1 
 
 
 CLEVELAND PUBLIC SCHOOLS 
 ELEMENTARY SCHOOLS 
 
 ASSIGNMENT OF WORK 
 
 TIME SCHEDULE 
 SUGGESTIVE PROGRAMS 
 
 FOR 
 
 191M912 
 
 BOARD OF EDUCATION 
 
 CLEVELAND. OHIO 
 1911
 
 ASSIGNMENT OF WORK 
 
 TIME SCHEDULE 
 SUGGESTIVE PROGRAMS 
 
 FOR 
 
 1911-1912 
 
 WILLIAM H. ELSON 
 
 SUPERINTENDENT OF SCHOOLS 
 
 BOARD OF EDUCATION 
 
 CLEVELAND. OHIO 
 1911
 
 
 
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 2065903
 
 TERM PROMOTION 
 
 Classification. Classification of pupils is made at the end 
 of each twelve weeks. This grading is just to pupils since they 
 have opportunity to be grouped in C, B, or A divisions of a 
 grade. 
 
 Method of Grading. The method of grading combines daily 
 efficiency with efficiency in examinations. The teacher's esti- 
 mate is valued two-thirds and results of examinations one-third. 
 This method is rendered still more equitable to the pupil, 
 through making each subject share the same responsibility in 
 determining promotion as it shares in the daily time schedule. 
 
 Size of Divisions. Principals are directed not to create divi- 
 sions C, B, or A with a less number than fifteen pupils. No 
 more than two divisions are to be assigned to a room. When 
 two divisions are assigned, these should be consecutive, to wit, 
 C and B, B and A, or A and C. 
 
 Adaptation of Instruction. When two divisions are 
 assigned to a room, there are separate classes in arithmetic and 
 reading in all grades ; in grammar in grades VII and VIII ; in 
 geography in grades IV, V and VI ; in history in grades VII 
 and VIII. In all other grades the two divisions in these studies 
 are combined. All pupils in language, spelling, German, music, 
 drawing, physical training, and physiology are taught in one 
 class. In this way the old type of double grade is abolished. 
 
 Assignment of Work. C divisions invariably take the C as- 
 signment of the course of study, B divisions the B assignment, A 
 divisions the A assignment. Since promotion rests upon the 
 teacher's estimate together with examinations, teachers will not 
 follow assignments slavishly. 
 
 Examinations. The examinations at the end of each term, 
 exclusive of German, are limited to a period of two days. No 
 pupil is permitted to write in any study more than one hour and 
 a half on an examination. The number of examinations thus 
 remains the same as heretofore, while the total time given to 
 them during the year is decreased. Teachers are given school 
 time in which to mark papers. Since the results are valued only 
 one-third in determining promotion, examinations should not 
 disturb either teacher or pupil.
 
 Double Promotions. In no case is a double promotion al- 
 lowable unless the pupil has an average standing for the term of 
 ninety per cent or above. Nor unless the pupil has the consent 
 of the parent. And no pupil shall be given more than one double 
 promotion within a school year. Nor shall the Principal give 
 double promotions to more than one-third of her enrollment 
 within a school year. 
 
 Non-Promotions. A pupil is non-promoted whose average 
 in all studies for the term is below seventy. 
 
 Administration, This plan of promotion is best adapted to 
 buildings having more than ten rooms. Ninety per cent of pupils 
 are in larger buildings. Transfer of pupils not provided for in 
 smaller buildings should be freely made to the larger ones. In 
 this manner all pupils may share in the opportunities of this 
 plan.
 
 SUGGESTIVE PROGRAMS 
 
 FOR 
 
 1911-12 
 
 KINDERGARTEN 
 
 A. M. . P. M. 
 
 8:30-8:55 Opening Circle 1:00-1:25 
 
 8:55-9:10 March 1:25-1:40 
 
 9:10-9:35 Gift 1:40-2:05 
 
 9:35-9:55 Games 2:05-2:25 
 
 9:55-10:20 Occupation 2:25-2:50 
 
 10:20-10:30 Goodbye Circle 2:50-3:00 
 
 FIRST GRADE DIVISIONS 
 
 A. M. 
 
 Time Recitations Mon. Tues. Wed. Thurs. Fri. 
 
 8:30 Opening Exercises 10 10 10 10 10 
 
 Conduct and Morals... 
 
 8 :40 Language 7 7 7 7 7 
 
 8:47 Reading 15 15 15 15 15 
 
 9:02 Writing 15 15 15 15 15 
 
 9:17 Reading 15 15 15 15 15 
 
 9:32 Physical Exercises and 
 
 Games 8 8 8 8 8 
 
 9:40 Reading 15 15 15 15 15 
 
 Word Study or 15 15 15 
 
 9 :55 Physiology or . . . . . . 15 
 
 Group Work* 15 20 .. 20 
 
 10:10 Number Work 20 .. 20 .. 20 
 
 10:30 Dismissal. 
 
 *Fifty minutes of this time is taken from Reading time and 
 5 from spelling time. 
 
 P. M. 
 
 1:00 Language 18 18 18 18 18 
 
 1:18 Reading 15 15 15 15 15 
 
 1:33 Music 15 15 15 15 15 
 
 1:48 Reading 15 15 15 15 15 
 
 2:03 Games 12 12 12 12 12 
 
 2:15 Vocal Drill* 5 5 5 5 5 
 
 2:20 Reading 15 15 15 15 15 
 
 2:35 Drawing and Manual 
 
 Training 25 25 25 25 25 
 
 3:00 Dismissal. 
 
 *The Vocal Drill Work is taken from the Spelling time.
 
 .SUGGESTIVE PROGRAMME 
 
 I GRADE-DIVISIONS 
 
 Three-Fourths Day School 
 
 Time 
 
 Recitations 
 
 Mon. 
 
 Tues. 
 
 Wed. 
 
 Thurs. 
 
 Fri. 
 
 8:30 
 
 Opening Exercises .... 
 
 
 
 
 
 
 
 Conduct and Morals... 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 8:40 
 
 Word Study and Vocal 
 
 
 
 
 
 
 
 Drill 
 
 
 15 
 
 15 
 
 15 
 
 15 
 
 
 Physiology 
 
 15 
 
 . . 
 
 
 
 
 8:55 
 
 Reading 
 
 22 
 
 22 
 
 22 
 
 22 
 
 22 
 
 9:07 
 
 Music 
 
 12 
 
 12 
 
 12 
 
 12 
 
 12 
 
 9:29 
 
 Reading 
 
 22 
 
 22 
 
 22 
 
 22 
 
 22 
 
 9:51 
 
 Games 
 
 12 
 
 12 
 
 12 
 
 12 
 
 12 
 
 10:03 
 
 Language 
 
 18 
 
 18 
 
 18 
 
 18 
 
 18 
 
 10:21 
 
 Writing 
 
 12 
 
 12 
 
 12 
 
 12 
 
 12 
 
 10:33 
 
 Reading 
 
 22 
 
 22 
 
 22 
 
 22 
 
 22 
 
 10:55 
 
 Number and Group 
 
 
 
 
 
 
 
 Work 
 
 18 
 
 18 
 
 18 
 
 18 
 
 18 
 
 11:13 
 
 Manual Training and 
 
 
 
 
 
 
 
 Drawing 
 
 17 
 
 17 
 
 17 
 
 17 
 
 17 
 
 II-I GRADE DIVISIONS 
 
 
 A. M. 
 
 
 
 
 
 
 Time 
 
 Recitations 
 
 Mon. 
 
 Tues. 
 
 Wed. 
 
 Thurs. 
 
 Fri. 
 
 8:30 
 
 Opening Exercises .... 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 8:40 
 
 Phonics 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 8:50 
 
 Reading 
 
 43 
 
 43 
 
 43 
 
 43 
 
 43 
 
 9:33 
 
 Physical Exercises .... 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 9:43 
 
 Writing 
 
 17 
 
 17 
 
 17 
 
 17 
 
 17 
 
 10:00 
 
 Arithmetic 
 
 15 
 
 15 
 
 15 
 
 15 
 
 15 
 
 Recess 
 
 10:30 
 
 Arithmetic 
 
 20 
 
 20 
 
 20 
 
 20 
 
 20 
 
 10:50 
 
 Spelling 
 
 17 
 
 17 
 
 17 
 
 17 
 
 17 
 
 11:07 
 
 Reading 
 
 23 
 
 23 
 
 23 
 
 23 
 
 23 
 
 
 P. M. 
 
 
 
 
 
 
 1:00 
 
 Language 
 
 28 
 
 28 
 
 28 
 
 28 
 
 28 
 
 1:28 
 
 Music 
 
 16 
 
 16 
 
 16 
 
 16 
 
 16 
 
 1:44 
 
 Games 
 
 8 
 
 8 
 
 8 
 
 8 
 
 8 
 
 1:52 
 
 Reading 
 
 28 
 
 43 
 
 43 
 
 43 
 
 43 
 
 2:20 
 
 Physiology 
 
 15 
 
 . . 
 
 . . 
 
 . . 
 
 . . 
 
 2:35 
 
 Drawing 
 
 25 
 
 25 
 
 25 
 
 25 
 
 25
 
 SUGGESTIVE PROGRAMME 
 
 II GRADE DIVISIONS 
 A. M. 
 
 Time 
 
 Recitations Mon. 
 
 Tues. 
 
 Wed. Thurs. 
 
 Fri. 
 
 8:30 
 
 Opening Exercises .... 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 8:40 
 
 Arithmetic 
 
 43 
 
 43 
 
 43 
 
 43 
 
 43 
 
 9:23 
 
 Physical Exercises .... 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 9:33 
 
 Spelling" , 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 9:43 
 
 Phonics 
 
 s 
 
 5 
 
 5 
 
 5 
 
 s 
 
 9:48 
 
 Reading 
 
 27 
 
 27 
 
 27 
 
 27 
 
 27 
 
 
 Recess 
 
 
 
 
 
 
 10:30 
 
 Reading 1 
 
 3S 
 
 35 
 
 35 
 
 35 
 
 35 
 
 11:05 
 
 Drawing 
 
 25 
 
 25 
 
 25 
 
 25 
 
 ?s 
 
 
 P. M. 
 
 
 
 
 
 
 1:00 
 
 \\ riting 
 
 20 
 
 20 
 
 20 
 
 20 
 
 20 
 
 
 1:20 
 
 Spelling 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 1:30 
 
 Laneaiaere , 
 
 18 
 
 33 
 
 33 
 
 33 
 
 33 
 
 1:48 
 
 Physiology 
 
 is 
 
 
 
 
 
 2:03 
 
 Games 
 
 7 
 
 7 
 
 7 
 
 7 
 
 7 
 
 2:10 
 
 Music 
 
 17 
 
 17 
 
 17 
 
 17 
 
 17 
 
 2:27 
 
 Reading 
 
 33 
 
 33 
 
 33 
 
 33 
 
 33 
 
 
 II GRADE-DIVISIONS 
 
 Part Time School 
 
 Time Recitations Mon. Tues. Wed. Thurs. Fri. 
 
 8:30 Opening Exercises 7 7 7 7 7 
 
 8 :37 Arithmetic 30 30 30 30 30 
 
 9:07 Spelling 14 14 14 14 14 
 
 9:21 Physical Exercises 10 10 10 10 10 
 
 9:31 Phonics 5 5 5 5 5 
 
 9:36 Reading 44 44 44 44 44 
 
 10 :20 Recess 
 
 10:30 Language 20 20 20 20 20 
 
 10:50 Writing 15 15 15 15 15 
 
 11:05 Music 15 15 20 20 
 
 11:05 Physiology 15 
 
 11:20 Reading 40 .. 35 40 
 
 11:20 Drawing 40 .. 35
 
 10 SUGGESTIVE PROGRAMME 
 
 II-III GRADE DIVISIONS 
 A. M. 
 
 Time 
 
 Recitations Mon. 
 
 Tues. 
 
 Wed. 
 
 Thurs. 
 
 Fri. 
 
 8:30 
 
 Opening Exercises .... 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 8:40 
 
 Arithmetic 
 
 44 
 
 44 
 
 44 
 
 44 
 
 44 
 
 9:24 
 
 Physical Exercises .... 
 
 12 
 
 12 
 
 12 
 
 12 
 
 12 
 
 9:36 
 
 Spelling 
 
 15 
 
 15 
 
 15 
 
 15 
 
 15 
 
 9:51 
 
 Phonics 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 9:56 
 
 Reading 
 
 19 
 
 19 
 
 19 
 
 19 
 
 19 
 
 
 Recess 
 
 
 
 
 
 
 10:30 
 
 Reading 
 
 35 
 
 35 
 
 20 
 
 10 
 
 10 
 
 
 History 
 
 
 
 
 20 
 
 
 
 Geography 
 
 
 
 
 
 25 
 
 
 Physiology 
 
 
 
 15 
 
 
 . . 
 
 11:05 
 
 Drawing 
 
 25 
 
 25 
 
 25 
 
 25 
 
 25 
 
 
 P. M. 
 
 
 
 
 
 
 1:00 
 
 Language 
 
 28 
 
 28 
 
 28 
 
 28 
 
 28 
 
 1:28 
 
 Music 
 
 17 
 
 17 
 
 17 
 
 17 
 
 17 
 
 1:45 
 
 Spelling 
 
 7 
 
 7 
 
 7 
 
 7 
 
 7 
 
 1:52 
 
 Writing 
 
 20 
 
 20 
 
 20 
 
 20 
 
 20 
 
 2:12 
 
 Reading 
 
 48 
 
 48 
 
 48 
 
 48 
 
 48 
 
 III GRADE DIVISIONS 
 
 
 A. M. 
 
 
 
 
 
 
 Time 
 
 Recitations Mon. 
 
 Tues. 
 
 Wed. 
 
 Thurs. 
 
 Fri. 
 
 8:30 
 
 Opening Exercises .... 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 8:40 
 
 Phonics 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 8:50 
 
 Reading 
 
 25 
 
 25 
 
 25 
 
 25 
 
 25 
 
 9:15 
 
 Physical Training 
 
 12 
 
 12 
 
 12 
 
 12 
 
 12 
 
 9:27 
 
 Language 
 
 28 
 
 28 
 
 28 
 
 28 
 
 13 
 
 9:40 
 
 Physiology 
 
 
 
 
 
 15 
 
 9:55 
 
 Writing 
 
 20 
 
 20 
 
 20 
 
 20 
 
 20 
 
 
 Recess 
 
 
 
 
 
 
 10:30 
 
 Arithmetic 
 
 45 
 
 45 
 
 45 
 
 45 
 
 45 
 
 11:15 
 
 Spelling 
 
 15 
 
 15 
 
 15 
 
 15 
 
 15 
 
 
 P. M. 
 
 
 
 
 
 
 1:00 
 
 History and Geography. 
 
 15 
 
 15 
 
 15 
 
 15 
 
 15 
 
 1:15 
 
 Spelling 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 1:25 
 
 Reading 
 
 26 
 
 26 
 
 26 
 
 26 
 
 26 
 
 1:51 
 
 Music 
 
 17 
 
 17 
 
 17 
 
 17 
 
 17 
 
 2:08 
 
 Reading 
 
 27 
 
 27 
 
 27 
 
 27 
 
 27 
 
 2:35 
 
 Drawing 
 
 25 
 
 .25 
 
 25 
 
 25 
 
 25
 
 SUGGESTIVE PROGRAMME 11 
 
 III AND IV GRADE-DIVISIONSGERMAN 
 
 A. M. 
 
 Time Recitations Mon. Tues. Wed. Thurs. Fri. 
 
 8:30 Opening Exercises .... 5 5 5 5 5 
 
 8:35 Arithmetic 45 45 45 45 45 
 
 9:20 Physical Exercises .... 12 12 12 12 12 
 
 9:32 Reading 26 26 26 26 26 
 
 9:58 Music 17 17 17 17 17 
 
 Recess 
 
 10:30 Language 26 26 26 26 26 
 
 10:56 Spelling 14 14 14 14 14 
 
 11:12 Writing 20 20 20 20 20 
 
 P. M. 
 
 1:00 Geography 25 25 45 45 20 
 
 1:30 History .20 20 
 
 Reading . . . . . . 20 
 
 Physiology . . . . . . 15 
 
 1 :45 Write Spelling 10 10 10 10 
 
 1:55 Drawing 25 25 25 25 25 
 
 2:20 German (IV) 40 40 40 40 40 
 
 Reading (III) 25 25 25 25 25 
 
 Language (III) 15 15 15 15 15 
 
 IV GRADE-DIVISIONSENGLISH 
 
 A. M. 
 
 Time Recitations Mon. Tues. Wed. Thurs. Fri. 
 
 8 :30 Opening Exercises .... 5 5 5 5 5 
 
 8:35 Arithmetic 48 48 48 48 48 
 
 9:23 Physical Exercises 12 12 12 12 12 
 
 9:35 Spelling 20 20 20 20 20 
 
 9:55 Writing 20 20 20 20 20 
 
 Recess 
 
 10:30 Reading 24 24 24 24 24 
 
 10:54 Language 36 36 36 36 21 
 
 11:15 Physiology 15 
 
 P. M. 
 
 1:00 Geography and History. 40 40 40 40 40 
 
 1:40 Music 17 17 17 17 17 
 
 1:57 Reading 38 38 33 38 38 
 
 2:35 Drawing ' 25 25 25 25 25
 
 12 SUGGESTIVE PROGRAMME 
 
 IV AND V GRADE-DIVISIONSENGLISH 
 
 
 A. M. 
 
 
 
 
 
 
 Time 
 
 Recitations Mon. 
 
 Tues. 
 
 Wed. 
 
 Thurs. 
 
 Fri. 
 
 8:30 
 
 Opening Exercises .... 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 8:35 
 
 Arithmetic 
 
 48 
 
 48 
 
 48 
 
 48 
 
 48 
 
 9:23 
 
 Physical Exercises .... 
 
 12 
 
 12 
 
 12 
 
 12 
 
 12 
 
 9:35 
 
 Music 
 
 16 
 
 16 
 
 16 
 
 16 
 
 16 
 
 9:41 
 
 Reading 
 
 24 
 
 24 
 
 24 
 
 24 
 
 24 
 
 
 Recess 
 
 
 
 
 
 
 10:30 
 
 Language 
 
 20 
 
 20 
 
 20 
 
 40 
 
 . . 
 
 10:50 
 
 Drawing 
 
 
 40 
 
 40 
 
 
 
 10:50 
 
 History 
 
 40 
 
 
 
 
 
 11:10 
 
 Physiology 
 
 
 
 
 20 
 
 
 10:30 
 
 Manual Training 
 
 
 
 
 
 60 
 
 
 P. M. 
 
 
 
 
 
 
 1:00 
 
 Geography 
 
 36 
 
 36 
 
 36 
 
 36 
 
 36 
 
 1:36 
 
 Language 
 
 16 
 
 16 
 
 16 
 
 16 
 
 16 
 
 1:52 
 
 Spelling 
 
 16 
 
 16 
 
 16 
 
 16 
 
 16 
 
 2:08 
 
 Writing 
 
 19 
 
 19 
 
 19 
 
 19 
 
 19 
 
 2:27 
 
 Reading 
 
 33 
 
 33 
 
 33 
 
 33 
 
 33 
 
 IV GRADE-DIVISIONSGERMAN 
 
 
 A. M. 
 
 
 
 
 
 
 Time 
 
 Recitations Mon. 
 
 Tues. 
 
 Wed. 
 
 Thurs. 
 
 Fri. 
 
 8:30 
 
 Opening Exercises 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 8:35 
 
 Arithmetic 
 
 48 
 
 48 
 
 48 
 
 48 
 
 48 
 
 9:23 
 
 Physical Exercises .... 
 
 12 
 
 12 
 
 12 
 
 12 
 
 12 
 
 9:35 
 
 Spelling 
 
 20 
 
 20 
 
 20 
 
 20 
 
 20 
 
 9:55 
 
 Writing 
 
 20 
 
 20 
 
 20 
 
 20 
 
 20 
 
 
 Recess 
 
 
 
 
 
 
 10:30 
 
 Reading 
 
 32 
 
 32 
 
 32 
 
 32 
 
 32 
 
 11:02 
 
 Language 
 
 28 
 
 28 
 
 28 
 
 28 
 
 13 
 
 11:15 
 
 Music 
 
 
 
 
 
 10 
 
 
 Physiology 
 
 
 
 
 
 15 
 
 
 P. M. 
 
 
 
 
 
 
 1:00 
 
 Geography and History. 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 
 
 1:40 
 
 German 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 
 
 
 Reading 
 
 25 
 
 25 
 
 25 
 
 25 
 
 25 
 
 
 Language Eng. (IV) . . . 
 
 15 
 
 15 
 
 15 
 
 15 
 
 15 
 
 2:20 
 
 Drawing 
 
 25 
 
 25 
 
 25 
 
 25 
 
 25 
 
 2:45 
 
 Music , 
 
 15 
 
 15 
 
 15 
 
 15 
 
 15
 
 SUGGESTIVE PROGRAMME 13 
 
 IV-V GRADE-DIVISIONSGERMAN 
 
 A. M. 
 Time Recitations Mon. Tues. Wed. Thurs. Fri. 
 
 8:30 Opening Exercises 5 5 5 5 5 
 
 8:35 Arithmetic 45 45 45 45 45 
 
 9:20 Physical Exercises .... 12 12 12 12 12 
 
 9:32 Spelling 18 18 18 18 18 
 
 9:50 Language 25 25 25 25 25 
 
 Recess 
 
 10:30 Manual Training .. .. .. 60 
 
 10:30 Reading 40 40 40 40 
 
 11:10 Music 20 20 20 20 
 
 11:10 History 20 
 
 P. M. 
 
 1:00 Geography 45 45 45 45 
 
 1 :00 Composition . . . . . . 40 
 
 1 :45 Drawing 35 . . 35 
 
 1:45 Writing 35 .. 35 25 
 
 2:05 Physiology 15 
 
 2:20 German (V) 40 40 40 40 40 
 
 Reading (IV) 25 25 25 25 25 
 
 Language 15 15 15 15 15 
 
 V GRADE-DIVISIONSENGLISH 
 
 A. M. 
 
 Time Recitations Mon. Tues. Wed. Thurs. Fri. 
 
 8:30 Opening Exercises 5 5 5 5 5 
 
 8:35 Arithmetic 45 45 45 45 45 
 
 9:20 Physical Exercises 12 12 12 12 12 
 
 9:32 Writing 18 18 18 18 18 
 
 9:50 Language 25 25 25 25 25 
 
 Recess 
 
 10:30 Reading 30 20 15 15 
 
 10:45 Drawing 45 45 
 
 10 :50 History 40 
 
 11:00 Physiology 30 
 
 10:30 Manual Training .. .. .. 60 
 
 P. M. 
 
 1:00 Geography 40 40 40 40 40 
 
 1:40 Language 13 13 13 13 13 
 
 1:53 Spelling 16 16 16 16 16 
 
 2:09 Reading 35 35 35 35 35 
 
 2:44 Music 16 16 16 16 16
 
 SUGGESTIVE PROGRAMME 
 
 V GRADE-DIVISIONSGERMAN 
 
 A. M. 
 Time Recitations Mon. Tues. Wed. Thurs. Fri. 
 
 8:30 Opening Exercises 5 5 5 5 5 
 
 8 :35 Arithmetic 45 45 45 45 45 
 
 9:20 Physical Exercises 12 12 12 12 12 
 
 9:32 Spelling 16 16 16 16 16 
 
 9:48 Reading 27 27 27 27 27 
 
 Recess 
 
 10:30 Manual Training 60 
 
 10:30 Drawing 45 .. 45 
 
 11:15 Music 15 20 15 30 
 
 11:00 Physiology 30 
 
 11:00 Reading 40 
 
 P. M. 
 
 1 :00 Geography 40 40 40 40 40 
 
 1:40 Writing 18 18 18 18 18 
 
 1:58 Language 22 22 22 22 22 
 
 2:20 German 40 40 40 40 40 
 
 Reading 40 .. 40 
 
 Composition 40 . .' 40 
 
 History 40 
 
 V AND VI GRADE-DIVISIONSENGLISH 
 Time Recitations Mon. Tues. Wed. Thurs. Fri. 
 
 8:30 Opening Exercises 5 5 5 5 5 
 
 8:35 Arithmetic 47 47 47 47 47 
 
 9:22 Physical Exercises 12 12 12 12 12 
 
 9:34 Spelling 15 15 15 15 15 
 
 9:49 Reading 26 26 26 26 26 
 
 Recess 
 
 10:30 Language 15 .. 15 25 
 
 10:30 Physiology 30 
 
 10:34 Drawing 45 .. 45 
 
 11:00 History 30 .. 30 
 
 10:30 Manual Training 60 
 
 P. M. 
 
 1:00 Geography 40 40 40 40 40 
 
 1:40 Music 16 16 16 16 16 
 
 1 :56 Composition 27 27 27 27 
 
 Language 27 
 
 2:23 Reading 21 21 21 21 21 
 
 2:44 Writing 16 16 16 16 16
 
 SUGGESTIVE PROGRAM M i: 
 
 15 
 
 Time 
 
 8:30 
 8:35 
 8:35 
 
 9:15 
 9:27 
 
 10:30 
 10:45 
 11:00 
 10:30 
 
 1:00 
 1:40 
 2:00 
 2:20 
 2:20 
 
 V AND VI GRADE-DIVI 
 A. M. 
 Recitations M 
 Opening Kxercises 
 
 SI01 
 
 :on. ' 
 
 5 
 40 
 
 ^JS GERM4 
 
 Pues. Wed. ' 
 
 5 5 
 40 40 
 
 ,N 
 
 Fhurs. 
 
 5 
 40 
 
 Fri. 
 
 5 
 40 
 
 German (VI) 
 
 English (V) . 
 
 Reading 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 
 12 
 48 
 
 60 
 40 
 
 40 
 10 
 
 Composition 
 
 History 
 
 
 
 Physical Exercises .... 
 Arithmetic 
 
 12 
 48 
 
 15 
 15 
 30 
 
 12 
 48 
 
 15 
 15 
 30 
 
 12 
 48 
 
 10 
 20 
 30 
 
 12 
 48 
 
 30 
 30 
 
 Recess 
 
 Lancruae'e . 
 
 Music 
 
 Drawing 
 
 Manual Training 
 
 P. M. 
 
 Geoeraohv 
 
 40 
 20 
 20 
 
 40 
 20 
 20 
 
 40 
 20 
 20 
 
 40 
 20 
 20 
 
 Spelling 
 
 Writing 
 
 Composition 
 
 Reading 
 
 40 
 
 40 
 
 40 
 
 40 
 
 
 VI GRADE-DIVISIONSGERMAN 
 
 A. M. 
 
 Recitations 
 
 Mon. Tues. Wed. Thurs. Fri. 
 
 Time 
 
 8:30 Opening Exercises 5 5 5 5 5 
 
 8:35 German 40 40 40 40 40 
 
 Reading 40 
 
 Language, English Class . . 40 40 
 
 History 40 40 
 
 9:15 Physical Exercises 11 11 11 11 11 
 
 9:26 Arithmetic 49 49 49 49 49 
 
 Recess 
 
 10:30 Composition 40 
 
 10:30 Drawing 45 .. 45 
 
 10:30 Physiology ' 30 
 
 11:15 Music 15 20 15 30 
 
 10:30 Manual Training .. .. .. 60 
 
 P. M. 
 
 1:00 Geography 40 40 40 40 40 
 
 1:40 Language 15 15 15 15 15 
 
 1:55 Spelling 15 15 15 15 15 
 
 2:10 Writing 15 15 15 15 15 
 
 2 :25 Reading 35 35 35 35 35
 
 16 
 
 SUGGESTIVE PROGRAMME 
 
 VI AND VII GRADE-DIVISIONSGERMAN 
 A. M. 
 
 Time 
 
 Recitations Mon. Tues. Wed. Thurs. 
 
 Fri. 
 
 8:30 
 
 Opening Exercises 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 8:35 
 
 Arithmetic 
 
 46 
 
 46 
 
 46 
 
 46 
 
 46 
 
 9:21 
 
 Physical Exercises .... 
 
