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LIBRARY OF CONGRESS. 
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 UNITED STATES OF AMERICA. 
 
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HOW TO 
 
 GRADE AND TEACH 
 
 COUNTRY SCHOOL, 
 
 By JOHN TRAINER, 
 Superintendent of Schools, Macon County, Illinois. 
 
 ft . 
 
 ''To give system and efficiency to the work in the Dist7'ict 
 Schools is of paramount importance. " 
 
 Baldwin. 
 
 PUBLISHED BY 
 
 BURGESS, TRAINER & CO., 
 Decatur, Illinois. 
 
 1885, 
 
u 
 
 COPYRIGHT BY 
 
 JOHN TRAINER, 
 
 1885. 
 
U^Ja^O- U^I^X^^ OyUL^C^I^ U-<:ijLA/^'0^\^L^ ^^^yL<yO-'Uyua./Qy^= 
 
CONTENTS. 
 
 PAGE. 
 
 Introduction 7 
 
 The Plan — The State — Theoretical 29 
 
 The Plan — The County — Practical 29 
 
 The Course of Study 31 
 
 Classification 50 
 
 Regular Examination , 60 
 
 School Records 71 
 
 Awards to Pupils 74 
 
 Care of Examinations 7^ 
 
 Annual Exercises 78 
 
 Reports of Teachers 79 
 
 School Exhibits 88 
 
 Catalogues 88 
 
 Decorations and Miscellaneous 95 
 
 Outline of Study for Primary Division 108 
 
 Outline of Study for Intermediate Division 176 
 
 Outline of Study for Advanced Division 346 
 
PREFACE. 
 
 The question, "What can be done to improve the 
 condition of the country school, has been ably discussed 
 from the platform of our educational gatherings for 
 many years; school journals have devoted pages to this 
 important question, teachers have labored from the 
 first to improve the system of instruction as found in 
 these schools of the people; legislation has been in- 
 voked in innumerable instances to satisfy the demands 
 of a practical constituency; superintendents, of both 
 county and state, have recommended plans for the solu- 
 tion of the problem; and National Bureaus of Educa- 
 tion have issued circulars attempting to solve it. 
 
 For a time these discussions and suggestions recom- 
 mended special helps and aids; they were all good so 
 far as they proposed to improve the rural schools, and 
 aided very materially in giving teachers better methods 
 of classification, and instruction; thus was the question 
 answered in part; many of the country schools were 
 improved by these discussions, but not all of them. 
 
 Within the past few years these discussions having 
 profited by the attempts to improve the rural schools, 
 have very materially changed the general drift of opin- 
 
6 Preface. 
 
 ion, from that of a desire for special helps, to a gener- 
 alization of all the details offered in past years, and 
 finally, within the recollection of the youngest teacher, 
 the answer to the conundrum has been flatly given, 
 "Grade them. " 
 
 Immediately the question, "how shall we grade the 
 country schools," was propounded, and as quickly, men 
 have attempted to answer it. The writer has no criti- 
 cism to offer upon the plans proposed by others, but 
 desires to be understood that he heartily endorses all 
 suggestions leading, or tending to the solution of the 
 last problem; the answer to the first question has been 
 fully given in the command, "GRADE Them!" 
 
 To answer the enquiry to this last command, is the 
 object of this book; in the hope that the plans here 
 laid down, may be suggestive of some better system, 
 to be developed in the near future, the author sub- 
 scribes himself, 
 
 A Country Teacher. 
 
 Decatur, 111., July i, 1885. 
 
INTRODUCTION. 
 
 Present Condition of the Ungraded School. 
 
 It is not the province of this book to discuss the past 
 condition of the rural schools, but on the other hand 
 to deal directly with their present condition, with a 
 view to offering plans of work that shall improve them. 
 With this intention the writer wishes to notice the 
 actual condition of the country schools, in order to have 
 a fair understanding of the obstacles in the way of 
 grading them. 
 
 When we reflect that the rural schools of our country 
 provide elementary instruction for more than one half 
 of our school population, and that a large majority of 
 this number never enter the course for higher instruc- 
 tion, it seems strange that a people so fertile in invention 
 and adaptation of means to the object to be obtained 
 as ours, should be content to adhere to the typical rural 
 school so closely as they have done. In making this 
 statement we do not desire to say that there has been 
 no improvement, for improvement has been shown all 
 along the line, from the rude log school-house which 
 contains the children of the rugged clearings among 
 the broken hills and mountains of the forest, to the 
 handsome frame or brick buildings of the broad and 
 fertile prairies. That there has been progress cannot 
 
8 Hoiv to Grade a?td Teach a Country School. 
 
 be disputed, but that it has kept pace with the advance- 
 ment of the present age cannot be clearly proven. 
 
 What, then, is the actual condition of the average 
 country school? 
 
 Accepting the general concession of prominent edu- 
 cators, that all the surroundings of the school should 
 be as pleasant as possible, the writer begs no apology 
 for considering the actual condition of school grounds 
 and school buildings throughout the rural districts; as 
 he proposes to treat this topic from a practical stand- 
 point, he quotes from his note book, the actual con- 
 dition of an average school as noted from actual visits. 
 
 "The Grounds." — The grounds were fenced at some 
 time in the past, but the posts have rotted from their con- 
 tact with the earth, and about two-thirds of the fencing 
 has toppled over for the children and the stock of the 
 neighborhood to trample upon; many of the boards are 
 missing, having been used for "ball paddles;" for kind- 
 ling, by the teacher, by the boy who gets to school 
 earlier than the teacher, and by the enterprising eastern 
 man who goes west in the "prairie schooner." The 
 part that is standing, being convenient of access for the 
 "Young American's" jack-knife, has been whittled into 
 fantastic mouldings of different patterns, or carved into 
 unsightly hieroglyphics and phrases which should cause 
 the thoughtful person to shudder for the morals of 
 those innocent beings who are compelled to gaze upon 
 that which defiles and destroys the soul. * * * ^ 
 shade tree stood on the east side of the house, and was 
 thrifty and vigorous when Miss M. taught school; but 
 the two last teachers have permitted the restless boys 
 to girdle and scar it with the jack-knife until there is 
 
Introduction. 9 
 
 but one narrow strip of sapwood left for the passage of 
 its "life-blood." It has lost its vigor, and must soon 
 stand with broken limbs, a sad memento of what it 
 might have been, until the "big" boy, grown stronger 
 than it, pulls it down and laughs at the weakness of his 
 fellows who were unable to make it yield. * * * ^ 
 well is found in the yard, but the pump has lost its 
 priming, is filled with pebbles and leans to one side of 
 the curbing; this latter is broken in one or two places 
 and crumbling into the water below; a boy informs us 
 that "there is a dead rabbit and two toads in the well, 
 so we can't use the water, and so we pack it from Mr. 
 \Y's." * * * There are no walks to the outbuild- 
 ings, but two well beaten paths indicate that much mud 
 has been carried from its place by the shoes of the 
 pupils. * * These buildings were once ornamented 
 with triangular openings in the gables for the admission 
 of light, and with a good shingle roof from which pro- 
 truded a plain ventilator. The triangular openings have 
 been lengthened to the ground, by splitting the vertical 
 weatherboarding and removing it from the framework; 
 many of the shingles have been broken off at the pro- 
 jecting ends and others driven through the roof by the 
 heavy shoes of the farmer boys who show their agility 
 by scaling the building and leaping from its roof to 
 the ground; the moulding is broken from the ventilator, 
 and one side of it contains an obscene picture rudely 
 made by the use of the red "keel-stone" found in the 
 vicinity; the door is broken from its hinges and stands 
 in one corner, and must be placed in the opening to 
 screen the occupant from the passer-by on the public 
 highway; the seats have been covered with filth and 
 
io How to Grade and Teach a Country School . 
 
 cannot be used; the floor has a missing plank, and is 
 filled with excrement. * * * Remnants of a wood- 
 house remain in the shape of a part of the floor and the 
 sills, completely covered with the slack from the coal 
 piled upon them during the past winters; the house had 
 gone the way of the disappearing fence, well platform, 
 and other outbuildings. 
 
 The House — Exterior. — The house is well protected 
 by good shingle roof which replaced the old one last 
 summer ; the flue barely protrudes from the "comb," as 
 the bricks which had carried it above the roof, had been 
 knocked off and lay part way down the side of the roof; 
 it had been the target for the ball in the play of "ante- 
 over," and for the brick-bats taken from the broken 
 wall at the north end. The lightning-rod was broken 
 from its first point, and the heel marks and mud along 
 the rod clearly indicated the means of climbing to the 
 roof to secure the lodged ball. Dozens of names are 
 written in pencil, upon the north wall; obscene coup- 
 lets are inscribed in a mixture of paint and script, indi- 
 cating the culture of the writer to a certain degree; 
 the wall beneath the east windows clearly told that the 
 teacher bolted or propped the door shut upon Friday 
 evenings, climbed out of the window, and reversed the 
 action on Monday mornings by climbing into the room 
 and removing the bolt or other fastenings. One of the 
 door-panels was broken and splintered from the stout 
 kick of "Bill Muscle" last winter, when the boys fas- 
 tened him out at noon. 
 
 Interior. — The ceiling is smoked and covered with pa- 
 per balls of all sizes from that of the dimensions of a small 
 bean to that of the large " quid;" the walls were broken 
 
Introduction, \\ 
 
 hear the door and covered more or less with grease, "ap- 
 ple-sass, " and "pumpkin-butter; " the east wall contained 
 the remnants of two of Pelton's Outline Maps; (the roll- 
 ers were missing and they hung diamond shaped by 
 means of the faded binding;) one of these maps was in- 
 verted and tacked over a window from which a pane of 
 glass was missing — the map flapping in the air as it en- 
 tered the room when the door was opened (there was 
 no other means of getting air, as the lower sash was 
 nailed down, excepting the one used for egress and in- 
 gress, and the upper ones were stationed just as the 
 carpenter and the painter had left them;) the west wall 
 contained a picture, cut from Harpers' and pasted upon 
 it by lumps of chewed bread placed at the corners; the 
 north end had several ball marks, and a large quid of 
 tobacco staring at the visitor; the motto "Welcome," 
 had once occupied the space over the door, but now the 
 evergreen had dropped from the pasteboard letters, and 
 some of these were out of place, or suspended by one 
 corner; the windows were conspicuous for the absence 
 of shades and for the presence of dust and spider webs, 
 except the lower row of panes, where the inmates had 
 rubbed off the dust by using the sleeve or the hand (?) 
 The stove-pipe was too short, and in order to supply 
 this deficiency, the ornamented feet of the stove were 
 placed upon bricks, beneath them to the depth of four, 
 resting upon the wide surface; the stove door was 
 broken from its hinges, and was removed from its place 
 by passing the poker through its ventilator, and placing 
 it upon the floor during the process of replenishing 
 the fire; the furniture was of the Old ''^6'' style, being 
 made up of heavy angular desks, each containing two 
 
12 How to Grade and Teach a Country School, 
 
 legs, and each bound to the other by a heavy two by 
 six plank bolted through the center of the row at right 
 ancrles with the desks: the faces of these desks were a 
 study within themselves; many contained holes cut "in 
 time of books," capital letters, diagrams, etc., too 
 numerous to mention; the teacher's desk was made 
 from heavy lumber and boxed in the form of an old 
 fashioned meal chest; there were no drawers in it, and 
 its only receptacle was beneath the lid which opened 
 upward and was hinged by means of strap-hinges to 
 the rear edge, thus necessitating the removal of every 
 object before the lid could be raised; a broken globe 
 stood in one corner, one leg broken from the tripod, 
 and the brass meridian warped out of shape, the globe 
 itself standing with the pole to the zenith, evidently so 
 adjusted by some of the children. In another corner 
 stood a dusty collection of faded paste-board cards, 
 about twenty by twenty-eight inches, labeled "Mott's 
 Modern Business Cards;" whatever good there may be 
 in them was left to the dust, and to the spiders. Beside 
 the teacher's desk stood a walnut box about eighteen 
 inches high, and twelve by twelve at either end; it con- 
 tained a drawer filled with two or three dozen soiled 
 stereoscopic views; a double set of lenses had once oc- 
 cupied the circular openings at the top of the box, and 
 a lid, broken from its hinges lay upon its top; the 
 teacher said that it was intended for a stereoscope, but 
 it was out of repair somewhat; he said that it was ac- 
 companied by a half dozen large volumes descriptive 
 of the hundred views, but that the boys had carried 
 them away and he did not know of their whereabouts. 
 A walnut case stood against the back of the teacher's 
 
Introduction. 13 
 
 desk, and contained the remnants of what had once 
 been a district library of forty-two volumes; this library 
 was made up of the unsold books published by the pro- 
 prietor of an agricultural paper at Albany, New York, 
 and consisted of heavy treatises upon the chemical 
 properties of our most common manures, of foods for 
 different kinds of stock, of mildew in the grape, of 
 house sanitation, of flower and house gardening, of 
 seed time and harvest, of the care of poultry, of the 
 diseases of sheep, of butter making and the care of 
 milch cows, of the glanders and horse distempers, etc. 
 Not one single book on the list would entice any pupil 
 to read it, from their very titles themselves. Of the 
 three or four found, but one remained intact, the others 
 being more or less torn, and containing wide pencil 
 drawings of nameless animals, hippogriffs, and even the 
 child's idea of the appearance of Satan was faithfully 
 delineated. * * * * A blackboard four by six feet 
 and too high to be reached by the primary pupils occu- 
 pied a space on the north wall; there being no crayon 
 in sight and the board appearing to be dustless, the 
 teacher explained that he had not used any chalk in this 
 school, but thought he "should get a box when the 
 holidays were over and the big boys and gals came in." 
 
 Notes. — The above description of the house and 
 grounds is not exaggerated, but taken directly from the 
 notes made upon the premises during a first visit to the 
 school. A description of the same house and grounds 
 is presented at the proper place, but the notes were 
 made four years later, and by the same visitor. 
 
 In justice to the county from which the above school 
 has been selected, the writer would say that many of 
 
14 How to Grade and Teach a Cou7itry School. 
 
 the school grounds and buildings were in excellent con- 
 dition, generally speaking, while there were a few in 
 poorer condition in some of the special details; especi- 
 ally was this the case in connection with the water- 
 closets. A few schools actually having no such build- 
 ings. 
 
 (We here present a faithful copy of the private 
 minutes, made up during the visit for the day; dear 
 teacher, did you believe that such a state of thines 
 could possibly exist in an old settlement in any com- 
 munity within the boundaries of the Union?) 
 
 Records. — On being asked for his register of daily 
 attendance, the teacher lifted the lid of the desk, up- 
 setting his ink and throwing his pen, paper, and a work 
 on law to the floor, and drew from its contents a sheet 
 of soiled foolscap, roughly ruled and upon which was 
 found the names of his pupils with an "X" opposite 
 their names in the proper space for the attendance 
 record; the X's not occupying the spaces for the past 
 two or three days he was asked to explain, and did so 
 by saying that he usually made up the register for the 
 week on Friday evening; on enquiry we learned that 
 he kept this paper for no other purpose than to keep 
 his schedule as clean as possible, and that he destroyed 
 the paper as soon as it had served its purpose; no 
 register could be found and there was no way of de- 
 termining what persons had preceded him except 
 through the recollection of the brightest pupils; how- 
 ever he said that the children told him that "Ruth 
 Cline had taught there the year before. " In answer to 
 our question concerning the presence of some record of 
 examinations or files of such papers, he said that he had 
 
Introduction, , 15 
 
 not heard of any about the house and appealed to the 
 children to obtain the answer, "I don't know what you 
 want;" by way of explanation he remarked that he had 
 "often thought of holding an examination for my big 
 girls in geography, but I did not think of the paper 
 when I went to town." (Before leaving we learned 
 that he went to town regularly every Saturday.) 
 
 The Recitation.— The first class called after our 
 entrance was the Fifth in reading; the teacher simply 
 said, "Mary, your class may read," when Mary, followed 
 by four girls and one boy, passed awkwardly to the 
 recitation line (a crack in the floor of the rostrum,) and 
 facing the school, each in turn read a stanza of "The 
 Mariner's Dream;" no questions were asked, no ex- 
 planations given, and no one was helped except when a 
 pupil halted in the reading, the whole class would 
 loudly pronounce the word for him. The class soon 
 finished the selection and the teacher looking at his 
 watch said, "the class may turn to page 343 and we will 
 read the selection read yesterday. " We suggested to 
 the rising girl that she read to a period, and then the 
 class might want to consider it; she read to the end of 
 the paragraph and drew her breath but once in the 
 time; a hand went up and in explanation the boy said, 
 "she did not stop at Hindoostan." Finding that some 
 of the pupils knew what a period was, we tried reading 
 to a comma in turns; then we tried reading to first 
 pause and naming it, the next in the class beginning 
 without interruption; the scare being worn off we asked 
 the class what was meant by "Abensina," in "Obidah, 
 the son of 'Abensina, etc.;" one of the girls thought it 
 was "a place in Hindoostan," the class agreeing to this; 
 
1 6 Hoiv to Grade and Teach a Country ScJioot. 
 
 to what is meant by a ''caravansary," they agreed that 
 it was "a kind of wagon;" they had no idea of what 
 was meant by "pursued," "vigorous," and "animated," 
 and said that "plains were used for slicking wood;" 
 "incited means tried by a jury;" no one was able to 
 define valley, or hill, but said they knew but could not 
 tell; to the question "what is meant by, he saw the hills 
 gradually rising before him," one girl thought that 
 there was an earthquake and the hills rose up as he 
 came to them. By this time we were getting well 
 enough acquainted to talk with each other qu'te freely, 
 and we returned to ask if any one had a dictionary; 
 the boy quickly spoke, saying, "Aunt Scynthia has one 
 and she says I may have it if I will bring it to school, 
 but Pa. says I have no use for a dictionary yet." One 
 of the girls slyly said that she "saw one at Arthur's 
 store last winter and that it was just chuck full of 
 pictures." Other members of the class were silent. 
 We suggested that possibly we were running over the 
 program time, but the teacher said he had no program 
 as it could not be used in his school, and to the sugges- 
 tion that the small children would need to recite, he 
 replied that it did not make any difference, as his Fifth 
 reader class was the most interesting; by gentle hints 
 we succeeded in getting him to dismiss the class and 
 call the next one; "Jim, your class may read," brought 
 out a First reader class of three members; in order to 
 be fortified we enquired how many minutes he devoted 
 to this class, and received the following, "usually about 
 five, but sometimes not so much;" Jim further explained 
 that "we did not read yisterday at all." We thought 
 so when we heard him; it was a constant halt, with the 
 
Introduction. 1/ 
 
 finger on the word, and a constant telling process all 
 the way through the class; no blackboard work, no 
 slate work, no preparation for the new words of the 
 lesson, no explanation, no conversations as. to meaning 
 of sentences, words or phrases — simply a senseless 
 repetition of words, nothing more. And so it was 
 through all the reading classes; lifeless, listless, dead 
 work. "My God, is there no help for the country 
 school!" 
 
 The work was but little better in the other branches, 
 the only difference being that the teacher questioned 
 the classes by using the questions in the text books; to 
 illustrate, he repeated the questions in Geography in the 
 exact order found in the book, and as the children could 
 answer but few of them, he would look at the map, 
 or the text, and read the answer from the book; when 
 a pupil or pupils could give the expected answer, he or 
 they answered abruptly, or in concert; the same was 
 true in United States History, and in Arithmetic; there 
 was no grammar in the school, and the teacher ex- 
 plained this w^ith the statement that his pupils did not 
 want to study it; there were four persons old enough to 
 study history and thirteen who should be studyingGeog- 
 raphy; all the pupils in the school had a spelling book, 
 (those just beginning in the First reader as well as those 
 in the Fifth reader.) A few had copy-books, but they 
 had not "written for a day or two as I had not time to 
 set the copies," was the answer; to the question "why 
 do not all write?" he replied, "oh, the most of them are 
 too little to write, and the rest do not get copy-books." 
 "Do you have a regular time to write every day?" "We 
 do not write every day; the pupil just writes when he 
 2 
 
1 8 How to Grade and Teach a Country School. 
 
 has time, and when I get time to set the copies; they 
 write too much and waste the paper when I keep them 
 in copies; this is why I do not ask them to buy books 
 containing copies, for they soon fill a book and then the 
 parents grumble at the expense. " To the statement 
 that we thought his First reader pupils should learn to 
 write, he replied, "they are too little to write and must 
 print until they get through the Third reader." 
 
 By some adroit questioning during the afternoon, and 
 after dismissal, we succeeded in noting the following as 
 his classification: 
 
 PRIMARY DIVISION. 
 
 No. in First Reader. . 12 No. in Penmanship o 
 
 Second " . . 6 " " Number work . . . . o 
 
 Spelling I 8 " " Miscellaneous o 
 
 INTERMEDIATE DIVISION. 
 
 No. in Third Reader. 7 No. in Penmanship 2 
 
 Fourth " 5 " " Arithmetic 12 
 
 Spelling 12 " " Geography i 
 
 Language . . . . o " " Primary History . . O 
 
 ADVANCED DIVISION. 
 
 No. in Fifth Reader . 8 No. in U. S. History 3 
 
 "Grammar.--, o " " Spelling 8 
 
 Geography.-. 6 " " Penmanship 5 
 
 Arithmetic 7 
 
 Notes on above. — i. It will be noticed that none 
 were pursuing the study of numbers in the Primary Di- 
 vision; it should be stated that four of the Second 
 reader pupils had a practical arithmetic, and that the 
 two other members including each member of the First 
 reader class possessed a primary arithmetic and were 
 
Introduction , Iq 
 
 assigned regular lessons each day; no writing was re- 
 quired in this division, but pupils were permitted to 
 print if they desired to do so; under the head of "mis- 
 cellaneous" we expected to find exercises in common 
 things, such as learning the days of the week, of the 
 month, points of the compass, time by the clock, direc- 
 tions and distances to known places, school ground geog- 
 raphy, repeating easy maxims, etc. But one slate was 
 found in the hands of a member of this division; no 
 work was given them outside the regular text-book 
 routine. No language work was done in the school; 
 but two were permitted to write from the intermediate 
 division, while ten from this grade were not required to 
 handle the pen; but one studied geography, while there 
 should have been at least four; none were pursuing the 
 study of primary history, while at least five should have 
 done so. 
 
 None were studying grammar, while eight should have. 
 been found in this class; two were missing in geography 
 and one in arithmetic; the teacher explained that he 
 could not get them to take it as they did not like it; five 
 were missing from the history class and three were too 
 "big" to write. 
 
 The number enrolled was thirty-eight, and the num- 
 ber present twenty-four; over thirty-six per cent, of the 
 enrollment were absent; the day being a pleasant one 
 the teacher said the attendance was better than usual. 
 Here is the number of classes heard in this school: 
 Arithmetic, 8; U. S. History, i; Language, o. 
 Geography, 4; English Grammar, o; Spelling, 5. 
 Miscellaneous, o; Penmanship, o; Number work, o. 
 Eighteen classes in four branches! Had he pupils in 
 
20 Hoiv to Grade and Teach a Country School. 
 
 all the branches he would have had over forty classes. 
 (The writer has found as high as forty-seven classes in 
 a country school, and all to be heard each day.) 
 
 The cases cited above are extreme ones so far as the 
 number of classes is concerned, but about average for 
 the branches pursued. 
 
 The Discipline. — The discipline was all that could 
 be desired by the most inveterate scold! The teacher 
 complained that his scholars were worse when he had 
 visitors, and stated that he disliked to reprimand when 
 any one was present. There was no regularity or 
 system in calling or dismissing the classes, none in 
 calling or dismissing the school; pupils came in as 
 they passed out — as they pleased and ivhen they pleased. 
 The whispering was intolerable; pupils talked loudly and 
 constantly about everything except their school work; 
 pupils of all grades passed promiscuously and with free- 
 dom to all parts of the room for different purposes; the 
 teacher claimed that he had whipped a great deal when 
 he first came into the school, but that he now had them 
 under control and did not need to do so as frequently as 
 formerly: (Several well worn rods lay between the 
 library case and the walnut desk) two boys were sent to 
 Mr. Green's for a bucket of water as " books took up " 
 at noon, but they did not get back until the dismissal 
 for recess at 2 130, and then the bucket was but half filled 
 with water, and that contained many broken pieces of 
 grass stalks and pieces of weeds. The children crowded 
 around the bucket and soon consumed the water, leav- 
 ing the floor wet and muddy where they trampled. 
 During the recess hour the pupils lounged upon the tops 
 
Introduction, 2i 
 
 of the desks in ungainly positions, and chatted very 
 loudly about the neighborhood news, etc. 
 
 By the time the teacher was ready to dismiss his 
 school, its members were ready to spring to their feet 
 with hats and bonnets in hand and prepared to see who 
 could shout the loudest, or get out at the door first. 
 The teacher's actions told clearly that they were but 
 transacting the regular daily routine work of that school, 
 and possibly in a more orderly manner than usual. 
 
 Other items might be given but we desist; suffice it to 
 say that we found a few schools in worse condition than 
 this one, and about two-thirds in the county visited 
 somewhat better in many respects, but none thoroughly 
 graded; a i^sN were found in excellent condition as com- 
 pared with the example given above, but none so good 
 that they might not be improved by the judicious 
 supervision of a competent officer, aided by some sys- 
 tematic mode of classification and examination. 
 
 As a rule our laws require but little supervision on the 
 part of our school officers; their duties are laid out in the 
 shape of clerical work, compiling statistics of a general 
 and of a special nature, in looking after the accounts of 
 inferior officers, and in the examination of teachers. 
 Supervising officers have given more attention to the 
 organization of our vast commonwealth into districts, to 
 the building of school-houses, to the distribution and 
 management of moneys, to the care of school property, 
 than to any internal work of the school-room. 
 
 All of this has been appropriate, and, in its place, 
 should precede the organization of the working forces of 
 the school; these measures were necessary from the first, 
 as in the building up of a state school system all of these 
 
^2 How to Grade and Teach a Country School, 
 
 preparations were absolutely necessary, as the founda- 
 tion of a successful system that should furnish means 
 and money to support such a vast outlay of expenses in 
 the preparation to furnish the people with our free 
 schools. These measures go but to the door of the school- 
 room and thus far have failed to step inside and say what 
 shall be the course to pursue. The house is furnished, 
 usually, at first with all that is needed to teach a first- 
 class school; the desks are all that can be desired, the 
 heating apparatus is perfect; the chances for ventilation 
 are good, if properly managed; the daily register is fur- 
 nished, if the teacher asks it; wall maps are readily 
 obtained; a globe may be had at slight expense; a diction- 
 ary is furnished, provided the teacher makes the people 
 and the children feel that they need one; in fact, there 
 is but one thing lacking, and that is proper and effective 
 SUPERVISION; GIVE THE SCHOOLS A THOROUGH SYS- 
 TEM OF SUPERVISION THAT SHALL TEST THE WORK OF 
 ALL CONNECTED THEREWITH, FROM THE STATE OFFI- 
 CER TO THE CHILDREN, INCLUSIVE, AND THE BEST OF 
 RESULTS MUST FOLLOW. 
 
 OBSTACLES TO BE OVERCOME. 
 
 Let US candidly look at the obstacles to be met in the 
 inauguration of anything like a thorough system of 
 school supervision; if by carefully considering these 
 obstacles we may devise any plans for overcoming them, 
 then we have successfully met them, and are able to 
 substitute something better in their stead. The obsta- 
 cles are about as follows: 
 
 I. A school of both sexes, and of all grades from 
 the primer to the sciences, and the higher mathematics. 
 
/;/ traduction. 23 
 
 2. The entire absence of any record of the progress 
 of the pupil, of the classification of the school, and in 
 some cases not even a daily register of attendance. 
 
 3. The irregular attendance of the pupils brought 
 about by the peculiar surroundings of farm life, the 
 distance from the school, inclement weather, poor 
 teachers, indifference of parents and guardians, absence 
 of attractive school rooms, and above all an entire ab- 
 sence of anything like systematic incentives to school 
 work, or to progress. 
 
 4. The frequent and constant changes of teachers, 
 caused by the want of professional skill, by the con- 
 stant incentives held up to him to do something of a 
 professional and permanent character, and thus causing 
 him to make teaching a "stepping stone" to that pro- 
 fession. 
 
 5. The poor salaries paid in many districts fail to 
 call out the talent of the county and places the mediocre 
 at the head of the school. 
 
 6. The want of professional training for the duties 
 of the room on the part of the teacher is encouraged 
 by the directors and school boards by the common say- 
 ing, "anyone can teach our school," and the consequent 
 low salary offered. 
 
 7. The underbidding of teachers themselves, putting 
 a premium upon "cheap teachers," thus supplanting the 
 best talent in the calling. 
 
 8. The more permanent positions in the villages and 
 the cities are making a constant drain upon our number 
 of ambitious and progressive teachers. 
 
 9. The want of proper professional reading among 
 the country teachers, in the shape of good journals for 
 
24 How to Grade and Teach a Country School. 
 
 teachers and books devoted to methods of teaching, and 
 discipline. (This is occasioned in part by the absence 
 of the teachers' library at the county seat, and by the 
 non-attendance of teachers upon the annual or special 
 institute.) 
 
 10. The indifference of school officers to the needs 
 and wants of the school room. Their conspicuous ab- 
 sence from the school during the whole year, tending 
 to make both teacher and pupil careless in the execu- 
 tion of many important details. 
 
 11. The indifference of parents to the prosperity of 
 the school in general; it is not uncommon for parents 
 to fail to visit the schools for years in succession; in- 
 deed many of them must admit that they "have never 
 been inside the school house since it was built." 
 
 12. The frequent changes of text books is a detri- 
 ment to the schools where a course of study is not 
 closely followed, and that by the topical method of 
 studying, and of teaching. 
 
 13. The constant removal of tenants from district to 
 district tends to mix the texts more and more, and to 
 keep their children from the schools a great portion of 
 the time; in many cases where these poor people are 
 required to purchase new books in order to enter the 
 school, they fail to furnish their children with proper 
 texts and are thus debarred from school privileges. 
 
 14. The varying length of terms of schools is a 
 serious drawback; the state law usually provides for a 
 minimum number of months taught in the rural school; 
 the time taught in a given district is then left to the 
 whim of the board of directors and ranges all the way 
 from the minimum required to ten months each year. 
 
Tjttrodtictiort. ^5 
 
 Schools being of veirying lengths, are opening all the 
 way from September to May. Pupils attending these 
 schools must make different degrees of progress. There 
 can be but little uniformity of work while this state of 
 affairs exists. 
 
 15. The notion prevails among weak teachers, the 
 pupils, and the patrons, that there must be a uniformity 
 of texts or else the child cannot enter his classes success- 
 fully. This causes an enormous outlay of private funds 
 annually for extra books alone. 
 
 16. Teachers coming directly from the rural districts 
 have no ideals above those of their predecessors, and 
 are unable to organize or classify their schools with any- 
 thing like a well-balanced course of instruction; they 
 are unable to use any apparatus that may be at hand, 
 and suffer it to be destroyed by ruthless hands that 
 know nothing of its value. 
 
 17. The traveling canvasser with some useless piece 
 of furniture, apparatus, or chart, goes from district to 
 district, and by his insinuating language backed up by 
 flattery and false statements, succeeds in robbing the 
 schools of money enough to furnish the whole state 
 (ungraded schools) with all the apparatus and school 
 helps needed. 
 
 18. The unbalanced education of the pupils is a seri- 
 ous hindrance to anything like uniformity in the pres- 
 ent school work. Farmers have the notion that the 
 "three R's" are ail that their sons or daughters need in 
 their education, and that "if they can spell well and fig- 
 ger in the head, il is really all they need." This notion 
 being imparted to their children, leaves the selection of 
 other studies to their own tastes, or peculiar fancy, 
 
26 How to Grade and Teach a Cotuitry School. 
 
 and as a result, many of our bright boys and girls 
 do not even pursue the study of some of the important 
 branches; it is a fact worthy of note that the boys will 
 usually omit grammar and the girls will never touch 
 United States History. One pupil will omit one thing, 
 another will omit another, and thus the whole school 
 becomes unbalanced in its attainments. 
 
 19. The teacher, having no guide to follow, or test 
 applied to himself, soon selects and rides a hobby to the 
 detriment and neglect of other branches. We have 
 known teachers to spend the whole forenoon upon arith- 
 metic and then rush through the afternoon's work of 
 six branches, stopping at frequent intervals to assist the 
 big boys in the solution of a difficult problem. 
 
 20. The conscientious teacher having no guide for 
 the selection of the practical in education, devotes as 
 much time to the unimportant details of the text as to the 
 practical, thus throwing away much valuable time. 
 
 21. Pupils select some branch and pursue it as a 
 study for years, because they admire it. We have 
 known a large number of cases where pupils had pur- 
 sued the study of text book geography for cigJit years, 
 and yet an examination revealed the fact that they 
 knew no more of the important places in the world than 
 they did of the uninportant ones. Their knowledge in 
 this branch was but a medley of isolated facts gathered 
 from the question and answer process, beginning every 
 term with the first question in the book, and going as 
 far as possible during the term, only to repeat the same 
 process the next term. 
 
 22. With all of this devotion to special subjects it 
 is not infrequently the case that classes must begin at 
 
Inti'oductioit. 27 
 
 the first page in the book and take everything so far as 
 they may advance during the term, and then be com- 
 pelled to go over the same ground next term, never com- 
 pleting the book. 
 
 23. Parents know nothing of the progress of their 
 children, owing to the want of regular statements at 
 certain intervals from the teacher; parents have a right 
 to know of the progress of their children and should 
 demand it; but how can the teacher furnish it so long 
 as he has no well defined purpose in view or has no test 
 to apply to his work? 
 
 24. The election of members of the board of edu- 
 cation not qualified for the discharge of their duties is 
 an ever present source of mistakes and neglect. The 
 writer has known of boards serving for years in which 
 no one could sign his name, but each was compelled to 
 make his mark (his X mark) when signing orders for the 
 teachers' pay or for the necessary contingent expenses. 
 
 25. The unwillingness of directors to take hold of 
 and initiate any thing "new under the sun." Any de- 
 parture from the usual method of doing things is looked 
 upon with suspicion and unfounded objection. 
 
 26. The inability of many teachers to understand or 
 comprehend the necessity of introducing a course of 
 study into the several schools is at present quite a draw- 
 back to the intelligent discussion of the subject in the 
 county districts. 
 
 27. The want of confidence on the part of the su- 
 pervising officer in his ability to carry out any thing of 
 a systematic character, under the impression that he will 
 either fail or stir up opposition, is a hindrance that lies 
 in the way of radical reform. 
 
28 How to Grade and Teach a Country School, 
 
 28. The extensive field to be supervised by a single 
 officer is so great as to make many fear their inability 
 to direct and control the working forces of a county. 
 
 29. The absence of anything like decorations in the 
 school-room has induced a lethargy on the part of the 
 pupils that tends to lessen the love for books and for 
 study; they, too, are indifferent and usually would as 
 soon remain at home as attend the school of their own 
 accord. 
 
 30. Finally, the entire want of anything like a re- 
 quired definite work to be accomplished by both teacher 
 and pupil during a stated period, is the bane of our 
 present school system; just so long ns the teacher is not 
 held responsible for certain results in his teaching, just 
 so long will there be an isolated and varying condition 
 of our rural schools. 
 
 How are we to test the work of the teacher in the 
 trial of any definite plan of work? 
 
 To answer this question is the object of the following 
 pages. 
 
The Plan. 29 
 
 THE PLAN— THE STATE. (THEO- 
 RETICAL.) 
 
 Since this book deals with the practical, and with 
 plans tried and tested, the author does not assume to 
 discuss the question of State Organization, or to deal 
 with the theoretical. 
 
 No state (United States) has yet attempted a thor- 
 ough organization of the rural schools within her do- 
 main, thus placing the question of a thorough super- 
 vision of the state before the public for its considera- 
 tion, and no doubt, practical solution. 
 
 THE PLAN— THE COUNTY. 
 
 A working scheme, or plan of organization for the 
 county, is here presented. The plan of organization is 
 one that has been thoroughly tested, and with such 
 satisfactory results as to warrant its presentation at this 
 place. 
 
30 How to Grade and Teach a Country School, 
 
 The j 
 Plan "^ 
 
 1. Course of 
 Study. 
 
 2. Classifica- 
 tion. 
 
 3. Regular Ex- 
 aminations. 
 
 4. School 
 Records. 
 
 5. Awards to 
 Pupils. 
 
 6. Care of Ex- 
 aminations. 
 
 7. Annual 
 Exercises. 
 
 8. Reports of 
 Teachers, etc. 
 
 9. School 
 Exhibits. 
 
 ( Branches Outlined. 
 \ Work Limited. 
 C Primary Division. 
 
 < Intermediate Division. 
 ( Advanced Division. 
 
 C Teacher's — Monthly. 
 
 < c • i. J ^' ^ Central. 
 J bupenntendent s < -p. , 
 
 C Monthly — Teacher's. 
 
 < Central. > ^ • ^ j ^» 
 
 j X7- 1 ) bupermtendent s. 
 
 Central. 
 Final. 
 
 Certificate of 
 Rank in Class. 
 
 10. Catalogue. 
 
 C Monthly. 
 
 < Central. 
 ( Final. 
 
 C At Central. > Examina- 
 \ At Final. ) tions. 
 i Teacher to Parents, etc. 
 
 < Teacher to Superintendent. 
 ( Superintendent to Directors. 
 f Central Papers. 
 
 J Final Papers. 
 ^ February Monthly. 
 [ Miscellaneous Work. 
 
 Of the School. 
 
 Of the County. 
 
 a. Of Teachers. 
 
 b. Of Schools. 
 
 c. Of Centrals. 
 
 d. Of Final. 
 
 e. Of Exhibits. 
 
 f. Miscellaneous. 
 
 Decorations and Miscellaneous. 
 
The Course of Study. 3 1 
 
 I. THE COURSE OF STUDY. 
 
 In some of the foreign countries where the popula- 
 tion is much more dense than our own, the education 
 of the rural inhabitants is as carefully considered, the 
 standards of work are as fixed, the supervision as thor- 
 ough, the results as good, as in the primary depart- 
 ments of their cities. These countries have courses of 
 study tested and practically applied to the elementary 
 grades of their schools. These courses are fixed by 
 legislation, and usually carried out by enforcing gen- 
 eral rules or decrees. The proper teacher or officer is 
 compelled to enforce the use of the course of study. 
 
 In Belgium the course of study provides that all 
 pupils shall take the several branches in the order indi- 
 cated by it; only those books may be used that have 
 been selected in accordance with the national law; the 
 teacher must conform to all methods of instruction 
 given in the regulations of the minister of public instruc- 
 tion; the program of work in the various branches of 
 study is arranged by the head teacher, countersigned by 
 the inspector of the canton, published by the municipal 
 authorities, and placed upon the walls of the school- 
 room by the teacher; the head teacher, or his assistants 
 cannot make any changes in this outline of study with- 
 out the approval of higher authority; the head teacher 
 (principal) and his assistants are required to keep a 
 daily record of the instruction in each class, the quality 
 of the recitations, and the progress of the pupil in his 
 
32 How to Grade and Teach a Country School. 
 
 class-work; the classification of pupils in the different 
 divisions belongs to the head teacher, or, in case of dis- 
 satisfaction, it may be referred to the cantonal inspector; 
 the instruction must be equally distributed among the 
 pupils, and no bright pupil is permitted to be pushed 
 forward to give fine effect in the examinations; the room 
 must be ventilated before and after the entering or dis- 
 missal of the school; physicians receiving a salary for 
 the care of the poor must visit the public schools at 
 least once a month; these physicians must report the 
 sanitary condition of the pupils to the proper authori- 
 ties; pupils cannot be promoted from one grade to 
 another until they have passed satisfactory examinations 
 and have the approval of the head teacher. 
 
 We quote directly from the program of education as 
 published by ministerial decree in 1880, for the purpose 
 of showing the object of the government in enforcing 
 the course of study in the rural schools. 
 
 "If it is important that the program should neither 
 alarm nor discourage any one, it is of supreme neces- 
 sity that it should offer serious obstacles to routine and 
 become an instrument of progress ; that it should com- 
 pel the teacher to awaken in his pupils a spirit of obser- 
 vation, experiment, and reflection; that instead of habit- 
 uating him to the disastrous methods of verbalism it 
 should urge him to labor for the sound development of 
 the faculties. It should constantly be a reminder to him 
 that his last as well as his first daily duty is to make a 
 thorough preparation of his lessons, that is to say, to 
 find out the surest, shortest, and most attractive way of 
 making his instruction reach the minds and hearts of 
 his pupils. 
 
The Course of Study. ' 33 
 
 The program ought to fulfill another important condi- 
 tion. It should stimulate the teachers in small com- 
 munes, while it responds to more general requirements. 
 It should arouse them and encourage them to lead their 
 pupils as far as the extreme limits of primary education 
 properly so called will permit. But it should not become 
 an obstacle in the path of improvement in larger com- 
 munes which may wish to extend the education of their 
 children beyond the ordinary sphere. In order to com- 
 ply with these different principles the plan of study has 
 been divided into two great sections, the program of 
 the primary school proper and of the superior primary 
 school. 
 
 The program of the primary school proper is obliga- 
 tory throughout, and embraces three successive courses 
 or grades of two years or more each. In schools 
 where the attendance is regular the first or elementary 
 grade will include, as a rule, children of from 6 to 8 
 years of age; the second, children of 8 to lO; and the 
 third, those from 10 to 12 years of age. It is not the 
 intention of the government to prescribe in an absolute 
 way the precise time to be devoted to studying the 
 subjects assigned to each grade. It contents itself 
 with requiring that these three great stages of school 
 life should be clearly marked in each school, and it 
 is also convinced that the majority of children will be 
 able to pass them without too much effort between the 
 ages of 6 and 12, and very easily between 6 and 13, or 
 6 and 14 years of age. 
 
 It belongs to the inspectors, the communal govern- 
 ments, and the teachers to adapt the program to the 
 needs of each locality by distributing the subjects of 
 
 3 
 
34 How to Grade and Teach a Country School. 
 
 study among the different school years and divisions and 
 by selecting the points which will only be treated sum- 
 marily and those which, according to the longer or 
 shorter time at the disposal of the teachers, can be 
 studied more deeply. 
 
 The superior primary school can only be established 
 by virtue of the same decree. It will be opened for 
 children of at least twelve years of age who have finished 
 the studies of the third grade of the primary school. 
 Instruction in each of these schools will be given by one, 
 and if necessary, two special teachers. The superior 
 primary schools will offer great advantages to the large 
 rural or industrial communes which have no secondary 
 state schools. They will continue the general education 
 of the young, furnish preparatory training for an agri- 
 cultural or professional career, and diffuse among the 
 population, by an extension of knowledge, a taste for 
 observation and for intellectual pleasures. 
 
 Communes which cannot organize a complete superior 
 primary school, may add to the obligatory program of 
 the ordinary primary school one or more of the subjects 
 of study of the superior primary school, in accordance 
 with the regulations of the above mentioned royal decree, 
 such studies to be pursued only by pupils of at least 12 
 years of age. In the interest of the scholars, care will 
 be taken that the number of studies thus added shall be 
 as restricted as possible. 
 
 As formulated, the program of primary education, 
 with the extensions it may receive, embraces four con- 
 centric circles, gradually widening, each of which em- 
 braces all the subjects of study. These four progressive 
 courses, the first three of which are obligatory, are char- 
 
The Course of Study. 35 
 
 acterized by being at once independent and connected, 
 each forming a whole in itself and yet being comple- 
 mented by the others. The system adopted, so emi- 
 nently suited to the simultaneous development of all the 
 faculties of a child, also has the advantage of correspond- 
 ing in its first three courses to the present classification 
 of scholars into the lower, middle and superior divis- 
 ions, and is adapted at the same time to the needs of chil- 
 dren who leave school without having finished a full 
 course of primary studies." 
 
 The program also gives an extensive outline of the 
 province of the teacher with respect to morals, and 
 school hygiene. Space will not permit its insertion at 
 this place. 
 
 • We quote from "Circular of Information" No. 6, 1884. 
 Bureau of Education, Washington, D. C, the following 
 concerning primary schools in France. 
 
 "Education in public primary schools is free. 
 
 The pedagogical organization of the primary schools 
 and the plan of studies to be followed in them have 
 been regulated and determined by the minute of July 27, 
 1882. 
 
 Primary instruction is divided into three courses: 
 (i) elementary, lasting two years, for children aged 7 to 
 9; (2) intermediate (cours moyen), lasting two years, for 
 children aged 9 to i i ; (3) superior, lasting two years, 
 for children from 11 to 13 years of age. 
 
 The departmental council fixes the regulations of the 
 schools in each department from the general instructions 
 of the official regulations decided on by the education 
 minister with the assent of the conseil superieur. 
 
 In each course the children must receive a threefold 
 
36 How to Grade and Teach a Country School. 
 
 training, consisting of (i) physical education; (2) intel- 
 lectual education; (3) moral education. The ordinary 
 obligatory curriculum of intellectual instruction com- 
 prises reading, writing, arithmetic, the elements of the 
 natural sciences, geography, history of France, drawing 
 and music, and is strictly carried out in all the town 
 schools and in many of the country ones. Some of the 
 schools have cabinets of minerals, botanical specimens, 
 science and art museums, and nearly all possess graphic 
 illustrations of physical and political geography, raw 
 materials and manufactured products. 
 
 The whole of the instruction in a class or division, as 
 the case may be, is generally conducted in a separate 
 room. The hours of instruction are from 8 A. M. to 4 
 P. M., with one and a half hours' interval at noon, and 
 an hour from 4 to 5 for gymnastics. The same master 
 gives all the lessons to a class, except music, gymnas- 
 tics, and occasionally drawing in the male, and needle- 
 work in the female schools. Pupil teachers, as assist- 
 ants, are permitted bylaw, but the employment of them 
 has been generally discontinued. 
 
 In many of the large cities the children take their 
 dinners in the school. In some cases a kitchen is pro- 
 vided and the whole or a portion of the cost of prepar- 
 ing food is borne by the school authorities. In the 
 poorer districts of Paris a portion of the cost even of 
 the food itself is defrayed by the municipality, and in 
 extreme cases the authorities provide boots and clothing 
 for the children on the recommendation of the master. 
 
 Corporal punishment is strictl}^ forbidden in French 
 schools of every grade. 
 
 Primary instruction is compulsory for children of both 
 
The Course of Study. 37 
 
 sexes, including the blind and deaf-mutes, from the 
 beginning of the seventh to the end of the thirteenth 
 year. 
 
 In every commune, (there are about 36,000 communes 
 in France,) besides a school attendance board, there 
 must be a school board composed of the mayor,, of 
 certain persons to be appointed by the inspector of the 
 academic, of the inspector of primary schools of the 
 department, and of a number, not exceeding one-third 
 of the whole board, of persons elected by the council 
 of the commune. (There are special provisions as to 
 the composition of this board in the case of Paris and 
 Lyons.) 
 
 Children may present themselves for examination for 
 the "certiticat d'etudes" at the age of 11, and, on pass- 
 ing it, are to be exempted from further compulsory 
 primary instruction. 
 
 It will be noted that the primary instruction in the 
 rural schools of Belgium, and of France, is under the 
 direct supervision and control of the government. This 
 is true of Germany, especially Prussia, and many other 
 foreign countries. In Prussia the system of inspection 
 is intelligent, frequent, constant, responsible, reaching 
 every school and every teacher in the country districts, 
 as well as those of secondary instruction. The supreme 
 authority in all matters of education is vested in a 
 minister of education, local supervision in the provin- 
 cial authorities, and these in turn have subordinates 
 down to the committee of management for each school; 
 thus a complete plan of inspection exists, from the ele- 
 mentary schools in successive steps through the whole 
 course to the normal schools. Having a complete 
 
38 How to Grade and Teach a CoiDitry School. 
 
 system of inspection and supervision, these countries 
 require definite work at the hands of their teachers and 
 their pupils; where supervision is most perfect, there is 
 required most definite work; where supervision is in its 
 infancy, or where there is none, there is the greatest 
 want of definite results and of intelligent instruction. 
 
 In the United States we have no national system of 
 education; the several states of the Union are left to 
 devise their own system of educating their children; 
 these systems differ mainly in details, and give to the 
 several states an individuality not noted in foreign 
 countries; the public schools are established and con- 
 trolled entirely by the people through their chosen 
 ofificers. 
 
 Since in all cases of intelligent supervision there 
 must be something to supervise, those countries having 
 the most complete system of supervision, have the most 
 perfect arrangement of detailed work, and thus have 
 definite objects to be attained, and to be tested by the 
 supervising officer. This detailed work to be com- 
 pleted in a given time is but a course of study , planned 
 and devised by those who have the authority to do so. 
 What then is the duty of the supervisor of schools? 
 Simply to see that the course of study is faithfully exe- 
 cuted, and to attend to its consequent auxiliary duties 
 connected with his office. 
 
 With the one to four hundred teachers found in the 
 rural schools of a county, there can be no uniform work 
 of a practical character accomplished without a uniform 
 course of study, or some definite guide to direct the 
 several teachers in what to do as well as Jiow much. 
 Every teacher must do something, and he will do that 
 
The Course of Study. 39 
 
 something in a methodical or an unmethodical manner, 
 just in proportion to his ideal of the thing to be done, 
 or of his knowledge of the subject. 
 
 In order that we may not be understood to assume 
 priority in advocating a course of study for county 
 schools, we here subjoin extracts from numerous 
 sources, and from higher authority, upon the subject in 
 hand: 
 
 "The rural schools are thus under the same regulations 
 as the city schools, and have the same inspectors, the 
 same examinations, teachers from the same training 
 colleges, the same resources for money, and the same 
 kind of local regulating authority. " — John Eaton, of 
 Washington, D. C. 
 
 "When once aspiration is awakened in pupils by a 
 consciousness of growing capacities, encouraged by 
 generous emulation and frequent promotions, parental 
 pride is apt to be quickened pari passn, and thus 
 students, put upon the upward-climbing path of pro- 
 gress, would have an honorable ambition to ascend to 
 the heights of academic training." — Howard Henderson, 
 of Kentucky. 
 
 "Intelligent supervision, upon which the established 
 superiority of our city and village schools depends, 
 should be provided for the township districts just as 
 for the city and village districts." — Charles S. Smart, of 
 Ohio. 
 
 "Intelligent oversight, from the principal, is a power- 
 ful incentive to diligence in study and achievement in 
 both the teachers and the pupils. The superintendent 
 stands in the same relation to all the grades that a chief 
 in a manufacturing establishment does to the separate 
 
40 How to Grade and Teach a Coitntry School. 
 
 branches of the business, from the nature of the raw 
 materials up to the highest production of skilled labor 
 and perfect machinery. He is conversant with the end 
 in view, from the most elementary work up to the pro- 
 duct possible to the educational agents and agencies 
 employed. Discipline does its productive work; for 
 everything proceeds upon a defined programme of 
 daily exercises, requiring punctuality and regularity of 
 attendance. " — Henderson. 
 
 The field of labor for each superintendent will be 
 large, and his duties arduous; but earnest, enthusiastic 
 men overcome seemingly insurmountable obstacles, and 
 those with whom they associate become imbued with a 
 portion of their spirit. Under the watchful care of 
 these men, the sub-district schools would soon begin to 
 emulate those of the towns and cities in the struggle 
 for excellence. " — J. W. Harvey, of Ohio. 
 
 "During the last four years the matter of a continuous 
 course of study for the ungraded or mixed schools of 
 this state has received the attention of the leaders of 
 educational thought throughout the state. Many 
 superintendents and teachers have made practical 
 efforts to introduce such a course of study in these 
 schools in different parts of the State. — Robert Grahain, 
 of Wisconsin. 
 
 "Within a few years much attention has been given to 
 the order and conduct of studies in rural schools, and 
 in a number of States definite courses of study have 
 been adopted and measures taken for enforcing their 
 
 In determining the outline courses, two points must 
 be kept in view: first, the branch upon which classifica- 
 
TJie Course of Study. 41 
 
 tion shall be based; second, the daily program. In 
 a graded school the studies are uniform for all the mem- 
 bers of the same class. In an ungraded school this 
 uniformity is impossible, and some study must be 
 selected as the basis for the division into classes. The 
 choice is between arithmetic and reading. The latter 
 is generally to be preferred, as children differ much less 
 with respect to their capacity for reading than for com- 
 putation. In arranging the daily program it should 
 be remembered that some studies require more time 
 than others, and that some are a greater tax upon the 
 mind than others. These severer studies should be 
 assigned to the hours when the children are freshest and 
 brightest, viz: the forenoon and the hour immediately 
 following recess. The chief difficulty in classifying un- 
 graded schools arises in connection with scholars who 
 grade in more than one class. Some authorities object 
 to this provision altogether, but those who have the 
 true interests of scholars at heart will recognize its 
 necessity; the proper ideal of a school is the greatest 
 good to the individual consistent with the interests of 
 the majority, and under this conception flexible classifi- 
 cation must be allowed within reasonable limits." — 
 Eatou. 
 
 "They cannot forget that the constant, barren repeti- 
 tion of the same studies two, three, and even more 
 winters, induces the growth of dreamy and slipshod 
 habits of mind, instead of a growing interest in intel- 
 lectual activity, and the joyous consciousness of in- 
 creasing life and power. Thousands of parents bitterly 
 deplore the fact that their listless habits, generated by 
 the lack of opportunity to progress, pre-occupy the 
 
42 How to Grade and Teach a Country School. 
 
 minds and hearts of their children with unprofitable and 
 evil thoughts and desires, and thus to weaken and 
 debase their characters, while they minister nothing to 
 their intelligence or intellectual ability." — Daniel De Wolf 
 of Ohio. 
 
 FROM ILLINOIS SUPERINTENDENTS. 
 
 "I have attempted to introduce a course of study into 
 the country schools. It has succeeded beyond my 
 expectations. The results in many respects have been 
 great." — G. R. Shazvhan. 
 
 "I have not attempted to secure the adoption of a 
 course of study in country schools farther than to dis- 
 tribute the outlines sent from the state office to the 
 districts, and to recommend their adoption. Two or 
 three only have adopted a course, and with them it is 
 working well. It appears to diminish absenteeism, to 
 induce pupils to continue longer in school, and to in- 
 crease the interest of parents. " — 5. B. Hood. 
 
 "An outline of study for ungraded schools has been 
 partially introduced into the schools of this county with 
 favorable results, and while it has not been thoroughly 
 tested, enough is known to warrant its adoption in 
 every school of the county." — W. H. Hilyard. 
 
 "In adopting a system of grading for the country 
 schools, I have not been as successful as I wish to be. 
 Early in the winter of 1884, I issued a circular giving 
 an outline of a course of study for the country schools. 
 The plan of grading in this circular is based upon the 
 outline given in the Macon and Champaign county 
 manuals. A system of grading, however good it may 
 be, can not be introduced and adopted at once, so long 
 
The Course of Study, 43 
 
 as the name of county superintendent remains a misno- 
 mer. " — F. G. Lohnian. 
 
 "During the institute of last summer, 1883, this matter 
 was brought prominently before the teachers of this 
 county. The practicability of introducing a systematic 
 course of study into the rural districts provoked a gen- 
 eral discussion; and it was not without some misgivings 
 as to the result, that a goodly number of teachers vol- 
 unteered to use the outline of study embraced in cir- 
 cular three. The results achieved attest the wisdom of 
 the movement. They may be summarized as follows: 
 (i) A better system of examinations; (2) regular pro- 
 motions; (3) a hearty emulation among the pupils; (4) 
 the work as a whole is systematized and made more 
 practical. " — J, H. Duncan. 
 
 "In those schools or districts \Vhere a proper course of 
 study has been adopted and carried out, the great 
 advantage is very evident." — G. B. Stockdale. 
 
 We have adopted a course of study in our country 
 schools and review same monthly by written examina- 
 tions. 
 
 Its results have been gratifying in every respect. It 
 has systematized the work in the school room and aided 
 much toward the proper classification of our schools. 
 It requires pupils to pursue many important subjects 
 frequently neglected. Among these may be mentioned 
 language, composition, grammar and the study of U. 
 S. history. It requires teachers to teach the subject 
 and not the book. The constant reviews require pupils 
 to be self-reliant and thorough. It holds teachers as 
 well as pupils accountable for the proficiency of their 
 work. It renders supervision possible. The monthly 
 
44 How to Grade and Teach a Country School. 
 
 examinations being preserved, the superintendent is 
 enabled to judge of the regular progress of the school 
 and properly estimate the teacher's adaptability to his 
 calling. It creates an interest in school work that can 
 not otherwise be aroused. By it our good teachers are 
 retained and the poor ones discarded. It retains pupils 
 in our schools and increases the daily attendance. 
 
 By following a proper course of study, boys and girls 
 on leaving our country schools would be able to write a 
 good composition, using correct language, giving proper 
 attention to capitalization, punctuation, etc. They 
 would have a fair knowledge of the common branches, 
 such as would fit them for the after duties of life. Those 
 who are interested in our schools, and who assist in their 
 support, would be thus assured that their interest and 
 assistance are duly appreciated, and that the advantages 
 of our free school system are fully improved. The effi- 
 ciency and usefulness of our schools would be so im- 
 proved that the full time of the county superintendent 
 (of each county in the state) would be granted for super- 
 vision and an assistant or assistants given if necessary, 
 to aid in the proper supervision of our schools. The 
 office of county superintendent would be put on a basis 
 with other county offices, as it should be." — J. Mc- 
 Kearnan. 
 
 We might produce an unlimited member of testimo- 
 nials in favor of grading the country schools but forbear, 
 as we deem the above sufficient to prove the utility of 
 introducing a course of study into this department of our 
 public school system. What, then, is a graded school? 
 
 Prof. W. H. Wells defines a Graded School as fol- 
 lows: 
 
TJie Course of Study. 45 
 
 "A Graded School is a school in which the pupils are 
 divided into classes according to their attainments, and 
 in which all the pupils of each class attend to the same 
 branches of study at the same time." 
 
 We append two other definitions in support of that of 
 Prof. Wells: 
 
 *' AH the pupils in any one class attend to precisely 
 the same studies and use the same books. In each room 
 there will be a first and a second class, and it is important 
 that the identical pupils which constitute the first class 
 in one branch should constitute the first class in every 
 branch pursued by the class. By this arrangement, 
 while one class is reciting, the other is preparing for 
 recitation, and an alternating process is kept up through 
 the day, affording the pupils ample time to study their 
 lessons, and the teacher ample time to instruct each 
 class. This is what is meant by a graded and classified 
 school." — Ira Divoll, formerly Superintendent of Schools, 
 St. Louis. 
 
 "The due classification and grading of the schools is 
 but the application to the educational cause of the same 
 division of labor that prevails in all well-regulated busi- 
 ness establishments, whether mechanical, commercial, 
 or otherwise. It is not only the most economical, but 
 without it there can be little progress or prosperity." — 
 H. C. Hickok, formerly Superintendent of Public Instruc- 
 tion of Pennsylvania. 
 
 "No pupil should be advanced from one grade to 
 another, till he has first sustained a thorough and satis- 
 factory test-examination on all the branches of the grade 
 from which he is to be transferred." — Prof. W. H. 
 Wells. 
 
46 How to Grade and TcacJi a Country School. 
 
 "Other things being equal, the closer the classification 
 the better the school system. " — H. F. Cozvdery, formerly 
 Superintendent of Schools, Sandusky, Ohio. 
 
 "The advantages of the union school arise chiefly from 
 the grading. The more perfect, therefore, the grading, 
 the more certain and marked will be the success of 
 these schools." — jf. M. Gregory, formerly State Super- 
 intendent of Schools, Michigan, Regent Illinois Industrial 
 University, etc. 
 
 In substance, a graded school is one in which each 
 branch has its due share of attention, and in which each 
 pupil must have a certain degree of proficiency, and in 
 a certain order. If these things are theoretically true, 
 what objections can there be to making them practically 
 so? 
 
 Admitting, then, that a course of study is necessary 
 to the intelligent administration of instruction in our 
 common schools, we explain the plan of such course for 
 the purpose of having a proper understanding of its 
 true import. 
 
 The course of study has been in use from the earliest 
 times; not a college or a seminary of learning, from 
 the primitive high school to the highest institution of 
 learning in the land, that has not had a course of study; 
 it is true that some of these courses are hardly worthy 
 the name, but in the main they at least show the order 
 of taking up the several branches taught, and provide 
 for promotions at stated periods; they compel pupils 
 having certain attainments to enter certain classes; to 
 carry certain per cents in these classes before promo- 
 tion, etc. If these points of progress are adhered to so 
 closely in the graded schools of our cities, what is there 
 
TJie Course of Study, 47 
 
 to hinder the application of the same general plan in a 
 modified form in the country school? 
 
 Hundreds of men and women have admitted the force 
 of the above question, and in the belief that a course of 
 study would be beneficial to our rural schools, have 
 urged those high in authority to issue such course, with 
 a view to the direct application of the principle to the 
 ungraded school. School officers, both state and county, 
 have issued courses of study containing all the essential 
 elements of success, and, all that was needed, with the 
 single exception of that which was necessary to enforce 
 it, viz: the pi'oper supervising; essentials. 
 
 The author is of the opinion that no course of study, 
 no matter how perfect, can be put into universal use 
 without some direct means of enforcing its every pro- 
 vision; this means need not be the power with, or be- 
 hind the throne, but should be with the people, and the 
 children themselves. No power in legislation will suc- 
 cessfully accomplish this, that does' not recognize the 
 people as the judges, and as the executive authority in 
 the tests of the products of any state or national school 
 system. All attempts at the introduction of a course 
 of study into the rural districts without recognizing the 
 judgment of the people have thus far been failures. 
 State authorities have issued well devised and practical 
 courses of study, but there was no means for the peo- 
 ple to apply the test, and they died, or fell into disuse; 
 county authorities have tried the same thing and have 
 failed; then, just in proportion as the people have been 
 recognized, have these undertakings succeeded; those 
 succeeding best where the decision has been left wholly 
 to the judgment of an impartial public, 
 
48 How to Grade and Teach a Coitntry School. 
 
 A course of study for rural schools, in order to suc- 
 ceed, must be made so specific in its detail that the 
 children themselves shall know and understand when its 
 provisions are not carried out; it must be made so plain . 
 and so practical that the masses of the people shall un- 
 derstand its most intrinsic workings; it must be so com- 
 prehensive in its detail that the mediocre among the 
 teachers shall know and comprehend its import; with- 
 out all these it must fail. 
 
 Thus it is that the brief course of study, as usually 
 published, is not understood by even a majority of the 
 teachers; certainly not by the children and by but few 
 of the patrons; it can only be understood by having its 
 veriest details in the plainest language; hence the abso- 
 lute necessity of a complete detailed outline of study to 
 agree with the course of study. 
 
 The teacher must know how much he is expected to 
 do within a given time, as well as know how to do it. 
 (The supposition is that he knows how{f) to do the 
 work when he sets out to teach.) The pupil must know 
 how much he is expected to do within this given time, 
 as well as kjiow{f) how to study. (This last remark is 
 based upon the presumption that the teacher shows the 
 pupil hozv to study.) The pupil must know when he 
 has done this required work, as well as the teacher; the 
 parent must know just where the pupil stands in his 
 work in order to test the product of the school; know- 
 ing this, the public readily recognize inferior or superior 
 products, and award the teacher proportionally for his 
 services. There can be no mistake concerning this; it 
 is both reasonable, and has been definitely proven to be 
 
The Course of Study. 49 
 
 entirely practicable by the actual application of the 
 principle for a term of years. 
 
 We do not make any pretensions to originality in any 
 of these theories, but simply reiterate the principles as 
 held by others for ages, but intact and in piecemeal, 
 until put together and practically applied by practical 
 educators in both graded and ungraded schools. The 
 whole system is deduced from the experience of others, 
 and is not the original product of any one man or wo- 
 man, in any sense of the word. 
 
50 How to Grade and TeacJi a Country School. 
 
 2. CLASSIFICATION 
 
 a. — Primary. 
 
 b. — Intermediate. 
 
 c. — Advanced. 
 The object of classification in the organization of a 
 school containing but one department, is to establish a 
 continuity of successive and progressive work, from year 
 to year during the usual school life of the child. The 
 order of the studies should be so arranged as to be 
 adapted to the healthful development of the child's 
 faculties. These several studies have a natural depend- 
 ence upon each other and are so related as to strengthen 
 his powers for acquiring knowledge, provided they are 
 presented in this natural order. Hence a definite object 
 of attainment can be presented to the pupils in a given 
 course, a fixed amount of work as the minimum can be 
 succssfuUy presented to those who are under our care 
 as subjects of development. 
 
 With this view of the subject, there must of necessity 
 be certain branches of study better suited to pupils 
 advanced in school-life, than to the beginner of tender 
 years. This must lead to some system of classification; 
 this system must meet the wants of the pupil and at the 
 same time be adapted to the immediate surroundings of 
 the school. 
 
 The most convenient divisions of the mixed or un- 
 graded school seems to be that of three divisions, or 
 departments. In France these divisions are called 
 
Classification, 51 
 
 Lower, Middle, and Upper Classes; in Switzerland these 
 divisions are called First, Second and Third Groups; in 
 Prussia they are called Lower, Middle, and Upper 
 Grades; Austria calls the divisions Groups; in the 
 United States there has been but little done in this 
 direction, but the graded schools call these divisions 
 Departments. The term Division seems to be quite 
 appropriate and best understood by the rural popula- 
 tion, hence we adopt these terms; the term Department 
 or Grade seems to carry with it something indicative 
 of city school life, and arouses the prejudices of the rural 
 inhabitants to a greater extent than the term Division. 
 Adopting this term, and following the plan of those 
 countries which have given much attention to the sys- 
 tematic classification of the schools, we adopt the terms 
 Primary, Intermediate, and Advanced Divisions, as 
 possibly the most expressive to those who are most con- 
 cerned. 
 
 As age cannot be relied upon to indicate the advance- 
 ment of the pupil, some other basis of classification 
 must be adopted. All attempts to classify under the 
 head of tijne, have thus far proved unsatisfactory, and 
 have been abandoned sooner or later — the element of 
 time, therefore, cannot be the basis of a thorough classi- 
 fication. It is believed that the readers afford the best 
 basis for present classification in the country school. It 
 is necessary to classify from something in common, as 
 that which is not common to all would fail to include 
 all. Much has been said and much has been written 
 upon the subject of classification in the country school, 
 but no practical scheme succeeds so well as that of mak- 
 ing the reader the basis of classification for all branches 
 
52 How to Grade and Teach a Country School. 
 
 of study. It is customary for pupils to read all the way 
 through school life, from the time they enter the First 
 Reader until they leave the school in the last reader 
 used. It is the experience of the writer that thousands 
 of our pupils read in the classes as a regular daily exer- 
 cise (in the adopted reader) for twice the number of 
 years necessary to make them good readers. Where- 
 fore the necessity of conning over lessons long after 
 they are well understood? When a lesson is thoroughly 
 understood, why not pass to another one? But these 
 questions will be answered in their proper places. 
 Adopting the reader as the basis of classification for the 
 country school we proceed to make the necessary Divi- 
 sions, viz: Primary, Intermediate, and Advanced. 
 
 A careful study of the classification as adopted in 
 all foreign countries, and in our own so far as uniformity 
 is concerned, reveals the fact that nearly all concede the 
 practicability of dividing the rural school into three 
 divisions for the purpose of examinations and promo- 
 tions. 
 
 All pupils reading in the First and Second Readers 
 should be classed in the Primary Division no matter 
 whether they have had all the Number Work, Oral Lan- 
 guage, etc., necessary to complete the required course 
 or not; — all pupils who read in the Third and Fourth 
 Readers should be considered in the Intermediate Divi- 
 sion and so ranked in all reports, whether they are 
 possessed of the required advancement or not. In other 
 words, simply class all in these two readers as belonging 
 to the Intermediate Division: — All pupils who read in 
 the Fifth Reader, (if there be persons who do not enter 
 the regular classes in reading they should be considered 
 
Classification, 53 
 
 in this division also,) should be classed in the Advanced 
 
 Division, whether they have completed the work of the 
 
 other branches as sekcted for the Intermediate Division 
 
 or not. The classification under this plan would appear 
 
 about as follows, so far as the readers are concerned: 
 
 p . C First Reader. 
 
 ^ ( Second Reader. 
 
 Divisions. {^ . ,. ^ C Third Reader. 
 
 Intermediate I ^ .1 t^ 1 
 
 ( fourth Reader. 
 
 Advanced <J Fifth Reader. 
 
 Such a scheme begins the classification of the school 
 at once; pupils can understand that they are to be classi- 
 fied under the division in which their reader falls; many 
 of them will not have had the required branches for the 
 division in which they belong, however. 
 
 Proceeding upon the above basis for classification, it 
 will be necessary to consider the several branches to be 
 studied in these divisions; in the Primary Division it is 
 often the case that pupils are pushed forward in the 
 reader to the neglect of Number Work, Penmanship, Lan- 
 guage, or Spelling. Each teacher is left to do as much 
 or little of this work as he desires, and having no 
 supervising officer to look after him in this division, he 
 either works a hobby of a certain branch, to the exclu- 
 sion of others, or else he neglects them entirely. The 
 writer has found schools in which there was no Num- 
 ber Work, but AritJiuietic from the text was attempted, 
 in the First and Second Reader classes. He has found 
 a large number of schools in which there was no atten- 
 tion given to Language, although the readers were well 
 adapted to the direct application of foundation princi- 
 ples in this much neglected subject. While he is loth 
 to admit it, he has found and inspected quite a number 
 
Primary Division. 
 
 54 How to Grade and Teach a Country School. 
 
 of rural schools in which the children were absolutely 
 forbidden the privilege of using script, and who were 
 compelled to print everything copied from the time they 
 entered the First Reader until they passed through the 
 Third Reader. It should be remembered that pnpils 
 as readily learn the use of script as they do the printed 
 forms, and that the former is constantly used through 
 life, while the latter is seldom if ever used. 
 
 On this basis we then have the following classification 
 in this division: 
 
 Reading. 
 
 Number Work, 
 
 Language Work. 
 
 Spelling. 
 
 Penmanship. 
 
 The Penmanship should not be considered as a separate 
 class, but the members of this division should be con- 
 sidered as belonging in the class in Penmanship that 
 should embrace the whole school; that is, the pupils 
 should receive instruction in this branch with the whole 
 school; the Language Work should be done in connection 
 with the Reading; the Spelling should be carried along 
 with the reading and taught in connection with that 
 branch; thus, there need be no special classes for the 
 study of Penmanship, Spelling, and Language, but it 
 will be necessary to arrange for time to hear the class in 
 Numbers. Hence we may grade to three classes in the 
 Primary Division. 
 
 In the Intermediate Division the Number Work begun 
 in the Primary Division should be continued through 
 the Third Reader, when the study of Arithmetic prop- 
 erly begins in the Fourth Reader. Some teachers suc- 
 ceed admirably by introducing the text in the Third 
 
Classification. 5 5 
 
 Reader, but as a rule, pupils will do the most satisfactory 
 work by dictation from the teacher, with some good 
 Arithmetic as the guide. It is true that such a course 
 gives the teacher some extra work and labor as compared 
 with the text-book methods usually found in the un- 
 graded schools, but such a course gives results directly 
 in proportion to the labor expended in giving pupils 
 work from the board, from the book, and original prob- 
 lems. 
 
 Not more than two classes in Arithmetic should be 
 tolerated in this division; in many schools the teacher 
 may grade to one; he will be able to have the members 
 of the Second and Third Readers unite into one class in 
 Numbers, or he may be able to have advanced pupils in 
 the Fourth Reader unite with those of the Fifth, thus 
 leaving but one in the Fourth, composed of the poorest 
 scholars in that class and the best in the Third Reader. 
 The speed with which a perfect classification may be 
 accomplished, depends upon the good judgment of the 
 teacher. Unless he be governed by this one necessary 
 quality, he will fail in the proper classification of his 
 school. 
 
 The Language Work begun in the readers should be 
 continued through the Third Reader with such additional 
 work as the teacher may secure from any good course 
 in Language. The text should not be placed in the 
 hands of the pupil before he reaches the Fourth Reader. 
 
 If a regular Spelling class is desirable it should be 
 organized from the Fourth Reader class principally, as 
 the speller should not be introduced before reaching this 
 point. By taking the best spellers from the Fourth 
 Reader and placing them in the advanced class from the 
 
56 Hoiv to Grade and Teach a Country School. 
 
 Fifth Reader, and by placing the best spellers from the 
 Third Reader with the poorest in the Fourth Reader, a 
 class of beginners may be had in the Spelling-book. 
 Strictly speaking, all the words should be spelled as 
 found in the readers and other texts; Spelling should be 
 made a constant study in connection with all the texts; 
 pupils should spell everything as they progress, thus 
 obviating the seeming necessity for the speller. 
 
 Penmanship should be taught as a regular general 
 exercise in which all take part. 
 
 Oral Geography should begin in the Third Reader; 
 the text should be used in the Fourth Reader, but not 
 in the Third. This will necessitate the formation of two 
 classes in this subject. It is sometimes well to place the 
 best scholars from the Second Reader, and the poorest 
 from the Fourth Reader into this class; in other words, 
 use the same judgment in this classification as in any 
 other. 
 
 Primary History of the United States should be 
 introduced in the Fourth Reader; to omit the study of 
 this branch in one year after he enters the Fifth Reader. 
 Permit but one class in this division. 
 
 The classification would appear about as follows in the 
 Intermediate Division: 
 
 Reading. 
 
 Arithmetic. 
 
 Language. 
 
 Penmanship. 
 
 Spelling. 
 
 U. S. History. 
 
 Geography. 
 
 In the Advanced Division there should be but one 
 reading class as a rule, there are cases where it would be 
 
 Intermediate Division. \ 
 
Classification. 5!^ 
 
 advisable for pupils to pursue the studies of the Fifth 
 Reader Division while in the Fourth Reader, and there 
 are cases where it would be well to divide the Fifth 
 Reader class into a class of its poorest readers and one 
 of its best, thus forming two classes. It is usually best 
 to place the best readers from the Fourth Reader into 
 the Fifth Reader class and in like manner divide the 
 Third Reader, thus being able to abandon one class for 
 a time. This should be but temporary, and can be best 
 accomplished where the school is able to secure supple- 
 mentary reading. At any rate by judicious manage- 
 ment, the teacher may be able to reduce his number of 
 classes to the minimum in some way. 
 
 There should be but one Spelling class in this division 
 as indicated in the Intermediate Division. In many 
 schools where the gradation is good, the pupils in the 
 Fifth Reader may take the work outlined for the Inter- 
 mediate Division and thus have but one class in the 
 speller. In many schools the patrons will acquiesce in a 
 practical classification in which Spelling is governed by 
 the reading of the pupil from the text, together with the 
 dictionary work so necessary to intelligent work in this 
 branch. 
 
 The remarks concerning Penmanship in the Interme- 
 diate, and the Primary Divisions are equally applicable 
 in this division — the whole school should be classed 
 together. 
 
 But one class should be permitted in Arithmetic in 
 this division; this class should take up the subject 
 where the Intermediate Division leave it; by such a 
 course there can be but three classes irf the practical 
 arthmetic, and in many cases there will be no necessity 
 
SB Hozv to Grade and Teach a Country School, 
 
 of more than two. The preceding remarks are based 
 upon the supposition that a "Higher Arithmetic" is not 
 in use in the ungraded school. While this book may 
 have its place in the high school or the academy, it 
 certainly is out of place in the average country school 
 for any purpose other than a reference work, or for 
 private use. 
 
 In Geography but one class is needed; no matter 
 whether there be a uniformity of texts or not, pupils 
 may be so classified that but one is needed. The work 
 in this branch should be thoroughly and carefully done 
 in the Intermediate Division in order that the pupil 
 may complete the outlined work in one year after he 
 enters the Advanced Division, thus making a complete 
 course of two years in the text- book proper. 
 
 But one class in technical Grammar is needed in the 
 ungraded school. As usually taught this is one too 
 many, since it is of little practical value in its applica- 
 tion. The study of Grammar as a science is necessary 
 and appropriate in the high school course, but certainly 
 does not belong in the ungraded school. But, owing to 
 the fact, that it is found in these schools, and also to 
 the fact that we must teach it according to the provi- 
 sions of our school law, it must be met in the most 
 practicable manner. 
 
 Then one class in the Language book, and one in 
 technical Grammar is all sufficient; the Language book 
 being introduced in the Fourth Reader grade, prepares 
 the pupil for much written work in the Grammar class. 
 By so doing the composition begun in the Language 
 class may be tontinued and practically applied in the 
 Grammar class. 
 
Classification. 
 
 59 
 
 Classifica- 'S 
 
 TION OF THE rt 
 
 School. | 
 
 Interme- 
 diate. 
 
 But oiie class is needed in United States History to 
 complete the course in this branch. The year's study 
 done in the Fourth Reader prepares the pupil for active 
 Work in this grade, and makes history a delightful study 
 for pupils of this division. 
 
 A summary of the classification in a well regulated 
 
 school would appear about as follows: 
 
 p . C Two Reading Classes. 
 
 Frimary. ^ q^^ Number Class. 
 
 "Two Reading Classes. 
 
 Two Arithmetic Classes. 
 
 One Language Class. 
 
 One Spelling Class. 
 
 One History Class. 
 I^Two Geography Classes. 
 
 One Reading Class. 
 
 One Arithmetic Class. 
 
 One Grammar Class. 
 
 One Geography Class. 
 
 One History Class. 
 
 One Spelling Class. 
 
 The preceding is but the general plan of classification 
 as adopted by those counties most closely graded, and one 
 which is very nearly satisfactory. Special objections to 
 this plan will be met at the appropriate place. 
 
 Advanced.' 
 
6o How to Grade and Teach a Country School. 
 
 3. REGULAR EXAMINATIONS. 
 
 That there are objections to regular examinations 
 there can be no question; that these objections are 
 valid in many cases, there can be no denial; but that 
 examinations are of no value, cannot be clearly shown. 
 
 Everything in business life is estimated by some test; 
 this test may not be termed an examination, but it is 
 nothing more or less than such, no matter whether it 
 be so termed or not. It has been said that the teacher 
 knows the exact standing of every pupil under his 
 charge, that he is capable of judging as to the promo- 
 tion of the pupil, that examinations are useless for these 
 and other reasons. This is true to a certain extent, 
 especially in the city, or graded school; how is it in the 
 rural school? In the graded school the teacher has the 
 test of the course of study as interpreted by the super- 
 intendent; in the country school, as a rule, we have no 
 such test. But with this test does the superintendent 
 risk the promotion of the pupil to the high school with- 
 out some fixed standard? If the pupil is not subjected 
 to some periodical test in the shape of an examination, 
 does it follow that he is free from it in his daily recita- 
 tion, or in his "Friday Reviews?" That test which is 
 applied all along the line from the day that he enters 
 school until its close is the best; but is such a test 
 uniform for even a city? No one will for an instant 
 claim that the test of one teacher will be that of 
 
Regular Examinations. 6 1 
 
 another; there must, then, be as many degrees in the 
 test from the teachers of a county as there are teachers, 
 since, if left alone, they will make or unmake a course 
 of study. In other words, the test for promotion given 
 by one teacher is very different from that given by 
 another. 
 
 Why, then, do we have these tests? 
 
 We quote as follows from A. G. Jennings, Hingham, 
 Mass. : "First, to help the scholars. A carefully pre- 
 pared list of test questions will frequently bring up 
 practical subjects which have perhaps been neglected or 
 overlooked. Scholars go from their written test exer- 
 cises to their books with greater interest than ever 
 before, and those questions not answered in the examin- 
 ation are afterw^ards made familiar by careful investiga- 
 tion. There is one advantage, also, in having questions 
 submitted by some one beside the teacher. Scholars 
 grow familiar with the style of their regular instructor, 
 and can answer his questions, when they are confused 
 if the same questions are submitted by a stranger." 
 
