SYLLABUS OF 
 
 COURSES IN EDUCATION 
 
 Teacher-Training High Schools 
 
 MISSOURI 
 
 ISSUED BY 
 
 State Department of Education 
 
 WM. P. EVANS 
 
 State Superintendent of Public Schools 
 
 Prepared by 
 
 S. E. DAVIS 
 
 Inspector of Teacher-Training 
 
 1914 
 
- i- ' .^ _■'- At?^^ 
 
SYLLABUS OF 
 
 COURSES IN EDUCATION 
 
 Teacher-Training High Schools 
 
 MISSOURI 
 
 ISSUED BY 
 
 State Department of Education 
 
 WM. P. EVANS 
 
 State Superintendent of Public Schools 
 
 Prepared by 
 
 S. E. DAVIS 
 
 Inspector of Teacher-Training 
 
 JEFFERSON CITY, MISSOURI 
 1914 
 
 THE HXTGH STEPHENS PRINTING COMPANY 
 JEFFERSON CITY, MO. 
 

 
 0. OF 0, 
 SEP 4 1914 
 
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 FOREWORD. 
 
 No member of the recent Legislature need apologize for his 
 support of the bill providing for teacher-training in high schools 
 as the plan has been popular from the first and seems to fill a defi- 
 nite need of long standing. Schoolmen, too, should be pleased with 
 the outcome of their agitation since the State, at the same time, 
 admitted its responsibility for secondary education, appropriated 
 money for its encouragement, and took its first step in the direction 
 of secondary vocational education. Recently a prominent educator 
 criticised the Department for its stringency of regulation, but 
 stated that in his opinion Missouri has the best system of work 
 in, the whole country. Others have had the same conviction and 
 have made similar statements. The Department deliberately took 
 the risk of the criticism, in order to secure the commendation. 
 We knew that some states had made haste so rapidly that back- 
 Ward steps had been necessary and we preferred to be safe rather 
 than sorry. Many were asking last year whether the teacher- 
 training units of work would be accepted for college entrance 
 credit, but the concern of the members of the Department was that 
 the work should be worthy of credit. It is universally admitted 
 now that some of the best work done in high schools this year has 
 been in these classes. If regulations or enforcement have been, too 
 rigid it will be far easier to relax than to stiffen. Meanwhile it is 
 proper to say that the Department has had the most cordial sup- 
 port from the schoolmen of the State. 
 
 Much of the success of the installation of this great work is 
 due to the foresight and comprehensive grasp of the inspector, Mr. 
 S. E. Davis, and superintendents and special teachers now recog- 
 nize and depend upon his helpful suggestions. So carefully did 
 he work out the syllabus last year that minor changes only are 
 needed in this revision. 
 
 Another step in perfecting the administration of this and 
 other details connected with high school work should receive the 
 thoughtful attention of the profession and some carefully framed 
 provisions should be ready for the next meeting of the Legislature. 
 
 S C E— 2 (3) 
 
4 Syllabus of Courses in Education 
 
 The classification of high schools is too important a function to 
 leave to the vicissitudes of partisan politics, but should be in the 
 hands of some properly constituted board of laymen, of which the 
 State Superintendent of Schools should be executive officer. To 
 the same board several other duties should be referred, thus 
 strengthening the hands of the State Superintendent and safe- 
 guarding the interests of such as feel that they should have an 
 appeal from his decisions. Just what duties should be assigned 
 to such a board and how it should be constituted will develop from 
 the discussion when the matter is taken up seriously. 
 
 The colleges of the State are now fully awake to their respon- 
 sibilities in the training of teachers, and are taking steps to meet 
 the need. They have been slow in recognizing that definite special 
 training for teaching is necessary to complete the natural bent and 
 the supply of subject matter found in the other courses. They 
 are finding it possible to secure professors who have made special 
 preparation for such work and who are likewise able to offer courses 
 as stiff and cultural as the professors of traditional subjects. The 
 output of such courses is gladly welcomed by the profession and is 
 sure to supplant at an early date many of the haphazard workers 
 heretofore found in too large numbers in high schools. Many large 
 high schools have been seeking college graduates for their corps, 
 but have had great difficulty in finding those who could from the 
 start give the quality of work asked. 
 
 The training of teachers is now in the limelight, and many 
 are giving thought and time to improve it. We of Missouri are 
 pushing on and hope to aid in the general advance. It is important 
 that all give such aid as lies in their power to improve the process. 
 Constructive criticism is welcome from whatever source. 
 
 WM. P. EVANS, 
 State Superintendent of Public Schools. 
 
 Jefferson City, Mo., August 15, 1914. 
 
THE TEACHER-TRAINING LAW. 
 
 AN ACT to provide for teacher-training courses in certain liigh schools and academies, 
 and to provide for state aid to high schools giving such teacher-training courses, 
 with an emergency clause. 
 
 SECTION 
 1. Teacher-training courses— provisions 
 for— what grades. 
 
 State aid— amount of — payable how- 
 superintendent to make report- 
 auditor to send amount to county 
 clerk. 
 
 State aid — when more than one high 
 school — requirements for. 
 
 Inspector of teacher-training — appoint- 
 ment of — salary. 
 
 2. 
 
 3. 
 
 SECTION 
 
 5. State school superintendent— duty of 
 
 — teacher-training classes. 
 
 6. Examination for graduation — fee for 
 
 certificate — apportionment of fee- 
 account to be kept by state school 
 superintendent. 
 
 7. Certificate of graduation— issued by 
 
 whom — grades— fee. 
 
 8. Emergency. 
 
 Be it enacted by the General Assembly of the State of Missouri, as follows: 
 
 Section 1. Teacher- training courses — provisions for — what 
 grades. — For the purpose of increasing the facilities for training 
 teachers for the elementary and rural public schools, by requiring 
 a review of such common branches as may be deemed essential by 
 the state superintendent of public schools and for instruction in 
 elementary pedagogy, including the art of teaching elementary 
 agriculture, provision is hereby made for teacher-training courses 
 in the eleventh and twelfth grades of such approved first class 
 high schools as the state superintendent of public schools may 
 designate: Provided, that such high schools shall be selected and 
 distributed with regard to their usefulness in supplying trained 
 teachers for the elementary schools of all portions of the state and 
 with regard to the number of teachers required for the elementary 
 schools in each portion of the state: Provided, that private and 
 denominational schools be eligible to the provisions of this act, 
 except as to receiving state aid. 
 
 Sec. 2. State aid — amount of — payable how — superintendent 
 to mal^e report — auditor to send amount to county clerk. — Each 
 public high school approved under the provisions of this act shall 
 receive state aid to the amount of seven hundred and fifty dollars 
 ($750.00) per annum, payable in two equal installments at the 
 close of each semester as hereinafter provided. The superintend- 
 ent of each such approved high school shall at the close of each 
 semester file such report with the state superintendent of public 
 schools as said officer may require. Upon receipt of a satisfactory 
 report the state superintendent of public schools shall certify to 
 
 (5) 
 
6 Syllabus of Courses in Education 
 
 the state auditor the amount due said school and the county in 
 which said school is situated, and shall also notify the county 
 clerk of each county the amount due any school in his county. 
 The state auditor shall draw a warrant on the state treasurer for 
 the amount due such district and forward said amount to the 
 county clerk of the proper county and the county clerk shall there- 
 upon apportion said amount to the proper district. 
 
 Sec. 3. State aid — when more than one high school — require- 
 ments for. — It is provided that in case more than one high school 
 in any county shall be approved under the provisions of this act 
 the total state aid distributed in such county shall not exceed twelve 
 hundred dollars ($1,200.00), to be divided equally among said high 
 schools. No high school shall be approved as entitled to state aid 
 unless a class of ten or more shall have been organized, maintained 
 and instructed during the preceding semester in accordance with 
 the provisions of this act and the regulations of the state superin- 
 tendent of public schools. 
 
 Sec. 4. Inspector of teacher-training — appointment of — sal- 
 ary. — The appropriation provided for by this act for the instruc- 
 tion of pupils in the science and practice of rural school teaching 
 and the teaching of elementary agriculture may be expended in 
 part for the inspection and supervision of such instruction by the 
 state superintendent of public schools and by such person as he 
 may designate, and the expense of such inspection and supervision 
 shall be paid out of said appropriation on vouchers certified by 
 the state superintendent of public schools. In accordance with the 
 foregoing provisions of this section, the state superintendent of 
 public schools is authorized to appoint an inspector of teacher- 
 training in high schools and private and denominational schools 
 at a salary of not to exceed two thousand two hundred dollars 
 ($2,200.00) per year, and the necessary traveling expenses while 
 in the discharge of his duties. 
 
 Sec. 5. State school superintendent — duty of — teacher-train- 
 ing classes. — The state superintendent of public schools shall pre- 
 scribe the conditions of admission to the teacher-training classes, 
 the courses of instruction, the rules and regulations under which 
 such instruction shall be given and the requirements for gradua- 
 tion subject to the provisions of this act. 
 
 Sec. 6. Examination for graduation — fee for certificate — ap- 
 portionment of fee — account to be kept by state school superin- 
 tendent. — In each high school approved under this act, an examina- 
 tion for graduation from the teacher-training course shall be con- 
 ducted under such rules as the state superintendent of public 
 schools shall prescribe. Each applicant for such certificate of 
 graduation shall pay a fee of three dollars ($3.00) to the super- 
 intendent of schools of the county in which said applicant is at- 
 tending high school. One dollar of said fee shall be sent by said 
 county superintendent to the state superintendent of public schools, 
 
Teacher-Training High Schools. 7 
 
 to be used to pay the cost of reading and grading the answer 
 papers of such applicants and other expenses incident to such ex- 
 aminations, one dollar shall be used for the payment of the ex- 
 penses of teachers' associations, and one dollar shall be retained 
 by the county superintendent for compensation for such work as 
 the state superintendent of public schools may require of him in 
 connection with teacher-training courses. The state superintend- 
 ent of public schools shall keep an accurate account of all moneys 
 received and disbursed by him in carrying out the provisions of 
 this act. Any balance remaining in said fund shall be turned into 
 the general revenue fund of the state by the state superintendent 
 of public schools on the first day of September of each calendar 
 year. 
 
 Sec. 7. Certificate of graduation — issued by whom — grades — 
 fee. — A certificate of graduation from the teacher-training course 
 provided for in this act shall be issued by the state superintendent 
 of public schools and shall be a valid license to teach in any pub- 
 lic elementary or rural school in any county of the state for a 
 term of two years on registration with the superintendent of 
 schools of the county in which the applicant is employed to teach. 
 After thirty-two weeks of successful experience and one term's 
 successful work in a state normal school, in, the state university, 
 or in any standard college or university, any person holding a 
 teacher-training certificate issued under the provisions of this act 
 shall receive a first grade county certificate. On request of the 
 superintendent of schools of the county under whose supervision 
 the applicant may have taught, accompanied by a statement that 
 the applicant has been successful as a teacher and by a certificate 
 showing that the work prescribed above has been done, the state 
 superintendent of public schools shall certify to the county super- 
 intendent the grades made by said applicant, and upon these grades 
 a first grade certificate shall be issued to the applicant by the 
 county superintendent on the payment of a fee of one dollar and 
 fifty cents. 
 
 Sec. 8. Emergency. — On account of the immediate need of 
 trained teachers for the rural schools, an emergency is created 
 within the meaning of the Constitution; therefore this act shall 
 take effect and be in, force from and after its passage and approval. 
 
 Approved March 14, 1913. 
 
REGULATIONS. 
 
 Complying with the provisions of the law the regulations be- 
 low have been made by the State Superintendent: 
 
 1. The law limits teacher-training work to eleventh and 
 twelfth grades of first class high schools, and private or denomina- 
 tional schools of equal rank. Three high school teachers and the 
 training course teacher constitute the minimum teaching force of 
 such schools. In case the superintendent does the training course 
 work, four regular high school teachers are required besides the 
 superintendent. In a county where no high school has four teach- 
 ers in addition to the superintendent, one first class high school 
 having three teachers and the superintendent may be approved as 
 a teacher-training school. Variation from this regulation will be 
 made only where a local need has been clearly established. 
 
 2. Teachers for the training course work must be approved 
 by the State Superintendent. The following requirements are made 
 the basis of approval for such teachers : 
 
 (a) The general requirements for teachers in approved high 
 schools. 
 
 (b) Sixty semester hours of academic college work in advance 
 of a four year high school course. 
 
 (c) Thirty semester hours of educational work in addition to 
 the requirement in (b) above. 
 
 (d) Twenty-four months of successful teaching experience, 
 part of this being in rural schools. 
 
 (e) Good personality and evidence of special fitness for the 
 work of training teachers. 
 
 3. No high school will be approved for the teacher-training 
 course unless the grades below the high school are taught by 
 efficient teachers. In general, no teacher should be employed who 
 does not hold at least a first grade certificate or its equivalent. 
 
 4. All students who enter the teacher-training course are re- 
 quired to declare it to be their intention to prepare for teaching, 
 that it is their purpose to engage in teaching in the public schools of 
 
 (8) 
 
Teacher-Training High Schools, 9 
 
 Missouri, and to pledge themselves to remain in the course unless 
 prevented by illness or excused by the State Superintendent of 
 Public Schools. Students not signing the entrance declaration may 
 not elect any of the professional v^ork. Students whose spoken or 
 written English is notably deficient should be discouraged from 
 taking work in education, and no student whose standing ranks 
 him among the ''lower third" of the class to which he belongs is 
 permitted to elect professional work except by permission of the 
 State Superintendent. No student is permitted to enter the 
 teacher-training course later than the fourth week of the term with- 
 out the permission of the State Superintendent. Entrance declara- 
 tions, signed by all training course students, must be mailed to the 
 State Superintendent each year not later than the close of the 
 fourth week of school. 
 
 5. No high school can receive state support for teacher-train- 
 ing work unless at least ten students make the entrance declara- 
 tion and remain in attendance upon the course. If the number falls 
 below ten, state support must be withdrawn for that year. Unless 
 more than ten students sign the entrance declaration, a teacher- 
 training course should not be installed with the expectation of re- 
 ceiving state aid. 
 
 6. Classes of more than twenty-five should be divided for 
 recitation purposes. 
 
 7. The high school course of study for teacher-training stu- 
 dents must include the following: Three units of English; one of 
 algebra; one of geometry; two of science — one being agriculture; 
 two of history — one being American history and government; one 
 in special or vocational subjects — -music, drawing, manual training, 
 household arts, physical culture, or commercial subjects; three of 
 education. In schools installing the course for the first time, and 
 in the case of students who do not determine to become teachers 
 until after they have completed three years of high school work, 
 it may be necessary to omit American history, one science (not 
 agriculture), or the special subject. Every subject so omitted must 
 be taken as part of the work done in a higher school for the re- 
 newal of the certificate. The teacher's certificate granted at the 
 close of the course is given only to those who are graduated by 
 the high school after attendance of four years. 
 
 8. The three units in education shall be given according to the 
 outlines published by the State Superintendent of Schools. 
 
 9. Examinations shall be given as follows : At the end of the 
 
10 Syllabus of Courses in Education 
 
 first semester on the work of the first half of courses one and two ; 
 at the close of the second semester on the second half of courses one 
 an,d two, and all of course three. Questions will be prepared, 
 papers graded and rules for conducting examinations formulated 
 by the State Superintendent of Schools. Writing and spelling of 
 students will be estimated upon the basis of their written work. 
 Writing will be measured by the Thorndike scale, and spelling by 
 the per cent of words misspelled in examinations. These examina- 
 tions do not take the place of examinations given by the training 
 teacher or the high school in these subjects, nor of the "grades" or 
 estimates placed upon the student's work as part of his high school 
 course. 
 
 10. A complete transcript of each training course student's 
 high school record shall be furnished to the State Superintendent 
 upon uniform blanks for the purpose. 
 
