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*TINAE SCHEDULE–1910= 1911
I II | III IV V VI VII - VI I I* Total | Per Cent | f Total Per Cent.
*ś- 9 |*|| 9 |*š 9 |*š 9 |*š 9 || * rºl i.". lº
Opening Exercises *Tºo Tºol .T.T.T.T.T.T.T.T.T., "wº time | * | *
Reading 500 500|40 slo isolā; 175 1315||75|340 120 |340 120 || 2:00 24.7 2SOS 25, 82
Spelling 75 | 100 | 125 100 || 100 80 80 || 75 75 75 || 75 || 75 75 705 6.46 652 5.99
Grammar 160 | 160 | 160 160 320 2.93 399 3, 66
Language, composition 125 150 ||25 | 165 ||25 |100 lio 100 lio || 40 ‘10 1025 9. 40 1317 | 12.1 !
German - 200 200 200 160 160
Writing 75 100 || 100 | 100 100 || 90 90 || 75 75 75 75 50 50 665 6. 10 629 5.78
Arithmetic 60 |215 |225 |240 |240 |225 |225 |245 |245 |225 |225 ||250 |250 || 1685 || 15.45 1800 16, 55
History 30 40 | 40 40 80 135 | 135 | 135 | 135 460 4.22 ||
Geography 45 | 160 | 160 | 200 | 200 | 200 |200 | 90 90 90 90 7s5 7.20 || 1028 9.45
Music 75 | 85 | 85 | 85 | 85 | 80 || 80 || 80 80 80 | 80 | 80 | SO 650 5.96 600 5.51
Drawing 75 || 75 75 || 75 75 90 90 90 | 90 90 | 90 90 90 660 6.05 539 4.95
Manual Training 50 50 50 | 50 50 | 60 60 | 60 | 60 | 100 100 | 100 100 520 4.77 520 4. 78
Physiology—Hygiene 15 15 15 15 15 30 30 || 30 30 30 30 30 30 180 1.65 ||
Physical Training 100 85 ſ 60 60 | 60 60 60 60 | 60 60 60 60 60 545 5.00 || 5ss 5. 36
Recess 75 || 75 || 75 | 75 | 75 | 75 | 75 | 75 | 75 75 | 75 75 || 10900 10875
a—Two (40) forty-minute periods per week to supplementary reading. d-One (22) twenty-two minute period per week to composition.
b—One (40) forty-minute period per week to supplementary reading, e—One (40) forty-minute period per week to composition.
c—Three (40) forty-minute periods per week to supplementary reading, f--Manual training time deduced from the several studies pro rata.
*The Time Schedule for 1910-1911 is based upon the average time given to each study in each grade of the schools of the following
cities : Boston, New York, Philadelphia, Rochester, Cleveland, Cincinnati, Indianapolis, St. Louis, Chicago, Milwaukee and San Francisco.
T fly s ſº
-S ris bo
~Q

ASSIGNMENT OF WORK
FOR
1910-1911
The following is an assignment of work and not a course of
study in the accepted sense of that term. The aim is to make
definite the work of each subject in each grade. This outline, it will
be observed, is flexible, provision being made for slow and fast
Schools, through minimum and maximum assignments, thus making
possible the adaptation of instruction to the varying needs of children.
The assignment will, it is believed, make clear to teachers the field to
be covered and relieve them of uncertainty with regard to what is to
be attempted.
Very truly yours,
William H. Elson,
Superintendent of Schools.
KINDERGARTEN
The Kindergarten Program includes the whole round of child
life experiences both material and spiritual and as the chief medium
of expression of this all-sided experience is Language, we assemble
under this title these various types of experience and show forth
their interaction in the process of development of the child as follows
LANGUAGE TRAINING
I Subject Matter
1 THE SOCIAL ACT | V | TIES OF HOME AND SCHOOL -
(a) As experienced in the actual life of the children
(b) As reflected in stories of child life in History and Literature
(c) As portrayed ideally by the Mother Play and other stories
and poems adapted to this purpose
(d) As expressed in the Games and Plays
(e) As illustrated and expanded by the Gifts and Occupations
2 NATURE STU DY
(a) Objectively, by means of seeds, plants, flowers, animals,
birds and insects
(b) Concretely, through pictures, stories, poems, songs and
games
6)
4-
(c)
Manually, by means of Sand Table exercises and other ma-
terial representations
II Modes of Presentation
1 THE CIRCLE VVORK
(a)
The Morning Talk should be so organized as to accomplish
a progressive development of the child's consciousness of
the meaning and purpose of his daily experience and a
gradual enlargement of his store of ideas and a widening
of his horizon.
These conversations are to be based upon :
(1)
(2)
(3)
(4)
(b)
(1)
(2)
The family and home activities; pets and domestic ani-
mals, etc., and upon incidents in the community life
of the neighborhood and school.
Such stories of other children in history and fiction as
will serve to reflect and interpret the child's own life.
The Mother Play Stories designed to present the world-
view to the child, portraying life in idealized form; and
to implant ideals of conduct and set standards of motive
and action from both the individual and social point of
view. o
Such of the topics in the Nature Study as touch the
child's daily life and give opportunity for observational
and conversational work.
The songs and games
Representative or symbolic songs and games: These
should be organized along the same lines and correlated
with the subjects presented in the Morning Talks to
illustrate them in more concrete experiences and thus
make them more clear and definite and deepen the im-
pression.
The physical activity and rhythmic games are designed to
accomplish the training of the body and also to con-
tribute to social development, and therefore should enter
into the organization of the program with this double
purpose in view.
2 TABLE VVO RK
(a)
(b)
The Gifts may serve the double purpose, first of introducing
and developing facts and laws of material life while sym-
bolizing spiritual laws; and second, of giving expression,
by means of “proscriptive, following and creative” exer-
cises, to the ideas presented in the Circle Work.
This phase of the work which must be carefully thought
out and planned by the Kindergartner; no prescribed out-
line can be given as the schools have differing conditions,
which call for varying applications.
The Occupation Work should serve to illustrate topics.
selected from the whole range of activities. It affords the
child his best opportunity for self-expression.
&º
º
III Special Training Exercises
Definite progressive training in Language to be given by means
of Special exercises as well as in the daily expression of the develop-
ing ideas of life and the ideals of conduct. These should be given
in both Circle and Table Work.
1 TRAIN ING IN CORRECT HABITS OF SPEECH
(a) Train for power to articulate—to use the tongue, lips, palate,
throat and breath correctly; wrong practice noted and
corrected.
(b) Training given daily in distinct enunciation and correct
pronunciation. *
(1) By means of conscious imitation of the teacher as model.
(2) By definite pronunciation and phonic exercises in form
of games.
2 B U 1 LD 1 N G A VOCAE U LARY
This should begin in the earliest days in school, especially dur-
ing the Gift and Occupation work. Beginning with giving the chil-
dren words for form, color, shape, size, motion, position, direction,
etc., and with a distinct purpose of building a vocabulary, the
teacher should teach the new words for the new ideas presented
each day.
3 NUM BER SENSE TRAINING
By repeated experiences with number as an attribute of material
things the children become awakened to the consciousness of the
number element. This forms the beginning of the development and
training of the number sense, which is incident to those exercises
where number is a noticeable feature, as in Gift and Occupation work,
or where it naturally enters into consideration, as in the Games
and Plays. -
No formal training in number processes is to be given; nor in
counting. But in the course of the year the children will come to
recognize, through these many repeated occasions for use of this
“experience-knowledge” such number facts as the grouping of 2's,
4's ; 3's, 6's ; and 5's. They will begin to discern relative values of
groups. They will begin to find smaller groups in the larger group,
and vice versa, and even and uneven groups. They will, through
need for using them in their hand work, learn the half and per-
haps the fourth of the unit. -
This entire work is for the definite purpose of the development
of the number sense and no exact formulations nor any arithmetical
processes are to be attempted.
4 TRAINING IN HAND WORK
See Drawing
5 TRAIN ING IN SI NG ING
See Music
CONDUCT AND MORALS
The following ideals of conduct should be early implanted :
J Truthfulness in both word and deed.—(Leading to sincerity and
honesty)
II Loving-kindness to all Living Creatures.—Kindness to one an-
other, care and protection of dumb animals: (Leading to sympathy,
and through the sympathies to the exercises of unselfishness, up to
self-denial and on to the heights of self-sacrifice).
III Regard for the Property of Others.-(Leading to conscious and
self determined honesty.)
IV Regards for the Rights of Others.--This is one of the first things
that need to be impressed on the child when he enters the social
group of the school.—(This leads ultimately to a sense of justice)
V Obedience to Parents and Teachers.-(Looking towards, respect
for authority and abiding by law)
VI Conformity to School Regulations.—The interests of the school
as a community are involved and exemplified in the daily operation
of the school; these interests should be emphasized by conversations
on the necessity for such general regulations as come within the
actual experience of the children; such as, tardy bells, recess bells,
fire drill, marching out in lines, etc.
This development and training is sought to be accomplished by
means of the many concrete examples occurring in the daily life of
the children at school, at play and in the home; by song and games
of ethical purpose and by incidents found in biography, history and
fiction. In addition to these sources of exemplification, stories and
poems must be given which embody, in more or less concrete form,
spiritual and ethical ideas that thrill these young hearts and stir the
emotions.
These are supplied for both the Kindergarten and the First
Grades by the Mother Play and by the stories and poems in the lists
compiled by the Primary Teachers.
II
FIRST GRADE
READING
Texts: Appletons' First Reader, Sprague's First Reader, Apple-
tons' Reading Chart, sets of Supplementary Readers furnished by the
Board of Education.
The Reading work of the First Grade is based upon—
I Talks and Stories About the Child-Life Experiences
This work includes the various forms of expression of child-
life experiences used in the school, the representative plays and
games, the dramatic number games, and descriptions and records
of every variety of school exercise.
5
These lessons follow the teacher's language outline throughout
the year and therefore the first presentation of the subject-matter
is usually made in blackboard reading lesson; these blackboard read-
ing lessons also determine the selection of the text in the reader
which is to supplement them. -
II Stories from General Literature for Reading Lessons
Many of the Folk Tales, with the cumulative-repetition feature,
and rhymes, jingles and poems, may be used for reading lessons.
There are good versions of Folk Tales available in many
First Readers, adapted for the last half of the year. These can be
had from the Public Library if none are in the school library.
III Lessons in Phonics
This important factor in teaching reading is quite fully set forth
in the pamphlet “Reading in the First Grade,” also “Word Study.”
IV The Teacher’s Reading to the Class
The teacher should read especially selected stories and poems
(see list prepared by the Cleveland Primary Teachers) for the
combined purpose of appeal to the spiritual nature of the child, to
cultivate a taste for the higher types of literature and to serve as
a model in interpreting thought and feeling through oral reading.
V Oral Reading
Suggestions and directions for attaining fluent, natural reading
will be found in the Reading Pamphlet and the Handbook.
VI Sight Reading
Give easy reading matter for sight reading; if it is desirable
for any reason to give rather difficult work, give the class a chance
to read the matter at the desks before the recitation.
VII Silent Reading
Much time for silent reading and study should be given. The
Public Library will supply each building with a set of fifty differ-
ent books, changing them once a year or oftener; these can be
used for silent reading, or for class work upon occasions.
WORD STUDY
In the First Grade word study is given for the combined pur-
pose of (a) building up a vocabulary for the reading, (b) building up
a vocabulary demanded by the rapidly acquired power of written ex-
pression, (c) for developing the child’s power to acquire for himself
new words, (d) for memorizing word-forms (spelling).
This combined purpose is to be accomplished by special word
learning exercise.
Ten minutes every day are to be devoted to this work. These
exercises, given sometimes with the entire school, sometimes with
a class, and sometimes with a group who need special help, should
include:—
I Imaging Name Words: With the help of objects and outline
pictures.
6
II Flash Work in Visualizing: Words, phrases and sentences are
to be given for the purpose of training the eye-memory. .
III Phonics Building words from phonic elements, oral and writ-
ten, to increase the vocabulary for both reading and written work
(spelling). •
Note.—For purposes of teaching the spelling of words, classes
of words which have many exceptions or variations, as words in ei,
ie and ea, should not be used in these special exercises.
IV Vocal Drill While phonics should serve the purpose of vocai
drill, yet there should be special lessons devoted to correct pronuncia-
tion, clear enunciation and proper use and exercise of the vocal
Organs.
V Writing Dictated Sentences. There should be daily dictation
of sentences beginning as soon as the pupils are able to copy short,
simple sentences.
VI Oral Spelling Exercises
First half year:
Oral spelling is to be first introduced in connection with
the reading work; after the children have become well
established in sounding, the teacher begins incidentally
to spell orally words she writes upon the board, in the
various exercises. The children should complete the alpha-
bet and learn it by rote by the end of the first half year.
Second half year:
In the second half year the words which the children are
to memorize (learn to spell), should be given in special oral
spelling lessons combined with the visualizing exercises
(but not with phonics). The written practice and tests
should not be given as tests of unrelated words, but should
be always in sentences which are a part of the day's
thought.
Note—The list of 100 words reported by First Grade teachers
as most frequently misspelled will supply the words for this special
work. *
LANGUAGE WORK
I Subject Matter
The child’s thinking is mainly concerned with the experiences
of his daily life, and in order to bring about a co-ordinate develop-
ment of ideas of life, and the power of expression, we organize the
various phases of activities and environment as the subject-matter
for language training as follows:
1 THE SOCIAL VVORLD-CH | LD L | FE
(a) Real life experiences of the class
These are the basal subjects and continue throughout the year;
they are to be introduced and illustrated by the like elements in the
story of Hiawatha. .
}*
f
II
The stories of children in History and Literature are also to
be correlated with these studies in real life, and should be made to
contribute to the better understanding of the actual life by the
children.
(b) Life of Hiawatha as a type
(c)
The story of Hiawatha's childhood as found in Longfellow's
poem affords the basis of the story of Indian child life which
is to be given as a type. This story is given for the purpose
of picturing home life, and provides opportunity for the
teacher to bring possible experiences into actualities, to
gather, adapt and use materials, and to supply conditions and
direct activities so that every phase of experience may circle
around and center in this story-life and reflect and interpret
the child’s Own life. -
Children in history
The celebration of our National anniversaries and festivals is
to be centered in stories from History and Literature. Stories
and poems appropriate to these exercises will be found in the
Primary Teachers' List.
THE NATURE WORLD
The material environment of the child included under this
heading will be found in this assignment under “Nature
Study.”
LITERATURE. .
The literature in the First Grade which includes Poems, Folk-
lore, Myths, Stories of Children in History and Fiction, is pre-
sented in two forms; that which the pupils are able to read
and that which is read, recited or reproduced by the teacher.
Literature suitable for both these uses is recommended in the
Primary Teachers' Lists.
Composing Exercises
ORAL WORK -
The main agency for instruction and training in the First Grade
is the conversation or oral language work, in which the child expresses
himself, his life-experiences, his thought and feeling. In this process
of developing the power of self-expression very definite attainment
along the following lines should be accomplished.
(a) The child should acquire the ability and habit of giving
free and full expression to his thought.
(b) He should learn how to use his voice so that his audience
can hear with ease.
(c) He should learn to think through his sentence before giving
it.
(d) He should be trained to respond without embarassment
when corrected in speech and to repeat automatically the
correct form given by the teacher.
(e) In narrations he should be given training in going from
point to point in logical succession.
8
(f) In description he should be trained in “Making a word pic-
ture”—except where he is giving the details of special
points observed, as in “records of observation.”
2 VV R ITT EN VVORK
The earliest written work of the child on the blackboard and at .
his desk is copy and imitative work, the successive steps of which
are to be found outlined in the Handbook.
3 MANUAL EXPRESSION
The written work should be supplemented by various forms of
graphic illustration in order to give free play to the child's desire
of self-expression; this includes drawing, painting, designing, cutting
and tearing and construction work, and work in the Sand Table.
III Technical Language Training
1. This work is to be mainly a training in correct usage by exam-
ple and by special exercises; no technical terms should be used.
Each section of the city and each class will require special lines
of work adapted to its particular needs. Each teacher is requested to
keep a record of such mistakes and such needs as she finds in her
class and to base the exercises upon such needs. The following exer-
cises should be given in all sections of the city :
2 E N RICH MENT OF VOCA BU LARY
Build up a vocabulary by special training exercises in the use of
common forms, and of such less familiar word forms as the children
need to know in order to express themselves properly. In the
foreign districts it is especially important to emphasize this phase
of the work. -
3 CONSTRUCT | ON OF SENT ENCES
There should be definite training exercises in forming sentences:
(a) Simple statements and questions.
(b) Easy compound sentences: as “Hiawatha wears moccasins
and I wear shoes.”
(c) Easy complex sentences such as children need to use; as,
“Columbus was the man who discovered our Country.”
4 CAPITALS AND PUNCTUATIONS
(a) Learning to use capitals for the beginning of sentences,
names of persons, and for the pronoun “I.”
(b) Recognition and use of the period and the interrogation
point. Learning by using quotation marks.
, Twenty-five minutes per week should be devoted to these exer-
cises, in addition to the incidental training given with other forms of
language work.
*
CONDUCT AND MORALS
(See Course for Kindergarten)
NATURE STUDY
Objective study and observations of nature objects and elements
Selected from the list below ; developed by means of conversations,
stories, myths, poems, Songs and games and gardening work; illus-
trated and expressed by means of painting, drawing, modeling, cut-
ting and tearing.
1 Animal Life: Birds, pets, domestic animals, insects, aquarium
life.
2 Plant Life: Growing plants, one “Class” tree.
3 Gardening: Class School gardens, home gardens, window
gardens at home and at school.
4 The Earth: City and country, streets and alleys, roads and
paths in parks, woods and fields; the soil: the earth’s
children, the trees and plants, the sod; ravines and gul-
leys: “the flats”: gutters, streams in gulleys, ponds, the
lake.
5 The Sky: Sun and sunshine, clouds, the moon, the stars,
wind, rain, Snow, fog, autmn haze, storms.
Note.—This wide range takes in the nature environment
of the children from the environs to the heart of the city and only
those elements which can be brought within the actual experience
of the children to be attempted.
II. There are Two Types of Lessons Used in This Work
1 GENERAL OBSERVATION LESSONS
(a) Any interesting nature object of sufficient size for the
class to see and enjoy, such as flowering plants or branches
of trees or shrubs.
(b) Any form of animal life of such nature as to afford oppor-
tunity for the study of homes, habits, activities, etc., such
as birds, colonies of ants, aquarium life.
(c) Serial observations of the class tree.
(d) Lessons upon earth, sky and the weather.
These may constitute the subject-matter for directed observa-
tions, both within and without the school room. They are also
the basis of conversational language lessons and afford opportunity
for narration of experience, for descriptions, for records, both writ-
ten and pictured or illustrated, of serial observations (as of the
weather or a tree), as class exercises.
2 |N D | V | DUAL OBSERVATIONS
Any nature objects available in sufficient number to supply the
class or a section of the class.
For this work it is absolutely necessary for each child to have
the object in his own possession,--to handle, feel, touch, smell, to
look at, examine, investigate and think about.
The nature study lessons should be illuminated by myths and
Folklore stories suitable to children of this age.
j ()
WRITING
Simple movement drills.
Frequent blackboard drills.
Letter forms.
Figures.
Pencil and paper.
Spencer's Practical Writing Book, No. 1.
NUMBER STUDY
The work in this grade should begin with the objective and ob-
servational study of the number element conspicuous in the various
objects either present or remembered, which form a part of the day’s
work in social life study, nature study or manual work; as for in-
stance, in conversations upon the school room, the number of windows
is noted and the number of panes in the upper sash, in the lower sash;
during an observation lesson on the house fly, the number of legs a fly
has, and the number of pairs are noted.
To supplement this incidental work special occasion for using,
and concreting through this use, the number facts within the chil-
dren's grasp is to be arranged for as follows:
I By the hand work illustrative of social life and nature study.
The construction of objects from the folded (or later ruled) construc-
tion sheet according to the directions and diagrams which were sent
out by Miss Jackson, is to be continued. (See circulars of diagrams.)
II. In correlation with the manual training work and founded
upon it, and in the drawing and painting, especially in design work,
exercises may be arranged which will supply occasion for added prac-
tice in number combinations available.
III Dramatic number games are to be given in connection with
the industrial and commercial phases of social life, with the purpose
of affording actual experiences in using the dry and liquid measures,
weights, foot rule and yard stick in very simple operations; such as,
for instance, would come within the child’s play experience in “Playing
Store Keeper.” (See circular on Dramatic Games.)
IV A somewhat more systematic concreting of “experience-
knowledge” is to be given by means of tablets, sticks, cubes and other
objects and by paper and clay work.
MUSIC
Fall Term
Uniting of Tone
Unconscious rhythm obtained through action songs
Besides the songs assigned, teachers may use any song from the
books named on page 45 of the Handbook.
First grade teachers will please read and use the suggestions on
pages 4 to 12 inclusive, also “The Modulator,” pages 14 to 16 in-
clusive, of the Handbook. Teachers who have Spring and High
Firsts may, after the second week, begin direct work in Tone Rela-
tionship as outlined on page 21. Use only the “Do” chord.
11
FEBRUARY ENTRIES
Uniting of Tone
Unconscious rhythm obtained through action songs
Please read and use suggestions on pages 4 to 12 inclusive, also
“The Modulator,” pages 4 to 16 inclusive, of the Handbook. Down-
ward Scale Songs.
Winter Term
Sol chord added to Do cord—Handbook, page 21.
Rhythm—Use as much originality as possible. Handbook, page 12.
Use Songs from lists previously sent out; be sure to pitch songs
high enough. g
Spring Term
Fa chord added to the Do and Sol Chords—Handbook, pages 22
and 23. Written work, pages 40 and 41.
Rhythm—page 18 (time names). Avoid repetition in the study of
intervals in modulator pointing.
FEBRUARY ENTRIES
Sol chord added to Do chord—Handbook, page 21.
Rhythm—Use as much originality as possible. Handbook, page 12.
. . Use songs from lists previously sent out. Be sure to pitch songs
high enough.
SU GGESTED SONGS
Winter Songs
Page 10 First Melodic Putting the World to Bed
Spring Songs
Page 7 First Melodic “In the Month of May.”
Page 8 4 & { % Over the Way
Page 40 ( & & 4 It Is Spring
Page 21 Gaynor No. 2 Buttercups
Page 31 4 & 4 & Water-Lilies
Page 10 Gaynor No. 1 The Bird’s Nest
Page 82 & 4 & & Tulips
Page 79 4 & { { Pussy Willow
Page 80 & 4 6 & The Violet
Songs Throughout the Year
Page 97 Gaynor No. 1 See Saw
Page 6 First Melodic Three Little Pigs
Page 7 { % ( & Rain and Sun
Page 7 & 4 & & Dreams
Page 8 4 & ( & The Dream Peddler
Page 12 * { & & The Robin and the Chicken
Page 14 * { { { Every Sunny Hour
Page 39 ( & § { Busy Bee
Page 82 & 4 4 & Indian Lullaby
Page 41 & 6 4 & The Ginger Cat
, 12
February Songs
Page 32 First Melodic Marching Songs
Pages 32, 33, 34 Gaynor No. 1 Marching Songs
These books may be found in the libraries of most of the buildings.
Other songs not easily procured will be mimeographed and sent
out from time to time.
DRAWING AND APPLIED ART
September and October
I Paper-tearing
1 Trees of different kinds. Arrange on the board to represent
woods or orchards.
2 Draw trees on the blackboard. Single trees and groups of
t1teeS.
3 Illustrated drawing.
II Paper-cutting.
Fruit. Draw fruit on the board.
Make landscape, blue sky and green ground. Colored crayons.
Make a water wash, then a light blue wash to represent sky,
on a Sunny day.
Make a green wash to represent a field.
Paint a landscape, blue sky and green ground.
Illustrate drawing in connection with language.
:
November and December
III Paper-tearing—Leaves
1 Make units of design from leaves or other simple forms.
Suggestions: Book 4, pages 89, 90; Book 1, page 58. Save.
2 Autumn landscape, sky and ground. Colored Crayons, wa-
ter-colors.
3 Fold a calendar-back. Cut landscapes of previous lessons in-
to appropriate sizes and shapes for the calendar-back. Paste,
studying carefully the placing of the calendar and landscape.
Suggestion: Book 3, page 66.
Make borders of leaves. Suggestions: Book 1, page 58.
Use the border for a book-marker. September entries omit this.
January, February and March
IV Toys
1 Suggestions: Book 1, page 40, 41. Paper-cutting and tear-
ing, crayon, brush.
2 Winter trees. Winter landscapes. Illustrations of winter.
Suggestions: Book 1, page 26; Book 2, pages 11, 27; Book 3,
pages 8, 9. Crayon and brush.
3 Make a booklet cover with a winter landscape for decora-
tion. Use as a valentine.
Japanese lanterns. Crayon and brush.
Illustrative drawing.
Construct a simple object. Design, applied number.
:
13
April, May and June
V Illustrations of Spring
1 Suggestions: Book 1, page 33; Book 3, pages 12, 27, 31, 53.
2 Twigs and flowers. Paper-cutting, crayon and brush. Sug-
gestions: Book 1, pages 22, 23, 24, 25; Book 2, pages 15, 23;
Book 3, pages 22, 23, 24. *
3 Make a booklet cover. Use a border for decoration. Paper-
cutting. Nature forms.
Trees. Suggestions: Book 2, page 4; Book 3, page 3.
Landscape — Marines. Suggestions Book 1, pages 2, 5;
Book 2, page 9; Book 3, page 66.
Give illustrative drawing in connection with other studies.
