WEST VIRGINIA 
 
 TEACHERS' HAND 
 
 BOOK 
 
 1921-1922 
 
AMERICA 
 
 Samuel Francis Smith 
 
 My country, 'tis of thee. 
 Sweet land of liberty. 
 
 Of thee I sing; 
 Land where my fathers died, 
 Land of the Pilgrims' pride. 
 From ev'ry mountainside 
 
 Let freedom ring. 
 
 My native country, thee. 
 Land of the noble free. 
 
 Thy name I love: 
 I love thy rocks and rills. 
 Thy woods and templed hills; 
 My heart with rapture thrills 
 
 Like that above. 
 
 Let music swell the breeze. 
 And ring thro' all the trees 
 
 Sweet freedom's song; 
 Let mortal tongues awake; 
 Let all that breathe partake; 
 Let rocks their silence break. 
 
 The sound prolong. 
 
 Our fathers' God, to Thee, 
 Author of liberty. 
 
 To Thee we sing; 
 Long may our land be l^right 
 With freedom's holy light; 
 Protect us by Thy might. 
 
 Great God, our King. 
 
WEST VIRGINIA-.<te2^^^.^.^^ 
 
 Teachers' Hand Book 
 
 Containing Suggestions, Rulings, Information, and Material 
 for Use of the Teachers of West Virginia 
 
 1921 
 
 Prepared Under the Direction of 
 
 George M. Ford, 
 State Superintendent of Schools 
 
West Vikginia Teacheks Hand Book 
 
 
 DEPARTMENT OF EDUCATION 
 
 Capitol Building, Charleston 
 
 State Superintendent of Schools George M. Ford 
 
 Assistant State Superintendent J. H. Hickman 
 
 Secretary and Field Agent, State Board of Education J. F. Marsh 
 
 Supervisor of High Schools L. L. Friend 
 
 Assistant Supervisor of High Schools E. E. I-Cnight 
 
 SuperN'isor of Rural Schools J. D. Muldoon 
 
 Assistant Supervisor of Rural Schools J. S. Bonar 
 
 Assistant Super\dsor of Rural Schools Melville Stewart 
 
 Supei-visor of Negro Schools Wm. W. Sanders 
 
 Supei-visor Department Teacher Training Robert Clark 
 
 Assistant Supervisor Department Teacher Training Lillian Carver 
 
 Supei-visor Citizenship and Thrift Phil M. Conley 
 
 School Architecture and Trades Education George E. Hubbs 
 
 Director of Medical Inspection and Sanitation Ffiank M. Kearns, M. D. 
 
 Chief Clerk Jno. W. Cooke 
 
 Supplies and Shipping H. A. Stover 
 
 Messenger George Z. Angelos 
 
 Rehabilitation Agents 
 
 Wm. C. Meadows 0. A. Watson 
 
 John C, Shaw H. K. Barbe 
 
 STATE BOARD OF EDUCATION 
 
 George M. Ford, President E. W. Oglebay 
 
 J. F. Marsh, Secretary', Charleston W. C. Cook 
 
 Geo. S. Laidley Mrs. Lenna Lowe Yost 
 
 Howard M. Gore 
 
 State Supervisor Home Economics Rachel H. Colwell, Morgantown 
 
 State Supervisor Vocational Agriculture C. H. Winkler, Morgantown 
 
 State Supervisor Mining Education A. C. Allen, Morgantown 
 
 State Supervisor Teacher Training Industries, 
 
 Edward S. Maclin, Morgantown 
 
 LIBRARY OPCbNGRESs' 
 
 ''Sr) 
 
 DOCUMeKTis: DiV.^!ON 1 
 
 "^ — '~^ Mil -JiJM"::;::: I 
 
West Vieginia Teachees Hand Book 
 
 Our Slogan — "A standard four-year high school within convenient reach of 
 every boy and girl in West Virginia." 
 
West Virginia Teachers Hand Book 
 
 RECORDS, REPORTS AND PUBLICATIONS 
 Before School Opens 
 
 1. File contract, certificates and institute attendance with secretary of board. 
 
 2. Get all supplies that are prepared for records and reports from the secre- 
 tary or county superintendent. The following forms for teachers have been sent 
 to the county superintendents to be forwarded by them to the secretaries of 
 the Boards of Education: 
 
 Form No. 1. Teacher's Daily Register and Monthly Grade Record. 
 
 Form No. 2. Teacher's Permanent Register. 
 
 Form No. 3. Teacher's Monthly Report to Board of Education. 
 
 Form No. 3-A. Teacher's Monthly Report to Superintendent. 
 
 Form No. 4-A. Principal's Term Report. 
 
 Form No. 5. Teacher's Report of Enumeration. 
 
 Form No. 11. Teacher's Contract. 
 
 Form No. 26. Pupil's Monthly Report Cards. 
 
 Form No. 27. Transfer of Pupils. 
 
 Form No. 29-A. Medical Inspector's Record — Inspection Card. 
 
 Form No. 29-B. Medical Inspector's Notice to Parent or Guardian and 
 
 Physician's Report. 
 Form No. 29-C. IVIedical Inspector's Admission Card. 
 Form No. 30. Application Blank for Coupon of Credit. 
 
 3. Ask the secretary for the teacher's daily register and monthly grade 
 record (combined 1921) of last year also a copy of the enumeration. 
 
 Keeping Records 
 
 One of the most imjiortant duties of the teacher is to make complete, accurate 
 records and have them ready on time Definite instructions for making out 
 reports will be found on each form. These instructions should be carefully read 
 before items are entered. 
 
 DIRECTORY OF UNITED STATES OFFICERS 
 
 President Warren G. Harding, term expires March 4, 1925, 
 
 salary $75,000 per year. 
 Vice President Calvin Coolidge, tenii expires March 4, 1925, salary 
 
 $12,000 per year. 
 
 Secretary of State Charles E. Hughes 
 
 Secretarj"^ of Treasur^^ Andrew Mellon 
 
 Secretary of War John W. Weeks 
 
 Attorney General Harry M. Daugherty 
 
 Postmaster General Will H. Hayes 
 
 Secretary of the Navy Edwin Denby 
 
 Secretary of the Interior A. B. Fall 
 
 Secretary of Agriculture Henry Wallace 
 
 Secretary of Commerce Herbert Hoover 
 
 Secretary of Lal^or James J. Davis 
 
West Virginia Teachees Hand Book 
 
 United States Senators from West Virginia 
 
 Howard Sutherland Davis Elkins 
 
 West Virginia Congressmen Elected Nov 2, 1920 
 
 First District Benjamin L. Rosenbloom 
 
 Second District George M. Bowers 
 
 Third District Stuart F. Reed 
 
 Fourth District . . Harry C. Woodyard 
 
 Fifth District Wells Goodykoontz 
 
 Sixth District Leonard Sidney Echols 
 
 West Virginia State Government 
 
 Governor Ephraim F- Morgan 
 
 Secretary of State Houston G. Young 
 
 Superintendent of Free Schools George M. Ford 
 
 Auditor John C. Bond 
 
 Treasurer W. S. Johnson 
 
 Attorney General E. T. England 
 
 Commissioner of Agriculture James H. Stewart 
 
 West Virginia Supreme Court of Appeals 
 
 Harold A. Ritz .President 
 
 Geo. Poffenbarger ■ 
 
 Wm. N. Miller — 
 
 Chas. W. Lynch — ■ 
 
 Frank Lively — — ■ 
 
 Wm. B. Mathews Clerk 
 
 MORNING EXERCISES 
 
 "The morning exercise is a common meeting ground; it is the family altar 
 of the school to which each brings his offerings — ^the fruits of his observations 
 and studies, or the music, literature, and art that delight him; a place where 
 all co-operate for the pleasure and well-being of the whole; where all contribute 
 to and share the intellectual and spiritual life of the whole; where all bring their 
 best and choicest experiences in the most effective form at their command." 
 
 The period given to the opening exercises may be made the most important 
 period of the day. The pupils, whether they be in a one-room rural school or 
 a larger town school, need a more receptive attitude toward the work before 
 them. A short time given to interesting, uplifting exercises will do much to 
 control and lead the restless children, encourage the downhearted ones, inspire 
 the indifferent, and give to teachers and pupils alike higher ideals for effective 
 work and right living. 
 
 A part of the time given to opening exercises should be of a devotional nature 
 — consisting of the reading of short selections from the Bible, without comment — 
 and of prayer and singing. Very careful plans must be made for the devotional 
 
West Virginia Teachers Hand Book 
 
 exercises if they are to function as they should. Too often the selection of song 
 and Bible reading is made after the pupils are in their seats. A message that 
 is truly inspiring is usually the result of considerable time spent in preparation. 
 The thoughtful teacher will plan her opening exercises as carefully as any other 
 part of her regular school work. 
 
 The opening exercises, conducted as they should be, may be a source of inspi- 
 ration and a means of training for moral and social behavior, for patriotism, for 
 health, for vocational usefulness, for the right use of leisure — in other words, 
 for useful, patriotic citizenship. 
 
 There is an abundance of material on every hand that can be used in morning 
 exercises. Following are a few suggestions that may be of help : 
 
 No. 1 
 
 Song America 
 
 Responsive Reading Teacher and Pupils 
 
 Lord's Prayer in concert. 
 
 Hymn Come, Thou Almighty King 
 
 No. 2 
 
 Hymn He Leadeth Me 
 
 Scripture Reading and Prayer By Minister 
 
 Song Battle Hymn of the Republic 
 
 Recitation By a Pupil 
 
 Variations may be made from time to time in order to keep up interest in the 
 opening exercises. 
 
 The teacher may tell a story; use phonograph, if available; a paper on local 
 history may be read by a pupil; quotations may be given by all pupils; ministers, 
 professional and business men, ofTicials of women and men's clubs and organiza- 
 tions may be invited. 
 
 PARENT-TEACHERS' ASSOCIATIONS 
 
 In many of the towns and cities of West Virginia parent-teachers' associations 
 have been organized and are doing much to bring about closer co-operation 
 between parents and teachers in promoting school improvement in their com- 
 munities. In many instances superintendents and principals have been able 
 without opposition to inaugurate and carry out programs of improvement, that 
 without the aid of such an organization, would have been very difficult if not 
 wholly impossible. A superintendent writing to the State Department of Schools 
 three or four years ago said: "When I came here I found that a new high school 
 building was urgently needed. I placed the matter before our parent-teachers' 
 association and in a little more than a year a bond issue was authorized and our 
 high school building was under construction." Another superintendent said: 
 "The time came when there was evident need for instruction in commercial 
 subjects and home economics in our high school. I asked our parent-teachers' 
 association to investigate the work being done in other communities in these 
 subjects. A committee was appointed and the investigation was made with the 
 
"West Vikginia Teachees Hand Book 
 
 result that the association by a unanimous vote requested the board of educa:- 
 tion to purchase equipment and employ teachers for these subjects. This recom- 
 mendation was carried out by the board the following year. All I had to do was 
 to start the movement; the association did the rest." 
 
 Now that scientific tests are being employed to some extent successfully in 
 measuring the results of school instruction and in determining the special edu- 
 cational needs of groups of school children, parents should be kept well informed 
 as to the conditions that these tests reveal. The parent-teachers' association 
 affords an excellent means of placing such information before them and of securing 
 community co-operation in making such changes in school organization and 
 instruction as are found to be advisable. A school survey was made in a West 
 Virginia town some time ago through which it was found that about seventy-five 
 percent of the children in the grades were retarded; that is, they were not as 
 far advanced in school as normal children of their ages ought to be. A meeting 
 of the citizens of the town was called and this condition was laid before them and 
 its probable causes were explained. These people are now united in a movement 
 to eliminate this condition as soon as possible and to prevent its recurrence in 
 the future. 
 
 It is to be regretted that parent-teachers' associations have not been organized 
 in rural communities in West Virginia as well as in towns and cities. Very 
 few such organizations have been formed in the country. The parent-teachers' 
 association can be of as great assistance in promoting school betterm.ent in the 
 country as in the city. In fact it is needed even more in the country than in the 
 city for the reason that the average country school is an isolated, one-teacher 
 unit and as a rule is less closely supervised than the city school. An active, 
 well-directed parent-teachers' association in every sub-district could be the 
 means of making many of our country schools much better than they are. 
 
 The success of a parent-teachers' association depends largely upon the care 
 and judgment with which the programs are prepared. Meetings should not be 
 held too frequently. They should be regarded as interesting and important 
 events in the life of the community and should not be allowed to become too 
 common. One meeting a month is enough. But the program for each monthly 
 meeting should have a definite aim and should be preceded by very careful 
 preparation. The teacher should not appear too frequently upon the program; 
 neither should very talkative persons in the community be allowed to talk the 
 association to death. 
 
 Sometimes a speaker should be brought in from the outside to talk on some 
 subject upon which he is well informed. Such a speaker should be given to 
 understand beforehand that he is expected to have a definite message and to 
 make it pointed and suggestive. Other programs may consist of brief talks by 
 members of the association on some subject agreed upon beforehand. Occasional 
 programs may consist of a round-table discussion of subjects that have to do 
 with the educational welfare of the community. These programs should be 
 carefully prepared, and the chairman should keep them well in hand. All of 
 the programs should be planned by a program committee. 
 
 The following are type programs suitable for parent-teachers' association 
 meetings: 
 
West Vibginia Teachers Hand Book 
 
 Type Program No. 1 
 
 1. Singing. 
 
 2. Invocation. 
 
 3. Special music (solo, duet, quartet or chorus). 
 
 4. Address by Professor , of West Virginia University. 
 
 Subject, "The Advantages of Consolidated Schools." (Illustrated with 
 lantern slides.) 
 
 5. Singing. 
 
 6. Business session — ^Adjournment. 
 
 Type Program No. 2 
 
 1. Singing. 
 
 2. Invocation. 
 
 3. Special Music. 
 
 4. General Subject, "The Rural School and Its Equipment." 
 
 Ten-minute talk by . Subject, "Is it worth while 
 
 to have an attractive school building?" 
 Ten-minute talk by — ■ . Subject, "Why our board of 
 
 education should build a teacher's home." 
 Ten-minute talk by — ■ •. Subject, "The school grounds 
 
 and outbuildings." 
 Ten-m.inute talk by — . Suliject, "The rural school 
 
 library." 
 Twenty minutes for general discussion. 
 
 Type Program No. 3 
 
 The program, committee has m,ade a list of subjects that members of the asso- 
 ciation desire to discuss. Subjects that ai"e of no im.portance and subjects that 
 are likely to cause disagreeable arguments having been excluded. These are 
 taken up one at a tinae for brief general discussion. The chairman may find it 
 necessaiy to limit the speajcers and to prevent a few persons from doing most 
 of the talking. He may also find it necessary to call on persons who hesitate to 
 speak voluntarily, in order to bring about a general discussion of the subject in 
 hand. 
 
 Arrangements should be made in this program for the invocation, music, 
 and the brief business session, as usual. 
 
 As has been suggested, there should be a program committee. It will happen 
 in many communities that the chief responsibility for planning the programs 
 will fall upon the teacher. It will frequently be necessary also for the teacher 
 to furnish information to persons who are to take part in the programs. These 
 duties will often require much time. They will be found worth while, however, 
 as they will give the teacher an opportunity to shape educational sentiment 
 in the community without seeming to do so. She will thus be able, if skillful, 
 to exercise educational leadership without arousing the opposition that teachers 
 sometimes encounter when they attempt to lead in more direct ways. 
 
FLAG SALUTE. 
 
 I pledge allegiance to my Flag, and to the Republic for which it 
 stands, one nation, indivisible, with liberty and justice for all. 
 
 THE AMERICAN'S CREED. 
 
 I believe in the United States of America as a government of the 
 people, by the people, and for the people, whose just powers are derived 
 from the consent of the governed; a democracy in a republic; a sovereign 
 Nation of many sovereign states, a perfect Union, one and inseparable, 
 established upon those principals of freedom, equality justice and 
 humanity for which American patriots sacrificed their lives and for- 
 tunes. I therefore believe it is my duty to my country to love it, to 
 si:.pport its constitution, to obey its laws, to respect its flag, and to defend 
 it against all enemies. 
 
 WEST VIRGINIA SCHOOL CREED. 
 
 To be loyal to West Virginia and to the United States; to learn and 
 perform intelligently my duties as a citizen and to support the American 
 Ideals and customs; to hold patriotism above any indivikiual, social class 
 or party; to oppose revolutionary movements such as Bolshevism, An- 
 archism, I. W. W. ism and other activities detrimental to the laws and 
 the Constitution of the United States ; to play hard, study hard, work hard. 
 This shall be my creed on the footpath leading to the highway of good 
 dependable citi'zenship. 
 
West Virginia Teachees Hand Book 
 
 SCHOOL RALLIES 
 
 The Importance of Public Sentiment. The chief object of the school rally 
 is to create public sentiment for some educational project. This country is ruled 
 by public opinion. If we pass a law, it is no stronger than the public sentiment 
 behind it. Even if we secure a school or som.e improvem.ent in the school mth- 
 out the consent of the persons to be served, the result will be, at most, a partial 
 failure. In any worthy school undertaking, it is important that the whole 
 community be thoroughly inform,ed and aroused on the question, so as to insure 
 the success of the movement and the usefulness of the results. 
 
 Have a Definite Purpose. Do not have a school rally unless some objective 
 is clearly in mind. The purpose may be to secure a favorable vote for a new 
 high school, or a new school building, or to secure action for a junior high school, 
 a consolidated school, a standard one-room school, improvements in grounds 
 and equipm.ent, the employment of a community worker, the purchase of a 
 libraiy, or the carrying out of a large program of educational activity proposed 
 by the county or State school authorities. On the other hand, a rally may be 
 needed in the interests of better health and sanitation, or thrift or some other 
 object to be sought under the leadership of som.e proper agency. The m,ain point 
 being stressed in this paragraph is the importance of choosing a definite object 
 for the rally and making the program around that objective. 
 
