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OFrAllFf% V. %ojnv3jo't^ ^OFCAllFOff^j, \\\[ IINIVER.V//, o A\U' THE SPEYER SCHOOL CURRICULUM PREPARED BY THE STAFF AND SUPERVISORS OF THE EXPERIMENTAL AND DEMONSTRATION SCHOOL OF TEACHERS COLLEGE COLUMBIA UNIVERSITY Third Impression Published by Srarl^rrB (Cnllrtur, (Holumbia lilninrrBilg 525 We.i 120ih Sircct New York City # Copyright, 19 13, by Teachers College, Columbia University uimn LF AUTHORSHIP AND ACKNOWLEDGMENTS This revision of the Speyer School Curriculum has been made by the teaching staff of the School, together with the super- visors of the several subjects in Teachers College. Far more than is usual, the individual grade teachers and supervisors have had a responsible share in the suggestion, selection or exclusion, and organization of material. In the practical arts, each of which is represented by one or more teaching or supervisory representa- tives in the School, the courses were made through the close co- operation of grade teachers and supervisors, save in music, the course in which has been almost wholly prepared by the Music Department. The staff of the School, including those who teach or partici- pate directly in supervision, follows: Amy Schiissler Principal Mabel Van Deventer Assistant to the Principal The Elementary School Julia Wade Abbot Kindergarten, Supervisor Ethel M. Robinson Kindergarten Bertha M. Bentley First Grade, Supervisor Iza Edith Andrix Second Grade Ida Bennett Third Grade Margaret Wells Fourth Grade, Supervisor Helen Bailey Gover Fifth Grade Blanche Edna Campbell Sixth Grade, Supervisor The Junior Secondary School Edwin A. Lee Seventh Grade, Supervisor Florence Van Auken Watkins Eighth Grade, Supervisor Supervisors in Practical Arts Gertrude K. Colby Physical Education Mary Rcesor Physical lulucation Helen Latham Music Ethelwyn Coventry Bradish Fine Arts Anna Lois Coffey Industrial Arts Robert Josselyn Leonard Industrial Arts Anna M. Cooley Household Arts Cora Marguerite Winchell Household Arts Florence Ella Winchell Household Arts As the development of this curriculum has covered a period of two years, mention should be made of the aid given by Bertha Gath Thayer, supervisor in the fourth grade ; May McClane, supervisor in the seventh grade; and Isabel M, Stephens, super- visor of physical education, all of whom were in the School in 1911-12. Our debt to the leaders in educational thought as shown through both practice and theory, is gratefully acknowledged. Primarily, however, credit for the specific efforts in the or- ganization and testing of the work in this curriculum is to be ascribed to those whose names are listed above. Frederick G. Bonser, Director, CONTENTS PAGE Allotment of Time vi General Statement 1 Elementary School: Kindergarten 12 First Grade 19 Second Grade 32 Third Grade 54 Fourth Grade 74 Fifth Grade 92 Sixth Grade 115 Junior Secondary School : Seventh Grade 134 Eighth Grade 157 Appendix 170 o O Q O "2 r^ Tt ov o N - - \S \8 p5 O "0 O fTi ■gOONfOOO\NNVOOOVO — O C Q O — lo vo cc g°gg ~ to IT) q \p ^o o p, CM ►- H^ ^ 1- ;^ (V) H- H- « « I (*5 CO _ OiOOioOOO"^ ro — ■- — O) IN « h- « M CO H u UJ •— > CQ D on J_< ro -* H- w w H O H Z ^ tz O O O O O I ir; IT) IT) irj lO I jro — « I ,_, Otr)00»noiO0iO0 ^^ ir)f^c>|inrOQt^f^J^ ro CNl ?3 " I— I V '^ .S2 c)^:^: >-—.■'• r: E H n 5b 0"m JJ c ^ be ct rt c ti K o ^ t^ S ^ eu CO ^ :: q\ ■* r> q\ t>.vq op t>> r>. ►-; 04 n l-H HH >H ►-wOi-jOvoMqcco ■^ d\ "S -^ ui\d \c "S -^ I- IN (TiH- 0>\0 Ol'OCO O dn 2 ^ 'O ^ h4 CO coZ w :u >--5- •E ra rt Pi ^ - c c bo P 'm bo rt rt ^^£, COURSES OF STUDY FOR THE SPEYER SCHOOL Purposes of the Speyer School The Speyer School is the demonstration and experimental school of Teachers College. In this capacity it is used to test the validity and efficiency of conclusions and methods developed in other departments of Teachers College. Effort is made to maintain such standards of excellence in the work that it may at all times be offered as a demonstration of good teaching under conditions as nearly normal as possible in all respects. As a whole the School serves as a kind of educational experiment station for investigation and research where advanced thought may be applied and evaluated. The children of the School represent a typically cosmopol- itan group. By occupation, their parents are engaged in various forms of industrial, commercial, and professional work. The needs of these children are typical of those of any diversified group of American children, and the work of the School is offered as appropriate to typical American conditions save for the slight adaptations and modifications necessitated by purely local needs. Principles of Organization That social efficiency which is the aim of the School involves two basic principles of organization, namely: 1. The curriculum of the school should represent the needs and interests of present day life in our own immediate environ- ment and the world at large, the social factor. 2. The work, at any given stage of the child's development, should be that which is adapted to the immediate enrichment of his life as measured by his individual needs and capacities, the psychological factor. In applying these principles, two corollaries are implied which it is worth while to state explicitly, namely: A. In content offered, the school should be really demo- cratic, providing material and means for the development of the concrete thinkers, the children who can manage things, and the children of action, those who can manage affairs and persons, as I 2 Spcycr School Curriculum well as of the abstract thinkers, the children who manage ideas and tliink easily in terms of symbols. B. In method of procedure, provision should be made for active participation in the processes of real life as this life main- tains itself in our time and as it has developed in its evolution from simple beginnings. On the basis of the foregoing principles, every element in every subject of study is measured by its value in supplying a real need appreciated by the child and within the range of his capacity. The experience of the child is constantly confronted by prob- lematic situations calling for aid in their resolution. By search- ing among the accumulated stores of the race inheritance in this reconstruction of his own experience, he grows into a broadening and deepening appreciation of the numerous fields of valued ex- perience represented by the several subjects of study, and develops an increasing power to use this material for his own purposes. The fullest possible provision is made for motivation, and abun- dant opportunity is given for initiative, originality, and independ- ent self-direction. Emphasis is to be observed upon the industrial, commercial, and economic aspects of the school studies. But no less emphatic is the stress placed upon the social and appreciative phases of these studies, giving to them all of that genuineness of cultural value resulting from viewing them in their true relationship to human well being. Art, in whatever form, is enduring only when its relationship to the fundamental problems of life is appreciated. Adequate provision is made for the children to express their finest thoughts and feelings through every possible medium, and to know and appreciate the best expressions of the race in all of their varied forms. Through and through, the courses of study are humanistic — a means of participating in life's activities and interpreting them in terms of their value for human well being. The Curriculum and Vocational Guidance In so far as the curriculum is truly representative of the interests and activities of life, it offers opportunity for testing as well as developing aptitudes and interests pointing toward life callings. While we have as yet nothing which we may call a General Statement 3 "vocational index," school performance may be rated as having a very definite bearing upon capacity for certain types of voca- tional work. The avoidance of vocations for which children are by nature clearly unsuited should at least be possible through a knowledge of qualities which school work may clearly reveal. The subjects of the school thus serve as a constant type of "vo- cational analysis" very helpful in vocational direction. Knowledge of the opportimities and limitations of the various types of call- ings is also furnished by the school whose work is representative of social life. It is believed that this curriculum is sufficiently typical in the range and content of its subjects to be of large value in this field, offering opportunities for the awakening and developing of both interests and capacities, for testing somewhat the range and de- gree of capacities, and for providing that information and experi- ence which will aid in making an intelligent estimate of the various callings in relationship to interests and capacities. The Subjects of Study- English The term English comprehends the work in literature, reading, phonetics, spelling, oral and written composition, and the simpler, appreciable generalizations of English grammar. Rich thought content is the basis of language work which counts. All subjects of study are therefore tributary to English. All recita- tions are regarded as recitations in English. If expression is not clear, it is usually improved by clarifying the thought. The point of emphasis throughout the work is the development of ability and habits of freedom and correctness in speaking and writing, and in interpreting language in oral and printed form. The technical aspects of language, its grammar, are deferred until late in the course. Whenever and wherever possible, generalizations are derived inductively and then applied. Much reading is pro- vided, and that from the best sources. The spirit, the joy, the author's thought and purpose, are the elements emphasized. "To miss the joy is to miss all." The attempt is made to fix permanent habits of selecting and reading good literature. Current maga- zine literature contributes its share. 4 Spcyer School Curriculum Writing Writing is begun near the middle of the first year. While, in general, the form side is subordinated to the thought aspect, definite periods are provided for specific attention to form with practice in habituation. This type of work continues through the elementary school, the periods in the upper grades being deter- mined by the needs as evidenced by the children's work. The Thorndike handwriting tests are applied frequently to measure progress and to encourage improvement. History, Civics, and Social Life The study of social life continues throughout the school period. From the beginning of the second grade, it is tied closely to the work in history. The purpose of this study in the lower grades is to awaken and develop a realizing consciousness of the children's own activities and relationships. The conditions, activ- ities, industries, and occupations of the immediarte environment provide the basis and content for all of the first year's work, the major portion of the second, and much throughout the course. Social interdependence through these concrete illustrations, broadening in time and place as ability develops, is impressed as fully as children can appreciate it. Beginning the story of the development of society through studies of simpler societies in the second grade, using primitive forms selected as typical, the his- toric aspect grows until in the third grade it becomes a large element in the unification of the movement from the type of social life of the early Hebrews, through the European progression, to the highly complex type in which the children find themselves to-day. The work of the fourth grade centers about the life of the Greeks and Romans ; the fifth, that of the later Romans, and the Mediaeval period to the Crusades; the sixth, from the Cru- sades forward, stressing English history, to the colonization of America with brief detailed studies of Jamestown, New York, and Plymouth as typical colonies, and with a more intensive study of New York as the home state of the children. The seventh and eighth years continue the study of American history to the present. Federal government is taken up in connection with the adoption of the Constitution, and state and local government in its relation to general government in the summary of civics near General Statement 5 the close of the eighth year, where Dunn's "Community and the Citizen" is used as a text. Civil government, however, is an aspect of social life finding opportunity for discussion through- out the whole school period. The work all centers about the more fundamental economic, industrial, and social activities of peoples and the gradual widen- ing and development of these. Large steps in human progress are met as problematic situations. As fully as possible the chil- dren attempt their resolution. Comparisons with the present are constant. Every element is selected with reference to its bearing upon the present and its aid in interpreting it. Correlation with work in industrial and fine art is close. Geographic influences and controls are emphasized. The justification of the whole course rests upon its helpfulness in an intelligent interpretation of the present, and in its giving the insight and appreciation for pro- viding a motive force in the control of conduct. Industrial and Fine Arts All work involving processes in the transformation of mate- rials is included in this field, A rich subject matter relating to the problems of man vital in his control of the material world is the backbone of the course. Until the end of the sixth grade there is no differentiation of work for boys and girls, and there is not the breaking up of the work into the subjects heretofore known as domestic science, domestic art, manual training, and drawing. One unified subject with appropriate units from each aspect of the work for each year makes up the course. In its organization, the material groups itself about man's needs in six particulars, namely : foods ; shelter ; clothing ; records ; utensils ; and tools, machines, and weapons. The work under each is divided into subject matter and projects. Projects are illustrative of processes of manufacture. Their design involves a careful study of the principles of design, an examination of designs used to-day, and a study of the designs used by historic peoples. Processes of con- struction involve, not only hand production, but a study of power machinery, factory production, and transportation. The social aspects of the subject include studies of sources of material, markets, the conditions of laborers, and the relations of employers and laborers, and of these to consumers. Excursions form an 6 Speyer School Curriculum essential part of the work. The Metropolitan Museum of Art and the American Museum of Natural History are often visited. Much emphasis is placed upon the study of these topics from the standpoint of the consumer — the development of intelligence and appreciation in selection. All will use from each field of industry and art. but few will produce in each. Those having inherent apti- tudes for production, however, may, and should, discover them- selves by this work. It thus becomes of specific use in vocational guidance. History as studied in the lower and middle grades furnishes an invaluable aid in the work here offered. Industrial geography and nature-study are also closely correlated with many aspects of the industrial arts work. In the seventh and eighth grades the work is differentiated to meet the needs of children whose interests and aptitudes are diverging, and whose work must be shaped so as to point toward some group of life callings. While the elements of design and decoration are vitally in- volved in their concrete usage in the elementary school, and are thus largely provided for in connection with industrial arts projects, there are some aspects of the fine arts work which must be given apart from industrial application. Picture studies, studies of the lives and works of the masters in graphic and plastic art, and studies in other phases of fine arts expression are provided. The largest end point in the work is the development of good judgment and cultivated appreciation so that an ideal is established for doing everything in a fine way. Geography and Nature-Study Home geography in close connection with the study of social and industrial life makes up the first three years' work. Geo- graphic controls in relationship to local occupations and industries are the basis. The fourth year leads out to the more important and appreciable industries of the United States, and toward the close of the year to a notion of the world as a whole. The fifth year is given to a somewhat intensive study of North America. The sixth year, emphasizing geographical principles as one end point, utilizes South America for detailed study, later applying principles developed to Europe, emphasizing also elements of commercial and historic importance. Asia, Africa, and Australasia are similarly General Statement 7 covered in the seventh year. A general review of commercial and industrial geography with especial reference to the United States is the work of the eighth year. The history work requires the constant use of maps and references to geographic controls. Cur- rent events as studied in the middle and upper grades also involve a daily use of world geography. The correlation of industrial arts with geography again requires the use of the geography of many parts of the world. The nature-study is so closely related to the geography on the one hand, and the industrial arts on the other, that it is usually treated as an aspect of one of these subjects. This is at least true of the economic phase of nature-study. The aesthetic phase receives attention throughout the years of the school course, much of the work, however, being incidental. Mathematics Through the large emphasis upon the industrial and com- mercial aspects of life, there is motivation for every mathematical process of importance to everyday life. While the quantitative side of things receives some attention in even the first year of the kindergarten, formal number work does not appear until near the close of the first grade, and its place is not large, even through the second year. The emphasis throughout the course is upon number as a tool for solving problems of daily importance. The economic problems presented by the proper development of the industrial arts, and of commercial and industrial geography, offer a rich and worthy content for mathematical work of the most practical kind. Facts and processes found essential are made thoroughly automatic by adequate application and practice. Music The statement following, and the outline of the course in music have been prepared by the Department of Music of Teachers College, save only those statements which refer to program music and history of music. Practically all of the music work is given by, or under the immediate direction of, the Music Department. Most of the work relative to musical instruments, festivals of peoples, stories of the masters in music, the literary content of songs, and the place of music in the religious and social life of historic peoples studied in the middle and lower grades is given by the grade teachers. 8 Spcycr School Curriculum The work of the eight years is divided into three characteristic groups detemiined by the phase of work emphasized : First phase, from Song to Notation, Grades 1-3; second phase, from Notation to Song. Grades 4-6; third phase, Broadening Musical Experi- ence, Grades 7-8. Comparison of the First and Second Phases. The first phase, from Song to Notation: (i) Presents the work through a direct musical appeal. The pupil is led to observe, define, and finally describe in terms of musical notation what, in all cases, he has first heard and sung. (2) Emphasizes musical experience in the form of rote songs and the gradual definition of this experience through association with notation. (3) Passes from expression through imitation to thought. (4) Drill grows out of the effort to formulate what is felt. The second phase, from Notation to Song: (i) Comple- ments the first in that the process is reversed and the musical thought is first presented to the eye in notation. This the pupil rapidly coordinates, forming a musical concept which he finally sings. (2) Emphasizes drill in the practical application of the association formed by means of sight singing. (3) Passes from thought through notation to expression. (4) Drill grows out of effort to formulate what is seen. The first and second phases taken together supply the musical experience, knowledge, and skill necessary to form the basis of the third and last phase of the work. The Third Phase. The third phase has for its aim not so much the development of technical skill as the widening of musical experience and knowledge by interesting the pupil in instruments ; instrumental music, the forms and characteristics ; musical biogra- phy and history. The work thus forms a complete unit, though the latter part is necessarily rudimentary, given in a skeleton form, yet capable of serving the further musical experience of the pupil whether he goes into the high school or enters on his vocation. At the same time it serves the immediate needs of the pupils. Song Material. The choice of song material, especially in the earlier grades, grows out of the seasonal changes of the year and the recurring festivals such as Christmas, Thanksgiving, May Day. and Arbor Day. These songs are sung by the school General Statement 9 in chorus, by groups of grades, by separate grades, and also by the pupils individually, an aim being to have every pupil able to sing a number of songs alone. The choice of subjects for study and drill grows out of the nature of the child and the relation to each other of the musical problems to be solved. These problems are dealt with in stages, each having a characteristic feature, e. g., tone production, rhythm, pitch. These again are divided into steps, when necessary, each stage a step taking from three to six weeks, sufficiently long to complete a unit of work and to make a definite lasting impression that may be built upon when the subjects recur, and yet not long enough to weary the pupil and destroy interest. Musical Appreciation. Complementing the above work in the appreciation of music, there is given every two weeks, in connection with general exercises for the whole school, a series of programs, consisting partly of music and partly of readings and recitations. The musical part of the programs, given by the whole school, a grade, an individual pupil, or by invited musicians, often centers about the story of some famous composer. The literary part, while supplying the biographical story for the music, covers a still wider range by giving an opportunity for the various grades to prepare exercises showing the position and esteem in which music was held in lands and times of which the music might seem strange to us, and to learn the nature of the instruments employed. Thus it is possible to show the position of music as illustrated in mythology and in the stories of the Hebrews, Greeks, Romans, Crusaders, Master-singers and Minne-singers, down to the time when music can speak for itself. The subject of music thus correlates with what is learned of the customs of other peoples. The aim of this work is to induce a more responsive state of mind towards music through a knowl- edge of the esteem and dignity in which it has been held. In.strumental Music. The courses are open to those children who wish to study the piano or violin under competent teachers as one of the accredited studies of the School. Daily instruction, at least in elementary work, is an urgent necessity. The courses are planned to provide daily lessons. lO Speyer School Curricuhivi First Period. The children learn to sing and play songs and melodies for the cultivation of a musical memory, and to awaken an interest in the study of music. They bring to the lessons little songs and melodies they have invented and learn to plav them. They learn how to write on the staff melodies they hear, and how to read and play simple music from notes. They lav a foundation for a right and easy use or the fingers and hands. Second Period. Development of technique, and artistic pianoforte and violin playing. Sight reading for voice, piano, and violin. Writing heard melodies. Thirty to sixty minutes' practice each day is required of pupils of this grade. Physical Education and Hygiene Daily periods of rest and of play and games in the gymnasium provide adequate relaxation and physical activity for the children. The games and plays are often correlated with studies in history, literature, and music. Folk games and dances, festivals, and pageants are extensively used. Marches, drills, and some use of apparatus aid in developing carriage, grace, and strength. Cor- rective exercises are given where needed. That every activity be genuinely health-giving, mental participation with intelligence and enjoyment is sought as a necessary accompaniment. Hygienic aspects of life are emphasized wherever opportunity offers — in the gymnasium, in connection with studies in foods, clothing, housing, care of the home, the sanitation of the street and city, and in many other relationships found in nearly every subject of study. The studies in industrial arts and in history are especially rich in materials. Right habits of living as well as right ideas about living are inculcated in so far as possible. Quantity of Work In several subjects, more work is outlined for each year than can usually be covered. The work is so organized that frequent selections may be made among several possibilities. The minimum of work for any year is that which will teach the principles given for that year. As conditions vary, selection will vary as the judgment of the teacher may determine. The aim is to provide a sufficient range or scope of material so that there will be no difficulty experienced in adapting the work to situations as they arise. General Statement li Organization of the School by Years The organization of the School indudes two divisions : 1. An elementary school consisting of a two years' kinder- garten course and the first six grades. 2. A junior secondary school of two years. The work of the elementary school is unified and common for all children regardless of sex, prospective vocation, or social status. It includes that common knowledge, experience, appre- ciation, and sympathy which are fundamental in any life activity. The work of the junior secondary school recognizes the need for certain forms of differentiation in response to differences developing in individual interests, capacities, and inclinations represented by groups of social activities or life callings. These differentiations do not imply the choice of a definite calling, but they provide for work helpful in realizing such a choice if made. For our environment, they need to take account of four groups of life activities — the professional, the industrial, the commercial, and the household, omitting the agricultural group. KINDERGARTEN The work of the kindergarten is the outcome of the imme- diate interests and activities of the children. The individual experience of each child is enlarged and enriched through asso- ciation with other children. The materials naturally emerge from the dominant sources of experience — nature and social life. The child's own life is a response to this order of nature and society. The kindergarten takes these experiences of the children, gives socialized meaning to them, directs attention to new aspects of them, and leads the way to new experiences, providing means for their realization. Through the emphasis shown in selection, and the values developed in the reconstruction of their experiences, the children grow in power and ability to control and appreciate the various aspects of their own activities in relationship to the nature and society of which they are a part. As a practical basis of organization, the c>cle of the seasons is recognized as the simplest means of determining the sequence of the nature aspects of the work. The experience of the race in its response to this order of nature likewise gives a basis for the organization of much of the social life of man, the two aspects merging in the vocational activities, the festivals, the recreations, and the holidays, all so significant for child life. In a very brief summary, illustrations of the points of emphasis are shown in the following outline : Autumn Nature : Shorter days ; cooler weather ; autumn colors ; leaves turning and falling ; ripening of grains, fruits, and vegeta- bles ; migration of birds ; squirrels gathering nuts. Social T.ife : The return from vacation trips ; opening of school ; the school "family" ; the home family ; the harvest ; the food supply ; food in the market traced to the country ; the farmer, the miller, the baker, the grocer ; transportation ; the vocational activities of parents and of others producing foods ; excursions to farm, grocery, and bakery. The work of the season culminates in the Thanksgiving festival with rejoicing in the harvest and the reunion of families, with the appropriate songs, plays, and games. 12 Kvidergarten 13 Winter Nature : Shorter days ; sun, moon, and stars ; cold weather ; snow and ice ; withered vegetation ; leafless trees ; evergreen trees ; furry coats of animals. Social Life: Winter clothing and food; winter activities; sports and games ; the calendar ; names of days and months ; mak- ing toys and gifts for the winter festivals ; decorating Christmas trees ; making valentines ; making flags. Considerations of time here taken up — day and night, morning and evening — lead to ques- tions of the distribution of human activities in relationship to time. The night workers in delivering milk, vegetables, and fruits ; the watchmen and policemen, the street car workers, and some others are noted in comparison with the day work of the blacksmith, mason, carpenter, paper-hanger, garment-maker, shoe- maker, and others not approached directly through any seasonal change. Through observations, excursions, stories, songs, and plays these are all appreciated in their artistic or emotional phases as well as in their more practical meaning and value. The activ- ities of the home and the interdependence of the members of the family receive attention, leading the children to appreciate the meanings of these activities and to participate in them as they occur during the year. The seasonal work centers in part about the festival activities of Christmas, New Year's Day, St. Valentine's Day, and patriotic occasions, as the birthdays of Washington and Lincoln. Spring Nature : Longer days ; warmer weather ; awakening vege- tation ; coming of the leaves ; return of the birds ; the budding and blossoming of flowers ; animal activities. Social Life : Planting of seeds ; care of plants ; vocational activities in gardening and farming; excursions to garden and farm ; games and plays of spring ; making of Easter gifts ; May baskets and May pole dance. The season is welcomed through the Easter festival, and its work culminates in a May Day festival near the close of the year. To give fuller content and meaning to those aspects of life all about them, the children use those materials which are most real to their experience, involving form, color, and constructive rela- 14 Sf^cvcr School Cunuiilmn tionsliips actually etitcritig into the everyday ai'lairs of life. Ob- servation of (|ualities as thin,<:^s apart from the objects of social experience to which they belong forms no ])art of this work. In- terpretations of form, color, construction, natmal phenomena, and social life are all in terms of concrete human relationships. Ap- preciable enrichment of experience is the test b\- which work in the kindergarten must be evaluated just as much as in the grades. The relationship of the work of the kindergarten to that of the first grade is very close. The kindergarten deals with life as a whole, therefore its work includes some phases of each of the subjects of study. As life to the child is a unity which he is in- capable of analyzing, the studies are not difterentiated, and the elements of each are treated in their vital relationship to the unified whole. In the primary grades, the children come to demand a more realistic interpretation of ideas, while in the kindergarten they are satisfied to express these same ideas in a play form. In the primary grades, differentiation may therefore begin through more restricted selection and organization of materials, and more intensity in treatment. However, beginnings are made in the kindergarten which point rather definitely toward each of the differentiated subjects found in the grades. A very brief state- ment of some elements appearing from each study follows: English The free or spontaneous expression in the conversations of the morning circle, the occupations, and the other activities, and the more formal expression in the stories, songs, rhymes, and dramatizations are all excellent work in the several phases of English. A rich thought content is developing as a basis for read- ing ; the cultivation of taste and the development of appreciation for good literature are begun ; and the capacity for expressing ideas with simplicity and some degree of correctness is cultivated. A list of literary selections illustrative of the stories used follows : Fairy Tale, Folk Lore, and Fable : The Three Bears 25, 26, 2j, 30, T,y The Three Pigs 25, 27 The Musicians of Bremen 30 I Numbers refer to books containing stories and poems. A full list of books with publishers' names forms an appendix at the close of this l>ook. Kindergarten 15 The Elves and the Shoemaker 32 Cinderella 24, 26. 27, 30, 31, 32, 33, 45 Jack and ihe Bean Stalk 24, 26, 27, 33 Thumbelina, Andersen, Adapted 28 Little Fir Tree — Andersen, Adapted 28 Five Little Peas in a Pod — Andersen, 28, 35 The Ugly Duckling — Andersen 14. 24, 26, 28, 30, 31, 32 Oid Woman and the Pig 30 Little Red Hen and the Grain of Wheat 35 The Sleeping Beauty 13-II, 31, 33 Timothy's Shoes — Adapted from Mrs. Ewing The Lion and the Mouse 27 The Sun and the Wind 27 A Lesson in I'aith 3 Bihle and Hero Storiks : The Lost Sheep 37 The Birth of Christ 37 Nahum Prince 3 George Washington — Selected material Miscellaneous : The Crane's Express 3 All Year-Round Story 3 The Choice 84 Poems : Twinkle, Twinkle Little Star 1, 2, 5 Blow Wind, Blow — Mother Goose 9, 24 The Harvest Is In, Songs, 20 Jack and Jill — Mother Goose, 9, 24 Mistress Mary — Mother Goose 9, 24 Sing a Song of Sixpence — Mother Goose, 9, 24 Pussy Cat — Mother Goose 9, 24 Jack Horner — Mother Goose, 9, 24 Simple Sim(jn — Mother Goose 9, 24 Humpty Dumpty — Mother Goose 9, 24 A Hapity Thought — Stevenson 10 Time to Rise — Stevenson 10 The Wind — Stevenson 1, 10 The Swing — Stevenson i, 10 Sing a Song of Seasons — Last stanza, Autunni Fires- -Stevenson 10 Finger Plays : This is the Church These are My Grandfather's Knives and Forks The Garden Bed 8 How the Corn Grew 8 The Squirrel 8 l6 Speyer School Curriculum A Little Boy's Walk in Summer 8 A Little Boy's Walk in Winter 8 Social Life The family and home activities, the vocational activities, and the other institutional activities seen and participated in by the children, in realistic or dramatized form, through their study of surrounding life, all arouse in them simple notions of the basic interdependence of social life, of social cooperation, and of indi- vidual responsibility. The work serves to give some conscious meaning and value to these activities by which society keeps itself going. It constitutes the beginnings of those features of civic and social life forming the most important part of the history study which is to come later. Industrial and Fine Arts The hand work emphasizes the capacity to express ideas and feelings through materials. The study involves simple forms of construction, simple and harmonious uses of color, simple prob- lems in line, spacing, and proportion, the constant idea of appro- priateness to purpose, the possibilities of using such media as crayon, paint, clay, paper, textiles, and wood for the expression of ideas and feelings, and the consideration of all constructions in whatever medium in relation to their human value. This work is quite definitely a beginning in the continuous study of the fine and the industrial arts. Nature-Study The study of seasonal changes, of weather phenomena, of garden and farm, of food and shelter, of transportation and trade, and of the aesthetic aspects of plant and animal life constitutes the beginnings of the nature-study and geography work which pro- ceeds throughout the grades wherever man's conduct is in re- sponse to geographic controls. Number The counting involved in the number combinations used in bead stringing and game formations, the notions of proportion and measurement and the ideas of quantitative relationship required in most of the constructive work with materials are basic niunber Kindergarten VJ experiences which lead directly toward the wider and more formal use of number in the grades. Music In the rote songs, in the use of songs and instrumental music in the plays and games, and in the music, vocal and instrumental, listened to for the sake of the pleasure it gives them, the children begin the work in music which takes a somewhat more formal character in the first grade. A list of songs illustrative of the types used is here given : The Family : Cradle Song 9 Goodbye Song i Good Morning to You 2 Mother's Knives and Forks i This Is the Mother 3 Seasons and Festivals : Come Lassie and Lad — May Pole Song 4 Harvesting Song 3 O Come Dear Little Children 2 Old Santa Claus 5 Once a Little Baby Boy 6 Once Unto the Shepherds i Santa Claus 7 Sing a Song of Seasons 8 Sing Happy Children — Chorus la Spring Is Coming 11 The Little New Year 6 Weather Songs : Jack Frost 8 North Wind Doth Blow 9 Snow Man 10 The Rainy Day 10 Nature Songs : Come Little Leaves 6 Dandelion i Lovely Moon 2 See the Pretty Bunny 10 The Blue Bird 10 The Nest i This Is Little Yellow Head 10 Hymns: All Things Bright and Beautifal a i8 Spcycr School Curriciihim Come, Come, People. Come 2 Do you Know How Many Stars 6 Guard Thy ChiKlren 3 Little Lamb So White and Fair 6 Voi'ATioNAL Songs : The Blacksmith 1 The Shoemaker i The Carpenter 13 The numbers following the songs indicated above refer respectively to the following books which contain them. These books contain many other excellent selections for the kindergarten and lower grades. 