Illustrative drawing is good for occupation work.
Encourage blackboard drawing.
:
;
PHYSICAL TRAINING
Five minutes in the morning for gymnastics and five for plays
and games. In the afternoon ten minutes for plays and games.
First Term
Lessons I to VII inclusive. Beginning Sept. 19 on lesson I, de-
vote two weeks to each lesson.
Second Term
Lessons VIII to XIII, inclusive.
Third Term
Lessons XIV to XVIII, inclusive.
Plays and games to be selected from syllabus of games.
Note—Where no piano is available and it is necessary for children
to sing while playing, all vigorous movements should be avoided. If
games must be accompanied by song, one division may play while the
other sings. All Physical Training work should be given out of doors
whenever the weather permits.
PHYSIOLOGY AND HYGIENE
Assignment for Physiology and Hygiene will be sent later.
III
SECOND GRADE
READING
Readers—Appleton's Second Reader; Classics, Old and New,
Book 2; sets of Supplementary Readers furnished by the Board of
Education.
I Language-Reading Lessons
These blackboard reading lessons are in the nature of class com-
positions and afford opportunity for training in composing as well
as in reading and, as in the First Grade, they are based upon the oral
*
14
language lessons on the world of Social Activities and the Nature
World.
II Intensive Reading
1 Training in independent, self-directed effort to master the
thought of the printed page, Silent Reading and “Telling the
Story.”
2 Training in studying out the full meaning of the text, Class
Study, paragraph by pargraph.
3 Training in giving adequate expression.—Oral Reading.
III Sight Reading
Opportunity for the exercise of the ability to read at sight devel-
oped by intensive study, is afforded by the supplementary readers.
By special selection of the stories in the regular readers and by
the use of the supplementary readers, a close interrelation should be
brought about between the reading and the several phases of the con-
tent of the language work noted in that course.
IV Word Study
1 Word study by means of flash work and other devices for giv-
ing power to picture words and even phrases on the mental
retina.
2 Phonic exercises which constitute a direct and an indirect
preparation for the reading lessons, (a) direct preparation by
studying words and classes of words found in the reading les-
sons; and (b) indirect by general phonic drill lessons which
result in power to sound out all difficult words.
SPELLING
One word of the following list is to be made prominent in each
lesson. Their pronunciation, division into syllables, derivation, phon-
etic properties, oral and written spelling and meaning, are all to be
made clear to pupils.
The teaching of a new word may be done (1) by using it in a
sentence; (2) by definition or description; (3) by giving a synonym
or the antonym ; (4) by illustration with object, action or drawing;
(5) by etymology. *
Each lesson should have also from eight (B Schools) to twenty
(Advanced Schools) subordinate words taken from the text-book or
composition exercises. Systematic review each Monday should be
made of the prominent words taught in this and in the lower grades.
Frequent supplementary dictation, word-building and phonic exer-
cises should be given. Spell much orally. In oral spelling indicate
syllables usually in one of these ways:
(1) By slight pauses.
(2) By pronunciation of syllables.
(3) By re-pronunciation of syllables.
Teach a little daily, test thoughtfully, drill intensively, and follow
up words misspelled persistently.
Spelling Words
Always, again, animal, about, afraid, apron, almost, among,
15
against, been, bought, break, brought, brother, busy, bottom, beautiful,
build, before, buy, coming, color, cousin, caught, covered, curved,
children, country, clothes, done, earth, easy, eyes, each, enough,
friend, flowers, father, field, great, goes, garden, ground, grows, grew,
hear, here, horse, half, heavy, head, inside, knew, knife, leaves, light,
large, learn, listen, lesson, laugh, lived, middle, much, minute, nice,
name, other, often, Open, own, over, ought, only, pretty, piece, picture,
pencil, please, people, petals, put, quiet, quite, rough, right, straight,
Sugar, Smooth, shoes, showed, sometimes, Small, strange, sleigh, side,
thought, than, though through, tried, teacher, talk, these, take, until,
used, use, veins, watch, whole, wear, wrong, work, whose, Wednesday,
whether, while, world, wrote, word, wears, you, yellow, think, tired,
those, touch, threw.
LANGUAGE
I The Social World. The study of life activities in this grade in-
1
REAL
(a)
(b)
(c)
cludes
LiFE EXPERIENCEs
The Family and the Home: As in the first grade. This
serves as the basis for the comparative study of the homes
and lives of other people.
The Neighborhood: As in the First Grade, but developed
to include larger ideas of community interests and to give
deeper significance to the advantages of community life and
its relations with industrial life.
The School and School Activities: Another phase of com-
munity life with its privileges and obligations; the first
intimations of the reason and necessities for government
given through the discussions of the purposes of school
regulations, as given in the First Grade, are to be here re-
viewed and the study somewhat extended.
2 OTHER PEOPLE AND THE IR HOM ES
:
(a)
(b)
(c)
The Story of Heidi: In order to enhance the value of
every day life conditions and occurrences within the child’s
own experience and to lead him to consider these thought-
fully and with interest, the story of Heidi is given in close
correlation with real life study as noted above.
Stories from the Seven Little Sisters; or other available
stories which present a simple picture of child life in other
countries are to be given as introduction to Geography.
Stories from History and Literature of the childhood of
great men are to be selected to celebrate the National Holi-
days and the festivals of the year. See Primary Teachers'
List.
The Nature World
AN |MAL LIFE
PLANT LIFE
EARTH AND SHOY
GARD ENS AND GARD EN 1 NG
(a)
Class observation lessons.
| 6
(b) Individual observation lessons.
Note—For very helpful suggestions for materials and lessons,
and for correlated hand work see Baltimore Nature Study Pamphlet
for I and II Grades as follows: Birds, pages 7-13; Pets, 15-20; Plant
raising, 21–25; Trees, Leaves, Twigs and Buds, 26-41.
III Literature Poems to be memorized : Stories and poems to be
read to or by the children, including ethical stories and poems,
dramatic stories, stories and poems to illustrate various topics,
stories and poems to entertain.
Poems and stories suitable for the various phases of this work
will be found in the Primary Teachers' Lists.
One poem or extract (of not less than six or eight lines) to be
learned each month.
IV Composing Exercises
1 Oral Work: The subject-matter in the foregoing outline con-
stitutes the basis for the conversation or oral composing which
forms the major part of this work.
2 Written Work: This consists of: (a) Stories or narrations
founded on the lessons on the subject matter, as noted above;
(b) records of individual observations; (c) word pictures or
descriptions; (d) the writing of simple letters.
V Technical Language Training In addition to, and as supple-
mentary to, the training in capitalization, punctuation and the
study of words and sentences involved in the above work, spe-
cial training exercises should be given in these matters as here
indicated : e
1 Capitals and Punctuation: (a) Review of the capitals taught
in the First Grade. Names of places, important words in title
or subject capitalized. (b) In addition to the punctuation
marks noted to be taught in the First Grade, the use of the
mark of possession taught.
2 Study of Words, Oral and Written: (a) A review according
to the needs of the class, of the work of the First Grade. (b)
A study of the formation of noun-plurals, regularly and irregu-
larly. This is to be confined to such words as the children meet
with in their readers and use in their written work. (c) A
study of the more familiar synonymous terms, as, great, large;
Small, tiny; pleasant, nice; pretty, lovely, etc.
3 Study of Sentences: The study of sentences will include those
forms noted in the First Grade and also any others used by
the children in their written work.
These will probably include many sentences in which the rela-
tives should be used and in place of which children use
awkward circumlocutions. The training exercise in the use
of these should be oral.
In this grade a special study of well formed, expressive sen-
tences should be a large part of the class composition work
and of the “correction of written work” exercises.
4 Manual Expression: As motor activity should be an accom-
17
paniment and at certain points a basis for thought activity,
the manual expression of the child’s thought evolution is ar-
ranged to co-ordinate with the language expression. To that
end correlations of the drawing, constructive work and other
hand work may be arranged in connection with the several
phases of the language-content.
WRITING
Frequent blackboard writing.
Simple movement exercises.
Writing on paper with pencil.
Teach script forms and figures.
Spencer's Practical Writing Book No. 2.
ARITH METIC
This assignment is the result of an attempt by all during the
year 1909-10 to simplify for the pupils in school rooms that dem-
onstrated they were least efficient in arithmetic.
First Term
Continue the counting exercises of the first grade; counting by
twos, fours, eights, threes, sixes, twelves; fives, tens, twenties, for-
ward and backward, involving at first the use of objects. Take
combinations that are based upon these exercises in counting. These
should include 25 of the 45 addition and subtraction facts:
1 2 3 4 5 6 7 8 9 2 3 4 5 6 7
1 1 1 1 1 1 1 1 1 2 2 2 2 2 2
g g g 4 5 - 6 7 g o 4 5 67 go
2 2 3 3 3 3 3 3 3 4 4 4 4 4 4
5 67 g o 67 g o ż is 9 go o
5 5 5 5 5 6 6 6 6 7 7 7 8 8 9
* * * * * * * * * * * *===s ºmsºs º ºsses
Analysis of groups, including simple fractional parts, emphasiz-
ing even groups. Most schools will reach 16 in this work.
Formal abstract exercises in addition, substraction, multiplica-
tion and division, with simple concrete problems based upon every
day life.
In the analysis of groups, base much of the work on measure-
ment; the inch, foot, yard; the hour, day, month; the”ounce,” pound;
liquid and **dry measure; see study of 12, based on the foot, as to
method. *B schools will use in analysis of groups halves and fourths.
Use constructive exercises involving the use of the inch and half
inch. Schools may give these exercises in the Manual Training
period.
Second Term
Counting exercises continued; counting by twos, fours, eights;
threes, sixes, twelves, fives, tens, twenties; forward and **backward.
Counting by twos beginnig with one, two or three, etc.
18
Analysis of groups, twelve, fourteen, sixteen, eighteen, “twenty-
four and **thirty-six; the ability of the class to determine the limit.
Base most of this work on measurement, the foot, yard; the hour,
day, week, month; the”ounce, **pound; liquid and **dry measure;
the cent, dime and dollar.
Recognize tens in the treatment of numbers. First with sticks,
afterwards by memory drill from one to fifty by adding successive
tens as 11 plus 1; 21 plus 1; 19 plus 1, etc. Also reverse 19 — 1 ;
29 — 1, etc. Frequent use throughout the year.
Addition of single columns of numbers whose sum does not ex-
ceed fifty. Take ten more of the 45 combinations given in first term.
Additions of two numbers each containing tens and units.
Third Term
These lessons may be followed by concrete problems illustrated
by sticks with tens and units as in previous years.
** In adding two or more numbers each containing tens and
units give many oral exercises based on the composition of the num-
bers as 22 plus 23 equal P; 22 plus 20 equals P; 25 plus 25 equals 2;
25 plus 20 plus 5 equals 2; 26 plus 28 equals P; 26 plus 20 plus 8
equals f.
Multiply in a similar way 2 (20) equals 40; 2 (24) equals 2 (20)
plus 2 (4) equals 48; 2 (28) equals 2 (20) plus 2 (8) equals 2.
In division only composite numbers should be used, as 24 the
dividend with one of the factors as a divisor.
**Subtraction in which units figure in the minuend is less than
units figure in the subtrahend.
Additions, substraction, multiplication and division table de-
veloped and applied in problems of every day activity.
Use the foot rule, fraction strips and constructive exercises. The
number elements should be clearly and definitely developed.
Read and write numbers to one hundred. **Roman numerals to
fifty.
\ In written work avoid difficult problems; secure simple state-
ments; limit the amount. The formal process of division is not
taught. Finish all of the 45 combinations given in the first term.
*B schools or about one-third of all will omit the topic.
**Advanced schools or about one-eighth of all only will take
the topic.
MUSIC
Fall Term
Modern Primer
Second Grade teachers please note “The Feeling for Key” page
11, also Rhythm work on page 18 of the Handbook. In Tone Rela-
tionship begin on page 21 and review until unfamiliar ground is
reached. Use Songs suitable to the season, also songs suggested
from supplementary books.
Be original in modulator pointing; avoid repetition of intervals;
and be sure that children are not singing from memory. Use songs
from lists previously sent out. Be sure to pitch songs high enough.
19
Beginning November 1st, introduce Staff Notation page 31 Hand-
book showing key signatures but not explaining.
Explain meter signatures as on page 31.
November
Keys E and E flat-Scale on page 41, melody page 40. Page
46 “Jumping Johnny.”
Key D—page 31. Scale page 61. Bunny and Polly page 47. A
Sleigh Ride.
December
Key F-page37, scale page 37—II, page 69—V.
Key G—page 29, scale page 56—II, Tick Tock page 28.
- Winter Term
Modern Primer.
January
Key of C: Scale page 27, The Raindrops, Bouncing Ball.
Key of A and A flat: page 33 scale exercise II, page 43 scale exer-
cise II.
February
Key of B flat and B–page 39 scale. German Folksong page 64.
March
Review keys previously taught and strengthen the weak places.
Spring Term
April
Primer page 122, I, II, III, page 30 The Squirrel, page 37, I.
May
Primer page 56, I, page 23, The Spider, page 33, V, page 43, A
Study.
f
June
Primer page 39, A Study, page 38, Mix a Pan-cake.
Songs from Primer and Supplementary Books.
SUGGESTED SONGS
Autumn Songs
Page 22 Gaynor No. 2 “Cat Tails”
Page 34 & 4 & C The Crow
g Winter Songs
Page 68 Gaynor No. 1 Jack Frost
Page 70 & 4 & & Sleighing Song
Page 23 First Melodic Winter Song
Page 55 & 4 & 4 Snow Flakes
Spring Songs
Page 30 Gaynor No. 2 Sweet Pea Ladies
Page 23 4 & 4 & Daisies
Page 29 & 4 “. Poppies
20 -
Page 48
Page 34
Page 83
Page 87
Page 104
Page 118
Page 120
Page 73
Page 76
Page 106
Page 91
Pages 74, 75
Page 36
Page 53
Page 73
Page 100
Page 94
Page 73
Page 42
Page 53
Page 54
Page 56
Page 122
Page 11
Page 14
Page 16
Page 17
Page 22
Page 46
Page 61
Page 62
Page 88
Page 89
Page 100
Page 114
Page 98
First Melodic
Gaynor No. 1
Seed Time
Buttercups
An April Shower
Spring Song
Ding-Dong-Daisy
Waiting to Grow
Little Bud
Robin Red Breast
Birth of the Butterfly
Songs Throughout the Year
Gaynor No. 2
&
( &
February
First Melodic
Stepping Stones
Feather Game
Sweeping and Dusting
The Frog
Piggie Wig and Piggie Wee
The Postman
Prism Game
The Ball
Mr. Bee
What Does Little Birdie Think
Shuttle Cock
The Invitation
The Wind
Children of Japan
Land of Nod
Song of Iron
Blacksmith
Shoemaker
Grandma Knitting Song
Pit-a-Pat
The Moon Boat
My Shadow
Tea Kettle
Owl
Winding the Clock
Songs
“Hurrah for the Flag”
Flag Song
These books may be found in the libraries of most of the build-
ings.
Other songs not easily procured, will be mimeographed and sent
out from time to time.
DRAWING AND APPLIED ART
September and October
Draw simple fall flowers, fruit and bright-colored vegetables.
Suggestions: Book 1, page 15; Book 2, page 18; Book 3, page 15.
Crayon and water colors.
I Paper-tearing
21
1 Trees of different kinds. Arrange on the board to represent
woods or orchard.
2 Draw trees on the blackboard.
II Paper-cutting
A pumpkin with a stem.
Draw pumpkins on the board.
Illustrative drawing. -
Paint a pumpkin. Suggestions: Book 1, page 19.
Paint a landscape, blue sky and green ground. .
Paint a landscape, blue sky, green grass, and distant trees.
Suggestions: Book 1, page 6. Crayon and water-colors.
Make units of design from leaves or other simple nature forms.
Suggestions: Book 4, page 89; Book 1, page 58.
7:
November and December
III Autumn Landscapes
1 Crayon and water colors.
2 Make a border of leaves. Paper-cutting or water colors. Sug-
gestions: Book 1, page 58. Use as a book-marker or blotter.
3 Plan and construct a calendar-back. Cut landscapes of previ-
ous lessons into appropriate sizes and shapes for the calendar-
backs. Paste, studying carefully the placing of the calendar
and landscapes. Suggestions: Book 3, page 66. Applied
number. #
January and February
IV Toys
1 Paper-cutting and tearing. Crayon, brush. Suggestions: Book
1, pages 40, 41, 42.
2 Winter landscapes. Suggestions: Book 2, page 11 ; Book 3,
page 9; Book 4, pages 8, 9. {
3 Illustrations—Winter. Suggestions: Book 1, pages 26, 27, 48;
Book 2, pages 11, 27, 28, 29; Book 3, page 9. Pose.
4 Make a valentine and envelope. Applied number.
March
V Illustrative Drawing
1 Japanese lanterns or other objects. Suggestions: Book 1,
pages 46, 47; Book 3, pages 46, 47. Crayon and brush.
2 Design a booklet-cover. Applied number.
April, May and June
VI Illustrations of Spring
1 Suggestions: Book 1, page 33; Book 2, pages 12, 13; Book 3,
pages 12, 27, 31, 53.
2 Twigs and Flowers—Paper cutting. Crayon and brush. Sug-
gestions: Book 1, pages 22, 23, 24, 25; Book 2, pages 15, 23;
Book 3, pages 22, 23, 24.
3 Trees. Suggestions: Book 2, page 4; Book 3, page 3. Crayon
and brush.
4 Design a book-cover. Use a border for decoration. Water-
colors. -
- 22
5 Landscapes—Marines. Crayon and brush. Suggestions:
Book 1, page 6; Book 2, pages 2, 9, 12, 13; Book 3, pages 3.
63, 66. -
6 Give illustrative drawing in connection with other studies.
7 Encourage blackboard drawing.
PHYSICAL TRAINING
Five minutes in the morning for gymnastics and five for plays
and games. In the afternoon, five minutes for plays and games.
First Term
Lessons I to VII inclusive. Beginning September 19 on Lesson
I, devote two weeks to each lesson,
Second Term
Lessons VIII to XIII inclusive.
Third Term
Lessons XIV to XVIII inclusive.
Plays and games to be selected from syllabus of games.
Note—Where no piano is available and it is necessary for children
to sing while playing, all vigorous movements should be avoided.
If games must be accompanied by song one division may play while
the other sings. All physical training work to be given out of doors
whenever the weather permits. -
Assignment for Physiology and Hygiene will be sent later.
IV
THIRD GRADE
READING
Text-Book and Supplementary Reading
Progressive Third Reader, first 140 pages.
Take up these lessons in consecutive order, except to vary thern
to suit special occasions and seasons of the year.
The time set apart for this work, 440 minutes per week, seems
adequate to enable all schools to complete the first half of the Third
Reader, and such supplementary reading as may correlate with it.
Intensive work—the enlargement of the pupil’s vocabulary, the
mastery of the thought content, the expressive reading in good rich
tone and well modulated style are the results to be gained.
Watch the voices of pupils. So far as possible have them
breathe correctly. Avoid harsh, strained reading,
The supplementary reading will be selected by the teacher from
the list of books found in her building. Encourage free, consecutive
reading, assisting pupils through difficult places by pronouncing
words, etc.
Teachers should read much for their pupils, thus setting a stand-
ard of good reading and creating a taste for it.
. 23
SPELLING
Two words of the following list are to be made prominent in each
lesson. Their pronunciation, division into syllables, derivation, phon-
etic properties, oral and written spelling and meaning, are all to be
made clear to pupils.
The teaching of a new word may be done (1) by using it in a
sentence; (2) by definition or description ; (3) by giving a synonym or
the antonym; (4) by illustration with object, action or drawing; (5)
by etymology. *
Each lesson should have also from eight (B Schools)) to twenty
(Advanced Schools) subordinate words taken from the text-book
or composition exercises. Systematic review each Monday should
be made of the prominent words taught in this and in the lower
grades. Frequent supplementary dictation, word-building and
phonic exercises should be given. Spell much orally. In oral spelling
indicate syllables usually in one of these ways:
1 By slight pauses.
2. By pronunciation of syllables.
3. By repronunciation of syllables.
Teach a little daily, test thoughtfully, drill intensively, and fol-
low up words misspelled persistently.
Spelling Words
Children, sure, any, which, until, where, there, often, forty, ninety,
hundred, umbrella, island, taught, breathe, breath, Saturday, Wednes-
day, cough, toward, soldier, women, flour, tried, music, pencil, whether,
clothes, sword, quiet, autumn, column, their, catch, tired, flower, min-
ute, upstairs, again, field, yesterday, overshoes, threw, golden, close,
weather, quite, believe, accept, course, whole, truly, carriage, saucy,
friend, beneath, ugly, coming, afraid, figure, cellar, circle. twentieth,
ninth, ache, enough, elephant, bridge, useful, office, sleigh, bicycle,
seldom, vinegar, bacon, knob, ceiling, through, pitcher, severe, bought,
color, surprise, forehead, running, laughter, once, o'clock, leaves,
broad, breakfast, muffin, uncle, kitchen, noise, crumbs, carried, picture,
hatchet, juicy, daughter, beginning, lonesome, oatmeal, traveling,
grocery, woolen, bushes, stitch, scratch, between, coward, many, chief,
coax, neighbor, laid, healthy, piece, said, veins, busy, studied, napkin,
bucket, fountain, brought, replied, scissors, cushion, underneath,
smoky, thimble, writing, central, lantern, saucer, used, crooked, chim-
ney, squirrel, picnic, schoolmate, machine, company, quarter, village,
language, different, rinse, tongue, listen, pavement, shelves, heaped,
shining, bade, doctor, knead, forest, stopping, happiness, melody,
arithmetic, leather, daily, plucked, dandelion, murmur, petals, frisky,
boughs, good-by, to-day, notice, empty, padlock, pantry, hungry,
kernel, knelt, polite, review, scorch, moist, neither, straight, teacher,
waist, prompt, country, measure, eighth, excuse, glisten, pleasant,
money, rejoice, onion, thousand, screech, velvet, touch, veil, thirteen,
weigh, families, banana, conduct, paddle, animal, braid, subtract,
steak, explain, handful, twenty-one, orphan, rough, bathing, promise,
voice, period, forgotten, icicle, riddle, ocean, olive, ticket, whose,
whistle, every, alley, climate, dodge, double, bury, center, parents,
control, cottage, forgive, echo, greedy, mistake, naughty, heavy, cozy,
24
perfect, repair, fifteenth, fought, shaken, Sparrow, swallow, Sneeze,
inquire, curtain, already, because, annoy, chapter, complete, night,
divide, elbow, erect, fretful, know, maiden, loose, obey, nineteen,
parrot, recite, screen, zero, whisper, yarn, wonder, admire, bundle,
creek, fairy, honey, iron, monkey, edge, Outward, poem, prefer, re-
ward, scatter, thought, toil, truth, view, worth, watch, beautiful,
sentence, utter, against, intend, smear, people, avoid, chicken, beside,
coach, bitten, choice.
Third revision of this list May, 1910.
LANGUAGE
Throughout the year place emphasis upon oral language work.
In no other way can facility of expression be so well Secured.
First Term
I For Oral Language.—Stories—one good story having some ethi-
cal content might be learned each month throughout the year.
Poems.-Select out of the numerous poems for children one
for each month for each term. Use these poems for memorizing
and for oral language in paraphrasing. Occasional written exer-
cises based upon these poems and stories may be given.
II Study of the honey bee or ant or both. This study should be
partly of the bodily structure, but mainly of the habits, their
community life, their method of work, division of labor, etc.
Miss Norley’s “Little Bee People,” and Maetterlinck’s “Life of
the Bee”— the latter a masterly piece of literature for the
teacher only.
III Teach the use of comma, period, capitals, quotation marks, sim-
ple abbreviations, apostrophe, etc., by means of dictation exer-
C1SeS.
IV Outdoor Nature Study.—Leaves, seeds and their curious modes
of distribution, flowers, trees, weeds, etc.
V History.—Thanksgiving Day, the Pilgrims, Christmas Day in
our own and other lands, October 12, Columbus Day.
VI Letter Writing.—Letters of ordinary correspondence.
Second Term
1 Continue the Oral Language as in previous terms. Stories and
poems.
II Written work occasionally—brief paragraphs.
III Dictation for accuracy in the use of the common marks of
punctuation and capitals, etc.
IV History.—The Colonies, English and Dutch; mainly the home
life and child life of that remote day. Washington's Birthday,
Lincoln's Birthday and the story of his life simplified.
Longfellow's Birthday—his poems for the children, Story of Evan-
geline simplified.
V Outdoor Nature Study.—Snow, ice—cold, frost—freezing, thaw-
ing. Sports of Winter, skating, coasting, snow-balling.
Vegetation in winter—buds. Animal life in winter—birds and
squirrels.
25
Third Term
I Oral Language.—Facility in the use of words in oral speech to
be emphasized in this grade. Increase of vocabulary. Teacher
in her story telling introduces new words—children encouraged
to do so. Dramatizing stories. Poem study the basis for oral
and written work.
II Much Dictation—As in previous terms.
III Nature Study—Flowers—birds as they return. Keep minds of
pupils alert with regard to the returning tides of life. Sky, moon,
stars, clouds, rain, dew. Slopes determining flow of little streams
of water in streets, etc.
WRITING
Blackboard writing.
Simple movement drills.
Script forms carefully taught.
Use pen and ink.
Spencer's Practical Writing Book No. 3.
ARITHMETIC
This assignment is the result of an attempt by all during the
year 1909-10 to simplify for the pupils in school rooms that demon-
strated they were least efficient in arithmetic.