 12 
 
 12 
 
 12 
 
 12 
 
 12 
 
 9:33 
 
 Grammar and Language 
 
 27 
 
 27 
 
 27 
 
 27 
 
 27 
 
 10:00 
 
 Spelling" . 
 
 IS 
 
 15 
 
 15 
 
 15 
 
 15 
 
 
 Recess 
 
 
 
 
 
 
 10:30 
 
 Geography 
 
 30 
 
 30 
 
 30 
 
 45 
 
 45 
 
 11:00 
 
 Drawing 
 
 30 
 
 30 
 
 30 
 
 
 
 11:15 
 
 Physiolosrv . 
 
 
 
 
 15 
 
 1S 
 
 
 P. M. 
 
 
 
 
 
 
 1:00 
 
 Manual Training (VII) 
 
 . . 
 
 . . 
 
 . . 
 
 . . 
 
 100 
 
 
 Manual Training (VI) . 
 
 . . 
 
 
 . . 
 
 . . 
 
 60 
 
 
 German 
 
 40 
 
 40 
 
 40 
 
 40 
 
 
 
 Reading 
 
 40 
 
 
 20 
 
 20 
 
 
 
 Language 
 
 
 40 
 
 
 
 
 
 History 
 
 
 
 20 
 
 20 
 
 
 1:40 
 
 History 
 
 30 
 
 30 
 
 30 
 
 30 
 
 
 2:10 
 
 Music 
 
 is 
 
 15 
 
 15 
 
 15 
 
 is 
 
 2:25 
 
 Reading 
 
 ?0 
 
 20 
 
 20 
 
 20 
 
 20 
 
 2:45 
 
 \Vriting 
 
 15 
 
 15 
 
 15 
 
 15 
 
 15 
 
 
 Time 
 
 8:30 
 8:35 
 9:20 
 9:38 
 9:50 
 
 VII GRADE-DIVISIONSGERMAN 
 
 A. M. 
 
 Recitations 
 
 Mon. Tues. Wed. Thurs. Fri. 
 
 5 
 
 45 
 18 
 12 
 
 25 
 
 5 
 
 45 
 18 
 12 
 
 5 
 
 45 
 18 
 12 
 
 30 
 30 
 
 30 
 30 
 
 30 
 30 
 
 Opening Exercises 5 
 
 Arithmetic 45 
 
 Geography 18 
 
 Physical Exercises 12 
 
 Drawing 25 
 
 Writing 25 25 
 
 Recess 
 
 10 :30 Grammar 30 
 
 11:00 Reading 30 
 
 11:10 Music 
 
 P. M. 
 
 1:00 History 35 
 
 1 :35 Spelling 5 
 
 1:40 German 40 
 
 English 
 
 2:20 Spelling 10 
 
 2 :30 Music 30 
 
 2:30 Drawing 
 
 2 :30 Physiology 
 
 Manual Training . . 120 
 
 Note The twenty minutes lost for Manual Training are taken, 
 five from spelling, five from music and ten from drawing. 
 
 35 
 
 5 
 
 40 
 
 15 
 
 25 
 
 35 
 
 5 
 
 40 
 
 10 
 30 
 
 5 
 
 45 
 18 
 12 
 
 25 
 40 
 20 
 
 30 
 10 
 40 
 
 10 
 30
 
 SUGGESTIVE PROGRAM MK 
 
 17 
 
 Time 
 
 8:30 
 8:35 
 9:15 
 9:20 
 9:35 
 8:30 
 
 10:30 
 10:40 
 
 1:00 
 1:00 
 1:45 
 2:05 
 
 2:30 
 
 VIII AND VII GR/ 
 
 Recitations 
 
 Opening Exercise: 
 Grammar 
 
 LDE-DIVISIO: 
 
 A. M. 
 Mon. Ti 
 
 5 5 
 
 NTS GERM, 
 
 ics. Wed. T 
 
 5 5 
 40 40 
 5 5 
 15 15 
 40 40 
 
 &N 
 
 hurs. 
 
 5 
 40 
 5 
 15 
 40 
 
 Fri. 
 
 120 
 
 10 
 50 
 
 45 
 20 
 
 30 
 25 
 
 are 
 
 40 
 
 Spelling 
 
 5 
 
 Physical Exercises 15 
 German 40 
 
 Manual Training 
 Spelling 
 
 
 Recess 
 10 
 
 10 
 50 
 
 45 
 20 
 
 25 
 
 10 
 50 
 
 45 
 
 30 
 45 
 
 Inesday 
 
 10 
 50 
 
 45 
 20 
 
 30 
 
 25 
 
 A.M. 
 
 Arithmetic 
 
 50 
 
 History 
 
 P. M. 
 45 
 
 Geography . 
 
 
 Music 
 
 20 
 
 Writing 
 
 25 
 
 Drawing 
 
 
 Reading 
 
 
 30 
 
 Wee 
 M. 
 
 Phvsiolop'v . 
 
 30 
 
 Note Five minutes lost from the spelling 
 added to the reading Wednesday P. 
 
 VIII GRADE-DIVISIONSGERMAN 
 A. M. 
 
 Time 
 
 Recitations 
 
 Mon. Tues. 
 
 Wed. Thurs. 
 
 Fri. 
 
 8:30 
 
 Opening Exercises 
 
 5 
 
 5 
 
 
 5 
 
 5 
 
 8:35 
 
 Grammar 
 
 40 
 
 40 
 
 ^ ^ 
 
 40 
 
 40 
 
 9:15 
 
 Spelling 
 
 5 
 
 5 
 
 , . 
 
 5 
 
 5 
 
 9:20 
 
 Physical Exercises 
 
 .... 15 
 
 15 
 
 . . 
 
 15 
 
 15 
 
 9:35 
 
 German , 
 
 40 
 
 40 
 
 B , 
 
 40 
 
 40 
 
 
 English 
 
 
 
 
 
 
 
 Manual Training . 
 
 
 
 
 120 
 
 
 
 
 
 Recess 
 
 
 
 
 
 10:30 
 
 Spelling 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10 
 
 10:40 
 
 Arithmetic 
 
 50 
 
 50 
 
 50 
 
 50 
 
 50 
 
 
 
 P. M. 
 
 
 
 
 
 1:00 
 
 History 
 
 27 
 
 27 
 
 27 
 
 27 
 
 27 
 
 1:27 
 
 Geography 
 
 18 
 
 18 
 
 18 
 
 18 
 
 18 
 
 1:45 
 
 Music 
 
 20 
 
 20 
 
 
 20 
 
 20 
 
 2:05 
 
 Writing 
 
 25 
 
 25 
 
 . . 
 
 . . 
 
 . . 
 
 
 Drawing 
 
 
 
 30 
 
 30 
 
 30 
 
 2:30 
 
 Reading 
 
 
 30 
 
 45 
 
 25 
 
 25 
 
 
 Physiology 
 
 30 
 
 
 
 
 
 Note Five minutes lost from the spelling 
 
 Wednesday 
 
 A. M. 
 
 are 
 
 added to the reading Wednesday P 
 
 . M. 
 
 

 
 ASSIGNMENT OF WORK 
 
 FOR 
 
 1911-12 
 
 The following is an assignment of work and not a course of 
 study in the accepted sense of that term. The aim is to make 
 definite the work of each subject in each grade. This outline, it 
 will be observed, is flexible, making possible the adaptation of 
 instruction to the varying needs of children. The assignment 
 will, it is believed, make clear to teachers the field to be covered 
 and relieve them of uncertainty with regard to what is to be at- 
 tempted. Very truly yours, 
 
 William H. Elson, 
 Superintendent of Schools. 
 
 KINDERGARTEN 
 
 LANGUAGE TRAINING. 
 
 The Kindergarten Program includes the whole round of child 
 life experiences both material and spiritual and as the chief me- 
 dium of expression of this all-sided experience is Language, we 
 assemble under this title these various types of experience and 
 show forth their interaction in the process of development of the 
 child as follows : 
 
 I Subject Matter 
 
 (a) As experienced in the actual life of the children 
 
 (b) As reflected in stories of child life in History and Liter- 
 
 ature 
 
 (c) As portrayed ideally by the Mother Play and other 
 
 stories and poems adapted to this purpose 
 
 (d) As expressed in the Games and Plays 
 
 (e) As illustrated and expanded by the Gifts and Occupa- 
 
 tions
 
 KINDERGARTEN 19 
 
 (a) Objectively, by means of seeds, plants, flowers, ani- 
 
 mals, birds and insects 
 
 (b) Concretely, through pictures, stories, poems, songs and 
 
 games 
 
 (c) Manually, by means of Sand Table exercises and other 
 
 material representations 
 
 II Modes of Presentation 
 
 1 THE CIRCLE WORK 
 
 (a) The Morning Talk should be so organized as to accom- 
 plish a progressive development of the child's con- 
 sciousness of the meaning and purpose of his daily 
 experience and a gradual enlargement of his store of 
 ideas and^fcwidening of his horizon. 
 
 These conversations are to be based upon : 
 
 (1) The family and home activities; pets and domestic ani- 
 
 mals, etc., and upon incidents in the community life 
 of the neighborhood and school. 
 
 (2) Such stories of other children in history and fiction as 
 
 will serve to reflect and interpret the child's own life. 
 
 (3) The Mother Play Stories designed to present the world- 
 
 view to the child, portraying life in idealized form; 
 and to implant ideals of conduct and set standards of 
 motive and action from both the individual and social 
 point of view. 
 
 (4) Such of the topics in the Nature Study as touch the 
 
 child's daily life and give opportunity for observa- 
 tional and conversational work, 
 (b) The songs and games 
 
 (1) Representative or symbolic songs and games: These 
 
 should be organized along the same lines and corre- 
 lated with the subjects presented in the Morning Talks 
 to illustrate them in more concrete experiences and 
 thus make them more clear and definite and deepen 
 the impression. 
 
 (2) The physical activity and rhythmic games are designed 
 
 to accomplish the training of the body and also to con- 
 tribute to social development, and therefore should 
 enter into the organization of the program with this 
 double purpose in view. 
 
 2 TABLE WORK 
 
 (a) The Gifts may serve the double purpose, first of intro- 
 ducing and developing facts and laws of material life 
 while symbolizing spiritual laws ; and second, of giv-
 
 20 KINDERGARTEN 
 
 ing expression, by means of "prescriptive, following 
 and creative" exercises, to the ideas presented in the 
 Circle Work. 
 
 This phase of the work must be carefully thought out 
 and planned by the Kindergartner ; no prescribed out- 
 line can be given, as the schools have differing condi- 
 tions which call for varying applications, 
 (b) The Occupation Work should serve to illustrate topics 
 selected 'from the whole range of activities. It af- 
 fords the child his best opportunity for self-expression. 
 
 Ill Special Training Exercises 
 
 Definite progressive training in Language to be given by 
 
 means of special exercises as well as in the daily expression of the 
 
 developing ideas of life and the ideals of conduct. These should 
 
 be given in both Circle and Table Work. 
 
 1 TRAINING IN CORRECT HABITS OF SPEECH 
 
 (a) Train for power to articulate to use the tongue, lips, 
 
 palate, throat and to breathe correctly; wrong prac- 
 tice noted and corrected. 
 
 (b) Training given daily in distinct enunciation and correct 
 
 pronunciation. 
 
 (1) By means of conscious imitation of the teacher as 
 model. 
 
 (2) By definite pronunciation and phonic exercises in form 
 of games. 
 
 2 BUILDING A VOCABULARY 
 
 This should begin in the earliest days in school, especially 
 during the Gift and Occupation work. Beginning with giving 
 the children words for form, color, shape, size, motion, position, 
 direction, etc., and with a distinct purpose of building a vocabu- 
 lary, the teacher should teach the new words for the new ideas 
 presented each day. 
 
 3 NUMBER SENSE TRAINING 
 
 By repeated experiences with number as an attribute of ma- 
 terial things the children become awakened to the consciousness 
 of the number element. This forms the beginning of the devel- 
 opment and training of the number sense, which is incident to 
 those exercises where number is a noticeable feature, as in Gift 
 and Occupation work, or where it naturally enters into consider- 
 ation, as in the Games and Plays. 
 
 No formal training in number processes is to be given; nor 
 in counting. But in the course of the year the children will come 
 to recognize, through these many repeated occasions for use of 
 this "experience-knowledge" such number facts as the grouping
 
 KINDERGARTEN 21 
 
 of 2's, 4's, 3's, and 5's. They will begin to discern relative values 
 of groups. They will begin to find smaller groups in the larger 
 group, and vice versa, and even and uneven groups. They will, 
 through need for using them in their hand work, learn the half 
 and perhaps the fourth of the unit. 
 
 This entire work is for the definite purpose of the develop- 
 ment of the number sense and no exact formulations nor any 
 arithmetical processes are to be attempted. 
 
 4 TRAINING IN HARD WORK 
 
 See Drawing. 
 
 6 TRAINING IN MUSIC 
 
 The aim of the music work in this grade, is to cultivate the 
 self-control of the child and to give him power to express himself 
 through rhythm and melody. 
 
 Rhythm This should be individual at first, followed by con- 
 certed work. Kindergarten procedure, which includes such ex- 
 ercises as the following, may be used for this work: 
 Marching regularly to music 
 
 Clapping, running, skipping on toes, and bending regu- 
 larly to music 
 
 Make rhythmic movements with arms, head or feet in 
 time to music 
 Use rhythmic games 
 
 Teacher tap, then children describe taps by saying, and 
 then singing, loud, soft; or loud, soft, soft and develop 
 grouping. 
 
 Pitch Children should learn to sing simple songs by imita- 
 tion. The teacher should use her pitch-pipe in teaching these 
 songs in the circle. If the piano is used, to assist in the work, 
 teach the songs in such a way, that when learned the children 
 may sing them independent of the piano. 
 
 Choose short songs. Teach the following by means of 
 games : The octave tones ; the do chord, descending scale songs, 
 such as 
 
 8765 4 32 1 
 I hear the rain drops patter down. 
 
 Give music games for training to distinguish between loud 
 and soft, high and low. 
 
 Pay particular attention to tone quality. 
 
 Monotones The so-called monotone and children who have 
 not found their pitch are helped most, by individual work. Work- 
 ing with these children is one of the problems of the kindergar- 
 ten. A convenient way to organize for this is to divide the class
 
 22 KINDERGARTEN 
 
 into three divisions : normal, those in the transition stage, and 
 those which, for convenience, we call monotones; then work 
 high and low do, whistle and imitate birds, etc., then advance 
 the children from class to class as they improve. All this work 
 may be done in the form of games. 
 
 CONDUCT AND MORALS 
 First Grade and Kindergarten 
 
 Truthfulness in both word and deed (Leading to sincerity 
 and honesty) 
 
 Loving-kindness to all Living Creatures Kindness to one 
 another, care and protection of dumb animals: (Leading to sym- 
 pathy, and through the sympathies to the exercises of unselfish- 
 ness, up to self-denial and on to the heights of self-sacrifice). 
 
 Regard for the Property of Others (Leading to conscious 
 and self-determined honesty.) 
 
 Regards for the Rights of Others This is one of the first 
 things that need to be impressed on the child when he enters the 
 social group of the school. (This leads ultimately to a sense of 
 justice.) 
 
 Obedience to Parents and Teachers (Looking towards re- 
 spect for authority and abiding by law.) 
 
 Conformity to School Regulations The interests of the 
 school as a community are involved and exemplified in the daily 
 operation of the school ; these interests should be emphasized by 
 conversations on the necessity for such general regulations as 
 come within the actual experience of the children ; such as, tardy 
 bells, recess bells, fire drill, marching out in lines, etc. 
 
 Since the chief business of the school is character building 
 these following fundamental ideals of the conduct of life should 
 be early implanted; they should be the working basis of the life 
 of the school and the home, reaching out into the social life of 
 the community in so far as the child experiences it. 
 
 This development and training is sought to be accomplished 
 by means of the many concrete examples occurring in the daily 
 life of the children at school, at play and in the home ; by song 
 and games of ethical purpose and by incidents found in biog- 
 raphy, history and fiction. In addition to these sources of exem- 
 plification, stories and poems must be given which embody, in 
 more or less concrete form, spiritual and ethical ideas that thrill 
 these young hearts and stir the emotions. 
 
 These are supplied for both the Kindergarten and the First 
 Grades by. the Mother Play and by the stones and poems in the 
 lists compiled by the Primary Teachers.
 
 FIRST GRADE DIVISIONS 
 
 READING 
 C Assignment 
 
 Blackboard reading lessons based on C Language lessons. 
 
 Appletons' Reading Charts to Chart 25. 
 
 Appletons' First Reader; ability to read to page 18. 
 
 Selections from Supplementary Readers to correlate with the 
 Language Work. 
 
 Rhymes and Jingles which have been memorized used to 
 aid in the sight reading. 
 
 Phonics First half term : Oral only ; sounding games. 
 Children to be able to distinguish a word when sounded, also to 
 sound words for others to distinguish. Second half term : Chil- 
 dren to be taught to "sound out" written or printed words in the 
 short sounds of a, e and i ; the use of phonograms and blends to 
 begin at once and be carried on throughout; phonics applied to 
 the study of the reading lesson. 
 
 B Assignment 
 
 Blackboard lesson to follow the B Language work. 
 
 Appletons' Chart finished. 
 
 Appletons' Reader ; ability to read to Part Second. 
 
 Sprague's Reader ; ability to read within first 50 pages. 
 
 Selections from Supplementary Readers; to correlate with 
 the blackboard lessons. 
 
 Rhymes and Jingles, Poems, etc., used as in First Term. 
 
 Phonics The long sounds of vowels used in phonograms; 
 blends; exercises in word building; alphabet learned by rote; 
 continued application of phonics to the study of the reading les- 
 son. 
 
 A Assignment 
 
 Blackboard lessons to follow the A Language Work. 
 
 Appletons' and Sprague's Readers completed ; ability to read 
 with ease and fluency. 
 
 Selections from Supplementary Readers as before. 
 
 Rhymes, poems, etc., as in previous terms. 
 
 Phonics continued and progressive word building exercises; 
 ability to readily sound out words within the range of phono- 
 grams and blends taught. 
 
 WORD STUDY 
 
 Word Study exercises to be given throughout the year with 
 the combined purposes of (1) building up a vocabulary for the 
 reading, (2) building up a vocabulary demanded by the rapidly
 
 24 FIRST GRADE DIVISIONS 
 
 acquired power of written expression, (3) developing the child's 
 power to acquire for himself new words, (4) memorizing written 
 word-forms (spelling) as follows : 
 
 Imaging Name Words Objects and outline pictures used 
 to teach all name words ; action plays with some of the verbs ; 
 colors with names of colors, etc. 
 
 Visualizing Exercises The quick recognition and reproduc- 
 tion in writing of words, phrases, and short sentences for train- 
 ing the eye-memory. 
 
 Building Words From phonic elements and syllables, oral 
 and written, to increase the vocabulary for both reading and 
 written work (spelling). 
 
 (Classes of words which have many variations, as words in 
 ei, ie, and ea, should not be used in these exercises.) 
 
 Vocal Drill Exercises in correct pronunciation, clear enun- 
 ciation and proper use and exercise of the vocal organs given 
 daily. 
 
 Oral Spelling Incidental only in the first term. After the 
 children have become well established in sounding, the teacher 
 begins incidentally to spell orally words as she writes them upon 
 the board. The children soon begin to spell the words they 
 wish to ask help upon. 
 
 In the second and third terms the words which are to be 
 memorized (learned to spell) are to be given in a combination of 
 visualizing and oral spelling exercises (but not with phonics), 
 supplementary to their presentation and use in Language and 
 Reading. 
 
 Writing Dictated Sentences The written practice and tests 
 should not at any time in the First Grade be given as tests of 
 separate and unrelated words, but should be given always in 
 sentences which are a part of the day's thought. 
 
 C Assignment 
 
 The following 15 words are to be used in sentences for dic- 
 tation only after they have become familiar by use in the read- 
 ing lessons. Use very simple sentences for dictation taken from 
 the Language-Reading lessons and given as copy work before 
 being dictated. 
 
 Am, my, he, she, have, has, boy, this, saw, him, his, her, 
 pretty, like, our. 
 
 B Assignment 
 
 Sentences incorporating these 28 words given in dictation 
 exercises as outlined in the A Assignment.
 
 FIRST GRADE DIVISIONS 25 
 
 Oral Spelling: given only in connection with the visualiz- 
 ing exercises to aid in the fixing of the picture memory. 
 
 Made, name, good, kind, of, very, was, one, two, house, you, 
 girl, first, bird, does, they, them, some, come, love, little, from, 
 ears, hear, with, went, are, their. 
 
 A Assignment 
 
 Sentences founded on the Language work incorporating 
 these 45 words given as dictation exercises. 
 
 Visualizing and Oral Spelling exercises used as in the pre- 
 vious assignments. 
 
 Test upon and repeat difficult words in the A and B Assign- 
 ments. These words should be mastered by the end of the year. 
 
 The final and practical test will be the child's ability to write 
 the words correctly in expressing his thought in original sen- 
 tences. 
 
 All, give, lives, what, white, which, when, then, here, there, 
 where, been, were, every, eight, sure, your, says, said, know, 
 grows, sure, school, warm, nice, walk, eyes, flower, leaves, for, 
 new, write, book, blue, read, four, put, off, could, would, should, 
 stem, any, many. 
 
 LANGUAGE WORK AND COMPOSITION 
 I Subject Matter 
 
 The child's thinking is mainly concerned with the experi- 
 ences of his daily life, the mental and the spiritual, as well as the 
 material aspects of it, and in order to co-ordinate the develop- 
 ment of ideas of life and ideals of conduct, with the power of ex- 
 pression, we organize these various phases of activities and en- 
 vironment as the subject-matter for language training under the 
 topics : the Social World, The Nature World and Literature. 
 
 C Assignment 
 
 1 THE SOCIAL WORLD CHILD LIFE 
 
 (a) Real life conditions and experiences of the class; the 
 
 home ; the family ; the house ; furnishings of the house ; 
 the school ; the school room ; furnishings. The eth- 
 ical view point as well as the material side, presented 
 and emphasized. 
 See also Conduct and Morals page . .. 
 
 (b) Hiawatha's childhood; the above conditions and ex- 
 
 periences of real life to be presented in contrast with 
 Hiawatha's that they may be illuminated and re- 
 flected thereby.
 
 26 FIRST GRADE DIVISIONS 
 
 *(c) Children in history to celebrate the national festivals; 
 the Story of Columbus ; of a Puritan child and Thanks- 
 giving Day; the story of Tiny Tim or other Christmas 
 story ; comparisons of the home of these children with 
 our own. 
 
 z LITERATURE: 
 
 Nursery Rhymes and Poems, Myths, Folklore or 
 other stories read or told with this three-fold purpose 
 (a) to illuminate ideas of life and form the mind, (b) to 
 create ideals and touch the spirit, (c) to cultivate a taste 
 for the best in literature. Two short poems and two 
 short quotations memorized. See Primary Teachers' 
 List. 
 
 3 THE NATURE WORLD 
 
 Seasonal : See Nature Study. 
 B Assignment 
 
 1 THE SOCIAL WORLD CHILD LIFE 
 
 (a) Real life conditions and experiences ; clothing studied 
 
 through comparisons with the clothing of children in 
 other countries; by whom provided; where procured, 
 made by whom. The ethical view point presented as 
 well as the material side ; see also Conduct and Morals 
 page . . 
 
 (b) Hiawatha's childhood : correlated with real life ex- 
 periences as in the C Assignment. 
 
 *(c) Children in History: stories of the childhood of Wash- 
 ington and Lincoln ; their clothing contrasted with one 
 another's and with our own. 
 
 Z LITERATURE 
 
 As in C Assignment. 
 
 3 THE NATURE WORLD 
 
 Seasonal : See Nature Study. 
 A Assignment 
 
 1 THE SOCIAL WORLD CHILD LIFE 
 
 (a) Real life experiences and conditions. Our food, by 
 
 whom provided; how and where obtained; market- 
 ing : the grocery, bakery and meat market ; how chil- 
 dren may help the father and mother; see also Con- 
 duct and Morals, p. . 
 
 (b) Hiawatha's childhood correlated with the real life ex- 
 
 periences as in A and B Assignments. 
 
 *(c) Children in history: the childhood of Gen. Grant in his 
 Ohio home, given in connection with the Memorial 
 Day Celebration.
 
 FIRST GRADE DIVISIONS 27 
 
 2 LITERATURE 
 
 As in previous assignments. 
 
 Two or more poems and four short quotations memorized. 
 
 3 THE NATURE WORLD 
 
 Seasonal : See Nature Study. 
 II Language Training 
 
 1 ORAL WORK 
 
 All terms. This includes all the conversations and other 
 oral exercises based on the subject-matter; being a 
 training in skill and not for the attainment of knowl- 
 edge. All the points noted below are to be a part of 
 the training of each term. 
 
 (a) The child should be trained in the ability and habit of 
 
 giving free and full expression to his thought. 
 
 (b) He should be trained to use his voice so that his audi- 
 
 ence can hear with ease. 
 
 (c) He should be trained to think through his sentence be- 
 
 fore giving it. 
 
 (d) He should be trained to respond without embarrass- 
 
 ment when corrected in speech and to repeat automat- 
 ically the correct form given by the teacher; common 
 mistakes should be systematically corrected. 
 
 (e) In Social World is to be given according to the time 
 
 of year, i. e., Columbus, etc., in the Fall ; Washington, 
 etc., in the Winter, and Grant, etc., in the Spring. 
 
 (f) In narration he should be given training in going from 
 
 point to point in logical succession. 
 
 (g) In description he should be given training in "making 
 
 a picture." 
 
 2 WRITTEN WORK 
 
 C Assignment 
 
 First six weeks blackboard work only; second six weeks 
 blackboard and desk work with paper and pencil : 
 
 (a) Writing phrases composed of one or more words and 
 
 outline pictures, as: a (top) ; a (chair) and a (table). 
 
 (b) Writing sentences composed of phrases and outline 
 
 pictures, as: This is a (flower). 
 
 (c) Copying short elliptical sentences on a given subject; 
 
 and supplying pictures for the omitted word. 
 
 (d) Learning through copying and writing sentences to 
 
 use capitals at the beginning of sentences, for the pro- 
 noun I and proper names, also the period.
 
 FIRST GRADE DIVISIONS 
 
 B Assignment 
 Blackboard and desk work: 
 
 (a) Copying elliptical sentences on a given subject and 
 
 (1) Supplying words from a given list of words. 
 
 (2) Adding one and later two or more original sen- 
 
 tences. 
 
 (b) The class composition given for training in written ex- 
 
 pression. 
 
 (c) Capitals and punctuation as in the C Assignment. 
 
 A Assignment 
 Blackboard and desk work : 
 
 (a) Copying of given elliptical sentences and adding two 
 
 or more original sentences. 
 
 (b) Class compositions for special training on the form 
 
 side of written expression. 
 
 (c) Writing short simple narrations and descriptions based 
 
 on child life experiences; on stories from History and 
 Literature and on Nature Study. 
 
 (d) Capitals and Punctuation as in previous assignments ; 
 learning to use the interrogation point. 
 
 NATURE STUDY 
 I Types of Lesson 
 
 1 GENERAL OBSERVATION LESSONS 
 
 (a) Upon any interesting nature object of sufficient size 
 
 for the class to see and enjoy, such as flowering plants 
 or branches of trees and shrubs. 
 
 (b) Any form of animal life of such nature as to afford 
 
 opportunity for the study of homes, habits, activities, 
 as birds, colonies of ants, aquarium life. 
 
 (c) Lessons upon earth, sky and the weather. 
 
 These constitute the subject-matter for directed observa- 
 tions, both within and without the school room. They are also 
 the basis of conversational lessons and afford opportunity for 
 class exercises in narration of experience in descriptions, in rec- 
 ords of observations, both written and pictured. 
 
 2 INDIVIDUAL OBSERVATIONS 
 
 Upon any nature objects available in sufficient number to 
 supply each member of the class or section of the class. 
 
 For this work it is absolutely necessary for each child to 
 have the object in his own possession to handle, feel, touch, 
 smell, to look at, examine, investigate and think about.
 
 FIRST GRADE DIVISIONS 29 
 
 The Nature Work is to be further developed by means of 
 stories, myths, poems, songs and games and gardening work; 
 illustrated and expressed by means of painting, drawing, model- 
 ing, cutting or tearing. (See Drawing Department Outline.) 
 