1. Songs of the Child World, I, Riley and Gaynor — Church. 2. Song Stories for Kindergarten, Hill — Summy. 3. The Eleanor Smith Music Course— Amer. Bk. Co. 4. Kindergarten Chimes, K. D. Wiggin — Button. 5. Song Echoes, H, Jenks — Ditson. 6. Songs and Games for Little Ones, I, Walker and Jenks— Ditson. 7. Finger lays, Poulsson — Lothrop. 8. The Song Primer, Alys Bentley — Barnes. 9. Mother Goose Set to Music, J. W. Elliott — McLaughlin. 10. Small Songs for Small Singers, W. H. Neidlinger— Schirmer. 11. Eleanor Smith Primer — Silver, Burdett. 12. Nature Songs for Children, Fanny Knowlton — Milton Bradley. 13. Songs and Music — Mother Play, Blow — Appleton. Physical Education and Hygiene Materials rich in imaginative elements find expression in plays, games, rhythms, and dancing. This material gives ample opportunity for needed physical activity, and at the same time provides for developing that refinement needed to give uncon- scious control and grace in bodily movements. Hygiene is emphasized in relation to : 1. The situations that arise in the life of the school family : Morning greeting — clean hands and faces ; lunch period — table manners ; personal habits — coughing, use of the handkerchief ; use of materials — neatness and order. 2. Situations relating to home life. In dramatizing the daily round of activities, there are brought out such ideas as eating plenty of good food, dressing appropriately, bathing, brushing the teeth, getting plenty of sleep, and opening the window in the sleeping room. FIRST GRADE English The work in this grade is largely oral. Dramatization is used extensively to develop freedom and initiative in expression and action. Stories, poems, songs, and oral work in all of the other subjects give rich thought content, occasion for expression, and extended practice in developing freedom and improvement in speaking. Careful selection has been made from among the numerous sources of the best literary material, and those classics which by long experience have been foimd most interesting to children are used. The following list contains many of the best. Not all are used, but from this suggestive list those are taken which best suit conditions at a given time. The stories, poems, and rhymes used in the kindergarten are reviewed, and some of them are used in the first reading lessons. Literature. To be told by the teacher and, in many cases, to be reproduced by the children : Stories : Myths — Greek and Norse Belleraphon and Pegasus i, 2-II, 3, 4, 151 Phaeton 5 Ulysses and the Bag of Winds i, 2-I, 13 Siegfried's Childhood 8, 9, 16, 19, 21 Fairy Tale, Folk Lore, and Fable : The Brave Tin Soldier 28, 32 The Discontented Pine Tree 30 Four Accomplished Brothers 32 The Frog Prince 29-I, 32, 34 How the Woodpecker Got Its Red Head 5 The Boy and the Wolf 24 The Dog and His Shadow 12-I Dick Whittington and His Cat 83 Chicken Little 35 The Gingerbread Man 71 Three Little Goats Gruff 13-I, 72 The House in the Wood 23 Little Half Chick 73 The Town Mouse and the Country Mouse 72 The Lambkin T2, ■ Numbers refer to I)ooks containing stories and poems. A full list of books with publishers forms an ap|)endix at the clcise of this book. 19 ao Speyer School Curriculum Prince Cherry 73 The Fisherman and His Wife 83 Bible and Hero Stories: David and Goliath 36, Z7 Joseph 36, 37 The Christ Child 38 The Leak in the Dyke 42 St. George and the Dragon 40 Humorous Stories: The Moon in the Mill Pond 41 Little Black Sambo, Bannerman — E. A. Stokes Co. Another Little Red Hen 73 How Brother Rabbit Fooled the Whale and the Elephant 73 Other Stories: Raggylug 25, 50, 51 Peter Rabbit, Potter — Henry Altemus The Pig Brother 25 Dickey Smiley's Birthday 49 Pattie's New Dress 74 Poems: September, one stanza — Jackson i, 5 How the Leaves Came Down, two stanzas i, 5 I Love You, Mother i Singing — Stevenson i, 10 Mother Goose Melodies Little Boy Blue Two Little Blackbirds Jack Be Nimble Hey, Diddle, Diddle Autumn Leaves 5 October Gave a Party 5 November i My Shadow 2, 7, 10 Christmas Song — Field I 'Twas the Night Before Christmas — Moore i, 2 A Million Little Diamonds 11 The Cow — Stevenson 7, 10 The Little Kittens 5 The Drum — Field 6 The Wind — Rosetti 3 The Sunbeams — Poulsson 5, 7 The Seed — Kate Brov^n i Rain — Stevenson 7, 10 Little Birdie — Tennyson 18 The Wonderful Meadow, one stanza — Wadsworth i Grade I 21 Duty of Children — Stevenson 10 Bed in Summer — Stevenson 10 The New^ Moon 5 Come, Little Leaves 5 I Love Little Pussy — Taylor 3, 14 Songs: Connected with occasions, seasons, and daily interests. See Music. Memorizing. Quite a number of the poems liked best by the children are memorized. Most of these are used in morning exer- cises or on festal occasions. Reading. The work in story telling, dramatization, and con- versation in the kindergarten furnishes a splendid basis for the reading lessons in the first grade. The first lessons are rhymes, and simple reproductions of stories printed upon manilla tagboard by the aid of the price and sign marker. When a sufficient vocab- ulary has been learned to make the use of books possible, one of the following is selected and used in part or as a whole, followed by some other from this list or some other book of similar quality and gradation, and so on for the year, the selection being deter- mined by the growing ability of the children : Language Primer, Baker, Carpenter — Macmillan. Aldine Primer, Bryce, Spaulding — Newson. Summers Primer, Maude Summers — Beattys. Child Classics Primer, Alexander — Bobbs-Merrill. Reading — Literature Primer, Treadwell, Free — Row, Peterson. First Year Language Reader, Baker, Carpenter — Macmillan. Aldine First Reader, Spaulding, Bryce — Newson. Summers First Reader, Maud Summers — Beattys. Child Classics First Reader, Alexander — Bobbs-Merrill. Progressive Road to Reading, Bk. I, Silver, Burdett. Reynard the Fox, Smythe — American Bk. Co. Spelling and Phonics. After six or eight weeks phonics are introduced. The initial consonants and the common phono- grams containing the most frequently used vowel sounds are taught, developing in the children the ability to acquire new words for themselves. Spelling is taught in the second half-year, in both oral and written form, selecting from fifty to seventy-five of the most com- mon words in the primer and first reader vocabulary. Language. Use of capitals in beginning sentences and names of persons, and the pronoun I ; use of the period and the interrogation point at the close of sentences. 22 Spcyer School Curriculum Reproduction and dramatization of reading lessons and stories orally ; short stories told to the children reproduced by them and written on the blackboard by the teacher, as also occa- sional summaries of industrial arts work and other subjects; some of these stories or summaries written in booklets by the children. Telling of experiences and interests. Attention to defects in speech, substitution of correct forms for erroneous. Writing Writing is begun in the second half-year, when a few minutes each week are used in calling specific attention to correctness of form with some practice work. The whole arm movement is used from the beginning. All written work in this and the following grade is directed, as it is very important that correct habits and ideas of form should be developed from the beginning. Near the close of the year the quality of each child's work is measured by Thorndike's Handwriting Scale, and this is made a matter of record as a basis for measurement of future growth. Social and Industrial Life The work in social and industrial life constitutes the larger portion of the work of this year. No attempt is made to differ- entiate the several aspects of this life as it later breaks up into the several subjects taught in the upper grades. The unified experi- ence of the children in living the immediate life of which they are a part is the basis. I. The Family. 1. Members. Subject Matter: Mother — her many daily services for each member of the family. Father — his services in. the home and work outside of the home to supply the needs of the family. Children — the ways in which each may help. Projects: Cut out paper dolls to represent family. Cut out and paste father's and mother's chair. Fold tablecloth and nap- kins, father's newspaper. Clay — make baby's playthings. 2. Family Pleasures. Subject Matter: Picnics and excursions; vacation experi- ences ; family celebrations ; evening and Sunday pleasures. Grade I 23 Projects: Sand table — illustrate picnic or vacation experi- ences. 3. Activities in the Home. Subject Matter: Washing and ironing clothes; mending and making clothes ; cleaning and caring for the home ; visiting, shop- ping, etc.; cooking meals, baking, and marketing; church and Sunday-school duties. Projects: Washing and ironing bedding and clothes for school doll ; making needle-book ; baking cake or cookies ; making booklet illustrating mother's work. 4. Supplying Material Needs in the Home. a. Food. Subject Matter: What we eat. How our needs are supplied. How mother preserves some kinds of fruit for winter use. Projects : Preserve some fruit for the day nursery. Model fruits and vegetables from clay. Make fruit and vegetable stand of wood to represent grocer's display. Brush work and paper cuttings of fruits and vegetables. b. Clothing. Subject Matter: Choosing clothing suitable to season. Why wool is best for winter and cotton for summer. Use of silk in both seasons. Recognition of all three textiles through handling. Care of clothing at school and home. Elementary discussion of wool, cotton and silk as to uses and origin. Projects : Children choose two harmonious colors for a dress, and cape and hood, and fill in a hectographed copy of a paper doll. The children find from a pile of woolen ])ieces a jiiece of woolen cloth to match their ])ri])cr-(l()ll flrcss and make a dress for a small china doll about six inches long. A pattern, kimona style, is then planned with them. By folding cloth and placing pattern on fold of cloth, a shoulder seam is avoided. This makes only two short seams to sew. Cape is cut circular [lattern on which ribbon ties are sewed. The hood is cut from silk ribbon to match cape. It is a semi-circle with the selvage edge of the ribbon for front of hood. The semi-circular edge is sewed with a running stitch and drawn up to fit the doll. Strings are then attached for tying hood. An underslip of white cotton is made after kimona pattern but with- out sleeves, in spring a cotton dress is made. 24 Sf'cycr School Curriculum c. Shelter : The apartment is the place of abode of family. Subject Matter: Location depends upon nearness to business and school : amount of light, air. and sunshine ; beauty of sur- roundings. Parts — hall, parlor, sitting-room, dining-room, kitchen, bedroom, and bath. Materials — stone, wood, brick, cement, iron. Workers needed in building — Carpenter: Work that carpenter does — inside finishing. doors, windows, cupboards, etc. Tools — saw, ham- mer, plane, bit. Materials — lumber, nails. Interde- pendence — value of carpenter's services to people ; dependence of carpenter upon people. Importance of honesty and carefulness in work on part of car- penter, and proper remuneration on part of people. Mason : How bricks and stone are laid and held together. How bricks and mortar are carried — by hand, by derrick. How bricks are made. Painter. Paper-hanger. Plumber. Projects: Use sticks or blocks to show arrangement of an apartment in an apartment house. Use boxes of same size and arrange as an apartment house. Use key saw to saw doors and windows. Then make simple frames to fit. Put on roof. Cover with tar paper, tar varnish, and sand. Make brick molds of wood and make clay bricks for chimney. Children visit College kiln to see how the bricks are baked. Children select harmonious colors and design and decor- ate wall-papers. Paint window frames, base board, etc. Make bath tub and kitchen sink of clay and enamel. II. Community Activities. Subject Matter : House furnishings — study of furniture store ; department store ; hardware store. Food — study of grocery store ; meat shop ; bakery ; dairy ; ice-dealer ; farm. Clothing — study of department store for drygoods and clothing ; shoe store ; shoe- maker ; jeweler. Other community activities about school — black- smith ; livery barn ; coal dealer ; printers, and newsstands. Projects : Visit each store as it is studied. Make simple fur- niture of wood — tables, chairs, beds, dressers, bookcases. Dye cotton roving for rugs. Weave rugs for floor coverings. Sew curtains, bedding, and spring clothing for doll. Arrange boxes to Grade I 25 represent different stores — bakery, grocery, meat shop, etc. Sand table representation of farm. Visit a farm in spring. Fine Arts Design. Line: groupings ; rhythm ; repetition ; space division. Ob- jects well placed on paper. Fruits, vegetables, and flov^ers in cut paper. Designs with cut paper squares as a motif for tiled floor. Flower and animal borders. Symbolic designs used as borders for wall-paper. All-over patterns for wall-paper and cotton goods. Cutting a rectangular space with stripes used for doll's blankets or rug for house. Tone: good massing; two values. For example, illustra- tion of "Three Wise Men" in cut paper. Printed designs of fruits, vegetables, flowers, and other objects filled in with dark and light color. Color: hues; values; intensities. Printed designs filled in with washes or crayola. Washes for wall-paper. Color schemes for different designs which have been made : wall-paper, blankets, rugs, draperies, doll's dress, Easter window boxes of flowers, in cut paper. Representation. Drawing, painting, modelling in clay, or cut in paper fruits, vegetables, flowers, mice, rabbits, etc. Picture Study. In connection with the child's study of the farm, surrounding life and the different festivals, Thanksgiving, Christmas, and Easter. Millet — Feeding her Birds Van Dyck — Baby Stuart — First Steps Le Brun — Mother and — Woman Churning Child — The Sower Correggio — Holy Night Franz Hals — The Nurse and Ronner — The Cat Family the Child Giotto — St. Francis Preach- Whistler — Mother ing to the Birds Durer — A Rabbit Thorwaldsen — Morning, and Night Nature-Study The aim of this work is to lead to a better knowledge, and consequently to a better appreciation and love of nature. Intelli- gent contact with nature deepens and enriches the child's whole 26 Spexrr School Ciirriliini appreciative life. In this i,M-a(lo the eni])hasis is mainly ii])on ob- servation. ( >hservations are not made for tlie sake of the facts, but to leacycr Scliool Curriculum d. Duties of sweepers : Each to sweep his section as many times as necessary within an eig^ht-hour day. Of drivers: To collect and carry off those forms of waste assig^ned to them. e. What becomes of waste : Ashes and street sweepings are made into solid ground or sold as fertilizers. Rubbish is sent to the incinerator, disinfected, placed on a moving belt and passed before sorters who pick out paper, rags, old shoes, or whatever is wanted, the remainder going on to a furnace at the end of the belt. The heat from this runs the moving belt, provides power for electric lights on the Williamsburg bridge, and heat for the public schools of that neighborhood. f . W^hat becomes of garbage and dead animals : They are sent on scows to Barren Island, there put into large kettles, steamed for eight hours, and put into presses which squeeze out the fat and water ; the fat is collected and sold for soap fat, the solid part dried, crushed, sifted, and sold for fertilizer. All forms of waste are of value if kept separate. g. How we can help : We can save the time of collect- ors, cost of collecting, and wear on machinery by put- ting each form of waste in its proper place. E. Parks and the Department of Parks. Nature-study, II, related. a. Need of parks and their use: For breathing places, rest, playgrounds, plants and flowers, animals, beauty. b. Management and men employed: Commissioner; care-takers ; guards. c. How we may help: Avoid injury to grass, plants, and animals ; put all waste in the places provided. F. Water Supply. Primitive problems, II, i ; IV, 2, re- lated. a. Needs : For health — water of wells and streams in the city impure ; for quenching fires ; for business pur- poses ; abundance necessary to avoid famine in dry seasons. b. How water is obtained : Many reservoirs are built to catch rain far from the city; this, and other water Grade II 41 from the Croton River is carried to the city by the Croton aqueduct. c. How the water is furnished : From the city water stations through underground pipes to the homes. d. How the cost is met: By water rent charged to householders and places of business. e. How we can help to lower our water rent and save water for the city : By avoiding waste of water ; by re- porting poor plumbing and leaks. G. Transportation. Travel among primitive peoples, related. a. Need : Carrying people to and from places of busi- ness and pleasure ; carrying freight ; carrrying mail and express. b. Accomplished through : Electric surface cars, ele- vated trains, subway trains, steam, freight and passen- ger trains, ferry boats, freight and passenger steam boats, cabs, busses, and private vehicles. c. Kinds of cars with reference to uses. d. Workmen : Their duties ; our treatment of them. e. Tracks for car lines : How and of what they are made ; their cost and how it is met. H. Education. Primitive problems, IV, related. a. Needs for education. b. How we learn. 1. In the home. 2. At school. Kinds of schools — kindergarten, ele- mentary school, secondary school, college, univers- ity, trade school, business school, and other voca- tional schools ; how schools are supported. 3. Libraries : Books loaned free ; how to get books from public libraries. 4. Newspapers and magazines. 5. Metropolitan Museum of Art, and American Mu- seum of Natural History: Buildings erected by the public in part ; treasures given by people that all may see them ; free days. 6. Theatres : How they help to educate us. 42 Sf'cxcr School Curriculion 7. Music halls. 8. Botanical gardens, zoological gardens, parks. 9. Churches : Religious education. I. Government — beyond that of the city. a. Our state : Its name ; the capital ; the governor ; others who help to make and enforce laws ; the people choose these officers. b. Our country : Its name ; the capital ; the president, and others who help to make and enforce the laws ; length of the president's term ; his duties ; he is chosen by the people. c. The Postal Service. Message stick of primitive peo- ple related. The postman, the Post Office; stamps; how mail is transported. Reference books most helpful: Town and City, F. G. Jewett — Ginn. Good Citizens — New York City — Richman and Wallack — Amer. Bk. Co. Primitive Life I. Food. Closely related to nature-study work. 1. Of Tree Dwellers. Text, Chap. Ill, X-XV, XXIX. a. Kinds : Plants — fruit, bark, roots, buds, leaves ; birds' eggs ; young animals ; later, a few large animals. b. Source : Growing wild on the wooded hills. c. Aids in food getting: Hands — to catch small animals, to gather fruits, pull up roots, and to rake nuts together. Teeth — to cut and grind tough food, and to crack nuts. Things at hand — clubs, pitted stones, sharp stones, and claws, teeth, and bones of animals. d. How eaten : Before discovery of fire, raw ; afterward, raw, and roasted in hot ashes. Present day problems, B, 2, A, related. 2. Of Early Cave Men. Text, Chaps, V, VI, VIII, XXVI- XXVIII. a. Kinds, new: Plants — hardened sap; all animals. b. Source: The country round about. c. Aids in food getting, new ; tender saplings twisted Grade II 43 around a groved stone and bound for a hammer ; handles put on flint points for knives; flint points bound to the end of shafts and weighted for spears ; strap drill ; and bow drill, d. How eaten : Raw, and roasted in hot ashes and on sharp sticks. 3. Of Later Cave Men. a. Kinds, new: Fish. b. Sources : Woods and streams. c. Aids in food getting, new : Seeds on strings to catch birds ; snares and pitfalls ; harpoons of antlers with barbs, for fishing ; the spear noose ; the throwing stick ; and poisoned spear heads. d. How eaten, new : dried ; boiled with hot stones in water. Text, Chaps. XX, XXXIX. H. Shelter. Present day problems. A, I, H, closely related. 1. Tree Dwellers. Text, Chaps. HI, IV, XXIII, XXIV, XXV. a. Before the discovery of uses and control of fire: Tall trees on the wooded hills along the river. Reasons : Tall trees, protection from wild animals ; river, afforded fresh water ; wooded hills, aflforded food. No family groups, wandering life, hence no permanent abode. b. After the discovery of fire : On the ground about the fire ; simple brush huts. Wild animals no longer feared. Beginnings of family or camp groupings. 2. Early Cave Men. How the Fire Clan Got a Cave — Text, Chaps. II, III, IV. Cold on the wooded hills in winter made the caves of wild animals attractive. Overhanging rocks were sometimes used as shelters when caves could not be found. 3. Later Cave Men. Front and side walls were later added to overhanging rocks. When even the rocky walls were wanting, wide-spreading branches and young saplings were bent down to the grmmd and held in place by stones, mak- ing a kind of tent hut. Later, covering this with skins brought about Tent Dwelling. 4.4 Spi'Vi'r School CuniculuDi III. Clothinp:. Present day clothing, and nature-study, related. 1. Tree Dwellers. Trophies of teeth and claws, beautiful skins, and feathers were worn by brave men, and orna- ments of less value by others. 2. i:arly Cave Men. Text, Chaps. XI, XVIII. a. Kinds : Trophies ; skins laced together with sinew thread and buckles ; sandals of tough skin and of braided grass ; leggings of strips of skin. b. How skins were dressed : The inner side was scraped oflF ; the surface was rubbed smooth with fat, and the skin was then dried in the sun. c. Tools used : Scraper, and bone awl. 3. Later Cave Men. Text, Chaps. XV, XVI. a. Kinds, new: gloves of skin; moccasins of tough skin; snow shoes of branches. b. How skins were dressed : Stretched on the ground or on frames ; inner skin removed and fat scraped off ; roughened and made flexible by scraping crosswise; softened by chewing, beating, or treading; seams flat- tened by a piece of sandstone ; and the skin polished. c. Tools used : Stone knife, stone scraper, stone maul, bone awl, bone needle, flaker, sandstone and flint saw, and flint comb. IV. Education. Present day problems, B, 2, H, related. I. Tree Dwellers. a. Needs : To secure food ; to protect themselves from wild animals. b. How they learned : 1. From mother and other adults — all they knew. 2. From animals — new foods ; habits of animals and how to hunt them. 3. By watching and thinking: — the value of fire as a protection against wild animals ; the making of some tools and weapons, and of grass baskets ; to thatch roughly the tops of trees for shelter. 4. By accident — to eat roasted flesh ; the value of fire for warmth ; to make some tools and weapons ; to live together ; to divide tasks. Grade II 45 These means overlap a great deal in some cases. Many dis- coveries were in part accident and part the result of thinking. Many were in response to deeply felt needs. 2. Early Cave Men. Text, Chaps. XX, XXI, XXIV, XXVII, XXXIII. a. Needs, newly felt : To fight wild animals successfully ; to find a warmer home; to make warmer clothing; to make fire; to care for the injured; to work together. b. How they learned : 1. By watching and thinking: To make a fire drill; to trap animals; to dress skins; to kill Sabre-tooth; to wear skins, garments, and sandals ; to fasten skins ; to make a door for the cave ; to dress wounds ; to co- operate, and to obey a leader. 2. By accident : to use new food — gravy, hardened sap. 3. By trial and error : to make some new weapons and ornaments ; to make bark baskets ; to make splint bas- kets ; to cooperate. Probably in most cases all of the points under i and 3 include both methods of learning. 3. Later Cave Men. a. Needs, newly felt : To find how to make homes quickly as they wandered to new hunting grounds ; to know the topography of the country ; to communicate with other clans ; to work together — to have a leader and obey di- rections and laws. b. How they learned : 1. By watching and thinking: To dry fish; to dress skins ; to make some new weapons ; to make snow shoes, leggings, and gloves ; to know the movements and habits of herds ; the location of the best hunting grounds ; to know the topography of the country ; to set boundary lines ; to use message sticks and charms ; to hold clan councils, choose a leader, and make and obey rules or laws. 2. By accident : To boil meat with hot stones. 3. By trial and error : to make some new weapons and utensils ; to stain and dye coiled baskets ; and, in part by this method, to do most of the things listed under i. ^6 Spcycr School Curriculum Practically all of the new things learned were learned in response to deeply felt needs. In all of these early stages, it is not to be forgotten that the knowledge possessed by one generation was passed on to the next almost wholly by unconscious absorption and imitation. The play of the children furnished a means of developing them in the direc- tion of the needs of the adults whose activities they so largely imitated. Projects The use of materials is always in direct relationship to some social or industrial situation providing motive and meaning. Many of the projects are illustrative — they are for the purpose of giving clearer ideas through the working out and expressing of thought in concrete form. Some of these projects are a means to a better understanding of present industrial problems, others to appreci- ating more fully the problems of primitive peoples and indirectly the fuller meaning of our own activities. In practice, these projects are always carried out in direct connection with the subject matter which gives rise to them. It is only for convenience in bringing them together that they are here listed. In no case is a project considered as a problem by itself. I. Food. 1. Preservation of food: By drying; by salting; by use of sugar ; by use of vinegar ; by keeping cold — the refrigerator. 2. Baking or roasting food in hot ashes. 3. Boiling food in water heated with hot stones. II. Shelter. 1. Making a simple house form with a frame of wood cov- ered with burlap, containing a door and window, using celluloid for the window panes ; the top or roof is left open ; the parts are in panels, and are easily folded ; the wall of the room may be used as one side of the house. 2. Furniture for the house — table, chairs, boufTet, bed, bureau, and book case — made in simple style of wood by screw construction ; each piece is made by two or more chil- dren working together. Grade II 47 3. Housewifery, using the house and furniture made. a. Care of dining room : sweeping, dusting, setting table, washing dishes, laundering linen. b. Care of bed room: sweeping, dusting, making bed, laundering linen. III. Clothing. 1. Children bring garments from home and sew on buttons. 2. Dust cloth ; individual towel — basting, running, or over- handing, or hemming stitches ; iron holder ; Christmas stocking — basting or running, and blanket stitches ; room furnishings — bedding, table cloth, napkins, curtains ; needle case. 3. Spool knitting: mat or horse reins. Comparison of knitted and woven materials. 4. Dress skins and make garments for a doll representing the Later Cave Men. IV. Utensils. 1. Baskets: woven, and coiled, made and dyed. 2. Clay dishes made for the dining table in the house. Tiles. V. Tools : of wood, bone, stone, and thongs or strings. 1. Hammer, knife, bow drill, fire drill, and throwing stick as used by primitive peoples. 2. Tools for dressing skins, and other tools used by primi- tive peoples, and in connection with the dramatization of stories. VI. Sand table projects. 1. Harvest time on the farm. 2. Representation of typical parts of the city fire department. 3. The water supply plant of the city. 4. A lumber camp. 5. Country of the Tree Dwellers. 6. Brush huts and caves of the Cave Men. 7. Tents of the Later Cave Men. Fine Arts Design. Line: character of line ; proportion ; rhythm ; repetition ; space division. To show difference in line quality with brush 48 Sf'cycr Scliool Curriculum as : apples, pears, mice, birds. Animals, incised line in clay- tiles, in connection with study of Cave Men. Furniture design in simple brush lines. Borders for portfolios and dishes, made of paper. All-over designs used in Christmas candy boxes, and in wall-paper. Tone: Two values as : Illustration of Hudson River at night and at sunset, cut paper. Children skating, coasting, snow-balling. Trees in silhouette. Animals in action. Brush used almost entirely in this grade. Color: hues ; intensities. Illustration of stories ; some com- munity work. Thanksgiving bowls of fruit, choice of four colors. Easter baskets of flowers, cut paper. Representation. Painting of flowers as — cosmos, daisy, opaque color in dark paper. Brush handling emphasized in paint- ing leaves, flowers and fruits in line and mass. Picture Study. In connection with study of farm life, ani- mals, and the Christmas story of Piccola : Murillo — The Melon Eaters Holbein — The Meyer Ma- Hoecker — Girl with the Cat donna Millet — Feeding the Hens Bonheur — Plowing — Digging Potatoes Peter de Hoogh — Dutch In- Breton — Song of the Lark terior Raphael — Madonna of the Landseer — The Lion Chair — Dogs Nature-Study Direct motivation for much of the work in nature-study comes through the study of social and industrial life. Attention is also constantly called to the condition and changes of weather, to the plant and animal life available, to the colors of natural scenery, and to the simpler phenomena of the heavens by day and by night. The beginnings of geography lie in this work. The follow- ing outline brings together many of the points covered. The order is from fall to spring — parallel with the school year. A. Plants in the fall. Visits to parks, farm, and woods. Autumn weather and autumn colors. Activities of man in re- sponse to the ripening plant foods and the oncoming of winter. I. How plants work for man. Closely related to the food problems of man, present day, and primitive. Grade II 49 1. Gather different kinds of seeds and their holders. a. Edible fruits : nuts, grains, peas, beans, apples, pump- kins, peppers, etc. b. Unedible fruits : maple seeds, acorn, burdock, etc. 2. Other parts of plants used as food : Roots, stems, leaves, bark, and sap. 3. Other uses — materials for shelter, medicines, and dec- oration. II. Needs of plants as shown by window box garden. 1. Watering — when and how. 2. Loosening of the soil — for better retaining moisture, and for air. 3. Temperature — even, and not too low. 4. Light — relationship of indoor plants to windows. III. How plant seeds travel. 1. Fly — the maple, milkweed, dandelion. 2. Roll — nuts. 3. Shoot — castor oil, touch-me-not. 4. Cling — burdock, Spanish needle. 5. Thrown about by man — pumpkin, apple, peach, cherry. 6. Aided by wind, water, birds, insects, animals, and man — many of great variety. B. Plants and animals in winter. I. Trees, flowers, foliage. 1. Signs of winter. Effect of dry, cool weather and of frost ; autumn colors ; snow scenes and their beauty. 2. Names of the most beautiful leaves of fall, and the identi- fication of trees from which various beautiful leaves come. 3. Trees which make the best shelter in summer ; in winter. II. Wild animals. 1. Birds: those that fly southward; those that remain. 2. Squirrels on the Campus: What they are doing, 1k)W they get food, and how they keep warm. 3. Large animals in the parks : How they keep warm ; their foods; their habits. Compare these animals in captivity with what can be learned of them when wild. t^o Sf'i-yi-r School CnrriculiDn III. Domestic animals. Food, habits, use to man. C. Water. I. Forms of water : rain. snow. ice. vapor ; water in river and ocean ; surface water and ground water ; springs and wells. II. History of a drop of water: Evaporation from river or ocean, leaving all impurities or germs behind; formation of clouds ; fall as rain, snow, or sleet ; purity if caught in clean vessels. III. City water supply studied in connection with social and industrial life. D. Spring. I. Signs of spring ; longer days, warmer w-eather ; awaken- ing vegetation ; return of the birds from the south ; spring colors. II. Preparation of the roof garden, and planting of seeds. Mathematics Review thoroughly and often. Quantitative facts and relationships involved in work in in- dustrial arts, surrounding life, and nature-study and geography, in so far as the children can appreciate these, are emphasized. Measurements of length, weight, volume, and value continue as begun in the first grade, adding the quarter, half dollar, and dollar as new units of value. Counting by I's to 200, and backward from 100; by 2's to 100 ; by lo's to 100 ; beginning with o, i, 2, 3. . . .9 ; by 3's to 36. Reading and writing numbers to 100 or beyond. So long as children are not confused there is no reason for setting an arbitrary limit. Addition. The 25 combinations where the sum does not ex- ceed 10, and the same combinations carried to 100 by endings. Develop meanings and facts objectively, then fix in memory. Work may include the 45 combinations and carrying in adding two numbers if needs arise. Subtractions. The 45 easy subtraction combinations. 123456789 23456789 3456789 iiiiiiiii 22222222 333333 3 Grade II 4 5 6 7 8 9 5 6 7 89 6789 78 9 89 9 4 4 4 4 4 4 5 5 5 5 5 6 6 6 6 7 7 7 8 8 9 51 Multiplication and division. Tables of 2's and 3's. One-half of any multiple of 2 to 24 ; one-third of any multiple of 3 to 36 ; one- fourth of any multiple of 4 to 24. These fractions and such others as are not too difficult are used extensively in hand work involving measurement. The symbols -[-, — , X, =, $, and ^. To the units of measure included in the first grade are add- ed minute, hour, day, week, month, year ; peck, bushel ; quarter, half dollar, dollar. Applications of measurement and value in hand work, in laying off plots in the garden, in keeping accounts in the Penny Provident Bank, in keeping score in games, and in all other phases of work involving quantitative considerations appreciable to children of this grade are used as motivating elements in de- veloping number concepts. Objective approaches may and should be made in every new aspect of number in the lower grades, but the work should not stop until the new fact, process, or relation- ship becomes perfectly memorized and so dissociated that it is usable in any situation. Constant and thorough review is essential in fixing number facts and relationships. Frequent short periods of rapid repeti- tions with concentration of attention are necessary. Many short periods are much more effective in this kind of work than longer periods at greater intervals. While mere basic facts and processes must always be regard- ed as subordinate to meanings and applications, it must also be insisted that there is no freedom in application without auto- matism in the use of facts and processes. Music First Pttase. Defining musical ideas and beginning to ex- press them by means of notation, (i) Voice work. Good position by body. Good breath control. The vowel, the thread upon which the tone is sung. All developed from effort to make the song sound better. (2) Key Quality. Observing through song sentences the characteristic effects produced by 52 Spcyer School Curriculum each of the seven tones of the key and associating the sound names and hand signs with the tones they represent, estabUshing the third and fifth as initial tones ; followed by scale practice. (3) Tone Duration. Combining the acting and pic- turing of pulse and duration, thus learning how to measure tones of different lengths — quarters, halves, eighths. (4) Simplified notation. Discovering the advantages of lines and spaces in representing differences in pitch, and learning how to write measured music upon them. (5) Practice in finding rapidly the third and fifth on the staff. (6) Song making. Learning how a musical passage of four or five notes looks, from the way it sounds and how to form and express our own tonal thoughts by song making. Program Music and History of Music. Development of work of Grade I. See page 28. Songs. See the list under Music for the first grade which contains song material appropriate to both first and second grades, page 28. Physical Education and Hygiene The work outlined under the first grade continues here, but it is increased in complexity. In addition to the joy of activity for its own sake there is a gain in concentration making for some increase in skill. The child begins to demand a more reason- able sequence in his stories and plays, _ Much of the work of this grade centers about the home life of to-day in comparison with the life of primitive peoples, and in the life and characteristics of animals. 1. Occupational and play activities: Hunting; tree climb- ing ; cutting down trees ; sowing grain ; reaping the harvest ; imitating animals. 