iiTACK 
 ANNEX 
 
 <urse of Study 
 
 the J* Jf 
 
 ] ublic Schools 
 
 of the M M 
 
 City of Superior, 
 
 Wisconsin, 
 
 1905.

 
 OUTLINE 
 
 OF THE 
 
 COURSE OF STUDY 
 
 FOR THE 
 
 PUBLIC SCHOOLS 
 
 OF THE 
 
 CITY OF SUPERIOR, 
 
 WISCONSIN. 
 
 B. B. JACKSON, Superintendent. 
 
 1905. 
 
 Published by Direction of the 
 Board of Education.
 
 The Dunn-Whipple Printing Co., 
 
 .Superior, Wisconsin,
 
 GRADES. 
 
 2065G57
 
 PROGRAM AND TIME SCHEDULE. 
 
 Recitations in the First, Second, and Third Grades should be limited 
 to twenty minutes; in the Fourth, Fifth, and Sixth to twenty-five 
 minutes; and in the Seventh and Eighth to thirty minutes. Manual 
 work may be continued for a slightly longer period. 
 
 In making programs, teachers should consider difficulty of sub- 
 jects and fatigue periods of the pupils. Short periods with intense 
 work, provided program admit of sufficient variation in kind of work, 
 are productive of best results. 
 
 Beading Twice daily in first and second grades; daily in other 
 grades. 
 
 Word Drill Separate, short and frequent in first two grades. 
 
 Phonics Separate, short and frequent drills in first two grades; 
 continued through all grades. 
 
 Thought and Expression Aim of reading throughout the course, 
 but mastery of printed forms through word-drill and phonics 
 the only means in the lower grades. 
 
 Spelling Short and frequent drill in all grades phonics assist- 
 ing in lower grades. 
 
 Language Daily. 
 
 Observation Separate, short, and frequent drill in first three 
 
 grades Daily. 
 
 Oral Language Major part of work in the lower grades Daily. 
 Written Language Little in lower grades, amount increasing 
 
 in the upper grades. 
 
 Arithmetic Daily. 
 
 Sense Training Separate, short, and frequent drill in first three 
 
 grades. 
 Speer Blocks Regular short and rapid work in lower grades. 
 
 This with sense training the principal work of first two grades. 
 Numbers Short periods, quick intense work throughout the 
 
 course. 
 
 Geography Daily. This work partaking of nature work largely 
 in first two grades and forming the correlating center for 
 nature work of all the grades. 
 
 History General lesson in first two grades. Daily in the other 
 grades, length of period increasing with the upper grades. 
 
 Manual Training. 
 
 Drawing Three periods of twenty minutes each per week, or in 
 upper grades two periods of thirty minutes each. 
 
 Construction Work Daily in lower grades; two periods per week 
 in intermediate grades; and one period of shop work and sew- 
 ing in Seventh and Eighth Grades.
 
 COURSE OF STUDY 
 
 Penmanship Daily in lower grades; at least two periods per week 
 in upper grades. 
 
 Music Short daily periods in first three grades; three periods of 
 twenty minutes each per week in other grades. Special chorus 
 work outside regular periods. 
 
 Physical Culture Daily exercises in all grades short periods of 
 real training. 
 
 General Lessons At least one daily. Period of fifteen minutes. 
 History or Civics. 
 Literature. 
 Physiology. 
 Morals and Conduct. 
 Current Events. 
 
 These are to alternate with one another. In grades 
 where any one is regularly taught that one is not to be con- 
 sidered one of the general lessons. 
 
 lift-esses One of ten minutes in each session in first three grades; 
 one of ten to fifteen minutes during morning session in the 
 other grades. All recesses should be out of doors when weath- 
 er permits.
 
 READING. 
 
 FIRST GRADE. 
 
 1 B. Read: New Education Reader, Book One. 
 
 1 A. Read: New Education Reader, Book One. 
 
 Nature's By-ways Ford. 
 Skyward and Back Robinson. 
 First Readers. 
 
 Stories to be told or read to classes for oral reproduction and 
 study. The following will be found helpful: 
 
 Whittier's Child Life, Scudder's Child's Book, Hawthorne's Won- 
 der Book, and Tanglewood Tales, Hiawatha, Little Folks of Other 
 Lands, Seven Little Sisters, Each and All, Little People of Asia, Stories 
 of Old Greece, Nature Myths, Classic Myths, Cat Tails and Other Tales, 
 Heart of Oak I., All the Year Round, Little Nature Studies, Parts I. 
 and II., Storyland of Flowers, Stories of Long Ago, Fifty Famous Stor- 
 ies Retold, Hofer's Christ Tales, Flower Fables, Little Folks in Feathers 
 and Fur, Emile Poulsson's In the Child's World, Wiltse's Stories and 
 Morning Talks, Wiltse's Talks for Kindergartens and Primary Schools, 
 Wiggins' The Story Hour, Harrison's Story Land. 
 
 SECOND GRADE. 
 
 2 B. Read: New Education Reader, Book Two. 
 
 Plant Life Bass. 
 In Maryland Pratt. 
 Aesop's Fables Pratt. 
 Bow-wow and Mew-mew Craik. 
 
 Stories and readings: Lucy's Wonderful Globe. 
 Foulke's Twilight Stories. 
 Robinson Crusoe. 
 Big People and Little People of other Lands. 
 
 Shaw. 
 Wee Doggie Traice. 
 
 2 A. Read: New Education Reader, Book Three. 
 
 Animal Life Bass. 
 
 Story Reader Logie & Uecke. 
 
 Around the World 1 (Geog.) 
 
 Stories and Readings: Draw from the list suggested for 2 B. 
 Books of Legend Told Over Again 
 
 Scudder. 
 
 Strange Adventures of Billy Trill 
 Cheever. 
 
 THIRD GRADE. 
 
 3 B. Read: Fable and Folk Stories Scudder. 
 
 Fifty Famous Stories Retold Baldwin. 
 Little Folks of Other Lands (Geog.) 
 Stories of Great Americans for Little Americans 
 Eggleston (Hist.)
 
 COURSE OF STUDY 
 
 Stories and Readings: Stories of Old Greece Firth. 
 
 My Saturday Bird Class Miller. 
 Among the Farm Yard People 
 Pierson. 
 
 3 A. Read: Third Readers. 
 
 Robinson Crusoe. 
 
 Seaside and Wayside 1 (Geog.) 
 
 Colonial Children Pratt (Hist.) 
 
 Stories and Readings: Twelve Lessons on Kindness to Animals. 
 Big Brother Johnson. 
 Stories of Indian Chieftains Husted. 
 My Woodland Intimates. 
 
 FOURTH GRADE. 
 
 4 B. Read: Fairy Tales Andersen. 
 
 Stories of American Life and Adventure Eggleston. 
 Seaside and Wayside II (Geog.) 
 Viking Tales Hall. 
 
 Stories and Readings: Black Beauty Sewell. 
 
 Adventures of a Brownie Craik. 
 Boys of Other Countries Taylor. 
 The Angel's Story Adelaide Proctor. 
 
 4 A. Read: Song of Hiawatha Longfellow. 
 
 Aesop's Fables Stickney. 
 Heart of Oak II (Selections.) 
 Ways of Wood-Folk Long. 
 
 Stories and Readings: Old Greek Stories Baldwin. 
 Alice in Wonderland. 
 Bird's Christmas Carol. 
 Boyhood of Famous Americans. 
 
 FIFTH GRADE. 
 
 5 B. Read: Wilderness Ways Long. 
 
 Water Babies Chas. Kingsley. 
 Seaside and Wayside III. 
 Ten Boys Andrews. 
 
 Stories and readings: My Summer in a Garden Warner. 
 
 Child Stories from the Masters 
 
 Menefee. 
 
 Arabian Nights Hale. 
 Songs of Labor Whittier. 
 Madam How and Lady Why Kingsley. 
 
 5 A. Read: King of the Golden River Ruskin. 
 Tales of Troy DeGarmo. 
 Heart of Oak III. (Selections.) 
 Wonder Book Hawthorne. 
 
 Stories and Readings: Swiss Family Robinson. 
 
 The Story of Roland Baldwin. 
 The Story of the Iliad Church. 
 The Story of the Odyssey Church. 
 Widow O'Callagan's Boys. 
 Hoosier Schoolboy Eggleston. 
 Four Little Peppers and How They 
 Grew Sidney.
 
 SUPERIOR PUBLIC SCHOOLS 9 
 
 SIXTH GRADE. 
 
 OB. Read: Selections from Longfellow. Riverside, Nos. Hand 63. 
 
 Little Nell Dickens. 
 Stories from Hawthorne. 
 
 Stories and Readings: See 5 A. 
 
 6 A. Read: Birds and Bees and Sharp Eyes Burroughs. 
 
 Tanglewood Tales Hawthorne. 
 Snowbound Whittier. 
 
 Stories and Readings: Hans Brinker Mary Mapes Dodge. 
 The Story of Seigfreid Baldwin. 
 Young America Abroad Optic. 
 
 SEVENTH GRADE. 
 
 7 B. Read: Tales of the White Hills Hawthorne. 
 
 Miles Standish Longiellow. 
 Sketch Book Irving. 
 Christmas Carol Dickens. 
 
 Stories and Readings: 'lorn Brown at Rugby Hughes. 
 Tales of a Grandfather Scott. 
 
 7 A. Read: Evangeline Longfellow. 
 
 Tales from Shakespeare Pratt (or Lamb). 
 Grandfather's Chair Hawthorne. 
 Heart of Oak IV. (Selections.) 
 
 Stories and Readings: Mopsa, the Fairy. 
 
 Snow Image Hawthorne. 
 
 EIGHTH GRADE. 
 
 8 B. Read: Lady of the Lake Scott. 
 
 A-Hunting of the Deer Warner. 
 Peasant and Prince Martineau. 
 
 Stories and Readings: Succession of Forest Trees and Wild 
 Apples Thoreau. 
 
 8 A. Read: The Deserted Village Goldsmith. 
 Vision of Sir Launfal Lowell. 
 The Merchant of Venice Shakespeare. 
 Idylls of the King Tennyson. 
 
 Stories and Readings: The Ancient Mariner Coleridge. 
 Julius Caesar Shakespeare. 
 Ivanhoe Scott. 
 
 SUGGESTIONS. 
 
 In the first four grades particular attention should be given to 
 the mechanics of reading, though the expression should not be slighted. 
 
 Observe two aims: Reading for drill and reading for the thought. 
 The one gives rapid recognition of words and correct pronunciation, 
 the other is necessary to good expression. Do not combine the two in 
 one recitation. Select some portions for drill and some for thought. 
 
 In the Fourth Grade begin the use of the dictionary and other 
 reference books, and insist upon their use throughout the course.
 
 10 COURSE OF STUDY 
 
 In the upper grades call attention to allusions, the choice of words 
 and the figures of speech; compare the styles of the authors read. 
 
 Do not permit slovenly habits of reading. 
 
 Enter into the spirit of the reading of the pupils. 
 
 Have frequent reproductions of passages read. 
 
 Require definite preparation for the reading lesson. 
 
 Try to inspire a love for good literature, and direct the home 
 reading of the pupils. 
 
 Give frequent voice training; require pupils to speak clearly and 
 distinctly.
 
 LANGUAGE. 
 
 Basic Principles for the Language Work of the First, Second and 
 
 Third Grades. 
 
 I. Environment is a factor of special importance in the training of 
 
 children. 
 
 The child should become familiar with his environment to this 
 end that his senses should be definitely trained so that his information 
 may be definite and accurate. This lays a foundation for language. 
 
 1. There should be an in-gathering of language material from 
 
 myth, story, history, nature: 
 
 Orpheus the type of the great musician. 
 
 Hercules typical for strength. 
 
 Nero for cruelty. 
 
 Lincoln for honesty. 
 
 Bee and ant for industry. 
 
 Lily for purity whiteness. 
 
 Stories and material selected for a definite purpose. 
 Stories that arouse certain emotions. 
 Stories courage, obedience, honesty, etc. 
 
 2. Sentences expressing facts in different ways: 
 
 The flower is white. 
 
 The flower is the color of snow. 
 
 The flower is the color of silvery clouds. 
 
 The flower is the color of wool. 
 
 The flower is the color of foam. 
 
 The boy is small. 
 
 The boy is little. 
 
 My book is new. 
 
 My book is not old. 
 
 Three times four are twelve. 
 
 Three fours are twelve. 
 
 Four multiplied by three equals twelve. 
 
 Opportunities for this work arise constantly in second and 
 
 third grades. 
 Nearly every short sentence is material. 
 
 3. Sentences for choice: 
 
 The silvery waves were beautiful. 
 
 The white waves were beautiful. 
 
 Her sunny locks hang on her temple like a golden fleece. 
 
 Her yellow locks hang on her temple like a golden fleece. 
 
 The apple is large. 
 
 The apple is big, etc. 
 
 II. "Environment must afford sufficient stimuli to develop the senses 
 
 and give room for sufficient motor action in the growing nervous 
 system."
 
 12 COURSE OF STUDY 
 
 1. Observation lesson. 
 
 (a) Those having in mind the definite training of the senses 
 rather than the getting of information. Developing power 
 of observation, the real point, knowledge used as a test 
 of the former. It is important that teachers aim for the 
 thing here, training not knowledge. 
 
 (b) Those having in mind the discovering of relations be- 
 tween objects. In this series of lessons two or more ob- 
 jects would always be under consideration. These are in 
 the main the classes of relation: 
 
 a. General relations. 
 
 b. Similarities. 
 
 c. Differences. 
 
 Material is always at hand for there are always two or more ob- 
 jects present that may be used two boys two girls two 
 blackboards, etc. 
 
 2. Correct imaging after observing. 
 
 "Normal culture would see that the images of all the senses 
 were equally distinct." 
 
 (a) Summon visual images, for example, of 
 
 Rose, daisy, clover, geranium, daffodil, crocus, marigold, violet, 
 lilac, apple, peach, pear, hawthorn, and laurel blossoms, evening 
 cloud, thunder cloud, full moon, quarter moon, the face of a 
 friend, the color of his hair and eyes, a red, green and yellow 
 apple, the bluish tinge on a cluster of grapes, a fish, lobster, cat, 
 horse, lamb, cow, dog, rooster, duck, goose, a mountain, hill, 
 landscape, a stream with varying vegetation along its bank, the 
 constellations of the stars, the varying surface of the ocean, a 
 snow bank, snowflakes. 
 
 (b) Endeavor to revive the sensations had on touching, for example: 
 
 Snow, files, the edge of a knife, feathers, glass, molasses, cot- 
 ton, linen, velvet, wool, fur, dough, ice, water, putty, pitch. 
 
 (c) After repeatedly tasting see how distinctly can be recalled the 
 taste, for example, of 
 
 Chicken, duck, lemon, strawberry, raspberry, pineapple, peach, 
 honey, sugar, molasses, vinegar, castor oil, oysters, veal, beef, 
 mutton, pear, sour apple, sweet apple, custard, chocolate, maple 
 syrup, turnip, celery, mustard, pepper, radishes, jelly. 
 
 (d) After carefully experimenting with each one, see how distinctly 
 can be recalled the odor, for example, of 
 
 The rose, the honeysuckle, the new-mown hay, the lilac, the 
 geranium leaf, the daisy, pennyroyal, turpentine, tansy, the 
 hyacinth, the carnation, the blossoming orchard. 
 
 (e) Recall the 
 
 Moaning of the pines; cackling of domestic fowl; songs of 
 birds; e. g. robin, canary, oriole, thrush; sound of the flute, 
 harp, violin, piano, organ; cry of the owl, ringing of a bell, 
 bussing of bees, whistle of a locomotive, bleating of sheep, 
 barking of dogs, neighing of horses, lowing of kine, whir of a 
 circular saw, voice of various friends. 
 
 In connection with these lessons many definite things may be mas- 
 tered and new words learned: 
 
 Terms for position top, bottom, middle, center, corner, etc. 
 For direction North, south, right, left, etc.
 
 SUPERIOR PUBLIC SCHOOLS 13 
 
 3. Correcting language of habit. 
 
 Sentences should be placed upon board and attention given to 
 them daily for a long period of time. Determined by results 
 upon pupils themselves. Faithfulness and perseverance must 
 characterize this work. 
 
 May I take your book, pen, hat? 
 
 I saw him do it, her, them;. 
 
 He did his work well. 
 
 He did it. I did it. We did it, etc. 
 
 These boys are playing. 
 
 We came in early. 
 
 He sat down. 
 
 He set the pail on the table. 
 
 These and others should be gone over enough times so that 
 they will present themselves when the idea arises. 
 
 The language constants, however, must be kept in mind, and the 
 real tests be based upon them. Avoid making the tests on the basis 
 of information. 
 
 FIRST GRADE. 
 
 I. Familiarize pupil with his environment. 
 
 1. Gather information from myth, story, nature and the 
 
 world about him. 
 
 2. Develop power of observation training the object; knowl- 
 
 edge and language, the test. 
 
 3. Develop correct imaging training the object; language, 
 
 the test. 
 
 4. Develop emotion and expression. 
 
 The above includes work with Speer blocks and abundance of 
 other material. Have variety but not such as to lead to con- 
 fusion and indefiniteness. 
 
 All sensing and imaging must be definite and accurate. 
 
 As this work is the basis of all language work, the language 
 must be definite and accurate. 
 
 II. The sentence in its simplest form. 
 
 III. Variety of expression. 
 
 1. Sentences expressing facts in different ways. 
 
 2. Sentences for choice. 
 
 IV. Correcting language of habit this means daily attention and 
 
 drill. 
 V. Marks of sentences: capital and period to indicate beginning and 
 
 end of sentences. 
 VI. Other marks: 
 
 1. Child's own name, and its substitutes "I" etc. 
 
 2. Names of other persons and of places. 
 VII. Use of "is" and "are," "was" and "were." 
 
 VIII. Large and small A, B, C, etc. 
 
 Written composition requirement A single simple sentence. 
 
 SECOND GRADE. 
 
 I. See First Grade I. Extend work, keeping in mind the object. 
 II. The simple sentence enlarged. 
 III. Variety of expression. See First Grade III. Extend this work.
 
 14 COURSE OP STUDY 
 
 IV. Correcting language of habit; more attention and drill. 
 V. See First Grade V. 
 
 VI. See First Grade VI. Extend to include 
 
 3. Child's address, and abbreviations involved; initials. 
 
 4. Dates: days of week; months. 
 
 5. Distinguish prose and poetry, rhyme, verse; begin each line 
 
 of poetry with capital. 
 
 6. Asking sentences and question mark. 
 
 7. Write, if progress warrants, the simplest form of letter a 
 
 few times; address envelope to parent; write dedication 
 of gift. 
 
 8. Distinguish in Reader, paragraph (sentence group) chap- 
 
 ter, section, verse. 
 
 9. Apostrophe, discriminated and used chiefly as marking 
 
 singular possessive noun. 
 10. Quotation marks in dialogue as convenience to indicate 
 
 where each speaker begins and ends. 
 VII. See First Grade VII. Use of "has" and "have." 
 VIII. Learn the A, B, C's. 
 Written composition requirement A few simple sentences. 
 
 THIRD GRADE. 
 
 I. See First Grade I. Further extend this work, keeping in mind 
 
 the object. 
 II. The simple sentences further enlarged. 
 
 III. Variety of expression. See First Grade III. Further extend this 
 
 work. 
 
 IV. Correcting language of habit; give more and more attention and 
 
 drill to this. 
 
 V and VI. See First Grade V and VI and Second Grade V and VI. 
 Comma, as a new need, chiefly to separate series of nouns 
 (name words) common and proper, and nouns of address. 
 11'. Apostrophe in contractions. 
 
 12. Singular and plural. 
 
 13. Quotation marks broken quotations explained. 
 
 14. Exclamation point. 
 
 15. Titles of books, poems, stories, railroads, etc., and capi- 
 
 talization. 
 
 16. Margins observed. 
 
 17. Indentation in paragraphs, lines of verses, addresses, and 
 
 parts of letters. 
 
 18. Simple letter writing, using note paper. Address enve- 
 
 lopes. New abbreviations. 
 
 VII. Use of "this," "these," "that," "those," "there," "their," and of 
 
 pronouns. 
 
 VIII. Review A, B, C, etc. 
 
 Written composition requirement A few simple sentences somewhat 
 enlarged and grouped. 
 
 FOURTH GRADE. 
 
 4 B Woodley's Foundation Lessons in English, Book I to page 44. 
 4 A Woodley's Foundation Lessons in English, Book I to page 93.
 
 SUPERIOR PUBLIC SCHOOLS 15 
 
 FIFTH GRADE. 
 
 5 B Woodley's Foundation Lessons in English, Book I to page 
 144. 
 
 5 A Woodley's Foundation Lessons in English, Book I, completed. 
 
 SIXTH GRADE. 
 
 6 B Woodley's Foundation Lessons in English, Book II to page 
 
 60. 
 
 6 A Woodley's Foundation Lessons in English, Book II to page 
 
 123. 
 
 SEVENTH GRADE. 
 
 7 B Woodley's Foundation Lessons in English, Book II to page 
 
 188. 
 
 7 A Woodley's Foundation Lessons in English, Book II, com- 
 
 pleted. 
 
 EIGHTH GRADE. 
 
 8 B Metcalf's English Grammar, Part I. 
 8 A Metcalf's English Grammar, Part II. 
 
 Composition in hands of the teacher Maxwell & Johnson's 
 School Composition. 
 
 SUGGESTIONS. 
 
 While all lessons in school should be lessons in language, do not 
 nag the pupil or stifle free expression of thought. Cultivate in the pupil 
 careful sensing, clear thinking, and fluent expression. 
 
 In composition writing be sure the pupil has material both of facts 
 and of forms of expression. 
 
 Throughout the course, study selections for thought and expression. 
 Memorize prose and poetry selections. Constantly recall those previous- 
 ly memorized. 
 
 In the lower grades give particular attention to sentence-making; 
 in the upper grades to paragraph-making. 
 
 In Eighth Grade, one lesson a month should be given to letter 
 writing, and at least two compositions written by the pupils.
 
 ARITHMETIC. 
 
 FIRST GRADE. 
 
 1 B. Sense-training imagining and visualizing. See "Basic Principles 
 for the Language Work." 
 
 Relations as perceived by the senses (a) of color; (b) of form; 
 (c) of position; (d) of 
 
 Magnitude: 
 
 Indefinite relations: Larger, smaller, largest, smallest; longer, 
 shorter, longest, shortest; taller, shorter, tallest, shortest; 
 higher, lower, highest, lowest; heavier, lighter, heaviest, 
 lightest; more, less, most, least; etc. 
 Definite relations: itatio 1, or equality; ratio, 2 and . 
 Use first solids; then surfaces; and then lines. Objects about the 
 
 school, blocks, tablets, sticks, and drawings furnish material. 
 Construction building, cutting, and drawing. 
 
 Teacher should study "Mathematics Definite Relat- 
 ions," pages 7-36, Speer's Primary Arithmetic and note sug- 
 gestions as to method of presentation, pages 37-68. 
 
 1 A. See outline for 1 B. and review. 
 Continue the sense-training. 
 Definite relations of magnitude: 
 
 (a) Ratio 1, or equality. 
 
 (b) Ratios 2 and J. 
 
 (c) Ratios 3, 1-3, 2-3, and 3-2. 
 
 (d) Ratios, 4, 1-4, 3-4, and 4-3. 
 
 In teaching the ratio 1, use these terms: 
 
 1, 2, I, 3, i, f, 4, \, *, 5, 5, 6, 7, 8, 9, 10, 11, 12. 
 
 1, 2, i, 3, $, i, 4, i, *, f, 5, 6, 7, 8, 9, 10, 11, 12. 
 In teaching the ratios, 2 and |, use these terms: 
 
 1, 2, 4, 6, 8, 10, 12. 
 
 I, 1, 2, 3, 4, 5, 6. 
 
