G R A D E D
COURSE OF INSTRUCTION
FOR THE
-JWublic'ilo-01i of eFticago.
THIRD EDITION - REVISED.
ADOPTED B r THE BOARD OF ED UCATION, MA r 7, IS69.
CHICAGO:
PRESS OF CHURCH, GOODMAN AND DONNELLEY.
I 869. 
...... 
PREFACE.
THE Graded Course of Instruction originally prepared by
W. H. Wells, Esq., for eight years Superintendent of Schools
of this city, has been twice modified, and yet in substance it
is but little changed.
The work of revision has been carefully prosecuted during
the past year.   The experience of teachers has suggested
modifications. The aid of teachers, in all parts of the revision,
lias been most cheerfully given, and it is most thankfully
acknowledged.
To the Principals of all our schools much credit is due for
timely suggestions and for valuable aid.
It is presented to the teachers for their guidance, in the
belief that it is yet imperfect, but with the hope that in their
hands its errors may be so corrected as to make it subserve
the good of the schools and the advancement of sound learning.
In the Appendix will be found a list of the Text-Books used,
and the portions of each allotted to each grade.
J. L. PICKARD,
SUPERINTENDENT SCHOOLS.
CHICAGO, _layt, 1869.  
INTRODUCTION.
WHAT CONSTITUTES AN EDUCATION.
THE opinions that prevail as to the nature of a good education are as various as are the estimates put upon human
life and destiny. The extremes are found in the intensely
animal man, who makes his study bear upon the sources of
animal gratification, and who seeks to obtain skill in securing
the means of gratification- and in the intensely spiritual man,
who passes the life of a hermit in bewailing the existence of
a body, and in attempting to crucify all those desires and
affections that connect him with the things of this world. The
latter is, without doubt, the nobler of the two, but to one who
recognizes man's double nature, neither can be regarded as
entirely satisfactory to man or to his Maker.
In general terms, that education is the best which best fits
man to make the most of all his life relations. In other words,
he is best educated who makes of himself the best son, the
best brother, the best husband, the best father- the most
successful artisan or tradesman- the most useful member of
society - the best citizen - the most enlightened patriot -
the most intelligent lover of his race and of God. In pursuit
of such an education the studies of our schools serve as efficient means towards an end, but they are not the end sought.
Those who make Arithmetic, Grammar, Geography and
History, Natural Science, Classics or Metaphysics, the end of
their study, will never attain a good education.  All these
have some intrinsic value.  The necessities of trade and of
commerce make Arithmetic and Navigation valuable in.themselves. Our social relations make knowledge of the rules of 
6                     Public Schools.
speech very desirable. Knowledge of Geography and History
is essential to one who would become an intelligent citizen,
more especially in this land where the citizen is responsible
for the conduct of public affairs; added to this, the knowledge of other times and of other lands, much of which is
locked up in forms strange to us, may be made available
through the study of Ancient Classics. The principles of
Chemistry are of value to one whose lungs and whose stomach
are vast laboratories, as well as to one who would, from the
hard soil, bring forth the materials to be wrought over into
bone, and muscle, and strength. So in each department the
study has some value in itself considered, and the more one
knows of books the better, if he stops not with the books, and
makes not the acquisition of their contents the end of his
study.  What others have written, and said, and done, may
help us toward the end of study -the ability to write, to say,
and to do of ourselves. Books are as needful to the mind as
is food to the body; useless, unless digested, and made a part
of ourselves - nay, sometimes worse than useless, as undigested food is often the source of a positive injury. The
proper question for each teacher to ask is, not how much have
my pupils swallowed, but how much have they digestednot how full are they, but how much strength have they gained
- not how many rules have they committed, but how many
principles have they mastered - not how far have they
traveled, but how much have they observed by the waynot how much  more do they know, but how  much better
have they become. The higher and better uses of all studies
are their indirect uses, the benefits that flow through their
proper prosecution, in greater power of attention, enlarged
comprehension, quickened curiosity, greater self-control, and
wider and more far-reaching influence over others. We are
told that knowledge of self is the best knowledge. The best
self-knowledge is consciousness of power in all departments of
our being.  He who is conscious of the most of this power,
has the best education, no matter what his merely scholastic
attainments may be.
I have thus far spoken of books as means to a good edu 
Introduclion.
7
cation, but there are other means to this end which no good
teacher will overlook or lightly esteem.   The  teacher is
studied more than all the books used in our schools, and
order, neatness, cleanliness, quiet earnestness, punctuality,
truthfulness, self-respect, self-control, obedience to rule, kindness, forbearance, courtesy, considerateness, affability, politeness, sympathy and love wrought into the life of the teacher,
so as to be recognized at all times as a part of his very being,
will do more toward improving the character and developing the power of the student than all other agencies combined.
The absence of any of the qualities named above does
seriously impair the influence of the teacher, however great it
may be in other respects, and the very best instruction in
matters treated of in books can not atone for the lack of a
good personal influence.
THE GRADED SYSTEM.
That system is essential to success in any course of study, is
apparent to all.  All attempts at systematizing a course of
study must have some attendant evils. But these are rather
accompaniments, than necessary results.
A brief notice of such evils may help toward their eradication.
The Graded System cuts up the work of teaching into parts,
which may easily become disjointed firagments, even in the
hands of teachers who strive to be faithful in the performance
of their allotted work. The tendency of the system, fostered
somewhat by our imperfect human nature, is to make the
teacher feel that  his predecessor  has  finished the work
assigned him, and that he has a work to finish for his successor.  Hence each does his work without much regard to
the work of others. This view of the system is a false view.
The work is one work, and each part has its relations to, and
bearings upon, every other part. There must, therefore, be a
review of the past, that it may be more firmly connected with
the present, and the future must be constantly present to the
mind of the teacher, that his work may be preparatory to that 
8
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which is to follow.  This is not like that division of manual
labor, in which each does his work according to a given
pattern, not knowing or thinking how his work is to be fitted
to that of his fellow, but like that of the architect, who lays
out his plans upon separate sheets, but in preparing each he
has remembered the previous one, and has had his mind
upon that which is to follow, so that each is fitted to each,
and when the work is completed there will be no lack of
beauty, or of strength.
The teacher of each grade should be sure that the pupil,
intrusted to his care, understands fully the work of the previous grades, and, at the same time, he must remember that
his work is preparatory to that of higher grades. The difficuilties to be mastered, the obstacles to be surmounted, must
be present to the mind of each, that the pupils may, while
receiving instruction, be gaining strength also for future
need. Let each teacher bear in mind that his work is twofold: First- to impart knowledge; and, Second-to develop
strength, and this evil will be entirely eradicated.
Familiarity with the subjects of a grade may lead to a little
letting down of the teacher's watch, and a lack of study. The
topics can never be so thoroughly mastered but that something new may be learned; at least some new illustration,
some new method of presentation, some change of order may
be gained by fiesh and often-renewed study. In each new
class will be found some new phase of character, some mental
peculiarity never before presented; and the teacher who sits
down in the belief that he has long ago learned all that can be
learned of the topics assigned, or of the wants and the capabilities of children, will soon have enough of that contempt
which is begotten of familiarity, and will find his task growing less and less pleasant, and his success less marked. He,
who keeps alive his interest in the work of a single grade, for
any length of time, must put forth more effort than he who
has a greater range or frequent changes. But this greater
effort will make him a more valuable teacher. Let each so
cultivate his own powers as that his interest may-be ever fresh
and absorbing, and this second evil may be eradicated. 
Introduction.
9
The iron limits of the Graded Course serve as bars to some
who, from lack of early advantages, desire to go faster than
their classmates are able to do, and to others who, from limited
opportunities, wish to pursue certain portions of each grade,
neglecting others that seem to them least important. The
greatest good of the greatest number is the rule; but to meet
these exceptional cases, which are really rare, some provision
may be made, such as the good sense of the teacher or the
knowledge of the Principal of the school would suggest. The
rules of the Board seem wisely adapted to such exigencies.
During a portion of the year evening schools are maintained
that meet the wants of many, so that this evil does not weigh
with any great force against the system.
It is almost certain, that were ungraded or unclassified
schools established for the benefit of those who could not
pursue the graded course, they would be filled with many who
are now in our schools, but who would, under such circumstances, be withdrawn on account of avarice, or from other
equally bad cause, to their own detriment and to the injury
of society. This evil is rather imaginary than real, especially
with the provisions already adopted by the Board.  
GENERAL SUGGESTIONS SUITABLE FOR
ALL GRADES.
IN the work laid out for teachers by this little book, it is
desired that each give to the schools his best service. Results
only are required. Methods are left to the individual tact of
the teacher.  The suggestions which follow are the result of
the experience of many individuals, and they may be safely
adopted by many others, and yet, in some particulars, a better
way may be found. All are encouraged to find that better
way, and to pursue it when found. That way is best for each
by which he may soonest attain the end sought -a thorough
mastery of the work assigned. It is not supposed that all
teachers will pursue, with equal success, any prescribed
methods of instruction. Each must work in his own way,
while all labor for the accomplishment of the same endthorough  scholarship  and  complete  manhood.    It is not
necessary to add, that the suggestions herewith given are not
positive precepts, but hints as to good methods that may serve
a good purpose to such as have not found better methods.
1. ORDER IN SCHOOL-ROOM.
In all the exercises of the school-room, order is of the first
importance. It is often the case that that school is best governed in which there is the least apparent show of attempt to
govern. It is certain, that a noisy teacher will have a noisy
school. Constant and nervous calls to order only make tlje
repetition of such calls more and more necessary.   The voice
of the teacher should seldomn be heard in securing the attention
of pupils, and rarely, if ever, above the natural key. The bell 
Public Schools.
in the hand of the teacher should not be rung as though the
necessity for some sudden alarm existed, but a single tap, or
a succession of light and constantly lighter taps, will suffice
with a teacher who can stand calm and self-possessed in the
presence of the school.  Quiet and patient demeanor is worth
more than bluster. If a scholar needs reproof for idleness or
inattention, the fixed gaze of the teacher upon such scholar
until his roving eye rests upon him, will, in the majority of
cases, serve the purpose better than calling the name of the
pupil. Frequent calling of the names of disorderly pupils
often creates more disorder than it cures, since it distracts
the attention of others, who would not otherwise have been
disturbed.
Some general directions may here be given as to signals, by
which the movements of pupils may be directed. For recesses,
opening and closing school, these may all be given by the
large bell in the hall.  For exercises in rooms where there is
a musical instrument, all the movements may be directed by
signals given friom the instrument. In all other cases, when
the teacher directs the movements of his room, the use of
what may be called initial signals is recommended. If he
wishes a class to give attention, "A;" to turn in their seats,
" T;"  to rise, "R;" to get in proper line for marching, or
for any other purpose, "L;" to move or march, "M;" to
face about and change direction of movement, "F;" to halt,
" H;" to sit, " S."  In all cases, the signal is the initial letter
of the word of command.   Preparatory to marching, some
measures may be counted that shall indicate  the desired
speed, thus:  1, 2; 1, 2; 1, 2; 1, "M."
~ 2. SCHOOL DISCIPLINE.
The school differs not from the State, so far as regards the
necessity for the establishment and enforcement of law. In
the school the citizen receives his first training, and he must
there take lessons in obedience to rightfully constituted authority. The school must be subject to law. Law without penalty
is a dead letter. Penalties must be adapted to the nature of
I 2 
Graded Course of Instruction.
I3
the offence, and proportioned to its degree.  The whole study
of those who execute laws should be to secure the most
healthful obedience by the use of the least penalties both in
kind and in degree.  As a general rule, no punishment should
be inflicted which tends to make the offender less obedient
than before-none which will disgrace him in the eyes of
those whose respect he has not forfeited by his offence (and
hence the punishment should not be more public than the
offence)- and none which in its infliction throws the offender
into the very associations which have made him an offender
(such as turning a child from school into the street), unless
the greater good of the greater number absolutely requires it.
Infliction of physical pain has been, from time immemorial,
an accepted mode of punishment. It is liable to abuse, and
for that reason should be discouraged wherever a substitute
firee fromn the same liability and less degrading in its nature
can be used. All kinds of punishment must, from the very
nature of the case, be more or less degrading, but they are
far less so than are the offences which give occasion for their
use. If, by proper punishment, therefore, the offender shall
be brought into cheerful obedience, his degradation is stayed,
and good results.
The necessity for any kind of punishment diminishes just
in proportion as the public sentiment of the school sustains
the teacher's authority.   Give pupils to understand, either
directly or by implication, that the teacher has not the right
to enforce obedience, and all discipline is at an end.
Corporal punishment may be resorted to in extreme cases, and
after all other means have proved unavailing, and but a single
caution is needed. Let it be inflicted at some fixed time, long
enough after the offence to allow time for calm and sober reflection on the part of both teacher and pupil. The necessity for it
may have passed before the time arrives, in voluntary confession
of wrong on the part of the pupil, or it may be of the teacher
(for it is possible that the teacher may be wrong), or in the discovery of some substitute that may serve the same purpose with
better effect upon both pupil and teacher. Confession of wrong
done never should weaken the respect of the teacher for the 
14                   Public Schools.
pupil, and will never weaken the authority of the teacher who
may have erred. All punishments which inflict bodily pain
must be considered as corporal punishments.   Punishment
should never be inflicted upon the head of a child, or in the
vicinity of any of the more exposed vital organs. It should
always be reasonable, and adapted to the offence committed.
If any teacher cherish the laudable purpose to govern without
corporal punishment, it is better that such purpose be kept a
secret firom the pupils. No good can come from telling the
pupils of such a purpose, and much hartm may result.
3. PHYSICAL CULTURE.
The real wants and necessities of the body should receive
the teacher's earnest attention. It will not suffice to give a
few minutes each day to exercises designed to relieve weariness, and to start into new activity the sluggish vital fluids.
Such exercises are very important, but none the less so is the
posture of the pupil while studying. Serious injuries often
result from neglect of the pupil's posture at his desk. An
easy, graceful posture is always the most healthful.   There
should be no constrained precision, nor, on the other hand,
awkward lounging.  The habit, allowed by some teachers in
pupils who sit with curved spine and with the face resting
nearly upon the book, is extremely injurious.  The eye falls
forward in the socket. and the sight is often seriously impaired
by this unnatural position.
Physical exercises should be given with greater or less firequency, according to the age of the pupil and the atmospheric
conditions of the day.
Change of posture and activity are essential in these physical exercises. All the pupils, except such as may be excused
on account of ill health, should be required to participate, and
to enter into them with energy and promptness.  No good
comes from any other than a lively and spirited exercise.  The
teacher should lead the pupil, inasmuch as he needs the exercise nearly as much as they, and, still farther, because his own
interest will awaken interest on the part of the pupils. As to 
Graded Course of Instruction.
I5
kinds of exercise, there is variety enough in the schools, and
any teacher, who is not acquainted with the best forms, can
readily learn them from more experienced teachers. In teaching the different series of movements, the initial letters may
be used: as, "U" for Upward, "D" for Downward, "F" for
Forward, "B" for Backward, etc., etc.  "R U" would indicate Right hand up, "L D," Left hand down, etc., etc., or the
full words may be given until the class is familiar with the
order.  Music or counting should accompany the exercise.
In the Appendix will be found series of exercises for Free
Gymnastics, that may be used with such variations as may be
thought best.   The teacher should not fail to make  use of
other exercises, so arranged as to meet the necessities of the
pupils and the arrangement of the school-room.
~ 4. MORALS AND MANNERS.
No part of the teacher's work requires more watchfulness,
and more painstaking, than that of shaping the child's moral
character. In this work self-culture, on the part of the teacher,
will insure success. The live teacher is reproduced in every
child brought under his influence.   The  child's confiding
nature makes him specially susceptible to the teacher's example. Unlike other parts of the work, this can have no set
time assigned it in the programme of daily exercises. Set
lectures upon kindness, gentleness, benevolence, or any other
desirable quality, will not counteract the influence of a single
harsh word, an angry gesture, or a selfish act. Good qualities
gain strength by exercise, and their exercise should be encoureaged.
Love to parents and others, friendship, kindness, gentleness,
obedience, honesty, truthfulness, generosity, self-denial, neatness, diligence, etc., are cultivated in children, not so much
by direct exhortation and formal precept, as by resorting to
expedients that will call these affections and qualities into
active exercise. Lead a child to do a kind act, and you will
increase his kindness of heart; and this is the best of all 
Public Schools.
lessons on kindness. Let teachers ever remember, that the
exercise of virtuous principles confirmed into habit, is the
true means of establishing a virtuous character.
Little anecdotes, and familiar examples, illustrating the love
of brothers and sisters, the respect due to the aged, kindness
to animals, mutual love of companions and associates, benevolence, etc., are among the best means of cultivating these virtues. Teaching mainly by example will accomplish far more
than any formal catechism of moral instruction.
Teachers should frequently read to their divisions short,
entertaining narratives, and make them the subject of familiar
and instructive conversations with their pupils. So also in
lessons on animals, trees, and all the works of nature, opportunities should be constantly improved to show the wisdom,
power, and goodness of the Creator, and to inculcate the
reverence that is due to Him, and a sense of dependence upon
Him.
Every case of quarreling, cruelty, fraud, profanity, and vulgarity, should be made to appear in its true light. The selfishness of children is the greatest obstacle to moral training.
To moderate this strong instinct, to teach self-denial and selfcontrol, must be the constant care of the teacher.
There is no time when the watchfulness of the teacher is
more necessary than during the recesses, and other hours of
relaxation at school. This is the time when little differences
are most likely to spring up, and bad passions to gain the
ascendancy. No parent's eye is upon the children, and yet
they should constantly feel that some kind guardian is nearnot to check their cheerful sports, but to encourage every kind
and noble act, and to rebuke every departure from the path of
virtue and honor.
Good manners are intimately connected with good morals,
and teachers should improve every opportunity to inculcate
lessons of civility and courtesy. In the primary divisions,
especially, the teacher should give frequent and somewhat
minute directions respecting the ordinary rules of politeness.
Let the pupils be taught that when a question is asked them,
it shows a lack of good breeding to remain silent, or to shake 
Graded Course of Instruction.
