REVISED COURSE OF STUDY — ^I=OR^ J^ael7er3' Ipstitdt^s Pvepaveb bg ^utl}oritg of tl^e STflTEBOflRD Of EDUCflTIOll OF= 7VY1SSOURI Revised May 15. 1895. rt5<«KO;®©«e>inn Single copy 20c; six copies |1, 00; twenty-live copies and over, ITx' each. Express charges will be paid on orders of 100 copies (§ • ® Warrensbubg, Mo.: journal-democrat ptjblishing house. (Copyright, 1895, by Henry A. Peed. All rights reserved.) re:^ised COURSE OF STUDY F=OR- 7^ael7er5' Ipstitdt^s •»-<»£— «2c5|**^i—;<::«^ Pvepareb bg ^u\])OV]\p^ of thje STflTE BOARD Of EDUCflTION OF= 7VY1SSOURI. Revised May 15. 1895 VVabrensburo, Mo.: jotirnai, democrat publishinc, house. ("opyright, 1895, by Heury A. Peed. All rights reserved. K^ iNTRODUCTiON. iTJElNG the last two weeks in April tiie Stalp Siiixn-iiiti'iidcnt held Bi series of meetings with the Con iity Connnissioners and others interested iu the institutes. About halt' of the Commissioners were able to attend the meetings, manj^ being kept away because theii- schools were in session. The sentiment of those attending the meetings was nearly unanimous in the support of the following propositions: 1. That the p;z77JO«e of the institute is not to tench the common school brunches, and that persons ignorant of these branches cannot reasonably hope to master them during the shoi-t period that an insti- tute is in session. 2. That the purpose of the institute is pe(higogical instruction, the elevation of professional ideals, the direction of professional studies, and the creation of professional sentiment, spirit and enthusiasm. 3. That it is in no sense the purpose of the institute to ])rei)are teachers for passing examinations. 4. That the practice of grading the teachers on their daily recita- tions and talking every day about grades and examinations is vicious and demoralizing, and ought not to be countenanced or allowed. 5. That while any institute recitation is iu progress the entire at- tention of the instructor and all the class ought tt) be concentrated upon the subject matter of the lesson. (). That the examinations at the close of the institute ought not to be confined to the few brief lessons taught during the institute. 7. That in arranging this course of study there should lie but one series of lessons in each of the common school branches and one iu School Management; that no separate chassis needed in methods of teaching; but, that this course should bo so arranged that the work done in the treatment of each of the branches will be as fai- as practicable peda- gogical. To illustrate: The purpose of the lessons here given in lan- guage is to show how to teach language. 8. That no one in the institute should have n.ioiv than six [or at the very outside, seven] dail^' recitations, and that the teacher who pursues a given subject [as, for example. Geography] during this year or an.\- other year should have opportunity to study the methods of teaching the elementary, intermediate, iind advanced phases of that subject all during one and the same year. '9. That in classifying the teachers into the tliree classes [or two] as hei-('t<)foi-(', liu' basis of classilicatiou should lif scholarship and pi-ot'cs- sioual attainments conihined, bnt the needs of eaeh individnal should be considered in deti<'rmining what subjects he shall take each hour of the da.v. To illustrate: Some teachers who rank among the best in most subjects, may need to take civil government with the lowest class in the institute. lU. That very great care ought henceforth to be exercised in the classification of certificates, that an applicant should be of undoubtedly high, standing ill idll tlie subjects in thiii course of study in order to re- ceive a first grade certificate and equally proficient in all except psycholo- gy in order to receive the second grade certificate. The State Board of Education [as provided by statute] appointed a committee of five men to prepare this Revised Course of Study. The committee consisted of Supt. W. J. Hawkins of Nevada; Principal F. E. ('(jok of St. Louis; Prof. Jno. T. Buchanan of Kansas City; Supt. L. J. Hall of Montgomery City and Prof. J. A. Merrill of Warrensburg: the State Superintendent being ex-officio a member. it is but justice to the committee and others who aided in preparing this outline that the following facts be stated: Our statutes make no pro. vision for the expenses of the committee or for the cost of printing this course of stud^^; All business was done by correspondence; No one re- ceived a p(nn,y in payment for his services; At the recjuest of members of the committee, valuable assistance was rendered by President W. D. Vandiver of Cape Girardeau; Prof. W. T. Carrington of Springfield; Prof. N. A. Harvey and Principals (jr. B. Longau and Gertrude Creeue of Kan- sas City. No one had more than one week in which to prepare his part of the course. It is understood that this course of study is for the current .year only. It doubtless has some defects. During the ensuing fall and winter it is proposed that we all put our heads together and devise apian of operation for the institutes of 1896 that will embod.v the combined wisdom of all the educational forces in the state. . Ver.y respeetfuU.v, JOHN E. KIRK, State Superintendent of Public Schools. LANGUAGE AND GRAMMAR, Hv SiiPT. W. J. Hav.kins, Nevada. GUIDING PRINCIPLES. (Quoted.) 1. Observation in some form must precede knowledoc, niid wlien properly conducted, leads to knowledge. •2. Definite thought must be awakened in the mind betoi'e intelligent expression is possible. -S. The pupil must in some rational way be led to associate this thought with word torms (oral or written) for properly expressing it. 4-. In the early stages of language teaching, a good drill in observa- tion, accompanied by oral expression, should precede the use of written exercises, printed books, or charts. Thought must be secured through natural methods. ."). Success in teaching language to primary classes depends on the teacher's skill in exciting and maintaining the pupil's interest while directing his mind indefinite channels of effort and leading him to be easy and natural in his methods of observation and expression. LESSON OUTLINES. - I. ( 'ONVERSATION AND ObSERVATIOX. 1 . (Conversation:— essential points: (1.) Cultivate the acquaintance of the pui)iis and lead them to talk with freedom and ease. (2.) The topics for conversation must be familiar to the pupils. (3.) The teacher must be interested in the conversation and must be an attentive listener as well as a pleasing talker. (4.) The conversation lesson must be narrative as well as descrip- tive, and the topics used, or the objects presented to call out free expres- sions of thought, must be determined by the locality in which pupils live, and their home influences and environments. (5.) The conversation lesson must determine, in pai-t at least, the following points: (a) The pupil's vocabulary of spoken words; (b) The correctness of pronunciation and use of words; (c) The charactei' and extent of the pupil's information. The following lessons are given as examples, and instructoi-s should vary them both as to matter and order as they deem best. The pur- pose Is to present ;; phm for class work. REVISED COURSE OF STUDY. 1 . (a) John, where do you live? I live on the rock road. How far do you live from t\w school hous«^? P^'ather says it is half a iniln. Who is your nearest neighbor? Our nearest neighbor is the Widow Johnson. Who is 3'our nearest neighbor on the other side? Mr. Stokes is our nearest neighbor on the other side. Combined: I live on the rock road half a mile from the school liouse. Our nearest neighbor on the one side is the Widow Johnson, and on the other side, Mr. Stokes. If the pupils cannot combine properly the teacher must \nA]) thf-m. ())) What does your father do? He is a farmer. What does he raise? He raises wheat, chickens, potatoes, pigs, corn, apples, calves and mules. Combined: My father is a farmer and raises wheat, corn, aj)ples, potatoes, mules, calves, pigs and chickens. 2. (a) Have you any brothers or sisters? Yes,'ma'am; I have two brothers and one sister. What are your brothers' names? Their names are Charley and George. What is your sister's name? Shn is the baby and her name is Bessie. Combined: I have two brothers and one sister. The names ot my bi'others are Charley and George. My sister's name is Bessie. 2. Observation. (a) Mary, what coloi- is youi- slate? My slate is black. Move your finger on the surface, tlu^n tell me something about it? The surface is smooth. Why is the surface smooth? The surface is smooth that 1 may write on it. Combined: My slate is black and the surface is smooth that I may write on it. (b) About a plant as a whole: Does this plant grow in doors or out of doors? That plant grows out of doors? What conditions are necessary for it to grow? It must have warm sunshine and moist soil. What care does it need? 6 REVISED COURSE OF STLDY The soil must be cultivated. Does this plant grow from a slip or from a seed? That plant grows from a seed. What is the name of the plant? It is a bean plant. Combined: The plantgrows out of doors. It must have warm sunshine and moist soil, and the soil must be cultivated. It gi-ows fi-om a seed and is called a bean plant. Suggestions: (1 .) Briefly discuss the essential points given above. (2.) Take up actual recitations in ooitversiiiion and ohserviitioii — both oriU and written, and vary the dj-ills both as to matter and ns to method. il. 1. Spend the first ten minutes in recitations on topics of con. versation, or observation work. The recitations should be planned and presented from the stand point of the child and the conclusions should be clear, simple and pointed. 2. Members of the class should have Hyde's First Book, take up the exercises from page 1 to page 10 and give practical lessons showing the use of the book in the hands of the pupils. Example. Lesson I. Lucy, read the first sentence. Lucy reads: "Tell something about your Iiook."' Lucy's response: "My book is new and clean." Mary, read the nextsentenc(J. Mary reads: "Tell something about your pencil." Mary's response: "I have a long pencil." John, read the next sentence. John reads: "Tell something about your desk." John's response: "The desk is too high for me," etc., etc. ^ Suggestions: The above is only a, pluu; instructors will have others. Hyde's text book is our text by law. Teachers must use it. Most in the language class will be young teachers. They must have help and in- structors can best help them by doing class work from the book. The above plan involves three things on the part of the pupil — I'eading, thought getting and oral expression. III. Observation Lesson and special use of woi-ds. 1. The use of was, were, has and hare. 2. The use of see, saw, seen, has seen and have seen. 3. Use of singular and plural forms of familiar nouns. Suggestions: Use familiar objects. Lead to the correct use of the words in oral discussion, then carefully unite what has been said. Read, compare and coi-reet errf)rs. REVISED COURSE OF STUDY. IV. Special study of word forms: 1. Siugulai" aud plural forms of uouiis used in seutences. 2. Singular aud plural use of verl)s associated with singular and plural forms of uouns. 3. Ways of forming plurals. 4. Use singular and plural possessives in sentences. 5. Distinguish between forms of adjectives and adverbs. Suggestions: (a) Study words used by children in every day con- versation. (b) Write the forms as many times as possible. (e) I)pdu(-e the rules from the written forms. V. Picture Stories: 1. Use of picture lessons in the text book: (a) Carefully discuss all points in the outline; (b) Write the story connectedly and in the order of the outline. 2. Use other pictures and lead pencils to develop and arrange the outline. 3. Without outlines write the stories suggested by other pictures. Objects: Short, clear sentences and well connected stories. VI. Reprodiirtion. 1 . Read the story to the class. (1) The story should be new and short. (2) It should be about something familiar to the pupils. (3) The story should be read by the teacher or by a, member of the class. 2. Discuss orally all points in the story. (1) Lead every pupil to take a part in the discussion. (2) Correct all errors in use of words and construction of sen- tences. (3) Take up the points in their order. 3. Write the story on slates or paper. Read, compare and correct errors. Discuss: (a) Object and value as a language exercise, (b) Educa- tional value, (c) Abuses. VII. Quotations and Dictation exercise: 1. Quotation marks and their uses. 2. Require several short quotations to be written. 3. Dictations. (1) Read selected sentences or short selections slowly and dis- tinctly. (2) Compare and correct in spelling, use of capitals and punctua- tion. Discuss: (a) Value of learning (|u<)tations. (b) The educational S REVISED cor USE OF STUDY. value of dictation exercises, (c) Faults to be avoided on the part of the teacher. VIII. Letter Writing: 1. Eepresent a sheet of paper on the black board. 2. Write a short letter show'ii^' the correct position of the parts of the letter. 3. Teach the names of the parts ol a letter ami |)ut sjx'cial stress on position, use of capital letters and punctuation. 4. Require members of the class to write a business lettei-. ('oni- pare and correct errors. IX. Compositions in elementary classes: 1. Study and use of composition outlines in elenienti-y text book. 2. Preparation work. (a) Pupils can write only what thej' know. (b) Use of the correct form of the oj-al sentence slunild precede the use of the written sentence. (c) As oral language precedes written language the oral discus- sion of the subject must precede the written discourse. 