^„, ^..-.. *^? v _'>- of Cone yj LIBRARY OF CONGRESS. Lfei55q Chap. Copyright No Slielf..._J:ii::.o UNITED STATES OF AMERICA. ISormal Help Series, No. VII. The Seventh School Year. A Course of Study For Pupils of the Seventh Grade. Prepared for the Use of Teachers and for use in Normal and Training School Classes. By F. Alonzo Hildebrand, Trainin,2- Teacher for the Seventh Grade, State Noriiial School. California, Pa. THEO. B. NOSS. General Editor, Published by the State Normal School, California, Pa. 185:U Copyright 1898, by Theo. B. Noss. ,^* iii'.-^ ?1«^C COPIES ;i|;i;l;, Lii' Worrell s Printery, Califotnia, Pa. Preface. In preparing this course of study, it has not been the intention to give in full detail all of the work, but to give a general idea of .some of the work that the author thinks desirable in a course of study for the seventh year 6f a child's school life. While this work has been prepared especially for the Practice De- partment of the State Normal School at California, Pa., the author sees no reason why the same course might not be successfully used in other schools of like grade. It has been the constant aim to keep in mind the advantage of cor- relations of material. History has here been made the basis, and, as far as possible, other studies have been correlated with it. ^he way has not always been clear nor the task easy. Imperfect as it may be, the author presents this course of study in the hope that it may prove help- ful to teachers. F- A. H. CONSPECTUS OF SE I. SGTHT4GE. GEOGRftPHY. NftTURE STUDY. II. fiTSTOFY AfiiD L.TTEF U. S. HISTORY. LITfc NORTH AMERICA. Eastern i 'oast. West Indies. Atlantic Ocean. Mexico. A study of 25 common weeds, Condition of Europe at the close of XVth Century Columbus Spanish and English Discoveries Early Races in America Ulysses and < Voyage of Cc The Indians Conquest of 1 NORTH AMERICA. Appalachian Highland Mississippi River Basin Great Lakes St. Lawrence Valley NORTH AMERICA. Western Highland Prairies and Plains Review Relief Forms Relief Maps Study of leaves Blueprints French and Dutch Discoveries Claims of the four nations Maps of discoveries "La Salle an. Great Lakes."- "The Paper < Collection of Nuts SETTLEMENTS Virginia Massachusetts Connecticut Rhode Island New Hampshire "Courtship o "First Landi "The Mayflo' "Tlie Phanto Washington' "Beyond the U.S. ( Government I Climate I Pi'oducts 1 Grouping of States Special study of each group [ Product maps ROCKS Vermont rocks Hudson River cliffs Pennsylvania rocks Rock collection SETTLEMENTS New York New Jersey Pennsylvania Delaware, Maryland Carolinas, Georgia Irving' s Kni of New York "Van Rensse wick"— Brooks- "Historic Be Study of Irvi British America Alaska — Central America Review Mexico Maps of distances Correlate History Study of the Moon. Inter-Colonial Wars King William's Queen Anne's King George's French and Indian Colonial Civilization "The Old R Parkman "Evangeline "Montcalm a Lady Yeardl. SOUTH AMERICA. Reliefs Selvas, Llanos, Pampas Eastern Highland Study of the stars Location of fifteen constellations Myths about stars Revolu- tionary War 1 Action around Boston 2 Washington to Morris- town 3 Washington from Mor- ristown to Valley Forge 4 Burgoyne 5 Greene "The Spy"—- "Declaration Grandmothei Hill Paul Revere' Study Oi Lon SOUTH AMERICA. Countries. Government Climate. People Products Map Studies Political changes Study of the sun NATIONAL DEVELOPMENT Articles of Confederation Constitution Washington's Administration John Adam's Administration Jefferson's Administration "Washington Life of Wash Study of VVhi Boy Travelei Voyage arou win < EUROPE Position, Form, Reliefs, Countries, Government, Climate, Industries CLOUDS Formation Kinds Experimental electricity, leading to the spark Lightning Madison's Administration War of 1813* O" Land ( On Water Perry's Victc Study of ]i Shake.speiire ■The Voice oi 'April Day" EUROPE For special study : England, German Empire, France, and Mediterranean Countries Correlate History and Literature Product and Distance Maps Practical experiments with oxy- gen Monroe's Administration J. Q. Adams Internal Improvements Review of Slavery and Finance up to 1829. "Bingen on t Extracts froi and Michael Ai "Greece"— B ' 'Arabs in Sp, ENTH YEAR WORK. rupE. III. Nt»lVIBHFS. IV. U/iT4,for, see: 2i I 5i 2 I i - =ixi=h I 2i The pupil will see that 25 is the result without doing all the work on the board. J..69 • 'J "45- Process: ^ I ^^a 21 It is fallacious to allow pupils to write out full processes, even at first. The earlier a child does away with long written-out processes, the sooner will he see quick and correct results. The exact mind never thinks slowly. You seldom see slow thinkers exact in numbers. After the children can master the mechanical part of fractions, introduce simple problems; as — There are 255 bu. in one bin, 83^ bu. in another, and 171% bu. in another; if I put them equally into two bins, how man> bu. in each? Process. 25^ bu. 83i " ^ ' 10 2 I 126i bu. 63i bu. Ans. Correlate the questions with the other branches — geography, his- tory,— using the day's lesson for a basis in arithmetic. Suppose the West Indies is the subject in geography to-day. Questions. 1. The area of the West Indies is 94,398 sq. mi., Mass. has 8,315 sq. mi. How many states equal to Mass. would the W. Indies make? 2. Cuba produces i7/8 bbls. of molasses to the acre, Porto Rico, It bbls., Haiti, 1^3 bbls., and Jamaica, 1)4 bbls.; what is the average yield per acre ? Draw the islands — the drill will be beneficial. 1 8 THE SEVENTH SCHOOL YEAR. LANGUAGE. ENGLISH. Introduction. The pupils have had careful drill up to this time on writing sen- tences. The chief points kept in mind for the year are: 1. A correct use of English. 2. A fluent use of English. 3. A practical use of it. 4. How to know when right. This involves, how to know when the English is correct or wrong; hence comes a careful study of construction. But why learn the u.se of language alone? why not weave in our literature, science, history, etc.? Children will not object if a written lesson be assigned on "Grand Pre and its people," after they have carefully read Evangeline, but they would rebel if asked to write an essay on "Conduct," "Spring," "Inno- cence" and the "rest." We are always anxious to learn other people's opinion of things. What Shakespeare thought of "Mere}', in the lines beginning — "The quality of mercy is not strained. It droppeth as the gentle rain from heaven Upon the place beneath:" etc., is a revelation to us: we see kindness differently. It is thus with all good literature. It enlightens and vivifies every branch in the school curriculum. I. Synthesis. (o) Begin by building sentences with unmodified subject and predicate. Lead the pupils to see the two parts— subject and predicate. Choose examples from the readers, histories, etc., to illustrate. Teach them to see that name and noun mean the same, and "doing or being" words are called verbs. Eater, modify the subject and predicate but do not call attention to the modifiers. (6) Review the three kinds of sentences with respect to use — de- clarative, interrogative, and imperative. Show that the exclamatory sentence is a peculiar form of any one of the other three. (c) Noun. Make lists, being careful to include all kinds. Classify into common and proper. Emphasize the writing of both, and SEPTEMBER, LANGUAGE. ENGLISH. 19 2. 3- 4- 5. "Y" rule 2. teach punctuation from the very beginning. Do not accept work not well punctuated. Note how nouns may change classes. Classify nouns (common) into class nouns, abstract, collective and verbal. Readers will supply large lists. Teach some of the easy properties, such as gen- der, person and number. Syntax can be left until more of the sen- tence is mastered. Review forming plurals, and nouns denoting owner- ship. Drill on common expressions. Give board drill. ' I. Most nouns form their plurals by adding "s" to the singular, "f" and "fe" rule. When "es" instead of "s"? Change of word — tooth, mouse, etc. f (a) When a consonant precedes. (('->) When a vowel precedes. Master these coDipletely. Adding the apostrophe and "s" to singular nouns. Adding the apostrophe only to a plural noun end- ing in "s". 3. Adding the apostrophe and "s" to a plural noun not ending in "s". Teach that ownership is often expressed b}' the "of" phrase Account for the origin of the apostrophe to denote ownership. (e) Pronoun. Teach that the pronoun must fill the office of its antecedent, the noun. Bring this out plainly by building sentences. Search reader for kinds of pronouns. Classify list into personal, rela- tive and interrogative. Study the personal, and leave the other classes until the adjective clause is taken up. Emphasize the forms. Criticize the language of the pupils, also their composition with reference to correct use of pronouns in the predicate. (/) Verb. Uses — form lists from some familiar selection. Classify into transitive and intransitive, regular and irregular. Observe the number of the verb when used in sentences. Keep clear of book definitions. Do not teach a fact that will not lead to the next step. Much must be omitted during the first few m.onths, that may be taken up later when the pupils will have mastered the primary sentence. Base all English upon composition work. Remember, after all, true English is writing and speaking the language Plurals of Nouns \ (d) Ownership Nouns. How written. 