I7
the head, even if they are not able to answer it. They should
receive some general directions respecting the manners of
younger persons in the presence of those who are older. They
should be taught that well-bred persons seldom laugh at mnistakes, etc. The manners of the children, in their intercourse
with each other before and after school, and at the recesses,
and in going to and from school, should receive the constant
and watchful care of the teacher.
The position of the pupil in his seat, his movements in
passing to and from the class, his position in class, or at his
seat, when called upon to recite, should receive the teacher's
most careful scrutiny. Bad manners open the door for the
entrance of bad morals, and all listless and lounging habits in
the school-room are but the sure indication of a loaferish
spirit, which, unchecked, will lead to vicious associates and
practices.  The teacher should respect himself too much to
receive any answer from a pupil who is not in a manly posture,
and who does not, in his tone and manner, express sincere
respect, both for his teacher and for the place he holds among
his fellows.  Nor can the teacher keep too constantly in mind
the truth uttered by Marcel -" Nature, reason, and experience proclaim this order, example before precept."
No teacher can expect to make his pupils more civil, more
courteous, or more truthful a'nd virtuous, than he shows himself to be. In dress, in movement, in speech, in thought even,
he must be what he would have his pupils become.
5. GOOD LANGUAGE.
The importance of this subject can not be overestimated.
Every exercise of the school-room, in which words are either
spoken or written, should be made an exercise in the use of
language. It is thus made a matter of habit rather than of
technical study.
The most thorough study of the rules of syntax, the most
careful analysis in later years, will not correct the bad habits
formed in childhood. Many a man skilled in the use of language has never studied for an hour an English Grammar,
2 
I~ 8      ~      Public  Schools.
while many who can parse any sentence given them, affixing
the rule for each word, and giving to each rule its proper
number, make constant and egregious blunders in their everyday talking or writing.  The habits formed in early life are
the ground of this difference.
In this, as in all other parts of the teacher's work, example
is better than precept, and yet a good example may be most
effectively sustained by wholesome precepts.
The following words of HiON. J. G. MCMYNN are eminently
practical and suggestive:
"Great attention should be given to the language used in the schoolroom, both by teachers and pupils. It should be pure English, free
from all provincialisms; and the construction of the sentences should
be grammatical. It is of the utmost importance that the teachers of our
primary scholars should be accurate in the use of language; quick to
notice, and prompt to correct, all'bad grammar' heard in their schoolrooms. No slarng, no useless expletives, no unnecessary repetition, no
obsolete words, no violations of orthography or syntax, should, at any
time, or under any circumstances, be allowed to pass without careful
correction. The power of expression may be cultivated by'Object
Lessons' and conversation. Pupils should also be advised and required
to write much. Recitations may sometimes be conducted by writing,
and will be found profitable. Questions should be pointed and precise;
answers should be concise and exact. Every answer should embrace a
complete proposition. Frequently the pupil gives the answer only in
part. Every exercise, and every recitation, should be so conducted as
to habituate the scholars to correct, terse, and elegant modes of expression.  All indistinctness of utterance, all clipping of words, all hesitancy of speech, should at once be noticed, and the proper remedies
faithfully applied."
~6. MENTAL DISCIPLINE.
THE highest ultimate object of intellectual education is mental discipline; and this discipline can only be acquired by
mental labor. Examples are firequently arising in which teachers give assistance that is not required, and thus rob the pupils
of.the discipline which they would gain by overcoming the
difficulties themselves. Teachers should study carefully the
capabilities of their pupils, and never do for them  what  they
are  able  to do without assistance.   Pupils should also be 
Graded Course of Instruction.
guarded against the dangerous habit of assisting one another,
without the knowledge and approval of the teacher.
It is also true that some pupils suffer firom the want of a
little assistance given at the proper time and in the proper
way.  This should never be direct, but, by starting back to
some point which the pupil does understand, let him be led up
to the difficulty in his path by careful steps, which he shall
take for himself:  These steps may be simple illustrations of
what hlie does understand, and yet, in principle similar to the
difficulties to be encountered.  By overcoming these, he may
gain strength to overcome the greater, and a little care and
time taken to-day may save time and care for all future days.
The principal difficulties in a pupil's path lie in his inability to
apply principles to examples that vary in form and phraseology
firom the illustrations given him when he learned those prilnciples.  The similarity of the examples should be shown  the
pupil, and hlie will thus be prepared to do what before he
thought hlie could not do.
It is one of the most important duties of the teacher to
exercise a watchful care over the pupils' hours and habits of
study.  Some pupils never learn to study a lesson abstractedly and with the whole mind; and some teachers have heretofore beeni so unfor unate as not to know that they have any
special responsibility in this matter.
The power of attention is essential to the successful prosecution of study at every stage of progress, and the best efforts
of teachers should be directed to the cultivation of this great
educational power.
The teacher must have an end in view in every recitation,
must understand what course to pursue in reaching that end,
and the pupil must be held in that course strictly.
In these days there is too much l,fting over hard places, not
enough plodding thro#gh them.   Every obstacle removed
fi'romn the path of a child by an overkind teacher weakenis the
child's mind. 
I9 
20
Public Schools.
~ 7. DIVISIONS, CLASSES, AND RECITATIONS.
1.  Nitember of Classes in Ca Division,.-As  a general rule,
the pupils assigned to each teacher in the Grammar Department should be divided into two classes: in the 5th, 6th, 7th
and 8th grades, into three classes; and in the 9th and 10th
grades into four.
The number of pupils in a division, or other circumstances,
may make it desirable, in certain cases, to depart from this
arrangement.
2. NXumber of Branecheg to be pursued at the same time.Under the present classification no alternation of studies will
be found necessary, with, perhaps, the single exception in the
higher grades of Geography and History.  It is impossible
so to arrange the course as to make the carrying forward of
these two studies at the same time absolutely essential or
desirable. The one may be completed and its place given to
the other somewhere near the middle of the time allotted to
the grade without detriment, and such a course is advised.
The study of United States History will, of course, involve
the review of the Geography of the United States.  Further
than that, the two studies have no connection until the High
School Class is reached, when the outlines of General History
will call for a review of Geography as a whole.
In all other respects the studies of the several grades should
be kept along as uniformly as possible. The course of study
is arranged with reference to the mental wants of the child,
and variety is essential to progress.
3. Order of Exercises and Length of Recitations.-Every
teacher should have posted up in the room an established
order of exercises for each day in the week, assigning a definite time for the beginning and ending of every exercise, and
of every interval between the exercises, and this order should
assign also definitely the times for study, and topics of study,
as well as of recitation.
It is impracticable to establish a uniform rule respecting the
frequency and length of recitations. The following scale will
serve as a general guide to teachers in this matter: 
Graded Course of Instruction.
2I
Recitations in the Grammar Department from twenty-five
to forty minutes in length, except exercises in spelling, which
may usually be completed in firom fifteen to twenty-five minutes;
in the 5th, (ith and 7th grades, from twenty to twenty-five
minutes; in the 8th and 9th grades, from fifteen to twenty
minutes; and in the o10thl grade, from ten to fifteen minutes.
4. Division of Timne and Labor.-In deciding what proportion of time shall be given to spelling by letters, what to
spelling by sounds, to reading, to numbers, to geography, etc.,
the rule should be this: Whenever a class is less advanced in
one branch assigned to the division than in other branches,
let that particular branch receive special attention till it is as
familiar as the others. It is very common to find a class more
advanced in reading than in numbers, and still devoting less
attention to arithmetic than to reading; the observance of
this rule will correct all such errors.
8. RECITATIONS AND USE OF TEXT-BOOKS.
IN each department of study, the Text-Book employed furnishes suitable topics, properly arranged, and clothed in
appropriate language. It becomes thus a fit study for teacher
and pupil.  The latter studies that he may learn new facts;
the formeir, that hlie may find new mthods of illustration, and
may discover new paths thlrough which the pupil may be led
to the clearest comprehension of the facts learned, to the
fullest appreciation of their value, and to the best understanding of their relations to other facts previously learned. The
knowledge of the teacher should be so full and comprehensive
that he may assign recitations of proper length, and then conduct the recitations to the best advantage. This implies such
familiarity with the topics studied as to render the Text-Book
useless to the teacher during recitation - even a hindrance
rather than a help. The true teacher will not use a Text-Book
in recitations upon such topics as would make the use of the
open book improper on the part of the pupil. His knowledge
of the lesson assigned should be at least equal to what he
requires of his pupils. The teacher who is confined to the 
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Text-Book during a recitation, puts a damper upon the enthusiasm of his class.  How can he awaken interest in any topic
upon which, by his own confession, his pupils know more than
himself?  The proper place for most text-books is in the
teacher's study, and upon the pupil's desk during study hours.
At recitation, with the exceptions of reading, grammatical
analysis, and translation of classics, text-books should be laid
aside by teacher and pupil alike.
Before the recitation, the teacher will have arranged the
divisions of the subject treated of in the lesson assigned, and
he will then hold his pupils to the order he shall have determined to be the best, requiring not always the identical language of the author, but something equally exact and comnprehensive. In mathematical studies, the recitation should consist
largely of exercises illustrative of the principles of the textbook, involving the same processes, but varied in figures and
in verbal statement firom the exercises given by the author.
The teacher's aim- will be to test the pupil's knowledge of
the subject studied, to correct any misapprehensions he may
have fallen into while studying, to ascertain what difficulties
have been encountered, and to guide the pupil to the means,
by use of which he may gain conmplete mastery over his difficulties. These things adrnitted, it follows, as matter of course,
that the recitation hour is not a lecture hour, during which the
pupil is to receive, passively, the instructions of the teacher;
nor is it the hour devoted to the solution of all difficult problems deferred till this time by indolent students; nor yet is it
the time for a parrot-like repetition of what the author says.
In almost every recitation the pupil should be required to
trace the relation of some new  fact to previously learned
principles. The surest course out of any difficulty is to lead
the pupil back to ground with which he is familiar, and thus
by skillful questioning to let the light in upon his mind.
Recitations should not be continued after the teacher has
failed to fix, or to hold, the attention of the majority of his
class.
Questions should be so put as to require thoulght upon the
part of all the class, and not alone upon the part of him whose 
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turn has come to answer.   As far as possible, all routine
questioning should be discarded, and every pupil be made to
feel that he may be called upon to answer any and every
question asked.
~ 9. READING.
Every good reader aims first to comprehend the thoughts
of the author he reads, and then to convey to others an intelligible idea of the author's meaning.  The training of the pupil
in reading, therefore, involves two distinct and yet inseparable
kinds of instruction. Mental discipline and vocal discipline
must be carried along together. Thought and its expression
must be considered at one and the same time. Some thought
may be expressed by any sort of utterance, but the thought of
the author requires vocal organs under complete subjection to
the understanding. To read well, one must know what he is
reading, and must have such complete mastery of his vocal
organs as to make them faithful servants ready to do his bidding without mistake of any kind. No dull, listless, unthinking
sch lar can ever become a good reader.  The teacher's first
work is to awaken thought. Something the child can understand should be selected as a reading lesson.  It is not necessary that the lesson selected be one already understood; it
should be one in advance of the child's present ability, but
within the reach of his comprehension. We oftener underrate
than overrate the ability of pupils, while the reverse is true as
regards their actual growth or progress.
Children who become expert in the utterance of sentences
that contain no thought make no mental progress.  There
must be obstacles thrown in the child's path, or he will gain
no strength.  If all be leveled and smoothed for him, his
monotonous style of reading is but the outgrowth of an inactive, sluggish mind. The teacher should bring the pupil into
the face of the difficulties in his lesson and encourage him to
battle, rallying him again and again, if need be, to the contest,
until victory crowns his effotbrts.
To test the accuracy of the child's knowledge of what he
23 
24
Public Schools.
reads, he should be encouraged to read sentences, substituting
for some selected words, words of his own choosing, that shall
change the form but not the meaning of the passage.  This
exercise may embrace at first but a single word in each sentence, and then may be extended as the capacity of the pupil
may seem to warrant, until nearly or quite all the words are
changed. In the more advanced classes, poetical selections
may be changed into prose. While the definitions given by the
author should not be neglected, the child should be encouraged, as far as possible, to give definitions of his own, and
should be permitted, as indicated above, to put his definitions
into the place of the words defined, and then to read the sentences he has changed. This test may be still further extended
by requiring the pupil to embody the selected words in sentences of his own construction.
If the teacher finds difficulty in securing proper expression
in any particular case, the remedy may be found in asking a
question, the proper answer to which would be the difficult
passage, and in requiri(ng the pupil to give the passage as an
answer to the question asked.
The voice of the teacher should be frequently heard in
every reading exercise, as an example for the scholars to imitate. If any teachers are conscious of imperfect articulation
or expression, they should seek every means of correction
within their reach.
There are those who have superior ability and success as
teachers of reading, whose methods and whose  experience
may be made available by those of less experience or less
success.  In this branch, more than in any otlher, models may
be safely followed.  Teachers may learn, as their pupils must
learn, by imitating good models.  Mlere repetition of a badly
read sentence does no good, unless the fault be distinctly
marked out, and the correct reading be given by the teacher,
or by some member of the class who has mastered the difficulty. Good readers in a class may be permitted to give the
model. This course often secures the desired result sooner
than any other.
Too much concert reading leads to the formation of bad 
Graded Course of Instrucltion.
25
habits, and to the cultivation of unnatural tones of voice.
The forward raise their voices to an unnatural key, lest their
superior reading should not be heard, while the diffident and
distrustful drop their voices into a lower than natural key, lest
they should make some mistake and mar the general effect,
and the lazy move their lips that they may appear to read,
while not a sound escapes their moving lips. Concert reading
should not be discarded, but should be carried just so far as it
can be done without encouraging monotonous and measured
reading.  Short sentences are much better for concert practice
than long ones, since they do not require measured divisions.
Every teacher should make strenuous effort to secure good
reading of a whole class in concert, but should check such
reading the instant it falls into measured monotone, or develops
in any pupil unnatural tones of voice. The advantages of
concert reading will not pay for a single bad habit formed by
its careless use. The attention of the class may be kept by
other methods, one of which is of importance in other recitations as well- that is, calling upon scholars out of their regular
order of standing or sitting, and, if need be, calling upon the
same person two or three times, until the impression that he
will be called on but once is entirely dissipated. Answers to
general questions connected with reading lessons may be given
in concert.  The enunciation of elemental sounds may also be
given in concert. Poetical selections which are already measired, may be read in concert with less difficulty and with less
danger than prose.
While a class is engaged in reading, the undivided attention
of the teacher should be given to it. If the attention of the
teacher be called away necessarily, the exercise should be
suspended.
Children should be encouraged to criticise each other fairly
and justly. Raising the hand during the progress of the reading should not be allowed, but, at its close, those who'have
noticed errors should have an opportunity of correcting them,
provided always that the critic can illustrate his own criticism.
This should be occasionally tested.
An excellent teacher gives as the result of her experience 
26
PubZic Schools.
this important caution, "Children must be  taught to open
their mouths before they can become good readers."  The
importance and value of this suggestion are fully confirmed
by the experience of all good teachers, and this introduces also
the important topic of distinct articulation.
Frequent exercises, varied according to the advancement of
pupils, in the utterance of elementary sounds, single and combined, should be most faithfully attended to before each exercise in reading.  This may be more fully treated under the
instructions with reference to the several grades.  While good
articulation is not the eld of reading, it is an essential meaiis,
and one without which the true end - expression of thought
can never be attained.
There is no fault more common in reading than that of
stumbling, hesitating, catching and repeating. It is but one
fault, and teachers should use every effort to break it up. The
moment the child shows the first symptoms, his case should
be carefuilly but immediately considered, and strict attention
at once given to its cure.  It sometimes arises from the child's
vocal organs getting the start of his thoughts, and should be
cured by a little hard study, until the pupil becomes familiar
enough with the thought to have his mind keep ahead of his
voice.  It sometimes. arises from pure carelessness, and its
cure needs no mention. It often arises from the use of books
in advance of the child's capacity, so that reading becomes
mere utterance, without so much as a thought creeping in even
behind a wood uttered.  The case suggests its own remedy.
It sometimes arises from indulgence in a similar habit in all
other recitations.
Whatever its cause, its cure must be certain, or no progress
is made, but oln the other hand constant retrogression.
~ 10. SPELLING.
As the English language is constructed, the spelling of its
words is by no means easy of acquisition. No system of
classification of words has yet been invented that will aid the
student very materially.  He must memorize all the primitive 
Graded Course of Instruction
words he would use, and also all the prefixes and suffixes
employed in the structure of derivative words   After these
are committed to memory he can bring to his aid rules, with
many exceptions, for the proper joining of prefix and suffix to
the primitive word.
It would be a blessing to the little ones, who are compelled
to spend years in learning to spell, if, in a night, the present
structure of words could be ftrgotten, and if; in the work of
reconstruction, "the best writers" would present to the eye
only such characters as represent the sounds uttered by "the
best speakers." The child would be required then to learn
but one language, instead of two, as at present.
But teachers  must take the language as it has been given
them, and, if possible, save their pupils the disgrace attached
to poor spelling. Unless a correct habit of spelling is formed in
early life, there is little probability that it will ever be acquired.
Hence special pains must be taken, with every written exercise, that every word be properly spelled.
Written exercises are of more value than oral exercises in
spelling, and yet the former should never supplant the latter.
The order of the letters in a word may be memorized as successftlly by aid of the ear alone as by aid of the eye alone,
and still more successfully by aid of both combined.
in spelling, teachers should avoid the use of any unnatural
tones of voice, and should pronounce the words as they would
read them if they were reading aloud.  This will secure the
attention of tile scholars better than it can be done by any
other method.
In giving out the words to a class, teachers sometimes
commit the error of departing firom the ordinary pronunciation, for the sake of indicating the orthography. Thus, in the
word variance, the vowel in the second syllable is given very
distinctly as long i, to show that the letter is i and not e. The
words should, in all cases, be pronounced according to the
standard dictionary used in the schools.
In conductiong oral exercises in spelling, pupils should pronounce each word distinctly before spelling it, and they should
never be allowed to try twice on a world. Whenever a pupil
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Public Schools.
misses a word, let him afterwards be required to spell it correctly. This may be done as soon as the correction is made
in the class, or deferred till the close of the recitation.