2. Dramatic and singing games : The Brownies ; The Pied Piper ; Little Red Riding Hood ; A Hunting We Will Go ; Charlie Over the Water ; etc. 3. Simple folk dances: The Crane, adapted; I See You; The Chimes of Dunkirk; etc. 4. Games involving an element of skill : Cat and Mouse ; Squirrel in Tree ; Relay race, individual against individual ; Roll Ball; Bounce Ball; etc. Grade II 53 Stall bars and some other parts of the gymnasium equip- ment are used in the various dramatic games, but not as pieces of apparatus. Hygiene The outline for Social and Industrial Life is especially rich in vitally motivated lessons in hygiene of the most practical type. Problems of home care, food, clothing, personal care, and right habits are considered in relationship to the problems of the pres- ent day and of primitive life. Class-room and gymnasium activ- ities offer opportunities for the cultivation of desirable habits. THIRD GRADE English The same general statements found in the work outlined for Grade II, page 32, apply to the work of the grade. Literature. To be told or read to the children by the teacher, or read in simple form by the children. Stories: English Gulliver's Travels, selections 'jy'^ The Wonderful Lamp 44 Sinbad the Sailor 44 Swiss Family Robinson, selections 78 French Ralph, the Charcoal Burner 76 — IV Spanish Rodrigo, the Spanish Hero 76 — IV Persian Rustum, the Persian Hero, selections 76 — IV Norse The Constant Tin Soldier 76 — J The Darning Needle 76 — I The Angel 76 — I The Fir Tree 76 — I The Lad Who Went to the North Wind 76 — I Buttercup 76 — I Quest of the Hammer 76 — II Norse Tales, selections — Mabie 10 Viking Tales, selections — Hall 79 Celtic Jack and His Companions 76 — I Slav The Prince vi^ith the Golden Hand 76 — II The Three Golden Hairs 76 — II Indian The Country Where the Mice Eat Iron 76 — I The Tune That Makes the Tiger Drowsy 76 — I The Camel and the Pig 76 — I The Man and His Piece of Cloth 76— I The Lion, the Fox, and the Story Teller yt — I The Brahman, the Tiger, and the Six Judges 76— I Tit for Tat 76— I 1 Numbers refer to books containing stories and poems. A full list of books with publishers forms an appendix to this book. 54 Grade III 55 Jungle Book, selections — Kipling 67 Just So Stories — Kipling 80 Japanese The Sun and the Thunder God 76 — II The Adventures of Little Peachling 76 — I The Accomplished and Lucky Tea Kettle 76 — I The Graceful Foxes 76 — I The Tongue Cut Sparrow 76 — I The Ashes That Made the Tree Bloom 76 — II The Elves and the Envious Neighbor 76 — II Autumn and Spring 76 — II Miscellaneous The Prince's Visit 76— X The Cratchit's Christmas Dinner 76 — X The Dog of Flanders 76 — X Old Pipes and the Dryad — Stockton 52 Rip Van Winkle 76— X The Golden Touch 76 — X The Boy and the Mud Pony 76 — X Uncle Remus Stories, selections — Harris 70 Poems: October's Bright Blue Weather 3, 5 Good Night and Good Morning 4 Sweet and Low 2, 3 A Boy's Song 3 The Arrow and the Song 2, 3 The Village Blacksmith — Longfellow 7 Hiawatha, selections — Longfellow 3 The Children's Hour i, 12 Christmas — Tate 3 Daisies — Sherman 3, 14 The Four Winds — Longfellow 3 Violets — Thatcher 3 Twenty-third Psalm 3, 5, 37 How the Leaves Come Down — Coolidge i No — November — Hood 3 A Norse Lullaby — Field 3, 5 Japanese Lullaby 5 Songs : Songs studied as literature. See Music. Selections are also read to or by the children from the fol- lowinpf books. Children are encoura{?ed to take books suf?j:;:ested by these types from the library for home reading. Many of these stories bear rather directly upon the history work of this grade. c6 Spcycr School Curriculum Story of the Chosen People, Guerber — Amer. Bk. Co. Old Stories of the East, Baldwin— Amer. Bk. Co. Stories of Ancient Peoples, Arnold — Amer. Bk. Co. Pueblo Folk Stories, Summers — Century. Stories of .\merican Life and Adventure, Eggleston — Amer. Bk. Co. Just So Stories, Kipling — Houghton, Mifflin. Book of Christmas and Other Stories, Field — Scribner. Animal Stories by Thompson Seton — Century. The Birds' Christmas Carol — Wiggin — Houghton, Mifflin. Alice in Wonderland — Carroll — Macmillan. The Story Hour, Wiggin. Smith — Houghton, Mifflin. Five Little Peppers and How They Grew, Sidney — Lothrop. 0!d Indian Legends — Zitkala Sa, Ginn. Memorizing. Thorough reviews of poems and songs mem- orized in preceding grades, and the addition of half a dozen or more in this grade. The repertoire of poems and songs accurately memorized should be cumulative. Reading. Much reading is a wise means of developing capacity and creating a love and taste for good literature. Chil- dren should be aided in assignments so that they may read with reasonable freedom. Careful selection has been observed in se- curing material not too difficult and at the same time interesting and of standard excellence. History, industrial arts, and geography all contribute markedly to the enlargement of vocabulary. Children are encour- aged to read stories supplementing other work and to develop the library habit. The emphasis is upon getting them to see that reading is getting thought from a book, and that if it is oral reading it is also telling another what the thought is. Expression is made prominent throughout. The books from which read- ing for class work is largely drawn, are as follows : Third Year Language Reader, Baker, Carpenter — Macmillan. Stepping Stones to Literature, Bk. Ill, Arnold — Silver, Burdett. Fifty Famous Stories, Baldwin — Amer. Bk. Co. Robinson Crusoe, McMurry, Husted — Pub. School Pub. Co. Alice in Wonderland, Carrol — Macmillan. Nature Myths, Holbrook — Houghton, Mifflin. Nature Myths of Many Lands, Farmer — Amer. Bk. Co. Docas, Snedden — Heath. Nature Study, Wilson — Macmillan. Word Study. Continue drills on phonograms and blends as shown by needs in reading and spelling. Word studies, both Grade HI 57 oral and written, with care in syllabication and enunciation, the words to be selected from other lessons and common needs. Drill upon words requiring it. Much attention to spelling in all work. Language. Reproduction stories. Dramatization of selec- tions from literature, of history stories, and of folk activities studied in physical education. Letter writing and some compo- sition writing in other subjects. Brief outlining with short pro- ductions for careful supervision of subject matter and occasional revision afterward. Some work in copying and from dictation to fix habits of accuracy and develop sufficient attention to necessary detail. Alternative expression — "saying things in dif- ferent ways." Work on arbitrary forms continued as in second grade. Abbreviations and contractions as these occur in other subjects. Use of apostrophe in contractions and possessives. Comma after yes and no, and after names of persons addressed. Quotations with quotation marks. Writing Eflfort is made to secure legibility and a fair degree of rapid- ity. Use of the w^hole arm movement. An average of from fifty to sixty minutes a week devoted to writing with specific attention to correctness in form. Application of Thorndike's Handwriting Scale three or four times during the year to assure standards and measure progress. History, Civics, and Social Life The work begun in the second grade continues through the greater portion of the third year ; but the work now centers about different types. The industrial stages to be studied are the later hunting and fishing stages, the pastoral and the earlier agricul- tural and commercial periods. In following out the study of the types selected for this grade, the work gradually merges into the study of "authentic" history before the close of the year. As in the preceding grade, however, the organizing principle of the work is industrial and social progress. A. The Later Hunting and Flshing Stages. L Types. For the American child the best examples of these stages of life are to be found on oiir own continent. Per- eg Speycr School Curriculum haps no better types could be found anywhere. We have the Indian of the plains, the Clifi' Dwellers of the southwestern part of United States, and the Eskimos of Alaska. These three types are excellent illustrations of man's adaptation of home and habits in response to environment. II. Points especially to be noted: 1. Kinds of game sought by each type. 2. Hunting \veapons and means of catching game, as: the fully developed bow and arrow, the spear, traps, hooks, nets, use of stratagems, etc. 3. Means of pursuing game in or upon the water — the canoe, the boat; the kinds of material used for con- struction of water craft. 4. Means of preserving game and fish — smoking, sun- drying, freezing, etc. 5. Extensive use of skins and the methods of dressing them. 6. Improved cooking and other utensils — ^baskets, pot- tery, stone ware, etc. 7. Development of primitive agriculture — corn, pump- kins, tobacco, the potato, etc. 8. The dog as the type of early domestic animals ; ap- pearance of the horse and the use made of him by the Indian ; peculiar importance of the buffalo herds of the plains. 9. Ornaments, trophies, and rude money — use of shells, wampum, gold and silver ornaments, copper, etc. 10. Development of trade between different tribes and divisions of the tribe. 11. Appearance of regular paths across the country, the first form of roads. 12. Spinning and weaving in their early forms. B. Pastoral. Early Agricultural, Commercial Stages. I. The transition from a hunting life to a pastoral one is worked out inductively, the class considering what industrial changes would follow if cattle, sheep, goats, or buffaloes were tamed and made the basis of food supply and clothing, wholly or in part. The type is to be found now in Asia, and is repre- sented well by the clan of which Abraham was the chief, or pa- Grade III 59 triarch. The thread of Hebrew history is taken up and followed as indicated below : II. Points especially to be noted in the Pastoral stage in Abraham's time are: 1. The domestication of cattle, sheep, goats, asses, camels and fowls. 2. Products secured from herds, as, wool, hides, flesh, milk, and cheese. 3. Need of pasture and consequent wandering of Abra- ham. 4. Kind of life led by Abraham while hunting pasture for his herds ; temporary home recurred to at different seasons of the year. 5. Necessity of protection from thieves ; use of captives as herdsmen; use of armor; use of the sword and other bronze weapons. 6. Improvements in agriculture — use of wheat, barley, wine, olives ; means of harvesting, threshing, cleaning, and grinding wheat and barley. 7. Changes in clothing and in cooking utensils ; better potter>% skins as vessels for carrying liquids ; greater use of woven goods. 8. Development of trade which comes as a natural re- sult of property in the form of herds and in the grow- ing division of labor. 9. Abraham's religion; his belief in one God; the sacri- fice in early religious worship ; marriage customs of the Hebrews as seen in Isaac's marriage. Emphasize social conditions of the time. III. Early Hebrew History subsequent to Abraham. 1. Stories of Isaac and Jacob, their lives and religion; their care in preserving their racial purity ; the patri- archal family. 2. Joseph. How he came to Egypt. The Famine and the entrance of the Hebrews into Egypt. Main points of Egyptian industrial life as things which the Hebrews learned. Conditions of life for the Hebrews while in Egypt. 6o Speyer School Curriculum 3. iMoscs. The hard hfe of the Hebrews. Birth and early Hfe of Moses. Story of the burning bush; Moses' behef that he had been talking with God. Aaron. The Egyptian plagues and the belief of the Hebrews that their God had sent them as a punishment. The escape from Egypt. Wanderings in the wilderness, the Mosaic law, and death of Moses. Social conditions. Joshua as the war leader. Gideon, Samson, and other hero stories typical of conditions in the period of the Judges. I^^ Later Hebrew History. 1. Saul and the changes from mere tribal government to a form of national government. Theocratic char- acter of the government. 2. The Story of David. David and Saiil ; Psalms of David. 3. Solomon and the building of the Temple. In this connection, consider Phoenicia with its arts and com- merce. Material and workmen used in building the Temple. 4. Rehoboam and how he caused a division of the King- dom. 5. Sargon and the carrying away of the Ten Tribes. Touch briefly on the growth of Babylonia. 6. Nebuchadnezzar and the Babylonian captivity. Jere- miah. 7. Daniel and Cyrus and the return of the Hebrews to Jerusalem. 8. Darius and the expansion of Persia till it came into contact with Greece. Throughout this year's work, emphasis is placed upon the changing industrial conditions and the changed social relation- ships consequent upon these. Interrelationships and interde- pendence are seen to be growing ever larger and wider as di- vision of labor, trade, and commerce develop. Books helpful in the development of the Hunting and Fish- ing Stages are as follows : All of those listed under the second grade history. The American Race, D. G. Brinton — McKaj-^ The Story of Primitive Man, Clodd — Appleton. Grade III 6i Bulletins No. 35, 41, 50, and 51, Bureau Am. Ethnology, Wash- ington, D. C. First Steps in Human Progress, Starr — Chautauqua Pub. Co. Lolami, the Cliflf Dweller, Clara Kern Bayliss— Pub. Sch. Pub. Co. The Indians of Today, Grinnell — Stone. Stories 0/ Indian Children, Husted — Pub. Sch. Pub. Co. Stories of the Red Children, Brooks — Ed. Pub. Co. North American Indians of the Plains, Wissler — Am. Museum Nat. Hist. Indians of the Southwest, Goddard — Am. Museum Nat. Hist. For the period covered in the Hebrew studies, the following are good, the first list, I, made up of books children may read or have read to them, the second, II, made up of those helpful to the teacher: I. Old Testament Bible Stories, W. A. Sheldon — Welch Co., Chicago. Old Stories of the East, Baldwin — Amer. Bk. Co. Wandering Heroes, Price — Silver, Burdett. History for Graded and District Schools, Kemp — Ginn. II. The Bible. History of the Hebrews, Kent — Scribner. The Life and Times of Joseph, H. G. Tomkins — Relig. Tract Soc, London. The Jews, Hosmer — Putnam. Historians History of the World, H. S. Williams — Outlook Co. The Dawn of Civilization, Maspero — Appleton. Life in Ancient Egypt and Assyria, Maspero — Appleton. Story of the Bible, Foster — Foster Pub. Co. The Peasantry of Palestine, Grant — Pilgrim Press. Story of the Chosen People, Guerber — Amer. Bk. Co. A Primer of Hebrew .Antiquities, Whitehouse — Revel! Co. Old Testament Narratives, Baldwin — Amer. Bk. Co. Industrial and Fine Arts The numbers used under Projects refer to the topics with respective numbers under Subject Matter. The work outlined suggests the close correlation in many points between the his- tory, geography, or nature-study and the industrial and fine arts. The unification of the work can scarcely be appreciated without keeping this fact in mind. The fine arts outline gives particular attention to the design of projects. Under some units, selection may be made from among the topics listed. A single project of a number given as possible may be adequate to illustrate the particular principle or process. See list of books of reference in Appendix. 62 Spcycr School Curriculum I. Foods. Subject Matter: 1. Milk and milk products — related to study of pastoral people. Food value of milk as compared with other foods. Care of milk — questions of sanitation. Butter — food value, process of making, including fermentation of milk. Cheese — food value, process of making, action of rennet. Thickening of milk — with flour, egg, rennet, starch. Whey and curds. 2. Indian foods, in connection with history. Dried foods — pumpkin, apples, and meat. Uses of corn — mush, me^l, homi- nv, parched corn. Corn dance of the Indians. 3. Storage of fruits and vegetables for the winter. Indian methods compared with ours ; marketing in New York. 4. Hebrew foods, in connection with history — unleavened bread, lentils ; cleanliness relative to meat. 5. Food products of the eastern Mediterranean region. Ol- ives — olive oil, food value, use in salads. Oranges, dates, figs. Projects : 1. Butter, cottage cheese, custard, junket. 2. Dried pumpkin, dried apples, corn meal by mortar and pestle — See Tools. Corn meal mush, hominy, parched corn. 4. Unleavened bread, lentil soup. 5. Salad, orange jelly, stuffed dates. II. Shelter- — housing and furnishing. Subject Matter: 1. Indian shelter — wigwam, the village, community house of the Iroquois. Pueblo, preparation of skins, furniture of wig- wam, rugs and blankets, the Indian method of weaving with heddle device, adobe oven. 2. Eskimo house — adaptation of shelter to material and conditions of environment. 3. Hebrew shelters — tent, an adaptation to conditions of pastoral life ; sun-dried bricks for houses of Palestine ; Hebrew ovens. Projects: I. Model of Indian wigwam or of Inidan Pueblo, Indian rug — com.munity project, loom with heddle — See Clothing; dry- ing a rabbit or mole skin. Grade III 63 2. Model of Eskimo house. 3. Model of Hebrew tent and of clay oven. III. Clothing. Subject Matter: 1. Wool, in connection with history of pastoral peoples — washing, drying, dyeing, hand spinning, and weaving of wool ; uses, relative cost, and advantages of wool. 2. Dyeing — vegetable dyes, brilliant dyes of orientals, tied- and-dyed work of primitive peoples. 3. Spinning — evolution of spinning including demonstration of spinning wheel. 4. Weaving — use of heddle to secure shed — See Shelter; Indian designs and blankets, Hebrew stripes. 5. Fiber and fabric study — tests for wool, burning and feeling ; comparison of four leading textiles ; charts showing re- sults. 6. Sewing — bags for gymnasium shoes, rubbers, etc., with initial ; stitches — basting, running, stitching, chain. Projects : 1, 2, 3. Carrying wool through processes to woven project. 2. Dyeing wool ; tied-and-dyed pillow cover. 4. Weaving blanket, community project — See Shelter. 5. Testing wool ; textile charts. 6. Bags. IV. Records. Subject Matter: 1. Historical — Indian picture writing; records on notched stick ; traditions and the story teller of the tribe ; stone covenants ; inscriptions ; clay tablets and the library at Babylon ; papyrus and the library at Alexandria ; parchment, Eumenes, and the library at Pergamos ; scrolls and Hebrew sacred writings. 2. Alphabeting material in connection with spelling lists and dictionary work. Projects : 1. Scroll for use in dramatization of Hebrew story. 2. Books for dictionary work and spelling lists. 64 Speyer School Curriculum V. Utensils. Subject Matter: 1. Pottery — Indian methods of building by coils ; decoration, its meaning and symbolism ; burning ; Hebrew pottery ; ink wells of scribes, lamps. 2. Basketry — Indian sewed baskets, woven baskets, baskets of mountaineers of Kentucky, the Philippines, etc. 3. Paper boxes — candy boxes, packing boxes for groceries, etc. 4. Hebrew water bottles of skins. Projects: 1. Bowl, coil method, Indian design ; Hebrew tiles ; jars, ink wells, and lamps. 2. Sewed basket, coarse, Indian design. 3. Candy box for holiday occasion. VI. Tools, Machines, and Weapons. Subject Matter: 1. Grinding grains — use of the mortar and pestle, the hand mill, the tread mill. 2. The bow and arrow, the principle of elasticity in pro- pelling. 3. Traps for catching game and fish — the dead fall, the pit-fall, the figure four, the spring trap, the noose, and the net — illustrating the use of gravity, the center of gravity, balancing weights, and elasticity. 4. Snowshoes, sleds, and drags for moving Indian villages, illustrating the gain in speed and work by reducing friction, and the advantage of distributing weight. 5. Canoes, illustrating buoyancy of water, speed from re- duced friction, and levers in paddles or oars. 6. Agricultural tools — evolution of the plow and hoe from primitive digging sticks, rakes, sickles, cradles, early reaping machines, the flail, the threshing floor — carrying the development of these to the period of the Industrial Revolution. 7. The sling of David, illustrating centrifugal force. 8. The inclined plane — the probable method of elevating material in building the pyramids ; the wedge. Grade III 65 Projects: 1. Alortar and pestle, grinding corn. See Foods. 2. Bow and arrow. 3. Sled. 4. Models of canoe in paper. Fine Arts Design. Line: proportion ; shape ; rhythm ; repetition ; space divis- ion. Choice of rectangle for any design as : rug, or one in which to design Indian bowl, afterwards made and fired. Spacing of rhythmic designs for bowl, and book covers for Hebrew history. Objects to be drawn well placed in rectangular space. Shapes of bowls studied for good curves. Cutting of rug spaces by border, placing of border on bowl and book. Tone: massing; two values. Simple landscape in two values, brush, crayola. Original and printed designs filled in with tone. Color: hues ; values ; intensities. Color schemes for de- signs which children have made, as indicated above. Representation. Copying Japanese fruits, flowers, animals, and figures in brush line. Afterward memory sketches of children using same method. Brush drawings from specimens of flowers and fruits. Picture Study. In connection with study of Indian life, Hebrew history, etc. Angelo — Moses Photographs of Indians at Assyrian and Egyptian Art work Cazin — Hagar and Ishmael Bouveret — At the Watering Sargent — Prophets Trough Guerin — The Flight into Mauve — Spring Egypt — Autumn Remington's Pictures of In- Bonheur — IJriltaiiy Sheep dians — The Horse Fair Palma Vecchif) — Jacob Landseer — Saved and Rachel. Tissot's Bible pictures are used for their hisbirical value. For appreciation of Indian bowls and primitive designs the children are taken to the Museum of Natural Ilistorv. 66 Speycr School Curriculum Geography and Nature-Study The work of this year centers about three interests: Local or home conditions; the simpler geographical aspects of industrial studies ; and the geographical settings for peoples studied in history. For all of these studies, the immediate locality serves as a starting point. The studies of home life are constantly used as a basis of comparison and contrast for the lives and conditions of distant peoples. Home Geography. The location of Speyer School ; the immediate neighborhood; a map worked out by the class showing the land surface in the vicinity, and the proximity to the Hudson River ; transportation — car lines, subway, ferries, passenger and freight steamers ; streets and roads now and in early times ; position of ^Tanhattanville in relation to the remainder of New York City ; the advantages and disadvan- tages of living in a valley as represented by the valley situa- tion of Manhattanville. Other land forms beside those of the immediate neighbor- hood — cliffs, palisades ; hills — Washington Heights ; moun- tains — Catskill and Adirondack ; plains — those in Van Cort- landt Park, and in the marshes of New Jersey. The effect of land surfaces upon the growth of cities touched upon. Water forms : Hudson and East Rivers ; New York Bay ; the ocean ; springs, lakes, swamps, water-falls, canals. Size and importance of New York City. Commerce, through commodities. Transportation by land and water re- viewed. Immigration — approached through the children in the class and families of foreign birth in the neighborhood. Climate : the seasons of New York ; weather studies, rain ; east winds ; snow ; responses to weather conditions in matters of food, shelter, and clothing; comparison of our climate with that of each of the peoples studied in history. Facts learned about United States : Constant use of the map in considering the sources of commodities in industrial arts, and in talking of places visited by the children, places of current interest, or places read about leads to a mental picture of the United States and a number of its more impor- tant points. Atlantic Ocean to the east; Pacific Ocean to Grade III 67 the west; location of New York State, Long Island, Connec- ticut, New Jersey, and other nearby states as occasion sug- gests; the more important trade and social centers. Geographical Aspects of the Industrial Arts. Foods: The milk depot of Sheffield Farms or Borden visited ; stock raising and dairying; wholesale market — Washington Market visited; oranges, leading to a brief study of California and Florida; olives, dates, and figs, studied in connection with Hebrew history. Clothing: Work with textiles and a somewhat detailed study of wool; visit to a woolen mill in the neighborhood; sources of wool ; shepherd life in connection with Hebrew history. Shelter : Brickmaking traced from new buildings back to the brickyard, and stones traced to quarries; review of woods and lumbering as covered in the second grade in con- nection with making a loom for weaving. In all of this work the emphasis is laid upon the sources, conditions of growth, transportation, and destination of commodities. Geographic controls determining all of these factors are emphasized as far as the children can appreciate them. Geographic Aspects of History. In the studies of the roving Indian, the Pueblo Indian, the Eskimo, and the Hebrew people and their neighbors, maps are used constantly in de- veloping some knowledge of locations in their relationship to the home of the children. Conditions of climate, land surface, and other appreciable controls determining the life activities of the peoples are especially emphasized. Imaginary trips are taken to distant points, aiding in the development of a knowledge of place relationships. There are also many facts learned incidentally which in- crease the knowledge of geography. Wherever opportunity offers, geographical elements are sufficiently emphasized to make their meanings understood. The literature read by the children is rich in geographical references. Text and reference books used by the teacher: Elementary Geogra])hy, Dodge — Rand, McNally. Geography, Book II, Tarr and McMurry — Macmillan. Home Geography of New 68 Speyer School Curriculum York City, Gustave Straubenmuller — Ginn. Bible Atlas, J. L. Hurlburt — Rand, McNally. The Peasantry of Palestine, Elihu Grant — Pilj:;rini Press. Numerous other sources are used incidentally. Some of the bulletins of the Department of Agriculture, Washington, D. C, are very helpful in dealing with the growth of agricul- tural products. Nature-Study Much of the nature-study work is directly connected with the study of geography, and the industrial arts. Some phases of the work, however, are in response to the life and physical interests round-about and are taken up as they suggest them- selves. 1. In connection with marketing, questions of gardening arise. Note is taken of the kind of soils in and about New York. The rock formations in Morningside Park and in the Palisades are studied, and comparisons made with plots upon which garden and farm crops are growing freely. The work on the roof garden contributes its share to a study of both the economic and the aesthetic aspects of nature-study. 2. Trees are studied in such a way as to enable the children to recognize different species by leaves, and by shape. Evergreen trees receive especial emphasis. The children learn the products and uses of the pine, fir, hemlock, spruce, juniper, holly, and misletoe. 3. The interest in birds continues. Attention is called to nesting habits, foods, migrations, and the uses of birds. Mathematics Review thoroughly and often. Reading and writing numbers to 10,000 or to any limit needed within the appreciation of the children. Addition and subtraction. Complete the 45 addition combinations, and the reverse subtraction combinations. Problems involving the adding of columns. Carrying in addi- tion. In subtraction, use the Austrian method, the method in common usage in making change. For example, in the problem, from 341 take 152, we say, "2 and 9 are 11", putting Grade III 69 down the 9; "6 and 8 are 14," putting down the 8; and, "2 and I are 3," putting down the i, the full result being 189. Multiplication, division, and partition are taught together to 12 times 12, as 4 sixes are 24; in 24 there are 4 sixes; and }i of 24 is 6. Problems in partition, as 1/6 of 246, are solved in the form, 41 6)246 Problems in long multiplication with the multiplier of two places, the multiplicand with two or three places. Short division, with no divisor large than 9. In learning the tables, the following order may be used : 2, 10, 11, 5, 3, 4, 6, 9, 8, 7. Fractions. All of the simpler fractions involved in measurement or expressions of value as needed. Fractional parts of the foot and inch. Adding and subtracting simpler fractions with a common denominator. Reduction of the simplest forms, as i/2=:2/4; i/3=:2/6. Decimal fractions as used in United States money. Par- ticular attention is given to correctness of form. Roman notation to C. Units of measure of previous grades reviewed; areas of rectangles found by drawing and counting, using the square inch, square foot, and square yard; develop the method of getting areas from length and breadth ; scale drawings as used in industrial arts and map making. In stating dimen- sions, read x "by." The ounce is introduced. Symbols and nomenclature. Add : -h ; use the terms sum, difference, product, multiplier, divisor, and quotient. Wherever possible, associate numbers with some evident life significance. For example, 5 suggests a nickle, or the fingers of the hand ; 6 is the half dozen, one half of a foot, or the working days of the week ; 7 suggests the days of the week ; 10 is the dime; 12 the dozen, the months of the year, the inches in a foot, the hours on the clock face; 15 is the quarter of an hour; 18 is the half yard; 24 the hours of the day; 30 minutes is half an hour; 25 is the quarter of a dollar; and 50 is the half dollar. Other like connections will often sug- gest themselves. TO Speyer School Cnrricnlum Thorough practice in the fundamental operations within the number space i-iooo with the limitations set in the fore- going. Practical problems involving the various processes are furnished in abundance by the needs arising in industrial arts, trips taken to the bakery, grocery, dairy, garden, farm, and other places, and in the games and plays of the class room and gymnasium. Illustrative of possibilities these questions are suggested in a study of the dairies of the neighborhood: How much milk do you use daily? Comparison of milk bottles, pint and quart. How many bottles does the wire carrier hold? The driver's wooden box? How many quarts? How many gallons? How much milk does a driver usually handle in this neighborhood each day? How much milk is delivered daily for the luncheons of the school children? How many cups can be filled from these bottles? How much does a milk can hold? How many quart bottles could you fill from a can of milk? How many pint bottles? How many large cans are handled daily by our up-town branches of Borden's, Sheffield Farms, and McDermott? How many wagons do they all employ? Number of trips made in a day? In a week? Number of horses in the stables? Amount of feed used? Studies of the commodities in daily use in the children's homes result in excellent work in measures of weight, capacity, and value. Which articles are sold by weight? By volume? Sizes of standard packages sold. Cost of these and relative economy in large and small. Market bills checked. Much oral work. Written work given is simple in form and correctness in form is much emphasized. Problems in this grade involve but one step in reasoning. Summaries and reviews are thorough and frequent. Fre- quent short periods are more effective in this work than longer periods at greater intervals. While the reasoning and appli- cation phases of the work are constantly kept developing, there is also definite effort to develop automatism in the use of facts and processes. Grade III 7^ Music First Phase. Completion of the process from song to nota- tion and commencing phrase reading, (i) Review of nota- tion learned in second year. Continuation of the work through appeal to the imagination. Specific vowel practice on sustained tones. (2) Completion of stafif notation. First step : Learning to sing major and minor seconds at will in order to be able to measure staff distances. Second step: Discovering the need for fixed pitch, as well as relative names of tones, learning how the fixed pitch names came to be, and how to sing them, starting from any one of them. Third step: Learning how the clef mark makes it possible to have the lines of the staflf represent fixed pitches, and how to sing them from the staflF. Fourth step : Discovering how the staflF with the clef mark can only represent the key of C, and how sharps and flats are made to represent other keys. (3) Fractional pulse: Observing the difiference between the dotted pulse and the dotted half-pulse, and memorizing their effect as well as learning how they are represented in notation. (4) Phrase thinking: Inventing variations on a musical passage, and writing them down, as well as continuing song-making. (5) Commencing phrase-reading in the three keys, C-F-G. Program Music, and History of Music. This grade con- tributes its share of song material to the semi-monthly musical programs in assembly. The music and musical instruments of the Hebrews, Egyptians, and Persians are learned about in connection with the history of this year. Participation in the programs, and listening to the work of other grades aid in the cultivation of musical appreciation and interest. Folk literature and ff)lk festal occasions have their relationships with music adequately emphasized. Songs. A list of songs suggestive of the types used in the third and fourth grades follows. The books containing these songs are also listed. Songs of the Child World, Riloy and Gaynor — Church. The Blacksmith: Spinning the Yarn; Grandma's Knitfinp Song: Christmas Cirol; Our Flap; Harvest r>f Squirrel and Honey Bee; Thanks5?iving Song; Sleighing Song; The Tulips. 72 Sf^cxi'f School Curriculum Songs of Life and Nature, Eleanor Smith — Silver, Burdett. Maypole Dance; Fairy Folk, Stanzas i and 2. SoNo Echoes From Child Land, Jenks and Rust — Ditson. Santa Clans. Songs for Little Children, Part H, Eleanor Smith — Milton Bradley. Spin. La.-^sie, Spin; Thanksgiving Song. Art Song Cycles, Part I, Miessner — Silver, Burdett. Toucliing; Granddaddy Longlegs; In Germany. The Song Primer, Teachers' Book, Alys Bentley — Barnes. The Train: Sea Shell; The Sea-Saw: Wing Foo; The Butter- fly; A Pretty Passenger; Once I Got into a Boat; The Leaflets; The Shepherd Moon. Seven Little Songs. Grant-Schaefer — Summy. Spinning Song: Slumber Song. Ste\-enson Soxg Book, R. L. Stevenson — Schirmer. The SwMug; Singing: The Wind; Windy Nights. Mother Goose Set to Music, J. W. Elliott — McLaughlin. Jack and Jill; Little Bo-Peep; Ding, Dong, Bell; Humpty Dumpty; When the Snow Is on the Ground; I Love Little Pussy; Lullaby. Education Music Course, Teachers' Edition — Ginn. Where Do All the Daisies Go? The Flag We Love; Thanks- giving Day; May-Day Song; Fancies; In Shadowtown; A Christmas Song: The Passing Soldiers. Nature Songs for Children, Fanny Knowlton — Milton Bradley. January; What Robin Told; Rollicking Robin; Little Hickory Nut: In the Tree Top. Rounds, Carols, and Songs, M. C Osgood — Ditson. Fiddle-De-Dee: Tooriletoo; Perrie, Merrie, Dixie; Golden Slumbers; The Postilion; Hunter's Song; Holy Night; Child Jesus; Spinning Song; Sweet and Low; The Little Soldier; A Frog He Would a- Wooing Go; The Shepherdess and the Cuckoo; Good King Wenceslas. More difficult songs, appropriate also for grades above the fourth. Songs of the British Isles, W. H. Hadow — Novello. God Save the King; The Hunt Is Up: The Jolly Miller; Golden Slumbers; The Keel Row; The Harp That Once; All Through the Night; Drink to Me Only With Thine Eyes; The Spring Is Coming; Heart of Oak; Under the Greenwood Tree; Maypole Dance; Come Lassie and Lad; The Maypole; Rule, Britannia: Now Is the Month of Maying. The Children's Messiah, M. R. Hofer — Summy. Carol, Brothers, Carol; Christmas Day in the Morning; Christmas Eve; Three Kings of Orient; What Child Is This?; O, Holy Night; Silent Night. Grade III 73 Physical Education and Hygiene Children are now beginning- to look for practical results from many activities, and they will cooperate to secure enough skill to accomplish certain ends. This spirit makes beginnings in the acquiring of technique possible, but the introduction of technique must come "in connection with ends that arise within the children's own experience, that are present to them as desired ends and hence as motives to action." — Dewey, "The School and the Child." Some of the work of the year centers about the hunting and pastoral types of peoples studied in history. Other work relates to some of the industrial activities of the present time, especially those celebrated by festal occasions. 1. Dramatic games: Indian war dance; Indian cere- monies; Indian games. 2. Folk dances: Danish Dance of Greeting; Klappdanz; Carrousel ; Irish Reel ; etc. 3. Games of skill: Indian club relay; hopping relay; Three Deep ; Red Rover ; Stride Ball ; etc. 4. Apparatus : Stall bars ; ropes ; giant stride. 