20 THE SEVENTH SCHOOL YEAR. correctly and elegantly. Science, history and literature present excellent material for composition. Interesting subjects in September work : "Indians," "Columbus in Europe," "Ivife in the Atlantic," "Spanish Customs." THE ARTS. Introduction. Under the arts are put writing, music, drawing, and miscellaneous work. While some of the last do not rightfully come under this head, yet this period must include much that otherwise would find no place, and yet means so much to a course of study. Children in this grade have learned the correct form of letters, and require constant drill and exercise in acquiring an easy, rapid hand. No written work should be accepted unless the mechanical work has been carefully executed The pupils have had considerable drill in reading music, hence special attention can be given to tone forming, enunciation, and intona- tion. Only a few songs have been suggested. The pupils always have some favorites they wish to sing. Do not wait for a particular time for singing but embrace the opportune minute when the children are tired and interest lags; then have them rise, throw up the windows, throw off care, and sing, sing. The special work on Masters of Painting will be found very inter- esting. The author has tried this line of work and found that the keenest interest was manifested by the pupils. But deal with the artists as real men. Don't give lectures. Have plenty of pictures (copies) before the school. The Perry Co., Maiden, Mass., publishes excellent copies ofgreat paintings at cheap prices. Get a hundred and mount them on bristol board for the school-room. The cost will be slight. Our American schools are overlooking the value of this branch of the fine arts. Why not create an interest in fine paintings in our public schools ? How many children, and adults too, have never heard of Raphael's Sistine Madonna, Millet's Angelus, etc. ? I. Writing. lyCt vertical writing be used in all written work. Require the pu- pils to do their best not only during the period for practice, but at all times. Do not accept inferior writing on the board, or in Ms. -work. Be careful that no other system is used by either the teacher or the pu- 21 SEPTEMBER, NATURE STUDY. ^' ''' Have daily periods for practice in writing, keeping in mind cor- rect forms, and speed. Do not allow pupils to fall into a slow way. Require rap^d work. Cultivate ease of movement. II. Music. Have singing every day. Spend some time in reading exercises. See that the pupils sing naturally and with ease. Keep the music within proper register. Pitching songs too high is a common mistake. , , .,t->" ■^^ o^^,- The average voice of children cannot reach above U witn an> Choose songs with melody and sentiment. Annie Laurie is liked by all children. It makes a beautiful two part song. The sentiment is good. Teach the conception of the words. Grandmother's Chair is full of melody and contains a wholesome lesson. 1 1. ♦^^ Do not drag the .song— cut the words off— make the utterance distinct. III. Drawing. . , Usiienals,— Models: Equilateral triangular prusm— cylinder— oval ellipse; boxes, baskets, fruits and flowers. Points in representation: 1. Drawing objects level,— above, and below the eye. 2. Distance between the observer and the object. 3. Distance influences apparent size. 4. Position influences apparent form. Decoration 1. Geometric units in decorative arrangement. 2. Conventionalized leaf units. 3. Original work. Sketching. Simple views — trees — landscapes— houses — trains. NATURE STUDY. A study of 25 common weeds. Make out the list so as to include the most common. Allow the •children to gather them, root, stems, and flowers and note carefully: 22 THE SEVENTH SCHOOL YEAR. 1 . Height. 2. Kind of leaves. 3. Infloresence. 4. Roots. 5. Peculiarities. 6. Habitat. Observe how each kind sows its seed and how else propagated. Study the uses made of some of the common weeds, such as pepennint^ etc. Teach some appropriate literature with the subject. Have the weeds gathered, carefully pressed and mounted on white card board, or drawing paper, writing below the mounted specimen: (i) common name, (5) when it blooms, (3) habitat, and some literature appropriate OCTOBER, GEOGRPHY. 23 OCTOBER, or Second Month. GEOGRAPHY. I. North America. — Appalachian Highland. 1. Direction and slopes. 2. Ranges of mountains — effect upon climate. 3. Western slope — Ohio R. and branches. 4. Climate — rain fall. f Mineral. 5. Productions -] Vegetable. ( Animal. 6. Cities, rivers, points of interest. Keep in mind size and direction from us. It is well to have pu- pils point the direction of places as they answer, and also give a fair esti- mate of distance; e. g.: Mt. Mitchell is S. W. (here let pupils point) and about 300 miles from California, Pa. The best results are obtained from this kind of drill. The children do not memorize answers to questions but reason by measuring and thinking out positions. Teach geography by comparison — consider places from a home standpoint. Keep a large arrow marked on the floor with chalk, showing di- rections. II. Mississippi R. Basin. I. Size and shape — have it sketched. Slopes — how they affect climate, productions, etc. Tributaries — how fed. Amount of erosion — silt — growth of coastal plain. Levees, crevasses. 6. Productions, why rice and sugar in the South. Cities, caves, battle-fields, etc. Have pupils understand the size of the Mississippi R. — its length, average width — low water, floods — amount of silt carried each year, how the hills here are being flattened and the soil carried to build up the coastal plain. Why levees must be built along the lower course of the Mississippi R. and not along other rivers. Size of the levees, how built, who pays expense. Draw a cross section of the river showing the bed and adjoining country. Show how Vicksburg is rapidly becoming an inland city. Rivers 24 THE SEVENTH SCHOOL YEAR. with great curves indicate what? St. Francis lowlands once the bed of the Mississippi R. Illustrate a typical plantation. Keep in mind direction and distance from pupil's home. III. St. Lawrence R. and the Great LaiCks. 1. Extent of territory drained. 2. Size, .shape and relative position of the lakes. 3. How fed. Banks of the St. Lawrence. 4. Straits, rapids, falls, islands. 5. Cities and commerce — Erie Canal. Emphasize the amount of produce carried by this route. Where obtained. Growth of Chicago, and other lake ports. Time of travel- ing from the mouth of the St. Lawrence to Duluth. Fish industry. NATURE STUDY. Study of leaves. Make a collection of 25 leaves. Have them pressed and care- uflly mounted on cardboard 8x10 inches. Below each leaf mounted^ write this data: 1. Kind. 2 . Shape. 3. Size. 4. Venation. 5. Arrangement. Study the form and draw each leaf. Make blue prints of the leaves and be careful to show perfectly formed specimens. Large compound leaves may be printed on paper much larger, or else choose smaller specimens and note the fact. Cor- relate history and geography with nature study. Elm leaves, suggest the Quaker Elm. Oak, suggest the Charter Oak, etc. U. S HISTORY AND LITERATURE. French. I. Study Francis I. and his dealings with Verrazani, also include OCTOBER, NUMBER. ARITHMETIC. 25 La Salle, the work of the Jesuit Missionaries and the Huguenots, li. Cartier, i535- Ribaut, 1562. Cham plain (twice) 1^05-8. Du Monts, 1605. Tell what each did. Spanish Massacre. Dutch. Life of Henry Hudson. . 1 1 ^r, -1 III. Sum up the claims of the four nations and have the pupils know upon what discoveries each nation based its claim. Construct maps showing the claims of each nation. This can be done by making a map for mch nation's claims. Color the claims. Morris' History of the U. S. gives some good suggestions concerning this. Correlative Literature. , , t, 1 1 . "LaSalle and the Discovery of the Great Lakes. — Parkman. Read all if possible. It is excellent. 2. "The Paper Canoe. " . . A short description of a trip down the Mississippi R. in La Salle's time. 3. "Jesuits in North America."— Parkman. ARITHMETIC. Measurements. Surface. I. Analyze the linear and square tables, then have them memo- rized. Never leave a table until every pupil knows it as well as he knows his multiplication table. It is interesting to the children to know why the yard has three ft., the rod i6>^ ft., etc. Teach them this. Teach square measure by actually measuring. II. Carpeting. First teach matching of carpet (can illustrate with wall paper;, waste, laving in strips, turning under. Have pupils measure the school-room, calculate the number ot yards by laying the carpet either way. Measure irregularly shaped rooms and compute the carpet for them. Use different widths of carpet. Have the diagrams accompany each computation. III. Plastering. Observe the openings, number of coats, ceiling, current prices for work. 26 THE SEVENTH SCHOOL YEAR. IV. Painting. See plastering and carpeting. Have children carpet, plaster and paint some room in the building,— each measuring for himself ' Use current prices. LANGUAGE £11 A , ^^^^f s- 'I'each that the place of an adjective or adverb may be hlled b}' a phrase; hence the adjective or adverb phrase; e. g • A strom/ man-A man of strength. He traveled »ort/ucard=Ke traveled toward the nortfi. Notice that the adjective goes brfoir its noun, generally; but the adjective phrase goes after. Emphasize these cardinal points. 