An excellent plan is for the teacher to pay no apparent
attention to the misspelling, but pronounce the next word in
order, and so on, until some pupil, who has noticed the error,
spells the misspelled word instead of the one pronounced for
him by the teacher, and for this correction he should receive
some credit, either by going above all whom the word has
passed, and the one who first misspelled it, or by changing
places with the one who committed the error, or, if no change
of place be allowed, by some mark of credit. The teacher
should, in all cases, keep track of the misspelled words, and
see that they are not entirely passed over.  In all cases of a
misspelled word under this practice, each pupil, who has
allowed the word to pass him, should be required to spell it
correctly before the recitation closes, if there be time, if not,
at the next recitation.
Special attention should be given to syllabication, in connection with oral spelling. Pupils should syllabicate in all
cases, as in the following example:  a-nt amn, p-1-i pli, ampli,
f-y fy, a(mipify. Nor should there be the least deviation from
this rule in cases whei,e the syllable contains but a single letter,
as in element- e-l el, e e, ele, mP-e-n-t eient, element.  The reason for this will be specially apparent in words in which the
sound of the syllable is not the same as the sound of the name
of the letter, and it will appear more inmportant still if we
consider this syllabication as an efficient help to distinct and
correct articulation in reading.
As pupils are constantly liable to misunderstand the pronunciation of words, it is a very useful practice, il all written
exercises, to call on some pupil in the back part of the room
to re-pronounce each word distinctly, as soon as it is pronounced by the teacher.
Syllabication in written spelling has but one use, that of
determining the place of division of words when a word occupies parts of two lines.  With present practice this is of such
rare occurrence that it does not compensate for the time spent 
Graded Course of Inslruction.
29
in syllabication, nor does it warrant the unnatural appearance
of words so divided.   Besides, any person having learned
syllabication in connection with oral spelling need never make
mistakes in writing, where the necessity of dividing words
arises.
However thorough the drill in spelling may be, firom the
lessons of the speller and reader, every teacher should have
frequent and copious exercises in spelling words from other
sources.  These should be words in common use, chosen, as
far as possible, from the range of the pupil's observation,
incieluding, the new words that arise in object lessons, and in
geography, arithmetic, grammar, etc. The more difficult of
these words should be written in columns on the blackboard,
and studied and reviewed with the same care as lessons from
the speller and reader.   Failures in spelling these words
should be marked with errors, the same as tfailures in any
other lessons.
Teachers should put forth their best efforts, especially in
primary classes, to secure the attention of the pupils, and
render the lessons as interesting as possible.   Occasional
exercises in "choosing sides," when properly conducted, may
be made highly useful.  The exercises of "spelling down" a
class may be resorted to occasionally with good effect.
If the teacher finds at aty time, while conducting an oral
exercise in spelling, that a portion of his class are becoming
listless, he can easily recall their attention by the following
simple measure: The whole class pronounces distinctly the
word given by the teacher, as notation; then one scholar says
ny the next o; the next pronounces the syllable ino; the next
says t; the next a; the next ta; the next niota; the next t;
the next i; the next oy the next n; the next tion; then the
whole class pronounce the word notation.
Another useful method is to read a sentence of reasonable
length, and require the members of a class to spell the words
in order; the first scholar spelling the first word, the next
scholar the second, and so on to the end.
Pupils may be allowed to select words for each other's
spelling, confining thetm to the last le.son in geography, arith 
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30
metic, history, or grammar. The first in the class pronounces
a word for the second to spell, and the second for the third,
and so on, the last pronouncing a word for the first. The
scholar who fails to pronounce his word properly, or to spell
correctly the word given him, should take his seat at once, and
the one standing longest on the floor be declared the victor.
No exercise can be more frequently varied than this with
profit to the pupil.
In all written exercises the spelling should be carefully
scrutinized, and the misspelled words given to the pupil or the
class at the next exercise, and it is better that the misspelled
word be re-xw ritten correctly, and in such a position that the
false and true spelling may be seen at a glance.
By arrangement of our present speller, teachers will connect
the exercises from the speller with the oral course. The selection of sections is made with reference to this arrangement.
, 11. COMPOSITION WRITING.
There is no school exercise so generally disliked as that of
cIlmposition writing, and yet none may be made more attractive, and certainly none is more valuable.  These are some of
the first steps to be taken:
1. There should be no set time for the exercise, recurring,
as is usually the case, once in two or three weeks; but,
instead, brief and frequent exercises should be required at less
intervals.
2. The subjects should always be those about which  the
pupil has been studying, or upon which oral instruction has
been given.  If, for any reason, the teacher desires comtpositions upon some particular topic, that topic should be made
the subject of a lesson or many lessons, as its importance may
demand.  Leading questions may then be addressed to the
child, and his answers will be his composition for the time.
Special colmmendation should be given for any additional facts
or arguments not called for by the teacher.
3. All errors that occur in the use of xvordtls in spelling, use
of capitals, punctuation, or division into paragraphs, should be. 
Graded Course of Instruction.
3 I
carefully marked in the margin by the teacher by the use of
"W" for an error in the use of a word -" S" for errors in
spelling-" C" in use of capitals, or in the improper use of
small letters —" P " for punctuation      "T" fobr improper
divisions into paragraphs -" 0 " for any omission of word,
or pause, or letter. The proper abbreviation should be placed
upon the line in which the error occurs, and the particular spot
may be indicated by a dash or not as the age and advanceinent of the pupil may seem to demand.
4. The pupils should be called upon to read these exercises,
and then written criticisms may or may not be called for,
according to the advancement of the writer.  In all cases,
however, the second exercise should be a re-writing of the
first, with corrections, enlargement, or, what I think still better, condensation.  Let special praise be awarded the child
who -has properly expressed the most thoughts in the fewest
words.
The second writing should be presented to the teacher with
the original, that he may determine more readily whether or
not the needed corrections have been made.
5. Time will be required for the successful carrying out of
this work, but it need not be extra time, for it may, in most
cases, take the place of written abstracts and reviews, at least
in the Grammar Department.
~ 12. DECLAMATIONS AND RECITATIONS.
These may be encouraged in all the grades, but they are
required only in the Grammar Grades. rThe bfollowing suggestions may be of service in the latter grades: Let the exercise be comlmenced as a Reading exercise, the pupil standing
upoIn the rostrum; by degrees familiarizing himself with his
selection, he may have but little occasion to look at his book,
and finally may discard it altogether. One or more pupils
previously designated may be called on each day, either at a
time set apart for such an exercise, or, as seems to me better,
during the Reading exercise. Exercises of special merit may
be repeated upon public occasions. The expectation of such
a call may serve as a spur to careful preparation. 
32
Public ScAools.
~ 13. MENTAL ARITHMETIC.
Accuracy in analysis, and facility in computation, are the
things to be aimed at in this study. The mind of the pupil
must be trained to act without the aid of paper, slate, or
pencil.  No book should be allowed in the hands of the pupil
during recitation. Iii all grades, where a text-book on this
subject is used, teachers should make up many exercises
similar in principle to those of the book, so that principles
may be thoroughly understood. The use of prescribed forniulas at all times is not desirable. It cripples independent
action and thought.  After an example is wrought according
to formula, pupils should be encouraged to present other
methods of solution, and should be commended for any correct solution, especially if it be brief and intelligible.
The answer should, in all mental exercises, be given first,
and then the solution may, or may not, be given, as the teacher
may prefer -provided, the teacher is sure that the pupil
understands the correct method of solution.  A solution may
with profit be given by several members of a class, each person called upon taking the solution exactly where it was left
by his predecessor, without omission or repetition of a word.
This practice secures facility, attention, and accuracy. For
the purpose of securing solutions according to a prescribed
formula, concert exercises  may  be made  very profitable.
Great pains should be taken to secure brevity and accuracy
in language, in methods, and in results.
Classes in arithmetic should have firequent extemporaneous
exercises in combining series of numbers, involving the principles which they have gone over. These numbers should be
given by the teacher, slowly at first, and afterward with more
and move rapidity, as the pupils are able to carry forward the
computation.  The following is an example:  Take 5, add 3,
add 10, subtract 9, multiply by 8, add 20, add 8, substract 40,
divide by 10   result?  Those who are prepared to answer
raise the hand, and the teacher calls on one or more of them
individually for the answer, or on all together. Exercises of
this kind should be commenced as soon as pupils are able to 
Graded Course of Instruction.
33
add simple numbers together, and continued through the
entire course.  Similar examples may occasionally be carried
rapidly around the class, each pupil giving in turn the result
for one step of the process, with as little delay as possible.
In all exercises of this kind there is danger that but few will
derive benefit firom them, unless the teacher is specially watchfuil, and calls out often those who do not give evidence in their
countenances of mental activity. In all cases it is well to get
answers from a large number of the class before telling which
are right. This course may be pursued - An exercise is given;
hands are raised; some one called on gives the result, and all
who agree with the result given drop their hands. One of the
disagreeing ones gives a result, and those who agree drop their
hands; and so on, till all hands are down. The teacher then
announces the correct answer, or if it be not a lengthy exercise, calls upon some one to repeat it, giving results at each
step, that those who failed may see the cause of their failure.
14. WRITTEN ARITHMETIC.
The principles involved in this study are of necessity the
same as those acquired in Mental Arithmetic. The two studies
should be combined in all the higher grades. It is well to
require of pupils an analysis of every question presented for
solution before the work is placed upon slate or black-board.
Many examples given in Written Arithmetic can be readily
solved without the aid of slate and pencil, and it is a waste
of time to make of them  any other than mental exercises,
except so far as the writing out in full what is clearly comprehended, may serve as a model for the solution (of more difficult problems involving the same principles.  In such cases
one model will generally suffice.
The minds of pupils are often confused as they pass from
simple to compound numbers -  from integral to fractional
numbers, under the supposition that they are entering entirely
new fields of study.  The principles underlying them are the
same, and if' principles, rather than rules, be tauglit, difficulties
vanish.  More specific directions will be given under the sev(eral grades.
3 
Public Schools.
~ 15. WRITING.
Writing should be taught as a simultaneous class exercise,
all the members of the class attending to the same thing at
the same time.
In conducting exercises in writing, teachers should make
constant use of the black-board.  Important letters and principles of the copy should be written on the board, both correctly
and incorrectly, illustrating the excellencies to be attained and
the errors to be avoided. Teachers who are not accustomed
to this mode of illustrating will find that they can easily qualify
themselves to introduce it.
Many teachers who excel in imparting a knowledge of other
branches, teach penmanship only indifferently well. Teachers
who have little taste for this exercise should discipline themselves to increased effort. Even a poor writer may make a
good teacher of penmanship; and no one who attempts to
teach writing is excusable for not teaching it successfully.
Exercises of special excellence should receive marks of special credit; and deficiencies resulting firom carelessness olr
indifference, should in all cases receive marks of error and
affect the scholarship averages as much as failures in any other
lessons.
Occasionally, in the higher grades, it may be well to place
a copy on the black-board, and require each pupil of the division to hand to the teacher, after so many minutes practice,
what he considers the best imitation of the copy.  For this
purpose the pupil should write on slips of paper, the copy
being written but once upon each slip, and then the slips being
carefully compared, the one with which the pupil is best satisfied should be handed to the teacher for miarking.
The practice of directing the movements of the class by
counting is recommended.  The pupils will thus write with
greater care and precision while learning.  Rapid writing must
succeed slower movements if at all successful.
34 
Graded Course of Iistruction,
35
, 16. DRAWING.
A system of drawing has been adopted for our schools.
The directions accolmpanying the books will be strictly follonwed.
, 17. SINGING.
Little need be said upon this subject, since all the exercises
outside of the book used  are under tlhe direction of the
tealchers of vocal rmusic.  There is, however, one important
caution to be observed. Children should not be left to sing
while the teacher is engaged in other work.  During the exeicise the undivided attention of the teacher should be given to
it.  Besides the regular times for singing, a single verse sung
with -life, when a spirit of listlessness or of weariness seems to
creep over the school, will do much to awaken and refresh the
pupils.  It is well to associate music with many of the physical exercises of the school.
All the pupils should give strict attention to the exercise,
because nearly or quite all may learn to sing, and because
the very few who  may not learn to sing may be very muchl
profited by the accompanying exercises - beating time and
reading the music.  Little profit will come from  a singiing
exercise unless slpirited attention be given to it.
~ 18. ORAL  INSTRUCTION.
To each grade some topics are assigned for which no textbooks are provided. These topics constitute what we have
been pleased to call "The Oral Course."  This course is not
desi,gned to be exhaustive, but rather to furnish a little recreation firom the ordinary routine of book study, at the same time
that it gives a simple outline of matters important to be known
by all pupils, especially by such as will be unable to go further
than the outline.  Properly understood and pursued it will
prove of great value, both by reason of the actual knowledge
gained and more especially of the desire awakened for farther
and more exhaustive study.   The habits of observation it 
36                    Public  Schools.
demands, and the interest it engenders are of incalculable
value to the student.   The incidental advantage of leaving
the pupil to the expression of his own thoughts and ideas is
by no means to be despised. These benefits are proportioned
to the general intelligence and tact of the teachler, and the
reflex influence of" The Oral Course" upon the faithful teacher
will appear in increased teaching power. New sources of
illustration are opened, and the ability to employ them is
largely augmented.
Neirly every recitation furnishes occasion for more or less
incidental instruction, but the teacher who embraces every
opportunity to switch off upon side issues may be sure that his
time will be largely wasted. The thoughtful instructor will
find some occasions that he will not dare neglect.  These
generally occur in the line of a well-arranged oral course prepared primarily to suit the natural order of development of the
chlild's mind, and secondarily to fit the text-book studies. In
both these particulars the course herewith preseniited will be
found better than the one it displaces, and yet it is, doubtless,
susceptible of improvemllent.
Very many of the topics in the Oral Course can be treated
most successfully as Object Lessons.   The presence of the
object gives life to the study. But mere gossip about the
object is of no avail. There must be systematic study.  Fie st:
TWhat do our senses tell us of the object presented as to color,
form, taste, smell, etc.  Second: What  can we recall of the
object when no longer seen, heard, tasted, smelled or felt.
Third: What are its points of resemblance or of contrast when
compared with  other objects with which we  are  familiar.
Fou?rth: To which of the three kingdoms of nature does it
belong, and what shall be its general classification.   Fifth:
What shall we inif'er as to its uses and its practical value. The
present knowledge of the child will determine how much time
shall be spent upon each of the above divisions, but their
order may not safely be changed, nor should the attention of
the child be diverted firom any one until some definite knowledge is gained.
Teachers  should  make  thorough  preparation  for these 
Graded Course of Instrucltion.
37
exercises,  and  be  sure that their instructions are simple,
concise, and accurate.  "They should never tell a child what
he may be made to tell them, and should never give any
information without calling for it again."
While a definite time should be assigned  to this exercise,
and, as a general rule, no deviation be allowed firom the
programme, still occasionally opportunities will arise when the
object lesson may be made more impressive than at any other
time, and advantage should be taken of such favorable
opportunities,  though it may  call up objects out of their
reg,ular order.
Sonme of the facts of meteorology may be most vividly
impressed upon the mind during the passage of a severe storm.
The parade of a menagerie may fu!rnishl excellent opportunities
for lessons upon  the  camel  or elephant;  the tact of the
successful teacher will turn many such occasions to good
account.
That instruction of the character sketched above may not be
entirely neglected, the topics assigned( to each grade should
be made a part of the examination for promotion firom grade
to grade, and at least of equal value with any other portion of
the work of the grade.  Inr estimating results of this examiniation the expression of the pupil's own observations and thoughts
uponI the several topics should be counted as of more worth
than any repeated words of others which he may have  been
required to commit to memory.  In other words, the examiner
should seek to learn how much the pupil has thought, rather
than how much he has absorbed.
19. ABSTRACTS AND REVIEWS.
Each lesson should be made, to some extent, a review of the
previous lesson, without, however, consuming very much time,
except in cases in which the previous  recitition has  been
unsatisfiactory. Pupils should understand that they are liable
to be called on to recite any portionI of the  previous lesson,
and questions enough should be asked in review to make  it
necessary for them to read over the last lesson before coming 
38
Public Schools.
to the recitation, unless their previous preparation has been
sufficient to fasten it on the memory.
The oral lessons should, in most cases, be reviewed minore
than once, and in all cases, till they are thoroughly learned
and remembered.
In most of the studies one lesson each week should be a
review of the four preceding lessons.
In the primary divisions, the reviews will necessarily be
oral; but in the grammar divisions they should be both oral
and written.  In the 1st, 2nd, and 3rd grades, most of the
classes should have at least one written review in a month,
beside the oral reviews.
It may be well, occasionally, to devote an hour to a written
review of all the different branches, in one exercise, selecting
ten or more questions promiscuously from all the studies of the
class.
In the six upper grades, all the classes should have
occasional exercises in writing a few lines of prose or verse,
dictated orally by the teacher, as a test of their proficiency in
spelliing, puncetuation, use of capitals, penmanship, etc.  In tihe
5th and 6th grades, the pupils may use either pen or pencil, at
the discretion of the teacher; but in the 1st, 2ndcl, 3rd and 4th
grades they should be required in all cases to use a pen.  These
exercises should be strictly extemporanieous, and every paper
should be passed to the desk at the close of a specified time.
One of the best methods of conducting written reviews, is
to  write several topics distinctly on  the blackboard, and
require the pupils to expand them as fully and accurately  as
possible.   Each  pupil  should  be  seated  by  hiimself,  if
practicable, and furnished with pen and paper; but he should
receive no assistance, direct or indirect, firom either teacher or
text book.  Great care should be taken to remove from the
pupils, as far as possible, all temptation to seek assistance from
books, or papers, or class-mates. LWhen two pupils of a class
are seated at the same desk, it is often desirable to have two
sets of questions of about equal difficulty - one set for all the
pupils sitting at one end of the desks, and on-e for those
sitting at the other end. 
Graded Course of Instruction.