Toics marked ** for A schools only.
First Term
Continuation and extension of the work of the second grade in
fundamental operations. Special attention should be given to the
combinations in addition.
Develop number relations by counting exercises by twos, fours,
eights; threes, sixes, twelves; fives, tens, twenties; forward and back-
ward from all possible beginnings.
Recognize ratio and tens in the treatment of numbers.
Simple exercises in fractions; halves, fourths, eighths; thirds,
sixths; fifths, tenths.
Construction of multiplication and division tables of twos, threes,
fours, fives and their use in problems, involving measurements of
1ength, weight, time, **area, dry and liquid measure.
These exercises should at first be concrete using the equipment
provided in each building.
Fundamental processes and their application in problems; see
pages 28 to 46, Rational Arithmetic.
Problems in measurement and drawing to scale; see pages 1 to
8, **46 to **48. Exercises in estimating dimensions; see pages 1 to
8. **Problems in weight; see pages 14 to 16.
**Examples 4, 5, 6, page 6, and examples 10, 11, page 7.
The assignment covers the first 48 pages in the Rational Arith-
metic. *B schools omit page 48.
Second Term
Review of multiplication and division tables of twos, threes,
26
fours, and fives, by their use in problems as well as by their repetition
as tables.
Reading and writing numbers through thousands. Roman num-
erals to one hundred.
Multiplication and division tables through the eights.
Give much attention to the study of typical groups involving
measurement, omitting all difficult fractional work.
Use the rule in frequent exercises, drawing rectangles of given
dimensions; see page 6 problems, 4, 5, 6; page 7, problems, 10, and
11. The ability of the class should determine the difficulty of the
problems. **Review problems in drawing to scale; see pages 46, 47
and also 56 and 57.
**Measuring and building of solids and contents of boxes; see
pages 72 to 78. Treat this work objectively.
The assignment extends from page 49 to 81 in the Rational
Arithmetic omitting the study of triangles on page 64.
Third Term
Frequent reviews of the multiplication and division tables of
sixes, sevens and eights.
Reading and writing numbers through thousands. Read 125 as
one hundred twenty-five ; 1,104 as one thousand one hundred four;
the word “and” should not be used unless a fraction is added to the
whole number.
Multiplication and division tables through the tens.
In oral work, continue the use of the analytic study of 12 and 36
based upon measurement. Make suitable selections.
Emphasize operations in United States Money. See page 95.
**In connection with the table of nines teach the square yard as
a unit of measurement and apply it in finding the area of black-
boards, flowers and garden beds, etc.
The assignment will extend to page 100 in the Rational Arith-
metic. *
*B schools or about one-third of all.
**Advanced schools or about one-eighth of all.
HISTORY
Throughout the work in history and geography parts marked *
are for the fast grade only, while the parts marked * * are optional
with the fast grade.
Fall Term
Text: Fifty Famous Stories Retold, Baldwin : pp 5-17, 21-39, 49.
58. Stories omitted optional with fast grade.
Winter Term
Text: Fifty Famous Stories Retold, Baldwin; pp 58-61, 64-68,
76-84, 91-102, 106-113, *113-118, *132-137. Stories omitted, optional
with fast grade. -
Spring Term
Text: America's Story for America's Children I, Pratt; pp. **1-
22, 23–36, 53–66, +67–82, 86–100.
27
GEOGRAPHY
Fall Term
I Seasonal Changes: Effect on Vegetation, Animal Life,
Home Life, Life of Child. II. The Sky: Appearance, Sun, Moon,
Stars. III Common Forms of Food. How acquired. IV Modes
of Travel and Transportation.
Winter Term
I Seasonal Changes. II Form of Water: Clouds, Fog, Hail,
Frost, Snow, Ice. III Common Articles of Clothing. How acquired.
IV Modes of Travel and Transportation. V Study of Distance and
Direction. VI Map Making : School Room, School Yard, Local Sec-
tion of City.
Spring Term
I Seasonal Changes. II Common Home Utensils. How ac-
quired. III Map Making. Make map of City and locate public
square and other important places. IV Locate Land Forms. V
Soil : Rock, Gravel, Sand, Clay, Loam. VI Running Water.
MUSIC
Parts marked * to be omitted by slow schools.
Fall Term
Teach pitch names. Children have seen but they have not had
key signatures explained. Teach the keys as they appear in the
exercises of the outline. Place on board staff modulator as illus-
trated on page 27 of the Handbook.
September
Pages 3 to 14.
Special attention page 7, exercise 1, 2 and 3; page 9, exercise 5;
page 12, exercises 8, 9 and 10; page 13, exercise 15.
*Dictation, page 12.
Manual, pages 35 to 41.
October
Pages 14 to 23. g
Special attention page 14, exercises 19 and 20; page 17, exercises
23 and 24; page 19, exercise 29; page 21, exercise 31.
*Dictation, page 21. r
Manual, pages 41 and 42.
November
Pages 23 to 30. º
Special attention page 23, exercise 38; page 25, exercise 42;
page 29, exercise 44.
*Dictation, page 29.
Manual, pages 42 and 43.
December
Pages 30 to 40. Special attention page 31, Norwegian Melody;
page 33, exercise 54; page 35, exercise 60; page 37, exercise 63.
*Dictation, page 37.
28
Manual, pages 43 and 44.
Melodic Manual, pages 35 to 45.
Teach such rote songs as are suggested within the above named
pages, and also the songs suggested from Supplementary books.
Use Melodic Second Reader and Manual entitled “Music in the
Grades.” In two-part work do not allow one part to sing the alto
always—alternate the parts.
Winter
January
Pages 40 to 48.
Manual, page 45. e
Special attention page 43, “Giving Thanks”; page 45, exercise
71 and 72—Natural Minor, “page 45, exercise 74.
*Dictation, page 45, exercises 1 and 3.
February
Pages 48 to 57.
Manual, page 46.
Special attention page 48, exercises 75 and *76; page 49, exer-
cise 79; page 51, exercises 80, 81 and 82; *page 52, Norwegian Folk-
song; *page 53, exercise 85.
March
Pages 57 to 64,
Manual, page 48.
Special attention page 63, exercises 92, 93, 94, 95, 96, 97.
Commence each outline on the first of the month.
Do work to which special attention has been called first.
Pitch pipes must be used in giving key for all songs and ex-
ercises.
Please place key signatures for the nine common keys on the
board, also the modulator found on page 15 of the Handbook used
in the second grade. The above to be kept on the board throughout
the year. Use modulator for interval work daily.
Spring
April
Pages 64 to 68.
Special attention page 64, exercise 98; page 67, exercises 107
and *108. -
*Dictation, page 66, exercises 1 and 2.
Manual, pages 48 and 49.
May
Pages 68 to 71. -
Special attention, page 68, exercises 109, 110, *112; page 69,
exercises 114, *116, 117, 118. -
Manual, page 48 and 49.
June
Pages 71 to 76.
Special attention page 73, exercise 120.
*Dictation, page 71, exercises 1 and 2. Manual, pages 48 and 49.
Choose songs from pages 67, 69, 70, 73, 74, 75, also from list.
29
The use of the modulator for interval drill cannot be insisted
upon too strongly.
There is a strong tendency to pitch every song in the key of
|C or A because the pitch pipe is a C or A. The use of the pitch
pipe is explained at the back of the Handbook. Please study and
pitch songs in proper key.
SONGS SUGGESTED
Autumn Songs
Page 26–Gaynor No. 2 . . . . . . . . . . . . . . . . . . Milkweed Seeds
Page 78–Gaynor No. 2 . . . . . . . . . . . . . . . . . . . . . Golden Rod
Winter Songs
Page 16–Gaynor No. 2 . . . . . . . . . . . . . . . . . . . . . . . . . Skating
Spring Songs
Page 24–Gaynor No. 2 . . . . . . . . . . . . . Morning Glory Bells
Page 32–Gaynor No. 2 . . . . . . . . . . . . . . . . . . . . . . . . Bobolink
Page 46—Gaynor No. 2 . . . . . . . . . . . . . . . . . . . . . . . Awakening
Page 55–Gaynor No. 2 . . . . . . . . . . . . . . . . . . . . . Woodpecker
Page 58—First Melodic . . . . . . . . . . . . . . . . . . . . Spring's Call
Page 44–Gaynor No. 1 . . . . . . . . . . . . . . . . . . . . . Easter Song
Songs Throughout the Year
Page 47—Gaynor No. 1 . . . . . . . . . . . . . . . . Blowing Bubbles
Page 86–Gaynor No. 1 . . . . . . . . . . . . . . . . Song of the Clock
Page 30—First Melodic . . . . . . . . . . . . . Cherry Festival Song
Page 36–First Melodic . . . . . . . . . . . . . . . . . . . . . . . . . Waking
Page 38—First Melodic . . . . . . . . . . . . . . . . . . . Sunshine Song
Page 64—First Melodic . . . . . . . . . . . . Child's Evening Hymn
Page 103--Gaynor No. 2 . . . . . . . . . . . . . . . . . . . . . . . . The Swing
Page 38—Gaynor No. 2 . . . . . . . . . . Hickory, Dickory, Dock
Page 36—Gaynor No. 2 . . . . . . . . . . . . . . . . Language Lesson
Page 59—Gaynor No. 2 . . . . . . . . . . . . . . . . . . . Some Lullabys
Page 89–Gaynor No.2 . . . . . . . . . . . . . . . . . . . . . . . . . . Boating
Page 92—Gaynor No. 2 . . . . . . . . . . . . . . . . . . . . . . . . . Boating
February Song
Page 8–Gaynor No. 2 . . . . . . . . . . . . . . . . Salute to the Flag
These books may be found in the libraries of most of the
buildings.
Other songs not easily procured will be mimeographed and sent
out from time to time.
DRAWING AND APPLIED ART
September and October
Draw simple fall flowers and bright-colored vegetables. Sug-
gestions: Book 1, page 15; Book 2, page 18; Book 3, pages 15, 23;
Rook 6, page 18. Crayon and water-colors.
30
Draw branches of fruit. Suggestions: Book 1, page 18; Book
2, pages 19, 22; Book 3, pages 18, 19; Book 4, page 20.
Crayon and water-colors.
lllustrative drawing.
Make collection of leaves, seed-pods, etc., to be used as material
for design. Make units of design.
November and December
October and November landscapes. Crayon and brush.
Make units of design from nature forms. Suggestions: Book
6, pages 86, 87; Book 4, pages 89, 90; Book 1, page 58.
Illustrative drawing.
Make a calendar or other object. Applied number.
January
Draw common objects, toys, etc. Brush and crayon. Sugges-
tions: Book 1, pages 47, 50; Book 2, pages 42, 43; Book 3, pages
42, 43, 44, 45, 46, 47; Book 4, pages 50, 51, 52, 53, 55, 56.
February
Winter trees. Suggestions: Book 3, page 8; Book 4, pages
6, 7; Book 5, page 26. Crayon.
Winter landscape. Suggestions: Book 4, pages 8, 9, 10; Book
6, page 8.
Illustrations of winter. Suggestions: Book 1, pages 26, 27,
28; Book 2, pages 11, 27; Book 3, page 9. Pose.
Illustrative drawing in connection with language.
March
Make a cover for a booklet. Applied number.
Construct an envelope and decorate it.
Illustrations of spring. Suggestions: Book 1, page 33; Book
3, pages 7, 29, 31, 32, 53; Book 4, page 30.
Illustration in Other studies.
April, May and June
Twigs and flowers. Brush and crayon. Suggestions: Book
1, pages 22, 23, 24, 25; Book 2, pages 15, 23; Book 3, pages 22, 23,
24; Book 4, pages 21, 52, 53.
Construct an envelope and decorate it.
Trees. Landscape. Marines. Suggestions: Book 2, pages 2, 4,
9, 12, 13; Book 3, 4, 63, 66.
Give illustrative drawing in connection with other studies.
Make construction applied number.
PHYSICAL TRAINING
First Term
Lessons I to VII, inclusive. Beginning Sept. 19 on lesson I,
devote two weeks to each lesson.
31
Second Term
Lesson VIII to XIII, inclusive.
Third Term
Lessons XIV to XVIII, inclusive.
Plays and games to be chosen from syllabus of games.
Note—Whenever possible conduct all physical training work in
halls, assembly room or playground. If the playground is used,
about half time should be given to plays and games. Here it is
essential to take only the corrective exercises which are on the front
of the card. Where the work must be conducted in the class room,
one or two lessons a week should be spent on games.
Assignment for Physiology and Hygiene will be sent later.
V
FOURTH GRADE
READING
ENGLISH AND GER MAN
The Progressive Third Reader from lesson 55 to end of book.
These lessons are grouped and may be read in succession except as
teacher adapts special lessons to special occasions or to seasons of
the year.
Intensive work should be done with these lessons. Make care-
ful study of words as to their meaning in the context. The lessons
should be read frequently enough to enable pupils to master com-
pletely their thought content and to read them fluently and ex-
pressively.
Do not allow pupils to read in a high strained voice, nor, on the
other hand, in a smothered and indistinct manner.
In case there are schools not able to read thus thoroughly this
entire assignment the following lessons may be omitted :
Pages 209 to 230 inclusive.
Should there be schools able to do more than here outlined, the
teacher may make use of such supplementary reading matter as she
finds in her building.
It is in these low grades that habtis of distinct articulation are
most easily formed. Through drill, not only in the elementary vocal
sounds but in the sub-vocal and aspirate sounds and combinations of
these sounds should be given throughout the year.
For helps in this work and in the simple Principles of Reading
make use of pages 8 to 13 inclusive.
Eternal vigilance in these matters is the price of clean cut habits
of expression.
SUPPLE MENTARY READING
In every building there will be found a supply of supplementary
reading. As this is not uniform in its distribution we can only
say that the teacher will select such books as will bear most sig-
32
nificantly upon other branches in the course of study—especially
Geography, and that she will aim to select matter appropriate to
the season of the year.
SPELLING
Two words of the following list are to be made prominent in
each lesson. Their pronunciation, division into syllables, derivation,
phonetic properties, oral and written spelling and meaning, are all
to be made clear to pupils.
The teaching of a new word may be done, (1) by using it in an
oral sentence; (2) by definition or description; (3) by giving a syno-
nym or the antonym ; (4) by illustration with object, action or draw-
ing; (5) by etymology.
Each lesson should have also from eight (B Schools) to twenty
(Advanced Schools) subordinate words taken from the text-book or
composition exercises. Systematic review each Monday should be
made of the prominent words taught in this and in the lower grades.
Frequently supplementary dictation, word-building and phonic exer-
cises should be given. Spell much orally. In oral spelling indicate
syllables usally in one of these ways:
1 By slight pauses.
2. By pronunciation of syllables.
3. By repronunciation of syllables.
Teach a little daily, test thoughtfully, drill intensively, and fol-
low up words misspelled persistently.
Spelling Words
Accident, beauty, arctic, bandage, biscuit, canary, division,
educate, poultry, stolen, intrude, journey, kettle, walnut, mischief,
niece, Orchard, package, question, reason, subtract, timid, unravel,
wrinkle, aloud, bashful, cipher, crayon, library, exact, forge, humor,
imitate, Wednesday, sincere, lovable, mayor, nephew, canvass, de-
Scribe, excite, fringe, gosling, hyphen, indolent, kidnap, porridge,
multiply, nickname, oyster, pumpkin, region, separate, toilet, unhitch,
violet, waiter, yield, attack, buckle, cautious, dainty, engine, fiftieth,
golden-rod, husband, influence, jewel, kennel, lizard, merchant,
muzzle, oblige, needle, prairie, quarrel, gingham, geography, access,
blanket, apiece, bosom, author, quotient, choir, depot, citizen, errand,
carrot, failure, gallop, heaven, grieve, ivory, Italian, locate, meadow,
occupy, musket, parlor, mountain, poison, balance, quail, rescue,
satisfy, several, tease, sketch, together, solve, uneasy, station, usher,
welcome, vocal, action, benefit, ankle, horrible, awkward, chestnut,
arithmetic, coffee, bracelet, conquer, butcher, crimson, cradle, dis-
cover, error, finish, gallon, huddle, giant, increase, Japan, linen, man-
sion, nature, melon, offend, organ, pardon, pigeon, sirup, postage,
remain, season, towel, shriek, twilight, slumber, vary, sphere, warble,
geranium, granite, another, borrow, appoint, budge, anvil, cabbage,
argue, capsize, aster, barley, raisin, attempt, brief, accent, bugle,
advice, burglar, advance, cackle, amount, southern, bushel, canal,
angel, cancel, defeat, capable, delight, caress, dispute, carol, eager,
charity, expect, plumber, female, celery, flutter, cinder, kerosene, ca-
33
noe, acre, circus, trough, clamor, guess, collar, habit, plateau, hotel,
complain, index, correct, instant, concert, Indian, decide, career, de-
stroy, cartoon, diet, cement, disagree, civil, dismiss, collect, eagle,
combat enemy, command, exercise, contract, fever, credit, fierce, in-
Sect, history, lively, jangle, magic, excellent, margin, labor, mellow,
limber, navy, manage, notion, merit, obtain, model, parade, molest,
partner, metal, perish, nerve, mumble, nozzle, permit, occur. prac-
tice, Odor, publish, palace, reject, persist, resist, piano, Sabbath,
pledge, important, police, Secret, prepare, sentence, poison, Shiver,
commerce, silent, pursue, solid, quench, punish, respect, purple, Sa-
cred, temple, Scarlet, tremble, saddle, uproar, servant, untied, shovel,
unruly, scuffle, thunder, signal, welfare, tally, sparkle, supper, witty,
trumpet, stagger, trial, Sponge, unfair, succeed, honor, learned,
widow, hostess.
Third revision of this list May, 1910.
LANGUGAGE
Fall Term
I Nature Work
Seeds and seed-pods.
Talks on Autumn ; flowers, trees.
Talks that will lead the child to observe the sky; sun's
apparent path ; clouds, rain, dew, winds.
II . Industries
Study of food products.
III Literature
Teach at least one good poem.
Tell at least two good stories.
Study many short poems for meaning of words; phrases, etc.
Agnes Repplier, Celia Thaxter.
IV Composition
One good written lesson every month.
Class Composition.
Letter Writing.
V Construction Work
Review 3rd Grade work.
Choice of words.
Grammatical errors carefully noted and corrected,
Dictation: simple exercises.
Reproduction, short stories.
VI History
National Holidays.
Flag.
Winter Term
I Nature Work
Weather, frost, rain, winds, Snow.
Apparent path of sun; length of day, etc.
Compare with Fall Term.
gº
º)
II Industries
Study of Clothing.
III, IV and V continue as in First Term.
IV History
Lincoln, Washington.
Spring Term
I Nature Study
Awakening of Nature.
Observe sky, clouds, weather, Sun's path.
Note changes.
II Industries
Shelter.
III, IV and V, continue as in previous terms.
IV. History
Opening of Revolution.
Memorial Day.
July 4th.
GERMAN ( Optional)
First Term
Ear Training.—Train the pupil’s ear by giving him a vocabulary
of about one hundred words—nouns, adjectives, conjunctions, ad-
verbs, interrogative pronouns, and a few verbal forms.-Thorough
drill of the German vowels and consonants, especially those not
found in the English language.
Select, as much as possible, words of which the English cognates
are Anglo-Saxon, as Hans, Vater, alt, lang.
Writing.—Teach the alphabet. Tne words of the vocabulary
mentioned should now be written on the blackboard and copied
by the pupil. Take six weeks for this preparatory work. After this,
the written work is to be done in connection with the work in reading.
Reading and Conversation.—First, reading from the blackboard.
In the seventh week (or earlier) the work in Nix's Deutches Schul-
buch is to be begun. Pages 1 to 21 are to be read during this term.
Easy sentences—questions and answers—are to be selected for col-
loquial exercises.
Second Term
Reading and Conversation.—Nix's Erstes Deutsches Schulbuch,
pages 22 to 48. Also lessons 75 to 95. * &
Written Work-Words and sentences selected from lessons 75
to 95.
Conversation.—Chiefly in connection with reading. In addition
to the matter offered by the book, the names of objects in the school-
room, their color, form, parts, material, and use.
Language and Grammar.—The noun, its gender and number. The
article always to be used with the noun.
35
Translation.—Oral translation only, and always in connection
with reading.
Third Term.
Reading and Conversation.—Nix's Erstes Deutsches Schulbuch,
pages 48 to 67, also lessons 96 to 117. In addition to reading-matter,
the objects found in the child's home in the parlor, sitting-room, bed-
room, kitchen, etc.
Writing.—Words and sentences selected from lessons 96 to 117.
Language and Grammar.—See second term. The accusative,
singular and plural of nouns. Use personal pronouns for nouns. Ha-
ben, sein, and werden in the present indicative.
Translation.—See Second term. Ahn-Henn's German Grammar,
Part One, may be used by the teacher as a supplementary book,
WRITING
Blackboard writing.
Letters analyzed.
Various movement drills. º
Spencer’s Practical Writing Book No. 4.
ARITHMETIc
This assignment is the result of an attempt by all during the
year 1909-10 to simplify for the pupils in school rooms that demon-
strated they were least efficient in arithmetic. -
Topics marked ** for A schools only.
First Term
Review and drill upon the fundamental operations, addition,
subtraction, multiplication and division, until a reasonable degree of
accuracy has been acquired. Probably six weeks of this work are
needed. Use rapid mental exercises.
Develop power to see number relations and to give results
readily.
Review multiplication table as taught in the third grade and its
application to measurements; see Rational Arithmetic, Part I.
In exercises in measurements, use equipment provided for the
purpose. º
Fractional work of the third grade continued. Special attention
given to fractional parts, commonly used ; 1-2, 1-4, 3-4, 1-3, 2-3, 1-5,
2–5, 3–5; etc.
- Recognize ratio and tens in the treatment of numbers. Counting
by 4, 8, 16, 10, 20, 40; by fractional parts, halves, fourths, eighths,
thirds, sixths, twelfths, etc.
Reading and writing numbers; see pages 116, 117.
Multiplication by 10, 100. Gradual increase of the multiplier; see
‘pages 142, 143. Emphasize the fact that the multiplier is always an
abstract number and the product of the same denomination as the
multiplicand.
**Pages 120, 121. **Also Ex. 10, page 156, Ex. 14, page 152.
36
Short division continued ; review pages 42 to 45. In division
carefully distinguish between the two forms; concrete dividend and
divisor; abstract quotient; abstract divisor, concrete dividend and
quotient; give simple oral problems to insure accuracy in the process.
The advance work in arithmetic will be selections on pages 100-
144, with such additional problems as may be needed. Use every
opportunity presented by the school environment to secure simple
and practical problems in measurement, distance, time, etc.
Second Term. -
The advance work of the Fourth Grade will extend to page 161
in the Rational Arithmetic. *B schools take to page 154.
The analytic study of 60 based on the dial and 36 based on the
yard may be used in oral work; see outlines prepared for Fourth
Grade.
**Give area of floor, walls, blackboards, etc., in the respective
School rooms and make scale drawings of each.
Make sure that every pupil has mastered the multiplication com-
binations through the table of twelves.
Use multipliers of not more than three figures. Introduce zero
into the multiplier often.
Gradually increase the divisor. Place the quotient over the divi-
dend in long division as indicated in the Rational Arithmetic. It
should be remembered that pupils fail in long division process so
long as they have not mastered multiplication and subtraction.
Pupils should test long division by going over their work care-
fully, using the reverse process of addition for each subtraction.
To insure mastery of the division process, after the process is
acquired, give problems each day either in long or short division dur-
ing the remainder of the term.
Third Term
Complete any unfinished work in the second term's assignment.
Reading and writing numbers to one million, with many vacant
Orders.
Long division continued. Divisor limited to three figures. Re-
mainders and how to treat them. Proof.
In division, carefully distinguish between the two forms; con-
crete dividend and divisor, abstract quotient; abstract divisor, con-
crete dividend and quotient; give many oral problems to insure
accuracy in the process; correct the written work carefully.
**Multiplication: Use of twelve and one-half as indicated, see
page 178; use twelve as a multiplier; emphasize the fact that the
multiplier is always an abstract number and the product the same
denomination as the multiplicand.
**Fractions: See pages 158 to 165. Pupils should learn to ob-
jectify and compare the common fractional quantities; halves, fourths,
eighths; thirds, sixths, and twelfths. This should be done by means
of paper folding or by diagrams. -
37
**It is recommended that pupils be encouraged to make original
plans for school gardens, and also problems based upon them. Use
every opportunity presented by the school environment to secure
simple, practical problems in measurement, distance, time, etc.
In oral work, give much time to the analytic study of 36 and 60
based on measurement.
The assignment for advanced schools covers the remaining les-
sons in the Rational Elementary Arithmetic. For average schools to
page 172. For B schools to page 160.
*B schools or about one-third of all.
**Advanced schools or about one-eighth of all.
HISTORY
Throughout the work in history and geography parts marked *
are for fast grade only, while parts marked ** are optional with the
fast grade.
Fall Term
Text: Discoverers and Explorers, Shaw ; pp. 9-23, *43-53, 56- .
67, 108-113. -
Winter Term
Discoverers and Explorers, Shaw ; pp. 68-77, 84-91. Cartier,
Champlain, La Salle and Joliet.
Spring Term
Lewis and Clark, Christopher Carson and Fremont, Moses Cleve-
land and Lorenzo Carter.
GEOGRAPHY
Fall Term
Natural Elementary Geography: Redway & Hinman. Lessons ,
2, 3, 4, 5, 6, 7, #8, #9, 10, 11, *12, 13, 14, 15.
Winter Term
Lessons: 16, *17, 18, 19, 20, 21, 22, *23, *24, **25, 26, 27, 28,
29, 30.