 II Subject-Matter 
 
 As the Nature Study must of necessity be seasonal the 
 subject-matter is here organized by seasons the instruction, in 
 kind and amount to be adapted to the particular class. 
 
 Fall 
 
 ANIMAL LIFE 
 
 Birds and pets. 
 
 PLANT LIFE 
 
 Fall flowers, leaves, seeds, nuts, etc. 
 A tree, a growing plant. 
 The school window-garden. 
 
 EARTH AND SKY 
 
 Talk about the city and country; sunshine and clouds; 
 autumn haze ; rain and storms. 
 
 Winter 
 
 ANIMAL LIFE 
 
 Aquarium life; pets; sparrows. 
 
 PLANT LIFE 
 
 Observe a tree in winter ; a growing plant ; root vegetables ; 
 fruits. 
 
 EARTH AND SKY 
 
 Snow and ice; sunrise and sunset. 
 
 Spring 
 
 ANIMAL LIFE 
 
 Return of the birds ; awakening insect life ; pets. 
 
 PLANT LIFE 
 
 Twigs and buds; spring blossoms; grass and clover; seeds 
 and seedlings grown in school window boxes and at home. 
 
 EARTH AND SKY 
 
 The sod, the soil (in gardens) ; parks or gulleys ; March 
 winds ; April showers ; the moon and stars. 
 The Baltimore Nature Study Pamphlet I, contains excellent 
 and helpful suggestions for lessons.
 
 30 FIRST GRADE DIVISIONS 
 
 WRITING 
 
 Simple movement drills 
 
 Frequent blackboard drills 
 
 Letter forms 
 
 Figures 
 
 Pencil and paper 
 
 Spencer's Practical Writing Book No. 1. 
 
 NUMBER STUDY 
 
 Observational study of the number element conspicuous in 
 the various objects in each day's activities. This includes Read- 
 ing, Language, Nature Study, Handwork and games. 
 
 Special exercises for using and concreting through this use 
 the number facts within the child's grasp by means of cubes, 
 tablets, sticks and other objects ; and pictures of these and other 
 objects ; paper folding, cutting and also construction work in cor- 
 relation with social life study. 
 
 This entire work is for the definite purpose of developing 
 the number sense and no abstract formulations of arithmetical 
 processes are to be attempted. 
 
 C Assignment 
 
 The daily observation of number facts occurring in all the 
 lessons and activities of the school. 
 
 Grouping of 2's to 10; of 3's to 9; of 4's to 8 with cubes, 
 tablets, sticks, other objects and by means of paper cutting and 
 folding. 
 
 Exercises in comparing the following groups of objects to 
 discern relative values: 2 and 4; 3 and 6; 4 and 8; 1,3; 1,4; 1,5; 
 2,3 ; 2,5 ; 3,5 ; correlation with drawing and handwork by means 
 of the folding sheet. 
 
 B Assignment 
 
 Daily observational study of number facts occurring in all 
 the lessons and activities of the school. 
 
 Grouping of 2's to 12; of 3's to 12; of 4's to 12; by means of 
 cubes, tablets, sticks, other objects and pictures, and paper fold- 
 ing and cutting and construction work. 
 
 Exercises in comparison with objects with the following even 
 groups, finding the relative values: 2,4; 4,8; 3,6; 5,10; 6,12; also 
 the uneven groups 2,3; 2,5; 3,5; 3,7; 4,7; 5,7; 5,9; 6,8; 6,9; 6,10; 
 7,9; 7,10; correlate with the handwork and drawing. 
 
 Exercises in measuring with the foot rule : Measuring books, 
 tablets, etc. ; school furniture, school windows, windows, black- 
 board, etc. Measuring length and width and comparing.
 
 FIRST GRADE DIVISIONS 31 
 
 Exercises with the dozen, the half dozen ; the nickel and the 
 dime, in the form of games. 
 
 A Assignment 
 
 Daily observational study of number facts as in previous 
 assignments. 
 
 Finding of 2's, 4's, 8's in 16; of 3's, 5's in 15; by means of 
 cubes, tablets, sticks, pictures, paper folding and cutting and 
 ruling in correlation with drawing and construction work. 
 
 Exercises in comparison of even groups of objects as above, 
 finding the half and fourth ; also comparison of uneven groups 
 in numbers under 16; correlate with handwork and drawing. 
 
 Exercises in measuring with foot rule and yard stick; with 
 pint and quart measure; weighing with pound and half pound. 
 These exercises to be given in the form of games. 
 
 Recognition of figures representing numbers ; reading num- 
 bers to 50 applied to pages in books, numbers of streets, etc. 
 
 Simple statements, expressing actual operations made with 
 objects, by means of figures and words; as 4 and 4 are 8; two 
 4's are 8 ; 8 less 4 is 4 ; in 8 there are two 4's. 
 
 MUSIC 
 
 Classes consisting of one division, will take the regular 
 assignment for such division. 
 
 C and B division classes will take C assignment. 
 
 B and A " " " " B 
 
 A and C " " " " B 
 
 When the A division of one grade and the C division of the 
 next grade above are in one class take the work of the lower 
 grade, excepting where a change of text book occurs, in which 
 case, take the C assignment of the upper grade. 
 
 C Assignment 
 
 Uniting of tone. 
 
 Unconscious rhythm obtained through action songs. 
 
 Do chord. 
 
 Besides the songs assigned, teachers may use any song from 
 the books named on page 45 of Handbook. 
 
 First grade teachers will please read and use the suggestions 
 on pages 4 to 12 inclusive, also "The Modulator," pages 14 to 
 16 inclusive, of the Handbook. 
 
 B Assignment 
 
 Sol chord added to Do chord Handbook, page 21. 
 
 Rhythm Use as much originality as possible. Handbook, 
 page 12.
 
 32 FIRST GRADE DIVISIONS 
 
 Use songs from lists previously sent out; be sure to pitch 
 songs high enough. 
 
 A Assignment 
 
 Fa chord added to Do and Sol chords Handbook, pages 22 
 and 23. Written work, pages 40 and 41. 
 
 Rhythm page 18 (time names). Avoid repetition in the 
 study of intervals in modulator pointing. 
 
 Songs for A, B and C Divisions 
 
 WINTER SONGS 
 
 Page 10 First Melodic Putting the World to Bed 
 
 SPRING SONGS 
 
 Page 7 First Melodic "In the Month of May." 
 
 Page 8 " " Over the AVay 
 
 Page 40 " " It Is Spring 
 
 Page 21 Gaynor No. 2 Buttercups 
 
 Page 31 " " Water-Lilies 
 
 Page 10 Gaynor No. 1 The Bird's Nest 
 
 Page 82 " " Tulips 
 
 Page 79 " " Pussy Willow 
 
 Page 80 " " The Violet 
 
 SONGS THROUGHOUT THE YEAR 
 
 Page 97 Gaynor No. 1 See Saw 
 
 Page 6 First Melodic Three Little Pigs 
 
 Page 7 " " Rain and Sun 
 
 Page 7 " " Dreams 
 
 Page 8 " The Dream Peddler 
 
 Page 12 The Robin and the Chicken 
 
 Page 14 " Every Sunny Hour 
 
 Page 39 " " Busy Bee 
 
 Page 82 " " Indian Lullaby 
 
 Page 41 " " The Ginger Cat 
 
 Page 32 " " Marching Songs 
 
 Page 32 Gaynor No. 1 Marching Songs
 
 FIRST GRADE DIVISIONS 33 
 
 DRAWING AND APPLIED ART 
 
 Fall 
 September and October 
 
 Paper-tearing Trees of different kinds. Arrange on the 
 board to represent woods or orchard. 
 
 Draw trees on the blackboard. Single trees and groups of 
 trees. 
 
 Illustrative drawing. Stories of Hiawatha, etc. 
 
 Paper-cutting Fruit. Draw fruit on the board. 
 
 Make landscapes, blue sky and green ground. Colored 
 crayons. 
 
 Make a water wash, then a light blue wash to represent sky 
 on a sunny day. 
 
 Make a green wash to represent a field. 
 
 Paint a landscape, blue sky and green ground. 
 
 Illustrative drawing in language study. 
 
 November 
 
 Paper-tearing Leaves 
 
 Make units of design from leaves or other simple forms. 
 Suggestions: Book 4, pages 89, 90; Book 1, page 58. Save. 
 
 Autumn landscapes, sky and ground. Colored crayons, 
 water-colors. 
 
 Illustrative drawing. 
 
 Winter 
 December 
 Winter landscapes. 
 
 Fold a calendar-back. Cut landscapes of previous lessons 
 into appropriate sizes and shapes for the calendar-back. Paste, 
 studying carefully the placing of the calendar and landscape. 
 Suggestions: Book 3, page 66. 
 
 Make borders of leaves. Suggestions: Book 1, page 58. 
 
 Use the borders for book-markers. September entries omit 
 this. 
 
 January and February 
 
 Toys. Suggestions: Book 1, pages 40, 41. Paper-cutting 
 and tearing, crayon, brush. 
 
 Winter trees. Winter landscapes. Illustrations of winter. 
 Suggestions: Book 2, pages 11, 27; Book 3, pages 8, 9. Crayon 
 and brush.
 
 34 FIRST GRADE DIVISIONS 
 
 Make a booklet-cover. Use a winter landscape for decora- 
 tion. 
 
 Make valentines. 
 Illustrative drawing. 
 
 Spring 
 
 March 
 
 Japanese Lanterns. Crayon and brush. 
 
 Illustrative drawing. 
 
 Construct a simple object. Design, applied number. 
 
 April and May 
 
 Illustrations of spring. Suggestions: Book 1, page 33; Book 
 3, pages 12, 27, 31, 53. 
 
 Twigs and flowers. Paper-cutting, crayon and brush. Sug- 
 gestions: Book 1, pages 22, 23, 24, 25; Book 2, pages 15, 23; 
 Book 3, pages 22, 23, 24. 
 
 Make a booklet-cover. Use a border for decoration. Paper- 
 cutting. Plant forms. 
 
 Trees. Suggestions: Book 2, page 4; Book 3, page 3. 
 
 Landscape Marines. Suggestions: Book 1, pages 2, 5; 
 Book 2, page 9; Book 3, page 66. 
 
 Give illustrative drawing in connection with other studies. 
 
 Illustrative drawing is good for occupation work. 
 
 Encourage blackboard drawing. 
 
 PHYSICAL TRAINING 
 
 Five minutes in the morning for gymnastics and five for 
 plays and games. In the afternoon ten minutes for plays and 
 games. 
 
 C Assignment 
 Lessons I to VI inclusive. 
 
 Beginning Sept. 5, on lesson I, devote two weeks to each 
 lesson. 
 
 B Assignment 
 Lessons VII to XII inclusive. 
 
 A Assignment 
 
 Lessons XIII to XVIII inclusive. 
 
 Plays and games to be selected from syllabus of games. 
 NOTE All gymnastics and games should be conducted 
 out of doors whenever the weather permits. 
 
 PHYSIOLOGY AND HYGIENE 
 
 See special syllabus of physiology and hygiene.
 
 SECOND GRADE DIVISIONS 
 
 READING 
 General Directions 
 
 1 LANGUAGE READING LESSONS 
 
 These blackboard reading lessons are in the nature of class 
 compositions and afford opportunity for training in composing 
 as well as in reading and, as in the First Grade, they are based 
 upon the oral language lessons on the world of Social Activities 
 and the Nature World. 
 
 2 INTENSIVE READING 
 
 (a) Training in independent, self-directed effort to master 
 
 the thought of the printed page, Silent Reading and 
 "Telling the Story." 
 
 (b) Training in studying out the full meaning of the text, 
 
 Class Study, paragraph by paragraph. 
 
 (c) Training in giving adequate expression, Oral Reading. 
 
 3 SIGHT READING 
 
 Opportunity for the exercise of the ability to read at sight 
 developed by intensive study, is afforded by the supplementary 
 readers. 
 
 By special selection of the stories in the regular readers and 
 by the use of the supplementary readers, a close interrelation 
 should be brought about between the reading and the several 
 phases of the content of the language work noted in that course. 
 
 4 WORD STUDY 
 
 (a) Word study by means of flash work and other devices 
 
 for giving power to picture words and even phrases on 
 the mental retina. 
 
 (b) Phonic exercises which constitute a direct and an indi- 
 
 rect preparation for the reading lessons, (a) direct 
 preparation by studying words and classes of words 
 found in the reading lessons ; and (b) indirect by gen- 
 eral phonic drill lessons which result in power to 
 sound out all difficult words. 
 
 C Assignment 
 
 Appletons' Second Reader. Select forty lessons having in 
 mind gradation in difficulty and co-ordination with language 
 work. Select easy supplementary reading for C instruction 
 which will not present difficulties demanding special preparation.
 
 36 SECOND GRADE DIVISIONS 
 
 B Assignment 
 
 Select such lessons from Appleton's Second Reader as are 
 best adapted to the needs of your class. 
 
 First 60 pages of Classics Old and New, Second Reader. 
 Frequent use of the supplementary reading in your building. 
 
 A Assignment 
 
 Classics Old and New, Second Reader, from page 60 to the 
 end of the book. 
 
 Appletons' Second Reader completed. 
 
 Review lessons which are favorite because of dramatic 
 action, vivid description and literary merit. 
 
 Frequent use of supplementary reading. 
 
 SPELLING 
 
 One word of the following list is to be made prominent in 
 each lesson. Their pronunciation, division into syllables, deriva- 
 tion, phonetic properties, oral and written spelling and meaning, 
 are all to be made clear to pupils. 
 
 The teaching of a new word may be done by using it in a 
 sentence ; by definition or description ; by giving a synonym or 
 the antonym; by illustration with object, action or drawing. 
 
 Each lesson should have from five to ten subordinate words 
 taken from the teacher's list of words commonly misspelled. 
 Systematic review each Monday should be made of the prominent 
 words taught in this and the lower grades. Frequent supple- 
 mentary dictation, word-building and phonic exercises should 
 be given. Spell much orally. In oral spelling indicate syllables 
 usually in one of these ways : 
 
 By slight pauses 
 
 By pronunciation of syllables 
 
 By repronunciation of syllables. 
 
 Teach a little daily, test thoughtfully, drill intensively, and 
 follow up words misspelled persistently. 
 
 C Assignment 
 
 Always, again, animal, about, apron, afraid, almost, among, 
 against, been, bought, break, brought, brother, busy, bottom, 
 beautiful, build, before, buy, coming, color, cousin, caught, 
 covered, curved, children, country, clothes, done, earth, easy, eyes, 
 each, enough, friend, flowers, father, field, great. 
 
 B Assignment 
 
 Goes, garden, ground, grows, grew, hear, here, horse, half, 
 heavy, head, inside, knew, knife, leaves, light, large, learn, listen,
 
 SECOND GRADE DIVISIONS 37 
 
 lesson, laugh, lived, middle, much, minute, nice, name, other, 
 often, open, own, over, ought, only, pretty, piece, picture, pencil, 
 please, people. 
 
 A Assignment 
 
 Petals, put, quiet, quite, rough, right, straight, sugar, smooth, 
 shoes, showed, sometimes, small, strange, sleigh, side, thought, 
 than, though, through, tried, teacher, talk, these, take, until, used, 
 use, veins, watch, whole, wear, wrong, work, whose, Wednesday, 
 whether, while, world, wrote, word, wears, you, yellow, think, 
 tired, those, touch, threw. 
 
 LANGUAGE AND COMPOSITION 
 
 The subject-matter in the following outline of the social 
 world will extend throughout the year, furnishing material for 
 oral and written work. 
 
 The Social World The study of life activities in this grade 
 includes: 
 
 1 REAL LIFE EXPERIENCES 
 
 The Family and the Home: As in the First Grade. This 
 serves as the basis for the comparative study of the homes and 
 lives of other people. 
 
 The Neighborhood : As in the First Grade, but developed 
 to include larger ideas of community interests and to give deeper 
 significance to the advantages of community life and its relations 
 with industrial life. 
 
 The School and School Activities : Another phase of com- 
 munity life with its privileges and obligations. The first intima- 
 tions of the reason and necessities for government given through 
 the discussion of the purposes of school regulations, as given in 
 the First Grade, are to be here reviewed and the study somewhat 
 extended. 
 
 2 OTHER PEOPLE AND THEIR HOMES 
 
 The Story of Heidi : In order to enhance the value of every 
 day life conditions and occurrences within the child's own expe- 
 rience and to lead him to consider these thoughtfully with inter- 
 est, the story of Heidi is given in close correlation with real life 
 study as noted above. 
 
 Stories from the Seven Little Sisters or other available 
 stories which present a simple picture of child life in other coun- 
 tries are to be given as introduction to Geography. 
 
 Stories from History and Literature of the childhood of 
 great men are to be selected to celebrate the National Holidays 
 and the festivals of the year.
 
 38 SECOND GRADE DIVISIONS 
 
 C Assignment 
 
 Have pupils copy sentences and make statements, oral and 
 written; begin and end correctly the written statement. Form 
 interrogative sentences, oral and written. 
 
 Make use of such historic events as are suggested by Thanks- 
 giving Day. 
 
 A number of suitable selections of poetry should be made 
 by the teacher. These selections are to be talked about, learned 
 by the pupils and recited by them. 
 
 Make use of such material as the autumn gives freely. 
 Autumn leaves, flowers, fruits and nuts, to bring the pupils in 
 close contact with the seasonal changes. 
 
 Encourage the children to talk freely and guide them to cor- 
 rect expression. 
 
 Conversations and stories told to inculcate a spirit of kind- 
 ness to one another, to animals. 
 
 The written work is to accompany and to be based upon the 
 oral exercises. 
 
 B Assignment 
 
 Exercises in writing proper names with capitals, the name 
 of the school, the name of the teacher and of the principal. 
 
 The correct use of I, me; he, him; she, her; they, them; 
 is, are; was, were; has, have. Oral work should always precede 
 the dictated written exercise. 
 
 Observe the seasonal changes. How nature adapts itself 
 to winter weather, a mantle of snow for the flowers. How man 
 protects himself against the weather; warm clothing, shelter, 
 fires. Absence of bird and animal life. 
 
 Children are to be taught polite and courteous manners and 
 forms of speech. 
 
 Poems and stones continued. 
 
 The written work consists of reproduction of stories, narra- 
 tion and description based upon the Nature Work and the Social 
 World. 
 
 A Assignment 
 
 Write such simple abbreviations as Mr., Mrs., Dr., St. Indi- 
 cate ownership by the use of 's. 
 
 Oral descriptions, followed by occasional dictation exercises 
 on the same subject with especial care as to orderly arrangement 
 Of thought. 
 
 Memorize at least three poems. 
 
 Decoration Day. Description of our flag.
 
 SECOND GRADE DIVISIONS 39 
 
 Return of spring; twigs, blossoming fruit trees, wild flowers, 
 the grass a green carpet, return of birds; a record kept of these 
 changes. 
 
 Write simple letter to school mate, parent or teacher. 
 
 Language should be given to the entire school. When two 
 divisions are in one school, follow the assignment of the lower 
 division. Where two grades are in one room, the assignment of 
 the upper grade should be followed. The Nature Work should be 
 given in its season. 
 
 WRITING 
 
 Frequent blackboard writing 
 Simple movement exercises 
 Writing on paper with pencil 
 Teach script forms and figures 
 Spencer's Practical Writing Book No. 2. 
 
 ARITHMETIC 
 C Assignment 
 
 Continue the group exercises of the first grade; counting 
 by twos, fours, eights to twenty-four; threes, sixes, twelves to 
 thirty-six ; fives, tens, twenties to one hundred, forward and back- 
 ward, involving at first the use of objects. Take all the combina- 
 tions in addition and subtraction based upon these exercises in 
 counting. 
 
 246836948566789 
 222233344546789 
 
 Analysis of groups, including simple fractional parts, em- 
 phasizing even groups. Most schools will reach 16 in this work. 
 
 Formal abstract exercises in addition, subtraction, multipli- 
 cation and division, with simple concrete problems based upon 
 every day life. 
 
 In the analysis of groups, base much of the work on meas- 
 urement ; the inch, foot, yard ; the *ounce, *pound ; liquid and 
 *dry measure; see study of 12, based on the foot, as to method. 
 
 Use constructive exercises involving the use of the inch. 
 
 B Assignment 
 
 Counting exercises reviewed ; counting by twos, fours, 
 eights; threes, sixes, twelves; fives, tens, twenties; forward and 
 backward. Counting by twos, threes, fours, beginning with one, 
 two or three, etc. 
 
 Analysis of groups, twelve, fourteen, sixteen, eighteen,
 
 40 SECOND GRADE DIVISIONS 
 
 twenty-four and *thirty-six; the ability of the class to determine 
 the limit. Base most of this work on measurement, the foot, 
 yard ; the *ounce, *pound ; liquid and *dry measure ; the cent, 
 dime and dollar. 
 
 Recognize tens in the treatment of numbers. First with 
 sticks, afterwards by memory drill from one to fifty by adding 
 successive tens, as 2 + 2 = 4, 12 -f 2 = 14, 22 + 2 = 24, 
 32 + 2 = 34, 42 -f- 2 = 44. Also 4 -- 2 = 2, 14 -- 2 = 12, 
 
 24 2 = 22, 34 2 = 32, 44 2 = 42, etc. 
 
 Addition of single columns of numbers whose sum does not 
 exceed fifty. Continue the drill upon the 45 combinations in 
 addition and subtraction, emphasizing subtraction. 
 
 A Assignment 
 
 Addition of two numbers each containing tens and units. 
 These lessons may be followed by concrete problems illustrated 
 by sticks with tens and units as in previous years. 
 
 In adding two or more numbers each containing tens and 
 units, give many oral exercises based on the composition of the 
 numbers, as 22 + 22 = ?, 22 + 20 + 2 = 44, 25 -f 25 = ?, 
 
 25 + 20 + 5 = 50; 26 + 28 = ?, 26 + 20 + 8 = 54. 
 
 Multiply in a similar way 2(20) = 40, 2(24) = 2(20) 
 -f 2(4) = 48, 2(28) = 2(20) + 2(8) == 56. 
 
 In division only composite numbers should be used, as 24 the 
 dividend with one of the factors as a divisor. 
 
 *Subtraction in which units figure in the minuend is less 
 than units figure in the subtrahend. 
 
 Addition, subtraction, multiplication and division tables of 
 twos and threes developed and applied in problems of every day 
 activity. 
 
 Use the foot rule and fraction strip and continue the con- 
 structive exercises, using inch and half inch. The number ele- 
 ments should be clearly and definitely developed. 
 
 Read and write numbers to one hundred. Roman numer- 
 als to fifty. 
 
 Continue the drill upon the 45 combinations in addition and 
 subtraction. 
 
 123456789234567 
 111111111222222 
 
 893456789456789 
 223333333444444
 
 SECOND GRADE DIVISIONS 41 
 
 567896789789899 
 555556666777889 
 
 In written work avoid difficult problems; secure simple 
 statements; limit the amount. 
 *Topics starred are optional. 
 
 MUSIC 
 
 Classes consisting of one division will take the regular as- 
 signment for such division. 
 
 C and B division classes will take C assignment. 
 
 B and A " " " " B 
 
 A and C " " " " B 
 
 When the A division of one grade and the C division of the 
 next grade above are in one class take the work of the lower 
 grade, excepting where a change of text-book occurs, in which 
 case take the C assignment of the upper grade. 
 
 C Assignment 
 
 Review Do, Sol, Fa chords. 
 
 Give special attention to interval practice from the modu- 
 lator. In modulator pointing be original, avoid repetition of 
 intervals. Be sure that children are not singing from memory. 
 Teach note values as given on page 18 Handbook. 
 
 B Assignment 
 Modern Primer 
 
 Introduce Staff Notation, page 31 Handbook, showing key 
 signatures but not explaining. Explain meter signatures as on 
 page 31. 
 
 First Month 
 
 Keys E and E flat, scale on page 41 ; melody, page 40. Page 
 46. "Jumping Johnny." 
 
 Key D, page 31, scale, page 61. Bunny and Polly, page 47. 
 A Sleigh Ride. 
 
 Second Month 
 
 Key F, page 37, scale, page 37-11, page 69- V. 
 Key G, page 29, scale, page 56-11, Tick Tock, page 28. 
 
 Third Month 
 
 Key of C, scale, page 27, The Raindrops, Bouncing Ball. 
 Key of A and A flat, page 33, scale exercises II; page 43, 
 scale exercise II.
 
 SECOND GRADE DIVISIONS 
 
 A Assignment 
 
 First Month 
 
 Key of B flat and B, page 39, scale. German Folksong, 
 page 64. 
 
 Primer, page 122, I, II, III, page 30. The Squirrel, page 
 37, I. 
 
 Second Month 
 
 Primer, page 56, I, page 23, The Spider, page 33, V, page 43. 
 A Study. 
 
 Third Month 
 
 Primer, page 39, A Study, page 38, Mix a Pan-cake. 
 Songs from Primer and Supplementary Books. 
 
 Page 22 
 Page 34 
 
 Page 68 
 Page 70 
 Page 23 
 Page 55 
 
 30 
 23 
 29 
 48 
 34 
 83 
 87 
 
 Page 
 Page 
 Page 
 Page 
 Page 
 Page 
 Page 
 Page 104 
 Page 118 
 Page 120 
 Page 73 
 Page 76 
 
 Page 106 
 Page 91 
 Pages 74,75 
 Page 36 
 Page 53 
 Page 73 
 
 Songs for C-B-A Divisions 
 
 AUTUMN SONGS 
 
 Gaynor No. 2 "Cat Tails" 
 The Crow 
 
 WINTER SONGS 
 
 Gaynor No. 1 Jack Frost 
 
 Sleighing Song 
 First Melodic Winter Song 
 
 Snow Flakes 
 
 SPRING SONGS 
 
 Gaynor No. 2 Sweet Pea Ladies 
 
 Daisies 
 
 Poppies 
 
 First Melodic Seed Time 
 " " Buttercups 
 
 An April Shower 
 
 Spring Song 
 
 Ding-Dong-Daisy 
 
 Waiting to Grow 
 
 Little Bud 
 Gaynor No. 1 Robin Red Breast 
 
 Birth of the Butterfly 
 
 SONGS THROUGHOUT THE YEAR 
 
 Gaynor No. 2 Stepping Stones 
 Feather Game 
 Sweeping and Dusting 
 The Frog 
 
 Piggie Wig and Piggie Wee 
 The Postman
 
 SECOND GRADE DIVISIONS 
 
 43 
 
 Page 100 " Prism Game 
 
 Page 94 " " The Ball 
 
 Page 73 First Melodic Mr. Bee 
 
 Page 42 " " What Does Little Birdie Think 
 
 Page 53 " " Shuttle Cock 
 
 Page 54 " " The Invitation 
 
 Page 56 " " The Wind 
 
 Page 122 Children of Japan 
 
 Page 1 1 Gaynor No. 1 Land of Nod 
 
 Page 14 " " Song of Iron 
 
 Page 16 " " Blacksmith 
 
 Page 17 " " Shoemaker 
 
 Page 22 Grandma Knitting Song 
 
 Page 46 " " Pit-a-Pat 
 
 Page 61 " The Moon Boat 
 
 Page 62 " " My Shadow 
 
 Page 88 " " Tea Kettle 
 
 Page 89 " " Owl 
 
 Page 100 " " Winding the Clock 
 
 Page 114 First Melodic "Hurrah for the Flag" 
 
 Page 98 " " Flag Song 
 
 DRAWING AND APPLIED ART 
 
 Fall 
 September and October 
 
 Draw simple fall flowers, fruit and bright-colored vege- 
 tables. Suggestions: Book 1, page 15; Book 2, page 18; Book 
 3, page 15. Crayon and water colors. 
 
 Paper-tearing. Trees of different kinds. Arrange on the 
 board to represent woods or orchard. 
 
 Draw trees on the blackboard. 
 
 Paper-cutting. A pumpkin with a stem. 
 
 Draw pumpkins on the board. 
 
 Paint a pumpkin. Suggestions: Book 1, page 19. 
 
 Paint a landscape, blue sky and green ground. 
 
