1594 
 
 ^lV THE 
 
 COURSE OF STUDY 
 
 IN 
 
 CIVICS 
 
 GRADES ONE TO SIX 
 
 FOR THE 
 
 Public Schools of Philadelphia 
 
 JOHN P. GARBER 
 
 Superintendent of Public Schools 
 
 Authorized by The Board of Public Education July II, 1916 
 
 THIRD EDITION 
 
 PHILADELPHIA 
 
 CENTRAL PRESS COMPANY, 1010 CHERRY STREET 
 
 1917 
 
Digitized by the Internet Archive 
 in 2011 with funding from 
 The Library of Congress 
 
 http://www.archive.org/details/courseofstudyincOOphil 
 
THE 
 
 COURSE OF STUDY 
 
 IN 
 
 
 GRADES ONE TO SIX 
 
 FOR THE 
 
 Public Schools, of Philadelphia 
 
 JOHN P. GARBER 
 
 Superintendent of Public Schools 
 
 Authorized by The Board of Public Education July 11, 1916 
 
 THIRD EDITION 
 
 PHILADELPHIA 
 
 CENTRAL PRESS COMPANY, 1010 CHERRY STREET 
 
 1917 
 
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 1~ 
 1.4 1 r 
 
 D* of D. 
 JUL 16 1917 
 
FOREWORD 
 
 The purpose of the course of study in civics is to give 
 the child such instruction and training as will help to 
 make him a good citizen. The aim of the course is there- 
 fore both immediate and remote. The course recognizes 
 the child as a young citizen, a member of various com- 
 munities such as the home, the school, the neighborhood, 
 the city, the state and the nation, and aims to develop such 
 habits and ideals as will make for right conduct and re- 
 lationship as a young citizen. It also recognizes in the 
 child the future adult citizen with wider duties and obli- 
 gations, and aims in part to bring about such a develop- 
 ment as will make for good and efficient citizenship in the 
 years to come. 
 
 The question may very properly be raised as to who 
 is the good citizen. The good citizen may be defined as 
 the one who habitually conducts his own affairs with 
 proper regard for the welfare of the communities of which 
 he is a member, and who is active and intelligent in his 
 co-operation with his fellow members for the common 
 good. This is an ideal not to be attained in the few short 
 years of the elementary school. It must also be kept in 
 mind that the child can be expected only in a small way 
 to measure up to the standard of the adult citizen, but 
 that he may be truly a good citizen as a child, gaining 
 gradually in knowledge and power, and moving toward 
 the fullness of perfection in citizenship. 
 
 Effective training for good citizenship must begin 
 even before the child enters school, and must continue 
 through life. The influence which the school may exercise 
 upon the home by bringing before it ideals which should 
 be potent in producing an atmosphere that will make for 
 this early training is very great. The school should lose 
 no opportunity which presents itself for the rendering 
 of this service. 
 
Before the child enters school he receives from the 
 family life itself his first impressions of co-operation and 
 responsibility. Whether these impressions and the social 
 habits inculcated shall be for good or ill depends upon 
 the atmosphere and efforts of the home. Good home edu- 
 cation is thus the first factor in the development of good 
 citizenship. 
 
 At an early age the child enters a larger community, 
 the school. The -establishment of the right social relations 
 by and within the school is now of prime importance. 
 Moreover, the school should consciously interpret to the 
 child the community nature of the home, for the teacher 
 can speak as an interested outsider regarding the relation 
 of the child to the parent. The school should also lead the 
 child to see how members of the larger community out- 
 side the home and the school enter into his life and con- 
 tribute to his welfare and the welfare of others. Civic 
 education at this stage need not consider the organized 
 agencies through which men co-operate, but the child 
 must become more and more conscious of the interdepend- 
 ence of the individuals in a community. Through the 
 study of appropriate literature and through acquaintance 
 with noble characters of history he should form ideals of 
 loyalty and of personal honor and integrity. 
 
 The good citizen must recognize himself as a member 
 of the communities in which he lives and must recognize 
 his responsibilities to them. He should know not only 
 what each community is doing for him, but what he in 
 return should do for it. He should practice those habits 
 of right action which are necessary to the best interests 
 of a community and himself. 
 
 The real tests of good citizenship, then, are right 
 thinking, right feeling and right action. The good citizen 
 is one who knows what he should do, who desires to do 
 it, and who puts his desires into action. Underlying good 
 citizenship is good morality. The practice of the civic 
 virtues is the basis for all acts of the good citizen. There 
 are certain of the civic virtues so fundamental that failure 
 to practice them makes one an undesirable member of 
 a community. It would make little difference how well 
 
educated one might be if he were to fail to practice those 
 virtues which society demands of its members. Under- 
 lying the teaching of good citizenship, therefore, is moral 
 instruction so given that it results in the right action of 
 the child. The civic virtues which underly the course 
 afford an opportunity for training in right moral habits. 
 
 The results of instruction in the civic virtues should 
 be cumulative. Certain virtues are assigned to particular 
 grades, but once having been presented the teacher should 
 see that practical applications are made whenever pos- 
 sible. Although the work in the civic virtues does not 
 appear as content material of the course after the fourth 
 grade, teachers of the fifth and sixth grades should take 
 every opportunity to inculcate these virtues and to re- 
 quire their practice. 
 
 The more concrete civic work, as contrasted with 
 that of the civic virtues, which is primarily training in 
 morals and manners, is begun in the third grade. From 
 this point on a dominant note of the course is service. 
 A most important element of good citizenship is faithful, 
 willing, efficient service. 
 
 Good citizenship also requires an active and intelli- 
 gent co-operation with one's fellows for the welfare of 
 a community. The story of the services rendered by 
 those who supply us with the necessities of life, devel- 
 oping the idea of our dependence on each other and our 
 reciprocal duties, forms the first step in civic instruction 
 toward this end. 
 
 There are many things in every day life with which 
 the humblest citizen should be acquainted if he is to be 
 able to perform intelligently his service to the community. 
 To have the child think on these things is an important 
 step in his civic education. 
 
 The nearest approach that is made to the govern- 
 mental side of civic instruction in grades one to six is 
 when the services of individuals such as the policeman, 
 the fireman, the street cleaner are considered. But here 
 again the underlying thought is service rendered, and 
 while it is true that these services are governmental they 
 
are studied so that the child may have considered another 
 form of service. 
 
 An intelligent citizen must know something of the 
 city in which he lives and so there has been introduced 
 a study in some detail of the child's immediate neighbor- 
 hood. In order to appreciate properly the place which 
 Philadelphia holds among the cities of the world, he 
 should know something of its importance as an industrial 
 center. As a future producer, he should have some idea 
 of the various occupations which are open to him and of 
 the conditions under which he is entitled to work. 
 
 In teaching the course, it must be kept in mind 
 always that the work of the teacher has two aspects — 
 first, the development of ideals of good citizenship; and 
 second, training in such habits of right social conduct as 
 will make the individual a desirable member of the 
 various communities to which he belongs. The teacher 
 must also bear in mind that these processes must be 
 gradual in their development and application, and that 
 the instruction and training given must be adapted in 
 their presentation to the intelligence and maturity of the 
 children being dealt with. In other words, as the child's 
 powers unfold, he should be presented with information 
 suitable to his mental development and customs of life; 
 and further, this presentation should be such that a vital 
 interest will be aroused and that right habits will ensue. 
 
 This course of study, it is believed, represents a 
 selection of material adapted to the accomplishment of 
 these ends. Equally important, however, is the method of 
 the teacher. At frequent intervals, therefore, there have 
 been given suggestions and suggestive lessons. These are 
 not intended to be exhaustive, but are merely outlines 
 indicating suitable method, not only for the topic treated 
 but also for other topics of a similar nature. In the prep- 
 aration of similar lessons, and in their presentation, the 
 utmost care should be exercised to keep the instruction 
 from becoming formalized, with a consequent danger of 
 robbing the lessons of the interest which is so necessary 
 for good results. Also equally important with content 
 and method is the teacher's understanding of the course 
 
as a whole and of the relation of the work of one grade to 
 the work of other grades. This knowledge can be secured 
 only by repeated readings and careful thought. Finally, 
 and of surpassing importance, is the teacher's insight into 
 the spirit of the course, and a personal interest and 
 enthusiasm in teaching it. 
 
 Civics, as a school subject, presents unusual oppor- 
 tunity to the teacher. The content deals with facts 
 related to ordinary life-experience. Since the field is 
 comparatively new, the teacher is unhampered by tradi- 
 tion as to method. Finally, the results to be secured are 
 so vital to the perpetuation of our social institutions and 
 the preservation of city, state and nation that every 
 patriotic citizen-teacher should welcome the chance to 
 participate in a constructive program definitely aimed at 
 an improvement in the quality of our citizenship. 
 
COURSE OF STUDY IN CIVICS 
 
 Grades One to Six 
 
 FIRST GRADE 
 Introduction 
 
 It is the purpose of the course in civics in the first 
 grade to lay the foundation of good citizenship by devel- 
 oping in the child some of the fundamental civic virtues. 
 The work in this grade is, therefore, primarily training 
 in morals and manners. 
 
 There are three conditions necessary to the develop- 
 ment of right moral conduct. The child must know what 
 is right; he must desire to do it; but, most important of 
 all, he must be trained, through constant practice, in the 
 formation of good habits. 
 
 The knowledge of the right and the emotional basis 
 for future action may be given by means of story, poem, 
 song, memory gem, games, dramatization and other class 
 or group exercises. In such instruction, care should be 
 taken to avoid pointing the moral, as to do so is likely to 
 spoil the emotional reaction desired. While this instruc- 
 tion will constitute a very small part of the day's work, 
 the doing side or practical application will be constant. 
 
 In the main, the teacher's method should be one of 
 securing results by commendation rather than by censure. 
 
 With the first grade child, in a large degree, the 
 teacher represents what in later life will be superseded by 
 group opinion. 
 
 There should be a daily exemplification in the life of 
 the teacher of the civic virtues which she teaches to her 
 class. "What you are speaks so loud that I cannot hear 
 what you say," writes Emerson. 
 
First grade 10 
 
 1A 
 
 I. Obedience 
 
 1. To one's teacher: Begin with securing obedience to 
 
 simple directions such as "Rise," "Pass," etc.; 
 develop class movements with orderliness and 
 promptness; require obedience to instructions 
 given by teacher to individual or group. 
 
 2. To other teachers: Impress on the children the neces- 
 
 sity for obedience to any teacher who gives a 
 direction. 
 
 3. To principal. 
 
 4. To janitor. 
 
 5. To bells : What does the bell say? Obedience to bell in 
 
 classroom and on the playground. 
 Note. — In the treatment of this, as of other topics, the 
 teacher's example is of great importance. Obedience to 
 bells by the teacher, the supporting of other teachers — both 
 have an important influence on the obedience of the children. 
 
 II. Cleanliness 
 
 1. Personal cleanliness: Clean face, hands, neck and 
 
 ears ; use of water, soap and, towel. 
 
 2. Personal belongings : Clean dress, blouse, handker- 
 
 chief, books, papers; try to arouse a pride in 
 cleanliness and in neatness of personal belong- 
 ings. 
 
 3. Immediate surroundings: Use of door-mat, waste- 
 
 paper basket, garbage can, umbrella stand. 
 Notes : 
 
 This topic is treated in the course in physiology and 
 hygiene. The emphasis here should be placed on the social 
 side of cleanliness. Use every opportunity to build up a 
 group spirit in regard to cleanliness. 
 
 The influence of the teacher's example — the care which 
 she takes of her blackboards, desk, window-sills, etc. — is of 
 great importance. 
 
 III. Orderliness 
 
 1. Personal appearance: Care of hair, dress, necktie, 
 
 shoes, stockings; try to arouse a pride in per- 
 sonal appearance. 
 
 2. Personal belongings and immediate surroundings: 
 
 Keeping books, desk, floor, cloak. room in order. 
 Notes : 
 
 The influence of the teacher's example — the care with 
 which she arranges her blackboards, desk, window-sills, etc. 
 — is of great importance. 
 
 Relate this topic to Cleanliness. 
 
First grade 11 
 
 IB 
 
 IV. Courtesy 
 
 1. To one's teacher. 
 
 2. To other teachers. 
 
 3. To principal. 
 
 4. To janitor. 
 
 5. To one another. 
 
 6. To newcomers. 
 
 Teach "Good-morning," "Good-afternoon," "Yes, thank you," 
 "Yes, Miss A — ," lifting of hat, bowing, and other forms of 
 courteous speech and action. 
 
 Note. — An act of courtesy by the teacher toward a child 
 tends to produce a like reaction on the part of the child. The 
 observance of good social usage has its advantages and 
 should not be dropped by the teacher at the school door. 
 
 V. Helpfulness 
 
 1. To one's teacher: Children should be given the oppor- 
 
 tunity and encouraged to do things for the 
 teacher, such as cleaning boards, watering plants, 
 etc. 
 
 2. To other children. 
 
 3. To the janitor. 
 
 Note. — Relate this topic to Obedience, Cleanliness, Orderli- 
 ness. 
 
 VI. Kindness to Animals 
 
 See suggestions for teaching this topic, p. 32. 
 
 The division of civic virtues into A and B work is 
 somewhat arbitrary. As has been stated, the purpose of 
 the course is that these civic virtues shall become fixed as 
 habits as soon as possible. The teacher, therefore, 
 should begin to train the children in the formation of 
 such habits from the beginning of the term as opportunity- 
 may offer. Instruction in the civic virtues, however, in 
 the form indicated by the suggestive lessons, should be 
 deferred until the half-year indicated. 
 
 Suggestions on the Teaching of Obedience 
 
 The work of the teacher in developing the habit of 
 obedience begins with the moment the newly admitted 
 child comes to the room. This problem is a constant one 
 and cannot be deferred until a civics period is reached. 
 
First grade 12 
 
 Before the work of the class can be fairly begun the chil- 
 dren must become accustomed to the teacher, understand 
 directions which she gives, and begin to form the habit of 
 obedience. At this point, therefore, the problem of the 
 teacher is not primarily one of instruction but one of 
 habit formation. 
 
 The first obedience will be simply a response to the 
 teacher's authority. As the children come to know the 
 teacher better the motive should be brought over from 
 obedience to authority to a desire to do the right in order 
 to win the approval of the teacher. From this point on 
 the effort may be made toward developing in some simple 
 way a class spirit for obedience. 
 
 From time to time as occasion offers the teacher 
 should take advantage of situations arising in the class. 
 A good story which fits a situation may be used to bring 
 before the class the point which the teacher wishes to 
 present. 
 
 The question of obedience to others in authority will 
 have to parallel the work of obedience to the teacher. 
 Most of the teacher's effort along this line will depend 
 upon actual conditions arising in and around the school. 
 
 Suggestive Lesson — Cleanliness 
 The topic of cleanliness may be approached by the 
 telling of a story, the story here selected being "The Pig 
 Brother." The motive for this lesson could be established 
 in the minds of the children by a reference to dirty 
 hands. This reference should not be made too promi- 
 nent, but sufficiently so to afford an opportunity for the 
 telling of the story. In doing this, care should be taken 
 not to wound the feelings of any child. 
 
 In the telling of the story each part should be made 
 to stand out distinctly and produce a picture in the child's 
 mind. The teacher should, as far as possible, act out the 
 story. There should be no attempt to point the moral. 
 When the story has been completed, it should be dropped 
 and some other line of work taken up. 
 
 At some other period, either on the day of the telling 
 of the story or soon afterward, the teaching of a simple 
 
First grade 13 
 
 song having some reference to personal cleanliness might 
 be begun. If there are any points of connection or re- 
 semblance between the story and the song, they might 
 be mentioned incidentally by the teacher. The words of 
 the song may be memorized by the children, and used 
 whenever desired. 
 
 A few days after the first telling of the story, it may 
 be repeated if the teacher so desires, and the children 
 encouraged to talk about the characters involved. Pic- 
 tures of the child, the angel, and the animals mentioned 
 in the story might be used as illustrations. 
 
 From this it is a very easy step to playing the story 
 or dramatization. This should be spontaneous, the 
 teacher guiding the children to the point where they will 
 want to play "The Pig Brother." The less formal this 
 play is made and the freer the children are, the more 
 successful will be the result. 
 