8. ^>elect from subject things as topics familiar to children. 4. Develop the leading facts by careful questioning. In the same way bring out and arrange minor facts. ."). Write the composition, urging coirect use of caiiital letti rs and punctuation. X. Study of the conipositions; 1. Every set of com])Ositions sliould be a special study for several lessons. (a) A reading lesson. (b) (!hoice and use of words. (c) Arrangement of sentences. 2. Insist from the beginning on correct form on the pa])er. The fol- lowing points are most important (DeGsrnao): (1) Pupil's name on upper right hand corner. (2) Title in the center of the page and under lined. (3) An even margin at left of page (say one-jialf inch on note paper.) (4) Indentation of the first line of each paragra])h. (5) No margin at right of page, each line being well filled out (except, of course, the last line of a paragraph which may end at any place.) (0) A hyphen at the righf to show th(^ division of a word made at the end of a line. (7) A capital letter at the beginning of each sentence. (H) An interrogation point at the close of a question. REVISED COURSE OF STUDY. 9 (U) A period at the close of a declarative oi- iinijerative sentence. XI. The study of sentences: 1 . Forms. (a) Simple, (b) Complex, (c) Compound. Develop the com- plex and the comjiound from the simple. Compare the forms. 2. Use: (a) Declarative. (U) Imperative, (c) Interrogative, (d) Ex- clamatory. 3. Elements (jf a sentence as to rank: (a) Principal, (b) Subordinate, (e) Subordinate sentences are in use, Substantive, Adjective, or Adverliial. Dlustrations. XII. Sentences continued: 1. Synthesis, (a) Write simple sentences, (b) Modify the sub- ject by (1) a word. (2) A phrase. (3) A clause, (c) Modify the predi- cate by (1) a word. (2) A phrase. (3) A clause, (d) Compare the forms and show by reference to definition that the third under (b) and under (c) is each a complex sentence — form other complex sentences, (e) Form numiM-ous combined sentences. 2. Analyze one sentence of each as illustration of jxiwers of an- alysis. XI [I. Forms of the verbs: 1. Classification of verbs. (a) In regard to form— regular and irregnlai-. (b) In ri'gard to use — transitive, intransitive, auxiliary, impei-sonal. 2. Properties of the verb. (a) Voice, (b) xMode. (c) Tense, [d] Person, [e] Number. Give carefid drills f)n i-egular and irregular verbs, also on mode and make careful distinction l)etween old and new classification with respect to mode. XIV. Practical exercises in the use of verbs: 1. On verbs likely to be impi-operly used, as lie, raise, set and sit. 2. Use of auxiliaries: sluill, uill, tuny, can, must, coulfl, 'would, etc. 3. The uses of the participle in a sentence [a] part of a predicate, [bl As subject, [c] As objective element, [d] As adjective element. XV. The office of the adverb in the sentence: 1. Joined to verbs, showing manner, time, place, cause, etc. 2. Joined to adjectives to express qualities. 3. Joined to other adverbs to express manner, time, etc. XVI. Advanced work in composition: 1. Select a subject on which all have some information or may ob- tain information easily. 2. Orally, develop the main points in the subject. 3. Write the compositions, leaving the members of the chass to fill 10 HE VISED COURSE OF STl'DY. in the minor points. XVII. The study of the composition: 1. Spelling, capital letters and pimctuation. 2. Choice of words. 3. Construction of sentences. [a] Contracted or wordy, [b] Concise and clear or loose and obscure, [c] Select one, three or live l)est sentences and state why they are the best. XVIII. The Study of the Composition Continm-d: 1. Selection and analysis of [a] simjjle sentences, [b] Compound sentences, [c] Complex sentences. 2. Select, [a] Transitive verbs. []>] Passive verbs, [c] Verbs in subjunctive mode, etc. These lessons are outlined not for the purpose ofteachiup,' the tacts of the subject, but to indicate plans of presentation. The committee has had in view the needs of the teachers who have had but little or no experience and need methods more than they need facts in technical grammar. Where the lessons are too long for one recitation, the instructors may select such parts of the outline as the\' deem best. GEOGRAPHY r.v Prop. Jas. A. Merrill, Warrensburg. Assisted bv Prof. N. A. Harvev, Kansas City, SUGGESTIONS TO THE INSTRUCTOR. In the outline which follows, strict attention has been given to the logical dependence of the different elements which constitute the subject matter of g■eograph3^ The instructor is asked to study it carefully, not with reference to any text-book, but on its own merits. The order of the lessons is not necessarily the natural arrangement of the topics, but since each lesson is largely a line of thought peculiar to itself, it may be studied as a whole. The lessons do not cover the entire field minutely, nor could eighteen lessons be made to do so; but it is thought that the princiiial elements have been so placed that the spirit of the method may be under- stood. Much of what is generally put in geograjjhy and thought to be of great value is here omitted, not so much because its value is question- ed as because its relative value puts it in a different position, so that it needs no emphasis to muke it fall in line with the unfolding of the subject. REVISED COURSE OF STUDY. 11 It will be noticed that memory work iw relegated to a minor position, because it is believed that what a child thoroughly comprehends, he will remember without special bolstering of the memory. Field work. It is very desii'able in this system of study that the field work he done thoioughly and systematically. The olyect of it is not to have examples given in the field of something which students have read about in books, but to study the forms in the field in such a way that the true conception of relief maj' be reached. In selecting places for field work, select the simplest forms and study them thoroughly. It may be the tenchnicy of some of the teachers in attendance at the institutes to go to some of the i-ugged and highly diversified forms, as cliffs, water-falls, caves, &.c. This should never be done. Select the sim- plest hill, the simplest stream, the simplest outcrop of soil and subsoil, avoiding all complications that need special explanation. The instructt)r, having selected the place, which will rarely hv I'ui'ther than a quarter of a mile from the school building, should prepare thor- oughly for the lesson to be given. He should go over the area alone and study it minutely. Go over it first to see how it illustrates the les- son to be given, and then make a map on tablet marking the different places to be noticed and what they are to illustrate. Draw cross sec- tions at certain places showing the structui'e of the forms studied. This having been done the instructor is ready to formulate a ])liiii foi- the recitation. Do not f^Tj into the field witlioiit knowing definitely where, what and bow the lesson is to he in full. Field work is exceedingly interesting, but it is difficult to conduct successfully. The importance of a well formed plan can not be over-estimated. The plan should include the exact place at which the class will reach the area to be studied, the ground oyer which the lesson goes, and the order of development. The method used should be almost-'entirely that of questioning. Almost any simple prob- lem oflandscapemaybe solved by observation under skillful direction. The students should keep notes as they pass over the ground. They may be asked to make the same maps, the same observations, and about the sa-me notes that the instructor made in first going over the field. These points having been made in the field, the whole class should be taken back to the room or the work resumed on the following day, aiid the concepts made more full and clear from work in the field. Defini- tions may be framed and put aside for future use. The further room work is explained in the different lessons and consists largely of the use of the constructive imagination based upon facts olitained from observa- tion and from books. If the instructor prefers i t, M!<-' room work m.iy li,' (loin- witlioiit the 12 IIEVISED COURSE OF STIDY field work and made to a certain degree, effective; but the field work gives vitality to the whole system. It is hoped that every instructor in geog- raphy will attempt the field work; the r<»sults which follow will show the necessity of thorough preparation. Materiiils. Each teacher should li.nve a rnlni' ,ind a tablet. For drawing crayou relief maps black lead ci'ayon is (lesn'nl)li', though thick heavy lead pencils v\ni answ(M' the puri)f)se. For moulding, paper pulp is used. It is made by crumpling iii) com- mon newspaper in a bucket, pouring boiling hot water upon it, and stir- ing it until the paper is dissolved into a pulpy mass. It is then ready for use. The moulding may then be done ac(;ording to dii-ections given in lesson 8. In the lessons on plants and a,nimals, as much illustrative ma- terials as possibly should be gathered and presented to the class. Many facts can be gathered from the Agricultural Reports of the U. S. Govern- ment. The central thougjit in all these lessons is the earth as the Home of Man. In the study of the main topographic features and also in the study of industries, nothing can be used to better advantage than pictures. They may be gathered from any source, newspapers, magazines, adver- tisements or anywhere else. They may be pasted on card board, or passed around as they are cut from the papei-. Tliey should l)e (•arefiilly selected and used only at the proper time. References. Any text-book on geography may be used for whatever it will yield to the subject under consideration. The arrangement of the matter will be found to differ somewhat fi-om the general line of texts, but tlu' matter may be gathered from them and classified as requested. The following books may be referred to for the purposes named: Lessons in the New Geoffreiph,\\ by Trotter, gives e.Kcellent items of information on the lessons concerning climate, plants and animals, races of man, and commerce. Primary Geogruphy by Frye, has fine pictures, well arranged. The stories which ai'e models of clearness and vivacity, contain much valua- ble information. A copy of each of these books has been furnished each of the County (Commissioners by the publishers, with the understanding that the in- structors may have the use of the same in preparing for their classes. Many other books might be mentioned and commented on, but these are mentioned as especially helpfiil in the preparation of the lessons sug- gested in this outline. REVISED COURSE OF STUDY. IS THE USE OF THESE LESSONS. Tlie instructors and teachers should not make the mistake of sup- jiosing that the work suggested in this outline, can be thoroughly mas- tered in four weeks. The outline is made rather full in order that it may be dearly understood. It is expected that in many institutes the work will have to be short'^ned and much of the material omittfd. In order to facilitate this work, certain lessons have been marked optional as is explained latei'. This system of geography has been partially H(>t forth in The Normal Review, ])ublishedat Warrensburg, during the past year; and it will pi-ob- ably be continued in the same paper, and the Missouri School Journal during the coming year. LESSON 1. — srKFACE. NoTE.--The parts of lessons marked "op." are notessential to the under- standing of the system and may be omitted if in the judgment of the in- structor, the class will not have time to do them satisfactorily. Field Work. (Jo to the school yard and study the surface; its color, texture, mois- ture, composition and covering. Then stu.dy a place where the upper layer has been cut through into the yellow subsoil, as in a street, and no- tice the two layers with the irregular line of contact between them After carefully examing the soil and subsoil and comparing them as to color, texture and composition, go to an outcrop which shows the rock under the subsoil and develop the idea that surface consists of soil, sub- soil and rock. Study the structure of the surface soils, as, limestone soil, shale soil, and sandstone soil, and note their fornuition from rock and vegetable mold. Compare them and note the varying fertility shown. Fiiul the effects of burrowing animals and roots of plants on formation of soil layer. Map the area stridied and locate the places studied. Rooiiii Wf>i-k. 1 . If the })receding work has been well done, the work suggested below will be eas3' and natural; but if the held work heis not been done, these points should be discussed in the room. 2. Develop ideas and make definitions of land surface and water surface H. Expand the idea of the surface studied into a plain. Expand the idea of road or street into a desert in the same way. Locate the principal deserts of the world. Discuss forests, marshes and prairies, contrasting each b^' giAing examples with which all may be familiar. 