 R. I. Perkins, of Boston, writes as follows: "There 
 is a powerful incentive to master any subject about 
 which it is certain that one will be questioned, and must 
 have something to say. The larger proportion of the 
 studying that is done, whether by the young at school, 
 or by men in professional life, is prompted by this incen- 
 tive. The expectation of speaking on the subject gen- 
 erally relates to some definite time, as with the lawyer 
 preparing his briefs for the court room, or the clergy- 
 man in writing his sermons. So with the student at 
 school. He feels that at his recitation he will be called 
 upon to say something on the subject he is studying, 
 
62 Hoiv to Grade and Teach a Country School. 
 
 and this spurs him to diligence in learning as much as 
 possible about it. Nor is it true that such knowledge 
 'passes out of the mind' more quickly than that 
 acquired without that incentive. Still, if the student 
 feels that the acquirement is merely for that occasion, 
 and does not view it as adding to the general store of 
 information that will be wanted for all occasions, it will 
 undoubtedly prove of less value to him, and be sooner 
 forgotten. " 
 
 Anna C. Brackett, of Neiv York, says: "The more 
 we consider the subject of examinations, the more do 
 we discover that its roots run down to the basis of edu- 
 cational science itself, and that it is by no means a light 
 question we are asking when we say, * What is the 
 tendency and value of examinations, and what, in a 
 philosophical system of education, is their province?' " 
 
 Many other good authorities might be quoted, giving 
 valid reasons for holding examinations, but space will 
 not admit. A careful research among these authorities 
 clearly proves a preponderance of evidence in favor of 
 examinations in the city schools. A certain work is 
 given the children to perform in a certain time, and as 
 a means of knowing how well it is done, the superin- 
 tendent furnishes uniform questions to his several 
 teachers; these are in turn submitted to the pupils, and 
 the result of the test reported to the superintendent. 
 
 School examinations should show the systematic 
 arrangement of the regular work of the pupil, or cer- 
 tain portions of it at stated times. As it is impossible 
 to show all the work even in the city, it cannot be the 
 best plan to attempt to do this in the country. Acting 
 upon the conviction that the patron should know the 
 
Regular Examinations. 63 
 
 standing of his children, that the pupil should know his 
 absolute as well as his relative standing, and that the 
 superintendent should know of the ability of his 
 teachers to carry out his commands, or to follow the 
 course of study for a given time, we briefly outline the 
 plan of examinations that has proved the most satis- 
 factory in the supervision of the county. 
 
 Teachers' examinations are held monthly and in the 
 following manner: The superintendent prepares the 
 questions and is limited in this work by the provisions 
 of the outline; that is, he is pledged not to prepare 
 questions whose answers would require a knowledge of 
 the text beyond the month's work. No one except the 
 printer and the superintendent are supposed to know 
 the contents of the examinations; when printed, the 
 superintendent seals one set of each within a properly 
 labeled envelope and places it into the hands of the 
 teacher. 
 
 h. fac simile of such envelope is here shown: 
 
 TO BK OPENED ONLY BY 
 
 THE COMMITTEE, 
 
 —ON THE— 
 
 Bd Friday of Nov. 
 
64 How to Grade and Teach a Country School, 
 
 In order to prevent any irregularity in the opening ol 
 the envelope, the school should select a committee oj 
 thi'ee to open it upon the third Friday as agreed upon. 
 This committee should be chosen on the previous day, 
 in order that there may be no delay in selecting it on 
 examination day. This committee should be selected 
 by requiring nominations from each of the three Divi- 
 sions, thus representing the whole school. 
 
 On the morning of the examination, promptly at 9 
 a. m., or sooner if possible, the school should be called 
 to order and the envelope opened in the presence of the 
 school; it is well for one of the members to take the 
 envelope, examine the seals, pass it to another, and he 
 in turn to the third member, who may break the seal; 
 this committee should then sign the certificate attached 
 to the questions and hand the sheet to the teacher. 
 
 A copy of the examinations for the month of Octo- 
 ber, 1884, as used in the counties of Macon, Piatt, 
 Champaign, Will, Sangamon, Morgan, and several oth- 
 ers in Illinois, is here presented: 
 
 OCTOBER, 1884.— ADVANCED. 
 
 Orthography. — i. Define word, letter, vowel, 
 syllable, consonant. 
 
 2. Give rule for final e followed by vowel, (in form- 
 ing derivatives.) Give example. 
 
 3. Make list of words under rule two in the Manual. 
 
 4. Able or idle = that zvhich may or can be. Add 
 able or ible to sale, fuse, pass, force, trace, change, 
 tame, erase, move, charge. 
 
 5. Ditto: read, ford, rise, observe, impose, divide, 
 fall, receive, teach, tax. 
 
Regular Examinations. 6$ 
 
 Penmanship. — i. Same as intermediate. 
 
 Arithmetic. — i. What is a simple fraction? A 
 mixed number? A fraction? A period of numbers? 
 Division? 
 
 2. What is the cost of 3,000 1^ ft)S of wool at $0.37? 
 
 3. A bushel contains 2,1503^ cubic inches; how 
 many such inches in this room? (Teacher give dimen- 
 sions.) 
 
 4. If 20 per cent, of $8.75 be spent for corn at 25 
 cents per bushel, how many bushels will it purchase? 
 
 5. Teacher supply. 
 
 Grammar. — i. What is declension? 
 
 2. Decline lady, child, ox, dog, rat. 
 
 3. Write the properties of nouns in a neat brace 
 form. 
 
 4. How is the possessive singular always formed? 
 Give good examples. 
 
 5. Parse the nouns: "James's book contains the 
 outlines." "The careful student can do the work of the 
 Manual very easily. " (Teacher may add to this if he 
 desires.) 
 
 United States History. — i. Tell about Balboa's 
 discovery. 2. What part of the United States did 
 each of the nations claim? Did we have a United 
 States then? 3. Tell about Captain Smith and the 
 Jamestown settlement. 4. Name the principal Eng- 
 lish explorers. 5. Tell all you can about the Indians. 
 (Their habits, manners, and customs.) 
 
 Geography. — i. Bound Europe. Has it a capital? 
 Why, or why not? 2. Locate Ural Mountains, Lon- 
 don, Danube River, Candia Island, the Crimea. 3. Why 
 is the climate of England so mild? Of Lapland so frigid? 
 
 \ 
 
66 How to Grade and Teach a Country School . 
 
 4. Name eight seas of Europe. 5. Peninsulas. 6. 
 
 Name states (U. S.) bordering on the Atlantic Ocean. 
 Reading. — Teacher to select a short stanza and have 
 
 ^n^pWs paraph /-a se it. 
 
 Pupils may write about Longfellow next examination 
 We opened the envelope at a. m. and found the 
 
 seals 
 
 1 
 I 
 y Committee. 
 
 School, Oct 1 884. 
 
 N. B. — Questions for next month will be ready the 
 first Saturday in November. If you cannot come for 
 them by the second Saturday, send by some one from 
 your district for them. 
 
 You are invited to our teachers' meeting at each ses- 
 sion. 
 
 OCTOBER, 1884. 
 PRIMARY — FIRST AND SECOND READERS. 
 
 Spelling and Reading. — i. Teacher select a page 
 from the reader, (in each class,) and require the pupil to 
 make a list of all words beginning with the letter a. 
 
 2. Teacher select ten words from these pp. and pro- 
 nounce to pupils. If the pupils cannot write, spell 
 orally. All sjtcJi should zurite by November examination. 
 
 3. Spell cat, dog, rat, ox, my, sun, tub, ran, fly, 
 set. (First Reader.) 
 
 Spell desk, chair, book, slate, chart, maps, stove, 
 bell, chalk, Jane. (Second Reader.") 
 
Regular Examinations. 6'J 
 
 4. Write the names of five boys. ) ^^^^^ ^^^^^ 
 
 5. Write the names of five girls. > 
 Penmanship. — If you have not already filed your 
 
 specimen of Penmanship, take the "Lines for October" 
 as a specimen. It would be well to take the specimens 
 for each month at some time previous to the examination . 
 Number Work. — Write the number two, in three 
 different ways. 
 
 2. Write X in three ways. Write 11 tops in three 
 ways. 
 
 3. 3 + 2=? 2 + 3 = ? 3 — 2==? 4 + 2=? 4 — 2 = ? 
 2x3=? 3X2=r? 2x4=? 4 — 2=? 5+2=? 
 
 4. Read 3— 2=^1. V + 2=VII. 3+4=VII. 6-4-2= 
 III. 6-4-3=2. 10 cents-r-2=:5 cents. iO-4-2=V. 9 
 cents — 5 cents=:4 cents. XX^X=2. 12 days-h2= 
 6 days. 
 
 5. Write ^, >^, i^, 1-5, 1-6, 1-7, ^, 1-9, i-io, J^. 
 Follow the Manual carefully and use any late arith- 
 metic for new problems. 
 
 Language. — Select five directions from exercise i, 
 page 12 of "How to Speak and Write." 
 
 If you have neglected to secure the ''Teacher's 
 Edition," you should do so no longer. 
 
 INTERMEDIATE — THIRD AND FOURTH READER. 
 
 Oral Geography. — Where does the sun rise? 
 Where does it set? 
 
 2. Which way is your home? 
 
 3. Is the world flat? Is the sun larger or smaller 
 than the earth? 
 
 4. In what state do you live? 
 
 5. Draw plat of neighborhood so far as known to 
 pupil. 
 
68 How to Grade and Teach a Country ScJioot. 
 
 Text-book Geography. — i. Take Manual and 
 write complete outline for Illinois, as for Maine in the 
 November work. 
 
 2. Name the metropolis, capital, county seat, normal 
 schools, university, penitentiaries, "Gem City," "Garden 
 City." 
 
 3. Give length and breadth of state. 
 
 4. Define city, river; source, mouth, right and left 
 bank of river. 
 
 Name some railroad in the county. 
 Language. — Write your surname. Your Christian 
 name. Your full name. 
 
 2. Write a statement about yourself and playmate. 
 
 3. Write a statement about something in your desk. 
 
 4. Write a statement of a place you have seen. 
 
 5. Write a statement of something found in the sea. 
 
 6. Teacher select from page 19, five blanks to be filled. 
 Arithmetic. — Write 20 tens, 90 tens. 
 
 2. Copy and read, 20304, 17042. 
 
 3. What is addition? Subtraction? 
 
 4. Add 372, 846, 975 and 27. 
 
 5. Divide 4,876 by 23. Multiply the quotient by 23. 
 United States History. — Take the book used 
 
 and make up a set of questions limited to page 37 in 
 extent. 
 
 Penmanship. — i. Write the short letters. 2. 
 Write the word mamma, five times. 3. Write a 
 couplet of poetry, (selected by teacher.) Insist upon 
 specimen work from pupils in all of the above. 
 
 Spelling. — i. Write five names that shall repre- 
 sent fruits. 2. Five that shall represent tools. 3. 
 Five that shall represent occupations. 4. Five that 
 
Regular Examinations. 69 
 
 shall represent household names, (as father, &c.) 5, 
 Five words of two syllables that shall contain long a. 
 
 Reading. — Select a short stanza, or paragraph, that 
 you admire, copy it and tell why you admire it. 
 
 The teacher takes the questions, places them upon 
 the board, and the children answer thjm in writing. 
 This is called the Teacher's Examination, as he is in 
 charge of it, although he does not assist in the prepara- 
 tion of the questions; he grades the papers, records the 
 grades, reports to the parents, and has full charge of it. 
 
 It will be noticed that such a plan will secure uni- 
 formity of questions for the whole county, the envel- 
 opes will all be opened in the same manner and at the 
 same time; this then, is the first step toward securing 
 uniform results. 
 
 These examinations are usually held during the 
 months of October, November, December, January, 
 and February; thus making a series of five successive 
 monthly examinations. For the Spring and Summer 
 months it has been customary for the teacher to make 
 his own questions, but there is no good reason why the 
 schools should not be furnished examinations for at 
 least seven months in the year. 
 
 The Superintendent's Examinations are those held at 
 the Central School of a township or group of schools 
 and the Final Examination at the county seat. 
 
 For the purpose of convenience the county should 
 be grouped into schools of five to eight in number, 
 with a centrally located school house in the centre; 
 this is usually termed the Central School and is so 
 called from its location; at this school, those pupils 
 from the several schools of the group, having pursued 
 
70 Hozv to Grade and Teach a Country School. 
 
 the seven common branches, (those classed by the law 
 as common school branches,) and recommended by the 
 teacher as able to take a fair examination upon the 
 branches pursued. No pupil should be admitted to 
 this examination, unless he has studied all of the 
 branches required. 
 
 The superintendent holds this examination upon his 
 own responsibility and reports to the pupils in the 
 shape of a certificate of rank in class. 
 
 It will be noted that he simply tests the ability of 
 .the teacher to advance his pupils under the require- 
 ments of the course of study. In other words, he com- 
 pares the work of one school with that of others in the 
 same group. 
 
 As many of the patrons are present, it gives a good 
 opportunity to explain any feature of the work not 
 likely to be understood; it also gives the spectator a 
 chance to select the good, or the poor teacher in the 
 group, by the product of the pupils' work. That the 
 pupil will reproduce that which he has learned in the 
 same order and manner that he received, it there can be 
 no question. How necessary it is to give him good 
 forms and good instruction! 
 
 A Final (Annual) Examination is held during the 
 month of March at the County Seat; all pupils who 
 have passed the Centrals with averages of eighty-five 
 or more are admitted to this contest. New questions 
 are given the pupils and they are again examined, 
 graded, and ranked. 
 
 A beautiful Certificate of Rank in Class is presented 
 each, showing his standing in the county as compared 
 with those examined. 
 
School Records. ^1 
 
 4. SCHOOL RECORDS. 
 
 Under the present routine of school work, no record 
 is kept of the progress and standing of the pupil. This 
 is wrong; the standing of the pupil should be in some 
 permanent form for ready reference, not only for others 
 interested, but for the inspection of the pupil himself. 
 
 Under the plan of work here recommended for the 
 county, three records are necessary to keep a complete 
 exhibit of the pupil's progress from the time he enters 
 the ungraded school until he leaves it, viz: the record 
 kept by the teacher, and those kept by the county 
 superintendent. 
 
 The teacher's record should show the pupil's grades 
 for the monthly examinations in connection with his 
 daily attendance. Here is a form in common use in 
 those schools holding regular examinations; it will not 
 be long until a proper record for preserving the grades 
 made in the examinations will be furnished by the 
 county, or by the district. Until such time the follow- 
 ing plan is recommended: The teacher will enter the 
 names of all his pupils on another page of the register, 
 and the names of the branches pursued over the terms 
 "Mon., Tues., Wed., Thurs., Fri." Under these 
 branches he can enter the averages made on examina- 
 tion, and in an extra column give the general average. 
 Teachers will thus find that a page will hold the record 
 for a year, and will appear thus: 
 
72 How to Grade and Teach a Country School. 
 
 (MONTH HERE.) 
 
 NAME HERE. 
 
 
 
 
 t5 
 
 
 J 
 
 r 
 
 ■Q 
 
 s 
 
 55 
 
 1 
 
 1. Joiin Tyler 
 
 John A"dams.... 
 
 (;. A. Arthur 
 
 James K. Polk. 
 
 A. Jackson 
 
 Anna Symmes.. 
 
 14 
 
 92 
 
 88 
 
 75 
 
 70 
 
 80 
 
 75 
 
 90 
 
 8 
 
 85 
 
 8.5 
 
 90 
 
 70 
 
 
 
 
 18 
 
 95 
 
 92 
 
 75 
 
 96 
 
 82 
 
 68 
 
 90 
 
 16 
 
 91 
 
 911 
 
 96 
 
 88 
 
 75 
 
 80 
 
 95 
 
 10 
 
 60 
 
 70 
 
 90 
 
 95 
 
 
 
 
 6 
 
 75 
 
 80 
 
 90 
 
 75 
 
 
 
 
 81 3-7 
 
 82 1-2 
 84 3-7 
 89 3-7 
 78 3-4 
 80 
 
 By simply repeating the same names of branches, the 
 next month will be carried forward seven spaces, and 
 so on to the close of the year. If your school is large 
 it will be well to ask some member of the school to 
 copy the grades for you. At least, leave some record 
 of the progress and standing of your pupils for the 
 inspection of interested parties. 
 
 The above shows both the daily attendance, and the 
 grades for the monthly examinations; thus the record 
 takes the place of the daily register, and at the same 
 time requires but little work to complete the pupil's 
 record of examinations for the month. 
 
 (In cases where the record is not furnished by the 
 district, the teacher may readily improvise a permanent 
 record by simply writing the names of the branches 
 pursued over the names of the days of the week for 
 the appropriate spaces in the regular register of daily 
 attendance.) 
 
 For the record of the Central Examinations, the 
 superintendent should carry with him a properly ruled 
 book in which he should enter the name of every pupil, 
 his age, his grades, rank in class, average, name of the 
 school from which he comes, his teacher's name, etc.; 
 in fact, this record should show any or all items of 
 
School Records. 
 
 n 
 
 interest connected with his work. The following is a 
 satisfactory form: 
 
 Record of Central Examination held at , 
 
 This record should be kept at the county superintend- 
 ent's office and should be open to the inspection of the 
 interested public. 
 
 The record of Final Examination should show pre- 
 cisely the same items as that of the Central; one form 
 may answer the purpose of both records. It should be 
 neatly and accurately kept and open to the inspection 
 of the. public. 
 
74 How to Grade and Teach a Country School. 
 
 5. AWARDS TO PUPILS. 
 
 Those pupils entering the Central Examinations should 
 receive a certificate showing their grades, average, rank, 
 name of school, and name of the Group of Districts; it 
 should be signed by the county superintendent, or 
 examiner. 
 
 The following form is in general use: 
 
 Macon County Common Schools. 2 
 
 •^Gertificate of Rank in Glass. -^ 
 
 Rank No in a Class of. I 
 
 It is hereby Certified, that , J 
 
 a pupil in School, Tp. No N., R.. in § 
 
 Macon County, Illinois, has made the following averages for the year 
 
 ending 188 
 
 Orthography, : Reading, ; Penmanship, ; U.S. History. ; 
 
 Arithmetic, ; Geography, ; Eng. Grammar .; Average 
 
 and that — is entitled to the above rank in class. 
 
 Central Examination at 
 
 Co. Sup't Schools. 
 
Azvards to Pupils. 75 
 
 Pupils readily understand that their rank in the Group 
 (Great District) depends upon their general average; 
 this is a strong lever for the teacher if properly used. 
 If correctly used it affords the strongest possible incen- 
 tive to the pupil for better work. 
 
 The Final Examination should be represented by 
 a certificate more elaborate in detail, and should be 
 suitable for framing. It should show the same items 
 as that used at the Central, and in addition, the teacher 
 should sign it, as well as the superintendent. 
 
']6 How to Grade and Teach a Country SchooU 
 
 6, CARE OF EXAMINATIONS. 
 
 The Monthly Examinations should be upon uniform 
 paper and should be neatly and carefully bound in a 
 systematic manner. After the papers are graded they 
 should be carefully arranged by Divisions and in the fol- 
 lowing order: Penmanship, Spelling, Arithmetic, Geog- 
 raphy, Grammar, United States History, and Miscel- 
 laneous; these papers should be placed in the order of 
 their excellence, and when this is done the printed ques- 
 tions, together with the certificate of the committee, 
 should be placed upon the face of it, and over all, a neat 
 manilla cover should be secured by the brass paper 
 fastener. When all this is done the book should be 
 properly labelled in ink, and kept at the teacher's desk 
 for a time; pupils will desire to inspect it; the attention 
 of the visitor should be called to it; directors should 
 examine it; and the superintendent should study it. 
 
 The Monthly Examinations in book form should be 
 filed at the school and should be considered the prop- 
 erty of the district. A cabinet of some kind should 
 be devised for the purpose of a receptacle for these 
 examinations, provided there is no room within the 
 teacher's desk. A very simple cabinet may be devised 
 from a cracker box, or one similar in form, as shown by 
 this diagram: — 
 
Care of Examinations, 
 
 77 
 
 1881 
 
 1884 
 
 1882 
 
 1885 
 
 1883 
 
 1886 
 
 Pens, Pencils, Ink, etc. 
 
 Miscellaneous Work. 
 
 Examination Paper. 
 
 Reference Books. 
 
 Over the face of this a door of some kind should be 
 secured in order to protect the contents from the dust. 
 The writer has seen such contrivances covered with a 
 piece of calico, and nicely fastened below by tying a 
 ribbon at the corners. 
 
 The Central Examination paper should be neatly 
 arranged by the examiner and bound in the same man- 
 ner as the Monthlies; these should be kept on file at the 
 county office and ever be open to the inspection of the 
 public. 
 
 The Final Examinations should be arranged and 
 bound as those of the Centrals. These represent the 
 best work of the county and should be given a conspic- 
 uous place in the examiner's office. 
 
78 How to Grade and Teach a Country School. 
 
 7. ANNUAL EXERCISES. 
 
 Annual Exercises of some kind may be profitably 
 held at both the Central, and the Final Examinations. 
 In many counties the evening of the Central is spent 
 in holding an entertainment consisting of songs from 
 the various schools, readings from members of the sev- 
 eral schools, essays, declamations, etc. The superin- 
 tendent usually talks for a short time upon some topic 
 of interest concerning the schools of the county. (The 
 best talks are those explanatory of the kind of work 
 needed.) A trustee, treasurer, school director, or 
 some one who has ability to talk should be enlisted to 
 say something in the cause of education. 
 
 Many counties do not have general or special exer- 
 cises at the Finals; it is believed to have a good effect 
 upon the public generally, to have something of a lit- 
 erary character, to entertain those examined and the 
 visitors for an hour. A reading by one of the pupils 
 followed by a lively address from some good speaker 
 has a tendency to popularize the system of common 
 school education, and encourage those who are to be 
 taught. 
 
Reports of Teachers^ etc* 79 
 
 8. REPORTS OF TEACHERS, ETC. 
 
 After holding the Monthly Examination the teacher 
 should report the standing of each pupil to its parents 
 or guardian. Parents soon learn to look for the monthly 
 grades of their children and become interested in their 
 advancement as well as the children themselves. It 
 costs but little labor to make these reports, since the 
 grades are already upon the daily register. In large 
 rural schools where the teacher finds such a course en- 
 croaching upon his time, he may permit some good pen- 
 man from the school to copy them for him, thus ena- 
 bling all to profit by the record. 
 
 Parents certainly have the right to know of the prog- 
 ress and standing of their children at any and all times. 
 It is right that this should be encouraged, since it wields 
 a powerful influence for good. 
 
 The form commonly used is as follows: 
 
8o How to Grade and Teach a Country School, 
 
 Macon County Common Schools, 
 
 Superintendent's Examination. 
 
 The following are the Grades and (Rank 
 in Class of 
 
 for the month ending the third Friday 
 of. 188...^ 
 
 Grade. Bank in Class. 
 
 Reading, - - 
 
 Spelling, - - - 
 
 Penmanship, - 
 
 Arithmetic, - - 
 
 Geography, - - 
 
 Grammar, - - 
 
 U. S. History, - 
 
 Physiology, - • 
 
 Botany, - - 
 
 Zoology, - - - 
 
 Nat. Philosophy, - 
 
 Average, - - 
 
 No. minutes lost by Tardiness, 
 
 100 is perfect ; 75, medium ; 50, poor; below this, very poor. 
 
 Teacher. 
 
Reports of Teachers y etc. 81 
 
 It will be noted that the report shows the pupil's rank 
 in class for each branch. This one point is well worth 
 the cost of time for its showing, as it is a means of en- 
 couraging the pupil to raise his rank if possible, thus 
 developing the talent of the young learner and placing 
 a definite object before him for attainment. Pupils 
 will very readily understand that rank one is above rank 
 two; that tJiree is above four^ etc. By all means report 
 the pupil's monthly examinations. 
 
 In many counties a monthly report from the teacher is 
 required. Where this is done, it should be short and 
 easily made, as the teacher will have but little time to 
 devote to it, and the superintendent but little to study 
 it. The following is a fac siinile of postal card report; 
 it was furnished by the county and enclosed with the 
 sealed examinations: 
 
82 How to Grade aiui Teach a Country School. 
 
 Report of . . Ocean Wave . . . School for the month 
 
 ending the Third Friday of October, 1883 
 
 No. Enrolled ^(; No. Present to-day 32 
 
 No, Examhied 21 No. Absent 8 
 
 No. Tardy to-day . . . .0 No. Visitors present .... 
 
 The folio wing named directors visited lis during 
 
 the month, Mr. Samuel Wise 
 
 No. of visitors during month 2 
 
 PRIMARY DEPARTMENT. 
 
 No. in class. No. in class. 
 
 First Reader 7 Numbers 18 
 
 Second Reader ."> Spelling 6 
 
 Penmanship 8 No. of minutes lost by 
 
 tardiness 15 
 
 INTERMEDIATE DEPARTMENT. 
 
 Third Reader 5 Geography 7 
 
 Fourth Reader 4 History 7 
 
 Arithmetic ,9 Language 7 
 
 Penmanship 12 Spelling 11 
 
 No, of minutes lost by tardiness 10 
 
 GRAMMAR DEPARTMENT. 
 
 Fifth Reader 1!) Grammar 8 
 
 Arithmetic 8 Geography 10 
 
 U. S. History 9 Spelling 12 
 
 Penmanship 20 Science, Physiology . . 1 
 
 No. minutes lost by tardiness 65 
 
 Total No. minutes lost 90 
 
 Remarks: — The recent storms have affected my 
 attendance. Come and visit us soon. 
 
 Teacher 
 
 This report is of great value to the superintendent in 
 determining the classification of the school, as well as 
 the attendance; the following analysis of the card clearly 
 shows this; 
 
Reports of Teachers, etc, 83 
 
 PRIMARY DIVISION. 
 
 Twelve are reported as reading in this Division but there 
 are but eight reported in penmanship; query, where are 
 t\\Q four missing ones? We go to the Intermediate Divi- 
 sion and find three o{\.\\Qm\ where is \.\\q fourth} We pass 
 to the Advanced Division and find twenty reported in 
 penmanship while there are but nineteen in the division, 
 thus all are found in penmanship in this school. ( Tivelve 
 should have been reported in the Primary Division, 
 Nine in the Intermediate and Nineteen in the Advanced ) 
 Eighteen are reported in numbers in this Division 
 while there are but twelve in it. What is the trouble? 
 The Intermediate arithmetic is full, but there are eleven 
 missing in the Advanced (Grammar) Division. There 
 are five more reported in numbers and arithmetic than 
 there are persons in the readers. TJie teacher must 
 explain. 
 
 In spelling there are six less than there should be in 
 the Primary Division, tiuo more in the Intermediate and 
 seve7i. less in the Advanced Division, thus making eleven 
 not accounted for in this branch alone. The teacher 
 must explain. 
 
 INTERMEDIATE DIVISION. 
 
 In this Division there are tzvo missing in geography, 
 and nine in the Advanced Division; where are they ? 
 
 In United States history there are three more than 
 in the Fourth Reader, and ten less in the Advanced 
 Division, making a difference of seven to be accounted 
 for. 
 
 In grammar (Language) there are three more in the 
 Intermediate Division than are required, eleven less in 
 the Advanced; where are the missing eight ? 
 
84 Hoiv to Grade and Teach a Country School. 
 
 Other branches have been noticed. 
 
 The Primary Division lost^7^^more minutes by tardi- 
 ness, during the month, than the Intermediate, and one 
 hour less than the Advanced; the Intermediate Xo'^X. five 
 minutes less than the Primary, and fifty-five less than 
 the Advanced; this Division lost fifty more than the 
 Primary, and fifty-five more than the Intermediate. 
 
 Is not this a lever for good if rightly applied ? Does 
 not the superintendent know the classification of any 
 school at a glance ? The teacher knowing what is 
 required, will certainly make an effort to secure the 
 required classification. 
 
 Does he not have an incentive to lessen tardiness in 
 showing the school which division is losing most by this 
 evil ? Is there not a chance for healthful emulation ? 
 
 By taking these cards for the whole county the super- 
 intendent may show the classification for the county by 
 simply taking totals and comparing as in above exam- 
 ple. 
 
 Many superintendents are in the habit of reporting 
 any, or all official visits to the board of directors; this 
 is right, and if judiciously managed is certainly produc- 
 tive of much good. The Directors should know just 
 what the superintendent sees in the workings of the 
 school, for good or bad. He is certainly more compe- 
 tent to see the good and bad features of a s.chool, than 
 the board itself. His practiced eye sees the element 
 of success or failure in the surroundings at once. He 
 is certainly able to advise as to the right course to pur- 
 sue in making needed improvements, not only in the 
 immediate control and management of the school, but 
 in any necessary repairs. 
 
Reports of Teachers ^ etc. 85 
 
 In order that we may not be misunderstood in these 
 remarks, we append a copy of a report made in 1885: 
 
 "report of visit to SCHOOL." 
 
 "Dist. No. 7, T. . . . ,N. R. . . . ,E Teacher. " 
 
 "Gentlemen; — I visited your school this A. M., and 
 beg leave to submit the following report: 
 
 I find the fence around the lot in good condition ex- 
 cept a loose board on the east side; it would be well to 
 ask your teacher to have one of her larger male pupils 
 to nail this fast, as it will soon drop from the post. A 
 little care in this direction will keep this lot well fenced 
 for many years. 
 
 The walk to the north outhouse needs a little 
 work done upon it to keep it in good repair; 
 some time when one of you are passing, it would be 
 well to take a hammer and half-dozen nails and repair 
 it. *A stitch in time saves nine.' 
 
 The outhouse at the northwest is in fearful condition; 
 you should see that it is thoroughly cleansed by scrub- 
 bing, then make a new seat, put the door upon strap- 
 hinges, and close the opening on the east side; one of 
 the pillars on the west is settling down and the house is 
 following it; it would be well to place a block of wood 
 upon this pillar; this will correct matters at this place. 
 When this is done you should notify your teacher that 
 you will hold him responsible for the care of the out* 
 buildings; this will cause him to look after them. 
 
 The house is in good repair externally; the transom 
 is nailed up, but 3'our teacher can remove the fastenings 
 and use it for ventilation; there is a pane of glass miss- 
 ing on the east side; this should be replaced as soon as 
 
S6 How to Grade and Teach a Country SchooL 
 
 convenient, as cold weather is at hand, and some pupil 
 may lose his life by the draft of air setting in from this 
 source. 
 
 The walls are clean and the room is well decorated; 
 there are a number of instructive pictures upon the 
 wall; this speaks well for your teacher. 
 
 The desks are in good condition; the teacher's desk 
 is orderly and in good condition. 
 
 The examinations are all neatly bound and in excel- 
 lent condition with the exception of the work for last 
 
 May; as Mr. left it in this condition I have 
 
 arranged it and bound it uniform with the others. Your 
 present teacher will no doubt bind his last one whether 
 he remains or not. 
 
 These examinations show marked improvement all 
 along the line, with the possible exception of arithmetic; 
 the work in this branch needs to be revolutionized in 
 many respects; I have given your teacher full instruc- 
 tions on this point, and trust that he will make this 
 branch a special study for a time. I find but few errors 
 in the arrangement, punctuation, use of capital letters, 
 etc. There is quite a contrast between the books of 
 last year and those of corresponding months for this 
 year, and for the better. 
 
 The classification is excellent except for one grade 
 viz: the Fourth Reader class. Your teacher, being a 
 ^stranger, did not know how to secure books for a pri- 
 mary history class, and hence this grade does not have 
 enough to do, and as a result gives him some trouble in 
 discipline. If they could have the books, this could be 
 avoided, and the discipline improved. 
 
 The discipline of the school is a little above the aver- 
 
Reports of Teachers y etc, 87 
 
 age; the teacher will improve it by doing more written 
 work, as suggested in my notes to him. 
 
 Your teacher is a good instructor, but fails to use the 
 Manual and Guide in the way most favorable to his best 
 interests; if more good blackboard analyses were given 
 and more written work required, the results in accuracy 
 and in discipline would be improved. I believe your 
 teacher will consider these points favorably. 
 
 Upon the whole I believe that your school is doing 
 about average work, and that your teacher is willing to 
 be helped; he has the 'ability to do good work and I 
 think will succeed. 
 
 Trusting that you will visit the school frequently, I 
 
 am, 
 
 Very respectfully, 
 
 , Supt." 
 
 Such is but the average report, and as it had the effect 
 to correct the existing troubles, was it not of much 
 value? 
 
 Each county should have some system of reports for 
 the purpose of correcting any or all irregularities that 
 can be reached in this manner. 
 
 Fences, walks, outbuildings, doors, windows, chim- 
 neys, desks, floors, pumps, etc., may be improved in 
 this way. 
 
 The discipline is often held in check by the certain 
 knowledge that the facts are to be reported upon the 
 visits of the supervising officer. 
 
 There can be no question as to the utility of making 
 official reports of school visits, if judiciously made, and 
 in the proper spirit. 
 
88 How to Grade and Teach a Country SchooL 
 9. SCHOOL EXHIBITS. 
 
 In counties where fairs are held, it pays to exhibit the 
 school work of the county. It is an easy matter to se- 
 cure this where there is anything like system in the ex- 
 aminations. The examiner has in his possession all of 
 the Central and Final Examinations in book form; these 
 are ready for display at all times. As the schools are 
 having monthly tests it will be but little trouble to secure 
 work from each school in the county; usually that of 
 February offers the best representation of the district, 
 as the attendance includes all grades at that time. By 
 calling for this work the supervisor will have an abund- 
 ance of school work for any public exhibit. 
 
 By offering suggestions to his teachers he may be 
 able to secure much work of interest in the shape of 
 drawings, maps, essays, etc. 
 
 In cases where no fairs are held, there should be some 
 attempt to bring the work of the county to the notice 
 of the public; this may be done at the Annual Institute, 
 or on some public occasion appropriate for such display. 
 
 In this manner much permanent good may be done; 
 the interest of the public is easily aroused, and sympa- 
 thy for the good in school work secured. 
 
 10. CATALOGUES. 
 
 Much interest is induced by circulating catalogues 
 containing names of pupils, schools, etc. Many teach- 
 ers have published catalogues of their schools. Children 
 
Catalogues. 89 
 
 are pleased to see their names in print and will preserve 
 them for many years. Especially are these catalogues 
 good if they show the relative standing of pupils with 
 each other. Here is a copy of a Teacher's Catalogue: 
 
 CATALOGUE OF 
 
 PERU SCHOOL, 
 
 CT. 16, B. 1 E. 3d P. M.) 
 
 MACON COUNTY, ILLINOIS 
 
 JOHN H. CULVER, Teacher. 
 
 SCHOOL BOARD: 
 
 N. F. Bbown, Pres. F. H. Coleman, Clk. 
 
 J. E. Hill. 
 
 1883-1885. 
 
90 How to Grade and Teach a Country School, 
 
 HISTORY. 
 
 "The first school house in Blue Mound township, 
 stood in the timber east of the present frame house 
 of Mr. Green Hill, near a fine spring of water. 
 Mr. Daniel McCall was the first teacher in 1828, 
 (Mr. McCall has the honor of being the first county 
 judge, circuit clerk, and county clerk of Macon 
 county.) Mr. Wm. Austin, now living, taught 
 there in 1832." 
 
 This structure gave place to another in a few years 
 which was built about six or eight rods southeast 
 of the present site. In 1868 the present frame 
 building was erected, and has ever since been found 
 amply large enough, being one of the largest coun- 
 try school buildings in the county. 
 
 LIST OF EX-TEACHEES. 
 
 Sarah McOHntock, J. W. McClintock, Ann Scott, 
 John Cotton, Mary Rose, W. Bradeu, Mr. Leisure, 
 F. H. Coleman, John Cnssins, James Cussins, Miss 
 Patton, James Jefferson, A. G. Pasley, John 
 Trainer, Thos. Odor, Chas. McCHntock, W. I. 
 Walker, Willis Smith, C. S. Haines, Sallie Cole- 
 man, H. D. Heil, John F. Wicks, John H. Culver. 
 
 "The Teacher" at Peru, for the years 1883, '84, 
 and '85, believing that the patrons of the school 
 would be interested in knowing the relative stand- 
 ing of their children, has issued this catalogue. The 
 grades have been taken from the county superin- 
 tendent's examinations and from class work, and 
 will be found to give a fair knowledge of the pupil's 
 standing in his studies. 
 
 Trusting that it may prove one among the many 
 school helps, we submit it to the patrons of Peru. 
 ADVANCED— 1883-4. '84-5. 
 
 AVERAGE RANK. 
 AGE. 1883-4 1884-5 
 
 Blankenship, Homer 20 •»2 83 
 
 Blankenship, Fanny 16 94 94 
 
 Coleman, Robert....'. 18 90 
 
 Coleman, Edgar 16 96 
 
 Ward, Charles 20 93 
 
 Brown, Travis 13 gg 
 
 McMahon, Anna 14 88 
 
 Ward, Dora 14 87 
 
 The above have all taken the Superintendent's Central 
 Examination. 
 
Catalogues, 
 
 9i 
 
 INTERMEDIATE.— 1883-4. 
 
 AGE. 
 
 *Austin, Mary A 16 
 
 *Austin, Wallace 20 
 
 *Brown, Travis 12 
 
 Brown, Frank 15 
 
 Blaukeiiship, Nannie 12 
 
 Falconer, George 15 
 
 Falconer, MoUie 13 
 
 Ferguson, Lucy 16 
 
 *Hill, Frank 18 
 
 *Hill, Anna 14 
 
 *Lynch, Eddie 14 
 
 McMahon, Anna 14 
 
 *Pasley, Robert 13 
 
 Miller, Wm. A 17 
 
 Robison, Eddie 13 
 
 *Stevens, Maud 11 
 
 *Stevens, Lucy 13 
 
 Stevens, Lyraon 15 
 
 Wornick, Harry 12 
 
 Ward, Dora 14 
 
 * Promoted. 
 
 AVERAGE KANK. 
 
 1883-4 
 
 1884-5 
 
 81 
 
 87 
 
 78 
 
 80 
 
 72 
 
 86 
 
 65 
 
 
 68 
 
 77 
 
 68 
 
 68 
 
 70 
 
 SO 
 
 63 
 
 
 68 
 
 79 
 
 71 
 
 84 
 
 84 
 
 86 
 
 82 
 
 88 
 
 
 81 
 
 33 
 
 
 78 
 
 
 83 
 
 89 
 
 68 
 
 79 
 
 72 
 
 71 
 
 70 
 
 83 
 
 80 
 
 87 
 
 PRIMARY GRADE. 
 
 AGE. 
 
 *Austin, Frank 13 
 
 *Austin, Willie 10 
 
 Austin, Carrie 6 
 
 *Austin, James 11 
 
 Austin, Lizzie 11 
 
 Austin, Minnie 9 
 
 *Blankenship, Maud 10 
 
 Blankenship, Mac 14 
 
 *Br()wn, Marley 11 
 
 Coleman, Mabel 7 
 
 Edwards, James 7 
 
 Falconer, Ollie 6 
 
 *Ferguson, Hattie 12 
 
 Hudelson, Mina 9 
 
 Hudelson, Clara 7 
 
 Hudelson 7 
 
 Hill, Henry 7 
 
 Jenkins, Samantha 12 
 
 Jenkins, John 7 
 
 Livingston, Mamie 6 
 
 Mosley, Gordon 9 
 
 Mosley, Mary 6 
 
 Miller, Eva 8 
 
 * Promoted. 
 
 AVERAGE RANK 
 
 1883-4 1884-5 
 
 78 
 
^2 How to Grade and Teach a Country SchooL 
 
 An Annual Catalogue of the county is of much Inter- 
 est to the teachers, pupils, and the public generally. 
 This catalogue should contain a complete directory of 
 the schools and teachers; a complete list of pupils ex- 
 amined at the Centrals, together with appropriate notes 
 concerning these examinations; a perfect list of pupils 
 attending the Final Examination, with notes concerning 
 same; the trustees of the county; the treasurers; the 
 boards of directors, etc. 
 
 In counties where this has been kept up for some 
 time, all welcome the Annual Catalogue. There is no 
 reason for not publishing the same, as it can.be paid for 
 by securing a few reliable advertisements for its pages. 
 
 A little thought upon the part of those compiling such 
 catalogues, will readily suggest what is best to publish 
 in this shape. 
 
 We clip a "Central" from an Annual Catalogue for 
 1884, and a "Final" from one of 1883. 
 
 CENTRAL EXAMINATIONS. 
 
 The following shows the names of pupils examined, 
 schools, and teachers represented, in each Great Dis- 
 trict, in 1884: 
 
 Milam Center, Jan. 28, 1884. 
 
 Harmony School. — Mina Dickson, Florence Ekiss, 
 Geo. Freeland, John Moody, Jerusha Ekiss, Gladys 
 Burke, Louis Moody. Mr. C. A. Lindsley, teacher. 
 
 MiddleswortJi School. — Charles Armstrong, J. B. 
 Gibson, Ticie Armstrong, Emma McCool, Julia Kellar, 
 Arthur Fleming. C. A. Hight, teacher. 
 
 Kendal School. — Elvira J. Baum, Charles Kendall. 
 Daniel File, teacher. 
 
Catalogues. 93 
 
 Long Grove School. — Florence Hight, Sadie Warren, 
 Thomas Smith, Alice Gibson. Elmer E. Gibson, 
 teacher. 
 
 Milam Center School. — Sadie Rogers, Cora McKin- 
 ney, Leona McKinney. Jennie Rogers, teacher. 
 
 Hale School. — Katie Dunn, Elmer VanGundy, Agnes 
 Hogan, Katie Hogan, Lizzie Dunn. Wilbur Gibson, 
 teacher. 
 
 Ocean Wave School. — Maud Gibson, Minnie Wise.. 
 Adda Keller, teacher. 
 
 FINAL EXAMINATION, 
 
 Held at Decatur, March 29, 1883. 
 
 Pupils. School. 
 
 Mollie E. Tandy .Stringtovvn 
 
 Elmer Clements Westfield 
 
 Grace Thrift Fairplay 
 
 Grant Kirby Kirby 
 
 Emma Lichtenberger Excelsior 
 
 Mollie Floyd.., White Hall 
 
 Hattie Jones Prairie Chapel 
 
 William Scott White Hall 
 
 Lizzie Adams Argenta 
 
 John L. Clark Bois d'Arc 
 
 Maggie Hogan Fairplay 
 
 Edgar Coleman Peru 
 
 Nellie Dickey Corner 
 
 Maude Gibson Hale 
 
 Dell Bartlett Independence 
 
 Effie Gepford Harristown 
 
 Belle Stuart Kirby 
 
 Thomas Hunt Harmony 
 
94 How to Grade and Teach a Country ScJioot. 
 
 Arthur P. Bean Harmony 
 
 Minnie Seeberger Independence 
 
 Charles Carr Argenta 
 
 Emma Ulrey The Ridge 
 
 Lona H. Bohrer Pleasant Grove 
 
 Julia Atchison .White Hall 
 
 Ada Barker Cherry Grove 
 
 W. J. Myer Boiling Springs 
 
 Minnie Clements Blue Mmind 
 
 Richard Seeberger Independence 
 
 Mattie Ehrhart Prairie Center 
 
 John Ward Cross Road 
 
 Jennie Mooney Stringtown 
 
 Edith Peverly Hadley 
 
 Fannie Grossman Hickory Point 
 
 Nellie Younge Wildcat 
 
 Olive Waller Maroa 
 
 Lula Morgan Stringtown 
 
 Cassius Holcomb Oakley 
 
 Mary Wendling Center Ridge 
 
 Clara Jones Maroa 
 
 Jennie Goode Harristo vvn 
 
 Laura B. Plank Forsyth 
 
 Ella Wheeler Eldorado 
 
 May Covault Maroa 
 
Decorations and Miscellaneous, 95 
 
 II. DECORATIONS AND MISCEL- 
 LANEOUS. 
 
 While it is true that many of our school rooms are 
 most tastefully decorated and scrupulously clean, it is 
 also true that "Eternal vigilance is the price of liberty. " 
 Cobwebs will be cunningly festooned by the industrious 
 spider, the consumption of coal in the glowing stove 
 will silently deposit its soot on the walls and thus, aided 
 by the dust from sweeping, will soon cover up our 
 whitened walls and beautiful pictures. 
 
 Let us contrive frames from the cornstalk, the husk, 
 ripened grain, cardboard, buttons, beads, yarns, wood, 
 etc.; let us preserve all our tasteful wood-cuts of 
 interest, picture-cards of real worth, scraps of history, 
 fac-similes of the handwriting of our prominent men 
 and women, engravings of different kinds, and espe- 
 cially those of historical events, and those illustrating 
 home life in all its simplicity, and place them within 
 these deftly contrived frames, and on the day set apart 
 for this work, let us place them upon the walls of our 
 school rooms as ornaments of our own, and as the prop- 
 erty of the district. 
 
 The preceding is copied from the "Manual and 
 Guide" in use in about fifty counties of Illinois. 
 
 In these counties the Fourth Friday of October has 
 been the day set apart for this work. The plan began 
 
96 Hoiv to Grade and Teach a Country School, 
 
 in one of them in 1879, and has grown to be of uni- 
 versal interest in the rural schools. 
 
 The school-room is the home of many a poor boy 
 and girl. Teachers, pupils, and patrons may make it 
 more than a home for the poor— they may make it a 
 paradise. Hang a picture upon the wall. Better be a 
 French chromo worth two cents than none at all; it 
 may be a world to some poor starving mind. Many of 
 our pupils come from the homes of those who live in 
 wealth and opulence, and whose parlors are decorated 
 with all that art can suggest to make them attractive; 
 how can we expect pupils from these beautiful sur- 
 roundings to welcome the bare and smoked walls of the 
 average school room. Is it any wonder that the school 
 has no attractions for such? If we offer no attractions 
 for those who come from the homes destitute of decor- 
 ations, how can we hope to lure them from their unpre- 
 tentious abodes by offering them nothing of greater 
 interest? 
 
 Early impressions decide our taste or dislike for study; 
 it is a self-evident fact, that unless we can induce a love 
 for the school-room, we shall fail to secure a regular 
 attendance in the schools of the United States; having 
 no compulsory laws of consequence, we must make the 
 schools so attractive that the little tyro shall attend 
 regularly, and of his own accord. There is no good 
 reason why every school in a county should not be 
 beautifully and tastefully decorated, if the persons in 
 authority would but move in the right direction. 
 Simply make the move and the teachers will enthusi- 
 astically follow all reasonable suggestions; pupils will 
 heartily endorse such a movement and the patrons in 
 
Decorations and Miscellaneous. 97 
 
 turn will lend their best efforts to beautify and adorn 
 the school room. 
 
 Finally, we are of the opinion that the school room, 
 and its accompaniments, has more to do with the 
 influences for good, than any other factor in the general 
 education of the nation; we believe that the cheerful 
 surroundings of the school room has as much to do 
 with the prevention of vandalism as any other thing 
 connected with the whole course; those school rooms 
 kept neatly calcimined or papered, and completely 
 decorated, will remain in excellent condition for years, 
 and show a surprising absence of anything like vandal- 
 ism; we wish to testify that there is a tendency to 
 desecrate the walls of the untidy school room in nine 
 cases out of ten; our observation, extending through 
 several years of school inspection and carefully noted, 
 proves this statement conclusively. Pupils in those 
 tastefully decorated school rooms are more orderly, and 
 present an appearance of refinement to that degree not 
 noticeable in the uninviting aspect of bare walls and 
 smoked ce'lings. 
 
 The teacher is in his happiest mood within the walls 
 of the beautiful school room, while he is petulant and 
 gloomy within the bounds of the other. The children 
 are happier within the former, and the attendance 
 actually improves in its regularity and permanency,, 
 while it is unstable and uncertain in the latter. 
 
 There must then be an educating influence within the 
 keeping of the school room worthy our serious con- 
 sideration. 
 
 As to cost, there is no necessity of an outlay of money 
 tQ make the beginning; there are numerous decorations. 
 
98 How to Grade and Teach a Country ScJiool. 
 
 to be had for the suggestion simply, and enough to 
 accomplish all that is desired; when the beginning is 
 once made, there is no trouble to keep it up, as pupils 
 will enter heartily into it. 
 
 Let the school-room of our land be made the most 
 cheerful place in the community, and we shall have 
 cause to expect a benign influence upon the rising gen- 
 eration. Beautiful surroundings exert an influence for 
 good, while unfavorable ones promote the growth of the 
 bad. 
 
 UNIFORM MARKINGS. 
 
 For the sake of uniformity, and for the purpose of a 
 proper comparison, there should be some understanding 
 as to the markings as applied to the manuscript of the 
 pupil. It is just as easy to have the correction marks 
 of a county uniform as not; indeed there is no good 
 reason for having them any other way. Those marks 
 approaching most nearly in form to those used by the 
 proof-reader will be found to be of most value, and to 
 be as simple as any. 
 
 Several counties in Illinois are using the following 
 marks in grading the written works of their pupils; they 
 have proved quite satisfactory and warrant their inser- 
 tion at this place: 
 
 This ^EEE shows that the letter under which it is 
 drawn should have been an upper-case type, instead of 
 a lower-case one, thus: richmond, margaret. 
 
 When this / is drawn through a letter and 1. c. writ- 
 ten in the margin it indicates that a lower-case letter 
 should have been used; when this / is used and an x is 
 formed in the margin it indicates that the letter is super- 
 
Decorations mid Miscellaneous. gc) 
 
 fluous and that it should be stricken out; this a indi- 
 cates something omitted; this ^ signifies strike out or 
 erase; this -r indicates, a new paragraph. 
 
 Summary: 
 
 ^^ indicates upper-case letters. 
 
 u. c. also " i< i< 
 
 1. c. indicates lower-case letters. 
 
 A (caret.) Something omitted. 
 
 S (dele.) Strike out or erase. 
 
 /. Wrong letter or mark. 
 
 -T. New paragraph. 
 
 Other marks might be used, but simplicity would 
 dictate but few; the children will readily learn to use 
 these in their blackboard, or written work. It may be 
 said that the child will not likely use these correction 
 marks as he may never read proof for the press; very 
 well, these marks are as simple as any others that are in 
 use, and as there should be some uniformity in this work, 
 it is well to use that which is more generally practiced. 
 
 REGULATIONS FOR EXAMINATIONS. 
 
 1. Write upon both sides of the paper if necessary; 
 when narrow paper is used, turn the paper from you by 
 taking hold of the lower margin and turning it end for 
 end. (In other words invert it as you turn it over.) 
 If the paper is wide, and a margin is wanted at the left 
 for binding, turn the paper over without inverting it, 
 and leave a corresponding margin on the right, to agree 
 with that on the left of the first page. 
 
 2. Use ink where it is possible to secure it. The 
 paper should show the child's best efforts, and ink wiil 
 exhibit his work to the best advantage. 
 
lOO How to Grade and Teach a Country School. 
 
 3. Number the answers to agree with the questions, 
 placing the number in the middle of the line, and omit- 
 ting same line. Use Roman numerals. 
 
 4. Think a moment before writing upon a given 
 topic, in order to adopt the best possible language at 
 your own command. When the answer is formulated 
 in the mind, write it out carefully and deliberately, 
 striving to talk exactly to the point. Use no super- 
 fluous words, and guard against tautology at all times. 
 
 5. When you have written your answer, read it 
 carefully, and when you find an error, use the correction 
 marks adopted for indicating your changes; this should 
 give you credit for possessing the requisite knowledge. 
 Any one is liable to omit a word, misspell a word, use 
 a lower-case letter for an upper-case one, forget to 
 indent a paragraph, etc., and should have the privilege 
 of correcting such before handing in the MS. 
 
 6. Do not attempt to tell too much about a subject, 
 but be sure yon answer just what is wanted, and to the 
 point. When a question is answered, stop short, with- 
 out making any additions. 
 
 The following will suggest the form for this kind of 
 work: 
 
 I. 
 
 :'^^ ant/ '^^i^fed/ ^l^Hai^nm, ana 
 
Decorations and Miscellaneous. lOi 
 
 II. 
 
 ne €mi€i/oi /j /? aiea/ r.ue/^ '^./^dese 
 ^^ne €mj^ me ^'ai/A, -em^^ti-pfu tub/an/ /^a'm 
 
 III. 
 
 r^^ 
 
 
 IV. 
 
 ^mii dAfi^fZo^u ^€€€i'9?t€d dnei/ei, 
 Aieen /Ae ^eiue-ai ia^d ^^ Me 
 
 V. 
 iu/^nad {^€€fHd en ^^€€^-771^^4 ^J, tn 
 'ydfi€i/^.i^, '^uf /m^d /i ^m^'ce/dU'm^nM -pn^ /no/ 
 
 SHOULD PUPILS HAVE THE OUTLINE? 
 
 It has been a question among prominent educators 
 whether pupils should have a printed or written outline 
 or not. Those who have tried the experiment of furn- 
 
102 How to Grade and Teach a Country School. 
 
 ishing a printed outline are enthusiastic in its praise. 
 Their arguments as compiled are about as follows: 
 
 1. The pupil should know the limit of the examina- 
 tion for the month as well as the teacher. There should 
 be no secret in school work. 
 
 2. With the outline before him the pupil has a guide 
 for private study which he would not otherwise have; 
 pupils will frequently study considerably if they know 
 ivhat to study; they are furnished both the zvhat and 
 the Jlozu much in this outline. 
 
 3. By having the outline at hand the pupil has a 
 guide to follow in selecting the terms for definition, 
 rules to be learned, places to be located, etc. ; this gives 
 him employment at all times, and is a strong incentive 
 to have him do more than he would ordinarily do with- 
 out this assistance. 
 
 4. It saves the teacher much unnecessary labor in 
 the way of copying or making up outlines from day to 
 day; as the pupil cannot select the practical from his 
 text it is absolutely necessary that some one should do 
 this for him; hence the printed outline furnishes all this 
 without the consequent labor of preparing it for him; 
 it saves the pupil much valuable time, as he must copy 
 the outlines from day to day. 
 
 5. By having a printed outline furnished by the 
 county it is uniform and offers an incentive to both 
 teacher and pupil not found in the separate outline of 
 a district only, as no two teachers will make up the 
 same terms, rules, definitions, etc., to be found in the 
 outline best applicable to the county. 
 
 6. The use of a topical outline furnishes the pupil 
 with the key to topical study, makes him independent 
 
Decorations and Miscellaneous. 103 
 
 to a certain degree, not attainable by the usual text 
 book method of study, and leaves him free to find his- 
 information wherever he may. 
 
 7. Pupils have no apparent lack of employment on 
 the score of not knowing where the work may be found. 
 When a lesson is learned they may find what is next 
 wanted by reference to the outline. Bright pupils are 
 thus encouraged to push on and complete the course as 
 soon as possible. 
 
 8. Having the outline at hand pupils get a compre- 
 hensive view of a branch long before they complete it; 
 in other words, they are enabled to see what is before 
 them for the year, and are thus encouraged to do part 
 of it in advance of the regular lessons. 
 
 9. Having the printed outline the pupil can be 
 directed to review any part of the work at any time. 
 A simple direction will enable him to turn to the topic 
 desired for review, and he can at once prosecute the 
 labor without further direction. 
 
 10. Summing up all the points in favor of furnish- 
 ing the printed outline to the pupils, the strongest argu- 
 ment in its favor is the fact that it puts the pupil upon 
 his feet and makes him an independent investigator 
 after the topical plan of study. The text book plan of 
 question and answer will not accomplish this. 
 
 IS THE OUTLINE OF ADVANTAGE TO TEACHERS ? 
 
 The outline is of inestimable value to the teacher for 
 the following reasons: 
 
 I. He is furnished with a definite amount of work 
 to be done each month. It is true that this is the min- 
 imum amount of work as selected by the superintend- 
 
I04 Hoiu to Grade and Teach a Country School. 
 
 ent, but the good teacher will do more by having it 
 Jhan otherwise, and the poor one will at least do the 
 amount outlined, and do it much better than he would 
 without this guide. 
 
 2. The teacher understands that if others are able 
 to do this work, he should be expected to attempt it; 
 his desire to accomplish it will be imparted to his pupils, 
 and thus encourage them to greater effort. The incen- 
 tive thus induced is almost invaluable. 
 
 3. The teacher's desire to accomplish at least the 
 minimum leads to the question, "How shall I do this?" 
 or, "What is the best method of doing this thing?" or, 
 "How do you do this?" 
 
 The result is, he obtains better methods from his fel- 
 low teachers, and in many cases invents some little help 
 which he in turn gives to his fellows as an answer to 
 their inquiry. 
 
 4. There is a strong power back of all this which 
 says, "if I do this well, and succeed in getting good 
 grades from my pupils, I shall satisfy my employers, 
 and possibly be retained at an advanced salary; or, if I 
 succeed in doing first-class work, I shall be enabled to 
 get into a school of higher grade. If I do not follow 
 the outline pretty closely, my pupils will not do well, 
 and it will be known by every one within the township. " 
 
 5. Actual use of the outline in a given county for a 
 number of years results in the retention of good teachers 
 at a better salary for a number of terms, and the rejec- 
 tion of the poorer class at any price. The use of the 
 outline, then, makes the teacher's tenure of office more 
 permanent, and tends to improve the profession of teach- 
 ing by vcid>k.\ngprofessionalcoicntry teachers. 
 
Decorations and Miscellaneous. 1 05 
 
 6. When the teacher thoroughly understands how to 
 use the outline and how to secure the best work from it, 
 he holds the key to the situation so far as discipline is 
 concerned. It is an old and a trite saying, that "the 
 secret of school government is to keep the children busy. " 
 Just in the proportion that the children are kept busy, 
 will the necessity for attempting to improve the disci- 
 pline of the school lesson. Thorough organization and 
 classification with the good executive at the head, will 
 secure all that is desirable under the head of school 
 discipline. The outline provides fora thorough classifica- 
 tion in the rural school; their classification is based upon 
 thorough organization and supervision; when the organ- 
 ization and the classification is perfected, the outline is 
 well in use; when the pupil knows how to use the outline 
 he is ready to cultivate the "school virtues. " viz: regular- 
 ity of attendance, truthfulness, promptness, obedience, 
 kindness, neatness, diligence, earnestness, and thorough- 
 ness in the preparation, or the recitation of the lesson. 
 The school which takes hold of the outline, and falls in 
 with the plan of organization, has all the discipline it 
 needs so far as good order is concerned. Diligence in 
 study will banish the necessity of force in discipline. 
 The outline keeps the pupil employed. 
 
 7. The outline requires much written work when suc- 
 cessfully followed, this will give employment to both 
 the younger and the older pupils. If judiciously di- 
 rected it will keep all the younger pupils busily engaged 
 in the preparation of slate work, and the older ones in 
 the topical prosecution of their lessons. 
 
 Hiram Orcutt, in his "Discipline of the School", 
 says: "Both the master and his pupils must work. In- 
 
lo6 Hoiv to Grade and Teach a Country School, 
 
 dolence in him begets idleness and recklessness in them. 
 Life, energy, and industry manifested by him, will be 
 at once reproduced in them. The teacher must work 
 to fit himself for his high calling and to elevate his pro- 
 fession. He must work for his school, to interest and 
 benefit his patrons, to rouse and inspire his pupils, and 
 to prepare himself for his daily teaching. Indeed, the 
 true teacher is always reading, thinking, or acting for 
 his school. He succeeds, also, in making his pupils 
 work; not so much, however, by direct effort, as through 
 the influence of a well managed and well governed 
 school. With children of common physical and mental 
 ability, it is not often necessary to enforce industry. It 
 is the teacher's business, rather, to direct and control 
 this activity, in a systematic process of self culture and 
 development. " 
 
 8. The same authority says: "Study is mental 
 gymnastics, systematic thinking, and the end in view is 
 development and culture. One great object of the 
 school is to induce and direct this mental exercise. 
 Study is of the first importance, and hence must have 
 the first attention of every practical teacher. In the 
 organization, classification, management, and govern- 
 ment of his school his chief aim is to secure systematic 
 thinking. To this end he arranges certain hours of the 
 day to be especially devoted to study. " 
 
 When the school is perfectly systematized so that 
 each and every pupil has all the work that he can do, and 
 so pleasantly divided between the hours of recreation 
 as to induce the greatest effort, then the discipline is all 
 that can be asked. It is the systematic arrangement of 
 all the powers within the reach of the teacher that pro- 
 
Decorations and Miscellaneous. 
 
 107 
 
 duces order, zeal, interest, and love for school labor. 
 On the other hand, teachers fail for the want of this sys- 
 tematic arrangement as suggested by the classification 
 and division of time by the outline. 
 THE PROGRAMME. 
 We know of no better general programme than the 
 following: 
 
 TIME. 1 RECITE. 
 
 STUDY. 
 
 A.M. 
 
 Min. 
 
 All Classes 
 
 1st Clas-s 
 
 2Dd Class 
 
 3rd Class 
 
 4lh Class 
 
 5th Class 
 
 9 00 
 
 5 
 10 
 10 
 15 
 15 
 20 
 15 
 
 Opening. 
 
 Read. 
 
 Read. 
 
 Re.\d. 
 
 Read. 
 
 Arith. 
 
 Arith. 
 
 
 
 
 1 
 
 9:0.5 
 
 
 Read. 
 
 Read. 
 Read. 
 
 Read. 
 Read. 
 Read. 
 
 Ariih. 
 
 9-15 
 
 Copy. 
 Copy. 
 Num. 
 Num. 
 Num. 
 
 Aritli. 
 
 9 25 
 
 Copy. 
 Num. 
 Num. 
 Num. 
 
 Arith. 
 
 940 
 
 Arith. 
 Arith. 
 
 Arith. 
 
 9-')5 
 
 Arith. 
 Arith. 
 
 
 10:15 
 
 Gram. 
 
 10:30 
 
 15 
 
 
 
 RECESS. 
 
 
 
 10-45 
 
 5 
 15 
 20 
 10 
 10 
 15 
 
 Num. 
 
 Arith. 
 
 Gram. 
 
 Read. 
 
 Lang. 
 
 Write. 
 
 
 
 Note b'k. 
 Note b'k. 
 Lang. 
 Lang. 
 
 Arith. 
 
 Grnm. 
 
 10*50 
 
 Copy. 
 Read. 
 
 Copy. 
 
 Read! 
 Read. 
 
 Gram. 
 
 11:05 
 11-25 
 
 Lang. 
 Lang. 
 
 "ilist. 
 
 11-35 
 
 Copy. 
 Copy. 
 
 Hist. 
 
 11-45 
 
 
 
 
 
 
 
 
 
 12:00 
 
 60 
 
 NOON. 
 
 I'OO 
 
 1' 
 15 
 20 
 15 
 15 
 10 
 
 Read. 
 
 Read. 
 
 Hist. 
 
 Kead. 
 
 Geog. 
 
 Recitk. 
 
 Read. 
 
 
 Read. 
 Read. 
 Read. 
 
 Note b'k. 
 Geog. 
 Geog. 
 Geog. 
 
 Hist 
 
 115 
 
 Copy. 
 Coj.y. 
 Copy. 
 Copy. 
 
 Hist. 
 
 1-30 
 
 Cupy. 
 Copy. 
 Copy. 
 
 
 1-50 
 
 Note b'k. 
 
 2-05 
 
 Note b'k. 
 Note b'k. 
 
 Geog. 
 Geog. 
 
 2-20 
 
 Arith. 
 
 
 
 
 2:30 
 
 15 
 
 RECESS. 
 
 2-45 
 
 20 
 10 
 10 
 10 
 15 
 10 
 
 Geog. 
 Read. 
 
 ■ EAD. 
 
 Spell. 
 Spell. 
 ObalL. 
 
 Read. 
 
 Read. 
 Read. 
 
 s%^fi: 
 
 Spell. 
 
 Arith. 
 Spell. 
 Spell. 
 
 
 3-05 
 
 Note h'ic. 
 
 3-15 
 
 Copy. 
 Read. 
 Read. 
 
 Spell 
 Spell. 
 Note b'k. 
 
 3-25 
 
 a- 
 
 3:35 
 3.50 
 
 Note b'k. 
 
 Note b'k. 
 
 The dotted lines denote recitation; the term, note 
 book, is used in a general sense to denote slate or 
 tablet. 
 
 Each teacher must modify the above to suit the con- 
 ditions of his school. 
 
Io8 How to Grade and Teach a Country School. 
 
 PRIMARY DIVISION, 
 
 COURSE AND OUTLINE OF STUDY. 
 
 APPROXIMATE TIME — TWO YEARS. 
 
 r Reading and Language. 
 Studies of First and J Spelling. 
 Second Reader Pupils. 1 Penmanship. 
 
 [^Numbers. 
 
 classification. 
 
 Reading. — In many of the country schools it will be 
 found to be difficult to secure a proper classification in 
 this branch at first, owing to the different attainments 
 of the pupils. If the pupils are put at work upon their 
 own vocabularies at once, they will soon form them- 
 selves into classes, and move along together. By a 
 little attention the slow pupil may be assisted to reach 
 the attainments of those who have the start of him, 
 and thus reduce the number of classes For a time the 
 pupil should not have the reader, as he must learn to 
 recognize the script and printed forms of the words he 
 already uses; place all such in one class, and if possible 
 place all others in another class; in many cases, no 
 First Reader will be needed, or vice versa. At any rate 
 study to reduce the classification in this division to the 
 fewest number of classes possible. 
 
 Languaoe. — Language, if successfully taught, must 
 run through all the work in the school course; the best 
 
Outline of Study for Primary Division. 1 09 
 
 opportunities for doino^ this are afforded in connection 
 with Reading; each lesson preparation should have 
 some point in Language clearly brought out. 
 
 For reasons suggested above, the Language work is 
 mingled with the course in reading. No provision is 
 needed for a class in this department of work. 
 
 Spelling. — No classes should be formed in this 
 branch in this division; Spelling is best taught in con- 
 nection with the Reading lesson. This is quite fully 
 illustrated under the head of Reading, and if closely 
 followed the pupil will soon be able to spell the words 
 which he uses in his conversation. If you have the 
 speller in the primary grades, it will need to be used to 
 some extent in order to avoid unnecessary criticism; a 
 little patience, together with the use of your better 
 judgment, will soon eradicate the tiresome speller. 
 
 It is a serious mistake to put the speller into the 
 hands of the pupil, and expect him to be able to 
 memorize long columns of words, that to him have no 
 meaning. Unless he is familiar with the use of the 
 words, he will receive but little benefit from such work. 
 If your pupils have the speller, it will be necessary to 
 use it to some extent in many localities, to keep down 
 the criticism of patrons who honestly believe that ''this 
 is the ivay to learn to spell,'' since they used the speller 
 when they attended the country school. By using it at 
 such times as may seem best, and by not requiring it to 
 be purchased by those pupils who are entering these 
 classes, the teacher will soon be rid of this book, reduce 
 his number of classes at least one, and thus complete 
 the first step in the direction of a better classification. 
 
 It requires patience and good judgment to banish the 
 
I lO 
 
 How to Grade and Teach a Country School. 
 
 speller from the Primary Division in back-woods dis- 
 tricts, but the live teacher can do this as effectually 
 here as elsewhere; the people will ever listen to reason, 
 when judiciously administered. 
 
 For methods of teaching Reading and Spelling, see 
 the suggestive methods under the head of Reading ii) 
 this division. 
 
 Penmanship. — Form no class in this division, as it 
 is best taught by ever presenting good forms from the 
 board. In all the script work for the division, use the 
 utmost care to secure correct forms of the letters. 
 Every word, every sentence presented to the child, 
 should be a model of neatness and of exactness. It is 
 of the greatest importance that the child should see noth 
 ing but model forms in all of his first ivork. 
 
 Have Primary pupils attend to all the aids and sug- 
 gestions given in the class exercise of Penmanship for 
 the school. The members of this division will be ben- 
 efitted by hearing all your directions, and should be re- 
 quired to take part in the daily writing exercise. 
 
 Numbers. — In Number work it is necessary to hold 
 the child accountable for all the work given him and 
 hence it is economy of time to place in classes; 
 for the oral drills, they should be called to the recita- 
 tion seat, or be made to stand, in order that the in- 
 structor may be able to hold the attention of all. 
 Usually brief oral drills may be given in connection 
 with the reading lesson for a time, but it will be found 
 necessary to place them into classes sooner or later. 
 Do not suffer more than two classes, (if possible to avoid 
 it,) and contrive to merge these into one as soon as 
 possible. By carefully directing the number work from 
 
Outline of Study for Priuiary Division, 
 
 1 1 1 
 
 the board, the First Reader pupils will soon do Second 
 Reader work. Again, the copying, and the object work 
 at the desk may be inspected at short intervals, as the 
 teacher walks about the room in the discharge of his 
 duties. Do not permit yourself to give an explanation 
 ivJiile a pupil is reeiting. 
 
 Reading AND Language. — Books — Charts, First and 
 Second Readers. 
 
 Object — To teach the pupil the correct printed and 
 written forms of the words he uses, and to preserve or 
 retain his natural mode of expression. 
 
 Materials — Blackboard, pictures, objects, ruled slate, 
 long pencil, sponge. 
 
 Recitation — (i) The pronunciation of the word as a 
 whole. 
 
 (2) Spelling by sound. 
 
 (3) Spelling by letter. 
 
 (4) Name of diacritical marks. Daily review and 
 careful drill on the above points. 
 
 Have the child see an object; have him to talk about 
 it; secure direct statements as to what can be done 
 with the object or by it; tell what it has, etc. Show 
 him ^picture of the object; what things can be said of 
 the object that cannot be said of the picture? Thus, 
 "the cat laps milk." "She is good." "She catches 
 mice," etc. 
 
 When the objeet and \\\q picture are clearly before the 
 child's mind, write the word representing the object up- 
 on the board. (In script.) Let the pupils point to the 
 object, i\\Q picture, and the word in turn; keep this up 
 until the child is able to find the written word in many 
 places upon the board, when combined with other words. 
 
1 12 How to Gi'ade and Teach a Couiitry School. 
 
 Now print and write the word side by side, having pupils 
 name them. Have pupils find each of the forms and 
 continue until they are recognized wherever found. 
 
 When you have enough words to build a sentence, do 
 so; present the statement first, then the question; use 
 period and question mark. 
 
 In the very first lesson use the word method. Teach 
 a and the at the first in connection with the nouns they 
 limit. Teach the first few lessons from the board with 
 the aid of pictures and objects, but in a short time use 
 the First Reader. 
 
 After the lesson in the book has been read two or 
 three times, place a lesson on the board, using many of 
 the same words in the book, but in different combina- 
 tions, thus ascertaining whether the word has been 
 learned, or the sentence in which it occurred committed 
 to memory. Try to have the children talk about the 
 objects whose names are being learned. 
 
 Seek to establish freedom and familiarity between 
 yourself and young children. Your success in teaching 
 Reading depends entirely upon yourself. 
 
 It is very important that the child should be put at 
 copying (/;/ script) the first word learned, immediately; 
 he should write the 7ie2v words immediately after learn- 
 ing them; he should copy the first sentence formed by 
 the teacher. As many sentences as possible should be 
 formed from the words learned; thus, from the words 
 it, cat, is, my, may be formed: 
 It is my cat. 
 Is it my cat? 
 
 When a new word is added, another sentence should 
 be formed and copied. 
 
Outline of Study for Primary Division. 
 
 1 1 
 
 If there be a secret in the successful teaching of read- 
 ing, it is this, — never permit the pupil to find a word 
 which he cannot readily pronounce at sight. 
 
 When words are thoroughly learned, they should be 
 used in numerous sentences until they are used in as 
 many ways as possible. 
 
 By this means the correct form of the written words 
 becomes familiar to the pupil, and by constant and con- 
 tinued repetition the words are thoroughly learned. 
 The use of a or an, and the, are thus taught correctly, 
 both in connection and pronunciation. Teach this and 
 that, these and those, here and there, is and are, was 
 and ivere in the same way. Vary the work by asking 
 "What is this?" Write and have children read and 
 copy: This is a—. "What is that?" That is a—. 
 Combine them thus: 
 
 This is a — , and that is a — . 
 
 These are — , and those are — . 
 
 This is — , and these are — . 
 
 That is — , and those are — . 
 . Use but one form at a time, and fill the slates; you 
 can not use the word too much or too often, but you 
 can use too many different forms. Again we say, 
 "make haste slowly." 
 
 As you progress, make out sentences with blanks to 
 be filled, containing groups of words used together. 
 The following list is suggestive. The teacher may con- 
 tinue at pleasure. 
 
 It is a hat. This is a ball 
 
 It is a — . .This is a — . 
 
 It is a — . jThis is a — . 
 
 It is a — . That is a — , 
 
 I see the man. 
 I see the — . 
 I see the — . 
 I see the — , 
 
1 4 How to Grade and Teach a Country School. 
 
 It is a — . 
 
 That 
 
 is a — . 
 
 I saw the — . 
 
 It is a—. 
 
 That 
 
 is a — . 
 
 I saw the — . 
 
 It is a — . 
 
 That 
 
 is a — . 
 
 I saw the — . 
 
 Here is a pen. 
 
 
 
 Has the man a — ? 
 
 Here is a — . 
 
 
 
 Has the man a — ? 
 
 Here is a — . 
 
 
 
 Can the hen — ? 
 
 Here is an — . 
 
 
 
 Can the rat — ? 
 
 Here is an — . 
 
 
 
 The hen — . 
 
 Here is an — . 
 
 
 
 The hen — . 
 
 Where are the 
 
 slate and 
 
 The hen — . 
 
 pencil? 
 
 
 
 The dog will — . 
 
 Where are the — 
 
 and — 
 
 :> 
 
 The dog will — . 
 
 Where are the — 
 
 and — 
 
 p 
 
 I have a — , you have a — . 
 
 Here is a — ^andth 
 
 ere is a 
 
 — . 
 
 I have a — , he has ci — . 
 
 Here was a — , 
 
 and th 
 
 ere 
 
 Can the — run? Yes, the 
 
 -was a — . 
 
 
 
 — can. 
 
 Here are — , 
 
 and th 
 
 ere 
 
 The — is — the — . 
 
 were — . 
 
 
 
 Where is the book? 
 
 These are pears. 
 
 
 
 The — is — the — . 
 
 These are — . 
 
 
 
 The — is — the — . 
 
 Xhese are — . 
 
 
 
 The — runs. 
 
 These are — . 
 
 
 
 The — runs. 
 
 This is a black cap. 
 
 
 The — runs. 
 
 This is a black — 
 
 -, 
 
 
 The — runs. 
 
 This is a black — 
 
 -. 
 
 
 The — runs. 
 
 Tliat is a black — 
 
 * 
 
 
 The — runs. 
 
 Hiat is a black — 
 
 -. 
 
 
 The — is white. 
 
 This is an old — . 
 
 
 
 The — is white. 
 
 Tliat is an old — . 
 
 
 
 The — is white. 
 
 The nian has a book. 
 
 
 The — is white. 
 
 The man has a — 
 
 . 
 
 
 The — is white. 
 
 The man has a — 
 
 . 
 
 
 The —^ is w 
 
 hite. 
 
 Try to find pictures illustrating the selected words 
 for a time, always having pupils to copy ivords in script. 
 
 It is well to find some First Readers, or specimen 
 pages of such, cut the pictures from them, paste them 
 upon manilla paper, or cardboard, together with some 
 
Outline of Study for Primary Division. 115 
 
 of the words in script and print found upon these pages. 
 These can be used by the pupil in the preparation of his 
 lesson in many ways suggested by the thinking teacher. 
 
 In your first work with the pupil, endeavor to make 
 the printed and written word as much objects of sight 
 as the objects themselves. 
 
 Note how the pupil acquires Language as he advances, 
 and this will be of invaluable aid to you in subsequent 
 Language work. 
 
 Pupils should be required to write statements as soon 
 as ten or fifteen words are learned. At first a simple 
 statement should be drawn from him and carefully writ- 
 ten by the teacher, calling attention to the capital letter 
 and the period. The pupil should copy this carefully, 
 and it should be inspected by the teacher with directions 
 for corrections. 
 
 Review the words learned at preceding recitation, 
 spell them from board or slates, spell all the new words 
 as the pupil advances, and have all of them written. 
 
 Suppose you have this picture: 
 
 a it 
 
 an sit 
 
 fan in 
 
 can tin 
 
 pan is 
 
 ran his 
 
 man did 
 
 a§ bid 
 
1 1 6 How to Gi'ade and Teach a Country School. 
 
 From a man, a girl, a boy, a fan, a pan, a hat, a can, a 
 shoe, &c., you may find rt: and write it as above; from an 
 ax you may obtain a^i, &c. By this means learn all the 
 words upon the border of the picture. From these 
 you can build sentences. 
 
 The same picture may be used for the language work 
 as in the pictures noticed. 
 
 I see (a, or an) <J 
 
 > in the picture. 
 
 By such a scheme you may economize time in direct- 
 ing pupils to a very great extent. 
 
 The child should not be required to print in the prep- 
 aration of his lesson, but should be required to prepare it 
 in script. 
 
 "There is no need for the child to print." — Hewett. 
 