 11. Students are permitted to carry four subjects. Only 
 those who have made an excellent record are permitted to carry 
 more while enrolled in the training course, and this additional work 
 must in every case be special or vocational. (See 7 above.) A 
 student's record may be considered excellent only when hjs stand- 
 ing ranks him among the ''upper third" of the class to which he 
 belongs. 
 
 12. The training course teacher shall teach not more than five 
 recitation periods per day, including the keeping of study hall. 
 
 13. A comfortable room must be furnished for the use of 
 training classes. As nearly as possible this room should be reserved 
 exclusively for training course work. 
 
 14. A professional library in value not less than seventy-five 
 dollars must be provided for the use of training classes. Forty 
 volumes of this library must be chosen from a list named by the 
 State Superintendent. In addition, schools must provide from fif- 
 teen dollars to twenty-five dollars or more each year to be invested 
 in new books, or in subscriptions to professional magazines and 
 papers. The professional library must be placed where it is con- 
 venient of access to training course students. 
 
EXAMINATIONS AND CERTIFICATES. 
 
 1. Examinations in the three professional subjects will be 
 held in January and May. Members of the third year class take 
 reading, and language-grammar in January; geography and arith- 
 metic in, May. Members of the fourth year class take examination 
 in the first half of Course II in January; in the second half of 
 Course II and all of Course III in May. Exact dates of examina- 
 tions will be announced early in the school year. 
 
 2. Uniform questions will be sent by the State Superintendent 
 to the county superintendent, who will. conduct the examination in 
 the high school (or academy) building. Questions, sealed, to be 
 opened in the presence of the class at the time of the examination, 
 will be sent to each town in which a class is being conducted and 
 will be addressed to the county superintendent of schools in. care 
 of the city superintendent of schools. If more than one training 
 class is in the county, the county superintendent may appoint some 
 other person or persons to aid him in conducting the examination. 
 
 3. The county superintendent shall give each applicant a 
 number (e. g., ITT, 2TT, 3TT) and send this number with the stu- 
 dent's name to the State Superintendent. The student's number 
 and the name of the school should b6 placed at the top of each 
 sheet used in the examination. 
 
 4. Subjects will be given in the following order: 
 
 In January: 1. Reading. In, May: 1. Geography. 
 
 2. Language-Grammar. 2. Arithmetic. 
 
 3. Course II- A. . 3. Course II-B. 
 
 4. Course III. 
 
 5. The usual conditions for fair and honest examinations are 
 to be required. No comments or explanations may be made — 
 ability to interpret the questions being considered part of the ex- 
 amination. Students may be given not less than one and one-half 
 hours for each subject, nor more than two hours. A brief recess 
 may be given between, subjects; and no questions in any subject 
 should be given the class until all papers written in the preceding 
 subject have been collected by the examiner. 
 
 S C E— 3 (11) 
 
12 Syllabus of Courses in Education 
 
 
 
 6. Immediately after the examination all papers must be sent 
 to the State Superintendent. In each subject the paper will be 
 graded as a whole, rather than upon the basis of a definite credit 
 for each question. Omission of any required answer will be inter- 
 preted to mean inability to answer the question. Unless specifically 
 mentioned as optional, all questions given are required. Only 
 papers which fail to receive a passing grade will be returned. 
 
 7. The examination fee provided by law is payable in January 
 to the county superintendent by all fourth year students taking the 
 examination. This fee pays for one examination in each subject. 
 A student who takes all the examinations but fails to secure the 
 certificate will be required to pay a second fee if he takes any part 
 of the examination in a subsequent year. The county superintend- 
 ent will give a receipt to all who pay the fee and send a list of their 
 names to the State Superintendent with one dollar of each fee paid. 
 (A third year student who fails in examination is not required to 
 pay a double fee during the fourth year.) 
 
 8. Only students who are graduated by the high school upon 
 completion of sixteen units of work including the required sub- 
 jects, and who have passed the examinations given by the State 
 Superintendent, will be granted the certificate. Certificates will not 
 be issued to students who are given, high school credit for work 
 completed in one-room rural schools. Grades in the three courses 
 in education will be based equally upon the high school records and 
 upon passing grades made in these examinations. 
 
 9. A complete transcript of each candidate's four year record 
 will be required at the close of the high school course. This record 
 will be used in determining final grades for the certificate and will 
 include the following items: the subjects studied and the length of 
 time each was pursued, with the year when the work was done; 
 the grades for each quarter, semester, or term ; an estimate of the 
 student's attainment in each unit of work, showing his standing 
 when judged comparatively. In this ^'teachers' estimate" "M" 
 should be used for the middle or average group, *'S" or ''E" for the 
 group above, and "I" for the group below, the entire high school 
 being taken into consideration. Abnormally high or low grades 
 and estimates in any subject, indicating failure of any teacher to 
 correlate or grade carefully, should be explained when the grades 
 are sent in. 
 
 10. The grades of E (excellent), S (superior), M (medium), 
 I (inferior), F (failure) will be used in grading papers and in esti- 
 
Teacher-Training High Schools. 13 
 
 mating final standing for the certificate. In general, one-half the 
 grades will be M; the other half will be about equally divided be- 
 tween those above and below M. E will be given to the few — not 
 more than five per cent — of highest rank. Final grades for the 
 certificate must maintain an M (medium) standard. For each I 
 (inferior) grade there must be a grade in one of the groups above 
 M (S, superior, or E, excellent) . 
 
 11. The spelling and writing of each student are graded in 
 two examinations. In spelling, those who misspell no word in either 
 examination are given E ; one word, S ; two, three or four, M ; more 
 than four, I. Writing which measures more than thirteen by the 
 Thomdike scale is given E ; twelve or thirteen, S ; eleven M ; below 
 eleven, I. Evidences of improvement or retrogression between ex- 
 aminations are considered in grading writing and spelling. 
 
 12. Certificates for those who successfully complete the 
 course and pass the examinations will be sent to the secretary of 
 the school board, or the superintendent of city schools, unless the 
 Department of Education is requested to send them to some other 
 responsible person. 
 
 13. Grades in professional subjects made in the high school 
 and examination can be used upon no certificate except that given 
 to those who successfully complete the teacher-training course. 
 
TEACHER-TRAINING HIGH SCHOOLS. 
 
 During the school year of 1913-1914 the following high schools 
 maintained teacher-training courses under the provisions of the 
 law and the foregoing regulations: 
 
 Alabany 
 
 Aurora 
 
 Bethany 
 
 Bolivar 
 
 Boonville 
 
 Bowling Green 
 
 Brookfield 
 
 Brunswick 
 
 Butler 
 
 California 
 
 Campbell 
 
 Carrollton 
 
 Carthage 
 
 Centralia 
 
 Charleston 
 
 Chillicothe 
 
 Clinton 
 
 Columbia 
 
 DeSoto 
 
 Dexter 
 
 Doniphan 
 
 Edina 
 
 Eldon 
 
 Eldorado Springs 
 
 Fayette 
 
 Flat River 
 
 Fredericktown 
 
 Fulton 
 
 Gallatin 
 
 Greenfield 
 
 Hamilton 
 
 Hannibal 
 
 Holden 
 
 Huntsville 
 
 I ronton 
 
 Jackson 
 
 Jefferson City 
 
 Joplin 
 
 Lamar 
 
 Lebanon 
 
 Lexington 
 
 Liberty 
 
 Macon 
 
 Maiden 
 
 Marshall 
 
 Memphis 
 
 Mexico 
 
 Monett 
 
 Monroe City 
 
 Montgomery City 
 
 Neosho 
 
 Nevada 
 
 Palmyra 
 
 Paris 
 
 Perry 
 
 Plattsburg 
 
 Poplar Bluff 
 
 Princeton 
 
 Richmond 
 
 Salem 
 
 Salisbury 
 
 Savannah 
 
 Shelbina 
 
 Springfield 
 
 Trenton 
 
 Troy 
 
 Unionville 
 
 Vandalia 
 
 Washington 
 
 Webb City 
 
 Weston 
 
 West Plains 
 
 Windsor 
 
 The following private schools also maintained courses : 
 
 Carleton College, Farmington. 
 
 Kidder Institute, Kidder. 
 
 Missouri Wesleyan College Academy, Cameron. 
 
 In the seventy-six schools named above, six hundred and 
 twenty-eight students completed the course, passed all examina- 
 tions and received certificates in 1914. 
 
 (14) 
 
COURSES IN EDUCATION, 
 
 COURSE ONE— METHOD THROUGH SUBJECT MATTER. 
 
 This course, given during the third high school year, comprises 
 a study of four subjects. Reading, language-composition and 
 grammar should be given during the first semester ; geography and 
 arithmetic during the second. The subject matter should be pre- 
 sented as material which the student will soon be teaching, method 
 and device being emphasized. References are to the books recom- 
 mended for all teacher-training schools, and so designated in the 
 list at the close of this manual. Chapters are indicated by Roman 
 notation and pages by Arabic characters. 
 
 I. Reading. 
 
 Two purposes should be served by the course in reading. Stu- 
 dents should learn to read better aloud and show pupils how to 
 read; they should become well acquainted with much of the litera- 
 ture taught in the rural schools and the best methods of presenting 
 it to intermediate and grammar grade classes. Topics may be 
 studied in an order different from that in the outline. 
 
 1. Time. 
 
 Too fast or too slow reading; rate of reading as a means of 
 emphasis. 
 
 Briggs and Coffman: 204-206. 
 Clark: 19-27. 
 Sherman and Reed : I. 
 
 2. Grouping. 
 
 Clark: 28-41 ; VI, VII. 
 Sherman and Reed : II. 
 
 3. Pitch and inflection. ' 
 
 Clark: II. <• 
 
 Sherman and Reed: IV. 
 
 (15) 
 
16 Syllabus of Courses in Education 
 
 4. Force and emphasis. 
 
 Clark: IV, VIII, IX. 
 Sherman and Reed: III, V. 
 
 5. Quality. 
 
 Clark: III. 
 
 Sherman and Reed: VI. 
 
 6. Articulation, Pronunciation, and Use of the Dictionary. 
 
 The causes of poor articulation, means of improving, dangers 
 of over-emphasis of articulation. 
 Briggs and Coffman: 149-172 (Exercises). 
 Goldwasser: 30-40. 
 Sherman and Reed : XIV. 
 (See also Course III Reading, 9.) 
 
 7. Expression. 
 
 **Reading tone," **sing-song'' reading, emphasis, the difference 
 between word-pronouncing and reading, motivation in re- 
 lation to expression, correction of mistakes, position in 
 reading, blundering and hesitation. 
 Arnold: 162-164. 
 
 Briggs and Coffman: 37-44; 55-61; 145-148. 
 Clark: X-XIV. 
 Sherman and Reed: XII. 
 
 8. The study of literature in the grades. 
 
 The effect of too little study, too much study, or emphasis of 
 mechanical phases of reading upon appreciation ; the study 
 of literary units rather than fragments ; reading, reciting 
 aloud, or telling; the value of a study of literary style or 
 grammatical construction; the study of allusions, histor- 
 ical setting, the author ; simple figures of speech ; rhythm ; 
 memorizing; determining the real function of the selec- 
 tion. 
 
 Briggs and Coffman: XVIII; 128-139 and 256 (Memoriz- 
 ing). 
 Charters: Methods of Teaching 47-54. 
 Clark: 231-254 (Rhythm). 
 Goldwasser: 49-92. 
 
 McMurry: Special Method in Reading IX, X, XL 
 State Course of Study: 23, 25, 26 (Seventh year). 
 
 9. Selections for practice. 
 
 After the study of the preceding topics a number of selections 
 should be read in class with the idea of their presenta- 
 tion to intermediate and grammar grade classes in mind. 
 
Teacher 'Training High Schools, 17 
 
 As far as possible students should become familiar with 
 
 the classics and supplementary reading recommended in 
 
 the State Course of Study. Every student should be able 
 
 to tell a number of the stories named in the State Course 
 
 of Study, page 15 (First year) . 
 
 Bryant: How to Tell Stories to Children 29-46; 126-253. 
 
 Bryant: Stones to Tell Children, 
 
 Clark: XVI. 
 
 McMurry: Special Method in Reading XIII, 
 
 Sherman and Reed: XVIII-XXII. 
 
 State Course of Study: 25-29; 37-45. 
 
 (See also Course Three: Reading, 2.) 
 
 II. Language, Composition and Grammar. 
 
 In this course attention should be directed to the close rela- 
 tions existing between the work in reading, story-telling, spelling 
 and writing and the work in language, composition, and grammar. 
 Specific correlations should be suggested. Students will be better 
 prepared to teach these subjects if they have been assigned some of 
 the lessons outlined in the State Course of Study for pupils in the 
 grades. (State Course of Study : 30, 43-51, Fourth to Eighth year.) 
 
 1. Language and composition. 
 
 (a) Telling and writing stories, writing easy descriptions, 
 compositions, simple verse forms and rhymes. (Goldwas- 
 ser: 140-162.) 
 
 (b) Discussion of common errors, especially in the use of pro- 
 nouns and irregular verbs, causes of these errors and best 
 means of correction. (State Course of Study: 38, 39.) 
 
 (c) Memory gems and selections for memorizing; discussion 
 of material for this work in intermediate and grammar 
 grades ; the best means of committing to memory. (Gold- 
 wasser: 108-118.) 
 
 (d) Outlining, paragraphing, margins and indentations, syllab- 
 ication at the end of lines, writing of titles and headings, 
 use of italics. (State Course of Study: 40-42, Third 
 year.) 
 
 (e) The uses of the period, comma, colon, semicolon, dash, 
 parenthesis, interrogation point, exclamation point, hy- 
 phen, apostrophe, quotation marks in single, double or 
 broken quotations, capitalization; dictation exercises, 
 (Goldwasser: 131-140.) 
 
18 
 
 Syllabus of Courses in Education 
 
 (f) Letter-writing, business forms, applications for position, 
 invitations, acceptances, regrets. (Goldwasser: 163-197; 
 State Course of Study: 41, 46. Third and sixth years.) 
 
 (g) Homonyms, antonyms, synonyms, word-roots and deriva- 
 tion through prefixes and suffixes. (State Course of 
 Study: 34-36, Fifth to eighth year spelling.) 
 
 (h) Abbreviations and contractions. 
 2. Grammar. 
 
 (a) Analysis and parsing. 
 
 The subjects in this outline are for the most part best pre- 
 sented by means of exercises in analysis and parsing. A 
 limited amount of diagraming may be used to advantage 
 provided the student does not become a slave to the dia- 
 gram habit. It should be made clear that the u^e or 
 function of a word in a sentence determines the part of 
 speech to which it belongs. Blackboard outlines for pars- 
 ing and analysis should be presented so that students may 
 become familiar with a systematic plan or form which 
 they can use in teaching. 
 State Course of Study: 47-48. (Grammar.) 
 
 (b) Kinds of Sentences. 
 
 Simple, compound, complex as to form. Declarative, in- 
 terrogative, imperative, exclamatory as to use. 
 
 (c) Components of a sentence. 
 
 Subject; modifiers — word, phrase, clause. Bare, simple 
 and compound subject. 
 
 Predicate; modifiers — word, phrase, clause, 
 and compound predicate. 
 
 Complements. 
 
 Modifiers: Adjective — modifying nouns; 
 modifying verbs, adectives, adverbs. 
 
 Connectives. 
 
 Independent elements — interjection, vocatives, nomina- 
 tive absolute. 
 
 (d) Clauses. 
 
 Co-ordinate, subordinate; adjective clause and the relative 
 pronoun; adverbial clause, conjunctive adverb, and 
 subordinate connectives; substantive clauses. 
 
 (e) Parts of Speech, 
 i. Nouns. 
 
 Common, proper, abstract, collective; number, per- 
 son and agreement; gender; case. 
 
 Bare, simple 
 
 adverbial — 
 
Teacher 'Training High Schools. 19 
 
 ii. Pronouns. 
 
 Personal, relative; antecedent and agreement. The 
 expletive, 
 iii. Adjectives. 
 
 Function — as distinguished from adverbs; kinds; 
 comparison, 
 iv. Verbs. 
 
