ILLINOIS URSE OF STUDY UC-NRLF B 3 lib mi Digitized by the Internet Archive in 2008 with funding from IVIicrosoft Corporation http://www.archive.org/details/courseofstudyforOOillirich m \i lio COURSE OF STUDY FOR THE Common Schools OF ILLINOIS SIXTH GENERAL REVISION Revised by the Standing Committee on State Course of Study Chosen by the County Superintendents' Section of the IlUnois State Teachers' Association Parker Publishing Company PRINTERS AND PUBLISHERS Taylorville, Illinois Table of Contents John Trainer 3 C. M. Parker 6 Historical .— « 9 Preface I2 Introduction 13 Alternation 14 Suggestive Programs 16-17 Monthly Examinations 19 Useful Purpose of Examinations 19 Central Reviews 21 Final Examination 22 County Commencement Exercises 22 Compulsory Attendance Law 24 Sanitation Requirements 25 Outline of the Course 31 First Year 32 Reading 32 Language 39 Picture Study _ 46 Number 50 Construction Work 52 Writing _ 56 Nature Study 57 Physical Training „ 60 Second Year _ 62 Reading 62 Language 64 Picture Study 65 Number . 68 Construction Work 71 Writing _ 73 Nature Study 73 Physical Training 75 Third Year* 76 Reading „ 76 Spelling 79 Language 82 Picture Study 84 Arithmetic 86 Writing 92 Nature Study 92 Physical Training 94 Fourth Year _ 96 Reading , „ 96 Spelling „ 99 Language loi Picture Study 106 Arithmetic 108 Geography 11 1 Writing 1 19 Nature Study 110 Physical' Training 12I Fifth Year _ 123 Reading 123 Spelling 126 Language 134 Picture Study 136 Arithmetic 137 Geography „ _ 14 Household Arts 14 Writing 14 Nature Study 14 Physical Training 15 Sixth Year 15 Reading 15 Spelling 15 Language 15 Picture Study I5' Arithmetic 16 Geography 16, U. S. History 16] Household Arts 17, Writing 14 Nature Study I7- Physical Training 17* Seventh Year 17I Reading 17I Orthography i8( Grammar 18/. Picture Study i8l Arithmetic 19: Writing 19; Geography 19; U. S. History 201 Household Arts ^of Physiology 20; Civics 20^ Agriculture 2ii Physical Training 21 Eighth Year 2it Reading 2it Orthography 22c Grammar 22; Picture Study 22^ Arithmetic 232 Writing _ 19; Geography 23^ U. S. History 24c Household Arts 245 Physiology 247 Civics 248 Agriculture 25c Physical Training 252 General Exercises 254 Music 2SA Morals and Manners 257 High School Courses 264 Two Year High School 264 Recognition 265 Two Year Program 26S Three Year High School 27c Four Year High School 27c Club Work ; 274 School Library 281 Teachers Reading Circle 328 Pupils' Reading Circle 331 iMvisioN OF AGRrcuL?ul^^L e:m>, o o be bfi C. aJ o S 5 « £ E K-:--;w<< > > CO tc _o o SEE to >. I O O cj u E.S •- C3^ ^_ „ ^ ""; ^ r-i r^co^tiot^ 0^a^O^O^C\0»C O << >. 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CO CO CO-;; 5 t; 3 3 3.2 2 « •S«^eiES| rt.S.S.S.S.S.S S,Ee55:5:£| .S 'a; ra rt "oj "o *qj OJ p -o -M to-O " h/ C.£ nj'r to 1/1 2 to ho bo M bo in c n n >■ o 0&,;z;<<< o o o OOOiOinOOO >oino o o u- vn H c oooomiomi/^ m lo loio o o o ino lomin ir be 0"Nr<5t)-ioo- ■* in o " CO ■* m o Oi-iWrOTj-OMcq M- O •- « n ^ o p^ o> ?> 3\ O 0\ 3\ C 2 O o o o :; ;: 2 - ;; « " - " C^ N M (^ P) CO CO und with WTiittier. and help Tom Sawyer whitewash his fence. Second, he must have skill in the recognition of printed symbols. This is the formal side of reading. It deals with phonics, punctuation, and various devices used in getting the thought written on the page. More will be said of these two powers in the outline on the first year work. But one more item should be added here. When this power over symbols has been well trained there is always danger that the reader may be completely caught in the mere mechanical process. To recognize words rapidly and pronounce them fluently does not always mean reading. Printed symbols may be con- sidered only as parts of a puzzle. The reader finds his delight in putting them together smoothly. In fact, it is possible for such a reader to render a selection very acceptably, intelligibly and attractively to the listeners, and still be giving little or no attention to the thought, and so have no grip on it or at most only such a grip as soon and easily slips. Such a habit once formed is very hard to break and renders the child permanently weakened for all his reading and helpless for much, if not most, of it. This is what was meant when we spoke of the disaster of poor reading. The mischief of it is that much of the poor reading seems good, it is so smooth and- glib. The only READING — FIRST YEAR. 33 safeguard is for the teacher to insist that the pupil shall know the thought. Expression, to l)e of any value, must be the genuine response to an impression. The teacher's chief concern is with the thought getting, the thought analysis. These remarks lead to the following suggestions : 1. The reading matter must be chosen with wise discrimination as to its adaptation to the children's intelligence, taste, effort, alike in thought, in spirit, in phraseology. To get away from the children's controlling interests is to get toward insincere, motiveless, mechanical reading. The worth of reading is to be judged primarily from the pupils' appreciation of it as being the "real thing" ; the "Old Woman and the Pig" may well be the specific cure for dullness brought on by very, very beautiful Greek myths; these last must wait on growth up to them. 2. The teacher should seek entire honesty on the part of her class, such as will lead the pupils to stop when they do not understand, and say so. The point should be cleared either by other pupils or by the teacher, before going on. 3. Close connection must be kept between the reading matter and the children's active interests — other studies, seasonal changes, attractive elements of environment, experiences, etc.; that is, if the books contain selections bear- ing in a clear, stimulating way on the current work in history, geography, or science, or on out-door phenomena, such selections should be sought out and studied, where and when the association is close and suggestive. Material for Thanksgiving, Christmas, and other special days may thus be accumulated; information on people and places may be brought together when most needed. This is meant to break up and correct the mechanical use of the reader, by which the selections are taken in order with no reference to bearingon strong general interests. In fact, no text book in reading, which is not in itself a literary whole, is to be taken selection after selection in the order of the book. But rather the contents of all the readers should be analyzed, and tabulated or indexed, and the selections assigned when and where they respectively have a clear and significant bearing. 4. The material chosen for the reading hour should be selected not only from the viewpoint of its relation to holidays, seasons, events, etc.. but also with the question in mind as to the kind of recitation which is expected. In general, silent reading will call for more material and of greater difficulty than oral reading. The best material for oral expression will be that which is rich in problems that reach the mind through the ear rather than the eye. Literature which has been written to be spoken rather than read will abound in oral problems. In the upper grades texts on other subjects, newspapers, magazines may serve for reading material ; but most of the time should be given to literature — writings that by reason of their purity, beauty, and spiritual strength have become classic. 5. Supplementary reading should be thought of and treated not simply as increasing the bulk of reading matter and exercise in the mechanical process of reading. This may perfect mechanical skill at the expense of the disposition and power to imagine. But supplementary reading should _ always have a definite purpose and a distinct relation to other school exercises. It may be used (a") to enlarge the range of selections for the regular exercise, and _(b) to,j,furnish a fund" from which to draw in enlarging and enriching the various studies of the course — history, geographv, literature, science. Material of the first sort should be in sets of hooks, sufficient in number to furnish each one of the class a copy and, like the regular reading matter, should _ be classic literature as a rule. This should work in with the Lsxtbooks, to give soecific selections where and when needed. The second sort may better be in single books or in smaller sets— books of travel, of description, of industries and manufacturing processes, of science, of history and biography, of good fiction, especially historical fiction. Some of the publishing houses are putting out excellent editions of reading texts on many subjects and classifying them so that they will correlate with the 34 READING — FIRST YEAR. Other branches. This material may be read for information on the topics in hand, either in preparation for the recitation on the subject or for the recita- tion in reading,: pupils selected before hand reading to the class. This practice of having each pupil bring something to class which the rest have not heard and of reading it to the others, is to be commended because a real situation is set up in which reading has motive : there is someone to give new material to others who will be interested in hearing. Too often the child reading orally is not conscious of an audience. 6. Above the primary grades, the assignment of work must be made in such a way as to make a definite presentation of things to be accomplished: (a) words to be looked up for pronunciation or meaning; (b) allusions to be explained; (c) questions of facts to be verified, by observation, reading, in- quiry, or study; (d) questions to be thought of and answered, bearing either on the meaning of more subtle or difficult portions, or on the motives of char- acters, where these bear on the general thought; (e) maps or diagrams of illustrative drawings to be examined or made, and perhaps placed on the black- board by one or more of the class, for reference during the reading; (f) pictures and material which will illustrate the subject matter; (g) reviews of other studies or elements of the selection in hand, needed to give the setting or connection. In all of these directions, however, the teacher should aim to have the pupils work toward independence in discovering his difficulties. The assignments must point them out at first; but soon the pupil should locate them himself and the teacher can direct the work toward that enrichment which the pupil would not find himself. 7. The voice should receive attention from the first, and all proper effort made to help the child control and improve it for expressing thought — his own or the author's read. Drills for enunciation and articulation will be needed in every grade. These are to be given on words with which the children have difficulty, and on difficult combinations. All drill work should take little time and be engaged in with intense vim and energy. The words may be taken from the reading lesson, but the class must not look upon the subject-matter in the reading lesson as so much material for drill. On the other hand, the drills, even if on material not in the reading lesson, must be made to "carry over" to the regular reading work. 8. In order that a child may become as independent as possible in his reading he should be well trained in phonics. This should include ear train- ing, drill on phonograms, syllabication, accent, word-building and sight reading. Such training should extend through the grades. Specific suggestions will be given in connection with the outlines for the various years. In the general remarks above, the statement was made that two powers were demanded on the part of the reader : first, experience to give the "empty" words content; second, skill to recognize symbols. Teachers differ in their estimations as to the relative importance of these powers. Those who lay the greater emphasis on the experience generally use a thought method ; those who believe that the recognition of symbols will bring the best results use a phonic method. The thought method begins with the whole word, or perhaps more often with a complete sentence. The idea is to present to the eye the word or words which make the unit of thought. A strict phonic method begins with the elements of a word ; that is, with the symbols which stand for or represent sounds. After a few of these fundamental sounds with the characters which represent them are learned, they are combined into various words. Enthusiastic, successful advocates may be found for each system ; but perhaps the best method for the average teacher is that which good judgment and experience select from both systems. Aims iv Readinc — i. To have the children, from the first, weld firmly to- gether the thought and the written word or sentence by which it is expressed. 2. To regard this thought as worth while, really interesting and vital to them. 3. To help the children become independent readers by giving them such in- struction and training in the sounds of letters and groups of letters and in READINC; — FIRST YEAR. 35 such Other forms of word-building as will enable them to make out for them- selves the new words in their lessons. Sources of Material for Reading Lessons for Beginners : 1. Room management. 2. Games and plays. 3. Stories given to children in literature. 4. Nature Study. Methods of Presenting These Lessons — The first lessons in reading should be given independent of any book, and be presented in writing on the blackboard. In these lessons, the writing should be large, clear script, swiftly executed in order not to lose the interest and zest of the thought. The professional magazines for teachers have given a great deal of helpful material on primary methods. And almost all the publishers of readers have manuals from which the teacher may select such methods as she finds best adapted to her class. Suggestions are here given for both thought and phonic methods. Thought Method. 1. Room Management — After a direction, as "stand", has been given orally several times, the teacher, instead of saying, "Stand", writes the word upon the board and tells the children to do what the chalk directs. The children will' have to be told what the chalk says the first time and perhaps several times. Gradually let the oral direction give place to the written form. This may be done with many verbs. March, sit, run, fly, erase, jump, hop, rap, lift, bend, skip, step, are among the number. 2. Games — The children learn to play a quiet game by following the spoken directions of the teacher — games like "Simon says, 'Thumbs up'." After the children can play this well from the spoken directions, the written directions are substituted. Or, basing the game on a subject in which the children are especially inter- ested at the time, the children play such a game, say, as "The Wind and the Leaves." Material needed : leaves of red, brown, and green, with a pin fastened into the stem of each. After the children learn to play the game with ease, if they thoroughly enjoy it, write upon the board, instead of giving orally, the directions for playing. Thus : You may be a yellow leaf. May. Choose your leaf. (The yellow leaf is pinned upon her dress.) You may be a brown leaf. Earl. Choose your leaf, etc. The teacher takes the part of the wind and writes upon the board, "Come, yellow leaf. Come, green leaf," etc. The leaves go to the front as called. Then the teacher writes a direction for all to follow. Dance. The leaves flit about the room (on their toes) like leaves in a breeze. The same type of work may be done with animal games. Let the children choose what animal each wants to play. When the word "dog" is written, that animal barks, etc. 3. Literature — When literature forms the basis of the reading lessons the children take the parts of the people, animals, or plants represented in the story as talking. They say what the character in the story says, looking to the board for the exact words. When such an exercise is planned the story should be told by the teacher until the children know it well. A story with much repetition in its phrasing is best for this purpose — The Three Bears is an illustration of the type. Such parts of the story as do not lend them- selves to the form of conversation, may be recalled by the children under the teacher's unobstructive guidance, in brief sentences giving the strong, simple lines of the story. It is of importance that the children feel that these sen- tences are theirs, the story of their telling. In this work abundant opportunity will offer to recall the livelier and more valuable phraseology of the classic used and to work it into the children's vocabulary, to a large extent. For 3^ READING — FIRST YEAR. example, the teacher may tell the story of The Little Red Hen. She writes on the board the italicized words and phrases in the tirst paragraph of the story. "Once upon a time there lived in the woods a little red hen. She had a little house and in the house was a little stove, a little bed, and a little round table with tiny dishes on it." The second time the teacher tells this portion of the story, she points to the italicized words and has the pupil tell them instead of telling them herself. Later, a child tells the story and as she points to the words, she speaks them or the class give them. After the children know the italicized words, the phrases of which they form a part may be written, e. g. : "a little red hen," "a little stove." When the children recognize fairly well these words in the first paragraph another part of the story is given to them. 4. Nature Lessons — When based upon Nature-Study the teacher may write, for example, the names of the spring flowers in blossom at the time of writing, the children giving the names, and reading the list later. Or, the teacher writes guessing games upon the blackboard, thus : I am not large. I have a bushy tail. I have four legs. I run up trees. I have a fur coat. I eat nuts. I have short ears. What am I ? I have sharp eyes. It will be well, after having much board work, for the children to have printed lessons on large sheets of paper or cardboard, before beginning the use of the primers. Some schools have charts that serve the purpose, but often these are very formal and do not give the material wfiich fits into the teacher's plans. Small printing outfits are cheap — from $1.50 up — so that every school can afford one. The first charts should be the reproduction in print of lessons already familiar in script. Phonic Method. There are two ways of presenting reading according to the phonic method. One is by first giving the sound of the letters and then combining them into words. This is the Synthetic Method. For instance, in teaching the sound of short a a story is told about a little girl and her baby sister. The little girl watches the baby do many wonderful things, but keeps wondering why she can't talk. Details are given to arouse keen attention and the narrative comes to its climax with the baby saying a (the short sound being given). The teacher writes the letter as she gives the sound. In like manner the sound for m may be presented in connection with a story of a humming top ; s with the story of hissing steam, etc. While these sounds are being taught the class has listened to classic stories with the view of building up the oral side of literature so that later the fact the children have heard the stories will aid them in reading them. When sufficient sounds have been given and learned the letters may be combined in as many different ways as possible to give the vocabulary needed. The second method is the Analytic. Words are taken from the list already learned and these are analyzed or picked apart so that the elemental sounds are discovered. When these sounds are learned they may be combined into different words. There are also two ways of teaching the combinations of phonetic sounds or symbols. One brings together a group of words like and, hand, land, sand, or bit, sit, hit, etc., and discovers the phonogram and or it. New words are learned by combining some new sound with the phonogram. The following will suggest the method of developing the "family phonogram". Lesson i. Begin with the word can. This is a part of the child's vocabu- lary, having been learned in the early reading lessons. Proceed as follows : 1. Write the word can on the board and pronounce it easily and naturally. 2. Children pronounce the word collectively and individually. READING — FIRST YEAR. 3/ 3. Give the sounds separately a-aii and point to the parts sounded. 4. Cover the an and have the c sounded. 5. Cover the c and have the an sounded (pronounced). 6. Show the whole word and ask the children to put the two sounds together to make the word, can. If the children cannot do this the teacher may do it for them, making the sound an prominent and pointing to the phonogram at the same time. The blending of one sound with another should not be difficult, although the teach- er's attitude toward blending influences the child in the work. . Lesson II. Teach the word man in the same manner that ^-an was taught. Then write on the blackboard : c an m an Cover first one part and then the other, sounding each phonogram. Write c, in, an, on the blackboard in irregular order. Review daily, adding new phono- grams to the list as they are taught. Ear training should accompany, or rather be a part of. all phonic drills. This gives the child accurate sound images which he is to associate with written symbols. After a number of these family phonograms have been established, daily drill upon words from the reader should be given. These drills will follow two lines : 1. A list of words to be separated into sounds. 2. A list of familiar sounds to be combined into new relations to form new words. Drill upon the phonograms may be given in two ways: (a) combining the consonant sounds, /, /, m, r, etc., with the same phonogram, as with at; (b) combining the different phonograms with the same consonant, as / un, f an. If the words given are written on the blackboard one under the other, the phonogram to receive special drill will be the more readily emphasized. Abundant exercise in word-building should be given. Sometimes sentences containing a number of phonetic words may be written on the blackboard for the children to work out, as: The man ran with the pan; Dan ran to get the fan ; etc. The teacher tells the words the children have not had, as ivith and on. If any difficulty is experienced the teacher may underline the phonograms. Silent Reading. Silent reading will predominate during the first year. _ The reading may be done aloud but the child does this much as he would think out loud, not for the purpose of giving the thought to others but rather to help himself get the thought. By saying the words, he can hear as well as see. By concentrat- ing his attention on getting the thought he will do better than he would if he had to think of giving the thought. Silent reading may be tested as follows : 1. Doing what the sentence directs. 2. Erase the sentence which tells, etc. 3. Stand by, or point to, the sentence, etc. 4. Point to the object named. 5. Tell what the sentence says, in your own words. As an aid in getting a new word, the children should be taught to look at the word in its setting. In the sentence, "The squirrel lives in a hollow tree", the word "hollow" is not known. When they come to this word they will not attack it at once, but will look forward to the end of the sentence. They will discover that the new word, in all probability, tells what kind of tree the squirrel lives in. Knowing the kind of trees squirrels choose, they will in most cases give the word without more study. Seat Work — Seat work may be made very profitable if adapted to the child's needs, interests and ability. It should give him many ways through which he can express himself and should help him in discriminating forms and objects. Cards with words written or printed upon them may be given 38 READING — FIRST YEAR. the child. He is to put these together so as to form the easy sentences of the chart or lessons. As soon as a few words can be recognized at sight, the pupil should be required to build sentences, using separate words on bits of card- board. Continue building sentences until the reader is taken up. The teacher should use his own judgment as to the amount of seat work and its nature. Every pupil should be kept busy at some profitable employment. Playing with sticks, marking with a pencil, or doing anything else with no definite aim in view, should not be permitted. Oral Reading. As has been said above, little in oral reading cart be expected of a chjld whose attention is absorbed in getting what the book says. But what oral reading we do obtain should be the best we can get. The first requisite is that the pupil shall know the thought before he tries to tell it. Therefore, silent reading must precede oral reading. Otherwise, the "oral reading" may be nothing more than pronouncing words. To encourage a child to pretend to give to others something which he does not have, is simply training him in deception — not only the deception of others but finally himself. The child should be taught from the first to attempt to read orally only what is perfectly clear to him. Encourage him to ask what a word or sentence means before he is willing to read it aloud. The second necessity in oral reading is that the child shall be conscious of an audience. He doesn't read aloud merely to see if he can get over the pronunciation of the words, but he has something to give to some listener. This getting-giving attitude may be obtained by having the pupil read a sentence and address it personally to some member or group of the class. Thus : the sentence reads, "Roll the ball," and the pupil says, "Roll the ball, Frank." Train the class to listen : it will help in many ways. The teacher must also be part of a real audience, an attentive interested listener. For the teacher to watch continually a book while a pupil is reading to her is insulting to the pupil. At first the pupil will not be held for the exact word of the text. If he gives the thought, it is sufficient. But as he gains in experience his attention should be called to the words. The teacher may say, after some word is missed, "Yes, that is what it means but not what it says. Read again and say just what the book says." Children should be encouraged to express the thought and feeling not only through the voice but also through the whole body, especially the face and hands. Sometimes teachers insist too rigidly on formal positions — standing and holding the book — to permit good bodily expression. Let the oral read- ing be often a play or dramatization with book in hand. Have the same acting as though the selection were memorized. At least one element of technique can be begun in the first grade, — group- ing. By grouping is meant the bringing together of words which are to be considered as units of thought. Grouping is to a sentence what syllabication is to a word. To the ear pause marks the group. Of course, the children's attention is to be directed to the thought rather than the "way to say it", but the teacher can succeed in having a sentence grouped correctly. In the first lessons she may write the sentence suggesting the pauses ; or she may indicate the words which form the unit by use of a pointer. Much may be learned through imitation — the teacher must group. Two sentences will illustrate. "I have a doll, mamma." "Mamma can see my doll." Suppose the first is read, "I have a doll, mamma," the pause being made after haz'e instead of doll. Or suppose the second is read, "Mamma can see my doll," with the pause after can. The teacher can read the sentence as indicated and then read it correctly, and the pupils, because of their experience in conversation, will see the difference and select the right reading. Rhythm Exercises. As a preparation for learning accent in a later grade the children may be given simple rhythm exercises. The following method need take little or no time from the other work. It may be used in connection with various activities. The LANGUAGE — FIRST YEAR. 39 children are called for their parts in some recitation by means of beating the rhythm of their names. Suppose the names are Mary Smith, Laura Anderson, John Lyle, David Johnson, Mildred Ann Jones. By beating the rhythm (accent very pronounced) with a pencil on a table or with the clappfng of the hands the children may be designated. The above names might be indicated thus : (Mary Smith — . — ) (Laura Anderson — . — ..) (John Lyle — — ) (David Johnson — . — .) (Mildred Ann Jones — . ). LANGUAGE, COMPOSITION AND GRAMMAR. Introduction. The most important subject of instruction in the Elementary School is the Mother Tongue. It furnishes the tools that are absolutely necessary to satis- factory work in every other subject. It is not a separate subject, but a part of every subject in the curriculum. The language of the pupil is as much the concern of the teacher of the class in arithmetic as of the teacher of the class in literature. The justification for organizing English as a separate subject is the need for a special period for the study of the ways and means of acquiring the power of distinct, clear, and reasonably effective speech, oral and written, and for drill in these matters. The language period should be devoted to these specific ends. But the use of the knowledge and the skill thus acquired should be rigorously insisted upon in all classes. I — Relation of Language and Composition to Literature — Although train- ing in English is intimately connected with every school subject, its relation to literature is peculiarly close. In fact it is so close that in the first two grades the two can scarcely be separated. In studying literature, the pupil is really getting some notion of how the masters of expression accomj)lish the results that he also wishes to accomplish. Imitation — as has been said almost to a weari- some extent — is always a potent factor in language training, — in the earlier years the most potent factor. We speak as we hear ; and, though to a less extent perhaps, we write as we read. In no respect is the debt of language to literature more apparent than in an enlarged and enriched vocabulary. The little girl in the second grade who said of a small waif in the story, that "she had not one crust to rub against another" gave striking proof of this fact. There is no better way of developing not only "sentence- sense" but "sentence-power" than by furnishing the pupils good sentences to imitate. And good sentences abound in literature. The same general contention, of course, is true in regard to the "paragraph-sense" and those less obvious, but after all fairly definite, means of producing desired effects. Notwithstanding, however, the close inter-relation of the two subjects, it is of questionable value to yoke the composition work of the language period to any great extent with literature topics. Speaking and writing on such topics belong to the literature period, — as is true also of geography, history, and nature study topics. II — Something to Say — If there is one explanation of the general unsatis- factory results in English work, it is, probably, that we attempt to teach children how to say something when they really do not see that they have something to say. We must distinguish clearly between two types of composition, both oral and written, (i) that called for by the need of giving the repetition necessary for fixing habits and knowledge and of te-sting them; and (2) that called forth by the fact that the pupil has something he wishes to tell to someone else. The composition work — especially the written composition — in the other subjects, except literature, will be largely of the first type, though it should by no means be exclusively so in any study that cajls for individual opinions and the gather- ing of supplementary facts. It is the business of the teacher to see that the composition work of the English class is altogether of the second type. The teacher who understands children's interests knows that they have a great deal to say. Tap the right spring, and there is likely to be an adequate, — if not a copious^ — flaw of ideas. (See oral and writte^i composition and suggestive topics, below.) 40 LANGUAGE — FIRST YEAR. in — Vocabulary — Almost as necessary as thoughts is the possession of an adequate stock of words to express them. Growth in ideas and growth in vocabu- lary are really inseparable; a new word means a new idea, and an idea is a very vague thing without its symbol. The study of literature is the most powerful mstrument not only for this end, the enlarging of the pupil's vocabulary from the common stock, but for training him to feel the signiticance of worvis, their power to give definite sense impressions, — the shriek of the locomotive, the flash of the lightning, the spiciness of the apple—; to paint pictures— "the snake poured itself into its hole"—; to suggest, — "In came Mrs. Kezziwig, one vast substantial smile." Every other subject, however, must also make its definite contribution to the children's stock of words. The vocabulary work throughout the eight grades should be continuous and systematic, from n'.erely knowing the meaning of words, through recognizing the value of the defii'itc, concrete word, to a fair discrimination in the use of words. But the mere knowledge of these things is of little service in composition. The word itself must have the habit of dropping off the tongue and pen. Professor Palmer says a word used three times is thereafter a part of one's own vocabulary. Skill in using the dictionary is essential to the mastery of words. Definite work of this character should begin at least by the fifth year. Children should be drilled to find words quickly and to interpret easily the marks that indicate their pronunciation and syllabication. Though the dictionary is an ever-ready friend, it should not be leaned upon too persistently. Reading will be a tire- some performance if it entails constant reference to the dictionary, and the dictionary alone cannot teach the use of words. The meaning of a word derived from the context by the pupil himself has a clearer significance than any definition can give. (See more detailed discussion under Reading.) IV — Good Habits of Speech — The man who does not know enough to comb his hair every morning, to keep his hands decently clean, to eat his soup without attracting undue attention, is more or less ostracised from good society. That IS, we have standards of decency in these matters that people who wish to amount to anything must live up to. The same is true of speech,— only the children do not see it. It is the business of the teacher to convince them of the fact that to say "I seen it" is just as prejudicial to their standing in the world as to go about with hayseed sticking to their clothes. The best way to get rid of bad habits of speech is to establish good ones, — that is to emphasize saying the right thing, rather than not saying the wrong. Below is printed a list by grades of all the errors to be worked on throughout the eight years. The method is progressive, beginning in the first year with those words that really are not words, (Children need merely to be told that these forms are never to be used,) continuing through specific errors— particularly certain wrong verb and pronoun forms, double negatives, and illiterate pronunciations (covering enunciation),— to generalizations in the seventh and eighth years, when grammar is taken up as an aid to correct speech. The method is\lso cumulative, calling for a few errors to be attacked at one time, but not to be dropped until they are practically eliminated. The array looks formidable, but if attention is concentrated on the two or three errors noted for each month, and all others ignored,— remembering, however, that an error once attacked is not to be dropped until mastered— the result will be surprisingly gratifving. The great difficulty will be that teachers find it hard to work for the extermination of only a few errors when a host of others equally bad are left to flourish un- checked. But firing that is concentrated on one particular sector is much more effective than that diffused over an entire battle front. If errors noted for previ- ous months (and years) are still made by a majority of the class, they must be drilled on; and if those noted for the current month are not made, errors from the following month should be attacked. Recent investigations have shown that verb and pronouns forms, double negatives, and faulty pronunciation are ^he source of a large proportion of the errors made bv pupils. If these types of error are eliminated, the battle for good speech will be more than half won. (See suggestions for enunciation and pronunciation under Reading.) LANGUAGE — FIRST YEAR. 41 Improvement in speech is a matter of training the ear, and such training is a matter of persistent drill. Drills to be effective must be short — not more than three or four minutes, — interesting, and varied. If pupils are convinced of error, they will find the work for improvement interesting. And language games furnish the best types of short and varied drills. (See books of such games mentioned.) The verbs lie, sit, rise call for special comment. The dif- ficulty here is that the ears of most children are not accustomed to the sound of the words lie, lying (meaning the act of reclining), lay (to express past time), has lain, etc. The drill must make these familiar, everyday words, associated with the proper acts, — the acts of lying (resting in a reclining position), of sitting (resting in an upright position), of rising (getting up, or going up). All these acts involve only one person or thing, the one that lies, sits, rises. The children should see clearly the difference between the acts of lying and laying, sitting and setting, rising and raising. The terms tran^sitive and intransitive, however, should not be used until seventh grade. The drill should then be on the expressions that represent the acts of lying, sitting, rising. Any sentences used in drills should be natural, sensible sentences, such as children might really use. V — Oral Composition. Children consistently dislike composition. They should on the contrary find it interesting and delightful. They probably will do so if the right kind of motive can be furnished them, — an achievement easier to recommend than to realize. In many instances the motive will be the pupil's desire to show the teacher that he has mastered certain facts, but much more often it should be to tell others what he has seen and done or how to do something — as, how to set a bird trap; to air his opinions on various subjects — as, whether white rabbits make desirable pets, whether a canary and a cat can be kept in the same house, or whether Rip Van Winkle deserved the affection of the com- munity; to give the class the benefit of his "research" in connection with topics of nature study, geography, and other subjects; to let his inventive faculty run loose in imagining, — for example, what he would do with Aladdin's lamp. Help the pupil to see that he has something to say, and h-e will do the rest with enthusiasm and vigor. The composition in the first four grades will be largely oral, — in the main of the conversation type, though by the fourth year pupils should be able to speak in a connected 'way on a topic for a minute or two. The younger children like to talk about their home life. They can also be interested in observing and talking about the larger world, the signs of the seasons, birds, flowers, animals. In the first two years most of the oral work however, will grow out of the stories and poems read and told them. Dramatization furnishes one of the best opportunities for this kind of work, to be used frequently in the first three grades, and occasionally even through the eighth grade. In the earlier years the stories that the children 'know furnish the material almost exclusively, but in the later years pupils may also improvise little dramatic sketches illustrating their notions of the customs of other countries and other historical periods. Reproduction of stories is a valuable type of oral work in the first three grades, but it is doubtful if it should be continued later, unless the story is reproduced from a different point of view as, for example, telling the story of Ulysses and Polyphemus from the point of view of the latter. Fourth grade children grow weary of hearing one of their number relate a story that they know as well as the narrator. Under such circumstances there can be no stimulating motive for the speaker. Special effort should be made to prevent the bovs and girls of the higher grades from losing interest in oral composition. Use every opportunity to give them worth-while things to discuss. They might plan and carry out special exercises for holidays and other important occasions. Some eighth grades have very successfully organized themselves into clubs to discuss current events two or three times a month. VI — Written Composition. Much that has been said of oral applies equally to written composition. Children should like it, and will, if the proper motive is found. In this respect 42 LANGUAGE — FIRST YEAR. the problem of written composition is the more difficult of the two. The pupil is likely to feel that he is writing only for the teacher, — and that, too, without really having anything to say to her. As far as possible have pupils read their compositions to the class, — for them to realize that written work, too, is ad- dressed to an audience. In the higher grades appeal to the pride of authorship, preserving the best work of the class in a class book. Letters are, perhaps, the easiest type of written work to provide with motive, and they are also the most practical. Explanations — in the main, of how to do things and of personal opinions — rank second in practical value, and first in logical training. Children are naturally interested in hearing and telling stories. Descriptions should be called for sparingly — in the earlier years, certainly, — though picturing the scenes and persons in a poem or story is an invaluable aid in the study of literature. The older boys and girls are becoming interested in people as people, especially those they read about, and so they should occasionally write short personal de- scriptions and character sketches. Eighth year pupils also delight in arguing the right and wrong of certain actions, as for example. Should Brutus have joined the conspirators? Although the dramatization in the earlier years should be en- tirely oral, from the fourth grade on pupils might occasionaly write out a dramatic sketch in dramatic form. Later they should have practice in writing narrative dialogues, employing at first only unbroken quotation, but, by the seventh year, mastering the more difficult form. Such dialogues should always have some point ; they may tell or suggest some incident, show the character of the speakers, or reveal an interesting situation. (See Helps below.) As writing presents certain difficulties not encountered in speaking, a written composition should rarely exceed one paragraph, even in the eighth grade. The outline of the course calls for a knowledge of only the form of the paragraph, because it is to be doubted if elementary school pupils can be expected to develop any real "paragraph-.y^».s-e". The form, however, should be thoroughly mastered, and in evfry paragraph written in any class the correct form should be essential to a passing grade. The same is true of letters, both friendly and business. After the necessary drill has been given, a letter, in respect to form, should be graded either lOO or below passing; there should be no middle ground. Pupils must also be made to feel the same necessity for observing good form in the technicalities of writing as in habits of speech. With the possible exception of a few cases of capitalization and spelling, after suf- ficient drill there is no reason why a IQO per cent standard should not be insisted upon. Copying and dictation are invaluable aids in fixing these matters of form. The ability to copy accurately, with reasonable speed, is also a busi- ness asset, and all pupils in the public schools should be given this training. As soon, however, as the pupil can be counted upon to copy accurately and rapidly he should be excused from such work. Dictation is particularly useful in test- ing a pupil's mastery of these mechanics of writing: Both cot)ying and dictation should of course begin with short sentences, and from the first correct methods should be observed. A pupil should learn to look at a sentence only once and then copy it without a mistake; in dictation, he should listen while the teacher reads, and then write. The teacher should not repeat. LITERATURE. Introduction. (See also Suggestions in Outline for Reading.) L Purpose of Teaching — In the eight years of the elementary school, children should become acquainted w-ith a considerable body of literature, the best that they are capable of enjoying. In such literature the experience of the race, the insight of the best minds into life and the human spirit, their delight in truth and beauty, have been preserved ; and all these are the rightful heritage of every American child who can take them. If he does not find them in the home, he must find them in the school. Since in these early years he can grasp, at most, only a few of these treasures of the world's literature, the chief purpose of the teacher should be to make him want more. LANGUAGE — FIRST YEAR. 43 IT. Plan — The ideal course would be different for different children, yet would include a certain invariable center alike for all, so that this common center might help to hold together all English-speaking people. The course outlined here is a compromise. It is not ideal ; it is very meager, and should be supplemented to suit individual needs. (See lists suggested under Reading.) But small as the amount of material is, it is too much for the crowded time of a country school program. In the first two years the literature and language must be taught together ; in the next four years the literature may be divided between the reading and the language periods ; in the last two years it must be taught chiefly during the reading hour. After the third grade the children can read and enjoy most of it for themselves, if the mechanics of silent reading are mastered, as they should be, in the first four grades. The literature included in the course is chosen with several distinct ends in view. First there are some of the great literary masterpieces of the world, which all later writers take for granted — the Iliad, the Odyssey, the Arabian Nights, the Bible. Then there are the Norse, Teutonic, and Greek myths and folk-tales, in good translations ; and American Indian legends In "Hiaivatha". All this material, interesting and full of life in itself, is indispensable as a back- ground for further reading. Then there are modern wonder-tales and stories, each selected for its human value and its admirable style ; and a few choice bits of essays and speeches. Besides the prose, a considerable body of poetry is presented, varied to appeal to all tastes, and to make children feel that a poem is not a pretty sentiment, but a vivid experience. An attempt has been made to grade this poetry, so that each poem will prove neither too hard nor too easy for growing minds ; but, since the mental ability and the experience of children in the same grade differ so widely, perfect adaptation is impossible. There has been a special attempt to incorporate in this course literature that expresses the ideals and the beliefs of a true democracy, as well as loyalty and heroism and the love of country. In the upper grades this material has been arranged to correlate with the history work so far as possible; in the first five grades it is to be connected with Thanksgiving Day and with Washington's and Lincoln's birthdays. Instead of Barbara Frictchie, with its falsification of history, the verses of Frank L. Stanton, Our Country, speaks the new union of North and South. ITT. Methods of Teaching — (See suggestions in outline for Reading.) — The first principle of teaching literature is to teach each piece of it for its own sake, for what there is in it. There is no poem or story in the black letters on a printed page any more than there is music on a sheet of paper. Each reader must create his own poem or story. So first of all the teacher must realize vividly the particular thing to be taught ; then he must help the pupils to such vivid realization. If he cannot help, he should at least not hinder the pupil's imagination. There are several ways of helping the imagination, of training the pupils to make real to themselves what they read. First and perhaps most important is reading aloud well to them, from the first days of school on. If the teacher cannot read well, she should learn to do so; and meanwhile let the best readers in the school do it for her. If there are no good readers in the school, perhaps some mother or friend in the neighborhood will delight the children now and then not with elocutionary display, but with straighforward, natural, imaginative reading. Dramatizing almost forces the pupils to make real the characters and situations, and it gives the whole class the benefit of the best imaginations in it. Informal acting of parts with appropriate speech, either made up or read from the book, should be frequent, not only in the lower grades but throughout the school. Several grades or the whole school may join in acting a story. Of course the language value of dramatization is great, but the imagina- tive value is greater. Pantomime, or dumb acting, is almost equally helpful in interpretation. Even in the lowest grades pupils should be encouraged to picture in words what they see as they read, adding more and more imaginative details as they 44 LANGUAGE — FIRST YEAR. gain more power of concentration and of expression. Putting the scene into words produces clearer imaging if the pupils are taught at first to shut out real objects by closing the eyes, to look with the mind's eye and to tell what they see. Sometimes they should hear as well. Besides the word-picturing, drawing, painting, paper-cutting, making niodcts], diagrams, and maps of villages, houses, forts, and the like will both test and increase reaHzation, and should be used in all grades. Reading is discussed and outlined elsewhere, but a few words are needed from the point of view of the literature teacher. While the children's oral read- ing of a passage may be a test of their understanding and realization, their silent reading of this literature is after all the most important part of the problem for them. Children in the fourth grade should read to themselves near the teacher, with permission to ask about any word whose meaning they do not know. In asking, they should be required to read aloud intelligently the sen- tence in which the word occurs, and not permitted merely to spell or pronounce the word alone. Then they should be helped to get the meaning in connection. Thus they are taught independence. As they go on they should expect themselves to understand what they read. If they cannot find out in one way they should in another, and not be satisfied not to understand. This does not mean, of course, that they should seek a dictionary definition of every word. If a child in fifth grade has only third grade ability in reading, he should read third grade literature under direction until he has more ability. Since the habits of the eye and the mind in reading are established before the end of the sixth grade, this early training in silent reading is of inestimable importance to the future education and mental development of the child. Children should be taught to use attention and imagirkation, and not to dawdle over a book; they should be taught to vary their speed in accordance with the difficulty of the material. Children in country schools have considerable time to read; they should be given interesting books which will tempt them to use that time well. Many more than are required in this course should be provided for each grade. Some special suggestions for the teaching of poetry may be helpful. Since each poem is to be taught for what there is in it, no two poems should be taught exactly alike; and since each poem lives only in the imagination of the reader, probably no two teachers would teach the same poem exactly alike. The first thing the teacher must do is to make the poem her own as completely as possible. If it is full of thought, like Kipling's "If", it will need to be studied phrase by phrase for fullest enjoyment. Such a process is sometimes called "picking it to pieces"; but it should not be really that. It should be merely looking more deeply into the poet's meaning, to get as nearly all of it as possible ; and the whole poem should then be read in the light of this detailed study. Any poem — or prose passage, for that matter — which is to be memorized should be first understood thoroughly, and so it may need to be studied in this careful wa' Pupils should themselves feel the need of this study, and should enter into it, each to contribute his best ideas. Other poems — as, for example, "April in England", — are all pictures and feeling. Most of the short poems indeed, are filled with beautiful pictures which hurried readers fail to see. In these we have the true mood of poetry — the lingering over experience — and the children should be taught to stop, look, and listen, -entering into the poet's feelings by remember- ing similar experience of their own. A story poem may be dramatized or retold from another point of view. A humorous poem or bit of nonsense verse needs only to be read, when the words are understood; explaining a joke is deadly. The chief delight of other poems is in their sound — for example, "Sweet and Low" and "The Bugle Song." Indeed, all true poetry is meant to appeal to the ear, and should be read aloud. A slight pause at the end of the line, an avoidance of sing-song beat on the one hand and prose matter-of-factness on the other, a flowing tone, and true enunciation of vowel and consonant sounds are essential to good oral reading of poetry. The beauty of the English language as the poets have written it is worth giving the children to hear. The work of contemporary poets has not been included in the course be- cause it is difficult to appraise and also difficult to obtain in form for the pupils LANGUAGE — FIRST YEAR. 45 to use. Teachers should supplement with bits from the best that is appearing, things they enjoy themselves. It is unfortunate for children to get the impres- sion that all poets are dead. They should be encouraged to try their hands at making verses and jingles, not for the sake of language work, or with the idea of making the pupils into poets, but for the better appreciation of the difficulties that poets have conquered and of the perfection they have attained. Selections for Memorizing. Some of the best poems and prose passages for memorizing have been starred (*) throughout the course. Not too much should be required, but indi- vidual pupils may learn much more than the average and should be allowed considerable freedom of choice. Since the exact wording conveys the exact shade of meaning, no poem is really known until it is known by heart. Of course nothing should be memorized parrot-fashion, but everything thought-by-thought, picture-by-picture. Eye-minded pupils find writing the poem a help in learning it. Memorizing poetry should never be made a means of punisljment. Poems learned should be reviewed from grade to grade, and made a permanent possession. By the end of the eighth school year pupils have come to know the work of a good many American authors and some English. In the upper grades it is worth while to try to make the children acquainted with a few of the writers themselves. Longfellow, Whittier, Lowell, Holmes, Stevenson, Kipling, Scott, Tennyson, Browning, Shakespeare, and Sidney Lanier are interesting to know ; and with their names others may be associated. Perfunctory biographies should be avoided ; but with pictures, anecdotes, and readings or recitations from their works the characters of the writers should be revealed. A few literary facts and dates are worth knowing as matters of general intelligence. It should not be forgotten, however, that a study of a writer's life is not a study of literature. A Tabulated List of Errors in Speech. Verbs — ain't, brung, dumb, busted, bursted, drawed, knowed, et, they was. Errors in the use of : may, lie, sit. Pronouns — hisself, me and him, me and Mary, etc. Double Negatives — ain't got no. Pronunciation — gimme, lemme, they was (for there was), ketch. A Tabulated List of Technicalities in Writing. Capitals — For the first word of a sentence; the names of persons and the word /; for the abbreviations Mr., Mrs. Punctuation — Sentence: Period at end of telling sentences; question mark at end of asking sentence. Word : Period after abbreviations Mr., Mrs. Letter Form — Simplest letter form ; child's name and address. To erase a word, draw one line through it. VII — Suggestive Subjects for Composition — Oral and Written: Subjects for composition should be definite and should appeal to the interests of the child- ren. As far as possible class discussion, opening up the possibilities of a topic, should precede written, and also formally prepared oral work. A few hints and suggestions may turn what would otherwise be a disagreeable task into an inter- esting problem. Not only the subject, but also the purpose of the particular composition should be definite, — as for instance, to picture a lively scene, to show what an intelligent dog will do, to make an interesting beginning. The following subjects are intended merely to indicate some of the possibilities. Grades I and II. Home and school experiences. Anything in the larger world, of interest to the children, especially those things connected with the seasons, and the way men, animals, and plants meet the seasons. (See Nature Study Outline.) Stories read by the teacher, reproduced and dramatized (in a very simple way) by the children. For Dramatization — Among others : Little Boy Blue, and other Mother Goose Rhymes (I). Sif's Golden Hair (I). The Elves and the Shoemaker (I). 46 LANGUAGE — FIRST YEAR. Aesop's Fables (I and II). Most of the Fairy Talcs (I and II). Parts of Hiawatha (II). Old Pipes and the Dryad (II). For Picturing — (The teacher, perhaps, saying, "Put your heads on your desks. Tell what you see as I read.") Autumn Fires (I). My Bed is a Boat (I). Thanksgiving Day (II). The Rain (II). Seven Times One (II). Letters — Very simple; worked out in class first. B — Standards in Written Work. Some examples of work done in the various grades, with a few explanatory comments are given here. No attempt has been made to present a graduated scale for the eight grades. (Average Work for the Last Half.) Snow. Snow comes in winter. It is white and cold. I like to have the snow fall. Then I can ride on my sled. Helps — A — Letter Forms. The teacher who prefers the "block" to the "slant" system shown here should, of course, teach that. The point is to teach only one form, and to teach that thoroughly. Although these letters are introduced primarily as guides to form, the types may prove suggestive. It is not likely, however, that a pupil in the elementary school will reach the standard set by the tirst friendly letter. A pupil in the third grade should be able to improve somewhat on the second grade form and content. Very Simple Letter Forms. (Written Near the End of the Year.) Dear Mother, We made Christmas trees today. We made them of green paper. We put red candles on them. We had fun. Your son, Donald. PICTURE STUDY. The list of pictures offered for first and second grades is merely sug- gestive. The aim has been to name those pictures which will arouse and hold the interest of young children. An effort has been made to select reproductions of works of value from the art standpoint and yet keep them within the comprehension of immature minds. If the picture is within the understand- ing of the children to whom it is presented we may be sure that good oral language in the discussions based upon it will be the result. This feature of the work is without doubt the most valuable in these lower grades. When presenting a picture the teacher should remember that she is only the leader and keep herself out of the discussion as much as possible. The leading should be accomplished through suggestion rather than through dictation. When selecting pictures for substitution or for supplementary numbers the following points should be observed : (a) The picture should have a story not too deeply concealed. (b) The story should be very simply told and easily comprehended by the child. ((t) Stories of experiences similar to the child's own are desirable. (d) Much life and action in the picture will attract and hold attention. (e) The picture should have value as an art product. LANGUAGE — FIRST YEAR. 47 Directions. If possible, each child should have a copy of the picture to be studied in his hands. Close contact means much here. Work principally from the pic- ture itself. Much of the reading matter suggested for use in studying pictures has little worth as literature and leaves no lasting wholesome impression. Ex- cellent small reproductions of the pictures listed here may be secured for a few pennies each. These may be purchased by the children or they may be supplied by the school. When supplied by the school and kept for use from year to year the reproductions should be mounted on stiff card boards of harmonizing color and proportions. It is essential that pictures be presented under the most favorable and attractive conditions. A list of pictures for the grades beyond the second should meet the demands of the wider interests and experiences of the children in these grades. At the same time new thoughts and experiences may be suggested in much the same manner as is done in literature. The course outlined here includes works illustrative of many interests and phases of life. It is possible for a teacher to have the study of pictures vitalize and en- rich some of the more prosaic parts of a course of study. Pictures of animals may be used to advantage in the study of humane work. Millet's pictures of labor may be used to emphasize the dignity and beauty of joy in labor under the study of morals and manners. Sir Galahad may be used as an illustration in studying chivalry. The Spirit of '76 may influence the development of patriotism. When pictures are used as suggested here it is not necessary to adhere to a definite grading. When picture study loses its joy its greatest value is lost. Do not make the subject a burden. Nothing can be accomplished through force. Let the study be free and spontaneous. In the advanced grades, seventh and eighth particularly, an elementary study of technique may be undertaken with profit. To be effective this study must be made and kept interesting. Points in composition may be developed — the center of interest and how the artist makes the observer find it (size, color, values, attention to detail, placing) foreground and its treatment ; method of subordinating background. Biography of Artists. In presenting biography choose only those points which will reveal the life and spirit of the artist as they relate to his work. Do not suffer unrelated matter to creep in. A development of interest in the artist's life and work is to be more desired than the retention of dates and unessential facts. These Points May Enter Into a Biographical Study. When did the artist live? Where? What did he paint — animals, land- scape, portraits? How did he feel toward his subjects? His perseverance in his work. Comparison with other artists working on similar subjects. Anecdotes which will shed light upon the character of the artist or his spirit in his work should be made much of. Avoid those references which are improbable or sensational. Aims. To be able to recognize a number of good pictures at sight. To be able to describe a number of good pictures. To be familiar to a reasonable extent with artists' names, their pictures, subjects and style. To be able to recognize pictures which have not been studied as the work of a certain artist because of similarity in subject and style to what has been studied. Above all to have a desire to know pictures. Read the Introduction to Literature and to Language and Composition. I. Aims — A. In literature, to make the children acquainted with some of the best fairy tales, fables, jingles, and poems appropriate to their age; and to 48 LANGUAGE — FIRST YEAR. lead them to take delight in these. B. In language, to lead them (i) to talk freely about the things they are interested in; (2) to speak distinctly and in a natural tone; (3) to form certain good speech-habits; (4) to make a beginning in the sentence-sense (leaving out and's, thcn's, and so's, and dropping voice at end of telling sentence); (5) to enlarge the vocabulary; (6) to learn a iew technicalities of written form. II. Subjects for Conversation. (See above) III. Types of Oral Work — Conversation, reproduction of stories, drama- tization, memorizing of verses, language games. IV. Types of Written Composition — By middle of year, single short sen- tences copied accurately in writing or with card letters; toward end of year, the simplest letter form. See above.) ALTERNATION — In crowded country schools, the language work of the First and Second years may be alternated. In such cases, teach the first year's work in 1918-19. and each alternate year thereafter, and the second year's work in 1920-21, and each alternate year thereafter. First Month. Literature — *Mother Goose : Pease Porridge Hot, This is the Way We Wash Our Clothes, London Bridge, Humpty Dumpty, Sing a Song of Sixpence. Stories — The Ant and the Dove (Aesop), The Ant and the Grasshopper (Aesop), The Fox and the Crow (Aesop), The Little Red Hen (First Reader), The Gingerbread Boy (23). Poems — Goldenrod (i), September (16). Autumn Fires (17). Habits of Speech — ''Alay I get a drink", etc., — Use may always in asking permission. "It isn't here" (He, she, Mary, etc., isn't). — never "ain't" or "hain't"; "Give me", — never, "gimme"; "brought", — never, "brung". Picture — Can't You Talk — Holmes. Second Month. Literature — *Mother Goose : Old King Cole, Little Boy Blue, Little Bo- Peep, Mistress Mary, I Love Little Pussy, Hush-a-By Baby, One, Two, Buckle My Shoe. Stories — The Dog and His Shadow (Aesop), The Lion and the Mouse (Aesop), The Crow and the Pitcher (Aesop), The Three Bears (5 and 2), Little Red Riding-Hood (2), How Dame Nature got Her Frost (9). Poems — The Rock-a-bye Lady (6), Cradle Song — Sleep, Baby, Sleep (Open Sesame I and Reading^ — Lit. II), October's Bright Blue Weather (i and Gowdy), October's Party (i). Habits of Speech — Continue work begun. Add : "Goldilocks zvas lying in the baby bear's bed", "Who's been lying in my bed?" — never, "was lying in bed", "has been laying in bed"; "let me", — never, "lemme" ; "I am not", or "I'm not", never, "I ain't". Picture — Squirrels — Landseer. Third Month. Literature — *Mother Goose: Little Miss Muffet, Old Mother Hubbard, Bye, Baby Bunting, Simple Simon, Baa, Baa, Black Sheep, The Old Woman Who Lived in a Shoe. Stories — The Fox and the Grapes (Aesop), The Lame man and the Blind Man (Aesop), The Wolf and the Kid (Aesop), Story of the Pilgrims and of the First Thanksgiving Day, Little Tuppen (2), The Frog Prince (15)- Poems — * November (18), *A Happy Thought (17), Thanksgiving Day Lydia Maria Childs (Open Sesame T and Baker and Carpenter II). Habits of Speech — Add: "May I sit with Mary?" — ne^'e>• "^[ay I set with Mary?"; "He and / did it", — never, "Me and him", etc, "Zliey aren't (Tom and Bob, etc.) ; "aren't", — never, "ain't". Picture — Dignity and Impudence- — Landseer. *The numbers and titles — often abbreviated — refer to certain readers and books listed on page 67. Most of the poems and stories may be found in other sources than those indicated. LANGUAGE — FIRST YEAR. 49 Fourth Month. Literature — *Mother Goose: Little Jack Horner, As I was Going to St. Ives, There was a Crooked Man, Little Tommy Tucker, Hey Diddle, Diddle. Stories — The House that Jack Built (23, Baker and Carpenter I), St. Christopher (11), Holy Night (12), The Little Pine Tree (Baker and Carpenter H), Why the Sea is Salt (Reading-Lit. H), The Fisherman and his \\"\h (2). Poems — Why Do Bells for Christmas Ring? (20, 21), *Away in a Mang^ — Luther's hymn (20), Hang Up the Baby's Stocking (Planbook, and also 21). Habits of Speech — Add: "May Mary and / sit together?" — never, "me and Mary", etc.; "John cli)iibed the tree", — never, "John chimb the tree"; "Catch the ball", — never, "ketch". Picture — Madonna of the Chair — Raphael. Fifth Month. Literature — Stories : The Old Woman and Her Pig (2;^ and Baker and Carpenter I), Sif's Golden Hair (Baker and Carpenter H), Thor's Hammer (2/), Thor's Journey (2;^), Tom Thumb (2, also Hearts of Oak H), What Broke the China Pitcher (9-2^), The Elves and the Shoemaker (Reading-Lit. II). Poems— *The Drum (6), *A Good Play (17), *My Bed is a Boat (i;). The Snow (21), What the Snowbird Said (i)^ The Stars' Ball (i). Habits of Speech — Add : "The pitcher burst when the water froze",- — never, "busted" or "bursted" ; "I drezv a picture". "Mary has draivn a picture", — never, "drawed"; "He did it himself, — never, "hisself". Technicalities in Writinc — Capital letter at beginning of sentences; period at end of telling sentences ; draw only one line through a word to erase it. Picture — The Knitting Lesson — Millet. Sixth Month. Literature — Stories: The Apple of Iduna (27), Baldur (27), Cinderella (2, 5 and Heart of Oak H), The Pig Brother (24), Childhood of Washington and Lincoln, Valentine stories. Poems — February (i). Pussy Willow (i), *Little Things (Baker and Car- penter H and Open Sesame I), *Thirty Days Hath September (Baker and Car- penter I), *The Flag Goes By (Reading-Lit. VH and 21). Habits of Speech — Add: "I knew it" (He, she, Mary, etc. knew it), — never, "knowed" ; "John hasn't any oencil", "I haven't any book", — never, "ain't got no". Technicalities in W^riting — Add : Capital letter for names of persons and pronoun /, question mark at end of question. Picture — Feeding Her Birds — Millet. Seventh Month. Literature — Stories: Jack and the Beanstalk (2, and Heart of Oak H), The Three Pigs (2), Three Billy Goats Grufif (Riverside H), Puss in Boots (2), Golden Windows (24). Poems — *The Wind (17), *Twinkle, Twinkle, Little Star (21 and Baker and Carpenter H), How the Wind Blows (i), Peter Piper (Baker and Carpenter I), *The Sugar Plum Tree (6), *The Duty of Children (17). Habits of Speech — Add : "There was a pupp3^ in the school room", — never, "They was a puppy", etc.; "I ate the apple" (He, sJie, Mary, etc. ate the apple). — never, "et". Technicalities in Writing — Add : Capital letters as needed in child's name and address, (See page 45) ; punctuation of child's name and address. Picture — The Sheep Fold — Jacque. Eighth Month. Literature — Stories: Indian Story of the Robin (10), The Origin of the Woodpecker (10), The Birds of Killingworth (from Longfellow's poem). Dick Whittington (Baker and Carpenter III and Heart of Oak II), Snow White and Rose Red (15). Poems — *Singing (17), *The Rain (17), *My Shadow (17), *Bed in Sum- 50 NUMBER — FIRST YEAR. ' mer (17), *Seven Times One (4 and Baker and Carpenter III), *Little Birdie (Tennyson and in Baker and Carpenter III). Habits of Speech — Review, with special drill on weak points. Technicalities in Writing — Add: Capitals needed in 'simplest letter form; punctuation needed in simplest letter form ; abbreviations Mr. and Mrs. Definite Results to Expect — Ability to write or make with alphabet cards correctly own name and address ; name of school ; to put capital at beginning of sentence; to write / as capital; to put period and question mark at end of sentences. Picture — The First Step — Millet. NUMBER. Most six-year-olds when they enter school have made a beginning in number. They have usually formed a concept of a number as a definite group of things, and they have learned to count, that is, to name successive numbers to ten or twelve or farther. Many of them have learned certain number rela- tions such as three is one-half of six, two fives make ten, etc. They have acquired this knowledge in their plays or home occupations with the help of playmates or parents who have taught them the language in which they express their notions of number. After they enter school they should learn about numbers in the same in- formal way. Whenever in the various school exercises number is involved, the children should count and state results. Thus in the school adminstration the pencils needed for the row may be counted in advance by the child who dis- tributes. The child in reading may ask for the third word in the fifth line instead of pointing to it. In nature-study the six legs of the beetle are seen in three pairs (three twos are six) ; as three on each side (two threes are six) ; as two directed forward and four backward (two and four are six). This related number work should not be thrust into other exercises unless attention to number and form is needed to make the thinking definite in those exercises. Besides the incidental work accompanying other exercises there should be gradually increasing attention to numbers for their own sake and to teach the language of arithmetic. The work of the first year should be chiefly oral. Language Forms — The language forms used to express numerical opera- tions should fit the actual operations with groups of objects. If 8 cubes have been separated into groups of two each, it is better to say. Eight divided into twos are four twos, than to say, Eight divided by two are four. Correct language forms should be taught in immediate connection with the objective facts they express. Pupils should repeat correct forms after the teacher until they are learned. Answers to questions should be in complete sentences, and the teacher should see to it that the children image clearly the objects and operations described by the language used. Construction — Expression through other physical activities such as draw- ing and making are even more valuable than language in fixing notions of number and form. Care should be taken in planning this work to make the measuring and construction aid in fixing the facts it is desired to teach. The following objective material is recommended. It may be bought of any good school supply house : Inch-squares of pasteboard, small box for each pupil. Inch-cubes, twelve per pupil. Paper squares for folding, 6" X 6" and 4" X 4". Blunt-nosed scissors — one pair for each pupil. One jar library paste. Pasteboard rulers, i" X 6" and i" X 12" to be marked by the teacher as needed. Foot rulers of hard wood, marked in inches, halves, and fourths. Match-sticks four inches long. One box tooth picks. NUMBER — FIRST YEAR. 51 One box of No. 8 rubber bands. One box of colored sticks of assorted lengths for stick laying. One box colored pegs. Pint, quart, half-gallon and gallon measures. Twenty-nine cards 4" X 6" marked with dots like dominoes, exhibit- ing various combinations, sums not exceeding 10. Twenty-nine cards with figures instead of groups of dots. Counting — Attention should be given to rapid counting. Children enjoy counting. Count by is to 100, 2s to 20, by 5s and los to 100. The most of the counting is with objects. Find how many hands in the class, how many eyes; how many fingers. Measure with yard stick and count the number of feet. Games — Games stimulate interest in counting and combining numbers. Pupils should be encouraged to play such games outside of school hours. Number games are especially useful with small classes in the lower grades. The following are examples of games that may be used in the first grade. 1. Bean bag. Each player throws two bean bags at a board in which there are holes of different sizes, the count for each hole being different. The class may be divided into groups with a scorer for each side. By making penalty holes subtraction may be introduced into the game. 2. Dominoes. In this grade the pupils play the game that involves only matching numbers. 3. Parchesi. This game and the rules for playing may be bought. The same is true of dominoes. 4. Ten pins. Use clothes pins and a ball or marble. Work of the First Year. Reading and writing numbers to 100. Counting by 2s to 20, and by is, 5s and los to 100. Addition — Sums to 10. Subtraction — Differences, minuend not greater than 10. Multiplication — Beginning of multiplication through counting equal groups. Division — Finding ^, J^, % through groups. Yz, Ys, }4 of objects and of groups less than 10. Measures — Inch, foot; cent, dime, dollar; day, week, month; pint, quart; peck, bushel. First Half Year. Entering ptipils should be tested as to their knowledge of number so that work may be begun at the proper place. Test in the following: (a) Counting. (b) Recognizing the number in a small group of objects without counting. (c) Fundamental operations. (d) Fractions — Ability to show ^, 5^, ^ of a group. (e) Units of measure as cent, bushel, quart. (/) Recognizing number symbols. The following lines of work are suggested to be begun in the order given below. The physical activities of the children should accompany the oral work whenever practicable. The various lines of work should run parallel. 1. Count to ten with objects. If any child says one, two, three, when he really means first, second, third, he should handle the entire number as he gives its name. Later count as far as the child may need. 2. Drawing of lines of given measured length. For this provide each child with a pasteboard ruler i" X 6" marked with cross lines an inch apart. In the fourth month the divisions may be marked by figures. Later half- inch divisions extending half way across are added. Pupils are taught to make a square corner (right angle) by folding the edge of a sheet of paper upon itself, and to draw squares and rectangles of specified sizes, in connection with construction work. 52 CONSTRUCTION WORK — FIRST YEiVR. 3. Problems given by teachers and pupils to one another. The best prob- lems are those whose conditions are invariable. How many wheels have two wagons? is better than, What is the cost of two pencils at four cents each? The answers should be simple sentences. Two wagons have eight wheels. The two pencils cost eight cents. 4. Number relations are frequently involved in the play of children. Play setting the table for four people. Give each person 2 plates, i knife, i fork, 3 spoons, I napkin, i glass. 5. Separation of groups 5 — 8 into unequal parts and statement of results as an addition, or a subtraction : Three and two are five. Five less three are two. No formal drill for memorizing. Use the flash cards and dominoes. 