 During some game or relaxation period, the children 
 should play "The Pig Brother," or any other game which 
 might have a bearing on the subject of cleanliness. 
 
 At no point during this work is there to be direct 
 instruction, but the children should be brought to feel 
 that cleanliness is a thing to be desired and obtained. 
 
SECOND GRADE 
 
 Introduction 
 
 The teacher of the second grade is to make herself 
 familiar with the work which has been done in the first 
 grade. While the work throughout the entire course is 
 intended to be cumulative, it is not the intention that the 
 work of each grade should begin with a review of the 
 work of the previous grade. This cumulation of the 
 work means first, that the teacher shall see to it that the 
 habits of right action formed in the first grade are con- 
 tinued; and second, that each new topic shall be treated 
 in the light of the work already taught and shall show 
 constantly any interrelationships which may exist. 
 This does not mean, however, that if the teacher finds 
 the children lacking in the exercise of any of the civic 
 virtues of the first grade she shall not endeavor to teach 
 these virtues. 
 
 The teacher must ever keep in mind that the chief 
 criterion of her work is to be found in the conduct of the 
 children. 
 
 2A 
 
 I. Punctuality 
 
 1. At school: Arrival; impress on the children the neces- 
 
 sity for being in their classrooms on time; 
 obedience to commands and signals — require the 
 children to be prompt in forming lines in the 
 school yard and in other mass movements; the 
 necessity for bringing in exercises, reports, etc., 
 promptly. 
 
 2. At home: Show the children the need of so regulating 
 
 their affairs at home, such as rising when called, 
 running errands, etc., as not to interfere with 
 their prompt arrival at school. 
 Notes: 
 
 The teacher should strive to develop in the children the 
 habit of punctuality. Begin to show the effects of the indi- 
 vidual's tardiness on the group and to develop a class spirit 
 against tardiness. 
 
 14 
 
Second grade 15 
 
 The influence of the teacher's example is of great 
 importance. 
 
 Relate this topic to Obedience and Helpfulness. 
 
 II. Truthfulness 
 
 1. In dealings with school authorities — teachers, principal, 
 
 janitor: In admission of wrong-doing; in work, 
 action and speech; in making complaints; in 
 reporting school happenings at home. 
 
 2. In dealings with other children. 
 
 3. To parents. 
 Notes: 
 
 The influence of the teacher's example must be kept 
 constantly in mind. The confidence of the children must 
 be secured. Promises which are not to be kept must not be 
 made. Do not create a situation which tempts a child to lie. 
 
 The teacher should distinguish carefully between un- 
 truthfulness and romancing. An effort should be made to 
 check gently the tendency toward romancing. 
 
 III. Care of Property 
 
 1. Personal belongings: Pride in the ownership of things 
 
 kept neat and clean; what these things mean to 
 us and how we want others to treat them. 
 
 2. School property: Care of books, pencils, desks, walls, 
 
 yard; try to arouse pride in the school and its 
 appearance. 
 
 3. Belongings of other children. The Golden Rule. 
 
 4. Neighborhood property: Try to arouse pride in the 
 
 appearance of the neighborhood. 
 Notes : 
 
 The teacher should respect the child's property. 
 
 Relate this topic to Obedience, Cleanliness, Helpfulness. 
 
 2B 
 
 IV. Fair Play 
 
 1. Between teachers and children. 
 
 2. Between principal and children. 
 
 3. Between the child and other children. 
 
 4. Between janitor and children. 
 
 Note. — Practically every school activity affords an oppor- 
 tunity for the practice of this virtue. The teacher must play 
 fair in all her relations with the children. 
 
 V. Safety 
 
 1. At school: The fire drill; danger of tripping other chil- 
 dren, pushing in the lines on the stairs, rough 
 play; taking care of smaller children. 
 
Second grade 16 
 
 2. On the street: The dangers of the street — wagons, 
 automobiles and trolley cars; crossing the street; 
 playing in the street; danger in touching fallen 
 wires; the bonfire; how we may protect others 
 by throwing fruit skins, etc., into the proper 
 receptacles. 
 Note. — Relate this topic to Obedience* Cleanliness, Orderli- 
 ness, Helpfulness. 
 
 VI. Kindness to Animals 
 
 See suggestions for teaching this topic, p. 32. 
 
 The division of civic virtues' into A and B work is 
 somewhat arbitrary. The purpose of the course is that 
 these civic virtues shall become fixed as habits as soon as 
 possible. The teacher, therefore, should begin to train 
 the children in the formation of such habits from the 
 beginning of the term as opportunity may offer. Instruc- 
 tion in the civic virtues, however, in the form indicated 
 by the suggestive lessons, should be deferred until the 
 half-year indicated. 
 
 Suggestions on the Teaching of Punctuality 
 
 The class should furnish the motive for this series of 
 lessons. On a day or succession of days when every child 
 arrives at school on time attention should be called to the 
 fact. The children should have pointed out to them that 
 no time has been lost, that everybody began work to- 
 gether, and that their work was not interrupted by the 
 arrival of a late-comer. The children should be led to see 
 that punctuality is a desirable thing, that it makes for 
 the happiness of every one, and that tardiness is undesir- 
 able, defrauding others of their rights and making for 
 unhappiness. The application of the Golden Rule just 
 here is evident. Aim to develop a class spirit of 
 punctuality. 
 
 The teacher should endeavor to have the habit of 
 promptness in arriving at school tied to the habit of 
 promptness in forming lines, obeying signals and com- 
 mands, in the performance of all school tasks, in rising 
 in the morning, in going errands. 
 
Second grade 17 
 
 By means of stories the unfortunate results which 
 sometimes follow tardiness may be brought out. In each 
 instance compare the result of tardy action with that of 
 prompt action. The positive side should be stressed. 
 
 Suggestions on the Teaching of Care of Property 
 
 The care of pencil, crayon or book forms a good 
 starting point for the treatment of this topic. The 
 teacher should strive to arouse in each child a feeling of 
 ownership in such school materials as are given to him 
 and pride in caring for them. The new box of crayons 
 or the new book affords an especially good opportunity 
 for doing this. The teacher should let the child know 
 what she expects of him in regard to the care of the 
 crayons or the book. Good results will come rather as a 
 result of the teacher's vigilance than as the effect of her 
 talk. The child has kept something in good condition, 
 and because he has done so he will be the more likely to 
 care for other things. Praise for care of property will 
 go a long way toward fixing the habit of carefulness. 
 Properly managed competition between children to see 
 who can keep the book clean longest, or the crayons from 
 being broken, may prove of value. Often a story in- 
 vented by the teacher to fit a particular incident in the 
 class will prove of value in keeping up interest. Begin- 
 ning with the care of some one or two things belonging 
 to the individual, the work should gradually be extended 
 to a number of things which are general property. The 
 care of the floor, the walls, the school yard and neighbor- 
 ing property will form steps in the development of the 
 topic. 
 
THIRD GRADE 
 
 Introduction 
 
 The course in civics for the first and second grades 
 has aimed to lay the foundation of good citizenship by 
 training the chilpl in some of the fundamental civic vir- 
 tues. The work so far, therefore, has been primarily a 
 training in morals and manners.-. Work of this nature 
 is to be continued in the third grade. In such work the 
 teacher should see to it that good habits which have been 
 formed are strengthened and that other habits of a de- 
 sirable nature are given definite opportunity for growth. 
 The new topics introduced in the third grade should be 
 treated in the light of the work previously taught and 
 whenever possible should be correlated with the previous 
 work. 
 
 As contrasted with the civic virtues, in this grade 
 the course begins to touch upon civic topics which are 
 more concrete in their nature. The child should now 
 think about civic matters in the simplest form possible. 
 Every child is interested in persons who contribute to 
 the satisfaction of such needs as food, clothing, shelter, 
 fuel and health. A study of persons who are engaged in 
 occupations contributing to the satisfaction of these 
 needs therefore forms the additional content of the course 
 for this grade. 
 
 In the selection of topics and methods of presenta- 
 tion the teacher should always keep in mind that the 
 work should deal with life-situations. The immediate 
 interests of the children and the local environment of the 
 school should weigh strongly in the selections made. In 
 order to give the teacher every opportunity to make her 
 instruction most effective, she is not limited to the occu- 
 pations mentioned, but, with permission of the principal, 
 may substitute others if they seem more applicable to her 
 class. 
 
 18 
 
Third grade 19 
 
 The teacher, therefore, is given great freedom in the 
 work of this grade. The fundamental ideas which she 
 should develop in the course of the year's work are the 
 idea of service rendered each to each, the idea of the need 
 of one for the other, and the idea of the duties arising out 
 of such human relationships. Other ideas which should 
 be developed are those of the nobility of work, respect for 
 all occupations, and respect for persons engaged in these 
 occupations. The teacher should also endeavor to leave 
 in the minds of the children a residuum of knowledge 
 which will help them to comprehend some of the basic 
 facts of our complex civilization. The teacher must 
 always keep in mind, however, that mere fact-getting is 
 unimportant, and that facts are of value only as far as 
 they are applied in the development of the ideas which 
 constitute the real background for the year's work. In 
 all this work, splendid opportunity is afforded to teach 
 in a natural setting the civic virtues of this and previous 
 grades. 
 
 3 A 
 
 I. Thoroughness 
 
 1. In school work: Each task should be done with care; 
 
 strive to develop in the child the habit of keeping 
 
 at his work until it is completed; try to develop 
 
 self-dependence. 
 
 Note. — If perseverance and self-dependence are 
 
 to be given favorable conditions for growth, the 
 
 teacher must not require more work than can be 
 
 completed in the time allotted. 
 
 2. At home: Thoroughness in performing school tasks at 
 
 home; thoroughness in all other duties. 
 
 3. In obedience to the rules of the school. 
 
 Note. — Relate this topic to Obedience, Cleanliness, Orderli- 
 ness, Helpfulness, Care of property. 
 
 II. Honesty 
 
 1. Regarding the property of others: School supplies; 
 
 care and prompt return of borrowed articles, 
 including library books; what to do with articles 
 we find; making amends for injured property. 
 
 2. In work: In preparing lessons; in performing other 
 
 duties. 
 
 3. In play: Playing fair. 
 
 Note. — Relate this topic to Thoroughness. 
 
Third grade 20 
 
 3 B 
 
 III. Respect 
 
 1. For parents and older persons. 
 
 2. For those in authority: The teacher; the principal; 
 
 the janitor; the policeman. 
 
 3. For those who are serving us : This should be taught in 
 
 connection with the study of occupations intro- 
 duced in this grade. 
 
 4. For other children. 
 
 5. For the' flag. 
 
 Note. — Relate this topic to Courtesy and Helpfulness. 
 
 IV. Kindness to Animals 
 
 See suggestions for teaching this topic, p. 32. 
 
 The division of civic virtues into A and B work is 
 somewhat arbitrary. The purpose of the course is that 
 these civic virtues shall become fixed as habits as soon as 
 possible. The teacher, therefore, should begin to train 
 the children in the formation of such habits from the be- 
 ginning of the term as opportunity may offer. Instruc- 
 tion in the civic virtues, however, in the form indicated 
 by the suggestive lessons in the first and second grades, 
 should be deferred until the half-year indicated, the pres- 
 entation, of course, being adapted to the maturity of the 
 children. 
 
 Additional content of the course for the third grade 
 is to be found in a study of some of the following topics 
 or any other topics dealing with occupations which the 
 teacher and principal may select. The topics selected 
 must be such as to lend themselves readily to a develop- 
 ment in the minds of the children of the ideas of service, 
 dependence and interdependence, and reciprocal duties. 
 In the selection of topics the teacher should be guided by 
 the interest of the class : 
 
 3A 
 
 1. The baker, the milkman, the butcher, the grocer, or 
 
 any of the other people who supply us with food. 
 
 2. The tailor, the dressmaker, the shoemaker, or any of 
 
 the other people who supply us with clothing. 
 
Third grade 21 
 
 3B 
 
 3. The bricklayer, the carpenter, the painter, the plumber, 
 
 or any of the other people who supply us with 
 shelter. 
 
 4. The coalman, the miner, the woodman, the oilman, or 
 
 any of the other people who supply us with fuel. 
 
 5. The physician, the druggist, the nurse, or any of the 
 
 other people who help us keep well or aid us when 
 we are ill. 
 
 Suggestions Concerning General Method 
 
 The purpose of the work in this grade is to develop 
 in the child some idea of the many services which are 
 being rendered to him, how dependent he is upon the 
 people who are serving him, and what his duties are to 
 those rendering service and their duties to him. As op- 
 portunity affords, the notion of interdependence should 
 also be developed. 
 
 The material which has been selected to be used in 
 the development of these ideas consists of a study of a few 
 of the many people who are engaged in various occupa- 
 tions which render service. To the child it should seem 
 that he is studying simply about people and what they 
 are doing. It is the baker, the carpenter, the physician, 
 in whom he is to be interested. In this sense the work is 
 biographical. The child is not studying about service, or 
 dependence, or interdependence, or duties, as such, but 
 about people. These underlying ideas of service, depend- 
 ence, interdependence and duties are for the child only as 
 they slowly grow upon him as he studies about people. 
 To the teacher, they are the ultimate aim. If achieved 
 even in part they will be the result of a slow process. 
 
 There are, then, two important aspects of the work of 
 the grade: 
 
 1. The child should be led to take an interest in the 
 people who are working all around him. He knows about 
 them already. There may be very little of new material 
 given to him. The important thing is that he think about 
 these people and have his interest aroused. 
 
Third grade 22 
 
 2. The teacher should develop, very simply, the 
 fundamental ideas of service, dependence and interde- 
 pendence, and reciprocal duties. 
 
 The method employed should be conversational, the 
 children being- encouraged to talk about the topics. This 
 method may be supplemented by story-telling, reading 
 from suitable books, visits to see the various people at 
 work, etc. The part of the teacher should be that of a 
 guide. If the teacher is governed in her selection of 
 topics by the interest of the children most of the ma- 
 terial will be supplied by them. The extent of the treat- 
 ment should depend on the interest of the children. The 
 ideas of service, dependence and interdependence, and 
 duties should not be forced into the discussion, but should 
 grow naturally out of the treatment of the topics as they 
 are taught. 
 
 The idea of service should grow out of the conversa- 
 tions about the various characters studied. Each person 
 mentioned touches a great many others who are render- 
 ing service. The study of the baker naturally leads to at 
 least a mention of the farmer, the miller, and a number 
 of other people concerned in the production and trans- 
 portation of the materials used in the making of bread. 
 It is not necessary to be constantly pointing the moral of 
 service. If the children are brought to think and talk 
 about the people who are working for them the idea of 
 service will develop. 
 
 In the treatment of each one of the characters con- 
 cerned in the supplying of a given need, such as food, the 
 ideas of dependence and interdependence will appear. 
 The baker is dependent on the miller, the farmer, and 
 many others for the materials which he needs. When a 
 sufficient number of the people engaged in supplying us 
 with food has been studied it might be well to show how 
 dependent we are for our food upon others. The follow- 
 ing outline, which is applicable in teaching any of the 
 topics assigned to this grade, may be found helpful : 
 
 1. By conversation develop the idea of our need of 
 food. 
 
Third grade 23 
 
 2. Have the children name some of the articles of 
 food which we now enjoy but which we would not have 
 were it not for the work of others. Compare the food 
 which our ancestors had, when they had to supply it all 
 for themselves, with the food which we have to-day. 
 
 3. Show how in return for the special service each 
 child's father, mother, brother or sister renders he re- 
 ceives the results of the labors of a multitude of others. 
 
 4. Develop very simply the idea of interdependence 
 of men. For example, show how the bread which the 
 child had for breakfast was produced by the work of the 
 baker, the miller, the farmer; how each of these is de- 
 pendent on the other ; and how the child's father, mother, 
 brother or sister may be rendering a service which sup- 
 plies some need of these men. 
 
 5. The development of the idea of reciprocal duties 
 will be incidental to the discussion of the various people 
 considered. Opportunity is here given for reviewing the 
 civic virtues already taught. The following outline is 
 merely suggestive. It is for the teacher only and under 
 no circumstances is it to be given to the class as an 
 outline. 
 