 Advertising. Our school people are accused of being very poor advertisers. 
 Oftentimes a fine program is arranged or a speaker secured at considerable 
 expense, all to little purpose, because the people are not infonned and aroused. 
 Why not try soro.e or all of the following: 
 
 Give early notices to newspapers and follow that up with interesting 
 notes about special features of the Rally. 
 
 Have the pupils, as a writing exercise, send a letter of invitation to each 
 person in the community. 
 
 It may be possible to have a local printer furnish posters or hand bills at 
 little or no expense. 
 
 As a drawing exercise, the pupils m.ay make their own posters or notices 
 and place them on trees and posts throughout the community. 
 
 The children should be urged to tell their parents all about the Rally 
 and a special committee should be assigned to see persons who do not have 
 children in school. 
 
 A notice of the meetings should be put up at the post office, stores, and 
 other places, where people congregate. 
 
 Courteously request all ministers to announce the Rallies at the churches. 
 Special Suggestions. Inasmuch as school rallies will vary in their nature 
 according to the objects to be accomplished, and conditions in the school and 
 community, it will be useless to give in this connection any set programs or 
 rules. The suggestions below may help teachers and committees who are respon- 
 sible for such rallies : 
 
 Begin on time. As soon as it is determined to have a rally, persons in 
 charge should begin quietly to make all important plans before the school 
 and community are disturbed. A rally planned hurriedly may do damage 
 to the school and prove a half failure. 
 
 Have special features. Teachers should not be content to have the usual 
 opening song and "The Address of the Evening." Why not advertise that 
 
10 West Virginia Teachers Hand Book 
 
 some old time fiddler will play, "YeOle Tunes," orthat two of the boys will 
 have a wrestling match,- or that an orchestra ^vi[\ play, or that a debate will 
 be staged. Surely, some special talent can be found to add special features 
 to the program and to bring out the crowd, so that the main information 
 or arguments can be given to the whole community. 
 
 Have an ironclad rule against long speeches, and enforce that rule. Many 
 programs are ruined by some "long-winded" speaker who spends an hour or 
 two in saying what ought to be said in ten minutes. 
 
 The teacher or someone fully acquainted with the situation may add 
 much to the prograni by blackboard talk — putting in large figures main 
 facts relating to the object of the campaign. 
 
 Distribute material. In many cases, good material from State or National 
 department can be secured to distribute during or at the close of the program. 
 For example, if the subject of standard schools or consolidation, or high 
 schools, or illiteracy, bulletins on these subjects may be secured from the 
 State Department of Education. 
 
 Parades. A parade is always effective if it is well arranged. The pupils 
 headed by an improvised band, or by drummer, and a flag bearer, will 
 attract much attention by marching through the village. Large, neat 
 banners or placards with appropriate inscriptions should be made and 
 carried by the students. If the parade is made before the rally it will help 
 in securing attendance. 
 
 SOCIAL CENTER 
 
 We have heard much lately of the "social center" in rural districts especially 
 since the growth of consolidation. The idea means a unifying, co-ordinating and 
 organizing of the different interests of the community into a harmonious group 
 for the common good. 
 
 There must be a leader in order that the idea may be promoted and encouraged 
 and without neglect to the teaching of the pupils in the school, the teacher 
 should aim to bring about this unification. It requires a person of rare tact 
 and diplomacy to bring a community together and keep it united. The ministers 
 of the community should be of great assistance in the work. 
 
 The following community activities are suggested: 
 
 Literary Society. The enlistment of the proper persons in this work will 
 benefit not only the adults but the children of the community. In connection 
 with this work an occasional debate should be held on some important current 
 topic. 
 
 Spelling Contest, The old-fashioned spelling match never fails to arouse 
 the interest of any community, especially if the losing side must entertain the 
 winners. 
 
 School Prograni. An occasional program at the school to which are invited 
 all the parents and patrons will always create interest and will never fail to be of 
 • some benefit to the school. Several prominent citizens may be included in the 
 program, to be called on at the end of the pupils' program. 
 
 Lecture Course. It is possible in larger schools or in consolidated schools 
 to have a lecture course extending through the winter months. Speakers from 
 any of the institutions or the State department of education may likely be 
 secured. Small musical attractions might also be procured. 
 
West Virginia Teachers Hand Book 11 
 
 Community Singing. Even if the teacher has no musical ability it is often 
 that the teacher may enlist the services of some local musician and arrange for 
 a community singing meeting. The effect of song is far reaching and stimulating. 
 
 Picture Exhibits. A moving picture or lantern slides may sometimes be 
 procured and if the right kind, affords much entertainment and instruction to 
 the rural community. 
 
 Exhibits. Do not fail to give exhibits of the work done by the pupils of your 
 school. If you have Home Economics and Manual Training show what your 
 children have done and stimulate interest in all phases of school work. 
 
 The teacher should aim to enhst all factions in the support and well being of 
 the school and there should be fostered a community pride in the school which 
 makes it better than all the other schools of the county or state. 
 
 PHYSICAL EDUCATION 
 
 As much attention should be paid to the physical as to the mental develop- 
 ment of the child. Physical Education should occupy as important place in 
 the school curriculum as any other one subject. The state slogan "Physical 
 Training for All" must become a reality. 
 
 A booklet on Physical Education is published by the State department of 
 education and copies will be gladly furnished on application. Physical training 
 can be taught in every school and after the instructions given in the county 
 institutes with this publication any teacher should be able to qualify as an 
 instructor in this work. 
 
 LIBRARY DAY 
 
 One day in the school term should be set aside as Library Day. Whether this 
 day is designated by the State department or not is of little matter. Each 
 teacher can conduct her own program and can observe any day for the better- 
 ment of the school library. 
 
 A good program for this day is given in the "Library Book" published by the 
 State Department of Education and it is recommended that the teacher consult 
 this suggestive program or arrange one of her own to properly observe at least 
 one day in the year. 
 
 DISTRICT INSTITUTES 
 
 The District Institute is the one group wherein the individual teacher finds his 
 opportunity to extend his influence to the remaining members of the group and 
 it usually comes at a time in the school year that makes the telling of his exper- 
 ience of most value. For this reason, if for no other, this type of institute should 
 be made the most sought after teachers' meeting of the entire year. 
 
 Much of the value of this institute will depend upon the one chosen to lead 
 in the conference. Emphasis should then be placed upon the selection of this 
 individual. Value will depend upon the program that is made. Often it is better 
 to make your program center about some theme or some problem peculi- r to 
 the district. It may be that the theme will be the piece of new work the county 
 superintendent and his teachers are putting on this year which is to make the 
 county distinctive. Around whatever theme the program centers, the main 
 
12 West Virginia Teachers Hand Book 
 
 point at issue will always be the individual child which is the nucleus of the com- 
 munity and the district. 
 
 Attendance upon the district institute should not be made conapulsory — 
 there should not be need for compulsion. The life of the teacher ought to depend 
 upon his activity in these meetings. That is his school life. It is the place 
 where he is to get refreshing notions and to give them that they may help others 
 as well as himself solve the great problem of teaching boys and girls how to be 
 boys and girls. Let this be a year in which there will be an 100% attendance 
 upon the district institute! 
 
 The State Department of Education, the faculties of the Normal Schools, 
 the teachers in the Training Schools, and all other persons upon whom the State 
 is relying for help in her great problem of building up a high type of patriotic, 
 Christian manhood should be called upon t > aid in this work. The superin- 
 tendents are invited to seek this aid with the assurance that the invitation will 
 receive a ready response. 
 
 One feature of any district institute that is worth while is a demonstration 
 of some class exercise either in a new^ way or in an old way done better than 
 ever before. A reading teaching exercise w'ould be of untold value to the new 
 teacher. A lesson in geography or history that is done in a better w^ay than 
 someone has seen it done may be the one step necessary to help the untried 
 teacher put the niessage across to some class that has been a problem unsolved. 
 
 A Few Suggestive Topics 
 
 1. The Standard One-Teacher School. 
 
 2. Higher qualifications for school officials. 
 
 3. Higher entrance qualifications into the teaching profession. 
 
 4. Reading, Writing, Spelling and Arithmetic. 
 
 5. The State, the unit. 
 
 6. New Legislation. 
 
 7. Extension and Correspondence classes. 
 
 8. The Summer School — its value. 
 
 9. School Sanitation. 
 
 10. Music and Play. 
 
 11. The Towner-Sterling Bill. 
 
 12. The Teacher in the Community. 
 
 13. Coupons of Credit. 
 
 14. School Attendance. 
 
 15. The Pupils' Reading Circle. 
 
 16. The Teachers' Reading Circle. 
 
 17. A Union meeting of all schools at closing time. 
 
 With this list of suggestive topics around which to build the program, with 
 prompt attendance by each teacher, with a participation by the teachers in 
 the program, with a presiding officer who knows how to keep things going, with 
 a hearty co-operation of all in the conference there ought to be vmtold value 
 in the district institutes in the year 1921-1922. This all to the end that the 
 school year may be a profitable one and that the Rural Schools may reach a 
 higher place in the hearts of those interested in the boys and girls of the country 
 homes. 
 
West Virginia Teachers Hand Book 13 
 
 Arbor Day. The giving of a program in the schools of West Virginia on special 
 days such as Arbor Day sim.ply for the purpose of putting on a performance is 
 of little value and should not be tolerated. If the development of the program 
 has not been a real teaching exercise in which the special day exercise is the 
 expression, the time of both pupil and teacher is wasted. 
 
 The development of a program for Arbor Day should have for its purpose 
 the teaching of the beauty and economical value of trees as related to the life 
 of the individual and the State. This idea of such a program involves a period 
 of preparation for the day covering several weeks or lesson periods in which such 
 phases of tree study as the following: The planting of a tree; the life history 
 of the trees in the neighborhood; the condition of forestry within the State, 
 the place of trees in beautifying the home site; the selection of fruit trees for 
 the home orchard; insects and tree diseases — ^how to prevent and cure; identi- 
 fication of the trees in the community; forest preserves within West Virginia; 
 the relation of the variety of trees to types of soils; forests in flood prevention; 
 pruning the tree; forest fires — -their cause, economic loss, prevention; our 
 dependence upon trees. These and other topics will come to the teacher and 
 school in the development of the program. 
 
 Unless the program centers about one or m.ore of these indicated suggestions 
 or those that arise in the mind of the teacher, let it be repeated that the special 
 exercise is in many respects a failure. 
 
 Correlation of arithmetic, elem.entary science, geography, agriculture, litera- 
 ture, composition and wood-craft will be exercised in the preparation and carry- 
 ing out of the program when it follows the suggestions given here. 
 
 With this in mind it need not be said that an Arbor Day without the planting 
 of a tree as part of the program is not an Arbor Day at all. 
 
 Your program and the kind of tree you plant will depend upon the date set 
 for Arbor Day and the locality of the school. Of course the recitations and other 
 literary parts of the program may be made as varied as you please. The selec- 
 tions to be recited m.ay all be chosen from one author or you may m.ake a selection 
 from various authors. If taken from, one author the opportunity is given to 
 make quite a study of the author selected on the other hand, selections from 
 various authors afford an opportunity to make your program, more attractive. 
 In no program should the local tree problems be omitted. The program for 
 an apple orchard community will specialize on the planting and growing of an 
 apple orchard while a lumbering section will devote much or most of the programs 
 to the growing of trees for lumber. 
 Subjects for Essays: 
 
 Noted American Trees 
 
 The Charter Oak 
 
 The Washington Elm at Berkeley Springs 
 
 Johnny Apple seed 
 
 History of Arbor Day 
 
 My Favorite Tree 
 
 Legends about Trees 
 
 Camping in the Forest 
 
 The Chestnut Blight 
 
 Spraying for Insects 
 
 Trees and Birds 
 
 John Burroughs 
 
14 West Virginia Teachees Hand Book 
 
 Luther Burbank 
 West Virginia Apples 
 West Virginia Lumber 
 Trees and Papermaking 
 Fire Prevention in the Forests 
 Maple Sugar 
 
 A Program for a Spring Arbor Day 
 
 Prayer 
 
 Song West Virginia Hills 
 
 Reading of Message from State Superintendent of Schools 
 Scripture Selections about Trees 
 
 Essay Origin of Arbor Day 
 
 Recitation— The Tree by Henry Abbey 
 
 Recitation — -The Groves were God's First Temples by Bryant 
 
 Quotations by pupils on Trees 
 
 A ' Address by some citizen on Protection for Trees or some other theme 
 
 Recitation— The Oak George Hill 
 
 Composition A Maple Sugar Camp 
 
 Recitation Hiawatha's Canoe 
 
 Quotations from Longfellow 
 
 Song 
 
 Planting and Dedicating the Trees 
 
 Song — ^Anthem for Arbor Day S. F. Sinith 
 
 Benediction 
 
 ARMISTICE DAY— NOVEMBER llTH 
 
 Armistice Day is more than an American special day — it comes the nearest 
 to being an international patriotic day than any other day we celebrate. On this 
 day we commemorate the conclusion of the work of ovu- heroes and the heroes of 
 all the allies who fought for the liberty of the world in the Great War. 
 
 Every school in West Virginia should celebrate this day with appropriate 
 exercises. Members of the An^erican Legion and all other ex-service men should 
 be invited to participate. A short history of the United States' participation 
 in the World War may be given by some local person. 
 
West Virginia Teachers Hand Book 15 
 
 In Flanders Field 
 
 By Lieut. Col. John D. MacCrae 
 
 In Flanders fields the poppies blow 
 Between the crosses, row on row, 
 That mark our place; and in the sky 
 The larks still bravely singing fly. 
 Scarce heard amidst the guns below. 
 
 We are the dead. Short days ago 
 We lived, felt dawn, saw sunset glow. 
 Loved and were loved, and now we lie 
 In Flanders fields. 
 
 Take up our quarrel with the foe. 
 To you from falling hands we throw 
 The Torch — be yours to hold it high; 
 If ye break faith with us who die. 
 We shall not sleep, though poppies grow 
 In Flanders fields. 
 
 The American's Creed 
 
 (The idea of laying special emphasis upon the duties and obligations of 
 citizenship in the form of a national creed originated with Henry S. Chap in. 
 In 1916-1917, a contest, open to all Americans, was inaugurated in the press 
 throughout the country to secure "the best summary of the political faith of 
 America." Through Mayor James H. Preston, the city of Baltimore, as the 
 birthplace of the "Star Spangled Banner," offered a prize of $1,000. The creed 
 selected was submitted by William Tyler Page of Friendship Heights, Maryland. 
 It consisted of phrases taken from the Constitution of the United States, Declara- 
 tion of Independence, the Federalist, Webster's Speech in the Senate January 
 36, 1830, "The Man Without a Country," Oath of Allegiance, and "The Star 
 Spangled Banner.") 
 
 I believe in the United States of America as a government of the people, by 
 the people, and for the people, whose just powers are derived from the consent 
 of the governed; a democracy in a republic; a sovereign Nation of many sover- 
 eign states, a perfect Union, one and inseparable, established upon those prin- 
 cipals of freedom, equality, justice and humanity for which Anaerican patriots 
 sacrificed their lives and fortunes. I therefore believe it is my duty to my country 
 to love it, to support its constitution, to obey its laws, to respect its flag, and to 
 defend it against all enemies. 
 
 A Father to His Soldier Son 
 
 (Written in 1862 by Judge E. R. Hoar to Samuel Hoar) 
 
 I hope you are going with a love for your country, and your cause, and with 
 a determination to be faithful to every duty you have undertaken. My boy, 
 you bear the name of one who to the end of his honored life, never shrunk from 
 
16 West Vikginia Teachers Hand Book 
 
 a duty, however painful, nor from, danger to which duty called him. Be sure 
 that you do no discredit to it! Neither by cowardice, by falsehood, by impurity, 
 by levity, nor by selfishness. Rem.em.ber always your home and your friends — 
 those who will welcome your return with pride and joy if you shall com.e back 
 in virtue and honor; who will cherish your m.em.ory if, faithful and true, you 
 have given up your life; but to whom, your disgrace would cause a pang sharper 
 than death. Rem.ember your obligations to duty and God. And may these 
 throughts keep you from temptation, and encouro.ge and strengthen you in 
 danger or sickness.- You are very dear to our hearts and your absence 
 leaves a great place vacant in our hom.e. If it be according to His \vi\\, you 
 may com.e back to us in safety and honor — -but whatever is before us, may His 
 mercy and love be ever with you and His grace sufficient for you. 
 
 West Virginia School Creed 
 
 To be loyal to West Virginia and to the United States; to learn and perform 
 intelligently m.y duties as a citizen and to support the American ideals and 
 customs; to hold patriotism above any individual, social class or party; to 
 oppose revolutionaiy movem.ents such as Bolshevism, Anarchism., I. W. W.-ism 
 and other activities detrim.ental to the laws and the Constitution of the United 
 States; to play hard, study hai'd, work hard. This shall be my creed on the 
 footpath leading to tb.e highway of good dependable citizenship. 
 
 Flag Salute 
 
 I pledge allegiance to m.y Flag, and to the Republic for which it stands, one 
 nation, indivisible, with liberty and justice for all. 
 
 West Virginia in the World War 
 
 Soldiers furnished by West Virginia 55,777 
 
 West Virginia boys killed in action 514 
 
 West Virginia boys died of wounds 200 
 
 West Virginia boys died of disease 271 
 
 West Virginia boys slightly wounded 1,265 
 
 West Virginia boys severely wounded 1,112 
 
 Between sixty-five and sixty-nine per cent of the drafted naen coming from 
 West Virginia passed the physical examination. 
 
 More than .$1,000,000 worth of Liberty Bonds were piu-chased by teachers in 
 West Virginia. 
 
 It is estimated that children in the schools purchased about a million dollars 
 worth of War Savings Stamps. • 
 
 Fifty thousand children in West Virginia schools joined the Junior Red Cross, 
 and turned out thousands of articles. 
 
THE STATE FLOWER. 
 
 {Rhododendron maximum, or "Big Laurel." The "Rose Tree" of China.) 
 