39
Written reviews are among the most successful means that
can be employed for securing thoroughness and accuracy of
scholarship. They afford a reliable test of the pupil's knowledge of the subject, cultivate habits of freedom and accuracy
in the use of language, and afford a valuable discipline to the
mind, by throwing the pupil entirely upon his own resources.
In addition to the written reviews, teachers of the higher
divisions should require frequent written exercises in connection
with the daily recitations in history, grammar, arithmetic, etc.
All written reviews and abstracts should pass under the
critical examination  of the teacher;  the important errors
should be corrected; and pupils presenting papers carelessly
written, should be required to re-write them.
20. PROMOTIONS FROM GRADE TO GRADE.
The subjects of study embraced in the course are fixed by
the Board of Education, and promotions firom grade to grade
must depend upon the mastery of these subjects.  None should
be omitted, and the test  examination should be equally
thorough upon all.
As a general rule the capacity of the several pupils of a class
will be found of the same grade, so that they will be best
advanced by being kept togethler, and yet individual instances
wvill present themselves upon which the Principal of the school
must exercise his discretion and the best interests of the pupil
will control his action.  No pupil should be kept back simply
because the teacher desires to retain him in his class, and
none pushed forward simply because the teacher desires to
get rid of him.
In all cases the good of the pupil or of the class will control the Principal in determining the time of examination for
promotion.
Anl average attainment of from 90 to 70 per cent. of correct
answers (graded firom 90 for the lowest grade to 70 for the
highest) upon all the studies of the grade, may serve as good
ground for promotion.  All entire failure in Reading, Writing
or Arithmetic should be a bar to a pupil's progress from grade 
Public Schools.
40
to grade, unless something beyond the pupil's control occasion
the failure.
The ambition of very worthy teachers sometimes leads to
crowding classes through a particular grade. Such a course,
if carried beyond the natural development and growth of the
child's mind, works injury in the end, and his course in other
grades must suffer a check.
No classes should be hurried through a grade nor should
any be delayed beyond a reasonable time in a grade, because
a general examination is either feared or desired.
In the Grammar Department, the time of a school year is
not too long for completion of the work of a grade, and as a
general rule it is long enough.
In the Primary Department, from six months to a school
year will serve as about the proper time for completion of the
work of each of the several grades.
Questions for examination should not be confined to the text
of the book studied. The majority of the questions may be
taken firom the text-book and part should be put in such a
manner as to test the pupil's general knowledge of the subject
upon which he is examined.
In each list of questions one or two may with propriety be
presented upon such parts of previous grade work, as are
closely connected withi the grade work of the class. 
SPECIFIC DIRECTIONS ACCOMPANYING
THE SEVERAL GRADES.
TENTH GRADE.
OUTLINE.
LTnrg?ta,ge and Voc,a Cult  re.-Reading from cards and from blackboard, one hundred words, both printed and script. Special attention
to tones in reading, spelling and reciting.  Masic.-Reading and rote
songs.  Spelling.-Words learned orally.
Nu,mbers.-Counting, reading and writing numbers to 100.
Writing and Drawing.-Each child to write his own name and the
words learned from  cards and blackboards.  Drawing simple forms
directed by the teacher.
Miscellaneous.- M-orals and Manners, as occasions may  suggest or
necessity require. Physical Exercises, frequent, varied and brief.
Human body and its parts.  Five senses, their organs and use.  Coinmon Objects with more observable properties.
No text-books required.  Just before promnotion to the Ninthl Grade,
pupils may have the First Reader put into their hands until they
become familiar with the method of holding, finding and keeping the
place while reading.  The plaqe to be found by pages and not by
lessons.
PROGRAMME.
Four Clcasses-Sixteen Class Exercises-Eight General Exercises..
, 21. LANGUAGE AND VOCAL CULTURE.
Reading.- If any single method  of teaching this branch
must be pursued to the exclusion of all othlers, it should be the
word-method.   But no such necessity exists, nor would such
a course be at all desirable or profitable. Prominence should
be given to the word-method. The cards furnish words, and
the child should be made  so familiar with them that le cani
call themni at sight, without the necessity of allowing him time
to examine the component parts of the word. He should
learn the names of words as he learns his schoolmnates firom
their general form and peculiarities.   That he may distinguish 
42
Pu blic Schools.
John from Harry, he does not necessarily notice each feature
of each boy, but the general impression made upon his mirnd
enables him to distinguish the one firom the other. When
close resemblances exist, it is necessary that his attention be
called to some one distinguishing feature.  Were  the pupil
called upon only to learn words that are quite or entirely dissimilar to each other, no other than the word-method would
be needed, but to every word he learns to-day he will find ere
long some other word quite similar in form. Hle should, therefore, be taught the separate features of each word, that where
he finds one generally similar he may be able to fasten upon
some point of difference that may serve as his guide in naming his acquaintances.
Hence, the word-method should be followed or accompanied
by the analytic and synthetic, or spelling method. In using
the cards a large number of exercises  may be  introduced
besides those found thereon.  The words may be combined
into an almost infinite variety of sentences.  The teacher may
give short and simple sentences, containing words found upon
the cards, and require the pupils in turn to find the words
upon the cards, or she may require some one pupil to point
out the words while the class reads the sentence after his
pointing.  Sentences may be printed upon the board anid the
pupils be required to find the words upon the cards.  The
practice of frnaming words into sentences is of great importance, so that the child may attach some ideas to words read,
and thus avoid tones so common to those who repeat mere
words without ideas.
It is well to keep a list of words printed upon the board, to
which may be added some new word each day.
In introducing the words firom the primer, the pupils should
not have the book, but should learn the words as printed by
the teacher. These words should be framed into sentences
unlike those found in the primer, so that when the ninith grade
is reached and the pupil takes the primer into his hands, he
will meet familiar words, but in new relations, and from the
same words with which he has become acquainted he will gain
new ideas. The oral exercises should be made subservient 
Graded Course of Instruction.
43
to this reading exercise.  The child should be taught  the
names of objects about which he is learning, unless they be
too difficult, so that he may recognize the word-picture of the
object as he recognizes any other picture.  Nearly all mnonosyllabic names of common objects he may learn in connection
with his object lessons, without much extra effort on the part
of the teacher.  Indeed, each reading lesson should be made,
in part, at least, an object lesson.
No exercise in readiing or in any other branch of this grade
should be continued wvhern the class shows signs of weariness,
or of uncontrollable inattention.  See ~ 9.
Slpellitg.-Spelling by letters may properly be extended to
all words learned, but spelling by sounds should be confined
at first to such words as contain only the simplest elemental
sounds.
Let the teacher take special pains to secure accurate and
distinct articulation of the vowel sounds heard in the syllables
attached to the notes of the scale, as do, re, mi, fac, sol, cla, si,
do, long o, long ac, long e, and Italian a.  Connected with
these vocal exercises should be associated exercises in breathing-such as silent and prolonged inhalation and exhalation,
silent and rapid breathing, quick and full inhalation followed
by prolonged and silent exhalation, prolonged and silent inhlalation, followed by rapid exhalation; rapid inhalation with
explosive exhalation.  All these exercises in breathing should
be very short.
Vocal exercises may also be combined with physical exercises, especially in the utterance of the vowel sounds, each
being connected with some miovement of hands or feet.
The exercises may be varied also as to time, pitch, and volume.  Sounds may be prolonged or shortened, [nay be made
high or low, may be given in a whisper or with full tone.
Jllesic.- This branch is under the direction of the Teacher
of AMul.ic.
22. NUMBERS.
In this exercise, at first, pebbles, beans, or better still, small
blocks an inch square should be used. Children may also 
44
Public Schools.
make marks upon their slates, and count them, or they may
be required to make a certain number of maiks not excel- ding
one hundred.  In countitng they should be required to coinmence at any point and count either forward or backward.
They should be able to call at sight, and to write the Arabic
numbers as far as one hundred.
This practice may be extended to counting scholars in the
roomi, in the class, or upon the play-ground, to counting the
panes of glass in the windows, or any other objects on or
about the school premises.
, 23. WRITING AND DRAWING.
Writing.-The children of this grade may be taught the
use of the pencil in miakiing small letters in script form. They
should be taught how to hold the pencil in foirming such letters.  The exercise should be a simultaneous exercise, and
should be conducted by the teacher carefully and s stematically.
It is wvell for the teacher to write each child's name upon
his slate in permanent form by the use of an iron pencil, or
with ink upon the slate fiame, that the child may have a peimanent copy to imitate in the writing of' his name. With the
single exception of the initials of the child's name, no capital
letters will be written in this grade.
D)'awing.- It is designed that the simplest forms shall be
used in the drawing exercise.  Straight lines, triangles of different kinds, the square, and the rectangle.  The niames need
not be given, the object being skill in the use of the pencil.
The teacher should sketch objects of different kinds, embracing, the figures given above, anJd draw upon the board, giving
the pupils opportunity to folloxv line by line.  After the first
attempt with the model before them upon the board, they
should be encouraged to make many collies.  Occasionally
they may be allowed to put their various forms together to
suit their own tastes. 
Graded Course of Instruction.
45
~ 24. MISCELLANEOUS.
Commnon Objects.-  Since the tenth grade should be regarded
as a bridge from the freedom of home life to the more regu,lar
discipline of the school room, the first lessons should be simple,
conversational exercises upon home objects, with whilch the
children are already familiar, and in which they feel the greatest interest; their toys, their pets, their l)lays, their friends,
etc., etc. They should be encouraged to give the teacher all
the knowledge they possess, and should be stimulated to learn
by careful observation more than they already know. habits
of observation and of accuracy ifi the use of language  are of
the first importance. Pupils should be encouraged to bring
to the teacher objects for examination, so far as it may be
done conveniently and with propriety. There need be no
limit as to the character of these familiar objects. All observable properties should be noted without any very rigid attempt
at classification.  Short and pertinent anecdotes may enforce
the lesson which should always cease the moment the interest
of the class flags.  If the child in this grade can be induced to
pass along with all his senses in active exercise, very much
good will be accomnplished.  As to size, color and parts of
these common objects, the aim should be to secure the child's
own ideas and to correct such as are erroneous, in all cases
avoiding the use of difficult words, and making the instruction
as simple and as comprehensive as possible.
The Five Senses.-As the child comes in contact with objects in his daily life, he will see, hear, smell, touch or taste
them.  Upon some objects a single sense may be employed;
upon others, several or even all. It is important at the outset
that he learn something about the organs of seeing, hearing,
smelling, feeling, and tasting, and their proper uses.  MAuch
may be said of the blind, and the acuteness of their other
senses, and so of the deaf; and of the reasons why persons bourn
deaf do not learn to speak. The proper care of each of the
organs should be enforced. The duty of sympathy for the
untortunate should be impressed upon the minds of all.' The
methods of instruction of the blind and of the deaf mutes will 
46
Public Schools.
interest and profit those who have not already some knowledge
of them.   The comparison of these methods with theirs, and
the occasion those in full possession of their senses  have for
gratitude, will serve as thle basis of important lessons.
The _HUtcmat] Body.- This topic should enmbrace only the
more general divisions of the body, as, the head  and its parts,
skull, face, ears, eyes, nose, mouth,  chin, and their relative
position and uses; body, chest, neck, throat, lungs,  heart,
stomach; limbs, arms, legs, elbows, wrists, hands, fingers,
knees, ankles, feet, toes.  Something may be said about the
bones and the flesh, but only such thlings as a child may comprehend. See ~ 18.
MORALS AND MANNERS. See ~ 4.
PHYSICAL EXERCISES. See ~ 3.
NINTH GRADE.
OUTLINE.
L ongetage and Vocat Culture-Readting from the First Reader, also
fifty new words found in the Second Reader, botl-h printed and script.
Meaning and use of period, interrogation mark and hyphen.  Distinction between an assertion and a question, with proper inflections at the
close of ealch.  Spelling by sound monosyllabic words without silent
letters; spelling words reacld (orally). Mlfusic.-reading and rote singing.
Nutmbers.-Reading and writing numbers to 1,000.  Addition and
subtraction tables to 5's. Adding columns of single figures, sum not
exceeding 15, or any two numbers of not more than three figures, such
that the sum of no two figures of the same order shlall exceed 9. Rapid
combinations in adding and subtracting in no case exceeding 15. Roman
numerals to L.
TWriting (and Drawing.- Writing words from Reading lessons, small
letters.  Drawing silmple forms directed by the teacher.
Jf,iscellaneous.-Morals and manners as in the Tenth  Grade.  Phlysical exercise as in the T(*th Grade. Domestic animals. Primary colors.
Three kingdoms of nature.
No text-book required except the First Reader.
PIROGCRAMME.
Four Classes -Fourteen Class Exercises -Eight General Exercises. 
Graded Course of Instruction.
47
25. LANGUAGE AND  VOCAL CULTURE.
Rectad7ing and Spelling.-TIr this grade pupils are introduced
to the use of a book.  Much care should be taken to teach
the child how to hold his book and to turn the leaves properly.
The book should always be held in the left hand, haviing, the
thumb  and little finger upon  the face of the book  when
opl)ened, and the other fingers upon the back. The index finger
of the right hand may then be used to aid tile child in keeping
his place, or to turn the leaf when needed.
The pupils should be able to point out and explain the
title-page, table of contents, leaves, lpagqes, mcargins, frontispiece, and the headings or the titles of the lessons.
While the pupil reads the first part of the reader, it is well
that a portion of each exercise be devoted to teaching the new
words that will be found in the last part of the book and
extending the exercise as the pupil advances, even to the new
words found in the first part of the second reader.  In doing
this, care should be taken to construct sentences unlike those
found in the book. The words and sentences should be
taught from the board, unless the words are found upon the
card used.
In preparing an exercise in spelling, it is highly important
that young pupils should hear the words pronounced by the
teacher. A very useful method is, for the teacher first to
pronounce all the words of the lesson distinctly, while the
pupils listen attentively and point to the words in the books,
as they are pronounced.  Next, the te.acher pronounces one
word, which is repeated by the first scholar in the class; then
anothler word, which is repeated by the second scholar, and so
on.  After this, if time permits, the teacher and class may
pronounce in concert, and then the class pronounce in concert
without the teacher.
All the spelling lessons should be neatly written or printed
by the pupils on their slates, and the class should be required
to read the words firom their slates in connection with the
spelling exercises. See also ~~ 9, 10, 21.
All spelling by sound should be most carefully attended to, 
48
Public Schools.
and each sound of the word spelled should be given with
promptness and precisi,on.  Too much stress can not be laid
upon the importance of distinct articulation.  The l:zy and
slovenly habit sometimes formed of sliding all the sounds
together can not be too strongly condemned.  Eachl- sound
must be clearly and sharply defined, or the exercise is a
positive injury to the pupil.  If teachers will observe carefully
the position of the organs in the utterance of each sound, the
defective utterance of his pupils may be very readily cured.
Music.-The  teacher  will follow  the instruction of the
Music Teacher.
26. NUMBERS.
Arabic Notation.-The conversion of words into figures or
of figures into words will be found useful exercises, also
requiring the pupil to write and to read as many numbers as
he can form from a given numtber of digits, for example
Give 3, 5, and 1..Result, 1, 3, 5, 13, 15, 31, 51, 35, 53, 135,
153, 315, 351, 513, 531.  In examples like this no number
written should exceed 1000.  The exercise may be varied by
permitting the pupil to repeat any one of the figures or all of
them, if he prefers, thus, 111, 113, 115, 331, 333, etc., etc.
Roman a)  otation..-After the child has learned the letters
representing certain numbers as far as 50, a good review
exercise is found in placing upon the board a certain letter, and
requiring the pupil to give  as many  numbers  in Roman
characters as will require the use of that letter. Given V.
Result,  V, XV,  XVI, XVII, XVIII, XXV  etc., with the
Arabic Notation for each.
Addition and Subtraction.-The children should be taught
to construct their own addition tables by the use of the slate
and pencil, and a great variety of exercises may be introduced
that shall give them facility in adding and subtracting as far
as the grade extends.  As  indicating some of the exercises
that may  be given, the following may serve, it being understood that the blank space is to be filled by the child: 
Graded Course of Instruction.
I +2=               5-3=              1 +1+2+3=
2+3=               10-2=              2+ +1+ l= —6
3+ =7              14-4= —             1+1+1+ = —11
+ 9=12              — 3= —8          4 + 1  1 + 3= —
These exercises may be extended with profit, if the teacher
is careful that the sum of the numbers given shall not exceed
5 +10 or 15.
All counting of fingers should be forbidden, and all other
artificial helps discouraged, as soon as it is possible for the
pupil to work mentally.
WRITING.
DRAWING.
~ 27. MISCELLANEOUS.
Domestic Anunials.-The cat, the dog, the horse, the cow,
the sheep, the hog, the hen, the duck, the goose, the turkey,
etc., may serve as illustrations.  Their general structure, their
relative size, and their clothing or covering may be considered.
The head, eyes, ears, nose, and feet of each should be quite
fully discussed.   The varieties of tone in their utterances;
their miodes of defence when attacked; their methods in lying
down and in rising,r or their positions while resting, and their
varied movements in walking, running, flying, etc., their kinds
of food, and their teeth (where any are observable), should be
made prominent topics of conversation. Anecdotes showing
their intelligence, sagacity and cunning, should be drawn from
the children, or given to them to be called for again.  Instances
of affection for one another or for man, and of treachery, will
be found interesting and profitable.
Priimar'y Colors.-These are red, blue and yellow.  Pieces
of paper or of cloth having any one of these colors may be
constantly bebfore the child as book-marks. Flowers may be
compared with some one, or all, of these patterns and their
colors approximately determined.   Nothing should be said of
other colors, until these are made familiar to the child. The
4
49 
50
Puiblic Schools.
following distinctions may be properly observed: light red,
red, and dark red; light blue, blue, and dark blue; light yellow,
yellow, and dark yellow.  All objects that have  any one of
these colors may be talked about with reference to their color,
and may be compared with other objects similar ill color.
ClassEi,ca(tion of NVttutral Prodttctions.-Many objects may
have been discussed in the presence of the tenth grade classes
that will come properly before them  in the remaining grades
of the Primary Department, but thus far there has been no
attempt at classification.  The object has been to awaken
curiosity in any direction pleasing to the child.  With this
grade commences a system to be followed through succeeding
grades.  The classification of all objects under three general
heads - animal, vegetable, and mineral — according to the
three great kingdoms of nature. It will be sufficient for the
purposes of classification to give the Ibfollowing definitions.
