ciiss U h 156 i STATE OF MICHIGAN LANSING yi > •/, Manual and Course of Study ELEMENTARY SCHOOLS TWELFTH EDITION Published by THE SUPERINTENDENT OF PUBLIC INSTRUCTION 1916 STATE OF MICHIGAN ippartntent of fitbltr inatritrtton LANSING Manual and Course of Study f ELEMENTARY SCHOOLS .N ? ■' -? TWELFTH EDITION Published by THE SUPERINTENDENT OF PUBLIC INSTRUCTION 1916 "RELIGION, MORALITY AND KNOWLEDGE BEING NECESSARY TO GOOD GOVERNMENT AND THE HAPPINESS OF MANKIND, SCHOOLS AND THE MEANS OF EDUCATION SHALL FOREVER BE ENCOURAGED."— Ordmanc« of 1787. 0. of D. FEB 23 1918 cs WORK THAT ENDURES If we work upon marble it will perish; if we work upon brass, time will efface it; if we rear temples, they will crumble into dust; but if we work upon immortal minds, if we imbue them with principles, with the just fear of God and love of our fellow men, we engrave on those tablets something which will brighten to all eternity. DANIEL WEBSTER. THE MICHIGAN FLAG AND SEAL The official flag of Michigan was adopted in 1865. Previous to that time numerous flags and banners had been in use. This flag, a combination of the State and National arms on a field of blue, was first unfurled on the occasion of the laying of the cornerstone of the monument of the Soldiers' National Cemetery at Gettysburg, July Fourth, 1865. In the early history Michigan has been identified with seals of various designs. After being admitted as a separate territory the seal usually used was the one of the private secretary or of the governor of the territory. At the Constitutional Convention of 1835 General Cass presented the seal now in use. The design bears the closest resemblance to that used by the Hudson Bay Company. That seal represented two elks rampant, or with fore paws raised, supporting a shield over which was placed a fur bearing animal seated on a sledge. The shield is divided into quarters in each of which is pictured a beaver. The eagle on our seal takes the place of the animal on the sledge and on the shield is represented a peninsula with hunter and the motto Tuebor. The long motto on Michigan's seal was suggested to General Cass by the inscription on the walls of the beautiful Cathedral of St. Paul's in London, where is in- scribed to its renowned architect, Sir Christopher Wren, "If you seek his monument, look aroimd," referring to this masterpiece of architecture, the most feeling tribute to his memory. Each Latin motto on the seal has a meaning. Si Queris Peninsulam Amoenam Circumspice means — if thou seekest a beautiful penin- sula look around. E Pluribus Unam is the motto of the United States and means— one of many. Tuebor, I will defend. This has been thought to refer to the attitude of Michigan during the border controversy and exemplified by Mason. The original seal of 1835 seems to have been lost sight of as we find six different designs. In 1911 a law was passed which legalized the State Flag and Seal and provided that "The State Flag shall be blue charged with the arms of the State." The law provides also that " The flag of the United States and the State flag shall be displayed upon the capitol building during the daily sessions of the legislature and of the supreme court and on public occasions." STATE OF MICHIGAN department of public Sn^truction LANSING Compiler's section 22 of the General School Laws of 1915 provides that the Superintend- ent of Public Instruction shall prepare and have printed a course of study for the dis- trict schools of the state, which shall be pursued in all district schools in the state, except city school districts. This is the twelfth edition of the Course of Study for Elementary Schools. Teachers should become very famiUar with the course as outlined and with the methods suggested. The work in primary reading and spelling has been revised. An attempt has been made to correlate the school work with the home life and with the problems of the business world . In the appendix a list of apparatus for playground equipment suitable for rural and village schools has been included. Reference has been made throughout this manual to the County Normal Manual and Course of Study. Teachers are urged to familiarize them- selves with that bulletin. It contains helpful lesson plans and methods of work. The most important factor in school work is the teacher. With this exception, teachers should realize that the success of the work depends on no other factor to so great an extent as on the course of study. Very respectfully, t^^^^_^ /\ i^yck^^^^..-^^^(^ July 1, 1916. Superintendent of Public Instruction. CONTENTS Page Agriculture, eighth grade 98 Agriculture, outline 97 Agriculture, suggestions to teachers 12 Alternation 71 , 81 Appendix 12,95 Arithmetic — Eighth grade 90 Fifth grade 68 First grade 32 Fourth grade 61 Second grade , 46 Seventh grade 81 Sixth grade 75 Third grade 52 Arithmetic, suggestions to teachers 10 Bookkeeping '. 100 Books for teachers 225 Casts, list of ; 224 Civics, elementary 92 Course of study, outline 14 Current events 92 Drawing, outline for 161 Drawing, suggestions to teachers . . 12, 161 Elementary agriculture, eighth grade 98 Elementary agriculture, outlined . . 97 Elementary agriculture, sugges- tions to teachers 12 Flags, Michigan and United States 4 Games 13 , 180 Geography — Comparative home geography . . 121 Fifth grade 70 Fourth grade 62 Globe study 122 Maps and mapping 119, 123 Method 117 Michigan 133 Physical 127 Purpose 117 Regional 123, 131 Seventh grade 83 Sixth grade 76 Third grade 54 Geogi'aphy, outline for — Continental study 129 Observational study 117 Physical geography 127 Geography, s uggestions to teachers 11,117 Grammar — • Eighth grade ■ 90 Seventh grade. 81 Page History — Michigan 135 United States 84 Eighth grade 91 Seventh grade 84 History stories 84 History, suggestions to teachers... 11 Humane education 13 Hygiene of the body 149 Introduction 9 Language — Fifth grade 64 First grade 27 Fourth grade 56 Second grade 39 Sixth grade 72 Third grade 48 Language, suggestions to teachers . 10 Libraries, traveling 225 Library list, teachers' 225 Library, suggestions to teachers... 12 Map showing population 226 Memory gems 213 Morals and manners 211 Music 138 Music, suggestions to teachers. ... 12 Nature study, suggestions to teachers 97 Ninth grade 93 Orthography, eighth grade 85 Penmanship exercises 112 Penmanship, suggestions to teachers 10, 111 Phonics 23,37,47,56 Physiology and hygiene, seventh grade _ 77 Physiology and hygiene, suggestive method of teaching 142, 155 Pictures, list of 218 Pictures loaned by State Library . . 225 Playground apparatus 207 Poems — Eighth grade 85 Fifth grade 65 First grade 27 Fourth grade 57 Second grade 39 Seventh grade 77 Sixth grade 73 Third grade 49 Preface 5 CONTENTS Page Reading — Eighth grade 85 Fifth grade 63 First grade , 15 Fourth grade 56 Second grade 37 Seventh grade 77 Sixth grade 71 Third grade 47 School library, The 12 Schoolroom decoration 218 Seal of Michigan 4 Sense training exercises 171 First grade 32 Spelling — Eighth grade. . ." 85 Fifth grade 63 First grade 26 Page Fourth grade 56 Second grade 38 Seventh grade 81 Sixth grade 71 Third grade 47 Stories, suggested — Fifth grade 64 First grade 27 Fourth grade 57 Second grade 39 Sixth grade 72 Thu-d grade 48 Suggestions to teachers 9 Tenth grade 93 Visualization 170 Writing exercises 112 Writing, suggestions to teachers. . 10,26, 38,48,56,63,72,85,111 INTRODUCTION Suggestions to Teachers Fundamentals: loyalty, thoroughness, accuracy, speed. Make and keep in a book provided for that purpose an outline of what you wish to accomplish in each of your classes each day, each week and each month. All work should be definitely planned and written in your plan book. Keep this book in the schoolroom ready for your own use and for inspection by the superintendent or commissioner. (See County Normal Manual and Course of Study, Part III, Pedagogy and Classroom Manage- ment, pp. 33-49, for helps and suggestions in making lesson plans.) Carefully correct and supervise all wTitten work done in your school. So much is absolutely imperative. This will, however, be of no avail unless the pupil in some way corrects his own errors. This may be done by re-writing, perhaps in some other way. Have exercises at least three times a week in sight reading of suitable selections not previously studied by the pupils. In all recitations, call upon dull^ slow pupils as often as upon the bright, quick pupils. Insist upon absolute, prompt, and unquestioning obedience. Do not "baby" the pupils. Do not notice slight injuries nor small griefs. Teach pupils to be self-reliant and self-helpful. Insist that all such work as passing paper, pencils, books, collecting and arranging, etc., shall be quickly done by the pupils and not by the teacher. Insist that all pupils shall speak distinctly and loudly enough to be heard, and, more important, that the speech shall be articulate. On the other hand, the teacher should speak in a low, pleasant, distinct voice. Pupils are often encouraged in indistinct speech by standing too near the teacher during a recitation. Let every teacher guard against talking too much. The talking teacher is always an unskillful teacher. There should be the minimum amount of talk on the part of the teacher and the maximum on the part of the pupU. Your work is effective if you talk little and your pupils talk freely. Insist upon quickness of movement on the part of all the pupils at all times. Physical quickness and alertness tend to produce mental quickness and alertness. Insist upon activity. Do not allow loafing and dawdling about anything. Everything must be done with a snap and vigor that savors of miUtary discipline. Make things move. Cultivate in your pupils, whether in speakmg, reading, or singing, high pitched, soft voices. ■ During the rest period have the pupils play games ^Yhich call for physical activity and which will engage as many pupils as possible. Ordinary calisthenics are of doubtful value. Take up all the time of the recitation period in recitation, not in getting ready, nor in telling stories, nor anything that detracts from the subject in hand. For example, the time for reading recitation ought to be spent mainly in reading. Plan things so that your moves win count. Your hours of work are few. They ought to be intense in their earnest- ness. Teachers often unintentionally fool away a great deal of time. Be definite in the assignment of lessons. Tell the pupils what to do and how to do it. Young pupils cannot plan for themselves. All advanced geography and history work should be taught topically. The pupil should be required to stand and to recite from topics without question, suggestion, or correction from anyone until his recitation is finished. Teach pupils to talk connectedly on a topic for several minutes without interruption. It is especially true in the first foin- grades that the teacher is the only source of in- spiration. All the pupil gets he gets in the recitation. Attention is secured only through interest. The child's mental habits are formed almost entirely in the primary school, hence the importance at this stage of careful and skillful teaching. Insist on intelligent, ready, dramatic, pleasant reading. Do not allow for any reason, or at any time, hesitation or monotonous word- calling and have it pass for reading. _^See 10 STATE MANUAL AND COURSE OF STUDY to it that when lessons have been assigned nopupil attempts to read a sentence until he is master of its meaning and every word in it. He then should read promptly, intelligently and fluently. As a rule teachers should not sit during recitation periods but should stand in front of the class. Each teacher should have a Course of Study and become familiar with it. Cultivate in pupils a regard for school and public property. Care of schoolroom and tidiness of person make for this end. Teachers of whatever grade should assist in maintaining a spirit of unity, loyalty and service among the members of the profession. Writing (See Appendix.) This Manual attempts to place upon writing the emphasis which the subject deserves. The teaching force of the state is at present deficient in the teaching of writing. The teacher herseK must master the subject before she attempts to teach it. This is by no means an unreasonable requirement. An hour a day for twelve weeks spent in earnest study and diligent practice will give any teacher the ability to teach writing almost with expertness. The outlines given in this Manual are the result of successful experience. They will be found workable in all details if faithfully followed. Language (See County Normal Manual and Course of Study, Language and Composition, pp. 145-152.) We desire above all things to emphasize the usefulness and desirability of oral training and to discourage the excessive amount of written work on the part of pupils. Young children should not be allowed to do any written work in language. The ability of a person, young or old, to stand upon his feet and in the presence of his fellows state clearly what he thinks or knows or feels, is of the greatest value to the individual. This kind of ability is too often repressed or undeveloped by the excessive amount of written work. The person who can state clearly what he thinks or feels or knows, and can then write correctly what he has said, has had the best training in English. The ability to write pre-supposes very little technical knowledge aside from the abihty to form the letters and spell the words. One must know only the simplest rules of capitaUzation and punctua- tion. These can be taught in a very few brief lessons, while the abihty to speak in public grows with the performance of the act of speaking in public. If the pupil has a topic on which he is to recite or speak, train him to tell all that he knows about this topic without question, promptmg, suggestion, or criticism. Train pupils for fluency and for correctness. In all grades, the work will consist of story-telling; memorizing poems; narratives and descriptions based on nature study, investigations, geography, history, and picture study; and drills on correct forms. The work should be progressive with each year. There should be no attempt to teach technical grammar, one of the hardest subjects in the school curriculum, below the seventh grade. The value of a teacher may be estimated by the fluency of speech which she secures from her pupils. This ought to be in inverse ratio to the amount of talking done by her- self. A talking teacher is ineffective. Arithmetic (See County Normal Manual and Course of Study, Arithmetic, pp. 87-110.) In arithmetic, young children should not be taught to work with pencil and paper. All operations should be mental and oral. We have in times pasj; compelled pupils to study written arithmetic for eight years with a knowledge of the fact that they did not know very much about it after they got through. One great cause of this failure in the teaching of arithmetic has been too much written work. Pupils ought to be drilled in the fundamental operations until they possess a degree of skill that will make operations automatic. Oral work in arithmetic is most important; written work, except to pupils of maturer age, least important. It is very easy to assign wi'itten work. Pupils are occupied; the room is still; written work is much more pleasant for the teacher, but it is of doubtful utility in creating and promoting facility, alertness, accuracy. Young children have reasoning powers imperfectly developed. Written arithmetic should notcome^until INTRODUCTION 11 the reasoning powers of the child begin to develop and he becomes mentally able to solve problems. All the work of an ordinary written arithmetic, a book containing approxi- mately two hundred pages, ought certainly to be completed in two years. The arithmetic work in the first four grades should be mainly oral. The processes should all be taught and then followed by rapid drills. The drill work should be both upon abstract and concrete examples, devoting most of the time to the former. The concrete problems should involve the processes which have been taught and should relate to real conditions as far as possible, such as purchases for the home and actual business life. A textbook may be used by the teacher but not by the pupil. All work must be done in class recitation. There should be no seat work in numbers. Geography Outline prepared by Prof. R. D. Calkins of the Central Michigan Normal School. (See County Normal Manual and Course of Study, Geography, pp. 111-118.) It is not the purpose of this course to minimize the importance of the textbook of geography in the rural school. The text ought and must form the basis for the work, although it is most earnestly recommended that every teacher learn how to supplement the text wisely with geographical readers, magazine articles, newspaper chppings, pictures, field trips, excursions, etc. The suggestions in this course have in mind certain needed reforms in geography teaching and the needs and difficulties of the average teacher using the average text, rather than to give a basis for the work that shall be independent of the text. The study of geography with daily recitations is to begin in the third grade where one whole year should be devoted to out-of-door and home geography. No book is to be used, the work covering for the home region those topics usually covered under the so- called homo or introductory geography of the average text, the difference in the work being that, in the one case, it is based upon observation and experience, while in the other it is usually the committing to memory of the more or less meaningless text. Most schools will be using a two-book series of text. It is planned that the first of these books will be taken up in the fourth grade, the use of the text sometimes preceding and sometimes following the class work on a given topic, according as the best judgment of the teacher dictates. This book should be completed by the close of the fifth grade. The regional geography in the fourth and fifth grades is to cover the chief geographic regions of the earth. Many pupils drop out of school in the fifth or sixth grade. It is very important that they know something of the various regions of the earth before they leave school. The second, or advanced text, should be begun in the sixth grade and continued through the seventh. The work in this grade is to be more intensive in character and to bring out those various geographic relations which constitute the soul of modern geography. History (See County Normal Manual and Course of Study, History, pp. 119-134.) History can be assimilated only through the imagination, hence this faculty should be assisted by a proper use of historical fiction, maps, pictures, etc. Biography is one of the most valuable adjuncts to the teaching of the subject. Pupils should be made to see that our present social and political conditions are but the outgrowth of previous con- ditions. The study of civics should be closely correlated with the work in United States history. As much attention as possible should be paid to local history and the history of the state. Perhaps the condition that most seriously interferes with the successful teach- ing of the subject is lack of time. Under the present system of one-room schools, the most that can be done to overcome this is through combining classes or a plan of alternation. Under all conditions the teacher is by far the most important factor in good history teaching. (See Bulletin No. 6, Suggestions for Teaching History.) 12 STATE MANUAL AND COURSE OF STUDY Elementary Agriculture (See Appendix.) The plan of work is given in the Appendix. The purpose of the nature study in the elementary grades is to lead the child to observe his environments and to lead him to know and to love the nature with which he is surrounded. Nature study confined to books is doomed to failure, but as every natural object cannot be studied, it must be left to the teacher to select those things which may be of special local interest or those subjects from which one can secure the best esthetic culture. The practical must always be considered in any course of nature study and such a course if properly selected and presented will prepare the child for more specific studies in agriculture proper as he reaches the later grades. This work must not interfere with the regular course of study covering the com- mon branches. All subjects like nature study, manual training, etc., must be made sub- sidiary to that work. Agriculture is to be given during one-half year of the eighth grade. A textbook is to be in the hands of the pupils. The work to be of value must be prac- tical. Drawing (See Appendix and Bulletin No. 5, Art Education in the Schools.) Because many fail to appreciate how drawing enriches many of the activities of life there is a tendency to ignore it. Its practical value along the line of manual training should be emphasized. Accurate handwork such as constructive work in drawing, has a high educative value for the pupils. It prepares pupils for manual training and other work in schools of higher grades. It calls for originality, perseverance, self control and motor activity. It can be used with great benefit to the pupil m the study of physiology, nature study, geography,, in fact nearly all school work. Teachers should use the drawing suggested herein both in the interest of the pupil and in their own interest, as a time saver. The exercises are suggestive. They teach the pupil how to get certain effects. This knowledge can and should be used by the pupil for self-expression. His drawing, like his language, should be the spontaneous illustration of what he has in mind. Encourage pupils in "making pictures." In schools having^but one teacher^drawing may be alternated with music. Music The work in music, as given in the Appendix, is suggestive and is given in the hope that teachers will not do less in any school than is outlined and that many will be able to do much more by enlarging along the lines given. In music and in drawing have con- stantly in mind that themain purpose is to develop]|^artistic sense. Appendix Only such subjects as are to be taken up by individual grades are named under those grades. Suggestions for all other work, including di'awing, nature study and agriculture, penmanship, music, physiology, sense training, games, morals and manners, and memory gems are given in the Appendix. Such work can be given to the school as a whole or to several grades as one class. An extensive outline of work for sense training is given. This will be found of value to the teacher in all of the elementary gi-ades. Work in physi- ology must be given in order to comply with the law. The School Library "As"a man thinketh, so he is." As a pupil reads, so he thinks. Reading, then, is a powerful factor in character-building. The selection of school library books is therefore one of the teacher's greatest responsibiUties. He should know the character of every book in the school library, and should request the removal of such as. are morally depressing. The Teachers' Reference Library only is published in the Course of Study. Act 323 of 1913 provides as follows: With the cooperation of the state librarian, he {the Superintendent of Public Instruction) shall prepare, at least once in every two years, lists of books suitable for township and district libraries, and furnish copies of such lists to each town- ship and school officer entrusted with ihe care and custody of their respective libraries, except city school libraries,^ and^high school libraries, from which lists the said school .oficers shall select and purchase books for their respective libraries. In accordance with this act theTist • INTRODUCTION 13 has been prepared and'all books purchased for the libraries designated must be~se1ected from the list. Humane Education Act 227 of 1913 provides as follows: For the -purpose oj lessening crime and raising the standard of good citizenship, and inculcating the spirit of humanity, such humane education shall be given in the public schools as shall include the kind and ju^t treatment of horses, dogs, cats, birds, and all other animals. In every public school iiyithin this state, a portion of the time shall be devoted to teaching the pupils thereof kindness and justice to, and humane treatment and protection of, animals and birds, and the important part they fulfill in the economy of nature. It shall be optional with each teacher whether such teaching shall be through humane reading, stories, narratives of daily incidents or illustrations taken from personal experience. This instruction shall be a part of the curriculum of study in all the public schools of the state of Michigan. The principal or teacher of every school shall certify in his or her reports that such instruction has been given in the school under his or her control. Games Repeated experiments have shown that children in primary grades, devoting only half of the usual time to the usual school subjects, and the balance of the school day to play, sUghtly outstrip in examinations on school subjects children of the same age, grade, and inherited tendencies, who are held during the entire school period to fixed lessons in the schoolroom. The instinct for play is one of the most fundamental instincts of childhood. "Infancy is for play" says Professor Gi-oos, and play forms the entire education of young wild animals. Modern pedagogy recognizes the fact that play is one of the most natural me- diums through which mental, moral and physical habits become fixed in children. The few games, singing games, and simple folk dances found in this qutUne, are, for the most part, based upon old race activities which played a vital part in the struggle for survival of the ancestors of all nations. The nervous system of the individual child is tuned to receive a maximum of benefit from engaging in these race activities. Froebel, John Dewey, G. Stanley Hall, and others have pointed out this vital nature of play in the normal mental development of cliildren. Nearly every large city in the country is spending tens of thousands of dollars for play- grounds, playground equipment, and play leaders. Rural schools are the most fortunate of all schools in the possession of " a place to play." The noon period and the two recess pe- riods afford time for play. But rural childi-en as a rule know fewer good games than city children. Too much of this valuable time is mis-spent in purposeless pranks and loafing about the schoolhouse and outhouses. Rural districts also need games for evening social gatherings. The children must have play leaders and the Department of Public Instruc- tion asks each teacher of a Michigan district school to teach the games described in this Course of Study as conscientiously as any other school work. The teacher will get a direct reward in the increased friendUness and order hness of the pupils. For descriptions of the games and detailed directions, see Appendix. 14 STATE MANUAL AND COURSE OF STUDY 3 o O o .s o 00 M d 03 Ol 1 Q< m a l-l a a 1 en Ui £ 3m >> < t^ ilC a ■■i CO .S 1 a a bo s Oh o .s ■a a; .2 a a < d >> W « 3 i a -11 t>5 .a 0. m 0) d_ •SB'S Tt< a 'i M a m 9 3 c« a M a 4> d_ M S 1 "3 a t/3 .3 4) ^^ 303 cO 01 go d t>>o (N 1 m ^- 3 cS cO cS eg < •-a (>.0 - (L> .S 03 1 a> ^^ 3 ea 03 a §:§ .2 "3 Ml'? t>>0 w Q o P4 l-H SQ M n H ft < a Hi < Pi M >^ W CM So n a C. > pi COURSE OF STUDY FIRST GRADE Reading — Primer, first readers and supple- mentary readers. Spelling — Phonic and oral. Sense Training — Leading to arithmetic and language. Writing — See Appendix. Language — Oral. Textbook — Reader Reading ' Purpose. — To gather thought from the printed page. Preparatory. — Children on entering school are apt to be timid and seK-conscious. There- fore, the first day should be spent in acquainting them with each other, in teaching them to follow directions and to enjoy their new environment. Story teUing, games and con- versation will serve to put them at ease. Procedure. — 1. Prepare the child to read from the book by a series of carefully planned introductory lessons presented from the blackboard. This work will require about six weeks. 2. Teach the child to read from the book. Principles — It is well established that cliildren learn to read best if the reading matter is presented and the details mastered in this order: 1. The story or sentence as a whole. 2. Phrases as parts of the sentences already known. 3. Words as parts of the phrases. Method of presentation. — Suppose that the first story in the beginner's book is this: A bird's nest is in the tree. It is a robin's nest. There are four little eggs in it. The eggs are blue. The following outlines indicate somewhat in detail how the teacher may prepare the child to read this story. When several stories from the first pages of the beginner's book have been thus treated, the child will be familiar with the words they contain and will be ready to read directly from the book. . It is not intended that in practice the teacher shall present only one step in one lesson. It is to make the procedure more clear that each lesson here presented deals with one step only. BLACKBOARD LESSONS Make an original story which shall contain many of the words and phrases of the story in the book. Base it upon something which is closely related to the child's interests. For example, let the original story be as follows: 'The teacher should read the chapter on the teaching of reading In the Manual and Course of Study for County Normal Training Classes. Obtain this from the County Commissioner of Schools. 16 STATE MANUAL AND COURSE OF STUDY Mary found a bird's nest. The nest is in a tree. It is a robin's nest. Four little eggs are in the nest. The eggs are blue. Come see the blue eggs in the nest. Lesson I. To teach the recognition of sentences within the preparatory story. Note.— Brackets indicate that the teacher writes the inclosed parts on the blackboard a.s sl'.e speaks and that she reads the parts aloud before calling on the children to read them. Pupil's part I. To read the sentences after the teacher has read them. The^pupil whose name is called reads: Mary found a bird's nest. The nest is in a tree. It is a robin's nest. Four Uttle eggs are in the nest. The eggs are blue. "Come see the blue eggs in the nest." Teacher's part I. To present the sentences in the story through conversation, One day this week Mary found some- thing on her way to school. I told her that some day I would tell you about it. This is what she found. [Mary found a bird's nest.] What did Mary find? This tella where the nest is. [The nest is m a .^^^ .] (The teacher may pause in her "^ reading and allow the children to supply the word tree. Quick drawings hold the attention and avoid the introduction of too many new words. Later, the word should be sub- stituted for the drawing.) Where is the nest? This tells what kind of a bi.