 Reciprocal Duties 
 
 (a) In our relations to those who are serving us we 
 should : 
 
 Respect the one rendering worthy service and 
 the occupation whatever it may be. 
 
 Be honest in all our dealings. 
 
 Be courteous : Be considerate of the feelings of 
 all who serve us. 
 
 Be punctual : Help tradesmen by answering the 
 bell promptly ; pay our bills when due. 
 
 Be truthful : Not misrepresent our case to gain 
 an advantage. 
 
 Be helpful: Avoid making unnecessary com- 
 plaints ; make things easy for those who 
 are serving us. 
 
Third grade 24 
 
 (b) We expect those who are serving us to be: 
 
 Honest : We will not deal with dishonest trades- 
 men. 
 
 Faithful : We expect the tradesmen to serve us 
 faithfully. 
 
 Clean: We will not deal with tradesmen who 
 are dirty or who keep dirty stores, etc. 
 
 Courteous : We like to deal with a person who 
 is* polite. 
 
 Truthful: We insist oil getting what we ask 
 for ; goods must not be misrepresented. 
 
 Orderly: Neatly arranged goods are more at- 
 tractive than slovenly arranged goods. 
 
 Suggestive Lesson — The Baker 
 
 This topic might be introduced by a conversation 
 with the class on the subject of breakfast. The children 
 will name readily a number of articles of food which they 
 have had for breakfast. Care should be taken not to 
 bring into prominence nor to offend the child whose meal 
 has been meager. Among the articles mentioned will 
 probably be bread and rolls. 
 
 When bread and rolls have been mentioned, the con- 
 versation should be turned toward these particular ar- 
 ticles of food. The questions "Where did the bread come 
 from?" "How was it brought to your home?" etc., will 
 lead to the subject of the bakery and the baker. When 
 interest has been aroused in these subjects the lesson 
 might be dropped with the suggestion that the children 
 find out all they can about the baker and his work. 
 
 At the beginning of the next civics period the chil- 
 dren should be encouraged to tell what they have found 
 out about the baker and his work. In the discussion the 
 teacher might have the children mention the various 
 things which the baker needs in his work and perhaps 
 list them on the board. At this point in the work, some 
 one article might be selected for particular study, for 
 example, flour. In this and in the succeeding periods the 
 
Third grade 25 
 
 children should be led to talk about the flour. Such sub- 
 jects may be discussed as "Who makes the flour?" "A 
 visit to a flour mill," "How flour is made," "Where the 
 wheat comes from," "The farmer and the wheat," "How 
 the wheat is carried to the mill." It should be kept in 
 mind, however, that the topic is not to be treated as if it 
 were geography. The purpose is not the imparting of 
 information about flour, wheat or bread, but such infor- 
 mation is simply the means for developing the ideas of 
 service, dependence and interdependence, and duties. 
 The dependence of the farmer on others for his plow, 
 etc., the miller on the farmer and the railroad, the baker 
 on the miller, and our dependence on all, form an excel- 
 lent means for picturing to the child the dependence of 
 man. 
 
 Such subjects as the delivery of bread, emphasizing 
 cleanliness, etc., will furnish material for valuable les- 
 sons of real civic nature. 
 
 Suggestions on the Teaching of the People Who 
 Supply Us With Shelter 
 
 If so desired this topic might be approached from 
 the historic side. The teacher could devote two or three 
 short periods to the study of the development of our 
 houses from the houses of primitive man. Children who 
 are familiar -with "Ab, the Cave Man," "Tolmi of the 
 Tree Tops," the Dopp books, and others of similar char- 
 acter, will be able to give most of this information, the 
 teacher bringing out any points needing emphasis and 
 supplementing the children's knowledge when necessary. 
 To other children the teacher can tell the story of the 
 people who lived in trees and in caves and who later 
 learned to build very rude houses for themselves. 
 
 These rude houses may suggest to the children the 
 wigwams of the Indians, and these in turn will probably 
 be found to be associated in their minds with the log 
 houses of the early settlers. The story of these early 
 houses will serve to stimulate the interest of the children 
 in the topic, and later on may be used as a basis for com- 
 parison with their present houses. 
 
Third grade 26 
 
 Before beginning a study of our present houses a 
 visit to a building operation would be valuable, so that 
 the children may see the stone masons, bricklayers, and 
 carpenters at work. The children will probably be able 
 to give a more or less complete list of those who are en- 
 gaged in building our houses. This list will depend on 
 the knowledge of the children, and will probably vary in 
 different localities. It need not be exhaustive. 
 
 The teacheK must keep in mind that the aims of the 
 work are to bring the children to realize the service which 
 these people are rendering and our dependence on them. 
 Any detail which may be given should be regarded as of 
 importance only as it adds interest and assists in the de- 
 velopment of the underlying aims. 
 
 Some idea of the interdependence of different mem- 
 bers of the community on each other may also be de- 
 veloped. For example, the carpenter is able to devote all 
 his time to the building of houses because the farmer, the 
 tailor, and others are working to provide him with food 
 and clothing. These examples should be given by the 
 children and will be determined by their individual 
 experiences. 
 
 Splendid opportunity is afforded in all this work to 
 teach in a natural setting the civic virtues of this and 
 previous grades. 
 
FOURTH GRADE 
 
 Introduction 
 
 The teacher of the fourth grade is to make herself 
 familiar with the work which has been done in the 
 previous grades. While the work throughout the entire 
 course is intended to be cumulative, it is not the intention 
 that the work of each grade should begin with a review of 
 the work of the previous grades. This cumulation of the 
 work means first, that the teacher shall see to it that the 
 habits of right action formed in the previous grades are 
 continued; and second, that each new topic shall be 
 treated in the light of the work already taught and shall 
 show constantly any interrelationships which may exist. 
 This does not mean, however, that if the teacher finds 
 the children lacking in the exercise of any of the civic 
 virtues of the previous grades she shall not endeavor to 
 teach these virtues. The teacher must ever keep in mind 
 that the chief criterion of her work is to be found in the 
 conduct of the children. 
 
 In the work in civics in the fourth grade the idea of 
 service is still the dominant note. The work differs 
 from that of the third grade, however, in that the people 
 who are being studied render a service which is primarily 
 civic. A study is made of the public servants, both those 
 who are directly in the employ of the community and 
 those who, although employed by private individuals, are, 
 through contract, engaged in public service. In the study 
 of these various people it should be kept in mind that the 
 purpose is to see the service rendered, and that the ac- 
 quiring of information is but incidental. The method 
 should be biographical. Stories, conversations, or reports 
 made by children on topics investigated afford excellent 
 means of presenting the work of the grade. The work 
 should be so treated as to arouse in the children an 
 interest in these public servants, a friendly feeling toward 
 
 27 
 
Fourth grade 28 
 
 them, and a desire to aid them in the services they are 
 rendering. 
 
 4 A 
 
 I. Courage 
 
 1. Physical — through stories of heroic acts. 
 
 2. Moral — in truthfulness and honesty. 
 
 II. Self-Control — in act and speech 
 
 1. At honfe. 
 
 2. At school. 
 
 3. At play. 
 
 Note. — In the treatment of this, as of other topics, the 
 teacher's example is of great importance. 
 
 III. Thrift 
 
 1. Care in the use of school supplies: The economical 
 
 use of paper, books, pencils, crayons, pens. 
 
 2. Care of clothing: Those who provide our clothing for 
 
 us; how we should take care of it. 
 
 3. The spending of money: What money is for; the wise 
 
 use of money. 
 
 4. The saving of money: The home hank; the school bank; 
 
 the savings bank; encourage the children to save 
 for some definite object a part of the money 
 which is given to them or which they may earn. 
 
 5. The saving of time. 
 
 Note. — Relate this topic to Care of property, Punctuality. 
 
 4B 
 
 IV. Perseverance 
 
 1. In work: At home; at school. 
 
 2. In well-doing. 
 
 Note. — Relate this topic to Thoroughness. 
 
 V. Kindness to Animals 
 
 See suggestions for teaching this topic, p. 32. 
 
 The division of civic virtues into A and B work is 
 somewhat arbitrary. The purpose of the course is that 
 these civic virtues shall become fixed as habits as soon as 
 possible. The teacher, therefore, should begin to train the 
 children in the formation of such habits from the begin- 
 ning of the term as opportunity may offer. Instruction in 
 the civic virtues, however, in the form indicated by the 
 suggestive lessons in the first and second grades, should 
 
Fourth grade 29 
 
 be deferred until the half-year indicated, the presenta- 
 tion, of course, being adapted to the maturity of the 
 children. 
 
 Additional content for the fourth grade consists of a 
 study of the following topics : 
 
 4A 
 I. The Policeman 
 
 1. Stories of police heroism. 
 
 2. What the policeman does for us: Protects our homes; 
 
 sends in alarm in case of fire; keeps watch while 
 we are away, etc. Protects us on the streets by 
 reporting cave-ins and putting up warning sig- 
 nals, etc. Protects us at street crossings from 
 horses, automobiles, cars, etc. 
 
 3. How we may aid the policeman. 
 
 Note. — Relate this topic to Obedience, Helpfulness, Care of 
 property, Respect, Self-control, Courage, Fair play, Safety. 
 
 II. The Fireman 
 
 1. The story of a fire: The alarm; the race to the fire; 
 
 how the firemen fight the fire; stories of heroic 
 acts of firemen. 
 
 2. A visit to a fire station: The engines; the firemen 
 
 always ready to respond to an alarm; the horses; 
 the automobile service; what takes place when an 
 alarm of fire is sounded. 
 
 3. Prevention of fires: Care in the use of matches — the 
 
 rule of the United States Forestry Service: 
 Break your match before throwing it away; the 
 danger of playing with fire; the uses of fire 
 when it is man's servant; its dangers when it 
 becomes master; stories of great fires, loss of 
 life, property, etc. 
 
 4. Giving alarms in case of fire: How alarms are sent 
 
 in; false alarms. 
 
 5. Precautions to insure personal safety: Care in the use 
 
 of inflammable or explosive materials; keeping 
 hallways, fire escapes and other exits clear of 
 obstructions; noting location of exits; keeping 
 cool in case of fire — how easy it is for every one 
 to get out if all keep cool — danger from panic — 
 aiding the weak. 
 Note. — Relate this topic to Safety, Self-control, Courage. 
 
Fourth grade 30 
 
 III. The Postman 
 
 1. The story of a letter: How it is posted; the collec- 
 
 tion; the sub-postal station or the post-office; 
 how a letter travels ; the letter ready for delivery. 
 
 2. The postman: How often he delivers mail in your 
 
 neighborhood; some of the things which he has 
 to do; rural free delivery service. 
 
 3. A visit to the post-office: What we see; the sorting; 
 
 stamping, etc. 
 
 4. How we may help the postman: Addressing letters 
 
 pr3perly; writing distinctly in addressing letters; 
 placing the stamp properly; answering the bell 
 promptly for the postman; saving time by hav- 
 ing a letter box. 
 Note. — Relate this topic to Helpfulness. 
 
 4B 
 
 IV. The Street Cleaner 
 
 1. Our streets — the hallways of the city. 
 
 2. The people who use the streets. 
 
 3. How the streets become dirty: The dirt caused by 
 
 carelessness. 
 
 4. The story of the men who clean the streets: How the 
 
 streets are cleaned. 
 
 5. How clean streets make for health. 
 
 6. How we may aid in keeping our streets clean. 
 
 Note. — Relate this topic to Cleanliness, Helpfulness, Safety, 
 Respect. 
 
 V. The Garbage Collector 
 
 1. Garbage — waste food: Care not to throw away any 
 
 food that can be used. 
 
 2. The garbage can covered. Why? 
 
 3. The relation of decayed garbage to health — flies. 
 
 4. The garbage collector: What he does for us; when 
 
 and how he makes his collections — the covered 
 iron wagon; what is done with the garbage. 
 
 5. Importance of observing city regulations. 
 
 Note. — Relate this topic to Cleanliness, Helpfulness, Safety, 
 Respect, Thrift. 
 
 VI. The Ash Collector and the Rubbish Collector 
 
 1. The ashes in our houses: Keep in metal receptacles if 
 
 possible to avoid fire. 
 
 2. The rubbish in our houses : Danger of allowing rubbish 
 
 to accumulate — fire — health; danger of fire from 
 mixing ashes and rubbish. 
 
Fourth grade 31 
 
 3. The ash collector and the rubbish collector: What they 
 
 do for us; when and how they make their collec- 
 tions; the wagons they use; what is done with 
 the ashes. 
 
 4. Importance of observing city regulations. 
 
 Note. — .Relate this topic to Cleanliness, Helpfulness, Safety, 
 Respect. 
 
 Suggestions on the Teaching of Thrift 
 
 A beginning for this work has been made in the 
 second grade under the topic Care of property. Children 
 should be taught how to make the best use of the mate- 
 rials which are furnished them or with which they may 
 supply themselves and to exercise economy in the use of 
 materials with which they are working. 
 
 Teachers should talk with the children about the care 
 which they should take of their clothing. Hats or coats 
 which have been thrown carelessly on the floor of the 
 cloak room or on the playground may be made to serve as 
 a motive to bring this topic to the attention of the chil- 
 dren. The appeal may be made through the story of the 
 sacrifice which the parents may be making to clothe their 
 boys and girls. 
 
 The teacher should strive to develop in the children 
 the idea that money is of value to us only as it enables 
 us to purchase those things which we need. The thought 
 that the wise spending of money is as important as saving 
 should be brought out. Opportunity is afforded at this 
 point to teach how one may secure the greatest return 
 for the expenditure of money for food and other 
 necessities. 
 
 If the school has a school bank this will afford an ex- 
 cellent opportunity for the teaching of the topic of saving. 
 The demonstration of the fact that money when placed 
 in a savings bank works for us and brings an actual 
 return will often lead to the habit of saving. The differ- 
 ence between saving and hoarding money should be 
 shown. Our money in the savings bank is not lying idle 
 but is actually working for us. 
 
Fourth grade 32 
 
 Children should be taught to make the best use of 
 their time. When a child has finished his own tasks 
 before the remainder of the class, he should be encour- 
 aged in the habit of finding something profitable to do. 
 
 Suggestions on the Teaching of Kindness to Animals 
 
 One of the most effective methods of teaching kind- 
 ness to animals is by means of the story. The general 
 method of handling this has already been illustrated in 
 the suggestive lesson on Cleanliness in the first grade. 
 Similar lessons, adapted in their presentation to the 
 maturity and intelligence of the children, should be given 
 in the second, third and fourth grades. In the fourth 
 grade, also, the attempt might be made to have the chil- 
 dren read in the course of a term some such story as 
 "Black Beauty" or "Beautiful Joe." 
 
 Advantage should be taken of the opportunities 
 which are afforded in the lessons on birds and animals in 
 other school subjects. Pictures of birds and animals may 
 be collected by the children or the teacher and used as a 
 basis for conversation. If the school is so located as to 
 afford opportunity for the observation of birds in a public 
 square or park, a bird calendar might be kept by the 
 children. In the upper grades the boys might be encour- 
 aged to build bird houses. The children should be encour- 
 aged to tell of acts of kindness to animals which they 
 have done or may have seen others do. 
 
 Suggestive Lesson — The Policeman 
 
 Since the third grade deals so largely with groups of 
 people who render service to the child and his home, the 
 attention of the children in the fourth grade can readily be 
 directed to the service the policeman is rendering each 
 child in the school as he stands in front of the school 
 before the opening of each session, and also to the service 
 rendered by other policemen who assist the children in 
 their safe passage across the busy streets. 
 
 Later in this connection stories of police heroism may 
 be told. From these stories should be developed the idea 
 
Fourth grade 33 
 
 of the services rendered the community by the policeman 
 — the sentinel who guards the life, health, and property 
 of the public. In this, or in a somewhat similar manner, 
 should be built up in the child's mind the notion that the 
 policeman is his friend and that as a friend he should be 
 aided in the performance of duty when possible. By con- 
 versation the children may be led to see the various ways 
 in which each member of society can assist the policeman. 
 Such a treatment of the subject would in itself correlate 
 this topic with most of the basic civic virtues contained 
 in the course and thereby tend to make them living things 
 for the child. 
 