Animals are living beings, having the powers of seeing, hearing, smelling, feeling and tasting, and also having the power
of voluntary motion. Vegetables are living thing<, but do
not have the powers of' sensation or of voluntary motion.  All
other objects are minerals.  These  distinctions are correct,
though the limits between animtals and vegetables, and between
vegetables and minerals are not easily determined, so that in a
very few instances, not often brought to the notice of children,
.it is difficult to place objects in their proper class. The course
to be pursued may be briefly sketched thus.  An object is
presented. The following series of questions may be asked:
Has it life.?  Call it move of itself?  Can it see?  Can it
hear'.?  Can it smell?  Can it feel?  Can it taste?  If all these
questions can be answered in the affirmative there is no doubt
that it is an animal. If all must be answered in the negative,
it must be a mineral.  It the first question can be answered by
yes, and all the others must be answered by no, then it is a
vegetable. This exhaustive process may be carried out in fuill
,or in part, in all cases, until the child classifies readily. Difficulties will arise when  dead  animals are presented,  and
especially when ripened and perfected firuits and esculent
,regetables are considered, but in such cases the difficulty may 
Graded Course of Instruction.
5 I
be solved, if instead of asking the questions propounded above,
the form be varied so as to read:   Has it ever had life?  Has
it ever seen? etc., etc.  Has it ever had the power of voluntary motion?  Let the questions be asked  either in the one
form or the other whenever  a new object is presented, and
there will be little danger of improper classifications.
Aiiiraal productions may also be discussed.   Such things as
have at any time formed part of any animnal, are animal productions, as feathers, hair, bristles, etc., etc.; hides,  skins,
fills, letther, etc., etc.; bone, ivory, horn, shells, etc., etc.  In
the same manner vegetable  and mineral productions  may be
discussed.   See ~ 18. 
PHYSICAL EXERCISES. See ~ 3.
MORALS AND MANNERS. See ~ 4.
EIGHTH GRADE.
OUTLINE.
Ltnguage a?d Vocal Culture.-Second Reader.  C,)mma, semicolon
andcl colon without rules.  Exclamation p)int and its use.  Use of capital letters at the commencement of sentences, and of names of persons,
and the words I and O. Spellinq by sound any monosyllabic words.
Spelling words read (orally).  MVutsic.  Reading and rote singing.
Naozbers.-Reading and writing numbers to 10,000.  Addition and
subtraction tables completed.  Adding numbers,  sum  not to exceed
10,000.  Subtracting numbers of four figures or less, of such character
that each figure of the minuend shall equal or exceed the corresponding figure of the subtrahend.  Multiplication and division tables to 5's.
Romtan numerals to C.  Rapid combinations in addition, subtraction,
multiplication and division, not exceeding 50.
Writ ing and Drawinzg.-Writing, small letters and capitals, words
from Reading Lessons.  Dravw-ing.
liscellaoeous. —Morals and manners as in previous grades.  Physical
exercises as in previous grades.  Divisions of Time and their names,
with proper abbreviations. Secondary Colors. Wild animals.
PROGRAMME.
Three or Four Classes -Twtelve C(lass Exercises- Six or Eight Ghneral
Exercises. 
52                     Public Schools.
~ 28. LANGUAGE AND VOCAL CULTURE.
Reading  and  Spelling.-The  directions given under the
Ninth Grade are so applicable here that they need not be
repeated.  ~g 9, 10, 25.
Pttt,ctuation  a21rks.-The names  and uses of the marks
given in the outline, are all that is required in this grade.
The teacher may dietate sentences that require the use of
pauses learned in this and in the previous grade, and thus give
the pupils practice in their use by requiring them to punctuate
properly the sentences given.  These sentences should contain
no words not familiar to the pupil, so that full attention may
be given to punctuation.
Use of Capitals.-This may be taught in connection with
the written exercises, which may be copied firom the reader or
from dictation by the teacher.
Mtusic.-As in other grades, under direction of the Music
Teacher.
~ 29. NUMBERS.
Arabic  and R1oman Notation.-As in llprevious grade, with
extension to suit the outline.
ufalti)plication  and  _Division  Tables.-As practical  exercises in review of these tables, examples like the following
may be given the pupil to work upon while the teacher is
employed with other pupils.
4x8=              16.4 —       4        x3. 2=
3x  — 18             -.3= —5          5x4.  =10
x6=12            12~.  -3             x3. 5=6
The blank space is to be filled by the child. An exercise a
little in advance of the above may be given as follows:
What numbers multiplied together will produce 12, 15, 18,
24, 42, or       x   = —16.       x   = —30.       x   =25.
Care being taken not to go beyond the table of 5's, or not to
exceed the product 50.
Addition  and  Subtraction of  Written  iVumbers.-The
examples given children should be exceedingly si-mple at first, 
Graded Course of Instruction.
53
and care should be taken that they do their work properly
and within the limit established by the outline.  As the work
of written addition commences here really. (since in previous
grades, nothing is allowed that involves what is usually called
" carrying for tens," or reducing to higher denominations)
pains must be taken to cultivate a right habit of adding   To
illustrate.  Given a column of figures:
say,      6       Irlnproper.-Eight and one are nine, nine
4    and five  are fourteen, fourteen and three
are seventeen, etc.
5
1  Proper.-Eight, nine, fourteen, seventeen
8    etc., the pupil giving only results at each
step, thus  securing attention and facility.
25       Proper.-Seven,   thirteen,  twenty-one,
- 34    twenty-five, thirty=three tens, and no units.
-18      Then three, five, six, seven, ten, twelve=
16
27    one hundred, and two tens.
120
(Com,binations.-The teacher must aimr to secure attention
and ready thought.
WRITING.
DRAWING.
30. MISCELLANEOUS.
Divisions of  Tii)e.-This should include the year;  the
months and their names; the days, and the names of the days of
the week; the seasons, their names, and the names of the
months in each season.  The pupil may also learn something
of the method by which the time is determined by the clock.
Seconcldary  Colors-These  are violet, indigo, green, and
orange.  The first two are composed of red and blue; the
third of yellow and blue, and the last of red and yellow. Any
piece of glass that will give the solar spectrum may be
brought into the school room, and the child may point out the
various colors, both primary and secondary; pieces of cloth 
54
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or of paper may also be used as standards to which objects
may be applied when  the color is to be tested.   These
standards should be of a decided color. But little time should
be spent in this grade upon the color of objects, unless it
approximnates quite near to some  one of the seven colors
already given.
The teacher will find great helpl in fixing the composition of
secondary colors in the mind of the child if she will place
upon the board with colored crayons sonime diagram of colors.
I know of no better form than to arrang(e the colors of the
solar spectrum in a circle, placing the secondary colors
between the primnaries that compose them; orange between
red and yellow; gqreen between blue and yellow; and violet
and indligo between red and blue (the violet being next the red
and indigo next the blue.)
Wild Animals.- Much that was said under the head of
domestic animals in the ninth grade is applicable here. A
few only of the more common field animals should be treated
of, and generally such as children have some opportunity of
seeing. The elephant, the camel, the deer, the bear, the tiger,
the fox, the rabbit, the eagle, th-e owl, the pigeon, the whale,
the trout, the caterpillar, the bee, the house-fly, and the
mosquito may be sufficient examl)les.
Only their most observable properties are to be treated of
It must be remembered that children of this grade need simple
language, and not the scientific termns of the books.  See ~ 18.
PHYSICAL EXERCISES. See, 3.
MORALS AND MANNERS. See, 4. 
Graded Course of Instruction.
SEVENTH GRADE.
OUTLINE.
Language and Vocal Culture.-First half of Third Reader.  Quotation
marks, and their use.  Use of capitals in all proper names the pupils
have occasion to write. Construction of simple sentences requiring the
use of the period and interrogation point.  Spelling by sound words
in reading lesson, except the most difficult.  Spelling, with use of the
Speller.  Abbreviation of words that are usually abbreviated. 2MfsicReading and rote singing.
NVnumbers.-Reading and writing numbersto 100,000.  Multiplication
and division tables completed. Addition and subtraction of numbers,
sum or minuend not to exceed five figures.  Multiplication of any number, not exceedilng four figures, by any single figure. Division of any
number, each figure of which is an exact multiple of the divisor.
Roman numerals to M.  Rapid combination in addition, subtraction,
multiplication and division, not exceeding 100. Primary arithmetic
WTriting an,-  Drawing.-Writing words in reading and other lessons.
Drawing from cards.
Miscellaneotts.-Morals and manners as in previous grades. Physical
exercises as in.previous grades. Lines and angles. Trades, tools and
materials. Wild animals.
PROGRAMME.
Three Classes - Twelve Class Ex rcises -Six General Ecercises.
~ 31. LANGUAGE AND VOCAL CULTURE.
READING. See, 9.
Spellibg.-  In this grade the child is introduced to the use of
the spelling book. WVhen the lesson is assigned, the teacher
should carefully pronounce each word of the lesson and require
the class to repeat it in concert, having their attention fixed
upon the word, so that when the word is studied by the class
at their seats, no incorrect or imperfect pronunciation shall
make trouble when the recitation comes. See ~ 10.
MJ[usic.-  Instruction given by Music Teachers.
Construction of Sentences.- In this exercise the pupil may
be required to ask a question bearing upon his lessons and
then to answer it, or he may express in his own language what
he has learned about some object embraced within "The Oral
55 
56
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Course." At any rate let the exercise have some other end in
view than the mnere writing of the sentences.
Pttnctuation 2lctrks.- The teacher may dictate exercises
requiring the pupil to punctuate them properly, or the pupil
may be required to correct an exercise written upon the board
without capitals or punctuation.
Abbreviations.- Whenever a word is spelled that is usually
abbreviated, its proper abbreviation shall be taught, or required
if already learned at the time of spelling.  No extra time need
be given to abbreviations.
~ 32. NUMBERS.
Arabic Notation and Roman NYotation.- See instruction
of previous grade, and extend to suit outline.
l3ifltiplication and -)ivision Tables.- Extend instructions
of previous grades.
Addition and Subtraction.- The only new feature introduced is that usually called " borrowing" in subtraction.  The
principle that includes this process can be easily explained to
a child in many ways. He has a ten cent piece and five cents
in his pocket. He buys a pencil for seven cents. It is evident that he can not pay for it out of his five cents, and he
must " break" his ten. cent piece - having three cents of that
left, which, with his five cents, makes to him a remainder of
eight cents.  These concrete illustrations may be given, and
then the abstract be used.  Seven ones can not be subtracted
firom five ones, but it may be subtracted from one ten or ten
ones, leaving three ones, which, with the five ones he had
before makes eight ones as his remainder.
Jialtipl'ication and.Division of TWritten Numbers.   Multiplication should be considered as a short method of adding
and should be illustrated by its corresponding example in
addition:
The principle of" carrying"
(1354      is precisely the same as in ad     1354           1354       dition- and for a time it may
4 1354     be well to require'the child to
5416                      prove his multiplication by ad                    5416      dition. 
Graded Course of Instruction.
Priimary Arithnetic.-This book is introduced as a textbook first into this grade. The pupil may study it, but he
should not have it in recitation. The recitation should be
purely mental. Occasionally it may be well for the teacher to
place some pupil before the class who shall read the example
to be solved, that her whole attention may be given to the
solution.  In every case the answer should be given first and
then the solution required, except in cases in which the only
method of solution possible is a mere  useless repetition of
words.  Under this exception come such cases as the'ollowing: What is the product of 6 by 5?  To attempt any solution
of this question is waste of time. The same may be said of
"How many times is 5 contained in 25?"  The answer is 5,
and that is all that can properly be required.  A word as to
solution of concrete examples may not be inappropriate.   The
order should be:  First, the answer; second, the repetition of
the question; third, the statement of the  general principle
underlying the solution, and lastly the solution.   To illustrate
Problemn:  At three dollars a pair what will five pairs of shoes
cost?  Antswer:  Fifteen dollars.   (Repetition of question.)
Genzeralplrinciple: Five pairs of shoes will cost five times as
much as one pair.  Solution:  Since one pair of shoes costs
three dollars, five pailrs of, shoes will cost five times three
dollars or fifteen dollars.  Therefore, etc.  This whole process
need not be repeated in every instance, especially when the
pupils have become familiar with it. See ~ 13.
WRITING.
DRAWING.
~ 33.  MISCELLANEOUS.
Lines and Angles.-This introduces the subject of Geometry. Great care must be taken to make definitions clear,
concise and truthful. The meaning and application of the
terms, straight, curved,  crooked,  horizontal, vertical  and
oblique, as applied to lines, should be impressed upon the
57 
58
Public Schools.
mind of the child by many illustrations, each of which he
should be called upon to repeat or to present in some new
form.
With reference to angles, the terms acute, obtuse and right
must be employed, and with the right angle, the term perpendicular should be explained.  While the terms vertical and
perpendicular are in some respects synonymous, it will be
better for the child that he be taught the ternm perpendicular
only in connection with thie right angle when two lines are
used, for such is its proper use in Geometry. A vertical line
can have but one direction, and that is toward the zenith.
A perpendicular line may be either vertical, oblique or horizontal, provided only it form a right angle with some other line.
in connection with their Drawing, the children may have
frequent applications of the terms used in connection with this
part of their course.
1Vil A_n/imals.-Extending the instruction of the previous
grade beyond the more observable properties, their peculiar
structure, their resemblances to domestic animals, their habits
of living, their weapons of warfare, the modes of capture, and
their degrees of intelligence should be learned.  Each teacher
may extend this list as far as time and the interest of the
class will admit. At each lesson seome instructive anecdote
should be given, and the same should be called for at the next
recitation.
Trades, Tools a,zd Jlfaterials.-In calling out the knowledge
of the child upon this topic, such trades as are connected with
the absolute necessities of life should be first considered; first,
because the most important; and then because these afford the
most abundant facilities for observation.   Of such are the
trades of the carpenter, the mason, the painter; the shoemaker, the tailor, the milliner; the blacksmith, the plumber,
the tinworker; the farmer, the mniller, the baker; the housemover, the sewer-builder, the cistern-maker, etc., etc.  The
names and uses of the several tools emiployed by each tradesman, and the materials wrought upon, with the articles manufactured, should be called for.  By way of review, take some 
Graded Course of Instructio,n.
59
object, the school-room for example, and inquire how many
tradesmen have had something to do in its construction, what
tools and what materials they used.   See ~ 18.
PHYSICAL EXERCISES. See, 3.
MORALS AND MANNERS. See, 4.
SIXTH GRADE.
OUTLINE.
.Languaie and Vocal Ctulture.-Thlird Reader completed.  Sp]ellingby sounds, any words read.  Spelling oral and written, from Speller,
with abbreviations of such words in spelling lessons as are usually
abbreviated.  Definitions of words.  Construction of sentences comprising words from spelling lessons, with special attention to the use of
capitals and punctuation as far as taught.  Music-Reading.
Nuvrbers.-Reading andcl writing numbers of two periods.  Add, subtract, multiply and divide so that the sumn, ninuiend, product or dividend shall not exceed two periods, multiplier two figures, divisor one
figure.  Rapid combinations.  Primary arithmetic.
Writing and Drawing -Use of copy book, pen and ink in writing.
Drawing from cards.
Miscellaneous.-Morals and manners as in previous grades.  Physical
exercises as in previous grades. Articles eaten and worn. Plane figures, with review of lines and angles. Circle and its parts. Map of
Chicago, with physical features of the Americanl Continent, and use of
terms defining divisions of land and water, with simple illustrations.
PROGRAMME.
Three Classes- Ten or Twelve Class Exercises- Sixr General Exercises.
34. LANGUAGE AND VOCAL CULTURE.
_Reading.-See previous grades and ~ 9.
SIpelling.-See previous grades and ~10.
Abbreviations.-See Seventh Grade.
C(onstructiom of Sentences.-See Seventh Grade.
lJftsic.-Instructions given by Music Teacher.
Definitions.-These should be given in language understood
by the pupil.  Unless  the words given in defining be  more 
6o
Pablic Schools.
easily comprehended by the child than is the word defined,
the time spent upon this work is worse than wasted. To test
the pupil's knowledge of the meaning of words, he may be
required to substitute for the words defined others that shall
convey essentially the same idea. Occasionally, the exercise
of reading some selected passage with as many words substituted as can be done without changing the meaning of the
passage, is desirable. The passage selected for such an exercise s,,hould in all cases be within the easy comprehension of
the pupil.
~ 35. NUMBERS.
Reading and Writing N?nVmbers.-Instruction in previous
grades extended to the limits of the outline.
Addition,  Sabtractiowz, ]Jfultiplicatiom and Division of
Written Naumbers.-The only new principle intreduced here
is that involved in dividing numbers, each figure of which is
not an exact multiple of the divisor. The principle, applied
in part to subtraction, of reducing a unit of a higher order
to units of the next lower order, in order to obtain a minuend
large enough to answer the demands of the subtrahend is
applicable here to its full extent.  The remainder at each step
of the process in division must be reduced to units of the next
lower order that, with the units of that order already given, a
new dividend may be formed, and thus no part of the number
is really left undivided. The tact of the teacher will devise
ready illustrations of the principle.
Primary Arithmnetic. - See instructions under Seventh
Grade, and ~ 13.
A very usefuil exercise in numbers that will employ pupils
while the teacher is busy with other classes, is sketched
below:
5         87          5         31,250
9         78         15          6,250
45
The process is to be continued which is indicated in each
column, whether it be addition, subtraction, multiplication
or division, and may be carried either to the lowest possible 
Graded Course of Instruction.
figure on the one hand, or to the limit of numbers allowed the
grade on the other.  Such exercises employ children whose
time can not be wholly devoted to study of books. The child
must not be told by the teacher what to do with the examples,
but he must determine for himself.
Comnbincation.q.-These exercises should be continued either
as written or oral exercises, better both, as titme may permit.
W)iting.-The use of the pen is first required in this grade.