6. As soon as a reader is taken up by the class, the figures should be learned. Fifth Month. Draw lines in construction work involving the half inch. Measure off a 3'ard and give problems involving feet and yards. Teach all combinations in which the sum is no greater than 6. See to it that the children can illustrate with objects such combinations as three and two are five. Learn Roman numerals, if used in reader, otherwise defer to eighth month. Count by 2s to 10, and by 3s to 9. Make rectangles of inch squares. Count by 2s and 3s, on the foot ruler. Teach the language forms : Three and three are six. Two threes are six. Two and two and two are six. Three twos are six. Sixth Month. Sums and differences to 8. One-half of group of 2, 4, 6, 8. Relations of gallon, quart, pint, taught best with actual measures. Relations of cent, dime, dollar. Counting and writing numbers to 100. Counting to 100 by lOs. Show relations of one, ten and hundred by cent, dime, and dollar and also by using bundled toothpicks. Seventh Month. Sums and differences to 10. Emphasize sums of equal numbers. Count objects by 2s and 3s to 10. Use familiar denominate numbers. Teach the numbers 2, 3, 4, 5, 7, 8 through the relations of yard to foot, bushel to peck, dollar to quarter, dime to nickel, nickel to cent, week to day. Teach names of days of the week. Count to 100 by 5s. One-half of even numbers to 10. One- third of 3, 6, 9. Many questions like : How many quarts m one-half of a gallon? Eighth Month. Continue the practice with fractions. Find one-fourth of 4 and 8. Teach pupils to recognize Yz, 3^, ^ of a single object. Use cards and other devices for drill and rapid review of addition and subtraction combinatrons. Give many problems such as : There are 4 pupils in the first grade and 5 in the second. How many pencils are needed for the two grades? John was In school 3 days last week. How many days was he absent? CONSTRUCTION WORK. General Remarks. The construction work should be given in such a way as to help in the teaching of all other subjects. Children love to make things. Extend this love for doing into the other subjects. The construction work may be correlated with number work by making games, toys, flags, calendars, and other school room decorations where numbers of things are made of varying sizes. Construction work may be correlated with reading, spelling, history, lan- guage or story telling by illustrating in cut or torn paper or by constructing the objects found in the different lessons, using any medium as given below. Construction work may be correlated with nature study, picture study or drawing by making booklets or portfolios to hold work, pressed flowers, etc., or by constructing the objects seen in pictures or drawings. CONSTRUCTION WORK — FIRST YEAR. 53 Construction work may be connected with holidays, birthdays, seasons, sports, games, visits to town, to circus, to museums, to country by illustration or construction of the objects seen and enjoyed. Construction work may be correlated with industries of the community or occupations of the child at home, as helping mother, feeding birds, play with dolls and pets by the same means. Construction work may be correlated with the history and industries of cotton, wool, paper and clay, materials used by the children. At all events never give construction work as an isolated subject. It is wise to plan the drawing and construction together that they may not only be connected with each other, but together may be connected with the environ- ment of the child. The child must be impressed before expression can be expected. The teacher should show many pictures, work before the class and show completed objects. In taking up a new subject the child must be taught how to handle the new material before he can express himself with this medium. This re- quires lessons in imitation, dictation and pattern work, but this is only pre- liminary to the work of real importance which develops when the child begins to express himself. No matter how simple this expression encourage it, and note his interest as he works out his tiny problem. Work for the freedom and self-expression of the child as of prime im- portance. When any medium is chosen as a medium for expression it should be used alone. Do not mix mediums. Push each medium to the limit, omit the rest and the results will be surprising. Paper is an excellent medium for expression. For instance, in furnish- ing the doll's house paper is used to represent the stones or bricks about the fireplace, the iron or andirons, the wood of furniture; the leather or cane of chairs ; the mirror of dresser or sideboard ; the linen of table covers ; the brass of candle stick or book ends ; the porcelain of dishes, etc. In Hke manner paper is used to represent different kinds of curtains, pictures on the wall, matting, tiling, linoleum and rugs. Most effective colonial and rag rugs are made of paper. Clay is a splendid medium and should be given at another time. It gives a good understanding of solids. Fruits, vegetables, flower pots, toy dishes, etc., may be made with clay. An entire village may be represented by using clay for houses, stores, streets, walks, trees, people, animals and wagons. Corn husks is also a good medium and has a wide range. Almost any- thing made from tissue paper may be made with the soft semi-transparent husks near the corn, and almost anything made of raffia may be worked out with the husks. In addition many things not of tissue paper or raffia may be made of corn husks as they have the advantage of being stiff. Ordinarily these can be used dry. In connection with the husks, stalks, pith, silk and stem of the husks may be used. The different kinds of things that may be made are surprising; dolls' furniture, dolls from every nation, grape arbor, grape vines, figures, benches, mats, rugs, matting, baskets, barrel-stave hammocks, hammocks, flowers, bags, hats, etc. It is a common-place material with which many of the children are familiar. They enjoy seeing it change into an object of interest and they feel a certain pride when they take home an article made of it. Some other material is generally needed with each medium in order to use that medium. For instance, paste with paper, tooth picks or wooden splints with clay (to support animals) and raffia for sewing corn husks, cardboard foundation in mats, etc., but in all these the effect is that of one medium. In manual training wood is used for wood, mirror for mirror, leather for leather, etc. We have a real miniature object perfectly consistent in itself when used with real objects and not used in connection with any one medium chosen for expression. 54 CONSTRUCTION WORK — FIRST YEAR. The same problem may be worked out at different times with different mediums. The working out of class problems gives a community spirit and also gives the children a chance to choose and make the thing at Avhich they excel. The following suggestions are made for problems : .Eskimo village, farm yard, pigs, pig pen, trough, corn crib, chicken house, chickens, animals, wagons, barns, etc., street scene, winter scene, skating, etc., school house and surround- ings, circus. Indian village, Puritan log cabins, vegetable garden fence, scare crow, bird houses, Colonial kitchen, Merry-go-round, etc. Do not work for results primarily; work for the self activity and interest of the child. The results will be satisfactory if the child is interested. Do not give in any case a problem which is too difficult for your particular class. If the children have not had kindergarten work some of these problems may be too hard. Choose and find out what they can do. Do not be afraid to try. The teachers are generally more afraid of the illustrative work than the children. Never discourage a little child. A real interest if allowed freedom in self- expression will do the hardest work and produce the best results. The w^ork of the first and second grades will principally be paper cutting, tearing and folding, but there should be some work in weaving, in clay model- ing, in the use of ruler and with corn husks. Never let a holiday pass un- noticed. Objects made such as books, toys, trays, boxes, baskets, etc., may be decorated with simple decorations using paper, stick printing or crayolas. From the first grade on emphasize design. A good way to start is to use strips of paper placed on the paper objects in a pleasing way or to repeat a paper unit to form a border, etc. Let them see the difference in use of a representative picture of flower, leaf or fruit and the same thing adapted as a decoration for an object. Let the child work from imagination largely but include experiences and a small amount of work from the object. Select the stories of people and animals in action. Landscape in itself does not interest little children, it is only as a back ground setting we can bring it in. To criticize the illustrations from imagination look for the telling of the story as that is of prime importance. Talk of action, size, placement and color in regard to telling of the story but only indirectly of proportion. The figures should not float in the air but should have something as ground, snow, grass, or floor to rest on. Call attention to the surroundings or place of action. Let them mount their illustrations, it is the unconscious beginning of composition for the child. Much of the success of teaching depends upon the ability of the teacher to adapt the construction work to her particular school. Feel free to select, rearrange, and give the work when it may best be correlated with the drawing or other studies. The following is a suggestive outline for first and second grades. Many other ideas might be carried out but there is room for selection even in those given as there is more than can be done in the time allotted. Illustration of story from imagination in paper cutting has been included in each month's outline, but may give way to construction work for some particular season, such as Christmas. In both grades use paper cutting and make posters for "war savings stamps" or for other patriotic reasons such as "How to save", "How to help my country", etc. Make at any appropriate time. First Month. Teach the children how to tear and cufci cutting a little from magazines, catalogues, etc., cutting out paper dolls and objects connected with their studies. Then have the children cut from imagination to illustrate a story. Start simple paper folding for booklets, and problems of very few folds. Later give the sixteen square fold. Teach to cut on crease. Show them how to make many things, by imitation lessons using this fold. After they have made these things then give chance for original work. COXSTRUCTIOX WORK — FIRST YEAR. 55 Second Month. Continue to cut from imagination for illustration of storj'. Only occasion- ally as on holidays bring in objects and let the children cut from object. Bring in pumpkin at Hallowe'en. Make souvenirs and school room decoration for Hallowe'en. Mount autumn leaves on oblongs or squares made by paper fold- ing. Attach these to a long cord so as to swing but not slip. Use as a school room decoration. Groups of leaves may be placed according to size and color, on a net which is placed in the window where the sun may shine through the leaves. Let the children make simple house of sixteen square fold and let each child finish in an original way by supplying the necessary surroundings. A few they may make are dog house, bird house, chicken house, summer house with sandy beach, boat house, barn, store, church and school house. Third Month. Continue to cut from imagination for illustration of story. Make school room decoration for Thanksgiving. Make pumpkin pies. Cut free hand circle of orange paper, paste on manila and cut manila paper a little larger than orange circle. Crease manila paper to represent crust. Make doughnuts and apples out of paper. Make Puritan dolls which will stand, using paper folding and free paper cutting. An older grade or teacher may make a colonial kitchen and children furnish by paper folding and free paper cutting, making cradle, clock, fireplace, table, foot warmer, churn, rugs, etc. Fold paper and make basket. Cut free hand and make all kinds of paper goodies to fill basket, like the basket taken to the poor. Fourth Month. Continue to cut from imagination for illustrations of story. Make pin trays, candy boxes and all kinds of presents made by paper folding. Make chains and decorations for school room. The teacher may make a large Christ- mas tree out of paper and children may make decorations, little objects and toys to hang on the tree. Make fireplace with row of stockings. Make stock- ings out of two pieces of paper pasted together on all but the top edges. Fill with little paper toys. Make simplest games, blocks, blotters. Fifth Month. Continue to cut from imagination for illustrations of story. Make booklet called doll's villa in which paste pictures of furniture for each room. Furnish doll houses with paper folded furniture making tables, beds, chairs, rugs, cur- tains, cradle, book case, cupboard, etc. Sixth Month. Continue to cut from imagination for illustration of story. Illustrate stories from life of Lincoln and Washington. Make Lincoln's log cabin by making house of sixteen square fold and pasting over it strips which do not quite touch each other to represent logs. Fold paper hats for the characters and decorate with red. white and blue. Make hatchets, chimn-e}^ candlesticks, sleds, school room decorations and valentines. Seventh Month. Continue to cut from imagination for illustration of story. Make booklet in which to paste pictures of animals. Make simplest portfolio in which to keep drawings. W^eave paper in the simplest way. These woven mats may be folded into baskets and trays. Weave cotton roving. Study cotton. Weave on notched looms which have been made by an advanced grade which uses the ruler. The simplest kind of stringing is to take one long strand and wrap about both sides of the loom beginning at one side and following the notches in order. Tie ends to each other in middle of back. When the threads which go over the back are cut through the middle this supplies fringe for two ends. For mats, fringes at the -other two sides may be left in weaving, but for rugs do not leave fringes in weaving. Plan a simple stripe design before weaving. These rugs should be for their real dolls. 56 WRITING FIRST YEAR. Eighth Month. Continue to cut from imagination for illustration of story. Make May baskets, toy kites, park benches. Make circus on the sand table as a class problem. Do it all with paper or all with clay. Have the parade wagons, animals, boys, dogs, clowns, side shows, tent, ticket office, and sign boards. The large tent may be made of wrapping paper decorated with red paper. Merry-go-round (which turns) with seats and figures is easily made out of paper. WRITING. Modern opinion agrees that good writing consists in the ability to write legibly, neatly, and rapidly, and with power of endurance. Formerly, in the time of the copy book, legibility and neatness were the only requirements. It is to be noted, however, that with this change in number of requirements there has not been, until of very recent years, a corresponding change in the methods of instruction employed by the teacher of writing. Writing has too often been looked upon as one of the necessary but un- interesting subjects of the school curriculum. There has usually been no definite goal in sight, and consequently, there have been no carefully systematized plans for the development of this subject, from the crude product of the pupil of the first grade to the finished product of the boy or girl of the eighth grade. Words and sentences are placed upon the blackboard and the children are asked to write them but they are often given but few instructions as to how they should write them. Sometimes they are even left to their own resources while the teacher hears another class. Can we expect anything but labored finger-movement from this so-called writing? Indeed, it would be far better to use the copy book than to use this makeshift system; for when the copy book is used the child has at least perfectly constructed letters from which he may get his conception of form. As a consequence of the foregoing conditions under which writing has been taught, many of our teachers, enthusiastic and successful in the teaching of other subjects, have failed signally in the teaching of writing. The proof of this failure may be seen in our high schools and even in our more advanced schools where it has been found necessary to include penmanship in the curri- culum because of the extremely poor writing of many of the students. There- fore, in order to obtain satisfactory results, the methods formerly employed must be radically changed. Happily, through the efforts of modern, progressive thinkers, definite plans for teaching writing throughout the grades have been evolved, and in many schools they have been put into effective operation. The results have been such that teachers who were formerly indifferent have become enthusiastic and successful. It is recommended that the proper school authorities select some one of the systems of muscular writing now in use and follow the in- structions and suggestions there given. Some slight modifications of the plan suggested may be found necessary owing to unusual conditions which often arise, but the resourcefulness of the teacher should lie such that be or she can adjust the plan to the changed con- ditions, and thus follow, for the most part the directions as given in the publications cited. The following plan for the development of good writing is a brief outline of the detailed plans to which reference has been made. Place Emphasis on : I. Position drills for training pujiils to sit and write in good postures, with particular reference to body, arms, and head. Give Instruction in: I. Board practice in writing letters, easy words, and short sentences. NATURE-STUDY AGRICULTURE — FIRST YEAR. 57 2. Writing, on paper, movement drills cind, later, easy words and short sentences. Sp-cial Directions : The first year of a pupil's school life is of the greatest importance for training in the habit of sitting correctly for writing, of placing the arms in the proper position on the desk, and of holding the head properly. Pupils should also be trained to hold the pencil well, and to place and hold the paper on the desk. It is a mistake to allow a child to form wrong habits which must be cc«"i*ected later. Extremely bad habits, such as gripping the pen or pencil, twisting hand to right or left, and incorrect finger movements, must be corrected. Care must be taken to place correct copies- before the pupils. To this end it is essential that the teacher be a good writer, especially upon the blackboard. No writing lesson should be ever carried to the point of fatigue. There should be no assigned "busy work"writing in the primary grades. If a child in the primary grade appears to be left-handed, an attempt should be made each year, up to the fourth grade, to induce him to use his right hand. If then he persists in using his left hand when working independently, he may be allowed to continue that way. The paper should be turned so that the writing line will have the same relation to the left forearm that it has to the right forearm in right-handed children, and the down strokes should be toward the elbow instead of toward the center of the bodv. NATURE-STUDY AGRICULTURE. Introduction. The purpose of this course in Nature-Study Agriculture is to bring children into intelligent, sympathetic touch with their environment; to use objects and phenomena of daily life as the basis for a definite portion of school education. If the work fulfills its mission it must have the nature-study method of approach; that is, the children must observe and handle objects, perform ex- periments, make collections, and use tools. It will thus foster independence of thought and action since it keeps functional the open mind, the spirit of inquiry, and the desire for truth. At the same time, since the material is essentially agricultural, it will tend to stimulate an appreciation for scientific methods of farming, for convenient homes, and attractive surroundings. The home projects in gardening, farm crops, poultry raising, and so forth, may well be given first consideration. In fact, if time is limited, they may be made the center for much of the other work. School credits should be given for the home work when done efficiently. The course includes all the physiology for the first six grades imder the title "Health Studies". The aim of this phase of the work is to stimulate early in life habits that make for good health and physical efficiency, to help children to become sensitive to unhygienic and insanitary conditions, and to feel a mutual responsibility in promoting the health condition of the community. The course throughout affords teachers an excellent opportunity to correlate the nature-study lessons with language, handwork, and art. ALTERN.^TTON— The First Year's work in Nature-Study is to be studied the school year 1918-19 and each alternate year thereafter. It is used in September of even numbered years. The Second Year's work in Nature Study will be studied the school year 1919-^0 and each alternate year thereafter. Two periods each week should be devoted to actual contact with materials studied, and three periods to language work closely cor.related with nature study. First Month. Introductory — The home and who lives there. Work of each member of the family. Simple discussion of the rooms and furnit4.:re. How children may help to make the home a pleasant place in which to live. The School House — Who provides it? Rooms and furnishings. How: 58 NATURE-STUDY AGRICULTURE — FIRST YEAR. children may help in making the school room pleasant and healthful. Children assist in keeping room in order. Learn use of oiled cloth in dusting; of keep- ing everything in its place. Yard at Home and School — Find objects that make yards attractive. Trees — Select one tree as maple or poplar for special study. Note size, how the branches spread out, how it makes shade for us, etc. Flowers — Recognition of three or four cultivated flowers ; nasturtium, four-o'clock, balsam, simple study of colors. Identify a few wild flowers. Bird.s — Watch for birds at home and at school. What are they doing? What ones are in large flocks? Accompanying Hand Work — Cut and tear forms of trees studied. Collect leaves and, if present, seeds of trees. Color outlines of birds. Gather bouquets for school room. Make paper tables and chairs. Second Month. Food — WTiat the garden contributes toward our food. Collect and make simple study of common vegetables and fruits. Classify into groups; those that grow in the ground, above the ground. How are they prepared for us to eat? Where do we get vegetables when we have no gardens? Where does the grocer get his supply? How does he keep them? li practicable visit a grocery store and note all the vegetables and fruits the grocer has for sale. Special study of three or four vegetables, potato, carrot, beet, pumpkin. Seasonal Changes — Name of season. Shortening of days. What do we play in autumn? Special work of the season. Preparation for winter; storing food, where and how ; gathering seeds for next year's planting. Preparation of plants for winter; leaf color, dropping of leaves, ripening seeds. Preparation of animals; migration of birds, collection of nuts by squirrels. Hand Work — Cut or tear forms of vegetables, mold same in clay. Gather, dry, and store vegetable and flower seeds. Collect colored leaves of trees and mount on cardboard. Third Month. Weather — Shortening of days. Make a cardboard wall chart to show weather for the month. Make a blank calendar form, and on each school day paste in a colored disc showing kind of day,— yellow for sunny, gray for cloudy, purple or blue for rainy. In the margin make sketch appropriate for the month. Children gradually learn days of week, and names of fall months. Outdoor Study — Changes in trees, gardens and fields. W^hat work are people doing out of doors now? Food — Base the study on getting ready for Thanksgiving dinner. What part of the dinner is obtained from farm crops, from our own garden, from the poultry yard, from the meat market? Make a detailed study of pumpkin or squash ; find rind, meat, pulp, seeds. Where are the seeds, how attached to the pumpkin? How is pumpkin prepared for pies? Save seeds for next spring. Hand Work — Collect pictures of things used for the Thanksgiving dinner. Mount on cardboard. Games — Identification of pictures of vegetables. Fourth Month. Seasonal Changes — Name of new season. Simple observation of weather, keeping chart to show sunny days, cold days, stormy days. Effect of winter upon home activities. Upon school sports. Holidays — Christmas. Study of an evergreen tree, spruce, cedar or pine. Clothing — Changes due to season. What do we wear now that we do not wear in summer; coats, mittens, overcoats, etc. Distinguish between cotton, woolen, and silk cloth. Sources of material for our clothes. Describe visit to dry goods store. Who buys our clothes, who makes them? Story of primitive clothing. Indians. Health Studies — Care of our clothing. Why we should keep it clean. How we keep it clean. Who helps in washing and ironing our clothes? Care of feet; dry, clean shoes; value of rubbers. Outdoor exercise. Hand Work — Cut and color Christmas trees. Make collection of different NATURE- STUDY AGRICULTURE — FIRST YEAR. 59 kinds of cloth. Mount on separate pieces of paper for games. Collect pictures of Indians. Games — Test ability of children to name different kinds of cloth. Fifth Month. The Home in Winter — Closed doors and windows, storm doors. Fires to keep the house warm. Simple study of where the iires are and what is burning to make the fire. Household Pets — Name all the pets you have at home. Where does each stay at night? In the day time? Special study of cat. If possible have a cat at school. Food— How does it eat, drink? Means of protection from cold, from enemies. Look for the sense organs, eyes, ears, nose, feelers. How is, a cat useful to us? Why we like cats. What do some cats do that we do not like? Who has ever had pet kittens? How does the mother cat care for them? Wild relatives of cat. Health Studies — The need of fresh air in our homes and school house in winter. Exercise in sitting and standing erect. Chest position. Deep breathing. Cleanliness — How to keep clean rooms. Sources of dust and dirt; use of damp or oiled cloth in dusting. Clean towels, clean hands, faces, care of nails and hair, chapped hands. Keep pencils out of mouth. Avoid wetting fingers to turn leaves of a book. Discuss the objects that we use to keep our homes clean ; broom, dust pan, vacuum cleaner, etc. Hand Work — Collect pictures of cats and mount on cardboard. Sixth Month. Sources of Food in Winter — Where stored in the home, how stored ? What we get from the grocer. Describe a visit to a grocery store in winter. The Cow as a Source of our Milk Supply — How she should be cared for. Her foods, habits. Importance of cleanliness in milking; care of milk; where and how it is kept ; its various uses ; how butter is made. How do city people get their supply of milk? Health Studies — Good things for children to eat for breakfast, for dinner, for supper; for school lunch; good habits in eating and drinking; simple lessons in hygiene of nutrition, care of teeth, table manners, thorough mastica- tion, regularity at meals, temperance in eating and drinking; value of good cheer and appetite. Hand Work— Collect pictures of cows. Cut outline of cow and color with crayon. Make butter and cheese, collect pictures of good foods to use for breakfast. Games — Children play milk man. Keep grocery store. Seventh Month. Signs of Spring — Out-of-doors; awakening plant life, grass, dandelions, crocuses, and other bulbs ; trees, pussy-willow, maple and others studied in the fall. Follow the development of the leaves, flowers and fruits of the silver maple or other tree. Indoors — Cleaning house, taking off storm windows and doors. Putting away winter clothing. Wind — Watch the work of the wind on a windy day. What good things does the wind do : dries clothes, dries up the mud. turns wind mills, etc. Plarm that it does. Destroys buildings, trees. Spring Rains — What they do for us. Health Studies — Cleanliness in connection with house cleaning. Clean yards. Spring sports. Hand Work — Make pin wheel and paper boat. Collect pictures that shows signs of spring. Eighth Month. Weather — Keep a simple record for two weeks as suggested for November. Animal Life — Birds that come to us in the spring. The robin as a bird 60 PHYSICAL TRAINING FIRST YEAR. about the home. Its food, habits, nesting, song; destruction of injurious insects. Other birds that are abundant and easily identified. Hen and Chicks — Mother care of young, food, shelter. Watch develop- ment of chicks. Gardening — Start window gardens in egg shells or boxes. Plant nastur- tiums, balsam, radishes, and lettuce. Watch development of plants. Encourage children to plant the same kind at home. Take nasturtuim and balsam plants home to set out in garden. Discuss the work of the gardens at home. Hand Work — Color outlines of robin and blue bird. Make a chicken yard in sand and cardboard. Mold chicken in clay or cut out from paper and color. Collect pictures of chickens and make chart. PHYSICAL TRAINING. General Directions. Aims — To improve health; improve posture; to cultivate a spirit of fair play and a love of sport; to improve carriage, and develop grace of movement. Time — Two-minute setting-up drills should be given at the beginning of each period. Fifteen minutes should be allowed for physical training. This should be given in three five-minute periods in the first three grades, and in the upper grades in one or two periods. Spend about five days on a gymnastic lesson, alternating with rhythmic work and games, making the work cover about two weeks time. Place — Give work in open air where possible, otherwise in halls or rooms, with open windows. See that the floor is free from dust. Children should remove heavy sweaters, etc. Wear light tennis shoes for work. Inspection for clean hands, fresh handkerchiefs, etc. may be part of the lesscm if time can be given for it. (See Course in Nature Study.) Posture training should be started in the second month of the third grade work and be continued through the eight grades. A posture test should be given every month in all the grades. In rural schools divide the work and give first four grades third grade gymnastics alternating with rhythmic plays, games and story plays. Progress the next year to fourth grade work. The upper grades may be given fifth grade work and gradually progress with the higher grade work. Teachers should supervise the play at recess and noon hours. Brief Description of Positions — Hip grasp position — hands on hips. Head grasp position — hands placed back of head. Bend position — arms bent upward to shoulders, elbows against ribs. Cross (a) position — upper arms raised to shoulder level forearms opposite chest. Cross (b) position— arms raised shoulder level. Cross (d) position — same as cross (c) with palms up. Cross (e) position — upper arms raised shoulder level, forearm bent at right angles. Reach position — arms raised forward shoulder level. Stretch position — arms stretched over head palms facing. Close position — feet parallel. Stride position — feet four foot lengths apart. Walk (a) position — foot placed forward, outward three foot lengths. Walk (/') position — foot placed three foot lengths forward. Toe position — on toes. ^2 honk (a) position — one knee bent at right angle. Prone position — trunk bent forw-ard .[5°. The names of the gymnastic movements are listed in the course and the commands are not given. Books containing explanation and directions helpful in teaching this work are given elsewhere in this course. Each gymnastic lesson must be thoroughlv learned by the teacher. The value which should be derived from each move- ment should be kept in mind, and immediate and accurate response demanded from the pupils. PHYSICAL TRAINING — FIRST YEAR. 6i alt. — alternating. backw. — backward. b. b. o. h. — backward bending of head. bend. — bending. breath. — breathing. downw. — downward. fac. — facing. f. b. o. t. — forward trunk. f. d. b. o. t. — forward downward bending of trunk. fling. — flinging. forw. — forward. 1.— left. Abbreviations. march. — marching. place. — placing. pos. — -position. j ump. — j umping. r. — right. R. — rhythmic. run. — running. S. — singly on command. s. b. o. t. — side bending of trunk. sidew. — sideways. St. — standing stoop. — stooping. stret. — stretch. twist. — twisting. upw. — upward. V2 — arm or leg on one side. bending of lat. — lateral. The work should be of a character that will develop coordination, rhythm, and imagination, involve contraction of large groups of muscles, and quicken the circulation and deepen breathing. Story plays fill a large place in the physical training for young children. Form of Story Play. Mo-i 'CDlOlt. Example. I, Stretching- (often omitted). I. Putting books on shelf. 2. Leg. 2. High-stepping horses. 3- Head. 3. Looking at the moon. 4- Arm. 4- Raking leaves. 5- Trunk. 5- Driving stakes. 6. Precipitant 6. Skipping home. in Breathing. 7 ■ the-m.. Blowing on fingers to warna Example of Story Play. Nutting — i. Run to the woods. Stand! Ready — go! One row at a time runs around the room and back to seats. Run lightly on toes. 2. Sighing because it is warm. Breathe — in ! Heave a big sigh. Breathe ■ — out ! Let the air out. Again — one ! Two ! 3. Shaking nuts from trees. Reach up get branches. Shake ! Shake ! Shake hard and fast — go ! Stop ! 4. Gathering nuts. Down! Stoop dowm and gather handful of nuts. Up! Stand and put nuts in basket. Again — one ! Two ! See who can get his basket full first — go ! Stop ! 5. Throwing nuts to squirrels. One ! Hand in basket. Two ! Away over the nut tree, throw. Again — one ! Two ! 6. Skipping home. One row after the other lightly skips around the room and down to seats. 7. Tired. Breathe — in! Breathe — out! Again — one! Two! First Month. Story Plays — The Play Ground, Picking Apples, Trees, The Farm. Games — Cat and Mice, Mulberry Bush, The Farmer in the Dell. Rhythms — March single file around the room, children clap hands lightly, marching, stopping on chord. Animal imitations: rabbits (% time), ducks (44time). Running (fast march time). Rhythmic Pla}- — The Shoemaker. Second Month, Story Plays — -Nutting. Raking Leaves, Cutting Corn, Halloween. Games — Squirrel and Nut, Squirrel and Trees. Rhythms — March in twos and fours; animal imitation, high-stepping horse (% time). Rhythmic Plaj — Baa, Baa, Black Sheep. 62 READING — SECOND YEAR. Third Month. Story Plays — The Miller, Brownies and Elves, Preparation for Thanks- giving, Going to Grandmother's. Games — Review. Rhythms — Marching zig- zag fashion, skipping. Rhythmic Play — Chimes of Dunkirk. Fourth Month. Story Plays — Skating, Christmas Toys. Games — Slap Jack, Christ- mas Wreath. Rhythms — Running, skating (slow march time). Rhythmic Play — Review Chimes of Dunkirk. Fifth Month. Story Plays — The Snow Man, The Blacksmith, The Cowboy. Games — Charlie over the Water, Looby Loo. Review Rhythm. Rhythmic Play — Danish Dance. Sixth Month. Story Plays — The Eskimo, Lincoln's Boyhood, Valentine's Day. Games — Go Round and Round the Village, Teacher and Class. Rhythms — Swinging (slow waltz time). Rhythmic Play — Simon of Zelle. Seventh Month. Story Plays — Ironing, House Cleaning, Spring Activities, Cleaning the Yard. Games — Snail, Jack be Nimble, Kitty White. Rhythms — Jumping rope (schottisch time). Rhythmic Play — Review Simon of Zelle. Eighth Month. Story Plays — Making Vegetable Garden, Spring Flowers, The Circus, The Fairy Queen. Games — Railroad Train, Tag. Rhythmic Plays — Review. SECOND YEAR. Text-Book — Second Reader. Reading — Second reader or readers. Construction Work — In connection with Spelling — From readers and familiar number. words. Physiology and Hygiene — In connection Language — Classic Stories, Poems and Pic- with Nature-Study. ture Study. General Exercises — Music, Drawing, Mor- Number — Combinations from ten to twenty als and Manners. with much concrete work. Nature-Study — Garden, orchard; study of Writing — Careful practice. the weather. Physical Training — Story Plays. READING. Text-book as adopted by the Board of Directors, Many of the suggestions as to method and material, offered on the First Year work, are applicable here. The large vocabulary of the first year is to be fixed and made the foundation for additional work. The teacher should have plenty of illustrative material in the class — objects and pictures. Pictures are not so good as the real things; so, if possible, procure objects — animals, birds, flowers, weapons, tools, etc. The vital matter is to have this material ready, to know when and how to use it. If allusions occur to objects of which childrens' memories or observations may be imperfect, materials should be at hand to meet this need of further experience and more vivid imagery. Lessons may be prepared for, by giving the children excursions to the farm, the store, the market, etc. Silent Reading. The children should be encouraged to read many books of first grade difficulty. This practice in extensive reading will help to form the habit of reading and will build up a literary background. The teacher should keep a record of outside reading and thus be able to deal with each child's needs. Occasional reports from children on stories they could recommend to others will be helpful READING — SECOND YEAR. 63 In class the silent reading should be rapid and accurate in getting the thought. Words, phrases or short sentences may be written on the board and covered with a map or window shade. As the map is rolled up, one phrase or sentence is exposed and quickly erased. The child is asked to give it. Then the map is rolled again, etc. This method will help to break up habits of faltering and will stimulate quick recognition of words. Pictures are to be found at the head of many lessons. If they are good, they tell enough of the story to awaken a desire to know more. The teacher may tell the story and the children locate the parts of the picture that have relation to the story ; or the children may describe the picture before reading the lesson. In this description quite likely they will use many of the new words which will occur in the reading. These the teacher writes upon the board. The new word is placed with its associated words rather than isolated. However, if the word is to be analyzed phonetically it may stand alone. If the teacher tells the story, she may ask members of the class to repeat it from memory. Encourage the class to talk about the story, the characters, and the action. After the lesson has been "prepared for" the children may be asked to find answers from the reading to questions which the teacher proposes. These questions should be so arranged that their answers will move the story along, and so phrased that the answers will come easily in the words of the lesson. One question may necessitate the reading of several lines. New Words — For silent reading the meaning may be obtained, at least the main line of the thought, without knowing every word. But before the lesson is concluded drill should be given on the new words. Some of these will probably be selected by the pupil because they stand in his road in getting the meaning. He should be encouraged to ask questions and the matter should be settled before going on. Other words the teacher will select. All difficult expressions will be made clear before attempting the oral reading. Oral Reading. When the difficulties of the text have been thus overcome the pupils are pre- pared for reading orally the story. As in the first grade, and, in fact, in all the grades, the teacher should strive to set up a real motive for reading aloud. If this is done, the pupil will want to make himself heard; he will use voice enough and will speak distinctly. He may be held more closely to the words of the text than in the first grade. There should be a great deal of practice in oral reading. Encourage the children to read aloud to their mothers or members of the family at home. Much of the material should be easy in vocabulary. Certain it is that good results in expression cannot come from letting a pupil stumble along, wrestling all the time with difficult words. Let word drills take care of the new words. It is best to have these drills at some other period than the reading hour, if possible. If they must come at the same time, have the drills first and let the reading be reading. If a pupil fails in expressing the thought, attack the mistake from the thought side. Instead of calling his attention to his manner of expressing the thought, ask him what the statement means. When he understands the sentence, he will probably read it correctly. If he does not, some other pupil may read it. Or the teacher, after assuring herself that the problem is one of expression and not of thought, may read the sentence in two or three ways and the pupil select the reading he thinks correct. Phonics. The work begun in the first year should be continued. Some time should be given each day to drill on known words and to study of new symbols. A special period should be used, but if this can't be had, use a brief time at the opening of the reading hour. If the new words of the reading lesson are made of the symbols already known, let these symbols unlock the word. In other words, let the phonics "carry over" to the reading. The phonics of the mono- syllable should be completed. This will include the other regular sounds of the vowels and a fuller study of the consonants. Do not use the diacritical iiuuks. Tlio comnion sounds of the vowels (short sounds) and the sounds wlun used witli llie "visitor" (long) may he ealled by their names of short and /<''/f may, lie, sit. PkoNoi'NS — them apples. Dot r.i.K Nf.cativks — didn't get no (none) : didn't have no (none). Pronunciation — thinkin', a-thinkin'. 'rithmetic. dunno, git, morc'n (more than). Misctxl_\NE0VS — womans, childs. (as plurals), fools, tooths, mouses, this here, that there. Technicalities in Writing. Capitals — For the names of places, the school, ilays, holidays (as needed), months: tlie abbreviations Dr., St.. and Ave. (if pirinittoil) PrNCTU.\TioN — .\bbrcviations used. Letter Form — Still very simple. Spei.i.inc. — There, meaning place and in there ia there ar». Paracraph Form — Indention of tirst word; straight margin on the left. LANGUAGE — SECOND YEAR. 65 Standards of Written Work. Grade II— (Average for the Middle of the Year.) He lives away up north. He is fat and jolly. He makes children happy. Who is he? Letter Forms. Grade II — (Group Work W ritten to a Teacher Who is Away.) December 15, 1917. Dear Miss Metcalf, We are reading about the Christ child. We have seen some pictures of him. We like the one of the Nativity best. We hope you will have a merry Christmas. With love. Second Grade. ALTERNATIOX^In crowded country schools, the language work of the First and Second Years may be alternated. In such cases, teach the second year's work in 1919-20 and each alternate year thereafter, the first year's work in 1918-19, and each alternate year thereafter. First Month. Liteil-slTure — Stories: Goldenrod and Aster (10). Peter and the Magic Goose (2 and Heart of Oak HI), Aqua (19). The Dog in the Manger (Aesop), The Dog and His Image (Aesop), The Wolf and the Seven Kids (Baker and Carpenter II and 15). Poems — Hiawatha (*Parts — see above.), *The Swing (17). *The Cow (i/)- Habits of Speech — Continue drill on may. lie, sit. Drill on other first grade errors still made. Add: "7 did it" (He, she, you, they, Tom. did it). — never, "I etc. done it"; "I didn't get any", — never. "I didn't get no" or "jioiic": "thinking", — never, "a-thinkin' " ; similar words in ing. Technicalities in Writing — Those noted for Grade I not already mastered. Capital letter for rtames of places ; for name of the school ; as required in simplest letter form. Punctuation as required in simplest letter form. Picture— Prince Balthazar — J'elasquec. Second Month. LiTERATi'RE — Storics : The Linden and the Oak (7). King Midas (Baker and Carpenter II). The Straw, the Coal, and the Bean (15 and Baker and Carpenter III), The Wolf and the Crane (Aesop). The Frog who Wished to be as Large as an Ox (Aesop). Poems — Hiawatha (*Parts — see above). Leaves and Children (Longfellow). Habits of Speech — Add: "you ■H'ere", "n-ere you". — never, "yOu was", "teas you"; "arithmetic", — never, '"rithmetic" ; "He didn't have a pencil". — never, "He didn't have no pencil", etc. Technicalities in Writing — Add: Capitals for names of days of week; of holidays as needed. Picture — Brittany Sheep — Rosa Bonhcur. Third Month. Literature — Stories: The Maiden who Became a Laurel Tree (7), The Crane Express (8), A Boston Thanksgiving (8), The Boy and the Wolf (Aesop), The Lark and Her Young Ones (Aesop). Poems — Hiawatha (*Parts — see above), *The Fairies (Allingham. Baker and Carpenter III, Open Sesame I and Heart of Oak HI), The Wise Fairy (18), *The North Wind Doth Blow (Baker and Carpenter III). Habits of Seepch — Add : "ive li'cre" . "zcere Zi^e", — never, "tve was", "was IV e" ; "those apples", — never, "them apples", etc.: "feet", "teeth", if the wrong plurals are used. T'-chnicalities in Writing — Add : Capital letters for the names of the 66 LANGUAGE — SECOND YEAR. months ; period after any abbreviations used : St., Ave., if permitted ; or as required in other subjects. Picture — Pilgrims Going to Church — Bonghfon. Fourth Month. Literature — Stories: Hansel and Gretel (Baker and Carpenter II), The Fir Tree (14, Reading-Lit. II), Christmas Stories (u), Christmas in Other Lands (Planbook), Luke 2, 9-20, Androclus and the Lion (Aesop), The Sun and the Wind (Aesop). Poems — A Visit from St. Nicholas — 'Twas the Night Before Christmas (21, Open Sesame I, Heart of Oak III). Christmas Carol (Longfellow), *While Shepherds Watched (Deland), Oh, Where Do Fairies Hide (Thomas Haynes Bayly, Baker and Carpenter III). Habits of Speech — Add : "/ sazv it", — never, "I seen it", etc. ; mice, women, children, if the wrong plurals are used; "don't know", — neveh, "dunno". Technicalities in Writing — Add: Capitalization and punctuation of Dr.; and as called for in letter form. See p. — ). Spelling: there, in there is, are, etc., and meaning place. Picture — Arrival of the Shepherds — Lerolle. Fifth Month. Literature — Stories: Prometheus (10 and Peabody), Beauty and the Beast (Baker and Carpenter III), One Eye, Two Eyes, Three Eyes (Baker and Carpenter II), The Father and His Sons (Aesop), The Donkey and the Salt (Aesop). Poems — The New Year's Greeting (Lowell), *Winter Time (17), *Picture- books in Winter (17), Little Kittie (Mrs. Prentiss, Open sesame I). *Sweet and Low (Tennyson, and 21), Three Children Sliding on the Ice (Heart of Oak ID. Habits of Speech — Add: "You ought to do it". — never, "You had ought to do it"; "You ought not to do it", — never, "You hadn't ought to do it." Technicalities in Writing — Add : Indention of first word in paragraph, children now writing two or three related sentences, placed on paper in para- graph form ; left hand margin straight. Picture — Saved — Landseer. Sixth Month. Literature — Stories: The Giant and the Belt Oi Stars (7), Pegasus (7), Where the Frogs came From (7), The Ugly Duckling (14), Stories of Wash- ington and Lincoln. Poems — * America, Pitty-pat and Tippy-toe (6), *Wynken, Blynken and Nod (6), Gaelic Lullaby (Baker and Carpenter HI and Open Sesame I), A Norse Lullaby (6), *Lady Moon (Baker and Carpenter II and Open Sesame II). Habits of Speech — Add : "this", "that", — never, "this here", "that there", or "this 'ere", "that air"; "take them", "saw them", — never, "take 'em", "saw 'em". Technicalities in Writing — Continue work begun; no new points. Picture — A Helping Hand — Renouf. Seventh Month. Literature — Stories: The Brave Tin Soldier (14 and Reading-Lit. II), Why the Narcissus Grows by the Water (7), The Flax Flower (14), Ulysses and the Bag of Winds (Riverside II). Poems — March (Celia Thaxter, 21"), The Wind (6), *Who has seen the Wind? (Christina Rossetti, Heart of Oak II, Sir Robin (3 and 21), *Windy Nights (17), The Lamb (Blake. Open Sesame T and Heart of Oak II). Habits of Speech — Add : "He has more than T", — never, "He has more'n I". Technicalities in Writing — Continue work begun; no new points. Picture — The Gleaners — Millet. Eighth Month. Literature — Stories: Proserpina (7), Old Pipes and the Dryad (22), The Pea Blossom (14), The Discontented Apple Branch (14), The Happv Family (14). LANGUAGE — SECOND YEAR. 6/ Poems — Calling the Violet (3 and 21), *The Throstle (Tennyson and 21), The Song of the Lilies (21), *The Child's World (21), Daisies (21), The Owl and the Pussy Cat (Baker and Carpenter II). Habits of Speech and Technicalities in Writing — Review, with special drill on weak points. Definite Results to Expect at the End of Second Year — Improvement in distinct articulation, especially words ending in iug, and in the sentence sense (leaving out aiid's, then's, so's, and dropping voice) ; ability to write two or three related sentences in paragraph form, correctly capitalized and punctuated (period or question mark at end) ; ability to write the simplest letter form. Pictures — Children of the Shell — Murillo. List of Books Referred to in the Literature Course. Certain books are referred to in the outlines by number and titles. The numbers used in the course correspond to the numbers used below and refer to these books. The poems of certain standard authors are assumed, and so are not listed below. Grades I and IL 1. Lovejoy, Mary I., Nature in Verse. 2. Baldwin, Fairy Tales and Fables — American Book Co. 3. Larcom, Lucy, Poems — Houghton, Mififlin Co. 4. Ingelow, Jean, Poems. 5. McMurray, Lida B., Classic Stories — Public School Pub. Co. 6. Field, Poems of Childhood. 7. Tudd, Classic Mvths— Rand McNally & Co. 8. Poulsson, Child World. 9. Howlston, Cat Tails and Other Tales — A. Flanagan Co. 10. Cook, Flora J., Nature Myths — A. Flanagan Co. 11. Proudfoot, Andrea Hofer, Christ Child Tales — A. Flanagan Co. 12. Menefee, Maud, Child Stories from the Masters. 13. Mother Goose Rhymes. 14. Andersen. Fairy Tales. 15. Grimm, Fairy Tales. 16. Jackson, Helen Hunt, Poems. 17. Stevenson, R. L.. Poems of Childhood. 18. Cary, Alice, Poems — Houghton. Mifflin Co. 19. Wiggin, Kate Douglas, Story Hour. 20. Wiggin, Kate Douglas, Posy Ring. 21. McMurray, Lida B.. Songs of Treetop and Meadow — Public School Publishing Co. 22. Stockton, Fanciful Tales. 23. For the Childrens' Hour. 24. Richards, Laura E., Golden Windows. 25. Smyth, Old Time Stories Retold. 26. Aesop's Fables, Jacob's Ed. 27. Cummings and Foster, Asgard Stories. Some Books Helpful to Teachers. Bryant, How- to Tell Stories to Children — Houghton, Mifflin & Co. Bucklands, Uses of Stories in the Kindergarten. Bradley, Half a Hundred Stories. Colby, Literature and Life in School, Houghton, Mifflin & Co. Dye, Story Teller's Art. Hinsdale, Teaching the Language Arts — American Book Co. Holbrook — Nature Myths. Houghton, Telling Bible Stories. Lyman, Story Telling : What to Tell and How to Tell It. MacClintock, Literature in the Elementary School. University of Chi- cago Press. Richard, Five Minute Stories. Wiltse, The Story in Early Education. Smith, Alphonso, What Literature Can Do for Me. 68 NUMBER — SECOND YEAR. NUMBER. Subject Matter. Counting. By 2s, 3s, 4s, 5s, to 20. Reading and Writing Numbers. To iooo. Addition. Learn the 45 combinations. Column addition of two-pJace numbers where no reduction. Addition by endings. Column addition, ?ums not greater than 20. Subtraction. Differences connected with the 45 addition combinations. Subtraction of two-place numbers where no reduction. Multiplication. Products not greater than 20. Three-place number by one-place number, no reduction. Division. Inverse of facts of multiplication given above. Notion of par- tition and measurement. Fractions. Meaning of fractions with denominators 2, 3, 4, 5, 6, 10, 12. Parts of numbers to 20, where numbers are multiples of the denominator. Measures. Relations of inch, foot, yard; pint, quart, gallon; peck, bushel; cent, dime, dollar ; minute, hour, day, week, year. Symbols (-, — . X. -^. =^', .to be read plus, minus, times, divided by, and equals, or is equal to. Geometric Forms and Terms — Rectangle, square, circle, perimeter, diameter, radius, cube. Problems — One-step problems. Written and Oral Forms. 2 -{- ^ ^: Sy read 2 plus 3 equals 5. 6 — 4 =: 2, read 6 minus 4 equals 2. 3 X 4^ 12, read 3 times 4 equals 12. 8-H2 3=4, read 8 divided by 2 equals 4. Suggestions for Teaching. 1. Review thoroughly the work of the first year. Probably not all of the facts taught in the first year were memorized. Even if they were, many will have been forgotten during the summer. 2. Employ activities of the children in drawing and making where measure- ments are required. Gradually require greater precision in measuring. 3. Objects should be used as in the first grade, whenever new facts or new processes are to be learned. Encourage the pupils to learn new facts by comparison of known facts. 4. The parts of even numbers are more easily learned than the parts of odd numbers. 5. The language forms are to be learned by imitating the teacher who uses the correct forms when performing the process or showing the relation with numbers of objects. The oral forms and later the written forms are to be taught in this way. Unless the real process or relation is seen in the objects, the language is not really learned. 6. The following games are adapted to the work of this year : bean bag, ten pins, parchesi, dominoes. 7. Drill for speed and accuracy in counting and in the combinations. First see that the number fact has meaning, then fix it by drill. 8. The following is given to show the possibilities of a piece of construc- tion work in affording situations requiring the use of numbers. The pupils are to make a booklet for spelling. Each pupil is given 5 six- inch squares of paper. The pupils count all the papers as the teacher lays them on the desks. Each counts his own papers in different ways, as "i, 2, 3, 4 5"; "2, 3, 5"; "l, 2, 3, 5", and arranges them in groups to show how the counting was done. NUMBF.K — SL;(.Oi\o \ l.AK. 69 The pupils guess at the size and shape of the sheet and test by measuring. The teacher gives these directions and asks questions : "Place one six-inch square with an edge toward you. Fold its right-hand edge over to meet its left-hand edge. Crease. Unfold. What have you done? Fold each square as you have folded this one. How many equal oblongs have you? Count 2 at a time. How many halves in each paper? In the 5 papers? Arrange the 5 squares so that each half is a leaf of a little book. How many leaves? Number the pages in the upper outside corners as you turn the leaves. How many pages? If each page holds 10 spelling words, how many words can we write in this book? How many words if the first and last pages are not used for spelling? Play each book is worth loc. How much are they all worth?" Summar_\- of number facts : 1. Counting by 10. 2. Seeing combinations of five: 2 -\- 2 -\- 1 =: s, 1+2 + 2 = 5, 2-t- 3 = 5, etc. Add these without speaking the addends after the first, as "2, 4, 5"; ."i, 3, 5-" 3. Using foot ruler. 4. Using expression "six-inch square". 5. Hearing and understanding terms : edge, left-hand edge, oblong, J^ of any square, two equal parts. 6. Counting by 2s to 10. 7. "2 halves = i whole, 10 halves =: 5 wholes". 8. Writing figures i to 10. These facts should be reviewed the following day and may be extended in connection with this piece of work. Useful Objective Material. 1. Foot rulers with inches divided into eighths. 2. Cardboard strips i" X 2", i" X 3", i" X 4". i" X 6". 3. Inch-squares of pasteboard, 20 for each pupil. 4. Inch-cubes, 20 for each pupil. 5.* One thousand match-sticks four inches long. 6. One box of No. 8 rubber bands. 7. One box of toy money. 8. A set of grocer's tea scales with iron weights I oz. to 16 oz. 9. A set of cards 4" X 6" with dots like dominoes showing the combina- tions of two numbers up to 10 + 10. The dots may be made with an inked cork and arranged in a regular pattern. 10. A similar set of cards with figures instead of groups of dots. First Month. Review counting, number combinations, and measures of the first year. If a combination as 3 + 5 has been forgotten the child should find the sum by counting ol:)jects, and it should then be fixed in memory by repetition and application. The equal parts of 12 studied through rectangles 2" X 6" and 3" X 4"- (Read 3 inches by 4 inches.) The dozen and its parts. The foot ruler and its equal parts. Compare it with strips i" X 2", i" X 3", i" X 4". and i" X 6". The year, months and seasons. Pupils write every day thus : Springfield, Illinois, Monday, September g, igi8. Hands on the clock face. Positions of minute hand at quarter hour. Add by twos to 12, by threes, by fours, by sixes. Count down from 12 in the same ways. Second Month. Introduce the foot-ruler with inches divided into eighths. From the divided inch learn relations of Yi, %, ]/%. Illustrate these relations also with pint, quart, gallon. Draw and measure lines true to one-fourth of an inch. Make tables showing the addition combinations that make 12, that make II. Learn the number of inches in ^, Yi, Y, Y oi a foot. 70 ' FUMBER — SECOND YEAR. Pupils build a rectangular solid of 12 inch-cubes and point out Yi of 12, Yt, of 12, etc. Pupils fold a four-inch paper circle into quarters. T. se terms radius and diameter. Locate the hour points. Complete the clock dial by lettering with Roman numerals. Practice with products to 12. Third Month. Notion of measurement. Measure a 12-inch line by a 2-inch line, a 3-inch line, a 4-inch line, a 6-inch line. Sign of division. Form : 12 in -^ 2 in. = 6. Read, 12 in. divided by 2 in. equals 6. Measure 4 by 2, 6 by 2 and 3, 8 by 2 and 4, 9 by 3, 10 by 2 and 5. Use relations of denominate numbers as foot and yard, pint, quart, gallon, etc. Measure groups of objects as pupils, desks, counters, etc. Sums and differences to 14. Questions on weeks and days. Count by twos to 14 and back again. Measure 14 by 2 and by 7. One-half of 14. Make a calendar for the month. Children space paper properly, making correct number of spaces for weeks and for days. Review work in fractions in second month. Products to 14. Fourth Month. Add by three and by fives to 15. Vi and 1/5 of 15. 15 measured by 3 and S. Number of feet in i yd., 2 yd., etc., also number of yards in 3 ft.. 6 ft., etc. Fifteen should suggest a dozen and a quarter, a foot and a quarter, a year arid a quarter. Add by fives to 60. The minute divisions of the clock; minutes in a quarter hour, half hour, etc. Number of nickles in a quarter, Yi of 25. Re- peat and write multiplication of fives thus : 2 X 5 = 10, 3 X 5 = I5. etc. J^ of all numbers to 15. Use sticks that may be broken into halves in getting halves of odd numbers. Y2 of 20, 40, etc Use splints and dimes and compare with Y^ of 2, 4, etc. Drill on products to 15. This drill should come largely from problems, such as: How many eyes have 4 pupils? How many cents in 3 nickles? Fifth Month. Sums equal to 15 and 16. Equal parts of 16. Build rectangular solid of 16 cubes. Teach pound and ounce. If a set of grocer's tea scales with iron weights are available have children weigh out sand in paper boxes (Shelled corn will do where there is no sand). Measure 16 by 2, 4, 8. Add by endings: add I, 2, 3, 4 to numbers ending in o, i, 2. Thus: 2 12 22 32 3 3 3 3 Products to 16 and corresponding quotients. Sixth Month. The equal parts of eighteen taught by rectangles 3" X 6" and 2" X 9"- Build rectangular solid of inch cubes. Point out Y2 of 18, etc. Compare an 18-inch line with a foot, with a yard. 18 should suggest a foot and a half, a dozen and a half, a year and a half. Add by twos, threes, sixes, nines to 18. The unequal parts of 18. Seventeen studied by comparison with 18 and 16. All the 45 addition facts have now been presented. Make a list of them and drill for speed. Add by endings : Add i, 2, 3, 4, 5, 6, to numbers ending in o, I, 2, 3, 4. Extend multiplication and division tables to 18. Seventh Month. Build solid of 20 cubes and point out equal parts. Add by twos, fours and fives to 20 and write out corresponding multiplication facts. Number of quarts in I gal., 2 gal., 3 gal., etc ; also number of gallons in 8 qt.. 12 qt., etc. Similar questions for pints and quarts, pecks and bushels. Daily drill upon addition combinations until such a form as 8 + 7 is immediately recognized as another symbol for 15. Add by endings: Add i, 2. 3, 4, 5, 6 to numbers ending in o, I, 2, 3, 4, 5. The equal parts of 20. Division tables, dividend not greater CONSTRUCTION WORK — SECOND YEAR. 7I than 20. Column addition sums not greater than 20, thus : 5 4 6 8 3 6 2 — Eighth Month. Add two place numbers like 12 23 56 where no reduction, or carry- 14 32 23 ing, is necessary. Continue column addition. Have pupils make a list of the 81 subtraction combinations such as : II 9 17 -2-6-9 938 and learn them. Read these, "eleven minus two equals nine," etc. Subtract two-place numbers where no reduction is needed. Teach with U. S. money or bundled sticks. For example : 64 76 84 -22 -53 -51 Reading and writing numbers to 1000. (Explain by using bundled splints or United States money.) Drill for speed in combinations taught. CONSTRUCTION WORK. First Month. Continue to cut from imagination for illustration of story. Bring in ex- periences for illustration. Introduce ruler using only the inch work. Make blotters, boxes and toys. Cover school books with tough wrapping paper by folding about the book. Decorate either by colored paper cutting or stick printing using border design and monogram on inside or back. Cut paper dolls and make paper dresses for them. Second Month. Continue to cut from imagination for illustration of story. Let each child make a calendar for one month of the year, a booklet for any desired purpose (correlated with any subject the teacher desires to) and a portfolio. Use a ruler in making the three problems named above and decorate by making decorations out of paper and pasting them in place on the object. Cut witches, owls, cats, ghosts, kettles, etc., and make decoration for Hallowe'en. Fold green paper and cut pumpkin leaves and vines. Fold orange paper and cut many pumpkins. Attach these to the vine. Round pumpkins may be made by cutting a large flat orange colored daisy and fastening the tip end of the petals together and adding a green paper stem and calyx. Third Month. Continue to cut from imagination for illustration of story. Give as class problem the first Thanksgiving. On table use paper to represent water, shore, beach, trees, log cabin, table, chairs. Puritan, Indians, pewter dishes, trays, bowls, bonfire and kettle. Show a picture of the first Thanksgiving and fol- low the same arrangement. Or the class might work on an Indian village in connection with the study of Hiawatha, making wigwams, canoes, Indians, etc. Have the children make an Indian head dress to fit themselves. Use a paper band to which is pasted feathers made of brightly colored papers. .Make place cards and Thanksgiving souvenirs. Make Plymouth Rock with Pilgrim canoe and gun beside it. ;j CONSTRUCTION WORK — SELOND VEAK. Fourth Month. Continue to cut from imagination for illustration of Christmas stories. Illustrate Christmas in different lands. Make little christmas trees and Santa Clauses out of paper and make them to stand alone. Add desired decoration. Make circle marker to be used in making toys and Christmas bells. Make calendars and picture frames which stand alone. Make Christmas cards and blotters using paper for decoration. Out of stiff cirus paper make all kinds of candy boxes, pencil boxes, handkerchief boxes and different kinds of trays for pencils, pins, cards, etc. Decorate with paper. Make Santa Clause sled and reindeers. Teacher make a large Christmas tree out of paper and each child make little top of a bright color to be put on the tree. Make decorations for the tree and decorations for the room out of paper. Beautiful holly, mistle- toe, and pine cone wreaths may be made out of paper. Stick printing may be given and used to decorate calendars, blotters, boxes, picture frames, cards, etc. Do not ues stick printing and paper decoration on the same problem. Stick printing may be used on cloth to decorate mats, small bags and spreads for real doll beds at home. Fifth Month. Bring in experience work as illustration of winter sports, showing sliding down hill, sleigh riding, snow falling, making snow man, snow fort, etc. Have the children bring to school their new toys obtained at Christmas time. By free invitation make these toys using ruler and circle marker. Other toys ma}^ be made using ruler, as checker board, dominoes ?.nd latto. The spots on the dominoes may be represented by dipping the end of a match in ink or color and stamping it on the paper domino. Make a dolls trunk for the paper dolls made in September. Make tub, washboard, kitchen sets, etc. Make set of blocks by folding paper. Use ruler to make box to hold blocks. Sixth Month. Continue to cut from imagination for illustration of story. Make valen- tines using ruler to make envelope to fit. Use ruler and make large flag. Each child jja^ting his stripe in place to make the class flag. May weave rugs or hammocks for real dolls. Connect with study of wool or cotton. Make simplest cardboard looms. Make and color simple designs to be carried out in weaving. Use circle marker to get the curve on the loom for hammock. Teach children to braid using three strands. Bring the dolls to school and make doll hats, shoes, sandals, belts and bags to fit them. Also make collars for dogs and pets at home. Make the above articles out of braided corn husks, cut the desired shape out of paper before making them. In the same way boys may make out of braided corn husks pencil cases, coin purses, drinking cup covers and all kinds of mats. Large mats may be folded into bags for mother or sister. Sew corn husks with raffia. Corn husks may be used for weaving mats, rugs, hammocks, bags and letter cases to hang on a desk. Design for each object before making. Seventh Month. Continue to cut from imagination for illustration of story. Make from pattern given by teacher or original pattern, a little flower pot using tough paper for that purpose. Place simple decoration around the top using crayolas. Plant seeds in these pots and after sprouting plant in school garden. Make booklet for "Signs of Spring", "Memory Gems", for pictures of birds or for pressed flowers. Make appropriate decorations of paper and paste in place. Make stiff paper bank, box for string, match case, card trays, etc. Apply simple decoration. Make plan for school garden as class problem. Alake toy rake, hoe, spade, trowel and wheelbarrow. Make boxes to carry the real seeds when planting in the ''cal garden. Make labels to place at ends of rows. Eighth Month. Continue to cut from imagination for illustration of story. Make tulips, spring flowers and other flowers cut from corn husks. The inner soft pliable ones are easily used. Before using they may be dyed any desired color. Make a basket by sewing twisted or braided husks, to hold a glass to hang in a WRITING NATURE-STUDY A(.RICULTURE — SECOND YEAR. "]■>, school window. Children keep it filled with wild flowers. Make basket for thread, buttons, etc., to give to mother. A half dozen different kinds of bags may be made by simply making a circular mat of braided corn husks sewed together. A mat is folded in diderent ways for the lowet part and bottom of bag, and cloth added in different ways for the upper part with different ways of closing. This makes a strong practical bag for the child to use or for mother's knitting. Collar and cuff bag for father can be made in much the same way. Take a smaller mat and in place of folding the matt it is left flat for bottom and the braided corn husks are sewed at right angles to it around and around up the side for about two inches. An oblong piece of cloth is fastened on the inside around the bottom and upper edge of sides, a circular piece is fastened on the inside to line the bottom. Use tape as draw string to close the top. Omit the large bag problem if too hard for your class. We have mixed mediums here consistently because we are making the real objects for use and not representing them by using one material to represent different materials. At some time before or after giving corn husk work, the children may take paper and show what they know about corn by making corn stalk with leaves as growing in the field, corn shocks with pumpkins about its base. Also corn crib with colored corn represented inside showing through the sides. Make illustrations of corn cutting, husking and shocking. Also show the hauling, planting and cultivation of corn. WRITING. Place Emphasis on : 1. Correct position. 2. Correct movement. Give Instruction in : 1. Blackboard practice on letters, figures, words, pupils' names, and easy sentences. 2. Writing on paper : letters, figures, words, pupils' names, and easy sentences. •3. Improvement in the form of the movement drills through practice on paper. Special Directions : Special directions as given for Grade I apply in this grade. NATURE-STUDY AGRICULTURE. ALTERN.ATION — The Second Year's work in Nature-Study should be taught tlie school year of igig-20 and each alternate year thereafter. The First Year's work should be taught the school year 1918-19, and each alternate year thereafter. First Month. Report of summer vacation — work and play. The Fall Garden — Discussion of summer experiences. Condition of gar- dens now. Special study of radish — root, stems, flowers, seed pods, seeds. Compare with radish used for food in the spring. Save seeds. Identify four or five flowers. Special attention to their colors. Study of pumpkin or squash plant — habit of growth, leaves, flower, fruit. Gather seeds of other garden plants and preserve for spring planting. Gather popcorn and store. Trees — Review those studied in the spring — add two others. Birds — A few common birds; what they are doing; the places they prefer; their habits ; where they spend the night. Wild Flowers — Identify three or four; golden rod, aster, thistle. Insects — Notice any insects that are seen in connection with garden or wild flower study. What are they doing? 74 NATURE STUDY AGRICULTURE — SECOND YEAR. Hand Work— Make paper baskets for collecting seeds and envelopes in which to store them. Make simple chart of wild flowers. Cut and color leaves of new trees. Collect leaves of trees studied, mount and keep for tree games later in the term. Second Month. Fruit Trees and Fruits— Name the fruit trees found in the neighborhood. Identify peach, pear, cherry and apple tree. How can you tell the trees apart when there is no fruit on them? Bring in leaves and twigs of different kinds. What shrubs bear fruit for us? Gooseberry, raspberry, blackberry, currant. Identify these. Special study of apples; find parts, skin, pulp, core and seeds. Count the seeds in a number. Different colors found in apples. Uses of afiples. How kept for winter use. Trees — Continue observation of those studied in September, giving special attention to autumn coloration. Note colors found in shrubs as well as trees. Hand Work — Collect leaves of fruit treec and shrubs, press and mount. Cut and color apples. Collect leaves showing autumn colors. Dry apples. Third Month. Animals that Work for Us — what each one does. Food of hors«, sheep, pigs and cow. Find different kinds of grasses, clovers, and grains that animals eat. Make collection of these and preserve to put in barn later in the year. Where are the different kinds of food kept? Who feeds the animals? Special Study of the Horse — Disposition, habits, fitness for service to man, care. Kinds of horses (including Shetland pony, Indian pony, Arabian horse). Uses of horses to us. Outdoor Observation — Note changes in trees, garden and field plants, animal life, etc. Birds — Put out suet, bones and seeds for birds. Special study of chickadee. Hand Work — Collect and mount pictures of horses and ponies. Fourth Month. Weather and Sky — Keep chart similar to one suggested for First Grade, Third month. Trees — Special study of two or three evergreens. Christmas greens, holly, ground pine, native home, character of leaves, fruit. The Christmas Dinner — Make special study of fruits. What part of the dinner comes from our own locality; what part comes from other parts of the country? Animals in Winter — Review how we keep warm in winter. How do animals keep warm? Natural covering; hair, fur, wool, feathers. How some wild animals spend the winter ; hibernation. Health Studies— Our hands and arms ; what they help us to do ; main parts of these members ; care of hands, nails, skin. The feet and legs ; how they are useful, main parts, care, good habits of walking. Hand Work — Make basket of fruit by cutting out of colored paper. Cut and color Christmas trees. Fifth Month. Animals — Special study of sheep ; habits, food, care. Value of wool in helping keep us warm. Shelter for animals ; barns, sheds, kennels, etc. Weather — Simple study of ice and snow. Work that ice and snow make us. Watch a snow storm. Health Studies — How to be strong; need of exercise, winter games. Sleep and Rest— Why needed ; time to sleep ; importance of fresh air in sleeping room, necessity of changing clothes at night. What our eyes do for us ; care of eyes. Hand Work — Construct a barn and barnyard out of a box or pasteboard in sand table, stock with hay, corn and other foods collected in October. Make the animals out of clay or paper. PHYSICAL TRAINING — SECOND YEAR. 75 Sixth Month. Animal Pets — The dog; habits, feeding, drinking, uses, care, kinds. The Eskimo and his dog.; wolf, fox. Health Studies — The nose, things learned by the sense of smell. Value to us. Breathing through nose. Use of handkerchief. What animals have a keen sense of smell? The ear and its care. Good habits in sitting and standing. Hand Work — Make a kennel out of paper. Cut pictures of dogs out of magazines and mount in booklet. Seventh Month. Awakening Life — Study of early appearing grasses, weeds, flowers. Look for plants that have remained green over winter. Make collection of five or six early flowers, or leaves of early plants. Trees — Follow spring changes in maples, willow, and other trees, special at- tention to pussy willow and flowers of maples. Add two new trees. Birds — Watch for the arrival of robins, blue birds, black birds and others. Special study of black bird and blue bird. Garden — Plant nasturtiums, lettuce or radishes, pumpkins and corn in win- dow boxes in school room. Watch the growth of the plants. Children learn to water and care for the plants. Hand Work — Press and mount flowers and leaves collected. Eighth Month. Pond Life— If possible, make a field trip to a pond and observe awakening life in water. Special study of frogs or toad's eggs. Follow the life history in aquaria in the school room. Poultry — Review hen and chickens. Study ducks and geese. Trees — Study winged fruit and seeds of silver maple. Garden — Make gardens at home ; choose two vegetables and two flowers. Identify seeds. How to make the garden. Plant various kinds of gourds. Plant a few broom corn seeds. Wild flowers: identify three or four. Health Studies — ^Clean homes, clean back yards, clean clothes, clean hands and feet. Hand Work — Make poultry yard of pasteboard on sand table or tray. Cut the different kinds of poultry out of paper. Plant maple seeds. PHYSICAL TRAINING. See General Directions. The aims of the work in this grade are similar to those in the first. The story plavs are given in a more formal manner, and especial emphasis should be placed on training the rhythm, and imagination. First Month. Story Play.s — The Winds and the Corn, The Butterfly Ball, The Farmer Boy. Games — London Bridge, Cat and Rat, Flowers and Wind. Rhythms — March, in twos, fours and eights. Tall men ; brownies. Rhythmic Pla}' — Little Bo-Peep. Second Month. Story Plays— The Dairy, Walk to the Park. Witches, The Wind. Games — Midnight, Roger is Dead. Rhythms — March, accenting first beat of each meas. with stamp, clapping hands over head on first beat of each meas. Rhythmic Plav — Mistress Mary. Third Month. Story Plays — Repairing the Street, Rumpelstiltskin, The Puritan. Gather- ing Corn, Games — Stone, Simon Says, Tag (Japanese. Stoop, Eenie, Weenie Coxie Wanie). Rhythms — Flying Kite (% time). Rhythmic Play — London Bridge (dance). 76 READING — THIED YEAR, Fourth Month. Story Plays — Travels, Getting Christmas Trees, The Christmas Bell. Games — Automobiles. Pupils choose. Rhythm — Polka step. Rhythmic Play — Snap Polka. Fifth Month. Story Plays — The Scarecrow that Came to Life, The Scarecrow Goes on a Journey, Bean Bag Drill I. Games — Drop the Handerchief, Puss in Corner. Rhythms — Snow balling (-)4 time), skating (slow march time). Rhythmic Play — Washerwoman (Gilbert's School Dances). Sixth Month. Story Plays — Review — Bean Bag Drill I, The Shepard, Bean Bag Drill II. Games — Wee Bologna Man, Fox and Squirrel. Rhythms — March., sawing wood (march time). Rhythmic Pla}' — Minuet. Seventh Month. Story Plays — Review— Bean Bag Drill II, The Indian, Ball Drill I. Games — Rabbit in the Hollow, Hunting. Pupils choose. Review Rhythms. Rhythmic Play — Dickory, Dickory, Dock. Eighth Month. Story Plays— Review. Ball Drill I, Ball Drill II, Robin Hood or May Day. Games — Puss in the Circle, Frog in the Middle. Rhythms — Sowing the Seed (^ time), harvesting grain (march time). Rhythmic Play — Sandal Polka. THIRD YEAR. Text-Books— Third Reader. Language Book, Primary Arithmetic, Speller, Primer of Physiology. Reading — Third reader or readers. Physiology and Hygiene — In connection Spelling — Words from all lessons, homo- with Nature-Study. nyms, synonyms, etc., or speller. General Cxercises — Music, Drawing, Mor- Language — Study of Poems. Correct use als and Manners, Construction Work. of certain words. Picture Study. Nature-Study — Study of gar^len plants, Arithmetic — Primary text-book. and forest trees. Writing — Forms of letters. Physical Training — Gymnastics, Games. READING. ALTERN.