 No mention should be made of the municipal govern- 
 ment, the Department of Public Safety, nor the organiza- 
 tion of the police force under the lieutenants, sergeants, 
 etc., except so far as they are introduced by the children 
 themselves and even then they should be relegated to the 
 background. Such matters are to be reserved for dis- 
 cussion in the higher grammar grades. 
 
 Suggestive Lesson — The Fireman 
 
 A dramatic approach to the study of the fireman may 
 be made through the story of a fire. The discovery of the 
 fire, the alarm, the race to the fire, the arrival, the work 
 of the firemen in rescuing those who are endangered, and 
 the putting out of the fire — all should be vividly described. 
 Little difficulty will be experienced in arousing the chil- 
 dren's interest and in creating a lively discussion on 
 these subjects. Stories of heroic acts of firemen may be 
 told by teacher or children or read from the reader. 
 
 If possible a trip should be made to a fire station. 
 Arrangements should be made in advance with those in 
 charge at the station. In the civics period following the 
 visit the children should be given opportunity to talk of 
 their experiences at the fire station and to tell what they 
 saw. A talk to the children by some one at the fire station 
 on the danger from fire and how fires might be avoided 
 would be most valuable. 
 
Fourth grade 34 
 
 Definite instruction should be given on the subject 
 Prevention of fires. The reading of some good book such 
 as "Firebrands" by the class would be one of the best 
 ways to give this instruction. If this is not possible then 
 the teacher might read or tell stories from the book. The 
 great loss to our country through fire each year in both 
 life and property should be brought out and the fact 
 emphasized that the greater part of this loss is the result 
 of carelessness and therefore unnecessary. The necessity 
 for taking every precaution against the outbreak of fire 
 should be stressed. The children should be led to discuss 
 what they can do to prevent the outbreak of fire as well 
 as how to act in case of fire. 
 
 The subject Giving alarms in case of fire should be 
 most carefully handled. The trouble and expense caused 
 by false alarms should be shown. By means of stories the 
 children may be led to see how false alarms may result 
 in loss of life by accidents which are likely to happen in 
 the race in response to the false alarm. The fact should 
 also be brought out that great loss of life and property 
 may accompany a false alarm in that it may keep the 
 firemen from responding to a true alarm. 
 
 This topic is closely related to Courage, Self-control, 
 Safety and other civic virtues. The numerous points of 
 contact will afford the teacher excellent opportunity to 
 strengthen the lessons on the civic virtues through 
 disguised repetition. 
 
 Suggestive Lesson — The Street Cleaner 
 
 An interesting approach to this topic might be made 
 by telling the children the story of the beginning of street 
 cleaning in Philadelphia as it is related by Benjamin 
 Franklin in his "Autobiography." The children will 
 probably be interested in comparing the unpaved streets 
 of the city in Franklin's time, and the services of the 
 city's one sweeper, with the paved streets and the uni- 
 formed street cleaners of to-day. The teacher should 
 guide the conversation which follows so that it will lead 
 to the question as to whether the streets in the neighbor- 
 hood of the school are clean. The differences of opinion 
 
Fourth grade 35 
 
 which the answers to this query will bring out will lead 
 to the question, "How can we find out whether our 
 streets are clean or not?" The children will probably 
 suggest, when guided by the teacher, that each one 
 observe carefully the condition of the streets on the way 
 to and from school and be ready to report to the class 
 at the next civics period. 
 
 Following the report on the cleanliness of the streets 
 in the neighborhood of the school the teacher might 
 develop the idea that the streets are the hallways of the 
 city. It will be interesting to the children to see that the 
 streets belong to them as well as to the grown folks and 
 that they are in part responsible for their appearance. 
 The teacher should strive to develop in the children a 
 sense of ownership in the streets and a feeling of respon- 
 sibility for their appearance, and a pride in their cleanli- 
 ness. They should be led, if possible, to want to do some- 
 thing to aid in keeping their streets clean. As prepara- 
 tion for the taking of an active part in the work for clean 
 streets the teacher might assign to the class the question, 
 "How do our streets become dirty?" and have them 
 observe how waste paper and other rubbish gets into the 
 street and be prepared to report to the class of their 
 findings. 
 
 At the beginning of the next civics period the chil- 
 dren should be called upon to tell what they have 
 observed, the teacher noting on the board the important 
 points as they are mentioned. This list will probably 
 include such items as papers blown from rubbish cans, 
 papers thrown away by boys and girls, fruit skins, etc. 
 In the conversation which follows the children should be 
 led to see that most of the dirt which they have seen is the 
 result of some one's carelessness. The first step in a 
 practical program for clean streets might now be taken 
 by having the children want to refrain from throwing 
 papers, fruit skins, etc., into the streets. 
 
 The methods of street cleaning will be found to be 
 interesting. Individuals or groups of children might be 
 assigned to find out about different methods of street 
 cleaning and to report their findings to the class. In 
 
Fourth grade 36 
 
 such work the children making the reports may be made 
 to feel responsible for the lesson, even to the point of 
 trying to answer questions which other children may 
 raise. The collection of pictures of the apparatus used in 
 cleaning the streets, of pictures of dirty streets and 
 clean streets, will help to hold the interest of the children. 
 The writing of short accounts of things they have seen 
 or read, and the illustrating of these accounts with pic- 
 tures or drawings, will be found to be of value. Bulletins 
 and posters issued by the Bureau of Highways, magazine 
 articles, newspaper clippings, "etc., might be used as 
 exhibits. 
 
 The children should be made familiar with the city 
 regulations, especially those concerning the disposal of 
 garbage, ashes and waste, the throwing of papers, etc., 
 into the streets. They should be led to see the reasons for 
 such laws. The teacher should strive to develop a 
 sympathetic attitude of mind on the part of the children 
 toward these laws. 
 
 Excellent opportunity is afforded in this work to 
 teach in a natural setting the civic virtues of this and 
 previous grades. The children should be led to respect 
 the service which the street cleaners are rendering and 
 to realize the value of and necessity for their work. 
 
FIFTH GRADE 
 
 Introduction 
 
 In the third and fourth grades a study was made of 
 some of the people who render service to the community. 
 In the fifth grade a study is begun of some of the things 
 which are civic in their nature and about which every 
 intelligent citizen should have some knowledge. It is not 
 intended that a detailed study be made of the various 
 topics suggested. The extent to which the study should 
 go is to be determined by the interest of the children. 
 The principal object is to have the children thinking 
 about matters of civic nature. As in the earlier grades, 
 the work should be largely informal, consisting of con- 
 versations, visits, reports by the children. The work of 
 the September-January term aims to arouse the interest 
 of the children in such matters of civic nature as water, 
 gas, electricity and the telephone; that of the February- 
 June term to give the children an intimate knowledge of 
 the places and activities of civic interest in the neighbor- 
 hood. The study of the City beautiful affords oppor- 
 tunity for constructive work by the children, who should 
 be encouraged to take an active part in this movement. 
 
 September- January 
 I. Water 
 
 1. The house supply: Places in our houses where we can 
 
 get water — the kitchen, the bathroom, etc.; the 
 inconvenience or even suffering which might be 
 caused by our supply of water being shut off. 
 
 2. Uses to which water is put: 
 
 In our houses — drinking, washing, cooking, etc. 
 
 In large buildings — manufacturing; the water 
 
 tank. 
 
 In the streets — street sprinkling, street cleaning, 
 
 fire-fighting; the high pressure system. 
 
 37 
 
Fifth grade 38 
 
 3. How the water is brought into our houses: Trace 
 
 the water back in the pipes to the service pipe 
 which supplies the house, and thence to the street 
 main; the large number of houses supplied with 
 water from this one main; the wonderful net- 
 work of water pipes beneath the streets in our 
 great city; the great mains which supply the 
 smaller ones. 
 
 4. Where the water comes from: The story of a visit to 
 
 the water works; the sources from which the 
 water is obtained; the great pumps which force 
 the water into the reservoirs; how the reservoirs 
 distribute the water through all the mains and 
 pipes in the city. 
 
 5. How the water is made clean and pure: The story of 
 
 a visit to a filtration plant; what happens to the 
 water; the people who live along the river should 
 be careful not to allow filth to drain into it. 
 
 6. Where the waste water goes. 
 
 7. How the people in Colonial days in our city got their 
 
 water: The river, the stream, the well, the 
 pumps, the old wooden water pipes, the first 
 pumping station where City Hall now stands; 
 the inconveniences which people had to endure; 
 present-day conditions in rural districts. 
 
 8. How important the water supply is to every one in 
 
 the city: The co-operation which makes possible 
 our present water supply. 
 
 9. How the men who are employed in the water works, 
 
 those who lay and attend to pipes, etc., serve all 
 the people. 
 10. Our duty in regard to the water supply: The great 
 value of water to us all; the cost of furnishing 
 so much water; ways in which water is wasted; 
 ways in which this waste may be prevented; the 
 water meter. 
 
 II. Gas 
 
 1. The house supply: Places in our houses where we 
 
 have gas; the uses to which we put gas in our 
 houses — lighting, heating, cooking, etc. ; com- 
 parison with methods used in Colonial days in 
 doing these various things. 
 
 2. How the gas is brought into our houses: Trace the 
 
 gas pipes through the walls of the house to the 
 cellar; the gas meter — how to read it; the net- 
 work of pipes under our city streets; the gas 
 mains; comparison with water supply. 
 
Fifth grade 39 
 
 3. Where the gas comes from: The story of a visit to 
 
 the gas works; how the gas is made — story told 
 very simply if children are interested; how the 
 gas is stored in great tanks and forced to all 
 parts of the city. 
 
 4. How the people who manufacture gas or aid in its dis- 
 
 tribution serve all the people: How their faith- 
 fulness makes it possible for us to have gas to 
 use at all times. 
 
 5. Care in the use of gas: The danger of explosion from 
 
 gas; the slot meter — care in its use. 
 
 III. Electricity 
 
 1. The story of Franklin and his kite. 
 
 2. How electricity is carried: Comparison of telephone 
 
 wires, electric light wires, etc., with gas pipes 
 and water pipes; precautions taken in wiring 
 buildings — insulation, inspection. 
 
 3. Uses to which electricity is put: Lighting buildings 
 
 and streets; carrying messages — telephone, tele- 
 graph and wireless; driving street cars, trains, 
 machinery; domestic purposes. 
 
 4. Where electricity comes from: Story of a visit to 
 
 a power house. 
 
 5. Services rendered by the men who manufacture and 
 
 aid in the distribution of electricity: Story of 
 the hardship and perils of the linemen, particu- 
 larly in time of storm. 
 
 6. Danger of touching fallen wires in the street. 
 
 IV. Telephone 
 
 1. Story of the invention of the telephone. 
 
 2. School telephone discussed: Its usefulness. 
 
 3. How messages are carried over telephone wires: The 
 
 network of telephone wires. 
 
 4. Story of a visit to a telephone exchange: The opera- 
 
 tors — how busy they are kept; their faithfulness 
 — how they are always ready to answer our call; 
 how operators transmit fire and burglar alarms. 
 
 5. How we may help those who are rendering us this 
 
 service: Correct method of using the telephone. 
 
 February-June 
 I. The Neighborhood 
 
 1. The school: Interesting facts about "Our school" — 
 if any persons of prominence have ever attended 
 the school they might be named; interesting 
 stories about the name of the school; some idea 
 
Fifth grade 40 
 
 of the number of children in the school; the 
 school as one of the large number of schools 
 in our city; what the school is doing for its boys 
 and girls; comparison with the ungraded coun- 
 try school; nearby elementary and high schools 
 should be named and their locations taught; try 
 to have the children feel a sense of ownership 
 in the school and responsibility for caring for it; 
 loyalty to the school. 
 
 2. The playground: 
 
 The school yard; the games which are played 
 
 there; fair play. 
 
 The summer playground in the school yard; 
 
 what the children do. ~ 
 
 Recreation centers and public playgrounds. 
 
 The play street. 
 
 The public bath. 
 
 3. The library: Where the nearest library to the school 
 
 is to be found — how to go there; a visit to the 
 library — the story-telling hour; how to become 
 a member — encourage membership; how to find 
 the books we want; how we may help the libra- 
 rian; the care of books borrowed from the 
 library; the idea of ownership in the public 
 library. 
 
 4. Other buildings or places of general interest in the 
 
 neighborhood: How to reach them; how to direct 
 strangers to them; some idea of the service ren- 
 dered there. 
 
 II. The City Beautiful 
 
 1. Trees for Philadelphia: How trees beautify the city; 
 
 Arbor Day; how we may protect the trees — by 
 using tree boxes, by destroying the tussock moth, 
 by banding trees with tanglefoot. 
 
 2. Flowers for Philadelphia: How flowers beautify the 
 
 city; planting and cultivating flowers to beautify 
 our homes, our school, our squares and parks; 
 care not to injure or destroy the flowers; what 
 the schools are doing to help the children have 
 flowers at home; the "Flowers for Philadelphia" 
 movement. 
 
 3. Clean-up week: Talks on how dirt and filth are 
 
 sources of disease; arouse interest in what the 
 city is trying to do. 
 
 Note. — Relate to Street cleaner, Ash collector, 
 Rubbish collector. 
 
Fifth grade 41 
 
 4. Public square: The public square nearest to the school 
 
 — show how it belongs to all the people; the 
 square as a breathing spot— how it helps peo- 
 ple in regard to health; the band concerts. 
 
 5. Fairmount Park: How to go there; a visit to the Park; 
 
 some idea of the various places of interest. 
 
 III. Safety First 
 
 1. Sources of danger: Trolley cars; automobiles; wagons; 
 
 wires, etc. 
 
 2. Ways of protecting ourselves from danger: The dan- 
 
 ger of playing on the street. 
 
 3. A safe and sane Fourth: Danger from fireworks to 
 
 ourselves, to others; damage to property. 
 Note. — Relate to The playground. 
 
 Suggestive Lesson — Water 
 
 The outline of this topic, as it is given in the course 
 of study, is suggestive of the order in which the various 
 subjects might be taken up. It is not necessary, however, 
 that this order be observed. The lesson might very well 
 begin with the historic treatment, How the people in 
 Colonial days in our city got their water. 
 
 The first step should be to arouse the children's 
 interest in the subject under consideration. This might be 
 done by means of a story, or by asking such questions as 
 would make the children want to tell something which 
 they know about the subject; it might grow naturally out 
 of a history lesson, or any of a number of ways which the 
 resourcefulness of the teacher suggests. The aim in the 
 first period should be to bring the children to a point 
 where there is something about which they want to know 
 more. An individual or a group may be assigned to 
 investigate. The investigation may take the form, for 
 example, of visiting a water pumping station, questioning 
 older persons, reading an account or a story to which the 
 children have been directed by the teacher. The report 
 on and the discussion of the material found by the chil- 
 dren may consume all of the next period. The teacher 
 should act as a guide to the conversation, and, by ques- 
 tions or suggestions, keep the conversation confined to 
 
Fifth grade 42 
 
 the subject in hand, and lead to new subjects to be inves- 
 tigated. Practically all the desired information can be 
 obtained by the children and be given by them to the 
 class. If it is impossible for the entire class to visit the 
 water works, children should be encouraged to make the 
 visit individually. Oral reports to the class by such 
 children afford excellent training in oral expression as 
 well as valuable civic instruction. The work should not 
 be forced. When interest lags a change of subject would 
 be in order. The collection of pictures of places and 
 things connected with the city water supply will add to 
 the interest in the work. Written' reports should be illus- 
 trated with such pictures whenever possible. 
 
 Suggestive Lesson — Gas 
 
 The presence of gas-jets in the classroom affords an 
 excellent opportunity for approaching this topic in a 
 novel and interesting manner. The teacher strikes a 
 match and lights the gas, looks at it a moment, and then 
 turns it out. This act will catch the attention of the 
 children and excite their curiosity, and this is exactly 
 what the teacher intends. In the conversation which 
 follows the gas may be traced through the pipe to the 
 ceiling, down the side walls to the basement, until the 
 meter is reached. How to read the meter might then be 
 explained, using diagrams, and then the fugitive gas is 
 traced to the street. The cover is then taken off the 
 street and behold! there is exposed a perfect network of 
 pipes and wires. One particular pipe is followed till it 
 enters a huge tank, and then the class has arrived (in its 
 mind's eye) at the gas works. If possible at this point 
 plans might be made for a visit to a gas plant by the 
 class, but if this can not be done then individuals might 
 be encouraged to visit a gas plant accompanied by some 
 older person. 
 