5. Technique. Marching: Keeping step and alignment. General exercises : Those growing out of the game of skill, the dance, and the apparatus, with a view to the general efficiency of the body as a tool. Jumping: Broad, and be- ginning high with emphasis on the landing. Hygiene Interest in hygienic living is developed through the games, dances, and dramatizations of the activities of early peoples and contemporary life. The necessity for strength and endurance of the Indian in securing his food and clothing, his open air life, and the similar needs in the life of to-day find expression in the work in history and industrial art. The health elements in the free, open life of the early and later pastoral peoples are strongly emphasized. In connection with the home geography, and with ques- tions of local, current importance, frequent reference is made to the outline in the second grade under Social and Indtistrial Life on the work of the Department of Health of New York City, page 38. FOURTH GRADE English Greater i>o\vcr of sustained attention and greater facility in reading now make possible the use of longer selections for reading and study. Classic literature in much variety is used. A study of the Greek and Roman periods in history suggests much excellent material for literature. Literature. Stories. The stories for this year are very largely taken from the books listed under Reading. However, a number of books not included in that list are read wholly or in part by the children or are read to them by the teacher. The fol- lowing are stories or books of this kind : The Christmas Truants— Stockton 52I Water Babies — Kingsley 69 Story of Aladdin — The Wonderful Lamp 26 Second Voyage of Sinbad the Sailor 26 Uncle Rerhus Stories — Harris 70 Selections from The Jungle Books — Kipling. The Brave Three Hundred 54 Selections from The Wonder Book — Hawthorne The Wonderful Adventures of Nils — Lagerlof — Doubleday-Page. Wahb — Seton — Century Co. Selections from the Odyssey — Butcher, Lang — Macmillan Co. Selections from plays of Euripides, and Aeschylus Stories from Myths of the Greeks 81 The First Christmas — in the Blue Flower, Van Dyke — Scribner. Cratchit's Christmas Dinner — Dickens 82 Round the Year in Myth and Song, Holbrook — Amer. Bk. Co. Hans Brinker and the Silver Skates, Dodge. Donkey John of Toy Valley, Morley — McClurg. Poetry. While most of the following are read by the children, a number near the end of the list are read to them by the teacher : The South Wind and the Sun — Riley's Poems — Bobbs-Merrill. The Corn Song — Whittier 16 O Little Town of Bethlehem 16 A Laughing Chorus 5 The Brook — Tennyson 2, 3, 13, 32 Robert of Lincoln — Bryant i, 2, 3, 5, 32 The Finding of the Lyre — Lowell 2 A Musical Instrument — Browning 2 Japanese Lullaby 5 1 Numbers refer to books containing stories and poems. A full list of books with publishers forms an appendix to this book. 74 Grade IV 75 Driving Home the Cows — Osgood 2 A Visit from St. Nicholas — Moore 2 Planting of the Apple Tree — Bryant 3 Bell of Atri — Longfellow 3 Snow Bound, Selections — Whittier. The Sandpiper — Thaxter 2 Ode to a Grecian Urn — Keats's Poems — Scribner. The Daffodils — Wordsworth 16 Horatius at the Bridge — Macaulay 2 Battle of Salamis, Selections — Aeschylus — Steps to Oratory — Amer. Bk. Co. The Pied Piper of Hamlin — Browning 16 Nuremberg — Longfellow — Any complete edition. Songs. Songs in the music work interpreted as literature. Memorizing. Review of poems, songs, and quotations of previous grades, and the addition of half a dozen or more in this grade. When taught aright, many short poems appeal to the children as worth knowing, and memorizing becomes almost a by-product of their study. Reading. Increasing attention is given to exactness of in- terpretation and rendering. History, industrial arts, and geography all contribute markedly to the development of vocabulary. In addition to the foregoing stories and poems, selections for reading are made from the following texts : Child Classics, Alexander — Bobbs-Merrill. Story of the Greeks, Tappan — Houghton Mifflin. Greek Heroes, Kingsley — Ginn. Tales from Herodotus, Havell — Crowell. Story of Ulysses, Cook — i'ub. School Pub. Co. Stories of Old Greece, Ed. Pub. Co. Story of the Romans, Gucrbcr — Amcr. Bk. Co. I'inocchio, Collodi — Ginn. Ad\cntures of a Brownie, Mullock — Crowell. Through the Looking Glass, Carroll — Macmillan. Black Beauty. Sewall— A. L. Burt Co. Word Study. Children arc here given a .scries of system- atic lessons on the use of the dictionary. Among the impor- tant topics, they consider: How a dictionary is compiled how to open a dictionary; how to turn the leaves; use ot yd Sf'i'xcr Sclwol Curriculum key words ; how to find words quickly ; how to select mean- ings of words : and other uses of the dictionary as occasions arise, as the meanings of prefixes, suffixes, and roots ; vowel sounds ; and proper names. The work in Greek and Roman history in this grade calls specific attention to many Greek and Latin word-forms and creates a motive for and an interest in much important word study. Spelling is continued as begun in earlier grades, receiving attention in all subjects, but with some specific time for word lists. Rules for the plural of nouns ending in y, for words ending in silent e on taking a suffix beginning with a vowel, with the exceptions, singeing and dyeing, and words ending in ce and ge before a suffix beginning with a or o, are learned and applied by the children. Syllabication is emphasized and there is continued attention to phonetics. In connection with the dictionary work there is a careful review of diacritical markings. Language. Arbitrary forms already learned, contractions, abbreviations, use of comma in series, further uses of the period, etc., are dwelt upon and ample opportunity is given for their use in composition work. Children are taught to recognize the noun, common and proper, the pronoun, the sentence, and the subject and predicate of a sentence. Attention is given to para- graphing. An effort is made to develop the correct usage of pro- nouns, of )nay and can, lie and lay, set and sit, zvent, has gone, of and off. saw, seen, zvas, and zvere. "Foundation Lessons in Eng- lish," Book I, by Woodley, Macmillan Co., is used as a reference book by the children. Dramatization as a means of clarifying thought and culti- vating freedom and accuracy of expression receives much attention in this grade. The work in literature and history furnishes excellent motives and opportunities for this type of activity. Original composition work in prose and poetry and verses for melody construction in the making of songs are encour- aged. In all work, oral and written, an effort is made to have the children express themselves with clearness and cor- Grade IV 77 rectness. Stress is placed upon the ability to stand and dis- cuss topics in continued and well organized discourse. Writing Writing is continued as in the third grade. The free arm movement is used. Attention is directed chiefly to legibility and a fair degree of rapidity. Measurements are made three or four times during the year with Thorndike's Handwriting Scale to maintain standards and test progress. History, Civics, and Social Life The work of the third grade brought the study of the Persians up to the Greeks. The work of this year is devoted to the Greeks and Romans as types of civilized society. While the myths and legends, and the narratives of authentic history here become a very important part of the work, the industrial, voca- tional, and social life of these peoples is vitally emphasized. Pro- gress in arts, letters and political life is here important. Greater social complexity, personal responsibility, and social interdepend- ence are found here and are duly emphasized. Through the rise, decline, and fall of these states in relationship to the causes in private and public life which produced them, the child becomes conscious of the fundamental importance of conduct in the welfare of any people. The contributions of the two peoples to our own civil- ization must be borne in mind constantly by the teacher. Comparisons with peoples and types of life earlier studied, and with present day conditions are constant. The essential difference in the genius of the two peoples, the Greek in the field of art, letters and philosophy, the Roman in the field of law, government, and practical affairs, should be appreciated. It is expected that the pupil will learn to feel this difference rather than to formulate it in words. Much work in drama- tization, hand work, and art study grows out of the material. The construction of houses, equipment, and costumes of these peoples receive attention, as docs the art side of Greek life. Physical education also receives a stimulus from the Greek work and an "Olympiad" may easily be an outgrowth of the study if it is desired. 78 Speyer School Curriculum Greece I. Mythology: Zeus; Poseidon; Pluto; Hera; Apollo, Arte- mis; Hephaestus; Aphrodite; Hermes; Ares; Bacchus; Athena. n. Legendary History: Mother Demeter; Heracles; The- seus; Perseus; Jason and the Golden Fleece; The Trojan War. HI. The Law Givers. 1. Lycurgus and his Laws. Rules for the education of the youth. The common table. Ideas of trade and money. The Spartan ideas of honor. The Spartan as a man. 2. Draco: Conditions at Athens. Need of written laws. Reform of Draco. 3. Solon. IV. The Persian Wars. 1. Croesus and the Greek cities in Asia Minor. 2. Conquest of Lydia by Cyrus. 3. The policy of Cyrus and Darius. 4. The burning of Sardis. 5. The first Persian invasion : The envoys who asked for earth and water. Miltiades and the battle of Mara- thon. Ostracism at Athens. 6. The second Persian invasion : Xerxes and his prepar- ations. The army and the way it came. Preparations of the Greeks. Leonidas and the battle of Thermopylae. Themistocles and the battle of Salamis. Defeat of Cleon. Battles of Platea and Mycale. V. Athens at the Time of Pericles. 1. Life of the people : Their houses, dress, schools, slaves, temples, art, festivals, and theaters. 2. The colonial empire of Athens. 3. The use Pericles made of money raised from the colonies : The fine public buildings of the Acropolis ; the statuary; carvings and paintings. Encouragement given to oratory, history and the drama : Herodotus ; the theaters; Eschylus, Sophocles and Euripides. To Grade IV 79 make these dramatists more than mere names, the teacher may select some one play, as Antigone, tell the story, read some short selection, and allow the children to act it if they wish. 4. Socrates : His life and the way he taught. 5. Richness and strength of Athens. VI. The Peloponnesian War: i. Allies of Sparta. 2. Out- break of the war. 3. The pestilence at Athens and the death of Pericles. 4. The first Spartan captives. 5. Part Alcibiades played in the war. 6. The Athenian assembly and the law courts. 7. Aristophanes and his satires: "The Wasps" and "The Birds" may both be used. The teacher may tell the story, read parts, and allow the children to act it. They will see the point in each play. 8. Thucydides as the historian of the war. VII. The Rise of Macedonia: i. Philip and Demosthenes. 2. Alexander the Great: His conquest; character; relation to Aristotle. Rome I. Legendary History: i. Romulus and Remus and the founding of Rome. 2. How the Romans secured wives. 3. Lars Porsena. 4. Horatius. 5. The Tarquins and their expulsion. II. The Republic. I. Coriolanus and the Volscians. 2. The Gauls and the ransom of Rome. 3. Cincinnatus : How he saved Rome. The office of dictator. 4. The plebeans and their demand of citizenship. In this connection tell the main facts of Rome's early government. 5. War with Pyrrhus: What the Romans learned from fighting with the Greeks. Effects of the elephants upon the Roman soldiers. Appius Claudius and the refusal of peace. Final success of the Romans. 6. Rome's method of holding the conquered country: The military roads. Use of these roads for trading purposes. The question of citizenship. 8o Spcyer School Curriadum III. How Rome conquered the world and the results which followed. 1. The war with Carthage: How the war started. Duil- lius and the first fleet. The story of Regulus. Govern- ment of the first province. Hannibal. Scipio. New colonies as a result of the war. 2. Life of the Romans at the close of the war with Car- thage : dress ; houses ; occupations ; military service. 3. Conquest of Greece: Roman legions defeat the phalanx. Growth of Grecian customs. The Romans learn Greek art, literature, religion and philosophy. In- crease in the number of slaves. From among the following books, material may be select- ed well adapted to the work above outlined. Those under division A in each case are in such form as to be read to or by the children of this grade. Those under B are helpful to the teacher but often beyond the pupil. References on Greece. A. Ten Boys on the Way from Long Ago to Now, Andrews — Ginn. Heroes of Olden Times, Baldwin — Scribner. Tales from Greek Story and Song, H. J. Church — Macmillan. Story of the Persian War, H. J. Church — Bay View Pub. Co. Stories from Greek Comedy, H. J. Church — Macmillan. Stories from Greek Tragedy, H. J. Church — Dodd, Mead. Myths of Greece and Rome, Guerber — Amer. Bk. Co. Greek Myths and Their Art, Mann — Prang Ed. Co. The Story of the Greeks, Guerbner — Amer. Bk. Co. Homeric Stories, Hall — Amer. Bk. Co. Four Old Greeks, Hall — Rand, McNally. Greek Gods, Heroes and Men, Harding — Scott, Foresman. Tanglewood Tales, Hawthorne — Houghton. Wonder Book, Hawthorne — Houghton. Greek Heroes, Kingsley — Macmillan. Gods and Heroes, Francillon — Ginn. History for Graded and District Schools, Kemp — Ginn. B. History of the Ancient World, Botsford — Macmillan. Home Life of the Ancient Greek, Bliimner — Cassell. Classic Myths, Gayley — Ginn. History of Greece, Bury — Macmillan. Life of the Ancient Greeks, Gulick — Appleton. Old Greek Life, Mahaflfy — Amer. Bk. Co. Grade IV 8i Ancient Historjs Myers — Ginn. Plutarch's Lives — Burt. References on Rome. A. All of those in the above list referring in part to Rome. Stories from Livy, H. J. Church — Dodd, Mead. The Story of the Romans, Guerber — Amer. Bk. Co. The City of the Seven Hills, Harding — Scott, Foresman. Stories of Old Rome, Pratt — Educational Pub. Co. B. Life of the Greeks and Romans, Guhl and Koener — Appleton. Early Rome, Ihne — Scribner. Private Life of the Romans, Johnson — Scott, Foresman. History of Rome, Mommsen — Scribner. Source Book of Roman History, Abridged, Munro — Heath. Ancient History, Myers — Ginn. Livy, Literally Translated. Industrial and Fine Arts The numbers used under Projects refer to the topics with respective numbers under Subject Matter. The work outHned suggests the close correlation in many points between the history, geography, or nature-study and the industrial and fine arts. This fact must be kept in mind to pre- serve the unity of the work. The fine arts outline gives particular attention to the design of projects. Under some units, selection may be made from among the topics listed. A single project of a number given as possible may be adequate to illustrate the particular principle or process. See list of reference books in Appendix. I. Foods. Subject Matter: 1. Eggs — food value as compared with milk, meat, vege- tables, etc. ; methods of preparing eggs ; cold storage, candling, etc. ; use in preparing other foods, as thickening milk, lightening batters, etc. 2. Starch — food value, test for starch, imtliod of cooking starch, uses of rice as a food, preparation of vegetables, serving with white sauce. Macaroni — food value, innnufacturc, prepar- ation for use. 3. Fish — food value; methods of preserving fish, canning, 82 Spcycr Sclwol Curriculum drying, etc.; preparation of fish for food; oysters, cod, salmon, mackerel, etc. 4. Cocoa and chocolate — source, manufacture, food value, preparation for use. 5. Serving a luncheon — to give first idea of balancing a meal by proper selection for food values. Projects: 1. Boiled eggs deviled. 2. Rice cooked with cheese, vegetables served with white sauce, baked potato, macaroni and cheese. 3. Oyster soup, chowder. 4. Cocoa. 5. A luncheon. II. Shelter. Subject Matter: 1. Greek houses as adapted to ideas of home life; evolution of Roman house, marking growth of the family as a community unit — in relation to work in history. 2. Lumbering — in relation to geography, methods of lum- bering, logging, and milling ; life in a lumber camp. 3. Box construction — butt joint. Projects : I. Model of a Greek or Roman house. 3. Window box with butt joint or other box project. III. Clothing. Subject Matter: 1. Silk — processes from the silk worm egg to the woven fabric; silk mills; adulterations of silk; tests to detect adultera- tions; uses of silk. 2. Knitted and woven goods compared, machinery processes. 3. Clothing — essential garments, form, construction. 4. Felting — peculiar to wool and fur, making felt hats. 5. Sewing — Greek costumes in connection with dramatiza- tion of Greek stories, stitches — basting, running, hemming ; school pennant, uses of felt, stitches — basting, hemming, stitching. 6. Leather — uses, especially in shoes, kinds, methods of preparation, relative value. Grade IV 83 Projects : 1. Silk processes from &gg to woven fabric; testing silk; charts showing silk industry. 2. Knitted wash cloth. 3. Clothes for a doll, with free drafting approximating measurements. 4. School pennant. 5. Greek costumes. 6. Charts of leather industry. IV. Records. Subject Matter: 1. Historical — Cadmus and the Phoenician alphabet; Roman use of wax tablets for bulletins and messages ; Greece as center of learning and home of scribes. 2. Binding of material as an aid to filing. Projects: I. Pamphlet binding, one section book with cloth case cover, single end sheets, and cloth strip or Gaylord tape for fastening. V. Utensils. Subject Matter: 1. Pottery — Greek and Roman pottery as indicative of the life ; typical forms, uses, designs ; molds as used to repeat a vase form, method of making a one-piece mold ; use of plaster of Paris ; the potter's wheel. 2. Basketry — reed woven baskets, uses and advantages, pro- cess of making. Related reed or willow industries. 3. Box construction in wood — the window box. See Shelter. Projects : 1 . Vase, Greek incised design ; one-piece mold ; poured pottery ; potter's wheel. See Tools and Machines. 2. Woven reed basket. 3. Window box, or some other box form. VI. Tools, Machines, and Weapons. Subject Matter: I. Methods of procuring water from wells — well sweep, illustrating the lever; the windlass, and the pulley, illustrating the 84 Speyer School Curriculum wheel and axle and the crank ; the pump with a chain of small buckets, illustrating the endless chain ; wind mills, utilizing wind power ; the siphon for drawing water from tanks and casks. 2. Capstan of a boat or ship, illustrating the wheel and axle. 3. The galley ship, the oars illustrating levers. 4. The Roman aqueducts, and the Croton aqueduct, illus- trating gravity, and the tendency of water to seek its level. 5. The Roman arch, the key stone — a method of securing strength in buildings, bridges, and tunnels. 6. The Roman chariot — the wheel as an aid to transporta- tion ; carts and wagons. 7. The potter's wheel — centrifugal force ; overcoming of friction by ball bearings as in the potter's wheel and roller skates. Projects: I . Windmills. Fine Arts Design. Line: proportion; shape; groupings; rhythm. Choice of rectangles for Greek history book, clay bowls, made in connec- tion with Greek history, shapes of letters, spacing of title on book, and proportions of curves for bowls. Simple flower com- positions with brush. Illustrations of spring games and activi- ties developed from pose drawing. Stencilled designs in straight line for school curtains. Simple block designs cut in linoleum. Tone: all designs put into at least two values. Color: hues ; values ; intensities. Simple color theory using scales to explain the three differences. Applied to designs and representative drawing. Representative Drawing. Taken up in much the same way as in previous grades, using more difficult studies. Pose drawing is taken up in this grade, trying for good proportion as well as action. The line drawings are filled in with color. Japanese drawings in brush line are used as models. For appreciation of beauty of line in proportion and rhythm, the children are taken to the Metropolitan Museum to study Greek pottery, sculpture, and architecture. Grade IV 85 Picture Study. Alma Tadema — Reading The Centaur from Homer Millet — The Gleaners Michaelangelo — Three Fates Burne- Jones — Aurora Raphael— School of Athens Watts — Charity Carpaccio — Apollo and Corot — Dance of the Daphne Nymphs Mvron — Discobulus Millet — The Rainbow Paolo Veronese — Arachne Ruysdael — The Windmill Geography and Nature-Study The aim for this year is to extend the study of the activities of peoples in other lands — to learn of their countries and home life, and to see how our products and work are of value to them and how their efforts and products contribute to our well being. The many necessities and luxuries of our home life offer a natural approach to the study of many topics which are widely enough distributed to lead inductively to a view of the "World as a Whole." This procedure lays more emphasis upon the com- mercial and industrial phases of geography and places less stress upon physiography than do most of the text-books. However, the child comes gradually to see that certain climate, topography, and soils of countries condition the life and determine the activities of their inhabitants. The full significance of "life controls" and "life responses" may not be comprehended at this time, but the idea grows and in time becomes the central idea for much of the geog- raphy work. Special effort is not made to generalize, but an attempt is made to secure a knowledge of appreciable details which later find their places in established categories, at which time the principles of geography become clearly appreciated. Globes, maps, and pictures, as well as the sand table, are used freely so that by the close of the year the salient elements of loca- tion, extent, and the more important land features are learned, largely incidentally. Local excursions furnish many details used for comparison. The work of the year in history offers much opportunity for a study of the Mediterranean region. Maps arc constantly used in history. The work in industrial arts provides natural motivation for a number of studies on the sources and methods of production of 86 Spcycr School Curriculum raw materials together with their transportation. Correlation be- tween industrial arts and geography is often very close. Below is given a list of suggested topics. As far as possible, their treatment is such as to require thought and inference. In many instances the topic is approached by tracing to the region of production some article of common use ; then the life of the people, the character of the country, climate, etc., are studied in connection with a very general view of the industrial conditions which lead to the typical product with which the work started. America. 1. Cod fishing, the Grand Banks. 2. Oysters, Chesapeake Bay. 3. Rice, sugar, southern United States. 4. Salmon fishing and the Columbia River region. 5. Ostrich farm, California. 6. Lumbering, chief lumber regions of United States. 7. Coffee, Mexico. 8. Rubber, and cofifee, Brazil. 9. Sheep, cattle, and wheat, Argentina. Europe. 10. A trip to Europe. 11. Cutlery, England. 12. Fish, Norway and Holland. 13. Wheat, Russia. 14. Flower bulbs and cheese, Holland. 15. Toys, Germany. 16. Silk, France. 17. Timepieces and milk chocolate, Switzerland. 18. Macaroni, Italy. Africa. 19. Ivory hunting. Central Africa. 20. Diamonds, Kimberly. Asia. 21. Review of third grade studies. 22. The Jungle Book, India. 23. Pearls, Ceylon. 24. Tea and firecrackers, China and Japan. 25. Manila hemp. The Philippines. Grade IV 87 Australia. 26. The kangaroo, Australia. Trans-Atlantic Commerce. Trans-Pacific Commerce. The year closes with a summary of the "Earth as a Whole," and with elementary facts of its form, size, motions, and relations to the sun. Throughout the year, some attention is given to weather studies. For the work in geography in this grade, the following books are especially valuable : Little Folks in Many Lands, Chance — Ginn. The Wide World, Youth's Companion Series — Ginn. Geographical Readers, King — Lee, Shepard. Geographical Readers, Carpenter — Amer. Bk. Co. Strange Lands Near Home, Youth's Companion Series — Ginn. When I Was a Boy in China, Yan Phon Lee — Lothrop Pub. Co. Chinese Life in Town and Country, Bord — Putnam. Japanese Life in Town and Country, Knox — Putnam. Hans the Eskimo, Scandlin — Silver, Burdett. The Philippines, MacClintock — Amer. Bk. Co. Stories of Australia, Pratt — Educational Pub. Co. Big People and Little People of Other Lands, Shaw — Amer. Bk. Co. Under Sunny Skies, Youth's Companion Series — Ginn. The Little Journey Series, George — Flanagan. Boy Travelers in Australia, Knox — Harper. My Kalulu — Central Africa, Stanley — Scribner. The Story of South Africa, G. M. Theal — Putnam. The Romance of a Mummy, T. Gautier — Lippincott. The Story of Japan, R. van Bergen — Amer. Bk. Co. Child Life in Chinese Homes, Mrs. Bryson — Amer. Bk. Co. The Stories of Other Lands, Johonnot — Amer. Bk, Co. The Story of Mexico, S. Hale — Putnam. Around and about South America, F. Vincent — Appleton. Preservation of Fishery Products for Food, C. H. Stevenson — Rept. U. S. Commission of Fish and Fisheries, 1899. Wash- ington, D. C. Man and His Work, Herbcrtson — A. and C. Black, London. Nature-Study Window boxes and the roof garden furnish problems in the growth and care of plants. Work relative to the growth and habits of plants and animals used for food or to provide clothing 88 Spcycr School Curriculum is closely correlated with the geographical and industrial arts phases of this year's study. Silk worms are grown from the eggs and are kept until the cocoons are spun. In connection with fine arts studies, the aesthetic phases of nature are continuously em- phasized. With the introduction of the Greek and Roman my- tholog}' an interest in the heavenly bodies is developed, and the children learn to name and recognize the more commonly known constellations. Weather studies as elements of geographic control are continued. Mathematics Thorough and constant reviews of previous work. Reading and writing with facility of numbers as large as are needed. Multiplication tables reviewed and made automatic. Long multiplication with multiplier of three places. Long division with two-place divisors. Thorough prac- tice in long multiplication and division, with constant reviews and applications to secure complete mastery of the processes and the number facts involved in the fundamental operations with a reasonable degree of accuracy. Pupils are taught the forms of proof for all operations. Simple fractions and mixed numbers as needed in con- crete problems which arise. Addition and subtraction of frac- tions as used in simpler business transactions. Similarly, simple cases of multiplying and dividing fractions by integers are introduced. If need arises, there will be sufficient work in factoring to allow reductions of relatively simple fractions to lowest terms. Tests of divisibility by 2, 3, 4, and 5 are taught. Principles of decimals as involved in the use of United States money. Roman notation is completed, a motive arising in the dates found on public buildings and monuments, and on the title or cover pages of books and periodicals. In the further application of measurements, tables of de- nominate nurobers with which usage has made the children familiar are systematized and learned. The rod, mile, acre, and ton are introduced. Grade IV 89 Simple geometric forms and names of common plane figures and solids as called for in other work. Correct terms, as vertical, horizontal, oblique, right angle, triangle, circle, circumference, and diameter introduced as occasion demands. Simple problems in finding the solid contents of rectangular solids if need arises for this experience. Practical or applied problems are so numerous in the other subjects that care is needed in selection to observe the proper sequence for the number processes. Questions of the economics of food, shelter, and clothing arising in the work in industrial arts, geography, and nature-study afford an abun- dance of problems involving both motives for and applications of the number processes and relationships within the reason- able capacity of children of this grade. Initiative in bringing related problems from home and neighborhood activities is encouraged. I\Iany problems are interpreted and merely approximate answers given. Children are taught to see the reasonableness of values or relationships derived. ATuch oral work is required. In written work, emphasis is placed upon simple and correct form. Clear, simple, direct English is sought in all work. Complicated analyses or ex- planations are avoided. Problems involving actual present day values and conditions are used. Care is taken to avoid wrong habits and to prevent arrest of development. Reviews are thorough and frequent. Automatism in the use of facts and processes is emphasized, as well as the phases of the work pertaining to reasoning and application. Music Second Phase. Beginning of work from notation to song, and development of phrase reading. 1. Continued practice of good voice and vowel color through efforts to express adequately the character of the song. 2. Thinking music in phrases ; singing atid writing varia- tions on a phrase. 3. Speed work; practice in rapid co-ordination by point- ing on staff without writing, and by use of printed cards. Application of phrase practice songs. 90 Speyer School Curriculum 4. Learning new keys ; applying the observation with reference to the sharp four and flat seven as a principle for introducing new keys and for forming key groups. Rhythmic practice. 5. Speed work in placing ist, 3rd, upper and lower 5th, and upper octave in different keys. 6. Introduction of musical reader. Program Music, and History of Music. In part, through the semi-monthly musical programs and concerts in assembly. The correlated interests in history and literature bring con- siderations of the music and musical instruments of the Greek and Roman periods; the wandering poets and musicians; and the place of music in the plays, festivals, and lives of the Greeks. The place of music in the rhythms and dances in physical education receives attention. Songs. See the list of songs under Music for the third grade which contains song material appropriate to both third and fourth grades, page 71. Physical Education and Hygiene Children are now well advanced in the period of tech- nique. They demand tests of power, and take pride in dif- ficulties overcome. The work of the year centers about the activities of the Greeks and Romans, the life of present day peoples studied in geography, and current sports and games. The Greek life especially forms a great stimulus, and an "Olympiad" is easily an outgrow^th of the study of history. I. Dramatic games and pantomime: The story of Prome- theus; Arachne ; Persephone; etc. II. Dances. 1. Symbolic: Grecian Garland; Ball and Cymbal. 2. Folk dances : Rovenacka ; Tautoli ; Wooden Shoes, etc. 3. Dancing steps : Two-step ; polka ; schottische ; waltz. III. Games of skill : Chariot race ; square relay ; Stride Ball ; Pass Ball; etc. Grade IV 91 IV. Apparatus: Stall bars; ropes; window, and horizontal ladders. V. Technique : 1. Marching — advance in execution and formation. 2. General exercises: Here, as in other grades, the work is built upon the games, the dances, or the apparatus to be used, but the emphasis is put upon execution. 3. Running; hurdling; discus throwing. The need for poise, control, and endurance required for success in the activities grouped about Greek life — running, discus throwing, archery, etc. — emphasizes attention to free- dom in dress, plenty of food and sleep, and excellent care of the body in all particulars. The question of sportsman-like conduct — fairness in competition, honesty above all other con- siderations — naturally receives emphasis here. Studies in industrial arts involve many points of impor- tance in social and personal hygiene which are considered in direct relationship to the topics with which they belong. Reference is frequently made to the outline in the second grade under Social and Industrial Life on the work of the Department of Health of New York City, page 38. FIFTH GRADE English Literature and Reading. The reading of this and succeed- ing grades is of three kinds : 1. The usual formal, definite study of some selections with strict attentitui to enunciation, pronunciation, emphasis, phrasing, and other technical elements, with opportunity for adequate prac- tice or drill work. 2. Sight reading from easy new material. The teacher's judgment determines how selections are made between these two forms of work. A suggested list follows of selections of the types used : Fourth Year Language Reader, Baker, Carpenter — Macmillan. Ten Boys Who Lived on the Road from Long Ago to Now, Andrews — Ginn. Arabian Nights, Selections. Some Merry Adventures of Robin Hood. Story of Siegfried. Story of Roland — Baker, Carpenter — 5th Yr. Lang. Reader. Lobo, Rag, and Vixen, Seton Thompson. Paul Revere's Ride, Longfellow. The Skeleton in Armor, Longfellow. The Pied Piper of Hamlin, Browning. Horatius at the Bridge, Macaulay. Psalms, I, 100, 121. The Sandpiper — Thaxter. Battle Hymn of the Republic. Little Brown Hands, Krout. The Barefoot Boy, Whittier. The First Snowfall, Lowell. Sir Patrick Spens, Baker, Carpenter — 5th Yr. Lang. Reader. Ring Out Wild Bells, Tennyson. The Christmas Tree, McHugh. The Walrus and the Carpenter — Carroll. The Law of the Jungle, Kipling. Opportunity, Edward R. Sill. 3. Individual reading. This includes rapid silent reading of material not very difficult, with emphasis on the thought side. Stories read are afterward talked over. Besides frequent short selections of this kind, the plan is to ask each child to buy, or secure from a library, one from a submitted list of books of ac- knowledged excellence, suited to his age and interests, instead of having all children use the same book. Thus in a class of twenty, twenty different books are found. As books are finished, children 92 Grade V 93 exchange so that each has opportunity to read as many as time permits. This method of reading provides excellent opportunity for attention to needs of individual pupils. During the reading period, each child has his own book ; a pupil is asked to go to the front and tell briefly the setting and situation of his story at the point where he wishes to read aloud. He then reads for a time while others listen or not as they choose. Through a period, sev- eral thus report. Occasional discussions arise. .A.s needs appear, the teacher takes the pupil for individual instruction. Points of general need are referred to the whole class. In this work, the individual child receives more direct attention than in class work ; good reading receives due recognition ; reading for the pleasure and profit of others as well as for one's self is thus cultivated as an aim. By the much more varied and extended reading possible by this method, more may be done in cultivating taste, good read- ing habits, and ability in interpretation and expression than by the same time in the intensive, prolonged formal studies of the small thought content in the few selections often used. The best selections from current magazines and children's papers sometimes take the place of book studies. The teacher does her share of oral reading to the class. Imitation in oral reading is not to be neglected. Approximately half of the year's work is of this type. Definite time divisions are not assigned. The teacher's judgment will determine the periods of alternation. A list of books suggesting the type selected for individual reading in the fifth and sixth grades follows. Many of these are equally appropriate for the seventh and eighth grades. Abbott, Life of Daniel Boone; Life of De Soto; Life of Julius Caesar; Life of Paul Jones; Life of Peter Stuyvesant Aitken, The Chief Scout, Sir Robert Baden-Powell Alcott, L. M., Little Women; Little Men; Old Fashioned Girl Alden, W. L., Adventures of Jimmy Brown Aldrich, T. B., Story of a Bad Boy Allen, David Crockett Andersen, H. C, Fairy Tales Arabian Nights Austin, J. G., Standish of Standish Bacon, The Boys' Life of Sir Francis Drake Baker, R. S., Boy's Book of Inventions Baldwin, James, Story of Siegfried; Story of Roland; Old Stories of the East 94 Spcycr School Ciirricidum Barbour, For the Honor of the School Captain of the Crew Baylor, F. C, Juan and Juanita Bear Stories Retold from St. Nicholas Beale, Stories from the Old Testament for Children Blaisdell, A. F.. Stories from English History Blanchard, A. E., A Girl of '76 Bolton, S. K., Famous American Statesmen; Famous Leaders among Men; Famous Men of Science; Lives of Girls Who Became Famous; Lives of Boys Who Became Famous Bostock, F. C, The Training of Wild Animals Boyesen, H. H., Boyhood in Norway Brooks, E. S., Century Book of the American Revolution; Century Book for Young Americans — The Government of U. S.; The True Story of Columbus; Chivalric Days: The True Story of Franklin; The True Story of Lafayette; The True Story of Lincoln; The True Story of Washington Brown, A. F., In the Days of the Giants Bulwer-Lytton. Last Days of Pompeii — School Ed., University Pub. Co. Burnett, F. H., Sara Crewe Candeze, E., Tr. by Baum, The Adventures of Grillo Clemens, S. L., Prince and Pauper; Tom Sawyer; A Connecticut Yankee at the Court of King Arthur Coffin, C. C, Boys of '76 Coolidge, Susan, A Round Dozen Cook, R. A., Along Four-Footed Trails Cooper, J. F., Deerslayer; Last of the Mohicans — School Ed., Univ. Pub. Co. Doubleday, Russell, Stories of Inventions Dudley, Following the Ball Eastman, C. A., Wigwam Evenings Eggleston, E. E., Hoosier Schoolmaster Farrar, F. W., St. Winifred's Grierson, Children's Tales from Scottish Ballads Habberton, John, Helen's Babies Hale, E. E., A Man Without a Country; Stories of Inventions Hall, Jennie, Viking Tales Harris, J. C, Uncle Remus, His Songs and Sayings Hathaway, Napoleon Hawthorne. Nathaniel, Wonder Book Henning, Jeanne D'arc, Maid or Orleans Holland, Rupert, Historic Boyhoods; Historic Girlhoods Ingersoll, Ernest, Book of the Ocean Jamison, C. V.. Toinnette's Philip Jenks, Captain Miles Standish Johnston, A. F., Little Colonel Series; Big Brother Grade V 95 Judd, M. C, Wigwam Stories Keller, Helen, Story of My Life Kipling, Rudyard, Captains Courageous; Jungle Books, First, and Second; Puck of Pook's Hill Knox, Robert Fulton Lagerlof, Selma, The Wonderful Adventures of Nills Lamb, C. and M., Tales from Shakespeare Lang, Andrew, The Blue Fairy Book; The Red Fairy Book Lansing, M. F., Lion and Tiger Stories Retold from St. Nicholas London, Jack, The Call of the Wild Mabie, H. W., Heroes Every Child Should Know; Heroines Every Child Should Know Meadowcroft, Boys' Life of Edison Montgomery, Anne of Green Gables Moores, C. W., Life of Lincoln for Boys and Girls Moulton, L. C, Bed Time Stories Mowry, W. A. and A. M., American Inventions and Inventors Munro, Kirk, The Fur Seal's Tooth; Rick Dale Nicolay, Boys' Life of Lincoln Otis, James, Castle of Grumpy Grouch; Life Savers; Peter of Am- sterdam; Toby Tyler Parton, James, Captains of Industry Page, T. N., A Captured Santa Glaus; Among the Camps; Two Little Confederates Perry and Beebe, Four American Pioneers — Boone, Carson, Clark, and Crockett Poe — The Goldbug Price, Wandering Heroes — Norse Poetry, Compilations Poetry for Children — Ed. by Samuel Eliot Days and Deeds — Ed. by B. E. Stevenson Open Sesame, Vol. I and II Poems Every Child Should Know — Ed. by M. E. Burt Phelps, E. S., Gypsy Breynton Pyle, Howard, Champions of the Round Table; King Arthur and His Knights; Men of Iron; Otto of the Silver Hand; Robin Hood; Sir Launcelot and His Companions; The Grail and the Passing of Arthur Riis, Jacob, The Making of an American Richards, L. E., Captain January; Florence Nightingale; Melody Robinson, E., A Little Puritan's First Christmas; A Loyal Little Maid Rogers, J. E., Earth and Sky Ruskin, John, King of the Golden River Scott, Sir Walter, Ivanhoc; Red Cap Tales Scudder, H. E., George Washington Sidney, Margaret, Five Little Pepper Series 96 Speyer School Curriculum Spyri, Heidi Stevenson, R. L., Treasure Island Stockton, Frank, Fanciful Tales; Short Stories Stoddard, W. O., Talking Leaves — An Indian Story; Two Arrows Stone and Ficket, Brave Dog Stories Retold from St. Nicholas St. John, T. M., How Two Boys Made Their Own Electrical Ap- paratus; Things a Boy Should Know about Wireless Tappan, E. M., In the Days of Queen Elizabeth; In the Days of William the Conqueror; Letters from Colonial Children Thompson, E. Seton, Wild Animals I Have Known; Lobo, Rag and Vixen Tomlinson, E. T., Three Colonial Boys Towle, G. M., Drake, the Sea King; Marco Polo; Pizarro Van Dyke, Henry, The Other Wise Man; The First Christmas Tree Verne, Jules, Around the World in Eighty Days Wiggin, K. D., The Birds' Christmas Carol; Rebecca of Sunny- brook Farm Children's books and papers, and material from current periodical literature are used for further work in easy sight reading. Stories are frequently read to the children to awaken interest in particular forms of literature, to serve as copies or standards in oral reading, and to impress the place of oral reading as a means of pleasant, social recreation. Typical of some of those read in this grade are — Wee Willie Winkie, Kipling ; The Mad Tea Party, Carrol ; Leap of Roushan Beg, Longfellow ; Swords and Scimitar, Scott ; and Norse Stories and Myths by several authors. Memorizing. In addition to a thorough review of poems, songs, and quotations memorized in preceding grades, a number of the selections most appreciated in this grade are memorized. Word Study. Attention to spelling in all of the content sub- jects provides lists for specific spelling lessons. The type of word study in connection with the use of the dictionary in the fourth grade is continued. Language. The aims in teaching language in the fifth and sixth grades are threefold: Ease and correctness in spoken and written English ; knowledge of a few technical points underlying the correct use of English ; and appreciation of beautiful expres- sion in English. To secure the first aim, every opportunity for effective writing is embraced. That the children may write freely of things familiar Grade V 97 and interesting to them, practice is given in original narration, letter writing, picture study, lesson summaries, and reports of experiments and excursions. To these forms of expression there are added, though with much less emphasis, exercises in dictation, paragraphing, and reproduction. Rhyme and rhythm receive some attention as the children try to express themselves in poetical form. Much of the creative work is read aloud to other members of the class for their enjoyment and for comparison with their own work. Special emphasis is placed upon the originality and eflfect- iveness in expression. Sentence sense is cultivated in every exer- cise. Great attention is paid to the formation of one good sentence to describe in a vivid way a pet cat, a lost dog, an old man, etc. Brief lesson summaries are made by the children under the direc- tion of the teacher. One sentence at a time is worked out and entered in the note book. The use of the complex sentence is encouraged and children are urged to use the relative pronouns and a variety of conjunctions. These terms are not used neces- sarily, but the ideas receive constant attention. Vocabularies are markedly enlarged by the work in history, geography, and industrial arts. All new words of importance in the content studies are made clear. Much ear training is pro- vided. Most spoken errors are corrected at once in a manner to avoid distraction from the thought the child is trying to express. To accomplish the second aim, the acquisition of a few tech- nical points underlying this expression work, the following gram- matical relations are taken up: I. Parts of Speech. 