West Virginia Teachers Hand Book 17 
 
 Red Cross in West Virginia 
 
 First Cainpaign $ 579,770.00 
 
 Second Campaign 1,408,503.60 
 
 (202% over-subscribed) 
 Menobers, October 1, 1918 212,066 
 
 Y. M. C. A. 
 
 First Campaign ,f 35,825.19 
 
 Second Campaign 317,007.10 
 
 Salvation Army 
 
 One Campaign $ 33,770.34 
 
 Lutheran Commission 
 
 One Campaign $ 12,077.00 
 
 Knights of Columbus 
 One Campaign $ 52,208.70 
 
 War Stamps and Liberty Bonds 
 
 War Saving Stamps Sale to December 31, 1918 $ 27,391,180.00 
 
 Liberty Loan: 
 
 First $16,048,800 
 
 Second 36,042,050 
 
 Third 31,913,250 
 
 Fourth 55,988,900 
 
 Fifth 33,135,100 
 
 Total $173,128,100.00 
 
 Total Contributions to War Activities. $ 2,439,161.93 
 
 Total purchase of Liberty Bonds and Stamps 1200,519,280.00 
 
 Suggested Program 
 
 1. Song "America" 
 
 2. Salute to the Flag 
 
 3. Talk by American Legion men 
 
 4. Recitation "In Flanders Field" 
 
 5. Group of songs. ."Tipperary," "Snules," "Keep the Home Fires Burning" 
 
 6. Essay "West Virginia in the World War" 
 
 7. Talk "Local War Work" 
 
 8. Song "Battle Hymn of the Republic" 
 
 9. The American's Creed given in concert 
 
 10. Junior Red Cross Work 
 
 11. West Virginia School Creed given in concert 
 
 12. "Star Spangled Banner" 
 
 (Note — A memorial tablet should be placed in each school building in West 
 Virginia, containing the names of all boys who lost their lives in the War from 
 that schooL) 
 
18 West Virginia Teachers Hand Book 
 
 THANKSGIVING DAY 
 
 The Spirit of tlie Occasion. The teacher \vill show her good taste and 
 accomplish the desired results in the Thanksgiving Day program, if the exercises 
 are selected and arranged to bring out a sincere spirit of thankfulness, and an 
 atmosphere of good cheer. The occasion should be marked by thoughtfulness 
 and happiness without noisy hilarity. 
 
 Helpers. If the program is to be given at school during school hours, the 
 teachers and pupils should be mostly responsible. If the occasion is to be at 
 night and a community undertaking, the teacher should request some of the best 
 men and women of the community to act as a committee in getting up the pro- 
 gram and in maintaining good order. Persons with special training or talent — 
 preachers, officials, nurses, specialists in different lines — should be used as 
 assistants, if the program is to be elaborate. The telling about "The good old 
 times" by some very old person always proves to be an interesting feature of 
 a Thanksgiving program. 
 
 Decorations. A teacher should not announce a special program and ask 
 patrons and friends to attend unless she and her pupils can fix up the school room 
 with a little special holiday decorations. For Thanksgiving, a few branches 
 with colored leaves tastily arranged over or between windows, and a shock of 
 yellow-eared corn with some leaves and pumpkins about it on the platform are 
 always appropriate. A blackboard border of turkeys or Pilgrim scenes made 
 from a stencil, may be used to good advantage. If the school does 
 not own some good Thanksgiving pictures, it may be possible to borrow some 
 from a store or from patrons for this special occasion. 
 
 Music. The Thanksgiving program should be marked by much good music. 
 Patriotic songs such as "America" and "America, the Beautiful;" hymns 
 "Faith of our Fathers," "Coronation," and "Lord of the Harvest," and old 
 familiar songs, such as "Old Kentucky Home," "Swanee River," "Carry Me 
 Back to Old Virginia," and "Old Black Joe;" these selections and others sug- 
 gested by them with some special music — solos, quartets, instrumental selections 
 and orchestra, if possible, should add much to the interest and sentiment of the 
 program. 
 
 The Program. When the program is completed, it should be neatly printed 
 to hand to visitors and pupils on the special day. If this cannot be done, the 
 pupils may make several copies on uniform paper to hand to visitors. This 
 project will make a good writing lesson with a real motive. Some teacher may 
 wish to print or write the program artistically on the blackboard. 
 
 Arrangement of the Program. The outlines of programs for other special 
 days given in this bulletin will suggest good arrangements for the Thanksgiving 
 program. The teachers and committees' good judgment will suggest a variety 
 of exercises that will make the program vary throughout with different kinds of 
 features given by pupUs of all ages. Believing that persons in charge will be 
 able to outline a program fitted to the performers and suited to local conditio ns, 
 the author of this outline will not attempt to give here a set program. 
 
 Material for the Program. The size of this bulletin will not permit the 
 copy of many selections. The teachers' journals, the magazines and papers and 
 text-books carry an abundance of material for any teacher who is on the lookout 
 for it. By all means, let the selections be of high grade. The following are 
 suggested : 
 
West Virginia Teachers Hand Book 19 
 
 Selections: 
 
 The Landing of the Pilgrims. 
 
 The First Settlement of New England (Elson, Book 4, Page 366). 
 
 The Com Song (from Whittier Songs of Labor). 
 
 When the Frost is on the Pumpkin. 
 
 The Memory of our Fathers (Elson Book 4, P. 383). 
 
 Abou Ben Adhem (Wheeler's Fifth, P. 360). 
 
 The Huskers (Wheeler's Fifth, P. 429). 
 
 Special Features: 
 
 Essay — ^Five reasons why I am thankful for this school. 
 
 Essay — ^Five reasons why I am thankful for West Virginia. 
 
 Essay — ^Five reasons why I am thankful for United States. 
 
 Pantomimes or dramatizations of scenes connected with Thanksgiving, such 
 
 as "The First Thanksgiving," the "Pilgrims Going to Church," "The 
 
 Husking Bee," or "Harvest Home." 
 Thanksgiving Proclamations: The Proclamation of the President and 
 
 Governor should be read. 
 Scripture reading : At the beginning of the program an appropriate selection 
 
 of Scripture should be read. 
 Exhibit: It will be appropriate to have an exhibit of the best products — 
 
 grains, fruits and vegetables — for the inspection of the visitors, and to 
 
 show material reasons for thankfulness. 
 
 Reasons for Thanks 
 
 For flowers that bloom about our feet; 
 For tender grass, so fresh, so sweet; 
 For song of bird, and hum of bee; 
 For all things fair we hear or see. 
 
 Father in heaven, we thanli. Thee! 
 
 For blue of stream and blue of sky; 
 For pleasant shade of branches high; 
 For fragrant air and cooling breeze; 
 For beauty of the blooming trees. 
 
 Father in heaven, we thank Thee! 
 
 Ralph Waldo Emerson. 
 
 What is the Best Day in November? 
 
 It is the Puritan's Thanksgiving eve, 
 
 And gathered home from fresher homes around, 
 
 The old man's children keep the holiday, 
 
 In dear New England since the fathers slept, 
 
 The sweetest holiday of all the year. — ^J. G. Holland. 
 
20 West Virginia Teaohees Hand Book 
 
 Give Thanks 
 
 Oh, give thanks for the summer and winter. 
 
 Give thanks for the sunshine and rain; 
 For the flowers, the fruits, and the grasses 
 
 And the bountiful harvest of grain; 
 For the winds that sweep over our prairies; 
 
 Distributing vigor and health — 
 Oh, give thanks to our Heavenly Father 
 
 For nature's abundance of wealth! 
 
 Give thanks for each lawful ambition 
 
 That gives a new impulse to do; 
 Give thanks for each fond hope's fruition. 
 
 And all of God's goodness to you; 
 Forget not whence cometh the power. 
 
 That all of these blessings secures — ■ 
 Oh, give thanks to our Heavenly Father, 
 
 Whose mercy forever endures. — Selected. 
 
 November 
 
 The touch of chill Novejnber 
 
 Falls on the waiting land: 
 The oali trees and the larches 
 
 With shivering branches stand: 
 And winter's desolation 
 
 Is felt on every hand. 
 The dead stems mourn their flowers; 
 
 The bare trees mourn their leaves; 
 The voice of coming winter 
 
 Sobbingly sighs and grieves; 
 And the drear November sunset 
 
 Its lengthened shadow weaves. 
 
 How Shall We Give Thanks? 
 
 When we our thanks would bring. 
 
 Doubly grateful way consists, 
 In recollecting God exists 
 
 In every living thing; 
 That when a man or beast we touch 
 
 With pity-helping care, 
 'Tis known in Heaven just as much 
 
 As if we did it there; 
 That when our voice in kind behalf 
 
 Of any grief is heard. 
 Heaven's wondrous gold-foiled phonograph 
 
 Is taking every word: 
 That when a heart the earth-heart serves. 
 
 Of diamond or clod. 
 It thrills the universe's nerves. 
 
 And glads the soul of God. 
 
 Adapted from Will Carleton. 
 
West Virginia Teachers Hand Book 21 
 
 CHRISTMAS 
 
 The Christmas season is the occasion of the greatest happiness of the year 
 to most children. The teacher will experience little difTiculty in interesting 
 children in a Christmas program, which should be simple and include selections 
 that indicate the true meaning of the day. 
 
 The Christmas Tree and Santa Claus may be used for the merriment of the 
 children. However, if any gifts are distributed, care should be taken to see 
 that each child receives a gift off the tree. A fund for the purchase of these 
 gifts may be raised by the Parent-Teacher Club or by school entertainments. 
 
 The following program and selections contain material that may be used in 
 making up a program for a Christmas exercise. This exercise may be held on 
 the last day school is in session, before Christmas or on Christmas Eve, which 
 ever best suits the convenience of the teacher and the school. 
 
 Program 
 
 1. Song— "Silent Night" Gruber 
 
 2. Christmas Carol "Oh, Little Town of Bethlehem" 
 
 3. Recitation " 'Twas the Night Before Christmas" 
 
 4. Story Birds' Christmas Carol 
 
 5. Christmas Carol "It Came Upon the Midnight Clear" 
 
 6. Story Legend of Santa Claus 
 
 7. Recitation "Anna and Willie's Prayer" 
 
 8. Story "Babe of Bethlehem" 
 
 9. Song , "Away in a Manger" 
 
 (Tune "Flow Gently Sweet Alton") 
 
 Selections 
 
 "The Shepherd's Song" Luke 2:13-20 
 
 And suddenly there was with the angel a multitude of the heavenly host 
 praising God, and saying: 
 
 "Glory to God in the highest, and on earth peace, good will to men." 
 
 And it came to pass as the angels were gone away from them into heaven, 
 the shepherds stiid one to another, "Let us now go even unto Bethlehem, and 
 see this thing which is come to pass, which the Lord has made known unto us." 
 
 And they came with haste and found Mary, and Joseph, and the babe lying 
 in a manger. 
 
 And when they had seen it, they made known abroad the saying which w as 
 told them concerning the child. , 
 
 And all they that heard it wondered at those things which were told them by 
 the shepherds. 
 
 But Mary kept all these things, and pondered them in her heart. 
 
22 West Virginia Teachers Hand Book 
 
 "Merry Christinas" 
 
 Merry Christmas now is here, 
 Brightest time of all the year. 
 Gentle words and greetings gay 
 From friend to friend on Christmas Day. 
 
 Twine the laurel and the bay. 
 With the holly berries gay, 
 Deck the walls with garlands bright 
 On merry, merry Christmas night. 
 
 — M. E. Whittemore. 
 
 Christmas 
 
 O, Christmas tide is the nicest time, 
 
 I'm sure there ever could be! 
 And of all the trees in the world. 
 
 The best is the Christmas tree! 
 'Twas Christmas tide when Clirist was bom. 
 
 In the Bethlehem manger lowly, 
 And the Magi brought their costly gifts 
 
 To the Christ-child pure and holy. 
 So no night in the year is half so dear, 
 
 As the beautiful Christmas Eve. — J. H. 
 
 The Yule Log 
 
 The Yule Log was a great log of wood, sometin^es the root of a tree, brought 
 into the house udth great ceremony on Christmas Eve, laid in the fire-place, 
 and lighted with the brand of last year's log. While it lasted there was great 
 drinking, singing, and telling of tales. Sometimes it was accompanied by Christ- 
 mas candles; but in the cottages the only light was from the ruddy blaze of the 
 great wood fire. The Yule Log was to burn all night; if it went out, it was 
 considered a sign of ill luck. 
 
 The poet Herrick, thus sings of the Y'ule Log: 
 
 " Come, bring with a noise. 
 My merrie, merrie Ijoys, 
 
 The Christmas Log to the firing; 
 While my good dame, she 
 
 Bids ye all be free, 
 And drink to your heart's desiring." 
 
 The Yule Log is still burnt in many farm houses and kitchens in England, 
 particularly in the north, and there are several superstitions connected with 
 it among the peasantry. If a squinting person comes into the house while it 
 is burning, or a person barefooted, it is considered an ill omen. The brand 
 remaining from the Yule Log is carefully put away to light the next year's 
 Christmas fire. — Ex. 
 
West Virginia Teachers Hand Book 
 
 23 
 
 When the Children Come Home 
 
 There come to me, over the drifted snow. 
 The music of jingUng bells. 
 
 And my pulses thrill, and my heart beats high. 
 For I know what the sound foretells— 
 
 My glad lips utter but one refrain- 
 Over and over they say — ■ 
 
 "The children are coming, are coming home, 
 And tomorrow is Christmas-day!" 
 
 Dear heart, it is many a weary day 
 
 Since they left the old home nest; 
 But they're coming home, just as of old, 
 
 To the place they love the best. 
 Was ever a heart as glad as mine? 
 
 Heaven seems not far away. 
 For the children are coming, are coming home. 
 
 And tomorrow is Christmas-day. 
 
 — ^Florence A. Jones. 
 
 Christmas Song 
 
 Why do bells for Christmas ring? 
 Why do httle children sing? 
 Once a lovely shining star 
 Seen by shepherds from afar, 
 •Gently moved until its light 
 Made a manger's cradle bright, 
 There a darling baby lay 
 Pillowed soft upon the hay. 
 And its mother sang and smiled. 
 This is Christ, the Holy Child. 
 Therefore bells for Christmas ring, . 
 Therefore little children sing.— Eugene Field. 
 
 Who Is It? 
 
 Someone who is fat and jolly, 
 
 And a foe of melancholy. 
 
 Never fails to slide and slip 
 
 Thru our chimney, every trip. 
 
 And he always on his back 
 
 Carries a tremendous sack. 
 
 Leaves foi each a gift or two, 
 
 And then scitmpers up the flue — 
 
 Uictiins, if his nt^me you doubt. 
 
 Scan these lines and spell it out.— Susie M. Best. 
 
24 West Virginia Teachers Hand Boob: 
 
 Recipe for a Christmas Pudding 
 
 Three parts of fun 
 To four parts of nonsense — 
 Stir them well together; 
 Spice them next with jolly jokes 
 A'nd crispy, frosty weather. 
 Take every bit of crossness out, 
 A nd every unkind thought; 
 Bake it in the oven of love. 
 And it shall lack for naught. 
 
 ^Marie Golden, in Scattered Seeds. 
 
 The Angel's Song 
 
 Floating down o'er the hills of Judea, 
 Where shepherds were watching at night, 
 
 A flood of ineffable brightness, 
 Was seen in the clear, starry light. 
 
 And out of the sky came such music, 
 H Ulelujahs, and anthems of praise 
 
 That the shepherds were filled with amazesnent. 
 As they stood in the dazzling rays. 
 
 "Fear not," said the voice of an angel, 
 "For I bring you good tidings tonight, 
 
 In a manger an infant lies sleeping, 
 Heaven and earth never saw such a sight. 
 
 For the beautiful babe in the manger 
 Is Christ, your R3deemer and King, 
 
 Wlio has come from the realms of the blessed. 
 To earth, your salvation to bring." 
 
 No wonder the angels were singing 
 Such songs to the listening earth, • 
 
 They were telling the beautiful story 
 Of Christ, and His wonderful birth. 
 
 Sing again, shining angels in glory. 
 
 And we will take up the refrain; 
 We can never be tired of the story 
 
 Though we hear it again, and again. 
 
West Virginia Teachers Hand Book 
 
 Old Santa Claus in His Den 
 
 Old Santa Claus sat all alone in his den, 
 
 With his leg crossed over his knee; 
 And a comical look peeped out of his eye, 
 
 For a funny old fellow was he. 
 
 H is little old cap was twisted and torn 
 
 And his wig was all awry, 
 For he'd sat and thought the whole day long, 
 
 As the hours went gliding by. 
 
 He had been busy as busy could be 
 
 Filling his pack with toys; 
 ,He had gathered his nuts and made his sweets 
 
 To take the girls and boys. 
 
 There were dolls for the girls and toys for the boys. 
 And wheelbarrows, horses, and drays; 
 
 And bureaus and trunks for dolly's new clothes, 
 All here in his pack he displays. 
 
 And candy, too, both twisted and straight 
 
 He had furnished a plentiful store; 
 And figs and raisins and prunes and dates. 
 
 All hung on a peg by the door. 
 
 And when all the children are sleeping in bed 
 Old Santa Claus comes without noise 
 
 And round about, round about softly he creeps, 
 And fills all the stockings with toys. 
 
 Christmas Carol 
 
 There's a song in the air! 
 
 There's a star in the sky! 
 There's a mother's deep prayer 
 And a baby's low cry ! 
 And the star rains its fire while the beautiful sing 
 For tlae manger of Bethlehem cradles a King! 
 
 In the light of that star 
 
 Lie the ages impearled; 
 And the song from afar 
 Has swept over the world. 
 Every heart is aflame, and the beautiful sing. 
 In the homes of the nations that Jesus is King! 
 
 We rejoice in the light 
 
 And we echo the song 
 That comes down through the night 
 From the heavenly throng. 
 Ay! we shout to the lovely evangel they bring. 
 And we greet in his cradle our Saviour and King. 
 