\TION — In crowded country schools the third and fourth year reading classes may he combined. Use a third reader of one series with your third year class and a third readers of another series with your fourth year class. Text — Third Reader or Readers, as adopted by Board of Directors. The material for this grade is very abundant, very rich and stimulating. It sometimes seems that the third year people of all people should have a tremendously exciting and delightful time reading. The tastes of the child have changed. The fairy stories of the second year are now supplanted by the "true" stories of adventure and history, stories with real people and real events. The change of interest may give opportunity to stimulate some that have not thus far been caught by the reading habit. The reading hour must not be allowed to become dull, the response logy. The material must be kept effective, and the proof of effectiveness is the zest with which children devour it. Silent Reading. The children should have come into their first full, free, independent ability to read. With appropriate directions in advance, they can make fairly adequate preparation for a recitation. These directions must be given in various ways to suit the various lessons; thus: (i) By working the advance lesson through with the children, asking questions to be answered by a sentence or phrase of the text ; reading these to the class, if necessary, and writing them on the board ; noting and pronouncing and briefly explaining and illustrating the otherwise too hard words, and writing them, or having a child write them on READING — THIRD YEAR. "]•] the board; raising points of needed observation or information; etc. This may take a considerable portion of a period; very well, let it take all of it, if only real work is being done, such as will enable the class to come next day with mastery. (2) By indicating topics about which information is to be had by the reading; questions whose answers are to be found, may be put on the board. (3) By raising questions that will give the pupils the idea of "reading to a purpose." (4) Lists of words likely to give trouble ma}^ be written on the board, pronounced, explained, and drilled upon. The children should have their books in hand as these lists are gone over and find the words in their settings. Oral Reading. The material used for oral reading should be less difficult in vocabulary than that used in silent reading. Much of the recitation time can be used in reading aloud, the child's other work giving some practice in silent reading. In order that the children may have ear training and an ideal as to what good reading is the teacher should read frequently to them. As a test of the pupil's understanding and as a stimulation for expression, dramatization may be used. Occasionally the lines may be learned, but good results may come from reading "a part". Encourage bodily expression. Gesture helps the pupil in many ways : it aids in getting his message to the listener, it gives the reader freedom, it helps him to throw himself into his work, it aids in stirring emotion. Memorized selections have their place as a part of the reading work. They serve two purposes : opportunity for finished work in expression, and fixing the choice vocabulary of literature. The technique suggested in the first year outline may te continued and additional points added. More difficult problems of grouping will arise and they should be dealt with. Poetry offers excellent material in this line. "I remember the gradual patience That fell from that cloud like snow, Flake by flake, healing and hiding The scar that renewed our woe." Suppose we group doud and like together and pause between like and snov:. What would be the meaning? Note the third line. Suppose we read with a pause after healing and not after hiding; what is the meaning? If a child makes the pause in the wrong place, it is betier to correct the error by analyzing the meaning than simply suggesting a pause in another place. Emphasis and inflection may be studied. The terms themselves may not be used, and nc formal study may be made of them; but the children may be trained to read a sentence with shifting emphasis and different inflections and tell the resulting meanings. For illustration, use the following sentence : he must go with me. It may be read in many ways, ranging all the way from a simple statement of a fact to the exact negation of that fact — a speaker might use these very words and mean that "he" could not go with him. It is well to call the children's attention that a sentence, orally expressed, has a tune and this tune is essential to the expression of the meaning. Of course, children are not going to use the elements of technique as ends ; they are means of making the ear receive just what the book says. Children, because of their experience in conversation, are very keen in detecting the meaning _ of a sentence when they can hear its phrasing and "tuning." The suggestion is that the teacher make use of this developed skill, that she encourage the pupil to make the book "talk". Phonics. In addition to drill on the symbols and sounds already considered, the child is now ready to take up the problem of syllabication and accent. Begin the study of these new problems with words of two syllables. The first group to be studied is that illustrated by handful, judgment, upstairs, teacup, refresh, displace. These can be divided into syllables either by knowing the two words 78 READING^THIRD YEAR. of which the one is composed (teacup), or by recognizing the root and prelix or suffix. Make Hsts of simple words which the children know and have the class divide them. The next class of words considered are those which have one consonant between two vowels — favor, cider, silo, paper. There will be as many syllables as sounded vowels and the problem is to determine whether the consonant between the vowels goes with the first vowel or second. The general rule is that it goes with the second. This principle should not be taught to the pupils, but they should discover it by a careful study of well-chosen words. The principle will develop easily because the children have been taught from the first to blend the consonant and the vowel. By further study of the words {favor, cider, etc.) it will be observed that when the vowel is the last letter in the syllable, that vowel has its long sound. When the vowel ends the syllable the syllable is called open because the mouth is open in making the vowel; when the consonant ends the syllable it is called closed. Another class of words very closely related to those just considered is illustrated by the following : solid, rapid, timid, profit. Here again the problem is to place the middle consonant with its proper vowel. According to the principle noted above the division would occur between the first vowel and the consonant following it. But such a division would leave an open syllable and in such a syllable the vow'el would be long. Referring to the principle that the closed syllable is short, and knowing that the first vowel is short, we may determine that the division comes after the middle consonant. The next problem of syllabication will deal with words which have two consonants between the vowels — deprive, table, hydrant. By studying the illus- trating words it will be found that the consonants in question go with the following vowel. The first syllable in each word is open and therefore long. A second group in this class may be illustrated by goblet, slumber, barber. In analyzing these we may use two determining factors : first, will the two consonants blend easily together and with the following vowel ; and second, is the first syllable to be left open or closed. For instance, it is easy to tell where slumber will divide. There will be two syllables. The middle consonants will tend to go with the second vowel, but we can't easily say mber. Further- more, the first syllable has a short u; hence, it needs the m to close it. In the case of barber the principle is the same except the first vowel has to have the r to give it its proper sound. The last class is made up of words having three consonants between the vowels — grumble, complete, inspire, pumpkin. The general principle here is that the first of the consonants goes with the first vowel, and the two other consonants go with the second vowel. However, if this division does not result in units which are easily pronounced, a different division may be made. If the first principle were followed in the case of pumpkin, the second syllable would be pkin. These sounds do not blend easily; hence, the break comes after the p. The teacher should give many illustrations in teaching s principle and be very accurate in selecting the words. To introduce exceptions is to bring con- fusion. The_ variations from the rule may be considered after the principle is well established. Accent. If the rhythm work suggested for the earlier grades has been well done, there will be little trouble in teaching accent. Words, divided into syllables, may be placed on the board ; thus : sam pie ex cite ac com plish col um bine dis ap pear SPELLING THIRD YEAR. 79 With pencil one of these words may be suggested by its rhythm and the class may tell which word was given. One of the pupils may "beat" a word and the rest tell which one he gave. Even questions and answers may thus be "beaten" by different members of the class. Accent may be laught in three other ways : 1. By Stress — Making one syllable louder than the others. A good suggestion in connection with this method is that the teacher make the pupils conscious that accent is really constrast, and one syllable may be louder than any other because the other is softer. Accent may result from obscuring part of a word as well as by stressing a part. 2. By Weight — Some pupils that do not respond to other methods will get accent by feeling that a part of a word is made heavier than the rest. 3. By Tune — This method combines well with the rhythm method. The accented syllable is raised in pitch, or we may say that the un- accented part is lowered. Punctuation. The capital letter and the marks indicating the close of a sentence are to be explained more fully than in the second grade. These marks are not to be taught as causes of expression. The period does not cause a falling in- flection, neither does the question mark cause the rising inflection. These de- vices are used by the writer to make his meaning clear and the child, having found the meaning, uses his voice with the pauses and inflections to express the meaning. The use of quotation marks should be taught in connection with conver- sation or dramatization ; that is, where there are words introducing direct quotations. The comma may receive some attention. The mark should be studied in a sentence wher its use is simple and where its relation to the meaning is obvious. Select some sentence in which the comma plays an important part. a sentence of such meaning that a shift of the mark or its omission will make a radical difference in the meaning. "He ate, and fed the horses," will illus- trate. Or, "She was cutting ribbons, with a worn-out look." Of course, this study can not be carried very far, but enough can be given to make the child sense the fact that punctuation is really part of the sentence and not some strange figures that are put in by chance and accident. SPELLING. General Suggestions on Teaching Spelling. 1. The aim of this course is to combine spelling, pronunciation, word study, and dictionary work. 2. Language has two forms, oral and written. A course in spelling should include training in both forms. 3. The oral word appeals to the ear (sound) — pronunciation. Correct pronunciation is as important as correct spelling, or even more so, as most people talk (pronounce) much more than they write (spell). 4. The written word appeals to the eye (form) — letters arranged in proper order. 5. A word is a sign of an idea, a vehicle of thought; therefore meaning and life should be put into the words used in spelling lessons. Word-study should go hand in hand with spelling, meaning and pronunciation. Teachers should studiously avoid the old-time, parrot-like, meaningless recitations which brought the study of spelling into disrepute in many localities. 6. In learning to spell two questions are important : (a) What words to learn; (b)How to learn them. 7. Choose for class exercises in spelling only such words as are, (a) 8o SPELLING — THIRD YEAR. somewhat familiar to almost all pupils of the class; (b) in common use; (c) as have orthographic difficulties. Do not waste time on words that pupils know and know well. 8. In learning to spell, use the sense of sight, the sense of hearing, the muscular powers of the hand and of the vocal organs, — use all four of them. Knowledge gained through different senses becomes associated in the brain, and association is the basis of memory. g. Depend mainly on written spelling which emplovs the sense of sight and at the same time the muscular sense. Review by spelling orally if practicable ID. Learning to spell is memorizing and depends on attention to tht different parts of the words, and on repetitions or reviews. 11. Words misspelled in writing should be written several times on a number of days. 12. To learn spelling in the most economical way, use all four of the means named above, and meet all the conditions of memory. 13. Lead pupils to form the habit of studying carefully all new words as they come to them in all their lessons and in their general reading. 14. Training in the "habit of exactness" is very important in teaching pupils to spell, and spelling affords an excellent means of teaching "habit of ex- actness". If a pupil habitually misspells a few words of each lesson through his school life of eight or more years, he thereby receives a large amount of positively bad training which will be detrimental to him in after life. On the other hand if he is taught to master completely and fully every lesson in spelling assigned him from day to day ; he will thereby form a habit that will be of great value to him in other studies and in the work of life. 15. Teachers are asked to bear m mind that in the limited space allowed here it is impossible to outline in every detail a complete course in spelling. The aim has been to outline a systematic well-balanced course in which definite work is given for each month of each year, third to eighth inclusive; but some of the exercises are suggestive only and should be supplemented by other similar exercises arranged by the teacher, or taken from the textbook in spelling as adopted by the board of education. ALTERNATION — The work in spelling for third and fourth years is arranged for alter- nation. During the school year of 1918-19 teach third year spelling; during 1919-20 teach fourth year spelling, and so continue to alternate the work of the two years. Suggestions on Teaching Third and Fourth Year Spelling. I. To understand thoroughly the purpose and plan of the course in spelling, carefully read the "General Suggestions on Teaching Spelling" given on page 79 of this Course. '2. Pupils of this grade like to write names of things they see. Hence exercise No. 2, each month, calls for classified lists of words, as names of objects in the schoolroom, names of fruits, trees, flowers, etc. Have ptipils write lists neatly in columns, numbering words consecutively. At recitation note how many words each pupil has written and number of words correctly spelled in each list. If any words are misspelled, give them proper attention. Encourage neat lists with all words correctly spelled. If a pupil knows the name of an object and does not know how to spell the word, show him how to learn the correct spelling. 3. The lists include homonyms or homophones which have been carefully selected because they are in common u.se. Have words used in neatly written original phrases or sentences. Encourage pupils to construct thoughtful sentences. 4. The lists of antonyms have been selected with care. Teachers may dictate a line of antonyms and require the pupils to supply the antonym for each in the line below. 5. Word-building is an attractive exercise for pupils of this grade; hence the reason for the Lxcrcises in using common English prefixes and suffixes SPELLING — THIRD YEAR. 8l in word building. Have words neatly written in columns and numbered correctly. 6. Watch for misspelled words and give them special attention as sug- gested in general exercises. First Month. 1. Pronounce and spell important words in everyday use in all the lessons of the month in reading, language and numbers, or assign spelling exercises from the spelling book. 2. Write names of objects in the schoolroom; names of fruits; things done in school. 3. Use correctly in sentences or phrases : adds ; bad ; be, bee ; beat, beet ; blue; bale; bowl; cent, sent; cellar; dew. 4. Study words of opposite meaning : present, absent ; come, go ; ugly, pretty; most, least; many, few. Second Month. 1. Pronounce and spell common words of all lessons of the month in reading, language and numbers, or assign spelling lessons from textbook. 2. Write names of boys; names of girls; name of a post offce. 3. Homonyms : fair, flea, fourth, flew, him, hole, heart, hair, heel. hoes. Use each homonym in a carefully written sentence. 4. Write antonyms: dear, cheap; shallow, deep; up, down; light, dark; good, evil. 5. Write a list of words to which er can be annexed. (Note change in spelling such words as drive, driver; rob, robber.) Third Month. 1. Pronounce and spell useful words of all lessons of the month in reading, language and numbers. 2. Write names of forest trees; fruit trees; names of flowers, nr base work on word-study or spelling. 3. Homonyms ; need, new, not, leak, limb. mail, might, miner, mantel, nose. 4. Study antonyms: near, far; true, false; coarse, fine; add, subtract; clear, cloudy. 5. Write a list of words to which y can be annexed. (Note change in spelling such words as fun, funny; ease, easy.) Fourth Month. 1. Pronounce and spell new and useful words of all lessons of the month in reading, language and numbers ; or assign lessons from speller. 2. Write names of parts of a house; names of building materials. 3. Homonyms : pain, pail, pole, rap, ring. sun. sleigh, some, sew, weigh. 4. Give antonyms : bad, good ; sad, gay ; low, high ; exhale, inhale ; cruel, kind. 5. Write a list of words to which ly can be suffixed. Fifth Month. 1. Pronounce and spell new and useful words of all lessons of the month in reading, language and numbers. 2. Write names of things in a home; names of things you can do. 3. Homonyms : steal ; steak ; see, sea ; time ; to, too, two ; tacks ; team ; tail ; bin ; dear. 4. Write antonyms: short, long; little, big; gain, loss; weak, strong; sweet, sour. 5. Write a list of words to which \n can be prefixed. Sixth Month. 1. Pronounce and spell new and useful words of all lessons of the month in reading, language and numbers; or spell from textbook. 2. Write names applied to relatives; names of articles of clothing. 3. H()m)nyms : gate, break, bow, haul, hall, beech, bread, course, find, gilt. 82 LANGUAGE AND COMPOSITION — THIRD YEAR. 4. Write antonyms: shut, open; seldom, often; slow, quick; right, wrong; begin, finish. 5. Write a list of words to which mi can be annexed. Seventh Month. 1. Pronounce and spell useful words of all lessons of the month in reading, language and numbers, or drill on words in speller. 2. Write names of parts of the body; things in a garden. 3. Homonyms : hide, load, low, moan, none, pray, pier, wrote, rain. 4. Write antonyms : poor, rich ; common, rare ; straight, crooked ; frown, smile; wise, foolish. 5. Write a list of words to which fitl can be annexed. Eighth Month. 1. Pronounce and spell useful words of all lessons of the month in reading, language and numbers, or make assignments from speller. 2. Write names of articles of food; names of insects. 3. Homonyms : rice, road, size, ton, shone, waist, flour, holy, fort. 4. Study antonyms : dull, sharp ; sinner, saint ; loose, tight ; brittle, tough ; thick, thin. 5. Write a list of words to which less can be annexed. LANGUAGE AND COMPOSITION. Read outline for the earlier grades. Remember that every lesson is a lesson in oral language, and that everything written in any class is a piece of written language. Insist upon the same standards of correctness in all classes. I. Aims — Oral : To train the pupils : 1. To talk freely to the class about the things they are interested in, showing some ability to stick to the point. 2. To speak distinctly and in a natural tone. 3. To speak in clean-cut sentences, — not joined by aiid's, hut's, so's and then's. 4. To form certain good speech-habits. 5. To enlarge their vocabularies. (See page 40) Written : To train the pupils : 1. To write a few clean-cut related sentences, on a given topic, unmarred by misspelled words. 2. To show by the use of capitals and punctuation marks the be- ginning and the end of each sentence. 3. To master a few additional technicalities of written composition. 4. To proof-read and correct their compositions before handing them in. n. Kinds of Written Work — Single sentences, copied and taken from dictation ; short paragraphs, not more than four or five sentences long, mainly narrative (reproduction of stories) ; (Of course, do not hold to this minimum a child who can write well a longer paragraph) ; very simple kinds of letters. (See page 46, letters for Grades I and II. Third grade children should of course do somewhat more advanced work than second grade children.) HI. Suggestive Subjects for Compositions (See page 83). IV. Correction of Oral and Written Work: (See pages 41-42). Literature. Read the Introduction to Literature, page 42. The prose literature outlined for the third year consists chiefly of animal and hero stories. The Norse myths are used again ; the version suggested is simple enough for the children to read themselves, at least after hearing the stories told. The stories from Kipling and Howells should be read to the children, as dramatically as possible, since no telling could be so vivid and delightful as that of the authors themselves. The Bible stories may be told LANGUAGE AND COMPOSITION — THIRD YEAR. 83 or read from some adapted version, or partly told and partly read ; in any case some of the language of the original should be used. Of course the small number of stories listed should not- limit the literature presented. Others from the same collections may be read. Some teachers are successful with "Alice in Wonderland" in the third grade. "The Story of the Rhinegold" by Chapin, is excellent material. "In the Days of Giants" by Abbie Farwell Brown gives the Norse myths with more literary flavor than the text suggested; but it is too diffiult for most third grade children to read. Since most of this great literature is not suitable for dramatization, it may be supplemented with folk stories retold from the earlier grades, and by plays prepared for children's use. Errors of Speech. Verbs — leave me do it; have went; would have went; we (you, they) wasn't; is (are, was, were) broke; he (she, John) don't, etc.; is (are, was, were) tore; had drove. Errors in the use of: may, lie, sit; saw, seen; did, done. Pronouns — them are, hisn. Double Negatives — won't hurt nothin'. Pronunciation — a-goin', pome (poem), take 'em, etc., jist, fur (for, far), cuz (because). Miscellaneous — wants out (in), wants on (off, up, down), to home, worser, Mrs. — for unmarried women. Miss — for. married women. *As the heading indicates, the expressions listed here are incorrect. Ex- amples of faulty pronunciation are scattered throughout the grades in a more or less haphazard fashion. They are intended merely to serve as suggestions and reminders of the kinds of errors to eradicate Technicalities in Writing. Capitals — For the names of state, city, town; titles of persons, as needed; for the initials, A. M., P. M., M. Punctuation — Period for abbreviations and initials as needed. Letter Form — Still simple, but the proper form now insisted upon. Spelling — There (if not mastered); two — meaning number; would have, coiild haiT, viikst haz'e (not would of. etc.); the negative contractions: isn't, aren't, wasn't, weren't, hasn't, haven't don't, doesn't, couldn't, zvonldn't, shouldn't, won't, shan't, any others needed. Pail^graph Form — Greater insistence on indention of first word and straight margin on the left. Subjects for Composition. See first three topics for grades i and 2. For Dramatization — Among others : The Stealing of Tduna. Freyja's Necklace. Any other of the fairy or folk tales that the children know well. For Picturing — Among others: (See above.) Nightfall in Dordrecht. The Kitten and the Falling Leaves. The Seal's Lullaby. The Children's Hour. Nine Little Goblins. The Brook. Imagining Stories — -From pictures; finishing a story begun by the teacher. Explanations — How to make some very simple things ; how to play a game. From Nature Study — Why I like pansies ; How a thistle differs from a dandelion; The coming of the rain storm; How I learned to like lettuce; The birds that have visited us this winter ; My flower calendar ; The plan of our house; Some things the plumber told me. Letters — To members of the family, relatives, absent schoolmates, telling some little simple thing of interest to the waiter. Standards in Written Work. Our dog is the cutest dog you ever saw. He has long white curly hair. He sits on my father's desk all the time. He is a bluff dog made of cloth. — Taken from Sheridan's "Speaking and Writing English." 84 LANGUAGE AND COMPOSITION — THIRD YEAR. ALTERNATION — Third Year Language should be taught the school year 1918-19, and each alternate year thereafter; Fourth Year Language should be taught the school vear 1919-20 and each alternate year thereafter. First Month. Habits of Speech — Drill on errors noted for first and second grades, as needed, especially in the use of may, lie, sit, saw, seen, did, done and in enuncia- tion of final ing. Add: "It won't hurt anything" .—ncwtv, "won't hurt nothing"; "Let me {him, her, Mary, etc.) do it", — never, "leave me (etc.) do it"; "going", — never, "a-goin"'; "poem" — never, "pome." Technicalities in Writing — Drill on those noted for preceding grades as needed. Add : Capital letter for the name of state, city, town ; greater insist- ence on indention of first word of paragraph and straight margin on the left. Spelling: there, in "there is", "there are", or when there means place, — not, "thcy is or are" (if this error is still made). Stories — How the Elephant Got His Trunk, How the Camel Got His Hump, The Cat that Walks by Himself (All from Kipling, "Just-So Stories"), Poems — *Robert of Lincoln (Bryant), Nightfall in Dordrecht (Field), The Man in the Moon (Riley), The Jumblies (Lear), Choosing a Name (Mary Lamb). Picture — The Haymakers — Dupre. Second Month. Habits of Speech — Add : "I haie gone", "He has gone", — never, "have or has went"; "I ivould have gone", — never, "I would have went"; "take them", "show them", — not, "take 'em", etc. Technicalities in Writing — Add: Form, capitalization, punctuation of the simplest letter form. (See page 83. The proper form, now to be insisted upon.) Stories — How the Whale Got His Throat, The Beginning of the Armadillos, How the Leopard Got His Spots (All from Kipling, "Just-So Stories"), Rikki-tikki-tavi (Kipling, "The Jungle Book"). Poems — The Corn Song (Whittier), *Good-Night and Good-Morning (Lord Houghton), The Kitten and the Falling Leaves (Wordsworth), The Pobble who had no Toes (Lear). Picture — Shoeing the Bay Mare — Landseer. Third Month. Habits of Speech — Add: "IVc ivcrcn't", "You zvcren't", "They zveren'f, — never, "We (you, they) wasn't" ; "The window i T^^■■"■' °' 13. Kinds of soil in school district and vicinity. " schoolroom. II. — Crops. of impor'ta'c'e.''' '"' °' ^'""^^ ''" ^^'^°°' district and vicinity, arranged in order 2. Kinds of soil best adapted to each crop 3- Uses of each crop. 5': ™psrd%^ntr^"'cr?p's":o^J '''' ''''''' ^^^^^ ^^^ P-vious years. 6. Selhng crops at local market; shipment; final use not r'aisedloc^aH;?''"''"' '''''' "°^ '^'^'^ '" ^^e locality: where raised; why ni. — Continued Work. 1. Weather and sun as in second month 2. Observation, discussion, and further readinjr ahnnt ft.- ^ required; an abiding interest in the moorto be cuftivated "' "° '"'^'^ fV.— A Study of People: The Swiss. 1. A journey to Switzerland. 2. Its picturesque scenery. 3. Its location among the countries involved in the great war 4. Influence of the war on travel in Switzerland.^ ^^^5. The Swiss in charge of United States interests in Germany during the HOMK GEOGRAPHY — FOURTH YEAR. 115 6. The life of the Swiss in normal times; the mountains; the industries; the activities of children in the ordinary life of the people. 7. Stories of child life. Fourth Month. I. — Seasons of the Year. 1. List of winter months ; spring months ; summer months ; fall months. 2. Season for planting corn; cultivation; husking 3. Season for sowing wheat; harvesting; threshing. 4. Season of short days and slanting rays of sun; long days and steep rays. 5. Why long days and steep rays produce great heat; why short days and slanting rays produce cold. 6. Dates of shortest day; longest day; two dates of equal day and night. 7. Meaning of equinox ; solstice. II. — Seasons of Southern Hemisphere. 1. Compare i, 2, 3, of I with Australia, South Africa, and Argentina. 2. Why planting and harvesting months differ in different regions. III. — Influence of Winter. 1. Fuel required ; amount and value. 2. Artificial light; kinds; amount compared with summer. 3. Sports compared with summer. 4. Work of farmer, coal miner, street car men, railroads, merchants, and others, compared with summer. 5. Provision of plants for winter : wild flowers, trees, garden and field crops. 6. Provision of animals for winter : domestic animals, wild animals, birds, snakes, frogs. IV. — Continued Work. 1. Constant reference to present weather conditions. 2. Observation and record of sun as in previous months, with special at- tention to time and direction of sunrise and sunset; noon shadow longest; sun's altitude lowest of the year. 3. Attention to moon's changes and its appearance in the sky related to observation and record of previous months. V. — A Study of People : The Eskimo and Lapp. The Eskimo. 1. Dependence of Eskimo on animals for food, clothing, and tents ; winter house of snow. 2. Seasons: periods of continuous day, day and night; continuous night, day and night. 3. Hunting; fishing. 4. Eskimo dog and his work. 5. Home on edge of sea in Greenland and North America. 6. Work and play of children. 7. Stories of life among the Eskimo. The Lapp. 1. Home in Northern Europe. 2. Dependence on reindeer for food, clothing, shelter. 3. Care of the reindeer. 4. Family life. 5. Stories of life among the Lapps. Fifth Month. I. — The Work of Frost. 1. Freezing temperature indicated on thermometer. 2. Freezing of water in pan, trough, or stream; where first? 3. Weight of ice compared with water. 4. 'Frost as frozen vapor: killing frost; advantages and disadvantages. 5. Effect of freezing and thawing on winter wheat. Il6 HOME GEOGRAPHY — FOURTH YEAR. 6. Winter sports dependent on cold weather. 7. Winter work helped or hindered by freezing. 8. Effect of freezing and thawing on roads. 9. Experiment : to illustrate whether water expands or contracts when freezing; fill bottle with water and permit it to freeze. II. — Planets and Stars. 1. Relation of earth to che sun. 2. Earth as a planet. 3. Meaning of planet : eight planets, four easily seen from the earth — Venus, Mars, Jupiter, Saturn. 4. Almanac a source of information about planets. Locate and observe the four planets during the year, if visible in the evening. 5. Planets do not twinkle. 6. Meaning of stars; stars twinkle. 7. North Star; Bi^ Dipper with the Pointers. 8. Rising and settmg of planets and stars. 9. Northernmost stars always above our horizon. 10. Star used to determine direction at night. 11. Relation of moon to earth; of other moons to other planets. 12. Movement of planets among stars. 13. Observation necessary to satisfactory results. 14. Stories and myths about the planets and stars. III. — Continued Work. 1. Weather record for winter month to be kept for 20 school days and summarized as in the fall ; winter weather compared with fall weather. 2. Observation and record of sun as in previous months; interesting dif- ferences appear. 3. Incidental attention to the moon as an object of interest; position of moon with reference to planets during the month. IV. — A Study of People: The Dutch. 1. Location of Holland with reference to the ocean; with reference to the nations engaged in the great war. 2. Influence of the war on Holland's ordinary activities. 3. The windmills ; the dikes ; the canals ; sports connected with the canals ; the land of the wooden shoe. 4. Industries ; characteristics of the people. 5. Stories of life in Holland. Sixth Month. I. — Snow and Ice. 1. Amount of snow this winter; compare with last winter. 2. Amount of water obtained by melting a gallon of snow; by melting a gallon of ice. 3. One inch of rain, about as much moisture as one foot of snow. 4. Influence of snow-cover on freezing ground; on welfare of winter wheat. 5. Rate of melting on south side of building compared with north side; rate of melting in deep woods and open fields. 6. Uses of ice in winter ; in summer. 7. Natural ice ; artificial ice ; how formed, stored, delivered for summer use. 8. Icicles ; favorite places of formation ; conditions favoring formation. 9. Winter sports connected with snow and ice. 10. People of the world who have never seen snow or ice. II. — Stars and Directions. 1. Value of accurate knowledge of directions to traveler. 2. Necessity of being able to find directions in daytime from sun, at night by stars, in cloudy weather by compass. 3. North Star in the heavens; find it. HOME GEOGRAPHY — FOURTH YEAR. 1 17 4. Big Dipper; find it; number of stars; shape; position early in evening and late in evening; early next morning; in different seasons. 5. The Pointers in Big Dipper always leading to North Star. 6. Use of Pointer and North Star to travelers on land and sea. 7. Ability to tell direction by Pointers and North Star to be developed. 8. Constellations : Cassiopeia, Orion, Pleiades, Taurus. Locate and ob- serve for further study next month. 9. Stories of the Stars. 10. Position of planets in evening sky compared with last month. III. — Continued Work. Weather, sun and moon to be observed and discussed informally ; develop ment of an intelligent and an abiding interest in the individual pupil more im- portant than formal class exercises. IV. — A Study of People : Japanese and Chinese. 1. A journey lessoii to Japan and China; route to Pacific port; the ocear voyage to Honolulu and Yokohama. 2. Travel in Japan and China; the jinri^isha, wheelbarrow, river and canal, railroads. 3. Home life and industries of Japan and China. 4. Climate compared with ours. 5. Home life, customs, sports. 6. Exchange of products between these countries and United States. 7. Why friendly relations needed among nations. 8. Likenesses and differences among nations. 9. Stories of Japan and China with child life prominent. Seventh Month. I. — Spring and Its Influence. 1. List of spring months for northern hemisphere; for southern hemisphere. 2. Increasing warmth related to length of day and steepness of sun's rays. 3. Influence on snow, ice and soil. 4. Migration of birds ; swelling of buds ; activity of animals. 5. Condition of winter wheat; of fruit trees. 6. The farmer and his work. 7. Order in which crops are to be planted, with approximate dates. 8. Adjustment of farmer's time to crop-planting requirements. 9. Necessity of good farming for city people as v*ell as for country people. 10. Gardens in country, town and city ; value to the owners and cultivators. 11. Sports of spring compared with those of other seasons, 12. Dates at which spring sports commence. II. — Constellations and Bright Stars. 1. Location of North Star and Big Dipper compared with last month. 2. Definition of constellation. 3. Cassiopeia in the Milky Way; locate with reference to North Star and Big Dipper. 4. Orion or the Mighty Hunter, the brightest constellation in the winter sky. 5. Sirius or the Dog Star, the brightest star in the sky, always following Orion. 6. Pleiades or the Seven Sisters, a beautiful constellation of small stars; locate with reference to Orion. 7. Taurus, a V-shaped group of stars with one very bright star, Aldebaran, at one end of the V ; locate with reference to Orion and Pleiades. 8. Frequent informal discussion of direction to these stars. 9. Emphasize value of stars in determining direction at night. 10. Association of directions with stars of great value when one travels later. 11. Stories and myths of the stars, especially the constellations named. Il8 HOME GEOGRAPHY — FOURTH YEAR. III. — Continued Work. 1. Weather record for a spring month to te kept for 20 school days and compared with the previous records for a fall month and a winter month. 2. The sun ; its direction and its altitude at noon to be given special at- tention as equinox of March 21 approaches and passes ; record for sun to be filled in as for previous months ; compare with fall record. 3. Observation and informal discussions of moon and planets. IV. — A Study of People: The African Negro. 1. Location of region to be studied; its climate. 2. Requirements of food, clothing, shelter, compared with ours and with those of the Eskimo and Lapp. 3. Home life; industries. 4. Stories of life in Africa. 5. How the Negro came to America; slavery and the Civil War; im- portance of the Negro in the industrial life of the United States, especially in the South. Eighth Month. I. — Field Lessons. 1. A field lesson in immediate vicinity of school for study of miniature valleys, drainage basins, work of water, etc. ; review and enlarge upon work of earlier months. 2. Trace journey of flowing water from school grounds to limit of observation, then to the ocean through all streams, giving attention to direction and distance. 3. A visit to farm in the vicinity ; size, boundaries, dimensions, arrangement of buildings and fields, crops in each field now and to be planted, work in progress and to be done as season advances. 4. If possible, a visit to a factor of small proportions: reasons for location; buildings and machinery; raw materials; processes; finished product, uses, markets, method of sale and of shipment; division of labor; general principles of factory work. II. — Transportation in Home Locality. 1. Roads of the neighborhood: routes to various towns, distance and di- rection; relation of country and town, their inter-dependence and service of each to the other. 2. Automobile routes : name, direction, distance, automobile trips by teach- er and pupils. 3. Markets for farm products : creamery, local grocery, homes, town ele- vator, live stock merchant, method of delivery; final destination; railroad routes to large city marl^ts. 4. Railroad journeys of teachers, pupils, or friends; actual journeys traced, giving direction, distance, cost, points of interest. in. — Continued Work. 1. Observation and informal discussion of weather, sun, moon, stars, planets. Growth of trees and other vegetation ; animals, human activity of the locality. 2. Work of year to develop a keen, individual interest in the annual cycle of the home environment; seasonal changes of sun, weather, plant activity, animal life; the response of living forms to the changing conditions of a year; adaptation of plants, animals, and peoples to fit their natural surroundings. IV. — A Study of People : The Filipino. 1. The Spanish-American War of 1898 and its results. 2. How the Philippines became LInited States Territory. 3. The Filipino people and our interest in them. 4. American teachers in the Philippines ; the schools. 5. A journey lesson to the Philippines; direction, distance, land travel, ocean voyage in detail as to time, direction, distance, method of travel. 6. A land without snow, ice, or frost. 7. Stories of life among the Filipinos. WRITING — NATURE-STUDY AGRICULTURE — FOURTH YEAR. IIQ WRITING. Place Emphasis on : 1. Correct position. 2. Correct drill movements. 3. Application of movements to words and sentences. Give Instruction in : I. Controlled letter drills. Special Directions : 1. Counting by pupils in Grades IV, V, and VI, is of great importance. Individual pupils should be taught to count aloud, also the whole clasa in unison. 2. The children should be taught to analyze the letters and words and they should be given sufficient drill and review in this analysis. NATURE -STUDY AGRICULTURE. ALTERNATION— The Fourth Year's work in Nature-Study should be taught the school year of 1919-20 and each alternate year thereafter, alternating with the Third Year's work which should be taught the school year 191 8-1 9 and each alternate year thereafter. First Month. Garden — Reports of home gardens. Special study of two flowers, Cali- fornia poppy and nasturtium; of different types of beans. Climbing Plants — Comparative study of morning glory and sweet pea or other tendril bearing climber. What advantage in the climbing habits to plants? In what way are climbing plants useful to us? Study Plant of Sorghum or Sugar Cane — Leaves, stems, head, where the sugar is stored. Make syrup. Insects — Study tomato worm or other large caterpillars. Put in cages, feed and watch changes. Keep in school room until it goes into the pupa stage. Make Plans for Garden Day Exhibit. Hand Work — Press flowers and leaves of flowering plants studied and make booklet. Cut letters for cover. Chart of sugar cane. Second Month. Trees — Pod bearing trees; locusts, red buds, coffee bean; bark, leaves, fruit, seeds, uses. Insects — Home making insects; bees, wasps, ants, where they make their homes, food, value to man. List of flowers that bees like to visit. Story of how honey is made. The comb. Watch for flying ants, capture some and keep in bottles for study. Start ant colony. Bulbs — Study of tulip bulb. Plant a tulip bed out of doors. Other good bulbs to plant — daffodils, crocus, scilla. Weeds — Special observation of burdocks ; comparative study of other seed stickers. Review seed flyers, rollers, and floaters of third year. Hand W'ork — Chart of pods and seeds of trees studied. Chart of seed stickers. Third Month. Life in Water — Study of gold fish or other small fish in school room. Fish found in vicinity of school. Fish in the market, souice. Value of fish as food. Winter habits. Bulb Forcing — Plant bulbs out of doors for blooming in the spring. Grow narcissus and Chinese lily in water in school room. Barnyard Fowls — Kinds, habits, uses and values of each. Special study of the turkey in connection with Thanksgiving; origin of domesticated form; peculiar traits, care. Thanksgiving market. Health Studies — List of games played in fall. Playground apparatus ; swing, teeter, slide. Hand Work — Collect pictures of fish and make booklets. Draw and color gold fish. Make a booklet of barnyard fowls. 12C NATURE-STUDY AfRICULTU' '^ — FOURTH YEAR. Fourth Month. Wild Mammals — Study rabbit and squirrel. Habitat, habits, food, uses. Other wild animals of this and other lands. Methods of exterminating harmful mammals ; distinguish gnawers and flesh eaters. How do these animals spend the winter. Wild animals of the circus. Fur bearing mammals, value of fur. Birds — Special study of the crow. Keep list of other winter birds. Put out food for them. Health Studies — The human teeth, anticipated in study of mammals ; kinds, structure, care ; temporary and permanent teeth ; the work of the dentist ; effect of bad teeth upon health. Use of teeth in preparing food. Importance of thorough chewing. Keeping teeth clean. Use of toothpicks, dental thread. Food — Make lists of vegetable foods, animal foods, mineral (salt, iron, etc.) water. Discuss source of each. What are good things for children to eat? School lunches. How to eat ; slowly, chewing thorougly, eat at regular times, eat candy just after meals. Hand Work — Make booklet of pictures of wild mammals. Cut animals of the circus and paste in book or on chart. Collect small pieces of different kinds of fur used for collars, muffs, etc. Make rabbit trap. Fifth Month. Evergreen Trees — Identification of different kinds, if available; uses of each ; habit of growth ; shedding of leaves ; cones ; seeds. W'inter aspect of trees studied in the fall. Health Studies — Pure water. Simple study of water supply of home and school. Sources of water. Review rain storm. Uses of water in bathing, cleansing homes, in laundry. Drinks that are good for children. Drinks that should be avoided. Form habit of drinking plenty of water between meals as well as during the meal. Breathing practices. Breathe through nose. Dangers of Ftr-^s — How fires may be prevented. Use of fire department. How treat burns. Hand Work — Make chart of evergreen trees. Sixth Month. Health Studies — Muscles ; movements, uses ; relation of bones to muscles. Good positions in standins. sitting, walking. See physical training. Necessity of forming good habits while young. Practice an erect carriage of body. Exer- cise ; necessity; time; place; kinds; practice; effects of alcohol upon bones and muscles. Hygiene of Feet — Bones and parts of the foot. Care; desirability of free motion of the toes. A good shoe. Leather — kinds, sources, methods of prepara- tion, various uses, values, care of leather. Hand W^ork — Collect pictures to show good postures. Seventh Month. Garden — Plan the home gardens and discuss what seeds to plant. Study seed catalogues. Grow radish and lettuce for early market or home consumption. Choose several different kinds to determine the most desirable. Underground parts of plants used for propagation — bulbs, tubers, roots. Study onion as a type; sets, seeds, bulbs, top onions. Plant cotton seeds in flower pots indoors to transplant later. Watch development and growth of tulips planted in the fall. Simple study of parts of the flower. Compare other plants grown from bulbs : daffodils, crocus, etc. Gooseberry and currant — habits of growth, buds, thorns, flowers, etc. Hand Work — Collect from old seed catalogues and mount, pictures to show different varieties of vegetables studied. PHYSICAL TRAINING — FOURTH YEAR. 121 Eighth Month. Trees — The elm tree (maple or oak as alternative) ; study of twig at time of bud opening; distinguish flower bud, and twig bud; follow development; kinds of elm (maple or oak); uses of wood; historic elms and oaks; calendar of a typical tree. Birds — Keep a list of birds with date and place. Note nesting places. Form Audubon Society. Wild Flowers — Study of tw-o or three types ; Jack-in-the-pulpit, hepatica, violet, wild ginger, etc. Preservation of wild flowers. Garden — Make plans for vacation. Plant beets, parsnips, and other bi- ennials for fall study. Set out some roots of beets and turnips, to produce seeds. Plant two kinds of beans, string and Lima. Hand Work — Make a bird booklet. PHYSICAL TRAINING. See General Directions — Third Grade. Place emphasis on posture. Increase speed, and secure better form in movements done singly on command. Type of games the same as in third grade. First Month. Lesson I — l. Review good gymnastic sitt. pos., taking fundamental st. pos., march, mark, time, fac. r. and 1. 2. Hip grasp close st. b. b. o. h. — S. 3. (i) Arm rais. sidew. with quick knee bend, (heels off floor) — R. (2) Close st., arm bend. upw. with heel rais. — R. 4. Hip grasp st., stoop, (touch hands to floor) — S. 5. Run in place. — 12 cts. 6. Follow step — S. Later — R, 7. Hip grasp stride st., b. b. o. h. — S. Lesson H — i. (i) Hip grasp st., alt. foot plac. forw. — R. (2) Fac. 1. and r., 90 degrees. 2. Cross (a) st., chest rais. — S. 3. Grinding corn — R. 4. Bend St., arm stret. upw. — S. Later R. 5. Hip grasp close st., s. b. o. t. — S. 6. Hip grasp st., jump. forw. — S. 7. Waking up in the morning. — S. Games — Garden Scamp, Prisoner's Base, All up Relay. Ryhthmic Play — Vineyard. Second Month. Lesson HI — i. Quick arm changes between hip grasp st. and cross (a) St. — S. 2. Hip grasp head twist st., b. b. o. h. — S. 3. (i) Forw. bend of arms with heel rais. — R. (2) Review striking the anvil — R. (See 3rd grade). 4. Hip grasp. St., stoop.— R. 5. Hip grasp st. stride jump — 10 cts. 6. Follow touch step 1. — R. Stride St., West Point breath. — S. Lesson IV — i. High stepping horses. (Knee pulled to right angles; slow rhythm used. (2) Quick facings, 45 degrees, 90 degrees. Cross (a) st., b. b. o. h. — S. 3. Churning (bend arms, grasp churn handle, bend knees (as in stooping), push handle down; stand erect) — R. 4. Arm flingmg forw. — S. 5. Hip grasp st., knee bend. upw. — S. Later R. 5. Run, two rows around one row seats, run in place at seats and halt on 2 cts. 6. Bend st., b. b. o. h. — S. Games — Three Deep, Corner Spry, Last Couple Out. Rhythmic Play — Trixie Polka. Third Month. Lesson V — i. March serpentine fashion; fac. 90 degrees. 180 degrees. 2. Bend close st.. b. b. o. h. — S. 3. Bend close st., arm stret. downw. with heel rais. — R. 4. Arm bending and stret. sidew. and downw. — S. Later R. 5. Hip grasp St., f. b. b. o. t. — S. 6. Stride jump with side fling or arms — 10 cts. 7. Balance step. — R. 8. Arm rais. sidew. with deep breath. — S. Lesson VI — i. Hip grasp stride st., alt. toe rais. — R. 2. Cross (c) St., b. b. o. h. — S. 3. Hip grasp walk (b) st., heel rais. — R. 4. Bend st., slow arm stret. upw. — S. S- Hip grasp stride st., alt. trunk twist. — S. 6. Hip grasp St., jump on toes with slow rhythm. — R. 7. West Point breath. — S. 122 PHYSICAL TRAINING FOURTH YEAR. Games— Arch Ball. Pupils choose games. Rhythmic Play— Hansel and Gretel. Fourth Month. Lesson VII— Hip grasp st., alt. foot plac. forw. outw.— S. Later R. 2. Cross (a) Walk (b) st. b. b. o. h.— S. 3. Hip grasp St.. heel rais. and knee bend. (4ct. movement)— S. Later R. 4. Reach st., arm part.— S. Later R. S. Bend st., stoop.— R. 6. Hip grasp ^ St., hopping 8 cts. on each foot— R. 7. Arm rais. sidew. to cross (d) St., with deep breath.— S. Lesson VIII— i. Hip grasp st., foot plac. backw. 1. and r.— S. 2. Hip grasp St., chest rais. with heel rais.— S. 3. Scooping leaves— R. 4. (l) Quick changes between hip grasp st, bend st., head grasp st. cross (a) St.— S. (2) Arm bend, and stret. upw. and downw.— S. Try R. 5. Cross (c) stride St., f. b. o. t.— S. Hip grasp st, stride jump— 12 cts. 7. Follow touch step II— R.' 8 Cross (a) st., deep breath. — S. Games— Still Pond, Birds Fly. Review Rhythmic Play. Gustaf's Skoal. Review. Fifth Month. Lesson IX— i. (i) Plac. of hands on hips with alt. foot plac. sidew.— R. (2) Fac. 90 degrees. 180 degrees. 2. Bend st, slow arm stret. downw. with breath.— S. 3. Cross (a) st. arm fling sidew. with heel rais.— R. 4. Hip grasp St., leg fling sidew.— R. 5. Hip grasp st., jump in place— S. 6. West Point breath. — S. Lesson X— i. Hip grasp st., two step— R. 2. Head grasp st.. b. b. o. h.— S. 3. Review grinding corn— R. 4. Hip grasp st. knee bend, upw.— R. 5. Jump, forw. with forw. fling of arms— S. 6. Follow touch step III— R. 7. Hip grasp St. heel rais. with deep breath. — S. Games— Dodge Ball I, Vaulting seats. Rhythmic Play— Ribbon Dance. Sixth Month. Lesson XI— i. Bend st., alt. foot plac. sidew.— R. 2. Cross (a) close st, alt head twist.— S. Bend walk (b) st, heel rais.— R. 4. Reach st., arm fling hpw.— S. Later R. 5. (i) Hip grasp st, f. b. o. t.— S. (2) Cross (c) close St.. s. b. o. t.— S. 6. Run around one row of seats. 7. Balance Touch step I— R. 8. Bend st, slow arm stret. upw. with deep breath. — S. Lesson XTI— i. Hip grasp close st., heel rais. — R. 2. Head grasp close St., b. b. o. h. — S. 3. Bend st.. arm stret. sidew. with quick icnee bend.— R. 4. Arm bend, and stret. upw. and downw.— S. Later R. 5. Bend stride st., f. b. o. t.— S. 6. Hip grasp ^ st, (left foot raised behind), hopping four times on each foot with quick changes r. and 1.— R. 7. Arm rais. forw. with deep breath.— S. Games— Bears and Cattle. Pass Ball Relay. Rhythmic Play— Go from Me. Seventh Month. Lesson XIII— i. (i) Review march., halt. etc. (2) Hip grasp st, touch step sidew. and forw. 2. Cross (c) walk (b) st., b. b. o. h. — S. 3. Bend st., heel rais. and knee bend. — R. 4. Arm fling, forw. upw. and forw. downw. r'. 5. Cross (a) st., f. b. o. t. — S. 6. Run serpentine fashion. 7. Balance touch step II.— R. 8. Cross (c) st., arm rotation with deep breath. — S. Lesson XIV— i. Arm bend. upw. with alt. ft. pi. sidew.— S. Later R. 2. Head grasp close st., arm rotation with b. b. o. h. — S. 3. Review churning— R. 4. (i) Hip grasp st, f. d. b. o. t— S. (2) Hands clasped in back. alt. knee bend, upw.— R. 5. Hip grasp st., jump, on toes with foot place forw. and backw.— R. 6. Head grasp stride st., b. b. o. h. — S. Games— Sticks. Rhythmic Play— Rufty Tufty. Pupils choose. Eighth Month. Lesson XV — i. Unexpected facings 90 degrees. 180 degrees. 2. Cross (c) St., arm rotation with breath.— S. 3. Hip grasp ^ hook (a) st. pos. 4. Arm READING — rIFTH YEAR. 123 bend and stret. upw. and downw. — R. 5. Cross (a) stride St., trunk twist. — S. 6. Hip grasp st., jump on toes (slow rhythm — quick rhythm). 7. Balance touch step III— R. 8. West Point breath.— S. Lesson XVI — i. Bend st., alt. ft. plac. forw. — R. 2. Cross (a) st., arm fling, sidew. with breath. — S. 3- Furling sail.— R. 4. Arm circumduction (2 cts.)— R. 5. Hip grasp st., leg fling, sidew. — R. 6. Hip grasp ^ st. (left foot raised backw.), hopping on each foot twice with quick changes — 16 cts. 7. Head grasp st., b. b. o. h. (breath) — S. Games — Bag Pile, Cross Tag, Potato Race. Rhythmic Play — Lottie is Dead. FIFTH YEAR. Text-Books — Fourth Reader, Language Book, Elementary Arithmetic, Elementary Geography, Physiology, Speller. Reading — Fourth reader. Physiology and Hygiene — Elementary Spelling — Words from lessons, English work. derivations, etc., or speller. Geography — Elementary Geography. Language — Composition, punctuation, study General Exercises — Music, Drawing, Mor- of poems and pictures. als and Manners Household Arts. Arithmetic — Measures, common fractions, Nature-Study — Clovers, biennials, fiber elementary percentage. plants, buds. Writing — Movement exercises. Forms of Physical Training — Posture, Movements, letters. Games. READING. Text — Fifth Reader as Adopted by Board of Directors. The teacher in the upper grades (fifth-eighth) understands that the methods used in presenting reading must be quite different from those used in the lower grades. As was pointed out in the outline for the previous year, the child's power to say words is a constant stimulation to acquiring the skill of recognizing them, in the lower grades. But by the time he comes to the fifth grade he can probably read more rapidly to himself than he can aloud. Hence, if it is thought he is after he prefers to read silently. This suggests the following : first, a change in the relative time given to silent and oral reading; second, a change in the methods of presentation. Some maintain that four or five times as much time should be given to silent reading as to oral. This conclusion is reached on the theory that the children are not to read aloud in after years and, hence don't need such training. They are going to read silently and should be instructed in the process. But such a radical dif- ference of time as that mentioned suggests three important points : first, most of the other studies of the curriculum afford practice in silent reading; second, the appreciation of literature depends not a little upon a cultivated ear sense; third, that oral reading may be made high in educative values. The teacher ought frequently to find out how the pupils are studying the subjects which they get by reading. This will help the silent reading. It may be safely said that most of our great literature sounds well when read aloud— that is, if well read. It reaches us not only through its thought, its figures, its logic, but also through its rhythm, its tone-color. Oral reading should include ear training. Merely to pronounce words fluently is of little value in education. No growth comes of it, at least after the mechanical side is mastered. But if a sentence is presented in two or more ways to the pupil and he is asked to discriminate when the difference is difficult but vital — well, here is mental discipline. Upon such the mind will grow. The reading hour should serve two purposes : first, the pupil is to be trained to get the thought accurately from the page, to select that which is important, to test statements by experience, to relate properly the coordinate and sub- ordinate parts; second to arouse the pupil's appreciation of literature. For 124 READING — FIFTH YEAR. the latter purpose the teacher must herself, in preparing the lesson, feel the beauty and truth of the selection, must feel its reality and live in it herself before she can gain for it a sympathetic response from the children. Silent Reading. The outline is still to be used and may now be made quite full, indicating the subordinate points as well as the leading topics. The lesson may be much longer than for oral reading. Definite assign- ment of points to be covered should be made. This should include frequent references to books aside from the text. At first give the page and perhaps the paragraph ; at least make it as easy as possible for the pupil to find the passage referred to. He should be held to account for this the same as any part of his work. By having different children look up different topics, or having them read what different authors say on the same topic, lively dis- cussion may be provoked — profitable because of the self-activities it arouses. For enlarging the pupil's vocabulary, for giving him fresh thoughts and a feel- ing for literary expression, the teacher may ask questions that require the pupil to answer in the words of the author; thus, he may be asked to give the words that describe Robin Hood, The Pied Piper, or Rip Van Winkle. What things show that Rip is shiftless? That he is likeable? let the child select a picture in the lesson and tell what he sees it in. For suggestions dealing with new words see dictionary work. Oral Reading. The division of this outline into silent and oral reading does not mean that both types of reading can't be used in the same recitation. The purpose in dividing is to suggest that the two are to be taught with methods peculiar to each, and to lay emphasis that the two are very different in purpose and result. The teacher may well ask herself frequently, "Why do I have the pupil read aloud? Would the end be reached better by silent reading?" In order that a pupil may see readily the value of skill in oral reading it is well to use humorous selections. This is true for two reasons : first, much of our humor will depend on the "turn" made in reading; second, when the sentence is read correctly it strikes home and the response of feeling is evi- dence that something has really been accomplished. The lofty emotions are not so easily stirred and selections embodying them are much more difficult to read. For instance, a sentence like the following might be used when study- ing grouping (incidentally, it is a good illustration for one use of the comma) : the man was tall and dark haired and skinned and crafty. The sentence may not be very elegant even when correctly punctuated and read, but proper group- ing certainly makes some improvement — a change, which a class will recognize and appreciate. Continue the memorizing of such selections or parts of selections as appeal to the children. This will aid in enlarging the vocabulary, in giving a feeling for rhythm and truth of expression, and in giving for permanent keeping new and rich thoughts to become a part of the pupil and unconsciously have bearing on his life. It is one way of getting literature by heart in a truer sense. Sometimes the teacher may ask the pupil to repeat, without preparation, the lines he can remember. He may be able to repeat more than he is at first conscious of remembering and he will enjoy the exercise. This memoriz- ing should never be given just because children should have something to do. and it is a cheap and easy way to supply it. That is to reduce it to the dignitv — or rather the indignitv — of what one county superintendent calls "junk". Greater interest in the reading as literature and greater naturalness in ex- pression will be gained if the children are permitted to express in action the story they read. The literature of the fourth, fifth and sixth grades is well adapted for dramatization. But even if the "parts" of the story are not divided up for different pupils, encourage each to throw himself into his reading. Gesture, which will help the pupil to give thought and feeling, is one READING — FIFTH YEAR. 12"; of the best features gained through dramatizing. Have the gesture even without the dividing of "parts". Give occasional exercises in sight reading of easy material. Punctuation. The child should now know that punctuation marks are used to help ex- press the meaning. By selecting sentences carefully the difficulties of the use of the marks may be revealed and mastered. It is better to teach this sub- ject in this way than to leave all to composition or to learn rules governing the marks. The Use of the Dictionary. I. Divisions of the Book. 1. Introduction. In most editions this includes a. A guide to pronunciation. b. Rules for spelling. c- Abbreviations used in the book. 2. Body — the main part. This is made up of an alphabetically ar- ranged list of words. The information given is: a. Spelling. b. Pronunciation. c. Classification. d. Derivation and history. e. Meaning. This is given by (a) Definition. {b) Synonym. (c) Picture or illustration. (d) Use in a sentence. This in large editions only. 3. Supplement or Appendix. This varies in different editions, but it usually contains : a. Geographical and biographical names. b. Foreign words and phrases frequently used in English literature. c. Abbreviations used in writing and printing. II. What v/ill not be Found in the Book : 1. Plurals of nouns if made according to the common rules. 2. Past tenses if formed by adding ed. 3. Derivatives easily formed. 4. Comparatives and superlatives of adjectives regularly formed. III. Learning to Use the Dictionary : I. Locating words. o. Fix the place of certain letters. (a) M — middle of the book, (t) D — half way between M and first page. {c) S — half way between M and end of book. b. Catch-words at top of pages. Note that these give: (a) First word on page {b) Last word on page. 3. Pronouncing words : " a. Review phonic work and apply. b. Refer to key given in introduction and at bottom of page. c. Note that the dictionary substitutes sometimes when there is a mark by v\hich the sound might be indicated; e. g. caret for broad a fwalk — wok). d. Note that when a root word is marked it is not marked again in its derivative^ : e. g. float, floating (the "float" is marked in the first case but not in the second ; hence, the pupil must often look back for the first use of the root before he will find the marking.) T26 SPELLING — FIFTH YEAR. e. li z dictionary is used which gives two sysiems of mark- ings the pupil must be taught where to look for that which he will understand. 3. Getting the meaning of words. a. The meaning of prefixes and suffixes should be learned. b. The classification should be noted (this for seventh and eighth grade). c. Note the relation of accent to meaning. (Study such words as concert, conznct, export, accent, transfer). d. Discriminate various synonyms. e. Study illustrations (pictures and diagrams). /. In the large edition note the use in a sentence. General Suggestions : 1. Practice finding words in class. The dictionary is to become a familiar tool. 2. Each child should own his own book if possible. He should study its whole make-up to see just what his edition contains. 3. A school should own a large dictionary and several smaller editions. For the country school ten or twelve academic or secondary school editions are better than one large edition, if choice has to be made between the two. 4. Select the edition according to the experience of the child. SPELLING. ALTERNATION — The work in spelling for the fifth and sixth years is arranged for alternation. During the school year 1918-19 teach fifth year spelling; during 1919-20 teach sixth year spelling and so continue to alternate the work of the two years. Spelling and Dictionary Work Emphasis should be placed on Dictionary Work and Phonics during at least one day a week in the fifth year. Within the first half of the fifth year pupils learn to find words quickly and interpret abbreviations and diacritical marks as they appear in the respellings to indicate pronunciation. Pupils should use the dictionary: (1) for mastering difficult words of all lessons of the month; (2) as an aid in learning to pronounce words frequently mispronounced; (3) for finding synonyms of the words prescribed and for discriminating homonyms — the trouble- some little words that are pronounced alike but spelled differently. For the two hundred words to be pronounced, it is recommended that each pupil keep a Dictionary Notebook in which to copy neatly the words in script and their respellings to indicate pronunciation. A Dictionary Is Indispensable The dictionary in the hands of the pupils is the first consideration — one not to be overlooked by any teacher who would realize the aim of this course. Phonics and Dictionary Work Fifth Year During the fifth year pupils should be taught how to find words in the dictionary and how to pronounce them. Every pupil in the fifth grade and above it should have a dictionary of his own. A fifth grade pupil following this course of study, but without a dictionary, is greatly handicapped; the dictionary is his text- SPELLING — FIFTH YEAR. 127 book. Relatively few parents include a dictionary in the school equipment of their children, but they would do so if the need of one were made plain to them. As a precautionary^ measure the teacher should tell her pupils what kind of a dictionaiy to buy. That is to say, the pupil should be given the exact title of the dictionary that is adapted to his needs. In every case the teacher should see to it that the diction- ary recommended for purchase is in harmony with the textbooks in general use. Teach Pupils to Find Words Quickly "No facility means little use. At the outset give a speed test in finding words and follow this with similar tests about once a month. Such a list as the following will serve the purpose. Use the first ten words with fifth and sixth grade pupils and all of them with grades higher up. These words are frequently mispronounced because the accent is wrongly placed. The main purpose, however, in having the words looked up is to test each pupiVs speed in finding words. In- cidentally he may observe the accent and indicate it as he hurries from one word to another. The tests may be taken in school or at home, each pupil keeping his own time. Train your upper grade pupils to locate these twenty-five words in the dictionary in eight minutes, or at the rate of about three words per minute: address, recess, idea, violin, horizon, opponent, dessert, mustache, discourse, exquisite, recourse, lyceum, comparable, inventory, romance, harass, pretense, formidable, robust, hospitable, ally, lament- able, despicable. Alphabetic Arrangement Teach that the alphabetic arrangement extends to the ends of the words. Give pupils words to copy, each on a separate slip and arrange alphabetically. Such words as: observe and observation, measure and measurement, proposition and proposal are suitable for the purpose. Guide Words Teach the use of the "guide words," also called "index words" and "catch words," which are in large type at the top of each page of the dictionary. They are a great convenience in locating words. By deftly manipulating the upper corners of the leaves with the fingers while observing the guide words one may find any word without opening wide the dictionary more than twice. Helpful Facts While the middle of the alphabet is between m and n, the middle of the dictionary falls in k or I. The end of the first quarter is in d, of the third quarter is in r. Many words begin with s, c, and p; few with x, z, y, q, k, j; five times as many begin with s as with x, y, z, d, and k together. Abbreviations and Arbitrary Signs Teach the meanings of the abbreviations and arbitrary signs used in the dictionary to which your pupils have access. As a rule, explana- tions of abbreviations and signs immediately precede the vocabulary of the dictionary. SPELLING — FIFTH YEAR. Phonics and Pronunciation Teach pupils how to pronoi'nre words irarlced diacritically. This cannot be done mcideiitaUy; a s:''s+pipatic rorrse with careful planning and much drilling is needed. The essentials of such a course are as follows. Teach the facts in the order here indicated, and teach them thoronghly. 1. The diacritical marks. Macron (~), modified macron ("), breve ("), circumflex (*), tilde ("), dots above and dots below, dot above and dot below, cedilla ('), Sus- pended bar (■■), cross bar (c). A pair of dots placed above the second of two vowels to show that they should be pronounced in separate sylables is called the d^eresis: thus — preempt. 2. The letters which are marked diacritically. These are the vowels a, e, i, o, oo, u, and y; five consonants — c, g, n, s, x; and the digraphs ch and th. 3. A "key word" for each sound represented by the letters marked diacritically. Key words enable pupils to arrive at the correct sound- value of the phonic symbols. They are given on every page of most dictionaries. A complete list of them may be found in the following table headed "Guide to Pronunciation" and also in dictionaries and in some spelling books. 4. Table of Equivalents. By comparing the round-values of the different symbols, a table of equivalents can be rrnde easily. It includes two diphthongs and vowel and consonant sounds. SPELLING — FIFTH YEAR. 1 29 GUIDE TO PRONUNCIATION Symbols of the Vowel Sounds and Their Equivalents Name of Key Equiv- Key Symbol Sound Words Name of Mark alents Words a 'long a" ale macron e they a 'unaccented a" senate modified macron & 'short a" am breve a 'medial a" ask dot above a 'Italian a" arm dots above i 'circumflex a" care circumflex e where a 'broad a" all dots below 6 order ^ 'like short o" what dot below 6 not a 'obscure a" final italic letter e 'long e" eve macron ee-i see, valise e 'unaccented e" event modified macron 6 'short e" end breve § 'Hke long a" eight bar below a fate e 'tilde e" fern tilde %> H2, Vie, etc. Fractions — Problems in adding and subtracting mixed numbers. Teach best form. Fourth Month, Denominate Numbers — Problems in painting, plastering, and calcimining walls and ceilings at current prices per square yard. Percentage — Solve problems of all three percentage types. Point out the similarity in form of problems in percentage and in fractions. What is ^ of 30? What is 2% of 30? 30 is how many ninths of 45? 30 is how many per cent of 500? 12 is 54 of what number? Find the per cent of change from week to week in the average temperatures ; compute per cent of attendance, etc. Multiplication — Review or teach these short processes : To multiply bj^ a power of 10 by annexing ciphers. To multiply by a number a little less than a power of 10. 98 times 356 35600 (= 100 X 356) 712 (=2X356) _. (=98X356) To multiply by an aliquot part of 100. 37y2 times 356. 371^ = 5^ of lOO. 8)35600 (= 100X356) 4450 (= I2y2 X356) 3 13350 (= 375^ X 356) Fifth Month. Measures — Cost of enough new blackboard for school room. Hyloplate at 12 cents per square foot ; natural slate at 30 cents. Cost of papering the school room. Use paper hangers' rule, 3 rolls to 100 square feet. Show the reason for this rule. Carpeting — Cost of covering school room floor with coco matting at current price per square yard. Is there waste? Are more yards of carpet needed? Fractions — Problems involving increase or decrease : Eighteen children are in school today which is one-eighth more than yesterday. What was yesterday's attendance? Mabel after spending ^ of her money has sixty cents left. What had she at first? Notice that in such problems the original value, size, age, number, etc., is the base of which a fraction is taken. Percentage — Gain and loss. See to it that in all discussion of percentage problems the full phrase per cent of , is used. Most errors in thinking in percentage come from forgetting what the base is. Measurement — Reduce 569 inches to feet and yards by dividing first by 12, then by 3. The first remainder is 5 what? The second is 2 what? Divide 992 by 63 by dividing first by 9, then by 7. The first remainder is 2 what? The second is 5 what? What is the entire remainder? Partition of fractions reviewed. i/^ of % =: %. By dividing number of fractional units, i/^ of % = %.■!. By dividing size of fractional units. % oi % = % oi y oi ^/! = % oi ^ = %h- By dividing the number of fractional units by one factor of divisor, the size of the fractional units bv the other factor. GEOGRAPHY — SIXTH YEAR. 163 Sixth Month. Fractions — Measurement by a fraction. Show that if i be divided (measured) by a fraction, the quotient is the fraction inverted, i -^- ^ = %-^ 3,4,z=: %. Illustrate by means of a divided line, or folded sheet. Practical problems like this: At $yi per yard, how many yards will $1 buy? $4? $7>^? Hence to measure by a fraction, multiply the inverted divisor by the number of ones in the dividend. Solve many problems of this type. Complex Fractions — Definition, reading, mode of simplification. Teach that multiplying the dividend and divisor by the same number does not change the quotient. Then simplify complex fractions by multiplying both terms by the same number. Percentage — Compound discounts. Problems in commission drawn from tax collection, sales, etc. Measures — Lumber measure. Problems in fencing, flooring, shingling. Review of angle measure. Seventh Month. Interest — Computation for years, for months. Much practice. Teach these Principles — If A= 5^ of B then B = % of A. If A is J4 more than B, B is what fraction less than A? Similar questions in per cents. Solve such problems as, 28 is ji of what number? Show that if 28 is ji of X. X is % of 28. Time Measure — The calendar. How to find the difference between dates. Problems in cost of growing crops with probable yields and selling prices. Eighth Month. Interest — Computation for years, months and days. Decimals — Writing and reading complex decimals. Notice: .0% = one-fourth of a tenth. .3^ ^ three and one-fourth tenths. 300.010 = three hundred and ten thousandths. ,310 1= three hundred ten thousandths. .0300 = three hundred ten-thousandths. Addition and subtraction of complex decimals. Fractions— Add ^ + J^ ; Vs + %; Va \^^\ ^/« + i/&. Show why the sum is the sum of the denominators divided by their product. Similarly teach mode of finding the sum of two fractions with same numerator; difference of two fractions with numerator i ; difference of two* fractions with same numerator other than i. Spend rest of month upon a good list of miscel- laneous problems. GEOGRAPHY. Introduction. The study of Home Geography in fourth year and the World as a Whole in fifth year has prepared for a detailed study of continents in sixth, seventh, and eighth years. The course for these three years gives a definite study of each continent, and the work should give pupils a training in geography which will result in an understanding of the geographic controls in the various regions of the earth. There should be an accumulation of abundant, interesting, and valuable information, well organized and readily applicable to general reading and to further school work. Pupils should be taught to think geographic facts out upon the real earth into relationships as they actually exist. Free use should be made of textbook, supplementary reading, outline maps, atlases, wall maps, and pictures. NORTH AMERICA. Topics by Months. I. Latitude and Longitude ; North America, its place among the continents. II. United States as a Whole ; New England States. 164 . GEOGRAPHY — SIXTH YEAR. [II. Middle Atlantic States; Southern States. IV. Central States ; Special study of Illinois. V. Western States ; Possessions of United States. VI. Canada: Newfoundland; Mexico. VII. Central America; Canal Zone; West Indies. VIII. North America, a Continent Study; United States, a Comparative Study. ALTERNATION — If desired, the sixth year's work in geography may be alternated with the tifth year's work. If this is done, teach the sixth year's work the school year of 1919-20 and each ahernate year thereafter. First Month. Latitude and Longiturc; North America. I. — Definitions. Illustrate on globe, on world maps, and by drawing, showing differ- ences on globe and on map: axis, poles, equator, parallels; tropic of cancer, tropic of Capricorn; arctic circle, antarctic circle; torrid zone, north temperate zone, south temperate zone, north frigid zone, south frigid zone ; meridian, meridian circle, prime meridian; circular measure, circumference, degree, minute, second; latitude, north latitude, south latitude; longitude, east_ longitude, west longitude. A clear understanding of these terms is necessary in all geography work. They should be made clear by study of globe and maps, and by imaging them upon the real earth. II. — Introductory Facts. See appendix of text. Many number facts in geography should be re- membered in round numbers, that is the first two figures at the left are used, the others being changed to ciphers. 1. Size of earth ; diameter, circumference. 2. Proportion of earth's surface covered by water, by land. 3. Arrangement of land and water; more land in northern than in southern hemisphere. 4. Names of continents in order of size; names of oceans in order of size. 5. World drainage ; more land in Atlantic than in Pacific slope, about one- fourth of world's area in interior drainage. III. — Place of North America Among the Continents. 1. Compare with other continents as to : (a) Size and population. (&) General shape; direction of main axis. (r) Coast ; islands and indentations. \d) Main rivers, size and direction of flow; lakes, number and size. 2. Direction and distance from center of each of the other continents. 3. North America and Europe compared as to latitude. Transpose map of Europe on map of North America. Second Month. United States as a Whole; New England. 1. — United States as a Whole. 1. Groups of states, number in each group, total number. 2. Surface Features : (a) Location and extent of plains, plateaus, and highlands, (fc) Division into physiographic regions; states in each, (f) Glaciation and its results. 3. Climate : distribution of temperature and rainfall ; relate to surface features. 4. Drainage : location and extent of large river basins ; interior drainage ; slopes to oceans and gulf. IT. — New England States. 1. Names of six states; surface; coast; rivers. 2. Industries: lumbering:; fishing:; quarrying; manufacturing. GEOGRAPHY — SIXTH YEAR. 165 3. Cities : location with advantages for particular industries. Learn at least ten cities with state in which located. Third Month. Middle Atlantic States; Southern States. I. — Middle Atlantic States. 1. Names and location of states. 2. Surface, coast, rivers, fall line. 3. Industries: agriculture; mining; manufacturing with characteristic pro- ducts ; relate the distribution of each industry to natural advantages. Location of coal fields with production by states. 4. Cities: manufacturing, advantages of location; cities on fall line; sea- ports with commerce. List of twenty cities with states. 5. Transportation ; railroad and canals with their relation to the develop- ment of the section. IL — Southern States. 1. Number and location of states. 2. Surface; coast ; drainage. 3. Industries : agriculture with characteristic crops ; lumbering with products; mining , location of regions with output; manufacturing centers and products. 4. Cities. List of ten with location and commercial importance. Fourth Month. Central States; Special Study of Illinois. I. — Central States. 1. Names and location of states. 2. Surface; drainage. 3. Industries : agriculture with large production of cereals, location of corn and wheat belts ; relation to livestock industry ; mining with regions of coal and iron, output by states ; manufacturing, important centers with advantages as to raw materials and transportation. 4. Cities : lake and river ports, their location and importance, inland cities. Learn twenty cities in this group with location and interesting facts concern- ing each. 5. Transportation : railroads and railroad centers ; lake and river routes. The relation of these to the development of the Central States. II. — Home State — Illinois. 1. Treat Illinois as a geographic unit with constant comparison with states and groups of states studied during the year. 2. Base work on Illinois supplement in textbook, supplemented by free state publications : Bulletin 123, Agricultural College, Urbana, Illinois ; Bulletins 15, 26, 27, State Geological Survey, Urbana, Illinois; base map of Illinois, State Geological Survey, railroad map. Public Utilities Commission, Springfield, Illinois. 3. Follow usual method of study for a definite geographic unit. (a) Location and size. (b) Surface and drainage. (c) Climate. (d) Natural vegetation. (e) Mineral resources. (/) Agriculture. (g) Manufacturing: advantages, leading cities with products. (h) Transportation by river, canal, lake, railroad ; railroad centers. (i) Government and education. (/) Thirty or more cities. 4. This study should make Illinois stand out as a definite area, ready for instant use in any comparative studies in geography. l66 GEOGRAPHY — SIXTH YEAR. Fifth Month. Western States; Possessions of the United States. I. — Western States. 1. Names of states; location; extent. 2. Surface; drainage; rainfall. 3. Industries : tishing with centers of salmon canning ; lumbering, compared with other sections; forest reserves; mining, location of industry with produc- tion of minerals by states; agriculture, products and irrigation; fruit-growing centers and importance. 4. Cities : grouping with reasons ; important Pacific ports ; relation to rail- roads. Learn ten with states. 5. Scenery : mountain and desert ; national parks with features of interest. II, — Possessions of the United States. 1. Name, location, area, population of each ; direction and distance from United States. 2. Surface; climate; products of each. 3. Cities. Learn capitals and chief cities with location. Sixth Month. Canada; Newfoundland and Labrador. I. — Canada. 1. Area, population, density of population compared with United States. Extend 49th parallel to east coast, noting the above facts for country south of this parallel. Do same with area south of 45th parallel. 2. Surface : location and extent of plains, plateaus and highlands. 3. Drainage : number of large lakes ; direction of more important rivers. 4. Industries : location and development with reasons ; agriculture, wheat, dairy products, fruit; mining; lumbering; fishing; manufacturing. 5. Cities : location and importance of largest ten. 6. Transportation : ocean, lake, canal, river and railroad ; account for number of transcontinental railroads. 7. Government : Canada's part in the World War. II. — Newfoundland and Labrador. _ * 1. Location; advantages for chief industries. 2. Capital city; life among inhabitants. Seventh Month. Mexico, Central America and West Indies. I. — Mexico. 1. Location ; area ; population compared with the United States. 2. Surface and climate; the latter afifected by zones of latitude and by altitude. 3. Industries and products: mining; agriculture; their development related to resources and character of people. 4 Government: unsettled conditions attending recent revolutions, effect upon people. 5. Cities : location and importance of five. II. — Central America. 