1. Nouns — Common and proper; number, and formation of plurals ; possessive singular. 2. Pronouns — Much drill for ear training on such forms as, "It is I," "It is he," "If I were you, I would go," etc. 3. Verb.s — Special attention to the use of the common irreg- ular verbs; agreement in iniinbcr of verb with subject re- ceives constant attention; drill exercises in the use of have and got, teach and learn, shall and will, like and love, think and guess, etc., etc. 4. Adjectives — Words used to enrich descriptions ; exercises in selecting appropriate adjectives. 98 Speyer School Curricuhtm II. Sentence Study. 1. Subject and predicate — Work of these in sentences; ability to distinguish complete subject and predicate only required. 2. Exercises for obtaining variety of expression — changes of order ; use of negative and positive sentences ; compari- son ; synonyms. III. Miscellaneous. 1. Definite dictionary use required throughout the year. 2. Vowels and consonants taught with diacritical markings of most common sounds. 3. Syllabication — a few simple rules for. 4. Quotations — undivided only. 5. Commas — in series, in apposition, in direct address, and with yes or no. 6. Abbreviations — Review days of week, months of year, and others ; teach new common forms. 7. Contractions — Teach those in common use ; drill for avoidance of "ain't," "hain't," "don't" for "doesn't," etc. 8. Homonyms. 9. Synonyms. 10. Use of a and an. To develop appreciation, all of the work is depended upon. Much to read, much to express, and all well expressed are con- stant aims. Clearness of thought and expression in every piece of work is more effective in developing excellence in English than are formal studies of language in themselves. Specific attention is called to the various pleasing forms for expressing thought as these occur in literature, and as opportunity for choice comes in written and oral work. Writing Continued attention to legibility and a fair degree of rapidity. At least two applications of Thorndike's Handwriting Scale to maintain standards and to stimulate needed improvement. History, Civics, and Social Life In this grade the historical material is drawn from the later Roman and the mediaeval periods so as to connect the Ancient ' /U^ i^A^-N-^L c^. Grade V 99 World with that of to-day. It is also to be emphasized that in this period another element is added to civilization, namely the Germanic. On the life side the mediaeval has much that is new and fascinating. It has also heroic men who are worth knowing. Comparisons of the life and conditions of the present day are constantly made. Roman and Early Mediaeval History I. The Decay of the Republic and the Formation of the Empire. 1. The Gracchi: Conditions of the poor in Rome and in Italy. Efforts to remedy the conditions. The poor laws. Attempts to prevent the growth of slavery. The servile revolts in Sicily and Italy. 2. Growing dangers and disorders : The war with Jugurtha. The invasion of the Germans and their defeat by Marius. Marius and Sulla, and the Social War. 3. Pompey and the final conquest of Asia Minor: His suc- cess. His enemies at Rome. Cicero and Cataline. Pom- pey's reception on his return. 4. Caesar : His early life. Conquest of Gaul and invasion of Britain. His return to Rome. Defeat and death of Pom- pey. Brutus and the assassination of Caesar. Anthony and the punishment of the conspirators. 5. Augustus and the establishment of the Empire : Changes in the form of government, offices held by Augustus. Im- provement of the city. Birth of Christ. Loss of the legions under Varus. 6. Conditions of life under the Empire: Home life: dress, conveyances, baths, houses, the villa, education. Amuse- ments : the triumph, the gladiatorial combat, the games of the arena. II. The Later Empire. 1. The spread of Roman language and law. 2. The growth of Christianity : Contrast between the Roman religion and the Christian. Growth of Christianity among the soldiers and the common people. Nero and his perse- cutions. 3. The three great emperors, Trajan, Hadrian, and Con- stantine. loo Speyer School Curriculum 4. Extent of the empire and the fortification of the frontiers. 5. Tlie growth of pubHc buildings and kixury at Rome. 6. The final removal of the capital to Constantinople. III. The Germans. 1. Customs: How they lived, their dislike for close neigh- bors. The comitatus of the war leaders. Their religion, especially that of the northwestern groups, which overran England. 2. Introduction of Christianity among them. 3. How they overran the Roman Empire, a. The Goths. Pressure from the Huns, the crossing of the Danube, bad treatment by the Romans, their conquests. Include the story of both the Eastern and Western Goths, b. The Vandals. Their conquest of Spain, of northern Africa, and the sack of Rome. c. The Lombards. Their conquest of and settlement of northern Italy, d. The Franks. Their gradual conquest of Gaul. e. The North-Western Ger- mans, Angles, Saxons, and Jutes. Hengist, and Horsa, and the conquest of England. St. Augustine and their conversion to Christianity. The struggle between the Irish and the Roman church. IV. Mohammed and the Franks. 1. Mohammed and the rapid growth of his religion. 2. The regions conquered by the successors of Mohammed : Asia Minor, Egypt, Africa, Spain. Danger to the Franks. 3. Charles Martel and the battle of Tours. 4. Charlemagne and his crowning at Rome by the Pope. V. The Northmen. 1. The Vikings and their constant raids upon the coast of England and France. 2. Rollo and his settlement of the Northmen in France. 3. Alfred and his struggle with the Danes. 4. Canute and his kingdom. His good government. 5. Lief Ericson and the discovery of America. VI. Mediaeval Life. 1. The manor or villa. 2. The lord ; his castle, his retainers, and his amusements. Grade V loi 3. The relations of lord and vassal. 4. The church : the monks, their work, cathedrals, relations of the clergy to each other. 5. The village : the fields, occupations of the people, care of stock, taxes, education of the children. 6. Chivalry : the knight : his education, armor, what he did, regard for women, ideal of a true knight. The tour- nament. Songs of chivalry. References: See list for latter part of the fourth grade. A. Books appreciable by children. Viking Stories, Hall — Rand, McNally. Story of the Middle Ages, Harding — Scott, Foresman. Stories from the English, Guerber — Amer. Bk. Co. History for District and Graded Schools, Kemp — Ginn. Norse Stories, Mabie — Dodd, Mead. B. Books for teachers. History of the Roman Empire, Bury — Amer. Bk. Co. Age of the Antonines, Capes — Scribner. History of the Middle Ages, Duruy — Holt. Introduction to the Middle Ages, Emerton — Ginn. Manners and Customs of the Middle Ages, Lacroix — Appleton. History of Western Europe, Robinson — Ginn. The Feudal Regime, Seignobos — Holt. See also the biographies of particular men. VII. English History. The Norman Conquest. I. Edward the Confessor and his relations to Normandy. Duke William's claim to the throne. Harold's oath to William. William's preparations. Battle of Hastings, the death of Harold and the election of William. 6. His manner of giving fiefs. 7. Domesday Book and the oath at Salisbury. 8. Henry I and his good laws. 9. Henry II and the growth of territory in France. His troubles with Thomas A'Becket. References: See preceding list. A. Books appreciable by children. Stories from English History, BlaisdcU — Ginn. Story of Our English Grandfathers, Brown — Public School Pub. Co. I02 Speyer School Curriculum Short History of the Norman Conquest, Freeman — Oxford. Old English History, Freeman — Macmillan. Short History of the English People, Green — Harper. England's Story, Tappan — Houghton. Industrial and Fine Arts The number under Projects refer to the topics with respec- tive numbers under Subject Matter. The work outHned suggests the close correlation between the history, geography, or nature-study and the industrial and fine arts in many points. This fact must be kept in mind to preserve the unity of the work. The fine arts outline gives particular atten- tion to the design of projects. Under some units, selection may be made from among the topics listed. A single project of a number given as possible may be adequate to illustrate the particular principle or process. For reference books, see list in Appendix. I. Foods. Subject Matter: 1. Cereals — production, in relation to geography and nature- study ; manufacture of cereals : a. Flour and corn meal — milling industries, use of flour in bread making — study of yeast and fer- mentation ; relative cost and wholesomeness of baker's bread and home made bread; com meal in griddle cakes — study of gluten, b. Breakfast foods — preparation, food value, c. Other products — starch, glucose, corn syrup, etc. See Tools and Machines. 2. Meats — stock raising, in relation to geography; stock yards and packing houses; cold storage of meats; government inspection ; meat cuts, relative prices and food values ; preparation of meat — ^boiling, broiling, roasting, frying ; soup stock. 3. Sugar — food value; manufacture of beet sugar, maple sugar, and maple syrup ; adulterations. 4. Sherbet and ice cream — a study of the principles of re- frigeration ; food values. 5. Market gardening, in relation to nature-study — supplying fresh vegetables to New York markets. 6. By-products of foods — fertilizer, button and other bone products, glue, horn products, corn products. 7. Spices, etc. Grade V 103 Projects: 1. Grinding wheat and corn to flour and meal. Testing for gluten. Yeast bread. Griddle cakes and maple syrup. Breakfast foods. 2. Boiling meat. Soup stock and soups. 3. Beet sugar. 4. Sherbet or ice cream. 5. Visiting market to study meat cuts, prices, and methods of handling vegetables. II. Shelter. Subject Matter: 1. The castle, in connection with history — forms of con- struction, an adaptation to location and needs ; functions of parts ; furnishings ; conveniences ; life in a castle as a community unit. 2. Lumber regions of United States, in connection with geography ; methods of milling and manufacture in wood ; supply of lumber as it affects houses and furniture. 3. Manufacturing of wood projects, furniture making, car- riage making, cooperage, etc. See Tools and Machines. 4. Recognition of woods. 5. Wood finishes. 6. Types of furniture — historic periods. 7. Construction — waste paper basket. Projects: 1 . Model of castle. 2. Waste paper basket, one-piece picture frame. III. Clothing. Subject Matter: 1. Cotton — production, plantation life; ginning by hand and machinery; the story of l^li Whitney and the cotton gin ; study of cotton as compared with other textiles in prices, suitability for clothing, etc. ; charts showing the cotton industry. 2. Milling — study of textile mills of New England and the South in connection with geography; mill life; marhinery and influence upon workmen ; child labor problems. 104 Speyer School Curriculum 3. Garment makinof industries — factories and piece work. Cost of ready made clothing. Sweat shops and the Consumers' League. 4. The sheep rancli. in relation to geography. 5. Garment construction — apron, stitches — basting, running, hemming, French seams. 6. Clothing budget of a fifth grade child for a year. 7. Repairing clothes — sewing on buttons, patching a garment. 8. Shoes — processes of manufacture, prices, adulterations and substitutes for leather, kinds relative to service, care of shoes : mention of overshoes to be studied in the sixth grade in connec- tion with the rubber industry. Projects: I. Cotton charts. 5. Garment making data ; apron. 6. Budget of child's clothes. 7. Patching ; sewing on buttons. 8. Charts of shoe industry. IV. Records. Subject Matter: 1. Historical — Chinese invention of paper: influence of Mohammedans in spreading paper making: Moors as paper makers in Spain ; the hand copied book ; the scribe in the mon- astery ; the materials used — quill pens, ink, parchment ; illu- minated lettering. 2. Modern paper making ; location of mills ; mill processes compared with hand processes ; use of wood pulp : supply of wood ; conservation of forests ; substitutes for wood pulp and rags. 3. Modern library methods, card catalogues and bibliog- raphies. Projects : 1. Binder with hinge joints and eyelets ; parchment ; ink, quill pens ; illuminated lettering. 2. Paper of wood and of rags. 3. Bibliography of books as read in literature or history; bibliography case of cardboard with gummed tape joining. Grade V 105 V. Utensils. Subject Matter: I. Pottery — United States pottery industry; methods of decorating; types of American pottery; machinery processes of preparing clay and making pottery ; kilns and firing ; two and three piece moulds ; pouring and pressing pottery ; making plates, under- glazing; decalcomania decoration. Projects: I. Plate, decorating with underglaze design. VI. Tools, Machines, and Weapons. Subject Matter : 1. Lifting devices — crow bar, lifting Jack, derrick, block and tackle, elevators, escalators, the barber's chair, illustrating the lever, the chain of pulleys, the endless chain, and hydraulic pres- sure ; the window, the draw bridge, the portcullis, illustrating the use of balancing weights. 2. Saw mills and flour mills, utilizing water power by means of the water wheel ; the belt, and gearing for transmitting power. 3. Locks in canals illustrating tendency of water to seek its level ; water motors. 4. Hinges — the wheel, overcoming inertia. 5. Time pieces — sun dial, path of light and shadow ; hour glass, gravity ; water clock, gravity, and water seeking its level ; weight clock, pulleys, and gra-vity; spring clock, elasticity, the gear, and the pendulum. 6. The bicycle, and the gear for the transfer of power with accelerated speed ; chain gear, and bevel gear. 7. Casting metals and the core box. in connection with the study of metals in geography ; iron and steel ; tempering ; work of Henry Bessemer. 8. Crossbows and catapults, the propelling power of elas- ticity. 9. Compressed air and the air rifle, gases under pressure. Projects : 3. Models of locks in a canal. 4. Hinges for box. See Shelter, 5. Sun dial. io6 Speycr School Curriculum 7. Casting a paper weight. Fine Arts Design. Line: proportion; shape; divisions; groupings; rhythm. Simple block lettering. Design for portfolio, and memorandum pads, for school sale. Choice of good rectangles for clay bowl designs. Designs on clay bowls and plates. Flower composition with opaque color on dark paper. Illustration of poems and stories from period of chivalry. Costumes for Robin Hood play. Borders. Tone: massing; two values; three values. Landscapes, textile designs and other designs. Color: hues ; values ; intensities. Review of color theory, filling in printed designs showing the three differences, applied to all designs which are put into color, sometimes a choice of one being taken. Some copy work of good color schemes in textiles. Representation. Drawing and painting from more diffi- cult studies of flowers, fruits and leaves. Cylindrical perspective taught in this grade using bowls and glasses of different height and width. Brush line and flat color are used, no attention being paid to light and shade in this grade. Pose drawing in flat tones. Picture Study. In connection with study of Roman and mediaeval histor\'. Period of chivalry. Abbey — Holy Grail pictures Bas relief on the arch of Watts — Sir Galahad Titus — The Emperor's Rembrandt — The Golden Triumph Helmet Thorwaldsen — Lion of Lu- Puvis de Chavannes — Life cerne of St. Genevieve Corot — Spring Carpaccio — St. Ursula Daubigny — Spring Bas relief in Vienna muse- Correggio — Holy Night um — Lioness and Young Bonheur — Oxen Plowing Rome — The Coliseum Troyon — Oxen going to Maison Carree — Roman Work Temple at Nimes Geography and Nature-Study North America with special reference to the sources of raw materials, the leading centers of manufacture, the chief routes of Grade V 107 distribution, and the physiographic controls determining all of these make up the geography for this year. Many of the topics correlate very closely with the studies in industrial arts. Every unit of study is made with an industrial, commercial, or social approach appreciable to the children. Much of the work is vitally related to the food and clothing supply, the manufactures, and the commerce of New York City, the home of the children. The history work of the year — the Roman and the early me- diseval periods — requires rather full study of the geography of southern Europe. This study is directly connected with the his- tory as it develops. Few lessons in history are conducted without the use of the wall map before the children. In the study of current events, constant use is also made of maps, and geographical elements are emphasized. A. Industrial and Commercial Geography of the United States. I. Agriculture. 1. Wheat. Conditions favorable to growth. Leading wheat regions — states comprising. Milling: and shipping centers — Min- neapolis, Duluth, Buffalo — due to cheap power, proximity to wheat fields and ease of transportation. Export to European countries. Transportation to the coast by the chief railroad routes, and by the water route — the Great Lakes, the Sault Ste. Marie and Erie Canals, and the St. Lawrence River. Cities leading in exportation. Pacific coast wheat regions. Export to Great Britain by way of Cape Horn. Export to Asiatic ports. Chief cities in Pacific exportation. 2. Corn. Conditions favorable to growth. The Corn Belt — states comprising. Products — starch, glucose, syrup, substitute for rubber from the oil, smokeless powder from the pith, and dis- tilled products. Food value to man. Export slight — reasons. 3. Sugar. a. Cane. Conditions necessary to growth. Regions. Refining cities — Brooklyn, Philadelphia, Boston, New Orleans, San Francisco, b. Beets. Conditions of growth com- pared with those of cane. Important regions. Comparison of products in amount, c. Importation of sugar — our greatest im- port — reasons. Countries exporting sugar with emphasis upon the Philippine and Hawaiian Islands. Io8 Spcycr School Citrriculuni 4. Hay, rice, barley, rye, potatoes, orchard fruits, tropical fruits, small fruits, and garden products treated by the same metliod as the foregoing. The rank of the United States in the production of these crops, and the great rivals in their production, with the reasons, are noted. 5. Tobacco. Conditions of growth. Leading tobacco regions. Manufacturing centers — Richmond, Va., Wheeling, W. Va., Durham, N. C. Greatest tobacco market — Louisville, Ky. Sources of finest grades of tobacco. IL Stock Raising. 1. Cattle. Ranch states. Ranching and ranch life. 2. Sheep. Sheep-growing states. Differences between cattle and sheep ranches. 3. Trade and transportation of live animals and fresh meats throughout the United States. Meat-packing centers — Chicago, Kansas City, Omaha. Export trade in live animals and fresh meat. Important countries. New York and Boston as centers of export trade. 4. Horses and mules. Important regions of production. 5. Wool and hides. Uses. Centers of manufacture. Quan- tity produced in this country compared with quantity needed. Ex- port and import trade in raw and manufactured goods. 6. Dairying. Dairy regions. Value of products compared with the value of corn and wheat. 7. Poultry and egg production. Value of products. Meth- ods of packing and exporting. III. Mining. 1. Coal. Location of coal fields. Varieties of coal. Mines and miners. Relationship of coal to the iron industries. Coke and the Connellsville district. 2. Iron. Location of iron regions. Transportation of iron to coal — shipping ports on Lake Superior and receiving ports on Lake Michigan and Erie. Centers of manufacture. Pig iron. Western Pennsylvania, eastern Ohio, northern Illinois, and Bir- mingham as iron smelting centers — reasons. Centers for manu- facture of iron and steel products — Pittsburgh, Chicago, Philadel- phia, New York, Birmingham. Manufacture of small steel Grade V 109 articles in Xew England and Illinois. Exports — locomotives, bridges, agricultural implements, and small articles as nails, wire, and locks. Imports — fine cutlery. 3. Other minerals and metals. Copper, gold, silver, petrol- eum, precious stones, sulphur, zinc, lead, salt, graphite, talc, stone, and clay. Leading pottery and plate glass centers. IV. Lumbering. Centers for manufacture of furniture — New York City, Grand Rapids, Chicago, Philadelphia. Ship building — relation- ship to the lumber and iron industries. By-products — maple sugar, dye woods. V. Manufacturing. Through the study of other occupations, the main facts have been brought out regarding the location and character of the great manufacturing industries. It is now desirable to summarize these facts. Rank of the United States among manufacturing countries of the world. Reasons for rank — abundance of raw materials and fuels ; enormous capital ; great inventive talent ; facilities for transportation. The fall line and its effect upon the location of manufacturing cities. Great manufacturing centers and the reasons for their location — New York, Philadelphia. Chicago, St. Louis, and fall line cities. VI. Commerce, Exports — Raw cotton, bread stuffs, iron and steel products, mineral oils, meat products, tobacco, copper, and live stock. Imports — Coffee, raw and manufactured silk, sugar, cotton goods, hides, rubber, tin, fruits, nuts, drugs, dyes. Duties and tariffs. Problems form a part of the arithmetic work. Facilities for transportation — Transcontinental railroads, steamship lines, the Panama Canal, Great Lake, River, and canal routes; extended coast line with good harbors. Great commercial centers — New York, Baltimore, Boston, Philadelphia. Savannah. New Orleans, San Francisco. no Speyer School Curriculum B. Immigration, Nationalities of immigrants; reasons for emigrating; manner of crossing — the steerage; United States immigration laws; dangers of immigration ; guarding the entrance at Ellis Island ; comparison of classes of immigrants ; great regional settlements of immigrants. C. Dependencies of the United States. I. Alaska. 2. Porto Rico. 3. The Philippine Islands. 4. The Hawaiian Islands. 5. Guam, and other small islands; naval stations for ship building and repairs ; coaling stations. 6. Pan- ama Canal Zone. D. The Postal Service ; Transportation of Mails. E. Other Countries of North America. I. Canada. Constant comparisons with United States. Study of products and industries as determined by physiog- raphy and climate. Exports and imports. Routes of transporta- tion. Commercial centers. Government and people. II. Mexico. Surface in comparison with that of United States. Study of climate, emphasizing the two seasons, and the influ- ence of altitude. Temperate zone products — corn, wheat, tobacco. Semi-tropical products — fruits, hemp, vanilla, rubber, cacao, log- wood, cochineal. Lumbering. Cattle raising. Manufacturing — reasons for its small importance. Exports and imports with es- pecial reference to United States. Large cities. People — race, language. III. Central America. Six small republics named and located. People. Treated as for Mexico. These countries are reviewed at the close of the study of South America in the sixth grade as the fuller view of tropical life then made enables the children to understand more clearly than is possible at this point the conditions and products of this region F. Surface of North America. The surface of North America is studied on a regional basis as indicated below. The natural boundaries of each great region, the extent, characteristic features, and climatic conditions of each region are considered, and these are shown in their bearings upon plant and animal life, dominant activities of the people, and chief Grade V III routes of transportation. Geographical controls of life conditions are constantly emphasized. The regional division of the continent is as follows : I. Atlantic Coastal Plain. II. Appalachian Mountains. III. Great Central Plain. IV. Rocky Mountains. V. Great Plateau. VI. Pacific Coast Lowlands. In connection with these regional studies, the question of glaciation is taken up with its effects upon soils, lakes, and rivers. Nature-Study Window boxes and the roof garden furnish problems in the growth and care of plants. Studies of the plant and animal forms found valuable in the industrial arts continue. Fine art studies require continued interest in the aesthetic aspects of nature. Very elementary facts and relationships in physical sci- ence are learned in connection with foods and cookery, as in boil- ing and roasting, the freezing of ices, preservation of foods by the action of sugar, and vinegar, the action of leavening agents, and the simpler processes of manufacture as taken up in the industrial arts. Mathematics Thorough review and continuation of work in addition, sub- traction, multiplication, and division. Reduction, addition, and subtraction of fractions ; addition and subtraction of such forms of mixed numbers as occur in actual business or industrial practice; multiples, factors, and cancella- tion ; multiplication of fractions and mixed numbers using cancel- lation ; division of fractions following cancellation. Decimals. Reading, writing, addition, subtraction, multipli- cation, and division, limiting the numbers to three decimal places. Units of measure occurring in other work systematized and learned. Review of previously learned tables. Square measure : applications in scale drawings, and working drawings for indus- trial arts projects. Two-step problems in reasoning are introduced in this grade. IIS Speyer School Curriculum Practical or applied problems are taken from among the fol- lowing sources, and others suggested by these, which are typical of possibilities for making the meanings clear for every process tlirough a variety of concrete illustrations : Children's problems of earning, purchasing, and saving. Simple economic problems in connection with the child's life — cost of food, clothing, and incidentals for children for one year, using sample conditions that are high, low, and average. Cost of flour, meat, coal, or other staple commodities for one year using high, low, and average. Transportation. Comparison of distances, and of rates by rail and water. Much of such work may be closely related to the geography study. Comparison of areas, populations, volume of business, and other factors of commercial import. Bills and accounts brought in by children from the current business life of the home and community. Comparisons of whole- sale and retail prices. Comparisons of prices per pound or quart of commodities bought in small quantities and large. Much oral work is required. The meanings of processes are always taught through concrete, appreciable illustrations. Suffic- ient use of abstract numbers is made to make processes automatic. In written work, emphasis is placed upon simple, correct form. Reviews are thorough and frequent. Every effort possible is made to lead children to appreciate arithmetic as a tool usable in solving important, everyday problems in life. Furnishing a five- or six-room apartment. This will familiar- ize children with current values and prices of household furnish- ings — furniture, rugs, curtains, and utensils, and will unify the number work with the industrial arts subject matter, making for economy and intelligence in the expenditure of money for house- hold needs. Music Second Phase. Continuation of the work from notation to song: I. Continuation of the phrase reading, commenced in the fourth year, practiced in connection with song work. Gradual increase in the difficulty of phrases used, and shortening the time allowed for observing. The use of minor phrases upon which to Grade V 113 write variations. Continuation of the same attention to means of interpretation employed in the previous grades. 2. Fundamentals of good tone studied as such: a. Breath, deep and free, controlled by the muscles about the waist, b. Loose and flexible muscles about the neck and mouth, c. Resonant body especially chest and head. d. The recognition and use of head tones, e. Learning a classified list of good singing vowels. 3. Development of the minor mode giving experience of minor tones, observing and describing what makes them sound as they do. Learning how to sing the new tones. Practice on the harmonic and melodic forms of the minor scales and chords. 4. Speed work in recognition of signatures. 5. Continuation of work in Readers. Program Music, and History of Music. Programs and concerts are given in the semi-monthly assemblies from material used in class-room work. Folk songs of peoples studied in history. Study of the chant. Minstrels — minnesingers, troubadors, and others suggested by studies in history and literature. Stories of the first operas. The development of musical instruments. Songs. See the list of songs under Music for the sixth grade which contains song material appropriate for the grades above the fourth, page 132. Physical Education and Hygiene The aim of the work here, while including all that applies to work of the preceding grades, is to give greater poise and self- control, and to stimulate alertness through quick and correct re- sponses to situations in plays and games, and to commands. The work of the year centers about life activities in the earlier and later Middle Ages, and the sports, games, and other recrea- tions of present day life. The village life of the people of the Middle Ages supplies an ahundance of material for practical use in the gymnasium. 1. Dramatic games: Dramatization of Knhin Hood as typical. 2. Folk dances: Laudiuin IUmicIics; Trcnchmorc ; Wassail Dance ; Morris Dances. 3. Games of skill: Dodge liall; Follow I'all ; Snatch the Handkerchief; Square Relay ; Teacher Relay ; etc. 4. Apparatus: Stall bars; ropes; ladders; boom. 1 14 Sf^cycr Scliool Ciirriciilnm 5. Tcclinique: Marching — in 2's and 4's, front, and to the rear. General exercises : continued as in Grade IV. Simple com- binations with wands and dumb-bells. Running, jumping, hang- ing, climbing, swimming, bowling, archery, single stick ; emphasis upon form. Hygiene In addition to the necessity for personal care of the body in order to succeed in the various forms of physical activity, empha- sis is placed upon the qualities of courage, gallantry, consideration for others, and personal appearance. The aesthetic element in physical carriage and action is strong in the Greek life and with the period of chivalry made familiar to the children in the fourth, fifth, and sixth grades. In connection with industrial studies, attention is given to the needs for sanitary conditions in factories and work shops, and cleanliness and freedom from dust in the making of textiles and textile products. Practically every unit of industrial arts work taken up involves important questions of sanitation or personal hygiene. Reference is frequently made to the topics outlined in the second grade under Social and Industrial Life on the Depart- ment of Heatlh of New York City, page 38. SIXTH GRADE English Reading and Literature. Among the selections used in this grade, the following are most worthy of note, and these illus- trate the types chosen : Prose : A Man without a Country — Hale Rip Van Winkle — Irving Legend of Sleepy Hollow — Irving The King of the Golden River — Ruskin Heidi — Spyri Ivanhoe — Scott Nurnberg Stove — Ouida The Goldbug— Poe Poetry : The DaflFodils— Wordsworth The Gladness of Nature — Bryant To a Waterfowl — Bryant The First Christmas — Van Dyke Love of Country — Scott Star Spangled Banner — Key Battle Hymn of the Republic — Howe Columbus — Westward — Joaquin Miller Little Brown Hands — Krout A Boy's Song — Hogg The Last Leaf — Holmes Abou Ben Adhem — Hunt Ring out, Wild Bells, in part — Tennyson Oh Little Town of Bethlehem — Brooks Thanksgiving — Emerson Psalms, 19, 24, and 90 — The Bible. The Beatitudes— The Bible Famous Rides: Loch invar — Scott How They Brought the Good News from Ghent to Aix — Brown- ing John Gilpin's Ride — Cowper Paul Revere's Ride — Longfellow — Reviewed from fifth grade Memorizing. In addition to a thorough review of the selec- tions memorized in preceding grades, a number of the selections most appreciated in this grade are memorized. Attention is given to the presentation of memorized material. Especial attention is called to selections portraying color, sound, and motion, the beauty of sunri.se, sunset, and the changing "5 Ii6 Spcycr School Curriculum of seasons. Many short selections of two or three hnes only are used in this work. Much matter of excellent quality for reading is found in direct relationship to the history of these grades. Vocabularies and ideas are very markedly enlarged by the work in history and industrial arts. Several regular reading text-books, periodicals containing literary matter and current events, and some other matter not too difficult are used for sight reading. The reading for about one-third of the year is by the plan of individual reading described under the fifth-grade English, page 92. The list of books from which selections are made, or typical of the kinds used, is the same as that given for the fifth grade, page 93. Word Study. Spelling appropriately emphasized in all subjects. Use of the dictionary further developed. Continued attention to syllabication. Further attention to the more import- ant prefixes, suffixes, and root forms aids in the development of word sense and word interests. Review of rules in spelling pre- viously learned with further generalizations as opportunity offers. Conscious and constant attention to word forms in direct relation- ship to usage makes directly for enlargement of vocabulary and correctness in expression. Language. All the forms of written work in the fifth grade, q. v., are continued, together with the keeping of a diary through the school year. Writing from outline, paragraphing, simple business forms, letter writing, invitations, acceptances, and re- grets receive attention. Effort is made to secure correctness in sentence form and the choice of the most appropriate words. Much attention is given to variety in expression, using freely selections from literature as illustrations. The following points in grammatical structure are taken up in this grade : I. Parts of Speech. 1. Nouns — Work of previous grade reviewed. 2. Pronouns — Ear training continued. 3. Adjectives — Comparison: use of comparative form in speaking of two things, of superlative with three or more ; review of work of fifth grade. Grade VI 117 4. Verbs — Continued from fifth grade ; review of trouble- some irregular forms ; drill on the use of sit and set, lie and lay, rise and raise, should and would, might and could, etc. 5. Adverbs — Continued drill and use of the right forms. 6. Conjunctions — Exercises to teach the use of a variety of conjunctions. II. Sentence Study. 1. Subject and predicate — simple forms to be taught after a review of complete subject and predicate. 