 The civics period following the visit of the class or of 
 individuals to a gas plant should be spent in conversation 
 on what was seen there or in discussing reports by the 
 children who made the visit. 
 
Fifth grade 43 
 
 Such subjects as The house supply, Care in the use of 
 gas, etc., could be treated by means of reports by the 
 children. The teacher should be careful to impress on 
 the children the care which they should exercise in the 
 use of gas. At the close of the work a composition on 
 gas might be written and illustrated with pictures cut 
 from advertisements in newspapers and magazines. 
 
 Suggestive Lesson — The Library 
 
 In connection with some subject other than civics the 
 teacher might make mention of a number of children's 
 books, at least one of which she would like to have the 
 children read. When it is discovered that the school 
 does not possess some of these books the question could be 
 raised at the next civics period as to how they might be 
 obtained. Probably some children will be found who are 
 familiar with the public library, and they should be given 
 opportunity to tell the class how to obtain the desired 
 books. A few skillful questions may serve to draw out 
 from them such information as where the nearest library 
 is, how to go there, and how one may borrow books. 
 The teacher should strive to arouse such interest as will 
 make the children who have never been to the library 
 anxious to visit it. 
 
 Another method of introducing the topic would be 
 to tell the story of the beginning of the public library in 
 Philadelphia. This might be woven into the story of the 
 life of Benjamin Franklin. Or again, by reading to the 
 class a selection from a story which will be likely to 
 interest them, make them want to hear the rest of the 
 story, and then introduce them to the library as the place 
 to obtain the books in which this and many other 
 interesting stories may be found. 
 
 The next step would be to visit the library. If the 
 day on which the library has its story hour is selected 
 there will be an added attraction to the visit. After the 
 story hour the children should be shown around the 
 library. Most of the children who are not already mem- 
 bers probably will be anxious to join. The teacher should 
 
Fifth grade 44 
 
 secure sufficient application blanks, the filling in of which 
 might constitute a part of the next civics period. 
 
 In a series of discussions conducted for the most part 
 informally in conversational style, points of interest in 
 regard to the library might be brought out. Such sub- 
 jects as the care of books might be introduced. As far as 
 possible this work should be done by the children. The 
 children should be encouraged to talk freely on the topic, 
 and should be made to feel that they are contributing to 
 the lesson. 
 
SIXTH GRADE 
 Philadelphia — Its Industries and Occupations 
 
 Introduction 
 
 The work in civics in the first five grades has aimed 
 to lay the foundation for good citizenship, first by devel- 
 oping in the child some of the fundamental civic virtues, 
 and second, by arousing his interest in certain topics of 
 civic importance, as found in his immediate environment. 
 In the sixth grade, this study is continued, but the 
 emphasis is on the industries of the city and the indus- 
 trial life of its citizens. The distinctive aims of the work 
 in the sixth grade are three : first, to develop in the child 
 a proper pride in his city because of the important part 
 which it plays in the industrial world; second, to give 
 him information which will help him to select wisely an 
 occupation ; and third, to bring him to see the desirability 
 of continuing his education as long as possible so that he 
 may become a more intelligent worker and a better 
 citizen. 
 
 The material that has been selected for the grade is 
 of such a nature that unless the teacher is careful in 
 its interpretation its true purpose will be lost. Studies 
 of particular industries or occupations may easily be 
 overdone. An intensive study of any industry or any 
 occupation is not intended. The fundamental purpose of 
 the work of this grade is not the acquirement of detailed 
 information concerning particular industries or occu- 
 pations, but rather the acquirement of a point of view, 
 which, by developing the aims already stated, will make 
 for good citizenship. 
 
 The teacher should familiarize herself thoroughly 
 with the work of the earlier grades, so that, when oppor- 
 tunity affords, she can show in their natural setting the 
 application of the civic virtues to concrete life situations, 
 and so that she can also develop naturally out of such 
 
 45 
 
Sixth grade 46 
 
 situations the ideas of service, dependence, interdepend- 
 ence and duty. 
 
 6 A 
 
 I. Approach 
 
 This should take the form of a discussion about work 
 and workers familiar to the children, the purpose 
 being to arouse an interest in the industrial life of 
 Philadelphia and to make clear the difference be- 
 tween an industry and an occupation. 
 
 II. Industries for Which Philadelphia is Noted 
 
 The manufacture of locomotives. 
 
 Shipbuilding. 
 
 The manufacture of cars. 
 
 The manufacture of hardware: Tools, farm implements, 
 locks, household utensils, etc. 
 
 Publishing of books and periodicals. 
 
 Iron and steel works. 
 
 Bridge-building. 
 
 The manufacture of textiles: Woolen and worsted 
 goods; hosiery and knit goods; carpets and rugs; 
 cotton goods; silk and silk goods; lace, etc.; dyeing 
 and finishing textiles. 
 
 The manufacture of clothing, including hats and shoes. 
 
 The manufacture of paints. 
 
 The manufacture of leather goods. 
 
 The manufacture of drugs and chemicals. 
 
 The manufacture of confectionery. 
 
 The manufacture of soap. 
 
 Eefining of sugar. 
 
 Refining of oil. 
 Note. — The preceding list comprises industries which have 
 played a leading part in giving Philadelphia its present 
 importance as an industrial city. The list is not exhaustive. 
 Other industries, especially such as are of leading importance 
 in various sections of the city, may be taken for study in the 
 respective sections. In general, the choice of industries for 
 study is to be made by principal and teacher. 
 
 6B 
 III. Approach 
 
 The treatment of this topic should be similar to the 
 treatment of the approach to 6 A grade, but should 
 also deal with the need of choosing eventually an 
 occupation and the service to be rendered to the 
 community by useful work. 
 
Sixth grade 47 
 
 IV. Occupations 
 
 Industrial: Carpentry; bricklaying; masonry; painting; 
 paperhanging; plumbing; cabinet making; machinist's 
 trade; sheet metal work; foundry work; electrical 
 work; printing; garment work; dressmaking; mil- 
 linery; paper-box making; book binding; boot and 
 shoe making; laundry work; jeweler's trade; mill 
 and factory work. 
 Commercial: Salesmanship; telephone operating; stenog- 
 raphy and general clerical work; advertising; real 
 estate; banking and insurance; office and messenger 
 service. 
 Professional: Architecture; law; medicine; dentistry; 
 art; education; social service; journalism; nursing; 
 librarianism; chemistry; pharmacy; engineering; 
 ministry. 
 Miscellaneous: Farming (including truck farming, poul- 
 try raising, horticulture, floriculture, apiculture) ; 
 the Army and Navy; civil service; domestic service. 
 Note. — In the study of occupations, frequent reference 
 should be made to the industries. It should be shown, for 
 instance, that a shipbuilding plant gives employment in a 
 number of occupations. For the various kinds of mill and 
 factory work, reference can be made to the industries. In 
 general, the choice of occupations for study is to be made by 
 principal and teacher. 
 
 V. Conditions of Work 
 
 Compulsory education. 
 
 Employment certificates. 
 
 How workers are protected. 
 
 Continuation schools. 
 Note. — It will be necessary for teachers to familiarize them- 
 selves with child labor and factory legislation, in order to 
 handle adequately the topics which precede. For method of 
 treatment see Suggestions concerning general method. 
 
 VI. Ethics in Business 
 
 Keeping a position. 
 
 How to advance. 
 
 Courtesy in work. 
 
 Fitting in with other people. 
 Note. — The aim in this instruction should be to stress 
 truthworthiness and co-operation as first essentials to insure 
 success to workers. For method of treatment see Stigges- 
 tions concerning general method. 
 
Sixth grade 48 
 
 Suggestions Concerning General Method 
 
 The work in civics in the sixth grade is a continua- 
 tion of the work of the previous grades. The teacher 
 should make herself familiar with the work of these 
 earlier grades so that she may teach the new topics in 
 the light of what has preceded. 
 
 Opportunity will be found for study or review of the 
 civic virtues of- the first four grades as their practical 
 application is seen in the discussion of particular indus- 
 tries or occupations. The practice of these civic virtues 
 by the children in the various school activities should be 
 a matter for the constant attention of the teacher. 
 
 The ideas of service, dependence, interdependence 
 and reciprocal duties, developed in the previous grades, 
 may be splendidly illustrated and emphasized in the 
 industrial and vocational studies. 
 
 The work which is outlined for the 6 A grade as a 
 study of the Industries for which Philadelphia is noted 
 should be treated in such a way as to give a broad 
 view of the city as an industrial center, and of some 
 of the particular industries which have helped make 
 Philadelphia famous. The principal aim of the work is 
 to develop in the child a proper pride in his city because 
 of the important part which it plays in the industrial 
 world. The effort, therefore, should not be to develop 
 geographic concepts, or merely to supply information, 
 however valuable, but to produce an attitude of mind. 
 
 For the purpose of the work in civics the industries 
 of the city may be regarded as falling into two classes: 
 those which are of interest to practically everyone because 
 of their importance and world-wide reputation, such as 
 shipbuilding; and those which are of special interest to 
 the children because of their location in the immediate 
 neighborhood. Care should be taken that industries 
 representative of both these classes are studied. 
 
 In the study of an industry a visit by the class to 
 the plant being considered is the ideal method. When 
 this is not feasible visits may be made by individuals and 
 
Sixth grade 49 
 
 reports of the visit given. Pictures, stories and descrip- 
 tive material should be used to supplement the work. 
 The use of the lantern will be valuable. The method in 
 the class should be largely conversational, the children 
 being encouraged to do the talking. 
 
 The study of Occupations outlined for the 6 B grade 
 has two specific aims : first, to give the child such knowl- 
 edge concerning the occupations as will guide him when 
 later he comes to select his vocation; second, to bring 
 him to see the desirability of continuing his education as 
 long as possible. 
 
 The child who goes into industry should do so with 
 his eyes open. The blind-alley occupations should be 
 treated in such a manner as to cause him to see how 
 undesirable they are. No worthy trade should be treated 
 disparagingly. The effort should be so to treat each 
 topic that the child will see how much to his advantage 
 it will be to fit himself for the vocation in which he will 
 be happiest and able to render the best service. 
 
 The ideal method of studying any occupation would 
 be for the class to visit the places where people may be 
 seen engaged in the vocation under consideration. When 
 this is not feasible visits may be made by individuals who 
 will report on what they have seen. Pictures, stories and 
 descriptive material should be used to supplement the 
 work. The use of the lantern will be valuable. The 
 method should be chiefly conversational, the children being 
 encouraged to do the talking. When descriptions of 
 technical processes are given the controlling idea should 
 be that of enhancing the interest and not of imparting 
 technical information. The teacher must keep ever in 
 mind the fundamental aims of the study. 
 
 The topics Conditions of work and Ethics in business 
 play a twofold part in the work: first, as they are seen 
 in part in the study of the various occupations ; second, as 
 separate topics when they are treated at the end of the 
 grade work. Particular care must be taken in the treat- 
 men of the subjects under Conditions of work. It is not 
 intended that the labor laws, as such, be studied. Em- 
 phasis should be placed on the idea of safety for the 
 
Sixth grade 50 
 
 worker. The laws should be treated only in so far as 
 they tend to make for the development of the aims of the 
 grade work. Especial care must be taken that the mate- 
 rial is not presented in such a way as to make children 
 want to leave school and go to work. 
 
 Suggestive Lesson — Approach to the Industries for 
 Which Philadelphia is Noted 
 
 The teacher might begin by asking if all the children 
 have always lived in Philadelphia. It is likely that some 
 children will say that they have not. The teacher can 
 then lead them to tell where they came from and why the 
 family moved to Philadelphia. If the children are not 
 themselves newcomers they are likely to know people 
 who have recently come. The reason given in a large 
 number of cases will be that the father or mother 
 expected to find work. This may lead to a talk about the 
 possibilities of finding work in Philadelphia. The pros- 
 pects seem to be good compared with other places or all 
 of these people would not have come. 
 
 The names of the kinds of work mentioned may then 
 be written on the blackboard and the children led to 
 suggest more occupations. Each child may then be asked 
 to copy the list, take it home and see if he can add to it, 
 being encouraged to ask his father or mother for assist- 
 ance. At the next lesson the results may be combined 
 into a fairly large list of occupations. General talk about 
 them should be encouraged and the children allowed to 
 tell what they know and to state preferences. This will 
 stimulate interest in the subject. 
 
 Perhaps at a subsequent period the teacher may lead 
 the children to select and group those occupations which 
 belong to one great industry. This could be done by ask- 
 ing a boy who had suggested the trade of boiler-maker 
 to tell where the boiler-maker whom he knows is em- 
 ployed. If at a locomotive works, the inquiry would 
 follow as to what other kinds of workmen went to that 
 same shop and the reply would be moulders, riveters, 
 etc. After such discussion the children should rearrange 
 
Sixth grade 51 
 
 their lists of occupations under the heads of the 
 industries. 
 
 A lesson such as this will help to explain the differ- 
 ence between an occupation and an industry. 
 
 Suggestive Lesson — The Manufacture of 
 Locomotives 
 
 The study of this industry might be begun by a con- 
 versation with the class about railroads. Most of the 
 children have seen trains passing, and many have ridden 
 on them. The conversation may easily be turned to the 
 locomotive, the most spectacular, and, to the child, the 
 most interesting part of the train. There should be little 
 difficulty in arousing interest in the locomotive and a 
 lively discussion about it. Pictures of locomotives may 
 be used, and, if time permits, stories of railroad life may 
 be told. The part which railroads and therefore locomo- 
 tives play in the industrial and commercial life of the 
 world should be brought out. Children may be assigned 
 to find out in a general way how extensive railroads are 
 in our own and other countries. 
 
 In the next civics period the extent of railroads may 
 be considered, the children who have found material on 
 this subject reporting to the class. When the idea of the 
 wide use of locomotives in all parts of the world has been 
 brought out, the question may be raised as to where they 
 are manufactured. Newspaper articles, pictures from 
 magazines, etc., bearing on the shipping of locomotives 
 from Philadelphia should be used in developing the idea 
 of the great part which our city plays in supplying the 
 world's demand for locomotives. The conversation will 
 probably turn to the Baldwin Locomotive Works as a 
 pioneer and world-famous plant for the manufacture of 
 locomotives. 
 
 At this point a visit to the plant would be desirable. 
 If the trip cannot be made by the class, an illustrated 
 talk by the teacher or some one else who has made the 
 visit will be necessary. Individual members of the class 
 should be encouraged to make the visit with some older 
 
Sixth grade 52 
 
 person and report to the class. The purpose of this work 
 is not to cause the children to become conversant with 
 the manufacture of the particular parts of a locomotive 
 or their assembling, but to give them an idea of the 
 plant as a whole. The children should have some notion 
 of the size of the industry, and of the large number of 
 men employed. They should realize to some extent the 
 labor and service which makes possible the finished prod- 
 uct. In the reports on the visit to the plant or in the 
 talks about it, the teacher should stress the idea of the 
 service which the people engaged in this industry are 
 rendering. 
 
 The whole subject should be so handled as to make 
 the child feel a pride in living in a city where an industry 
 of such importance is to be found. 
 
 The extent to which this work should be continued 
 will be determined by the time at the teacher's disposal 
 and by the interest of the class. 
 
 Suggestions on the Teaching of the Manufacture 
 of Textiles. 
 
 The teacher should select as introductory to this 
 series of lessons some textile the manufacture of which 
 is conducted in the section of the city in which the school 
 is located. For purpose of illustration the subject of lace 
 has here been selected. 
 
 Most of the children will probably know where lace 
 mills are located, and also be acquainted with some of 
 the people engaged in its manufacture. The showing of 
 pieces of lace, followed by a story of the people who are 
 especially skillful in the production of lace, may be used 
 to introduce the topic. The children should be encour- 
 aged to talk freely about lace and to tell what they know 
 of its manufacture. If a visit to a mill where lace is 
 being made could be arranged it would be of great value. 
 The talks and reports in succeeding periods should be 
 freely illustrated with pictures. 
 