 The child enters school with a vocabulary of from two 
 hundred to six hundred spoken words; he is able to use 
 these in making himself understood among his fellows; 
 but he does not recognize these words in the written or 
 printed page. The first thing to do is to teach him 
 these words in print, and in script. If the chart is at 
 hand, (and is one of modern date,) then we have the 
 picture and the word to guide us. If this cannot be 
 had, then the teacher must make his own chart. Here 
 is a very simple plan for making such; cut some pictures 
 of objects from stock catalogues, newspapers, alma- 
 nacs, etc.; paste these upon a sheet of wrapping paper 
 to be had at the dry goods store for a penny. Cut 
 
Outline of Study for Primary Division. i \'j 
 
 Words representing these objects from the same source 
 and paste them in appropriate places. Write the same 
 words in good script and place them to right of the 
 printed words; rule balance of sheet to agree with pro- 
 portionate ruling upon slate. Write the words which 
 the pupil has already learned, so as to form sentences; 
 as soon as possible, build up a little story from these 
 words; in doing this kind of work, the teacher will soon 
 have a chart that will last him for years. (Of course he 
 would need to make several pages of such work, in 
 order to get his one or two hundred words so necessary 
 for a preparation to read, even in the First Reader) 
 
 If the teacher has had no experience in this selection 
 of words, let him read the first ten pages of all the First 
 Readers at his command, and list the words found in 
 them. He should find over one hundred in a half dozen 
 different readers. Let him use those words which seem 
 to him most familiar to his pupils. The appended list 
 will suggest itself to the use of the teacher, while he 
 can compare it carefully with the reader or chart in use 
 and add such words as his judgment dictates: 
 
 a 
 
 back 
 
 carry 
 
 hat 
 
 mat 
 
 swam 
 
 an 
 
 bat 
 
 Dan 
 
 has 
 
 map 
 
 Sam 
 
 at 
 
 cat 
 
 dare 
 
 hand 
 
 man 
 
 shall 
 
 as 
 
 candy 
 
 damp 
 
 had 
 
 mad 
 
 sand 
 
 ax 
 
 can 
 
 fat 
 
 have 
 
 nap 
 
 sat 
 
 apple 
 
 black 
 
 fan 
 
 happy 
 
 nag 
 
 stand 
 
 am 
 
 bang 
 
 flat 
 
 happen 
 
 pat 
 
 stack 
 
 Annie 
 
 bank 
 
 Frank 
 
 jack 
 
 pan 
 
 scratch 
 
 Abby 
 
 band 
 
 flag 
 
 lad 
 
 plank 
 
 that 
 
 Alice 
 
 cap 
 
 Fanny 
 
 lamp 
 
 Rab 
 
 Tab 
 
 Ann 
 
 catch 
 
 flap 
 
 lamb 
 
 plant 
 
 than 
 
i 1 8 Hoiv to Grade and Teach a Country SchooL 
 
 bad 
 
 candle 
 
 gnat 
 
 land 
 
 rat 
 
 thank 
 
 bag 
 
 cattle 
 
 glad 
 
 lap 
 
 Sad 
 
 wax 
 
 e 
 
 bent 
 
 get 
 
 neck 
 
 set 
 
 them 
 
 Emma 
 
 Ben 
 
 head 
 
 next 
 
 sent 
 
 tell 
 
 end 
 
 bread 
 
 held 
 
 pet 
 
 sell 
 
 wet 
 
 egg- 
 
 dead 
 
 kept 
 
 pen 
 
 seven 
 
 well 
 
 bed 
 
 Fred 
 
 men 
 
 peg 
 
 sled 
 
 when 
 
 beg 
 
 shed 
 
 met 
 
 rest 
 
 step 
 
 west 
 
 bet 
 
 fed 
 
 net 
 
 nest 
 
 Shep 
 
 yet 
 
 bell 
 
 felt 
 
 many 
 
 red 
 
 then 
 
 yes 
 
 bend 
 
 fence 
 
 Ned 
 
 send 
 
 tent 
 
 guess 
 
 
 chill 
 
 hid 
 
 mix 
 
 silk 
 
 tip 
 
 in 
 
 dip 
 
 hill 
 
 Mr. 
 
 sift 
 
 tin 
 
 ill 
 
 did 
 
 him 
 
 Mister 
 
 sill 
 
 trick 
 
 is 
 
 Dick 
 
 hip 
 
 nickel 
 
 sing 
 
 trim 
 
 it 
 
 dig 
 
 his 
 
 pig 
 
 spin 
 
 thing 
 
 bid 
 
 dim 
 
 hit 
 
 pick 
 
 spit 
 
 vim 
 
 big 
 
 dizzy 
 
 Jill 
 
 picture 
 
 stick 
 
 win 
 
 bill 
 
 drip 
 
 Jip 
 
 pretty 
 
 silly 
 
 wing 
 
 been 
 
 drill 
 
 kill 
 
 pillow 
 
 six 
 
 will 
 
 begin 
 
 fill 
 
 kid 
 
 quill 
 
 string 
 
 Willy 
 
 bit 
 
 fit 
 
 lid 
 
 quick 
 
 sister 
 
 wind 
 
 brick- 
 
 fist 
 
 limp 
 
 quit 
 
 swing 
 
 window 
 
 brim 
 
 fix 
 
 lip 
 
 rich 
 
 swim 
 
 willow 
 
 chick 
 
 frisk 
 
 Hft 
 
 rid 
 
 ship 
 
 wick 
 
 chicken 
 
 Frisk 
 
 little 
 
 rill 
 
 think 
 
 wilt 
 
 crib 
 
 fish 
 
 live 
 
 rip 
 
 till 
 
 wish 
 
 cripple 
 
 finger 
 
 milk 
 
 rim 
 
 this 
 
 whip 
 
 chip 
 
 give 
 
 mitten 
 
 sit 
 
 thin 
 
 chimney 
 
 gift 
 
 miss 
 
 sink 
 
 thick 
 
 zip 
 
 list 
 
Outline of Study for Primary Division. 119 
 
 
 
 Bobby 
 
 doll 
 
 hop 
 
 pot 
 
 stock 
 
 of 
 
 cot 
 
 dolly 
 
 hot 
 
 pocket 
 
 stop 
 
 off 
 
 cod 
 
 dot 
 
 hog 
 
 pond 
 
 spot 
 
 on 
 
 coffee 
 
 drop 
 
 John 
 
 pop 
 
 sod 
 
 ox 
 
 cog 
 
 fog 
 
 log 
 
 prop 
 
 top 
 
 box 
 
 collar 
 
 fox 
 
 lot 
 
 rot 
 
 trot 
 
 body 
 
 copper 
 
 frost 
 
 lost 
 
 rock 
 
 toss 
 
 bog 
 
 cost 
 
 from 
 
 not 
 
 rotten 
 
 Tommy 
 
 bonnet 
 
 dog 
 
 got 
 
 knock 
 
 sorry 
 
 was 
 
 u 
 
 dew 
 
 io.^ 
 
 mew 
 
 new 
 
 you 
 
 chew 
 
 your 
 
 
 
 
 
 a 
 
 chair 
 
 hair 
 
 pair 
 
 scare 
 
 there 
 
 air 
 
 care 
 
 mare 
 
 pear 
 
 stair 
 
 tear 
 
 bear 
 
 dare 
 
 fair 
 
 where 
 
 
 
 a 
 
 calf 
 
 half 
 
 
 
 
 ii 
 
 bun 
 
 cut 
 
 dust 
 
 hunt 
 
 lump 
 
 under 
 
 Bunny 
 
 crumb 
 
 dug 
 
 hum 
 
 love 
 
 uncle 
 
 bud 
 
 come 
 
 dull 
 
 honey 
 
 dove 
 
 up 
 
 bug 
 
 done 
 
 fun 
 
 hurry 
 
 none 
 
 but 
 
 cud 
 
 dunce 
 
 funny 
 
 jump 
 
 pup 
 
 butter 
 
 cup 
 
 duck 
 
 gun 
 
 just 
 
 enough 
 
 a 
 
 gay 
 
 may 
 
 play 
 
 stay 
 
 train 
 
 ate 
 
 gate 
 
 mail 
 
 plate 
 
 skate 
 
 trail 
 
 came 
 
 hay 
 
 mate 
 
 place 
 
 stain 
 
 they 
 
 cake 
 
 hate 
 
 make 
 
 pain 
 
 sail 
 
 way 
 
 day 
 
 jail 
 
 mane 
 
 paint 
 
 save 
 
 away 
 
 Daisy 
 
 Kate 
 
 name 
 
 pray 
 
 take 
 
 wake 
 
 fail 
 
 late 
 
 Mary 
 
 say 
 
 tail 
 
 waken 
 
 gave 
 
 lay 
 
 pay 
 
 slate 
 
 tame 
 
 
120 HoiO to Grade and Teach a Country Schools 
 
 g 
 
 bean 
 
 fear 
 
 leap 
 
 need 
 
 seed 
 
 eat 
 
 bleed 
 
 flee 
 
 Lee 
 
 peep 
 
 seat 
 
 ear 
 
 creep 
 
 feed 
 
 leave 
 
 please 
 
 seal 
 
 easy 
 
 cheap 
 
 fifteen 
 
 lean 
 
 pea 
 
 seem 
 
 eating 
 
 cheat 
 
 heel 
 
 leak 
 
 read 
 
 seam 
 
 be 
 
 deep 
 
 hear 
 
 me 
 
 reap 
 
 tear 
 
 bee 
 
 dear 
 
 he 
 
 meal 
 
 she 
 
 tea 
 
 beat 
 
 feel 
 
 knee 
 
 meet 
 
 see 
 
 team 
 
 but 
 
 free 
 
 kneel 
 
 near 
 
 sweet 
 
 we 
 
 i 
 
 dry 
 
 Fido 
 
 live 
 
 mile 
 
 sly 
 
 1 
 
 die 
 
 hide 
 
 fife 
 
 nine 
 
 slide 
 
 ice 
 
 dime 
 
 hive 
 
 Hke 
 
 nice 
 
 slice 
 
 by 
 
 five 
 
 kite 
 
 lion 
 
 pie 
 
 tie 
 
 bind 
 
 fry 
 
 knife 
 
 line 
 
 pile 
 
 time 
 
 bite 
 
 fly 
 
 kind 
 
 my 
 
 pine 
 
 try 
 
 cry 
 
 fine 
 
 lie 
 
 mine 
 
 ripe 
 
 why 
 
 
 
 colt 
 
 goat 
 
 most 
 
 rope 
 
 shone 
 
 oh 
 
 comb 
 
 hold 
 
 no 
 
 roan 
 
 slow 
 
 O 
 
 door 
 
 hoe 
 
 nose 
 
 stone 
 
 toe 
 
 old 
 
 floor 
 
 home 
 
 know 
 
 sow 
 
 throw 
 
 bow 
 
 flow 
 
 lone 
 
 pole 
 
 so 
 
 though 
 
 bone 
 
 four 
 
 alone 
 
 post 
 
 snow 
 
 wore 
 
 broke 
 
 go 
 
 low 
 
 row 
 
 show 
 
 woke 
 
 cold 
 
 crow 
 
 grow 
 
 more 
 
 rose 
 
 yellow 
 
 a 
 
 basket 
 
 fast 
 
 dance 
 
 chance 
 
 last 
 
 ask 
 
 cast 
 
 
 
 
 
 a 
 •• 
 
 call 
 
 born 
 
 fall 
 
 law 
 
 paw 
 
 all 
 
 caught 
 
 corn 
 
 for 
 
 morning 
 
 ; saw 
 
 ball 
 
 caw 
 
 or 
 
 jaw 
 
 morn 
 
 warm 
 
 6 
 
 cook 
 
 good 
 
 look 
 
 put 
 
 wood 
 
 book 
 
 wool 
 
 
 
 
 
Outline of Study for Primary Division. 
 
 121 
 
 
 
 Lucy 
 
 stool 
 
 too 
 
 through 
 
 who 
 
 do 
 
 school 
 
 to 
 
 two 
 
 threw 
 
 into 
 
 ovv 
 
 cow 
 
 hour 
 
 mow 
 
 out 
 
 town 
 
 brown 
 
 how 
 
 loud 
 
 now 
 
 owl 
 
 about 
 
 bow 
 
 house 
 
 down 
 
 mouse 
 
 our 
 
 
 iir 
 
 barn 
 
 dart 
 
 lard 
 
 mark 
 
 tar 
 
 are 
 
 car 
 
 hark 
 
 jar 
 
 part 
 
 tardy 
 
 arm 
 
 cart 
 
 harp 
 
 lark 
 
 papa 
 
 tart 
 
 ark 
 
 carpet 
 
 harm 
 
 large 
 
 park 
 
 yard 
 
 bar 
 
 Carlo 
 
 heart 
 
 mamma 
 
 start 
 
 
 bark 
 
 dark 
 
 hearth 
 
 marble 
 
 star 
 
 
 er 
 
 brother 
 
 Walter 
 
 hurt 
 
 girl 
 
 Robert 
 
 other 
 
 mother 
 
 water 
 
 bird 
 
 sir 
 
 Albert 
 
 her 
 
 sister 
 
 flower 
 
 
 
 
 oi 
 
 boil 
 
 coil 
 
 soil 
 
 spoil 
 
 toy 
 
 oil 
 
 boy 
 
 joy 
 
 
 
 
 Possibly some words of this list belong more properly 
 to the Second Reader. All of them, however, will be 
 found within the comprehension of nearly every child as 
 it enters the school. Teacher should select such as suit 
 the advancement of his class, finally using all of them. 
 
 The use of the blackboard is better than books or 
 charts in teaching beginners to read. Teachers do not 
 need the chart as much as they think. The words and 
 sentences made by the teacher's hand are similar to the 
 words spoken by the voice; the children are more easily 
 interested and enlisted by one word or sentence on the 
 board, than by whole pages of printed matter. The 
 words can be written in every order quickly, erased, 
 and re-written, thus bringing out the perception and 
 memory of the little ones. 
 
\22 How to Grade and Teach a Country School. 
 
 Constant attention should be given to Language, and 
 much composition in easy, short sentences required in 
 this division. Let Language receive all the attention 
 which its importance demands. 
 
 It is very important that the teacher insist upon neat- 
 ness, correct capitalization, and punctuation, at all 
 times. 
 
 Write sentences upon slips of papers, and instead of 
 the new word, insert the picture; thus: 
 
 It is my ■ (here insert neat picture of object.) 
 
 My — is on my . 
 
 The will keep me dry. 
 
 Have pupils copy these sentences, inserting names of 
 objects. Teacher must inspect all writen work or pupils 
 will grow careless, and not do all the work assigned. 
 
 Here is a good exercise for spelling the words learned; 
 the sentences are selected from F. W. Parker's tract on 
 spelling, and suggest the kind of work to be done at all 
 times in this division. Place as many sentences upon 
 the board as you think best, have them copied upon 
 slates, read in class, and corrected when misspelled. 
 There is a mat. The cat is on the mat. 
 
 This is a hat. The rat is on the mat. 
 
 This is a mat. The cat is on the chair. 
 
 This is the cat. The black cat is on the chair. 
 
 I see the rat. The bell is on the mat. 
 
 I see the mat. The bell is on the desk. 
 
 I see a man. The cat is in a pan. 
 
 Here is the hat. The rat is in a box. 
 
 Here is a man. Where are the cats? 
 
 Here is a cap. Where arc the bells? 
 
 Where is the man? The red chair is on the mat. 
 
Outline of Study for Primary Division, \2% 
 
 Where is the pan? Where have you been? 
 
 Where is the can? Whose cat have you? 
 
 Where is the fan? Whose hat have you? 
 
 I am glad to see you. The rat ran. 
 
 I am glad to see my cap. The hen ran. 
 
 The man ran. This is my sled. 
 
 Here is Frank. The bread is in the pan. 
 
 I see a fat cat. I met a man, 
 
 I see a fat rat. I led the lamb. 
 
 Do you see the fat cat? Can I run? 
 
 Do you see the man? Can the rat run? 
 
 Do you see the black cat? The cat can run. 
 
 Frank had a hat. The rat can walk. 
 
 I had a fat cat. There is a box. 
 
 Did Frank have a hat? There is a fox. 
 
 Where was the hen? The box is on the table. 
 
 Where were the men? The blocks are on the table. 
 
 They were in the house. The fox is in a picture. 
 
 Always examine all the work of the pupils; see every 
 thing they do. Never permit them to do any work but 
 their best. Less than this is carelessness. Do not per- 
 mit carelessness. Look out for the trifles. 
 
 As the children advance in the First Reader, require 
 them to write a portion of each lesson on their slates, 
 observing carefully capitals, spelling, punctuation, quota- 
 tions, and the apostrophe. Be sure to examine the 
 work carefully, and return it to them for their correc- 
 tion. Do not assign too mucJi at a time. 
 
 Practice oral syllabication, i. e., let the pupils dis- 
 tinguish the number of syllables a word has, and recog- 
 nize the syllables as a unit. 
 
 Before beginning the Second Reader, test the pupil's 
 
124 How to Grade and TeacJi a Country School. 
 
 ability to read in some other First Reader than his oWil< 
 It would be well to have pupils read several First 
 Readers, if they can be had. Teach the child to express 
 the thought naturally by a series of easy questions. - 
 
 Require the pupils to arrange the words of the lessons 
 in alphabetical order with reference to the first letter of 
 the words, thus: 
 
 can (2) dark (2) 
 
 didn't 
 
 These words are 
 selected from a 
 reader lesson in a 
 
 arrangement. The figures refer to the number of times 
 the word occurs in the lesson. 
 
 Use all the supplementary reading that you can secure- 
 Make much of this "recreative" reading by permitting; 
 the pupil to carry it home with him in order to read it 
 to his parents. 
 
 Require pupils to bring to the recitation a portion of 
 each lesson neatly aud correctly written on their slates. 
 
 In assigning the lesson, point out a word or two, or 
 groups of words to be changed by the pupils when writ- 
 ing their lesson. 
 
 Know that your pupils can spell every word in the 
 lessons, paying particular attention to the common and 
 easy words. Test the ability of the pupil to pronounce 
 every word in the part he is to read before reading it, 
 and require him to answer the questions "What did 
 
 and (4) 
 
 bureau 
 
 afraid (2) 
 
 but (3) 
 
 
 basket 
 
 as (2) 
 
 big (2) 
 
 away 
 
 boy 
 
 am 
 
 brave (2) 
 
 all 
 
 
 a 
 
 
 Second Reader, 
 
 and serve 
 
Out line of Study for Primary Division. 125 
 
 this?" "What did he do?" "When?" "How?" "Why 
 did he do it?" or "Why was it done?" etc. 
 
 Insist upon the proper position of both book and 
 pupil in reading. Do not let pupils point to the words 
 while reading. 
 
 Train the pupil to see words not separately, but in 
 groups, or to see a few words in advance of those he is 
 pronouncing. 
 
 Do not crowd pupils ahead in reading books. Better 
 read several books of the same grade. 
 
 Arrange the words in alphabetical order with refer- 
 ence to the first two or three letters of the words. (In 
 the Second Reader.) 
 
 Combine written and oral spelling, using your best 
 methods to secure accurate spelling. 
 
 Be sure the pupil can readily read the script lessons 
 in his reader, and write from dictation. 
 
 Read a few sentences or paragraphs as review each 
 day. 
 
 Be sure the pupil understands what he is reading. 
 
 Have words written upon slates, and read from them 
 before spelling. 
 
 Cultivate soft, natural tones, but do not allow drawl- 
 ing. 
 
 Keep a list of the words learned on the blackboard, 
 in print and in script form, adding new words as they are 
 learned. Begin every recitation by reviewing these. 
 Frequently change the order of the words in the list. 
 
 Teach the pupils to recognize at sight groups of words, 
 as "the bird," "on the tree," "the boy runs," etc., etc. 
 
 Never allow a pupil to attempt to read a sentence 
 until he can pronounce readily at sight every word in it.* 
 
126 How to Grade and Teach a Country School. 
 
 Without this care, the pupil loses his naturalness of 
 expression and learns to hesitate, drawl, etc. 
 
 It will be noticed that no provision is made for spell- 
 ing classes in this division; spell everything in the 
 reader as the class progresses, but do not ask pupils to 
 purchase the speller; if it is found in their hands, do as 
 suggested for the primary arithmetic. 
 
 Have pupils learn the Arabic and Roman notations 
 as they advance from lesson to lesson, or from page to 
 page in their readers. 
 
 It is well to write sentences from some reader not in 
 use, cut the words apart, and have pupils arrange them 
 into sentences at the study desk. Teacher must inspect 
 these, however. 
 
 Let the teacher take a reader, place the words of any 
 lesson (one that has been studied is best) in lines upon 
 the board, but not in order of their natural arrange- 
 ment. Have these words arranged into good sentences. 
 The following lesson is suggestive: 
 
 Pet a was Zip great; was so Betty; cross sometimes 
 was Zip; boys he like not did; girls like he did? know 
 do not I; old an was hen Betty; was small she; eggs 
 lay she did? did she sometimes; an Qgg laid she when 
 loud cackled she. 
 
 Make lists like the following, blanks to be filled with 
 is or arc : 
 
 1. The horse — black. 
 
 2. — the horse black? 
 
 3. The book is new. 
 
 4. — the book new? 
 
 . 5. The boys — playing. 
 6. — the boys playing? 
 
Outline of Study for Primary Division. 127 
 
 Change is to are and are to is in writing these state- 
 ments: 
 
 1. The cow is old. 7. The fences are new. 
 
 2. The field is green. 8. The roads are dusty. 
 
 3. The sun is bright. 9. The nights are cool. 
 
 4. The moon is shining. lO. The scholars are busy, 
 
 5. The day is cool. 1 1. The men are working, 
 
 6. The flowers are pretty. 
 
 Have the children find in their books five or more 
 words that are the names of persons; look at the first 
 letter of each word; copy the names. 
 
 Find five words that are the names of places; look at 
 the first letter of each word; copy the words. 
 
 1 . Write your name. 
 
 2. The name of the place where you live. 
 . 3. The name of the state. 
 
 4. Your father's name. 
 
 5. Your mother's name. 
 
 6. The name of a place you would like to see. 
 
 Always give your full name when asked, and be able 
 to speak and write it so plainly that it cannot be mis- 
 understood. 
 
 The pupils should be taught that the last name, or 
 family name, is the surname, and that the first or given 
 name is the Christian name. The full name is both the 
 Christian and surname combined. 
 
 1. Write your full name. 
 
 2. Write your Christian name. 
 
 3. Write your surname. 
 
 4. Write your teacher's surname. 
 
 5. Write the name of your country, 
 
128 Hozv to Grade and Teach a Country School. 
 
 In all of this work, and indeed in all the work done 
 by the pupils, be very sure to examine what they do. 
 Use the markings given elsewhere in this book. 
 
 The teacher should have in his possession some good 
 book on Language, in order to follow up successfully the 
 work already begun. 
 
 It is best, and at the same time appropriate, to give 
 a certain amount of Language work in this division that 
 shall develop some of the primary ideas of Geography. 
 After a little drill it is an excellent plan to write sen- 
 tences containing blanks to be copied, filled, and read 
 in class. 
 
 The light is called , and the darkness , 
 
 Days are long in , and short in . 
 
 Winter evenings are than summer . 
 
 The day begins at , and has hours. 
 
 A desk is at my • hand and a table at my — 
 
 My teacher is in of me and the door at the 
 
 I live here, but Fanny lives . 
 
 The wind blows from the to-day. 
 
 The sun rises in the and sets in the . 
 
 My shadow falls toward the at noon, toward 
 
 the in the morning, and toward the at the 
 
 time of sunset. 
 
 Continue this at pleasure. 
 
 If the teacher thinks best he should permit his Primary 
 pupils to enter the class in oral Geography outlined in 
 the Intermediate Division of this book. Second Reader 
 pupils will thus get some clear ideas of the first steps 
 in Geography. 
 
Outline of Study for Primary Division. 129 
 
 COMPARISONS. 
 
 Have pupils fill out the blanks with appropriate words 
 in the following list. Write the list in a column on the 
 board, also the sentences with blanks; let the children 
 combine them. Talk about each one of these sentences, 
 bring out the meaning clearly, and do not try to talk of 
 more than two or three at one time. 
 
 bat 
 
 bee 
 
 crow 
 
 kitten 
 
 lead 
 
 silk 
 
 valley 
 
 ink 
 
 fox 
 
 lion 
 
 monkey 
 
 eagle 
 
 lamb 
 
 honey 
 
 gold 
 
 crystal 
 
 As shy as a . 
 
 As strong as a . 
 
 As mischievous as a 
 
 As cunning as a 
 
 As busy as a . 
 
 As black as a . 
 
 As swift as an . 
 
 As stubborn as a — 
 
 As blind as a . 
 
 As slow as a . 
 
 As light as a — — . 
 
 As quick as a . 
 
 As lively as a . 
 
 As heavy as . 
 
 As sour as — . 
 
 ox grass 
 
 razor day 
 
 hare glass 
 
 iron valley 
 
 night grater 
 
 sky gall 
 
 blood mountain 
 
 snow valley 
 
 As high as a — 
 As low as a — 
 — . As smooth as - 
 As rough as a - 
 As green as — 
 As white as — 
 
 As black as 
 
 As red as . 
 
 As blue as the 
 
 As hard as 
 
 As soft as 
 
 As sharp as — 
 
 As clear as 
 
 As sweet as - — 
 As bitter as — 
 
 mule 
 
 snail 
 
 vinegar 
 
 cricket 
 
 flash 
 
 feather 
 
 lead 
 
 snow 
 
1 30 How to Grade and TeacJi a Conntjy School, 
 
 As light as — 
 As timid as a 
 As good as — 
 
 As dark as -. 
 
 As tough as an - 
 As innocent as a 
 
 Write a few words each day upon the board from the 
 following list, have the pupils give the plurals. Then 
 write the plurals and have pupils give the singular, and 
 vice versa: 
 
 ant 
 
 bed 
 
 boy 
 
 dinner 
 
 goat 
 
 jar 
 
 apple 
 
 
 broom 
 
 dish 
 
 girl 
 
 lamp 
 
 ax 
 
 burr 
 
 bell 
 
 dipper 
 
 hat 
 
 lamb 
 
 bat 
 
 bucket 
 
 cap 
 
 board 
 
 hand 
 
 land 
 
 cat 
 
 bonnet 
 
 car 
 
 finger 
 
 horse 
 
 lap 
 
 can 
 barn 
 
 cent 
 carpet 
 
 cow 
 dog 
 
 face 
 fire 
 
 hog 
 ink 
 
 
 mat 
 
 box 
 
 
 duck 
 
 fan 
 
 jug 
 
 moon 
 
Outline of Study for Primary Division 
 
 I ^i 
 
 Place this or a s-imilar form upon the board; have the 
 pupils copy the sentences and mark the vowels as shown 
 by the marked vowels at the left. 
 
 y 
 
 This is a mill. 
 
 Willy, where is your cap? 
 
 e 
 
 I fed my hen. 
 
 ii 
 
 
 The bee hums. 
 
 Some of the boys will come. 
 
 
 
 do 
 u 
 
 The book is by me. 
 
 The wool is cut from the sheep. 
 
 The school is full. 
 
 a 
 
 I am happy. 
 
 a 
 
 The dog barks. 
 
 a 
 
 Ask the boy for his knife. 
 
 6 
 a 
 
 The ox eats grass. 
 He was here. 
 
 a 
 e 
 
 The gate is shut. 
 I am eight years old. 
 
 a 
 
 e 
 
 The air is cool. 
 There are six left. 
 
 e 
 
 1 
 11 
 
 I saw her. 
 The bird sings. 
 The cat has fur. 
 
 u 
 
 The bird sings in June. 
 
32 How to Grade and Teach a Country School. 
 
 ax 
 
 bear 
 
 eye 
 
 ant 
 
 box 
 
 inn 
 
 awl 
 
 boy 
 
 oven 
 
 ape 
 
 bonnet 
 
 axle 
 
 apple 
 
 boot 
 
 hour 
 
 The use of a or an. 
 
 Let the teacher make a list of words similar to the 
 following; have the pupils write them, placing a or an 
 before each. Have them then form these into senten- 
 ces, using a or an: 
 
 orange inch deer 
 
 owl oil-can elk 
 
 organ idle boy ear 
 
 ark elephant leech 
 
 lark lion horse 
 
 For busy work at seats have pupils make two columns 
 on their slates; in one let them copy the first ten words 
 of the following list in the left column; in the right let 
 them copy the word of opposite meaning. Do not by 
 any means neglect to ijispect this work. 
 them too much at a time: 
 
 south 
 
 west 
 
 cold 
 
 warm 
 
 down 
 
 out 
 
 mother 
 
 girl 
 
 wild 
 
 slow 
 
 shut 
 
 poor 
 
 good 
 
 Tell what each does by filling the following blanks by 
 the appropriate words: 
 
 up 
 
 down 
 
 open 
 
 hot 
 
 cold 
 
 deep 
 
 east 
 
 wet 
 
 slow 
 
 north 
 
 big 
 
 tame 
 
 left 
 
 tall 
 
 go 
 
 top 
 
 boy 
 
 black 
 
 old 
 
 father 
 
 dark 
 
 right 
 
 day 
 
 night 
 
 day 
 
 in 
 
 wrong 
 
 light 
 
 run 
 
 new 
 
 white 
 
 loud 
 
 young 
 
 come 
 
 dry 
 
 bottom 
 
 large 
 
 little 
 
 right 
 
 vork. 
 
 Do not give 
 
 kind 
 
 dull 
 
 hard 
 
 last 
 
 thick 
 
 ceiling 
 
 well 
 
 back 
 
 head 
 
 rich 
 
 front 
 
 bad 
 
 floor 
 
 foot 
 
 first 
 
 soft 
 
 man 
 
 unkind 
 
 sharp 
 
 round 
 
 white 
 
 sunrise 
 
 larger 
 
 land 
 
 empty 
 
 alive 
 
Outline of Study for Primary Division. 133 
 
 The bell The Parrot The rooster 
 
 The boys The cat - The dove 
 
 The bees Horses The crow 
 
 Geese Peacocks - The hen 
 
 Birds The robin Larks 
 
 The duck says ; Lambs 
 
 The bobolink says 
 
 We , , , 
 
 Write questions like the following on the board, have 
 the children copy, and teach them to answer in the 
 affirmative, using the correct verb. 
 
 In a short time all that will be necessary to do will be 
 to write the verb on the board, as the pupils will be 
 able to write their own questions: 
 
 Did you go out to-day? 
 
 Answer. — Yes, I went out to-day. 
 
 Did you see the girl? 
 
 Yes, I sav/ the girl. 
 
 d you buy a pencil? 
 
 d John light the lamp? 
 
 d Mary find her doll? 
 
 d Albert give his dog a dinner? 
 
 d Robert leave the room? 
 
 d Robert run to school? 
 
 d you study your lesson? 
 
 d Emma fan the baby? 
 
 d Mrs. Stevens make the dress? 
 
 d the cat drink the milk? 
 
 d Mr. Stoner ring the bell? 
 
 d Mary wring the clothes? 
 
 d Lucy write her lesson? 
 
 d Bobby fall down stairs? 
 
134 How to Grade and Teach a Country School, 
 
 Did John throw the ball? 
 Did Charles hang up the hat? 
 Did your sister cry for the orange? 
 Did the cat catch the rat? 
 Did Ida hem the ruffle? 
 Did Annie sweep the room? 
 Did James shoot the bird? 
 Did the dogs fight in the street? 
 Did the boy strike the dog? 
 Did the dog bite the girl? 
 Did Eva tear her apron? 
 Did the fish swim in the river? 
 Did the baby sleep well? 
 Did they choose you on their side? 
 Did the horse lie down? 
 Did you rise early this morning? 
 Did the weight sink the bucket? 
 Did the rat eat the salt? 
 Did the boy ride the horse? 
 Did the man know his son? 
 
 Let the children answer these questions on their 
 slates. 
 
 What is your name? 
 
 How old are you? 
 
 Where do you live? 
 
 Where were you born? 
 
 How many brothers have you? 
 
 How many sisters have you? 
 
 What is your father's first name? 
 
 What is your mother's first name? 
 
 What school do you attend? 
 
 What is your teacher's name? 
 
Outline of Study for Primary Division. 135 
 
 What do you study? 
 
 What study do you like best? 
 
 What do you do at home? 
 
 In what country do you live? 
 
 In what state do you live? 
 
 In what city or town do you live? 
 
 In what county do you live? 
 
 Require pupils to tell the story of the lesson, using 
 their own language, as much as possible. 
 
 The teacher will copy on the blackboard the sen- 
 tences in which the new words appear, leaving blank 
 the places occupied by the new words, which are to be 
 filled by the pupil from memory: as, "My mamma gave 
 it to me." The new word is "mamma." The sentence 
 
 should be written on the board, "My gave it 
 
 to me. " 
 
 As pupils progress have them make lists of names of 
 familiar objects, and spell from slates, noting the person 
 who has the neatest list. 
 
 Teachers should have weak pupils point out certain 
 difficult words in a given paragraph, then pronounce 
 them as the teacher finds them, before reading. 
 
 Make up such questions as the following from the 
 reader; specimen blanks are also given: 
 
 I can make cat out of a t c. What can you make 
 out of o g d? 
 
 O, I can make out of o d g. 
 
 Now, what can you make out of a p n? 
 
 I can make — — out of a p n. 
 
 So can I. And a p n will make , too. 
 
 Here are w O C What will they make? 
 
136 How to Grade and Teach a Cottntry School, 
 
 They will make . Now you tell me what 1 i k m 
 
 will make. 
 
 I can do that. They will make . Can you tell 
 
 me what 1 i g r will make? 
 
 Let me see. O, yes. They will make . 
 
 Copy this, putting capitals and periods, in the right 
 place. 
 
 thedogisblackhisnameisjackthecatisblacktooablackcat 
 andablackdogliveinthehouseilikethemverymuchastheyar 
 egoodfriendstome. 
 
 Do a little of this work for a change; when com- 
 pleted inspect slates, or what is better read it, naming 
 capitals and pauses. 
 
 It is an excellent plan to construct short sentences 
 as in above and insert words containing the apostrophe, 
 thus: my dog's name is not snap is your dog named 
 snap how big is your dog. 
 
 Place such lessons upon the board as this, and 
 require them copied in correct form: 
 
 The cow g — ves m — Ik; from m — Ik we m — ke b — tt 
 — r etc. 
 
 Copy on the slates, arranging into words and sen- 
 tences: 
 
 I aveh a odg. eH si a dogo odg. eH psaly wthi 
 em. eH nac karb nad nur. He illw ton iteb. oD 
 ouy ees ym odg? eH eess you. Where si ouyr odg? 
 
 Fill blanks, using the possessive sign: 
 
 1. The ball is lost. 
 
 2. The balls are lost. 
 
 3. Was the dress torn? 
 
 4. Were the dresses torn? 
 
 5. Is the nest built? 
 
Outline of Study for Primary Division. 137 
 
 6. Are the nests built? 
 
 7. The bill is sharp. 
 
 8. The bills are sharp. 
 
 9. The tail is long. 
 
 10. The tails are long. 
 
 I J The knife cost less than the doll. 
 
 Fill as in preceding, using the word man, woman, 
 childy goose, or mice. 
 
 1. The coat is worn out. 
 
 2. The coats are worn out. 
 
 3. Is the bonnet costly? 
 
 4. Are the bonnets costly? 
 
 5. Was the toy in the box? 
 
 6. Were the toys in the box? 
 
 7. Did the cat see the tail? 
 
 8. How many tails did the cat see? 
 
 9. A ^gg is larger than a hen's Q%g. 
 
 10. eggs are larger than hens' eggs. 
 
 11. hats do not cost as much as bonnets, 
 
 but they cost more than shoes. 
 
 Write columns of words omitting the vowels, thus: 
 
 d— g, g d, s— n, P— P— r, — nk, 
 
 c — t, h — rt, St— r, p — n, q 11, 
 
 h — n, j — g, m n, — nd, c — p, 
 
 r— n, r, gr — ss, g — n, f— nc — . 
 
 Inspect slates with care. 
 
 Such a system as this applied to difficult words in the 
 reading lesson, will secure accurate spelling when other 
 methods fail; try it. 
 
 Suppose you have the following paragraph: 
 
 I. The grass and the meadow-flowers stood tall in 
 the fields, and the time for making hay was near. 
 
13B How to Grade and Teach a Country School. 
 
 2. "Life is short," said a dandelion to her neigh- 
 bors. "Men love to gaze on us; but they are so grasp- 
 ing that, because they think they can get a little more 
 money out of us when we are dead and dried, to work 
 goes the scythe, and down we must go." 
 
 From this you might write: 
 
 m d — w=:fl — w — rs, sc — th — , 
 
 m— k— ng, gr— sp— ng, 
 
 dr d, d — wn, 
 
 f Ids, n ghb — rs. 
 
 m — n — y, d d. 
 
 Name the first letter of these words; when named, 
 call then the initial letter of the name: 
 Tom boy Charles Frank 
 
 Mary window Claude fan 
 
 John box Walter box 
 
 James room Eva Olive 
 
 Give the initials of these words: 
 John Godfrey Saxe. Abraham Lincoln. 
 
 James Abram Garfield. George Washington. 
 
 William Harvey. James Richardson. 
 
 Write these names correctly: 
 U. S. grant. roger Williams. John adams. 
 
 John h. Payne. Frank taylor. franklin Pierce. 
 
 Chicago, ill. Robert day. 
 
 1. Write your full name. 
 
 2. Write your initials. 
 
 3. Write your surname and put before it the initials 
 of your Christian name. 
 
 4. Write the name of the place, state and county 
 in which you live. 
 
 Learn to name and write the names of the days, and 
 
Outline of Study for Primary Division. 139 
 
 names of the months, also of noted days of the year, 
 such as: 
 
 New Year's Day. Good Friday. Easter. 
 Fourth of July. Christmas. Thanksgiving Day. 
 
 Take a word, like the word cat, pronounce it in the 
 ordinary way, cat. Then pronounce the word, drawl- 
 
 ing it more and more, thus: 
 
 dog 
 d^o-^ 
 [d] [o] 
 
 [g] 
 
 hog cat 
 
 h^^o^^g c^^a^t 
 
 [h] [o] [g] [c] [a] [t] 
 
 Take a few words from the following list, write them 
 upon the board, have the pupils give the plurals. 
 Then write the plurals, having the children give the 
 singular. Do this until they are thoroughly learned. 
 
 ant 
 
 car 
 
 face 
 
 lamb 
 
 part 
 
 apple 
 
 cat 
 
 fire 
 
 land 
 
 pen 
 
 ark 
 
 crack 
 
 fan 
 
 lap 
 
 pet 
 
 ax 
 
 carpet 
 
 frame 
 
 lamp 
 
 pig 
 
 back 
 
 cent 
 
 flame 
 
 man 
 
 play 
 
 bat 
 
 cellar 
 
 gate 
 
 mat 
 
 plum 
 
 ball 
 
 coat 
 
 game 
 
 meat 
 
 peach 
 
 barn 
 
 cob 
 
 girl 
 
 meal 
 
 pear 
 
 basket 
 
 cog 
 
 goat 
 
 moon 
 
 rat 
 
 bell 
 
 collar 
 
 hat 
 
 month 
 
 ray 
 
 bench 
 
 comma 
 
 hay 
 
 mule 
 
 rain 
 
 bed 
 
 corner 
 
 hand 
 
 name 
 
 roll 
 
 bill 
 
 day 
 
 horse 
 
 nail 
 
 rule 
 
 bird 
 
 date 
 
 hog 
 
 neck 
 
 step 
 
 bit 
 
 dinner 
 
 hen 
 
 nest 
 
 top 
 
 box 
 
 dipper 
 
 inch 
 
 oak 
 
 toy 
 
 bonnet 
 
 dish 
 
 ink 
 
 oar 
 
 tool 
 
40 How to Grade and TeacJi a Country School. 
 
 boy 
 
 board 
 
 broom 
 
 doctor 
 
 bucket 
 
 dog 
 
 can 
 
 duck 
 
 man 
 
 loaf 
 
 knife 
 
 mouse 
 
 goose 
 
 wolf 
 
 sheaf 
 
 louse 
 
 fly 
 
 baby 
 
 beauty 
 
 story 
 
 cherry 
 
 duty 
 
 oat 
 
 vine 
 
 ore 
 
 way 
 
 owl 
 
 will 
 
 pan 
 
 wire 
 
 shelf 
 
 life 
 
 calf 
 
 wife 
 
 child 
 
 foot 
 
 tooth 
 
 woman 
 
 study 
 
 lady 
 
 city 
 
 sky 
 
 ring 
 
 finger 
 
 jail 
 
 jug 
 
 lad 
 
 leaf 
 
 half 
 
 thief 
 
 ox 
 
 pony 
 
 berry 
 
 cap 
 
 Teach the use of this and tJiat, these and those, with 
 the singular and plural forms. 
 
 The following can be carried out indefinitely. 
 Change this in these sentences to these and write the 
 sentences correctly. 
 
 1. This ball is round. 
 
 2. This box is square. 
 
 3. This paper is white. 
 
 Use those instead of that in these sentences. 
 That apple is red. 
 That horse is large. 
 That man is good. 
 That cow gives milk. 
 
 Supply this or these, that or those, in the blanks 
 below. 
 
 pen is bad. 
 
 boys are cold. 
 
 slate is mine. 
 
 trees are full of apples. 
 
 girls have done well. 
 
Outline of Study for Primary Division. 141 
 
 Make use of was and were in the same manner; also, 
 have and Jias. 
 
 Words of the same pronunciation, but of different 
 spelling, may be arranged in this manner, thus: Use 
 to, too or tivo in these sentences: 
 
 1. I went the table. 
 
 2. The pig is • fat to run. 
 
 3. You have eyes, ears, hands and 
 
 feet. 
 
 The teacher will write sentences with blanks to be 
 filled by pupils, thus teaching the correct use and spell- 
 ing of this list of difficult words. Do not go too 
 rapidly, but be very thorough as far as you go. Be 
 sure that the pupils see clearly the difference in mean- 
 ing, and that they are able to apply the words properly. 
 Make sentences and use all the following as per model 
 given above. 
 
 The list appended includes most of the words known 
 to First and Second Reader pupils. 
 
 be 
 
 bee 
 
 blew 
 
 blue 
 
 pail 
 
 pale 
 
 dear 
 
 deer 
 
 brake 
 
 break 
 
 tail 
 
 tale 
 
 eye 
 
 I 
 
 buy 
 
 by 
 
 threw 
 
 through 
 
 hear 
 
 here 
 
 coarse 
 
 course 
 
 whole 
 
 hole 
 
 hour 
 
 our 
 
 fore 
 
 four 
 
 won 
 
 one 
 
 knows 
 
 nose 
 
 flour 
 
 flower 
 
 ware 
 
 wear 
 
 knot 
 
 not 
 
 ring 
 
 wring 
 ( rowed 
 
 hair 
 
 hare 
 
 meat 
 
 meet 
 
 rode 
 
 ( road 
 
 heal 
 
 heel 
 
 right 
 
 write 
 
 rose 
 
 rows 
 
 sell 
 
 cell 
 
 read 
 
 red 
 
 sail 
 
 sale 
 
 told 
 
 tolled 
 
 son 
 
 sun 
 
 sea 
 
 see 
 
 wade 
 
 weighed 
 
142 How to Grade and TeacJi a Country School. 
 
 lo 
 
 ( too 
 ( two 
 
 some 
 
 sum 
 
 seam 
 
 seem 
 ^ sew 
 
 their 
 
 there 
 
 sent 
 
 cent 
 
 so 
 
 ^ sow 
 
 wood 
 
 would 
 
 grate 
 
 great 
 
 toe 
 
 tow 
 
 aunt 
 
 ant 
 
 knew 
 
 new 
 
 m 
 
 mn 
 
 ate 
 
 eight 
 
 lain 
 
 lane 
 
 mail 
 
 male 
 
 stair 
 steal 
 
 stare 
 steel 
 
 lead 
 made 
 
 led 
 maid 
 
 right 
 you 
 
 write 
 yew 
 
 bare 
 
 bear 
 
 pair 
 
 ^ pare 
 ( pear 
 
 might 
 
 mite 
 
 Fill these blanks; use slates; inspect: 
 
 A- 
 A- 
 A - 
 A - 
 A- 
 A - 
 A - 
 A- 
 A- 
 A- 
 A- 
 An 
 An 
 A - 
 
 is a young dog. 
 is a young sheep, 
 is a young goat, 
 is a young cat. 
 is a young cow. 
 is a young horse, 
 is a young lion, 
 is a young bear, 
 is a young tiger, 
 is a young goose, 
 is a young duck. 
 
 - is a young eagle, 
 
 - is a young owl. 
 is a young fox. 
 
 In order to secure close gradation, each new word on 
 its appearance in the lesson should be placed for several 
 days on the blackboard and left there until the pupil 
 has become familiar with it. 
 
 Pupils should never be shown incorrect forms, nor 
 should their attention be called to a word when written 
 incorrectly. Simply say, "This is wrong," and erase it, 
 having it rewritten. 
 
 "Make haste slowly. " Do not attempt too much in 
 beginning with a new word. Teach the one word very 
 
Outlitic of Study for Primary Division. 
 
 143 
 
 thoroughly before passing to the next. Take groups 
 of easy words used by the child and write them on the 
 board, thus: 
 
 It is a . Fill the blank with words known by 
 
 the pupils. Have them read the sentence holding or 
 seeing the object. Thus, the teacher holding a book, 
 "This is a book. " 
 
 Write the following on the board, and have pupils read 
 and copy: 
 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 It is a 
 
 
 is 
 
 a 
 
 
 is 
 
 a 
 
 
 is 
 
 a 
 
 
 is 
 
 a 
 
 
 is 
 
 a 
 
 
 is 
 
 a 
 
 
 is 
 
 a 
 
 
 is 
 
 a 
 
 
 is 
 
 a 
 
 
 is 
 
 a 
 
 We clip an entire lesson from a Second Reader for 
 the purpose of illustrating what may be done in the way 
 of questioning and answering: 
 
 BRAVE LITTLE KATE. 
 
 ago 
 
 bridge 
 
 beam 
 
 across 
 
 brook 
 
 station 
 
 train 
 
 reach 
 
 nearest 
 
 torn 
 
 railroad 
 
 fainting 
 
 stormy 
 engine 
 lantern 
 .j^ worse (wurs) 
 
 1. I am going to tell you a true story of a brave 
 little girl. 
 
 2. Near a large town in a new part of our country 
 there is a place where a railroad track crosses a brook 
 on a high bridge. 
 
144 How to Grade and Teach a Country School. 
 
 3. Not far from this bridge lives the little girl I am 
 going to tell you about. Her name is Kate. 
 
 4- One stormy night not long ago, as little Kate 
 stood looking out of the window, watching for her 
 father to come home, she saw that a train was coming 
 along the track. 
 
 5. She could not see the cars, — the night was too 
 dark for that, — but she could see the bright light on the 
 front of the engine. 
 
 6. While the little girl was looking, and just as the 
 train had got to the brook near by, all at once the 
 engine light seemed to fall and go out. 
 
 7. Kate looked again, but no light was to be seen. 
 Then the little girl was afraid that something was wrong. 
 
 8. She got a lantern, and ran down towards the 
 railroad track. When she got there she found that the 
 bridge was gone, — that the rain had washed it away. 
 
 9. Then Kate knew that far below in the foaming 
 water lay the engine and the train she had seen from the 
 window. 
 
 10. Now, Kate had often watched the trains go by, 
 so she knew just when to look for them. 
 
 11. As she stood there by the broken bridge, it 
 came into her mind that another train would soon come 
 rushing along. 
 
 12. The brave girl made up her mind to save this 
 other train if she could. She started to run back to the 
 nearest station, a mile away. 
 
 13. To reach this station she had to cross a long, 
 high bridge over a broad river. 
 
 14. It is not easy to cross this bridge even in the 
 daytime; and this was night, — a dark, stormy night. 
 
Outline of Study for Priuiary Division. 145 
 
 Worse than all, just as Kate got to the bridge the wind 
 blew out the light in her lantern. 
 
 15. But little Kate did not give up. The brave girl 
 crept along the beams on her hands and knees, till she 
 reached the other side of the river. Then she jumped 
 to her feet, and ran on again till she came to the station. 
 
 16. Her clothes were torn and wet, and she could 
 hardly speak. All she could say was, "Stop the train! 
 stop the train!" Then she fell fainting to the ground. 
 
 17. Kate was just in time. In a minute more the 
 cars came along, and the men at the station ran out 
 and stopped them. 
 
 18. Was not Kate a brave girl? Think of all the 
 people in the cars; men and women and children! and 
 all of them saved by one little girl! 
 
 How glad they were, and how happy Kate was! 
 
 19. Children, how much good even a little girl can 
 do if she is quick to think and brave to act! 
 
 I. What is this lesson about? 2. Is this story a 
 true one? 3. Are there other kinds of stories? 4. 
 Was the little girl afraid? 5. Did she live in town? 
 6. Did she live near the town? 7. What was near her 
 house? 8. What was over the brook? 9. What is a 
 bridge? 10. What crossed the bridge? 11. Why 
 was the bridge high? 12. What is meant by a "new 
 part of our country?" 13. What is the name of our 
 country? 14. Do you think it was in this state? 15. 
 Why? 16. Mark the vowels in going, brave, near. 
 17. Yxo\\owx\Q.^ little, tell. 18. Give the sounds sep- 
 arately. 19. What letters are not sounded? 20. What 
 do you call such letters? 21. How do you mark them? 
 
 I. What is her name? 2. Was herfather living? 3. Was 
 
146 How to Grade and TcacJi a Country School. 
 
 he at home? 4. Where was she Saturday? 5. What 
 was she doing? 6. What time was it? 7. Is night part 
 of the day? 8. What kind of night was it? 9. What 
 did she see? 10. How could she see it? 11. What is 
 the light on the front of the engine called? 12. When 
 did the light seem to go out? 13. Do you know why? 
 14. What did Kate think about it? 15. What did she 
 do? 16. What did she find? 17. How could the rain 
 wash the bridge away? 18. Where was the train and 
 engine? 19. What is an engine? a train? cars? track? 
 20, Mark the words ^r^V///, //>///. 21. Pronounce them. 
 22. What letters are not sounded? 23. How do you 
 mark them ? 24. Give the sound of a in aud^ that, train. 
 
 I. Would any more trains go by? 2. Did Kate know 
 this? 3. Why did she know it? 4. Did she know when 
 the next train would be along? 5. What would happen 
 to the next train? 6. Did Kateknow this? 7. What did 
 shetrytodo? 8. Where did she start for? 9. How far 
 was it? 10. What must she cross? 11. Was this easy 
 to do? 12. Why was it harder to do by night?. 13. 
 What became of her lantern? 14. Did she give up 
 then? 15. How did she get across? 16. What is the 
 meaning of rushing-, foaming, nearest, station? 17. 
 Mark rushing, foaming, nearest. 18. Pronounce knew, 
 another, could, soon. 19. Give their distinct sounds. 
 
 I. What did she do then? 2. How were her clothes 
 when she reached the station? 3. Why could she 
 hardly speak? 4. What did she say? 5. What then 
 happened? 6. Was she in time? 7. What did the 
 men do? 8. Was the train saved? 9. Were any per- 
 sons saved? 10. How do you know? 11. Did this 
 make Kate happy? 12. Why do you call her brave? 
 
Outline of Study for Primary Division. 147 
 
 13. Why was she able to save them? 14. Define/rt;/;//- 
 ing, minute, saved, brave. 15. Mark all the sounds in 
 eame, much, think. 16. Pronounce children, women, 
 minute, reached, kneiv. 17. Give the sounds in these 
 words. 
 
 The above questions are presented to indicate what 
 may be done in the way of questioning; answers to 
 these questions should be written upon the slates and 
 read in the class; thus one pupil rises, names the number 
 of the question, reads it, then reads his answer; others 
 criticise and read. 
 
 NUMBERS. 
 
 Book. — In the hands of the teacher only. 
 
 Object. — To learn all the combinations ("after Grube 
 applied in the concrete,") of numbers to 10. (Many 
 excellent teachers will secure all the combinations to 
 20, but we prefer to say 10, since the average teacher 
 will do but little more than this in the allotted time.) 
 
 The instruction in Numbers for the first two years of 
 the child's school life should be purely objective, and is 
 best presented orally. Not until the pupil has mastered 
 the combinations of the numbers to 10, inclusive, should 
 he be permitted to use a Primary Arithmetic. It is 
 customary throughout the land to place the book into 
 the hands of the pupil when he first enters school; this 
 is a mistake, and should be remedied as soon as possible. 
 If the pupils possess the books they should be permitted 
 to use them as the teacher may direct, but they should 
 be subordinate to the necessary oral drill. The pupiTs 
 use of the arithmetic does not belong in this division, 
 and can be dropped as readily as the speller. 
 
148 Hoiv to Grade and Teach a Country School, 
 
 The teacher should supply himself with numerous 
 objects of convenient sizes, of different colors, shapes, 
 &c. Blocks, shells, beans, buttons, pebbles, wooden 
 toothpicks, straws cut to uniform lengths, pieces of 
 cardboard, &c. ; it will add to the interest in the work 
 to ask them to find red, yellow and white ears of corn 
 to be used in securing counters. It is well to ask your 
 dry goods dealer to preserve his thread boxes for you, 
 and when obtained use them as receptacles for the 
 objects used. 
 
 You should cut some pasteboard strips for the pur- 
 pose of making the arithmetical signs; they should be 
 about two inches in length by one-fourth of an inch in 
 breadth, and might appear thus: 
 
 These strips can be used to good advantage some- 
 what after the following manner, viz: you wish to show 
 that I + I =2; require or rather show the pupil how he 
 can }nake the picture of this upon his desk by using the 
 strips and his objects, thus: 
 
 By changing the signs the child will soon become 
 interested m making the pictures with the- objects, and 
 
Outline of Study for Primary Division. 149 
 
 will exhibit as much interest in reading them as he 
 hams to make them; a class of beginners will makeXki^ 
 pictures as you put the formulas upon the board, 
 eagerly r^a^ them when made, and diligently write the 
 language q{ same after rrW///^, thus: "i bean + i bean 
 = 2 beans, " " i grain + i grain = 2 grains, " &c. , owing 
 to the objects used. (For the sign of division place a 
 square block upon each side of the strip of card board.) 
 The teacher should secure some buttons of different 
 colors, some broom wire, (for ten cents the former may 
 be had in sufficient quantity, and the latter may be 
 secured by removing it from a worn out broom,) a half 
 dozen screws, and a screw-driver. (Beg (?) the former 
 and borrow the latter.) Thus equipped, place the 
 screws about four inches apart, upon either side of the 
 window casing, place ten buttons upon each wire, dis- 
 tributing the colors to suit your taste. (To make this 
 outfit complete you should have ten wires and one 
 huJtdredhwttQns.) These buttons can be used at the 
 will of the teacher as the abacus is used. (See dic- 
 tionary.) 
 
 When the teacher becomes thoroughly interested, he 
 may succeed in having his directors to arm the top of a 
 few desks (those used by the primary pupils of course) 
 with some such device as the following: Take a gimlet 
 and bore a couple of holes about eighteen inches apart; 
 place ten counters upon a strong wire, and bend its 
 ends at right angles to itself; pass these ends through 
 thread spools, thence through the gimlet holes, and 
 secure beneath the top of the desk by bending tightly 
 against it; use this for actual object work by the pupil. 
 The teacher should call upon an insurance agent, 
 
lr50 How to Grade and Teach a Coimiry School. 
 
 secure some calendars, cut them into such pieces as will 
 secure all the digits and many duplicates; place these 
 in pill-boxes, (to be had of the druggist) and use 
 instead of beans, buttons, corn etc. Thus, "5 + 3=8." 
 (If calendars of suitable kind cannot be had, use 
 almanacs for same purpose.) 
 
 Teach the Roman notation no faster than the child 
 progresses in his reader, but for a time make all the 
 combinations with this notation. It is well to write the 
 Roman notation upon cards or writing paper, cut into 
 squares and distribute to class. Use these numbers as 
 in the Arabic notation. 
 
 Wooden tooth-picks, matches (with phosphorus re- 
 moved) strips of card-board etc., may be used for 
 /;/rt/C^/;/^ the letters used in the Roman notation; thus: 
 II, V, VI, X, etc. 
 
 Pin-cushions and pins may be made to serve a good 
 purpose in illustrating number work; in the absence of 
 the former the pupil may be asked to furnish a slice 
 from the potato, and use it instead. In fact, use any- 
 thing at your command, to aid you in doing tJioroiigJi 
 work. Never permit the child to pass a number until 
 he is thoroughly grounded in all its combinations 
 together with numbers below it. 
 
 Shoe pegs are the cheapest objects for number work, 
 since a quart of them may be had for a few pennies. 
 The little pill-boxes furnish the best receptacles for 
 these also. 
 
 When in town visit the printing office, ask the printer 
 if he has any strips of card board not needed; usually 
 you will find him glad to give you large bundles of 
 such, upon which you may write as many of the digits 
 
Outline of Study for Primary Division. 151 
 
 as desired; now cut these to suit your own convenience 
 and use as suggested. 
 
 Little problems may be written upon these slips, and 
 passed to pupils for solution. The problem might 
 appear thus: 
 
 3 + 2=? 
 
 4— 2=r=: 
 
 Have pupils recite this in the abstract and the con- 
 crete; then have them form problems from the formulas, 
 thus: 'T had three cows and bought two more, how 
 many cows have I?" "Mary had four buttons and lost 
 two, how many had she left"? "Since my cap cost 3 
 dollars, how many could I have purchased for 9 dollars"? 
 
 Since tJiere is no danger of omitting abstract number 
 ivork in the Intermediate and Advanced Divisions, it is 
 well to give muck attention to the application of numbers 
 in the concrete. 
 
 OCTOBER. — THE NUMBERS I AND 2. 
 
 Since the pupil usually knows the numbers one ^Xi6. 
 two on entering school, they are treated together and 
 somewhat briefly. 
 
 1. Hold up one hand. Say one. 
 
 2. Hold up two hands. Say two. 
 
 This (i) is one and this (2) is two. (Writing the 
 Arabic characters for i and 2 upon the board.) Pupils 
 write i; write 2; write each in script. Teacher print 
 them. Have pupils find them on the printed page. 
 
 How many eyes have I? How many ears? Hands? 
 Noses? Mouths? Necks? Chins? Thumbs? Cheeks? 
 
152 How to Grade and Teach a Country SchcoL 
 
 Tongues? Books? Pencils? Feet? Right hands? Left 
 hands? 
 
 Make the figure i on your slate. Make it twice. 
 
 Make the figure 2 on your slate. Make it twice. 
 
 How many I's have you? How many 2's? 
 
 2. Count 2. Count by 2's to 6; by 2's to 8; by 2's 
 to 10. 
 
 Count lO by 2's. Count back to 2 from lO by 2's. 
 
 Count back to o from lo by 2's. Count to I2 by 2's. 
 
 Count S by 2's (how many lelt?) Count the eyes in 
 this class by 2's. The ears. (Have pupil walk from 
 one pupil to the other and point to the objects selected.) 
 The thumbs. The mouths. The noses. The pupils. 
 (Have the pupil counting to set them aside in groups of 
 2's.) The lines on this board by 2's. These pencils by 
 2's. These beans. These grains of corn. These 
 
 buttons. The buttons upon 's dress. Upon 
 
 's coat. 
 
 3. Once I is I. Two I's are how many? One 2 is 
 how many? Take two grains of corn; how many 2's? 
 Two beans; how many 2's? Write two i's; two 2's. 
 One and i are how many? Two times i are how many? 
 
 Place this upon the board, and have pupils illustrate 
 by means of the strips of card-board, the beans, or 
 corn. 
 1 + 1= 0+1= 2x1= 2 — I — 1= 2 — i + i — 1 = 
 
 1 — 1= I X 1= 1x2= 2 — 1 + 1= i + i — 1 = 
 
 Have pupils say, "i bean and i bean are two beans" 
 as they make the picture upon the desk. When this is 
 well done have them translate their pictures into 1 + 1 = 
 
 2 upon the slates, then read it; do this repeatedly until 
 the combinations are mastered. 
 
Outline of Stjidy for Primary Division. 153 
 
 4. 2 is I more than what number? i is i less than 
 what number? 2 is twice what number? 2 is double of 
 what number? i is a half of what number? What 
 number is the double of i ? How many i 's can you take 
 from 2? 2 times i are how many? A half of 2 is what? 
 (Illustrate.) Write this upon the board and treat as 
 
 before: 2 — i = i/ 
 
 Hoiu many are: 
 
 1 and I ? 6 and 
 
 2 and 1 ? 7 and 
 
 3 and I ? 8 and 
 
 4 and I ? 9 and 
 
 5 and I ? 10 and 
 
 How many 2's in 8? 
 
 4? 
 
 10? 
 
 6? 
 
 2? 
 
 12? 
 
 8 are how many 2's? 
 
 4 ** '* " " ? 
 
 6 " '' " '' ? 
 
 10 " " '' ' ? 
 
 of 2 = 
 
 
 2 less I? 
 
 3 less I ? 
 
 4 less I ? 
 
 5 less I ? 
 
 6 less I ? 
 
 1 + 1 = 
 2 — 1 = 
 2x1 = 
 
 ^ of 2=z 
 2-J-2= 
 2-1-1 = 
 
 1 — 
 
 2 
 
 2 
 
 7 less I ? 
 
 8 less I ? 
 
 9 less I ? 
 
 10 less I? 
 
 1 1 less I ? 
 
 /0= 
 
 1 + 
 
 2 + 
 
 '' ' ? 2 into 2= \9= 
 
 Have above copied upon the slates with results when 
 the pupil has had sufficient preparatory drill. 
 
 For slate. (To be copied from board with results.) 
 
 y, of 2= 
 
 yi of 4= 
 
 y2 of 6= 
 
 % of 8= 
 
 i^ of 10= 
 
 y of 12= 
 
 i^ of 10 cents=: 
 
 y of 6 boys:^ 
 
 i^ of 2 fish= 
 
 i^ of 8 birds= 
 
 1 dime4- i dimer= 
 
 2 yards + 2 yards=r 
 2x2 dimes::= 
 
 ^ of 12 apples= y2 of4eggs= 
 2 dimes — 1 dime= 
 I foot+ I footer 
 
 2 in. — 2 in.= i cent x 2=:= 
 
1 54 How to Grade and Teach a Country School. 
 
 6-r-2r= 8-f-2=n 2-^-2= 8 — 2= 4 2= 2 in. X 2=t 
 
 4-^2= IO-^-2:= lO — 2=: 2 — 2^ 6 — 2 = 
 
 Teacher continue at pleasure. 
 
 How many 2's in 4? In 6? In 8? In 10? In 12? 
 How many //<3:/7;^^ in I ? In 2? In 3? In 4? In 5? 
 How many pints in I quart? In 4? In 2? How many 
 feet have two boys? Four boys? Three girls? 
 
 Continue this until you are certain that the pupil can- 
 not be mistaken in any combination of the numbers one 
 and tivo. 
 
 The teacher is here urged to secure two or three of the 
 late arithmetics. Number One, and to apply every thing 
 suggested, in his teaching of numbers. The best course 
 in numbers will be that gleaned front several authors. 
 If the teacher will but ''go slozvly " enough and secure 
 enough practice, he will surely succeed in primary 
 arithmetic. 
 
 When the numbers, one and tzvo, are 'learned begin 
 at once upon the number three. Do not wait' until 
 examination day as this is but minimum work for the 
 average school. 
 
 NOVEMBER. — THE NUMBERS 3 AND 4. 
 
 Treat these numbers as suggested for the numbers 
 one and two. Be very careful to know that everything 
 is understood as you progress; better spend some time 
 upon one single step and have it well understood than 
 to attempt more than the pupil can master. 
 
 After the pupil thoroughly understands the processes 
 of combining the number three, dwell upon such ques- 
 tions as the following, viz: 
 
Outline of Study for Primary Di%nsioji. 15^ 
 
 1. Three books are two books and book, or 
 
 one book and books. 
 
 2. Three beans less two beans are bean; three 
 
 blocks less block are blocks. 
 
 3. Three calves are one calf, one calf, and calf. 
 
 Treat the number four in the same manner, but 
 
 quite fully. 
 
 Search your authors for suggestive blackboard helps; 
 keep up the constant use of the slate in the preparation 
 of the lesson. This can only be done by having some 
 work outlined upon the board. Alzvays inspect the 
 slates; unless you do this the pupil will grow careless 
 and produce slovenly work. Go slowly. 
 
 "Haste not, rest not." 
 
 
 
 SEAT 
 
 WORK. 
 
 
 
 How many are : 
 
 Read and complete 
 
 .* 
 
 I and 
 
 3? 
 
 4 less 3? 
 
 1+3= 
 
 
 4—3= 
 
 2 and 
 
 3? 
 
 5 less 3? 
 
 2 + 3= 
 
 
 5—3= 
 
 3 and 
 
 3? 
 
 6 less 3? 
 
 3 + 3= 
 
 
 6-3= 
 
 4 and 
 
 3? 
 
 7 less 3? 
 
 4 + 3= 
 
 
 7—3= 
 
 5 and 
 
 3? 
 
 8 less 3? 
 
 5 + 3= 
 
 
 8-3= 
 
 6 and 
 
 3? 
 
 9 less 3? 
 
 6 + 3= 
 
 
 9—3= 
 
 7 and 
 
 3? 
 
 10 less 3? 
 
 7 + 3= 
 
 
 10—3= 
 
 8 and 
 
 3? 
 
 1 1 less 3? 
 
 8 + 3= 
 
 
 11—3= 
 
 9 and 
 
 3? 
 
 12 less 3? 
 
 9 + 3= 
 
 
 12—3= 
 
 10 and 
 
 3? 
 
 13 less 3? 
 
 IO-t-3=r 
 
 
 13—3= 
 
 How many are : 
 
 
 
 
 I and 2 
 
 ;? 
 
 2 and I? 
 
 I from 3? 
 
 2 
 
 from 3? 
 
 I and I 
 
 'P 
 
 3 and I? 
 
 I from 4? 
 
 3 
 
 from 4? 
 
 2 and 2 
 I and A 
 
 ; p 
 
 
 2 from 4? 
 I from 5? 
 
 
 
 ^? 
 
 4 and I? 
 
 4 
 
 from 5? 
 
56 Hoiv to Grade and Teach a Country School. 
 
 2 and 3? 
 
 3 and 2? 
 
 2 from 5? 
 
 3 from 5? 
 
 I and 5? 
 
 5 and I? 
 
 I from 6? 
 
 5 from 6? 
 
 2 and 4? 
 
 4 and 2? 
 
 2 from 6? 
 
 4 from 6? 
 
 3 and 3? 
 I and 6? 
 
 
 3 from 6? 
 I from 7? 
 
 
 6 and i ? 
 
 6 from 7? 
 
 2 and 5? 
 
 5 and 2? 
 
 2 from 7? 
 
 5 from 7? 
 
 3 and 4? 
 
 4 and 3? 
 
 3 from 7? 
 
 4 from 7? 
 
 Hozv many 
 
 are: 
 
 Read and complete : 
 
 I and 4? 
 
 5 less 4? 
 
 1+4= 
 
 5—4= 
 
 2 and 4? 
 
 6 less 4? 
 
 2+4= 
 
 6—4= 
 
 3 and 4? 
 
 7 less 4? 
 
 3+4= 
 
 7—4= 
 
 4 and 4? 
 
 8 less 4? 
 
 4 + 4= 
 
 8—4=3 
 
 5 and 4? 
 
 9 less 4? 
 
 5+4= 
 
 9—4= 
 
 6 and 4? 
 
 10 less 4? 
 
 6 + 4=rz: 
 
 10—4— 
 
 7 and 4? 
 
 1 1 less 4? 
 
 7+4= 
 
 11—4= 
 
 8 and 4? 
 
 12 less 4? 
 
 8+4= 
 
 12— 4=r 
 
 9 and 4? 
 
 13 less 4? 
 
 9 + 4= 
 
 13—4= 
 
 10 and 4? 
 
 14 less 4? 
 
 10 + 4 — 
 
 14—4= 
 
 //(S'w many 
 
 <^?'^ / 
 
 
 
 I and 2? 
 
 3 less 2? 
 
 I time I ? 
 
 I in I? 
 
 2 and 2? 
 
 4 less 2? 
 
 2 times I ? 
 
 I in 2? 
 
 3 and 2? 
 
 5 less 2? 
 
 3 times I ? 
 
 I in 3? 
 
 4 and 2? 
 
 6 less 2? 
 
 4 times I ? 
 
 1 in 4? 
 
 5 and 2? 
 
 7 less 2? 
 
 5 times i ? 
 
 I in 5? 
 
 6 and 2? 
 
 8 less 2? 
 
 6 times i ? 
 
 I in 6? 
 
 7 and 2? 
 
 9 less 2? 
 
 7 times I ? 
 
 I in 7? 
 
 8 and 2? 
 
 10 less 2? 
 
 8 times i? 
 
 I in 8? 
 
 9 and 2? 
 
 II less 2? 
 
 9 times I? 
 
 I in 9? 
 
 10 and 2? 
 
 12 less 2? 
 
 10 times I? 
 
 I in 10? 
 
 I time 2? 
 
 2 times 2? 
 
 2 in 2? 
 
 2 in 4? 
 
 3 times 2? 
 
 4 times 2? 
 
 3 in 6? 
 
 2 in 8? 
 
Outline of Study for Primary Division. 157 
 
 5 times 2? 6 times 2? 2 in 10? 
 
 7 times 2? 8 times 2? 2 in 14? 
 
 9 times 2? 10 times 2? 2 in 18? 
 
 Copy ajid fill : 
 
 1x2 = 2 2^2 = 
 
 2x2= 4-f-2 = 
 
 3x2= 6-^-2 = 
 
 4x2= 8-J-2 = 
 
 5X2= 10-^2 = 
 
 6x2= 12-^2 = 
 
 7x2= l4-i-2 = 
 
 8x2= 16-^2 = 
 
 9x2= 18-^-2 = 
 
 10x2= 20-^-2 = 
 
 1 time 3? 3 in 3? 
 
 2 times 3? 3 in 6? 
 
 3 times 3? 3 in 9? 
 
 4 times 3? 3 in 12? 
 15-^3= 4^4=1 
 
 9x3= 8-^4 = 
 
 7x3= 12^4 = 
 
 4x 2 = 
 4x3 = 
 4x4= 
 
 3x 1 = 
 3x2 = 
 3x3 = 
 3x4 = 
 3x5 = 
 3 x6 = 
 2x 3 = 
 6-f-3 = 
 4x3 = 
 i2H-3 = 
 i8-f-3 = 
 
 2 in 12? 
 2 in 16? 
 2 in 20? 
 
 3x2 = 
 6-^2 = 
 
 5X2 = 
 IO-^2 = 
 
 7x2 = 
 
 I4-^2 = 
 
 8x2 = 
 
 16^2 = 
 
 9x 2 = 
 
 18-1-2 = 
 
 3-^3 = 
 
 6-^3 = 
 
 9^3 = 
 
 i2-f-3 = 
 
 15^3 = 
 
 I8-^3 = 
 
 9-^3 = 
 
 12-^3 = 
 
 6x3 = 
 
 When the number four is learned begin the "Yankee 
 Multiplication Table" thus: 
 
 The pupil should be shown how to con- 
 struct this table and be required to recite 
 it in the concrete, thus: "2x1 ox = 2 
 oxen;" "2 x 2 sheep = 4 sheep; " 2 x 3 birds 
 = 6 birds;" 2 x 4 co •.vs^=:8 cows, " 
 
 I 
 
 2 
 
 3 
 
 4 
 
 2 
 
 4 
 
 6 
 
 8 
 
 3 
 
 6 
 
 9 
 
 12 
 
 4 
 
 8 
 
 12 
 
 16 
 
158 Hozv to Grade and Teach a Country School. 
 
 At first require pupils to use the names of objects 
 within the room; when these are exhausted require the 
 names of animals having four feet, later those having 
 two feet, those that swim, those that crawl, &c. Pupils 
 will like this. Encourage them to extend the table to 
 five provided they can construct it with accuracy. Do 
 not stop when this is completed, but pass to the num- 
 bers five and six. 
 
 DECEMBER. — THE NUMBERS FIVE AND SIX. 
 
 Treat as suggested for preceding numbers; at this 
 stage of the work enlarge upon the number and the 
 variety of practical problems; lead pupils to construct 
 problems for each other, permitting no one to propose 
 one which he cannot solve. 
 
 Suppose you have the following upon the board: 
 
 Ho7V many are : 
 
 
 
 Read and complete : 
 
 I and 5? 
 
 6 less 
 
 
 1 + 5 = 
 
 6-5 = 
 
 2 and 5? 
 
 7 less 
 
 
 2 + 5 = 
 
 7—5 = 
 
 3 and 5? 
 
 8 less 
 
 
 3 + 5 = 
 
 8^5 = 
 
 4 and 5? 
 
 9 less 
 
 
 4+5 = 
 
 9—5 = 
 
 5 and 5? 
 
 10 less 
 
 
 5 + 5 = 
 
 10—5 = 
 
 6 and 5? 
 
 1 1 less 
 
 
 6+5 = 
 
 11—5 = 
 
 7 and 5? 
 
 12 less 
 
 
 7 + 5 = 
 
 12 — 5 = 
 
 8 and 5? 
 
 13 less 
 
 
 8 + 5 = 
 
 13—5 = 
 
 9 and 5? 
 
 14 less 
 
 
 9+5 = 
 
 14—5 = 
 
 10 and 5? 
 
 15 less 
 
 
 10+ 5 = 
 
 15—5 = 
 
 Now show pupils how they may construct original 
 examples by using the numbers given, thus: "If John 
 has a marble and James has five, how many would Wil- 
 liam have provided he buys John's and James's 
 marbles?" Require some other pupil to give result. 
 
Outline of Study for Primary Division. 159 
 
 then give another the privilege of constructing a problem 
 for solution, using the "2 and 5." 
 
 Read and cotnplete : 
 
 I. 
 
 I2=4X ? 
 
 I2 = 3X ? 
 
 12-1-4-- i* 
 
 I2-^3-? 
 
 2. 
 
 i4=7x ? 
 
 14 = 2 X ? 
 
 14^7= ? 
 
 I4-h2 = ? 
 
 3. 
 
 8==2X ? 
 
 8=4x ? 
 
 8-f-4= ? 
 
 8-^2==? 
 
 4. 
 
 6=3x ? 
 
 6=2X ? 
 
 6^2 = ? 
 
 6-^1 ^^ 
 
 5- 
 
 10=5 X ? 
 
 10 = 2 X ? 
 
 IO-f-2 = ? 
 
 10-^5 = ? 
 
 6. 
 
 12 =:2 X ? 
 
 12 =6x ? 
 
 12-^-6= ? 
 
 I 2-f-2 = ? 
 
 Extend this at pleasure. Do not omit the constant 
 recurrence of fractional parts, thus: 
 
 y2 of 2= 
 
 K of S = 
 
 ^ of 10 cents = 
 
 i<^ of 12 in. = 
 
 ^ of a quart = 
 
 y of 4= 
 
 i^ of 10 = 
 
 i^ of 14 eggs = 
 
 ^ of 16 birds = 
 
 j4 o( 6 yards = 
 
 J^ of 6 = 
 
 y of 12 = 
 
 >^of $12^ 
 
 >^ of 10 dimes = 
 
 14 of 8 sheep = 
 
 y^ of 6 = 
 
 ^ of 12 = 
 
 >^ of 9 = 
 
 y of 9 men= 
 
 i^ of 12 boys = 
 
 >^ of $15 = 
 
 ^ of 18 dogs = 
 
 h' 0^ =4 
 
 Ho( =3 
 
 y of =5 
 
 ^of 4 = 
 
 ^of 8== 
 
 5< of 12== 
 
 ¥ - 
 
 V4= 
 
 Two 4's = 
 
 V5 0f 5 = 
 
 VgOf 10 = 
 
 
 V = 
 
 Two 5's = 
 
 Attend to the Arabic and Roman notations; carry 
 this as far as the lesson last read in the reader Do not 
 spend time upon the notation and numeration beyond 
 the limits named, as the child will be able to write and 
 read numbers as rapidly as they are needed. 
 
 Whenever the limit is completed pass to the work of 
 the next month. Do not hesitate to push forward as 
 rapidly as you can to do thorough work. 
 
l6o How to Grade and Teach a Country Schoot. 
 
 JANUARY. — THE NUMBER SEVEN. 
 
 Treat as recommended for other numbers. Be very 
 careful and have perfect work. Increase the number 
 and variety of original and selected problems. Build 
 up the "Yankee Multiplication Table" by adding a 
 square or two daily. 
 
 Name the seven letters used in Roman notation and 
 state the value of each. 
 
 Write long columns of single numbers and cause 
 pupils to write corresponding columns of numbers, 
 increased by a single number; write columns of numbers 
 diminished by a common number; multiplied by a com- 
 mon factor; divided by a common divisor. 
 
 Write long columns and require the number lO added, 
 or subtracted, and second column written rapidly. 
 
 Search your primary arithmetics for other methods 
 and constantly devise slate work that shall be a review 
 of the preceding numbers. 
 
 Start with a small number and double it, double the 
 product and repeat as far as the pupil can do so readily. 
 Reverse this process and Jialve it. 
 
 Have pupils write a long list of Arabic numbers and 
 duplicate in the Roman writing. 
 
 Practice writing sums of Federal money. Practice 
 reading same. 
 
 Have pupils use the foot-rule in measuring lengths, 
 breadths, and thicknesses. (These rules are usually to 
 be had of merchants for the asking. They may be 
 made from pieces of lath, or from paste-board boxes. 
 
 Have pupils learn the table for "Time Measure." 
 
 Pass immediately to the number eight as soon as 
 seven is thoroughly learned, 
 
Outline of Study for Primary Division, i6i 
 
 FEBRUARY. — THE NUMBER EIGHT. 
 
 Write, complete, 
 
 learn, and 
 
 recite: 
 
 and 8 are — 
 
 
 8 less /^ — 
 
 8 and o arc — 
 
 
 8 less 8 z^ — 
 
 I ajid 7 are — 
 
 
 8 less I /i- — 
 
 7 and i are — 
 
 
 8 less 7 zV — 
 
 2 and 6 are — 
 
 
 8 less 2 /^ — 
 
 6 and 2 are — 
 
 
 8 less 6 zi- — 
 
 3 and 5 are — 
 
 
 8 less 3 2.y — 
 
 5 and 3 are — 
 
 
 8 less 5 /^ — 
 
 4 and 4 are — 
 
 
 8 less 4 2^ — 
 
 I 8 zV — 
 
 
 I ill 8 — times 
 
 8 \'s are — 
 
 
 8 //^ 8 
 
 2 4 V are — 
 
 
 2 ?■;/ 8 — ////-/^.y 
 
 4 2 V ^r^ — 
 
 
 4 /;/ 8 — ////^^.f 
 
 I //^//" of 8 /.f — 
 
 
 I fourtJi of 8 /.y - 
 
 I 
 
 : eighth of 
 
 8 is — 
 
 
 
 
 WRITE 
 
 AND ADD 
 
 
 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 6 
 
 7 
 
 8 
 
 9 
 
 7 
 
 
 
 5 
 
 4 
 
 2 I 
 
 7 
 
 4 
 
 3 
 
 _i 
 
 8 
 
 2 
 
 3 
 
 6 6 
 
 
 
 4 
 
 5 
 
 
 
 
 WRITE AND MULTIPLY 
 
 
 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 6 
 
 
 7 
 
 s 
 
 7 2 o I 4 I o 
 
 1487287 
 
 
 
 
 WRITE 
 
 AND 
 
 SUBSTRACT 
 
 
 
 
 1 
 
 2 
 
 '3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8. 
 
 a 
 
 8 
 
 8 
 
 7 
 
 7 
 
 8 
 
 8 
 
 7 
 
 8 
 
 7 
 
 I 
 
 5 
 
 4 
 
 
 
 3 
 
 7 
 
 2 
 
 8 
 
 5 
 
62 How to Grade and Teach a Country School, 
 
 WRITE AND DIVIDE 
 
 3 4 5 
 
 1)7^ 2)^ 7)7_ 4)^ 2)7 3)8_ 2,)7_ 
 
 WRITE AND ADD 
 
 1 2 3 4 5 6 7 8 !» 10 
 
 I I 
 
 3 
 
 I 2 I 
 
 I 
 
 3 3 I 
 
 I 2 
 
 
 
 I 2 2 
 
 3 
 
 2 2 3 
 
 6 4 
 
 4 
 
 5 4 5 
 
 3 
 
 2 3 4 
 
 
 
 WRITE AND SUBTRACT 
 
 
 1 2 
 
 3 
 
 4 5 
 
 6 
 
 7 8 9 
 
 8 7 
 
 7 
 
 8 8 
 
 7 
 
 807 
 
 4 I 
 
 3 
 
 o 7 
 
 7 
 
 6.7 6 
 
 
 
 WRITE AND DIVIDE 
 
 
 1 2 
 
 
 3 4 
 
 5 
 
 6 7 
 
 8)8^ 4)_7_ 
 
 
 5)8 7)8 
 
 6)7_ 
 
 6)8 5^7 
 
 Build up the 
 
 multiplication tab! 
 
 e as b( 
 
 -fore to the 8's. 
 
 0-f 8=r 8 
 
 
 3 + 8==ii 
 
 
 6 + 8=14 
 
 I +8= 9 
 
 
 4 + 8=12 
 
 
 7 + 8=15 
 
 2 + 8=IO 
 
 
 5 + 8=13 
 
 
 8 + 8=16 
 
 8— 8=o 
 
 
 11—8=3 
 
 
 14—8=6 
 
 9—8=1 
 
 
 12—8=4 
 
 
 15-8=7 
 
 lO— 8=2 
 
 
 13—8=5 
 
 
 i6— 8=8 
 
 '8 X o =^ o 
 
 
 8x3 =24 
 
 
 Sx6 =48 
 
 :8 X I = 8 
 
 
 8x4=32 
 
 
 8x7 = 56 
 
 ;Sx2=i^ 
 
 
 8 X 5 =40 
 
 
 8x8 =64 
 
 .o-f-8 =o 
 
 
 24-^8 = 3 
 
 
 48^8=6 
 
 8-^8=1 
 
 
 32^8=4 
 
 
 56^8=7 
 
 i6-^8=2 
 
 
 40^8=5 
 
 
 64-^-8=8 
 
 i^ of o=o 
 
 
 yi of 24=3 
 
 
 i^ of 48=^ 
 
Old line of Study for Primary Division, 163 
 
 3^ of 8=1 i^of32--4 >^ of 56-^.7 
 
 % of 16=2 i^ of 40=5 V^ of 64=8 
 
 How many are 
 
 8 times 3 eggs? 6 times (S hours? 
 
 5 times 8 nuts? 8 times 8 cents? 
 
 8 times 4 pins 7 times 8 quarts? 
 
 How many are 
 
 yi of 24 miles? ^ of 48 men? 
 
 yi of 16 dollars? 1^ of 56 bushels? 
 
 yi of 32 ounces? i^ of 40 cents? 
 
 
 
 
 ADD AT SIGHT 
 
 
 
 
 8 
 
 8 
 
 5 
 
 84738 
 
 8 
 
 6 
 
 8 
 
 6 
 
 7 
 
 8 
 
 88885 
 
 4 
 
 8 
 
 4 
 
 Write th 
 
 e proper numbers in place of 
 
 (?): 
 
 
 
 i6-[-8=? 
 
 
 15+8=? 32 + 8=? 
 
 
 22 + 8= 
 
 = ? 
 
 16- 
 
 -8=? 
 
 
 15—8=? 32—8===? 
 
 
 22 — 8= 
 
 r^? 
 
 7x 
 
 8=? 
 
 
 5x8=? %^%=-> 
 
 
 ^Y."^- 
 
 = ? 
 
 24-f 
 
 -8=? 
 
 
 40-1-8=? ■ 48-^8-? 
 
 ADDITION. 
 
 
 56-^-8 
 
 = > 
 
 8 
 5 
 3 
 
 7 
 I 
 
 4 
 
 5 
 8 
 6 
 
 6448 
 8063 
 8872 
 
 SUBSTRACTION. 
 
 8 
 6 
 7 
 
 8 
 8 
 8 
 
 7 
 7 
 8 
 
 9 
 8 
 
 II 
 6 
 
 12 
 8 
 
 8 16 14 24 
 
 2878 
 MULTIPLICATION. 
 
 15 
 7 
 
 12 
 6 
 
 10 
 
 2 
 
 8 
 3 
 
 7 
 5 
 
 6 
 4 
 
 5487 
 
 Z T 6 6 
 
 7 
 7 
 
 8 
 
 7 
 
 8 
 8 
 
1 64 Hoiv to Grade and Teach a Country ScJiooL 
 
 DIVISION. 
 6) 1 8 8)56 8)40 7)49 6)48 
 
 Comparing i, 2, 3, 4, 5, 6, 7 with 8. 
 
 1. Compare 8 and 7. 
 
 8 is I more thait y ; 7 is i less than 8 . 
 