2. Simple, complex, and compound sentences — Much atten- tion to correct arrangement of sentences in accord with principles of unity and coherence. 3. Declarative, interrogative, imperative, and exclamatory sentences. III. Miscellaneous. 1. Review and enlargement of all points in the previous grade. 2. Direct quotations — divided. 3. Simile and f>ersonification. 4. Double negatives to be avoided. Writing Continued emphasis upon legibility and a fair degree of speed. Standards are maintained by the application of Thorn- dike's Handwriting Scale two or three times within the year. Children are taught to test themselves by this scale. History, Civics, and Social Life In the Sixth Grade the thread of European history is fol- lowed through England as being the country most nearly con- nected with American life. The work follows the commercial expansion to America, and through the explorers of France, England and Spain takes up American history as a phase of European history of which it formed a part. In the study of geography, industrial arts, and current events, the greatest possible use is made of historic elements. In the history work as such, constant references arc made to gcographi- Il8 Speyer School Curriculum cal relationships. Maps are an essential and almost constant aid in this study. I, The Crusades. 1. The custom of the Christians to visit the Holy Land. 2. Conquest of Jerusalem by the Turks, profanation of holy places, treatment of Pilgrims. 3. Pope Urban and the preaching of the first crusade. 4. Peter the Hermit, and Walter the Penniless. 5. Richard the Lion-Hearted ; his character ; his method of getting money, — Jews, towns ; his work in the Holy Land, Saladin ; his quarrel with Philip IV. of France ; his ship- wreck and capture ; his ransom ; what his work did for England. 6. The Children's Crusade. This has very little historical significance, aside from showing the fanaticism of the time, but it is very interesting to children of this grade. 7. Effects of the Crusades. IL Development of England. 1. Growth of the power of the people: Signing of Magna Charta by King John. Beginning of the House of Com- mons by Simon de Montfort. Calling of Model Parlia- ment by Edward 1. 2. Extension of Rule. Wales conquered. Scotland con- quered — Wallace. Bruce. Hundred Years' War as the result of attempt to rule France: a. Battle of Crecy and its eflFect upon Feudalism, b. Black Death and its effect upon the life of the peasants, c. Portiers and Agincourt and the effect upon national pride, d. Joan of Arc and the battle of Orleans, e. Effect of the war in increasing the power of the House of Commons. 3. Language, manners, and customs of England in the four- teenth century based upon selections from the Canterbury Tales. IIL Renaissance. 1. Revival of interest in classical literature. 2. Invention of printing. Gutenberg. Caxton. Grade VI 119 3. Revival of interest in painting and sculpture: Leonardo da Vinci. Michael Angelo. Raphael. Titian. 4. New discoveries in science : Copernicus. Galileo. 5. Savonarola as a forerunner of the Reformation. IV. Discoveries in the New World: Columbus. The Cabots. Cortez, and Pizarro in Mexico and Peru. De Soto. Hudson. V. The Reformation and its results. 1. Luther and the way he developed a following. 2. Henry VHL and the Reformation in England. VL Reign of Elizabeth in England. 1. Dangers from Spain and the Armada. 2. Drake, Hawkins, and Raleigh. 3. Life in the sixteenth century as related to Shakespeare and the theater. Vn. Settlement of the New World. 1. Jamestown and the settlement of Virginia. 2. Plymouth and the settlement of Massachusetts. 3. New York, the home state of the children, studied in more detail in its settlement and early history, and as a type of colonial life. References : The Crusaders, Church — Macmillan. The Crusades, Cox — Longmans. The Children's Crusade, Gray — Houghton. Short History of the English People, Green — Harper. Short History of England, Cheney — Ginn. History of Western Europe, Robinson — Ginn. Reading I, Robinson — Ginn. Mediaeval Civilization, Adams — Amer. Bk. Co. Pioneer H'story Stories, McMurry — Public School Pub. Co. Discovery of America, Fisk — Houghton. Manners and Customs of the Middle Ages. Lacroix — Applcton. Good historical fiction: — God Wills It, a story of the first cru- sade, Davis; ^vanhoe, Scott; The Talisman, a story of the third crusade in which Richard of England is the hero, Scott; The Cloister and the Hearth, Reade. 120 Sf'cycy Schoot Curr'iculiiin Industrial and Fine Arts The numbers under Projects refer to the topics with respec- tive numbers under Subject Matter. The work outlined indicates a close correlation in many points between the history, geography, or nature-study and the industrial and fine arts. This fact must be kept in mind to preserve the unity of the work. The fine arts outline gives particular attention to the design of projects. Under some units, selection may be made from among the topics listed. A single project of a number may be adequate to demonstrate a particular principle or process. For list of reference books, see Appendix. I. Foods. Subject matter. 1. Dough and batters, methods of preparing. 2. Methods of lightening doughs — by air in tgg or folded pastry ; by baking powder ; by soda and sour milk ; by yeast. 3. Dietaries — organizing the food values of various pro- ducts studied so as to give basis for planning meals with approxi- mate balance. 4. Fermentation — summary of previous studies ; causes — yeast and bacteria ; evidences ; favorable conditions ; methods of prevention — sterilization in canning, pasteurization of milk; uses of sour milk; useful fermentations — butter, cheese, bread and vinegar. 5. Economics of foods — substitutes for meats in food value ; comparative cost of milk, eggs, meat, and vegetables ; cooking left-overs ; buying in season ; buying in quantities. 6. Colonial cookery — ^brown bread, baked beans, Indian pudding, pickles, corn bread, etc. Dutch luncheon. 7. Tea, coffee, and cocoa — food value, hygienic questions. 8. By-products of foods — candle dipping, candle molds. See Tools ; Soap Making. Projects : I and 2. Cake. 3. Menus. 4. Canning. 5. Left-over dishes. Grade VI 121 6. Dutch luncheon of the Colonial period. 8. Soap, candles. See Tools and Machines. II. Shelter. Subject matter: 1. American houses, in connection with history — study of types of construction in houses and furniture growing out of conditions of environment — log cabin and hewed log furniture, colonial house and furniture, the bungalow and mission furniture, the apartment house. 2. Modern conveniences — lighting, electric, gas, kerosene, candle — see Foods, by-products ; plumbing and sanitation ; inven- tions of Argard, Murdock, and Edison. 3. Construction — mission furniture type, framed house building. Projects : 1. Model of log cabin. 3. Book rack either with ends attached by gain or with coping saw method. III. Clothing. I. Flax — process from planting seed to woven project; flax industry in Europe ; flax growing in the United States ; uses and advantages of linen ; adulterations and tests ; charts showing flax industry. 2. Tests of fibres and fabrics — a summary of the four principal fibers, feeling, burning, breaking, untwisting, using oil, using chemicals. 3. Lace making industry in Europe, in connection with geography, machine imitations of Cluney, torchon, and Valen- ciennes. 4. Design in textiles — woven, study of hcddlcs. Jacquard loom, etc.; typical weaves — plain, twill, and satin; tied-and-dyed ; stencil ; wood-block print ; embroidery ; printed design — weaken- ing of goods by some factory methods. 5. Dyeing — colonial dyeing with vegetables of environ- ment compared with coal tar dyes of to-day, the latter in con- nection with geography of Europe. 6. Weaving — colonial loom, used in rug and carpet weav- ing, compared with machinery in mills ; historic inventions in 122 Speycr School Curricidmii weaving machinery — Cartwright, Kay, Hargreaves, Arkwright, Jacquard. See Tools and Machines. 7. Garment construction and sewing — laundry bag as machine made project; petticoat or work apron, cutting and making ; drafting a work apron to measurements ; using com- mercial patterns. 8. Machine — parts, care, stitching, use of gauge, influence on clothing making as an industry ; inventions of Howe, Singer, and Wilson. See Tools and Machines. 9. Repair of clothing — darning stockings and sweaters, restoring mesh and design if any ; care of clothing. 10. Buttons — materials used, and processes of manufacture. 11. Manufacture of shoes and raincoats in connection with the study of the rubber industry in the geography of South America; Goodyear and the history of the rubber industry. Projects: 1. Flax processes. 2. Tests of four fibers and fabrics. 4. Studies in design. 5. Dyeing rags for rugs. 6. Loom with adjustable beams and heddle; weaving rag rug. 7. Laundry bag, w^ork apron, drafting pattern, adapting commercial pattern to measurements. 8. Sewnng on machine. See Tools and Machines. 9. Darning stockings and sweaters. II. Chart of rubber industry. rV. Records : Subject matter: 1. Historical — influence of crusades on spread of paper making ; wood-block printing : movable types ; invention of printing; life of Gutenberg, Fust, and Caxton ; influence of printing on spread of learning. See History, III, page 118. 2. Modern processes ; type-setting — hand composition, linotype, monotype, modern press ; modern book making — zinc etching, copper-plating — see Tools and Machines ; half tones, steel engraving; William Ged and stereotyping. 3. Mending and care of books. 4. Bibliography continued. See Fifth Grade, Records, IV. Grade VI 123 Projects: 1. Wood-block printing of end-sheets of book. 2. Book, sewed on tapes, double end sheets ; sewing frames for sewing second book if made ; bibliography continued ; type- setting and printing of a program, invitation or motto — individual project; zinc etching or engraving, electroplating — a stick pin, or hat pin as an illustration of the process. See Tools and Machines, 4. 3. Mending books. 4. Bibliography case of wood. V. Utensils. Subject matter: 1. Pottery — bowls with emphasis on glazes; summary of growth of the pottery industry ; stories of life of Palissy, Enoch Wood, Wedgwood ; characteristics of Italian, French, Delft, Dresden, and English pottery ; use of a plaster turning table in building pottery ; relief work for design. 2. Paper box industry as a vocation of women and girls, bon bon boxes, cretonne boxes, etc. 3. Concrete flower pots — moulds with inside forms ; the mixing and pouring of concrete ; concrete as a construction material ; reinforced concrete ; strength, cost, durability, and advantages of concrete ; process of making cement. 4. Riveting. 5. Hammering and annealing copper. Projects : 1. Bowl glazed; plaster of Paris turning table; relief deco- ration of pottery. 2. Handkerchief or glove box, covered, lined, padded. 3. Concrete flower ix)t and wooden forms. 4. Copper tray with riveted handles. 5. Copper bowl by hammering and annealing, etched design. VI. Tools, Machines, and Weapons. Subject matter: I. The carpenter's tools — a summary of tools used to show development from primitive cutting, boring, scraping, splitting, 124 Sf^cycr School Curriculum and pouiuliiij;" tools, including the value of power saws, drills, planers, and lathes. 2. The Industrial Revolution: the flying shuttle and Kay, the spinning jenny and Hargreaves, the water wheel and Ark- wright. the mule and Crompton, the power loom and Cartwright, the steam engine and Watt — to show the change in industrial life due to the invention of machinery. 3. The steam engine, illustrating the cylinder and piston, the cam, and link motion ; Watt and the application of steam ; Stevenson and the first railway ; Fulton and the first steamboat ; Hero, Parsons, Stevens, and Ericsson. 4. Electricity — push-buttons, bells, magnetism, cells, storage batteries ; Franklin and the kite ; the telegraph, and Chappe, Henry, INIorse, \^ail. Cornell ; the cable and Field ; wire- less and Marconi ; the telephone and Wheatstone and Bell ; dynamos, electric cars, automobiles, and motor boats ; electric lights ; Edison and Tesla ; electroplating. See Records. 5. Pumps and the principle of suction — air pump, lifting pump, force pump, bicycle pump, the fire engine, the vacuum cleaner. 6. Locks, levers, and springs. 7. Modern seeding and harvesting machinery — gang plows, seeders, drills, cultivators ; harvesting and threshing machinery, summarizing development from primitive implements ; McCormick, Appleby. 8. Sewing machine and Elias Howe. 9. Lights — candles, kerosene, gas, electric. See Shelter. 10. Weather observations — the barometer and atmospheric pressure ; the bariograph ; the thermometer and the expansion of liquids ; the skiameter and the inclination of the earth's axis ; the anemometer and the power of wind. See Geography. 11. Aids to travel, summarizing previous work; canoes and row boats, the lever ; sailing vessels, wind power ; steamships and railways ; automobiles, car lines, and motor boats, electricity and gasolene ; balloons and aeroplanes, the buoyancy of air ; Langley, Wright Brothers. 12. Plumbing and the mechanics of gases. 13. Stoves and furnaces, and combustion, drafts, trans- mission of heat, ventilation ; the fireless cooker ; the pressure cooker. Grade VI 125 14. Weapons: gunpowder; firearms — flint-lock muskets, rifles ; cannons. Projects: 4. Wiring for electric bells or for telephone ; simple motor. 8. Cleaning and care of the sewing machine. 9. Candles. See Colonial luncheon under Foods. 10. Barometer; skiameter. 14. Gunpowder. Fine Arts Design. Line: proportion; shape; divisions; groupings; rhythm. The book is studied extensively and offers great opportunity for design in covers, wood-block printed end-papers, and shapes of letters. Construction of pattern in connection with wood-block printed textiles, and end-papers. Initial letters designed. Clay bowls designed, and afterward made and fired. Tone: massing ; two values ; three values. Massing of trees in study of their forms. Landscape compositions in two tones, brush. Flower compositions in three values. Charcoal. Color: hues ; values ; intensities. Color theory reviewed and applied in all designs as: Designs for telephone index, and other articles ; Christmas candy boxes. Some work in copying of good color schemes. Representation. Drawing of still life in accented line, charcoal, allowing dark paper to take place of shadow, and putting color on light side of object. Cylindrical perspective continued and extended. Picture Study. Michael Angclo — Creation Michael Angelo — Tombs of of Man the Medicis — Delphic Sibyl Corot — The Lake — Prophet Jeremiah Hobbcma — The .\ venue of — Statue of David Middcliiarnis — Statue of Moses l-'raiicesca — The Nativity da Vinci — Last Supper — The Piaptism Raphael — Sistine Madonna Ruysdacl — The Windmill Titian — The Tribute Money J. W. Alexander — The Evo- — Flora lution of the Book ia6 Spcycr School Curriculum Cathedrals: Amiens, Rheims, Chartres, Notre Dame; other Gothic forms, Salisbury and Cologne; Renaissance types, St. Paul's and St. Peter's. A study of the best American illustrators is taken up in this grade ; as Jules Guerin. Maxfield Parrish, Elizabeth Shipman Green, Jessie Wilcox Smith, Joseph Pennell, and others. Geography and Nature-Study The work of the year includes a study of the continents of South America and Europe. In connection with the study of South America, the wind system of the world receives careful consideration with especial reference to climate. This forms a basis for ati interpretation of the climatic conditions of the other continents as they are studied. In the study of history, and of current events geographical aspects receive constant attention. Near the close of the year, the causes of day and night, and the change of seasons are studied in some detail. South America. Time, about 12 weeks. The emphasis is placed directly on the products which South America contributes to the rest of the world and upon the articles which the people of South America import to supply their needs. Reasons for lack of manufactures are considered. The relation of the United States to these countries, and the probable influence of the Panama Canal are kept constantly in mind. The outline following is suggestive only, but it indicates somewhat of the method by which physiographic and locative features of impor- tance are taken up as controls of products and commerce : 1. Tropical products: coffee, rubber, cocoa, Brazil nuts, vegetable ivory, and manioc. Belt of calms, trade winds, rain- fall, luxuriant vegetation, Amazon River and tributaries, Orinoco River, typical animals, and native workers. Water transportation, difficulties of railroad building in the tropics. United States as a source of materials. Exporting centers — Rio de Janeiro, San- tos, Para, Caracas, and Barranquilla. 2. Temperate products: wheat, flax seed, animal products. Pampas, Parana River, prevailing westerlies, effect of alti- tude upon products. Relation of products to the United States. Wheat as a rival in the markets of western Europe, wool and Grade VI 127 hides to supplement our own supplies. Exporting centers — Buenos Aires and \'alparaiso. 3. Mineral products : nitrate of soda, guano, asphaltum, gold, silver, tin, copper, diamonds, and emeralds. Beasts of burden in mountain regions. Character of Andes Mountains. Plateaus as the seat of Inca civilization. Exporting centers — Iquique, Callao, and Guayaquil. 4. Exports of V3.vf materials. Imports of manufactured articles. Causes of trade conditions, and opportunities of the United States. Religion, language, and government of the people. Outlook for these countries. Europe. Time, about 24 weeks. As in South America, the physiographic and locative features of Europe are emphasized as controls of the products and com- merce. Europe is studied from the point of view of the relation its countries bear to the interests of United States. The points of contact are four : Immigration ; exports to Europe from the United States and the reasons ; imports from Europe into the United States and reasons ; and scenic and historical points. 1. Immigration. DiflFerent nationalities entering this country from Europe ; location of countries ; occupations and standards of living of these peoples; their religion and govern- ment ; their literacy or illiteracy ; change of source of immigrants from north-western Europe to south-eastern Europe ; comparison of types as to desirability ; efforts of the government of the United States to make good citizens of immigrants. 2. Exports to Europe based on the ten leading articles exported from the United States : Cotton ; breadstuffs ; meat and dairy products ; iron and their products ; copper and its products ; mineral oils ; wood and its products ; leather and its products ; tobacco and its products ; and coal. The following outline of topics related to the exportation of cotton to Europe is suggestive only : Country receiving most of the cotton ; reason in moist climate ; winds and currents causing this moisture ; location of coal beds for power; leading centers; Manchester canal. It is necessary to deal only unth products exported to Europe, and each article must be considered to see whether people in 128 Speyer School Curriculum Europe need it. If so, why, and if not, why not. The "Report of Commerce and Finance," published by the Department of Commerce and Labor, is very helpful here. Other sources of information are the "World Almanac," and "Statistical Abstract of Foreign Countries," the former published by the New York World, the latter by the Department of Commerce and Labor, Washington. Some geographies include portions of similar information in the appendix. 3. Imports into the United States of importance are simi- larly taken up and emphasis placed only on products received from Europe, the problem now being to account for the surplus which can be sent to the United States. Each group of the ten leading imports must be investigated to see whether it is received from Europe : Silk ; sugar ; chemicals, drugs, and dyes ; rubber and gutta percha ; cotton — raw and manufactured ; copper and jewelry ; fibres — flax, hemp, ramie ; hides and leather ; wood and its products ; and wool. 4. Scenic and historical centers as time permits. References : Commercial Geography, Robinson — Rand, McXally, 1910. World Almanac — New York World, annually. Report of Commerce and Finance, and Statistical Abstract of Foreign Countries — Department of Commerce and Labor, Washington, D. C. Agricultural Graphics, Bull. No. 78 — Dept. Agriculture, Washing- ton, D. C. Nature-Study Interest in house plants continues. Flax is grown in the roof garden for use in a demonstration of linen manufacture. Elementary chemistry has its place in the studies in foods and cookery, in dietaries, in making tests of fibres and fabrics, in dye- ing, and in the glazing of pottery. Physics receives much attention in this grade in connection with geography studies — the thermometer and barometer, the skiameter, the anemometer, and the rain gauge — and in the development of the industrial arts. Among the subjects con- sidered are: I. Mechanical devices: Simple applications of the inclined plane, screw, lever, pulley, etc., in machines used in wood-work- Grade VI 129 ing, metal-working, clothing manufacture, printing, hoisting, vehicles, railways, water transportation, etc., as these occur in connection with the various industries and occupations studied. See Industrial Arts. 2. Power for driving machinery: Review of wind and water ; steam, electricity, gasoline ; inventors in this field. See Industrial Arts. 3. Rapid transmission of messages : Telegraph, telephone ; inventors in this field. See Industrial Arts. 4. Stoves : Principles in the regulation of drafts, the dis- tribution of heat, the use of the gas stove, the use of the fireless cooker and the pressure cooker. 5. Heating and ventilation : Principles of the different types of heating stoves and furnaces, and forms of natural and artificial ventilation, in connection with the problems of shelter or housing. 6. Pneumatics: In connection with the vacuum cleaner, air mattresses, pumps, and other household implements or furniture involving the principles. 7. Lighting: In connection wnth problems of lighting the home. 8. Explosives : Gunpowder. Mathematics Constant and thorough review of fundamental facts and operations. Continue work in common fractions and decimals. Empha- size decimals in relationship to percentage, carrying the work to thousandths. Addition, subtraction, multiplication, and division of denom- inate numbers as these are involved in present day life situations. Tables of length, surface, cubic measure, liquid measure, dry measure, avoirdupois weight, time, and United States money are thoroughly memorized. Every item is excluded which modern business and life conditions do not require save the reference to certain terms and usages of historic interest only. Simple aspects of board measure as motivated by wood-work in industrial art. Just enough of Standard Time is taught to make its meaning clear and usable. Circular measure is similarly taught as motivated by geography work. 130 Spi'ycr School Curriculum Such constructive and inventional geometry as has occurred or occurs in hand work and other studies is here more especially taken up and somewhat systematized. Perimeter and area of rect- angles and squares ; area and volume of rectangular solids ; scale drawing of maps and graphs; drawing of objects to scale, and working drawings for projects in industrial arts. Geometrical equivalents of the units of measure most com- monly needed. Percentage, and simple interest ; time limited to years and months. Learn thoroughly and use freely the fractional equiva- lents, or aliquot parts, in solving problems in percentage. Much oral work. Objective demonstration of percentage as applied to lines, surfaces, solids, and objective quantity generally, as well as to amounts of money. Practice in interpreting problems, and in giving rapid approximations of answers. Simple problems in all of the cases in percentage, but cases, as such, not distinguished. The everyday importance of percentage in the economic usage of money. Simple accounts, including bills, receipted bills, recipes, and balances. Simple banking, including the making of deposits, and the proper use of checks. Practical problems involving the use of all of the foregoing processes and giving them real meaning and value are so abund- ant in the daily school work and outside life interests of the children that care is needed in selecting those of most definite worth and those which will provide the appropriate sequence in processes. Among the sources of such problems, the following are suggested as typical : Simple phases of local business, as, grocery, butcher shop, hardware store, book store, bakery, coal yard, fruit stand, or others, illustrating such problems as business men must daily meet. This will involve simple problems in profit and loss, and, fre- quently, of interest. Keeping simple accounts for definite periods, using small account books properly ruled, the left-hand page for receipts, the right-hand for expenditures, balances entered in red ink, using proper form in capitals, punctuation, and all other matters, will give a basis for a successful handling of household, or other simple business accounts. For this work, the personal accounts of the Grade VI 131 pupils are better than the longer and more difficult household accounts they might bring from home. The factors in all such work should be real, not imaginary. Consumption, importation, and exportation of local products and needed materials. Local passenger and freight transportation. Cartage. Local wages, salaries, and incomes — dressmakers, shoe re- pairers, clerks, elevator boys, hotel and restaurant waiters, city employees, physicians, lawyers, dentists, teachers, clergymen, and others. Standards of living of each vocational group. Desirability of the several vocations. Local manufactories, in connection with industrial arts. Postal business, local and personal. Money orders. Express business, local and personal. The parcel post and the express business. Local rainfall. Average monthly and annual rainfall. Pres- sure of the air, in relationship to the barometer and bariograph. Geometrical forms in rooms, at home, in the city, in industrial art and drawing. Local land forms in city and country. National land unit, and the development of farm sizes and shapes. Music Sfxond Phase. Completion of the process from notation to song: 1. Continuation throughout the year of sight singing. Prac- tice in recognizing phrase groups as well as phrases of part singing. 2. The observation of tones sounding together. The dis- covery of the principal chords, their inversions and how they succeed each other ; practice in learning to recognize and name them. The work under this head divided into several steps. 3. Learning the key groups. Observing the change of keys that takes place in many tunes. Classifying these changes and learning the chromatic marks that indicate each change. 4. Speed work in naming degrees of staff and relating scale names to them in different keys. Program Music and History of Music. The semi- monthly musical programs given by the children in assembly pro- 132 Spcycr School Curriculum vide this grade its share in contributing selections learned in class- work for the enjoyment of others. Correlated with this year's history are the stories of the chorale and chant, and the study of the place of music in church services, in the theater, and in social life. The great changes in church music coming with the Refor- mation are considered. Beginnings of the development of orches- tras and bands may be appropriately studied here. Stories of several of the greater composers, and illustrations of their work in programs offer opportunities for growing musical appreciation and interest. Songs. A list of songs suggestive of the types used in the fifth and sixth grades follows. The books containing these songs are also listed. Many of the songs listed as appropriate for the tiurd and fourth grades are also used in these upper grades. See the list on page 71. Songs of Life and Nature, Eleanor Smith — Silver, Burdett. Ring Out, Wild Bells; Pussy Willow's Secret; Harvest Song; King Richard, Lion Heart; Snowwhite; The Fir Tree. Song Year Book, Helen Place — Silver, Burdett. September; October; The Fir Tree; Christmas Eve; Sunlight in Winter. Physical Education and Hygiene With some of the girls of this grade entering the pre-adoles- cent period of accelerated growth, great care must be used in the more vigorous exercises and games, and more personal supervision is necessary than in earlier grades. The well-developed interest in organization and cooperation may be appealed to in work re- quiring speed, strength, and skill in developing team spirit and work. Much work centers about the activities of the peoples of western Europe in the 14th to i8th centuries, of colonial life in America, and of the recreations of present day life. 1. Folk dances: Old English, continued; Dutch: Minuet; Reap the Flax ; etc. 2. Games of skill : Relay races, advanced ; Bombardment ; Prisoner's Base; Base Dodge Ball; Indoor Base Ball; Captain's Ball ; etc. 3. Apparatus : Stall bars ; ropes ; ladders ; rings, elementary. Grade VI 133 4. Technique : Alilitan' tactics, which require quick response and cooperation. General exercises : Continued from Grade V ; swimming-; rowing; canoeing. High jump; dash; obstacle race; potato race; vaulting; traveling — the latter two with close super- vision. Hygiene Especial appeal is here made to pride in class spirit and organ- ization, posture, habits of right living, personal appearance, grace, bodily control, and endurance as shown in relationship to all daily activities, to leadership, and to citizenship. Studies in the health aspects of food, clothing, housewifery, and personal cleanliness are made in direct relationship to the work in industrial arts, and in geography and history. Germ diseases, sources of infection, and avoidance of danger from germs receive appropriate attention. When accidents or cases of sickness occur which are familiar to the children, opportunity is taken to consider their bearings upon hygiene. Reference is frequently made to the topics outlined in the second grade under Social and Industrial Life on the work of the Department of Health of New York City, page 38. THE JUNIOR SECONDARY SCHOOL Frank recognition of both the social demands and the psycho- logical needs of pupils of the seventh, eighth, and ninth grades requires that opportunity for differentiation should be made in these years of school life. The number of subjects possible of pursuit with the intensity they require is too great for any one pupil to attempt them all. Furthermore, the value of these in relationship to aptitudes and to life callings differs markedly for different pupils. To provide for this differentiation, the junior secondary school offers equality of opportunity. Courses may be arranged which offer equal appeals to all through this period, whether it be a transition to the senior secondary school for broader, liberal education or more specialized vocational prepara- tion, or to a vocation itself. To meet these needs, a large city requires courses planned to lead in the direction of four groups of callings — the professional, the industrial, the household, and the commercial. It is hoped to establish all of these courses with three years in each at Speyer School in the immediate future. At present, how- ever, the work is in a transition stage, and the seventh and eighth grades only are represented. In this work, opportunity for differ- entiation is very limited. The work in industrial arts for boys, and household arts for girls marks the chief line of differentiation at present. The further development of the work planned com- prehends courses with such selection in the fields of mathematics, science, and languages as will meet the needs of any who come to the school, whether the outlook is for further school privileges, or the entrance to self-supporting vocations. Until such courses are developed, the work here outlined is that offered by the seventh and eighth grades. SEVENTH GRADE English Reading and Literature. The plan of work fully de- scribed under the English in the fifth grade is also employed in this grade. See the foregoing statement, page 92. The following selections illustrate the types of literature used in this grade. Some of the more difficult selections are read to the children rather than by them. Reading aloud is encouraged by 134 Grade VII 135 example. An attempt is made to acquaint the children with a number of authors in a way which will create in them a love for their products. For example, the poems of Holmes are not studied intensively through a long period of time, but possibly in a single day half a dozen or more of his poems are read and enjoyed for the story they tell and the beauty of form in telling it with no refer- ence whatever to technical construction. The fundamental aim in teaching literature in this grade is to cultivate a love for it in its best forms. Prose : A Christmas Carol — Dickens ••- King Arthur and His Knights ■ Knickerbocker History of New York — Irving The Perfect Tribute — Andrews y Sharp Eyes — Burroughs "^ "/-Farewell Address — Washington Jk Dissertation on Roast Pig — Lamb \ f^ Poetry : Evangeline — Longfellow Vision of Sir Launfal — Lowell Julius Caesar, or Midsummer Night's Dream — Shakespeare An Autumn Festival — Whittier ^ Incident of the French Camp — Browning * Sohrab and Rustum — Matthew Arnold Elegy Written in a Country Churchyard — Gray ^ ^^ The Lady of Shallott — Tennyson ^ The Bells, or The Raven — Poe ^ The One Hoss Shay, and others — Holmes Concord Hymn — Emerson Snowflakes — Longfellow _• Psalm 19 — The Bible . New Year's Eve, and Tlie Brook — Tennyson^ Doors of Daring — Van Dyke '*•. Recessional — Kipling ^ Knee Deep in June — Riley Sir^al^had, selections — Tennyson T he Blu e and the Gray — Finch Books Suggested for iNniviDfAL Reading: Grandfather's Chair — Hawthorne Red Cap Talcs — Crockett Red Rover, The Spy, Deerslayer — Cooper Boys of '76 — Coffin Treasure Island, Kidnapped — Stevenson ^^p^ 136 Speyer School Curriculum Being a Boy-Warner ^" ^...-OlJ \}-Ma.yL An Indian Boyhood — Eastman The Little Shepherd of Kingdom Come — Fox A New England Girlhood — Larcom Paul Jones — Hapgood Mrs. Wiggs of the Cabbage Patch — Rice The Call of the Wild— London Lives of the Hunted — Seton-Thompson Rudder Grange — Stockton Life of Daniel Boone — Thwaites Innocents Abroad — Mark Twain Two Years Before the Mast — Dana Memorizing. In addition to a thorough review of the se- lections memorized in preceding grades, a number of the selections most appreciated in this grade are memorized. Attention is given to the presentation of memorized material, as well as to extempor- aneous presentation. Word Study. Syllabication, and the more common rules for spelling receive appropriate attention. Further development of the use of the dictionary, and a continued study of synonyms, homonyms, and antonyms. Words containing the following roots are written and defined : Latin roots : ami, year ; art, skill ; aster, star ; aud, hear ; clud, clus, shut; cor, cord, heart; corpus, corpor, body; cur, care; due, duct, to lead ; fac, fact, to do, or to make ; ferr, to carry ; fest, feast ; foli, leaf ; fort, strong ; fract, frang, break ; f rater, fratr, brother ; liber, free ; liter, letter ; man, hand ; mater, hand ; pel, puis, drive ; pend, pens, hang ; ped, foot ; pon, place or put ; tang, touch ; tempor, time; tent, hold; terr, earth. Greek roots : chron, time ; ge, earth ; graph, write ; log, speech. The following prefixes and suffixes : — ab, from ; ambi, around ; bene, good ; circum, around ; contra, against; dis, apart; extra, beyond; inter, between; non, not; per, through ; pre, before ; re, back ; semi, half ; super, above ; tri, three ; uni, one ; anti, dia. through ; en, on ; mono, alone ; para, aside ; peri, around ; syn, with ; tele, far ; able, fit to be ; acy, state of being ; an, pertaining to ; ary, one who ; ate, having ; ic, pertaining to ; id, quality ; ity, state of being ; ive, that which ; ment, act of ; ac, per- taining to ; ics, science of ; ism, state of being. Language and Grammar. As in previous grades, language is taught as a means of expression and technical points of structure Grade VII 137 and terminology are used as means and not ends. The content of all oral and written work is live material, produced for its own sake and not as a mere device for teaching form. It consists of descriptions, narrations, and expositions of work done in other subjects, arguments growing out of conflicting viewpoints in various fields, records of experiments in laboratories and school gardens, recipes for cooking and records of cooking tests, accounts of school excursions, reports of studies in reference work, poems written on occasions and sometimes used as songs for which the melodies are also written, dramas written to express interpretation of history or literature, original stories, etc., etc. Much is made of festival occasions as opportunities for original programs by the children. In the composition work, all the arbitrary forms considered in preceding grades are reviewed through usage. Attention is given to the principle of unity, the making of outlines, correct paragraph- ing, choice of words, variety of expression, beauty of expression, discrimination in diction, letter and manuscript forms, including titles, headings, paragraph, margin, indentation, capitalization, and all other elements involving needs as these arise. Punctuation as taught through usage, includes the period, comma, semicolon, colon, dash, interrogation point, parenthesis, and exclamation point. Work in the print shop aids materially in impressing the importance of punctuation. Grammar Outline The following outline indicates the scope of the work in grammatical principles and terminology to be mastered in ration- alizing the work in English in this grade. A text-book in the hands of the pupils is used as a work of reference. Whenever a topic from the grammar outline is taken up, the text is used as a basis, and when it is desired to consult authority the text, as well as several supplementary texts, will be available. The habit of consulting authority on doubtful points in English is thus devel- oped. In all of the following work, the technical points are studied in direct relationship to usage. The subject matter for study is that of the familiar content of history, geography, industrial arts, arithmetic, literature, and everyday discourse. I. Classes of sentences — as to use: declarative, interrogative, imperative, and exclamatory. As to form : simple, com- pound, and complex. 