Spring Term
Lessons: 31, 32, 33, 34, 35, 36, 37.
MUSIC
Parts marked * to be omitted by slow schools.
Fall Term
September
Melodic Reader.
Pages 76 to 83.
Special attention page 76.
The song “Cheer Up”—presents wide intervals.
“The Stream” illustrates the use of divided beat.
*Page 79, exercise 135.
38
Page 80, exercise 138.
*Page 81, exercise 141.
See Manual, pages 51 and 52.
*Dictation page 81.
October
Page 83 to 89. -
Special attention page 85, exercise 149.
Page 87, exercise 162.
*Page 87, exercise 163.
*The two-part song “Merry is the Gypsy's Life” should follow
these exercises. See Manual, page 53.
November
Pages 89 to 97.
Special attention *page 90, exercise 168.
“An October Chat” illustrates divided beat.
Page 91, example 177.
Page 92, example 180.
Two-voice song “Slumber Lovely Child.”
*Dictation, page 95. See Manual, page 54.
- December
Page 97 to 104.
*Special attention page 100.
“Dandelions in the Grass” enforces the teaching of the dotted
note.
Page 102, exercise 194, 197.
Gaelic Cradle Song.
See Manual, page 55.
In two-part work do not allow one part to sing the alto always
—alternate the parts.
Commence each outline on the first of the month.
Do work to which special attention has been called first,
Pitch pipes must be used in giving key for all songs and ex
ercises.
Please place key signatures for the nine common keys on the
board, also the modulator found on page 15 of the Handbook used in
the second grade. The above to be kept on the board throughout
the year. Use modulator for interval work daily.
Winter Term
January
Page 104 to 109, Manual, page 56.
Special attention—page 105, exercises 203, *204 Dotted Note.
“Lullaby,” page 105.
Use “The Winds” for interpretive singing.
Page 108, exercises 205, 206 and 208.
Page 108, exercises, 210, 211, 212, 214—Harmonic Minor.
*Dictation, page 104.
February
Pages 109 to 114, Manual, page 56.
39
Special attention—page 109, exercise 215—Triplet.
*Page 110, exercise 218–Divided Beat, Divided Note.
“Cottagers’ Lullaby.”
*Dictation, page 113, exercises 1, 2 and 3.
March
Page 114 to 120, Manual, page 57. *
Special attention, page 114, exercises 221, 222, 223—Study of te.
Page 114, exercise, 229—Study of Minor.
Songs pages 115, 117, 118 are exceptionally beautiful.
Commence each outline on the first of the month.
Do work to which special attention has been called first.
Pitch pipes must be used in giving key for all songs and exer-
cises. -
Spring Term
April
Pages 120 to 125.
Special attention, page 120, exercises *232 and 235.
Page 122, exercises 236 through 239.
Page 122, exercises 241 through 243.
Manual, page 57 and 58.
May
Pages 125 to 130.
Page 125, exercise 247. *Norwegian Melody.
Page 126, exercise *250 and 251.
*Dictation, pages 59 and 60.
June
Pages 130 to 141.
Special attention, page 134, exercises 260 and *261.
Song, page 135.
Review and give tests in Key signatures, both written and oral,
Choose songs from pages 122, 123, 124, 127, 131 and 133.
The use of the modulator for interval drill cannot be insisted
upon too strongly.
There is a strong tendency to pitch every song in the key of
C or A because the pitch pipe is a C or A. The use of the pitch pipe
is explained at the back of the Handbook. Please study and pitch
songs in proper key.
DRAWING AND APPLIED ART
September and October
Draw simple fall flowers and bright-colored vegetables. Sugges-
tions: Book 1, page 15; Book 2, page 18; Book 3, pages 15, 23;
Book 6, page 18. Crayon and water colors.
Draw branches of fruit. Suggestions: Book 1, page 18; Book
2, pages 19, 22; Book 3, pages 18, 19; Book 4, page 20.
Crayon and water-colors. Make unit of design.
Make collection of leaves, seed-pods, etc., to be used as material
for design.
40
November and December
Draw with pencil, crayon or brush, large grasses, Sedges, weeds,
etc. Suggestions: Book 1, pages 16, 17; Book 2, pages 16, 24; Book
3, pages 16, 17; Book 4, page 18; Book 5, page 25.
Make units of design from plant forms. Suggestions: Book 6,
pages 86, 87; Book 4, pages 89,90; Book 1, page 58. -
Design borders from plant forms. Suggestions: Book 6, pages
73, 87; Book 1, page 58.
Construction and applied design—Blotter-pads.
January
Draw with pencil or crayon objects in different positions. In
outline. Suggestions: Book 5, pages 53, 54, 55, 57.
Draw with pencil or crayon groups of objects. In outline. Sug-
gestions: Book 5, pages 49, 56; Book 6, page 46.
Object drawing—Crayon mass. Suggestions: Book 4, pages 50,
55, 56, 59, 60; Book 5, page 44; Book 6, pages 43, 48.
February and March
Draw winter trees. Suggestions: Book 1, page 11; Book 2,
page 7; Book 4, page 6; Book 5, page 26.
Winter landscapes—Brush or crayon. Use as a background for
illustrative work. Suggestions: Book 1, page 11 ; Book 2, pages 11,
27; Book 3, page 9; Book 4, pages 8, 9, 10.
Pose drawing.
Lettering. Suggestions: Book 4, pages 74, 75.
Make a cover for a booklet.
April, May and June
Twigs and flowers. Crayons, water-colors. Suggestions: Book
1, pages 22, 23, 25; Book 2, pages 15, 23; Book 3, pages 22, 23, 24, 25;
Book 4, pages 21, 52; Book 6, pages 17, 20, 21; Book 7, pages 19, 27.
Make pen-wiper.
PHYSICAL TRAINING
First Term
Lessons I to VII, inclusive. Beginning September 19 on lesson
I, devote two weeks to each lesson. -
Second Term
Lessons VIII to XIII, inclusive.
Third Term
Lessons XIV to XVIII, inclusive.
Games to be chosen from syllabus of games.
Note—Whenever possible conduct all physical training work in
the halls, assembly room or playground. If the playground is used,
about half time should be given to games. Here it is essential to
take only the corrective exercises which are on the front of the
card. Where the work must be conducted in the class room, one
or two lessons a week should be spent on games.
Assignment for Physiology and Hygiene will be sent later.
41
VI
FIFTH GRADE
READING
Text-Book . *
I Give pupils thorough drill throughout the year in elementary
sounds and articulation exercises found in preparation lessons,
pages 7 to 15 in Progressive Fourth Reader. Teach the art of
correct breathing.
II Part I of the Progressive Reader contains 56 lessons. The
time set apart in the time schedule for text-book reading, 175
minutes per week seems sufficient to enable a very good school to
complete the whole of Part I during the year.
The lessons will be given as follows:
During the fall term, read Tales and Myths from Many Lands; Les-
sons in Geography and History; Songs for all Seasons, omitting
15, 16 and 17; Easy Narratives to lesson 27.
During the winter term, finish Easy Narratives; Fables and Alle-
gories to lesson 36; Easy Lessons in Science, omitting lessons
48 and 49.
During the spring term read all lessons not included in the other two
term S.
III Should any school find this assignment too difficult, the follow-
ing lessons may be omitted : 8, 11, 12, 35, 42, 43.
IV Schools capable of doing more than the prescribed amount will
find an abundance of material in the supplementary reading
books for the Fifth Grade in the different buildings.
V Text-Book reading should be intensive in its character. Careful
study should be made of words and expressions and some ac-
quaintance formed with the authors of the various selections.
The limited number of lessons assigned affords time in which to
do this work thorough. The value of drill in reading is here
emphasized. Drill is not mere repetition. It is the re-reading
of lessons under the constant stimulus of the teacher and the
school by which the child’s mind is kept on the alert and his
best performance called forth. He thus grows in power of under-
standing; in the use of the voice; in the training of the organs of
speech ; in the appreciation of words; in familiarity with com-
binations of words into parts of sentences, whole sentences and
paragraphs.
SU PPLE MENTARY READING
An abundance of material for supplementary reading is to be
found in every building. Teachers will select from the list such books
as will relate themselves to other lessons and as are appropriate to
the season.
SPELLING
Two words of the following list are to be made prominent in
each lesson. Their pronunciation, division into syllables, derivation,
42
phonetic properties, oral and written spelling and meaning, are all
to be made clear to pupils.
The teaching of a new word may be done, (1) by using it in a
sentence; (2) by definition or description; (3) by giving a synonym
or antonym ; (4) by illustration with object, action or drawing ; (5)
by etymology. g p
Each lesson should have also from eight (B Schools) to twenty
(Advanced Schools) subordinate words taken from the text-book or
composition exercises. Systematic review each Monday should be
made of the prominent words taught in this and in the lower grades.
Frequent supplementary dictation, word-building and phonic exer-
cises should be given. Spell much orally. In oral spelling indicate
syllables usually in one of these ways:
1 By slight pauses.
2. By pronunciation of syllables.
3. By repronunciation of syllables.
Teach a little daily, test thoughtfully, drill intensively, and fol-
low up words misspelled persistently.
First and Second Months
Vacate, insanity, humanity, educator, endurance, president, Set-
tle, narrative, rogue, survive, balance, changeable, singeing, coura-
geous, sincere, engagement, completely, citizen, precisely, baptize, par-
tridge, faucet, decimal, psalm, vague, improvement, drowsily, yeast,
saucy, dreary, greedy, bayonet, staircase, Saliva, residence, aircell,
Squarely, inaccurate, sausage, sirloin, caution, appetite, gargle, boun-
dary, artistic, hemisphere, innocence, banishment, consolation, guitar,
league, library, tremor, suffice, violin, rout, sheriff, crackle, crevice,
whither, stewed, herbage, parallel, diameter, axis, hemisphere, locality,
relate, cooper, plasterer, audible, monitor, neighbor.
Third and Fourth Months
Divine, entice, overcoat, parasol, occupation, leopard, cistern,
minstrel, vegetable, alcove, jovial, column, corridor, area, fractional,
abandon, resign, everything, courage, recovery, tortoise, escort,
stirred, crammed, chariot, composition, ballast, falsehood, woodchuck,
harpoon, harvest, possessive, industry, parish, invitation, knowledge,
musician, separate, bulb, drudgery, ostrich, partridge, auction, pro-
tection, pavilion, surname, numerator, geranium, factor, crystal,
physical, eyelash, typewriter, Scythe, arc, cellar, course, gild, lea,
lessen, Stomach, pedal, autumn, bruise, caterpillar, forehead, gauze,
lantern, sleigh, February, subtraction, calyx, business, believe, diffi-
cult, icicle, mischief, Wednesday, traveler, lightening.
Fifth and Sixth Months
Essence, produce, derrick, pivot, abyss, grotto, curio, veto, Solo,
tornado, reefs, culvert, mineral, empire, calfskin, threshold, irrigate,
tillable, gorge, canyon, meridian, ferret, bison, stitches, liable, mulatto,
vase, vine, skillful, asylum, treasury, catalogue, diary, cruise, graham,
initial, indifferent, problem, misjudge, unmerited, similar, shampoo,
arouse, conspire, chasm, coastal, overwhelm, skirmish, dominion,
raspberry, perl, appliance, acceptance, languid, injurious, delirious,
43
dubious, preserve, devour, belief, treadle, probable, halibut, people,
vertical, odorous, fascinate, excitable, shepherd, temperate, reptile,
savory, pressure, appearance, assistanc, impertinence, despair, lair,
rarely.
Seventh and Eighth Months
Reside, pitiful, burglar, tartar, challenge, digestion, dredging,
germ, gorgeous, marmalade, sandwich, February, ellipse, eclipse,
fagot, descend, treason, medicine, scarcity, rivalry, fidget, beacon,
buoy, reflector, squadron, relieve, sedge, timothy, alfalfa, routine, rat-
tan, fulfill, envelope, genuine, faulty, prosperous, purchase, privilege,
clergyman, deceit, modifier, language, element, independent, colon,
furlough, bantam, arctic, precipice, chancel, revel, cultivator, bevel,
ligament, knuckle, gasoline, thorax, lens, camera, develop, rhubarb,
altitude, apricot, impertinent, civil, territory, illustrate, licorice, apos-
trophe, increase, impolite, dungeon, bruise, quay, fossil, denominator,
prism, circle, valise, Oasis.
Third revision of this list, May, 1910.
LANGUAGE AND COMPOSITION
I Make much of oral composition. Let pupil tell stories. Let the
teacher also tell an occasional story at this hour. Do not prompt a
pupil who is trying to tell a story. It is not a recitation. Let him
struggle for his words. Lessons from the Reader furnish good ma-
terial for this oral work, especially the narrative pieces.
II For written work use your History lessons. The material which
a child puts into his composition he draws from his own observation
and experience or from what he knows through books and is told by
others. From whatever source his power is increased by his struggle
to tell what he knows.
Study some story—how it begins, moves to its climax and ends.
Show that a story is not a hap-hazard statement of unrelated events.
There is an order.
In the Fall Term, use the great changes of the natural world for
subjects—The shortening days, the changing foliage, the harvest
time, fruit gathering, migration of birds, the providence of animals
for the winter.
Thanksgiving and other holidays.
For the Winter Term, throw your pupils more upon books for
their material though winter sports afford good subjects.
In the Spring Term, make a specialty of husbandry—corn plant-
ing—Sowing of oats and Spring wheat—plowing—harrowing, drilling,
cultivating. The lengthening days and shortening nights. Spring
plants and animals. The frog, snake, turtles, squirrels and the like.
III Teach pupils the use of the marks of punctuation not so much
by rule as by practice. Let the rule grow out of the practice. Punc-
tuate selections for pupils giving reasons. Furnish sentences for their
practice.
Teach what a sentence is—simple subject and predicate. Give
some idea of modifiers.
44
Set for them incomplete sentences to be filled out.
Give words to be wrought into sentences—encourage the making
of sentences having some worthy thought in them.
Correct errors in their conversations and recitations—Discuss the
V2.1 1 O11S CO 111111 O11 C1"1"OTS.
Encourage much oral reading at home. There is no better cor-
rective of errors.
IV Give much attention to Letter Writing—Carry on imaginary
correspondence with people in different parts of our country. Call
out the pupils’ knowledge of our city and of other cties.
GERMAN (Optional)
First Term
Reading and Conversation.—Nix's Erstes Deutsches Lesebuch,
pages 68 to 106. Also lessons 120 to 123.
Talk about objects in the school-room, the school-building, and
the yard or garden surrounding it. The teacher and the pupil. No-
tions of mein, dein, sein. Correct application of pronouns.
Language and Grammar.—Strong declensions of nouns with the
definite article and the pronouns declined like the definite article.
Application of the cases in sentencs. Principal tenses of haben and
Se111.
Translation.—Oral and written. Chiefly in connection with read-
ing. Teacher's supplementary book Ahn-Henn, Part Two.
Second Term
Reading.—Nix's Erstes Deutsches Schulbuch, lessons 125 to 146.
Lesson 133 to be memorized. Also Eclectic Third German Reader,
lessons 1, 9, 10, 39, 11. Lessons 1 to be memorized.
Object Lessons and Conversation.—The home of the child ; the
family: father, mother grandparents, brothers and sisters, relatives,
friends and acquaintances, servants.—Life in the city ; life in the
country. Furniture in the house; kitchen and table utensils and
their uses. (Walther's pictures, plates I to VI.)
Language and Grammar.—Continue strong declension of nouns.
Complete conjugation of haben and sein. Teach normal add inverted
order of words in simple sentences. -
Translation.—Oral and written, based upon reading and object
lessons. Apply the grammatical forms learned. Ahn-Henn, see first
ter11].
Third Term
Reading.—Nix's Erstes Deutsches Schulbuch, lessons 147 to 166.
Lesson 147 to be memorized. Also Eclectic Third German Reader,
lessons 50, 86, 2, 6, 7. Lesson 20 to be memorized.
Object Lessons and Conversation.—The child’s home continued
—living-room, bed-room, parlor, kitchen, cellar; use of these apart-
ments. The yard, the barn, the stable. The garden in spring, in
45
autumn. Implements used in gardening. (Walther's pictures, plates
IV to XI.)
Language and Grammar.—Review of first and Second terms'
work. Conjugation of weak verb, indicative active. The simple sen-
tence: subject and predicate.
Translation.—Oral and written. Application of the cases and
tenses in simple sentences. Ahn-Henn, see first term.
WRITING
Blackboard writing.
Regular movement drills.
Carefully conducted speed tests.
Spencer's Practical Writing Book No. 5.
ARITHMETIC
This assignment is the result of an attempt by all during the
year 1909-10 to simplify for the pupils in school rooms that demon-
strated they were least efficient in arithmetic.
Topics marked ** for A schools only.
First Term
Fundamental operations reviewed to secure rapidity and ac-
curacy. • *
Review notation and numeration to millions with many vacant
orders.
Review fractional parts of one hundred, halves, fourths, eights
and thirds.
Review fractions; in addition and subtraction, fractions having
the same denominator used first. Second, fractions one of whose de-
nominator is a multiple of the other. Teach fractions whose common
denominator can easily be found by inspection. All fractional work
in its initial stages taught by the use of diagrams.
Addition and subtraction of mixed numbers.
Daily exercise designed to give power to control large numbers
mentally. See circular issued for this kind of work.
Frequent exercises in the use of denominate numbers to promote
facility in the use of the multiplication table. Reductions only.
The assignment covers the first 40 pages of Young and Jackson's
Arithmetic. -
Scale Drawing. Problems in Postal Service, Agriculture, Manual
Training; see pages 1 to 5, Young and Jackson's Arithmetic. **Pages
1 and 4.
Decimals: tenths, hundredths; pages 6 to 16, 25 to 37. Frac-
tions, pages 17 to 21.
Form Study. Measurements; pages 20 to 25, 37 to 40.
Second Term
The assignment in Arithmetic for the second term extends to
page 80 in Young and Jackson's Arithmetic.
46
**Form Study; circle, pages 69 to 71.
**Measurement of Lumber, see pages 76 to 80. Objective illus-
tration of a board foot should be presented. Give simple problems.
*B schools omit pages 51 and 53. &
In fractions pupils should specialize in the following processes
until they are skillful in their use:
1 Reduction of integers and mixed numbers to fractions.
Reduction of improper fractions to integers or mixed numbers.
3 Reduction of fractions to higher or lower terms. The work
of this last topic should be especially thorough, as addition,
subtraction and division of fractions usually involve one or
both processes.
Denominate numbers; see page 55. The work here outlined
should be extended to cover all the tables of denominate numbers.
In area make frequent use of the diagram in order that the pupil
may understand the meaning of the process. Teach the square inch,
foot, etc., as the unit of measure in area; the cubic inch, foot or yard
in volume. t
Pupils should be led to see that reduction of denominate num-
bers ascending or descending is analogous to reducing fractions to
lower and higher terms. § -
Decimal fractions through thousandths, with addition, subtrac-
tion and multiplication of decimals within this limit; see Manual,
page 17.
Oral and mental arithmetic should be given daily in abstract and
concrete problems.
**The assignment includes also business applications, form study
and problems in measurement within the limit assigned.
Third Term
Give special attention to reading and writing numbers to mil-
lions; in decimal notation, tenths, hundredths, and thousandths.
**Unify the work in area with the plans for school and home
gardens; utilize every opportunity for basing problems upon real con-
ditions.
Give special attention to multiplication and **division of decimal
fractions; see Manual, pages 17 and 18.
Give special attention to direction on page 92.
The advance work of arithmetic will extend to page 108. ** Page
89.
Emphasize the use of the common aliquot parts of one hundred
and their decimal equivalents, see page 107.
Drill thoroughly on tables in denominate numbers.
In the written work require careful arrangement, brief, accurate
statements as well as results.
*B schools or about one-third of all.
**Advanced schools or about one-eighth of all.
47
HISTORY
Throughout the work in history and geography parts marked *
are for fast grade only, while parts marked ** are optional with the
fast grade.
Fall Term.
U. S. History, 12 weeks. Test: First Book in American History,
Eggleston : pp 1-35. Municipal Civics, 3 weeks. Department of
Public Safety, Department of Police.
Winter Term
U. S. History, 9 weeks, Eggleston; pp **35-42, 42-67. Municipal
Civics, 3 weeks. Department of Public Safety, Fire Department.
Spring Term
U. S. History, 9 weeks, Eggleston; pp **67-79, 79-101. Municipal
Civics, 3 weeks. Department of Public Service, Department of Parks,
of Street Cleaning, and of Garbage.
GEOGRAPHY
Fall Term
Natural Elementary Geography.
Lessons: 38, 39, 40, Correlations and Comparisons, 41, 42, 43,
44, 45, 46, *47, **48, Correlations and Comparisons.
Winter Term
Lessons: 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, Corre-
lations and Comparisons.
Spring Term
Lessons: 63, 64, 65, 66, 67, 68, 69, 70, *71, *72, Correlations and
Comparisons, 74, 75, 76, #77, *78, *79, #80, **81, +82, **83, **84.
MUSIC
Parts marked * to be omitted by slow schools.
Fall Term
Melodic Third Reader.
September
Pages 14 to 27.
Special attention, page 16, Study for two voices.
“The Sparrow” simple intervals for two voices.
*Page 17, exercise 8.
Page 19, exercise 13.
Page 22, exercise 18.
“Dream Baby” illustrates the combination of the Major and
Minor modes. Page 23, example 19.
*“Day Now is Dying,” song for two voices in D Minor.
See Manual, page 64 and 65.
48
October
Pages 27 to 33.
Special attention, page 27, exercise 21.
*“The Moon” illustrates the use of chromatics.
Page 29, exercise 22 and *24.
Page 31, exercise 29.
*Page 32, exercise 32.
Manual, page 66.
*Dictation, page 32.
November
Pages 33 to 45.
Special attention, page 33, exercise 31.
*Page 34, Song, “Little Things.”
Page 35, exercise 33.
Page 37, exercise 35.
*“Once Again” page 38.
*Dictation, page 37, exercise 7.
See Manual, pages 68 and 69.
December
Pages 45 to 53.
Special attention, page 46, exercise 46.
Song, “Kling Klang.” -
“A Song of Snow Time” enforces the teaching of Rhythm.
*“The Light of the Stars” illustrates progressions in Minor
seconds.
Page 52, exercise 52.
See Manual, page 72.
Winter Term
January
Pages 53 to 61, Manual 72.
Special attention, page 53, example 54, study in antiphonal or
responsive singing.
Page 53, examples 57, preparatory to six-eight meter.
Page 59, examples 61, 62, 63, Harmonic Minor preparatory to
“The Rose's Cup.” “Freedom's Song,” “six-eight meter.
*Dictation oral and written, page 59.
February
Pages 61 to 69, Manual, page 73.
Special attention, page 64, examples 70, 71, 72, 73, use of flat seven
and triplets applied in song “Out of the Morning.”
Page 66, examples 76 and 77, Harmonic Minor
Song of the North Wind.”
applied in “Cradle
March
Pages 69 to 77, Manual, pages 73, 74.
Special attention, page 73, examples 83 and 84.
Page 76, examples 85, 86, *87 Harmonic Minor.
*Dictation oral and written, page 75.
49
Spring Term
April
Pages 77 to 85.
Special attention, page 77, exercise 88.
Page 81, exercises 92,93, 94 and *95.
Page 83, exercises 97 and *98.
Manual, pages 74 and 75.
May
Pages 85 to 93.
Page 85, exercises *104 and 105.
Page 87, exercise 107.
*Dictation, page 89.
Manual, page 76.
June
Pages 93 to 100.
Page 93, exercises 116 and *117.
*Page 95, exercise 120.
Manual, page 77.
Commence each outline on the first of the month.
Do work to which special attention has been called first.
Pitch pipes must be used in giving key for all songs and exercises.
Put special emphasis this term on tests in SIGHT READING, and
give drill in key signatures and two-voice work so that the classes may
show more strength upon entering the Sixth Grade in the fall.
DRAWING AND APPLIED ART.
September and October
Draw flowers, fruit, seed-pods, etc.—Crayon, brush and charcoal
gray. Suggestions: Book 5, pages 17, 22, 24, 25, 26; Book 6, pages 17,
18, 19, 20, 22, 23; Book 7, pages 19, 20, 22, 23. Make units of design.
November and December
Make units of design from plant forms. Suggestions: Book 5,
pages 86, 90; Book 6, pages 67, 73, 75, 85, 86, 87, 92; Book 7, pages 22,
99, 115, 116.
Make a cover for a quotation-book using a border as decoration.
January and February
Draw with crayon or pencil objects in different positions. In out-
line. Suggestions: Pook 5, pages 53, 54, 55, 57.
Draw with crayon or pencil groups of objects. In outline. Sug-
gestions: Book 5, pages 49, 56; Book 6, page 46. Pencil outline
drawings may be finished with brush and ink. Suggestions: Book 7,
pages 48, 49.
Object drawing. Crayon mass. Suggestions: Book 4, page 50;
Book 5, page 44; Book 6, pages 43, 48.
50
March
Lettering. Suggestions: Book 5, pages 69, 70; Pook 4, pages 74
75. Make a book-cover, signs, etc.
April, May and June
Twigs, and flowers. Crayon or brush and charcoal gray. Sugges-
tions: Book 5, pages 17, 19, 21, 22, 26; Book 6, pages 17, 20, 21, 20,
86; Book 7, pages 19, 25, 27.
Make a book-cover, using a surface-covering as decoration.
Draw branches of fruit. Suggestions: Book 1, page 18; Book 2,
pages 19, 22; Book 3, pages 18, 19; Book 4, page 20. Crayon and water-
colors. Make units of design.