4. Discuss the diffpr(^nt kinds of soil and the value of each in the pi-oduc- tion of useful plants. LESSOX 2. — KEEIEF. Fji^ld Work. Select the nearest typical hill, and see that it is not too complex. A 14 REVISED COURSE OF STUDY satisfactory one can generally be found near the school building, (io to the top of it and uote the shape on all sides from the suuiinit. (!o up and down the sides, developing the tsrms of summit, crast, slopes, base or foot. Note dispositionof soil, subsoil and rock on the surface. Note any irregularities of slopes, but do not study the streams in a critical way. A map may be made in the field. If the instructors are so inclined, here is the proper place to introduce the process of making contour lines. As the slopes are studied and compared, the cla.ss may be lead to estimate the difference in level of different places and to connect the places of the same level by a line, and in this way pass around the hill. In this way the liill may be surrounded several times and the contours placed on the maps. After all the points are developed in the field and located on the map, make a model of the hill according to the directions in lesson .S. Room Work. 1. Develop idea and definition of hill — mak^ ma]) and model. 2. By mapj)ing, extend tlu^ hill into sei'ies of liills, cliains of hills and ridges. 8. Develo]) in tliesanie way mountain, mountain clniin, ;ind monntain system. 4. Connect mountains with their plains on eithci- side, and give an idea of mountain and plaiji topography. .">. Locate the principal mountain ranges oftlieeartii and tliscuss their structure. (5. Discuss continental elevation — a big, and more oi' less flat, mountain base, into which all these forms are carved by running watei-. The abundant use of ])ictures will be found to help this lesson and make it plainer. LESSON 3.— THK LrFE ELRMKXT [X .V PLANT. 1 . Protophisia: What is it? 2. Utility of Phmts: Furnish food for man and other animals. Furnish lumber, fuel and fiber for cloth, ropes, etc. 8. Aotion ofPhints: Make mineral matter into oi-ganic matter, which can be used as food by animals. Sepai-ate carbonic acid gas into carbon and oxygen, thus rendering it suitable for breathing. 4. Chlorophyll: Leaf green. This is the active agent in plant life. Works only in sunlight. Very little food, (e. g. mushrooms) comes from plants not green. 5. Other things being as they are, th'^ woi-id would be uninhabita- ])le, were it not for chlorophyll. 0. What is a. fertile country? Why is a fertile country jnore likely to be thickly peojiled than a sterile one? What exceptions may there be to this rule? ("an countries be too fertile for civilization to thrive in? LESSON 4. — C'ERE.\LS AND GRASSES. 1. Ch;ii;ictfrisrics ot'ffr.issei^: Parallel veined leaves, jointed stems. REVISED COURSE OF STUDY. 15 siiigie seed leaf. 2. Make a liwt of all grasses growing in Missouri that .von are ac- (luainted with. Is corn a grass? Is sorghum? Is wheat? Is clover? ^5. What grasses (grains) are used directly for human foofi, and what indirectly for pasture and hay? 4. What food crops are not grasses? Relative values of the two kinds of crops, i. e. grasses and not grasses? ."). In Missouri, in 1898, the three principal cereal crops, corn, wheat and oats, amounted to 202 million bushels, and with the ha^' crop, were valued at 87 million dollars. Potatoes, the principal non- cereal crop, amounted to 7 million bushels, valued at 4 million dollars. 6. Should the value of cattle, horses and hogs be added to the value of the grass crops, in estimating the value of the grasses? Should sugar be added? Tobacco? Cotton? What occupations could not flourish wh(>rp grasses would not grow? LESSON' .". Food .[nii.huiJs. 1. Land animals. a. Animals of the chasi': Malvc a list of wild animals used for food. Di.scuss habits, methods of capture, and liy whom used foi- food, li. Animals of the air: Make a list of wild fowls used for food. Discuss habits, methods ofca])turc and by whom used for food, c. op. Domestic animals: Hogs, cattle, etc. Make a complete list. Chickens, tiirkeys, etc. Make a complete list. Discuss methods at care and nr(>paration for the markets, and for food. 2. Msrine Animals. a. Make a list of food itroducts derived from th(» sea, hikes, and rivers. b. One acre of sea surface is said to be ca])able of pi-oducing more food than an acre of land. c. How do oysters grow? What is whale l)one? Where is sal- mon canned? What are sardines? d. What industries do men living near the sea shore naturallv follow? e. op. What is a fish pond? Why has the making of fish ]ionds increased so much in the last few yeai-s? LESSOX 0. — STREAM SYSTEM. Field Work. 1. Select a simple stream, the one nearest the school room will an- swer the purpose. The presence of water in the stream is desirabl(> but not necessary. Go to the source of the sti-eam and i'ollow it down 10 REVISED COUIISE Of STUDY toward its mouth. Obsarve slopes of the sides of the basin, and note the steepness and irregularity at different places. 2. On reaching the channel of the stream, examine its shape, direc- tion and slope. Note difference between the slope in the channel and the slope above where a definite channel is formed. Trace the slopes of the sides and the slope of the channel back to the ridge or watershed. Fol- low the watershed with the eye, noting its shape. 8. Returning to the channel, nots the irregularity in the directloa of the channel and also of the channel slop;'. Observe the deposition in the bottom of the stream. Note its color, composition and foi-m, often- times level and flat on top. Discuss the method of deposithig this mate rial and trace it to its original position if possible. Gro on down tlie stream until a tributary is found running into the main stream. Com- pare the three slopes of the tributai-y with the three slopes of fhe main stream. 4. At the junction of the streams will generally be found a small delta. Studj^ it as the deposit was studied before and di,scuss the pro- cess of its formation. Notice how perfectly the channel of the tributary is adjusted to the main stream, and how perfectly the basin slopes are adjusted to the channel slopes. Discuss now the material brought down hj the tributary, how the stream gets it, what it does with it and what is its final destination. 5. Develop also the fact that the water ruiming down the channel slope has not only cut out the channel, but has also cut out all the land be- tween the channel slope and the level of the watershed. (). Observe the general change in the watershed and slopes as the mouth of the stream is approached, and compare the stream here with the part first studied. 7. When the mouth of tlie stream is reached or when the stream has been followed as long as is desirable, a summary should be made by estimating distances of channel slope and basin slopes, height to level of water shed, and trying to realize the immense amount of material that has been moved and carried out and the increased amount of vegetable bearing surface resulting therefrom. 8. An accurate map of stream and tributaries should be nmde according to a definite scale as the work proceeds. A \ertical map of channel, and then of the basin may be made. If the teacher desires to use contour liups, they may be made by returning to the source and coming down, noting carefully the differences in level and drawing the contour lines The stream should be mapped and moulded ac- cording to directions given in lesson (S. Note:— Do not try to explain or haveexplained sueh difficuitpiienom- ena as water falls, rapids, oi- caves in the sti-eam l)i^d. Sucli things are REVISED COURSE OF STUDY. 17 resprved for work in Physical Geography or Geology. Room Work. 1. Develop definitions of terms used in the above as watei'shed, valley, channel, slope, basin, delta, tributary, etc. 2. Make map of stream to scale, locating the parts named. 3. op. Expand this map into the map of a river system by chang- ing the scale and enlarging the map. The fact that a river system by means of a net work of water made channels, reaches and controls the surface drainage of almost every square foot of its basin may be dis- cussed. River systems may now be drawn and contoured. 4 op. Discuss the value of a river sj'stemand tell why it has always so influenced the history and progress of a country. Discuss canals and compare with rivers. 5. op. Stiidy and locat > the pi-incipa! i-ivers and river basins of the earth. LESSON 7 — COAST LINE. ] . FU^M Work. a. This work may be done along the banks of a small lake, or if such is notcouvenient the banks of a stream will suffice A pool in the stream will be better than any other position along the stream. b. Note the w-ater along the bank, the shape of the line of con- tact. c. Observe the bank along the line of contact and above it, note the difference in shape between the two places. If the watei- has at one time been higher than it is now, deter- mine the contour of the water at that time. d. Make a surface map sh(nving the land on one side, the water on the other, and the irregular line of contact between them. Make also a section or vertical map running from the land under the water, showing the bank, the water surface and the sedimentation at bottom of water on the original bottom ot the water. e. Notice now the water surface. If the body of water is large or if there is a breeze moving, the surface will show constant rippling. From this develop waves, currents, and tides. Note the effect of the waves striking against the sur&ice of the bank, and develop from this the constant destruc- tion of tile land along the coast, and the encroachment of the sea. f. Observe also the sediment as it comes from the coast and the streams; determine what is done with it, and what posi- tion it has on the lake bottom. 18 REVISED COURSE OF STUDY. g. Develop now the ideas of cape, promontory, peninsula, isthmus, island, and bay, gulf, strait, channel, estuary, lake and sound. Make vertical and hoi'izontal maps of each, that the concepts may be clearer. 2. Room Work. a. Develop definitions of coast line terms according to the studies in the field. b. Make horizontal and vertical map of ocean coast line, by changing scale and showing the difference in steepness of banks at shore. c. op. Expend this vertical map across the ocean showing the shape of the bottom of the ocean in profile. It may also be extended over the land at least far enough to show its difference in regularity between the bottom of the sea and the sui-face of the land. d. Discuss the structure of a good harbor, making vertical map to show it. What influences have good harbors on the civilization of a country? e. op. Discuss the formation of irregularities in the coast line and of continental islands. In what way does thelimgth of the coast line affect the people in a country? f. op. Study and locate on wall map, the ocean curi'iMits in northern hemisphere. Why are these more clearly ma rked than in southei'u hemisphere? g. op. Discuss the deposits in the ocean — those near shore and those farther out. How are these deposits Inouglil to the sea and how are they distributed? h. op. ('ompare the coast lines of Europe and America. LESSON 8. — MAPPING AND MOrLDING. 1. Mapjnng. a. Plain mapping to become familiar with scale may be begun in school room, then extended to school yax(\ and town. In mapping the school room, the sides should be mapped thus showing a vertical map or section. b. Surface mapping should also always be to scale, and the ver- tical map or section should generally accompany the horizontal map. When the yard is studied, it may be mapped and also the hill and stream. In addition to the surface mapping, the relief of the hill and stream may be shown by contours if that can be done. In like manner, the coast line may be mapped and its elevation indicated by shading or contoui-s. When the different surface and relief forms have been studied according to lessons 1, 2, BE VISED COVRSE OF STUDY. 19 G, and 7; the American continent should be drawn accord- ing to some simple system of map drawing. Any system will answer the pni pose. The elevation should be repre- st nted by contorir lines or by crayon relief. 2. op. Moulding. a. After jthe hill has been stndiKl in the field and mapped accu- rately, mould it on a piece of muslin tacked to a board. The model should be made acco/'ding to the map with a definite vertical and horizontal scale. If contours have been made, they will be found to be of great service, and if they are not used, some means of indicating places on the map that require irregularities in the moulding, should be adopted. b. In the same way the stream system and coast line may be moulded if time permits. c. Mould continent after it has been mapped and showji in crayon relief. If contours are not used here, it will be necessary to obtain the altitude of any place \)y compari- son of that place with others of known altitude. While accuracy is somewhat difficult to get by this method, a lairly good model may be made by repeated effort. Mould North America, South America, and Europe by this process. LESSON 9— TRANSPORTATION. 1. Discuss the simplest modes of transportation and the most primi- tive methods known to the i-ace. 2. Animals as carriers — Beasts of Burden. a. Make a list of animals that are used by man as his helpers in your own state. b. Make a list of other animals used as beasts of burden in other places. <-. Where are dogs used as beasts of burden? Camels? Llamas? Ileindeer? d. Why is not one animal, as the hoi-se, used all over the world for burden bearing purposes? e. What is the peculiarity of each animal that adapts him lor the purpose in his own country? f. Why are oxen less used than formerly? g. What industries depend upon the work of animals? h. What would be the effect if all beasts of burden were dis- pensed with, other things Ijeing as they are? 3. op. Vehicles. a-. One jind two whei^led vehicles, wheel l)arrow, cai-t, bicycle, etc. ^^^__ REVISED COURSE Of STUDY. b. Pour wheeled vehicles, wagon, carriage, etc. The wagon should be studied minutely, and its structure should be discussed as fully as time will permit. Why d.jes America especially the Mississippi river basin, have the best wagons in the world? e. What is the value of good roads? 