 Strong, weak, defective, redundant, regular, irregu- 
 lar, transitive, intransitive, copulative; principal 
 parts; voice, mode, tense; person, number and 
 agreement. Conjugation, synopsis, modal aux- 
 iliaries, verb phrases. Special verb forms— the 
 participle and the infinitive and uses of each; 
 the split infinitive. 
 V. Adverbs. 
 
 Function as distinguished from adjectives; compari- 
 son; conjunctive adverbs and their uses, 
 vi. Prepositions. 
 
 Use ; prepositional phrases, 
 vii. Conjunctions. 
 Kinds. 
 
 III. Geography. 
 
 The course in geography should be presented so that important 
 facts and principles are made clear. It is not necessary that the 
 order of topics suggested in the outline be followed. Equally good 
 results may be secured by following any systematic plan. Much at- 
 tention should be given to the use of maps, the blackboard, and 
 other apparatus. The question constantly asked should be "How 
 could this best be made clear to a class in the intermediate or gram- 
 mar grades?" 
 1. Study of the local community. 
 
 (a) Occupations, industries, and chief products. 
 
 (b) Local trade, transportation and communication. 
 
 Roads, railroads, rivers and canals, mail, telephone, tele- 
 graph. 
 
 (c) Social institutions, charitable institutions, schools, 
 churches, clubs, lodges, places of entertainment. 
 
 (d) Government of home, school, and town. 
 
 (e) Directions, distance, making plats and maps, using a scale. 
 The school yard or other familiar location should be used. 
 
 s c E— 4 
 
20 " Syllabus of Courses in Education 
 
 (f ) Keeping weather records, study of rain, frost, dew, snow, 
 sleet, winds. 
 State Course of Study: 66-67. (Fourth year.) 
 
 2. Missouri. 
 
 (a) Location, surface and drainage, climate. 
 
 (b) Products, industries and occupations. 
 
 (c) Trade routes and means of communication. History of 
 
 cities and causes of their growth. Population. 
 
 (d) Social and educational institutions. Schools, eleemosy- 
 
 nary and penal institutions. 
 
 (e) Political divisions and officers. 
 
 The ''Missouri Red Book," published by the Bureau of 
 Labor Statistics, Jefferson City, is good for reference 
 on this topic. 
 
 State Course of Study: 72. (Eighth year.) 
 
 3. The Earth. 
 
 (a) Shape, size, motions of the earth. 
 
 (b) The zones, equator, axis, poles, tropics; great, small and 
 
 polar circles; latitude and longitude; hemispheres. 
 
 (c) General position and relative size of land and water bodies. 
 • State Course of Study: 70. (Seventh year.) 
 
 4. Grand divisions. 
 
 Position and size. Form and coast line, surface and drainage, 
 climate and productions. All these should be considered 
 comparatively and in relation to use as the home of man. 
 Chief political divisions and social characteristics of popu- 
 lation. Type of government, present industrial and social 
 condition, and principal trade centers. As this will be the 
 only study given to South America, Africa, Asia, and Aus- 
 tralia, except in connection with commercial relations, 
 work should be fairly complete. 
 
 State Course of Study: 69-70, 71. (Sixth and seventh 
 years.) 
 
 5. The United States. 
 
 Location, surface, drainage, climate ; connect with colonization 
 and expansion. Industries of each great section of the 
 country ; trade centers. Relations with neighboring coun- 
 tries. 
 
 State Course of Study: 67-68; 70. (Fifth and seventh 
 years.) 
 
Teacher-Training High Schools. 21 
 
 6. Europe. 
 
 The countries of Europe in their historical and commercial re- 
 lationships with the United States; comparisons of size 
 and character of country; means of transportation and 
 communication; racial composition, density and character 
 of population; educational level, social organization and 
 form of government; probable causes of emigration from 
 these countries to the United States. 
 State Course of Study: 71. (Seventh year.) 
 
 IV. Arithmetic. 
 
 The topics named in the outline need not in all cases be pre- 
 sented in the order suggested. 
 1. General suggestions. 
 
 The following points should be constantly kept in mind in 
 teaching arithmetic : 
 
 (a) The importance of reading and understanding the prob- 
 lem, learning to discover what is given and what required 
 before any computation is done should be stressed. 
 
 (b) Many problems should be solved by merely indicating the 
 process to be carried out, without making figures. (Brown 
 and Coffman : 78-81 ; Smith : 182.) 
 
 (c) The approximate estimate should be determined before 
 complete result is found. For example, the first step in 
 finding the interest on $453.75 for two years, eight months 
 and three days at 6i/^^ is to determine approximately the 
 interest for that time. (Smith: 174.) 
 
 (d) After a problem is solved a pupil should always know how 
 to prove the correctness of the result. 
 
 (e) Students of this class are not well enough acquainted with 
 a topic until they are able to make problems suitable for 
 use in the grades where the subject is taught. To illus- 
 trate, students do not know denominate numbers well 
 enough until they can construct problems adapted to the 
 needs of fifth grade children. (Brown and Coffman: 81.) 
 
 (f) Correct use of the blackboard and skillful handling of 
 graphic illustration should never be forgotten. Not merely 
 making a topic clear to the high school class, but present- 
 ing it so that children in the rural or graded school will 
 understand is the aim. 
 
 (g) Accuracy, speed, neatness, correctness of statement and 
 convenience of form must be emphasized. Most of the 
 
22 Syllabus of Courses in Education 
 
 ''training" value of arithmetic is lost when finding the 
 
 answer alone is considered. 
 
 (Charters: Methods of Teaching 191-194; Brown and 
 Coffman: 43-55.) 
 (h) Short-cuts should not be introduced until children are 
 
 familiar with the principle involved, 
 (i) A good textbook may be adopted in this class, the text in 
 
 use in the county perhaps being the one usually of most 
 
 value. A variety of books will be useful, and in any case 
 
 many examples and problems should be based upon work 
 
 in other subjects, and upon situations found in daily life. 
 
 (State Course of Study: 106; 114-119; 155.) 
 (j) The State Course of Study from the fourth to the eighth 
 
 year inclusive should be thoroughly understood. 
 
 (State Course of Study: 58-63.) 
 2. Outline of the Course. 
 
 (a) Numeration and Notation. 
 Roman and Hindu (Arabic). 
 
 (b) Addition, subtraction, multiplication, division. (Brown 
 
 and Coffman: 148-170.) 
 Terms and symbols used. 
 Arrangement and technique of work. (Smith: 76-83; 
 
 Suzzallo: 83-95.) 
 Checking and proving results. (Brown and Coffman: 
 
 56-65.) 
 Illustrative devices. (Smith: 107-115.) 
 Devices for drill work. (Smith: 92-101 ; 116-126.) 
 
 (c) Divisors and multiples. 
 
 Principles and definition of terms — factor, multiple, divi- 
 sor, power of number, prime and composite numbers. 
 
 Finding greatest common divisor and least common mul- 
 tiple. 
 
 Rules of divisibility for 2, 3, 4, 5, 6, 8, 9. 
 
 Cancellation and principle involved. 
 
 (d) Common fractions. (Brown and Coffman: 182-194.) 
 Show the essential unity of fractions with the division 
 
 process. Three-fourths may be written }, or 3-^4, or 
 3:4. The meaning of all terms should be clearly 
 stated. The need of care in arrangement of work in 
 the fundamental operations should be stressed. Every 
 operation should be examined critically to discover 
 
Teacher-Training High Schools. 23 
 
 whether it is understood or is performed as the result 
 of mere mechanical adeptness. To illustrate, the rea- 
 son for every step in reducing fractions to common 
 denominator should be stated. Cumbersome meth- 
 ods of adding or subtracting mixed numbers should 
 be discarded and all forms of solution which the stu- 
 dent cannot explain should yield to those which can 
 be made clear to a class of grade children. 
 (State Course of Study: 59-60. Fifth year.) 
 
 (e) Decimal fractions. (Brown and Coffman: 195-212.) 
 Notation, numeration, reduction, the fundamental opera- 
 tions, and aliquot parts with applications. 
 
 (State Course of Study : 60 ; Smith : 175-178.) 
 
 (f ) Denominate numbers. 
 
 Avoirdupois weight, linear, square, cubic, dry, liquid, time, 
 and circular measures with practical applications. 
 The metric system and the English money table 
 should be understood. (Smith: 187-188.) 
 
 (g) Percentage and its applications. 
 
 Emphasize the unity of fractions and percentage. 
 
 Teach the following applications of percentage: Profit 
 and loss ; commission ; trade discount ; bank discount ; 
 simple interest ; compound interest ; partial payments, 
 with not to exceed two or three payments ; taxes, in- 
 cluding duties and excises; insurance; stocks and 
 bonds. (State Course of Study: 61-62. Seventh 
 year.) 
 (h) Business forms. 
 
 Bills, accounts, checks, drafts, notes, receipts. Students 
 should be able to write the correct forms of all of 
 these. They should understand the relationships of 
 all parties involved in transactions where these are 
 used. They should know how to keep and balance 
 accounts. (State Course of Study: 61-62. Seventh 
 year.) 
 (i) Measurements. 
 
 i. Lines, surfaces, and solids, including triangle, parallelo- 
 gram, trapezoid, circle, prism and pyramid, cylinder 
 and cone, and sphere. 
 
 ii. Ratio and simple proportion. (Smith: 185-187.) 
 
 iii. Square root and its applications. 
 
24 Syllabus of Courses in Education 
 
 iv. Applied measurements, including board measure, plas- 
 tering, papering, carpeting, measuring of bins and 
 hay, the United States land survey. 
 
 v.. Longitude and time. 
 
 State Course of Study : 60 ; 62-63. (Sixth and eighth 
 years.) 
 
 COURSE TWO— PEDAGOGY. 
 
 This course is to be given during the fourth high school year. 
 The study of mind and body will occupy the first semester, and 
 school management and administration the second. Since the course 
 includes much reference work it will be well to encourage students 
 to keep note books. This will help in the mental organization of 
 topics which very easily lose their specific content. Classroom 
 discussions should be a valuable feature of the course. 
 
 COURSE TWO-A— MIND AND BODY. 
 
 I. The Study of the Mind. 
 
 The work in psychology should at all times be given with the 
 preparation of teachers in mind. This being an elementary course 
 great emphasis upon abstract or technical terms will be unneces- 
 sary. If the arrangement of topics is different from that of the 
 text, it may be well to adhere to the order followed in the textbook. 
 References are to the books recommended for all teacher-training 
 schools, and so designated in the list at the close of this syllabus. 
 Chapters are indicated by Roman notation and pages by Arabic 
 characters. 
 
 1. Introduction. 
 
 General discussion of the nature and purpose of psychology, 
 and its value for the teacher. The mind, or consciousness. 
 Betts: I. 
 
 Colgrove: 34-52; 220-223. 
 Colvin and Bagley: I. 
 James : Briefer Course XL 
 James: Talks to Teachers II. 
 Pyle: 11. 
 Thorndike: I. 
 
 2. Attention and interest. 
 
 Importance; meaning of attention and inattention; kinds or 
 types of attention ; relation of attention to interest ; medi- 
 
Teacher-Training High Schools. 25 
 
 ate and immediate interests; the power of concentration. 
 
 Conditions required for successful school or home study. 
 
 Bagley: IX. 
 
 Betts: II, XIII. 
 
 Colgrove: 250-252. 
 
 Colvin and Bagley: II, IV. 
 
 James: Briefer Course XIII. 
 
 James: Talks X, XL 
 
 Pyle: XIV. 
 
 Seashore : XIII. 
 
 Thorndike: VI. 
 
 3. The nervous system. 
 
 Betts: III. 
 
 Colvin and Bagley: VII. 
 James: Briefer Course VII-IX. 
 Seashore: XVI (Reaction time). 
 
 4. Sensation and perception. 
 
 Betts: VI. 
 
 Colgrove: 222-225; 242-245. 
 
 Colvin and Bagley: XII, XIII. 
 
 James : Briefer Course II, V, VI, XX. 
 
 James: Talks XIV. 
 
 Kirkpatrick: 256-259. 
 
 Seashore: I- VIII; XII (Apperception) XIV (Illusions). 
 
 Thorndike: IV, V. 
 
 5. Imagination. 
 
 Betts: IX. 
 Colgrove: 226-227. 
 Colvin and Bagley: XIV. 
 James: Briefer Course XIX. 
 Kirkpatrick: 259-268. 
 
 6. Kinds of mental imagery. 
 
 The purpose of a study of this topic is to emphasize the need of 
 resourcefulness, and the use of varied stimuli in presenta- 
 tion. It is not necessary to assume the existence of dis- 
 tinct or fixed types of mental imagery. In addition to the 
 books listed below, consult references on the use of illus- 
 trative material in the recitation. 
 Betts: VII. 
 
 Colvin and Bagley: 231-235. 
 Seashore : IX. 
 
26 Syllahus of Courses in Education 
 
 Thorndike: IX. ' 
 
 7. Thinking and reasoning. 
 
 Betts: X. 
 
 Colgrove: 248-250. 
 
 Colvin and Bagley: XVIII. 
 
 James: Briefer Course XIV, XV, XXII. 
 
 Kirkpatrick: 271-285. 
 
 8. The feelings. Emotions. 
 
 Betts: XII, XIV. 
 Colvin and Bagley : V, VI. 
 James : Briefer Course XXIV. 
 Thorndike: X. 
 
 9. Instinct and its educational significance. 
 
 The "natural'^ differences between children of the same age 
 and at different ages, and necessary variations in treat- 
 ment by teachers because of these individual differences. 
 Bagley: X. 
 Betts: XL 
 
 Colvin and Bagley: III, VIII, IX, X. 
 James : Briefer Course XXV. 
 James: Talks Y, VI, VII. 
 
 Kirkpatrick: 32-88; 129-145; 205-219; 221-245. 
 Pyle: IV. (See also excellent questions at end of follow- 
 ing chapters.) 
 Thorndike: II, III, XIV. 
 
 10. Habit and the laws of habit formation. 
 
 Bagley: I. 
 
 Betts: IV, V. 
 
 Colgrove: XXII, XXIII. 
 
 Colvin and Bagley: XL 
 
 James: Briefer Course X. 
 
 James: Talks VIII. 
 
 Pyle: X, XL 
 
 Thorndike: XII, and pp. 222-228. 
 
 11. Memory. 
 
 Betts: VIII. 
 Colgrove: 225-226. 
 Colvin and Bagley: XV. 
 James: Briefer Course XVIII. 
 James : Talks XII. 
 Kirkpatrick: 268-271. 
 
Teacher-Training High Schools. 27 
 
 Thorndike: VIL 
 Seashore : XL 
 
 12. Association. 
 
 Betts: 114-116. 
 Colvin and Bagley: XVI. 
 James : Briefer Course XVI. 
 James: Talks IX. 
 Thorndike: 86-99. 
 Seashore: X. 
 
 13. Economy in learning. 
 
 Betts: 120-127. 
 
 Colvin and Bagley: XVII. 
 
 Pyle: 193-197. 
 
 14. Action and the will. 
 
 Betts: XV, XVI. 
 James: Briefer Course XXVI. 
 James : Talks XV. 
 Thorndike: XI. 
 
 11. The Body and Its Health. 
 
 Students should be familiar with the following topics: The 
 blood, the passage of oxygen through the body, foods and digestion, 
 absorption, cell activity, excretion, the skeleton and the muscular 
 system. (See State Course of Study, pages 119-120.) Hygiene and 
 the problems of sanitation rather than a knowledge of anatomy 
 should receive emphasis. Personal cleanliness and neatness, sleep 
 and exercise, and the effects of stimulants and narcotics, should be 
 studied in addition to the topics below, for which references are 
 given. Attention should be given to means of causing pupils to 
 realize vividly the need of better sanitary conditions. 
 General references. 
 
 Arnold : Waymarks for Teachers 106-118. 
 
 Bagley : Classroom Management VI. 
 
 Burrage and Bailey: School Sanitation and Decoration 
 II-V; IX, X. 
 
 Carney: Country Life and the Country School 206-229. 
 