 Paint a landscape, blue sky, green grass and distant trees. 
 Suggestions: Book 1, page 6. Crayon and water colors. 
 
 Make units of design from leaves or other simple nature 
 forms. Suggestions: Book 4, page 89; Book 1, page 58. 
 
 November 
 
 Autumn landscapes. Crayon and water colors. 
 Make a border of leaves. Paper-cutting. Suggestions: 
 Book 1, page 58. Use as a book marker or blotter.
 
 44 SECOND GRADE DIVISIONS 
 
 Winter 
 December 
 Winter landscapes. 
 
 Plan and construct a calendar-back. Cut landscapes of 
 previous lessons into appropriate sizes and shapes for the 
 calendar-back. Paste, studying carefully the placing of the 
 calendar and landscapes. Suggestions : Book 3, page 66. 
 
 January and February 
 
 Toys. Suggestions: Book 1, pages 40, 41, 42. Paper-cutting 
 and tearing. Crayon, brush. 
 
 Winter landscapes. Suggestions: Book 2, page 11; Book 3, 
 page 9; Book 4, pages 8, 9. 
 
 Illustrations Winter suggestions : Book 1, pages 26, 27, 
 48; Book 2, pages 11, 27, 29; Book 3, page 9. Pose drawing. 
 
 Make a valentine and envelope. Applied number. 
 
 Spring 
 
 March 
 
 Illustrative Drawing. 
 
 Japanese lanterns or other objects. Suggestions: Book 1, 
 pages 46, 47 ; Book 3, pages 46, 47. Crayon and brush. 
 Design a booklet cover. Applied number. 
 
 April and May 
 
 Illustrations of Spring. Suggestions: Book 1, page 33; 
 Book 2, pages 12, 13; Book 3, pages 12, 27, 31, 53. 
 
 Twigs and flowers. Crayon and brush. Suggestions : 
 Book 1, pages 22, 23, 24, 25; Book 2, pages 15, 23; Book 3, pages 
 22, 23, 24. 
 
 Trees. Suggestions: Book 2, page 4; Book 3, page 3. 
 Crayon and brush. 
 
 Design a book-cover. Use a border for decoration. Water- 
 colors. 
 
 Landscapes Marines. Crayon and brush. Suggestions: 
 Book 1, pages 3, 4, 5, 6; Book 2, pages 2, 9, 12, 13 ; Book 3, pages 
 3, 4, 63, 66. 
 
 Give illustrative drawing in connection with other studies. 
 Encourage blackboard drawing.
 
 SECOND GRADE DIVISIONS 45 
 
 PHYSICAL TRAINING 
 
 Five minutes in the morning for gymnastics and five for 
 plays and games. In the afternoon five minutes for plays and 
 games. 
 
 C Assignment 
 
 Lessons I to VI inclusive. 
 
 Beginning Sept. 5, on lesson I, devote two weeks to each 
 lesson. 
 
 B Assignment 
 Lessons VII to XII inclusive. 
 
 A Assignment 
 
 Lessons XIII to XVIII inclusive. 
 
 Plays and games to be selected from the syllabus of games. 
 Note All games and gymnastics to be given out of doors when- 
 ever the weather permits. 
 
 PHYSIOLOGY AND HYGIENE 
 
 See special syllabus of physiology and hygiene.
 
 THIRD GRADE DIVISIONS 
 
 READING 
 C Assignment 
 
 Progressive Third Reader, 102 pages. Take up these pages 
 in consecutive order, except to vary them to suit special occa- 
 sions and seasons of the year. The phonetic work should be of 
 such a character as to prove a vital element in 'pronunciation 
 and enunciation. 
 
 The supplementary reading will be selected by the teacher 
 from the list of books found in her building. Encourage free, 
 consecutive reading, assisting pupils through difficult places 
 by pronouncing words, etc. 
 
 B Assignment 
 
 Select such lessons from the remaining pages of the Pro- 
 gressive Third Reader as may be best adapted to the needs of 
 your class. 
 
 Stepping Stones to Literature, first 99 pages. Supplement- 
 ary Reading continued. 
 
 Intensive work the enlargement of the pupil's vocabulary, 
 the mastery of the thought content, and expressive reading in 
 good rich tone and well modulated style are the results to be 
 gained. 
 
 Watch the voices of the pupils. So far as possible have 
 them breathe correctly. Avoid harsh, strained reading. 
 
 A Assignment 
 
 Select such lessons from the remaining pages in both Step- 
 ping Stones to Literature and Third Progressive Reader as are 
 best adapted to the needs of your class. 
 
 Make frequent use of the supplementary reading in your 
 building. 
 
 Teachers should read much for their pupils, thus setting a 
 standard of good reading and creating a taste for it. 
 
 The review of favorite lessons will furnish opportunity for 
 dramatic presentation, the discussion of which affords insight 
 into the meaning of the words and purpose of the lesson and at 
 the same time may be made to encourage individual effort. 
 Dramatic situations should come from the pupils' interpreta- 
 tion of the story, as well as from the teacher's suggestion.
 
 THIRD GRADE DIVISIONS 47 
 
 SPELLING 
 
 Two words are made prominent in each lesson. Their pro- 
 nunciation, division into syllables, derivation, phonetic proper- 
 ties, oral and written spelling and meaning, are all to be made 
 clear to pupils. 
 
 The teaching of a new word may be done by using it in a 
 sentence ; by definition or description ; by giving a synonym or 
 the antonym; by illustration with object, action or drawing; 
 and by etymology. 
 
 Each lesson should have also from eight to twenty subor- 
 dinate words taken from the text-book or composition exer- 
 cises. Systematic review each Monday should be made of the 
 prominent words taught in this and in the lower grades. Fre- 
 quent supplementary dictation, word-building and phonic exer- 
 cises should be given. Spell much orally. In oral spelling indi- 
 cate syllables usually in one of these ways : 
 
 By slight pauses 
 
 By pronunciation of syllables 
 
 By repronunciation of syllables. 
 
 Teach a little daily, test thoughtfully, drill intensively, and 
 follow up words misspelled persistently. 
 
 C Assignment 
 
 Champion Spelling Book, Section I, lessons 1-60 inclusive. 
 Supplementary Exercises, 1-12 inclusive. 
 
 B Assignment 
 
 Champion Spelling Book, Section I, lessons 61-120 inclusive; 
 Supplementary Exercises, 13-24 inclusive. 
 
 A Assignment 
 
 Champion Spelling Book, Section I, lessons 121-160 inclu- 
 sive; Annual Spelling Contest. 
 
 LANGUAGE AND COMPOSITION 
 
 Throughout the year place emphasis upon the oral language 
 work. In no other way can facility of expression be so well 
 secured. One good story having ethical content and literary 
 merit may be learned each month. Select out of the numerous 
 poems for children one for each month. Use these poems for 
 memorizing and for oral language in paraphrasing. 
 
 The study of the Honey Bee and Ant will be continued 
 throughout the year. This study should be partly of their 
 bodily structure but mainly of their habits, their community
 
 48 THIRD GRADE DIVISIONS 
 
 life, their method of work, division of labor, etc. Miss Morley's 
 "Little Bee People" and Maetterlinck's "Life of the Bee" the 
 latter a masterly piece of literature for the teacher only. 
 
 Story, poem and insect life furnish material for written 
 reproduction which should be a frequent exercise in this grade. 
 
 C Assignment 
 
 Special care should be used to prevent the use of incorrect 
 expressions and to correct common errors of speech. 
 
 Exercises should be given in writing different forms of 
 sentences, statements and questions. 
 
 Teach the use of the comma in direct address, as, "John, 
 come here." "Where are you going, James?" Also quotation 
 marks in a simple quotation. These should be taught by obser- 
 vation of their correct use in print, by the copying of sentences 
 and by dictation exercises. 
 
 Study of leaves of common familiar trees and shrubs, seeds 
 of trees, flowers and weeds and their curious modes of distri- 
 bution. 
 
 Thanksgiving Day and the Pilgrims, Christmas Day in our 
 own and in other lands. October 12, Columbus Day. 
 
 Letters to relatives, friends, schoolmates. 
 
 Conversations and stories to be told to inculcate a spirit of 
 kindness to one another, to animals; respect for the aged; 
 truthfulness, unselfishness, honesty. 
 
 B Assignment 
 
 Attention should be given to the writing of names of per- 
 sons, of familiar places and buildings, of the days of the week, 
 of the month, of the seasons, and the months in the seasons. 
 
 Correct use of I, me; he, him; she, her; they, them; is, are; 
 was, were ; has, have ; saw, seen ; did, done ; went, gone ; this, 
 that; these, those. 
 
 Teach the use of the comma after yes or no in a sentence 
 answering a question, as "Have you a pencil?" "No, I left mine 
 at home." 
 
 Observations of Nature ; snow, ice, cold and frost, freezing 
 and thawing. Sports of winter; skating, coasting, snowballing. 
 
 Vegetation in winter, animal life in winter. 
 
 Letter writing continued. 
 
 Children are to be taught polite and courteous manners and 
 forms of expression.
 
 THIRD GRADE DIVISIONS 49 
 
 A Assignment 
 
 Facility in the use of words in oral speech to be empha- 
 sized. Increase of vocabulary. Teacher in her story-telling 
 introduces new words; children encouraged to do so. 
 
 Continued study of forms of sentences, capitalization, use 
 of 's to denote ownership. 
 
 Teach the abbreviations Mr., Mrs., Dr., St., doz., yd., ft., 
 in., gal., qt., pt., lb., sq. in. 
 
 The return of birds, the robin, sparrows, etc. the birds most 
 familiar to the children. 
 
 Keep the minds of the children alert with regard to the 
 returning tides of life, the spring flowers, blossoming fruit 
 trees, etc. 
 
 Decoration Day, The American Flag, Salutation of the 
 Flag. 
 
 Language should be given to entire school. When two divi- 
 sions are in one school, follow the assignment of the lower divi- 
 sion. Where two grades are in one room, the assignment of the 
 upper grade should be followed. The Nature Work should be 
 given in its season. 
 
 WRITING 
 
 Blackboard writing 
 
 Simple movement drills 
 
 Script forms carefully taught 
 
 Use pen and ink 
 
 Spencer's Practical Writing Book No. 3. 
 
 ARITHMETIC 
 C Assignment 
 
 Continuation and extension of the work of the second 
 grade fundamental operations. Special attention should be 
 given to the combinations in addition and subtraction. See sec- 
 ond grade assignment. 
 
 Develop number relations by counting exercises by twos, 
 fours, eights; threes, sixes, twelves; fives, tens, twenties, for- 
 ward and backward from all possible beginnings. 
 
 Recognize ratio and tens in the treatment of numbers. 
 
 Simple exercises in fractional parts, halves, fourths; thirds, 
 fifths, tenths. 
 
 Construction of multiplication and division tables of twos, 
 threes, fours, fives and their use in problems, involving measure- 
 ments of length, weight, time and dry and liquid measure.
 
 50 THIRD GRADE DIVISIONS 
 
 These exercises should at first be concrete using the equip- 
 ment provided in each building. 
 
 Fundamental processes and their application in problems ; 
 see pages 28 to 45, Rational Arithmetic. 
 
 ^Problems in weight; see pages 15 to 16, Rational Arith- 
 metic, omitting pages 4 and 5. 
 
 B Assignment 
 
 Give much attention to the difficult combinations in addi- 
 tion and subtraction in both oral and written exercises. 
 
 Review of multiplication and division tables of twos, threes, 
 fours and fives, by their use in problems as well as by their repe- 
 tition as tables. 
 
 Reading and writing numbers through thousands. Roman 
 numerals to one hundred. 
 
 Multiplication and division tables through the eights. 
 
 Give much attention to the study of typical groups, involv- 
 ing measurement. 
 
 Use the rule in frequent exercises, drawing rectangles of 
 given dimensions; see page 5, page 6, problems 5 and 6; page 7, 
 problems 10 and 11. Introduce square inch and square foot in 
 such problems as can be treated objectively only. Problems in 
 drawing to scale ; see pages 46 and 47. Omit page 57. 
 
 ^Measuring and building of solids and contents of boxes; 
 see pages 72 and 78. Treat this work objectively. 
 
 The assignment extends from page 45 to 81 in the Rational 
 Arithmetic, omitting the study of triangles on page 64. 
 
 A Assignment 
 
 Frequent reviews of the multiplication and division tables 
 of sixes, sevens and eights. 
 
 Reading and writing numbers through thousands. Read 125 
 as one hundred twenty-five; 1,104 as one thousand one hundred 
 four; the word "and" should not be used unless a fraction is 
 added to the whole number. 
 
 In oral work, continue the use of analytic study of 12 and 
 36 based upon measurement. Make suitable selections. 
 
 Emphasize operations in United States money. See page 95. 
 
 *In connection with the table of nines teach the square yard 
 as a unit of measurement and apply it in finding the number of 
 square yards in rectangles of simple proportion. 
 
 The assignment will extend to page 100 in the Rational 
 Arithmetic. 
 
 *Topics starred are optional.
 
 THIRD GRADE DIVISIONS 51 
 
 HISTORY 
 C Assignment 
 
 Text: Fifty Famous Stories Retold, Baldwin: pp. 5-17, 21- 
 39, 49, 58. Stories omitted optional with advanced schools. 
 
 B Assignment 
 
 Text: Fifty Famous Stones Retold, Baldwin: pp. 58-61, 
 64-68, 76-84, 91-102, 106-113. Stories omitted, optional with 
 advanced schools. 
 
 A Assignment 
 
 Text: America's Story for America's Children I, Pratt: pp. 
 23-36, 89-100, 101-108. Stories omitted optional. 
 
 GEOGRAPHY 
 
 Fall 
 
 I Seasonal Changes: Effect on Vegetation, Animal Life, 
 Home Life, Life of Child. II The Sky : Appearance, Sun, Moon, 
 Stars. Ill Common Forms of Food. How acquired. IV Modes 
 of Travel and Transportation. 
 
 Winter 
 
 I Seasonal Changes. II Forms of Water: Clouds, Fog, Hail, 
 Frost, Snow, Ice. Ill Common Articles of Clothing, How ac- 
 quired. IV Modes of Travel and Transportation. V Study of 
 Distance and Direction. VI Map Making: School Room, School 
 Yard, Local Section of City. 
 
 Spring 
 
 I Seasonal Changes. II Common Home Utensils. How 
 acquired. Ill Map Making. Make map of City and locate public 
 square and other important places. IV Locate Land Forms. V 
 Soil : Rock, Gravel, Sand, Clay, Loam. VI Running Water. 
 
 MUSIC 
 
 Classes consisting of one division, will take the regular as- 
 signment for such division. 
 
 C and B division classes will take C assignment 
 
 B and A " " " B 
 
 A and C " " " " B 
 
 When the A division of one grade and the C division of the 
 next grade above are in one class take the work of the lower 
 grade, excepting where a change of text book occurs, in which 
 case, take the C assignment of the upper grade.
 
 52 THIRD GRADE DIVISIONS 
 
 C Assignment 
 
 MELODIC SECOND READER 
 
 Reference, Manual, "Music in the Grades" 
 First Month 
 
 Teach pitch names. Children have seen but they have not 
 had key signatures explained. Teach the keys as they appear in 
 the exercises of the outline. Place on the board staff modulator 
 as illustrated on page 27 of the Handbook. 
 
 Divided Beat, page 9, exercise 5. 
 
 Sharp Four, page 12, exercises 8, 9, 10. 
 
 Songs, pages 17-19. 
 
 Second Month 
 
 Divided Beat, page 17, exercises 23-24. 
 Sharp Four, page 19, exercises 26-27-28-29. 
 Minor Studies, page 13, exercises 15-16. 
 Songs, pages 10-36. 
 
 Third Month 
 
 Divided Beat, page 23, exercises 38-39. 
 
 Sharp Four, page 19, exercise 30. 
 
 Minor study, page 21, exercise 31. 
 
 Songs, page 16-75. "Giving Thanks," page 143. 
 
 B Assignment 
 
 First Month 
 
 Divided Beat, page 33, exercises 51-52. 
 Sharp Four, page 25, exercises 40-41-42-43. 
 Songs, pages 14-26. 
 
 Second Month 
 
 Divided Beat, page 49, exercise 78. 
 Sharp Four, page 35, exercises 57-58-59-60. 
 Minor Studies, page 29, exercises 44-45. 
 Songs, pages 40-42. 
 
 Third Month 
 
 Divided Beat, page 64, exercise 100. 
 Sharp Four, page 35, exercise 61. 
 Minor Studies, page 37, exercises 63-64. 
 Songs, page 56-60. 
 
 A Assignment 
 
 First Month 
 Divided Beat, page 67, exercise 108
 
 THIRD GRADE DIVISIONS 53 
 
 Sharp Four, page 51, exercises 80-81-82 
 Minor Studies, page 45, exercises 71-72 
 Songs, page 67-70. 
 
 Second Month 
 
 Divided Beat, page 69, exercise 114 
 Sharp Four, page 51, exercise 83 
 Flat Seven, page 63, exercises 92-93-94 
 Minor Study, page 53, exercise 85 
 Song, page 72. 
 
 Third Month 
 
 Flat Seven, page 68, exercises 109-110-111-112-113 
 Two Voice, page 45, exercise 74. 
 
 Songs for A-B and C Divisions 
 
 AUTUMN SONGS 
 
 Page 26 Gaynor No. 2 Milkweed Seeds 
 
 Page 78 Gaynor No. 2 Golden Rod 
 
 WINTER SONGS 
 
 Page 16 Gaynor No. 2 Skating 
 
 SPRING SONGS 
 
 Page 24 Gaynor No. 2 Morning Glory Bells 
 
 Page 32 Gaynor No. 2 Bobolink 
 
 Page 46 Gaynor No. 2 Awakening 
 
 Page 55 Gaynor No. 2 Woodpecker 
 
 Page 58 First Melodic Spring's Call 
 
 Page 44 Gaynor No. 1 Easter Song 
 
 SONGS THROUGHOUT THE YEAR 
 
 Page 47 Gaynor No. 1 Blowing Bubbles 
 
 Page 86 Gaynor No. 1 Song of the Clock 
 
 Page 30 First Melodic Cherry Festival Song 
 
 Page 36 First Melodic Waking 
 
 Page 38 First Melodic Sunshine Song 
 
 Page 64 First Melodic Child's Evening Hymn 
 
 Page 103Gaynor No. 2 The Swing 
 
 Page 38 Gaynor No. 2 Hickory, Dickory, Dock 
 
 Page 36 Gaynor No. 2 Language Lesson 
 
 Page 59 Gaynor No. 2 Some Lullabys 
 
 Page 89 Gaynor No. 2 Boating 
 
 Page 92 Gaynor No. 2 Boating 
 
 Page 8 Gaynor No. 2 Salute to the Flag
 
 54 THIRD GRADE DIVISIONS 
 
 DRAWING AND APPLIED ART 
 Fall 
 
 Draw simple fall flowers and bright colored vegetables. 
 Suggestions: Book 1, pages 15, 18, 19; Book 2, pages 18, 19; 
 Book 3, pages 15, 18, 23; Book 4, pages 20, 24, 27. Crayon and 
 water-colors. 
 
 Draw branches of fruit. Suggestions: Book 2, page 22; 
 Book 3, pages 19, 20; Book 4, page 20. Crayon and water 
 colors. 
 
 Make units of design from plant forms. Suggestions : Book 
 6, pages 86, 87; Book 4, pages 89, 90; Book 1, page 58. 
 
 October and November landscapes. Crayon and brush. Save 
 for Christmas calendars. 
 
 Illustrative drawing. 
 
 Winter 
 December 
 
 Make a calendar. Applied number. Cut landscapes of pre- 
 vious lessons into appropriate sizes and shapes for the calendar. 
 Paste, studying carefully the placing of the calendar and land- 
 scape. Suggestions: Book 3, page 66. 
 
 January 
 
 Draw common objects and toys. Brush and crayon. Outline 
 and mass. Suggestions, Book 1, pages 42, 47, 50; Book 2, pages 
 42, 43 ; Book 3, pages 42, 43, 44, 45, 46, 47; Book 4, pages 50, 51, 
 52, 53, 55, 56. 
 
 February 
 
 Winter trees. Suggestions : Book 4, pages 6, 7 ; Book 5, 
 page 26. Crayon. 
 
 Winter landscapes. Suggestions: Book 4, pages 8, 9, 10; 
 Book 6, page 8. 
 
 Pose drawing. 
 
 Illustrations of winter. Suggestions: Book 1, pages 26, 27, 
 28; Book 2, pages 11, 27; Book 3, page 9. 
 
 Valentines. 
 
 Spring 
 March 
 
 Make a cover for a booklet. Applied number. 
 Illustrations of spring. Suggestions: Book 1, page 33; 
 Book 3, pages 26, 27, 29, 31, 32, 53; Book 4, page 30. 
 Illustration in other studies.
 
 THIRD GRADE DIVISIONS 55 
 
 April and May 
 
 Twigs and flowers. Brush and crayon. Suggestions: Book 
 
 1, pages 22, 23, 24, 25; Book 2, pages 15, 23; Book 3, pages 22, 
 23, 24; Book 4, pages 21, 52, 53. 
 
 Construct an envelope and decorate. 
 
 Trees. Landscapes. Marines. Suggestions: Book 2, pages 
 
 2, 4, 9, 12, 13; Book 3, pages 4, 63, 66. 
 
 Give illustrative drawing in connection with other studies. 
 
 PHYSICAL TRAINING 
 C Assignment 
 
 Lessons I to VI inclusive. 
 
 Beginning Sept. 5, on lesson I, devote two weeks to each 
 lesson. 
 
 B Assignment 
 Lessons VI to XII inclusive. 
 
 A Assignment 
 
 Lessons XIII to XVIII inclusive. 
 
 Plays and games to be chosen from the syllabus of games. 
 Note Whenever possible, conduct all gymnastics and games in 
 halls, assembly room or playground. 
 
 If the playground is used, about half time should be given 
 to plays and games. 
 
 Here it is essential to take only the corrective exercises 
 which are on the front of the card. 
 
 When the work must be taken in the class room, one or two 
 lessons a week should be spent on plays and games. 
 
 PHYSIOLOGY AND HYGIENE 
 
 See special syllabus of physiology and hygiene.
 
 FOURTH GRADE DIVISIONS 
 
 READING 
 
 Text-Book, Progressive Fourth Reader. 
 
 I Give pupils thorough drill throughout the year in elemen- 
 tary sounds and articulation exercises found in preparation 
 lessons, pages 7 to 15 in Progressive Fourth Reader. Teach 
 the art of correct breathing. 
 
 II Part I of the Progressive Reader contains 56 lessons. The 
 time set apart in the time schedule for text-book reading, 
 175 minutes per week, seems sufficient to enable a very 
 good school to complete the whole of Part I during the 
 year. The lessons will be given as follows : 
 
 During the fall term, read Tales and Myths from Many Lands; 
 Lessons in Geography and History ; Songs for all Sea- 
 sons, omitting 15, 16 and 17; Easy Narratives to lessons 27. 
 
 During the winter term, finish Easy Narratives ; Fables and Alle- 
 gories to lesson 36; Easy Lessons in Science, omitting les- 
 sons 48 and 49. 
 
 During the spring term read all lessons not included in the other 
 two terms. 
 
 III Should any school find this assignment too difficult, the fol- 
 lowing lessons may be omitted: 8, 11, 12, 35, 42, 43. 
 
 IV Text-Book reading should be intensive in its character. 
 Careful study should be made of words and expressions and 
 some acquaintance formed with the authors of the various 
 selections. The limited number of lessons assigned affords 
 time in which to do this work thoroughly. The value of 
 drill in reading is here emphasized. Drill is not mere repe- 
 tion. It is the re-reading of lessons under the constant 
 stimulus of the teacher and the school by which the child's 
 mind is kept on the alert and his best performance called 
 forth. He thus grows in power of understanding; in the 
 use of the voice ; in the training of the organs of speech ; 
 in the appreciation of words; in familiarity with combi- 
 nations of words into parts of sentences, whole sentences 
 and paragraphs. 
 
 SUPPLEMENTARY READING 
 
 An abundance of material for supplementary reading is to 
 be found in every building. Teachers will select from the list 
 such books as will relate themselves to other lessons and as are 
 appropriate to the season.
 
 FOURTH GRADE DIVISIONS 57 
 
 SPELLING 
 
 Two words are made prominent in each lesson. Their pro- 
 nunciation, division into syllables, derivation, phonetic prop- 
 erties, oral and written spelling and meaning, are all to be made 
 clear to pupils. 
 
 The teaching of a new word may be done by using it in a 
 sentence ; by definition or description ; by giving a synonym or the 
 antonym; by illustration with object, action or drawing; and by 
 etymology. 
 
 Each lesson should have also from eight to twenty subor- 
 dinate words taken from the text-book or composition exercises. 
 Systematic review each Monday should be made of the prominent 
 words taught in this and in the lower grades. Frequent supple- 
 mentary dictation, word-building and phonic exercises should be 
 given. Spell much orally. In oral spelling indicate syllables 
 usually in one of these ways : 
 
 By slight pauses 
 
 By pronunciation of syllables 
 
 By repronunciation of syllables. 
 
 Teach a little daily, test thoughtfully, drill intensively, and 
 follow up words misspelled persistently. 
 
 C Assignment 
 
 Champion Spelling Book, Section II, lessons 1 to 60 inclu- 
 sive ; supplementary exercises, 1 to 12 inclusive. 
 
 B Assignment 
 
 Champion Spelling Book, Section II, lessons 61 to 120 inclu- 
 sive; supplementary exercises, 13 to 24 inclusive. 
 
 A Assignment 
 
 Champion Spelling Book, Section II, lessons 121 to 160 in- 
 clusive; Annual Spelling Contest, I and II. 
 
 Geographical words, commonly misspelled, may be taught 
 occasionally. 
 
 LANGUAGE AND COMPOSITION 
 
 C Assignment 
 LANGUAGE 
 
 Habits of correct speech must be formed by daily practice, 
 by training the tongue to say the proper word and by so training 
 the ear that the ungrammatical or inelegant expression is felt 
 to be discordant. Daily oral practice should be given on the 
 correct forms of verbs commonly used, as, "I see it now," "I 
 saw it yesterday/' "I have seen it many times."
 
 58 FOURTH GRADE DIVISIONS 
 
 Use of capital letters, the period, the interrogation point, 
 the comma (to separate the name of the person addressed from 
 the rest of the sentence), quotation marks. 
 
 Common abbreviations, Mr., Mrs., Dr., A. M., P. M., U. S. 
 
 Practice in use of correct forms of verbs : come, go, see, do, 
 know, run. 
 
 Practice in correct use of this, these, that, those. 
 
 Training in courteous forms of expression. 
 
 Dictation exercises. 
 
 COMPOSITION 
 Oral and written compositions based upon: 
 
 1 PERSONAL OBSERVATION 
 
 Fall Flowers, trees, seeds, seed-pods, the sky, the sun 
 
 Winter Frost, snow, clouds, length of day 
 
 Spring Trees, leaves, flowers, rain, the sky, the sun. 
 
 2 INDUSTRIES 
 
 Fall Food products 
 Winter Clothing 
 Spring Shelter 
 
 3 STORIES READ OR TOLD 
 
 Letter Writing 
 
 Informal, friendly letters 
 
 Correctness of forms, of spelling and punctuation must be 
 
 insisted upon. 
 Conversation and Discussion 
 
 Truth, courage, obedience, duty to parents 
 Memorizing of poems 
 
 Poems or selections from poems of literary beauty or high 
 moral tone should be taught as an important part of the 
 work in language. Poems descriptive of the season or 
 bearing upon any subject discussed in the composition 
 work will add interest to the study. 
 
 B Assignment 
 LANGUAGE 
 
 Use of capitals, the period, the interrogation point, the 
 comma (used to separate words in a series), quotation marks. 
 
 Common abbreviations: Jan., Feb., Mar., Apr., Aug., Sept., 
 Oct., Nov., Dec. 
 
 Practice in use of correct forms of verbs : give, write, take, 
 catch, bring.
 
 FOURTH GRADE DIVISIONS 59 
 
 Practice in correct use of good, better, best, well, slow, 
 slowly, quick, quickly. 
 