4. op. Means of transportation on water. a. Discuss the form and structure of canoe, sail boat, sail ship steam boat and steam ship. b. The sail boat and steam ship should be thoroughlv studied Pictures ofsteam ships may some times be obtained at the hardware stores, and their structure may be found explained m the dictionaries or encyclopj-pdia 0. Means of transportation on tracks. a. Study the structure and pi'ocess of building street car and railroad tracks. b. Study steam engine thoroughly, finding out as much as is possible about its application ofsteam to wheels ••■ Study and compare structure and capacity of street cars freight cars and passenger cars. Tell how each is adapted to the purpose for which it is used. '1. Electric cars-how is the electric car propelled? How does this method compare with that ofsteam engine? Which do you think is most likely to be used in thefuture'? Whv'^ ■ Wh«t TT '^''^:^f^'^^^-o^^^9^ pleasure and profit to dustrv> Tt 'n T ^'" ^" '''' ^^""'^"- ""^"•'*^^'- The iron in- t:^^^:^'''^'''^' The coal industry? How wil, they aL LESSON lU— AIR, WINDS AND CLIMATK. 1. Air. Discuss the composition Of air and its position with refer- ence to the earth's surface. 2 Impurities in air, as water, dust and disease germs. The method ofgetting and holding each. in\ 1. Time and place. 2. Powers and duties. a. School taxes, levy of. b. Length of term of school. c. Special objects indicated by notice. 2. Duties of directors. 1. Care of school property. 2. Employment of teacher. 3. Branches to be taught. 4. Rules and regulations. Mo. School Law, Sees. 7078, 797'J, 7992, 7996. IL Ovgiinr/Ang the School: 1. Plans for the first day. 2. The program. 3. Classiflcation of pupils. a. According to recoi-ds of previous term. RE VISED CO I RSE OF STL IJ Y. T - b. By examination and other reliable infornii'.tion. Note. The teaeher has absolute authority in classifying his pu|)ils, and can put the responsibility of a poor, or unjust classification on mo one else. 4. S9ating- of pupils, III. School Tnctics. 1. Preparatory — A lational ai'rangement of the seats, proper loca- tion of the stove, light and ventilation. 2. Orderly and quiet movement of the classes. 8. Few signals, but unifoi-ni from day to day. Why few? Wliv uni- form? 4 Good influences of the orderly and quiet recitations, a. On pu- pils in the class, b. On pupils at study, c. On general ehavacter of the school . 5. Plans for calling school aiid dismissing school. IV. A Course' of Study for District Schools. 1. Its objects, advantages and how to use it. 2. In the absence of au established course of study. The duty of the teacher, a. To prepare a course of study, b. To interest pupils in the course ot study, c. To interest the Board of Di- rectors in the course of study and secure their co-operation and support in its use. 3. Difficulties in working to a course of study and how to meet them. 4. Records of the progress and standing of pupils, a. Why should they be kept? b. What should be done with them at close of school? 5. Promotion cards, a. Use to pnj^ils. b. Value to the new teacher. V. The Recitation. 1. The length of the recitation a. hi primary class. 1). In intermediate classics. c. hi high school subjects. 2. Divisions of tim«. a. Reviews. 1). Lesson of the day. c. (reneral information. Assignment of new lesson. a. Subjects rather than pa))er. b. Definite statement of what is required. c. Suggestions on how to make the preparation. 4. Objects of the recitation. a. To gain knowledge. b. Mental develojunent. VI. The Teacher in the Recitation: 1. To test the work of pupils and ascertain their pi-ogress. 2. To guide and direct investigation, arouse enthusiasm, and in- spire by his example. 3. To estimate the powers of pupils and determine the helj) that may be necessary. 4. To cultivate respect for systematic and orderly work. 28 REVISED COURSE OF STUDY. SCHOOL MANAGEHENT. By W. T. Carrington, Pkin. Springfield High School. In the following oiitliue an attempt has been made to keep reasona bly close to a text book on the subject. It is well for every t£>acher to have a standai-d work on School Management. Page is recognized as the best all round manual for young teachers, and we recommend it as a text along with this subject. 1. 1. The Spirit of the Teacher. — More than mental power required. 2. The motives of the teacher. Teaching cannot be secondary. Harmful results of a low estimate of the importance and dignity of the work. 3. The responsibility of the teacher. Responsible fo]'whnt he does and for what he does not do. 4. Physical health of pupils. Over excitement. Ovei- study. Im- pure air. Wrong temperature. Want of exercise. II. 1. Nittural Order in Education. When begin reading. First lesson in numbers, in language, in geography. The use of the ])en. Relation of mental and written arithmetic. 2. Manner of studying. Study to know rather than to recite. Study subject rather than book. Mental discipline rather than knowl- edge. 3. Moral training. Example stronger than precept. Moi-al nature cultivated by exercise. Apjieal to moral sense. What of religion maj" be taught? 4. Habits of the teacher — neatness, oi'der, punctuality, courtesy. Ill 1. The Teacher's QualiUcation. What the law requires— more than text book knowledge. How many good readers in the institute? Poor penmanship disrespectful. Value of mental arithmetic. 2. Course of study for country school. Can yon use the Official Course? Discuss report of committee of fifteen. 3. Study of special subjects. Practical value of drawing. How and why teach music? How nmnj^ teachers study drawing and music? IV. 1. Different Views of the Teacher's Work. The average teacher's view. Your view. The public's view. Views of parents in your last school. 2. What is education? Is im])arting knowledge teaching? Ety- mology of the word . REVISED COURSE OF STUDY. 29 3. THe teacher its as his ideal of human excellence. V. 1. Ajjinessto tench. Is it instinct or acquired ])o\ver? The pouring in process versus the drawing out process. 2. Pupils should master difficulties. 3. Uses of general exercises. YI. 1. The difference in Schools. How much is due to the teacher? 2. Can a teacher get too old in the profession? Does long service make one less sympathetic with child life? 3. The teacher's manner, tone, attitude, animation. VII. 1. The Recitation. Do pupils study for recitation? How not to have jioor lessons? Concert recitations. Individuality in the reci- tation. 2. Incentives. Right and wrong s])irit of emulation. Evils of "head marks.'' 3. The question of prizes, (lood results. Evil results. VIII. 1. Good School Mnjhi^enienU Maximum of liberty and minimum of repression. 2. How cultivate desire to advance, to be useful, to do right. 3. Self-government in the teacher. p]xtremes of levity and nervous- ness to be avoided. The evil of vacillation. IX. 1. Means of Securing (iood Order. I^-ankness and tii'mness commended. School must be kept busy. 2. Government a mean, not the end. Evil of numerous rules. Mis- take of too much government. 3. Can a school be kept too quiet? Proper and imjjroper i)unisli- ment. Can yon govern without fear or force? X. 1. hi loco parentis. Explain. Extremists on punisliment. Cruel ]iunishments and ridicule. 2. Effect of home training on school discipline. Effect of divisions in community. 3. Discretion of silence as to intentions. Don't threaten. XL 1. Corpornl Punishment. When and how administered. 2. Expulsion and its results. What is the law on the subject? 3. Explain a good system of credits. XII. 1. Finn of Work. Daily pi-ogram. How open school. Time < if recess. 2. How get ready for first day. Visiting parents. 3. (letting ready for examination. How often examine school? What the nature and pur-pose of examniation? XIII. 1. Relation of Teacher and F;:irent. Encourage parents to visit school. Reports of conduct and progress of pupil to parent. Out look work of the teiiclier. 2. Personal habits of teachei-. Care of health. Proper exercise. :10 REVISED COl'IlSE OF STUDY. Early rising and regular meals. 3, Self improvement of teacher. Duty to the profession. Means of professional improvement, institutes, assoeiatiou, School Journals. XIV. 1. How Teachers May Aid OiK' Another. Visitation of other schools. 2. Contributing- to the press. 3. Advantages of institutes, social and professional. XV. 1. Mutual Duties of Faveuts and Teachers. Parents must ji])- preciate the imitortanee of school. Teacliers must not set uj) false stand- ards. 2. Some parents are suspicious, some dictatorial. How meet these? 3. Both should be quick to acknowledge a fault and to forgive. XVI. 1. Things to Avoid. Guard against prejudice. 2. Don't attempt to teach too much and attend sti-ictl.y to school duties during school hours. 8. Don't make excuses and don't ride "hobbies."' (iive others. XVII. 1. Things to be Done. Convince the pupils that yoii are their friend. Keep school house neat and in order. 2. Be accurate. Stud^^ to make apt illustrations. 3. Never forget a promise. Take every o^jportuuity to jioint a moral. Give others. XVIII. Legal Status of the Teacher. 1. License. Necessit^^ of it. How secured. 2. Contract. When and how made. What should be in i1. 3. Wages. When paid. How recovered wlien withheld. Wlien can be legallj' withheld. ; 4. When can teacher lie dismissed? When certificate revoked? 5. When can teacher make rules and regulations? 6. Give law respecting corporal puuisluhient . ELEHENTAL PSYCHOLOGY. Bv .Jxo. T. Buchanan, Prix. K. C. Hkih School. I. Distinguish between mind and body. Show that mind affects body and \)o(\y influences mind. Outline the nervous system. Discuss it from the outline, and show the function of the nerves and importance of a knowledge of the nervous system in its relation to psychology. II. The Brain and Its Functions. Describe, locate, and give the function of: a. The Medulla Oblongata; b. The Pons; c. The Cerebellum; d. The Cerebrum. Make n side view of a human bin in and trnce the IlEVISED LOVRSE UF STUDY. SI lobes. Discuss the relative positions of the white and gray matter and also the function of each. Show that the wealth of brain surface, as made possible l)^' the development in size, nunibei- and depth of cerebral convolutions, is the most characteristic feature of the human brain. Show that the center of hearing lies in the temporal lobes, the visual cen- ter, in the occipital lobes. Locate the taste and smell centers. Locate tiie motor centers. III. Sensation. Define sensation. Show that all our knowledge of the material world comes to the juind vw the end organs of sense, the different nerves and the brain centers. Discuss the sensations: a. Or- ganic — muscukir, nervous, circulatory, nutritive, respiratory, digestive, and those of temperature; b. Taste — sweet, bitter, saline, etc.; c. Smell — fresh, close, pungent, fragrant, etc.; d. Touch — softness, hardness, etc.; e. Hearing — timbre, volume, intensity, ])itcli, etc.:f. Sight — color, lustre, extension, situation, etc. IV. Show that the intuitive or perceptive faculties are predominant in childhood. Show the value of careful training of all the senses. Show that clear perception is secured through isolation of sul)ject, vivid im- pression, rapid transition, and by arousing a many-sided interest. The ready helps are objects, pictures, drawing, modeling, oral description, music, written descri])tion. Show that the child should be taught chiefly through the senses. Show the value of arousing the curiosity and of satisfying it. V. Attention.— \\n deiinition. Discuss how personal interest, novel- ty, enthusiasm and curiosity afTect attention. Discuss the uses of forms and slate exercises, diagrams, and othei devices for presenting to the eyes the facts to be learned. Discuss the results of divided attention, i. e., of having too many objects before the mind or in immediate suc- cessicjn. Show the result upon the attention of making the illustration more prominent than the principle illustrated. Show that every sensation of which we are self-conscious depends ui)on attention. How does an act of attention contribute to mental growth: a. In the realm sof intellect; b. Of sensibility; c. Of will? Show- that the chief function of edtication is to direct the attention and to see that it sustains itself when vital facts are brought up for consideration. Discuss tile (|uestion, "How to secure attention." VI. Associni ion of Ideas. — What is meant by association of ideas'? Discuss its s(j-ca!led laws, that is, contrast, contiguity, resemblance, etc. Show that the association or connection is not between ideas, but be- tween tilings. Discuss the principle, "The mind tends to act again in the manner in which it has acted before." Show that this is a cerebral, rather than a psychical law. Pronounce a word to your class and have them write the first ten words that are suggested by it. Discuss the asr nil VISE}) COURSE OF STIDY. sociation of ideas from these lists of words made bj' your class. How can the priDciples of the association of ideas be applied in your teaching? VLI. Memory.