26 West Virginia Teachers Hand Book 
 
 The Glorious Song of Old 
 
 It came upon the midnight clear, 
 That glorious song of old, 
 From angels bending near the earth 
 
 To touch their harps of gold; 
 "Peace on earth, good will to men. 
 
 From Heaven's all gracious King" 
 The world in solemn stillness lay 
 
 To hear the angels sing. 
 
 Still through the cloven skies they come. 
 
 With peaceful wings unf rled; 
 And still their heavenly music floats 
 
 O'er all the weary world; 
 Above its sad and lowly plains 
 
 They bend on hovering wing. 
 And ever o'er its Babel sounds 
 
 The blessed angels sing. 
 
 But with the woes of sin and strife 
 
 The world has suffered long; 
 Beneath the angel-strain have rolled 
 
 Two thousand years of wrong; 
 And man, at war with man, hears not 
 
 The love-song which they bring; 
 Oh, hush the noise, ye men of strife. 
 
 And hear the angels sing! 
 
 And ye, beneath life's crushing load 
 
 Whose forms are bending low. 
 Who toil among the climbing way. 
 
 With painful steps. and slow — 
 Look now; for glud and golden hours 
 
 Come swiftly on the wing; 
 Oh, rest beside the weary road. 
 
 And hear the angels sing! 
 
 For lo! the days are hastening on 
 
 By prophet bards foretold. 
 When with the ever circling years 
 
 Comes round the age of gold; 
 When Peace shall over all the earth 
 
 Its ancient splendors fling. 
 And the whole world give back the song 
 
 Which now the angels sing. 
 
 — 'Edmund Hamilton Sears. 
 
West Virginia Teachers Hand Book 27 
 
 "If You're Good" 
 
 Santa Glaus will come tonight 
 
 If you're good. 
 And do what you know is right, 
 
 As you should. 
 Down the chimney he will creep, 
 Bringing you a wooly sheep. 
 And a doll that goes to sleep, 
 
 If you're good. 
 
 Santa Glaus will drive his sleigh. 
 
 Through the wood. 
 But he'll come around this way 
 
 If you're good. 
 With a wind-up bird that sings 
 And a puzzle made of rings. 
 Jumping jacks and funny things 
 
 If you're good. 
 
 He will bring you cars that go. 
 
 If you're good. 
 And a rocking-horsey, Oh! 
 
 If he would, 
 And a dolly that can sneeze 
 That says "Mama!" when you squeeze. 
 He'll bring you one of these 
 
 If you're good. 
 
 Santa grieves when you are bad. 
 
 As he should; 
 But it makes him veiy glad. 
 
 When you're good; 
 He is wise and he's a dear; 
 Just do right and never fear; 
 He'll remember you each year. 
 
 If you're good. — Selected. 
 
 Most school journals contain material from which additional selections may 
 be made. 
 
28 West Virginia Teachees Hand Book 
 
 LINCOLN'S BIRTHDAY 
 
 The compiler of the "Dictionary of Congress" states, that while preparing 
 that work for publication in 1858, he sent to Mr. Lincoln the usual request 
 for a sketch of his life, and received the following reply: 
 
 "Born Februaiy 12, 1809, in Harden County, Kentucky. 
 
 "Education, Defective. 
 
 "Profession, a Lawj'^er. 
 
 "Have been a' Captive of Volunteers in Black Hawk War. 
 
 "Postmaster at a Very Small Office. 
 
 "Four Times a Member of the Illinois Legislature, and was a Member of 
 the Lower House of Congress. 
 
 "Yours, etc., 
 
 "A. Lincoln." 
 
 In a letter to his friend, the Hon. Jesse W. Fell, of Bloomington, III., under 
 date of December 20, 1859 — the year preceding his election to the Presidency, 
 and about the time his friends were beginning to think seriously of his nomina- 
 tion, Mr. Lincoln wrote of himself and family, as follows: 
 
 "I was born February 12, 1809, in Hardin County, Kentucky. My parents 
 were both born in Virginia, of distinguished families — -second families, perhaps 
 I should say. My mother, who died in my tenth year, was of a family of the 
 name of Hanks, some of whom now reside in Adams and others in Macon County, 
 Illinois. My paternal grandfather, Abraham Lincoln, emigrated from Rocking- 
 ham County, Virginia, to Kentucky, about 1781 or 1782, where, a year or two 
 later, he was killed by Indians, not in battle but by stealth, when he was labor- 
 ing to open a farm in the forest. His ancestors, who were Quakers, went to Vir- 
 ginia from Berks County, Pennsylvania. An effort to identify them with the 
 New England family of the same name ended in nothing more than a similarity 
 of Christian names in both families, such as Enoch, Levi, Mordecai, Solomon, 
 Abraham, and the like. 
 
 "My father, at the death of his father, was but six years of age, and he grew 
 up literally without education. He removed from Kentucky to what is now 
 Spencer County, Indiana, in my eighth year. We reached our new home about 
 the time the State came into the Union (1816). It was a wild region, with many 
 bears and other wild animals still in the woods. There were some schools, so- 
 called, but no qualification was ever required of a teacher beyonrl 'readin', 
 rilin', and 'cipherin' to the Rule of Three. If a straggler, supposed to under- 
 stand Latin, happened to sojourn in the neighborhood, he was looked upon as 
 a wizard. There was absolutely nothing to excite ambition for education. 
 Of couj-se, when I came of age, I did not know much. Still, somehow, I could 
 read, write and cipher to the Rule of Three, but that was all. I have not been 
 to school since. The little advance I now have upon this store of education I 
 have picked up from time to time under the pressure of necessity. 
 
 "I was raised to farm-work, which I continued until I was twenty-two. At 
 twenty-one I came to Illinois and passed the first year in Macon County. Then 
 I got to New Salem, at that time in Sangamon, now in Menard County, where 
 I remained as a sort of clerk in a store. Then came the Black Hawk War, and 
 
West Virgikia Teachees Hand Book 29 
 
 I was elected a captain of volunteers — a success which gave me more pleasure 
 than any I have had since. I ran through the campaign, was elated, ran for 
 the Legislature in the same year (1832), and was beaten — the only time I have 
 ever been beaten by the people. The next, and three succeeding biennial elec- 
 tions, I was elected to the Legislature. I was not a candidate afterwards. Dur- 
 ing this legislative period I had studied law and removed to Springfield to prac- 
 tice it. In 1846 I was once elected to the Lower House of Congress, but was 
 not a candidate for re-election. From 1849 to 1854, both inclusive, practiced 
 law more assiduously than ever before. Always a Whig in politics, and generally 
 on the Whig electoral ticket making active canvasses. I was losing interest 
 in politics when the repeal of the Missouri Compromise aroused me again. What 
 I have done since then is pretty well known. 
 
 " If any personal description of me is thought desirable it may be said I am, 
 in height, six feet four inehes, nearly; lean, in flesh, weighing, on an average, 
 one hundred and eighty pounds; dark complexion, with coarse black hair, and 
 gray eyes. No other marks or brands recollected. 
 
 "Yours truly, 
 
 "A. Lincoln." 
 
 AN HISTORICAL NOTATION 
 
 Excerpt from President Lincoln's Memorandum Attached to the Act 
 of Admission of West Virginia 
 
 "More than on anything else, it (the expediency of admitting West Virginia 
 into the Union) depends on whether the admission or rejection of the new state 
 would, under ail Llie circumstances, tend to the restoration of national authority 
 throughout the Union. Thai which helps most in this direction is the most 
 expedient at this Lime. Doubtless those in remaining Virginia would return to 
 the Union so to speak, less reluctantly without the division of the old state 
 than with it, but 1 think we could not save as much in this quarter by rejecting 
 the new stale as we should lose by it in West Virginia. WE CAN SCARCELY 
 DISPENSE WITH THE AID OF WEST VIRGINIA IN THIS STRUGGLE; 
 MUCH LESS CAN WE AFFORD TO HAVE HER AGAINST US IN CON- 
 GRESS AND IN THE FIELD. 
 
 "Her brave and good men regard her admission into the Union as a matter 
 of life and death. They have been true to the Union and under very severe 
 trials. We have so acted as to justify their hopes, and we cannot fully retain 
 their confidence and co-operalion if we seem to break faith with them. In fact, 
 they could not do so much for us, if they would. Again, the admission of the 
 new state turns that much slave soil free, and thus is a certain and irrevocable 
 encroachment upon the cause of the rebellion. The division of a state is 
 dreaded as a precedent. But a measure made expedient by a war is no 
 precedent for times of peace. It is said that the admission of West Virginia 
 is secession and tolerated only because it is our secession. Well, if we call it 
 by that name, THERE IS STILL DIFFERENCE ENOUGH BETWEEN 
 SECESSION AGAINST THE CONSTITUTION AND SECESSION IN 
 FAVOR OF THE CONSTITUTION. I believe the admission of West Virginia 
 into the Union is expedient." 
 
30 West Virginia Teachers Hand Book 
 
 In 1860 Mr. Lincoln was nominated l^y the Republicans and elected to the 
 Presidency of the United States. Soon after his election, agitation which led 
 to the secession of the Southern States began. His policy was to save the Union 
 at any cost. But despite all his efforts, several of the Southern States withdrew 
 from the Union immediately after his inauguration. The President used vigorous 
 measures to bring these states back into the Union, the result of which was the 
 Civil War, which began in 1861 and ended in 1865, with victory for the Union. 
 Mr. Lincoln was re-elected President in 1864. 
 
 Lincoln's Death 
 
 "Five weeks after the second inaugural address, in April, 1865, the Confederate 
 army surrendered. The four years of sadness, bloodshed, devastation and 
 sorrow were ended. Now, to this over-burdened man peace would take the 
 place of pain, and rest would come instead of pressure, but at this very moment 
 of the nation's triumph, rejoicing was turned to grief, for, while seeking recreation 
 at Ford's Theatre, Lincoln was shot by John Wilkes Booth, who, with others, 
 had formed a plot for the assassination of the President, Vice-President, and 
 leading members of the cabinet. 
 
 "Kind arms bore the loved, the honored President to a friend's house, and 
 kind hearts, who had aided with sympathy and counsel during the long, sad 
 years, watched by the bedside through the night until morning, when that 
 noblest of all hearts ceased to beat. 
 
 "Messages of sorrow and sympathy came from all the world to the sorrowing 
 nation, to a nation who each year more deeply reveres the memory of him whose 
 legacy was peace to his country, liberty to the enslaved, and an inspiring example 
 of patriotism to the world." 
 
 "The Death of Lincoln" 
 
 "Oh, slow to smite and swift to spare, 
 Gentle and merciful and just! 
 Who, in the fear of God didst bear • 
 
 The sword of power, a nation's trust! 
 
 " In sorrow by thy bier we stand. 
 Amid the awe that hushes all. 
 And speak the anguish of a land 
 That shook with horror at thy fall. 
 
 "Thy task is done; the bond are free: 
 We bear thee to an honored grave, 
 Whose proudest monument shall be 
 The broken fetters of the slave. 
 
 "Pure was thy life; its bloody close 
 
 Hath placed thee with the sons of light. 
 Among the noble host of those 
 Who perished in the cause of Right." 
 
 — ^Wm. Cullen Bryant. 
 
West Virginia Teachers Hand Book 31 
 
 Suggested Program for Lincoln Day Celebration 
 
 1. Song "America" 
 
 2. Short Biography of Lincoln. 
 
 3. "The Building of the Ship " Longfellow 
 
 4. Some sayings of Lincoln quoted by the pupils. (These may be selected 
 
 from the list below.) 
 
 5. Lincoln's Gettysburg Address. 
 
 6. Song "The Star Spangled Banner" 
 
 7. Lincoln's "Emancipation Proclamation." 
 
 8. Whitman's "O Captain, My Capt in," recited by a pupil. 
 
 9. Recitation — A Tribute to Lincoln's Memory Dorsey 
 
 10. "The Death of Lincoln," quoted above. 
 
 SELECTIONS 
 The Farewell Address at Springfield 
 
 My Friends: No one, not in my situation, can appreciate my feeling of 
 sadness at this parting. To this place, and the kindness of these people, I owe 
 everything. Llere I have lived a quarter of a century, and have passed from a 
 young to an old man. Here my children have been born, and one is buried. I 
 now leave, not knowing when or whether ever I may return, with a task before 
 me gi'eater than that which rested upon Washington. Without the assistance 
 of that Divine Being who ever attended him, I can not succeed. With that 
 assistance, I can not fail. Trusting in Him who can go with me, and remain 
 with you, and be everywhere for good, let us confidently hope that all will yet 
 be well. To His care commending you, as I hope in your prayers you will com- 
 mend me, I bid you an affectionate farewell. 
 
 Lincoln's Address at Gettysburg 
 
 Four-score and seven years ago our fathers brought forth on this continent 
 a new nation, conceived in liberty, and dedicated to the proposition that all men 
 are created equal. Now we are engaged in a great civil war, testing whether 
 that nation, or any nation so conceived and so dedicated, can long endure. We 
 are met on a great battlefield of that war. We have come to dedicate a portion 
 of that field, as a final resting place for those who here gave their lives that 
 that nation might live. It is altogether fitting and proper that we should do 
 this; but, in a larger sense, we can not dedicate — we can not consecrate — ^we 
 can not hallow — this ground. The brave men, living and dead, who struggled 
 here, have consecrated it, far above our poor power to add or detract. The 
 world will little note, nor long remember what we say here, but it can never 
 forget what they did here. It is for us, the living, rather, to be dedicated here 
 to the unfinished work which they who fought here have thus far so nobly ad- 
 vanced. It is rather for us to be here dedicated to the great task remaining before 
 us — ^that from these honored dead we take increased devotion to that cause for 
 which they gave the last full measure of devotion — -that we here highly resolve 
 that these dead shall not have died in vain — that this nation, under God, shall 
 have a new birth of freedom — and that government of the people, by the people, 
 for the people shall not perish from the earth. 
 
32 • West Virginia Teachers Hand Book 
 
 The dedication of a part of the battle field at Gettysburg on November 19, 
 1863, as a National Cemetery, was a notable event. On the platform were seated 
 officers, senators, generals, and prominent citizens from all over the country, 
 while gathered about were soldiers, many of whom had been wounded and 
 maimed in the great conflict there July 1st, 2ad and 3d. Edward Everett, 
 recognized as the most accomplished speaker of the day, delivered the oration; 
 Thomas H. Stockton, the Chaplain of the United States Senate, offered the 
 prayer. Both the oration and the prayer were recognized as worthy of the occa- 
 sion. When Mr. Lincoln read his brief address there was some disappointment 
 that he had not spoken longer, but Mr. Everett turned to him and said, "Ah, 
 Mr. President, gladly would I exchange my entire hundred pages to have been 
 the author of your twenty lines." This address is now reckoned among the world's 
 great masterpieces and is quoted everywhere as among the most beautiful 
 tributes of the kind ever uttered. 
 
 "O Captain! My Captain!" 
 
 By Walt Whitman 
 
 "0 Captain! my Captain! our fearful trip is done; 
 
 The ship has weathered every rock, the prize we sought is woa; 
 
 The port is near, the bells I hear, the people all exulting, 
 
 While follow eyes the steady keel, the vessel grim and daring. 
 But, heart! heart! heart! the bleeding drops of red, 
 Where on the deck my captain lies fallen, cold and dead. 
 
 "0 Captain! my Captain! rise up and hear the bells; 
 
 Rise up — for you the flag is flung — for you the bugle trills; 
 
 For you bouquets and ribbon'd wreaths — for you the shores a-cix)wding; 
 
 For you they call, the swaying mass, their eager faces turning. 
 
 Here, Captain! dear Father! This arm beneath your head! 
 
 It is some dream that on the deck, you're fallen, cold and dead . 
 
 "My Captain does not answer, his lips are pale and still; 
 
 My father does not feel my arm, he has no pulse nor will; 
 
 The ship is anchored safe and sound, its voyage closed and done; 
 
 From fearful trip the vistor ship comes in with object won. 
 
 Exult, G shores, and ring, O bells! But I with mournful tread 
 Walk the deck — my Captain lies fallen, cold and dead." 
 
THE STATE FLAG 
 
 [The St. Louis World's Fair was responsible for the adoption of West Virginia's 
 State flag. The West Virginia State Commission at that exposition found it neces- 
 sary to adopt a flag of special design to distinguish West Virginia from other States 
 of the Union represented. Therefore, it undertook the task of designing a flag itself. 
 The following year the Legislature ratified this design, amending it only by the 
 addition of a fringe or border of gold or orange. The law provides that the pro- 
 portions of the flag shall be the same as those of the United S'tates banner ; that 
 the field shall be pure white, upon the center of which, on the obverse side, shall 
 be the great seal or coat-of-arms of the State, showing the date of the admission of 
 the State into the Union, with the motto "Montani Semper Liberi" (Mountaineers 
 always freemen), and beneath that, in a scroll,. the legend, "State of West Virginia." 
 On the reverse side of the flag appears a sprig or sprigs of rhododendron maximum, 
 or big laurel — the State flower — having a blossom and leaves. The field of pure white 
 is bordered by a strip of blue, and this in turn by a strip or fringe of old gold. The 
 flag of the State is to be employed on all occassions where a special display of the 
 State's individuality sliall become necessary or regarded as appropriate.] 
 
West Virginia Teachers Hand Book 33 
 
 "A Tribute to Lincoln's Memory" 
 
 ' Slowly we come to learn thy worth, 
 Oh, genial man ! oh, modest sage ! 
 Slowly we come to see we've lost 
 The grandest spirit of the age. 
 
 ' So near we felt the loving heart, 
 
 Gentle and warn tow'rd all mankind. 
 We ne'er looked up to see ourselves 
 
 O'ershadowed by the mighty mind. 
 
 'Now scarce we know which we most miss, 
 
 The leader's mind or brother's heart; 
 And scarce we know which most we prize, 
 
 The brother's love or leader's art. 
 