 2. Compare 8 and 6. 8 and 5. 8 and 4. 8 and 3. 
 8 and 2. 8 and i. 
 
 3. 8 is how many I's? 2's? 3's? 4's, 5's? 6's 7's? 
 
 4. 8 is how many times i? 2? 3? 4? 5? 6? 7? 
 
 5. I is what part of 8? 2 is what part? 4 is what 
 part? 
 
 6. 8 is equal to what two equal numbers? To what 
 four equal numbers? To what eight equal numbers? 
 
 7. 8 is equal to what two even numbers? To what 
 two other even numbers? To what four even numbers? 
 
 8. 8 is equal to what two odd numbers? To what 
 two other odd numbers? 
 
 9. 8 is equal to what two unequal numbers? 
 10. 8 is equal to what three unequal numbers? 
 
 How many keys are 
 
 1. 7 keys and i key? 
 
 2. 8 times i key? 
 
 3. 8 keys less 7 keys, less 
 I key? 
 
 4. 8 keys less 8 times I key? 
 
 5. How many times can I take i key from 8 keys? 
 
 6. Then, how many times is i key contained in 8 
 
 keys? 
 
 How many locks are 
 
 1. 2 locks, and 2 locks, I 3. 8 locks less 2 locks, less 
 and 2 locks, and 2 locks?! 2 locks, less 2 locks, less 
 
 2. 4 times 2 locks? | 2 locks? 
 
 4. 8 locks less 4 times 2 locks? 
 
Outline of Study for Priinary DivisioJi^ 165 
 
 5. How many times can I take 2 locks from 8 locks? 
 
 6. How many times are 2 locks contained in 8 locks? 
 
 7. 8 locks are how many times 2 locks? 
 
 8. 8 locks are 4 times how many locks? 
 
 How many bolts are 
 
 1. 3 bolts, and 3 bolts, and 3. 8 bolts less 3 bolts, less 
 2 bolts? I 3 bolts? 
 
 2. 2 times 3 bolts, and 2 4. 8 bolts less 2 times 3 
 bolts? bolts? 
 
 5. How many times can I take 3 bolts from 8 bolts? 
 
 6. How many times are 3 bolts contained in 8 bolts? 
 
 How many hinges are 
 
 1. 4 hinges and 4 hinges? | 3. 8 hinges less 4 hinges, 
 
 2. 2 times 4 hinges? less 4 hinges? 
 
 4. 8 hinges less 2 times 4 hinges? 
 
 5. How many times can I take 4 hinges from 8 
 hinges? 
 
 6. How many times are 4 hinges contained in 8 
 hinges? 
 
 7. 8 hinges are how many times 4 hinges? 
 
 8. 8 hinges are 4 times how many hinges? 
 
 1. How many tacks are 5 tacks and 3 tacks? 
 
 2. How many tacks are 8 tacks less 5 tacks? 
 
 3. How many times can I take 5 tacks from 8 tacks? 
 
 4. Then, how many times are 5 tacks contained in 8 
 tacks? 
 
 1. How many nails are 6 nails and 2 nails? 
 
 2. How many nails are 8 nails less 6 nails? 
 
 3. How many times can I take 6 nails from 8 nails? 
 
 4. Then, how many times are 6 nails contained in 8 
 nails? 
 
 I. How many boards are 7 boards and i board? 
 
1 66 Hoiv to Grade and Teach a Country Sehool. 
 
 2. How many boards are 8 boards less 7 boards? 
 
 3. How many times can I take 7 boards from 8 
 boards? 
 
 4. Then, how many times are 7 boards contained in 
 8 boards? 
 
 I. How many times can I take 8 bricks from 8 bricks? 
 Then, how many times are 8 bricks contained in 8 
 bricks? 
 
 What part of 8 bricks 
 
 5. Are 4 bricks? 
 
 6. Are 2 bricks? 
 
 7. Is I brick? 
 
 How many bricks are 
 
 2. I half of 8 bricks? 
 
 3. I fourth of 8 bricks? 
 
 4. I eighth of 8 bricks? 
 
 8. I brick is i eighth of how many bricks? 
 
 9. 2 bricks are I fourth of how many bricks? 
 10. 4 bricks are i half of how many bricks? 
 
 Copy and fill : 
 
 8x 1 = 
 
 8- 
 
 -8= 
 
 
 6x8= 
 
 7x 
 
 = 56 
 
 8x 2= 
 
 i6h 
 
 -8 = 
 
 
 48^8 = 
 
 8x 
 
 =72 
 
 8x 3= 
 
 24- 
 
 -8= 
 
 
 8x8 = 
 
 7x 
 
 =42 
 
 8x 4= 
 
 32- 
 
 -8= 
 
 
 64-f-8= 
 
 6x 
 
 = 54 
 
 8x 5 = 
 
 40- 
 
 -8= 
 
 
 5x8= 
 
 7x 
 
 ^-63 
 
 8x 6= 
 
 48- 
 
 -8= 
 
 
 40-f-8 = 
 
 8x 
 
 = 56 
 
 8x 7^ 
 
 56- 
 
 -8= 
 
 
 9x8 = 
 
 8x 
 
 =80 
 
 8x 8 = 
 
 64- 
 
 -8= 
 
 
 72-^8.= 
 
 5x 
 
 =45 
 
 6x 9= 
 
 72- 
 
 -8 = 
 
 
 1^^^ 
 
 6x 
 
 =48 
 
 8x10= 
 
 80- 
 
 -8= 
 
 
 56-^8= 
 
 lO-f 
 
 = 70 
 
 Hoiv many books are : 
 
 
 
 
 
 Two 8 books? 
 
 
 2 
 
 times 8 books? 
 
 Two 8's? 
 
 Four 8 books 
 
 ? 
 
 4 
 
 times 8 books? 
 
 Fo 
 
 Lir 8's? 
 
 Three 8 books? 
 
 3 
 
 times 8 books? 
 
 Three 8's? 
 
 Six 8 books? 
 
 
 6 
 
 times 8 books? 
 
 S 
 
 ix 8's? 
 
 Five 8 booksr 
 
 > 
 
 
 5 
 
 times 8 books? 
 
 Five 8's? 
 
Outline of Study for Primary Division. 167 
 
 7 times 8 books? Seven 8's? 
 
 8 times 8 books? Eight 8's? 
 
 9 times 8 books? Nine 8's? 
 10 times 8 books? Ten 8's? 
 
 How many : 
 
 8 quarts in 24 quarts? 
 8 pints in 40 pints? 
 8 bushels in 16 bushels? 
 8 grains in 32 grains? 
 8 pounds in 48 pounds? 
 8 ounces in 64 ounces? 
 8 boxes in 80 boxes? 
 8 cents in 56 cents? 
 8 pennies in 72 pennies? 
 
 Seven 8 books? 
 Eight 8 books? 
 Nine 8 books? 
 Ten 8 books? 
 How many are : 
 
 2 times 8 pecks? 
 
 3 times 8 quarts? 
 2 times 8 yards? 
 
 4 times 8 bushels? 
 
 6 times 8 pounds? 
 
 8 times 8 boxes? 
 10 times 8 pounds? 
 
 7 times 8 dimes? 
 
 9 times 8 dimes? 
 Give an endless variety of problems of a practical 
 
 nature. 
 
 Place some such form as this upon the board: 
 
 Show the pupils how they may fill 
 this out by writing the name of some 
 animal to the right of each number in 
 the column, and completing the form, 
 thus: "i cat=:8 cats," "2 dogs=r:i6 
 dogs," &c. When this is completed the 
 form will present the following appear- 
 ance: 
 
 8x <^ 
 
 2= 
 3=- 
 4= 
 5= 
 6= 
 
 8= 
 9= 
 
 8x I 
 
 10= 
 
 1 rat=8 rats. | Change the order of the 
 
 2 cats=i6 cats. j ^.^^ ^^ ^^ ^^ -^ j^ ^j^^ 
 
 3 dogs^24 dogs. , . . -^ 
 
 4 birds:^32 birds. I ^^ape of a review. Have 
 
 5 sheep:=40 sheep, pupils stand and recite one 
 
 6 mice^48 mice. part each in turn, naming 
 
 7 lambs=:561ambs. the. parts of a wagon. 
 8snakes=64snakes^j^^^ ^l^j^ ^^ ,^^,^^^ have 
 9 toads=r:72 toads. 1 ^ 
 
 ID owls=8o owls. 
 
 each to write out same 
 
1 68 How to Grade and Teach a Country School. 
 
 form, noting the pupil who has correctly spelled all the 
 words used. 
 
 By a little careful thought the teacher will originate 
 many new forms and helpful methods. Read your 
 authors for this and look through old files of papers for 
 suggestions. 
 
 MARCH. — THE NUMBER NINE. 
 
 Treat the number nine as suggested for each of the 
 preceding numbers. You cannot make this treatment 
 too full, or too complete. If the pupil thoroughly 
 understands all possible combinations of the nine num- 
 bers there can be but little difficulty in securing intelli- 
 gent work in the Intermediate Divisions. It is true that 
 the thorough teacher can do more work than is here 
 outlined, the careless one w'lW pass over more than twice 
 the amount of work, and the average country school 
 teacher will be kept busy in doing the niiniinum as here 
 outlined; these facts should convince us of the value of 
 outline that shall show but minimnm work. 
 
 The teacher is urged to do as much more than the 
 minimum as he can to secure thorough work. 
 
 The number ten is placed in this connection to be 
 left at the discretion of the teacher. He is expected to 
 introduce the number ten whenever he is thoroughly 
 prepared for it. 
 
 Pass to the Intermediate work whenever the pupils 
 are prepared to do so. 
 
 The pupil should copy the following diagram upon 
 the slate, and fill the spaces with the appropriate pro- 
 ducts: 
 
Outline of Study for Primary Division. 169 
 
 I 
 
 1 2 
 
 1 3 
 
 1 4 
 
 5 
 
 r^6 
 
 7 
 
 8 
 
 1 9 1 
 
 10 
 
 2 
 
 |2'S 
 
 2'S 
 
 |2-S 
 
 2's 
 
 |2'S 
 
 |2'S 
 
 2's 
 
 |2'S 
 
 2's 
 
 1 1 1 1 1 1 1 1 1 
 
 A similar form should be used for each number, as 
 the class advances. 
 
 ABOUT SIGNS. 
 
 A very common error throughout the country is the 
 use of the signs in the order printed, thus, 6-1-8 x 3 — 
 2x3, if treated in the order written gives 120 as the 
 result while the true result is 24. 
 
 It should be remembered that the signs x and ~ 
 take precedence over -f- and — immediately preceding 
 them. In other words the sign -f- or — include all that 
 lies between them and the next -f- or — sign. 
 
 But in 6 X 4-f-3 X 4, authors are not agreed as to 
 whether the result is 32, or 2. 
 
 Great care should be exercised to avoid false teaching 
 with reference to the signs. 
 
 From the first lesson begin to build up all the com- 
 bined additions that will produce the number in use; 
 keep this before the class daily until it is able to repro- 
 duce it without aid. 
 
 When completed it will present the following appear- 
 ance: 
 
I70 How to Grade and Teach a Country School, 
 
 to + 
 
 
 to HH 
 
 CO + + 
 
 ^ to 
 
 4^ + + + 
 
 H-. to Oo 
 
 
 4^ oa to t-i 
 
 Oi + + + + 
 
 H-t N) OJ 4i>' 
 
 
 t-n 4X OJ to HH 
 
 G^ + + + + + 
 
 HH to OJ ^ CO 
 
 
 0\KJX Jii. UO to HH 
 
 ^J ++++++ 
 
 HH lO Oj 4i>. t.n 0\ 
 
 vj 0\Kjx 4i. Os) to >^ 
 
 00 + + + + + + + 
 
 •-^ to C>J 4^ t_n ON*^ 
 
 ^ 
 
 00*S) 0\<-n -px OJ to HH 
 + + + + + + + + 
 
 HH to c>j 4x t^ GWi 00 
 
 o 
 
 VO OOVI ONOn 4i^ Oj to HH 
 
 +++++++++ 
 
 H- tocK>4^«^ Gn^ OovO 
 
 1— 1 
 
 VO 00 VJ ON^-ri 4:^. oo to 
 
 ++++++++ 
 
 to oj 4^ o-i 0\vj OOVO 
 
 to 
 
 VO 00 va a\v^ 4^ Osi 
 + + + + + + + 
 
 Oo 4^ t-n ON^J OOVO 
 
 ►— 1 
 CO 
 
 VO oovi 0\Kj\ 4x 
 
 ++++++ 
 
 -^ ^-n OS^J OOVO 
 
 4^ 
 
 VO OOVl Os^n. 
 + + + + + 
 v^ ON VI OOVO 
 
 Cr 
 
 VO oovj 0\ 
 
 + + + + 
 
 ONVI OOVO 
 
 On 
 
 VO 00v:i 
 
 + + + 
 
 
 O 00 
 
 + + 
 
 OOVO 
 
 OO vj 
 
Outline of SUcdy for Prijnary Division. 171 
 
 When completed, the "Yankee Multiplication Table' 
 will present the following appearance: 
 
 T 
 
 I's 
 
 |2'S 
 
 |3's 
 
 4's 
 
 5's 
 
 6's 
 
 7's 
 
 8's 1 
 
 9's 1 
 
 lo's 
 
 ' 
 
 2 
 
 4 
 
 6 
 
 8 
 
 10 
 
 3 
 
 4 
 
 5 
 
 
 7 
 
 8 
 
 9 
 
 10 
 
 2 
 
 2 
 
 6 
 
 9 
 12 
 
 8 
 12 
 16 
 
 10 
 
 12 
 
 14 
 
 16 
 
 18 
 
 20 
 
 3 
 
 3 
 
 15 
 
 18 
 
 21 
 
 24 
 
 27 
 
 30 
 
 4 
 
 4 
 
 20 
 
 24 
 
 28 
 
 35 
 
 32 
 
 36 
 
 40 
 
 5 
 
 5 
 
 ^5 
 
 20 
 
 25 
 
 30 
 
 40 
 
 45 
 
 50 
 
 6 
 
 6 
 
 12 
 
 i8- 
 
 24 
 
 30 
 
 36 
 42 
 
 42 
 
 48 
 
 54 
 
 60 
 70 
 
 7 
 
 7 
 
 14 
 
 21 
 
 28 
 
 35 
 
 49 
 56 
 
 56 
 64 
 
 63 
 
 8 
 
 8 
 
 16 
 
 24 
 
 32 
 
 40 
 
 48 
 
 72 
 
 80 
 90 
 
 9 
 
 9 
 
 18 
 
 27 
 30 
 
 Z^ 
 
 45 
 
 54 
 
 63 
 
 72 
 
 81 
 
 10 
 
 10 
 
 20 
 
 40 
 
 50 
 
 60 
 
 70 
 
 80 
 
 90 
 
 100 
 
 This may be extended by continuing to 12 in the 
 same manner. 
 
 Write a column of numbers, each less than ten, 
 similar to these: 
 
 I. 6 Have pupils look at these numbers and 
 
 give results as quickly as possible by 
 turns, or as called upon. 
 
 First, give sum by adding any common 
 addend, as 5; thus: 11, 13, 9, 8, 7, etc. 
 
 Second, give difference by using some 
 common minuend larger than any one of 
 the subtrahends. 
 
 2. 
 
 8 
 
 3. 
 
 4 
 
 4. 
 
 3 
 
 5- 
 
 2 
 
 6. 
 
 I 
 
 7. 
 
 5 
 
 8. 
 
 9 
 
172 Hozv to Grade a7td Teach a Country School. 
 
 9. 7 Third, give product by using any com- 
 
 10. 6 mon multiplier. 
 
 Fourth, give quotient of some number divided by 
 each in turn, rapidly. Practice this frequently by 
 changing the numbers. Finally, require pupils to pre- 
 pare scheme for same, completely filled out. 
 
 PENMANSHIP. 
 
 Do not teach principles in this division, neither have 
 a separate class in Penmanship, but be cautious in all 
 your writing for the children to present the best possible 
 specimens of your handwriting, and to insist upon neat 
 letter forms. The idea of care, and of neatness, should 
 run through all the work in copying, or in sentence 
 building. 
 
 Have this division to write at the same hour with the 
 whole school, as a general exercise, and have its mem- 
 bers give attention to all explanations; but do not ask 
 it to memorize rules and analysis. 
 
 Do not introduce the pen in this division ; have pupils 
 use slate pencil, lead pencil and crayon. 
 
 The teacher will select one or two lines for practice 
 each month; these should be neatly written upon the 
 board, or better, upon slips of paper, and the pupils 
 required to practice upon them. 
 
 From this time forward, through all grades of the 
 school, almost every reading lesson should be accom- 
 panied by appropriate written work; and in connection 
 with Grammar, Geography and History, much writing 
 should be done. In all of this work and in the written 
 examinations, it is of the first importance that no care- 
 lessness be tolerated. The habit of writing a confused, 
 
Outline of Study for Primary Division. 173 
 
 jumbled scrawl is easily formed and cannot be changed 
 without the most persistent effort. Pupils should be 
 compelled to re-write their work when it is not satis- 
 factory. Never allow any of it to pass unnoticed. 
 Look at everything they do. When members of the 
 Primary Division write exercises in spelling, language, 
 etc., on paper, have the paper ruled like the slates. 
 While making a specialty of the forms of letters, as 
 should be done in this grade, the writing must be large. 
 
 Early in the term take a specimen of penmanship 
 from every pupil able to write. At intervals afterwards, 
 take other specimens, and keep the first and the last 
 one by each pupil together. Unless you do this there 
 will be no realization of the progress made. You 
 might use for the purpose slips of examination paper 
 about seven lines wide, and making a hole through one 
 end of a collection of them, tie them together. They 
 could then be turned like the leaves of a book. Have 
 date, name and age of pupil, name of teacher, and 
 name of district written on each specimen. Let the 
 line be repeated one or two times, according to space. 
 
 Slates should be carefully ruled at the top so as to 
 present this appearance: 
 
 An ordinary Spencerian pen, with center broken out, 
 offers ruling points of the proper width. 
 
 For forms of the letters see the outline of study for 
 
174 How to Grade and Teach a Country School. 
 
 Penmanship in the Intermediate Division. A copy of 
 these forms should be placed upon the upper margin of 
 the board and kept standing there during the whole 
 term, or until the whole board is needed. 
 
 Specimen work only should be required of this 
 division each month. The teacher should write the 
 stanza on the board, and require much practice during 
 the week. 
 
 LINES FOR OCTOBER. 
 Hark! my mother's voice 1 hear; 
 Sweet that voice is to my ear. 
 
 LINES FOR NOVEMBER. 
 Love me, mother? Yes, I know 
 None can love so well as thou. 
 
 LINES FOR DECEMBER. 
 What return then, can I make? 
 This fond heart, dear mother, take. 
 
 LINES FOR JANUARY. 
 Do your best, your very best, 
 And do it every day. 
 
 LINES FOR FEBRUARY. 
 Do your best with right good will, 
 It is a golden rule. 
 
 LINES FOR MARCH. 
 
 Kind hearts are the gardens, 
 Kind thoughts are the roots. 
 
 LINES FOR APRIL. 
 
 If I was a man, 
 I'd be a man. 
 
Outline of Study for Primary Division, 175 
 
 LINES FOR MAY. 
 This is my writing. 
 Name 
 
 The teacher should take specimen work on the above 
 at such time as he may deem best, after the pupils have 
 had sufficient practice. If the regular examination, 
 paper is used, he should see to it that the blanks are 
 correctly filled. 
 
176 How to Grade and Teach a Country School, 
 
 INTERMEDIATE DIVISION 
 
 COURSE, AND OUTLINE OF STUDY. 
 
 APPROXIMATE TIME — THREE YEARS. 
 
 f Reading. 
 I Spelling. 
 Studies of Third and Fourth Penmanship. 
 Reader Pupils. i Language. 
 
 I (jeograpny. 
 I U. S. History. 
 1^ Arithmetic. 
 
 CLASSIFICATION. 
 
 Reading. — Permit but two reading classes in this 
 division. In many cases a little ingenuity on the part of 
 the teacher will enable him to combine them into one. 
 In some cases he will find but one or two pupils in the 
 Third Reader, and these possibly as good readers as 
 those in the Fourth Reader; by a careful attempt he 
 may succeed in having these enter the Fourth Reader 
 class for a time; and finally, the pupils will gladly unite 
 and read alternately from the two readers. In many 
 instances the Fourth Reader pupils can be put into the 
 Third in the same manner; or good readers in the 
 Fourth can be promoted to the Fifth Reader, provided 
 this book is used in the course. The same plan of 
 classification will apply in many instances, to the 
 Primary Division. It is absolutely as necessary to use 
 good judgment in the classification and gradation of 
 
Outline of Study for lutermediate Division. lyj 
 
 the school, as in any business engagement. It requires 
 tact, and a clear comprehension of the course of study, 
 together with a definite object in view, at all times. 
 
 Spelling. — The spelling book should not be used 
 until the pupil reaches the Fourth Reader. Teachers 
 will find opposition to this plan, and will find it neces- 
 sary in many cases to use the speller more or less, 
 until pupils pass from the Primary Division; by so 
 doing they may soon be able to discard it in all classes 
 below the Fourth Reader. Two classes are sufficient 
 for the course, provided every word has been correctly 
 spelled as the pupil progressed in his reader. 
 
 It should be remembered that no pupil is to be 
 retarded in his progress by pupils who cannot do the 
 full amount of work, but that all are to be encouraged 
 to do good and thorough work; hence, whenever a pupil 
 is able to carry some of the studies of the next grade, he 
 should be permitted to take them, no matter whether 
 he is promoted in all of them or not; this being the 
 plan, the teacher should permit pupils who are able to 
 do so, to enter the B spelling class, from the Third 
 Reader; the poorest spellers in the Fourth Reader, and 
 the best in the Third should compose the B class, and 
 the best spellers from the Fourth, and the members of 
 the Fifth Reader grade should comprise the A class. 
 In other words, place all pupils who are qualified to do 
 the work, in the advanced class, as outlined in the 
 Intermediate Division. 
 
 Penmanship. — The entire school should form one 
 class in this branch, and the exercise should have its 
 place and time in the program, held as sacred as any 
 other branch. See Course of Study for methods and 
 helps in this branch, 
 
1/8 Hozu to Grade and Teach a Country School. 
 
 Language. — ^Technical grammar should not be at- 
 tempted in this division, but thorough work should be 
 done in language. Constant and vigilant attention 
 should be paid to the correct use of language, in all the 
 branches, and at all times, both in and out of school. 
 There should be two classes in language; the class in 
 Oral Language and the class in the Text Book. Oral 
 work should extend through the Third Reader grade, 
 and the Text Book through the Fourth Reader. In 
 the application of this plan of classification it may be 
 necessary to do oral work for a year, even in the 
 Fourth Reader grade, owing to the unbalanced educa- 
 tion of its members. 
 
 In the poorest graded schools, it will take about two 
 years to grade to the requirements of this course of 
 study. 
 
 Geography. — There should be two classes in this 
 branch in the Intermediate Division. There can be no 
 necessity for more than this number. The class of 
 beginners should not have the book, but should com- 
 prise the class in Oral Geography as outlined in the 
 course. 
 
 The other class should do the work outlined for this 
 grade. See detailed outline for methods and helps in 
 the teaching of Geography. 
 
 U. S. History. — But one class is needed in this 
 branch in the Intermediate Division. It will be found 
 that but few schools are now using a Prinnary History 
 of the United States All teachers in the rural schools 
 must consent that the members of the Fourth Reader 
 qlasses are the most troublesome in the school, so far as 
 discipline is concerned. This is principally caused by 
 
Outline of Study for Liter mediate Division. 179 
 
 the absence of sufficient required work. Again, as 
 history is ordinarily taught, pupils become disgusted 
 with it in the T^ifth Reader grade. It is a serious mis- 
 take to place the heavy text book of History into the 
 hands of the pupil, without first giving him an intro- 
 duction to the most interesting features of our country's 
 history. Teachers who will get the consent of their 
 school boards to introduce a good, child's text on U. S. 
 History, will find themselves more than repaid for their 
 trouble, by the interest aroused, and the seat work 
 afforded by it. At the close of the year they will find 
 their pupils both willing, and eager to take up the usual 
 text book. Of course, none excepc members of the 
 Fourth Reader class, or those in the Fifth Reader not 
 pursuing this study, should be admitted. 
 
 Arithmetic. — Strictly speaking there should be but 
 three classes in the Practical Arithmetic. If the work is 
 well done in the first three reader grades, the pupil will 
 have but little trouble to carry the work as outlined in 
 the course. Pupils should not own the text until they 
 pass at least one year's work in the Third Reader. This 
 will provide the way for two classes in Practical Arith- 
 metic, in the Intermediate Division. One reason why 
 pupils do not master the principles of Arithmetic, is be- 
 cause they are pushed forward too rapidly, and do not 
 master what they pass over. Nothing but patient, and 
 thorough work, slowly, and cautiously done, with con- 
 stant daily reviews, will ever accomplish successful re- 
 sults in Arithmetic. 
 
 READING. 
 
 Books — Third and Fourth Readers. 
 
 Object — To increase the vocabulary, to acquire in- 
 
i8o How to Grade and leach a Country School, 
 
 formation, to develop thought, and to express it effect- 
 ively, both in oral and written forms. 
 
 Materials — Dictionary, blackboard, slates, paper, pen, 
 pencil, and sponge. 
 
 Preparation — (i) The pronunciation of the word as a 
 whole. 
 
 (2) Spelling by sound. 
 
 (3) Spelling by letter. 
 
 (4) Name of diacritical marks. Daily review and 
 careful drill on the above points. 
 
 Apply all suggestions of a practical nature from the 
 Primary Division to the Reading classes in this division. 
 
 The members of the Third Reader class should not 
 be required to use the dictionary much, but the mem- 
 bers of the Fourth Reader should be required to do so 
 every day. 
 
 Preparation for the use of the dictionary should 
 begin early in the Primary Division, and be continued 
 until the pupil can use it. In the Third Reader it is 
 well to arrange words of a given lesson with reference to 
 the two or tJirce first letters, as in the Primary Division. 
 
 Arrange words in columns with reference to long or 
 short sounds. Do not attempt too much of this at a 
 time. A very little bit daily for five months will accom- 
 plish a great deal. Select the words from reader or lists 
 given, thus: 
 
 LONG SOUNDS, ETC. 
 
 bee 
 
 beat 
 
 sea 
 
 thee 
 
 Lee 
 
 e 
 
 her 
 sir 
 
 aim air 
 pain fair 
 there 
 wear 
 mirth malse pear 
 
 hurry same 
 earth ache 
 
 
 
 mark or 
 hark fork 
 
 lark 
 dark 
 spark born 
 
 o 
 
 oats 
 vote 
 
 gorge those 
 
 lord 
 
 sown 
 own 
 
 ooze 
 
 who 
 
 whose 
 
 whom 
 
 choose 
 
Outline of Study for liiterniediate Divisio7i. 
 
 SHORT SOUNDS. 
 
 i 
 
 u e 
 
 a 
 
 d 
 
 o 
 
 written uncle bell act 
 picture under bend back 
 this upon sent bran 
 wish upward then brand 
 chill ugly when than 
 
 ask dot 
 task not 
 dance forgot 
 chn'if^o dog 
 mask hog 
 
 book 
 look 
 took 
 good 
 foot 
 
 
 LONG VOWELS, DIPTHONGS, ETC. 
 
 
 i 
 
 oi ou 
 
 u y 
 
 w h 
 
 wh 
 
 iron 
 idle 
 mind 
 thine 
 
 joint pout 
 point rout 
 boil spout 
 soil thou 
 
 cute yet 
 mute yell 
 new yes 
 few yelk 
 
 way hay 
 well he 
 walk him 
 war his 
 
 when 
 which 
 white 
 what 
 
 size 
 
 spoil owl 
 
 dew you 
 
 was have 
 
 where 
 
 Arrange also wi 
 
 th reference to certain 
 
 letters 
 
 groups 
 
 5 of letters, ei 
 
 ther silent or sounded, thus: 
 
 knock 
 knob 
 
 knot knack right sight 
 know knife might tight 
 
 light 
 night 
 
 or 
 
 In the following lesson a very good model is obtained 
 by which pupils can be led to select all of the easier 
 derivatives. The meaning of the primitive may be 
 taught and the force of the prefix or suffix clearly 
 shown. Afterwards the meaning may be given. 
 ONLY A BABY. 
 
 Only a baby small. 
 
 Dropped from the skies! 
 
 Only a laughing face- 
 Two sunny eyes! 
 
 Only two cherry lips, 
 One chubby nose! 
 
 Only two little hands, 
 Ten little toes. 
 
 Only a golden head, 
 
 Curly and soft! 
 Only a tongue that wags, 
 
 Loudly and oft. 
 
 Only a little brain. 
 Empty of thought! 
 
 Only a little heart. 
 
 Troubled with naught. 
 
 Only a tender flower, 
 
 Sent us to rear! 
 Only a life to love, 
 
 While we are here. 
 
 Only a baby small, 
 
 Never at rest! 
 Small, but how dear to us, 
 God knoweth best! 
 
 — Addie Lay ton. 
 
bright 
 
 wags 
 
 moves 
 
 small 
 
 naught 
 
 nothing 
 
 blossom 
 
 rear 
 
 raise 
 
 182 How to Grade and Teach a Country School. 
 
 Dropped = drop + ed. Why 2 p's in dropped? 
 
 Laughing = laugh + ing. 
 
 Sunny = sun -fy. Why two n's in sunny? 
 
 Golden ^=. gold -h en. 
 
 Curly = curl + y. Why but one 1 ? 
 
 Loudly z=. loud 4- ly. 
 
 Troubled = trouble + ed. Why but one e ? 
 
 Knoweth = know + eth. 
 
 This will illustrate the use of synonyms; thus: 
 
 small little sunny 
 
 laughing smiling little 
 rest quiet flower 
 
 What has been said about assigning short lessons can 
 be illustrated by the one given above. These or similar 
 questions should be given that the pupils may be thor- 
 oughly tested as to their comprehension of its meaning 
 and their ability to express their thoughts: 
 
 Is a baby as large as you are? Which is larger, a colt 
 or a horse? a calf or a cow? a pig or a hog? Where is 
 the sky? What is a laughing face? Sunny eyes? How 
 many eyes? ears? noses? lips? hands? fingers? feet? 
 toes? tongues? heads? What is a golden head? Does 
 the baby talk? what sound does it make? Will it learn 
 to talk? What do you use when you talk? What words 
 have long ol long a'> What words begin with <://? with 
 /? with a? Write the lesson, omitting all words that 
 tell some number. What did you omit? Write these 
 numbers in three ways. Put other words in the place 
 of small, laughing, sunny, cherry, ways, oft. 
 
 The above is sufficient for one lesson. The questions 
 for the second may be as follows: 
 
Outline of Study for Intermediate Division. I?? 3 
 
 Where is the brain? Do we think with it? Should 
 we strike any one on the head? Is the heart always 
 beating? When you are asleep? Why is baby like a 
 flower? What is tender? Why do we love baby? How 
 long should we love it? What is meant by "While we 
 are here"? Shall we go somewhere else? Where? 
 When? Can you tell how well you love your sister? 
 brother? father? mother? Who knows how well? Who 
 knows all things? Write all the words with short a\ 
 long a\ broad a\ short e. Write words in the place of 
 naught, rear, rest. Write names used in the family, as, 
 father, mother, papa, mamma, brother, etc. 
 Arrange such forms as this: 
 One who teaches is called a teacher. 
 
 *' preaches '* 
 
 talks " 
 
 *' paints ^* 
 
 *' writes " 
 
 ** plays ' " 
 
 ** runs ** 
 
 reads " 
 
 ** sings *' 
 
 ** sews '* 
 
 " sows " 
 
 farms " 
 
 idles " 
 
 ** laughs '♦ 
 
 " digs '' 
 
 ** learns " 
 
 ** loves •* 
 
 '* tattles '' 
 
 ** fights " 
 
84 How to Grade and Teach a Country SckooL 
 
 One 
 
 who gives 
 
 is called 
 
 
 * hunts 
 
 
 
 
 * traps 
 
 
 
 
 * weaves 
 
 
 
 
 travels 
 
 
 
 
 * spins 
 
 
 
 
 ' prints 
 
 
 
 
 ' moves 
 
 
 
 
 * works 
 
 
 
 
 ' walks 
 
 
 
 
 * owns 
 
 
 
 
 * tans 
 
 
 
 The following diagrams for forming derivatives from 
 primitive words will prove an excellent thing for seat 
 work. Make three columns; in the first place the 
 primitive, in the second add ijig, in the third add ed, 
 thus: 
 change changing changed rob 
 
 range 
 
 fire 
 
 glide 
 
 chide 
 
 curse 
 
 curve 
 
 scourge 
 
 serve 
 
 merge 
 
 wedge 
 
 pledge 
 
 force 
 
 mg 
 
 -ed 
 
 sob 
 
 rub 
 
 bud 
 
 brag 
 
 beg 
 
 cut 
 
 lag 
 
 hem 
 
 hum 
 
 sin 
 
 dig 
 
 rig 
 
 robbing 
 ing 
 
 robbed 
 ed 
 
 Encourage the pupils to make long lists of these 
 words, using, first, all words ending in silent e ; second, 
 
Outline of Study for tnterniediate Division. 185 
 
 monosyllables, or words accented on last syllable, with 
 consonant following a single vowel; third, those ending 
 in _)'. This method will teach the correct formation and 
 spelling of more than three hundred derivatives used 
 by the pupil of this division. 
 
 The rules can be given and memorized if desired, and 
 the exceptions noted. 
 
 While reading in this division, at least one lesson 
 each week should be devoted to reading matter entirely 
 new to pupils. A story book or a corresponding book 
 of another series is sufficient. The teacher can easily 
 procure this from some of the pupils who have probably 
 used a different series at some other school. The 
 teacher who expects to teach a number of terms can at 
 a very slight expense procure a number of different 
 books of this division. The pupils may be called upon 
 individually to read from the book. The way in which 
 they read new matter similar to what they are learning 
 is a good test of the value of the teaching done. It 
 also tests to a degree the ability of those who listen, to 
 comprehend the subject matter. It develops the class 
 in a two-fold manner. Three books of a kind are all- 
 sufficient in this exercise; one for the teacher, one for 
 the pupil reading and another for the one who is to 
 follow the one reading, in order that no time be lost 
 
 Question as severely in the presence of visitors as 
 when alone; test the poor pupils as thoroughly as the 
 bright, and attempt to awaken thought by every ques- 
 tion. 
 
 Continue the vocabulary begun with the Primary 
 Division; make the list complete and regular. Do not 
 select the words at random, and do not neglect to give 
 
i86 Hoiv to Grade and Teach a Country School. 
 
 a few words each day. Drill carefully upon the pronun- 
 ciation, spelling and correct use in sentences. Be sure 
 that every pupil can use each word correctly in both 
 oral and written sentences. 
 
 The following vocabulary should be thoroughly given 
 and tested. Take the words in order, not more than 
 five or ten at one lesson, at the teacher's discretion, and 
 devote not more than two minutes daily to drill in pro- 
 nunciation and use. Let the teacher be sure he can 
 pronounce all of them. The teacher's pronunciation 
 should be correct. An unabridged dictionary should 
 be a constant desk companion. Let the teacher take 
 the reader in use and supplement the list by all the 
 words in his book not found in this list, being careful 
 to place each word in its proper column, as designated 
 by the vowel sound: 
 
 a 
 
 drag 
 
 handsome 
 
 planning 
 
 and 
 
 dram 
 
 hang 
 
 planted 
 
 act 
 
 dapple 
 
 hanging 
 
 planting 
 
 apples 
 
 dandy 
 
 hatched 
 
 plashing 
 
 adds 
 
 dandelion 
 
 hatching 
 
 rather 
 
 Albert 
 
 damask 
 
 harrowed 
 
 ragged 
 
 answer 
 
 damage 
 
 jam 
 
 rascal 
 
 apt 
 
 fact 
 
 January 
 
 sandy 
 
 anxious 
 
 fancy 
 
 landed 
 
 sang 
 
 blackberries 
 
 Fanny 
 
 lands 
 
 splash 
 
 blacking 
 
 fanning 
 
 lap 
 
 splashing 
 
 began 
 
 family 
 
 laprobe 
 
 standing 
 
 band 
 
 flash 
 
 lapdog 
 
 sparrow 
 
 clash 
 
 flashed 
 
 manhood 
 
 Saturday 
 
 crash 
 
 flashing 
 
 mankind 
 
 swam 
 
Outline of Study for intermediate Division. i§7 
 
 carry 
 
 carries 
 
 carried 
 
 carrier 
 
 camel 
 
 candle 
 
 catches 
 
 catching 
 
 clap 
 
 clapped 
 
 Clarence 
 
 crack 
 
 cracking 
 
 e 
 Edward 
 ascends 
 again 
 against 
 elm 
 enter 
 every 
 else 
 ever 
 engine 
 best 
 
 breakfast 
 better 
 bedtime 
 beckon 
 cellar 
 selling 
 
 flatter 
 
 flat 
 
 gather 
 
 grandpa 
 
 gather 
 
 gathered 
 
 gladly 
 
 gladness 
 
 gathering 
 
 hand 
 
 hands 
 
 handle 
 
 having 
 
 cents 
 
 correct 
 
 corrects 
 
 eggs 
 
 deaf 
 
 felt 
 
 gentle 
 
 guest 
 
 help 
 
 health 
 letter 
 
 length 
 
 many 
 
 pleasant 
 
 pelt 
 
 never 
 
 ready 
 
 rested 
 
 manly 
 
 madly 
 
 maddest 
 
 matches 
 
 nap 
 
 napping 
 
 nag 
 
 patter 
 
 patting 
 
 patted 
 
 pan 
 
 plan 
 
 planned 
 
 traps 
 
 trapping 
 
 tracks 
 
 travels 
 
 than 
 
 unhappy 
 
 value 
 
 valley 
 
 wrap 
 
 wagged 
 
 wrapping 
 
 wagon 
 
 wagging 
 
 tell 
 
 vest 
 
 whether 
 
 whet 
 
 when 
 
 wed 
 
 wedding 
 
 Wednesday 
 
 yellow 
 
 yesterday 
 
 spell 
 
 sent 
 
 himself 
 
 present 
 
 Nellie 
 
 stem 
 
 Ella 
 
 dressed 
 
 guess 
 
 bread 
 
 forget 
 
 heavy 
 
 dead 
 
 petted 
 
 said 
 
 seven 
 
 themselves 
 
 redbreast 
 
 telling 
 
 ahead 
 
 fences 
 
 fretted 
 
 twelve 
 
 twenty 
 
 seconds 
 
 February 
 
How to Grade and Teach a Country School. 
 
 sent 
 
 resting 
 
 thread 
 
 September 
 
 sending 
 
 tenth 
 
 plenty 
 
 November 
 
 i 
 
 hitch 
 
 picked 
 
 twinkle 
 
 bit 
 
 hitching 
 
 pickle 
 
 twigs 
 
 build 
 
 hitched 
 
 pimple 
 
 timid 
 
 built 
 
 hissing 
 
 pistol 
 
 tingle 
 
 building 
 
 Indians 
 
 pity 
 
 thimble 
 
 busy 
 
 inches 
 
 pinch 
 
 thinking 
 
 bigger 
 
 jingle 
 
 pictures 
 
 until 
 
 begins 
 
 Kitty 
 
 richer 
 
 visited 
 
 children 
 
 kitten 
 
 ribbon 
 
 visitor 
 
 cripple 
 
 kitchen 
 
 ripple 
 
 vineyard 
 
 chips 
 
 kindle 
 
 richest 
 
 willing 
 
 city 
 
 kissed 
 
 swimming 
 
 whistled 
 
 chicken 
 
 killing 
 
 sixty 
 
 win 
 
 crickets 
 
 live 
 
 ship 
 
 winter 
 
 distance 
 
 listen 
 
 singing 
 
 window 
 
 dinner 
 
 little 
 
 silk 
 
 willow 
 
 drinking 
 
 licked 
 
 sticking 
 
 wished 
 
 drifted 
 
 limping 
 
 sitting 
 
 wintry 
 
 filled 
 
 mill 
 
 singers 
 
 whittle 
 
 fingers 
 
 missed 
 
 sick 
 
 whittling 
 
 fitted 
 
 minute (it) 
 
 silly 
 
 whistling 
 
 forgive 
 
 mischief 
 
 silver 
 
 whinny 
 
 fifty 
 
 million 
 
 swiftly 
 
 widow 
 
 fifteen 
 
 mix 
 
 think 
 
 women 
 
 given 
 
 milking 
 
 thing 
 
 wishing 
 
 gift 
 
 nimble 
 
 tin 
 
 
 6 
 
 dollar 
 
 long 
 
 robbing 
 
 Boston 
 
 Dolly 
 
 moral 
 
 rocked 
 
 box 
 
 Dot 
 
 mock 
 
 stopped 
 
Outline of Study for Intennediate Division. 189 
 
 blossom 
 
 doll 
 
 mocking 
 
 spotted 
 
 belong 
 
 forgot 
 
 often 
 
 sorry 
 
 broth 
 
 frog 
 
 offer 
 
 song 
 
 bottom 
 
 frolic 
 
 odd 
 
 songster 
 
 across 
 
 follow 
 
 oran-ge 
 
 strong 
 
 aloft 
 
 frost 
 
 oranges 
 
 scoff 
 
 cobweb 
 
 forehead 
 
 ofiice 
 
 soften 
 
 cost 
 
 flocks 
 
 pocket book 
 
 stock 
 
 copper 
 
 forest 
 
 prompt 
 
 stronger 
 
 coffee 
 
 frosty 
 
 prong 
 
 scholars 
 
 closet 
 
 followed 
 
 polish 
 
 sorrel 
 
 cloth 
 
 forgotten 
 
 popper 
 
 softly 
 
 common 
 
 gone 
 
 popped 
 
 tomorrow 
 
 comic 
 
 gossip 
 
 popcorn 
 
 tossed 
 
 cough 
 
 hod 
 
 promise 
 
 trot 
 
 copy 
 
 honest 
 
 pond 
 
 tongs 
 
 crop 
 
 knock 
 
 robin 
 
 tosses 
 
 dog 
 
 knob 
 
 rocks 
 
 yonder 
 
 drops 
 
 lost 
 
 robber 
 
 trough 
 
 doctor 
 
 lock 
 
 robbed 
 
 was 
 
 
 
 depot 
 
 notes 
 
 showed 
 
 ago 
 
 Flora 
 
 open 
 
 soldier 
 
 although 
 
 frozen 
 
 owner 
 
 stone 
 
 broken 
 
 four 
 
 only 
 
 scold 
 
 bones 
 
 folks 
 
 oral 
 
 soar 
 
 both 
 
 floor 
 
 older 
 
 sore 
 
 bow 
 
 forth 
 
 October 
 
 sober 
 
 bold 
 
 fourth 
 
 pony 
 
 throws 
 
 before 
 
 growth 
 
 portrait 
 
 throat 
 
 coasters 
 
 grown 
 
 poultry 
 
 though 
 
 coax 
 
 goes 
 
 pork 
 
 told 
 
I90 How to Grade and Teach a Country School. 
 
 closed 
 
 going 
 
 poured 
 
 tore 
 
 core 
 
 home 
 
 rolled 
 
 toward 
 
 comb 
 
 hold 
 
 rougue 
 
 vote 
 
 clothes 
 
 homely 
 
 Rosa 
 
 voting 
 
 coarse 
 
 hoed 
 
 road 
 
 whole 
 
 cloak 
 
 Joe 
 
 sold 
 
 wholesome 
 
 coat 
 
 known 
 
 store 
 
 wholly 
 
 colt 
 
 more 
 
 show 
 
 holy 
 
 cold 
 
 moment 
 
 shown 
 
 won't 
 
 core 
 
 moan 
 
 shone 
 
 worn 
 
 coals 
 
 noble 
 
 sofa 
 
 wore 
 
 door 
 
 notice 
 
 story- 
 
 
 
 
 cushion 
 
 hood 
 
 stood 
 
 bush 
 
 full 
 
 hook 
 
 shook 
 
 bo~6k 
 
 forsook 
 
 looked 
 
 wood 
 
 cook 
 
 foot 
 
 pull 
 
 would 
 
 crooked 
 
 good 
 
 push 
 
 wooden 
 
 P 
 
 cocoon 
 
 coop 
 
 croup 
 
 canoe 
 
 caboose 
 
 cool 
 
 do 
 
 0-U 
 
 hoot 
 
 ooze 
 
 soon 
 
 brute 
 
 hoof 
 
 prove 
 
 tool^ 
 
 boot 
 
 loose 
 
 pool 
 
 tooth 
 
 bruise 
 
 lose 
 
 roof 
 
 two 
 
 bouquet 
 
 loom 
 
 room 
 
 threw 
 
 broom 
 
 loop 
 
 roost 
 
 through 
 
 balloon 
 
 mood 
 
 rule 
 
 you'll 
 
 bosoni 
 
 moose 
 
 root 
 
 you've 
 
 droop 
 
 moon 
 
 rude 
 
 you're 
 
 drooping 
 
 noon 
 
 raccoon 
 
 your 
 
 fool 
 
 rnove 
 
 roomy 
 
 who 
 
 food 
 
 poor 
 
 saloon 
 
 whooping 
 
Outline of Study for Intermediate Division. 191 
 
 u 
 
 cure 
 
 flute 
 
 newspaper 
 
 blue 
 
 cube 
 
 few 
 
 news 
 
 acute 
 
 cruel 
 
 fluted 
 
 knew 
 
 ague 
 
 chew 
 
 glue 
 
 pupil 
 
 amuse 
 
 duty 
 
 grew 
 
 pure 
 
 beauty 
 
 due 
 
 music 
 
 perfume 
 
 beautiful 
 
 dewdrop 
 
 mule 
 
 puny 
 
 blew 
 
 dew 
 
 new 
 
 Susan 
 
 a 
 
 calf 
 
 half 
 
 papa 
 
 aunt 
 
 calm 
 
 hearth 
 
 pardon 
 
 ah 
 
 calves 
 
 harm 
 
 psalm 
 
 Arthur 
 
 dart 
 
 halves 
 
 party 
 
 arm 
 
 darted 
 
 launch 
 
 salve 
 
 bars 
 
 darling 
 
 largest 
 
 sparkles 
 
 balm 
 
 farmer 
 
 lark 
 
 sparkled 
 
 carcass 
 
 father 
 
 laughed 
 
 starved 
 
 can't 
 
 farther 
 
 laugh 
 
 start 
 
 Charles 
 
 gape 
 
 mamma 
 
 snarl 
 
 charm 
 
 garden 
 
 maam 
 
 tardy 
 
 charcoal 
 
 grandpa 
 
 path 
 
 taunt 
 
 charge 
 
 guard 
 
 palm 
 
 varnish 
 
 a 
 
 amass 
 
 chance 
 
 cast 
 
 ask 
 
 alas 
 
 clasp 
 
 casket 
 
 asked 
 
 basket 
 
 class 
 
 command 
 
 after 
 
 brass 
 
 contrast 
 
 
 band 
 
 grass 
 
 mask 
 
 pasture 
 
 dance 
 
 graft 
 
 mastiff" 
 
 task 
 
 draft 
 
 lance 
 
 pastor 
 
 vast 
 
 demand 
 
 mast 
 
 plaster 
 
 waft 
 
 a 
 
 favorite 
 
 maple 
 
 raindrop 
 
 able 
 
 gayly 
 
 pnaiden 
 
 railroad 
 
192 Hozv to Grade and Teach a Country School, 
 
 afraid 
 
 apron 
 
 aye 
 
 baby 
 
 blades 
 
 Babel 
 
 became 
 
 basement 
 
 cakes 
 
 casement 
 
 chase 
 
 danger 
 
 daily 
 
 David 
 
 failing 
 
 failure 
 
 air 
 
 heir 
 
 bear 
 
 bare 
 
 care 
 
 careless 
 
 careful 
 
 6-a 
 autumn 
 August 
 auburn 
 organ 
 born 
 because 
 
 great 
 
 game 
 
 greatly 
 
 graceful 
 
 grate 
 
 hay-making 
 
 James 
 
 lace 
 
 ladies 
 
 lazy 
 
 Mary 
 
 making 
 
 made 
 
 Maine 
 
 Maryland 
 
 matron 
 
 caring 
 
 chair 
 
 compare 
 
 dare 
 
 declare 
 
 daring 
 
 fair 
 
 farewell 
 
 called 
 
 calling 
 
 for 
 
 lordship 
 
 Lord 
 
 morning 
 
 mortal 
 
 neighs 
 
 named 
 
 namesake 
 
 patron 
 
 patient 
 
 payment 
 
 paid 
 
 plain 
 
 paints 
 
 pale 
 
 playmate 
 
 playing 
 
 playful 
 
 razor 
 
 raining 
 
 rainbow 
 
 hair 
 
 hare 
 
 lair 
 
 mare 
 
 ne'er 
 
 pare 
 
 pear 
 
 rare 
 
 northem 
 
 normal 
 
 naughty 
 
 nor 
 
 pauper 
 
 saucer 
 
 short 
 
 Sarah 
 
 shaped 
 
 stable 
 
 shake 
 
 sailors 
 
 shade 
 
 saving 
 
 they 
 
 taking 
 
 today 
 
 taste 
 
 taken 
 
 vacation 
 
 wakes 
 
 waken 
 
 waved 
 
 share 
 
 scare 
 
 stare 
 
 stair 
 
 scarce 
 
 stairway 
 
 where 
 
 wearing 
 
 saucy 
 
 storm 
 
 stormy 
 
 walk 
 
 walking 
 
 always 
 
 drawing 
 
Outline of Study for Intermediate Division. 193 
 
 e- T-u 
 
 circulate 
 
 first 
 
 learn 
 
 bird 
 
 durst 
 
 fur 
 
 mirth 
 
 birth 
 
 dirt 
 
 further 
 
 purr 
 
 curling 
 
 earnest 
 
 girl 
 
 purse 
 
 certain 
 
 earl 
 
 heard 
 
 pearl 
 
 curve 
 
 earth 
 
 hurry 
 
 prefer 
 
 curry 
 
 fern 
 
 jerk 
 
 servant 
 
 e 
 
 cheering 
 
 gleaming 
 
 nearest 
 
 beat 
 
 dreary 
 
 greasy 
 
 next 
 
 beaten 
 
 deeds 
 
 hearing 
 
 neat 
 
 bead 
 
 ear-rings 
 
 heedless 
 
 needy 
 
 beak 
 
 even 
 
 jeering 
 
 seas 
 
 bee-tree 
 
 evening 
 
 keen 
 
 seals 
 
 bee-bread 
 
 eastward 
 
 kneels 
 
 scream 
 
 creeps 
 
 eastern 
 
 leaping 
 
 stealing 
 
 creek 
 
 eaten 
 
 leaves 
 
 speaking 
 
 creak 
 
 fearful 
 
 least 
 
 see-saw 
 
 cream 
 
 fearless 
 
 leaning 
 
 seam 
 
 cheating 
 
 feast 
 
 meeting 
 
 seashore 
 
 cheese 
 
 feeling 
 
 mince-meat 
 
 tea-set 
 
 cheerful 
 
 free 
 
 needed 
 
 weeded 
 
 cheerless 
 
 greedy 
 
 needle 
 
 
 1 
 
 frightened 
 
 mining 
 
 sight 
 
 brighten 
 
 fight 
 
 minding 
 
 shining 
 
 brighter 
 
 Friday 
 
 miles 
 
 sunshine 
 
 bedtime 
 
 flying 
 
 miser 
 
 smiled 
 
 buy 
 
 goodbye 
 
 nine 
 
 lively 
 
 bridle 
 
 giant 
 
 nineteen 
 
 lighter 
 
 alike 
 
 grinding 
 
 ninety 
 
 tiny 
 
 awhile 
 
 hiring 
 
 outside 
 
 trifles 
 
 aUye 
 
 hiding 
 
 idle 
 
 tighten. 
 
1 94 How to Grade atid 
 
 Teach a Country School. 
 
 cider 
 
 aside 
 
 cries 
 
 crying 
 
 dime 
 
 drying 
 
 diamond 
 
 finding 
 
 ou 
 around 
 bound 
 brown 
 counted 
 crown 
 coward 
 crowded 
 cloud 
 clown 
 
 inside 
 
 July 
 
 kite 
 
 knife 
 
 kindness 
 
 lying 
 
 lighten 
 
 lightning 
 
 drown 
 
 drowned 
 
 dov/n 
 
 downcast 
 
 frown 
 
 found 
 
 flowers 
 
 ground 
 
 growl 
 
 horn-owl 
 
 oi coiling 
 
 boil foil 
 
 boyhood hoist 
 
 broiling loyal 
 
 prize 
 
 ripened 
 
 riding 
 
 iron 
 
 replied 
 
 side 
 
 strikes 
 
 surprise 
 
 hour 
 
 out 
 
 hound 
 
 howls 
 
 loud 
 
 mouse 
 
 mound 
 
 mouth 
 
 mountain 
 
 mount 
 
 noisy 
 poison 
 royal 
 toy-shop 
 
 trifled 
 
 tied 
 
 vine 
 
 writing 
 
 wild- 
 
 geese 
 
 noun 
 
 pronoun 
 
 plow 
 
 pounding 
 
 rounding 
 
 sound 
 
 town 
 
 without 
 
 voice 
 voyage 
 
 In Fourth Reader arrange words of a lesson with 
 reference to syllabication, taking monosyllables one 
 day, dissyJlables another, trisyllables another, etc. 
 
 Make lists of words accented upon the first syllable; 
 upon the second; upon the third. 
 
 Encourage members of the Fourth Reader class to 
 purchase small dictionaries, but do not insist upon it. 
 
 In this division the pupils should be taught to recog- 
 
Outline of Study for Intermediate Division. 195 
 
 nize the common derivative words, and from them to 
 determine the primitive ones, and viee versa. 
 
 The meaning- of prefixes and suffixes, if learned at 
 all, must be learned in the reader, not in the speller. 
 This exercise should begin here and advance with the 
 reading. 
 
 Do not allow pupils to attempt to read beyond their 
 comprehension. Let pupils bring story books from 
 home to read aloud in the class. 
 
 Have pupils accent words upon any syllable for 
 developing the power and use of the voice. 
 
 Memorize selections containing gems of thought. 
 
 ( Write these sentences, using this /or these and these /or this.) 
 
 1. Is this horse blind? 9. These lights shine. 
 
 2. Is this my knife? 10. This mouse runs. 
 
 3. Are these books sold? 11. This goose swims. 
 
 4. This is the ox. 12. Is this fly on the cup? 
 
 5. See this fox! 13. These pages are black. 
 
 6. Did you read this page? 14. Is this my marble? 
 
 7. These cats were crying. iS- These are my shoes. 
 
 8. This song was sung. 16. Is this the key? 
 
 (Rewrite this on the slates, putting in capitals and punctuation marks. This is " busy, 
 work" for the slate.) 
 
 they could not find minnie aunt nellie looked, and 
 cousin lucy looked, and mamma looked who did find 
 her do you know yes, i know who found her dick found 
 her shall i tell you who dick was he was a dog he found 
 minnie in lucy's trunk what was she doing in the trunk 
 she was asleep in the trunk is not a trunk a funny bed 
 could i sleep in a trunk am i too big lucy was a little 
 girl she could sleep in a trunk would you like to sleep 
 in a trunk 
 
196 How to Grade and Teach a Country School. 
 
 ORTHOGRAPHY. 
 
 If the spelling book is used at all it should not be 
 introduced before the pupil enters the Fourth Reader 
 grade. Spell every new word in the reader when first 
 found and constantly review those likely to be mis- 
 spelled. Spell all proper names from the geography 
 likely to be missed. Do this in other branches, also. 
 
 Place all pupils who are qualified to do the work in 
 the advanced spelling as outlined in Advanced Division. 
 
 Rule slates or paper like the following: place the 
 derivatives in the first column, the primitive with the 
 prefix or suffix in the second, the meaning in the third. 
 
 Derivative. 
 
 Primitive -f- suffix. 
 
 Meaning. 
 
 finer 
 
 brighter 
 
 boldly 
 
 rudely 
 
 leader 
 
 teacher 
 
 reader 
 
 speaker 
 
 commander 
 
 fine + er 
 bold + ly 
 
 lead + er 
 
 more fine 
 
 in a bold manner. 
 
 one who leads. 
 
 BEN FRANKLIN S WHARF. 
 
 ca-reer, course of life. 
 con-ven ience, accomoda- 
 tion, benefit. 
 culprits, wrong-doers. 
 ex-ploit, noteworthy deed. 
 magis-trate, fjidge. 
 
 plight (plTt), condition., 
 state. 
 
 prin ci-ples, rules of con- 
 duct. 
 
 re-proof, rebuke, censure. 
 
 veri-ly, truly. 
 
 I. When Benjamin Franklin was a boy he was very 
 fond of fishing; and in the story of his life, written by 
 
OtLtlinc of Study for Intermediate Division. 1 97 
 
 himself in later years, he gives an amusing account of 
 an exploit that grew out of this sport. 
 
 2. It seems that the place where Ben and his play- 
 mates used to fish was a marshy spot on the outskirts 
 of the town of Boston. On the edge of the water 
 there was a deep bed of clay, in which the boys were 
 forced to stand while they caught their fish. • 
 
 3. "This is very uncomfortable," said Ben Franklin 
 one day to his comrades, while they were all standing 
 in the quagmire. 
 
 •"So it is," said the other boys. "What a pity we 
 have no better place to stand on!" 
 
 4. Now, it chanced that scattered round about lay 
 a great many large stones which were to be used for 
 the cellar and foundation of a new house. Ben 
 mounted upon the highest of these stones. 
 
 5. "Boys," said he, "I have thought of a plan. 
 You know what a plague it is to have to stand in the 
 quagmire yonder, — over shoes and stockings in mud 
 and water. See, I am bedaubed to the knees, and you 
 are all in the same plight. 
 
 6. "Now I propose that we build a wharf. You see 
 these stones? The workmen mean to use them for 
 building a house here. My plan is to take these same 
 stones, and carry them to the edge of the water, and 
 build a wharf with them. What say you, lads? Shall 
 we do it?" 
 
 7. "Yes, yes," cried the boys: "that's the very 
 thing!" So it was agreed that they should all be on 
 the spot that evening as soon as the workmen had gone 
 home. 
 
 8. Promptly at the appointed time the boys met. 
 
1 98 How to Grade and Teach a Con7ttry School. 
 
 They worked like beavers, sometimes two or three of 
 them taking hold of one stone; and at last they had 
 carried them all away, and built tlieir little wharf. 
 
 9. "Now, boys," cried Ben, when the job was done, 
 "let's give three cheers, and ^o home to bed. To- 
 morrow we may catch fish at our ease." The cheers 
 were given with a will, and the boys scampered off 
 home and to bed, to dream of to-morrow's sport. 
 
 TO. The next morning the masons came to begin 
 their work. But what was their surprise to find the 
 stones all gone! The master-mason, looking carefully 
 on the ground, saw the tracks of many little feet lead- 
 ing down to the water-side. Following these he soon 
 found what had become of the missing building-stones. 
 
 11. "Ah! I see through it," said he: "those little 
 rascals who were here yesterday have stolen the stones 
 to build a wharf with. And I shouldn't wonder if Ben 
 Franklin was the ringleader. I must see about this." 
 
 12. He was so angry that he at once went to make 
 a complaint before the magistrate; and his Honor wrote 
 an order to "take the bodies of Benjamin Franklin, and 
 other evil-disposed persons," who had stolen a heap of 
 stones. 
 
 13. If the owner of the stolen property had not 
 been more merciful than the master-mason, it might 
 have gone hard with our friend Benjamin and his com- 
 rades. But, luckily for them, the gentleman was 
 amused at the smartness of the boys; so he let the 
 culprits off easily. 
 
 14. But the poor boys had to go through another 
 trial, and receive sentence, and suffer punishment, too, 
 from their own fathers. Many a rod was worn to the 
 
Outline of Stu iy for Intenncdiate Division. 199 
 
 stump on that unlucky night. As for Ben, he was less 
 afraid of a whipping than of his father's reproof. And 
 indeed, his father zvas very much disturbed. 
 
 15. "Benjamin, come hither," said the stern old 
 man. The boy approached and stood before his father's 
 chair. "Benjamin," said his father, "what could induce 
 you to take property which did not belong to you!" 
 
 16. "Why, Father," replied Ben, hanging his head 
 at first, but then lifting his eyes to Mr. Franklin's face, 
 "if it had been merely for my own benefit, I never 
 should have dreamed of it. But I knew that wharf 
 would be a public convenience. If the owner of the 
 stones should build a house with them, nobody will 
 enjoy any advantage but himself. Now, I made use of 
 them in a way that was for the advantage of many 
 persons." 
 
 17. "My son," said Mr. Franklin solemnly, "so far 
 as it was in your power, you have done a greater harm 
 to the public than to the owner of the stones. I do 
 verily believe, Benjamin, that almost all the public and 
 private misery of mankind arises from a neglect of this 
 great truth, — that evil can produce only evil, that good 
 ends must be wrought out by good means." 
 
 18. To the end of his life, Ben Franklin never for- 
 got this conversation with his father; and we have 
 reason to suppose, that, in most of his public and 
 private career, he sought to act upon the principles 
 which that good and wise man then taught him. 
 
 These questions will give an idea as to what may 
 be selected by the teacher to bring out the knowl- 
 edge of the pupil. The lesson given is sufficient for an 
 ordinary week's work in a country school, if the sugges- 
 
200 How to Grade and Teach a Country School, 
 
 tion of reading review lessons for practice, as given on 
 another page, is followed. The teacher will find near 
 the school house a ditch, creek, or pond, where, by the 
 use of a few pebbles or bricks, the boys may be taught 
 to construct a wharf. Make them see clearly the mean- 
 ing of wharf and why the boys wanted one. Then 
 write on the board, (let pupils use slates in answering.) 
 
 What is the subject? What is a wharf? Who was 
 Franklin? Find out something about him. Where 
 was he born? Where did he live? What is a story? 
 Who wrote the story of Franklin's life? Mark the 
 words wharf, written, amusing, sport. Write the 
 words in the first paragraph containing oi or oy, e, e, 
 i, ou. 
 
 The above is fully suflficient for one lesson. Perhaps 
 it could be better given in two. Continuing from day 
 to day, the teacher should also add such questions as 
 these: What word or words could you place in the 
 place of "amusing account"? of "exploit"? of "sport"? 
 Write these words in columns, piacing opposite to each 
 its synonym. The following questions are suggestive 
 and may be continued at the teacher's discretion. 
 Have the above and other questions answered by pupils 
 on their slates. 
 
 TO BE ANSWERED UPON THE SLATES. 
 
 What is the subject? Find all you can about Ben. 
 Franklin. Where was he born? Where did he live? 
 What was he fond of? What is a story? Who wrote 
 the story of Benjamin Franklin's life? What is meant 
 by later years? What does he tell in this story? 
 What is amusing? What is an exploit? Who are play- 
 
Outline of Study for Intermediate Division. 201 
 
 mates? Where did Ben and his playmates fish? 
 Define marshy. What is meant by the "outskirts of 
 Boston?" Where is Boston? Can you tell anything 
 about Boston? Have you heard of Bunker Hill? Of 
 the "Boston Tea Party?" Did these boys fish in a 
 creek or pond? What is a creek? A pond? Where 
 did they stand while fishing? What did Ben say to his 
 comrades? What did the boys answer? Write and 
 v[i2iYk fishing, amusing , marshy y caught, quagmire, com- 
 rades. Write in columns the words containing a, a, a, 
 a, e, e, i, a or 6. Arrange the derivatives, thus: 
 
 fishing fish + ing 
 
 later late+er 
 
 written write + en 
 
 amusing amuse -hing 
 
 marshy marsh + y 
 
 forced force + ed 
 uncomfortable un + comfort + able 
 
 standing stand 4-ing 
 
 Write the names of parts of the following objects: 
 Shoes, clocks, chairs, windows, bells, hats, wheel, 
 broom, door, cent, apple, tree, kind of trees, bucket, 
 knife, pins, lead pencil, cup. 
 
 Name some articles made of these materials: 
 
 gold cotton 
 
 straw leather 
 
 glass marble 
 
 bone paper 
 
 iron copper 
 
 Occupations. — Write sentences, telling what each of 
 the following do: 
 
 peddler caterer pilot 
 
 confectioner dentist salesman 
 
 more late 
 
 like a marsh 
 not comfortable 
 
 wool 
 
 tin 
 
 wood 
 
 slate 
 
 hair 
 
 lead 
 
 flour 
 
 wire 
 
 lime 
 
 milk 
 
 grocer 
 baker 
 
202 How to Grade and Teach a Conntry School. 
 
 shoemaker 
 
 printer 
 
 jeweler 
 
 tailor 
 
 miner 
 
 barber 
 
 engraver 
 
 tinker 
 
 toolmaker 
 
 druggist 
 
 stone-cutter 
 
 gun-smith 
 
 mason 
 
 currier 
 
 miller 
 
 engineer 
 
 stationer 
 
 merchant 
 
 broker 
 
 importer 
 
 upholsterer 
 
 cashier 
 
 moulder 
 
 policeman 
 
 fireman 
 
 coachman 
 
 surveyor 
 
 seamstress 
 
 detective 
 
 book-binder juror 
 clothier auctioneer 
 
 banker clerk 
 
 compositor 
 furrier 
 
 astronomer 
 
 actor 
 
 operator 
 
 messenger 
 
 conductor 
 
 sculptor 
 
 manager 
 
 comedian 
 
 postman 
 
 gilder 
 
 weigher 
 
 wheelwright prophet 
 vender usher 
 
 Have the spelling class to spell on their slates some 
 ten or twenty words. Select a committee from the 
 class to correct the errors and do the marking. Hold 
 them responsible for the correct marking. 
 
 Give lessons on familiar objects, thus: 
 Cat — Kitteti. 
 parts body nostrils 
 
 head ears tongue 
 
 neck hair whiskers 
 
 legs fur paws 
 
 feet teeth claws 
 
 tail eyes doings 
 
 runs 
 
 climbs 
 
 mews 
 
 purs 
 
 laps milk 
 
 catches mice 
 
 teeth 
 eyes 
 
 The cat laps milk. 
 The cat has two eyes. 
 
 Extend this so as to make sentences, using all of the 
 above words. Have it all written. Be sure to examine it. 
 Use these words in the same way: 
 
 dog — 
 
 pup 
 
 cow 
 
 calf 
 
 sheep — 
 
 lamb 
 
 horse — 
 
 colt 
 
 goat — 
 
 kid 
 
 hen — 
 
 chick or chicken 
 
Outline of Study for Intermediate Division. 203 
 
 mice 
 
 spiders 
 
 birds 
 
 roaches 
 
 deer 
 
 gnats 
 
 foxes 
 
 butterflies 
 
 Name the parts, kinds and actions of the following 
 animals: 
 
 fish clams 
 
 oysters crabs 
 
 turtles mussels 
 
 mosquitoes rabbits 
 
 Write the names of things in the sitting room; in the 
 dining room; in the kitchen; made of wood; made of 
 iron. 
 
 Write 20 words containing the sound of a. 
 
 » e. 
 
 " i. 
 
 " " a. 
 
 " o. 
 
 " " u. 
 
 <( (( « V 
 
 " e. 
 
 '• u. 
 " " ou— ow. 
 
 Write the names of things bought or sold by the 
 pound; by the yard; by the acre. Write the names of 
 all the boys in this school; of all the girls. How do 
 you begin each word? Write the names of objects 
 in the room; on the school ground; that you might see 
 on your way to or from school. 
 
 Give frequent exercises, naming some topic, as Arith- 
 metic, requiring the pupil to spell all the principal terms 
 connected with it. Encourage them in securing the 
 largest lists; thus: 
 
204 How to Grade and TeacJi a Coujitry School. 
 
 
 ARITHMETIC. 
 
 
 NOTATION. 
 
 NUMERATION. 
 
 NUMBERS. 
 
 Arabic. 
 
 French. 
 
 abstract, 
 
 Roman. 
 
 English. 
 
 concrete. 
 
 WEIGHTS. 
 
 ADDITION. 
 
 whole, 
 fractional. 
 
 Apothecaries. 
 
 plus. 
 
 simple. 
 
 grain. 
 
 addend. 
 
 compound. 
 
 scruple, 
 drachm, 
 ounce, 
 pound. 
 
 Avoirdupois. 
 
 SUBTRACTION, 
 minuend, 
 subtrahend, 
 difference, 
 remainder. 
 
 FRACTIONS, 
 common, 
 proper, 
 improper, 
 single, 
 simple, 
 complex, 
 compound, 
 decimal, 
 pure, 
 mixed. 
 
 dram. 
 
 ounce. 
 
 pound. 
 
 quarter. 
 
 hundred weight 
 
 ton 
 
 minus. 
 
 MULTIPLICATION, 
 multiplier, 
 multiplicand, 
 product. 
 
 Troy. 
 
 DIVISION. 
 
 
 grains. 
 
 dividend. 
 
 TABLES. 
 
 pennyweight. 
 
 divisor. 
 
 Money. 
 
 ounce. 
 
 quotient. 
 
 Federal. 
 
 pound, etc. 
 
 remainder. 
 
 English. 
 
 Have tables like these writen out on slates: 
 age pupils to find other words. 
 
 Namea of th i ngs Vegetables. 
 
 on or about a i u 
 ,■> herbs 
 
 farm. 
 
 beans 
 farmer peas 
 
 farm corn 
 
 acres beet 
 
 tenant squash 
 
 Encour- 
 
 Family. 
 
 A boy may be 
 
 father 
 
 apt 
 
 papa 
 
 quick 
 
 mother 
 
 merry 
 
 mamma 
 
 blithe 
 
 son 
 
 busy 
 
 daughter 
 
 kind 
 
Outline of Study for Intermediate Division. 205 
 
 farmhouse 
 
 pumpkin 
 
 child 
 
 laughing 
 
 trough 
 
 potatoes 
 
 children 
 
 gentle 
 
 tools 
 
 turnip 
 
 baby 
 
 clean 
 
 implements 
 
 sprouts 
 
 brother 
 
 washed 
 
 utensils 
 
 parsnip 
 
 sister 
 
 mended 
 
 harrow 
 
 radish 
 
 grandpa 
 
 healthy 
 
 cultivator 
 
 lettuce 
 
 grandma 
 
 well-dressed 
 
 reaper 
 
 cabbage 
 
 uncle 
 
 well-behaved 
 
 mower 
 
 onion 
 
 aunt 
 
 
 thresher 
 
 sweet potato 
 
 cousin 
 
 dull 
 
 pitchfork 
 
 watermelons 
 
 nephew 
 
 
 
 barnyard 
 
 asparagus 
 
 niece 
 
 
 
 poultry 
 
 tomato 
 
 grandson 
 
 
 
 plow 
 
 horse radish 
 
 grandaughter 
 
 
 
 hoe 
 
 mustard 
 
 grandchild 
 
 
 
 rake 
 
 muskmelon 
 
 brother-in-lav 
 
 , 
 
 
 horses 
 
 cucumbers 
 
 sister-in-law 
 
 
 
 t 
 
 mushrooms 
 pickles 
 
 father-in-law 
 mother-in-la\^ 
 
 
 mules 
 
 
 cows 
 
 
 haystack 
 
 sourkrout 
 
 wife 
 
 
 
 
 
 husband 
 
 
 In the following methods, which have all been found 
 beneficial, some are standard, that is, may be used 
 longer than others without varying. Do not use any 
 one too long, nor change too often. Hold fast to the 
 good, and vary with the occasional methods. 
 
 I. 
 
 Each reading the same paragraph or stanza. Have 
 each pupil to read the same division, to see who will 
 make the fewest mistakes. If you can convince your 
 pupils that your desire is for their success, you can suc- 
 ceed well by this method. 
 
2o6 How to Grade and Teach a Country School. 
 
 11. 
 
 Name a certain number o{ lines (three or four, or a 
 sentence) which the pupil may read, requiring him to 
 go back to the beginning every time he makes a mis- 
 take, until he makes none to be noted especially. You 
 will find your pupils soon becoming careful, accurate, 
 and proficient under this method. 
 
 III. 
 
 Divide your class into two or more sections; have 
 the first read a sentence or two lines; the second read 
 the following sentences or lines, etc. This will keep all 
 the class attentive. 
 
 IV. 
 
 This is essentially the same as the individual reading, 
 except having the class read by two's in concert. By 
 this method each pupil may read twice as much as by 
 individual reading and the teacher is not materially 
 hindered from noticing individual mistakes. It is a good 
 way. 
 
 V. 
 
 Let the teacher read one line or sentence; the class 
 the next, etc. If the teacher be a good reader this will 
 prove a good method, otherwise it is shortlived. 
 
 VI. 
 Repeating after the teacher has about the same to 
 commend it as the preceding. It is a good way if the 
 teacher is a good reader. 
 
 VII. 
 
 Let the pupils read singly, by couples, and in con- 
 cert, looking off the book as much as possible. This will 
 
Outline of Study for Intermediate Division. .207 
 
 train them to see more than one word at a time. Select a 
 simple piece at first, afterwards making the selections 
 more difficult. Keep this up until the pupils can nearly 
 or wholly see one line at a glance. The benefits of this 
 method are that it enables the pupil to read the thought, 
 to give his hearers expressions of intelligence and 
 emotion through looks and gestures. He is enabled to 
 give an intelligent reproduction of the selections. 
 
 VIII. 
 
 Let one pupil begin and read until you call upon 
 another. Let the first cease as soon as the second is 
 called, even if he is in the midst of a sentence, phrase 
 or word. Have the other begin where the first left off. 
 When the second fails to begin right, call a third, fourth 
 or fifth, etc. , until it is read correctly. Do not call in reg- 
 ular order. Do not allow any whispering or other con- 
 fusion to detract from the attention of the class. Call 
 oftener on the lazy and careless pupils. 
 
 IX. 
 
 Select one, two, or three pupils for critics, calling 
 them "Critic No. i ," "Critic No. 2," "Critic No. 3," etc. 
 Name two or three lines to be read by a member of the 
 class. After he has finished, it is the duty of No. i to 
 rise and point out all the mistakes made. After he is 
 through, call on the class for any he may have failed to 
 see. Select another sentence or number of lines. 
 Proceed with No. 2, as with No. i, etc., until each has 
 done his part at criticising. Do not allow several pupils 
 to give the same criticism, merely signifying it by raising 
 hand is sufficient. Call upon one to give his criticism, 
 all others having only the same will then lower their 
 
2o8 How to Grade and Teach a Coihitry School. 
 
 hands. Do not allow pupils to interrupt by attempting 
 to correct a pupil while reading. Do not allow pupils 
 to raise hands while a member of the class is ♦-eciting. 
 And never permit a criticism before you request it. By 
 following this plan, criticism is useful in the highest 
 degree; otherwise it is not. 
 
 The preceding are standard methods, and can all be 
 used with good results. 
 
 X. 
 
 Let the pupils read in successive order, the teacher 
 noticing the first error, when the next corrects the 
 error, and, beginning where the first left off, reads until 
 an error is committed, which is corrected by the third, 
 and so on. Be careful in this method, as the best 
 readers will read most, thus depriving the poorest of 
 that which they need most, the drill. 
 
 XI. 
 
 Read to mistake judged by the pupil who reads from 
 that point. Let pupils raise hands where mistake is 
 made, the teacher selecting the one to correct it, and 
 follow in reading. Call on the poorer readers oftener. 
 
 XIL 
 
 An occasional method is the medley. Select some 
 easy poem where the lines are of about equal length. 
 Have A begin; he reads the first line; as he begins the 
 second, let B commence with the first. A then reads 
 the third, B the second, and C the first, etc., until all, 
 are reading at the same time, while each is reading a 
 different lin^. This develops concentration and force. 
 
Outline of Study for Intermediate Divisiofi. 209 
 
 XIII. 
 Read to punctuation mark. 
 
 XIV. 
 
 Read a sentence. 
 Read a line. 
 
 XV. 
 
 XVI. 
 
 Let first pupil read a line, second repeat it, third read 
 second line, 4th repeat it, etc. 
 
 XVII. 
 
 Let first read two lines, second repeat second line 
 and read third line, etc. 
 
 XVIII. 
 
 Let A read the first word; B the first and second; C 
 the first, second and third; D the first, second, third 
 and fourth, etc., each pupil repeating all that has been 
 read before and adding one word. 
 
 XIX. 
 
 Try same plan as preceding, using a line of poetry 
 instead of a single word. This is an excellent way for 
 the class to memorize a poem. 
 
 XX. 
 
 Teacher read, members of class giving the thought 
 afterwards in their own words. 
 
 ORAL GEOGKAPHY — INTERMEDIATE DIVISION. 
 
 Object. — To prepare the pupil for the use of the text 
 book by giving him the primary ideas of the subject. 
 
2 10 Hozv to Grade and Teach a Country School. 
 
 and by teaching him the use of maps together with 
 their geographical symbols. 
 
 Materials. — The globe, maps, when needed. 
 
 Extent. — The primary ideas with a fair oral course 
 in the geography of the school district, the township, 
 the county, the state and the United States. A brief 
 view of the globe as a whole. 
 
 Organize a class of pupils from the Second and Third 
 Readers together with those who have never studied 
 geography from the Fourth Reader. It will not be 
 best to require those from the last reader to enter the 
 class in many districts, as this will be antagonistic to 
 the notions of both pupil and patron. In such cases 
 the little ones can be controlled and prepared for the 
 text book, while the Fourth Reader pupils are passing 
 out of the school without any geography. The classifi- 
 cation can only be perfected in this manner. 
 
 It is of the greatest importance that you lead the 
 child to see the facts without telling him; that is, ever 
 guide him in the pursuit of knowledge, but let him find 
 out ^X^Q fact and tell it himself. The child acquires a 
 real knowledge of things by actual observation, hence 
 we should employ the senses in leading him to see 
 things. Whenever practicable bring the object before 
 the class; better still, have the pupils furnish the objects 
 when practicable. Give the pupil much to do in these 
 exercises; hands and feet are valuable aids to the mind; 
 use them to that purpose. 
 
 Be brief and pointed; a few minutes with eyes and 
 hearts all alive are worth a half hour of listless, sleepy 
 work. 
 
 If necessary, spend several days upon a lesson, only 
 
Outline of Study for Intermediate Division, 21 1 
 
 be sure that the pupil comprehends it before you drop 
 it. Come back to last lesson for a minute to fix car- 
 dinal truths, or to test the pupil's knowledge. 
 
 It is absolutely necessary that you make special daily 
 preparation for the lesson; without this you can hope 
 for no good results. The teacher must have "the spirit 
 and the understanding. " 
 
 OCTOBER — THE PRIMARY IDEA OF TIME, POSITION, AND 
 DIRECTION. 
 
 Secure the statement that the light is called day and 
 the darkness night. That days are long in summer and 
 short in winter; that the nights are the reverse. That the 
 winter evenings are long and those of the summer short. 
 That day and night taken together constitute a day, {d.nat- 
 ural d3.y.) That some nations began the day at sunrise, 
 (Babylonians,) others at sunset, (Jews,) and others at 
 midnight. Our day begins and ends at midnight, 
 (called a civil day.) That there are 24 hours in a day. 
 
 That the sun rises about o'clock and sets about 
 
 o'clock. That the clock strikes 12 times in a half- 
 day, 6 times from 6 o'clock to 12, 3 times from 9 o'clock 
 to 12, I time each hour, etc. That there are three 
 hours in a half-day session of school, six hours in a day 
 session; fifteen minutes in a recess, number of recesses 
 in an hour; time of a recitation; time to recess; time 
 to eat breakfast; time of noon recreation; — at this point 
 have pupils learn time table if they do not already 
 know it. 
 
 Exhibit clock or watch; it will add to the interest to 
 ask all the little folks who own a dumb watch to bring 
 them to school, and then have them used in illustrating 
 
2 1 2 How to Grade and Teach a Country School. 
 
 the following lessons: That the hands move to the right 
 hand from XII; the minute (long) hand moves more 
 rapidly than the hour hand; their use; the nsc o^ clocks 
 and watches, how to tell the time of day by the hands. 
 That noon marks show the time at nooji — useless, when? 
 Here tell the class of King Alfred's notched candles and 
 how he determined the time by them. Draw picture of 
 hour glass, or contrive one from the ^gg shell; this may 
 be nicely done by placing a piece of cardboard uoon a 
 glass, taking a half shell, puncturing it at the apex, 
 setting it within a hole cut in the cardboard and filling 
 it with find sand; the sand will pass through the opening 
 and may be seen falling within the glass. Children will 
 be delighted with this. Erect a rude sun dial upon the 
 door sill, or if the noonday sun shines through a window, 
 upon the sill of same; use a cardboard and simply pass 
 a long nail upward through it; by noting the noon hour, 
 use rule and pencil to draw noon mark, then as the 
 shadow turns, draw hour marks in same manner. If 
 encouraged some ingenious boy will construct a dial, 
 decorated with drawings in pencil. Show the children 
 how they may make a pocket dial from a pill box and 
 a piuy (the pin may be carried within the box when not 
 in use.) 
 