— Define it. Discuss its steps: a. Retention; b. Reproduction; c. Recognition. Show the relation tliat exists be- tween memory and association of ideas. Show that memory is not a general faculty. Discuss the proposition: "There areas many memo- ries as there are kinds of sensation experiences." (live examples ot prodigious memory power. Show that there is an intimate connection between bodily conditions and the phenomena of memory. Discuss memory of the aged, and why memory seldom goes back beyond the third year of childhood. Discuss whether absolute forgetfulni'ss is ]jus- sible. Discuss the several forms of amnesia. VIII. Memory Continued. — Discuss methods of securing retentif)n: a. Distinct conceptions: b. Value of comparisons: c. Discovery of logical relations: d. Frpqueut repetitions: e. Writing: f. Artificial helps; g. Correct methods of study; h. Figures of sjjeech and the laws governing their use; i. Arcnising the feelings aud thus creating an intense interest. Discuss the effect on memoi-y of rejjroduc- ing in recitation or written review the lesson learned. Distinguish between ''cramming" and intelligent memorizing. IX. Imagination. Define it. Distinguish between it and nienioi-y Distinguish between reproductive and constructive inmginatiou Discns:-; in order the four types of reproductive imagination: a. The tactile type; b. The visual type; c. The auditory type; d. The motor tj'pe. Discuss the three forms of creative imagination: a. The intel- lectual; b. The practical; c. The artistic or poetic. Discuss the im- portance of the right use of the inmginatiou. Discuss methods of devel- oping it. What studies are best adapted to fostering it? X. The Understanding. Define conception and concept. Discuss the steps that make up conception, i e: a. Presentation; b. Compari- son; c. Abstraction; d. Generalization: e. Denomination. De- fine judgment. Make a classification of the judgments. Give methods of cultivating the judgments. Show how concepts or uuiversals are formed. Define reasoning. Distinguish between inductive and deduc- tive reasoning. Discuss the syllogism. Make syllogisms. What art- fallacies? Name the common fallacies used in argument. What studies best exercise the pupil's reasoning power-? Show that language is the instrument of reasoning, and that fallacies are often due to the use of ambiguous words. Distinguish between concept and percept, fdso l)r- tween synthesis and analysis. XI. Review the first ten lessons. Xtl. Sensibilities. Define sensibility. Distinguish bctweeii seusa- tions and sentiments. Tn sensation, distinguish between simi)lc sen- REVISED COURSE OF STUDY. SS tieuce and appetite. Discuss the natural appetites: a. Hunger; b. Thirst; c. Suffocation; d. Weariness; e. Restlessness. Distinguish between emotion, desire and affection. Show that ideal presence is a condition of emotion. Discuss: a. Egoistic emotion; b. Aesthetic emotion: c. Ethical emotion: d. Religious emotion. Discuss the in- fluence of the emotional mood of the teacher on learnei-, also the influ- ence of the environment. Discuss personal and social desires. Discuss the inspiration and influence of the affections. What motives incite to study? What to good, and what to bad behavioi-? Show how the sen- sibilities are aifected by temperament, by home in^luencps, by books read, and by treatment in school. XIII. Will. Distinguish between voluntary and involuntary ac- tions. Define instinct. Show that no natural instinct j-equires to be de- stroyed. Discuss liypnotism and somnambulism. Show that in the eaj-ly stages of education the first duty of a teacher is that of a drill-master. Define solicitation. Discuss motors and motives, and show that a mo- tive can exist only in conscious intelligence, and that it derives its value from its relation to feeling. Analyze a voluntary act, bringing out cK'arly the relation of motive, choice and volition. Discuss the proposi- tion that a strong will is essential to any high attainment. How may the will of a child be directed and properly strengthened? XIV. Will, (-ontinued. Why is it that what is neai' in time and place influences us more tlian what is remote? Show the influence of the will in selecting subjects for thought, in holding and directing tlie atten- tion, in restraining the einotions, and in cherishing or repressing moral convictions. Define habit. Discuss the laws of habit: a. Habit di- minishes feeling and increases activity; b. Habit tends to become per- manent and to exclude the formation of other habits. Show that cor- rect habits are a tower of strength. Show that bad habits are a power for evil, and should be broken as soon as their effects are known. Dis- cuss the importance of forming correct habits, both j)hysicalaud mental. How shall the teacher aid the student in forming coiirct habits? How, in (A'erconung wron.g ones? XV. Mond Couvictiou. Fix clearly the ()ii<,in and nature of con- scii nee. Sliow how general notions of right art built i:p. Show the dif- fei-cnce between an intellig-ent moral conviction and prejudice. Discuss the pioposition: "Clearness and strengtli of moral convictions deijend upon mental peculiarities and education." Discuss methods of teaching correct morals— ti-iith. honesty, res])ect foi- jiarents, regai-d for lawful authority, etc. XVI. Sdf-Coiitrol. Show that it is a result of self-knowledge. Show tluit it is essential to proper self-respect. Show that it is essential to the ' pro])('r direction of otliers. Show tluit it is espe(>ially essential in the ^f UE VISED COURSE OF STUDY. teacher m regard to: a. Personal habits and deportment, b Temper utterance, expression of countenance, etc. Discuss tlie following aids to self-control in the school room: a. Knowledge of what is to be taught and how to present each point: b. Personal interest in the school as a whole and in each pupil; c. Clear moral convictions on all qnestions of right between teacher and pupil. Discuss the proposition: "Self-knowl- edge IS the essence of all knowlclge, and he that ruleth his spirit is better than he that taketh a city.'- Discuss methods for promoting self-control in pupils. XVII. Edurutioij. Define it. Freedom in the use of all the faculties the end to be attained. Discuss the various educational forces which af- iect the problem: a. The teacher's specific sphere: b. The material at his command: r. The limit of the child's capacity: d. The work which the child must do for himself. The method of the teacher must l,e adapt- ed to the stage of the child: in the perceptive stage, illustration; in the imaginative, combination and elaboration; in the reasoning, demonstra- tion. Discuss and interpret the following so-called laws: Education must proceed: a. From the known to the unknown; b. From the simple to the complex; c. From the part to the whole; d. From the idea to the symbol; e. From the concrete to the abstract; f. From the effect to the cause: g. From individuals to generals; h. From facts to principles; i. From imitation to origination; j. From acceptance of authority to independent reasoning. XVIII. Build up a general outline of the mental faculties from the work already accomplished and fix clearly the definitions of the terms used. Compare the classifications by various nuthors, and discuss the value of psychology to the teacher. ARITHMETIC. By Prix. G. B. Lo.mjan-, Kansas Citv. PKIM.VRY AVORK. LRSSOX I. It Will be necessary for the instructor to provide himself with suita- ble materials tor teaching the work outlined under this hea.l All the measures used in linear, dry and liquid measurement, a^•oirdupois scales ..qiiare mch tablets, and cubic inch blocks are indispensable. r.,rn, beans «alt, water, and other convenient and cheap materials will greatlv f^icili' REVISED COURSE OF STLDY. 35 tate the work. It is believed that it is ueither necessary nor desirable to exhaust nature in finding objects with which to teach number, nor yet is it any more reasonable to resort to mere devices and arbitrary symbols for the purpose of teaching number, when there are real things, of which children ought to have accurate knowledge, that will serve the same end. This affords the opportunity of teaching in a natural way all that is most important in fractions and denominate numbers. Henceitis urged that linear, litpiid and dry measure, avoicdupois weights, square and solid measure, be made the basis of instruction in primary number work, rt'aching into the third school year. The first three of these are enough for the first year. Thf'.y should be continued in the second year, and the last three introduced in the order in which they are mentioned. Tliis plan should be continued until No. 100 is reached. More objective work is necessary in the first year than in the second; and more in the second, than in the third. Objective teaching should give way to the merely concret::-; and the concrete, in a degree, to the ab- stract as rapidly as is consistent with thorough work. It is believed that the formal study of tables and the mere committing of results to memory are not based on sound pedagogical principles. LESSON n. The following actual lessoTi on the numiter (S taken in short hand as recited by the children is intended to be suggestive in the treatment of number, and should be discussed from the pedagogical standpoint by the institute. Conditions will vary, and niiicli will depend on the ability of the teacher. Teacher: Place eight one foot rulers on the tablf^. Pupil does so. T: Clas-^, count them. I'upil: One, two, thi-ee, four, five, six, seven, eight. T: Form squares with the rulers. Pupil dons so. T: How many squares did you make with eight ruU-rs? I*: I made two squar<-s. T: How many does it tak<' to make ouf square? P: It takes four rulers to make one square. T: Four rulers and four rulers infike how many rulers? I': Four I'ulcrs and four rulers are eight riders. T: Two times four rulers are how many rulers? P: Two times four rulers ai-e eight rulers. T: What two numbers added together make eight? P: Four ami four make eight. T: Form triangles with rulers. Pupil does so. P: I made two triangles with eight rulers, and had two rulei-s left. T: How many rulers did you use in mnking ou(^ triangle? P: 1 used three rulers in making one triangle. 36 REVISED COURSE OF STUDY. T: What three numbers added togetliPi- make eight? P: Three and three and two make eight. T: In eight how many threes? P: In eight thei-e are tw(j and two- tliirds threes. T: You may form crosses with tlie rulers. Pupil does so. P: With eight rulers I have made four crosses. T: How many rulers did you use in making one cross? P: 1 used two rulers in making one cross. T: Two rulers and two rulers and two rulers cXvuX two rulers are how many rulers? P; Two rulers and two rulers and two nders and two rulers are eight rulers. T.- Four times two i-ulers are how many rulers? P: Foui- times two rulers are eight rulers. T: In eight there are how many twos? 1': In eigiit there are iour twos. T: You ma.y plac ' the rulers so as to form a straight line on the table. Pupil does so. T: How long is that line? P: That line is eight feet long. T: You may separate this Hue into two equal parts. l'ii[)il do(^s so. T: How long is each part? Each part is four feet long. T: What is one half of eight left? P: One-half of eight feet is four leet. T: You may divide the line into four eijual parts. Pupil does so. T: How long is each part? P. Each ])ait is two feet long. T: What is one-fourfcli of eight feet? P: (;)ne-fourth of eight feet is two feet. T: Come to the table and show thrci'-tourths of eight feet. Pupil does so. T: T]ir(>e-fourths of eight feet ai-e how many feet? P; Three-fourths of eight feet are six feet. T: You may come and divide the line in eight equal i)wrts. Pupil does so. P: 1 have divided the Hue into eight equal parts. T: How long is each part? P: Ea(;h part is one foot long. T: What is one-eighth of eight feet? P. One-eighth of <'ight feet is oi-e foot. Teacher jjlaces the rulers in a straight line. T: You may separate the line to show how many yards in eight feet. Pupil does so. P: In eight feet there are two and two-thirds yards. T: In seven feet there are how many yards? T: In sc\-cn f^'t theit; iire two and one-thii'd yards. T: In si.x; feet there are jiow many yards? P: in six fret tiiere are two yards. REVISED COURSE OF STVLY. 37 T: lu fivp feet there are how many yards? P: In five feet there are one and two-thirds yards. T. In four feet there are how many yards? P: In four feet there are one and one-third yards. T; In three feet there are liow manj^ yards? P: In three feet there is one yard. T: In two feet there are how many yards? P: In two feet there are two-thirds of a yard. T: In one foot there are how many yards? P: In one foot there is one- third of a yard. T: In two and two-thii-ds yards there are how many feet? P: In two and two- thirds yards there are eight feet. T: In one and two- thirds yards there are how many feet? P: In one and two thirds yards there are five feet. T: In two yards there are how many feet? P: In two yards there are six feet. T: In one and one-third yards there are how many feet? P: In one and one third yards there are four feet. T: In two-thirds of a yard there are how many feet? P: In two- thirds of a yard there are two feet. T: In one-third of a yard there are how many feet? P: In one- third of a yard there is one foot. LESSON III. Teach analytically and s.ynthetically, using the p-allon as a unit and the half-gallon as a fractional part, show how many halves in one. Teach in like manner how many thirds in (jne, using the yard as a unit and the foot as a fractional part. Teach how nianj' fourths in one, using the gallon as the unit and the quart as a fractional part. Teach how manj' eighths make one, using the gallon as the unit and the pint as the fractional part. If necessary to do so, any convenient object may be used to illustrate the fact that five-fifths or six-sixths make one. But most children will perceive this from the instruction above. The week as a unit and the day as a fraction may be used to teach sevenths; the dime, to teach tenths; the foot, to teach twelfths. This is further than children should be advanced during the first year. The denominator in fraction work should always be considerably less than the integer that marks the limit of the pupil's advancement. LESSON IV. T: You may place eight measures, all of the same size, on the table. Pupil places eight pint measures on the table. T: Fill them with watei- Pupils fill them with water. P: I have H8 REVISED COVllSE Ul STUDY eight pints of water on the table. T: Find the measure that yon think will hold eight pints ol' water 1': I think this measure will hold eight pints of water. T: You may see whether yon oan put eight pints of water into the measure. Pupil does so. F: I can put just eight pints of water into this measure. T.