 'The world with us will prize them both; 
 
 To us alone they were not given; 
 Like light and air, to all mankind, 
 They were a common gift of Heaven. 
 
 "Not we alone thy death deplored. 
 Not we alone thy absence weep; 
 The world through all the ages hence 
 Thy name shall love, thy fame shall keep." 
 
 Dennis B. Dorsey. 
 
 Sayings of Lincoln 
 
 These quotations may be given by pupils in answer to roll call. 
 
 1. Always do the very best you can. 
 
 2. It is sometimes well to be humble. 
 
 3. With public sentiment nothing can fail, without it nothing can succeed. 
 
 4. This country, with its institutions belongs to the people who inhabit it. 
 
 5. Gold is good in its place, but living, patriotic men are better than gold. 
 
 6. Success does not so much depend on external help as on self reliance. 
 
 7. When you have an elephant on hand and he wants to run away, better 
 let him run. 
 
 8. The Lord prefers common looking people. That is why he made so many 
 of them. 
 
 9. Let us have that faith that right makes might; and in that faith let us 
 to the end dare to do our duty as we understand it. 
 
 10. The purposes of the Almighty are perfect and must prevail, though we 
 erring mortals may fail accurately to predict them in advance. 
 
 11. I am not bound to win, but I am bound to be true. I am not bound to 
 succeed, but I am bound to live up to what I have. I must stand with any body 
 that stands right; stand with him while he is right and part with him when he 
 goes wrong. 
 
34 West Virginia Teachers Hand Book 
 
 12. Having thus chosen our course, without guile and with pure purpose, 
 let us renew our trust in God and go forward without fear and with manly hearts. 
 
 13. If this country can not be saved without giving up the principle of liberty, 
 I was about to say I would rather be assassinated on this spot than to surrender it. 
 
 14. With malice toward none; with charity for all; with firmness in the 
 right, let us strive to finish the work we are in; to bind up the nation's wounds; 
 to care for him who shall have borne the battle, and for his widow, and his 
 orphan^ to do all which may achieve and cherish a just and lasting peace among 
 ourselves, and with all nations. 
 
 15. I am not accustomed to the use of language of eulogy; I have never 
 studied the art of paying compliments to women; but I must say, that if all 
 that has been said by orators and poets since the creation of the world were 
 applied to the women of America, it would not do them justice for their conduct 
 during this war. I will close by saying, God bless the women of America. 
 
 During one of the dark periods of the rebellion when imfavorable news had 
 been received from the Union Army, a gentleman from Boston who was in 
 Washington called upon Mr. Lincoln. In the conversation Mr. Lincoln spoke 
 of Longfellow's poem, "The Building of the Ship," and the comfort the closing 
 stanzas had given him. The President then quoted a line or two, when the 
 visitor began with, "Thou, too sail on, O Ship of State" and repeated the 
 remainder of the poem. The President was deeply moved, the tears streaming 
 down his cheeks, and at the close of the stanza remarked, "It is a wonderful 
 gift to be able to stir men like that." 
 
 "Thou, too, sail on, O Ship of State! 
 
 Sail on, UNION, strong and great! 
 
 Humanity with all its fears. 
 
 With all the hopes of future years. 
 
 Is hanging breathless on thy fate! 
 
 We know what Master laid thy keel. 
 
 What Workman wrought thy ribs of steel, 
 
 Who made each mast, and sail, and rope. 
 
 What anvils rang, what hammers beat. 
 
 In what a forge and what a heat 
 
 Were shaped the anchors of thy hope ! 
 
 Fear not each sudden sound and shock, 
 
 'Tis of the wave and not the rock; 
 
 'Tis but the flapping of the sail. 
 
 And not a rent made by the gale! 
 
 In spite of rock and tempest's roar, 
 
 In spite of false lights on the shore. 
 
 Sail on, nor fear to breast the sea! 
 
 Our hearts, our hopes, our prayers, our tears. 
 
 Our faith triumphant o'er our fears. 
 
 Are all with thee, — are all with thee!" 
 
 — From Longfellow's "The Building of the Ship." Courtesy Houghton, 
 Mifflin & Co., Boston, Mass. 
 
West Virginia Teaciieks Hand Book 35 
 
 WASHINGTON'S BIRTHDAY 
 
 No nation can long exist wdthout loyal citizens. Loyalty does not come by 
 chance. It must be taught in the schools, homes and churches of our country. 
 One way to train patriotic citizens is to emphasize the qualities exemplified in 
 the lives of the leading American citizens. 
 
 The birthday of George Washington ofTers an opportunity to bring to the 
 minds of the boys and girls in the schools of West Virginia some of the out- 
 standing qualities of Americanism. The life of the- "Father of ovu- Country" 
 has been an inspiration to thousands of pupils of not only this nation but of all 
 nations. No teacher should permit February 22nd to pass without having 
 appropriate exercises in her school. 
 
 A Short Biography 
 
 George Washington was bom February 22, 1732, at Bridge's Creek, Virginia, 
 on a plantation located on the western bank of the Potomac River. When yet 
 a small boy, his father moved to a place on the Rappahannock River across from 
 Fredericksburg. Here he attended school under a Mr. Hobby. When eleven 
 years old, his father died. Shortly after this, he went to live with his half brother, 
 Augustine, at Bridge's Creek, where he went to school to a Mr. Williams. 
 
 In a few years George decided to go to sea, but owing to his mother's objection, 
 gave up the idea. He then went to live with his half-brother Lawrence at Mount 
 Vernon. Lawrence had married a Miss Fairfax and consequently George became 
 acquainted with the Fairfax family. Mr. Fairfax's brother. Lord Fairfax, became 
 interested in the young man, and engaged him when he was sixteen years old, 
 to survey a large tract of land. This gave him some valuable experiences in 
 the wilderness. 
 
 When George was nineteen, Lawrence became sick and went to the West 
 Indies taking George with him. Here he contracted smallpox which left scars 
 on his face the remainder of his life. Lawrence died soon after his return. He 
 left his estate. Mount Vernon, to his small daughter with the understanding 
 that it was to become the possession of George upon her death. She died soon 
 after, and Mount Vernon became George Washington's home. 
 
 The first public work Washington engaged in was to carry a message from 
 "Governor Dinwiddle to Fort Duquesne. He later took part in the French and 
 Indian wars. At the completion of his services in connection with the French 
 and Indian troubles, he married a widow lady who had tv/o children, and retired 
 to his estate. Mount Vernon, where he lived undisturbed for seventeen years. 
 
 When trouble with the mother country, England, arose, Washington was 
 chosen commander-in-chief of the American army. At the conclusion of the 
 Revolutionary War, Washington again returned to his home. In 1787 he was 
 chosen president of the Constitutional Convention which met in Philadelphia 
 and framed the Constitution of the United States. In 1789 he became the first 
 president of the United States by unanimous consent. He served two terms and 
 established the Government under the new Constitution. He ended his pubUc 
 work for the United States when his second term of office was completed in 
 March, 1797. He died December 14, 1799. Possibly the greatest tribute ever 
 paid him was the statement: "First in war, first in peace, and first in the 
 hearts of his countrymen." 
 
36 West Virginia Teachers Hand Book 
 
 Washington's Prayer 
 
 Every day at noon a litany and prayers are said for the nation in the Wash- 
 ington Memorial Chapel at Valley Forge. There was recently placed upon the 
 altar of this chapel an illuminated copy of Washington's prayer for the nation: 
 
 "Almighty God, we make our earnest prayer that Thou wilt keep the United 
 States in Thy holy protection; that Thou wilt incline the hearts of the citizens 
 to cultivate a spuit of subordination and obedience to government; and enter- 
 tain a brotherly affection and love for one another and for their fellow citizens 
 of the United States at large. 
 
 "And finally that Thou wilt most graciously l>e pleased to dispose us all to 
 do justice, to love mercy, and demean ourselves with that charity, humility, and 
 pacific temper of mind which were the characteristics of the Divine Author of 
 our blessed religion and x^ithout a humble imitation of whose example m these 
 things we can never hope to be a happy nation. 
 
 "Grant our supplication, we beseech Thee, through Jesus Christ our Lord. 
 Amen." 
 
 Tribute to Washington 
 
 Lord Byfwdn, English Poet 
 
 Where may the weaiy eye repose 
 When gazing on the great. 
 Where neither guilty glory glows. 
 Nor despicable state ! 
 
 Yes, one — the first, the last, the best. 
 The Cincinnatus of the West, 
 Whom envy dared not hate, — • 
 Bequeathed the name of Washington, 
 To make men blush there was but one! 
 
 Grown our Washington 
 
 Oliver Wendell Holmes 
 
 Arise! 'tis the day of our Washington's glory, 
 
 The garlands uplift for our liberties won. 
 Oh sing in your gladness his echoing story. 
 Whose sword s'wept for freedom the fields of the sun ! 
 Not with gold, not with gems, 
 But with evergreens vernal. 
 And the Banners of stars that the continent span 
 Crown, crown we the chief of the heroes eternal. 
 Who lifted liis sword for the birthright of man! 
 
 He gave us a nation to make it immortal; 
 
 He laid down for freedom the sword that he drew, 
 And his faith leads us on through the uplifting portal. 
 
 Of the glories of peace and our destinies new. 
 
West Virginia Teachers Hand Book 37 
 
 Not with gold, not with gems, 
 
 But with evergreens vernal. 
 And the flags that the nations of liberty span. 
 Crown, crown him the chief of the heroes eternal. 
 Who laid down his sword for the birthright of man! 
 
 Lead, Face of the Future, serene in thy beauty, 
 
 Till o'er the dead heroes the peace star shall gleam. 
 Till Right shall be Might in the counsels of duty. 
 And the service of man be life's glory supreme. 
 Not with gold, not with gems. 
 But with evergreens vernal. 
 And the flags that the nations in brotherhood span, ' 
 Crown, crown we the chief of the herees eternal. 
 Whose honor was gained by his service to man. 
 
 Spirit of Liberty, sweet are thy numbers! 
 
 The -winds to thy banners their tribute shall bring, 
 While rolls the Potomac where Washington slumbers. 
 And his natal day comes with the angels of spring. 
 We follow thy counsels, 
 hero eternal! 
 To highest achievement the school leads the van. 
 And, crowning thy brow with the evergeens vernal. 
 We pledge thee our all to the service of man ! 
 
 Suggested Program 
 
 1. Song "America" 
 
 2. Reading, Washington's Prayer. 
 
 3. Three minute talk on Life of Washington. 
 
 4. Dramatization of Washington's Farewell to his Ofiicers. 
 
 5. Flag drill. 
 
 6. Talk by a soldier who has seen service in France. 
 
 7. Camp Fire Songs — "Smiles," "Long, Long TraU," "Pack up Your Troubles" 
 
 8. Reading, " Crown Our Washington." 
 
 9. Dramatization and Singing — "Tenting Tonight on the Old Camp Ground." 
 
 10. Stories of Washington by a Number of Pupils. 
 
 11. Song "Star Spangled Banner" 
 
 THRIFT AND BANKING 
 
 One of the most practical subjects to be taught in connection with the regular 
 work of the school is the subject of thrift. As a nation we are a thriftless people. 
 We spend our money lavishly on things that are of no value or perhaps detri- 
 mental to our own well being. Employers in the United States pay higher salaries 
 for labor than is to be found in any other country, and still our people save very 
 little. 
 
 Eleven out of every hundred in the United States have bank accounts. Thirty- 
 three out of every hundred in France have bank accounts, and fifty-five out of 
 
38 West Virginia Teachers Hand Book 
 
 every hundred in Switzerland have bank accounts. It is really inexcusable 
 the way the American people overlook the important matter of thrift. 
 
 If his fault is to be corrected, and every sane person will agree that it should 
 be, then we must begin by teaching thrift to the children in the home and in 
 the school. It must become a part of theii- character. It must be woven into 
 their habits of thought and action while they are young so that when they are 
 older they will realize the value of saving. 
 
 We have a practical banking plan in West Virginia that can be introduced 
 into every school in the state with but little work on the part of the teacher. 
 This plan has been used successfully for four years in two school systems. Below 
 we are giving a brief explanation of the plan and some of its advantages. The 
 D 'apartment of Education will be glad to assist in every way possible in intro- 
 ducing this plan into the schools of the State: 
 
 West Virginia School Banking Plan 
 
 We have set a quota for the next year of $341,977 to be deposited in the banks 
 by the school children of West Virginia. This is an average of $1.00 for each 
 child enrolled in the schools. In this way the teacher who introduces the plan 
 will know when she has reached her quota. 
 
 Th State Superintendent of Schools will give a coupon of credit to each 
 teacher in the State who induces her pupils to deposit as much as $50.00 during 
 the year. 
 
 Supplies, such as blank books and stamps, will be furnished upon application 
 to the Department of Education, Charleston, W. Va. 
 
 Each pupil is given a small book containing ten blank pages. The teacher 
 sells the pupils stamps (The West Virginia State Seal) at five cents each, to be 
 pasted on the blank pages of this book. Each page will contain twenty stamps. 
 
 When a pupil has one page of stamps, he takes his book to the bank. He 
 tears the page out of his book, endorses the back of it, thus making it a check 
 (the endorsement must correspond to the name written on the front page of the 
 book) and presents it to the bank clerk. The clerk accepts the page of stamps 
 as if it were a check, and gives the pupil a pass book after having properly entered 
 the amount deposited. The money is placed on savings account at interest. 
 
 The money taken in by the teacher is given to the principal. Once a week 
 he takes the money to the bank and deposits it in a lump sum. This money 
 becomes a checking account for the pages of stamps the pupil deposits. 
 
 If there is more than one bank in the towii that will accept children's accounts, 
 the money the principal receives must be deposited in one centrtil bank. The 
 other banks will clear their pages of stamps through this central bank in the same 
 way they would ordinary checks. 
 
 In order to make the plan perfectly safe so that stamps may not be used if 
 stolen, the teacher may initial each stamp when she pastes it in the pupil's book. 
 
 Advantages of Stamp Banking System 
 
 1. There is practically no work on the part of the teacher and veiy little 
 financial responsibility. It will take possibly three minutes a day to sell all the 
 stamps the pupils desire to buy. 
 
West Vibginia Teachers Hand Book 39 
 
 2. The pupil gets the experience of doing his own banking. He goes to the 
 bank and deposits his pages of stamps in the same way his father deposits his 
 money. This is valuable experience for any child. 
 
 3. The parents become more interested in the school than usual. They see 
 this concrete, definite work being done and they can understand what it means. 
 This is much more valuable in the minds of many parents than many other 
 subjects that are taught in the schools. 
 
 4. It has a tendency to cause the parents to open bank accounts. When 
 the ehild goes home with a bank book, the parents will feel somewhat ashamed 
 if they do not have a bank account. 
 
 5. Children may be induced to start a "college fund" by saving and buying 
 five cent stamps. 
 
 6. Teachers may use this plan to bring their lessons down to real business 
 transactions. For example : The boy who has a sum of money in the bank will 
 want to know how much interest his money will draw compounded semi-annually. 
 
 7. The pupils may deposit money during vacation instead of pages of stamps. 
 
 8. When the pupils leave school, they have a bank account that they can 
 continue adding to. 
 
 Some Startling Facts 
 
 The American Bankers' Association has compiled the following data as rep- 
 resenting the average one-hundred men whom you meet daily. 
 
 AT AGE 25: 
 
 One hundred men, all strong and vigorous, able to work, and save money. 
 
 AT AGE 35: 
 
 5 have died. 
 10 are wealthy. 
 10 are in good circumstances. 
 40 have moderate means. 
 35 have saved nothing. 
 
 AT AGE 45: 
 16 have died. 
 3 are wealthy. 
 65 are self-supporting but without resources. 
 16 are no longer self-supporting. 
 
 AT AGE 55: 
 20 have died. 
 
 1 very wealthy. 
 
 3 are in good circionstances. 
 46 are self-supporting, but without means. 
 30 are dependent on children, relatives or charity for support. 
 
40 West Virginia Teachers Hamd Book 
 
 AT AGE 65: 
 
 36 have died. 
 
 1 verjr wealthy. 
 
 3 are wealthy. 
 
 6 are self-supporting by labor. 
 54 are dependent on children, relatives or charity for support. 
 
 AT AGE 75: 
 63 are dead. 
 
 (60 of these left no estate.) 
 3 are wealthy. 
 34 are dependent on children, relatives or charity for support. 
 (95 per cent of these will not have sufficient means to defray fanerai expenses.) 
 
 IS THERE ANY WAY TO CHANGE THESE FIGURES? YES I ! ! SAVE 
 
 REGULARLY. 
 
West Virginia Teachebs Hand Book 
 
 41 
 
42 
 
 West Virginia Teachers Hand Book 
 
 ADOPTED TEXT BOOKS FOR WEST VIRGINIA 
 
 Adopted for Use in the Schools of West Virginia for a Period of Five 
 Years, Beginning July 1, 1917 
 
 Elementary Grades 
 
 A Primer, Wheeler 
 
 A First Reader, Wheeler 
 
 A Second Reader, Wheeler 
 
 A Third Reader, Wheeler 
 
 A Fourth Reader, Wheeler 
 
 A Fifth Reader, Wheeler 
 
 Elson's Grammar School Literature, 
 
 Book I 
 
 Elson's Grammar School Literature, 
 
 Book II 
 
 Elson's Grammar School Literature, 
 
 Book III 
 
 Elson's Grammar School Literature, 
 
 Book IV 
 
 Speller, Mastery of Words, Book I 
 
 Speller, Mastery of Words, Book II. . . . 
 Economy Method Arithmetic, Book I. . 
 Economy Method Arithmetic, Book II. 
 Economy Method Arithmetic, Book III 
 Economy Method Arithmetic, Book IV 
 Hamilton's Elementary Arithmetic .... 
 
 Hamilton's Practical Arithmetic 
 
 Lippincott's Mental Arithmetic ....... 
 