-d's nest it is. It belongs to the bird that we look for first in the spring. [It is a robin's ne&t i Whose nest is it? What .0 you suppose is in the nest? [Four httle O'O O O are in the nest.] The teacher pauses after the word lillle for the childi-en to supply the word egga. T^U us what is m the nest. The eggs are of this color. [The eggs are blue.] What color are the eggs? This is what Mary said to me. ["Come see the blue eggs in the nest."] What did Mary say to me? II. To read sentences in answer to the teacher's questions. Mary found a bird's nest. The nest is in a tree. It is a robin's nest. Four little eggs are in the nest. The eggs are blue. "Come see the blue eggs in the nest." II. To help children read the story by means of questions which suggest the answer. What did Mary find? Where is the nest? Whose nest is it? What is in the nest? What color are the eggs? What did Mary say to me? (In each instance the teacher helps the child to realize the beginning and the end of the answer by drawing a pointer under the sentence. She should not point to each word.) FIRST GRADE 17 III. To read the story as a whole. Mary found a bu'd's nest. The nest is in a tree. It is a robin's nest. Foui- little eggs are in the nest. The eggs are blue. "Come see the blue eggs in the nest." Mary found a bird's nest. The nest is in a tree. It is a robin's nest. Four httle eggs are in the nest. The eggs are blue. "Come see the blue eggs in the nest." III. To help the children read the story as a whole. Read the first three sentences, Robert. Read the next two sentences, Ruth. Read the last sentence, Mary. Read the entire story without help, Helen. Lesson II. To teach the recognition of phrases as parts of the sentences in the pre- paratory story. Note. — Write the story on the board before class time. Conceal by curtain or map until needed. Material. — Phrase cards wi-itten by the teacher. Pupil's part I. To review. Children read the story. II. To recognize phrases. Child reads, — a bird's nest. Helen points out the phrase. Child reads, — a bird's nest. Child reads, — a bird's nest. III. To drill. 1. Children match phrase cards with phrases written on the blackboard. 2. Children compete with each other in finding phrases. 3. Children erase phrases as directed. Teacher's part I. To prepare the children for the study of phrases. Call on children to read the story by parts and as a whole. If children hesitate help them by asking leading questions or by remarks that suggest the thought of the sentence. II. To teach the children to recognize phrases as units. Teacher reads, — Mary found a bird's nest. By drawing a pointer under the phrase as she reads and by her voice, the teacher emphasizes the pln-ase on which she wishes to focus the attention. What did Mary find? Come to the board and show us where it says a bird's nest, Helen. The teacher writes a bird's nest on the board in several places for the children to read each time varying her remark as, — This teUs what Mary found. What was it? Can any one tell us what this says? Return is always made to the phrase in the sentence for the final test. In the same way, children are taught to recognize, — in a tree, four little eggs, in the nest. III. DriU. Devices. 1. Give phrase cards to the children to match with phrases which are written on the blackboard. 2. Give pointer to each of two children and conduct a contest in finding the phrase spoken by the teacher. 3. Call on the children, one at a time, to erase the phrase spoken by the teacher. 18 STATE MANUAL AND COURSE OF STUDY "' Lesson III. To teach the recognition of words as parts of the phrases in the preparatory story. NoTE.^ — Write the following phrases on the board before class and conceal until time for the recita- tion. a bird's nest in the nest a robin's nest four little eggs in a tree eggs are blue Pupil's part L To review. Children read, — a bird's nest a robin's nest in a tree in the nest four little eggs eggs are blue II. To recognize the words: nest tree eggs Child answers, — nest. Children point out: nest nest nest Child answers, — nest. Child answers, — eggs. Children point to the word eggs in the phrases: four little eggs, eggs are blue. III. To drill. Children do as du'ected. Children follow directions. Teacher's part I. To prepare the children for the study of words. Call on children individually to read the phrases which are written on the black- board. If children have difficulty in reading the phrases, write the sentence of which they are a part on the blackboard. The context will help the child to make out the meaning of the phrase and enable him to read it. II. To present the words nest, tree and eggs. Nest. Teacher reads, — a bird's nest. She makes the word nest prominent by emphasizing it with her voice and by pausing before pronouncing the word. What word did you hear last? Find nest for us in this group. (Teacher points to the phrase a bird's nest, in the written list on the blackboard.) Who sees the word nest in another place on the blackboard? Point to it. Nest is on the blackboard in one other place. Who sees it? Point to it. The teacher writes the word nest again on the blackboard and asks, — What is this word? Tree. Present the word tree in the same way as 7iest was presented. Eggs. Teacher reads as she writes four little eggs on the blackboard. She pauses in her reading after the word little for the children to complete the expression. What is this word? The teacher underlines the word eggs as she asks the question. Find the word eggs as many times as you can on the blackboard and point the word out to us. Teacher writes the word eggs on the board in several places for the children to read. III. DriU. Point out, pronounce and erase the word tree as many times as it appears on the blackboard. Point out, pronounce and erase the word nest as many times as it appears on the blackboard; the word eggs. FIRST GRADE 19 READING FROM THE BOOK Lesson I. To inti'oduce the book. The first story in the beginner's book reads: A bird's nest is in the tree. It is a robin's nest. There are four little eggs in it. The eggs are blue. Pupil's part. I. To review. The children, one at a time, read the written expressions. II. To learn to read print. Child reads, — A^bird'snest is in the tree. A child reads, — A bii'd's nest is in the tree. Mary reads,- — It is a robin's nest. Robert reads, — It is a robin's nest. A bird's nest is in the tree. It is a robin's nest. Teacher's part I. To prepare the children for the new story. With the class before her the teacher writes each of the following expressions on the board several times for the children to read: a bird's nest a robin's nest in the tree four little eggs blue eggs If the children have difficulty in reading a phrase, the teacher may write on the blackboard the sentence in the preparatory story of which the phrase is a part. The children wiU be able to make out the expression from its position in the sentence. II. To introduce print. Teacher writes, — A bird's nest is in the tree, and calls on a child to read the sen- tence. The teacher then tells the children that they are going to do something that they have never done before, they ai-e going to learn to read printed stories. She may tell them that they have all seen print. The stories in then- story books at home and in the daily newspaper are printed. The names on the plow, on the binder, on the barn and on the mail box ai'e all printed . Children are then ready to read the sentence, A bird's nest is in the tree, which the teacher prints below the written sentence. The teacher writes, — It is a robin's nest. Read, Mary. Teacher prints, — It is a robin's nest. Read, Robert. The printed form of the remaining sentences is presented in the same way. If the children have difficulty in reading the printed sentence tlirough .silently, they may compare the difficult part with its ^Titten form. The written sentences are next erased leaving only the printed story. The children are told that this is the way the story would appear if it were in a book. Read the sentences that teU something about the nest. 20 STATE MANUAL AND COURSE OP STUDY ("There are four little eggs in it. \ The eggs are blue. III. To read from the book. Study picture . A bird's nest is in the tree. It is a robin's nest. There are four little eggs in it. The eggs are blue. iA bird's nest is in the tree. It is a robin's nest. There are four little eggs in it. The eggs are blue. !A bird's nest is in the tree. It is a robin's nest. There are four little eggs in it. The eggs are blue. Read the sentences that tell something about the eggs. (If necessary, the teacher may re-write the sentence above the printed form to help childi-en make out difficult parts by com- parison.) III. To introduce the book. Pass books. Study picture. Read the first sentence, Mary. The second, Ruth. The third, Helen. The fourth, Robert. Read the first two sentences, Ruth. Read the last two sentences, Robert. (The story as a whole.) Read the entire stpry, Helen. Lesson II. A study lesson with the teacher. Note 1. — This is not the second book lesson in the order of presentation. Lessons following this type may be planned when the children are well started in the reading from the book. Note 2. — Brackets inclose expressions which the teacher writes on the blackboard as she speaks. Answers are always given individually. The Hare and the Tortoise.* "I was never beaten in a race," said a hare. "No one can run as fast as I can." "I will run a race with you," said a tortoise. "That is a good joke," said the hare. "I could dance around you all the way." "Shall we run a race?" said the tortoise. A goal was fixed and the hare was off with a bound. "That tortoise is so slow," said the hare, "I will lie down and take a nap." The tortoise plodded along, but she did not stop. At last she passed the hare and reached the goal. By and by the hare awoke. He jumped up and ran as fast as he could. But when he reached the goal he found the tortoise there before him. — Aesop. Pupil's part I. To become familiar with the new words,— tortoise plodded goal The children describe the appearance of a rabbit. The children imitate the movement of a rabbit. Teacher's part I. ^o lead up to the statement of a problem whose solution requires the reading of the story. To present the new words. Our story this morning is about [The Hare and the Tortoise.] (The teacher reads the title.) How many have seen a hare? How many have seen a rabbit? The animal that is here called a hare, we usually call a rabbit. Tell us how a rabbit looks. Show us how a rabbit moves about. »Froin the Second Reader of the Reading-Literature series. FIRST GRADE 21 The children describe the appearance of a tortoise; they show how a tortoise travels. A child reads, — plodded along. The children read these text sentences from the blackboard : The tortoise plodded along. That tortoise is so slow. The children find, underline and pro- nounce the word. The children read. The children supply the word goal. Who has seen a tortoise? Describe a tortoise. Show us how a tortoise travels. Our story today tells about a race be- tween a hare and a tortoise. Which do you think wins? (Have two children, one representing a hare and the other represent- ing a tortoise run a race.) Would it be possible for the tortoise to win? How? (Continue the conversation long enough to arouse the mental activity of each child but do not permit improbable answers to be given.) Before we read our story to find out which really does win the race, we must learn to pronounce some hard words and to learn their meaning. When a person or thing travels slowly but steadily we say, "They [plod]." (If the children have had sufficient phonic work to make out the word -plod from the phonic units pi and od they are encom-aged to do so. In this case the teacher would halt her voice for the children to supply the word plod.) The tortoise did this — [plodded along] (The teacher pauses after the word this for the children to read the written expression.) What did the tortoise do? [The tortoise plodded along.] Because the tortoise plodded along, the rabbit thought [That tortoise is so slow.] What did the rabbit think? In how many places is plodded written on the blackboard? Underline the word as many times as you find it. Pronounce the words you have underlined. Read the phrases or sentences containing the word plodded. In playing games we sometimes run to a certain base or line. This base or line in some games has a particular name. We use this name in speakmg of our game of prison [goal]. Drill on the following words by writing and quickly erasing them. For quick recognition: plodded reached tortoise jvunped goal beaten For correct and pleasing pronunciation: fast bound passed dance II. To study the lesson. Robert reads the first paragraph of the story. II. To du-ect the study of the lesson. Now we are ready to find which wins the race. (Distribute books.) Open books. (The page has previously been wi-itten on the blackboard.) The story begins with> dialogue between the hare and the tortoise. The hare boasts that no one has ever beaten him in a race. What does he say, Robert? (The teacher pauses long enough be- tween asking the question and caUing the pupil's name for all to read silently. The time for silent study is reduced to a min- imum.) 22 STATE MANUAL AND COURSE OF STUDY Grace reads the second paragraph. Dick reads the next paragraph. Lucy reads the fourth paragraph. Robert reads. Lucy reads. Grace reads. We were going to find out whether the hare or the tortoise won the race. III. To read the story so as to give pleasure. A child reads,— "I was never beaten in a race," said a hare. "Shall we run a race?" said the tortoise. A child reads the conversation aloud. A child reads, — A goal was fixed and the hare was off with a bound. But when he reached the goal he found the tortoise there before him. A child reads the description of the race aloud. Robert reads the entire story. We may learn that although we are slow we may sometimes win the race if we are sure. The tortoise challenges the hare to a race. The next paragraph tells us how he does it. Read the whole paragraph, Grace. What does the hare think of this challenge? The next paragraph tells us. Dick may read. In the next paragraph the tortoise urges the race. Read it, Lucy. (If the reading indicates that the pupils do not appreciate the egotism of the hare and the conceit of the tortoise, draw a parallel incident from a playground scene, then have two children read the dialogue as such omitting explanatory parts.) Read the next two paragraphs to find out what the hare did to win. Read to us, Robert. (If the child's reading fails to express the confidence of the hare have him act the part of the hare and read again.) The next paragraph tells what the tortoise did to win. Read, Lucy. The hare awakes and suspects that he has been beaten. Imagine how he feels! Read the next paragraph to find what he does. Grace may read. What were we going to find out at the beginning of the lesson? How did the tortoise win the race? Tell the story from the beginning. (Reproduction trains the child to carry in mind a developing scheme of thought.) III. To help the pupils to read the story so as to give pleasure. Now we are prepared to read our story through from the beginning without having to stop to study it. The first part of our story describes a conversation between the hare and the tortoise. The last part describes the race between them. Read the first and last sentences of the conversation. Read aU of the conversation silently; aloud. Read the first and the last sentences which describe the race. Read all of the description of the race silently; aloud. Now we want the enthe story read so as to give us pleasure. I would like to hear Robert read the story. What may we learn from the tortoise? FIRST GRADE 23 Phonics Outline of work. Work in phonics should begin when the children feel the need of it, i. e., when they see a resemblance between sounds in different words. This will be about the time reading from the book is begun. At the end of the year children should be aole to recognize and give distinctly all of the consonant sounds and the following general phonograms. a ad, had, lad, mad at, cat, hat, fat am, ham, jam an, tan, pan, fan and, sand, hand, band ed fed, bed, red eU, teU, fell, sell em, hem, gem, them en, ten, pen, hen est, best, nest, rest et, set, met, let i id, did, bid, hid ig, big, dig, fig ill, till, mill, will im, him, dim, rim in, tin, pin, wm ing, sing, ring, king it, hit, mit, sit o op, stop, hop, mop ot, hot, not, cot u ub, rub, hub, tub ug, bug, mug, rug ut, hut, nut, but ay day, may, say ail pail; haU; sail all ball, call, fall eat seat; meat, neat eed feed, seed, need old sold, fold, hold oon moon, noon, soon ook book, look, took ight sight, right, might bl blue, blow, block br bran, brave, brush eh chain, chiU, chase sh shall, shade sp spell, spin, spade st stand, stay, still sw. .' swing, swim, sweep pi play, please, plate cr cry, crawl, crib gr gray, grow, grain gl glad, glass, glow Teach that final e makes the vowel say its own name, as — • ade spade, made, fade ame came, same, game ate rate, hate, late ane cane, lane ide side, hide, ride ile mile, tile, while ine fine, pine, line ite bite, kite ope rope, hope Method of presentation. 24 STATE MANUAL AND COURSE OP STUDY Lesson I. To teach the sound of the initial consonant m. Pupil's part I. To hear the sound of m. The child whose name is called sounds m. The children give, — ^mother, mile, mit, meat, mill. IL To recognize the symbol which repre- sents the sound of m. One child at a time sounds in as directed. A child pronounces the word man and sounds the m. The children, individually, sound m. III. To give the sound of m and to recognize quickly its written symbol. The child called on follows the direc- tions. Teacher's part I. To train the ear. The teacher pronounces the following words slowly and distinctly so as to attract the attention to the initial consonant m: m an; m ake; m at. What sound did you first hear in all of these words? Give other words that begin in the same way. II. To train the eye. At the children's dictation, the teacher writes the following words on the black- board, — mother, make, man, mile, mit, meat, etc. The teacher, then, pronounces the word mother, prolonging the sound of m and underlining its written form. She next points to the m and sounds it. The children are then directed to give the sound. The word make is then treated in the same way as was the word mother. You see that these words which sound ahke at the beginning look alike at the beginning when written on the blackboard. Underline the form in the word man that looks the same as ?n (the teacher sounds the letter) in mother. Pronounce the word. Give the sound first heard when you pro- nounced the word man. The remaining words on the blackboard are treated in a similar manner. This letter (wi'iting m on the blackboard) always says m. (The teacher sounds the letter.) What does it say? III. To train the voice and to provide drill for the quick recognition of the letter m. Find and sound m as many times as it appears on the blackboard. As the work progresses the several consonants may be reviewed by writing them on the blackboard for the children to pronounce, and quickly erasing them. Review may also be conducted by means of perception cards. FIRST GRADE 25 Lesson II. To teach the ai family. Pupil's part I. To hear similar sounds in words. The children give the words, — bat, sat, fat, mat, etc. The child called on answers: part. At (Sounding the phonogram.) The last II. To associate the sound of the phonogram with its written symbol. The children underline at in the several words. The children, one at a time, pronounce the underlined parts. III. To build words containing the phono- gram al. The children in tm-n sound the elements and pronounce the words as directed. IV. To drill. The children pronounce the words as exposed. Teacher's part I. To teach the children to hear similar sounds and words. The teacher pronounces the words, — cat, hat, rat. She calls on the children to give other words that rhyme with the word cat. The teacher pronounces several words as, — sat, hat, mat with exaggerated clear- ness. Which part of these words sound the same? Sound the last part. II. To teach the children to associate the sound of the phonogram with its written symbol. The teacher wTites the words belonging to the at family (without naming it) on the blackboard. To help the children dis- tinguish the parts that sound the same (the phonograms) she pronounces the words one after the other, covering the phonogram while she sounds the initial consonant and by covering the initial consonant while she sounds the phonogram. For example, in the word cat she covers at while sounding c; she covers c while pronouncing at. The teacher calls on the children to underline the parts that sound aUke; to pronounce these parts. The parts that sound the same look the same. We know, then, that when we see this (writing at on the board) that it says at (pronouncing it). Words containing this syllable (drawing a circle around at) we say belong to the at family. III. To build the at family. Let us find how many words are in this at family. The teacher writes the following chart on the board for children to sound the consonant, the phonogram, — then to pro- nounce the word: f fat m mat h r etc. at hat rat etc. IV. To drill The teacher drills on the quick recogni- tion of the at family from perception cards. 26 STATE MANUAL AND COURSE OF STUDY Spelling Phonic spelling and visualization. Phonic spelling. Spell by sound words which are made up of an initial consonant and a general phonogiam. Visualization. Visualize the words in the phonic spelling list and the simplest and most commonly used words in the reading lessons. The steps in an exercise in visualization are: 1. The teacher writes the word on the blackboard. 2. The teacher calls attention to its form and erases the word. 3. The children reproduce the word on the blackboard or on paper. Oral spelling. Note. — The names of the letters have been learned in the writing lesson.s. By the end of the first half year the child knows the name and the form of all the letters, small or capital, script or print. Spell phonograms that are words in themselves, as — at, in, am, etc. Spell words built on these phonograms then on the remaining general phonograms given in the phonics list. Spell the simplest and the most commonly used words in the reading lesson. The steps in an oral spelling lesson are: 1. The teacher writes the word on the blackboard. 2. A child pronounces the word. 3. The child spells the word as the teacher points to the letters. 4. The child visualizes the word and spells it orally without lookmg at the word. SUGGESTIONS If a series of readers with a method peculiar to them is in use in the school, that method can doubtless be followed with the greatest success. If such a series is not in use, a method which combines the best features of the sentence, word and phonetic methods as given in the preceding outlines is recommended. If the children are to learn real reading, that is if they are to learn to interpret and enjoy what books contain, they should have from the very first plenty of material that is worth while. Much of such interesting material will grovv out of the regular work of the school. In addition to such material, several of the best recently pubhshed primers and first readers contain collections of Mother Goose rhymes and cumulative tales. The district authorities should be induced to furnish a sufficient number of several of these primers and first readers to go around the beginning class. Children learn to read by reading. They cannot learn to read simply by learning to pronounce words. Books which are used in the class should not be kept by the children at their seats. For the children to study without direction at this time initiates and promotes the growth of bad reading habits. It is desirable, however, that the children have free access to the extra sets of readers for the mere pleasure of reading. Rarely, if ever, after the blackboard lessons are finished should the teacher read for imitation. If the reading is unsatisfactory, the teacher may say, " Now it is my turn to read." In this way she may arouse in the children the feeling expressed by the selection and inspire them with a desire to read well. Later in review, the children may read the same part, but never immediately following the teacher's reading. The children should be kept attentive and interested tliroughout the recitation period. If the attention lags, the teacher should seek the cause. Inattention may be due to holding the class at work on one thing for too long a time, to impure or overheated air, to lack of animation in presenting words or phrases, or in doing other preparatory work. Writing The first half of the year should be devoted to blackboard wi'iting. The aim is to learn the letter forms. However, the child should write with freedom and a fair degree of speed. The chalk is held in a horizontal position, the first three fingers on top and thumb below, the pupil standing du-ectly in front of the board and facing it; the left hand holding the eraser and placed behind the back. Guide fines hinder freedom, so they should seldom be used. The exercises and writing should be quite large — four or five inches in height — and in front of the face, the child stepping along as he writes. We must eliminate cramped and jerky motions, and in order to do this, freedom and rhythm are necessary. The manner of counting for rhythm is immaterial so long as it is regular. To determine the count for an exercise or letter, the teacher should write it with freedom and note the impulses required. As a general rule, count for down strokes, but FIRST GRADE 27 sometimes it is better to count for both up and down strokes, especially in the lower grades. The exercises and writing should have a uniform slant to the right. The letters and words used in reading are, as a rule, the best for practice in this grade. When seat writing is taken up, use a large beginner's pencil and unruled paper. The letters from one to two inches high are more easily formed, then as the forms become fixed in mind they may be decreased gradually. The teacher should write the exercises and letters on the board or paper, before the pupils, the same size and rhythm as she expects them to write. If any of the pupils do not get the form and rhythm readily, the teacher must take hold of the child's hand and guide it. The whole arm movement wiU be found more practicable in this grade; however, if any of the pupils can write with the muscular movement, so much the better. All ivriling in the grade must he done under the eye of the teacher — do not give writing as "busy work." Language (See Introduction and Appendix.) The purpose of the work in the primary grades is two-fold, — the acquiring of ideas and the acquiring of words. Introductory to the work of developing the power of ex- pression, is that of putting the child in possession of the right kind of ideas and knowledge to express. The first factor is selection. The materials should be such as will inspire and make the highest appeal to the imagination and emotions and must be gathered from the very choicest of the best works of all time, in literature, history, art and nature. A large portion of the language development in primary grades must be accomplished through story-telling. The stories selected should be masterpieces of English. They should enlarge the imaginative powers and increase the vocabulary. Pupils should be required to retell a story told by the teacher and it should be repeated frequently. Do not allow pupils to select their own stories. The stories should include fairy-tales, folk-lore, nature stories, biographies, and the best stories of literature. Work for clear articulation, distinct enunciation, and correct pronunciation. Aim to have the children acquire well-modulated, pleasing voices. Cultivated voices are quite as important as correct language. A very important feature of the work is the dramatizing of stories and the memorizing of poems, and should be carefully planned and executed. There is no other way by which a full, pure vocabulary can be acquired as satisfactorily as in the memorizing of poems. Natiu-e furnishes unlimited resources for language work. Pupils should learn to see things; to recognize the flowers, trees and weeds; to know the growing things of their environment, the habits, growth and use. Study the bhds and then- habits. This and other similar work will furnish the child with interesting ideas to express. The verb forms used by the childi-en may be acted out, as lie, fly, drink, throw and the use of the correct forms of each made habitual. The names of persons, places, streets, points of the compass, may be familiarized and used. The teacher should frame her questions so that answers may be given in complete sentences. SUGGESTED STORIES Aesop's Fables. The Rabbit's Walk. Indian Child-Life. Three Bears. Happy Heart Family. The Bundle of Sticks. The Snow Baby. The Lamp and the Sun. A Visit to Dreamland. The Wind and the Moon. Nursery Tales. Hiawatha Stories. The Little Red Hen. Pippa. POEMS TO BE MEMORIZED Summer is Coming Summer is nigh. How do I loiow? Why, this very day A robin sat on a tilting spray. And merrily sang a song of May. 28 STATE MANUAL AND COURSE OP STUDY Jack Frost has fled From the ripphng brook, And a trout peeped out • From his shady nook. A butterfly, too. Flew lazily by, And the willow catkins Shook from on high Their yellow dust, As I passed by; And so I know That summer is nigh. In the Heart of a Seed K. L. Brown In the heart of a seed Buried deep, so deep, A dear little plant Lay fast asLeep. "Wake!" said the sunshine, "And creep to the light." "Wake!" said the voice Of the raindrops bright. The little plant heard And it rose to see What the wonderful Outside world might be. Whole Duty of Children Robert Louis Slevenson A child should always say what's true And speak when he is spoken to. And behave mannerly at table; At least as far as he is able. The Swing Robert Louis Stevenson How do you like to go up in a swing. Up in the air so blue? Oh, I do think it the pleasantest thing Ever a child can do! Up in the air and over the wall, Till I can see so wide, Rivers and trees and cattle and all Over the countryside — Till I look down on the garden green Down on the roof so brown — Up in the air I go flying again, Up in the air and down! FIRST GRADE 29 Stars and Daisies Frank Dempster Sherman At evening when I go to bed I see the stars shine overhead; They are the little daisies white, That dot the meadow of the Night. And often while I'm dreaming so, Across the sky the Moon Nvill go; She is a lady, sweet and fair, Who comes to gather daisies there. For, when at morning I arise, There's not a star left in the skies" She's picked them all and dropped them down Into the meadows of the town. The Rock-A-By Lady Eugene Field The Rock-a-By Lady from Hushaby Street Comes stealing; comes creeping; And the poppies they hang from her head to her feet, And each hath a dream that is tiny and fleet^ She bringeth her poppies to you, my sweet, When she findeth you sleeping! There is one little dream of a beautiful drum — ' Rub-a-dub ! ' it goeth ; There is one little dream of a big sugar-plum, And lo! thick and fast the other dreams come Of pop-guns that bang, and tin tops that hum, And a trumpet that bloweth! And dollies peep out of those wee little dreams With laughter and singing; And boats go a-floating on silvery streams, _ And the stars peek-a-boo with theh own misty gleams. And up, up, and up, where the Mother Moon beams. The fairies go winging! Would you dream all these dreams that are tiny and fleet? They'll come to you sleeping; So shut the two eyes that are weary, my sweet, For the Rock-a-By Lady from Hushaby Street, With poppies that hang from her head to her feet, Comes stealing; comes creeping. Bed in Simuner Robert Louis Stevenson In winter I get up at night And dress by yellow-candle light. In sximmer, quite the other way, I have to go to bed by day. I have to go to bed and see The birds still hopping on the tree. Or hear the grown-up people's feet Still going past me in the street. 