- How many pints of water will till a gallon measure? T: Eight pints of water will fill a gallon measure. T: You may find one eighth of that gallon of water. I'upil fills one pint measure with water from the gallon measure. V: This is om- pint and it is one-eighth of a gallon of water. T: How do you know it is one-eighth of one gallon of water? 1*: Because there are eight pints of water in a gallon. T: Find two-eighths of a gallon of water. Pupil tills anothei- pint measure. P: Two pints of water are two-eighths of a gallon of water. T: Y"on may find three-eighths of a gallon of water. Pupil tills an- other pint measure. Three pints are three-eighths of a gallon of water T: You may fiiul four-eighths of a gallon of water. Pupil fills an- other pint measure. P: Four pints are four-eighths of a gallon of water. T: You may find five-eighths of a gallon of water. Pupil fills another pint measure. P: Five pints are five-eighths of a gallon of water. T: You may find six-eighths of a gallon of water. Pupil fills another pint measure. P: Six pints are six-eighths of a gallon of water. T. Y'ou umy find seven-eighths of a gallon of water. Pupil fills another pint measure. P: Seven i)ints are seven-eighths of a gallon of water. T: Find eight-eighths of a gallon of water. Pupil fills the last pint measure with water. P: Eight pints are eight-eighths of a gallon of water. T: Separate the measures of water to show the two halves of a gallon of water. Pupil does so, placing four pints in each group. T: Tell me again how much of a gallon of water a pint of water is. J*: A pint of water is one-eighth of a gallon of water. T: How many one-eighths of a gallon then, in one-half a gallon of water? P: There are four one-eighths of a gallon of water in onc-h.iH a gallon of water. T: Separate the measures of water to show the four-fo)]rths of a gallon of water. Pupil does so, placing two pints in each group. T: How many fourths of a gallon of water in one-half a gallon of water? P: There are two one-fourths of a galldu of water in one- half of a gallon of water. REVISED CGVESE OF STUDY. -W T: How many oue-eightbs in one-half a gallon of water? 1': There are four one-eighths in one half a gallon of water. T: Show four-eighths of a gallon of water. Pupil counts out: one, two, three, four pints of water. T: Show three-fourths of a gallon of water. Pupil shows two pint measures, — .one fourth; four pint measures, — two fourths; six pint meas- ures, — three fourths of a gallon of water. T: Show how many one-fourths in three-fourths of a gallon of water. P; In three-fourths of a gallon of water there are three one fourths of a gallon. T: How many one-eighths in thiee-fourths of a gallon of water. ]*: (points to sis measures.) There are six one-eighths in three-fourths of a gallon of water. T: In eight pints th.?]-e are how many gallons? P: In eight pints there is one gallon. T: In se\en pints there are how many gallons? P: In seven pints there are seven-eighths of a gallon of water. T: In six pints there are how many gallons? P: In six pints th<'re are six-eighths of a gallon of water. T: In five pints there are how many gallons? P: In five i)ints there are live-eighths of a gallon of water. T: In four pints there are how many gallons? P: In four pints there are four-eighths of a gallon of water. T: In three pints there are how many gallons of water? P: In three pints there are three-eighths of a gallon of water. T: In two pints there are how many gallons of water? 1': In two pints there are two-eighths of a gallon of water. T: In one pint there are how many gallons of water? P: In one pint there is one-eighth of a gallon of water. T: One-fourth of a gallon and one-eighth of a gallon are what part of a gallon? P: One-fourth of a gallon and one-eighth of a gallon are three-eighths of a gallon. T: Threi^-eighths of a gallon and one-eighth of a gallon are what part of a gallon? P: Three-eighths of a gallon and one-eighth of a gallon are one-half of a gallon. T: One-half of a gallon and one-eighth of a gallon are what part ol a gallon? P: One-haifof a gallon and one eighth of a gallon are five- eighths of a gallon. T: One-half of a gallon and one-fourth of a gallon are what pai't of a gallon? P: One-half of a gallon and one-fourth of a gallon are six-eighths of a gallon, or three-fourths of a gallon. T: Five-eighths of a gallon and one-fourth of a gallon are what part of a gallon? P; Five-eighths of a gallon and one-fourth of a gallon are 40 REVISED COURSE OF STUDY. seveu-eiglaths of a gallon. T; Three-fourths of a gallon and one-eighth of a gallon are what part of a gallon? P; Thi-ee fourths of a gallon and one-eighth of a gal- lon are seven-eighths of a gallon. T: Seven-eighths of a gallon and one-eighth of a gallon are what part of a gallon? P: Seven-eighths of a gallon and one-eighth of a gallon are one gallon. T: In eight-eighths af a gallon there are how many gallons? P: In eight-eighths of a gallon there is one gallon. T: In eight-eighths of a gallon of water, there are how many one- fourths? P: In eight-eighths of a gallon of water there are four one- fourths of a gallon. T: In six-eighths of a gallon of water there are how many one- fourths of a gallon of water? P: In six-eighths of a gallon of water there are three one-fourths of a gallon of water. T: In one-half gallon of water there are how many one-fourths of a gallon? P: In one-half gallon of water there are two one-fourths. T: In one-half gallon of water there are how many one eighths of a gallon? P: In one-half gallon of ^vater there are four one-eighths of a gallon of water. T: One-eighth of a gallon of water taken from one-half of a gallon of water leaves what? P: One-eighth of a gallon of water taken from one-half of a gallon of wi' ter leaves three eighths of a gallon of water. T: One fourth of a gallon of water taken from one-half of a gallon of water leaves what? P: One fourth of a gallon of water taken from one-half of a gallon of water leaves one-fourth of a gallon of water. T: One-eighth of a gallon of water taken from one-fourth of a gal- lon of water leaves what? P: One eighth of a gallon of water taken from one-fourth of a gallon of water leaves one-eighth of a gallon of water. T. One-fourth of a gallon of water taken from five-eighths of a gallon of water leaves what? P: One fourth of a gallon of water taken from five-eighths of a gallon of water leaves three-eighths of a. gallon of water. T: One-fourth of a gallon of water taken from seven-eighths of a gallon of water leaves what? P: One-fourth of a gallon of water taken from seven-eighths of a gallon of Abater loaves tive-^ighths of a gallon of water. LESSON v. T: What unit will you use to show what two-thirds and one-sixth are? P. I will use the foot. T: State the problem. P: Two-thirds of a foot and one-sixth of a foot equal what? REVISED COURSE OF STUDY. 41 T: Explain. P: Two-tliirds of a foot are eight iiu-hos; one-sixth of a foot is two inches. One inch is one-twelfth of a foot; eight inches are eight-twelfths ot a foot; two inches are two-twelfths of a foot. Eight twelfths of a foot and two-twelfths of a foot are ten-twelfths of a foot, or five-sixths of a. foot. The instructor should study this explanation very carefully; and, using different units for objective illustration,— as the dime, the pound, the gallon, the yard and the square yard, — teach all the fundamerital processes, adapting the fraction to the unit. In teaching the number 32, linear measure, square measure, cubic measure and avoirduj>ois weights may be used for objective illustration. Using linear measure, objects may be measured and lines drawn, al- ways beginning with the shorter length, in ordei- to build upon what the children already know. The rectangle furnishes an excellent basis for teaching gToui)ing and parts of the number. Measuring different rectangular shapes, drawing rectangles containing 32 square inches, and then decreasing the number of s(iuare inches by erasing these, — will be found useful in teaching both grouping and combination. Cubic measure may be utilized b.y building hoTu 32 bhx'ks, each one a cubic inch, solids of all possible dimensions. (Quantities may be weighed, two pounds being tlie limit, gradually approached, in order to show the relation between tin- uunilwr 32 and the numbers before studied. LKSSOX VI. The w-ork of th<' third year, at least for ajnirt of it, sliould lie aioug the line already outlined for the fii-st and second years. The subject of percentage nmy now be introduced. Some such be- ginning as this will be found effective: Childi'en, you have learned that in a bushel tliere are two halves of a bushel, that a gallon has four-fourths in it, tliat a foot is three-thirds of itself. Now^ I want to tell you something you have not heard of be- fore. It is this. A bushel' is one hundred per cent of itself. A gtillon has one hundred per cent of a gallon in it. It takes one hundred per cent of a foot to make a foot. What per cent of a yard makes a yard? A pound is what per cent of itself? If it takes a> hundred per cent of a bushel to make a bushel a half bushel is what per cent of a bushel? A half gal- lon is what per cent of a gallon? Six inches are what per cent of a foot? Eight ounces are what per cent of a pound? What is fifty per cent of a (luart? What is fifty per cent of a yard? Fifty per cent of a square yard? What per cent is a quart of a gallon? What per cent is a pint of a quart? What per cent is a foot of a yard? What per cent are four 42 REVISED COURSE OF STUDY. inches of a foot? What is tweuty-flve per cent of a foot? What is twelve and a half per cent of a gallon? W^hat is twenty-five percent of a dime? Discuss the advantages of teaching percentage in the third year? LESSON VII. INTERMEDIATE WORK. What is a prime number? When are nurabsrs relatively prime? What may such numljers be? What are factors? When the i-esult of two factors and one of them are known, how find the other? Illustrate. Show how this principle is used in proportion, in square root. When the i-esult of three factors and two of them are known, hcjw find the other? Illustrate. Show how this principle is involved in cube r(jot. Wliat is a multiple? .V common multiple? A least common multi- ple? What is a divisor? A common divisor? A greatest common di- visor? Review and illustrate the principles of h'actions. LKSSO.V viii. Show the points of similarity and the jtoints of ditfereuct- in the fol- lowing: .^1327568; -f. 13275(jH. Develop the principles and rules h)r pointing decinuils in addition, subtraction, multiplication and division. LlilSSOX IX. ADVANCED WORK. 1. Pupils should solve problems, not by rule, but by })rinciple. 2. The verbal explanation or analysis of a problem should conform to the solution. 3. The method of solving should be that which finds the clearest, strongest and most accurate expression of the arithmetical facts. 4. A rule should be foi-mulated after a subject has been taught, simply as a summing up in the clearest and briefest wnj what has been learned. 5. Note 4 applies also to the definition. G. In accordance with the suggestions above, let the instructor di- rect his class so that the following ruins will be deduced: To find the i)ercentage— Multiply one percent of the base by the rate. REVISED COURSE OF STUDY. 43 To find the rate — Divide the percentage by one per cent of the base. To find tiie base — Divide tlin percentage by the mte, and multiply the quotient by 100. 1. A merchant having .f l(5oO ,sj)ent thirteen and a third % of it for coffee at f.lG a pound, flow many pounds did he buy? 2. Having $720 in bank, I drew out f-iG.S. What % remained in bank? 'J. F>. lost .fT). which was fourttvn iind two-sevenths % of his money. How much had he left? 4. Prove the 3rd. 5. A farmer owning 1 80 acres of land sold a part of it for f .*]000 at i)|!62.50 an acre. What per cent of the land did he sell? LESSON X. Such expressions as "the cost is 100%" should not be permitted. Tht'3' are meaningless. A single word added to the expression above will make it definite and intelligible. This is a common mistake. 1 . Sold a horse for 1^120, then^by realizing a, profit of seventeen and a half percent. Find the cost. 2. Owning seventeen and a half % of a steamboat, I sold 56% of my share for |6()64. Find the value of the boat, the percent left and what it was worth. 3. If I pay three and an eighth cents a pound foi- sugitr, and gain two-fifths %, what is my profit on one [lound? 4. Sold two houses for f 2250 each, gaining 12% on one and losing 12 %i on tlie other. What did I gain or lose by the transaction? 