1. Modifiers of nouns and pronouns are adjective elements and may be words, phrases, or clauses. 2. Modifiers of verbs, adjectives, and adverbs are adverb ele- ments, and may be words, phra.ses, or clau.ses. Give daily drill in the following synthetic work : I. Flowers bloom. — Unmodified.' ,/,..Wc^*^-^'T^?"^ ^°''''^'''' ''^"°"' profusely. Modified .sentences— 10 01 as, adj. and adv. t.« ^' „,^^«'''^^s ^if theforefit bloom dnrinfj the night. Modified sen- tences. Phrases, adj. and adv. AT A -c t '^^"^' '^ flowers of the forest bloom frequently during the n inht Modified sentences. Words and phrases, adj. and adv ' adv clau^^^^ ^"^^^^ ^^^^^ ^^^ construction readily introduce the adj. and /^. ■^;, ^^-^f.'/ flowers o/-f//e/oms-« which last but a few hours bloom Word? -h '''"'"•(. 'i' '"'^^'' ''''" '' '■' '''''' ^I'^dified sentence Words, phrases, and clauses, adj. and adv. If this kind of work is continued daily for the month, growine graduay into more complex constructions, the hardest battle of gram- mar will have been fought, and without drudgery ofdefinSs^'etc.'^'^^'^" -->'^ language but dislike the memorizing For interesting and profitable work allow 12 line compositions to be written, first with unmodified sentences, then with No 2 then No 3, 4, and 5. Have the best copied on the board for special criticism Continue composition work as suggested for September OCTOBER, THE ARTS. 27 THE ARTS. I. Writing. See work for September. Continue the same, demanding neat and rapid work. II. Music. Drill on music reading, introducing part work. Be careful in introducing changes of key in the same exercise. Take simple changes first; as: C to F; Eb to Ab. "October Party" is a very appropriate song for this season of the year. It is sometimes called "November's Party," found in "The Model Music Course' ' — John Church Co. "The Little Brown Church in the Dale" is a favorite with most pupils of this grade. Endeavor to sing the chorus with all parts. In singing observe: 1. Correct tone. 2. Proper breathing. 3. Distinct enunciation. 4. Propel position (.standing). 5. Cadences. 28 THE SEVENTH SCHOOL YEAR. NOVEMBER, or Third Month. GEOGRAPHY. I. North America — Western Highland. 1. Extent. r Rocky. ^ AT 4. • Wahsatch. 2. Mountains < ^- ^.j ■, ^ , I bierra Nevada, Cascade. [ Coast Range. 3. Great Basin. 4. California Basin. 5. River val]e5^s and plateaus. 6. Wealth, rain fall. 7. Climate — how affected. 8. Parks, Indian reservations. 9. Rivers, cities, arms of the ocean, etc. Compare the Western Highland with the Eastern Highland in size, surface, chmate and productions. Compare the Appalachian with the Rocky mountains. Why so many large parks and high peaks ? Make a careful study of them. Canons — how formed, why sonumerou.s? How can we determine the age of the rivers ? Use plenty of number work with the geography. It will add to the interest. Compare lati- tude of California with Pennsylvania. Why is the climate so different ? Salmon fisheries of the Columbia. Golden Gate, big trees, classes of people, industries, products. II. Prairie and Plain Regions. 1. Extent. 2. Causes of prairies. 3. American desert — causes. 4. Industries. 5. Western farming, and cow-boy life. 6. Cities, rivers, mountains, etc. Treat of the early history of the Prairie, — how broken up— grasses — kind of soil — animals — industries — Indian occupations. Pic- ture the cow-boy Hfe on the plains. Do him justice. Remember some culture exists among the rough (?) boys of the plains. Irrigation — artesian wells — the American desert becoming an English garden. NOVEMBER, U. S. HISTORY AND LITERATURE. 29 Modern machinery used in the farming country. Read extracts from "The Prairie" to pupils. Have plenty of pictures. Causes of western emigration. III. Review Relief Forms of North America. Have much written work. Require pupils to go to the board and sketch a basin, or slope, m say three minutes. Arouse competition in exactness and neatness of work. Have pupils construct relief maps from memory— hang up for exhibition. NATURE STUDY. Nuts. Make a collection of nuts. I. Those about home. 2. Those not about home but native to the U. S. 3. Foreign nuts. Collect and arrange in shallow paper boxes, similar to a mineral collection. Study each kind and label. Draw some of them on the outside of the boxes, or on paper and then paste. Study the mode of cultivating, nature of plants and trees producing. Carefully note the time and man- ner of gathering. How marketed and current prices. U. S. HISTORY AND LITERATURE. Period of Settlement. I. London and Plymouth Companies. Teach the organization, the territory embraced in each, the terri- tory intervening. Why ? Locate the boundary parallels upon the maps, showing the claims of the nations. Sir George Popham's attempt to settle at the mouth of the Ken- nebec, Me. The same year Jamestown was founded by the London Com- pany. II. Get a general knowledge of English history during this period. James I., Charles I., Cromwell, Charles II., James II., William and Mary, and Anne. HI. Virginia. Jamestown — government, education, etc. 30 THE SEVENTH SCHOOL YEAR. John Smith Story. Famine. Assembly. Indian Troubles. Charters. Navigation Acts. Bacon's Rebellion. Make John Smith the historic center. IV. Massachusetts. Two leading settlements. 1. Plymouth colony — Puritans: (a) Origin (Milton and Cromwell), wanderings in Eu- rope. (&) Landing of the Pilgrims — their first winter — treaty with the Indians, (c) Miles Standish, growth of colony, gov- ernment. 2. Massachusetts Bay Colony. (Boston). («) Settlement — character of settlers. r Roger Williams. (b) Religious disturbances < Anne Hutchison. t Quakers. (c) Salem Witchcraft and other delusions. (d) Schools — industries. 3. King Philip's War. 4. Union of Colonies— Cause. ( Thomas Hooker. 5. Prominent „,e„ ) ^^X^' I Cotton Mather. 6. Trace the influence of these two colonies up to the present time. Treat Rhode Island (Williams, charter), New Hampshire (Ma.son),and Connecticut (Andros, Charter Oak), as foster colonies of Massachusetts. Correlative Literature. 1 . ' 'Courtship of Miles Standish. ' ' —Longfellow. Beautiful and reahstic. 2. "First Landing of the Pilgrims." — Southey. A piece of fine literature. 3. "The Mayflower" and "The Phantom Ship.'* Both gems of verse. 4. "Heartbreak Hill." Children admire it. NOVEMBER, LANGUAGE. 3^ ARITHMETIC. Measurements. Capacity. Analyze the tables of capacity— then memorize as in the work for October. Such numbers as 231 cu. in. in a gal., 2150.42 cu. in. in a bu (stroked), etc., must be acquired. Teach the origin of thebu., qt., gal., hhd.. etc. This is generally overlooked, but it should not be so, or arithmetic will be working with figures alone. Use parallelopiped figures at first, then take up the curved ones. Review the circle, circumference, area, etc. Compute the capacity of your rooms, vessels in the room, your cistern. Correlate with the science. Continually introduce questions that will involve careful work m a mechanical way. Insist upon neat and exact drawing of figures. Let not a prob- lem be accepted that does not have its diagram. LANGUAGE. Properties. I. Continue the work of the previous month and introduce the properties of the noun, adjective, adverb. Deal with the preposition and classify. Emphasize the use of prepositions with particular vyords —choice of prep. Introduce the interjection and show how conjunc- tions connect words, phrases and clauses. Have each case illustrated. Do not be satisfied with one illustration but call up the points daily. Introduce the participle and infinitive. Show the uses of each in short sentences, as was explained in October work. Emphasize the noun use of the infinitive. II. Give daily work in analyzing simple sentences. Be careful in choosing them. In assigning work for the next lesson, see that the sentences are from standard authors — many will do for memory gems. Give plenty of work in paraphrasing. Begin with easy ^selections. Require neat Mss. Watch the spoken language, introduce rules of syntax when advantageous. verb, don't burden them with a rule. Make the compositions short — one or two pages are sufficient 32 THE SEVENTH SCHOOL YEAR. Teach the pupils to be methodical in thought. Be sure to indent when beginning a paragraph, from "Miles Standish" and "First lyanding of pupils read their work in class for criticism. Observe paragraphing. Paraphrase selections the Pilgrims. ' ' Have THE ARTS. I. Writing. Write business forms — such as the different kinds of notes, re- ceipts, etc, II. Music. Memorize some of the most common hymns and national .songs. We should all know by heart more of these common hymns. Teach: "Jesus, Lover of My Soul," "Nearer, My God, to Thee," "Rock of Ages," "All Hail the Power of Jesus' Name," "Just as I Am," "Home Sweet Home," "America," etc. III. Drav/ing. Different kinds of nut trees; observing size of stem, branches, leaves, and fruit. DECEMBER, GEOGRAPHY. 