 In teaching the ratios 3, ;,, and jj, use these terms: 
 1, 3, 6, 9, 12. 
 
 1-3, 1, 2, 3, 4. 
 
 In teaching the ratios 4,J, 3 and J, use these terms: 
 1, 2, 4, 8, 12, 
 5, 4. 1, 2, 3. 
 
 Counting to 100. 
 
 Construction building, cutting, and drawing. 
 
 Teachers should study "Mathematics Definite Rela- 
 tions," pages 7-36, Speer's Primary Arithmetic and note 
 suggestions as to method of presentation, pages 37-117.
 
 SUPERIOR PUBLIC SCHOOLS 17 
 
 SECOND GRADE. 
 
 2 B. See outline for First Grade and review. 
 Continue the sense-training. 
 Definite relations of magnitude: 
 
 (a) Ratio 1, or equality. 
 
 (b) Ratios 2 and . 
 
 (c) Ratios 3, J, and f . 
 
 (d) Ratios 4, A, a an( j <. 
 
 (e) Ratios 5, 1, |, |, f and f. 
 
 In teaching the ratio 1, continue with these terms: 
 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. 
 
 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. 
 
 In teaching the ratios 2 and J, continue with these terms: 
 
 14, 16, 18, TO, 22, 24, 26, 28, 30, 
 
 7, 8, 9, 10, 11, 12, 13, 14, 15. 
 In teaching the ratios 3, i, and |, continue with these terms: 
 
 12, 15, 18, 
 4, 5, 6. 
 
 In teaching the ratios 4, t, | and , continue with these terms: 
 12, 16, 20, 
 3, 4, 5. 
 
 In teaching the ratios 5, J, f, |, < and f.use these terms: 
 1, 5, 10, 15, 20, 25, 
 1-5, 1, 2, 3, 4, 5. 
 
 Continue developing ratio 1, or equality, by the following 
 equations: 
 
 1223433546544765 
 1121123121234123 
 
 234455666777S 
 87655 9 8 7 6 
 12345 1 2 3 4 
 
 9 9 9 9 10 10 10 10 10 
 
 (f) Ratios of inch, foot and yard; of pint, quart, and gallon; 
 of month and year; of cent, nickel and dime; of dime and 
 dollar. 
 
 Counting by twos, fours and fives to 20, and tens to 100. 
 Construction building, cutting and drawing. 
 
 Teachers should study "Mathematics Definite Relations," 
 pages 7-36, Speer's Primary Arithmetic and note suggestions 
 as to method of presentation, pages 69-117. 
 2 A. See outline for 2 B. and review. 
 Continue the sense-training. 
 Definite relations of magnitude: 
 
 (a) Ratio 1, or equality. 
 
 (b) Ratios 2 and . 
 
 (c) Ratios 3, J, I and |- 
 
 (d) Ratios 4, J, f and |. 
 
 (e) Ratios 5, i, 1, *, < and s. 
 
 (f) Ratios of 6, t, |, and f . 
 
 (g) Ratios of 8, J, |, | an d |. 
 
 In teaching the above ratios, use all numbers to 20 and 
 all divisible numbers to 50.
 
 18 COURSE OF STUDY 
 
 Continue developing ratio 1, or equality, by the following 
 equations: 
 
 10 98766987987 7 
 123456345456 7 
 
 11 11 11 11 11 12 12 12 12 13 13 13 14 
 
 98988999 10 
 56678789 10 
 
 14 14 15 15 16 16 17 18 20 
 If these equalities, or facts of addition, are taught properly, the 
 pupil will, at the same time, acquire a knowledge of the corresponding 
 facts of subtraction; thus, if it is clear to the pupil that 7 and 5 are 12, 
 he will also know that 12 less 7 are 5, and that 12 less 5 are 7. 
 
 Make sure that the pupils know the following equalities: 
 
 2 twos=4 3 twos=6 4 twos=8 5 twos=10 6 twos=12 
 2 threes=6 3 threes=9 4 threes=12 2 fours=8 3fours=12 
 2 fives=10 2 sixes=12 2 sevens=14 2 eights=16 2 nines=18 
 2 tens=20 3 fives=15 4 fives 20 4 fours=16 3 sixes=18 
 If these equalities or facts of multiplication are taught properly, 
 the pupil will, at the same time, acquire a knowledge of facts of divis- 
 ion; thus, if it is clear to him that 3 twos are 6, it must be equally clear 
 that 6 is 3 twos; or, to use the ordinary mathematical expression of this 
 fact, that 2 is contained in 6 three times. 
 
 These facts of multiplication will also give other facts of division. 
 
 J of 4=2 * of 6=2 } of 8=2 & of 10=2 
 
 J of 12=2 I of 6=3 of 9=3 J of 12=3 
 
 I of 8=4 -i of 12=4 { of 10=5 { of 12=6 
 
 1 of 14=7 i of 15=5 | of 20=10 } of 14=2 
 
 ; of 15=3 i of 20=5 \ of 16=8 \ of 18=9 
 
 i of 20=4 i of 16=4 \ of 18=6 ,> of 20=2 
 
 I of 16=2 % of 18=3 
 
 4 is $ of 6 6 is 3 of 9 8 is | of 12 6 is | of 8 
 
 9 is * of 12 4 is | of 10 
 
 Squares of 2, 3, 4, 5 and roots of 4, 9, 16, 25. 
 
 Counting by 1 to 1000, by twos and fives to 100, and by threes and 
 fours to 24. 
 
 Construction Building, cutting and drawing. 
 
 Teacher should study "Mathematics Definite Relations," 
 pages 7-36, Speer's Primary Arithmetic and note suggestions 
 as to method of presentation, pages 69.154. Chapterl, Walsh's 
 New Primary Arithmetic, in the hands of the teacher, will fur- 
 nish the teacher additional material. 
 
 THIRD GRADE. 
 
 3 B. Review the forty-five essential facts of addition (and substrac- 
 tion). Walsh's New Primary Arithmetic, Chapter I. 
 
 Multiplication and division by 2, 3, 4 and 5; notation and num- 
 eration; U. S. money; pint, quart, and gallon; fractional parrs 
 Kf 1 /3, l /i> i; Roman notation. Walsh's New Primary Arith- 
 metic, Chapter II. 
 
 Teacher should be thoroughly familiar with the work of 
 the two preceding grades and continue the ratio idea of num- 
 ber.
 
 SUPERIOR PUBLIC SCHOOLS 19 
 
 3 A. Multiplication and division by 6, 7, 8, 9, 10; ounce and pound; 
 
 halves, thirds and fourths; notation and numeration; multi- 
 plication by mixed number; squares and rectangles. Walsh's 
 New Primary Arithmetic, Chapter III. 
 
 FOURTH GRADE. 
 
 4 B. Multipliers and divisors of two or more figures; multipliers 
 
 containing fractions; addition and subtraction of easy mixed 
 numbers; inch, foot and yard; areas of rectangles. Walsh's 
 New Primary Arithmetic, Chapter IV. 
 
 4 A. Multipliers and divisors of three or more figures; addition and 
 
 subtraction of easy fractions; multiplication by a mixed num- 
 ber; easy denominate numbers; areas of rectangles. Walsh's 
 New Primary Arithmetic, Chapter V. 
 
 FIFTH GRADE. 
 
 5 B. Mixed numbers; notation and numeration; decimals to three 
 
 places; U. S. money; time, dry and liquid measures and 
 avoirdupois weight; area of rectangles; simple bills; reviews. 
 Walsh's New Grammar School Arithmetic, Part One, Chapter 
 I. 
 
 5 A. Divisors and multiples; fractions; cancellation; multiplication 
 and division of decimals; fractional parts of a dollar; reduc- 
 tion, addition, subtraction, multiplication and division of 
 denominate numbers; areas and surfaces; bills; review. 
 Walsh's New Grammar School Arithmetic, Part One, Chap- 
 ter II. 
 
 SIXTH GRADE. 
 
 B. Notation and numeration, reduction, addition, subtraction, mul- 
 tiplication and division of decimals; U. S. money; reduction, 
 addition, subtraction, multiplication and division of denomin- 
 ate numbers; areas of rectangles and right- angled triangles; 
 bills; percentage; simple interest; review. Walsh's New 
 Grammar School Arithmetic, Part One, Chapter III. 
 
 fl A. Denominate numbers;; application of percentage; simple in- 
 terest; areas of rectangles; square measure; solid contents; 
 cubic measure; surface of rectangular solids; angles; tri- 
 angles; quadrilaterals; review. Walsh's New Grammar 
 School Arithmetic, Part One, Chapter IV. 
 
 SEVENTH GRADE. 
 
 7 B. Finding percentage, base and rate; commission, insurance, du- 
 ties, taxes briefly considered; profit and loss; commercial 
 discount; interest; partial payments (U. S. rule only) ; bank 
 discount of non-interest bearing notes. Walsh's New Gram- 
 mar School Arithmetic, Part Two, Art. 301-329, 332-343, 
 355-356. 
 
 Exercise in Geometry Lines and angles. Art. 619-630. 
 
 Denominate numbers and review. Art. 357-390. 
 
 7 A. Ratio and proportion; partnership; review. Walsh's New Gram- 
 mar School Arithmetic, Part Two, Art. 391-409, 461-462, 466- 
 467. 
 
 Stocks and bonds, Art. 468, 469, 472; the ordinary bank draft 
 and check, express and postal money orders as means of ex- 
 change; compound interest, Art. 483-484.
 
 20 COURSE OF STUDY 
 
 Metric system, noting only these terms: meter, decimeter, centi- 
 meter, millimeter, kilometer; square and cubic centimeter 
 and meter; liter and hectoliter; gram and kilogram. Art. 
 486-496. 
 
 Review: Art. 497-511, 514-515. 
 
 EIGHTH GRADE. 
 
 8 B. Involution and evolution; square root and applications. Walsh's 
 
 New Grammar School Arithmetic, Part Two, Art. 410-431. 
 Algebraic Equations. Art. 516-617. 
 
 8 A. General Review. Hull's Complete Arithmetic. McNeill's Men- 
 tal Arithmetic.. 
 
 Exercises in Geometry. Walsh's New Grammar School Arith- 
 metic, Part Two, Art. 631-640, 618, 432-460. 
 
 SUGGESTIONS. 
 
 Follow closely arrangement of the work in Walsh. If teachers 
 feel the need of additional work in a subject give from other texts. 
 Do not anticipate any of the advanced work in a subject. 
 
 Teachers of all grades should read McLellan & Dewey's Psychol- 
 ogy of Number and familiarize themselves with the principles of the 
 Speer method. 
 
 Make prominent in all the work the idea that number is ratio. 
 Do not always make one or unity the unit of measure. 
 
 Have pupils do intelligent counting, making more of it than 
 calling numbers by name. 
 
 In all grades do much actual measurement and illustrate with 
 drawings; train pupils in making estimate? and approximations. 
 
 Put great emphasis upon the meaning of problems, and have them 
 frequently graphically illustrated. 
 
 Follow "Order of Procedure in Training for Arithmetical Power" 
 (Werner Arithmetic.): 
 
 "Step I. Since arithmetic is concerned mainly with the compari- 
 son of measured magnitudes and their numerical expression, it is of 
 prime importance that the work should begin in the actual comparison 
 and measurement of sentient objects. 
 
 "Step II. Since by far the greater part of the actual work in 
 arithmetic must be done without the presence of the sense magnitudes 
 compared, it is equally important that the pupil should early learn to 
 image measured magnitudes and to compare the images of measured 
 magnitudes. 
 
 "Step III. Since most of the magnitudes compared by the math- 
 ematician never have been to him objects of sense perception, and 
 some of them never can be, it is no less important that the pupil 
 should be constantly trained in the creation of the imaginary measur- 
 ed magnitudes." 
 
 Teach partition as well as division. 
 
 Give much attention to factors and multiples. 
 
 Be sure the pupils understand division of fractions by reducing 
 to a common denominator before they are permitted to invert and 
 multiply. 
 
 In division always place the quotient above the dividend and be 
 sure each digit of the quotient is placed above the proper one of the 
 dividend. 
 
 Permit pupils at no time to get the idea that there is any difference 
 between fractions and percentage.
 
 HISTORY. 
 
 FIRST GRADE. 
 
 Stories and Dramatization of 
 
 1. Occupations of men and modes of living. 
 
 2. Special days: Thanksgiving, Christmas, Washington's Birth- 
 
 day, Memorial Day, etc. 
 
 3. Life and times of the Indians, the Pilgrims, the Quakers, Capt. 
 
 John Smith, Miles Standish, Washington, Lincoln, etc. 
 
 SECOND GRADE. 
 
 Stories and Dramatization of 
 
 1. Modes of travel and industries. 
 
 2. Special days. 
 
 3. Life and times of Franklin, Fulton, Watt, Morse, Edison, etc. 
 
 4. Hiawatha and early days on Lake Superior. 
 
 THIRD GRADE. 
 
 3 B. Old Stories of the East Baldwin. Read by teacher. 
 
 Stories of Great Americans for Little Americans Eggleston. 
 Read by pupils. 
 
 3 A. Old Greek Stories Baldwin. Read by teacher. 
 
 Colonial Children Pratt. Read by pupils. 
 
 FOURTH GRADE. 
 
 4 B. Wallach's Historical and Biographical Narratives. Read by 
 
 teacher. 
 
 Stories of American Life and Adventure Eggleston. Read by 
 pupils. 
 
 4 A. Rolfe's Tales of Chivalry. Read by teacher. 
 
 First Book in American History Eggleston. Read by pupils. 
 
 FIFTH GRADE. 
 
 5 B. PRIMITIVE MAN. 
 
 Man's development considered in its physical, intellectual and 
 
 governmental aspects. 
 1. Man of Rough Stone Age. 
 
 a. Where he lived. 
 
 b. How he lived, house, food, clothes, etc. 
 
 c. The need of weapons. 
 
 d. Kind of weapons. 
 
 e. How he made them. 
 
 f. Animals he used them against. 
 
 g. Plants as they then existed. 
 
 h. Why the large plants and animals gave way to smaller 
 
 ones, 
 i. How he got his wife.
 
 22 COURSE OF STUDY 
 
 j. How he discovered the use of a boat, 
 k. How he made a boat. 
 1. How he learned to draw. 
 
 2. Man of Polished Stone Age. 
 
 a. How man came to polish stones. 
 
 b. Why he made better weapons. 
 
 c. Invention of knife and spear. 
 
 d. How he made a better house. 
 
 e. How he made a better boat. 
 
 f . How he tamed his dog. 
 
 g. How he learned to paint. 
 
 h. How he discovered the use of fire, 
 i. How he discovered the art of fire making. 
 
 3. Man of Bronze Age. 
 
 a. How bronze was discovered. 
 
 b. How this discovery changed his weapons. 
 
 c. How it helped him to live better. 
 
 d. How he tamed his cattle. 
 
 e. How the acquisition of herds made him settle clown. 
 
 f. Why villages were built. 
 
 g. Why government was necessary, 
 h. Kind of government organized. 
 
 i. How he made pottery. 
 
 j. Why lake dwellings were built. 
 
 4. Agricultural Stage. 
 
 a. How he came to plant grain. 
 
 b. Where he got the grain. 
 
 c. How cattle raising and grain planting civilized him. 
 
 d. How he manufactured his implements. 
 
 e. How he improved in methods of farming. 
 
 f. Why he built churches. 
 
 g. Why he prayed. 
 
 5. Greecian and Roman Stage. 
 
 a. Discovery of iron. 
 
 b. How this discovery changed his weapons and manner 
 
 of living. 
 
 c. His ideas of building considered to see where he got 
 
 his ideas of architecture and how much he copied 
 nature. 
 
 d. Discovery of new foods. 
 
 e. Discovery of new drinks. 
 
 f. Why theaters came to be built. 
 
 g. How statues were evolved from drawings and carvings, 
 h. Increase of commerce and how this affected civiliza- 
 tion and government. 
 
 i. How physical features of a country determined in part 
 the kind of government in these countries and how it 
 affects it in all countries. 
 
 References: 
 
 Clodd's Primitive Man. 
 Waterloo's The Story of Ab. 
 Dopp's The Tree Dwellers. 
 
 The Early Cave Men. 
 
 The Later Cave Men. 
 
 The Tent-Dwellers.
 
 SUPERIOR PUBLIC SCHOOLS 23 
 
 5 A. GREEK HISTORY. 
 
 (1) Geography of Greece. 
 
 a Location, size, structure, 
 b Absence of political unity, 
 c Various tribes. 
 
 (2) The Spartans and the Athenians. 
 
 (3) Wars with Persia. 
 
 a The Battle of Marathon. 
 
 b Miltiades, Aristides, Themistocles. 
 
 c Xerxes crossing the Hellespont. 
 
 d The Pass of Thermopylae. 
 
 e Temple of Delphi. 
 
 f Battles of Salamis and Plataea. 
 
 (4) The Age of Pericles. 
 
 a The Parthenon, 
 b The Acropolis. 
 c Growth of Art. 
 
 (5) The Peloponessian War. 
 
 (6) Socrates the Teacher Plato. 
 
 (7) Damon and Pythias. 
 
 (8) The Sword of Damocles. 
 
 (9) Philip of Macedon. 
 
 (10) Demosthenes, the Orator. 
 
 (11) Alexander the Great. 
 
 (12) The Colossus of Rhodes. 
 Read: The Story of the Greeks Guerber. 
 
 Reference: Ten Boys. 
 
 Church's Story of the Iliad. 
 Church's Story of the Odyssey. 
 Johonnot's Story of the Olden Time. 
 Kingsley's Greek Heroes. 
 Hawthorne's Wonder Book. 
 
 SIXTH GRADE. 
 B. ROMAN HISTORY. 
 
 (1) The Founding of Rome. 
 
 (2) Location, size and structure of Italy. 
 
 (3) Unity of the People. 
 
 (4) Roman Republic. 
 
 a Civilization. 
 
 b Laws. 
 
 c Internal Improvements (roads, bridges, etc.) 
 
 d Religion and Architecture. 
 
 e The Forum. 
 
 (5) Hannibal Crossing the Alps. 
 
 a Defeat of the Romans, 
 b Cathage Destroyed. 
 
 (6) Conquest of Greece and Syria. 
 
 (7) Mistress of the Mediterranean Sea. 
 
 (8) Life of Caesar. 
 
 a Conquests in G"aul and Britain, 
 b Crossing the Rubicon, 
 c Conspiracy of Cataline. 
 d Brutus.
 
 24 COURSE OF STUDY 
 
 e Pompey. 
 f Death of Caesar, 
 g Anthony and Cleopatra. 
 (9) Roman Empire. 
 
 The Augustan Age. 
 
 (10) The Birth of Christ and His Teaching. 
 
 (11) The Chariot Race. 
 
 (12) The Pantheon. 
 
 (13) Reign of Nero. 
 
 (14) Persecution of Christians. 
 
 (15) Paul and Peter. 
 
 (16) The Coliseum. 
 
 (17) Constantine I. 
 
 (18) The Arch of Constantine. 
 
 (19) Barbaric Invasions. 
 
 (20) Empire Divided. 
 
 Read: The Story of the Romans Guerber. 
 Reference: Ten Boys. 
 
 Fiske's Beginnings of New England. 
 
 Plutach's Lives. 
 
 Allen's Rome. 
 
 Myers' General History. 
 
 6 A. ENGLISH HISTORY. 
 
 I. Early History. 
 
 1. Conquests by Celts. Country called Bruittan, bruit mean- 
 
 ing "tin" and tan meaning "land." 
 
 2. Civilization of the early Britons. Compare with the Amer- 
 
 ican Indians. 
 
 3. Religious belief of early Britons. Druids. 
 
 4. Conquest by the Romans. Julius Caesar in Britain. 
 
 (a) Condition of institutions at this time. 
 
 (b) Bravery of Britons. Ex. Caractacus and Boadicea. 
 
 (c) Effect of Roman Conquest. What effects were 
 
 lasting? 
 
 (d) The "Groan of the Britons." 
 
 II. Saxon Period. 
 
 1. Describe the Saxons. Their influence upon all lands where 
 
 they live. 
 
 2. Change of the name of the country. 
 
 3. Stories of King Arthur. 
 Tennyson's Idylls of the King. 
 
 4. Britons driven into Wales. Story of Vortigern and Row- 
 
 ena, showing how Saxons gradually increased their 
 power. 
 
 5. Alfred the Great and his work. 
 
 6. The Danes in England. 
 
 7. Compare institutions under Alfred with those of the 
 
 Roman period. 
 
 8. Edward the Good. His work. 
 
 9. Saxon influence on the English language. 
 
 III. Nomian Period. William The Conqueror. 
 
 1. Conquest. Battle of Hastings. Curfew Law. Game Law. 
 
 "New Forest." 
 
 2. Norman architecture. Norman castles.
 
 SUPERIOR PUBLIC SCHOOLS 25 
 
 3. Effect of Normans on institutional life. Compare. 
 
 4. Effect of Normans on language. Examples. 
 
 IV. Period of Plaiitageiiets. 
 
 1. Time of great changes, especially in state and church. 
 
 2. Henry II. First King to give up some power to the people. 
 
 Origin of trial by jury. Troubles between church and 
 state. 
 
 3. Richard I. Gave people more power. Gave cities char- 
 
 ters. Richard in the Crusades. 
 
 4. The Crusades: 
 
 Cause. 
 Number. 
 
 Accomplishments. 
 Effects upon Europe 
 
 (a) Political. 
 
 (b) Ecclesiastical. 
 
 (c) Commercial. 
 
 5. The Age of Chivalry: Page, Squire, Knight. The Vows 
 
 of Knighthood. Influence of chivalry. 
 
 6. John and his troubles. 
 
 (a) Loses Normandy. 
 
 (b) Granted Magna Charta. Why? 
 
 7. Beginning of House of Commons under Henry III, 1265. 
 
 Henry III rebuilds Westminster Abbey. 
 
 8. Edward I Organization of a Representative Parliament, 
 
 and the confirmation of the right of Parliament to con- 
 trol revenue. Subjugation of Wales. Troubles in Scot- 
 land. 
 
 9. Edward III. 
 
 (a) Time of industrial advance in England. Woolen 
 
 manufacture begun. 
 
 (b) Beginning of Hundred Years' War. Common peo- 
 
 ple first went into this war. Kings needed money 
 and gave greater rights in order to secure it. 
 
 10. Richard II. 
 
 (a) Social revolution led to emancipation of serfs. 
 
 (b) Wycliff's translation of the Bible. 
 
 (c) Chaucer wrote the first great English poem. 
 
 11. Compare institutions of this period with those of former 
 
 times. 
 
 12. Wars of the Roses and the self-destruction of the nobles. 
 
 Great increase of the king's power. Why? 
 
 V. The Renaissance Period. 
 
 1. The renaissance of learning in Europe. Invention of 
 
 printing. 
 
 2. The fall of Constantinople. 
 
 3. Obstructions to establish routes of commerce by the Turks. 
 
 4. Venice. Genoa. 
 
 5. Commercial conditions in Europe leading up to the Dis- 
 
 covery of America. Geographical knowledge. 
 
 6. Columbus. Vasco da Gama. The Cabots. 
 
 7. England's connection with discoveries and explorations in 
 
 the new world.
 
 26 COURSE OF STUDY 
 
 VI. Tudor Period. 
 
 1. Absolutism, 1485-1605. 
 
 2. Parallel events in American History. 
 
 3. Henry VII. New epoch in government, law, letters, in- 
 
 telligence, art, religion. Use of cannon in war. 
 
 4. Henry VIII. 
 
 (a) Story of Church separation. 
 
 (b) Story of Henry's great power. 
 
 (c) Story of Henry's family relations. 
 
 5. Edward VI. Change in religion. Establishment of 
 
 Protestantism. Schools founded. 
 
 6. Mary I. Short reign. Religious persecution. 
 
 7. Elizabeth. Story of her long reign. Stories of her social 
 
 life. (Kenilworth.) 
 
 (a) Compare institutions with those of former times. 
 