5. A box of apples containg 200 and costing |i3 were retailed at four for a dime. What was the gain percent? LKSSO.N XI. An agent's commission is computed on the amount of business transacted. The amount of business transacted if the agent buys is what he /j.vj'.s' for the property; and if he se/fe is what he receives for it. These points should be thoroughly impressed. 1. An auctioneer sold goods on a commission of four and a half %, and sent the owner .^5 118.80. What was his commission? 2. An agent sold a house for .f2450 at one and one-half % commission? What sum did he send the owner? 3. An agent's commission for selling 9240 dollars worth of cotton was .f 231 . What was the rate of the commission? 4. My agent sold a lot of tobacco on a commission of two and a half per cent. He invested the net proceeds in wheat at f 1.30 cents a bushel, after keeping his commission of 2% for buying. If his whole c Mumission was fitO, how many bushels did he buy? 44 RE ! ISEJ) COURSE OF S TUD Y. 5. A principal receives from bis agent |!l,560, net proceeds of a sale in which the agent's commission was f40. Find the rate of the commis- sion. LESSON XII. A stockbroker's commission is an exception to the rule that the agent's commission is computed on vihaithe receives or pa ysiov property'. It is a per cent of the par value of the stock or bonds bought or sold. 1. Bought 92 shares K. C. R. R. stock at two and three-fourths % discount, and sold it at three and live-eighths % premium. Find my gain. 2. Bought stock at one and five-eighths % discount, and sold it at two and three-fourths % premium, gaining f 437.50. What was the face value? •'}. How many shares of stock bought at 102 and seven-eighths and sold at 98 and three-fourths, brokerage one-half % on each transaction, will cause a loss of |820? 4. If I invest 17503. 7o in United States Fives at 103, brokerage 07ie-half %, what income will I receive? 5. Which is better, and by what percent, to buy 9 % stock at 125 or .six % stock at 75? H. At what discount slioald seven % bonds be bought, to make eight % on the investment? LESSON XIll. In interest the following rule is recommended, not to work by, but to work to. Find the interest foj- one month, multiply this interest l)y the time expressed in months, and tenths of a month. Practice will enable one to make such modifications of the rule as a)-e desirable to secure brevity 1. What is the interest of 1724.78 for 2 years, 5 months, 19 liays at (>%? 2. What is the rate of intei'est, if |().40 gains .f 0.5(5 from .Vugiist 1 2 to October 18? 3. I deposited •154-0 in the bank, receiving 4% simple interest, until it amounted to 1700. How long did it remain? 4. A man owns stock in a manufactory, which pays annually 9%. He receives (juarterly f 324. What sum has he invested? 5. What is the ex/iff interest of a |1 000 bond from November 1, 1881, to March 1, 1883, at 4 and %%1 LESSON XIV. 1 . What is the compound interest of .1n300 for four years, eiglit mouths and twelve days, at 8%? (Interestcomjtoundiugsemi-anuually.) 2. Write in due form a compound interest note. 3. Writ(> in due form an annual interest note. REVISED COURSE OF STUDY. 45 4. What are interest intervals? 5. Wlmt was due July 1, 1881, on a note dated July 1, 1878, lor •fl 000, with 6% annual interest, and on which was paid December 1, 187i), l-tOO. LEi^SOX XV. 1 . Piud 154 for insuring a dwelling worth ^.SToO, at one and 4-.")%? What part of the value was insured? 2. A factory is worth $3200 and the machiney,f 3760. The factory is insured for four-fifths of its value, at 1%%. The policy cost fl.25. ^^'llat was the entire bill? 3. A district tax is |87()1. 50. B.'s property is assessed at .fl5()0, ,iii(i he pays .f42.12 tax. What is the valuation? 4. A certain city requires for next year .f 73696 to meet the expense of its public schools. Allowing 2% for collecting and 6% to the un- (•()li(>('table, find the amount that must be assessed for school purposes. ."). Sold a piece of property at loss of 15%. Had it cost me 1(500 less, 1 sliould have gained 15%. How mu(th did 1 pay for the i)roperty? LESSON" XVI. A bank always discounts the sum due at maturity. This is either tjie face or the amount of the note, as it is not or is an interest-bearing note. The term of discount consists of the exact number of days be- tween the date of discount and the date of maturity. From whom does the bank receive its pay, and when? Of whom does the bank buy the note? What is trade discount? Commercial or business discount? True discount? 1. A note of |620, dated August 14, 1893, and payable in 90 days, was discounted at a bank September 14, 1893, at 7%. When does this note mature? What does the bank pay for it? What would the bank have paid for it, if it had been paj'able with interest at 6%. 2. For what sum must a note dated March 9, on four months, be drawn so that if discounted at 5%, May 9— it shah yield |1 090.90? If the note were drawing interest at 6%, what would be the face of the note, if the proceeds are the same? 3. Mr. Brown bought a bill of goods amounting to f500, on two montlis' credit. Being offered 5% off for cash, he borrowed the money at a bank which discounted his note at 6%. How much did he save? 4. I sell property for f 10,000 cash or for f 5,000 due in six months and f6,000 due in one year. Which should 1 prefer, money lieing worth to me 6%? 5. What is the difference lietween a 20% discount: and ;i discount of lO'?^, 5% and 5%? LESSON XVII. 1 . Discuss tlie principles of ratio. 46 REVISED COURSE OF STUDY 2. Discuss the formation of proportions — siinple and oompoiuiri. 3. Discuss the jirinciples of proportion. 4. If a locomotive can run Q6% miles with 4-7% bushels of coal, how far could it run with ()ives the order and by use of the muscles reproduces the form. 3. Making a letter is at first a deliberate, conscious, often painfully conscious, act. Then it becomes easier. Then a page is written withoiTt (conscious realization of the lorm of a letter. Here are some words: Conscious, voluntary, involuntary, reflex, automatic. These words may have meanings. You have written an entire letter to a fi-iend and on reading it over have found words misspelled with which you were per- fectly familiar. You have been disappointed because of having mis- spelled very common words. This fact teaches you something very won- derful about a certain servant of the soul. What is it? Note: Since vertical writing is a serious problem and not a joke everv institute ought to find time to give it some consideration. C~y/////jy J::^^F79f7^ 50 !n:\'isi:i> coi^ksk oi- :vn in )H')\hix\h^\r'\miwi Note: The delay iu reeiiviiig the Blate ruling from tlif eugravrrs made it necessary to place the cuts at the close of the article, which was not contemplated by the author. HISTORY. Bv Prix. F. E. Cook, St. Lons. As a preliminary, a brief histoi'y of p]ngland sliouhl be studied Henry VII and Henry VIII. Note: Dates and naips have been well called "the two eyes of His- tory;" they are A^ery necessary, especiallj^ the latter. Wall-maps a re pref- erable to hand-made ones; and each lesson will be h<>lped by havino' it preceded by map — pointing out. The following- few books of reference are recommended: "Barnes' Brief History of the United States," Montgomery's "Leading Facts," Eggleston's"School History," Higginson's "Young Folks' Historj^ of the United States;" for comprehensive reading, "Winsor's Narrative and Critical History," and for culture such as can be obtained no Avhere else, "Hegel's Philosophy of Historj"" (good English translation in Bohn's Library). This latter work is abstruse, and requires most patient study to glean its meaning; but, when mastered, it will ))e of supreme benefit to the student. /. Period of Discoveries. The carrying trade between the orient and Occident iu the fifteenth century was conducted mainly bj' what two rival cities of Europe? De- scribe the route of each. to India. AVhich of these routes had just been closed as Columbus appears in history? What two inventions at this time made possible the navigation of the high seas? What was the great commercial pi'obiem of this age? What was Columbus' theory as to the earth's shape? Whence was this belief derived (by what experiences?— Foscanelli— Aristotle)— see John Fiske's "Columbus")? Date and describe minutely the four voyages of Columbus (routes taken, etc— see John Fiske's Columbus). Vasco Da (iamo (his great discovery— its date— its HJJilSh/) (OUiSl. r mid EiliucK : Clay's Oiunibus bill (its six piovisions)? 12. Pien-e: The Kansas-Nebraska bill (Douglas)? 12. Buchiiiian: The Dred Scott decision? The John Brown raid? 14. Lincoln: The Civil War: Name the three objectives of the Cnion in 18(52? What was Grant's plan in 1864? What do you con sider the ten most decisive battles of the war, whether on land or sta, and why? Emancipation proclamation? Assassination? 1"). Johnson: His vetoes: (Freedman's Bureau? Civil i-ights bill? Tenure of office act?) Be construction trouble? Impeachment (rev. of eons)? 16. (irfiut: Treaty of Wnshington? Pacific railroad? Centennml? p]lrctoral Commission? 17. Hayes: Withdrawal of troops from the South? Civil service ]'efoi-m? Resumption of Specie payments (John Sherman)? 1 8. (xnrfield nnd Arthur: Reduction of letter postage? 11). Cleveland: Presidential Succession law? (Hendricks). 20. Benj. Harrison: McKinley bill? 21. Clo'veland: Wilson bill? READING. By Prin'. Gkuthi'de (ireene, Kansas Cnv. (tEneral outline of method. The teaching of reading has two sides: a. The mechanical side. b. The thought side. MECHANICAL SIDE. There is a mechanical side to the reading work which must be first acquired, and which must become, in a sense, automatic, before teachers can give their full attention to the study of thought. This consists of 1. A careful and persistent drill in proper position of body while sitting and standing. 2. Drill in position of book while pupil is sitting and standing. 8. Drills in rising and sitting. 4. Drills in proper breathing and the use of the vocal organs. (Such drills can be found in any good elocution.) 5. Full instruction in use of diacritical marks, as aguide to jtronun- ciation of new words. Ji REVISED COURSE OF STUDY 6. Ready recognition and perfect articulation and pronunciation ot words. THOUGHT SIDK. 1. Careful study of the s:'lectioii iis to Tneanin<;' ot: a. Words. b. Sentences. c. Paragraplis. d. Selection as a whole. 2. Appropriate and pleasing oral expression of the thought. Note. If the "mechanical" difficulties have been carefully looked after, the expression of the thought can now i-ecelve the entii-e attention of teacher and pupils. Discussions founded upon a careful study and practical apijlication of preceding outline. 1. First day in the school room. A detailed outline of the lirst few- lessons in reading. 2. Different methods of teaching beginners to read, viz: The seuteiiee method, the ifo/y/ method, the phonic method, the r7-Z>-f method, the y^ic/'^i'e method, and the o/j/ecf method; the ro/'/'w/ method or combi- nation of methods to use. Illustrate. 3. Discuss the work of the first reader; such as object of lessons, length of lessons, manner of preparing the lessons, method of conduct- ing recitation, manner of obtaining correct expression, manner of teach- ing correct pronunciation of new words throug-h a knowledge of the sound of the letters and the diacritical marks. 4. Give work in detail of a lesson in first reader. What should pupils know when the first reader has been completed? 5. Second and third reader lessons. What change in object of h^s- sons? Seat preparation by pupils. Value of oral and written reproduc- tion of thought contained in lessons. 6. When and how to beg-in the study of Hterature in reading classes. Value and place of supplementary reading in this connection. Indicate by some special lesson how pupils may be led to a real appreciation of literary excellence. 7. Object of a class criticism. Danger of indiscriminate class criti- cism. How can the matter be properly regulat.t^d by the teacher? 8. How to i-each individual pupils: a. The pupil who stutters b. Who repeats. c. Who hesitates. d. Who articulates poorly. e. Who mispronounces. f. Who miscalls words. A7i' ! isi':i> ( () I iisi-: OF sTi n r jo g. Who read9 in a mnnotonourt toii!^. h. Who reads with poor (luality of voice. i. Who does not manage the breath pro])erl.y. j. Who omit,s. k. Who reads in strained, iinnntural tones. 9. Model lesson in advanced reading. Give details in the work ot prepai'ing and conducting such a recitation. How long a time might IM-operly be given to the study of a selection in an advanced class? Note. The outline is intended to serve as a general guide in plan- ning and conducting a reading lesson. The points are merely sugges- tive. The live teacher will catch the spirit and use his own special plan in reaching results. SPELLING, Rv Pm.NS. (rERTHrUE (iRKENK ANH F. D. TUAHPK, KANSAS ClTV. [1. Phonic analysis. Methods^ 2. Naming of letters (oral spelling.) (3. Written spelling. 1. Explain what is meant by phonic spelling; oral spelling: written s]ielling. When shall the teacher begin to teach spelling to beginners? \Miat method shall he first use? Give in detail the work ot a first lesson in spelling. 2. Relative value of oral and written spelling. How and when to teach abbreviations. Value of diacritical spelling. Method of conduct- ing a recitation in diacritical spelling. 3. From what sources shall the words of each grade Iw sel(Y't('d? S;'nt work in preparation. Rules for spelling. 