30 STATE MANUAL AND COURSE OF STUDY And does it not seem hard to you, When all the sky is clear and blue, ^ And I should like so much to play, To have to go to bed by day? My Shadow Robert Louis Stevenson I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see. He is very, very like me from the heels up to the head; And I see him jump before me when I jump into my bed. The funniest thing about him is the way he likes to grow — Not at all like proper children, which is always very slow; For he sometimes shoots up taller like an india-rubber ball. And he sometimes gets so little that there's none of him at all. He hasn't got a notion of how children ought to play, And can only make a fool of me in every sort of way. He stays so close beside me, he's a coward, you can see; I'd think shame to stick to nursie as that shadow sticks to me! One morning, very eai'ly, before the sun was up, I rose and found the shining dew on every buttercup; But my lazy little shadow, like an arrant sleepy-head. Had stayed at home behind me and was fast asleep in bed. The Glad New Year Dinah M. Mulock Who comes dancing over the snow, His soft little feet all bare and rosy? Open the door, though the wild winds blow. Take the child in and make him cosy. Take him in and hold him dear, He is the wonderful glad New Year. Little Boy Blue Eugene Field The httle toy dog is covered with dust, But stm-dy and staunch he stands; And the little toy soldier is red with rust, And his musket moulds in his hands. Time was when the little toy dog was new, And the soldier was passing fair; And that was the time when our Little Boy Blue Kissed them and put them there. 'Now, don't you go till I come,' he said, 'And don't you make any noise!' So toddling off to his trundle-bed, He dreamt of the pretty toys; ' And, as he was dreaming, an angel song Awakened our Little Boy Blue^ Oh! the years are many, the years are long, But the little toy friends are true! FIRST GRADE 31 Ay, faithful to Little Boy Blue they stand, Each in the same old place — Awaiting the touch of a Uttle hand, The smile of a httle face; And they wonder, as waiting the long years through In the dust of that Uttle chair, What has become of our Little Boy Blue, Since he kissed them and put them there. Child's Thought of a Star Jane Taylor Twinkle, twinkle, Uttle star; How I wonder what you are! LTp above the world so high. Like a diamond in the sky! When the blazing sun is set, And the grass with dew is wet. Then you show your little Ught, Twinkle, twinkle, all the night. In the dark blue sky j-ou keep. And often thi-ough my curtains peep; For you never shut yoiu- eye Till the sun is in the sky. Then if I were in the dark, I would thank you for your spark; I could not see which way to go. If you did not twinkle so. Where Go the Boats? Robert Louis Slevetison Dark brown is the river. Golden is the sand. It flows along forever, With trees on either hand. Green leaves a-floating, Castles of the foam, Boats of mine a-boating — Where wiU aU come home? On goes the river And out past the miU, Away down the valley. Away down the hill. Away down the river, A hundred miles or more. Other little children Shall bring my boats ashore. 32 STATE MANUAL AND COURSE OF STUDY The Wind Christina Rosetli Who has seen the wind? i Neither I nor you; But when the leaves hang trembling, The wind is passing through. Who has seen the wind? Neither you nor I; But when the trees bow down their heads, The wind is passing by. The Man in the Moon Old Rhyme, Anonymous The Man in the Moon as he sails the sky Is a very remarkable skipper, But he made a mistake When he tried to take A drink of millc from the Dipper. He dipped right into the Milky Way And slowly and carefully filled it. The Big Bear growled And the Little Bear howled. And scared him so that he spilled it. The Stars May Moore Jackson Do you know what the Uttle stars do at night? They play on a deep blue hill. Mother Moon watches to keep them in sight, For they're never, never still. Do you know what the little stars do at dawn? They sink in a sun-kissed sea. And there they sleep till the day is gone, As still as still can be. The above may be supplemented by poems printed in previous editions of the Course of Study and by such poems as, To Mother Fairie, Alice Gary; Obedience, Phoebe Gary; Little DandeUon, Helen Bostwick; Selections from Hiawatha, Longfellow; Dutch Lullaby, Eugene Field; Mother Goose Rhymes; Autumn Fires, Robert Louis Stevenson. *Sense Training Leading to Arithmetic and Language (See Appendix.) In the first grade the exercises are chiefly counting, making comparisons, and visualizing of simple combinations. Ghildren should be able to count to one hundred. The work is largely objective to create interest, and many illustrative devices are used for com- parisons such as sets of blocks, cards, etc. This is the child's natural method of satisfying the needs of his developing mind. Teaching will be successful when it meets these needs. The teacher who knows the child knows that attention is a condition of thinking and interest a condition of attention. The fundamental thing in the teaching of arithmetic is to induce judgments of relative magnitudes. The presentation regards the fact that it is the relation of things that makes them what they are mathematically. The products of the senses, especially those of *By permission of Ginn & Co., publishers, some material for the first and third grades has been taken from Speer's Arithmetics. FIRST GRADE 33 rfight, hearing and touch, form the basis of all the higher thought processes. Since mathe- matics deals with definite relations of magnitudes it suggests the need of creating definite ideas, and forbids presenting things as isolated, independent or absolute in themselves. If relations are to come into consciousness, the comparing which brings them there must take place. It is the definite relations of magnitudes established by means of solids, surfaces and lines, that enable us to conceive or interpret the relations of quantities which cannot be brought within the range of perception. The ratios which we actually see are few but out of these grows the science of mathematics. Give appropriate exercises in the following: (a) Sense training: sight, touch, hearing. (b) Visualizing of forms, relative positions, colors, pictures, etc. (c) Handwork in cutting, drawing, building of forms with blocks and tablets, shaping of forms with plastic materials, etc. (d) Ratio work in magnitudes with solids, tablets, drawings, etc. (e) Apphcations of this work with the simplest measures of length, volume and value; foot, yard; pint, quart, gallon; cent, nickel, dime; etc. (f) Simple problems based on ratios of quantities. (g) Visuahzing of simple combinations. (a) Sense training: It is one of the first duties of the schools to test the senses and to devise means for their development. Sight training: Pupils find solids, surfaces, colors, etc. Compare with one another and with familiar objects in the room and at home. Show pupils the base of a cup, a cyhnder or a cone, and tell them that it is a circle. Conduct the exercises so that the doing will call forth variety of oral expression in telhng what is done. 1. Find circles. 2. Find circles that are larger than others. Find circles that are smaller. 3. Find the largest circle in the room. 4. Find one of the smallest. 6. Find circles in going to and from school and at home, and tell where you saw them. Finding forms of the same general shape as those taken as types is of the highest importance. Unless this is done pupils are not learning to pass from the particular to the general. They are not taught to see many things through the one, and the impression they gain is that the particular forms observed are the only forms of this kind. Unless that which the pupil observes aids him in interpreting some- thing else it is of no value to him. Teaching is leading pupils to discover the unity of things. Touch training: Pupils handle solids. 1. Find one of the largest sm'faces of each soUd. Example: This is one of the largest surfaces of tliis soUd. 2. Find one of the smallest surfaces. 3. Find surfaces that are larger than other surfaces. Example: This surface is larger than that one. 4. Find siu-faces that are smaller than other surfaces. 5. Compare the sizes of other surfaces in the room. 6. Find the largest surface or one of the largest surfaces in the room. 7. Close the eyes, handle solids and find largest and smallest surfaces. 8. Cover the eyes, handle and tell names of blocks and of other objects. These exercises for mental training are only suggestive of many others which teachers should devise. Be sure the exercises are suited to the learners' minds, and to their physical condition. Ear training: Have pupils listen and tell what they hear. Have pupils note sounds when various objects are struck. Pupils close eyes. Teacher strikes one of the objects. Pupils tell which was struck. Teacher strikes two or more objects. Pupils tell by sound the order in which they were struck. Train pupils to recognize one another by their voices and by sounds made in walk- ing. 5 34 STATE MANUAL AND COURSE OP STUDY Pupils close eyes and listen. Drop a ball or marble two feet, then three. Pupils tell which time it fell the farther. (b) VisuaUzing: Place on the table three objects. For example: a box, a book and an ink bottle. 1. What can you tell about the box? About the book? About the ink bottle? Which is the heaviest? Which is the lightest? Which is the largest? 2. Look at the three objects carefully, one after another. 3. Close yoiu- eyes and picture one after another. Cover the objects. 4. Think the objects from right to left. From left to right. 5. Name the objects from right to left. From left to right. 6. Which is the third from the right? The second from the left? When the position of every object in the group can easily be given from memory, place another object at the left or right. When a row of five is pictured and readily named in any order, begin with another group of five. Each day review the groups learned so as to keep them vividly in the mind. Questions or directions similar to the following will test whether the groups are distinctly seen. Picture each group from the right, name objects in each from the right. In the third group what is the second object from the left. What is the middle object in each group? What is the largest object in each group? When four or five groups can be distinctly imaged thi.s exercise might give place to .some other. (c) Handwork: 1. Cut a slip of paper. Cut another a Uttle longer. Another a Httle shorter. Measure. Practice. 2. Cut a square. Cut another a little larger. Another a little smaller. Measiu-e. Practice. 3. Cut a shp of paper. Try to cut another equal in length. Look at them. Which is the longer? Place them together and see if they are equal. Practice cutting and comparing. Give each pupil paper and an oblong rectangle. 4. Cut a rectangle as large as, or equal to, the rectangle I have given you. What are you to cut? Is the rectangle you cut as long as the rectangle I gave you? Is it as wide? Does the one you cut exactly cover the one I gave you? Are the two rectangles equal? Practice trying to cut a rectangle exactly the same size as, or equal to, the one I gave you. Use square, triangle, oblong, etc., in a similar way and then lead up to definite dimensions. Give pupils a number of inch cubes. 1. Build a prism equal to this one. (Show prism only for an instant.) 2. Build a prism equal to this one. 3. Build a cube equal to this one. Give other similar exercises from day to day. (d) Ratios: Show the pupils blocks three times as large as other blocks. Compare. 1. Draw a line. Separate it into three equal parts. Measure. Is one of the parts shorter than one of the others? 2. Draw Unes of different lengths and practice trying to divide them into three equal parts. 3. Draw rectangles of different sizes and practice trying to separate them into three equal parts. 4. Show me where lines should be drawn to separate the blackboard into three equal parts. Move your hands over each of the three equal parts of the blackboard. FIRST GRADE 35 Select different solids. 5. Show me where each should be cut to separate it into tliree equal parts. 6. Find a solid that can be made into three parts, each as large as this solid. Give each pupil a piece of paper on which there is drawn a line equal to A. 1. Draw a line equal to A. 2. Draw a hne two times as long as A. 3. Draw a line three times as long as A. 4. Name the lines, A, B, C. 5. B is how many times as long as A? 6. C is how many times as long as A? 7. Show me | of B. C is how many times as long as h of B? 8. Show me ^ of B. Draw a Une three times as long as ^ of B. 9. Draw a line equal to the sum of A and B. The sum of A and B equals what line? This line of thought should be carried on by means of different presentations until the ratios are instantly recognized. Give each pupil a square inch and an oblong 2 In. by 1 in. and another 3 in. by 1 in. 1 . What is the length of the square rectangle? How long is the largest rectangle? What is the length of the other rectangle? 2. Show me the rectangle 2 in. by 1 in. The rectangle 3 in. by 1 in. Point to each rectangle and describe it. Ex. This is a square rectangle one inch long. 3. Call the largest rectangle B, the smallest O, and the other N. Show me O. Show me B. Show me N. 4. N is as large as how many O's? What part of N equals O? N equals how many times O? O equals what part of N? 5. B is as large as how many O's? B equals how many times O? Show me I of N. B is how many times as large as | of N? 6. If we call O ^ what is N? What is B? 7. Cut rectangles equal to O, N and B. 8. Place O and N together and make one rectangle of the two. How long is the rectangle you have made? How wide is it? It is as large as what rectangle? It equals what rectangle? The teacher can accomplish much along this line by systematic questioning, with the objects before the child. Use different magnitudes and change their arrangements very often. (e) AppUcations: Relations of quart and pint: Show pupils the pint and quart measures. Have them find by measm'ing the number of pints equal to a quart. 1. After measuring, teU all you can about the quart and pint. This free work is far more valuable than that induced by questioning. Too much questioning interferes with the natural action of the mind in relating and unifying. 2. What is sold by the pint and by the quart? 3. A quart is how many times as large as a pint? 4. What part of a quart is as large, or as much as, a pint? 5. A quart is how much more than a pint? 6. A pint is how much less than a quart? 7. A quart and a pint equal how many pints? 36 STATE MANUAL AND COURSE OF STUDY 8. Show me'l^ quarts. What have you shown me? 9. I5 quarts equal how many pints? , 10. If we call a pint 1, what should we call a quart? Why? 11. If we call a quart 2, what should we call the sum of a quart and a pint? 12. If a quart is 1, what is a pint? Fill the quart and pint measures with water and let each pupil lift the two measures. 1 . Which is the heavier, the quart of water or the pint? 2. The quart of water is how many times as much as the pint? 3. What part of the quart weighs as much as the pint? 4. The weight of a pint equals what part of the weight of a quart? 5. The weight of a quart equals the weight of how many pints? 6. A pint of water weighs a pound. How much does a quart of water weigh? 7. What part of a quart of water weighs a pound? 8. The sum of a quart and a pint of water weighs how many pounds? 9. Compare the weight of different soUds with the weight of a pint of water. 10. If a pint of milk costs three cents, what should a quart cost? 11. In a quart there are how many pints? In three quarts there are how many 2-pints? 12. How much milk should be put into a quart measure to make it half full? In the same manner deal with other measures. (f) Simple problems based on ratios of quantities: 1. A boat sails 4 miles in § hour; how far does it sail in 1 hour? 2. Mr. R. receives 6 cents for 2 pints of milk; how much ought he to receive for a quart? 3. If you take a quart of milk out of a gallon of milk, what part of a gallon remains? 4. Two dimes equal how many nickels? 5. The candy that can be bought for a nickel equals what part of the candy that can be bought for 2 dimes? Each teacher will need to determine for herself the amount to present to her class. SECOND GRADE Reading — Basal reader and supplementary Writing — See Appendix. readers. Language — Oral. Spelling. Arithmetic— Oral. Textbook — Reader Reading Ptu'pose. — To develop the reading habits which have been initiated in the first grade. Principles of Habit Formation. 1. To recognize words, when possible, from the thought or the construction of the sentence rather than by detailed attention to letters or syllables. 2. To take in what is on the page by large groups of words, or phrases, rather than by small groups or individual words. 3. To keep in mind the whole plot of the story up to the point reached and to reahze the dramatic situation at every step. Material: For reading in the class. — First readers for review; basal second reader and supplementary readers. These books should not be taken by the children to their seats. For reading at the seat.- — The best textbooks, excluding those used in the class. Suggestions as to Method. Studying the lesson.- — Present new or difficult parts from the blackboard. Familiarize the children with the pronunciation of ancient or foreign names, when they occur in a story, before they see the written form. Individual words, in so far as they need special attention, should be studied from their location in the story. Arouse the interest by studying the picture, if one is to be found at the head of the lesson, or by stating the subject so as to awaken a desire to read the story. Silent reading should always precede oral reading. Oral reading. — Oral reading may follow the silent reading or come at a later recitation. Phonics Material: 1. Review of first grade phonics. 2. Long and short sounds of vowels. 3. The separation of words into syllables. 4. The following word famiUes: ace lace, race, face age cage, page, rage ain pain, rain, lain ang bang, rang, sang atch catch, match, hatch ead lead, read, bead eep peep, deep, keep eet beet, feet, meet ent tent, sent, rent ight might, fight, right ish dish, fish, wish ind bind, find, kind oad load, road, toad oon soon, moon, coon ook look, book, took 38 STATE MANUAL AND COURSE OP STUDY ow cow, how, bow oy boy, joy, toy uck duck, tuck, luck • ust must, rust, dust Spelling Material: Familiar words in the reading and the language lessons which will be most frequently used in the written work of the succeeding grades. Names of the days of the week, the months of the year, the names of the seasons and the names of special hoUdays. Words having the same ending as- playful, restful clearly, wisely fearless, harmless childish, bluish motion, notion Suggestions as to Method. The steps in a second grade spelhng lesson are: 1. Create a need for the word. Make siu*e that the child associates the word with the idea which it represents. 2. Write word on the board. 3. The children, individually, pronounce the word. 4. Children use the word in sentences of their own construction. 5. The children visuahze the word. To help the children do this, the teacher calls attention to the word famiUes, catch letters, capital letters, etc. 6. Spell the word orally. 7. Write the word. 8. Write sentences from dictation twice a week. These sentences should contain both the old and the new words. Writing The pencil requires less care and skill to handle, therefore freedom will be encouraged by not using the pen in this grade. The pencil should be large, soft and long. If ruled paper is used, it should be ruled about f inch wide. For children who arc lacking in freedom and form, the blackboard must be used frequently. Muscular movement may be taken up in this grade. The following method must be used for all beginners, regardless of grade: First Movemenl: Pencil on desk in groove, point to right. Assume correct position, hand open, pahn down and about half inch from paper, arm resting on muscle of forearm. Now practice the push and pull exercise, arm moving in and out of the sleeve. Slowly at first and gradually increasing in rhythm until the entire class is moving in unison. Second Movement: Same position except that the fingers are bent and in the same posi- tion as when holding the pencil. Now with the hand resting on the runnei-s (third and foiu-th fingers) practice on push and pull, and direct oval. Third Movement: Take pencil or pen, point up. See that the pencil is touching hghtly on the paper, the hand resting on the runners, and the arm on the muscle. The arm must move in and out of the sleeve. Practice same drills as in second movement. Fourth Movement: Pencil or pen point resting lightly on the paper in correct position. If pen is used, take ink. Now practice on the same simple drills. If a pupil uses finger movement, he should go back to the first three movements, for he is not ready for the fourth. Don't be in a hurry to take up this last movement. The first three must be practiced until they are made automatically. The writing outline given in the Appendix may be followed quite closely, omitting the more difficult drills the first time over. Read instructions to first grade for counting for rhythm. Also read carefully " Writing, General Information" in Appendix. All writing in this grade should be under the direct supervision of the teacher. SECOND GRADE 39 Language (See Introduction and Appendix.) Purpose. — Same as first grade. Continue the work of the first grade. The nature study should include the observation and study of inanimate things. Collect and classify products of local industries, and use for subjects of conversations and oral compositions. Practically no written language work should be required of pupils, but each week a certain amount of this work, as copying, dictation, etc., should be given. This work should develop the use of punctuation marks, quotation marks, capitals, abbreviations, dates, the possessive forms of nouns and pronouns. The drill on irregular verbs should be carried on tliroughout the grades. Let rapidity, interest and brightness characterize the drill. The vocabulary should be increased to include words of synonymous meaning and terms of opposite meaning. Have sentence drills in the use of both of these. These drills should lead pupils to discriminate in their choice of words. Visuahze many simple objects rapidly and describe, as a jrin, a pencil, a piece of chalk, a box, etc. The value of the work in description consists in using words specially applicable to the object described. In the descri})tion of an apple, for instance, the words, round, sphere, pulp, skin, core, juice, are brought out and definite concepts as to form and size developed. In the description of a pencil, the words, slender, cyliridrical, graphite, become part of the child's vocabulary, and new concepts and comparisons as to form, size and color are formed. In the description of a shoe, sole, last, tongue, upper, lining, are brought to the observation. A poem should be taught line by line, thought by thought. Much time and attention should be given to the development of tones and the pitch of the voice, that the musical effect may be obtained. The expression should reveal the meaning and the spirit and the power of the poem. SUGGESTED STORIES Fairy Tales, Hans Andersen. Fifty Famous Stories, James Baldwin. Boy Blue and His Friends, Blaisdell and Blaill. In the Days of Giants, Abbie F. Brown. How to Tell Stories to Children, Sarah Cone Bryant. Twilight Stories, Elizabeth Foulkc. Just So Stories, Kipling. Fairy Stories, Andrew Lang. Children of the Arctic, Josephine Peary. American History Stories, Mara L. Pratt. In the Green Forest, Howard Pyle. POEMS TO BE MEMORIZED The Brown Thrush There's a merry brown thrush sitting up in the tree. "He's singing to me! He's singing to me!" And what does he say, little gu'l, httle boy? "Oh, the world's running over with joy! Don't you hear? Don't you see? Hush! Look! In my tree I'm as happy as happy can be!" And the brown thrush keeps singing, "A nest do you see, And five eggs, hid by me in the juniper tree? Don't meddle! don't touch! Uttle gii-1, little boy, Or the world will lose some of its joy! Now I'm glad! now I'm free! And I always shall be, If you never bring sorrow to me." 40 STATE MANUAL AND COURSE OF STUDY So the merry brown thrush sings away in the tree, To you and to me, to you and to me; And he sings all the day, Uttle girl, Uttle boy, "Oh, the world's running over with joy! But long it won't be, Don't you know? Don't you see? Unless we're as good as can be?" Help One Another G. F Hunting "Help one another," the snowflakes said. As they huddled down in their fleecy bed; "One of us here would not be felt, One of us here would quickly melt; But I'll help you, and you help me, And then, what a big white drift we'll see." "Help one another," the maple spray Said to his fellow leaves one day; "The sun would wither me here alone. Long enough ere the day is gone; But I'll help you, and you help me, And then, what a splendid shade there'll be." "Help one another," the dewdrop cried. Seeing another drop close to its side; "The warm south breeze would dry me away, And I should be gone ere noon today; But I'll help you, and you help me, And we'll make a brook run to the sea." "Help one another," a grain of sand Said to another grain just at hand; " The wind may carry me over the sea. And then, O! what will become of me? But come, my brother, give me your hand. We'll build a mountain and there we'll stand." And so the snowflakes grew to drifts. The grains of sand to mountains; The leaves became a pleasant shade, The dewdrops fed the fountains. How the Leaves Came Down Susan Coolidge "I'll tell you how the leaves came down," The great Tree to his children said: "You're getting sleepy, Yellow and Brown, "Yes, very sleepy, little Red, It is quite time to go to bed." "Ah," begged each silly, pouting leaf, "Let us a little longer stay; Dear Father Tree, behold our grief, 'Tis such a very pleasant day, We do not want to go away." So, for just one more merry day To the great Tree the leaflets clung, FroHcked and danced, and had their way. Upon the autumn breezes swung. Whispering all their sports among— SECOND GRADE 41 "Perhaps the great Tree will forget, And let us stay until the spring, If we all beg, and coax, and fret." But the great Tree did no such thing; He smiled to hear their whispering. "Come children, all to bed," he cried; And ere the leaves could urge their prayer, He shook his head, and far and wide. Fluttering and rustling everywhere, Down sped the leaflets through the air. I saw them; on the ground they lay. Golden and red, a huddled swarm, Waiting till one from far away. White bed clothes heaped upon her arm. Should come to wtap them safe and warm. The great bare Tree looked down and smiled. "Good-night, dear Uttle leaves," he said. And from below each sleepy child RepUed, "Good-night," and murmured, "It is so nice to go to bed!" The Night Wind Eugene Field Have you ever heard the wind go "Yooooo?" 'Tis a pitiful sound to hear! It seems to chill you tlu-ough and tlu-ough With a strange and speechless fear. 'Tis the voice of the night that broods outside When folks should be asleep. And many and many's the time I've cried To the darkness brooding far and wide Over the land and the deep : "Whom do you want, O lonely night, That you wail the long hours tlu-ough?" And the night would say in its ghostly way: "Yoooooooo! Yoooooooo! Yoooooooo!" My mother told me long ago (When I was a Uttle tad) That when the night went waiUng so. Somebody had been bad; And then, when I was snug in bed. Whither I had been sent. With the blankets puUed up round my head, I'd think of what my mother'd said, And wonder what boy she meant! And "Who's been bad to-day?" I'd ask Of the wind that hoarsely blew, And the wind would say in its meaningful way : "Yoooooooo! Yoooooooo ! Yoooooooo!" 