 (b) Story of the Armada. 
 
 (c) Story of Drake and Raleigh. 
 
 (d) Story of Elizabeth and Mary. 
 
 VII. Stuart Period. 
 
 Beginning with Divine Right of Kings and ending with Divine 
 Right of People. 
 
 1. James I. 
 
 (a) Growth of House of Commons. 
 
 (b) Growth of Puritan party. 
 
 (c) First two permanent colonies in America. 
 
 2. Charles I. Petition of Rights. Civil War. Death. 
 
 3. The Commonwealth and Cromwell. The emigration of 
 
 royalists. 
 
 4. Charles II. 
 
 (a) England gains New York. Trouble with Holland. 
 
 (b) Sir Christopher Wren's work. 
 
 (c) Persecution of Protestants. 
 
 5. James II. Puritan Revolution. 
 
 6. James deposed and William and Mary of Orange called. 
 
 (a) Declaration of Rights. 
 
 (b) Bill of Rights. 
 
 (c) War in America with French. 
 
 Notice the state of society during the reigns of the 
 Stuarts. Contrast the Nobility and Puritans. Com- 
 pare institutions of this time with those of the Eliza- 
 bethan Age. 
 
 VIII. The House of Hanover. 
 
 1. George I. 
 
 2. India Gained. 
 
 3. Final struggle with France over possessions in North 
 
 America. 
 
 4. Parliamentary reform. Government by the people in Eng- 
 
 land and in the colonies. 
 
 5. George III. 
 
 (a) Character. 
 
 (b) Troubles leading to the American Revolution 
 
 (c) America lost. 
 
 (c) War with France. 
 
 (e) War of 1812. 
 
 (f) The Regency.
 
 SUPERIOR PUBLIC SCHOOLS 
 
 6. George IV. 
 
 (a) Character. Marriages. 
 
 (b) Reforms. 
 
 (c) Catholic Emancipation. 
 
 7. William IV. 
 
 (a) Reform of Parliament. 
 
 (b) Slavery abolished. 
 
 8. Victoria. 
 
 (a) Character and Marriage. 
 
 (b) Poor Laws. 
 
 (c) Opium War. 
 
 (d) Irish Troubles. 
 
 (.e) War in the Crimea. 
 
 (f) Sepoy Rebellion. 
 
 (g) Attitude during Civil War in America, 
 (h) Suez Canal. 
 
 (i) Gladstone. 
 
 (j) War in the Soudan. 
 
 (k) Jubilee. 
 
 9. Edward VII. 
 
 (a) Character. 
 
 (b) War in South Africa. 
 
 (c) Relations with United States. 
 
 Read: The Story of the English- Guerber. 
 Reference: Scott's Ivanhoe. 
 
 Scott's Kenilworth. 
 
 Scott's Tales of a Grandfather. 
 
 Tennyson's Idylls of the King. 
 
 Farrington's Tales of King Arthur. 
 
 Henty's Wolf the Saxon. 
 
 Dicken's Child's History of England. 
 
 Gardner's Student's History of Eng- 
 land. 
 
 Green's History of the English Peo- 
 ple. 
 
 Montgomery's Leading Facts of Eng- 
 lish History. 
 
 Larned's History of England. 
 
 SEVENTH GRADE. 
 7 B. I. DISCOVERY AND EXPLORATION. 
 
 (1) The Northmen. 
 
 (2) Europe's Need of a New Route to India. 
 
 (3) Columbus. 
 
 (4) John and Sebastian Cabot. 
 
 (5) Vespucci. 
 
 (6) Ponce de Leon. 
 
 (7) Balboa. 
 
 (8) Magellan. 
 
 (9) Cortes. 
 
 (10) DeSota. 
 
 (11) Cartier. 
 
 (12) Champlain. 
 
 (13) Drake 
 
 (14) Hudson. 
 
 (15) Foundation of Claims to Territory. 
 
 (16) Early Attempts at Settlement in America. 
 
 Fiske Discovery of America. 
 Irving Columbus.
 
 28 COURSE OF STUDY 
 
 Hale Stories of Discovery. 
 Parkman Pioneers of France. 
 Henty Under Drake's Flag. 
 
 H. LIFE IN THE COLONIES. 
 
 ( 1 ) Massachusetts : 
 
 1. Plymouth Rock and the Pilgrims Standish. 
 Salem and the Puritans Endicott. 
 
 Hemans Landing of the Pilgrims. 
 
 Holmes Pilgrim's Vision. 
 
 Gov. Bradford History of Plymouth Plantation. 
 
 2. The Puritan Exodus. 
 
 Fiske Beginnings of New England. 
 
 Fiske Irving's Washington and His Country. 
 
 3. The Persecution of the Quakers. 
 
 Whittier The Quaker of the Olden Time. 
 Drake Making of New England. 
 Fiske Beginnings of New England. 
 Hawthorne The Gentle Boy. (Twice Told Tales.) 
 
 4. The Salem Witchcraft. 
 
 Whittles The Witch's Daughter. 
 
 5. The Pequot War. 
 
 Drake Making of New England. 
 Fiske Beginnings of New England. 
 
 6. Discovery of White Mountains. 
 
 Drake Making of New England. 
 
 Hawthorne Tales of the White Hills. 
 
 Fiske Irving's Washington and His Country. 
 
 Beginnings of New England. 
 
 Hawthorne True Stories of New England History, 
 
 Parts I and II. 
 
 Drake Making of New England. 
 Making of Virginia. 
 
 (2) Virginia Colony a thorough study. Compare and con- 
 
 trast Massachusetts and Virginia colonies in religion, 
 government, education, industries and system of labor. 
 A careful study of them as types and as furnishing 
 conditions for the widely different and differing civil- 
 izations which developed in the North and in the 
 South. Sketch maps. 
 
 Montgomery English History: for account of James I, 
 and for political and religious conditions in England. 
 
 Channing Student's History. 
 
 Fiske Beginnings of New England. 
 Civil Government. 
 Irving's Washington. 
 
 Drake Making of New England. 
 Making of Virginia. 
 
 Hawthorne Biographical Sketches. 
 
 John Smith Settlement of Virginia. 
 
 Cooper Leather Stocking Tales. 
 
 (3) Study the following colonies more briefly, especially the 
 
 domestic life, political and religious customs, indus- 
 tries, etc. 
 
 Pennsylvania, New York, 
 
 Rhode Island, Connecticut, 
 
 Maryland, Georgia. 
 
 Fiske Irving's Washington and His Country. 
 Beginnings of New England.
 
 SUPERIOR PUBLIC SCHOOLS 29 
 
 Hawthorne Mrs. Hutchinson, Sir Wm. Phipe, Sir Wm. 
 
 Pepperell, Stories and Sketches. 
 Drake Making of New England. 
 
 Making of Virginia. 
 Franklin Autobiography. 
 Whittier A Quaker of the Olden Time. 
 Irving Rip van Winkle, and Legend of Sleepy 
 
 Hollow. 
 
 (4) King Philip and His War. 
 
 Fiske Irving's Washington. 
 
 Beginnings of New England. 
 
 (5) The Tyranny of Andros. 
 
 Fiske Beginnings of New England. 
 
 Irving's Washington. 
 
 War for Independence. 
 Drake Making of Virginia. 
 Hawthorne The Gray Champion. (Twice Told Tales.) 
 
 (6) The New England Confederacy. 
 
 Fiske Beginnings of New England. 
 Drake Making of New England. 
 
 (7) The Indian Character, customs, habits, modes of ex- 
 
 pression, religious notions, etc. 
 
 7 A. I. THE STRUGGLE FOR COLONIAL EMPIRE. 
 
 (1) Comparison of French and English settlers. 
 
 a In religious toleration. 
 
 b In missionary spirit. 
 
 c In treatment of Indians. 
 
 d In dependence on the Mother Country. 
 
 e In rapidity and greatness of development. 
 
 f In geographical position. 
 
 (2) The French and Indian War. 
 
 a The three lines of attack, following natural chan- 
 nels of communication. 
 
 1. St. Lawrence river, guarded by Louisburg and 
 
 Quebec. 
 
 2. Lakes George and Champlain, guarded by Forts 
 
 Crown Point and Ticonderoga. 
 
 3. Niagara river, controlling the lakes and upper 
 
 Mississippi. Read Hawthorne Old News I 
 
 and II, and Old Ticonderoga. (Snow Image, 
 
 etc.) 
 
 b Braddock's defeat, 
 c The Acadian expedition and Longfellow's Evange- 
 
 line. 
 
 d William Pitt, 
 e Montcalm and Wolfe, 
 f What the War Settled. 
 
 (3) The Conspiracy of Pontiac. 
 
 Kirk Monroe At War with Pontiac. 
 Fiske Beginnings of New England. 
 
 Irving's Washington. 
 Drake Making of the Ohio Valley States. 
 
 II. THE REVOLUTION AND ITS LEADERS. 
 
 (1) Benjamin Franklin. 
 
 Franklin's Autobiography. 
 Hawthorne Biographical Stories. 
 
 True Stories of New England History, Part III.
 
 ;;o COURSE OF STUDY 
 
 Bolton Famous Statesmen. 
 
 Stoddard Inventors. (Men of Achievement Series.) 
 
 Holmes Franklin, the Landlady's Son. 
 
 (Professor at the Breakfast Table.) 
 
 Wright Children's Stories of Great Scientists. 
 
 War for Independence Fiske. 
 
 American Revolution Fiske. 
 
 Critical Period. 
 
 Beginnings of New England Fiske. 
 
 Making of the Ohio Valley States Drake. 
 
 Morse's Franklin. (American Statesmen Series.) 
 
 Hosmer's Samuel Adams. (American Statesmen Ser- 
 ies.) 
 
 (2) George Washington. (Virginia Colony.) 
 
 Scudder Washington. 
 Lowell Under the Old Elm. 
 Washington Rules of Conduct. 
 Holmes Under the Washington Elm. 
 
 Ode for Washington's Birthday. 
 Fiske Irving's Washington and his Country. 
 
 War for Independence. 
 
 Critical Period. 
 
 American Revolution. 
 
 Beginnings of New England. 
 Drake Making of the Ohio Valley States 
 Hosmer Samuel Adams. 
 Lodge Washington. 
 Bolton Famous Statesmen. 
 Butterworth Boys of Greenway Court. 
 
 (3) Samuel Adams. (Massachusetts Colony.) 
 
 Hosmer Samuel Adams. 
 
 Fiske Beginnings of New England. 
 
 Critical Period. 
 
 War for Independence. 
 
 Washington and His Country. 
 Thomas A Ballad of the Boston Tea Party. 
 
 (R. L. S. No. 6.) 
 Butterworth The Patriot Schoolmaster. 
 
 ( 4 ) Contemporary English History. 
 
 a William Pitt. 
 
 b Edmund Burke. 
 
 c Lord North. 
 
 Burke's Speech on American Taxation. 
 
 Fiske War for Independence. 
 
 Critical Period. 
 
 American Revolution. 
 Hosmer Samuel Adams. 
 
 (5) The Declaration of Independence. 
 
 Read and Discuss it. (Old South Leaflets.) 
 
 (6) Lexington, Concord and Bunker Hill. 
 
 Longfellow Lexington. 
 
 Paul Revere's Ride. 
 Lowell Ode. (Concord.) 
 Cooper Lionel Lincoln. (Description of Bunker Hill 
 
 Battle.) 
 Holmes Grandmother's Story. 
 
 Lexington. (Poem.) 
 Hawthorne True Stories from New England History, 
 
 Part III.
 
 SUPERIOR PUBLIC SCHOOLS 31 
 
 Coffin Boys of '76. 
 
 Fiske War for Independence. 
 
 American Revolution. 
 
 Irving's Washington. 
 
 Critical Period. 
 
 (7) Liberty Bell and Liberty Tree. 
 
 Hosmer Samuel Adams. , 
 
 Hawthorne True Stories from New England History. 
 
 A Bell's Biography. (Snow Image, etc.) 
 
 Old News, Part III. 
 
 Holmes King's Chapel. (Poems, III.) 
 Fiske Washington and His Country. 
 
 War for Independence. 
 
 American Revolution. 
 
 (8) The Flag: 
 
 a Of the Colonies. 
 
 b Of the United States. 
 
 c Of the Confederate States. 
 
 (9) Lord Howe. 
 
 Hawthorne Legend of Province House. 
 (Twice Told Tales.) 
 Main Street. (Snow Image, etc.) 
 Holmes Boston Common. (Poems.) 
 Fiske Irving's Washington. 
 
 War for Independence. 
 
 (10) Burgoyne. 
 
 Drake Burgoyne's Invasion. 
 Fiske American Revolution. 
 
 War for Independence. 
 
 Critical Period. 
 
 Irving's Washington. 
 
 (11) La Fayette. 
 
 (12) Cornwallis. 
 
 (13) Outline of Military Plans and Movements. 
 
 (Sketch maps freely.) 
 a Preliminary Campaigns, 
 b The First Great Defensive Campaign, 
 c The Northern Invasion. 
 d The First Great Triumph Saratoga, 
 e Americans Assume the Offensive, 
 f The Disasters of 1780. 
 g The Second Great Triumph Yorktown. 
 
 (14) Nathaniel Greene. 
 
 (15) The Money Difficulties of the War. 
 
 (16) Francis Marion. 
 
 Bryant Song of Marion's Men. 
 
 (17) Paul Jones. 
 
 Fiske War for Independence. 
 Seawall Paul Jones. 
 
 (18) Benedict Arnold. 
 
 (19) Summary of Results of the War. 
 
 Cooper The Spy. 
 The Pilot. 
 
 III. THE CRITICAL PERIOD. Seven Years 1782-1789. 
 
 (1) The Continental Congress. 
 
 (2) Articles of Confederation. 
 
 (3) Trade and Money Troubles. 
 
 (4) The Federal Convention. 
 
 The Building of the Ship Longfellow.
 
 32 COURSE OF STUDY 
 
 (5) The Constitution. 
 
 Fiske Critical Period. 
 
 War for Independence. 
 Washington and His Country. 
 
 EIGHTH GRADE. 
 8B. I. THE PERIOD OP WEAKNESS. 1789-1815. 
 
 (1) Five Great Men. 
 
 a Washington, the Leader. 
 
 b Madison, the Statesman. 
 
 c Hamilton, the Financier. 
 
 d Jefferson, the Expounder of Democratic Principles. 
 
 e Marshall, the Jurist. 
 
 (2) A Survey of Washington's Administration. 
 
 (3) Growth of Political Parties. 
 
 (4) The X. Y. Z. Dispatches. 
 
 (5) The Alien and Sedition Laws. 
 
 (7) The Louisiana Purchase and the Development of Ac- 
 
 quired Territory. 
 
 Drake Making of the Great West. 
 Wright Children's Stories of American Progress. 
 
 (8) Second War with Great Britain. (Sketch maps freely.) 
 
 Holmes The Wasp and the Hornet. 
 
 Old Ironsides. 
 Little Jarvis Seawell. 
 
 (9) The War with Tripoli. 
 
 Decatur and Somers Seawell. 
 (10) Contemporaneous English History. 
 
 II. WESTWARD EXPANSION. 1815-1850. 
 
 (1) Territorial Growth. 
 
 a The Northwest Territory, 1787. 
 b The Louisiana Purchase, 1803. 
 c The Florida Cession, 1819. 
 d Texas Annexation, 1845. 
 e The Oregon Country, 1846. 
 f The Mexican Cession, 1848. 
 g The Gadsden Purchase, 1853. 
 h Purchase of Alaska, 1867. 
 
 Sketch maps showing area of United States at dif- 
 ferent times. 
 
 (2) Industrial Progress Invention. 
 Biographies: Fulton, McCormick, 
 
 Stephenson, Goodyear, 
 
 Whitney, Ericsson, 
 
 Howe, Edison, 
 
 Morse, Bell, 
 
 Cyrus W. Field. 
 
 Stoddard Inventors. (Men of Achievement Series.) 
 
 Bolton Famous Men of Science. 
 
 Wright Stories of American Progress. 
 
 (3) The Erie Canal. 
 
 (4) Early Use of Anthracite Coal. 
 
 Greene Coal and Coal Mines.
 
 SUPERIOR PUBLIC SCHOOLS 33 
 
 III. SLAVERY AND SECESSION. 
 
 ( 1 ) Three Great Men. 
 
 a John Quincy Adams. 
 
 b Daniel Webster. 
 
 c Abraham Lincoln. 
 
 Hay Biography of Lincoln. 
 
 Lincoln Gettysburg Speech. 
 
 Morse John Quincy Adams. (American Statesmen 
 
 Series. ) 
 
 Lowell Essay on Lincoln. 
 Lodge Daniel Webster. (American Statesmen 
 
 Series. ) 
 
 Bolton Poor Boys Who Became Famous. 
 Morse Abraham Lincoln. (American Statesmen 
 
 Series.) 
 
 Stoddard Statesmen. (Men of Achievement Series.) 
 Bolton Famous Statesmen. 
 Holmes For Services in Memory of Abraham Lincoln. 
 
 Birthday of Webster. 
 Emerson The Fortune of the Republic. 
 Webster Bunker Hill Oration, and Orations on 
 
 Adams and Jefferson. 
 
 Reply to Hayne. 
 (-) Jackson and the Spoils System. 
 
 (3) Calhoun and Nullification. 
 
 (4) Henry Clay, the Peacemaker. 
 
 (5) The U. S. Bank and the Panic of 1837. 
 
 (6) A Trio of Abolitionists. 
 
 a William Lloyd Garrison, 
 b Wendell Phillips, 
 c Theodore Parker. 
 Lowell The Present Crisis. 
 
 Garrison and Wendell Phillips. 
 
 The Bigelow Papers. 
 
 (7) Eminent Writers. 
 
 Longfellow, Hawthorne, 
 
 Irving, Whittier, 
 
 Holmes, Emerson. 
 
 Wright Children's Stories of American Literature. 
 
 (8) Harriet Beecher Stowe and Uncle Tom's Cabin. 
 
 Wright Children's Stories of American Literature. 
 Bolton Girls Who Became Famous. 
 Holmes Poems of Harriet Beecher Stowe. 
 
 (9) Trace the History of Slavery from its early introduction 
 into the Virginia Colony to the Civil War, noting the 
 compromises in the Constitution, the various compromise 
 measures, of which the Missouri Compromise, the Omni- 
 bus Bill, and the Kansas-Nebraska Bill are notable ex- 
 amples, and its influence on the admission of new states 
 and the acquisition of new territory. 
 
 Blaine Twenty Years in Congress. 
 Coffin Drumbeat of the Nation. 
 Brooks Boy Settlers. (Kansas Trouble.) 
 
 (10) The Lincoln-Douglas Debate. 
 
 (11) Franklin Pierce. 
 
 Hawthorne Biography. (Tales and Sketches.) 
 
 About War Matters. (Tales and Sketches.) 
 
 (12) Wm. H. Seward. 
 
 (13) Gen. U. S. Grant.
 
 34 COURSE OF STUDY 
 
 Holmes At a Dinner to Gen. Grant. 
 
 (14) Charles Sumner. 
 
 Longfellow The Arsenal at Springfield. 
 
 CharleM Sumner. (No. 63 Riverside.) 
 Holmes Hymn at the Funeral of Charles Sumner. 
 
 (15) Seceding States Sketch a map. 
 
 (16) The Emancipation Proclamation. 
 
 Holmes Emancipation Proclamation. 
 
 8 A. 1. THE CIVIL WAR AND RECONSTRUCTION. 
 
 (1) A general Study of the Military and Naval Engagements 
 of the War, and a close study of three or four leading 
 campaigns, e. g. : 
 
 a Early Campaigns: Bull Run, Fort Henry and Fort 
 
 Donelson. 
 
 Island No. 10, Shiloh, Corinth, 
 b Struggles for Washington and 
 Richmond: In the Peninsula. 
 Second Bull Run. 
 Antietam. 
 Fredericksburg. 
 Chancellorsville. 
 Gettysburg. 
 Holmes My Hunt After the Captain. (Antietam.) 
 
 The Inevitable Trial. (Jly 4, 1863.) 
 c The Wilderness Campaign. 
 d Between Nashville and Atlanta: 
 Murfreesboro. 
 Chattanooga. 
 Chickamauga. 
 Atlanta. 
 
 Capture of Atlanta, 
 e Sherman's Campaign From Atlanta to the Sea. 
 
 Holmes Sherman's in Savannah. 
 f Farragut and New Orleans. 
 
 Holmes At a Dinner to Admiral Farragut. 
 g The Monitor and Merrimac. 
 
 Longfellow The Cumberland. 
 Sketch maps freely. 
 
 (2) The Conscription Act. 
 
 (3) Expense of the War. 
 
 (4) What the War Settled. 
 
 II. RECONSTRUCTION AND DEVELOPMENT. 
 
 (1) Provisional Government Established. 
 
 (2) Adoption of the Thirteenth Amendment. 
 
 (3) President Johnson's Plan. ) Compare with Lincoln's 
 
 (4) The Congressional Plan. ) Views. 
 
 (5) Impeachment of the President. 
 
 (6) The Fourteenth Amendment. 
 
 (7) The Alabama Claims. 
 
 III. RECENT EVENTS AND PROMINENT MEN. 
 
 (1) The Atlantic Cable. 
 
 (2) Completion of the Pacific Railroad. 
 
 (3) Weather Bureau. 
 
 ( 4 ) Centennial.
 
 SUPERIOR PUBLIC SCHOOLS 35 
 
 ( 5 ) Mississippi Jetties. 
 
 (6) Civil Service Act. 
 
 (7) Brooklyn Bridge. 
 
 (8) Standard Time. , 
 
 (9) Bartholdi's Statue of Liberty. 
 
 (10) Venezuela Controversy. 
 
 (11) Tariff Discussion. 
 
 (12) Free Silver Discussion. 
 
 (13) Cuba and Spain. 
 
 (14) Spanish-American War. 
 
 (15) Results of the War. 
 
 (16) Government of the Philippines. 
 
 (17) The "Boxers" in China. 
 
 (18) Assassination of President McKinley. 
 
 (19) Self-government in Cuba. 
 
 (20) The Isthmian Canal. 
 
 (21) The Alaska Boundary Dispute. 
 
 (22) The Louisiana Purchase Exposition. 
 
 (23) Prominent Statesmen. 
 
 Blaine, Reed, 
 
 Garfield, Hill, 
 
 Tilden, McKinley. 
 
 (24) Business Men. 
 
 a Cornelius Vanderbilt, e Phil. D. Armour, 
 
 b John Jacob Astor, f Geo. M. Pullman, 
 
 c Levi P. Morton, g Peter Cooper, 
 
 d Chauncey M. Depew, h Marshal Field, 
 
 i Leland Stanford, j J. P. Morgan. 
 
 k J. J. Hill. 
 
 Stoddard Business Men. (Men of Achievement 
 Series.) 
 
 (25) Discussion of the influence of Art, Education, Litera- 
 
 ture, Industries and Commerce as Civilizing Agen- 
 cies. The growing tendency to Arbitration and the 
 shrinkage of War-Sentiment. 
 
 IV. MODERN INDUSTRIAL DEVELOPMENT. 
 
 Factory System of Labor. 
 Results of Spanish-American War. 
 Local Civic Conditions. 
 Municipal Government. 
 Consolidations and Mergers. 
 General Review. 
 
 SUGGESTIONS. 
 
 Have the pupils reproduce definitely the substance of the oral 
 lessons. 
 
 Correlate history and geography, making frequent use of map 
 drawing. 
 
 Show relation between causes and results. 
 
 Cultivate the habit of independent investigation by encouraging 
 colateral reading. 
 
 The teacher must be a thorough student of history to get the best 
 results.
 
 CIVICS. 
 
 T.c. Refer to Marwick and Smith's The True Citizen. 
 
 A.C. Refer to Dole's American Citizen. 
 
 Y.C. Refer to Dole's Young Citizen. 
 
 F.L.C. Refer to Froman's First Lesson in Civics. 
 