Make collection of leaves, seed-pods, etc., to be used as material
for design.
November and December
Draw with pencil, crayon or brush, large grasses, sedges, weeds, etc.
. Suggestions: Book 1, pages 16, 17; Book 2, pages 16, 24; Book 3, pages
16, 17; Book 4, page 18; Book 5, page 25.
Make units of design from plant forms. Suggestions: Book 6,
pages 86, 87; Book 4, pages 89,90; Book 1, page 58.
Design border from plant forms. Suggestions: Book 6, pages 73,
87; Book 1, page 58.
Construction and applied design—Blotter pads.
January
Draw with crayon or pencil objects in different positions. In out-
line. Suggestions: Book 5, pages 53, 54, 55, 57.
Draw with pencil or crayon groups of objects. In outline. Sug-
gestions: Book 5, pages 49, 56; Book 6, page 46.
Object drawing. Crayon mass. Suggestions: Book 4, page 50,
55, 56, 59, 60; Book 5, page 44; Book 6, pages 43, 48.
February and March
Draw winter trees. Suggestions: Book 1, page 11 ; Book 2, page
7; Book 4, page 6; Pook 5, page 26.
Winter landscapes—Brush or crayon. Use as a background for il-
lustrative work. Suggestions: Book 1, page 11 ; Book 2, pages 11, 27;
Book 3, page 9; Book 4, pages 8, 9, 10.
Pose drawing.
Lettering. Suggestions: Book 4, pages 74, 75.
Make a cover for a booklet.
April, May and June
Twigs and flowers. Crayons, water-colors. Suggestions: Book 1,
pages 22, 23, 25; Book 2, pages 15, 23; Book 3, pages 22, 23, 24, 25;
Book 4, pages 21, 52; Book 6, pages 17 20, 21; 13ook 7, pages 19, 27.
Make a pen-wiper.
51
MANUAL TRAINING
KN IF EVVO R K–BOYS
I Equipment
Knife, Square, rule, compass, awl.
II Drawing
Working drawing and sketching in connection with the projects
constructed.
III Design
Applied in outline, surface decoration and color.
First Term
Envelope, garden label, puzzle, pencil sharpener, circle marker.
Second Term
Yarn winder, dough spade, pen rack, photograph stand.
Third Term
Note file, boat.
Parallel and supplementary lessons are planned.
SEW | NG—G | R LS
First Term
I Sewing bag
Some study of textiles, warp and woof threads, selvedges.
The story of the flax. ſ
Measurements: 3-4 yd. 3-4 in. 1-4 in. 1-2 in.
Stitches: Basting overhanding, hemming running, back, out-
line.
Printing: The initials of the pupil.
Suggestions for Christmas: Make a small bag of ribbon or
silk.
Second Term
II Flannel Skirt
Measurements: Each pupil is measured by another pupil for
length of skirt and band. Directions for cutting are to be given
the class, after which, each girl cuts her own skirt.
New Stitches: Gathering, catch stitch, feather stitch, button
hole.
Third Term
III Flannel Skirt *
The skirt should be finished at the end of April.
VI Mending
Patches: Hem, overhand, catch stitch.
Darning.
PHYSICAL TRAINING
First Term
Lesson I to VIII inclusive. Beginning September 19 on lesson
I, devote two weeks to each lesson.
52
Second Term
Lessons VIII to XIII inclusive.
Third Term
Lessons XIV to XVIII inclusive.
Games as contained in syllabus.
Note: Whenever possible conduct all physical training work
in the halls, assembly room or playground. If the playground is
used, about half time should be given to games. Here it is essential
to take only the corrective exercises which are on the front of the
card. Where the work must be given in the class room, one or
two lessons a week should be spent on games.
Assignment for Physiology and Hygiene will be sent later.
VII
SIXTH GRADE
READING
Text-book for both English and German.
I Part II of the Progressive Fourth Reader contains forty lessons
of well selected reading matter. The time set apart in the time
schedule—175 minutes per week for text-book reading seems suf-
ficient to enable the average school to read thoroughly the whole
of this Part during the year. These lessons should be studied
for their subject matter, their words, their authors, their beauti-
ful expressions, in short, as thoroughly as the minds of pupils can
study them. The reading should be expressive of the thought
and feeling contained in the selection.
Teach children the proper use of the voice—how to expel the
air column to produce a pure strong tone without tiring the muscles
of the throat. &
II. The following general order should be observed in taking up
these lessons:
During the fall term read the three groups—Anecdotes of Boys
who become Great Men, omitting lesson VI.
Readings from Whittier.
Readings from Hawthorne.
Associate with lesson 1, 1esson 26.
III During the winter term read Short Readings from Great
Writers, and lessons 34, 35, 36 and 37 from Historical and Pa-
triotic Selections.
During the spring term read Readings from Two Great Poets
of Nature, Nature Studies, Short Poems, and lessons 6, 38, 39 and 40.
This order is an attempt to fit the subject matter of these lessons
to the appropriate season. Teachers should carry this idea farther
when possible by arranging to have certain lessons on certain days
as Washington, on February 22nd ; Boyhood of General Grant, on
April 27th ; The Corn Song, on Thanksgiving Day, etc.
53
IV In addition to the regular reading lesson attention should be
given to the Principles of Reading found as introductory matter,
pages 5 to 11. In this connection we wish to emphasize the im-
portance of persistent drill under helpful criticism. Children
should read good selections many times but each time better
than the preceding. This gives the advantage of drill in good
English which is stored up as an automatic power in the speech
Organs.
V In schools capable of doing additional work during this time,
abundant material will be found in the supplementary books in
the different buildings. Select such books as will follow out the
general arrangement of lessons indicated above, where this is
possible.
SU PPL E M ENTARY READ | NG
I Supplementary Reading has a slightly different point of view
from the work in the regular reader. The drill feature should
be almost wholly eliminated. Children should read for the joy
of it. They should be helped through hard places by the teacher
with as little interruption in the thought as possible.
II Read Blaisdell's Stories from English History, to show the de-
veloping life of that wonderful people.
The Dog of Flanders to add to scenes from the Netherlands.
Heidi to give greater vividness to Alpine Scenery.
Carpenter's Europe to give richer content to European Geo-
graphy.
Besides these books there are others found in our supplementary
list from which teachers may select at their discretion.
III Memorize: lessons 26, 25, 40 and 16. Second part of 17 in Part
II and lessons 34, 21, 46 in Part I.
SPELLING
Two words of the following list are to be made prominent in
each lesson. Their pronunciation, division into syllables, derivation,
phonetic properties, oral and written spelling and meaning, are all
to be made clear to pupils.
The teaching of a new word may be done, (1), by using it in a
sentence; (2) by definition or description; (3) by giving a synonyin
or the antonym; (4) by illustration with object, action or drawing:
(5) by etymology.
Each lesson should have also from eight (B Schools) to twenty
(Advanced Schools) subordinate words taken from the text-book or
composition exercises. Systematic review each Monday should be made
of the prominent words taught in this and in the lower grades. Fre-
quent supplementary dictation, word-building and phonic exercises should
be given. Spell much orally. In oral spelling indicate syllables usually
in one of these ways:
1 By slight pauses.
2. By pronunciation of syllables.
3. By repronunciation of syllables.
54
Teach a little daily, test thoughtfully, drill intensively, and follow
tip words misspelled persistently.
First and Second Months
Centuries, sentry, malady, medleys, ascend, decoy, thieves, op-
position, exclamatory, hyacinth, Sumac, anemone, Oriental, oleander,
mechanical, smilax, mistletoe, grammatical, colonist, scheme, vogue,
terrier, fertilizer, moccasin, converse, numerical, ancient, straighten,
paragraph, manufacturer, interrogative, italics, verify, stencil, ex-
ploration, distribution, kerosene, benzine, deniable, mimic, govern-
ment, department, radiator, drench, crunch, radius, preface, para-
graph, marriage, prophecy, ignite, scuffle, betray, transpose, Scenery,
emery, occasion, entrance, absent, grope, tributary, customary, dand-
ruff, shrinkage, brilliant, consonant, majority, courteous, unravel,
frothy, superb, economize, national, majority, trudging, ventilator,
geographical, horizon, convenience, judgment, storage.
Third and Fourth Months -
Pewter, regal, glacial, ravine, tact, calendar, palatial, genial,
magnificent, invalid, attribute, hassock, doily, caramel, biscuit, con-
struction, masculine, assistace, surgeon, mucilage, cashmere, mo–
hair, posture, obscure, thoroughly, cavalry, legion, assess, besiege,
adhere, colonize, ancestor, ammonia, vigilant, necessary, complete,
gondola, percentage, resemblance, acquaintance, obedience, diligence,
deluge, caucus, missile, barnacle, sensible, acquire, achieve, honorary,
refinery, cutler, physician, stationary, stolid, tedious, embroider,
colander, prohibit, withhold, isthmus, . peninsula, electrical, sailor,
diamond, ache, creditor, dominoes, juice, quench, skein, somber, trust-
worthy.
Fifth and Sixth Months
Legislature, woman, women, geese, salmon, cloth, cloths, clothes,
genius, skeleton, artery, tissue, lengthen, governor, debit, conceal,
secrete, disguise, campaign, projectile, phaeton, velocipede, tricycle,
millionaire, courier, adventurous, commercial, agricultural, equatorial,
dilemma, dilute, cardinay, frigate, yacht, consonate, conflict, peruse,
vigil, herald, dally, gymnastic, atmosphere, comical, accidental,
treachery, ruffian, bandit, scoundrel, imperil, vehement, disobliging,
sycamore, mahogany, vicinity, junction, option, geyser, steerage, jubi-
lee, divisible, reducible, perceptible, curfew, puncture, diverse, dis-
similar, canteen, adjutant, gripe, sincerely, hibernate, appreciate,
retaliate, academy, elevation, announcement, achievement, assort-
ment, wann pum, chieftain.
Seventh and Eighth Months
|Battalion, courtier, bullion, warrior, valiant, carbuncle, onyx,
premium, turpentine, arsenal, admiral, guardian, jeweler, machinist,
1missionary, milliner, caterer, eighteenth, plantom, barrack, peril, im-
petuous, spectral, tranquil, aghast, assume, accurate, precise, method-
ical, retail, refuse, frieze, benumb, devise, circuit, havoc, decrease,
curtail, pensive, immigration, mutilaton, upbraid, patrol, chronic,
crochet, sceptre, oblique, privilege, huckster, military, hostility, bar-
barous, cowardice, prejudice, kiln, business, pence, quoits, croquet,
tennis, billiards, poultice, cement, cleanse, crescent, pennant, shoddy,
55
boatswain, farewelll, threadbare, atom, malice, peculiar, liquor, par-
allel, ellipse, pivot, complement, licorice, rhubarb. *
Third revision of this list, May, 1910.
LANGUAGE AND COMPOSITION
For both English and German pupils. Time 22 minutes per
week. º
Scott and Southworth's Lessons in English.
Study in Part III, page 244, lesson I, II, III and IV, for work in
capitals, punctuation, giving dictation exercises from Grammar and
other sources.
Study, under Choice of Words, chapter II, lessons V, VI, *VII,
*VIII, +IX, X.
Study, under Letter Writing, lessons XX, XXI, XXII, *XXIII,
*XXIV.
Study, under Stories from Poems, lessons XLV, XLVI.
Schools in our city differ widely in their power to use the Eng-
lish Language. Our assignement has in mind a class of average abil-
ity. Those capable of doing more can extend indefinitely the exer-
cises under each Chapter.
Starred chapters may be omitted wholly or in part by schools
less able to do the work.
For both English and German Pupils. Time 88 minutes per week.
Lessons in English. Use Text-book, Chapter I. Study struc-
ture of sentences. Subject and predicate in Chapter II. Lead pupils
to sense the uses of modifiers. Do not avoid sentences with thought
in them. By the end of the year, pupils in this grade should be able
to think their way through sentences of considerable difficulty. Do
not avoid the use of terms which the child may not yet fully under-
stand as phrase and clause used as modifiers. This work in sentence
structure, not only analysis, but the formation of sentences should
continue throughout the year.
Teach well Parts of Speech as treated in Chapter III. I’roceed
inductively, leading up to definitions.
Added material may be selected from Reader.
The above assignment is intended for the average school. Classes
of less ability may use material adapted by its greater simplicity to
their needs, while schools well advanced in English should select
sentences of corresponding degrees of difficulty.
For English Pupils Only—Time 80 minutes per week.
Note:–In no case should this time be given to any subject other
than English in accordance with the following assignment. In gen-
eral this time should be used to give to our English pupils an
equivalet of the exacting work done by the German pupils in the
study of their language. Compositions, both oral and written, study
of poems, stories and descriptions actual and imaginary, picture
study, composition growing out of history, geography and literature.
56
The writing of short impromptu compositions; the reading of
successful ones.
Friendly criticisms by class to find and appreciate merits and
to overcome defects. Awaken desire in children to increase vocabu-
lary, to have conscious pride in good sentence structure and in power
of expression. -
For material and suggestion use the following lessons in the
text-book.
XXVIII: ' In connection with the study of this chapter, call at-
tention of children to movement of story.
Discuss skill and ingenuity displayed by writer in use of his
materials.
Give children practice in the art of telling stories, standing free
before the class.
XXIX—XXX and XXXI used in same manner.
For lesson XXXII substitute the Bell of Atri by Longfellow.
Do not allow children to write until they are full of the story.
Train children to think a sentence through before writing it
*Use poem Columbus with the suggestive questions, page 229.
*Study Hawthorne's Great Stone Face.
Study the life of George Washington; see lesson XXXVIII:
Study Southey's Inchcape Rock; see lesson XXXXI. &
Study Midsummer making good use of excellent questions on
page 309.
For classes of fine ability additional work may be selected
by the teacher.
The preparation of a composition is the vital part of it. The
teacher's mind should think through the work which she demands
from her children. Only in this way can she enter into helpful
criticism of the work the children have done.
GERMAN (Optional)
First Term
Reading.—Eclectic Third German Reader, lessons 12, 13, 14, 15,
18, 20, 21, 22, 23, 25, 26, 30. Lessons 12 and 20 to be memorized.
Object Lessons and Conversation.—Life in the country compared
with life in the city. The village, the surrounding fields, meadows,
pastures, and forests. The fields in spring, summer and autumn,
Agricultural implements. (Walther's pictures, part I, plates 12 to
16, also plate 23.) Also discussion of reading matter.
Language and Grammar—Weak and mixed declensions of nouns.
Review of conjugations of auxiliary and weak verbs. Conjugation
of werden. The simple sentence—subject, predicate, direct, and in-
direct object. º
Translation—Oral and written. Continued application of declen-
sions and conjugations. Supplementary book for teachers, Ahn-
Henn, Part Two.
57
Second Term
Reading—Eclectic Third German Reader, lessons 33, 34, 40, 44,
45, 48, 51, 52. Lessons 33 and 52 to be committed to memory.
Object Lessons and Conversation—The city; life in the city:
the streets, houses, public buildings, churches, bridges, states, fac.
tories, depots, etc. The market-place. Life in the street; transporta-
tion of people, of goods. Erection of buildings. (Walther's pictures,
Volume I, plates 17-21.)
Language and Grammar—Weak declension of adjectives. De-
clension of nouns with indefinite article and pronouns declined like it.
Arrangement of objective and adverbial elements in the sentence.
Translation—Oral and written. See first term.
Third Term
Reading—Eclectic Third German Reader, lessons 56, 62, 65, 66,
67, 69, 74, 77, 81. Memorize lessons 67 and 77.
Object Lessons and Conversation—The water: ocean, lakes, riv-
ers, brooks, springs. Life in and on the water. The railroads. Mail-
Service, the mail-coach. The forests: culture, use, inhabitants. (Wal-
ther's pictures, Volume I, plates 22, 30, 24, 25, 26.)
Language and Grammar—Strong and mixed declensions of ad-
jectives; comparison of adjectives—regular and irregular. Review
of year’s work. -
Translation—See first term.
WRITING
Rapid forearm movement exercises.
Speed tests.
Uniformity in size, slant and spacing.
Spencer's Practical Writing Book No. 6.
ARITHMETIC
This assignment is the result of an attempt by all during the
year 1909-10 to simplify for the pupils in school rooms that demon-
strated they were least efficient in arithmetic.
Topics marked ** for A schools only.
First Term
Note: Mental and oral arithmetic should be given daily for
about one-fourth of the recitation period, usually preceding the other
work. It should have a fourfold aim.
1 To keep up a continuous review of essential processes in order
to insure accuracy and facility.
2 To introduce new principles which are to be developed.
3 . To give sufficient drill upon principles which have been pre-
sented to the class, in order that pupils may have much practice
and become skillful in their use. *
4 To give exercises designed to control large numbers mentally.
58
Teach greatest common divisor and least common multiple.
The special topics assigned for the first term will be common
and decimal fractions, with such general application of fundamental
processes as are indicated within the limit of the assignment.
The advance work in arithmetic will extend to page 153 in Young
and Jackson's arithmetic, omitting percentage and ratio.
Review reduction, addition, subtraction and multiplication of
common fractions.
Review multiplication and division of decimal fractions
Give many problems in area based upon measurement of school
rooms, halls, school buildings and school yards.
Division of common fractions pages 108 to 111. Method on these
pages not mandatory.
Second Term
The assignment for the second term will extend to page 181, in-
cluding processes and problems within the limit.
The special topics for the second term will include percentage,
area, and volume.
Percentage: See pages 128 to 138.
**Study of Trapezoids: See pages 156, 157. Area compared to
area of triangles.
Powers and roots and application in measurement of volume of
prisms. * B schools may omit pages 146, 147 and 169.
The application of these processes will give frequent opportunity
for the making of original problems by the pupils.
Notation and numeration of integers; give special attention to
decimal notation.
Extend the work in fractions and sum up in definitions, terms
and processes used.
Third Term
The assignment will extend to page 218 in Young and Jackson,s
Arithmetic.
**Continue the study of percentage. **Its application in com-
mission, trade discount, interest and taxes, pages 174–175 and 181-
184 are optional : Treat only Case I if any at all. Other types of
problems pages 171-181 are optional.
**Study the circle, radius, diameter and circumference. Measure-
ment of angles, involving the use of the protractor.
A set of forty-eight protractors will be found in each building.
Unify work in area and volume with school and home gardens.
Note: In problems requiring several operations or steps it is
well to first indicate the operations by means of signs.
Dubb's Mental (Complete) Arithmetic to page 70. Schools may
study selections on other pages.
*B schools or about */3 of all.
**Advanced schools or about */s of all.
59
HISTORY
Throughout the work in history and geography parts marked *
are for fast grade only, while parts marked ** are optional with fast
grade.
Fall Term e
U. S. History, 12 weeks. Text, Eggleston : pp. 100-133. Also
story of invention of printing press and spinning jenny.” Municipal
Civics, 3 weeks. Department of Public service: Department of
Health and of Water Works. s
Winter Term
U. S. History, 10 weeks. Eggleston : pp. 133–161; also invention
of Steam engine, locomotive* and sewing machine. Municipal Civ-
ics, 2 weeks. Mayor and Council.
Spring Term
U. S. History, 10 weeks. Eggleston: pp. 161-185, 186-189**, 190-
200. Also story of invention of mowing machine”, electric light, and
telephone. Municipal Civics, 2 weeks. Treasurer and Auditor.
GEOGRAPHY
Fall Term
Text: Natural Advanced Geography, Redway and Hinman;
North America, Carpenter’s. To be used as part of subject matter
for study and class discussion. - -
Natural Advanced Geography : pp. 5–7, 23–25, 45-54, 55-57**, 62 to
Ohio 72, Ohio Supplement pp. 1-8, and half 7 and 8*. Slow schools in
addition to capital, but two important cities in each state; fast schools
not to exceed four, remaining ones discussed optional with fast
schools. This will hold throughout the year.
North America : pp. 9-14, 45-99.
Special attention in proper relation to quarrying, ship building
and shipping, and manufacture of wool and cotton.
Winter Term
Natural Advanced Geography: pp. 73-87.
North America: pp. 99–234.
Special attention in proper relation to cotton and tobacco grow-
ing, corn and wheat raising, and milling, stock raising and meat pack-
ing, lumbering, coal mining, and manufacture of iron.
Spring Term
Natural Advanced Geography: pp. 88-91, III-IV B, 93-97, 97-101,
Central America”, West Indies**, Carpenter's pp. 235-352. Inten-
sive study in proper relation of gold and silver mining, fruit grow-
ing and shipping, and fishing.
- 60
- MUSIC
Parts marked * to be omitted by slow schools.
Fa11 Term
- September
Melodic Third Reader.
Pages 100 to 114.
Choose rote songs from pages 100, 102, 105, 106, 108 and 112.
Page 113, exercises 125, 127 and 128. Divide school into three
parts choosing for upper part high thin voices from both boys and
girls, for middle part deeper voices from both boys and girls and for
lower part the deepest voices from both boys and girls. Parts
should balance as to body of tone rather than numbers of children.
October
Pages 114 to 121.
“Nature's Song” employs material found in studies 125 to 128.
*“A Bird Was Flying” also embodies former teaching, *page 119,
exercises 137, 138. Manual, page 82.
November
Pages 121 to 130.
Special attention page 122 Solfeggio. “The Old Year.” page
128. Manual, page 83.
December
Pages 130 to 133. . .
“While Heaven Is Bright,” study for three voices which illus-
trates quintation. Page 132, exercise 153, 154, 155 and 156. Manual
page 83.
Winter Term
January
Pages 133 to 142. Manual, page 84.
Special attention page 133, exercise 161, page 134, Ex. 162 are
for securing pure chord effect.
*Page 135, exercise 163, study in minor seconds.
*Page 139, Solfeggio.
Page 141, exercise 169.
February
Pages 142 to 149. Manual, page 85.
Special attention page 143, exercise 172; 143, exercise 173, an ex-
ercise in syncopation. *144, Solfeggio; 148, exercises 179 and *180.
March
Pages 149 to 157. Manual, page 86.
Special attention page 149, example 191.
Page 152, exercise 195 and *196.
6 |
Krakoviak (syncopation).
Page 155, exercise 197.
Spring Term
April
Pages 157 to 165.
Special attention page 157, exercises 201 and 202.
Page 158, The Choral.
Manual, pages 86 and 87.
May
Pages 165 to 171.
Page 165, Studies in Two Parts.
Page 168, Study in Three Parts.
Manual, page 87 and 88.
June
Pages 171 to 177.
Page 176, exercise 217—A Canadian Boat Song.
Commence each outline on the first of the month.
Do work to which special attention has been called first. .
Pitch pipe must be used in giving key for all songs and exer-
C1S6S. t
Put special emphasis this term on tests in SIGHT READING
and give drill in key signatures and three-voice work so that the
classes may show more strength upon entering the Seventh Grade in
the fall.
DRAWING AND APPLIED ART
September and October
Draw flowers, fruit, seed-pods, etc. Pencil, or brush and ink, or
brush and charcoal gray. Suggestions: Book 5, pages 17, 19, 20, 21,
22, 25, 26; Book 6, pages 17, 20, 23, 73, 86. Book 7, pages 19, 22, 25,
27. Make units of design. Save.
November and December
Study of landscape by means of pictures. Corot, Rousseau.
Make a book-cover, using in the decoration a tree or other nature
form. Surface-covering.
January, February and March
Draw with pencil objects in different positions. In outline. Sug-
gestions: Book 5, pages 53, 54, 55, 57; Book 6, pages 43, 45, 46, 47.
- Outline drawings may be finished with brush and ink. Suggestions:
Book 6, page 47; Book 7, page 48.
Draw with pencil groups of objects. In outline. Suggestibns:
Book 5, pages 49, 56; Book 6, page 46. Outline drawings may be
finished with brush and ink. Suggestions: Book 7, page 48.
Mass drawing of objects. Pencil. First sketch lightly. Sugges-
tions: Book 5, page 44; Book 6, pages 43, 48; Book 7, pages 45, 47.
62
April, May and June
Twigs and flowers. Brush and charcoal gray, or pencil. Sug-
gestions: Book 5, pages 17, 19, 21, 22, 26; Book 6, pages 17, 20, 21,
26, 86; Book 7, pages 19, 25, 27.
Make a book-cover using a corner decoration. The corner design
can be utilized for box-covers, etc., in the manual training department.
Save the stencils.
MANUAL TRAINING
KN | FEW OR K–BOYS
Equipment
Knife, Square, rule, compass, awl.
Drawing
Working drawing and sketching in connection with the projects cop-
structed.
Design
Applied in outline, surface decoration and color.
First Term
Envelope, parcel carrier, calendar, flower-Stick.
Second Term
Cat stick, cat, garden Stake, awl handle.
Third Term
Match box, key rack.
Parallel and supplementary lessons are provided.
SEW | NG—G|R LS
The sewing in this grade is the making of the personal equipment
for domestic science in the seventh grade. Some study of textiles
should be continued.
First Term
Dish Cloth
Measurements: 12 in., 1-4 in., 4 in.
French or Napery hem.
Stitches: Overhanding, back, outline.
Printing: First initial of the pupil and last name in full.
Dish Towel
The same as the dish cloth excepting the measurement of 1 yard
in place of 12 inches. Repetition of the same problem gives op-
portunity for more independent work on the part of the pupil, a
better quality of work and increase in Speed.
Cuffs
Measurements: Each pupil is measured by another pupil for length
and width. Directions should be given to the entire class.
Stitches: Basting, running, back, half back, hemming outline.
Printing: First initial and last name in full.
63
Second Term
Cap t
There are no new stitches in the cap. The aim should be to improve
the quality of the work and to increase the speed.