42 STATE MANUAL AND COURSE OF STUDY That this was true I must allow — ■ You'll not believe it, though! Yes, though I'm quite a model now, I was not always so. And if you doubt what things I say, Suppose you make the test; Suppose, when you've been bad some day And up to bed are sent away From mother and the rest — Suppose you ask, "Who has been bad?" And then you'll hear what's true; For the wind will moan in its ruefullest tone: "Yoooooooo! Yoooooooo! Yoooooooo!" Thanksgiving Day Lydia Maria Child Over the river and through the wood, To grandfather's house we go; The horse knows the way To carry the sleigh Through the white and drifted snow. Over the river and through the wood — Oh, how the wind does blow! It stings the toes And bites the nose. As over the ground we go. Over the river and through the wood, To have a first-rate play; Hear the bells ring, ' ' Ting-a-hng-ding 1 ' ' Hurrah for Thanksgiving Day! Over the river and tlu-ough the wood. Trot fast my dapple-gi'ay ! Spring over the ground Like a hunting hound! For this is Thanksgiving Day. Over the river and tlirough the wood. And straight through the barnyard gate. We seem to go Extremely slow — It is so hard to wait! Over the river and throvigh the wood — Now grandmother's cap I spy! Hm-rah for the fun! Is the pudding done? Hurrah for the pumpkin pie! T Love You, Mother Joy Allison "I love you, mother," said little John; Then, forgetting work, his cap went on. And he was off to the garden swing, Leaving his mother the wood to bring SECOND GRADE ' 43 "I love you, mother," said rosy Nell, "I love you better than tongue can tell." Then she teased and pouted full half the day. Till her mother rejoiced when she went to play. "I love you, mother," said Uttle Fan, "Today I'll help you all I can; How glad I am that school doesn't keep!" So she rocked the baby till it fell asleep. Then stepping softly, she took the broom, And swept the floor and dusted the room; Busy and happy all day was she. Helpful and cheerful as child could be. "I love you, mother," again they said — Three httle children going to bed; How do you think that mother guessed Which of them really loved her best? Lady Moon Lord Houghton Lady Moon, Lady Moon, where are you roving? "Over the sea." Lady Moon, Lady Moon, whom are you loving? "All that love me." Are you not tired with roUing, and never Resting to sleep? Why look so pale and so sad, as forever Wishing to weep? "Ask me not this, Uttle child, if you love me; You are too bold; I must obey my dear Father above me. And do as I'm told." Lady Moon, Lady Moon, where are you roving? "Over the sea." Lady Moon, Lady Moon, whom are you loving? "AU that love me." Nearly Ready Mary Mapes Dodge In the snowing and the blowing. In the cruel sleet. Little flowers begin their growing Far beneath our feet. Softly taps the Spring, and cheerily, "Darhngs, are you here?" Till they answer, "We are nearly, ' Nearly ready, dear." "Where is Winter, with his snowing? Tell us, Spring," they say. Then she answers, "He is going, Going on his way. Poor old Winter does not love you; But his time is past; Soon my birds shall sing above you. Set you free at last." 44 STATE MANUAL AND COURSE OP STUDY Great, Wide, Beautiful, Wonderful World W. B. Rands Great, wide, beautiful, wonderful World, With the wonderful water round you curled. And the wonderful grass upon your breast — World, you are beautifully drest. The wonderful air is over me. And the wonderful wind is shaking the tree, It walks on the water, and whirls the mills, And tallcs to itself on the tops of the hills. You friendly Earth! how far do you go. With the wheat-fields that nod and the rivers that flow, With cities and gardens, and chffs and isles, And people upon you for thousands of miles? Ah, you are so great, and I am so small, I tremble to think of you, World, at all; And yet, when I said my prayers to-day. A whisper inside me seemed to say. 'You are more than the Earth, though you are such a dot; You can love and think, and the Earth can not!' The Wind Robert Louis Stevenson I saw you toss the kites on high And blow the birds about the sky; And all around I heard you pass. Like ladies' skirts across the grass — O wind, a-blowing all day long, O wind, that sings so loud a song! I saw the different things you did. But always you yourself you hid. I felt you push, I heard you call, I could not see yoiuself at all — O wind, a-blowing all day long, O wind, that sings so loud a song! O you that are so strong and cold, O blower, are you young or old? Are you a beast of field and tree. Or just a stronger child than me? O wind, a-blowing all day long, O wind, that sings so loud a song! Seven Times One Jean Ingelow There's no dew left on the daises and clover, There's no rain left in heaven; I've said my "seven times" over and over — Seven times one are seven. I am old! so old I can write a letter; My birthday lessons are done; The lambs play always, they know no better; They're only one times one. SECOND GRADE 45 Moon! in the night I have seen you sailing, And shining so round and low; You are bright; ah, bright! but j^our hght is faihng; You are nothing now but a bow. You Moon; have j'ou done something wrong in heaven. That God has hidden j^our face? 1 hope, if you have, you will soon be forgiven, And shine again in your place. O velvet Bee! you're a dusty fellow, You've powdered j^our legs with gold! O brave Marsh Marybuds, rich and yellow! Give me your money to hold! O Columbine! open your folded wrapper Where two twin turtle-doves dwell! Cuckoo-pint! toll me the pm-ple clapper, That hangs in your clear, green bell. And show me your nest with the young ones in it — I will not steal them away, 1 am old! you may trust me. Linnet, Linnet, — I am seven times one to-day. The Gladness of Nature William Cullen Bryant Is this a time to be cloudy and sad. When our mother Nature laughs around; When even the deep blue heavens look glad. And gladness breathes from the blossoming ground? There are notes of joy from the hang-bird and wren, And the gossip of swallows through all the sky; The ground-squirrel gaily chirps by his den, And the wilding bee hums merrily by. The clouds are at play in the azure space, And their shadows at play on the bright green vale. And here they stretch to the froUc chase. And here they roll on the easy gale. There's a dance of leaves in that aspen bower. There's a titter of winds in that beechen tree, There's a smile on the fruit, and a smile on the flower. And a laugh from the brook that runs to the sea. And look at the broad-faced sun, how he smiles On the dewy earth that smiles in his ray, On the leaping waters and gay young isles; Ay, look, and he'll smile thy gloom away. The above may be supplemented by poems printed in previous editions of the Coiu-se of Study and by such poems as: The Little Blue Pigeon, Eugene Field; November, Take Care, AUce Cary; Fii-st Snow-Fall, James Russell Lowell; Lullaby, Sii- Walter Scott; Young Night Thoughts, Robert L. Stevenson. 46 STATE MANUAL AND COURSE OF STUDY Arithmetic (See Appendix.) Required work. Addition combinations. Continue sense training. Tables of 2's and 3's. Keep adding to the visualizing, ratios and problems according to the advancement of the class. Keep up a constant review, using the old facts in new relations. Addition combinations: — 22222222333'3333444 234567893456789456 4 5 6 7 8 9 10 11 6 7 8 9 10 11 12 8 9 10 4 4 4 5 5 5 .5 5 6 6 6 6 7 7 7 8 8 9 7 8 9 5 6 7 8 9 6 7 8 9 7 8 9 8 9 9 11 12 13 10 11 12 13 14 12 13 14 15 14 15 16 16 17 18 These addition combinations are the foundation of all arithmetic work. They should be memorized and drilled on until the child can give answers instantly. THIRD GRADE Reading — Basal reader and supplementary Language — Oral, reading. Arithmetic — Oral. DriU on combinations; Spelling. addition, subtraction, tables. Writing — See Appendix. Geography — Oral. Textbooks — Reader Reading Principles of Habit Formation. The principles underlying habit formation in the first and second grades apply in the third grade. Material: For reading in the class. — ^Second grade readers for review; basal third grade reader and supplementary readers. For reading at the seat and at home. — Robinson Crusoe, Swiss Family Robinson, "Little Cousin" Series, AUce in Wonderland, Through the Looking Glass, Arabian Nights, KipUng's "Just So Stories" and fairy stories of all lands. (These books are recommended for the thud and fourth grades.) Suggestions as to Method* Preparation for the reading lessan. — A carefully made assignment must now prepare the children for the study of the lesson without the direct supervision of the teacher. Any difficulties that may arise in pronunciation should be removed in the assignment in connection with the thought of the sentence or by the use of phonics. Purposeful reading at the seats may be secm-ed by asking a question, or questions, in the assigrmient which can be answered only by a thoughtful study of the lesson. The reading lesson. — A word drill and an examination of the thought gained in the silent reading should precede the oral reading. Occasionally the oral reading may be omitted and the children requii-ed to give the substance of the story in their own words. This method serves as a severe test of the silent study and gives training in carrying the facts of the story in mind in their proper sequence. Phonics Continue the phonic work of the second grade and add new families and blends as the reading or speUing requires. Teach the general sounds of all of the vowels. Use key words. Teach the diacritical marks. Spelling Material: The names of objects in the child's environment. The names of the words most commonly misspelled; as, — which, sure, there, their, believe, etc. The names of words occurring in the reading, language and nature study lessons which the child will use most frequently in his written work. 48 STATE MANUAL AND COURSE OP STUDY Suggestions as to Method: Assignment. — Call attention to the difficult words, syllables, and to bothersome etters, as ie, ei, etc. Have the words spelled orally. Study at the seat. — Words may be either copied from the board and visuaUzed or written a certain number of times, then written in sentences of the children's own construction. Dictation Exercises. — Dictate the hst of words or sentences containing the words. Vary the method occasionally by having the words spelled orally. Writing The pen can be taken up to good advantage in this grade if the work in the preceding grades has been well done. Begin each lesson with a movement drill — the drill that logically leads up to the letter you have selected for practice. If you have fifteen minutes for writing, vise five minutes for movement drill, five minutes for the letter, and five minutes for the word containing the letter. The outline given in the Appendix can be covered and reviewed during the year. Figures should have attention in this, and the following grades. Practice only one figure at a time, except on reviews, using the same movement as that used for the letter. This is the grade to fix the position habit. Little will be done in the following grades by children who have a poor writing position. Read instructions for the first and second grades, also "Writing, General Information" in Appendix. Language (See Appendix.) The work of this grade should be an expansion of the work of the preceding grades along similar lines. Letter-writing should be taught throughout the grades. Have pupils keep Hsts of new words, and use them in frequent drills. In connection with the drill in verb-forms, have drills in the use of adjectives and adverbs, but these drills are to be on the use, rather than on the names of adjectives and adverbs. Place on the board and use in sentences such words as: calm calmly quick quickly fierce fiercely hght hghtly heavy heavily Give drills in all grades on the Correct use of the personal pronouns until this use be- comes mechanical and a fixed habit, as, He is the man of whom I spoke. It is I. Was it she? To whom did you tell it? History should be drawn upon for language material. The history ^york should center about great characters. In the first four grades, stories of American history should be supplemented by the myths and legends of the Indians and the Norse legends. This furnishes many opportunities for story-telUng and descriptions. In this grade may be begun the narration of portions of books read, and short sketches of noted characters of whom the pupils have read or heard. SUGGESTED STORIES Aesop's Fables. Tales from the Far North, P. C. Asbjornsen. Seven Little Sisters, Andi'ews. Fifty Famous Stories, Baldwin. Story of King Arthur, Brooks. Squirrels and Other Fur Beai-ers, Burroughs. Fairies and Folk of Ireland, Frost. Annals of Fairyland, J. M. Gibbons. Heroes, Charles Kingsley. THIRD GRADE 49 Fairy Tales of the Brothers Grimm, Mrs. Lucas, Little Lame Prince, Mulock. A Dog of Flanders, Ouida. Bimbi Stories, Ouida. Book of Legends, Scudder. Bird's^Christmas Carol, Wiggins. Oiu" Little Indian Cousin, Wade. Our Little Cuban Cousin, Wade. POEMS TO BE MEMORIZED The Bluebird Emily Huntington Miller * I know the song that the bluebird is singing, Out in the apple-tree where he is swinging; Brave httle fellow! the skies may be dreary; Nothing cares he while his heart is so cheery. Hark! how the music leaps out from his tlu'oat- Hark! was there ever so merry a note? Listen awhile, and you'll hear what he's saying, Up in the apple-tree, swinging and swaying. "Dear little blossoms, down under the snow, You must be weary of winter, I know; Hark while I sing you a message of cheer — Summer is coming! and spring-time is here! "Little white snowdrop! I pray you, arise; Bright yellow crocus! come, open your eyes; Sweet httle violets, hid from the cold. Put on your mantles of purple and gold; Daffodils! daffodils! say, do j^ou hear? — Summer is coming! and springtime is here!" The Voice of the Grass Sarah Roberts Boyle Here I come creeping; creeping everywhere; By the dusty roadside, On the sunny liill-side, Close by the noisy brook, In every shady nook, I come creeping, creeping everywhere. Here I come creeping, smiUng everywhere, All around the open air. Where sit the aged poor; Here where the children play. In the bright and merry May, I come creeping, creeping everywhere. Here I come creeping, creeping everywhere, In the noisy city street My pleasant face you'll meet, Cheering the sick at heart j ToiUng his busy part, — Silently creeping, creeping everywhere. 50 STATE MANUAL AND COURSE OF STUDY Here I come creeping, creeping everywhere; You cannot see me coming, Nor hear my low sweet humming; For in the starry night, And the glad morning light, I come quietly creeping everywhere. Here I come creeping, creeping everywhere; More welcome than the flowers In summer's pleasant hours; The gentle cow is glad. And the merry bird not sad. To see me creeping, creeping everywhere. Here I come creeping, creeping everywhere; My humble song of praise Most joyfully I raise To Him at whose command I beautify the land, Creeping, silently creeping everywhere. The Land of Story-Books Robert Louis Stevenson At evening when the lamp is ht. Around the fire my parents sit; They sit at home and tallc and sing, And do not play at anything. Now, with my httle gun, I crawl All in the dark along the wall. And follow round the forest track Away behind the sofa back. There, in the night, where none can spy, All in my hunter's camp I he, And play at books that I have read Till it is time to go to bed. These are the hills, these are the woods. These are my starry sohtudes; And there the river by whose brink The roaring Uons come to drink. I see the others far away As if in fireUt camp they lay, And I, hke to an Indian scout, Around their party prowled about. So, when my nurse comes in for me, Home I returned across the sea, And go to bed with backward looks At my dear land of Story-books. The Mountain and the Squirrel Ralph Waldo Emerson The mountain and the squirrel Had a quarrel. And the former called the latter "Little Prig. Bun rephed: "You are doubtless very big; THIRD GRADE 51 But all sorts of things and weather Must be taken in together To make up a year And a sphere; And I think it no disgrace To occupy my place. If I'm not so large as you, You are not so small as I, And not half so spry. I'll not deny you make A very pretty squirrel track; Talents differ; all is weU and wisely put; If I cannot carry forests on my back Neither can you crack a nut!" The Barefoot Boy John Greenleaf Whiitier Blessings on thee, Uttle man, Barefoot boy, with cheek of tan! With thy turned-up pantaloons And thy merry whistled tunes; With thy red lip, redder still Kissed by strawberries on the hill; With the sunshine on thy face, Thi-ough thy torn brim's jaunty grace; From my heart I give thee joy, — I was once a barefoot boy ! O for boyhood's painless play, Sleep that wakes in laughing day. Health that mocks the doctor's rules. Knowledge never learned in schools. Of the wild bee's morning chase. Of the wild-flower's time and place, Flight of fowl and habitude Of the tenants of the wood; How the tortoise bears his shell, How the woodchuck digs his cell, And the ground mole sinks his well; How the robin feeds her young. How the oriole's nest is hung; Where the' whitest lihes blow. Where the]_freshest berries grow, Where°the*ground-nut trails'its vine. Where' the" wood-grape's clusters shine; For, eschewing books and tasks, Nature answers all he asks; Hand in hand with her he walks. Face to face with her he talks, Part and parcel of her joy, — Blessings on the bai'efoot boy! Child's Evening Prayer Sabine Baring-Gould Now the day is over, Night is drawing nigh, Shadows of the evening Steal across the sky. Now the darkness gathers. Stars begin to peep, Birds and beasts and flowers Soon will be asleep. 52 STATE MANUAL AND COURSE OF STUDY Through the long night-watches May thine angels spread Their white wings above me, Watching round my bed. When the morning waken<», Then may I arise Pure and fresh and sinless In Thy holy eyes. The Lost Doll Charles Kingsley I once had a sweet little doll, dears, The prettiest doll in the world; Her cheeks were so red and so white, dears, And her hair was so charmingly curled. But I lost my poor little doll, dears. As I played on the heath one day; And I cried for her more than a week, dears, But I never could find where she lay. I found my poor little doll, dears, As I played on the heath one day; Folks say she is terribly changed, dears. For her paint is all washed away, And her arms trodden ofT by the cows, dears, And her hair not the least bit curled; Yet for old sake's sake, she is still, dears, The prettiest doll in the world. The above may be supplemented by poems printed in previous editions of the Course of Study and by such poems as,. The Fovmtain, James R. Lowell; Don't Give up, Phoebe Gary; In School Days, John G. Whittier; Village Blacksmith, Henry W. Longfellow; Afternoon in February^ Long-fellow; The Months, Sara Coleridge; Marjorie's Ahnanac, T. B. Aldrich. Arithmetic , (See Appendix.) Required work. Addition. Subtraction. Multiplication tables as far as 9 X 9. If the work of the previous grades has been rightly carried on, there will be a tendency to look at things, to handle them, to compare them, and to express freely what is discovered. Continued growth requires continued fostering of this disposition. The mind that is not exercised in observing and comparing loses power to picture conditions and to see things as they are. Gromng power to judge involves continued sensing, imaging and expressing. The work in elementary mathematics should put the learner in possession of the simple relations by means of which the relations beyond the range of preception may be indirectly established. The possession of simple relations does not grow out of the expression of relations, nor out of the observation of one or two things, but out of jnany exper-'ences in which the relations are felt as stated in the first grade. By exercising ourselves upon things which he within the range of sense, we obtain the relations of things which lie be- yond. Economic work implies the quickening of the faculties in all fines of effort. Train the senses to act quickly and correctly. Doing then follows naturally. Drill work in visualizing should be a means of increasing mental power by training the eye to quickness and accuracy, and the mind to attend closely and image vividly. Too much stress cannot be laid iipon accurate and rapid work in fundamental operations, accomplished only by drill in visualizing. Stress is placed upon fundamental combinations and processes. These must be thoroughly mastered, as they constitute the foundation upon which the entire superstructure of mathematics rests. Continue and enlarge on all ratio work of second grade. THIRD GRADE 53 Ratios of time: 1. Draw lines representing 2 mo., 4 mo., 6 mo., 8 mo., 10 mo., 1 year. 2. Point to the different lines and tell what each represents. 3. Tell all you can about the relations of these periods of time. 4. Each line represents what part of a year? 5. Make sentences like this: The sum of 2 mo. and 4 mo. equals 6 mo. 6. What is the relation of 2 mo. to each of the other periods of time? Of 4 mo.? Of 6 mo.? Of 8 mo.? Of 10 mo.? Of 1 yr.? 7. How many 6 mo. in a yr.? How many 4 mo.? How many 3 mo.? How many 2 mo.? 8. 6 mo. equals what part of a year? 4 mo. equals what part of a year? 2 mo. equals what part of a year? 9. What equals ^ year? ^ yr.? | yr.? | yr.? f yr.? f yr.? 10. Make sentences like this: 2 is the relation of 4 mo. to 2 mo.; of 8 mo. to 4 mo. 11. 3 is the relation of what to 2 mo.? Of what to 4 mo.? 12. I is the relation of what to 1 year? Of what to § year? 13. If a boy Uves in a city 10 mo., what part of the year does he live in the country? 14. The rent of a house for 3 mo. is $100. How many hundred dollars is the rent for 15. Willie spent | of a year with his aunt in Bo.ston. How many months did he spend there? 16. Cover the lines and review. 1. What is the ratio of 1 yi*. to 2 mo.? To 2 X 2 mo.? To 3 X 2 mo.? To 4"X 2 mo.? To 5 X 2 mo.? 2. Fred puts an equal amount of money into his bank every month. At the end of the year he will have how many times as much as at the end of 6 mo.? As at the end of 3 mo.? 3. If he saves $| a month, how many $1 will he save in 1 yr.? How many dollars? 4. If Fanny reads a book every month, how many does she read in f of a year? 5. f of a year equals how many times 4 mo.? The money a man earns in 8 mo. equals how many times the money he earns in § of a year? 6. If you attend school 10 months of a year, how many months' vacation do you have? 7. How many more months of school than of vacation? 8. 2 mo. equals what part of 10 mo.? 6 mo. equals what part of 10 mo.? 9. Frank lived in St. Louis 4 mo., which equals | of the time he lived in Chicago. How long did he hve in Chicago? 10. Lucy is 10 yr. old and Carrie 4 yr. Lucy is how many years older than Carrie? Carrie is how much younger than Lucy? In how many years will Carrie be as old as Lucy now is? In the same manner treat the following: Ratios of time — using the clock and then drawing lines to represent 24 lu-., |, j, and f of 24 hrs. Ratios of length — using the yard and foot. Ratios of weight — using the pound and § lb., J lb., | lb. Ratios of value — • using moneys of different value. Ratios of volume — pint, quart, gallon, peck, bushel. Ratios of triangles and rectangles — draw large diagram on blackboard. Ratios- — imaging. 6 12 18 24 30 36 42 48 54 60 66 72 123456789 10 11 12 6 is the ratio of 6 to 1; of 12 to 2; etc. This should be carried on to —I is the ratio of 9 to 81. Simple, necessary relations are easily perceived and fixed by use. Good teaching induces through varied activities the clear, elementary ideas which make possible correct and rapid judgments in more complex work. 54 STATE MANUAL AND COURSE OP STUDY Review all combinations learned in second grade. In visualizing do not give the child more than he can assimilate. Constant drill is the only means of accompUshing the de- sired results. The work of the third year includes the mastery of the process of addition and sub- traction, using simple combinations but always working for accuracy and rapidity. The multiplication tables as far as 9 X 9 should be a part of each child's consciousness. First develop the tables by use of blocks, rectangles, etc. Then drill each day until they be- come thoroughly fixed in the child's mind. The ratio work given above, using objects, blocks, measures of length, volume, and value, will be the beginning of division and frac- tions. VisuaUzing and drill will make the pupil correct and rapid. At the end of the third year, children should be able to give rapidly answers to examples hke the following: Subtraction 562 830 932 278 678 G96 Addition 64 86 95 76 47 30 82 38 47 55 12 65 Geography (See Appendix.) FALL 1. Introduction to the study of seasons; from the opening of school to about September 23, the autumnal equinox. (1) Several lessons on the relation of changing seasons to the Ufe of the pui)il.s; their games as influenced by seasons; their food and clothing at different seasons. (2) Effect of changing seasons upon the occupations of their parents; first bring out what the children ah-eady know; then stimulate them to look about them and discover what people are doing because winter is approaching. (3) Effect of changing seasons upon animal Ufe; first what the children already know, then observations to discover how various animals prepare for winter, such as thicker fur, storing up of food, building of houses, etc. Study the migration of birds; what birds stay all winter; what ones migrate, etc. (4) Effect of changing seasons upon vegetation; again bring out what the children already know, then set them to observing vegetation to find more about the effect of seasons upon vegetation; such as the trees that lose their leaves in winter, those that are evergreen, the first to tm-n red in autumn, etc.; all of the observations suggested above to be carried throughout the year. 2. Observation of the sun's apparent path across the sky; time and direction of sunrise and sunset, length of day and night, noon angle of the sun above the southern horizon on the autumnal equinox. After these observations have been made call frequent attention as the weeks go by to where the sun is rising, setting and where it is at noon so as to bring out that the days are getting longer, the nights shorter and the sun's rays more slanting. 3. Observation of weather changes; the object is to discover how changing direction of the wind causes weather changes; what winds give us warm weather with clouds and rain; what winds give us clear or clearing weather with low temperatures; what winds give the heaviest snowfall. Keep a weather chart. 4. Study of the maps of the schookoom, school grounds, and school district. Be sure in the use of these maps that pupils do not use symbols on the maps until they know well the things for which the symbols stand. Drill on the telling of directions from the map, the use of scale, etc. When trips are taken to some valley or hill, delta, etc., be sure to take the map of the region along, making frequent stops for the pupils to point out where they are on the map. 5. Study of the land and water forms of the district; find and visit examples of valley, hill, slope, divide, plain, alluvial fan, delta, flood plain, creek, river, etc. Do not teach the definitions of these terms. Let the pupils make their own definitions if they are needed. All that is needed is that pupils shall know a delta when they see one or imagine one when they hear the name. There is no more need for their defining a river, alluvial fan, hill, etc., than there is for defining an automobile or a street car. If these land and water forms do not occur in the district they may be taught by means of pictures. THIRD GRADE 55 Study of the occupations of the school district: (1) Agriculture — -Why necessary, the gathering of crops, chief crops raised in the district, crops and soils, uses made of these crops by the farmer, what he does with his surplus after his own wants are supplied. (2) Commerce — -Where does the farmer go to find a market for his surplus products; why not sell them to his neighbors; show how commerce grows out of needs and wants of people which in turn arise out of differences of occupations; necessity for transportation, value of good roads, chief exports and imports of the district. (3) Manufacturing — Why necessary, need of power, machinery, labor, raw material. Study the threshing machine or clover huUer when it visits the district, and any other forms of manufacturing in the district. 1. Observational work on changing seasons. — Watch their effect upon the occupation of the people, animals, and vegetation continued. Try to bring out how the shorter days, longer nights and more slanting rays of the sun cause winter to be colder than autumn. Do not tell the children this but lead them to discover it. Call attention to the winter occupations of the farmer, especially the commercial side of his hfe, the hauling of wood, hay, etc., to town. 2. World relations or comparative home geogi-aphy. — There are many things that the children need to know for which the home region furnishes no good examples that can be studied by observation. These are to be brought out in the study of other regions by means of descriptions and pictures. The following and other regions are to be studied also to give meaning to the symbols on the globe when they are studied in the next grade. Read the Appendix carefully on this point. The follow- ing list of regions are only suggestive. Other regions may be added but the observa- tional work for the term should not be neglected. (1) Life in cold regions, Greenland and the Esquimaux. (2) Life in mountains, Switzerland. (3) Life in lowlands, Holland. (4) Life in deserts, Sahara, Central Asia. (5) Life in semi-arid regions, irrigation, etc., California and western United States. (6) Life on great grass lands, Austraha, Argentina. (7) Life in tropical rain forests, Amazon valley. (8) Life along sea coasts, Norway. (9) Life in China or Japan. (10) Life of miners, coal in Pennsylvania, or iron in Michigan. Use pictures freely to illustrate these regions. Emphasize how differently people Uve in different regions because the environment is different. Do not use maps in this grade to show where these regions are. This work is in preparation for the use of the globe and map in the next grade. Say that these countries are in Europe or Asia on the other side of great bodies of water knowTi as the Atlantic or Pacific ocean. Some of the above work may extend over into the spring term. SPRING 1. Observational work upon season and weather continued. — Summarize the result of the year's study of the sun's apparent paths across the sky, bringing out why summer is warmer than winter and why the seasons change. 2. Continue and extend the map of the local region putting in streams, hills, roads, build- ings, etc. 3. Especial emphasis should be placed upon the work of running water at this time of the year; how it cuts gulhes and valleys, carries heavy loads of mud and sand, forming deltas in mud puddles, aUuvial fans at the base of steep slopes. Show the children that the surface of the land is not fixed and unchanging, but is slowly modified by various forces. 