 Training in courteous forms of expression. 
 Dictation exercises. 
 
 COMPOSITION 
 
 Oral and written composition based upon : 
 
 1 PESONAL OBSERVATION 
 
 Fall Flowers, trees, seeds, seed-pods, the sky, the sun 
 
 Winter Frost, snow, clouds, length of day 
 
 Spring Trees, leaves, flowers, rain, the sky, the sun. 
 
 2 INDUSTRIES 
 
 Fall Food products 
 Winter Clothing 
 Spring Shelter. 
 
 3 STORIES READ OR TOLD 
 
 Letter Writing 
 
 Informal, friendly letters. 
 
 Correctness of form, of spelling and punctuation must be 
 
 insisted upon. 
 Conversation and Discussion 
 
 Unselfishness, good manners, duty to brothers and sisters, 
 
 duty to schoolmates. 
 Memorizing of poems 
 
 Poems or selections from poems of literary beauty or high 
 moral tone should be taught as an important part of the 
 work in language. Poems descriptive of the season or 
 bearing upon any subject discussed in the composition 
 work will add interest to the study. 
 
 A Assignment 
 LANGUAGE 
 
 Use of capital letters, the period, the interrogation point, the 
 comma (to separate the word "Yes" or "No" from the statement 
 which follows it), quotation marks. 
 
 Common abbreviations: P. S., etc., ans., Co., Rev. 
 
 Practice in use of correct forms of verbs: sing, speak, eat, 
 break, teach, blow. 
 
 Practice in use of correct forms of pronouns: "He and I 
 saw it," "May he and I go?" "It is I," "Is he taller than I?" 
 
 Training in courteous forms of expression. 
 
 Dictation exercises.
 
 60 FOURTH GRADE DIVISIONS 
 
 COMPOSITION 
 Oral and written composition based upon : 
 
 1 PERSONAL OBSERVATION 
 
 Fall Flowers, trees, seeds, seed-pods, the sky, the sun 
 
 Winter Frost, snow, clouds, length of day 
 
 Spring Trees, leaves, flowers, birds, the sky, the sun. 
 
 2 INDUSTRIES 
 
 Fall Food products 
 Winter Clothing 
 Spring Shelter 
 
 3 STORIES READ OR TOLD 
 
 Letter Writing 
 
 Informal friendly letters. 
 Simple invitations. 
 Conversation and Discussion 
 
 Respect for the aged, kindness to animals, care of public 
 
 property, patriotism. 
 Memorizing of poems 
 
 Poems or selections from poems of literary beauty or high 
 moral tone should be taught as an important part of the 
 work in language. Poems descriptive of the season or 
 bearing upon any subject discussed in the composition 
 work will add interest to the study. 
 
 GERMAN 
 
 C Assignment 
 
 Ear Training Train the pupil's ear, giving him a vocabu- 
 lary of about one hundred words nouns, adjectives, conjunc- 
 tions, adverbs, interrogative pronouns, and a few verbal forms. 
 Thorough drill of the German vowels and consonants, especially 
 those not found in the English language. 
 
 Select, as much as possible, words of which the English 
 cognates are Anglo-Saxon, as Haus, Vater, alt, lang. 
 
 Reading and Conversation First, reading from the black- 
 board. In the fifth week (or earlier) the work in Nix's Deutsches 
 Schulbuch is to be begun. Pages 1 to 21 are to be read during 
 this term, also lessons 75 to 95. Easy sentences questions and 
 answers are to be selected for colloquial exercises. 
 
 Writing Teach the alphabet. The words of the vocabu- 
 lary mentioned should now be written on the blackboard and 
 copied by the pupil. Take four weeks for this preparatory work. 
 After this, the written work is to be done in connection with the 
 work in reading.
 
 FOURTH GRADE DIVISIONS 61 
 
 B Assignment 
 
 Reading and Conversation Nix's Erstes Deutsches Schul- 
 buch, pages 22 to 48. Also lessons 96-117. Conversation chiefly 
 in connection with reading. In addition to the matter offered by 
 the book, the names of objects in the school-room, their color, 
 form, parts, material, and use. 
 
 Language and Grammar The noun, its gender and number. 
 The article always to be used with the noun. Use personal 
 pronouns for nouns. 
 
 Translation Oral only, and always in connection with 
 reading. 
 
 Written Work Words and sentences selected from lessons 
 96-117. 
 
 A Assignment 
 
 Reading and Conversation Nix's Erstes Deutsches Schul- 
 buch, pages 48 to 67, also lessons 120 to 125. In addition to the 
 reading-matter, the objects found in the child's home in the 
 parlor, sitting-room, bed-room, kitchen, etc. are to be discussed. 
 
 Language and Grammar See second term. The accusative 
 singular and plural of nouns. Haben, sein, werden, and weak 
 verbs in the present indicative. 
 
 Translation See second term. Ahn-Henn's German Gram- 
 mar, Part One, may be used, by teachers only, as a supplementary 
 book. 
 
 Writing Words and sentences selected from lessons 120 
 to 125. 
 
 Dictation. 
 
 WRITING 
 
 Blackboard writing 
 
 Letters analyzed 
 
 Various movement drills 
 
 Spencer's Practical Writing Book No. 4. 
 
 ARITHMETIC 
 C Assignment 
 
 Review and drill upon the fundamental operations, addi- 
 tion, subtraction, multiplication and division until a reasonable 
 degree of accuracy has been acquired. Probably four to six 
 weeks of this work are needed. Use rapid mental exercises. 
 
 Develop power to see number relations and to give results 
 readily.
 
 62 FOURTH GRADE DIVISIONS 
 
 Review multiplication table as taught in the third grade and 
 its application to measurements ; see Rational Arithmetic, Part I. 
 
 In exercises in measurements, use equipment provided for 
 the purpose. 
 
 Fractional work of the third grade continued. Special at- 
 tention given to recognition of fractional parts, commonly used; 
 1-2, 1-4, 3-4, 1-3, 2-3, 1-5, 2-5, 3-5, etc. 
 
 Recognize ratio and tens in the treatment of numbers. 
 Counting by 4, 8, 16, 10, 20, 40; by fractional parts, halves, 
 fourths, eighths, thirds, sixths, twelfths, etc. 
 
 Reading and writing numbers; see pages 116, 117. 
 
 Multiplication by 10, 100. Gradual increase of the multiplier; 
 see pages 142, 143. Emphasize the fact that the multiplier is al- 
 ways an abstract number and the product of the same denomina- 
 tion as the multiplicand. 
 
 *Pages 120, 121. 
 
 The following problems are transferred from the C and B 
 assignments to the A assignment: Page 101, 3, 4, 5, 6, 7; page 
 104, 4, 5, 6, 7; page 113, 14, 15; page 119, 7, 8, 11, 6; page 124, 
 11; page 125, 3, 8, 10; page 130, 9, 10, 11; page 131, 8, 9; page 
 151, 3,4,9; page 152, 11. 
 
 Short division continued. In division carefully distinguish 
 between the two forms; concrete dividend and divisor, abstract 
 quotient; abstract divisor, concrete dividend and quotient; give 
 simple oral problems to insure accuracy in the process. 
 
 The advance work in arithmetic will be selections by the 
 teacher on pages 100-144, with such additional problems as may 
 be needed for drill in principles embodied in these pages. Use 
 every opportunity presented by the school environment to secure 
 simple and practical problems in measurement, distance, time, etc. 
 
 B Assignment 
 
 The advance work of the Fourth Grade will extend to page 
 158 in the Rational Arithmetic. 
 
 The analytic study of 60 based on the dial, and 36 based 
 on the yard may be used in oral work; see outlines prepared for 
 Fourth Grade. 
 
 *Give area of floor, walls, blackboards, etc., in the respec- 
 tive school rooms and make scale drawings of each. Use ap- 
 proximate measurements. 
 
 Make sure that every pupil has mastered the multiplication 
 combinations through the table of twelves. 
 
 Use multipliers of not more than three figures. Introduce 
 zero into the multiplier often.
 
 FOURTH GRADE DIVISIONS 63 
 
 Gradually increase the divisor. Place the quotient over the 
 dividend in long division as indicated in the Rational Arith- 
 metic. It should be remembered that pupils fail in long divi- 
 sion process so long as they have not mastered multiplication 
 and subtraction. 
 
 Pupils should test long division by going over their work 
 carefully, using the reverse process of addition for each subtrac- 
 tion. 
 
 To insure mastery of the division process, after the process 
 is acquired, give problems each day either in long or short divi- 
 sion during the remainder of the term. 
 
 A Assignment 
 
 Complete any unfinished work in the second term's assign- 
 ment. Reading and writing numbers to one million, with many 
 vacant orders. 
 
 Long division continued. Divisor limited to three figures. 
 Remainders and how to treat them. Proof. 
 
 In division, carefully distinguish between the two forms ; 
 concrete dividend and divisor, abstract quotient; abstract divisor, 
 concrete dividend and quotient ; give many oral problems to 
 insure accuracy in the process; correct the written work care- 
 fully. 
 
 *Multiplication: Use of twelve and one-half as indicated, 
 see page 178; use twelve as a multiplier; emphasize the fact that 
 the multiplier is always an abstract number and the product the 
 same denomination as the multiplicand. 
 
 *Fractions: See pages 158-165. Pupils should learn to ob- 
 jectify and compare the common fractional quantities : halves, 
 fourths, eighths; thirds, sixths, and twelfths. This should be 
 done by means of paper folding or by diagrams. 
 
 *It is recommended that pupils be encouraged to make orig- 
 inal plans for school gardens, and also problems based upon 
 them. Use every opportunity presented by the school environ- 
 ment to secure simple, practical problems in measurement, dis- 
 tance, time, etc. 
 
 In oral work give some time to the analytic study of 36 and 
 60, based on measurement. 
 
 The assignment covers the remaining lessons in the Rational 
 Elementary to page 172. 
 
 *Topics starred are optional.
 
 64 FOURTH GRADE DIVISIONS 
 
 HISTORY 
 
 Every building is now provided with five copies of Miss 
 Tappan's American Hero Stories. Upon this book the following 
 outline of work is based. 
 
 C Assignment 
 
 The Story of Columbus; How Magellan found his Way 
 around the World; John Smith, the Father of Virginia. *Sam- 
 ual de Champlain, the Founder of Quebec; Miles Standish, 
 Commander-in-Chief of the Pilgrims. 
 
 B Assignment 
 
 William Penn, Who Founded Pennsylvania; *Peter Stuyve- 
 sant, Last Dutch Governor of New York. The First Day of the 
 Revolution; George Washington, the Young Soldier and A 
 Christmas Surprise. 
 
 A Assignment 
 
 George Rogers Clark, Who Gave Three States to the Union ; 
 John Paul Jones and his Sea Fights for America ; *Daniel Boone, 
 The Kentucky Pioneer; *Lewis and Clark, Who Showed the Way 
 to the Pacific; Oliver Hazard Perry, Who Captured a British 
 Fleet; Abraham Lincoln, Pioneer and President. 
 
 Starred subjects may be considered as optional. Should any 
 school be able to go beyond the assignment, any additional 
 stories may be selected by teacher. 
 
 The assignment as outlined above is intended for schools 
 having a single Division of the Fourth Grade. In schools hav- 
 ing two Divisions, the work of the lower should be given unless 
 the upper Division has already done this work in a previous 
 term, in which case the work of the upper Division should be 
 given. Should this at any time lead to repetition of work by an 
 entire Division, such stories may be selected from the unas- 
 signed portions of the book as will bring to the pupils fresh and 
 interesting material. In all cases the entire school should work 
 together in History. 
 
 GEOGRAPHY 
 C Assignment 
 
 Natural Elementary Geography : Redway and Hinman. Les- 
 sons: 2, 3, 4, 5, 6, 7, *8, *9, 10, 11, *12, 13, 14, 15. 
 
 B Assignment 
 
 Lessons: 16, *17, 18, 19, 20, 21, 22, *23, *24, *25, 26, 27, 28, 
 29, 30.
 
 FOURTH GRADE DIVISIONS 65 
 
 A Assignment 
 
 Lessons: 31, 32, 33, 34, 35, 36, 37. 
 *Topics starred are optional. 
 
 MUSIC 
 
 Classes consisting of one division will take the regular as- 
 signment for such division. 
 
 C and B division classes will take C assignment 
 
 B and A " " " " B 
 
 A and C " " " " B 
 
 When the A division of one grade and the C division of the 
 next grade above are in one class take the work of the lower 
 grade, excepting where a change of text-book occurs, in which 
 case, take the C assignment of the upper grade. 
 
 Do not confine the teaching of part songs to the melody 
 only. All the parts of a part song should be taught in order to 
 convey the proper impression harmonically as well as melodi- 
 cally. Patriotic songs should be sung in unison. 
 
 In two-part work do not allow one part to sing the alto 
 always alternate the parts. Commence each outline on the 
 first of the month. 
 
 Pitch pipes must be used in giving keys for all songs and 
 exercises. Please place key signatures for the nine common 
 keys on the board, also the modulator found on page 15 of the 
 Handbook used in the second grade. The above to be kept on 
 the board throughout the year. Use modulator for interval 
 work daily. 
 
 Memorize "America" and "God Guard Columbia." 
 
 C Assignment 
 
 MELODIC SECOND READER 
 
 Reference, Manual, "Music in the Grades" 
 
 First Month 
 
 Divided Beat, page 77 exercises 127-128 
 page 84 exercise 146 
 page 90 exercise 167 
 Song, page 78. 
 Dotted Note, page 100 exercises 186-187-188 
 
 page 105 exercise 203. 
 Song, page 100.
 
 66 FOURTH GRADE DIVISIONS 
 
 Second Month 
 
 Sharp Four, page 79 exercises 131-132-133 
 page 85 exercise 149 
 page 102 exercises 191-192-193. 
 Song, page 79. 
 Harmonic Minor, page 80 exercises 136-137-138 
 
 page 86 exercises 152-153-154-155-156 
 page 92 exercises 178-179-180 
 page 114 exercises 226-227-228. 
 Song, page 92. 
 
 Third Month 
 
 Flat Seven, page 108 exercises 205-206-207 
 page 114 exercises 221-222-223. 
 
 Song, page 112. 
 Triplet page, 109 exercise 215 
 
 Song, pages 83 and 104. 
 Strengthen Problems previously taught. 
 Teach at least one song a month. 
 
 B Assignment 
 
 First Month 
 
 Divided Beat, page 87 exercise 129 
 page 84 exercise 148 
 page 90 exercise 168. 
 Song, page 84. 
 
 Dotted Note, page 100 exercise 189 
 page 105 exercise 204. 
 Song, page 105. 
 
 Second Month 
 
 Sharp Four, page 79 exercise 134 
 page 85 exercise 150 
 page 102 exercise 194. 
 Song, page 19. 
 
 Harmonic Minor, page 80 exercise 139 
 page 86 exercise 157 
 page 92 exercise 181 
 page 114 exercise 229. 
 Song, 101. 
 
 Third Month 
 
 Flat Seven, page 108 exercise 208 
 page 114 exercise 224. 
 Song, page 112.
 
 FOURTH GRADE DIVISIONS 67 
 
 Triplet, page 109 exercise 216 
 
 page 125 exercise 246 
 
 page 126 exercise 251. 
 Two- Voice Exercises, page 134 exercises 260-261. 
 
 Song, page 117. 
 Teach at least one song a month. 
 
 A Assignment 
 First Month 
 
 Divided Beat, page 77 exercise 130 
 page 84 exercise 147 
 page 90 exercise 169. 
 Song, page 90. 
 
 Dotted Note, page 100 exercise 190 
 page 105 exercise 204. 
 Song, page 105. 
 
 Second Month 
 
 Sharp Four, page 79 exercise 135 
 page 85 exercise 151 
 page 102 exercise 193. 
 Song, page 79. 
 
 Harmonic Minor, page 80 exercise 140 
 page 86 exercise 158 
 page 92 exercise 182 
 page 114 exercise 229. 
 Song, page 102. 
 
 Third Month 
 
 Flat Seven, page 108 exercise 209 
 page 114 exercise 225. 
 Song, page 112. 
 Triplet, page 130 exercise 253. 
 Two- Voice Exercises, page 87 exercise 163 
 
 page 134 exercises 260-261. 
 Songs, pages 107-135. 
 Teach at least one song a month. 
 
 DRAWING AND APPLIED ART 
 
 Fall 
 
 Draw simple fall flowers and bright-colored vegetables. 
 Suggestions: Book 1, pages 15, 18, 19; Book 2, pages 18, 19; 
 Book 3, pages 15, 18, 23; Book 4, pages 20, 24, 27. Crayon and 
 water colors.
 
 68 FOURTH GRADE DIVISIONS 
 
 Draw branches of fruit. Suggestions: Book 2, page 22; 
 Book 3, pages 19, 20; Book 4, page 20. Crayon and water color. 
 
 Make units of design from plant forms. Suggestions : Book 
 6, pages 86, 87; Book 4, pages 89, 90; Book 1, page 58. 
 
 Design borders from plant forms. Suggestions : Book 6, 
 pages 73, 87; Book 1, page 58. Blotter or book marker. 
 
 Winter 
 December 
 
 Construction and applied design Blotter-pads. 
 
 January 
 
 Draw with pencil or crayon objects in different positions. 
 In outline. Suggestions : Book 5, pages 53, 54, 55, 57. 
 
 Draw with pencil or crayon groups of objects. In outline. 
 Suggestions : Book 5, pages 49, 56 ; Book 6, page 46. 
 
 Object-drawing Crayon mass. Suggestions : Book 4, 
 pages 50, 55, 56, 59, 60 ; Book 5, page 44 ; Book 6, pages 43, 48. 
 
 February 
 
 Draw winter trees. Suggestions: Book 1, page 11; Book 
 2, page 7 ; Book 4, page 6 ; Book 5, page 26. 
 
 Winter landscapes Brush or crayon. Use as a background 
 for illustrative work. Suggestions: Book 1, page 11; Book 2, 
 pages, 11, 27; Book 3, page 9; Book 4, pages 8, 9, 10. 
 
 Spring 
 
 Lettering. Suggestions : Book 4, pages 74, 75. Signs. 
 Twigs and flowers. Crayons, water-colors. Suggestions : Book 
 1, pages 22, 23, 25; Book 2, pages 15, 23; Book 3, pages 22, 23, 
 24, 25. Book 4, pages 21, 52; Book 6, pages 17, 20, 21 ; Book 7, 
 pages 19, 27. 
 
 Make a pen-wiper. 
 
 PHYSICAL TRAINING 
 
 C Assignment 
 Lessons I to VI inclusive. 
 Beginning Sept. 5, on lesson I, devote two weeks to each lesson. 
 
 B Assignment 
 Lessons VII to XII inclusive.
 
 FOURTH GRADE DIVISIONS 69 
 
 A Assignment 
 
 Lessons XIII to XVIII inclusive. 
 
 Games to be chosen from syllabus of games. 
 
 Note Whenever possible, conduct all gymnastics and games 
 in the halls, assembly room or playground. 
 
 If the playground is used about half time should be given to 
 games. Here it is essential to take only the corrective exer- 
 cises, which are on the front of the card. 
 
 Where the work must be taken in the classroom, one or two les- 
 sons a week should be spent on games. 
 
 PHYSIOLOGY AND HYGIENE 
 
 See special syllabus of physiology and hygiene.
 
 FIFTH GRADE DIVISIONS 
 
 READING 
 For English and German Pupils Text-Book 
 
 I Part II of the Progressive Fourth Reader contains forty les- 
 
 sons of well selected reading matter. These lessons should 
 be studied for their subject matter, their words, their au- 
 thors, their beautiful expressions, in short, as thoroughly as 
 the minds of pupils can study them. The reading should be 
 expressive of the thought and feeling contained in the selec- 
 tion. 
 
 Teach the children the proper use of the voice how to ex- 
 pel the air column to produce a pure, strong tone without tiring 
 the muscles of the throat. 
 
 II The following General order should be observed in taking up 
 these lessons : 
 
 During the fall term read the three groups Anecdotes of 
 Boys who become Great Men, omitting lesson VI. 
 
 Readings from Whittier. 
 
 Readings from Hawthorne. 
 
 Associate with lesson 1, lesson 26. 
 
 During the winter term read Short Readings from Great 
 Writers, and lessons 34, 35, 36 and 37 from Historical and Patri- 
 otic Selections. 
 
 During the spring term read Readings from Two Great 
 Poets of Nature, Nature Studies, Short Poems, and lessons 6, 38, 
 39, and 40. 
 
 This order is an attempt to fit the subject matter of these 
 lessons to the appropriate season. Teachers should carry this 
 idea farther when possible by arranging to have certain lessons 
 on certain days as Washington, on February 22nd; Boyhood of 
 General Grant, on April 27th ; The Corn Song, on Thanksgiving 
 Day, etc. 
 
 III In addition to the regular reading lesson attention should 
 be given to the Principles of Reading found as introductory mat- 
 ter, pages 5 to 11. In this connection we wish to emphasize the 
 importance of persistent drill under helpful criticism. Children 
 should read good selections many times, but each time better 
 than the preceding. This gives the advantage of drill in good 
 English, which is stored up as an automatic power in the speech 
 organs.
 
 FIFTH GRADE DIVISIONS 71 
 
 SUPPLEMENTARY READING 
 
 Supplementary Reading has a slightly different point of view 
 from the work in the regular reader. The drill feature should be 
 almost wholly eliminated. Children should read for the joy of it. 
 They should be helped through hard places by the teacher with 
 as little interruption in the thought as possible. 
 
 SPELLING 
 
 Two words are to be made prominent in each lesson. 
 Their pronunciation, division into syllables, derivation, phonetic 
 properties, oral and written spelling and meaning, are all to be 
 made clear to pupils. 
 
 The teaching of a new word may be done by using it in a 
 sentence ; by definition or description ; by giving a synonym or 
 the antonym ; by illustration with object, action or drawing, and 
 by etymology. 
 
 Each lesson should have also from eight to twenty subordi- 
 nate words taken from the text-book or composition exercises. 
 Systematic review each Monday should be made of the prominent 
 words taught in this and in the lower grades. Frequent supple- 
 mentary dictation, word-building and phonic exercises should be 
 given. Spell much orally. In oral spelling indicate syllables 
 usually in one of these ways : 
 
 By slight pauses 
 
 By pronunciation of syllables 
 
 By repronunciation of syllables. 
 
 Teach a little daily, test thoughtfully, drill intensively, and 
 follow up words misspelled persistently. 
 
 C Assignment 
 
 Champion Spelling Book, Section III, lessons 1 to 60 inclu- 
 sive; supplementary exercises, 1 to 11 inclusive. 
 
 B Assignment 
 
 Champion Spelling Book, Section III, lessons 61 to 120; sup- 
 plementary exercises 12 to 23 inclusive. 
 
 A Assignment 
 
 Champion Spelling Book, Section III, lessons 121 to 160 in- 
 clusive; Annual Spelling Contest, I, II and III.
 
 72 FIFTH GRADE DIVISIONS 
 
 LANGUAGE AND COMPOSITION 
 
 LANGUAGE 
 All Divisions 
 
 Habits of correct speech must be formed by daily practice 
 and exercises for the correction of common errors should be 
 given daily. 
 
 Oral practice upon the correct forms of verbs commonly 
 used, as "I see it now," "I saw it yesterday," "I have seen it many 
 times." Oral practice upon the correct forms of pronouns com- 
 monly used, as, "It is I," "Is it she?" "Is it he?" 
 
 C Assignment 
 
 Use of capitals, the period, the interrogation point, the com- 
 ma (to separate the word, "Yes" or "No," from the statement 
 which follows it ; to separate words used in a series ; to separate 
 the name of the person addressed from the rest of the sentence), 
 the apostrophe and quotation marks. 
 
 Common abbreviations, Rev., M. D., Col., Capt., Gen., Co. 
 
 Practice in use of correct forms of verbs, see, do, write, sit, 
 run, eat, know, teach. 
 
 Plurals man, woman, child, berry, lily, loaf, shelf. 
 
 Possessives, singular and plural man, child, woman, girl, 
 boy, dove, fly, bee. 
 
 Dictation exercises. 
 
 B Assignment 
 
 Use of capitals, period, interrogation point, the comma (to 
 separate a word from the word which it explains, to separate an 
 unbroken direct quotation from the preceding words in a sen- 
 tence, to separate an unbroken direct quotation from words fol- 
 lowing it in the sentence), the apostrophe and quotation marks. 
 
 Common abbreviations, Gov., Esq., Hon., Supt, Pres. 
 
 Plurals country, lady, cherry, leaf, wolf, half, mouse, sheep. 
 
 Possessives, singular and plural. 
 
 Practice in use of correct forms of verbs throw, draw, fly, 
 bring, blow, grow, burst, lie (to recline), give. 
 
 Dictation exercises. 
 
 A Assignment 
 
 Use of capitals, the period, the interrogation point, the com- 
 ma (to separate the parts of a broken quotation from words not 
 quoted), the apostrophe and quotation marks. 
 
 Plurals and possessives. 
 
 Common abbreviations.
 
 FIFTH GRADE DIVISIONS 73 
 
 Practice in use of correct forms of verbs, rise, buy, lay, take, 
 
 shine, begin, come, sing. 
 Dictation exercises. 
 
 C Assignment 
 COMPOSITION 
 
 Oral and written composition based upon : 
 
 (1) Personal observation of fall flowers, changes in trees, 
 
 dissemination of seeds, migration of birds 
 
 (2) Personal experiences, games and work 
 
 (3) Stories read or told. 
 Letter Writing 
 
 Simple, friendly letters. 
 
 Correctness of form, of spelling and punctuation must be in- 
 sisted upon. 
 Conversation and Discussion 
 
 Courage, truth, unselfishness, duty to parents. 
 Memorizing of Poems and Selections from Poems 
 
 Poems or selections from poems of literary beauty and high 
 moral tone should be taught as an important part of the 
 work in language. 
 
 Poems descriptive of the season will add interest to the 
 study. 
 
 B Assignment 
 Oral and Written Composition based upon : 
 
 (1) Personal observation of birds, trees, snow, ice, clouds 
 
 (2) Personal experience, games and work 
 
 (3) Stories read or told. 
 Letter Writing 
 
 Simple, friendly letters. 
 
 Correctness of form, of spelling and punctuation must be 
 
 insisted upon. 
 Conversation and Discussion 
 
 Respect for the aged, care of public property, patriotism. 
 Memorizing of poems and selections from poems. 
 
 A Assignment 
 Oral and written compositions based upon: 
 
 (1) Personal observation of trees, leaves and flowers 
 
 (2) Personal experiences, games and work 
 
 (3) Stories read or told. 
 
 Letter Writing, as in A and B Assignments 
 Conversation and Discussion 
 
 Good manners, kindness to animals. 
 
 Memorizing of poems or selections from poems.
 
 74 FIFTH GRADE DIVISIONS 
 
 GERMAN 
 
 Lessons marked * are not to be taken by weak classes. 
 C Assignment 
 
 Reading and Conversation Nix's Erstes Deutsches Schul- 
 buch, lessons 52, 55, 58, 61, 64, 67, 70, 73, 126*, 129, 132, 135, 138, 
 142, 145, 149*, 155, 160*. Drittes Lesebuch, Eclectic Series, les- 
 sons 1, 30*, 50, 56, 32*. Lesson 1 to be memorized. 
 
 Talk about objects in the school-room, the school-building, 
 and the yard or garden surrounding it. The teacher and the pu- 
 pil. Correct use of personal pronouns. A room in the city; in 
 the country. (Walther's pictures, plates I and II.) 
 
 Language and Grammar Strong declension of nouns of I, 
 and II, classes with the definite article and the pronouns declined 
 like the definite article. Application of cases in sentences. Con- 
 jugation of haben. 
 
 Translation Oral and written. Chiefly in connection with 
 reading. Teacher's supplementary book, Ahn-Henn, Part II. 
 
 Composition Easy sentences about topics of conversation. 
 
 B Assignment 
 
 Reading Nix's Erstes Deutsches Schulbuch, lessons 53, 56, 
 
 59, 62, 65, 68, 71, 74, 127, 130, 133, 136, 140, 143, 146, 150*, 157*, 
 161*. Drittes Lesebuch, Eclectic Series, lessons 9, 10, 27*, 20, 6. 
 Lesson 20 to be memorized. 
 