 The nearness of the industry and the children's 
 familiarity with it will make it valuable as a type of 
 
Sixth grade 53 
 
 other industries which are not accessible to the class. 
 The teacher should strive to bring out the value of the 
 industry, first, to the neighborhood in giving employment 
 to its people, and, second, to the city and to the whole 
 country by providing for a need of the people. It is not 
 intended that specialized processes within the industry 
 be studied. 
 
 Following this study of the manufacture of lace, the 
 manufacture of other textiles may be taken up. The 
 detail with which these industries are studied will depend 
 upon the time at the teacher's disposal and upon the 
 interest of the class. The topics should be handled so as 
 to develop some idea of the importance of the manufac- 
 ture of textiles in our city, of the many wants which the 
 industry supplies, of the great number of people engaged 
 in it, of the wealth which it brings to the city, and finally 
 of the wide extent to which our textiles are used all over 
 the country. 
 
 Suggestive Lesson — Approach to the Subject of 
 Occupations 
 
 In beginning the work the teacher should refer 
 briefly to the great industries studied in the 6 A grade. 
 The conversation could then pass naturally to the part 
 which each child expects to take in the work of Philadel- 
 phia. The children should be encouraged to state their 
 preferences and to talk of the reasons for their choices. 
 These early preferences are, of course, not necessarily the 
 ones the children will make when entering employment, 
 but such talk tends to open up the subject and set them 
 to thinking. 
 
 The idea of making a wise choice will develop as 
 various occupations are mentioned. The children may 
 then be led to give the various reasons which should 
 guide one in determining one's life work, such as advan- 
 tages and disadvantages of the work, personal fitness, 
 amount of training required, conditions of work, and 
 possibility of useful service to the community. Each 
 child should examine his chosen occupation in the light of 
 these reasons. For the girls, a valuable discussion could 
 
Sixth grade 54 
 
 be conducted on why a woman should be prepared to 
 earn her own living even though she is likely to marry. 
 The teacher should be careful to show that many very 
 desirable occupations require education and that the 
 child who leaves school early is at a disadvantage. At 
 the same time it should be shown that all useful occupa- 
 tions are honorable. 
 
 The motive for the term's work will therefore appear 
 to be to discover^ what occupations are offered, with their 
 advantages and disadvantages, so that the child may be 
 in a position to help plan his life intelligently. In the 
 preliminary discussions these points should be merely 
 touched upon to arouse interest. They will recur fre- 
 quently during the study of special occupations, and may 
 be expanded in a final discussion at the end of the term. 
 
 Suggestive Lesson — Paper-Box Making 
 
 An interesting introduction to the study of this occu- 
 pation would be to have the children bring to class paper 
 boxes of various kinds. Under the direction of the 
 teacher these boxes might be examined and finally taken 
 apart so that the children become familiar with the parts 
 of a box and how they were put together. At this point 
 the story of the manufacture of a paper box and of the 
 people engaged in this occupation may be taken up. 
 
 A visit to a paper-box factory would be valuable. If 
 this is impracticable the teacher should make for the 
 class or have the class make, under direction, a simple 
 paper box. This process may be used to supplement the 
 story of how paper boxes are made. The work should 
 be illustrated with pictures and blackboard drawings. 
 When there is supplementary material available in the 
 form of book or pamphlet descriptions, it would probably 
 be well to have the reading of such material follow and 
 supplement the teacher's description of the process. 
 When children are able to describe processes they should 
 be encouraged to do so. 
 
 It is not intended that as a result of this study the 
 child will be fitted to enter this trade if he so desires. The 
 
Sixth grade 55 
 
 description of the technical process is but incidental to 
 the true purpose of the work. As the teacher discusses 
 the trade of paper-box making with the class, certain 
 things should be made to stand out clearly. The seasonal 
 character of the work should be shown, as well as the 
 slight chance for advancement which it affords. On the 
 other hand, the children should be led to see the useful- 
 ness of labor and the value of the service which is being 
 rendered. 
 
 Suggestions on the Teaching of Conditions of Work 
 
 The various subjects suggested under the topic Con- 
 ditions of work will all have been touched upon in some 
 form or other as the different occupations have been 
 discussed. At some time during the term's work, pref- 
 erably toward the end, each of these subjects should be 
 taken up and treated separately. Under the subjects Com- 
 pulsory education and Employment certificates, the 
 teacher should try to bring the child to see that it is for 
 his own best interest that he has been kept out of in- 
 dustry. The story of the dangers and evils of labor by 
 young children may be told, and an effort made to get 
 the children to feel kindly toward the law which aims to 
 help them. Under How workers are protected the neces- 
 sity of making constant use of all safety devices should 
 be discussed. In the study of Continuation schools the 
 teacher should give the children some idea of what these 
 schools are and of the work they are doing. 
 
 Throughout, the value of continuing one's education 
 as long as possible before going into industry, in order 
 to be better fitted for a position of usefulness, should be 
 emphasized. 
 
STORIES, SONGS AND GAMES 
 ILLUSTRATIVE OF CIVIC VIRTUES 
 
 FIRST GRADE 
 
 OBEDIENCE 
 
 Stories 
 
 At the little boy's home Richards, Mrs L.E. (H.) (see her 
 
 Pig brother and other fables and stories 1914 p. 65-66) 
 
 Blackie and Mr. Bullfrog Bigham, M.A. (see her Merry 
 animal tales 1914 p. 38-45) 
 
 Blackie in the trap Bigham, M.A. (see her Merry animal 
 tales 1914 p. 53-59) 
 
 Bunny Bunting Coe, Ida and Christie, A.J. (in their 
 Story hour readers 1913 Primer, p. 84-90) 
 
 Climbing alone Gatty, Mrs Margaret (see Cabot, Mrs E.L. 
 Ethics for children cl910 p. 81-84) 
 
 Fairy shoes Ewing, Mrs J.H. (G.) (in Elson, W:H. Pri- 
 mary school readers cl912 v. 3, p. 23-28) 
 
 Foolish weather vane (see Perdue, H.A. and Griswold, 
 S:E. Language through nature, literature and art cl902 
 p. 180-182) 
 
 Little shepherd Lindsay, Maud (see her More mother stories 
 1914 p. 95-100) 
 
 Naughty comet Richards, Mrs L.E." (H.) (see her Pig brother 
 and other fables and stories 1914 p. 129-140) 
 
 Raggylug; the story of a cottontail rabbit Seton, E.T. (see 
 his Wild animals I have known 3898 p. 91-143) 
 
 (see Bryant, S:C. Best stories to tell to 
 
 children 1912 p. 18-21) 
 
 (see Bryant, S:C. How to tell stories to 
 
 children cl905 p. 130-133) 
 
 Sailor man Richards Mrs L.E. (H.) (see her Pig brother 
 
 and other fables and stories 1914 p. 34-36) 
 
 (see Bryant, S:C. How to tell stories to 
 
 children cl905 p. 201-203) 
 
 Tale of Peter Rabbit Potter, Beatrix (in Hervey, W.L. and 
 Hix, Melvin Horace Mann readers cl914 v. 2, p. 146- 
 154) 
 
 Ulysses and the bag of winds; a Greek legend (in Elson, W:H. 
 Primary school readers cl912 v. 3, p. 111-114) 
 
 57 
 
First grade 58 
 
 Stories 
 
 What broke the china pitcher Howliston, Mary (see Bailey, 
 C.S. and Lewis, CM. eds. For the children's hour 
 1915 p. 129-131) 
 
 (in Elson, W:H. Primary school readers 
 
 C1912 v. 3, p. 218-222) 
 
 Songs 
 
 Bedtime (see Poulsson, A.E. and Smith, Eleanor Songs 
 of a little child's day 1913 p. 17) 
 
 Minding their mother (see Poulsson, A.E. and Smith, 
 
 Eleanor Songs of a little child's day 1913 p. 52) 
 
 Obedient (see Poulsson, A.E. and Smith, Eleanor 
 Songs of a little child's day 1913 - p. 7) 
 
 Games 
 
 Simon says "Thumbs up" Stecher,W:A. (see his Games and 
 dances cl916 p. 185) 
 
 CLEANLINESS 
 
 Stories 
 
 Discontented mill window Harrison, Elizabeth (see her In 
 story land cl895 p. 105-112) 
 
 Dust under the rug (see Lindsay, Maud Mother stories 1900 
 
 p. 157-164) 
 
 Giant's kettle Guerber, H.A. (see Rafter, P.F. City and 
 town 1913 p. 55-57) 
 
 Keeping the streets clean; an adaptation Richman, Julia and 
 Wallach, Isabel (see Rafter, P.F. City and town 1913 
 p. 164-167) 
 
 Lesson from the animals (in Warner, Mrs E.E. (K.) Char- 
 acter building readers cl910 v. 2, pt. 1, p. 92-94) 
 
 Petro (in Jones, L.H: Readers by grades cl903 v. 3, 
 
 p. 92-96) 
 
 Pig brother Richards, Mrs L.E. (H.) (see her Pig brother 
 
 and other fables and stories 1914 p. 1-4) 
 
 (see Bryant, S:C. How to tell stories to 
 
 children c!905 p. 141-144) 
 
 Songs 
 
 Little house-wife (in Riley, Mrs A.C. (D.) and Gaynor, J.L. 
 Songs of the child-world cl897 v. 1, p. 13) 
 
 Sweeping and dusting (in Riley, Mrs. A.C. (D.) and Gay- 
 nor, J.L. Songs of the child-world cl904 v. 2, p. 74) 
 
 Washing and ironing (see Hill, M.J. and Hill, P.S. 
 
 Song stories for the kindergarten cl896 p. 59) 
 
 ORDERLINESS 
 
 Stories 
 
 Fairy who came to our house Bailey, C.S. (see Bailey, C.S. 
 and Lewis, CM. eds. For the children's hour 1915 
 p. 29-32) 
 
First grade 59 
 
 Stories 
 
 Irene, the idle Inman, H.B. (in Elson, W:H. Primary 
 school readers cl912 v. 3, p. 98-109) 
 
 (in Howe, W.D., Pritchard, M.T. and 
 
 Brown, E:V. Readers 1909 v. 3, p. 123-138) 
 
 Little servants Dayre, Sydney (see Poulsson, A.E. In the 
 child's world 1894 p. 108-111) 
 
 Ten fairies Guerber, H.A. (see Bryant, S:C. Stories to 
 tell to children cl907 p. 103-108) 
 
 Songs 
 
 Ragman (in Riley, Mrs A.C. (D.) and Gaynor, J.L. Songs 
 of the child-world cl904 v. 2, p. 81) 
 
 COURTESY 
 
 Stories 
 
 Cosy lion Burnett, Mrs F.H. (Mrs Stephen Townsend) 
 
 Boy's manners Richards, Mrs L.E. (H.) (see Rafter, P.F. 
 City and town 1913 p. 5-10) 
 
 Fleetfoot and Billy (see Bigham, M.A. Merry animal tales 
 1914 p. 180-185) 
 
 Four footed gentlemen Molesworth, Mrs (see Cabot, Mrs E.L. 
 Ethics for children cl910 p. 28-30) 
 
 Golden rod (see Bryce, C.T. That's why stories cl910 
 p. 102-106) 
 
 How little Cedric became a knight Harrison, Elizabeth (see 
 her In story land cl895 p. 143-160) 
 
 How Patty gave thanks Poulsson, A.E. (see her In the 
 child's world 1894 p. 94-97) 
 
 Humming bird and the butterfly (in Hervey, W.L. and 
 Hix, Melvin Horace Mann readers cl909 v. 2, p. 69-70) 
 
 Landlord's mistake (see Baldwin, James Fifty famous people 
 cl912 p. 54-57) 
 
 Little lady Alcott, L.M. (in Warner, Mrs E.E. (K.) Char- 
 acter building readers cl910 v. 3, p. 52-54) 
 
 Please Aspinwall, Mrs Alicia (in Van Sickle, J.H., Seeg- 
 miller, W. and Jenkins, F. eds. Riverside readers 
 C1911 v. 2, p. 139-144) 
 
 "Please" (in Buckwalter, Geoffrey Readers cl907 r. 3, 
 P. 25) 
 
 Polite monkey (in Hervey, W.L. and Hix, Melvin Horace 
 Mann readers cl909 v. 2, p. 1-2) 
 
 Surly guest (see Baldwin, James Fifty famous people cl912 
 p. 127-129) 
 
 Songs 
 
 Polite (see Poulsson, A.E. and Smith, Eleanor Songs 
 of a little child's day 1913 p. 10) 
 
First grade 60 
 
 HELPFULNESS 
 
 Stories 
 
 Ant and dove JEsop (see his Fables; ed. by Mrs J.H. (S.) 
 Lansing cl915 p. 26-28) 
 
 Appleseed John Chapman, John (see Bailey, C.S. and 
 Lewis, CM. eds. For the children's hour 1915 p. 182-185) 
 
 (see Poulsson, A.E. In the child's world 
 
 1894 p. 59-61) 
 
 Blind man and the lame man ^Esop (see his Fables; ed. by 
 Mrs J.H. (S.) Lansing cl915 p. 130-131) 
 
 Brownies Hoxie* J.L. (in Elson, W:H. Primary school 
 readers cl912 v. 3, p. 29-36) 
 
 Crane express (in Holmes, G:F. ** Readers n.d. v. 3) 
 
 (see Poulsson, A.E. In the child's world 1894 
 
 p. 14-16) 
 
 Do what you can (see Bailey, C.S. and Lewis, CM. eds. 
 For the children's hour 1915 p. 67-68) 
 
 (in Warner, Mrs E.E. (K.) Character building readers 
 
 C1910 v. 2, pt. 1, p. 25-29) 
 
 Elves and the shoemaker Grimm, Herman Norton, C.E. ed. 
 (see Bailey, C.S. and Lewis, CM. eds. For the 
 children's hour 1915 p. 100-102) 
 
 (see Bryant, S : C Stories to tell to children 
 
 C1907 p. 109-112) 
 
 (in Fasset, J.H. Beacon readers v. 2, 
 
 p. 7-12) 
 
 (see Scudder, H.E. Fables and folk stories 
 
 cl882 p. 29-32) 
 
 Golden rod (see Bryce, CT. That's why stories cl910 
 p. 102-106) 
 
 How the home was built Lindsay, Maud (see her Mother 
 stories 1900 p. 47-54) 
 
 (see Bailey, C.S. and Lewis, CM. eds. 
 