33 DECEMBER, or Fourth Month. GEOGRAPHY. North America — United States. ( Government. „ J Climate. ^ • ^' j Grouping of States. [ Products. Government of U. S. f Number ? Repre- J By whom elected ? senta- | Term? tives 1, Qualifications — Salai3\ f Number ? 1 By whom elected ? Senators^ Qualifications? I Salary ? t Term ? f Term ? J By whom elected ? I Qualifications ? ( Salary of Judges ? 'Secretar)' of State. " Treasury. I^egislative < President. Vice Pres Executive ^ Cabinet. (Art. II., Sec. 2. cl. 2.) Judicial. (Art. III. Sec. I. Art. ^ II., Sec. 2, cl. 2.) " War. " Navy. " Interior. " Agriculture. I Postmaster General. ( Attorney General. (' Term of Judges ? Supreme Court -, i Chief Justice. ( 8 Associate Judges. ( Term ? ( One Judge in each court. ( Term ? ( One Judge in each district. ( Term ? ( Five Judges. Circuit Courts. District Courts. Court of Claims 34 THE SEVENTH SCHOOL YEAR. Causes that affect climate. Do not attempt too much. Present the subject in a simple and illustrative way. For example show pictures of public buildings, halls of congress, &c. 2. Climate. Review the causes that affect climate, and how parts of the U. S. are affected by one or more. Latitude. Altitude. Ocean Currents. Distance from Sea. Winds (prevailing). Vegetation. 3. Grouping of States Classify the states into 10 groups, according to Harper. While there are some disadvantages in this grouping, there are advantages far greater. Study each group, observing the following outline, or one equiva- lent. Position. Area. Surface. Climate. Industries. Mountains. Rivers. Lakes. Cities. Bays. Capes. 1^ Special facts. Use relative terms in describing the area, climate and surface. Have the groups drawn on the board large enough to be seen b^^ the whole school. Connect interesting data with as many places as possible; e. g, : Chautauqua— Assembly; Catskill— "Sleepy Hollow"; West Point —Military School, etc. 4. Products. Construct product map. Do not make it smaller than 3x5 feet. Draw outline of states on It and place on products with Royal glue. Let the pupils do all this Middle Atlantic States < DECEMBER, U. S. HISTORY AND LITERATURE. 35 work. Use small phials for material that cannot be fastened otherwise NATURE STUDY. Rocks. I. First study the rocks of Vermont and vicinity, including the granite, marble and sandstone. Scudy the composition, and prove with simple experiments. . Treat at length where found, how quarried, and how marketed. Uses of the different rocks. — Suggestive subjects: Polishing rocks. Carving and sawing. II. Study the cliffs of the Hudson R,, observing veins, and for- mation. III. Make a careful study of the different rocks found around home and make a collection of them. Label each specimen and arrange in a cabinet. Allow the children liberty in shaping and arranging their specimens. Correlate literature with the work. U. S. HISTORY AND LITERATURE. Period of Settlement (continued). I. New York. 1. Dutch — Make "Irving's Knickerbocker" the basis of history. Study Dutch customs, patroons, four Dutch governors, Swedes, and settlements. 2. English; Duke of York, conquest, Andros, Leisler. II. Pennsylvania. 1. Quakers; origin (George Fox), first settlements. William Penn, his purpose, charter, Indians, Philadelphia, customs, industries, prominent men. 2. A brief sketch of the history of Penns3'lvania to the present time. 3. Foster colonies: New Jersey (Carteret, Presbyterians), Dela- ware (Swedes). 4. Account for the northern boundary of Delaware, Mason and Dixon's Ivine and the northwest neck of Pennsylvania. Such little facts are like dessert after the heav}' meal. III. The Carolinas and Marjdand are foster colonies of Virginia. 36 the seventh school year. The Carolinas. 1. Albemarle and Clarendon colonies. How settled, Grand Mo- del, John Locke. 2. Rice and indigo, divisions of the Carolinas, Indian troubles. The principle of toleration. Catholics — history of same. Lords Baltimore. IV. Maryland. -| Religious freedom. The Clayborne troubles. William and Mary on the throne of England. Changes. V. Georgia. 1. Oglethorpe's project, imprisonment of debtors, kind of settlers, Georgian industries, restrictive laws. 2. The Wesley s and Whitefield, home for the poor, troubles with Spain. Correlative Literature. 1. "Irving's Knickerbocker's History of New York." 2. "Van Rensselaer of Rens.selaer.swick. " — Brook. (Humorous and entertaining.) 3. "Historic Boys." A careful study of Irving will add much interest to the month's work. ARITHMETIC. Measurements. Weight. Study carefully avoirdupois, troy, ai'.d apothecary weights. Deal with the origin of the terms. Why 24 gr.= i pwt.? Why 8 fluid dr.= i fluid oz.? Notice that the troy and the apothecary weights are the same in lb., oz. , and gr., but that the oz. is differently divided. Compare the.se two weights with avoirdupois. Firmly fix 5760 gr. and 7000 gr. Make a judicious use of the scales. Have each pupil weigh articles and compute their value. Use groceries, jewelry, medicines. Avoid theory as much as po.ssible. Study the abbreviations and symbols thoroughly. Make out pre- scriptions, using the apothecary's terms. Notice their peculiarities. Why ? Relate some of the wierd stories of ancient alchemists. Deal with time measure very much as directed above.. Explain DECEMBER, LANGUAGE. 37 the division of time in former centuries. Teach the cause of leap-years. Difference between hmar and cal- endar months. Teach the naming of the months, also the days. There may be time in this month to teach the other tables, such as cubic etc. The children are supposed to know the money tables and also the surveyor's table. These can be reviewed as questions are in- troduced. • , 1. • Continue to correlate the number work with the science, etc. Questions and examples. 1 If the o-overnment should authorize that the standard weight of a bu. of wheat be 56 lbs. , what would I lose, in bu. , in selling the wheat from a full bin 4 ft. long, 3 ft. wide, and 5 ft. high ? 2 The Rocky Mt. states yield $60,000,000 of silver yearly. What would be the weight'of the silver, supposing it was in com— alloy counting nothing ? • • 1 Frame the question so as to involve as many new principles as possible. What must the pupil know in the second question ? Let us analyze: 1. Weight of a silver dollar. 2. Fineness of a silver dollar. 3. No. oz. in a lb. of silver, etc. What lines of thought would he likely follow? 1. Why put alloy in coin ? 2. Why have the silver dollar weigh so many gr.? 3. Could dollars be used as weights for a balance? etc. Give plenty of work in reduction of denominate numbers. LANGUAGE. Special drill on Verbs and Pronouns. I. Take up the properties of the verb — voice, mode, tense, per- son, and number. Show why intransitive verbs cannot have voice. Reason it out with the children. Make a scheme of the verb, large enough to be seen across the room, and keep it before the pupils con- stantly. Show why there are but four tenses in the potential mode. Why one tense and one person in the imperative, etc. Look after the rea- sons—grammar is not to be memorized. Text-books are very misleading at times. 38 THE SEVKNTH SCHOOL YEAR. In conjugating a verb in the 3rd, singular, give the three genders of the pronoun. Drill on the correct use of lie, lay, sit, set, teach, do, shall and will, may and can, stop and stay. 2. Make a plan of the pronoun showing the case forms in the different persons and numbers. Drill constantly on the predicate pro- noun. Call attention to the fact that pronouns do not change to an apostrophe and "s" to denote ownership. Why? Avoid the use of "them" for "those". Deal with the interrogative and relative pro- nouns. Distingui.shing features of the relative ? 3. Contiiiue the analysis of simple sentences. Notice carefully such sentences as these — "He told me to go," "I made him angry," "He is tired working all day." Teach transposition, and .select many t;'ansposed sentences. Base the composition w^ork on the literature and history. Have drawings inserted in the compositions. Hang them up for criticism. THE ARTS I. Writing. Copy poetry, observing indentations and punctuation. II. Music. Continue the system of previous months in reading music. Watch the tone and breathing. — Seek for rapid reading and cor- rect time. Introduce the beautiful song, "Flow Gently, Sweet Afton." Teach the Scotch history. Insist upon clear enunciation and proper in- tonation. At Xmas time teach "Merry Xmas",— (Excell. )Study the senti- ment. It is beautiful. III. Study of Raphael and his Madonnas. 1. Home and boyhood. 2. Florence experiences, 3. His work in Rome. 4. Style— three kinds. 5. Works. Try to have copies of The Coronation of the Virgin, St. Cecilia, SistineMadonna and the Transfiguration. JANUARY, GEOGRAPHY. 39 JANUARY, or Fifth Month. GEOGRAPHY I. British America— 1 . Extent and ownership. 2. How ruled. 3. Surface, climate, and productions. 