 Object-Lessons and Conversation The home of the child; 
 the family father, mother, grandparents, brothers and sisters, 
 relatives, friends, acquaintances, servants. Life in the city; in 
 the country. Furniture in the house ; kitchen utensils and their 
 uses. (Walther's pictures, plates III to VI.) 
 
 Language and Grammar Strong declension of nouns, III, 
 class, conjugation of sein. Normal and inverted order of words 
 in simple sentences. 
 
 Translation Oral and written, based upon reading and ob- 
 ject-lessons. Apply the grammatical forms learned. Ahn-Henn, 
 see first term. 
 
 Composition See C Assignment. 
 
 A Assignment 
 
 Reading Nix's Erstes Deutsches Schulbuch, lessons 54, 57, 
 
 60, 63, 66, 69, 72, 128, 131, 134, 137, 141*, 144*, 147, 151*. Drittes 
 Lesebuch, Eclectic Series, lessons 12, 28, 39, 7*, 24, 33. Lesson 
 33 to be memorized.
 
 FIFTH GRADE DIVISIONS 75 
 
 Object-Lessons and Conversation The child's home contin- 
 ued living-room, bed-room, parlor, kitchen, cellar use of these 
 apartments. The yard, the barn, the stable. The garden in 
 spring, in autumn. Implements used in gardening. (Walther's 
 pictures, plates VII to XL) 
 
 Language and Grammar Conjugation of weak verb, indica- 
 tive active. The simple sentence: subject and predicate. 
 
 Translation See B Assignment. 
 
 Composition See C Assignment. 
 
 WRITING 
 
 Blackboard writing 
 Regular movement drills 
 Carefully conducted speed tests 
 Spencer's Practical Writing Book No. 5. 
 
 ARITHMETIC 
 C Assignment 
 
 Fundamental operations reviewed to secure rapidity and 
 accuracy. 
 
 Review notation and numeration to millions with many 
 vacant orders. 
 
 Review fractional parts of one hundred, halves, fourths, 
 eighths, and thirds. 
 
 Review fractions; in addition and subtraction, fractions 
 having the same denominator used first. Second, fractions one 
 of whose denominator is a multiple of the other. Teach frac- 
 tions whose common denominator can easily be found by inspec- 
 tion. All fractional work in its initial stages taught by the use of 
 diagrams. Pages 80, 81, 82. 
 
 Frequent exercises in the use of denominate numbers to pro- 
 mote facility in the use of the multiplication table. Reductions 
 only. 
 
 Scale drawing, square measure. 
 
 Form study. 
 
 The assignment covers the first 31 pages of the Rational 
 Arithmetic. 
 
 B Assignment 
 
 The B Assignment in Arithmetic extends to page 71 in Ra- 
 tional Arithmetic. 
 
 In fractions, pupils should specialize within the limit of text 
 in the following processes until they are skillful in their use : 
 
 Reduction of integers and mixed numbers to fractions
 
 76 FIFTH GRADE DIVISIONS 
 
 Reduction of improper fractions to integers or mixed num- 
 bers 
 
 Addition and subtraction of mixed numbers 
 Reduction of fractions to higher or lower terms 
 The work of this last topic should be especially thorough, 
 as addition, subtraction and division of fractions usually in- 
 volve one or both processes. 
 
 Denominate numbers. The work here outlined should be 
 extended to cover all the tables of denominate numbers in the 
 text. 
 
 In area make frequent use of the diagram in order that the 
 pupil may understand the meaning of the process. Teach the 
 square inch, foot, etc., as the unit of measure in area ; the cubic 
 inch, foot or yard in volume. 
 
 Pupils should be led to see that reduction of denominate 
 numbers ascending or descending is analogous to reducing frac- 
 tions to lower and higher terms. 
 
 Oral and mental arithmetic should be given daily in abstract 
 and concrete problems. 
 
 The assignment includes business applications, form study 
 and problems in measurement within the limit assigned. 
 
 A Assignment 
 
 Give special attention to reading and writing numbers to 
 millions; in decimal notation, tenths, hundredths, and thou- 
 sandths. 
 
 *Unify the work in area with the plans for school and home 
 gardens ; utilize every opportunity for basing problems upon 
 real conditions. 
 
 Give special attention to addition, subtraction, and multipli- 
 cation and *division of decimal fractions. 
 
 Emphasize the use of the common aliquot parts of one hun- 
 dred and their decimal equivalents. 
 
 Drill thoroughly on tables in denominate numbers. 
 
 In the written work require careful arrangement, brief, ac- 
 curate statements as well as results. 
 
 Give attention to multiplication and *simple division of com- 
 mon fractions in this term. 
 
 The advance work of arithmetic will extend to page 95. 
 *Pages 95-99. 
 
 *Topics starred are optional. 
 
 Note Freedom is given in the use of problems in either term's 
 assignments that are applicable to principles being taught 
 in any other term, within the limit of the Fifth Grade 
 work.
 
 FIFTH GRADE DIVISIONS 77 
 
 HISTORY 
 C Assignment 
 
 U. S. History, 12 weeks. Text: First Book in American 
 History, Eggleston, pp. 1-35. Municipal Civics, 3 weeks. De- 
 partment of Public Safety, Department of Police. See Good Cit- 
 izenship, pp. 1-29 and 55-76. 
 
 B Assignment 
 
 U. S. History, 9 weeks, Eggleston, pp. *35-42, 42-67. 
 Municipal Civics, 3 weeks, Department of Public Safety, Fire 
 Department. See Good Citizenship, pp. 30-54 and 76-102. 
 
 A Assignment 
 
 U. S. History, 9 weeks, Eggleston, pp. *67-79, 79-101. Mu- 
 nicipal Civics, 3 weeks, Department of Public Service, Depart- 
 ment of Parks, of Street Cleaning, of Garbage, and of Health. 
 See Good Citizenship, pp. 103-138 and 139-189. 
 
 * Topics starred are optional. - 
 
 Remarks The above assignment has in view. a single grade in 
 a room. Should there be two grades, give the work of the 
 lower unless that would lead to a repetition of this work 
 by the upper grade, in which case give both grades the 
 upper work. Should any other complication arise, consult 
 the Supervisor of this subject. In all cases the school 
 should work as a whole in History. 
 
 GEOGRAPHY 
 C Assignment 
 
 Natural Elementary Geography. Lessons: 38, 39, 40, Cor- 
 relations and Comparisons, 41, 42, 43, 44, 45, 35, *47, *48, Corre- 
 lations and Comparisons. 
 
 B Assignment 
 
 Lessons: 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, *62, 
 Correlations and Comparisons. 
 
 A Assignment 
 
 Lessons: 63, 64, 65, 66, 67, 68, 69, 70, *71, *72, Correlations 
 and Comparisons, 74, 64, 76, *77, *78, *79, *80, *81, *82, *83, 
 *84. 
 
 * Topics starred are optional.
 
 78 FIFTH GRADE DIVISIONS 
 
 MUSIC 
 
 Classes consisting- of one division, will take the regular as- 
 signment for such division. 
 
 C and B division classes will take C Assignment 
 B and A division classes will take B Assignment 
 A and C division classes will take B Assignment 
 
 When the A division of one grade and the C division of the 
 next grade above are in one class, take the work of the lower 
 grade, excepting where a change of text book occurs, in which 
 case, take the C Assignment of the upper grade. 
 
 Do not confine the teaching of part songs to the melody 
 only. All the parts of a part song should be taught to convey 
 the proper impression harmonically as well as melodically. Pa- 
 triotic songs should be sung in unison. Memorize "America," 
 "God Guard Columbia," "Columbia, the Gem of the Ocean," 
 "The Star Spangled Banner," verses 1-4. 
 
 Commence each outline on the first of the month. Pitch 
 pipes must be used in giving key for all songs and exercises. 
 Put special emphasis on tests in SIGHT READING, and give 
 drill in key signatures and two-voice work. 
 
 C Assignment 
 
 MELODIC THIRD READER 
 
 Reference, Manual, "Music in the Grades." 
 
 First Month 
 Divided Beat, page 14 exercise 2 
 
 page 15 exercise, Melody in Sight Reading 
 page 27 exercise 21 
 page 91 exercise 112. 
 Songs, pages 4-6-15-30. 
 Dotted Note, page 14 exercise 3 
 
 page 35 exercises 33-34 
 page 39 exercise, Mozart 
 Second Month 
 
 Chromatics, page 19 exercises 11-12 
 page 29 exercise 22 
 page 39, exercises 39 thro. 40 
 page 52 exercise 52. 
 Songs, pages 12-18. 
 
 Harmonic Minor Scale, page 22 exercises 15-16-17 
 
 page 31 exercises 26-27-28 
 page 59 exercises 61-62-63 
 page 66 exercise 77. 
 Song, page 31.
 
 FIFTH GRADE DIVISIONS 79 
 
 Third Month 
 
 Two Voice, page 33 exercise 31 
 page 37 exercise 37 
 page 53 exercise 54 
 Songs, pages 23-63. 
 Triplet, page 53 exercises 57-58 
 
 page 69 exercise 80. 
 Teach at least one song a month. 
 
 B Assignment 
 First Month 
 
 Divided Beat, page 14 exercise 2 
 page 17 exercise 8 
 page 27 exercise 21 
 page 91 exercise 112. 
 Songs, pages 78-62-57. 
 Dotted Notes, page 14 exercise 3 
 
 page 35 exercises 33-34 
 page 47 exercise 47. 
 Song, page 47. 
 
 Second Month 
 
 Chromatics, page 19 exercise 13 
 page 29 exercise 23 
 page 64 exercise 73 
 page 52 exercise 52. 
 Songs, pages 73-50. 
 
 Harmonic Minor Scale, page 22 exercise 18 
 
 page 31 exercise 29 
 page 59 exercise 64. 
 Song, page 59. 
 
 Third Month 
 
 Two- Voice, page 23 exercise 19 
 page 32 Solfeggio 
 page 46 exercise 46 
 page 85 exercise 105. 
 Songs, pages 52-65-34. 
 Triplet, page 53 exercises 57-58 
 
 page 59 exercise 80. 
 Song, page 77. 
 Teach at least one song a month.
 
 80 FIFTH GRADE DIVISIONS 
 
 A Assignment 
 
 First Month 
 
 Divided Beat, page 14 exercise 2 
 page 17 exercise 9 
 page 27 exercise 21 
 page 91 exercise 112. 
 Song, page 28, "The Moon." 
 Dotted Note, page 14 exercise 3 
 
 page 35 exercise 33-34 
 page 47 exercise 48. 
 
 Second Month 
 
 Chromatics, page 19 exercise 14 
 
 page 29 exercise 23 
 
 page 64 exercise 74 
 
 page 52 exercise 52. 
 
 Song, page 58. 
 
 Harmonic Minor Scale, page 22 exercise 18 
 
 page 31 exercise 30 
 page 59 exercise 64. 
 Song, page 66. 
 
 Third Month 
 
 Two- Voice, page 23 exercise 19 
 
 page 32 exercise Solfeggio 
 page 46 exercise 46 
 page 85 exercise 104. 
 Triplet, page 53 exercise 57 
 
 page 77 exercise 89. 
 Song, page 26. 
 Teach at least one song a month. 
 
 DRAWING AND APPLIED ART 
 Fall 
 
 Draw flowers, fruit, seed-pods. Crayon or brush. Sugges- 
 tions: Book 5, pages 17, 22, 24, 25, 26; Book 6, pages 17, 18, 19, 
 20, 22, 23 ; Book 7, pages 19, 20, 22, 23. 
 
 Make units of design from plant forms. Suggestions : Book 
 5, pages 86, 90; Book 6, pages 67, 73, 75, 85, 86, 87, 92; Book 7, 
 pages 22, 99, 115, 116. 
 
 Make a cover for a quotation-book. Use a border as deco- 
 ration.
 
 FIFTH GRADE DIVISIONS 81 
 
 Winter 
 December 
 Construct a simple object. 
 
 January and February 
 
 Draw with crayon or pencil objects in different positions. 
 In outline. Suggestions: Book 5, pages 53, 54, 55, 57. 
 
 Draw with crayon or pencil groups of objects. In outline. 
 Suggestions: Book 5, pages 49, 56; Book 6, page 46. Outline 
 drawings may be finished with brush and ink. Suggestions: 
 Book 7, pages 48, 49. 
 
 Object drawing. Crayon mass. Suggestions: Book 4, 
 page 50 ; Book 5, page 44 ; Book 6, pages 43, 48. 
 
 Spring 
 March 
 
 Lettering. Suggestions: Book 5, pages 69, 70; Book 4, 
 pages 74, 75. Make a book-cover, signs, etc. 
 
 April and May 
 
 Draw birds. Suggestions : Book 6, page 38 ; Book 5, page 32. 
 
 Draw boats. Suggestions: Book 6, page 10; Book 5, page 9. 
 
 Trees, twigs, and flowers. Crayon or brush. Suggestions: 
 Book 5, pages 17, 19, 21, 22, 26; Book 6, pages 17, 20, 21, 26, 86; 
 Book 7, pages 19, 25, 27. 
 
 MANUAL TRAINING 
 KNIFEWORK BOYS 
 
 Equipment 
 
 Knife, square, rule, compass, awl. 
 Drawing 
 
 Working drawing and sketching in connection with the 
 
 projects constructed. 
 Design 
 
 Applied in outline, surface decoration and color. 
 
 C Assignment 
 Envelope, garden label, puzzle, pencil sharpener. 
 
 B Assignment 
 Yarn winder, dough spade, pen rack. 
 
 A Assignment 
 
 Photograph stand, note file, boat. 
 Parallel and supplementary lessons are planned.
 
 82 FIFTH GRADE DIVISIONS 
 
 SEWING GIRLS 
 C Assignment 
 Sewing Bag 
 
 Some study of textiles, warp and woof threads, selvedges. 
 
 The story of the flax. 
 
 Measurements : Y^ yd. ^4 m - /4 m - /^ in. 
 
 Stitches : Basting, overhanding, hemming, running, back, 
 
 outline. 
 
 Printing: The initials of the pupil. 
 
 Suggestions for Christmas : Make a small bag of ribbon or 
 
 silk. 
 
 B Assignment 
 
 Flannel Skirt 
 
 Measurements: Each pupil is measured by another pupil 
 for length of skirt and band. Directions for cutting are to 
 be given the class, after which, each girl cuts her own skirt. 
 New stitches : Gathering, catch stitch, feather stitch, button 
 hole. 
 
 A Assignment 
 
 Flannel Skirt 
 
 The skirt should be finished by the middle of April. 
 Mending 
 
 Patches : Hem, overhand, catch stitch. 
 Darning. 
 
 PHYSICAL TRAINING 
 C Assignment 
 
 Lessons I to VI inclusive. 
 
 Beginning Sept. 5, on lesson I, devote two weeks to each 
 lesson. 
 
 B Assignment 
 Lessons VII to XII inclusive. 
 
 A Assignment 
 
 Lessons XIII to XVIII inclusive. 
 Games as contained in syllabus of games.
 
 FIFTH GRADE DIVISIONS 83 
 
 Note Whenever possible, conduct all gymnastics and games in 
 the halls, assembly room or playground. If the play- 
 ground is used, about half time should be given games. 
 Here it is essential, to take only the corrective exercises 
 which are on the front of the card. Where the work must 
 be taken in the classroom, one or two lessons a week 
 should be spent on games. 
 
 PHYSIOLOGY AND HYGIENE 
 See special syllabus of physiology and hygiene.
 
 SIXTH GRADE DIVISIONS 
 
 SPELLING 
 
 Two words are made prominent in each lesson. Their pro- 
 nunciation, division into syllables, derivation, phonetic proper- 
 ties, oral and written spelling and meaning, are all to be made 
 clear to pupils. 
 
 The teaching of a new word may be done by using it in a 
 sentence ; by definition or description ; by giving a synonym or 
 the antonym; by illustration with object, action or drawing, and 
 by etymology. 
 
 Each lesson should have also from eight to twenty subor- 
 dinate words taken from the text-book or composition 
 exercises. Systematic review each Monday should be 
 made of the prominent words taught in this and in the lower 
 grades. Frequent supplementary dictation, word-building and 
 phonic exercises should be given. Spell much orally. In oral 
 spelling indicate syllables usually in one of these ways : 
 By slight pauses 
 By pronunciation of syllables 
 By repronunciation of syllables. 
 
 Teach a little daily, test thoughtfully, drill intensively, and 
 follow up words misspelled persistently. 
 
 C Assignment 
 
 Champion Spelling Book, Section IV, lessons 1 to 60 in- 
 clusive; supplementary exercises, 1 to 12 inclusive. 
 
 B Assignment 
 
 Champion Spelling Book, Section IV, lessons 61 to 120 in- 
 clusive; supplementary exercises 13 to 25 inclusive. 
 
 A Assignment 
 
 Champion Spelling Book, Section IV, lessons 121 to 160 in- 
 clusive; Annual Spelling Contest, I, II, III, and IV. 
 
 LANGUAGE AND COMPOSITION 
 
 C Assignment 
 
 LANGUAGE 
 
 Capitalization ,punctuation, language, formation of plurals 
 and possessives.
 
 SIXTH GRADE DIVISIONS 85 
 
 Subject, predicate, noun, pronoun, classification of sentences. 
 Daily exercise in writing from dictation. 
 Daily oral practice upon correct forms of verbs and pro- 
 nouns commonly used. 
 
 COMPOSITION 
 Oral and written compositions based upon: 
 
 1 PERSONAL OBSERVATION 
 
 Fall Changes in trees, dissemination of seeds, migration of 
 
 birds. 
 
 Winter Snow, ice, clouds, birds, trees 
 Spring Birds and their nests. 
 
 2 PERSONAL EXPERIENCE 
 
 3 STORIES READ OR TOLD 
 
 Letter Writing 
 
 Informal, friendly letters 
 
 Letters of courtesy 
 
 Correctness of form, of spelling and punctuation must be 
 
 insisted upon. 
 
 Conversation and Discussion 
 
 Truth, obedience, duty to parents. 
 
 Memorizing of poems 
 
 Poems or selections from poems of literary beauty or high 
 moral tone should be taught as an important part of the 
 work in language. Poems descriptive of the season or bear- 
 ing upon any subject discussed in the composition work will 
 add interest to the study. 
 
 B Assignment 
 LANGUAGE 
 
 Capitalization, punctuation, formation of plurals and posses- 
 sives. 
 
 Verb, adjective, adverb, preposition. 
 
 Daily oral practice upon correct forms of verbs and pro- 
 nouns commonly used. 
 
 Daily exercise in writing from dictation. 
 
 COMPOSITION 
 Oral and written compositions based upon : 
 
 1 PERSONAL OBSERVATION 
 
 Fall Changes in trees, dissemination of seeds, migration of 
 
 birds 
 
 Winter Snow, ice, clouds, birds, trees 
 Spring Birds and their nests.
 
 86 SIXTH GRADE DIVISIONS 
 
 2 PERSONAL EXPERIENCE 
 
 3 STORIES READ OR TOLD 
 
 Letter Writing 
 
 Business letters 
 
 Practice in writing applications for positions, advertise- 
 ments, answers to advertisements and mail orders 
 Correctness of form, of spelling and punctuation must be in- 
 sisted upon. 
 
 Conversation and Discussion 
 
 Faithfulness, loyalty, justice. 
 
 Memorizing of poems or selections from poems. 
 
 A Assignment 
 LANGUAGE 
 
 Capitalization, punctuation, formation of plurals and posses- 
 sives. 
 
 Conjunction; interjection. Review other parts of speech. 
 
 Daily oral practice upon correct forms of verbs and pro- 
 nouns commonly used. 
 
 Daily exercise in writing from dictation. 
 
 COMPOSITION 
 Oral and written compositions based upon : 
 
 1 PERSONAL OBSERVATION 
 
 Fall Changes in trees, dissemination of seeds, migration of 
 
 birds 
 
 Winter Snow, ice, clouds, birds, trees 
 
 Spring Birds and their nests. 
 
 2 PERSONAL EXPERIENCE 
 
 3 STORIES READ OR TOLD 
 
 Letter Writing 
 
 Informal, friendly letters 
 
 Business letters 
 
 Letters of courtesy. 
 Conversation and Discussion 
 
 Respect for the aged, care of public property, good manners. 
 Memorizing of poems or selections from poems. 
 
 GERMAN 
 C Assignment 
 
 Reading Drittes Lesebuch, Eclectic Series. For careful 
 reading and discussion, lessons 2, 14, 25, 37, 46, 50, 52, 74, 77.
 
 SIXTH GRADE DIVISIONS 87 
 
 For rapid reading, lessons 18, 82, 85, 107, 113. Lessons 52 and 
 74 to be memorized. 
 
 Object-Lessons and Conversation Life in the country 
 compared with life in the city. The village, the surrounding 
 fields, meadows, pastures, and forests. The fields in spring, 
 summer, and autumn. Agricultural implements. (Walther's 
 pictures, plates XII to XVI, also plate XXIII.) Discussion of 
 reading matter. 
 
 Language and Grammar Review of conjugation of aux- 
 iliary and weak verbs. Conjugation of werden. Weak and 
 mixed declension of nouns. Declension of nouns with indefinite 
 article and pronouns declined like it. The simple sentence 
 subject, predicate, direct, and indirect object. 
 
 Translation Oral and written. Continued application of 
 declensions and conjugations. Supplementary book for teachers, 
 Ahn-Henn, Part Two. 
 
 Composition Writing of short stories and descriptions, 
 topics to be taken from object-lessons and conversation work. 
 
 B Assignment 
 
 Reading Drittes Lesebuch, Eclectic Series. For careful 
 reading and discussion, lessons 11, 15, 21, 26, 40, 45, 55, 65, 66, 90. 
 For rapid reading, lessons 22, 60, 80, 93, 94. Lessons 11 and 90 
 to be memorized. 
 
 Object-Lessons and Conversation The city; life in the 
 city the streets, houses, public buildings, churches, bridges, 
 stores, factories, depots, etc. The market-place. Life in the 
 street, transportation of people, of goods. Erection of buildings. 
 (Walther's pictures, plates XVII to XXIV.) 
 
 Language and Grammar Weak, strong, and mixed declen- 
 sion of adjectives. Arrangement of objective and adverbial ele- 
 ments in the sentence. 
 
 Translation Oral and written. See first term. 
 
 Composition See C Assignment. 
 
 A Assignment 
 
 Reading Drittes Lesebuch, Eclectic Series. For careful 
 reading and discussion, lessons 13, 19, 23, 34, 44, 48, 62, 67, 95, 
 110. For rapid reading, lessons 16, 29, 57, 58, 69. Lesson 67 
 to be memorized. 
 
 Object-Lessons and Conversation The water: ocean, 
 lakes, rivers, brooks, springs. Life in and on the water. The 
 railroads. Mail-service, the mail-coach. The forests culture, 
 use, inhabitants. (Walther's pictures, plates XXII, XXX, 
 XXIV, XXV, XXVI.)
 
 SIXTH GRADE DIVISIONS 
 
 Language and Grammar Comparison of adjectives reg- 
 ular. Conjugation of strong verbs, indicative active. The teacher 
 may follow sections 231-232 of Joynes-Meissner's German Gram- 
 mar. 
 
 Translation See C Assignment. 
 
 Composition See C Assignment. 
 
 WRITING 
 
 Rapid forearm movement exercises 
 Speed tests 
 
 Uniformity in size, slant and spacing 
 Spencer's Practical Writing Book No. 6. 
 
 ARITHMETIC 
 C Assignment 
 
 Note Mental and oral arithmetic should be given daily for about 
 one-fourth of the recitation period, usually preceding the 
 other work. It should have a fourfold aim : 
 To keep up a continuous review of essential processes in 
 order to insure accuracy and facility 
 To introduce new principles which are to be developed 
 To give sufficient drill upon principles which have been pre- 
 sented to the class, in order that pupils may have much prac- 
 tice and become skillful in their use 
 
 To give exercises designed to control large numbers 
 mentally 
 
 Notation and numeration of integers. 
 Teach greatest common divisor and least common multiple. 
 
 The special topics assigned for the first term will be com- 
 mon and decimal fractions, with such general application of 
 fundamental processes as are indicated within the limit of the 
 assignment. 
 
 The advance work in arithmetic will extend from page 99 
 to page 152 in Rational Arithmetic. 
 
 Review reduction, addition, subtraction and multiplication 
 of common fractions. 
 
 Give many problems in area based upon measurement of 
 school rooms, halls, school buildings and school yards. 
 Dubbs' Mental as needed. 
 
 B Assignment 
 
 The assignment for the second term will extend to page 187, 
 division of fractions. 
 
 The special topics for the second term will include equa- 
 tion, area, volume and common fractions.
 
 SIXTH GRADE DIVISIONS 89 
 
 Area compared to area of triangles. 
 
 The application of these processes will give frequent oppor- 
 tunity for the making of original problems by the pupils. 
 
 Extend the work in fractions and sum up in definitions, 
 terms and processes used. 
 
 A Assignment 
 
 The assignment will extend to page 212, paragraph 82, in 
 Rational Arithmetic. Pages 213-223 are to be omitted. 
 
 The study of percentage within the limits of these pages. 
 
 Review multiplication and division of decimal fractions. 
 
 Division of common fractions, pages 187-192. 
 
 Give special attention to decimal notation. 
 
 Unify work in area and volume with school and home gar- 
 dens. 
 
 Special attention should be given to the analysis of concrete 
 fractional examples during the three terms. 
 
 Note In problems requiring several operations or steps it is 
 well to first indicate the operations by means of signs. 
 
 Dubbs' Mental (Complete) Arithmetic to page 98. Schools 
 may study selections on other pages of this book for drill in 
 common fractions. 
 
 Dubbs' Mental, pages 163 to 167 inclusive, for drill in I 
 case of percentage. 
 
 *Topics starred are optional. 
 
 HISTORY 
 C Assignment 
 
 U. S. History, Text, Eggleston, pp. 102-133. Also story of 
 Gutenberg and the Invention of Printing. Municipal Civics, 
 Department of Public Service : Department of Health and Water 
 Works. 
 
 B Assignment 
 
 U. S. History, Eggleston, pp. 134-161 ; also invention of 
 steam engine, locomotive and sewing machine. Municipal 
 Civics, Mayor and Council. 
 
 A Assignment 
 
 U. S. History, Eggleston, pp. 161-200. Also story of inven- 
 tion of electric light and telephone. Municipal Civics, Treasurer 
 and Auditor.
 
 90 SIXTH GRADE DIVISIONS 
 
 GEOGRAPHY 
 C Assignment 
 
 Natural Advanced Geography, pp. 5-7, 23-25, 45-54, omit- 
 ting Climate, 55-57. See Carpenter's North America, pp. 14- 
 45, 62-65. 
 
 Carpenter's North America, pp. 9-14, 76-99. 
 
 Special attention in proper relation to quarrying, ship-build- 
 ing and shipping and the manufacture of woolen and cotton 
 goods. 
 
 In addition to Capital, learn one or two important cities of 
 each state. 
 
 B Assignment 
 
 Natural Advanced Geography, from page 66 to Ohio on 
 page 72. Ohio Supplement pp. 1-7, including first column on 
 p. 7, also pp. 73 (Indiana) to 83 inclusive. 
 
 Special attention in proper relation to cotton and tobacco 
 growing, corn and wheat raising, milling, stock raising and 
 meat packing, lumbering, coal mining, and manufacture of iron. 
 
 Carpenter's North America, pp. 45-76, 99-235. 
 
 Learn Capital and one or two of the principal cities of each 
 state. 
 
 A Assignment 
 
 Natural Advanced Geography, pp. 85-99. 
 Make study of Central America and West Indies optional. 
 Use Bulletin, pp. III-IVB as reading matter. 
 Carpenter's Europe, 235-352. 
 
 Intensive study in proper relation of gold and silver min- 
 ing, fruit growing and shipping, and fishing. 
 
 Learn in addition to Capital, one or two cities of each state. 
 
 MUSIC 
 
 Classes consisting of one division will take the regular 
 assignment for such division. 
 