1. Location; names of six republics and one colony; area and population compared with Illinois; Central America a region, not a country. 2. Surface; route of proposed Nicaragua Canal; climate; natural vegetation. 3. Products of forest and soil. 4. Cities ; three of most important with location. III. — Panama Canal Zone. 1. Location ; extent ; ownership. 2. Canal: relation to Canal Zone, length, width, direction; purpose, construction. 3. Operation of canal ; advantages to United States and to other countries. HISTORY— SIXTH YEAR. 167 IV. — West Indies. 1. Location and extent of group. 2. Islands of three divisions ; Greater Antilles ; Lesser Antilles ; Bahamas. 3. Surface; climate; products; people. 4. Four largest islands with cities and government. Eighth Month. North America and United States, a Comparative Study. 1. — North America, a Comparative Study. 1. Surface features: Cordilleran highland; Appalachian highland; Lau- rentian plateau ; Central plain. 2. Climate : distribution of temperature and rainfall, relation to surface. 3. Vegetation: zones with reasons; characteristic plant and animal life of each. 4. Population : distribution dependent on surface, climate and natural re- sources. II. — United States, a Comparative Study. 1. Industrial study, making comparisons with other countries of North America and of the world. (a) Food products : corn, wheat, meat products, fruits, sugar, fish. (b) Clothing products : cotton, livestock. (c) Materials for manufacture: coal, iron, lumber. 2. Transportation : water and land routes. 3. Population : density by states with reasons relative to surface, climate, and natural resources. UNITED STATES HISTORY. Preliminary Statement. Too long have the pupils of our Elementary schools finished their training in the grades with the half-conscious impression that history began at the most only shortly before the discovery of America; at least that there was nothing back of that worth knowing; certain that there was nothing which it was neces- sary to know in order to understand American history and our place in the world. Happily this condition is passing. Many of our good schools have already introduced a serious study of the European Beginnings of American History in the Sixth grade. There is no longer any reasonable doubt that it can be done effectively. It is approved by the best thought of today. Suitable material is available. Believing that it is bound to come for all of our schools and not merely the best, and that it ought to come now, an outline of a year's work devoted mostly to the European beginnings of American history is sub- mitted for your consideration. ALTERNATION — Sixth Year History is to be studied the school year of 1919-20, and each alternate year thereafter. There is no history provided for the fifth year. OUR ANCESTORS IN EUROPE. Part I— The Ancient World. First Month. 1. Greece, the Explorer and Teacher, i. The country; use your geog- raphies; a peninsula in the Mediterranean Sea; a nation of sailors; good harbors ; short, scattered chains of steep mountains ; cliffs and headlands drove the people to the sea; many nearby islands. 2. The peoples of the Mediterranean. Oriental peoples near the Greeks : Egyptians, the people of the Nile River Valley; dwellers in cities, builders of great temples, pyramids, and sphinx ; their writing, pictures for alphabet, and carvings on the walls ; compare with picture writing of American Indians ; makers of paper. Assyrians, Chaldeans, and Babylonians : the people living in the Tigris and Euphrates River Valley or the land of the Two Rivers, or Mesopotamia ; similar to the Egyptians ; their City of Babylon ; mounds of l68 HISTORY — SIXTH YEAR. buried palaces and temples found in the country ; clay books discovered which looked like bricks with wedge-shaped letters for alphabet. Hebrews : the people of Palestine, at the east end of the Mediterranean; recall the Bible stories; simple shepherds and herdsmen; believers in one God; Palestine was the meet- ing place of traders from Egypt and the Land of the Two Rivers, or Meso- potamia. Persians: the people east of Mesopotamia; great fighters; conqueroro of Egyptians, Mesopotamians, and Hebrews; lovers of luxury. Phoenicians: daring adventurers and traders; skilled artisans, makers of beautiful cloth and jewelry. 3. The early settlements of the Greeks : on Crete, on the shores of Asia Minor, in the country of Greece, in southern Italy and Sicily; sailors and traders; quick to learn from others; later settlements on the Black Sea; a colony carried fire from the home city, and was always considered a Greek city. 4. The Greeks at home, (a) Sparta, a city of soldiers; homes were simple log houses with crude furniture. Lycurgus, who taught the Spartans to fight. Their government managed by a few leaders or an oligarchy, (b) Athens, at one time the most beautiful city in the world; protected by a wall around th" harbor, and the city; homes simple but attractive, with gardens or a court in the center; market-place: the center of social life as well as business; products in the market : salt fish from the Black Sea, goats' meat, and mutton, milk, cheese, and butter, vegetables, and fruits, wine and olive oil from farms near Athens ; bread, shoes, hats, vases, armor, swords, knives, and pots of bronze and iron made in little shops; painted scrolls, and fine linen from Egypt; medi- cines from Africa; ointments and perfumes from Arabia; carved ivory combs, and brilliantly colored rugs from distant India ; salt and dyestuffs from Spain ; tin from far-off Britain, the ancient name for England. The education of Athenian children: elementary schools for learning music, reading, and dancirg; the great teachers of Athens : Socrates and Plato. The government of Athens a democracy, or a nation ruling itself and by representatives, assembly of free- men ; foreigners could never become citizens. 5. What Greece taught the world : their beliefs about the natural world : myths about the flowers, trees, rivers and lakes; their religion: their gods of Mount Olympus, and the worship of their heroes; their art: the builders of beautiful temples for the worship of their gods ; carvers of lovely statues, and friezes, delicately tinted or colored; painters of beautiful pictures on the walls of their temples and the homes of the rich ; their literature : poems about great deeds; plays showing their life, and their ideas; the first written account of the history of the world by Herodotus ; famous orations : the Greek alphabet used, the letters a growth from the Phoenician, Chaldean, and Egyption writing; paper made like the Egyptian paper, and parchment used for books ; their Olympian games: a form of worship; trials of strength, wrestling, running, and chariot races ; the olive wreath, a sign of honor to the victor. II. Greek Civilisation Against the Power of Asia : The Persian JVar. I. Persia and Greece contrasted, (a) Persia: conqueror of Egypt and Meso- potamia, Phoenicia, and Palestine, and the Greek cities in Asia Minor and north of Greece; a strong central government, (b) Greece: a country of inde- pendent cities, loosely united in a league. 2. The Battle of Marathon, 490 B. C, the meaning of B. C. as the time in history before Christ's birth; the battle on the plain, and the aid against the Persian fleet furnished by the rugged coast of Greece: defeat of Persians. 3. Second Persian attack on Greece: preparations of the Athenian fleet; the Battle of Thermopylae : the bravery of the Spartans led by Leonidas ; Athens deserted, the people fled in safety; the Persians in Greece and destruc- tion of Athens. The Battle of Salamis : the Athenian fleet saved Greece. The Age of Pericles : Athens the leader in the Delian League of friendly Greek states; the city rebuilt; the most beautiful in the world at that time. 4. The harsh, selfish rule of Sparta in Greece. HISTORY — SIXTH YEAR. 169 5. The rivalry of Sparta and Athens : the weakening of Greece. (a) Spartan envy of Athenian power, (b) Conquest of Athens by Sparta. Second Month. III. Macedonia Conquered the World, (a) Philip' of Macedon : educated in Athens: conqueror of Greece, (b) Alexander the Great: the conqueror of the Persian Empire in Asia. His virtues: bravery, generosity to his enemies, simple in his tastes and learning; his faults: his boastfulness, his vanity, his bad temper. Results of his conquests: the spreading of Greek culture and art; the increase of travel and trade during the peaceful part of his reign ; the city of Alexandria in Egypt founded, (c) Greek gifts to civilization: the wealth of their art, literature, and philosophy. The love of sports, and contests. The Greek alphabet; the direct ancestor of the English alphabet; recall the Egyptian picture writing, and the Assyrian wedge-shaped letters. IV. Italy and the Romans, i. The country of Italy: locate in its relation to Greece; use your geographies, (a) The mountains of Italy: the Alps, a pro- tection in the north, their effect upon the climate; the Apennines, low-lying hills, good for pastures and vineyards, (b) The wide plains: fertile farming land of the Po River valley; the broad plains along the coasts. 2. The peoples of Italy, (a) Early stone age people: like American In- dians, (b) Italians: invaders from eastern Europe; see stories of Aeneas, and Romulus and Remus. A simple shepherd people, called Latins as well as Italians. They lived in mud huts. The little village of Rome on the Tiber River founded, (c) Etruscans: sea rovers, perhaps from Asia Minor; traders; highly civilized city people. They lived north of Tiber River and north of the Italians in part of Po River Valley, called Etruria. (d) Greek colonists, in Sicily and southern Italy; mainly traders. 3. The development of Rome, and conquest of Italy by the Italians, or Latins, or Romans as they came to be called, (a) Etruscans of Etruria at first conquered the Italians. They became early kings of Rome, and developed the ideas of the simple Romans, (b) Development of Romans as traders and re- sults: met Greeks; the influence of Greeks on religion and life of Romans, (c) Romans, masters of Italy: conquered first the Latin villages; their struggle nnd victory over Etruria ; their conquest of Greek colonists in Sicily and Southern Italy, (d) Life in the Roman Republic. The government : two consuls chosen bv freemen ; struggle betw-een common people called plebeians and nobles called patricians; the Gracchi leaders of the common people; general assemblies formed; the tribunes, defenders of the people. Home life; the appearance of the city : crooked streets, flat-roofed houses : see "Ten Boysi of Long Ago" for life in Rome. Roman religion or beliefs about the world: gods more warlike than the Greek gods; stories of the beginning of Rome. Third Month. V. Rome Conqueror of the World, i. How Rome fought: her army; troops, weapons and armor; camp. A siege of a city: movable tower; catapults; guard of shields, scaling ladders. The making of a fleet. 2. Carthage in Africa: her great fleet; her possessions in Spain, Sardinia, and Sicily. Hannibal of Carthage; his training; his defeat of the Romans and invasion of Italy; his seventeen years in Italy. Scipio of Rome: his attack on Carthage; the withdrawal and defeat of Hannibal. The fall of Carthage: her territory taken by Rome ; the western Mediterranean owned by Rome. 3. Eastern Mediterranean. Macedonian Empire had fallen to pieces into Macedon, Syria, Egypt. Greece weak from division, an easy victory for Romans. The great Roman generals : Sulla, Marius, and Pompey ; their influence on Roman government, 4. Conquest of Gaul or France of today, and Britain or England. Julius Caesar, a great Roman general. His conquests of Gaul and Britain. VI. Rome. Rider of the World; A Change in Gover'tment from a Re- public to An Empire, i. The change in g-overnment : senate more powerful, 170 HISTORY — SIXTH YEAR. patricians wealthier, plebeians more wretched; the slaves crowded out the free laborer; discontent of Roman provinces from selfishness of Roman governors. Sulla and Marius, and their selfish rule over Rome. Cicero, the Roman o'rator and Reformer. Julius Caesar: his plans for Rome; his enemies and death. Augustus Caesar : Rome an empire which means a country owning foreign territory and ruled by one man. 2. How Rome ruled the world: (a) The size of the empire: on the north the Rhine and Danube Rivers, and the island of Britain; eastward, Asia Minor, and the seacoast of the Mediterranean; south, Egypt and a fringe of north Africa extending to the desert. (fc) Organization of the empire: absolute power of emperor ; Roman law ; ideas from military rule, and from the absolute power of the ruler as found in the oriental countries, (c) The empire became civilized : Rome learned from Greece ; her new knowledge was taught to Gaul and Britain; the Roman roads; fort building; her houses improved and books written; her great commerce developed. 3. Life in the Later Roman Empire, (a) Oriental luxury and oppression of poor, (b) Selfishness and cruelty of emperors, like Nero, (c) Art and literature, imitated Greece and the Orient, (d) Change in religion : Christ's birth in reign of Augustus Caesar; the worship of Roman gods still the religion of the Roman world ; the persecution of the Christians by Roman government ; Christian missionaries ; Roman emperor Constantine : a Christian Emperor in 300 A. D. ; explain that A. D. came from two Latin words meaning after the birth of Christ; Roman Christian Church developed; it was modeled after the Roman Empire. Part II — Western Europe. Fourth Month. 1. The Barbarian Conquerors, i. The early Germans or Teutons: located north of Roman Empire; a nation of sturdy fighters; lived in no settled homes. 2. The .conquests by the Teutonic German tribes : driven on by wild Huns of Asia; the Goths in western Roman Empire; the Franks in Gaul; the Anglo- Saxons in Britain. 3. German settlers in the Roman Empire: learned the civilization of Rome; converted by the Christians : the ancestors of modern European nations. II. Charlemagne's Empire: the Union of the Prankish Kingdom in Gatd or France, and the Roman Catholic Church; the Final Appearance of a West- ern Roman Empire, i. Extension of the boundaries of the Empire; war with the Saxons of Germany; the Lombards of Italy. Charlemagne became ruler of Germany, France, Northern Spain, and Italy. He was crowned Emperor of Holy Roman Empire 800 A. D. 2. How he ruled his empire, (a) He spread the influence of the Church ; made laws for conversions of barbarians ; collected taxes for the support of the Church, as well as for his emipre. (&) Protection of his empire: duty of a freeman to fight or furnish arms and food. On the east strong forts and military commanders with troops: his reserve army, (r) His government: the beginning of the feudal system of partially independent nobles, each one directly responsible to the Emperor; the general assemblies of all freemen, to report on their government of the provinces, and to learn about any new laws, {d) Charlemagne, the man: his appearance and character; his love of learning; the education of his people. 3. Division of Empire at his death ; the weakness of Charlemagne's sons and jealousies of his generals; the beginning of modern European nations. ///. France and Germany as Separate Natioivs. i. The French: a mixture of the old Roman Gauls and the rough Franks ; their language mainly Latin, (a) The nobles: each powerful and independent of king. (&) The king: in- creased his land and power, (r) Louis the IX: his laws and government; his love of peace; the unity of France. 2. The Germans ; the rough East Franks ; a fighting nation. (a) The nobles; powerful and independent of kings. (&) The German kings as Roman HISTORY — SIXTH YEAR. IJI Emperors: the power of the pope; the struggle between the popes and emperors: F"rederick II: his struggle for power; the cities of northern Italy and the pope; the failure of Frederick to unite Germany. Germany; a camp of quarreling dukes. Italy left under the power of the pope, and divided into city-states, or independent cities. Fifth Month. IV. England, a Nation, i. Alfred the Great, 872-901 A. D. (a) His struggle with the invading Danes: the truce; the unity of southern England, (b) His influence on the English: his own learning and the education of his people; his laws. 2. The Vikings, or Norsemen, (a) Invaders from the north into England and France, (b) Conquest of England under Canute; settlers in Normandy, France. 3. William the Conqueror : descendant of the Vikings in Normandy, France. (a) His conquest of England: the Battle of Hastings, 1066 A. D., his conquest of dukes in northern England, (b) His rule of England; strong forts, and castles for his men; a stern but just ruler. 4. Henry II and his sons, (a) The government of Henry II : his laws resulted in peace in England; his new courts with trial by jury instead of ordeals, (b) The struggle between the Church and Henry's government; the power of the Church superior, (c) Richard the Lion-hearted (See later in outline, the Crusades) ; fought in Holy Land, levied oppressive taxes in England for his expenses, (d) King John: his selfishness and cruelty; the rebellion of the nobles, and churchmen. The Great Charter, 1215 A. D., limited the power of the king; gave rights to English Freemen. V. Castle Life. i. Feudalism, or How men got land : the growth of this system was due to weakness of kings and the need of the people for protection, (a) Loaning of land: act of homage in exchange for land, (b) The vassal: his duties to his lord ; his lord owed his protection. 2. Siege of a castle: the engines; the guards of the castle on the walls. 3. The castle: its location on a hill or cliff; its wall, moat and gate for protection, (a) The castle buildings: granaries and sheds; houses of the work- men; the barracks for the soldiers; the chapel; the keep or prison, {b) The rooms of the castle : windows few and small ; cold and bleak. 4. War, the spirit of the age: cruelty of the time; the tournament, or sham battle, (a) The knights and the Common People: oppression of the poor. (&) The life of a knight: his training; chivalry or courtesy to his own class; knightly pleasures : hunting and banquets. VI. Life of the Common People, the Workers. I. Farmers. (a) The manor, (fc) Farm work, {c) Dues and services to the lords, {d) Hard life of the peasant : the struggle for freedom. 2. Townsmen, (a) The merchant gild: the apprentices; the laws of the gild, (ft) Free cities; throughout western Europe: the art of Florence and Venice, (r) Market-place and shops of cities. 3. Traders, (a) Their method of travel: roads and ships. (&) Peddlers; trading leagues for protection of merchants, (j) Eastern trade: trading routes; fairs; Venice and Genoa, trading centers. Sixth Month. VII. Religion in the Middle Ages. i. The church organized (See close of Roman Empire), pope, archbishop, bishop, and priest. 2. Monasteries: St. Benedict and his rules; life in a monastery. 3. Saints and pilgrimages : St. Francis ; shrines ; pilgrimages to holy places, especially Palestine. 4. Mohammedanism, the new religion of Asia, (a) The character of Mo- hammed ; his religion spread by fighting. (&) The Mohammedan Empire: Arabia, Palestine, Africa and southern Spain ; their churches ; their learning. 172 HISTORY SIXTH YEAR. 5. The Crusades: rescue of Jerusalem from the Mohammedans, 1096-1300, A. D. (a) The first Crusade: capture of Jerusalem and its loss again; the third Crusade with Richard I of England, Frederick Barbarossa of Germany, and Philip Augustus of France as leaders. (&) War, for two hundred years; final victory for Mohammedans, (c) Results of Crusades; western Europe saw marvels of the East ; trading greatly increased. VIII. The Struggle Betzvcen France mid England or the Hundred Years' War. I. Causes: the claims of England to French throne; French raids on English ships ; French aid in rebellion of Scotland. 2. Battle of Crecy; the siege of Calais; the Black Prince; the Battle of Poitiers. 3. Black Death ; labor troubles in England. 4. Joan of Arc and the Siege of Orleans. Part III — The Discovery of America by Europeans. Seventh Month. 1. Great Discoveries and Inventions, i. Marco Polo cf Venice, visited the East, China and India. 2. Invention of printing: an aid in the spread of knowledge; invention of compass and astrolabe. 3. Portugal and the route to India, south around Africa; Henry the Navigator, Diaz and Vasco da Gama. 4. Spain and the route west to India : Columbus and the Discovery of America. II. Spain in the New World, i. Magellan's trip around the world. 2. Cortes in Mexico. 3. Explorers of America : Coronado, Ponce de Leon, Cabeca da Vaca and De Soto. 4. Spanish settlements: Indian Slaves; great wealth from the mines in the new world. Eighth Month. ///. European Rivals of Spain in America, i. French: Francis I. The trips of Verrazano and Cartier. The French Huguenots. 2. Dutch traders ; explorations of Hudson. 3. English: early explorations of Cabots ; hatred of Spain; English sailors were privateers, almost pirates, (a) Drake: his bravery and daring; his trip aorund the world, (b) The fight with the Spanish Armada: English victory; this cleared the sea for English settlers . (c) English settlements : Sir Humphrey Gilbert and Raleigh's colony : failure because it was too expensive for one man to undertake. 4. Conclusion, (a) French settled Canada, (b^ Dutch in New York, (c) Spanish in South America and southwestern part of North America, (d) En- glish between French and Dutch, and Dutch and Spanish. General Review. IV. As a summary talk over the follozving topics ivith the class: I. What the Greeks taught the. world. 2. What Romans taught the world in government. 3. What helped to make Europe what it is today : the civilization of the Greeks and Romans ; the religion of the Hebrews ; the Teutonic or German race. 4. How the Christian Church became more powerful than kings. 5. How, in their crusades, the Western Europeans found the civilization of the East. 6. Why America was discovered. 7. Which European country won in the race to reach the Indies? Which got the bigger prize; Pori-ugal with her spices and jewels and silks from India, or Spain with her gold mines, and silver mines in Mexico and South America? 8. What America was beginning to mean to Europe. HOUSEHOLD ARTS — SIXTH YEAR. I73 HOUSEHOLD ARTS. ALTERNATION — The sixth year's work in Household Arts is to be studied the school year 1919-20 and each alternate year thereafter, alternating with the fifth year's work to be studied the school year 1918-19 and each alternate year thereafter. First Month. Problem — Hemmed patch on under-garment or household article. Review overhand patch. Discuss points of difference in making and use. Problem — Dolls kimono gown. Make pattern for dolls kfmono night gown — free hand or simple draft. Discuss materials suitable for doll gown. Children bring pieces from mothers' scrap bags ; also bits of lace. Second Month. Cut out gown. (See pages 21-26 inclusive of Extension Circular No. 14.) Practice fell and apply to gown seams. Discuss various materials brought by children; their names, weaves and suitability. Hem sleeve ends and overhand lace to hem. Start facing neck with bias tape. Finish this and hem gown at home. Discuss laces — hand and machine made. Teacher show samples of various kinds in common use. Third Month. Christmas Problem — Centerpiece roll of unbleached muslin or gingham in solid color. Cut out and baste 54 inch hems on two sides and one end. Discuss orderliness in home; cleanliness of table and bed linens; airing beds and closets. Practice feather-stitching in striped material. Apply to hems of roll. Discuss stain removal. Do simple experiments. Discuss bleaching, bluing, care in laundering. Baste and hem for tube or pole at home. Fourth Month. Sew on tapes. Make initial with outline stitch. Discuss marking of linens. Cut out and baste seams of child's skirt in flannel or outing flannel. Discuss wool : countries producing, care of sheep on ranch, shearing. Fifth Month. Sew seams of skirt with stitching stitch. Discuss factory processes of wool manufacture : sorting, scouring, oiling, carding, spinning. Practice catch stitch on striped material. Apply to spread seams of skirt. Discuss weaving and finishing of woolen materials : fulling, teasling, shearing, tentering. Show material in which processes have been thoroughly carried out as eiderdown, broadcloth. Compare outing flannel with wool flannel ; other teasled cotton fabrics as fleeced underwear and stockings. Sixth Month. Make hemmed placket with catch stitch. Gather with two threads and set into one side of band. Examine samples of wool materials children bring from home, naming and discussing weave and finish. Children turn hems in each other's skirts. Hems may be catch stitched at home or at school as pick up work. (See pages 11 and 12 Extension Circular No. 14.) Discuss methods of cleaning wools by brushing, airing, by use of soapbark and gasoline. Emphasize care necessary in laundering wools. Seventh Month. Practice making button holes. (See pages 17 and 18 of Extension Circular No. 14.) Discuss silk production; life cycle of worm. Show eggs, cocoon, chrysalis if possible. Apply button hole to skirt band. Sew on button. Discuss silk reeling, degumming, weighting. Eighth Month. Problem — Stocking darn. (See page 61 of Extension Circular No. 14.) Discuss knitting materials ; why make warmer underwear than woven materia! ; why woolen warmer than cotton, value of fleecing. Collect and arrange materials for exhibit. 174 NATURE- STUDY AGRICULTURE — SIXTH YEAR. NATURE-STUDY AGRICULTURE. ALTERNATION — The sixth year's work in Nature-Study should be taught ^the school year 1919-20 and each alternate year thereafter, alternating with the fifth year's work to be taught the school year 1918-19 and each alternate year thereafter. First Month. Gardens — Report experience in home gardens, summarize accounts. Fall aspect of garden. Condition of plants started in the spring. Summer bulbs; gladiolus, dahlia, tuberose, canna, caladium. Special study of two. Special study of cabbage, kohlrabi, cauliflower, Brussels sprouts; parts used for food. How seeds are obtained. Flax Industry — Carry plant through all the processes in the making of linen thread. Plan for exhibit of plants grown in home gardens. Animals — Spiders, habits of moving, catching prey, feeding, hiding; webs, dififerent kinds, how made. Value of spiders in catching flies. Different kinds. House Fly — Habits, life history, relation to health. Insects found on garden plants. Hand Work — Chart showing flax industry with products, linen cloth, lin- seed oil, different kinds of linen cloth. Second Month. Plants — Vines. Special study of grape vines ; woodbine, clematis, morning glory. Determine how vines climb, advantage of climbing habit. List all vines of the neighborhood, group into perennial and annual. List weeds that are vines, wild buckwheat, wild sweet potato, wild morning glory. List vegetables that have the vining habit. Study four common garden weeds. Mosses and Lichens — Collect mosses. Find part in the ground, part above ground. How are new plants produced? Collect lichens, where found? Shrubs — Identification of those that retain their berries all fall; barberry, tall bush cranberry, privet, snowberry, Indian currant, sumac, etc. Value of these as food for birds. Birds — Identify as many as possible. Birds as weed destroyers, native sparrows and finches. Hand Work — Make collection of climbing plants; press and mount small portion of stems with leaves, seeds and tendrils, when present. Make decorated cover. Third Month. Earth Study — Collection of pebbles and minerals, rock specimens, fossils. Comparative study, as to shape, hardness, origin, kinds. Trees— Make list of those whose fruit remain on after the leaves have fallen. Classify as to kinds. Methods of distribution; ash, catalpa, box elder, sugar maple, locust, etc. . Birds— Make survey of trees after leaves have fallen to locate bird s nests. Winter migrants. Sky Study— Fall aspects of five or six constellations, a few of the bright- est stars, the planets, the moon. Household Pests— Mouse, rat; cockroach, clothes moths; damage, how combat. Hand Work— Make feeding shelf for winter birds. Collect and mount fruit and seeds of trees studied. Fourth Month. Buildings of the Community— Building material; stones, bricks, wood, metals. Special study of glass. Other uses than for windows. Magnets and electric bells. . • 1 1 j . u Health Studies — Interior of homes; conveniences, sink, laundry, bath room; sanitary furnishings, carpets and rugs. Dust— Evidence of bacteria shown by simple culture. How keep air free from dust. Compare results of sweeping with broom, carpet sweeper, vacuum cleaner. NATURE-STUDY AGRICULTURE — SIXTH VEAR. 1/3 Dangers — Disease bacteria that may be in dust; tuberculosis, pneumonia, colds, diptheria. Breathing — Movements; determine by observation of self and companions. Test lung capacity with home made spirometer. Note effect of bad posture on lung capacity. Determine by simple' experiments the difference between fresh air and breathed over air. The use of the nose in breathing; adenoids; tonsils. The use of the blood as a carrier of the air breathed in. Trace blood through the body. Methods of procuring fresh air in our homes. Simple experiment; hat box with openings cut for doors and windows to show air currents. Ventilation of sleeping rooms. Health practice in use of handkerchiefs in sneezing, and coughing, deep breathing, erect posture while sitting and standing; avoiding use of tobacco and alcohol. Fifth Month, Eyes — Find parts of the eye visible in a mirror. Brief discussion of the uses of each part. Use of tears. Movements of the eyes. Need of Light — Brief survey of sources. Different methods of lighting. Care of the Eyes — Position of artificial light with relation to eyes. Need of a good light for work and study. Resting the Eyes — Danger of strong light. How remove foreign bodies from the eye. Diseases of the Eye — Sore eyes, caused by bacteria. How prevent. Treatment. Use of Glasses — Simple experiments with hand lens. Cause of near sight- edness, remedies. Test eyes with optician's card of letters. Ear — Examine the external ear. Brief description of the part of the ear that we cannot see. Test hearing with watch. Care of the Ear — Cleanliness ; relation of ear to throat and nose troubles. How to remove foreign bodies from the ear. Other sense organs, location, uses, care. Sky Studies — Watch at least twice each week the constellations and stars observed in the fall. Add two others. Hand Work — Make charts of constellations using silver stars on dark blue or gray cardboard. Sixth Month. Exercise and Rest — Study movements of arm, hand, leg, foot, head. The relation of muscles to these movements ; the relation of bones to muscles. Good positions in standing, sitting, walking. Necessity of forming good habits while young. Practice in erect carriage of body. Exercise; necessity; time; piace ; kinds; effects of alcohol upon bones and muscles. Rest — The need of rest. Good time to rest. How to rest. The need and value of sleep. Simple treatment of the nervous system. Public Sanitation — Our duty to the community. WTiat may be done to prevent the spread of diseases. Work of health officers, quarantine. What the government is doing to help in preserving public heakh. Hand Work — Collect pictures to show need of private and public sanitation. Seventh Month. Garden — Plan home garden projects. Discuss preparation of the seed bed. place special emphasis on cabbage, cauliflower, kohlrabi. Start plants indoors and transplant. Study of potato plant ; other early vegetables. Keep accounts of garden projects. Form Garden Club with Fifth Grade. Flowers — Plan color scheme. Plant gaillardia, sweet scabious indoors to be transplanted later. Trees — Comparative study of a few family groups, as the maple family, the elm, the ash. Follow the spring development of trees studied in the fall. Com- parative study of slow and rapidly growing trees. Desirability of preserving some of our native trees. Care of trees. 176 PHYSICAL TRAINING — SIXTH YEAR. Life in Water — Water plants, algae, lilies, water insects, beetles, water bugs, other water animals, crayfish, etc. Hand Work — Draw plat of home garden to a scale, indicate position of plants that are to be grown. Eighth Month. Fruit Trees — Identify apple, cherry, peach, plum, pear. Study one as a type. Compare with others as to size, bark, shape, leaves, flowers. Special study of a flower noting parts with functions. Note effects of late frosts upon flowers. Garden — Flowers : Transplant those started early ; plant out of doors sweet alyssum, cosmos, cornflower, marigold, zinnia. Study seeds and seedlings of cucumber and melon. Try dift'erent methods of growing cucumbers. Study wild rose. Compare with fruit trees. Birds — Field birds, meadow lark, bobolink, quail. Birds as tree pro- tectors. Special study of warblers during migration in early May; chickadees and wrens as special defenders of the orchard. Audubon Society. Put out baths for birds. Sky Studies — Spring constellations. Compare with winter. Vacation Plans — Continue work on garden crops. Keep accounts of vegetables used with values. Note insect enemies and try different methods of combating them. Watch for insects on fruit trees. Hand Work — Make booklet of flowers and leaves of fruit trees. PHYSICAL TRAINING. See General Directions — Third Grade, Watch posture. Rhythmic movements are done an indefinite number of times. Emphasis is placed on good form in the increasingly diflicult coordina- tions. Develop control by checking the movement at unexpected intervals. Place more responsibility on pupils "in the management of games as well as in judg- ing the sportsmanship of one another. First Month. Lesson I— i. (i) Fac. 90°, 45°, 180°, combine fac. with march steps sidew. and forw. (2) Forw. bend, of arms with alt. foot plac. sidew. — R. 2. Arm rais. forw. upw. with chest rais. — S. 3. Reach St., arm part, with quick knee bend, (heels off floor). — R. 4. (i) Hip grasp st., stoop, touch fingers floor — R. (2) Furling the sail — R. 5. Hip grasp St., jump, on toes with foot plac. sidew. and togeth. alt. with foot plac. forw. and backw. — R. 6. Close St., West Point breath. — S. Lesson II — i. (i) Bend st., arm stret. downw. with heel rais. — R. (2) Plac. of hand on hips with quick knee bend. (2 cts.) — R. 2. Head grasp stride st., b. b. o. h. — S. 3. Scouting two times followed by marking time 4 cts. — R. 4. Cross (e) St., slow arm stret. upw. — S. 5. Bend stride prone St., head twist. — S. 6. Hip grasp ^ St., (one foot raised behind) hop on one foot and swing the other forw. and backw. (by stret. and bend, knee) — R. 7 Arm rais. forw. with breath. — S. Games — Review Newcomb, Black Tom, Line Ball. Rhythmic Play — Seven Jumps. Second Month. Lesson IH — i. Arm rais. forw. with heel rais. — R. 2. Cross (a) stride st., arm fling, to cross (d) st. with b. b. o. h. — S. 3. Stride st., arm bending upward with knee bending (heels on floor). — R. 4. Arm bend, and stret. upw. and sidew. — R. 5. Head grasp stride St., f. b. o. t. — S. 6. Jump on toes with foot plac. sidew. and together with hand clapping over head. — R. 7. Walk (a) st.. West Point breath. — S. Lesson IV — i. (i) Review quick changing of arm pos. (2) Marching and halting at irregular intervals. 2.. Plac. hand on hips with alt. foot plac. forw., and b. b. o. h. — S. 3. Cross (a) St., quick knee bend with arm fling, sidew. — R. 4. Hip grasp St., alt. knee upw. bend. (Use halt.) — R. 5. Jump in PHYSICAL TRAINING— SIXTH YEAR. 177 place with side fling, of arms making half turn i8o° — S. 6. Walk (b) St., arm rais. sidew. with breath. — S. Games — Bombardment, Prisoner's Base. Pupils choose. Rhythmic Play — St. Patrick's Dav. Third Month. Lesson V— i. Hip grasp St., combination touch-step sidew. and forw. — R. 2. Bend stride st., b. b. o. h., alt. with arm stret. downw. — S. 3. Cross (c) St., arm rais. upw. with heel rais. — R. 4. Bend st., stooping, touching fingers to floor. 8 cts. — R. 5. Run. in plac. Use halt. 6. Cross (a) St., breath. — S. Lesson VI — i. Plac. hands on head with alt. foot plac. sidew., 8 cts. — R. 2. Bend st., b. b. o. h., ah. with plac. hands on hips. — S. 3. Arm bend, to cross (e) with alt. foot plac sidew„ and heel rais. — R. 4. Reach st, swimming move- ment. 5. Hip grasp st., alt. leg fling, sidew. — R. 6. Hoisting the Sail — R. 7- Arm rais. forw. upw. with breath. — S. Games — Beast, Bird or Fish, Jumping Relay. Rhythmic Play — Review. Fourth Month. Lesson VH — i. Plac. hands on hips with alt. foot plac. backw. — R. 2. Plac. hands on head with b. b. o. h.— S. 3. Hip grasp st., heel rais. and knee bend. (4-ct. movement) — R. 4. Arm bend and stret. upw. and downw. (4-ct. movement)— R. 5. Hip grasp 1/ kneel, s. b. o. t.— S. 6. Hip grasp st., jump on toes with cross, ft. in front and behind alternately — R. 7. Review walk (a) St., West Point breath. — S. Lesson VHI — i. Hip grasp st.. touch step sidew. and forw. (touch toe twice to side 2 cts.) ; hold in fundamental pos. (2 cts.) : touch forw. twice, hold in fundamental pos. (2 cts.)— R. 2. Cross (c) st., arm rais. upw. with b. b. o. h. (breath). — S. 3. Hip grasp st., side lunging. — S. 4. Arm bend, and stret. forw. upw. and downw. — R. 5. Plac. hands on hips with double foot plac. sidew. (jump), f. d. b. o. t. stretching fingers to floor. — S. Later 8 cts. — R. 6. Review — jump in place with side fling of arms making one half turn. — S. Head grasp st., breath. — S. Games— Third Man. Review Dodge Ball H. Rhythmic Play— We Won't Go Home 'Till Morning. Fifth Month. Lesson IX — i. March., halt., fac. and march, backw. 2. Bend st., arm stret downw. (quick) with alt. toe touch, sidew., and b. b. o. h. — S. 3. Cross (c) stride st., rocking a boat. (alt. knee bend.) — R. 4. Arm circling— R. 5. Bend close st., s. b. o. t.— S. 6. Run. in place. Use halt. — R. Arm fling, forw. — upw. with breath; (fling, forw. down on exhalation) — S. Lesson X— i. Plac. hands on head with alt. foot plac. sidew. 8 cts. — R. 2. Arm bend. upw. with alt. foot plac. forw., and b. b. o. h.^S. 3. Review — Reach St. arms part, with quick knee bend. — R. 4- Hip grasp stride twist, St., alt. trunk twist (one side to the other).— S. 5. Hip grasp ^ st. (leg sidew.), change feet and hop once on each foot stepping on the change. — R. 6. Review — arm rais. forw. upw. with breath. — S. G.\me.s— Ball Stand, Halley Over, French Blind Man's Buff. Rhythmic Play — Sweet Kate. Sixth Month. Lesson XI — i. Arm bend. upw. with quick knee bend. — R. 2. Arm rais. sidew. with alt. foot plac. sidew., and b. b. o. h. — S. 3. Arm bend. upw. with alt. side lunge — S. 4. Arm bend, and stret. backw. and sidew. 4 and 8 cts. — R. 5. Hip grasp stride St., f. b. o. t., al!. with plac. hands on head — S. 6. Two rows run around one row seats; run in place at seats. (2-ct. halt.). 7. Reach st., arm part, with chest rais. — S. Lesson XIT — i. ^^ hip grasp, ^ head grasp st.. quick change of hands. — S. (2) Fac. combined with side and forw. steps. 2. Rest close st., b. b. o. h. alt. with arm fling-, sidew. — S. 3. Arm bending upward with alt. foot plac. sidew. and arm stretching sideways with heel rais. — R. 4. Arm bend, and stret. downw. irregular rhythm. 4 cts., 8 cts. — R. 5. Hip grasp walk (b) St., trunk twist. — S. 178 READING — SEVENTH YEAR. 6. Review — Hip grasp J^ st. (leg sidew.), change feet and hop once on each foot. — R. 7. Arm circumduction with breath. (3-ct. movement) — S. Games — Shuttle Relay, Ball Over the Rope, Relay. Rhythmic Play — Ace of Diamonds. Seventh Month. Lesson XIII — l. Reach st., arm part, with heel rais. — R. 2. Cross (e) close St. b. b. o. h. — S. 3. Review — Arm bend. upw. with alt. side lunge, 4 and 8 cts. — R. 4. Arm bend and stret. upw. and downw. — irregular rhythm. — R. 5. Arm bend. upw. with double foot plac. sidew. (jump), and forw. bend of trunk stretching fingers to floor, (straight knees), 4 cts. — R. 6. Side jump. (3-ct. movement) — S. 7. Bend st., arm stret. backw. with breath. — S. Lesson XIV — i. Arm bend, to cross (e) St., with alt. foot plac. forw. — R. 2. Arm bend. upw. with alt. foot plac. sidew., and head twist. — R. 3. Reach St., arm rais. upw. with heel rais. — R. 4. Head grasp stride st., s. b. o. t., alt. with arm fling sidew. — S. 5. Run about room (4-ct. halt). 6. Review walk (a) St., West Point breath. — S. Games — Bowl Ball Relay, Double Dodge Ball. Rhythmic Plays — Bacca's Pipes (boys). Dainty Steps (girls). Eighth Month. Lesson XV — i. Hip grasp st., alt. toe touch forw. and backw. — R. 2. Re- view arm bend upw. with alt. foot plac. forw. outw., and b. b. o. h. — S. 3. Cross (d) stride St., arm rais. upw. with knee bend. 4 ct. — R. 4. Arm bend and stret. upw. and backw. — irregular rhythm— R. 5. ^ kneel., arm raise sidew. upw. with trunk twist. 6. Hip grasp st., jump, on toes with alt. knee upw. bend. — R, 7. Cross (a) st., b. b. o. h., alt. with arm fling, sidew. Lesson XVI — i. Cross (a) stride St., alt. heel and toe rais. — R. 2. Head grasp St., b. b. o. h. alt. with arm stret. upw. 3. Arm bend upw. with alt. foot plac. sidew., and arm stret. sidew. with knee bend. — R. 4. Review — Arm bend, and stret. upw. and downw. — irregular rhythm. — R. 5. Cross (c) stride St., weather cock, (alt. trunk twist, i ct.) — R. 6. Hip grasp st., hop twice on each foot with toe and heel touching — R. 7. Review arm rais. sidew. upw. with breath. — S. Games — Overtake, Playground Ball. Review. Rhythmic Play — Listening Game. SEVENTH YEAR. Text-Books — Fifth Reader, Grammar, Arithmetic, Geography, History, Speller, Civics, History of Illinois, Physiology and Hygiene. Reading — Fifth reader. History of Illinois — In connection with Orthography— Rules, terms, etc. ^ History of United States. Grammar and Composition— Sentence an- Civics— Town, county and state govern- alysis, composition work. t. ™^*^t. t^. ,. , -D ■ A -^1, 1- Physiology and Hygiene — Digestion. ARiTHMETic-Busmess Arithmetic. Framework, Muscles, Communicable Writing — Business and bocial rorms. Diseases Emergencies. Geography — Geographic Factors, South General Exercises — Music, Drawing, Mor- America and Europe. als and Manners, Agriculture, House- History — Period of Settlement, Revolu- hold Arts, Manual Arts. tionary War Period, Development of Physical Training — Preparation for Track Constitution. and Field Events. READING. Texts — Reader as Selected by Board of Directors and Supplementary Selections. The general purposes of reading in the last two grades are (i) to learn how to get and organize the facts to be found on the printed page and (2) to develop a keen enjoyment in good literature and (3) to increase this enjoy- ment by acquiring the skill of reading to others. It is not out of place here to remind the teacher that she is to recall what READING — SEVENTH YEAR. 179 was said in the introduction to these outlines; viz., that words must be filled with meaning through experience. There is a danger in the sixth, seventh and eighth grades that the pupils shall form the habit of merely pronouncing words. The fact that the mechanics of pronunciation have been well mastered make such habit-forming the more probable. It is possible for a teacher to hinder the best work by constantly asking questions ; but it is much more likely that poor mental habits shall be induced by accepting a pupil's reading on the ground that it is fluent. To question pupils on the meaning of ex- pressions which may seem very simple to the teacher will probably reveal the absence of ideas or else the presence of some very peculiar ones. More and more the words should be studied not only for their meaning, but also for their suggestion and association. To get the most from literature (or any other reading) the pupil must bring something to the book, and he must attack the page aggressively. ■' « Perhaps the best way to suggest the specific work in silent and oral reading will be to give a suggestive assignment in eacliirType, using the same selection for each. For illustration, let us use "Lochinvar" (Scott). '"^^ Silent Reading. 1. The setting of the poem should be given by the teacher. 2. A brief sketch of Scott. (Special assignment to individual pupil). 3. Take the map of the British Isles and locate the Esk river and the Solway. 4. What is meant by the West? by the wide border? 5. Explain the following: brake; laggard in love; dastard in war; craven; love swells like the Solway, but ebbs like its tide; galliard; croup; bush; scaur ; clan. 6. Tell the story in your own words. 7. Describe the principal characters. 8. Look for pictures which will illustrate the story. 9. What evidence is there that the plan to elope was prearranged by Lochinvar and Ellen? 10. What scenes would an artist choose to paint? 11. What lines are especially good? 12. If you have access to Will Carleton's "City Ballards", read "Farmer and Wheel, or the New Lochinvar." Topics 2 to 7 give the pupil definite tasks, 4 and 5 might be unnecessary if the pupil knew the same information would be asked for whether assigned or not. Question 9 is a thought question. This is the most difficult type to ask. Not many are needed in any lesson. If the pupil gives a good answer, he will have to search carefully through the poem, reading it several times; he will have to organize his points to prove his view. Topics 10 and 11 deal with the pupil's tastes. Here he should be made to feel that his selection is to be taken just the same as any other pupil's. The teacher may disagree with his choice, but she should not say that his is poor or wrong. The last suggestion is for outside reading. If any of the class can secure the poem referred to, the probability is that whoever finds it will want to have the whole class enjoy it. Oral Reading. 1-5. (Same as for silent reading.) 6. Note the change in mood and movement in the second stanza. Read this stanza suggesting this change. 7. How did the father speak to Lochinvar? (17-18) 8. What is Lochinvar's purpose in speaking the lines of stanza 4? How would he say the words in order to accomplish his purpose? 9. Put a strong emphasis on the italicized words and explain the resulting meaning. a. He took her soft hand, ere her mother could bar. l80 ORTHOGRAPHY — SEVENTH YEAR. b. Then spoke the bride's father, his hand on his sword. c. Then spoke the bride's father, his liand on his sword. d. To lead but one measure, drink one cup of wine. 10. How would you stage the third stanza? 11. How would the following changes in punctuation change the picture? a. 'Mong bridesmen and kinsmen and brothers and all. b. 'Mong bridesmen and kinsmen, and brothers, and all. c. 'Mong bridesmen, and kinsmen and brothers, and all. 12. "They'll have fleet steeds that follow." Put this expression in your own words. Can you read the line so that the meaning will be clear? 13. Is the last line written with the motive of question? If so, how should it be read? If it is not written to ask a question, how should it be read? How would you interpret it? 14. What lines are especially good when read aloud? It will be noted that these questions (topics) could be answered only after considering them as oral problems — the parts referred to must be read aloud. __But they are real problems which will give interest to oral reading. Defects in speech and voice can, in many cases, be dealt with by the teacher. A nasal quality may be caused either by obstruction in the nasal passages, or by habit. For the first, the child should be recommended to a physician. By persistent daily practice on words whose correct utterance demands a great deal of action of the lips the nasal habit can be broken. Use such words as bound, round, found, friend, thrusts, fists, posts, etc. Huskiness may be cured, if caused by bad habit, by working with relaxed throat on metrical selections or on light, gay selections in which tone-color plays an important part — first stanza of "The Bells." Work for tone effect. Lisping may be cured by noting carefully the position of the tongue in the formation of the various sounds — especially the sound of .y. Breathing exercises should be given. The following are suggested as a beginning only ; many more should be used. a. Breathe through the nostrils, inhaling slowly — at the same time raising the hands to the side horizontal — count ten. Bring arms slowly to position, exhaling by blowing through the lips resisting the current of air. Repeat. b. Same exercise except raise the arms to the vertical. c. Same as (b) except count out loud twelve after the arms have reached the vertical and inhale to capacity, then slowly bring the arms to position holding the breath until the arms are down, then exhale as before. d. Place the palms of the hands at the sides against ns. (Belong also with parts of speech.) Literature. The prose literature for (he seventh grade includes some of the best short stories in the world ; and one longer story, which, with its simple plot, may serve as an introduction to the study of the novel later. In these stories, as in the sixth grade literature, appear many different kinds of people — Robinson Crusoe, Rip Van Winkle, Ichabod Crane, Mowgli, John Silver, and the rest. These characters the children should learn to know and appreciate. Informal acting of them will help in realization ; but some discussion of characteristics and how these are shown is also interesting and profitable. Robinson Crusoe is simple enough to be used earlier; but it is enjoyed by seventh grade pupils, especially if they themselves are studying modern occupations and industries. "Alice Brand" is also good for dramatization. The wonderfully vivid pictur- ing in "The Jungle Book", in Irving's stories, and in "Treasure Island" pupils of this age are able to appreciate better than before, especially when in their compositions they try picturing for themselves. The teacher should make certain that they not only understand but realize these scenes. Since Kipling's vigor- ous prose is especially valuable at this stage, pupils should be sure to read also "The Second Jungle Book" and "Captains Courageous". Patriotic material is in increased proportions here, fitting in with the history work. The Gettysburg address while out of place historically, is within the grasp of seventh grade pupils ; and since so many leave school at the end of this year, it should be studied and memorized here. See pp. 44-45 for the teaching of poetry. Errors in Speech. Verbs — Errors In use of lie, sit, rise eliminated; all three verbs intransitive, of the old conjugation, no d in any of their forms. Errors in the forms of the troublesome verbs worked on throughout the six grades eliminated. Failure of verb to agree with subject substantive. (Especial care in case of sentences beginning There is {are, zvas\ zvere, and in the use of don't). The use of tvill with / and we to express future time. Inaccurate use of past for past perfect tense. Pronouns — Objective case form used for subject and predicate attribute (Especial care in cases of compound elements). Nominative case form used for object of verb (Especial care in cases of compound element). You regarded as singular in form, and therefore taking a singular verb. Everybody (one, person), each, either, neither, regarded as plural. Failure to make pronouns agree with antecedent in number and gender. {He is common gender.) Double Negative— To be eliminated. Pronunciatiion — a attached to present participles ; failure to enunciate final g's, t's, d's and to pronounce correctly short vowels: subjec'; cop^rla (for copwla) ; objec'; gether (gather) ; reconize; atheletic. Miscellaneous — Like for as if; redundant subject, eliminated; Mary is all better, etc. ; or either for or else. Technicalities in Writing. Capitals — For proper nouns in general ; for common nouns of nationality and race. Punctuation — Sentence : A comma to separate the members of a compound sentence when joined by a simple coordinate conjunction; to separate the mem- bers of a series of grammatically coordinate elements. Quotation : Broken quotation. (See Help^ below.) Spelling — Third present singular of verbs ending in y preceded by a consonant, verbals made by adding ed or ing to verb forms ending in a single l86 GRAMMAR AND COMPOSITION — SEVENTH YEAR. consonant preceded by a single vowel (The consonant to be doubled if the verb form is a monosyllable or is accented on the last syllable) ; recognise^ athletics. Subjects for Composition. My first night in a sleeping car; A storm at night; When I forgot; Why we lost the football game; Fun with the boy scouts; How grammar can help me ; A Hallowe'en prank ; Robbing a bumble-bee's nest ; A conversation between Rip Van Winkle and his wife; Same between Mowgli and Hiawatha; A com- parison of Ichabod Crane and Baloo, the brown bear, as schoolmaster; Tell one way in which you think the law of the jungle applies to people, and give a good illustration; How I can be a good citizen; How to break a colt; How to tat; How to get off a car; Rip Van Winkle got more than his deserts; Of all the characters in the poems and stories read in this grade which would you like to be and why? Give ten adjectives that apply to Long John Silver, and prove that each applies to him. For Dramatization— Parts of "Treasure Island", and "Robinson Crusoe"; If you were going to put "Treasure Island" into moving pictures, what scenes would you have to show? For Nature Study— What I got out of the canning club; How I got my seed corn; The best kind of public highway; Is it worth what it costs? Letters— (See Grades 3 and 6.) Evangeline writes to Priscilla telling of the rumor that the Acadians are to be expelled ; Priscilla replies, trying to com- fort her, and telling of a recent scare the Indians gave her ; Jim Hawkins writes his mother the day after he reaches the island. Table of Equivalents. 1. Predicate attribute (of the subject) includes: (a) subjective comple- ment; (b) attribute complement; (c) predicate adjective and predicate noun; (d) the notional element in notional (or attributive) verbs; (e) predicate verb (but only when that term applies to attributive verbs) ; (/) predicate nominative (This term applies to substantives only). 2. Copula includes (a) copulative verbs or verb phrases, (linking verb), and (b) the asserting element in all other verbs. 3. Object: Direct object, or object complement. 4. Predicate attribute of object: (0) Objective complement ; (&) objective attribute; (c) factitive attribute; (d) predicate objective; (e) objective at- tribute complernent ; (/) object complement; (g) adjunct accusative. 5. Adverbial substantive: (a) adverbial objective; (b) adverbial ac- cusative. 6. Verb phrases are groups of verb forms used like verbs, and called verbs in some grammars. 7. Verbals,— include : (a) infinitive', (b) participle; (c) gerund (in- finitive in "ing", included under participle by some.) 8. Adjunct : modifier. 9. Conjunctive pronoun: Relative pronoun. VIII — The Correction of Composition — During the oral composition period the teacher should be as much in the background as possible, while still guiding the recitation. The purpose of the speaker is to interest the class. Let the class judge. The teacher must, of course, see that the judges have a few points in mind by which to check up the performance, — as, for instance. Is the subject definite? Does the speaker stick to the point? What interesting details does he use? What other things are especially good? In what definite respects could he have improved his talk? While throughout the school day, in every recita- tion, the pupils should be held for the good speech-habits drilled on, it is on the whole, perhaps, not wise to correct him while he is talking, unless it can be done in the most incidental fashion. A certain teacher taps lightly with a pencil when the speaker makes one of the errors that he is held responsible for, thus giving him the opportunity of correcting himself, while not disturbing him in his thinking. It is very important that pupils should develop the habit of self-criticism. The burden of correcting written work can be greatly lightened by attending only to those errors of speech and technical matters that haz^e been GRAMMAR AND COMPOSITION — SEVENTH YEAR. I87 drilled upon, letting all other errors for the time being go unnoticed, and by systematically training the pupils to correct their own work. Each pupil should have a guide card for this purpose, showing the particular technicalities that he is held responsible for. Then he should be required to proof-read his written wtork — by the aid of this card — before he hands it in. Even in the latter part of the first grade, when the children begin to write single short sentences, they should be taught to read them over, first to see if any word has been omitted, and next to see if the sentence begins with a capital letter and closes with a period. The secret of effective proof-reading is to read through the composition with only one or tiuo points in mind at a time. If the teacher insists that proof- reading be done by this method there will be few errors for her to correct, — provided of course, that she can let all those errors^ not drilled on pass unthout comment. Furthermore, the insistence on a high standard in those technical matters drilled on will material'/ lighten the work of correction. If, for instance, a pupil knows for certain that failure to put the proper mark of punctuation at the end of a sentence or to spell a possessive correctly will fail a piece of written work — in any class — however godd the paper may be in other respects, the effect will be magical. You can count on his seeing that th« punctuation mark is there, and the possessive is properly spelled. IX — Grammar — Throughout the first six years language has been taught as an art, — that is the purpose has been to give the pupils increasing skill in speak- ing and writing. With the introduction of grammar in the seventh year language is taught also as a science, — that is, with the purpose of helping the pupils to a knowledge of the facts of language in their relations to each other. The study of language from this new point of view is of decided value in itself, in training pupils to think accurately and logically. But the hope is that this knowledge will greatly improve practice by revealing the rules of the game. It should be of definite aid not only in giving pupils command of correct word forms, but also in developing their ability to use clear, effective, and varied sentences. The seventh and eighth grade teacher who does not make this connection be- tween grammar and good use, two fields likely to be separated by an un- bridged chasm in the pupil's mind, has failed in teaching English. Formal grammar should be made as little formal, as much a matter of fact, as possible. Work always from the thought to the words, — what are we talking about, what do we say about it, what does this word tell, what does that phrase add that we should not know without it? Too detailed analysis and the finer distinctions of syntax have no place in seventh and eighth grade work. The main thing is to give the pupils (i) some grasp of the sentence as a vehicle of thought, the essential elements expressing the bare thought, the adjuncts, or modifiers, enlarging and making definite this thought, and (2) the knowledge that enables him to discriminate between correct and incorrect word forms. With the grammar topics for each month indicated as fully as they are, it should be easy to use any good textbook. This table of equivalent or nearly equivalent terms from school grammars includes also the terms recommended by the Committee on Uniform Gram- matical Terminology. The latter are printed in italics. It has seemed best to retain in the outline those terms used in former courses. First Month. Grammar — I. The Sentence: I. Definition; classification according to mean- ing, (review). 2. Classification as affirmative or negative (no additional negative word, as no, hardly, scarcely, to be used in a negative sentence). 3. Complete subject (thinking first the person or thing that the sentence tells about — that is the subject of the thought, the subject of the sentence being the word or group of words that represent the subject of the thought) ; complete predicate (thinking first what attribute is asserted of the subject of the thought, the predicate of the sentence being the words that make the assertion and represent the asserted attribute) ; in finding subjects and predicates, — a good plan to re- arrange an inverted sentence in its natural order and to cast an interrogative sentence in declartive form. 4. Sentence now to be clearly distinguished from l88 GRAMMAR AND COMPOSITION SEVENTH YEAR. phrase (a group of words not consisting of subject and predicate) and clause (a group of words consisting of subject and predicate, but not complete, that is, merely a part of a sentence. II. Special drill exercises on sentences, phrases, and clauses . (The sentences used for drill should be real sentences, — that is, they should say something.) Habits of Speech — Continue drill as needed on good speech-habits noted for earlier grades, — especially the proper use of lie, sit, rise, (Habit of correct use of inay should now be fixed), the distinct enunciation of final d's, t's, g's, and the correct pronunciation of short vowels. Add : The elimination of the double negative; like, — to be used to introduce a phrase, never a clause; "subject", — not "s'uhjec" ; "gather". — not "gether". Technicalities in Writing — Those noted for earlier grades, especially spelling of plural and possessive forms of nouns and possessive forms of pronouns. Add: Elimination (i) of the phrase and clause sentence ("Thus getting to school ten minutes late." "Since the new rules for football are bette- than the old.") (2) Of the run-on sentence, — that is, two or more sen- tences run together with no mark of punctuation or just a comma between ("There are several trees by the pond, they are all willows") ; special atten- tion given to eliminating bare spaces on the right hand margin, by using hyphens to divide words at end of line {between syllables only). Composition — i. Special Aims: Small, definite subjects; sticking to the point (unity of thought) ; clear order (usually the order of time) ; enough details to give reality and interest. Freedom and sincerity are fundamental to effective composition, oral and written. IT. Kinds : Narratives, in the main,— anecdotes, personal experiences, reproduction of a well-known story from a new point of view ("How They Brought the Good News" from the point of view of one of the riders) ; explanations of how to do things, — to be tested if possible by having the class do the things by the directions given (How to make a paper drinking cup. How to tie a knot) ; a friendly letter. Standards in Written Work. Grade VII— (Written Toward the End of the First Half.) The Autobiography of a Date. One morning just after I woke from a sound sleep I could see from my lofty position on the date tree a long and winding caravan. As the caravan drew near I could see the large hump-shaped camels carrying large bundles. The men were tired and dusty from their long trip over the hot desert. The men and camels stopped at a refreshing oasis nearby, around which were large palm trees. After the men had rested and eaten their dinners I could distinctly hear the leader command them to gather the dates around the oasis. When T heard this command I knew it would be a long journey for me. A coal- black negro roughly pulled me off of my branch and threw me into a sack. I was then loaded on to a ship. For a while I could hear the swishing of the waters against the ship's side. But before very long I was set down on the floor of some baggage car. I was then put on a shelf in some grocery store. One day a boy came in and called for a package of dates and the package I was in was handed to him, I was then carried to his home and emptied into a china dish with my companions. A small boy reached into the dish and took me and put me into his mouth. The last I remember I was going down a dark passage-way. (This is included to show a type of composition and also a use that mav be made of material from other school subjects. If this composition is read to the class, some one may see what important incident in his life the date forgot to tell.) Prose — Robinson Crusoe (Defoe). Poetry — *Abou Ben Adhem (Leigh Hunt), Youssouf (Lowell), *Sandal- phon (Longfellow). Picture — Spring — Corot. Second Month. Grammar — T. Elements essential to all sentences: i. The complete subject; GRAMMAR AND COMPOSITION — SEVENTH YEAR. I»9 one element essential to every subject, the bare subject (or subject substantive) ; 2. The complete predicate: two elements essential to every predicate, (l) predi- cate attribute (the part that represents the asserted attribute), and (2) the copula (the asserting element) ; form of the copula. — one word or more than one. II. Special drill; in asserting various attributes of subjects of thought; as, ^[weetness, hardness, rottenness of an apple; action, size, place of a snake, etc.; and in finding the three essential elements of sentences beginning "there is" etc., and of other inverted sentences. Habits of Speech — Add: "Copula" — not, "copcrla"; "athletic". — never, atheletic". Technicalities in Writing — Add: Spelling — copula; athletics. Composition — Special Aims — Add interest through the use of definite, suggestive details. K.nds: Narrative largely; explanations of proverbs and personal opinions; descriptions of things that boys and girls are really interested in. — as scenes full of motion, with special effort not to assert place (or position) unduly; a business letter ordering something by mail. It is very bad form in any kind of letter to omit the subject of the sentence.) The grammar outlined for the first two months is comparatively slight. The emphasis should be put upon the sentence in composition, avoiding double negatives and writing not only correct but good sentences. Prose — Mowgli's Brothers, Kaa's Hunting; Tiger, Tiger ("The Jungle Book", Kipling). Poetry— *The Tiger (Blake), *To a Waterfowl (Bryant), Autumn (Keats), Grizzly (Bret Harte). Picture — Song of the Lark — Breton. Third Month. Grammar — I. Some important parts of speech: i. The noun: (i) definition, (2) use as subject and predicate attribute (predicate noun), (other uses to be studied later), (3) kinds, common and proper (capitalization), (4) number, singular and plural (spelling of plural forms), (5) collective nouns, both singular and plural in meaning. 2. The pronoun: (i) definition, (2) kinds, personal, interrogative, a few indefinite, — eicrybody {one, person, etc.) (3) use as subject and predicate attribute (predicate pronoun), (other uses to be studied later), (4) nominative case form to be used in these two constructions, — /, he, she, they, who, (interrogative), (s) gender, he common gender, (6) number, you both singular and plural in meaning but always plural in form requiring a plural verb; everybody {every one, every person) etc. singular; (7) agreement of pro- noun with' its antecedent in number and gender. II. — Special drills for capital- ization of nouns, spelling plurals, using nominative case forms of pronouns, agreement of pronouns with antecedents, — everybody {one, person) etc. Habits of Speech— Add : Elimination of (i) the wrong pronoun form for subject and predicate attribute,— right form: "Mary and / studied together", "It was / (that did it)"; (2) The redundant subject,— "J/r. Walker spoke to the school last week",— never, "Mr. Walker, he spoke to the school last week"; "Everybody in the class must sign his name before leaving", — not, "Everybody in the class must sign their name before leaving'". _ Technicalities in Writing — Add: Elimination of errors in capitalizing nouns and in spelling plurals; special review: (i) paragraphing, capitalization, and punctuation of dialogue (undivided quotation), (2) comma for word of address. Composition — I. Special Aims: In addition to those suggested, interest through introducing conversation (undivided quotation) II. Kinds : Description, with special effort not to assert position unduly; dialogue, dramatic and narra- tive, using nominative case forms of pronouns correctly ;_ explanations, with especial attention to clear reference of pronouns, especially it; a friendly letter. Prose— Toomai of the Elephants. His Majesty's Servants (Kipling, "The Tunele Book). Read again Rikki-Tikki-Tavi. Poetry— Hunting Song (Scott), *The Burial of Sir John AToore at Corunna (Charles Wolfe), Indian Summer (Whittier). The Blind Boy (Colley Gibber in Repplier). II rgO GRAMMAR AND COMPOSITION— SEN'ENTH YEAR. Picture — John Alden and Priscilla — Boughton. Fourth Month. Grammar — I. Some important parts of speech (continued): i. Verb: (i) definition, (2) classification as copulative and attributive, (3) uses in sen- tence as copula and as copula and predicate attribute, (4) expresses time, — present and past tense forms; the troublesome forms, see, saw; do^ did: sit, sat; lie, Jay; cOme, came; run, ran; give, gave; zvrite, wrote; take, took; break, broke; shine, shone; begin, began; ring, rang; sing, sang; drink, drank; drive, drove; attack, attacked; ask. asked; drown, dron'ned ; burst, burst; (5) agree- ment of verb with its subject; the points to be drilled on, (a) the present tense form, third person singular made by adding j or es, and the verbs is and was; all these to be used oiily with singular subjects (but not with I and you^. (b) don't to be used only with plural subjects and I and you. II. Special drill on the copulative and attributive verbs look, taste, become, etc; on troublesome tense forms; on agreement of is, are, was, don't, with subjects, and sentences beginnings. Kinds : Narrative largely, in the main of personal substantive everybody, etc. Habits of Speech — Add : Practical elimination of errors in agreement of the verbs is, was, don't with their subjects; "Each one of them thinks that the other is wrong" ; the proper use of the simple present and past tense forms. Technicalities in Writing— Add : Punctuation of divided (or broken) quotations ; spelling present third singular forms of verbs ending in y preceded by a consonant. Composition — Special Aim : Add to others noted, interest through suggestive beginnings. Kinds : Narrative largely^ in the main of personal experiences (But occasionally read just the beginning of a story or suggest some good beginning, and let the pupils finish the story) ; narrative dialogues (divided quotations) ; a business letter applying for a position (the kind of position that the applicant might really fill.) Prose — Rip Van Winkle (Irving), The Legend of Sleepy Hollow (Irving). Poetry — King Robert of Sicily (Longfellow), Alice Brand (Scott), Under the Holly Bough (Charles Mackay), I Saw Three Ships A-Sailing (West of England Carol, in Open Sesame II). Picture — Madonna Granduca— /^o/^/'a^/. Fifth Month. Grammar — I. Essential elements of the sentence finished, verb continued: I. Verb: (i) transitive action involving not only a doer but another person or thing besides the actor or doer; (The acts of laying, setting, raising are transi- tive; the ideas of possession, lack, need, obligation, are transitive); (2) classi- fication of attributive verbs as transitive or intransitive. 2. Elements essential to some sentences: (i) object of transitive verb: objective case form of pronoun to be used as object, — inc, him, her, them, whom; (2) predicate attribute of the object (May well be omitted). II. Special drill on verbs lie, sit, rise, — intran- sitive, — and lay, set, raise, — transitive, — (These last three call for objects unless the assertion is made about the object of the action) ; case forms of pronouns used as objects. Habits of Speech — Add : "The baby lies in the crib", "Mary lays the baby in the crib", "He'll vieet Mary and me at the station", — never, "He'll meet Mary and I at the station"; elimination of nominative' case used as object of verb, "recognize", — not, "reconise" ; "object". — not, "objec'". Technicalities in Writing — Add : Spelling — object, recognize. Composition — Special Aim — Add : Interest through definite picturing words (especially nouns and verbs, — tramp rather than man ; trudged, rather than walked, etc.) Kinds: Short descriptions of lively scenes of interesting persons, as the postman on your street, the keeper of the store at the cross-roads, the leader of the church choir; narrative dialogue, — using more descriptive verbs for the usual said. — as grunted, snapped, etc.; a friendly letter, with special attention to picturing words GRAMMAR AND COMPOSITION — SEVENTH YEAR. IQI Prose — None. Poetry — Evangeline (Longfellow), The Owl Critic (James T. Fields). Picture — The Night Watch — Rembrandt. Sixth Month. Grammar — I. Verbs, verbals, verb phrases: i. Definition of verbal and verb phrase; 2. Troublesome forms: (i) verbs — saw, did, came, went, ran, gave, began, wrote, took, broke, tore, ^ang, drank, spoke, drove, always used alone, never a part of a verb phrase; (2) verbals — seen, done, begun, rung, taken, sung, drunk, used in predicate, only as part of a verb phrase, the predicate i't- tribute but never the copula; (3) verb phrases: has, have, had lain, (sat, risen, seen, done), etc. (See Fourth Month.) 3. Classification of verb phrases as copulative or attributive, transitive or intransitive. 4. Principal parts of verbs (past participle may be named without any attempt at definition) ; classification of verbs as of the old or the new conjugation; lie, sit, rise, all of the old conjugation, (No d appears in any of their forms.) II. Analjsis of the sen- tences, giving (i) classification, (2) essential elements subject, predicate at- tribute, copula, object (if there is one), predicate attribute of the object (if that element is taught). TIL Some parsing of nouns, pronouns, verbs in the constructions studied. IV. Special drill on troublesome verbs and verb phrases, including such verbs of the new conjugation as give trouble. Habits of Speech — Add : Fix the habit of using see, saw, has, (have or had) seen; do, did, has, (have or had) done, etc. correctly; "Neither of them has done his share of the work, — not, "Neither of them have done their share of the work." Technicalities in Writing — Add: Spelling — past tense and past participle formed by adding d or ed to verbs ending in a single consonant preceded by a single vowel (The consonant is to be doubled if the verb is a monosyllable or is accented on the last syllable). Composition — Special Aim — Add : Clearness in the use of words, — especial- ly in the use of the pronouns it, he, they, and of the words bring, take ; come, go; break, burst. Kinds: Explanations, with especial effort for clearness; an occasional written analysis of a sentence, — preferably one of the student's own; incidents, bringing in the words mentioned above; business letter, with especial reference to clearness. Prose — *Gcttysburg Address (Lincoln). Poetry — How Sleep the Brave (Collins), How They Brought the Good News (Browning), The Revenge (Tennyson), Concord Hymn( Emerson), *0h, Captain, My (Taptain (Whitman), Warren's Address (John Pierpont). Picture — Lincoln — St. Gaudcns. Seventh Month. Grammar — I. Verb phrases, present, past, and future: I. Three time periods; (i) present verb phrases — for example, has lain ("Rover has lain under the steps all this morning", — ^^not, "all yesterday morning"). (Remember that has and have do not express past time); (2) past verb phrases, — had lain ("Rover had lain under the steps two hours when I drove him out") ; (3) future verb phrases, — shall lie. will lie ("I s^iall lie here all afternoon if no one disturbs me", — but, "He zvill lie here all afternoon if no one disturbs him." 2. Six tenses: present, present perfect, past, past perfect (accurate use of this tense) ; future, (accurate use of shall and will), future perfect, (this tense should really be omitted; conjugation in the five (or six) tenses of the indicative mode (This term may be used, but not defined) of the dozen or more troublesome verbs worked on. II. Special drills on troublesome forms, on the use of the past perfect tense, and the use of / shall, tve shall, to express future time. (Continue analysis of sentences, and some parsing). Habits of Speech — Add : "I shall drown ; no one zvill help me", — not, "I will drown; no one shall help me"; in general the use of shall with / and we to express future time ; "Mary is better", — never, "Mary is all better". Technicalities in Writing — No new ones. 192 GRAMMAR AND COMPOSITION — SEVENTH YEAR. Composition — Special Aim — Add: Clearness in the use of tenses. Kinds: Stories and conversations mainly, with especial reference to the time expressed by verbs and verb phrases; a friendly letter. (Continue the occasional written analysis of a sentence — preferably the student's own.) Prose — Treasure Island (Stevenson). Poetry — *Sir Galahad (Tennyson), *Life's Measure (Ben Jonson, from Ode on the Death of Sir H. Morrison, in Heart of Oak VI), Alexander Sel- kirk (Cowper), The Last Leaf (Holmes). Picture — Joan of Arc — Bastien Lcf'agc. Eighth Month. Grammar — L Compound sentences and elements: i. Compound sentence; — two or more single sentences joined in one; coordinate conjunctions, and, but, or, either, neither; especial attention to the correct use of these conjunctions; unity of the compoimd sentence. (The sentences put together in a compound sentence should really belong together in thought, for example, "It was raining in torrents, but Mary would go to the party", — but not "Lincoln was a friend to the South, but he was a very homely man." 2. Compound elements : com- pound subject, compound predicate, compound predicate attribute, compound object; a series (usually three or more coordinate elements joined in one). II. Special drills on good compound sentences, on the proper use of the con- junction but, on the punctuation of a series. (Only those series covered by the grammar outlined thus far). (Continue analysis of sentences and some parsing.) Habits of Speech — Add : Practical elimination of errors in the order of pro- nouns and in the case form of pronouns in compound subjects and objects, as, "Mary and / have decided not to study together", "She let Mary and me s*^udy together"; "He'll have to take better care of himself, or else he'll be sick", — — never, "or either he'll be sick." Technicalities in Writing — Add : L^se of comma between the parts of a compound sentence joined by a coordinate conjunction (and, but, or, either, neither) ; use of comma to separate the members of a series, — the comma to be used before the conjunction (The compound sentence is really a series) ; for example, "Mary, John, and /". Composition — I. Special Aim : To write good compound sentences, and to use correctly the words guess, think, expect; stop, stay; party, ptrsoit. IT. Kinds: Test compositions of various kinds (especially test the pupils' ab'lity to write clear explanations, and friendly and business letters.) (Continue the occasional written analysis of a sentence. Give some work in outlining, if desirable.) Definite Results to be Attained at the End of Seventh Year. The fixed habit of distinct utterance and correct pronunciation of short vowels. The ability to speak to the class for three or four i linntes on_ a definite topic, in clean-cut sentences, with special attention to interesting details and the orderly arrangement of those details. Decided improvement in good speech-habits, with increased assurance in the use of pronouns and verbs and the elimination of double negatives, — due to knowledge of grammar. Increased ability in planning (prevision) of both oral and written work. Greater accuracy and definiteness in the use of words, — especially nouns, pronouns, verbs, verb phrases, and coordinate conjunctions. Mastery of technicalities (i) of capitalization (except, perhaps; types of proper nouns not specifically noted), (2) of punctuation of sentences, (except, perhaps, a series), and of words (abbreviations and initials), (3) of spelling plurals of nouns, (4) of the letter form, friendly and business. A high standard in spelling (practical mastery of possessives). Some mastery of the facts of grammar studied, shozvn in talking and writing. Prose — Treasure Island. • Poetry— *To a Mountain Daisy (Burns), *Song on a May Morning (Milton), To a Skylark (Shelley), Requiem (Stevenson). Picture — Mother and Child — Brush. ARITHMETIC SEVENTH YEAR. 193 ARITHMETIC. In teaching arithmetic every new subject should be developed in the class. The order may be : (a) Discussion of the type of business, and of the new ideas and new words as fast as they are needed to understand the problems. (b) Discussion and comparison of a few type-problems. (c) Solution of many problems made by teacher and pupils, and dealing with the local environment. (d) Generalization of the process under the form of a rule. If more convenient for computation make a formula of this rule. (e) Comparison of process with preceding processes. (/) Problems from the textbook. Pupils should not use textbook until (/) is reached. The local problems may be written ou the blackboard, or on slips of paper to be passed around for solution. Interesting problems for the first month may be found in com- puting what per cent the boys enrolled are of the total enrollment; daily attendance of enrollment; school enrollment of population of district; area of district; area of township; school sessions of entire day; school days of entire month ; length of day as found in almanac of twenty-four hours ; per cent area in corn, meadow, etc., on farms where pupils live. Make the farm the center of interest in all lines of work in rural schools. Do not confine per- centage to money problems. If the first month's work is well done, the subsequent work in percentage will be found eas\', provided the students understand the business to which percentage is applied. The teacher should inform himself and his pupils thoroughly in the usages of the commercial world. The civic and economic aspects of these usages should be discussed. Most of the difficulties of percentage arise from forgetting what the base is. It should be made an invariable rule in the earlier stages of the work always to name thi base after the word per cent, even if not printed in the statement of the problem. The work in bookkeeping is of the highest importance. The habit of keep- ing accurate accounts of personal expenses and business transactions makes one careful in business and leads to economy and thrift. Our accounts are often for others' eyes ; they should be kep'. according to the standard forms. These forms are few and simple, easily m'.stered by the fourteen-year-old pupil. Many of the "budget sets" row prepared by educational publishers will be found of great assistance in ter.ching bookkeeping. The year's work as outlined below will be found ample for strong classes. If the ability of the class is not found equal to the entire outline, it is recom- mended that the work labeled "optional" be omitted. This year is devoted to commercial arithmetic, percentage and its applica- tions, and bookkeeping. Many rules are more convenient for computation when stated as formulas, for example, p = rb. After the rule has been carefulk developed and is well understood the pupil should be encouraged to shorten his computation by the use of formulas. The use of formulas is valuable in familiarizing the pupil with the use of letters to represent numbers and is a natural introduction to algebra. ALTERNATION — The arithmetic of this year is intended to alternate with that of the eighth vear and should be studied durinij 1918-19 and each alternate year thereafter. This year is devoted to commercial arithmetic, percentage and its applications, and book- keeping. First Month. Decimals — Review, especially multiplication and division and reduction of decimals to common fractions and common fractions to decimals. Percentage — For presentation and forms of solution see the second and third months in the sixth year, In a problem in percentage there are three numbers, the percentage, the rate per cent, and the has^. Since a problem exists when any one of the 194 ARITHMETIC SEVENTH YEAR. three is unknown, we may have three types, or cases, of percentage problems and only three. Show that in each of these types the problem is more easily solved as a problem in simple fractions if the rate per cent is an aliquot part of lOO; thus, 121/2% of 824 =: ^ of 824, or 103. Reduce various integral and fractional rates per cent to equivalent decimal and simple fractions. Review reduction of a per cent to a common fraction and to a decimal in connection with finding a per cent of a number. Review reduction of a com- mon fraction to a decimal in connection with finding what per cent one number 's of another. Second Month. Develop the three percentage formulas : ~ ' '~ b ' r ' In these formulas /- is expressed in hundredths. Solve problems by using ihese formulas, thus : I. Find 14% of $195-65. 