 Economy Method Primary Writing 
 
 Book I (Grades 1 and 2) 
 
 Economy Method Intermediate Writ- 
 ing Book II (Grades 3, 4 and 5) . . . 
 Economy Method Advanced Writing 
 
 Book III (Grades 6, 7 and 8) 
 
 Kimball's Elementary English, Book I 
 Kimball's Elementary English, Book II 
 
 Frye's First Course in Geography 
 
 Frye's Higher Geography 
 
 Mace's Beginners' History (Grades 4 
 
 and 5) 
 
 .25 
 .25 
 .35 
 .45 
 .45 
 .55 
 
 .52 
 .24 
 .20 
 .15 
 .15 
 .15 
 .15 
 .32 
 .40 
 .27 
 
 .15 
 .36 
 .46 
 .40 
 
 Mace's Story of Old Europe and Young 
 
 America' (Grade 6) 61 , 
 
 Mace's School History (Grades 7-8) 94 
 
 Lewis' History of West Virginia 89 
 
 Ritchie-Caldwell's Hygiene & Sanitation .55 
 
 Davison's Health Lessons, Book II 54 
 
 Dunn's Community and the Citizen 
 
 (Revised and Enlarged) 85 
 
 The Congdon Music Primer, No. 1 12 
 
 The Congdon Music Primer, No. II 12 
 
 The Congdon Music Primer, No. III. . . .24 
 
 Dann's First Year Music 57 
 
 Dann's Second Year Music 31 
 
 Dann's Third Year Music 34 
 
 Dann's Fourth Year Music 42 
 
 Dann's Fifth Year Music . .46 
 
 Benson & Bett's Agriculture (Special 
 
 Edition) 89 
 
 Applied Arts Drawing, Book No. 41 . . . .15 
 Applied Arts Drawing, Book No. 42 . . . .15 
 Applied Arts Drawing, Book No. 43 . . . .15 
 Applied Arts Drawing, Book No. 44 . . . .15 
 Applied Arts Drawing, Book No. 45 . . . .20 
 Applied Arts Drawing, Book No. 46 . . . .20 
 
 Applied Arts Drawing, Book No. 47 20 
 
 Applied Arts Drawing, Book No. 48 . . . .20 
 Webster's Shorter School Dictionary. . . .54 
 Webster's Elementary School Dictionary . 81 
 Webster's Secondary School Dictionary 1.35 
 FuUer^s Constructive Sewing, Book I, 
 
 (Grades 7 and 8) 50 
 
 Frich's Cooking, Book 1 89 
 
 Burton's Bench Work for Grammar 
 
 Grades 89 
 
 High School 
 
 West's Ancient World (Revised Edition, $1.41 
 
 West's Modern World 1.41 
 
 Ashley's American History 1 .26 
 
 Forman's The American Republic 1 .02 
 
 M. & G. First Course in Physics (Re- 
 vised) 1 . 18 
 
 M. G. & B. First Course in Laboratory 
 
 Physics 47 
 
 Andrews' Practical Botany, No Flora. . 1.11 
 Andrews' Practical Botany, With Flora 1.33 
 
 Davenport's Elements of Zoology .97 
 
 Small wood's Practical Biology 1 . IS 
 
 Hopkin's Elements of Physical 
 
 Geography 1 .31 
 
 Hopkin's Elements of Physical Geo- 
 graphy With Manual 1 . 50 
 
 Hopkin's Manual Separate 51 
 
 Freeman's Applied Latin 93 
 
 Walker's Caesar (4 books) 87 
 
 Johnson & Kingery's Cicero 87 
 
 Knapp's Virgil (6 books) 1 .08 
 
 Slaught & Lennes' Elementary Algebra .94 
 Slaught & Lennes' Intermediate Algebra .71 
 
 Stone & Minis' Plane Geometry 86 
 
 Stone & Minis' Solid Geometry 80 
 
 Stone & Minis' Plane and Solid Geo- 
 metry 1.27 
 
 Brooks' English Composition, Book I . . .68 
 Brook's English Composition, Book II. . .90 
 Hinchman's A History of English Lite- 
 
 rature 1 . 25 
 
 Metoalf's American Literature 1 .05 
 
 Fraser & Squair's Shorter French 
 
 Course 1 . 04 
 
 Wesselhoeft's Elementary German 
 
 Grammar 85 
 
 Truscott & Smith's Elementary Ger- 
 man Composition 47 
 
 Water's Essentials of Agricultiu-e 1 . 18 
 
 A Year in Science 1.21 
 
 Manual for A Year in Science 45 
 
 Common Words Commonly Misspelled .22 
 Fuller's Constructive Sewing, Book I. . . .50 
 Fuller's Constructive Sewing, Book II. . .50 
 Fuller's Constructive Sewing, Book III. .50 
 Fuller's Constructive Sewing, Book IV .50 
 
 Burton's Bench Work, Table 9 67 
 
 McPherson & Henderson's First Course 
 
 in Chemistrj' 1 . 18 
 
 McPherson & Henderson's Laboratory 
 Exercises to accompany First 
 
 Course in Chemistry 38 
 
 Moore & Miner's Concise Business 
 
 Arithmetic. . . .' 71 
 
 Morris' Industrial & Commercial Geo- 
 graphy 1 . 00 
 
 K. & C. The Home and the Family 70 
 
 K. & C. Foods and Household Manage- 
 ment 1.00 
 
 K. & C. Shelter and Clothing 1 .00 
 
West Virginia Teacheks Hand Book 43 
 
 Supplementary Readers 
 
 Below we list the books, and the prices of each, adopted by the State 
 
 Book Commission for supplementary reading. We feel that these are 
 excellent books and worthy of our commendatiion. 
 
 Riv<»r<!ir1<» TlAiiilArc Elson Primary School Reader, Book I. . .28 
 
 •J '^^verbiue iS.eaaers Elson Primary School Reader, Book II . .36 
 
 Riverside Pfimer. . $ .30 Elson Primary School Reader, Book III .40 
 
 Elson Primary School Reader, Book IV .40 
 
 Art-Literature Readers 
 
 Riverside First Reader .35 
 
 Pliverside Second Reader 40 
 
 Riverside Third Reader 50 
 
 Riverside Fourth Reader 55 , , • x^ • » 
 
 Riverside Fifth Reader 55 Art-Literature Pnmer $ .30 
 
 Riverside Sixth Reader 55 Art-Literature, Book I .30 
 
 Riverside Seventh Reader 55 Art-Literature, Book II 40 
 
 Riverside Eighth Reader 60 Art-Literature, Book III 50 
 
 Art-Literature, Book IV 50 
 
 Child's World Readers Art-Literature, Book V 50 
 
 Child's World Primer $ .28 t^ -. ^. tt. ^ ^ . 
 
 Child's World First Reader 32 Foundation History Series 
 
 SKj!^ ^'"■}j Second Reader 36 Elson-MacMullan Story of Our Goun- 
 
 S{^H,^ S°''} J Third Reader 40 try. Book I (Grade 4) $ .60 
 
 9t-A,^ S ,j E?;^J'*?,^®f'^®^ ji Elson-MacMullan Story of Our Coun- 
 
 Child 8 Worid Fifth Reader 50 try, Book II (Grade 5) ' . .64 
 
 Elson-MacMullan Story of the Old 
 
 Worid (Grade 6) 68 
 
 Makers of American History, Chitwood . 45 
 
 Geographic Readers 
 
 Reading Literature Series 
 
 Free and Tread well Primer $ .32 
 
 Free and Tread well First Reader 36 
 
 Free and Treadwell Second Reader 40 
 
 Free and Treadwell Third Reader 45 
 
 Free and Treadwell Fourth Reader 50 First Book — Home Geography (Grades 
 
 Free and Treadwell Fifth Reader 65 3 and 4) $ .30 
 
 Free and Treadwell Sixth Reader 60 Second Book — Our Occupations (Grades 
 
 Free and Treadwell Seventh Reader ... .60 4 and 5) .30 
 
 Free and Treadwell Eighth Reader 60 Third Book — The Industries of Man 
 
 T,, -r* • oi 1 in J (Grades 5 and 6) .35 
 
 Elson Primary School Rea ders Fourth Book— Our Country (Grades 
 
 Elson-Runkel Primer $ . 28 6,7 and 8) 35 
 
 DEPOSITORIES 
 
 The James and Law Company of Clarksburg, W. Va., have the contract mth 
 the publishers of the various text books for furnishing the adopted books for 
 the elementary and high schools of the State. 
 
 Quotation, last paragraph. Sec. 11, School Law of West Virginia: 
 
 "It shall be the duty of each contractor at his own expense to place with 
 responsible dealers, in no fewer than three magisterial districts in each county, 
 at least two weeks before the beginning of school in any district in the county 
 where such books are used, a sufTicient number of books to supply the demand. 
 He shall also arrange for the exchange of books at such places, allowing pupils 
 or boards of education an exchange price as liberal as granted on the same books 
 to any city, county, or state in the United States, like conditions prevailing. 
 The exchange privilege shall extend through one entire school year, and the 
 dealer making the exchange shall be allowed by the contractors' ten per cent of 
 the cash proceeds of same. Nothing in this act is to be construed as preventing 
 the use of supplementary readers; provided, they do not displace the adopted 
 readers, nor the use of more advanced books in such schools as may be ready for 
 the same." 
 
 Any dealer who desires to sell the adopted text books should make arrange- 
 ments with the James and Law Company. 
 
 WEST VIRGINIA EDUCATIONAL ASSOCIATION 
 
 The West Virginia Educational Association is an organization of teachers 
 and school olTicials of the whole State. 
 
44 West Virginia Teachers Hand Book 
 
 Annual meetings are held, at which educational matters and policies are 
 discussed. At the Forty-Eighth Annual Meeting, held at Fairmont two years 
 ago, the general topic under discussion was: "Our New School Code and 
 Educational Readjustment." 
 
 The topic for the Parkersburg meeting in 1920 was "Democracy in Edu- 
 cation." 
 
 This year's meeting, which will be held in Huntington November 3-5, marks 
 the fiftieth anniversary of the founding of the organization. The theme will be, 
 "The New Education." Educators of national repute, as well as the best from 
 our own State are on all programs. 
 
 The teachers and school officials of West Virginia are requested to become 
 members of the State Association. 
 
 WEST VIRGINIA NEGRO TEACHERS' ASSOCIATION 
 
 The West Virginia State Teachers' Association is an organization of Negro 
 teachers which meets annually to discuss educational subjects and topics peculiar 
 to Negro schools. This organization will meet at Himtington this year on 
 November 3, 4 and 5. 
 
 H. B. 81— THE SALARY LAW 
 
 The following table indicates the minimum salaries that must be paid in 
 all schools outside of incorporated towns and cities in West Virginia: 
 
 10 or 
 
 Classification Basic 2nd 3d 4th 5th 6-10 more 
 
 Year Year Year Year Years Years 
 
 Third grade $ 50 $ 53 
 
 Second grade 65 68 $70 $72.50 $75 $80 $85 
 
 First grade 85 88 90 92.50 95 100 105 
 
 Short course 90 93 95 97.50 100 105 110 
 
 Normal course... . 100 103 105 107.50 110 115 120 
 
 College course ... . 110 113 115 117.50 120 125 130 
 
 Districts receiving state supplemental aid must adopt the salarj' schedule 
 given above. 
 
 Note — -Basic salaiy is the salary paid teachers for first year's teaching. 
 
 The law does not apply to schools in independent districts, incorporated towns 
 and cities, high schools, junior high schools, and to salaries of supervising school 
 officers. 
 
 Higher rates of salary may be allowed to teachers of one-room schools, and 
 for teachers who attend approved summer schools or secure Coupons of Credit. 
 
 With the exceptions referred to above the salaries throughout a district must 
 be Uniform for teachers \vith the same credentials and experience. 
 
 Boards of Education of districts not asking for supplemental state aid may 
 fix higher rates of salary at their discretion, but at least as much difference in 
 basic salaries as is indicated above for training must be allowed; and at least 
 as much addition to the basic salary as is indicated above must be allowed for 
 experience. 
 
West Vikginia Teachers Hand Book 46 
 
 HOW TO GET A TEACHER'S CERTIFICATE IN WEST VIRGINIA 
 
 AFTER 1921 
 
 Second and third grade elementary certificates are issued to persons who 
 pass a satisfactory examination in the required subjects. (Examination will be 
 held in each county two or three times each year.) 
 
 First grade elementary certificates are issued to persons who have had one 
 year of high school work with nine weeks' work in professional subjects, and 
 who pass the required subjects with an average of 90%. (Section 104, page 48, 
 School Law.) 
 
 Satisfactory grades made in colleges, normal schools and in first-class 
 high schools, may be substituted in lieu of examination in such subjects as 
 may be designated. (Section 110, page 51, School Law.) 
 
 First grade normal school certificates are issued to graduates of standard 
 normal schools doing two years of work in advance of a four ^^ears' high school 
 course. (Section 104, page 48, School Law.) 
 
 Short course nonnal certificates, valid for three years, are issued to perso s 
 who have graduated in the short normal coiuse of the state normal schools oi 
 in the normal department of the normal training high schools. No person can 
 get this certificate who has not actually completed the course as required in an 
 approved school of West Virginia. (Section 107, page 51, School Law.) 
 
 High school certificates are issued to graduates" of standard colleges who have 
 twenty semester hours in professional subjects. After 1921, all high school 
 teachers must have a high school certificate. (Section 105, page 50, School Law.) 
 
 The state department may issue temporary certificates to graduates of first 
 class high schools. (Section 104, page 48, School Law.) 
 
 Special certificates may be issued upon examination, or upon completion of 
 such courses of study as may be prescribed by the state board of education. 
 (Section 108, page 51, School Law.) 
 
 Any certificate of the first grade issued under the uniform system, and which 
 has been allowed to lapse, may be reinstated, giving the holder the same cer- 
 tificate rights as obtained on the thirtieth day of June following the close of the 
 last term of school taught on such certificate. Such reinstated certificate shall 
 be renewable upon the same conditions as other certificates. (Section 111, page 
 52, School Law.) 
 
 THE READING CIRCLE BOOKS 
 
 Every teacher in West Virginia should during the next school year earn at 
 least one coupon of credit. If you cannot go to summer school or take an exten- 
 sion course, you can do the Reading Circle work. You are indebted to your 
 position for at least this amount of professional reading. The names of the books 
 adopted for 1921-22 are as follows : 
 
 Single Copies Ten or More 
 by Mail Copies Prpd. 
 
 L Theory and Art: 
 
 General Methods of Teaching in the Elemen- 
 tary Schools. Parker Ginn & Company, 
 Columbus $1.20 $1.00 
 
46 West Vibginia Teachers Hand Book 
 
 II. General Reading: 
 
 History of the United States, Beard. The 
 
 Macmillan Co., New York 1 .60 1 .50 
 
 Or Healthy Living, Book II, Winslow. Chas. 
 
 E Merrill Co., New York 1.00 .95 
 
 III. High School: 
 
 Methods of Teaching in High Schools. 
 Parker Ginn & Company, Columbus 1 . 50 
 
 Applicants for the second renewal of first grade certificate and applicants 
 for coupon of credit must take examination on one of the following combinations: 
 
 ! General Methods of Teaching in the Elementary Schools, and 
 History of the United States, or 
 Healthy Living, Book II. 
 
 Second t General Methods of Teaching in the Elementary Schools, and 
 Combination ] Methods of Teaching in High Schools. 
 
 COUPONS OF CREDIT 
 
 The "Coupon of Credit" is a device intended to encourage the recognition of 
 preparation, special effort and good teaching. The Coupon should be considered 
 as a Certificate of Merit rather than an order for additional compensation. 
 In this plan it is not intended to remunerate teachers fully for their special 
 activities. Good teachers will do much of this work without extra compensation. 
 The Coupon is given as a small reward for those teachers who are striving to do 
 more than "the law requires!" 
 
 How to Get Coupons 
 
 (The following is a copy of the form to be used by teachers applying for Coupons.) 
 
 Teacher's Application for Coupons of Credit 
 
 To The State Superintendent of Schools, 
 
 Charleston, W. Va. 
 Dear Sir: 
 
 I hereby certify that I have done the work indicated below and hereby make 
 application for Coupons to which this work entitles me. 
 
 This (is, or is not) my first term of school. (Teachers who are teaching their 
 first term of school cannot get Coupons for summer school work.) 
 
 Name 
 
 Address 
 
West Virginia Teachers Hand Book 
 
 47 
 
 
 Number 
 
 Coupons 
 
 Applied for 
 
 Class arid 
 
 Number of 
 
 Coupon 
 
 Credit for Which Coupon 
 is Requested 
 
 
 
 A— 
 
 
 
 
 
 
 
 
 B— 
 
 
 
 
 
 
 
 
 
 
 
 
 C— 
 
 
 I hereby certify that is teaching 
 
 in District County, West 
 
 Virginia, and is deserving the Coupons for which application is made above. 
 
 Approved : 
 
 Supt. or Secretary Board of Education 
 County Superintendent 
 
 CLASSIFICATION OF COUPONS 
 
 Coupon A 
 
 1. For Summer School Work. Credit: One Coupon for each 3 weeks 
 full time work. A teacher must earn 3 semester hours credit for each Coupon. 
 
 2. For School Extension Work. Credit: One Coupon for each subject 
 carried for 16 weeks for 2 hours per week. 
 
 Coupon B 
 
 1. Maintaining an Average Daily Attendance of 95% for term in rural 
 schools of one, two or three rooms. (Credit: one coupon.) 
 
 2. Organizing a Thrift Club or Savings Bank with $50.00 deposited. 
 To be recognized only when this work has been organized and directed by indi- 
 vidual teacher. (Credit: one coupon.) 
 
 3. Teaching Night Classes for at least 20 periods of one hour each, when 
 no other compensation is given for this work. (Credit: one coupon.) 
 
 4. Agricultural Club Work. For organizing and directing a 4-H Agri- 
 cultural Club. (Credit: one, two or three coupons as recommended by the 
 Agricultural Extension Department of the West Virginia University.) Full 
 details will be given on application to the Agricultural Extension Department of 
 the West Virginia University, Morgantown, W. Va. 
 