 For the children's hour 1915 p. 39-42) 
 
 How the robin's breast became red (see Bailey, C.S. and 
 Lewis, CM. eds. For the children's hour 1915 
 
 p. 179-180) 
 
 (see Farmer, F.V. Nature myths of many 
 
 lands cl910) 
 
 Kind old oak (see Poulsson, A.E. In the child's world 1894 
 p. 48-49) 
 
 Little cook McCorkle, L.A. (in Elson, W:H. Primary 
 school readers cl912 v. 2, p. 146-150) 
 
 Little deeds of kindness Poulsson, A.E. (see her In the child's 
 world 1894 p. 27-30) 
 
 Little lights (see Bryce, CT. Fables from afar cl910 
 p. 130-133) 
 
First grade 61 
 
 Stories 
 
 Lion and the mouse JEsop (see his Fables; ed. by Mrs J.H. 
 (S.) Lansing cl915 p. 61-62) 
 
 Mrs. Thrifty-ant's fall (see Bigham, M.A. Merry animal tales 
 cl914 p. 97-102) 
 
 Stone in the road Arnold, S:L. (see Bailey, C.S. and 
 Lewis, CM. eds. For the children's hour 1915 p. 102-104) 
 
 Story of Wylie Brown, John (see Bryant, S:C. How to tell 
 stories to children cl905 p. 182-186) 
 
 Wheat field Richards, Mrs L.E. (H.) (see her Pig brother and 
 other fables and stories 1914 p. 21-23) 
 
 Why the evergreens keep their leaves in winter Holbrook, 
 Florence (see her Book of nature myths 1902 p. 118-122) 
 
 (see Bryant, S:C. How to tell stories to 
 
 children cl905 p. 153-156) 
 
 Why violets have golden hearts (see Bigham, M.A. Fanciful 
 flower tales 1913 p. 98-106) 
 
 Songs 
 
 Busy wind (see Poulsson, A.E. and Smith, Eleanor 
 
 Songs of a little child's day 1913 p. 36) 
 
 Useful (see Poulsson, A.E. and Smith, Eleanor Songs of a 
 little child's day 1913 p. 8) 
 
 KINDNESS TO ANIIMALS 
 Stories 
 
 Christmas in the barn Arnstein, Frances (see Poulsson, A.E. 
 In the child's world 1894 p. 119-122) 
 
 Dumpy, the pony Lindsay, Maud (see her More mother 
 stories 1914 p. 117-123) 
 
 Jack and Jennie Sparrow Foster, Charles (see Poulsson, A.E. 
 In the child's world 1894 p. 285-286) 
 
 Little girl with the light Lindsay, Maud (see her Mother 
 stories 1900 p. 29-35) 
 
 Little worm that was glad to be alive Peabody, E:P. (see 
 Poulsson, A.E. In the child's world 1894 p. 272-274) 
 
 Molly's lamb (see Poulsson, A.E. In the child's world 1894 
 p. 416-418) 
 
 Mrs. Tabby Gray Lindsay, Maud (see her Mother stories 
 1900 p. 11-15) 
 
 Out of the nest Lindsay, Maud (see her More mother stories 
 1914 p. 69-75) 
 
 Pet kitten (in Baldwin, James and Bender, I.e. Readers 
 C1911 v. 2, p. 63-66) 
 
 Songs 
 
 Chilly little chickadees (see Walker, G.A. and Jenks, H.S. 
 Songs and games for little ones cl887 p. 55) 
 
First grade 62 
 
 Songs 
 
 I love little pussy (in Smith, Eleanor Songs for little children 
 C1887 v. 1, p. 92) 
 
 Little pony (see Jenks, H.S. and Rust, Mabel comp. 
 and eds. Song echoes from child land cl896 p. 120) 
 
 My kitten (in Smith, Eleanor Music course 1908 v. 1, 
 p. 68) 
 
 SECOND GRADE 
 
 PUNCTUALITY 
 
 Stories 
 
 Anti-behind time society (see Ballou, E.L-. Guide right 1908 
 p. 26) 
 
 Dilly Dally Prescott, M:W. (see Dillingham, E:T. and 
 Emerson,A.P. Tell it again stories cl911 p. 147-150) 
 
 Elf's flower (see Bryce, C.T. That's why stories cl910 
 p. 79-98) 
 
 Georgie lie abed (see Pyle, Katharine Careless Jane and 
 other tales cl895 p. 35-42) 
 
 In a minute (in Judson, H.P. and Bender, I.C. Graded 
 literature readers 1900 v. 2, p. 33) 
 
 Secretary's watch (in Buckwalter, Geoffrey Readers cl907 
 v. 3, p. 91) 
 
 Wishing wishes Lindsay, Maud (see her More mother stories 
 1914 p. 15-23) 
 
 Songs 
 
 Prompt (see Poulsson, A.E. and Smith, Eleanor Songs 
 of a little child's day 1913 p. 6) 
 
 Games 
 
 Arms, legs and trunks (see Stecher, W:A. Games and dances 
 1916 p. 185-186) 
 
 TRUTHFULNESS 
 
 Stories 
 
 Act the truth (see White, E.E. School management 1894 
 p. 270-271) 
 
 Boy and the robbers (see Baldwin, James Fifty famous people 
 cl912 p. 98-101) 
 
 Boy who cried "Wolf" (see Bryant, S:C. Stories to tell to 
 children cl907 p. 68-69) 
 
 Coming of the king Richards, Mrs L-.E. (H.) (see her Pig 
 brother and other fables and stories 1914 p. 11-14) 
 
 Damon and Pythias (see Baldwin, James Fifty famous stories 
 retold cl896 p. 100-102) 
 
 Finn and the pear (in Cyr, E.M. (Mrs. R. P. Smith) Readers 
 1901 V. 2, p. 152) 
 
Second grade 63 
 
 Stories 
 
 Firebrands Martin, F.E. and Davis, G:M. 
 
 Golden pears Keyes, A.M. (in Elson, W:H. Primary school 
 readers cl912 v. 3, p. 84-92) 
 
 Lost hat (see Turner, E:A. Stories for young children n.d. 
 P. 30) J 
 
 Loving cup which was made of iron Harrison, Elizabeth (see 
 her In story land cl895 p. 78-85) 
 
 Prince Frederick (see Ballou, E.L. Guide right 1908 
 P- 37) 
 
 Washington and the colt (see Wilson, Mrs L.Li. (W.) History 
 reader 1911 p. 202-203) 
 
 (in Clyde, A.M. and Wallace, Lillian Through 
 
 the year 1899 v. 2, p. 23-24) 
 
 What the clock said (in Baldwin, James and Bender, I.C. 
 Readers cl911 v. 3, p. 36-39) 
 
 FAIR PLAY 
 
 Stories 
 
 Bell of Atri; an Italian tale (see Baldwin, James Fifty 
 famous stories retold cl896 p. 69-75) 
 
 (in Carroll, C.F. and Brooks, S:C. Readers 1910 
 
 v. 3, p. 22-25) 
 
 (in Elson, W:H. Primary school readers cl912 
 
 v. 2, p. 80-85) 
 
 Tom and Jerry (in Warner, Mrs E.E. (K.) Character build- 
 ing readers cl910 v. 1, pt. 2, p. 39-40) 
 
 Way to have a good time (in Judson, H.P. and Bender, I.C. 
 Graded literature readers cl900 v. 2, p. 52) 
 
 SAFETY 
 
 Stories 
 
 Firebrands Martin, F.E. and Davis, G:M. 
 
 Policeman (see Rafter, P.F. City and town 1913 p. 132-136) 
 
 Sammy's disobedience (see Ballou, E.L. Guide right 1908 
 P. 10) 
 
 Songs 
 
 Flagman (in Riley, Mrs AC. (D.) and Gaynor, J.L. Songs 
 of the child world cl904 v. 2, p. 78-80) 
 
 KINDNESS TO ANIMALS 
 
 Stories 
 
 Fairy bird (in Baldwin, James and Bender, I.C. Readers 
 C1911 v. 3, p. 99-107) 
 
 Hans and his dog Lindsay, Maud (see her More mother 
 stories 1914 p. 35-51) 
 
Second grade 64 
 
 /Stories 
 
 House in the wood; adapted from Grimm Bailey, C.S. ed. 
 (see Bailey, C.S. and Lewis, CM. eds. For the 
 children's hour 1915 p. 321-325) 
 
 Little yellow wing (in Warner, Mrs E.E. (K.) Character 
 building readers cl910 v. 2, pt. 2, p. 189-195) 
 
 Origin of the pussy willows (see Bigham, M.A. Fanciful 
 flower tales 1913 p. 93-98) 
 
 Our wren house (in VanSickle, J.H., Seegmiller, W. and 
 Jenkins, F. eds. Riverside readers cl911 v. 3, p. 33-36) 
 
 Spotty's family Jarvis, Josephine (see Poulsson, A.E. In 
 the child's world 1894 p. 146-147) 
 
 What kept the new chimney waiting Donnell, A.H. (see 
 Bailey, C.S. and Lewis, CM. eds. For the chil- 
 dren's hour 1915 p. 42-44) 
 
 (in Carroll, C.P. and Brooks, S:C 
 
 Readers 1910 v. 3, p. 62-65) 
 
 (in Elson, W:H. Primary school readers 
 
 cl912 v. 3, p. 210-212) 
 
 Who ate the dolly's dinner Curtis, I.G. (see Bailey, C.S. 
 and Lewis, CM. eds. For the children's hour 1915 
 
 p. 225-227) 
 
 Stories 
 
 THIRD GRADE 
 
 THOROUGHNESS 
 
 Dust under the rug (see Lindsay, Maud Mother stories 
 1900 p. 157-164) 
 
 Four apple trees (in Warner, Mrs E.E. (K.) Character build- 
 ing readers cl910 v. 2, pt. 2, p. 76-80) 
 
 Give heed to little things (in Jones, L.H: Readers by grades 
 1904 v. 2, p. 152) 
 
 Honest work (in Jones, L.H: Readers by grades cl903 
 v. 4, p. 207) 
 
 Horse shoe nails (see Baldwin, James Fifty famous people 
 C1912 p. 51-54) 
 
 Lesson in nest building; an old English tale (see Baldwin, 
 James Fairy stories and fables cl895 p. 162-165) 
 
 (in Elson, W:H. Primary school readers cl912 
 
 v. 2, p. 71-72) 
 
 (see Perdue, H.A. and Griswold, S:E. Language 
 
 through nature, literature and art cl902 p. 201-203) 
 
 Rollo's garden Abbott, Jacob (in Gordon, E.K. Readers 
 C1910 v. 3, p. 157-164) 
 
 Tabby and the mice (in Jones, L.H: Readers by grades 
 1904 v. 2, p. 91) 
 
Third grade 65 
 
 Stories 
 
 Treasure in the orchard .ZEsop (in Lewis, H.P. and 
 Lewis, Elizabeth Lippincott readers 1912 v. 3, p. 162-165) 
 
 (see Bryant, S:C Stories to tell to children cl907 
 
 p. 194-195) 
 
 HONESTY 
 
 Stories 
 
 Hat post office (in Hervey, W.L. and Hix, Melvin 
 Horace Mann readers cl910 v. 3, p. 145-147) 
 
 Honest bee (in Warner, Mrs E.E. (K.) Character building 
 readers cl910 v. 1, pt. 2, p. 55-56) 
 
 Honest Indian (in Hervey, W.L. and Hix, Melvin Horace 
 Mann readers cl909 v. 2, p. 33-35) 
 
 Honest woodman (see Poulsson, A.E. In the child's world 
 1894 p. 22-24) 
 
 Lincoln and the borrowed book (in Hervey, W.L. and Hix, 
 Melvin Horace Mann readers cl910 v. 3, p. 82-84) 
 
 Lincoln's honesty (see Wilson, Mrs L.L. (W.) History reader 
 1911 p. 190-191) 
 
 Little lad of long ago Allen, A.E. (see Bailey, C.S. and 
 Lewis, CM. eds. For the children's hour 1915 p. 267-270) 
 
 (in Elson, W:H. Primary school readers 
 
 C1912 v. 3, p, 158-161) 
 
 Pied piper of Hamelin town (see Bryant, S:C. Best stories to 
 tell to children 1912 p. 30-38) 
 
 (see Bryant, S:C. How to tell stories to children 
 
 cl905 p. 145-153) 
 
 (see Whittier, J:G. ed. Child life; a collection of 
 
 poems C1871 p. 121-130) 
 
 Stolen corn (see Bailey, C.S. and Lewis, CM. eds. 
 For the children's hour 1915 p. 68-69) 
 
 Trusty Hans; a German foik tale (in Gordon, E.K. Readers 
 C1910 p. 92-95) 
 
 RESPECT 
 
 Stories 
 
 How the boys befriended the old lady Lascomb, Fannie (in 
 Warner, Mrs E.E. (K.) Character building readers cl910 
 v. 2, pt. 1, p. 116-119) 
 
 Sir Walter Raleigh (see Baldwin, James Fifty famous stories 
 retold C1896 p. 54-57) 
 
 Sons of the Caliph (see Baldwin, James Fifty famous people 
 C1912 p. 96-97) 
 
Third grade 66 
 
 KINDNESS TO ANIMALS 
 
 Stories 
 
 Another bird story (see Baldwin, James Fifty famous people 
 C1912 p. 11-13) 
 
 Boy and his donkey (in Baldwin, James and Bender, I.C. 
 Readers cl911 v. 3, p. 151-153) 
 
 Catbird (in Baldwin, James and Bender, I.C. Readers 
 C1911 v. 3, p. 184-186) 
 
 How Mr. Lincoln helped the pig (in Clyde, A.M. and Wal- 
 lace, Lillian Through the year 1899 v. 2, p. 19-20) 
 
 Saving the birds ., (see Baldwin, James Fifty famous people 
 C1912 p. 7-11) 
 
 (in Clyde, A.M. and Wallace, Lillian Through 
 
 the year 1899 v. 2, p. 18-19) " 
 
 FOURTH GRADE 
 
 COURAGE 
 
 Stories 
 
 American book of golden deeds Baldwin, James v. 1 
 Another wolf story (see Baldwin, James Fifty famous people 
 C1912 p. 47-51) 
 
 Arnold Winkeireid (see Baldwin, James Fifty famous stories 
 retold C1896 p. 66-68) 
 
 Bomb (see Baldwin, James Fifty famous people cl912 
 p. 107) 
 
 Boy and the wolf (see Baldwin, James Fifty famous people 
 C1912 p. 43-47) 
 
 Boy. the bees and the British McCorkle, L.A. (in Elson, 
 W:H. Primary school readers cl912 v. 3, p. 151-156) 
 
 Brave three hundred (see Baldwin, James Fifty famous 
 stories retold cl896 p. 110-112) 
 
 Grace Darling (see Baldwin, James Fifty famous stories re- 
 told C1896 p. 61-63) 
 
 Horatius at the bridge (see Baldwin, James Fifty famous 
 stories retold cl896 p. 91-94) 
 
 Line of golden light Harrison, Elizabeth (see her In story 
 land cl895 p. 20-30) 
 
 Lydia Darragh (see Gerson, Oscar History primer . cl906 
 p. 90-93) 
 
 (see MacDowell, Mrs L-.I. (R.) Story of Philadelphia 
 
 C1900 p. 229-234) 
 
 Origin of the tiaer lily Bigham, M.A. (see her Fanciful flower 
 tales 1913 p. 47-57) 
 
 Stories of brave dogs Carter, M.H. ed. 
 
 St. George and the dragon; adapted from the English legend 
 
 (see Bailey, C.S. and Lewis, CM. eds. For the 
 children's hour 1915 p. 262-265) 
 
Fourth grade 67 
 
 Stories 
 
 Story of William Tell (see Baldwin, James Famous stories 
 retold C1896 p. 64-65) 
 
 Zelda's bear (in Carroll, C.F. and Brooks S:C. Readers 
 1910 V. 3, p. 43-47) 
 
 SELF CONTROL 
 
 Stories 
 
 Boy and the echo (in Hervey, W.L. and Hix, Melvin 
 Horace Mann readers cl909 v. 2, p. 108-110) 
 
 Dolly's lesson Coolidge, Susan (in Blodgett, F.E. and 
 Blodgett, A.B. Readers cl906 v. 3, p. 114-122) 
 
 King and his hawk (see Baldwin, James Fifty famous stories 
 retold cl896 p. 113-118) 
 
 Knights of the silver shield Alden, R.M. (in VanSickle, J.H., 
 Seegmiller, W. and Jenkins, F. eds. Riverside read- 
 ers C1911 v. 3, p. 234-244) 
 
 Why Lottie did not whisper (in Warner, Mrs E.E. (K.) Char- 
 acter building readers cl910 v. 3, p. 22-23) 
 
 THRIFT 
 
 Stories 
 
 Stories of thrift for young Americans Pritchard, M.T. and 
 Turkington, G.A. 
 