Apron
Measurements: Each pupil is measured by another pupil accord-
ing to directions.
Stitches: Basting, running back, hemming, gathering, over-hand-
ing, outline, button hole.
Printing: First initial of the pupil and last name in full.
Third Term
Apron
The apron should be finished the first half of the term.
Mending
Review of the different kinds of patches and darning.
PHYSICAL TRAINING
First Term
Lessons I to VII inclusive. Beginning September 19 on lesson I,
devote two weeks to each lesson.
g Second Term
Lessons VIII to XIII inclusive.
Third Term
Lessons XIV to XVIII inclusive.
Games as contained in syllabus.
Note: Whenever possible conduct all physical training work in
the halls, assembly room or playground. If the playground is used
about half time should be given to games. Here it is essential to take
only the corrective exercises which are on the front of the card. Where
the work must be conducted in the class room, one or two lessons a week
should be spent on games. º
Assignment for Physiology and Hygiene will be sent later.
VIII
SEVENTH GRADE
READING
For English and German pupils—Text Book.
i Study with pupils the “Suggestions on Vocal Training” found as in-
troductory to Part I of the Progressive Fifth Reader. See that
each pupil can give accurately the various elementary sounds, vocal,
subvocal, and aspirate. Aim to cultivate throughout the year purity
of tone and flexibility of voice. Teach pupils how to use the dia-
phragm in breathing, especially in expelling the air column in
speaking, reading and singing.
64
II Part I of our Fifth Reader contains 50 lessons including introductory
matter. Three forty-minute periods set apart in the time table for
text-book reading would seem sufficient to enable a very good school
to complete the whole of Part I within the year. The following
lessons are indicated as the average requirement. They should be
taken up in the order given : 2, 3, 14, *18, 26, *31, *36, 44, *46, 4,
16, 17, *19, 27, *32, 37, *40, 5, 6, #7, 21, 23, 28, *34, *43,
8, 9, 22, 24, 29, *30, 446, +35, #11, +12, #20, 25. *
III Starred lessons may be omitted in schools in which the pupils are
som what backward in English thus needing more intensive study
of fewer selections. On the other hand every lesson in Part I may
be taken by schools which find themselves able to master them.
IV These lessons are the pupils' opportunity to add to their vocabularies.
Intensive study is to be made of this text-book work. Aim to have
expressive reading. See that pupils not only master the thought
content but that they express it. Encourage freedom in reading.
For the most part pupils should read standing before their class-
mates. The school should be the audience for each reader, who
should read in a natural and communicative tone of voice.
V. Memorize: Lessons 17, 23, 24, 25, 47. Bacon's Advice, page 18.
Other poems and fine prose for committing to memory will be
sent from the office. &
Make use of the helps and Suggestions found after each lesson.
Drill on the meanings, pronunciation of words.
The teacher should take part in each reading lesson, not merely
as a questioner, but as a reader, setting an example of easy, well
modulated and clearly enunciated free reading.
By taking the minimum assignment in the Reader, sufficient time
may be gained to enable the English and German pupils to read during
this 120-minute-a-week period some interesting book of supplementary
matter found in the different buildings. Teachers will select.
For English Pupils—Supplementary Reading.
The reading known as supplementary differs from the text-book
reading in that it is less intensive. Pupils should be allowed to read
for the joy of it—to get the story and descriptions and instruction which
the piece affords.
Every school has the Cricket on the Hearth. This will be a good
introduction to this kind of reading and will be taken during the fall
tern.
The three forty-minute periods set aside weekly in the time table
for supplementary reading will enable good schools to read in addition
to the Cricket on the Hearth other selections from the list of books
found in the various buildings.
For the second or winter term, Evangeline will correlate well with
the History. Additional work may be selected as in fall term. Whittier's
Snow Bound will be in keeping with the season.
For the spring term read Hale's Man Without a Country. We
hope to have books for all. In the event that no set is in any given
school, make the most of a single copy. Read such other books as may
be in your list of supplementary reading.
65
SPELLING
Two words of the following list are to be made prominent in each
lesson. Their pronunciation, division into syllables, derivation, phonetic
properties, oral and written spelling and meaning, are all to be made
clear to pupils.
The teaching of a new word may be done, (1) by using it in a
sentence; (2) by definition or description; (3) by giving a synonym
or the antonym ; (4) by illustration with object, action or drawing;
(5) by etymology. -
Each lesson should have also from eight (B Schools) to twenty
(Advanced Schools) subordinate words taken from the text-book or
composition exercises. Systematic review each Monday should be
made of the prominent words taught in this and the lower grades.
Frequent supplementary dictation, word-building and phonic excrcises
should be given. Spell much orally. In oral spelling indicate syllables
usually in one of these ways:
1 By slight pause.
2. By pronunciation of syllables.
3. By repronunciation of syllables.
Teach a little daily, test thoughtfully, drill intensively, and follow
up words misspelled persistenty.
First and Second Months
Acquit, sediment, colonial, delicious, impossible, transmit, perceive,
courtesy, conceit, besiged, achieve, grieve, valiant, subtile, advertise-
ment, obelisk, reservoir, conscious, prospective, veteran, anecdote, deci.
mal, accomplished, indicative, unwelcome, giraffe, brilliant, duchess, bil-
ious, judicious, infinitive, biscuit, candidate, present, champion, spectator,
wrought, stockade, metropolis, masquerade, architecture, ballot, venom,
gesture, barren, weighty, militia, execute, gigantic, chandelier, continu-
ing, sensitive, tonsil, cashier, monarchy, tragedy, colonel, scientific, in-
sipid, ecstasy, avalanche, mercenary, condemn, forfeit, soldier, content,
cancel, intrench, transgress, duplicate, vulture, mutilate, quadrille, par-
quet, extravagance, nominee, tariff, Sapphire, tattoo, allege, mischief.
Third and Fourth Months
Pendulum, autograph, circular, arrangement, couch, frontiet,
ledger, partial, quantity, impede surpass, oracle, vehicle, discern shampoo,
humidity, contour, concede, profile, burlap, pelican, provincial, rector,
sponsor, waistcoat, bodice, pendent, goggles, scaffold, cartridge,
reliant, obstinate, illiterate, liberal, generous, maxim, artisan, historian,
dialogue, vindicate, choral, baritone, lubricate, designate, liberate,
gouge, fugitive, receipt, active, transitive, abolish, experience, con-
sider, frontier, torpedoes, extract, converse, quinine, ammonia, con-
stable, sculptor, disaster, transfer, convey, conquest, enterprise,
irritate, draught, caboose, robust, dishonor, baron, capitol, com-
memorate, grocer, acknowledgment, burrow, surge, principle.
Fifth and Sixth Months
Denial, granary, controversy, policy, prophecy, decoy, pulley, sur-.
vey, alley, attorney, at1stere, trapeze, executive, tyrannical, bisect, sep-
66
arate, gracious, nymph, cologne, mortgage, trillium, admirable, com-
parable, pitiable, nutriment, adjournment, finance, perseverance, an-
thracite, bitumous, admittance, photography, tweed, memoranda, jaun-
dice, hiccough, villainous, anonymous, gentian, collapse, divulge, rigging,
clannish, anarchy, lichen, dispense, construe, analysis, asphalt, parachute,
mania, grievous, landscape, artificial, smudge, pioneer, coupon, guaranty,
raiment, colleague, petrify, morgue, revolutionary, fathom, spigot,
wily, instinct, recede, revelry, pugilist, hosiery, brilliancy, telescope,
bulletin, librarian, electrician, Scourged, epidemic, phonic.
Seventh and Eighth Months
Precede, countenance, secrecy, decency, intimacy, bargain, treaty,
agreement, conference, prevalence, circumference, detriment, flexible,
alkali, Sauerkraut, cayenne, identical, aerial, frugal, liquefy, negotiate,
forecastle, friendship, squallor, torpor, converge, indorsement, promis-
sory, installment, assessment, bankrupt, cathedral, glycerine, encompass,
acclimate, extinguish, petition, congregate, fumigate, manipulate, salary,
unison, monotone, zephyr, particle, Science, juvenile, projectile, anxious,
nicotine, attribute, pioneer, cartoon, lurid, temperature, flexibility,
responsibility, minority, rarity, marginal, universal, sterilize, italicize,
populace, imbecile, census, courtesy, treachery, municipal, nautical, es-
sential, alcohol, antique, deficient, insurance, fulfill, commotion, trivial,
frivolous, immaterial.
Third revision of this list May, 1910.
SEVENTH AND EIGHTH GRADE COMPOSITION
Make much of oral compositon. Debates and discussion of sub-
jects. Stories—original and re-told. Incidents—experiences.
For written work use poems selected from grammar reader and
elsewhere. Franklin learned to write prose by reading a good selec-
tion and then laying aside the book, trying to reproduce its thoughts in
his own language. Comparing his imperfect rendering with the elegant
style of his model, he re-wrote and re-wrote until he had approximated
the fullness of detail and accuracy and beauty of expression of the
original. A good plan. Choose a model and try it. A piece in the
Reader will serve admirably.
Study with pupils the Chapters on Letter Writing, Narratives,
Descriptions, in Grammar.
History stories make splendid material.
Have many short compositions. One long one once a term is suf-
ficient. Do not overburden yourselves with manuscripts. By all means
make the composition time full of life and activity, not dead formalism.
GRAMMAR
Scott and Southworth's Lessons In English, Chapter IV.
Assuming that pupils have learned Parts of Speech after a fashion
and the fundamental nature of the sentence, pass on at once into a
fuller discussion of sentences introducing verbs of complete predication
and of incomplete predication.
67
Furnish pupils many exercises in the simpler constructions until
the nature of these various verb classes is well grasped.
Introduce modifiers from the first. Teach marking sentences
simply as an aid to blackboard analysis or written work. Any system
may be used, but not as an accomplishment. Introduce all forms of
modifiers—word, phrase, and clause, in the simpler forms of sentences.
† Chapter IV will furnish the basis for work in sentence study dur-
ing the entire year. Chapter V is supplmentary to Chapter IV and really
grows out of it.
Study thoroughly all exercises in these two chapters and furnish
Such additional Ones as your classes demand.
Chapter VI Complete this Chapter and such parts of Chapter
VII as may be necessary to enable pupils to handle sentences.
Omit all classes of nouns except Proper, Common and Collective.
Omit the general remarks on Inflection, page 82.
Learn the formation of all plurals, both foreign and English.
Teach gender forms and possessive forms.
Teach all the uses of the noun but touch lightly on the subject of
the infinitive and the use of the noun absolutely with a participle. All
beginnings must be made by using easy sentences. As pupils advance
let the sentences grow more difficult.
Teach throughout the year proper word forms, especially of the
pronoun and the verb and verb-phrase. In teaching pronoun forms use
sentences after the model found on page 128. Extend these greatly.
In teaching verb and verb-phrase forms teach the principal parts
of the following verbs. By using short sentences much after the man-
ner of conjugations, pupils will learn the proper combinations of auxiliary
with participle and infinitive. For example, using the verbs write,
wrote, written, make short sentences—James writes, James wrote, James
has written, James had written, James will write, James will have
written, etc., though the indicative and potential modes. Use many
subjects, nouns in both numbers and pronouns.
Irregular verbs to be learned during the year: See page 237. Be,
beat, begin, bid, bind, bite, blend, blow, break, bring, build, burst, buy,
catch, cast, choose, come, crow, draw, drink, drive, eat, fall, fly, for-
get, forsake, freeze, give, go, grow, hide, know, lay, lend, ride, ring,
rise, saw, see, shake, shoe, shrink, sing, sit, Smite, speak,
spring, strive, write, throw, Swim.
GERMAN (OPTIONAL)
First Term
Reading—Eclectic Third German Reader, lessons 82, 90, 92, 95, 102,
107, 110, 113, 116. Lessons 90 and 102 to be memorized.
Composition—Oral and written. One every two weeks, 60 to 80 words.
Subjects to be taken from reading matter. One letter.
Conversation—To be carried on in connection with reading. Phras-
eology of daily life to be taught gradually in this grade and the
eighth.
68
Language and Grammar—Review of declension of names with adjec-
tives—choose nouns from Collar's Graded German Lessons, sec-
tions 367 and 369. Conjugation of strong verbs, indicative active;
the teacher may follow section 231-233 of Joynes-Meissner's Ger-
man Grammar. Prepositions with the accusative case.
Translaton—Oral and written. Material to be selected from reading
and conversation. Application of grammatical forms. Supple-
mentary book for teachers, Ahn-Henn, Part Two.
Second Term
Reading—Eclectic Higher Fourth German Reader. For careful reading
and discussion, lessons 8, 10, 13, 14, 15, 21, 26. For rapid reading,
lessons 3, 7, 17, 19, 29. Lessons 13 and 26 to be memorized.
Composition—See first term.
Conversation—See first term.
Language and Grammar—Review of declension of nouns with adjectives
—choose nouns from sections 371, 372, 375 of Collar's Graded Ger-
man lessons. Principal parts of strong verbs take from Joynes-
Meissner's German Grammar, sections 241-243 and 246. Preposi-
tions with the dative case. Easy compound sentences with con-
junctions und, odor, aber, allein, Sondern, auch.
Translation—See first term.
Third Term
Reading—Electic Higher Fourth German Reader. For careful read-
ing and discussion, lessons 28, 35, 41, 42, 43, 45, 46. For rapid
reading, lessons 31, 40, 44.
Composition—See first term.
Conversation—See first term.
Language and Grammar—Review of declension of nouns with adjectives
—choose nouns from sections 368 and 370 of Collar's Graded Ger-
man Lessons. Principal parts of strong verbs take from Joynes-
Meissner's German Grammar, sections 247-249. Declension of per-
sonal pronouns. Prepositions with dative and accusative.
Translation—See first term.
WRITING
Movement exercises.
Speed tests.
Forearm movement in all written work.
Individuality.
Spencer's Practical Writing Book No. 7.
ARITH METIC
I This assignment is the result of an attempt by all during the year
1909-10 to simplify for the pupils in school rooms that demonstrated
they were least efficient in arithmetic.
Topics marked ** for A schools only.
69
First Term
Begin the term with a full review of fundamental operations. Walsh,
pages 291-295, gives the type of work. Also select problems from Dubb's
Mental Arithmetic, pages 70 to 107. Six weeks of this work.
Percentage and its application. Drill on changing per cents to frac-
tional equivalents. Four cases of Percentage. Profit and Loss. Teach
all applications of percentage in order named. Make selection from
Dubb's Mental. See V, pages 163-179 for drill.
The assignment for first term closes at page 250, using problems cov-
ering all applications taught.
Second Term
Commission, Commercial Discount, Insurance, Taxes, Duties, simple
form—Interest Case I, including Amount. -
Carry the work of Percentage and its applications and make it a
vital part of the teaching. Walsh, pages 296-310. Dubb's Mental, pages
179–186. Also pages 190-193. *Selections, pages 197-202.
In denominate numbers emphasize the tables in common use, omit-
ting Troy, English Money, Apothecaries weight. Omit Article 373.
Make selections from Dubb's Mental, pages 108-125.
Assignment closes in Walsh 310.
Third Term
Mensuration—area of right triangles and quadrilaterals. Walsh,
343-346. Leave pages 310 to 339 for Eighth Grade. **The Circle
pages, 339-341.
“A study of Number”—first six exercises.
Review the assignment of the year.
*P schools or about one-third of all.
**Advanced schools or about one-eighth of all.
HISTORY
Throughout the work in history and geography, parts marked *
are for fast grades only, while parts marked ** are optional with fast
grades.
Fall Term
Text: History of the United States, Davidson:
Chapter II 12, 23, 26, 34, 35, 45.
Chapter IV 55, 57, 58, 59, 60, 61, 62, 64, 65, 66, 67, 68, 69, 72*,
73%, 74, 75, 76, 78, 79, 80, 81, 82, 83, 84, 85, 88%+, 89**, 91**, 92, 94, 96,
97, 98, 99, 100, 103, 104, 108, 109, 110, 111. -
Chapter V 127, 128, 141, 142, 143, 145, 148, 150, 151, 152, 153, 156.
Chapter VI 157, 158, 159, 160, 161, 162, 163, 164, 165, 166, 167
168, 169, 170, 171, 172, 173, 174**, 175, 176**, 178*, 179, 180, 181,
182, 183, 184, 185, 186, 187, 188, 189.
Winter Term º
Chapter VII 1914, 192, 193, 194, 195*, 196*, 197, 198, 199, 200,
201, 203, 204, 205, 206, 207, 208, 211, 212, 213, 215, 217, 218, 219, 220,
221, 222, 223, 224, 225, 226, 227** 228, 229, 232, 233, 234, 236, 237,
238, 239, 244, 245, 246*, 254, 256, 257, 258, 262, 263, 264, 265, 266,
267, 268, 269, 270, 271, 272, 273.
70
Spring Term
Chapter VIII 276, 277, 278, 279, 281, 283, 284, 285, 286, 287, 288,
289, 291.
Chapter IX 293, 295, 296, 297, 298, 299, 300, 301, 302, 303, 305,
308, 310, 311, 316, 317, 319, 320, 321, 322, 323, 324, 325, 329, 330, 332,
335, 347, 348, 349*, 350, 355, 357, 358*, 359.
GEOGRAPHY
Fall Term
Text: Natural Advanced Geography, for physical features and
mapwork. Europe: Carpenter's. For additional descriptive materials.
Natural Advanced Geography, pp. 103-11. **Uruguay, ** Para-
guay, *Chile, *Bolivia, *Equador, pp. 113-121.
Winter Term
Natural Advanced Geography, pp. 122 to Kingdom of the Nether-
lands, 125. Europe, pp. 15-25**, 25-32*, 32-76, 76-84*, 186-215, 215-
223*, 223-233, 234–248.
Spring Term.
Natural Advanced Geography, pp. 125—to Spain and Portugal, 129,
**Kingdom of Denmark, **Kingdom of Norway and Sweden, “*Mon-
archy of Austria-Hungary, **Kingdom of Belgium: Europe: pp. 133-
156, 156-186, 271-301*, 249-271, 225-133**, 249-271, 85-117, 117-124*.
MUSIC
Fall Term
Parts marked * to be omitted by slow schools.
September
Melodic Fourth Reader, pages 3 to 16. Special attention page 4.
Solfeggio; examples *1 and *2, Page 5, examples 1 and 2. (The Savoy-
ard's Song, page 7) (Rhythm first two measures.) Solfeggio, pages
*11, *12 and 15. Manual pages 89 and 90.
October
Pages 16 to 31. Special attention page 16. *Exercise on page 22.
Page 26, Solfeggio. Attention is called to “*Home” on page 28 on
account of its beauty and “The Miller of the Dee,” on account of the
Melodic Minor. Manual, pagé 91.
November
Pages 31 to 41. Special attention, exercises on pages 31 and 33.
Manual, page 91.
December
Pages 41 to 53. Special attention exercises on pages 41 and *43.
Songs on pages 45 and 48 will interest boys in lower part. Manual,
page 91. All exercises and songs should be sung in the keys indicated.
November and December outlines are shortened to allow time
for songs appropriate to the season.
71
Winter Term
January
Pages 52 to 63, Manual, page 91.
Page 53—Studies in Harmonic Minor.
Page 56—This Solfeggio is written in canon form, one part imi-
tating the other. Sing in unison at first and then in parts.
*Page 57—Solfeggio (syncopation).
Songs, pages 58, 59 and 60.
February
Pages 63 to 75, Manual, Page 91. -
Page 64—Solfeggio—Note change of key.
Page 67—Canon.
*Page 71—Study for three voices.
Songs, pages 66, 68.
March
Pages 75 to 85.
Page 75—Study in rhythm.
Page 77—Solfeggio.
Songs, pages 82 and 83.
If teachers prefer to use any songs (within the assignment) other
than the one suggested, they are at liberty to do so.
It is also suggested that the best songs of the previous term
should be reviewed from time to time. Sing patriotic songs in
U1111SO11. g
Spring Term
April
Pages 91 to 95. Manual, pages 91 and 92.
Special attention is called to the Solfeggio on page 91, the de-
velopment of which is fully explained in exercises 1, 2 and 3.
The Solfeggio on page 92 is interesting and contains no problems
not already understood.
The song on page 94 is suggested for its singableness, and will be
helpful in interval and rythmic study.
May and June
Pages 95 to 100.
All exercises and songs must be sung in the keys indicated. If
there is no instrument in the room the teacher should use the pitch pipe.
Put special emphasis this term on tests in sight reading and give
drill in key signatures and part singing, so that the classes may show
more strength upon entering the eighth grade in the fall.
Teachers will please observe the outline carefully, commencing
each assignment on the first day of each month.
DRAWING AND APPLIED ART
September and October
Draw flowers, fruit, vegetables, seed-pods, etc. Pencil. Sug-
gestions: Book 5, pages, 17, 19, 20, 21, 22, 26; Book 6, pages 20, 73,
72
86; Book 7, pages 22, 25, 27. Give the work both in outline and in
mass. Make units of design. t
November and December
Make units of design from nature forms. Stencil. Suggestions:
book 5, pages 86, 90; Book 6, pages 67, 73, 75, 85, 86, 87, 92; Book 7,
pages 22, 99, 115, 116.
Make a mount for a quotation or picture, using a corner decora-
tion. The corner design can later be utilized for box-covers, etc., in
the manual training department. Save the stencils.
January, February and March
Draw with pencil objects in different positions. Outline. Sugges-
tions: Book 5, pages 53, 54, 55, 57; Book 6, pages 43, 45, 46, 47, 52, 53,
54, 55, 56, 59; Book 7, pages 54, 56, 57, 58, 59, 60, 61, 63.
Draw with pencil groups of objects, fruits or vegetables. In outline.
60 Object drawing. Pencil mass. Suggestions: Book 7, pages 45, 47,
April, May and June
Twigs and flowers. Brush or pencil. Suggestions: Book 5, pages
% } 21, 22, 26; Book 6, pages 17, 20, 21, 26, 86; Book 7, pages 19,
Study of figures or animals combined with landscape by means of
pictures. Millet, Troyon, Jacque.
Make a book-cover, using a corner decoration.
MANUAL TRAINING
BENCHwork—BOYS
Drawing
Working drawing and sketching in connection with the projects
constructed, involving the use of drawing board and instruments.
Design
Applied in form, surface decoration and color.
Study of Materials -
Woods and various supplies used, their source, preparation and
manufacture.
Projects
1 Two or three class projects involving general principles,
carefully constructed to given dimensions: Garden stake,
cutting board, T square, game board, scouring board, flower
pot stand, bracket,etc.
2 Rack problem: Project selected, designed, constructed and
stained by the individual pupil: Fan rack, cup and saucer
rack, pipe rack, tie rack, broom rack, dumb bell rack, whisk
broom holder.
3 Picture frame: Study and selection of pictures, design and
construction of frame, staining to harmonize with picture.
4 Box problem: Boxes for various uses, application of surface
decoration in color.
73
5 Desk fittings: Ink stand, pen tray, blotter, stamp box, let-
ter holder, candle-stick, etc. Design problem.
6 Various projects at the option of teachers and pupils.
HOUSEHOLD SC E N C E–G | R LS
First Term
Introductory: Study of equipment, practice in measurements.
Formulation of rules for dish-washing. Study of the care of the
kitchen should supplement each lesson. This includes the use of sink,
refrigerator, towels, woowork and metals.
Preparation of the various cuts of meat and of vegetables. Simple
analysis of the potato, digestion of starch and its use in the body.
Marketing. Steamed pudding and a lesson in candy precede the Christ-
InnaS VaCat1On.
Second Term
Vegetables, cereals, flour mixtures, beverages. Experimental les-
son in leavens, eggs. Practice in writing menus. Preparation and serving
breakfast.
Third Term
Continue practice in writing menus, estimating cost per capita.
Boiled salad dressing, potato Salad, simple desserts, preparation and
serving of luncheon and dinner.
PHYSICAL TRAINING
First Term
Lessons I to VII inclusive. Beginning Sept. 19 on lesson 1, de-
vote two weeks to each lesson.
Second Term
Lessons VIII to XIII inclusive.
Third Term
Lessons XIV to XVII inclusive.
Games continued in syllabus of games.
Note.—Whenever possible conduct the exercises in halls, assembly
room or playground.
Assignment for Physiology and Hygiene will be sent later.
IX
EIGHT GRADE
READING
For English and German Pupils—Text-book.
I Study as an introduction. Suggestions for Vocal Training
under the heads, Inflection, Emphasis, Modulation and Figures of
Speech as set forth in Part II of the Progressive Fifth Reader.
Review the corresponding sections of Part I. These pages will them-
selves serve as good reading lessons for the opening week or two of
school.
74
II See that your pupils know how best to expel the column of
air in order to produce a pure, rich, strong tone while the throat and
upper chests are relaxed. This has not received enough attention.
III. The Progressive Fifth Reader contains in Part II forty-nine
lessons. Three forty minute periods per week, or its equivalent, for
work in the intensive study of these basal lessons ought to enable the
very good school to read them all within the year. We indicate the
following as a requirement to be taken up in the order indicated : Les-
sons, 1, 2, 8, 20, *27, 36, *40, 5, 9, 11, 18, 21, 29, 37, *41, 42, 43, 6, 13,
*17, #19, #30, 33, 44, 45, *14, #15, 23, 24, *38, 46, *4, 10, 22, *25
*34, #49.
Schools that find this assignment too heavy may omit the starred
lessons. Schools capable of doing more may add all omitted lessons
and 1essons 34, 35, 45, 17, 16, 2, etc., in Part I.
IV Memorize lessons *8, *9, 11, 14, *42, 46 °31, in Part II.