 SEVENTH GRADE. 
 7 B. THE COMMUNITY. 
 
 The Schoolroom and the Government. A. C. Chap. 2 
 What are schools for? Y. C. Chap. 3. 
 Necessary conditions Obedience Self Control. 
 Government of the schools. F. L. C. 33-37. 
 (Note the seven cardinal virtues.) 
 
 The Playground. A. C. Chap. 3. 
 Organization necessary. 
 Public opinion must be respected. 
 Games, what? 
 Courtesy. T. C. 119-124. 
 Honor. T. C. 112-118. 
 
 The Principles that Bind Men Together. A. C. Chap. 4. 
 Respect for others' rights. T. C. Chap. 4 
 Reverence. T. C. 188-192. 
 Mutual help and protections. 
 Strong and weak. 
 Responsibility. 
 Chivalry. 
 
 The Duties That Men Owe One Another. A. C. Chap. 7. 
 Social. 
 Business. 
 Political. 
 
 7 A. GOVERNMENT. 
 
 The Purpose of Government. A. C. Chap. 8. 
 
 What Government is. A. C. 40 F. L. C. 13-16. 
 Two ideas of government. A. C. 41. 
 Liberty. A. C. 43 T. C. 219-224. 
 
 Forms of Government. A. C. Chap. 9. F. L. C. 70-74. 
 
 Local Government. A. C. Chap. 10. F. L. C. 74-81. 
 State Government. A. C. Chap. 11. F. L. C. 103-118. 
 National Government. A. C. Chap. 12. F. L. C. 138-148. 
 
 Cities and Their Government. A. C. Chap. 13. 
 
 Beginning of a city. F. L. C. 93-96. Y. C. Chap. 1. 
 
 Charter. F. L. C. 96. A. C. 75. 
 
 Organization. 
 
 Mayor. F. L. C. 100. 
 
 Council. F. L. C. 98-99. A. C. 73. 
 
 Courts. F. L. C. 101. 
 
 Powers of. F. L. C. 101. A. C. 74-75.
 
 37 
 
 Taxes. A. C. Chap. 16. 
 
 Public expenses. How paid? A. C. 94. F. L. C. 61. 
 
 Y. C. 3-8, 121-125. 
 How levied? F. L. C. 62-64. 
 
 Kinds of taxes. A. C. 95-100. F. L. C. 66-69. 
 How used? Y. C. 126-131. 
 
 EIGHTH GRADE. 
 8 B. CITIZENSHIP. 
 
 Who Are Citizens. F. L. C. 38-40. Y. C. 25-33. 
 
 Aliens. 
 
 Naturalization. 
 Rights of Citizens. 
 
 Civil. F. L. C. 41-44. 
 
 Political. F. L. C. 45. 
 Voting. A. C. Chap. 9. 
 
 Methods. A. C. 116-119. F. L. C. 50-54. 
 
 Who may vote? A. C. 119-121. F. L. C. 45-48. 
 
 Political Parties. A. C. Chap. 20. F. L. C. 79-184. 
 Conditions of Good Citizenship. A. C. Chap 5. T. C. 230-234. 
 
 Obedience. T. C. 21. 
 
 Order. T. C. 182. 
 
 Candor. T. C. 28. Honesty. T. C. 112. 
 
 Reverence. T. C. 188. 
 
 Industry. T. C. 67. 
 
 Self-control. T. C. 91. 
 
 Self-respect. T. C. 131. 
 
 Self-help. T. C. 137. 
 
 Faithfulness. T. C. 171. 
 
 Duty. T. C. 200. 
 
 Courage. T. C. 130. 
 
 Temperance. T. C. 206. 
 
 Patriotism. T. C. 213. 
 
 Independence. T. C. 219. 
 
 The Ideal Man. 225. 
 Relations of 
 
 To the Home. T. C. 235. 
 
 To the Community. T. C. 239. 
 
 To the Nation. T. C. 245. 
 The Ideal Citizen. T. C. 250. 
 
 8 A. UNITED STATES GOVERNMENT. 
 
 Details. 
 
 Practical working. 
 
 Governments of 
 
 Great Britain. 
 
 Canada. 
 
 France. 
 
 Germany. 
 
 Austria- Hungary. 
 
 Switzerland. 
 
 Russia. 
 
 Turkey. 
 
 China. 
 
 Compared with that of the United States. 
 Text. Clark's The Government.
 
 GEOGRAPHY AND NATURE 
 STUDY. 
 
 FIRST GRADE. 
 
 Nature Study some systematic work that the teacher can do, but 
 under direction of principal. Daily changes of weather and phenomena 
 of nature that attract the child's attention should be considered. Teach- 
 ers of this grade should be familiar with the geography scheme of the 
 grades to follow. 
 
 SECOND GRADE. 
 2 B. I. Soil: 
 
 Experiments to show that soil comes from rock. 
 II. Moisture in soils: 
 
 1. Source of. 
 
 2. Absorption by. 
 III. Atmosphere: 
 
 1. Use of. 
 
 2. Wind, rain, snow. 
 
 3. Uses of wind, rain, snow. 
 
 IV. Plants considered in their soil connection: 
 
 1. Uses of parts of roots, stem, leaves, and flowers. 
 
 2. Life processes of drinking, breathing, eating and 
 
 growing. 
 2 A. V. Animals: 
 
 1. Simple habits and intelligence of domestic and wild 
 animals in food-getting, rearing and protection of 
 the young. 
 
 2. Dependence on environment. 
 VI. People: 
 
 The home, climate, food, clothing, games, etc., of Indian 
 child, of Esquimo child, and of Chinese child, and of the 
 Black child, as compared with that of the White child. 
 
 THIRD GRADE. 
 
 : B. I. Soil: 
 
 1. Formation on a large scale, with special application to 
 Superior. 
 
 2. Transportation of. 
 
 3. Effect of mixing sand with Superior soil; with vege- 
 table mold; and of ploughing. 
 
 II. Water: 
 
 1. In different soils, 
 
 How water passes through. 
 How water is retained. 
 
 2. Water level in soil. 
 
 3. Study of a river system; of the Lake, the Bay, the Point. 
 
 4. Drainage with special reference to Superior and 
 
 vicinity. 
 III. Atmosphere: 
 
 1. Air in the soil:
 
 SUPERIOR PUBLIC SCHOOLS 39 
 
 Its use. 
 
 Air level controlled by water level. 
 
 2. Evaporation and water vapor in the air. 
 
 3. Rainfall and temperature of Superior. 
 
 3 A. IV. Plants plant life in general and in the region about Supe- 
 
 rior in particular: 
 
 1. Differences in shape, branching, leaves, bark, and wood 
 
 of trees. 
 
 2. Soil sought by each tree. 
 
 3. Vegetation about Superior and effect of soil and cli- 
 
 mate thereon. 
 
 4. Study of fruits. 
 V. Animals: 
 
 1. Study of animals, domestic and wild, to note adaptation 
 
 of anatomy to the food-getting and protective prin- 
 ciples. Home; shape of body, nose, feet, teeth; posi- 
 tion of eyes; color; protective appendages. 
 
 2. Animal life around Superior. 
 
 3. Our food, clothing, etc., from animals. 
 
 VI. People nationalities, occupations, habits, dress, amusements, 
 
 etc., of people of Superior. 
 
 FOURTH GRADE. 
 
 4 B. I. Section tributary to the Great Lakes with Superior as a 
 
 center: 
 
 1. Geological history of the section. 
 
 2. History of the drainage. 
 
 II. Study of the Great Lakes and St. Lawrence River. 
 
 III. Climate and rain fall of the section. 
 
 IV. Plants of the section: 
 
 1. Trees. 
 
 2. Economic plants. 
 
 3. Each plant studied in its soil, climatic and economic 
 
 relations. 
 V. Animals of the section: 
 
 1. Domestic uses and commercial importance. 
 
 2. Wild relation to environment. 
 VI. People: 
 
 1. Nationalities reasons for in different localities. 
 
 2. Distribution of population with reasons for scarcity or 
 
 abundance. 
 
 3. Occupations. 
 
 VII. Government beneficent work of government, not the ma- 
 
 chinery. 
 
 Consider how government protects; how it aids manufac- 
 turing, agriculture, mining, commerce, education, etc., 
 with particular reference to this section. 
 4 A. Study of the Earth as a globe: 
 
 1. Representation of earth. 
 
 (a) Difference between (1) picture and globe. 
 
 (2) picture and map. 
 
 (3) globe and map. 
 
 (b) Reading of maps and globes color, shading, 
 
 lines, symbols, and terms used. 
 
 2. Movements of earth. 
 
 (1) On axis day. 
 
 (2) About the sun year. 
 
 3. Inclination of earth's axis seasons. 
 
 4. Division of surface into zones.
 
 40 COURSE OF STUDY 
 
 5. Position of land and water masses. 
 
 6. Hemispheres names. 
 
 7. Continents and grand divisions. 
 
 8. Water divisions. 
 
 T. World View of Continents: 
 
 1. Physical growth of traced from oldest highlands. 
 
 2. Basins. 
 
 3. Highlands. 
 
 4. Comparison of each continent with every other in posi- 
 
 tion, size, slope, and character of its basins and high- 
 lands. 
 
 FIFTH GRADE. 
 
 5 B. Review 
 
 I. World View of Continents. 
 II. Principal river systems of each continent also principal lake 
 
 regions. 
 
 III. World view of climate, as controlled by latitude, altitude, 
 nearness to sea and direction of prevailing winds: 
 
 1. Inclination of earth's axis and revolution of earth 
 
 around the sun. 
 
 2. Study of seasons. 
 
 3. Permanent air currents. 
 
 4. Permanent ocean currents. 
 
 5. Rainfall. 
 
 6. Division of continents into climatic belts. 
 IV. Plants: 
 
 1. The forest regions of the world determined and mapped. 
 
 2. Conditions and distribution of economic plants. 
 V. Animals: 
 
 Conditions and distribution of. 
 5 A. VI. People: 
 
 Conditions and distribution of races. 
 
 VII. Growth of Nations, as determined by their physical environ- 
 ment: 
 
 Consider United States, England, Germany, France, Nor- 
 way and Sweden, Spain, Italy Switzerland, Greece, Russia, 
 India, China, Japan, Egypt, in relation to the following: 
 
 1. Physical surroundings. 
 
 2. Manner of living. 
 
 3. Occupations. 
 
 4. Customs. 
 
 5. Government. 
 
 6. Education. 
 
 7. Religions. 
 
 8. Cities. 
 
 SIXTH GRADE. 
 
 B. North America with special treatment of the United States: 
 I. Land: 
 
 1. Growth of the continent. 
 
 2. Lowlands. 
 
 3. Highlands. 
 
 4. Soils conditions of economic plants. 
 
 5. Mineral products. 
 
 II. Drainage. River systems. 
 III. Climate conditions of economic plants 
 IV. Plant Life:
 
 SUPERIOR PUBLIC SCHOOLS 41 
 
 Classification of areas producing economic plants with 
 
 physical basis thereof. 
 V. Animal Life: 
 
 Classification of areas with physical basis thereof. 
 VI. People: 
 
 1. Races, with relations to regions occupied. 
 
 2. Occupations and industries with physical basis thereof. 
 
 3. Facilities for manufacturing the raw material near 
 
 producing field and facilities for transporting for 
 manufacturing and use. 
 
 4. Position and growth of cities in accordance with the 
 
 above facts. 
 
 5. Commerce as growing out of the necessity for trans- 
 
 portation of raw and finished products. 
 
 6 A. South America and Europe considered according to the outline 
 
 for 6 B. North America. 
 
 SEVENTH GRADE. 
 
 7 B. Asia, Africa, Australia, etc., considered according to the outline 
 
 for 6 B. North America. 
 
 7 A. VII. Government: 
 
 1. Purpose of. 
 
 2. Forms of development and physical basis thereof. 
 
 3. World view of political divisions of the world. 
 VIII. Education: 
 
 1. Uses of. 
 
 2. Function of government in aiding. 
 
 3. World view of. 
 
 Special Geography of Wisconsin four weeks. Consider physical 
 features, peoples, industries, cities, government, and 
 education. 
 
 EIGHTH GRADE. 
 
 8B. IX. Commerce: 
 
 1. General conditions of. 
 
 2. Of United States considered: 
 
 (a) Conditions of. 
 
 (b) Raw products. 
 
 (c) Manufacture. 
 
 (d) Transportation. 
 
 (e) Markets. 
 
 3. Of principal countries of the world. 
 
 8 A. See Civics. 
 
 SUGGESTIONS. 
 
 Each teacher should consider the whole course in geography that 
 she may know the scheme worked out and the principles upon which it 
 is based. 
 
 Note that the following points are emphasized and spirally con- 
 sidered: I Land, II Water, III Atmosphere, IV Plant Life, V Animal 
 Life, VI People, VII Government and Nationality, VIII Education, 
 IX Commerce. 
 
 In the plan of the course, the observational and physical side of 
 the subject is dealt with in the early part of the course and only later 
 are the complex sociological and governmental facts considered. This 
 for psychological reasons. 
 
 In method of development and presentation, three principles are 
 observed: 1. Physiographical facts are the basis of human develop- 
 ment; 2. If we are to understand present conditions, we must relate
 
 42 COURSE OF STUDY 
 
 all geographic facts in a causal sequence; 3. Basal units thoroughly 
 treated and used as types give apperceiving bases for an intelligent 
 treatment of the subject. 
 
 Use pictures and diagrams to make clear and objective the ideas 
 presented. 
 
 The presentation in the lower grades must be chiefly oral by 
 the teacher; but have questions discussed and a systematic presenta- 
 tion and reproduction in full, clear, and definite form by the pupils. 
 
 Keep outlines of the topics treated and record regularly in the 
 plan-book. 
 
 Study maps and draw free hand maps of the grand divisions, of 
 United States and Wisconsin. In so doing get pupils to realize the facts 
 of surface and the proportion of parts. 
 
 Take broad surveys and comparisons at the close of important 
 topics. Make North America, the United States, and Wisconsin stand- 
 ards of comparisons. 
 
 Every geographical type should be clearly grasped by the 
 teacher in its central idea and presented from that standpoint. 
 
 The important relations to other studies should be noticed. In 
 other studies use frequently the maps of the United States, of North 
 America, of the World. 
 
 Strive to develop a strong and clear imagination that projects 
 definite pictures. Geography is a broad subject but make it definite. 
 
 REFERENCES (Copies furnished each school): 
 
 Soil: King's The Soil. 
 
 Burkett, Stevens & Hill's Agriculture for Beginners, pp. 1-26. 
 
 Tarr & McMurry's Geography, First Part, pp. 1-9. 
 
 Dodge's Reader in Physical Geography, pp. 198-205. 
 
 Heilprin's The Earth and its Story, pp. 13-19. 
 
 Shaler's The Story of Our Continent, pp. 36-40, 183-192. 
 
 First Book in Geology, pp. 24-29. 
 Dana's Revised Text-book of Geology, p. 34. 
 Kingsley's Town Geology. 
 
 Madame How and Lady Why. 
 Fairbank's Home Geography. 
 
 and many other texts in geology and agriculture. 
 
 Geological History: 
 
 Dana's Revised Text-book of Geology. 
 Herrick's The Earth in Past Ages. 
 Heilprin's The Earth and its Story, 
 and other texts in geology and physical geography. 
 
 Continental Development: 
 
 Shaler's Story of Our Continent. 
 Mills' International Geography. 
 Ritter's Comparative Geography. 
 Dodge's Reader in Physical Geography. 
 Tarr & McMurry's Geography, Third Part, pp. 1-22. 
 and other texts in geology and physical geography. 
 
 Water and Drainage: 
 
 Shaler's Story of Our Continent. 
 Mills' International Geography. 
 Ritter's Comparative Geography, 
 
 and other texts in geology and geography. 
 
 Atmosphere Climate : 
 
 Harrington's About the Weather.
 
 SUPERIOR PUBLIC SCHOOLS 43 
 
 Tarr & McMurry's Geography, First Part, pp. 71-80. 
 Dodge's Reader in Physical Geography, pp. 171-19T. 
 Shaler's First Book in Geology, pp. 56-61. 
 
 " The Story of Our Continent, 
 
 and other texts in physical geography. 
 
 Plants: Coulter's Plant Relations. 
 
 Burkett, Stevens & Hill's Agriculture for Beginners, Chap. 
 
 Ill, IV, V, VII. 
 
 Dana's Plants and Their Children. 
 Stokes' Ten Common Trees. 
 
 Herrick's The Earth in Past Ages, pp. 135-144, 154-166. 
 Morley's A Few Familiar Flowers. 
 Kirby's Aunt Martha's Corner Cupboard. 
 Kingsley's Madam How and Lady Why, Chap. X. 
 Adams' Commercial Geography, Chap. VIII. 
 Redway's Commercial Geography, Chap. VIII-XV. 
 Redway's Physical Geography, pp. 315-324. 
 Shaler's The Story of Our Continent, pp. 193-196. 
 
 First Book in Geology, pp. 40-53, 155-163. 
 
 and other texts in botany, etc. 
 
 Animals : 
 
 Jordan & Kellogg's Animal Life. 
 
 Burdett, Stevens & Hill's Agriculture for Beginners, Chap. 
 
 VI, VIII, IX, and pp. 234-240. 
 Herrick's The Earth in Past Ages. 
 Redway's Physical Geography, pp. 303-334. 
 
 Commercial Geography, Chap. XVI. 
 Adams' Commercial Geography, Chap. IX. 
 Shaler's The Story of Our Continent, pp. 196-205. 
 Lockwood's Animals Memoirs. 
 Chapman's Bird Life. 
 Thomson's The Study of Animal Life. 
 Miller's My Saturday Bird Class. 
 Thompson-Seton's Stories 
 
 and texts in zoology. 
 
 Industries : 
 
 Rocheleau's Great American Industries: Products of the Soil; 
 
 Minerals; Manufactures. 
 Burkett, Stevens & Hill's Agriculture. 
 Greene's Coal and Coal Mines. 
 Kirby's Aunt Martha's Corner Cupboard. 
 Adams' Commercial Geography. 
 Redway's Commercial Geography. 
 Trotter's Commercial Geography. 
 
 Commerce : 
 
 Adams', Redway's, and Trotter's Commercial Geographies. 
 Webster's General History of Commerce. 
 
 Effect of Physical Environment of Man: 
 
 Religions | Guyot's The Earth and Man. 
 
 Customs I Andrew's Seven Little Sisters who Lived 
 
 Civilization on the Round Ball. 
 
 Races | Andrew's Seven Little Sisters Prove 
 
 their Sisterhood.
 
 DRAWING. 
 
 FIRST GRADE. 
 
 Water Color: Free hand brush work. Development of color sense 
 from study of red, orange, yellow, green, blue, violet; colors applied 
 in flat washes in simple design work; the massing of simple objects, 
 fruits and vegetables; free expression in illustrating the story work. 
 
 Clay Modeling: Free and frequent use of clay to develop sight 
 and touch, in study of simple objects familiar to child. Emphasis 
 should be placed upon the provision of simple type models as the young 
 child is not disposed to study details and will, otherwise, fall back 
 upon mental images. 
 
 Scissors: The study of form and proportion as applied to express- 
 ion in number work square, circle, oblong, etc.; free hand cutting of 
 any desired object; illustration of story work. The work shall be free 
 hand. 
 
 Paper Folding: Frequent lessons in folding should be given as 
 the lessons develop dexterity of fingers, attention, and unity of ex- 
 pression. Military precision and directness should accompany this 
 manual work. 
 
 Pencil: If a pencil is used in first grade it should be as large and 
 soft as possible. Chalk, charcoal, and crayon are more acceptable. 
 
 SECOND GRADE. 
 
 Water Color: Continue work of previous grade. Free hand brush 
 work for study of flowers, fruits, vegetables; trees and simple land- 
 scapes from nature and memory. Massing simple objects in wash; 
 use of brush in flat washes as applied in design. 
 
 Clay Modeling: Continued correlated work from previous grade. 
 
 Scissors: Form study to be continued from, previous grade to in- 
 clude ellipses, ovals, triangles; the illustration of number and lan- 
 guage work; patterns for designs for cloths and wall papers. Entire 
 work shall be freehand. 
 
 Chalk, Charcoal, Crayon, Pencil: Use first three fully. Use very 
 soft large pencil for massing or pencil painting. 
 
 THIRD GRADE. 
 
 Water Color: Free expression in nature study for flowers, trees, 
 fruits, vegetables and simple scenes, as correlating with language, 
 geography and history. 
 
 Ink Massing: Two or three tone work as applied in water color 
 study and in design. 
 
 Pencil: Outline objects; correct use of eraser; use in design work. 
 Clay Modeling: Correlated geography and nature work. 
 
 Scissors: As required in correlation with geography and nature 
 work.
 
 SUPERIOR PUBLIC SCHOOLS 45 
 
 FOURTH GRADE. 
 
 Water Color: Nature study and as required in design, geography, 
 history, etc. 
 
 Ink Massing: Application of tone work as required. 
 
 Pencil: Continued outline work; massing with pencil for simple 
 tones; as required in design. 
 
 FIFTH GRADE. 
 
 Water Color and Ink Massing: Nature work; correlated work in 
 geography, history, literature; design work. 
 
 Pencil: Outline and shading as applied to still life; pose work; 
 landscape illustration; design. 
 
 Perspective : 
 
 1. Cube and prisms below level of eye. 
 
 2. Cube and prisms above level of eye. 
 
 3. Objects like these type forms. 
 
 SIXTH GRADE. 
 
 Water Color and Ink Massing: Nature work; correlated work in. 
 geography, history, literature, etc. 
 
 Pencil: Groups of still life in simple light and shade; pose work; 
 design; landscape illustration. 
 Perspective : 
 
 1. Lunch box below level of eye. 
 
 2. Simple model of house, barn, castle, or gateway. 
 
 SEVENTH GRADE. 
 
 Water Color and Ink Massing: Simple landscape work from na- 
 ture and memory; nature work; groups of still life in sepia or ink; 
 correlated expression of other branches of school course. 
 
 Pencil: Groups of still life in light and shade; pose work; simple 
 composition work. 
 
 Perspective: 
 
 1. Closed large book below level of eye. 
 
 2. Open large book below level of eye. 
 
 3. Corner of school room. 
 
 EIGHTH GRADE. 
 
 Water Color and Ink Massing: Simple landscape work from na- 
 ture and memory; sepia studies; designs; correlated expression of 
 other branches of school course. 
 
 Pencil: Groups of still life in light and shade; composition work; 
 design. 
 
 Perspective: 
 
 1. Steps. 
 
 2. Cottage.
 
 MUSIC. 
 
 FIRST GRADE. 
 
 1 B Rote songs. Rhymes, voice exercises, ear training, tone re- 
 lationship, invention, corrective work. 
 
 1 A Continue work of 1 B. Introduce staff with simple exercises 
 from blackboard. Introductory Chart all exercises without slips in 
 the melody. 
 
 SECOND GRADE. 
 
 Reiew: Rote songs. Tone relationship. 
 
 Rhythms: Ear and eye training in tune and time. Invention, cor- 
 rective work. 
 
 2 B First half of Introductory Chart Educational. 
 
 2 A Finish the Introductory Chart Educational. 
 
 THIRD GRADE. 
 
 Review: Rote songs. Ear ana eye training hi tune and time. 
 Tone relationship. 
 
 The problems of this grade are the equally divided beat and sharp 
 four in the nine common keys. 
 
 3 B First half of First Reader Educational. 
 
 3 A Finish First Reader Educational. 
 
 FOURTH GRADE. 
 
 Few rote songs. Tests in tune and time. Tone relationship. In- 
 vention. Sharp four and flat seven are treated in their diatonic and 
 chromatic nature. 
 
 4 B First half of Second' Educational. 
 
 4 A Finish Second Reader Educational. 
 
 FIFTH GRADE. 
 
 Ear and eye training. Invention. Tests. The relative and tonic 
 minors are studied without theoretical analysis. Composers. 
 