138 Spcycr School Curricidum 2. Components of a sentence. Subject. Bare, complete; modifiers — word, phrase, clause. Predicate. Verb ; modifiers — word, phrase, clause. Complements. Attribute ; object. 3. Determination of the function of the following parts of speech: noun, verb, adjective, adverb, preposition, conjunc- tion, participle, and infinitive. 4. Modifiers of a sentence. As to use : Adjective — modifying nouns. Adverbial — modifying verbs, adjective, and adverbs. As to form : Word ; phrase ; clause. Sentence Analysis : Continued until each of the more funda- mental points of sentence structure is well understood. Diagram- ming is used conservatively to aid in clarifying ideas of relation- ship. Text in the hands of the pupils for study and reference. Writing The children are required to test themselves at least twice within the year by Thorndike's Handwriting Scale. Emphasis is upon legibility, and a fair degree of speed. History, Civics, and Social Life In this grade and in the eighth, the work is devoted to a study of the growth of the American nation. The work of the preceding grades has provided a background for this work and has traced the evolution of the world's most important peoples of the earlier centuries to a point which makes intelligible the political and industrial development which has taken place in America. The year begins with a review of the period of discovery and early colonization, briefly touched upon by the sixth grade, and follows the industrial, commercial, social, and political life of the colonists to the beginnings of the new governrhent under Wash- ington's administration. Economic, geographic, and industrial influences, as well as the influences of inheritance from the European allegiance and prejudices of the colonists, are carefully considered in their bear- ings upon political life. Interest in developing forms of govern- ment centers in comparisons of the growth of towns and town meetings in New England with the county form of government found in Virginia. Grade VII 139 The intercolonial wars, easily appreciated as a continuation of conditions studied earlier in European histor}-, are taken up, fol- lowed by a study of the causes, main events, and consequences of the Revolutionary War. A careful study of the critical period is made, in which the problem of government is traced through the trial of the Articles of Confederation and into the Constitutional Convention which is studied constructively. This study of the Constitution is based upon the problematic situations which confronted its members, and an effort is made to see these problems as real, to see the proposed solutions, and to come to the compromises which finally gave the acceptable form. This involves an appreciation of the more fund- amental elements in Federal civil government and in such a way as to make the subsequent study of our civic history a study of "real government" in its evolution. Much of the work on the Constitu- tion is based upon Madison's Journal of the Convention. In all of the preceding work, the industrial and social life of the people is carefully followed as it influences the growth of polit- ical life. The year's work as a whole is a study of struggle for security in pursuing, undisturbed, the common vocations of life, struggles against natural forces of virgin environment, against the Indians, the French, the English, and, in some measure, against each other. The following list of references is not expected to be used in full but should furnish a good supply of carefully selected material from which supplementary aids may be secured as conditions of time and library equipment permit. Care must be used in requir- ing that all assigned supplementary work is definitely organized with reference to the topic which it supplements. A Survey of American History, Calriwell — Ainswortli. American History Leaflets, Channinp and Hart — Lovell. Students' History of United States, Channinp — Macinillan. Boys of 1776. Coffin — Harper. Old Times in tlie Colonies, Coffin — Harper. History of Virginia, Cook — Houghton. Beginners of a Nation, Egglcston — Appleton. Beginners of New England: Civil Government of United .States; The Critical Period in American History; Dutch and Qtiaker Colonies; Old Virginia and Her Neighbors; The Discovery of America; War of Independence, Fiske — Houghton 140 Spcycr School Curriculum American History Told by Contemporaries, Vols. I and II. The American Nation, Vols. III., V., VI., VII., VIII.; Source Book m American History — American Nation, A. B. Hart, Harper; others — Macmillan. Life of Sam Adams, Hosmer — Houghton. Life of Alexander Hamilton, Lodge — Houghton. Life of George Washington, Lodge — Houghton. Select Charters, MacDonald — Macmillan. Journal of the Constitutional Convention of 1787, Madison — Scott, Foresman. Students' History of United States, Montgomery — Ginn. Thomas Jefferson, Morse — Houghton. Old South Leaflets — Old South Works, Publishers, Boston. Half Century of Conflict; Pioneers of France in the New World; Pontiac's Conspiracy, Parkman — Little, Brown. Winning of the West, Roosevelt — Putnam. French War Revolution, Sloane — Scribner. Barnes' Popular History of United States, Steele — Amer. Bk. Co. The Colonies, Thwaites — Longmans, Green. Industrial Arts — For Boys With the background of general industrial intelligence ac- quired in the first six grades, it is possible to give detailed study to the following phases of industrial life: i. Technical processes. 2, Direct relation of industry to society. 3. Opportunities for ser- vice through industry. 4. Community problems resulting from present industrial life. Manipulative work in this grade includes shop work, printing, and constructive design. Each of these three units of work is given one period per week, the approximate time schedule being as follows : Shop work, 90 minutes ; printing, 90 minutes ; con- structive design, 60 minutes. Shop Work Shop work includes construction in wood, concrete, and other materials, such as definite school or individual needs may indicate. In every case the project chosen fills a direct need and as these needs vary from year to year, there is great diversity. The follow- ing were some of the typical needs that were met during the past year. Wood- Work : Pencil boxes for first grade children ; book racks for Christmas sale ; serving table for model dining room ; simple picture frames for Christmas presents. Grade VII 141 Concrete Work : Twenty-foot, re-enforced concrete wall for roof garden ; concrete flower pots for model dining room. As an outgrowth of meeting present needs through projects, the following systematic information and skill are developed : Wood — use of simple means of joining, such as, nailing, gluing, screwing, and butt joining; use of common tools, such as, plane, saw, hammer, gauge, try-square, etc. ; methods of finishing, such as sand-papering and staining. Concrete materials needed in con- crete construction, such as, sand, aggregate, cement, and re-en- forcing materials ; construction of mould or form ; method of mix- ing concrete and placing in moulds ; methods of curing and decor- ating concrete. Printing Projects chosen in this field are also the outgrowth of indi- vidual and school needs and are confined in this grade to printing cards, programs, tickets, and straight matter. The following systematic information and skill are acquired : division of case ; unit of measure as applied to type, spaces, etc. ; method of setting up and distributing type ; use of hand press. Constructive Design In order that the pupil may successfully express his individu- ality in each project, and also that he may definitely appreciate, and have a sound basis for choosing the beautiful, each project that is to be constructed is carefully analyzed and designed. This, therefore, includes : Study and selection of material in relation to the project ; general size and shape dependent upon the use of the project; critical study, space relationships, and color; and the appropriate means of representing these ideas on paper so that they may be executed in the shop. Thus, in the designing process the following drawings are necessary : Freehand sketch in pencil or charcoal showing general shape a-nd size; freehand plan anrl perspective; a sketch isolating spaces to be broken or decorated ; and a detailed mechanical drawing. Household Arts — For Girls Three phases of the household arts work are presented in the seventh and eighth grades: Textiles and clothing; foorN, nutri- 14-2 Spcycr School Curriculum tion, and sanitation ; and art problems of personal appearance, and the home. Textiles and Clothing Although textiles and clothing as a separate subject is intro- duced for the first time in the seventh grade, the work presented presupposes a thorough groundwork of subject matter tauglit as industrial arts during the first six years. Much of the industrial work has for the past two years been taught by student teachers of household arts. This year, all phases of the industrial arts below the seventh grade are being presented by the grade teachers. The girl entering the seventh grade should be fairly skillful in manipulation, having learned simple hand sewing in the first five grades and begun machine work in the sixth ; she should know origin of the four textile fibres ; manufacturing processes of spin- ning, weaving, knitting and felting; names and approximate values of the common cotton and woolen materials she herself uses ; how design in cloth is produced ; a little of the magnitude of the clothing industry ; the approximate cost of her own clothing per year. The aim is twofold : 1. To help prepare the girls for assuming the responsibilities of the selection and care of their own clothing. 2. To teach the girls the cutting and making of garments. The teaching is done by student teachers under the direct supervision of the Department of Household Arts at Teachers College. Technical Work T.a.ught: Hand and machine sewing — review of stitches and processes taught in the lower grades, the necessary new ones being added. Basting, gathering, hemming, overhanding, stitching, com- bination stitch, feather stitch. French seams and fells, putting on bands, turning of hems, sewing on buttons, putting on sailor collars, facing, putting in sleeves, stocking darning. Laboratory Work : I. Discussion of suitable materials for articles to be made. Book made, mounting these samples, labeled with prices and widths. Grade VII 143 2. Apron with bib, — by machine and hand. 3. Bag by hand. 4. Cleansing of clothing : brushing, on the roof ; removal of common spots by use of soap and water ; pressing. 5. Darning their own stockings, review. 6. Middy blouse, — by machine and by hand. This work is supplemented by that given under Personal Appearance. Foods, Nutrition, and Sanitation The work in foods and cookery in the first six grades is incorporated in the industrial arts course. Throughout the seventh and eighth grades, the home with its manifold problems forms the basis for the following consecu- tive, two-year course. It includes a study of foods and their preparation ; the planning and serving of meals ; sanitation in the home and market ; elementary food economics ; and the care of infants and children. The aims are : 1. To teach care and accuracy in manipulation of food- stuffs and utensils. 2. To establish working principles in : the making of batterp and doughs ; cooking of protein ; of starch ; of protein and starch in combination. 3. To establish ideals of cleanliness of : body ; home ; market, bakery and public laundry ; neighborhood. 4. To classify foods according to presence of protein and starch, with free mention of other constituents. Series of Lessons. I. Batters and doughs developing leavening agents and con- sistencies. 1. Baking powder as leavening agent. Lesson i. Griddle cakes and syrup — pour batter. Lesson 2. Muffins — drop batter. Lesson 3. Cake — drop batter. Lesson 4. Baking powder biscuits — soft dough. 2. Yeast as leavening agent. Lesson 5. Bread — dough. Lesson 6. Bread. 144 Speyer School Curriculum Lesson 7. Excursion to Ward's Bakery. 3. Steam as leavening agent. Lesson 8. Popovers. 4. Soda and acid as leavening agent. Lesson 9. Gingerbread. 5. Air as leavening agent. Lesson 10, Sponge cake. IL Laundry lessons. Lesson 11. Wash table napkins and doilies. Lesson 12. Iron same. in. Protein cookery. Lesson 13. Poached eggs ; experiments showing effect of heat on albumin. Lesson 14. Custards. Lesson 15. Fish chowder. Lesson 16. Broiled chops; roast. Lesson 17. Stews; soup. Lesson 18. Excursion to Weber's Market to study cuts of meat. Lesson 19. Salads; boiled salad dressing; French dress- ing. IV. Starch cookery. Lesson 20. Cereal cookery. Lesson 21. Blanc Mange; starch tests. Lesson 22. Creamed vegetables. Lesson 23. Visit Weisbecker's Market to study vege- tables and market conditions. Lesson 24. Legumes; prepare kidney bean stew. V. Cookery of protein and starch in combination. Lesson 25. Tapioca custard. VI. Sanitation. Lesson 26. Clean school kitchen — as typical of home kitchen. VII. Hospitality. Lesson 27. Pineapple sherbet and drop cookies. Enter- tain guests. Grade VII 145 Art Problems of Personal Appearance, and of the Home The present day social conditions tend to break down the old ideals of personal charm and of attractive home life. The follow- ing course has been planned as an effort to counteract the effect of this influence, so strongly felt in New York City. It serves as a means of "tying up" and applying many facts, working principles, and ideals which have been developed through the progress of the school. The courses in hygiene, fine arts, and nearly all phases of industrial and household arts here find their place in vital application. The teaching in this course is largely by student teachers. The departments of Fine Arts and Household Arts cooperate in the supervision. The teacher of fine arts presents the work in costume and household design, while the teacher of household arts has charge of the more general discussions. During the current year, the girls of the seventh and eighth grades have been combined into one class for one hour a week for this work. The first half-year is given to the problems of personal appearance, the second half-year to the problems of the home. The work once established, there will probably be a quantity sufficient to treat the two grades separately hereafter, giving a full year of work to each grade. Problems of Personal Appearance The following course has been planned to meet the needs of the seventh and eighth grade girls who show plainly the in- fluence of the extremes worn on the streets of New York City. That one-third of the twenty-four girls felt it permissible for women of middle age to use cosmetics shows the tendency. Aims of the Course : 1. To give the girls a standard by which to judge of good and poor clothing. 2. To guide them in the choice of clothing appropriate to their own needs. 3. To raise their ideals of personal charm, making them more independent of prevailing fads. 146 Speyer School Curriculum Brief Outline of the Work Covered. 1. Fall necessities. Outside clothes: coats, hats, dresses, shoes, gloves, stockings, etc. Underwear: union suits, muslin underwear, corsets. 2. Bases for selection : Hygiene ; economy ; suitability to age of individual, and occasion ; artistically suited to the individual in line, tone, color. Three essentials in designing a costume : Line ; tone ; color. Line: 1. Silhouette line: must be simple; follow lines of the figure without exaggeration. 2. Trimming lines, the design. All lines within silhouette line are trimming lines. 3. Principles of design considered are : Subordination ; oppo- sition ; transition ; simplicity. Tone: Massing; two values; three values; many values; utility; suitability to individual; effect of warmth and coolness; appropriateness to occasion. Color: Hues ; values ; intensities. To make the course of vital interest to the girls the first lessons are given really to choosing types of garments most practical for their needs. Each discussion is illustrated by designs clipped from fashion magazines and by samples of suitable materials. The difficulty of deciding upon the good and bad in design and color and those designs best suited to the individual girl logically introduces the work in simple costume design. A brief outline of lessons follow. I. Clothing as an Adornment Three lessons taught by student teacher of household arts. Lesson i. Selection of the winter coat. Effect of one's per- sonal appearance upon others. How should a Speyer School girl dress ? Rough choice of good and bad coats clipped from fashion magazines. Lesson 2. Selection of hats and dresses. Selection of shoes, stockings and gloves — omitting consideration of hygiene. Lesson 3. How to look one's best at all times. Dressing of the hair; care of the skin, face, hands; carriage; wearing of jewelry. Grade VII 147 Eight Lessons in Costume Design taught by a student teacher of fine arts. Considerations for Hne, tone and color; height and weight ; color of eyes ; color of skin ; color of hair ; color of clothes which one already has. Outline of lessons follows : Three Lessons on Designing a Coat: Lesson i. Review of principles of good design — Line, tone, color. Study of three large drawings on bogus paper. 1. Good in line. 2. Modified to suit a stout person: Broadening effect of wide revers, cufifs, belt, pockets. 3. Modified to suit a slender figure : Lengthening effect of straps and all vertical trimming lines. Narrow collar and cuffs. Each child makes three tracings of a coat model applying principles of design to suit her individual style and needs in the changes she makes in it. Japanese tracing paper used. Lesson 2. Study three large drawings in dark-and-light. Principles of tone considered and applied to the three tracings made before : 1. Coat is for general wear. 2. Predominance of dark tone: less conspicuous; more serviceable ; warmer in appearance ; echoing of dark into light and light into dark. 3. Suitability to oneself : The lights being more attractive in dark mass should emphasize the good points. Lesson 3. Completion and criticism of the three designs of the coat which child made as to suitability to her own particular needs, — durability, beauty. Two Lessons on Designing a Scpiool Dress: Lesson 4. Design a school dress in the silhouette outline given to each girl. 1. Review principles of line taught in lesson on the coat. 2. Three large drawings of school dresses criticized first in line, bringing out points noted above. 3. Children design school dress, considering all the points mentioned. Put up results for criticism at the end of the period. 148 Speyer School Curriculum Lesson 5. Put dress into color, using two or three colors, considering the following points : Spaces may vary in : hue ; value ; intensity. 1. Review of points for individual consideration: Color should harmonize with hair, eyes, skin, and other clothes of the wearer and increase their beauty. 2. Three good designs, in color, given class to criticize : 1st, shows difference in hue, blue and green. 2nd, shows dif- ference in value, d. blue and 1. blue. 3rd, shows difference in intensity, brown and red. One Lesson on the Hat: Lesson 6. Review of principles of Line. 1. Shape: large; small. 2. Suitability: Whether dark or light; simplicity. 3. Becomingness : Review idea of what constitutes be- comingness, as considered above. 4. Children design hat which harmonizes with coat and dress already designed. Two Lessons on Party Dress: Lesson 7. 1. Review of ideas of what "appropriate" means. 2. Review of good line. 3. Discussion of how present day styles may be modified to suit the wearer, — simplicity, durability, individuality. 4. Design dress in silhouette outline given child. 5. Criticism of dress designed. Review principles of line, color, individual considerations. Lesson 8. 1. Finish dress already started. 2. Criticism of some dresses which are good in all points. 3. Children make second drawing of party dress, with necessary changes in line and color. IL Clothing as Protection Two lessons taught by student teacher of household arts : Lesson i. Relative values of four textile fibres: for underwear for winter, for summer ; for outer wear for winter, for summer. Grade VII 149 Lesson 2. Health as affected by clothing. Clothing should be suited to the weather ; changed frequently ; changed at night. Problems of the Home One dominant aim throughout the work in the following course is the consideration of the home as an opportunity for self-expression of the individual members of the family. The average apartment of the pupils serves as the basis for the course, but occasional "mental excursions" to the country cottage or sub- urban home serve to broaden the concept of home. As a basis for the course, the following stories in which the home spirit predominates are recommended for home read- ing: Mother Carey's Chickens — Wiggin. Strawberry Acres — Richmond. Little Women — Alcott. Bits of Talk About Home Matters — Helen Hunt Jackson. Outline of Course. I. Meaning of home. 1. Basic elements of home and social life through review of primitive peoples : tree dwellers ; cave dwellers ; lake dwellers ; nomadic tribes. 2. Further development of social life through review of: community life as represented by Hebrews, Greeks, Romans, and mediaeval Europeans ; colonial life and homes ; modern American life, — country, city. n. Family life in the city. 1. Ideal relationships in the home. 2. Relations with neighbors. 3. Relation to community. HI. Selection of home. Elements governing selection. 1. Necessary exi)cnditure of: money — rental, car fare, furnishings, etc. Strength and time — labor required in reaching home ; also in management. 2. Hygiene and sanitation : sunshine, air, ago of building, walls, plumbing, janitor service. 3. Attractiveness and convenience: arrangement, out- look, laundry facilities, elevator, dumb waiter. 150 Spcyer School Curriculum IV. Decorations — from standpoint of art and sanitation. I. Choice of wall coverings. Pictures and frames. Hangings. Bric-a-brac. Wall coverings. V. Furnishings — from standpoint of art and sanitation. 1. Consideration of line, tone, color, serviceability, econ- omy and sanitation in the essential equipment of an apartment of four rooms and bath. 2. Actual working out of problem of furnishing such an apartment, made real by visit to vacant apartment which will serve as the "setting" for the furnishings to be selected. Series of Lessons. Lesson i. The ideal home. 1. In literature. 2. Home maker's opportunities to accomplish ideal. 3. Relation of surroundings in home to ideal home life. Lesson 2. How shall we choose our home? 1. How much can we spend for rental? 2. What shall we consider as we look for the apartment? Size, depending on number in family ; exposure and outlook ; con- venience; neighborhood, opportunities, possible relations with neighbors, absence from disturbing noises and sights. Lesson 3. Visit vacant apartments in neighborhood ; select one as best adapted to needs of family. Lesson 4. 1. Visit Speyer School apartment. 2. Reports on both visits from standpoint of conditions considered. Lesson 5. Furnishings of home. 1. General considerations : Usefulness — durability and econ- omy ; comfort ; beauty. 2. Essential furnishings. 3. Aesthetic additions. Lesson 6. Furnishing the living room. Grade VII 151 Lesson 7. Furnishing the living room continued. Lesson 8. Furnishing bed room and bath room. Lesson 9. Furnishing the dining room. Lesson 10. Furnishing the dining room continued. Lesson 11. Furnishing kitchen and pantries. Lesson 12. Furnishing kitchen and pantries continued. Lesson 13. Visit house furnishing departments of rehable department stores. Lesson 14. Visit "Housekeeping Center" as ilhistrative of simplest, inexpensive, attractive furnishing. Note: The two excursions are utilized at the most logical point in the series, irrespective of the fact that they are assigned at the end. Fine Arts Design. See, also, courses in constructive design for boys, and in problems of personal appearance, and the home. Line: proportions: shape; cuttings; divisions; groupings; rhythm. Designs for school room curtains worked out and sten- ciled, nature motif. Designs of flowers in rectangular space worked out as in tapestry. Designing of wood-blocks from Aztec motifs, because of their simplicity and adaptability, cut and printed on table covers and pillows for sale or use in house. Studv of lettering prominent. Old Roman and Gothic lettering. Initial letters. Tone: massing; two values; three valties. Variation of given landscape and designs. Exercises in putting original designs into tone. Color: hues, values; intensities; textures. Color theory bringing out all the qualities of color with various applications as in costume designs, interior dccf)ration, and all designs where color is used. Representation. Sfill life carried into full color and three tones. Simple angular perspective begun in this grade draw- ing from a box. closed book. etc. Various vegetables aiul fruits grouped with jars as drill work. Pose drawing, work- ing only for light and dark. 152 Speyer School Curriculum Picture Study. In these grades in relation to their study of Hne, tone, and color. Line : Figures in Sistine Chapel Whistler — Etchings William M. Hunt — Figure of Fortune Jules Guerin — Pictures of Egypt Tone: Hunt's charcoal drawings Rembrandt's etchings and paintings Color : Titian Giorgione Jules Guerin — Pictures of Holy Land Pictures by J. W. Alexander Pictures by Vedder Animals by Swan Santa Sophia Salisbury Cathedral Seymour Haden's etchings Van Dyck's paintings Bellini's paintings Palma Vecchio Moroni — The Tailor Illustrations as they are found in the current magazines and books are studied in the sixth, seventh, and eighth grades as: Jules Guerin, Maxfield Parrish, Elizabeth Shipman Green, Jessie Wilcox Smith, Joseph Pennell, Edmond Dulac, Marian Powers, Pamela Coleman Smith, and others. Geography The study of the political divisions of the world is finished in this grade. Asia, Africa, and Australasia are taken up in turn, first as continents, then more intensively as the diflferent countries come under discussion. Such countries as China, Japan, and New Zealand in which such remarkable changes have taken place within recent years are treated rather fully, the aim being to impress the children with the fact that these countries will soon take their place among the leaders of the world's nations. The approach as far as possible is made from situations and knowledge of our own country, thereby forming from the start a basic comparison and understanding. The fact that modern conditions have brought the world so close together Grade VII I53 that all nations are more or less dependent upon all other nations, and that therefore we as Americans have a definite interest in all the countries of the world, is kept in mind throughout the year. Nature-Study The nature-study, or elementary science work, of this year is very closely associated with the work in industrial and household arts. The emphasis is upon those facts and prin- ciples of biology, physics, and chemistry upon which an intelligent understanding of the work in materials in shops, kitchens, and laboratories is dependent. The physical and industrial aspects of geography, and the biology essential in the studies in hygiene contribute their share of subject matter. Mathematics Thorough review of the fundamental operations as applied to integers, common and decimal fractions, and denominate numbers. Practice in rapid approximation of answers on the basis of intrinsic reasonableness. Introduction to algebra, using simple and easy problems, giving pupils the ability to use x and the equation in later arithmetic work. The equation of one unknown, including transposition, and clearing of fractions. Systematic treatment of percentage. Use the equation and algebraic method, in part. .Simple interest, insurance, taxes, business and commercial discount, commissions. Problems in saving, borrowing, and loaning money. Simple problems in bank discount. Practice in making and endorsing promissory notes. Household ac- counts for girls in connection with household arts; shop ac- counts, and incidental business accoimts for boys in connection with industrial arts. Transmission of money — money orders, checks, drafts, registered letter, express moncv orders, money by telegraph, special delivery letters. ^Tensuration as involved in the industrial and commercial activities of everyday life, especially those connected with house building and furnishing. Graphical representation of numerical and statistical facts. 154 Spcyer School Curriculum Tlie primary idea in the mathematics of this year is to enlarge the pupil'b use of number as a vital, everyday tool, and to increase his appreciation of the economic use of money and materials in every aspect of life. Especial emphasis is placed upon the development of power to penetrate conditions and to see the vital elements in any problem. Problems of such significant life value from the numerous local and general economic activities may be selected that the pupil will feel that every one is worth while in supplying an answer to some question which he knows is important. Typical sources of problems are suggested in the following: Building streets, sidewalks, and roadways. Do good streets and roads pay? State aid in road making. How are taxes provided and expended for streets and roads? Car lines — surface, elevated, subway. Franchises. Grocery store, dry goods store, furniture store, depart- ment stores, and others, studied as to fundamental conditions regarding methods, expenses, and profits. The mail order business. Buying staple commodities in quantity. Qualities required for success in each type of business or other vocation. Outlook for success in each, capital required, wages or salaries of employees, income of proprietor, hours of work, risks, and other items which will aid in making the study furnish some basis for the wise selection of a vocation. Music Third Phase. Work for broadening and deepening uni- versal interest: 1. Song practice, not only for the purpose of technical drill, but also for the sake of getting acquainted with good literature, and for supplying material for school music functions. 2. Awakening interest in instruments: (a) Observing in- struments, (b) Learning about bands and orchestras, and the value of knowing how to play band instruments. 3. Awakening interest in instrumental music, especially that of the march and dance music, used by bands. Observing the relation of the dance to music, how it punctuates the music. Learning some of the historic origins of the dance forms. Grade VII 155 Program Music. The semi-montlily musical programs given by the children in assembly provides this class opportunity to contribute its share in furnishing music for the enjoyment of others. It also contributes to these programs some of the more interesting stories of the lives of the great composers, and some of the interesting facts learned about music forms and musical instruments. Songs. The songs listed under Music for the sixth grade are very largely appropriate for this grade also. See page 132, Physical Education and Hygiene In the seventh and eighth grades, children are passing through a period of rapid growth and development with the many changes which mark the oncoming and development of adolescence. Attention must be given to individual requirements, and caution is needed to prevent overwork. Because of the different needs of the girls and boys, their more vigorous work must be in separate classes and their games and exercises adapted to sex differences as well as to advancing years and personal needs. Close attention is given to the formation of good habits of posture and carriage ; and to the cultivation of the right spirit of cooperation and fair play in ail activities and games. Work for Girls The work is lighter for the girls than for the boys, and greater emphasis is placed on the aesthetic phases, principally through the dances. 1. Folk dances: European — Tarantella; Strasak; Csaidas ; Pavanne ; Minuet. Advanced dancing steps. 2. Games of skill : Relays ; Follow Ball ; Bombardment ; Base Dodge Ball ; Indoor Baseball ; Basket Ball. 3. Apparatus: Stall bars; ropes; ladders; boom. 4. Technique : Military tactics ; fancy marchings ; fancy steps, for carriage. General exercises: Continued much as in earlier grades ; simple exercises for poise and carriage ; exercises suggested by athletics, the dance, and the use of the apparatus. 156 Speyer School Curriculum Running; dash: potato race: jumping, with emphasis on the landing ; and other similar activities. Work for Boys W'itli those slight modifications needed because of the greater strength and endurance of boys, the foregoing outline is adequate for much of their work. Boys show greater interest in athletic events, in competitive sports and games, than do the girls. Out- of-door activities are encouraged. Basket ball games with other teams are arranged each year. Hygiene Constant attention to the care of the body in such a way as to make for good posture and for the highest degree of personal efficiency in all physical activities, both in school and out, is exercised. Bathing, appropriate food, sleep, avoidance of narcot- ics and stimulants, adequate exercise, pure air, and proper cloth- ing in relationship to health receive much emphasis. Those facts of anatomy and physiology helpful in understanding the proper care of the body are learned as occasion gives opportunity. In connection with work in household and industrial arts, science, and civics, questions of sanitation and public health, are con- sidered. EIGHTH GRADE English The aim of the reading work of this year is to give the children a love for and an appreciation of some of the great English poets and of our own American poetry, the emphasis being placed on the latter. Some of the minor American poets are read because they are writing now. The teacher often reads to the children. Good portraits of the writers read are placed in the class room, and children become familiar with them. All of the selections listed here are read in class. Some others are also read in connection with the study of the particular authors. An attempt is made to familiarize the children somewhat with the characteristics of each author studied, largely through typically selected productions. A more extended study of each author's writings rather than an intensive study of a few selections is be- lieved to be better for children of this age. Outside library and periodical reading is encouraged. Prose : A Drop of Water on Its Travels — Buckley. The Uses of Mountains — Ruskin. The Fall of the Leaf— Mitford. About the Stars — Flammarion. Story of a Stone — Jordan A Tale of Two Cities — Dickens. _j& The Great Stone Face — Hawthorne. The Other Wise Man, and The Fjrst Christmas — Van Dyk Gettysburg Address — Lincoln. '^ P^ Ramona — Jackson. Red Rock— Page. Cudjo's Cave — Trowbridge. For the Freedom of the Sea — Brady. The Luck of Roaring Camp — Harte. -J- .7^ Poetry : Bryant — Autumn Woods; To a Waterfowl; To the I-'ringcd Gen- tian. ^ Burns — The Cotter's Saturday Night; To a Wee Mou.sie; To a Mountain Daisy. Emerson — The Snowstorm; Concord Hymn. Holmes — Spring Has Come; Old Ironsides; The Chambered Nautilus. Keats — Ode to a Grecian Urn; Ode to the Nightingale; To Autumn. 158 Speyer School Curriculum Lanier — Selections from The Marshes of Glynn; A Ballad of the Trees; The Master. Longfellow — Sunrise on the Hills; The Arrow and the Song; The Building of the Ship. Lowell — The Vision of Sir Launfal; Violet, Sweet Violet; The First Snowfall; Selections from The Biglow Papers. " ' , Poe — The Raven; The Bells; Annabel Lee. Shakespeare — The Merchant of Venice; Mark Antony's Oration. Shelley — To a Skylark; The Sensitive Plant; Ode to the West Wind; The Cloud. Tennyson — Enoch Arden; Sir Galahad; Idylls of the King; Flower in the Crannied Wall; Charge of the Light Brigade. Trowbridge — The Vagabonds; Midwinter. Van Dyke — Doors of Daring; An American in Europe; The Veery: To a Young Girl Singing; Lines to Julia Marlowe; Joe Jefferson; The Foolish Fir Tree. Whitman — O Captain! My Captain! ; Selections from Out of the Cradle Endlessly Rocking. Whittier — Maud Muller; Snow Bound. Woodberry — The Child; O. Inexpressible as Sweet. Wordsworth — Daffodils; Intimations of Immortality. Memorizing. In addition to a review of selections memor- ized in preceding grades, a number of selections most appreciated in this year are memorized. Attention is given to their appro- priate presentation. Word Study. Continued attention is given to correct spell- ing and syllabication. The rules of spelling learned in preceding grades are reviewed. The following roots, prefixes, and suffixes are learned through the analysis, classification, and use of words containing them : Latin roots : — capt, the head ; ced, cess, to go ; cent, hundred ; civ, citizen; ctirr, curs, run; dent, tooth; diet, speak; doc, doct, teach ; iin, end ; firin, strong ; fleet, tie, bend ; tin, flow ; grat, pleas- ing ; greg, flock or herd ; ject, to cast out ; leg, law ; ment, mind ; mitt, send ; norm, rule ; pater, patao, father ; port, carry; rupt, break ; scrih, script, write ; spec, spect, look ; tors, twist ; tract, draw ; ven, vent, come ; vert, vers, turn. Greek roots : — meter, metr, measure ; phon, sound ; polis, city ; scop, view. Write and define the words containing these prefixes: — ad, to ; ante, before ; bi, two ; con, with ; de, down ; ex, out of ; in, not ; intra, within; ob, against; post, after; pro, for; retor, backward; Grade VIII 159 se, aside ; sub, under ; trans, over ; vice, instead of ; a, without ; autOj self; epi^ upon; micro, small. Write and define words ending with the following sufiixes : — aceous, having the property of ; al. pertaining to ; ance, state of being ; encc, state of being ; ent, that which ; fy, to make ; He, relat- ing to; ine, belonging to; ion, act of; ite, one who is; ory, place where; ons, having; nlent, full of; ure, state or act of; y, state of being; ic, pertaining to; ise, to make; ist. one who; oid, having the form of. Grammar and Compositiox. Work in this grade is a con- tinuation of that in the seventh grade. Composition forms a considerable part of the work. Applications for positions, busi- ness correspondence, and social forms are given that attention demanded by classes of pupils of which the larger proportion will soon enter upon the activities of self-support. The studies in form indicated in the seventh grade are reviewed and further applied in this grade. For study and reference, Modern English, Emerson and Bender, Book IT, and Foundation Lessons in English, Wood- ley, Book II, are used. I. Parts of Speech. 