4. Political Divisions — cities, rivers. Compare Quebec and Ontario in people, customs, products, and surface. Mark well the forest and wheat regions, quality of furs, mineral wealth, and railroads. Discuss the Esquimaux, fisheries. Remember that New Foundland is ruled differently, and is an independent colony. Danish America— ownership — theory of its di.scovery, present condition. II. Alaska — 1. Position and size. 2. Shape and relief. 3. How acquired. 4. How governed. 5. Industries. 6. Emphasize mineral developments. Keep a well sketched map of Ala.ska on the board. Study the Yukon valley and the climatic changes. In order to realize its size, con- sider it 12 times that of New York. Why "land of the mid-night sun" ? Draw hues from Mt. Kelly to St. Elias and from Cape Romanzof to Manning Point — Measure them and compare with distance from Pitts- burg to Texas— By measuring you will find the Eastern boundary is 2 times the length of Pennsylvania. Have much of this kind of work. ^It will impress shape and size. III. Central America — Treat Central America as you did Mexico. Dwell on the'five inde- pendent republics — the low form of government— causes of the same. How England rules her one colony. Treat at length, the Nicaragua Canal, productions. Population equal to that of Mass. and Conn. IV. Draw maps of Canada and other countries, construct lines con- necting places, determine distance and compare with places about home. Correlate the early French history with Canada, and Dutch his- tory with Hudson Bay. 40 THE SEVENTH SCHOOL YEAR. Draw a map showing the relative position of the West Indies, Bahamas, Bermudas, and the S. E. coast of the U. S. NATURE STUDY The Moon. Make a general study of the moon, observing the following points: 1 . Size, position. 2. Phases. 3. Distance from the earth. 4. Orbit. 5. Rotation. 6. Ph3'sical features. 7. Superstitions. Have drawings made of the phases. ■ •»■ ■ U. S. HISTORY AND LITERATURE. Anglicizing America. I. This is an era of great importance, since it determined the race of a continent; hence the language, religion, laws and customs of America have grown out of this fruitful epoch. The first three Inter-Colonial wars had their origin in Europe, hence a critical study cannot be given. King William's War, 1689-97; Queen Anne's, 1702-13; King George's, 1744-1748. The cau.ses may be given and also the chief events in America. It would be well to learn place and terms of each treaty. II. Before beginning the French and Indian war, review care- fully the English and French claims on American soil. War. — 1755-63. Cause. Five objective points. Why ? I. DuQuesne. 2. Niagara. 3. Ticonderoga and Crown Point. 4. Quebec. 5. Acadia and Louisburg. III. Study the situation of these places and the topo- graphy of the country surrounding. Read Parkman for facts. He has best told the story of this war. IV. Take for special points of study Washington's Journey, Expulsion of the Acadians (Read Evangeline), Battle of Lake George, JANUARY, ARITHMETIC. 4 1 and the Battle of Quebec — Treaty. V. Persons for special study. Queen Anne. King George. Washington. Pontiac. Wolfe and Montcalm. William Pitt. Acadians. VI. Have maps constructed showing positions and marches. Call attention to the historic points near here — such as Braddock's grave, etc. Correlative Literature. "The Old Regime in Canada."— Parkman. "Montcalm and Wolfe." — Parkman. Both masterpieces of Inter- Colonial history. "Evangeline. ' ' — Longfellow. A pathetic story of the expulsion of the Acadians. ARITHMETIC. Practical Work in Denominate Numbers. < Take up the work by steps. 1. Reduction, both ascending and descending. 2. The four fundamental operations. 3. Writing the first and second. «v Teach the short processes and business operations. For an ex- ample take this question : Find the number of bu. in a bin 10 ft. long, 8 ft. 6 in. wide, and 5 ft. high. The long process would be to find the number of cu. in. in the* bin and divide by 2150.42. This should be taught first, but then let the pupils know that by finding the number of cu. ft. in the bin and X by .8, and adding ^ of i per cent, to the result, the answer will be the same.' But explain that .8 of 2150.42 cu. in. = 1720.336 cu. in. If we add to this >^ of i per cent, of it and reject the decimal we obtain 1728 cu. in. Whenever a short process is used, a lucid explanation should be given. Taking much for granted spoils the reasoning in this exact science. 4- THK SEVENTH SCHOOL YEAR. Review Longitude and Time. This belongs to geography and should be made use of nearly every day in studying the same. It is ex- pedient to commit the number of miles in a degree of longitude at the equator, then at, say 40° latitude, then 50° latitude. This will assist much in the geography work. Don't commit the table without first reasoning it out. Study arithmetic with a skeptical mind, let everything be proved. You will find good material in January science for problems. LANGUAGE. Verb "to be." 1. Study all the forms of this verb, then notice (a) its use in forming the passive voice of transitive verbs, (6) its use in forming the progressive form in conjugation, (c) its frequency in our language, (rf) and its misuse. 2. Dwell on the perfect ten.se of verbs, for in the use of this we find many mistakes. Introduce this suggestion : When we use //«.s-, Aad, have, or 2iny form of the verb "^o 6e" with another verb, we use the perfect tense of that verb. 3- Enter more into detail with the clause. By synthesis, develop the three kind.s. adj., adv., and noun clause. Account for these ex- pressions: adjective relative clause, adverbial clause of manner, sub- ject clause, object clau.se. Use these terms so the pupils will become acquainted with the language of grammar. 4. Make "Evangeline" a basis for study of style. Study the rhythm, poetic license, and thought. Many of the sentences can be studied as problems for analysis. Keep in mind the building of a useful vocabulary. Throughout the year, let each pupil set down in a special- ly prepared book such words as the teacher may suggest; these words to become part of the working vocabulary of the pupils. Frequentlv review them, and have written tests, say, monthly. Require essays on different parts of Evangeline, and when fin- isaed have each pupil write a report, or criticism on it, not to exceed 500 words. THE ARTS. I. Writing. JANUARY, THE ARTS. 43 Letter forms, and a drill on forming figures. Special attention given to spacing between words. II. Music. Part work — rounds— reading from average grade scores. Trans- posing. Give drills in various keys, requiring rapid work at sight. De- mand perfect observance of rests. Teach the "Old Oaken Bucket. "Make a two part song out of it. Drill carefully on the intonation of the vowels. Cultivate expression by feeling the sentiment. Introduce such a song as "Billy Boy" for a rapid drill. South America. 44 THE SEVENTH SCHOOL YEAR. FEBRUARY, or Sixth Month. I. South America— Study the size and shape, and then take up the reHefs — j I Why treeless ? Valleys. - Selvas 1 g^^' , . ^ , ( How drained ? ^ ( How drained ? r Brazilian — Extent. Hio-hlands J Guiana Highland— Extent. I Andean Plateau -[ Mountain Ranges, -rj. , ^ I ( Extent. Have a larg.^ outline map of South America on the board and construct the river basins and water partings before the class. Locate tae great cities, also bays, capes, and tributary rivers. Let the pupils sketch hurriedly the continent, showing the reliefs, separated by differ- ently colored crayon. Let others put in the cities, tributaries, etc. Lorre ate the history Do not fail to have the pupils read selections from "The Land of the Incas " NATURE STUDY. Stars. Study twelve constellations. Learn to know them in the heavens. 1 each some of the ancient myths connected with them Teach planets also. Call attention to the different colors of stars. Lorrelace some of the beautiful literature of our own authors Make maps of the constellations. U. S. HISTORY AND LITERATURE. Revolutionary Period. ^ 1. Condition of America— («) education, (b) industries (c) army. > -- / 2. Causes of war. (a) Indirect. The origin of the colonies pointed toward freedom, love of liberty, laws framed to favor the En- FEBRUARY, U. S. HISTORY AND LITERATURE. 45 Nav- Revolutionary War. glish manufacturer and merchant at the expense of the colonist. igation acts. . ., r „^oi"c (b) Direct Taxation without representation, writs ot assis- tance, the stamp act, mutiny act, Boston port bill, first Continental con- gress. Action around Boston. Washington from Long Island to Mornstown Washington from Morristown to Valley Forge Burgoyne. Greene. York town. Separate Battles. Peace — terms. After the battles around Boston are studied, the rest of the war can be studied in three campaigns, viz: Washington's, Burgoyne' s, and Greene's. f Long Island— Nathan Hale Story. I Harlem Heights— Retreat, j White Plains— Retreat. > North Castle— British army checked. Philadelphia— Assisted by the weather. ^ Trenton — Hessians. f Princeton — Stratagem, j Brandywine— LaFayette. ' ■{ Germantown— Retreat of both armies. I Valley Forge— Winter Quarters. [ Monmouth — Lee's treason, f Forts Crown Point, Ticonderoga and Edward. I ,. ( Bennington (Betty Stark Story) < After supplies | ^^^^ Schuyler(Tory Boy Story) (^ Surrender at Saratoga. ' (Morgan. Cowpens | ^^^le^on. Race northward, j Guilford Court- House. l^Eutaw Springs. Battle at Yorktown. Treaty. — Terms. The battle of Camden, and most of those at the different ports belong to no particular campaign. Washington's 1776. Washington's (con't). 