 5 B Page 1 to 31 of Third Reader Educational. 
 
 5 A Page 31 to 61 of Third Reader Educational. 
 
 SIXTH GRADE. 
 
 Study of minor mode. Complete treatment of major and minor 
 keys. Composers. Three part singing. Written work. 
 
 6 B See Fifth Grade suggestions. Finish Third Reader Edu- 
 
 cational. 
 
 6 A Page 1 to 30 Fourth Reader, with supplementary songs. 
 
 SEVENTH GRADE. 
 
 See suggestions for Sixth Grade. 
 
 7 B Pages 31 to 62 of Fourth Reader Educational. 
 
 7 A From page 62 finish Fourth Reader Educational. 
 
 EIGHTH GRADE. 
 
 Written work. Complete review of essentials. Ear and eye tests. 
 Composers. Invention. Bass staff. 
 
 A special outline is given for the Fifth Reader.
 
 PHYSICAL TRAINING. 
 
 Breathing exercises should be given at beginning of each lesson. 
 Wherever possible the exercises should be varied by marching or exer- 
 cising in the halls or on the playgrounds, as change of surroundings 
 will be beneficial. 
 
 Marching observe laws. 
 
 1. Head erect. 
 
 2. Chest leading. 
 
 3. Abdomen drawn in. 
 
 4. Walk in straight line. 
 
 5. All of foot down. 
 
 6. Weight on ball of foot. 
 
 7. Arms hanging at side. 
 
 SERIES I FIRST AND SECOND GRADES. 
 Division I. 
 
 1. Arms forward or sideways Raise. 
 
 2. Same followed by arms upward Raise. 
 
 3. Arms forward upward or sideways upward Raise. 
 
 4. Arms upward Bend; downward, upward, forward or side- 
 
 ways Stretch. 
 
 5. Arms upward or forward or sideways Stretch. 
 With alternations and combinations on count. 
 
 DvisioH n. 
 
 1. Feet Close. 
 
 2. Toes Raise. 
 
 3. Keels- Raise. 
 
 4. Knees Bend. 
 
 5. Right or left knee upward Bend. 
 
 6. Right or left foot backward Raise. 
 
 Variation can be secured by using the following foot posi- 
 tion's: (a) Attention; (b) Right or left foot sideways Place; 
 (c) Right or left foot sideways, forward Place; (d) Right or 
 left foot forward Place; (e) Feet Close; (f) Feet close and 
 one foot forward Place. 
 
 Progression can be secured by increasing the number of 
 times each exercise is executed. Begin at 10 each and increase 
 to 25 of 3.11 but 4th. 
 
 Division li^. 
 
 1. Trunk forward, backward, to right, to left Bend, or twist, 
 with feet in any of the positions enumerated in Div. II. and 
 (a) Hands on hips Place, (b) Arms upward Bend. 
 
 SERIES 2 THIRD AND FOURTH GRADES. 
 Division I. 
 
 1. Arms to thrust Raise; Downward, forward, sideways or 
 upward Thrust.
 
 48 COURSE OF STUDY 
 
 2. Arms forward, sideways or upward Thrust. 
 
 3. Arms forward Raise (or stretch) ; Sideways Swing. 
 
 4. Arms forward Bend; Sideways Swing. 
 
 5. Arms upward Bend; Elbows forward and sideways Swing. 
 
 6. Arms Circle (or twist) after arms sideways Stretch. 
 
 7. Exercises of Division I., Series 1, and various foot positions 
 
 or exercises of Division II., Series 1, with alternations and 
 combinations. 
 Division II. 
 
 1. Same exercises as Division II., Series 1, beginning with 25 
 
 of all but 4th, and increasing to 50 of all but 4th exercise. 
 Begin 4th with 10 repetitions and increase to 25. 
 
 2. Arms sideways Stretch; followed by Heels Raise; Knees 
 
 Bend, etc., in any of the foot positions. 
 
 3. Arms upward Stretch; followed by Heels Raise; Knees 
 
 Bend, etc., in any of the foot positions. 
 
 4. Marching on toes, on heels. 
 
 5. Knee upward Bend; Leg forward Stretch. 
 Division III. 
 
 1. Combine twist and bend in exercises of Division III., Series 1. 
 
 For example, Trunk to right Twist; Trunk backward 
 Bend. 
 
 2. Trunk forward, backward, to right, to left Bend, or twist, 
 
 with feet in any of the positions enumerated in Division 
 II., Series 1, and 
 
 (a) Neck Firm. 
 
 (b) One arm upward Stretch. 
 
 SERIES 3. UPPER GRADES. 
 Division I. 
 
 1. Right or left arm upward, forward or sideways Stretch; 
 
 Arms Change. 
 
 2. Arms upward Bend; Right upward, left sideways 
 
 Stretch. Similarly right upward, left forward and right 
 sideways, left forward Stretch, and vice versa. 
 
 3. Right arm upward, left sideways Stretch, 1-2. Combina- 
 
 tions same as in 2. Also Arms Change. 
 
 4. Series similar to above using "thrust" instead of "stretch." 
 Division II. 
 
 1. Right or left foot sideways, forward, or sideways forward 
 
 Lunge. Also with feet change when possible. 
 
 2. Same, then heel Raise. 
 
 3. Same fallowed by arms upward or sideways Stretch. 
 
 4. Hands on desks Place; Feet backward Place; Arms 
 
 Bend and stretch. 
 
 5. Same, hands on seats. 
 
 6. Grasp back of seats. Feet forward place and hang: Arms 
 
 bend and stretch. 
 Division in. 
 
 1. Arms upward Stretch: Trunk forward, sideways or back- 
 
 ward Bend or twist. 
 
 2. Trunk forward, sideways or backward- Bend, and Arms up- 
 
 ward Stretch. 
 
 3. Arms upward Stretch; Trunk Twist; then trunk forward, 
 
 sideways or backward Bend. 
 
 4. Trunk Twist; Trunk forward, sideways or backward 
 
 Bend; Arms upward Stretch.
 
 SUPERIOR PUBLIC SCHOOLS 49 
 
 The above to be varied by using the foot positions enumerated 
 in Series 1, Division II. 
 
 NECK EXERCISES. 
 
 1. Head forward, sideways or backward Bend. 
 
 2. Head to right or left Twist. 
 
 3. Head forward Bend ;to right or left Circle. 
 
 4. Trunk forward Bend; Head forward Bend; Upward 
 
 Raise. 
 
 BREATHING. 
 
 I. Inhale with 
 
 1. Arms sideways Raise; same palms upward. 
 
 2. Arms sideways, upward Raise. 
 
 3. Arms backward Raise. 
 
 4. Arms to thrust Raise. 
 
 5. Hands on chests Place. 
 
 II. Position of attention, inhale, then arms sideways, upward 
 
 Raise, and heels Raise (stretching). 
 
 PHYSIOLOGY. 
 
 FIRST GRADE. 
 
 External parts of the body: Uses and care thereof. 
 SECOND GRADE. 
 
 Foods: Grains, fruits, meats; need of. 
 
 Poisons and their effects. 
 
 Teeth: Care of. 
 
 Bones: Correct positions. 
 
 Water and other drinks: Effects thereof. 
 
 THIRD GRADE. 
 
 Muscules and exercise. 
 
 Blood and heat. 
 
 Air: Need of. Lungs. 
 
 Protection of the body. 
 
 Effect of stimulants and narcotics. 
 
 FOURTH GRADE. 
 
 Krohn's First Book in Hygiene. 
 
 SEVENTH GRADE. 
 
 Krohn's Graded Lessons in Hygiene. 
 
 SUGGESTIONS. 
 
 One lesson a week in Physiology and Hygiene in First, Second, 
 Third and Fourth Grades is the minimum requirement. 
 
 Two lessons a week in Seventh Grade. 
 
 In the other grades have occasional talks on the cleanliness and 
 care of the body and effects of stimulants and narcotics. 
 
 In considering the effects of stimulants and narcotics be earnest 
 and consistent. Much good or much harm may be done, depending up- 
 on the presentation. 
 
 Principals should give, or have given by a suitable person, occas- 
 ional private talks to the boys and to the girls of the upper grades on 
 care of the body and purity.
 
 MANUAL TRAINING. 
 
 The Manual Training work consists of various forms of motor and 
 expressive activity. The plan of the course is not to obtain a direct 
 training of the hand, but a development of the mind through the med. 
 lum of the hand and eye. 
 
 FIRST GRADE. 
 
 Double paper weaving with 1" and J" strips. A type of work used 
 to develop accuracy and carefulness. The 1" and J" strips used to 
 obtain simple practical applications of number relations. 
 
 September Flat weaving Book marks, mats, etc. 
 
 October Weaving and folding Trays, frames. 
 
 November Hollow forms Baskets, boxes. 
 
 December Diagonal weaving, Christmas gifts. 
 Simple form of hand loom weaving. A means of obtaining a con- 
 nection between work in the school and one of the industries of the 
 people. 
 
 January Rag carpet type. 
 
 February Dish cloths and towels. 
 
 March Silkoline rugs. 
 
 April Raffia mats. 
 
 May Simple wool rugs. 
 
 June The hammock; and articles formed from the rugs and 
 mats. 
 
 SECOND GRADE. 
 
 Objects made whose measurements are based on small squares ob- 
 tained by folding paper into halves and quarters. 
 
 September Flat models Book covers, envelopes. 
 
 October Folded forms Boxes ,toy chairs. 
 
 November Folded and pasted forms. 
 
 December Diagonal folding and Christmas gifts. 
 Rug weaving, using various materials. The loom is improved to 
 put the child in touch with colonial times and occupations and to de- 
 velop simple originality. 
 
 January Simple wool rugs. 
 
 February Raffia plaids, mats. 
 
 March Designs based on the square. 
 
 April Designs based on the diagonal. 
 
 May Indian rugs. 
 
 June Irregular articles woven on cardboard looms. 
 
 THIRD GRADE. 
 
 Work in paper requiring measuring with ruler into inches and 
 half-inches. Designs based on squares. 
 
 September Flat models Name plate, book mark. 
 October Cut and folded models Envelopes, book covers. 
 November Cut, folded and pasted models Boxes. 
 December Models based on geometrical solids. Christmas 
 
 gifts. 
 Simple Baskets Common types of modern baskets.
 
 SUPERIOR PUBLIC SCHOOLS 51 
 
 January Grass mats. 
 
 February Grass baskets. 
 
 March Splint baskets, square weave. 
 
 April Splint baskets, round weave. 
 
 May Splint baskets, diagonal weave. 
 
 June Braided raffia and grass articles. 
 
 FOURTH GRADE. 
 
 Cardboard work demanding measurements to one-fourth of an 
 inch. Simple design adapted to structure. 
 
 September Flat models Twine winders, trays. 
 October Cut and folded models Brackets and trays. 
 November Bound models Boxes. 
 December Covered models Portfolios. 
 
 Indian Baskets A point of contact with the life of the Indian. 
 January Simple coiled mats. 
 February The Lazy-squaw stitch. - - 
 March Tule River Indian stitch. 
 April Indian and original designs. 
 May The Navaho weave. 
 June Baskets in Mariposa and Toas weave. 
 
 FIFTH GRADE. 
 
 The reed and willow baskets. Baskets of present day com- 
 merce. 
 
 September Reed mats. 
 
 October All reed baskets. 
 
 November and December Reed and raffia baskets. 
 
 January Willow baskets. 
 
 February Willow and rush baskets. 
 
 March Willow splints and raffia. 
 
 April Indian baskets The "Vi" weave of the Poino's. 
 
 May Porno Bam-tush weave. 
 
 June Samoan and Klikitat weaves. 
 
 SIXTH GRADE. 
 
 Bent Iron Work Work in thin iron demanding greater muscular 
 co-ordination. Simple design based on structure. 
 
 September Square bends. Photograph holders. Mats. 
 
 October Bends and twists Pen trays, plate rack. 
 
 November Models using binders Glass holders, envelopes 
 and card racks. 
 
 December Models using binders Pen tray, plate rack, pen- 
 cil holder. 
 
 January Original models based on curves. 
 
 February Geometrical forms in thin metals. The use of 
 rivets. 
 
 March Geometrical forms based on circle. 
 
 April Simple molding in sheet metal. 
 
 May Molded and riveted models. 
 
 June Simple designs based on building construction. The 
 practical application of ideas of strains.
 
 52 COURSE OF STUDY 
 
 SEVENTH GRADE. 
 Shop Work. Boys. 
 
 7 B. Bench work in wood. Models of useful articles made from one 
 piece of wood. The use of the carpenter's tools needed for work 
 with square corners. Simple geometrical carving. Mechanical 
 drawing based on the models made. 
 
 Models Ruler, plant stake, necktie holder, tool rack, marble 
 game, key rack. 
 
 7 A. Bench work requiring cutting in the round. Mechanical draw- 
 ing based on wood construction. Wood engraving. 
 
 Models Coat hanger, closet rack, bread board, sleeve board, 
 tea-pot stand. 
 
 S ewing. Girls . 
 
 7 B. 1. Clothing and Its Uses. 
 
 2. Color. 
 
 3. Preliminary remarks. 
 
 1. Position while sewing. 
 
 2. To thread a needle. 
 
 3. Length of thread. 
 
 4. To make a knot. 
 
 5. How to use a thimble. 
 
 6. Cloth. 
 
 (a) Different kinds; (b) explain the manufacture 
 of cloth. 
 
 4. Sewing. 
 
 1. Basting, running, backstitching, half backstitching and 
 
 overcasting. 
 
 2. Overseaming and matching stripes. 
 
 3. Heming, overseaming, overcasting and sewing on lace 
 
 pillow slip. 
 
 4. Child's two breadth gingham apron. 
 
 5. Sewing bag. 
 
 5. Topics for discussion: 
 
 1. Thimbles. 
 
 2. Cotton. 
 
 7 A. 1. Review work of previous grades. 
 
 Special attention given to neatness and accuracy. 
 
 2. Sewing. 
 
 1. Darning and French Hemming. 
 
 2. Patching on flannel Catch stitching, feather stitching 
 
 and blanket stitch. 
 
 3. Darning on stockinette. 
 
 4. Mitred corners. 
 
 5. Doll's flannel underskirt. 
 
 3. Topics for discussion. 
 
 1. Needles and pins. 
 
 2. Linen. 
 
 EIGHTH GRADE. 
 Shop Work. Boys. 
 
 8 B. Bench work with models composed of several pieces of wood. 
 
 Mechanical drawing based on building construction in wood. 
 
 Models Book.holder, bench hook, shelves, towel roller, 
 necktie rack.
 
 SUPERIOR PUBLIC SCHOOLS 55 
 
 8 A. Models requiring simple joints. Projects in wood construction. 
 Mechanical drawing of models showing practical application of 
 strength and strain in wood construction. 
 
 Sewing. Girls. 
 
 8 B. 1. Review work of previous grades. 
 
 2. Sewing: 
 
 1. Button holes, blind loops, eyelets, and sewing on 
 
 buttons. 
 
 a Special attention to be paid to button holes, as to 
 cutting, basting, overcasting cut edges, button 
 hole stitch and mending the thread. 
 
 2. Overhanded patch on wool: 
 
 a Definition of a patch. 
 
 b Importance of, from an economical and moral 
 
 side, 
 c Special attention to matching the warp and 
 
 woof threads. 
 
 3. Doll's nightdresses: 
 
 a Practice in making filled seams, hems, plackets 
 
 and sewing on lace. 
 
 b Definition of a filled seam hem and placket, 
 c Explain a line of the filling stitch. 
 
 4. Hemstitching and overseaming a whipped ruffle. 
 
 3. Topics for discussion: 
 
 1. Scissors and shears. 
 
 2. Wool. 
 
 8 A. 1. Review work of previous grades. 
 
 2. Sewing: 
 
 1. Darning on cashmere. 
 
 a Corner, straight and diagonal tears. 
 
 2. Doll's five gored skirts. 
 
 3. Doll's flannel jackets. 
 
 4. Infants' bonnets. 
 
 a Practice in tucking, rolling hems and sewing on 
 lace. 
 
 3. Topics for discussion: 
 
 Buttons. 
 
 Silk its growth and manufacture.
 
 WRITING. 
 
 FIRST AND SECOND GRADES. 
 
 Visualize and reproduce word-forms on board and paper. 
 Copy sentences from board and readers. 
 Much blackboard work. 
 
 2 A. Natural System of Vertical Writing, Book I. 
 
 THIRD GRADE. 
 
 3 B. Natural System of Vertical Writing, Book 1. 
 
 3 A. Natural System of Vertical Writing, Book 2. 
 
 FOURTH GRADE. 
 
 4 B. Natural System of Vertical Writing, Book 3. 
 
 4 A. Natural System of Vertical Writing, Book 4. 
 
 FIFTH GRADE. 
 
 5 B. Natural System of Vertical Writing, Book 4. 
 
 5 A. Natural System of Vertical Writing, Book 5. 
 
 SIXTH GRADE. 
 
 6 B. Natural System of Vertical Writing, Book 5. 
 
 6 A. Natural System of Vertical Writing, Book 6. 
 
 SEVENTH GRADE. 
 
 7 B. Natural System of Vertical Writing, Book 6. 
 
 7 A. Natural System of Vertical Writing, Book 7. 
 
 EIGHTH GRADE. ' 
 
 8 B. Natural System of Vertical Writing, Book 7. 
 8 A. Natural System of Vertical Writing, Book 8. 
 
 SUGGESTIONS. 
 
 Have much writing on the blackboard in the lower grades. 
 Cultivate free easy movement and comfortable, correct positions. 
 
 Insist that all written work be the very best that can posy'bly be 
 done. More can be accomplished by this requirement than by an/ other 
 means. Look for constant improvement day by day, week by week, 
 month by month. 
 
 Give attention to letter forms and movement drills. Do not worry 
 about slant, so long as there is uniformity in a pupil's writing.
 
 HIGH SCHOOL.
 
 HIGH SCHOOLS. 
 
 Superior is provided with two well-equipped high schools: the Nel- 
 son Dewey at the East End and the Elaine at the West End. 
 The Nelson Dewey receives pupils from the Nelson Dewey grades, the 
 Lincoln, the Allouez and Itasca districts; the Elaine from the entire 
 West End, including South Superior and Billings Park. 
 
 Our two high schools are on the list of Accredited Schools of the 
 North Central Association of Colleges and Secondary Schools. Our 
 graduates are therefore admitted without examination to the principal 
 colleges and universities of the country. 
 
 COURSES OF STUDY. 
 
 The several optional courses are intended to meet the individual 
 needs and purposes, while preserving at the same time as a common 
 basis those subjects generally recognized as most essential to a general 
 education and the making of good citizenship. 
 
 The Commercial Course has recently been introduced and even with 
 the prese'nT'equipment, offers a sound preparation for business. The 
 aim of the other courses, while leading to various courses of the uni- 
 versity, is to prepare for life. 
 
 The requirements for graduation are stated in terms of credits. The 
 term "credit" means the equivalent of five recitations per week of 
 prepared work for one semester in one branch of study. Thirty 
 "credits" are required for graduation, at least seven of which must 
 be taken from each of the four years. 75 per cent is the passing 
 grade. 
 
 In the table of the courses, the first column contains the subjects 
 required to be taken by all irrespective of the course he wishes to 
 persue. The columns headed English Course, Latin Course, &c., con- 
 tain subjects that are requjred in addition to those given in the first 
 column and determine the course the pupil is pursuing. Each pupil's 
 minimum requirement of work is twenty hours, or periods, in all 
 courses excepting the Manual Training, where the minimum is twenty- 
 three, and the maximum in all courses twenty-five; therefore, it will 
 be necessary for each pupil to choose such work from the Elective 
 column for his respective year as to make the required number of 
 hours.
 
 58 
 
 COURSE OF STUDY 
 
 
 ALL COURSES 
 REQUIRED 
 
 ENGLISH COURSE 
 REQUIRED 
 
 LATIN COURSE 
 REQUIRED 
 
 GERMAN COURSE 
 REQUIRED 
 
 
 
 English 
 
 Ancient Hist 5 
 
 Latin 5 
 
 
 b 
 
 cS 
 <D 
 [X 
 
 (a) Gram. ..3) 
 (b) Comp...3 VS. 
 Literature..2J 
 Algebra 5, 
 
 - 
 
 v 
 
 Same as the 
 
 VI 
 
 E 
 
 fa 
 
 (a) Elem. 
 Geometry.. ..3 
 
 
 
 English or the 
 Latin Course 
 
 
 English 
 
 Medieval and 
 
 Latin ... . 5 
 
 German 5 
 
 M 
 
 1 
 
 >< 
 
 -O 
 pj 
 
 Comp 2 ) ,. 
 Literature ..3 \ 
 Geometry 
 Plane and 
 Solid 5 
 
 Modern Hist.. .5 
 
 
 
 o 
 
 Q 
 
 V 
 W 
 
 
 
 
 
 
 (a) English 
 
 English 
 
 Latin 5 
 
 German 5 . 
 
 
 History 5 
 
 Cnmn 9 ) 
 
 
 
 J-, 
 
 OJ 
 O 
 
 (b) American 
 History 5 
 
 Literature ..3 \ 
 
 
 
 > 
 
 -a 
 
 !-, 
 
 2 
 H 
 
 
 
 
 
 
 
 (a) Eng. Lit. . 5 
 
 Latin 5 
 
 German 5 . 
 
 
 History.... 5 
 
 (Historical) 
 
 
 
 u 
 
 OS 
 
 (b) Civics 5 
 
 (b) Am. Lit 5 
 
 
 
 >< 
 
 J3 
 
 2 
 
 3 
 O 
 
 fa 
 
 
 (Historical) 
 
 
 
 The figure after each subject indicates the number of recitations per week, 
 (a) , used above, means that this subject is carried only the first half of the 
 year, and is displaced by (b) which is the subject carried the last half of the 
 year.
 
 SUPERIOR PUBLIC SCHOOLS 
 
 59 
 
 SCIENCE COURSE 
 
 REQUIRED 
 
 MANUAL TRAIN- 
 ING COURSE 
 REQUIRED 
 
 COMMERCIAL 
 
 COURSE 
 REQUIRED 
 
 ELECTIVES 
 
 Ancient Hist 5 
 
 (b) Physiology..S 
 
 Manual 
 
 Training.. ..3 
 Mech.Draw.2 
 (b) Physiology ..5. 
 
 Ancient 
 
 History 5 
 
 (a) Penman- 
 ship 3 
 
 Ancient History 5 
 
 Freehand Drawing..2 
 
 (b) Physiology S 
 
 Manual Training 3 
 
 Mechanical 
 
 Drawing 2 
 
 (a) or (b) Penman- 
 ship 3 
 
 Physiography... .5 
 
 Manual 
 
 Training 
 
 Mech. Draw. 
 
 (a) Commer- 
 cial Arith....5 
 
 (b) Commer- 
 cial Geog....S 
 
 Physiography 5 
 
 Medieval and 
 
 Modern History..S 
 
 (a) Commercial 
 
 Arithmetic 5 
 
 (b) Commercial 
 
 Geography 5 
 
 Freehand Drawing..2 
 Manual Training 5 
 
 Chemistry 5 
 
 Manual 
 Training 5 
 
 English 
 
 Comp 2 ? r 
 
 Literature..3 J 
 
 Book-keeping ..5 
 
 (a) Theory of 
 
 Arithmetic 5 
 
 (b) Higher Algebra..S 
 
 Book-keeping 5 
 
 Chemistry 5 
 
 English 
 
 Composition 2 ) ^ 
 
 Literature 3 ) 
 
 Biology 7 
 
 Manual 
 Training. 
 
 (a) Commer- 
 cial Law 5 
 
 (b) Commer- 
 cial Hist 5 
 
 Trigonometry 5 
 
 (a) Psychology 5 
 
 (b) Pedagogy 5 
 
 Biology .5 
 
 (a)or(b) Economics 5 
 (b) Reviews 5 
 
 The figure after each subject indicates the number of recitations per week, 
 (a), used above, means that this subject is carried only the first half of the 
 year, and is displaced by (b) which is the subject carried the last half of the 
 year.
 