 Colgrove : The Teacher and the School XIII. 
 
 Dresslar : School Hygiene. 
 
 Button : School Management IV, V. 
 
 Foght: American Rural School VII, XIV. 
 
 Kirkpatrick: Fundamentals of Child Study 321-332; 
 339-343. 
 
 S C E— 5 
 
28 Syllabus of Courses in Education 
 
 Pyle : Educational Psychology 239-251. 
 Salisbury: School Management II-V. 
 Shaw : School Hygiene. 
 
 State Course of Study : 88 ; 90 ; 92 ; 97-101 ; 119-121. 
 State Superintendent: School Improvement Bulletin. 
 State Superintendent's Report 1912: 13-23; Appendix. 
 Strayer: The Teaching Process XIII. 
 Williams and Fisher: Theory and Practice of Cookery, 
 136-143. 
 
 1. School site and building. 
 
 Burrage and Bailey: I, II, XL 
 
 Carney: 206-209; 340-346. 
 
 Dresslar: 20-41. 
 
 Button: 48-53. 
 
 Foght: 116-133. 
 
 Salisbury: 14-20. 
 
 Shaw: 30-35; 58-64. 
 
 State Course of Study : 97. 
 
 State Superintendent's Report 1912: Appendix. 
 
 State Superintendent: School Improvement Bulletin 6-18. 
 
 2. Ventilation and heating. 
 
 Sources of impurities in. schoolroom air ; results of poor ven- 
 tilation and means of detecting need of change in air; 
 amount of air-space and air needed; humidity; draughts; 
 ventilating systems, windows and doors, and changing air 
 during recess ; heating by direct and by indirect radiation ; 
 heating and ventilating systems for one-room schools; 
 stoves and furnaces; the problem of having the school- 
 room comfortable at opening time during the coldest 
 weather. 
 
 Burrage and Bailey: III. 
 Carney: 210-214. 
 Dresslar: 132-152 (Ventilation) ; 181-189 (Heating) ; 
 
 194-202 (Humidity). 
 Button: 57-63. 
 Salisbury: III. 
 Shaw: 65-79; 84-109. 
 State Superintendent: School Improvement Bulletin 31- 
 
 36. 
 
 3. Lighting the schoolroom. 
 
 Amount and direction of light, shades, color of walls, the 
 blackboard in relation to light. 
 
Teacher-Training High Schools. 29 
 
 Burrage and Bailey: 54-59; 86-91. 
 Carney: 214-216. 
 Colgrove: 193-195. 
 Dresslar: 53-62; 65-74; 80. 
 Button: 54-55. 
 Shaw: 1-26^ 
 
 4. Structure and hygiene of the eye. 
 
 Structure and function of important parts of the eye; eye dis- 
 eases and defects found among school children; simple 
 eye tests ; reading with book in wrong position or in bad 
 light; glazed paper or blackboard, dim or fine print, col- 
 ored crayon or pencil in relation to eyesight. 
 Bagley : 85. 
 
 Burrage and Bailey: X. 
 Dresslar: 221-245. 
 
 James: Briefer Course III. (Especially 28-36.) 
 Kirkpatrick: 341-343. 
 Salisbury: 58-63. 
 Shaw: 170-195. 
 State Course of Study: 121. (Eighth year.) 
 
 5. Seating and posture. 
 
 Single, double, adjustable seats; arrangement with regard to 
 light, size of pupils, convenience in teaching; seating the 
 child with abnormal eyesight or hearing; position in 
 studying, writing, or standing. 
 Bagley: 81-85. 
 Burrage and Bailey: 73-78. 
 Carney: 219-220. 
 Dresslar: 82-97. 
 Salisbury: 24-25. 
 Shaw: 135-165. 
 State Course of Study: 98. 
 School Improvement Bulletin: 30. 
 
 6. Structure and hygiene of the ear. 
 
 Dresslar: 247-249. 
 
 James : Briefer Course 47-59. 
 
 Kirkpatrick: 339-341. 
 
 Salisbury : 56-58. 
 
 Shaw: 195-199. 
 
 State Course of Study: 121. 
 
30 Syllabus of Courses in Education 
 
 7. Fatigue. 
 
 Bagley: 56-58; 86. 
 Dresslar: 274-284. 
 Kirkpatrick: 321-332. 
 Pyle: 239-251. 
 Shaw: 227-234. 
 
 8. Diseases, their recognition, and their prevention. 
 
 Burrage and Bailey; IX. 
 Dresslar: 313-322; 336-343. 
 Foght: 282-301; 351-352. 
 Salisbury: 49-53. 
 
 School Law: 10786, 10806. (Instruction in hygiene re- 
 quired.) 
 Shaw: 235-252. 
 State Course of Study: 98-100, 
 State Superintendent's Report 1912: 13-18. 
 
 9. Sanitation and care of schoolroom and outbuildings. 
 
 Burrage and Bailey: IV. 
 
 Carney: 221-223. 
 
 Dresslar: 344-347; 359-363. 
 
 Dutton: 64-70. 
 
 School Law: 10784. 
 
 Shaw: 111-116; 118-127. 
 
 State Superintendent's Report 1912: 18-25. 
 
 10. Drinking water, cups, and fountains. 
 
 Burrage and Bailey: 80-82. 
 Dresslar: 103-116. 
 School Improvement Bulletin: 44-48. 
 Shaw: 116-118. 
 
 COURSE TWO-B— SCHOOL MANAGEMENT AND 
 ADMINISTRATION. 
 
 In. addition to the usual problems of schoolroom management, 
 the relation of the teacher and school to the community and state 
 and a brief survey of rural life problems have been included in this 
 course. It is not necessary in every case to follow the order sug- 
 gested in the outline. References are to the books recommended 
 for all teacher-training schools and so designated in the list at the 
 close of this syllabus. Chapters are indicated by Roman notation 
 and pages by Arabic characters. 
 
Teacher-Training High Schools. 31 
 
 I. The School Equipment and Its Use. 
 
 1. Care and improvement of the school grounds. 
 
 Carney: 223-229. 
 
 Foght: 154-165; 165-178 (tree planting). 
 
 Kern: III. 
 
 School Improvement Bulletin: 5. 
 
 School Law: 10801 (Arbor Day). 
 
 Wray: XX. 
 
 2. The school garden. 
 
 Foght: 179-203. 
 
 Hodge: 121-138. 
 
 Holtz: 258-298. 
 
 Kern: IV. 
 
 State Course of Study: 101-103. 
 
 3. The playground and games. 
 
 Need and value of play; suitable games and games to be dis- 
 couraged; the teacher's place at recess. Members of the 
 class should understand several children's games and be 
 able to explain and initiate them where they are not known. 
 Bagley: 86-88. 
 Dresslar: 6-19. 
 Button: 136-137; 189-192. 
 Johnson: Part Two. (Especially 94-200.) 
 Kirkpatrick: 147-164. 
 State Course of Study: 162-163. 
 
 4. Decoration and improvement of schoolroom. 
 
 Burrage and Bailey: VII, VIII, XII. 
 
 Carney: 216-219. 
 
 Colgrove: 202-203. 
 
 Dutton: 223-224. 
 
 Foght: 141-153. 
 
 Kern : V. 
 
 Salisbury: 26-29. 
 
 School Law: 4615. 
 
 5. The blackboard and its use. 
 
 Dresslar: 41-49. 
 Perry: 161-176. 
 Salisbury: 23-24. 
 Wray: 32-42. 
 
32 Syllalfus of Courses in Education 
 
 6. Library, dictionaries and reference books. 
 
 Briggs and Coffman: XVII. (Dictionary.) 
 Colgrove: 203-205. 
 Foght: 254-265. 
 Kern: 116-117. 
 
 School Law: 10885; 8184-8186. 
 Sherman and Reed: XIII. (Dictionary.) 
 State Course of Study: 168-190. (Law and list of books 
 with suggestions.) 
 
 7. Maps, charts, globes, pictures, and other equipment. 
 
 Carney: 350-358; 372-373. 
 
 Charters: Methods of Teaching S66-S11, 
 
 Colgrove: 200-201. 
 
 Holtz: 36-46. 
 
 Perry: 177-184. (School museum.) 
 
 State Course of Study: 57; 64; 114. 
 
 Sutherland: XX; 204-208. 
 
 IL The Teacher. 
 
 1. Qualifications. 
 
 Bagley: XVIII. 
 
 Colgrove : 3-29 ; 34-67. 
 
 Dutton : II. 
 
 Griggs: 188-198. 
 
 Salisbury: VI. - * 
 
 State Superintendent's Report 1912: 225-228. 
 
 2. Duties and relationships in the community. 
 
 The teacher's relation to the school board, the county superin- 
 tendent and other school officers, the teacher who precedes 
 and the one who follows, to parents and children are some 
 of the topics to be studied and discussed. 
 Bagley: XVI, XVII. 
 Carney : IX. 
 Gilbert: 80-95. 
 Page: XII, XV. 
 Salisbury: VII, VIIL 
 Strayer: XVII. 
 
 3. . Teacher improvement. 
 
 Summer schools, teachers' meetings and associations, reading 
 circles, travel, general and professional reading, visiting 
 good schools, self-examination and criticism. 
 Colgrove: 29-33. 
 
Teacher-Training High Schools. 33 
 
 Button: III. 
 
 Foght: 75-76. 
 
 Gilbert: 106-121. 
 
 School Law: 10934 (Associations.) 
 
 III. School Management and Administration. 
 
 1. Organization of the school. 
 
 Preparations for beginning, and the first day of school. 
 Bagley: 20-29. 
 Colgrove : X. 
 Salisbury : IX. ' 
 Wray: 13-31. 
 
 2. The daily program. 
 
 Arrangement of recitation and study periods, including gen- 
 eral or "opening" exercises, their purpose, value, and 
 forms adapted to one-room school conditions. 
 Arnold : 247-252. 
 Bagley: 50-70. 
 Carney: 358-360. 
 Colgrove: 176-188. 
 Button: 124-133; 137-139. 
 Salisbury: X. 
 State Course of Study: 6-9. 
 
 3. School government. 
 
 A general study of the purpose, nature and conditions of school 
 discipline. School punishments and pupil self-government. 
 Arnold: 262-274. 
 
 Bagley : 36-47 ; 92-136 ; 290-298 (Pupil self-government) . 
 Colgrove: XXIV. 
 Colvin and Bagley: 153-156. 
 Button: 86-97. 
 Gilbert: 23-40. 
 Griggs: XV, XVI. 
 Page: X. 
 Salisbury: XIV. 
 School Law: 10785. (Rules.) 
 Scott: 43-77; 102-130. 
 Wray: 53-82; 130-141; 183-193. 
 
 4. Incentives. 
 
 Bagley: 158-187. 
 Colgrove: 384-390.. 
 
34 Syllabus of Courses in Education 
 
 Button: 98-110. 
 
 Page: IX. . 
 
 Salisbury: 107-117. 
 
 5. The recitation. 
 
 The purpose of the recitation as viewed by teacher and pupil, 
 the need and nature of preparation, the assignment, the 
 study period, questions and answers of teacher and pupil, 
 the use of illustrative material and apparatus, common 
 mistakes in the recitation and means of correcting them. 
 For other references than those given here, see pages 
 39-40. 
 
 Bagley: 210-213. 
 Colgrove: XVII-XXI. 
 Button: 140-153. 
 Page: VII, VIII. 
 Salisbury: XV. 
 Strayer: 107-111. 
 
 6. Reviews and examinations. 
 
 The purpose of examinations, making the questions, grading 
 the papers or estimating the value of oral answers, the ex- 
 amination as a means of determining class standing or ad- 
 vancement should be studied. The class should be given 
 opportunity to grade several sets of papers of children in 
 the grades. Begin with spelling or arithmetic and follow 
 with such subjects as language, grammar, geography or 
 history. Compare and discuss varying standards of stu- 
 ^ dents as shown by different ratings for the same work. 
 
 Bagley: 242-249. 
 Button: XIV. 
 Salisbury: 182-191. 
 State Course of Study: 10-12. 
 Strayer: 101-106. 
 
 7. Classification, gradation and promotion. 
 
 The advantages of class over individual instruction, considera- 
 tions in determining the class to which a child should be- 
 long, and various plans of organization designed to har- 
 monize the needs of the individual with those of the class. 
 Bagley: 214-224 (Batavia system). 
 Colgrove : XI. 
 Button: 77-85. 
 Gilbert: 41-50 (Types of children) ; 51-79. 
 
Teacher-Training High Schools. 35 
 
 8. Attendance, records, reports. 
 
 Legal and pedagogical necessity for regular attendance and 
 means of securing it. Students should be required to com- 
 pute average daily attendance and per cent of attendance. 
 They should become familiar with the form of teachers' 
 reports and reports to parents on pupils' work. 
 Bagley: 71-80. 
 State Course of Study: 12-14. 
 State Superintendent's Report 1912 : 245-252. 
 School Law: Section — 
 
 10800 (School day, week, year). 
 
 10807 (Keeping a register). 
 
 10854 (What records to keep) . 
 
 10861 (Monthly and term report). 
 
 10896-10905 (Compulsory law) . 
 
 9. Administration, and supervision. 
 
 Students should understand how Missouri schools are adminis- 
 tered. State and county school authorities, town and 
 country district school boards — how elected, and their 
 more important powers and duties. 
 Button.: 234-245. 
 Gilbert: 240-253. 
 School Law: Section — ^^ 
 
 10847-10850 (School directors; school board conven- 
 tions, page 120). 
 
 10789 (Directors to visit school). 
 
 10929-10936 (County superintendent). 
 
 10951-10953 (Textbook commi-ssion) . 
 
 10974 (State Board of Education). 
 
 10918, 10920, 10922 (State superintendent). 
 
 10. Important provisions of school law. 
 
 Sections not otherwise referred to in this course are listed 
 here. In the main only the general features of these 
 laws need be considered. Minute details are easily for- 
 gotten and a knowledge of important provisions, with the 
 ability to find and interpret matters of detail, will prove 
 of greater value. Students should be given practice in 
 using the school law whenever a doubt concerning legal 
 matters arises in class discussions. 
 
36 Syllabus of Courses in Education 
 
 (a) The annual school meeting. 
 
 How the meeting is called, its organization, and im- 
 portant powers. 
 (School Law: 10844, 10845.) 
 
 (b) Special meetings. 
 
 Why special meetings are provided for, how they are 
 brought about, and their powers. 
 (School Law: 10799.) 
 
 (c) Sale of cigarettes or liquor to students. 
 
 (School Law: 4734, 4735, 11132.) 
 
 (d) Teacher's contract. 
 
 (School Law: 10787, 10788.) 
 
 (e) Length of school term and securing state aid. 
 
 (School Law: 10846.) 
 
 (f ) Admission of nonresident pupils. 
 
 School Law: 10785.) 
 
 (g) Laws concerning textbooks. 
 
 School Law: 10951-10973. Among the sections to be 
 noted carefully are the following: 
 10960 (Adopted books to be used exclusively). 
 10967 (Provision for indigent children). 
 Pages 134-136 (Free textbooks), 
 (h) Laws relating to teachers' certificates. 
 
 Students should not spend long with the details of 
 this topic. The kinds of county certificates, the 
 requirements for each, value, renewal, and re- 
 voking are among topics studied. 
 School Law: 10804, 10805 (Certificate re- 
 quired). 
 10939-10948 (Requirements; value, renewals, re- 
 voking) . 
 State Superintendent's Report 1912: 342-353. 
 (i) Teacher-Training Course Law. 
 School Law: 96-99. 
 See this syllabus — pages 5-7. 
 
 IV. Rural School Problems and Improvement. 
 
 1. Some rural school problems. 
 Cubberley: L 
 Foght: 1-23. 
 
Teacher-Training High Schools. 37 
 
 2. How school money should be raised and apportioned. 
 
 Cubberley: 16-29. 
 
 Foght: 39-49. 
 
 Kern: XL 
 
 School Law: 10822. (Apportionment of state funds.) 
 