4. Make also a special study of the work of the farmer at this season. Study soils while the fields are being plowed in the spring, heavy soils, Ught soils, muck soils, the origin of soils by the weathering of rocks, the relation of the soils to the crops planted ; why crops must be fertilized, cultivated, etc. FOURTH GRADE Reading — Basal reader and supplementary Language — Oral reading. Arithmetic — Oral. Complete combina- Spelling — Textbook. tions and tables; teach funda- mental processes. Writing — See Appendix. Geography — Textbook. Textbooks — Reader, speller and geography. Reading (See Third Grade Reading.) Phonics Apply the phonic knowledge gained in the previous grades. Teach the pupils how to use the dictionary. Spelling A spelling book may well be introduced in this grade. Continue to spell words from the sources given under Material in third grade spelling. Writing The simple movement drills given in the outline should be fau'ly well mastered in this gi'ade. The capitals should be written with freedom and a fair degree of speed. Give the pupils special drills on writing their names, and difficult letters and joinings. As the written work increases, so will bad habits if pencils are entirely used. Encourage the use of the pen for all written work, and in some cases insist on its exclusive use. No progress will be made if the teacher accepts careless work. Follow methods for preceding grades. The writing in this grade should be smaller than that of the third grade, about standard size. Language (See previous grades.) In this grade pupils may reasonably be expected to be able to relate an incident, teU a story, or describe an object interestingly and with a certain amount of discrimination in the selection of words. The children should be taught to investigate the industrial world about them, in its resom'ces, products, manufactm-es and commerce, and something of its machinery and how it is manipulated, and the various processes of manufacture. Their curiosity should be aroused in steam, electricity and inventions. These observations, intelligently directed, will yield an abundance of material for narrative and description. Through the directed study of hteratui-e, pupils will acquire the power of visuaUzing places, people and conditions. In geography, imaginary journeys, visits to other lands and cities, river-trips and lake-trips, will further develop the powers of visuaUzation. This work should lead to the acquisition of a rich vocabulary and a power of correct, fluent speech. Never allow loosely constructed, carelessly arranged sentences. Watch the tendency to run words into one another, or to di-op the final consonant. FOURTH GRADE 57 Exercises like the following will lead to ability to discriminate in the choice of words. Put the word walk on the board and let the pupils make a Ust of words expressing similar movement, as trot, pace, strut, jog, stride, stroll, canter, etc. Make similar lists for talk, price, gloomy, weak, etc. Have poems \sTitten from memory and prose selections copied carefully. Name the words that best describe sounds, odors, tastes, and the different sensations. Through visualization and dictation exercises, teach the use of capitals and punctuation marks, apostrophe, quotation marks, margins and indentations. A suggestive list of nature stories, myths, fairy tales, history and Uterature: Ten Boys, Andrews. Story of Roland, Baldwin. True Story of George Washington, E. S. Brooks. Revolutionary Stories, Ed. Century Co. First Book of American History, E. E. Eggleston. Boy hfe of Napoleon, Eugenie Foa. Magna Charta Stories, Ai'thur Oilman. ffing Arthur and His Court, Greene. Story of the Thirteen Colonies, Guerber. Wigwam Stories, M. C. Judd. Jungle Book, KipUng. Famous Legends, E. G. Crommelin. Fairy Books, Arthur Lang. First Book of Birds, OUve Thorne Miller. Stories of the Bible, Margaret Sangster. Children of the Cold, Schawtka. Fanciful Tales, Stockton. Boys of Other Countries, Bayard Taylor. POEMS TO BE MEMORIZED September Helen Hunt Jackson The goldenrod is yellow. The corn is turning brown, The trees in apple orchards With fruit are bending down. The gentian's bluest fringes Ai-e curUng in the sun. In dusty pods the millcweed Its hidden silk has spvm. The sedges flaunt their harvest. In every meadow nook, And asters by the brookside Make asters in the brook. From dewy lanes at morning The grapes' sweet odors rise, At noon the roads all flutter With yellow butterflies. By all these lovely tokens, September days are here. With summer's best of weather. And autumn's best of cheer. A Child's Thought of God Elizabeth Barrett Browning They say that God Uves very high! But if you look above the pines You cannot see our God. And why? 58 STATE MANUAL AND COURSE OF STUDY And if you dig down in the mines You never see Him in the gold, Though from Him all that's glory shines. God is so good, He wears a fold Of heaven and earth across His face — - Like secrets kept, for love, untold. But still I feel that His embrace SUdes down by thrills, through all things made, Through sight and sound of every place; A if my tender mother laid On my shut hds, her kisses' pressure, Half waking me at night; and said, "Who kissed you through the dark, dear guesser?" The Miller of the Dee Charles Mackay There dwelt a miller hale and bold, Beside the River Dee; He wrought and sang from morn to night. No lark more blithe than he; And this' the burden of his song Forever used to be, — "I envy nobody, no, not I, And nobody envies me!" "Thou'rt wrong, my friend," said old King Hal, "Thou'rt wrong as wrong can be; For could my heart be light as thine, I'd gladly change with thee. And tell mc now what makes thee sing With voice so loud and free, While I am sad, though I'm the king, Beside the river Dee?" The miller smiled and doff'd his cap: "I earn my bread," quoth he; "I love my wife, I love my friends, I love my children three; I owe no penny I cannot pay; I thank the river Dee, That turns the mill that grinds the corn, To feed my babes and me." "Good friend," said Hal, and sigli'd the while, "Farewell! and happy be; But say no more, if thou'dst be true, That no one envies thee. Thy mealy cap is worth my crown, — Thy mill my kingdom's fee! — Such men as thou art England's boast, O miller of the Dee!" FOURTH GRADE 69 The Sandpiper Celia Thaxter Across the lonely beach we flit, One Uttle sandpiper and I; And fast I gather, bit by bit, The scattered driftwood, bleached and dry. The wild waves reach their hands for it. The wild wind raves, the tide runs high, As up and down the beach we flit, — One Uttle sandpiper and I. Above our heads the sullen clouds Scud black and swift across the sky; Like silent ghosts in misty shrouds Stand out the white hghthouses liigh. Almost as far as eye can rca(;h I see the close-reefed vessels fly, As fast we flit along the beach, — One little sandpiper and I. I watch him as he skims along Uttering his sweet and mournful cry; He starts not at my fitful song. Nor flash of fluttering drapery. He has no thought of any wrong; He scans me with a fearless eye; Stanch friends are we, well tried and strong, The Uttle sandpiper and I. Comrade, where wilt thou be to-night When the loosed storm breaks furiously? My driftwood fire will burn so bright! To what warm shelter canst thou fly? I do not fear for thee, though wroth The tempest rushes through the sky; For are we not God's children both. Thou, little sandpiper, and I? Jack Frost Hannah Flagg Gould The Frost looked forth, one stiU, clear night, And whispered, "Now I shaU be out of sight; So tlu-ough the valley and over the height. In silence I'll take my way; I will not go on with the blustering train, The wind and the snow, the hail and the rain. Who make so much bustle and noise in vain, But I'll be as busy as they." Then he flew to the mountain and powdered its crest; He Ut on the trees, and their boughs he dressed In diamond beads — and over the breast Of the quivering lake he spread A coat of mail, that it need not fear The downward point of many a spear That hung on its margin far and near, Where a rock could rear its head. 60 STATE MANUAL AND COURSE OF STUDY He went to the windows of those who slept, And over each pane, Mke a fairy, crept; Wherever he breathed, wherever he slept, By the light of the moon were seen Most beautiful things — there wore flowers and trees; There were bevies of birds and swarms of bees; There were cities with temples and towers, and these All pictured in silver sheen! But he did one thing that was hardly fair; He peeped in the cupboard, and finding there That all had forgotten for him to prepare — "Now just to set them a-thinking, I'll bite this basket of fruit," said he, "This costly pitcher I'll burst in three. And the glass of water they've left for me Shall 'tchich!' to tell them I'm drinking." The ChildrcA's Hour Henry Wadsworth Longfellow Between the dark and the dayUght, When the night is beginning to lower, Comes a pause in the day's occupations That is known as the Children's Hour. I hear in the chamber above me The patter of httle feet. The sound of a door that is opened, And voices soft and sweet. From my study I see in the lamphght, Descending the broad haU stair. Grave AUce and laughing Allegra, And Edith with golden hair. A whisper, and then a silence; Yet I know by their merry eyes, They are plotting and planning together T(j take me by surprise. A sudden rush from the stairway, A sudden raid from the hall! By three doors left unguarded They enter my castle wall! They chmb up into my tm-ret, O'er the arms and back of my chair; If I try to escape, they surround me; They seem to be everywhere. They almost devour me with kisses, Their arms about me entwine, Till I think of the Bishop of Bingen In his Mouse-Tower on the Rhine. Do you think, O blue-eyed banditti, Because you have scaled the wall, Such an old mustache as I am Is not a match for you all? I have you fast in my fortress. And wiU not let you depart. But put you down into the dungeon In the round tower of my heart. FOURTH GRADE 61 And^there will I keep you forever, Yes, forever and a day, Till the walls shall crumble to ruin, And molder in dust away. Days of the Month "Thirty days hath September, April, June, and November; All the rest have thirty-one Save February, which alone Has twenty-eight, but one day more We add to it one year in four. Sweet and Low Alfred Tennyson Sweet and low, sweet and low. Wind of the western sea, Low, low, breathe and blow. Wind of the western sea! Over the rolhng waters go; Come from the dying moon, and blow, Blow him again to me; While my httle one, while my pretty one, sleeps. Sleep and rest, sleep and rest; Father will come to thee soon. Rest, rest on mother's breast; Father will come to thee soon. Father will come to his babe in the nest; Silver sails all out of the west, Under the silver moon; Sleep,'my httle one, sleep, my pretty one, sleep. The above may be supplemented by poems printed in previous editions of ^^the Course of Study and by such poems as Paul Revere's Ride, Children, Daybreak, An April Day, Henry W. Longfellow; The Corn Song, John G. Whittier; The Old, Old Lady, H. C. Bunner; The Snow Song, George Cooper; The Wind in a Frolic, William Howitt; O Lady Moon, Christina G. Rossetti; March, William Wordsworth. Arithmetic Aim — Accuracy and rapidity. Required work. All multiphcation tables as far as 12 X 12. Addition. Subtraction. Multiphcation. Division. Methods for drill in abstract work. The teacher should write problems on the board and the children give answers. The drill work should be rapid. The example should be erased immediately after it is written, before the answer is given. The teacher should write the figures large enough to be seen across the room. All work in arithmetic depends upon the addition combinations and the multiphcation tables. Therefore, a portion of each recitation should be devoted to rapid drills in these. Subtraction. — See County Normal Manual and Course of Study, Subtraction of Integers, page 93. 62 STATE MANUAL AND COURSE OF STUDY Mental drills: Visualize rapidly examples in multiplication, thus: 467 832 533 7 6 9 Visualize rapidly examples in division, thus: 6 )8735 5 )9324 Oral thought problems involving the above processes may now be given but should relate to existing conditions in industrial, commercial, governmental and social life. Geography (See Appendix for general directions.) 1. In most schools a two book series of textbooks is used. The elementary or first book should be taken up. Partly as a review of the work of the third grade and also to cover topics that may have been omitted in the third grade, the chapters preceding world relations or world geogi-aphy should be carefully studied. These chapters deal with the forms of land and water, soils, the work of running water, chmate, weather, commerce, industries, etc. 2. Globe lessons — four to six weeks. When the study of the globe has been completed every pupil should be able to point out and name the various continents and oceans and some of the more important countries, seas, gulfs, rivers, etc.; tell directions on the globe; find latitude and longitude; use scale of the globe in finding distances; know the location of the zones and something of their chmate. The portions of the text dealing with the earth as a globe should then be covered. 3. Transition from globe to map. Study of North America and the United States. Em- phasize place geography. Cultivate the atlas or map habit. Use outhne or base maps to fix in the pupil's mind the location of places. Bring out the relation of life to environment; what the people do and why, how they live and wliy. Supplement the text by out-of-door observations, storic^s, pictures, supplementary readers. FIFTH GRADE Reading — Basal reader. Language — Textbook. Spelling — Textbook. Arithmetic — First book. Writing — See Appendix Geography — Textbook. Textbooks— ] branches as above. Reading Purpose— (a) To perfect oral expression, (b) To gain knowledge and to cultivate a taste for good literature. Up to this time the main object has been to teach to read, but the work of the fifth grade should be more comprehensive and assume more of a hterary character. Study carefully all the selections in the reader, noting important historical and rhetorical allusions. SUPPLEMENTARY READING The work suggested in the fomtli grade should be continued, adding biography of great Americans. Noted authors may be studied in a hmited way; when, where and how they lived. If possible, some of their important works should be discussed. Note. — PupiLs should be encouraged to make free use of the dictionary. For convenience have a dictionary shelf from which the booli is seldom taken, but to which the pupils may go without special permission. Spelling No one method can be said to be the only one. Use of words in sentences should form one of the important parts of the work. Theii- meaning, derivation and growth should also receive attention. It is not to be understood from this that every new word should be thus studied, but enough such work should be done to give pupils a taste for it. Most of the spelhng should be wTitten. Oral spelhng may be used about twice a week for review and drills in pronunciation and articulation. In such work insist that every word be correctly pronounced and clearly enunciated. Indeed, make this a featm-e of all oral spelhng. If this is difficult, pupils should for a time be required to pronounce each syllable. The teacher should be sure of her own pronunciation. She should never distort a word to assist in its spelhng. Words should be pronounced but once and but one trial be allowed. Make this rule invariable. A pupil should pronounce the word to be spelled before spelling. Give special driU upon hard words and the pronunciation of those ordinarily mis- pronounced. Writing Correct habits of position should be fixed by the time the pupil reaches this grade so that the teacher and pupil may be able to give their entire attention to movement, form and speed. At the begiiming of the year, take up the exercises as outlined, and follow them quite closely. While repetition is important, do not allow random, shp.shod practice. Speed tests may be given occasionally. Read carefully the instructions for the preceding grades, and "Writing, General Information" given in Appendix. 64 STATE MANUAL AND COURSE OF STUDY Language This outline includes work forthe sixth grade. In these grades the pupils should be required to understand and use intelligently the words common to the literature of the grades. They should have developed some power of discrimination and niceness of choice in the use of words and in their literary taste. The work will consist largely of description, stories, poems, narratives, imaginary journeys, original stories, biographies, book reviews and oral compositions on familiar subjects as well as subjects of which they have read and heard. The descriptions will differ from those of preceding grades in being more definite, concise, technical and complete, and will show a better development of the imagination. Continue the descriptions of various sensations. The drills on verb-forms and correct use of words in sentences of the every day vernacular should be constant. Imaginary journeys may be made most interesting and instructive if the pupils are encouraged to collect railroad guides and geographical information as well as general knowledge of the places visited, and the country passed through. Sm-face, soil, products, character of the people, cUmate and conditions, — social, industrial and economic — are to^be included. The original story may be developed in various ways. In the impersonation of objects, characters, and even elements, as the wind, the water, the sea, the river, etc., a beginning is made. Tell an interesting story to the climax, — ^be sure to select such stories as reach an interest- ing climax, — and let the pupils finish the story with an ending of their own invention. Book reviews should consist of extracts from books read or description of characters. A full narration of a book read is seldom desirable. Oral compositions on famihar subjects should be short and complete. Descriptions of places visited, scenes witnessed, sports, — as a ski tournament, a basket-ball game, a race, a foot-ball game, — anything which has interested the child, will be found good material. In both fifth and sixth grades, American history stories should be made the basis for oral work. Biographical stories of men who have been most closely connected with the development of the state and nation should be given. Develop business forms, business letters and letters of invitation and acceptance or regret. SUGGESTED STORIES Stories Mother Nature Told, Andi-ews. Century Book of American Colonies, E. S. Brooks. Story of the Golden Age, Baldwin. Indian Stories, F. S. Drake. Story of the Enghsh, Guerber. Story of the Greeks, Guerber. Story of the Romans, Guerber. Little Journeys to Other Lands, Marian George. Uncle Remus, J. C. Harris. Little Mr. Thimblefinger, J. C. Harris. Story of Aaron, J. C. Harris. Aaron in the Wild wood, J. C. Harris. Story of the Rhinegold, A. A. Chapin. Fairy Books, Andi-ew Lang. Animal Story Book, Andrew Lang. Adventures of Ulysses, Lamb. Heroes Every Child Should Know, H. W. Mabie. Little Folks in Feathers and Furs, Olive Thorne Miller. . Historical Tales, Charles Morris. King Arthur, Charles Morris. FamiUar Animals, Monteith. Heart of Oak, C. E. Norton. King of the Golden River, Ruskin. Old Indian Legends, Zitkala Sa. Wild Animals I Have Known, E. Thompson Seton. Lives of the Hunted, E. Thompson Seton. True Story of Abraham Lincoln, E. S. Brooks. FIFTH GRADE 65 POEMS TO BE MEMORIZED Abou Ben Adhem Leigh Hunt Abou Ben Adhem (may his tribe increase!) Awoke one night from a deep dream of peace, And saw, within the moonUght in his room, Making it rich, and hke a hly in bloom. An angel wi-iting in a book of gold; Exceeding peace had made Ben Adhem bold. And to the presence in the room he said, "What vtTitest thou?" — The vision raised its head. And with a look made of all sweet accord. Answered, "The names of those who love the Lord." "And is mine one?" said Abou. "Nay, not so," Replied the angel. Abou spoke more low, But cheerily still; and said, "I pray thee then. Write me as one that loves his fellow-men." The angel wrote and vanished. The next night It came again, with a great wakening light. And showed the names whom love of God had blessed. And lo! Ben Adhem' s name led all the rest. Today Thomas Carlyle So here hath been dawning Another blue day: Think, wilt thou let it Slip useless away. Out of Eternity This new day was born; Into Eternity, At night, wiU return. Behold it aforetime No eye ever did; So soon it forever From all eyes is hid. Here hath been dawning Another blue day : Think, wilt thou let it Slip useless away. The Arrow and the Song Henry W. Longfellow I shot an arrow into the air. It fell to earth, I knew not where; For, so swiftly it flew, the sight Could not follow it in its flight. I breathed a song into the air. It fell to earth, I knew not where; For who has sight so keen and strong That it can follow the flight of song? 66 STATE MANUAL AND COURSE OP STUDY Long, long afterward, in an oak I found the arrow, still unbroke; And the song, from beginning to end, I found again in th? heart of a friend. Good Morning Robert Browning The year's at the Spring, And day's at the morn; Morning's at seven; The hillside's dew-pearled; The lark's on the wing; The snail's on the thorn; God's in his heaven — All's right with the world. October's Bright Blue Weather Helen Hunt Jackson O suns and skies and clouds of Juno, And flowers ( f June together. Ye cannot rival for one hour October's bright blue weather; When loud the bumblebee makes haste. Belated, thriftless, vagrant. And goldcnrod is dying fast. And lanes with grapes are fragrant; When gentians roll their fringes tight To save them for the morning. And chestnuts fall from satin burrs Without a sound of warning; When on the ground red apples lie In piles like jewels shining. And redder still on old stone walls Ai'e leaves of woodbine twining; When all the lovely wayside things Their white-winged seeds are sowing And in the fields, still green and fair, Late aftermaths are growing; Wlien springs run low, and on the brooks. In idle golden freighting. Bright leaves sink noiseless in the hush Of woods, for winter waiting; O suns and skies and flowers of June, Count all yoiu" boasts together, Love loveth best of all the year October's bright blue weather. Christmas Everywhere Phillips Brooks Everywhere, everywhere, Christmas tonight! Christmas in lands of the fir-tree and pine, Cliristmas in lands of the palm-tree and vine, Cliristmas where snow peaks stand solemn and white, Christmas where corn-fields lie sunny and bright! FIFTH GRADE 67 Christmas where children are hopeful and gay, Chi'istmas where old men are patient and gray; Christmas where peace, like a dove in its flight. Broods o'er brave men in the thick of the fight; Everywhere, everywhere, Christmas tonight. For the Christ Child who comes is the master of all; No palace too great and no cottage too small. Out in the Fields Elizabeth Barrett Browning The little cares that fretted me, — I lost them yesterday Among the fields above the sea. Among the winds at play. Among the lowing of the herds. The rustUng of the trees. Among the singing of the birds. The humming of the bees. The foolish fears of what might happen, — I cast them all away Among the clover-scented grass. Among the new-mown hay. Among the husking of the corn Where drowsy poppies nod, Where ill thoughts die and good are born, — Out in the fields with God. Sky-Born Music Ralph Waldo Emerson Let me go where'er I will, I hear a sky-born music still. It is not only in the rose. It is not only in a bird. Not only where the rainbow glows, Nor in the song of woman heard; But in the darkest, meanest things, — - There always, always, something sings. A Song in the Night George Macdonald A brown bird sang on a blossoming tree. Sang in the moonshine, merrily. Three little songs, one, two; and three, A song for his wife, for himself, and me. He sang for his wife, sang low, sang high, Filling the moonhght that fiUed the sky; "Thee, thee, I love thee, heart alive. Thee, thee, and thy round eggs five." He sang to himself, "What shall I do With this life that thrills me through and through? Glad is so glad that it turns to ache. Out with it, song, or my heart will break." 68 STATE MANUAL AND COURSE OF STUDY He sang to me, " Man, do not fear. Though the moon goes down and the dark is near; Listen to my song and rest thine eyes; Let the moon go down that the sun may rise." The above may be supplemented by such poems as, The Singer, John Gi'eenleaf Whittier; Landing of the Pilgrims, Mrs. Hemans; I Remember. I Remember, Thomas Hood; Concord Hymn, R. W. Emerson. Arithmetic Required work. Review. Drill. Notation and numeration. Addition and subtraction. MultipUcation and division. New work. Long division. Factoring. Fractions. Common. Cancellation. Decimals. This Course of Study contemplates two books on this subject. The first is now put into the hands of the pupils. If the work of previous grades as outlined has been thoroughly mastered, in this grade pupils will complete the book in one year. In this grade begins the work in arithmetic proper. Heretofore the effort has been to acquaint the pupil with quantities and their relations, mathematical phraseology, mathe- matical facts, such as the combination of digits by the four fundamental processes, ad- dition, subtraction, multiphcation and division. Now the pupil is to swing from the sense work with small concrete numbers to abstract work with larger numbers, from the specific to the general. Before he proceeds he must know with certainty the following: First. All the combinations of any two digits. Second. The product of any two numbers up to 12 X 12. Third. How to add columns of figures with absolute certainty. Indicate examples in division by the various methods of indicating division, as V or 24 :6, using no one of these to the exclusion of the others. This will prepare the pupils to under- stand the meaning of fractions and ratio long before they reach those subjects in their work. NOTATION AND NUMERATION The study of these should aim at rapidity, so that pupils write or read without hesitation numbers of four periods, knowing the names of these periods and the orders in the periods. Give frequent practice in reading and wi'iting numbers. ADDITION AND SUBTRACTION This will consume but Mttle time for pupils should have had much drill in previous grades. Allow no counting on fingers or by marks. Aim at speed and accuracy. MULTIPLICATION AND DIVISION This work should complete all the drill that should ever be necessary for pupils. Give enough examples to secure accuracy and rapidity. Remember to test thoroughly the pupil's knowledge of multiphcation tables. If they show any forgetfulness of these tables, review them daily in connection with the other work. LONG DIVISION (See County Normal Manual and Course of Study, Long Division, pp. 95-96.) FACTORING Make the distinction between prime and composite absolutely clear. Resolve numbers into composite, then prime factors. Have pupils name and write the prime factors of FIFTH GRADE 69 numbers to 100, and drill until no mistakes are made in recognizing them instantly. A simple and easy plan is to separate a given number into two large factors, readily perceived, and treat these similarly. Thus: 72 = 9 X 8; 9= 3 X 3, and 8 = 2 X 2 X 2. Then 72 = 3X3X2X2X2. Review thoroughly ahquot parts of 100. This will be of great service to pupils in many parts of their subsequent work. FRACTIONS Addition, subtraction, multiphcation and division. This work cannot be done too thoroughly. Give much drill on reduction of mixed numbers to improper fractions and the reverse. Continue teaching relations of quantity and number; e. g., 1. What is the relation of 4 to 12? Ans., i^o (read V* of 4) or ^. What is the relation of 6 apples to 18 apples? 12 oranges to 6 oranges? 8 books to 2 books? 5 books to 8 books? 9 to 12? 7 to 12? 2. Introduce cancellation; e. g., If 8 books cost 16c, what will 5 books cost? 2 Stated: ll^ _ jn 3. (a) If I of a ton of hay cost $12, what will J of a ton cost? (b) 1 ton? (c) 2^ tons? $12 J ton cost I of $12— Stated: (a) (read i of $12.) 3 $12 4X$12 1 ton cost 4 X Stated : (b) . 3 3 2| tons cost I X etc.— Stated and solved: (c) ^"^^^^^ = $40. 4. § of a gallon of oil costs 10c. What will 5| gallons cost? 5. 4 acres of land cost $220. What is the cost of 5 acres? 6 acres? 8 acres? (Note the relation of 4 to 5, 4 to 6, 4 to 8.) 6. What is the relation of f to i'? Of f to f ? 7. If I of a pound of tea cost 20c, what will i] of a pound cost? Do not give a few of these problems, but many, until certain that pupils understand the principles so well that they will not be forgotten. Repetition is the teacher's brand- ing iron. Review principles of division and apply to operations on fractions. Completion and review of common and decimal fractions. In decimals there is notliing new to learn except placing the decimal point. Give this special attention. Suggestions: — Send class to the board and dictate examples in multiplication: as "Multiply 12.568 by 26.769. How many places to point off in the product?" Do not wait for pupils to perform the operation, but simply to discover the number of places to point off. »-.y In division teach to place the point ivhen the proper quotient is found. 70 STATE MANUAL AND COURSE OF STUDY DEVICE Teach the principle that division of numbers with hke denominators gives a whole num- ber for quotient. Hook together the right hand figure of the divisor and the corresponding figure of the dividend, placing decimal point in the quotient when that dividend figure is brought down and divided; e. g., (a) Divide 25.6845 by .33. Operation:— .33 | 25.6845 | 77.+ 231 258 231 (b) Divide 35 by .003. , , Operation:— .003 | 35.000 11666. + (c) Reduce ^^ to a decimal. , 1 Operation:— 16. | 1.000 | 0.0625 E^; nation: 16 is contained in 1, no times. Place point; in 10, no times; in 100, 6 times, and 4 remaiifdei; in 40, 2 times, and 8 remainder; in 80, 5 times. When the pupils rre working decimals they should place a decimal point after evenj whole number that they write. By these simple devices pupils will, in two or three days, learn to point off accm-ately. This method of pcinting oft' in division of decimals is used by business men, and should receive attention from teaciicrs. In all work insist upon correct form Geography 1. Elementary or first book completed. 2. Regions to be studied. South America. Australia. Africa. Asia. Europe. 3. Emphasize place geography; use base maps for review exercises to fix the location o places. Give the most time and attention to Europe. SIXTH GRADE Reading — Basal reader. Arithmetic — Second book from he;^inning tlirough decimals j countries. 3. Observation and study of seeds, grains and fruits. 4. Study of roots, tubers and bulbs. 5. Seed testing. For germination. 6. Observation and study of the manner of plant growth and development of plants termed as annual, biennial and perennial. 7. The time of planting and of harvesting. 8. Gardening. (a) Vegetable. (b) Flower. 9. Study of birds. (a) Names. (b) Time of appearance. (c) Useful or harmful. (d) Time of disappearance. 10. Insects. (a) Observation and study of the development and Ufe history of several common varieties. (b) Useful or harmful insects. (c) Time of appearing and disappearing. (d) Means of destroying harmful insects. 11. Weights and measm-es. Computation of problems. Note. — Agriculture for the intermediate grades must continue the nature study spirit and introduce the utilitarian values. It should be based almost entirely upon the food products and upon means of procuring clothing and other protection. This work is not to be technical nor to deal very largely In technical terms. The teacher should remember that there are four years for the completion of this work, and these grades should be grouped for these exercises during the four year period, and for one exercise per week. The school garden or the home garden should be used as the center around which aU of the other work wlU be organized and carried out. 13 98 STATE MANUAL AND COURSE OF STUDY Agriculture Grade VIII Agriculture for this grade should be based upon a good elementary textbook. Some of the good ones are named at the close of this topic. We would suggest that the exercise in agriculture be given on not more than two days a week. In any of the textbooks will be found suggestive exercises and these may be enlarged according to the time given to the subject and the local opportunity for home garden work. The following topics indicate the subjects to be emphasized as found in the ordinary textbook. 