 60 
 
 COURSE OF STUDY 
 
 UNIVERSITY REQUIREMENTS. 
 
 Twenty-eight units are required for admission. Until the academic 
 year 1905-06 equivalents will be accepted for the four units of language 
 required. Students applying for admission in 1905-06 and thereafter 
 who offer twenty-eight units which do not include four units of for- 
 eign language, will be admitted on condition that the language re- 
 quirements be met before graduation. This will ordinarily require 
 extra work to the extent of four hours a week for one year. 
 
 No language course of less than four units will be accepted. Not 
 more than eight of the required twenty-eight units will be accepted in 
 any one subject. 
 
 The entrance requirements are presented under two general heads: 
 Studies required of all; II, Optional groups. 
 
 I. The following units are required of all: 
 
 Mathematics 4 units 
 
 English 4 units 
 
 History 2 units 
 
 Science . , 2 units 
 
 1. 
 
 12 units 
 
 II. In addition to the requirements under I, sixteen units from one 
 of the four following groups must also be offered: 
 
 GROUP A. 
 
 Latin 8 units. 
 
 Any 8 units from the following: 
 Greek 4 units. 
 German 4 units. 
 French 4 units. 
 Elective 4 units, 
 (from groups B., C., D.) 
 
 GROUP C. 
 
 German or French 8 units. 
 Any 8 units from the following: 
 English 2 or 4 units. 
 History 2, 4, or 6 units. 
 Civics, Economics 2 units. 
 Mathematics 2 units. 
 Science, 2, 4, or 6 units. 
 Foreign Language, 4 units. 
 
 GROUP B. 
 
 Latin 8 units. 
 
 Any 8 units from the following: 
 English 2 or 4 units. 
 History 2, 4 or 6 units. 
 Civics, Economics 2 units. 
 Mathematics, 2 units. 
 Science, 2, 4 or 6 units. 
 Foreign Languages, 4 units. 
 
 GROUP D. 
 
 German or French 4 units. 
 
 Any 12 units from the following: 
 English, 2 or 4 units. 
 History, 2, 4, or 6 units. 
 Civics, Economics, 2 units. 
 Mathematics, 2 units. 
 Science, 2, 4 or 6 units. 
 Latin, 4 or 6 units. 
 French or German, 2, 4, or 6 units. 
 
 "Unit" is equivalent to one "credit."
 
 ENGLISH. 
 
 Grammar. Required the first semester of the first year in all 
 courses . 
 
 Grammar in the high school ought to serve as a means of inter- 
 pretation and self-criticism; that it may have this function during all 
 the years of high school work, it will doubtless be necessary to require 
 a thorough review of the essential grammatical definitions, principles 
 and rules. This review, however, is a mere preparation for the subject 
 as a high school study, is largely memory work, and should be done 
 without waste of time. With these essentials mastered, it will be 
 necessary during the first year to give much practice in applying them 
 to plain, simple English. The work is directed to this end, namely, that 
 the pupil should be able to define the various terms employed in ele- 
 mentary grammar, to give the rules of syntax, rules for spelling, rules 
 for the use of punctuation marks; in short, it is the simple application 
 of the rules and principles and definitions of the grammar grade. 
 There should be much study of the sentence, occasional work in pars- 
 ing, sentential analysis, and a bringing together of those conclusions 
 that tend to aid in self-criticism and right interpretation of language. 
 The text-book used is Longman's School Grammar, but it will be necessary 
 for the teacher to rely mostly upon her own resources and provide the mater- 
 ial for class-room herself. 
 
 Composition and Rhetoric. Required work for two years, be- 
 ginning with the first semester of the first year. 
 
 The practice and study of composition should give pupils ability to 
 express their own thought with clearness and accuracy. The work of 
 the first year should have for its purpose largely, to give pupils some 
 confidence, to make them free and flexible, to arouse an interest in the 
 art of composition, and to give a knowledge of a few of the simplest 
 and most common rhetorical principles. 
 
 The work in composition during the first year should be confined 
 to the essentials of English. By this is meant not a separate branch, 
 but a concentration of effort upon the essentials. Whatever in grammar 
 is necessary for such work in composition as will give accuracy and 
 facility in expression, either written or oral, should be taught if it is 
 not already known. This knowledge should be utilized and applied 
 through drill in the composition work, until its value is shown in im- 
 proved written and oral forms of expression fixed as habit. 
 
 The work should deal in a large measure with the sentence and 
 sentence relation. The text-book used is Maxwell & Smith's Writing 
 in English, or Scott & Denney's Elementary Composition. The work 
 outlined in either book is well adapted to the needs of first year 
 pupils. Regular and persistent training in both written and oral com- 
 position should be given throughout the entire course. The composi- 
 tion work in all classes should form two-fifths of the entire work in 
 English and should come at regular intervals, thus avoiding the crowd- 
 ing of this work into an unequal distribution of time. It is desirable 
 that portions of the work of pupils should be kept on file. 
 
 In the second year a large part of the time is spent upon a more 
 minute study of the paragraph. A more formal study of rhetoric is also
 
 62 COURSE OF STUDY 
 
 begun. The text book used is Scott & Denney's Composition and 
 Rhetoric. 
 
 In the third year the work of the first two years should be elabor- 
 ated, continued drill being given in the writings of English as embodied 
 in the essay, oration, and debates. Oral exercises in connection with 
 debates, both prepared and impromptu, should be given. 
 
 Literature: The study of literature is not the study of the 
 history of literature with the occasional poem or fragment of prose 
 thrown in. To stuff the mind of the biographies of authors, and to 
 memorize the list of books they have written is not to study literature. 
 Instead of reading about authors and studying a text-book on literature, 
 the student must come into direct contact with the literature and read 
 for himself. The practice in teaching literature has been to take a few 
 pieces of lierature and to spend much time in analyzing each one. The 
 meaning of every word is studied and its derivation traced, figures are 
 pointed out and named, historical facts verified, accuracy of scientific 
 facts tested, every allusion traced until in this process of vivisection the 
 real life has been lost. Great pieces of literature have lived not because 
 they furnish fine fields for mental gymnastics, but because they reveal 
 the deepest, the truest, the most beautiful, the best in life. Literature 
 is an expression of the soul of humanity, of the whole range of human 
 experiences, and the study of literature should consist in the interpreta- 
 tion of the experiences, the thoughts, the feelings, and the aspirations 
 of the race. Dr. J. W. Stearns says: "Interpretation should consist 
 in such things as the artistic presentation of character types, th 
 setting forth of the play of circumstances in moulding character, the 
 unfolding of the consequences of actions and the might of destiny, the 
 manifestations of the spiritual meaning of material things revealing the 
 charm of beauty in things common, touching into life the springs of 
 noble emotions in us, filling us with a sense of the deeper meanings of 
 life, and enlarging our sympathies." 
 
 It is not sufficient that the pupil be taught to get the thought from 
 the printed page and to express this thought in logical language to 
 others, but his language must be pleasing and effective. This is the 
 purely mechanical phase of reading. 
 
 The idea here is not how much ground is covered in a recitation, 
 but how well the little undertaken is accomplished. Two or three lines 
 a day thoroughly mastered in the art of right expression, is far better 
 than a superficial lesson of several paragraphs or pages. Good models 
 are of inestimable value to the pupils, hence it would be well for the 
 teacher to select different types of literature which represent the var- 
 ious phases of expression and read them to the pupils as he believes 
 they should be read. This suggestion calls into play the teacher's own 
 art of reading and consequently means that he should be thoroughly 
 prepared to practice that which he preaches. 
 
 In the teaching of vocal expression the pupils should be drilled in 
 examples which illustrate: (1) force, (2) inflection, (3) time, (4) 
 quantity, (5) pauses, (6) volume, (7) stress, (8) quality, (9) pitch, 
 (10) melody. It is not necessary for the pupils to know the technical 
 definitions of these terms. 
 
 Daily drill exercises, occupying the first few minutes of each reci- 
 tation, in pronunciation as indicated by the use of diacritical marks; in 
 distinct articulation; in emphasis; and in spelling by sound will be found 
 very helpful. 
 
 Ease on the part of the reader and pleasure on the part of the 
 hearer are ends which should always be kept in \iew.
 
 SUPERIOR PUBLIC SCHOOLS 
 
 63 
 
 History of Literature: A short course in history of literature, 
 taking the history in great epochs, these epochs based upon the kind 
 of literature produced, may be of value in the study of literature. 
 The history should serve as a frame-work to keep the reading organ- 
 ized and to help the student to get some idea of the entirety of litera- 
 ture. In the study of the history of literature some of the most typical 
 pieces of literature might be read in a cursory way. 
 
 First Year First Semester: 
 
 Second Semester: 
 Second Year First Semester: 
 
 Second Semester: 
 
 Third Year First Semester: 
 
 Second Semester: 
 Fourth Year First Semester: 
 
 Second Semester: 
 
 Readings from McNeil and Lynch's 
 Introduction to Literature. 
 
 Eliot's Silas Warner. 
 
 Shakespeare's Julius Caesar. 
 
 Goldsmith's Vicar of Wakefield. 
 
 Addison's Sir Roger de Coverley 
 Papers. 
 
 Tennyson's Princess. 
 
 Milton's L'Allegro, II Penseroso, 
 Lycides, Comus, and Sonnets. 
 
 Carlyle's Essay on Burns. 
 
 Shakespeare's Macbeth. 
 
 Burke's Speech on Conciliation with 
 America. 
 
 Halleck's History of English Lit- 
 erature. 
 
 Macaulay's Essays on Milton and 
 Addison. 
 
 History of American Literature.
 
 GERMAN. 
 
 It should be continually borne in mind by the teacher that German 
 should be taught in the interest of good teaching and not in the interest 
 of the most expeditious preparation for college. Symmetrical training 
 in the secondary school must keep in view more things than are likely 
 to be "required" of the candidate at his examination for admission to 
 college. The colloquial side of this subject has been much neglected 
 in high schools and the aim of teachers should be not only to secure 
 a ready reading of the German texts but also to give the pupils ability 
 to converse in the German language upon ordinary topics by the time 
 they have completed the work of the second year. 
 
 The following courses of study and suggestions are condensed from 
 the report of the Committee of Twelve of the Modern Language Asso- 
 ciation of America, which may be found in the proceedings of the 
 National Educational Association for 1899, page 732. 
 
 First Year. 
 
 a. THE AIM OF THE INSTRUCTION: At the end of the elementary 
 
 course in German the pupil should be able to read at sight, 
 and to translate, if called upon, by way of proving his ability 
 to read, a passage of very easy dialogue or narrative prose, 
 help being given upon unusual words and constructions; to 
 put into German short English sentences taken from the lan- 
 guage of every day life or based upon the text given for 
 translation, and to answer questions upon the rudiments of 
 the grammar, as defined below. 
 
 b. THE WORK TO BE DONE: During the first year the work should 
 
 comprise: (1) careful drill upon pronunciation; (2) the 
 memorizing and frequent repetition of easy colloquial sen- 
 tences; (3) drill upon the rudiments of grammar, that is, 
 upon the inflection of the articles, of such nouns as belong to 
 the language of everyday life, of adjectives, pronouns, weak 
 verbs, and the more usual strong verbs; also upon the use 
 of the more common propositions, the simpler uses of the 
 modal auxiliaries and the elementary rules of syntax and 
 word order; (4) abundant easy exercises designed not only 
 to fix in mind the forms and principles of grammar, but also 
 to cultivate readiness in the reproduction of natural forms 
 of expression; (5) the reading of from 75 to 100 pages of 
 graduated texts from a reader, with constant practice in 
 translating into German easy variations upon sentences 
 selected from the reading lesson (the teacher giving the 
 English), and in the reproduction from memory of sentences 
 previously read. 
 
 The grammar used is Joynes-Meissner's. The class is expected 
 to complete Parts I and II. 
 
 Second Year. 
 
 a. THE AIM OF THK INSTRUCTION: At the end of the advanced course 
 the pupil should be able to read at sight German prose of
 
 SUPERIOR PUBLIC SCHOOLS 65 
 
 ordinary difficulty, whether recent or classical; to put into 
 German a connected passage of simple English, paraphrased 
 from a given text in German; to answer any grammatical 
 questions relating to usual forms and essential principles of 
 the language, including syntax and word-formation, and to 
 translate and explain (so far as explanation may be neces- 
 sary) a passage of classical literature taken from some text 
 previously studied. 
 
 b. THE WORK TO BB DONE: During the second year the work should 
 comprise: (1) The reading of from 150 to 200 pages of 
 literature in the form of easy stories and plays; (2) accom- 
 panying practice, as before, in the translation into German 
 of easy variations upon the matter read, and also in the off- 
 hand reproduction, sometimes orally and sometimes in writ- 
 ing, of the substance of short and easy, selected passages; 
 ( 3 ) continued drill upon the rudiments of the grammar, di- 
 rected to the ends of enabling the pupil, first, to use his 
 knowledge with facility in the formation of sentences, and, 
 second, to state his knowledge correctly in the technical 
 language of grammar. 
 
 The text-books used are Joynes-Meissner's Grammar, Part 
 III, and Bernhardt's German Composition. The work in 
 composition should be regular. 
 
 Stories suitable for the elementary work can be selected 
 from the following: 
 
 Andersen's Marchen and Bilderbuch ohne Bilder; Arnold's 
 Fritz auf Ferien; Baumbach's Die Nonna and Der 
 Schwiegersohn; Gerstacker's Germelshausen; Hteyse's 
 L'Arrabbiata, Das Madchen von Treppi; Hillern's 
 Hoberalsdie Kirche; Leander's Traumereien and Kleine 
 Geschichten; Seidel's Marchen; Storm's Immensee; 
 Zschokke's Der zerbrochene Krug. 
 The best shorter plays are: 
 
 Benedix's Der Prozess, Der Weiberfeind, and Gunstige 
 Vorzeichen; Ely's Erist nicht eifer suchtig; Wichert's 
 An der Majorsecke; Wilhelm's Einer muss Heiraten; 
 Schiller's Der Neffe als Onkel. 
 
 A good selection of reading matter for the second year would 
 be Andersen's Marchen, or Bilderbuch, or Leander's Trau- 
 mereien, to the extent of about forty pages. Afterward, 
 such a story as Das kalte Herz, or Der zerbrochene Krug; 
 then Hoher als die Kirche, or Immensee; next a good story 
 by Heyse, Baumbach, or Seidel; lastly Der Neffe als Onkel. 
 Throughout the entire course the memorizing of poetry can 
 be used to good advantage and should receive regular at- 
 tention. 
 
 Third Year. 
 
 The work should comprise the reading of about 400 pages of 
 moderately difficult prose and poetry, with constant practice 
 in giving, sometimes orally and sometimes in writing, para- 
 phrases, abstracts, or reproductions from memory of selected 
 portions of the matter read; also grammatical drill upon the 
 less usual strong verbs, the use of articles, cases, auxiliaries 
 of all kinds, tenses and modes (with especial reference to the 
 infinitive and subjunctive), and likewise upo nword order 
 and word formation.
 
 f6 COURSE OF STUDY 
 
 Suitable reading matter for the third year can be selected from 
 such works as the following: 
 
 Freytag's Die Journalisten and Bilder aus der deutschen 
 Vergangenheit, for example Karl der Grosse, Aus den 
 Kreuzzugen, Doktor Luther, Aus dem Staat Friedrichs 
 des Grossen; Fouque's Undine; Gerstacker's Irrfahrten; 
 Goethe's Hermann und Dorothea and Iphigenie; Heine's 
 poems and Reisebilder; Hoffmann's Historische Erzah- 
 lungen; Lessing's Minna von Barnhelm; Meyer's Gustav 
 Adolf s Page; Moser's Der Bibliothekar; Riehl's Novel- 
 len, for example, Burg Neideck, Der Fluch der Schon- 
 heit, Der stumme Ratsherr, Das Spielmannskind; 
 Rosegger's Waldheimat; Schiller's Der Geisterseher, 
 Wilhelm Tell, Die Jungfrau von Orleans, Das Lied von 
 der Glocke, Balladen; Scheffel's Der Trompeter von Sak- 
 kingen; Uhland's poems; Wildenbruch's Das edle Blut. 
 
 A good selection would be: (1) one of Riehl's novelettes; 
 (2) one of Freytag's "pictures"; (3) part of Undine or 
 Der Geisterseher; (4) a short course of reading in lyrics 
 and ballads; (5) a classical play by Schiller, Lessing, 
 or Goethe.
 
 LATIN. 
 
 First Year The work of this year deals with the inflections and the 
 more simple and most common principles of syntax, as covered 
 by the usual beginner's book. An understanding of word-re- 
 lationship as revealed by case-forms and mood-forms is developed 
 from the first day, no steps being taken in sentence building 
 without the process of "construction" being understood. This 
 idea of wood-relation indicates the particular object of this year's 
 work. 
 
 The last six weeks of the spring term are spent with Viri 
 Romae or the second book of Caesar's Gallic War. Latin order 
 and emphasis by position are constantly noted. 
 
 Second Year The purpose of the second year's work is the develop- 
 ment of clause relation as revealed by mood. A careful study 
 of the relation of subjunctive to indicative clauses and the dif- 
 ference between the various subjunctive clauses is made through- 
 out the year. 
 
 The order is especially emphasized. Idiomatic English only is 
 allowed. 
 
 Text and Assigned Work. 
 
 Prom four to six books are read of Caesar's Gallic War, selec- 
 tions being included from the Vlth and Vllth Books, with refer- 
 ences to histroy and customs suggested by the context. 
 
 Papers are to be prepared on such topics as, The Roman Army; 
 the Senate; the Public Career of a Roman Politician, etc. 
 
 The last term is spent in reading the Cicero's First Oration 
 against Catiline. 
 
 Composition: 
 
 Lessons in composition are given once a week following Pear- 
 son's Composition. 
 
 Third Year By the beginning of the third year the student is supposed 
 to have gained considerable power to read continuous discourse, 
 in its own order, and from this time rapid reading is encouraged. 
 To accomplish this result, text is read at sight each day, and an 
 extended passage of review, frequently. 
 
 For the first time very especial attention is given to nice dis- 
 tinctions in words, suggested by Cicero's extensive use of 
 synonyms and his fine differences in syntax, especially in the use 
 of moods. 
 
 First Semester. 
 Text: 
 
 Cicero's Orations against Catiline are finished and Sallust's 
 Catiline.
 
 68 COURSE OF STUDY 
 
 Composition : 
 
 Composition is continued in connection with the text-lessons pre- 
 pared at least once a week. 
 
 Second Semester. 
 
 Text: The first three books of Vergil's Aeneid are read, with 
 the fourth at sight. Mythology, History and Art, relating to the 
 text, furnish subjects for special study. Figures, both rhetorical 
 and syntaclical, are noted. 
 
 Fourth Year The aim and scope of the last year's work is a continua- 
 tion of that of the third year, with a systematic review of gram- 
 mar added. 
 
 First Semester. 
 
 Text: Selections from the fifth book of Vergil, all of Book VT, 
 and parts of Books VIII and XII. Note-book work is continued. 
 
 Second Semester. 
 
 Text and Assigned Work: Cicero's orations for Archias and for 
 Pompey's military command. 
 
 Composition: Composition based on text is prepared once a 
 week.
 
 MATHEMATICS. 
 
 (a) Elementary Algebra. 
 
 Text Book Well's Essentials of Algebra. The year's work is 
 practically the same as that outlined in the Manual of the 
 Free High Schools of Wisconsin, 1903. 
 
 During the first semester, the fundamental operations are 
 mastered. Special attention then given to factoring pre- 
 pares the way for the study of highest common factor and 
 least common multiple, which should be treated together, 
 rather than separately. From four to five weeks devoted 
 to fractions, at the end of the semester will give the pupil 
 a review of the work previously studied. The equation, 
 introduced as early as possible in the course, gives the 
 pupil the ability to solve the problems in the ordinary 
 text-books. 
 
 During the second semester, simultaneous equations with two 
 unknown quantities, and a few with three unknown quan- 
 ties, are taken up. A study of exponents and radicals 
 leads the pupil into quadratic, and simultaneous quadratic 
 equations. Throughout the course, a sufficient number of 
 problems is given to render the pupil familiar with the 
 practical applications of algebra. Frequent mental drill 
 in all parts of the work is an important factor in the 
 disciplinary value of the subject. 
 
 (b) Higher Algebra Wells' New Higher Algebra. 
 
 The course consists of a review, enforcement and expansion 
 of elementary algebra and its principals, and of advanced 
 work in surds, imaginary and complex numbers, progress- 
 ions, the binomial theorem, proportion, undetermined co- 
 efficients, and logarithms. 
 
 (a) Elementary Geometry. 
 
 Text-Book First Steps in Geometry, Wentworth & Hill. 
 
 The work of this course is experimental, for the most part 
 The pupil is made familiar with the language and scope 
 Geometry and is prepared for the work as outlined in 
 course (b). Definitions of the terms most frequently 
 used are learned, while at the same time, concrete illustra- 
 tions fix in the child's mind the fact that Geometry, instead 
 of being a difficult subject, based upon abstract and re- 
 mote ideas, is in reality a subject in which he may dis- 
 cover for himself many interesting and important truths. 
 The recitation room, in its form and equipment, furnishes 
 numerous illustrations of lines and planes, horizontal and 
 vertical lines, intersecting lines and planes, etc. By means 
 of paper-folding, such theorems as the following are de- 
 veloped in the class-room:
 
 70 COURSE OF STUDY 
 
 The sum of the angles of a triangle is equal to two right 
 angles. 
 
 The perpendicular bisector of the base of an isosceles 
 triangle divides the triangle into two equal triangles. 
 
 The perpendicular bisectors of the three sides of a 
 triangle intersect at a common point. 
 
 A pair of scissors in the hands of the pupil enables him 
 to supplement the exercises in paper-folding, with im- 
 portant exercises in paper-cutting. Symmetry and sym- 
 metrical figures are then easily understood. Problems in 
 construction teach the pupil to draw accurate figures, and 
 the transition into the field of the formal demonstration 
 is made a simple and natural stage in his development. 
 
 (b) Geometry Plane and Solid Second year. 
 
 The work consists of the fundamental propositions of geom- 
 etry and of selected exercises. Models are made and fig- 
 ures constructed, especially in solid geometry, from which 
 the more difficult propositions are demonstrated. 
 Wells' and Wentworth's books are used, supplemented 
 by the more desirable features of other texts. 
 
 In the beginning, definitions are introduced as the 
 pupils need them after the teacher has made them clear 
 by figure and explanation. The more easy propositions, 
 as those of superposition, are given first instead of the 
 usual proposition of the text-book, "All right angles are 
 equal," or "All straight angles are equal." These proposi- 
 tions are given by the suggestive method. When the pupils 
 are able to logically follow a demonstration, the text-books 
 are put in their hands. 
 
 The aim throughout the work is to secure logical, inde- 
 pendent thinking, neatness, accuracy, conciseness and pre- 
 cision. Not to have the pupils learn proofs but to have 
 them prove, not to have them memorize but to think is 
 the chief end sought. This is secured by rigorous, close 
 questioning on the part of the teacher; by encouraging and 
 asking for questions and criticisms from the class on each 
 recitation; by encouraging original demonstrations of 
 propositions; by securing proofs without the use of the 
 text; by the use of figures different from those in the 
 book, etc. 
 
 The work should be presented so as to call forth the 
 best effort of the pupil and yet he should never be allowed 
 to become discouraged because of lack of suggestions from 
 the teacher. 
 
 The pupil should be led to see that geometry is a struc- 
 ture built up step by step and that each succeeding step 
 depends on the preceding one that geometry is a unit 
 a whole and that its logic is the logic of every day think- 
 ing. 
 
 Higher Arithmetic. 
 