195.65 p = . 14 X $195.65 = $27.39. -14 . T 7S260 1956s ■ 27.3910 ^.72) is what per cent of $412.80, correct to .1%? $89.73 $412.80 = 21.7%. .217 4128)807.3 8256 7170 4128 30420 2889S 1524 Make it clear that this answer is correct to .1%. So is 27% of what? $580 b = . = $2148.15. 214S.15 27)58000 .27 54 40 27 130 108 220 216 40 27 130 135 ARITHMETIC — SEVENTH YEAR. 195 Make it clear that this answer is correct to the nearest cent. Problems in Increase or Decrease — Problems in fractions in which a given number is a certam fraction of a required number more or less than that re- quired number; such as, Laura, who is fourteen, is 7^ (of May's age) older than May. How old is May? Note that these problems are confusing because the phrase, "Of May's age" is commonly omitted in stating the problem. Problems in which one number is a certain per cent of a second number more or less than the second. In these problems difficulty arises from for- getting what the base is. Profit and Loss — In most textbook problems the base is the cost of what is sold. Merchants sometimes compute the profit on the selling price. Fre- quently require pupils to describe steps in a solution without stating results. Suggest concise and accurate forms of description. C0MMERC1.A.L Discount — Distinguish between marked price and selling price. Discuss the advantage of having a fixed nominal price to be published in catalogs with discounts (single or compound) that may fluctuate with state of the market, or the solvency or promptness of the purchaser. Third Month. Commission and Brokerage — Different forms of compensation; wages, salaries, fees, commissions. Study commissions of agents from sales, lawyers' collections, and brokers' purchases. Learn the meaning of the terms agent, principal, commission, net proceeds, commission merchant, broker, etc. Interest — Compensation for the use of property. Compare interest on money with the rent paid for a house or the Iiire, of a horse and buggy. There are at least three good methods of computing interest where years, months, and days are all involved. Teach the six per cent method and one other. A result may be checked bj' solving the problem by two methods. Always in arithmetic teach pupils to test their work. Make accuracy, not speed, the thing to be proud of. Answers in the textbook satisfy a natural craving of the children, but they do not develop self-reliant arithmeticians. Teach the mode of indicat- ing the various operations by straight-line analysis and abridging the work by cancellation. Teach also the use of interest tables. Discuss and write the various forms of notes, endorsements, and a few of the more important legal provisions in regard to them. Define usury, legal rate, suret\', endorsement, maker, payee, negotiable, judgment notes, simple interest, compound interest, exact interest. Optional — Problems in Partial Payments. Learn the rule of the United States Courts and the more equitable Merchants' Rule. Fourth Month, The Banking Business — The four chief functions of banks; receiving deposits, lending money, transmitting money by means of drafts, issuing paper m.one}'. Economic advantages of banks to a community. Function of the bank examiner. Why banks usually lend for short periods such as 30, 60 or 90 days. Define discount, bank discount, proceeds. Mode of computing bank discount. (Days of grace have been abolished in Illinois.) Mode of computing face of note that will yield any required proceeds. Mode of computing the actual rate of interest when notes are discounted at various rates for various periods. Modes of Remitting Money — Letter, ^express, post-office money-order, express money-orders, telegraphic money-orders, checks, drafts, etc. Compare these methods as to safety, cost and convenience for the sender and the receiver. Write and discuss checks and drafts, both bank drafts and the commercial drafts used in collections. Trace the history of some draft issued by the local bank through the clearing house until it returns to the home bank. The arithmetic of this subject needs little attention. Teach the interest formula i = prt. Notice that r is the rate expressed as hundredths, and t the number of years in the time. Option.\l — Bookkeeping. Form of cash account; account of boy at school; cash account in small business. How to balance an account. Wliat the 190 ARITHMETIC — SEVENTH YEAR. balance of a cash account must show. Personal accounts with debit and credit, as they arise in ordinary trade. What the balance must show. Loss and gain accounts as kept with a field or crop, a lot of cattle, or a stock of goods, in which the balance shows a loss or a gain. An inventory. Pupils make in- ventories of their personal belongings at school of the school furniture and .apparatus. What the difference between two successive inventories of the same stock shows. Dictate a few transactions every day. Pupils should rule a few sheets to learn the form ; afterwards supply paper suitably ruled. Fifth Month. Taxes — Study our state tax system. Who levy state tax, county tax, town- ship tax, road and bridge tax, city tax, school tax? The assessor, the board of review, the board of equalization. The county clerk determining the rate and extending the taxes. The collector and the legal machinery for enforcing pay- ment. Obtain local levies and assessments and make the arithmetic computa- tion required of each of these various ofificials. United States Revenues — Ad valorem and specific duties, relative ad- vantages. Internal revenues, alcoholic liquors, tobacco, butter imitations, and postal revenues, rates of postage. The new excises on incomes. War taxes. Optional — Bookkeeping. Continue the farm transaction begun last month, or take up a budget set adapted to a retail business and continue the same throughout the year. Sixth Month. Investments — Compound Interest. How to use the table. Show that com- pound interest is needed to answer such a problem as this : Which is the better investment, to deposit $1000 in a savings bank for five years, compound interest 4 per cent, taxes nine dollars per year, or to invest $1000 in a lot, taxes four dollars per year, which sells at the end of five years for $1200? Thrift stamps and War Savings stamps. Property Insurance — Read a fire insurance policy, define the terms. What determines the difference in rates for different buildings? Who should not insure? Should school houses be insured? Court houses? The adjuster. Should the full amount of the policy be paid in case of a total loss? Optional — Bookkeeping. Introduction of the Day-book or Journal as the book of first entry, preliminary to the Ledger or book of accounts. The balance sheet of loss and gain accounts to show net loss or gain. The balance sheet of resources and liabilities to show the same. Mode of closing accounts or a set of accoimts. Take up a set of transactions as they would occur in the conduct of a farm or small business for a month or year. Write all business letters, orders, notes, checks, drafts, bills, and receipts as they would actually arise. Write up the various accounts and make a financial statement at the end of the period. This set of transactions may continue through the seventh month. Seventh Month. Stocks and Bonds — Trace the organization and history of some corpora- tion to get an adequate idea of the meaning of the terms capital, stock certificate, assessment, dividend, common stock, preferred stock, bond, par value, market value, premium, discount, etc. Explain stock quotations as given in daily papers. Explain the two great advantages of the corporation over the firm as a mode of business association. Finding rate of profit on stock investments. General Problems in Interest — In the formula iz=prt four quantities are involved. If any three are given the other may be found. Since if the product of three factors is divided by the product of two factors the quotient i i i is the other factor, we have /» = • , r ^= , ^ = . Use these formulas rt pt pr in solving for rate, time, or principal. Optional — Bookkeeping. Continue exercises in cash accounts, personal accounts, loss and gain accounts, and inventories taught last month. Expense account. What items charged here? Why is it a loss and gain account? Are WRITING — GEOGRAPHY — SEVENTH YEAR, 197 there ever entries on the credit side? Proprietor's account, or "stock account". Items to be entered in this account. Bills payable, bills receivable, interest account. Note that interest here means the use of money, the thing we buy when we pay out cash for interest. Comparison of these accounts to discover the common law : "Whatever is re- ceived b.y the person or thing named in the heading is set in the debit column; whatever is given is set in the credit column". Since every value given by a person or thing is received by some other person or thing, it follows that every transaction must be recorded in two different accounts, once as a credit, once as a debit. The trial balance to test correctness of entries. Eighth Month. Life Insurace — Define "expectation", "level premium'', "endowment policy", mutual and old line insurance. Get a table of life insurance premiums and discuss the relative premiums at different ages and the relative premiums for different kinds of policies. Spend the month on miscellaneous percentage problems. Solve list of prob- lems about domestic science, food values, balanced rations for animals, mixtures as concrete and fertilizers, etc. WRITING. Grades VII and VIII. Place Emphasis on : 1. Correct position in applied writing. 2. Correct movement in applied writing. 3. Uniformity of slant, height, and spacing of letters in applied writing. Give Instructions in : I. The size and the relative height of capitals and small letters, the pro- portion of their parts, and the spacing between letters in words. Special Directions : 1. Review the figures. 2. Have pupils test for themselves their applied writing to see if it meets the requirements. 3. Have pupils write letters using unruled paper. GEOGRAPHY. introduction. The first month of the seventh year is given to a study of geographic factors of world-wide application. This month's work forms a foundation for geographic interpretation during all succeeding work of seventh and eighth years. It should be applied especially to the study of South America as a whole in the second month, and to each continent as studied in later work. GEOGRAPHIC PRINCIPLES, SOUTH AMERICA AND EUROPE. Topics by Months. I. Geographic Factors of World-wide Application. 11. South America as a Whole. III. Countries of South America. IV. Europe as a Whole. V. The Nations of the World War. VI. Nations of Western Europe : British Isles, France, Belgium, Holland, Denmark, Norway, Sweden. VII. Nations of Central Europe : Germany, Luxemburg, Austria-Hungary, Switzerland, Balkan Countries. VIII. Nations of Southern and Eastern Europe: Spain, Portugal, Italy^ Russia; Review of Europe. IQO GEOGRAPHY — SEVENTH YEAR. ALTERNATION — Geography of seventh and eighth years should alternate in country schools so as to reduce the number of recitations in the day's program: During 1918-19 study seventh year geography; during 1919-20 study eighth year geography, and so contine to alternate from year to year. First Month. Geographic Factors of World-wide Application. I. — General Circulation of the Atmosphere. 1. Develop circulation of atmosphere by heating of the school room. 2. Wind belts of the earth : the doldrum belt ; northeast trades and south- east trades ; horse latitudes of northern and southern hemispheres ; westerlies of northern and southern hemispheres ; the general location of each as to lati- tude; the direction of air movement in each. II. — Ocean Currents. 1. Study world map, and describe ocean currents in each ocean both north and south of the equator. ■2. Relate direction of ocean currents to wind belts; note which coasts of the various continents receive winds from the ocean. III. — Rainfall of the Earth. _ I. Comparison of ^varm and cold air with reference to ability to hold moisture; show that cooling of warm, moist air produces rainfall. 2. Amount of rainfall in the different wind belts under normal conditions; study rainfall map of the world in textbook. 3. Rainfall on windward mountain slopes; on leeward mountain slopes; find examples on rainfall map of the world. 4. Cyclonic storms and their influence on rainfall; iinportance to eastern United States and Canada; to western Europe; to eastern temperate Asia. IV. — Vegetation Zones of the Earth. 1. Classify land surface of the earth into deserts, grasslands, forests; use best maps of the textbook or atlas. 2. Characteristics of climate and vegetation in cold deserts, hot deserts; steppes and prairies, savannas ; temperate forests, tropical forests. V. — Important Countries of Each Continent. Write list of five or more important countries from each continent; give attention to spelling and pronunciation of names ; locate each and note its relation to wind belts, rainfall, and vegetation zones; decide on advantages and disadvantages of these countries for the development of human life. Second Month. South America as a Whole. I. — Location and Size. 1. Extreme latitudes and longitudes ; length and width in miles ; countries crossed by the equator; countries wholly north of equator; wholly south of equator; number of countries in South America. 2. Prepare table of continents, giving area and population of each ; use "round numbers"; find data in appendix of textbook. 3. Direction and distance from other continents : advantages and dis- advantages of South America's location. II. — Surface Features. I. Distribution of highlands and lowlands ; great river basins with principal rivers; coast features and adjacent islands. III. — Climate. 1. Distribution of rainfall and relation to wind belts. 2. Distribution of temperature; influence on vegetation; advantages and disad^'antages of climate to human occupation. 3. Rainy seasons and dry seasons. IV. — Vegetation. I. Distribution of forests, both tropical and temperate ; grasslands, steppes and savannas ; deserts, cold and hot. GEOGRAPHY— SEVENTH YEAR. 199 2. Advantages and disadvantages of each vegetation zone for human occupation. V. — Animal Life. I. Make Hst of ten or more native animals; find pictures of each; de- scribe each animal and g.ive characteristic habits. Note — In the foregoing study use all portions of the textbook on South America, selecting those statements under each country which bear on the topics of study. Supplementary readers should be used as references for each topic. Outline maps should be filled in by pupils. Third Month. Countries of South America. During this month make a study of South America by countries using text- book and supplementary readers. The countries may be taken up in the order of the textbook. Emphasis should be placed upon human activity as shown in the industries, special attention being given to agriculture, including grazing ; mining; manufacturing; commerce. Center attention on resources of each country, its present development, and future possibilities, giving due attention to the characteristics of the people. A wide use of textbook and supplementary readers is necessary. The work of this month should be constantly interpreted in the light of the studies of the two previous months. Fourth Month. Europe as a Whole. I. — Location and Size. 1. Extreme latitudes and longitudes; length and width in miles; countries crossed by the fiftieth parallel of north latitude; countries wholly north of this line; wholly south of this line; number of countries in Europe. 2. Review table of continents in second month. 3. Direction and distance from other continents ; advantages and disad- vantages of .Europe's location ; compare with North America and South America. 4. Map of Europe superposed on the map of North America on same scale in correct latitudes ; note latitudes of important European countries and cities with reference to Canada and the United States. II. — Surface Features. I. Distribution of highlands and lowlands; great river basins with prin- cipal rivers; coast features and adjacent islands. III. — Climate. Relation to westerly winds and cyclonic storms ; distribution of rainfall ; rainy winters and dry summers of Mediterranean countries related to shifting of horse latitudes and trade winds; distribution of temperature with reference to latitudes and the ocean. IV. — Vegetation. Distribution of forests, steppes, and tundra or cold desert; hot desert of limited extent. Europe is sometimes spoken of as the continent without hot deserts. V. — Animal Life. Make a list of ten or more native wild animals; explain scarcity of Euro- pean wild animal life. Note — Outline maps" to be filled in by the pupils may be used to advantage. Names and location of countries, mountains, plains, rivers, and other large geographical features should become fixed in the mind during this month's work so as to be instantly available for later studies. The large geographic factors worked out in this month should be only briefly touched upon in the study of individual countries in later months when the attention should be centered upon ':he human life and occupations of the various nations. 200 GEOGRAPHY SEVENTH YEAR. Fifth Month. The Nations of the World War. The World War has greater geographic significance to pupils of this gen- eration than any other event in all history. This month may well be given to teaching the fundamental geographic facts of the war. The countries of the world and of the various continents with especial emphasis on Europe may be divided into three groups. I. The Central Powers. II. The Allies. III. Neutral Countries. In the following lists the countries are named in the order of their declarations of war. I. — The Central Powers : 1. Austria-Hungary. 3- Turkey. 2. Germany. II. — The Allies. Serbia. Russia. 4. Bulgaria. II. Roumania. 12. United States 13. Cuba. 14- Panama. 15- Greece. 16. Siam. I/- Liberia. 18. China. 19. Brazil. 20. Nicaragua. France. Belgium. England and her colonies. Montenegro. Japan. Italy. 9. San Marino. 10. Portugal. III. List all neutral countries of Europe, and show their geographic po- sitions with reference to the warring nations. List chief neutral countries of other continents. IV. Compare these countries individually and by groups with reference to area, population, and resources. By using appendix to textbook, and making tables of "round numbers" instructive, comparative data may be gathered. Sixth ^lonth. Nations of Western Europe. I. Countries for Study. British Isles, France, Belgium, Holland, Denmark, Norway, Sweden. Locate on map, and color on an outline map of the continent, II. References. Use textbook and supplementary readers; study these countries from the standpoint of human activity, giving special attention to: life of the people; agricuUure ; mining; manufacturing; commerce, including methods of transportation. III. Cities. Write a list of twenty or more cities from the entire group and study advantages of location with interesting facts about each citj^ Seventh Month. Nations of Central Europe. I. Countries for Studv : Germany, Luxemburg, Austria-Hungary, Switzer- land, "the Balkan Countries. Locate on map and color on same outline map as for sixth month. II. Use textbook and supplementary readers freely. Study as in sixth month. III. List twenty or more cities from the entire group and study as in previous month. IV. Show danger to the world of German military domination over this region. HISTORY — SEVENTH YErtR. 201 Eighth Month. Nations of Southern and Eastern Europe. I. Countries for study : Spain, Portugal, Italy, Russia. Locate on map and color on same outline map as for previous m.onths. II. Make a study of these countries from the standpoint of industries and cities similar to the studies called for in sixth and seventh months. III. List twenty or more cities from the entire group and learn interest- ing facts about each. IV. Summarize the geography of Europe. UNITED STATES HISTORY. Introductory Statement. This outline is not submitted as an ideal plan for ideal conditions, but considering the preparation of teachers, the types of textbooks in use and other material available, it is intended as a practical guide in the apportionment of time and relative emphasis on subject matter. Only subjects of importance are herein mentioned, not all of them of equal importance it is true. Some of them will not be found emphasized in some of the textbooks in use and will have to be omitted in some schools if other sources of information are not available. It is recognized that many other facts will be studied in connection with these major topics, what they are will depend to a considerable extent upon the textbook in use, the school library facilities and the teacher's fund of in- formation ; hence no attempt is made to outline the work in minute detail. Under conditions as tjiey exist in our schools today a text is practically indispensable. The better the text the more fortunate are the pupils and teacher. It is urged that when a reasonably good text is in use the text in the main be followed and this outline be used as suggested above as a guide in the apportionment of time and the selection of topics to be emphasized. The point of division between the seventh and eighth grades is shifted for- ward. This it is believed is in harmony with the best judgment of today as giving more time for the study of the more complex problems of modern life. No attempt is made to discuss methods of teaching. The work recently in the Teachers' Reading Circle, a copy of which many teachers possess, "Johnson's Teaching of History", is most earnestly commended to every teacher who wishes to know the why and how of teaching the subject and to acquire skill in teach- ing it. Several of the chapters in this book, especially the ones on the use of maps and pictures and collateral reading are each worth the price of the book to any open-minded earnest teacher. The teacher who wishes to secure a vital interest in the subject on the part of the pupils must have available more sources of information than our meager textbooks provide. An intelligent appeal on the part of the teacher to the school authorities will nearly always get a reasonable amount for the purchase of needed books. The school library should certainly contain at least one volume of source material, one larger treatise on American history, a small volume on Industrial history of the United States, a good text on civil govern- ment, and a few good biographies. ALTERNATION — Seventh Year History is to be studied tlie school year 1918-19 and each alternate year thereafter. The F.isjhth Year History is to be studied the school year 1919-20 and each alternate year thereafter. First Month. The situation in Europe which led to the discovery of America. The parts of the world known to the people oi Europe about 1450; their interest in the East, especially the spice islands and India ; the difficulties of the accustomed trade routes ; the desire for a free, all water route ; the Portugese discover the route around Africa ; Columbus's expedition westward and the accidental dis- covery of America. The exploration of America ; Columbus's later voyages ; John Cabot's voyage to North America; Americus Vespucius's exploration and the naming 203 HISTORY — SEVENTH YEAR. of America; Balboa discovered the Pacific ocean; Magellan's trip around the world, proved the world to be round, and that the distance was much greater Mian had been believed, and that America was a new continent. An account of the explorations of the following leaders : Ponce de Leon, Cortez, Coronado, De Soto, Verrazano, Cartier, Hawkins, Drake, and Raleigh ; the account should include the government each represented, the date, the parts of America explored, the nature of the country explored, and claims to the country founded on these explorations. Second Month. The early settlements by people from Europe in America : Spanish colonies in South America, the West Indies, the southwestern part of North America, and Florida; the French Colonies in Acadia, and at Quebec, their exploration of the Great Lakes and the Mississippi valley and their early settlements in these regions ; the Dutch and Swedish colonies on the Hudson and Delaware rivers. A much more detailed study of English colonies. The conditions that lead to the revival of English enterprise. The Virginia Company and charter of 1606, the provisions of the charter, the two subcompanies : the Plymounth Company and the Popham colony, the London Company and the settlement of James- town, 1607. The voyage, the kind of settlers, their purpose, the place and its natural characteristics, the hardships. Captain John Smith. The charters of 1609 and 1612. Dale's Administration, the grant of land to individuals ; tobacco culture, the introduction of Representative Institutions ; the introduction of forced labor, negro slaves, and indentured servants ; Virginia became a Royal Colony; the Royal Governors, John Harvey and Sir William Berkeley ;. Bacon's Rebellion. Virginia under the Puritan supremacy in England. The Calverts and Maryland; the charter; the early settlement; the govern- ment; the act of 1649 providing for religious toleration. Third Month. The Settlement of New England. The council for New England, their charter of 1620. The religious sects in England. The Pilgrims settled Plymouth ; the hardships of the early settlers, the form of government developed. Governor Bradford, relations with the Indians. The Massachusetts Bay Company: the settlement of Boston and neigh- boring towns; character of the settlers; settled in towns; form of government developed, close relations of church and government ; Governor John Winthrop. The great migration and rapid increase in population, 1630-1640; a prosperous colony ; Religious dissension : Roger Williams and Anne Hutchinson, the settle- ment of Rhode Island. The founding of Connecticut; emigrants from Massa- chusetts to the Connecticut valley; the settlement of New Haven; character of the settlers. The New England Confederation. The development of the Dutch settlements on the Hudson river : the im- portance of the fur trade and the establishment of trading posts ; the founding of great estates, the patroon system; the Governors, Kieft and Stuyvesant. The conquest by the English. The settlement of Pennsylvania: the Quakers in England; William Penn ; the grant of land, its boundaries ; the settlement of Philadelphia ; relations with the Indians; Penn's ideas of government and the government established; Re- ligious toleration. The settlement of the Carolinas; the charters of 1663, 1665; and early settlements. Fourth Month. The Colonies to 1750. The Navigation laws, and their evasion, the overthrow of the Massachusetts charter, 1684, and the struggle over the charters of Connecticut and Rhode Island. The arbitrary rule of Sir Edmund Andros in Massachusetts, his control over the rest of New England and New York. The English revolution of i688-8g, and its immediate consequences in America, The Colonial Policy of HISTORY — SEVENTH YEAR. 203 England undef William III. The provisions of the New Charter of Massa- chusetts, and government organized under it. The settlement of Georgia. The increase in population and the extension of settlements westward. The increase in wealth and general well-being and the grovvth of trade and commerce. The development of the colonial govern- ments, especially of the representative assemblies, and how tfley increased in power as compared with the royal governors, illustrate with a study of the disputes in Massachusetts and New York over money matters. The extension of the French settlements in the St. Lawrence valley, along the Great Lakes, and the Wabash and the Mississippi valleys, especially the settlements in Illinois. The contrast between the English and the French in America, especially King William's, Queen Anne's, and King George's Wars should be studied as an outgrowth of the wars in Europe. The extent of the Frencii and English possessions in America in 1750; their conflicting claims. The strei;,-::- of the English and French in America. The Albany Congress. Fifth Month. 1754=1775. The "French and Indian War". The contest for the headwaters of the Ohio river, Braddock's defeat. The beginning of the Seven Years' War iri Europe. The Capture of Quebec and the conquest of the St. Lawrence valley. The provisions of the treaty of peace of 1763 as they affect America. The King's Proclamation of 1763 fixing the boundaries of Quebec, east and west Florida and regulating relations with the Indians west of the Alleghany mountains. A brief view of the English colonies : the extent of settlement, population, form of government, contrasts between the New England, Middle and Southern Colonies in industrial and social life. The New England colonial policy : more effective control of the colonies including the strict enforcement of the Navigation Laws and Acts of Trade. The Writs of Assistance, the Parson's Cause, the Stamp Act and the Stamp Act Congress; the Townshend Acts of 1767, and Colonial Protests; the Virginia Resolves. The Principles involved : Taxation and Representation ; the English and the American views of this subject. The Boston Massacre; the committees of correspondence; the Gaspee; the Boston Tea Party; the five Intolerable Acts of 1774. The First Continental Congress: The Declaration of Rights ; The Association, Review the events since 1763. Try to see the situation from the standpoint of the Colonists and from that of the king and parliament. Lexing- ton and Concord. Sixth Month. 1775=1784. The Revolution. The Siege of Boston ; the Battle of Bunker Hill ; George Washington, Com- mander-in-chief ; the evacuation of Boston. The Second Continental Congress assumed the powers of government : raised an army; took charge of foreign affairs; issued paper money; advised the colonies to organize governments, the first state constitutions formed. The movement toward independence, and the Declaration of Independence; the beginning of the movement to form a national constitution which ended in the Articles of Confederation. The Campaign around New York; the retreat across New Jersey; the Battles of Trenton and Princeton. The British plan of Campaign for 1777; Burgoyne's campaign and surrender; Howe's Campaign and Capture of Philadelphia; the Winter at Valley Forge; the Conway Cabal ; the French Alliance. The Battle of Monmouth; George Rogers Clark's conquest of the Illinois Country; Arnold's Treason; the war in the South; Cornwallis surrenders at Yorktown; John Paul Jones and the naval warfare. 204 HISTORY — SEVENTH YEAR. The negotiations of the Treaty of Peace; the provisions of the treaty of peace should be studied with care. How the Congress secured money to carry on the vv'ar. The Loyalists during and after the w^ar. The Newberg addresses and the trouble over dis- banding the army. The Articles of the Confederation, their provisions and their importance and defects. Seventh Month. 1783=1788. The problems of peace : the increasing weakness of congress and the jealousies of the states. Their claims to the western lands; the cession of these claims to congress, this fixed the boundaries of each of the states and made the vast area between the states and the Mississippi river public property; a few settlers had already moved into this territory; Congress's policy of selling the land; the rectangular system of surveying the land from the Ordinance of 1785. It became necessary to provide a government for the territory; the Ordinance for the Government of the territory northwest of the Ohio River, 1787, provided a government for this part of the territory and served as a model constitution for the future organization of territories. The kinds of money in circulation and the need of a uniform, sound money. Shay's Rebellion. The failure of the state's attempt to regulate trade, and their refusal to grant additional powers to Congress; the Alexandria Convention; the Annapolis Convention, and the call for a Federal Convention. The Federal Convention at Philadelphia, 1787. The prominent men present; the prominent men not present; where were they? _ The prinicpal party groups in the conventions ; the questions on which they divided ; the compromises made in order to secure union; the signing of the Constitution. The nature of the Constitution : Based on the experience of the English race in Britain and America; the powers of government divided between the states and the new Federal Government; the Federal Government to exercise powers definitely vested in it by the Constitution. The organization and powers of the Federal Government; the three great departments: the President, quali- fications, term of office, election, and powers; the Congress qualifications, term, and election of members of the two houses, the special powers of each house and the powers of Congress ; the Judicial department, especially the Supreme Court, the manner of selecting the members, their tenure of office, and the powers of the Court. The limitations placed on the Federal Government and on the States. The provision for amending the Constitution. The ratification of the Constitution by state conventions ; the principal arguments for and against ratification ; the Federalist written by Hamilton, Madison and Jay, a series of articles explaining the Constitution and giving the reasons why it should be ratified. Eighth Month. 1788=1801. Washington's Administration, 1789-1797. The first election under the Constitution; the inauguration of George Washington as the first president ; the creation of offices by Congress and the appointm.ent of officials by the President. The financial problems confronting the new government; revenue necessary, the first tariff; the debts, foreign, domestic and state incurred carrying on the war; Hamilton's financial policy: the assumption of the state debts and the funding of the total debt; the creation of the first United States Bank; the excise or internal _ revenue tax. The whiskey insurrection. The beginning of political parties : differences of opinion over the financial questions, different views of government of Hamilton and Jefferson; the different attitudes toward the French Revolution, the proclamation of neutrality, the Genet episode, and American attitude toward England, the Jay treaty, 1794-95. The trouble with the Indians; the Treaty with Spain, 1795, \nd the right of deposit at New Orleans. HOUSEHOLD ARTS — SEVENTH YEAR. 205 Washington's Farewell Address. The election of 1796. The beginning of the custom of not more than two terms for one president. The Administration of John Adams, 1797-1801. Relations with France, the X. Y. Z. papers, war with France on the sea. The Alien and Sedition Acts, 1798; the Virginia and Kentucky resolutions. The presidential election of 1800. A new party came into power. Review : The boundaries, area and natural resources of the United States in 1800; the growth of population; the settled and unsettled parts of the country. The growth of educational institutions. The different kinds of occupations by which people made ?. living. The growing contrast between the industrial life of the North and the South. Final review and drill on important dates and events and prominent men. HOUSEHOLD ARTS. Cooking and Food Economy. The aim of the work in foods for Seventh and Eighth years is: First, to show the child the close connection between the proper kind of nourishment and health. Second, to arrange the work that the knowledge obtained will carry over into the home. Third, to teach the value of service in the home and from that point to the idea of service given the community. Fourth, to help counteract the national weakness of the lack of food thrift due to an over-abundance of food supplies. To teach that waste means a woeful lack of sufficient nourishment for others less fortunate. Fifth, to help in controlling the economic stress attending and following war conditions. The proper nourishment of the child is quite essential to health. Health is necessary for school progress. Therefore it is most fitting that instruction be given in the school room. The school lunch offers a fine point of approach. Materials brought from the children's homes can be utilized in teaching food facts and in contributing a hot dish to the cold lunch which often is an in- adequate form of nourishment. Each child may bring a cup, plate, spoon and fork. A small sum of money will provide the necessary equipment. Parents will help in contributing equipment if they are convinced that the health of the child will be benefited. As to the time allotted for the work, lunch preparations may be started before school, or at recess time, and completed during the fore part of the noon period. Much may be accomplished in the practical work by planning to utilize spare moments and by fitting in lunch preparation with the more formal lessons. For discussion relative to problems, short periods may be used. Regtilar cooking periods of ninety minutes duration can be employed at times to advantage. Two successive days once a month will enable the use of left-overs from the previous lesson, and therefore are to be recommended rather than one lesson alternate weeks. Connect this work up closely with your physiology. ALTERNATION — The seventh year's work in Household Arts should he studied the school year 1918-19 and each alternate year thereafter. First Month. Lunch at School — Discuss the reason for eating. Food for growth. Food for work and play. What the lunch box should contain. A lunch club at school. Plan equipment for serving simple school lunches. Problems — Packing and scoring a box lunch. Cocoa or fruit beverage. (2) Lunch at School — Milk. Its value as a food. A good substitute for meat. The importance of clean milk. How clean milk may be obtained. The use and value of skimmed and sour milk. Problems — Junket. Cottage cheese. ?06 HOUSEHOLD ARTS — SEVENTH YEAR. Second Month. (i) Lunch at School — Bread. What is good bread? Study the score card. The yeast plant an essential ingredient. Show the use and conditions of action by means of experiments. Compare the home product with baker's bread as to labor and cost involved. Visit bakery if possible. Cleanliness in making and in handling bread. Problem — Make bread. (2) Lunch at School — Bread continued. What is flour? Compare value of white flour, whole wheat, barley, rye and corn. Discuss the importance of cereals in feeding the world. The advantage of a bread machine. Problems — Whole wheat, or white bread modified by other grains. Third Month. (i) Lunch at School- The sandwich, a type of meal. Suitable sandwich filings to make a complete food. Problems — A bread contest. Make different sandwiches. (2) Lunch at School — Fruit. Value as a food in furnishing ash. The necessity of fresh food in the diet. Importance of planting" fruit trees. Make a list by means of cook books of all the ways to use apples. Canned fruits an easy and palatable dessert. Problems — Apple scallop. Variations of baked apples. Cranberry saucc for Thanksgiving. Fourth Month. (i) Lunch at School — Fish^ — Fish an abundant source of food supply. Use fish as a meat substitute. Value and treatment of cold storage fish. The use of smoked and salt fish. Problem — Salmon loaf. Creamed codfish or tuna on toast. Scalloped fisK Broiled smoked herring. (2) Christmas Lesson — Candy lesson. Danger of the sugar habit. Prope use of sugar and candy in connection with a meal. Making Christmas happy for others. Problems — Make taffy, peanut brittle, fudge for stockings or boxes for th) iess fortunate. Fifth Month. Helping at Home. (1) The Home Supper. WHiat is a meal? Light and heavy meals and «?hen used. Some supper menus. The table. Table covering with reference to laundry work. Setting the table. Flowers on the table. Table china. Table manners. Give credit for home work. Problem — Setting the table at some home. Waiting on the table with the idea of service to mother. (2) The Home Supper — How left-over food may be used for supper. The importance of making left-overs attractive and palatable. Compute food loss to country if each family wastes one ounce daily. Teach waste is a crime. Problems — Uses of stale bread. Scalloped meat, fish, or corn. Milk or cheese toast. Sixth Month. (i) The Home Supper — The Potato. Value in the diet and the importance of an adequate supply. Potato clubs as a factor in production. Make a list of the many ways of serving potato to show variet:,'. Economy in preparation. The loss in paring. Value and use of potato water. Problems — Boiled, baked. Stuffed on half shell, scalloped. (2) The Home Supper — Uses of left-over potato. Emphasize the im-* portance of thrift. Clearing up the supper. Service involved in the process. Essential to home making, to health and happiness, and also affects the flavor of food. Ways o^ working. Washing dishes — scraping, piling, rinsing, drying, convenience of ar- rangement in cupboards. How to save dishes. Labor saving devices in con19 and each alternate year thereafter. First Month. Nutrition — Foods ; definition of, including two functions of food. Classes of foods; proteids (nitrogenous or albuminous foods), carbohydrates (starch and sugars), fats and oils, inorganic or minerals foods (water, salts). Sources of and simple tests for each. How each serves the body. Proportion of each class found in meats, milk, eggs, vegetables, cereals, fruits, beverages. Prin- ciples of selection of food. Neceisity for indigestible matter in food; where found. 208 CIVICS — SEVENTH YEAR. Digestion — Purpose of. Organs of; alimentary canal, parts, structure, movements ; glands, their location and secretions. Processes of digestion ; in the mouth, stomach, intestines. Absorption and assimilation. Second Month. Hygiene of Digestion — Principles governing selection of food, conditions affecting choice, as activity, temperature, age. Adulterated foods. Source of food supplies and necessity for cleanliness ; dangers from unclean milk, water and ice, and how avoided ; necessity of screening from flies, of keeping cool. Preparation of food ; advantages of proper cooking and serving. Reasons for regularity and moderation in eating, pleasant surroundings at meals, thorough mastication, care of the teeth and mouth. Beverages — Water ; necessity for in the body ; sources of drinking water and ice supplies and necessary precautions. Tea and coffee; sources, properties, effects. Nourishing drinks ; milk, chocolate, cocoa, cereal drinks. Non-alcoholic, refreshing drinks, lemonade, orangeade, unfermented fruit juices, fruit syrups. Alcoholic drinks; why not classed as foods; effects upon digestion; how made; effects of their manufacture on the world's supply of food. Third Month. Communicable Diseases — Causes of; bacteria, protozoa, what they are, life history of malarial parasite, other protozoan diseases. Worms; kinds in- fecting man; how avoided. Communicable diseases; colds; tuberculosis, rest cure; typhoid, vaccination; diphtheria, antitoxin; intestinal germ diseases; acute rheumatism ; sore eyes ; boils ; pneumonia ; small pox, vaccination ; measles, scarlet fever, and their after effects ; intestinal worm diseases ; hook-worm. Possibility of eradicating communicable diseases ; not necessary to have them. Quarantining, purpose, value ; quarantinable diseases ; need for community hospitals for contagious diseases. Emergencies — What to do in emergencies : burns, burning clothing, cuts, wounds, nose-bleed, sprains, cholera morbus, croup, fits, concussion of brain, fainting, suffocation, choking, sunstroke, drowning. Antidotes to poisons. Fourth Month. FiL^MEWORK — Skeleton. Uses of, as support, protection, means of effective motion. General plan of; parts and bones of each. Function of curves in spinal column, arch of foot, and joints in protecting body from jar; cause of and remedies for abnormal curves and broken arches. Healthful posture. Bones ; shapes, structure, composition, growth, repair, purpose of marrow, periosteum. Joints; uses of, types of, ligaments, sprains, dislocations. Diseases and deformities of bones, due to infections, malnutrition. Muscles — Uses of in producing motion and generating heat; classes, shapes, structure, attachments. Action of muscles on bones as levers. An- tagonistic action. Acquiring and maintaining a healthful postirre. Motion and heat result of changes in muscle; muscles require oxygen and food for these changes ; necessity of circulation, of physical exercise. Proofs that alcohol decreases muscle efficiency. CIVICS. In the study of civil government it is important for the teacher and pupil to keep in mind three fundamental characteristics of government: (i) its structure, (2) its purpose, and this can only be made clear by a study of its functions or what it does, (3) the obligations of the citizens especially in a republic. We cannot completely separate these and study one at a time. We must keep each clearly in our mind if we are to understand the complex nature of government. We cannot intelligently go far in the study of govern- ment without a knowledge of its structure. We must know what representative assemblies, what executive and judicial officers exist, what their qualifications are, how they are selected, and their relationships before we can know much about government. But government is not organized and maintained for its CIVICS — SEVENTH YEAR. 20g own sake or for the benefit of politicians and officeholders. It is organized and maintained for the services it renders to the individual and the community. As population becomes more dense and our relations more numerous and complex the tasks to be undertaken by the government increase. Very often the new thing to be done will markedly influence the kind of governmental machinery to be organized to do it. Then we learn how to do old tasks in new and better ways and modify or change the organization of that part of our government. Thus both the organization and functions of government frequently change in a progressive country. But the question is still unanswered, is it a good government? A government may be well organized and mostly undertake to do the right things and still be a bad government. What then is a good government? One that is well organized, that undertakes to do only those things which the government ought to do and does them as well as they can be done. How can such a govern- ment be secured? Only when the citizens fulfill their obligations. What are they? The obligation to be honest, that is to deal honestly with the government and insist on others doing the same, care for government property as our own — it does belong to us as citizens. The obligation to be intelligent. That is the difficult one. How ineffective is honesty if the citizens do not know what the government should and should not do and whether it does well the thing it does. The plausible demagogue will secure his vote or blind partisanship will determine it, and the officials elected will be corrupt or incompetent or both. The teacher should make the responsibility of the citizen for good or bad government prominent throughout the course. Cultivate the conviction that the government is ours, our agent to do things for our benefit, that it will be not better, but will be as good as we know how to and insist on making it. Thi.- may be done in part in connection with your school government and prop- erty. You should realize this is your opportunity to determine whether the next generation is to enjoy a poorer or a better government than we do. In the study of state and local government probably the best results will be realized by a study of the government of Illinois, always noting where the common practice of other states is not like that of Illinois. In addition to the information found in the textbook in use a copy of the Blue Book published by the Secretary of State at Springfield and a copy of "the Civil Administrative Code" of Illinois will be very helpful. The intelligent teacher in the study of local government will utilize all the information the pupils have and every opportunity to watch the actual workings of the local government. ALTERNATION — Tlie Seventh Year Civics is to be taught the school year of 1918-19 and each alternate year thereafter. The eisjhth year work is to be taught the school year of 1919-20 and each alternate year thereafter. _ The Civics is to be taught the last foul months of the seventh and eighth years — physiology to be taught the first four months of these years. Fifth Month. Local Oovernment. Your school: By w^hat officials is it governed? How are they selected: From what sources do they secure revenue to pay the expenses of the school? What taxes may they levy? Study all the things they may do in governing your school. Suppose a majority of the citizens of your district know what constitutes a good school and want such a school, what kind of men will they elect for directors? What if they don't know what a good school is or want one? What are the specific things which these directors might do that would determine whether your school would be a good school or a poor school? With your class work out the answer to these questions. With the assistance of your pupils make a list of the points under the last question such as : levy high taxes or low taxes, provide adequate equipment, employ the best teacher they can secure, visit the school often to see whether it is as good as they can make *t, or the reverse of all these points and others. Then come back to the question does it make any difference whether the citizens know what a good school is and really want such a school? What can the pupils do to make the school a good one? Take good care of all the school property, plant shrubbery and flowers on the grounds, keep the grounds neat and clean. 210 CIVICS — SEVENTH YEAR. Have the pupils help you list all the things they can do. What effect on the school will it have if they fail to do these things or do the opposite? To whom does the school belong? For whose benefit is it maintained? What are the benefits? List them. Now go back to the relation of the citizens and the directors to bring out the idea of representative government and why in such a government its character depends so directly upon the intehgence, the inter- ests and honesty of the citizens. The citizens elect the directors to act for them and carry on the school for their common interests because they cannot so conveniently do it acting as a group. The character of the school in any given community will depend directly upon the kind of men elected as di- rectors and this depends upon the intelligence, the interests and honesty of the citizens of the community and their children in the school. It will be impossible to deal in so great detail with the rest of the work. But the points suggested above should be kept constantly in mind and brought out in the study of each of the parts of the government. The town or towinship. What are the things which the people of the town want done for "^heir common benefit which they cannot do conveniently as individuals? List them. What organs of government have they created to do these Viings? List them. Study with care the town meeting, who may attend and vote, the manner of conducting its business, what it may do; the town officers, how they are elected, and their term of office. Give especial at- tention to the duties of each. Again upon what does good town government depend? Villages and cities. Why is it that when more people live in a smaller area or close together they need a more elaborate government? They need to protect their health more carefully ; it is difficult to secure pure water, sewage and garbage must be disposed of, contageous and infectious diseases must be guarded against more carefully ; there are more dangers to be guarded against, more opportunities for the criminal, dangers from collisions on street crossings, from fire, or improperly constructed buildings ; then they can enjoy certain advantages, such as electric lights, gas, paved streets, and street cars. All these things and many more must be regulated, some of them pro- vided for by the people, their rights and duties and the rights and duties of the citizens more carefully defined and enforced. Now study the organization of the city government, keeping in mind two things : the larger the city the more complex must its government be, and the organization and powers of the municipal government is determined by the state legislature b}^ a special charter or a general act applying to all cities of a class. The city council is the legislature. The number, apportionment and term of office of its members. Powers of the council, and their limitation. The importance of the granting of special franchises or privileges to street rail- way, telephone, and electric light companies. The Executive Department. The Mayor, his term of office and duties. The administrative departments. How are the heads of these departments selected? The work of each department. Two recent changes in the common form of organization of Municipal government. The Commission Plan, and the City Manager Plan, and the merits claimed for each. Too much attention can hardly be given to the study of the work of these several local officers and the benefits accruing to the individual citizen and to the communities; and to the importance of electing capable and honest citizens to these offices. Sixth Month. County Government. The county is created by the state legislature and the organization and powers of its government is determined by general acts passed by the General Assembly. The Legislative Department. Two forms of organization in Illinois : the board of supervisors, and county commissioners. The particular plan in force in each county should be studied more in detail in the schools of the county, CIVICS— SEVENTH YEAR, 2IT but both forms should be understood in all counties. The number of members of the "county board," their term of office, election and apportionment. In counties under township organization the double function of the supervisor as an ofHcer of the township of the county should be made clear. The meetings and organization of the county board. Its power to levy taxes, appropriate money for what purposes, care for public property, select the grand and petit jurors, and other duties. The Executive Department, Make a list of all the executive officers of the county. Note that there is no chief executive officer corresponding to the mayor of a city or the governor of a state. The sherifif who is sometimes supposed to be is primarily an officer of the courts. Each officer has his par- ticular duties to perform. Study the duties of each office and see how im- portant they are to the convenience and orderly living of the people of the county. What difference will it make to the citizens whether these men are capable and honest? Do the people probably suffer more because officials do not know what is best to be done and how to do it most effectively and are careless or because some of them are dishonest? Seventh Month. The State Government. The rights and privileges of the states as members of the Union; and the limitations placed upon their powers. The general province of state govern- ment : to provide the machinery for carrying out all state and local governmental functions ; to define most of the civil and political rights and relationships of the citizen and provide means and procedure for enforcing them; to define crime and the procedure for preventing or punishing it; and to carry on many enterprises, such as the charitable institutions, and some industrial ac- tivities, for the common welfare. The procedure in admitting states into the Union; the framing of the constitution, its ratification, and the making of new constitutions. The parts of a constitution : preamble, bill of rights, pro- visions relating to the organization of the government and the powers and duties of the several departments, the procedure for amending, and a number of miscellaneous provisions. The State Legislature : Powers of — In general it may exercise any legis- lative powers which are not denied to it by the constitution of the United States or by the constitution of the state. The study of these limitations of its powers is very important. They are generall}' for one of two purposes ; to secure effective cooperative working of state and federal government and prevent conflicts between them, or to prevent the legislature from doing what the people have already judged to be unwise or harmful. This topic should be made concrete by the pupils and teacher suggesting many particular ex- amples of the specific things the legislature can and cannot do. The structure of the legislature: two houses in all states; the members of each, number, term of office, qualifications, apportionment, compensation, and election. How bills are passed : lobbying and bribery, the initiative and the referendum. The executive department. It is the duty of this department to execute the laws passed by the legisl?ture, that is, to bring criminals into court, prose- cute them before the court and execute the court's judgment; to maintain and operate the state's charitable and other institutions, and to see that the citizen obeys all the laws regulating his conduct. The executive officers in Illinois may be grouped into four classes: (i) the governor, (2) those provided for in the constitution as the Secretary of State, Treasurer, etc., (3) the important offices provided for in Civil Administrative Code, (4) the small army of officers and employes who assist all of th^ other classes. Those of the first two classes are elected by the people, those of the third class are appointed, most of those of the fourth class are selected under the rules of the civil service on the basis of merit. 212 NATURE-STUDY AGRICULTURE — SEVENTH YEAR. The qualifications, term and compensation of the governor, and principal state ofificers should be studied briefly. Much more time should be given to a study of their duties illustrated by examples of what they do and of the importance of their doing their work efficiently. The teacher should be fa- miliar with the Civil Administrative Code. Eighth Month. The State Judiciary. The function of the Courts is to interpret the laws and apply them to pai- ticular cases and to enforce rights. To illustrate, when state officers bring a man before the court and accuse him of a crime to see that every step in ihe procedure is in strict harmony with the rules of law then to state the penalty provided by law if the man is found guilty and to order the executive officers to enforce the penalty. The grades of courts in Illinois: the Justice of the Peace, City Courts, County Co'urts, Circuit Courts, Appellate Courts, and the Supreme Courts ; Special Courts : Probate Courts and Juvenile Courts. The Judges of Courts — qualifications, term of office, compensation. Juris- diction — the right to hear and decide cases; original and appellate jurisdiction, what is meant by each. What is a civil, a criminal case? Follow through the procedure in a trial of a case of each kind making clear the position of the judge and the jury in the trial. Suffrage and Elections. Sufifrage is the privilege of voting granted to some citizens. Why not to all citizens? What citizens may vote in Illinois? Who may not vote? Are those who may vote under any obligation to vote? May a citizen sell his vote? Why? What moral obligation on the citizen as to how he shall vote? The registration of voters, time and manner of holding elections, the election of ofificers, and the ballot. Political parties, their organization, and the reasons for their existence, the methods of nominating candidates for offi.ce, by the nominating con- ventions, and by primary elections. The work of party men in conducting campaigns. NATURE-STUDY AGRICULTURE. ALTERNATION — The Seventh Year's work in Agriculture should be studied the school year 1918-19 and each alternate year thereafter, alternating with the Eighth Year's work to be taught the school year 1919-20 and each alternate year thereafter. First Month. Neighborhood Industries — Number and size of farms, kinds of farming, grain, stock, or combination, crops raised, value, value of stock; other industries than farming; etc Reports and records of work done in garden and canning'. Study of vege- table types ; of flowering plants, composites, cultivated and wild. Wheat — Study of plant, head, seeds, etc.; germination and purity tests; preparation of seed l>ed and methods of sowing; products and value. History and origin of varieties. Enemies of wheat. Hand Work — Make wheat chart or booklet. Second Month. Fungi and Fungous Diseases — Simple study of mushrooms, how fungi differ from seed plants. Experiments in growing and destroying molds and bacteria; sterilization; treatment with formalin; smuts, rusts, blights, rots. How combat these? Corn — Special study of plant; its culture and improvement, root, stem, leaves, flowers, ears. Visit fields and participate in selection of desirable stalks and ears. Drying and storing seed. Experiments to show shrinkage of iorn. Varieties of corn grown in neighborhood; history of two or three va- NATURE-STUDY AGRICULTURE — SEV'ENTH YEAR. 213 rieties. Characteristics of a good ear ; simple introduction to use of score card. Uses and history of corn. Factors involved in marketing corn. Reports and records of corn projects. Hand Work — Make corn chart. Third Month. Forage Plants — Grasses, species found in district, detailed study of blue grass as a type of pasture plant ; compartive study of some other type as timothy or red top. Annual grass ; millet, Sudan. Leguminous Plants — Clover, alfalfa, cow peas, soy beans, habits of growth and uses of each. Other forage plants. Weeds — Identify common weeds of garden, cultivated field, pasture, meadow, and lawn; group into annuals, biennials, and perennials. Reasons weeds are objectionable; methods of combating. Hand Work — Make collection of leaves, fruit and seeds of the neighbor- hood weeds, mount on cardboard. Fourth M«nth. Transportation and Travel — Roads; kinds, public highways, how main- tained ; vehicles and carriers ; kinds, parts. Power, horses, gasoline engine, steam. Farm Machinery — Simple tools and machinery ; various levers ; uses and advantages of jackscrew, pulleys, wheel and axle, derrick, etc. Machines used in preparing the soil for planting; kinds of plow, harrows; different kinds used in the neighborhood. Cost of different kinds. Machines _used_ in cultivating the crop. Machines used in harvesting the crops. Machines in the home, value of machines as labor saving devices. History of machines. Care of machinery, housing, cleaning, oiling; have children report on where machines are kept at their own homes. Hand Work — Make booklet of machinery, grouping as to use. Fifth Month. Soil — .\ sample of local soil ; materials found in it. Characteristics of dif- ferent kinds of soil, experiments. Origin of soil. Water in Soil — Source of water, kinds ; free and capillary. Drainage, experiments. Sixth Month. Soil Water and Plants — How plants secure water, soluble and insoluble substances in the soil. Elements that plants get from the soil. Capillarity and conservation of the soil water. Treatment of soil to secure good crops, tillage, drainage, crop rotation, fertilizers. The Work of Plants — ^The food materials found in plants ; plants as factories. Use of elements found in soil, water and air; stems as carriers of water; the work of leaves, need of sunlight. The growth of plants. Seventh Month. Garden — Planning the garden, hot bed and cold frame ; starting plants for later planting. Farm Crops — Oats. Test samples of seed for purity and vitality. Methods of planting. Treat seeds with formalin for smut. Different varieties raised in neighborhood. History of oats. Uses. Corn — Study of kernel, parts, use of each; germination test; compare corn carefully stored and that from corn crib. Preparation of soil; planting methods. Experiments with depths of planting. Influence of weather, season, climate. How varieties are adapted to different regions. Continue wheat study in localities where this was studied in the fall. Organize corn club and start corn project. Fruit and Fruit Trees — Fruit trees of district, imported fruits. The apple, parts, relation of fruit to flower, varieties grouped with reference to time of maturing. _ Propagation of fruit trees. The orchard, planting, pruning, cultivat- ing, spraying. 214 PHYSICAL TRAINING — SEVENTH YEAR. Methods of caring for the fruit; picking, sorting, packing, marketing, storing. Projects in caring for orchards. . Eighth Month. Garden Projects — The garden ; preparation of seed bed, condition of soil. Project One — The tomato ; varieties, methods of planting and transplanting, care of plants; enemies, harvesting and canning. Other Projects — Root crop, potatoes, beans and peas, cucumber, etc. Study as suggested for project one. Keep accurate accounts of expenditures, receipts, profits. Trees — Flowers of shade trees ; growth of trees, comparative study of slow and rapidly growing types. The native woods ; number of tree species, saplings, seedlings. Use of wooded regions in Illinois. Forests and their enemies, con- servation of forests. Uses of trees. The wood lot. Trees on Home Grounds — Good trees to use ; care and protection. PHYSICAL TRAINING. See General Directions — Third Grade. Watch posture. Emphasis placed on difficult rhythmic work of free standing exercises so that the hand apparatus work may be executed with definiteness. Use mimetic work as preparation for sports, track and field events. First Month. Lesson I — 1. Fac. 45°, 90°, 180', fac 180° combined with march step forw. 2. Head grasp stride st., b. b. o. h. alt. with arm stret. upw. — S. 3. Bend St., arm stret. sidew. with heel rais. — R. 4. Bend St., left arm stret. sidew. and right arm stret. downw., (changes by bend.). Use regular rhythm — R. 5. (1) Hip grasp close St., f. d. b. o. t. — S. (2) Hip grasp st., alt. leg fling, sidew. w. — R. 6. Run in place. — R. 7. Cross (c) st. arm rotation with breath. — S. Lesson H — 1. Arm fling, forw. with knee bend. — R. 2. Stret. stride st. b. b. o. h. — S. 3. Forw. bend arms with alt. foot plac. forw., and arm fling sidew. with heel rais. — R. 4. Arm bend. upw. with alt. knee bend. upw. — R. 5. Jump forw. with forw. fling, arms (3-ct. movement) — S. 6. Hip grasp walk (b) St., b. b. o. h. with place hands on head. — S. Games — Progressive Dodge Ball, Blackboard Relay. Rhythmic Play — Sailor's Hornpipe. Second Month. Lesson HI — 1. Fac. 45°, 90°, fac. 180° combined with march steps forw. backw., sidew. 2. Reach st., arm part, with b. b. o. h. — S. 3. Forw. bend, arms with alt. side lunge — R. . 4. Arm bend, and stret. upw. and downw. — irregular rhythm. — R. 5. Bend stride prone (horizontal), st., arm stret. sidew. — S. 6. Hip grasp J/^ st. (left foot raised behind), hopping on each foot eight times with quick changes.— R. 7. Walk (a) st, West Point breath.- — S. Lesson IV — 1. Arm rais. to cross (d) with knee bend.- — R. 2. Deep breath, with arm circumduction and alt. foot plac. sidew. — S. 3. Hip grasp st., alt. forw. charge. — S. Later R. 4. ^A stret. st, changes of arms by fling, forw. upw. — R. 5. Hip grasp stride twist st., plac. hands on head. — S. 6. Hip grasp. J/2 St. (leg forw.) cut step forw. 7. Cross (a) close st., b. b. o. h.- — S. Games— Balloon Ball, Slipper Slap. Rhythmic Play — Jumping Jack. Third Month. Lesson V — 1. (1) Quick changes of arms from hip grasp pos. to head grasp pos. — S. (2) Cross (a) St., arm fling sidew. with heel rais. — R. 2. Rest close St., b. b. o. h., alt. with arm stret. upw. — S. 3. Review — forw. bend, arms with alt. side lunge — R. 4. Arm bend, and stret. diag. upw. (irregular rhythm) — 16 cts. 5. Hip grasp stride st., alt. s. b. o. t. — R. 6. Starter's signals for sprints followed by run. in place. Bend close st., b. b. o. h. — S. PHYSICAL TRAIXIXG — SE.AEXTH YEAR. 215 Lesson — -VI — i. Hip grasp st., heel rais. and knee bend. (3 cts.) — R. 2. Bend walk (b) St., b. b. o. h., alt. with arm stret. sidew. — S. 3. Plac. hands on hips with alt. forw. charge. 4. Bend St., left arm stret. upw. and right arm stret. forw. (change by bend, arms upw.) — R. 5. (i) Hip grasp stride St., f. b. 0. t. — R. (2) Bend St., alt. knee bend. upw. — R. 6. Jump forw. with forw. fling, of arms (3-ct. movements) — S. Cross (c) close St., arm -otation with breath. — S. Games — Volley Ball. Rhythmic Play — Highland Schottische. Fourth Month. Lesson VH — i. (i) Fac. 90°, 45°, r8o° ; march, forw. and backw. one, and two steps. (2) Plac. hands on head with heels rais. — R. 2. Arm bend. upw. with alt. foot plac. sidew., and b. b. o. h. with slow arm stret. upw. — S. 3. Hip grasp St., oblique charge 1. and r. — S. 4. Arm bend, and stret. diag. upw. (ir- regular rhythm) — R. 5. (i) Plac. hands on hips with alt. foot plac. sidew., and s. b. o. t. — R. (2) Stret. stride st., f. b. o. t. — S. 6. Jump in place with half turn— S. 7. Walk (backw.) st., West Point breath.— S. Lesson VHI — r. (i) Arm rais. sidew. with quick heel rais. — R. (2) Quick changes of arms to bend, pos., head grasp pos., cross (a) pos., hip grasp pos. — S. 2. Cross (e) close st, arm stret. sidew. with b. b. o. h. — S. 3- Head grasp St., alt. side lunge — S. Later — R. 4. Arm raise, sidew. with alt. foot place forw. and f. b. o. t. — R. 5. Starter's signal for sprints, run. in place — R. 6. Forw. bend, arms with b. b. o. h. — S. Games — Hand Foot Ball, Japanese Crab Race, Chicken Fight (boys). Rhythmic Play — Tarantella. Fifth Month. Use Waxds— Lesson I — i. (i) Marching for apparatus. (2) Practice plac. wand in position. 2. Wand to back b. b. o. h. — S. 3. Wand rais. forw. with knee bend. — R. 4. Wand rais. to to chest and over head. (4-ct. movement) — R. 4. Wand rais. to chest and over head. (4-ct. movement) — R. Wand to back with alt. foot place, sidew. and f. b. o. t. 5. Hurdling. 6. Wand rais. forw. with b. b. o. h. Lesson H — i. Wand rais. to chest with alt. foot place, forw. — R. 2. Wand to reach stride st., and b. b. o. h. — S. 3. Wand rais. forw. upw. with heel rais — R. 4. Alt. wand rais. to lateral pos. — R. 5. Wand to back stride St., s. b. o. t. — R. 6. Bowling — R. 7. Wand to back with alt. foot plac. forw. and b. b. o. h.— S. Games — Black and White, Curtain Ball. Rhythmic Play — Clown Dance. Sixth Month. Lesson HI — i. Wand rais. to lat. pos. with alt. foot plac. sidev/. — R. 2. Wand to stret. pos., walk (b) St., b. b. o. h.— R. 3. Wand rais. forw. with alt. foot plac. sidew., and alt. turn of wand (left end toward right or reverse) — R. 4. Alt. knee upw. bend, touch, wand to knee — R. 5. Slide diag. forw. — r., hop three times ; same left. Swing wand to vertical pos. Step back — r. and hop., swing wand to the knee ; repeat left. Jump on toes plac. feet apart with wand over head and jump, plac. feet together with wand to pos; repeat jump. (16- ct. movement) — R. 6. Close st., b. b. o. h. — S. Lesson IV — i. Wand rais. to chest with alt. foot plac. forw. outw., and heel rais. — R. 2. Wand rais. to stret. st. with alt. foot plac. forw., and plac. wand to back with b. b. o. h. — S. Later R. 3. Alt. wand rais. to lat. pos. with knee bend. — R. 4. Wand rais. upward with alt. foot place sidew. and trunk twist — R. 5. Basket Ball Tactics. 6. Wand rais. to chest with clos. feet and b. b. o. h.— S. Games — Review. Rhythmic Play — Review. Lesson V — i. Wand rais. forw. and turning wand (left end turn to right or reverse) with alt. foot plac. forw. — R. 2. Wand rais. to chest with alt foot plac. sidew, and alt. head twist. — R. 3. Wand rais. to back, with alt. forw. charge. — R. 4. Wand plac. back over head, chest, and pos. (4-ct. movement) — R. 5 Wand rais. to lat. pos, with alt. foot place sidew. and s. b. o. t. — R. 2l6 READING EIGHTH YEAR. 6. Jump on toes with alt. knee upw. bend, and touch, wand to knee. 7. Wand to back, stride st., b. b. o. h. — S. Seventh Month. Lesson VI — i. Wand rais. forw. with alt. foot plac. forw. outw. — R. 2. Wand rais. to back with alt. foot plac. backw., and slow arm stret. upw. with b. b. o. h. — R. 3. (i) Wand rais. to chest with alt. foot plac. sidew., and wand rais. over head with knee bend, (heels on floor). — R. (2) Rowing — R. 4. Wand rais. to chest with alt. foot plac. sidew., and wand rais. to back with s. b. o. t. — R. 5. Starter's signals followed by running around one row seats. 6. Wand rais. forw. upw. with breath. — S. Game — War. Rhythmic Play — Shepherd's Hey (boys). Gathering Peas- cods, (girls). Eighth Month. Lesson VII — i. ^^'and rais. to chest with alt. foot plac. backw. — R. 2. b. b. o. h., alt. with wand raise forw. with alt. foot plac. forw. outw. — S. or R. 3. Paddling — R. 4. Wand rais. over head vith kneel, on one knee, and trunk twist. — R. 5. Change step with wand fling, over the head. 6. Wand to back, walk (backw.) St., and b. b. o. h. — S. Lesson VIII — i. Wand rais. forw. with alt. foot plac. sidew. and wand raised forw. upw. with heel rais. — S. 2. Wand rais. forw. with alt. foot plac. forw. outw., and wand to back with chest rais. — S. Later R. 3. Wand rais. upward with alt. foot plac. sidew., and knee bend. 4. Wand rais. forward with right forw. charge, and wand plac. to floor with f. d. b. o. t. — R. 5. Jump on toes with alt. knee bend. upw. touch, wand to knee. 6. Wand rais. forw. with deep breath. — S. Games — Center Stride Ball, (separate classes for boys and girls). Playground Ball. Field and Track Events. Rhythmic Play — Athletic Jubilee (boys), Eloise Gavotte (girls). EIGHTH YEAR. Text-Books — Fifth Reader, Grammar, Arithmetic, Geography, History, Speller, Physiology and Hygiene, History of Illinois, and Civics. Reading — Fifth reader or equivalent in lit- History — National Period. erature. History of Illinois — In connection with Orthography — Rules, terms, etc. History of the United States. Grammar — Parts of Speech; Composition Physiology and Hygiene — Circulation, Res- Work, piration. Excretion, Nervous System. Arithmetic — Mensuration. Civics — National Government. Writing — See Seventh Year. General Exercises — Music, Drawing, !^Ior- Geography — Mathematical, Asia, Africa, als and Manners, Agriculture, House- Australia, Islands of Pacific, Geography hold Arts, Manual Arts, of the Great War. Physical Training — Gymnastics, Games. READING. See general suggestions for fifth and seventh years. The appeal to literary appreciation, which has been suggested in the out- lines, should receive yet more definite emphasis. There will be more constant use of literary wholes ; elements of history and science will find more frequent literary interpretation or illumination; the reflective instinct and abilities of the pupils will be more pronounced. The essays of Mr. Horace E. Scudder, "Literature in Schools," (Riverside Literature Series, No. 37, Houghton, Mifflin & Co.) will be of great value to thoughtful teachers. Silent Reading. If pupils have formed the reading habit, it will be well for the teacher to find out just what the various tastes demand. As the age of adolescence appears new tastes develop and wise counsel is needed. Too often light fiction, involving very poor love elements, finds its way to the pupil's hands. It is, perhaps, not wise to criticise or censure, but to lead by striving to reveal the READING — EIGHTH YEAR. 21/ true and beautiful. Introduce selections that^ will take care of the developing instincts. Have plenty of good humor. Encourage reading in special lines according to the special tastes of each child. Some of the boys will already be considering the problem of life work. They will be mterested in the biographies of men who have been worth while in the world. Some children may become interested in an author and will care to read a number of his works. In the study of a single selection much can be done in teaching a method of interpretation. Take for illustration Bryant's "Wind and Stream." After reading the poem, seek to determine just about where Bryant must have been when he saw the happening that suggested this dainty selection. What did he see and hear? What is it the poem seeks to interpret, or, in other words, what is the commonplace fact within which the author catches the spiritual fire? The same kind of analysis may be used with Tennyson's "Bugle Song." What lines in the third stanza, if properly read, will bring out the central idea of the poem? What is this central idea? What relation does each stanza bear to it? Oral Reading. While considerable emphasis has been laid upon the more technical elements of oral reading, it must be remembered that these are only means toward an end, and that end must be kept ever in view. In this grade the pupil should have exercise in sustained reading, reading to others for their enjoyment, when there is no thought of criticism. Reading and grammar may be closely co-ordinated. For example, while studying the simple relative and restrictive clauses, the attention may be called to the problem of reading the same. What is the difference in the following sentences and how should each be read? "The paper which I read is on the table." "The paper, which I read, is on the table." We may ask what is on the table in the first sentence and the pupil, if he understands the sentence, will say that the paper which I read is on the table. It takes all five words to give the subject; the clause is restrictive and is delivered as one group. In the second sentence the clause adds an item about the paper but it is not necessary for the statement; the clause is a group by itself, and the subject, "the paper", is another group. In the first one, paper is picked out of a group by the clause "which I read." The use of commas in this connection may be taught. Sentences containing subordinate clauses form another group_ connecting grammar and reading. The sentence given above — "The paper, which I read," etc.