1. Study of seeds, grains and grasses. (a) Seeds and grains — form and color, weight and content. (b) Grasses — varieties and uses. 2. Study of buds, leaves and stems. 3. Farm crops grown in the vicinity and uses of each. 4. Legumes — varieties and uses. 5. Soils — types, tillage, moistiu-e, fertiUty. 6. Seed testing for corn, wheat, oats, clover-seed, alfalfa. 7. Gardening. (a) Planning and platting. (b) FertiUzing. (c) Seed-bed preparation. (d) Planting — depth and distance apart. (e) Culture and tillage. (f) Harvesting. (g) Marketing. 8. The process of potato growing. 9. The process of corn growing. 10. Corn judging. 11. Plant propagation as appUed to fruit culture. 12. Care of the dairy cow. 13. The care of milk. 14. Rotation of farm crops and preservation of soil fertility. 15. The elements of forestry, especially as applied to the development and care of the farm wood lot. 16. The beautifying of school and home grounds. OUTLINE OF SPECIAL STUDIES ACCORDING TO THE SEASON Fall Term. Farm Crops. Make a study of corn, potatoes, fruits, vegetables, using the material in some textbook as a base and also observations in the field. Follow this with seed selection; that is, selecting seed corn, seed potatoes, etc. Judging exercises — corn, potatoes, vegetables and fruits. Study of iveeds, and collecting weed seeds. Make a collection of the seeds and grains of the farm crops of the commimity, these to be placed in small bottles or pint cans. Winter Term. Continue exercises in judging of farm products, study different types of farm animals, the care and uses of each. Give exercises in mechanical drawing. That is, making plats of school grounds, farms, home grounds and farm buildings. Toward the close of the winter term take up the work in dairying and prepare the older students to use the Babcock Tester. Spring Term. Horticulture. Study different methods of plant propagation, seed testing, testing corn, oats, clover seed and garden vegetables, garden preparation and planting. Soils. Four principal kinds. Secure samples. Study soil tillage, preparation of seed bed, use of fertilizers, development of humus, etc. This brief outUne gives the work in the order in which it may be profitably done during the year and covers the essentials as found in any elementary text. It is recomrnended that it be studied in this order without regard to the order in which the text gives it. APPENDIX 99 TEXTS Agriculture for Common Schools — Fisher & Cotton; Chas. Scribner's Sons. Introduction to Agricultm-e — Upham; D. Appleton & Co. Beginnings in Agriculture — Mann; The Macmillan Co. First Principles of Agricultui-e — Goff & Mayne; American Book Co. Productive Farming — Davis; J. B. Lippincott Co. Agriculture for Beginners — Burkett, Stevens & Hill; Ginn & Co. One Hundred Lessons in Agiiculture — Nolan; Rowe, Peterson & Co. PRACTICAL PROBLEMS Make the work in agriculture as practical as possible. It should be fitted to the problems of the home community. To know how to market the products is ol as much importance as to know how to raise them. Detailed study of farm markets in the daily papers should be given consideralale attention both in^^agriculture and arithmetic. Practical problems based upon the home market quotations should be used to a large extent. Detroit. Detroit, April 12.— Cattle: Receipts, 1,427; marlcet active and steady; best heavy steers, $8 25 @8 75; best handy weight butcher steers, $7 75 @8 50; mixed steers and heifers, S7 25 @8; handy light butchers, $6 50 @7 50; light butchers, $6@7; best cows, $6 50 @7; butcher cows, $5 @ 6 25; common cows, $4 25 @5; canners, $3 50® 4 25; best heavv bulls, $6 25 @7; bologna bulls, S5 50 @6; stock bulls, $5 @5 50; feeders, $6 75 @7 75; stockers, $5 50 @ 7.25, milkers and springers, $40 @75. Veal calves: Receipts, 725; marltet steady; best, $10 ©10 50; others, $7 @ 9 50. Sheep and lambs: Receipts, 960; market 50c higher than last week; best lambs, $11 50 @11 65; fair lambs, $11 25@11 40; light to com- mon lambs, $9 .50@10; clipped lambs, $9 50 @9 75; fair to good sheep, $8@8 50; culls and common, $6 50 @7. Hogs: Receipts, 7,393; pigs, $8 25 @8 50; mixed, $9 40 @9 60. Primary wheat receipts were 2,042,000 bushels, compared with 353,000 bushels a year ago. Ex- ports of wheat and flour were 1,044,000 bushels. Prices in the Detroit market a year ago were $1.60 for No. 2 red wheat, 74c for No. 3 corn and 61 J^c for standard oats. Cloverseed is in sharp demand and the price shows a jump of 40c. Other seeds are steady and quiet. Receipts of wheat were 3 cars and stocks 353,000 bushels, against 209,000 bushels a year ago. Local demand for oats is slow. Exporters are buying and the market is steady. Flour receipts Wednesday were 1,000 barrels and shipments 2,000 barrels. Rye is quiet and unchanged. Shipping id im- proving, but still very slow. There is some shipping demand for corn, but not much local trade. Beans are moderate. firm and scarce. Demand is Wednesday's Quotations. WHEAT — Cash No. 2 red, $1 24; May opened with an advance of J^c, advanced to $1 25 J/^ and closed at $1 25; July opened at $1 22,^, advanced to $1 24>^ and closed at $1 24; No. 1 white. $1 19. CORN— Cash No. 3, 75c; No. 3 yellow, 77i^c; No. 4 yellow, 74 @75c. OATS— Standard, 41J^c; No. 3 white, 47Hc; No. 4 white, 45 @46c. RYE— Cash No. 2, 93Hc. BEANS — Immediate and prompt shipment, $3 65; April, $3 70; May, $3 75. SEED — Prime red clover, $10 50; prime alsike $9 35; prime timothy, $3 60. HAY — No. 1 timothy, $19 50@20; standard timothy, $18 ,50@19; light mi-xed, $18 50@19; No. 2 timothv, $16 @17; No. 1 mixed, $15 @15 50; No. 2 mixed, $11 @13; No. 1 clover, $12@13: rye straw, $7 50 @8; wheat and oat straw, $6 50 @7 per ton in car lots, Detroit. FLOUR — In one-eighth paper sacks, per 196 lbs., jobbing lots: First patent, $6 50; second patent, $6 20; straight, .$5 90; spring patent, $6 80; rye flour, $6 per bbl. FEED — in 100-lb sacks, jobbing lots: Bran, $24; standard middlings, $25; fine middlings, $30; coarse cornmeal, $30; cracked corn, $21 50; corn and oat chop, $28 per ton. Articles. Comparison of Prices. Low. High. Close. No 2 red wheat May $1 23J^ $1 253 $1 24 1 25 Mon- day's close. $1 22 July No 1 white. . . . No 3 corn No 3 yellow . . . Standard oats . No 3 white oats No 2 rye Cash beans. . . . 1 22H 1 241^ 24 19 75 77 J^ 481^ 47 J^ 93 H 65 23 22 17 75 77 H 48 >^ 47 J^ 93 J^ 65 These quotations were taken from the Detroit Free Press, April 13, 1916. Procure a current paper and compare these prices with the present prices. Ask pupils questions in regard to the difference in the prices such as: Why was pork high in April? Is it usually higher in the spring than in the fall? Why? Is it profitable to raise hogs in Mich- igan? When is the best time to put them on the market? Why? Which is the best market for pork — Chicago, Detroit or Buffalo? Why? Ask similar questions in regard to wheat, cattle, potatoes, sugar beets, dairy products, beans, truck farm products, fruit, or any local products. BOOKKEEPING In accordance with the suggestion ofithe committee of twelve Ihe following simple forms of keeping accounts are outlined. It is thought that the work is best fitted for the winter term when the older pupils, especially the boys, are most likely to attend school. It is not necessary that a teacher be master of the intricacies of bookkeeping to teach the following business forms and accounts. The aim of bookkeeping is to keep concise statements of every transaction. So be sure to make full explanations and save every piece of evidence that comes into your possession. Be prepared for the imexpected. Preparatory work. 1. Teach method of ruhng, and of writing dollars and cents in columns. 2. Give much practice in footing columns and striking balances. This is done as follows: Add the debit and credit money columns. Place the difference (red ink) in the smaller column, and in the item column at the left, write the word "Balance" (red ink). The sum of each column will then be the same. Two red Unes are drawn below the footings to indicate that the account is closed. The difference (black ink) is then placed in the money column of the larger side and the word "Balance" (black ink) written in the item column. 3. Teach the general rules that, — What costs value belongs on the debit side, i. e., left hand side. What brings value belongs on the credit side, i. e., right hand side. All cash on hand and received, belongs on the debit side. All ca.sh paid out belongs on the credit side. The balance of cash account always shows the money on hand. A draft is based upon the theory that the drawee has money in his'possession belonging to the drawer. A note, order or draft is negotiable only when made payable to "order" or "bearer." Notes, drafts and checks when made payable to order must be indorsed before they are negotiated or before they are cashed. Bear in mind that liability is usually incurred when we indorse any paper. Business men prefer to pay debts by check because this avoids the necessity of keeping money on hand. Before the holder can obtain the cash he must indorse the check. This paid check is returned to the maker and serves as a receipt. The indorsements are always on the upper left hand end. To illustrate: As you look at the note following, the writing commences at the left hand end and your pen is in your right hand. Turn the note over with the left hand and across the back near the top, and where the left hand is, write the indorsement, or in other words the indorsement will be on the spindle end of the note. The following are some of the different kinds of indorsements: Blank John Roe. QuaUfied Without Recourse. John Roe. Restrictive Pay to John Doe. John Roe. Waiving Protest Waiving Protest. John Roe. Successive John Roe. Henry Doe. Dean Snow. APPENDIX 101 The following are some of the common forms of business papers as used in business: Receipt b^?-^^^ Note Joini Note 102 STATE MANUAL AND COURSE OF STUDY Check Sight Draft J^o.-.^^ ^ ""^ ^ S^^"^^ Bank Draft APPENDIX 103 Define, illustrate and give the value and meaning of every paper used in the course, or in business. Use the dictionary, or have some commercial law text from which an explanation of the terms can be obtained. Get copies of the real papers from some local bank or insurance office. The common papers are notes, checks, insurance policies, con- tracts, (teacher's contract) leases, deeds, (quitclaim and warranty) mortgages, (chattel, and land) abstracts, etc. Draw up a promissory note and see if it conforms to the following points: Is it sure to come due? Is it properly signed? Is it with or without interest? Is the amount to be paid definitely stated? When due to whom must it be presented for payment? If payment is refused what is the next step to take so as to hold the indorsers. (The note must be protested, and on the day that it is due. Any bank will gladly inform you all about notes.) Do not allow hotes to run over the due date. Why? Define and illustrate certified checks, bank drafts, cashier's checks. Discuss the various ways of sending money out of town and advantages or disadvantages of each way. Discuss fire insurance. Get an old policy and study carefully all of the provisions, especially those that are written in or are attached to the standard form. This part of the course can be made very interesting, useful and instructive. The different pha.ses suggested above are only a few of the many that can be taken up. Many misunderstandings could have been avoided if the parties had put in writing what they were to do. Insist that students read over every piece of paper and understand the mean- ing of every word that is used before they sign it. The field is so broad that one does not know where to stop. Business is always changing. That is what gives it fife. Be patient, be thorough, keep at it and compensation will more than repay for the effort. Statement Form of Account Student in Account with H. B. Clark 1914 Dr. Jan. u Feb. Mar. 11 3 5 15 5 5 28 5 8 2 To 25 lbs. Sugar @ $0.05 " 4 " Coffee .20 " 6 " Crackers .10 " 1 bbl. Apples " 1 doz. Oranges " 3 bu. Potatoes .60 Cr. By Cash " 3 Days' Work @ 1.25 " 500 ft. Lumber 12. M Balance due $1 1 3 3 6 25 80 60 00 30 80 00 75 00 7 75 Jan. Mar. 12 75 5 00 Received of (student) Five dollars to balance account. H. B. Clark. Exercise No. 1. Journahze, post, take a trial balance, make a statement of resource and liability, also of loss and gain; close the loss and gain accounts in the ledger, and leave it ready for the next exercise. 104 STATE MANUAL AND COURSE OF STUDY Jan. 1. You commence business and invest cash, $5,000. Bought a bill of merchandise for cash, $2,000. Sold a bill of merchandise for cash, $1,200. Jan. 2. Bought a bill of merchandise for cash, $2,000. Sold a biU of merchandise for cash, $200. Bought a bill of merchandise for cash, $500. Sold a bill of merchandise for cash, $98. Jan.. 3. Paid cash for freight, $25. (Debit Mdse.) Received cash for bill of merchandise, $328.25. Bought a bill of merchandise for cash, $229.38. Inventory : Merchandi.se, $3,000. Exercise No. 1 will appear as follows when journahzed: Lansing, Mich., Jan. 1, 19 — . 10 201 20 Cash Student 20 20 Merchandise Cash 20 20 Cash Merchandise 20 20 Merchandise Cash 20 20 Cash Merchandise 20 20 Merchandise Cash 20 20 Cash Merchandise 20 20 Merchandise Cash 20 20 Cash Merchandise 20 20 Merchandise Cash Commenced business, investing cash. Bought bill of mer- chandise from Hill & Co. for cash. Sold Jones & Co., bill of merchandise for cash. Bought bill of mer- chandise from Hill & Co. for cash. Sold Hume & Co., for cash, merchandise. Bought a bill of mer- chandise from Snow & Co. for cash. Sold Frost, W. A., bill of merchandise for cash. Paid I. N. R's bill for freight. Received cash from Lane & Co. for mer- chandise. Paid Hill & Co. cash for merchandise. $5000 00 1 $5000 2000 00 2000 1200 00 1200 2000 00 2000 200 00 200 500 00 500 98 00 98 25 00 25 328 25 328 229 38 229 00 00 00 00 00 00 00 00 25 38 (Figures at left margin indicate page of Ledger where each item is posted.) APPENDIX 105 Exercise No. 1 will appear as follows when posted and closed. Student, F. M. 245 State St., Lansing, Mich. 20 *Jan. P. W. 5071 87 Jan. 1 3 5071 87 Jan. 3 Net Gain P. W. 10 20 5000 71 5071 5071 00 87 87 87 Cash Jan. 1 (Explanation 10 5000 00 Jan. 1 10 2000 00 1 column see 10 1200 00 2 10 2000 00 2 note below.) 10 200 00 2 10 500 00 2 10- 98 00 3 10 25 J 00 3 10 328 25 3 10 229 38 Balance *Jan. 3 Balance 2071 87 6826 25 6826 25 Jan. 3 2071 87 Merchandise Jan. 1 10 2000 00 Jan. 1 10 1200 00 2 10 2000 00 2 10 200 00 2 10 500 00 2 10 98 00 3 10 25 00 3 10 328 25 3 10 229 38 *Jan. 3 Inventory 3000 00 *Jan. 3 Loss and Gain Inventory 20 71 87 4826 25 4826 25 Jan. 3 3000 00 Loss and Gain *Jan, Student's Net Gain 20 71 87 Jan. 3 Mdse. 20 71 87 (*Red ink. All rulings in red ink.) Explanation column. When the amount is from the journal no letter is used as no letter means the journal, but C. indicates cash book; S., sales book; /., invoice book; B. B., bill book, etc. The number "10" indicates that the $5000 is from page ten. If the letter C. was written in the explanation column it would mean that the amount was from the cash book, page ten. 106 STATE MANUAL AND COURSE OF STUDY Exercise No. 1 appears as follows in a trial balance and financial statements Trial Balance Jan. 8, 19 — . Student Cash Merchandise Statement of Resources Mdse. Inventory Cash Total Liabilities None Present Worth Statement of Gains Mdse. Inventory " Debit " Gain Losses None Net Gain Capital at beginning Net Gain Present Worth or Net Capital 2071 2928 87 13 5000 00 5000 00 5000 00 3000 2071 00 87 5071 87 5071 87 3000 2928 00 13 71 87 71 87 5000 71 00 87 5071 87 1 1 1 Exercise No. 2. Treat this exercise as you did the first one. Open new accounts as needed, leaving one-half page for the proprietors, a page each for merchandise and cash, one-half page for expense, one-half page for loss and gain, and seven lines for each of the other accounts. Jan. 4. Sold a bill of merchandise for cash, $2,000. Bought the store and lot for cash, $3,000. Paid $500 for a bill of merchandise. Paid $25 for repairs on store. Received $50 for rent of office rooms in the store from Dr. John. Jan. 5. Sold a bill of merchandise for cash, $600. Paid $50 for insurance on the store. Increase your investment in cash, $4,000. Buy a horse and wagon for cash, $500. Paid $50 for feed for the horse. Paid the dehveryman cash, $25. (Debit Mdse.) Sold for cash $10 of the feed that we bought for the horse. Rented the horse and wagon for cash, $5. You take $10 worth of the merchandise home. Inventories: Merchandise, $900. Store and lot, $3,500. Horse and wagon, $500. Feed, $20. (Expense.) (The net capital at closing should be $9,506.87.) APPENDIX 107 Be sure to close all of the loss and gain accounts, and any other account that balances. Look and see if all inventories are below the double ruled lines before you commence the next exercise. If they are not down in the proper place, you will be unable to obtain a trial balance. After having completed Exercise No. 2 the pupil is ready for Exercise No. 3. This exercise contains some transactions which are journaUzed as indicated in the following illustration. James, J. Sold J. James on account the 250 00 Merchandise following bill of mdse. 250 00 6. Notes Receivable Sold R. Allison on his 30-day 200 00 Merchandise note the following bill of mdse. 200 00 6. Field, M. Gave M. Field oiu- 30-day note 500 00 Notes Payable and cash to balance account. 300 00 Cash 200 00 Exercise No. 3. Jan. 6. Sold J. James bill of merchandise on account, $250. Sold R. Grimes bill of merchandise on account, $25.13. Sold R. AlUson bill of merchandise on his 10-day note for $200. Bought a bill of merchandise from M. Field on account, $500. Jan. 8. Received from J. James his 10-day note for $250. Received from R. Grimes his check in full of account. Gave M. Field our 30-day note for $300, and check for the balance that we owed him. Bought bill of merchandise from H. Stewart on account, $500. Jan. 9. $12 worth of merchandise has been destroyed. Sold J. Cooper on account the following merchandise: 13 lbs. of rice at 5^c. 15 lbs. of sugar at 7§c. 9 lbs. of coffee at 25hc. Bought the following bill of merchandise from J. Wanamaker, on account: 500 yards of cotton, 2^c. 700 yards of flannel, 25|c. 1251 yards of tweed, 87^c. Paid $50.39 cash for freight to the railroad. Bought 9 tons of coal for use of store, $5.50 per ton. Paid $1 for shoeing the horse. Bought the following bill of merchandise from J. Wanamaker, on account: 1255 yards of cotton, 25c. 755 yards of calico, 10|c. Sold J. Cooper on account the following merchandise: 25 yards of cotton, 55C. 15 yards of caUco, lO^c. George Alway wishes to enter into partnership with you. You agree to admit him by his paying you in cash one-half of the present worth of the business. In oi'der to do this you will make a statement of the resources and Uabilities, loss and gain, as in No. 2. Inventories: Merchandise, $3,000. Store and lot, $3,500. Horse and wagon, $500. When you have found how much Mr. Alway is to pay make the following journal entry, post and balance up j'om- account and close all of the loss and gain accounts and all other accounts that balance and do the next exercise. Student George Alway pays cash for 4785 . 97 George Alway one-haK interest in the business. 4785.97 (Net Gain $65.06) 108 STATE MANUAL AND COURSE OP STUDY CASH BOOK The Cash Book is one of the labor saving books. All transactions that have cash in them are put into this book. The left hand page is for cash that is received, and the right hand page is for the cash that is paid out. In case of doubt as to how to make the cash book entry, determine how it would appear journaUzed. Those items that are put on the left hand page of the cash book are posted to the credit side of that account in the ledger, and those on the right side of the cash book are posted on the debit side of that account in the ledger. (The left hand side of the account in the ledger is called debit side and the right hand side, the credit side.) The difference between the two sides of the cash book is the amount of cash on hand, and this balance can never be on the credit side. That is, you cannot pay out more money than you take in. The following journal entries are from Set No. 1. Cash Student Merchandise Cash Cash Merchandise 5000 00 2000 00 1200 00 5000 00 2000 00 1200 00 The following illustration indicates how the journal entries given above appear in the Cash Book. CASH BOOK 10 (page) (page) 11 Cash in Cash out 6 Student 5000 00 6 Mdse. 2000 00 2000 00 6 Mdse. Balance 1200 00 = = Balance (red ink) 4200 00 6200 00 6200 00 4200 00 ^ 0) a o CI '-3 c3 1 X bC "E Write Exercise No. 4, introducing the Cash Book. Jan. 10. Deposited all cash on hand in bank. Sold J. James bill of mdse. for cash, $37.39. Sold J. Cooper bill of mdse. for cash, $3.98; he also paid amount due us. Received $100 from J. James on his note. Paid $298.76 for mdse. by check. Paid J. Wanamaker $396.29 on account by check. Paid $200 on om- note by check. Discounted our 30-day note at bank. Face of note, $500. Discounted at 6%. Deposit all cash on hand. APPENDIX 109 Jan. 11. Sold bill of mdse. to G. Hughes for cash, $7.63. Bought 5 tons of coal at $4.35 for use of store. Paid by check. Paid J. Wanamaker in full of account. Bought N. Y. Draft for which the bank charged $1.00. Sent our certified check to H. Stewart in full of account. Bought one ton of hay, $20.00. Paid by check. Bought one package of envelopes, $0.54 for cash. Deposited all cash on hand. Jan. 12. Paid by check $250 taxes and a fe^^ of $2.50 on store. Bought bill of mdse. from M. Field, $546.25. Paid by check. Received $50 from H. Stone, for mdse. Each partner withdraws $25 cash. The firm gives $5.00 check to charity. Sold some boxes for $1.25 cash. Paid janitor of store $25 by check. Paid $13.45 for advertising by check. Deposit all cash on hand. Post, take a trial balance. (Cash balance, $1685.43.) Exercise No. 5 contains some transactions that are journalized as follows: Merchandise Gave Swift & Co. our 10-day 858 79 Notes Payable note with interest at 6%. 858 79 13. Notes Payable Paid Hill & Co. for our 30-day 400 00 Int. and Dis. note for $400 at 6%. 2 00 Cash 402 00 13. Cash Hume & Co. paid their 30-day 402 00 Notes Receivable note for $400 int. 6%. 400 00 Int. and Dis. 2 00 Exercise No. 5. Jan. 13. Bought bill of mdse. $565.75 from M. Field for which we gave our check for a bank draft. The bank charged |%. Bought bill of mdse. worth $858.79 from Swift & Co., on our 10-day note with Sold bill of mdse'. worth $398.76 to F. Riley for his 30-day note at 6%. Sold bill of mdse. worth $400 to Hume & Co., on account. Bought 100 barrels of apples at $3.50 from G. Doolittle on our 10-day note at 6%. We borrow $2,000 from R. Weston and give a 5-year mortgage on the store bearing 5%. We buy a house and lot at 529 Palace Coiu-t for $3,000 cash. We pay $257.86 for repairs on the house. We rent the house at $50 per month, payable in advance, to Dr. Hodges. The doctor pays the month's rent by check. Paid deliveryman $20 by check. G. Alway takes home $25.39 worth of mdse. Jan. 15. Sold 50 barrels of apples to Hume & Co., at $4.50 per barrel on account. Bought bill of mdse. from Swift & Co., worth $895.79. We gave them our sight draft on Hume & Co. for $225; and our check for the balance. We insure the house for $2,000. Fee, $15. Paid by check. Cash sales, $227.38. Sold the rest of the apples to Hume & Co., at $4.75 per barrel on account. Bought 600 bushels of potatoes from Hume & Co., on account, at 50c and sold the same while in his hands to W. McLean at 75c cash. 110 STATE MANUAL AND COURSE OP STUDY Pay by check, $98.76 to the P. M., for freight. We accept G. DooUttle's offer to take $350 for our 10-day note. Pay by check. We buy 400 bu. potatoes at 50c from Rose & Co., and give in payment a sigh draft on Hume & Co. Sold $900 of mdse. to Hume & Co., on account. Sell $1,250.87 mdse. to G. Curtis who pays by bank draft. Balance sheet. Inventories: Mdse., $4,000. Store, $3,800. House and lot, $4,000. Horse and wagon, (The net gain is $1,895.74. Student's present worth $5,708.83. Alway's present worth $5,683.45.) WRITING General Information The First Essential to Successful Teaching is the Teacher. If you know that you cannot write well with the muscular movement, take up the systematic course of practice as outhned in this Course of Study and master it. You will meet with no success in teaching this important subject until you do. The teacher must learn to write well on the black- board. Ten or fifteen minutes a day of practice at the blackboard will in ten weeks enable the teacher to place copies before her class. Never require pupils to practice without a copy. The Second Essential is Materials. Use a steel pen of medium size and moderately fine point. Stub pens should never be used. The holder should be quite large, of cork, wood or rubber — avoid metal; a good quality of white paper, ruled about f-inch for the second and third grades, and standard ruhng for the other grades. Ink must be free- flowing and dark — a good writing fluid is best. The desk must fit the child. Poor materials are dear at any price. The Third Essential is Position. A good position is absolutely essential for the acquire- ment of a good handwTiting. The writer should sit facing the front, and in the middle of the seat. The feet must not be pushed out in front, nor way back. The arms must rest on the desk so that the elbows extend over the edge about an inch and the arm and hand holding the pen at right angles to the fine of WTiting and with the other liand holding the paper just above the line of writing and on the edge of the paper. The holder is held loosely between the thumb and second finger, the first finger resting upon the top of the holder and near the end. When properly held the holder will point between the elbow and shoulder, or over the shoulder. No part of the wrist or hand must touch the paper except the nails or tips of the thu-d and fourth fingers. The paper should be pushed from the body, and not the arm pulled off the desk, as the writing progresses down the page. The elbow may be shifted a little in wi-iting the fine, or the paper moved to the left a trifle. The Fourth Essential is Form and Freedom. One should not be sacrificed for the other, but both carried along side by side. If the teacher thinks she cannot do this then form should be given the more attention in the first three grades. Writing is a commercial subject, and in these times speed and legibility are both necessary — one has httle value without the other. All letters should be simple, free from flourishes and slanting to the right. The Fifth Essential is Practice. The movement drills are means to an end, not the end. Begin applying movement to writing of letters and words in the fu'st gi-ade. Aimless practice accomphshes nothing. The writing lesson should be planned the same as any other lesson. A good plan is to practice the exercise fu'st, then the letter, then the letter in the word, then the word in the sentence — giving about the same length of time to each. Encourage muscular movement in all written work, and accept nothing but the pupil's best. Exhibit pages of movement drills and written work, and send specimens to your principal or commissioner. If you will observe these five Essentials, you will succeed; neglect any one of them and you will fail. 112 STATE MANUAL AND COURSE OF STUDY APPENDIX 113 ?Mir V M ^^^ ay ay a..c^-wUI(^, ^. Isi V ...^ Courtesy of^tkinson, Mentzer &JCo. APPENDIX 163 Courtesy of Atkinson, Mentzer & Co. /«V| J. £.^ ^'y.