 This work embraces the theoretical part of arithmetic 
 and leads to close analysis on the part of the pupil. 
 The text-book, Beman and Smith, is closely followed. 
 
 Trigonometry Wells' Plane Trigonometry. 
 
 The pupils study the solution of the triangle and its 
 application to surveying. Practical problems of inaccessible 
 heights and distances, etc., are solved.
 
 HISTORY. 
 
 The history should be so taught as to make use of the studies of 
 geography, literature, economics, civics and similar subjects. The use 
 of pictures will be an important aid in bringing the architecture, sculp- 
 ture and painting of past ages before the pupil. Outline maps for con- 
 structive work, material for additional reading and for the preparation 
 of topical reports are essential; written work should be required; and 
 note-books kept. 
 
 Ancient History The work in ancient history commences with a 
 brief introductory study of the Eastern nations, followed by a more in- 
 tensive treatment of Greece and Rome and the early middle ages to 
 814 A. D. In the survey of Oriental nations special emphasis is laid 
 on the main characteristic features of their commercial, economic and 
 political progress and the influence which these have had on later 
 times. 
 
 Greek History should be made as concrete as possible, the aim 
 being to give the pupil a vivid conception of the Greek life and culture, 
 and emphasis may be placed on their political, social and economic 
 development. The growth of trade and commerce and the many sided 
 civilization of the Greeks should be adequately treated. Biography 
 and pictures are useful in making the details of Greek civilization more 
 concrete, but it should never be overlooked that they are but means 
 to an end. 
 
 If the constitutional side of Greek progress has been treated the 
 pupil will receive the indispensable foundations for all future histori- 
 cal study. He will notice the similarity between Greece and Rome, and 
 he will have little difficulty in understanding how the great Roman 
 Empire came to be. The organization of the world state, and the 
 method of extension of Roman civilization should receive careful at- 
 tention. Contrasts should be made between the differences of physical 
 environment of Greece and Rome, and the consequent charges which 
 these have occasioned in their commercial, economic and political 
 growth. General statements should be avoided as far as possible, 
 and everything should be made vivid by the use of concrete facts and 
 illustrations. From these facts the pupil may draw conclusions for 
 himself; and thus receive training in deliberation and forming judicial 
 judgments. A small amount of investigation and research work may 
 be done in the collecting of concrete data. In connection with the con- 
 stitutional development of Rome the pupil will become acquainted 
 with Roman law, which has been made the basis of law on the continent 
 of Europe. By continuing Ancient History to 814 A. D., the pupil 
 does not get that false notion of classical history as a thing apart, but 
 he sees the idea of a Roman empire still persisting in the minds of 
 men and profoundly influencing future development. In this way he 
 learns the essential continuity of history, of the play and interaction of 
 forces which are slowly and gradually transforming civilization. The 
 treatment of the early mediaeval period will necessarily be brief, 
 and time will only be found for the consideration of the 
 Barbarian invasions, the laws and customs and the rise of the
 
 72 COURSE OF STUDY 
 
 Christian church and of Mohammedan civilization, and the growth of 
 the Frankish power to its culmination under Charlemagne. 
 
 In teaching history it is essential that the students get into the 
 habit of using and drawing maps. The effects of the physical en- 
 vironment in shaping events should be constantly kept in mind. 
 Reference books for teaching History: 
 Baume History and Civics. 
 Hinsdale on Teaching History. 
 C. K. Adams Manual of Historical Literature. 
 
 Medieval and Modern History The first semester's work begins 
 with the period of Charlemagne and ends with the Peace of Westphalia 
 1648. In this period the elements in the civilization, which have in- 
 fluenced modern life and thought, should be emphasized: 
 
 1. Supremacy of the church, and its many sided activity; 
 
 2. Norse invasions and effect on countries invaded; 
 
 3. Feudalism, (a) king and castle, (b) knight and castle, (c) 
 
 Feudalism and the church, (England the exception in Feudal- 
 ism and church history) ; 
 
 4. Beginning of nationality: 
 
 5. The four leading crusades and their influence upon the church, 
 
 and upon the political, the social, the intellectual, and the 
 material progress and development of the European nations; 
 
 6. The Renaissance; 
 
 7. And the Reformation when uniformity is lost and diversity 
 
 is the rule. 
 
 In the second semester, briefly survey the first one hundred fifty 
 years after 1648, emphasizing only the events bearing on constitutional 
 history: 
 
 1. Principle of expansion going back to the 12th century to get 
 
 basis of modern history, and discuss the new ideas which 
 led to absolute monarchies; 
 
 2. Prominence of Spain and France, and the rise of Prussia and 
 
 Russia; 
 
 3. French Revolution Note carefully the constructive work done 
 
 in the first three years, also the international relation of 
 European states, and the doing away with absolute monarchs 
 in France and Europe, and the rise of the Third Estate; 
 
 4. Nation States, recent and contemporary Europe from the 
 
 French Revolution to the present time: rising democracy in 
 politics and in industry; political federation; territorial ex- 
 pansion; marvelous growth in wealth and population. 
 
 English History. The chief aim of English History is to lay the 
 foundation for an intelligent comprehension of what American insti- 
 tutions mean as the culminating phase in the development of the 
 world's history. To secure this end the study of the English nation 
 should serve as a review and give new ideas of continental history. The 
 chief attention should be given to the development of English political 
 institutions considered with relation to the political status of Conti- 
 nental Europe. It must be continually held in mind that England is the 
 mother of modern constitutional government, that by the force of ex- 
 ample she has become the law-giver of all the nations. On account of 
 the complexity and difficulty of the subject, a simple, direct and graphic 
 treatment emphasizing the main struggles for political and civil privi- 
 leges should be attempted. But the pupil should see at the same time 
 that political progress is necessarily accompanied by, and keeps step 
 with, the great social, industrial and literary movements, in short how 
 the whole life of man was broadened and quickened as the years went 
 by.
 
 SUPERIOR PUBLIC SCHOOLS - 73 
 
 In order to bring out properly the meaning of the American Revo- 
 lution the imperial expansion of England and the English colonial 
 policy should receive careful attention. Time should also be given to 
 the British empire as it exists in the present century, especially in the 
 great self-governing colonies. 
 
 American History is taken up as an advanced subject, with the pur- 
 pose of getting a clear idea of the course of events in the building of 
 the American republic and the development of its political ideas. Its 
 chief objects should be to lead the pupil to a knowledge of the funda- 
 mentals of the state and society of which he is a part.to an apprecia- 
 tion of his duties as a citizen, and to an intelligent, tolerant patriotism. 
 
 It is not desirable that more than one-fourth of the year be devoted 
 to colonial history. The period should be viewed as a chapter in the 
 expansion of England and English history must constantly be referred 
 to. Pay much attention to the establishment of industrial conditions 
 and of habits of industrial activity as explaining political differences 
 in subsequent times, especially as explaining the divergence of North 
 and South after constitutional union had been formed. Pay but slight 
 notice to military campaigsn in any portion of the study, though the 
 importance of inter-colonial wars should not be underestimated, nor 
 the main facts of other wars, especially, the Revolution and the Civil 
 war be neglected. 
 
 While the chief aim should be to give the pupil knowledge of the 
 progress of political institutions, ideas, and tendencies, the pupil should 
 also know the economic phases of life; therefore, whenever possible, 
 direct attention not only to economic and social conditions, but also to 
 economic and social developments; and those economic, industrial, or 
 social modifications should receive chief attention which have perma- 
 nently altered social organization, or have become imbued in institu- 
 tions, ideas, or governmental forms. 
 
 The teacher should bring out the full importance of the fact that 
 Virginia grew tobacco and South Carolina rice, and that the New Eng- 
 landers were fishermen and traders; the class should clearly recognize 
 the meanings of slavery and white servitude, of cotton and the sugar 
 trade, of the steamboat, of the cotton gin, of the railroad, the tele- 
 graph, the rotary press, the sewing machine. 
 
 Too much attention can not be paid to the biographical side. 
 
 Special notice should be given to the great American leaders. Note- 
 books should be required for maps and notes on collateral readings.
 
 CIVICS. 
 
 The course in American history is supplemented by a semester 
 work in civics. 
 
 A knowledge of the fundamental institutons of the land is indis- 
 pensable to every citizen. Great care should be taken not to treat the 
 subject in a meaningless, routine manner, for every part possesses a 
 life which more or less affects our every-day existence. Let the teacher 
 make the branch a practical one, losing no opportunity of bringing 
 out its full meaning by the application of current history or local events. 
 In this way an interest will be excited, and more than all, the great 
 object in the teaching of civil government will be more nearly attained, 
 viz., to create law-abiding citizens. The young people must early learn 
 the duties of the citizen and the individual responsibility of that citi- 
 zen toward maintaining a stable government for the nation. 
 
 Somewhat more than half of the course is devoted to (1) a brief 
 preliminary study of the nature and origin of civil society, some funda- 
 mental notons of law and justice, and like matters; followed by (2) a 
 very careful study of local and state government. The township, 
 county, village, municipality and state are each in turn taken up and 
 studied in their historical and local bearing. City government is 
 treated, placing copies of the city charter in the hands of the pupils. 
 
 The subject is given much assistance by literary societies in con- 
 nection with the schools, which provide for debates upon important 
 local and national questions, for mock courts, and mock legislative 
 assemblies. Opportunity is also taken to study the subject at first 
 hand through visits to the county and city offices and the county 
 board, the city council, voting precincts, nominating caucuses and con- 
 ventions. 
 
 The remainder of the time is given to a formal study of the con- 
 stitution and the workings of the national government. Fiske's, and 
 James & Sanford's are the texts used.
 
 ECONOMICS. 
 
 The aim of economics in the high school should be to enable the 
 student to locate himself in the existing industrial order, and to give 
 him the freedom of an intelligent actor in it. 
 
 The course includes: (a) an observational study of some of the 
 fundamental facts about the structure and function of the existing 
 economic system; (b) the consideration of a sufficient number of the 
 facts of industrial history to make the fact of the evolution of the 
 present system a reality to the student; and (c) an elementary state- 
 ment of some of the most fundamental principles in accordance with 
 which the present system now works. 
 
 Thus the class should devote the first month of the course (a) 
 upon concrete observation, and classification, and interpretation of 
 data. The series of exercises given in Thurston's text is used as the 
 basis of this part of the course. 
 
 The following six weeks the class devotes to (b) which embraces 
 a brief study of industrial history. Beginning with the family methods 
 of production, the growth of the present industrial order is traced 
 through the guild, domestic and factory system, to the present system 
 of combination. Material for the first three stages of industrial 
 evolution is drawn chiefly from European sources, while for the last 
 two, the factory and combination or consolidation systems, Ameri- 
 can history abounds in illustrations. The causes which produced suc- 
 cessive stages of industry is analyzed and the relation of each system 
 to its contemporary social order pointed out. Pupils thus gradually 
 learn to realize that our industrial, social, political and other institu- 
 tions differ with time, circumstance and place. Thurston, Introduc- 
 tion to Economics is also used as a text in this part of the work. 
 Much collateral reading is required in such texts as Gibbins', Cunning- 
 ham's and Wright's Industrial histories. 
 
 The second half of the course involves (c) a study of the 
 production, exchange, distribution and consumption of wealth. Pupils 
 should gain definite conceptions of terms like production, capital, 
 labor, value, interest, etc. Special care should be taken not to leave 
 pupils with the impression that great world-wide problems can be ex- 
 pressed and solved in dogmatic definitions. Nowhere is a largeness 
 of view and open-mindedness more essential than here. The United 
 States census and other statistical works afford ample illustrative 
 material by means of which class discussions can be made concrete. 
 The publications of the state and federal departments of labor and 
 many other government publications can be used with profit. Roscher's 
 statement that the point of departure, as well as the aim of economic 
 science, is man, should not be forgotten. The final test of economic 
 life is human welfare. Ely's and Bullock's texts are used in this part 
 of the work.
 
 PHYSIOLOGY. 
 
 The course in physiology shall cover in a general way, the work 
 outlined in Walker's Physiology. The course should be made as ob- 
 jective as possible, special emphasis being given to diagraming organs 
 and systems at the time they are studied. Suggestive experiments 
 should be performed by the teacher and the student should be taught 
 to observe the physiological process carried on in his own body. 
 
 The work should give the student a clear idea of the living body, 
 the divisions of bodies into organic and inorganic, into plants and ani- 
 mals, of what is meant by the structure of a body, anatomy, physiology, 
 hygiene, cell tissue, membrane, gland, muscle, tendon, blood vessel, 
 nerve, lymphatic, bone, and joint. There should also be a clear idea 
 of the kinds of work done in the body and of the systems by which 
 it is accomplished. 
 
 The study of the digestive system should include, (1) Foods 
 what constitutes foods and the classes of foods that are taken 
 into the system; (2) the system as a whole, including the function and 
 structure of all its organs, the mouth, tongue, teeth, salivary glands, 
 pharynx esophagus, stomach, pancreas, liver, small intestine, and large 
 intestine; (3) the two routes by which the digested food enters into 
 circulation; and (4) the laws of hygiene of the system. 
 
 In connection with the circulatory system a study should be made 
 of the system as a whole, the function and structure of the organs of 
 circulation including the heart, arteries, capillaries and veins. The 
 student should be taught the structure, composition and function of 
 the blood and to explain by diagram, the pulmonic and systemic 
 circulation, to show the changes which the blood undergoes in the lungs 
 and capillaries, how animal heat is produced and how regulated, and 
 what is meant by congestion, inflammation, a cold and a fever. 
 
 A study of the respiratory system should include a knowledge of 
 the purposes of respiration, the structure and function of the organs 
 of the system, the movements of respiration, the chemical changes 
 which result from it, including a study of the gases of the atmosphere, 
 especially oxygen and carbon dioxide, the consequent importance of 
 ventilation, and Nature's provision for keeping the air pure. 
 
 The following secretory organs should be studied together with 
 the function of their secretions: mucus and serus membranes, 
 synovial membrane, salivary glands, lining membranes of the stom- 
 ach and intestines, liver, pancreas, oil glands, lachrymal glands and the 
 lining of the ear. 
 
 The study of the absorbent system should include the methods by 
 which the waste matter is taken from the tissues and expelled from 
 the body as perspiration, and by the lungs and kidneys. In this con- 
 nection, a study should be made of the skin, its structure, appendages 
 and functions. 
 
 As a result of the work on the osseous system, students should be 
 able to give composition, structure, classes and uses of the bones;
 
 SUPERIOR PUBLIC SCHOOLS 77 
 
 the parts of the skeleton in the head, trunk, upper and lower ex- 
 tremities; means by which parts of the skeleton are united, kinds of 
 joints, and the hygiene of the bone, especially with relation to 
 children. 
 
 For the muscular system there should be a knowledge of the 
 structure, function, general arrangement, position and attachment of 
 muscles, together with rules of hygiene in connection with exercise 
 and rest. 
 
 As a result of the study of the nervous system the student should 
 be able to show the necessity of a nervous system, to diagram in a 
 general way the cerebro- spinal and sympathetic nervous systems, to 
 describe the two kinds of nervous tissue and functions of each, to 
 illustrate and explain what is meant by impression, sensation and 
 reflex nervous action; to diagram and state the function of the parts 
 of the brain and spinal cord, to describe by diagram the crossing of 
 the nerve fibers in the cord and the medulla oblongata and to sho-y 
 the effect of injury to either side of the brain or spinal cord and to 
 trace the course of the nerve current in reflex action; to show the 
 knowledge gained through the senses acting alone and to diagram 
 the nerves of the eye and ear, describing by means of diagram acts 
 of hearing and seeing and to show reasons for defective vision and 
 hearing. 
 
 The student should get a clear notion of the action of alcohol and 
 narcotics upon the human body.
 
 PHYSIOGRAPHY. 
 
 The course in Physiography is arranged to cover the outline below. 
 The time is divided between laboratory work and the study of the 
 text-book. 
 
 At the end of the course a note-book is required of every student 
 containing a complete record of all observations and the results, with 
 the student's own conclusions. The subject is made the opportunity 
 for an introduction to the more advanced sciences, viz: Physics, 
 Chemistry and Biology. The student is shown many experiments 
 illustrating the phases of those subjects and their application to 
 Physiography. It is believed that this prepares the student for the 
 more difficult sciences. 
 
 Considerable apparatus is used in the presentation of the subject. 
 
 The Earth as a Globe. 
 
 Shape of earth, how proved, consequences of shape. 
 
 Size; how measured; effects of size. 
 
 Rotation: character of motion; latitude, longtitude and time. 
 
 Revolution: rate, path; direction and the consequences. 
 
 Magnetism: compass, poles, variation. 
 
 Map projection. 
 
 The Ocean. 
 
 Form, divisions, and general characteristics of the ocean. 
 Depth, density, temperature of ocean waters. 
 Characteristics of ocean floors. 
 Distribution of life in oceans. 
 Movement of ocean waters: 
 
 Waves cause and effect. 
 
 Currents causes, proofs of cause, important currents, 
 effects of currents. 
 
 Tides character of motion, cause of tides, variation of 
 
 tides, boras. 
 Work of th ocean. 
 Classes of shore lines and importance of shore lines. 
 
 The Atmosphere. 
 
 Composition and offices of atmosphere. 
 Instruments used in study of atmosphere. 
 Temperature. 
 
 Source and variation of atmpspheric temperatures 
 
 Isothermal charts of world, January and July, with special 
 study of isotherms of northern and southern hemis- 
 pheres, of location of heat equator, of cold pole, of 
 crowded isotherms, etc. 
 Pressure. 
 
 Measurement of pressure. 
 
 Use of pressure in altitude determinations. 
 
 Relation to temperature. 
 
 Study of isobars on U. S. Weather Map. 
 
 Distribution of pressure over world in January and July. 
 
 Relation of isobars to isotherms.
 
 SUPERIOR PUBLIC SCHOOLS 79 
 
 Circulation of atmosphere. 
 
 Winds, classes, directions, causes, effects. 
 Moisture. 
 
 Source, forms of, measurement of, precipitation. 
 Storms. 
 
 Paths and characters of storms of United States. 
 
 Daily weather at different seasons. 
 Relation of storms to general weather conditions. 
 Relation of weather to climate. 
 
 The Land. 
 
 Several features of land as compared with ocean. 
 
 Dstribution of land. 
 
 Map representation of topography. 
 
 Changes in land forms, effects of elevation and depression. 
 
 Plains. 
 
 Kinds of plains. 
 
 Characteristics of different kinds. 
 
 Development of plains. 
 
 Coastal plain of eastern United States in parts. 
 
 Alluvial plains, their formation and importance. 
 
 Relation of life conditions to different forms of plains. 
 Plateaus. 
 
 Young plateaus. 
 
 Dissected plateaus. 
 
 Old plateaus. 
 
 Broken plateaus. 
 Mountains. 
 
 Block mountains. 
 
 Folded mountains. 
 
 Domed mountains. 
 
 Massive mountains. 
 Volcanoes. 
 
 Distribution. 
 
 Character of, at different stages. 
 
 Rivers. 
 
 Life history of river work of rivers, topography of val- 
 leys at different stages, lake and lake basins. 
 Revived rivers. 
 
 Drowned valleys. 
 
 The great drainage basins of the United States. 
 
 Glaciers. 
 
 Existing ice sheets. 
 
 Kinds of glaciers. 
 
 Work of glaciers. 
 
 Characteristics of glaciated area of northern United 
 
 States. 
 Summary. 
 
 Relation of man, plants and animals, to climate, land forms, 
 and oceanic areas.
 
 CHEMISTRY. 
 
 Chemistry is an art as well as a science. Acquaintance with its 
 elements includes ability to do certain things intelligently as well as 
 remembrance of the bare results of chemical changes. An organized 
 account of the latter is only a sort of dessicated residuum if it is not 
 illuminated by the experience acquired along with skill in the former. 
 The books usually and necessarily give prominence to the second 
 (the systematic aspect), leaving instruction in the art to the teacher. 
 A requirement in chemistry, on the other hand, must emphasize the 
 art, for it is universal. It will lay less stress on any particular list of 
 substances, reactions, or topics, in view of the extent of the available 
 material, the briefness of the school course and the consequent differ- 
 ences between equally good individual selections. The art cannot, of 
 course, be acquired without a fair systematic knowledge, while a sem- 
 blance of the systematic knowledge may be acquired without the ait. 
 The art is therefore more worthy of emphasis. 
 
 It will be noted that the art of chemistry consists in the practical 
 knowledge of the physical properties of all kinds of matter and the 
 utilization of this knowledge in arranging intelligently the conditions 
 before chemical change, in noting all physical indications during ex- 
 periment and distinguishing the significant ones, and in interpreting 
 the result of ths observation. It thus deals almost exclusively with 
 physical conceptions and facts. It demands, therefore, a careful train- 
 ing in physical facts, physical observation and physical inference. Con- 
 ventionalized chemical work which can progress without skill in this 
 art (for example, reiterated observation of precipitations) is valueless. 
 
 Disregarding questions of order, and simply classifying the essen- 
 tial principles of instruction, the pupil should be taxight: 
 
 1. Technique of experimentation. 
 
 Properties of common apparatus in respect to structure and 
 material. For example, how to make an apparatus air-tight and 
 why. Object of such operations as washing and drying gases and 
 how the object is attained. 
 
 Physical properties which may be used for recognition of each 
 substance and for explanation of all observations. 
 
 Judicious use of proportions and materials. Influence of con- 
 ditions (temperature, homogeneous and heterogeneous mixture, 
 etc.) on chemical change. 
 
 2. Physical phenomena, their recognition, description, and physical in- 
 
 terpretation. 
 
 3. The more strictly chemical application of the results. For example, 
 
 inference in regard to the nature of the chemical change which 
 must have led to the results observed. Making of the chemical 
 equation from adequate data. 
 
 The material basis for the above may be found for the most part in 
 the employment of a restricted number of elements and a few of their
 
 81 
 
 chief compounds. Facts should be simplified and systematized by gen- 
 eralization, and generalizations ("laws") should be illustrated and ap- 
 plied to familiar things. The usual theoretical explanations should be 
 given as the facts accumulate. Laws and theories derive their im- 
 portance from the facts, not vice versa, and none should be given unless 
 and until the corresponding facts have been encountered in laboratory 
 or class-room experiments. 
 
 A knowledge of important chemical industries and ability to work 
 simple problems will be expected.
 
 PHYSICS. 
 
 The work in physics should include: 
 
 (a) Individual laboratory work, comprising at least thirty-five ex- 
 
 ercises selected from a list of sixty or more, not very differ- 
 ent from the list given below. 
 
 (b) Instruction by lecture-table demonstrations, to be used main- 
 
 ly as a basis for questioning upon the general principles in- 
 volved in the pupil's laboratory investigations. 
 
 (c) The study of at least one standard text-book, supplemented by 
 
 the use of many and varied numerical problems, to the end 
 that a pupil may gain a correct and comprehensive view of 
 the method of physical science. 
 
 Mechanics and Hydrostatics Weight of unit volume of a sub- 
 stance; Lifting effect of water upon a body entirely immersed in it; 
 Specific gravity of a solid body that will sink in water; Specific gravity 
 of a block of wood by use of a sinker; Weight of water displaced by a 
 floating body; Specific gravity by flotation method; Specific gravity of 
 a liquid (two methods) ; The straight lever: first class; Center of 
 gravity and weight of a lever; Levers of the second and third classes; 
 Force exerted at the fulcrum of a lever; Errors of a spring balance; 
 Parallelogram of forces; Friction between solid bodies (on a level); 
 Coefficient of friction (by sliding on incline). 
 
 Light Use of photometer; Images in a plane mirror; Images form- 
 ed by a comvex cylindrical mirror; Images formed by a concave cylindri- 
 cal mirror; Index of refraction of glass; Index of refraction of water; 
 Focal length of a converging lens; Conjugate foci of a lens; Shape and 
 size of a real image formed by a lens; Virtual image formed by a lens. 
 