— will illustrate one of the most simple. But almost any page used in this grade will afford abundant material and selection can be made according to the difficulty needed. Life in Reading — This comes from a mental arousing that manifests itself in the form of energy of voice. The literature read should be of a character to arouse the reader to the point of self-forgetfulness. Here self-consciousness is overcome. Selections full of interest must be used, especially those in which one central idea dominates. Thrilling incident, sprightly dialogue, and vivid description will best develop life in reading. Dramatic scenes and dramatic movement in narrative will help. Directness in Reading — This demands that the one reading shall in simple, direct earnestness, talk to and not at his hearers. This will correct all stilted and unnatural reading and will do much toward perfecting enunciation. The literature used here should be drama or some selection with a powerful appeal. There is nothing better than Shakespeare's plays; also suitable orations— Lin- coln's "Gettysburg Address", parts of Patrick Henry's "Speech before ^he Virginia House." Can the emotional element of literature be taught? This is a disputed question. But two things the teacher can do which will help in the matter : first, she can cause the pupil to return to the selection again and_ again by sug- gesting new items of interest; second, she can read to the pupil, making her own reading rich in the emotional response. By use of tone-color, she may suggest one means the author has of stirring the feelings. This element can ,?l8 EEADINC — EIGHTH YEAR. be "caught" rather than taught. Occasionally pupils should be given opportunity of hearing good readers who are specialists in their line. The teacher should point out the particular qualities to look for, and after the reading the class should discuss in detail the selection read, its effect, and the technique of the reader. In reading selections which have two or more speakers in the conversation, the pupil should be taught to turn slightly to one side for a character and in a different direction for another. This caution is given, — this turning should never attract attention. Common Faults — (i) Reading too fast is quite common and contributes not a little to habits of reading in a meaningless way and yet without conscious- ness that one is missing the meaning himself and failing to give the meaning to others. Training in grouping will help to cure the fault. (2) Reading in too low a tone maj^ be helped by having the pupil stand some distance from the class and the teacher. By having the reader talk to the class in a conversation cleverly introduced by the teacher and then read, talk again and then read again, this fault may be overcome. The same suggestion will apply to the reader who tends to shout, except he should stand close to the class. To involve him in a regular conversation and then suggest that the reading be just talking, is the secret. Reading Materials, The lists submitted in back part of this course are necessarily very in- complete. To give all the material available would mean to publish a whole volume. The books included are here because they seem to have genuine and enduring merit ; it should not be inferred that those not included are less worthy. No judgment on them is expressed or implied; it is impossible to include everything. Stories from Kipling. Treasure Island (Stevenson) Vision of Sir Launfal (Lowell), Hougliton i\Iifflin & Co. Stories Suggested for Either Telling or Reading. First Grade. The Old Woman and Her Pig. Chicken Little. Little Black Sambo. The Lad Who Went to the North Wind. The Little Half Chick. The Wonderful Pot. The Musicians of Bremen. The Elves and the Shoemaker. The Hare and the Tortoise. The Three Little Pigs. The Gingerbread Man. The Three Bears. Hansel and Grettel. Mr. Vinegar. The House in the Wood. Cinderella. The Crow and the Pitcher. Second Gradeo Briar Rose. Snow White and Rose Red. A Real Princess. Tom Tit Tot. Taper Tom. The Lion and the Mouse. The Tongue Cut Sparrow. Robinson Crusoe. Beauty and the Beast. REAi)ING — EIGHTH YEAR. SIg Aladdin and His Wonderful Lamp. The Wonderful Teakettle. The Little Jackal and the Aligator. The Fox and the Crow. The Town Mouse and the Country Mouse. The Elephant's Child. 1 hird Grade. Stories of Siegfried. Boots and His Brothers. Sinbad the Sailor. Tom Thumb. Why the Sea is Salt. The Tar Baby. The Legend of Babouscka. Rikkitikkitavi. The Land East o' the Sun and West o' the Moon, The Princess on the Glass Hill. The Fisherman and His Wife. Reynard the Fox. How the Fox Played Herdsman. Pinnochio. Little Wolfif's Wooden Shoes. Fourth Grade. Stories of Robin Hood. The Quest of the Flammer. The King of the Golden River. The Stone Cutter. How Fire Came to Men. The Nurnberg Store. Raggylug. Why the Chimes Rang. The Dwarf's Gifts. Thor's Visit to the Land of the Giants. The Voyage to Liliput. Gudbrand on the Hillside. Toomai of the Elephants. The Nightingale. The Magic Fiddle. Fifth Grade. Stories from the Odyssey and the Illiad. Stories from Sampo. The Merry History of the Cobbler and the King. Hermann the Clock Maker. Jason. Guy of Warwich. Rhoecus. The Voyage of the Wee Red Cap. Sixth Grade. Stories of: Beowulf, Frithiop, Cuchulani, Roland, the Proud King Krag, the Kootenay Ram. Burning the Rice Fields. Seventh Grade. Stories of King Arthur and His Knights. William Tell. The Courtship of Miles Standish. The Legend of Sleepy Hollow, The mite Seal. StoriP'j from Don Quixote, 220 ORTHOGRAPHY — EIGHTH YEAR. The Last Lesson in French. Tales of the Wayside Inn. Old Pipes and the Dryad. A Christmas Carol. Eighth Grade. Stories of Rustum. Treasure Island. Knickerbocker Stories. A Descent Into the Maelstrom. Sticheen. Where Love is There God is Also. Balder and the Mistletoe. The Gold Bug. Rip Van Winkle. The Man Without a Country. How I Killed a Bear. ORTHOGRAPHY. To the Teacher. Be sure to read what is said about teaching orthography under seventh year work, page i8i of this course. The eighth year work in orthography may be assigned from the speller adopted by the board of education, or it may be based on the work outlined below. ALTERNATION^ — The work in orthography for seventh and eighth year is arranged for alternation. During the school year of : 919-20 teach eighth year orthograpliy; during T918-19 teach seventh year orthography and so continue to alternate the work of the two years. First Month. 1. Pronounce and spell new and difficult words of all lessons of the month or assign the work in spelling for the eighth year from the adopted textbook in spelling. 2. Write and define words containing the following prefixes: ad, to; ante, before; hi, two; con, with; de, down. 3. Write and define words containing the following Latin roots : capt, head; ccd, cess, to go; cent, hundred; civ, citizen. 4. Review, (a) "Thirteen different kinds of information about words, etc." (See Seventh Year Work.) (b) "Essentials of Phonics and Pronunciation.") (See Fifth Year.) 5. Review lower grade vocabularies. (See "General Suggestions for Teaching Spelling," Fifth year.) Second Month. 1. Pronounce and spell difficult words of all lessons of the month. • 2. Write and define words having the following prefixes: ex, out of; in, not ; intra, within ; oh, against ; post, after. 3. Write and define words containing the following Latin roots : ctirr, curs, run; dent, tooth; diet, speak; doc, doct, teach. 4. Pronounce, spell, and define or use in sentences : cabal, canine, cantata, cantonment, cerebrum, chasten, chastisement, clematis, clique, condolence, con- spiracy, cordial, corolla, crevasse, Danish, debris, decade, deciduous, deficit, despicable. 5. Learn to apply the rule of spelling for dropping final silent e. Commit to memory the following exceptions : hoeing, shoeing, dyeing, mileage, loath- some, wholly, truly, abridgment, acknowledgment, argument, judgment, lodgment. 6. Test pupils in spelling words they know how to use. Third Month. 1. Pronounce and spell difficult words of all lessons of the month. 2. Write and define words containing the following prefixes: prO, for; retro, backward ; se, aside ; £ub, under ; trans, over. ORTHOGRAPHY — EIGHTH YEAR. I 221 3. Write and define words containing the following Latin roots: fin, end; fii'iii, strong; fleet, flex, bend; flu, flow. 4. Pronounce, spell, and define or use in sentences : dessert, devastate, domain, electoral, encore, equipage, exquisite, extol, fiord, formidable, fragile, fungi, glacier, gratis, harass, heredity. 5. Other exceptions to the rule for dropping final e : Words ending with ce and ge retain the e before able and ous to preserve the soft sound of c and g. Commit to memory: peaceable, serviceable, traceable, noticeable, pro- nounceable, changeable, chargeable, manageable, advantageous, courageous, out- rageous. 6. Have pupils spell words they know how to use. Fourth Month. 1. Pronounce and spell new and difficult words of all lessons of the month. 2. Write and define words containing the following prefixes : vwe, instead of; a, without; aiito, self; epi, upon; micro, small. 3. Write and define words containing the following Latin roots : grat, pleasing ; greg, herd or flock ; jcct, cast ; leg, law. 4. Pronounce, spell, and define, or use in sentences : hospitable, hygiene, hypocrisy, inventory, isotherm, jocund, jugular, lamentable, larynx, legume, lenient, llama, llano, luxuriant, lyceum, maintenance, medical, merino, miniature. 5. Rule of spelling: Final y preceded by a consonant is changed to i before a suffix unless the suffix begins with /. Note — There are some exceptions to this rule but none that are likely to be misspelled. 6. Have pupils spell words they are able to use. Fifth Month. 1. Pronounce and spell difficult words of all lessons of the month. 2. Write and define words containing the following suffixes : aceous, having quality of; al, pertaining to; ance, state of being; cnce, state of being; cut, that which. 3. Write and define words containing the following Latin roots: mcnt, mind; mitt, send; norm, rule; pater, patr, father. 4. Pronounce, spell, and define or use in sentences : mirage, moraine, nico- tine, nitrogenous, pantomime, penal, periosteum, peritoneum, pharynx, plateau, plebeian, prelude, pretense, proteids, quay, rendezvous, robust, romance, route, routine. 5. Learn and apply the rule of spelling for doubling the final consonant. Commit to memory the following exceptions : gases, gaseous, crystallize, cha- grined, humbugged, metallic, excellence, reference, preference, conference, infer- ence, preferable, referee. 6. Have pupils spell words they know how to use. Sixth Month. 1. Pronounce and spell new and important words of all lessons of the month. 2. Write and define words containing the following suff.xes : fy. to make ; He, relating to; ine, belonging to; ion, act of; ite, one who, one who is. 3. Write and define words containing the following Latin roots : port, carry; rupt, break; scrib, script, write; spec, sped, look. 4. Pronounce, spell, and define or use in sentences : scallop, scenic, sepal, sergeant, servile, solstice, spaghetti, statue, stature, statute, steppe, suite, supple, systole, tepid, treatise, tubercles, visage, worsted. 5. Terms to be defined: elementary sound; number of elementary sounds in English language and how represented; vocals or tonics, subvocals or sub- tonics; aspirates or atonies; cognate sounds; vowels; consonants; diphthongs, proper and improper ; digraph ; trigraph. 6. Have pupils spell words they know how to use. ^22 GRAMMAR AXD COMPOSITION — EIGHTH YEAR. Seventh Month. 1. Pronounce and spell difficult words of all lessons of the month. 2. Write and define words containing the following suffixes : ory, place where; ons, having; tdeiit, full of; ure, state or act of; y, state of being. 3. Write or define words containing the following Latin roots : tors, tract, draw; ven, vent, come; vert, vers, turn. 4. Pronounce, spell and define or use in sentences : adobe, atlas, alms, armistice, calliope, chaperon, discretion, dolorous, eclat, eczema, elite, enervate, enroute, fete, fiancee, finale, lamentable, meningitis, prorata, ptomaine, quivive, sagacious, sagacit}', superfluous, tenacious. 5. Terms to be defined : Consonant sounds divided into labials, dentals, Unguals, and palatals ; mutes ; semivowels, subvocals, aspfrates. Syllable, spoken and written; .names of syllables: initial, ultimate, penult, ante- penult, preantepenult. Accent, primary and secondary; make list of words in which change of accent makes a change of meaning. 6. Have pupils spell words they know how to use. Eighth Month. 1. Pronounce and spell difficult words of all lessons of the month. 2. Write and define words containing the following suffixes : ic, pertain- ing to; ise, ize, to make; ist. one who; old, having form of. 3. Write and define words containing the following Greek roots : meter, iiiefr^ measure; phoii, sound; polls, city; scop. view. 4. Consult a gazetteer or an unabridged dictionary and learn to pronounce the following names of places and rivers, names which have appeared frequently in the newspapers since the European war began. Alsace-Lorraine, Arras, Bagdad, Belfort, Bruges, Cambria, Chalons, Dardanelles. Galicia, Gal- lipoli. Kiel, Lens, Lille, Marne, Meuse, Namur, Reims, Saint-Quentin, Salonika, Somme, Trieste, Verdun, Ypres. 5. Terms to be defined : Word — simple, compound, primitive, deriva- tive, monosyllable, dissyllable, trisyllable, polysyllable, root, prefix, suffix, affix. 6. Have pupils spell words they know how to use. GRAMMAE AND COMPOSITION. Read the Introduction, pp. 39-42. Read outline for earlier grades. Remember that every lesson is a lesson in oral language, and that everything written is a piece of written language. Insist upon the same standard of correctness in all classes. I. Aims— Oral. 1. To see that pupils do not lose interest in lhe oral work, — liy stimulating them to talk on subjects that they are interested in and so have opinions about, and by taking advantage of ever}' opportunity and means for providing real motive for this work. (See p. 41) 2. To lead pupils to demand that every member of the class speak distinctly, in clean-cut sentences, with attention to clearness, definiteness. and plan. 3. To reinforce by knowledge of grammar the speech-habits noted for earlier grades and the additional ones for this. 4. To continue the vocabulary work, with especial reference to « accuracy and variety. 5. To develop the ability of the pupils to analyze the thought of a well-written paragraph. Written : I. To secure from pupils daily a piece of written work, unified, well- planned, and unmarred by misspelled words and other errors in techni- calities, — this written work to be done in any class, but at least once a week to be an interesting original paragraph, from a page to a page and a half long. GRAMMAR AND COMPOSITION — EIGHTH YEAR. 223 2. To have pupils satisfied with nothing less than lOO per cent mastery of the technicalities for the earlier grades and the new ones drilled on in this. 3. To aintain the lOO per cent standard in the form of letters, and to see that there is decided improvement in the content. 4. To maintain the practice on the part of pupils of proof-reading and correcting their compositions before handing them in. (See p. i86) S- To have pupils demonstrate in their written work what they learn in grammar. 6. To maintain the lOO per cent standard in marking the beginning and the end of the sentences correctly. 7. To i)iiproTe sentences, — particularly in regard to unity and variety. 8. To drill pupils in simple outlining. II. Kinds of Written Work — Single sentences for drill and imitation; outlines; paragraphs of a page or a page and a half, narratives, explanations, arguments, some descriptions ; dialogue, dramatic and narrative ; friendly and business letters. III. Suggestive Subjects for Composition. (See p. 224) IV. Correction of Oral and Written Work. (See p. 225) V. Grammar — I. The sentence: classification according to form; clauses, principal and subordinate; adjuncts: classified according to use and to form; possessive modifiers, appositives, adverbial objective (if desired), prepositional and participial phrases, adjective, adverb clauses, and noun clauses. II. Parts of speech : adjective, adverb, preposition, participle, conjunctive pronoun, other subordinate conjunctive words. III. Progressive and passive verb pnrases, in- finitive (and gerund, if desired), the subjunctive were. Literature. The most important feature of the eighth grade work is the Shakespeare play, to which considerable time will have to be given by the pupils, with as much help as possible from the teacher. Of course no profound study of a play can be made at this early age; but a vivid realization of the scenes and characters, a clear understanding of what happens, and some appreciation of the lines are quite attainable in eighth grade. Nearly all the material chosen for this year is full of thought about individual character, and the relations of human beings to each other and to the state. Since eighth grade pupils are beginning to be more conscious of themselves as social beings, such literature interests them and, without preaching, helps to mould their ideals of living. So much of this material is worth memorizing that the better pupils should keep themselves learning some of it all the time. Dickens's "Christmas Stories" should probably be well read to the class for the greatest enjoyment. In this year the literary treasures stored away during preceding years should be looked over and made secure. Some one of the more mature versions of the Greek legends suggested for the eighth month will give a basis for review of the classic stories. If Tennyson's "Ulysses" is too difficult, it may be omitted; but it is a great poem that many eighth grade pupils can enjoy. For those who are equal to it. Palmer's "Odyssey" is a delight. Several longer stories should be read with or without the help of the teacher; one of Cooper's, "Queptin Durward", "Ivanhoe", "Kidnapped", "Tom Sawyer", "The Call of the Wild", "Little Women", are among the favorites. For the teaching of poetry, see p. 44. Errors in Speech. Verbs — The use of zvUl with / and ivc to express future time. Failure of verb to agree with subject substantive. (Especial care in cases where a substantive of different number intervenes.) Dangling participles ; use of indicative zvas instead of subjunctive were. Pronouns — Nominative case form after a preposition. (Especial care in cases of compound elements.) Errors in use of the conjunctive pronouns zvho, zclnch. zvhat. Errors in case form after as and than. 224 GRAMMAR AND COMPOSITION— EIGHTH YEAR. Pronunciation — Failure to enunciate final g's, t's and d's and to pronounce correctly short vowels; adverbal (adverbial); guvner; guvernment; participal (or participial). Miscellaneous — Adverbs used after copulative verbs; adjectives added to adverbs (as, real pretty); these, those kind; double comparatives and superla- tives (as U'Orser) ; inaccurate use of these forms of comparison; like used to introduce a clause, eliminated; without and except for unless; inaccurate u-se of until; different than, different to for diff'erent front; incorrect use of in, into; at, to. For those classes that have not had opportunity for the previous drill called for by the outline, the grosser errors in verb and pronoun forms and in pro- nunciation, and the double negative should be selected for drill. It must not be forgotten that habits of speech are matters of written as well as of oral speech. If the tongue has mastered them, however, the pen is not likely to slip. Rerriember that the pupils must be convicted of their sins, that each grade should be made to feel responsibility for and pride in mastering the special errors assigned to them for attack, that any drill in connection with this work must be varied and directed to the ear. Technicalities in Writing. Punctuatton — Sentence: A semi-colon to separate the members of a com- pound sentence joined by the conjunctive words so. then, tJierefore, hence; comma to set off appositives, participial phrase modifier of the subject coming before the subject or after the predicate, a clause beginning with for, independent elements. Spelling — Verbals formed by adding ed and iiig to verb forms ending in silent e (The to he true. By encouraging careful preparation of the daily lessons as assigned. 4. By avoiding conditions that frequently cause lying through fear and by studiously making easy for the child to tell the truth. II. Instruction — i. Meaning of truthfulness; suggestions by teacher and pupils as to the many different ways of telling truth or falsehood. 2. The story of Damon and Pythias as showing the relation of truth to friendship. 3. Lincoln's own story of his passion for exact and truthful statement as showing its relation to power of expression. 4. The story of Grant's re- turning after leaving a friend to correct some slight mis-statement of fact as showing its relation to trustworthiness. 5. Memorizing such quotations as "Speak ye every man the truth to his neighbor," "Falsehood is cowardice, truth is courage." — Lowell. "All truth is from God, as all light is from the sun," "There is nothing so strong or safe in an emergency of life as the simple truth." — Dickens. Eighth Month — Kindness and Gentleness. I. Training — i. Encouragement of kindness toward teacher and play- mates at school, toward brother, sister and parents at home, toward pets and other animals. 2. Adequate supervision of indoor and outdoor games with attention to gentle and kindly speech. 3. Formation of pupil clubs, perhaps with appropriate button badges, to protect birds and animals. II. Instruction — i. What kindness is"; suggestions by teacher and pupils of different ways of being kind or unkind to one's playmates, brothers, sisters and parents, to pets, birds and animals that are useful for food and otherwise, and especially to animals that are injurious to man. 2. Effect jpon others. "A soft answer turneth away wrath ; but grievous words stir up anger." 3. The aim, scope and need for the work of the Society for the Prevention of Cruelty to Animals. 4. Use of such stories in this connection as "The Bell of Atri." and the giving of the cup of water by Sir Philip Sidney to the wounded soldier on the battlefield of Zutphen. MORALS AND MANNERS— Second Year. ALTERNATION — This course is to be taught the school year of 1919-20 and each alter- nate year thereafter. See note under first year concerning order of topics. First Month — ^Honesty and Fidelity. I. Training — i. By careful and exact preparation of all lessons ; by avoiding slovenly, vague and ambiguous expression with words or in handi- 260 MORALS AND MANNERS. craft. 2. By individual ownership, involving clear distinctions between mine and thine. 3. By quick and generous recognition of fair play and just de- cisions in games. 4. By scorning to do through concealment what might not be done openly without fear. 5. By proper care of the property of others, private and public. II. Instruction — i. What honesty is; the many different ways of being honest or dishonest in play, in work, in study, in the class room, in buying and selling, in voting, etc. 2. Relation to trustworthiness and confidence of others. Lincoln as "Honest Abe." Instance of Lincoln's honesty, of honesty in public men today. 3. Necessary as a basis for all business transactions, illus- trated fully. 4. Attitude of the world toward nations lacking business honesty. 5. Boy Scout Law: "If the scout were to violate his honor, he may be directed to hand over his scout badge." Second Month — Purity. I. Training — i. In pure thinking by contact with good books. 2. Con- stant and careful supervision of children's play to eliminate all traces of evil suggestion and vulgar speaking. 3. By inhibiting tendencies to speak evil, to tell tales, to repeat evil things concerning others. 4. By securing the co- operation of all pupils to keep walls, fences and buildings free from foul and obscene language. This cannot be too strongly emphasized. II. Instruction — i. Impure thoughts poison and degrade the mind — as dangerous as poison to the body. "Blessed are the pure in heart for they shall see God." 2. The face is the mirror of the soul — pure thoughts are reflected in a frank, open, manly expression. 3. Cleanliness of the body is essential to health; cleanliness of the mind is essential to righteousness. 4. Profanity defiles the mind. 5. Obscenity is a grave offense. 6. "Speech is the picture of the mind; as the man so is his speech." Swearing is only a contemptible way of "showing off"^ — on a level with bragging, boasting and bluffing. 8. "He that loveth pureness of heart, for the grace of his lips the king shall be his friend." — Proverbs. Third Month — Good Manners. I. Training — i. By imitating polite and courteous conduct of the teacher. 2. The teacher's relations with the pupils should be studiously polite and courteous. 3. Showing regard for the feelings and rights of others in such matters as raising hands, in laughing and jesting, in remarks, in salutations, in passing to and fro. The main thing is to arouse in the mind of the child an idea of another's feelings with a desire to make him comfortable and happy. II. Instruction — i. "Good manners is the art of making those people easy with whom we converse." — Sicift. 2. Good manners are the natural ex- pression of unselfishness, self-denial and self-respect; therefore a part of good morals. This illustrated with various acts of rudeness and politeness. 3. Good manners furnish an effective means of protection against rude con- duct of others — illustrated fully. 4. One is judged largely by his manners by those who know him but slightly. 5. Extended discussions as to polite conduct in the home, at the table, to visitors, on the street, on cars, at the store, in class, in the study room, in play, at lectures, at church, etc. 6. "Good breeding is the result of much good sense, some good nature, and a little self- denial for the sake of others." — Chesterfield. The fact that it is concerned largely with little things should not cause any one, as it so often doc's, to underestimate its value. Fourth Month — Cleanliness and Neatness. I. Training — i. Proper care of the body, face, teeth, hair, nails, hands, etc. 2. Care of clothing, shoes, books, desks, floors, buildings, grounds, speech. 3. Committees of pupils appointed to care for boards, building, grounds, etc., the makeup of the committees to be changed regularly. 4. Regular inspection by teacher, superintendent and school board. II. Instruction — i. Need for these; effect of cleanliness upon health in relation to certain diseases ; effect upon values of property. 2. Habits formed and consequent effect upon pupil himself and others. 3. Suggestions MORALS AND MANNERS. 26I from teachers and pupils as to the need in certain places for cleaner streets, back yards, and highways, and practical ways of improvement. Discussion of ways for making the school, the home, the city, and the country more beautiful. Health. I. Training — i. Establishing habits of vigorous outdoor exercise. 2. Giving free play to the physical energy of the youth in wholesome^ athletic exercises. 3. Developing permanent life interests in nature, in gardening, etc., nn the basis of the child's natural interest in the out-of-doors. II. Instruction — i. Pure food, milk, and water; kinds and sources of contamination, vigorous effort of the state and federal governments to pro- tect the health of the people in this direction. 2. Ventilation — need fully ex- plained; relation to pneumonia and tuberculosis; the open air schools in the cities. 3. Cleanliness — proper dress, bathing, etc. 4. Habits that impair health considered. 5. No such thing as complete recovery of the body from abuse and misuse. 6. Good health far more to be preferred than wealth and within the reach of all. Fifth Month— Honor. I. Training — i. Gradually developing a sense of responsibility and stand- ards of right conduct through the confidence and belief of others. "Those who trust us educate us." — George Eliot. "Our friends see the best in us, and by that very fact call forth the best from us." — Black. 2. By being en- trusted with specific duties and commissions followed by due recognition for faithful performance. II. Instruction — i. The joy of being trusted — do we like to be watched? Why? 2. The most important thing one loses when he cheats, lies, or steals. Does getting found out make any difference? 3. Different ways of cheating considered. What cheating may lead to as one grows older? 4. A promise to be carefully given and sacredly kept. "His word is as good as his bond." is a proud distinction. 5. Is it always easy to keep one's word? Conditions suggested that make it difficult. Is there greater honor when it is more diffi- cult. "He that sweareth to his own hurt and changeth not." — Psalms 15. 4. Stories of knights who died to redeem a pledge. Story of Damon and Pythias, of Regulus and the honor of the Romans. 6. "Honesty is the best policy ; but he who acts on that principle is not an honest man." — Whately. Show that this is true. 7. The test of honor is conduct under temptation with no danger of being found out. 8. Honor carries with it the highest^ sense of personal worth. "A good name is rather to be chosen than great riches and loving favor rather than silver and gold." — Proverbs. Sixth Month — Determination — Decision. I. Training — i. Controlling one's mind — continued practice in directing the attention to difficult and uninteresting objects for a chosen length of time. 2. Habitual hesitancy tending to paralysis of will, to be overcome by en- couraging firm, decisive, vigorous action. 3. Day dreaming is discouraged by developing the habit of coupling ideas with action. II. Instruction — i. Importance of concentration, of sustained attention, of self control. "Clothe with life the weak intent. Let me be the thing I meant." — Whittier. 2. He can who thinks he can. "Impossible, let me never hear that foolish word again." — Mirabemi. 3. Strength comes from conquer- ing difficulties. — "Many men owe the grandeur of their lives to their tremend- ous difficulties." — Spiirgeon. 4. Story of Roosevelt's winning health and strength by sheer will power ; other examples — Lincoln, Stanton, Lee, Grant, Hamilton, Washington. 5. Read "Sheridan's Ride." Seventh Month — Perseverance — Persistence, I. Training — i. By choosing to work steadily at a difficult task with- out help until it is finished. 2. By unwillingness to admit defeat in any un- dertaking. 3. By "rushing at the difficult places with a sort of inner wrath at himself that is one of his best moral faculties." The teacher should studiously develop this attitude of mind in the pupil. 262 MORALS AND MANNERS. II. Instruction — l. Importance of completing a task once begun at all cost even though the need for it may have passed. 2. Stumbling blocks seen as stepping stones. Longfellow's, "Mighty Pyramids of stone, That wedge-like clove the desert airs, When nearer seen and better known, Are but gigantic flights of stairs." "What is a failure? It's only a spur, To the man who receives it right, And makes the spirit within him stir. To go in once more and tight." — Edmund Vance Cooke. 3. Persistence irresistible. "There is a genius and power in persistence. It conquers all opposers. It gives con- fidence. It annihilates obstacles." — Mardcn. 4. Several examples given such as Demosthenes overcoming his stammering; Howe and the sewing machine; Grant at Vicksburg; in the Wilderness campaign; at Petersburg. "I propose to light it out on this line if it takes all summer." Eighth Month — Character. I. Training — i. By freeing himself from the control of immediate cir- cumstances, which in the beginning dominate his thought, feeling and action, the child must through careful training come to be a law unto himself; he must through right thinking and the development of the power of sustained attention come to order his conduct in accordance with permanent enduring ends of action that are in harmony with the community welfare; this is character — the end sought. The many-sided training of school life which re- quires accurate thinking, concentration and close application, which awakes and couples with appropriate action civic ideals, and leads the pupil constantly to consider the welfare of others, tends steadily toward the development of social consciousness and efficient character. II. Instruction — i. Thoughts are real forces which fashion character. "We are the sum of all our thoughts." Hate, envy, jealousy, evil thoughts in the mind leave indelible marks on character. 2. High aims, noble ideals and aspirations are essential. 3. But good thoughts and good feelings are not enough ; these must be acted upon before they take hold of us effectively. Quotations: "A noble generous character is only to be found in a life devoted to the helpfulness of others." "Never does the human soul appear so strong as when it foregoes revenge and dares to forgive an injury." "There is no act however trivial, but has its train of consequences on our character." "Our characters cannot be essentially injured except by our own acts." "Sow a thought and reap an act ; sow an act and reap a habit ; sow a habit and reap a character; sow a character and reap a destiny." Additional Topics — Service. I. Traininc — I. By utilizing the many opportunities for developing the habit of trying to make others happy and to make the school life more agreeable. 2. By doing things for the sole pleasure of helping others with no thought of reward. II. Instruction — i. The best service we render to others is by the ex- ample we set. "The only way you can help your fellow man is being the noblest and best man that it is possible for you to be." — Phillips Brooks. Service is often unconsciously rendered. "The sexton tolling his bell at noon, Deems not that great Napoleon stops his horse and lists with delight. Whilst his files swing round yon Alpine height." "Nor knowest thou what argument Thy life to thy neighbor's creed has lent." — Emerson. Tell the story of Browning's "Pippa Passes." 3. Opportunity for true service at one's own door and not, as we are prone to think, far away. Tell the story of Sir Launfal. 4. Service to man is service to God. Some good quotations from Sir Launfal. 5. Ser- vice in little things prepares one for larger service; this is the real reward of success. "Do the duty which lies nearest thee, thy second duty will already have become clearer." — Carlyle. "He that is faithful in that which is least is faithful also in much." 6. The best service is gladly given without thought of reward, and secretly. "Let not thy left hand know what thy right hand doeth." 7. True service requires a strong sense of duty. "A servant is known by his master's absence." MORALS AND MANNERS. 26;^ Courage and Fortitude. I. Training — i. By speaking the truth under difficulties, in choosing to do right in the face of ridicule or censure, by undertaking and pushing to completion difficult work. "Our doubts are traitors and make us lose the good we often might win by fearing to attempt." — Shakespeare, II. Instruction — i. What courage is; kinds — physical and moral, their likeness and difference. 2. True courage — daring to do right; false — doing wrong for fear of being charged with cowardice; instances from history and literature of each, such as Arthur saying prayers in "Tom ftrown at Rugby." 3. Instances of real grit in the community — in everyday work, in facing diffi- culties, in overcoming failures in school and business ; tell the story of Mark Twain's business failure and how he met it. 4. Possible situations suggested that would require true courage. 5. Quotations : "Courage m danger is half the battle." — Plautus. "They can conquer who believe they can." — Emefson. Patriotism. I. Training — i. By learning to take care of library books, school pro- erty and other public property as one's own. 2. By raising, saluting, and lowering the flag, and by special celebrations. 3. By taking an active and in- telligent interest in governmental activities and the acts of public officials. II. Instructions — i. Need as great to Hre courageously for one's country as to die for it. Story of Nathan Hale with suggestions from pupils as to how such boys can serve their country today. 2. All honest labor true service to the -State. Patriotism nf Robert Fulton, Eli Whitney, Thomas Edison, etc. 3. "_A public office a public trust," — its meaning, examples of its application— \\'aring, Wiley. Cleveland, Roosevelt, Goethalls, etc. 4. Obedience to law the best service of the citizen — game laws, town ordinances, state laws; Roosevelt's definition of "legal honesty." 5. Great need for "every-day" patriotism in a republic. 6. High regard for honor and good name of country, based upon justice, — essential to good citizenship. Cheerfulness — Amiability. I. Training — i. By speaking, looking, and acting cheerful, the habit of doing so is not only formed but these actions and attitudes tend to produce the feeling of cheerfulness itself. 2. By responding naturally to the cheerful, hopeful, buoyant spirit of the school, emanating largely from the personality of an amiable teacher. 3. Cheerfulness is not only catching from the spirit of the teacher but is partly a response to the brightness and attractiveness of the physical environment, largely under the teacher's control. II. Instruction — i. Cheerfulness is .fine service rendered to others. "If you but smile, another smiles, and soon there's miles and miles of smiles, And life's worth while if you but smile." 2. A sure "mark of nobility of soul. "Kind hearts are more than coronets. And simple faith than Norman blood." — Tennyson. 3. Evidence of complete self-mastery, of triumph over pain, morbidness, anger, anxiety, imaginary dangers, etc. 4. Therefore cheerful- ness adds greatly to one's power and helps much to win success. "Wondrous is the strength of cheerfulness, altogether past calculation its power of en- durance." — Carlyle. "A merry heart doeth good like a medicine." — Proverbs. Thoughts — Ideals. I. Training — i. Power of sustained attention is acquired through the vigorous mental exercise involved in directing one's thought to desired ends 2. Habit of organizing, systematizing, and classifying facts in study; drawing true conclusions from carefully discriminated data. 3. Tendency to examine impartially both sides of a question, to base conclusions only upon known facts, to hold one's opinion subject to revision in light of new data. Habits of _ open-minded, independent, cautious reasoning are the direct results of training and instruction. II. Instruction — i. Thought always expresses itself in conduct some- where, somehow; "Think right and do' right will follow thought." 2. There- fore control of one's conduct means the control of the thoughts which lead 264 TWO-YEAR HIGH SCHOOLS. to action. "Thought is the seed of action." — Emerson. 3. Most wrong doing comes from confused thinking or no thinking. "Oh, I never thought," says the blunderer. 4. Thought reveals the inner condition, "As a man think- eth in his heart so is he." 5. Thought is the food of the mind, and the mind, as the body, may be poisoned by its food. 6. Noble conceptions of duty and visions of great service to mankind have made conquering heroes of the meek and lowly. Stories of King Arthur, Joan of Arc, Mohammed, Lir.coln, etc. Tell the story of Selene's descending from heaven to imprint a kiss upon the brow of the Greek shepherd boy, Endymion, that sent him forth to be- come ruler of Hellas and founder of a line of kings. Economy — Frugality. I. Training; — i. By proper care of tools, toys, books, clothes, food, school supplies, etc. 2. By earning, saving and learning to spend money wisely. II. Instruction — i. Economy applies not only to money but to words, time, strength, health, opportunity, national resources, fertility of soils, etc. 2. Wise economy is not merely saving but the proper use of resources. "If money be not thy servant it will be thy master." — Bacon. "A man often pays dear for a small frugality." — Emerson. 3. Saving a part of one's earnings a duty to society. 4. Proper use and conservation of natural wealth a duty to posterity. The farmer is under obligation to leave the farm more pro- ductive than he finds it. "Every life is meant to help all lives; each man should live for all men's betterment.'' — Alice Car\. TWO-YEAR HIGH SCHOOLS. With Suggestions Regarding Advance Work in Country Schools. Provision for Rural Eighth Grade Graduates — The increasing number of recognized high schools is doing much to provide for rural eighth grade gradu- ates something more in public school education than was formerly within their reach. Recognized High Schools — There are at present in the state recognized high schools, conforming to the requirements for recognition established under the law by the State Superintendent of Public Instruction as follows : Recognized four-year high schools....- 530 Recognized three-year high schools 75 Recognized two-year high schools 124 Total number of recognized high schools 729 This number is increasing almost daily and this fact demonstrates the need for an increased number of high schools to supply the pressing demand for such instruction to be given not only in cities and towns but in the rural por- tions of the state, so that "all the children of all the people" may have equal opportunity in this regard. The last legislature passed a law especially mtended to meet this need. Not only did this law provide for the establishment, in communities where the people desire it, of "community high schools", with a full four-year course conforming to the requirements established by the Superintendent of Public Instruction for recognized four-year high schools and supplying such instruction to rural com- munities grouped about a natural center, but in addition provision was made for those portions of each county where it is not desired or where for any reason it is not at present convenient to form such community high school districts. Two=Year High Schools in Local Districts. In order to supply the need for high school education the same law of 1917 provides a plan whereby almost any neighborhood can provide for itself at least two years (or in some cases three years) of high school education to be carried on "at home" while the pupils are in their early teens and are still in TWO-YEAR HIGH SCHOOLS. 265 special need of home care and watchfulness. This plan involves the establish- ment at home of recognized two-year schools conforming to the requirements of recognition established by the Superintendent of Public Instruction, where the principal and three or even, in some cases, two assistants can take care of grades one to ten inclusive in such a way that those who complete the ten grades of work in such a recognized high school may then, if they so desire, be transferred to a four-year high school for completion of their full high school course, with full credit for the eight units of high school work completed. Provision for Their Maintenance — Moreover this can be done, under the new law, if teaching room can be provided for the three or four teachers, in such a wav that the entire cost of maintaining such a recognized two-year high school will be repaid to the local district school board out of the general fund of the county which is under the control of the non-high school district board, and which is raised by a general tax upon all the property of the county out- side of those districts that already are maintaining a recognized four-year high school. Fuller Information on this Whole Matter will Appear — This law opens the way for nearly all eighth grade graduates to have a public high school edu- cation for after completing for example two years' work in this home school, they may then go to any recognized four-year high school and have their tuition paid out of this same fund. Necessity for High School Work in Country Schools Removed— There is therefore no longer the same reason, as heretofore for the attempt, still kept up in a few counties of the State, to have not only the work of the lower eight grades taught by one teacher in a one-room rural school, but to add to the duties of that teacher the task of doing the work of the ninth and tenth grades. Very few counties have this system still in operation and the working of the new plan under the new law should make it more and more apparent that the old plan is not now needed and that a better one should be adopted. List of Studies for Two-Year High Schools — For these smaller high schools, already established or yet to be established where only the ninth and tenth grade work is conducted, where the teaching force is small, the list of studies to be taken can not include any wide range and should be adapted to two things : first, to the needs of the young people in such communities, second, to the matter of adjusting themselves to the curriculum of a neighboring four- year high school where they may go for completion of their full course. Requirements for Recognition. The requirements for the establishment of a recognized two-year high school in such communities are not difficult to put into operation, nor burden- some to maintain. Reduced to their lowest terms they are as follows : (A) Safety and Sanitation — A room in which the recitations may be conducted and in a building conforming to the law on sanitation and safety; see Circular 88. (B) The Teacher's Qualifications— A teacher qualified to do the wqrk. Such teacher must hold one of the following kinds of certificates : (i) A supervisory certificate. (2) A high school certificate. (3) A first grade elementary certificate endorsed by the county superintendent for high school work. (C) Organization of the School — An organization involving: (a) Eight and one-half calendar months as the school year; (b) Not over seven classes taught daily by such teacher; (c) Forty minute recitations in all high school subject? and eighty minutes when laboratory work or other unprepared work is done ; (d) Full time of teacher devoted to the high school classes (except by special arrangement with the Department of Public Instruction). (D) A Working Library — A supply of books for actual use by the 266 TWO-YEAR HIGH SCHOOLS. students such as is indicated in Circular 120, "A Working Library". The total cost is not likely to be more than $60.00 or $80.00. (E) — Science 'Apparatus — A supply of apparatus for use by pupils them- selves (as well as by the teacher) in connection with the work in each science course maintained. It is generally better to offer but one year of science work, and the cost for apparatus for this single year of elementary science may run from $60.00 to $100.00. A few two-year schools prefer to offer two years of science and are able to do so fairly well. The apparatus for both these courses will cost perhaps $150.00. (F) List of Studies — A "program" or course of studies, properly adapted to the needs of the pupils in the community, the equipment of the school for its work and the relation of this school to the fully organized and recognized four-year high schools of the vicinity to which its pupils, after completing the courses offered in their home school may go for completion of their high school education. Some Variations Possible — The list of studies to be offered and taught may within reasonable limitations, differ somewhat in different communities, but it is practically impossible in so small a school to allow much variation in the work taken by different pupils in the same school. The list of studies must be fixed and prescribed for all pupils in each year or grade. Classification of Subjects — The studies usually offered in fully equipped four-year high schools are classified as below: English, foreign languages, mathematics, social sciences (including history, civics and economics), natural sciences, manual and fine arts, commercial studies. Care in Selecting — Year courses in any of these fields and half-year courses in some of them may very well be included within the first two years of a high school program, but in each group named above there must be care exercised to select those courses which are appropriate for the first two years of the high school. Three Groups — The year courses (or half year courses) belonging under these various heads may be classified into three groups : (ist) Those that must be included in the program of every recog- nized two-year high school ; (2nd) Those that must not be included in the program of any recognized two-year high school ; (3rd) Those that, under certain circumstances and with certain limitations, may be included in the program of a recognized two-year high school. Must Be Included — ist. Those that must be included, (a) One full unit of English for each year of the school — two years for a two-year school. See below for discussion of the aim of such courses. (&) Enough of physiology to comply with the requirements of the statute which prescribes that physiology must be taught to all pupils in the ninth grade (as in each lower grade above the third.) (See Section 273 of the Illinois school law. Circular No. 93 issued by the Department of Public Instruction.) Must Not Be Included — 2nd. Those that must not be included in the first two years of a recognized high school are these : (a) Solid geometry and trigonometry; {b) American history and economics; {'c) Physics, chemistry and astronomy. May Be Included — 3rd. The following subjects may be taught in a two- year high school under the limitations named ; (a) Algebra one unit. A half unit of advanced algebra should be postponed to the third year ; it may even be presented in the second year if there is good reason therefor, but generally the second unit should be TWO-YEAR HIGH SCHOOLS. 267 plane geometry. This latter may be taught in either the second or the third year. {b) Ancient history, (one year) or General history (one year) or European history to 1400 A. D. (one year) may be taught in the 9th or the loth grade. The last of the three named is especially recommended as being in accord with the latest and best opinion of experts. Only one of these three courses in history should be offered in any two-year school. (c) Mediaeval and Modern hisiory (one year) or European history since 1400 A. D. (one year) — not both — may be taught in the loth grade, hilt the former must be preceded by a year's course in Ancient history, and the latter must be preceded by European history before 1400 A. D. Each of these is a difficult course dealing with great complexity of causes and events and it is usually better to postpone either of them until the nth grade. (d) Cizncs (one-half unit). This subject in an elementary form may very well be presented as a half-year course in the 9th grade, but great care should be taken in the selection of a textbook. (e) Any one of the following natural sciences as half-year subjects may be taught in the first year, — botany, zoology or physical geography — the other half of the year being taken up with physiology as suggested above. Or any one or two of them may be taught in the second year. A year course in general science (if it includes enough physiolog>' to satisfy the law), is a good science course for the 9th grade and if taught in that year. It provides a good preparation for any other science work that may be taken later. Care should be exercised in selecting a textbook. For any of these science courses a recognized high school must pro- vide itself with apparatus for the use of both teacher (in demonstration) and pupils (in experimentation) in accordance with the standards set forth in Circular 112. For discussion of plans of alternation of these subjects see below. Physical geography, botany and zoology may each be taught as a half-year course or as a year course. If taught as year courses they are better postponed to the third and fourth year (except in larger schools with well-equipped laboratories). Agriculture may be offered as a tenth grade full-year subject. It should be preceded by a year's work in some other science — preferably a year of general science. See bulletin No. 129 on this subject issued by the Department of Public Instruction. (N. B. — A second year of agriculture may be offered in the eleventh grade of a school with three years' work, as described in that bulletin.) (/) Manual training is an excellent subject for the ninth and tenth grades. It requires a special room and special equipment of tools and benches and therefore should not be offered unless the school can provide these. A single year's course in manual training is all that should be attempted in most small schools. This will include the bench work in wood. If a second year course in manual training is to be undertaken in any school this means the equipping of the school with power lathes for wood turning — which is not usually considered possible in small schools. The important thing, however, is that witlwut such equipment no recog- nized high school can give credit for more than one unit of manual train- ing. "Manual Training 11" does not mean making a few more tables and chairs and porch swings. The time given to any manual training course must be 80 minutes daily for one credit. {g) Freehand and mechanical drawing are proper subjects for the early years of a high school program, but the teacher must be specially 268 TWO-YEAR HIGH SCHOOLS. trained to do such work and there must be a room and proper equipment and the work, in order to be counted as deserving one unit of credit, in a year, must be taken for 80 minutes daily. (h) Music for credit is usually impossible in smaller high schools. If any community wishes to introduce music for credit, the Department of Public Instruction will give assistance in detailing the standards to be applied. (i) The commercial studies that are allowable, under favorable con- ditions, in a two-year high school are these: bookkeeping (one year), commercial geography (one-half year), commercial arithmetic (one-half year). Shorthand and typewriting are not likely to be called for in small high schools, and should not ordinarily be attempted. A Two=Year Program. (A) With a Foreign Language — The foreign language may be Latin or Spanish or French or German, but none of these should be taught unless there is a teacher specially qualified to do such work as would readily be given full credit in a recognized four-year high school. No foreign language should be taken b}^ a pupil unless the pupil is to complete two full years of one language. Ninth Grade. Tenth Grade. English I English II Algebra I Plane Geometry Latin I (See above) Latin II (See above) General Science European History (Including Physiology) (to 1400 A. D.) (a) Not less than four masterpieces of English each year should be carefully studied. In addition an equal number should be read and reported on. The principles and practice of English composition, both oral and written, should occupy approximately half the time given to English in each of the two years. (b) Algebra I should include elementary quadratics and to make room for this work in the first j^ear such topics as these should be omitted entirely : complicated factoring, simultaneous equations with more than three unknowns, binomial theorem, cube root, remainder theorem, imaginaries and extensive manipulation of radicals, H. C. D. and L. C. M. by method of continued division, inequalities, indeterminate equations, difficult general solutions and discussions. (c) Two years of one of the modern languages may be offered instead of Latin. Which modern language it is wise to teach, if any, is a question of broader import than should be discussed here. .(See below, under four year high schools.) (d) A course in general science should occupy a full year and must include enough physiology to satisfy the law which requires the teaching of that subject in the ninth grade. There must be opportunity for practice on the part of the pupils in the performing of laboratory experiments and sufficient apparatus must be provided for that purpose. For guidance in this matter see Circular 112. (e) Instead of a course in general science there may be given one- half year of physiology and one-half year either of physical geography or of elementary civics or of botany or of commercial geography. The requirements regarding apparatus apply to all science courses. (/) Whichever of these plans is followed for the fourth unit of the ninth grade, here is where alternation must be practiced if all the high school work is to be done by the principal. The two grades should be combined in the science (or other ninth grade work) in one year, and in the history in the alternate year. (g) The unit of European history to be taught is probably best defined as above, but in some instances the teacher may prefer to cover TWO-YEAR HIGH SCHOOLS. 269 only the ground of what has usually been called "Ancient history" i. e. to 800 A. D. (B) Without a Foreign Language — In many communities there is a feeling that no foreign language should be undertaken and that it is impossible to insist upon the employment of teachers who are prepared to give such in- struction. It is possible to make selection of studies that will make a strong two-year course without any foreign language. The English and the general science and European history should be in- cluded just as given in Plan A. In many such communities there will be a desire also to retain the two units of mathematics given in Plan' A . This situation will call for the selection of two units to take the place of the two units of foreign language. These two units may be chosen from the commercial studies such as arithmetic, geography, bookkeeping ; or from the fine and manual arts, such as drawing, shop work and household arts ; or from science, such as botany, zoology, and agriculture. The program of studies would then stand thus: Ninth Grade. Tenth Grade. English I English II Algebra I Plane Geometry Selected study Selected study General Science European History (Including Physiology) (to 1400 A. D.) Notes a, b, d, c, f, and g (appearing above) apply equally under Plan B. (i) If manual training is taught, only one year can be offered for should occupy a whole year, should require eighty minutes daily, should have the proper equipment needed for such work, and must be taught by a teacher with qualifications for doing the work. (0 If manual training is taught only one year can be offered for credit. "Manual Training 11" means wood turning with lathes and these schools are not prepared for that. The year's work in manual training requires (i) a separate room, (2) adequate benches and tools, (3) a teacher trained for the work, (4) eighty minute periods daily. (/) If the domestic science course includes cooking it should be given only to tenth grade girls after the completion of general science (or other elementary science). It must in any case be a year's work' and it requires (i) a separate room, (2) adequate appliances for the work, (3) a teacher trained for the work, (4) daily recitations with eighty minute periods at least three times a week. If sewing alone is taught it may be given in the ninth grade. (k) If drawing is offered for credit special requirements are made; write to the State Supervisor of High Schools for information. (/) A year's work in botany and zoology may be given in the tenth grade. It requires the supplying of apparatus according to circular 112 and laboratory practice (eighty minute periods) twice a week. (»;) A year's work in agriculture may be given in the tenth grade. It must be preceded by a year of general (or other elementary) science, and it should follow in all particulars the general requirements set forth in the bulletin on agriculture issued by the State Department of Public Instruction. See circular 129. Three Teacher Schools — In those communities where three teachers are attempting to carry on the work of ten grades one of two things must be done : Either (ist) there must be a much greater and indeed an excessive and unfortunate amount of combining of grades and alternating of sub- jects. For guidance in such cases see circular 107; Or (2nd) there must be another teacher employed for the lower grades (except when the enrollment in those grades is very small) so that the full teaching time of the principal can be given to the high school classes without the necessity for alternation more than is approved of. 270 THREE AND FOUR-YEAR HIGH SCHOOLS. N. B. The cutting down of recitation periods below the standard of forty minutes in the high school should never be resorted to and will cancel recog- nition of the school. N. B. A recognized two year high school must be provided with a working library. Circular 120 gives full guidance. It is plain from the foregoing that a school with only two teachers (much less one teacher) should not undertake any high school work, and it will appear upon investigation that in few. if any instances, will it be found necessary. Three=Year High Schools. All that has been said about recognized two-year high schools in their re- lation to the tuition fund and the non-high school district applies in exactly the same way to recognized three-year high schools. _ Any community that can conform to the requirements for a recognized three-year high school can come under the workings of the law whereby the expense of maintaining such high school is paid to the local district board by the non-high school district board of the county. Any community considering the establishment of a recognized three-year high school or the development from a two-year school into a three-year school should remember these points : 1. Such a change requires the employment of one more teacher who shall under ordinary circumstances give full time to the high school. 2. This means the providing of another recitation room. 3. It means also a careful selection of the proper subjects to be added to the curriculum. 4. (a) The only prescribed additional subject is English III, which should continue the lines of work started in the earlier years with a more definite recognition of the literatures and with opportunity for instruction and practice in argumentation. (b) If European history to 1400 A. D. has been taught, there should be in the third year a full unit of modern European history. (c) American history should not be taught except when Euro- pean history in full is covered in the first two years. The year's work in American history may include a semester of civics. (d) If physics is undertaken this v/ill involve a laboratory fitted up specially according to circular 112, a teacher qualified for the work, and laboratory practice by the pupils twice a week with eighty minute periods. (e) A year of advanced mathematics including advanced algebra and solid geometry is acceptable. (/) Foreign language work, any science work not given before and for which the school is equipped, work in commercial subjects or in agriculture or manual training or household science is appropriate for this year with the restrictions already indicated. 5. A recognized three-year high school must have a fuller and richer library than a two-year high school. Consult circular 120 for guidance in this matter. Books, maps and periodicals should be in proportion to the larger work undertaken. Four=Year High Schools. A four-year high school should be looked upon as a complete institution, crowning the work of the lower grades with a well-rounded four-year course that will fit the student as well as can be done in the time and under the circumstances for his responsibilities as a self-supporting man or woman and recognizing also his responsibilities as a citizen — whether he continues in special training in college or other higher institution of learning or not. Such an institution, if properly housed, equipped and manned, doing the work of a standard course according to requirements fixed by the Superin- tendent of Public Instruction is a fully recognized four-year high school. Each school attempting four years of work should be a recognized four- year high school. Nearly all in the state have already received either regular FOUR-YEAR HIGH SCHOOLS. 27I or probationary recognition. The latter is given to a few schools which under a capable principal are, in spite of the handicap of deficiency in some particulars, doing acceptable v/ork and the recognition lasts until such principal leaves, when a new application and investigation must be made. Regular recognition on the other hand continues unless a specific deterioration in the school occurs. Each of these two kinds of recognition gives the same privileges in regard to tuition and in regard to teacher's certificates. Four-year high schools with regular recognition are entitled to accrediting privileges with all recognized higher institutions of the state (except the University of Illinois which con- tinues its own system of inspection and accrediting). Four-year high schools with probationary recognition have not this privilege with the higher insti- tutions of learning. There ought not to be any four-year high schools in the state that do not seek and receive either regular or probationary recognition. As a matter of fact there are less than ten such left in the whole state and most of them arc already applying for recognition. A recognized four-year high school may be maintained in a city or village as a part of a regular system of schools or it may be maintained as a township high school either under the general school law or under the Act of 191 1 (and validated by the fiftieth general assembly) or it may be a community high school as provided for by the law of 1917. The number of recognized four-year high schools both "regular" and "probationarv" under each of these heads is as follows : R. Pr. City high schools 309 51 Township high schools 147 24 Community high schools 456 75 N. B. None of the new community high schools have as yet applied for recognition. All of these are expected to and do conform to the requirements set forth in circulars 85, 107, 112 and 120 which will be supplied upon application to the Superintendent of Public Instruction who will give full information, guidance and assistance to any school seeking recognition. These requirements need not be repeated here. It may be well to present here certain suggestions' however concerning the selection and arrangement of studies in a four-year high school. Some schools present too narrow and rigid a program of studies and thus fail to satisfy the real needs of their communities. The inclusion of manual training (at least a year's work), household science and art, agriculture and commercial studies or of siome of these in the program of studies, if the school will make the necessary expenditure for equipment and trained teachers, will often hold young people in school longer and help to get for them the develop- ment under favorable conditions of training which both they and the com- mimity need. There are scores of high schools in small towns and villages where the agricultural interest is dominating in which agriculture should be taught and required. A bulletin for guidance in this direction has been issued by the Department of Public Instruction (Send for Circular 129). It no doubt will be welcomed wherever the subject is already taught and it should be studied in many others. Similar bulletins for some of the other subjects will appear later. On the other hand there are a few schools which are undertaking altogether too wide a range of subjects for the equipment and teaching force which they have. A four-year high school with three teachers can do little or nothing in the way of offering a range of electives. It must determine a list of studies for each year and then adhere to that list. Without any combining of classes in a school where no electives are offered at all there must be formed sixteen 2/2 FOUR-YEAR HIGH SCHOOLS. classes each year and all these must be taught every day. This means two teachers with five classes each and one teacher with six classes. Even with such measure of combination of grades and alternation of sub- jects as is allowable, the list can hardly be reduced to less than fourteen or possibly thirteen. This plainly means "no electives". If for example a school offers and requires for graduation four units of English, three units of history, three units of science, two units of mathematics and four units of foreign language — sixteen units in all; then if that school decides to "put in" manual training or household science or agriculture allow- ing the pupils to choose some of them instead of certain units of the subjects named above with a free choice by individual pupils, then that means the addition of one or two or more classes to the daily schedule and the three teachers cannot get it all done; another teacher must be employed. There are, moreover, growing schools in which the minimum requirements are met — "full time of three teachers in the high school", — but in which the increase in enrollment loudly calls for the employment of more teachers. A high school with an enrollment of ninety pupils is altogether too large for three teachers ; in fact any school above sixty in enroJlment needs another teacher. Any reasonable arrangement of subjects will be approved. These general cautions should be observed : 1. American history shall be required of all pupils. The proper place for American history is in the fourth year and if possible it should be preceded in all cases by two years' study of European history in the high school. The year course may divide the time between history and civics, but since American history is so full and rich a study and should be related to a study of current events, it is highly desirable to give a full year to American history and to make civics an additional half-unit of work. American history may be alternated with any unrelated subject set for the third year, provided such alternation does not interfere with the previous historical study suggested. 2. Physics is usually better taught in the fourth year, especially in a small high school. The pressure in late years, we may be glad, is more and more in favor of humanizing the high school physics course, so that the relation between these studies and the pressing problems of surrounding life may at least be suggested to the pupil by his study of the subject. 3. Chemistry is usually not to be taught in a small high school. The sug- gestion of chemical changes made in a good general science course is what every pupil needs and a more extended laboratory course is better taken up in college except for those in a large high school who are favorably situated for selecting courses to meet their future needs. 4. A year of advanced mathematics — one-half year each of advanced algebra and solid geometry is offered and required in many small four-year high schools. Such a unit is acceptable but, except for those schools equipped for offering electives, it is for most pupils better to give something more needed by most of them than this third year of mathematics. Such courses as these are often times wisely substituted : bookkeeping, civics and economics, agriculture (a second year), commercial geography and commercial law, another year of science. The reduction of the requirement in mathematics for university ad- mission from two and one-half units to two units is indicative of the change in this matter. 5. Shorthand and typewriting are needed in some communities but should not be taught in most small schools without facilities for offering a range of electives. If offered they are to be treated as non-preparation studies, demand- ing eighty minute periods as does bookkeeping. 6. A few high schools offer but three years of English and others that offer four years require but three for graduation. In most schools four years of English ought to be offered and required of all pupils. If the foundation /i FOUR-YEAR HIGH SCHOOLS. 273 work is thoroughly done and if an English teacher will study carefully the development of her English curriculum in the light of the best modern thought and experiments, it will be possible so to carry through the four years of work as to deserve, and by p-^rsistence to secure, four units of entrance credit for four years of English from the stronger universities and colleges. This is a result to be hoped and striven for. Every English teacher ought to secure and study the following: Circular 120 — State Department of Public Instruction — "A Working Library." Bulletin, 1917 — No. 2 — U. S. Bureau of Education — "Reorganization of English in Secondary Schools." Circular containing "A Brief Summary of the Forthcoming Report of the National Joint Committee on the Reorganization of High School English." Apply to the chairman, James F. Hosic, Chicago Normal School, Chicago, Illinois. 7. Foreign language study is of value if w'ell taught. Modern foreign languages are all of value for cultural purposes if pursued far enough. Their study for what may be called sentimental reasons is hardly deserving of large consideration in fixing a school's program though such causes sometimes operate with individual pupils who are choosing. There is oftentimes some value in the study of modern foreign languages, because of their practical use in the business of life. For economic reasons and for social reasons in the larger sense of the term a strong argument is made in favor of the study of Spanish in the high schools, but of course it should not be tmdertaken except when a properly qualified teacher can be employed. 8. The study of Latin can be made of the highest practical value if skill- fully taught— if taught, as it can be taught, in such a way as to make manifest its vital relation in a hundred ways to modern life and thought, and particularly to the English language. Some Latin teachers are fully awake to those possi- bilities and to the great service which they can render to secondary education by working in this direction, and many other Latin teachers need waking up on this matter. If Latin is taken at all it must be taken two years to receive recognition. Three years are of course better and four years are best — if it is well taught; if not well taught even one year is too much. Suggested Programs of Studies for Four=Year High Schools. Plan A (With a Foreign Language) English I English III Language Language Algebra I Elective General Science European History since 1400 A. D. English II English IV Language Language Plane Geometry Physics European History to 1400 A. D. American History and Civics Suggestions regarding the language work to be taught, regarding electives, and regular substitutes also will be made upon inquiry. Plan B (Without a Foreign Language) English I English III Algebra I Elective Elementary Civics ^ European History since 1400 A. D. Commercial Geography Yz Elective General Science ^ng\hh IV English II Elective Plane Geometry American History Y^, and Civics Y2 European History to 1400 A. D. Physics Elective 2/4 BOYS AND GIRLS CLUB WORK. Such subjects as the following may be chosen to supply the four elective units : Agriculture — one or two units — for hoys. Daily recitations with double periods at least twice a week. Household Economics- — one or two units — for girls. Daily recitations with double periods at least twice a week. Manual Training — one unit, (or two units if there is lathe equipment). Double periods daily. Sciences such as Botany, Zoolog}', Physical Geography or even Chemistry if there is good reason for it. Double laboratory periods twice a week. A third year of mathematics, viz.. Algebra II and Solid Geometry. Commercial studies, viz., Bookkeeping and Commercial Arithmetic. There ire other studies allowed when there is a real demand for them. See circular 85. 9. Many four-year high schools both small and large that are fairly well equipped in other particulars, are most inadequately supplied with good wall maps. It is impossible to teach history adequately without wall maps. An invest- ment of $25.00 or $50.00 for this purpose in a small school will, in the hands of an energetic and skillful teacher, bring returns hardly surpassed by a similar amount spent in any other way. See circular 120. 10. Use of periodicals. It is worth while to emphasize here the value of the use of good periodicals in high school work in English, history, science, language and other subjects. Read circular 120 on this subject. All wide awake high schools spend some money on good perodicals and find it well worth the cost and care. BOYS' AND GIRLS' CLUB WORK. Definitions. The term "club work" as used in this section applies to home-project work in agriculture and home-making, of economic and vocational value, carried on by boys and girls between the ages of 10 and 18 who are organized into local clubs for social purposes as well as for educational work relating to the project. The term "home project" or "project" as used in this section refers to a scientific farm or home enterprise undertaken by a club member. A general plan for the project is outlined and certain minimum essentials are prescribed. The list of projects for the state and a description of each will be found in Extension Circular 5 and other special literature issued by the State Leader in Junior Extension, College of Agriculture, Urbana, Illinois. Advantages and Difficulties. Before attacking a new problem it is well to know not only the advantages to be gained by its solution, but likewise the difficulties to be encountered. Some of the advantages of club work to school, home, and community, and some of the difficulties which club leaders may meet are enumerated below. Advantages. 1. Club work gives boys and girls a chance to become a part of the move- ment for better agriculture and better living as represented by such agencies as public school systems, farm bureaus and farmers' institutes. 2. It helps boys and girls to achieve success in manly and womanly jobs. How many boys and girls never know anything but failure because they do not succeed in school tasks ! The habit of success is easily acquired, and many will strive to succeed in fields where they have hitherto failed, when they have once felt the joy of success. 3. It provides a concrete basis for cooperation between home and school, and lays the foundation for a rational system of school credit for home work in agriculture and home-making. BOYS AND GIRLS CLUB WORK. 275 4. Club work provides business-like jobs, the net profits from which belong to the club members. Club work marks the passing of the day when Willy raised the calf and father sold the cow and pocketed the proceeds. 