1. Noun. Kinds — common, proper, abstract, collective. Properties — number and person, to be noted in relation to agreement with pronouns and verbs in sentences. Gender. Case, as construction of nouns. 2. Pronouns. Kinds — personal, relative. Antecedent. Agreement with antecedent. 3. Adjectives. Kinds — forms of comparison to be empha- sized. Distinguish in use from the adverb. Accuracy in the use of adjectives. 4. Verbs. Form — strong and weak. Use — complete and incomplete. Tense — emphasis upon correct tense forms. Voice. Mode. Indicative as distinguished from more em- phatic imperative form; the subjunctive in teaching differ- ence in meaning between "if I was" and "if I were" in "contrary to fact" expressions. Person and Number. Em- phasis on agreement of subject and verb. Defective verbs. Use of ought. l6o Speycr School CiirriculiDii 5. Adverbs. Function — as distinguished from adjectives. Comparison — to secure correct usage of the different forms. Conjunctive adverbs — as distinguished from relative pro- nouns and conjunctions, in securing strength in sentence structure. 6. Prepositions. Use. Distinguishing such forms as in and into. 7. Conjunctions. Kinds — to be noted in reference to secur- ing strength in sentence structure. Attention to punctu- ation. 8. Special Verb Forms : Participles. Attention to avoidance of loose participal con- struction. Infinitives. Securing variety of expression. Avoidance of "split" infinitive. As previously indicated, all of this grammatical study is for the purpose of rationalizing practice, and to do this, it must neces- sarily be in vital relationship to practice. Care is taken in all work to establish good habits of form and to demand high stand- ards in spelling and in the use of arbitrary signs. Definite and continued emphasis is placed upon those phases of English which are used daily in the practical affairs of commercial, business, and social life. The work of the year concludes with careful drill on sentence analysis, using all the knowledge gained in the study of the parts of speech as aids. Much attention is paid to proper methods of sentence abridgment, using the participle and infinitive. Writing The application of Thorndike's Handwriting Scale once or twice within this year helps to keep attention fixed upon good standards, and pupils needing specific attention to writing are required to bring up their work to a reasonable degree of excellence. History, Civics, and Social Life The scope of the work includes the development of our national life from the beginning of Washington's administration Grade VIII i6i to the present time. An attempt is made to present the facts in such order and relation as to make the child understand the motives actuating the men who were factors in this development. One aim of the work is to show how the present may be under- stood and interpreted in terms of the past, and that the chief value of the study of history lies in its power to aid us in shaping wisely our conduct in the present. The influences of industrial and commercial conditions and of geographical factors in deter- mining much of our present political life and history receive due emphasis. Account is taken of the important events of the present as they occur. Note is taken of our territorial and commercial expansion and of the free interpretation of our constitution to meet conditions as they have arisen, and all of this in relation to the fact that we are now beginning to realize that the problems of the present century are different from those of the past. The last two months of the year are devoted to a brief review of Federal civil government with a study of the more important features of local government. "The Community and the Citizen," by A. W. Dunn, is used throughout the year as an aid in the study of civic life. The statement referring to the list of books for the seventh grade supplementar}' sources applies also to the following list. All those references in the seventh grade list which are for the whole period of American history may be regarded as appropriate for this grade also. History of the U. S., Adams — Scribner. Civil War and Constitution; The Middle Period: Reconstruction and the Constitution, Burgess — all by Scribner. American Territorial Development, Caldwell — Ainsworth. Boys of i86r; Days and Nights on the Battle Field. Coffin — Estis Pub. Co., Boston; Drum Beat of the Nation, Coffin — Harper. Bird's Eye View of the Civil War, Dodge — Houghton. American History Told by Contemporaries. Vols. II and IV. — Macmillan. Formation of the Union — Longmans. Green; The American Nation, Vols. XTV. XVII. XVIII. Hart- Harper. American Politics, Johnson — Holt. Daniel Webster, Lodge — Houghton. William H. Seward, Lathrop — Houghton. Thaddcus Stevens. S. W. McCall — Houghton. .Select Documents in American History — Mncmillan. The Leading Facts of American Hivtorv. Montgomery — Ginn. i62 Spcycr School Curriculum John Quinc\' Adams, Morse — Houghton. Abraham Lincoln, Morse — Houghton. History of United States since the Compromise of 1850, six vol- umes, Rhodes — Macmillan. History of the United States, six volumes, Schouler — Dodd. A New History of United States, Scudder — Amer. Bk. Co. History of the Presidency, Stanwood — Houghton. Andrew Jackson, Sumner — Houghton. John C. Calhoun, Von Hoist — Houghton. Division and Reunion, Wilson — Longmans. Industrial Arts — For Boys The scope and purpose of the industrial work in this grade is similar to that of the seventh grade. The three units of manipu- lative activity are shop work, printing, and constructive design, and are given one period per week with the approximate time schedule as follows : Shop work, 90 minutes ; printing, 90 minutes ; constructive design, 60 minutes. Shop Work Shop work in this grade is largely limited to wood, the pro- jects being the outgrowth of individual or school needs. The following projects were constructed during the last year: Pencil boxes for first grade children ; writing desk for the neighborhood day nursery ; toys for the nursery. Study desks and chairs for the individual use of the pupils. Skill and information is acquired in the following points: Use of more complicated means of joining, such as half-lap, and mortise and tenon joints ; skillful use of common tools ; methods of finish- ing, such as, sandpapering, oiling, shellacing, and staining. Printing Projects chosen are the outgrowth of direct needs of a more complicated nature than in the seventh grade, the following being typical : cards, posters, announcements, and booklets. Definite skill is acquired in imposing, including a study of spacing relative to paragraph and marginal spaces ; preparing material for press and setting it; adjusting and running press. Knowledge rela- tive to modern printing and publishing, such as, linotype machines, lead casting processes, and electrotyping, is also acquired. Grade VIII 163 Constructive Design The general principles and details of the course in this grade are similar to those enumerated under the seventh grade. More complicated projects are selected, requiring more intensive and extensive work in design. Household Arts — For Girls The three phases of work begun in the seventh grade are con- tinued, namely, textiles and clothing; foods, nutrition, and sani- tation ; and art problems of personal apperance, and the home. Textiles and Clothing The work for the eighth grade follows directly that given in the seventh grade. The aims for the two grades are identical. More skill and greater speed are emphasized, and better results are expected. Working on outside garments calls for the girls' most careful work. More accurate fitting is also necessary. Technical Work Taught. Hand and machine sewing ; review of previous stitches and processes. Also making of plackets, putting on collars and cuffs, binding of armholes, hemmed and flannel patches, either simple French embroidery or hemstitching. Laboratory Work. 1. Mounting of samples of materials suitable for the articles they will make during the year. These are labeled with prices and widths. 2. Patching of household or personal articles. 3. White petticoat or outside skirt of Indian head. 4. White waist or Norfolk blouse of Indian head, like the skirt. 5. Simple hand made Christmas gift hem-stitched guest towel. This course is supplemented by the work given under Per- sonal Appearance. Foods, Nutrition, and Sanitation Aims. I. To teach: elementary food values; tin- classification of foods with reference to their constituents and function in tin,' body ; a general idea of balance in dirt. 164 Spcycr School Ctirriiuluiii 2. To strengthen and render practicable the rules for cook- ing the various food principles. 3. To teach the application of these principles in the plan- ning, preparation, and serving of meals. 4. To make the girl independent and dependable in solving the problems of the home. Series of Lessons. I. Classification of foods. Lesson i. Pack lunch box; for school girl, for man. n. Elements governing the planning of meals ; balance in diet ; market conditions ; economic conditions ; tastes of family. Lesson 2. Selection of dishes from menu cards to repre- sent possible meals, considering elements ; for 25^ ; for SS<^ ; for 50^. Lesson 3. Planning the home breakfast, considering typical breakfasts; more elaborate breakfasts, including fruit. Cereal cookery, granular and flaked ; attractive service. IIL Preparation of dishes suitable for breakfasts. Lesson 4. Uses of left-over cereals. Lesson 5. Omelets and bacon. Lesson 6. Potatoes — ways of preparing left-over boiled potatoes. Lesson 7. Muffins. Lesson 8. Plan breakfast to be served next time ; mock service. Prepare cocoa and toast. Lesson 9. Serve breakfast, to cost about 50^ for four. IV. Preparation of dishes suitable for luncheons. Lesson 10. Cream soups. Lesson 11. Escalloped dishes — vegetables, fish. Lesson 12. Baking powder biscuit and orange shortcake. Lesson 13. Fresh fruit desserts. Lesson 14. Salads. Lesson 15. Plan luncheon, $1.00 for four; mock service. Make tea and cheese crackers. Lesson 16. Serve luncheon. Grade VIII 165 V. Preparation of dishes suitable for dinner. Lesson 17. Clear soups. Lesson 18. Broiled meats and casseroles. Lesson 19. Stuff ed potatoes ; creamed turnips. Lesson 20. Rolls. Lesson 21. Prune whip ; custard sauce ; as typical of light puddings. Lesson 22. Plan dinner, $1.00 for four ; to be served next time ; mock service. Make coffee and prepare salted nuts. Lesson 23. Serve dinner. \l. I. Invalid cookery and home care of the sick. Lesson 24, Study of comfort from standpoint of invalid ; preparation of invalid tray and suitable dishes. 2. Infant care and feeding. Lesson 25. Demonstration of bathing and dressing of baby ; modified milk. Legislation concerning care of babies ; free dispensaries ; fresh air piers, etc. Lesson 26. Visit "Infants' Milk Station," 2287 First Avenue. VII. Hospitality. Lesson 27. Reception to parents and friends ; make ice cream and cake. Note. — At some time during the course, preferably after the serving of the breakfast, a very simple luncheon is served to the class in the "Table Service Laboratory" in the Household Arts Building at Teachers College, by the students in the home cookery and table service course. Whenever possible, the finished products are sold to the family in the Speyer School apartment or to the Manhattanvillc Day Nursery. Art Problems of Personal Appearance, and of the Home At present, the work is undifferentiated for the seventh and eighth grades. The outline under the seventh grade, page 145, is used for the girls of the two grades meeting together for one period each week. A full year's work for each grade will probably be developed upon the basis established this year. l66 Sl^cycr School Curriculum Fine Arts Design. Line: proportions ; shape ; cuttings ; divisions ; groupings ; rhythm. Rectangle designs as : in calendars, landscape compositions in line, nature subjects, book pages and covers, mottoes, book plates, stencilled designs for interior decorations, costume designs, wood work designs — book-racks, tables, tie-racks, etc. Tone: massing; two values; three values; m.any values. All designs put into tone. Spacing for problems in printing. Pose in two values. Color: hues ; values ; intensities ; textures. Out-door sketches put into color. Applied to all designs which are made as in the re-decoration of the school — sitting room. Representation. More difficult groups of objects given involving all the principles of perspective, but paying particular attention to color harmony and space filling. Pose drawing in three values. In the seventh and eighth grades there are frequent excur- sions to museums and places which will aid in their study of de- sign. Fine examples are also shown. Picture Study: See outline for Grade VII, page 152. Geography This year's work is a study of industrial and commercial geography, but with sufficient attention to physiographic controls and political influences to make it a comprehensive review and summary of all of the phases of geography previously studied. The industries and commercial activities of United States, domes- tice and foreign, receive that emphasis which they deserve because of their immediate importance to us. Why the United States leads in certain industries, why it is far behind in others, why certain other countries lead in some industries, why commerce is distrib- uted among the nations as it is, why there is rapid growth in indus- trial and commercial activities in certain countries, how we of New York are directly interested in many of the large questions of changes in commercial relations, and numerous other questions of present day interest are discussed. Geography is an important element in many of the discussions of current events. Maps, graphs, and charts are made by the children in these studies. Grade VIII 167 Robinson's "Commercial Geography" is used as a chief reference book, but many other sources of material are used. Especially helpful are the various government documents available, and the current periodicals, daily, weekly, and monthly. Note books are kept for the organization of important materials. Nature-Study The nature-study or elementary science work is almost wholly covered in direct connection with the subjects requiring a knowledge of scientific facts and principles — industrial and house- hold arts, geography, and hygiene. The statement made for this work in the seventh grade, page 153, is applicable in this grade also. Mathematics Thorough review of all fundamental facts and processes, in- cluding fractions, decimals, denominate numbers, and percentage and its applications. The work in algebra reviewed and extended. Mensuration to include a review of all processes in finding areas and volumes of surfaces and solids. Square root ; area and volume of right prisms, cylinders, and spheres. Comparison of areas and volumes. Problems in mensuration of all kinds having practical utility in work in industrial and household arts. Applied work involving a review and extension of all common forms of business practice, simple investments, personal, family, institutional and public incomes and expenditures as these pertain to the well being and responsibility of the individual. Much work in rational estimating. Various convenient "short cuts" for the solution of problems are familiarized. The following suggestions for problems arising out of every- day life situations are typical of the work which will best realize the end point for this year's study of mathematics: Rills, discounts, business terms and practices in the issue and payment of bills. Commercial papers: Checks, endorsements; tracing checks through the clearing house ; the New York clearing house system. Notes, negotiable, and non-negotiable ; endorsements ; interest ; bank discount ; mortgages. The theory of borrowing anrl loaning : borrowing, and loaning as investments; security; borrowing to pay cash for commodities in comparison with buving on credit or l68 Speyer School CurriculiDn the installment plan. Exchange, domestic, and foreign; drafts, letters of credit. Taxation. City budgets, considering especially economy in expenditures. Graphical representation of incomes and expendi- tures of public moneys. Our tariff system studied with specific reference to common commodities ; reciprocity ; custom houses. Investments in stocks and bonds : a sufficient study of current stocks and bonds, local and general, as are found in the current newspapers and trade journals, to give a notion of the types of stocks and bonds, the use of bonds as a means of borrowing money, of the numerous swindling operations through the sale of spurious stocks, of the distinction between legitimate investment in stocks and gambling, and of the wisdom in investing in stocks and bonds as a means of saving and of securing an income. The Stock Ex- change. The Produce Exchange. Brokerage. Insurance. Property, life, and accident insurance. Endow- ment policies as investments. A comparative study of the offer- ings of different companies as to their reasonableness and economy. Building and loan associations. Corporations. Rents, Rental for living apartments or houses, and for busi- ness locations. Rent as a factor in the cost of living. Educational statistics. The cost of education of different types per pupil or student. The cost of education to the state. Education as an investment. Measuring systems ; their development ; our systems ; the metric system. Study of representative vocations and professions as a basis for an intelligent choice of a life calling. Causes of current fail- ures in business. Costs of different vocational activities itemized and compared — initial capital, running expenses, rent, insurance, losses, advertising, taxes, education, professional improvement, and all other factors which must necessarily enter into considera- tion of income and expenditures. Music Third Phase. 1 , Song practice carried on with the same spirit as that of the seventh year. 2. Program Music : Learning to interpret the music in the Grade VIII 169 light of the accompanying text or story. Applying knowledge previously learned in observing how the various effects are attained. 3. Pure design in music : Observing how design is devel- oped through repetition in the arts that appeal to the eye. Noting the parallelism in the repetition of music and the other arts. Not- ing the way repetition, as used in music, helps to classify it. Learning about the authors, and the origins of the various forms studied. 4. The Musical Sentence. Observing how a musical com- position is like a discourse with sentences grouped into paragraphs. Observing that the way in which paragraphs are grouped defines instrumental forms ; learning to recognize and name some of these forms. Learning typical examples and how they are made. Program Music, and Songs. See the statement for the seventh grade, page 155, which applies also to this grade. Physical Education and Hygiene The statement for the seventh grade, page 155, applies also to this year's work. APPENDIX List of books and publishers referred to by numbers and otherwise. For full address of publishers, see list following. I. PROSE 1. Classic Myths, Judd Rand, McNally 2. In Mythlands, I and II, Beckwith Ed. Pub. Co. 3. In the Child World, Poulsson Bradley 4. Hawthorne's Wonder Book Ed. Pub. Co. 5. Nature Myths, Flora J. Cook Flanagan 6. Old Greek Stories, Baldwin Amer. Bk. Co. 7. Heroes of Asgard, A. and E. Keary Macmillan 8. Story of Siegfried, Baldwin Scribner 9. Language Reader, V, Baker-Carpenter Macmillan ID. Norse Stories, Mabie Houghton 11. Asgard Stories, Foster Silver 12. Lights to Literature, II and III Rand, McNally 13. Graded Literature Readers, II and III Maynard, Derrill 14. Old Time Stories, Smythe Amer. Bk. Co. 15. Myths Every Child Should Know, Mabie Doubleday, Page 16. Stories of Nibelungen, Schottenfels Flanagan 17. Age of Fable, Bulfinch McKay 18. Myths of Northern Lands, Guerber Amer. Bk. Co. 19. Wagner Opera Stories, Barber Pub. Sch. Pub. Co. 20. In the Days of the Giants, Brown Houghton 21. Heroes of Myth, Gilbert Silver 22. The Nine Worlds, Litchfield Silver 23. For the Children's Hour, Bailey- Lewis Bradley 24. Williams' Choice Collection, Bk. I Amer. Bk. Co. 25. How to Tell Stories, Bryant Houghton 26. Fairy Tales Every Child Should Know Doubleday, Page 27. Fairy Tales and Fables, Baldwin Amer. Bk. Co. 28. Andersen's Fairy Tales, Mrs. H. B. Paul Warren 29. Grimm's Fairy Tales, Wiltse Ginn 30. Classic Stories, McMurry Pub. Sch. Pub. Co. 31. Language Reader, III, Baker-Carpenter Macmillan 32. Heart of Oak Books, III, Norton Heath 33. Heart of Oak Books, II, Norton Heath 34. The Fairy Ring, Wiggin and Smith McClure, Phillips 35. Child Life Reader, II, Blaisdell Macmillan 36. Bible Stories for The Young, Sheldon Welch 37. The Bible. 38. The Child's Christ Tales, Hofer Proudfoot 39. In Story Land, Harrison Sigma 40. Book of Legends, Scudder Houghton 170 Appendix 171 41. Folk Lore Stories and Proverbs, Wiltse Ginn 42. Child Life Reader, III, Blaisdell Macmillan 43. Adventures of a Brownie, Mulock Harper 44. Arabian Nights Warne or Longmans 45. A Kindergarten Story Book, Hoxie Bradley 46. Robinson Crusoe, McMurry Pub. Sch. Pub. Co. 47. Williams' Choice Collection, I, Intermediate Amer. Bk. Co. 48. Through the Year, I, Clyde-Wallace Silver 49. The Story Hour, Wiggin and Smith Houghton 50. Lobo, Rag and Vixen, Seton Scribner 51. Wild Animals I Have Known, Seton Scribner 52. Fanciful Tales, Stockton Scribner 53. Beautiful Joe, Saunders Amer. Bap. Pub. Co. 54. Fifty Famous Stories Retold, Baldwin Amer. Bk. Co. 55. The Cyr Readers, III Ginn 56. Danish Fairy Tales, Bay Harper 57. Old Stories of the East, Baldwin Amer. Bk. Co. 58. Thirty More Famous Stories, Baldwin Amer. Bk. Co. 59. Krag and Johnny Bear, Seton Scribner 60. Black Beauty, Sewell Page 61. Adventures of Robin Hood, Pyle Scribner 62. Alice in Wonderland, Carroll Macmillan 63. King Arthur and His Knights, Green Ginn 64. Little Lame Prince, Craik Hea^h 65. Nonsense Anthology, Carolyn Wells Scribner 66. William's Choice Collection, II, Intermediate Amer. Bk. Co. 67. The Jungle Book, Kipling Century 68. Story of Ulysses, Cook Pub. Sch. Pub. Co. 69. Water Babies, Kingsley Ed. Pub. Co. 70. Uncle Remus Stories, Harris Applcton 71. Eaton Second Reader Eaton 72. More Classic Stories, McMurry Pub. Sch. Pub. Co. 73. Stories to Tell, Bryant Houghton 74. Summers Second Reader, Maud Summers Bcattys 75. Fairy Tales, Grimm, tr. by Crane Lupton 76. Children's Hour, Tappan Houghton 77. Gulliver's Travels, Swift Any good edition 78. Swiss Family Robinson, Wyss Any good edition 79. Viking Talcs, Hall Raiul. McN.tHv 80. Just So Stories, Kipling Douhk-day. P.ige 81. Myths from Many Lands, Children's Hour Scries Ilonghton 82. Modern Stories, Ed. by Tappan Houghton 83. Fables and Folk Stories, Sciiddcr Houghton 84. More Mother Stories, Maud Lindsay Bradley 172 Spcyer School Curriculum II. POETRY 1. Songs of Tree Top and Meadow, McMnrry Pu. Sch. Pub. Co. 2. Poems Every Child Should Know, Mabie Doubleday, Page 3. Three Years with the Poets, Hazard Houghton 4. The Posy Ring, Wiggin and Smith McClure, Phillips 5. Nature in Verse, Mary I. Lovejoy Silver 6. Poems of Childhood, Field Scribner 7. Art Literature Readers, H, Chutter. Atkinson, Mentzer 8. Finger Plays, Poulsson Lothrop 9. A Book of Nursery Rhymes, Welsh Heath 10. A Child's Garden of Verse, Stevenson Scribner 11. Language Reader, H, Baker-Carpenter Macmillan 12. Child Life in Verse, Whittier Houghton 13. William's Choice Collection, II, Prim Amer. Bk. Co. 14. Language Reader, II, Baker-Carpenter Macmillan 15. Children's Hour, Selected Poems Houghton 16. Poems and Rhymes Houghton 17. Graded Poetry Charles Merrill IIL PHYSICAL EDUCATION Games and Folk Dances Bancroft, Jessie H. Games for Play-Ground, Home and School.Macmillan Brower, Josephine. Morris Dances Novello Burchenal, Elizabeth. Folk Dances Schirmer Crawford, Caroline. Folk Dances and Games Barnes Crampton, C. Ward. The Folk Dance Book Barnes Gomme, Alice. Dictionary of British Folk Lore David Nutt Gray, Maria. Two Hundred Gymnastic Games Freidenker Harper, C. A. One Hundred and Fifty Gymnastic Games Ellis Hofer, M. R. Children's Old and New Singing Games. Flanagan Hofer, M. R. Folk Dances and Games Flanagan Newell, W. W. Games and Songs of American Children Harper Parsons, Bella R. Plays and Games Barnes Sharp and Macilvaine. The Morris Book Curwin Stoneroad, Rebecca. Gymnastic Plays and Games for Schools Heath Pageants and Festivals Craig, Anna A. Dramatic Festivals Putnam Chubb, Percival. Pageants and Festivals Harper Fletcher, Alice. Indian Song and Legend Small, Maynard Gardiner, Edw. N., Greek Athletic Festivals Macmillan Lincoln, J. E. C. The Festival Book Barnes IV. INDUSTRIAL ARTS Foods Carpenter, F. G. How the World Is Fed Amer. Bk. Co. Chamberlain, James F. How We Are Fed Macmillan Appendix 173 Farmer, Fannie Merritt. Boston Cooking School Cook Book. Little. Brown Lincoln, Mar\' J. Boston Cook Book Little, Brown Richards and Elliott. Chemistry of Cooking and Cleaning, Whitcomb & Barrows Ronald, Mary. Century Cook Book Century Farmers' Bulletins: No. 34. Meats : Composition and Cooking. No. 52. The Sugar Beet. No. 74. Milk as Food. No. 85. Fish as Food. No. 93. Sugar as Food. No. 121. Beans, Peas, and Other Legimies as Food. No. 128. Eggs and Their Uses as Food. No. 131. Household Tests for Detection of Oleomargarine and Reno- vated Butter. No. 142. Principles of Nutrition and Nutritive Value of Food. No. 166. Cheese Making on the Farm. No. 175. Home Manufacture and Use of Unfermented Grape Juice. No. 182. Poultry as Food. No. 203. Canned Fruits, Preserves, and Jellies. No. 241. Butter Making on the Farm. No. 249. Cereal Breakfast Foods. No. 252. Maple Sugar and Sirup. No. 256. Preparation of Vegetables for the Table. No. 293. Use of Fruit as Food. No. 295. Potatoes and Other Root Crops as Food. No. 298. Food Value of Corn and Corn Products. No. 332. Nuts and Their Uses as Food. No. 348. Bacteria in Milk. No. 359. Canning Vegetables in the Home. No. 363. The Uses of Milk as Food. No. 375. Care of Food in the Home. No. 389. Bread and Bread Making. No. 413. The Care of Milk and Its Uses in the Home. Shelter Bevier, Isabel. The House. Lib. of Home Econ..Amcr. .Sch. Ilnnu' Econ Carpenter, Frank. How the World Is Housed .Amcr. Rk. Co. Chamberlain, James F. How We Arc Sheltered Macmillan Forman, S. E. Stories of Inventions, Ch. XV Century Noyes, William. Handwork in Wood Man. Arts Press Noyes, William. Wood and Forest Man. Arts Press Seldon, Frank Henry. Woodwork for the Grades, Maudslay Press, Valley City 174 Spcyer School Curriculum Clothing Cotton Encyclopedia P.rittanica. 191 1 Ed. Wilkinson, Frederick. The Story of the Cotton Plant Appleton Dyeing Earle, Alice Morse. Home Life in the Colonies Macmillan Hall, Eliza Calvert. Hand-woven Coverlets, Ch. on Dyeing. Little, Brown Hummel, J. J. Coloring Matter for Dyeing Textiles McKay Flax Watson, Kate Heintz. Textiles and Clothing Amer. Sch. Home Econ. Worst, Edw^ard F. Textile Work in Linen. Elem. Sch. Teacher, p. 360, 1904-05 Univ. of Chicago General Carpenter, Frank. How the World Is Clothed Amer. Bk. Co. Chamberlain, James F. How We Are Clothed Macmillan Dooley, W. H. Textiles Heath Watson, Kate Heintz. Textiles and Clothing Amer. Sch. Home Econ. Projects Sage and Cooley. Occupations for Little Fingers Scribner Todd, Mattie. Hand-loom Weaving Rand, McNally Sewing Cooley, Anna M. Domestic Art in Woman's Education Scribner Silk Corticelli Book. Corticelli Silk Co., Florence, Mass. Cowan, John L. The Story of Silk from Cocoon to Fabric. Set. Amer. Vol. 69: 264-6, Apr. 23, 1910. Kelly, Henrietta Aiken. Silkworm Culture. Farmers' Bull. No. 165. Gov. Ptg. Office Spinning and Weaving Earle, Alice Morse. Home Life in the Colonies Mason Forman, S. E. Stories of Inventions, Ch. IX Century Hooper, Luther. Hand-loom Weaving Macmillan Todd, Mattie. Hand-loom Weaving Rand, McNally Tests of Fabrics Herzog, Alois. The Determination of Cotton and Linen. .Teachers College Wool Bowman, F. H. Structure of the Wool Fibre Palmer, Howe Encyclopedia Brittanica. 191 1 Ed. Worth, S. N. D. The Manufacture of Wool. Pop. Sci. Mo. 39: 176-195 Appendix 175 Records Butler, F. O. The Story of Paper Making. . J. W. Butler Paper Co., Chic. Buxton, G. F. and Curran, Fred L. Paper and Cardboard Construc- tion Menomonie, Wis. Press Cockerell, Douglas. Bookbinding and the Care of Books Appleton Crane, W. J. E. Bookbinding for Amateurs Geo. Bell & Sons, London Cross, C. F. and Bevans, E. J. Text Book of Paper Making. Spon & Chamberlain Dana, John C. Notes on Bookbinding Library Bureau Davenport, Cyril. The Book, Its History and Development. Van Nostrand Co. Forman, S. E. Stories of Inventions, Ch. X Century Franklin, Benj. Autobiography. Harding, Samuel Bannister. Story of the Middle Ages, Ch. XVI. Scott, Foresman Johnston, Edw. Writing, Illuminating, and Lettering Macmillan Putnam, G. H. Books and Their Makers During the Middle Ages, 2 vols Putnam Rawlings, Gertrude Burford. The Story of Books Appleton Sindall, R. W. The Manufacture of Paper Van Nostrand Co. Smith, Adele Millicent. Printing and Writing Materials, Their Evo- lution Avil Paper Co., Philadelphia Utensils Pottery Binns, C. F. The Potter's Craft Van Nostrand Binns, C. F. Story of the Potter George Newncs Davison, R. C. Concrete Pottery and Garden Furniture Munn Frantz, Henri. French Pottery and Porcelain Scribner Huddilston, John Homer. Lessons from Greek Pottery Macmillan Knowles, W. P. Dutch Pottery and Porcelain Scribner Moore, N. Hudson. Delftware, Dutch and English Stokes Moore, N. Hudson. Old China Book Stokes Moore, N. Hudson. Wedgwood and His Imitators Stokes Owen, Harold. StaflFordshire Pottery Dutton Rookwood Book. Cincinnati, O Rookwood Co. Smiles, Samuel. Josiah Wedgwood Harper Solon, L. M. E. The Art of the Old English Potters Appleton Walters, Henry B. History of Ancient Potteries, 2 vols Scribner White, Mary. How to Make Pottery Doublcday Baskets Tinsley, Mrs. Laura Rollins. Practical and Artistic Basketry Barnes White, Mary. How to Make Baskets Doublcday White, Mary. More Baskets and How to Make Them Doublcday 176 Speyer School Curriculum Qjpper Utensils Carpenter, Frank. How the World Is Housed. Ch. on Copper. Amer. Bk. Co. Rocheleau. Great American Industries. Ch. on Copper Flanagan Rose, Augustus F. Copper Work Atkinson Sleffel, Chas. Conrad. Working in Metals. Children's Lib. of Work and Play Doubleday Boxes of Cardboard Buxton, G. F. and Curran, F. L. Paper and Cardboard Construction. Menomonie, Wis. Tools, Machines, Weapons Adams, Jos. H. Harpers' Electricity for Boys Harpers Carhart and Chute. Elements of Physics AUyn and Bacon Child, Chas. T. The How and Why of Electricity Van Nostrand Forman, S. E. Stories of Inventions Century Houston, Edw. J. Electricity in Every-day Life Collier Jenks, Tudor. Electricity for Young People Stokes WoodhuU, John. Elementary Science Amer. Bk. Co. PUBLISHERS Postoffice addresses of publishers of books and pictures re- ferred to in the foregoing pages. BOOKS Ainsworth & Co., 378 Wabash Ave., Chicago. Allyn & Bacon, Boston, Chicago. Altemus, Henry, 507 Cherry St., Philadelphia. American Baptist Publishing Society, 1420 Chestnut St., Philadelphia. American Book Company, 100 Washington Square, New York. American Museum of Natural History, New York. American Publishing Company, 424 Asylum St., Hartford, Connecticut. American School Home Economics, 506 W. 69th St., Chicago. American Tract Society, 150 Nassau St., New York. Appleton, D. & Co., 35 West 32nd St., New York. Atkinson, Mentzer & Co., 238-240 Adams St., Chicago. Barnes, A. S. & Co., 381 Fourth Ave., New York. Bay View Pub. Co., sold to Hurst & Co., 395 Broadway, New York. Beattys, Frank D. & Co., 395 Lafayette St., New York. Black, A. L., London. Bobbs-Merrill Co., 9 W. Washington St., Indianapolis. Bradley, Milton, Boston, New York, Chicago. Burt, A. L. & Co., 52-58 Duane St., New York. Caldwell, H. M. & Co., 208-218 Summer St., Boston. Cassell & Co., 43-45 E. 19th St., New York. Century Co., 33 East 17th St., New York. Chautauqua Press, Chautauqua, New York. Church, John, Co., Chicago. Collier, P. F. & Son, 416 W. 13th St., New York Crowell, T. Y. & Co., 426-428 Broadway, New York. Curwin, London. De Wolf, Fiske & Co., 365 Washington St., Boston. Ditson Co., 150 Tremont St., Boston. Dodd, Mead & Co., 312 Fifth Ave., New York. Doubleday, Page & Co., Garden City, New York. Dutton, E. P. & Co., 31 W. 23rd St., New York. Eaton & Company, Chicago. Educational Publishing Company, Chicago. Ellis, Geo. H. & Co., 272 Congress St., Boston. Estes, Dana & Co., 208 Summer St., Boston. Fergus Printing Company, 22 Lake St., Chicago. Flanagan, A., 266 Wabash Ave., Chicago. Foster, Chas., Pub. Co., 716 Sansom St., Philadelphia. Freidenker, Milwaukee. Funk & Wagnalls, 44-60 East 23rd St., New York. Ginn & Co., Boston, Mass. Also New York and Chicago. Globe Sch. Bk. Co. .Sold to World Bk. Co. 177 178 S^^eyer School Curriculum Harper & Brothers, Franklin Square, New York. Heath, D C. & Co., 1 10-120 Boylston St., Boston; also New York and Chic. Holt, Henry & Co., New York; also Chicago. Houghton Mifflin Co., 4 Park St., Boston; also New York and Chicago. Hurst & Co., 395 Broadway, New York. Jennings & Pie, now Jennings & Graham, 220 West 4th St., Cincinnati. Laird & Lee, 263-265 Wabash Ave., Chicago. Lane. John, 67 Fifth Ave., New York. Lee & Shepard. Lothrop, L. & S., 93 Federal St., Boston. See Lothrop. Library Bureau, 37 S. Wabash Ave., Chicago; also New York. Lippincott. J. B. & Co., Washington St., Philadelphia. Little. Brown & Co., Boston. Longmans. Green & Co., 443 Fourth Avenue, New York. Lothrop, Lee & Shepard, 93 Federal St., Boston. Lovell, Frank F. Book Co., 66 Park Place, New York. Lupton, F. M., 23 City Hall PL, New York. Lyon & Healy, Chicago. Macmillan Co., 66 Fifth Avenue, New York; also Chicago. Manual Arts Press, Peoria, Illinois. Maynard. Merrill & C-:., Boston. McClure, Phillips & Co., 44-60 East 23rd St., New York. McClurg, A. C. & Co., 1^,15 Wabash Ave., Chicago. McKay, David, 610 Washington St., Philadelphia. McLaughlin & Reilly Co., 406 Colonial Bldg., Boston. Merrill, Chas. E. & Co., New York. Munn & Co., 361 Broadway, New York. Nelson, Thos. & Sons, 381 Fourth Ave., New York. Newnes, Geo., London. Newson & Co., 27 W. 23rd St., New York. New York World, New York. Novello, Ewer & Co., 21 E. 17th St., New York. Nutt, David, London. Old South Work, Directors of. Old South Meeting House, Boston. Orange Judd & Co., 315 Fourth Ave., New York. Outlook Publishing Co., 287 Fourth St., New York. Oxford Press, Oxford, Pennsylvania. Oxford University Press, American Branch, 91 Fifth Ave., New York. Page & Co., 200 Summer St., Boston. Palmer Co., 120 Boylston St., Boston. Pilgrim Press. Boston, Chicago. Proudfoot, A. Hope, Auditorium, Chicago. Public School Publishini-r Company, Bloomington, Illinois. Putnam's Sons, G. P., j West 45th St., New York. Rand. McNally & Co., 42 East 22nd St., New York. Revell, F. H. & Co., 80 Wabash Ave., Chicago. Row, Peterson & Co., 215 Wabash Ave., Chicago. Sanborn, Benj. H. & Co., 120 Boylston St., Boston. Appendix 179 Scott, Foresman & Co., Chicago, New York. Scribner's Sons, Charles, 153-157 Fifth Ave., New York. Scudder Bros., 630 W. 6th St., Cincinnati. Sigma Publishing Co., 210 Pine St., St. Louis. Silver, Burdett & Co., New York, Boston. Small, Alaynard & Co., 15 Beacon St., Boston. Spaulding, A. G., & Co., Chicago. Spon & Chamberlain, 123 Liberty St., New York. Stanford, London, Use McClurg, Chicago. Stokes, F. A. & Co., 443 Fourth Ave., New York. Stone, H. S. & Co., Elbridge Court, Chicago. Summy, Clayton F. Co., 220 Wabash Ave., Chicago. University of Chicago Press, 58th St. and Ellis Ave., Chicago. University Publishing Co., 27-29 West 23rd St., New York. Van Nostrand, D. Co., 25 Park Place, New York. W^arne, Frederick & Co., 12 East 23rd St., New York. Welch, W. M. Co., 179 Illinois St., Chicago. Whitaker & Ray Co., San Francisco. Whitcomb and Barrows, Huntington Chambers, Boston. Wilde, A. E., Cincinnati. Wiley, John & Sons, 41-45 East 19th St., New York. World Book Co., Park Hill, Yonkers, N. Y. PICTURES, POTTERY AND CASTS Brown, Geo. P., 38 Lovell St., Boston. Brown's Famous Pictures. Chicago Art. Ed. Co., 215 Wabash Ave., Chicago. Pictures and Pottery. Cosmos Pictures Company, 119 W^est 25th St., New York. Cosmos Pictures. Hennecke, C. Co., Milwaukee, Wisconsin. Casts, statuary, etc. Montross Gallery, 550 Fifth Ave., New York. Montross Prints. Perry Pictures Co., Maiden, Massachusetts. Perry Pictures. Tissot Picture Society, 27 East 22nd St., New York. Tissot Bible Pictures. University Travel, Bureau of, 201 Clarendon St., Boston. University Prints. ,\^^ ^Of CAllF0ff4>^ >&Abvaaii^\^ ft: '^^ ^ O ^lOSANCElfj-^ %a3AINn-3WV^ -s^lLIBRARYO^ ^OFCAIIFO/?^ tt UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book Is DUE on the last date stamped below. AUG 14 1987 f^ECE/VED AUG 1 4 '87 -9 AM £D/PsyCH LIB. NOV ^ >&Aavaani^ s>aMIBRARY(^/ ^OFCAIIPO/? ^^Aavaaii-^^"^ ^>;lOSANG[lfj^ %a3AiNn3V\v \VlOSANCFlfX; "^/saBAiNn^w^ ^AtLIBRARYa ^ 3 u- ^,^^UIBRARY•Q/^ ^vNlUBRARYGr^ ^WE UNIVER5-//, ■^/saaAiNn-JWV^ ^^ojiivdjo^ ^,!/ojiiv3jo^ ^OFCAjIF0% ^OFCAIIFO/?,!^ '^. o ^WEUNIVERS/A \>.lOSANCElfj o %a3AiNa-3\v ^lOSANCElf. ft: O ^ < "///rin k ma H\ o so > -< ^^l■llBRARYac^ ^Qiim-i^"^ UCLA-ED/PSYCH Library LB 2193 C72 1913 U iJ<^ L 005 588 016 5 >5^ v>:lOSANCEl% o ^ 5 o I? 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