48 West Virginia Teachers Hand Book 
 
 5. Special Merit Coupon. As a recognition of efficiency and successful 
 work. (Credit: one or two coupons as recommended by tlie Superintendent, 
 District Supervisor or Board of Education. For special activity or a high degree 
 of efficiency; organization of Boy Scouts, Camp Girls, etc., or other approved 
 work not recognized by other coupons.) 
 
 Coupon C 
 
 1. For Reading Circle Work. (Credit: one coupon.) Applicants for 
 this coupon must enter the Unifomi Examination in April, and make a grade of 
 at least 85% on two reading Circle books. The fee is 25 cents. The papers 
 will be graded by the Department of Education. 
 
 What is a Coupon? 
 
 The Coupon is an order on the Board of Education and is payable out of 
 the Teachers' Fmid of the District. 
 
 The value of each coupon is one dollar per mouth for the whole number of 
 months taught. 
 
 Important Directions 
 
 No teacher can receive more than 4 coupons of any one class and not more 
 than a total of 6 coupons of all classes in any one yeai". 
 
 After the application has been endorsed by the Superintendent or Board of 
 Education it should be presented to the County Superintendent who will fon\rard 
 it to the State Department of Education. 
 
 All coupons will be issued by the State Superintendent of Schools and sent 
 to the county superintendents who will then deliver them to the Secretaries 
 of the Boards of Education. 
 
 No applications will be received before April the 1st, and after June 30th of 
 any school year. 
 
 HEALTH AND SANITATION 
 
 Primarily the mission of this ailicle is four-fold: 
 
 1. To bring to the teacher a few simple directions for the prevention and 
 spread of diseases in school. 
 
 2. To outline symptoms of children's diseases that the teacher or parent may 
 know the ftrst danger signals and be prepared to act. 
 
 3. To enlist the aid of teachers in the spreading of health propaganda into 
 every home, and the teaching of health habits to every child in West Virginia. 
 
 4. To solicit and earnestly request the co-operation of teachers in a campaign 
 for better schools and a cleaner, healthier state. 
 
 The State Department of Health, and the State Department of Education 
 believe it advisable and desirable that there be in all school districts of this 
 state a mutual helpfulness between the local health officers on the one hand and 
 the school directors and teachers on the other; thus, it is believed that more 
 efficient work in health conservation and health betterment may be effected, 
 and as a corr llary, there may be much less loss of school time and an increase 
 
THE GREAT SEAL OF THE STATE 
 
West Virginia Teacheks Hand Book 49 
 
 in the mental efficiency of pupils so sure to follow a bettering of their physical 
 development. 
 
 To help in this co-operative work by the early recognition of the communicable 
 diseases, is the object of this letter to the teachers of the State. 
 
 The most prevalent diseases in the schools are the following, and the diagnoses 
 of the same is given in as simple language as is possible to rightly convey the 
 meaning. 
 
 Chickenpox 
 
 Period of incubation about twelve days, but may be shorter or longer. Period 
 of invasion very short. A disease of childhood but occ sionally occurring in 
 adults. An eruption in adults simulating chickenpox, should be strongly sug- 
 gestive of modified smallpox. Some of the milder cases of smallpox resemble 
 chickenpox so closely that the physician, though he may have had experience 
 with these diseases, may sometimes have some difficulty in differentiating them. 
 The eruption consists of clear watery blisters, or vesicles, scattered irregularly 
 over the body. They are almost always more profuse upon the trunk, and on 
 the limbs grading off so that there is not so much upon the hands and wrists 
 and the feet and ankles. The eruption, particularly in children, is often the first 
 thing noticed. The premonitory symptoms are often overlooked as the small 
 red spots preceding the vesicles. The blisters reach their full development in 
 twenty-four or thirty-six hours; but from the first observation to full develop- 
 ment the time if often much shorter. Successive crops of vesicles and unequal 
 development of them on the same parts of the body are characteristic. With the 
 appearance of the eruption the body temperature rises, instead of falling some- 
 what abruptly, as in smallpox. 
 
 As there is sometimes a real difficulty in making the diagnosis between chicken- 
 pox and smallpox, there should be extreme care to avoid mistakes, particularly 
 when chickenpox is supposed to be found in adults. A patient should be isolated 
 and not sent to school until desquamation is complete. Before the child returns 
 to school the parents should be instructed to carry out a careful disinfection of 
 the infected clothing and bedding using those methods which can be resorted to 
 in the home — 'washing, boiling and steaming. 
 
 Colds, Grip 
 
 Common observation of the rapidity with which these affections spread through 
 families, schools or communities and the laboratory investigations into their 
 causes make it plain that they are to be classed among the communicable dis- 
 eases. Not to observe reasonable precautions against the transmission of these 
 infections from person to person is therefore an irrational attitude. These 
 diseases are spread by the secretions and discharges from the nose and mouth 
 which are plentifully loaded with the infective micro-organisms. They may be 
 "caught" by close association with infectious persons, particularly those who 
 are ill-mannered enough to sneeze or cough with open mouth into the faces 
 of other persons, or in the direction of near-by persons. The infection may also 
 be whisked into the air by handkerchiefs or clothing smeared with the secretions, 
 or may be carried from person to person by cups, tumblers, forks, teaspoons 
 and other articles which have not been scalded after they have been used by 
 
50 West Virginia Teachers Hand Book 
 
 infect':'d persons. Pneumonia and other diseases witli high death rates are so 
 often sequels of a "mere cold," that there is urgent need of wide-spread edu- 
 cational work in these directions. 
 
 Sore Throat 
 
 The present tendency is to consider all sore throats, infectious and com- 
 municable. This is certainly a prudent policy when diphtheria is rife, for the 
 reason that the malady may be diphtheritic although no trace of the false mem- 
 brane can be discovered; or when scarlet fever is about because, in some cases 
 of that disease, the rash does not show itself upon the skin. 
 
 Vincent's angina, often with patches of false membrane, very often resembles 
 a mild attack of diphtheria, but sometimes proves to be a very serious disease 
 of the throat and mouth. In follicular tonsilitis, small spots of false membrane 
 appear upon the tonsils. In these two diseases the pain and discomfort is often 
 greater than is present in most cases of diphtheria. Epidemic, or septic sore 
 throat, is often spread rapidly by milk supplies so that serious outbreaks of this 
 disease is the result. It may also be transmitted from person to person. 
 
 Diphtheria 
 
 Before entering school all children should be inoculated with toxin-antitoxin; 
 if they have not, the teacher should explain to them that it is the latest scientific 
 method for the prevention of diphtheria, and that one dose will make them 
 immune fiom diphtheria for at least four years, and probably for life. 
 
 When diphtheria is even suspected, use antitoxin. Period of incubation, 2 
 to 7 days, but may be longer or shorter. The distinctive feature of the disease 
 is the false membrane which invades the mucuous membrane, more frequently 
 of the throat. The false membrane appears at first as a whitish patch, or there 
 may be several such spots, which may gradually or rapidly increase in size and 
 coalesce. The condition and appearance of the false membrane as first dis- 
 covered may remain stationary', or gradually disappear. Occasionally in cases 
 of diphtheria the false membrane is in the nose passages or in other localities 
 where it is not to be seen. When diphtheria is prevalent it is safer to regard all 
 cases of sore throat as diphtheria and to require a reasonable amount of care 
 until they are shown to be non-diphtheritic and non-communicable. "Diph- 
 theritic sore throat" is diphtheria. 
 
 The diphtheritic infection is much more dangerous to children than to adults. 
 Adults or even children who have been exposed to the infection verj' often have 
 the germs of diphtheria gro\sing and multiplying within their throats and are, 
 therefore, dangerous infection-carriers, even when they have no sore throat. 
 Persons who have had plain diphtheria occasionally carry the diphtheria germs 
 in a dangerous form in their throats after complete recovery has apparently 
 occurred. The time when such a person ceases to l)e infectious should be deter- 
 mined by laboratoiy examinations, as it is sometimes difficult for the mosl 
 experienced physician to determine whether a case may or may not be diphtheria. 
 
 But this should be remembered: Though a positive report from the laboratory 
 indicates clearly the nature of the disease, a negative report, that is, that the 
 bacillus of diphtheria was not found, should not be interperted as meaning that 
 the trouble is not diphtheria. The diagnosis of the physician from the clinical 
 findings should then stand. 
 
West Virginia Teachers Hand Book 51 
 
 The sick one should be isolated until two negative reports are returned by the 
 laboratory on cultures taken from both the throat and nose, the cultures to be 
 taken not less than tv/enty-four hours apart. If laboratory help is not available, 
 the isolation should be not less than two weeks. 
 
 Exposed children and teachers who have been immunized, or who give a nega- 
 tive Schick reaction, and cultures from whose noses and throats are negative, 
 may return to school. Otherwise they should not return for 7 days. If they 
 remain at their own homes until the case is terminated, they should not be read- 
 mitted to school until 7 days after the quarantine has been terminated. 
 
 German Measles (Rubella) 
 
 This eruptive disease has no relation to measles and scarlet fever with which 
 it is sometimes confounded. Its period of incubation is long, two to three weeks. 
 The eruption appears earlier than in measles, often within twenty-four hours or 
 a shorter time after the first symptoms. It usually shows on the face first and 
 is usually about twenty-four hours in reaching the feet. The rash disappears 
 rapidly so that when it reaches the feet and ankles it is in many cases fading 
 upon the upper parts of the body. Desquamation, if it appears, is very slight. 
 The eruption is not so "blotchy" as that of measles; sometimes resembles that 
 of scarlet fever. The incubation is longer than that of measles and much longer 
 than that of scarlet fever. The period of invasion, shorter than that of measles 
 and usually shorter than that of scarlet fever, catarrhal symptoms slight, not 
 so severe as in measles. Thro t symptoms slight, not so marked a feature as in 
 scarlet fever. Patient should not return to school until at least ten days after 
 the onset of the disease. During the course of this affection the discharges from 
 the nose and throat and the articles soiled by them should be burned or disin- 
 fected. A good airing and cleansing may suffice for the terminal disinfection. 
 
 Measles 
 
 Period of incubation, 8 days on an average, or 12 days to the appearance of 
 the rash. Eruption preceded for about 4 days by catarrhal symptoms like those 
 of a severe cold in the head. Fever falls gradually after the eruption is fully out. 
 Rash usually liegins on the face as slightly raise red spots which form crescentic 
 groups, coalescing into patches of irregular outline. Eruption more distinctly 
 "blotchy" than in scarlet fever and a duller red instead of scarlet. Measles is 
 infectious in its earliest stage before the rash has appeared. It is in this stage of 
 prodromal symptoms that the prompt isolation and exclusion from school will 
 be the most effective in preventing the spread of the d.isease. Though the period 
 of infection after the eruption is out is short, children, from the point of view 
 of their own safety, should have careful and intelligent care in their own homes 
 for two weeks at least and not be returned to school within th t time. 
 
 Following attacks of measles there is much danger from serious complications 
 and sequels. From measles and whooping cough the death rate in West Virginia 
 is considerably greater than that from scarlet fever and diphtheria. The most 
 common and the most dreaded complications of measles is in the lungs and air 
 passages, so that a fatal broncho-pneumonia is the frequent termination. Many 
 children are left with serious troubles of the eyes or ears after an attack of measles. 
 There should be the utmost care to safeguard young children, for to them the 
 danger is much greater than in the later years of childhood. 
 
52 West Virginia Teachers Hand Book 
 
 Mumps 
 
 In most cases the period of incubation is from 14 to 21 days, but may be 
 much shorter. The distinctive characteristics of the disease are the fever and 
 the swelUng and tenderness of the glands just below and in front of the ear. The 
 swelling often extends upon the face or down the neck. The history of a possible 
 infection should be taken into account. The patient should be kept from schools 
 and other public places until the swelling has entirely subsided and for at leastS 
 one week thereafter. Other children in the family who have had mumps need 
 not be excluded from school if, while at home, they are kept away from the 
 infected ones. 
 
 Parasitic Diseases of the Skin 
 
 These diseases sometimes cause much trouble in schools, as well as in the 
 home life of children. Ringworm, one of them, consists of round patches, covered 
 with fine scales, and with a slightly raised, reddish ring around it, or as a part 
 of it. Rmgworm of the hairy scalp often requires very prolonged treatment 
 before it is cured. Contagious Impetigo is most likely to be found on the face, 
 hands or wrists. Its beginning is simple pimples or postules enlarging until 
 patches are formed covered by brownish or yellowish crusts. From the site of 
 the first patch the infection is carried by the fingers of the child to other parts 
 of the body, particularly to those not covered by the clothing. Itch is caused 
 by the itch mite burrowing beneath the surface of the skin. Children coming 
 from homes not noted for cleanliness and care often become a nuisance to their 
 school mates by bringing and distributing head lice, or body lice. The miti- 
 gation of these nuisances is, under the pro\asions of the school law, the duty of 
 the local superintendents of schools to enforce it. i^ 
 
 Scarlet Fever (Scarlatina, Scarlet Rash, Canker Rash) 
 
 Period of incubation is 2-7 days, usually 3 or 4 days. The onset of the symp- 
 toms is usually sudden. The rash usually appears within 24 hours after the 
 first symptoms (shorter than in measles and smallpox), usually coming out first 
 on the neck and chest, afterward extending to the limbs. The fever does not 
 abate suddenly or soon after the appearance of the eruption,as in measles and 
 smallpox. The eruption consists of a multitude of fine red or scarlet points, 
 the color of which is diffused over the whole surface. Sore throat is almost 
 always an early and prominent symptom. The tongue usually presents a peculiar 
 appearance designated as "strawbeny tongue." Cases are infectious as soon 
 as the eruption has appeared, or before and remain so as long as there are any 
 traces of inflamation of the throat or discharges from the throat, nose or ears. 
 The minimimi period of isolation of the patient should be 30 days, and exclusion 
 from school a week longer. : ' 
 
 During the course of the disease and through convalescence, all discharges 
 from the throat, nose or ears should be received upon pieces of cloth or paper 
 and promptly burned. After the complete recovery of the patient all rooms 
 which have been occupied by him should receive a careful disinfection. The 
 infection may come directly from the patient, or be carried upon the person 
 or in the clothing of those who have not had the disease. Infected clothing. 
 
West Vibqinia Teachebs Hand Book 53 
 
 furniture, rooms, etc., may retain their dangerous qualities unless very careful 
 disinfection is done. Children from 2 to 7 years of age are more likely to take 
 the disease, and when they do, are more endangered by it tha ^ persons at other 
 stages of life. After 10 or 12 years of age there is a rapid diminution of sus- 
 ceptibility to the infection of scarlet fever. 
 
 Smallpox 
 
 Period of incubation 10 to 12 days. Before the eruption appears there is a 
 prodromal stage usually about three days (sometimes a little shorter and some- 
 times longer) in which there may be such symptoms as chilliness, fever, head- 
 ache, backache, nausea. 
 
 The onset of these symptoms is usually abrupt, and they terminate as abruptly 
 at about the time the eruption begins to come out. The eruption first shows itself 
 as small red spots or specks, and then as pimples or papules, at first on the face 
 and wrists, gradually passing over the body. The papules are changed in about 
 24 hours into vesicles, some of which, when they are sufficiently developed, 
 show a characteristic depression in the center known as "umbilication." The 
 contents of the vesicles, at first watery, gradually become yellowish and the 
 eruption has then become pustular. In mild, atypical cases of smallpox, modified 
 by vaccination or otherwise, the eruption may abort at various stages. Smallpox 
 is highly communicable but less so in the earlier stages of the eruption. The ' 
 smallpox patient remains a source of infection until his skin is smooth and cleared 
 of all crusts and careful disinfection is done. 
 
 Vaccination not only lightens smallpox, if possibly one takes it some years 
 after vaccination, but when well done and not too remotely, insures almost 
 absolute protection from the disease. 
 
 Tuberculosis 
 
 Every case of tuberculosis is the result of infection, but there are many con- 
 tributory causes, such as living and sleeping in unventUated rooms, insufficient 
 or unsuitable food, etc. It is also a preventable disease when the right measures 
 are put into operation early. Tuberculosis almost always begins in insiduous 
 manner, with symptoms which for months may haidly be noticeable, such as 
 pale color; poor appetite; loss in physical endurance; a slight, perhaps hardly 
 noticeable cough, mornings or after meals; temperature as determined by the 
 clinical thermometer a little above normal, especially afternoons and evenings or 
 after undue exercise. 
 
 Cases of tuberculosis are, under the provisions of our law, reported direct to 
 the State Department of Health. The presence in a schoolroom of a tuberculous 
 child or teacher who is coughing and raising is a serious danger to all other persons 
 in the room; moreover, as health is of prime value, greater than schooling, the 
 schoolroom is a bad place for the tuberculous child, unless it is an open air or 
 fresh air room where the cure of the child goes hand in hand with mental training. 
 
 Whooping Cough 
 
 The period of incubation is from 6 to 14 days. The chief source of infection 
 in this disease, as in measles, scarlet fever, mumps and grip, are the secretions 
 and discharges from the nose and throat. In the work of prevention it should be 
 
54 West Virginia Teachers Hand Book 
 
 remembered that this disease, like measles, is particularly communicable in the 
 early catarrhal stage, before the characteristic whoop develops. To control 
 whooping cough it is, therefore, necessary to exclude from the schools and other 
 public places, all exposed children even before the characteristic whoop makes 
 the diagnosis easy, and the keeping of those who have the disease away from 
 other children and this should continue until the whooping has ceased. 
 
 Whooping cough, like measles, is particularly dangerous for young children. 
 This is shown by the 452 deaths from whooping cough which have been reported 
 in the last six years. 
 
 PUBLICATIONS FOR TEACHERS 
 
 The following bulletins and pamphlets are published by the State Department 
 of Education. Write to the State Department of Education, Charleston, W. 
 Va., for any bulletins listed below except the School Law, Directory and Manuals 
 which should be secured from the County Superintendent. 
 