5. Club work provides an organization whereby all interested agencies m the community can help boys and girls to do the things enumerated in I, 2 and 4, by providing : (a) Capable leadership — teachers, ministers, farmers, college students and housewives. (&) Suitable awards — net profits, school credits, prizes. Difficulties. 1. Club work is an all-the-year-round activity. It requires direction dur- ing the summer vacation when the teacher is away. 2. The work is carried on at home ; the results only are brought into the school room. The teacher must visit the project of the club member. 3. Club work requires the cooperation of the whole community. The teacher must be politic in securing it. 4. Some patrons will misunderstand and look with disfavor upon it because — (n) It is too much like "book-farming". (b) They think the teacher is trying to teach their children how to farm. (c) "Corn contests" held in the past have caused disagreements. Club work will be confused with such contests. (d) Some may not want to interest their children in farm life. All the difficulties mentioned above may be overcome ; numbers i, 2. and 3, by organization which will be hereafter described, and number 4 bj' friendly interviews wherein the matter is explained. Preliminary Study of the Problem. Since it is necessarj^ so to speak, for the teacher who undertakes club work to "push out" the walls of the school house until it includes the community, it may be advisable to make a preliminary survey along the following lines if the teacher is not already in possession of this information. Community Survey. 1. Number of boys and girls in district between the ages of 10 and 18. 2. The chief farming interest — stock, grain, horticulture, etc. 3. Communit}' organizations — churches, farmers' clubs, community clubs, women's organizations, social centers. 4. The interests of the boys and girls — books, sports, home and farm interests. 5. Existing organizations for young people — church. Boy Scouts, Camp Fire Girls, etc. Minimum Essentials. An investigation of the above five points should enable a teacher to judge whether or not it is feasible to attempt any club work. In general he is justified in starting a club if he finds the following four minimum essentials : 1. Five interested boys and girls. 2. Three interested patrons. 3. A resident leader, who will give the work some direction during the teacher's absence. 4. Project material — land, animals, etc. In meeting these minimum essentials it is well to consider the possibility of combining with neighboring school districts. Steps in Organization. If the survey seems to warrant some organization or even some propaganda, the following series of suggestive steps may prove of assistance. In general the organization should be undertaken during the fall and winter. While active work does not commence in all the projects, much preliminary discussion and study can be profitably undertaken before active work begins.. 2/6 boys' and girls' club work. 1. Study carefully this section of the course of study. Write to the State Leader in Junior Extension, College of Agriculture, Urbana, Illinois, for Ex- tension Circular 5 and an organizer's card, and ascertain the following: (a) Whether there are other clubs in the county. (b) What projects, if any, have been chosen for the county. (c) Whether your county has a county club leader. (In this con- nection consult your county superintendent of schools and county agri- cultural adviser.) Extension Circular 5 of the College of Agriculture, entitled "Organization and Direction of Boys' and Girls' Clubs" will contain full directions on the points enumerated below. 2. Decide how much territory is to be covered by your club whether a school district, township, or — the more or less indefinite unit from the stand- point of geography — the community. 3. Choose the projects which you intend to present. A club is more apt to be successful with two projects, one for girls and one for boys, than with ten. A corn or canning club is better than an "agricultural" club. In choosing the projects, the advice of your county superintendent and county agricultural adviser and patrons, and the results of your investigation of farming interests will prove of assistance. 4. Secure an assistant club leader, if you are to be club leader, or vice versa. The choice of project should influence the choice of leader, who should be able to give some assistance during the summer. If you are planning to organize a pig club, get the best hog man in your community to help. To be successful, such a man or woman should know how to work with boys and girls. Get two other adults to serve with you and the assistant club leader as an advisory committee. At least one of these should be a woman. 5. Hold a community meeting in your school house for parents, patrons, and children. If possible, secure the presence of the county superintendent of schools, the county agricultural adviser, or both. A club member from an ad- joining community or county who can tell about his own club work will add much to the success of the program. Occasionally it is possible to secure one of the state club leaders from the College of Agriculture at Urbana. Especially is this true if the county superintendent of schools has arranged a circuit of such meetings in the county. The program of this meeting should bring out the following: (o) Purpose of club work — by the county adviser. (i) To produce food and clothing. (2) To demonstrate the best practices of agriculture and home- making. (3) To socialize, or "make acquainted", the young people of the community. {b) Requirements for membership — by the club leader. Age 10-18. (i) Enrollment. (2) Attending meetings. (3) Keeping records. (4) Making an exhibit and a final report, (c) The projects selected — by the club leader. ((/) Experiences of other club members — by visitors from other clubs. {e) Endorsement of school officials, and (/) Plans for local, county, and state clubs — by the county superintendent. After the club work has been presented, and before the audience has been dismissed, invite those who are interested — parents, patrons, boys and girls — • to come up in front and remain a few minutes. 6. Then announce to those who remain your previously selected assistant club leader and advisory committee, and secure the names of those boys and boys' and girls club work. 277 ^"rls who will become members, and those who desire further conferences with parents before a decision is reached. These may then be dismissed. 7. At another time assist poor children to secure equipment, land, or animals needed in the work. Banks, farmers, and others are usually willing to give assistance. The various pure-bred swine associations willingly extend help in securing pigs. In this connection it should be borne in mind that boys and girls should not be given "something for nothing", but merely a chance to earn the needed animal, seed, or whatever it may be. 8. After the membership is finally settled upon, assist the club to organize on some Friday afternoon or evening, using the suggested constitution given in Extension Circular 5. Remember that this is a young people's organization, and your duty is simply to steer it. Be sure to have your committee present at the initial meeting. Select a regular time for your club meetings. With the consent of your county superintendent of schools, these may be held the last half hour Friday afternoon, once or twice a month. 9. Send to the State Leader in Junior Extension, College of Agriculture, Urbana, Illinois, for enrollment blanks and cards, using the organizer's card which was sent to you. 10. Distribute the enrollment cards to your members, to tie signed by them and their parents, and returned to you. These constitute your record of the enrollment of your club. 11. Send one copy of the enrollment blank to your county club leader and the other to the State Leader in Jimior Extension, Urbana, Illinois. Hold the record books and other literature sent to you from the college until the next club meeting. They should then be carefully explained to the club members. Club Meetings. A series of model club programs and a project calendar for each of the projects will be found in Extension Circular 5, the Club Leader's handbook. By using these it will be possible for the teacher in his capacity as club leader or assistant to help the club officers to arrange programs for the meetings. From an educational standpoint these club meetings are to be considered "socialized" recitations of the highest type. Some attention should be paid to parliamentary procedure, suggestions for which will be found in Extension Circular 5. The president or vice-president of the club should have general charge of the arrangement of the meetings, and may appoint the various members of the club to preside in turn. The teacher should be an interested visitor, ready to lend assistance or direction only when needed. As has been suggested, meetings may be held Friday afternoon once or twice during the month, as seems best. If there is more than one project repre- sented in the club, the subject matter of one program may include all the projects or a single project. Generally speaking, better results will be obtained if all the club members take some part, however small, in every meeting. In a one-room or two-room school house, pupils who are not club members should be considered as visitors, and even the smallest will get some information and inspiration from the club work. Each club is provided with a Leader's and Secretarj^'s Record Book. In this is recorded a monthly summary of the work of each member. This is obtained by a roll-call of members at the beginning of the meeting. This serves the double purpose of maintaining interest in the record-keeping and of encouraging each member to take part in the meeting. Occasional meetings should be held in the evening, to which parents and patrons should be invited. If there is a community club in the district, it will welcome a program furnished by a boys' and girls' club. Excursions to corn plots, gardens and feed lots should be taken. During the summer months meetings should be held at the homes of club members, or at the school house. The assistance of the advisory committee, county agri- cultural advisers, farmers, gardeners, housewives, college students, and other interested and informed people should be secured to aid in conducting meetings during the summer. Arrangements may be made with the State Leader in I/O BOYS AND GIRLS CLUB WORK. unior Extension to secure the help of extension specialists from the College )f Agriculture at such meetings. Project Calendar. A calendar for each project will be found in Extension Circular 5. This urnishes the general topic for the meeting or meetings of the month. Special ollow-up literature bearing on these topics will be sent out to all leaders of egularly organized clubs for distribution to the club members. Teachers who eave their clubs during the summer should notify the State Leader in Junior ilxtension and indicate to whom such literature should be sent. Club Libraries. The bulletins which are furnished to each club member may be bound ogether or classified and catalogued under the direction of the teacher. These orm the nucleus for a bulletin library for each club member. A home-made lookcase or combination desk and bookcase may be constructed by the club nember to house such a library. In addition to circulars and bulletins which are automatically sent as ollow-up material, many valuable circulars and bulletins may be secured ree of charge from the U. S. Department of Agriculture, Washington, D. C, ,nd the Illinois Agricultural Experiment Station, Urbana, Illinois. Both of hese agencies publish lists of available literature which may be had upon pplication. In addition to the individual libraries of club members, there should be a lub library in the school house. To supplement such books as may be purchased rom time to time, traveling libraries may be secured by writing to the State library Commission, Springfield, Illinois. The Library of the College of Agri- ulture in cooperation with the Junior Extension Service maintains a Packag-e Jbrary Service, particulars of which will be found in Extension Circular 5. Records and Reports. Record Book. It should be stated in all fairness that getting club members to keep records s one of the difficult tasks of club leadership. The difficulty is often due to L lack of understanding on the part of a club member of the purpose of the ecords. A record book for each project is provided by the Junior Extension Ser- vice. These have been made as simple as possible consistent with the purposes hey are to serve. Each club leader should make these purposes clear to the lub members at the meeting when the record books are distributed. These hree purposes may be summarized as follows : 1. To enable the club member to analyze his work as any business man vould do; to determine the cost of production, the value of the products, and the irofit or loss; to have for future reference a record of successes and failures. 2. To enable the teacher, club leader, parents, and friends, to judge of he achievement of the club member, in connection with the distribution of )rizes or honors. 3. To give information, inspiration, and help to other boys and girls by naking available for them stories and records of achievement. This last point may be used to make an appeal to the club member to keep ;areful records. He will do so, if he feels that he is helping other boys and jirls thereby. Final Report Blanks. In addition to the record book, a final report blank is also provided. At he completion of the project the work is summarized in the record book and he summary copied into the final report blank. ■ This is transmitted through he local leader to the county superintendent of schools or county club leader, n accordance with instructions found in the blanks. The record book remains he property of the club member. Every club member should be made to feel that he has not "completed the ob" until he has filled out the final report ; that he is not a "real club member" boys' and girls' club work. 279 until he has handed it to the club leader. It should then be a matter of pride for the local club leader to make as complete a report as possible to the county club leader. Summer Leadership. It is one thing to inaugurate club work in the fall or wmter while school is in session; it is another to have a large percentage of the club members "come through" with tinal reports the succeeding fall. In between _ there is a long summer vacation. To one who understands the realities of the joys and sorrows of childhood it is nothing short of criminal to start young people off on a program of work and then leave them to their own devices. The teacher who cannot arrange for summer leadership by some capable and responsible resident of the community who can work with boys and girls had best not take up club work. Club members should be visited occasionally. Club meetings should be arranged. Where the members have caught the spirit of club work, the club leader will have very little to do. He is needed, however, to furnish inspira- tion and give encouragement to the unfortunate and backing to the club officers. \\here there is a county club leader, he may be relied upon for some help; but some resident leadership during the summer months is essential to success. Demonstrations and Contests. A demontsration is a "doing" phase of cluli work in which members carry on and explain some operation in connection with a project. Since every project lends itself to some kind of demonstration work, each club should at some time give a demonstration. This may be given during the summer or in connection with a fall or winter exhibit, and may consist of a short simple operation such as stringing seed corn, or of a more complicated one such as canning, or making a garment. Several teams in a club, or teams from different clubs, may put on demonstrations in competition, and have judges pass upon their merits. _ Prepa- ration for such contests may occupy part of the time of club meetings. A team should consist of three members. Each member should make and own a club uniform bearing the official insignia of the National Boys' and Girls' Club Work. The educational value of club work lies in its motivating possibilities.^ In demonstration and contest, members not only "learn by doing" and glory in it, but often drive home a much needed lesson for the adults of the community. Outlines, suggestions, and help with the demonstrations may be secured from the State Leader in Junior Extension. Club Picnics and Play Festivals. A picnic or play festival for club mcm.liers, parents, and friends during the summer months will do much to emphasize the social side of club work. The club outing may take the form of an auto tour and one or more clubs may visit the projects of clubs in another part of the county. All may meet at noon for a picnic dinner at some suitable place. Here games, athletic con- tests and play contests relating to the several projects should be held. It should be borne in mind that while these gatherings are largely for social purposes, they should aim to stimulate interest in the club projects. Such interest may be aroused through play contests. The success of a picnic or play festival will depend upon how well it has been planned. Since advisers and members can carry out a well-made plan the club leader should not shoulder the entire responsibility. For further suggestions see Extension Ciicular 5 and special circulars prepared by the Junior Extension Service. College of Agri- culture, and the IT. S. Department of Agriculture. Exhibits. Every club, no matter how small its membership, should make an exhibit of its work. Club exhibits are also an effective means of interesting the com- munity in the club work and the school. The exhibit may be held in con- junction with a local agricultural exhibit or a regular school exhibit, or it BOYS AND GIRLS CLUB WORK. Garden Canning — Class A Potato Pig Calf Corn Dairy Poultry Bread Garments potatoes from member's plot, member. nay be a distinct club exhibit held at the school house or other suitable place. Standard Exhibit Requirements, The following standard requirements are used in county and state, and hould be observed in local exhibits : Project. Exhibit Requirements. One or more products from member's garden. Three pints of as many varieties of products canned b}' member. Class B Five pints of as many varieties of products canned by member. One-half peck of One pig raised by One calf raised by member. Ten ears from member's plot. One cow and chart showing feed consumed and milk produced. Pen of one male bird and two pullets. Three loaves, different kinds. One to live garments. The record book with entries complete to a specified date is a required )art of the exhibit in each project. See Extension Circular 5 for official basis )f award in each project. The foregoing should be regarded as minimum re- luirements, and where space is available, the size of each individual exhibit in ;ome of the projects may be increased. Prizes. Lack of money for large prizes or premiums should not deter a club leader rom holding an exhibit since the matter is properly presented to the members, )ride in showing the quality of club products and the setting of higher standards )f club achievement will be all the incentives needed. Ribbons will be treasured ong after money has been spent. County and State Exhibits. Almost every county where there is club work provides for a county ex- libit of club work in connection with the County Fair, Farmers' Institute, or ;imilar event. A State Club Exhibit is provided for in the Educational De- )artment of the State Fair. Detailed instructions for planning and managing exhibits will be found n U-26, Suggestions for Boys' and Girls' Exhibits, which is sent to all club eaders by the Junior Extension Service. Closing Up the Year's Work. Success in life is not measured by the "starts", but by the "finishes". Club eaders and club members should remember that the year's club work is not :omplete until the final reports have been filled out from the items in the record )ooks, the stories w'ritten, and the complete reports sent to the covmty super- ntendent of schools or county club leader. He will forward them to the State ^eader in Junior Extension on or before November 15th. Final reports cannot be completed until fall, and are a part of club work vhich may be profitably undertaken in the school room. Very often the fall erm finds a new teacher in charge of a school where there has been some :lub work. Helping the club members prepare their reports will serve to 3ut a new teacher in touch with the out-of-school activities of his pupils. Financial Records. The completing of the financial records will give rise to many interesting md profitable problems in arithmetic. The total production of the club, the otal value of products, total cost of production, total net profit, and the iverage of each of these per member are but a few of the problems in which ;he whole school will be interested. THE SCHOOL LIBRARY. 281 Stories of Achievement. No matter how small his net profit, every club member can write a story of achievement. This may be used as a composition exercise, but the teacher should take care that the story does not lose its individuality, or become an unpleasant task. A Standard Club. 1. A standard club shall have a membership of at least five working on the same project. 2. There shall be a local club leader in charge during the club year. 3. There shall be a local club organization with the necessary officers and duties. 4. There shall be a definite chib year program of work. 5. There shall be held at least six regular club meetings during the club year. The secretary shall be required to keep definite record of these meet- ings, and also of the progress of each member. 6. A local exhibit shall be held annually. 7. There shall be a demonstration team which must give at least one public demonstration m the home community. 8. At least 60% of the members must complete the project and file a final report with the State Leader in Junior Extension. _ 9. A judging team shall be chosen by competition between the members. ID. An achievement day shall be held during the club year. 11. The club shall hold a membership in the Farm Bureau or other County Club organization. 12. When the first four requirements have been met, a Standard Club charter will be issued. When all the requirements have been met, a National Seal of Achievement will be awarded. Achievement Day. Achievement Day is observed in some counties, when every member who fulfills the requirements of club work receives an official club emblem. Short talks by club members and leaders, and the election of county officers complete the program. Such programs may be held by individual clubs in counties where a County Achievement Day is not observed. Information regarding club emblems is sent to club leaders by the Junior Extension Service. THE SCHOOL LIBRARY. The value of a well-selected library to a school is so self-evident that it needs only to be stated to be recognized. Books which supplement the text- books in the various subjects not only give the pupils more information but also add to their interest in the subjects because they have a variety of places to find their information. Individual assignments in different books develop the pupil's responsibility in his work and give him practice in organizing and retelling information to the rest of the class. Different authorities with dif- ferent viewpoints on the subjects being studied give opportunities for discus- sions in the upper grades which, if wisely controlled and guided by the teacher will become one of the best possible means of training future citizens to con- sider all sides of political and economic questions and to arrive at reasonable conclusions. The school library should also furnish some very attractive general read- ing for the pupils. How many books of this kind should be bought will depend both on the amount of money on hand and on whether there is a good public library easily available. If there is a public library which can supply this need, more of the school funds can be used for reference books and collateral read- ing, but this should never reach the point of entire exclusion of attractive editions of some of the best stories which should be at hand when the pupils are interested or in the mood to become interested in them. Public libraries often allow teachers to keep a group of books a month or a term and in this way supplement a meager school library. 82 THE SCHOOL LIBRARY. If the school is located in a small town or rural community where no public ibrary is near, then the books which are cultural and pleasure giving are quite s important as the informational books. If the children do not acquire a love if reading and a taste for the best while they are in the grades, the chances re that they will lose some of the greatest influences for development into me citizens and also some of the greatest pleasures in life. In these small and rural communities, the school library ought also to erve the adults as well as the children. A school can greatly increase its nfluence and helpfulness if it provides some up-to-date books on local inter- sts, general interests and good adult fiction for the parents. Selection of Books. The selection of the books for a school library is a very important matter ecause it is choosing the material which will go to build up the lives and haracters of the boys and girls of the community. It is of first importance liat the tone of the books be wholesome, that the attitude toward life be eager nd courageous, instilling a determination to make the best of whatever situa- ion arises rather than the idea that success may be obtained by means of ricks or by trusting to luck. When there are various books on the same subject, or two or more editions f the same book, it does not always follow that the cheapest is the most conomical. It is always worth while to buy an attractive book rather than one hat is not attractive because the children will use it and enjoy it while a heap unattractive edition may be used little or none at all and so prove to be waste of money. The attractiveness of an edition depends on the makeup of the book; the uality of the paper, clearness of type, fitness and artistic quality of the illus- rations and cover decorations. The following list will serve as a guide to teachers who wish to choose ood books for their libraries. It does not include all the books which are ood for school libraries, but all the books included are good and have been ;sed in school work. The needs of schools vary so much that allowances have een made for wide differences in choice. Some books which have been in- luded are very expensive but very beautiful. These would make suitable :ifts for classes upon promotion or graduation to give to the school which hey are leaving. It does not follow that because a book is expensive, it is desirable. Many lOoks which are out of date or otherwise worthless are put up in very at- ractive bindings and offered at high prices. This is often true of books sold ly travelling agents, so it is better to make the rule never to buy of these gents. If the books they carry are really valuable, it will be possible, sooner ir later, to buy them through the regular trade channels and usually at greatly educed prices. In general it is better to buy only such books as are recommended by hose who have had opportunity to know and compare a good many books, excellent lists of books for school libraries have been prepared by the State )epartments of Public Instruction of Minnesota, Wisconsin and Iowa and the jtate Library of Oregon. Each of these may be bought from the department ublishing them for fifty cents. Lists may also be found in the following lOoks : Arnold, Mothers' list of books for children ; Barnes, English in the ountry school ; Coussens, One thousand .good books for children ; Fay & Eaton, Jse of books and libraries; Field, Finger-posts to children's reading; Moses, rhildren's books and reading; Olcott, Children's reading. Ordering Books. When a list of books for the library has been chosen, it may be submitted o different dealers for prices. It is usually cheaper to buy the whole list from ine dealer than to send to each publisher represented on the list for the few looks from his house. If there is a dealer in the community who will give a easonable discount on the list, he should be given the order. If the local lealer will give no discount, it will be better to buy through a dealer in the THE SCHOOL LIBRARY. 28j nearest large city or a Chicago dealer. If the list is sent to different dealers the bids which are returned will show where the books can be bought to the best advantage. The lists sent should always tell the author, title, edition if known, publisher and price of each book. From the H. R. Huntting Company. Springfield, Mass., can be bought books resewn in a re-enforced binding which lengthens the life and usefulness of the books at the increased price of only a few cents each. This often saves the cost and inconvenience of rebinding. When the books are ordered, a copy of the order should always be kept and checked when the books arrive. If any books are missing or not as ordered, the dealer should be notified. If any are imperfect they should be returned with a request for perfect copies. Preparation for the Shelves. When the books are received, each one should be opened carefully as follows : Hold the book firmly with one hand so that the back rests firmly on the table. Open the front cover and press it down until it rests upon the table and then press open the back cover in the same way. Next release a few leaves from the front of the book and gently pass the hand along the hinge, pressing them open, then release a few leaves from the back in the same way. Continue the process until the middle of the book is reached, working always gently but firmly in order to bend the glue on the back of the book to make it pliable, but without cracking or breaking it. All uncut pages should be carefully cut with a smooth edged bone paper knife or folder. Marks of ownership should be put in each book. This may be done by means of a rubber stamp bearing the name of the school or district, placing it on the title page and somewhere else in the book, for instance on the page in the middle of the book or on some given page, as page i6. A book-plate bearing the name of the school may be pasted inside the front cover of the book, or a card pocket with the name and library rules for the loaning of books printed on it, may be pasted on the mside of either the front or back cover. Classification. It is helpful in using a library if all the books on any given subject may be found grouped together. The best way to bring about this grouping is to assign to each book when it is received a class number which will stand for the subject of the book. Such class numbers taken from the Decimal Classi- fication are given for each group in the following list. The fiction books need no classification but should be arranged alphabetically by the author's surname. This same arrangement by the author's name should be carried out in each group except that of individual biography, where the books should be alpha- beted by the name of the person whose life is told instead of the name of the author. In the larger libraries an author number taken from the first letter of the author's name should be used in connection with the class number. The Cutter two-figure author tables (see School Libraries and Their Care, page 288) should be consulted in making the author numbers. The class number and the author number, with the volume number if the book is published in more than one volume, and the copy number if the library has more than one copy of the book, constitute the call number of the book. The call number of each book should be placed on the back of the book. For this purpose paste a gummed label on the book. If the label is always placed at the same distance from the bottom of the book, for instance an inch and a half, the appearance of the books on the shelves will be neater than if the labels are put on irregularly. The call number should be printed on the label with India ink and when the ink is dry a thin coating of shellac should be brushed over the label to protect the ink from moisture and rubbing. Records. _ Every book added to the library should be entered in an accession book which becomes the official record of all books received. Accession books may 84 THE SCHOOL LIBRARY. )e bought of the Library Bureau or Democrat Publishing Company (see list )f supplies, page 285). It is much better to use one of these regularly pre- )ared books but if funds for it are not available, a blank book may be ruled icross two pages as follows : Left Page. I Author Title Right Page. Publisher Source Cost Call No. Notes Every individual book or volume or copy belonging to the library should )e entered on a line by itself and the number in the second column on this line )ecomes the accession jiumber of the book and should be written at the lower nargin of the first right hand page after the title page. As the lines in the accession book are numbered and each line represents a volume, the number or the last book entered shows the size of the library. If the cost column is idded on each page and the amount carried over to the next page, the value )f the library is easily found at any time. This accession record, being a business record, is important and should )e carefully preserved. It may be used as the basis of an insurance claim in ase of fire and therefore should be kept in the safest place. A record of books loaned from the library should also be very carefully :ept. There are two methods of keeping such a record. For the small grade ibrary a blank book may be ruled : Left Page. Date loaned Number Author and title Right Page. Loaned to Date returned Fines In upper grades and high schools a better method of charging books is )y means of cards. A card is made for each book, bearing the call number )f the book, the author and title. When the book is in the library, this card ;hould be kept in the pocket which is pasted in the book. When the book is o be taken from the library the card is taken from the pocket, the name of he borrower and the date of the loan written on the card and the card is lied with the cards for other books that are out. This file should be arranged ilphabetically by the author's surname and should be carefully kept in a box n the library so that the whereabouts of any book not on the shelves can 36 easily found. When the book is returned, the card should be taken from :he file, the date of return written on it, and the card placed again in the socket. All members of the school should be allowed the use of the library, and, especially in communities where a public library is not easily available, other THE SCHOOL LIBRARY. 285 people should be allowed to use it also, so long as the school work is not inter- fered with. Shelf List. As the library grows to contain several hundred and more books, two other records will be found necessary. One of these records is called the shelf list. It is made on cards and tells briefly the call number, author, title and accession number. It is arranged in the order of the call number which is the order in which the books stand on the shelves, and is used in taking inventory, for a comparison of the list and the shelves shows if any books are missing. The shelf list is also used in assigning call numbers, to find if the number chosen for a new book has already been used. If it is found that the combination of class and author number assigned to the new book has already been used for some other book, then the initial of the title of the new one may be added to the author number chosen, making a call number which shall be different from that used for any other title. The shelf list may be used as a subject catalog for tlie library if there is no other catalog, but a dictionary catalog is necessary to make the library of fullest use to the school. Catalog. A dictionary catalog which contains in one alphabet author, title and subject cards for both whole books and parts of books, is an index to the library and enables the teachers and pupils to find easily what material there is in the library on a given subject, what books there are by a given author or whether a book by a given title is there and it also tells where these books belong on the shelves. Directions for making such a catalog may be found in Fay and Eaton, Instruction in the use of books and libraries; Hitchler, Cataloging for small libraries; or Severance, Library primer for high schools (see School libraries and their care, page 288). Travelling Libraries. The Illinois Library Extension Commission was created to aid in estab- lishing and developing libraries throughout the state. One of the means used to* accomplish this aim is by supplying travelling libraries to schools and com- munities. Collections of forty to fifty books including fiction, travel, biography, literature and children's books comprise community libraries. School libraries are of two sorts ; one containing twenty-five volumes of fairy tales, stories, geography, history and science for pupils in the first eight grades or for a rural school ; the other, special collections of books for collateral reading in history, geography, literature, science and manual training, which will be loaned upon request of teachers and superintendents. Teachers of rural schools desiring to aid in making their school house a social center may borrow a school library and a community libi-ary at the same time. Application cards may be had from the commission and must be signed by the teacher and one of the directors of the school. The libraries are loaned free of all cost except transportation. For further information about these and other libraries write the Illinois Library Extension Commission, State House, Springfield, Illinois. Library Supplies. Book pockets, Acme pocket, medium weight, unprinted, per 500 1.65 per 1000 2.75 printed, per 500 4.75 per 1000 6. 10 Open end pocket, unprinted, per 500 i.oo to 1.50 per 1000 — 1.75 to 2.75 printed, per 500 1.7S to 2.00 per 1000 2.50 to 3.75 Book '"'Trds, per 100 25 per 1000 1.50 to 1.75 286 THE SCHOOL LIBRARY. Gummed labels, per looo 20 to .30 Higgins India ink, per bottle 23 Condensed accession book, 500 lines 75 1000 lines i.oo to 1.25 2000 lines 3.00 to 3.40 5000 lines 5.00 to 5.75 Shelf list cards, per 1000 1.85 Catalog cards, light weight, per 1000 1.90 to 2.35 Rubber library stamp 50 Rubber date stamp and pad ..— i.oo Before ordering supplies write for catalogs giving the most recent prices. The following firms make a specialty of library supplies : Library Bureau, 6 North Michigan Avenue, Chicago. Democrat Printing Company, Madison, Wisconsin. Gaylord Brothers, 506 South Clinton Street, Syracuse, N. Y. , Arrangement of List. In this suggestive list of books for school libraries, very little attention has been paid to the needs of high schools. High school teachers and librarians are referred to the following helpful lists : Bulletin on high school libraries based on recommendations made to the high school conference, issued by the High school visitor's office at the University of Illinois; Library and laboratory equipment for recognized high schools in Illinois, issued as Circular 94, by the State Department of Public Instruction ; Library books for high schools. issued as Bulletin 1917, No. 41, by the United States Bureau of Education; and Books for high schools, compiled by Martha Wilson, of the Minnesota De- partment of Education and published by the A. L. A. at fifty cents. The books listed here are chosen for the elementary schools and the grades for which they are suitable are indicated at the left of each entry. It will often be found that books may profitably be used by other grades and schcMDls having ninth and tenth grades will find many of the books assigned to the eighth grade, helpful and interesting to the more advanced students. The arrangement of subjects follows the Decimal classification, the follow- ing outline of which may serve as a table of contents to the list. Outline of Classification. Class No. _ , Pag^ 020 Libraries and their care 28S 030 General reference books 288 170 Ethics ; morals and manners 289 220 Bible stories 289 290 Mythology 28q 350 Government ; civics 290 370 • Education ; books for teachers 290 398 Fairy tales ; legends 292 425 Grammar 294 428 Readers ; books for primary reading 294 500 Natural science; general nature study 296 511 Arithmetic 520 Astronomy 296 530 Physics 296 540 Chemistry 296 550 Physical geography 297 570 Biology; plant and animal life 297 571 Primitive man 297 580 Botany; plants; trees 297 590 Zoology 595 Insects 298 597 Fishes 299 598 Birds ^ ?^9 599 Animals ; animal stories 2gQ THE SCHOOL LIBRARY. 287 600 Industries; inventions ; occupations 300 613 Ph\-siology ; hygiene 301 613.7 Physical training 301 614.8 Fire prevention 301 620 Engineering 301 630 Agriculture 301 640 Household arts and economics 303 641 Cooking 303 646 Sewing 303 680 Manual training and handicrafts 304 750 Pictures 304 780 Music 305 790 Amusements; sports 30^ 800 Literature 306 808 Collections 306 811 Poetry 308 812 Drama ; plays 308 910 Geography 309 912 Atlases 310 914 Geography of Europe 310 914.1 Scotland; Ireland 914.2 England 914.3 Germany; Austria 914.4 France 914-5 Italy 914.6 Spain ; Portugal 914.7 Russia 914.8 Norway ; Sweden ; Denmark 014.9 Other countries 915 Geography of Asia 311 915.1 China ; Korea 91S.2 Japan 915.3 Arabia 915.4 India 915.5 Persia 915.6 Turkey 9^5-7 Siberia gi6 Geography of Africa 311 916.1 North Africa 916.2 Egypt 916.8 South Africa 917 Geography of North America 312 917.1 Canada; Britsh America 917.2 Mexico; Central America; West Indies 917.3 United States 917.73 Illinois 917.98 Alaska 918 Geography of South America 312 918.1 Brazil 918.2 Argentina 919 Geography of Oceania ; Polar regions 313 919.1 Philippine islands 919.4 Australia 919.6 Hawaiian islands 919.8 Eskimos 920 Biography 313 929 Flags 316 930 Ancient history 316 937 History of Rome ^38 History of Greece THE SCHOOL LIBRARY. 940 History of Europe 316 941 Scotland; Ireland 942 England 943 Germany; Austria 944 France 945 Italy 946 Spain; Portugal 947 Russia 948 Norway ; Sweden ; Denmark 949 Other countries 950 History of Asia, subdivided like 915 960 History of Africa, subdivided like 916 970 History of North America 970. I American Indians 971 Canada 972 Mexico; Central America; West Indies 912, United States 973.1 Discovery and exploration 973.2 Colonies 973-3 Revolutionary war 973.4 National expansion 973-7 Civil war 973.8 Since the Civil war 977: 3 Illinois 980 History of South America, subdivided like 918 990 History of other countries 317 317 320 LIST OF BOOKS. 020 School Libraries and Their Care Bascom, E. L. — Book selection A. L. A. pub. bd. 15c Brown, M. W. — Mending and repair of books A. L. A. pub. bd. iSc Cutter, C. A. — Two figure author tables Library Bureau $1.75 Dewey, Melvil — Abridged decimal classification Library Bureau $1.50 Fay, L. E. & Eaton, A. T. — Instruction in the use of books and libraries Boston bk. co. $225 Foster, W. E. & Wheeler, M. T. — How to choose editions A. L. A. pub. bd. 15c Hitchler, Theresa — Cataloging for small libraries, rev. ed. A. L. A. pub. bd. $1.00 Mann, Margaret — Subject headings for juvenile catalogs A. L. A. pub. bd. $1.50 Severance, H. O. — Library primer for high schools Missouri bk. co. $1.25 Ward, G. O. — Practical use of books and libraries. 3d ed. Boston bk. co. $1.25 Wyer, J. I. — U. S. government documents in small libraries. A. L. A. pub. bd. 15c 030 General Reference Books Brewer, Ebenezer — Dictionary of phrase and fable, giving the deriva- tion, source or origin of common phrases, allusions and words that have a tale to tell Lippincott $3.50 Champlin, J. D. — Young folks cyclopedia of common things Holt $3.00 Champlin, J. D. — Young folks cyclopedia of literature and art Holt $3.00 Champlin, J. D. — Young folks cyclopedia of persons and places Holt $3.00 Chicago daily news almanac and yearbook; annual; latest volume Chicago daily news cr 50c Everyman's encyclopedia. I2v. Dutton $6.00 Same in reenforced binding '^8.00 THE SCHOOL LIBRARY. 289 Kroeger, A. B. — Guide to the study and use of reference books ; revised and enlarged by I. G. Mudge A. L. A. pub. bd. $2.00 Robert, H. M. — Pocket manual of rules of order for deliberative assemblies Scott $1.00 Standard reference work for the home, school and library. 6v. Welles $21.75 Statistical abstract of the United States; annual; free through Con- gressmen Govt. prtg. office Whipple, G. M. — How to study effectively Pub. scTi. pub. co. 50c Wiswell, L. 0. — How to use reference books Amer. bk. co. 6oc World almanac and encyclopedia ; annual ; latest volume Press pub. co. 6oc Same in paper binding 3Sc 170 Morals and Manners Cabot, E. L. — Ethics for children; a guide for teachers and parents Houghton. $1.25 7-8 Crow, Mrs. M. F. — American country girl Stokes $1.75 7-12 Dewey, J. M. — Lessons on manners, arranged for grammar schools, high schools and academies Hinds 75c 7-12 Dewey, J. M. — Lessons on morals, arranged for grammar schools, high schools and academies Hinds 75c 7-12 MacGregor, T. D. — Book of thrift; why and how to save and what to do with your savings ; a book of inspiration and practical help Funk $1.00 McKeever, W. A. — Farm boys and girls Macmillan $1.50 220 Bible Stories 4-5 Chisholm, Edwin^Old Testament stories (Told to the children series) Dutton 50c 6-8 Guerber, H. A. — Story of the chosen people Amer. bk. co. 60c 4-5 Proudfoot, A. H. — Child's Christ tales Flanagan $1.00 290 Mythology 3-5 Baldwin, James — Old Greek stories Amer. bk. co. 45c 6-8 Baldwin, James — Story of the golden age Scribner $1.50 4-6 Brown, A. F. — In the days of giants ; a book of Norse tales Houghton $1.10 2-3 Cooke, F. J. — Nature myths and stories for little children Flanagan 35c 3-5 Foster, M. H. & Cummings, M. H. — Asgard stories ; tales from Norse mythology Silver 36c 4-6 Francillon, R. E. — Gods and heroes ; or, The kingdom of Jupiter Ginn 40c 6-8 Guerber, H. A. — Myths of Greece and Rome, narrated with special refer- ence to literature and art Amer. bk. co. $1.50 5-8 Hawthorne, Nathaniel — Tanglewood tales for girls and boys, being a second Wonder book Houghton 40c 5-8 Hawthorne, Nathaniel — Wonderbook for girls and boys Houghton 40c 5-8 Hawthorne, Nathaniel — Wonderbook and Tanglewood tales for girls and boys, with pictures by Maxfield Parrish Duffield $2.50 5-7 Keary, A. & Keary, E. — Heroes of Asgard; tales from Scandinavian mythology Macmillan 50c 4-7 Kingsley, Charles — Heroes; or Greek fairy tales (Everyman's library) Dutton 35c Kingsley, Charles — Heroes Macmillan $1.00 Kingsley, Charles — Heroes, illustrated by T. H. Robinson Dutton $2.50 5-8 Mabie, H. W. — Norse stories retold from the Eddas Rand 40c ."i-S Peabody, J. P.— Old Greek folk stories told anew Houghton 25c THE SCHOOL LIBRARY, 350 Civics Blue book of the State of Illinois; biennial Sec'y. of State Free B Dole, C. F.— Young citizen Heath .45 A DuPuy, W. A. — Uncle Sam : wonderworker ; strange feats performed by the government in its work in behalf of the ninety millions Stokes $1.25 A DuPuy, W. A.— Uncle Sam's miracles; his gigantic tasks that benefit humanity . Stokes $1.25 A Haskin, F. J. — American government Lippmcott $1.00 A Price O W. — Land we live in; the boys' book of conservation Small $1.50 A Rolt-Wheeler, Francis— Boy with the U. S. census Lothrop $1.50 A Rolt-Wheeler, Francis— Boy with the U. S. foresters Lothrop $1.50 A Rolt-Wheeler, Francis— Boy with the U. S. survey Lothrop $1.50 370 Books for Teachers Arnold, S. L.— Waymarks for teachers, showing the aims, principles and plans of everyday teaching with illustrative lessons Silver 1.25 Bagley W C— Classroom management; its principles and technique Macmillan $1.25 Bagley, W. C— Educative process Macmillan $1.25 Bailey, C. S. & Lewis, C. M.— For the children's hour Bradley $1.50 Bailey, L. H.— Nature study idea; an interpretation of the new school movement to put the young into relation and sympathy with nature Macmillan $1.00 Bancroft, J. H.— Posture of school children Macmillan $1.50 Barnes, Walter — English in the country school Row $1.25 Betts, G. H.— New ideals in rural schools Houghton 60c Betts, G. H. & Hall, O. E.— Better rural schools Bobbs $1.25 Bigham M. A.— Little folks' land; the story of a little boy in a big world Atkinson $2.00 Booth M. J.— Material on geography which may be obtained free or at small cost A. L. A. pub. bd. 25c Bourne, H. E.— Teaching of history and civics in the elementary and secondary school Longmans $1.50 Briggs, T. H. & Coffman, L. D.— Reading in public schools Row $1.25 Brown' J C. & Coffman, L. D.— How to teach arithmetic; a manual for teachers Row $1.00 Bryant, S. C— How to tell stories to children Houghton $1.00 Bryant, S. C— Stories to tell to children Houghton $1.00 Cabot, E. L. & Others— Course in citizenship Houghton $1.25 Carney, Mabel — Country life and the country school; a study of the agencies of rural progress and of the social relationship of the school to the country community Row $1.25 Chapman T C. & Rush, G. P.— Scientific measurements of classroom products Silver $1.25 Charters, W. W. — Teaching the common branches; a textbook for teach- ers of rural and graded schools Houghton $i.3S Chubb Percival— Teaching of English in the elementary and secondary gj,^ool Macmillan $1.00 Colby, T. R.— Literature and life in school Houghton $1.25 Colby, "L. E.— Talks on drawing, painting, making and decorating for primary teachers Scott $i-50 Colgrove, C. P.— Teacher and the school Scnbner $1.25 Comstock, A. B.— Handbook of nature study for teachers and parents, based' on the Cornell nature study leaflets. 2v. Comstock $4.00 Cox T. H. — Literature in the common schools Little 90c Cubberley, E. P.— Rural life and education; a study of the rural school problem as a phase of the rural life problem Houghton $1.50 THE SCHOOL LIBRARY. 291 Deming, A. G. — Language games for all grades ; ' designed to establish the habit of correct speech and to increase the child's vocabulary Beckley-Cardy 65c Dewey, John — School and society Chicago univ. $1.00 Dewey, John & Dewey, Evelyn — Schools of tomorrow Dutton $1.50 Dinsmore, J. W. — Teaching a district school ; a book for young teachers Amer. bk. co. $1.00 Dobbs, E. V. — Primary handwork Macmillan 75c Dodge, R. E. & Kirchwey, C. B. — Teaching of geography in elementary schools Rand $1.00 Dopp, K. E. — Place of industries in elementary education Chicago univ. $1.00 Dresslar, F. B. — School Hygiene Macmillan $1.25 Earhart, L. B. — Teaching children to study Houghton 60c Earhart, L. B. — Types of teaching Houghton $1.35 Field, Jessie — Corn lady; story of a country teachers work Flanagan 50c Field, W. T. — Fingerposts to children's reading McClurg $1.00 Foght, H. W. — American rural school; its characteristics, its future and its problems Macmillan $1.25 Freeman, F. N. — Psychology of the common branches Houghton $1.25 Freeman, F. N. — Teaching of handwriting Houghton 6oc Gesell, A. L. — Normal child and primary education Ginn $1.50 Gilman, M. L. & Williams, E. B. — Seatwork and industrial occupations ; a practical course for primary grades Macmillan 50c Haliburton, M. W. & Smith, A. G. — Teaching poetry in the grades Houghton 60C Hartwell, E. C. — Teaching of history in the high school Houghton 35c Heffron, I. C. — Lessons in chalk modeling; the new method of map draw- ing with introduction and suggestions on the use of maps Educ. pub. CO. $2.00 Hinsdale, B. A. — Teaching the language arts; speech, reading, composition Amer. bk. co. $1.00 Hunt, C. W. — What shall we read to the children? Houghton $1.00 Hurll, E. M. — How to show pictures to children Houghton $1.00, Johnson, G. E. — Education by plays and games Ginn 90c Johnson, Henrj- — Teaching of history in elementary and secondary schools Macmillan $1.40 Kern, O. J. — Among country schools Ginn $1.25 King, Irving — Education for social efficiency; a study in the social re- lations of education Appleton $1.50 King, Myra — Language games ; a method of using play for establishing correct habits of spelling in primary grades Educ. pub. co. 50c Klapper, Paul — Principles of educational practice Appleton $1.75 Klapper, Paul — Teaching children to read Appleton $1.25 Klapper, Paul — Teaching of arithmetic ; a manual for teachers Appleton $1.45 Klapper, Paul — Teaching of English ; teaching the art and science of language Appleton $1.25 Ledyard, M. F. & Beckeneld, B. H. — Primary manual work; a sug- gestive outline for a year's course in first and second grades Bradley $1.20 Lee, Joseph — Play in education Macmillan $1.50 Lindsay, Maud — Mother stories Bradley $1.00 Lyman, Edna — Story telling; what to tell and how to tell it McClurg 75c MacClintdck, P. L. — Literature in the elementary school Chicago univ. $1.00 McMurry, C. A. — Special method in reading in the grades, including the oral treatment of stories and the reading of classics Macmillan $1.25 THF SCHOOL LIBRARY. McMurry, C. A. & McMurry, F. M. — Method of the recitation Macmillan 90c McMurry, F. M. — How to study and teaching how to study Houghton $1.25 Newell, C. E. — Constructive work for schools without special equipment Bradley $1.20 Olcott, F. J.— Children's reading Houghton $1.25 O'Shea, M. V. — Everyday problems in teaching Bobbs $1.25 Palmer, G. H. — Self cultivation in English Houghton 35c Palmer, G. H. & Palmer, Mrs. A. E. F. — The teacher; essays and ad- dresses on education Houghton $1.50 Perry, C. A. — Wider use of the school plant Charities pub. com. $1.25 Poulsson, Emilie — ^^In the child's world; morning talks and stories for kindergarten, primary schools and home Bradley $2.00 Sage, Elizabeth & Cooley, A. M. — Occupations for little fingers; a manual for grade teachers, mothers and settlement workers Scribner $1.00 Sargent, Walter — Fine and industrial arts in elementary schools Ginn 7Sc Sargent, Walter & Miller, E. E. — How children learn to draw Ginn $1.00 Sawyer, N. A. — Five messages to teachers of primary reading Rand $1.00 Schmucker, S. C. — Study of nature Lippincott $1.25 Scott, C. B.— Nature study and the child Heath $1.50 Seegmiller, Wilhelmina — Primary handwork Atkinson $1.00 Shedlock, M. L.— Art of the story teller Appleton $1.75 Smith, W. H. — All the children of all the people; a study of the attempt to educate everybody Macmillan $1.50 Strayer, G. D. — Brief course in the teaching process Macmillan $1.25 Strayer, G. D. & Norsworthy, Naomi — How to teach Macmillan $i.-io Sutherland, W. J. — Teaching of geography Scott $1.23 Suzzalo, Henry — Teaching of primary arithmetic a critical study of recent tendencies in method Houghton 6oc Suzzalo, Henry — Teaching of spelling; a critical study of recent tendencies in method Houghton 6oc Terman, L. M. — Hygiene of the school child Houghton $1.65 Terman, L. M. — Teacher's health ; a study in the hygiene of an •occupation Houghton 60c Wertz, A. P.— Outlines in picture study Flanagan 30c Whitney, Frederick— Blackboard sketching Bradley 50c Wiggin. K. D. & Smith, N. A.— Story hour; a book for home and kindergarten Houghton $1.00 Wilson, H. B. & Wilson, G. M. — Motivation of school work Houghton $1.35 Worst, E. F. & Keith, Edna— Educative seatwork Charles 75c Wray, A. W. — Jean Mitchell's school Pub. sch. ptib. CO $1.00 398 Fables, Fairy Tales and Legends Aesop— Fables ; edited by J. H. Stickney Ginn 40c Aesop — Fables told anew and their history traced by Joseph Jacobs Macmillan $1.50 Alden, R. M.— Why the chimes rang Bobbs 50c Andersen, H. C— Fairy tales, trans, bv Mrs. E. Lucas Button $2.50 Andersen, H. C— Stories Houghton 40c Arabian Nights— Stories from the Arabian Nights Houghton 40c Arabian Nights; their best known tales; edited by K. D. Wiggin & N. A. Smith; illus. by Maxfield Parrish Scribner $2.50 Arabian Nights entertainments, based on a translation from the Arabic by E. W. Lane; edited by F. J. Olcott; illus. by M. S. Orr Holt $1.50 THE SCHOOL LIBRARY. 293 5-6 6-8 5-8 5-7 3-5 5-7 4-6 3-4 4-6 3-4 3-5 3--- 5-8 3-4 3-4 3-5 4-6 4-6 4-5 6-8 3-5 3-5 3-5 4-6 5-7 5-8 5-8 3-4 5-6 3-5 4-6 3-5 4-6 3-5 3-5 3-5 4-5 3-4 5-8 5-6 4-5 5-6 Asbjornson, P. C. — Fairy tales from the far north Burt 62c Baldwin, James — Story of Roland Scribner $1.50 Baldwin, James — Story of Siegfried Scribner $1.50 Baldwin, James — Wonder book of horses Century 75c Barber, G. E. — Wagner opera stories Pub. sch. pub. co. 50c Barrie. J. M. — Peter and Wendy Scribner $1.50 Barrie, J. M. — Peter Pan in Kensington gardens ; with drawings by Arthur Rackham Scribner $1.50 Brooke, Leslie — Golden goose book Warne $2.00 Brown, A. F. — Book of saints and friendly beasts Houghton $1.25 Browne, Frances — Granny's wonderful chair and the tales it told Heath 30c Carroll, Lewis, pseud. — Alice's adventures in wonderland Macmillan $1.00 Carroll, Lewis, pseud. — Through the looking glass and what Alice found there Macmillan $1.00 Chapin, A. A. — Story of the Rhinegold told for young people Harper $1.25 Coussens, P. W. — Child's book of stories ; illus. by J. W. Smith Duffield $2.25 Cox, J. H. tr. Siegfried Row 50c Craik, Mrs. D. M. M. — Adventures of a brownie as told to my child Harper 60c Craik, Mrs. D. M. M. — Little lame prince Heath 30c Craik, Mrs. D. M. M. — Little lame prince and his travelling cloak, with pictures by Hope Dunlap Rand $1.25 Crothers, S. M. — Miss Muffet's Christmas party Houghton $1.00 Finnemore, John — Story of Robin Hood and his merry men Macmillan $1.50 Grimm, J. L. K. & Grimm, W. K. — Fairy tales; trans, by Mrs. Edgar Lucas ; illus. by Arthur Rackham Doubleday $1.50 Grimm, J. L. K. & Grimm, W. K. — German household tales Houghton 40c Grimm, J. L. K. & Grimm, W. K. — Household stories ; trans, by Lucy Crane and done into pictures by Walter Crane Macmillan $1.50 Harris, J. C. — Little Mr. Thimblefinger and his queer country ; what the children saw and heard there Houghton $1.80 Harris, J. C. — Nights with Uncle Remus ; myths and legends of the old plantation Houghton $1.50 Harris, J. C. — Uncle Remus, his songs and his sayings Appleton $2.00 Herbertson, A. C. — Heroic legends Caldwell $2.00 Holbrook, Florence — Book of nature myths Houghton 45c Jacobs, Joseph cd. Celtic fairy tales Jacobs, Joseph ed. English fairy tales Jacobs, Joseph ed. Indian fairy tales Jacobs, "Joseph ed. More English fairy tales Kingsley, Charles — Waterbabies Lang, Andrew ed. Blue fairy book Lang, Andrew ed. Green fairy book Lang, Andrew ed. Red fairy book Lang, Andrew ed. Yellow fairy book Lorenzini, Carlo — Pinocchio; adventures of a marionette, by C. Collodi Ginn 40c Mabie, H. W. ed. Legends every child should know Doubleday 90c MacDonald, George — At the back of the north wind Lippincott $1.50 MacDonald, George — Princess and the goblin Lippincott $1.50 Maeterlinck, Maurice — Bluebird for children; the wonderful adventures of Tyltyl and Mytyl in search of happiness, by Georgette Leblanc Silver 50c Burt Burt Burt Putnam Macmillan Longmans Longmans Longmans $1.00 $1.00 $1.00 $1.25 $1.00 $1.00 $1.00 $1.00 Longmans $1.00 THE SCHOOL LIBRARY. Malory, Sir Thomas — Boy's King Arthur; Sir Thomas Malory's history of King Arthur and his knights of the Round Table; edited for boys by Sidney Lanier; illus. by N. C. Wyeth Scribner $2.50 Marshall, H. E. Stories of Beowulf Dutton 50c Pyle, Howard — Merry adventures of Robin Hood of great renown in Nottinghamshire Scribner $3.00 Pyle, Howard — Some merry adventures of Robin Hood of great re- nown in Nottinghamshire Scribner 50c Pyle, Howard — Story of King Arthur and his knights Scribner $2.50 Radford, M. L. — King Arthur and his knights Rand 50c Ruskin, John — King of the Golden river ; or The black brothers ; a legend of Stiria Rand 25c Scudder, H. E. — Book of folk stories rewritten Houghton 45c Scudder, H. E. — Book of legends told over again Houghton 50c Scudder, H. E. comp. Children's book; a collection of the best and most famous stories of the English language Houghton $2.50 A Stockon, F. R. — Fanciful tales Scribner 50c Thackeray, W. M. — Rose and the ring; or, The history of Prince Giglio and Prince Bulbo Heath 25c Thorne-Thomsen, Gudrun — comp. East o' the sun and west o' the moon, with other Norwegian folk tales Wiggin, K. D. & Smith, N. A. ed. Fairy ring Wiggin, K. D. & Smith, N. A. ed. Magic casements Wiggin, K. D. & Smith, N. A. ed. Tales of laughter Wiggin, K. D. & Smith, N. A. ed. Tales of wonder Williston, T. P. — Japanese fairy tales 425 Grammar Baker, F. T. & Thorndike, A. H. — Everyday English, Buehler, H. G. — Modern English grammar Driggs, H. R. — Live language lessons First book Second book Third book Erskine, John & Erskine, Helen — Written English ; a guide to the rules of composition Century 40c 428 Readers and Books for Primary Grades Adelborg, Ottilia— Clean Peter and the children of Grubbylea Longmans $1.25 Baldwin, James— Fairy stories and fables retold Amer. bk. co. 35c Bannerman, Helen — Little black Sambo Stokes 50c Banta, N. M. & Benson, A. B. — Brownie primer Flanagan 35c Bass, Florence — Nature studies for young readers; animal life Heath 40c Bass, Florence — Nature studies for young readers; plant life Heath 35c Bigham, M. A. — Stories of Mother Goose village Rand 45c Blaisdell, E. A. & Blaisdell, M. F.— Boy Blue and his friends Little 40c Brooke, L. L. — Johnny Crowds garden; a picture book Warne $1.00 Brooke, L. L. — Johnny Crow's party; another picture book Warne $1.00 Brown, C. L. & Bailey, C. S. — Jingle primer ; a first book in reading based on Mother Goose rhymes and folk tales Amer. bk. co. 30c Bryce, C. T. ed. Robert Louis Stevenson reader Scribner 40c Bryce, C. T. — That's why stories Newson 45c Buffington, B. E., Weimer, Theresa & Jones, R. G. — Circus reader for first and second year pupils Sanborn 50c Burgess, F. G. — Goops and how to be them ; a manual of manners for polite infants inculcating many juvenile virtues both by precept and example, with drawings by the author Stokes $1.50 Chadwick, Mrs. M. L. P. — Little red hen Educ. pub. co. 30c Row 50c Grosset 50C Grosset 60C Grosset 60c Grosset 60C Rand 50c 1, 2V. Macmillan $1.00 Newson 60C Univ. pub. CO. 52c 5^c 64c Educ. pub. CO. 30c Century $1.50 Merrill 30c Heath 20c Lane $1.25 Lane $1.25 Lane $1.25 Lane $1.25 Rand 45 c Rand 45c Amer. bk. co. 30c THE SCHOOL LIBRARY. 295 Chadwick, Mrs. M. L. P. — Three bears Cox, Palmer — Brownies; their book Craik, G. M. — Bow-wow and Mew-mew Craik, G. M. — So-fat and Mew-mew Crane, Walter — Beauty and the beast picture book Crane. Walter — Bluebeard's picture book Crane, Walter — Cinderella's picture book Crane, Walter — Mother Hubbard ; her picture book Dopp, K. E. — Early cavemen Dopp, K. E. — Treedwellers Dutton, M. B. — In field and pasture Edson, A. W. & Laing, M. E. — Working together (Edson-Laing readers book 4) Sanborn 50c Edson, A. W. & Laing, M. E. — Opportunity (Edson-Laing readers book 5) Sanborn 60c Fox, F. C. — Indian primer Amer. bk. co. 25c Gask, Lillian — Babes of the wild Crowell $1.00 Gerson, Virginia — Happy heart family Duffield $1.25 Greenaway, Kate — Marigold garden; pictures and rhymes Warne $1.50 Greenaway, Kate — Under the window ; pictures and rhymes for children Warne $1.50 Holbrook, Florence — Hiawatha primer Houghton 40c Horsford, I. M. — Stories of our holidays Silver 30c Jackson, H. H. — Letters from a cat, published by her little mistress for the benefit of all cats and the amusement of little children Little $1.25 Lang, Andrew ed. Nursery rhyme book Warne $2.00 Lefevre, Felicite — Cock, the mouse and the little red hen Jacobs $r.oo Lucia, Rose — Peter and Polly in summer Amer. bk. co. 35c McMurry, Mrs. L. B. — Classic stories for the little ones, adapted from the tales of Andersen, Grimm brothers and others Pub. sch. pub. CO. 35c McMurry, Mrs. L. B. — More classic stories for the little ones Pub. sch. pub. CO. 35c Mother Goose ; the old nursery rhymes ; illus. by Arthur Rackham Century $2.50 Mott, S. M. & Dutton, M. B. — Fishing and hunting Amer. bk. co. 30c Olmstead, E. G. & Grant, E. B.— Ned and Nan in Holland Row 40c O'Shea, M. V. ed. Six nursery classics ; the house that Jack built, Mother Hubbard and her dog, Courtship of Cock Robin, Dame Wiggins of Lee, The old woman and her pig. Three bears Heath 20c Perrault, Charles — Tales of Mother Goose as first collected in 1696; a new translation by Charles Welsh Heath 20c Potter, Beatrix — Tale of Benjamin Bunny Warne 50c Potter, Beatrix — Tale of Peter Rabbit Warne 50c Potter, Beatrix — Tale of Squirrel Nutkin Warne 50c Poulsson, Emilie — Runaway donkey and other rhymes for children Lothrop $1.25 Poulsson, Emilie — Through the farmyard gate; rhymes and stories for little children at home and in kindergarten Lothrop $1.25 Smith, E. B.— Chicken world Putnam $2.00 Smith. E. B.— Circus and all about it Stokes $1.00 Smith, E. B. — Farm book; Bob and Betty visit Uncle John Houghton $1.50 Smith, E. B. — Santa Claus and all about him Stokes $1.50 Smith, Gertrude — Arabella and Araminta stories Small $1.00 Smith, Gertrude — Rogsie and Reggie stories Harper $1.50 Smith, L. R. — Bunny boy and Grizzly bear Flanagan 25c Smith, L. R. — Circus book; a story reader with dramatizations Flanagan 35c Flanagan 30c Flanagan 30c Flanagan 30c Flanagan 25c Flanatjan 2SC Rand 40c mer. bk. co. 30c Rand 50c THE SCHOOL LIBRARY. Smith, L. R. — Circus cottontails Smith, L. R. — Little Eskimo Smith, L. R. — Seventeen little bears Smith, L. R. — Tale of Bunny Cottontail Smith, L. R.— Three little Cottontails Smith, M. E. E. — Eskimo stories Smythe, E. L. ed. Reynard the fox Stevenson, R. L. — Child's garden of verses Stevenson, R. L. — Child's garden of verses, illus. by J. W. Smith Scribner $2.50 Wells, Carolyn — Happychaps Century $1.50 Welsh, Charles, comp. Book of nursery rhymes, being Mother Goose's melodies arranged in the order of attractiveness and interest Heath 30c Wiley, Belle & Edick, G. W. — Children of the cliff Appleton 30c 500 Nature Study and Science General Andrews, Jane — Stories Mother Nature told her children Ginn 50c Burroughs, John — Birds and bees, Sharp eyes and other papers Houghton 40C Hodge, C. F. — Nature study and life Ginn $1.50 Holtz, F. L. — Nature study; a manual for teachers and students Scribner $1.50 Mcllvaine, Charles — Outdoors, indoors and up the chimney S. S. times 7S^ Sharp, D. L. — Fall of the year Houghton 60c Sharp, D. L. — Spring of the year , Houghton 60c Sharp, D. L. — Summer Houghton 60c Sharp, D. L. — Winter Houghton 60c Strong, F. L. ed. All the year round ; a nature reader ; 3v. Autumn, Winter, Spring _ " Ginn 90c Wright, J. M. — Seaside and wayside. 4v. Heath $1.55 520 Astronomy Ball, R. S. — Star-land ; being talks with young people about the wonders of the heavens Ginn $1.00 Hawkes, Ellison — Stars shown to the children Piatt 90c Holden, E. S. — Earth and sky; a primer of astronomy for young people Appleton 28c Mitton, G. E. — Children's book of stars Black $2.00 Porter, J. G. — Stars in song and legend, with illustrations from the draw- ings of Albrecht Diirer Ginn 60c Procter, Mary — Giant sun and his family Silver 50c Procter, Mary^ — Stories of starland Silver 50c Johnson, W. E. — Mathematical geography Amer. bk. co $1.00 530 Physics and Chemistry Houston, E. J. — Wonder book of light Stokes $1.50 Williams, Archibald — How it works ; dealing in simple language with steam, electricity, light, heat, sound, hydraulics, optics, etc., and with their simple applications to apparatus in common use Nelson $1.25 Woodhull, J. F. — Manual of homemade apparatus with reference to chemistry, physics and physiology Barnes 65c Adams, J. H. — Harper's electricity book for boys, with an explanation of electricity, light, heat, power and traction by J. B. Baker and a dictionary of electrical terms Harper $i.7S Collins, F. A. — Wireless man, his work and adventures on land and sea Century $1.20 Gibson, C. R. — How telegraphs and telephones work; explained in non- technical language Seeley 7Sc THE SCHOOL LIBRARY. 29/ 6-8 St. John, T. M. — How two boys made their own electrical apparatus, con- taining complete directions for making all kinds of simple apparatus for the study of elementary electricity St. John $i.oo 7-8 Sloane, T. O. — Electric toy-making for amateurs Henley $1.00 8 Brownlee, R. B. & others — Chemistry of common things Allyn $1.50 550 Physical Geography 7-8 Dodge, R. E. — Reader in physical geography for beginners Longmans 70c 7-8 Fairbanks, H. W. — Stories of the rocks and minerals for the grammar grades Educ. pub. co. 60c 5-6 Frye, A. E. — Brooks and brook basins Ginn 50c 7-8 Greene, Homer — Coal and coal mines Houghton 75c 7-8 Harrington, M. \V. — About the weather Appleton 65c 7-8 Herrick, S. M. B. — Earth in past ages Amer. bk. co. 60c 6-8 Houston, E. J. — Wonder book of the atmosphere Stokes $1.50 7-8 Ingersol, Ernest — Book of the ocean Century $1.50 5-6 Kelley, J. G. — Boy mineral collectors Lippincott $1.35 7-8 Martin, E. A. — Story of a piece of coal ; what it is, whence it comes and whither it goes Appleton 35c 7-8 Ridgley, D. C. — General circulation of the atmosphere McKnight 15c 7-8 Ridgley, D. C. — Rainfall of the earth McKnight 15c 7-8 Ridgley, D. C. — Trip around the world on the fortieth parallel McKnight 15c 7-8 Ridgley, D. C. — Vegetation zones of the earth McKnight 15c 7-8 Rogers, J. E. — Earth and sky every child should know; easy studies of the earth and the stars for any time and place Grosset 6oc 8 Shaler, N. S. — First book in geology, designed for the use of beginners Ginn 75c 4-8 Thompson, J. M. — ^^'ater wonders every child should know; little studies of dew, frost, snow, ice and rain Grosset 60c 570 Plant and Animal Life 4-6 Morley, M. W.^ — Song of life McClurg $1.25 5-8 Torelle, Ellen — Plant and animal children ; how they grow Heath 6oc 571 Primitive Man 3-4 Bayliss, Mrs. C. K. — Lolami, the little cliff dweller 3-4 Bayliss, Mrs. C. K. — Lolami in Tusayan 4-5 Dopp, K. E. — Early sea people 3-4 Dopp, K. E. — Later cavemen 3-4 Mclntyre, M. A. — Cave boy of the age of stone 3-4 Perkins, L. F. — Cave twins 8- Waterloo, Stanley — Story of Ab ; a tale of the time of the cave man Doubledav $1.50 580 Plants 4-6 Atkinson, G. K. — First studies of plant life Ginn 60c 5-8 Bailey, L. H.— First lessons with plants ; an abridgement of lessons with plants; suggestions for seeing and interpreting some of the common forms of vegetation Macmillan 40c 4-5 Beal, W. J. — Seed dispersal Ginn 35c 3-5 Brown, K. L. — Plant baby and its friends ; a nature reader for primary grades Silver 48c 5-8 Carter, M. H. — Nature study with common things Amer. bk. co. 60c 4-5 Fultz, F. M. — Flyaways and other seed travellers Pub. sch. pub. co. 60c 8- Gaye, Selina — Great world's farm ; some account of nature's crops and how they are grown Macmillan $1.00 7-8 Gibson, W. H. — Blossom hosts and insect guests ; how the heath family, the bluets, the figworts, the orchids and similar wild flowers welcome the bee, the fly, the wasp, the moth and other faithful insects Newson 80c Pub. sch. pub. CO. 50c Pub. sch. pub. CO. 50C Rand 50c Rand 45c Appleton 40C Houghton 56c THE SCHOOL LIBRARY. Gray, Asa — New manual of botany; a handbook of the flowering plants and ferns of the Central and Northern United States and adjacent Canada Amer. bk. co. $2.50 Mathews, F. S. — Field book of American wild fiowers, being a short de- scription of their characteristics and habits, a concise definition of their colors and incidental reference to the insects which assist in their fertilization Putnam $1.85 Morley, M. W. — Flowers and their friends Ginn 50c Morley, M. W. — Seed babies Ginn 25c Parsons, Mrs. F. T. S. — How to know the wild flowers; a guide to the names, haunts and habits of our common wild flowers, by Mrs. W. S. Dana Scribner $2.00 Parsons, Mrs. F. T. S. — Plants and their children Amer. bk co. 65G Reed, C. A. — Flower guide ; wild flowers east of the Rockies Doubleday $1.00 Sargent, F. L. — Corn plants; their uses and ways of life Houghton 75c Stack, F. W. — Wild flowers every child should know, arranged according to color, with reliable descriptions of the more common species of the United States and Canada Doubleday 90c Keeler, H. L. — Our native trees and how to identify them ; a popular study of their habits and their peculiarities Scribner $2.00 Keeler, H. L. — Our northern shrubs and how to identify them ; a hand- book for the nature-lover Scribner $2.00 Mathews, F. S. — Familiar trees & their leaves Appleton $1.75 Rogers, J. E. — Trees every child should know; easy tree studies for all seasons of the year Doubleday 90c Stokes, Susan — Ten common trees Amer. bk. co. 40c 595 Insects Beard, D. C. — American boy's book of bugs, butterflies and beetles Lippincott $2.00 Bertelli, Luigi — Prince and his ants, by Vamba Holt $1.35 Comstock, J. H. — Insect life ; an introduction to nature study and a guide for teachers, students and others interested in out-of-door life Appleton $1.75 Dickerson, M. C— Moths and butterflies Ginn $1.25 Eliot, I. M. & Soule, C. G. — Caterpillars and their moths Century $2.00 Emerton, J. H. — Common spiders of the United States Ginn $1.50 Holland. W. J. — Butterfly book; a popular guide to a knowledge of the butterflies of North America Doubleday $3.00 Howard, L. O. — Insect book; a popular account of the bees, wasps, ants, grasshoppers, flies and other North American insects exclusive of the butterflies, moths and beetles, with full life histories Doubleday $3.00 Morley, M. W.— Bee people McClurg $1.25 Morlev, M. W. — Butterflies and bees Ginn 60c Morley, M. W.— Grasshopper land McClurg $1.25 Noel, Maurice — Buz; or. The life and adventures of a honev bee Holt $1.00 Patterson, A. J. — Spinner family McClurg $1.00 Schwartz, J. A. — Grasshopper Green's garden; the story of somewonder- ful little lives ; a nature reader for elementary schools Little 50c Smith, J. B. — Our insect friends and enemies ; the relation of insects to man, to other animals, to one another and to plants, with a chapter on the war against insects Lippincott $1.50 Weed, C. M. — Insect world; a reading book on entomology Appleton 60c Weed, C. M. — Stories of insect life Ginn 25c Weed, C. M. & Murtfelt, M. E. — Stories of insect life; sumrner and autumn ; second series Ginn 30c THE SCHOOL LIBRARY. 299^ 597 Fishes 6-8 Baskett, J. N.— Story of the fishes . Appleton 65c 7-8 Rolt-Wheeler, Francis— Boy with the U. S. fisheries Lothrop $1.50 598 Birds 7-8 Chapman, F. M.— Bird life; a guide to the study of our common birds Appleton $2.00 6-8 Chapman, F. M.— Handbook of birds of eastern North America, with introductory chapters on the study of birds in nature Appleton $3.50 4-8 Chapman, F. M.— Travels of birds Appleton 45c 6-8 Doubleday, Mrs. N. B. D. — Bird neighbors; an introductory acquaintance with one hundred and fifty birds commonly found in the garden, meadow and woods, about our homes, by Neltje Blanchan Doubleday $2.00 6-8 Doubleday, Mrs. N. B. D.— How to attract the birds and other talks about birds neighbors Doubleday $1.35 6-8 Mathews, F. S.— Field book of wild birds and their music; a description of the characteristics and music of birds intended to assist in the identification of species common in the eastern United States Putnam $2.00 4-7 Miller, O. T.— First book of birds Houghton 60c 5-8 Miller, O. T.— Second book of birds Houghton $1.00 6-8 Miller, O. T. — True bird stories from my note-books Houghton $1.00 5-8 Reed, C. A. — Bird guide; part i, water birds, game birds and birds of prey east of the Rockies Doubleday $1.00 5-8 Reed, C. A. — Bird guide; part 2, land birds east of the Rockies, from parrots to bluebirds Doubleday $1.00 3-4 Trimmer, Sarah — History of the robins Heath 20c 7-8 Weed, C. M. & Dearborn, Ned — Birds in their relations to man ; a manual of economic ornithology for the United States and Canada Lippincott $2.50 599 Animals and Animal Stories 3-5 Burgess, T. W.— Mother West Wind's children Little $1.00 yS Burgess, T. W.— Old Mother West Wind Little $1.00 3-5 Burgess, T. W.— Old Mother West Wind's animal friends Little $1.00 5-8 Burroughs,' John — Squirrels and other fur-bearers Houghton 60c 4-6 Carter, M. H. ed. — About animals, retold from St. Nicholas Century 65c 5-8 Carter, M. H. cd.— Bear stories retold from St. Nicholas Century 65c 4-6 Carter, M. H. ed.—Cat stories retold from St. Nicholas Century 65c 5-8 Carter, M. H. ed. — Lion and tiger stories retold from St. Nicholas Century 65c 5-7 Carter, M. H. ed. — Stories of brave dogs retold from St. Nicholas Century 65c 3-6 De la Ramme, Louise — Moufflon, by Ouida Stokes 50c y- Drummond, Henry — Monkey that would not kill Dodd $1.00 6-8 Dyer, W. A.— Pierrot ; dog of Belgium Doubleday $1.00 3-5 Eddy, S. J. comp. — Friends and helpers _ Ginn 6oc 7-8 Hornaday, W. T. — American natural history; a foundation of useful knowledge of the higher animals of North America Scribner $3.50 6-8 Ingersoll, Ernest— Wild neighbors; outdoor studies in the United States Macmillan 50c 4-6 Tohonnot, James — Friends in feathers and fur and other neighbors; for young folks Amer. bk. co. 30c 6-8 Jordan, D. S. ed.—Tru& tales of birds and beast Heath 40c 4-S Kelly, Mrs. M. A. B. — Short stories of our shy neighbors Amer. bk. co. 50c 4-6 Kipling, Rudyard— Jungle book Century $1.50 3-5 Kipling, Rudyard — Just so stories for little children Doubleday $1.20 4-6 Kipling, Rudyard— Second jungle book Century $1.50 THE SCHOOL LIBRARY. Lang, Andrew, ed. — Animal story book Longmans $i.oo Long, W. J. — Little brother to the bear and other animaT stories Ginn 50c Long, W. J. — Secrets of the woods Ginn 50c Long, W. J. — Ways of wood folk Ginn 50c Long, W. J. — Wilderness ways Ginn 50c Monteith, John & Monteith, Caroline — Some useful animals and what they do for us Amer. bk. co. 50c Muir, J^ohn — Stickeen Houghton 25c Pierson, C. D. — Among the meadow people Dutton $1.00 Saunders, Marshall — Beautiful Joe; an autobiography Amer. Bap. pub. soc. 50c Schwartz, J. A. — Wilderness babies Little $1.50 Segur, S. R., Comtesse de Story of a donkey; abridged from the French by Charles Welsh Heath 20c Seton, E. T. — Biography of a grizzly Century .$1.50 Seton, E. T. — Krag and Johnny Bear; being the personal histories of Krag, Randy, Johnny Bear and Chink Scribner 50c Seton, E. T. — Lives of the hunted ; containing a true account of the doings of five quadrupeds and three birds Scribner $1.75 Seton, E. T.— Lobo, Rag and Vixen; being personal histories of Lobo, Redruff, Raggylug and Vixen Scribner 60c Sewell, Anna — Black beauty; his groom and companions; the auto- biography of a horse Grosset 50c Sharp, D. L. — Watcher in the woods Century 84c 600 Industries, Inventions and Occupations Allen, N. B. — Industrial studies ; Europe Ginn Soc Allen, N. B. — Industrial studies ; United States Ginn 65c Baker, R. S. — Boys' book of inventions ; stories of the wonders of mod- ern science Doubleday $2.00 Carpenter, F. G. — How the world is clothed Amer. bk. co. 6oc Carpenter, F. G. — Foods ; or. How the world is fed Amer. bk. co. 6oc CarpenteV, F. G. — How the world is housed Amer. bk. co. 6oc Chamberlain, J. F. — How we are clothed ; a geographical reader Macmillan 40c Chamberlain, J. F. — How we are fed; a geographical reader Macmillan 40c Chamberlain, J. F. — How we are sheltered ; a geographical reader Macmillan 40c Chase, A. & Clow, E. — Stories of industry. 2v. Educ. pub. co. $1.20 Collins, F. A.- — Boy's book of model aeroplanes ; how to build and fly them, with the story of the evolution of the flying machine Century $1.20 Forman, S. E. — Stories of useful inventions Century 6oc Freeman, W. G. & Chandler, S. E.— World's commercial products ; a de- scriptive account of the economic plants of the world and of their commercial uses Ginn $3.00 From wool to cloth. Amer. woolen co. Free Howden, J. R. — Boys' book of warships Stokes $1.75 Kirby, Mary & Kirby, Elizabeth — Aunt Martha's corner cupboard; or, stories about tea, coffee, sugar, rice, etc Educ. pub. co. 40c Lane, Mrs. M. A. L., ed. — Industries of today Ginn 25c Mofifet, Cleveland — Careers of danger and daring Century $1.50 Mowry, W. A. & Mowry, A. M. — American inventions and inventors Silver 65c Rocheleau, W. F. — Great American industries Flanagan Vol. I. Minerals 50c Vol. 2. Products of the soil 50c Vol. 3. Manufacturt>. 50c Vol. 4. Transportaticii 60c THE SCHOOL LIBRARY. 301 •3-4 Sliillig, E. E. — Four wonders; cotton, wool, linen, silk Rand 50c 8- Weaver. E. W.