 If not already known attend to the number and days 
 of the week; weeks in a month; weeks and months in 
 a year; repeat timetable. 
 
 That to the right is at the hand, and to the left 
 
 is at the hand; to the front is in of you 
 
 and at the back is in the of you. Have pupils 
 
 name lists of objects in front of them, at the back, at 
 the right; thus, "the table is in front of me;" "the door 
 
Outline of Study for Intermediate Division. 213 
 
 is at my back. " Extend this to objects in the vicinity 
 of the school. Have pupils change position and review; 
 name numerous objects and have pupils locate by giving 
 position; name pairs of objects and have pupils give 
 position with relation to each other. 
 
 Place objects upon the table and have the position 
 given by reference to the edge of the table as th.Q front, 
 back, etc. 
 
 By using the corn, buttons, beans, etc., the wide 
 awake teacher may vary this exercise upon position by 
 fixing a bean as a central object, and then have pupils 
 place two red grains at the left, one white one at the 
 right, three beans at the back and four shoe pegs (or 
 other objects) in front of the bean. 
 
 Hold a stick (tooth-pick) in a vertical position, have 
 pupils do same, then ask one to draw a vertical line; 
 have class to draw several vertical lines. In same man- 
 ner, secure the horizontal line. Have them point out 
 vertical and horizontal objects in and about the room, 
 (the walls, the floor, the table, the door, the stove- 
 pipe, etc.) 
 
 Secure a knowedge of the slanting position in the 
 same manner. Parallel lines and angles in the same 
 way. Have them make these latter by using the tooth- 
 picks thus: 1 + Z- V X 
 
 Broom wire may be used to teach curved lines. 
 
 Take the children into the yard or street (at noon) and 
 have them make a little heap of earth; find slaiiting 
 side, Jiorizontal top, vertical side, parallel sides or 
 gutters. 
 
 Develop the idea of surface by means of objects; an 
 empty box is best; show the inside and the outside, etc. 
 
214 Hoin) to Grade and Teach a Country Schoot. 
 
 Pupils face the rising sun, the setting sun, the noon- 
 day sun; the sun rises in the , and sets in the ; 
 
 have them face the , the ; tell the direction of 
 
 the shadow at , , and ; have them face 
 
 shadow at noon; this is north and their backs are 
 toward the south; in their position their right hands 
 
 are at the , their left at the , etc. Have pupils 
 
 face and point in these directions, giving position of 
 hands; proceed to sides of room, ends, to objects, 
 securing statements as to direction of objects. 
 
 Have pupils walk so many steps toward the south, 
 the north, etc.; consider direction of the cracks in the 
 floor, of the different edges of the table, sides of the 
 room, ends of the room; name objects in different 
 directions from the school-room; have pupils give 
 direction they walk in going to and from school; in 
 going home. 
 
 Have pupils draw chalk lines in certain directions 
 upon the floor, upon the board, (here assist them in 
 drawing the north and south line.) 
 
 Teach the intermediate (semi-cardinal) points in same 
 manner. 
 
 For review have two pupils take a long string and 
 hold it by the ends; now have others tell the direction 
 of each from the other; change position and question 
 as before. Give direction of north wind; of south wind; 
 of east wind, etc. 
 
 Construct numerous sentences leaving blanks to be 
 filled; have pupils copy these with blanks filled. 
 
 Pass to the November work when the above is com 
 pleted, do not wait for examination day to do so. 
 
Outline of Study for Iiitei'inediate Division. 215 
 
 NOVEMBER. — THE PRIMARY IDEA OF DISTANCE, OF A 
 
 MAP. 
 
 Compare objects of different lengths; measure them 
 with a foot rule, rather have pupils to do so; have 
 pupils to draw lines of certain lengths upon the board; 
 put them to measuring pencils, desks, slates, books, 
 windows, the table, the floor, the platform, and have 
 the measurements recorded by each individual in some 
 such form as this: 
 
 Oliver Rose. Eddie Morse. 
 
 Pencil, 6 inches. Pencil, 7 inches, 
 
 desk, II by 20 inches. desk, 12 by 20 inches, 
 
 slate, 8 by 10 inches. slate, 8 by 12 inches, 
 
 book, 4 by 6 inches. book, 5 by 6 inches, 
 
 window, 3 feet. window 3 feet 2 inches, 
 
 table, 2^ by 3 feet. table, 2^ by 3 feet, 
 
 floor, 20 by 30 feet. floor, 20 by 30 feet, 
 
 platform, 6 by 10 feet. platform 6 by lO feet. 
 
 Inspect the record and check off all that are errone- 
 ous. Have same re-measured and corrected. 
 
 Have pupils to make yard measures frorn sticks, or 
 laths; have these yard-sticks used in measuring the 
 dimensions of the school lot, distances to objects. 
 Have pupils stand some distance apart, guess the dis- 
 tance and measure it. 
 
 Have pupils make a rod measure from a line. Meas- 
 ure greater distances with this. Compare distances of 
 various objects; distance of pupils from the school; 
 proceed in this manner until the child shows the dis- 
 tance of a mile; to town, etc. 
 
 Consider the upper part of the board as north, the 
 bottom south, the right hand east, the left hand west; 
 
2i6 Hoiv to Grade and Teach a Country SchooL 
 
 draw a map of the school room on a definite scale, as 
 an inch to the foot; locate objects upon the map, as 
 door, windows, desks, table, chair, stove, aisles, etc; 
 have pupils select their desks and indicate by initial 
 letters of name. 
 
 Have pupils locate all objects by actually pointing 
 them out with the pointer and stating location in a well 
 rounded sentence. Turn front the map to the real 
 objects. Show what is meant by the boundaries of the 
 room; of a farm. Pupils bound the school yard. Have 
 each pupil to draw the map upon his slate. 
 
 Draw small map of room, then the grounds aronnd 
 it considerably larger, showing road, etc. 
 
 Review thoroughly all the preceding directions upon 
 the map including distance. Have pupils draw map 
 upon their slates. 
 
 Such a scheme as this, is an excellent one to furnish 
 practice upon direction: 
 T ^ [~ Which direction is i from 5? Two from 
 
 9 5 25? Eight from 3? Seven from i? Six 
 
 7 ^ ^ i from 4? Five from 6? 
 
 Draw a neat map of your own township, upon a 
 fixed scale; represent upon this map the objects known 
 to the pupil; there will be roads, villages, streams, 
 woods, hills, buildings, etc. 
 
 Review all the preceding points upon distance, 
 boundaries, etc. Continue this until the pupils are 
 able to locate all the objects of interest within the 
 township, and to draw a reasonably good map of it. 
 
 Treat the symbols used for fixing these objects with 
 care, as the pupil may get the impression that they 
 represent size as well as location. 
 
Outline of Study fo?' Intermediate Division. 217 
 
 HOME GEOGRAPHY. 
 
 Take your pupils upon imaginary or real walks in 
 different directions from the school house. Have them 
 describe the surface of the country as they proceed; 
 talk of a stream crossed, of rills, brooks, (rivulets, 
 brooklets,) ponds, lakes, springs, deep and shallow 
 water in streams, ripple, shoal, etc; of bridges, of hills, 
 features of the valley if found, (the land adjacent to 
 the stream represents a valley.) Talk of prairie and 
 woodland. 
 
 Review township map and note places passed in this 
 walk; have pupils describe surface of ground in different 
 parts of the township. Renew the walks and note the 
 nature of the soil, whether stony, sandy, clayey, loamy, 
 rich or poor, etc. Talk of the Sahara and of our 
 western prairies. Have pupils name grains raised 
 within the township; contrast these with the grains of 
 China, of South Carolina, of Australia. Pupils make 
 list of grains they have seen, some of which do not 
 grow within the township. 
 
 Visit the woods, have pupils list the trees found 
 there; note the difference between a sapling and a 
 shrub. Talk of a pine forest; of one in Central 
 America or in Africa. 
 
 Show the pupils a complete shrub and talk of the 
 use of the roots, the stem, and the leaves. Explain 
 how they grow froom seeds; when trees are burned the 
 part received from the air goes back to air, ashes the 
 part received from the ground. Charcoal, how made 
 and use; food for animals; how to tell the age of trees; 
 they do not grow in winter; talk of maple sugar and 
 how made; of India rubber. 
 
2i8 How to Grade and Teach a Country School. 
 
 Pupils name different kinds of tree fruits; find pic- 
 tures of different kinds of fruits and talk of them. 
 
 Pupils name the domestic animals found in their 
 vicinity; the use of each; tell which eat both animal 
 and vegetable food; which eat only vegetable; kinds of 
 products are wool, flax, cotton, feathers, etc. Pupils 
 name wild animals found in the woods, upon the prairie, 
 in houses, in barns, etc. How some animals live in 
 winter; why some are killed whenever seen 
 
 Pupils tell of the different races they have seen; tell 
 what men do in different countries. The names applied 
 to persons engaged in different callings; what each kind 
 of persons do or make. Why a city is called a com- 
 mercial or a manufacturing city. 
 
 Pupils name different kinds of birds found here; 
 birds of prey; domestic birds; talk of the owl and his 
 large eyes; why blind in day; why he sees in the night 
 time. Birds migrate at certain times; some stay all 
 the year; find pictures of foreign birds and talk of 
 them and what they can do. Pupils name reptiles and 
 relate stories they have heard concerning them. What 
 is beef, pork, fowl, veal, pig, mutton, fish, venison? 
 
 Talk of spring and its growths; name the spring 
 months; days grow longer, nights shorter, &c. Sum- 
 mer; the position of the sun; haying and harvesting; 
 names of summer months. Autumn or fall; sun nearer 
 the horizon at noon; explain what is meant by horizon; 
 the wild animals provide for winter, man gathers the 
 fruits and vegetables for the winter's use; leaves fall, &c. 
 
 Winter, short days and long nights; deep snow m 
 some countries; where? snow-houses of the Esquimaux; 
 many people never see snow and ice; where? 
 
Outline of Study for Intermediate Division. 219 
 
 The shorter the shadow of objects the more power 
 the sun has; shadow shortest at noon, &c. 
 
 Contrast shadow in the different seasons with the 
 temperature; explain zenitJi, nadir. 
 
 Show county map and calculate the time necessary ro 
 walk across it in different directions at the rate of two 
 miles per hour; locate the streams, hills, ponds, town- 
 ships, county seat; note differences in surface and soil 
 as found in the county. Draw neat map of county. 
 Pupils point toward places named. 
 
 GENERAL WORK. 
 It is advised that the teacher give to every pupil a 
 good knowledge of the county and of the township in 
 which he lives. Give it to the entire school in the 
 shape of general exercises rather than by class work. 
 See to it that each one can draw a neat map of both. 
 If any teacher feels unable to draw the maps, the Co. 
 Supt. should aid him in so doing. A map of the 
 county should be in every school house, and in such as 
 have not been supplied with one, the teacher should 
 put one on the board or upon paper. The following 
 suggestions and items of interest are given to aid in the 
 general work: 
 
 'Boundaries. 
 Area. 
 
 Location in County. 
 Population. 
 Towns. 
 Township. <( Railroads. 
 
 Sections numbered. 
 Churches. 
 
 School houses located. 
 Postoffice. 
 ^Objects of interest. 
 
220 How to Grade and Teach a Country School. 
 
 County. -< 
 
 Situation* 
 
 Boundaries. 
 
 Area. 
 
 Population. 
 
 No. of Townships. 
 
 Railroads. 
 
 Rivers, etc. 
 
 C Animal. 
 Products. < Vegetable. 
 
 ( Mineral. 
 County Seat. 
 Cities and Villages. 
 Occupations of people. 
 County officers. 
 
 Rank among counties of the state. 
 ^ Outline maps. 
 
 The teacher should have the pupils to make a list of 
 townships in the county, and find the population of 
 each, to place in a second column, the total making the 
 census for the county. 
 
 Such questions as the following are excellent to use 
 as a general exercise for the whole school; in the use 
 of them the teacher should encourage his pupils to ask 
 others bearing upon the same topics. 
 
 1. How is County bounded? 
 
 2. What is the No. and R, of your township? What 
 is its political name? 
 
 3. What is the No. and name of your school district? 
 
 4. What village or villages in your political township? 
 What postoffices? 
 
 5. What townships do not contain a railroad? A 
 postoffice? 
 
 6. What is the area of a school township? 
 
 7. What is the area of ( ) County? 
 
Oiitlijie of Study for Intcnncdiate Division 221 
 
 8. What the population by census of 1880? Of your 
 township? 
 
 9. What churches in your township? 
 
 10. Give dimensions of the county. 
 
 11. What river flows through the county, if any? 
 What natural mounds? 
 
 12. What coal mines have we, if any? 
 
 13. Name your nearest railroad. 
 
 14. How many railroad lines running into the county 
 seat, if any? 
 
 15. When was the county organized? When was 
 ( ) founded? 
 
 16. Where is the poor farm? Of what use is it? 
 
 17. Why do we have jails? Where is ours? What 
 officer has charge of it? 
 
 iS. What is a city? A village? 
 
 19. What is meant by the Water Works of ( ?) 
 
 (Teacher explain.) 
 
 20. How is the river water purified for the use of the 
 inhabitants of ( ?) 
 
 21. From what has coal been formed? Why dig for 
 it? Give its uses. 
 
 22. Have we a court house? 
 
 23. In what Great District is your school, if any? 
 
 24. On what railroads would you pass in going from 
 
 yourpostoffice to( ?) To ( ?) To ( ?) 
 
 To( ?) To ( ?) To ( ?) Toeachof 
 
 our State Normal Schools? To our penitentiaries? 
 
 25. Who is your school treasurer? 
 
 26. Who are your school directors? 
 
 27. How can a pupil, who is a resident of one school 
 district, attend school in another? 
 
222 How to Grade and Teach a Country School 
 
 28. How many days must be actually taught in each 
 district? 
 
 29. How many, and what grades of teachers' certifi- 
 cates? 
 
 30. What is a calendar month? 
 
 31. What are the school holidays? 
 
 32. What three townships do not hold a special elec- 
 tion for township trustee? Why? 
 
 ;i)2,' Name some articles manufactured in this county. 
 What is a manufactory? 
 
 34. Who is your supervisor or commissioner? What 
 does he do as an officer? 
 
 35. What justices of the peace do you know? How 
 many are there in each township? 
 
 ^6. Name county offices with the officers. 
 
 T)J . Where is the geographical center of the state? 
 
 38. What parallel passes through this county? 
 
 39. What means of income have our schools? 
 
 40. What the cost of a year's school in a district? 
 
 41. For what items is money paid? How paid? 
 
 42. Let the teacher add such questions as he may see 
 fit. 
 
 Pass to the December work at once if completed to 
 this point. 
 
 DECEMBER — THE STATE OF- 
 
 Suspend a map of your state before the class; have 
 the county pointed out; the state is made up of coun- 
 ties, the county of townships, the township of districts, 
 the district of farms. 
 
 Draw outline of county upon the board on same 
 scale as the state map; the state as many times larger 
 
Outline of Study for Intermediate Division. 223 
 
 than the county, as the map is larger than the county 
 map. Length and breadth of the state; find how long 
 it would take to cross the state both ways by traveling 
 a certain number of miles per day. Point out the cap- 
 ital and the metropolis. Explain why the di (Terence 
 in the terms as applied to these cities; talk of the gov- 
 enor, and of the population; have pupils point toward 
 each; take imaginary journey to capital and describe 
 the surface, streams crossed, crops, cities passed, by 
 what railroads, or by what other conveyance. Speak 
 of the appearance of the capitol building, of other state 
 building if any; compare population with that of your 
 nearest village; take similar journey to the metropolis. 
 
 Take journeys from the state capital and the metrop- 
 olis to all parts of the state, describing and noting every 
 point of interest as before. Continue this until all the 
 important cities are considered and located; most cities 
 have a nickname, give this to the children as they pro- 
 gress — it will aid them to remember the location; talk of 
 canals and their locks; of coal or iron; (if found) of the 
 tunnels; of rolling mills; of nail factories; of glass 
 factories (how glass is made); of steamboats and of 
 canal boats; of distilleries; of flouring mills; of pork 
 packing and slaughter houses; of water power and 
 manufactories; of paper mills; of foundries; of car 
 shops; of railroad center; of grain warehouses; talk of 
 schooners, propellers, brigs, flatboats, steamers, etc. ; 
 (if found within the state) of quarries; of lighthouse; 
 (if any) of harbor; (if any) of landing; of monuments; 
 of oil wells and petroleum; of the oldest town or city; 
 (both in state and the United States) slack water navi- 
 gation; (if any) of salt and salt works; of penitentiaries 
 
224 How to Grade and Teach a Countjy School. 
 
 and why necessary; of state normal schools and why 
 necessary; of colleges and where found. 
 
 Apply the above only as found in connection with the 
 cities studied. Go slowly and carefully, filling in all the 
 points of interest, facts of importance, etc. 
 
 Have a general talk about coal, iron, wool, hides, tal- 
 low, beef, pork, furnaces, peaches, apples, apricots, 
 plums, quinces, pears, cherries, grapes and vineyards, 
 corn, wheat, oats, the soil, forests, prairies, limestone, 
 butter, cheese, ancient mounds, etc., as you think 
 these topics necessary; the true teacher will develop the 
 keenest interest in these things as his classes move along; 
 what can be of more interest than the processes of the 
 different manufactories? The making of cheese can be 
 made the topic for one of the most interesting exercises; 
 have a pupil construct a cheese press from a pill box, 
 a lever, a weight, and some cotton to represent the curd; 
 explain the use of the rennet (runnet.) 
 
 A very excellent scheme for summarizing the result 
 of the observation is something similar to the following: 
 
 Boundaries. 
 
 Area. 
 
 Population. 
 
 Surface. 
 
 Soil and Production. 
 
 Climate. 
 
 Minerals. 
 
 REVIEW 
 
 and 
 
 SUMMARY 
 
 <J Manufactures and Commerce. 
 Internal Improvements. 
 Education. 
 Cities. 
 Rivers. 
 Lakes. 
 
 Hills or Mountains, 
 Objects of Interest, 
 
Outline of Study for lutermediate Division. 225 
 
 After a thorough understanding of all the points out- 
 lined above it is well to have some pointed questions 
 upon the map, and to have them fully answered; in 
 order to illustrate this we have appended a few sample 
 questions upon the State of Illinois; thus, 
 
 QUESTIONS ON THE MAP. 
 
 What state bounds Illinois on the north? What state 
 on the east? What lake northeast? What river forms 
 part of the eastern boundary? What state on the 
 south? What river between Illinois and Kentucky? 
 What river forms the western boundary? From what 
 two states does it separate Illinois? What river drains 
 the southeastern part of the state? Into what does the 
 Wabash flow? Name three branches of the Wabash 
 flowing from Illinois? Name three principal branches 
 of the Mississippi flowing from Illinois. Name the 
 chief branches of the Illinois. In what state does Fox 
 River rise? Rock River? Name its chief branches. 
 In what directions do the rivers of Illinois flow? 
 
 What cities on Lake Michigan? What cities on Ver- 
 million River? What city at the mouth of the Ohio? 
 What other cities on the Mississippi? What city oppo- 
 site St. Louis? What cities east and southest of St. 
 Louis? What city just above the. mouth of the 
 Missouri? What cities on or near the Sangamon? 
 What city west of Springfield? What city south? 
 What cities on or near the Illinois? On the Fox? What 
 city on the Kankakee? On the Des Plaines? What 
 city northwest of Peoria? On Rock River? What city 
 on the Pecatonica? What city of Iowa opposite Rock 
 Island? What city in the nortl^western corner of the 
 
226 Hozv to Grade and Teach a Country School. 
 
 state? On what river? What city of Iowa opposite the 
 northern boundary? 
 
 Name all bodies of water forming boundaries. Where 
 is the state widest? Where narrowest? How does the 
 width of the northern part compare with that of the 
 southern part? About how much of the eastern 
 boundary is a straight line? 
 
 Beginning at the northwest corner of the state, take 
 steamboat, pass down the Mississippi river and name 
 towns (cities) upon each bank of the river. What 
 rivers enter the Mississippi from Illinois? Large one 
 from Missouri? In what counties are their mouths? 
 Go down the Illinois and name cities upon either bank. 
 In what counties are the state normal schools? What 
 are the oldest towns? How many and what capitals 
 has the state had? 
 
 Search Questions. — i. What artificial harbor in 
 the state? Breakwater? (Describe a breakwater.) 
 2. Where is the highest point of land? 3. How much 
 above the level of the sea? 4. What and where is the 
 Grand Prairie? 5. At what place in the Illinois river is 
 the limit of navigation? 6. Where do the dams aid in 
 the navigation of this river? (Explain how dams are 
 made and how useful.) 7. What is the Kaskaskia some- 
 times called? 8. What is the greatest known depth of 
 Lake Michigan? 9. The surface of this lake is how 
 much above the sea level? 10. Is Lake Peoria a real 
 lake? What is it? 11. From which direction do the 
 prevailing winds of winter blow? Of summer? Which 
 bring the most rain? 12. What is an alluvial de- 
 posit? Where found? A diluvial deposit? Where 
 found? 13. Where is the soil tiventy-five feet in 
 
Outline of Study for lutcrmediatc Division. 227 
 
 depth? Where and what is the American Bottom? 
 14. Where is the pecan found? Describe and list the 
 different kinds of nuts. Make h'sts of the different trees 
 found in this state. 15. How many counties front upon 
 the Mississippi? How many upon the Ohio? What 
 counties border upon Lake Michigan? 16. What is 
 the coal area of Illinois? 17. Is the coal bituminous or 
 anthracite? (See dictionary.) 18. Where does lead 
 abound? Give plain talks about mining, smelting and 
 the uses of lead. Tell of the shot tower and how shot 
 is made. 19. Where are the salt springs of the state? 
 Describe the process of making salt. 20. Where are 
 there mineral springs of much medicinal value? 21. 
 Where do we secure the white fish and the trout? The 
 buffalo and the catfish? The bass? the perch? 22. 
 What are the leading crops of Illinois? Make list of 
 same. One fourth of the entire area of Illinois was 
 planted in corn in i8y8. 23. Where was the first rail- 
 road of Illinois? Tell about the rails. There are now 
 over 9,000 miles of railroad in operation in the state. 
 24. What school officer of the state? Of the county? 
 Officers of the township? Of the districts? Give term 
 of office for each officer. 25. How many teachers in 
 the state? 26. How many state senators? Who is 
 yours? 27. How many representatives in the legisla- 
 ture? Is there one or more from your county? Who 
 are they? 28. How often does the legislature meet? 
 Where? 29. Who are the United States Senators from 
 Illinois? How chosen? 30. How many Congressmen 
 has Illinois? How many electoral votes? 31. Name 
 the state officers and offices. 32. What courts have 
 we? II. Where is the State Reform School for Boys? 
 
228 How to Grade and TcacJi a Country School. 
 
 Explain what is meant by this. 34. Where is the 
 Institution for the Feeble Minded? Explain its pur- 
 pose. 35. How many and where are the state hospitals 
 for the insane? 36. Where is the Soldiers' Orphans' 
 Home? Note its benefits. The Eye and Ear Infirm- 
 ary? The Asylum for the Blind and the Deaf and 
 Dumb? 
 
 If you were deaf and dumb where might you be sent, 
 and how? If a thief or a murderer? If simple? If 
 blind? If crazy? 37. From what is the word Illinois 
 derived? What race probably lived here before the 
 Indian? 38. To what family of Indians did the tribes 
 of Illinois Indians belong? Explain the use of tribe 
 Rnd family. 39. Who were the first explorers of Illi- 
 nois? 40. Where and when was the first settlement 
 made? Where is Starved Rock? Why so called? 41. 
 Were there ever any slaves in Illinois? 42. Give the 
 history of the Ft. Dearborn massacre. 43. Who was 
 the first Governor? Who is now Governor? 44. What 
 railroad now almost pays the current expenses of the 
 state government? 45. How many counties in the 
 state? Which one is the largest? The smallest? 46. 
 Where is Lincoln buried? Describe the monument. 
 47. How is Chicago supplied with water? Make draw- 
 ings to illustrate this. 47. Chicago is the greatest 
 
 market in the world. 48. How many acres do the 
 Union Stock Yards cover? Describe them and tell 
 their use. 49. Tell about the great fire of 187 1 at 
 Chicago. 50. Where is the Illinois Industrial Univer- 
 sity? 51. How is the grain lifted from the cars to the 
 lake steamers? Explain fully. 52. What is a tile, and 
 of what use is it? How made? 53. Where does coal 
 
Outline of Study for Interuiediate Division. 229 
 
 "crop out?" 54. Give different depths of known 
 mines. 55. What is the nickname for Illinois? 56. 
 Where is Lover's Leap? 57. Illinois is supposed to 
 
 have been the bed of an immense ? 58. What 
 
 county offices? Township? 59. What is the county 
 legislature? 60. What township officer performs the 
 marriage ceremony? 
 
 Such a topic list as this is excellent for the study of 
 a state: 
 
 STUDY OF ILLINOIS. 
 
 1. Position — Latitude, longitude, outline, ^regular or 
 irregular,) extent, (east and west) in miles, area (com- 
 pare in size with surrounding states,) coast waters 
 bordering it. 
 
 2. Surface — Level, undulating, hilly, 
 
 3. Boundaries (exact constitutional.) 
 
 4. Rivers — Mississippi, Ohio, Wabash, Rock, Illinois, 
 Kaskaskia, Sangamon. 
 
 5. Lakes — Michigan, Peoria. 
 
 6. Climate — Modified, how? 
 
 7. Natural Advantages — On the surface, in the earth, 
 on the water. 
 
 8. Occupations — Agricultural, mining, manufacture, 
 transportation. 
 
 9. Internal Improvements — Railroads (5), canals, 
 State house, penitentiaries, colleges, asylums, etc. 
 
 10. Name and locate ten prominent cities. 
 
 11. Education — State superintendent, county super- 
 intendent, school trustees, school directors, teachers. 
 
 12. History of the capital, with dates of removal. 
 
 13. Number of counties, boundaries of this. 
 
230 Hoiv to Grade and Teach a Country School. 
 
 For a blackboard form, the following is brief, and 
 also convenient for reviews:- 
 
 Blackboard Form. 
 
 Boundary. 
 Area, (56,650.) 
 Population, (3,077,871.) 
 
 f Rock. 
 
 T./r. . • . Illinois — Sang^amon. 
 Mississippi. < T^ 1 , . ^ 
 '■^ ^ Kaskaskia. 
 
 Ohio — Wabash. 
 
 Lakes. 
 
 Illinois. 
 "Sucker State"<; 
 1818. 
 
 Cities. 
 
 Michigan. 
 Peoria. 
 
 ' Chicago. 
 Peoria. 
 Bloomington. 
 Quincy. 
 <J Alton. 
 Joliet. 
 
 Springfield. 
 Centralia. 
 Etc. , etc. 
 
 Vegetable productions. 
 Mineral productions. 
 Objects of interest. 
 Draw map. 
 
 JANUARY — NATURAL DIVISIONS OF LAND AND WATER. 
 
 Select a well-known hill in the neighborhood; point 
 out base or foot, sides, top or summit, slope, etc., find a 
 picture of a mountain, and have same points selected by 
 the pupils. 
 
Outline of Study for Intermediate Division. 23 1 
 
 Draw profile of a mountain upon the board; talk of its 
 height, may be covered with snow in midsummer, even 
 all the year; why? No trees upon the top; lower down 
 small shrubs; lower still, trees and forests; farms from 
 the base a part of the way up the sides; the view from 
 the summit; clouds below it, rain falling in the valley, 
 sun-light at the top, etc. Hills found in ridges; moun- 
 tains follow the same order; a ridge of mountains called a 
 range or chain; find such upon the maps, and agree upon 
 a symbol for a single mountain, for a range: — A journey 
 across the mountains; a pass or gap; a tunnel; rivers rise 
 in mountains; the winds carry the clouds against them 
 and the rains fall; why? Define mountain, pass, summit, 
 base; a table land described. 
 
 Show picture of an active volcano; contents; the 
 crater; an eruption and its consequences; an extinct vol- 
 cano; find the two different kinds upon the maps. De- 
 fine volcano, lava, crater. 
 
 Point out a dale or little plain and develop the idea of 
 a large plain or valley; some plains not level; a rolling 
 country a plain; prairies; valleys, etc. Define plain, 
 prairie, desert, valley, vale, dale. 
 
 For peninsula, cape, bay, island, isthmus, strait, 
 delta, river, pond, lake, the shore, channel, sound, gulf, 
 sea, coast, archipelagoes, take a bucket of water (if a 
 stream is not ai hand) and throzv it upon the floor; by 
 one or two trials these objects will be found, formed 
 from the water and dry floor; have pupils to find them, 
 point to them and tell zvhat tJiey sec, then secure the 
 definition while the pnpil looks at object. 
 
 There is usually a stream at or near the school house; 
 use this to make pupils familiar with a river, rivulet or 
 
232 How to Grade and Teach a Country School 
 
 rill, brook, course of river, source of river, bank of river, 
 bed of river, mouth of river, head of river, channel of 
 river, basin or valley of river, rapids, cascade, cataract, 
 spring. Speak of freshets and inundations; of steam- 
 boats and commerce. 
 
 Treat the term lake in a similar manner, by starting 
 with a well-known pond in the vicinity; a very small 
 pond is usually a puddle. 
 
 TERMS FOR DEFINITION. 
 
 What is a 
 Hill? 
 
 Mountain? 
 Mountain range? 
 Mountain gap? 
 Table land? 
 Volcano? 
 Dale? 
 
 Vale or valley? 
 Plain? 
 Prairie? 
 Desert? 
 Oasis? 
 Forest? 
 Wood? 
 Swamp? 
 Everglade? 
 Spring? 
 Rivulet or rill? 
 Brook? 
 River? 
 River head? 
 
 Bed of a river? 
 
 Channel of a river? 
 
 Basin of a river? 
 
 Rapids? 
 
 Ripple? 
 
 Cataract? 
 
 Cascade? 
 
 Delta? 
 
 Pond? 
 
 Lake? 
 
 Shore of lake? 
 
 Harbor? 
 
 Strait? 
 
 Breakwater? 
 
 Channel? 
 
 Sound? 
 
 Gulf or bay? 
 
 Sea? 
 
 Sea coast? 
 
 Ocean? 
 
 Archipelago? 
 
 Island? 
 
Outline of Study for lutcruicdiatc Division. 233 
 
 Course of river? 
 Source of river? 
 Mouth of river? 
 Bank of river? 
 Left bank of river? 
 Village or city? 
 Railroad? 
 Town? 
 Township? 
 Capital? 
 Capitol? 
 Metropolis? 
 Seaport? 
 Notes and Methods. 
 
 Peninsula? 
 
 Isthmus? 
 
 Cape? 
 
 Promontory? 
 
 Turnpike? 
 
 Canal? 
 
 f White 
 I Black 
 
 Races of men?<J Red 
 
 I Yellow 
 1^ Brown 
 
 Earth? 
 
 Continent? 
 
 — I. Be sure that the pupil 
 
 has the true idea of the thing represented by the term 
 before permitting him to attempt the definition of it; a 
 correct idea of a cape or an island should precede the 
 definition. 
 
 2. Mathematical definitions should not be permitted, 
 but the names of the lines and the circles upon maps 
 should be early learned. 
 
 3. A good set of outline maps are almost indispen- 
 sable to the successful teaching of local geography. 
 When in use for a time the maps should be spread upon 
 the floor where the pupil may have a "bird's-eye view" 
 of the country considered; it should be spread upon 
 sheets of newspaper to avoid soiling it, and to corres- 
 pond with the points of the compass; when their use is 
 'understood they should be slowly raised to the wall 
 during a talk in effect that the wall is but the floor 
 standing on edge; that the map can stand upon its 
 edge without changing the slant of the land or without 
 spilling the water from the ocean or some river with 
 which the pupils are acquainted. 
 
234 Hoiv to Grade and Teach, a Country School. 
 
 4. When placed upon the wall the maps should be 
 easily seen from any point in the room, and have the 
 right hand side toward the east. 
 
 5. A pencil eraser placed upon the end of the pointer 
 will protect the maps used. While the pointer is being 
 used some brief and lively description should be given 
 of the place or country under consideration. 
 
 LOCAL GEOGRAPHY. 
 
 Preparation. — The teacher should pronounce the 
 names of places and point to their location while the 
 pupils pronounce the same in concert; a pupil should 
 then step to the map with pointer in hand and pro- 
 nounce same as he points out the places; he should 
 then point* to same places while the class pronounce 
 them; then the several individuals should in turn pro- 
 nounce same list and point them out. Have the pupil 
 to name and locate (with pointer) the objects in exact 
 order with as little assistance as possible. The words 
 "wrong" or "omitted" should call a halt at every mis- 
 take. 
 
 The Lesson. — Have pupils give location in words 
 while pointing. See models for location. Adopt some 
 brief model as it will save time. 
 
 Divide the class into two divisions and have a pupil 
 of one division to name a place and teacher designate 
 a pupil from the other division to point out and answer 
 the question. Some note of the failures should be 
 made, as this encourages good attention. 
 
 Attention is secured by the lively and thoughtful 
 methods of the teacher, not by the asking for it. 
 
 The Test. — The true test of scholarship is by 
 
Outline of Study for Intermediate Division. :535 
 
 writing; the student thus has time to consider his 
 answers and will put them into his best form. 
 
 Once a week, at least, the teacher should prepare 
 about five questions upon the work, remove the maps, 
 and require pupils to write upon them as in a regular 
 examination; this writing may be upon slates, or upon 
 paper; the latter is the better way since the paper may 
 be filed for reference; this work should be carefully 
 graded as suggested under the head of "Uniform Mark- 
 ings" in this book. The mistakes of each pupil should 
 be carefully pointed c ut until he understands what is 
 wanted. 
 
 MODELS FOR THE RECITATION. 
 
 Political Divisions. — The United States is bounded 
 on the north by British America, on the east by the 
 Atlantic ocean, on the south by the Gulf of Mexico and 
 Mexico, and on the west by the Pacific ocean. The 
 capital is Washington. 
 
 Peninsulas. — Florida is the southeastern part of the 
 United States. It extends between the Gulf of Mexico 
 and the Atlantic ocean. 
 
 Capes. — Cape Farewell is the southern point of Green- 
 land, and extends into the Atlantic ocean. 
 
 Mountains. — The Alleghany mountains, are in the 
 eastern part of the United States. They extend from 
 northeast to southwest, parallel with the Atlantic coast. 
 
 Mount Blanc is the highest peak of the Alps, and is 
 situated in the northwestern part of Sardinia. 
 
 Island. — Sicily is in the Mediterranean sea, south of 
 Italy, 
 
 Seas, Gulfs, Bays, Sounds, and Inlets. — The White 
 
236 Hoiv to Grade and Teach a Coimtry School. 
 
 sea is a portion of the Arctic ocean, and extends into 
 the northern part of Russia 
 
 Straits and Channels. — The Straits of Bellisle separ- 
 ate Labrador and Newfoundland, and connect the Gulf 
 of St. Lawrence with the Atlantic ocean. 
 
 Lakes. — Lake Champlain is between the northern 
 part of New York and Vermont. Its outlet is the Sorel 
 river, which flows into the River St. Lawrence. 
 
 Rivers — The Potomac river rises in the northern part 
 of Virginia, and flows southeast, between Maryland and 
 Virginia, into the Chesapeake Bay. 
 
 Cities. — Cincinnati is situated in the southwestern 
 part of Ohio, on the right bank of the Ohio river. 
 
 E. E. White, 
 
 THE UNITED STATES. 
 
 C Mississippi Valley 
 r THREE GREAT SECTIONS < Atlantic Slope 
 Divisions^ ( Pacific Slope 
 
 (two SMALL SECTIONS C Lake Basin 
 
 ( Texas Slope 
 
 Make journeys through each in difl"erent directions 
 noting features outlined under the head of "Home 
 Geography. " 
 
 Mississippi Valley. — Northern part a vast plain; prai- 
 ries; western settlements; Indians; great sterile plateau 
 near the Rocky mountains; animals; rivers rise in the 
 Rocky and Alleghany mountains. 
 
 Central part narrow and more broken; banks of riv- 
 ers usually low, and cities built upon the bluff's; why? 
 climate; productions. 
 
 Southern part low and marshy; fertile valleys; pro- 
 ductions; fruits; climate hot — yellow fever; animals. 
 
Outline of Study for Intermediate Division. 237 
 
 Atlantic Slope. — Northern section hilly; rivers and 
 lakes clear \ why? soil not so fertile as that of the Mis- 
 sissippi Valley; less wheat and corn; winters; pine for- 
 ests; animals. 
 
 Central portion narrow; low and sandy; produc- 
 tions; animals. 
 
 Southern portion swampy — animals; productions. 
 
 Pacific Slope. — Wide belt of mountains separate it 
 from the Mississippi Valley; little rain; Indians; fertile 
 near Pacific but sterile near the mountains; gold mines; 
 Chinese; grizzly bears; other anrmals; quicksilver and 
 silver. 
 
 Lake Basin. — Mormons; wooded; plain partly fertile, 
 and partly sterile; animals. 
 
 Texas Slope. — Same as southern Mississippi Valley. 
 
 Take numerous imaginary journeys, tracing course 
 upon the map and locating every place mentioned. 
 
 STATES AND CAPITALS LEARNED. 
 
 Have pupils arrange the states and capitals into two 
 columns as leaiTied; use the outline maps freely; have 
 every thing pointed out by the pupils themselves. 
 
 Maine. 
 
 New Hampshire. 
 
 Vermont. 
 
 Massachusetts. 
 
 Rhode Island. 
 
 Connecticut. 
 
 Atlantic. 
 
 North, i 
 
 Middle. 
 
 New York. 
 New Jersey. 
 Pennsylvania. 
 Delaware. 
 ^ Maryland, 
 
238 Hozv to Grade and Teach a Country SeJiooL 
 
 UNITED 
 STATES 
 
 Central. 
 
 South \ 
 North ^ 
 
 (West.) \ 
 
 States of the 
 
 Plains. 
 
 f Virginia. 
 I North Carolina. 
 South. <j South Carolina. 
 I Georgia. 
 1^ Florida. 
 
 West Virginia. 
 Kentucky. 
 South <{ Tennessee. 
 (East.) Alabama. 
 Mississippi. 
 
 f Wisconsin. 
 I Michigan. 
 North ^ Ohio. 
 
 (East.) j Jndj. 
 
 [ Illin< 
 
 iiana. 
 inois. 
 
 Arkansas. 
 Louisiana. 
 
 Minnesota. 
 
 Iowa. 
 
 Missouri. 
 
 Nebraska. 
 
 Kansas. 
 
 Texas. 
 
 The Highland. — Colorado. 
 The Lake Basin. — Nevada. 
 
 Pacific States. 
 
 The Territories 
 
 1 
 
 Oregon. 
 California. 
 
 Washington. 
 
 Idaho. 
 
 Montana. 
 
 Dakota. 
 
 Wyoming 
 
 Utah. 
 
 New Mexico. 
 
Outline of Study for Intcinnedlatc Division. 239 
 
 Arizona. 
 Indian. 
 
 Alaska. 
 
 Special Territories 
 
 \i 
 
 National Park 
 ist. of Columbia 
 
 Nicknames. — It is well to learn the most prominent 
 nicknames of the States; after several have been 
 learned, ask such questions as "Who are Suckers?" 
 Pupils raise hands. "Who are Hoosiers?" "Who are 
 Buckeyes?" "Who are Corncrackers?" "How many 
 Pukes?" 
 
 Peninsulas. — Florida and Michigan. Define peninsula. 
 
 Oceans, Gulfs, Bays. — Atlantic, Pacific, Mexico, 
 Passamaquoddy, Penobscot, Massachusetts, Narragan- 
 sett, Delaware, Chesapeake, Mobile, Galveston, San 
 Francisco. 
 
 Locate each in turn as in model. Define ocean, gulf, 
 bay. 
 
 Lakes. — Moosehead, Champlain, Ontario, Erie, St. 
 Clair, Huron, Michigan, Superior, Lake of the Woods. 
 Itasca, Great Salt Lake, Lake Okeechobee, Ponchar- 
 train. 
 
 Insert any items of information of an interesting 
 character in connection with the study of each lake. 
 Define lake. 
 
 Sounds and Straits. — Florida, Pamlico, Albemarle, 
 Long Island, Golden Gate. 
 
 Define sound, strait, channel. 
 
 Mountains. — White, Mt. Washington, Green, Cat- 
 skill, Blue Ridge, Allegheny, Cumberland, Rocky, 
 Sierra Nevada, Coast Range, Cascade Range. 
 
 Define mountain, volcano, mountain range. 
 
240 How to Grade and leach a Country ScJiooL 
 
 FEBRUARY — CITIES, LAKES, ETC. — UNITED STATES. 
 
 In the study of the home state it is well to select 
 some important thing connected with each city, thus: 
 When writing the list the pupil might append peniten- 
 tiary to , capital to , whiskey to , 
 
 asylums to , bridge to , lake to , 
 
 waterworks to , &c. 
 
 Each individual state should be outlined as in the 
 brace form given for Illinois; this should be done by 
 the pupils as they pursue the study of the state, and 
 should contain the same names found in these pages 
 with such additions as the teacher may make. 
 
 When these outlines are built up in this shape they 
 are in excellent form for written reviews and should be 
 so used at every recitation. This may be nicely done 
 by sending class to the board with the direction that 
 "Mary may write form for Maine, Lucy for New York, 
 John for Deleware, Sarah for Massachusetts," &c. 
 These forms should be written in about one minute; 
 they should be inspected and all errors corrected, 
 
 St. John's. 
 
 St. Croix. 
 
 Penobscot. 
 
 Kennebec. 
 
 Androscoggin. 
 
 Merrimac. 
 
 Connecticut. 
 
 Thames. 
 
 Honsatojiic. 
 
 Hudson. 
 
 MoJiawk. 
 
 Delaware. * 
 
 Lehigh, 
 
Outline of Study for hitermediate Division. 241 
 
 RIVER 
 SYSTEM. ^ 
 
 Atlantic System. <J Schuylkill. 
 
 Susquehanna. 
 
 West Branch. 
 
 Juniata. 
 
 Potomac. 
 
 James. 
 
 Roanoake. 
 
 Nejise. 
 
 Cape Fear. 
 
 Great Pedee. 
 
 Santee. 
 
 Savannah. 
 
 Altamaha. 
 I^St. John. 
 ^ Appalachicola. 
 
 Flint. 
 
 Chattahooche. 
 
 Mobile. 
 
 Alabama. 
 
 Tombigbee. 
 Gulf System. { Pearl. 
 
 Mississippi. 
 
 Sabine. 
 
 Trinity. 
 
 Brazos. 
 
 Colorado. 
 ^ Rio Grande, 
 r Mississippi. 
 
 Yazoo. 
 
 Ohio. 
 
 Tennessee. 
 
 Cumberland. 
 
 Green. 
 
 Licking. 
 
 Big Sandy. 
 
 Monongahela. 
 
 Allegheny. 
 
 Muskingurn., 
 
242 How to Grade and Teach a Country School. 
 
 Scioto. 
 Mississippi System^ Wabash. 
 
 Illinois. 
 
 Rock. 
 
 Wisconsin. 
 
 Minnesota. 
 
 Iowa. 
 
 Des Moines. 
 
 Missouri. 
 
 Yellowstone. 
 
 Big Horn, 
 
 Platte. 
 
 Kansas. 
 
 Arkansas. 
 
 Red. 
 f Colorado. 
 
 Gila. 
 
 Sacramento. 
 <J Columbia. 
 
 Lewis. 
 
 Clarke's. 
 \ Niagara. 
 I St. Lawrence. 
 ■{ Genessee. 
 
 St. Clair. 
 
 Detroit. 
 
 St. Mary, 
 
 Ann. 
 Cod. 
 May. 
 
 Henlopen, 
 Charles. 
 Capes. ■{ Henry, 
 
 Pacific System. 
 
 Lake System. 
 
 Grand Menan. 
 Mt. Desert. 
 Nantucket. 
 ISLANDS.<! Martha's Vineyard 
 Long Island. 
 Key West. 
 Isle Royal. 
 fMoosehead. 
 Wijt n ipiseogee . 
 Memp h reniagog. 
 
 Hatteras. 
 Lookout, 
 Fear. 
 Sable. 
 
O lit line of Study for Intermediate Diz 
 
 vision. 
 
 243 
 
 Connecticut. I Mendocino. 
 
 Champlain. (^Flattery. 
 
 Oneida. 
 Ontario, 
 Erie. 
 St, Clair. 
 Lakes. { Huron. 
 
 Michigan. 
 
 Superior. 
 
 Lake of the Woods. 
 
 Pepin. 
 
 Itasca. 
 
 Great Salt Lake, 
 
 Po7ic her train. 
 
 Borgne. 
 
 Okeechobee. 
 
 For oral class, select capital and one or two impor- 
 
 portant cities; for text-book class, select more than are 
 
 here given if thought best. 
 
 Augusta. 
 
 Portland. 
 
 Eastport. 
 
 Bangor. 
 
 Lewiston. 
 
 Biddeford. 
 
 Concord. 
 Manchester. 
 N. H. \ Po?-tsinouth. 
 Dover. 
 Nashua. 
 
 NoRiH Atlantic. < 
 
 Me. i 
 
 Vt. 
 
 Montpelier. 
 Burlington. 
 Rutland. 
 Be?ini?igto?i, 
 
 Boston. 
 Lowell. 
 Salem. 
 Lynn. 
 
244 How to Grade and Teach a Country School. 
 
 Mass. I 
 
 R. I 
 
 ■I 
 
 Ct. { 
 
 N. Y. { 
 
 N.J. 
 
 Cambridge. 
 Plymouth. 
 New Bedford. 
 Worcester. 
 Springfield. 
 
 Providence. 
 Newport. 
 
 Hartford. 
 New Haven. 
 Bridgeport. 
 Stonington. 
 Norwich. 
 
 Albany. 
 
 New York. 
 
 Brooklyn. 
 
 Sing Sing. 
 
 West Point. 
 
 Poughkeepsie. 
 
 Hudso7i. 
 
 Troy. 
 
 Cohoes. 
 
 Schenectady. 
 
 Saratoga. 
 
 Tico?ideroga. 
 
 Plattsburg. 
 
 Ogde7isbnrg. 
 
 Oswego. 
 
 Utica. 
 
 Rome. 
 
 Syracuse. 
 
 Ithaca. 
 
 Elmira. 
 
 Rochester. 
 
 Lockport. 
 
 Buffalo. 
 
 Chautauqua. 
 
 Trenton. 
 Newark. 
 Jersey City. 
 Paterson. 
 Long Branch. 
 
Outline of Study for Intermediate Division, 245 
 
 Middle Atlantic. \ 
 
 Morristown. 
 
 Camden. 
 
 Princeton. 
 
 Harrisburg. 
 Philadelphia. 
 Reading. 
 U'ilkesbarre. 
 Scranton. 
 Pa. { Lmicaster. 
 York, 
 
 Gettysburg. 
 Willianisport. 
 Pittsburg. 
 Erie, 
 
 Del 
 
 Md. 
 
 •I 
 
 Dover. 
 Wilmington. 
 
 Annapolis. 
 
 Baltimore. 
 \ Havre de Grace. 
 I Frederick. 
 \ Cimiberla7id. 
 
 Va. \ 
 
 Richmond. 
 Norfolk. 
 
 Yorktown. 
 
 Alexandria. 
 
 Petersburg. 
 
 Lynchburg. 
 
 r Raleigh. 
 ^ ^ J Wilmington. 
 ^' ^' I New Berfie. 
 
 y Fayettesville. 
 
 South Atlantic. < 
 
 S. C 
 
 ■1 
 
 Ga. { 
 
 Columbia. 
 Charleston. 
 
 Atlanta. 
 
 Savannah. 
 
 Augusta. 
 
 Macon. 
 
 JDalton, 
 
246 How to Grade and Teach a Country School. 
 
 
 
 
 Talahassee. 
 
 
 
 Fla. ' 
 
 Jacksonville. 
 Key West. 
 Pensacola. 
 
 
 I 
 
 St. Augusti?ie. 
 
 CITIES 
 
 OF THE 
 
 
 ' Montgomery. 
 . J Mobile. 
 ^^^' 1 mmtsville. 
 
 UNITED ^ 
 
 
 ^ Selma. 
 
 STATES. 
 
 
 Miss. < 
 
 ' Jackson. 
 
 Vicksburg. 
 
 Natchez. 
 ^ Columbus. 
 
 
 S. E. Central. 
 
 Nashville. 
 „ J Memphis. 
 ^^^"^^ ^ Chattanooga. 
 \^ Knoxville. 
 
 ( Frankfort. 
 
 Louisville. 
 Ky. ■{ Newport. 
 
 Covington. 
 1^ Lexington. 
 
 
 
 
 
 { Charleston. 
 
 
 
 W Va \ Wheeling, 
 l^ W. va. <j Parkersburg 
 
 (^ Harper's Ferry. 
 
 
 
 ' Columbus. 
 
 
 
 Cincinnati. 
 
 
 
 Portsmouth. 
 
 
 
 Marietta. 
 
 
 
 0. < 
 
 Zanesville. 
 
 Cleveland. 
 
 Sandusky. 
 
 Toledo. 
 
 Dayton. 
 
 
 
 [ Indianapolis. 
 
 
 
 1 Evansville. 
 
 
 
 Ind. 
 
 i New Albatiy. 
 \ Terr e Haute. 
 
Outlhie of Study for Intermediate Division. 247 
 
 N. E. Central. 
 
 111. 
 
 Mich. 
 
 N. W. Central. 
 
 Wis. I 
 
 Min. 
 
 Iowa. < 
 
 Mo. 
 
 Fort Wayne. 
 La Fayette. 
 
 Springfield. 
 
 Chicago. 
 
 Cairo. 
 
 Alt07l. 
 
 Jackso7iville. 
 Qui?icy. 
 Peoria. 
 Bloof?ii?igto?i. 
 Galesburg. 
 Joliet. 
 Rockford. 
 
 ( Lansing. 
 I Detroit. 
 [ Ann Arbor. 
 I Jacks 071. 
 \^ Kalaniazoo. 
 
 Madison. 
 Milwaukee. 
 Ja7iesville. 
 Raci7ie. 
 Fo7id du Lac. 
 La Crosse. 
 
 St. Paul. 
 
 Minneapolis. 
 
 Wino7ia. 
 
 Des Moines. 
 
 Dubuque. 
 
 Davenport. 
 
 Muscati7ie. 
 
 Burli7igton. 
 
 Keokuk. 
 
 Coimcil Bluffs. 
 
 Jefferson. 
 St. Louis. 
 Ha7i7iibal. 
 St. Joseph. 
 Kansas City. 
 
248 How to Grade and Teach a Country School. 
 
 States of the 
 Plains. 
 
 Neb. 
 
 Kan. 
 
 S. W. Central. 
 
 Rocky Mount'n State, 
 
 Texas. I 
 
 Ark. 
 
 Lincoln. 
 Omaha. 
 
 Topeka 
 Leavenworth. 
 Atchiso7i. 
 Lawrence. 
 Fort Scott. 
 
 Austin. 
 
 Galveston. 
 
 Corpus Christi. 
 
 Indiajiola. 
 
 Dallas. 
 
 Houston. 
 
 Little Rock. 
 Fort S?nith. 
 Hot Springs. 
 Texarkana. 
 
 Basin State 
 
 . I Nev. I 
 
 Pacific States, -j 
 
 ( Baton Rouge. 
 La. -j New Orleans. 
 ( Shreveport. 
 
 Col. — Denver. 
 
 Carson. 
 Virginia. 
 
 Sacramento. 
 San Francisco. 
 Stockton. 
 Los Angelos. 
 
 Salem. 
 Portland. 
 
 Cal. 
 
 Ore 
 
 ■1 
 
 Territories. 
 
 N. M. — Santa Fe. 
 A. T. — Prescott. 
 U. T. — Salt Lake. 
 Wy. T. — Cheyenne. 
 W. T. — Olympia. 
 
 L T. — Boise City. 
 M. T. — Helena. 
 
 D. T 
 
 I 
 
 Yankton. 
 Pembina. 
 
Outline of Study for Intermediate Division. 249 
 
 Ind. T. — Tallequah. 
 Alaska. — Sitka. 
 
 D. C. — Georgetown. 
 
 National Park. — 
 The geography here outlined may be left at the dis- 
 cretion of the teacher as to limits. Many teachers will 
 be able to accomplish all of the work here outlined ere 
 time fixed in the outline expires; to such we would say, 
 do not let the interest of the class diminish by going 
 over work that has been well done, but pass to other 
 new work while keeping up the reviews. 
 
 NORTH AMERICA. 
 
 i Atlantic Slope. 
 Oral Description. < Central Plain. 
 ( Pacific Slope. 
 
 Make this description as lively and as interesting as 
 possible. Talk of the general direction of the rivers of 
 each slope; of the tides at different points of the coast 
 line; of the polar bear; of the Esquimau; of the seal; 
 the walrus; the elk; the deer and antelope; of southern 
 and northern birds; of wooded parts; of prairie; of 
 swamps; of severe snows; of tornadoes; of fur traders; 
 of the appearance of the oceans; of Kane's Arctic ex- 
 plorations; of cotton, sugar, tropical fruits, spices, ma- 
 hogany, logwood, gold, silver, quick-silver; of a bird's- 
 eye view of the great lakes, etc. 
 
 All the items needed, may be gleaned from geogra- 
 phies, found within the school-house. By reaching all 
 the authors at hand the teacher will find plenty of 
 material to illustrate all the points embraced in the 
 above. 
 
2 50 How to Grade and Teach a Country School, 
 
 Divisions. 
 
 AND 
 
 Cities of 
 British America. 
 
 (Ottawa — Capital.) <( 
 
 {^Canada embraces all 
 of British America ex- 
 cept apart of Labrador.) 
 
 Rivers. 
 
 Straits. 
 
 Quebec. 
 
 Ontario. 
 
 Quebec. 
 Montreal. 
 
 iS 
 
 Toronto, 
 amilton. 
 
 Manitoba — Winnipeg. 
 Assiniboin — Regina. 
 British Columbia — Victoria. 
 Saskatchewan — Battleford. 
 
 Alberta 
 
 Athabasca 
 
 Keezvatin 
 
 Labrador. 
 
 North- East Territory 
 
 Baffin Land 
 
 North- West Territory. 
 New Brunswick — Fredericton. 
 NewFoundland — St. John. 
 Nova Scotia — Halifax. 
 Prince Edward Island — Char- 
 lottetown. 
 
 f Yukon. 
 I Mackenzie. 
 j Great Fish. 
 j Nelson. 
 I Ottawa, 
 1^ Frazer. 
 
 ^ Davis. 
 
 Hudson. 
 \ Behring. 
 Belle Isle. 
 Florida. 
 
 '"Hudson. 
 Baffin. 
 
Outline of Study for Intermediate Division. 251 
 
 North America 
 (continued.) 
 
 T^ J St. Lawrence. 
 
 B^y^- ^Mexico. 
 
 I James. 
 
 { California. 
 
 ^Winnipeg. 
 Great Slave. 
 Lakes. <( Great Bear. 
 
 Georgian Bay. 
 Nicaragua. 
 
 Islands. < 
 
 (^ 
 
 Cities, 
 
 Iceland. 
 Greenland. 
 Newfoundland. 
 Prince Edward. 
 Bahamas. 
 West Indies. 
 Queen Charlotte. 
 
 Vera Cruz. 
 
 Tampico. 
 
 Matamoras. 
 
 Monteray. 
 
 Mexico. 
 
 Acapulco. 
 
 Gautemala. 
 
 Havana. 
 
 The teacher should add to the preceeding list such 
 places as he deems important. Only those of particular 
 commercial or historical importance should be selected. 
 As many of the preceding as are to be studied, should 
 be placed upon the board for topical study and recita- 
 tion. Two or three good questions should be placed 
 upon the board, and the pupils required to write out the 
 complete answers. 
 
2 52 How to Grade and TeacJi a Country School. 
 
 SOUTH AMERICA. 
 
 Give simply a good general view of South America. 
 Give good oral view of the Andes and the valleys lying 
 between the parallel ranges; the chain from 30 to 400 
 miles in width; volcanoes numerous; earthquakes fre- 
 quent; cities sometimes destroyed. 
 
 Pacific Slope. — Narrow; small amount of rain. 
 
 Atlantic Slope. — Wide fertile plain; rivers spread out 
 into immense inland seas; the Llanos; (wet and dry 
 season,) the Silvas; Pampas; the Amazon and its won- 
 derful valley; Brazilian forests; the climate; the pro- 
 ductions; herds of cattle and horses; the jaguar; the 
 llama; vampire bat; Surinam toad; hides and horns; 
 climbing vines; condor; huge alligators and immense 
 water snakes; the boa constrictor; monkeys; beautiful 
 birds, gold, silver; landing of Columbus in 1498; con- 
 conquest of Peru; Panos Indian and his wife; moun- 
 tain travel; guano; the native blow-gun; the lake 
 dwellers on the Orinoco; primitive bridges over 
 streams in the Andes; cocoa; Indian rubber; cinchona 
 bark; (here tell the story of the discovery of its quali- 
 ties;) American ostrich; the Indian and his lasso, etc. 
 
 Arrange the countries and capitals of South America 
 into two corresponding columns and while doing so 
 proceed slowly, giving lively descriptions of the 
 countries and capitals; thus, tell them of Equador 
 and its perpetual spring; why? Situated two miles 
 above the sea level; eleven snow capped mountains in 
 view; on the east side of the volcano of Pichinea; only 
 city under the equator, etc. 
 
 Note some of the large rivers only; tell of the 
 Amazon and the width of the mouth; it is called the 
 
Outline of Study for hiterniediatc Division. 253 
 
 "boat destroyer," why? Has the widest mouth of any- 
 thing in the world — 180 miles in width — could swallow 
 Indiana! Its waters do not commingle with those of 
 the ocean for 250 miles. 
 
 Make special preparation upon each topic by reading 
 all that can be secured from the geographies, using the 
 gazetteer and the encyclopedia freely, if at hand. Every 
 teacher should own several good geographies and try in 
 some manner to have access to the gazetteer and the en- 
 cyclopedia. Where the latter cannot be found in the 
 district he may make a note, of places that he desires to 
 investigate, read a couple of hours when he goes to the 
 village or city and has access to the library. By a little 
 effort he may soon become familiar with facts and curi- 
 osities of a place or a country. 
 
 THE WORLD. 
 At this point the teacher should explain the names 
 and the uses of circles placed upon the maps, the names 
 of seasons, of the zones, of the climate, etc. 
 
 M.ERCATORS MAP 
 
2 54 Hozv to Grade and Teach a Country School. 
 
 Begin with the season at home and present a vivid 
 picture of an Arctic or an Antarctic climate, with its long 
 day or its long night; when the long day is at one pole 
 the long night is at the other; exhibit a good picture 
 of the Arctic winter and talk of the Esquimaux, the 
 
 '-^t Tj 
 
 fc'A 
 
 -1^^ 
 
 fr^~ 
 
 
 -^^ 
 
 se^^ 
 
 '^^i)s4m 
 
 ZONES OF ANIMAL LIFE. 
 
 polar bear, etc; of the stunted vegetation, and of the 
 animals as compared with ours. Talk of the rains of 
 the torrid zone, its luxuriant vegetation, the dry season 
 and the scorched plains. Speak of the ferocious 
 
Outline of Study for Intermediate Division. 
 
 255 
 See 
 
 animals, the large plants and the lazy inhabitants 
 picture of plant and animal zones. 
 
 Have pupils tell in which zone each of the countries 
 of North and South America are found (see map); 
 illustrate how the sun's heat diminishes as we pass from 
 
 ZONES OF PLANT LIFE. 
 
 the equator toward the poles; how vegetation depends 
 upon warmth for its vigor and its development; give 
 careful explanations of latitude and longitude, and have 
 pupils understand how to find the latitude and the lon- 
 gitude of a place. 
 
256 Hozv to Grade and Teach a Country School. 
 
 CONTINENTS. \ 
 
 The eastern hemisphere contains the eastern conti- 
 nent; the western hemisphere contains the western 
 continent. 
 
 r Western. ^ North America. 
 ' ( South America. 
 
 ( Europe. 
 
 1 EASTERN. hr- 
 ^ I Africa. 
 
 1^ Oceanica. 
 
 One ocean; divided into five parts; why? 
 
 ^Atlantic. 
 Pacific. 
 Oceans. 
 
 (Define.) 
 
 <J Indian. 
 Arctic. 
 Antarctic. 
 
 Great and Small 
 Circles. 
 
 ( r-- \ ^ Arctic, 
 
 Circles. < A 4- 
 I (Define.) ( Antarctic. 
 
 .p . ( Cancer. 
 IZYu^!' X CAPRICORN, 
 j Gt. Circle— EQUATOR. 
 
 I (Define.) 
 
 \ (Define.) 
 
 (Define.) 
 
 Draw figure representing the above circles and point 
 out the zones; have pupils make same figure and write 
 the names of the zones within the spaces. 
 
 The five zones. 
 
 (Bound each.) 
 
 orth. > T- • -J 
 outh. \ F"g'^- 
 
 Temperate. 
 
 North 
 
 S 
 
 North. 
 
 South. 
 
 North. ) T. . , 
 e ^, > lorrid. 
 South. > 
 
 Have pupils draw diagram of zones and write the 
 names of animals found, within each; at other times 
 write names of fruits found, within them; at another, 
 
State of Society. <j 
 
 Outline of Study for lutermediate Division. 257 
 
 the names of trees and plants; zones and widths in 
 degrees (width of degree.) 
 
 Explain the different states of society and write the 
 terms used as you progress; thus: 
 
 ("Savage. 
 ] Barbarous. 
 
 Semi-civilized. 
 1^ Civilized. 
 
 Have pupils know where these societies maybe found. 
 Review all the drawings that have been considered 
 up to this point. 
 
 THE OLD WORLD. 
 
 Apply the plan of study to each of the grand divis- 
 ions in order as suggested in the study of South 
 America. 
 
 Make numerous imaginary voyages to different 
 foreign parts and have pupils to lade the vessels. 
 (In imagination.) 
 
 This may be done by fixing the relative position of 
 the ports upon the board, and by having pupils write 
 names of exports near the port under question. By a 
 little careful attention the teacher may direct the pupil 
 so that he will soon have a fair knowledge of the 
 climate of a country by its exports alone. 
 
 A very effective manner of doing this, is about a^ 
 follows: 
 
 Fix ports in their relative position upon the floor, 
 (use chalk,) cut blocks of paper and distribute to pupils; 
 have them lade the vessel by writing such articles of ex- 
 port as they may find shipped, upon the paper, and 
 depositing it upon the name of the city considered; it 
 
258 How to Grade and Teach a Country School. 
 
 will add to the interest to take a small box or dish to 
 represent the vessel, and when loaded have a boy ha2il 
 it across the ocean to a destined port; during this opera- 
 tion have pupils follow and point out islands, capes, etc. 
 Develop interesting information at every step. 
 
 Be filled ivith interesting facts yourself, and you will 
 fill your classes with enthusiasm at the first lesson. 
 
 It will be a beneficial exercise to give this to your 
 Advanced Division. Try taking the class into the yard 
 and have them consider the lot as a map upon Merca- 
 tor's Projection (see map); have pupils take sharpened 
 sticks, and fix them at the angles of the continents, then 
 pass a long piece of twine around each, making a com- 
 plete outline of the world upon this plan; sharpen sticks, 
 split them at the top, insert white paper in the openings, 
 labeled as a certain cape, city, river, etc. From these 
 data, take voyages from one country to another; from 
 city to city, traveling by means of rail, or by the steamer; 
 from island to island; always talking, of commerce, and 
 curiosities in animal or plant life. Finally, show them a 
 map containing location of minerals; have the names of 
 minerals fixed in same manner. Try it ! 
 
 The selection of places to be located in the world is 
 left to the good judgment of the teacher. 
 
 When the above exercise is once understood, transfer 
 the lesson to the real map. 
 
 TEXT-BOOK GEOGRAPHY — B. CLASS. 
 
 Book — In hands of pupil. 
 
 Object — Definite work in the geography of the United 
 States. A short study in the geography of North 
 America. 
 
Outline of Study for Intermediate Division. 259 
 
 Time — About two years. 
 Grade — Fourth Reader. 
 
 OCTOBER. 
 
 See "Oral Geography," outline for Illinois for sugges- 
 tions, not given here. The model given for Illinois is 
 applicable to any state; see outline for next month. 
 
 Illinois — Boundary, Area (56,650). Mississippi River 
 (Define River), Rock, Illinois, (Sangamon), Kaskaskia, 
 Ohio (Wabash). Lake Michigan (Define Lake), Peoria. 
 Chicago (Define City), Springfield, Peoria, Blooming- 
 ton, Quincy, Alton, Joliet, Centralia, Cairo, Galena. 
 Vegetable Productions — Animal Productions — Mineral 
 Productions — (Define Vegetable, Animal, and Mineral). 
 
 Notes. — Arrange the above list of topics in the Brace 
 Form, now so familiar. Use this book in the study of 
 each State and follow the topic lists in the recitation. 
 Pupils should build up the Brace Form on their slates 
 (or what is better, in their note books), and be required 
 to reproduce them on the board. Talk about the length 
 and breadth of Illinois; its navigable rivers; lake coast; 
 why favorable for commerce; its imports and exports; 
 railroads; coal and lead mines; its principal canal (define 
 canal); its two Normal Schools; State University; peni- 
 tentiary; bridge at East St. Louis; shot-tower and crib 
 at Chicago. Let the teacher direct pupils how to find 
 these and many more items of interest. Make good use 
 of all the special geographies of Illinois. Read all that 
 can be found concerning a place while studying it. 
 
 Models for the Class Recitation. Rivers: The Illinois 
 river rises in the northeast part of the State, flows south- 
 west, and empties into the Mississippi river. Cities: 
 
26o How to Grade and Teach a Country School. 
 
 Chicago, the metropoh's, is situated in the northeast part 
 of Illinois at the head of Lake Michigan. Lakes: Lake 
 Peoria is an expansion of the Illinois river, just above 
 the city of the same name. 
 
 Define the following terms at the proper time in the 
 study of the above: Valley, plain, prairie, forest, rivulet 
 or rill, brook, course of a river, source of a river, mouth 
 of a river, bank of a river, right bank, left bank, bed of 
 a river, river basin, pond, lake, lake shore, harbor, 
 railroad, village, town, capital, capitol, metropolis, 
 political division, map. 
 
 Whenever you have completed the October work, 
 take up the November outline and study it as far as you 
 can. The division of this book by months does not 
 indicate that this is the limit of the work at all, but sim- 
 ply the limit of the examination for the month. 
 
 The thoughtful teacher will have his classes get the 
 idea expressed by each term in geography before he re- 
 quires a definition. Do not make the sad mistake of 
 beginning at the first page of the book and spending 
 several weeks on definitions, but commence at once with 
 the map studies and develop the idea as you find need 
 for the terms. Definitions are meaningless, unless the 
 pupil has a clear idea of their meaning. 
 
 NOVEMBER — NORTH ATLANTIC STATES. 
 
 (New England.)— Arrange the following geographi- 
 cal objects, by States, as suggested for Illinois: Rivers— 
 St. Croix, Penobscot, Kennebec, Androscoggin, Merri- 
 mac, Connecticut, Thames. Lakes — Grand, Moosehead, 
 Chesuncook, Winnipeseogee, Memphremagog, Cham,- 
 plain. Bays — Passamaq^uo4dy, Penobscot, Casco,Massa- 
 
Outline of Study for Interviediate Division. 261 
 
 chusetts, Cape Cod, Buzzard's, Narragansett. Mountains 
 — White and Green. Mountain Peaks — Mt. Katahdin, 
 Saddle Back, Mt. Washington, Mt. Mansfield, Killing- 
 ton Peak, Mt. Tom, Mt. Holyoke. Islands — Grand 
 Menan, Mt. Desert, Nantucket, Martha's Vineyard. 
 Capes — Ann, Cod. Cities — Portland, Augusta, Bangor, 
 Manchester, Concord, Nashua, Portsmouth; Burling- 
 ton, Montpelier, Rutland; Boston (capital), Cambridge, 
 Lynn, Salem, Lowell, Plymouth, Worcester, Spring- 
 field; Providence, Newport (capitals); New Haven, 
 Hartford, New London, Bridgeport, Norwich. Note: 
 The metropolis is placed first, the capital second, in the 
 list of cities. 
 
 Define each new term introduced, and review others 
 daily until learned. 
 
 Do not memorize areas, except for a very few of the 
 most important states. 
 
 Show the child how to arrange each state under the 
 brace. Suppose we are to study Maine; the child 
 should make up his outline on the slate as he studies his 
 lesson, thus: 
 
 '' Boundary. 
 Area (comparative). 
 
 St. John's. 
 St. Croix. 
 Rivers. <J Penobscot. 
 Kennebec. 
 
 Lakes. 
 
 Androscoggin. 
 
 Grand. 
 
 Moosehead. 
 
 Chesuncook. 
 
262 How to Grade and Teach a Country School. 
 
 Maine 
 1820. 
 
 Bays. 
 
 Mts. 
 
 Islands 
 
 Cities. 
 
 Passamaquoddy. 
 
 Penobscot. 
 
 Casco. 
 
 Katahdin. 
 Saddle Back. 
 
 Grand Menan. 
 Mt. Desert. 
 
 Portland. 
 
 Augusta. 
 
 Bangror. 
 
 Vegetable. 
 
 Animal. 
 
 Mineral. 
 
 Products for New England (as a 
 whole). 
 
 Objects of Interest. 
 
 The teacher should place the outlines on the board for 
 a few lessons and spend the recitation in showing the 
 pupil how to study his lesson (topically), and how 
 to recite it. Have numerous tracing lessons and 
 imaginary voyages. Make the lesson and the study 
 lively by talks with pupils about history connected with 
 places, about colleges, scenery, tunnels, water power, 
 derivation of names, nicknames, etc. Associate some- 
 thing important with everything learned. 
 
 When you have completed the New England (Eastern) 
 States, begin at once on the December work. TJie divi- 
 sion into month's zvork is simply for the purpose of 
 review and examination. 
 
 DECEMBER — MIDDLE ATLANTIC STATES. 
 
 Rivers. — Hudson, Mohawk, St. Lawrence, Oswego, 
 Genesee, Niagara, Delaware, Schuylkill and Lehigh, 
 
Oiitline of Study for Inter mediate Division. 263 
 
 Susquehanna, Juniata and Potomac, Ohio, Alleghany, 
 Monongahela. 
 
 Cities. — New York, Brooklyn, Albany, West Point, 
 Troy, Saratoga, Utica, Syracuse, Auburn, Rochester, 
 Buffalo, Elniira, Trenton, Jersey City .Newark, Princeton, 
 Camden, Philadelphia, Harrisburg, Reading, Pittsburg, 
 Erie, Dover, Wilmington, Baltimore, Annapolis, Wash- 
 ington. 
 
 Bays. — New York, Long Island Sound, Delaware, 
 Chesapeake. 
 
 Mountains.— Adirondac, Highlands, Catskill, Alle- 
 gheny, Mt. Marcy. 
 
 Lakes. — Erie, Ontario, Champlain, Oneida, Cayuga, 
 Seneca, Chautauqua, and Otsego. 
 
 Capes. — May, Henlopen. 
 
 As soon as you complete the outline for December, 
 begin with that for January. It will be all the better if 
 you can do more than is here outlined. 
 
 JANUARY — south ATLANTIC, SOUTH CENTRAL AND 
 NORTH CENTRAL STATES. 
 
 Rivers. — James, Roanoke, Neuse, Cape Fear, 
 Santee, Savannah, Altamaha, St. Mary's, St. John's, 
 Appalachicola, (Flint and Chattahoochee), Mobile, 
 (Alabama and Tombigby) Pearl, Yazoo, Mississippi, 
 Tennessee, Cumberland, Kentucky, Wisconsin, St. Croix. 
 
 Cities. — Richmond, (capital), Norfolk, Yorktown, 
 Alexandria, Lynchburg, Petersburg; Wilmington, Ral- 
 eigh, New Berne; Charleston, Columbia; Savannah, 
 Atlanta, Milledgeville, Augusta, Dalton, Columbus, 
 Macon; Jacksonville, Tallahassee, St. Augustine, Pen- 
 sacola, Key West; Mobile, Montgomery, Selma, Hunts- 
 
264 Hozv to Grade and Teach a Country School. 
 
 ville; Vicksburg, Jackson, Natchez; Memphis, Nash- 
 ville, Chattanooga, Knoxville; Louisville, Frankfort, 
 Lexington; Wheeling (capital), Parkersburg, Charles- 
 ton; Indianapolis (capital), Fort Wayne, Terre Haute, 
 Evansville, New Albany, Madison, Lafayette; Cincin- 
 nati, Columbus, Cleveland, Sandusky, Toledo, Spring- 
 field, Dayton; Detroit, Lansing, Kalamazoo, Grand 
 Rapids, East Saginaw, Ann Arbor; Milwaukee, Madi- 
 son, Fon du Lac, Racine, La Crosse, Oshkosh. 
 
 Capes. — Charles, Henry, Lookout, Fear, Sable. 
 
 Lakes. — Okeechobee, Erie, St. Clair, Huron, Michi- 
 gan, Superior. 
 
 Bays. — Pamlico Sound, Albermarle Sound, Appala- 
 chee, Mobile, Saginaw, Green Bay, Tampa. 
 
 Mountains. — Alleghany, Cumberland, Blue Ridge, 
 Mitchell's Peak. 
 
 Define Mathematical, Physical and Political Geogra- 
 phy. Illustrate fully. 
 
 Position \ Absolute,(!atitude. longitude) 
 ( Relative, (boundary.) 
 
 Determine the <; r-- S r> 1.1' 
 
 ^ Size < Breadth. 
 
 J V Area, 
 and ^ 
 
 ^Population of the United States. 
 
 Review any of the outlines found in the "Oral Geog- 
 raphy. " 
 
 Review terms needed. 
 
 Pass to next month's work when this is exhausted. 
 
Outline of Study for Intermediate Division. 265 
 
 FEBRUARY — WEST CENTRAL (NORTH AND SOUTH DIVI- 
 SION) WESTERN OR HIGHLAND STATES. 
 
 Rivers.— Minnesota. Des Moines, Missouri, Osage, 
 Kansas, Platte, Red River of the North, Arkansas, Red, 
 Sabine, Brazos; Colorado, Rio Nueces, Rio Grande, 
 Columbia, Sacramento, Colorado (Green and Grand), 
 San Joaquin, Yukon, Willamette, Snake. 
 
 Cities. — Minneapolis, St. Paul, Winona, Red Wing; 
 Davenport, Des Moines, Burlington, Keokuk, Dubuque, 
 Council Bluffs; St. Louis, Jefferson City, Kansas City, 
 Hannibal, St. Joseph; Leavenworth, Topeka, Lawrence; 
 Omaha, Lincoln; Little Rock (capital). Hot Springs; 
 New Orleans, Baton Rouge; Galveston, Austin, Hous- 
 ton, San Antonio, Brownsville; San Francisco, Sacra- 
 mento, San Jose; Portland, Salem; Virginia City, Car- 
 son City, Denver (capital). 
 
 The Territories. — Prescott, Tucson, Santa Fe, 
 Albuquerque, Salt Lake City, Cheyenne, Boise City, 
 Idaho City, Helena, Virginia City, Tallequah, Yankton, 
 Sitka. 
 
 Mountains.— Iron, Pilot Knob, Pike's Peak, Mt. 
 Shasta, Mt. Hood, Mt. St. Elias, Mt. Fairweather, 
 Rocky, Coast, Sierra Nevada. 
 
 Lakes. — Itasca, Devil's, Great Salt, Tulare, Klamath. 
 
 Capes. — Flattery, Mendocino, Pt. Conception, Prince 
 of Wales. 
 
 OTHER COUNTRIES OF NORTH AMERICA. 
 
 Cities. — Halifax, Charlottown, Frederickton, St. 
 John, Quebec, Montreal, Ottawa, Toronto, St. John's, 
 Winnipeg, Victoria, New Westminster, Havana, Aspin- 
 wall, Panama, San Salvador, Guatemala, Balize, Vera 
 
2^6 How to Grade and Teach a Country School . 
 
 Cruz, Tampico, Mexico, Acapulco, Matamoras, Reyk- 
 javik. 
 
 Islands. — Greenland, Iceland, New Foundland, 
 Cape Breton, Bermudas, Bahamas, West Indies, Sitka. 
 (Name the largest four.) 
 
 Capes. — Farewell, Race, Sable, St. Lucas, Barrow. 
 
 Bays. — Hudson, Baffin, St. Lawrence, Mexico, Cam- 
 peachy, Honduras, California. Caribbean and Behring 
 Straits. 
 
 Generalize the study of North America at this point, 
 and make up general topic lists for review. 
 
 The teacher should carefully scan the map of North 
 America for cities of importance omitted from tho'se 
 here selected. 
 
 For review this class can do no better than turn to 
 the outlines for "Oral Geography" of the United States, 
 and make a thorough study of the several geographical 
 divisions of the Union. 
 
 ARITHMETIC— B. INTERMEDIATE. 
 
 Book. — In the hands of the pupil. 
 
 Object. — To complete the work begun in the Primary 
 Division and lay the foundation for thorough work in 
 the Advanced Division. 
 
 The Third Reader class, together with the brightest 
 pupils of the Second Reader, should complete the 
 number work begun in the Primary Division, and take 
 up Notation and Numeration, studying through the 
 four fundameiftal rules. If this class be allowed to pur- 
 chase books, they should be some one of the modern 
 authors and Book Number One of a two-book series or 
 Book Number Two of a three-book series. The Prac- 
 
Outline of Study for Intermediate Division, 267 
 
 tical Arithmetic is too difficult for this grade. If pupils 
 already possess books it will be advisable to follow some 
 modern graded book as a guide in the pupil's progress. 
 He will progress more rapidly by doing much of this 
 work in connection with his regular text book questions. 
 
 Definitions should not be required of pupils in this 
 grade, but they should have much practice in problems 
 suited to their capacity. 
 
 All work in Arithmetic should be anticipated by 
 preparation for new work, given orally, and without 
 use of book. Thus, while the pupil is yet studying 
 addition and subtraction, the teacher should lead him 
 to understand these operations in United States money. 
 With many of our authors it is best to turn forward to 
 the application of problems in United States money 
 and solve them ere completing the same operations in 
 simple numbers. 
 
 The teacher should require a complete mental solu- 
 tion of at least one problem daily. 
 
 Problems for solution may be placed upon the board. 
 By placing a problem before pupils daily, of a nature to 
 bring out principles studied, the teacher will secure a 
 practical review that is so essential to success in teach- 
 ing Arithmetic. 
 
 Remember that you can not require too many prac- 
 tical problems from your pupils, provided that you 
 insist upon a complete explanation. 
 
 The table for time should be introduced and disposed 
 of long before reaching compound numbers. Many 
 problems should be given upon each table in order to 
 give pupils sufficient practice. 
 
 Teachers should study economy of time in their 
 
268 Hozk; to Grade and Teach a Country School. 
 
 instruction of classes. It is a decided loss of time to 
 require pupils to solve problems during recitation. 
 Lessons are usually assigned at the preceding recitation, 
 and SHOULD BE PREPARED AT THE STUDY DESK, NOT 
 AT THE RECrrATiON. If problems are assigned, they 
 should be solved, then written upon the slate or paper 
 as in examination by indicating all the processes, thus 
 placing the solution in its best order for verbal analysis. 
 The whole recitation should be given to the analysis of 
 these problems, and to the teacher's suggestions. 
 Illnstration : 
 
 i.» How many boots in lo pairs? 
 
 2. At ic. a It)., what will i^ a ton of hay cost? 
 
 3. A farmer bought 24 sheep and sold ^ of them; 
 how many had he left? 
 
 4. A man earns $9 a week, and his son $4; what 
 will they earn in 4 weeks? 
 
 5. If 8 weeks' board cost $72, what will 6 weeks' 
 cost? 
 
 These should be solved and arranged as follows: 
 {Slate Arrangement.^ 
 
 (i.) 2x 10=20, No. of boots. 
 