 PERSEVERANCE 
 
 Stories 
 
 Bruce and the spider (see Baldwin, James Fifty famous 
 stories retold cl896 p. 33-35) 
 
 (in Lewis, H.P. and Lewis, Elizabeth Lippincott's 
 
 readers 1912 v. 2, p. 136-138) 
 
 Crow and the pitcher JEsop (see his Fables; ed. by Mrs 
 J.H. (S.) Lansing 1915 p. 25-26) 
 
 George Stephenson (see Cabot, Mrs E.L. Ethics for children 
 C1910 p. 239-240) 
 
 Hare and the tortoise ^Esop (see his Fables; ed. by Mrs 
 J.H. (S.) Lansing 1915 p. 88-90) 
 
 Helen Keller; the story of my life 
 
 How Napoleon crossed the Alps (see Baldwin, James Fifty 
 famous stories retold C1896 p. 75-76) 
 
 Line of golden light Harrison, Elizabeth (see her In story 
 land C1895 p. 20-30) 
 
 Psyche's tasks (see Poulsson, A.E. In the child's world 
 1894 p. 57-59) 
 
 Story of Theseus Spooner, M:E. (see Bailey, C.S. and 
 Lewis, CM. eds. For the children's hour 1915 p. 265-267) 
 
 Try, try again (see Baldwin, James Fifty famous people 
 cl912 p. 142-143) 
 
Fourth grade 68 
 
 KINDNESS TO ANIMALS 
 Stories 
 
 Androcles and the lion (see Baldwin, James Fifty famous 
 stories retold cl896 p. 87-91) 
 
 Bird's nest Hay, M.C. (in Baldwin, James and Bender, 
 I.C. Readers cl911 v. 4, p. 181-185) 
 
 Boy who loved birds (in Hill, D.H., Stevens, F.L. and Bur- 
 kett, C:W: eds. Readers cl906 v. 3, p. 171-175) 
 
 General Grant's kindness to horses Greenleaf, E.M.C. (in 
 Warner, Mrs E.E. (K.) Character building readers cl910 
 v. 4, p. 16-17) 
 
 Hero and his friend (in Baldwin, James and Bender, I.C. 
 Readers cl911 v. 4, p. 67-69) 
 
 Little brothers of the air (see Baldwin, James Fifty famous 
 people cl912 p. 118-120) 
 
 Old Jessie's Christmas Smith, A.H. (in Howe, W.D., Pritch- 
 ard, M.T. and Brown, E:V. Readers 1910 v. 4, 
 p. 107-115) 
 
 Stone of gratitude (see Bryce, C.T. That's why stories 
 C1910 p. 109-115) 
 
 Story of Raggles (in Baldwin, James and Bender, I.C. 
 Readers cl911 v. 4, p. 149-152) 
 
 Webster and the woodchuck (see Baldwin, James Thirty 
 more famous stories retold cl905 p. 62-66) 
 
Index to Titles of Stories, Songs and Games 
 Referred to in the Preceding List 
 
 PAGE 
 
 Act the truth 62 
 
 American book of golden deeds. . . 66 
 
 Androcles and the lion 68 
 
 Another bird story 66 
 
 Another wolf story 66 
 
 Ant and dove 60 
 
 Anti-behind time society 62 
 
 Appleseed John 60 
 
 Arnold Winkelreid 66 
 
 Arms, legs and trunks 62 
 
 At the little boy's home 57 
 
 Bed time 58 
 
 Bell of Atri 63 
 
 Bird's nest 68 
 
 Blackie and Mr. Bullfrog 57 
 
 Blackie in the trap 57 
 
 Blind man and the lame man . . 60 
 
 Bomb 66 
 
 Boy and his donkey 66 
 
 Boy and the echo 67 
 
 Boy and the robbers 62 
 
 Boy and the wolf 66 
 
 Boy, the bees and the British. . . 66 
 
 Boy who cried "Wolf" 62 
 
 Boy who loved birds 68 
 
 Boy's manners 59 
 
 Brave three hundred 66 
 
 Brownies 60 
 
 Bruce and the spider 67 
 
 Bunny Bunting 57 
 
 Busy wind 61 
 
 Catbird 66 
 
 Christmas in the barn 61 
 
 Chilly little chickadees 61 
 
 Climbing alone 57 
 
 Coming of the king 62 
 
 Cosy lion 59 
 
 Crane express 60 
 
 Crow and the pitcher 67 
 
 Damon and Pythias 62 
 
 Do what you can 60 
 
 Dilly Dally 62 
 
 Dolly's lesson 67 
 
 Discontented mill window 58 
 
 Dumpy, the pony 61 
 
 Dust under the rug 58, 64 
 
 Elf's flower 62 
 
 PAGE 
 
 Elves and the shoemaker 60 
 
 Fairy bird 63 
 
 Fairy shoes 57 
 
 Fairy who came to our house. . . 58 
 
 Finn and the pear 62 
 
 Firebrands 63 
 
 Flagman 63 
 
 Fleetfoot and Billy 59 
 
 Foolish weather vane 57 
 
 Four apple trees 64 
 
 Four footed gentlemen 59 
 
 General Grant's kindness to horses 68 
 
 George Stephenson 67 
 
 Georgie lie abed 62 
 
 Giant's kettle 58 
 
 Give heed to little things 64 
 
 Golden pears 63 
 
 Golden rod 59, 60 
 
 Grace Darling 66 
 
 Flans and his dog 63 
 
 Hare and the tortoise 67 
 
 Hat post office 65 
 
 Helen Keller 67 
 
 Hero and his friend 68 
 
 Honest bee 65 
 
 Honest Indian 65 
 
 Honest woodman 65 
 
 Honest work 64 
 
 Horatius at the bridge 66 
 
 Horse shoe nails 64 
 
 House in the wood 64 
 
 How little Cedric became a knight 59 
 
 How Mr. Lincoln helped the pig 66 
 
 How Napoleon crossed the Alps 67 
 
 How Patty gave thanks 59 
 
 How the boys befriended the old 
 
 lady 65 
 
 How the home was built 60 
 
 How the robin's breast became red 60 
 
 Humming bird and the butterfly 59 
 
 I love little pussy 62 
 
 In a minute 62 
 
 Irene, the idle 59 
 
 Jack and Jennie Sparrow 61 
 
 Keeping the streets clean 58 
 
 Kind old oak 60 
 
 King and his hawk 67 
 
 69 
 
70 
 
 PAGE 
 
 Knights of the silver shield 67 
 
 Landlord's mistake 59 
 
 Lesson from the animals 58 
 
 Lesson in nest building 64 
 
 Lincoln and the borrowed book.. 65 
 
 Lincoln's honesty 65 
 
 Line of golden light 66, 67 
 
 Lion and the mouse 61 
 
 Little brothers of the air 68 
 
 Little cook 60 
 
 Little deeds of kindness 60 
 
 Little girl with the light 61 
 
 Little house-wife A 58 
 
 Little lad of long ago 65 
 
 Little lady " 59 
 
 Little lights 60 
 
 Little pony 62 
 
 Little worm that was glad to be 
 
 alive 61 
 
 Little servants 59 
 
 Little shepherd 57 
 
 Little yellow wing 64 
 
 Lost hat 63 
 
 Loving cup which was made of 
 
 iron 63 
 
 Lydia Darragh 66 
 
 Minding their mother 58 
 
 Molly's lamb 61 
 
 Mrs. Tabby Gray 61 
 
 Mm Thrifty-ant's fall 61 
 
 My kitten 62 
 
 Naughty comet 57 
 
 Obedient 58 
 
 Old Jessie's Christmas 68 
 
 Origin of the pussy willows .... 64 
 
 Origin of the tiger lily 66 
 
 Our wren house 64 
 
 Out of the nest 61 
 
 Pet kitten 61 
 
 Petro 58 
 
 Pied Piper of Hamelin town.... 65 
 
 Pig brother 58 
 
 Please 59 
 
 Policeman . . 63 
 
 Polite 59 
 
 Polite monkey 59 
 
 Prince Frederick 63 
 
 Prompt 62 
 
 Psyche's tasks 67 
 
 PAGE 
 
 Raggylug 57 
 
 Ragman 59 
 
 Rollo's garden 64 
 
 Sailor man ' 57 
 
 St. George and the dragon 66 
 
 Sammy's disobedience 63 
 
 Saving the birds 66 
 
 Secretary's watch 62 
 
 Simon says "Thumbs up" 58 
 
 Sir Walter Raleigh 65 
 
 Sons of the Caliph 65 
 
 Spotty's family 64 
 
 Stolen corn 65 
 
 Stone in the road 61 
 
 Stone of gratitude 68 
 
 .Stories of brave dogs 66 
 
 Stories of thrift for young Amer- 
 icans 67 
 
 Story of Raggles 68 
 
 Story of Theseus 67 
 
 Story of William Tell 67 
 
 Story of Wylie 61 
 
 Surly guest 59 
 
 Sweeping and dusting 58 
 
 Tabby and the mice 64 
 
 Tale of Peter Rabbit 57 
 
 Ten fairies 59 
 
 Tom and Jerry 63 
 
 Treasure in the orchard 65 
 
 Trusty Hans 65 
 
 Try, try again 67 
 
 Ulysses and the bag of winds ... 57 
 
 Useful 61 
 
 Washing and ironing 58 
 
 Washington and the colt 63 
 
 Way to have a good time 63 
 
 Webster and the woodchuck. . . . 68 
 What broke the china pitcher . . 58 
 What kept the new chimney wait- 
 ing 64 
 
 What the clock said 63 
 
 Wheat field 61 
 
 Who ate the dolly's dinner 64 
 
 Why Lottie did not whisper. ... 67 
 Why the evergreen trees keep 
 
 their leaves in winter 61 
 
 Why violets have golden hearts 61 
 
 Wishing wishes 62 
 
 Zelda's bear 67 
 
Books Containing the Stories, Songs and Games 
 Referred to in the Preceding List l 
 
 *iEsop Fables; ed. by Mrs J.H. (S.) Lansing Bost. Ginn 
 
 Bailey, Carolyn Sherwin and Lewis, Clara M. eds. For the children's 
 
 hour Springfield (Mass) Bradley 
 
 * Baldwin, James American book of golden deeds N. Y. American bk 
 
 CO 
 
 * Fairy stories and fables N. T. American bk co 
 
 * Fifty famous people N. Y. American bk co 
 
 * Fifty famous stories retold N. Y. American bk co 
 
 * Thirty more famous stories retold N. Y. American bk co 
 
 * and Bender, Ida C. Readers v. 2, 3, 4 N. Y. American 
 
 bk co 
 
 Ballou, Emma Lovisa Guide right N. Y. Simmons 
 
 Beacon readers see Fasset, J.H. 
 
 * Bigham, Madge A. Fanciful flower tales Bost. Little 
 
 * Merry animal tales ; a book of old fables in new dresses 
 
 Bost. Little 
 
 * Blodgett, Frances Eggleston and Blodgett, Andrew Burr Readers Vi 3 
 
 Bost. Ginn 
 
 * Bryant, Sarah Cone Best stories to tell to children Bost. Houghton 
 
 How to tell stories to children Bost. Houghton 
 
 * Stories to tell to children Bost. Houghton 
 
 Bryce, Catharine Turner Fables from afar N. Y. Newson 
 That's why stories N. Y. Newson 
 
 * Buckwalter, Geoffrey Readers v. 3 N. Y. Simmons 
 
 Burnett, Mrs Frances Hodgson (Mrs Stephen Townsend) Cosy lion, 
 
 as told by Queen Crosspatch N. Y. Century co 
 
 * Cabot, Mrs Ella Lyman Ethics for children Bost. Houghton 
 
 * Carroll, Clarence Franklin and Brooks, Sarah Catharine Readers v. 3 
 
 N. Y. Appleton 
 
 Character building readers see Warner, Mrs. E.E. (K.) 
 
 * Clyde. Anna M. and Wallace, Lillian Through the year v. 2 N. Y. 
 
 Silver 
 
 Coe, Ida and Christie, Alice J. Story hour readers Primer N. Y. 
 
 American bk co 
 
 * Cyr, Ellen M. (Mrs Ruel P. Smith) Readers v. 2 Bost. Ginn 
 
 * Dillingham, Elizabeth Thompson and Emerson, Adelle Powers Tell it 
 
 again stories Bost. Ginn 
 
 * Elson, William H. Primary school readers v. 2, 3 Chic. Scott 
 
 * Farmer, Florence Virginia Nature myths of many lands N. Y. 
 
 American bk co 
 
 * Fasset, James Hiram Beacon readers v. 2 Bost. Ginn 
 
 * Gerson, Oscar History primer Phil. Hinds 
 
 * Gordon, Emma K. Readers v. 3 Bost Heath 
 Graded literature readers see Judson, H.P. and Bender I.C. 
 
 1. In the main, the books from which selections have been made are 
 available for requisition in 1916. Such books are indicated by (*)- 
 
 71 
 
72 
 
 * Harrison, Elizabeth In story land Chic. Sigma puh. co 
 
 * Hervey, Walter L. and Hix, Melvin Horace Mann readers v 2, 3, 4 
 
 Chic. Longmans 
 
 * Hill, Mildred J. and Hill, Patty Smith Song stories for the kinder- 
 
 garten Chic. Summy 
 
 Hill, Daniel Harvey Stevens, Frank Lincoln and Burkett, Charles Wil- 
 
 liam eds. Readers v 3i Bost. Ginn 
 
 * Plolbrook, Florence Book of nature myths Bost. Houghton 
 Holmes, George Freeland Readers v. 3 N. Y. American bk co 
 Horace Mann readers see Hervey, W.L. and Hix, Melvin 
 
 * Howe, Will David Pritchard, Myron Thomas and Brown, Elizabeth "Vir- 
 
 ginia Readers v. 3, 4 N. Y. Scribner 
 
 * Jones, Lewis Henry Readers by grades v. 2, 3, 4 Bost. Ginn 
 Jenks, Harriet S,, and Rust, Mabel comp. and eds. Song echoes from 
 
 child land Bost. Ditson 
 
 * Judson, Harry Pratt and Bender, Ida C. Graded literature readers 
 
 V. 2 N. Y. Merrill 
 
 Keller, Helen Story of my life N. Y. Doubleday 
 
 * Lewis, H.P. and Lewis, Elizabeth Lippincott readers v. 2, 3 Phil. 
 
 Lippincott 
 ♦Lindsay, Maud More mother stories Springfield (Mass) Bradley 
 
 Mother stories Springfield (Mass) Bradley 
 
 Lippincott's readers see Lewis, H.P. and Lewis, Elizabeth 
 
 MacDowell, Mrs Lillian lone (Rhoades) Story of Philadelphia N. Y. 
 
 American bk co 
 
 * Martin, Frank Eugene and Davis, George Moses Firebrands Bost. 
 
 Little 
 Perdue, Hannah Avis and Griswold, Sarah E. Language through nature, 
 
 literature and art Chic. Rand 
 
 * Poulsson, Anne Emilie - In the child's world Springfield (Mass) 
 
 Bradley 
 
 and Smith. Eleanor Songs of a little child's day Spring- 
 field (Mass) Bradley 
 
 Pritchard, Myron Thomas and Turkington, Grace A. Stories of thrift 
 
 for young Americans N. Y. Scribner 
 
 Pyle, Katharine Careless Jane and other tales N. Y. Dutton 
 
 * Rafter, Pauline Frost City and town Bost. Sanborn 
 
 Richards, Mrs Laura Elizabeth (Howe) Pig brother and other fables 
 
 and stories Bost. Little 
 Riley, Mrs Alice Cushing (Donaldson) and Gaynor, Jessie L. Songs of 
 
 the child world Cine. Church 
 Riverside reader see VanSickle, J.H., Seegmiller, W. and Jenkins, F. eds. 
 Smith, Eleanor Music course v. 1 N. Y. American bk co 
 Songs for little children v. 1 Springfield (Mass) Bradley 
 
 * Scudder, Horace Elisha Fables and folk stories Bost. Houghton 
 Seton, Ernest Thompson Wild animals I have known N. Y. Scribner 
 
 * Stecher, William A. Games and dances Ed. 2 Phil. McVey 
 Stories of brave dogs; ed. from St. Nicholas by M.H. Carter N. Y. 
 
 Century co 
 Story hour readers See Coe, Ida and Christie, A.J. 
 
 Turner, Elizabeth A. Stories for young children Bost. Ginn 
 
 * VanSickle, J. H., Seegmiller, W. and Jenkins, F. eds. Riverside read- 
 
 ers v. 2, 3 Bost. Houghton 
 
 * Walker, Gertrude A. and Jenks, Harriet S. Songs and games for little 
 
 ones Bost. Ditson 
 
 * Warner, Mrs Ellen E. (Kenyon) Character building readers v. 1, 2, 
 
 3, 4 Phil. Hinds 
 
 White, Emerson Elbridge School management N. Y. American bk co 
 
 * Whittier, John Greenleaf ed. Child life ; a collection of poems 
 
 Bost. Houghton 
 
 * Wilson, Mrs L.L. (Williams) History reader N. Y. Macmillan 
 
LIBRARY OF CONGRESS 
 
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