1777-78. Burgoyne' s. 1777. Greene's 1781. 46 thb; seventh school year. Have each pupil prepare a map of the eastern half of the U. S., and insert the campaigns as studied. Do not u.se printed outlines, the pupils need the drill. Beuieiuber outlines do not confititute history. They are good sign- posts—there must be travel between — travel through dales and wood- lands. Remember no one can teach historj' and know no more than is found in the ordinary text-books. Cultivate the art of story-telling. Make history real, — talk with the generals, fight with the soldiers, and weep with the bereaved. Men to be studied. Arnold (treason). Cornwallis and Howe. Gates and Schuyler. Gage and Clinton. Greene and La Fayette. Tories, traitors. Benj. Franklin. Patriots. Give France credit for her assistance. Study the Declaration of Independence. Correlative Literature. "The Spy."— Cooper. The best historical novel written in America. "Declaration of Independence." To be studied carefully. "Grandmother's Story of Bunker Hill." — Holmes. A beautiful description in verse. "Paul Revere's Ride." — Longfellow. An exciting episode. ARITHMETIC. Percentage. Lead the pupils to know that percentage is nothing new; teach it by common fractions, and also decimals. Avoid using such terms as base, percentage, rate, etc., until the principles are thoroughly mastered. Begin at once with problems, do not talk about the new subject. A few hints: James, which is the most— >4, .5, or 50 per cent, of the pupils here ? If all were here, how many per cent.? If ^ were here ? What is 75 per cent, of 20 boys? 34 of 20 boys? .75 of 20 boys? What is ^3 of 60 chairs ? What per cent, of 60 chairs are 20 chairs ? 30 chairs? Drill the class on easy problems like these; do not introduce problems in- volving difficult fractions until the principles are learned. When new FEBRUARY, THE ARTS. 47 points are' being introduced, use small numbers, those that may be grasped b}' the mind at once. I^ead the pupils into all the so-called cases of percentage from the very beginning. At the outset avoid classifying under rules. As soon as many questions of the same nature are given the process becomes mechanical. Base questions upon home and its surroundings, afterwards upon the February science and history. The Revolutionary war suggests a broad field for interesting problems. LANGUAGE 1 . Continue the work on clauses. Have the pupils classify all kinds of clauses, and sub-classify the adverb clauses. Require much synthetic work; e.g.: (a) Write a sentence having an infinitive phrase used as attri- bute complement. (b) Write a sentence using (e. g. ) "who was here" as an adj., then as a noun clause. (c) Make a sentence having an infinitive phrase used as an adj. Let this kind of drill continue until there is no trouble in making suitable sentences. 2. Spend much of the time analyzing complex sentences. The pupils should now be able to analyze ordinary sentences,, if the clause drill has been vigorously kept up. Take selections from the literature and analyze. Diagrams may be used, re nembering they facilitate the operation but are of no value in themselves. I^et book reports take the place of other composition work for the greater part of this month. Urge each pupil to read at least one good book during the month, and make a report of say 5 pages on it. Insist that this report be free from errors in English. THE ARTS. Writing. Practice on unruled paper. Write forms of invitations, acceptances, etc. Cultivate the art of arrangement. 48 THE SEVENTH SCHOOL YEAR. II. Music. Continue part work and increase the register. Avoid loud singing. Drill on the vowels constantly'. "We'd Better Bide a Wee" is a pretty ballad, and children like it. The music is the chief feature. Better words maj' be selected. "Crowding Awfully" is a good temperance song, well worth learning. Sing the national songs frequently. The children delight to sing of America and her heroes. MARCH, NATURE STUDY. 49 MARCH, or Seventh Month. GEOGRAPHY. I. South America — 1. Political Divisions. 2. Governments. 3. Climate and Products. 4. People and Industries. 5. Recent Political changes. A careful study of the ten republics — first studying them as de- pendencies of Spain and Portugal during the early part of the 17th cen- tury. Dwell on the three European colonies — wealth of same. Make a special study of Brazil — after the following outline. Position, size, and form. Government — («) Early, (b) Present. Reliefs -^ ^^^^rs. ( Mountains. Climate — How affected ? ( Vegetable. Brazil i Products -, Animal. ( Mineral. People — Classes, f Home. 1 State. ( Foreign — with whom ? I Domestic. Customs Commerce II. Make .se Draw- :ral drawing lessons from the continent. ist, — Reliefs. 2nd, — Political Divisions. 3rd, — Make Product Maps. NATURE STUDY. The Sun. Study the sun as the source of all light and heat, and hence of all life. Note its position in the solar system, and make a map of the eight planets, showing the relative orbits of each. Emphasize the points of 50 THE SEVENTH SCHOOL YEAR, size, distance from the sun, and orbits. Outline of further stud}- of sun. 1. What? 2. Size- 3. Distance from the earth. 4. Physical features (sun spots, etc.) 5. Superstitions. Teach some of the beautiful literature written about this planet read and commit Everett's description of a .sunrise. Have experiments' showing the power of the sun both in light and heat III. Washington's Admini.stration U. S. HISTORY AND LITERATURE. National Development. I Review the Articles of Confederation and the Constitution il. Condition of colonusts at close of the Revolutionary War- population, industries, domestic life (traveling, monev, amusements man, etc.), comm.on schools, colleges, arts, etc. 'Needs of the ( J^-^aties. countrv i ^^^^^"ce. [ments. ' L Organization of depart- Whiskey Rebellion. [Algiers. Trouble with England, France, Spain and V Indian Wars. John Adams' Administration. France^' nirnn^" '°"'^*'^°" °^ the country and the troubles with ±^rance. How our envoys were treated; X. Y. Z. despatches Reasons sZT%7'''' ^'''"Ti ^^'^^^°" ^^^'•^- ^ff-^ -' t'he^e Sws plr y of S S. hlTor' """^ throughout the national period A Democrat. War with Tripoli. Louisiana Purchase, jciierson s ^^^^° Admitted. Administration ^ J^onroe sent to France. Eewis and Clark Expedition. Burr's Treason. Slave-Trade Abolished. . Foreign Troubles. Jefferson's MARCH, ARITHMETIC. 5 1 This is one of the richest periods in the national development. Correlative Literature. "Washington's Farewell Address." Life of vVashington. ARITHMETIC. Principles of Gain and Loss. I. Refer to February for suggestions in introducing the subject. Emphasize that the cost is a very important consideration in dealing with profit and loss. Get the questions from the stores. Show how goods are marked, both in plain figures and in letters. Key for marking. 123 456 7890 the boy runs Suppose the tab is put on a pair of shoes, h b s repre- sents the cost, and means by the key $2.40. e y s repre- sents the selling price, and means by the key $3.60. The marking price is $4.00 in plain figures. A question: How shall a dealer mark shoes that cost him $2.40 so as to fall lo per cent, and still make 50 per cent ? 50^; of. $2.40 = $l.:-0 Gain. $2.40 + $i.2U = $3.(iU S. l\ $3.40 -h (100^ — 10^) = $4.00 Marking P. Prove. Make questions requiring the finding of cost and selling price. II. Deal with agents and their work. Kinds of agents — commissions charged for different kinds of ser- vice. Why ? Why does a sewing-machine agent get 25 per cent, and a wool-dealer 2 per cent ? Work out questions about the business transacted by your own agents. Treat insurance in the same manner. III. Taxes and Duties. Trace the school tax from the levy until paid out. Get data from your district and make questions from them. Teach the two kinds of taxes — direct and indirect — outline each. Duties. Why charged ? Kinds; how laid ? Study the tariff schedule. Get one from Washington, D. C. Go through a custom- house in imagination with the children. Make out a manifest at 52 THE SEVENTH SCHOOL YEAR. Paris, ship the goods to New York city — "Clear the goods", and ship to destinations. Do all this with the children. Base your later questions on March history and science. This takes in Hamilton's policy and South American products. LANGUAGE. "Snow-Bound." 1. Make "Snow-Bound" the basis work for English during this month. Study it first as a piece of literature — then choose passages for analysis and rhetorical study. Notice the compound sentences and Whit- tier's easy style. Let pupils choose some of their art study from this selection — imaginative art. 2. Make a special study of Whittier during this month, follow- ing some outline similar to this: 1. Condition of the U. S. when Whittier wrote. 2. His parentage and boyhood. 3. Middle life and writing period. 