 State Superintendent's Report 1912: 228-231. 
 
 State Superintendent's Report 1913: 145-154. 
 
 3. Forms of administration: District, township, county. 
 
 Cubberley: 30-38. 
 
 State Superintendent's Report 1913: 123-140. 
 
 4. Supervision. 
 
 Carney : XII. 
 Cubberley: 52-73. 
 Foght: 50-62. 
 
 5. Consolidation and transportation. 
 
 Carney: VIII. 
 
 Cubberley: 38-51. 
 
 Foght: 302-324. 
 
 Kern: XIL 
 
 School Law: Page 7; pages 89-94. 
 
 State Superintendent's Report 1913: 79-84. 
 
 6. Approved Rural Schools : 
 
 State Course of Study: 165-167. 
 
 State Superintendent's Report 1913 : 55-66. 
 
 7. The school in relation to the home and community. 
 
 Carney: VII; IX; 229-251. 
 Colgrove : VI. 
 Button: 198-216. 
 Gilbert:. 209-235. 
 Kern: VII, IX. 
 
 State Superintendent's Report 1913: 66-71 (State Fair 
 exhibit) . 
 
 8. Some rural economic and social problems. 
 
 Good roads, farmers' institutes, farm advisers, com growing 
 contests and clubs, the country church, changes in rural 
 population and standards of living. 
 Carney: I-VI; XIIL 
 
 Carver: 25-28; 125-130; 200-202; 334-382. 
 Kern: I, II, VII. 
 State Course of Study: 121-123. 
 State Superintendent's Report 1913: 412-453. 
 
38 Syllabus of Courses in Education 
 
 COURSE THREE— METHOD AND OBSERVATION. 
 
 This course, given during the fourth high school year, deals 
 with the teaching process through a study of general principles of 
 method, and their application to method in the special subjects and 
 observation. The work should be closely correlated with that of 
 Course Two. It has seemed unnecessary to offer suggestions for a 
 plan of study in, all subjects, since the point of view remains the 
 same, and students will have gained power to use the library to ad- 
 vantage; consequently section X, dealing with a number of 
 branches, contains only lists of references. 
 
 I. General Principles. 
 
 1. The aim of education, the function of the school, and reasons 
 
 for considering these topics; knowledge, mind training, 
 
 culture, utility, moral character, social efficiency as aims. 
 
 Bagley: 1-12. 
 
 Charters: Methods of Teaching 9-25. 
 
 Colgrove: 93-114; 206-216. 
 
 Gilbert: 1-22; 131-145. 
 
 Perry: 18-35. 
 
 Pyle: I. 
 
 Scott: 1-42. 
 
 Stray er: 1-11. 
 
 2. The child as a factor in education. 
 
 Differences between children and adults; between children of 
 different ages ; between children of the same age ; between 
 the same child at different ages; between the same child 
 under different teachers or environments and in different 
 moods. The importance for the teacher of knowing and 
 studying these differences. 
 Charters: Methods of Teaching 121-136. 
 Colgrove: 39-52; 220; 236-238. 
 Gilbert: 41-55. 
 
 Kirkpatrick: 305-318; 346-357. 
 Strayer: 12-31. 
 
 3. The course of study in relation to education. 
 
 The content of the course of study — subject matter; logical or 
 psychological arrangement; formal and content studies; 
 correlation of studies; alternation as a means of gaining 
 in efficiency. 
 
Teacher-Training High Schools. 39 
 
 Charters : Methods of Teaching 26-41 ; 208-223 (Psycho- 
 logical or logical). 
 
 Charters: Teaching the Common Branches 322-327. 
 
 Colgrove: 115-142. 
 
 Button: 111-118. 
 
 Holtz: 53-67 (Correlation illustrated in nature study). 
 
 Perry: 36-56. 
 
 State Course of Study: 72, 105-106, 115-117, 154 (Ex- 
 amples of correlation). 
 
 Strayer: 232-239. 
 
 Suzzallo: 38-41 (Logical and psychological in arithme- 
 tic). 
 
 4. Presenting subject matter. General terms. 
 
 The problem of motivation and interest; appreciation; induc- 
 tive and deductive learning; observation "and experiment, 
 hypothesis, inference, verification. 
 Charters: Methods of Teaching 146-184; 314-321; 337- 
 
 343. 
 Charters: Teaching the Common Branches 328-334. 
 Colgrove: 220-236; 242-253. 
 James: Talks V (Impression and Expression). 
 Kirkpatrick: 168-178. 
 Strayer: 174-178. 
 Sutherland: 145-149 (Induction and deduction related to 
 
 geography) . 
 
 5. Presenting subject matter — the lesson. 
 
 (a) The assignment. 
 Bagley: 192-206. 
 
 Charters: Methods of Teaching 396-414. 
 
 Charters: Teaching the Common Branches 342-345. 
 
 Colgrove : 269-271 ; 275-289. 
 
 Button: 151-153. 
 
 Sherman and Reed: 172-177 (Assignment in reading). 
 
 (b) Study. 
 Bagley: 206-210. 
 Colgrove: XX. 
 Button: 167-174. 
 
 Gilbert: 220-222 (Home Study). 
 Strayer: 86-100. 
 
40 Syllabus of Courses in Education 
 
 (c) Recitation. 
 
 (i) General phases. 
 
 Study of the needs of each pupil in preparation of 
 lessons ; social phases of recitation and responsi- 
 bility of pupils to the class ; distribution of teach- 
 er's questions and attention to individual pupils; 
 questions asked by pupils; position, language, 
 and attitude of pupil and teacher. (For other 
 references see Course Two-B, ''the recitation.") 
 Arnold: 255-262. 
 Charters : Teaching the Common Branches 335- 
 
 341. 
 Charters: Methods of Teaching 266-270. 
 Colgrove: 254-262; 339-345. 
 Button: 140-153. 
 Page: VII, VIII. 
 
 Scott: 20-21 (Responsibility to class). 
 Strayer: 107-113; 129-138. 
 (ii) Questioning. 
 
 Charters: Methods of Teaching 296-313. 
 Holtz: 29-32. 
 Page: 109-113. 
 Salisbury: 167-179. 
 Strayer : XL 
 (iii) Use of illustrative material. 
 
 Charters: Methods of Teaching 365-373. 
 Button: 150-151. 
 Holtz: 33-52. 
 
 Sutherland: 192-216; 235-260. 
 (For further references see Course Two-B, ''the 
 blackboard and its uses," and "maps and 
 other equipment.") 
 6. Presenting subject matter — types of lessons. 
 
 The purpose, proper use and limitations of each type ; peculiar 
 difficulties and means of making each effective. The fol- 
 lowing types are not to be considered co-ordinate or dis- 
 tinct in application: For example, a development lesson 
 may use a textbook; textbook lessons have to be devel- 
 oped. In a given exercise several types of lessons may 
 appear. 
 
Teacher-Training High Schools. 41 
 
 (a) Development lesson. 
 
 Development considered as the inductive way of learning 
 as well as a form of lesson ; use of development in ap- 
 preciation lesson (art, music, literature) ; limitations 
 and dangers in use of method. 
 Bagley: 197-202. 
 
 Charters: Methods of Teaching 270-276; 321-330. 
 Colgrove: 322-338. 
 Dutton: 161-166. 
 Strayer: 51-69; 78-85 (Appreciation lesson). 
 
 (b) Textbook lessons. 
 Bagley: 188-192. 
 
 Charters: Methods of Teaching 278-295. 
 Colgrove : 339-343. 
 Strayer: 108-110. 
 
 (c) Review lessons, and written lessons. 
 Charters: Methods of Teaching 355-364. 
 Dutton: 175-177. 
 
 Strayer: 101-106. 
 
 (d) Drill. 
 
 Charters: Methods of Teaching 374-378; 383-395. 
 Colgrove: 346-353. 
 Strayer: 41-50. 
 7. Lesson plans. 
 
 Preparation of assignments and practice in assigning work to 
 the class; the length and unity of lessons as seen in ob- 
 servation lessons; formulation of questions, determining 
 aim and points to be emphasized, the making of summa- 
 ries. 
 
 Charters: Methods of Teaching 208-223; 430-434. 
 Dutton : Appendix. 
 
 McMurry : Special Method in Reading XIII. 
 Sherman and Reed: 164-171; 184-197 (Reading). 
 Strayer: XVI. 
 Sutherland: 149-159 (Geography). 
 
 II. Observation Lessons. 
 
 1. General suggestions. 
 
 The value gained from observation lessons depends upon the 
 attitude of the observer. Looking for mistakes always 
 finds them ; expecting the remarkable or spectacular leads 
 
42 Syllables of Courses in Education 
 
 to disappointment, for much of good classroom work is 
 neither unusual nor exciting. Critical study with techni- 
 cal correctness of procedure in mind sometimes underesti- 
 mates the value of appreciation and inspiration. The 
 whole purpose of the teacher should be understood before 
 a step is pronounced wrong. No method or device is of 
 universal application and there are usually several right 
 ways of presenting a topic, or unit of subject matter. No 
 observation work should be done during the first month 
 of school. When possible, students should know before- 
 hand the content and general plan of the lesson to be 
 taught in their presence. The teacher whose room is to be 
 visited should also be informed of the intention of the class 
 to visit at given class periods. The training teacher should 
 accompany the class in order to conduct the discussion 
 at the next class period. This discussion, when well man- 
 aged, will emphasize strong as well as weak points in the 
 presentation. 
 Local conditions need to be considered in determining the num- 
 ber and distribution of observation lessons. The required 
 number, thirty, represents the minimum and a much 
 greater number should usually be provided for. Most 
 schools can arrange for some observation work in rural 
 schools. It will prove helpful to choose a ''demonstration" 
 rural school when a good school is near and all parties are 
 favorable to such a measure. Devote a majority of the 
 lessons to the primary grades. The minimum number of 
 observation lessons for each subject is as follows: Read- 
 ing and spelling, five; language, composition and gram- 
 mar, five ; arithmetic, five ; history and government, three ; 
 geography, physiology, agriculture and nature study, 
 eight; writing, drawing and hand work, four. A good 
 time for these lessons is when students are interested in 
 studying the method of teaching the subject to be ob- 
 served. The outline which follows is general and sug- 
 gestive ; many points will not apply to all lessons. Usually 
 specific directions will need to be worked out for each 
 class and lesson. 
 2. Outline for observation of lessons. 
 
 (a) Atmosphere and general attitude. 
 
 i. Attitude of pupils and teacher toward each other. 
 
Teacher-Training High Schools, 43 
 
 ii. Interested or passive attitude toward the work. 
 
 iii. Poise, animation and alertness of teacher. 
 
 iv. Neatness of pupils and teacher. 
 
 V. Position of each in standing or sitting. 
 
 vi. Deportment of pupils. 
 
 vii. The teacher's voice, and ability to interest. 
 
 (b) Children not in the class reciting. 
 
 i. Idleness or industry; application; character of work 
 
 being done — its value, 
 ii. Nature of written work, 
 iii. Confusion or noise caused by pupils not immediately 
 
 under eye of the teacher, 
 iv. Interruptions of the teacher by pupils asking help. 
 
 (c) General conditions external to the lesson. 
 
 i. Temperature, ventilation, lighting, decoration of the 
 room. 
 
 ii. Size, character, and arrangement of seats, and econ- 
 omy of seating for recitation purposes. 
 
 iii. Condition of blackboards, crayon trough and erasers, 
 and floor. 
 
 (d) The lesson and its preparation. 
 
 i. What indication that the lesson is adapted in length and 
 character to needs of the class ? 
 
 ii. What evidence that pupils have studied ; that the teach- 
 er has made preparation? 
 
 (e) General plan of lesson, 
 i. What is the aim? 
 
 ii. What evidence of a lesson plan? How is wandering 
 
 prevented? How are summaries made? 
 
 iii. How is the relation to previous experience made 
 clear? 
 
 iv. To what extent are exact details or general principles 
 emphasized ? 
 
 V. Which type of lesson is most in evidence? 
 
 vi. What use is made of the textbook? 
 
 vii. What proportion of the time is the teacher talking? 
 
 viii. What is the character of the teacher's explanations? 
 
 ix. Explain the attitude of children in the class while not 
 reciting. 
 
 X. What interest do children show in learning? In talk- 
 ing? 
 
44 Syllabus of Courses in Education 
 
 xi. To what extent and by what means are pupils held re- 
 sponsible for the work assigned? 
 
 (f) Questions and answers. 
 
 i. Characterize the questions and answers as clear, vague, 
 definite, suggestive, natural or bookish. 
 
 ii. What use does the teacher make of leading, alternat- 
 ing, direct, and textbook questions ? Fact or thought 
 questions ? 
 
 iii. What indication that the general nature and form of 
 questions have been planned? 
 
 iv. What order is followed in questioning members of the 
 class ? 
 
 V. Do the teacher's manner and attitude in questioning 
 suggest that a well prepared lesson is expected or 
 that faults and mistakes are being looked for ? What 
 effect has the attitude? 
 
 vi. How are questions distributed ? 
 
 vii. How many questions are asked by pupils? 
 
 viii. What are the indications that pupils are thinking 
 and are sure of their answers ? 
 
 ix. Are answers spoken so as to be understood by all 
 members of the class ? How do you know ? 
 
 X. Does the teacher repeat the answers of pupils ? Why ? 
 
 (g) Attention to individual pupils. 
 
 i. What per cent of pupils take part? What attention 
 does the teacher give to bright, slow, and dull pupils ? 
 
 ii. How is individual help given ? What is the effect upon 
 members of the class who do not need help? 
 
 iii. What" is done to help backward children in the power 
 of expression? 
 
 iv. What, if any, are the indications that pupils are ham- 
 pered by defects of vision, hearing, or speech? 
 (h) Use of illustrative material. 
 
 What use is made of blackboard drawings, diagrams, 
 charts, other graphical means, measures, and illus- 
 trative stories? What devices for holding interest 
 through appeal to motor activity? 
 (i) The assignment. 
 
 i. When and how is it made? 
 
 ii. How much time does it occupy? 
 
 iii. What specific directions are given? How many pupils 
 know what is expected of them? 
 
Teacher 'Training High Schools. 45 
 
 iv. What motive has been supplied for doing the work 
 assigned? 
 References on Observation Lessons. 
 Bagley: 275-289. 
 Gilbert: 122-125. 
 Sherman and Reed : 164-183. 
 Strayer: 224-231. 
 
 III. Reading. 
 
 1. Purpose. 
 
 Arnold: 152-160. 
 
 Charters : Teaching the Common Branches 104-113. 
 
 State Course of Study: 14-15. 
 
 2. The story in primary reading. 
 
 All students should have practice in telling oral stories, and 
 should be given opportunity to observe story telling in the 
 primary grades. 
 
 (a) Purpose of story telling. 
 Bryant : How to Tell Stories I. 
 McMurry : Special Method in Reading I. 
 
 (b) How to tell stories. 
 
 Bryant : How to Tell Stories 57-109. 
 Bryant : Stories to Tell IX, XLVII, XXXVII-XLIII. 
 Goldwasser : 93-107. 
 McMurry : Special Method in Reading II- V. 
 
 3. The first lessons. 
 
 The child's knowledge and interests on entering school; the 
 problem of motivation ; conversation and language lessons, 
 and stories; association, habit, imitation, and drill in 
 learning to read ; learning of script and print. 
 Arnold: 160-161; 170-176. 
 Briggs and Coffman : 49-54. 
 McMurry : Special Method in Reading VI. 
 State Course of Study: 15-16. 
 
 4. Formal methods and devices. 
 
 Alphabet, phonic, word, sentence, combination methods with 
 characteristics and advantages of each; charts, primers, 
 "flash" cards, the blackboard and its use. 
 Briggs and Coffman: 24-35; 70-78 (word-drills) ; 79-91 
 
 (phonics). 
 Charters: Teaching the Common Branches 118-122. 
 
46 Syllables of Courses in Education 
 
 Sherman and Reed: 83-95. 
 
 State Course of Study: 16, 17-18 (First year). 
 