 (2.) >^ of 2,000 ft)s.= 1,000 lbs., 1,000 X ic=i,oooc. 
 or $10.00. 
 
 (3.) }i of 24=:8, sold; 24—8=16, left. 
 
 (4-) $9 + $4 = $i3, earned in i week; $I3X4 = $52, 
 earned in 4 weeks. 
 
 (5.) Yz of $72=$9, fori week; $9x6==$54, for 6 
 weeks. 
 
 In the recitation the analysis would be about as 
 follows: 
 
Outline of Study for Intermediate Division. 269 
 
 1. Since i pair is two boots, 10 pair will consist of 
 10 times 2 boots, or 20 boots. 
 
 2. 14 of a ton of hay is i^ of 2000 lbs., or 1000 
 lbs.; since i pound cost i cent, 1000 lbs. will cost 1000 
 times ic. = ioooc., or $10.00. 
 
 3. 1/3 of 24 sheep is 8; since he had 24 sheep and 
 sold 8 of them, he will have left the difference between 
 24 sheep and 8 sheep, which is 16 sheep. 
 
 4. If a man earn $9 in i week, and his son $4, they 
 will earn the sum of $9 and $4 which is $13, in i week- 
 since they earn $13 in i week, they will earn 4 times 
 $13 in 4 weeks, which is $52. 
 
 5. If 8 week's board cost $72, one week's board will 
 cost y^ of $72, or $9; 6 week's board will cost 6 times 
 $9, or $54. 
 
 To make these analyses complete, the teacher should 
 have his pupils add the conclusion, as ordinarily given 
 in the arithmetics. 
 
 The pupil should be prepared upon the practical work 
 of factoring long before he reaches this division in 
 Arithmetic. He should be able to name the prime and 
 the composite numbers to 100; the odd and even num- 
 bers at sight; numbers divisible by 2, 3, 4, 5, 6, 7, 8, 
 9; he should be able to write the factors of all numbers 
 to 100 at least. If this be done, he will have but little 
 trouble with factoring. 
 
 The methods here given are but suggestive, and are 
 intended only to illustrate how the teacher may be able 
 to secure methods of his own, better than these. Do 
 not use these unless you have no others. 
 
 No teacher can afford to lose his individuality in the 
 attempt to carry out the methods of another. The 
 
270 Hozv to Grade and Teach a Country School, 
 
 teacher must adopt those methods which he can use, 
 and invent or improve others, always keeping in mind 
 that every method must be according to the principles 
 of the development of the child nature. 
 
 At first it may be necessary to limit the examinations 
 for Obtober to the fundamental principles; after ayear's 
 work as here directed, this trouble will be obviated. 
 
 OCTOBER. 
 
 I. Addition; sum, sign, equality, like numbers, 
 principles, rule. 
 
 Give numerous practical problems. 
 
 Think of results, and not the numbers themselves. 
 Thus, do not say 4 and 5 are 9, and 7 are 16, and 8 are 
 24, etc.; but 9, 16, 24, etc. In adding long columns, 
 prove the result by adding each column separately in 
 the opposite direction before adding the new column. 
 Write one or two problems on the board similar to these 
 daily, and have them solved at the study desk for the 
 recitation. 
 
 1. Find the sum of all the numbers ending with 5, 
 from 5 to 75. 
 
 2. Find the sum of the four numbers that can be 
 expressed by the two numbers 5 and 8. 
 
 3. Find the sum of all the numbers from 12 to 36. 
 
 4. Find the sum of all the even numbers from i to 
 72. 
 
 5. Find the sum of the odd numbers from i to 55. 
 
 6. How many days in 
 
 Summer?") 
 
 Winter? ! x ..u -. 
 
 <:,..,> In the year? 
 Sprmg? ( 
 
 Fall? 
 
Outline of Study for Intermediate Division. 271 
 
 Continue this at pleasure; constant and rigid disci- 
 pline in the process of addition will finally succeed in 
 making pupils accurate. 
 
 Subtraction; minuend, subtrahend, difference, sign, 
 principles, rule. 
 
 Secure all the practical problems possible. Have 
 most solutions proved for a time. 
 
 How do salesmen usually make change? Explain 
 whether it is by subtraction or by addition. 
 
 1. Bought a cow for $75 and a horse for $125, and 
 paid $120 down. How much do I owe yet? 
 
 2. Find the sum of the ages of three men in 1885, 
 born in 1824, 1840 and 1850, respectively. 
 
 3. Find the difference between the largest and small- 
 est numbers that can be expressed by the nine digits. 
 
 4. Mr. Wicks and Mr. Walker live, respectively, 
 987 miles and 239 miles west of this place. How far 
 apart do they live? 
 
 5. How many days from Mar. 16 to Dec. 10? 
 Continue problems at pleasure. 
 
 Pass at once to November outline. 
 NOVEMBER. 
 
 1. Multiplication; multiplicand, multiplier, product, 
 sign. 
 
 2. The denomination of the product. What about 
 the multiplier? 
 
 Multiplicand x Multiplier=:Product. 
 
 4. Principles 
 
 of <J Multiplier. 
 
 Multiplication 
 
 Product. 
 
 > ^Multiplicand. 
 
 Product. > 
 
 ^ SMtipricindr \ =Multiplier. 
 
272 Hoiv to Grade and Teach a Country School. 
 
 5. Table of dry Measure with a review of the tables 
 already learned. 
 
 Note. — Solve at least one example a day in Mental 
 Arithmetic, using a method of analysis similar to the 
 following: 
 
 Example: — Find the cost of five bushels oats at 
 thirty-five cents a bushel. 
 
 After the pupil has repeated the problem understand- 
 ingly, he should say: 
 
 Since one bushel of oats costs thirty-five cents, five 
 bushels will cost five times thirty-five cents, which is 
 one dollar and seventy-five cents; hence five bushels of 
 oats will cost one dollar and seventy-five cents. 
 
 Drill ! Drill !! Drill !!! 
 
 Do not stop with the limit of the examination but 
 move right along as far as possible to do the work thor- 
 oughly. 
 
 Write one or two good search questions each day; 
 have these written out upon the slates, neatly and care- 
 fully; all the suggestions given upon the subject of 
 examinations should be considered in the examination 
 of slates. 
 
 Do not omit daily reviews. Those teachers who 
 neglect these reviews are often surprised to learn that 
 their pupils cannot readily solve and analyze "promis- 
 cuous problems," found in their arithmetics. 
 
 Review! Review!! Review!!! 
 
 The process should precede the theory in this divi- 
 sion. Give pupils good methods and processes in 
 order to have good forms for analysis. Let analysis 
 precede the definition, and omit the text book defi- 
 nition until about ready to leave the subject. 
 
Out line of Study for Intermediate Division. 273 
 
 If the teacher has been active he can at once pass to 
 the next month's work, and prepare the pupils for exam- 
 inations by means of his daily reviews. 
 
 1. 2x4x0x3 X6=:? 
 
 2. Why begin at the right hand to add columns? 
 
 3. Why are the multiplicand and multiplier called 
 factors? 
 
 4. Why is the right hand figure of each fractional 
 product always written directly beneath the figure of 
 the multiplier that produced it? 
 
 5. Of what denomination is the product? 
 
 6. Can you multiply turnips by potatoes? Suppose 
 you were asked to multiply five turnips by three pota- 
 toes, what would you say? Multiply $2.00 by 50 
 cents. (Be cautious.) 
 
 7. Why is the table of Dry Measure so called? 
 Why not call it Wet Measure? 
 
 8. A man sold 13 cows, then bought ten and then 
 
 had 12; how many had he at first? and 
 
 began playing marbles with 20 each; at the close of the 
 game one had 16, how many had the other? (Insert 
 the names of two of your pupils.) 
 
 ^ jVIi-, bought 15 horses, and sold 6 of 
 
 them, and then lacked 4 of having 20; how many had 
 he at first? 
 
 10. Think of any number, multiply it by 6, divide 
 by 3, multiply by 2, divide by 4, add 10, subtract the 
 number thought of, divide by 5, the quotient is what? 
 
 11. Thomas travels 5 miles an hour, and John 3; 
 how much farther will Thomas travel in 12 hours than 
 John? 
 
274 How to Grade and Teach a Country School, 
 
 12. There are i8 horses in a barn. How many 
 shoes will it require to shoe them? 
 
 13. What will cost fourteen cows, 18 horses and 60 
 hogs; cows worth $34-00, horses $165.00, hogs $11.00 
 each. 
 
 14. The cost of all these: 
 
 25 bbls. flour @ $5.60. 
 32 bags flour @ $2.75. 
 19 " bran at 90 cts. 
 14 ** oatmeal at 48 cts. 
 25 lbs. wheat @ 7 cts. 
 
 1 13 bu. wheat at $1.22. 
 217 bu. barley at $1.05. 
 324 bu. oats at $0.45. 
 416 bu. rye at $0.95. 
 322 bu. peas at $0.75. 
 
 15. 24 + 6 — 3 + 7x4 + 8 — 6 + 7 y. 6 y. 14=:? 
 
 16. A boy had 13 apples and five times as many 
 peaches, how many had he? 
 
 27. Mr. — bought 35 cloaks at $19.00 each, 
 
 cartage $4.00; how much shall he charge for them in 
 order to clear $21.00? 
 
 18. Find the cost of these: 
 
 25 bbls. of flour at $5.60. 
 32 bags of flour at $2 75. 
 19 bags of bran at $0.90. 
 14 stone of oatmeal at 48c. 
 27 lbs. of wheat at 7c. 
 27 lbs. of pork at 18 cents. 
 32 lbs. of beef at 12c. 
 18 lbs. of mutton at 14c. 
 1 2 lbs. of veal at i 5c. 
 18 lbs. of lamb at r7c. 
 25 lbs. of ham at i 3c. 
 38 yds. cotton cloth at 7c. 
 42 yds. cashmere at 58c. 
 
 37 yds. flannel at 35c. 
 
 52 yds. muslin at 19c. 
 
 64 yds. prints at 14c. 
 
 52 yds. lace at 98c. 
 
 12 tons hard coal at $8.00. 
 
 14 tons soft coal at $2. 25. 
 
 18 cords wood at $6.50. 
 215 bu. apples at $2. 15. 
 420 bu. plums at ^1.20. 
 132 bu. peaches at $1.75. 
 215 bu. cherries at $1.35, 
 217 bu. pears at $1.50. 
 130 bu. quinces at $1.40. 
 
 Pass to next month's outline when this is completed. 
 
OiUline of Study for Inter mediate Division 275 
 
 DECEMBER. 
 
 1. Division; dividend, divisor, quotient, signs, 
 remainder. 
 
 2. How prove work? 
 
 3. What are the factors in division? 
 
 4. Understand and define even and odd numbers, 
 prime and composite numbers. 
 
 5. All work to be explained should be indicated. 
 
 f^^df^ I = Quotient. 
 I Divisor. J 
 Principles | 
 
 6- ^. .^^ ^^_^^^^^ Divisor. 
 Division: Quotient. ) 
 
 Divisor x Quotient = Dividend. 
 
 7. Table of Long Measure with a review of the 
 tables already learned. 
 
 8. Solve at least one example a day in Mental 
 Arithmetic, using a method of analysis similar to the 
 following: 
 
 Example. — Mary sold four quarts of berries at ten 
 cents a quart, and with the money bought calico at five 
 cents a yard. How many yards of calico did she 
 receive? 
 
 Since one quart of berries is worth ten cents, four 
 quarts must be worth four times ten cents, which is 
 forty cents. If for five cents she received one yard of 
 calico, for forty cents she would receive as many yards 
 as five cents are contained times in forty cents, which 
 are eight times; hence eight yards of calico. 
 
 Drill! Drill!! Drill!!! 
 
 Do all work thoroughly, indicate and give full analysis 
 
276 Hoiv to Grade and Teach a Cotuitry School. 
 
 of every problem; have new and original problems 
 every day. 
 
 Analyze everything, or at least be satisfied that your 
 pupils can do so. 
 
 Do not neglect to write problems upon the board 
 and have them solved, indicated, and analyzed in the 
 class. 
 
 Spend all the time iji the class in the recitation and in 
 explanation. Do not lose a minute in preparation in 
 the class. It is disorganizing in the extreme to spend 
 the recitation hour in the preparation of the lesson; if 
 you would suceed in Arithmetic, economize time and 
 have clear solutions given from prepared work in mathe- 
 matical formulas. Mental Arithinetic is invaluable. 
 Do not forget this: 
 
 1. If the divisor is 14, the dividend 265, what is the 
 quotient? 
 
 2. If the divisor is 15, the remainder 7, the quotient 
 16, what is the dividend? 
 
 3. If 6 men can mow 12 acres of grass in a day, how 
 much can 8 men mow in the same time? 
 
 4. A man gave 9 bushels of wheat for 3 barrels of 
 flour, what was the wheat worth if 8 bbls. of flour were 
 worth $72? 
 
 5. Of what denomination is the quotient? The re- 
 mainder? 
 
 6. A man raised 8,800 bushels of corn on 160 acres 
 of land, which he sold at SOc. per bushel; how much did 
 it average in price per acre? 
 
 7. When you say, "Divide 24 by 3," what do you 
 mean? 
 
Outline of Study for Intermediate Division, 277 
 
 8 A merchant bought 240 barrels of flour for $920, 
 and sold it at $10.50 a barrel. What did he gain? 
 
 9. What cost 9 quarts of milk if 4 quarts cost 20c.? 
 
 10. If 12 yards cost $40, at how much a yard must 
 it be sold to gain $20? 
 
 11. How many acres in a piece of land 60 rods 
 square. 
 
 12. What will be the cost of a portion of land 120 
 X240 rods, at $40 per acre? 
 
 13. What is the area of a square piece of land, the 
 distance of which is 560 rods around? 
 
 1760 yards = i mile. 
 3520 - = " 
 
 
 8660 - 
 
 « 
 
 
 92470 " 
 
 « 
 
 12 inches 
 
 1= I foot. 
 
 I yard==:36 inches. 
 
 24 '' 
 
 = 2 feet. 
 
 26 '' z= 
 
 60 " 
 
 (t 
 
 75 " = 
 
 720 " 
 
 (( 
 
 18 '' = " 
 
 4520 " 
 
 (( 
 
 19 " = 
 
 14. At 3c. a yard, what will 5 miles of telegraph 
 cost? 
 
 15. My neighbor's farm is ^ of a mile square; how 
 many acres does it contain? 
 
 16. How many days in 7 of the longest months? 
 
 17. How many will it take to do in one day what 368 
 men do in 134 days? How long will it take i man? 
 
 18. How many men can perform the same work in 
 16 days? 
 
 19. How many square inches in the surface of a brick 
 8 inches long, 4 inches wide, and 2 inches thick? 
 
278 How to Grade and Teach a Country School. 
 
 20. A lad boQght a history for $1. 10, gave the mer- 
 chant a $2 bill. He received his change. He then 
 bought a dictionary for $3.60, giving the merchant a 
 five dollar bill, the only bill he had; how much money 
 had he after the transaction? 
 
 2 1 . What cost 60 apples at the rate of 10 for 7 cents? 
 
 22. If eggs are worth 9 cents a dozen, and butter 12 
 cents a pound, how many eggs are worth 6 Bbs. of 
 butter? 
 
 23. In 7 times 11 less 5, how many 9's? 
 
 24. How many times can 437 be subtracted from 
 18791? 
 
 25. What is the difference between 106x127 and 
 15341^29? 
 
 26. How many ft)s. of sugar at 9c. a tb. can be 
 bought for $14.67? 
 
 The limits as given above are not intended to have 
 the class devote its whole time to the terms listed, but 
 the class shall move along just in proportion to its 
 attainment. If the class can readily solve the prob- 
 lems embraced in the above theory, it should not even 
 stop to review the book problems, but take work just 
 where its attainments place it. By so doing, the class 
 may take one or two terms from the outline daily, for 
 definition and illustration, until it is prepared for the 
 examination. 
 
 It may be that classes can readily solve and analyze 
 all problems to fractions; if so, permit them to begin at 
 that place, and to review a little daily upon the month's 
 work. 
 
 Try this test; rule spaces upon the board to be 
 copied on the slates as follows: 
 
Outlhie of Study for Intermediate Division. 279 
 
 TMIZJU 
 
 7 
 9 
 
 8 
 
 4 
 
 5 
 6 
 
 9 
 
 3 
 
 Now require the pupils to perform the operations 
 upon columns i and 2 indicated by the sign over other 
 column, and to write the result in the appropriate 
 column, opposite the numbers producing them. Thus 
 in column 3, the pupil would w^rite 7) m column 4 he 
 would write 3; i^ column 5 he would write 10; 2>^ m 
 column 6; and 22>^ in column 7. ^ ^ 
 
 The teacher can readily change this by substituting 
 other numbers in columns i and 2. This form will serve 
 the same purpose in common and decimal fractions. ^ 
 
 When the above is completed pass to the next divi- 
 sion. Do not wait for the examination. 
 
28o Hoiv to Grade and Teach a Country School. 
 
 MEASURES. 
 
 JANUARY. 
 
 {Linear. 
 Surveyors*. 
 Square. 
 Circular. 
 Cloth. 
 {Cubic. 
 Beer. 
 i Avoirdupois. 
 Weight. } Troy. 
 
 ( Apothecarys. 
 
 Currency. "■ S; Money. 
 
 ( English Money. 
 Duration. — Time. 
 
 Reduction, ascending, descending. 
 Have appropriate practical problems upon each table. 
 Have at least one review problem each day. 
 
 1. What is the value of a pile of wood 4 ft. in 
 height, 6 ft. in length and 3^ ft. in width, at $4.50 
 per cord? 
 
 2. What cost 24 joists whose dimensions are 4 in. 
 by 3 in. and i i feet long, at 25 cts. a cu. ft? 
 
 3. At $1 per yd. what will it cost to carpet a room 
 18 ft. long and 15 ft. wide? 
 
 4. At 8 cts a pound, what will 3 cwt. of sugar cost? 
 
 5. What is the cost of a ton of hay at i cent a pound? 
 
 6. At $3.00 a bushel, what is the cost of 30 lbs. of 
 beans? 
 
 7. At $12 a barrel, what will a sack of flour weigh- 
 ing 49 lbs. cost? 
 
 8. What is the cost of 2 bags of wheat, each con- 
 taining 120 lbs., at $2 per bushel? 
 
Outline of Study for httermediate Division. 2S1 
 
 9. What will be the cost of i hhd. of molasses at 
 28 cts. per gallon? 
 
 10. How many years in the 1 8th century? In the 19th? 
 If. At 125^ cents each, what will be the cost of 2 
 
 dozen v/riting books? 
 
 12. How many rods offence around a section of land? 
 
 13. What will be the cost of 3 mi. of telegraph at 
 12 cts. per foot? Of i hhd. of wine, at 40 cts. a pint? 
 
 14. Of 360 quarts of milk at 32 cts. a gallon? 
 
 15. Of I ton of corn meal at $1.20 per bushel? 
 
 16. How many days from May 10, to July 16, in- 
 clusive? 
 
 17. How many dozens in i^ of a great gross? 
 
 18. What cost a gross of pens at 10 cts. a dozen? 
 
 19. How many days has a person lived who is 12 
 years old? 
 
 20. If you can count 60 a minute, how long will it 
 take to count 1800? 
 
 21. How much hay in 13 stacks, each containing 4 
 T. 13 cwt. 56 lbs. ? 
 
 22. If 12 equal bins hold 430 bu. 2 pks. of wheat, 
 how much wheat is there in each bin? 
 
 23. How many rotations will a wheel 12 ft. 6 in. in 
 circumference make in rolling a mile? 
 
 24. What will 56 lbs. of grapes cost at 125^ cents a 
 pound? 
 
 25. What will 120 spellers cost at 25 cents apiece? 
 
 26. What is the cost of 96 eggs at 20 cts. a dozen? 
 
 27. At 25 cts. a dozen, how many dozen eggs can 
 be bought for $42.00? 
 
 28. What will 2 pks. 7 qts. of chestnuts cost at 
 $3.20 per bushel? 
 
282 How to Grade and Teach a Country School. 
 
 If not already done, it would be well to show the 
 pupils how land is divided into half sections, quarter 
 sections, etc. From such devices as the following, 
 secure a good knowledge of these divisions: 
 
 a 1 6 1 
 -__i — J 
 c 1 
 ^^ e 
 
 d 1 
 
 . i ^' ^ 
 
 li-L... 
 
 m 
 
 1 
 9 \ h 
 
 ] 
 
 6 
 
 6 
 
 4 
 
 3 
 
 2 
 
 1 
 
 7 
 
 8 
 
 9 
 
 10 
 
 11 
 
 12 
 
 18 
 
 17 
 
 16 
 
 15 
 
 14 
 
 13 
 
 n 
 
 19 
 
 20 
 
 21 
 
 22 
 
 23 
 
 24 
 
 30 
 
 29 
 
 28 
 
 27 
 
 26 
 
 25 
 
 31 
 
 32 
 
 33 
 
 34 
 
 36 
 
 36 
 
 (III) (11) 
 
 Let pupils write deed discription of 8o's, 40's, etc. 
 
 For suggestive problems see list at close of this divi- 
 sion of the course of study. 
 
 The pupil should study the sub-division of the toivn- 
 ship and sections as indicated by the following diagrams: 
 
 West RANGES East 
 
 
 
 V 
 
 IV 
 
 III 
 
 // 
 
 / 
 
 1 
 
 // 
 
 /// 
 
 IV 
 
 V 
 
 
 
 M- 
 
 
 
 
 H 
 
 
 
 G 
 
 
 
 
 
 ^ 
 
 CO 
 
 J 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 «N 
 
 
 
 B 
 
 
 
 A 
 
 
 
 
 
 
 1 
 
 - 
 
 
 
 
 Bas 
 
 ie 
 
 L 
 
 ne 
 
 
 
 I 
 
 
 
 - 
 
 
 
 
 
 F 
 
 
 
 E 
 
 
 
 
 
 C^4 
 
 
 
 
 
 1 
 
 
 
 
 D 
 
 
 
 1 
 
 CO 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 •^ 
 
 
 
 K 
 
 
 & 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 CI) 
 
Outlme of Study for lutcnnediate Division. 283 
 
 TABLE. 
 
 I section, i mi. by i mi.= i sq 
 
 mi. =640 a. 
 
 ^2 section, i mi. by ^ mi.= ^ sq. mi. =320 a. 
 i^ section, ^ mi. by ^ mi.==: y^ sq. mi. = 160 a. 
 ^ section, 1/2 n^i- by y^ mi.= y^ sq. mi.= 80 a. 
 1-16 section, i^ mi. by y^ mi.= 1-16 sq. mi.= 40 a. 
 Make numerous practical problems upon above. 
 Pass to next month's work. 
 
 FEBRUARY. 
 
 The fundamental rules applied to compound denom- 
 inate numbers. The Government Land Surveys and 
 practical land problems applied to farming. 
 
 Numbers factored to 100. 
 
 Drill! Drill!! Drill!!! 
 
 Other months at the discretion of the teacher; usually 
 it will be well to take the October work for the B. class, 
 in this division, for this month; if the class attend 
 through the spring months, it is best to take the regular 
 monthly work for the fall months; this prepares the 
 pupil for strong work during the following year. 
 
 But few terms should be defined in this class; it is 
 enough to be able to solve the problems and to give a 
 full and complete analysis of them. 
 
 It is better to have a pupil able to comprehend, solve, 
 accurately and understandingly, practical problems con- 
 cerning the measurement of lumber, as applied to build- 
 ings, fencings, walks, etc.; the application of square 
 measure; solid measure; and the buying and selling of 
 stock, than to be able to give a hundred or more hair- 
 splitting definitions, without their application in real 
 practice. 
 
284 How to Grade and Teach a Country SchooL 
 
 It is better that a boy be able to write out and receipt 
 a bill of goods, a receipt for money paid on account, a 
 promissory note, endorsements upon the same, etc., 
 than to define all these terms without knowing what 
 they mean. " Words, words, my lord," do not always 
 indicate a knowledge of a subject; it is practice and 
 explanation that indicate it in the study of Arithmetic. 
 
 What is the difference of time between Washington 
 and Greenwich? 
 
 The difference in time between Boston and Detroit is 
 47 min. 56 sec; what is the difference in longitude? 
 
 When it is 9 A. M. in New York, Ion. 74° 3', what 
 is the time in Richmond, Va., Ion. 77° 35' 45^^? In 
 San Francisco, Ion. 122° 26' 45''? 
 
 If a ship's chronometer at noon reads 9:30 A. M., 
 how many degrees and in what direction has she sailed? 
 
 Take your geographies and arithmetics and make out 
 the longitude of the principal cities, thus: 
 
 Boston, 71° V W W. 
 Chicago, 87° ZV 47'' W. 
 Cincinnati, 84° 27^ 00^^ W. 
 New Orleans, 90° 00^ 00^^ W. 
 New York, 74° 0^ 3^^ W. 
 Sau Francisco, 122° 26^ 45^^ 
 
 Washington, 77° 0^ 15^^ W. 
 Canton, 113° 14^0^^ E. 
 Constantinople, 28° 59^ 0'' E. 
 Loudon, 5^M8^^ W. 
 Paris, 2° 20^ 22^^ E. 
 Berlin, 13° 23^ 53^^ E. 
 
 Form all the problems you can from these data, thus: 
 When it is noon in San Francisco, what is the time in 
 Canton? 
 
 When the captain of a vessel bound from New 
 Orleans to New York, finds his chronometer 24m. slow 
 by the sun, is he E. or W. of N. Y., and how far? 
 
 Find the difference in longitude corresponding to the 
 
 following difference of time: 
 
 11 hr. 17 min. 13 sec. 
 
 6 hr. 69 min. 17 sec. 
 
 10 hr. 10 min. 10 sec. 
 
 7 hr. 17 min. 27 sec. 
 
 15 lir. 14 min. 29 sec. 
 
 5 hr. 29 miu. 25 sec. 
 
 8 lir. 16 min. 24 sec. 
 [7 hr. 19 min. 37 sec. 
 4 hr. 9 min. 45 sec. 
 
Outline of Study for Literuiediate Division. 28$ 
 
 Put the following items in the form of bills, as if 
 bought from your merchant, and find the amount of 
 each, and receipt them. 
 
 Bought 35 doz. gloves at $4.50 per doz. ; 95 yds. 
 black silk, at $0.8/)^ per yard; 115 yds. colored silk 
 at $0.78; 36 crape shawls at $32.50 apiece; 65 Broche 
 ditto at $17.80; what was the amount of the bill? 
 
 January 22, 1887. Thomas Gibson buys of James 
 Currie and Son, on account, 35 yds. Tweed at $1.20; 
 14 yds. Drilling at 123^ cts. 
 
 July 5, 1886. W. H. Huston buys of J. S. Robert- 
 son & Bros., on account, 3 quires Foolscap at 27 c. ; 
 5^ quires Letter at 22 c.; i McLellan's Algebra, $1 -75 ; 
 I set Dickens, 12 volumes, $22.50; 3 Ancient Classics 
 at 65 c. 
 
 November 3, 1886. John Wallace buys of the 
 Keewatin Lumber Co. , i 350 ft. pine at $32. 50 per M. ; 
 6250 ft. hemlock, at $24.50 per M.; 3650 cedar posts 
 $9.50 per C; 4500 shingles at $4 40 perM.; 12250 
 fence pickets at $6.80 per M.; make bill and receipt it. 
 
 August 20, 1885. Richard Ball buys of C. E. Brown 
 & Co., 26 yds. silk at $1.45; 4 y<^s. lining at $0.15; 
 2^ yds. lining at 20 c. ; 4 yds. muslin at 1 1 c. ; 2 doz. 
 buttons at 25 c; 12 yds. flannel at 38 c. ; 5 yds. cotton 
 @ $0.14; 2 pair kid gloves @ $1.25; 3^ yds. ribbon 
 @ 42 c. ; I silk handkerchief, $1.45; 6^ yds. of em- 
 broidery @ 36 cts.; make out and receipt the bill. 
 
 Find the number of board feet in a board. 
 
 12 feet long, 12 inches wide, i inch thick. 
 12 *' " 10 ** ** I ** " 
 
 j^ << <4 7 ** "I ** ** 
 
286 Hoiv to Grade and Teach a Country School. 
 
 Find the number of board feet in a plank. 
 
 12 
 
 12 •' 
 
 13 '' 
 i6 " 
 
 19 " 
 i8 *' 
 15 '' 
 i6 " 
 
 9K" 
 
 7 " 
 
 9 " 
 
 lO " 
 
 14 '' 
 i6 " 
 
 20 " 
 
 feet long, i8 inches wide, 
 
 1/ inches thick. 
 
 14 
 i6 
 
 13 
 
 i3>^ 
 I4>^ 
 
 8 
 
 i6 
 15 
 
 9 
 
 3 
 
 4 
 
 6 
 
 5 
 
 ^2 
 ^% 
 ^% 
 
 2 
 
 3 
 
 2 
 
 2 
 2>^ 
 
 3% 
 
 2% 
 
 ?>% 
 
 4>^ 
 3^ 
 
 At $i8 per thousand find the total cost of 2 boards, 
 12 feet long, 2 feet wide, i inch thick; 3 boards, 14 
 feet long, i^ feet wide, i^ inches thick; 4 boards, 15 
 feet long, 21^ feet wide, i i^ inches thick. 
 
 At $20 per M. find the cost of 
 3 planks, 12 feet long, 14 inches wide, 2 inches thick. 
 5 " 18 " " 15 '• *' 3 
 
 7 " 8 " ** 12 " " 2 '* '* 
 
 At $27.50 per thousand find the total cost of 
 
 5 scantlings 18 feet long 4 inches wide, 3 inches thick. 
 9 - 14 " - 5 - - 4 - 
 
 8 ** 12 " •* 6 " "5 *' ** 
 
 At $22 per thousand, find the cost of the lumber 
 required to enclose a square ten acre field with a board 
 
Outline of Study for Intermediate Division. 287 
 
 fence; the boards to be ii feet long, 6 inches wide, and 
 
 I inch thick, and the fence four boards high. 
 
 How many feet of lumber in a side walk 100 yards 
 long, 6 feet wide, and i^ inches thick? 
 
 How many feet of lumber in a fence 40 rds. long, 5 
 feet high and i inch thick? 
 
 Find the cost of 12 planks, each 12 feet long, 12 
 inches wide and 3 inches thick, at $24 per M. 
 
 How many board feet in a plank 14 feet long 12 
 inches wide and 31^ inches thick? 
 
 How much inch lumber will it require to cover a walk 
 4 feet wide around a lot 300 by 250 yards? 
 
 A bridge 132 yards long and 18 feet wide is covered 
 by plank 2^^ inches thick; find the cost at $18.50 
 per M. 
 
 Find the cost of 3 boards, each 18 feet long, 14 
 inches wide, and ^ of an inch thick, at $24 per 
 thousand. 
 
 How many rods of fence will be required to enclose 
 a field in the shape of a rectangle, one side of which is 
 64 rods, and containing 20 acres? 
 
 What will it cost to paint the floor of a room 20x24 
 feet, at 22c. per square yard? 
 
 If a field 200 yards wide contain 15 acres, how long is 
 it? 
 
 How many bushels of wheat in a bin 391 inches long, 
 
 II feet wide and filled 4^ feet deep? 
 
 How many bushels of wheat will weigh as heavy as 
 600 bushels of shelled corn? 
 
 A farmer has a bin 18 feet long, 10 feet wide and 6 
 feet deep which is 3^ full of wheat; what is the wheat 
 worth at $1.10 per bushel? 
 
288 Hoiv to Grade and Teach a Country School. 
 
 Find the number of feet, board measure, in 25 joists, 
 each 6 by 5 inches, and 18 feet long. 
 
 Cash — on hand at the beginning of the day, $572.20; 
 received during the day, $425.95; paid, $65.80; what 
 is balance on hand? 
 
 Cash — on hand at beginning of day, $273.87, 
 received during day, $243.10; on hand at close of day, 
 $362.42; what was paid out? 
 
 Cash — on hand at beginning, $5,200.25; paid out 
 $353-98; on hand at close, $6,056.83; how much 
 received? 
 
 Cash — received during day, $10.23; paid out, $15.63; 
 balance on hand at close of day, $2.45; how much was 
 on hand at beginning? 
 
 Add I of a dozen to | of a hundred, and subtract the 
 sum from ^| of a thousand. 
 
 OCTOBER — ARITHMETIC — B. INTERMEDIATE. 
 
 1. Factoring: prime and composite numbers; even 
 and odd numbers, 
 
 2. Divisor, common divisor, greatest common divisor. 
 
 3. Find the Greatest Common Divisor of numbers by 
 factoring only. Be able to explain the work. 
 
 4. Multiple, common multiple, least common multiple, 
 
 5. Find the Least Common Multiple by factoring. 
 Be able to explain the work. 
 
 6. Longitude and Time reviewed. 
 
 Give much attention to common divisors, but do not 
 require definitions until near the end of the month's 
 work. 
 
 Name the prime numbers from I to lOO. 
 
 Name the odd numbers from i to 100. 
 
Outline of Study for Intermediate Division. 289 
 
 What odd numbers are prime? (From i to 100.) 
 
 What odd numbers are composite? 
 
 What even number is prime? 
 
 Which composite? 
 
 What prime number can be divided by 2? 
 
 What numbers can be divided by 2? 
 
 Which of the following numbers cannot be divided 
 by 3^—421, 565. 729. 463, 735. 861, 942. 
 
 When is a number divisible by 3? 
 
 When is a number divisible by 4? By 5? By 6? By 
 8? By 9? By 10? By 1 1 ? 
 
 What number must be subtracted from 461,633 to 
 make it exactly divisible by 758? 
 
 I have a coin, and on it is stamped MDCIV. In 
 what year was it made? 
 
 Except in large numbers the pupil should find the L. 
 C. M. and the G. C. D. by factoring, thus: 
 
 24=2, 2, 2, 3. W 2 = G. C. D. 
 
 50 = 2, 5,5. > <: 2x2x2x2x2x3x5x5= 2400 
 
 32 = 2, 2, 2, 2, 2. ) ( L. C. M. 
 
 Rule. — The product of the COMMON factors equals 
 the G. C. D. 
 
 Rule. — The product of each factor taken the greatest 
 number of times it occurs in anyone number equals the 
 L. C. M. 
 
 Prepare pupils for fractions long before they reach 
 that topic. Learn the aliquot parts of lOO. 
 14 of 100=50 i^ of 100=25 ^ofioo=i6j^ 
 
 ^^ of 100=331^' 1 of 100=20 i!^ of 100= 121^ 
 
 What is the smallest sum of money which can be 
 exactly expended for books at $5, or $3, or $4, or $8 each. 
 
290 How to Grade and Teach a Cotuitry School. 
 
 Find the shortest piece of rope that can cut into 
 pieces either 12, 14 or 20 feet long. 
 
 Divide the L. C. M. of 7, 14, 42 by the G. C. D. of 
 same numbers. 
 
 Problems like the above should be given frequently. 
 You cannot give too many practical problems in any 
 division of the arithmetic. 
 
 Of what value is the process of finding the L. C. M? 
 Of the G. C D? 
 
 2, if an even number. 
 
 3, if the sum of its digits is divis- 
 ible by 3. 
 
 4, if the number expressed by its 
 two right hand digits is divisible by 4. 
 
 5, if its right hand figure be 5 or o. 
 
 6, if an even number and divisible 
 by 3- 
 
 7, if the unit's period and the 
 thousand's period are the same. 
 
 8, if the first three figures are 
 divisible by it. 
 
 9, if the sum of its digits is divis- 
 ible by it. 
 
 10, if the right hand figure is O. 
 
 11, if the unit's per:od and the 
 thousand's period are the same. 
 
 &c. , &c. , &c. 
 
 Do not stop advance work in order to take the 
 examination, but pass to the next division. 
 
 Any number is 
 divisible by 
 
 NOVEMBER. — FRACTIONS. 
 
 Note. — Remember that fractions occur in nearly 
 every calculation of actual business, and that these frac- 
 tions usually appear in the simple forms of halves, thirds, 
 
Outline of Study for Intermediate Division. 291 
 
 fourths, etc.; hence the importance of this subject. (A 
 fraction is a division.) 
 
 1. Fraction; terms (numerator and denominator), 
 proper, improper, mixed numbers, simple, compound, 
 complex. 
 
 2. How reduce a fraction to its lowest terms? Upon 
 what principle does this depend? Notice the use here 
 made of factoring. 
 
 3. How reduce an improper fraction to an integer or 
 a mixed number? Solve many examples mentally, 
 using a rigid form of analysis, as: Reduce 7/2 to a 
 mixed number. Since in one unit there are 2/2, in 7/2 
 there are as many units as 2/2 is contained times in 7/2, 
 which is three times and a half; hence 7/2 are equal to 
 3^ units. 
 
 4. How reduce a mixed number to an improper frac- 
 tion? 
 
 Solve many examples mentally, using a rigid form of 
 analysis, as: Reduce 3^ to an improper fraction. 
 Since in one unit there are 2-2, in 3 units there must be 3 
 times 2/2 which is 6/2; and 6/2+ V2 equals 7/2. 
 
 5. How reduce a whole number to the form of a frac- 
 tion? 
 
 6. How reduce fractions to their least common denom- 
 inator? What former principle is applied here, and of 
 what use is this case? 
 
 7. Addition of fractions. 
 
 8. Subtraction of fractions. 
 Drill! Exercise!! Practice!!! 
 
 Turn forward to the promiscuous problems and solve 
 those which apply to principles already learned. 
 
292 How to Grade and Teach a Country School, 
 
 General 
 Principles 
 
 OF 
 
 Fractions. 
 
 Multiplying the numera- 
 tor, or dividing the de- 
 nominator, 
 
 Dividing the numerator, 
 or multiplying the de- 
 nominator, 
 
 MULTIPLIES 
 the fraction. 
 
 DIVIDES 
 
 the fraction. 
 
 Multiplying or dividing^ DOES NOT 
 
 both the numerator and I CHANGE the 
 
 denominator by the | value of the 
 same number, J fraction. 
 
 The above may be reduced to one general principle y 
 viz: 
 
 A change in the NUMERATOR, by multiplication or 
 division, produces a LIKE change in the value of a frac- 
 tion; but such a change in the DENOMINATOR produces 
 an OPPOSITE change in the value of a fraction. 
 
 Let each case be preceded by careful inductive exer- 
 cises leading directly to modern processes for written 
 solutions. 
 
 You cannot give too much attention to the matter of 
 correct mathematical solutions. 
 
 Keep up the plan of giving one or two mental prob- 
 lems daily. 
 
 Pass to the next month's work at once. 
 
 DECEMBER. 
 
 1. Multiplication of fractions. 
 
 2. How multiply a fraction by a fraction? 
 
 3. Whenever a whole number is one of the factors, 
 change it to the form of a fraction, and then proceed as 
 in multiplication of one fraction by another. 
 
 4. Division of fractions. 
 
Outline of Study for hitermediate Division, 293 
 
 5. How divide a fraction by a fraction? 
 
 6. Whenever a whole number occurs in division of 
 fractions, change it to the form of a fraction, and then 
 proceed as in division of fractions. 
 
 Review where most needed. 
 
 Find several authors and search for good "promiscuous 
 problems. " 
 
 Make up table of fractions to be filled out by pupil as 
 in the fundamental rules. 
 
 How many pecks in a bushel? In 44 bushels? One 
 peck is what part of a bushel? of 44 bushels? Reduce 
 44 bushels to pecks. How many 4ths in 44 bushels? 
 
 Express in the simplest form 1344 divided by 1536. 
 
 Which is the greater fraction, and why, ^-^^ or iff? 
 
 In $19 how many lOths? how many 4ths? 20ths? 
 
 What is the L. C. M. of the denominators f, | and |? 
 
 What is the L. C. M. of the denominators oi\%, ^-^-^^ 
 -i|and2|? Of6i, ^%, 7. li, 8^%, 4|? 
 
 Express three of the seven equal parts of a unit. 
 
 Business men frequently write only the numerators of 
 4ths, placing it to the right and a little above the whole 
 number, thus: 251 = 25I, 36^ = 362 or l6\, etc. 
 
 242 -h 25 + 26I+ 273+ 282+ 293+ 24 +232+273 + 
 292=? 
 
 293_|_222+273+ 292+ 22^+ 2l3+ 263+28I+25I + 
 
 32^=? 
 
 492 + 542 +482+472 + 553 + 51 3 + 52+48+47^+461 
 
 — ? 
 
 Change 32 to a fraction whose denominator is 32. 
 If I of a mill is worth $2500, what is \ of it worth? 
 If I of a mill is worth $5225, what is \ of the remain- 
 der worth? 
 
^94 iiow to Grade and Teach a Country School. 
 
 If land is worth $28 per acre, what is | of a section 
 worth? 
 
 A lot and house cost $2400; the lot cost I of what 
 the house cost. What was the cost of each? 
 
 Robert sold 9 pecks of beans at the rate of 12 cents 
 for 1^ of a peck; what did he receive? 
 
 How much will 5 tons of hay cost, if $10 buy g of a 
 ton? 
 
 What is the difference between ^ of ^ and ^ o^ /^? 
 
 How much greater is ^ of i^ than ^ of 3/^ ? 
 
 How much money has Jacob, if y^ of 12 dollars is ^ 
 of y^ of his money? 
 
 A cow cost 18 dollars, and y^ of the cost of a cow is 
 ^ of ^ of the cost of an ox; required the cost of 
 the ox. 
 
 Annie having | of a pound of candies, shared them 
 equally with her five schoolmates; what part of a pound 
 did each receive? 
 
 If 5 pints of milk cost 12 cents, how many pints can 
 you purchase for 25 cents? 
 
 Harvey bought 8 bushels of potatoes worth $5/^ a 
 bushel, and paid for them with eggs at $| per dozen, 
 how many dozen did it take? 
 
 Mr. B. having lost $10, found that only | of his 
 money remained; how much money had he? 
 
 A merchant sold goods for \^ of what they cost, and 
 thereby lost $24; what was the cost of his goods? 
 
 20 is I of how many times ^ of 10? 
 
 30 is I of how many times ^ of 12? 
 
 18 is I of how many times ^ of 14? 
 
 36 is I of how many times | of 15? 
 
 35 is I of how many times |^ of 18? 
 
Outlifte of Study for Intermediate Division. 295 
 
 y2 ^^ 16 is how many times y^ of 12? 
 How many apples does a man give away who gives 5 
 girls each | of an apple? 
 
 What is the cost of seven pens at ^ cts. apiece? 
 How many times ^ is ^? How many times -| is f ? 
 What part of ^ is ^ ? Of ^ is s? Of | is ^? Of 
 3<is^? Of I is I? Offis^? Of I is 3/? Of I 
 is ^? Of f is f ? Of f is 21^? Of f is J^ of ?? 
 
 Mary gave away some money, and then found 10 
 cents, which is ^ of what she then had and \ of what 
 she at first had; how much did she give away? 
 
 What number is that to which if its third be added 
 the sum will be 36? 
 
 Find the number which being increased by its ^ 
 equals 40. 
 
 What number increased by its \ equals 80? 
 What number diminished by its I equals 40? 
 314 times a number minus ^ of the number equals 
 34; what is the number? 
 Find the cost — 
 
 Of |- of a yard of flannel, at %Y^ a yard. 
 Of 8^ bushels potatoes, at i'] yi cents a bushel. 
 Of 21 1 yards of calico, at %yi a yard. 
 Of 56 pounds of cotton, at \%\^ cents a pound. 
 Of 15 cords of bark, at $4^ per cord. 
 Of 80 yards of cloth, at $4y^6 ^ yard. 
 Of -^^ of an acre of land, at $125 an acre. 
 Of >^ of 18^ yards of silk, at y^ of $5 per yard. 
 Of 126 pounds of beef at 91^ cents a pound. 
 Of 36j^ tons of railroad iron at $j2^ per ton? 
 When peaches are worth %\ per basket, what are 
 126^ baskets worth? 
 
296 Hoiv to Grade and Teach a Country School. 
 
 The product of two numbers is 588; one of them is 
 12 times the other; what are the numbers? 
 
 What is the largest multiple of both 3 and 5 that can 
 be expressed by three figures? 
 
 What is the smallest multiple of both 2 and 7 that 
 can be expressed by three figures? 
 
 What is the least number of which 3, 5 and 7 are 
 factors? 
 
 What is the least number of which 3, 4, 5,6 and 8 
 are factors? 
 
 Find the least number which, divided by 3, 7, 11 or 
 13, will give a remainder of 2 in each case. 
 
 A grocer has 42 oranges and 63 pears which he 
 wishes to put into bags, each containing the largest 
 number possible; how many can he put in each bag? 
 
 What is the least sum with which the dealer can buy 
 an exact number of hats at $3, $4, $5 or $6 each? 
 
 What is the least number of acres in a farm that can 
 be exactly divided into lots of 10 acres, 14 acres, 16 
 acres and 20 acres each? 
 
 What is the smallest quantity of grain that will fill an 
 exact number of bins, whether they hold 36, 48, 80 or 
 144 bushels? 
 
 What is the length of the longest paving stone that 
 can be used in exactly paving three walks 36, 48 and 
 54 feet? 
 
 What is the product of the L. C. M. of 12, 16, 24 
 and 32, multiplied by their G. C. D. ? 
 
 If a man dig 2^^^ rds. in 14 days, how much does he 
 dig in I day? 
 
 If ij^ bushels of oats cost $|-, what cost I bushel? 
 
 If I of a farm cost $6270, what did the whole cost? 
 
Oiltline of Study for Intermediate Divisio. 297 
 
 If |- of an acre of land cost %6'^, what cost i acre? 
 
 If 54 horses cost $4622|-, what is the cost of each? 
 
 If 12 plows cost $124^, what is the cost of each? 
 
 How many pounds of tea, at $1^ per pound, can 
 be bought for $I5>^? 
 
 At $6^ a ton, how many tons of coal can be bought 
 for $160? For $248? 
 
 At %\\ a yard, how many yards of cloth can be 
 bought for $9? For $24? For $64? 
 
 At $1 a pound, how many pounds of butter will $1 10 
 buy? 
 
 If 2^ pounds of sugar cost $.33, what will be the 
 cost of 65^ pounds? 
 
 If y^ of a farm is valued at $1729^, what is the 
 value of the farm? 
 
 At %y^ a pound, how many pounds of coffee can be 
 bought for $6>^? 
 
 If from 183^ yards of cloth 2| yards are cut, what 
 part of the whole is taken? 
 
 If 7^ tons of hay cost $120, how many tons can be 
 bought for $78? 
 
 I gave 6^ pounds of butter, at 36 cents a pound, for 
 3| gallons of oil. What was the oil worth a gallon? 
 
 At $23 per acre, how much land will $17 buy? 
 
 The dividend is -i|, the quotient |, what the divisor? 
 
 How many yards of wall paper two feet wide, will 
 be required for the two sides of a hall 72 feet long and 
 14 high? 
 
 What number subtracted from i^ will leave 65? 
 
 Find the cost of 3920 bricks at $8.40 per M. 
 
 What cost 2064 pounds of wheat at 75 cents per 
 bushel? 
 
298 How to Grade atid Teach a Coiuttry School, 
 
 Find the cost of a scantling 4 inches by 83^ inches, 
 22 feet long, at $18 per M. 
 
 How many posts 8 feet apart will it take to go 
 around a quarter-section of land? 
 
 From a lot 80 rds. square, I sold 80 square rods; 
 what is the value of the remainder at $150 per acre? 
 
 How many inches in 31^ rods? 
 
 How many inches in a chain? 
 
 How many yards in 24 chains? 
 
 How many inches in 3 miles? 
 
 Find the cost of 20 miles of telephone wire, at 35 
 cents a pound, supposing i pound stretches 80 feet. 
 
 How many square inches in a square yard? 
 
 Find the cost of 15 yards of canvass at 15 cents a 
 square foot. 
 
 What cost a square mile of land at $4.25 an acre? 
 
 How many hours in three weeks? 
 
 How many pints of oil in a vessel containing 15 
 gallons? 
 
 How many quarts of strawberries in 12 pails, each 
 containing y^ of a peck? 
 
 How many sheets of paper in 3 reams? 
 
 A merchant having 20 barrels of flour, sold y^ of it 
 to A, and | of the remainder of it to B; how many 
 barrels had he left? 
 
 Think of a number, multiply by 12, divide by 3, 
 multiply by 2, multiply by 4 divide by 4, and name the 
 result. 
 
 What cost 7 barrels of apples at the rate of $9 for 
 21^ barrels? 
 
 How many chestnuts must be given for 121^ cents, 
 if 14 chestnuts cost 31^ cents? 
 
Outline of Study for Intermediate Division. 299 
 
 What cost 10 yards of ribbon, if 41^ yards cost 6| 
 cents? 
 
 If ^ of a pint of almonds cost W of a shilling, what 
 cost 5| pints? 
 
 If 2^ yards of silk cost $2.00, what cost 4 yards? 
 
 What cost 3j pounds of sugar, if 2 i^ lbs. cost 25 cts. ? 
 
 John found 60 cents, which is | of ^ of what he then 
 had; how much did he have at first? 
 
 If ^ of I of a yard of lace cost 8 cents, what will 
 nine yards cost? 
 
 4 times 50 years is 10 years less than 10 times the 
 age of James. How old is James? 
 
 If it require 4 lines of writing to make three lines of 
 printing, and 29 lines equal i page of writing while 33 
 equal i page of printing, how many pages of writing 
 will it take to make 60 printed pages? 
 
 If 6 is J^ of some number, what is ^ of 3 times the 
 number? 
 
 A man having V5 of a barrel of flour, bought ^^ of a 
 barrel; how much had he then? 
 
 Yg of B's money, increased by the difference between 
 Vs and Y^ of his money, equal 190 dollars; required, 
 his money. 
 
 JANUARY. — DECIMAL FRACTIONS. 
 
 Note. — The only point in decimal fractions is the 
 decimal point. The other principles are the same as 
 in simple numbers. 
 
 1. Notation and numeration. Drill! Be thorough!! 
 
 2. Location of the decimal point in addition and 
 subtraction. 
 
3oo Hoiv to Grade and Teach a Country School. 
 
 3. Learn the rule verbatim for multiplication and 
 division. 
 
 4. Change a decimal fraction to a common fraction. 
 
 5. Change a common fraction to a decimal fraction. 
 
 6. Difference between a decimal and a common 
 fraction. 
 
 Pupils should write promissory notes at this stage; 
 they should be able to make out bills and receipt them. 
 A good exercise to test the pupil's ability to point 
 correctly in decimals, is to pass the class to the board; 
 have all arrange a given divisor and dividend in the 
 form for division; thus: 
 
 25)625( 
 Pass quickly from one pupil to the other, and place 
 the decimal point at as many different places as you 
 may have pupils in the class. Ask all to solve and 
 point quotient, giving reason for the same. 
 
 The law of increase and decrease of the places from 
 units may be nicely illustrated by this plan: 
 1000. 
 100. 
 10. By careful explanation the pupil can be 
 
 I. led to see that the law is uniform with 
 
 . I that of whole numbers. 
 .01 
 .001 
 How many letters will it take to write .008 in words? 
 Write the smallest decimal that can be expressed by 
 the figures o, 7, 5 and I. 
 
 Write the smallest decimal that can be expressed by 
 O, o, I, 2, 5, 3 and 9. 
 
 Express 3^^ of one hundreth as a decimal. 
 
Outline of Study for Intermediate Division. 301 
 
 How many tenths in 50 hundredths? 
 
 How many thousandths in 2 units. 
 
 Find the difference between the two smallest decimals 
 that can be expressed by 9, 8 and 2. 
 
 Find the difference between .05 and .025. 
 
 How many cents are 2600 mills? How many dol'ars? 
 
 How are thousandths changed to hundredths? Hun- 
 dredths to tenths? Tenths to units? 
 
 How are units changed to tenths? Tenths to hun- 
 dredths? Hundredths to thousandths? 
 
 Change .4 and .05 to thousandths; .07 and .01. 
 
 What is the common denominator of .3 and .05? 
 
 Change .05, .08, and .023 to equivalent decimals, 
 having a common denominator of 1000. 
 
 How many halves in ^^1 in .5? in yVo ^ ^^ foo^ 
 
 How many cents in ^ dollar? how many hundredths? 
 
 Find the sum of $2.5, $3, $6 and $7.5. 
 
 Which is the greater, 30 c. or $.3? 
 
 Add the following: 
 
 (a.) .321; 4.005; 32.062; 5. 121; .005; 0006. 
 
 (b.) Z2\ 2.05; .025; 3.2; .001; .0051; 3.215. 
 
 (c.) 625; 300; .003; .625; 5.051; .5105; .256. 
 
 (d.) 3.5; 21.06; 191.04; 312.005; .05; .006; 9. 
 
 Find the difference between the numbers in these 
 exercises: 32.05 — 9.005; i.i — .11; 11 — .0011; 925 — 
 925. 
 
 What is the difference between $.50 and $.25? 
 
 What is the difference between $.50 and $.75? 
 
 A farmer gave 20 sheep worth $65.50, 3 cows worth 
 $100, and 2 tons of hay worth $28.75. ^o^ a horse, and 
 afterwards sold the horse for $200; how much did he 
 make or lose by his trades? 
 
302 How to Grade and Teach a Country School. 
 
 What is the value of $5263.5 — $4236.40 + $278.80? 
 
 How many 4ths in .25? Fifths in .20? 
 
 How many 20ths in .60? In .80? 
 
 Change the following to equivalent fractions in their 
 lowest terms: .16; .125; .625. $.75; $.375; $.655; 
 $.875; .024; .5625; .3125; .0008; .9375. 
 
 Reduce to equivalent decimals: 
 $1- Ire- ■ il- T2V II- 3- ^B* 
 
 '5 •tt'4- ;}2()* 2 
 
 Find the value of the following: 
 
 31^X214: IOI/3 X 4V5 IOi<X2^ 25>^X2i^ 
 
 4^x3K 3Kx S% i8>^x3K 32^4x375 
 
 2 V'ft X 2% 1 2 1/3 X 2 Vo 1 575 X 2 1^ 45 M^ X I >4 
 
 3>^x8i^ 181^x1014 231^x21^ 32V7X3>^ 
 
 Find the cost of 4325 lbs. coal at $5.75 a ton. 
 
 Of 6984 pounds of coal at $485 a ton 
 
 Find the cost of 8463 feet of lumber at $27.35 P^r M. 
 
 Find the cost of 945 pounds of pork at S6.48 per cwt. 
 
 Find the cost of 6225 bricks at $8.25 per thousand. 
 
 Find the cost of 3250 lath at 18^ c. per hundred. 
 
 Divide .012261 by 2.01. 
 
 Find three numbers less than 125 which are multiples 
 of both 12 and 18. 
 
 Find the least number of soldiers that can be divided 
 into companies of 16, 30, 48, 56, or 72. 
 
 A turkey weighing 9^ !bs. cost $1.33, what should 
 one cost that weighs 14;^ ft)S? 
 
 Three persons, B. C. and D., bought a city lot for 
 $10,400, of which B. paid $3,200, C. $2,400, and D. 
 $4,800. What part of the lot belongs to each? 
 
 Find the price of each, if 125 bushels of oats cost 
 $62.50. 
 
Outline of Study for Intermediate Division. 303 
 
 If 35 fts. of su(^ar cost $2.80, what cost i Tb? 
 If 396 fts. of sugar cost $44,748, what will I fc cost? 
 Find the value of I.i2x5-f-i4. 
 What will 24 table books cost at 12^ cents each? 
 How many barrels at $.50 can be bought for $213? 
 What the cost of 8 pounds of tea if i pound cost 
 $.6?i4? 
 
 At $.42 a pound, how much wool may be bought for 
 
 $80,745? 
 
 I bought 1,200 bushels of corn at $.561^ and sold 
 375/4 bushels of it at $.60. At what price must the 
 remainder be sold to gain $168,675 o" the whole? 
 
 A barrel of beef which cost $18.75 is retailed at 12^ 
 cents a pound. What is the profit? 
 
 Find the total weight in pounds of: (a) 3 tons of hay 
 and 2 tons of straw. Of 24 ounces of iron and 32 ounces 
 of lead. A barrel of beef and a barrel of flour. A cental 
 of oats and a bushel of corn. 3 bushels of wheat and4 
 of barley. 
 
 Practice on some good form for a note. The follow- 
 ing will serve as models: 
 
 $200. Bloomington, III., July I, 1885. 
 
 Three years after date I promise to pay ... 
 
 James L. Warren, or order, 
 
 Two hundred ■ Dollars, 
 
 at 8 % interest. Value received. 
 
 Richard Rowe. 
 
 $320.50. Decatur, 111., June 25, 1885. 
 
 Thirty days after date, I promise to pay 
 
 Charles D. Ward, or bearer, 
 
 Three hundred twenty -^§^ Dollars, 
 
 at Decatur National Bank. 
 
 Value received, at 8 % interest. 
 
 J. N. DONAHEY. 
 
304 How to Grade and Teach a Coimtry School. 
 
 Explain the difference between the two notes. Have 
 pupils to write out carefully these forms. If possible, 
 secure some blank forms at the bank, of notes and 
 checks; show these to pupils; explain them, and see 
 that your pupils are able to fill them out properly. 
 
 Is the maker of a note bound to pay if demand is 
 not made on the day of maturity? 
 
 Is a note written with lead pencil good? 
 
 When is a note due if dated January 31 and made 
 payable in one month? 
 
 If a note falls due on Sunday, when is it legally due? 
 
 Write a check to draw money from your own bank. 
 
 Are the words "value received" necessary in a note? 
 
 What is the difference between the words "with 
 interest" and "with interest at 7 %" in the value of a 
 note? 
 
 If a note lacks the words "with interest," will it draw 
 interest? If so, when? If not, why? 
 
 Transaction. — Quincy, Illinois, August 5, 1884. 
 R. W. Dewey gives A. Adams an order on W. Down- 
 ing & Co. for $25, to be paid in goods from his store. 
 
 Write the order. 
 
 Adams gives Dewey a receipt. Write it. 
 
 Transaction. — Chicago, Illinois, June i, 1884. J. 
 V. Farwell borrows $4,500 from Marshall Field, and 
 gives his note at ninety days in payment. 
 
 Write this note. Make it payable to bearer. 
 
 When will it be due? 
 
 How many miles will a boy walk to plow 6 acres, 
 turning a furrow of 9 inches? 
 
 If a merchant sell Y^ of an article for -|- of its cost, 
 what % does he gain? 
 
Outline of Study for Intermediate Division 305 
 
 What is the least number of even bushels of grain 
 can be measured by a 3-quart, peck, or a 5-gallon 
 measure? 
 
 FEBRUARY. 
 
 Review if thought best; if not necessary take up the 
 October work for the Advanced Division. Do not 
 neglect practical problems in lumber trade, in avoirdu- 
 pois weight, etc. 
 
 Turn to any or all problems not understood and have 
 pupils solve and explain until the principle is fixed in 
 the mind. If thorough work is done, the class should 
 take up percentage, and push on to such point as the 
 teacher's judgment may dictate. 
 
 The examination for this month should be made up 
 of practical problem?, closing with decimals. 
 
 The teacher will use his judgment as to work for other 
 months. 
 
 PRACTICAL ARITHMETIC. 
 
 We know of no better plan for securing good prob- 
 lems than the following; try it: 
 
 Statement. — This room is by by ■ 
 
 feet. The lot is by rods. The door is 
 
 rods from the stile. 
 
 1. How many feet in compass is the room? 
 
 2. How many feet of flooring in it? 
 
 3. How many squares of plastering in it? No reduc- 
 tions. Why? 
 
 4. The compass multiplied by the height will produce 
 what? Explain why the length multiplied by the width 
 will produce square units. What is the unit of measure? 
 
3o6 How to Grade and leach a Country School. 
 
 5. A crayon box is by by inches. 
 
 How many will the room hold? How many crayons in 
 a box? How many in the room? 
 
 6. How much wheat will the room hold? 
 
 7. What would the wheat be worth at 95 cents per 
 bushel? 
 
 8. Which is the heavier, corn or wheat? (By the 
 bushel.) 
 
 9. How many brick could you lay on the floor? 
 How many would lie edgewise? How many stand on 
 end? 
 
 10. How many could you place in the room? What 
 their value at $ per M? 
 
 11. How many cubic yards of sand will the room 
 hold? 
 
 12. The walls of the room are inches in thick- 
 ness. What area does the house occupy? 
 
 13. What is meant by area? By linear measure? 
 
 By dimension? By solidity? Is a volume of air 
 
 by by feet a solid? 
 
 14. The blackboard is by feet. How many 
 
 square feet does it contain? Has area any depth? Why? 
 
 15. How many square rods in the lot? How did you 
 determine this? 
 
 16. Posts are placed feet apart. How many are 
 
 used to the panel? What is a panel? What are the 
 dimensions of a fencing plank? The contents? 
 
 17. How many posts are used in fencing the lot? 
 
 18. The fence is five boards high. How much 
 lumber in it? 
 
 19. Make out and receipt bill for the lumber at $ ■ 
 
 per M. 
 
Outline of Study for lutennediate Division. 307 
 
 20. Write an order for the posts and lumber. 
 
 21. The walk is feet wide. How much lumber 
 
 in it? Sleepers are by by inches and 
 
 lie "lengthwise. " 
 
 22. How do nails run in number? Why these names? 
 If there are ten nails to each post, how many are neces- 
 sary to fence the lot? 
 
 23. What is the present market value of nails (retail)? 
 
 24. Give retail price of saw and hammer for building 
 fence. Are other tools needed? If so, what? Give 
 cost. 
 
 25. Make out bill for above tools in favor of your 
 teacher. Receipt if you can. 
 
 26. What will be the probable cost of a pump for 
 the well? Is it a lifting or a force pump? State differ- 
 ence. 
 
 27. The well is feet in depth and feet wide. 
 
 How much earth has been removed? 
 
 28. What is the greatest height that a lifting pump 
 will convey water? Why? 
 
 29. How many brick will wall the well? (Approxi- 
 mate.) 
 
 30. How many barrels of water will the well hold? 
 
 31. Three farms contain 78, 102, and 114 acres 
 respectively; what is the least number of fields, each 
 containing the same number of acres, into which they 
 can be divided? 
 
 32. can walk up and down a certain street 
 
 in 5 minutes. in 6 minutes, and in 8 
 
 minutes; what is the shortest time they will have to 
 walk in order to be together again at the starting point? 
 (Ail starting at the same time.) 
 
3o8 How to Grade and Teach a Country School, 
 
 33. What will i^ of 151^ cords of wood cost at 8^^ 
 dollars per cord? Make out bill. 
 
 34. How many brick will pave a 6x40 foot walk? 
 
 35. A rigger has 3 pieces of rope, one 45, one 75, 
 and one 105 yards long, which he desires to cut into 
 the longest possible equal lengths; what must be the 
 length of each piece? 
 
 36. A real estate agent has 4 lots of ground contain- 
 ing 1,920, 2,880, 3,840 and 4,800 square feet, respect- 
 ively, which he desires to divide into the largest pos- 
 sible building lots of the same size. What number of 
 square feet will each lot contain? 
 
 37. In a school building the grammar department 
 contains 120 pupils, the intermediate department con- 
 tains 160 pupils, and the primary department contains 
 200 pupils. Into how many classes can each depart- 
 ment be subdivided so as to have the greatest possible 
 equal number in all the classes? 
 
 38. I buy a coat for $121^, a hat for $2.62^, a pair 
 of shoes for $854, a cane for $1 . 12 i^, and a collar for 
 61^ cents; how much do they cost in all? 
 
 39. If a man rides twice a day in a street car at 6y^ 
 cents a trip, in how many days will his car fare amount 
 to $10? 
 
 40. What is the value of an acre of land at i 5 cents 
 a square foot? 
 
 41. What is the entire cost of 9 gross of pencils at 
 37K cents per dozen, 18 dozen copy books at 15 cents 
 apiece, and 25 primers at 12^ cents each? 
 
 42. A bookseller exchanges 12 dozen books at $1.50 
 each for others at 62^ cents each; how many of the 
 latter does he receive? 
 
Oiitlme of Study for Intermediate Division. 309 
 
 43. A man owned a tract of land containing 1,200 
 acres; he gave to each of his 3 sons a farm of 339 acres, 
 126 square rods; how much had he left? 
 
 44. A miner had 6 ft). 9 oz. 4 pwt. of gold in one 
 package, and 9 ft). 17 pwt. in another; what is the value 
 of the whole, at 90 cents a pwt.? 
 
 45. How many eagles can be coined from 13 oz. 8 
 pwt. 8 gr. of gold of standard fineness, if one eagle 
 weighs 10 pwt. 18 gr.? 
 
 46. If 30 cars are required to carry 289 T. 6 cwt. 70 
 ft>. of freight, what is the average load in each car? 
 
 47. Make out and receipt a bill for the following 
 
 items bought by , July 8, 1877, from , 3 
 
 ft), coffee at 35 cts. per ft)., 3>4 *• mackerel, at 121^ 
 cts. per ft^., 25 ft), flour at 43^ cts. per ft., 3 qt- kero- 
 sene, at 17 cts. per qt., and \2\ ib. ham, at 16 cts. per ft). 
 
 48. The longitude of Rome is 12 deg. 27 min. east, 
 and Baltimore is in 'jG deg. 3 min. 39 sec. west longi- 
 tude; what is the difference in time? 
 
 49. When it is 12 o'clock, noon, at Boston, it is 44 
 min. 14 sec. past 4 p. m. at Greenwich, England; what 
 is the difference in longitude? 
 
 50. y7^ of a saw mill was valued at $3,160.50; what 
 was the whole value? 
 
 51. Change 66y^ divided by lOO to a simple fraction 
 in its lowest terms. 
 
 52. Add lYi divided by 14^ and 5I divided by i5>^. 
 
 53. Subtract I24| from the sum of 636 2-5 and io8j^. 
 
 54. Multiply 754^8 ^y l^V\' 212^ by \6\. 
 
 55. Divide 754i^8 ^^ ^^V^- ^^^^ ^^ ^^e- 
 
 56. A merchant owning % of a vessel sold 2^ of his 
 share for $4,000; what was the vessel worth at that rate? 
 
310 Hozv to Grade and Teach a Country School, 
 
 57. How much flour at $83^ per barrel, must be giveft 
 in exchange for 250 tons of coal, at $4.12^ per ton? 
 
 58. A owns 3-10 of a stock of goods, B owns 1-5, and 
 C the rest; what part does C own? 
 
 59. The sum of two numbers is 112 19-20, and the 
 less number is 48 1-9; what is the greater? 
 
 60. From a vat containing 2241^ gallons, 6 barrels 
 were pumped out; how many gallons remained? 
 
 61. Reduce the following fractions to their least com- 
 mon denominator: |, |, |, ^^, -^^ and 2^- 
 
 62. A merchant had 900 bags of coffee; he sold I of 
 them at %i7^ per bag, and the remainder at $40 per 
 bag; what did he receive for the lot? 
 
 63. If a coal mine produces 30,000 tons of coal in ^ 
 of a year, how much will it produce in the entire year at 
 the same rate? 
 
 64. A merchant employs an agent to collect bills 
 amounting to $514.62. The agent retains J^ of the 
 amount; how much does the merchant receive? 
 
 65. How many cubic inches in a cistern holding 
 3»874.75 gallons; a gallon containing 221 cubic inches? 
 
 66. What will 30.35 square yards of land cost, at 
 $5,625 per sq. yd. ? 
 
 6^. If a horse can trot a mile in 2>]4, minutes, how 
 many miles can he trot in 18.75 minutes? 
 
 68. At the rate of 26.25 bu. to the acre, how many 
 acres will it require to produce 144.375 t>u. ? 
 
 69. Reduce 51.425 sq. yd. to sq. rd. 
 
 70. Reduce |i| first to a decimal, and then to its 
 lowest terms. 
 
 71 What decimal part of 84 is 63? 
 
 72. A farmer has a bin whose capacity is 64,512.6 
 
Outline of Study for Intermediate Division. 311 
 
 cu. in.; how many bushels of wheat will it hold, if one 
 bushel contains 2150.42 cu. in.? 
 
 73. How many rods in 302.445 yards? 
 
 74. A merchant has 1936, and 75 hundredths dollars 
 in one bank; 2450, and 5 hundredths dollars in another; 
 and 616, and 25 hundredths dollars in a third He pays 
 a note of $800.37; how much has he remaining in bank? 
 
 75. If the fare from Philadelphia to Pittsburg is $91^:, 
 what is the rate per mile, if the distance is 354-125 
 miles? 
 
 -j^. How many trees are there in \-^^ acres of wood- 
 land, each tree occupying on an average 30.25 square 
 yards? 
 
 ']']. What must be given for 9 ft). 6 oz. 17 pwt. of 
 gold, at the rate of $.925 per pwt. ? 
 
 78. The meter is equal to 39.37079 inches; how many 
 meters in % of a mile? 
 
 79. When $4.8665 is the value of a pound sterling, 
 how many pounds sterling can be purchased for 1000 
 dollars? 
 
 80. A cubic foot of water weighs 62. 5 ft). ; what is the 
 weight of the water in a hogshead containing 63 gallons? 
 
 81. Bought a carriage for $250, and sold it for \l% of 
 what it cost me; how much did I gain? 
 
 82. Bought 6.25 reams of paper, at $3-75 per ream, 
 and sold it for i cent a sheet; how much did I gain? 
 
 83. If I pay $.0214; tax on each dollar, what do I pay 
 on my house, which is valued at $2500? 
 
 84. If it requires 12 buttons to trim a coat, how many 
 coats can be trimmed with 5.5 gross? 
 
 85. How many dresses, each coiitaiaing 18. 125 yards 
 of muslin, can be made from 90^ yards? 
 
3 1 2 How to Grade and l^eacJi a Country School. 
 
 86. The sum of two numbers is 127^ and the less 
 number 49.12; what is the greater? 
 
 '^'J . The product of two numbers is 5, and one of the 
 numbers is .0025; what is the other? 
 
 88. The divisor is .0025, the quotient is 2000; what 
 is the dividend? 
 
 89. A miller has a bin, the capacity of which 128 cu. 
 ft,; if the bin is filled with wheat, what is its value, at 
 $1. 12J per bushel? 
 
 90. A 15-acre field yielded 26.25 tons of hay the first 
 year, and 13.125 tons the second year; what was the 
 average yield per acre for both years? 
 
 91. There are three piles of wood, containing 219.25 
 cords, 83.5 cords, 172.25 cords respectively; in how 
 many loads can it be hauled, if each load is ^ of a cord? 
 
 92. The sum of three numbers is 125, and two of the 
 numbers are 11^ and 76.1; what is the other? 
 
 93. If the S. E. 14; of section 16 be sold at $50 per 
 acre, what its value? 
 
 94. If the S. W. y^ of the S. W. y^ yield oats at the 
 rate of 40 bu. to the acre, how much should the whole 
 section yield at this rate? 
 
 95. How many steps of three feet each in walking 
 around a section? 
 
 96. A lot of 42 hogs average 250 ft>. each; what their 
 value at $3.75 per cwt. ? 
 
 97. If a cow eat \\ tons of hay in a given time, what 
 the value of hay at $7.25 per ton, for 15 cows, same time? 
 
 98. How many cubic yards of excavation in a cellar 
 12x16x6 ft.? 
 
 99. How many yards of paper will cover the walls of 
 a room 16 by 24 by 8 ft.? (Paper z/^ yd. wide.) 
 
Outline of Study for Intermediate Division. 313 
 
 100. What is the value of 8 tons of coal at one mill 
 per ft).? 
 
 The above list of one hundred problems will serve to 
 illustrate the character of examples to be supplied by 
 the teacher, from day to day. 
 
 Take cardboard or foolscap paper, cut it into imagi- 
 nary lots (land) of different shapes; place dimensions on 
 the several sides, distribute to class for solution. 
 
 Apply same suggestion to the different parts of the 
 house, requiring cost of plastering, roofing, etc. Total 
 footings to equal cost of house. 
 
 LANGUAGE. 
 
 Books. — Text in hands of Fourth Reader. 
 
 Object. — To prepare pupils for the grammar course 
 in the Fifth Reader Division, and to teach them how to 
 write correctly. 
 
 Time. — One to two years. 
 
 Owing to the fact that no good division of work for 
 the school year will be uniform with the limits of the 
 several authors, none is attempted here. Authors are 
 not agreed as to the treatment of the text, and all do 
 not grade their lessons upon the same principles; hence 
 it is impossible to outline a definite course for this 
 department. 
 
 The best plan will be for the County Superintendent 
 to fix the limits of his examination to a given topic, or 
 page in the book adopted. It no book is in general 
 use, then there should be a distinct understanding as to 
 the book to be used for the county. This will save the 
 trouble of making many sets o\ examination questions 
 for the several schools. It will make the work uniform, 
 
314 How to Grade and Teach a Country School. 
 
 and prevent the mixing of texts by those who remove 
 from district to district; it is certainly economy to do 
 so at once. 
 
 If the county is not under supervision, the next best 
 thing will be to enlist the united action of the schools 
 of a township upon this subject; by mutual agreement, 
 a township may inaugurate a plan of work, that may 
 reach the whole county. 
 
 If this cannot be done, as a last resort, the teacher 
 should have independence enough about him, to attempt 
 the organization of a class in language. Should cir- 
 cumstances be such that he cannot accomplish this, let 
 him purchase a modern text on language, and let him 
 start an oral class in this subject with the text as a 
 guide. By all means teach the pupils how to speak 
 and write. 
 
 The teacher should use some well graded text as a 
 guide in the primary division. This should be done in 
 order to avoid giving pupils work beyond their capaci- 
 ties, or in irregular order. Some little book adopted 
 as the outline for the city schools is best, and will offer 
 more valuable suggestions than the teacher's profes- 
 sional library. 
 
 EXAMINATIONS IN LANGUAGE. 
 
 Examinations should be held in this division of gram- 
 mar work, as in all other grades. They should be furn- 
 ished by the county superintendent, provided the 
 county is subject to his supervision; in States having 
 County Examining Boards, the same plan can be 
 carried out. 
 
 In counties having no supervision, a committee might 
 
Outline of Study foi' tiiteVntediate Division. 315 
 
 prepare the examinations, and in the case of a township 
 mentioned above, a committee could readily do this 
 work; if this falls upon the teacher alone, he should 
 have regular examinations of his own. 
 
 LANGUAGE HELPS. 
 
 Suppose you have this picture in the reader, or some 
 other book; from this you may have such a lesson as 
 the following for the Second and Third Reader classes: 
 
 Enough work is here given for several lessons. 
 I. Write the names of the following objects in a 
 column: 
 
 Of what the girl has on her head. 
 
 Of what she has in her hand. 
 
 Of what she has upon her right arm. 
 
 Of what she has under her left arm. 
 
 Of what she has upon her right foot. 
 
 Of what the little boy has in his right hand. 
 
 Of what the large boy has in his left hand. 
 
 Of what he has upon his shoulder. 
 
 Of what he has fastened to this. 
 
 Of what is near his foot. 
 
 a. 
 b. 
 c. 
 d. 
 e. 
 f. 
 
 g. 
 h. 
 
 J- 
 
3i6 How to Grade and Teach a Country School. 
 
 k. Of what grows upon the rock. 
 
 1. Of the house. 
 
 m. Of what the boy is looking at. 
 
 n. Of what the boy has in his basket. 
 
 o. Of what he has in his right hand. 
 
 p. Of the place where they are going. 
 
 q. Of that which is seen farthest in the distance. 
 
 2. In a second column write these names so as to 
 denote more than one. 
 
 3. Build a sentence for each question, thus: 
 The girl has a hat upon her head. 
 
 She has a basket in her right hand. 
 
 The boy's hand is upon her arm. 
 
 She has a book under her left arm. 
 
 Continue this through the list. 
 
 Inspect the slates carefully. Go slowly and pleas- 
 antly; talk of the pictures until they are understood, 
 then have the writing done. 
 
 4. Have pupils write statements containing these 
 names in the plural number; thus: 
 
 She has baskets in her right hand. 
 The boy's hands are upon her arm. 
 She has books under her left arm. 
 Continue this through the list. 
 
 5. Write statements in answering the following 
 questions: 
 
 How old do you think the little boy is? 
 Where are they going? 
 
 Which is the taller, the boy with the book and basket, 
 or the boy at the door? 
 
 What has the girl upon her feet? 
 Is it summer or winter? 
 What is the name over the door? 
 What do you see in the sky? 
 
Outline of Study for Intermediate Division. 317 
 
 Continue at pleasure. Inspect the slates carefully. 
 See that the period is used. 
 
 6. Erase the questions from the board and require 
 the children to change their statements to questions, 
 using the proper mark. 
 
 7. When the work is well done have pupils write a 
 story about the children getting to the school before 
 the door was opened. 
 
 8. Have them write a story about the girl and the two 
 little boys being tardy. Have them name the children 
 and write a story about gathering nuts or some fruits. 
 
 Show the children about paragraphing their stories; 
 the use of capital letters; punctuation. 
 
 9. Make up lists of adjectives applicable to the names 
 
 found, and have pupils so use them, thus: 
 
 new old — large small • 
 
 ^yhite rough black smooth 
 
 wooden plowed 
 
 blue 
 
 leather 
 
 10. Rewrite the same thing upon your slates, using 
 a or the as seems appropriate. 
 Teacher will inspect with care. 
 
 fBoy. 
 Girl. 
 Book. 
 Shoe. 
 Basket. 
 Hat. 
 
 II. Write something about a^ School. 
 
 Rock. 
 Coat. 
 Bush. 
 Door. 
 Hand. 
 Hill. 
 
3 1 8 How to Grade and Teach a Country School. 
 
 By a little reflection the teacher may save board space 
 by some such forms as the above. 
 
 12. Change each statement to a question. 
 
 13. Complete the sentence: — 
 
 A boy 
 A girl 
 A book 
 A shoe 
 The basket 
 The hat 
 A school 
 The rock 
 A coat 
 The bush 
 A door 
 The hand 
 
 14. Complete same by writing the name so as to 
 mean more than one. 
 
 The above is sufficient to indicate what may be done 
 in this direction; of course the teacher can carry this 
 forward until he completes the composition; after suffi- 
 cient preparation close with the complete composition, 
 which fill for reference. 
 
 ^ Subject of picture. 
 Location of school. 
 Time of year. 
 Time of day. 
 Children not tardy. 
 
 C Timid brother. 
 
 "Going to 
 School." 
 
 First group, 
 
 Second group. 
 Third group. 
 
 . Classmate. 
 ( Kind sister. 
 ( Brother. 
 \ Sister. 
 
 Brother. 
 
 Sister. 
 
 Surrounding objects. 
 Love for the school, 
 
Outline of Study for Intermediate Division. 319 
 
 (rM^^p/I^^^^''^>i 
 
 Treat the above picture in a similar manner to the 
 preceding, finally closing with the composition. 
 
 Such a picture can be used in any of the classes and 
 is quite appropriate for the Fourth Reader class or the 
 Intermediate Division. 
 
 Where can I secure such pictures? the teacher asks. 
 
 From specimen pages of school readers, from the 
 pupil's books, from tourist's guides, from geographies, 
 from histories and from numerous sources. 
 
320 Hozv to Grade and Teach a Country Schoot. 
 
 These pictures may be pasted upon cardboard, and 
 will serve for the purpose intended for many terms. 
 
 In the language work of the Primary Division, the 
 pupil has learned to use correctly the singular and plural 
 forms of the words in the given lists; also, o( is 2,nd are, 
 and other similar verbs, together with the use of this 
 and that, these and those, etc. He has also learned to 
 use capitals in writing the names of persons, of places, 
 of days, of zveeks, of months, I and O, and to place a 
 period at the end of every telling or commanding sen- 
 tence, a question mark after every asking sentence, etc. 
 
 A careful review of all this will prepare him for the 
 succeeding work. 
 
 I. 
 
 The teacher walks across the floor. 
 
 "What am I doing?" 
 
 "You are walking." 
 
 Teacher (walking slowly): "How am I walking?" 
 
 Most of the pupils will say: "You are walking slow." 
 
 Obtain the correct answer, then ask, "What kind of 
 walking is this?" "That is slow walking. " "How am 
 I walking?" "You are walking slowly." 
 
 Contrast as strongly as possible the correct use of the 
 adjective and adverb in a similar manner. Have the 
 pupils perform actions, telling what kind of actions and 
 how performed. 
 