 C and B division classes will take C assignment 
 
 B and A " " " " B 
 
 A and C " " " " B 
 
 When the A division of one grade and the C division of the 
 next grade above are in one class take the work of the lower 
 grade, excepting where a change of text book occurs, in which 
 case, take the C assignment of the upper grade. 
 
 Do not confine the teaching of part songs to the . melody
 
 SIXTH GRADE DIVISIONS 91 
 
 only. All the parts of a part song should be taught to convey 
 the proper impression harmonically as well as melodically. Pa- 
 triotic songs should be sung in unison. Memorize "America," 
 "God Guard Columbia," "Columbia, the Gem of the Ocean," 
 "The Star Spangled Banner," verses 1 and 4. 
 
 The Signatures of all major keys should be memorized 
 together with their relative minors. Commence each outline on 
 the first of the month. Pitch pipe must be used in giving key 
 for all songs and exercises. Put special emphasis on tests in 
 Sight Reading and give drill in key signatures and three- 
 voice work. 
 
 C Assignment 
 
 MELODIC THIRD READER 
 
 Reference, Manual, "Music in the Grades." 
 First Month 
 
 Dotted Note, page 156 exercise 198 
 
 Songs, pages 105-162. 
 
 Chromatics, page 116 exercises 133 thro 136 
 page 130 exercises 148 thro 151 
 page 141 exercise, Carl Reinecke 
 page 149 exercises 185-186-187. 
 Songs, pages 102-106-108. 
 
 Second Month 
 Melodic Minor Scale, page 119 exercise 139 
 
 page 132 exercises 153-154-155 
 page 148 exercise 181. 
 Two Voice, page 133 exercise 160 
 page 143 exercise 173 
 page 152 exercise 195. 
 Song, page 174. 
 
 Third Month 
 
 Three Voice, page 113 exercises 125 thro. 128 
 page 127 exercise 147 
 page 133 exercise 161 
 page 143 exercise 172. 
 Song, page 115. 
 Teach at least one song a month. 
 
 B Assignment 
 First Month 
 
 Dotted note, page 156 exercise 199. 
 Chromatics, page 116 Solfeggio
 
 92 SIXTH GRADE DIVISIONS 
 
 page 130 exercise 152 
 page 157 exercise 203 
 page 159 exercise 205. 
 Songs, pages 150-152-153. 
 
 Second Month 
 
 Melodic Minor Scale, page 119 exercise 139 
 page 132 exercise 156 
 page 148 exercise 182. 
 Song, page 132. 
 
 Two Voice, page 122 exercise Solfeggio 
 
 page 113 exercises 125 thro 128 
 page 119 exercise 137. 
 Song, page 111. 
 
 Third Month 
 
 Three Voice, page 134 exercise 162 
 page 143 exercise 174 
 page 148 exercise 179 
 page 155 exercise 197 
 page 157 exercise 202. 
 
 Songs, pages 156, 118. 
 
 Teach at least one song a month. 
 
 A Assignment 
 
 First Month 
 
 Three Voice, page 119 exercise 138 
 
 page 139 exercise 167 
 
 page 148 exercise 180 
 Songs, pages 131-121. 
 
 Second Month 
 
 Three Voice, page 149 exercise 191 
 page 150 exercise 193 
 page 152 exercise 196. 
 Songs, pages 177-135. 
 
 Third Month 
 
 Three Voice, page 155 exercise 197 
 page 168 exercise 206 
 page 176 exercise 217. 
 Songs, pages 179-136. 
 Teach at least one song a month.
 
 SIXTH GRADE DIVISIONS 93 
 
 DRAWING AND APPLIED ART 
 Fall 
 
 Draw flowers, fruit and seed-pods. Pencil, suggestions: 
 Book 5, pages 17, 19, 20, 21, 22, 26; Book 6, pages 20, 22, 73, 
 86; Book 7, pages 22, 25, 27. 
 
 Make units of design from plant forms. Suggestions: Book 
 5, pages 86, 90; Book 6, pages 67, 73, 75, 85, 86, 87, 92; Book 7, 
 pages 22, 99, 115, 116. Arrange a sheet of these units. Save. 
 
 Make a book cover. Use a corner decoration. The corner 
 design can be utilized in the manual training department; save 
 the stencils. 
 
 Winter 
 December 
 
 Picture-study Corot. 
 
 Make a Corot calendar or book cover. Use a surface cov- 
 ering as decoration. 
 
 January and February 
 
 Picture-study Corot, Rousseau, Daubigny. 
 
 Make a picture-study booklet. Letter the cover. 
 
 Draw with pencil objects in different positions. In outline. 
 Suggestions : Book 5, pages 53, 54, 55, 57 ; Book 6, pages 43, 45, 
 46, 47, 52, 53, 54, 55, 56. 
 
 Outline drawings may be finished with brush and ink. Sug- 
 gestions : Book 6, page 47 ; Book 7, page 48. 
 
 Draw with pencil groups of objects. In outline. Sugges- 
 tions : Book 5, pages 49, 56 ; Book 6, page 46. 
 
 Spring 
 
 Mass drawing of objects. Pencil. First sketch lightly. 
 Suggestions : Book 5, page 44 ; Book 6, pages 43, 48 ; Book 7, 
 pages 45, 47. 
 
 Draw birds. Suggestions : Book 6, page 38 ; Book 5, page 32. 
 
 Draw boats. Suggestions: Book 6, page 10; Book 5, page 9. 
 
 Trees, twigs and flowers. Brush or pencil. Suggestions: 
 Book 5, pages 17, 19, 21, 22, 26; Book 6, pages 6, 17, 20, 21, 26, 
 86 ; Book 7, pages 7, 9, 19, 25, 27. 
 
 MANUAL TRAINING 
 
 KNIFEWORK BOYS 
 Equipment 
 
 Knife, square, rule, compass, awl. 
 Drawing
 
 94 SIXTH GRADE DIVISIONS 
 
 Working drawing and sketching in connection with the proj- 
 ects constructed. 
 Design 
 
 Applied in outline, surface decoration and color. 
 
 C Assignment 
 Envelope, parcel carrier, calendar. 
 
 B Assignment 
 Cat stick, cat, awl handle. 
 
 A Assignment 
 Match box, key rack. 
 Parallel and supplementary lessons are provided. 
 
 SEWING GIRLS 
 
 The sewing in this grade is the making of the personal equip- 
 ment for domestic science in the seventh grade. Some study of 
 textiles should be continued. 
 
 C Assignment 
 Dish Cloth 
 
 Measurements: 12 in., 1-4 in., 4 in. 
 
 French or Napery hem. 
 
 Stitches : Overhanding, back, outline. 
 
 Printing : First initial of the pupil and last name in full. 
 
 Dish Towel 
 
 The same as the dish cloth, excepting the measurement of 
 1 yard in place of 12 inches. Repetition of the same prob- 
 lem gives opportunity for more independent work on the 
 part of the pupil, a better quality of work and increase in 
 speed. 
 
 Cuffs 
 
 Measurements : Each pupil is measured by another pupil for 
 length and width. Directions should be given to the entire 
 class. 
 
 Stitches: Basting, running, back, half back, hemming, out- 
 line. 
 Printing: First initial and last name in full. 
 
 B Assignment 
 Apron 
 
 Measurements: Each pupil is measured by another pupil 
 according to directions. 
 
 Stitches: Basting, running, back, hemming, gathering, over- 
 handing, outline, button hole. 
 Printing: First initial of the pupil and last name in full.
 
 SIXTH GRADE DIVISIONS 95 
 
 A Assignment 
 
 Cap 
 
 There are no new stitches in the cap. The aim should be to 
 improve the quality of the work and to increase the speed. 
 Mending 
 
 Review of the different kinds of patches and darning. 
 
 PHYSICAL TRAINING 
 C Assignment 
 
 Lessons I to VI inclusive. 
 
 Beginning Sept. 5, on lesson I, devote two weeks to each 
 lesson. 
 
 B Assignment 
 Lessons VII to XII inclusive. 
 
 A Assignment 
 
 Lessons XIII to XVIII inclusive. 
 
 Games as contained in syllabus of games. 
 
 Note Whenever possible conduct all gymnastics and 
 games in the halls, assembly room or playground. If the play- 
 ground is used about half time should be given to games. Here 
 it is essential to take only the corrective exercises, which are on 
 the front of the card. When the work must be taken in the 
 classroom, one or two lessons a week should be spent in games. 
 
 PHYSIOLOGY AND HYGIENE 
 
 See special syllabus of physiology and hygiene.
 
 SEVENTH GRADE DIVISIONS 
 
 READING 
 
 For English and German pupils Text Book 
 I Study with pupils the "Suggestions on Vocal Training" 
 found as introductory to Part I of the Progressive Fifth 
 Reader. See that each pupil can give accurately the various 
 elementary sounds, vocal, subvocal, and aspirate. Aim to 
 cultivate throughout the year purity of tone and flexibility 
 of voice. Teach pupils how to use the diaphragm in breath- 
 ing, especially in expelling the air column in speaking, 
 reading and singing. 
 
 II Part I of our Fifth Reader contains 50 lessons, including 
 introductory matter. Three forty-minute periods set apart 
 in the time table for text-book reading would seem sufficient 
 to enable a very good school to complete the whole of Part 
 I within the year. The following lessons are indicated as 
 the average requirement. They should be taken up in the 
 order given: 2, 3, 14, *18, 26, *31, *36, 44, *46, 4, 16, 17, *19, 
 27, *32, 37, *40, 5, 6, *7, 21, 23, 28, *34, *43, 8, 9, 22, 24, 
 29, *30, *46, *35, *11, *12, *20, 25. 
 
 III Starred lessons may be omitted in schools in which the pu- 
 pils are somewhat backward in English, thus needing more 
 intensive study of fewer selections. On the other hand 
 every lesson in Part I may be taken by schools which find 
 themselves able to master them. 
 
 IV These lessons are the pupils' opportunity to add to their 
 vocabularies. Intensive study is to be made of this text- 
 book work. Aim to have expressive reading. See that 
 pupils not only master the thought content but that they 
 express it. Encourage freedom in reading. For the most 
 part pupils should read standing before their classmates. 
 The school should be the audience for each reader, who 
 should read in a natural and communicative tone of voice. 
 
 V Memorize: Lessons 17, 23, 24, 25, 47. Bacon's Advice, page 
 18. Other poems and fine prose for committing to memory 
 will be sent from the office. 
 
 Make use of the helps and suggestions found after each les- 
 son. Drill on the meanings, pronunciation of words. 
 
 The teacher should take part in each reading lesson, not 
 merely as a questioner, but as a reader, setting an example of 
 easy, well modulated and clearly enunciated free reading.
 
 SEVENTH GRADE DIVISIONS 97 
 
 By taking the minimum assignment in the Reader, sufficient 
 time may be gained to enable the English and German pupils to 
 read during this 120-minute-a-week period some interesting 
 book of supplementary matter found in the different buildings. 
 Teachers will select. 
 
 SUPPLEMENTARY READING 
 For English Pupils 
 
 The reading known as supplementary differs from the text- 
 book reading in that it is less intensive. Pupils should be allowed 
 to read for the joy of it to get the story and descriptions and 
 instruction which the piece affords. 
 
 Every school has the Cricket on the Hearth. This will be a 
 good introduction to this kind of reading and will be taken dur- 
 ing the fall term. 
 
 The three forty-minute periods set aside weekly in the time 
 table for supplementary reading will enable good schools to 
 read in addition to the Cricket on the Hearth other selections 
 from the list of books found in the various buildings. 
 
 For the second or winter term, Evangeline will correlate well 
 with the History. Additional work may be selected as in fall 
 term. Whittier's Snow Bound will be in keeping with this 
 season. 
 
 For the spring term read Hale's Man Without a Country. 
 We hope to have books for all. In the event that no set is in any 
 given school, make the most of a single copy. Read such other 
 books as may be in your list of supplementary reading. 
 
 SPELLING 
 
 Two words are made prominent in each lesson. Their pro- 
 nunciation, division into syllables, derivation, phonetic proper- 
 ties, oral and written spelling and meaning, are all to be made 
 clear to pupils. 
 
 The teaching of a new word may be done by using it in 
 a sentence ; by definition or description ; by giving a synonym or 
 antonym; by illustration with object, action or drawing; and by 
 etymology. 
 
 Each lesson should have also from eight to twenty subor- 
 dinate words taken from the text-book or composition exer- 
 cises. Systematic review each Monday should be made of the 
 prominent words taught in this and in the lower grades. Fre- 
 quent supplementary dictation, word-building and phonic exer- 
 cises should be given. Spell much orally. In oral spelling indi- 
 cate syllables usually in one of these ways:
 
 98 SEVENTH GRADE DIVISIONS 
 
 By slight pauses 
 By pronunciation of syllables 
 By repronunciation of syllables. 
 
 Teach a little daily, test thoughtfully, drill intensively and 
 follow up words misspelled persistently. 
 
 C Assignment 
 
 Champion Spelling Book, Section V, lessons 1 to 60 inclu- 
 sive; supplementary exercises 1 to 11 inclusive. 
 
 B Assignment 
 
 Champion Spelling Book, Section V, lessons 61 to 120 inclu- 
 sive ; supplementary exercises, 12 to 24 inclusive. 
 
 A Assignment 
 
 Champion Spelling Book, Section V, lessons 121 to 160 
 inclusive; Annual Spelling Contest, I, II, III, IV and V. 
 
 GRAMMAR 
 General Remarks 
 
 An assignment of Work in Grammar must be liberally inter- 
 preted. The space to be covered may be indicated with fair pre- 
 cision but the depth of the work must depend somewhat upon 
 the pupils. In the character of the exercises given to pupils for 
 anaylsis, great judgment must be exercised lest they be led far 
 beyond their understandings. 
 
 Drill has some place in those things which are merely form- 
 al conjugations of verbs, declensions of pronouns compari- 
 sons, etc. 
 
 C Assignment 
 
 Review Parts of Speech. 
 
 Use Chapter IV, Scott and Southworth's Grammar as a 
 basis for teaching pupils the nature of the sentence the kinds 
 of verbs, complements, phrases, essentials, etc., omitting clauses 
 and appositives. 
 
 Teach principal parts of abide, be, bear, begin, bid, bind, 
 bite, blow, break, bring, build, burn, burst, buy, catch, come, do, 
 draw, drink, eat and fall. 
 
 Make use of short sentences forming all tenses of indicative 
 and potential modes, as John eats ate has eaten had eaten 
 will eat will have eaten, etc.
 
 SEVENTH GRADE DIVISIONS 99 
 
 B Assignment 
 
 Review "Westminster Abbey," p. 71. Take omitted parts of 
 Chapter IV, and Chapter V. 
 
 Continue exercises in analysis, using sentences of sufficient 
 difficulty to require careful thought. 
 
 Take uses of Nouns, Chapter VI, omitting subjects of Infin- 
 itive and the use with a Participle. 
 
 Teach by use of short sentences the principal parts of fly, 
 forget, forsake, freeze, get, give, go, grow, hang, lay, lie, ride, 
 ring, rise, run, see, shake, shrink, sing, sink, sit, slay, smite, speak. 
 
 A Assignment 
 
 Continue exercises in uses of nouns, completing such parts 
 of Chapter VI as may have been omitted in B Division. 
 
 Omit subject of Infinitive. 
 
 Teach Conjunctive (and relative), and Adjective Pronouns. 
 
 Teach by use of short sentences the principal parts of the 
 following verbs, forming all the tense forms of the Indicative and 
 Potential modes. Vary the exercises by using active and passive 
 forms. This is purely drill work. 
 
 Speak, spring, stand, steal, strew, strike, strive, swear, swim, 
 take, teach, tear, think, throw, thrust, wear, weave, wring, write. 
 
 Review verbs of preceding divisions. 
 
 Continue analysis of sentences, selecting from Grammar and 
 Reader. 
 
 Use sentences that have thought worthy of study. 
 
 GERMAN 
 
 Lessons marked * are not to be taken by weak classes. 
 C Assignment 
 
 Reading Hoheres Viertes Lesebuch, Eclectic Series. For 
 careful reading and discussion, lessons 3*, 10, 13, 14, 21, 26, 42, 
 48. For rapid reading, lessons 29, 31, 50*. Lessons 13 and 26 
 to be memorized. 
 
 Conversation To be carried on in connection with reading. 
 Phraseology of daily life to be taught gradually in this grade and 
 the eighth. 
 
 Language and Grammar Review of declension of nouns 
 with adjectives, choose nouns from Collar-Eysenbach's Graded 
 German Lessons, sections 367 and 369. Principal parts of strong 
 verbs, choose from Joynes-Meissner's German Grammar, sec- 
 tions 241-243 and 246. Prepositions governing the accusative 
 case. Compound sentences with the conjunctions und, oder, 
 aber, allein, sondern, auch.
 
 100 SEVENTH GRADE DIVISIONS 
 
 Translation Oral and written. Material to be selected from 
 reading and conversation. Application of grammatical forms. 
 Supplementary book for teachers, Ahn-Henn, Part Two. 
 
 Composition Oral and written. At least one written exer- 
 cise of 60 to 80 words every two weeks. Topics to be taken from 
 reading matter. One letter. 
 
 B Assignment 
 
 Reading Hoheres Viertes Lesebuch, Eclectic Series. For 
 careful reading and discussion, lessons 4, 8, 17, 28, 37, 41, 46, 54*, 
 55. For rapid reading, lessons 22, 40, 44*. Lessons 46 and 55 to 
 be memorized. 
 
 Conversation See C Assignment. 
 
 Language and Grammar Review of declension of nouns 
 with adjectives, choose nouns from sections 371, 372, 375 of Col- 
 lar-Eysenbach's Graded German Lessons. Principal parts of 
 strong verbs to be taken from Joynes-Meissner's German Gram- 
 mar, sections 247-249. Prepositions governing the dative case. 
 
 Translation See C Assignment 
 
 Composition See C Assignment. 
 
 A Assignment 
 
 Reading Hoheres Viertes Lesebuch, Eclectic Series. For 
 careful reading and discussion, lessons 7, 15, 35, 38, 43, 45, 58*, 
 60. For rapid reading, lessons 19, 31, 56*, 59*. 
 
 Lessons 43 and 60 to be memorized. 
 
 Conversation See C Assignment. 
 
 Language and Grammar Review of declension of nouns 
 with adjectives choose nouns from sections 368 and 370 of 
 Collar-Eysenbach's Graded German Lessons. Declension of per- 
 sonal pronouns. Prepositions governing both the dative and ac- 
 cusative cases. 
 
 Translation See C Assignment. 
 
 Composition See C Assignment. 
 
 WRITING 
 
 Movement exercises 
 
 Speed tests 
 
 Forearm movement in all written work 
 
 Individuality 
 
 Spencer's Practical Writing Book No. 7.
 
 SEVENTH GRADE DIVISIONS 101 
 
 ARITHMETIC 
 C Assignment 
 
 Begin the term with a full review of fundamental operations. 
 
 Walsh, pages 291-295, gives the type of work, also Common 
 Fractions, page 264, ex. 8 ; 276, ex. 2-6 ; 302, ex. 38-41 ; 303, ex. 
 58; 304, ex. 64-74; 305, ex. 82-85; 306, ex. 90; 276, ex. 8; 303, ex. 
 55; 305, ex. 81; 306, ex. 87; 307, ex. 108, 98; 366, ex. 12; 385, 
 ex. 1 ; 387, ex. 1 through 16; 388, ex. 1, 2, 3, 5, 7, 8, 10; 388, ex. 11, 
 13, 16, 17, 18, 19; 403, ex. 12; 405, ex. 29; 409, ex. 79; 404, ex. 23; 
 301, ex. 33-36; 308, ex. 117; 326, ex. 1; 407, ex. 54-58; 410, ex. 
 98; 412, ex. 117; 413, ex. 134, 135. 
 
 Integers Page 366, ex. 12; 385, ex. 1 ; 388, ex. 1, 2, 3, 5, 7, 
 8, 10, 11, 13, 16, 17; 403, ex. 12; 410, ex. 91-92; 412, ex. 115; 404, 
 ex. 23; 301, ex. 30, 31 ; 302, ex. 46; 303, ex. 63; 304, ex. 71 ; 305, 
 ex. 78-83; 308, ex. 113; 403, ex. 9, 10; 408, ex. 70. 
 
 Decimal Fractions Page 413, ex. 133; 259, ex. 7; 276, ex. 
 4-9; 299, ex. 7; 300, ex. 13-20; 302, ex. 40-42; 303, ex. 60; 304, ex. 
 73; 306, ex. 94; 309, ex. 127; 326, ex. 2; 406, ex. 39, 42, 45; 410, 
 ex. 93; 412, ex. 114; 414, ex. 144; 366, ex. 10-14; 402, ex. 1 ; 294, 
 ex. 1 through 19, omitting No. 10; 308, ex. 12; 403, ex. 11; 404, 
 ex. 22; 407, ex. 55; 413, ex. 132, 133. 
 
 Select problems from Dubbs' Mental Arithmetic, pages 98 
 to 107. Omit the following, page 103, ex. 70; 106, ex. 108-110. 
 
 Omit page 105, ex. 94-97. 
 
 Omit, Walsh, page 405, ex. 37; page 415, ex. 147. 
 
 Emphasize the following : page 98, ex. 5 ; 100, ex. 24-29-33 ; 
 101, ex. 42-48; 102, ex. 50; 104, ex. 80; 106, ex. 107. 
 
 Six weeks of this work. 
 
 Percentage and its applications. 
 
 Drill in changing percents to fractional equivalents. 
 
 Four cases of percentage. Teach all applications of percent- 
 age in order named. 
 
 The assignment for the first term closes at page 237, using 
 problems covering all applications taught. 
 
 Make selections from Dubbs' Mental, Section V, pages 163 
 to 174. Defer profit and loss problems till Second Term. 
 
 Note also the following list Walsh Review Problems 
 
 Percentage : 
 
 Page 259, problem 1 
 " 264, " 7 
 
 " 276, " 5 
 
 " 411, " 112
 
 102 SEVENTH GRADE DIVISIONS 
 
 " 401, " 115-116 
 
 " 259, " 2 
 
 " 276, " 3 
 
 " 299, " 5-9 
 
 " 300, " 21 
 
 " 306, " 97 
 
 " 386, " 6 
 
 " 403, " 13-19 
 
 " 411, " 105 
 
 " 412, " 116 
 
 " 405, " 38 
 
 " 276, " 5 
 
 " 398, " 63 
 
 " 308, " 120 
 
 " 309, " 128-130-124 
 
 " 386, " 15 
 
 " 408, " 67 
 
 " 410, " 102 
 
 " 411, " 104 
 
 " 264, " 1 
 
 " 301, " 27 
 
 " 308, " 114 
 
 B Assignment 
 Profit and Loss, Commission, Commercial Discount. 
 
 "A Study of Number" first three exercises, Wash pages 
 238-249. 
 
 Also the following list : Profit and Loss page 236, 3 ; page 
 237, 9, 10, 13; page 275, 13; page 299, 5, 10; page 300, 15, 16, 23, 
 24; page 301, 28, 29, 34, 35, 37; page 302, 43 ; page 303, 50, 59, 63 ; 
 page 304, 70, 71, 76; page 305, 84; page 306, 91, 92; page 307, 
 106, 107; page 308, 111, 112, 115, 116, 118, 119; page 309, 126, 
 131 ; page 326, 8; page 327, 9, 18; page 363, 3; page 364, 11, 13, 
 16; page 386, 14; page 400, 99, 100, 84, 86; page 401, 101; page 
 402, 5; page 403, 16, 17, 18; page 405, 32, 37; page 408, 66; page 
 411, 106, 111, 113; page 412, 118; page 414, 147. 
 
 Dubbs' Mental, pages 169 to 179. Drill for profit and loss. 
 Dubbs' Mental to Lesson XII, page 183. 
 Omit page 182, numbers 7, 8, 9, 10; page 181, numbers 22, 
 23; page 183, numbers 12, 13, 14, 16, 17. 
 
 Take the following problems in Wash's :
 
 SEVENTH GRADE DIVISIONS 103 
 
 Commission 
 
 Page 264, 2-6; page 290, 3; page 298, 46; page 365, 6; page 
 386, 9; page 398, 62; page 403, 15; page 407, 53; page 405, 30; 
 page 406, 52; page 399, 81. 
 
 Discount 
 
 Page 259, 5; page 304, 67; page 327, 11; page 395, 12; page 
 397, 39; page 407, 64; page 409, 83-87; page 400, 95. 
 
 A Assignment 
 
 Insurance, Taxes, Duties, Simple Interest: 
 
 Case I, including Amount. 
 
 Walsh, pages 238-243. 
 
 Dubbs' Mental, pages 183-185; 190-193; 197-202, with the 
 following omissions: page 197, examples 5, 10, 15; page 198, 
 examples 18, 20, 26, 31, 32. Omit all of pages 199, 200, 201. 
 
 Material for drill in Interest: Walsh, page 253, 252, 272, 300, 
 301, 303, 304, 307, 309. 
 
 Also the following examples from Walsh : 
 
 Page 327, 14; page 307, 102; page 406, 51; page 408, 75; 
 page 400, 93 ; page 327, 17 ; page 386, 12. 
 
 Continue Study of Number three exercises. 
 
 Review the assignment of the year. 
 
 Suggestions : Emphasize terse statements in concrete ex- 
 amples. 
 
 U. S. HISTORY 
 C Assignment 
 
 Mace's History, pp. 1-76 inclusive. 
 
 Questions and suggested collateral reading found in Appen- 
 dix may be used as teacher directs. 
 
 B Assignment 
 
 Mace's History, pp. 77-150 inclusive. 
 Use helps in Appendix as needed. 
 
 A Assignment 
 
 Mace's History, pp. 151-197 inclusive. 
 
 Make use of questions and suggested collateral reading at 
 your own option. 
 
 GEOGRAPHY 
 C Assignment 
 
 Natural Advanced Geography. 
 
 South America from page 105, second column, to page 111,
 
 104 SEVENTH GRADE DIVISIONS 
 
 omitting correlations and comparisons, except the section on 
 Industries. 
 
 Make the study of the following countries optional : Uruguay, 
 Paraguay, Chili, Bolivia, and Equador. 
 
 Read from Carpenter's South America for further descrip- 
 tion of countries studied. 
 
 Eurasia from page 113 to page 117, making careful study of 
 questions on Physical Features found on page 113, and using 
 remainder of assigned pages as reading matter. 
 
 B Assignment 
 Natural Advanced Geography. 
 
 Europe from page 117 to Kingdom of Netherlands on page 
 125. 
 
 Carpenter's Europe, pp. 32-76, 186-215, 223-233, 234, 248. 
 
 A Assignment 
 
 Natural Advanced Geography, pp. 125 to Spain and Portugal, 
 129, ^Kingdom of Denmark, ^Kingdom of Norway and Sweden, 
 *Monarchy of Austria-Hungary, *Kingdom of Belgium, Carpen- 
 ter's Europe, pp. 133-156, 156-186, 271-301*, 249-271, 225-135*, 
 249-271, 85-117, 117-124*. 
 
 *Topics starred are optional. 
 
 Remarks: The above assignment is intended for schools in 
 which there is but one grade. In cases in which two grades are 
 in a room say B and C, let the C pupils take the C assignment, 
 while B pupils are excused for the term from Geography, using 
 the time to prepare some lessons for recitation. 
 
 MUSIC 
 
 Classes consisting of one division will take the regular 
 assignment for such division. 
 
 C and B division classes will take C assignment 
 
 B and A " " " " B 
 
 A and C " " " " B 
 
 When the A division of one grade and the C division of the 
 next grade above are in one class take the work of the lower 
 grade, excepting where a change of text book occurs, in which 
 case, take the C assignment of the upper grade. 
 
 Do not confine the teaching of part songs to melody only. 
 All the parts of a part song should be taught to convey the proper 
 impression harmonically as well as melodically. Patriotic songs 
 should be sung in unison. The signatures of all major keys 
 should be memorized together with their relative minors. 
 
 All exercises and songs must be sung in the keys indicated.
 
 SEVENTH GRADE DIVISIONS 105 
 
 If there is no instrument in the room the teacher should use 
 the pitch pipe. Put special emphasis this term on tests in sight 
 reading and give drill in key signatures and part singing. Teach- 
 ers will please observe the outline carefully, commencing each 
 assignment on the first day of each month. Memorize "Amer- 
 ica," "God Guard Columbia," "Columbia, the Gem of the Ocean," 
 "Star Spangled Banner," verses 1 and 4. 
 