 5. Incidental reading and the use of play. 
 
 Briggs and Coffman: 65-69. 
 
 Charters: Methods of Teaching 78. 
 
 Charters : Teaching the Common Branches 123-124. 
 
 Goldwasser: 6-29. 
 
 Johnson : 150-153 ; 201-203. 
 
 McMurry : Special Method in Reading 130-142. 
 
 Scott: 206-223. 
 
 6. Dramatization. 
 
 Briggs and Coffman: 92-104; 111-127; 233-237. 
 
 Bryant: How to Tell Stories 110-126. 
 
 Bryant : Stories to Tell Children XXXVII-XLIII. 
 
 Oilman and Williams : 113-127. 
 
 Sherman and Reed : 95-103. 
 
 Scott: 115-130; 146-150. 
 
 7. Oral and silent reading, sight reading, and concert reading. 
 
 Arnold : 164-167. 
 
 Briggs and Coffman: 55-67; 203-211; 199-202 (Sight 
 
 reading) . 
 Sherman and Reed : 121-127. 
 
 8. Assignment, study and seat work. 
 
 Arnold : 226^229. 
 
 Briggs and Coffman: 105-110; 212-232. 
 
 Charters : Teaching the Common Branches 137-138. 
 
 Oilman and Williams : 128-131. 
 
 McMurry: Special Method in Reading 248-251. 
 
 Sherman and Reed: 109-113 (Assignment). 
 
 State Course of Study: 18-19. 
 
 9. Teaching the use of the dictionary. 
 
 Briggs and Coffman : 173-185. 
 
 McMurry : Special Method in Reading 276-277. 
 
 Sherman and Reed : 138-147. 
 
 State Course of Study : 20 ; 22 ; 24. 
 
 10. The work of the first two grades. 
 
 This should be carefully studied as outlined in the State Course 
 of Study, pp. 15-20. As far as possible students should be 
 familiar with the literature recommended for these years. 
 
 References on Reading. 
 
 Arnold : Waymarks for Teachers III. 
 
 Briggs and Coffman : Reading in Public Schools. 
 
r 
 
 Teacher-Training High Schools. 47 
 
 Charters : Methods of Teaching 71-78 ; 253-255. 
 
 Charters : Teaching the Common Branches V. 
 
 Clark : How to Teach Reading. 
 
 Gilman and Williams: Seat Work and Industrial Ocdo- 
 
 pation 113-133. 
 Goldwasser: Method and Methods in Teaching English 
 
 1-40. 
 Johnson: Education by Plays and Games 150-154; 201- 
 
 203. 
 McMurry : Special Method in Reading. 
 Scott : Social Education 206-223. 
 
 Sherman and Reed: Essentials of Teaching Reading. 
 State Course of Study : 14-29. 
 
 Strayer: The Teaching Process XVI (Lesson Plans). 
 Wray : Jean Mitchell's School 43-52. 
 
 IV. SpeUing. 
 
 1. The purpose of spelling. 
 
 Charters : Teaching the Common Branches, 1-5. 
 State Course of Study : 29. 
 
 2. Content of spelling. 
 
 A good way to select words for spelling lessons is to choose for 
 each pupil the words he misspells in his written work. So 
 far as possible pupils should be excused from studying 
 words which they never fail to spell correctly. When a 
 misspelled word is found, the attempt should be made to 
 discover why the Brror was made. It will often be found 
 that certain pupils repeatedly make the same type of mis- 
 take. It will also be discovered that the same words are 
 the difficult ones for the majority of the class. When the 
 troublesome word has been found, and the reason for the 
 mistake discovered, the best means of helping the pupil 
 has been suggested. To illustrate, "government" is often 
 misspelled, probably because of poor pronunciation; 
 "quantity" is misspelled for the same reason or because of 
 confusion with "quality." Lists of incorrectly spelled 
 words should not be placed before pupils, but the teacher 
 can well afford to study the mistakes made by pupils, and 
 vary the method and the content of the lesson to suit each 
 individual case. 
 
48 Syllabus of Courses in Education 
 
 The class should correct and grade spelling papers and some 
 of the other written exercises of several grade rooms dur- 
 ing a number of weeks. Certain mistakes will be found to 
 recur frequently. Discuss the reasons for these and plans 
 for avoiding or correcting the mistakes. 
 3. Method and devices. 
 
 i. Length of lessons. 
 
 ii. Pronunciation, syllabication, diacritical markings. 
 
 iii. Rules for spelling (Very few). 
 
 iv. Spelling reform (Charters: Teaching Common Branches 
 
 I). 
 
 V. Oral and written spelling lessons and the importance of ap- 
 pealing to visual, auditory and motor perception. 
 
 vi. Phonics, dictation, drills (State Course of Study 31-36). 
 
 vii. Correcting mistakes. 
 
 viii. Correlation and incidental teaching. (State Course of 
 Study 31). 
 
 ix. The value of spelling matches and contests. 
 
 References on spelling. 
 
 Arnold: Waymarks for Teachers 177-186. 
 
 Bagley : Classroom Management 238-242. 
 
 Goldwasser: Method and Methods in Teaching English 
 
 119-130. 
 Charters: Teaching the Common Branches I. 
 State Course of Study: 29-36. 
 
 V. Writing. 
 
 Purpose; standards of writing, Thorndike tests; various "move- 
 ments" in writing ; cramped writing and other problems of be- 
 ginners ; copies, copy-books, blackboard models and copies ; ap- 
 plication of the habit law in making specific correction and im- 
 provements; self criticism and development of good writing 
 ideals by pupils; neatness and form in blackboard exercises; 
 attention to penmanship and correct form in all written work. 
 Students should study and correct written work from the lower 
 grades. 
 
 Bagley : 47-49 ; 83-84 ; 232-235 ; 301-315. 
 Charters : Teaching the Common Branches II. 
 State Course of Study : 125-126. 
 
Teacher-Training High Schools. 49 
 
 VI. Language, Composition and Grammar. 
 
 1. Purpose of language, composition, grammar. 
 
 Arnold : 119-123. 
 
 Charters: Methods of Teaching 63-70. 
 
 Charters : Teaching the Common Branches 44-47 ; lZ-11. 
 
 State Course of Study: 36, 47. 
 
 2. Method and device. 
 
 (a) Nature and extent of the child's vocabulary when he 
 enters school and how acquired; importance of imitation, 
 association and habit in language and composition; incor- 
 rect expressions and how to correct habitual errors ; mem- 
 orizing as a meahs of fixing proper language forms and 
 combinations. 
 
 (b) Lack of motivation as a cause for dislike of composition 
 writing, and means of furnishing motive ; value of telling 
 real experience to appreciative listeners, and writing real 
 descriptions and letters ; the use of excursions, field trips, 
 dramatization and picture study in teaching. 
 
 (c) The importance of requiring correct language in all oral 
 exercises, and neatness and correct form in all written 
 material ; the amount of written work required ; marking 
 errors on written lessons. 
 
 Arnold: 32-77 (Suggested lessons) ; 123-151. 
 
 Bagley: 235-236. 
 
 Charters : Teaching the Common Branches III. 
 
 Kirkpatrick : XIII. 
 
 Goldwasser: 227-241; 253-260. 
 
 Scott: Social Education 103-114; 227-236. 
 
 Strayer: The Teaching Process XVI (Lesson Plans). 
 
 3. Correlation of language and composition with other subjects; 
 examples of specific correlations (State Course of Study 105). 
 
 4. Course of study by grades. 
 
 Chief attention should be placed upon the work of the first 
 three years. As far as possible students should become 
 familiar with the literature recommended for these 
 grades. Devote a number of observation lessons to lan- 
 guage in the primary grades. The class should study the 
 written language work of the lower grades and correct 
 many set of papers. 
 Goldwasser: 141-226. 
 State Course of Study : 36-43. 
 
50 Syllabus of Courses in Education 
 
 References on Grammar and Language. 
 
 Arnold: Waymarks for Teachers 32-77; 118-151. 
 Charters : Methods of Teaching 63-70. 
 Charters : Teaching the Common Branches III, IV. 
 Goldwasser: Method and Methods in Teaching English 
 
 198-241. 
 Kirkpatrick : Fundamentals of Child Study XIII. 
 Perry : Problems of Elementary School 89-117. 
 Scott : Social Education VI, VII, IX. 
 State Course of Study: 36-51. 
 Strayer: The Teaching Process XVI; 267-272. 
 
 VII. Geography. 
 
 1. Purpose of geography. 
 
 Charters : Methods of Teaching 74-77. 
 
 Charters: Teaching the Common Branches 216-218. 
 
 Dodge and Kirchwey : 7-14. 
 
 Sutherland : VI. 
 
 2. What the course should include. 
 
 Dodge and Kirchwey: 18-27. 
 State Course of Study: 64. 
 Sutherland III. 
 
 3. Method and devices. 
 
 Home geography; correlations of geography; study of types; 
 comparative studies, and other method problems. 
 Charters: Teaching the Common Branches 222-238. 
 Dodge and Kirchwey: 26-86; 98-109. 
 Sutherland: IV, V, X, XI, XIV, XV. 
 
 4. Illustrative material. 
 
 Use of the blackboard; physical, political, relief, outline, dis- 
 sected, product and weather maps ; the sand table ; pictures 
 and post cards; globes; museum and collections. The 
 class should plan and make geography excursions. When 
 practicable members of the class should accompany and 
 assist grade teachers in field trips. 
 Carney: 350-352. 
 
 Charters : Teaching the Common Branches 232-237. 
 Dodge and Kirchwey : 86-92 ; 111-116 ; 126-152 ; 217-231. 
 Sutherland : XVII, XVIII, XIX. 
 
 5. Course of study by grades. 
 
 Give special attention to the work of the first four years. 
 State Course of Study : 64-72. 
 
Teacher-Training High Schools. 51 
 
 References on Teaching of Geography. 
 Arnold : Waymarks for Teachers V. 
 Carney: Country Life and the Country School 350-352. 
 Charters : Methods of Teaching 74-17. 
 Charters : Teaching the Common Branches IX. 
 Dodge and Kirchwey : The Teaching of Geography, 
 Holtz : Nature Study 54-57 (Correlation) . 
 Johnson : Education by Plays and Games 147-149. 
 Stray er: The Teaching Process XVI (Lesson Plans) 
 
 281-297. 
 Sutherland : The Teaching of Geography. 
 State Course of Study: 64-72. 
 
 VIII. Arithmetic. 
 
 1. Purpose of Arithmetic. 
 
 Charters : Teaching the Common Branches 273-274. 
 
 Smith : II. 
 
 State Course of Study: 51. 
 
 Suzzallo: 9-17. 
 
 2. What the course should include. 
 
 Brown and Coffman : 115-122. 
 Charters: 274-277. 
 Smith : III, VIII. 
 Wray: 114-118. 
 
 3. Method and Devices in Primary Arithmetic. 
 
 (a) The first work should consist of comparing, measuring, 
 and counting. The number idea must begin with concrete 
 material and activities of the child's daily experience. 
 Much can be accomplished by incidental teaching and cor- 
 relation with other subjects. 
 
 Charters: Methods of Teaching 261-264. 
 
 Oilman and Williams : 42-59. 
 
 Smith : VI, XI, 95. 
 
 State Course of Study : 54-55. 
 
 Suzzallo: 26-31; 42-52. 
 
 (b) Much drill is needed to give mastery of the elementary 
 combinations and the multiplication table. The aim of the 
 mechanical work of the early grades is to make these proc- 
 esses automatic. Drill becomes inefficient when, through 
 monotonous repetition, it ceases to hold attention. Play, 
 contests, number puzzles, and other devices for holding 
 interest should be used. 
 
52 Syllabus of Courses in Education 
 
 Arnold : 229-232. 
 
 Bagley: 236-238. 
 
 Brown and Coffman : 92-109 ; 137-142. 
 
 Charters : Teaching the Common Branches 290-295. 
 
 Johnson: 140-145. 
 
 Perry: VI (Devices) r 
 
 Smith: 96-101; XIV. 
 
 State Course of Study: 56 (Second year). 
 
 Suzzallo : 69-82. 
 (c) Along with drill in mechanical phases of arithmetic chil- 
 dren should understand the reason for each step taken. 
 
 But too early insistence upon full analysis and too much 
 
 attention to the form of solutions should be avoided. 
 
 Brown and Coffman : 82-91. 
 
 Cnarters: 285-289. 
 
 Smith: VIII, IX. 
 
 Suzzallo: 89-95. 
 4. The arithmetic course by years. 
 
 Chief emphasis in this class should be placed upon the work of 
 
 the first three years. A number of observation lessons 
 
 should be devoted to the primary grades. Students should 
 
 become familiar with the written arithmetic work of the 
 
 lower grades. Where it is practicable, members of the 
 
 class will be helped by giving individual instruction to 
 
 grade children who are backward in arithmetic. 
 
 Brown and Coffman: 148-170. 
 
 Smith: XV-XVIII. 
 
 For other material upon the teaching of arithmetic con- 
 sult general suggestions for Arithmetic in Course 
 One, and the State Course of Study pages 51-54. 
 References on the Teaching of Arithmetic. 
 
 Arnold: Waymarks for Teachers 204-217 (Number 
 work) . 
 
 Bagley : Classroom Management 299-315. 
 
 Brown and Coffman : How to Teach Arithmetic. 
 
 Charters: Teaching the Common Branches XII. 
 
 Oilman and Williams : Seat Work and Industrial Occu^ 
 pation 42-59. 
 
 Johnson: Education by Plays and Games 140-145. 
 
 Perry: Problems of the Elementary School VI (Devices) . 
 
 Scott: Social EducMion VIII (Group work). 
 
Teacher-Training High Schools, 53 
 
 Strayer: The Teaching Process XVI (Lesson Plans) 
 272-281 (Outline). 
 
 Smith : The Teaching of Arithmetic. 
 
 State Course of Study: 51-54 (General); 54-58 (Pri- 
 mary) . 
 
 Suz^allo : The Teaching of Primary Arithmetic. 
 
 IX. History and Civics. 
 
 1. Purpose. 
 
 Charters : Method of Teaching 72-74. 
 
 Charters: Teaching the Common Branches 240-243; 
 
 266-268. 
 Strayer: 301-302. 
 
 2. Method and course of study. 
 
 The important and typical to be studied ; stories, biography of 
 heroes and leaders and oral biographical treatment in pri- 
 mary and intermediate grades ; history in connection with 
 holidays and "special day" exercises; study of civics by 
 means of current and recent well known events; use of 
 clippings, magazines, and newspapers; correlation with 
 literature, geography and hand work ; relative attention to 
 memory and thinking; studying with pupils and helping 
 them to study; formulation of problems and study ques- 
 tions ; debates ; questions prepared by pupils ; outlines and 
 use of note book ; the necessity of definite page references ; 
 relative importance of causes and results, and events ; the 
 use of objects, relics, pictures, scrap books, photographs, 
 the blackboard, and construction work in teaching history. 
 
 3. The course of study by years. 
 
 So far as possible students should become familiar with the 
 
 books recomended in the State Course of Study, pages 
 
 72-77, and understand the general plan of the course with 
 
 its correlations. 
 References on History and Civics. 
 
 Charters : Methods of Teaching 72-74. 
 
 Charters : Teaching the Common Branches X, XI. 
 
 Committee of Eight: The Study of History 92-116 
 (Method) 1-92 (Course). 
 
 Dodge and Kirchwey: 103-106. 
 
 Griggs: Moral Education 225-235. 
 
 McMurry : Special Method in History. 
 
 Perry: Problems of the Elementary School 118-121. 
 
54 Syllabus of Courses in Education 
 
 State Course of Study: 72-80; 155-156 (Constructive 
 
 work) . 
 Strayer : Teaching Process XVI (Lesson plans) ; 298-311. 
 Sutherland : The Teaching of Geography V. 
 
 X. References on Other Subjects. 
 
 1. Physiology. 
 
 Arnold : Waymarks for Teachers 106-115. 
 Charters : Teaching the Common Branches XIII. 
 State Course of Study : 96-101 ; 119-121. 
 (Consult also references suggested in Course Two.) 
 