4. Later life — productions. 5 Slavery, Politics. 6. Style. Study '-MaudMuller," "The Witch's Daughter," "In School- days," and "Song^ of Labor." Use "Maud Muller" for work in paraphrasing. Let the composition work be on the literature. THE ARTS. I. Writing. Continue with unruled paper. Practice daily in copying from selections in literature. II. Music Part work. Do not take up much new music each day, except for rapid sight reading. Have plenty of songs. Sing what the children like at tinfes; sometnnes old hymns, other times patriotic selections, and again Scotch songs. "Blue Bells of Scotland" is appreciated generally. Try it. If MARCH, THE ARTS. 53 the pupils don't like it, tell its ston-, then try it again. Introduce good rounds, and sing with life. III. Drawing. Do considerable map drawing based upon geography. Sketch buildings and landscapes. Allow the pupils to choose their material as much as possible. The interests will vary. Why not ? Don't make a boy draw a house if he wants to draw his father's horse. 54 THE SEVENTH SCHOOI. YEAR. APRIL, or Eighth Month. GEOGRAPHY I. Europe. 1. Absolute position. 2. Shape and Size. 3. Political Divisions. 4. Governments. 5. Climate, Industries. Compare latitude of places in Europe with places in U. S. Study the reliefs of Europe in three parts, viz: (i) Rivers run- ning north: Petchora, Dwina. Onega, Duna, Vistula, Oder'. (2) Rivers running N. west, and wesc: Elbe, Weser, Rhine, Seine, Loire, Garonne, Douro, Tagus, Gaudiana, and Guadalquiver. (3) Rivers running S. east: Volga, Don, Dnieper, Dneister, Danube, Po, Rhone Ebro. ' By drawing a line from 63° N. Eat. at Ural Mts. to 50° N. Eat. and 15° E. Eong. Greenwich, and one from 50° N. Eat. 15° E. Eong Greenwich, to 37° N. Eat. 7°E Eong. Greenwich, then one from 50° N. Eat. and 15° E. Eong. Greenwich to the Baltic, the three o-reat slopes will be easy to teach. ^ The same divisions can be used to teach climate, productions,and other facts. Each slope is peculiar in its climate and productions 'and even 111 its people. ' IE Study each country,observing the same outhne as was given tor Brazil. Keep in mmd the form of government, the race, and in- dustries. NATURE STUDY. Clouds. I. Review the formation of clouds, keeping in mind the dis- tance from the earth, and why different with different kinds of clouds. Classify into three classes—:. Cirrus; 2. Cumulus; and 3. Stratus Suggestive questions: Why are clouds higher on a fine day ? What countries are the most cloudy ? What is the size of clouds ? What produces the great variety of shapes ? APRIL, ARITHMETIC. 55 Do winds absorb clouds altogether ? How ? Cause of the red tinge at sunset ? Cause of cloud motion ? Cause of red sunrise ? etc., etc. Experimental work leading to the spark. Cause of lightning, kinds, results, and accompaniments. U. S. HISTORY AND LITERATURE. I. Madison's Administration — War of 1812. Review the troubles with England. Grasp the war policy of the administration. Napoleon's double-dealing. Indian hostilities. Cause of the declaration of war. II. Study the war, making as centers: Hull (his cowardice), Harrison, Lake Champlain, Lake Erie, Washington, New Orleans and the sea. Account for the one-sided struggle. Notice the greatest battle (New Orleans) fought on American grounds. Study the con- dition of the two armies, (rt) in equipment, (b) in numbers, (c) and in bravery. III. Peace — treaty, terms; results later. Trouble with Algiers. Hartford Convention. A national bank. Admission of Louisiana, 18 12, and Indiana in 18 16. IV. Men to be studied.— Chas. C. Pickney. Gen. Jackson. Gen. Harrison. John Burr. Perry. Tecumseh. Lawrence. Francis S. Key. V. 18 1 2 aphorisms: "I'll try, sir." "Don't give up the ship." "Remember the Raisin." "We have met the enemy and they are ours." "He could not be kicked into a fight." Read "Perry's Victory on Lake Erie."— James Percival. "The Boys of 1812."— J. Russell Soley. ARITHMETIC. Money and Stocks — 56 THE SEVENTH SCHOOL YEAR. Interest — why charged ? ( Year Method. Simple -] Six-percent Method. ( Sixty-day Method. I. Interest ^ ^ , ( Teach with tables at first. Compound ^ Compute tables afterward. . , / Uses. \ Compare with simple and compound- Teach one method thoroughly, and if possible the three methods outlined. The sixty-day method is undoubtedly the best. Put much time on commercial paper. Include partial payments. Use toy money and have pupils make out notes and borrow from the teacher — count up the notes later and demand payment. II. Exchange. Begin by starting to Paris via London with $1000, exchange $300 in London, then $500 in Paris, return to London and come home. Explain each step as you go along. Explain the "Exchange." Have sufficient drill of this kind. Show how premium and discount occur. Deal with Bills of Exchange (3). Remember domestic exchange is conducted through drafts. III. Banks. Organization — government. Business of banks. Officers. Construction of bank furniture. Dealing with banks. Certificates. Checks. Have a bank in the school-room. Do business as if it were a real one. Teach the boys and girls to be business men and women. IV. Stocks. Organize a company — do business, declare dividends, or assc^ss- ments. Thoroughly explain the workings of the Stock Exchange. Harper's Magazine '86, will give you excellent articles and ilhistration.s. Study .stock quotations in the "daihes". Make out an outline and give each student some stock to watch and schedule each day for two weeks. Explain "bulls" and "bears". Each pupil should be able to deal in stocks w'hen he has finished this subject. Treat per cent, as dollars aud you will obviate much trouble; e. g: Stocks quoted at 112 pay 6 per cent. 6 per cent, means $6 on a $100 share. APRIL, THE ARTS 57 Take time to make the subject clear. Arithmetic is not master- ed by working through books. LANGUAGE Lamb's Tales from Shakespeare. This will be the basis for English durnig the month. The new feature is the plot. Try to have the pupils gain strength in their com- position work bv studying arrangement of facts in Shakespeare's plays. Once in a week read some of the most beautiful passages from the original. j i u Study sentences and especially words. The word study .should play no small part in the English during the year. It is a satLsfaction to know that "drmuing-roovi'' was once wi(hdraiviu(/-roo)it, and meant a room to withdraw to after meals. Study words— primitive.denvative. During the month the artist Mill .-t will be studied. Let much of this work be reproduced. That is, p. short talk be given one day on the artist and the pupils reproduce it in writing at school the next day. Do not allow notes to be taken. Tliis is excellent memory work. In studying Millet, have repicdrctions of his paintings before the pupils and let them write out the pa-nter's idea as it appears to them. THE ARTS. I Practice in Vertical Writing. Have periods for special practice on Mondays and Wednesdays. II. Music. ^ , , , .-c ^ Readino- of sacred music from th i score. Teach the beautitul songs: Gottschalk's "Last Hop-," and "St. Hilda". Cultivate a taste for good music. Learn Thompson's "For You and For Me". Put expression into this gem. III. Millet. _ . , . , Make a careful study of this artist. Treat of his home and sur- roundings when a boy— his special friends, his leaving home, his first works. Style of his art. Why ? 58 THE SEVENTH SCHOOL YEAR. Compare Aiigelo and Raphael. Study Millet's "The Angelus," and other paintings. Have copies to show the pupils. Let them bring such pictures as they may have. ^ MAY, NATURE STUDY. 59 MAY, or Ninth Month. GEOGRAPHY. I. Study England, the German Empire, France, and the Medi- terranean from a historic standpoint. After the physical facts are well known, and cities, products, etc., have been well learned, collect the histor}- around such centers as Char- lemagne, Frederick the Great, Louis XIV., and Queen Bess. The Abbott History Series will aid much in giving interesting material for the pupils. Children should acquire a taste now for a more extended reading. These interesting centers will not fail to awaken even a dull boy to active reading and research. II. Have product maps made of each of the countries. They may be made on drawing paper, sa}^ 14 in. square. Lines of distance may be put on the same maps, before the products are mounted. NATURE STUDY. Experiments with Oxygen. What it is, — found in quartz, clay, iron ore, air, etc. Prepare oxygen — Chemicals needed : I4 lb. of potassium chlorate (K CI03), powdered, cost 5 cents. y^ lb. of manganese peroxide (M N O^), powdered, cost 5 cents. Apparatus needed: 2 one qt. glass cans. I tin pan, holding 3 or 4 qts. $.05 I 8-inch glass test tube, .05 1 cork to fit test tube, . 