//^. ^\iJ£J^-^ Courtesy of Atkinson, Mentzer & Co. 164 STATE MANUAL AND COURSE OF STUDY (^eoirtetric Problems D ^ E Courtesy of Atkinson, Mentzer & Co. APPENDIX 165 Make a simple landscape in color, first making the blue wash for sky, grading to a lighter shade as in natm-e. Represent trees as a mass of green or color of autumn tints. Paint trees before the sky is dry. Keep the landscape simple. Have young children paint autumn leaves either with or without tracing the outline, and cut out Hallowe'en pumpkin and color. Older pupils may do constructive work correlating with arithmetic. November Much of the work can be correlated with the thought of Thanksgiving and stories of the Pilgrims and Indian hfe. In grades in which any written composition work is done, make designs for book covers, always studying appropriateness of design. Make the design suggestive of contents. This will involve laying out of marginal line, ornaments, lettering, etc. Make alphabet of straight line capital letters. Paper cutting. — Pumpkins, tm-keys, wigwams, Mayflower, etc. Pencil work. — Figures involving but two dimensions. Courtesy of Atkinson, Mentzer & Co. December In most schools but little can be done except the work in connection with Christmas, and construction work for gifts. Pupils of all grades can make, often plan, some piece of handwork. The problems in measurement will be of benefit. Holly, cones, pine, etc., will furnish appropriate unit for designs. One tree is tall and one is wide. And one's loved best at Christmas-tide; I pray thee tell which one may be The apple — poplar- — Christmas-tree. Now pencil take and show which tree Should in a spreading orchard be. Where pink and white the blossoms blow, The petals fall, the apples grow. 166 STATE MANUAL AND COURSE OF STUDY Then make one high, — point^to the sky. Another and another try Until you may have six or so All standing in a "Poplar row." With Christmas candles all aflame And here V toy and there'a game Brought from its field of softest snow The fir tree decked for Christmas show. Picture study. — Make much of this work. Lead the children to know and enjoy the Madonnas and masterpieces connected with the hfe of the Clirist Child. Illuminate the initial letter of mottoes. Courtesy of Atkinson, Mentzer & Co January The holiday toys will in many cases be interesting material for representation. Connect these with the various type forms, as cube, cyUnder, etc. Make these drawing models of paper. Name many objects based on these forms. Follow this by representing their appearance in different positions. Only older pupils should represent perspective. Models. — Winter vegetables, Japanese lanterns, dinner-boxes, pails, cups, flower-pots, jugs. Pose drawing. — Keep the work free from details, maldng the first work only a study of proportion. Figures in action may be represented with straight lines. Handwork. — Calendar. February Give work appropriate to birthday anniversaries and St. Valentine's day. Continue the work in representation of forms suggested for previous months. APPENDIX Courtesy of Atkinson, Mentzer & Co. 168 STATE MANUAL AND COURSE OF STUDY Begin to group objects, and study the effect of light and shade, and shadows. See illustrations. Draw a flag and color. Handwork. — Fold soldier's cap. Cut five pointed star. Make valentines and envelopes. March Study designs for wall paper, oil cloth, carpets, dress goods. The teacher should be well prepared for criticisms before she gives the work to the class. Take a leaf and cut a simphfied representation of it. Arrange in border and wall paper pattern. Keep very simple. In color or in ink make an all-over design. Make stencil patterns from the unit. Study the buds on the trees. Sketch twigs with buds. Continue the studies of still hfe groups. Represent a lapdscape with trees having no leaves. April Draw twigs, buds, flowers, pussy-wiUows, dandeUons. Make Easter card or booklet. The outline of the design may be traced for yoimg pupils to color. Print mottoes. Study the appearance of handles and spouts on dishes in different positions. See illus- tration. Courtesy of Atkinson, Mentzer & Co. May Spring landscapes may be studied and painted. Select simple studies. Paint fruit tree in blossom. Natm-e is lavish in her supply of subjects for art lessons. Select the larger flowers. Cut and fold May baskets. June Continue the painting of flowers and vegetables. Review as much as possible all hues of work, especially such work as most needs extra practice. APPENDIX 169 VISUALIZATION Visualization is mental vision. It is the power of combining at a glance the parts of anything so that the whole is apperceived in its relations. Visuahzation in arithmetical processes means the abiUty to see the whole combination at a glance, — to see 75 and to see 46 23 instantly 144. Just as one sees the word "Eskimo" when it is written on the board, and not the different letters that form the word, or as we see the whole cat in a picture of that animal and not the hnes that make it. It is the power of " thinking with the eyes" — of seeing numbers in their relation, of combining them automatically and instantaneously. Ability to visuahze whole problems at a glance is gained in a short time, and the funda- mentals are inastered in this way with but very httle trouble. The work in visualizing in arithmetic includes addition, subtraction, multiplication and division, and denominate numbers and percentage. The visualizing results are discovered at sight, sums of long problems stated instantly, as well as differences, products and quotients, so that when the pupil enters the seventh grade he is master of reasoning processes as well as the automatic manipulation of numbers. To genius, the power to vizualize is native, but it can be acquired to a certain extent by any one, and in arithmetical processes in a very short time. The power to picture clearly and distinctly is important to any kind of creative work, and is a part of the native gift of the poet, inventor, artist, electrician. It can be developed by drill and by appeal to the spontaneous activities of the child. Through the eye, ear, touch, taste, smell, the child gains clear concepts of objects, and the ability to form mind pictures clearly depends on the vividness of these concepts, hence it is important that as many senses as possible be brought into intense activity. Beyond the mere rapid and accurate handling of figures and processes, there are still more important results to be obtained in arithmetic teaching. Not many pupils will become accountants or require more than a fundamental knowledge of the subject but to every pupil ahke, the system of arithmetic teaching through visuahzation is of great value. Through the use of objects every principle in arithmetic is taught. Through the visuahza- tion of numbers results are reached and every problem is a direct appeal to the imagination, which will eventually lead to abstract thought. This power to visuahze is of much value to the engineer, or architect — to be able to see his project in detail before it is drawn on paper. The designer of no matter what, must be able to see his production mentally before he can produce it on paper. The power of picturing problems, of keeping several conditions visuahzed at the same moment, gives to the pupil a power over his own memory, imagination and thought that is of more value to him than the arithmetic knowledge itself, and must eventually serve him in a world whose increasing demand is for sureness, swiftness, alertness, and power of rapid, clear, unerring thought. SENSE-TRAINING All intellectual development has its origin in sight, sound, touch, taste, smell. Every new idea gained by the mind has its physiologic basis in sensation. Therefore, the acquisi- tion of knowledge cannot be considered apart from sense media. It is the business of school life to develop knowledge through the trained activities of the child. He must acquire the fundamentals of whatever subject he studies, through his own concrete experiences. Thus, as his mind develops and expands, will he acquire co-ordination of muscles, and gain in ease, grace, facility, poise, and harmonious action. The exercises are not an end. They are a means to an end. The knowledge of the material world derived through the senses is hmited to the measm-e of their acuteness. Textbooks in the hands of yoimg children inhibit the powers of observation. In con- nection with the development of the senses teachers have opportunity to note peculiarities and defective senses of pupils, and they are enabled to deal with such pupils with this in consideration. Modern psychologists agree that it is impossible to form generalized habits of memory, reason, or other intellectual faculty. Man is endowed, not with memory, but with memories; not with reason, but with reasons; and each capacity is independent of the other. Keeping this truth in mind, harmonious sense-development must be strictly in line with the subject studied and must have a definite educational aim. A generahzed habit of observation would be neither possible nor desirable. A doctor on a sick call would be hampered by the habit of observing everytliing on the way and his usefulness hindered by his habit of noting every detail of sight or sound about him. It is possible, however, to have children observe closely and definitely along the lines of each particular study they pursue, having in mind a definite educational end of such observation with selection of important details and elimination of irrelevant matter. In this way an ideal of observation is created, so that the power will appear or be easily developed, when it is necessary. In sense training, therefore, the teacher should "do nothing without a definite aim." The child must acquire abstract principles tlirough their own experiences. Do not tell him that five and five are ten, but let him count the quantities and discover the relation for himself. Do not tell him the location of a city depends on physiography, cUmate, natural and commercial resources, but teach the subject so that he will discover the under- lying principles himseK. Do not tell him that the sound of the locomotive whistle is shrill, but let him hsten and select the word that best describes the sound. The following exercises are merely suggestive of many others that may be used that wiU grow out of the teacher's daily work. FIRST, SECOND AND THIRD GRADES Use as many objects as possible. Have them varied in form, color and size. Use varieties of blocks, as cube, square and cyHnder. Let the children acquire terms as they need them of all the forms used, as well as such descriptive words as circular, oval, round, square, solid, prism, ratio and relation. Use colors in cards, sticks and blocks and let them learn the names of each incidentally, as they use them. Use artificial coins of paper and let them learn to make change. With the paper clock-face, have them learn to tell time. Have them learn to weigh, measure and count in connection with their work as it advances. Let them use the foot-rule and the yard-stick freely. Let them cut from paper the forms studied. Let them work out all problems at first with objects and discover the results concretely. Make an arithmetic lesson in this grade largely an exercise in sense- training as well as language. Hold up a cylinder. Let the children observe it and give the name. Let them discover cylindrical blocks on the table. Fold a cylinder from paper, write the word. Find cylindrical objects in the room. Name many cyHndrical forms, as pencil, chalk, stovepipe, hat crown, top of ink bottle. In the same way teach square, cube, prism, round, circular, ball, globe, sphere. Let children select the different forms from the table, compare and name. I. Compare two cylinders whose ratios are 1 and 2. Have them observe and express the ratio in as many ways as possible, as 172 STATE MANUAL AND COURSE OF STUDY A is § as large as B. B is twice as large as A. The ratio of B to A is 2. There are 2 A's in B. There is | of B in A. A+A = B. B-A = A. Repeat the process with cubes, with squares, with chalk, with apples, so that the concept of value will not be attached to any one object, but will become to them an abstract principle of universal application. Let the children see the word on the blackboard, as "cylinder," "prism." Erase and let them write it from memory. Let them become famiUar with different forms and colors through much handling, comparison, etc. Encourage them to use the descriptive terms freely. IL Measure a pint of sand, — a quart of sand. Compare. Express results of com- parison as — 1 pint is 5 of a quart. There are 2 pints in 1 quart. The ratio of a pint to a quart is 2. If a pint is 10c a quart is 20c. If a quart is 16c a pint is 8c. If there are 25 pebbles in a pint there are 50 pebbles in a quart. If there are 40 pebbles in a quart there are 20 in a pint. There are 2 pints in 1 quart. Then in 2 quarts there are 4 pints. Let them measure and compare and make up problems which they will work out by experiment. Let one keep store, another may buy a pint and a half of cream at 20 cents a pint and pay for it with a fifty cent piece. Dictate rapidly sums as 6+3+9+4, and differences as 50 — 39, and combinations as 7X2X6, and 18-^3, and require instant answers. Memorize and repeat the combinations in addition and multiplication. The teacher will write on the board rapidly long columns, erase, require the sum. Teach differences, multiplication and short division in the same way. This work should be done every day, for ten minutes or more. Teach relation of inch, foot and yard, perimeter of square and its relation to other squares, gallon, quart, pint, by comparison, measuring and experiment. Every exercise should be carefully prepared in advance by the teacher so that not a moment is lost, and should be carried out in an orderly, systematic way. 'Let the children skip to the table, do their work, express results in clear well-defined sentences, and skip to place to observe the next. If the work is properly prepared, they will be ready, alert, responsive, and orderly without further incentive than the interest aroused by the work. INTERMEDIATE GRADES Work for speed and accuracy. Require quickness of movement, instantaneous response, answers always well-expressed. Have the children learn simultaneously small fractional, decimal and per cent forms. It is just as easy here as later to have them understand that J, 1, 100% are the same; that 5 equals f or 50% or .5. Let a pupil count out 100 sticks and tie in a bundle. How many fourths in this bundle? Thenl = t. How many sticks in | the bundle? Call it 100%. What per cent in ^ the bundle? Call the bundle ig. Write it 1. How many sticks in {^t Write it .5. What does .5 equal? What does \ equal? What per cent? What decimal? Teach ^, \, \, i\,, in this way. Use 100 shells, 100 cards, 100 sticks. Make bundles. Call the bundle 1. Divide it into 50%, 25%, 10%, 20% parts. Divide it into lOths, .5, .1. Divide it into 4ths, 5ths, 20ths, halves. Write each value as it is found. Compare I, .6, 50%. APPENDIX 173 Compare Vir, .1, 10%. Compare i, .2^, 25%. Compare 2V, -05, 20%. Then What is ^ of 40 sticks? What is I of 40 sticks? What is ^o- of 40 sticks? What is s^oof 40 sticks? What is 100% of 40? What is 50% of 40? What is 25% of 40? What is 10% of 40? What is 20% of 40? What is iS of 40 sticks? What is /^ of 40 sticks? What is ^0 of 40 sticks? What is ro of 40 sticks? Compare results. In the same way use 20 cards, 80 dollars, 60 inches. Hold the children to these fractions in many varieties of exercises with many different materials until the relations are thoroughly understood. Make problems in which the fractions, decimal and per cent are used, and compare results. Teach in these grades all the smaller fractions in this way as §, f, f, s, |, I, f, |, f, i^u, fV, ^0. Draw a square foot on the table or blackboard. Divide it into square inches. Each child draw a square and divide it. Count the rows of inches. Count the square inches in each row. How many square inches in a square foot? Draw a square foot freehand and compare. Find sm-faces which seem to contain a square foot. Measm-e. Fine the number of square feet in the top of the desk, the table, chair seat, wall space, board space, window, door, etc. The distance around the square foot is the perimeter. The number of square inches it contains is the area. Find the area and perimeter of many surfaces. Develop the square yard. Measure the square yards in the table top. Change it to square feet. Measure the square feet in the floor. Change to square yards. Make rules after measuring and changing areas of different surfaces. Look at a cubic inch. Measure its size. Describe. Observe a two inch cube. Com- pare with a one inch cube. Observe a four inch cube. Compare with a one inch cube. Observe a cubic foot. Compare with a cubic inch. Measure. Find how many cubic inches in a cubic foot. How many rows high? How many rows wide? How many rows deep? How many cubic inches in all? Draw a cubic inch. Draw a cubic foot. Fold a cubic inch. Find the number of cubic inches in half a cubic foot? j of a cubic foot? t's of a cubic foot? How would a cubic yard compare with a cubic foot? All though these grades vary the work by introducing thought problems in which the reasoning processes are the simple applications of principle. All of these problems should be oral. 1. A man having $200 spent 10% of his money for books, 5 of his money for rent and 5% for clothes. How much had he left? 2. How many pints in 50% of 10 bushels? 3. What per cent of 40 is 10? 4. What is 12§% of 120? 5. 20 is what per cent of 50? 6. 20 is what fraction of 60? 7. 15 is what decimal part of 60? 174 STATE MANUAL AND COURSE OF STUDY 8. How much paper a yard wide will be required to cover a wall 18 ft. long andlOft. high? What will it cost at 40c a roll if there are 10 yards to the roll? 9. What will 4| gallons of cream cost at 16c a pint? 10. If chestnuts are bought at 40c a bushel and sold for 5c a pint, what is the gain? 11. An agent sells 240 yards of goods at $1.50 a yard. If he receives as his pay 10% of the amount of his sales what is his profit? 12. What is gained by buying 160 acres of land at $25 an acre and seUing it at $27| acre? Each day have the children visualize problems in addition, subtraction, multiplication > short division by placing the problems on the board, erasing immediately and requiring the answer at once. Dictate many problems in addition of fractions, as 1 + 1 + 114-5 = ? Require instant answers. Give also combinations in subtraction, multipUcation and division. In these grades the pupils should become skillful and accurate in results at sight in ad- dition, subtraction, multipUcation, division of simple numbers, and to some extent in fractions, decimals, denominate numbers. They should weigh, estimate, measure, buy and sell, make problems, collect problems, make change, etc. Eye, ear and hand should be appealed to constantly. Additional exercises. Have pupils observe objects as cards, colored sticks, boxes, blocks, whose ratios are 1—2—3. Cover them. Call them A, B, C. State relation. As 1 is ^ of 2, 2 is f of 3. AiTange a group of objects behind a screen. Allow pupils to pass along and look at them as they pass. Call upon them to state the relative size of each. Have numbers 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24 on blackboard. Teacher says, 4, 8, 12, and the pupil points instantly to 24, the sum. The teacher holds up two solids whose ratios are as 1 and 2. The teacher names one sohd 2 or 6 and the pupil names the other. The teacher holds up two solids and puts them down very quickly. Pupils compare as "the small one is equal to i of the large one." Or the pupil states the ratio, as "4 is the ratio of the large sohd to the small solid." The teacher uses pointer, ruler, or pencil and writes figm-es in the air. Pupils write on the board and give sum. Have the children cut from paper a 2 in. square. Then cut one twice as large and compare them. Cut one tliree times as large. Place a number of solids on the table. Compare and state the relative size of each. Draw a Une equal to L . Draw a hnc two times as long as L. Draw a line three times as long as L. Letter the hues differently and then add them in this way. L M N The sum of L and M is equal to N. Have children look for objects in the room that are round, oval, square, oblong. Take 6 blocks, calhng them one, two, thi-ee. Do not arrange them in regular order. Have the child see them, cover quickly. Let him state the relations. Give a value to one of the blocks, and tell the values of all the others. The first block is two, what are the values of the other blocks? Draw different forms of blocks on the board. Erase quickly. Let the child tell the form which was drawn. . _ Take a set of six blocks. Place them in the following order: 2 in., 6 in., 3 in., 1 in., 4 in., 5 in. Name the 6 in. block 12. Have children name the others. Take a set of 6 blocks. Compare 1 inch block with each of the others. Then compare each of the other blocks with all the remaining blocks. Have a row of children skip to the table and find a block which has a relation or ratio 2) 4. §) 6 to some other block, and vice versa. Using the 1 in. cube as a unit of measure, have children take different blocks and find how many cubic inches they contain. The teacher holds up quickly two blocks from the same set, as 2 in., 4 in., puts them down and calls on the child to give the relation of blocks that he saw. The teacher writes two numbers on blackboard quickly, then erases. The teacher calls on child at seat to give sum. The teacher makes a column of four figures in the air. The children reproduce on black- board and write sum. Have a row of children take any block from the table and compare one face with another. APPENDIX 175 After pupils know the relations of solids, |, |, I, i, i, have them put hands behind backs. Place in the child's hands two soMds, and by feehng them, have him tell you whether he has soUds one and two, one and three, one and four, etc. Have one pupil come to the table. Place soHds in his hands behind his back and have him name them. Have pupil hold hands behind his back. Give him sohds, and after he has felt them, give their dimensions without looking at them. Place different objects of various sizes, such as cone, sphere, cube, pyramid, in a row behind a screen. Remove the screen, and allow childi'en to look at objects for a few seconds. Replace screen and have children name objects and compare. Give each child a foot ruler. Show him an inch, then six inches. Have him go to the blackboard and draw a Une one inch long, six inches, one foot. Afterward have him measure his lines with ruler to see if they are correct. After scattering blocks on the table, have children find two blocks of the same shape that are equal. Then find blocks of different shapes that are equal. Number one set of solids 1, 2, 3, 4, 5, 6, and place in row on table. Cover and change the position of solids. Uncover for a minute; cover and have pupils number the soUds from left to right. Use three soUds at first, then six. Name blocks at sight, rectangular prism, square pyramid, cone. Compare soUds thus: My right hand block is smaller than my left hand block, and vice versa. Draw hues of different lengths on blackboard. Estimate comparative length of each. Draw rectangle, circle, squai'e, and other forms on board. Erase quickly and have the pupil tell what you drew. Show the children two or more blocks. Compare them in height, width, thickness. Place cone, sphere, cube, and other objects on table. Name. Handle sets of blocks, first using blocks one inch in height. Children find blocks of different heights as the teacher indicates. Study tops, then build and arrange in sets. Draw circles, squares, and rectangles on the board. The children will tell which are largest, which smallest, and which are equal. Put simple addition problem on the board. Erase, and have the child give the answer. Place 2, 3, 5 on the board. Then 2, 3, 6. Let the child give the answer in multipUca- tion. Write numbers from dictation. Have all the blocks on the table. Give the dimensions of one certain block as : Find a block two inches high, three inches wide, and 4 inches thick. The child skips and finds the block and says. "This block is two inches high, three inches wide and four inches thick." The teacher writes column of four figures on board quickly, erases, then calls on individual children to give answer. Proceed in same manner with subtraction, also with the tables. Give a child a foot ruler or yard stick and let him observe length. Then have him put it aside and draw on the board a hne a foot or a yard long. Have the children draw on the board a six inch square without a ruler, a square foot, a rectangle two inches by four inches, etc. Have the children estimate the length or width of door, window, desk, height of school- mates. Place a number of objects before children. Have them name each quickly. The teacher draws hues on the board, one under the other, letting the shortest line represent 2c, $3, 5 in. The teacher names the longest line, or shortest hne, the children name the rest. Rows skip to the table. Find blocks one-half, one-third, one-fourth, two-thirds, three- foiu-ths, five-sixths, and equal to other blocks. Give the number of the large block. Have the child tell what the small one would be, and then add the two. Call the blocks cyhnders, squares, triangles, cubes. The child skips to the table, puts hands behind his back. Place a block in them and he tells what kind of a block it is, as, "This is a cyhnder," then holds it up. In the same way let pupil give the dimensions instead of kind of block. Draw figm-es of blocks in a set on the board and letter them as A, B, C, D. Compare them. How many small ones could be made from the large? Draw figm-es of blocks on board; give length and width. Have children tell what the perimeter is. Place rectangles of various commensurate sizes on the board. Give one a certain value, as eight. Have the children give value of others. Have them give values of two or more combined. Give combijiations rapidly 4 7 3 5 8 6 9 4 176 STATE MANUAL AND COURSE OF STUDY Table 2's, 3's, 4's. Tables using i, i J, §, f. As § of 24, of 30, of 18; I of 16, of 20, of 28, of 36, of 48, of 44; I of 30, of 21, of 15, of 39. Using blocks give ratios of 1 to 3, 3 to 1, 2 to 5, 5 to 2. Give the largest block in the set the value 1. Give relative values of others as i, §, f , f . Train the eye to measui-e inch, foot, yard. Estimate measui'ements of objects in school- room, schoolyard, neighborhood. Draw lines of different lengths on the board and have the class tell hues that are twice the length of A, ^ of A, etc. Have class draw with rulers a 5, 10, or 6 inch horizontal Hue. Also vertical hues of various lengths. Let the pupils erase and try to draw hues of the same length without rulers. Have the class judge how high the door is, how wide a window or desk is, then let them measure to test results. Teach dollar and cent signs. Teach pint, quart, inch and foot using measure in each case. Teach children to judge weights of things as to which is heavier, lighter. Let the children skip to the board and write numbers correctly. Hold up one block (one of the larger ones of a set) and have children find two or more blocks, the sum of whose volume equals that of the given block. Assign a value to one block in a set. Have the children give relative values of other blocks. Have the children give the ratios existing between blocks of the same set. For example, tell one row to get blocks two and three, then f is the ratio of this block (holding up small one) to this block (holding up larger one). Send children to get any block. Have them tell what they have, as "This is a four- inch cube." "This is a six-inch cyhnder." Have children give the perimeters of the various faces of the blocks. Show children a block. Have them find blocks equal to a certain part of the block, as "Find blocks equal to one-half of this block," or "equal to | of this block." Write simple combinations on the board and have children give the sum. Have pupils estimate how much water an ordinary pail will hold. With a pint, quart, or gallon measure, test results. Vary this exercise to include other measurements. Dictate numbers to pupils at the board. UPPER GRADES If the work of the lower grades has been done faithfully the children are ready to use the pencil or pen. Give them at first, many abstract problems in addition, subtraction, multipUcation and division, and whenever possible, let the work be done orally. Intro- duce concrete problems involving all four operations, then teach addition, subtraction, multipUcation and division, of fractions, decimals and denominate numbers in the written forms. As this has all been done orally, it will require only a few weeks to master all processes. Continue daily drills and visuaUzing. Make the work real in teaching percentage, interest, proportion, discount, taxes, in- surance, stocks, mensuration. Let the children dramatize the work, keep store, buy and sell, act as insurance agents, brokers, bankers, commission merchants. Get copies of all forms of business paper, copy and use in actual transactions. Let them measure, estimate, approximate and plan for problems by actual measurements. Language Describe such objects as cylinder, square, cube, prism, after looking at them. Describe other objects as pitch-pipe, pencils, chalk, ink-well, using the distinguishing descriptive terms belonging to each. Place a wooden object and a glass on the table. Sound with a ruler, and have the pupils give the adjectives that characterize each sound. Later take a book, the blackboard, a tin can, an eraser, a silver cup. Have the pupil turn his back and as you rap quickly say, "silver, tin, wood," etc., and describe the sound with its own adjectives. The teacher taps with a pointer on glass, wood, book, blackboard, window, ironpipes, and the pupils describe the differences in sound. The teacher says, "I am thinking of a sohd that has a cm-ved surface." The pupils answer "cylinder." In the same way the teacher describes many objects. Tell 'children to Hsten. Let them describe the sounds they hear. Blindfold the^childjandflet him describe the difference in feeling between silk, wool, linen, etc. Let him describe the cloth, after feeling of it. Let the child feel of different surfaces. Describe them. APFENDIX 177 Let the children describe the feeling of different objects. Tell whether they are rough, smooth, heavy, solid, hollow, etc. Let the children describe the smell of different kinds of fruit brought to class. Let them smell different spices, vinegar, oil, etc., and describe each with the best possi- ble descriptive terms for each. Let them taste sugar, spices, salt, vinegar, and describe each sensation. Let the children find objects in the room that are round, oval, square, oblong. Put a word on the board. Erase, and have a child skip to the board and write the word. After they are able to visualize words, give them whole sentences. Have a number of different twigs in the room. Let the children observe and describe them tersely. Repeat this exercise with spring flowers, with autumn leaves, etc. Have the children close eyes while the teacher rolls hard and soft rubber balls and a wooden sphere. Let them describe the'sounds. Have a number of books of various sizes and thicknesses on the table. The teacher touches three or four books, and the child describes them so as to distinguish each from each. Tencher describes a number of familiar objects, giving two or three distinguishing facts about each Have the pupil tell the name of the object described. Have ten or twelve children stand in front of a table with their hands behind them. Pupil oi- teacher drops a block into each child's hands, and children \. 11 dimensions of blocks by feeling them. Tell which is heavier, lighter, etc. Pave pupils toi.ch different fruits and describe them. Touch differmt ohjtcts. as cup, bottle, and describe them. Touch a child with a pencil, a piece of chalk, a twig, a small pi. o .' paper and see if he can tell what it is. Let him describe the different sen.«ation^. Let prpils touch, taste, and smell different fruits, vegetables, si gar, salt, soda, etc., and describe and characterize each sensation. Familiarize children with the sound which different objects produce when touched. Then tell them to put down their heads. The teacher touches several things in quick succession as edge of the desk, ink-well, steam-pipe, then says, "Wake up." The pupil tells what was done in the right order. Repeat a short stanza of poetry-. Ask the children to repeat what they remember. Color Work — Drawing Hold up colored circles in quick succession. Have pupils name colors in correct order Have children stand in a row with colored caps. Pupils at seats close their eyes. Change the order. Have pupils arrange in original order. Have children stand in a row with colored caps. Pupils at seats ck*se their eyes. Send one or more out in hall. Children tell what colors are gone. Have colored balls in a row on the table. Pupils close eyes. < hangc th order. The pupils arrange in original order. Have children stand in front of board with crayons in their hands. The teacher draws two vertical lines, erases them, and has the children reproduce what they saw. Teacher then draws squares, circles, triangles, and continues as before. Mount colors on cards and hold before the class. Have pupils tell what they saw. Example: "I saw two red circles, one blue square, and two yellow oblongs." Find objects in the room that are square. Note objects while going to and from school that are circular, square, oblong. The teacher prepares squares of one size, and gives one to each pupil. The children note the size and try to draw one of the same size. After they have drawn the squares let them compare them with the given square. Have them cut oblongs, triangles, circles, in the same way. Music Play exercises on the piano in |, f , and 1 rhythm, and have the children at the boar indicate by marks the exercises played. Using the 8, 7, 6, 5 in music, point to a group of figures singing as you point, and have the child repeat. Send three children from the room and have them sing in turn, while the pupils in the room guess who is singing. Geography Have the children collect specimens of the different kinds of soil in the locahty. Discuss their formation. 