 2. Agriculture and Nature Study. 
 
 Arnold : Waymarks for Teachers 9-30 ; 48-54 ; 65-72. 
 Charters : Teaching the Common Branches XIV. 
 Hodge : Nature Study and Life. 
 Holtz : Nature Study, 
 
 McMurry : Nature Study for Primary Grades. 
 State Course of Study: 81-96; 101-119. 
 Strayer: The Teaching Process 195-197, 218-221 (Lesson 
 
 Plans). 
 Wray : Jean MitchelVs School XV, XVI. 
 (Consult also references on school gardens in Course 
 
 Two). 
 
 3. Primary Hand Work, Manual and Household Art. 
 
 Arnold : Waymarks for Teachers 232-235. 
 
 Charters: Teaching the Common Branches VIII. 
 
 Gilman and Williams : Seat Work and Industrial Occupa- 
 tion (Primary Grades). 
 
 Kern : Among Country Schools XIV (Manual Training) . 
 
 Park: Educational Woodivorking for Home and School 
 1-18; 23-29; 55-72; 83-85; 129-146. 
 
 Scott : Social Education X. 
 
 State Course of Study : 151-157 ; 158-162 (Manual Train- 
 ing and Household Arts). 
 
 Williams and Fisher : Elements of the Theory and Prac- 
 tice of Cookery 33-39 ; 42-56. 
 
 4. Drawing and Music. 
 
 Briggs and Coffman : 120-127. 
 
 Charters: Teaching the Common Branches VI; VII 
 
 (Music). 
 Gilman and Williams : 46-38 ; 69-79 ; 85. 
 
Teacher-Training High Schools. 55 
 
 Scott : Social Education XI. 
 State Course of Study: 123-124; 127-145. 
 5. Morals and manners. 
 
 Arnold : 237-244. 
 
 Griggs : Moral Education I-XV; XVIII-XIX. 
 
 Kirkpatrick : XI. 
 
 Perry: 65-73. 
 
 Pyle: XII. 
 
 Salisbury: XII, XIII. 
 
 State Course of Study : 163-165. 
 
 Strayer: 145-156. 
 
LIBRARY LIST. 
 
 LIBRARY. 
 
 Every teacher-training high school is required to have a professional 
 library valued at not less than seventy-five dollars. Forty books, not count- 
 ing duplicates nor those used as texts, must be selected from the volumes 
 marked "*" in the list below. Those marked "**" are suitable for use as 
 textbooks. After the books thus especially designated have been purchased, 
 others on the list may be chosen. 
 
 In schools having large classes duplicate copies of books most in use 
 will be found necessary. Supplementary and reference works named in the. 
 State Course of Study and standard texts in the review subjects should be 
 added when their need becomes evident. 
 
 The library for teacher-training work should be in the room where the 
 teacher-training classes meet. When this is not practicable, it should at least 
 be possible for students to secure reference books at any time, and the books 
 should be at hand for use in class exercises and discussions. 
 
 List Dist. 
 Price. Price. 
 
 Adler: The Moral Instruction of Children. Appleton $1.50 $1.15 
 
 Problem of moral training in relation to the school and its activities. 
 
 Allen: Civics and Health. Ginn 1.25 1.08 
 
 Industrial and agricultural hygiene and vital statistics are among 
 the important topics treated. Tuberculosis and out-door life dis- 
 cussed. 
 
 Arnold: Reading, How to Teach It. Silver-Burdett 1.00 .86 
 
 Brief discussion of reading and language in earlier grades. 
 
 ♦Arnold: Waymarks for Teachers. Silver-Burdett 1.25 1.13 
 
 Suggestive lessons upon animals, plants, the human body. All pri- 
 mary and intermediate subjects are treated. Devices for seat work. 
 
 •*Bagley : Classroom Management. Macmillan 1.25 1.10 
 
 Problems of management discussed from viewpoint of grade teacher. 
 Daily program, attendance, government, school incentives, recitation, 
 disposition of the teacher's time, the ethics of Schoolcraft are sub- 
 jects treated. 
 
 Bagley : Educative Process. Macmillan 1.25 1.09 
 
 The aim of education, apperception, attention, formal discipline, 
 ideals, inductive and deductive teaching, study, drill, and examina- 
 tions are among the subjects treated. 
 
 Barnes: Studies in Historical Method. Heath .90 .79 
 
 The history sense in young children, local, and contemporary history 
 are among subjects discussed. 
 
 Bates: Talks on the Study of Literature. Houghton 1.35 1.04 
 
 Good suggestions for appreciation of literature. 
 
 (66) 
 
Teacher-Training High Schools, 57 
 
 List Dist. 
 Price. Price. 
 
 Bender: The Teacher at Work. Flanagan. 75 .83 
 
 Brief treatment of common school branches and most of the problems 
 of management. 
 
 **Betts: The Mind and Its Education. Appleton ' 1.25 1.10 
 
 A good text in psychology. Problem questions at close of each chapter. 
 
 Betts : New Ideals in Rural Schools. Houghton, Mifflin Co 60 .53 
 
 The shortcomings of rural schools ; the need of reorganization, Inore 
 liberal financial support, and the removal of supervision from political 
 influence ; the curriculum. 
 
 Betts and Hall: Better Rural Schools. Bobbs Merrill 1.25 1.10 
 
 Good illustrations, statistics graphically presented ; consolidation 
 fully discussed ; administration and externals rather than teaching 
 receive attention. General rather than specific. 
 
 *Briggs and Coffman : Reading in Public Schools. Row, Peterson 1.25 1.12 
 
 Oral and silent reading, word drills, phonics, dramatization, memoriz- 
 ing, articulation, the use of pictures, the dictionary and assignments 
 are considered. 
 
 Brigham : Geographic Influences in American History. Ginn 1.25 1.11 
 
 All sections of the United States discussed. Historical as much as 
 geographical. 
 
 *Brown and Coffman: now to Teach Arithmetic. Row, Peterson and Co . . 1.25 1.10 
 A method book with suggestions for the work of all grades. Topical 
 treatment of subjects usually taught in arithmetic course. 
 
 *Bryant: How to Tell Stories to Children. Houghton '. 1.00 .77 
 
 Contains a list of stories and tells how to interest children in them. 
 
 *Bryant: Stories to Tell Children. Houghton 1.00 .77 
 
 Fifty-one stories with suggestions for their use. 
 
 *Burrage and Bailey: School Sanitation and Decoration. Heath 1.50 1.13 
 
 All the usual topics Of school hygiene, school furnishings and school- 
 room decoration discussed. Good illustrations. 
 
 ♦Carney: Country Life and the Country School. Row, Peterson 1.25 1.13 
 
 A study of country problems— the church, the grange, farmers insti- 
 tutes, and roads ; consolidation of schools, better plans of adminis- 
 tration and supervision, and school equipment. Excellent list of helps 
 for the teacher and supplies for the school with addresses of dealers 
 and publishers. Illustrated. 
 
 Carpenter, Baker and Scott: The Teaching of English. Longmans 1.50 1.29 
 
 A standard work on the teaching of language, composition, grammar, 
 literature, and high school English. 
 
 *Carver: The Principles of Rural Economics. Ginn 1.30 1.14 
 
 Discussion of the historical development of modern agricultural con- 
 ditions, present economic status of agriculture, and problems of rural 
 social life. 
 
 Chamberlain: Standards in Education. American Book Co 1.00 .88 
 
 Among topics discussed are the aim of education, the elementary cur- 
 riculum, ethical training, study, the recitation, and professional 
 growth of the teacher. Good questions for discussion at the end of 
 each chapter. 
 
 ♦Charters: Methods of Teaching. (New Edition.) Row, Peterson 1.25 1.10 
 
 Functional viewpoint. Motivation, the use of illustrations, forms of 
 instruction, textbooks, questioning, inductive and deductive lessons, 
 assignments, and lesson plans are among the topics which receive 
 attention. Excellent problem questions at end of each chapter. 
 
 **Charters: Teaching the Common Branches. Houghton, Mifflin 1.35 1.18 
 
 A good text for special method and observation. The functional view- 
 point is applied to each of the common branches. Chapters on study, 
 the assignment, the recitation, and motives. 
 
58 Syllabus of Courses in Education 
 
 List Dist. 
 Price. Price. 
 Chubb: The Teaching of English. Macmillan 1.00 .89 
 
 Language, composition, grammar and literature considered in relation 
 
 to elementary and high schools. 
 Clark: Systematic Moral Education. A. S. Barnes 1.00 .88 
 
 Direct and indirect methods presented. Outlines for lessons. 
 **Clark: How to Teach Reading in the Public Schools. Scott, Foresman.. 1.00 ,86 
 
 A standard work for reading in intermediate and grammar grades. 
 
 Good devices and a number of literary selections for practice, with 
 
 suggestions. 
 **Colgrove: The Teacher and the School. Scribners 1.25 1.10 
 
 Practical treatment of the usual topics of school management. 
 **Colvin and Bagley : Human Behavior. Macmillan 1.00 ,90 
 
 A good text in psychology. Problem questions at close of each 
 
 chapter. 
 ♦Committee of Eight: The Study of History in the Elementary Schools. 
 
 Scribners .50 ,45 
 
 Outline of course for grades one to eight, inclusive. Suggestions from 
 
 fdreign courses. 
 Cooley: Language Teaching in the Grades. Houghton, Mifflin Co .35 ,32 
 
 Use of literature in language teaching ; correlation ; co-operation in 
 
 lessons ; training for habitual use of correct forms. 
 Coulter and Patterson: Practical Nature Study. Appleton 1.35 1.18 
 
 Purpose of nature study, and a systematic course by grades and 
 
 seasons with suggestions for teaching. 
 Cronson : Pupil Self Government. Macmillan .90 .79 
 
 Describes plan for pupil government and conditions required for its 
 
 success. 
 *Cubberley: The Improvement of Rural Schools. Houghton .35 .31 
 
 Excellent treatment of problems of rural education from the financial 
 
 and administrative viewpoints. 
 Cubberley : Rural Life and Education. Houghton, Mifflin Co 1.50 1.31 
 
 Historical introduction to present rural conditions; present needs of 
 
 rural communities ; rural school organization, maintenance and 
 
 equipment ; the new type of rural teacher and course of study. Well 
 
 illustrated and well written. 
 Culter and Stone: The Rural School. Silver, Burdett 1.10 .98 
 
 Brief treatment of management and method problems. Good sugges- 
 tions for the teaching of reading, language, drawing. Good illustra- 
 tions, 
 Davenport: Education for Efficiency. Heath , 1.00 .77 
 
 Discussion of industrial education, the culture aim, and the teaching 
 
 of agriculture. 
 Dewey: How We Think. Heath 1.00 .86 
 
 Correct thinking, induction and deduction, experiment, definition and 
 
 classification, concept with similar topics are discussed in relation to 
 
 school exercises. 
 *Dodge and Kirchwey : The Teaching of Geography in Elementary Grades. 
 
 Rand-McNally 1.00 .87 
 
 A fairly specific treatment of the vital problems of the geography 
 
 teacher. 
 Dopp : The Place of Industries in Elementary Education. University of 
 
 Chicago Press 100 .86 
 
 General treatment with practical applications and suggestions for 
 
 teachers without equipment for teaching. 
 
Teacher-Training High Schools. 
 
 59 
 
 I 
 
 List Dist. 
 Price. Price. 
 
 *Dresslar : School Hygiene. Macmillan Co 1.25 1.12 
 
 A modern treatment of the usual topics, with good^ illustrations. Play 
 and playgrounds, drinking cups and fountains, stuttering, hygiene of 
 instruction, medical inspection of school children, hygiene of school 
 utensils and books, disinfectants are the subjects of chapters not 
 found in some of the older books. 
 
 **Dutton: School Management. Scribners 1.00 .86 
 
 Practical treatment of the usual topics of school management. 
 
 Earhart: Teaching Children to Study. Houghton 60 .53 
 
 Inductive, deductive and textbook study, and studying logically are 
 discussed. 
 
 Farnsworth: Education Through Music. American Book Co 1.00 .87 
 
 Value of music in life outlined. A course for the eight grades de- 
 scribed. 
 
 *Foght: The American Rural School. Macmillan 1.25 l.U 
 
 Organization, supervision, equipment and teacher discussed. Chap- 
 ters on school garden, agriculture, library, hygiene and physical edu- 
 cation, and consolidation. 
 
 *Gilbert: The School and Its Life. Silver, Burdett 1.25 1.10 
 
 Written from city school viewpoint. Good treatment of teachers' 
 meetings, gradation and classification, and relation of home and 
 school. 
 
 *Gilman and Williams : Seatwork and Industrial Occupation. Macmillan.. .50 .46 
 
 Folding and cutting, drawing, measuring, sand-table lessons and 
 special day exercises for primary grades. 
 
 *Goldwasser: Method and Methods in the Teaching of English. D. C. 
 
 Heath «& Co 1.00 .88 
 
 Primary reading, phonic devices, correction of speech defects, reading 
 to a class, study of masterpieces, memory gems, oral stories, spelling 
 devices, study of models in composition, correction of errors. 
 
 Goodwin: Course in Sewing. Frank D. Beattys and Co 1.70 1.53 
 
 Three volumes with suggestions for simple sewing work, 
 
 *Griggs: Moral Education. Huebsch 1.60 1.30 
 
 Direct and indirect methods of moral training discussed. 
 
 Haliburton and Smith: Teaching Poetry in the Grades. Houghton .60 .52 
 
 Suggestive lessons for grades one to eight. 
 
 Hinsdale: The Art of Study. American Book Co 1.00 .88 
 
 Contains good suggestions upon study and teaching. 
 
 Hinsdale: How to Study and Teach History. Appleton 1.50 1.15 
 
 Little systematic presentation but many good suggestions given in a 
 readable way. 
 
 ♦Hodge: Nature Study and Life. Ginn.: 1.50 1.32 
 
 Practical treatment of nature topics related to the child's environ- 
 ment. Inspirational and suggestive. 
 
 *Holtz : Nature Study. Scribners 1.50 1.30 
 
 Outline of the subject, including a great variety of topics. A chapter 
 upon the school garden, and a course of study are included. 
 
 Huey: Psychology and Pedagogy of Reading. Macmillan 1.40 1.23 
 
 A standard book on psychology and mechanics of the reading process. 
 Good chapters on primary methods, reading textbooks, and hygiene 
 of reading. 
 
 Hyde: The Teacher's Philosophy in and out of School. Houghton 35 .32 
 
 Personality of teacher. 
 
 * James : Psychology, Briefer Course. Henry Holt 1.60 1.40 
 
 Standard reference in psychology, written in an interesting style. 
 
 k 
 
60 Syllabus of Courses in Education 
 
 List Dist. 
 Price. Price. 
 
 ♦James: Talks to Teachers on Psychology and Life's Ideals. Henry Holt. 1.50 1.30 
 The usual topics in elementary psychology discussed with some 
 reference to their bearing on school life. 
 
 ♦Johnson: Education hy Plays and Games. Ginn .90 .78 
 
 The meaning and function of play. Games suitable for all ages up 
 to fifteen are described. 
 
 Johnson: What to Do at Recess. Ginn. 33 pp .25 .23 
 
 Games for primary, intermediate and grammar grades briefly de- 
 scribed. 
 
 Jones: Teaching Children to Study. Macmillan 80 .73 
 
 Plans of classification and grouping pupils, study period seat work, - . 
 
 . and types of seat work in six of the elementary subjects. 
 
 Keith: Elementary Education. Scott, Foresman 1.25 1.10 
 
 The aim of education, the course of study, and teaching processes 
 are discussed. A list of study questions at the close of the book. 
 
 Kemp: An Outline of History for the Grades. Ginn 1.25 l.U 
 
 , A suggestive course of study adopting chronological sequence, be- 
 ginning with primitive life and ending with the present. 
 