02 2 ft. 3-16 inch glass tubing, .03 2 ft. 3-16 inch rubber tubing, .10 I small alcohol lamp, .20 Method: — Thoroughly mix a table spoon full each of the potassium chlo- rate and manganese peroxide and put the mixture in the 8-inch test tube. With a round file bore a hole in the cork large enough to allow 6o THE SEVENTH SCHOOL YEAR. the glass tubing to be squeezed in. Make a scratch on the piece of glass tubing 8 inches from one end and break it off. Heat and bend this short in the middle to a right angle. Bend the other piece (i8 in. long) to an acute angle of 60° about 4 in. from the end. Connect these glass tubes bj- the rubber tubing. Force the short one through the cork and insert in the test tube. Put a little water in the pan, fill the two cans level full with water, cover each with a piece of paste- board and quickly invert and place each in the pan with its mouth down- ward. Put the short end of the longer tube under the mouth of one of the cans and apply heat to the bottom of the test tube with the alcohol lamp till the can is filled with oxj-gen. Withdraw the glass tube and put it under the 2nd can till filled, or till oxygen ceases to come over. Precaution — Always remove glass tube from water before with- drawing flame, else water will be forced back into test tube and break it. Experiments : When filled take jars from pan and cover with the pieces of paste-board. I. Take a splinter of wood, light one end, then blow out, leav- ing only a spark; thrust it into one of the cans. It instantly blazes up. II. Take a piece of picture frame wire, heat one end, dip it into powdered sulphur, ignite in alcohol flame and lower in the can. It burns with brilliant flashes. III. Wrap a wire around a piece of chalk for a handle, then put sulphur on it, ignite and lovvcr in can. It burns with a blue flame. ■_ By consulting any elementary text-book on chemistry many in- teresting and instructive experiments may be made. Composition of air and theflcDite will result from thsse primary experiments. [Note— The alcohol lamp can be made from a vaseline bottle, with a piece of the glass tubing thrust straight through the cork and a wick drawn through it. Use wood alcohol; it is cheaper.] U. S. HISTORY AND LITERATURE. I. Thirty Years of Peace and Progress. A one-party era. Account for the revival of peace and prosperity. II. Monroe's Administration. His doctrine— why announced ? Missouri Compromise — fix boundaries. A commercial invasion— results. Jackson in Florida. Tariff question. MAY, ARITHMETIC. 6l The Cumberland Road, TT T^ , ,- T i. (National Pike) Beeun in 1806. II. Public Improvements-^ F i C al >' » Begun in 18 17. LaFayette's return to the U. S. Politics. IV. John Quincy Adams' Administration. ' 'The old man elo- quent" — Why unpopular ? Divisions in political parties — causes. The tariff problem; death of Adams (John) and Jefferson, July 4, 1826. Re- moval of the Creek Indians. Beginning of the "Temperance Movement." Notice a new gen- eration of public men rising. Watch for the next. Review the growth of slavery from 1619 up to 1829. V. Study in review the finance system, starting with Hamilton and coming up to Jackson. VI. Study the lives of these people: Monroe— fought with Washington at Brandywine, Ger- mantown, and Monmouth. Henry Clay — ran three times for the presidency. Secre- tary of State under Adams (J. Q.). Jolm C. Calhoun — Secretary of War under Monroe — elect- ed vice-president twice, 1824- 1828. Daniel Webster — The great American orator. Senator Hayne — Supporter of "Nullification". References for reading. Gidding's Exiles of Florida. Parker's Historic Americans. Carl Schurz's Henry Clay. ARITHMETIC. Review of the Subjects taught during the Year. lyCt much of the work be oral and the problems original. Review thoroughly the subjects of percentage. Have each lesson connect with the preceding and lead to the next. Be guided to some extent by frequent written reviews. 62 THE SEVENTH SCHOOL YEAR. LANGUAGE. 1. Review the parts of speech. 2. Formulate rules of syntax. 3. Formulate definitions. 4. Study of Murillo and Michael Angelo. (a) In reviewing the parts of speech, ignore all except- ing vital points. The pupils should now be able to formulate rules for the correct use of language. (b) Keep up analysis, using "Bingen on the Rhine", and By- ron's "Greece". (c) Review the writing of letters, putting special emphasis upon the body of the letter. Good letter- writers are few. (d) Reproduction of work given on Murillo and Michael Angelo will constitute most of the composition work for the month. THE ARTS. I. Writing. Have practice every other day. Require pen work in picture study. II. Music. Take up some easy cantata and practice it during the month, render it at the close of school. Choose one with choruses principally. III. Murillo and Michael Angelo. Study their lives and works. Outline for Murillo: 1. Place and time. 2. Connection with Castillo. 3. Study of Italian and Flemish art. 4. His marriage— Cadiz. 5- Style— Works. Outline for Michael Angelo. 1. Place and Time. 2. Parentage. 3. Education. 4. At Bologna. 5. At Rome. MAY, THE ARTS. 63 6. Sistine Chapel. 7. St. Peter's. 8. His character, q. Works. 64 THE SEVENTH SCHOOL YEAR. Books of Reference. FOR BOTH TEACHER AND PUPILS. *May be usad by the pupils. GEOGRAPHY. *In the Trades, The Tropics,and Roaring Forties. — Lady Ann Brassey. *A White Umbrella in Mexico. —F. Hopkinson Smith. *Ten Days in Spain. — Kate Field. *From Yellowstone Park to Alaska. — F. C. Sessions. *Land of the Midnight Sun.— Du Chaillu. * Walks in Rome. ^Cities of Southern Italy and Sicily, Studies in Rus- sia, *01d Country Life.— A. J. C. Hare. A Journey in Brazil. — Louis Agassiz. *Views Afoot, and Eldorado. — Bayard Taylor. *Beyond the Mississippi. — A. D. Richardson. *A Family Flight Around Home. — E. E. Hale. *Bits of Travel at Home — Helen Hunt Jackson. *Glimpses of Three Coa.sts. — H. H. Jackson. Spanish American Republics. — Theodore Child. How to Teach Geography. — E- Carver. ^Stories of Northern Europe, and ^Stories of England. — Edinboro Pub. Co. ^Geography for Young Folks. — Pratt. *The Zig-Zag Books. — H. Butterwortli. *Boy Travelers. — Thos. W. Knox. *Tracing and Sketching Lessons.— S. Y. Gillan. *Natural Geographies. — J. Red way and R. Hinman. U. S. HISTORY. Parkman's Works. The Doomed Chief (King Philip) — D. P. Thompson. Washington and the American Revolution. — Irving. The Rear Guard of the Revolution. — J. R. Gilmore. *Short History of English Colonies in America. — H. C. Lodge. *The Puritan in Holland England— and America. — D. Campbell. *The Battle Fields of the Revolution.— Thos. Y. Rhoads. Half Hours with American History. — Charles Morris. ^History of the U. S.— Higginson. John Fiske's History of the United States. Adam's History of the U. S. BOOKS OF REFERENCES, 65 Flash Lights of Amercan History.— D. C. Murphy, "OldGlory."— A. E. Maltby. *Blue Jackets of '61, *Blue Jackets of 18 12, *Blue Jackets of 1776,— W. J. Abbott. *01d Times in the Colonies. — C. C. Coffin. Building up the Nation.— C. C. Cofhn. -Tizarro.— Mara L. Pratt. -Raleigh. — Geo. M. Towle. *Battle Fields and Victory.— W. J. Abbott. ^'The Boys of 1812.— J. Russell Soley. *Young Folk's History of the Civil War.— Mrs. Emma Cheney, The Old French War. — Rossiter Johnson. Washington and His Generals.— J. T. Headley, Alexander Hamilton. — H. C. Lodge. Henry Clay.— Carl Schurz. ^Patrick Henry.— M. Coit Tyler. Daniel Web.ster.— J. Bauvard. *Benj. Franklin. — J. Chaplain. *Capt. John Smith. — Gilmore Simms. ^^ Abraham Lincoln. — Phoebe Hanaford. *The Century War Book. ^Stories in American History. — Mara L. Pratt. ARITHMETIC. ^Number by Grades. — Prince. Practical Arithmetic. — Wentworth. Psychology of Number. — McClelland and Dewey. *Second Lessons in Arithmetic. — H. N. Wheeler, Mathematical Teaching. — Safford. Standard Complete Arithmetic. *The Complete Arithmetic. — Thompson, *Graded Work in Arithmetic— Baird. ^Mental Arithmetic— Milne. *Brook's Series of Arithmetics. How to Teach Arithmetic. — Cook. LANGUAGE. — ENGLISH. Language Helps for Teachers. — Sarah L. Arnold. How to Teach Language. — Metcalf. *Outlines of English Grammar. — Geo. E. Williams, *Practical English Grammar. — Welsh, 66 THE SEVENTH SCHOOL YEAR. *Suggestive Lessons on Language.— Badlam. English in Preparatory Schools. — Huffcutt. Grammar and Composition. — Lyte. English Language and Grammar.— Meiklejohn. *Reedand Kellogg' s English Series. *English Grammar. — Maxwell. *Language Lessons. — Long. Composition. — Newcomer. ARTS. *The Old Masters and Their Pictures.— Mrs. Sarah Tytler. *Legends of the Madonna. — Mrs. Anna Jameson. Artists of the Nineteenth Century.— Mrs. Clara E. Clement. A Painter's Camp. — Philip G. Hamerton. Musical Composers and Their Works. — Mrs. Sarah Tytler. Memoirs of the Early Italian Painters.— Mrs. Anna Jameson. Ruskin's Works. *Sketching from Nature. — T. Rowbotham. *Figure Drawing. — C. H. Weigall. PROFESSIONAL. Education. — Herbert Spencer. Lectures on the Science and Art of Education. — Joseph Payn^ Theory and Practice. — Page. Talks on Teaching. — Parker. Quincy Methods. — Patridge. Methods of Instruction. — Wickersham'. White's New Pedagogy — E. E. White. Educational Reformers. — Quick History of Education. — Painter. History of Pedagogy. — Compayre. Psychology for Young Teachers. — Hewett. School Amusements. — Root. School Management. — Raub. vVaymarks for Teachers. — Sarah L. Arnold. Philosophy of Arithmetic. — Brooks. Emile. — Rosseau. Leonard and Gertrude. — Pestalozzi. Talks with Teachers. — Mayo. Evolution of Dodd. — Hawley Smith. A New Psychology.— W. T. Harris. 1a f