 C Assignment 
 
 MELODIC FOURTH READER 
 
 Reference, Manual, "Music in the Grades" 
 First Month 
 
 Solfeggio, page 11. 
 Studies in Minor, page 33. 
 Three Voice, page 69 exercise 3. 
 Songs, pages 30-58-59. 
 
 Second Month 
 
 Solfeggio, page 26. 
 Chromatics, page 22. 
 Studies in Minor, page 53. 
 Three Voice, Study page 71. 
 Song, page 45. 
 
 Third Month 
 
 Solfeggio, page 64. 
 
 Chromatics, page 31. 
 
 Studies in Minor, page 91. 
 
 Song, page 13. 
 
 Teach at least one song a month. 
 
 B Assignment 
 First Month 
 
 Solfeggio, page 56. 
 Studies in Minor, page 33. 
 Three Voice, page 69 exercise 3. 
 Song, page 30. 
 
 Second Month 
 
 Solfeggio, page 57. 
 Chromatics, page 43. 
 Study in Minor, page 53. 
 Three Voice, page 71. 
 Song, page 94.
 
 106 SEVENTH GRADE DIVISIONS 
 
 Third Month 
 Solfeggio, page 67. 
 Chromatics, page 63. 
 Study in Minor, page 91. 
 Song, page 60. 
 Teach at least one song a month. 
 
 A Assignment 
 
 First Month 
 Solfeggio, page 34. 
 Studies in Minor, page 33. 
 Three Voice, page 69 exercise 3. 
 Song, page 21. 
 
 Second Month 
 Solfeggio, page 77. 
 Chromatics, page 75. 
 Study in Minor, page 53. 
 Three Voice, page 71. 
 Song, page 85. 
 
 Third Month 
 Solfeggio, page 92. 
 Chromatics, page 99. 
 Study in Minor, page 91. 
 
 Continue the study of "How Lovely Are The Messengers." 
 Teach at least one song a month. 
 
 DRAWING AND APPLIED ART 
 Fall 
 
 Draw flowers, fruit, vegetables and seed-pods. Pencil. Sug- 
 gestions: Book 5, pages 17, 19, 20, 21, 22, 26; Book 6, pages 20, 
 22, 73, 86 ; Book 7, pages 22, 25, 27. Give the work both in out- 
 line and in mass. 
 
 Make units of design from plant forms. Suggestions : Book 
 5, pages 86, 90; Book 6, pages 67, 73, 75, 85, 86, 87, 92; Book 7, 
 pages 22, 99, 115, 116. Arrange a sheet of these units. Save. 
 
 Make a mount for a quotation or picture. Use a corner deco- 
 ration. The corner design can later be utilized in the manual 
 training department. Save the stencils. 
 
 Winter 
 December 
 
 Picture-study Millet. 
 
 Make a Millet calendar or booklet cover. Use a surface 
 covering as decoration.
 
 SEVENTH GRADE DIVISIONS 107 
 
 January and February 
 
 Study of pictures Millet, Daubigny, Troyon. 
 Make a picture-study booklet. 
 
 Draw objects in different positions. Pencil. Suggestions: 
 Book 6, pages 52, 53, 54, 55, 56; Book 7, pages 58, 59, 60, 61, 63. 
 
 Spring 
 
 Draw groups of objects. Pencil and crayon. 
 Draw buildings. Buildings and landscape. Suggestions: 
 
 Book 7, pages 54, 55, 56, 57, 86, 96, 3, 4, 5. 
 
 Trees. Twigs and flowers Crayon and pencil. Suggestions : 
 
 Book 5, pages 21, 22, 26; Book 6, pages 20, 21, 86; Book 7, pages 
 
 25, 27. 
 
 MANUAL TRAINING 
 BENCHWORK BOYS 
 
 Drawing 
 
 Working drawing and sketching in connection with the 
 
 projects constructed, involving the use of drawing board and 
 
 instruments. 
 Design 
 
 Applied in form, surface decoration and color. 
 Study of Materials 
 
 Woods and various supplies used, their source, preparation 
 
 and manufacture. 
 Projects 
 
 1 Two or three class projects, involving general principles, 
 carefully constructed to given dimensions: Garden stake, 
 cutting board, T square, game board, scouring board, 
 flower pot stand, bracket, etc. 
 
 2 Rack problem : Project selected, designed, constructed 
 and stained by the individual pupil : Fan rack, cup and 
 saucer rack, pipe rack, tie rack, broom rack, dumb bell 
 rack, whisk broom holder. 
 
 3 Picture frame: Study and selection of pictures, design 
 and construction of frame, staining to harmonize with 
 picture. 
 
 4 Box problem : Boxes for various uses, application of sur- 
 face decoration in color. 
 
 5 Desk fittings: Ink stand, pen tray, blotter, stamp box, 
 letter holder, candle-stick, etc. Design problem. 
 
 6 Various projects at the option of teachers and pupils.
 
 108 SEVENTH GRADE DIVISIONS 
 
 HOUSEHOLD SCIENCE GIRLS 
 C Assignment 
 
 Introductory: Study of equipment, practice in measure- 
 ments. Formulation of rules for dish-washing. Study of the care 
 of the kitchen should supplement each lesson. This includes the 
 use of sink, refrigerator, towels, woodwork and metals. 
 
 Preparation of the various cuts of meat and of vegetables. 
 Simple analysis of the potato, digestion of starch and its use in 
 the body. Marketing. 
 
 B Assignment 
 
 Cereals, Christmas lessons, vegetables, flour mixtures, bever- 
 ages. Experimental lessons in leavens. Practice in writing 
 menus. 
 
 A Assignment 
 
 Continue the practice in writing menus, estimating the cost 
 of meals. Eggs, boiled salad dressing, simple desserts. Prepa- 
 ration and serving of breakfast, luncheon and dinner. 
 
 PHYSICAL TRAINING 
 C Assignment 
 
 Lessons I to VI inclusive. 
 
 Beginning Sept. 5, on lesson I, devote two weeks to each 
 lesson. 
 
 B Assignment 
 Lessons VII to XII inclusive. 
 
 A Assignment 
 
 Lessons XIII to XVIII inclusive. 
 
 Games as contained in syllabus of games. 
 
 Note Whenever possible, conduct all gymnastics and games in 
 the halls, assembly room or playground. If the play- 
 ground is used, half time should be given to games. Here 
 it is essential to take only the corrective exercises, which 
 are on the front of the card. 
 
 PHYSIOLOGY AND HYGIENE 
 
 See special syllabus of physiology and hygiene.
 
 EIGHTH GRADE DIVISIONS 
 
 READING 
 For English and German Pupils Text-Book 
 
 I Study as an introduction, Suggestions for Vocal Training 
 under the heads, Inflection, Emphasis, Modulation and Fig- 
 ures of Speech as set forth in Part II of the Progressive 
 Fifth Reader. Review the corresponding sections of Part 
 I. These pages will themselves serve as good reading les- 
 sons for the opening week or two of school. 
 II See that your pupils know how best to expel the column of 
 air in order to produce a pure, rich, strong tone while the 
 throat and upper chests are relaxed. This has not received 
 enough attention. 
 
 III The Progressive Fifth Reader contains in Part II forty-nine 
 lessons. Three forty-minute periods per week, or its equiv- 
 alent, for work in the intensive study of these basal lessons 
 ought to enable the very good school to read them all 
 within the year. We indicate the following as a require- 
 ment to be taken up in the order indicated: Lessons, 1, 2, 
 8, 20, *27, 36, *40, 5, 9, 11, 18, 21, 29, 37, *41, 42, 43, 6, 13, 
 *17, *19, *30, 33, 44, 45, *14, *15, 23, 24, *38, 46, *4, 10, 22, 
 *25, *34, *49. 
 
 Schools that find this assignment too heavy may omit the 
 starred lessons. Schools capable of doing more may add all 
 omitted lessons and lessons 34, 35, 45, 17, 16, 2, etc., in 
 Part I. 
 
 IV Memorize lessons *8, *9, 11, 14, *42, 46, *31, in Part II. 
 Starred lessons may be omitted. 
 
 V These lessons studied intensively furnish an opportunity 
 for the increase of the vocabulary of your pupils. Encour- 
 age their sense of words and beautiful expressions. 
 
 VI Eighth Grade Pupils should learn in reading not to depend 
 too much upon the book. Complete freedom with conse- 
 quent power is secured only when the pupil can look 
 squarely into the faces of his classmates and say express- 
 ively and impressively the thing the book has in it. 
 
 VII By taking only the minimum requirement of above assigned 
 work in text-book, time may be found in this 120 minutes 
 per week to enable the English and German pupils to read
 
 110 EIGHTH GRADE DIVISIONS 
 
 together some of the interesting books of supplementary 
 reading found in the different buildings. Teacher will 
 select. 
 
 VIII The teacher should take part in every reading lesson, not 
 only as a questioner of the pupils and a critic of their per- 
 formances, but as a participator in the actual reading. She 
 should set, as best she can, a model of clear, thoughtful 
 reading, not what is called dramatic, but forceful and free. 
 This is a requirement that is essential to the best results. 
 See what is said under Supplementary Reading. 
 
 SUPPLEMENTARY READING 
 
 English Pupils 
 
 The purpose of our Supplementary Reading is to furnish 
 pupils an opportunity to become acquainted with selections as a 
 whole. 
 
 The following pieces from Williams' Choice Literature are 
 to be given during the fall term as introductory to the longer se- 
 lections to be taken up later: 
 
 Burns', For a' That and a' That 
 
 Byron's, The Battle of Waterloo. 
 
 Carey's, An Order for a Picture 
 
 Clemens' (Mark Twain), New England Weather 
 
 *Curtis's, Who Was the Minute Man? 
 
 *Dryden's, Alexander's Feast 
 
 Dodge's (Gail Hamilton), Chicken's 
 
 *Hugo's, The Carronade 
 
 Kellogg's, Spartacus to the Gladiators 
 
 *Macaulay's, The Trial of Warren Hastings 
 
 Macaulay's, Horatius at the Bridge 
 
 *Osgood's, Labor is Worship 
 
 Richter's, The Two Roads 
 
 *Shakespeare's, Othello's Courtship 
 
 Tennyson's, Charge of the Light Brigade 
 
 *Warner's, Back Log Studies. 
 
 The three forty-minute periods per week set apart in the time 
 tables for supplementary reading are sufficient to enable a good 
 school to master these sixteen selections thoroughly during the 
 fall term. Schools able to do more may make selection of other 
 numbers in the Choice Literature or elsewhere. Schools in which 
 pupils have a more limited power in English may omit the starred 
 lessons from the above list. 
 
 In as many schools as possible we desire that Dickens' 
 Christmas Carol be read during December. In case there is not
 
 EIGHTH GRADE DIVISIONS 111 
 
 a set of these books in any given school, excellent use may be 
 made of a single copy to be read by selected pupils and by the 
 teacher herself. During the winter term, the Lady of the Lake 
 should be read by all Eighth Grade pupils as supplementary 
 reading. Much of this poem should be read by the teacher, espe- 
 cially in those schools in which the imaginations of the children 
 have not yet been quickened. If more than this can be done, 
 the teacher may select, out of the list of supplementary reading 
 found in the building, some books of her own liking. 
 
 The work during the spring term is Julius Caesar. This is 
 to be read by all Eighth Grade pupils, whether English or 
 German. 
 
 By taking the least requirement in the assignment of work 
 in Williams' Choice Literature, teachers may at their option 
 secure enough time from that set apart for supplementary read- 
 ing to enable them to read in addition some story from the list 
 of reading found in all buildings. 
 
 SPELLING 
 
 Two words are made prominent in each lesson. Their pro- 
 nunciation, division into syllables, derivation, phonetic proper- 
 ties, oral and written spelling and meaning, are all to be made 
 clear to pupils. 
 
 The teaching of a new word may be done by using it in a 
 sentence ; by definition or description ; by giving a synonym or 
 the antonym ; by illustration with object, action or drawing, and 
 by etymology. 
 
 Each lesson should have also from eight to twenty subordi- 
 nate words taken from the text book or composition . exercises. 
 Systematic review each Monday should be made of the prominent 
 words taught in this and in the lower grades. Frequent supple- 
 mentary dictation, word-building and phonic exercises should be 
 given. Spell much orally. In oral spelling indicate syllables usu- 
 ally in one of these ways : 
 
 By slight pauses 
 
 By pronunciation of syllables 
 
 By repronunciation of syllables. 
 
 Teach a little daily, test thoughtfully, drill intensively, and 
 follow up words misspelled persistently. 
 
 C Assignment 
 
 Champion Spelling Book, Section VI, lessons 1 to 60 inclu- 
 sive; supplementary exercise I.
 
 112 EIGHTH GRADE DIVISIONS 
 
 B Assignment 
 
 Champion Spelling Book, Section VI, lessons 61 to 120 inclu- 
 sive; supplementary exercises, II and III. 
 
 A Assignment 
 
 Champion Spelling Book, Section VI, lessons 121 to 160 in- 
 clusive; supplementary exercises, IV to IX inclusive, Annual 
 Spelling Contest, I, II, III, IV, V, and VI ; N. E. A. Spelling Con- 
 test, oral and written, and pronunciation contest. 
 
 GRAMMAR 
 C Assignment 
 
 Complete any omitted work in Chapter VII. 
 
 Grammar Leaflet, pp. 33-36. 
 
 Continue throughout the term the Analysis of Sentences. 
 Grammar Leaflet, pp. 49-51. 
 
 Chapter VIII of Scott and Southworth's Grammar. Omit all 
 classes of adjectives except Limiting and Descriptive. 
 
 Drill pupils on Prefixes, Suffixes and Stems found on pages 
 356-363, using in the C Assignment about one-third of each of the 
 three lists. 
 
 B Assignment 
 
 Scott and Southworth's Grammar, Chapter IX and X. 
 
 Grammar Leaflet, pp. 36-45 (Word Forms). 
 
 Grammar Leaflet, pp. 51-57 inclusive. Analysis and Inter- 
 pretation. 
 
 Slow schools may modify the work in Analysis if Assign- 
 ment is foujid too heavy. 
 
 Drill pupils in Prefixes and Suffixes, and Word Stems found 
 on pages 356-363, using not to exceed the first two-thirds of each 
 list. Schools not able to do the two-thirds may take the first 
 third. 
 
 A Assignment 
 
 Scott and Southworth's Grammar, pp. 200-243. 
 
 Omit discussion of Subjunctive Mood and Case as a Relation 
 unless the school is able to include these parts of appendix. 
 
 Review principal parts of verbs. 
 
 Grammar Leaflet: Use Exercises selected from Parts I and 
 II for review in uses of words. 
 
 Grammar Leaflet, pp. 58-79. Select poems for Analysis and 
 Interpretation.
 
 EIGHTH GRADE DIVISIONS 11 ' 
 
 Drill pupils on Prefixes, Suffixes, and Word Stems foun<l in 
 Appendix. The last third of these will be the assignment ulti- 
 mately for the A division. This year, 1911, it can only be said 
 that teachers may do as much as they can with the word-building. 
 
 GERMAN 
 
 Lessons marked * are not to be taken by weak classes. 
 C Assignment 
 
 Reading Hoheres Viertes Lesebuch, Eclectic Series. For 
 careful reading and discussion, lessons 62, 77, 83, 101, 108, 129. 
 For rapid reading, lessons 98, 119, 146*, 172*.. Lessons 77 and 83 
 to be memorized. 
 
 Conversation To be carried on in connection with reading. 
 Phraseology of daily life to be continued. See seventh grade. 
 
 Language and Grammar General review of declensions 
 nouns, pronouns and adjectives. Compound and complex sen- 
 tences. Conjunctions. 
 
 Translation Oral and written. Selected from reading mat- 
 ter and conversation. Application of grammatical principles 
 learned during the term. Supplementary book for teachers, 
 Ahn-Henn, Part Three. 
 
 Composition Oral and written. At least one written exer- 
 cise every three weeks. Topics to be taken from reading-matter, 
 from pictures, or from the every day experience of the pupil. One 
 letter each term. 
 
 B Assignment 
 
 Reading Hoheres Viertes Lesebuch, Eclectic Series. For 
 careful reading and discussion, lessons 63, 79, 93*, 99, 124, 128, 
 130, 157. For rapid reading, lessons 87, 104, 144*. Lesson 157 
 to be memorized. 
 
 Conversation See C Assignment. 
 
 Language and Grammar Review of principal parts of 
 strong verbs. Separable and inseparable verbs. Prepositions 
 governing the genitive. Complex sentence its construction. 
 Transposed order of words. 
 
 Translation See C Assignment. 
 
 Composition See C Assignment. 
 
 A Assignment 
 
 Reading Hoheres Viertes Lesebuch, Eclectic Series. For 
 careful reading and discussion, lessons 72, 86, 89*, 103, 125, 142. 
 For rapid reading, lessons 67*, 107, 168. Lesson 142 to be mem- 
 orized.
 
 114 EIGHTH GRADE DIVISIONS 
 
 Conversation See C Assignment. 
 
 Language and Grammar The passive voice. Review of con- 
 jugations and prepositions. Review of syntax. 
 Translation See C Assignment. 
 Composition See C Assignment. 
 
 ARITHMETIC 
 C Assignment 
 
 Review Seventh Grade, Walsh, pp. 387-394; Dubbs', pp. 98- 
 107; Fractions, Denominate Numbers, Interest. 
 
 Walsh, pp. 415-430, Algebra. 
 
 Walsh, pp. 310-328; Ratio, Proportion, Partnership. Omit 
 p. 322. 
 
 Dubbs', Section IV, Lesson I, 44 problems; Lesson II, 15 
 problems; Lesson III, 25 problems. 
 
 B Assignment 
 
 Leading topics besides the reviews : 
 
 Involution, Evolution 
 
 Applications of Square Root; Square, rectangle, triangle. 
 
 Mensuration 
 
 Areas : triangle 
 
 Areas: quadrilaterals, rectangle, square, trapezoid 
 
 Areas : circle 
 Lesson V, entire. 
 Lesson VI, *8. Rest good later. 
 Lesson VII, 13 to 26, also 1-4. 
 Walsh, pp. 430-440, Algebra. 
 
 Walsh, pp. 328-358. Omit pp. 337, 338, 346, 347, 348, 349, 351, 
 352, 353. 
 
 Walsh, problems, pp. 365-366. Omit numbers 16, 18, 19. 
 Walsh, problems, pp. 395-415. Omit on page 402, numbers 
 3, 6, 8, 20, 25, 50, 71, 124, 126, 129, 137, 142. 
 
 Dubbs', Section VI, lesson V, 17; lesson VI, 8. 
 Dubbs', Section VII, lesson I, omit numbers 11, 12, 13, 14, 
 15, 16, 17, 18, 24, 26. 
 
 A Assignment 
 
 Leading topics besides the reviews : 
 
 Mensuration : Surface : right triangular and rectangular 
 
 prisms and cylinders. 
 
 Volume : right parallelopipedon and cylinders 
 Algebra page 430
 
 EIGHTH GRADE DIVISIONS 115 
 
 Dubbs', Section IV, lesson 12. Many problems can easily be 
 algebraically solved. Omit numbers 6, 10, 22, 26, 32, 35, 36, 42, 
 53, 55, 57, 60, 61, 62, 66, 67, 68, 71, 74, 85, 87, 89, 90, 94, 97, 98, 
 100, 102, 104, 105, 106. 
 
 Walsh, 346, 347, 348, 351. 
 
 General Review. Algebra and Arithmetic of first and second 
 terms with stress laid on mechanical work. 
 
 Business Forms assigned to writing period. 
 
 WRITING 
 
 Movement drills 
 
 Arm movement in all written work 
 
 Speed tests 
 
 Business forms, notes, drafts, etc. 
 
 U. S. HISTORY 
 C Assignment 
 
 Mace's History, pp. 198-294 inclusive. Paragraphs 313, 315, 
 317, 319 and 320 are optional. 
 
 B Assignment 
 
 Mace's History, pp. 295-385 inclusive. Paragraphs 411, 424, 
 425,443,444,445,446,447,448,449,450,451,452,457, 464, 465, 
 469, 470, 471, 473 and 476 are optional. 
 
 A Assignment 
 
 Mace's History, pp. 386-469 inclusive. Paragraphs, 502, 505, 
 506, 507, 508, 509, 510, 511, 512, 513, 514, 515, 521, 524, 526, 527, 
 557, 558, 559, 560, 573, 574, 582, 583, 584, 585, 590 and 591 are op- 
 tional. 
 
 Note The teacher will make use of the questions, and sugges- 
 tions for collateral reading found in the appendix to the 
 Mace History. 
 
 The questions will be found helpful to pupils in the prepara- 
 tion of the lesson. 
 
 In the recitation, teacher will use both topical, and question- 
 and-answer methods. No one method should be persisted in 
 until it becomes formal and monotonous. Collateral reading 
 should be encouraged. The text of our book, however, should 
 be thoroughly mastered.
 
 116 'EIGHTH GRADE DIVISIONS 
 
 GEOGRAPHY 
 C Assignment 
 
 Natural Advanced Geography, pp. 12-22; pp. 129-133; King- 
 doms of Italy and *Greece; Empire of Russia. 
 
 Carpenter's Europe, pp. 311-361 (Russia); *381-392 
 (Greece) ; 392-428 (Italy). 
 
 B Assignment 
 
 Natural Advanced Geography, pp. 23 to Winds, 25, 5-7, 135- 
 143. China, Siberia, Hindustan and Japan. 
 
 A Assignment 
 
 Place, Industrial, and Commercial Geography of U. S. and 
 Canada. 
 
 First eight minutes of each lesson to rapid drill in place ge- 
 ography, limited to important physical features, boundaries and 
 cities of the U. S. in particular and of more important countries 
 of the world in general. 
 
 Review of U. S. with regard to physical features and cli- 
 matic conditions, determining the corn belt, wheat belt, cotton 
 belt, grazing, fruit growing, lumbering, mining, manufacturing 
 and commercial centers. 
 
 Review primary industrial processes ; milling of cereals, 
 meat packing, making of leather, making of cotton and woolen 
 cloth and the making of iron and steel. 
 
 Review relations and trade routes between different centers 
 of production in the U. S. and trade routes, and relations between 
 U. S. and the more important foreign countries. 
 
 To avoid needless repetition of work in cases where there 
 are two divisions in a room say B and C, and the B's have had 
 the C Geography, they may be excused from the subject for the 
 term, using the time during which the C's are reciting as a study 
 period, preparing such lesson as will best fit in with the daily 
 program. 
 
 * Topics starred are optional. 
 
 MUSIC 
 All Divisions 
 
 Refer to Manual "Music in the Grades." Review funda- 
 mentals. The whole matter of Key and Meter signatures should 
 be reviewed daily in connection with the music lesson. In three 
 and four parts songs the music is so arranged that alto voices 
 may take the lower part with bass voices.
 
 EIGHTH GRADE DIVISIONS 117 
 
 At least one new song should be taught each month, paying 
 particular attention to songs with bass part. There being only 
 seven exercises for the year, all should be taught in order of as- 
 signment. Commence each outline on the first of each month. 
 Memorize "God Guard Columbia," "Columbia, the Gem of the 
 Ocean," "America," and verses 1 and 4 of the "Star Spangled 
 Banner." 
 
 Patriotic songs should be sung in unison, all other songs in 
 parts. 
 
 September page 100 Exercises 1 to 11, Song, p. 101. 
 
 October " 100 Exercises 11 and 12, Songs, pp. 172, 122. 
 
 November " 103 Exercise 1, Songs, pp. 218, 129. 
 
 December " 103 Exercises 2 and 3, Song, p. 220. 
 
 January " 107 Exercises 1, 2 and Solfeggio, Song, p. 200. 
 
 February " 109 Exercises 1, 2, Songs, pp. 140, 150. 
 
 March " 121 Three-part Exercise, Song, p. 252. 
 
 April " 151, 189. 
 
 May " 114, 152. 
 
 June " 100 Exercises 1 to 11, Song, p. 160. 
 
 July " 100 Exercises 11 and 12, Song, p. 236. 
 
 August " 103 Exercise 1, Song, p. 129. 
 
 DRAWING AND APPLIED ART 
 
 Fall 
 
 Draw flowers, fruit, seed-pods. Pencil. Suggestions : 
 Book 5, pages 17, 19, 20, 21, 22, 26; Book 6, pages 20, 22, 73, 86; 
 Book 7, pages 22, 25, 27. 
 
 Make units of design from plant forms. Suggestions : Book 
 5, pages 86, 90; Book 6, pages 67, 73, 75, 85, 86, 87, 92; Book 7, 
 pages 22, 99, 115, 116. Arrange a sheet of these units. Save. 
 
 Make a postcard book. Use a border as decoration. 
 
 Winter 
 December 
 
 Make a book cover or a calendar. Use a surface covering as 
 decoration. 
 
 January and February 
 
 Draw objects in different positions. Pencil. Suggestions: 
 Book 6, pages 52, 53, 54, 55, 56; Book 7, pages 58, 59, 60, 61, 63. 
 Draw groups of objects. Pencil and crayon.
 
 118 EIGHTH GRADE DIVISIONS 
 
 Spring 
 
 Draw buildings. Buildings and landscape. Suggestions: 
 Book 7, pages 54, 55, 56, 57, 86, 96, 3, 4, 5. 
 
 Interiors of buildings. Perspective. Decoration. 
 
 Study of noted buildings. Suggestions : Book 5, pages 58, 
 59, 62 ; Book 6, page 58 ; Book 7, pages 16, 62, 102, 103. 
 
 Twigs and Flowers. Pencil or crayon. Suggestions : Book 
 5, pages 21, 22, 26; Book 6, pages 20, 21, 86; Book 7, pages 25, 
 27. 
 
 MANUAL TRAINING 
 
 BENCHWORK BOYS 
 
 Drawing, Design, Study of Materials. See seventh grade. 
 Projects 
 
 1 At least two class projects requiring careful work in three 
 dimensions : Coat rack, towel rack, sleeve board, etc. 
 
 2 Book or magazine rack for table or wall. Design problem. 
 
 3 Design and construction of furniture, adapted to the 
 needs and abilities of the pupils: Stools, tabourets, 
 stands, tables, chairs, cabinets, cases, etc. 
 
 HOUSEHOLD SCIENCE GIRLS 
 C Assignment 
 
 Preservation of food: Canning peaches, pears, tomatoes, 
 jelly, sterilization. 
 
 Preparation of such combinations of food as could be used 
 for a meal, cream soups. 
 
 Laundry work : Removal of stains, preparation of starch, 
 washing and ironing. 
 
 B Assignment 
 
 Flour mixtures, simple desserts, infant feeding, invalid cook- 
 ery, preparation and serving of breakfast. 
 
 A Assignment 
 
 Cooking in fat: Rice croquets, French fried potatoes. 
 
 Salads : Mayonnaise dressing, French dressing, a season- 
 able salad. Lunch Box. 
 
 Fish: Baked and boiled, with appropriate sauces. 
 
 Home sanitation : Plumbing, cleaning of traps, care of bath 
 room.
 
 EIGHTH GRADE DIVISIONS 119 
 
 Home nursing: Making bed, care of sick room, simple treat- 
 ment of cuts and burns. 
 
 Preparation and serving of luncheon and dinner. 
 Ice cream, sherbet. 
 
 PHYSICAL TRAINING 
 C Assignment 
 
 Lessons I to VI inclusive. 
 
 Beginning Sept. 5, on lesson I, devote two weeks to each 
 lesson. 
 
 B Assignment 
 Lessons VII to XII inclusive. 
 
 A Assignment 
 
 Lessons XIII to XVIII inclusive. 
 Games as contained in the syllabus of games. 
 
 Note Whenever possible, conduct all gymnastics and games in 
 the halls, assembly room or playground. If the play- 
 ground is used, about half time should be given to games. 
 Here it is essential to take only the corrective exercises, 
 which are on the front of the card. 
 
 PHYSIOLOGY AND HYGIENE 
 
 See special syllabus of physiology and hygiene.
 
 A 000 085 701 1