— Profitable vocations for girls Barnes 75c 8- Weaver, E. W. & Byler, J. F. — Profitable vocations for boys Barnes $1.00 6-8 Wright, Sidney— Romance of the world's fisheries ; interesting descriptions of the many and curious methods of fishing in all parts of the world Lippincott $1.50 613 Physiology and Hygiene A Allen, W. H.— Civics and health Ginn $1.50 B Bailey, R. R.— Sure Pop and the safety scouts World bk. co. 45c A Conn, H. W^ — Bacteria, yeasts and molds in the home Ginn $1.20 A Guerber, H. A. — Yourself and your house wonderful Uplift pub. CO. $2.00 B Gulick, C. v.— Emergencies _ Ginn 40c A Howard, L. O. — Housefly, disease carrier; an account of its dangerous activities and of the means of destroying it Stokes $1.60 A Hutchinson, Woods — Preventable diseases Houghton $1.50 A Lipman, J. G. — Bacteria in relation to country life Macmillan $1.50 A Rolt- Wheeler, Francis — Boy with the U. S. life savers Lothrop $1.50 613.7 Physical Training Bancroft, J. H. — Games for the playground, home, school and gymnasium Macmillan 1.50 Clark, Lydia — Physical training for the elementary school; gymnastics, games and rhythmic plays Sanborn $1.60 Curtis, H. S. — Play and recreation for the open country Ginn $1.16 Johnson, G. E. — Education by plays and games Ginn 90c 614,8 Fire Prevention 5-8 Hill, C. T.— Fighting a fire Century $1.50 4-6 Martin, F. E. & Davis, G. K. — Firebrands Little 50c 620 Engineering and Machinery 7-8 Adams, J. H. — Harpers' machinery book for boys, with a dictionary of mechanical terms _ Harper $1.50 7-8 Bond, A. R. — Pick and shovel and pluck; further experiences with the men who do things Munn $1.50 7-8 Bond, A. R. — With the men who do things Munn $1.50 7-8 Verrill, A.H. — Harpers' aircraft book; why aeroplanes fly, how to make models and all about aircraft, little and big _ Harper $1.00 7-8 Williams, Archibald — How it is made; describing in simple language how various machines and many articles in common use are manufactured from the raw material _ Nelson $1.25 7-8 Williams, Archibald — How it is done; or, Victories of the engineer, de- scribing in simple language how great engineering achievements in all parts of the world have been accomplished Nelson $1.25 630 Agriculture Bailey, L. H. — Country life movement in the United States Macmillan $1.25 Bailey, L. H., cd. — Cyclopedia of American horticulture. 4v. Macmillan $20.00 Bailey, L. H. — Farm and garden rule book; a manual of ready rules and reference Macmillan $2.00 Concrete in the country Amer. Port. Cement mfrs. 25c Corbett, L. C. — Garden farming Ginn $2.00 Cromwell, A. D. — Agriculture and life; a textbook for normal schools and teachers' reading circles Lippincott $1.50 Davidson, J. B. and Chase, L. W. — Farm machinery and farm motors Judd $2.00 Davis, C. W. — Rural school agriculture; exercises for use with any text- book of agriculture or without a textbook Judd $1.00 THE SCHOOL LIBRARY. Grim, J. S. — Elementary agriculture Allyn $1.25 Pee, Clarence — How farmers cooperate and double profits; first-hand re- ports on all the leading forms of rural cooperation in the United States and Europe ; stories that show how farmers can cooperate by showing how they have done it and are doing it Judd $1.50 Roberts, I. P. — Farmstead; the making of the rural home and the lay-out of the farm Macmillan $1.25 Sanford, A. H. — Story of agriculture in the United States Heath 8oc Universal Portland Cement Company — Concrete for the farmer Author soc Universal Portland Cement Company — Concrete silos ; a booklet of prac- tical information for the farmer and the rural contractor Author Free Universal Portland Cement Company — Small farm buildings of concrete; a booklet of practical information for the farmer and the rural contractor Author Free Warren, G. F. — Farm management Macmillan $1.75 Waters, H. J. — Essentials of agriculture Ginn $1.25 Weed, C. M. — Farm friends and farm foes ; a textbook of agricultural science Heath Qoc Hopkins, C. G. — Farm that won't wear out Author 30c Hopkins, C. G. — Soil fertility and permanent agriculture Ginn $2.75 Hunt, T. F & Burkett, C. W. — Soils and crops, with soils treated in reference to crop production Judd $1.50 King, F. H. — The soil, its nature, relations and fundamental principles of management Macmillan 75c Lyon, T. L. & Fippin, E. O. — Principles of soil management Macmillan $1.75 Voorhees, E. B. — Fertilizers ; the source, characteristics and composition of natural, home-made and manufactured fertilizers and suggestions as to their use for different crops and conditions Macmillan $1.00 Georgia, A. E. — Manual of weeds, with descriptions of all of the most pernicious and troublesome plants in the United States and Canada, their habits of growth and distribution with methods of control Macmillan $2.00 O'Kane, W. C. — Injurious insects; how to recognize and control them Macmillan $2.00 Sanderson, E. D. — Insect pests of farm, garden and orchard Wiley $3.00 Hunt, T. F. — Cereals in America Judd $1.75 Montgomery, E. G. — Productive farm crops Lippincott $1-75 Green, S. B. — Popular fruit growing, prepared especially for beginners and as a textbook for schools and colleges Webb $1.00 Gifford, John — Practical forestry for beginners in forestry, agricultural students, woodland owners and others desiring a general knowledge of the nature of the art Appleton $1.20 Moon, F. F. & Brown, N. C. — Elements of forestry Wiley $2.00 Roth, Filibert — First book in forestry Ginn 75c Duncan, Frances — Mary's garden and how it grew Century $1.25 Duncan, Frances — When mother lets us garden ; a book for little folks who want to make gardens and don't know how Moffat 7Sc Fraser, Samuel — The potato ; a practical treatise on the potato, its char- acteristics, planting, cultivation, harvesting, storing, marketing, insects and diseases and their remedies, etc Judd 75c Plemenway, H. D. — How to make school gardens ; a manual for teachers and pupils Doubleday $1.00 Lloyd, J. W — Productive vegetable growing Lippincott $1.50 Weed, C. M. & Emerson, Philip — School garden book Scribner $1.25 American Poultry Association. American standard of perfection, illus- trated ; a complete description of all recognized varieties of fowls Author $1.30 THE SCHOOL LIBRARY. 303 Bull, Sleeter — Principles of feeding farm animals Macmillan $1.75 Henry, W. A. & Morrison, F. B. — Feeds and feeding; a handbook for the student and stockman Author $2.25 Lewis, H. R. — Poultry keeping; an elementary treatise dealing with the successful management of poultry Lippincott $1.00 Lippincott, W. A. — Poultry production Lea $2.00 Plumb, C. S. — Types and breeds of farm animals Ginn $2.00 Eckles, C. H. — Dairy cattle and milk production ; prepared for the use of agricultural college students and dairy farmers Macmillan $1.60 Comstock, A. B. — How to keep bees; a handbook for the use of beginners Doubleday $1.00 Some of the best up-to-date material on agriculture, household science and kindred subjects is to be found in Farmers' Bulletins, a list of which may be had by writing to the Department of Agriculture at Washington. Check this list for the ones you can use and send it to 30ur Senator or Representative. He will send you the bulletins free of cost. He will also send you, free, the yearbook of the Depart- ment of Agriculture, if you ask for it. 640 Household Arts and Economics Bevier, Isabel — The house; its plan, decoration and care .... Amer. sch. of home econ. $1.25 Dillaway, T. M. — Decoration of the school and home Bradley $2.00 Herrick, G. W. — Insects injurious to the household and annoying to man Macmillan $1.75 Parloa, Maria — Home economics ; a guide to household management, in- cluding the proper treatment of materials entering into the con- struction and furnishing of the house Century $1.50 Quinn, M. J. — Planning and furnishing the home; practical and economic suggestions for the home maker Harper $1.00 Richards, E. H. & Elliott, S. M. — Chemistry of cooking and cleaning Whitcomb $1.25 Terrill, B. M. — Household management Amer. sch. of home econ. $1.25 641 Cooking 7-8 Austin, B. J. — Domestic science. 3v. Lyons 68c, 72c, and $1.00 7-8 Farmer, F. M. — Boston cooking school cook book Little $1.80 4-6 Johnson, Constance — When mother lets us cook; a book of simple recipes for little folks with important cooking rules in rhyme together with handy tests of the materials and utensils needed for the preparation of each dish Moffat 75c 7-8 Kinne, Helen & Cooley, A. M. — Foods and household management, a text- book of the household arts Macmillan $I.I0 5-8 Rorer, Mrs. S. T. — Home candy making Arnold Soc 7-8 Williams, M. E. & Fisher, K. R. — Theory and practice of cooking; a text- book of household science for use in schools Macmillan $1.00 646 Sewing 5-8 Baldt, L. I. — Clothing for women, selection, design and construction; a practical manual for school and home Lippincott $2.00 Kinne, Helen & Cooley, A. M. — Shelter and clothing; a textbook of the household arts Macmillan $1.10 6-8 McGlauflin, Idabelle — Handicraft for girls; a tentative course in needle- work, basketry, designing, paper and cardboard construction, textile fibers and fabrics and home decoration and care, designed for use in schools and homes Man. arts pr. $1.00 4-6 Morgan, M. E. H. — How to dress a doll Altemus 50c 4-6 Ralston, Virginia — When mother lets us sew Moffat 75c Woolman, M. S. — Sewing course for teachers, comprising directions for making the various stitches and instruction in methods of teaching Fernald $1.50 THE SCHOOL LIBRARY. 680 Manual Training and Handicrafts Brigham, Louise — Box furniture Century $1.60 Crawshaw, F. D. — Problems in furniture making Man, arts pr. $1.00 Holton, M. A. & Rollins, A. F. — Industrial work for public schools Rand 90c Larsson, Gustaf — Elementary sloyd and whittling; with drawings and working directions Silver 75c Lester, K. M. — Clay work; a handbook for teachers Man. arts pr. $1.00 Noyes, William — Handwork in wood Man. arts pr. $2.00 Selden, F. H. — Elementary woodwork for use in manual training classes Rand $1.00 Wheeler, C. G. — Wood working for beginners; a manual for amateurs Putnam $2.50 Wheeler, C. G. — Shorter course in wood working; a practical manual for home and school Putnam $1.50 White, Mary — How to make baskets Doubleday $1.00 750 Pictures Bacon, Dolores — Pictures that every child should know, a selection of the world's art ; masterpieces for young people Grosset 60 Bryant, L. M. — Pictures and their painters ; the history of painting Lane $2.50 Emery, M. S. — How to enjoy pictures, with a special chapter on pictures in the schoolroom by Stella Skinner Prang $1.50 Home, O. B. & Scobey.K. L. — Stories of great artists Amer. bk. co 40c Hurll, E. M. — Correggio; a collection of fifteen pictures and a supposed portrait of the painter with introduction and interpretation Houghton 50C Hurll, E. M. — Jean Francois Millet; a collection of fifteen pictures and a portrait of the painter, with introduction and interpretation Houghton 50c Hurll, E. M. — Landseer; a collection of fifteen pictures and a portrait of the painter, with introduction and interpretation Houghton 50c Hurll, E. M. — Michaelangelo; a collection of fifteen pictures and a portrait of the master, with introduction and interpretation Houghton 50c Hurll, E. M. — Murillo ; a collection of fifteen pictures and a portrait of the painter, with introduction and interpretation Houghton 50c Hurll, E. M. — Raphael ; a collection of fifteen pictures and a portrait of the painter, with introduction and interpretation Houghton, 50c Hurll, E. M. — Rembrandt; a collection of fifteen pictures and a portrait of the painter, with introduction and interpretation Houghton 50c Hurll, E. M. — Sir Joshua Re\'nolds; a collection of fifteen pictures and a portrait of the painter with introduction and intepretation Houghton 50c Hurll, E. M. — Titian ; a collection of fifteen pictures and a portrait of the painter with introduction and interpretation Houghton 50c Hurll, E. M. — Tuscan sculpture of the fifteenth century; a collection of sixteen pictures reproducing works by Donatello. the Delia Robbia, Mino da Fiesole and others, with introduction and interpretation Houghton 50c Hurll, E. M. — Van Dyck; a collection of fifteen pictures and a portrait of the painter, with introduction and interpretation Houghton 50c Powers, E. M. — Stories of famous pictures 2v. Educ. pub. co. 8oc Rydingsvaard, A. M. von — Art studies for schools ; or. Hints on the use of reproductions of high art in the school room Flanagan $1.00 Wrlson, Mrs. L. L. W. — Picture study in the elementary school ; a manual for teachers Macmillan $1.25 THE SCHOOL LIBRARY. 305 780 Music Bacon, D. M., ed. — Songs every child should know ; a selection of the best songs of all nations for young people Grosset 60c Bentley, A. E. — Song primer Barnes 30c Bentley, A. E. — Song series. Book I Barnes 36c Dann, Hollis — Christmas carols and hymns Amer. bk. co. 450 Elson, L. C, ed. — Folk songs of many nations Church $1.00 Field, Eugene — Songs of childhood, with music by Reginald DeKoven and others Scribner $1.00 Gaynor, J L. — Songs of the child world; words by A. C. D. Riley. 2v. Church each $1.00 George, M. M., ed. — Songs in season for primary and intermediate grades Flanagan 75c Guerber, H. A. — Stories of famous operas Dodd $1.35 Guerber,'H. A. — Stories of the Wagner operas Dodd $1.50 Johnson, Clifton, ed. — Songs every one should know ; two hundred favorite songs for school and home Amer. bk. co. 50c Neidlinger. W. H. — Small songs for small singers Schirmer $1.50 Poulsson, Emilie, coin[>. — Holiday songs and everyday songs and games Bradley $2.00 Scobey, K. L. & Horn, O. B. — Stories of great musicians. Amer. bk. co. 40c Stevenson, R. L. — Stevenson song book; verses from A child's garden of verses, music by various composers Scribner $1.00 Whitehead, J. B. R. — Folk songs and other songs for children Ditson $2.00 790 Amusements and Sports 6-8 Beard, D. C. — Field and forest handy book; new ideas for out of doors Scribner $2.00 6-8 Beard, Lina & Beard, A. B. — Indoor and outdoor recreation for girls Scribner $1.50 3-4 Beard, Lina & Beard, A. B. — Little folks handy book Scribner 7Sc 7-8 Beard, Lina & Beard, A. B. — On the trail; an outdoor book for girls Scribner $1.25 7-8 Bond, A. R. — Scientific American Boy Munn $2.00 7-8 Bond, A. R. — Scientific American boy at school Munn $2.00 6-8 Boy mechanic ; 700 things for boys to do ; how to construct wireless out- fits, boats, camp equipment, aerial gliders, kites, self-propelled vehicles, engines, motors, electrical apparatus, cameras, etc. Pop. mechanics $1.50 6-12 Boy scouts of America; official handbook for boys Grosset 60c 6-12 Campfire girls Book of the Campfire girls Doran 2Sc 5-7 Canfield, D. F. — What shall we do now? Stokes $1.50 5-8 Eastman, C. A. — Indian scout talks ; a gviide for boy scouts and campfire girls Little $1.00 Glover, E. H. — Dame Curtsey's book of games for children, for indoors and outdoors and all occasions McClurg 50c Glover, E. H. — Dame Curtsey's book of novel entertainments for every- day in the year McClurg $1.00 Graham, John & Clark, E. H. — Practical track and field athletics Fox $1.00 McGraw, J. J. — How to play baseball ; a manual for boys Harper 60c 6-8 Paret, A. iP., ed. — Harper's handy book for girls Harper $1.50 7-8 Rogers, Ethel — Sebago-Wohelo campfire gins Good health pub.co. $1.25 6-12 Seton, E. T. — Woodcraft manual for girls Doubleday 50c Stern, R. B. — Neighborhood entertainments Sturgis $1.00 2-3 Walker, M. C. — Lady Hollyhock and her friends Doubleday $1.25 5-8 Wells, Carolyn — Rainy day diversions Moffat $1.00 White, Mary & White, Sara — Book of children's parties Century $1.00 3-5 Yale, E. D. — When mother lets us give a party Moffat 75c THE SCHOOL LIBRARY. Yendes, L. A. & Brown, W. F. A., cd. — Entertainments for every occasion Hinds $1.25 800 Literature Adaptations. Church, A. J. — Iliad for boys and girls, told in simple langua'ge Macmillan 1.50 Church, A. J. — Odyssey for boys and girls, told from Homer Macmillan $1.50 Darton, F. J. H. — Tales from the Canterbury pilgrims, retold from Chaucer and others, illus. by Hugh Thomson Stokes $1.50 Gale, A, C. — Achilles & Hector : Iliad stories retold for boys and girls Rand 4Sc Lamb, Charles — Adventures of Ulysses, adapted from George Chapman's translation of the Odyssey Heath 25c Lamb, Charles & Lamb, Mary — Tales from Shakespeare Heath 40c Lamb, Charles & Lamb, Mary — Tales from Shakespeare; illus. by N. M. Price Scribner $1.50 Lamb, Charles & Lamb, Mary — Tales from Shakespeare; illus. by Arthur Rackham Button $2.50 Macleod, Mary — Shakespeare story book Barnes $175 Macleod, Mary — Stories from the Faerie queene Stokes $1.50 Royde-Smith, N. G. — Una and the red cross knight, and other tales from Spenser's Faerie queene illus. by T. H. Robinson Dutton $J 50 808 Collections Barbe, Waitman — Famous poems explained ; helps to reading with the understanding, with biographical notes of the authors represented Hinds $1.00 Bates, K. L., ed. — Ballad book Sibley soc Bellamy, B. W. & Goodwin, M. W., ed. — Open Sesame; poetry and prose for school days. 3v. Ginn Volume I. Arranged for children from four to twelve years old 75c Volume 2. Arranged for boys and girls from ten to fourteen years old 75c Volume 3. Arranged for students over fourteen years old 75c Burroughs, John, cd. — Songs of nature McClurg $1.50 Burt, M. E., ed. — Prose every child should know ; a selection of the best prose of all times for young people Doubleday 90c Cody, Sherwin, ed. — Selections from the best English essays illustrative of the history of English prose style McClurg $1.00 Cumnock, R. M., comp. — School speaker; rhetorical recitations for boys and girls McClurg 75c Eggleston, G. C, ed. — American war ballads and lyrics ; a collection of the songs and ballads of the colonial wars, the revolution, the war of 1812-1815, the war with Mexico and the Civil war Putnam $1.50 Gowdy, Chestine — Poems for the study of language Houghton 40c Guerber, H. A. — Book of the epic; the world's great epics told in story Lippincott $2.00 Hazard, Bertha, comp. — Three years with the poets ; a textbook of poetry to be memorized by children during the first years at school Houghton 50c Howells, W. D. — Boy life; stories and readings selected and arranged for supplementary reading in elementary schools by Percival Chubb Harper 50c Lang, Andrew, ed. — Blue poetry book Longmans 60c Lovejoy, M. I., comp. — Nature in verse; a poetry reader for children Silver 60c Mabie, tl. W., ed. — Essays every child should know; a selection of the writings of English and American essayists Doubleday 90c THE SCHOOL LIBRARY. 307 McCaskey, J. P., comp. — Lincoln literary collection, designed for school room and family circle, containing more than 600 favorite selections in prose and poetry, selected for Arbor day, Bird day, Decoration day and days with the poets Amer. bk. co. $1.00 3-5 McMurry, Mrs. L. B. & Cook ,A .S., cODip.—Songs of the treetop and meadows Pub. sch. pub. co. 40c Manly, J. M., ed. — English poetry, 1 170-1892 Ginn $1.50 6-8 Matthews, Brander. ed. — Poems of American patriotism Scribner 500 6-8 Murphy, D. C. — Popular patriotic poems explained; a supplementary reader for use in public and private schools Hinds 65c 5-8 Olcott, F. J., ed. — Story telling poems selected and arranged for story telling and reading aloud and for the children's own reading Houghton $1.25 5-6 Perkins, L. F., ed. — Robin Hood ; his deeds and adventures as recounted in the old English ballads Stokes $1.00 6-8 Repplier, Agnes, ed. — Book of famous verse Houghton 75c 7-8 Roosevelt, Theodore — Roosevelt book; selections from the writings of Theodore Roosevelt Scribner 50c 6-8 Scollard, CHnton, ed. — Ballads of American bravery Silver 50c 7-8 Stevens, R. D. & Stevens, D. H., comp. — American patriotic prose and verse McClurg $1.25 6-8 Stevenson, B. E. & Stevenson, E. B., comp. — Days and deeds; a book of verse for children's reading and speaking Doubleday $1.00 6-8 Stevenson, B. E. & Stevenson, E. B., comp. — Days and deeds ; prose for children's reading and speaking Doubleday $1.00 5-7 Tileston, Mrs. M. W. F.. ed. — Book of heroic ballads Little 50c 7-8 VanDyck, Henry — Van Dyck book, selected from the writings of Henry Van Dyck Scribner soc 7-8 Warner, C. D. — A-hunting of the deer and other essays Houghton 25c 7-8 Webster, Daniel — Daniel Webster for young Americans, comprising his greatest speeches, ed. by C. F. Richardson Little 50c 6-8 Wiggin, Mrs. K. D. & Smith, N. A., ed. — Golden numbers; a book of verse for youth Grosset 6oc 3-6 Wiggin. Mrs. K. D. & Smith, N. A., cd. — Posy ring, a book of verse for children Grosset 60c Books for Special Days 4-8 Bergold, L. C., ed. — Abraham Lincoln centennial; a collection of authentic stories, with poems, songs and programs, for the boys, girls and teachers of elementary schools Educ. pub. co. 40c Book of Christmas, with an introduction by Hamilton Wright Mabie Macmillan $1.25 Dickinson, A. D., ed. — Children's book of Christmas stories Grosset 60c Dickinson, A. D., ed. — Children's book of Thanksgiving stories Doubleday $1.25 Olcott, F. J., ed. — Good stories for great holidays, arranged for story telling and reading aloud and for the children's own reading Houghton $2.00 3-5 St. Nicholas Christmas book Century $1.50 Schauffler, R. H., ed. — Arbor day; its history, observance, spirit and sig- nificance, with practical selections on tree planting and conservation, a nature anthology Moffat $1.00 Schauffler, R. H., ed. — ^Christmas ; its origin, celebration and significance as related in prose and verse Moffat $1.00 Schauffler, R. H., ed. — Easter; its history, celebration, spirit and sig- nificance as related in prose and verse; compiled by S T. Rice Moffat $1.00 Schauffler, R. H., ed. — Lincoln's birthday; a comprehensive view of Lin- coln as given in the most noteworthy essays, orations and poems, in fiction and in his own writings Moffat $1,00 THE SCHOOL LIBRARY. Schauffler, R. H., ed. — Thanksgiving; its origin, celebration and sig- nificance as related in prose and verse Moffat $i.oo Schauffler, R. H., cd. — Washington's birthday; its history, observance, spirit and significance as related in prose and verse, with a selection from Washington's speeches and writings Moffat $i.oo Smith, E. S. & Hazeltine, A. I., comp. — Christmas in legend and story; a book for boys and girls, illustrated from famous paintings Lothrop $1.50 811 Poetry Blake, William — Songs of Innocence Browning, Robert — Pied piper of Hamelin; a child's Hope Dunlap Browning, Robert — Pied piper of Hamelin ; illus. by Lane soc story, illus. by Rand $1.25 Kate Greenway Warne $1.50 Appleton Houghton Houghton Scribner Scribner $1.50 1. 00 1.50 1-35 1.00 Bryant, W. C. — Poetical works Burns, Robert — Complete poetical works Gary, Alice & Cary, Phoebe — Ballads for little folk Dodge, M. M. — Rhymes and jingles Field, Eugene — Lovesongs of childhood Field-, Eugene — Poems of childhood; illus. by Maxfield Parrish Scribner $2.50 Field, Eugene — With trumpet and drum Scribner $2.50 Holmes, O. W. — Grandmother's story of Bunker Hill battle and other poems Houghton 25c Lear, Edward — The jumblies and other nonsense verses, with drawings by L. Leslie Brooke Warne $1.00 Longfellow, H. W. — Complete poetical works Houghton $1.00 Longfellow, H. W. — Courtship of Miles Standish, Elizabeth and other Houghton Flanagan Houghton Houghton Houghton Scribner Bobbs Houghton Houghton Houghton illus. by E. Mars and M. H, Rand 50c 2SC 2SC 40c 1 .00 40c 1.20 1.25 60c poems Longfellow, H. W. — Evangeline; a tale of Acadia Longfellow, H. W. — Song of Hiawatha Lowell, J. R. — Poetical works Macaulay, T. B. — Lays of ancient Rome Riley, J. W. — Book of joyous children Riley, J. W.— Child world Scott, Sir Walter — Lady of the lake Scott, Sir Walter — Lay of the last minstrel Sherman, F. D. — Little-folk lyrics Stevenson, R. L. — Child's garden of verses Squire Stevenson, R. L. — Child's garden of verses ; illus. by F. E. Storer Scribner $1.50 Stevenson, R. L.— Child's garden of verses; with illus. by Jessie Wilcox Smith Scribner $2.50 Tennyson. Alfred — Idyls of the king; Gareth and Lynette, Lancelot and Elaine, the passing of Arthur; ed. by Henry Van Dyck Amer. bk. co. 35c Thaxter, Cclia — Stories and poems for children Houghton $1.50 Whittier, J. G. — Complete poetical works Houghton $1.00 Whittier, J. G. — Snowbound and selected poems Houghton 40c 812 Plays Bell, Mrs. Hugh — Fairy tale plays and how to act them Longmans $1.50 Dalkeith, Lena — Little plays Dutton 50c Mackay, C. D. — Llouse of the heart and other plays for children, designed for use in school Holt $1.10 Mackay, C. D. — Patriotic plays and pageants for young people Holt $135 St. Nicholas book of plays and operettas Century $1.00 Shakespeare, William — As you like it CLamb Shakespeare for the voung) Duffield 800 THE SCHOOL LIBRARY. . 309 7-8 Shakespeare, William — Comedy of the merchant of Venice, edited with notes by W. J. Rolfe Amer. bk. co. 56c 7-8 Shakespeare, William — Julius Caesar (Ben Greet Shakespeare for the use of schools and amateur players) Thompson 50c 7-8 Shakespeare, William — Midsummer-night's dream* with illustrations by Arthur Rackham Doubleday $1.50 7-8 Shakespeare, William — Midsummer-night's dream with illustrations by Arthur Rackham Doubleday $5.00 7-8 Shakespeare, William — Midsummer-night's dream for young people, illus. by L. F. Perkins Stokes $1.50 7-8 Shakespeare, William — Tempest (Lamb Shakespeare for the voung) Duffield 80c 7-8 Shakespeare William — Tragedy of Julius Caesar, edited with notes by W. J. Rolfe Amer. bk. co. 56c 910 Geography and Travel, Manners and Customs General 6-9 Adams, C. C. — Textbook of commercial geography Appletor^ $i-30 3-4 Andrews, Jane — Each and all ; the ^even little sisters prove their sister- hood Ginn 50c 3-4 Andrews, Jane — Seven little sisters who live on the round ball that floats in the air Ginn 50c 3-4 Carpenter, F. G. — Around the world with the children ; an introduction to geography Amer. bk. co. 6oc 4-8 Chamberlain, J. F. — How- we travel ; a geographical reader Macmillan 40c 3-4 Chance, L. M. — Little folks in many lands Ginn 45c 8- Dana, R. H. — Two years before the mast Houghton 60c 3-4 Dunton, Larkin, ed. — Glimpses of the world Silver 36c 7-g Dryer, C. R. — Elementary economic geography Amer. bk. co. $1.28 3-4 Fairbanks, H. W. — Home geography for primary grades Educ. pub. CO. 6oc 8-9 Herbertson, A. J. & Herbertson, F. D. — Man and his work; an introduction to human geography Macmillan 60c 7-9 Ingersoll, Ernest — Book of the ocean Century $1.50 3-5 King, C. F. — At home and at school ; supplementary and regular reading in the lower classes Lothrop 50c 4-9 Morris, Charles — Home life in all lands Lippincott Volume I. How the world lives 60c Volume 2. Manners and customs of uncivilized peoples 60c 4 Ridgley, D. C. & Eyestone, L. M. — Home geography; a textbook for pupils based on the Illinois state course of study McKnight 40c 4-5 Schwartz, J. A. — Five little strangers and how they came to live in America Amer. bk. co. 40c 3-4 Shaw, E. R. — Big people and little people of other lands Amer. bk. co. 30c 7-8 Slocum, Joshua — Around the world in the sloop Spray; a geographical reader describing Captain Slocum's voyage alone around the world Scribner 50c 5-8 Starr. Frederick — Strange peoples Heath 40c 8- Stockon, F. R. — Buccaneers and pirates of our coast Grosset 50c 1-2 Tolman, Mrs. S. W. C. — Around the world; geographical reader; primary book one Silver 36c 3-4 Tolman, Mrs. S. W. C. & Jerome, H. L. — Around the world ; geographical series, second book for third and fourth grades Silver 42c 5 Tolman, Mrs. S. W. C. & Hart, E. M. — Around the world; geographical series, third book; home geography for fifth grade Silver 48c 6-9 Toothaker, C. R. — Commercial raw materials ; their origin, preparations and uses Ginn $1.25 5-7 Under sunny skies (Youths companion series) Ginn 25c 5-7 V>'ide world (Youths companion series) Ginn 25c . THE SCHOOL LIBRARY, 912 Atlases Bartholomew, J. G. — Atlas of economic geography, with an introduction by L. W. Lyde Oxford $1.40 Bartholomew, J. G. — Comparative atlas, physical and political Meiklejohn 90c New imperial atlas of the world Rand $2.50 914 Europe Carpenter, F. G. — Europe (Carpenter's geographical readers) Amer. bk. co. 70c Chamberlain, J. F. & Chamberlain, A. H. — Europe; a supplementary geography (The continents and their people) Macmillan 55c Coe, F. E. — Modern Europe (World and its people) Silver 6oc Herbertson, F. D. & Herbertson, A. J. — Europe (Descriptive geographies from original sources) Black 90c Grierson, Elizabeth — Scotland (Peeps at many lands) Black S5c McDonald, E. B. & Dalrymple, Julia — Donald in Scotland (Little people everywhere) Little 50c McDonald, E. B & Dalrymple, Julia — Kathleen in Ireland (Little people everywhere) Little 50c Perkins, L. F. — Irish twins Houghton 50c Tynman, Katharine — Ireland (Peeps at many lands) Black 55c Finnemore, John — England (Peeps in* many lands) Black S5c George, M. M. — Little journey to England and Wales, for intermediate and upper grades Flanagan 50c McManus, Blanche — Our little English' cousin Page 6oc George, M. M. — Little journey to Germany, for intermediate and upper grades Flanagan 50c McDonald, E. B. & Dalrymple, Julia — Fritz in Germany (Little people everywhere) Little SOc Sidgwick, Mrs. Alfred — Home life in Germany Macmillan $1.75 Finnemore, John — France (Peeps' at many lands) Black 55c George, M. M. — Little journey to France & Switzerland Flanagan 50c McDonald, E. B. — Collette in France (Little people everywhere) Little 50c Finnemore, John — Italy (Peeps at many lands) Black 55c McDonald, E. B. & Dalrymple, Julia — Rafael in Italy (Little people every- where) Little 50c Browne, E. A. — Spain (Peeps at many lands) Black 55c McDonald, E. B. & Dalrymple, Julia — Josefa in Spain (Little people everywhere) Little 50c McDonald, E. B. & Dalrymple, Julia — Boris in Russia (Little people everywhere) Little 50c •Wade, M. H. — Our little Russian cousin Page 60c Walter, L. E. — Russia (Peeps at many lands) Black 55c Daniels, H. K. — Home life in Norway Macmillan $1.75 Mockler-Ferryman, A. F. — Norway (Peeps at many lands) Black 5Sc Coburn, C. M. — Our little Swedish cousin Page 6oc Liddle, William & Liddle, Mrs. William — Sweden (Peeps at many lands) Black 55c McDonald, E. B. & Dalrymple, Julia — Gerda in Sweden (Little people everywhere) Little 50c Thomson, M. P. — Denmark (Peeps at many lands) Black 55c Campbell, H. L. — Story of little Jan, the Dutch boy (Children of the world series) Educ. pub. co. 2Sc Dodge, M. M. — Land of Pluck; stories and sketches for young folk Century $1.50 Hough, P. M. — Dutch life in town and country Putnam $1.20 Jungman, Beatrix — Holland (Peeps at many lands) Black 55c THE SCHOOL LIBRARY. 311 5-7 3-4 3-4 7-8 5-8 5-7 7-8 5-8 5-7 8-9 5-9 5-9 5-9 7-8 7-8 4-7 7-8 S-7 7-8 7-8 5-6 7-8 5-7 5-7 4-5 7-8 7-8 4-7 2-4 4-5 5-7 5-7 7-8 4-5 7-8 5-7 5-7 7-8 5-8 5-8 5-8 7-8 5-7 4-6 7-8 6-8 McDonald, E. B. & Dalrymple, Julia— Marta in Holl everywhere) McManus, Blanche — Our little Dutch cousin Perkins, L. F.— Dutch twins Campbell, H. L. — Story of little Konrad, the Swiss boy Finnemore, John — Switzerland (Peeps at many lands) Jonckheere, Robert — When I was a boy in Belgium McManus, Blanche — Gerard ; our little Belgian cousin Browne, E. A. — Greece (Peeps at many lands) Demetrius, George — When I was a boy in Greece Nixon-Roulet, M. F. — Our little Grecian cousin and (Little people Little 50C Page 60c Houghton 56c Educ. pub. CO 25c Black 55c Lothrop 75c Page 60C Black 55c Lothrop 75c Page 60c Macmillan 55c Rand 65c Silver 60C Putnam $1.20 Iduc. pub. CO 25c Macmillan $1.75 Page 60C Black 55c Lothrop 60c Appleton 35c Black S5C Page 60c 915 Asia Allen, N. B. — Asia (Geographical and industrial studies) Ginn 8oc Carpenter, F. G. — Asia (Carpenter's geographical readers Amer. bk. co. 6oc Chamberlain., J. F. & Chamberlain, A. H.— Asia : a supplementary geog raphy (Continents and their people) Huntington, Ellsworth — Asia; a geography reader Smith, M. C. — Life in Asia (World and its people) Bard, Emile — Chinese life in town and country Campbell, H. L. — Wah Sing; our little Chinese cousin Headland, L T. — Home life in China Headland, L T. — Our littl? Chinese cousin Johnston, L. E. — China (Peeps at many lands) Lee, Yan Phou — When I was a boy in China Thompson, J. S. — Bud and Bamboo Coulson, C. J. D. — Korea (Peeps at many lands) Pike, H. L. M. — Our little KTorean cousin Ayrton, Mrs. M. C. — Child life in Japan and Japanese child stories Heath 20c Campbell, H. L. — Story of little Metzu, the Japanese boy Educ. pub. CO. 25tf Finnemore, John — Japan (Peeps at many lands) Black 55c Knox, G. W. — Japanese life m town and country Putnam $1.20 McDonald, E. B. & Dalrymple, Julia — Ume San in Japan (Little people everywhere) Perkins, L. F. — Japanese twins Wade, M. H. — Our little Japanese cousin McManus, Blanche — Our little Arabian cousin McManus. Blanche — Our little Hindu cousin Clark, Alfred — Ceylon (Peeps at many lands) Shedd, E. C — Karim ; our little Persian cousin Finnemore, John — Holy Land (Peeps at many lands) Wade, M. H. — Our little Armenian cousin- Wade, M. H. — Our little Siamese cousin Young, Ernest — Siam 916 Africa Badlam, A. B. — Views in Africa? (World and its people) Silver 72c Carpenter, F. G. — Africa (Carpenter's geographical readers) Amer. bk. co. 6oc DuChaillu, Paul— Wild life under the equator Harper $1.25 Kelly, R. T.— Egypt (Peeps at many lands) Black ssc McDonald, E. B. & Dalrymple, Julia — Hassan in Eg>'pt (Little people everywhere) Little 5oe McManus, Blanche — Our little Eg>'ptian cousin Page 60c Kidd, Dudley — South Africa (Peeps at many lands) Black 55c White, J. R. & Smith, Adelaide — Little journey to South Africa and up the east coast Flanagan 50c Little 50c Houghton 56c Page 60c Page 60c Page 60c Black 55c Page 6oc Black 55c Page 60c Page 60c Black 55c THE SCHOOL LIBRARY. 917 North America Carpenter, F. G. — North America (Carpenter's geographical readers) Amer. bk. co. 60c Chamberlain, J. F. & Chamberlain, A. H. — North America ; a supple- mentary geography (Continents and their people) Macmillan 55c Coe, F. E. — Our American neighbors (World and its neighbors) Silver 6oc Shaler, N. S. — Story of our continent ; a reader in the geography and geology of North America for the use of schools Ginn 75c Bealby, J. T. — Canada (Peeps at many lands) Black 55c McDonald, E. B. & Dalrymple, Julia — Betty in Canada (Little people everywhere) Little 50c Plummer, M. W. — Roy and Ray in Canada Holt $1.20 Fairford, Ford — Newfoundland (Peeps at many lands) Black 55c Butler, E. C. — Our little Mexican cousin Page 6oc McDonald, E. B & Dalrymple, Julia — Manuel in Mexico (Little people everywhere) Little 50c Perkins. L. F. — Mexican twins Houghton 56c Fairford, Ford — Cuba (Peeps at many lands) Black 55c Brigham, A. P. — Geographic influences in American history Ginn $1.25 Fairbanks, H. W. — Western United States ; a geographical reader Heath 65c Hotchkiss, C. W. — Representative cities of the United States ; a geo- graphical and industrial reader Houghton 70c Koch, F.. J. — Little journey to our western wonderland (California) for home and school, intermediate and upper grades, revised and I'orrected by George Wharton James Flanagan 50c Keller, A. G. & Bishop, A. L. — Commercial and industrial geography Ginn $1.00 McMurry, C. A. — Type studies from the geography of the United States ; first series Macmillan' 50c Mills, E. A. — W«ld life on the Rockies Houghton, $1.75 Muir, John — Mountains of California Century $1.50 Muir, John — Our national parks Houghton $1.75 Our country; east (Companion series) Mason 50c Our country; west (Companion series) Mason 50c Parkman, Francis — Oregon trail; sketches of prairie and Rocky-mountain life Little $1.50 Smith, M. C. — Our own country (World and its people) Silver 50c Southworth, G. V. D & Kramer, S. E. — Great cities of the United States Iroquois pub. co. 70c Sutherland, W. J. & Sanford. C. M. — Practical exercises in geography; book I, Our own country and her possessions Silver 6oc Darling, F. W. — Illinois (Tarr & McMurry geographies; supplement) Macmillan 30c Nixon-Roulet, M. F. — Our little Alaskan cousin Page 6oc 918 South America Bowman, Isaiah — South America ; a geography reader Rand 75c Carpenter, F. G. — South America (Carpenter's geographical readers) Amer. bk. co. 60c Chamberlain, J. F. & Chamberlain, A. H. — South America ; a supple- mentary geography (Continents and their people) Macmillan 55c Herbertson. F. D. & Herbertson. A. J. — Central and South America with the West Indies. (Descriptive geographies from original sources) Macmillan 75c Lane, Mrs. M. A. L., ed. — Strange lands near home (Youths companion series) Ginn 25c Markwick, W. F. & Smith, W. A. — South American republics (World and its people) ° Silver 6oc Nixon-Roulet, M. F. — Our little Brazilian cousin Page 60c THE SCHOOL LIBRARY. 313 919 Australia and Oceania 5-8 Chamberlain, J. F. & Chamberlain, A. H. — Oceania; a supplementary geography (Continents and their people) Macmillan S5c 4-5 Jenks, A. E. — Ba-long-long, the Igorot boy Row 7Sc 5-8 MacClintock, Samuel — Philippines ; a geographical reader Amer. bk. co. 40c 4-5 Wade, M. H. — Our little Philippine cousin Page 60c 5-g Carpenter, F. G. — Australia; our colonies and other islands of the sea (Carpenter's geographical readers) Amer. bk. co. 60c 7-8 Fox, Frank — Australia (Peeps at many lands) Black 55c 5-8 Kellogg, E. M. C. — Australia and the islands of the sea (World and its people) Silver 68c 7-8 Vaile, P. A. — New Zealand (Peeps at many lands) Black 55c 7-8 Twombl}^ A. S. — Hawaii and its people; the land of rainbow and palm (World and its people) Silver 68c 3-5 Peary, Mrs. J. D. — Children of the Arctic, by the snow baby and her mother _ Stokes $1.20 3-5 Peary, Mrs. J. D. — Snow baby; a true story with true pictures Stokes $1.20 3-4 Perkins. L. F.— Eskimo twins Houghton 56c 4-6 Scandlin, Christiana — Hans, the Esquimo ; a story of Arctic adventure Heath 42c 4-6 Schwatka, Frederick — Children of the cold Educ. pub. co. $1.25 920 Biography 6-8 ALCOTT — Moses, Belle — Louisa May Alcott ; dreamer and worker; a story of achievement Appleton $1.25 6-8 ALFRED THE GREAT— Tappan. E. M.— In the days of Alfred the Great Lothrop $1.00 5-7 ANDERSEN — Harboe, Paul — Child's story of Hans Christian Andersen Duffield $1.50 7-8 ANTIN — Antin, Mary — At school in the promised Land Houghton 25c 7-8 AUDUBON — Burroughs, John — John James Audubon Small 50c 6-8 BOONE— Abbott, J. S. C— Daniel Boone, pioneer of Kentucky Dodd $1.25 6-8 CHAPMAN — Atkinson, Eleanor — Johnny Appleseed ; the romance of the sower Harper $1.25 7-8 CLEMENS— Paine, A. B.— Boys' life of Mark Twain; the story of a man who made the world laugh and love him Harper $1.25 4-6 COLUMBUS — Brooks, E. S. — True story of Christopher Columbus, called the great admiral Lothrop $1.50 4-6 COLUMBUS — Moores, C. W. — Story of Christopher Columbus for boys and girls Houghton 75c 6-8 COOK — Lang, John — Story of Captain Cook Dutton 50c 6-8 CROMWELL— Marshall, H. E.— Story of Oliver Cromwell (Children's heroes) Dutton 50c 7-8 CUSTER— Custer, E. B.— Boots and saddles; or, Life in Dakota with General Custer Harper $1.50 7-8 CUSTER— Custer, E. B.— Boy general; story of the life of Major-General George A. Custer Scribner 50c 5-7 DODGSON — Moses, Belle — Lewis Carroll in wonderland at home ; the story of his life Appleton $1.25 7-8 EDISON— Meadowcroft, W. H.— Boy's hfe of Edison Harper $1.25 6-8 EDISON— Rolt-Wheeler, Francis— Thomas Alva Edison Macmillan 50c 5-8 ELIZABETH, QUEEN OF ENGLAND— Tappan, E. M.— In the days of Queen Elizabeth _ _ Lothrop $1.00 7-8 FRANKLIN — Brooks, E. S. — True story of Benjamin Franklin, the American statesman ' Lothrop $i..SO 7-8 FRANKLIN — Franklin, Benjamin — Autobiography, with illustrations by E. Boyd Smith Holt $2.00 314 THE SCHOOL LIBRARY. 5-8 GRANT — Brooks, E. S. — True storj' of U. S. Grant, the American soldier, told for boys and girls Lothrop $1.50 6-8 GRANT— Hill. F. T.— On the trail of Grant and Lee; a narrative history of the boyhood and manhood of two great Americans, based upon their own writings, official records, and other authorirative information Appleton $i.so 6-8 GRANT— Nicolay, Helen— Boys' life of Ulysses S. Grant Century $1.50 5-8 JOAN OF ARC— Boutet de Monvel, M.— Joan of Arc Century $3.50 5-8 JOAN OF ARC — Lang, Andrew — Story of Joan of Arc (Children's heroes) Dutton 50c 6-8 KELLER — Keller, Helen— Story of my life ; with her letters and a sup- plementary account of her education, including passages from the reports and letters of her teacher, Anne Mansfield Sullivan, by J. A. Macy Grosset 75c 4-7 LAFAYETTE — Brooks, E. S. — True story of Lafayette, called the friend of America Lothrop $1.50 5-8 LINCOLN — Baldwin, James — Abraham Lincoln ; a true life Amer. bk. co. 6oc 4-6 LINCOLN— Brooks, E. S.— True story of Abraham Lincoln, the Ameri- can, told for boys and girls Lothrop $1.50 3-5 LINCOLN — Cravens, Francis — Story of Lincoln for children Pub. sch. pub. CO. 35c 6-8 LINCOLN — Moores, C. W. — Life of Abraham Lincoln for boys and girls Houghton 60c 7-8 LINCOLN — Morgan, James — Abraham Lincoln, the boy and the man Macmillan $1.50 7-8 LINCOLN— Nicolay, Helen— Boys' life of Abraham Lincoln Century $1.50 6-8 LIVINGSTON— Golding, Vautier— Story of David Livingston (Chil- dren's heroes) Dutton 50c 7-8 MUIR — Muir, John — Storv of my boyhood and youth Houghton $2.00 5-7 NAPOLEON— Marshall, H. E.— Story of Napoleon -(Children's heroes) Dutton 50c 6-8 NIGHTINGALE— Richards. L. E.— Florence Nightingale, the angel of the Crimea; a story for young people Appleton $1.25 6-8 RALEIGH— Buchan, John— Sir Walter Raleigh Holt $2.00 6-8 RALEIGH— Kelly, M. C— Story of Sir Walter Raleigh (Children's heroes) Dutton 50c 8- RIIS — Riis, T. A. — Making of an American Macmillan $1.50 7-8 ROOSEVELT— Morgan, James— Theodore Roosevelt, the boy and the man Macmillan $1.50 7-8 SHAKESPEARE— Martin, G. M.— A Warwickshire lad; the story of the bovhood of William Shakespeare Appleton $1.00 7-8 SMITH— Johnson, Rossiter— Captain John Smith, 1579-1631 Macmillan 50c 6-8 STANLEY— Golding, . Vautier— Story of Henry M. Stanley (Children's heroes) Dutton 50c 6-8 STEVENSON— Overton, J. M.— Life of Robert Louis Stevenson for boys and girls Scribner $1.00 6-8 TELL— Marshall, H. E.— Stories of William Tell and his friends, told to the Children Dutton 50c 6-8 VICTORIA, QUEEN OF ENGLAND— Tappan, E. M.— In the days of Queen Victoria Lothrop $1.00 8- WASHINGTON, BOOKER T.— Washington. Booker T.— Up from slavery; an autobiography Doubleday $1.50 4-6 WASHINGTON, GEORGE— Brooks. E. S.— True story of George Wash- ington, called Father of his country Lothrop $1.50 7-8 WASHINGTON, GEORGE— Scudder, H. E.— George Washington Houghton 60C THE SCHOOL LIBRARY. 315 7-8 WILLIAM THE CONQUEROR— Tappan, E. M.— In the days of William the Conqueror Lothrop $i.oo 921 Collective Biography 7-8 Adams, E. C. 8z Foster, W. D. — Heroines of modern progress Sturgis $1.50 3-6 Andrews, Jane — Ten boys who lived on the road from long ago to now Ginn 50c 5-6 Baldwin, James — American book of golden deeds Amer. bk. co. 50c 4-6 Baldwin, James — Four Great Americans ; Washington, Franklin, Webster, Lincoln ; a book for young Americans Amer. bk. co. 50c 4-6 Beebe, M. B. — Four American naval heroes : Paul Jones, Oliver H. Perry, Admiral Farragut, Admiral Dewey; a book for young Americans Amer. bk. co. 50c 7-8 Bolton, S. K. — Lives of girls who became famous Crowell $1.50 7-8 Bolton, S. K. — Lives of poor boys who became famous Crowell $1.50 6-8 Burton, A. H. — Four American Patriots : Patrick Henry, Andrew Jackson, Alexander Hamilton, Ulysses S. Grant; a book for young Americans Amer. bk. co. 50c 5-8 Chubb, E. W. — Stories of authors, British and American Sturgis $1.25 5-8 Cody, Sherwin — Four American poets : William Cullen Bryant, Henry W. Longfellow, John G. Whittier, Oliver Wendell Holmes ; a book for young Americans Amer. bk. co. 50c 5-7 Eggleston, Edward — Stories of great Americans for little Americans Amer. bk. co. 40c 7-8 Farmer, L. H. — Boys' book of famous rulers Crowell $1.50 7-8 Farmer, L. H. — Girls' book of famous queens Crowell $1.50 6-8 Gilbert, Ariadne — More than conquerors Century $1.25 5-8 Gordy, W. F. — American leaders and heroes ; a preliminary textbook in United States history Scribner 60c 5-7 Gordy, W. F. — Stories of American explorers; a historical reader Scribner 50c 6-8 Haaren, J. H. & Poland, A. B. — Famous men of Greece Amer. bk. co. 50c 5-8 Haaren, J. H. & Poland, A. B. — Famous men of Rome Amer. bk. co. 50c 6-8 Haaren, J. H. & Poland, A. B. — Famous men of the middle ages Amer. bk. co. 50c 6-8 Haaren, J. H. & Poland, A. B. — Famous men of modern times Amer. bk. co. 50c 6-8 Howard. C. L. — Four great pathfinders : Marco Polo, Vasco da Gama, Christopher Columbus, Ferdinand Magellan Educ. pub. co. 50c 7-8 Johnston, C. H. L. — Famous scouts : including trappers, pioneers and soldiers of the frontier; their hazardous and exciting adventures in the mighty drama of the white conquest of the American continent Page $1.50 5-7 Kingsley, N. F. — Four American explorers : Captain Meriwether Lewis. Captain William Clark, General John C. Fremont, Dr. Elisha K. Kane ; a book for young Americans Amer. bk. co. 50c S-7 Mabie, H. W., ed. — Heroes every child should know ; tales for young people of the world's heroes of all ages Grosset 6oc 5-8 Mabie, H. W & Stephens, Kate, ed. — Heroines that every child should know; tales for young people of the world's heroines of all ages. Grosset 60c 5-8 Mowry, W. A. & Mowry, A. M. — American heroes and heroism Silver 60c 5-7 Mowry, W. A. & Mowry, B. S. — American pioneers Silver 65c 5-8 Perry, F. M. — Four American inventors : Robert Fulton, Samuel F. B. Morse, Eli Whitney, Thomas A. Edison ; a book for young Americans Amer. bk. co. 50c 3l6 THE SCHOOL LIBRARY. 5-7 Perry, F. M. & Beebe, Katherine — Four American pioneers : Daniel Boone, George Rogers Clark, David Crockett, Kit Carson ; a book for young Americans Amer. bk. co. 50c 7-8 Plutarch — Boys' and girls' Plutarch, being parts of the Lives of Plutarch edited for boys and girls by J. S. White Putnam $1.75 6-8 Seawell, M. E. — Twelve naval captains ; being a record of certain Ameri- cans who made themselves immortal Scribner 50c 6-8 Wade, M. H.— Wonder- Workers Little $1.00 7-8 Wright, H. C. — Children's stories in American literature Scribner Volume I. 1660-1860 50c Volume 2. 1861-1896 50c 7-8 Yonge, C. M. — Book of golden deeds of all times and all lands Dutton 50c 929 Flags 5-8 Fallows, Samuel, ed. — Story of the American flag, with patriotic selections and incidents Educ. pub. co. 50c 5-8 Holden, E. S. — Our country's flag and the flags of foreign countries Appleton 80c 5-8 Schauffler, R. H., ed.—Our flag in verse and prose Moffat $1.25 5-8 Smith, Nicholas — Our nation's flag in history and incident Young churchman $1.00 930 Ancient History 9-10 Botsford, G. W. — Ancient history for beginners Macmillan $1.50 5-9 Stories of the ancient world retold from St. Nicholas Century 65c 9-10 West, W. M. — Ancient world, from the earliest times to 800 A. D. Allyn $1.50 9-10 Davis, W. S., ed. — Readings in ancient history; illustrative extracts from the sources ; Rome and the west Allyn $1.00 6-10 Guerber, H. A. — Story of the Romans Amer. bk. co. 6oc 9-10 Johnston, H. W. — Private Ufe of the Romans Scott $1.50 9-10 Munro, D. C. — Source book of Roman history Heath $1.00 6-10 Tappan, E. M. — Story of the Roman people; an elementary history of Rome Houghton 65c 9-10 Davis, W. S., ed. — Readings in ancient history; illustrative extracts from the sources; Greece and the east Allyn $1.00 9-10 Fling, F. M.— Source book of Greek history Heath $1.00 6-10 Guerber, H. A.— Story of the Greeks Amer. bk. co. 6oc 9-10 Gulick, C. B. — Life of the ancient Greeks, with special reterence to Athens Appleton $1.40 6-10 Tappan, E. M. — Story of the Greek people; an elementary history of Greece Houghton 65c 940 European History 7-ir Benezet, L. P. — Story of the map of Europe, its making and its changing Scott 60C 9-1 1 Emerton, Ephraim — Introduction to the study of the middle ages, 375- 814 Ginn $1.12 9-12 Gibbons, H. A. — New map of Europe, 1911-1914; the story of the recent diplomatic crises and wars and of Europe's present catastrophe Century $2.00 6-12 Gordy, W. F. — American beginnings in Europe Scribner 75c 9-11 Harding, S. B.— Story of the middle ages Scott $1.18 9-12 Hazen, C. D.— Europe since 1815 Holt $3-75 6-8 Kelman, J. H.— Stories from the crusades Dutton 50c 6-12 Nida, W. L. — Dawn of American history in Europe Macmillan _ 8oc 4-6 Niver, H. B. — Great names and nations ; a first book in modern history Atkinson 40c 9-1 1 Robinson, J. H. — Introduction to the history of western Europe Ginn $1.60 5-8 Stories of chivalry retold from St. Nicholas - Century 65c THE SCHOOL LIBRARY. 3^ 5-8 6-10 6-10 9-1 1 9-12 9-II 9-II 6-9 5-9 7-9 9-1 1 5-8 6-10 5-10 6-10 7-IO 4-6 7-8 3-5 4-8 7-8 6-8 6-8 6-8 5-8 6-8 3-4 6-8 4-6 4-5 2-2, 6-12 1-2 4-6 4-8 4-6 5-8 9-12 3-4 6-9 Century 65c Houghton 6sc Houghton $2.00 of Europe, 350- Scribner $1.50 sotial history of Macmillan $1.40 Ginn $1.40 the earliest times Longmans $3.00 Amer. bk. co. 65c Amer. bk. co. 40c Amer. bk. co. 65c in color by A. C. Doran $2.50 Amer. bk. co. 60c Houghton $1.50 Stories of the middle ages retold from St. Nicholas Tappan, E. M. — European hero stories Tappan, E. M.- — When knights were bold Thatcher, O. J. & Schwill, Ferdinand — General history 1900 Cheyney, E. P. — Introduction to the industrial and England Cheyney, E. P. — -Short history of England Gardner, S. R. — Students history of England, from to 1885 Guerber, H. A. — Story of the English Marshall, H. E.— Island story ; a child's history of England with pictures in color by A. S. Forrest Stokes $2.50 Tappan, E. M — England's story; a history for grammar and high schools Houghton 85c Tuell, H. E. & Hatch, R. W., comp. — Selected readings in English history Ginn $1.40 Dutton, M. B. — Little stories of Germany Guerber, H. A. — Story of modern France Marshall, H. E. — History of France, with pictures Michael Pitman, L. W. — Stories of old France Griffis, W. E. — Young peoples' history of Holland 970.1 American Indians Bayliss, C. K. — Two little Algonkin lads Educ. pub. co. 50c Catlin, George — Boy's Catlin ; my life among the Indians, edited wnth a biographical sketch by M. G. Humphreys Scribner $1.50 Chase, Annie — Children of the wig\vam Educ. pub. co. 40c Curtis, E. S. — Indian days of the long ago World bk. co. $1.00 Drake, F. S. — Indian history for young folks Harper $2.00 Dunn, J. P. — True Indian stories, with glossary of Indiana Indian names Sentinel ptg, co. $1.00 Eastman, C. A. — Indian boyhood Doubleday $r.6o Fletcher, A. C. — Indian games and dances with native songs, arranged from American Indian ceremonials and sports Birchard $1.00 Grinnell, G. B. — Blackfeet Indian stories Scribner $1.00 Hodge, F. W., ed. — Handbook of American Indians north of Mexico. (Bureau of American ethnology. Bulletin 30) 2v. Gov't prtg. office Howard, O. O. — Famous Indian chiefs T have known Century $1.50 Husted, M. H. — Stories of Indian children Pub. sch. pub. co. 40c Indian stories retold from St. Nicholas Century Tenks, A. E. — Childhood of Ji-Shib, the Ojibwa Atkinson ludd, M. C. — Wigwam stories told by North American Indians Ginn Morcomb, M. E. — Red Feather stories Lyons Poast, F. M. — Indian names, facts and games for Campfire girls Bryan Smith, L. R. — Hawk Eye; an Indian story for the first grade Flanagan Snedden, G. S. — Docas, the Indian boy of Santa Clara Starr, Frederick — American Indians Zitkala-Za — Old Indian legends 973 American History Marshall, H. E. — Canada's story told to boys and girls, colour by J. R. Skelton and Henry Sandham Babcock, K. C. — Rise of American nationality, 1811-1819 Bass, Florence — Stories of pioneer life for young readers Heath Heath Ginn 65c 60C 75c 36c 75c 30C 40c 45c 50c with pictures in Stokes 75c Harper $2.00 Heath 40( Bassett, J. S. — Plain story of American history Macmillan $1.00 3l8 THE SCHOOL LIBRARY. 5-8 Blaisdell, A. F. & Ball, F. K. — Hero stories from American history, for elementary schools Ginn 50c 7-12 Channing, Edward & Lansing, M. F. — Story of the great lakes Macmillan $1.50 7-8 Coffin, C. C. — Building the nation; events in the history of the United States from the Revolution to the beginning of the war between the states Harper $2.00 4-5 Eggleston, Edward — Stories of American life and adventure Amer. bk. co. 50c 9-12 Fiske, John — Critical period of American history, 1783-1789 Houghton $2.00 5-8 Guerber, H. A. — Story of the great republic Amer. bk. co. 65c 9-12 Hart, A. B., ed. — American history told by contemporaries. 4v. Macmillan Volume I. Era of colonization, 1493-1689 $2.00 Volume 2. Building of the nation, 1689-1783 $2.00 Volume 3. National expansion, 1783- 1844 $2.00 Volume 4. Welding of the nation, 1845- 1897 . $2.00 8-12 Hart, A. B. — Formation of the union, 1750-1829 Longmans $1.25 9-12 Hart, A. B. — Slavery and abolition, 1831-1841 Harper $2.00 8-12 Hart, A. B., ed. — Source book of American history for schools and read- ers, with practical introductions Macmillan 60c 5-8 Henderson, W. J. & others — Strange stories of 1812 Harper 60c 5-8 Lane, M. A. L "& Hill, Mabel, comp. — American history in literature Ginn 50c 7-9 Lodge, H. C. & Roosevelt, Theodore — Hero tales from American history Century $1.50 6-12 MacDonald, William, ed. — Documentary source book of American history, 1606-1898 Macmillan $1.75 7-12 Muzzey, D. S., re?.— Readings in American history Ginn $1.50 6-8 Stevenson, Augusta — Dramatized scenes from American history Houghton $1.00 3-5 Stone, G. L. & Fickett, M. G. — Days and deeds a hundred years ago Heath 35c 6-8 Tappan, E. M. — American hero stories Houghton 55c 6-8 Tappan, E. M. — Our country's story; an elementary history of the United States Houghton 65c 8-12 Wilson, Woodrow — Division and reunion, 1829-1900 Longmans $1.25 973.1 Discovery 8-9 Bacon, E. M. — English voyages of adventure and discovery retold from Hakluyt Scribner $1.50 6 Dickson, M. S. — From the old world to the new ; how America was found and settled Macmillan $1.00 4-6 Hutchinson, F. W. — Men who found America Barse $1.25 3-4 Lucia, Rose — Stories of American discoverers for little Americans Amer. bk. co. 40c 973.3 Colonies 5-7 Burton, A. H. — Story of the Indians of New England Silver 6oc 3-4 Chadwiick, M. L. Pratt — Stories of colonial children Educ. pub. co. 6oc 6-8 Coffin, C. C. — Old times in the colonies Harper $2.00 6-8 Earle, A. M. — Child life in colonial days Macmillan $2.50 6-8 Earle, A. M. — Home life in colonial days Macmillan $2.50 6-8 Hart, A. B. & Chapman, A. B., ed. — How our grandfathers lived (Source readers) Macmillan 6oc 6-8 Hart, A. B. & Hazard, B. E., ed. — Colonial children (Source readers) Macmillan 40c 6-7 Hawthorne, Nathaniel — Grandfather's chair and liiographical stories Houghton 70C 4-6 Kaler, J. O. — Calvert of Maryland: a story of Lord Baltimore's colony Amer. bk. co. 35c THE SCHOOL LIBRARY. 319 4-6 Kaler, J. O. — Mary of Plymouth; a story of the Pilgrim settlement Amer. bk. co. 35c 4-6 Kaler, J. O.— Peter of New Amsterdam ; a story of old New York Amer. bk. co. 3Sc 4-6 Kaler, J. O. — Richard of Jamestown; a story of the Virginia colony Amer. bk. co. 35c 4-6 Kaler, J. O. — Ruth of Boston; a story of the Massachusetts Bay colony Amer. bk. co. 35c 4-6 Kaler, J. O. — Stephen of Philadelphia; a story of Penn's colony Amer. bk. co. 35c 5-7 Palmer, F. S. & Others — Strange stories of colonial days Harper 60c 4-5 Price, L. L. — Lads and lasses of other days Silver 540 4-6 Pumphrey, Margaret — Pilgrim stories Rand 4Sc 3-4 Stone, G. L & Fickett, M. G. — Every day life in the colonies Heath 35c 9-12 Thwaites, R. G. — The colonies, 1492-1750 Longmans $1.25 973-3 Revolutionary War 6-8 Coffin, C. C. — Boys of '76; a history of the battles of the revolution Harper $2.00 7-12 Fiske, John — War of independence Houghton 40c 6-7 Hart, A. B. & Hill, Mabel, cd. — Camps and firesides of the revolution (Source readers) Macmillan 50c 6-8 Pyle, Howard & others — Strange stories of the revolution Harper 60c 9-12 Howard, G. E. — Preliminaries of the revolution, 1763-1775 Harper $2.00 9-12 Van Tyne, C. H. — American revolution, 1776-1783 Harper $2.00 973-4 National Expansion 6-8 Baldwin, James — Conquest of the old northwest and its settlement by Americans Amer. bk. co. 60c 6-8 Baldwin, James — Discovery of the old northwest and its settlement by the French • Amer. bk. co. 60c 7-8 Catherwood, M. H. — Heroes of the middle west; the French Ginn 50c 7-12 Hinsdale, B. A. — Old northwest; the beginnings of our colonial system Silver $1.75 7-12 Hosmer, J. K. — Short history of the Mississippi valley Houghton $1.20 5-7 Kaler, J. O. — Antoine of Oregon ; a story of the Oregon trail Amer. bk. co. 350 5-7 Kaler, J. O. — Benjamin of Ohio; a story of the settlement of Marietta Amer. bk. co. 35c 5-7 Kaler, J. O. — Hannah of Kentucky ; a story of the Wilderness road Amer. bk. co. 35c 5-7 Kaler, J. O. — Martha of California; a story of the California trail Amer. bk. co. 35c 5-7 Kaler, J. O. — Philip of Texas ; a story of sheep raising in Texas Amer. bk. co. 35c 5-7 Kaler, J. O. — Seth of Colorado; a story of the settlement of Denver Amer. bk. co. 350 4-7 McMurry, C. A. — Pioneers of the Mississippi valley Macmillan 40c 4-7 McMurry, C. A. — Pioneers of the Rocky mountains and the west Macmillan 40c 4-5 Nida, S. H. — Letters of Polly, the pioneer, written to a younger brother and sister back east Macmillan 50c 7-12 Parkman, Francis — LaSalle and the discovery of the great west, 1643 -1689 Little $2.00 9-12 Paxson, F. L. — Last American frontier Macmillan $1.20 9-12 Sparks, E. E. — Expansion of the American people, social and territorial Scott $1.50 9-12 Thwaites, R. G. — How George Rogers Clark won the Northwest and other essays in western history McClurg $1.20 9-12 Turner, F. J. — Rise of the new west, 1819-1829 Harper $2.00 320 THE SCHOOL LIBRARY. 973.7 Civil War 6-8 Coffin, C. C. — Boys of '61 ; or, Four years of fighting; personal observation with the army and navy, from the first battle of Bull Run to the fall of Richmond Estes $2.00 8-12 Eggleston, G. C. — Southern soldier stories Macmillan 50c 7-12 Hart. A. B. & Stevens, Elizabeth — Romance of the Civil war (Source readers) Macmillan 60c 9-12 Rhodes, J. F. — History of the United States from the compromise of 1850 to the final restoration of home rule at the south in 1877. 7v. Macmillan $17.50 7-9 Shackelton, Robert & others — Strange stories of the Civil war Harper 60c 973.8 Since the Civil War 8-12 Burgess, J. W. — Reconstruction and the constitution, 1866-1876 Scribner $1.00 8-12 Paxson, F. L. — New nation Houghton $1.25 977.3 Illinois 7-8 Atkinson, Eleanor — Story of Chicago Little chronicle 75c 7-8 Campbell, W. H. — Illinois history stories for use in elementary schools Appleton 55c 8-12 Carr. C. E. — The Illini ; a story of the prairies McClurg $2.00 4-5 Chadwick, M. L. Pratt — Stories of Illinois Educ. pub. co. 40c 8-12 Harris, N. D. — History of negro servitude in Illinois and of the slavery agitation in that state, 1 719-1864 McClurg $1.50 7-8 Mather, I. F. — Making of Illinois; historical sketches Flanagan 50c 7-8 Nida, W. L. — Story of Illinois and its people Barnes 80c 6-7 Osman, E. G. — Starved Rock; a chapter of colonial history Flanagan 50c 7-12 Robinson, L. E. & Moore, Irving — History of Illinois Amer. bk. co. 60c 7-12 Smith, G. W.— Students history of Illinois Hall $1.25 990 Miscellaneous Hall, A. B. & Chester, C. L. — Panama and the canal Newson 75c Barrows, D. P. — History of the Philippines \\'orld bk. co. $1.20 Knapp, Adeline — Story of the Philippines Silver 6oc Marshall, H. E. — Australasia's story, with pictures in color by J. R. Skelton and G. W. Lambert Stokes 75c Fiction 4-5 Aanrud, Hans — Lisbeth Longfrock, translated from the Norwegian by L. E. Poulsson Ginn 40c 3-4 Aiken, Dr., Barbauld, Mrs. & others — Eyes and no eyes and other stories Heath 20c 5-7 Alcott, L. M. — Eight cousins; or. The aunt hill Little $1.35 S-6 Alcott, L. M. — Tack and Jill; a village story Little $1.35 6-8 Alcott, L. M. — To's bovs and how thev turned out ; a sequel to Little men Little $1.35 5-7 Alcott, L. M. — Little men; life at Plumfield with Jo's boys; illus. by Reginald Birch " Little $2.00 6-8 Alcott, L. M. — Little women; or, Meg, Jo, Beth and Amy, illus. by Alice Barber Stephens Little $2.00 6-8 Alcott, L. M.— Old fashioned girl Little $1.35 5-7 Alcott, L. M.— Under the lilacs Little $1.35 6-8 Aldrich, T. B.— Story of a bad hoy Houghton $1.25 6-7 Allen, W. B. — Navy blue; a story of cadet life in the United States naval academy at Annapolis Button $1.50 8-12 Andrews. M. R. S. — Perfect tribute Scribner 50c 2,-4 Aspinwall, Mrs. Alicia — Can you believe me stories Button $1.50 3-4 Aspinwall, Mrs. Alicia — Short stories for short people Button $1.50 THE SCHOOL LIBRARY. 321 8-12 Austin, J. G.— Betty Alden, the first born daughter of the Pilgrims Houghton $1.25 8-12 Austin, J. G.— Standish of Standish; a story of the Pilgrims Houghton $1.25 3-4 Baldwin, James— Fifty famous stories retold Amer. bk. co. 35c 4-5 Baldwin, James— Thirty more famous stories retold Amer. bk. co. 50c 8-10 Barbour, R. H.— Behind the Hne ; a story of college hfe and football Appleton $1.50 6-8 Barbour, R. H.— For the honor of the school; a story of school life and interscholastic sport Appleton $1.50 6-8 Barbour, R. H. — Forward pass; a story of the new football Appleton $1.35 7-8 Barbour, R. H.— Half-back; a story of school football and golf Appleton $1.50 6-8 Barnes, James — Yankee ships and Yankee sailors; tales of 1812 Grosset 60c 6-10 Barton, W. E.— Prairie schooner; a story of the Black Hawk war Wilde $1.50 6-8 Baylor, F. C— Juan and Juanita Houghton $1.40 7-8 Bennett, John— Barnaby Lee Century $1.50 7-8 Bennett, John — Master Skylark; a story of Shakespeare's time Century $1.50 8-12 Blackmore, R. D. — Lorna Doone ; a romance of Exmoor, illus. in color by Gordon Browne Winston $2.00 4-6 Bouvet, Marguerite— Sweet William McClurg $1.00 6-8 Boyesen, H. H. — Against heavy odds; a tale of Norse heroism and a fearless trio Scribner $1.25 6-8 Boyesen, H. H. — Boyhood in Norway; stories of boy-life in the land of the midnight sun Scribner $1.25 5-7 Boyesen, H. H. — Modern Vikings; stories of life and sport in the Norse- land Scribner $1.25 6-8 Brooks, E. S.— Master of the strong hearts; a story of Custer's last rally Dutton $1.50 6-8 Brooks, Noah— Boy emigrants Scribner $1.23 3-4 Brown, A. F.— Lonesomest doll Houghton 850 4-5 Brown, H. 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Miguel de— Don Quixote of the Mancha. retold by Judge Parrv, illus. by Walter Crane Lane $1.50 8-12 Churchill. Winston— Crisis Macmillan $1.50 8-12 Churchill. Winston— Richard Carvel Macmillan $1.50 6-8 Clark, H. H.— Bov life in the U. S. navv Lo^hrop $1.25 6-8 Clemens. S. L.— Adventures of Huckleberry Finn, Tom Sawyer's com- rade, by Mark Twain Harper $1.75 ^22 THE SCHOOL LrBRAKY. 6-8 Clemens, S. L. — Adventures of Tom Sawyer, by Mark Twain Harper $1.75 6-8 Clemens, S. L. — Prince and the pauper; a tale for young people of all ages, by Mark Twain Harper $1.75 7-8 Connor, Ralph — Glengarrv school davs; a story of early days in Glengarry Revell $1.25 5-7 Coolidge, Susan — What Katy did; a story Little $1.25 5-7 Coolidge, Susan — What Katy did at school Little $1.25 7-8 Cooper, J. F. — Last of the Mohicans; or, A narrative of 1757, illus. by E. Boyd Smith Holt. $1.35 7-8 Cooper, J. F. — The spy; a tale of the neutral ground Burt $1.00 6-8 Cotes, Mrs. Everard — Story of Sonny Sahib Appleton $1.00 7-8 Craik, Mrs. D. M. Mulock — John Halifax, gentleman Harper $1.00 5-7 Crockett, S. R. — Sir Toady Lion Stokes $1.50 4-6 Curtis, A. T. — Grandpa's little girls Penn $1.00 4-6 Curtis, A. T. — Grandpa's little girls at school Penn $1.00 6-8 Curtis, A. T. — Little heroine of Illinois; a young girl's patriotism and daring Lothrop $1.25 6-8 Davis, R. H. — Stories for boys Scribner $1.00 4-8 DeFoe, Daniel — Robinson Crusoe; illus. by E. Boyd Smith Houghton $1.50 4-8 DeFoe, Daniel — Robinson Crusoe Houghton 60c 4-6 De la Ramee, Louisa Bimbi ; stories for children Lippincott $1.50 4-6 De la Ramee, Louisa — Dog of Flanders Lippincott 50c 7-8 Dickens, Charles — Christmas carol. Wreck of the Golden Mary, Richard Doubledick, Cricket on the hearth Scott 30c 6-8 Dickens, Charles — Christmas carol, illus. by C. E. Brock Dutton $1.00 6-8 Dickens, Charles — Cricket on the hearth, illus. by C. E. Brock Dutton $1.00 8 Dickens, Charles — David Copperfield Houghton $1.50 8 Dickens, Charles — Tale of two cities Houghton $1.50 6-8 Dix, B. M.^ — Soldier Rigdale; how he sailed in the Mayflower and how he served Miles Standish Macmillan $1.50 5-7 Dodge, M. M. — Hans Brinker; or. The silver skates; a story of life in Holland Scribner $1.50 5-8 Doubleday, Russell — Cattle ranch to college ; the true tale of a boy's adventures in the far west Doubleday $1.25 Dowd, E. C. — Polly of Lady Gay cottage Houghton $1.00 Dowd, E. C. — Polly of the hospital staff Houghto* $1.00 Duncan, Norman — Adventures of Billy Topsail Revell $1.25 Duncan, Norman — Billy Topsail and company Revell $1.25 Earl, J. P — On the school team Penn $1.00 Earl, J. P. — School team in camp Penn $1.00 E^ton, W. P. — Boy scouts of the Wildcat patrol; the adventures of Peanut as a young scout master Wilde $1.00 5-7 Edgeworth, Maria — Parents' assistant ; or, Stories for children Macmillan 8oc 3-4 Edgeworth, Maria — Waste not, want not and other stones Heath 20c 4-6 Eggleston, Edward — Hoosier school boy Scribner $1.00 7-8 Eggleston, Edward — Hoosier schoolmaster Grosset 75c 7-8 Eggleston, G. C. — Long knives ; a story of how they won the west Lothrop $1.50 8- Eliot, George — Silas Marner; the weaver of Raveloe Houghton 40c 6-8 Ewing, J. H. — Jackanapes Heath 20c 5-7 Ewing, J. H. — Lob-lie-by-the-fire Macmillan $1.00 7-8 Fox, John Jr. — Little Shepherd of Kingdom Come Scribner $1.35 6-8 French, Allen — Story of Rolf and the Viking's bow Little $1.50 2-4 Gates, J. S. — Story of live dolls; being an account of how, on a certain June morning, all of the dolls in the village of Cloverdale came alive Bobbs $1.25 THE SCHOOL LIBRARY. 323 3-4 Goldsmith, Oliver — History of little Goody Two Shoes, otl erwise called Mrs. Margery Two Shoes, edited by Charles Welsh Heath 20c 7-8 Grinnell, G. B.— Jack among the Indians ; or, A boy's summer on the bufifalo plains Stokes $1.25 7-8 Grinnell, G. B. — ^Jack in the Rockies; or, A boy's adventures with a pack train Stokes $1.25 7-8 Grinnell, G. B. — Jack, the young ranchman; or, A boy's adventures in the Rockies Stokes $1.25 6-8 Haines, A. C. — Luck of the Dudley Grahams as related in extracts from Elizabeth Graham's diary Holt $1.50 6-8 Hale, E. E. — Man without a country Little 50c 5-6 Hale, L. P — Last of the Peterkins with others of their kin Little $1.25 5-6 Hale, L. P. — Peterkin papers Houghton $1.40 8- Hawthorne, Nathaniel — Twice told tales Houghton $1.00 3-4 Hopkins, W. J. — Sandman; his farm stories Page $1.50 3-4 Hopkins, W. J. — Sandman; more farm stories Page $1.50 6-8 Howells, W. D.— Boy's town _ Harper $1.25 4-5 Howells, W. D. — Christmas every day and other stories told for children Harper $1.25 6-8 Hughes, Rupert — Lakerim athletic club Century $1.50 6-8 Hughes, Thomas — Tom Brown's school days, by an old boy Harper $1.50 8- Hugo, Victor — Story of Jean Valjean from Les Miserables Ginn 90c 5-7 Inman, Henry — Ranch on the Oxhide; a story of boys' and girls' life on the frontier Macmillan 50c 7-8 Irving, Washington — Old Christmas, illus. by Caldecott Macmillan $1.50 7-8 Irving, Washington — Rip Van Winkle, illus. by G. H. Boughton Macmillan $1.50 7-8 Irving, Washington — Rip Van Winkle, illus. by Arthur Rackham Doubleday $5.00 8- Irving, Washington — Tales from the Alhambra, adapted by Josephine Brower, illus. by C. E. Brock Houghton $1.25 5-7 Jackson, H. H. — Nelly's silver mine; a story of Colorado life 8- Jackson, H. H., — Ramona ; a story 3-4 Jewett, J. H. — Bunny stories for young people 6-8 Jewett, S. O. — Betty Leicester ; a story for girls 6-8 Jewett, S. O. — Betty Leicester's Christmas 5-6 Johnston, A. F. — Little colonel 6-8 Johnston, A. F. — Little colonel's hero 6-8 Johnston, A. F. — Little colonel's holidays 6-8 Johnston, A. F. — Little colonel's house party 5-7 Johnston, A. F. — Two little knights of Kentucky who were the little colonel's neighbors Page 50c 4-6 Kaler, James Otis — Mr. Stubbs brother; a sequel to Toby Tyler Harper 60c 4-6 Kaler, James Otis — Toby Tyler ; or, Ten weeks with a circus Harper 6oc 7-8 Kaler, James Otis — With Perry on Lake Erie ; a tale of 1812 Wilde $1.50 6-8 King, C. F. — Cadet days ; a story of West Point Harper $1.25 6-8 Kipling, Rudyard — Captains courageous; a story of the Grand Banks Century $1.50 5-7 Lagerlof, Selma — Further adventures of Nils, translated from the Swedish Doubleday $1.20 5-7 Lagerlof, Selma — Wonderful adventures of Nils, from the Swedish Doubleday $1.50 8- London, Jack — Call of the wild Grosset 60c 7-8 London, Jack — White Fang Grosset 75c 5-7 Lucas, E. V. — Anne's terrible good nature and other stories for children Macmillan 1.75 Little $1-35 Little $1-35 Stokes $1.50 Houghton $1.25 Houghton $1.00 Page soc Page $1.50 Page $150 Page $1.50 THE SCHOOL LIBRARV, 5-7 6-8 6-8 8- 7-8 7-8 5-7 7-8 6-8 6-7 5-7 6-8 4-6 6-7 4-5 6-7 8-12 8-12 8-12 8-12 5-6 7-8 5-7 6-8 4-6 4-6 4-6 3-4 4-6 4-6 4-6 7-8 Lucas, E. v., ed. — Old fashioned tales Stokes $1.50 Mabie, H. W., ed. — Famous stories every child should know; a selection of the best stories of all times for young people Grosset 60c Martineau, Harriet — Crofton boys Heath 30c Martineau, Harriet — Feats on the fjord, with colored illustrations by Arthur Rackham Button 75c Martineau, Harriet — Peasant and the prince; a story of the French revolution Ginn 40c Masefield, John — Jim Davis Grosset 60c Montgomery, L. M. — Anne of Avonlea Grosset 75c Montgomery, L. M. — Anne of Green Gables Grosset 75c Morley, M. W. — Donkey John of Toy valley McClurg $1.25 Munroe, Kirk — Campmates; a story of the plains Harper $1.25 Munroe, Kirk — Canoemates Harper $1.25 Munroe, Kirk — Dorymates Harper $1.25 Munroe, Kirk — Flamingo feather Harper 60c Ollivant, Alfred — Bob, son of battle Burt 50c Page, T. N. — Among the camps ; or. Young people's stories of the war Scribner $1.35 Page, T. N. — Santa Claus's partner Scribner $1.35 Page, T. N. — Tommy Trot's visit to Santa Claus Scribner $1.00 Page. T. N. — Two little confederates Scribner $1.35 Parrish, Randall — When wilderness was king; a tale of the Illinois country Burt see Pier, A. S. — Boys of St. Timothy's Scribner $1.25 Pier, A. S. — Harding of St. Timothy's Houghton $1.50 Porter. Jane— Scottish chiefs Crowell $1.50 Pyle. Howard — Jack BalHster's fortunes Century $2.00 Pj'le, Howard — Men of iron Harper $2.00 Pyle, Howard — Otto of the silver hand Scribner $1.80 Pyle, Howard & others — Adventures of pirates and sea rovers Harper 60c Quirk, L. W. — Boy scouts of the Black Eagle patrol Little $1.25 Rankin. Mrs. C. W. — Dandelion cottage Holt $1.50 Raspe, R. E. — Tales from the travels of Baron Munchausen Heath 20c Rice, Mrs. A. C. H. — Mrs. Wiggs of the Cabbage patch Century $1.00 Richards, L. E. — Captain January Estes soc Richards, L. E. — Hildegarde's holiday Page $1.25 Richards, L. E. — Pig brother and other fables and stories Little 40c Richards, L. E. — Queen Hildegarde; a story for girls Page $1.25 Scott, Sir Walter — Ivanhoe ; a romance, illus. by E. Boyd Smith Houghton $2.50 Scott, Sir Walter — Ivanhoe ; a romance, with biographical sketch and notes Houghton 6oc Scott, Sir Walter — Quentin Durward Macmillan $1.25 Scott. Sir Walter — Talisman ; a tale of the crusades Macmillan $1.25 Seawell, M. E. — Little Jarvis Appleton $1.00 Seton, E. T. — Rolf in the woods Doubleday $1.75 Seton, E. T. — Two little savages, being the adventures of two boys who lived as Indians and what they learned Doubleday $1.75 Shaw, F. L. — Castle Blair; a story of youthful days Heath 50c Sidney, Margaret — Five little Peppers and how they grew Lothrop $1.50 Sidney. Margaret — Five little Peppers grown up Lothrop $1.50 Sidney, Margaret — Five little peppers midway Lothrop $1.50 Smith, N. A. — Adventures of a doll McClure $1.50 Spyri. Johanna — Heidi Crowell $1.25 Spyri, Johanna — Moni, the goat boy Ginn 40c Stein. Evaleen — Gabriel and the hour-book Page $1.00 Stevenson. R. L. — Kidnapped, being memoirs of the adventures of David Balfour in the year 1751 Scribner $1.00 THE SCHOOL LIBRARY. 325 7-8 7-8 7-8 4-6 6-8 5-8 6-8 6-8 6-8 7-8 6-7 6-8 6-8 7-8 6-8 7-8 3-5 3-4 4-7 4-8 6-8 6-8 6-8 6-8 5-7 S-7 5-7 5-7 Stevenson, R. L. — Treasure island Jacobs $1.00 Stevenson, R. L. — Treasure island, illus. by Milo Winter Rand $1.35 Stevenson, R. L. — Treasure island, illus. by N. C. Wyeth Scribner $2.25 Stockton, F. R. — Fanciful tales Scribner 50c Stoddard, W. O. — Crov^^ded out o' Crowfield ; or. The boy who made his way Appleton 50c Stoddard, W. O. — Little Smoke; a tale of the Sioux Appleton 50c Swift, Jonathan — Gulliver's travels into several remote regions of the world Heath 30c Swift, Jonathan — Gulliver's travels into several remote regions of the world, illus. by Arthur Rackham Button $2.50 Swift, Jonathan — Gulliver's travels into several remote regions of the world, illus. by Milo Winter Rand $1.35 Trowbridge, J. T. — Cudjo's cave Lothrop 75c Trowbridge, J. T. — Tinkham brothers tide mill Lothrop $1.25 Vaile, Mrs. C. M. — Orcutt girls; or, One term at the academy Wilde $1.50 Vaile, Mrs. C. M. — Sue Orcutt ; a sequel to The Orcutt girls Wilde $1.50 Van Dyke, Henry — Blue flower Scribner $1.50 Wallace, Lew — Ben Hur ; a tale of the Christ Harper $1.50 Warner, C. D. — Being a boy Houghton 40c White, E. O. — Little girl of long ago Houghton $1.00 White, E. O. — When Molly was six _ Houghton $1.00 White, S. E. — Magic forest ; a modern fairy story Macmillan $1.20 Wiggin, K. D. — Birds' Christmas Carol Houghton 50c Wiggin, K. D. — Mother Carey's chickens Grosset 75c Wiggin, K. D. — New chronicles of Rebecca Grosset 75c Wiggin, K. D. — Polly Oliver's problem Houghton $1.00 Wiggin, K. D. — Rebecca of Sunnybrook farm Houghton $1.20 Wiggin, K. D. — Timothy's quest ; a story for anybody, young or old, who cares to read it Houghton $1.00 Wyss. David — Swiss family Robinson; or. The adventures of a ship- wrecked family on an uninhabited isle near New Guinea Harper $1.50 Zollinger, Gulielma — Maggie McLanehan McClurg $1.00 Zollinger, Gulielma — Widow O'Callaghan's boys McClurg $1.00 Periodicals American Boy monthly A. L. A. Book List monthly (10 nos) Bird Lore bi-monthly Boys' Life monthly Country Gentleman - weekly Current Events weekly (40 nos) Garden Magazine monthly Illustrated World monthly Independent weekly Industrial-Arts Magazine monthly Literary Digest weekly Little Folks Magazine monthly National Geographic Magazine monthly Outlook ~~ weekly Popular Mechanics monthly St. Nicholas - monthly . School Arts Magazine monthly (10 nos) Travel monthly World's Chronicle „ weekly (10 mos) World's Work monthly Youth's Companion weekly $1.50 $2.00 $1.50 $1.50 $1.00 $ .50 $2.00 $2.00 $4.00 $1.50 $3.00 $1.50 $2.50 $4.oa $1.50 $3.00 $2.00 $3-00 $1.50 $300 $2.00 326 THE SCHOOL LIBRARY. Publishers. A. L. A. pub. bd A. L. A. Publishing Board, Chicago. Allyn Allyn & Bacon, Chicago. Altemus Henry Altemus Company, Philadelphia. Amer. Bap. pub. soc American Baptist Publishing Society, Chicago, Amer. bk. co American Book Company, Chicago. Amer. Port, cement American Portland Cement Mfrs., Philadelphia. Amer. Poul. ass'n American Poultry Association, Mansfield, Ohio. Amer. sch. home econ.... American School of Home Economics, Chicago. Amer. woolen co American Woolen Company, Boston. Appleton D. Appleton & Company, Chicago. Arnold ~ Arnold & Company (see Jacobs). Atkinson Atkinson, Mentzer & Company, Chicago. Barnes - A. S. Barnes & Company, New York. Barse Barse & Hopkins, New York. Beckley-Cardy Beckley-Cardy Company, Chicago. Birchard C. C. Birchard & Company, Boston. Black A. & C. Black, London (see Macmillan). Bobbs Bobbs-Merrill Company, Indianapolis. Boston bk. co Boston Book Company, Boston. Bradley Milton Bradley Company, Springfield, Mass. Bryan James William Bryan Press, Washington, D. C. Burt A. L. Burt Company, New York. Caldwell A. B. Caldwell, Atlanta, Ga. Century _ Century Company, New York. Charities pub. com Charities Publication Committee (changed to Survey Associates, inc.) Charles - Thomas Charles Company, Chicago. Chicago daily news Chicago Daily News Company, Chicago. Chicago univ „ University of Chicago Press, Chicago. Church John Church Company, Cincinnati, Ohio. Comstock Ccmstock Publishing Company, Ithaca, N. Y. Crowell T. Y. Crowell, New York. Ditson Oliver Ditson Company, Boston. Dodd Dodd, Mead & Company, New York. Doran G. H. Doran Company, New York. Doubleday Doubleday, Page & Company, Garden City, N. Y. Duffield Duffield & Company, New York (formerly Fox, Duf- field & Company). Dutton E. P. Button & Company, New York. Educ. pub. CO Educational Publishing Company, Chicago. Estes Dana Estes & Company, Boston (see Page Company) Fernald - F. A. Fernald, Washington, D. C. Flanagan A. Flanagan, Chicago. Fox _ Fox, Duffield & Company (see Duffield). Funk Funk & Wagnalls Company, New York. Ginn Ginn & Company, Chicago. Good health pub. co Good Health Publishine Company, Battle Creek, Mich. Gov't prtg. office Government Printing Office, Washington, D. C. Grosset Grosset & Dunlap, New York. Hall Hall & McCreary, Chicago. Harper Harper & Brothers, New York Heath D. C. Heath & Company. Chicago. Henley Norman W Henley Publishing Company, New York. Henry .*. W. A. Henry, Madison, Wisconsin. Hinds Hinds, Hayden & Eldredge, New York. Holt Henry Holt & Company. New York. Hopkins C. G. Hopkins, Champaign, Illinois. Houghton Houghton, Mifflin & Company, Chicago. Iroquois Troquois Publishing Company, Syracuse, N. Y. THE SCHOOL LIBRARY. -ir] Jacobs - - G. W. Jacobs & Company, Philadelphia (also handles the publications of Arnold & Co.) Judd Orange Judd Company, Chicago. Lane John Lane, New York. Lea Lea & Febiger, Philadelphia. Library bureau Library Bureau, Chicago. Lippincott J. B. Lippincott Company, Philadelphia. Little _ - Little, Browm & Company, Boston. Little chronicle Little Chronicle Company, Chicago. Longmans Longmans, Green & Company, New York. Lothrop Lothrop, Lee & Shepherd Company, Boston. Lyons - Lyons & Carnahan, Chicago. McClurg A. C. McClurg & Company, Chicago. McKnight McKnight & McKnight, Normal, Illinois. Macmillan - The Macmillan Company, Chicago (is also American agent for A. & C. Black). Man. arts pr Manual Arts Press, Peoria, Illinois. Mason _ Perry Mason & Company, Boston. Merrill Charles E. Merrill Company, New York. Missouri bk co _ Missouri Book Company, Columbia, Missouri. Moffat Moffat, Yard & Company, New York. Munn _ Munn & Company, New York. Nelson „ Thomas Nelson & Sons, New York. Newson Newson & Company, New York. Oxford _ Oxford University Press, New York. Page _ Page Company, Boston (also handles the Estes publi- cations). Penn Penn Publishing Company, Philadelphia. Piatt Piatt & Nourse Company, New York (formerly Piatt & Peck). Pop mechanics Popular Mechanics Company, Chicago. Prang _ Prang Educational Company, New York. Press pub. co Press Publishing Company, New York. Pub. sch. pub. CO Public School Publishing Company, Bloomington, 111. Putnam ._ G. P. Putnam's Sons, New York. Rand „ Rand-McNally & Company, Chicago. Revell Fleming H. Revell & Company, Chicago. Row Row, Peterson & Company, Chicago. St. John Thomas M. St. John, 848 Qth Av, New York. Sanborn B. H. Sanborn & Company, Chicago. Schirmer G. Schirmer, New York. Scott Scott, Foresman & Company, Chicago. Scribner Charles Scribner's Sons, Chicago. Sec'y of state Secretary of State, Springfield, 111. Sentinel prtg. co _ Sentinel Printing Company, Indianapolis. Sibley Sibley & Company, Chicago. Silver Silver, Burdette & Company, New York. Small . Small, Maynard & Company, Boston. Stokes F. A. Stokes Company, New York. Sturgis Sturgis & Walton, New York. S. S. times Sunday School Times Company, Philadelphia. Survey _ Survey Associates, inc.. New York. Thompson Thompson, Brown & Company, New York. Univ. Port, cement Universal Portland Cement Company, Chicago. Univ. pub. CO University Publishing Company, Lincoln, Neb. Uplift pub. CO Uplift Publishing Company, Philadelphia. Warne „ Frederick Warne & Company, New York. "Webb — Webb Publishing Company, St. Paul, Minn. Welles Welles Brothers Publishing Company, Minneapolis Whitcomb - - Whitcomb & Barrows, Boston. teachers" reading circle. Wilde ^^'. A. Wilde Company. Boston. Wiley John Wiley & Sons. New York. Winston John C. Winston. Philadelphia. World bk. co „ World Book Company. Chicago. Young churchman Young Churcliman Company. Milwaukee, \\'is. >^ A3T^^ ^t.^^ .,.«'.«5;r^.-' -pN <^ ^*Sff*'. YC 83847 mbkarV