 Make use of actions using the following words: 
 bold boldly sweet sweetly 
 
 bright brightly beautiful beautifully 
 
 neat neatly careful carefully 
 
Outline of Study for Interuicdiate Division, 32 
 
 nice nicely graceful gracefully 
 
 quick quickly diligent diligently 
 
 quiet quietly rapid rapidly 
 
 soft softly studious studiously 
 
 sharp sharply terrible terribly 
 
 smooth smoothly handsome handsomely 
 
 slow slowly wicked wickedly 
 
 Fill each blank with the proper word: 
 
 1. A monkey is a animal. 
 
 2. The monkey acts . 
 
 3. The sun shines . 
 
 4. These flowers smell . 
 
 5. The freight train moves . 
 
 6. An boy learns his lesson , 
 
 7. The squirrel is a animal. 
 
 8. The squirrel m.oves . 
 
 9. He is an honest man. 
 
 10. Did you notice how he walked? 
 
 11. The bird sings . 
 
 12. The horse ran away. 
 
 13. How that man works! 
 
 14. The rabbit ran . 
 
 15. He speaks — — . 
 
 16. The book is torn. 
 
 17. The man ran across the field. 
 
 18. The ox walks but the horse 
 
 The teacher will continue these suggestions, writing 
 lists of words from the vocabularies given until the pupil 
 can use correctly in both oral and written sentences all 
 the common derivatives ending in ly. 
 
322 How to Grade and Teach a Country School. 
 
 II. 
 
 Let Mary stand. Ask class who is standing. Mary 
 is standing. Ask Mary. "I am standing." I>et Emma 
 and Mary stand. Ask Mary who are standing? "Emma 
 and I are standing." Ask Emma. "Mary and I are 
 standing. " Repeat the same with Charles and Frank. 
 Succeed, in this way, in bringing out: 
 
 I am standing. 
 
 Mary and I are standing. 
 
 Frank, Lucy and I are standing. 
 
 You, Claude and I are standing. 
 
 You, James and Joseph are standing. 
 
 They and I are standing. 
 
 You, they and I are standing. 
 
 You are standing. 
 
 He is standing. 
 
 She is standing. 
 
 It is standing. 
 
 He and she are standing. 
 
 He, she and it are standing, etc. 
 
 Bring out also the use of or and nor; as. He or I will 
 stand! "Neither he nor I am standing." 
 
 Use also in connection with is and are. In the same 
 manner, ask ''who is it that is standing," and bring out 
 "It is I who am standing," etc. 
 
 III. 
 
 Let John get his hat, and hold it in his hand before 
 the class. 
 
 What does John do? He holds his hat. Let him 
 
 put it away. What did John do? He held his hat. 
 
Outline of Study for Intermediate Division. 323 
 
 Let George have a stick. If you want two pieces of 
 that stick, what must you do? Break it. 
 
 George breaks the stick. 
 
 "What did he do?" "Broke it." 
 
 "Tell me so." George broke the stick. 
 
 Teacher holds up the two pieces. "What has George 
 done with this stick?" "Broke it." "Tell me so." 
 
 "George has broke the stick." 
 
 "That does not sound right." 
 
 Proceed in this way until you succeed in getting the 
 correct answer. Have pupils repeat break, broke, 
 broken, very distinctly, and write the words on the 
 board. Then ask questions similar to these: 
 
 How many ever broke anything, and when? 
 
 How many have ever broken anything? 
 
 What had George done to this stick when I showed 
 you two pieces? 
 
 Did George break the stick? 
 
 Yes, George broke the stick. 
 
 Did Mary break the dish? 
 
 In this way a long list of questions may be written 
 on the board, requiring pupils to write the answers on 
 their slates. Be very sure to look over all the written 
 work, and notice every mistake. Do but little at a 
 time and that thoroughly. 
 
 The following form will be suggestive of what can be 
 done in giving the correct use of verbs in their different 
 forms. The teacher can expand this to suit his pleas- 
 ure. It may be used with good results: 
 What do I? What did I? What have I done? 
 
 I break I broke I have broken 
 
 I bite I bit I have bitten 
 
324 How to Grade and Teach a Country School. 
 
 I bring 
 
 I brought 
 
 
 I have brought 
 
 I begin 
 
 I began 
 
 
 I have begun 
 
 I blow 
 
 I blew 
 
 
 I have blown 
 
 I buy 
 
 I bought 
 
 
 I have bought 
 
 I come 
 
 I came 
 
 
 I have come 
 
 I catch 
 
 I caught 
 
 
 I have caught 
 
 I choose 
 
 I chose 
 
 
 I have chosen 
 
 I cut 
 
 I cut 
 
 
 I have cut 
 
 I drink 
 
 I drank 
 
 
 I have drunk 
 
 I draw 
 
 I drew 
 
 
 I have drawn 
 
 I do 
 
 I did 
 
 
 I have done 
 
 I drive 
 
 I drove 
 
 
 I have driven 
 
 I eat 
 
 I ate 
 
 
 I have eaten 
 
 I fly 
 
 I flew 
 
 
 I have flown 
 
 I forget 
 
 I forgot 
 
 
 I have forgotten 
 
 I feed 
 
 I fed 
 
 
 I have fed 
 
 I fall 
 
 I fell 
 
 
 I have fallen 
 
 I give 
 
 I gave 
 
 
 I have given 
 
 I go 
 
 I went 
 
 
 I have gone 
 
 I grow 
 
 I grew 
 
 
 I have grown 
 
 I hang 
 
 I hung (?) 
 
 
 I have hung (?) 
 
 I hide 
 
 I hid 
 
 
 I have hidden. 
 
 Teach in 
 
 this way the correct forms of: 
 
 bind 
 
 stand 
 
 take 
 
 begin 
 
 bleed 
 
 shake 
 
 tear 
 
 bend 
 
 build 
 
 see 
 
 think 
 
 blow 
 
 burst 
 
 strike 
 
 thro\\ 
 
 choose 
 
 dig 
 
 say 
 
 teach 
 
 creep 
 
 feel 
 
 sit 
 
 tell 
 
 do 
 
 fall 
 
 sell 
 
 cleave draw 
 
 fight 
 
 send 
 
 tread 
 
 eat 
 
 grind 
 
 set 
 
 drive 
 
 feed 
 
Outline of Study for Intermediate Division. 325 
 
 hold 
 
 shine 
 
 strive 
 
 find 
 
 hurt 
 
 shoe 
 
 bite 
 
 fly 
 
 hear 
 
 short 
 
 hide 
 
 forget 
 
 keep 
 
 show 
 
 slide 
 
 freeze 
 
 kneel 
 
 shrink 
 
 shake 
 
 get 
 
 hit 
 
 shut 
 
 come 
 
 give 
 
 know 
 
 sink 
 
 catch 
 
 go 
 
 leave 
 
 slay 
 
 buy 
 
 grow 
 
 lose 
 
 spring 
 
 bring 
 
 hide 
 
 lie (to recline) stay 
 
 seek 
 
 lend 
 
 lead 
 
 stick 
 
 write 
 
 lose 
 
 meet 
 
 string 
 
 wear 
 
 mean 
 
 make 
 
 swear 
 
 weep 
 
 mow 
 
 read 
 
 swim 
 
 wet 
 
 prove 
 
 pay 
 
 sing 
 
 win 
 
 weave 
 
 ride 
 
 sleep 
 
 wind 
 
 wring 
 
 rise 
 
 speak 
 
 wing 
 
 
 run 
 
 slide 
 
 swing 
 
 
 ring 
 
 steal 
 
 
 
 Make 
 
 simple sentences 
 
 by placing the 
 
 name of the 
 
 proper animal before each 
 
 verb in this list: 
 
 i — 
 
 bark 
 
 cluck 
 
 hum 
 
 quack 
 
 bay 
 
 chatter 
 
 howl 
 
 roar 
 
 bleat 
 
 cackle 
 
 hiss 
 
 sing 
 
 bray 
 
 chirp 
 
 hoot 
 
 snarl 
 
 buz? 
 
 drone 
 
 low 
 
 screech 
 
 baa 
 
 drum 
 
 moo 
 
 squeal 
 
 crow 
 
 gobble 
 
 moan 
 
 squeak 
 
 caw 
 
 gabble 
 
 mew 
 
 scream 
 
 coo 
 
 grunt 
 
 pipe 
 
 twitter 
 
 croak 
 
 growl 
 
 purr 
 
 whistle 
 
 bellow 
 
 whinny 
 
 neigh 
 
 yelp 
 
326 How to Grade and Teach a Country School, 
 Name something that each of the following does:- 
 
 Bees 
 
 Eagles 
 
 Geese 
 
 Sheep 
 
 Bears 
 
 Birds 
 
 Girls 
 
 Snakes 
 
 Boys 
 
 Flies 
 
 Goats 
 
 Swallows 
 
 Bulls 
 
 Frogs 
 
 Monkeys 
 
 Thrushes 
 
 Cats 
 
 Fowls 
 
 Owls 
 
 Toads 
 
 Cows 
 
 Hens 
 
 Oxen 
 
 Sparrows 
 
 Chickens 
 
 Horses 
 
 Parrots 
 
 Wolves 
 
 Children 
 
 Hogs 
 
 Pigs 
 
 Wrens 
 
 Dogs 
 
 Lambs 
 
 Peacocks 
 
 Rabbits 
 
 Doves 
 
 Lions 
 
 Robins 
 
 Quails 
 
 Ducks 
 
 Mice 
 
 Larks 
 
 Squirrels 
 
 Practice on the correct spelling of such expressions 
 as John's hat, the boy's book, etc., until there shall be 
 no longer need to do so. Do this with both singular 
 and plural nouns. 
 
 Select a short easy story, let the bravest pupil get up 
 and read it before the class, then close the book, and 
 repeat what he remembers of it. Let class give what 
 he fails to remember. In short time have this written. 
 
 Letter writing should be taught at this time. A 
 child's letter is, of course, a very simple affair, but it 
 may be correct in form, and the sentences correctly 
 arranged. 
 
 Have pupils to practice on the plurals of the follow- 
 ing words until they are thoroughly learned: 
 
 face — faces. nose — noses, 
 
 fish — fishes. rose — roses. 
 
 dish — dishes. mass — masses, 
 
 stage — stages. ' vase — vases. 
 
 Add other words to these until pupils know the 
 words having es in the plural. 
 
Outline of Study for Intermediate Division. 327 
 
 Lead the 
 
 pupils to see 
 
 the reason for the following: 
 
 lady 
 
 ladies 
 
 toy 
 
 toys 
 
 army 
 
 armies 
 
 boy 
 
 boys 
 
 lily 
 
 lilies 
 
 monkey 
 
 monkeys 
 
 baby 
 
 babies 
 
 chimney 
 
 chimneys 
 
 pony 
 
 ponies 
 
 key 
 
 keys 
 
 sixty 
 
 sixties 
 
 valley 
 
 valleys 
 
 glory 
 
 glories 
 
 essay 
 
 essays 
 
 Continuing the list at 
 
 pleasure, add 
 
 also the foUoW' 
 
 ing, in the 
 
 same way: 
 
 
 
 calf 
 
 calves 
 
 bluff 
 
 bluffs 
 
 elf 
 
 elves 
 
 cuff 
 
 cuffs 
 
 half 
 
 halves 
 
 chief 
 
 chiefs 
 
 knife 
 
 knives 
 
 dwarf 
 
 dwarfs 
 
 leaf 
 
 leaves 
 
 fife 
 
 fifes 
 
 loaf 
 
 loaves 
 
 hoof 
 
 hoofs 
 
 life 
 
 lives 
 
 grief 
 
 griefs 
 
 shelf 
 
 shelves 
 
 muff 
 
 muffs 
 
 staff 
 
 staves 
 
 staff 
 
 staffs 
 
 self 
 
 selves 
 
 strife 
 
 strifes 
 
 sheaf 
 
 sheaves 
 
 proof 
 
 proofs 
 
 wharf 
 
 wharves 
 
 wharf 
 
 wharfs 
 
 buffalo 
 
 buffaloes 
 
 alto 
 
 altos 
 
 cargo 
 
 cargoes 
 
 cuckoo 
 
 cuckoos 
 
 calico 
 
 calicoes 
 
 canto 
 
 cantos 
 
 echo 
 
 echoes 
 
 domino 
 
 dominos 
 
 hero 
 
 heroes 
 
 embryo 
 
 embryos 
 
 mosquito 
 
 mosquitoes halo 
 
 halos 
 
 motto 
 
 mottoes 
 
 octavo 
 
 octavos 
 
 negro 
 
 negroes 
 
 piano 
 
 pianos 
 
 potato 
 
 potatoes 
 
 solo 
 
 solos 
 
328 Hoiv to Grade and. Teach a Country School, 
 
 tornado 
 
 tornadoes 
 
 two 
 
 
 twos 
 
 torpedo 
 
 torpedoes 
 
 trio 
 
 
 trios 
 
 volcano 
 
 volcanoes 
 
 zero 
 
 
 zeros 
 
 The following nouns 
 
 have only 
 
 th( 
 
 t plural forms. 
 
 Use them 
 
 in sentences u 
 
 ntil the pupil 
 
 s b 
 
 ecome perfectly 
 
 familiar w; 
 
 ith them: 
 
 
 
 
 ashes 
 
 nippers 
 
 scissors 
 
 
 victuals 
 
 bellows 
 
 measles 
 
 shears 
 
 
 trowsers 
 
 clothes 
 
 pincers 
 
 snuffers 
 
 
 thanks 
 
 eaves 
 
 goods 
 
 tidings 
 
 
 tongs 
 
 mumps 
 
 riches 
 
 vespers 
 
 
 billiards 
 
 The teacher in all of the work will teach the correct 
 use of punctuation, by having the pupils punctuate 
 correctly. Learn but few rules, but put all you learn, 
 and more, into practice daily. 
 
 In letter forms be very explicit. Have pupils prac- 
 tice a great deal on the proper headings, introductions, 
 body, closing terms and signature. Teach them neat- 
 ness. Give a number of forms illustrating these differ- 
 ent parts. Write a model letter. 
 
 Decatur, Illinois, 
 
 June J, 188^. 
 Mrs. Helen Read, 
 
 Washtenaw, Michigan, 
 
 Dear Madam:— Your letter- inquiring 
 the whereabouts of your beloved boy, James, is at ha7td. 
 He is at present employed in the zvagoii manufactory 
 here. He seems to be doing zvell. He comes to our office 
 often. I have shown him your letter and asked him to 
 IV rite to you. 
 
 Very truly, 
 
 L. L. Hay worth. 
 
Outline of Study for Intermediate Division. 329 
 
 Chicago y Illinois, 
 
 June I, 188^. 
 My Dear Mother: 
 
 Your dutiful son, 
 
 James. 
 
 My Dear Friend: 
 
 New Orleans, Louisiana, 
 
 December 24., 1884. 
 
 Yours truly, 
 
 Joseph Trenchard. 
 
 81 J Chestnut Street, 
 Philadelphia, May 10, 1883- 
 
 Messrs. D. Lothrop & Co., 
 
 Franklin & Haw ley Sts., 
 
 Boston, Mass. 
 Gentlemen : — 
 
 Very Truly, 
 
 Robert Coleman. 
 
 Select the names of relatives, strangers, merchants, 
 publishers, etc., and write letters to them. 
 
 Proceed slowly and carefully in the composition work 
 for the beginners in this Division. It is believed that 
 if the work in language has been faithfully performed, 
 the. writing of compositions will present no more diffi- 
 culty to the pupil than the recitation or study of a 
 lesson in reading or any other branch. Before begin- 
 
330 How to Grade and Teach a Countiy School. 
 
 ning the written composition on any subject, the teacher 
 should give one or more oral lessons, bringing out all 
 the points to be written about. Then, and not till then, 
 allow the pupil to write upon the subject. Select some 
 picture for composition; thus, from a well known 
 picture we may arrange such a composition as the 
 following: 
 
 Exercise in Composition. — Combine each group 
 of sentences so as to form one sentence; then unite the 
 whole to form a continuous narrative. 
 
 1. A hunter was on his way home. 
 He was crossing a field. 
 
 He saw a large lion. 
 
 The lion was close by, watching him. 
 
 2. The hunter exhausted his supply of bullets. 
 He knew he could not escape by running. 
 He looked about for a safe hiding-place. 
 
 3. The field was bare. 
 
 It offered no protecting retreat. 
 But one chance remained. 
 The hunter saw this. 
 It was that of deceiving the lion. 
 
 4. He crept along the ledge of a high cliff. 
 He hid himself behind a large rock. 
 
 5. He then took off his hat and coat. 
 He fixed them on his gun. 
 
 He made them look like a man. 
 
 6. The hunter saw the lion approaching. 
 He held the mock-man above the rock. 
 
 7. The lion made a spring. 
 
 He sprang at what he supposed to be a man. 
 He leaped over the cliff. 
 
Outline of Study for Intermediate Division. 331 
 
 He was killed on the rocks below. 
 
 8. The hunter descended. 
 
 He recovered his hat and coat. 
 
 He found his p^un shattered to pieces. 
 
 9. He looked at the lifeless form of the lion. 
 
 He was filled with thankfulness for his own de- 
 liverance. 
 
 This should be continued until pupil can write a clear 
 and correct sentence from a number of sentences as 
 above. 
 
 The teacher should keep some good blackboard form 
 in view, in all of his work, and especially so in Letter 
 Writing in the Language work. The following order 
 should be followed in letter writing: 
 
 r 
 
 The parts of a letter are 
 
 MODEL LETTER. 
 
 Decatur y Illinois, 
 
 July /, 1883, 
 Mr. A. P. Vale, 
 
 Vales Mills, O. 
 
 Sir: — Enclosed please find $12,30, balance 
 due on printing press, zvhich arrived safe on Monday 
 last. Very truly, 
 
 E, A. Gastman. 
 
 I. 
 
 the heading. 
 
 2. 
 
 the address. 
 
 3. 
 
 the salutation. 
 
 4. 
 
 the body. 
 
 5. 
 
 ^, C Closing term. 
 Close. < c u • .-• 
 
 ( Subscription. 
 
332 How to Grade and Teach a Country School. 
 
 rp, u J- ( Decatur, Illinois, 
 Ihe heading. \ ^ / oo 
 
 ^ X July 7, 1885. 
 
 The Address S ^^''- ^- ^- ^^^^'' 
 Ihe Address. ^ Valets Mills, O. 
 
 Salutation — Sir. 
 
 Body of letter — Statement which follows after ''Sir.'* 
 
 Closing term — " Very truly. " 
 
 Subscription — E. A. Gastman. 
 
 What does the heading of a letter show? 
 
 The heading shows where and when it was written, as: 
 
 St. Louis, Missouri, 
 
 July /, 1885. 
 
 What does the address of a letter show? 
 The address shows to whom it is written, and to 
 whom it should be sent; thus: 
 
 Mr. Samuel Trainer, 
 
 Wilkesville, 
 
 Ohio. 
 
 What is the superscription of a letter? 
 
 The address when written on the envelope is called 
 the superscription. 
 
 What is the close of a letter? 
 
 The words of esteem and the subscription. 
 
 What is the subscription? 
 
 The name of the writer. 
 
 The name signed by the writer is called the signature. 
 
 What is the salutation of a letter? 
 
 The greeting is called the salutation; as. My Dear 
 Mother; My Dear Friend; Sir; etc. 
 
 What is the body of a letter? 
 
 All between the salutation and close. 
 
Outline of Study for Intermediate Division. 333 
 
 Observe the following points in all letter- writing, viz: 
 
 1. There should be something on every letter to 
 show, — 
 
 (a.) To whom the letter is written, and to what 
 place it should be sent. 
 
 (b.) By whom it has been written and to what place 
 the answer is to be sent, or the letter returned. 
 
 2. The heading, signature, address, and superscrip- 
 tion of a letter must be very plainly written. 
 
 Let the pupil copy letters which are correct models. 
 
 The teacher in giving instruction in this, as in all of 
 the written work, will give the pupil full instruction in 
 regard to using capitals, punctuation marks, paragraph- 
 ing, spacing, etc. Do not attempt too much at any 
 one time, but be sure to give the pupil correct forms 
 and insist on careful work in what you do. 
 
 The pupil should be taught the abbreviations in com- 
 mon use; such as those of the months, the states, 
 county, etc. 
 
 THE HEADING OF A LETTER. 
 
 fi. Where the letter 
 
 I. The Heading Should Show: J '''''' written. 
 
 I 2. lo whom It was 
 L written. 
 
 The heading is not always vvritten on one line; some- 
 times two are used. 
 
 Grovesville, Huron County, Ohio, July i, 1885. 
 This may be written: 
 
 Grovesville, Huron County, Ohio, 
 July I, 1885. 
 
334 How to Grade and Teach a Country School. 
 
 Either form is correct. 
 
 If the place from which the letter is written is not 
 very large or well known, the name of the place, county 
 and state should be given; thus: 
 
 Greenfield, Highland County, Ohio, 
 June 22, 1885. 
 
 If the answer is to be sent to the same place as the 
 address, the heading should give the full address. 
 However, the practice of writing the full address after 
 the subscription is fast gaining favor. 
 
 A comma should be placed after every item of the 
 heading, excepting the last, where a period should be 
 placed. 
 
 Notes. — i. Do not leave out any necessary item of 
 heading. 
 
 2. Punctuate the heading correctly. 
 
 3. Write very plainly. 
 
 ADDRESS OF A LETTER. 
 
 These abbreviations of titles are mostly used, viz: 
 Mr., Dr., Prof., Sr., P. M., Mrs., Capt., Esq., M. 
 D., Jr., Sen., Agt. , Hon., Messrs. 
 
 Do not use Mr. and Esq, at the same time in writing 
 an address. Observe the same in regard to Dr. and 
 M. D. 
 
 The address of a letter should show: 
 
 I. The title and name of a person or firm. 
 
 The number of house and name of street, or 
 The name of the place. 
 The name of the city. 
 The name of the county. 
 
 4. The narqe of the state. 
 
Outline of Study for Tntenncdiate Divisioti 335 
 
 SALUTATION. 
 
 The greeting is called the salutation, and is the first 
 thing in the body of the letter; thus: 
 
 Chicago, III., June (p, 188^. 
 Messrs. Perry Mason df Co., 
 
 y/ Temple Place, Bostoji, 
 Sirs; — 
 
 FORMS OF GREETING. 
 
 1. To a strange gentleman or gentlemen: Sir, My 
 Dear Sir, Sirs, Gentlemen, Dear Sirs. 
 
 2. To a strange lady: Madam, Dear Madam, Miss 
 Curtis. 
 
 3. To a friend or relative: My Dear Friend, Dear 
 Father, Dear Miss Roberts, Dear Cousin. 
 
 The salutation should be written on the line below 
 the last item of the address. 
 
 Great care should be exercised in writing the body of 
 the letter. Attention should be given to proper para- 
 graphing, punctuation, capitalization, etc. 
 
 CLOSING WORDS. 
 
 The closing words should not be more familiar than 
 the title, should always be respectful, and written with 
 great care. 
 
 The signature should be written very plainly and 
 should be followed by the complete address of the 
 writer, if not given in the heading. 
 
 The address should also be written at the close if not 
 written in its proper place imniediately after the head- 
 ing. 
 
336 Hoiv to Grade and Teach a Coiititry School. 
 EXAMPLES: 
 
 1. Very truly yours,' 
 
 George R. Bancroft, 
 84.5 North Mercer St., Boston. 
 
 Mr. James Julian, 
 No. 4.8 Sixth St., 
 Baltiinore, Md. 
 
 2. With great respect, 
 
 John Bear. 
 
 Your sincere friend, 
 
 Jessie Nolan. 
 
 A lady in writing to strangers, should always prefix 
 Miss or Mrs. to her name 
 
 In writing to others about matters of more importance 
 to you than to the person to whom you write, always 
 enclose a stamp or postal card. 
 
 1. Why is there no period after Miss? 
 
 2. What should the heading of a letter include? 
 
 3. What abbreviations are equivalent to Dr. and Mr.? 
 
 4. Where should the stamp be placed? Show this by 
 drawing. 
 
 5. Write upon the drawing, correctly, a superscrip- 
 tion. 
 
Outline of Study for Intermediate Division. 337 
 
 MODEL. 
 
 STAMP. 
 
 "Q^lu. a<Sf^eA 
 
 ^(^um^^'j^i (Qeun/^- 
 
 en?n€m, 
 
 aciw, 
 
 entuC', 
 
 STAMP. 
 
 (Qj^€ddU (^^iX'^Aei um/^Dic 
 
 Ui€/lMii, 
 
 
338 How to Gj^ade and Teach a Country School, 
 
 1. What should the heading of a letter show? 
 
 2. Where, on a sheet of paper, should the heading 
 be placed? 
 
 3. Why should it be written very plainly? 
 
 4. What is the address called when written on the 
 envelope? 
 
 5. Why should the address be written on the letter 
 as well as on the envelope? 
 
 6. Draw a picture of an envelope showing the super- 
 scription and where the stamp should be placed. 
 
 7. What is a title? 
 
 8. Write the abbreviations of the more common titles. 
 
 9. Of what use is the heading of a letter? the 
 address? 
 
 10. What does the word subscribe mean? 
 
 I I. Write the abbreviations of the days of the week. 
 Of the months. . Of the States. 
 
 12. Write a letter to your cousin Robert giving: 
 
 1. The heading. 
 
 2. The address. 
 
 3. The salutation. 
 
 4. The body — (a) asking the loan of a book. 
 
 5. The closing term and signature. 
 
 13. Draw a diagram of the envelope, containing 
 superscription and stamp. 
 
 Have pupils practice on promissory notes, bills, 
 receipts, invitations, regrets, etc. 
 
 UNITED STATES HISTORY. 
 
 All persons who have taught for some terms in the 
 country districts are fully aware of these two facts: that, 
 to begin the study of United States history in the 
 
Outline of Study for Intermediate Division. 339 
 
 heavy texts usually found in the schools, is to under- 
 take a task which usually discourages the pupil ere he 
 completes it, unless he is under the direction of a com- 
 petent teacher; the members of the Intermediate Divi- 
 sion not having sufficient employment to keep them 
 busy, are inclined to give the teacher more or less 
 trouble in the matter of discipline. These being the 
 facts in the case, there is an actual necessity for the use 
 of some primary history in this division. 
 
 In counties having uniformity of outlines it is well to 
 secure the adoption of some good text in this division, 
 and require all members of the Fourth Reader class to 
 take up the study of U. S. history. 
 
 Since different authors are used we give the limits by 
 topics; this accommodates all for the purpose of exam- 
 inations. 
 
 October to the study of the Southern States. 
 
 November to the battle of Lexington. 
 
 December to Madison's administration. 
 
 January to Polk's administration. 
 
 February to War of Secession. 
 
 Other months at the discretion of the teacher. 
 
 Notes. — The teacher should make out neat outlines of 
 the daily lesson and have pupils study topically from 
 these. 
 
 Anecdotes should be told in connection with the 
 lesson; those having something strikingly curious are 
 best to relate, as they have a tendency to fix some fact 
 connected with the history of the subject under con- 
 sideration. 
 
 Causes and results should be fixed upon the memory 
 as they lead the pupil to look for definite historical events. 
 
340 How to Grade and Teach a Country School. 
 
 Biography affords an endless field for collateral read- 
 ing and should be encouraged at all times. 
 
 Pupils should note all curious facts connected with 
 their lessons, no matter where found. 
 
 Find some singular question for the pupils to answer 
 each day; this will stimulate research. 
 
 Take a column of names and require pupils to briefly 
 tell something of each in sucession. 
 
 Have the leading historical personages personated at 
 different times. By this we mean, to have a pupil study 
 a single person for some days until he can rise in class 
 and recite the main facts in his life, giving the story in 
 the first person. 
 
 Have poems read before the class giving some histori- 
 cal allusion. 
 
 Have pupils represent the generals of a campaign 
 and require each to explain his movements. 
 
 Have pupils select their favorite characters and tell 
 why they admire them. 
 
 Have written abstracts of certain lessons. 
 
 Have the class to write the history of a certain topic 
 by assigning sub-topics to its members, and by placing 
 these together when completed, filing all for reference 
 as a history of that division of the book. 
 
 Repeat important events frequently. 
 
 Encourage pupils to ask questions of each other. 
 
 Encourage much collateral reading. 
 
 Make a memoranda of important current events. 
 Discuss all important current history. 
 
 Search for rare historical documents, and coins of 
 "ye olden time, " 
 
Outline of Study for Intermediate Division, 34 1 
 
 Pind facsimiles of coins and historical papers, and 
 exhibit them to the class with appropriate allusions. 
 
 Have a written sketch of each pupil's life to date; 
 file these as a memento of your school work. 
 
 Select special topics for special review, and research. 
 
 Discuss the inauguration of a president and his re- 
 ception by congress. 
 
 Discuss the manner of voting for president of the 
 United States. 
 
 Discuss the manner of choosing seats in congress. 
 
 Teacher will continue this at pleasure. By all means 
 have one year's work in history before taking the larger 
 book. This will make the study of this subject a 
 pleasure. 
 
 PENMANSHIP. 
 
 Many teachers in the Rural schools are neglectful of 
 their duty when it comes to penmanship; to a great 
 extent it has become customary to permit other recita- 
 tions to crowd out and take the place of this branch; 
 this is wrong. Penmanship should have a place in the 
 programme, and should have its due proportion with 
 the other branches. In counties having systematic 
 examinations, this state of affairs cannot long exist, as 
 the demand for definite acquirements will test the 
 instructor's ability to teach penmanship. 
 
 OCTOBER. 
 
 Begin at once with the three principles; 
 
 ■^d. 
 
 Straight Line. Right Curve. Left Curve. 
 
 show the children how to make them; have them to 
 
342 Hoiv to Grade and Teach a Country School. 
 
 recognize them in several letters. Begin with i and 
 study the formation and analysis of each of the short 
 letters; thus, i is one space in height and one-half 
 space in width; the analysis is as follows:" "2nd, ist, 
 2nd, dot." Continue this until the short letters are 
 studied; write them upon the board and they will 
 appear thus: 
 
 Have a margin of the board ruled, and filled with the 
 lower case letters in your best hand. Place the nine 
 digits in such ruling and practice upon one each day in 
 connection with writing exercise. They will appear 
 thus: 
 
 Have concert analysis of each letter as follows: i, 
 one space in height, one-half in width; 2nd, ist, 2nd, 
 dot. In some manner analyze each letter in turn, thus: 
 u one space in height, one in width; 2nd, ist, 2nd. 
 1st, 2nd; or double i without dots. 
 
 It is well to practice upon a single line during the 
 whole month. The line should be short and such as 
 will contain several of the letters learned during the 
 month. "Mamma, come and see," is very good for 
 first month. 
 
 Have all practice upon the usual form for dating a 
 letter, thus: 
 
 Wilkesville, Ohioy 
 
 July 26, 1885. 
 
 Permit all to use the pen when this can be secured. 
 
Outline of Study for Intermediate Division. 343 
 
 It is customary to prohibit the use of the pen in the 
 Primary Division, but there are advocates for its use in 
 the First Reader. 
 
 Devise some systematic plan for collecting copy 
 books. In rural schools the teacher can usually do this 
 to the best advantage. They should be distributed in 
 a reverse order from their collection. 
 
 A is the only letter shaded in preceding group. 
 
 NOVEMBER. 
 
 Study the formation and analysis of t, d, p, and q, 
 and combine these with the short letters. 
 
 Consider each letter separately as in the short letters. 
 Call attention to similarity of forms, and composition; 
 thus, t is simply i extended to two spaces in height, 
 and having a cross one space in length, two-thirds of 
 its length from the base line, etc. The blackboard 
 should appear thus, when this group is completed. 
 
 Practice each letter until the form is well executed. 
 
 Select a line for practice. 
 
 Call this group the semi-extended letters. Use only 
 the three principles. Review the short letters; practice 
 and study the capital letters containing the capital O. 
 (O, C, D, E, G.) 
 
 DECEMBER. 
 
 Study the formation and analysis of 1, b, h, k, j, g, 
 y, z, f, and long s. 
 
344 ^oiv to Grade and Teach a Country School, 
 
 Observe the hints and helps offered in preceding 
 ilionths. 
 
 Use the tJiree principles only. Combine these letters 
 with the semi-extended. Call this class of letters the 
 extended. Practice and study those letters containing 
 "the stem of beauty," as found in the capital letter M. 
 (A, B, F, J. M, N.R, S, T.) 
 
 Select line for practice. 
 
 /J 
 
 /J /J /J /J 
 
 // 
 
 /^ /^ i^ // 
 
 ^y 
 
 .^1 ^^^ yTl/ ^^ .^/^ yU^ J^^ y^JX 
 
 // y^ // y yj 
 
 // /y // // // 
 
 JANUARY. 
 
 Classify the letters into tipper and lower case (capital 
 and small); sub-divide the lower case into short, semi- 
 extended and extended. Thus: 
 
 r UPPER CASE. 
 
 Letters-J Sf^^.'' , , , 
 
 ) / Semt-extended, 
 
 1^ LOWER CASE. (Extended. 
 
 Practice and study those capitals (upper case) not yet 
 studied. • Let each pupil select and practice writing a 
 short saying, or stanza, of not more than four lines, 
 during the month. 
 
 FEBRUARY. 
 
 Let those pupils who are advanced drop out of the 
 class, if they desire, but have them understand that the 
 February examination will contain a review of Penman- 
 ship. Let the teacher give his class practice in such 
 work as he may think best, but do not abandon the 
 writing exercise. 
 
Outline of Study for Intermediate Division. 345 
 
 Write and receipt bill for three articles purchased of 
 yoiir nearest merchant, as a specimen of your penman- 
 ship. Be certain that the date, place, name, etc , are 
 correctly written. Take the specimen at any time. 
 
 Other months at the discretion of the teacher. 
 
 It should be remembered that constant practice with 
 a view to improving each individual letter is the only 
 way to perfect your penmanship. 
 
 Note. — The author believes that ^;/^ copybook in the 
 ungraded schools will be all-sufficient in the course. He 
 has carefully studied the various systems, and believes 
 that any author giving a complete analysis of all the 
 letters in one book, will best serve the purpose of the 
 examination He also believes that, no matter what 
 book is used, it is best to teach the Mr^^ principles only, 
 in the rural schools. 
 
34^ How to Grade and Teach a Country School. 
 
 ADVANCED DIVISION. 
 
 Studies of Fifth Reader Pupils. <f 
 
 Course and Outline of Study. Approximate 
 Time — Three Years. 
 
 ^Reading, 
 Spelling^, 
 Penmanship, 
 Language and 
 
 Grammar, 
 Geography, 
 U. S. History, 
 Arithmetic. 
 
 classification. 
 
 The principles of classification applied in the two pre- 
 ceding divisions will be appropriate to this division. 
 The outlines here presented clearly indicate the number 
 of classes. 
 
 PENMANSHIP. 
 
 This branch is fully outlined in the Intermediate 
 division. 
 
 READING. 
 
 Books — Fifth Reader and Supplementary Reading. 
 Object — Same as Intermediate. 
 Materials — Same as Intermediate. 
 
 methods and helps in READING. 
 
 Note. — Apply all the methods of utility found in the 
 preceding pages of this book. 
 
Otittme of Study for Advanced Division, 347 
 
 Remember that to pupils, many of the problems in 
 Arithmetic are " puzzles"; that Grammar has "no sense 
 to it," and that History is "dry" because they have not 
 yet learned to read, i. e., to gather the thought from the 
 written or printed page. Reading is the basis of all 
 knowledge. 
 
 Short lessons: Written work to be a paraphrase of 
 
 the part assigned. 
 
 Text-book— Group the lessons according to authors, 
 reading them successively, the pupil becoming acquainted 
 with the authorthroughthe selectionsread, and the sketch 
 given by the teacher. Longfellow, Bryant, Whittier, 
 Holmes, Lowell, Reed, the Careys, Irving, Hawthorne, 
 Miss Alcott, etc., should be studied in this way. 
 
 Pupils should know something of American authors 
 at least, and if they do not form an acquaintance with 
 them in their reading lessons they will never learn about 
 them in the common schools. 
 
 The best possible opportunities for teaching literature, 
 ifyouknowit yourself, are furnished in our common 
 readers— better than in "Literatures" themselves. 
 
 Never allow an historical, a biographical, a biblical, a 
 scientific, or literary allusion to be passed over without 
 being explained. 
 
 By careful questioning elicit the meaning of the more 
 
 difficult phrases. 
 
 (i) New words applied in oral and written sentences. 
 
 (2) Oral abstract of the lesson. 
 
 (3) Written abstract of the lesson. 
 
 Reproduce in writing, from memory, short stories on 
 portions of reading lessons previously read by teacher 
 or pupil. 
 
348 iiozv to Grade and Teach a Country School. 
 
 Good, sensible expression is all that the teacher in the 
 common schools should attempt to accomplish. 
 
 The examination will be to paraphrase a verse or 
 paragraph, to give the derivation of words and the 
 meaning of prefixes and suffixes, and to write an account 
 of the author. 
 
 Make the dictionary the constant reference. 
 Pupils should be taught in this grade to recognize 
 simile, metaphor, hyperbole, metonymy, comparison, 
 personification, apostrophe, climax. 
 
 Childr#en can understand these and enjoy them. Ideas 
 are simple, it is the clothing of language that makes 
 them obscure. 
 
 If higher readers be in the hands of pupils, use the 
 outline given for intermediate reading. 
 
 In teaching figures of speech do not define them, but 
 simply have them recognized. 
 
 The primary object in any reader is to teach reading. 
 The subject of language, in so far as concerns defini- 
 tions, grammatical forms, syntatical rules, word-analysis, 
 and sentential analysis, should of course he taught as a 
 special exercise; and what is claimed for language 
 training as drawn from the reading lesson is that it tests, 
 applies, and vitalizes the learner's technical knowledge. 
 Language in reading should embrace at least the fol- 
 lowing points: 
 
 Sentence work sufficient to familiarize the pupil with 
 the three principal types of the sentence, statement (i. e. , 
 declarative), question (i. e , interrogative), 2.xvdi exclama- 
 tion (exclamatory sentence), should be used. The 
 nature of these kinds of sentences should be brought 
 out in oral lessons. Classifying words so far as to be 
 
Outline of Study for Advanced Division. 349 
 
 able to identify name-words (nouns), action-words 
 (verbs), and qiiality-ivords (adjectives). The pupil 
 should be called on to select from reading lesson and 
 copy on slate a certain number of name-words, action- 
 words, or quality-words, and to supply same classes of 
 words in elliptical sentences. 
 
 Changing Verse Into Prose 6>r^/^r.— This will be found 
 an exceedingly interesting and valuable exercise, and 
 the teacher should avail himself of every suitable occa- 
 sion to apply it. 
 
 USEFUL KNOWLEDGE. 
 
 Onr Breadstuffs. 
 
 ab-o-rigi n e s, first 171 habitants. 
 curries, hot dishes. 
 kiln rkil), large oven. 
 mai-zena, maize farina. 
 
 1. In maize we have a native American cereal, as its 
 common name ''Indian corn" tells us. It was the chief 
 grain cultivated by the aborigines of the New World, 
 and was unknown in the Old World till after the dis- 
 covery of the New. 
 
 2. Columbus himself brought samples of maize to 
 Spain about 1500, and soon afterwards it began to be 
 largely cultivated in Europe. It is now not only the 
 principal grain-plant of North and South America, but 
 it is largely grown in Southern Europe, and forms a 
 leading food in many countries of Asia and Africa. It 
 is eaten by a greater number of human beings than any 
 other grain except rice. 
 
 3. Maize is a plant belonging to the tropical and 
 temperate climates. It can be produced only where the 
 summer heat lasts a considerable time. It is the hand- 
 
 O-ri-ental, Eastern. 
 stately, lofty, majestic. 
 tile, clay plate. 
 tortillas (tor-teelyaz). 
 
3 so Hozv to Grade and Teach a Country School. 
 
 somest of all the grains. Growing to a height of from 
 six to ten feet, with its rich silken "ears" on each stem, 
 it has a beautiful, stately appearance; and if it were not 
 so common an object it would be prized by us as an 
 ornamental plant, as it is in some parts of Europe. 
 
 4. Could there be a finer sight than a great field of 
 ripening Indian corn? What a rich, generous, bounti- 
 ful look it has! It seems to say, "Here is abundance 
 for all — for man and for beast!" And it not merely 
 looks bountiful, it is bountiful; it yields many hundred 
 fold, and is the most productive of all the cereals. 
 
 5. We are all familiar with the many forms in which 
 Indian corn is used as food. We eat it in the unripe 
 state as the delicious "green corn," and we eat it roasted 
 as the poetic "popcorn." We eat it whole as samp, 
 crushed as hominy, ground as mush or Indian pudding, 
 and made into starch as maizena. We eat it as corn- 
 bread, johnny-cake, and hoe-cake. 
 
 6. The Mexican mode of cooking maize is interest- 
 ing, because it was probably the very earliest. First 
 the whole corn is soaked in water with a little lye from 
 wood-ashes, to soften it and remove the hull. It is 
 then crushed or kneaded into a paste upon a stone, by 
 rubbing it with a smaller long and narrow stone. After 
 this the dough is divided into portions, patted or 
 clapped into thin cakes, and baked quickly on a tile. 
 These are the tortillas of the Mexicans and other Span- 
 ish-Americans, and are the only bread of the common 
 people. 
 
 7. If maize is an important grain, rice is still more 
 so, for it supplies the principal food of one-third of the 
 human race. Rice is an annual plant, from one foot to 
 
Outline of Study fof Advanced Division. 351 
 
 six feet in height. The seed or grain grows on little 
 separate stalks, springing from the main stalk; and when 
 the grain is ripe the plant looks like something between 
 barley and oats. 
 
 8. The cultivation of rice is most largely carried on 
 in India, China, Indo-China, Japan, and the East India 
 Islands. This plant needs a warm climate and a plenti- 
 ful supply of water; and so, though it is not a native 
 American grain, it can be raised in some parts of our 
 own country. Nearly two hundred years ago the grow- 
 ing of rice was tried in South Carolina. It was found 
 to do well there, and now that State yields the finest 
 rice in the world. 
 
 9. In this country we think of rice only as an occa- 
 sional article of food. Now and then we eat it boiled, 
 or in the pleasant form of rice pudding; but in the 
 East Indies it is the dish of all classes of people, from 
 the monarch to the beggar. In the Oriental countries 
 it is not only eaten boiled and in curries, but it is ground 
 into flour from which are made various kinds of bread 
 and cakes. Rice is a very digestible food; but is not 
 so nourishing a grain as wheat or maize, since it contains 
 far less of the "fiesh-forming" materials. 
 
 10. Rye is of darker color than wheat, and grows in 
 much the same way. This grain is largely cultivated in 
 temperate climates. It may be raised in countries too 
 cold for wheat, and in soil too poor for any other grain. 
 
 11. In this country rye is not made into bread to any 
 great extent; though sometimes it is used with flour to 
 make loaves, and it is mixed with Indian meal to form 
 the "brown bread" of New England. But in Germany, 
 Russia, and other parts of Northern Europe, it is the 
 
352 How to Grade and Teach a Country School. 
 
 common breadstuff of the people, and the bread made 
 from it is known as "black bread." 
 
 12. In Sweden the peasantry live very generally on 
 a kind of rye cakes. These are thin and flat, and have 
 a hole in the center through which a stick is run, and 
 the cakes are then hung up to dry. The baking is done 
 only twice a year, so that for most of the time these rye 
 cakes are as hard as a board. 
 
 13. It is supposed that barley is the most ancient 
 grain-food of man. It needs very litt'e dressing when 
 sent to the mill, having no husk and hence no bran. It 
 may be eaten without any other preparation than boil- 
 ing. 
 
 14. When the outer coat of the grain is removed, it 
 is called /^(^ir/ barley; and in this form it is employed 
 as a vegetable for thickening soups. This is the chief 
 use to which we put this grain as a food. But in 
 various parts of Asia it takes the place of wheat, and 
 produces excellent flour, and wholesome bread. 
 
 15. The last of the breadstuffs of which we shall 
 speak is oats. This is the hardiest of the grains, and 
 can be grown farther north than any other of the 
 cereals. The largest quantities are produced in Russia, 
 Sweden and Canada. 
 
 16. In preparing oats for our use, the grain is first 
 dried in a kiln, and then ground into oatmeal. Boiled 
 in water, oat meal makes \.\\q porridge o{ Scotland; and 
 in this form it is used to a considerable extent in the 
 United States. The Scotch also use it baked into oat 
 cakes. 
 
 17. In either form it is an excellent food, being richer 
 in the flesh-forming elements than any other grain. 
 
Outline of Study for Intermediate Division. 353 
 
 The famous Dr. Samuel Johnson once sneered at Scotch- 
 men for livint^ so largely on oatmeal, saying that it was 
 the food of horses in England and of men in Scotland. 
 But a quick-witted Scot cleverly turned the tables on 
 the doctor. "True," said he, "and what Jiorses you 
 have in England, and what men we have in Scotland!" 
 
 USEFUL KNOWLEDGE. 
 Our Breadstuff's. 
 
 The questions upon this lesson will embrace, first, a 
 series of simple questions which may be answered 
 orally, and, secondly, a series of more difficult ones 
 which will require written answers. It will be found 
 advantageous to pursue this course very often. 
 
 Questions. — i. What is meant by "native American 
 cereal?" 2. What is a cereal? 3. Why is America so 
 called? 4. Why call maize "Indian corn?". 5. How 
 did the Indians cultivate corn? 6. What is meant by 
 corn in the bible? 7. Did people have corn in the Old 
 World before the discovery of America? 
 
 Written Questions, — i . Tell about Columbus's dis- 
 covery of America. 2. About John Smith's visit to 
 the Indians for corn. 3. Name the cereals. 4. Define 
 aborigines. 5. Write the derivatives of paragraphs i 
 and 2. 6. The synonyms. Define the terms "Old 
 World" and "New World." Write the words in ist and 
 2d containing 00 and u a a a. 
 
 These questions may be continued after this method: 
 
 Oral questions. — Where is corn largely grown? 
 Is it used much for food? Where is it best grown? 
 How high does it grow? How many ears on a stalk? 
 How many grains on an ear? How many grains did it 
 
354 Hozu to Grade and Teach a Country School. 
 
 take to produce the stalk? Is it profitable to raise corn? 
 Do any people plant it for ornament? In how many- 
 different ways have you eaten corn? What is Indian 
 pudding? How do the Mexicans prepare corn? Who 
 are Spanish Americans? How is rice cooked? Did 
 you ever eat any? What is an annual? How high 
 does rice grow? What does it look like? Where is it 
 mostly raised? Find these places on your map. Are 
 there any countries where rice is eaten as often as we 
 eat bread? If so, where? What are the Oriental 
 countries? What does rye look like when growing? 
 What is done with it in this country? Where is it 
 mostly used as food? What is black bread? Locate 
 Germany; Russia; Sweden. Why is barley supposed 
 to be the first food of man? What is pearl barley? 
 Where are most oats raised? Find Sweden, Russia and 
 Canada on your maps. What is made of oats in Scot- 
 land? Where is Scotland? Is it a good food? 
 
 Relate the story of Dr. Johnson. 
 
 Written Questions. — Write a list of cereals; of 
 breadstuffs. Write an account of the discovery of maize. 
 Where is it now raised? What kind of climate is best? 
 Give the diacritical marking of aborigines, cereal, dis- 
 covery, world, unknown, principal, brought. Give the 
 synonyms of maize, cereal, chief, aborigines, unknown, 
 samples, grain-plant, grown, leading food, Jiiunan beings. 
 Select the derivatives in the first two paragraphs. 
 Name the different zones; the climates. What is the 
 tropical? The temperate? Write a full description of 
 how corn is raised and gathered, after this outline: 
 I. Ground prepared, (a) when; (b) how. II. Plant- 
 ing, (a) getting seed corn ready; (b) modes of planting 
 
Outline of Study for Advanced Division. 355 
 
 1st, old way dropping by hand; 2nd, hand planting; 
 3rd, check rower (what is a check rower?) III. Culti- 
 vation; (a) plowing, etc. IV. Gathering. What is a 
 husking bee? State the different ways in which it is 
 prepared for food. Mark handsomest, height, appear- 
 ance, ornamental, productive, yields. Write synonyms 
 of stately, prized, appearance, bountiful, abundance. 
 Define delicious, poetic, crushed, samp, Indian pudding. 
 Write derivatives in paragraphs 3, 4 and 5. Name the 
 countries inhabited by Spanish Americans. Name those 
 discovered or explored by Spaniards. Give a descrip- 
 tion of the raising of rice. How many people does it 
 feed? Where most cultivated? What kind of climate? 
 How first introduced into S. C? What its value as 
 food? Name some Oriental countries. Mark occa- 
 sional, pleasant, monarch, digestible. Select the deriv- 
 atives from paragraphs 7 to 10. The synonyms. Write 
 all the words of one syllable. The dissyllables. Write 
 the trisyllables. Write about the different uses of rye. 
 Tell the difference between rye and wheat. Name the 
 countries using "black bread." How is it made in 
 Sweden? What is probably the cereal used as food 
 first? How is it mostly used? Write a list of countries 
 producing barley. Producing oats. What is porridge? 
 Oatmeal? Write brief sketch of Dr. Samuel Johnson. 
 Write the anecdote in your own words. Write the 
 monosyllables; the dissyllables; the trisyllables; the 
 synonyms; the derivatives. Define all the dissyllables; 
 the polysyllables; the derivatives. Give marking of 
 the whole lessons according to long sounds; to short 
 sounds; sonants; nonsonavJs. 
 
 The following will serve as model to last. 
 
356 How to Grade and Teach a Country School. 
 
 
 LONG 
 
 SOUNDS. 
 
 
 e 
 ce'real 
 
 e 
 American 
 
 a 
 maize 
 
 a 
 there 
 
 chief 
 leading 
 
 were 
 third 
 
 name 
 grain 
 
 preparing 
 
 a 
 largely 
 starch 
 are 
 
 6 
 ornamental 
 corn 
 forms 
 
 
 
 old 
 
 Columbus 
 
 only 
 
 o 
 
 soon 
 food 
 
 
 SHORT 
 
 SOUNDS. 
 
 
 i 
 native 
 till 
 
 ii 
 niimber 
 much 
 
 e 
 tells 
 except 
 
 a 
 have 
 and 
 
 a 
 after 
 Idsts 
 
 
 
 common 
 not 
 
 
 
 cooking 
 looks 
 
 
 SONANTS. 
 
 
 b 
 brown 
 
 d 
 
 darker 
 
 J 
 journey 
 
 ground 
 
 V 
 
 very 
 
 th 
 these 
 
 y 
 
 maize 
 
 zh 
 occasional 
 
 
 NON-SONANTS. 
 
 
 P 
 part 
 
 t 
 
 most 
 
 ch 
 cheap 
 
 k 
 
 cakes 
 
 f 
 food 
 
 th 
 thickly 
 
 s 
 stately 
 
 sh 
 show 
 
Outline of Study for Advanced Division. 3^f 
 
 It is not best to attempt too much work in marking. 
 An occasional lesson for review, with a very little 
 amount each day, will be sufficient to give the pupil 
 enough knowledge to use the dictionary intelligently, 
 but by all means, have the pupil use the dictionary 
 daily in the Advanced Division. 
 
 In using the reader do not feel compelled to follow 
 the order of arrangement in the book, but suit your 
 own wants in time and place. It is well to read all the 
 selections from one author while studying the biography 
 of that author. Occasionally, let some pupil make a 
 selection, giving him ample time to do so. 
 
 ORTHOGRAPHY. 
 
 PHONICS AND DIACRITICAL MARKINGS. 
 
 As a rule, where attention has been given to the 
 Phonics in the country schools, too much time has been 
 devoted to it, to the exclusion of more important things. 
 A very good plan in ungraded schools is to review the 
 Phonic Chart here presented, as a general exercise. 
 Suppose you take this list of words: eat, meet, eve, 
 mead, bier, seize, pique, key, meed, read; let the school 
 pronounce them after you. When the long sound of e 
 is recognized have the pupils to give all the words they 
 can recall containing this sound, write them in a column 
 and place the macron over the e's. Review the column 
 rapidly and then secure the sound in concert and from 
 the individual. Now strike out all silent letters, but 
 remember that the school should assist you at all times. 
 By spending three minutes daily the whole school 
 will soon secure a fair knowledge of the chart. 
 
35^ How to Grade and Teach a Country School. 
 
 This kind of work will be sufficient for the Primary 
 Division, and should be carried farther in the Fourth 
 and Fifth Reader grades. 
 
 In the oral recitation (spelling by name), the preced- 
 ing list of words would be recited, thus, long e — t, eat; 
 m — long e — t, meet; long e, v, eve; m — long e — d, 
 mead, etc. 
 
 One letter each day, thus treated, will be sufficient, 
 and be of more benefit than more lengthy lessons. 
 
 We here present lists of words in the order of the 
 vowels in the chart, as appropriate for use in the plan 
 suggested. Let the teacher add to this list as he may 
 deem best. 
 
 Long E. Given above. 
 
 Tilde E. Earth, her, sir, myrrh, fur. 
 
 Long A. Aim, lame, bale, vain, trade. 
 
 Flat A. Air, chair, hair, mare, fair. 
 
 Long Italian A. Arm, farm, bark, charm. 
 
 Broad O. Or, for, nor, all, stall, flaw. 
 
 Long O. Oak, ope, oar, joke, smoke, own. 
 
 Long Double O. Ooze, snooze, loose. 
 
 Short I. Ill, fill, mill, pill, squill. 
 
 Short U. Up, cup, under, umber^ but. 
 
 Short E. Ell, fell, well, pell-mell, Ed. 
 
 Short A. Add, at, answer, act. 
 
 Short Italian A. Ask, last, fast, mast. 
 
 Short O. Odd, on, dog, hog, fog, log. 
 
 Long O. Has no corresponding short sound. 
 
 Short Double O. Pull, foot, put. 
 
 Diphthong I. Ice, price, vice, pine. 
 
 Diphthong U. Tune, mute, duty. 
 
 Vowel Consonant Y. Yet, yes, youth. 
 
Outline of Study for Advanced Division. 359 
 
 Vowel Consonant W. Win, will, wish. 
 
 The Sonants and Non-sonants are easily given. Do 
 not spend much time on these divisions. 
 
 It is well to have the the more difficult words written 
 on the board, from the reading lessons, and these marked 
 diacritically. 
 
 SONANTS. 
 
 B, as in bin. 
 
 D, as in did. 
 
 J, as in jig. 
 
 G, as in go. 
 
 V, as in vine. 
 
 Th, as in this. 
 
 Z, as in zone. 
 
 Zh, as in azure. 
 
 f L, as in lo. 
 
 N, as in no. 
 LIQUIDS,<^ j^;^^;„ ^^i„ 
 
 [n, as in sing, 
 
 Do not attempt to do 
 ics in the first month 
 familiar with the simple 
 vowels. 
 
 NON-SONANTS. 
 
 P, as in pin. 
 
 T, as in tin.. 
 
 Ch, as in chin. 
 
 K, as in kill. 
 
 F, as in fill. 
 
 Th, as in thick. 
 
 S, as in so. 
 
 Sh, as in sure, shine. 
 
 H, as in he. 
 
 Wh, as in when. 
 
 all the above work in phon- 
 
 but make your pupils quite 
 
 long and short sounds of the 
 
 DICTIONARY WORK. 
 
 Please note the following: 
 
 1. All reading at the central examinations should be 
 from the Constitution of the United States. 
 
 2. Five of the words to be spelled should be selected 
 from the list appended below, two of which should be 
 defined. Tzvo of these words should be spelled in each 
 monthly examination. 
 
 3. All pupils who are thoroughly posted on the Civil 
 
360 How to Grade and TeacJi a Coimtiy School. 
 
 Government questions under the head of History will 
 have no trouble to answer similar ones at the central 
 and monthly examinations, but they must use the dic- 
 tionary in order to give good definitions for the appended 
 list of words. 
 
 4. A very good plan will be to read the Constitution, 
 and after reading a sentence, test your knowledge of the 
 most important words by referring to the dictionary for 
 the meaning conveyed in the connection used. When 
 the word and its connections are understood, pass to the 
 next one in the appended list. Continue this plan until 
 the list is exhausted. It would be well for the teacher 
 to select all prefixes found in this list and show the pupil 
 how words are made up of roots, prefixes, etc. 
 
 The division into months has nothing to do with the 
 limit of the pupil's work for a given month, but simply 
 limits the examination. 
 
 The examinations for the work in Orthography should 
 be confined to the following limits: 
 
 For October. — Define orthography, word, syllable, 
 letter, elementary sound, vowel, consonant, vocal, sub- 
 vocal, and aspirate. 
 
 Two rules for spelling: 
 
 Rule I. Final e followed by a vowel. 
 
 Rule II. Final e followed by a consonant. Note 
 exceptions. 
 
 Constitution, domestic, tranquility, promote, welfare, 
 posterity, ordain, legislative. Congress, electors, requi- 
 site, attained, citizen, inhabitant, taxes, including, 
 excluding, enumeration, subsequent, entitled, executive, 
 writs. Senator, composed, assembled, expiration, resig- 
 nation, recess, temporary, appointments, President, 
 
Outline of Study for Advanced Division, 361 
 
 divided, pro tempore, exercise, sole, impeachments, 
 sitting, affirmation. 
 
 Test your pronunciation of the following by actual 
 use of the dictionary: 
 
 Abdomen, adverse, bade, abject, bayou, been, begone, 
 behalf, accent, acclimate, acetic, acoustics, bellows, be- 
 neath, benzine, biography, canine, carmine, address, 
 adept, advertise, apricot, archipelago, arctic, area, aspir- 
 ant, aunt, advertisement, aged, again, ally, alternate, 
 amen, antipodes, apparatus, burlesque. 
 
 Add new words to the list. 
 
 For November — Define diphthong, digraph, triph- 
 thong, trigraph, monosyllable, dissyllable, trisyllable, 
 polysyllable. 
 
 Two rules for spelling: 
 
 Rule III. Final y of a primitive word preceded by a 
 consonant. 
 
 Rule IV. Final y of a primitive word preceded by a 
 vowel. 
 
 Secure all the long sounds of vowels 
 
 FROM THE CONSTITUTION. 
 
 Preside, convicted, concurrence, removal, disqualifi- 
 cation, honor, trust, profit, liable, indictment, judgment, 
 punishment, according, regulations, assemble, returns, 
 majority, quorum, business, authorized, compel, pen- 
 alty, proceedings, behavior, expel, journal, excepting, 
 secrecy, yea, nay, entered, session, compensation, ser- 
 vices, ascertained, treasury, treason, belong, breach, 
 privileged, respective, debate, created, emoluments, 
 continuance, revenue, bill, originate, presented, approve. 
 
362 How to Grade and Teach a Country School, 
 
 Test the pronunciation of the following: 
 
 Bronchitis, boquet, bombast, bomb, cassimere, cay- 
 enne, celibacy, chamois, chastisement, compensate, com- 
 mandant, comely, cleanly, chronological, Christianity, 
 comrade, concave, condemning, confiscate, dishonest, 
 disaster, diphtheria, defalcation, demonstrate, detesta- 
 tion, decorous, cynosure, curator, coronal, dynamite, 
 duty, docile, disputant, empyrean, exact, financier, 
 finance, finale, fief, faucet, facade, extraordinary, extol, 
 forehead, gallows. 
 
 Add new words to the list. 
 
 For December. — Define a primitive, derivative, 
 simple and compound word. 
 
 Two rules for spelling: 
 
 Rule V. Doubling of final consonant. 
 
 Rule VI. No doubling of final consonant. 
 
 Review all previous work. 
 
 Review ''Phonics, Diacritical Markings.'' 
 
 From the Constitution: — 
 
 Objection, proceed, reconsider, order, resolution, 
 repassed, disapprove, limitation, prescribed, duties, 
 impost, excises, uniform, credit, commerce, naturaliza- 
 tion, bankruptcies, coin, foreign, standard, weight, 
 measure, counterfeiting, security, current, post office, 
 post road, science, author, inventor, exclusive, dis- 
 covery, tribunal, inferior, piracy, nation, marque, 
 reprisal, navy, army, militia, insurrection, invasion, dis- 
 cipline, service, reserving, prescribed, cession, pur- 
 chased, magazine, dockyard. 
 
 Test the pronunciation of the following: — 
 
 Glacier, geyser, gerund, gaunt, guillotine, gondola, 
 granary, gratis, hypocrisy, humor, horizon, homage. 
 
Outline of Study for Advanced Division. 363 
 
 herb, hiccough, hearth, heraldic, idea, illustrate, italic, 
 isolate, irremediable, interested, inquiry, jocose, jugular, 
 legend, legislature, leisure, lenient, lever, lyceum, 
 maniacal, matron, memoir, mercantile, mirage, mistle- 
 toe, monad, morphine, museum, mustache, my, nape, 
 national. 
 
 Add new words to the list. 
 
 January.— Define labials, lingual, palatals, suffix, 
 prefix. 
 
 Learn four rules for spelling plurals. 
 
 From the Constitution: — 
 
 Fort, arsenal, migration, importation, admit, prior, 
 habeas corpus, public, attainder, ex-post-facto, capita- 
 tion, census, exported, preference, port, clear, conse- 
 quence, receipt, expenditure, published, title, nobility. 
 
 Test the pronunciation of this list: — 
 
 Nausea, nicotine, oasis, obeisance, oblique, occult, 
 often, only, onyx, opponent, orthoepy, pageant, patriot, 
 patron, pedal, perfume, permit, phalanx, placard, 
 plethoric, precedence, prelude, pretty, process, produce, 
 pumpkin, pyramidal, quay, raillery, rational, recess, 
 referable, refutable, research, revolt, rise, sapphire, 
 satire, satrap, science, semi, sergeant, shire, sibyl, sine- 
 cure, sirup, slough, solder, squalid, squalor, stalwart, 
 stolid, subtle, suffice, suite, synod, telegraphy, three- 
 legged, tiny, tirade, toward, treble, trio, tripartite, 
 vehement, visor, wont, won't, yacht, zoology. 
 
 Teachers should add to this list such words as they 
 may think best. 
 
 February. — Learn the use of the macron, tilde, 
 breve, dots, cedilla and suspended bar. Other months 
 at the discretion of the teacher. 
 
364 Hozv to Grade and Teach a Country School. 
 
 The orthography given above is not intended to sup- 
 plant the drill in spelling which must supplement every 
 lesson. If the spelling book is used, let it be used so 
 as to be worth something. Do not assign ten words for a 
 lesson. Let there be fifty or a hundred words or a 
 whole page assigned, from which the teacher can select 
 the ten, twenty or thirty he has time to hear. Give 
 constant drill in rapid pronunciation, pupils having the 
 books open before them. Spell difficult words in arith- 
 metic, history, grammar and geography. Never give 
 up the fight in spelling. 
 
 From the Constitution: — 
 
 King, prince, state, treaty, alliance, confederation, 
 writ, tender, debt, contracts, import, export, net, con- 
 trol, tonnage, ship-of-war, imminent, admit, delay. 
 
 There are but few words found in Articles II. to VII. 
 and in the amendments not found in Article I. Let the 
 teacher and pupil find them. 
 
 WORDS FOR PRONUNCIATION. 
 
 It is a good plan to write all words commonly mis- 
 pronounced, by yourself and others, in a note book 
 kept for this purpose. Now and then you will be 
 mortified to find that you are mispronouncing some of 
 the most common words in our language. 
 
 It is suggested that you try two or three (or more) 
 of the following words daily until you have exhausted 
 the list. It will be well to test your pronunciation of 
 those words with which you are familiar, also: 
 
 Abel, alas, allies, almond, associate, awaken, aye, 
 azure, basin, baths, bear, bevel, bidden, bitten, blazon, 
 born, botch, Boston, bought, bravo, brooch, burden, 
 
Outline of Study for Advanced Division. 365 
 
 bushel, calm, canine, carbine, cassimere, channel, 
 chappel, coral, cored, Chinese, civil, collision, damning, 
 deaf, desert (3), dessert, devil, dictionary, eleven, 
 engine, ermine, exile, falcon, fallen, gap, gape, gaseous, 
 general, graven, grease (2), grimace, halibut, impious, 
 lapel, miracle, recess, retail. 
 
 Words having the meaning changed with the accent 
 can be arranged after this manner: 
 
 Meaning whe i accented 
 on the first syllable. 
 
 Something seen. 
 Not present 
 
 Word. 
 
 object 
 
 absent 
 
 accent 
 
 August 
 
 collect 
 
 compact 
 
 convict 
 
 converse 
 
 contrast 
 
 conflict 
 
 cement 
 
 desert 
 
 digest 
 
 export 
 
 escort 
 
 frequent 
 
 extract 
 
 import 
 
 instinct 
 
 minute 
 
 protest 
 
 torment 
 
 transfer 
 
 transport 
 
 present 
 
 Mea ing when accented 
 on the last syllable. 
 
 To oppose. . - - 
 To keep away. 
 
366 How to Grade and Teach a Country School, 
 
 France. 
 
 GEOGRAPHY, FRANCE. 
 
 Blackboard Form, 
 
 r Boundaries. 
 Area, 204,000. 
 Population, 36,000,000. 
 Ocean — Atlantic. 
 Bay— Biscay. 
 Island — Corsica. 
 
 r Rhone. 
 
 Rivers. 
 
 J Garonne. 
 I Loire. 
 [Seine. 
 C Jura. 
 Mountains. < Alps. 
 
 ( Pyrenees. 
 Paris. 
 Versailles. 
 Lyons. 
 Toulon. 
 Marseilles. 
 Cities. -{ Toulouse. 
 
 Bordeaux. 
 Nantes. 
 Brest. 
 Havre. 
 Rouen. 
 
 ^Animal. 
 
 Domestic. — 
 
 rBear. 
 
 Wild. 
 
 Natural . 
 History. ] Vegetable, 
 
 r Grains. 
 Potato. 
 Hemp. 
 Flax. 
 
 Chamois, 
 Deer. 
 Fox. 
 Wolf. 
 I Hog. 
 
Outline of Study for Advanced Division. 367 
 
 Fruits. 
 
 Tobacco. 
 
 Vegetables, 
 f Iron. 
 I Lead. 
 
 Mineral. < ^ ,' 
 Coal. 
 
 Copper. 
 ^Salt. 
 Education. — Under control of the govern- 
 ment. 
 Government. — A Republic. 
 
 Directions. — i. Note how France is separated 
 from each of the following countries, viz: Spain, Italy, 
 Switzerland, Germany and Belgium. 
 
 2. Collect all the authors on Geography at hand, 
 and read all that is said of France. 
 
 3. If the cyclopedia or gazetteer is at hand, take up 
 the cities in order and read what may be said of them. 
 
 4. Examine maps and decide upon its absolute and 
 relative position. 
 
 QUEER QUERIES. 
 
 1. Who was the Wizard of the North? 
 
 2. How wide is the strait of Dover? 
 
 3. Where is the Republic of Andorra? 
 
 4. For what is Corsica noted? 
 
 5. While Paris is considered the capital of France, 
 what is the real capital? 
 
 6. What city in France has the greatest rainfall? 
 
 7. Who was Joan of Arc? 
 
 8. What famous tunnel? 
 
 9. What are truffles and how found? 
 
 10. Explain how victims were killed in the Reign of 
 Terror. 
 
368 How to Grade and Jeach a Country School. 
 
 OCTOBER — EUROPE. 
 
 1. Boundaries and area. 
 
 2. Indentation and projection of coasts (why suited 
 to commerce.) 
 
 3 Mountains: Ural, Caucasus, Balkan, Alps, Car- 
 pathian, Appennines, Pyrenees, Kiolen or Scandinavian. 
 Mountain Peaks: ^tna, Vesuvius, Hecla, Blanc, Mt. 
 Elboorz. 
 
 4. Rivers: Dwina, Petchora, Ural, Volga, Don, 
 Dneiper, Dneister, Danube, Tiber, Po, Rhone, Ebro, 
 Tagus, Seine, Rhine, Elbe, Vistula, Thames, Lififey, 
 Mersey, Neva. 
 
 5. Islands: Candia, Sicily, Sardinia, Corsica, Balearic, 
 — I Majorca, 2 Minorca, 3 Ivica; Great Britain, Ireland, 
 Man, Wright, Hebrides, Iceland, Gothland, CEland, 
 GEsel, Zealand, Orkney, Shetland, Faroe, Loffoden, 
 Nova Zembla. 
 
 6. Cities: London, Liverpool, Manchester, Sheffield, 
 Birmingham, Plymouth, Bristol, Glasgow, Edinburg, 
 Dublin, Belfast, Cork, Galway, Reykjavik, St. Peters- 
 burg, Moscow, Archangel, Sebastopol, Odessa, War- 
 saw, Riga, Constantinople, Belgrade, Vienna, Buda, 
 Prague, Rome, Venice, Milan, Turin, Genoa, Florence, 
 Bologna, Naples, Paris, Marseilles, Bordeaux, Lyons, 
 Brest, Harve, Madrid, Malaga, Gibraltar, Barcelona, 
 Lisbon, Oporto, Brussels, Antwerp, The Hague, Am- 
 sterdam, Berlin, Leipsig, Dresden, Frankfort, Munich, 
 Strasburg, Cologne, Bremen, Hamburg, Hanover, 
 Madgeburg, Breslau, Konigsburg, Dantzic, Lubec, 
 Copenhagen, Stockholm, Christiana, Bergen, Palermo, 
 Athens, Berne. 
 
 7. Peninsulas: Crimea, Morea, Italia, Iberia, Jut- 
 land, Scandinavia. 
 
 8. Seas: White, Kara, Caspian, Black, Azov, Mar- 
 mora, Archipelago, Mediterranean, Adriatic, Irish, 
 North, Baltic. 
 
 Make out the brace form for Europe as you advance. 
 
Outline of Study for Advanced Division. 369 
 
 Take each country and arrange as lor Maine in the In- 
 termediate Division. In the study of a place or country 
 find out all that may be said of it in the descriptive 
 geography. Omit no interesting or important fact con- 
 cerning the subject under study. 
 
 f Topical review. 
 I Mathematical (define.) 
 Political. 
 
 Physical. " 
 
 Sphere. 
 
 Spheroid. 
 Axis. 
 Eotation. 
 Revolution. 
 Terms. -{ Poles. 
 Plane. 
 
 Earth. 
 
 Circle. 
 
 Degree. 
 Shape. 
 
 Size. 
 
 Motions. 
 
 ( Circumference. 
 / Diameter. 
 
 f Geometrical. 
 J Geographical. 
 ] Great, 
 t Small. 
 \ Minutes. 
 I Seconds. 
 \ Approximate. 
 \ Exact form. 
 f Circumference. 
 
 Diamptpr ^ Longest. 
 iJiameter. ^ ^Yioviest 
 
 Greatest Circumference 
 ( On what. 
 Rotation. 
 
 I Revolution. 
 
 •] In what time. 
 ( Effect. 
 
 i Around what. 
 In what time. 
 Effect. 
 
 Poles. 
 
 Points of direction. 
 
 \ North. 
 South. 
 
 Great circles. 
 
 Small circles. 
 
 Equator. 
 
 Meridian circles 
 (^ Meridian. 
 [ Tropics. 
 
 Polar circles. 
 
 Cardinal. 
 Semi-cardinal. 
 Northern Hemisp'e 
 Southern '• 
 Eastern " 
 
 Western " 
 
 \ Of Cancer. 
 \ Of Capricorn. 
 \ Arctic circle. 
 } Antarctic circles. 
 Parallels of latitude. 
 
370 How to Grade and Teach a Country School. 
 
 Geographical position. 
 
 ( Definition. 
 
 G-EOGRAPHY. \ 
 
 Latitude. 
 
 Longitude. 
 
 Zones. 
 
 \ How Reckoned. 
 ( Length of Degree, 
 f Defiiiition. 
 J How reckoned. 
 
 I Length of degree 
 
 Torrid. 
 
 Temperate. 
 
 
 Frigid. 
 
 Continents. 
 
 Islands. 
 
 ( At Equator. 
 
 \ How varying. 
 
 ( Extent. 
 
 \ Characteristics. 
 
 f North. 
 
 \ South. 
 
 t ( characteristics. 
 
 ( North. 
 
 ] South. 
 
 ( Characteristics. 
 I North America 
 \ South America 
 \ ( Europe. 
 
 I Eastern. \ Asia. 
 [ ( Africa. 
 
 Western. 
 
 § I Peninsulas. 
 1^ \ Capes. 
 ^ I Isthmuses. 
 
 O I 
 
 .2 I 
 
 CD 
 
 r 
 
 Oceans. 
 
 Coast waters. 
 
 Plains. 
 Valleys. 
 Plateaus. 
 Mountains. 
 
 r Atlantic. 
 
 Pacific. 
 I Indian. 
 "] Arctic. 
 [ Antarctic. 
 ( Seas. 
 
 \ Gulfs or Bays. 
 ( Straits. 
 
 Lakes. 
 
 Inland waters. 
 
 Races. 
 
 Rivers. 
 
 f Caucasian. 
 I Mongolian. 
 \ Ethiopian. 
 I Malayan. 
 \^ Indian, 
 
 f Fresh. 
 
 I Salt. 
 
 t Main streams. 
 
 i Tributaries. 
 
Out tine of Study for Advanced Division. 371 
 
 9. Gulfs and Bays: Toronto, Genoa, Lyons, Biscay, 
 Bristol, Riga, Finland, Bothnia. 
 
 10. Straits: Bosphorus, Dardanelles, Otranto, Mes- 
 sina, Bonifacio, Gibraltar, English. Dover, Skager 
 Rack, Cattegat, St. George's, North. 
 
 11. Countries, Capitals, and Governments: Rule 
 three vertical spaces; write the names of the Political 
 Divisions in one column, the Capital Cities in another, 
 and the kind of Government in the third column. 
 
 12. Capes: Matapan, St. Vincent, Finisterre, Wrath, 
 Land's End, Clear, Malin Head, Stadtland, North. 
 
 13. Lakes: Ladoga, Onega, Malar, Wener, Wetter, 
 Geneva. 
 
 Circle — define {a) great, {h) small. Tropics and Polar 
 circles — define. Equator — define. Meridians — define. 
 Horizon — define. 
 
 Draw diagram showing the principal circles, width, 
 and names of zones. If you have time to do so, it 
 would be well to review the United States in a general 
 way, as directed. 
 
 DECEMBER — SOUTH AMERICA. 
 
 Boundaries, area, population, countries crossed by 
 Equator, by Tropic of Capricorn; extent of latitude, 
 north and south; of longitude, east and west. Physi- 
 cal features — Capes: Gallinas, St. Roque, Horn, Blanco; 
 Rivers: Orinoco, Atpazon, Negro, Madeira, Tapajos, 
 Xingu, Tocantins, Para, San Francisco. La Plata, Ura- 
 guay, Parana, Paraguay; Lakes: Maracaybo, Patos, 
 Titicaca; Islands: Trinidad, Joannes, Falkland, Terra 
 del Fuego, Juan Fernandez; Cities: Bogota, Aspinwall, 
 Panama, Caracas, La Guayra, Georgetown, Paramaribo, 
 
372 How to Grade and Teach a Cowitry School. 
 
 Cayenne, Rio Janeiro, Para, Pernambuco, Bahia, Asun- 
 cion, Montevideo, Buenos Ayres, Valparaiso, La Paz, 
 Potosi, Lima, Callao, Cuzco, Quito, Guayaquil. Locate 
 the Andes and one or two other mountain ranges. 
 Otherwise treat as suggested in the study of Europe. 
 Read all you can find concerning the grassy plains of 
 South America; the diamond district; the clutivation 
 of grains; raising of stock; habits of natives, &c. 
 
 JANUARY — ASIA. 
 
 1. Boundaries and area. 
 
 2. Indentations and projections of coast. (Why 
 suited for commerce.) 
 
 3. Mountains: Ural, Altai, Himalaya, Everest, 
 Ararat. 
 
 4. Rivers: Obi, Yenisei, Lena, Amoor, Hoang Ho, 
 Yang-tse-Kiang, Cambodia, Irrawaddy, Brahmaputra, 
 Ganges, Indus, Euphrates, Tigris. 
 
 5. Islands: New Siberia, Saghalien, Japan, Phillipine 
 Sumatra, Borneo, Celebes, Java, Ceylon. 
 
 6. Cities: The capital cities, together with the follow- 
 ing, will be sufficient: Shanghai, Nankin, Canton, 
 Rangoon, Benares, Bombay, Muscat, Mecca, Jerusalem, 
 Smyrna, Batavia. 
 
 7. Peninsulas: Kamtschatka, Corea, Malay, Farther 
 India, India, (Hindoostan,) Arabia. 
 
 8. Select ten seas. 
 
 9. Secure a general description of Asia by reference 
 to the text and cyclopedia. 
 
 10. Review New England States, 
 
Out line of Study for Advanced Division, 373 
 
 FEBRUARY — AFRICA AND REVIEW. 
 
 Spend but three or four lessons on the map of Africa, 
 but read and recite all the descriptive geography you 
 can get. Secure good descriptions of the ruins along 
 the Nile, of the Great Desert, of the inland forests, of 
 the animals, of the people, etc. 
 
 Review Oceanica in a general way, leaving out all 
 unimportant places and islands. A part or the follow- 
 ing will be sufficient. 
 
 ("Philippine, 
 Spice, 
 
 Malaysia. <J Celebes, 
 Java, 
 
 Sumbawa. 
 Australia, 
 Papua, 
 New Zealand, 
 
 Australasia. <j Tasmania, 
 OCEANICA. i Caledonia, 
 
 Hebrides, 
 N. Ireland. 
 '^Sandwich, 
 Caroline, 
 Ladrone, 
 
 Polynesia. { Friendly, 
 Sanroan, 
 Marquesas 
 Pearl. 
 
 Locate Manilla, Batavia, Sidney, Melbourne, Ade- 
 lade, Perth, Hobart Town, Honolulu, Auckland. 
 
 One or two review questions upon the United States 
 should be had daily, in addition to the regular lessons. 
 By so doing pupils need not make a special study of 
 the geography of the United States. 
 
374 How to Grade a?id Teach a Country School. 
 
 In giving location of cities and rivers, let the pupil 
 look forward to the description of the countries in which 
 they are. 
 
 Bring the following points to the notice of the pupil: 
 
 1. That each grand-division has two general moun- 
 tain systems, in the main parallel to each other, and 
 enclosing a valley between them. One is called the 
 primary range or axis, the other the secondary. The 
 only seeming exception is Africa, but by dividing it 
 east and west through the Gulf of Guinea, we have a 
 double continent illustrating the rule. 
 
 2. The greatest points of land project toward the 
 south, while the water indentations point toward the 
 north. 
 
 3. That the ocean is not a vast sheet of stagnant 
 water, but is filled with great currents flowing through 
 it as rivers through the land. 
 
 4. That the tides occur twice each day. 
 
 5. Observe that the climate on the western shore is 
 milder than on the eastern shores in the same latitude. 
 Find the cause of this. 
 
 6. Observe that the explorations and settlements have 
 been made nearer the north than the south pole. Find 
 the reason for this. 
 
 7. That seven-eighths of the volcanoes of the world 
 are in the belt surrounding the Pacific or within it. 
 Commencing with the Andes in South America, trace 
 this belt around to Australia. 
 
 8. That the most indented grand-divisions have the 
 highest civilization, and the least indented the least 
 civilization. Give opinion in regard to this. 
 
 9. Observe that the vegetation is most luxuriant in 
 
Outline of Study for Advanced Division. 375 
 
 hot countries, and that plants decrease in number and 
 size in going toward the poles. The same is true in 
 regard to ascending mountains. Explain the reason for 
 this. 
 
 10. That the same law is true in regard to animals. 
 
 11. Observe that the sun, in the mornings and even- 
 ings of summer days, shines into your room through 
 the north window. Why is this? 
 
 12. Learn the meaning of the terms horizon, zenith, 
 antipodes and nadir. 
 
 13. Find out all you can about the International Date 
 Line. 
 
 14. Note that the equator passes over the city of 
 Quito, the mouth of the Amazon, Gulf of Guinea, Lake 
 Victoria, and the islands of Sumatra, Borneo and 
 Celebes. 
 
 Make daily use of the globe. Do not neglect this. 
 
 Do not memorize the areas, population, latitude, 
 longitude, heights of mountains, etc., excepting a very 
 few of the most important, perhaps not more than a 
 dozen in the whole world. 
 
 Avoid dry definitions and map questions that lead 
 only to naming places without any association. Such 
 knowledge is not worth the time spent in acquiring it. 
 
 Pupils of this division should know all that is given 
 in the Primary Division of Local Geography of county 
 and state, but do not attempt to learn the local geogra- 
 phy of other states. 
 
 Do not under any circumstance try to remember all 
 the places named in your geographies. It is worse than 
 foolish. Do not attempt to learn all the map questions. 
 Learn the most important places, and if you have occa- 
 
37^ Hoiv to Grade aiid Teach a Country SchooL 
 
 sion to use the others, refer to the map. Do not mem- 
 orize more than is named in the geography work of the 
 divisions. 
 
