (d) The teacher's attitude too often elicits 
 false statements. 
 
 IV. Honesty : 
 
 (1) Sense of possession instinctive. 
 
 (2) Regard for rights of others result of training. 
 
 (3) Fair play developed by sports and games. 
 
 (4) Remedies for petty thieving — cheating. 
 The personality of the teacher. 
 
 V. Justice: 
 
 (1) Early development of sense of justice. 
 
 (2) Too generally developed by placing emphasis 
 on negative — injustice. 
 
 (3) Teachers' actions as models. 
 
38 
 
 VI. Industry: 
 
 (1) Purposeful work — self-activity. 
 
 (2) Essentials to the habit of industry: 
 Hope, patience, interest, success. 
 
 (13) Avoid fatigue. 
 
 By short periods of work — -change of employ- 
 ment. Effect of writing a long time with a 
 fine pen. 
 
 (4) Handicapped pupils: 
 
 Defective vision and hearing, adenoids, bad 
 teeth, headaches. 
 
 VII. Ohedience: 
 
 (1) Voluntary and involuntary. 
 
 (2) Main causes of disobedience, defiance and re- 
 bellion. 
 
 (3) How far should obedience be compelled and 
 how? 
 
 Vni. Kindness and courtesy, — goodness. 
 
 (1) Politeness as a habit. 
 
 (2) Methods of developing the habit. 
 
 (3) Value in life. 
 
 IX. The habit of self-control ; self-government. 
 
 X. The purposes of good order in school. 
 
 ''The Habitual to the child is identical with 
 the Right." 
 
 Lecture VIII. Sources of Waste. 
 
 I. Waste of time. 
 
 (1) In arrangement of classes. 
 
 (2) In failure to follow daily program. 
 
 (3) In aimless talking and purposeless work. 
 
 (4) Abuse of busy work; reading to class. 
 
 (5) Unnecessary drill. 
 
 (G) Need of skill in dispatching business. 
 
39 
 
 II. Waste of energy, dissipation of power: 
 
 (1) Through lack of sj'stem ; needless work. 
 
 (2) Harsh and high-pitched voice. 
 
 (3) Fatigue, physical and mental. 
 Length of recitation period. 
 
 (4) Value of frequent change of work. 
 
 (5) Fatigue as result of intensive work. 
 Drawing, writing with fine pen, — fine needle 
 work, nerve exhausting exercises. 
 
 (6) Importance of spontaneous movements as in 
 play. 
 
 III. Waste of material: 
 
 (1) Care of books and personal property. 
 
 (2) Crayon, maps, and school material. 
 
 (3) Economy in use of paper. 
 
 IV. Yahie of the habit of economy: 
 
 (1) How to utilize waste products in school and 
 home. 
 
 (2) Is the public school developing a nation of 
 spendthrifts? 
 
 Lecture IX. School Hygiene. 
 
 Earth, Air, Fire and Water, the fundamental ele- 
 ments in the philosophy of the ancients, suggest to 
 us the four fundamental topics of school hygiene. 
 
 I. Cleanliness: 
 
 (1) Building and grounds. 
 
 (2) Floors; use of broom, duster, mop. 
 
 (3) Walls and ceiling — fresh paint, kalsomine. 
 
 (4) Blackboards and furniture. 
 
 (5) Personal cleanliness. 
 
 (6) The fly and the mosquito. 
 
 II. Ventilation : 
 
 (1) Fresh air and its sources: house diseases. 
 
 (2) Physical culture and deep breathing exercises. 
 
 (3) Admit light and sunshine. 
 
40 
 
 (4) Cleanliness of cloak rooms, basement, and out- 
 houses. 
 
 (5) Position of pupils at desks — posture, gait, 
 stooping shoulders and bent body. 
 
 (6) Contagious diseases. Make friends with the 
 doctor. 
 
 (7) Children exposed to tuberculosis by associa- 
 tion with diseased parents. 
 
 III. Heating : 
 
 (1) Arrangement of stoves. 
 
 (2) AdmisBion of fresh air through floor. — through 
 windows. 
 
 (3) How to dispose of foul air. 
 
 (4) Care of stove. 
 
 (5) Coal supply; ashes. 
 
 (6) Use of thermometer. 
 
 IV. Water supply : 
 
 (1) Sources of water supply. 
 
 (2) Is there a substitute for (a) the water 
 bucket, (b) the common cup, dipper or gourd? 
 
 V. Miscellaneous : 
 
 (1) The habit of "chewing" pencils and pen hold- 
 ers — promiscuous use of pencils, etc. 
 
 (2) Pupils handicapped: 
 
 Defective eye-sight; defective hearing; ade- 
 noid growths ; mouth breathers. 
 
 <3) Nutritious foods, manner of eating. 
 