 1. School Law. 
 
 2. Directory^ 
 
 3. Manual of Course of Study for High Schools and Junior High Schools. 
 
 4. Manual of Course of Study for Elementaiy Schools. 
 
 5. Library Manual for High Schools. 
 
 6. Library Manual for Elementai'y Schools. 
 
 7. List of Adopted Text Books for Elementan,^ and High Schools. 
 
 8. Syllabus for Bible Study for Credit in High Schools. 
 
 9. Requirements and Classification of High Schools and Junior High Schools. 
 10. Requirements and Classification of Standardized One-Room and Con- 
 solidated Schools. 
 
 n. Requirements and Plans for School Building. 
 
 12. Teacher's Handbook. 
 
 13. Certificates — ^Examination Hand Book. 
 
 14. Normal Training in High Schools and Other Institutions. 
 
 15. Sanitary Inspection of School Buildings. 
 
 16. Rural School Toilets. 
 
 17. Industrial Rehabilitation. 
 
 18. Vocational Education. 
 
 19. Fire Prevention. 
 
 20. Biennial Report of State Superintendent. 
 
 21. Reports of State Board of Education. 
 
 22. High School Report. 
 
 23. Consolidation of Schools. 
 
 24. Suggestions for Co-relating the Teachmg of Thrift with Arithmetic. 
 
 25. Manual of Physical Education. 
 
 From Other Departments and Sources 
 
 1. Bulletins of Department of Health, Charleston, W. Va. 
 
 2. Bulletin of W. Va. Tuberculosis Association, Charleston, W. Va. 
 
 3. Health Service, U. S. Treasury Department. 
 
 4. U. S. Bureau of Education, Washington, D. C. 
 
 5. U. S. Department of Agriculture, Washington, D. C. 
 
West Virginia Teachers Hand Book ^ 55 
 
 6. College of Agriculture, Morgantown, W. Va. 
 
 7. International Harvester Company. 
 
 8. Other Industrial Concerns. 
 
 9. Principal Railroad Companies. 
 
 10. Chambers of Commerce of Cities. 
 
 11. National Societies for Worthy Purposes. 
 
 12. Library of Congress, Washington, D. C. 
 
 13. Members of Congress. 
 
 14. Reports of State OfTicers and Departments. 
 
 QUOTATIONS 
 
 Education is a better safeguard of liberty than a standing army. 
 
 * * * 
 
 Politeness is to do and say 
 
 The kindest things in the kindest way. 
 
 * * * 
 
 For 'tis the mind that makes the body rich; 
 
 And as the sun breaks through the darkest clouds, 
 
 So honor peereth in the meanest habit. — Shakespeare. 
 
 Let us have faith that right makes might; and in that faith let us dare to do 
 our duty as we understand it. — Lincoln. 
 
 * * * 
 
 Whatever is worth doing at all, is worth doing wcIL^Earl of Chesterfield. 
 
 * * * 
 
 Do not squander time, for that is the stuff life is made of. — Franklin. 
 
 * * * 
 
 Evil communications corrupt good manners. — New Testament. 
 
 * * * 
 
 The Man who thinks he can't do it, is always more than half way right. 
 
 * * * 
 
 In vain we call old notions fudge. 
 
 And bend our conscience to our dealing; 
 The Ten Commandments will not budge. 
 
 And stealing will continue stealing. — -Lowell. 
 
 * * * 
 
 Let us then be up and doing. 
 
 With a heart for any fate; 
 Still achieving, still pursuing. 
 
 Learn to labor and to wait. — Longfellow. 
 
 Life is not so short but that there is always time enough for courtesy. — -Emerson. 
 
 * * * 
 
 There's so much bad in the best of us 
 And so much good in the worst of us. 
 That it hardly behooves any of us 
 To talk about the rest of us. 
 
56 West Vibginia Teachers Hand Book 
 
 This above all : to thine own self be true, 
 And it must follow, as the night the day, 
 Thou canst not then be false to any man. 
 
 The thing to do is hope, not mope: 
 The thing to do is work, not shirk. 
 
 If you have faith, preach it; if you have doubts, bury them; if you have joy, 
 share it; if you have sorrow, bear it. Find the bright side of things and help 
 others to get sight of it also. This is the only and surest way to be cheerful and 
 happy. 
 
 * * * 
 
 Howe'er it be, it seems to me 
 
 'Tis only noble to be good. 
 Kind hearts are more than coronets, 
 
 And simple faith than Norman blood. — -Tennyson. 
 
 Let us be content to work. 
 To do the thing we can, and not presume 
 To fret because it's little. — Mrs. Browning. 
 
 Our doubts are traitors. 
 And make us lose the good we oft might win 
 By feaiing to attempt. — Shakespeare. 
 
 Great works are performed not by strength, but by perseverance. — 'Samuel 
 Johnson. 
 
 * * * 
 
 "Whatsoever thy hand fmdeth to do, do it with thy might." — 'Solomon. 
 
 * * 
 
 "I went by the field of the slothful * * * and lo! it was grown over ^\'ith 
 thorns; and nettles had covered the face thereof and the stone wall thereof was 
 broken down!" — -Proverbs. 
 
 * * * 
 
 Immodest words admit of no defense. 
 
 For want of decency is want of sense. — Earl of Roscommon. 
 
 * * * 
 
 I count this thing to be grandly true. 
 
 That a noble deed is a step toward God — 
 
 Lifting the soul from the common sod 
 
 To a purer air and a broader view. — ^Holland. 
 
 :{: * 4: 
 
 Cleanliness of body was ever deemed to proceed from a due reverence of God. 
 — ^Bacon. 
 
 * * * 
 
 Our grand business undoubtedly is, not to see what lies dimly in the distance, 
 but to do what lies clearly at hand. — Carlisle. 
 
West Vieginia Teachers Hand Book 57 
 
 Her voicejwas ever soft, 
 
 Gentle,5and low, — an excellent thing in a woman. — Shakespeare. 
 
 * * * 
 
 Thexountry school of today will determine the country life of tomorrow. 
 
 He who laughs at other's woes 
 Finds few friends and many foes. 
 
 * * * 
 
 Be strong! 
 
 We are not here to play, to dream, to drift. 
 We have hard work to do and loads to lift. 
 Shun not the struggle; face it; 'tis God's gift. 
 
 Be strong! 
 
 It matters not how deep intrenched the wrong, 
 How hard the battle goes, the day how long; 
 Faint not — -fight on! Tomorrow comes the song. 
 
 — 'Maltbie D. Babcock. 
 
58 
 
 West Virginia Teachers Hand Book 
 
 No. 1. 
 
 THE WEST VIRGINIA HILLS. 
 
 Ellkn King. 
 
 H. E. Engl*. 
 
 1/ 
 Oh, 
 Oh. 
 Oh, 
 Oh, 
 
 
 the West Vir-gin - ia hills! How ma -jes - tic and howgran<£ 
 
 the West Vir-gin - ia hills! Where my girlhood's Iwurs were pass'd 
 
 the West Vir-gin - ia hills! How unchang'd they seem to stand 
 
 the West Vir-gin - ia hills! I must bid you now a-dieu 
 
 
 .(ft. ^. . .^- ^ 
 
 Witli their suniiiiitsbatked in glo - ry, Like our Prince Imraan-uel's land ! 
 Where I oft- en wander'd lene-ly, And the fu - ture tried to cast; 
 With their summits point-ed sky- ward To the Great Al-mighty's Land i 
 In my home be-yond the mountains I shall ev - er dream of J'ou ; 
 
 m*^i^. 
 
 'M — mz 
 
 ^^^^^^-^►-^ ^^^^ 
 
 -JfozW- 
 
 ^^^ 
 
 - turetliril 
 
 Silt 
 
 Is it a- ny won- der then, That my heart withrap- 
 Ma - ny are our vis-ionsbright Which the fu - ture ne'er ful- fills ; 
 Ma - ny chang-es I can see, Whiehmy heart with sad -ness fills, 
 
 In the eve -ning timeof life, If my Fa- ther on - ly wills. 
 
 J ; 1 ;— ( 
 
 £ 
 
 1s=z 
 
 ;?Et-i=fc 
 
 n 
 
 =1? 
 
 ^^^^^^ ^^ ^ ^"^ 1?^= ^ y l_3 :i ^t^: z^ ^:^'_ 
 
 As I stand once m®re with loved ones On those West Virgin - ia kills ? 
 But how sun- ny were my day-dreams On those West Virgin ia hills! 
 But no chang-es can be no-ticed In those West Virgin - ia hills! 
 
 I shall still be- hold the vis - ion Of those West Virgin - ia hills! 
 
 the liills. 
 
 III 
 
 m^ 
 
 Beoutj-ful hills, 
 
 3 
 
 hiUs, C^How 
 
 beauU-ful hills, 
 
 S3 
 
 
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 -^i 
 
 
 >f_4^_V- 
 
 0«Mai£M, MM ihr «. n. Bosk*. 
 
West Virginia Teachers Hand Book 
 
 59 
 
 THE WEST VIRGINIA HILLS. Concluded. 
 
 -T^ — fe_4> — ^__^. 
 
 rnt ^ — ^ — t^ — m — 
 
 3t 
 
 \z — 1<-1: 
 
 r^zi 
 
 H-i- 
 
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 love these West Virgiaia hills If o'er sea or land I ro«m 
 
 beau- ti-ful hills: 
 
 
 i^ — j»— j^— ^-^ — ^ - 
 
 
 K—^ 
 
 ^~ V ?-^ 
 
 ■V— y— y— ^ 
 
 Stai I'll think of happy home, And the friends among the West Virginia hills. 
 
 -^•♦-^ 
 
 ^H^g--|g-»4i5a-.lSff «-^. 
 
 y ' ' u — K—ts---^ — » ' ^ — & — fe* — ^" J"-* 
 
 No. 2. 
 
 Guide Me. 
 
 W. Williams. 
 
 iJL_ 
 
 ^ 
 
 Thomas Hastings. 
 
 -Is F-=-^-»-Ha^ 
 
 F5 
 
 i 
 
 ^ 
 
 f 
 
 s 
 
 ^ 
 
 t' 5* 
 
 1. Guide me, Thou great Je- ho -vah, Pil-grim thro' this bar- ren land: I am 
 
 2. • pen now the crys-tal foun-tain Whence the healing wa-ters flow; Let the 
 
 3. When I tread the verge of Jor-dan, Bid my aax-ious fears sub -side; Bear mo 
 
 weak but Thou art might-y, Hold me with Thy pow'r-ful hand; Bread of Heav- en, 
 fier - y, cloud -y pil - larLeadme all myiour-ney thro'; Strong De-Iiv - 'rer, 
 thro* the swell-ing cur - rent; Land me safe on Ca-naan's side; Songs of prais* 63 
 
 fe 
 
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 ^=^ 
 
 m 
 
 F=F=F=^ 
 
 S^ 
 
 ^^^^^^^m 
 
 I 
 
 Peed me till I want no more; Bread of Heav-en, Feed me till I want no more. 
 Be Thou still my strength and shield; Strong Deliv'rer,Be Thou still my strength and shield. 
 I will 6v- ergive to Thee; Songs of prais-es I will ever give to Thee. 
 
 •^f:f-.g:» J J - 
 
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 £££ 
 
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60 
 
 West Virginia Teia.chees Hand Book 
 
 No. 3. 
 
 Sunset Peace. 
 
 4 
 
 Chas. n. Gabrtkt,. 
 
 
 1. Soft - ly the gold is 
 
 2. Sweet is the peace of 
 
 fad - ing Out of the sun - set 
 e - ven, Sweet to the wea - tj 
 
 C-^ O - p# — # — 
 
 m 
 T 
 
 .p^^^zn: 
 
 m 
 
 * • •■ ^- »- — - 
 
 ^— 
 
 -•— 
 
 are peep - mg, 
 light steal - ing, 
 
 7rr:-T— -•- r^ ^ h 
 
 Sz-ElfE 
 
 S ^-^^0 ^ ' £~ r5— 3 — » — 3-J 
 
 Shin - ing like an - gel eyes; 
 Af - ter the day is done; 
 
 Soft - ly the flow'r - heads 
 Come with thy ten - der 
 
 
 -#-^*-f 
 
 'J 
 
 ^f=^trzz 
 
 -_— 1= 
 
 
 bend - ing, Sleep by the dust - y 
 heal - ing, Come with thy sweet re 
 
 ^ ^ N 1 \ 
 
 way; 
 lease. 
 
 Soft - ly the 
 Come to the 
 
 0— 
 
 -9 
 
 ;i^=§ 
 
 
 :p 
 
 
 night-winds are breath - ing, Peace to the dy - ing day. 
 hearts that need thee, Wei - come, oh, sun set peace. 
 
 _^ r-0 0-'- — p( 
 
 %' 
 
 gE:e^r= 
 
 :t=i 
 
 -M=i^: 
 
 ■S^ 
 
 Copyright, 1903, by T. L. Gibson. 
 
 From New Centurv Song Series 
 Published by Thomas L. Gibson, Baltimore M<L 
 
West Virginia Teachers Hand Book 
 
 61 
 
 Sunset Peaco. C<>nclu<l<?d. 
 Chorus. 
 
 jN ^ ^ i _4?L 
 
 
 l^.4^-^-^ 
 
 --p 
 
 .-^,-==^4- 
 
 ta-S'- 
 
 ,3 •? «^- 
 
 ;:-23ZEE 
 
 Soft"ly the gold in fad - injij, Out of the sun -set skies; 
 
 Soft - ly the gold is fad - ing. Out of the sun - set skies; 
 
 — 0-* — •— 1-# — a— 0—0 — pg — e — s—f-F — • — • 1 
 
 ^£fcr 
 
 j^— 
 
 .^z-zfzdf3ZiTizzi-a: 
 
 * — 
 
 -" «? 
 
 _N N. 
 
 H - — 
 
 cz: 
 
 3=S 
 
 ig^g 
 
 Soft - ly the stars are peep - ing, Shin - ing like an - gei 
 
 Soft - ly the stars aie . peep - ing, Shm - ing like 
 
 f f-p* ^—w 
 
 = -4- ^-l\iz==^,iz=Lli- 
 
 
 fe?E 
 
 r-J^- 
 
 azzr: 
 
 -1^—4- 
 
 -4 
 
 eyes; .... Soft - ly the flow'r - heads bend - ing, 
 
 an - gel eyes; Soft - - ly the flow'r -heads bend - ing. 
 
 ^ 
 
 
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 ,_jv_-^_Ji_4 fi. 
 
 ^iZZIS? 
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 =S^=i^l 
 
 r- - -,4 
 
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 ^ r* h 
 
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 Sleep by the dust - y way; .... 
 Sleep by the dust - y way; 
 
 Soft - ly the night-winds are 
 Soft - - ly the 
 
 ^ 
 
 :|: 
 
 tr. 
 
 -^ 
 
 breath - - ing, Peace to the 
 
 night-winds are breath-ing, 
 
 ing day. . . . 
 
 
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 "m 
 
62 
 
 West Vieginia Teachers Hand Book 
 
 No. 4. 
 
 I 
 
 Fred B. Deem. 
 
 In rousing march time 
 — ^— -x=p:q= 
 
 mall meet Virginia. 
 
 Earl Miller and Ed. McWhorter. 
 
 4^ 
 
 --P 
 
 ^ 
 
 —^ 
 
 i^ 
 
 Let's give a 
 
 rah for West Vir 
 
 ■rn 1 1 h- 
 
 -ft 
 
 
 gin - la, 
 
 And let us 
 
 
 §!*ES^ 
 
 :flC 
 
 at 
 
 !| 
 
 mi 
 
 im 
 
 pledge 
 
 to her 
 
 a - new, 
 
 Oth-ers may like black or 
 
 :q: 
 
 c— 
 
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 It.' 
 •7 
 
 fe*-- 
 
 l-f-l'-A 
 
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 g: T^ ^ $^ :jt?^ ^ "^ it?^^'' 
 
 ^ 
 
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 m: 
 
 -j&i 
 
 cnm - son. 
 
 -I — 
 But for us it's Goi,d and blue Let all our 
 
 ■* ~ -7i- ~ W ~r —+ —+•5--+ 
 
 :3: ^ 
 
 ' V y 
 
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 J; ^ 
 
 ^- 
 
 t:^ 
 
 ^>aJ ^ 
 
 
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 W: 
 
 3z:itt: 
 
 :itS: 
 
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 -^ 
 
 5^i5 
 
 ^^a 
 
 troub - les 
 
 be 
 
 for - got - ten, 
 
 Let col - lege spir 
 
 
 
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 «?r5«?i 
 
 ^ 
 
 :l2il: 
 
 fe ' ^ • 1^ 
 
 Copyright, 1915, by Robert E. Hatch, Y. M. C. A., West 
 Morgan town, W, Va. 
 
 ^5^ 
 
 Virginia University, 
 
West Vikginia Teachers Hand Book 
 
 63 
 
 Mail Mest Wtrgtnta. Contlnuco. 
 
 rule. 
 
 Well join 
 
 and give our loy - al ef - forts 
 
 ::1: 
 
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 > 
 
 P|ii 
 
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 the good of our 
 
 4 
 
 old school. 
 
 It's West Vir- 
 
 
 
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 :»*: 
 
 gin - ia, it's West Vir-gin - ia, The pride ot ev - 'ry moun - tain- 
 
 
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 ^^ 
 
 h--*^ 
 
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 eer; Come on, you old grads, join with us young lads, It's West Vir- 
 
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64 
 
 West Virginia Teachers Hand Book 
 
 SHail TMest IDtralnta. ConcluOeD. 
 
 m 
 
 Now is the time, boysi to make a 
 
 — i — i bJ ! , , — I I 
 
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 pie 
 
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 For there is 
 
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 naught to 
 
 fear, 
 
 the 
 
 gang's 
 
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 here. 
 
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LIBRARY OF CONGRESS 
 
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