The points to be attended to are, the kind of pen used, the
manner of holding the same, the precautions to be taken
against soiling the fingers and blotting the paper, and the
cleaning of the pen after its use. Each pupil should have a
small piece of paper, upon which to try the pen before writing,
also a blotter to keep under the hand while writing so that the
paper may not become oily by the frequent passing of the
hatid over it. To secure neatness and uniformity, the teacher
should  direct all the movements  of the  class in writing,
requiring all to write the same words at the same time, and
allowing no rambling writing.  If a pupil is absent upon any
day set for writing, his book will show a complete blank for
that day.  The teacher may or may not give hiti permission to
make up his loss, as the circumstances attending his absence
may warrant.
DRAWING.
~ 36. MISCELLANEOUS.
Plane Figures, the Circle and its Parts.-Extending this
exercise firom  the seventh grade, the following figures should
be described: equilateral, isosceles, scaiene and right angled
triangles;  rectangles  (the  square  and  the oblong);  the
rhombus and the trapezium; the circle, circumference, arc,
diameter,  radius,  chord, segment, sector, semi-circle and
quadrant.
Articles Eaten and  Worn.-The more common articles of
food and of apparel are to be taken up.  Children will need a
map before them that they may find the places firom which
the articles are brought. Special pains should be taken to 
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distinguish home  from foreign, products.  The methods  of
growth, and the preparation needed to fit articles of food for
the table, and the process of manufacture of articles of
wearing apparel; the different kinds of food and of clothing
suited to warm and to cold climates; the kinds of animals
best fitted to our wants, both with reference to food and to
clothing; the articles raised and manufactured at home that
are sold in exchlange for foreign articles. These topics should
occupy the attention of the children, until they have some
knowledge of articles found upon the table and in the
wardrobe.
To make the matter more definite, it will be sufficient to
treat of the fbllowving articles of food and of apparel:
Of ]bood.-Different kinds of flour and meal, as wheat, rye,
corn and oats, and the modes of preparation of each; bread
of different kinds, and how made; butter and cheese; mleats,
as beef, pork, mutton, poultry, fish, how prepared for market
and how cooked; salted meats; sugars of different kinds, and
how made; tea, coffee, and chocolate.
Of Appcarel.  Name five articles each, made of wool, of
cotton, and of'silk; two articles made of flax; how silk, cottonI, wool and flax are obtained, what articles are made friom
leather and how leather is manufactured.
Oral Geogrctpihy.  The features of a continent may  be
illustrated by things that come within the observation of a
child almost every day.
The facts of geography should be made attractive by many
and simple illustrations.  After a rain storm  there may be
found in the school-yaird miniature representations of islands,
capes, bays, rivers, isthmuses, straits, peniinsulas, etc., etc. The
chlild's capacity to estimate distances should be cultivated, so
that hle may expand the little miniature world before him in
the pl)ayground into the real world.
He  mnay sketch the block upon which he lives, giving the
names of the  streets bounding  it, and locating prominent
buildings as well as his own residence. This sketch may be
extended by degrees until he has a general idea of the map of 
Graded Course of Instruction.
63
the city. Proportion should be carefully observed and relative distances maintained.
An outline map in the school room will aid the teacher in
this part of her work.   See ~ 18.
PHYSICAL EXERCISES. See ~ 3.
MORALS AND MANNERS.  See, 4.
FIFTH GRADE.
OUTLINE.
Langtctge and VTocal Clture.-Fourthl Reader, first half and half of
Introduction.  Phonic Analysis as given in the Reader.  Construction
of sentences as in the Sixth Grade, and written reviews, special attention being given to punctuation, capitals, and the proper use of pronouns. Definitions. Spelling-oral and written, from Speller, with
such abbreviations as are made of words spelled.  Music-Reading.
Naombers.-Reading ancd writing numbers to three periods.  Addition,
subtraction, multiplication and division; numbers in no case exceeding
three periods, multiplier three figures, divisor one figure.  Rapid combinations. Intellectual arithmetic.
Geography.-Primnary Geography through the United States.  Mapdrawing from copy.
VWrititng and Drawing.-Writing with ink in copy-book.  Drawing
from cards.
Miscellaneous.-Morals and Manners, as in previous grades.  Physical
exercises as in previous grades.  Classification of animals.  Trees,
fruits and flowers.  Weights and measures.
PROGRAMME.
7Two or Thlree Classes- Eight or Ten Class Exercises- Four or Five Gen                          eral Exercises.
37. LANGUAGE AND VOCAL CULTURE.
READING.   See ~ 9.
SPELLING.   See ~ 10.
DEFINITIONS. See ~ 31. 
64                    Public Schools.
PPhonic Analysis.- One point should be taken up at a time
and mastered, with frequent reviews of what has been pre viously learned, especially in cases of possible combinations of
sounds already learned with the one under study. The attention of the class must be held to the subject of the lesson, and
with the understanding that a little well done is better than
much superficial work.
CONSTRUCTION OF SENTENCES. See ~ 11.
ABBREVIATIONS.
Music.-  Instruction given by Music Teacher.
~ 38. NUMBERS.
WRITTEN NUMBERS. See ~ 14.
INTELLECTUAL ARITHMETIC. See ~ 13.
A few suggestive exercises are given here: V/hat is the
difference between six times four, and ninety-six divided by
eight? and others like it.  Beginning  at five times three,
count by threes, or fours, or fives, as far as seven times eleven.
From thirty-six divided by four, count by fives till you reach
a point nearest nine times seven. An almost infinite variety
of such exercises may be prepared by the teacher and assigned
to the class.
Such exercises, together with those suggested under previous grades, will furnish a constant and thorough review of all
the tables.
~ 39. GEOGRAPHY.
Primary Geography.- Much reliance must be placed upon
manp-drawing, that the pupil may gain some more permanent
knowledge than memorizing of the text will secure.
Map) drawing should be confined to imitations of the maps
before him, and credit should be given for a neat map of good
proportions, without reference to the scale upon which it is
drawn.   The scale should be determined by the size of' the 
Graded Course of Instruction.
65
paper, or of the slate used.  It is better, however, to enlarge
than to diminish the scale of the map used as a copy, provided
only that proper proportions be preserved.
A little practice upon drawing of coast lines, rivers, and
mountain chains will add beauty to the maps and increase
interest in the study.  Pupils in geography may imagine them  selves travelers and be called upon to give direction of route,
prominent natural objects observed, the location and size, as
compared with their own city, of a few important cities, and
the means of travel, whether by rail, boat or otherwise.
WRITING.
DRAWING.
~ 40. MISCELLANEOUS.
C6lassiflcation of Animals.- Following the preceding grades
in which animals, domestic and wild, have been considered,
it is desirable that children should be taught to classify the
animals about which they have learned, and here is introduced
the general classification into beasts, birds, fishes, insects and
reptiles. The animals about which they have already learned
something, may now be re-examined with reference to the par ticular class to which they belong, and other examples of each
of these classes may be presented. The distinguishing fea tures, or rather such as are most readily recognized by the
child, should be carefully considered.
Such as their structure- vertebrate or invertebrate,- biped
or quadruped,-warm-blooded or cold blooded,-their methods
of locomotion, walking, flying, swimming, or creeping,-the
elements in which they live, air, earth, or water,- their peculiar habits of life, etc.
Trees.- Such trees as children have the opportunity of seeing and of studying should be selected.  Their general structure, their bark and their leaves, may be discussed in such a
way as to teach a child the difference between an oak, a
hickory, a maple, a cottonwood, an elm, a pine, and a cedar,
etc. Their method of growth, the uses of their roots, and of
their leaves, should be understood.
5 
66
Public Schools.
Plants and Vegetables.- The names of the more common
garden and house plants, and their manner of growth, their
times of flowering, etc., belong to this gradle.  All garden
vegetables, especially such as are esculents may be discussed
as to their manner of growth, from  the first sprouting of the
seed to the full development of the vegetable, and as to their
form, size, color and parts.
Frutits and Flowers.- Fruits will have found a place among
articles eaten, but should be taken up again in connection with
flowers, till the full process from the first opening of the
flower to the perfection of the fruit is understood. The fruits
are to be treated as containing the seeds, or as the seeds themselves, that will bring forth other flowers and fruits.
In discussing flowers, the prominent parts of the flower
should be shown, and their names a(id uses learned, such as
stem, calyx, petals, stamens, pistils, pollen, and seed-vessels.
The enlargement of the seed-vessel, as in the apple, pear, etc.,
and the beautiful illustration of the use of pollen, as seen in
the growth of corn, especially when different kinds of corn
are planted near each other, may be made a profitable study.
Weights and Jleasares.-The child will here be required to
estimate both weights and measures.  Each school should be
furnished with standards of comparison, so that the accuracy
of the child's knowledge may be tested.  So far as measures
are concerned, the most convenient standard may be made out
of a pointer, by putting brass tacks with small heads at distances of one inch, three inches, six inches, nine inches or
one-quarter yard, one foot, one-half yard and one yard from
the end, or small sticks of various lengths may be used.
Children should be required to draw lines of different lengths
and apply the measure after they have been drawn. So may
lines or figures of certain lengths or surfaces be divided evenly
or unevenly, always applying the test after the work has been
done.
Let the class, at a given signal, draw lines one foot in
length, and teacher and pupils test the accuracy of the work
by applying the standard. After successfuil trials, represent
combinations of the standards in lines of two and three feet 
Graded Course of Instritclion.
Now let the pupils apply these units to space and objects in
the room.
Again, let the pupils draw lines one foot in length, and divide
each line into two equal parts; each of these parts into two
other equal parts, continuing the division till the line has been
divided into inches. Having a clear idea of the above units,
assume points at the distance of an inch, a foot, two feet, and
a yard, and let them be connected first by continuous lines,
and afterward by dotted lines.
Around a given point, as a centre, at a distance of one
inch, let a circumference be drawn. Around the same center,
at the distance of two inches, a second circumference; at the
distance of three inches, a third.  In this manner let successive
circumferences be drawn until the distance from the center to
the last is twelve inches. The exercise may be varied by
increasing or diminishing the distances.
The above  exercises  may  serve the double purpose of
educating the eye in the measurement of distances and as
preliminary to MAap Drawing. See ~ 18.
PHYSICAL EXERCISES. See ~ 3.
MORALS AND MANNERS. See ~ 4.
67 
68                     Public  Schools.
FOURTH GRADE.
OUTLINE.
Language and Vocal Culture.-Fourth Reader completed.  Phonic
Analysis from the Reader. Elementary Grammar, such as is generally
found in Introduction to Grammar. Spelling-Oral and written, with
abbreviations of words usually abbreviated. Music. Declamations
and recitations.
Numbers.-Rudiments of Arithmetic to division of fractions; Intellectual Arithmetic; rapid combinations.
Geography.-Primary Geography  completed.   Map-drawing from
memory.
Writing and Drawing.-Writing in copy-books and writing spellers.
Drawing from cards.
_liscellaneous.-Morals and manners as in previous grades.  Physical
exercises as in previous grades.  Kinds and properties of matter.
Metals and metallic ores. Rectangular and spherical solids.
PROGRAMME.
Two Classes - Eight Class Exercises - Six General Exercises.
~ 41. LANGUAGE AND VOCAL CULTURE.
READING.  See ~ 9.
SPELLING.  See ~ 10.
PHONIC ANALYSIS. See ~ 37.
ABBREVIATIONS.
Grammar.-  Though  a text-book is used in this  grade,
instruction should be largely oral. It is not desirable that all
the critical observations  pertaining to the science should be
studied by the pupil, at least not until a later period, when the
whole subject is reviewed. Practice is worth mnore than precept in this study.  Hence illustrative exercises of the rules
given, especially in connection with the errors noticed in the
every-day conversation of the children, will be of great value.
It the study of grammar be extended so that what is learned 
Graded Course of Instruction.
69
then is applied to all the speaking and writing of the child, it
will be less dry and more valuable. Every recitation should
include the use of language.   As additional exercises, the
pupil may be required to bring to the class a large number of
words, which are names of objects - afterwards of objects
limited somewhat as those having life or destitute of life, etc.,
introducing thus a review of "The Oral Course."  Selecting
an object, at first a living object, require simple sentences that
shall assert what the object does, ea,ch sentence containing
but one verb.  Following this course of synthesis, other sen tences may be prepared that shall include modifying words,
first adjectives, then adverbs. Farther on other words may
be introduced, until all the parts of speech are understood inl
their general uses.  Analysis of sentences constructed should
follow.; each pupil taking the sentence of some other pupil.
Theory must in this grade give place to Practice.
MIrusic.- Instruction by Music Teacher.
DECLAMATIONS AND RECITATIONS. See ~ 12.
~ 42. NUMBERS.
Wlritten Arith.netic.- As stated in a previous section, the
greatest difficulty in the path of a pupil is, to acquire facility
in the application of principles learned to examples of varied
form and phraseology.  The teacher should, thlerefore, study
to present examples in great variety of form, still involving
the principle underlying the lesson.  Questions should be
varied in form, even though the same answer be required,
until the pupil forgets formulas, and lays fast hold of principles. This will require time, patience, and a great deal of
ingenuity on the part of the teacher. Pupils should always
receive some credit for correct analysis and correct reasoning,
even if the answer be wrong. It is better to have correct
reasoning and a wrong answer, than correct answers with no
reasoning at all.  The best thing of all is, correct answers
obtained by a correct process of reasoning.   The process.by
which the result is to be obtained should be called for frequently during a recitation; and in all cases where a new 
7o
Public Schools.
example is given, some pupil of the class should be required
to give the process of solution.   The thorough training of
pupils in the earlier stages of study, especially in mathematics,
saves much time in the future.
The pupil should be taught the principle underlying every
process in the fundamental rules of arithmetic. It is easier for
the time to teachl the child to place units under units and tens
under tens, but the principle which pertains every where is to
place numbers of the same denomination under each other for
addition.
It is easier to say " Begin at right-hand column," but true
principle requires us to- begin at lowest denomination.  After
adding a column, it is easier to say "put down the righthand figure and carry the left-hand figure to the next column,"
but the principle is - to reduce the number you have to the next
higher denomination,  placing  your remainder  under  the
column added, since it is of the same denomination with it,
and adding the result of your reduction to the column to which
it belongs. The child will see that the result is the same, and
will wonder why he should  not  follow the easier course.
The teacher knows that the principle runs through compound
numbers as well as simple numbers, and once learned it is a
great help in the future progress of the child.  A little care
now, saves much wonder and perplexity in future grades.
These hints apply to all the fiundamental rules as well as to
Addition, and will prove of greater value in Subtraction and
Division than in Addition and Multiplication. See ~ 14.
INTELLECTUAL ARITHMETIC. See ~ 13.
Combinations - Brief but rapid exercises will serve  as
awakeners if sprung suddenly upon a listless class.
43. GEOGRAPHY.
J2ilap-IDrawing.- In addition to instructions given upon the
subject of map-drawing for other and lower grades, (see ~ 39)
the following suggestions are valuable: 
Graded Course of Instruction.
7 I
Select a County or State having regular outlines. Select a
scale with some convenient unit of measure. After determnining the position of the cardinal points, draw dotted lines at
right angles to each other, one representing the central meridian, the other the central parallel. Apply the scale to the
meridian as many times as the distance represented by it is
contained in the distance between the north and south points
of the country to be drawn. Through the points of division,
draw dotted lines at right angles to the meridian, which will
represent parallels of latitude. Apply in like manner to the
central parallel, such part of the scale as a degree of longitude
is of a degree of latitude. Through the points of division
draw dotted lines at right angles to the parallel. These will
represent meridians. Designate the parallels and meridians
by numbers expressing the position of points or places through
which they pass, learned from an atlas.
The frame of the map being complete, represent by dots
the prominent points of the boundary, the latitude and longitude of which have been previously learned.  Having fixed
in the mind the nature and direction of the boundary line, it
should be drawn wholly firom memory. The boundary completed, the most prominent natural features should be represented.
The pupil now has before him a map of his own construction, in which he can not fail to be interested.
Teachers will find other methods equally valuable and perhaps better in their hands than this. The methods of triangulation, and of drawing by a fixed scale, taking some known
dimension of State or Country as the basis, are very valuable.
WRITING.
DRAWING.
~ 44. MISCELLANEOUS.
Kinds and Properties of Matter.- Define and illustrate
the three general classes of matter; solids, liquids and gases.
Define and illustrate their essential properties; extension, im 
72                    Public Schools.
penetrability, weight or gravity, and divisibility. A few other
prominent properties of matter, such as elasticity, malleability,
ductility, etc., should be illustrated. Inertia should be quite
fully discussed and its laws thoroughly understood.
e/ltals and Jetallic Ores.-Which are the precious metals?
Which  are the most  useful of the metals?  Which  the
heaviest? Which is a fluid?
Object lessons on iron, zinc, tin, copper, lead, mercury,
silver, gold; on steel, brass, pewter, etc.
Methods of smelting ores may be briefly explained, and the
localities firom which metals are obtained should be pointed
out upon the map.
Spherical and Rectangular Solids.-  These may embrace
the sphere, the cylinder and the cone; the prism, the pyramid, the cube, and the parallelopiped.   Further than these
there seems but little necessity for carrying the exercise until
Geometry is studied as a science. See ~ 18.
PHYSICAL EXERCISES. See ~ 3.
MORALS AND MANNERS. See ~ 4. 
Graded  Course of Instruction.                    73
THIRD GRADE.
OUTLINE.
Language and Vocal Culture.-Fifth Reader, first half, and half of
Introduction. Phonic analysis. Orthography and etymology in grammar. Spelling-Oral and written, from Speller, with abbreviations of
words abbreviated.  Declamations and recitations.  Music-reading.
Numbers -Rudiments of Arithmetic completed; Intellectual Arithmetic; rapid combinations.
Geography.-Geography, through United States.
Writing and Drawing.-Writing in copy-books and writing speller.
Drawing from cards.
Miscellaneous.-Morals and manners as in previous grades.  Physical
exercises as in previous grades. Air and water. Laws of motion.
PROGRAMME.
Two Classes - Eight Class Exercises - Four General Exercises.
~ 45. LANGUAGE AND VOCAL CULTURE.
READING. See ~ 9.