Patrick Henry's Oration to be sent by circular from office, and lessons
23, 24, 25 and 47. Starred lessons may be omitted.
V These lessons studied intensively furnish an opportunity for
the increase of the vocabulary of your pupils. Encourage their Sense
of words and beautiful expressions.
VI Eighth Grade Pupils should learn in reading not to depend
too much upon the book. Complete freedom with consequent power
is secured only when the pupil can look squarely into the faces of
his classmates and say expressively and impressively the thing the book
has in it.
VII. By taking only the minimum requirement of above as-
signed work in text-book, time may be found in this 120 minutes per
week to enable the English and German pupils to read together some
of the interesting books of supplementary reading found in the different
buildings. Teacher will select.
VIII The teacher should take part in every reading lesson, not
only as a questioner of the pupils and a critic of their performances,
but as a participator in the actual reading. She should set, as best
she can, a model of clear thoughtful reading, not what is called
dramatic, but forceful and free. This is a requirement that is essen-
tial to the best results. See what is said under Supplementary
Reading.
English Pupils—Supplementary Reading.
The purpose of our Supplementary Reading is to furnish pupils
an opportunity to become acquainted with selections as a whole.
The following pieces from William's Choice Literature, are to
be given during the fall term as introductory to the longer selections
to be taken up later.
Burns’, For a’ That and a' That.
Byron's, The Battle of Waterloo.
Carey's, An Order for a Picture.
Clemens’ (Mark Twain), New England Weather.
*Curtis's, Who Was the Minute Man P.
*Dryden’s, Alexander's Feast.
Dodge's (Gail Hamilton), Chicken’s.
*Hugo's, The Carronade.
75
Kellogg’s, Spartacus to the Gladiators.
*Macaulay's, The Trial of Warren Hastings.
Macaulay's, Horatius at the Bridge.
*Osgood's, Labor is Worship.
Richter's, The Two Roads.
*Shakespeare's, Othello's Courtship.
Tennyson's, Charge of the Light Brigade.
*Warner's, Back Log Studies.
The three forty-minute periods per week set apart in the time
tables for supplementary reading are sufficient to enable a good
school to master these sixteen selections thoroughly during the fall
term. Schools able to do more may make selection of other num-
bers in the Choice Literature or elsewhere. Schools in which pupils
have a more limited power in English may omit the starred lessons
from the above list. -
In as many schools as possible we desire that Dickens' Christ-
mas Carol be read during December. In case there is not a set of
these books in any given School, excellent use may be made of a
single copy to be read by selected pupils and by the teacher herself.
During the winter term, the Lady of the Lake should be read by
all Eighth Grade pupils as supplementary reading. Much of this
poem should be read by the teacher, especially in those schools in
which the imaginations of the children have not yet been quickened.
If more than this can be done, the teacher may select, out of the list
of supplementary reading found in the building, some books of her
own liking. -
The work during the spring term is Julius Caesar. This is to be
read by all Eighth Grade pupils whether English or German.
By taking the least requirement in the assignment of work in Wil-
liams’ Choice Literature, teachers may at their option secure enough
time from that set apart for supplementary reading to enable them to
read in addition some story from the list of reading found in all build.
1ngs.
SPELLING
Two words of the following list are to be made prominent in
each lesson. Their pronunciation, division into syllables, derivation,
phonetic properties, oral and written spelling and meaning, are all
to be made clear to pupils.
The teaching of a new word may be done, (1) by using it in a
sentence; (2) by definition or description ; (3) by giving a synonym
or the antonym ; (4) by illustration with object, action or drawing:
(5) by etymology.
Each lesson should have also from eight (B Schools) to twenty
(Advanced Schools) subordinate words taken from the text-book or
composition exercises. Systematic review each Monday should be made
of the prominent words taught in this, and in the lower grades. . Fre:
quent supplementary dictation, word-building and phonic exercises should
be given. Spell much orally. In oral spelling indicate syllables usually
in one of these ways:
76
1 By slight pauses.
2 [3y pronunciation of syllables.
3. By repronunciation of syllables.
Teach a little daily, test thoughtfully, drill intensively, and follow
up words misspelled persistently.
First and Second Months
Comrade's, children’s, martyr's, development, emancipate, explor-
er, wondrous, rioter, coupon, discordant, recreant, arraignment, ex-
Odus, deficit, conscious, jardinere, valvular, vehicle, tabernacle, alien,
linguist, affirmative, artesian, diffident, pamphlet, encyclopedia, catas-
trophe, enthusiasm, bronchitis, eulogy, synopsis, illegal, avoirdupois,
variable, contradictory, symmetrical, chiffonier, refrigerator, capsule,
frantic, diversify, obvious, consequence, requisite, specify, hospital,
affidavit, Subpoena, transmitter, charade, debris, hydrogen, feign, par-
ticiple, competitor, delineate, deviate, scrutiny, barometer, imbibe,
augment, spherical, zenith, graduate, incisors, cornea, chamois, kin-
dergarten, begonia, contrite, Veracity, audience, persistence, corpuscle,
technical, gutteral, insolvent, irreverent, explicit, visible.
Second and Third Months
Delinquent, disinfectant, mosaic, emphatic, carmine, vermillion,
Seraph, promiscuous, consistent, centennial, republic, glazier, stenog-
rapher, preservation, royalist, secession, intolerant, suspicion, pheasant,
plover, shrewdness, sagacity, clarinet, glycerine, miscellaneous, chemistry,
relapse, uncouth, supplement, compartment, Sarsaparilla, magnesia, italics,
occasion, replenish, precedent, prejudiced, subordinate, falcon, con-
tagious, conscientious, changeable, panorama, drama, boulevard, calci-
mine, declaration, modulation, aqueduct, aquarium, tendency, capacity,
appraise, egotism, accessible, irresponsible, culinary, persecute, pedestrian,
acrobat, lariat, portico, Americanize, specialize, naturalize, czar, em-
peror, qualification, quartette, paralysis, epitaph, copious, plenteous, phy-
sics, boundary.
Fifth and Sixth Months
Sincerity, indemnity, nuisance, mischievous, sorcerer, aristocracy,
guardian, routine, remittance, filament, perennial, consecrate, occur-
ence, arrangement, hypodermic, incredulous, ellipsis, assessment,
reciprocal, lineage, toboggan, tableaux, confiscate, inseparable, talis-
man, parasite, equipage, annuity, malign, governor, cerebellum, anti-
dote, competent, rescind, conduit, nihilist, ingenuity, convalescent,
cemetery, inaugural, aeronaut, labyrinth, restaurant, perimeter, trape-
zoid, polygon, concede, significant, librarian, typhoid, eucher, heinous,
corrode, liquidate, mercantile, hygiene, conjunctive, sincere, politician,
celestial, transient, proficient, sable, biography, dyspepsia, erysipelas,
pneumonia, neuralgia, vellum, sovereign, associate, chute, excursion, per-
suade, circulate, security, chrysanthemum, ineligible, incorrigible.
Seventh and Eighth Months
Stalwart, business, medallion, tracery, cutaneous, glycerine, insig-
nificant, facial, accessory, compulsory, laboratory, lavatory, archi-
pelago, sepulcher, lieutenant, Sachen, linear, equilateral, necessitate,
perverse, churlish, calyx, palisade, Supersede, assignee, clemency, Scan-
77
(lalous, ignominious, punctuate, insurgent, prestige, diphtheria, acme,
budget, rheumatism, discipline, creosote, efficient, utterance, liniment,
parenthesis, stereoscope, beneficent, economics, inflammable, idiom,
obsolete, formidable, attendance, colonnade, gruesome, tribal, luscious,
anxiety, astringent, available, retriever, invariable, marauder, amnesty,
armistice, confederacy, reversible, discernible, lyceum, malignant, coun-
terfeit, turquoise, fundamental, appendicitis, medical, rebellion, quinsy,
asthma, sagacious, judicious, enrollment, necessary, bereavement, liquida-
t1O11.
Third revision of this list May, 1910.
GRAMMAR
I Begin with Chapter VII. Continue the work in pronouns, ad-
jectives, verbs, adverbs, prepositions and conjunctions.
II Omit as follows: In pronouns, all subdivisions of the adjective
pronoun. In adjectives, all classes except descriptive, limiting and con-
junctive. In verbs, all names of participle phrases and infinitive phrases.
In conjunctions, section 534.
III Make use of Chapter XX, in giving a review of sentences
their classes and structural elements.
IV Learn throughout the year the principal parts of all irregular
verbs. Drill upon these by using short sentences after the manner of a
synopsis of conjugation—using indicative mode only. Use different
subjects—I, he, you, John, William, etc.
V Along with the work above outlined, carry on throughout the
year analysis of sentences of difficulty suited to pupils. Use all the
exercises found in the Grammar. Use Grammar Leaflets for additional
work as you progress through the year. Advance into the intepretation
of poems in Leaflet as your classes show themselves able to comprehend.
Do not force interpretations of your own upon pupils. The only good
is accomplished through their spontaneous activity, aided and supple-
mented by that of the teacher. *
VI Some time within the year, pupils should read thoroughly
“The Development of Our Language,” beginning on page 350 of the
Grammar. They should also review the marks of punctuation—see
page 344.
Eighth Grade pupils will be greatly helped by a study of Pre-
fixes and Suffixes—pages 356 and 357 and also of Stems, page 358 and
following.
Ambitious schools might master this work So far as given in our
book. It is extremely profitable work. It is not made an absolute re-
quirement, but is encouraged.
GERMAN (Optional)
First Term
Reading—Eclectic Higher Fourth German Reader. For careful read-
ing and discussion, lessons 48, 54, 55, 58, 60, 62. For rapid reading,
lessons 50, 53, 56, 59. Lessons 55 and 60 to be memorized.
Composition—75 to 100 words. One composition every three weeks.
Subjects to be taken from reading matter, from pictures, or from
the every day experience of the pupils.
78
Conversation—In addition to reading matter, the phraseology of daily
life, politeness and courtesy.
Language and Grammar—General review of declensions—nouns, pro-
nouns, and adjectives. Compound and complex sentences—conjunc-
tions.
Translation—Oral and written. Selected from reading matter, lan-
guage work, and conversation. Application of grammatical forms.
Supplementary book for teachers, Ahn-Henn, Part Three.
Second Term
Reading—Eclectic Higher Fourth German Reader. For careful read-
ing and discussions, lessons 72, 77, 79, 83, 86, 93, 103. For rapid
reading, lessons 78, 87, 89. Lesson 77 to be memorized.
Composition—See first term.
Conversation—See first term.
Language and Grammar—Review of principal parts of strong verbs.
Separable and inseparable verbs. Prepositions governing the geni-
tive. Complex sentence—its construction. Transposed order of
words.
Translation—See first term.
Third Term
Reading—Eclectic Higher Fourth German Reader. For careful read-
ing and discussion, lessons 99, 108, 124, 125, 129, 142. For rapid
reading, lessons 98, 104, 107, 119, 144. Lesson 142 to be memorized.
Composition—See first term.
Conversation—See first term.
Language and Grammar—The passive voice. Review of all declen-
sions, conjugations, and prepositions. Review of syntax.
Translation—See first term.
WRITING
Movement drills.
Arm movement in all written work.
Speed tests.
Business forms, notes, drafts, etc.
ARITH METIC
Topics marked ** for A schools only.
First Term
This assignment is the result of an attempt by all during the year
1909-10 to simplify for the pupils in school rooms that demonstrated
they were least efficient in arithmetic.
Review the work of the seventh grade, Pages 387 to 394.
Walsh's Arithmetic, chapter VI, page 310 to involution page 328,
omitting page 322. In the review of Interest, follow the seventh grade
assignment, 394 omitted. * B schools may omit pages 319-321.
Dubb's Mental Arithmetic, Section IV, lessons, 1, 2, 3, 5, 6 and 7.
**Lessons 4, 8, 9, 10, and 11.
“A Study of Number,” pages 1 to 13.
79
Second Term
Walsh's Arithmetic, pages 328 to 358, omitting Cube Root.
Dubb's Mental Arithmetic, Section VII, lessons 1 and 2.
*Pages 346-351 optional with B schools. Problems, pages 365, 366.
Problems 395 to 415. *B schools to make selection of the easier
problems.
Dubb's Mental Arithmetic, Section IV, lesson 12.
Selections from Section VIII, pages 209-220.
**“A Study of Number,” 13-29.
Third Term
Algebraic Equations, Walsh, Chapter VII, pages 415-440.
*B Schools will not go beyond page 432, nor beyond page 13 in the
“Study of Number.” -
General review of 8th grade work.
Business forms assigned to writing period.
* B schools or about one-third of all.
**Advanced schools or about one-eighth of all.
HISTORY
Throughout the work in history and geography, parts marked *
are for fast grades only, while parts marked ** are optional with fast
grade. -
Fall Term
Text: History of the United States, Davidson:
Chapter IX 365, 367, 368, 369, 372, 375, 376, 377, 378.
Chapter X 380, 381, 382, 383,384, 385, 386, 387+, 388, 389, 390, 391.
Chapter XI 392, 394, 395**, 396**, 397++, 398**, 399%, 400, 401,
409**,410, 414, 420, 422, 423, 424, 425, 427, 430, 431, 432, 433, 434, 438,
439, 442, 447, 448, 449, 451, 453*, 457, 462, 465, 467, 468, 470, 471, 472,
473, 474, 475, 477, 478.
Chapter XII 479, 480, 481, 482, 483, 484, 485, 486, 487, 488, 489,
490, 491. -
Winter Term
Chapter XIII 492, 493, 494, 495, 500, 502, 503, 506, 508, 509, 513,
516, 517, 520, 521, 522, 526, 527, 533, 535, 536, 537, 539, 540, 541, 542,
543, 548, 549+, 550, 551, 552, 553, 554, 555, 556, 558, 562, 563, 567, 570,
571, 572, 573, 574, 578, 579, 580, 581, 583, 584, 585, 586, 587, 589, 590.
Chapter XIV 593, 594, 595, 596, 597, 598, 599, 600, 602, 603, 604,
605, 606+, 609, 612, 613, 614, 615, 616, 617, 622, 625, 626.
Spring Term
Chapter XIV 631, 632, 634, 639, 641, 643, 644, 645, 648, 649, 652,
654, 657, 658, 661+, 663, 668, 669, 670, 671, 672, 675, 676, 677, 678, 680,
681, 682, 683, 684, 685, 685c, 685d, 685f, 685k, 6851, 686, 687, 688, 689,
690, 691, 694, 695, 696, 697, 698, 699, 704, 705.
80
Topical Review of History: 1, Territorial Expansion; 2, Growth
in Power of National Government; 3, Admission of New States; 4,
Expansion of Right of Suffrage; 5, Development of Democratic Party;
6, Development of Republican Party; 7, Development of Civil Serv-
ice; 8, Development of Industry and Commerce; 9, Mechanical and
Industrial Invention; 10, Changes in Industrial Organization; 11,
Tariff Legislation; 12, Development in Transportation and Travel;
13, Development in Communication; 14, Developments in Home Com-
forts and Conveniences; 15, Growth of Cities and Change in Living
Conditions; 16, Development of Free Public Schools and Educational
Facilities.
The index will be found helpful in finding materials and in mak-
ing assignments in connection with these reviews.
GEOGRAPHY
Fall Term
Natural Advanced Geography, pp. 12–22, 129-133. Kingdom of
Spain and Portugal”, Kingdom of Greece”, Empire of Turkey**,
Balkan State”.
311-361.
Winter Term
Natural Advanced Geography, pp. 23 to Winds, 25, 5–7, 135-143,
Afghanistan”, Baluchistan”, Indo-China”.
Spring Term
Place, Industrial, and Commercial Geography of U. S.
First eight minutes of each lesson to rapid drill in place
geography, limited to important physical features, boundaries
and cities of the U. S. in particular, and of more important countries
of the world in general.
Review of U. S. with regard to physical features and climatic
conditions, determining the corn belt, wheat belt, cotton belt, grazing,
fruit growing, lumbering, mining, manufacturing and commercial
CenterS.
Review primary industrial processes: milling of cereals, meat
packing, making of leather, making of cotton and woolen cloth and
the making of iron and steel.
Review relations and trade routes between different centers of
production in the U. S. and trade routes, and relations between U. S.
and the more important foreign countries.
SPECIAL ASSIGNMENT FOR EIGHTH GRADE
Fall Terrn
Assignment for regular eighth grade on Asia.
Winter and Spring
Regular sixth grade assignment with regular spring assignment
of eighth grade as points of emphasis.
81
MUSIC
Winter Term
Parts marked * to be omitted by slow schools.
January
Page 71. “Study for three parts.”
Call attention to flat 7 and sharp 4 in Sopranos. The lower
part being simply the scale ascending and descending.
Page 77. One of the most interesting studies in the book. Study
in phrases of 4 measures each, then, connect as a whole.
Song on page 93.
February
Page 100. Teach Bass Clef with letter names of lines and
Spaces. 1st line being G. Sing exercises 7, 8, 9 and 10 as one
exercise and use for tuning the parts before the singing of part songs.
Songs 140 and 202.
Sing 140 in unison to chorus which should be in parts as should
also 202.
March
Page 107. Exercises 1 and 2, together with solfeggio, intro-
ducing the double dotted note.
Songs 122 and 150. While both are written in treble clef, the
lower part is splendidly adapted for boys with changing voices. *
The outline for this term is unusually short, being less than one-
fourth of the manual assignment, consequently teachers are expected
to complete the work of each month.
Spring Term
Review the fundamentals such as Key and Time Signatures with
the pitch names of lines and spaces on both treble and bass staff.
Study page 98 of the Manual for a clear explanation of the Bass
Cleff.
Because of the timidity of boys regarding the use of the changed
or changing voice, songs should be selected in which the bass part
is the least difficult, until voices are fixed and confidence has been
regained. The only exercise suggested this term is on page 121 ;
this should be mastered and will prove a splendid drill both in time
and tune.
Sing the following songs as exercises and finish such songs as
will suit your purpose for school use, calling special attention to
Key and Time signature and explain all signs that may not be
understood by the class. Page 114—a few voices to sing the upper
part. The Bass is very easy. Page 172—easy and beautiful. Page
237 for morning use. Notice that the guides are the same though
the signature is different. Page 212 should be known by all eighth
grade pupils. Call attention to the time signatures in pages 218 and
241, both are 4/2 time. Page 251 is a minor tune and should be
sung as a contrast to the many major songs sung. The key is F
minor—it begins and ends on 1a. Page 252 will test the independence
of the class and would well repay a careful study.
82
DRAWING AND APPLIED ART
September and October
Draw flowers, fruit, seed-pods, etc. Pencil. Suggestions: Book
5, pages 17, 19, 20, 21, 22, 26; Book 6, pages 20, 73, 86; Book 7, pages
22, 25, 27. Make units of design. Save.
November and December
Make units of design from plant forms. Stencil. Suggestions:
Book 5, pages 86, 90; Book 6, pages 67, 73, 75, 85, 86, 87, 92; Book
7, pages 22, 99, 115, 116. Save.
Make a postcard book. Use a border as decoration.
January, February and March
Draw with pencil objects in different positions. Perspective.
Suggestions: Book 6, pages 52, 53, 54, 55, 56, 57, 58, 59; Book 7,
pages 56, 57, 58, 59, 60, 61, 63.
- Draw with pencil groups of objects, fruit and vegetables. In
outline.
Object drawing. Pencil mass. Suggestions: Book 7, pages
45, 47, 60.
April, May and June
Twigs and flowers. Brush or pencil. Suggestions: Book 5,
pages 17, 19, 21, 22, 26; Book 6, pages 17, 20, 21, 26, 86; Book 7, pages
19, 25, 27.
Make a book-cover using a surface-covering as decoration.
MANUAL TRAINING
B E N C H WOR K–BOYS
Drawing, Design, Study of Materials. See seventh grade.
Projects -
1 At least two class projects requiring careful work in thre
dimensions: Coat rack, towel rack, sleeve board, etc.
2 Book or magazine rack for table or wall. Design problem.
3 Design and construction of furniture, adapted to the needs
and abilities of the pupils: Stools, tabourets, stands, tables,
chairs, cabinets, cases, etc.
HOUSEHOLD SC | E N C E–G | RLS
First Term
Preservation of food : Canning peaches, pears, tomatoes, jelly
sterilization.
Preparation of such combinations of food as could be used for a
meal, cream soups.
Laundry work: Removal of stains, preparation of starch, wash-
ing and ironing.
Second Term
Flour mixtures, simple desserts, infant feeding, invalid cookery,
preparation and serving of breakfast.
83
Third Term
Cooking in fat: Rice croquets, French fried potatoes.
Salads: Mayonnaise dressing, French dressing, a seasonable
salad. Lunch Box.
Fish : Baked and boiled, with appropriate sauces.
Home sanitation: Plumbing, cleaning of traps, care of bath
TOO111.
Home nursing: Making bed, care of sick room, simple treat-
ment of cuts and burns.
Preparation and serving of breakfast and dinner.
Ice cream, sherbet.
PHYSICAL TRAINING
First Term
Lessons I to VII inclusive. Beginning Sept. 19 on lesson I,
devote two weeks to each lesson.
Second Term
Lessons VIII to XIII inclusive.
Third Term
Lessons XIV to XVIII inclusive.
Games as contained in syllabus of games.
Note.—Whenever possible conduct the exercises in halls, as-
sembly room or playground.
Assignment for Physiology and Hygiene will be sent later.
84

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Column I shows the distribution of grades in an eighteen room
building. II The summary of schools with pupils of each grade.
III. The three divisions of each grade made necessary by the quar-
terly plan of promotion. IV The number of pupils in each division.
V The number of pupils who were promoted on November 25th
from one division to the next higher division. VI. The number of
pupils who failed of promotion, and who remain in the same division
another quarter. VII The number of pupils who did exceptionally
good work and were promoted two divisions rather than one. VIII
The total number of pupils in each division on November 28th.
(Numbers in 8th, 7th, and 6th grades will actually be less owing
to the issuance of age and schooling certificates to these pupils.)
IX The number of pupils who were promoted on February 24th
from one division to next higher division. X The number of pupils
who failed of promotion and who remain in the same division an-
other quarter. (Sixteen pupils from A division, eighth grade, are
sent to high school on February 27th.) XI. The number of pupils
who did exceptionally good work and were promoted two divisions
rather than one on February 27th. XII The total number of pupils.
in each division on February 27th . (Number in 8th, 7th and 6th
will be less on account of certificates.) XIII. The number of pupils
promoted on May 26th from one division to next higher one.
(Twenty-two go to high school.) XIV The number of pupils who
failed of promotion and who remain in the same division another
quarter, May 26th. XV The number of pupils who did exceptionally
good work and were promoted two divisions rather than one on
May 26th. XVI The total number of pupils in each division on
May 26th, less pupils withdrawn from 8th, 7th, and 6th, who are
eligible for summer term beginning June 5th. XVII The number
of pupils estimated that may attend the summer term, one-third of
all. XVIII. The number of pupils promoted on August 31st from
one division to next higher one. (Four go to high school.) XIX
The number of pupils who failed of promotion and who remain in
the same division another quarter. XX. The number of pupils who
did exceptionally good work and were promoted two divisions
rather than one on August 31st. XXI The number of pupils who
did not attend summer session. XXII The total number of pupils
in each division on August 31st, less withdrawals of 8th, 7th, and
6th grades, who are ready for the new year, September 5th, 1911.
XXIII The three divisions of each grade. XXIV The different
grades. XXV The summary of schools with pupils of each grade,
September 5th, 1911. Explanation: The plan fails to promote ten
per cent at the end of each quarter and promotes ten per cent two
divisions. Ten per cent is chosen because the average per cent of
non-promotions in 1909-10 was over ten. *
86
Time
8:30
8:40
8:47
9:02
9:17
9.32
9:40
9:55
10:10
10:30
SUGGESTIVE PROGRAMS
For 1910-11
FIRST GRADE
A. M.
Recitations Mon. Tues. Wed. Thurs. Fri.
Opening Exercises . . . . . . . . . 10 10 10 1() 1()
Conduct and Morals.........
Language . . . . . . . . . . . . . . . . . . 7 7 7 7 7
Reading . . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Writing . . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Reading . . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Physical Exercises and Games 8 8 8 8 8
Reading . . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Word Study or . . . . . . . . . . . tº e 15 15 15
Physiology or . . . . . . . . . . . . . tº e tº º tº º e tº 15
Group Work . . . . . . . . . . . . . . 15 20 tº gº 20 * †
Number Work” . . . . . . . . . . . . 20 tº º 20 tº tº 20
Dismissal.
*Fifty minutes of this time is taken from Reading time and 5
from spelling time.
1:00
1:18
1 :33
1 :48
2:03
2:15
2:20
2:35
3:00
P. M.
Language . . . . . . . . . . . . . . . . . . 18, 18 18 18 18
Reading . . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Music . . . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Reading . . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Games . . . . . . . . . . . . . . . . . . . . . 12 12 12 12 12
Vocal Drill” . . . . . . . . . . . . . . 5 5 5 5 5
Reading . . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Drawing and Manual Training 25 25 25 25 25
Dismissal.
*The Vocal Drill Work is taken from the Spelling time.
87
Time
8:30
8:40
8:50
9:33
9:43
10:00
10:30
10:50
11:07
1 :00
1:28
1:44
1:52
2:20
2:35
Time
8:30
8:40
9 :23
9:33
9:43
9:48
10:30
11:05
1 :00
1 :20
1 :30
1 :48
2:03
2:10
2:27
II-I GRADES
A. M.
Recitations
Opening Exercises . . . . . . . . . 10
Phonics . . . . . . . . . . . . . . . . . . . . 10
Reading . . . . . . . . . . . . ‘. . . . . . . . 43
Physical Exercises . . . . . . . . . . 10
Writing . . . . . . . . . . . . . . . . . . . 17
Arithmetic . . . . . . . . . . . . . . . . . 15
Recess
Arithmetic . . . . . . . . . . . . . . . . . 20
Spelling . . . . . . . . . . . . . . . . . . . 17
Reading . . . . . . . . . . . . . . . . . . . . 23
- P. M.