4. How to correct misspelled words. Value to child of study ot meaning and use of words in spelling lessons, and the effect f)f the same on child's work in reading. ."). Test teachers in marking diacritically a list of words furnished by instructor. Test in pronouncing a list of words diacritically marked. (5. Define homonyms; synonyms. Value to child of such study. Illustrative lesson in each. 7 Value to child of a study of roots, prefixes and suffixes. Define each. Bring to class a list of ten words, showing meaning of as many jn-etlxes in common use. A similar list showing use of ten suffixes. 8. Analyze a list of words furnished by instructor, giving root, pre fix and suffix of each and meaning of each part. 1). A test in written spelling on a list of fifty words selected from daily paper by the instructor. Grade the list by reference to Webster's Dictionary and give a brief lesson on how to use the dictionary. 56 HE VISED rOlRSE Of STUDY. CIVIL QOVERNi^lENT. Bv Soft. \j. J. Hall, Montgomery City. The first five lessons of the foUowi^ig outline and those relating' to state government have been arranged chiefly aecoi-ding to the i:>lan of "Barnard's Civil Government of Missouri." They ean b(- prepared by reference to that work or any other good t^-xt book on the civil govern- ment of Missouri, or they may be learned directly fiom the constitution and statutes of the state. I. The School. 1. Necessity and purpose; 2. School districts— their purpose, their shape; 3. Powers of the people; 4-. School directors — their qualificatious, their duties, vacancies in the board; 5. School funds, state, county, township, special, legislative appropriation; (>. The teacher, hJs (lualifications, training and license. II. The Mnnicipiil Township. 1. Purposes and formation; 2. Itsre- lation to the county; 3. Officers — their qualifications, election, powers and duties; 4. Township organization — how adopted, name of oflicerM and their qualificatious, election, duties and powers. III. The CoiigrfissionHl Township. 1. Distinguished from Municipal Tp. and its purposes given; 2. Townships — their description, division and sub-division; 3. Surveys — standard lines, marking lines, sections, corners; 4. Conveyances of lands. IV. The County. 1. Its relation to the state; 2. County orticers— their (lualifications, election, princi])al duties, and compensation; official bond, tenure. V. Cities find Villages. 1. Relation to the state and couutj^ 2. (ieu" eral matters, including incorporation and division into wards;- 3. Classes— first, second, third, fourth; 4. Take up each class— giving offi- cers and their qualifications, election, terms, and powers; 5. Explain the legislative, executive, and judicial departments of eacli class. VI. State Government. Legislative Depurtjuent. 1. Relation to the state, to the county, and to the national go vernment as a unit of government; 2. General assem- bly — how composed, time of meeting, length of sessions, powers of each house, and compensation of members; 3. Representatives — quahfications, term, and districts; 4. Senators — qualifications, apportionment, term, classes, districts. 5. Legislative proceedings, legislative limitations and prohibitions. RKVISJ'JD VOl'JtSE OF STVDY. 57 VII. Executive Depm'tiacnt. 1. Elcrtive officers — governor, lieuten- ant go vernor,hiPcvetary of state,avi(litor,treasurer,attiOrnf>y-general, super- iutendentof schools and raiiroad commissioners; 2. Qualifications, pow- ers and duties of tlie governor; 3. (Qualifications, powers, duties and bonds of other state officers; 4. Appointive officers — superintendent of insurance, adjutant-general, labor commissioner, warden of penteutiarj'^, militia officers, state geologist, grain and tobacco inspector, oil inspector, commissioner of seat of government, state librai-ian, water melon in- spector, I't ;ll. VIII. Jiuiirinl Lhqia li men 1 . 1 . Classes of co urts — m u nicipal , county, probate, circuit, court of ajipeals and supreme court; 2. Quatiticatious, election, and term of office of judges of the last three; 3. Common pleas and criminal courts; 4. Jurisdiction of each oi' the classes of courts, term, and compensation of judges. iX. lUffhts and Duties. Study carefully the Bill of Rights of the Constitution of Missouri. Citizenship ;i 11(1 Snffnige. 1. Citizenship — naturalization rules and exceptions, rights conferred by citizenship, duties; 2. Suffrage — by wliom confeerred, state or national authority? 3. Voting a duty. X. Elections in Missouri. 1. Time and place of holding elections; 2. Two classes of voters and their qualifications; 3. Who may not vote? 4. Method of conducting the election; 5. Australian Ballot System: nominating candidates, method of voting in full. Party Ahuiiigewent. 1. Necessity for parties; 2. Committees — na- tional, state, county and other; 3. Conventions, county, state, national, district. XI. Revenue unci Til xiition. 1. Necessity for revenue and principles governing its collection; 2. Kinds of taxes — customs and internal revenue: 3. State taxes — assessment, rates for state, county, and city purposes; 4. Method of collecting taxes. XII. State Institutions. 1. Educiitiontil. a. The University of Missoui'i; b. Normal Schools — Kirksville, Warrensburg, Cape Girardeau; c. Lincoln Institute. 2. Eleennosynsiry. a. Deaf and Dumb Institute (Fidton): b. Insti- tute for the Blind (St. Louis). 3. Industrial Schools, a. For Boys, at Boonville: b. For (iirls, Chillicothe. 4. Asylums for the Insane, a. No. 1, at Fulton; b. No. 2. at St. •Joseph; c. No. 3, at Nevada. 5. The State Penitentiary. (Jefferson City.) Give the method of control of each of the above institutions. XIII. United States Government. 1. The colonial union; 2. The confederation: 3. The union under the constitution— necessity, purpose, forma fion. -18 REVISED COUliSE UF STCDY. XIV. Congress. House of Representatives: 1. How composed: 2. P^liffibility; 3. Election; 4. Congressional districts — gerrymander; 5. Powers, duties and privileges. XV. Congress. The Senate: 1. Composition: 2. Term; 3. Eiec tion; 4. Classification; 5. Organization; (J. Powei-s. a. Legislative: b Executive; c. Elective; d. Judicial. XVI. Congress. 1. Membership; 2. Ineligibility; 3. Quorum; 4 Rules; 5. Journal; (k Penalties; 7. Prohibitions; 8. Salaries. XVII. Exft'ntiveDfijitirtnaent. 1. In whom vested; 2. How elected — electors: appointment, nundier, proceedings; 3. Oath; 4. How re- moved; 5. Salary; •(>. Powers and duties. XVI II. Jndicial Department. 1. Where vested: 2. Appointment o{ judges; 3. Qualifications; 4. Tenure; 5. Salary; 6. Privilege-^: 7 Su- preme court— sessions, jurisdiction, powers, duties. TOPICS FOR GENER.\T. UISCUSSIOX. 1. The purpose of government. 2. The American idea of trusting the people. 3. State sovereignty. 4. Civil service reform. 5. Federal judges should be elected by tlie people 6. The single, or land tax. 7. Our financial system. 8. Election of United States senator . 9. Purity of the ballot. How secured. 10. Our school system. (Missouri.) PHYSIOLOGY. By Pres. W. D. Vaniuver, C.\pe Girardeau, and Prof. N. A. Harvkv, Kansas City. I. Explain the distinctions between Anatomy, Physiology and Hygiene. Show the importance of each. Show that their scientific study should be in the order named, while their pi actical value is in the reverse order. Hence, lessons on Hygiene should be introduced in the lower grades, and the fundamental laws of health should be taught to all pupils, but the scientific study of Anatomy and Phj^siology should l3e reserved for the high school, and only so much of them taught in the elementary school as may be necessary as a foundation for H.ygiene. II. Show the position of man in nature, or relation to the animal RKVISED COURSE OF STUDY. 59 kingdom. The following diagram is ]k rhajjs the ^^im])ltl^t mtthoci ol clai^- :-i(ication, though it is an old one and the recent writers on Zoology usually make seven instead of tiv.' sub-kingdoms as here indicated: ' ( I f Bodies. ! Inorganic. | (Protozoans. I Organic J Vegetable, j Radiates. j Animal. [MoUusks. (iiirde j Aiticnlates. j Fishes. j Vertebrates. JReptiles. III. Digestion. | Maninials. 1 Organs: ( a. Mouth: b. Pharynx: c. Oesophagus: d. Stomacdi: e. Intestines — Large, small. Suggestive Qu.estions: ("an one breathe while swallowing? Try it. ("an one swallow with head downward? Explain it. Place fingers on throat and swallow. What motion is felt? Estimat:* the capacity ol the stomach by what a heaJthj^ person is known to have eaten and drunk at one time. What is the order of muscular contraction in swallowing? Suppose that order be reversed; what is the result? IV. DiffPstioij. 1. Processes: a. Prehension; b. Mastication; c. Deglutition; d. Chymification; e. f'hylification; f. Absorption. Suggestive Questions: Where are the salivary glands? (!'an j-ou find them? Can you find the opening of some of them under the tongue? What use is made of the saliva in chewing tobacco? Trace a portion of a biscuit, spread with butter and sugar, from the mouth to the heart. V. Teeth. 1. Kinds; a. Incisors; b. Canines; c. Bicuspeds: d. Molars. 2 . N umber of each : 3. Composition. Suggestive Questions: With a mirror canyon count your own teeth? How many of each kind have yon? Can a cat move its jaws sideways? ("an you? Are the cat's back teeth like yours? How does the cow move her jaws? What is indicated by prominent canine teeth? Which of your teeth have been displaced by others? When? Can tooth-ache be avoided? 60 REVISED ( (Jilts h Ob Sl(^>\ VI. Circuhiiiou. 1. Organs: a. Heart— chambors, valvi's: b. Artei-ie^: c. fJapillariPs; d. Veins. 2. Bloofl — Corpuscles, Plasma, Tempfratiirc Suggestive (iuestious: The tail of a raiiiuow, the tail ot a fade pole, and the web of a frog's foot will show the l)lood corpuscles moving in the capillaries if a good miscroscope can be procured and used. Find the pulse in the wrist, in the elbow, on the side of the neck under the lower jaw, in the temple. Wrap a string tightly around one finger, describe and explain the changes in api)earance and in feeling. Trace the blood from the right side of the heart back to the same chamber. VII. liespinitioii. 1. Organs: a. Larynx: b. Trachea: c. Broiichial Tubes: d. Lungs. Suggestions: Breathe in as much air as possible. Then breathe out as mneh air as possible. Class, do this all together. Measure the difler- ence in size of the body under the arms. Do the ribs niov^e? Can you breathe at all without moving your ribs? What muscles produce these movements? Are the lungs active or passive in breathing? Shake some slacked lime in a tumbler of water. After it has settled pour off the clear part. This is lime water. Carbon-di-oxide will turn lime water M'hite. Breathe through a straw into some lime water. What does this show as to the breath? When there is a thin moist membrane with blood containing carbon- di-oxide on one side and oxygen on the other, an exchangt* of gases will take place. Show how all of these conditions are fulfilled in the lungs. VIII. Voice. 1. Organs: a. Larynx — Cartilage, vocal cords, epiglottis. Suggestive Questions: Put your thumb on the larynx. Swallow. What do you observe? Observe the movement of the larynx, if any, while talking. Make a peisteboard tube one inch in diameter and t*^n inches long. Tie tightly over one end ofitapieceof sheet rubber, which can be ob- tained, from a dentist or possiblj^ from a drug store. Make one cut with a knife blade throngh the middle of the rnbber. Blow through the tube UEYISED COVRSEJ)FJhat was the immediate cause of your hand begmmng to lower-^ What was the physical force which did actually lower your band ? 62 REVISED COURSE OF STUDY. Explain the cause and force operating to raise your handV fan .von il- lustrate the difference between nervous impulse and muscular contrac- tion? Does the heart beat in consequence of the same kind of impulse? What causes the sensation the "foot asleep?" In lowering your hand a few minutes ago, suppose you had touched a hot iron instead of the desk, would the impulse by which you raised your hand, have been the same? Whether right handed or left handed, how did you come to be so? Does the brain have anything to do with it? XII. The Eye. 1 . Parts: 2. Protecting Organs. Suggestive Questions: How does the dipper handle in the bucket ot water look? Is it as it appears to be? Explain. It is suggested that the instructor should not attempt to iiroceed \<'ithout a leas, a prism, or some other actual means of showing tlie re- fraction of light. I]ach member of the institute should draw a section of the eye cut through vertically from back to front showing the coats and humors. What is the form of the eye of a near-sighted person? Draw it. What kind of spectacles does such a person wear? Why? While standing be- fore a mirror in a darkened room hold a lamp or candle back of the head for a moment, then quickly bring it in front of the face watching the pupil of the eye. Explain the change in the ej^e. Hold a prism in the sunlight, then hold paper or cloth of different colors in the spectrum thus formed. What changes occur in the paper or cloth? Why? It is suggested that either a.n actual eye of an ox ob- tained from a butcher or a model obtained from a physician will be high- ly useful in this lesson. XIII. The Sense of Hem-in ff. Parts of the ear: External — Cartilage, Tym])auum; Middle; Internal — (Jochlea, Semi-circular Canals. Suggestive Questions: Close the nose and mouth and blowmodei-ate- ly hard. Tell what you feel and tell what causes it. Have you ever whirled around until you were dizzy? What jiart ot the ear is affected in this dizziness? In what part of the ear do the audi- tory nerves terminate and how do they terminate? By what means