 Mechanics Breaking-strength of a wire; Comparisons of wires in 
 breaking tests; Elasticity: stretching; Elasticity: bending; effect of 
 varying loads; Elasticity: bending; effect of varying dimensions; Elastic- 
 ity: twisting; Specific gravity of a liquid by balancing columns; Com- 
 pressibility of air: Boyle's law; Density of air; Four forces at right 
 angles in one plane; Comparison of masses by acceleration test; Action 
 and reaction; elastic collision, Elastic collision continued: inelastic 
 collision. 
 
 Heat Testing a mercury thermometer; Linear expansion of a 
 solid; Increase of pressure of a gas heated at constant volume; Increase 
 of volume of a gas heated at constant pressure; Specific heat of a 
 solid; Latent heat of melting; Determination of the dew-point; Latent 
 heat of vaporization. 
 
 Sound Velocity of sound; Wave-length of sound; Number of 
 vibrations of a tuning-fork. 
 
 Electricity and Magnetism Lines of force near a bar magnet ; Study 
 of a single-fluid galvanic cell; Study of a two-fluid galvanic cell; Lines 
 of force about a galvanoscope; Resistance of wires by substitution: var- 
 ious lengths; Resistance of wires by substitution: cross-section and 
 multiple arc; Resistance by Wheatstone's bridge; Specific resistance of 
 copper; Temperature-coefficient of resistence in copper; Battery resist- 
 ance; Putting together the parts of a telegraph key and sounder; 
 Putting together the parts of a small motor; Putting together the parts 
 of a small dynamo.
 
 BIOLOGY. 
 
 The course is designed to include those topics that are considered 
 fundamental. Individual laboratory work by the student is required 
 and receives double the amount of time given to the recitation. A 
 note-book with complete notes and drawings is prepared by each 
 student. A good library is used in reference work and frequent trips 
 are made to the regions around Superior. One year is devoted to the 
 subject, being divided so as to cover the following outline: 
 
 Zoology. 
 
 A study in the laboratory of the following forms: 
 Protozoa 
 
 Amoeba. 
 
 Paramoecium. 
 
 Vorticella. 
 Porifera 
 
 Sponges. 
 Coelenterata 
 
 Hydra 
 Echinodermata 
 
 Star-fish. 
 
 Sea-urchin. 
 Vermes 
 
 Earth worms. 
 Mollusca 
 
 Clam. 
 
 Squid. 
 Orthropoda 
 
 Cray fish. 
 
 Grass-hopper. 
 Vertebrata 
 
 Frog. 
 
 Botany 
 
 Part I. The general principles of (a) Anatomy and Morphology, (b) 
 
 Physiology and (c) Ecology, 
 a. In Anatomy and Morphology. 
 
 The Seed. Four types (dicotyledon without and with endo- 
 sperm, a monocotyledon and a gymnosperm) ; structure and 
 homologous parts. Food supply; experimental determination 
 of its nature and value. Phenomena of germination and 
 growth of embryo into a seedling (including bursting from 
 the seed, assumption of position and unfolding of parts) . 
 
 The Shoot. Gross anatomy of a typical shoot, including the re- 
 lationships of position of leaf, stem (and root), the arrange- 
 ment of leaves and buds on the stem, and deviations (through 
 light adjustment, etc.) from symmetry. Buds, and the mode 
 of origin of new leaf and stem; winter buds in particular.
 
 84 COURSE OF STUDY 
 
 Specialized and metamorphosed shoots (stems and leaves )- 
 General structure and distribution of the leading tissues of 
 the shoot; annual growth; shedding of bark and leaves. 
 
 The Root. Gross anatomy of a typical root; position and 
 origin of secondary roots; hair-zone, cap and growing point. 
 
 Specialized and metamorphosed roots. General structure and 
 distribution of the leading tissues of the root. 
 
 The Flower. Structure of a typical flower, especially of ovule 
 and pollen; functions of the parts. 
 
 Comparative morphological study of six or more different 
 marked types, with the construction of transverse and longi- 
 tudinal diagrams. 
 
 The Fruit. Structure of a typical fruit, especially with refer- 
 ence to changes from the flower, and from ovule to seed. 
 Comparative morphological study of six or more marked 
 types, with diagrams. 
 
 The Cell. Cytoplasm, Nucleus, Sap-cavity, Wall. Adaptive 
 modifications of walls, formation of tissues. 
 
 b. In Physiology. 
 
 Role of water in the plant; absorption (osmosis), path of trans- 
 fer, transpiration, turgidity and its mechanical value, plas- 
 molysis. 
 
 Photosynthesis; dependence of starch formation upon chloro- 
 phyll, light and carbon diovide; evolution of oxygen, observa- 
 tion of starch grains. 
 
 Respiration; necessity for oxygen in growth, evolution of car- 
 bon dioxide. 
 
 Digestion; digestion of starch with diastase, and its role in 
 translocation of foods. 
 
 Irritability; Geotropism, heliotropism and hydrotropism; na- 
 ture of stimulus and response. 
 
 Growth; localization in higher plants; amount in germinating 
 seeds and stems; relationships to temperature. 
 
 Fertilization; sexual and vegetative reproduction. 
 
 c. In Ecology. 
 
 Modifications (metamorphoses) of parts for special functions. 
 
 Dissemination. 
 
 Cross-pollination. 
 
 Light relations of green tissues; leaf mosaics. 
 
 Plant Societies; Mesophytes, Hydrophytes, Halophytes, Xero- 
 
 phytes; Climbers, Epiphytes, Parasites (and Saprophytes) ,. 
 
 Insectivora. 
 
 Plant Associations, and zonal distribution. 
 
 Part II. The Natural History of the Plant Groups, and Classification. 
 
 A comprehensive summary of the great natural groups of 
 plants, based upon the thorough study of the structure, re- 
 production and adaptations to a habitat of one or two types 
 from each group, supplemented and extended by more rapid 
 study of other forms in those groups. Where living material 
 is wanting for the latter, preserved material and even good 
 pictures may be used, and a standard text-book should be 
 thoroughly read. The general homologies from group to 
 group should be noted.
 
 SUPERIOR PUBLIC SCHOOLS 85 
 
 In general in this part of the course much less attention should 
 be given to the lower and inconspicuous groups, and pro- 
 gressively more to the higher and conspicuous forms. 
 
 Following is a list of recommended types from which, or their 
 equivalents, selection may be made: 
 
 a. Algae, Pleurococcus, Sphaerella, Spirogyra, Vaucheria, Fucus, 
 
 Nemalion (or Polysiphonia or Coleochsete). 
 
 b. Fungi. Bacteria, Mucor, Yeast, Puccinia (or any Powdery 
 
 Mildew), Mushroom. 
 
 c. Lichens, Physcia (or Parmelia). 
 
 d. Bryophytes. In Hepaticae, Radula or Porella or Marchantia). 
 
 In Musci, Mnium (or Funaria or Polytrichum). 
 
 e. Pteridophytes. In Filicineae, Aspidium or equivalent, includ- 
 
 ing, of course, the prothallus. 
 
 In Equesetinese, Equisetum. 
 
 In Lycopodineae, Lycopolidum and Selaginella (or Isoetes). 
 
 f. Gymnosperms. Pinus or equivalent. 
 
 g. Angiosperms. A monocotyledon and a dicotyledon, to be 
 
 studed with reference to the homologies of their parts with 
 those in the above groups; together with representative 
 plants of the leading subdivisions and principal families of 
 Angiosperms. 
 
 Classification should include a study of the primary subdivis- 
 ions of the above groups, based on the comparison of the 
 types with other (preferably) living or preserved material. 
 The principal subdivisions of the Angiosperms, grouped on 
 on the Engler and Prantl system, should be understood.
 
 COMMERCIAL SUBJECTS. 
 
 The purpose of this course is to supply facilities for the training 
 of pupils who desire to enter business careers. It is to give a knowledge 
 of the structure and workings of the industrial organism which will en- 
 able them to attain a higher degree of social and industrial efficiency 
 than is possible for the average man who goes into business without 
 such preliminary training. 
 
 It is also the purpose of this course to equip pupils with the basic 
 principles and methods of technical knowledge needed for the perform- 
 ance of the manifold processes of industry and commerce. 
 
 Commercial Arithmetic. 
 
 This course is intended to meet all the requirements of commercial 
 calculations. It should not only contain the theories and principles 
 which underlie arithmetical computations, but should aim to render 
 the pupil expert in applying them to practical work. Accuracy and 
 rapidity are essential in business. The pupil should be taught to use 
 his judgment as well as his memory in solving problems. The man 
 of business does not meet his problems carefully labelled. He must make 
 himself master of principles and use common sense in their applica- 
 tions. Realizing this fact the teacher should offer such problems for 
 solution as the pupil will be likely to meet in practical life. 
 
 Before working an example the pupil should study its statements 
 in all their relations to each other and, reasoning from the nature of 
 the case, obtain an approximate answer. 
 
 Short methods should be introduced to a limited extent only. In 
 cases where their application does not impair clearness they are per- 
 missible. 
 
 Bookkeeping. 
 
 The time devoted to bookkeeping is one year. Bookkeeping is 
 primarily placed in the course to supply the demand for practical in- 
 struction in common affairs of business life. 
 
 The value of the study depends largely on the system used and 
 the manner of treatment; also upon its direct relation to actual 
 business conditions. It should be a record of business transac- 
 tions just performed by the pupil. No two sets of books should be alike. 
 Then the pupil realizes that success depends upon his own individual 
 effort. His cash must equal the amount called for by his books, his trial 
 balance must be able to stand the test in regard to all affairs of his 
 business. The various forms of business paper, checks, drafts, notes, 
 loans and the methods of business transactions must be made to assume 
 a definite meaning. 
 
 Commercial Geography. 
 
 The aim in this course is to give the pupil a knowledge of the earth 
 as an agent in the production of commodities upon which human life 
 depends. It should give an account of the physical features, the pro- 
 ducts, and the trade of the United States in particular, also a more 
 general view of these for the world at large, and in dealing with other
 
 SUPERIOR PUBLIC SCHOOLS 87 
 
 countries emphasis should be laid on their trade relations with the 
 United States. The commerce of each country should be treated under 
 the following heads: First, the physical basis; second, the people; 
 third, the products; fourth, the trade. The present conditions of trade 
 should be made clear, but with attention fixed primarily on the physi- 
 cal law and facts by which it is influenced. To understand the rela- 
 tions of geography and commerce, the various industries and occupa- 
 tions of men must be studied in the light of their dependence upon 
 physiographic surroundings. It includes not only the physical environ- 
 ment, but the human element as well. Emphasis should be put upon 
 interactions which are an outcome of the relationship of man and 
 nature. The three basal interests are production, transportation and 
 consumption. 
 
 I. Principal of World Trade: 
 
 (a) Division of labor among nations of the world at large. Illus- 
 
 trate by division of labor in the community. 
 
 (b) Manufacturing interests characterize nations of temperate 
 
 zone, while raw material is a leading interest of tropical 
 peoples. 
 
 (c) The presence of water power and of coal and iron determine 
 
 a manufacturing population. Raw material is drawn to 
 manufacturing centers. 
 
 (d) Aptitudes of different peoples for different kinds of indus- 
 
 trial activities are an important feature in promoting the 
 world's commerce. 
 
 (e) The foreign trade of a country may be simply the expansion 
 
 of its internal or domestic trade. The surplus of produc- 
 tion, in either raw material or manufactures, becomes ex- 
 port. The exchange of the surplus for the needed com- 
 modities produced by a foreign country lies at the basis 
 of world commerce. 
 
 II. Factors in interchange of commodities. 
 
 (a) System of exchange bind on the respective value of goods. 
 
 (b) Bring here a study of price, and standard of values. 
 
 (c) System of banking and credit. 
 
 (d) Definite system of weights and measures. 
 
 (e) Transportation of goods by ship and rail. 
 
 (f ) Facilities for communication by telegraph and cable. 
 
 (g) Metric system. 
 
 III. Trade routes: 
 
 (a) Trans-Atlantic route, Mediterranean route, Pacific Ocean 
 
 route, Cape Horn route, Cape of Good Hope route. 
 
 (b) Canals Suez. 
 
 (c) Railroads. 
 
 IV. Growth of great commercial cities in trade routes. 
 Commercial Law. 
 
 This course is designed to show how the rules of law, governing 
 ordinary business transactions, have been developed and to tell what 
 they are. It should give the pupil a fair acquaintance with those legal 
 principles and ideas which are involved in the common affairs of busi- 
 ness and help him to avoid business pitfalls and to know when to seek 
 legal advice. Further, it should declare to him the meaning of legal 
 terms used daily in conversation and newspapers, show him how to
 
 88 COURSE OF STUDY 
 
 make, indorse and use checks and other forms of negotiable paper; 
 teach him his rights against hotel-keepers, common carriers and many- 
 others, as well as to give him much useful information about the pur- 
 chase and sale, the transfer and conveyance of land and of personal 
 property. 
 
 I. Nature and origin of law. 
 II. Law merchant and common law. 
 
 Studied as sources of modern business law and stages of de- 
 velopment. 
 
 III. Contracts. 
 
 IV. Agency. 
 
 V. Bailments: Including the obligations of inn-keepers, common 
 
 carriers and telegraph companies. 
 VI. Bankruptcy and insolvency. 
 VII. Insurance. 
 VIII. Negotiable paper. 
 
 IX. Partnership joint stock companies, corporations. 
 X. Property Its acquisition and transfer. 
 XI. Sales of personal property. 
 References: 
 
 Black's Constitutional Law. 
 
 Wisconsin Session Laws, 1899. 
 
 West's "Ancient History" (Rome). 
 
 Jenk's "History of Politics." 
 
 Green's "Short History of English People." 
 
 Robinson's "Elementary Law." 
 
 Commercial History. 
 
 The commercial growth of individual nations and an understanding 
 of the forces which have contributed to the steady expansion of the 
 world's trade should be presented in a systematic manner. The fact 
 that a nation's commerce is born of its industry and is a part of its 
 struggle for the necessaries, comforts and luxuries of life should be 
 made clear to the pupils. 
 
 The study embraces: 
 
 I. (a) A general view of the agriculture and the manufactures of 
 various peoples will enable the pupil to understand their 
 commerce. 
 
 (b) The physiographical aspect of commerce. 
 
 (c) Great trade routes should be noted at different periods, the 
 
 successive marts which have served as commercial centers 
 and the causes which have shifted these routes and centers. 
 
 (d) Touch upon the growth of a medium of exchange. 
 
 (e) History of colonization. 
 
 (f ) The industrial organization of various peoples and periods. 
 
 (g) Growth of trading companies, 
 (h) Organization of capital. 
 
 ( i ) Influence of slavery. 
 
 (f) Great geographical discoveries and great inventions which 
 have increased production and facilitated communication 
 and transportation. 
 
 (k) The influence of aesthetic tastes, religious beliefs and rival- 
 ries, such customs, and varied teachings upon human de- 
 mands. 
 
 ( 1 ) The attitude of various religious and church organizations 
 towards commerce as a factor of those demands. 
 
 (m) The influence of difficult economic theories.
 
 SUPERIOR PUBLIC SCHOOLS 89 
 
 n. Relation between commercial and political history: 
 
 (a) National policy influenced by commercial considerations. 
 
 (b) Commercial motives fundamental in making political al- 
 
 liances. 
 
 (c) Commercial relations lead to growth of the body of inter- 
 
 national law. 
 
 (d) Influence on constitutions and cost reforms. 
 
 III. Oriental, Greek and Roman (avant) commerce should be given 
 
 but little time. Special attention should be paid the 
 "Phoenican and Carthaginean" Period. 
 
 IV. Medevial commerce, Venice, Genoa and Pisa: 
 
 (a) Increase of field of commerce and variety of articles made 
 
 and exchanged. 
 
 (b) Commercial routes of this period. 
 
 (c) Influence of church as development of commerce. 
 
 (d) Rise of the "Protection System." 
 
 (e) Rise of merchant and craft guilds. 
 
 (f ) Development of "Fairs" and "Markets." 
 
 (g) Development of banking and credit. 
 
 V. Influences. 
 
 (a) Standard of living ruined. 
 
 (b) Wealth gave men leisure and opportunity to attain culture 
 
 brought culture of the east westward. 
 
 (c) Effective force in overthrowing feudal system. 
 
 (d) Served in bringing about ultimate constitutional recognition 
 
 of principle of political equality. 
 
 VI. Modern Commerce: 
 
 (a) Important influence of Renaissance inventions of gun- 
 
 powder, compass and printing press. 
 
 (b) Opening up of the new world. 
 
 (c) New trade routes (Cape of Good Hope). 
 
 (d) Special reference to Portugal, Spain and Netherlnads. 
 
 VH. Age of Steam: 
 
 (a) English industrial revolution causes, etc. 
 
 (b) Growth of factory system, and means of transit. 
 
 (c) French revolution and its effects on commerce. 
 
 (d) England and effect of free trade, she became the great 
 
 dock of all countries. 
 Colonial expansion and its influence in expanding trade. 
 
 (e) Growth of trade unions latter part of eighteenth and nine- 
 
 teenth century. 
 
 (f ) Special attention to Zollverein in Germany. 
 
 VIII. American Civics: 
 
 (a) Economic basis of revolution, growth of agriculture and 
 
 manufactures. 
 
 (b) Development of interstate commerce. 
 
 (c) Tariff policy (profusion). 
 
 (d) Commercial treaties with England, France, Spain. 
 
 (e) Reciprocity. 
 
 (f ) Industrial effects of slavery. 
 
 IX. Age of Electricity: 
 
 (a) Cable telegraph, telephone, communication. 
 
 (b) Rapid transit.
 
 90 COURSE OF STUDY 
 
 (c) Electricity cause, change of methods. 
 
 (d) Concentration of capital and labor. 
 
 Text: "General History of Commerce." Webster. 
 
 Sources: 
 
 1. Economic laws, ordinances and decrees of various countries. 
 
 2. Tariff and custom-house reports. 
 
 3. Commercial treaties and commercial claims in the treaties. 
 
 4. Parliamentary debates, reports of different countries and of 
 
 government commissions. 
 
 5. Reports of chambers of commerce. 
 
 6. The market reports. 
 
 7. Trade journals. 
 
 8. Texts on economics. 
 
 9. Museum collections, especially moneys, utensils. 
 
 MANUAL TRAINING. 
 
 First Year. 
 
 Cabinet making and joinery. 
 
 Mechanical drawing based on machine construction. 
 Models Stands, tables, chairs, chests. 
 
 Second Year. 
 
 Wood Turning. The use of the lathe and lathe tools. Mod- 
 els from home life requiring the use of the lathe. Original con- 
 structions using turned work. 
 
 Mechanical drawing Models showing practical application 
 of principles of steel construction in buildings and bridges. 
 
 Models Candle sticks, handles, wheels, pulleys, etc. 
 
 Third Year. 
 
 Wood carving The different types of carving based on the 
 history of architecture. 
 
 Mechanical drawing related to architecture. 
 
 Types Geometric, interlacing, wood engraving, Byzantine, 
 Renaissance, etc. 
 
 Fourth Year. 
 
 Sheet metal work. Arts crafts work in copper. Practical ap- 
 plications of the problems of the sheet metal worker. Metal 
 spinning. 
 
 Mechanical drawing Orthographic projection, intersection 
 of solids, the more theoretical and geometrical forms of the 
 work. 
 
 SEWING. 
 First Year: 
 
 Machine sewing: Care and use of sewing machine. Essay on 
 
 "History of the Sewing Machine." 
 Cutting and making of undergarments. 
 
 Second Year: 
 
 Essay on, "History of Costumes." 
 Cutting and making a cotton shirt-waist suit. 
 Art needle work: A variety of stitches applied to linen and 
 flannel; initials and monograms; damask stitch; drawn work.
 
 SUPERIOR PUBLIC SCHOOLS 91 
 
 SOME INDICATIONS OF A GOOD SCHOOL. 
 
 External or Secondary. 
 
 1 . Curtains evenly arranged or adjusted for best light. 
 
 2 . Heat and ventilation adjusted so as to secure a temperature of 70 
 degrees. This is not to be neglected until the room is excessively 
 cold or hot, or air poor. 
 
 3. Blackboards cleaned, at least no slovenly work left upon them. 
 
 4. Only best work by teacher and pupil to be found at any time. 
 There is no excuse at any time for slovenly work. The teacher's 
 work should at all times be a model for the pupil to follow. We 
 frequently see much careless work. 
 
 5 . The floor free from papers and no unnecessary dirt around. 
 
 6 . No unnecessary material on desks and material not in use neatly 
 put away. 
 
 7 . Pupils' desks tidy and free from ink stains. A little attention is 
 needed. 
 
 8 . A well arranged program and the same carefully observed in the 
 daily work. It is not, good policy to let classes go over time so one 
 class is stealing time from the next, except for some special pur- 
 pose. The latter when only one teacher is concerned. It is unfair 
 to hold a class when others wait. 
 
 9 . Pupils attending to their own business, not sitting with feet in the 
 aisle, or in lazy attitudes. A business attitude is wanted. 
 
 10. A neat, quiet, systematic way for calling and dismissing classes and 
 th same observed by both pupil and teacher. We like the military 
 style of exactness in movements. Movements should be simple but 
 perfect. 
 
 11. Neat and tidy appearance on part of teachers. 
 
 Subjective or Primary. 
 
 1 . Teacher should have a well defined lesson plan for the work of 
 the day. 
 
 2 . The plan for one lesson should contain but few teaching points. 
 
 3 . The younger the pupils the fewer the teaching points. 
 
 4 . The whole lesson should not be equally emphasized. All emphasis 
 is no emphasis. 
 
 5 . Not a silent but a talkative class. It is not the work of the teacher 
 to recite but to conduct the recitation. This includes all proper 
 explanations, but does not mean that the teacher is to do the pupils' 
 work for him. (An unnecessarily talkative teacher usually has a 
 silent class.) 
 
 6 . A recitation conducted for the class and not for individual pupils. 
 
 7 . Progressive work in the recitation, reached by clear cut and definite 
 questions and thoughtful answers, pupils reciting within their ap- 
 perceptive powers. A recitation often befogs rather than clears the 
 mind. 
 
 8 . The end of the recitation should bring added knowledge, clear per- 
 ceptive powers, a desire to investigate further, and a definite un- 
 derstanding as to what is to be accomplished in the next recitation. 
 
 9 . Punctuation, capital letters, paragraphing, penmanship, composi- 
 tion, spelling, orderly arrangement, and general neatness should 
 receive attention.
 
 92 COURSE OF STUDY 
 
 HOW TEACHERS WASTE TIME. 
 
 1 . A lack in pursuing work methodically. 
 
 2 . By not understanding that habits like weeds are not eradicated by 
 partly pulling up. Crocodiles should be killed in the egg, not 
 hatched. 
 
 3. Accepting poor work, thus lowering the standard of scholarship 
 
 4 . Permitting a partially learned lesson to pass, thus weakening those 
 to come. 
 
 5 . Failing to make proper explanations of lessons assigned. 
 
 6 . Not making proper applications of things studied or taught. 
 
 7 . Failing to study the motives that propel and guide children. 
 
 8 . Keeping pupils on work that they already understand. 
 
 9 . By narrowness in scholarship, thus failing to realize student in- 
 stincts. 
 
 10. By not knowing whether it is knowledge, power, or skill that is to 
 be imparted. 
 
 11. Failing to consider each day at close of school how much could 
 have been eliminated from the day's work and have made the teach- 
 er's work easier and the pupils' better. 
 
 12. Repeating the question for the inattentive and the answer for the 
 whole class. 
 
 13. Failing to cause the ordinary child to feel that he is capable of 
 something better. 
 
 14. Failing to see that the teacher's personality enters into the life of 
 the child. 
 
 15. Failing to properly cultivate the powers of observation and ex- 
 pression on the part of the pupil. 
 
 16. Memorizing words and sentences whose meaning are not known. 
 
 17. Failing to realize that opinions are based upon the point of ob- 
 servation.