 Kemp: History of Education. Lippincott 1.25 1.08 
 
 A brief survey. Well indexed. 
 
 ♦Kern: Among Country Schools. Ginn 1.25 1.10 
 
 School grounds, school gardens, indoor decoration, school libraries, 
 agriculture and manual training in country schools, and training of 
 teachers are discussed. Illustrated. 
 
 Kilpatrick : Departmental Teaching. Macmillan .60 .54 
 
 Advantages of departmental plan presented, and suggestions for its 
 adoption. 
 
 ♦Kirkpatrick : Fundavientals of Child St^idy. Macmillan •. 1,25 1.10 
 
 Mainly devoted to a discussion of instinct. Problems for study at 
 end of each chapter. 
 
 McKenny: The Personality of the Teacher. Row, Peterson 1.00 .89 
 
 Growth of teacher in qualities that inspire is discussed. 
 
 McMurry: Elementary School Standards. World Book Co 1.50 1.35 
 
 Motivation, consideration of values, attention to organization, in- 
 itiative, as standards. These standards applied to lessons observed in 
 the schools of New York City. Contains many suggestions for ob- 
 servation lessons in elementary subjects. 
 
 McMurry: Special Method in Arithmetic. Macmillan 70 .62 
 
 McMurry: Special Method in Elementary Science. Macmillan .75 .67 
 
 McMurry: Special Method in Geography. Macmillan .70 .62 
 
 ♦McMurry: Special Method in History. Macmillan .75 .67 
 
 McMurry: Special Method in Language. Macmillan .70 .63 
 
 ♦McMurry: Special Method in Reading. Macmillan 1.25 l.U 
 
 ♦McMurry : Nature Study for Primary Grades. Macmillan .60 .55 
 
 The McMurry books are good for collateral reading only. They are 
 not suitable for use as texts. , 
 
 Monroe: Brief Course in History of Education. Macmillan 1.25 l.U 
 
 Survey of the entire field. Good illustrations of school life in the past. 
 
 O'Grady and Throop : The Teachers' Story Tellers' Booh. Rand-McNally. 1.00 .87 
 More than seventy primary stories beginning with the simplest. 
 Several from the Russian. A good collection. Some colloquial 
 language used. 
 
 ♦Page: Theory and Practice of Teaching, American Book Co 1.00 .88 
 
 A very old book on school management. The charm of its style, its 
 common sense and apt illustrations give It permanent place. Because 
 of numerous editions, page references are not always accurate. 
 
Teacher-Training High Schools. 61 
 
 List Dist. 
 Price. Price. 
 "Park: Educational Wood Working for School and Home. Macmillan 1.00 ,89 
 
 Illustrated study of tools and their care, fastening devices, woods 
 
 and finishings, many problems with little apparatus. 
 ♦Perry: Problems of the Elementary School. Appleton 1.25 1.10 
 
 Good treatment of several topics not closely related, the use of the 
 
 blackboard, the curriculum, moral training and the school museum 
 
 each receiving a chapter. 
 Phillips: History of Education in Missouri. Hugh Stephens 1.25 1.12 
 
 A study of the educational movements and institutions of Missouri, 
 
 past and present. 
 Pillsbury : Essentials of Psychology. Macmillan 1.25 l.U 
 
 A good elementary' book for reference. Problems at close of chapters. 
 *Pyle: Educational Psychology. Warwick & York 1.25 1.15 
 
 Instinct, habit, memory, attention, and fatigue the principal topics 
 
 discussed. Excellent problem questions at the close of each chapter. 
 Redway: New Basis of Geography. Macmillan 1.00 .89 
 
 General treatment, interpreting history from the economic viewpoint. 
 
 Not a method book. 
 Sabin: Common Sense Didactics. Rand-McNally 1.00 .88 
 
 Practical discussion of a number of management problems. Easy and 
 
 interesting. Not a textbook. 
 ♦Salisbury; School Management. Row, Peterson 1.10 .88 
 
 Brief practical treatment of the usual topics of school management. 
 Sawyer: Five Messages to Teachers of Primary Reading. Rand-McNally. 1.00 .87 
 
 The subject of primary reading treated in a direct way with little of 
 
 theory. Excellent devices and suggestions. 
 Schroeder : The Psychology of Conduct. Row, Peterson 1.25 1.12 
 
 Simple style. Good suggestions for study of moral problems. 
 ♦Scott: Social Education. Ginn 1.25 1.12 
 
 The school as an organized group ; the Abbotsholme School, the 
 
 George Junior Republic, and the Dewey School discussed ; self- 
 organized group work in various school subjects. 
 ♦Seashore: Elementary Experiments in Psychology. Henry Holt 1.00 .88 
 
 Simple experiments requiring no apparatus except what may be found 
 
 in any school. 
 ♦Shaw: School Hygiene. Macmillan..". 1.00 .90 
 
 Standard work, well illustrated. 
 ♦♦Sherman and Reed : Essentials of Teaching Reading. University Pub. Co. . 1.25 1.10 
 
 Reading in all the grades discussed. Much illustrative material and 
 
 good devices. 
 Smith: The Evolution of Dodd. Rand-McNally 75 .45 
 
 A very readable and suggestive school story. 
 ♦Smith: The Teaching of Arithmetic. Ginn. 1913 1.00 .89 
 
 The history of arithmetic, reasons for teaching, forms, processes and 
 
 principles discussed. A great number of games, number devices, 
 
 and amusements described. 
 Stamper: A Textbook on the Teaching of Arithmetic. American Book Co. 1.00 .88 
 
 Treatment of the topics usually taught in the grades with many 
 
 method and device suggestions. 
 ♦Strayer: A Brief Course in the Teaching Process. Macmillan 1.25 1.12 
 
 Inductive and deductive lessons, drill, study, examinations, question- 
 ing, and lesson plans receive systematic treatment. Problem ques- 
 tions at close of chapters. 
 ♦Sutherland: The Teaching of Geography. Scott, Foresman 1.25 1.10 
 
 A method book containing good suggestions for use of apparatus and 
 
 environment in teaching. 
 
62 Syllabus of Courses in Education 
 
 List Dist. 
 Price. Price. 
 
 ♦Suzzallo: The Teaching of Primary Arithmetic. Houghton .60 .52 
 
 Brief treatment of methods and devices in primary worlc. 
 
 Suzzallo : The Teaching of Spelling. Houghton, Mifflin Co .60 .53 
 
 Present day methods analyzed and their development traced. Mo- 
 tivation ; textbooks, grade, class and personal lists ; meaning, pro- 
 nunciation and spelling ; the method of multiple association, and 
 other method problems. Somewhat technical for high school students. 
 
 ♦Thorndike: Human Nature Club. Longmans, Green & Co 1.25 1.02 
 
 Easy and entertaining treatment of elementary psychology. Good for 
 collateral reading. 
 
 TTiorndike : Principles of Teaching. Seller 1.25 1.16 
 
 Instinct, interest, individual differences, habit, association, reasoning, 
 responses of feeling, motor education, formal discipline are among 
 the subjects discussed. Many problems suggested. 
 
 Walsh:' Practical Methods in Arithmetic. Heath 1.25 1.11 
 
 Subjects usually taught in arithmetic are discussed in order, methods 
 and devices being suggested. 
 
 ♦Williams and Fisher : Elements of Theory and Practice of Cooking. 
 
 Macmillan 1.00 .88 
 
 Great variety of foods discussed — their source, value and preparation. 
 
 *Wray: Jean Mitchell's School. Public School Publishing Co 1.00 .82 
 
 The story of a country school. Easy and interesting, but full of 
 suggestions. 
 
 SUPPLEMENTARY LIST. 
 
 The follow^ing supplementary list is offered. These books are of value to 
 teachers. To some extent high school pupils will find them good reading, 
 but they are technical, or not directly related to the v^ork of the course. In 
 general these books should not be purchased until the library is well sup- 
 plied with elementary works. 
 
 Adams: Exposition and Illustration in Teaching Macmillan $1.25 $1.11 
 
 Bolton: Principles of Education. Scribners 3.00 2.58 
 
 Bourne: The Teaching of History and Civics. Longmans 1.50 1.30 
 
 Brown: The Making of Our Middle Schools. Longmans 3.00 2.60 
 
 Butler: The Meaning of Education 1.00 .88 
 
 Cooley: Domestic Art in Woman's Education. Scribners ]l.25 1.10 
 
 Committee of Seven: Report on Teaching of History. Macmillan .50 .45 
 
 Dewey : Ethical Principles Underlying Education. University of Chicago 
 
 Press 25 .23 
 
 Dewey: The Child and the Curriculum. University of Chicago Press 25 .23 
 
 Dutton and Snedden : Administration of Public Education in the United 
 
 States. Macmillan 1.75 1.55 
 
 Farrington : French Secondary Education. Longmans 2.50 2.15 
 
 Graves: A History of Education Before the Middle Ages. Macmillan 3.10 .99 
 
 Graves: A History of Education During the Middle Ages. Macmillan 1.10 .99 
 
 Hanus : Educational Aims and Values. Macmillan , 1.00 .89 
 
 Henderson: Principles of Education. Macmillan 1.75 1.55 
 
 Klapper: Principles of Educational Practice. Appleton 1.75 1.50 
 
 McMurry : Method of the Recitation. Macmillan 90 .80 
 
 O'Shea : Dynamic Factors in Education. Macmillan 1.25 1.11 
 
 O'Shea: Education as Adjustment. Longmans 1.50 1.30 
 
 Parker: History of Modern Elementary Education. Ginn 1.50 1.32 
 
 Pestalozzi : Leonard and Gertrude. Heath .90 .66 
 
 Quick: Educational Reformers. APP'^ton 1.50 1.15 
 
Teacher-Training High Schools. 63 
 
 Rousseau:^ Einile. Heath .90 .66 
 
 Ruediger : Principles of Education. Houghton 1.25 1.10 
 
 Russell: German Higher Schools. Longmans 2.50 2.15 
 
 Spencer: Education. Burt .75 .43 
 
 Thompson: The Psychology and Pedagogy of Writing. Warwick & York. 1.25 1.15 
 
 "Vandewalker : The Kindergarten in American Education. Macmillan 1.25 1.11 
 
 Wei ton : Logical Bases of Education. Macmillan 1.00 .88 
 
 Whipple: Manual of Mental and Physical Tests. Vol. I. Warwick & York. 2.50 2.26 
 
 Publishers' list prices appear in the first column. Most of the book com- 
 panies offer a discount of twenty per cent or more, the purchaser paying 
 freight or express charges. 
 
 When books are ordered by school boards for school libraries in ten 
 dollar lots or in larger quantities, A. C. McClurg & Co., Chicago, 111., quote 
 prices in the second column, and pay freight charges. 
 
 PUBLISHERS OF BOOKS IN THIS LIST. 
 
 American Book Company, Chicago, 111. 
 D. Appleton & Co., Chicago, 111. 
 A. S. Barnes & Co., New York, N. Y. 
 Frank D. Beattys & Co., New York, N. Y. 
 
 A. Flanagan Co., Chicago, 111. > 
 Ginn and Company, Chicago, 111. 
 
 D. C. Heath & Co., Chicago, 111. 
 Henry Holt & Co., New York, N. Y. 
 The Houghton Mifflin Co., Chicago, 111. 
 
 B. W. Huebsch & Co., New York, N. Y. 
 J. B. Lippincott Co., Philadelphia, Pa. 
 Longmans, Green & Co., New York, N. Y. 
 The Macmillan Company, Chicago, 111. 
 
 Public School Publishing Co., Bloomington, 111. 
 
 Rand, McNally and Co., Chicago, 111. 
 
 Row, Peterson & Co., Chicago, 111. 
 
 Scott, Foresman & Co., Chicago, 111. 
 
 Chas. Scrlbner's Sons, New York, N. Y. 
 
 A. G. Seiler Co., New York, N. Y. 
 
 Silver, Burdett & Co., Chicago, 111. 
 
 The Hugh Stephens Printing Co., Jefferson City, Mo. 
 
 Bureau of Publications, Teachers College, Columbia University, New York, N. Y. 
 
 University of Chicago Press, Chicago, 111. 
 
 University Publishing Co., Lincoln, Neb. 
 
 Warwick & York, Baltimore, Md. 
 
 PERIODICALS. 
 
 A limited number of school journals and magazines w^ill prove valuable 
 in connection w^ith teacher-training classes. Among those best adapted to 
 the purpose are the following: 
 
 American Journal of Education. Monthty. One dollar a year. Milwaukee, Wis. 
 American Primary Teacher. Monthly. One dollar a year. New England Publishing 
 
 Co., Boston, Mass. 
 Am,erican School Board Journal. Monthly. One dollar a j^ear. Milwaukee, Wis. 
 Education. Monthly. Three dollars a j^ear. The Palmer Co., 120 Boylston St.. 
 
 Boston, Mass. 
 
64 
 
 Syllabus of Courses in Education 
 
 Elementary School Teacher. Monthly. One dollar and fifty cents a year. Chicago 
 
 University Press, Chicago, III. 
 Missouri School Journal. Monthly. One dollar a year. Jefferson City, Mo. 
 Normal Instructor. Monthly. One dollar and twenty-five cents a year. F. A. Owen 
 
 Publishing Co., Dansville, N. Y. 
 Primary Plansi Monthly. One dollar and twenty-flve cents a year. F. A. Owen 
 
 Publishing Co., Dansville, N. Y. 
 The School Century. Monthly. One dollar a year. Chicago, 111.. 
 
 School News, Monthly. One dollar a year. C. M. Parker, Publisher, Taylorville, 111. 
 Teachers College Record. Bimonthly. One dollar a year. Bureau of Publications, 
 
 Teachers College, New York, N. Y. 
 Teachers' Magazine. Monthly. One dollar and twenty-five cents a year. Educational 
 
 Publishing -Co., 31-33 E. Twenty-seventh St., New York, N. Y. 
 
INDEX. 
 
 Page 
 
 Administration 33 
 
 Agriculture and nature study, references 54 
 
 Arithmetic 21 
 
 Arithmetic, method 51 
 
 Certificates ' ; 11 
 
 Drawing, references 54 
 
 Examinations 11 
 
 Geography 19 
 
 Geography, method 50 
 
 History and civics, method 53 
 
 Household arts, references . 54 
 
 Hygiene and sanitation 27 
 
 Language, composition and grammar 17 
 
 Language, composition and grammar, method 49 
 
 Law concerning teacher-training schools 5 
 
 Library, required books 56 
 
 Management 33 
 
 Manual training, references 54 
 
 Method and observation . . ' 38 
 
 Method through subject matter •. 15 
 
 Music, references 54 
 
 Nature study, references 54 
 
 Observation lessons ■. 41 
 
 Pedagogy 24 
 
 Periodicals 63 
 
 Physiology, references 27 
 
 Primary handwork, references 54 
 
 Psychology 24 
 
 Publishers and prices 63 
 
 Reading 15 
 
 Reading, method 45 
 
 Regulations for teacher- training courses 8 
 
 Rural school problems 36 
 
 Sanitation ' 30 
 
 School laws 35 
 
 School management and administration 33 
 
 Spelling, method 47 
 
 Teacher 32 
 
 Teacher-training schools, 1913-1914 14 
 
 Writing, references 48 
 
 V 
 
DEPARTMENT PUBLICATIONS. 
 
 Annual Report. 
 
 School Laws. 
 
 Course of Study for Rural and Elementary Schools. 
 
 Course of Study for High Schools. 
 
 Course of Study in Agricultture for High Schools. 
 
 Teacher-Training Syllabus. 
 
 School Directory (annual). 
 
 High School Credits (semi-annual). 
 
 Plans for Rural and Consolidated Sc^iools^ 
 
 Arbor Day Program. 
 
 List of Teachers with State Certificates. 
 
 Official List of Textbooks Filed. 
 
 State Fair Premium List. 
 
 Boys* State Fair School Bulletin. 
 
 These may be secured from your county superintendent 
 
 of schools. 
 
 I 
 
LIBRARY OF CONGRESS 
 
 019 760 646 # 
 
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