The Historical Sketches of authors, or of characters  presented for study, should be made a part of the exercises in this
and in succeeding grades. It is not desirable in these sketches,
that all the points touched by historians be brought out.
In the sketches given of individuals, let the following points
be made prominent:-When and where born, early advantages and how improved, early trials and how overcome, one or
two anecdotes of early history that had a marked bearing upon
the life of the man, what noteworthy acts have rendered the
character famous? what traits of character are worthy of our
imitation? where and when did they die?
Under the head of early advantages or early trials, will
come the home influences, the school privileges and the associates of the child. Such facts should be gathered as would
naturally interest children, and awaken just enough curiosity
to lead the child to seek for further information in the histories within his reach. The child should be made to feel that 
74
Public Schools.
the individual, whose character he studies, had a real and a
human existence; that he was like men now-a-days in many,
if not in all respects, and that a reproduction of the same character, though living in different times, and of course doing
different things, is possible. There are boys living who will
bear the same relation to the times in which they live, as did
Columbus, Cortez, Washington or Franklin to the times in
which they lived. They will not do the same things, but they
may do things as important.  See ~ 18.
SPELLING.  See ~ 10.
ABBREVIATIONS.
DEFINITIONS.
PHONIC ANALYSIS. See ~ 37.
Grammar.-The instruction given in the previous grade
may be very profitably extended here, still keeping Practice
ahead of Theory. Other words than those given in the text-book
should be declined, conjugated or compared, that the pupil
may acquire facility in the use of language. It is well in all
conjugation of verbs, to construct a simple sentence, as,
" acon at school."
Thou art at school," etc.
"   have written my lesson."
"Thou hast wqrittem thy lesson," etc.
DECLAMATIONS AND RECITATIONS.  See, 12.
_/Vsic.-Instruction given by Music Teacher.
~ 46. NUMBERS.
WRITTEN ARITHMETIC. See  14.
INTELLECTUAL ARITHMETIC. See ~ 13.
COMBINATIONS.
~ 47. GEOGRAPHY.
Illustrations should be constantly given with the globe, in
connection with the recitations from the text-book, and no 
Graded Course of Instruction,
75
definition should be passed by till the teacher has satisfactory
evidence that the pupils understand clearly the object described.
MIAP DRAWING.
WRITING.
DRAWING.
48. MISCELLANEOUS.
Air aqud Water.-Component elements of air; of water.
Proportion of oxygen and nitrogen in the air. Relation of
oxygen to life; to combustion; most abundant of all known
substances. Properties of nitrogen; of hydrogen; weight of
hydrogen.
Four or more lessons on the common properties and uses of
water. Hard and soft water; water of the ocean, etc.
Simple experiments, illustrating the pressure of the air, may
be performed in the presence of the class.  Fill a tumbler
perfectly full of water, place over its top a piece of writing
paper, larger than the top of the tumbler, and then pressing
down the palm of the hand upon the paper, raise and invert
the tumbler and remove the hand; the pressure of the air upward will prevent the water from falling out. Take a quarter
of a dollar, or any metal of like slhape, cut a piece of paper
of the same size, and holding them apart from each other
drop them to the floor, the metal will fall quickest; but place
the paper exactly upon the metal and let them drop, they will
fall in the same time, the money having removed the pressure
of the air from beneath the paper. A glass tube may be
placed in water and the mouth applied to the upper end, by
drawing in the air the water will rise, owing to the downward pressure of the air upon the water outside the tube.
Take a bent tube, fill it with water, and close one end with
the thumb while the effort is made to draw up the water at
the other end, and the effort will prove futile until the thumb
be removed.  Insert an open tube in a vessel of water, and
closing the upper end with the thumb, remove the tube, and
the water will remain in the tube. 
76
Public Schools.
Laws of Motion.-Attention should be given mainly to the
laws of falling bodies; to the effects produced on the motion
of bodies acted upon by more than a single force; to the cen tripetal and centrifugal forces; and to the manifold cases of
resultant motion found in all cases of sailing a boat, flying a
kite, rowing, flying, swimmling, etc., etc.  See ~ 18.
PHYSICAL EXERCISES. See X 8.
MORALS AND MANNERS.  See ~ 4.
SECOND GRADE.
OUTLINE.
Language and Vocal Calture.-Fifth Reader  completed.   Phonic
analysis.  Declamations and recitations.  Spelling-Oral and written,
from Speller, with abbreviations of words that are abbreviated. Gramnmar-Syntax. Written abstracts. ]uWsic.
XItunbers.-Arithmetic, through simple interest   Intellectual Arithmetic. Forms of bills and receipts. Rapid combinations.
Geography and History.-Geography to Asia. Map-drawing.  History
to J. Q. Adamns' Administrationi, beginning at the Revolution, with
lessons on the Government of the United States.
Writing and Drawing.-.Writing in copy-book and writing speller.
Drawing firom cards.
Miscellaneous.-iMorals and maniners as in previous grades.  Physical
exercises as in previous grades. Respiration, circulation and digestion.
City Government and Officers.
PROGRAMME.
Twoo Classes-Six OClass Exercises-Four General Exercises..
~ 49. LANGUAGE AND VOCAL CULTURE.
READING. See ~ 9.
In this grade and in the first grade, I would recommend the
occasional practice of writing out the reading lesson in full, and
of reading the same from the manuscript. The manuscripts
should also be carefully examined as to chirography, spelling, 
Graded  Course of Instruction.                   77
punctuation, margin, and general divisions of the lesson into
paragraphs.
SPELLING. See ~ 10.
DEFINITIONS.
ABBREVIATIONS.
PHONIC ANALYSIS. See ~ 37.
Gramnmar.-Much time may be profitably spent in correction of False Syntax and in the application of rules to the
corrections made. Pupils may be encouraged to criticise each
other in a proper spirit.
WRITTEN ABSTRACTS. See ~ 19.
DECLAMATIONS AND RECITATIONS.  See ~ 12.
Mutsic.-Instruction given by Music Teacher.
~ 50. NUMBERS.
WRITTEN ARITHMETIC. See ~ 13.
The principles involved in Decimals and in Compound
Numbers are precisely the same, so far as fundamental rules
are concerned, as those previously learned in Simple Numbers, and as this grade calls for a review of what has been
previously learned in great measure, it is a good plan so to
connect Simple Numbers, Compound Numbers and Decimals,
as to show clearly the identity of principles. A thorough
mastery of Decimals will be of great service in Percentage,
and no superficial study will aid in the end, however rapidly
the pupil may appear to advance for the time being.
INTELLECTUAL ARITHMETIC. See ~ 14.
COMBINATIONS. 
78
PubZic Schools.
Forms of Bills and Receipts.-This exercise may serve as
a IT -ititg exercise and as an exercise in Arithmetic, the pupil
being encouraged to draw bills that shall include work required
in simple mercantile transactions.
~ 51. GEOGRAPHY AND HISTORY.
Geogrctaphy and Jrap  Drawing. -I Lessons in Geography
should be accompanied by brief historical sketches of important
events connected with the different countries, and by some
allusions to ancient geography, and the changes through which 
the countries have passed in their governments, boundaries, etc.
One of the most common faults in teaching Geography, is
the practice of requiring pupils to learn the names of a large
number of unimportant places, the exact population of unimportant cities, etc., etc.
One of the best modes of reciting history, geography, etc.,
is by the use of topics.  Thus, in geography, a pupil passes to
an outline map, drawn on the blackboard, with a set of topics
in his hand, as boundaries, rivers, mountains, climate, surface,
soil, productions, commerce, etc., and proceeds to describe the
country assigned, stating all he recollects under each topic.
When his description is completed, other members of the
class are called on for corrections and additions, and the
teacher makes such suggestions  as the  case may require.
This mode of reciting by topics leaves the pupils in a great
degree to their own resources, secures a more thorough and
systematic preparation of the lessons, and furnishes important
aid in imparting that discipline of mind which is more valuable than knowledge.  It will be found particularly adapted
to reviews.  See ~ 39, 43.
History.-While the class is reciting History some pupil
should stand by the Outline Map and point out to the class
the places spoken of.
Care should be taken that the memory of the child be not
burdened withl trifling and unimportant facts.  The leading
points should be seized upon and their relation to other leading facts be understood.  The most prominent points in United 
Graded Course of Instruclion.
States history should be associated with dates. In regard to
others, it matters but little whether the exact date be remembered.
Government of the U)nited States. -The text book adopted
by the Board bearing upon the duties and rigrhts of citizens
needs no comment. Such portions of it as pertain exclusively
to the United States will be studied in this grade.
WRITING.
DRAWING.
52. MISCELLANEOUS.
-Respiration,  Circulation,  and  Digestion. - Very much
instruction upon the laws of hygiene should be given  at all
times throughout the entire  course.   Here,  as elsewhere,
attention should be paid to the posture of children, to their
cleanliness, to their habits of dress, of eating and of sleeping.
But in this grade special attention should be given to the
organs of Respiration, Ci-culation and Digestion; the lungs,
the heart, the stomach, and the following more specific topics;
mastication, the teeth, saliva, digestion, chyme, chyle, nutrition, the blood, blood-vessels, structure and office of the heart,
circulation of the blood through the system, impurities, waste
of the system, how repaired, proper and improper food, eating
too much, too fast, too often, late in the evening, irregularity
of meals, dyspepsia, alcoholic drinks.
Structure and office of the lungs, respiration, capacity of the
lungs, exercises for  their  healthy development, obstructed
action, dangerous habits of bending over desks, process of
purifying the blood, different colors; carbonic acid of the
breath, how formed, amount, composition of carbonic acid,
weight, relation to life, experiment of a lighted candle in air
that has been held in the lungcs a few seconds, carbonic acid in
wells, burning charcoal in a close room, carbonic acid in the
stomach, soda fountains, raising bread, ventilation, inhalation
of gas and its deleterious effects.
City Government and its Officers.- This topic embraces
only our own city, and yet in connection with the text-book
79 
80                       PubZic Schools.
required in this grade touching upon citizen's duties and
privileges, it may be extended somewhat beyond its design.
See ~ 18.
PHYSICAL EXERCISES.   See ~ 3.
MORALS AND MANNERS. See ~ 4.
FIRST GRADE.
OUTLINE.
Language and Vocal Culture. —Selections from Fifth Reader and other
text-books. Phonic Analysis. Declamations and recitations. SpellingOral and written, from the Speller. Gramnmar-Analysis and parsing
selections from Reader, with review.  Epistolary composition.  Music.
XuNnbers.-Arithmetic completed.  Intellectual Arithmetic.  Rapid
combinations. Forms of drafts, )ills, promissory notes, checks, etc.
Geography and History.-Geographly completed. Map-drawing. History completed and reviewed, except early settlements and colonial
wars.
Writing and Drawing.-Writing in copy-books, and in writing spel-,
ler.  Drawing from cards.
Mliscellaneous.-Morals and manners as in previous grades.  Physical
exercises as in previous grades. Meteorology. Popular astronomy.
PROGRAMIE.
One Glass; if the class be large it may with propriety be separated into
two sections, that the teacher's time may be fully employed and yet the class
have opportunityfor study.-Four Glass Excrcises.-Four General Exercises
or Eight Class Exercises if there be but one class.
~ 54. LANGUAGE AND VOCAL CULTURE.
READING. See ~ 9.
Spelling.- Special attention should be given to the analysis
of derivative and of compound words, with the meaning and
use of the more common prefixes and siuffixes.  A  few rules of
spelling should be taught, and their application illustrated by
familiar examples. See ~ 10.
DEFINITIONS.
PHONIC ANALYSIS. See ~ 37. 
Graded Course of Instruclioui.
8I
Grammar.- At least half the time appropriated to grammar in the first grade, should be spent in parsing and analyz
ing select pieces firom  Milton, Pope,  and  other  authors,
embracing  the different varieties of  style.   The  extracts
required for this purpose may be selected from the reading
book.
No exercise should be regarded as complete and satisfactory that does not analyze the thought as well as the language
of the writer.
Pupils of this grade should receive special instruction in
letter writing, including the form and manner of beginning
and ending, with the date; paragraphs; dividing between
syllables at the end of the line; margin; folding; super c:iption; sealing, etc.
-/lasic.- Instruction given by Music Teacher.
54. NUMIBERS.
WRITTEN ARITHMETIC. See ~ 13.
A very careful review of the arithmetic, so far as its more
practical portions are concerned, should be given.
INTELLECTUAL ARITHMETIC.  See ~ 14.
COMBINATIONS.
FORMS.  See' 50.
~ 55 GEOGRAPHY AND HISTORY. See ig 39, 43.
WRITING.
DRAWING.
56. MISCELLANEOUS.
Meteorology.- Six or more oral lessons on winds, clouds,
fog,s, dew, frost, moisture settling on a vessel of cold water in
a warm room, rain, snow, hail, ice.
6 
82                   PPublic Schools.
Popular Astronomy.- Ten or more  elementary lessons.
The earth - its size and motions. Change of seasons - how
caused; difference in the length of days and nights at different
seasons of the year; length of the longest day at the equator;
at the tropics;  at the polar circles;  at the  poles.   Tides.
Solar system.  The sun-its office, distance, magnitude, spots.
The moon- its size, distance, telescopic appearance, different
phases.  Eclipse of the moon, of the sun.   Name the planets
in their order, relative size, satellites; rings of Saturn.   Morning and evening stars.  Comets.   Fixed stars.
Teach the pupils to point out, in a clear night, five or more
conspicuous constellations; five or more stars of the first or
second magnitude; atll the larger planets that are above the
horizon.  See ~18.
PHYSICAL EXERCISES.  See ~ 3.
MORALS AND MANNERS.  See ~ 4. 
Graded Course of Instruction.
83
HIGH SCHOOL CLASS.
OUTLINE.
Lang#age and Voca Cu,lture.-Sixth Reader.  Phonic Analysis. Declamations and recitations.  Spelling-Oral and written, from all the textbooks.  Rhetorical and grammatical analysis.  Composition writing.
Music.
Num bers.-Arithmctic, Philosophy of; Algebra to Quadratics; Intellectual Arithmetic.
Geography and Hi,tory.-Physical Geography.  Outlines of General
History, with Early Settlements of United States and Colonial Wars.
National and State Governments.
Writing and Drawing.-Writing in copy-book and in writing speller.
Drawing from cards.
Physiology-Elementary.
Miscellaneous.-MNorals and manners as in previous grades.  Physical
exercises as in previous grades. Elements of Philosophy (sound, light,
heat, electricity and magnetism). Geology, elements of.
PROGRAMME.
Same as for First Grade Class.
57. LANGUAGE AND VOCAL CULTURE.
READING.   See ~ 9.
SPELLING.   See ~ 10.
DEFINITIONS.
PHONIC ANALYSIS. See, 37.
RHETORICAL AND GRAMMATICAL ANALYSIS.
Composition  TVriting.   See ~ 11.   And  yet this grade
should cover more than is intended in the other grades. The
pupil's general knowledge, and his specific knowledge of
Grammatical Analysis, will enable him to take up topics
outside of his text-book studies and to treat them originally.
His compositions should now become essays, and he should
be called upon to read them before his class.
fausic.- Instruction given by Music Teacher. 
84
Public Schools.
~ 58.  NUMBERS.
Algebra.- This introduces new matter to the pupil, and
matter exceedingly dry, unless seasoned with the life and tact
of the teacher.
Arithminetic.-What is gained in a general way from the
study of Algebra may be practically applied to a review of
Arithmetic, and the pupil, by a general solution of algebraic
problems, may form his own rules for solving the same
arithmetically.
Intellectual Arithmnetic.- All problems presented in Algebra
and Arithmetic should be solved as far as possible mentally.
~ 59. GEOGRAPHY AND HISTORY. See ~ 51.
Physical Geography.-While this subject is treated of separately, it still may be very profitably associated with Political
Geography, and the latter may be reviewed while the former
is studied.
NVttional and State Governmnents.- The text-book used in
the Second Grade will be completed and reviewed in this.
PHYSIOLOGY.
WRITING.
DRAWING.
~ 60. MISCELLANEOUS.
Sounzd. - How produced.  Illustrate by a stretched cord or
some other vibrating body. Action on the ear. High and
low sounds -how produced. R,lation of the air to sound.
Velocity of sound.   The  humnan voice.   Varieties of the
human  voice.   Name  twenty different kinds  of sounds.
Echoes;  whispering gallery;  ear-trumpet.   Mlusical instruments; bells.
Light. -Luminous bodies. Velocity of light. Difference
between the light of the sun and that of the moon; Laws of
reflection; mirrors.  Refraction; experiment with a piece of 
Graded Course of Instruction.
85
money in a bowl of water.  Action of the microscope and
telescope. Solar spectrum; rainbow. Structure and action
of the eye. Danger of injuring the eyes from excessive use;
from imprudent exposure to light; from reading in twilight;
from reading fine print.  Danger of allowing young chiliren
to look steadily at a light. Average distance at which a book
should be held from the eye; effect of holding a book too near
the eye. How eats and other animals see in the night. Cause
of color. Twilight.
CHeat. -In expanding the following topics, explain and
apply the principles, and illustrate them as far as practicable.
Sources of heat; sensations of heat and cold; burning-glasses;
good and poor conductors; different kinds of clothing; double
windows; ice houses; use of a fan; protection of the ground
by sniow. Contraction and expansion; putting tire on a wheel;,
fire balloons; thermometer; glass cracked by hot water; why
clocks go fiaster in cold weather than in warm; how to regulate
a pendulum clock when it gains or loses time; fireezing water;
heat absorbed by change fiom solid to liquid state, and firom
liquid to gaseous; freezing mixture of salt and ice; cooling a
heated room by sprinkling water on the floor. Boiling water;
how the force of steam is produced. Flame - how produced.
Carbon. Flame of a candle- why no combustion in the cectre; wick - why not consumed; use of circular wick in astral
and solar lamps; use of glass chimney; of small hole in top
of lamp; gas used in lighting buildings; use of a blower in
kindling a fire; action of a common chimney; proper construction; advantages of stoves as compared with open fireplaces, disadvantages.
Electricity and Xfagnetisiu. -Illustrate the production of
electricity, and properties of attraction and repulsion, by a
rubber ruler rubbed briskly with a piece of woolen cloth.