 Take frequent reviews of the work gone over and 
 also that in the other divisions. Have all the names 
 given in the geography work written separately on slips 
 of paper; put these in a box and let the pupils draw 
 them from the box, writing all they can about any 
 topic that should thus fall to them. The slips might 
 appear about like these: — 
 
 Richmond? 
 
 Marseilles ? 
 
 Hudson? 
 
 Vesuvius ? 
 
 Celebes ? 
 
 Amazon? 
 
 La Paz? 
 
 Gallinas? 
 
 Horn ? 
 
 Horizon? 
 
 St. Vincent? 
 
 Springfield ? 
 
 If the pupil should draw the word "Hudson," as 
 shown above, he might write as follows: 
 
 Hudson, one of the most beautiful and important 
 rivers of the United States, and the most important of 
 New York, rises in the Adirondack mountains in the 
 northern part of the state. It flows south and empties 
 into New York bay. It is navigable as far as the city 
 of Troy. The most noted places along its course are 
 the Highlands, Tappan Bay, the Horserace and the 
 Palisades. Its most important tributary is the Mohawk. 
 
Outline of Study for Advanced Division. 377 
 
 It receives the Erie canal at Albany. The most import- 
 ant cities along its course are Troy, Albany, Hudson, 
 Poughkeepsie, West Point, Sing Sing, Jersey City and 
 New York. 
 
 Hudson is also a bay in the northern part of B. A. 
 
 Hudson is also a strait connecting Hudson Bay with 
 the Atlantic ocean. 
 
 This is one of the best methods of review. This may 
 be used orally, also. 
 
 Have pupils bring in all the pictures of places of 
 importance that they can. Teacher will try to collect 
 some from the many sources to be found. Let some 
 picture impress upon the pupil's mind the location of 
 nearly every city, the scenery of every country and 
 nearly all the rivers, mountains, etc. 
 
 In drawing maps, a neat outline map upon the board 
 drawn in one minute is of more practical value than a 
 labored drawing requiring two hours. 
 
 A good general exercise is to have pupils to name all 
 the places they can think of, beginning with A, teUing 
 what, where, and for what noted. 
 
 Go on with this until you are through the alphabet. 
 . Use the names given in the geography work of the 
 three divisions for spelling lessons, taking names in 
 alphabetical order as before. 
 
 For seat work, have pupils to write lists of words by 
 natural divisions, thus: Take rivers one time, moun- 
 tains another, etc. Then have each located, telling 
 something which makes them important. 
 
 Do not neglect the geography in teaching history. 
 There is no better opportunity for impressing places 
 upon the memory than in the history classes. Use 
 
37^ How to Grade and Teach a Coimtry School. 
 
 your maps constantly. If you have no wall map, use 
 your large geographies. 
 
 Make up "queer queries" about the countries as you 
 proceed; encourage the children to hunt up curious 
 questions about places. 
 
 Take a list of animals, write after each the countries 
 in which it is found. Proceed in the same way with 
 minerals and vegetables. Talk about different manu- 
 factured articles, especially of machinery and fabrics. 
 
 In what city can the people standing in their door- 
 ways, shake hands with their neighbors on the opposite 
 side of the street? 
 
 What is the "Emerald Isle," and why so called? 
 
 What city is so smoky and io^^y that people get 
 lost in going to and from their places of business in the 
 daytime even with the gas lighted? 
 
 What people use chestnuts as a principal part of their 
 food? 
 
 Where is "black bread" used principally for food? 
 
 What is the difference between the vineyards of 
 France and Italy? 
 
 How long was the East river bridge, connecting New 
 York and Brooklyn, in building? 
 
 Where is Hoosac tunnel? 
 
 What is kerosene? Where obtained? 
 
 What is the "Dead Sea" of the New World? 
 
 What is the true source of the Mississippi? 
 
 What is a bayou? 
 
 Where is the Crescent City? 
 
 How is New York city supplied with water? 
 
 Where is the Horserace? 
 
Outline of Study fo? Advanced Divisioii. 379 
 
 What president drove mules on a towpath along the 
 Ohio and Erie canal when a boy? 
 
 What are the most noted canals of the world? 
 
 Where is the beaver found? 
 
 Where is the Lake of the Thousand Isles? 
 
 How wide is the St. Lawrence river just below 
 Quebec? Near its mouth? 
 
 Where is the Presidents' Range?" 
 
 Where and what are the "Great Geysers?" 
 
 Where is the National Park? Who controls it? 
 
 What is "The City of Angels," and why so called? 
 
 How do the Esquimaux build their houses? 
 
 How long does the rainy season last in Brazil? 
 
 Who were the Incas? 
 
 What is the "Victoria Regia?" 
 
 From what is chocolate obtained and where found? 
 
 What is a ranch? 
 
 What is the Gran Chaco? 
 
 What is the Great Eastern? 
 
 What is the Tower? 
 
 What is the meaning of "Netherlands?" What 
 countries are so called? Why? 
 
 What is the food of the silkworm? 
 
 Where is the most famous dock in the world? 
 
 Where is St. Peter's? 
 
 In what city are gondolas used? Why? 
 
 Where are the "Gardens of the Tuilleries?" 
 
 Who was the most noted man of Switzerland? 
 
 Where is the Matterhorn? 
 
 Who founded Constantinople? 
 
 Where is Mocha coffee obtained? 
 
 Why are Herculaneum and Pompeii noted places? 
 
380 How to Grade and Teach a Country School, 
 
 What does "Himalaya" mean? 
 
 Where is the Vale of Cashmere? 
 
 What tree sheds its bark instead of its leaves? Where 
 IS it found? 
 
 What and where is the International Date Line? 
 
 Where is Whitsunday Island? 
 
 The teacher should add to these questions as he goes 
 on. Pupils will thus obtain a fund of information that 
 is at once useful and fascinating. 
 
 Comparison of the Eastern and Western Continent 
 after the following model will prove an interesting and 
 profitable exercise: 
 
 The Eastern Continent. 
 
 1. Three grand divisions. 
 
 2. Twice as large as the 
 New World. 
 
 3. Length and breadth 
 nearly equal. 
 
 4. Distance, east and 
 west, 10,000 miles. 
 
 5. Distance north and 
 south, 7,000 miles. 
 
 6. Mountains extend east 
 and west. 
 
 7. Mountains highest near 
 tropic of Cancer. 
 
 8. One third of the sur- 
 face plains. 
 
 9. Continental climate. 
 10. Scanty rains and great 
 
 deserts. 
 
 The Western Continent. 
 
 1. Two grand, divisions. 
 
 2. One-half as large as 
 the Old World. 
 
 3. Long and narrow;length 
 — three times the breadth. 
 
 4. Distance east and west, 
 3,000 miles. 
 
 5. Distance north and 
 south, 7,000 miles. 
 
 6. Mountains extend north 
 and south. 
 
 7. Mountainshighestnear 
 |the tropic of Capricorn. 
 
 8. Two-thirds of the sur- 
 face plains. 
 
 9. Oceanic climate. 
 
 10. Abundant rains, great 
 rivers and lakes. 
 
Outline of Study for Advanced Division. 381 
 
 The Western Continent. 
 II. Wild animals are 
 buffalo, moose, grizzly bear, 
 sloth and Llama. 
 
 12. Native domestic ani- 
 mals — dog and turkey. 
 
 The Eastern Continent. 
 
 11. Wild animals are ele- 
 phant, rhinoceros, giraffe, 
 lion, tiger, hippopotamus 
 and camel. 
 
 12. Native domestic ani- 
 mals — horse, ox, sheep and 
 hog; hen, duck, goose and 
 dog. 
 
 Take up in the same way the grand divisions, oceans, 
 molintains, pleateaus, plains, rivers, lakes, cities, ocean 
 currents, seas, capes, etc. 
 
 Make out in the same way points of resemblance. 
 
 Let the pupil start at any point and follow a river or 
 coast line and name every important place as he reaches 
 it, telling something important about each place. Fol- 
 lowing this plan quite often will give pupils a complete 
 knowledge of the important places of a country. It 
 cultivates the habit of close observation. 
 
 If the teacher will secure the map of the United 
 States from an old geography, paste it upon heavy card 
 board, then with a sharp knife cut out each state, he 
 will have a dissected map with which he can keep the 
 pupils interested many an hour and at the same time 
 teach the boundary and location of states so impress- 
 ively that they will never be forgotten. 
 
 COMMERCIAL GEOGRAPHY. 
 
 Go to your druggist, purchase ten cents worth of pill- 
 boxes; take these to your grocer, and ask privilege to 
 fill each with a different article; you will find tea, coffee, 
 ghocolate, rice, pepper, all-spice, ginger, citron, sugar. 
 
382 How to Grade and TcacJi a Count?y School. 
 
 nutmeg, soda, salt, cinnamon, cloves, prunes, currants, 
 flour, meal, bees-wax, etc.; when you have secured all 
 that you can think of, settle zvitJi Jiim. From the 
 druggist you may secure quinine, copperas, ochre, 
 gum-arabic, opium, licorice, magnesia. From the 
 farmer, peas, corn, beans, seeds of different kinds, etc. 
 From cans may be secured colored labels of fruits, such 
 as bananas, pine-apples, quinces, apricots, plums, etc. 
 In some manner secure a picture of a salmon, a herring, 
 an oyster, a sardine etc. The thoughtful teacher will 
 collect many things not mentioned above, such as silk, 
 wool, feathers etc. 
 
 Take one of the above articles as a topic for a general 
 exercise; with a brief outline upon the board proceed 
 to illustrate the growth, location, cultivation, commer- 
 cial value and history of the product; thus: 
 
 Coffee. 
 
 Description 
 
 Nativity. (Abyssinia.) 
 
 r Brazil. 
 
 Cultivated in <; 
 
 Historical. 
 Commercial, 
 
 Java. 
 
 Ceylon. 
 
 Sumatra. 
 
 India. 
 
 Arabia. 
 
 Abyssinia. 
 
 West Indies. 
 
 Central America. 
 
 Venezuela. 
 
 Guiana. 
 
 Peru. 
 
 Bolivia. 
 
Oiitlhie of Study for Advanced Division. 383 
 
 Have the children read all that is said upon the sub- 
 ject of coffee in their geographies; have them supplied 
 with pictures representing the plant in cultivation; if 
 possible borrow or beg a large picture advertising the 
 merits of some kind of coffee; develop statements 
 similar to these: plant, 8 to 20 ft. in height, white 
 flowers, gray bark, bears at three and continues to the 
 age of 20 years, leaves opposite, evergreen, fruit red, 
 eatable, two seeds in each berry, etc. 
 
 Picked in India, shaken upon cloths in Arabia; dried 
 in the shade, pulp afterwards removed; fermented in 
 the West Indies, dried, then pulp is removed by win- 
 nowing; (explain.) 
 
 Introduced into Persia from Ethiopia in 875, A. D.; 
 into Arabia in the 15th century; Arabian writers first 
 mention its use; sold in Constantinople in 1554 and in 
 Venice in 1615; first coffee house in London, 1652; 
 show the specimen and let the children handle it, talk 
 of the berry, gathering it, preparing it for the market, 
 etc. Browning coffee; making coffee; drinking coffee; 
 berries boiled in Arabia, leaf in Sumatra; the best is 
 the Mocha and second the Java; why? How to dis- 
 tinguish the different coffees. 
 
 Trace the transportation of coffee to the town ex- 
 porting it and thence to the consumer; make this as 
 graphic as possible by showing pictures of men carry- 
 ing it, of ships loading, of custom houses receiving it, 
 of transportation by rail, etc. 
 
 Have places pointed out in all allusions; if necessary go 
 to the school grounds for "Mercator's Map" mentioned 
 elsewhere. Let pupils carry it from port to port; load 
 with some other commodity and return for another invoice, 
 
384 How to Grade and Teach a Country School. 
 
 Treat other subjects in a similar manner, until your 
 list is exhausted. If this exercise is properly managed 
 it will be productive of much real good, and in the 
 hands of the live teacher is the key to success in the 
 teaching of geography. 
 
 Try it upon a small scale, and you will be pleased 
 with the results. 
 
 For the United States (Intermediate Division) use 
 products grown within its boundaries for a time, and 
 trace their exchange between the different states. 
 
 Caution — begin with the products of the farm or 
 garden, and learn how they are exported{'^) to other 
 farms or to the city, and how t\\Q farmer or the gardeiier 
 imports(}) articles in exchange for his exports{}). 
 
 TRACING LESSONS. 
 
 No system of teaching geography is complete with- 
 out its lessons in tracing; by this we mean the plan of 
 starting with a place, and noting all places of interest 
 as we pass in imagination from place to place e?i ronte 
 for a certain destination. In the case of "Commercial 
 Geography" above we have a fine opportunity for doing 
 much tracing. 
 
 Let the teacher do much tracing in his work all along 
 the line. 
 
 OCTOBER — GRAMMAR. 
 
 I. a, orthography; /?, etymology; c, syntax; d, 
 prosody. Etymology, i, noun; rt', proper and common; 
 b, number, singular and plural; formation of regular and 
 irregular plurals; c, gender, masculine and feminine 
 (common), methods of distinguishing the sexes; d^ 
 persons (three); ^, case, nominative as subject and pred- 
 
Outline of Study for Advanced Division. 385 
 
 icate, possessive and objective. Declension. Rules 
 for construction (nominative, possessive, objective.) 
 
 For parsing, the following form is universally recom- 
 mended by the teachers who have used it. We cheer- 
 fully recommend it as being the best form of which we 
 have any knowledge: 
 
 The mafi stole Johns hat. 
 
 1. a. 
 
 c. n. 
 
 i. t. V. 
 
 p. n. 
 
 c. n. 
 
 "man. " 
 
 3- 
 
 a. V. 
 
 3- 
 
 3. 
 
 
 s. 
 
 1. m. 
 
 s. 
 
 s. 
 
 
 m. g. 
 
 p. t. 
 
 m. g. 
 
 n. g. 
 
 
 n. c. 
 
 3. 
 
 p. c. 
 
 0. c. 
 
 
 "stole." 
 
 s. 
 "man." 
 
 "hat." 
 
 "stole." 
 
 Reading from top to bottom we have "the" is a 
 limiting adjective, limits "man." "Man" is a common 
 noun, third person, singular number, masculine gender, 
 nominative case, subject of "stole," etc. 
 
 The department of grammar devoted to Orthography 
 should be omitted in this course; it should be studied 
 in connection with spelling as outlined. 
 
 VERBAL ANALYSIS. 
 
 I. Describe the sentence. <! 
 
 Simple. 
 ir <J Complex. 
 Compound, 
 
 
 Declarative. 
 Imperative. 
 Interrogative. 
 Exclamatory, 
 
386 How to Grade and Teach a Country School, 
 
 2. Give the complex subject. 
 
 3. Give the simple subject. 
 Above exemplified. 
 Simple sentence. 
 
 "The merchant of Decatur fulfilled his contract" [i] 
 is a simple declarative sentence, of which [2J the mer- 
 chant of Decatur is the complex subject, of which [3] 
 'merchant' is the simple subject, modified by [4] 'the,' 
 a simple adjective element of the first class. The sub- 
 ject is also modified by 'of Decatur,' an adjective ele- 
 ment of the second class. 
 
 COMPOSITION. 
 
 The ability to write an intelligent essay or composi- 
 tion is worth far more to the pupil than to be able to 
 parse the most difficult constructions in technical 
 grammar. 
 
 Space does not permit a discussion of this statement; 
 we ask the teacher to carefully consider it, and to do 
 something to aid the pupil in this direction. 
 
 Notes.' — Suppose we take the subject Columbus, as 
 outlined in the "History Outlines," and ask our pupils 
 to write sentences containing proper and common nouns, 
 (confining themselves to the outlines,) and to bring 
 these to the class at the recitation; we should get some- 
 thing like the following as a result: — 
 
 '' Coliiinbus \\di?> born at Genoa, Italy, in 1435. He 
 worked at wool-combing as a trade when a boy.'' 
 
 The pupil would recite the lines written, then say: 
 "Columbus, Genoa, and Italy are proper nouns; 1435, 
 wool-combing, trade and boy are common nouns. " 
 
 Extend this at pleasure until the pupil writes intelli- 
 
Outline of Study for Advanced Division. 387 
 
 gently about the birth place of Columbus, then require 
 nouns in the singular and plural under the head of 
 "early education," etc. 
 
 "He was unlike other boys in this respect— he 
 delighted to study the stars and would gaze at them for 
 hours, book in hand, as he contemplated the works of 
 the Creator." 
 
 The pupil would select the nouns as before, giving 
 the number. Proceed in this manner, at the same time 
 securing the expanded sentence at the end, and in order 
 of the outline given in the history work of this division, 
 finally producing the complete essay or historical 
 
 sketch. 
 
 When the essay or composition is completed, file it 
 as a part of the grammar work for the regular monthly 
 examination. Due allowance will be made for this in 
 shortening the examinations in this branch. 
 
 Columbus may be the subject for October; follow the 
 outline given and see that the pupil is able to use his 
 knowledge of grammar in his composition. Try to 
 have every term illustrated. 
 
 By this means the pupil will learn to use the language 
 according to the principles of grammar. He will realize 
 that his thoughts may be expressed in a right way or 
 a wrong way; he will fully appreciate the importance 
 of expressing himself in the right way; he will soon 
 come to know that using his knowledge of grammar 
 in every thing he says or writes is of the greatest im- 
 portance. 
 
388 How to Grade and Teach a Country School, 
 
 NOVEMBER. 
 
 Adjective, limiting and qualifying. Comparison, 
 positive, comparative, superlative. 
 
 (Note — Make a special review, almost daily ^ of the 
 possessive, singular and plural.) 
 
 Pronouns; personal, relative, interrogative, ante- 
 cedent; declension. 
 
 Verbal Analysis. 
 
 T\ -u 4-u A'c r 4-u u C Structure. 
 
 4. Describe the modifiers of the sub- > t> , ^. 
 
 • ^ ^ < Relation, 
 
 ject as to j T^ 
 
 •' ( Base. 
 
 5. Give the base of the modifier and describe its 
 modifiers. 
 
 •6. Give the complex predicate. 
 7. Give the simple predicate. 
 The above exemplified. 
 
 Complex Sentence. 
 
 "A man who is honest will be respected," is a com- 
 plex declarative sentence, of which [2] 'a man who is 
 honest' is the complex subject, [3] a 'man' is the 
 simple subject, [4] modified by *a' a simple adjective 
 element of the first class, and by 'who is honest,' a 
 simple adjective element of the third class, a simple 
 declarative subordinate sentence, of which 'who' is the 
 simple subject, unmodified, also the subordinate con- 
 nective, and 'is honest' the simple predicate 'Will be 
 respected' is the simple predicate of the leading sen 
 tence, unmodified. 
 
Outline of Study for Advanced Division. 389 
 
 Snitb. 
 
 Outli7ie for Composition. 
 
 C Birth, — time and place. 
 'Early life. < Nationality and education. 
 Early adventures. 
 
 ''Explores coast of America. 
 
 Visited Jamestown. Is governor. 
 
 Colony prosperous. 
 Manhood. <J Narrow Escape. 
 
 Returns to England. To America. 
 
 Slavery introduced. 
 ^ His death. 
 
 C Birth, — time and place. 
 Early life. < Nationality. Events of his boy- 
 ( hood. 
 
 ^His profession. Becomes a Puritan. 
 The Puritans. (Who they were.) 
 The Mayflower. Plymouth. 
 <j Indian Troubles. Difficulties. 
 A Soldier. Death. Character. 
 Longfellow's poem. Resistance to the 
 King. 
 
 C Birth, — time and place. 
 Early life. < Education. 
 
 f Time in which he lived. 
 
 Williams. < 
 
 o 
 o 
 
 f Occupation. Where? His views, 
 I Banishment. Purchase of land. 
 <; Providence Colony. His work. 
 I Return to England. His death. 
 I His grave and the apple tree. 
 
39^ Mow to Grade and Teach a Country School, 
 
 MRS. ROSS MAKING THE STARS AND STRIPES. 
 
Outline of Study for Advanced Division, 391 
 
 History furnishes a rich field for subjects in composi> 
 tion; the teacher can do no better than select some 
 good historical picture, direct the children how and 
 where to find appropriate reference matter, then require 
 compositions to be written without reference to any 
 book. 
 
 See suggestive outlines. 
 
 DECEMBER. 
 
 Verb, classification (as to meaning, transitive and in- 
 transitive, as to form, regular and irregular,) properties, 
 voice, {a) active, passive, mode (five modes,) tense, 
 present [2,] past [2,] future [2.] Person and number 
 depend on subject. Conjugation. 
 
 Verbal Analysis. 
 
 C Structure. 
 Describe the modifiers of the predicate as to < Relation. 
 
 ( Base. 
 Give the base of the modifier and describe its modi- 
 fiers. — Holbrook. 
 ANALYSIS EXEMPLIFIED. 
 Compound Sentence. 
 
 "Frankness is certainly commendable, but impudence 
 is offensive," is a compound declarative sentence, of 
 which * frankness is certainly commendable' is the lead- 
 ing sentence; of which 'frankness' is the simple sub- 
 ject, unmodified; of which sentence also 'is certainly 
 commendable' is the complex predicate, of which Ms 
 commendable' is the simple predicate modified by 'cer- 
 tainly,' a simple adverbial element of the first class. 
 *But impudence is very offensive' is a co-ordinate de- 
 
392 How to Grade and Teach a Country School. 
 
 clarative sentence, of which 'but' is the co-ordirtate 
 connective, and 'impudence' the simple subject un- 
 modified; of which sentence also * is offensive' is the 
 complex predicate modified by 'very,' a simple ad- 
 verbial element of the first class. 
 
 Note on Verbal Analysis. 
 
 It is recommended that persons who are somewhat 
 advanced in the study of grammar as a science, should 
 give much attention to analysis. To the student we 
 will say that nothing will enable you to comprehend the 
 sentence in all its parts so perfectly as a thorough knowl- 
 edge of sentence analysis. 
 
 Diagrams. 
 
 It is recommended that the teacher use some good form 
 of diagrams for a sentence picture to the eye of the pupil. 
 Too many of us do not use the blackboard as freely as we 
 should, or the means of picture and written work to be 
 had in the school-room. Let us be aggressive and adopt 
 every method and means within our sphere to make the 
 schools what they should be — the pride of the people. 
 
 While we do not insist upon any particular form, we 
 cheerfully recommend the following as being simple for 
 the learner and pleasing to the eye: 
 
 outline should be followed 
 
 Use some system of diagrams for the benefit of your 
 classes. It is economy to do so. 
 
< 
 P 
 < 
 
 W 
 O 
 
 < 
 
 Outline of Study for Advanced Division, 393 
 
 OUTLINE FOR COMPOSITION. 
 
 C Birth, — time and place. 
 Early life. < Parentage. 
 r Education. 
 
 ^Member of Assembly — 1 766-1 789. 
 Opposes the King. 
 _ _ , J Colonial and Continental Congresses. 
 Manhood. { g.^^^ Declaration. Defends it. 
 
 I Death. When and where. 
 
 (^Influence of his life and character. 
 
 In the same manner select from the following list of 
 names such as may seem best suited to your classes: 
 John Adams, Oglethorpe, Penn, Lord Baltimore, Hud- 
 son, Raleigh, DeSoto, Cartier, Champlain, the Cabots, 
 Magellan. Patrick Henry, Benjamin Franklin. 
 
 Be careful not to require too much of the pupils, but 
 do the work systematically and thoroughly. 
 
 JANUARY. 
 
 Adverb, of time, place, cause, manner. 
 
 Preposition. 
 
 Conjunction, co-ordinate and subordinate. 
 
 Interjection. 
 
 Define, write, and analyze the different kinds of 
 sentences. Select the sentences best calculated to 
 illustrate the terms. (See verbal analysis for October, 
 for the terms used.) 
 
 OUTLINE FOR COMPOSITION. 
 
 Make up and use outlines similar to those presented, 
 for this month, of Hamilton, Fulton, Whitney, Stephen- 
 son, Monroe, Webster. 
 
394 i/<?^^ to Grade and Teach a Country School* 
 
 FEBRUARY. 
 
 keview the verb and such other topics as you think 
 best. Analyze some of the sentences constructed by 
 pupils in their compositions. 
 
 Subjects for Composition. — Calhoun, Jackson, Fre- 
 mont, Mrs. Lincoln, Morse, McCormick, Field, Sumner, 
 Pocahontas, Mrs. Hemans, Longfellow, Greely, John 
 Hancock, Marion, Arnold, Paul Revere and his ride, 
 Andre, Warren, Clay, Alexander Stephens, Grant, 
 Garfield, Francis S. Key, Our Flag's History. It is 
 not expected that pupils should write upon all of these 
 in one month; simply those selected by the teacher 
 should be required. 
 
 Garfield may be the subject for the Annual Exhibit 
 in February. The teacher should prepare the outline. 
 
 SOME HELPS. — FOR TEACHER AND PUPIL. 
 
 Definition. — A the^ne is a series of paragraphs 
 giving a complete exposition of the whole subject of 
 which a number of paragraphs treat. 
 
 Themes may be divided into: 
 
 1. Themes of Narration. 
 
 2. " " Description. 
 
 3. " " Reflection. 
 
 4. " " Discussion. 
 
 5. " " Argumentation. 
 
 Notes.— i. When you cannot derive your facts from 
 personal observation, read some authentic account of 
 them; fill in the scheme as you read. 
 
 2. After making up your complete scheme ^ never use 
 your book for reference. 
 
Outline of Study for Advanced Division, 395 
 
 3. Make marginal notes on your scheme for those 
 points admitting of enlargement. 
 
 4. A theme is an expansion of paragraphs; therefore 
 schemes are expanded into pragraphs. 
 
 5. Narration is incidental, liistorical, and biographicaL 
 
 6. Description treats of individual objects, class 
 objects and moral qualities, 
 
 7. Reflection deals with individual objects, class 
 objects, events, abstract qualities, and the character of 
 persons. 
 
 8. Argumentative themes are the most difficult as 
 well as the most important of all compositions. It 
 should not be treated in the first year's work of this 
 division. 
 
 9. Discursive themes cannot be properly classified, as 
 they include all subjects not found in the preceding. 
 
 SCHEME — EXAMPLES IN NARRATION. 
 
 1. Time. 
 
 2. Place. 
 
 3. Object. 
 
 4. Event. 
 
 5. Manner. 
 
 Example: 
 
 THE NEWS FROM LEXINGTON. 
 
 Scheme. 
 
 1. Time — night. 
 
 2. Place — Lexington. 
 
 Expanded Notes, 
 After the battle of Lex- 
 ington. 
 
 The villages, backwoods, 
 
 3. Object — to transmit 
 news of battle. Relays of 1 seashore, and cities. 
 horses. ' 
 
39^ How to Grade and Teach a Countiy School. 
 
 4. Event. News spread 
 from New Hampshire to 
 Vermont, to Montreal, to 
 Quebec, to north, south, 
 east, and west. Places it 
 went. 
 
 5. Manner. It hurried 
 from New York to Phila- 
 delphia, crossed the Poto- 
 mac, traversed Dismal 
 Swamp, over Blue Ridge 
 Mountains and Alleghenies. 
 Settlers of Kentucky name 
 Lexington. 
 
 Throughout Maine, New 
 Hampshire, Vermont, to 
 Quebec. 
 
 All along the Atlantic 
 States to Georgia. West- 
 ward from the mountains. 
 
 What Harnett said. 
 
 What about Hillsborough 
 and Mecklenberg district? 
 
 THE NEWS FROM LEXINGTON. 
 
 George Bancroft was born at Worcester, Massachu- 
 setts, in 1800. After he was graduated from Cam- 
 bridge, he went abroad to study in Germany. His most 
 important work is the History of the United States from 
 tJie Discovery of the American Continent. An English 
 critic describes this work as one of great research, and 
 says, ''While the author states his opinions decidedly 
 and strongly, it is pervaded by a fair and just spirit. 
 The style is vigorous, clear, and frank, not often rising 
 into eloquence, but frequently picturesque. It is a 
 national work, and worthy of its great tlieme. " 
 
 I. Darkness closed upon the country and upon the 
 town, but it was no night for sleep. Heralds on swift 
 relays of horses transmitted the war message from hand 
 to hand, till village repeated it to village, the sea to the 
 backwoods, the plains to the highlands; and it was 
 never suffered to droop till it had been borne north and 
 south and east and west throughout the land. 
 
Outline of Study for Advanced Division. 397 
 
 2. It spread over the bays that receive the Saco and 
 the Penobscot. Its loud reveille broke the rest of the 
 trappers of New Hampshire, and, ringing like bugle- 
 notes from peak to peak, overleapt the Green Moun- 
 tains, swept onward to Montreal, and descended the 
 ocean-river till the responses were echoed from the cliffs 
 of Quebec. 
 
 3. The hills along the Hudson told to one another the 
 tale. As the summons hurried to the south, it was one 
 day in New York; in one more at Philadelphia; the 
 next it lighted a watch-fire at Baltimore; thence it 
 waked an answer at Annapolis. Crossing the Potomac 
 near Mount Vernon, it was sent forward without a halt 
 to Williamsburg. 
 
 4. It traversed the Dismal Swamp to Nansemond, 
 along the route of the first emigrants to North Carolina. 
 It moved onward, and still onward, through boundless 
 groves of evergreen, to Newbern and to Wilmington. 
 "For God's sake, forward it by night and by day!" 
 wrote Cornelius Harnett by the express which sped for 
 Brunswick. 
 
 5. Patriots of South Carolina caught up its tones at 
 the border and despatched it to Charleston; and through 
 pines and palmettoes and moss-clad live-oaks still farther 
 to the south, till it resounded among the New England 
 settlements beyond the Savannah. Hillsborough and 
 the Mecklenburg district of North Carolina rose in 
 triumph, now that their wearisome uncertainty had its 
 end. 
 
 6. The Blue Ridge took up the voice and made it 
 heard from one end to the other of the valley of 
 Virginia. The Alleghenies, as they listened, opened 
 
39^ How to Grade and Teach a Country School. 
 
 their barriers, that the "loud call" might pass through 
 to the hardy riflemen on the Holston, the Watauga, 
 and the French Broad. Ever renewing its strength, 
 powerful enough even to create a commonwealth, it 
 breathed its inspiring words to the first settlers of 
 Kentucky; so that hunters who made their halt in the 
 matchJess valley of the Elkhorn, commemorated the 
 nineteenth day of April by naming their encampment 
 Lexington. 
 
 Definitions. — i. Relays, supplies of horses placed 
 on the road, to be in readiness to relieve ot Iters. 2. 
 Reveille (revalya), tJie beat of drum, about daybreak, to 
 give notice that it is time for the soldiers to rise. 6. 
 Commonwealth, an established form of government; 
 usually applied to goverjiments which are considered free 
 or popular. 
 
 Notes. — 4. Cornelius Harnett was an American 
 statesman. He was born in England, but became a 
 citizen of North Carolina before the Revolution, and 
 was afterward a member of the Continental Congress. 
 
 5. The Mecklenburg district of NortJi Carolijta. The 
 patriots of this district adopted a declaration of inde- 
 pendence more than a year previous to the general 
 declaration, made in Philadelphia, July 4, 1776. 
 
 6. Lexington, which was formerly the capital of 
 Kentucky, is a thriving town in the northeastern part 
 of the State. 
 
 A simile is a comparison of two objects, and is founded 
 on resemblances, thus: 
 
 "As a father pitieth his children, so the Lord pitieth 
 them that fear him. " 
 
 Comparisons should only be made, when one object 
 
Oiitlijie of Study for Advanced Division, 399 
 
 is more familiar than the other, where there is sufficient 
 similarity, and where the Hkeness is not too obvious. 
 
 Make similes to these words: 
 Life, Hate, Eternity, 
 
 Death, Love, Sorrow, 
 
 Age, Intemperance, Anger. 
 
 Youth, Friendship, 
 
 Select from readers, geographies, grammars and his- 
 tories all the similes you can find. Write them on as 
 many subjects as you can. 
 
 A metaphor gives an object the appropriate name of 
 another object, on account of a resemblance between 
 them. 
 
 A metaphor is founded on comparison, but represents 
 one thing as doing what is really done by another. 
 Thus: " The grassy plain of the LaPlata is like a sea," 
 is a simile; while *'The sea of grass along the LaPlata," 
 is a metaphor. 
 
 Change these metaphors into plain language: 
 
 "Thy word is a lamp to my feet, and a light to our 
 path." 
 
 "I am the bread of life. " 
 
 His head was covered with the frost of many winters. 
 
 The dew of youth was upon her lips. 
 
 Hyperbole exaggerates a statement. It differs from a 
 falsehood, because in using it there is no wish to deceive. 
 It is a kind of speech into which young people are very 
 apt to fall. This is because the imagination of the 
 young leads them unconsciously into it. Point out the 
 hyperboles in your reading lessons, and give your idea 
 as to why they are used. The following will serve as 
 an example: 
 
400 How to Grade and Teach a Country School 
 
 "Seventy breezy miles were written in his very whis- 
 kers. His manners were a canter; his conversation a 
 round trot. He was a fast coach upon a down hill turn- 
 pike road; he was all pace. A wagon could not have 
 moved slow with that guard and his turnkey upon it." 
 Charles Dickens. 
 
 Personification attributes to inanimate objects some of 
 the qualities of living beings. "The Freaks of the 
 Frost" is a well known example, as are also most of 
 ^sops Fables. 
 
 Comparison is an extended simile. 
 
 Apostrophe addresses the absent, the dead, or inani- 
 mate objects, as if the last had consciousness; thus: 
 
 "Roll on, thou deep and dark blue ocean, roll! " 
 
 Apostrophize the ocean; the setting sun; the snow; 
 George Washington. 
 
 Climax consists in so arranging the words of a series, 
 or the parts of a sentence, that the least impressive may 
 stand first, and the successive words or parts grow in 
 strength. 
 
 The following will serve as examples: 
 
 "The Lord is my shepherd, I shall not want. He 
 maketh me to lie down in green pastures; he leadeth 
 me beside the still waters; He restoreth my soul. He 
 leadeth me in the path of righteousness for His name's 
 sake. Yea, though I walk through the valley of the 
 shadow of death, I will fear no evil, for Thou art with 
 me; Thy rod and Thy staff they comfort me. Thou 
 annointest my head with oil, my cup runneth over. 
 Surely goodness and mercy shall follow me all the days 
 of my life and I will dwell in the house of the Lord 
 forever." 
 
Outline of Study for Advanced Division. 401 
 
 " He aspired to the highest — above the people, above 
 the authorities, above the laws, above his country." 
 
 Let the pupils select and name the different figures 
 here given, thus making them familiar with the more 
 common ones. Let them attempt the use of those named. 
 
 History and biography afford the simplest themes for 
 composition; such as — 
 
 The adventures of Ponce De Leon. 
 
 The Conquest of Mexico by Cortez. 
 
 DeSoto's Discovery of the Mississippi River. 
 
 The Coming of the Pilgrim Fathers, 
 
 The Massacre of Wyoming. 
 
 Washington Irving. 
 
 Life of Pythagoras, etc. 
 
 Information upon these topics is easily obtained. 
 
 Take some sentence, consisting of simple subject and 
 simple predicate, have pupils add modifiers of single 
 words, then phrases; thus: 
 
 fly. 
 
 fly swiftly, 
 fly very swiftly, 
 fly with it very swiftly to 
 their nests. 
 
 I. Birds 
 
 2. Some birds 
 
 3. Some birds of prey 
 
 4. Some birds of prey, hav 
 
 ing secured their victim, 
 
 Is this still a simple sentence? Have the answer to 
 this question made very clear to the pupil. 
 
 Try this with these or similar sentences: 
 
 I. Ships sail. 2. Lightning glares. 3. Stephen 
 died. 4. Joseph was sold. 5. Prayer is desired. 6. 
 Islands produce. 7. Children sing. 
 
 Take several statements, write them upon the board, 
 and have pupils write them into a simple sentence. The 
 following exemplifies the method: 
 
402 How to Grade and Teach a Country School. 
 
 1. Columbus saw a light at a distance. 
 
 2. This was about two hours before midnight. 
 
 3. Columbus was standing on the forecastle. 
 
 Coinbi7ied. About two hours before midnight, Col- 
 umbus, standing on the forecastle, saw a light at a 
 distance. 
 
 Unite the following into a simple sentence: 
 
 1. Columbus returned to Spain in 1493. 
 
 2. He had spent some months in exploring the 
 delightful regions. 
 
 3. These regions had long been dreamed of by many. 
 
 4. They were now first thrown open to European 
 eyes. 
 
 i I. The next morning the battle began in earnest. 
 
 < 2. The next morning was the 24th of June. 
 
 ( 3. The battle began at daybreak. 
 
 These may be constructed in several different ways. 
 App'y these tests: Which construction is clearest? 
 Which neatest? Which most harmonious? 
 
 1. DeSoto discovered a great river. 
 
 The Indians called it Mesaseba. 
 It is now called the Mississippi. 
 
 2. The clustered spires of Frederic stand. 
 
 They stand up from the meadows rich with corn. 
 They stand clear in the cool September morn. 
 Frederick is green-walled by the hills of Mary- 
 land. 
 
 Complete the following complex sentences by adding 
 adjective clauses: 
 
 1 . The condor is the largest bird , 
 
 2. Botany is the science 
 
 3. The day will come 
 
Outline of Study for Advanced Division. 403 
 
 Add adverbial clauses to the following: 
 
 1. The camel is called the ship of the desert 
 
 2. The ground is never frozen in Cuba, 
 
 3. The highest mountains are constantly covered 
 with snow, 
 
 Teacher will take a short story, read it aloud to the 
 class. The class will write it from memory. Point out 
 the simple and complex sentences. Analyze or diagram 
 one of each. 
 
 Add to each of the following statements another 
 statement, using and as a connective: 
 
 1. In winter the days are short, and 
 
 2. Grant was a great soldier, and 
 
 3. Grover Cleveland was governor of New York, 
 
 and 
 
 Use but, yet, else, nevertheless, etc., in the following: 
 
 1. Though Belgium is a small country, yet 
 
 2. Many persons tried to discourage Columbus, but 
 
 3. Napoleon was a great conqueror, but 
 
 4. Although sugar is made chiefly from the sugar 
 cane, 
 
 5. Washington was defeated at Brandy wine, but 
 
 The teacher can add to these sentences at his pleasure. 
 
 The completion of such statements will assist very much 
 in giving the pupils a correct conception as to what a 
 simple, complex or compound sentence is; also why one 
 is complex or simple and the other compound. Be 
 able to tell any of the kinds of sentences and to write 
 examples of each kind. 
 
 Expand these simple into complex sentences: 
 I. The physician predicted the recovery of your 
 father. 
 
404 How to Grade and Teach a Country School. 
 
 2. Men of great talents are not always lovable persons. 
 
 3. The Jews still expect the coming of the Messiah. 
 4- The stars appear small to us because of their 
 
 distance. 
 
 Change these simple sentences into complex and, if 
 possible, into compound: 
 
 1. The water is not fit to drink on account of its 
 saltness. 
 
 2. With patience, he might have succeeded. 
 
 3. Having defeated Hood, Sherman took possession 
 of Atlanta. 
 
 Change these complex sentences into simple: 
 
 1. When it snows in Memphis, it disappears in one 
 day. 
 
 2. Unless we are diligent we will not succeed. 
 Contract these compound sentences into complex or 
 
 simple. 
 
 1. You are perplexed and I know it. 
 
 2. The man yelled vociferously and immediately the 
 crowd gathered. 
 
 3. Though Ponce DeLeon searched for the fountain 
 of youth, yet he never found it. 
 
 In all this work the teacher will add to the suggestions 
 given, until his pupils can express their thoughts in 
 simple sentences, expand them into complex or com- 
 pound, or contract them to simple from complex or 
 compound. 
 
 Have pupils change sentences containing verbs in the 
 active to the passive, and those in the passive to the 
 active voice. 
 
 Have pupils to write short paragraphs on the news of 
 the day. 
 
Outline of Study for Advanced Division. 405 
 
 PRACTICAL ARITHMETIC. 
 
 If the pupil be thoroughly grounded in the principles 
 involved in decimals, he will have but little trouble in 
 the application oi percentage. 
 
 It is thought best not to divide the work of this divi- 
 sion into month's work, but to leave the limit to the 
 discretion of the teacher. Let the work be thoroughly 
 and carefully done. 
 
 Define per cent., rate percentage, base. 
 
 The four cases of percentage; profit and loss and its 
 cases; commission and brokerage; capital and stocks, 
 insurance, taxes, customs, bankruptcy, interest, dis- 
 count, exchange, equation of payments, etc. 
 
 All problems solved by the application of one or more 
 of the four cases in percentage. 
 
 No more terms should be defined than seem necessary 
 to a clear understanding of the subject. 
 
 For those teachers desiring examination Umits we 
 present the following, which is but suggestive: 
 OCTOBER — DECIMALS AND REVIEWS. 
 
 The only point in decimals is the decimal poifit. Will 
 
 yon fix it ? 
 
 It is well to review United States money, then show 
 the children that the point has the same nse in decimals, 
 and that we could carry the decimals of a dollar toward 
 the right as in decimal fractions. Define all the terms, 
 and solve all problems. 
 
 Give numerous problems in lumber measure; buy and 
 sell by the M. Ditto brick. Ditto hay by the ton, etc. 
 Review at pleasure in such portions of the book as 
 thought best. If completed before the date of exami- 
 nation, pass to the next month's work. 
 
4o6 Hoiv to Grade and Teach a Country School. 
 
 NOVEMBER — PERCENTAGE TO PARTIAL PAYMENTS. 
 
 Find some good arithmetic and introduce percentage 
 by analytical steps, long before reaching the subject in 
 the text; if you make your pupils familiar with all that 
 the term per cent, means, then you will have but little 
 trouble in its application. Define terms when necessary 
 and complete interest to partial payments. Adopt but 
 one rule in the solution of problems, and omit all others. 
 To those not satisfied with results, we offer the follow- 
 ing as suggestive: 
 
 Problem: Find the interest of $720 for 2 years, 5 
 
 months and 15 days, at 5 per cent. 
 
 2x3<5— 72 ) 
 First STEP. 5x 3 ===15 > = 885 days. 
 
 Rule. — Multiply j6 by the number of years, j by the 
 number of montJis, place in a column for addition, then 
 place days in the column with units figure one place to the 
 right, and add. This will rediice the time to days. 
 
 Second step.— 7^0x5x885^ $88.50. 
 
 36 
 Rule. — Place the principal, rate, and time i^i days 
 upon one side of a linCy j6 upon the other, cancel, and 
 point three places. 
 
 (Teacher will explain omission of o in 36 and 3.) 
 Write promissory notes; write same and find interest; 
 write same, endorse payments, and compute interest to 
 date; write same to order, endorse for exchange. 
 
 DECEMBER — INTEREST CONTINUED. 
 
 Treat Proportion as such, as Analysis, or as cause and 
 efifect, at the discretion of the teacher. Continue inter- 
 
Outline of Study for Advanced Divisiofi. 407 
 
 est, and review to discount, omitting compound interest 
 if thought best. 
 
 Try to have "actual business" transacted, as in many 
 business colleges. Have notes, payments with receipts, 
 bills of goods, endorsements, etc. Trade discount 
 should be explained, thus: 20 and 10 off; two tens and 
 five off, etc. Cull all your authors for good practical 
 problems. 
 
 Pass to next month's work when completed, whether 
 the date of examination is at hand or not. 
 
 JANUARY — PERCENTAGE, PARTNERSHIP, ETC. 
 Complete and review all important applications of 
 percentage, and all other topics to Analysis, inclusive, 
 selecting only the important terms for definition. 
 
 FEBRUARY. 
 
 Square and Cube Root. Other topics and months 
 at the discretion of the teacher. 
 
 A bountiful supply of practical problems should be 
 given weekly; the plan illustrated in the Intermediate 
 Division is a good one. 
 
 UNITED STATES HISTORY. 
 
 The following limits for the examinations are but sug- 
 gestive: 
 
 October. — The Discovery Period. 
 
 November. — The Settlement Period. 
 
 December. — The Revolutionary Period. 
 
 January. — Constitutional Period to Pierce's Admin- 
 istration. 
 
 February. — To Johnson's Administration. 
 
 Other months at the discretion of the teacher. 
 
4o8 How to Grade and Teach a Country SchooL 
 
 BLACKBOARD FORM. 
 
 {1492-1607"] r Discovery. 
 
 \^^l~'lll ^Period ofJ Settlement, 
 1775-1789 ( ] Revolution. 
 
 1789- J [Constitution. 
 
 Write the above form on the board, slate, or scratch- 
 book, and repeat until learned. 
 
 "From 1492 to 1607 is called the Period of Discovery; 
 from 1607 to 1775 is called the Period of Settlement," 
 etc. 
 
 Questions. — Why do we adopt the date 1492 as a 
 beginning for the time of a period? Why do we divide 
 the study of U. S. History into Periods? How many 
 and what Periods? From what is each named? 
 
 Write the form. Re-write it. Erase and write it 
 again until thoroughly learned. 
 
 I. Period of Discovery. 
 
 BLACKBOARD FORM. 
 
 ( San Salvador. 
 
 ^ 1 , Isabella. 
 
 Columbus. < c , 
 
 j b. America. 
 
 I^Cent. America. 
 
 Cabots — Cape Breton. 
 
 Vespucci — America. 
 
 Write the form and repeat, "In 1492 Columbus dis- 
 covered San Salvador; in 1493 Columbus founded Isa- 
 bella on Hayti Island; in 1498 Columbus discovered 
 South America, near the mouth of the Orinoco River," 
 etc. Commence the statement with "In," a-nd simply 
 make the best sentence to tell what was done. 
 
 Directions. — i. Tell the story of Columbus's boy- 
 hood. 2. Of his trials and triumphs in securing aid 
 
 rt ^" 
 
 ' 1492 
 
 t V 
 
 1493 
 
 E''l< 
 
 1498 
 
 ^iz^ 
 
 1502 
 
 i-^ 
 
 1494 or '97 
 
 HQ 
 
 . 1499 
 
Outline of Study for Advanced Division. 409 
 
 to carry out his undertakings. 3. Of his first voyage. 
 4. Of his subsequent voyages. 5. Tell all about the 
 Cabots, and what they did. Ditto Vespucci. 
 
 QUEER QUERIES. 
 
 1. What did Columbus do with the $70 which Queen 
 Isabella sent him? 
 
 2. How many and what countries did he visit to 
 secure aid in fitting out his vessels? 
 
 3. What did "Old King John" do when he applied 
 to him for aid? 
 
 4. Where did Columbus think the Orinoco had its 
 source? 
 
 5. How many times was he buried? Where is his 
 grave now? Locate the place. 
 
 6. What did he make out of the Santa Maria? 
 
 7. What did the Cabots take to England with them? 
 
 8. Why was not the continent called Columbia? 
 
 9. What was the German geographer's name who 
 published the first account of the new world? 
 
 10. Who first saw the land from Columbus's vessel? 
 
 BLACKBOARD FORM. 
 
 Palos to Gomera. 
 Gomera to San Salvador. 
 San Salvador to Cuba. 
 Columbus. ^ Cuba to Hayti. 
 
 I Hayti to St. Mary's. 
 [St. Mary's to Palos. 
 Recited: "Columbus sailed from Palos to Gomera, 
 from Gomera to San Salvador, San Salvador to Cuba," 
 etc. 
 
 Let the pupil find and locate each of the above on 
 some good map. 
 
 Tracing 
 
410 How to Grade and TeacJi a Country School. 
 
 I. 
 
 2. 
 
 3. 
 4. 
 5- 
 6. 
 thus: 
 
 REVIEW. 
 
 Write the form for the Periods. 
 
 For the Three Great Discoverers. 
 
 For tracing Columbus. 
 
 Write an account of Columbus's second voyage. 
 
 Tell the; story of Columbus and the ^%%. 
 
 Make out a skeleton to represent the Periods, 
 
 Periods. 
 
 Now fill the blanks orally. 
 
 7. Make blank skeleton for the Three Great Dis- 
 coverers and fill in same manner. 
 
 8. Write a short paragraph about the Cabots. 
 Remarks: — Tell nothing in the language of the 
 
 author. Use your own language. Talk and write 
 independently. 
 
 BLACKBOARD FORM. 
 
 f 1 512 — De Leon. 
 
 I 15 13 — Balboa. 
 
 Spanish. <J 1520 — Magellan. 
 
 I 1541 — De Soto. 
 
 Discoveries 1 1565 — Melendez. 
 
 C 1524 — Verrazani. 
 
 of <! French. <M 534 — Cartier. 
 
 ( 1605 — DeMonts. 
 
 Nations. ( i 579 — Drake. 
 
 T? \' \^ } .0 . \ Amidas. 
 English. < 1584 \ ^ , 
 ^ I ( Barlow. 
 
 [ 1602 — Gosnold. 
 
 Dutch. — 1609 — Hudson. 
 
Outline of Study for Advanced Division. 41 i 
 
 Directions. — i. Take De Leon as a subject, and 
 read all your history may say of him. If other authors 
 are at hand, read their version of the same subject. 
 Finally, settle down on the fact that "In 15 12 De Leon 
 discovered Florida." 2. Treat the discoverers in 
 order as arranged above, in a similar manner. Do not 
 undertake the study of more than one or two daily. 3. 
 As you proceed be sure to write and re-write all the 
 preceding forms. 4. Tell the story of De Leon and his 
 discoveries. Trace him from place to place. 5. Ditto 
 for each discoverer. 6. Locate each place discovered, 
 on the map (i. e., point out each place and tell where it 
 is). 7, Make a list of each group of discoverers. 
 
 QUEER QUERIES. 
 
 11. Why was Florida so called? South Sea? Paci- 
 fic Ocean? California? Virginia? 
 
 12. What was De Leon looking for? Did he find 
 it? Why? 
 
 13. Why did Balboa come to America? 
 
 14. Why did DeGourge murder the Spaniards? 
 
 15. Why did Balboa wade into the ocean? 
 
 16. Which discoverer drove hogs before him while 
 traveling? 
 
 17. Where did DeSoto leave his wife when he trav- 
 eled through the South? Why was he buried so often? 
 Where and how each time? 
 
 18. What became of Magellan? Drake? Gosnold? 
 
 19. Tell all you can about curious Indian mounds. 
 
 20. After whom should this continent have been 
 named? Why? 
 
 21. What was the Astrolabe, as used by Columbus? 
 
412 How to Grade and Teach a Country School, 
 
 22. What did Columbus do when he first stepped on 
 American soil? 
 
 23. What did the Indians think the ships of Columbus 
 were? 
 
 24. What explorer was left on Hudson's Bay to per- 
 ish with his son and four companions? 
 
 25. Is the chicken a native of America? The turkey? 
 The horse? The sheep? 
 
 26. What did Columbus believe Hayti to be? 
 
 27. What is the only marsupial of America? 
 
 28. What early explorer lies under a pair of stairs in 
 Quebec? 
 
 29. What noted explorer lies in the mud of the Miss- 
 issippi? 
 
 30. What is the oldest town in the United States? 
 
 REVIEW. 
 
 9. Write about each of the explorers in turn. 
 
 10. What part of the United States did each nation 
 claim, and why? 
 
 11. How many and what nations made discoveries 
 within the present boundaries of the United States? 
 
 12. Trace Sir Francis Drake on his voyages? 
 
 13. Who named Virginia? Why the right to name it? 
 
 14. Tell all you can about tobacco and the potato. 
 
 15. Trace Hudson to his abandonment on Hudson's 
 Bay. 
 
 16. Which is the oldest settlement in the United 
 States? In Canada? 
 
 17. Name the four great Indian tribes. Where was 
 each located? 
 
 18. Tell all you can about the Indian dress. 
 
Outline of Study for Advanced Division. 413 
 
 BLACKBOARD FORM. 
 
 j^ . C Florida. 
 
 ^Pain. { ^^^ Mexico, 
 
 I Acadia. 
 France. < Canada. 
 Claims. \ ( Mississippi Valley. 
 
 Holland. — New Netherlands. 
 
 i N. Virginia. 
 England. < S. Virginia. 
 
 ( N. Albion. 
 
 Copy the above form neatly and carefully; recite, 
 "Spain claimed all the southeastern part of the United 
 States under the name of Florida," and "the southwest- 
 ern under the name of New Mexico. " "France claimed 
 the northeastern part of the United States, the northern 
 (including Canada) and the whole of the Great Lakes 
 and the Mississippi Valley, under the name of Acadia, 
 Canada, and the Mississippi Valley." "Holland claimed 
 the territory extending from the Delaware Bay to the 
 Connecticut Valley, under the name of New Nether- 
 lands. " "England claimed all of the southern part of 
 the United States under the name of South Virginia, 
 and the northern under the name of North Virginia, and 
 the western under the name of New Albion." 
 
 QUESTIONS AND DIRECTIONS. 
 
 After a careful study of the map tell what claims over- 
 lapped. 
 
 19. The overlapping of claims would probably lead 
 to what? Why was New Albion so called? Virginia? 
 Florida? Acadia? Canada? New Netherlands? 
 
 20. By what right could any nation claim a new terri- 
 tory in America? 
 
414 How to Grade and Teach a Country School. 
 
 21. By what right did the Dutch claim New Nether- 
 lands? The English, North and South Virginia and 
 New Albion? 
 
 Remarks. — The recitation should be from the black- 
 board form, invariably. Pupils should depend entirely 
 upon the memory in class recitation, / e., all books and 
 helps should be laid aside. More or less writing should 
 be required at each recitation. Be sure that you can 
 locate each place named in the text. Write the pre- 
 ceding blackboard forms daily until learned. Never 
 write them without repeating the sentence for each date. 
 
 WRITTEN EXAMINATION. 
 
 Write with ink if possible. Be very careful about the 
 spelling of proper names. Indent the first word of each 
 paragraph. After papers are graded file them for future 
 reference. 
 
 22. Write a short sketch of Columbus and what he 
 did. 
 
 23. When and by whom was Guanahani discovered? 
 The Mississippi? How many years had intervened from 
 the discovery of one to the discovery of the other? 
 
 24. Write in order of the time of the discovery the 
 names of the discoverers adopted in the analysis (black- 
 board form). 
 
 25. Tell the nationality of each discoverer, and the 
 power he served. Tell the story of DeLeon and the 
 Fountain of Youth. 
 
 26. Who were the three great discoverers? 
 
 27. Tell something you have read concerning the 
 early discoveries not found in your text-book. 
 
 28. What do you think about the real honor of the 
 
Outline of Study for Advanced Division. 415 
 
 name America? Should it belong to Americus or Col- 
 umbus? 
 
 29. Did Columbus know that he had discovered 
 America? Where did he die? 
 
 30. Give the limits of North and South Virginia (in 
 degrees). 
 
 Colonial Period. 
 
 blackboard form. 
 
 1607 — Jamestown. 
 1610 — Famine. 
 
 ^ ( Negroes. 
 Virginia. <( 1620 — Women. 
 1622 — Massacre. 
 1624 — Royal. 
 1 644 — Massacre. 
 1676 — Bacon's. 
 1607. 
 
 Jamestown, 
 j Eng. Emigrants. 
 (^ Edward Wingfield. 
 
 Directions. — i. After reading all you can find con- 
 cerning the settlement of Jamestown, repeat: "In 1607 
 Jamestown was settled." "In 1610 a famine occurred," 
 etc. 2. Copy and recite the above as. you memorize 
 the event. 3. Place "In" before 1607, "at" before 
 Jamestown, "by" before Eng. Emigrants, and "under" 
 before Edward Wingfield. Then memorize: "Virginia 
 was settled in 1607, at Jamestown, by English emi- 
 grants, under E:dward Wingfield." 4. Tell all you can 
 about the Indian Massacres. 5. Tell all you can about 
 the legislative assembly. 6. Read all you find on the 
 
 r 
 
 Virginia. <J 
 
41 6 Hoiv to Grade and Teach a Country School. 
 
 introduction of slavery into the colony. Tell this in 
 your own words. 7. What is meant by a charter gov- 
 ernment? Why so called? 
 
 QUEER QUERIES. 
 
 31. What did the Indians of Jamestown plant in 
 order to grow ammunition? 
 
 32. How many negroes were sold at first, at James- 
 town? 
 
 33. Were women really sold in Jamestown? If so, 
 what was the price? 
 
 34. How did Captain Smith shield himself from the 
 arrows of the Indians? 
 
 35. Is the story of Pocahontas's saving Captain 
 Smith now accepted as true? 
 
 36. How did Columbus make the ^^^ stand on end? 
 Tell the story? 
 
 37. What became of Sir Walter Raleigh? 
 
 38. Are the ruins of Jamestown now visible? 
 
 39. What early explorer climbed a tree in order to 
 see the Pacific Ocean. 
 
 40. What is meant by the Virginia Readjusters? 
 
 REVIEV^. 
 
 31. Write the. analysis of the claims to American soil. 
 
 32. Write a good sketch of Balboa. De Soto. 
 
 33. Locate territory which overlapped by conflicting 
 claims. 
 
 34. How many and what periods in our history? 
 Give date of beginning of each. 
 
 35. What did Columbus do? Balboa? De Soto? De 
 
Outline of Study for Advanced Division. 417 
 
 Leon? Bacon? Pocahontas? Cortez? Gosnold? Car- 
 tier? Magellan? Champlain? Verrazani? 
 
 36. Make out the analysis of Virginia. Of the voy- 
 ages of Columbus. 
 
 37. What is meant by North and South Virginia, as 
 mentioned in the histories? 
 
 38. Explain what is meant by the Plymouth and the 
 London companies. 
 
 39. Why was Virginia so called? 
 
 40. Did the early settlers find gold in Virginia? Is 
 there any native gold in the State? Who is the present 
 governor? How many and what capitals has it had? 
 
 Remarks. — i. Do not memorize the text of any 
 author. Use your own language to tell what you know 
 of the text. 2. Write the answers to all questions. 
 "Once writing a topic is worth twice reciting it." 3. 
 Repeat and re-write, time and again, that which you 
 find most difficult to remember. 4. Do not omit tak- 
 ing notes as you find new facts in different authors. 
 
 Make out blackboard forms for other colonies as in 
 Virginia. Make up good list of queer queries; keep 
 up the reviews. 
 
 Intercolonial Wars. 
 
 blackboard form. 
 
 Cause? 
 
 From 1689 to 1697. 
 
 r Dover. 
 
 T ,^0^ J Fort Pemaquid. 
 In 1689 < ^ Ti ^ 
 
 \ Casco Bav. 
 
 King William's J 1 g^"^° ^'7 
 
 Gain? 
 
 (^ Salmon Falls. 
 In 1690 — Schenectady, 
 In 1691 — Port Royal. 
 In 1697 — Ryswick. 
 
41 8 How to Grade and Teach a Country School. 
 
 ^ f From 1702 to 1713. 
 
 L.ause.-' j^ 1704— Deerfield. 
 
 Queen Amies. -< t ,1.^ u ^ r> 1 
 
 ^ ^ . j In 1 7 10— Fort Royal. 
 
 ^^'"- [ In 1713— Eutrecht. 
 
 Cause? ( From 1745 to 1748. 
 
 King George's. < In 1745 — Louisburg. 
 
 Gain? ( In 1748 — Aix-la-Chapelle. 
 
 Directions. — i. Look through the history of the 
 above wars to determine why each was so named. 2. 
 Search the geographies or gazetteer to locate Ryswick, 
 Eutrecht and Aix-la-Chapelle. 3. Ditto each place 
 named in the blackboard form. 4. Study the cause 
 and gain (if any) of each war. 5. Practice writing the 
 blackboard form, thinking of the exact location of each 
 place as you\vrite the name. 6. Ditto same, thinking 
 of the result of each battle, expedition, attack, etc. 7. 
 If you do nothing more than remember the cause and 
 gain of each war, do it well. 
 
 QUEER QUERIES. 
 
 41. Which colony took the Bible for its guide? 
 
 42. What did the Indians wear upon their feet in 
 making the attack upon Schenectady? 
 
 43 What is the basis of Longfellow's Evangeline? 
 
 44. On whose discovery did the English base their 
 claims to American soil? 
 
 45. What is meant by the "hasty pudding" of the 
 colonists? 
 
 46. What is meant by the Blue Laws of Connecti- 
 cut? 
 
 47. How was the Puritan church sexton armed dur- 
 ing the sermon? 
 
Outline of SUidy for Advanced Division, 419 
 
 48. In what way was tobacco responsible for the 
 introduction of slavery into the Virginia colony. 
 
 49. What was the first Bible printed in America? 
 
 50. What nation introduced Santa Claus into our 
 Christmas festivals. 
 
 BLACKBOARD FORM. 
 
 Cause? 
 
 French 
 
 and 
 
 Indian War. 
 
 Gain? 
 
 "From 1754 to 1763. 
 
 Gt. Meadows. 
 Ft. Necessity. 
 
 In 1754 
 
 In 1755 
 
 In 1756 
 In 1757 
 
 In 1758 
 In 1759 
 
 r Nova Scotia. 
 
 Crown Point. 
 Niagara. 
 Ohio River. 
 Gt. Britain. 
 Oswego. 
 
 -Fort William Henry. 
 Louisburg. 
 Crown Point. 
 Ft. Frontenac, 
 Ticonderoga. 
 Niagara. 
 ( Quebec. 
 In 1763 — Treaty of Paris. 
 
 Directions. — First read all the matter at hand on 
 the cause of the war; frame your answer to this ques- 
 tion; then treat the subject of gain in the same manner. 
 2. Read over the cause d^wd gain of each of the preced- 
 ing wars and determine in what respect they differ. 
 Couch your conclusion in good language and submit it 
 to your teacher for his approval. 3. Read as separate 
 topics in your several authors, Braddock's Defeat, the 
 Expeditions of 1755, the Capture of Louisburg, Attack 
 on Crown Point, Expedition against Ft. Frontenac, the 
 
420 Hozv to Grade arid Teach a Coitntry School. 
 
 Ticonderoga Affair, and the Capture of Quebec. 4. 
 Write the following names in this form, 
 
 ('Braddock. 
 English J Loudon. 
 Commanders. ] Abercrombie. 
 [ Amherst. 
 
 and recite: "Braddock was the first commander-in-chief, 
 and was succeeded by Loudon, Loudon by Abercrom- 
 bie, Abercrombie by Amherst." Do not abandon this 
 form until you can tell the year that the succession took 
 place and whether it affected the campaigns or not. 5. 
 Be sure that you know who the French commander-in- 
 chief was, and where he was killed. 
 
 QUEER QUERIES. 
 
 51. What poem did Wolfe recite and comment upon 
 while crossing the St. Lawrence to his death? 
 
 52. Who coined the first money in the colonies? 
 
 53. Who first taught freedom of religious worship in 
 the U. S.? 
 
 54. When did the Puritan Sabbath commence? 
 
 55. What penalty did Massachusetts inflict upon 
 Quakers? 
 
 56. Which lived the longer, Columbus or Queen 
 Isabella? 
 
 57. What was the name of Hudson's vessel? 
 
 58. What did the Indian who killed King Philip 
 receive for the deed? 
 
 59. Why is your native State so called? 
 
 60. What city of the U. S. containing a population 
 of over 100,000 does not cast a single vote for President? 
 
 Review. — i. Write a list of the intercolonial wars 
 ^jvith name of treaty opposite each. 2. Give the history 
 
Outline of Study for Advanced Division. 42 1 
 
 of the witchcraft delusion. 3. Sketch the course of 
 French discoveries and settlements in the Mississippi 
 Valley. 4. Write the form for King Philip's War. 5. 
 Ditto Queen Anne's. 6. Ditto King George's. 7. 
 Ditto French and Indian War. 8. Give a history of Pon- 
 tiac's conspiracy in your own language. 9. Write a list 
 of all the wars, rebellions, etc, from the settlement of 
 Jamestown to the peace of Paris, and tell where each was 
 enacted. 10 Explain how it was that the colonists were 
 contented under the English rule, and how they cheer- 
 fully fought for her during the French and Indian War. 
 Notes. — In your spare moments consult such author- 
 ities as you may have at hand on the Jesuit Fathers, 
 Jaques ' Marquette, Robert Cavalier de LaSalle, 
 Louis XIV, Lemoine d'Iberville, John Law, Louis 
 Joseph Montcalm de Saint-Veran (Montcalm), James 
 Wolfe, Thomas Hooker, Thomas Shepard, President 
 Chauncy, Cotton Mather, Governor Bradford, Governor 
 Winthrop, Elihu Yale, Jonathan Edwards, Benjamin 
 Franklin, John Bartram, Captain Kidd. We ought to 
 know more of men and their good deeds than of wars 
 and their influences (in the colonies). 
 
 BLACKBOARD FORM. 
 
 1660 — Navigation Act. 
 1764 — Sugar Act. 
 
 ( First Colonial Congress. 
 ^^^^ I Stamp Act. 
 1766 — Stamp Act. 
 1767 — Duty on Tea. 
 1768 — Troops. 
 1769 — Traitors. 
 
 C New York. 
 '77° I Boston. 
 1773 — Tea Party. 
 1774 — First Continental Congress. 
 
 Causes of 
 Revolution. 
 
422 How to Grade and Teach a Country School. 
 
 Directions. — Read your authors to determine what 
 was meant by the Navigation Act. If you are unable 
 to do so, please ask your teacher to explain what is 
 meant. 2. Tell in your own language what is meant by 
 the Sugar Act. 3. Read the text until you have a clear 
 idea of the difference between the First Colonial and 
 the First Continental Congress. When you are sure 
 that you understand this, fix the place of meeting for 
 each. 4. What is meant by the Boston Tea Party? 
 Tell the story of Colonel Montague and the "Minute 
 man." 5. Read all you can get on the subject of the 
 Boston Massacre and the troubles in New York with the 
 5ons of Liberty. After you have thoroughly studied 
 the causes of the Revolution as outlined by the black- 
 board form, please re-read the text with a view to 
 determining the real reason for the revolt of the colonies. 
 
 Was "taxation without representation" the real reason 
 as so often printed in our books? 
 
 To THE Teacher. — Do not ask the set questions 
 printed in your text, but have independence enough to 
 stand up and de original in your teacJiing. Don't lose 
 your individuality by following anybody's arbitrary 
 plans, but use them as suggestive merely and work out 
 your own plans from them. No matter if you are 
 awkward, try to have your illustrations and questions 
 filled with pith and point. 
 
 QUEER QUERIES. 
 
 61. What was meant by the "Writs of Assistance?" 
 
 62. How many boxes of tea were thrown overboard 
 by the "Boston Tea Party?" 
 
 63. Who wrote "The Sun of Liberty is set; the 
 
Outline of Study foi' Advanced Division. 423 
 
 Americans must light the lamps of industry and econ- 
 omy?" 
 
 64. What was the color of the stamps of 1765? 
 
 65. Was the first bloodshed of the Revolution at 
 Boston or New York? 
 
 66. Did the tea cost the colonies more or less than 
 it cost in England? Why did the people not drink it? 
 
 6^ . What did Patrick Henry mean when he said, 
 "Caeser had his Brutus, Charles i. his Cromwell," etc.? 
 
 68. What did the colonists substitute for tea, and 
 what did they call it? 
 
 69. In which one of the preceding wars did the 
 contending nations fight for tzvo years before they 
 declared war? 
 
 70. What was meant by the "minute men?" 
 Review and Notes. — i. Write a list of the thirteen 
 
 colonies, and tell where the Colonial and Continental 
 Congresses were held. 2. What was meant by a Char- 
 ter Government? 3. Write the forms for the first set- 
 tlement of each of the thirteen colonies. 4. Tell all 
 about Pontiac's war. 5. Look through your authori- 
 ties and make a list of the early colleges with dates of 
 their founding. 6. Ditto, and make a list of prominent 
 actors from the time of Columbus to 1775. 7. Write 
 the form for the causes of the revolution. 8. Ditto for 
 the French and Indian War. 9. What zvas the cause 
 of the Revolution? 10. Write a paragraph about each 
 of your teachers (in order of their succession). 
 
 Note. — With the first of the month commence with 
 some good plan of reviews, and pursue them with a 
 definite purpose, viz., for the purpose of knowing more 
 of our country's history. Try this plan for one month; 
 
424 Hoiv to Grade and TeacJi a Country School, 
 
 read all you can find concerning any man mentioned in 
 the text over which you have passed. Study but 07te 
 man each day for the twenty school days, and then 
 compare your knowledge of United States history with 
 your ignorance of it twenty days previous. With the 
 commencement of the Revolution begin the study of 
 men and their actions. 
 
 Build up a study of the war of the Revolution after 
 the same form as in that recommended for the Discover- 
 ies and the colonies. 
 
 Period of the Constitution, 
 blackboard form. 
 
 Monroe, 
 ''The Poor 
 but spotless 
 President. " 
 
 1817 to 1825. 
 
 o „ ( Seminole. 
 1817 < T^/r- • . • 
 ' I Mississippi. 
 
 1818— Illinois. 
 
 C Alabama. 
 
 1819 < Savannah. 
 
 ( Florida. 
 
 Maine. 
 
 Mo. Compromise. 
 
 1821 — Misssouri. 
 
 1822 — Monroe Doctrine. 
 
 1824 — La Fayette. 
 
 1820 
 
 Directions. — i. Read this administration in a gen- 
 eral way. 2. It would now be well to go back to the 
 Brandywine and trace La Fayette through the Ameri- 
 can Revolution. 3. Read your author to determine 
 what the army of the West, Center, and the North did 
 in 1813. 4. Read all you can find concerning the 
 Declaration of Independence. 5. Are you sure that 
 you know what was meant by the Missouri Compromise? 
 
Outli7ie of Study for Advanced Division, 425 
 
 QUEER QUERIES. 
 
 71. Of whom has it been said that "if his soul was 
 turned wrong side out there would not be found a sin- 
 gle blot on it. 
 
 72. What president was the "father of a president?" 
 
 73. Why was Monroe's second inauguration on the 
 5th of March? . 
 
 74. What was the name of the vessel which carried 
 LaFayette home? 
 
 75. What was the first steam vessel that crossed the 
 Atlantic? 
 
 ^6. When was the American Bible Society estab- 
 lished? 
 
 TJ. Why were the Blue Laws of Connecticut so 
 called? 
 
 78. What was the length of an early New England 
 sermon? 
 
 79. If a woman went to sleep during one of these 
 lengthy sermons what was done to wake her? 
 
 80. Was slavery introduced in 1620 or 1619? 
 
 WRITTEN REVIEW. 
 
 Note. — Grade on spelling, capitalization and para- 
 graphing in this review. 
 
 41. Write about Queen Anne's war. 
 
 42. Write about the Missouri Compromise. 
 
 43- Make a list of States admitted from 1789 to 1825. 
 Give dates. 
 
 44. Tell of La Fayette's visit in 1824. 
 
 45. Explain what is meant by the Monroe Doctrine? 
 
 46. Tell about the purchase of Louisiana and the 
 cession of Florida. 
 
426 How to Grade and Teach a Country School. 
 
 47. Make a list of presidents as far as studied, with 
 the vice-presidents. 
 
 48. What was the cause of the whisky insurrection? 
 Tripolitan War? War of 1812? 
 
 49. After studying- the events of 181 3, write them. 
 
 50. Write the form for Madison's Administration. 
 Monroe's. 
 
 BLACKBOARD FORM. 
 
 825 to 1829. 
 
 826 C Adams. 
 
 Adams, I /t 1 \ \ ^ rr 
 
 «'T^u r\\A T\/r T71 ,. '>\ (July 4) { enerson. 
 
 The Old Man Eloquent. ^ ^-^ « t^ -i j 
 
 ^ 1827 — Railroad. 
 
 1828— Protective Tariff. 
 Directions. — i. Read any good sketch of John Q. 
 Adams. 2. Read all you can find in your authors on 
 the tariff question. 3. Read all at hand on the build- 
 ing of railroads. 4. Review Jefferson's Administration. 
 5. What was the effect upon the South of a high pro- 
 tective tariff? Why? 
 
 QUEER QUERIES. 
 
 81. What were Jefferson's last words? 
 
 82. What body elected John Quincy Adams? Why? 
 
 83. What were John Adams's last words? 
 
 84. When did Jethro Wood invent his cast-iron plow? 
 
 85. What did the people call the tomato as late as 
 1828? 
 
 86. How was the news of the completion of the Erie 
 Canal "telegraphed" from Buffalo to New York in 1825? 
 
 87. What was poured into New York Bay when the 
 last gun fired? 
 
 88. What kind of rails had the first railroad? 
 
Outline of Study for AdvaJiced Division. 427 
 
 51- 
 52. 
 53. 
 54. 
 55. 
 
 89. What did Washington say when he heard of 
 Arnold's treason? 
 
 90. Who laid the corner-stone of Bunker Hill Monu- 
 ment? 
 
 WRITTEN REVIEW. 
 
 Tell all about the steamboat. 
 
 Write about the war with Tripoli. 
 
 Give a good account of the events of 1775. 
 
 Write a full account of the siege of Yorktown. 
 
 Tell of the duty on tea, 1767; the Boston Tea 
 
 Party, 1773. 
 
 56. Tell where Washington wintered each winter of 
 the war. 
 
 57. Tell of the Second Continental Congress and what 
 it did. 
 
 58. Tell all about Arnold's treason. 
 
 59. Write the form for James Monroe's administra- 
 tion. Events for i754- 
 
 60. How many and what kinds of government in col- 
 onial times? 
 
 BLACKBOARD FORM. 
 
 " 1829 to 1837. 
 183 1 — Monroe. 
 
 f Veto. 
 
 I Black Hawk's. 
 i832<; Tariff Bill. 
 
 I S. C. Nullification. 
 
 [Asiatic Cholera. 
 
 ("Shooting Stars." 
 •^"^ \ Hussey's Reaper. 
 1835 to 1842 — Florida War. 
 1836^ — Arkansas. 
 1837 — Michigan. 
 
 Jackson, 
 
 "The Fighting 
 
 President. " 
 
428 Hozv to Grade and Teach a Country School. 
 
 Directions. — i. As special topics read the Black 
 Hawk War, South Carolina Nullification, Seminole 
 War, and Bank of the United States. 2. If a life of 
 Davy Crockett can be secured, it would be well to read 
 at least that part of it devoted to the Alamo. 3. Apply 
 the "Set Questions" to this administration. 
 
 QUEER QUERIES. 
 
 91. Who was Old Hickory? 
 
 92. How did Santa Anna select every tenth man out 
 of his one hundred and seventy-eight prisoners for the 
 purpose of shooting them? 
 
 93. What did Jackson say he would do with the 
 NuUifiers? 
 
 94 Who invented the first reaping machine with 
 sickle-edged sectional bar; protected by guards? 
 
 95. When was the first Testament printed for the 
 blind? How can a blind person read from a book? 
 
 96. What three ex-Presidents died on the Fourth of 
 July? 
 
 97. When John C. Calhoun resigned the vice-presi- 
 dency in order to lead the Nullification party, what 
 medal was struck and circulated in the South? 
 
 98. What did the Indians call Jackson? 
 
 99. What did Washington say when told that his 
 death must soon occur? 
 
 100. Who shot Tecumseh? 
 
 WRITTEN REVIEW. 
 
 61. Write a list of States admitted from 1789 to 1837. 
 Give dates and use correct abbreviation. 
 
 62. Write the blackboard form for each administra- 
 
Outline of Study for Advanced Division. 429 
 
 tion; if you are certain that you can write certain ones 
 correctly, then omit them. 
 
 63. Write causes of the Revolution. 
 
 64. Write forms for Georgia. 
 
 65. What was our Contitution from 1777 to 1789? 
 Name some of its defects. 
 
 66. Name all the wars and rebellions from 1789 to 
 
 1837. 
 
 6'J . Write a short history of Black Hawk's war. 
 
 68. Who is your State Senator? How chosen? Your 
 U. S. Senators? How chosen? How many U. S. 
 Senators? 
 
 69. What nations engaged in American discoveries? 
 
 70. Tell all about DeSoto. 
 
 Are you keeping your note book at hand zvhile readings 
 and collectifig all the interesting notes possible ? 
 
 Are you reproducing the blackboard forms daily as you 
 advance ? 
 
 Are you using your own language to express what you 
 know about the text ? 
 
 Can you answer all the Queer Queries about the Presi- 
 dents ? 
 
 Do you read some larger history than your school edi- 
 tion ? Do you do this in order to strengthen the text, or 
 merely for pastime? 
 
 Will the word "yes" answer all of the above? 
 
PURIOUS |20c. # nUEER Ubc 
 
 CURIDUS CDHWEBSI 
 
 Woven from many Queer, Quaint and Curious Questions, gath- 
 ered from many Queer Quarters, and all Unwound by 
 
 There are 225 questions upon quaint and seemingly difficult points 
 pertaining to History, Art, Science, Philosophy; Geography, Botany, 
 and hosts of things which are not generally known by the average 
 person. These are fully and completely answered in the book. 
 
 OBJECT OF CURIOUS COBWEBS. 
 
 To lessen the care of the teacher ; to make the school more attrac- 
 tive and interesting; to interest jjarents in the work of the school; to 
 induce the pupil to look outside of the text-book and schoolroom for 
 information; to form habits of close observation in the growing pupil, 
 and in forming these habits give him a fund of information which 
 will repay for all the trouble and time expended. 
 
 The answers are full and complete. It is fully indexed so that 
 any item can be readily referred to. I give a few of the queries as 
 samples: 
 
 " How can you prove that there is a blind spot in the eye? " What 
 river is spelled by a single letter?" "What State bought itself?" 
 "How can you see a snail's 'foot'?" "What is the weight of a loco- 
 motive?" "In what battle of the Revolution were all the dogs of 
 the vicinity killed to prevent giving the alarm?" " Can a rabbit run 
 up hill better than down? Why ? " " What member of Congress was 
 never late at roll call ? " " Why will not the Jew's Harp produce a 
 loud noise without placing it between the teeth? " " How can vessels 
 carry grain free across the ocean? " 
 
 QuEET QueriES 
 
 BY YE PEDAGOGUE. 
 
 A BOOK FOR THE STUDENT. 
 
 A BOOK FOR THE TEACHER. 
 
 A BOOK FOR EVERYBODY. 
 
 A COLLECTION OF QUESTIONS ON DIFFERENT BRANCHES OF STUDY. 
 
 This system of teaching "things not in the books" has been in use in many of the 
 public schools for several years, and has met with almost unlimited success in being 
 the means of inculcating facts and principles into the youthful mind which can hardly 
 be impressed upon the memory in any other way. it will lea<l to investigations and 
 researches on the part of the student which cannot prove otherwise than beneficial. 
 Creates great interest in schools, at institutes, wherever used. 
 
 fURIOUS 1 20c # nUEER l^Bc. 
 UOBWEBSl ^ UUERIESP 
 
 JOHN TRAINER, DECATUR, ILL. 
 
HOW TO/iF^^\ U. S. HISTORY, 
 
 STUDY / 
 
 By Ye Pedagogue. Author of ''Queer Queries." 
 
 It teaches the pupil how to 
 STUDY HIS LESSON, 
 
 HOW TO PICTURE THE EVENTS ON THE MIND, 
 
 FIND THE PROMINENT FACTS NEEDED, 
 FIND PARALLEL AUTHORITIES, 
 
 HOW TO REMEMBER DATES, 
 FIND RARE POINTS AND OBJECTS OF HISTORICAL INTEREST, 
 
 MAKE HISTORY THE MOST INTERESTING STUDY, 
 USE AND MAKE "QUEER QUERIES," 
 USE THE CYCLOPEDIA, 
 
 READ BIOGRAPHY. 
 
 Filling both teacher and pupil with enthusiasm and love for the 
 study of U. S. History. 
 
 It does in one term what old methods do not do in years. 
 
 The Blackboard Forms are very pictures of study, and anyone can under- 
 stand them. 
 
 Tlie Directions for Study are pointed, concise and helpful. 
 
 Tlie Q,ueer Q,ueries, of which there are about one thousand, are filltd with 
 pith and point. Nothing like them. 
 
 Tlie Review Q,uestioxis constantly "bring out" what is likely to be forgotten 
 
 The Aiis-%ver8 to Q,ueer Q,ueries is a complete history of the United States 
 in a nut shell, and in a manner to fix it firmly on the memory. 
 
 The chapter on Individual States is a clear and concise history of the time 
 of settlement, date of admission, and all the prominent points connected with their 
 history to date. 
 
 Mottoes of States is an interesting and instructive chapter. 
 
 The book contains 225 pages, is well printed on calendered paper, 
 is neatly and substantially bound, and is sold at the moderate price 
 
 If book is not as represented, money refunded upon its receipt 
 in good condition. 
 
 Address the Author, 
 
 JOHN TRAINER, 
 
 Pecatur, III. 
 
LIBRARY OF CONGRESS