23 178 STATE MANUAL AND COURSE OF STUDY Plant seeds of various kinds and watch their development. Have experiment gardens both at home and on the school grounds. Watch the growth of various plants. Study and discuss the different parts of the plant. Collect specimens of the various minerals, rocks, shells, of the locality and discuss their deposition or formation. Collect specimens of all different kinds of wood, bark, leaves, buds, flowers, of the neigh- borhood. Mount and arrange the flowers and leaves. Have colored pictures of all the birds that the children may observe in the spring. Discuss their habits, characteristics, songs, nests. Observe as many as possible each day. Collect and classify the different grasses and shi-ubs of the neighborhood. Discuss. Collect specimens of all raw material and manufactured products of the locaUty in each of their stages. Discuss. • In studying the physiography of foreign places, collect good pictures, descriptions, and specimens of products of all kinds and mount and classify for class use. Let the children observe on excursions, all possible land and water-forms, soil formations, examples of plant life in connection with the work. Encourage them to hstcn and descriminate between the different bird songs, so that they can distinguish each. Have them describe the sound made by the cricket, the frog, the grasshopper, the different kinds of animals, the various sounds of wind, water, etc. Have them describe the weather and conditions of the atmosphere of different days, observed on their way to school. A stormy day. A foggy morning. A frosty morning. Describe the sensations occasioned by the ground undei*-foot, by the wind on the face, by the breeze of a spring morning, by the gloom of a late autumn day, by a frosty, clear evening. Have them observe the position of the sun and the moon at different times. Have them observe the changes in vegetation from week to week, and discuss. Encourage them to estimate distances. How far is it from the child's home to the schoolhouse? How far is a mile in the neighborhood? Name familiar points that are five miles apart. Two miles apart. Encourage the reading of the best literary descriptions of all countries studied, so that the children gain good visual images of them. These should be so definite and vivid that when the teacher writes on the board the word "Seine" for instance, the child will instantly describe his imaged conception of the Seine River, Paris, etc. When he sees a pressed specimen of the Edelweiss, he will be able to describe the region of the Alps. "Salt" will bring out a description of the Salt Steppes of Russia and of the chmate, social conditions of the people, and other geographical facts. "Wheat" should suggest vivid mental images of all the principal wheatgi'owing regions of the world. "Grapes," the vineyards of the Rhine, of France, etc. Make collections of good pictiu-es of the life and people of the different countries studied; of the scenery, homes, etc. All available specimens of products of different countries studied should be used in connection with the work. Fix all visual impressions of the relative location of places, outline, direction, etc., with memory maps. Have no geography recitation which does not involve observation, and the use of hand, eye and ear, in the formation of images. Suppose the class is about to study France. I. Ascertain by observing the map, one in the hands of each pupil: (a) its location; (b) its location relatively to other European countries; (c) its location in regard to cUmatic conditions of longitude, latitude, elevation from direction of rivers, mountains, winds, distance from the sea; (d) the countries -bounding it. What do you know of the people and conditions of those countries? What effect would this proximity have on J>ance, socially, governmentally, commercially. II. CUmate. What effect has its location on the chmate? Elevation, winds, ocean, etc. III. Products, as affected by location, chmate and soil. IV. Occupations, as affected by all these agencies. V. Commercial facilities, as dependent on rivers, coast, situation. VI. Look at the outline physiographic map and select points that seem favorable to large cities. Why? VII. What effect would the position of the moimtains have on the climate of the country? VIII. Make an outline and physiographic map of France. (a) Write from memory the names of bounding countries, (b) What is the size of France, the relative size. Compare with Michigan, Germany, England, Russia, (c) Ascertain the population. Compare with Michigan. What is the effect of sociologic conditions, as in wages, Mving, etc.? (d) Read description of hfe and social conditions of France, (e) Government of France, (f) Occupations and products, (g) Gulfs, rivers, etc. (h) Cities, (i) Use pictures, good descriptions, hteratm-e, to form images of the APPENDIX 179 scenery, cities, rivers, (j) Assign topics upon which different pupils will report with ac- counts of their visual impressions as — Paris, Seine, Gulf of Lyons, etc. (k) Require memory maps of the country including all important details. Bring to the class for obser- vation pictures, products as raisins, silk, raw silk, velvet, lace, etc. IX. Let the children plan a trip to France, map out the route, select steamers, purchase tickets, and plan all other details of the voyage. X. Let some child give a vivid account of the detailed voyage. In this way children who have never been out of their local environments will get an idea of the distance traveled, the places on the way, the people, life, etc., that they would meet, the methods and means of transportation, the number of days it would require, cost of the trip. Let the children tell what they would bring back from a visit to France. What would they take across to their French cousins? XI. Let each pupil impersonate a child living in some part of France, Let him prepare for the part by reading descriptions, examining pictures, etc., and then imagine himself a child busy at some particular occupation in some certain place, and give an account of himself to the rest of the class, supplying all necessary detail to make the description vital and real. XII. Let the class imagine themselves traveling through France and require each one to give an oral description of what he saw in each place. One will report the pictures in the Louvre; another, a visit to the capital; another, a visit to Bordeaux, etc. In connection with the various countries studied introduce such sense training exercises as the following: Blindfold a child and let him feel of various materials as silk, wool, velvet, linen, cotton, rubber, cork, and tell what each is. Bhndfold him and let him smell perfume, vinegar, spices of various kinds, fruits, plants, and tell which each one is. Blindfold him and let him taste sugar, salt, spices, vinegar, coffee, and tell which each is. Each time a new word is used write it on the board, erase, and require him to spell it from mem.ory. Let him spell the words orally. GAMES Prepared by the Department of Hygiene and Physical Education, Central Michigan Normal School. Instructions to Teachers The first five minutes of each of the usual recess periods should be given to a recess proper; the last ten minutes of both morning and afternoon periods should be devoted to the learning of games under the direct supervision of the teacher. Play during these periods should be compulsory; it is a part of the school work. It should be out-of-doors when the weather permits. Strict observance of the rules and above all "fair play" in spirit as well as letter must at all times be insisted upon. Remember that development of character in children is more easily secured in their own natural activities than through precept. Emphasize fairness, honesty and generosity in the game until the play group disapproves instantly of all attempts by individuals to secure advantage to self at the expense of fair play. At the noon period, groups of the larger boys and girls will play, for the most part, without direct supervision, though the presence of a lively teacher entering into the spirit of the younger people, is alway welcome and beneficial. Play at noon should consist of games learned previously during the regular play periods. Participation should be volun- tary as this is not a part of the school sessions, but gentle pressure should be used to get all to take part. The palefaced, anaemic girl needs the play more than the most robust boy. One of the larger pupils of the right personality may^be^put in charge'of'a group of the smaller children. Play in groups of similar age, and, in case of larger boys and girls, of the same sex, is desirable. Often, however, especially when the work is given indoors, it is convenient to have the whole school engage in the same game at the same time. The games described below are so arranged that the teacher can find at a glance the game which is appropriate to the place and group engaged. Teach each game until the children have become fairly skillful in playing it. Most of these games may be varied slightly so as to add new features of increasing difficulty as the children become more skillful. Such variation adds much to the interest of older pupils. Games selected from the Course of Study will be found admirably suited to school occasions to which parents are invited. When mixed programs are rendered in the school- house, a game or two on the program by the smaller children will arouse much enthusiasm on the part of the parents. An out-door program of play just before the closing of school in the spring is desirable. A few counties are bringing all the schools of the county together in a "play festival" held in conjunction with the eighth grade graduating exercises in the spring. Several of the music selections used in this outUne are taken from "Dances of^the People" and "Folk Dances and Singing Games" both by EUzabeth Burchenal, jNevr ,York City. List of Games I. Games for the Whole School 1. Without Material Playground (1) Vis-a-vis (2) Squirrel in Trees (3) Steps (4) Partner Tag (5) Lame Fox and Chickens (6) Three Deep. APPENDIX • 181 b. Schoolroom (1) Follow the Leader (2) I say "Stoop" (3) ] Tag the Wall Relay (4) Going to Jerusalem (5) V Changing Seats (6) _ Guess Who 2. With Material a. Playground (1) Newcomb (2) Steahng Sticks b. Schoolroom (1) All Up Relay (2) Club Snatch 3. With Singing a. Playground (1) Carrousel (2) Broom Play (3) Pop Goes the Weasel (4) Visiting b. Schooboom (1) Up to the Moon (Swedish) II. Games for the Smaller Children 1. Playground a. Jack be Nimble b. Shadow Tag 2. Schooh'oom a. Wee Bologna Man b. Cat and Mice III. Games for the Larger Girls 1. Playground a. Prince of Paris b. Corner Ball 2. Schoolroom a. Poor Pussy b. Bean Bag Game IV. Games and Athletics for the Larger Bays 1. Playground a. Games with the Baseball b. Track and Field Athletics c. Chinning d. Bull in the Ring e. Trades 2. Schoolroom a. Japanese Crab Race b. Stride Ball 182 STATE MANUAL AND COURSE OP STUDY V. Rhythmic Flay^ for the Whole School 1. On the Clreeu a. Ribbon b. Bumble Bee c. May-Pole. I. GAMES FOR THE WHOLE SCHOOL 1. Without Material a. Playground (1) Tis-a-vis (pronounced vez-a-vee) Number of players: 7 or more. Formation: Players stand in a double circle with a partner, each one facing the center and an extra player, who is "it," standing in the center. Game: "It" calls "Face to face," and each player faces partner. Then "it" calls "Back to back," and each player turns with back to partner. "It" may continue these calls as rapidly and as long as he cares to. Finally he calls "vis-a-vis," which is a singal for all to change partners. During this time the person in the center secures a partner, and the one left out becomes "it." The game continues as before. (2) Squirrel in Trees Number of players: 9 or more. Formation: Tlxree players make a "tree" by standing in a circle with arms on each other's shoulders. Any number of "trees" may be scattered over the field of play. A "squirrel" stands in the "hollow" of each tree, and an extra "squirrel" stands anywhere within the field of play. ^EhHHH^HJBHHP?^ a»Kirf*-~"'*4: 3 ■Hsn /^ ^ ^ i r^ ^ ^ i ^ ^ f . s ^^ P -?-; UP TO THE MOON I^^^^^Se m ^ ^ lil ^ ^ l^S ^ W ^T i LFFH-ri^ ; f^ frfr Iff f r Ip ^ Part I. Number 1 turns her head to right, while number 2 looks over her right shoulder into the face of number 1. 2 measm-es. Repeat tm-ning to left. 2 measm-es. Part II. W ith a jump both turn to the left, facing in the opposite direction. Repeat 1, number 2 taking the part of number 1 and number 1 taking the part of number 2. 4 measures. Part III. With a jump number 2 turns around and faces number 1. Both, with heels together and hands on hips, make a bow. 1 measure. Clap hands together 3 times in front of face. 1 measure. Repeat. 2 measures. Part IV. Hold up right forefinger (left hand under right elbow) 25 194 STATE MANUAL AND COURSE OP STUDY and make 3 threatening gestures toward partner. 1 measure. Change position of hands and repeat. 1 measure. Part V. On the 15th measure all swing around toward the left, clapping each other's right hands while passing, at the word "up." Finish the turn with two stamps on "rainbow." Part VI. Take the same position as in I and repeat the play. II. GAMES FOR THE SMALLER CHILDREN 1. Playground a. Jack Be Nimble Number of players: Any number. Material: Any object six or seven inches long, that wiU stand upright like a candlestick. Formation : Players stand in a Hne ready to run forward and jump over the "candlestick." Game: Player number 1 runs forward and jumps with both feet at once over the "candlestick," while all the players repeat the rhyme: "Jack be nimble, Jack be quick, Jack jump over the candlestick." Play continues in this way until each one has had an opportunity to jump. b. Shadow Tag Number of players: 4 or more. Formation: Each player to stand alone anywhere within the playing space, one player to be "it." Game: "It" tries to step or jump on the shadow of some other player. When he is successful he calls out the name of the player and that person becomes "it." The game may continue as long as desired. Small children dehght in this simple play. A sunny day is the only requisite for the game. 2. Schoolroom a. Wee Bologna Man Number of players: 3 or more. Formation: Standing in the aisles facing toward the front of the room. Number the lines from right to left. Game: The first person in hne number 1 steps out in front of the players and repeats the following verse: "I'm the wee Bologna Man, Always do the best you can, To follow the wee Bologna Man." While repeating this verse he takes some exercise, which all the children can imitate in place. For example, he may jump and turn around twice in place, hop on one foot, hop on both feet, swing his arms like a windmill, or do any gymnastic exercise. As soon as he has finished he runs to the foot of his line, and the leader from line number 2 steps out in front and conducts the play. The game continues in this way until the time is up, each leader following rapidly the one preceding him. The leaders must be alert every minute to make the game a successful one. b. Cat and Mice Number of players: 3 or more. Formation: One player must be chosen for the "cat." All others remaining sitting. APPENDIX 195 Game: The "cat" hides under the teacher's desk. When the "cat" is out of sight the teacher signals to the children and they creep quietly up to the desk. When all of them are near enough to place a hand on the desk, they try to scratch on it in a way that represents the nibbling of mice. When the "cat" hears the "mice" nibbhng, she scrambles out and tries to catch them. The "mice" make themselves safe by running to their seats. If the "cat" catches a "mouse" the "mouse" becomes the "cat" and the play is repeated. If no "mouse" is caught the same "cat" may hide again or the teacher may choose a new "cat," If there are more than ten "mice," it is better to have half of them play once and then the other half play once. III. GAMES FOR THE LARGER GIRLS 1. Playground a. Prince of Paris Number of players: Any number. Formation: Sitting on the ground in a Hne, or standing in a Une. A leader standing in front. Game: The leader starts the game by saying: "The Prince of Paris has lost his hat. Did you find it, number 3, sir?" If sitting (if standing, number 3 simply steps forward) number 3 immediately jumps to her feet and responds: "What, sir! I, sir?" The leader responds: "Yes, sir! You, sir!" Number 3 responds: "No, sir, not I, sir!" The leader asks: "Who then, sii-?" Number 3 answers: "Why, number 6, sir." Number 6 immediately jumps to her feet and responds: "What, sir! I, sir?" The leader answers: "Yes, sir! You, sir." Number 6 says: "Not I, sir." The leader asks: "Who then, sir?" Number 6 responds: "Number 2, sir." Number 2 immediately jumps to her feet and the conversation is repeated. The leader endeavors to repeat the first statement, "The Prince of Paris has lost his hat," before the last number called can reply, "What, sir! I, sir? " If she succeeds, she may exchange places with the person found "napping." If any player forgtts the response, the leader may exchange places with her. b. Corner Ball Number of players: 8 or more. Material: Basket-ball. Handkerchiefs to mark the players of one team- Field of Play: A space of twenty-five by thirty feet is a good one for this game, although one smaller or larger may be used. This is divided across the center by a straig t line. In the far corners of each haK a small square goal is marked out, there being two goals in each half. Formation : The players divide themselves into two teams and each takes position on one side of the field and stations a goal man in each goal on the opposite side. The players may go any place within the Umits of their own court except in the opponent's goals, but will see that the opponent's goals are well guarded. Game : The ball is put in play by tossing it up the same as in Newcomb. The object of the game is to throw the ball across to the goal men stationed 196 STATE MANUAL AND COURSE OF STUDY in the opponent's territory. A point is scored each time a goal man succeeds in catching the ball. The goal men must always keep both feet within the goal, but are allowed to jump up to catch the ball. The following fouls should be called: 1. Running with the ball. 2. Striking or touching the ball when it is in the hands of a player. 3. Any rough play. 4. Stepping out of the field of play with one or both feet. The penalty for a foul is forfeiting the ball to the opposite side. When the ball leaves the field of play it must be carried to the place where it crossed the Une, and from this point thrown to a guard before it can be thrown to a goal man. 2. Schoolroom a. Poor Pussy Number of players : 3 or more. Formation: One player is chosen for "Pussy," and all the others sit anywhere in the room. Game: "Pussy" steps up in front of a player, and kneels. In this position she me-ouws as many time as she cares to, and with as many variations in voice and manner as she chooses. The player sitting must stroke "Pussy" on the head thi-ee times and say as she pets her, "Poor Pussy!" "Poor Pussy!" "Poor Pussy!" This must all be done without smihng. If the player smiles while she is petting "Pussy," she must exchange places with her. If "Pussy" does not succeed in making the player smile then she must pass on to some one else and repeat the play. This simple game is very amusing and always affords much sport. b. Bean Bag Game Number of players: 4 or any even number. Material: Four sticks that will stand upright, and two bean bags. Formation: The players stand in two lines, each Une equally distant from two sticks, which stand upright about eight inches apart. The players should be at least ten feet from the sticks, and a hne should be drawn on the floor, back of which the players must stand to throw. Game: Each player is given an opportunity to slide the bean bag on the floor in such a way that it will pass between the sticks without knocking them down. The player scores one point for her side whenever she is successful. The total number of points determines the score for each team. IV. GAMES FOR THE LARGER BOYS 1 . Playground a. Baseball (1) How to Catch a Ball. A ball that comes to a catcher as high or higher than the breast should be caught by the hands in the following position: Turn the hands so that the thumbs are on the inside with the fingers pointing upward. For lower balls, place the little fingers together, all fingers pointing toward the ground. Throwing and Catching. Material: A baseball. Place the boys in two lines facing each other at least 50 feet apart. First boy in line number one throws a ball to the boy opposite him in hne number two, and he returns it to boy number two in hne number one, and so on. Make the throw accurate and be sure to catch the ball correctly. APPENDIX 197 (3) Touching the Runner. Place the boys in Unes in front of a leader. Leader goes through the motion of throwing a ball at them. They all go through the motion2,of catching the ball and touching the ground with it. (a) On the left side. (b) On the right side. (c) In front. After touching the gi'ound, each player goes through the motion of re- turning the ball to the leader. (4) Go through the same motion individually with a real baseball. (5) Keep Ball. Material: Baseball. Divide the boys into two sections equal in number. The members of one section take the ball and run around throwing it back and forth to each other, trying to keep the other section from intercepting it or gain- ing possession of it by picking it up from the ground after a muff. When the other side gets the ball they are to try and prevent the side which first had the ball from regaining possession of it. b. Track and Field Athletics The following "Track and Field" events are some of those which occur in all high school meets and in County Field Days, held in some counties in connection with the eighth grade graduating exercises. Every rm-al boy who hopes to attend a high school and all others should be interested in finding what he can do in these events. (1) Standing Broad Jump Material: Piece of two-by-four wood. Place a piece of two-by-four wood in the ground on a level with the surface. Jumper must stand upon this. Bend at the knees, draw the arms back, then throw the arms forward at the same time springing forward with all the might, knees drawn up as far as possible while in the air. To get the distance, measure from the nearest edge of the two-by-four to where feet or body touched the ground. The ground where the jumper is to land should be softened by digging with the spade, unless it is already quite soft. (2) Running Broad Jump Same as above with a running start. (3) Standing Hop-step-and-jump Take same position as in broad jump. Hop forward, landing on the left or right foot, instantly step forward landing on the opposite foot, and then jump forward landing on both feet. The hop-step-and-jump is continuous. Measure the same as in the broad jump. (4) Running Hop-step-and-jump. Same as above, but from a running start. (5) Running High Jump Material: Two strips of wood two inches wide and six feet long. Drive these upright into the gi-ound six or eight feet apart. Every two inches bore holes in them the size of a large nail, starting about two feet from the ground and going to a height of about five feet. Get a light pole about ten feet long. Place a nail in the holes of each upright at a low height on the opposite side from which the jumper starts. Across these nails 198 STATE MANUAL AND COURSE OF STUDY lUinning High Jump Shotput, First Position APPENDIX 199 lay the pole. The jumper may run at an angle from the right side. When about two feet from the pole, he should leap from the left foot; throwing liis right foot up and over the pole, followed by his left, and landing on his right foot. This may be done the same way from the left side, in which case the jumper should leap from the right foot, or it may be done by running straight at the pole and bringing the knees up as high as possible after leaping from either foot. (6) Standing High Jump. Stand with the right or left side to the bar, lean shghtly toward the bar, and leap as in the running jump, throwing the arms upward and backward with tremendous force. (7) Putting Shot _ Materials: A stone as nearly round as possible and weighing about eight or ten pounds. Draw a circle seven feet in diameter. Boy takes the stone in his hand, holding it as near his shoulder as possible and stands near the back of the circle. To put the stone, the boy takes two small hops forward, with one leg ahead of the other and pushes the stone outward and upward to as great a distance as possible without stepping out of the circle. A right handed boy should hop on the right foot, with left leg in advance and stone in right hand. Shotput, Delivery 200 STATE MANUAL AND COURSE OF STUDY At the moment of his "put", however, he should swing the right hand and the right foot around far in advance of left hand and foot. After putting the shot, the boy must walk out of the back half of the circle, otherwise the throw does not count. Measure from where the stone strikes to the nearest part of the circle. (8) Sprinting Draw a line across the road. At the words, "Get on your marks," each boy who is to run takes his place, one foot about eight inches from the line, the other about fourteen inches behind that, hands touching the hne, and knees bending, with one knee on the ground. "Get set" means for each to raise the knee from the ground, look straight down the track and be ready to go at the signal. At the clap of the hands they are off, each trying to win by being the first to cross a certain hne down the road. c. Chinning Material: Find a place higher than the boy can reach from the ground, but one which he can jump up and hold on to; as, hmb of a tree, or door casing. Jump and grasp hmb with both hands, turning the palms toward the face, keeping the feet together. Raise and lower the body, alternately, touching the hmb with the chin and straightening the arms as many times as possible ■without touching the ground with the feet. Chinning APPENDIX 201 d. Bull in the Ring Number of players: 8 or more. Formation: In a circle with hands joined, the "bull" standing within. Game: The "bull" tries to break through between the players in the circle, while all try to prevent him by holding strongly with the hands. When the "bull" succeeds in breaking through, all give chase and the one catching him first becomes "bull" for the next time. e. Trades Number of players: Any number. Formation: Two teams, each standing back of a goal line. The goal hues may be any distance apart. Game: After deciding how to represent some occupation, gi-oup number 1 advances toward group number 2, saying: "Here are some men from Botany Bay; Got any work to give us today?" Group number 2 asks: " What can you do? " Group number 1 responds: "Anything." Group number 2 says: "Set to work then!" Immediately group number 1 begins pantomimic motions which are characteristic of the occupation they have chosen to represent. Group num- ber 2 guesses what the motions indicate. If they guess correctly, then they may have an opportunity to represent some trade. Should group num- ber 2 fail, then group number 1 has another trial. The instant a group guesses correctly, they may tag the players in the opposite group, and if any of them are caught before reaching their goal line, they must join the opposite group The side winning all of the players is victorious. Much interest is added to the game when occupations are chosen which include many distinct movements. 2. Schoolroom a. Japanese Crab Race Number of players: Any number. Formation: Arranged in a position to run backward on hands and feet, ("all fours"), with heels on a hne. Game: At a signal all the "crabs" start, each one trying to reach the goal line first. If there are players enough to have teams, much sport is added if the game is conducted as in club snatch. For example, allow four players to race at a time, two from each side. The ones crossing the goal line first and second, each scoring a point for his team. This game affords much fun for aU, participants and observers. b. Stride BaU Number: 6 or more. Material: A baseball or a basketball. Formation: The players stand in two fines with feet apart. Game: At a given signal player number 1 from each fine starts the ball rolfing down the fine between the feet of the players. When the ball reaches the last player, he runs with it to the head of the fine, and starts it down again. Play continues in this way until the first player of one fine reaches his original position. This determines the winning team. Should the ball stop at any time, or roll out between the feet, the player before whom this occurs must leave the fine, get the ball, and start it on again. 202 STATE MANUAL AND COURSE OP STUDY V. RHYTHMIC PLAYS FOR THE WHOLE SCHOOL L On the Green a. The Ribbon Number: 12 or any multiple of twelve. Material: A ribbon for each participant. A strip of paper cambric a yard long, and three or four inches wide, serves the purpose very well. Formation: Partners facing in two lines. The couples are numbered from the front 1, 2, 3, 4, 5, 6. Hands joined by means of the ribbons. Ribbon Play Part I. With four sUding steps the odd couples slide under the arms of. the even couples, and at the same time the even couples take four sliding steps toward the odd couples. Reverse the movement. Repeat all from the beginning. 8 measures. Part II. Couples 1 and 2 join right hands across in pin wheel fashion. Couples 3 and 4, 5 and 6 form in the same position. (Shown in the picture.) With eight skipping steps move around in a circle, at the same time waving ribbons in the opposite hand. Change hands and skip back to original position. Part III. Couple number 6 forms an arch by joining hands across, while all other couples face toward the front, turn away from partners, and skip around to the end of the Une and under the arch formed by couple number 6. As soon as all couples are in original places, couple number 6 slides down the middle to the end of the Une and becomes couple number 1. This changes the number of each couple, and the dance may be repeated in this new formation. APPENDIX RIBBON PLAY 203 5^ (^ /1/le4 CHEBOYGAN; XHARLEVOIX,; ^-^ -\ \ / LEELANAU \ \Oc^ jr^. ^ ,\JCHA(U£VI)IX| (-■ 1 '. <^ / >) ) .!~„~ dr.. L^nTJovi ALPENA LEELANAU/ ANTRIM ! OTSEGO MORENCY] j^. ._=- j ! . RFN7lF^ GRAND l'