Conductors and non-conductors; lightning and lightning conductors; Franklin's kite.
Properties of the magnet. Magnetic needle, mariner's comipass, horseshoe magnet, telegraph.
Upon these topics what is needed is, to call the attention of
the pupil to the phenomena of nature, and to draw the lessons 
86                    Public Schools.
from these rather than from any scientific treatise. In the
matter of electricity, the flying apart of the hair when combed
briskly in cold weather, the effect of water in making it smooth,
the effects of strokes of lightning upon objects that the children
have seen; and in magnetism, the use of the magnetic tack
hammer, the effect of a magnet as shown upon a little pocket
compass, etc., etc., will interest and profit the pupils more than
merely scientific treatises.  WThat is done, is first to be learned.
The theories regarding the methods may be neglected until the
science is studied more fully.
Geology. - Five or more oral lessons on the geological formation of the United  States;  coal fields; mineral ores;
geology of Illinois; fossiliferous rocks.
PHYSICAL EXERCISES.  See ~ 3.
MORALS AND MANNERS. See, 4. 
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HIIGH SCHOOL. —*CLASSICAL DEPARTMENT.
OUTLINE OF COURSE.
TERMS.  MATHIEMATICS.
First....... Algebra............
I.. Second...... Algebra............
Third........ Algebra
First........ Geometry..........
II. Second..... Geometry..........
Third.  Geometry
First................
III. Second.......................
Third..........................
First...........................
IV.  Second.........................
Third...........................
LANGUAGES.
Latin..............
Latin..
Latin..............
Latin......
Latin and Greek....
Latin and Greek....
Latin and Greek....
Latin and Greek....
Latin and Greek....
Latin and Greek....
Latin and Greek...
Latin and Greek....
ELECTIVE STUDIES.
Any study of General Department of first year.
Any study of General Department of second year.
Any study of General Department of third year.
Any study of General Department of fourth year.
* This department is arranged for four years, but may be completed in three years, by omitting the elective
study. In the four-year course one elective study must be taken.
Pupils will enter the Classical Department directly from the First Grade of the Grammar Schools, or from
the High School Classes of the Grammar Schools, as preferred. In the latter case Algebra will be omitted, and
Universal History substituted therefor.
The third term is designed as a review in all cases.
I
|1,1, I1              _*> 
Graded Course of Instruction.      89 
k
{
I 
APPENDIX.
TEXT BOOKS USED IN THE HIGHI SCHOOL.
GENERAL DEPARTMENT.
1. Preparatory Studies  reviewed, using  the  text books
authorized in the District Schools.
2. Warren's Physical Geography.
3. Universal History.
4. Ancient Geography, in connection with History.
5. Ray's Higher Arithmetic.
6. Robinson's University Algebra.
7. Davies' Legendre.
8. Plane and Spherical Trigonometry.
9. Mensuration.
10. Gillespie's Surveying.
11. Navigation.
12. Hanaford & Payson's Elementary Book-keepin,g.
13. Gray's Botany.
14. Elementary Astronomy and Colbert's Astronomy.
15. Physiology.
1l. D. A. Wells' Natural Philosophy.
17. Rolfe & Gillet's Chemistry.
18. Geology (Hitchcock's) and Mineralogy.
19. Coppee's Rhetoric.
20. Wayland's Political Economy.
21. Townsend's Analysis of Civil Government.
22. Haven's Mental Philosophy.
23. Etymology. 
92                   Piublic Schools.
24. Cleveland's English Literature.
25. Analytical Sixth Reader.
26. Drawing.
27. Vocal Music; Song Garden, Third Book.
28. Wootbutry's German Series.
29. Schiller's William Tell, and Schliller's Mariia Stuart.
30. Fasquelle's French Course.
31. Chapsal's Literature Frangaise.
32. Goethe's Egmont.
33. Campbell's New German Course.
CLASSICAL DEPARTMENT.
Nos. 1, 2, 3, 4, 5, 6, 7, 15, 16, 24, 25, 26, 27.
Allen's Latin Grammar.
Allen's Latin Reader.
Arnold's Latin Prose Composition.
Hansoen's Latin Prose.
Bowen's Virgil.
Andrews' Latin Lexicon.
AnthoJi's Classical Dictionary.
Crosby's Greek Grammar.
Crosby's Greek Lessons.
Arnold's Greek Prose Composition.
Felton's Greek Reader.
Boise's Xenophon's Anabasis.
Owen's Homner's Iliad.
Liddell & Scott's Greek Lexic )n. 
Appendix.
93
TEXT BOOKS USED IN THE DISTRICT SCHOOLS.
Analytical Series of Readers.
Analytical Speller.
Seavey's Goodrich's History of the United States.
Greene's Introduction to Grammar.
Kerl's Common School Gil-ammnar.
Warren's Common  School Geography.
Mitchell's Primary Geography.
Robinson's Practical Progressive Arithmetic.
Waltol's Primary and Intellectual Arithmetics.
Payson, Dunton & Scribner's Writing Books.
Webb's Charts.
Philbrick's Primary School Tablets.
WTebster's Primary Dictionary.
Warren's Physical Geography.
Cutter's Physiology.
Robinson's Elementary Algebra.
Anderson's Outlines of General History.
Alden's Citizen's Manual.
Bartholomew's Drawing Books.
Song Garden, First and Second Books.
Blackmnan's Graded Songs, Nos. 1, 2 and 3.
Movable Cards with Words and Letters for the use of
the Tenth Grade.
-Dictionaries. -Webster's and Worcester's Quarto Dictionaries shall be used as authority in Definitions, and Webster's
Dictionary as authority in Orthography and Punctuation; but
the orthography of any scholar, in exercises of composition,
shall not be deemed incorrect if in accordance with either
Webster or Worcester. 
94                   Public Schools.
REFERENCE BOOKS.
The following Books are recommenzded to teachersfor their
careful study:
Page's Theory and Practice of Teaching.
My Schools and School Masters, by Hugh Miller.
WVelch's Object Lessons.
Calkins' Object Lessons.
Barnard's Object Teaching.
Sheldon's Object Lessons.
AMayo's Lessons on Objects.
Northend's Teacher and Parent.
Fireside Philosophy.
Youmans' Household Science.
Herbert Spencer's Works.
Holbrook's Normal Methods.
Barnard's American Journal of Education.
History and Progress of Education.
Willson's Manual of Instruction.
Walton's Tablets and Key.
Northend's Teacher and Assistant.
Hazen's Professions and Trades.
Wells' Science of Common Things.
Manual of Elementary Instruction.
Model Lessons on Objects.
Reason Why.
Wickersham's School Economy.
These  books can be found in the Teachers'.Reference -Library at the office of the Board of Education, and may be consulted there. 
Appendix.                         95
TEXT BOOKS FOR TEACHERS ONLY.
Tenth Grade. -Teacher needs a Speller, and will use mono      syllabic words in exercises 1-11, 23, 24, 72, 73 and 74.
Song Garden, First Book, for rote singing. Blackman's
Graded Songs No. 1, to page 14.
Nignth Grade. - Speller, and will use monosyllabic words in
exercises 12-20, 26-31, 35, 40, 71, 113.  Song Garden,
First Book. Blackman's Graded Songs No. 1, com      pleted.
Eighth Grade.- Speller, simple words in exercises 86, 90,
95, 96, 109, 162, 163, 166, 168 and 180. Song Garden,
First Book. Blackman's Graded Songs No. 2, to page
25. Primary Arithmetic to fit grade.
Se?venth Gradce. - Song Garden, First Book. Blackman's
Graded Songs No. 2, completed, and No. 3 to page 39. 
96                    Public Schools.
I
TEXT BOOKS USED IN EWCH GRADE.
TENTH GRADE.
WVebb's Cards, Nos. 1, 2, 3, 4, 5, 6, 7 and 8.
Philbrick's Primary School Tablets, Nos. 1, 2, 3, 4 and 9.
NINTH GRADE.
WVebb's Cards, reviewed.
Philbrick's Tablets, Nos. 15 and 16.
Analytical First Reader.
EIGHTH GRADE.
Analytical Second Reader.
Graded Song,s No. 2, to page 15.
SEVENTH GRADE.
Analytical Third Reader. First half; with half of the
Introduction.
Analytical Speller -Sections 22, 25, 32-34, 36-39, 44-49,
81-83, 155-161, 164, 165, 167.
Walton's Primary Arithmetic, to page 50.
SIXTH GRADE.
Analytical Third Reader, completed.
Analytical Speller - Sections 41-43, 50-70, 84, 88, 98, 102,
103, 169, 170.
Primary Arithmetic, completed.
Blackman's Graded Songs No. 2, completed, and No. 3, to
page 39.
Writing Book-Payson, Dunton & Scribner's. 
Appendix.
97
FIFTH GRADE.
Analytical Fourth Reader to page 152, with half of Introduction.
Analytical Speller-Sections 76-79, 97-105, 107, 111, 112,
197-203, 231-235, 261, 262.
Blackman's Graded Songs, No. 3.
Mitchell's Primary Geography to page 53.
VWriting Book-Payson, Danton & Scribner'si
Walton's Intellectual Arithmetic, from: pag,e 22 to page 48.
FOURTHf GRADE.
Ahalytical Fourth Reader completed.
Analytical Speller- Sections 68, 89,106,108,171-179, 229,
244-250, 263, 264.
Song Garden, Second Book.
Robintson's Rudiments of Arithmetic to Division of Fractions, page 94.
Walton's Intellectual Arithmetic from page 48 to page 90.
Mitchell's Primary Geography completed.
Greene's Introduction to Grammar, to page 54.
Writing Book-Payson, Dunton & Scribler's.
THIRID GRADE.
Analytical Fifth Reader to page 218, with half of the Introduction.
Greene's Introduction to Grammar to page 131.
Analytical Speller- Sections 67, 116-152, 240-243, 265-270.
Song Garden, Second Book.
Robinson's Rudiments of Arithmetic completed.
Walton's Intellectual Arithmetic to page 130.
Warren's Common School Geography to page 53.
Writing Book-Payson, Dullton & Scribner's. 
98
Public Schools.
SECOND GRADE.
Analytical Fifth Readler completed.
Analytical Speller, Sections 75, 91-94, 181-196, 204-220.
S(ong Garden, Second Book.
Greene's Introduction to Grammar to page 189.
RPobinson's Practical Arithmetic to page 247.
Walton's Intellectual Arithmetic, review to page 130.
Warren's Common School Geography to page 80.
Seavey's Goodrich's U.S. History firom page 100 to page 195.
Alden's Citizen's Manual.
Writing Book-Payson, Dunton & Scribner's.
FIRPST GRADE.
Analytical Fifth Reader, Selections.
Analytical Speller, Sections 87, 221-228, 230,  237-239,
271-280.
Greene's Introduction to Grammar completed.
Song Garden, Second Book.
Robin son's Practical Arithmetic completed.
Walton's Intellectual Arithmetic completed.
Warren's Commnon School Geography completed.
Seavey's Goodrichl's history from page 95 through.
Writing Book-Payson, Dunton & Scribner's.
HIGH SCHOOL CLASS.
Analytical Sixth Reader.
Analytical Speller, Sections 153, 154, 215, 251-260, 281-308.
Song Garden, Third Book.
RPobinson's Elementary Algebra to Quadratics.
Rav's Higher Arithmetic.
WValton's Intellectual Arithmetic.
WVarren's Physical Geography.
Seavey's Goodrich's History from beginning to page 100.
Anderson's Outlines of General History.
Alden's Citizen's MIanual.
Physiology.
Writing Book-Payson, Dunton & Scribner's. 
FREE GYMNASTICS.
THE following exercises have been quite thoroughly tested
in one of our largest schools, and are well adapted to any
grade of pupils.
They have been arranged by Miss Emma  Hooke, Head
Assistant of the Newberry School, who acknowledges herself
indebted to the excellent Manual prepared by Mr. Mason, of
Boston, for part of the series, as also to Mr. Powers, firom
whose Gymnnasium she graduated.  Teachers who desire more
complete instructions, will find Mr. Mason's Manual just what
they need.
The exercises are arranged to accompany the music of a
Piano.  The strain played should consist of eight measures.
In the abs lance of an instrument, the teacher may count on,e,
two, etc., to eight.  Part of the series may be omitted at times,
if desired.
PREPARATION FOR EXERCISE.
Sit erect, with hands together uplon the desk.
1EXIERCISE.
Teacher cougtrs or plays.
Onte.    Sit erect, with arms folded.
Two.    Throw the body forward, and place the folded arms
upon the desk.
Three.   Extend both arms upon desk, parallel to each other.
Foar.   Sit erect with shoulders thrown back, armns hangingt
by side.
Five.    Rest the head on right hand, and rest right elbow on
desk.
Six.     Change position from right to left hand, as above.
Seven.   Rest head upon both hands, both elbows resting upon
the desk.
_Eight.   Bring hands tightly closed to the  chest-  elbows
thrown back as far as possible.
*   *:. -  
IOo
Public Schools.
CHANGE.
One.    Thrust right arm forward horizontally, and back to
position eight, opening the hand as it is thrust
forward, and closing it upon drawing it back.
Two.    Repeat one.
Three.  Thrust left arm as above.
Four.   Repeat three.
-Five.    Thrust arms forward, as above, alternately.
Six.    Repeat five.
Seven.   Thrust both arms forward, as above.
Eight.  Repeat seven.
CHANGE.
One.    Thrust both arms forward horizontally, with hand
closed and thumbs turned downward.  Twist
the arm half round.
Twto.    Twist hands as above.
Three.  Repeat two.
-Foutr.   Repeat two.
Five.    With arms held horizontally forward, open and close
hands.
Six.     Repeat five.
Seven.   Strike hands together twice.
Eight.  Strike hands together once, and bring hands back to
chest, closed, as in eight of first part.
CHANGE.
Repeat thrusting, twisting and clapping hands as in previous part, thrusting in perpendicular instead of horizontal
motions, except in count eight, where the ends of the fingers
are brought together with the hands resting upon the top of
the head.
CHANGE.
One.    Extend the right arm out at an angle of forty-five
degrees, and return to head.
Two.    Repeat one.
Three.  Extend left arm as above.
Four.   Repeat three.
Five.    Alternate right and left arms, as above, thrusting left
when right returns, etc.
kSiX.    Repeat five.
Seven.   Thrust both arnms, as above.
Eight.   Repeat seven, returning tips of fingers to tips of
shoulders. 
Appendix.
CHANGE.
One, Two, Ttree, Four. Throw the shoulders back, press the
elbows firmly upon the sides and extend the hands
from the waist alternately four times, out and
back to the shoulders.
Five.    Bring the hands tightly closed to the chest.
Six.     Face to the right.
Seven.  Rise.
Eight.  Face to the front ready for standing exercises.
CHANGE.
One.    Thrust right hand downward, open palm outward,
and bring it back to chest closed.
Two.    Repeat one.
Three.   Thrust left hand as above.
Foour.   Repeat three.
Five.    Thrust hands alternately as above.
Six.     Repeat five.
Seveu.   Thrust both hands together as above.
Eight.  Repeat seven.
CHANGE.
Repeat same movements with horizontal thrusts to the side
instead of downward thrusts.
CHANGE.
Repeat movements with perpendicular thrusts as above.
CHANGE.
Repeat movements with horizontal thrusts forward.
CHANGE.
One.    Thrust right arm downward and bring back to the
chest.
Two.    Thrust left as above.
Three.  Bring the hands together twice.
otbur.  Bring the hands together once and back to the chest.
Five.    Repeat four, throwing hands horizontally to side.
Six.     Repeat four, thrusting perpendicularly.
Seven.  Repeat four, thrusting horizontally forwards.
Eighit.  Bring hands to the hips.
IOI 
I02                  Public Schools.
CHANGE.
One.    Bend body to the right, bending at the hips.
Two.    Erect.
Three.  Bend body to the left as in one.
Four.   Erect.
Five.    Repeat one.
Six.    Repeat two.
Seven.  Repeat three.
Eight.  Repeat four.
CHANGE.
Bend body backwards and forwards as in last exercise.
C HANGE.
Incline head to right and left as in body movements.
CHANGE.
Incline head forwards and backwards as above, bringing
hands to the side upon last count.
CHANGE.
One.    Elevate right shoulder as high as possible.
Two.    Repeat one.
Three.   Elevate left shoulder as above.
Foutr.   Repeat three.
Five.    Elevate right and left alternately.
Six.    Repeat.
Seven.   Elevate both shoulders.
Eight.  Repeat seven and bring hands tightly closed to the
chest.
CHANGE.
One.    Thrust the right arm forward horizontally, bringing
the right shoulder as fthr forward as possible at
the same time.
ilro.   Thrust the left arm and shoulder forward as above,
and bring right shoulder back as far as possible
without bending the arm.
Continue as above alternately till (Eight) is counted and
then bring hands closed to the chest. 
Ajpiendix.
I03
CHANGE.
Onze and Two.      Keep hands upon chest and raise right
elbow as high as possible and return.
Three acnd Fuoar.  Raise left elbow as above.
Five antd Six.     Alternate.
Seven and Eigdht.  Elevate both, as above.
CHANGE.
Repeat last exercise throwing elbows backward, clasp hands
at close upon the chest and throw palms outwards.
CHANGE.
One.  Keep hands clasped, palms outwards and extend arms
horizontally forwards, rising  upon  tip-toe at
the same time and bringing arms back while
falling upon the heels.
Repeat seven times, bringing clasped hands over the head
with palms upward at eighth count.
CHANGE.
One.  Keep hands clasped, palmts upward and extend hands
upward as far as possible, rising upon tip-toe
at the same time and bring the hands downward
while falling upon the heels.
Repeat seven times and bring the hlands to a front horizontal po.ition with palms outwards at eighth count.
CHANGE.
One. Elevate hands to vertical position while rising on tip             toe, and back to horizontal position while falling
upon heels.
Repeat seven times and bring hands down in front at
eighth count, still clasped.
CHANGE.
Oe.   Elevate to horizontal position and back, rising upon
tip-toe and falling upon heels.
Repeat seven times, and drop the hands at side at eighth
count.