Language . . . . . . . . . . . . . . . . . . 28
Music . . . . . . . . . . . . . . . . . . . . . 16
Games . . . . . . . . . . . . . . . . . . . . . 8
Reading ... . . . . . . . . . . . . . . . . . 28
Physiology . . . . . . . . . . . . . . . . 15
Drawing . . . . . . . . . . . . . . . . . . . 25
II GRADE
A. M.
Recitations
Opening Exercises . . . . . . . . . 10
Arithmetic . . . . . . . . . . . . . . . . . 43
Physical Exercises . . . . . . . . . 10
Spelling . . . . . . . . . . . . . . . . . . . . 10
Phonics . . . . . . . . . . . . . . . . . . . . 5
Reading . . . . . . . . . . . . . . . . . . . . 27
Recess
Reading . . . . . . . . . . . . . . . . . . . . 35
Drawing . . . . . . . • * - - - - - - - - - - 25
P. M.
Writing . . . . . . . . . . . . . . . . . . . . 20
Spelling . . . . . . . . . . . . . . . . . . . . 10
Language . . . . . . . . . . . . . . . . . . 18
Physiology . . . . . . . . . . . . . . . . . 15
Games . . . . . . . . ‘. . . . . . . . . . . . . 7
Music . . . . . . . . . . . . . . . . . . . . . . 17
Reading . . . . . . . . . . . . . . . . . . . . 33
10
10
43
10
17
15
20
17
23
28
16
8
43
25
10
43
10
10
5
27
35
25
20
10
33
10
10
43
10
17
15
20
17
23
28
16
8
43
25
Mon. Tues. Wed
10
43
10
10
5
27
35
25
20
10
33
10
10
43
10
17
15
20
17
23
28
16
8
43
25
Mon. Tues. Wed. Thurs. Fri.
10
10
43
10
17
15
20
17
23
28
16
8
43
25
. Thurs. Fri.
10
43
10
10
5
27
35
25
20
10
33
10
43
10
10
5
27
35
25
20
10
33
7
17
33
7
17
33
7
17
33
7
17
33
Time
8:30
8:40
9:24
9:36
9:51
9:56
10:30
11 :05
1 :00
1:28
1 :45
1:52
2:12
Time
8:30
8:40
8:50
9:15
9:27
9:40
9:55
10:30
11:15
1 :00
1:15
1:25
1:51
2:08
2:35
II-III GRADES
A. M.
Recitations
Opening Exercises . . . . . . . . . 10
Arithmetic . . . . . . . . . . . . . . . . . 44
Physical Exercises . . . . . . . . . . 12
Spelling . . . . . . . . . . . . . . . . . . . . 15
Phonics . . . . . . . . . . . . . . . . . . . . 5
Reading . . . . . . . . . . . . . . . . . . . . 19
Recess
Reading . . . . . . . . . . . . . . . . . . . . 35
History . . . . . . . . . . . . . . . . . . . .
Geography . . . . . . . . . . . . . . . . .
Phyisology . . . . . . . . . . . . . . . . . © Tº
Drawing . . . . . . . . . . . . . . . . . . . 25
P. M.
Language . . . . . . . . . . . . . . . . . . 28
Music . . . . . . . . . . . . . . . . . . . . . 17
Spelling . . . . . . . . . . . . . . . . . . . . 7
Writing . . . . . . . . . . . . . . . . . . . . 20
Reading . . . . . . . . . . . . . . . . . . 48
III GRADE
A. M.
Recitations
Opening Exercises . . . . . . . . ... 10
Phonics . . . . . . . . . . . . . . . . . . . . 10
Reading . . . . . . . . . . . . . . . . . . . . 25
Physical Training . . . . . . . . . . 12
Language . . . . . . . . . . . . . . . . 28
Physiology . . . . . . . . . . . . . . . tº ſº
Writing . . . . . . . . . . . . . . . . . . . . 20
Recess
Arithmetic . . . . . . . . . . . . . . . . . 45
Spelling . . . . . . . . . . . . . . . . . . . . 15
P. M.
History and Geography. . . . . . 15
Spelling . . . . . . . . . . . . . . . . . . . . 10
Reading . . . . . . . . . . . . . . . . . . . 26
Music . . . . . . . . . . . . . . . . . . . . . 17
Reading . . . . . . . . . . . . . . . . . . . 27
Drawing . . . . . . . . . . . . . . . . . . . 25
10
44
12
15
5
19
35
25
28
17
20
48
10
10
25
12
28
20
45
15
15
10
26
17
27
25
10
44
12
15
5
19
20
15
25
28
17
20
48
10
10
25
12
28
20
15
10
26
17
27
25
10
44
12
15
5
19
10
20
25
28
17
20
48
10
10
25
12
28
20
45
15
15
10
26
17
27
25
Mon. Tues. Wed. Thurs. Fri.
10
44
12
15
S
19
10
25
25
28
17
7
20
48
Mon. Tues. Wed. Thurs. Fri.
10
10
25
12
13
15
20
45
15
15
10
26
17
27
25
Time
8:30
8:35
9:20
9:32
9:58
10:30
10:56
11 :12
1 :45
1 :55
2:20
Time
8:30
8:35
9 :23
9:35
9:55
10:30
10:54
11:15
1 :00
1 :40
1:57
2:35
III AND IV GRADES-GERMAN
A. M.
Recitations Mon. Tues. Wed. Thurs. Fri.
Opening Exercises . . . . . . . . . 5 5 5 5 5
Arithmetic . . . . . . . . . . . . . . . . . 45 45 45 45 45
Physical Exercises . . . . . . . . . . 12 12 12 12 12
Reading . . . . . . . . . . . . . . . . . . . 26 26 26 26 26
Music . . . . . . . . . . . . . . . . . . . . . 17 17 17 17 17
Recess
Language . . . . . . . . . . . . . . . . . . 26 26 26 26 26
Spelling . . . . . . . . . . . . . . . . . . . 14 14 14 14 14
Writing . . . . . . . . . . . . . . . . . . . 20 20 20 20 20
P. M.
Geography . . . . . . . . . . . . . . . . . 30 30 30 30 30
History (III) . . . . . . . . . . . . . . 15 15 gº º & º
History (IV) . . . . . . . . . . . . . . & e tº º 15 15 e tº
Physiology . . . . . . . . . . . . . . . . . tº tº tº º tº § tº e 15
Write Spelling . . . . . . . . . . . . . 10 10 10 10 10
Drawing . . . . . . . . . . . . . . . . . . . 25 25 25 25 25
German (IV) . . . . . . . . . . . . . 40 40 40 40 40
Reading (III) . . . . . . . . . . . . . 25 25 25 25 25
Language (III) . . . . . . . . . . . 15 15 15 15 15
IV GRADE—ENGLISH
A. M.
Recitations Mon. Tues. Wed. Thurs. Fri.
Opening Exercises . . . . . . . . . 5 5 5 5 5
Arithmetic . . . . . . . . . . . . . . . . . 48 48 48 48 48
Physical Exercises . . . . . . . . . 12 12 12 12 12
Spelling . . . . . . . . . . . . . . . . . . . 20 20 20 20 20
Writing . . . . . . . . . . . . . . . . . . . 20 20 20 20 20
Recess
Reading . . . . . . . . . . . . . . . . . . . 24 24 24 24 24
Language. . . . . . . . . . . . . . . . . . . 36 36 36 36 21
Physiology . . . . . . . . . . . . . . . . . tº gº tº ſº g tº tº º 15
P. M.
Geography and History . . . . . 40 40 40 40 40
Music . . . . . . . . . . . . . . . . . . . . . 17 17 17 17 17
Reading . . . . . . . . . . . . . . . . . . . 38 38 38 38 38
Drawing . . . . . . . . . . . . . . . . . . . 25 25 25 25 25
Time
8:30
8:35
9 :23
9:35
9:41
10:30
10:50
10:50
11:10
10:30
1 :00
1:36
1:52
2:08
2:27
Time
8:30
8:35
9 :23
9:35
9:55
10:30
11 :02
11:15
IV AND V GRADES-ENGLISH
A. M.
Recitations
Opening Exercises
Arithmetic . . . . . . . . . . . . . . . . .
Physical Exercises
Music . . . . . . . . . . . . . . . . . . . . .
Reading
e e º 'º e º 'º tº º
& © tº ſº tº g g º º
* tº ſº e º tº it a º ſº e º 'º tº ſº tº e º 'º
Language . . . . . . . . . . . . . . . . . .
Drawing
History . . . . . . . . . . . . . . . . . . .
Physiology . . . . . . . . . . . . . . . . .
Manual Training . . . . . . . . . . .
tº gº tº ſº tº e º 'º e º ſº tº e º º e º is e
Geography . . . . . . . . . . . . . . . . .
Language (V)
Spelling . . . . . . . . . . . . . . . . . . . .
Writing
Reading
tº e º e e º º sº e º º º ge
tº us tº º ſº tº gº tº º º ſº tº º ſº e º 'º tº gº
tº e º e º e º 'º e s e tº º is e g e º e
Mon. Tues. Wed. Thurs. Fri.
5 5 5 5 5
48 48 48 48 48
12 12 12 12 12
16 16 16 16 16
24 24 24 24 24
20 20 20 40
40 40
20 tº #
60
36 36 36 36 36
16 16 16 16 16
16 16 16 16 16
19 19 19 19 19
33 33 33 33 33
* IV GRADE—GERMAN
A. M.
Recitations
Opening Exercises . . . . . . . . .
Arithmetic . . . . . . . . . . . . . . . . .
Physical Exercises
Spelling
Writing
& © tº e º 'º e º 'º
tº tº $ tº ſº º $ tº ſº tº º te e º ſº tº º tº wº
* * * * * e e º e º e º ºs e º ſº tº ſº tº
Reading . . . . . . . . . . . . . . . . . . .
Language. . . . . . . . . . . . . . . . . . .
Music . . . . . . . . . . . . . . . . . . . . .
Physiology
e e º 'º t t e º is º º e º e º ºs tº
P. M.
Geography and History . . . . .
German
Reading . . . . . . . . . . . . . . . . . .
Language Eng.
Drawing
Music
Mon. Tues. Wed. Thurs. Fri.
5 5 5 5 5
48 48 48 48 48
12 12 12 12 12
20 20 20 20 20
20 20 20 20 20
32 32 32 32 32
28 28 28 28 13
10
15
1:00
1 :40
tº e º e º gi º e º 'º t e º 'º e º & © º
* e º 'º a tº
* @ gº tº tº º is tº e º g tº º is tº it e º 'º
* * * > t e º a tº e º e º e º e º e º 'º tº
40 40 40 40 40
40 40 40 40 4U
25 25 25 25 25
15 15 15 15 15
25 25 25 25 25
15 15 15 5 15
Pime
8:30
8:35
9:20
9:32
9:50
10:30
10:30
11 :10
11:10
Time
8:30
8:35
9:22
9:34
9:49
10:30
10:30
IV-V GRAT) ES—GERMAN
A. M.
Recitations
Opening Exercises . . . . . . . . . 5
Arithmetic . . . . . . . . . . . . . . . . . 45
Physical Exercises . . . . . . . . . 12
Spelling . . . . . . . . . . . . . . . . . . . 18
Language . . . . . . . . . . . . . . . . . . 25
Recess
Manual Training . . . . . . . . . . . tº ge
Reading . . . . . . . . . . . . . . . . . . . 40
Music . . . . . . . . . . . . . . . . . . . . . . 20
History . . . . . . . . . . . . . . . . . . . . tº tº
P. M.
Geography . . . . . . . . . . . . . . . . . 45
Composition . . . . . . . . . . . . . . . . tº e
Drawing . . . . . . . . . . . . . . . . . . . 35
Writing . . . . . . . . . . . . . . . . . . . tº tº
Physiology . . . . . . . . . . . . . . . . . tº º
German (V) . . . . . . . . . . . . . . . 40
Reading (IV) . . . . . . . . . . . . . 25
Language . . . . . . . . . . . . . . . . . . 15
V AND VI GRADES-ENGLISH
A. M.
Recitations
Opening Exercises . . . . . . . . . 5
Arithmetic . . . . . . . . . . . . . . . . . 47
Physical Exercises . . . . . . . . . . 12
Spelling . . . . . . . . . . . . . . . . . . . 15
Reading . . . . . . . . . . . . . . . . . . . 26
Recess
Language . . . . . . . . . . . . . . . . . . 15
Physiology . . . . . . . . . . . . . . . . . gº tº
Drawing . . . . . . . . . . . . . . . . . . 45
History . . . . . . . . . . . . . . . . . . . . º gº
Manual Training . . . . . . . . . . .
P. M.
Geography . . . . . . . . . . . . . . . . . 40
Music . . . . . . . . . . . . . . . . ‘e e e s e e 16
Composition . . . . . . . . . . . . . . . 27
Language . . . . . . . . . . . . . . . . . ſº tº
Reading . . . . . . . . . . . . . . . . . . . 21
Writing . . . . . . . . . . . . . . . . . 16
40
20
45
35
40
25
15
5
47
12
15
26
30
30
5
45
12
18
25
40
20
45
35
40
15
40
20
45
35
40
25
15
5
47
12
15
26
25
30
40
40
27
21
16
40
16
27
21
16
16
27
21
16
Mon. Tues. Wed. Thurs. Fri.
Mon. Tues. Wed. Thurs. Fri.
60
40
16
27
16
Time
8:30
8:35
9:20
9:32
9:50
10:30
10:45
10:50
11:00
10:30
:
i
:
V GRADE—ENGLISH
A. M.
Recitations
Opening Exercises . . . . . . . . . 5
Arithmetic . . . . . . . . . . . . . . . . . 45
Physical Exercises . . . . . . . . . 12
Writing . . . . . . . . . . . . . . . . . . . . 18
Language . . . . . . . . . . . . . . . . . . 25
Recess
Reading . . . . . . . . . . . . . . . . . . . 30
Drawing . . . . . . . . . . . . . . . . . . . tº º
History . . . . . . . . . . . . . . . . . . . . tº gº
Physiology . . . . . . . . . . . . . . . . . 30
Manual Training . . . . . . . . . . . & 9
P. M.
Geography . . . . . . . . . . . . . . . . . 40
Language . . . . . . . . . . . ... • * * * * * * 13
Spelling . . . . . . . . . . . . . . . . . . . 16
Reading . . . . . . . . . . . . . . . . . . . 35
Music . . . . . . . . . . . . . . . . . . . . . . 16
V GRADE—GERMAN
A. M.
Recitations
Opening Exercises . . . . . . . . . 5
Arithmetic . . . . . . . . . . . . . . . . . 45
Physical Exercises . . . . . . . . . . 12
Spelling . . . . . . . . . . . . . . . . . . . 16
Reading . . . . . . . . . . . . . . . . . . . 27
Recess
Manual Training . . . . . . . . . . . . .
Drawing . . . . . . . . . . . . . . . . . . . 45
Music . . . . . . . . . . . . . . . . . . . . . 15
Physiology . . . . . . . . . . . . . . . . . tº e
Reading . . . . . . . . . . . . . . . . . . .
P. M.
Geography . . . . . . . . . . . . . . . . . 40
Writing . . . . . . . . . . . . . . . . . . . 18
Language . . . . . . . . . . . . . . . . . . 22
German . . . . . . . . . . . . . . . . . . . 40
Reading . . . . . . . . . . . . . . . . . . 40
Composition . . . . . . . . . . . . . . º
History . . . . . . . . . . . . . . . . . . .
5
45
12
18
25
20
40
40
13
16
35
16
5
45
12
18
25
15
45
5
45
12
16
27
45
15
5
45
12
18
25
15
45
30
30
Mon. Tues. Wed. Thurs. Fri.
60
40
13
16
35
16
Mon. Tues. Wed. Thurs. Fri.
Time
8:35
8:35
9:15
10:30
10:45
11 :00
10:30
1 :40
2:00
2:20
Time
8:30
8:35
9:15
10:30
10:30
10:30
11:15
10:30
V AND VI GRADES–GERMAN
A. M.
Recitations Mon. Tues. Wed. Thurs. Fri.
Opening Exercises . . . . . . . . . 5 5 5 5 5.
German (VI) . . . . . . . . . . . . . . 40 40 40 40 40
English (V) . . . . . . . . . . . . . . . tº e tº e ë tº tº º tº gº
Reading . . . . . . . . . . . . . * * 40 40 tº e tº gº
Composition . . . . . . . . . . . . . . * * gº tº 40 40 gº tº
History . . . . . . . . . . . . . . . . . . . tº e tº e tº e º º 40
Physical Exercises . . . . . . . . . 12 12 12 12 12
Arithmetic . . . . . . . . . . . . . . . . . 48 48 48 48 48
Recess
Language . . . . . . . . . . . . . . . . . . 15 15 10 30
Music . . . . . . . . . . . . . . . . . . . . . 15 15 20 30
Drawing . . . . . . . . . . . . . . . . . . . 30 30 30 tº º tº is
Manual Training . . . . . . . . . . . . . e tº tº ge tº $ 60
P. M.
Geography . . . . . . . . . . . . . . . . . 40 40 40 40 40 .
Spelling . . . . . . . . . . . . . . . . . . . 20 20 20 20 & ©
Writing . . . . . . . . . . . . . . . . . . . 20 20 20 20 tº gº
Composition . . . . . . . . . . . . . . . . tº dº e & tº ge 9 * 40
Reading . . . . . . . . . . . . . . . . . . . 40 40 40 40 10
VI GRADE—GERMAN
A. M.
Recitations Mon. Tues. Wed. Thurs. Fri.
Opening Exercises . . . . . . . . . 5 5 5 5 5
German . . . . . . . . . . . . . . . . . . . 40 40 40 40 40
Reading . . . . . . . . . . . . . . . . . . 40 © º gº tº tº # © tº
Language, English Class . . . . . 40 40 * @ tº tº
History . . . . . . . . . . . . . . . . . . . tº º o ºg tº º 40 40
Physical Exercises . . . . . . . . . 11 11 11 11 11
Arithmetic . . . . . . . . . . . . . . . . . 49 49 49 49 49
Recess
Composition . . . . . . . . . . . . . . . tº º 40 tº gº
Drawing . . . . . . . . . . . . . . . . . . . 45 tº ſe 45 tº jº
Physiology . . . . . . . . . . . . . . . . . tº tº e ge * & 30
Music . . . . . . . . . . . . . . . . . . . . . 15 ' 20 15 30 tº is
Manual Training . . . . . . . . . . . tº g & © tº gº g is 60
.* P. M.
Geography . . . . . . . . . . . . . . . . . 40 40 40 40 40
Language . . . . . . . . . . . . . . . . . 15 15 15 15 15
Spelling . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Writing . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Reading . . . . . . . . . . . . . . . . . . . 35 35 35 35 35
Time
8:30
8:35
9:21
9:33
10:00
10:30
11 :00
11:15
1 :00
Time
8:30
8:35
9:20
9:38
9:50
10 30
j 1 :00
11 : 10
1 :00
1 :35
1 :40
2:20
2:30
2:30
2:30
VI AND VII GRADES-GERMAN
A. M.
Recitations Mon. Tues. Wed. Thurs. Fri.
Opening Exercises . . . . . . . . . 5 5 5 5 5
Arithmetic . . . . . . . . . . . . . . . . . 46 46 46 46 46
Physical Exercises . . . . . . . . . . 12 12 12 12 12
Grammar and Language . . . . 27 27 27 27 27
Spelling . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Recess
Geography . . . . . . . . . . . . . . . . 30 30 30 45 45
Drawing . . . . . . . . . . . . . . . . . . . 30 30 30 gº dº tº º
Physiology . . . . . . . . . . . . . . . . . gº º º º tº º 15 15
P. M.
Manual Training (VII) . . . . . • * tº tº tº ſº . . 100
Manual Training (VI) . . . . . tº º tº gº & & # * 60
German . . . . . . . . . . . . . . . . . . . 40 40 40 40 tº tº
Reading . . . . . . . . . . . . . . . . . . 40 e º 20 20
Language . . . . . . . . . . . * G = * * * * tº it 40 tº gº & ©
History . . . . . . . . . . . . . . . . . . g is 6 º' 20 20
History . . . . . . . . . . . . . . . . . . . . 30 30 30 30 * &
Music . . . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
Reading . . . . . . . . . . . . . . . . . 20 20 20 20 30
Writing . . . . . . . . . . . . . . . . . . . 15 15 15 15 15
VII GRADE—GERMAN
A. M.
Recitations Mon. Tues. Wed. Thurs. Fri.
Opening Exercises . . . . . . . . . 5 5 5 5 5
Arithmetic . . . . . . . . . . . . . . . . . 45 45 45 45 45
Geography . . . . . . . . . . . . . . . . . 18 18 18 18 18
Physical Exercises . . . . . . . . . 12 12 12 12 12
Drawing . . . . . . . . . . . . . . . . . 25 25 e & e e tº e
Writing . . . . . . . . . . . . . . . . . . . tº ſº ... 25 25 25
Recess
Grammar . . . . . . . . . . . . . . . . . . 30 30 30 30 40
Reading . . . . . . . . . . . . . . . . . . . 30 30 30 30 * ºn
Music . . . . . . . . . . . . . . . . . . . . . e e * * & ºt tº e 20
P. M.
History . . . . . . . . . . . . . . . . . . . . 35 35 & ſº 35 30
Spelling . . . . . . . . . . . . . . . . . . . 5 5 tº e 5 10
German . . . . . . . . . . . . . . . . . . . 40 40 tº e 40 40
English . . . . . . . . . . . . . . . . . *
Spelling . . . . . . . . . . . . . . . . . . . 10 15 tº ºt 10 10
Music . . . . . . . . . . . . . . . . . . . . . 30 25 e & # e.
Drawing . . . . . . . . . . . . . . . . . . & sº tº tº tº e 30 * =
Physiology . . . . . . . . . . . . . . . . . tº tº * * * * . . 30
Manual Training . . . . . . . . . . 120
Note.—The twenty minutes lost for Manual Training are taken,
five from spelling, five from music, and ten from drawing.
95
*
III
UNIVERSITY
iii.
|
|
viii AND vir Geº.338"
A. M.
Time Recitations Mon. Tues. Wed. Thurs. Fri.
8:30 Opening Exercises . . . . . . . . . 5 5 5 5
8:35 Grammar . . . . . . . . . . . . . . . . . . 40 40 40 40
9:15 Spelling . . . . . . . . . . . . . . . . . . . 5 5 5 5
9:20 Physical Exercises . . . . . . . . . 15 15 15 15
9:35 German . . . . . . . • * * * * * * * * * * * 40 40 40 40 tº e
8:30 Manual Training . . . . . . . . . . . we tº tº º tº e . . 120
Recess
10:30 Spelling . . . . . . . . . . . . . . . . . . . 10 10 10 10 10
10:40 Arithmetic . . . . . . . . . . . . . . . . . 50 50 50 50 50
P. M.
1 :00 History . . . . . . . . . . . . . . . . . . . . 45 tº º 45 tº tº 45
1 :00 Geography . . . . . . . . . . . . . . . . gº º 45 tº º 45 {º º
1 :45 Music . . . . . . . . . . . . . . . . . . . . . 20 20 . . 20 20
2:05 Writing . . . . . . . . . . . . . . . . . . . 25 25 . . . . . tº e
Drawing . . . . . . . . . . . . . . . . . . . tº gº * & 30 30 30
2:30 Reading . . . . . . . . . . . . . . . . . . . tº º 30 45 25 25
Physiology . . . . . . . . . . . . . . . . . 30
Note.—Five minutes lost from Wednesday's spelling are added
to Wednesday’s reading.
VIII GRADE—GERMAN
A. M.
Time Recitations Mon. Tues. Wed. Thurs. Fri.
8:30 Opening Exercises . . . . . . . . . . 5 5 e & 5 5
8:35 Grammar . . . . . . . . . . . . . . . . . . 40 40 tº ſº 40 40
9:15 Spelling . . . . . . . . . . . . . . . . . . . 5 5 © tº 5 5
9:20 Physical Exercises . . . . . . . . . 15 15 tº e 15 15
9:35 German . . . . . . . . . . . . . . . . . . 40 40 tº e > 40 40
English . . . . . . . . . . . . . . . . . . .
Manual Training . . . . . . . . . . . tº . . 120
Recess
10:30 Spelling . . . . . . . . . . . . . . . . . . . 10 10 10 10 10
10:40 Arithmetic . . . . . . . . . . . . . . . . . 50 50 50 50 50
t P. M.
1:00 History . . . . . . . . . . . . . . . . . . . . . . 27 27 27 27 27
1:27 Geography . . . . . . . . . . . . . . . . . 18 18 18 18 18
1 :45 Music . . . . . . . . . . . . . . . . . . . . . 20 20 * & 20 20
2:05 Writing . . . . . . . . . . . . . . . . . . . 25 25 * is g tº tº º
Drawing . . . . . . . . . . . . . . . . . . . * † * & 30 30 30
2:30 Reading . . . . . . . . . . . . . . . . . . . tº tº 30 45 25 25
Physiology . . . . . . . . . . . . . . . . . 30 tº .
Note.—Five minutes lost from the spelling Wednesday A. M., are
added to the reading Wednesday P. M.
96