 <4) Supervision and direction of play ground and 
 games. 
 
 (5) Sleeping with windows of bedroom open in all 
 seasons. 
 
 <6) Talks or lectures to parents on the hygiene of 
 the home, the bedroom and the kitchen. 
 
41 
 GENERAL DISCUSSIONS. 
 
 Wide latitude is allowed the conductor for filling 
 in this period of the daily program. A few sugges- 
 tions are given as to how it may profitably be done. 
 
 I. Preparation of Definite Plan of Work Before the 
 
 First Day of School. 
 
 1. Preparation of Devotional Exercises. 
 
 (a) Selection of the most appropriate verses 
 of Scripture to be read the first morning. 
 
 (b) Selection of the most appropriate songs to 
 to be sung. 
 
 2. Preparation of fifteen-minute talk by the teach- 
 er to her pupils. 
 
 (a) Importance of prompt and regular attend- 
 ance. 
 
 (b) The value of a day in school. 
 
 (c) What it means to lose a day from school. 
 
 3. If possible, obtain from the register kept by 
 the preceding teacher, a knowledge of the differ- 
 ent classes or grades to be represented in school, 
 and where each class is to begin work. A list 
 of the names of the pupils that will be in the 
 different grades and classes should be made. 
 
 4. Preparation of the lessons to be assigned and 
 taught on the first day of school. 
 
 5. Preparation of a definite schedule for the first 
 day. 
 
 Suggestion. — Give the teachers the problem of work- 
 ing out what they consider an effective 
 preparation for and plan of work for 
 the first day before discussing your point 
 of view. 
 
 II. The Course of Study Prescribed Tyy the State — 
 
 What Teaehers Should Know Ahout the Course 
 of Study. 
 1. The number of grades in the rural elementary 
 school. 
 
42 
 
 2. Thorough mastery of this course as a whole and 
 in detail. The teachers should know the defi- 
 nite amount of work to be done in each grade, 
 through the seven grades, and should know the 
 text-books to be used in the order in which they 
 come. Institute conductors are urged to see to 
 it that the teachers have this knowledge. 
 
 III. Book Talks. 
 
 1. A short period on one day of the institute should 
 be given to teachers for five-minute talks on 
 books that have helped them. 
 
 2. The conductors or others should give short talks 
 on the books adopted by the reading circle for 
 1911-12 or any others which may be helpful. 
 
 3. The School Library. 
 
 Othee Topics for Round Table and General Dis- 
 cussion. 
 
 1. Industrial Education. 
 
 2. How to Overcome Poor Spelling. 
 
 3. Correlation of Studies. 
 
 4. Consolidation of Schools and Transportation. 
 
 5. How to Teach Temperance. 
 
 6. The Three Essentials of a Good Teacher. 
 
 7. Nature Study from Common Things. 
 
 8. Humane Work and Bands of Mercy. 
 
 9. How to Celebrate Special Days. 
 
 10. School Laws. 
 
 11. The Teacher's Relation to the Community. 
 
 12. The Relation of the Grade School to the County 
 High School. 
 
 13. The necessity for Specializing. 
 
 14. How to Seat Pupils. 
 
 15. Local Taxation. 
 
 16. The Vocation of Teaching. 
 
 17. The Study Period. 
 
 18. Visitors' Day. 
 
 19. How do you get your pupils to think intelli- 
 gently? 
 
43 
 
 20. How can we get the community to take pride 
 and interest in the school? 
 
 21. Unusual pupils — dull, stubborn, lazy, bright, and 
 nervous. 
 
 22. Reading circle work. 
 
 23. School Architecture. 
 
 24. Manual Training and Domestic Science. 
 
 25. Teaching Patriotism. 
 
 26. How a teacher can make her own daily work a 
 source of culture and growth. 
 
 BULLETINS AND CIRCULARS. 
 
 From the Department of Education. 
 
 1. School Manual for Elementary Schools, postage 
 7 cents. 
 
 2. County High School Manual, postage 4 cents. 
 
 3. Annual Report, postage 5 cents. 
 
 4. School Laws, postage 6 cents. 
 
 5. School Improvement Circulars, postage 2 cents. 
 
 6. Special Day Programs. 
 
 7. Facts and Figures Relating to Local Taxation, 
 postage 2 cents. 
 
 8. Education Directory, postage 2 cents. 
 
 9. Reading Circle Circular. 1911. postage 2 cents. 
 
 A bulletin on "School Gardens" may be obtained 
 from the Polytechnic Institute at Auburn. Farmers' 
 Bulletin No. 218 on "School Gardens" may be ob- 
 tained from the U. S. Department of Agriculture. 
 
IT- 
 
«nT ur OUNURESS 
 
 019 747 950 4